This document outlines classroom rules, vision, mission, and goals for an academic institution. It also provides details on course requirements, descriptions, content, and guidelines for teaching Edukasyong Pantahanan at Pangkabuhayan (EPP) and Technology and Livelihood Education (TLE). Key learning theories from Jerome Bruner and Robert Gagne are discussed in the context of teaching approaches for TLE, including direct instruction, hands-on learning, laboratory experiences, and project-based methods.
The document provides information on the Dual Training System (DTS) in the Philippines. The DTS combines in-school technical and vocational training with on-the-job training at participating companies. Trainees spend 40% of time at technical vocational institutions for theoretical learning, and 60% of time at companies for practical skills development. The DTS aims to enhance trainee employability and is governed by laws and agreements between schools and companies. While the DTS provides benefits, challenges include monitoring trainee contracts and the need for technical vocational institutions to keep skills aligned with industry needs. Recommendations include improving cooperation between all DTS stakeholders and helping small companies participate.
The document provides an overview of meal management concepts including menu planning and nutrition. It discusses the people involved in meal planning, risk factors of overweight/obesity, philosophy and goals of meal planning, and the process of management. It also covers factors to consider in planning menus and nutritious meals, food groups and the food pyramid, food sources and their functions, types of food labeling, menu planning considerations and types of menus, and simplified menu courses.
Chapter 2 - Areas of Specialization and Careers for Home Economists.pptxKathlyn Aragon
This document discusses home economics specializations and careers. It covers the following key points:
1. Home economics has several major professional areas including research, instruction, commercial work, participation in health/welfare services, administration of facilities, and professional instruction.
2. Specific careers for home economics graduates include TVET trainers/assessors and entrepreneurs or employees in various industry sectors.
3. Home economics is taught at different levels of the Philippine education system - as part of the elementary curriculum, in junior high school, and through specialization courses in senior high school.
4. Tertiary programs related to home economics include BTLEd and BTVTEd degrees, while TESDA
This document provides a list of essential cooking utensils that every kitchen should have. It includes over 30 common utensils such as basters, can openers, colanders, cutting boards, knives, measuring cups and spoons, peelers, spatulas, whisks and more. Each utensil is briefly described along with its general purpose or function in food preparation and cooking.
This document provides a curriculum guide for a Grade 7/8 exploratory course in Home Economics - Cookery. It covers five common competencies: 1) knowledge of tools and equipment; 2) maintenance of tools and equipment; 3) performing measurements and calculations; 4) interpreting technical drawings; and 5) practicing occupational health and safety procedures. The guide outlines learning competencies, content standards, and performance standards for each competency area. It also provides introductory information on the relevance of cookery and career opportunities in the field.
This document provides an overview of competency-based training (CBT) for the Cookery NC II qualification. It outlines 10 principles of CBT, the roles of the trainer and trainee, and the competencies covered in the Cookery NC II program, including basic, common, and core competencies. Trainees will learn skills like preparing stocks, sauces, soups, appetizers, salads, sandwiches, meat dishes, vegetable dishes, egg dishes, starch dishes, poultry/game bird dishes, seafood dishes, and desserts. Trainees will be evaluated based on performance criteria, progress charts, achievement charts, self-checks, exams, portfolio evaluation, and observation/demonstration
Detailed lesson plan in Animal Production sinarapan2015
This lesson plan outlines a class on poultry feed formulation using the trial and error method. The teacher will divide students into groups to formulate feeds matching nutrient requirements at different growth stages. Students will first observe feed formulations demonstrated by the teacher. They will then work independently to formulate feeds for different life stages, comparing the costs to commercial alternatives. The lesson evaluates students' understanding of feed formulation concepts and has them complete an assignment formulating feeds using local materials.
Here are the key points to remember about common poultry and livestock farm tools:
- Spades, shovels, rakes, digging forks are used for digging, loosening soil, leveling ground, cleaning
- Spades are used for digging holes and trenches. Proper technique is important to prevent injury
- Shovels are used for moving soil, manure, feed. Keep blade sharp and bend at knees, not waist, when lifting
- Rakes are used to collect leaves, debris. Move in straight lines pulling materials towards you
- Bolos are large cutting tools like machetes used for clearing vegetation. Different types for specific jobs.
ANIMAL PRODUCTION
K to 12 – Technology and Livelihood
The document provides information on the Dual Training System (DTS) in the Philippines. The DTS combines in-school technical and vocational training with on-the-job training at participating companies. Trainees spend 40% of time at technical vocational institutions for theoretical learning, and 60% of time at companies for practical skills development. The DTS aims to enhance trainee employability and is governed by laws and agreements between schools and companies. While the DTS provides benefits, challenges include monitoring trainee contracts and the need for technical vocational institutions to keep skills aligned with industry needs. Recommendations include improving cooperation between all DTS stakeholders and helping small companies participate.
The document provides an overview of meal management concepts including menu planning and nutrition. It discusses the people involved in meal planning, risk factors of overweight/obesity, philosophy and goals of meal planning, and the process of management. It also covers factors to consider in planning menus and nutritious meals, food groups and the food pyramid, food sources and their functions, types of food labeling, menu planning considerations and types of menus, and simplified menu courses.
Chapter 2 - Areas of Specialization and Careers for Home Economists.pptxKathlyn Aragon
This document discusses home economics specializations and careers. It covers the following key points:
1. Home economics has several major professional areas including research, instruction, commercial work, participation in health/welfare services, administration of facilities, and professional instruction.
2. Specific careers for home economics graduates include TVET trainers/assessors and entrepreneurs or employees in various industry sectors.
3. Home economics is taught at different levels of the Philippine education system - as part of the elementary curriculum, in junior high school, and through specialization courses in senior high school.
4. Tertiary programs related to home economics include BTLEd and BTVTEd degrees, while TESDA
This document provides a list of essential cooking utensils that every kitchen should have. It includes over 30 common utensils such as basters, can openers, colanders, cutting boards, knives, measuring cups and spoons, peelers, spatulas, whisks and more. Each utensil is briefly described along with its general purpose or function in food preparation and cooking.
This document provides a curriculum guide for a Grade 7/8 exploratory course in Home Economics - Cookery. It covers five common competencies: 1) knowledge of tools and equipment; 2) maintenance of tools and equipment; 3) performing measurements and calculations; 4) interpreting technical drawings; and 5) practicing occupational health and safety procedures. The guide outlines learning competencies, content standards, and performance standards for each competency area. It also provides introductory information on the relevance of cookery and career opportunities in the field.
This document provides an overview of competency-based training (CBT) for the Cookery NC II qualification. It outlines 10 principles of CBT, the roles of the trainer and trainee, and the competencies covered in the Cookery NC II program, including basic, common, and core competencies. Trainees will learn skills like preparing stocks, sauces, soups, appetizers, salads, sandwiches, meat dishes, vegetable dishes, egg dishes, starch dishes, poultry/game bird dishes, seafood dishes, and desserts. Trainees will be evaluated based on performance criteria, progress charts, achievement charts, self-checks, exams, portfolio evaluation, and observation/demonstration
Detailed lesson plan in Animal Production sinarapan2015
This lesson plan outlines a class on poultry feed formulation using the trial and error method. The teacher will divide students into groups to formulate feeds matching nutrient requirements at different growth stages. Students will first observe feed formulations demonstrated by the teacher. They will then work independently to formulate feeds for different life stages, comparing the costs to commercial alternatives. The lesson evaluates students' understanding of feed formulation concepts and has them complete an assignment formulating feeds using local materials.
Here are the key points to remember about common poultry and livestock farm tools:
- Spades, shovels, rakes, digging forks are used for digging, loosening soil, leveling ground, cleaning
- Spades are used for digging holes and trenches. Proper technique is important to prevent injury
- Shovels are used for moving soil, manure, feed. Keep blade sharp and bend at knees, not waist, when lifting
- Rakes are used to collect leaves, debris. Move in straight lines pulling materials towards you
- Bolos are large cutting tools like machetes used for clearing vegetation. Different types for specific jobs.
ANIMAL PRODUCTION
K to 12 – Technology and Livelihood
This document is a learning module on caregiving for grades 7 and 8 in the Philippines. It covers four lessons: (1) use and maintenance of tools, equipment, and paraphernalia; (2) perform calculations; (3) practice occupational health and safety procedures; and (4) maintain tools, equipment, and paraphernalia. The module aims to teach students the basic competencies needed for a career in caregiving. Each lesson includes learning outcomes, materials, definitions, learning activities, and assessments. The document provides an exploratory introduction to caregiving to prepare students for a possible career path in this field.
The document describes a competency-based training program. It outlines that learning is based on competency standards and modular in structure. Training delivery is individualized and self-paced based on work standards. Assessment involves collecting work evidence, and the program allows for recognition of prior experience and multiple entry/exit points. Approved programs are nationally accredited.
Pates and terrines are delectable meat preparations that can contain ingredients like liver, meat, and truffles. Pates involve forcemeat baked inside a pastry crust, while terrines involve uncooked forcemeat pressed in an earthenware mold. Both involve preparing and layering different types of forcemeat, which are then cooked either in the oven or a water bath. After cooking, pates and terrines are pressed or weighted and chilled to improve texture before being sliced and served.
This document discusses various baking tools and equipment as well as types of ovens. It describes pastry brushes, baking sheets, whisks, piping bags, dough blenders, pastry wheels, cooling racks, and palette knives. It also mentions pastry boards, tarlet tins, deck ovens, rack ovens, mechanical ovens, convection ovens, Dutch ovens, range ovens, pizza ovens, and toaster ovens. The document provides technical terms for dough and splatter and gives instructions for preheating an oven by removing items, adjusting shelves, checking the required temperature, and waiting for the oven to fully preheat.
Tarts are more than just pies without tops. They can have a variety of doughs from flaky and crunchy to soft and rich. Common doughs include pate brisee (similar to pie dough), short doughs, pasta frolla, and brioche. Assembly can be either with an unbaked tart shell filled after or a baked "to be baked" shell with filling added before final baking. Key steps include rolling out the dough, pressing it into the pan, blind baking, then filling and finishing the tart. Flavors range from savory to sweet utilizing combinations of fruits, cheeses, chocolate, nuts and custards.
The document discusses competency-based training (CBT), which is a training approach where trainees learn skills at their own pace by demonstrating mastery of specific competencies. It identifies 10 principles of CBT, including that training is based on competency standards and assessment is based on evidence of work performance. The roles of CBT trainers include managing learning activities while trainees take responsibility for their own learning. Competencies are divided into basic, common and core competencies. Learning materials and facilities to support CBT are also outlined, along with methods for competency assessment.
The document discusses technology-based art, specifically digital art. It begins by explaining how technology has allowed for new forms of artistic expression using elements and processes. It then provides examples of early computer-generated art from the 1960s and discusses how digital art has evolved. Today, technology has enabled anyone to create digital art using various apps and programs on devices like phones and tablets. The document encourages students to prepare works of technology-based art for an upcoming exhibit.
This document provides information on substituting ingredients when cooking and calculating costs of production. It begins with definitions of substitution and ingredients. It then lists common ingredient substitutions that can be used if a main ingredient is unavailable. The document also provides a recipe cost sheet template to calculate costs of individual ingredients, total recipe cost, cost per portion, selling price, total sales, and net profit. It explains concepts like mark up, percent mark up, fixed and variable costs, and tools for accurate food costing.
This document outlines the budget of work for Shielded Metal Arc Work (SMAW) for the first quarter in TLE 8 at Mabini National High School. It includes the learning competencies, assessment methods, and topics to be covered each week. Over the 10-week period, students will learn about personal entrepreneurial competencies, basic hand tools and equipment, safety practices, tool maintenance, and interpreting technical plans and drawings. They will be assessed through formative methods like discussions, demonstrations, and applications, as well as summative exams to evaluate their understanding of the core concepts and skills for Shielded Metal Arc Work.
This document provides guidance for teachers on teaching the exploratory course on Bread and Pastry Production as part of the K to 12 Technology and Livelihood Education (TLE) curriculum in the Philippines. It outlines the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE using a modular approach. Each TLE exploratory course is covered in a Learning Module that includes lessons, learning outcomes, and assessments. The guide explains how teachers can use the modules to determine students' prior knowledge and skills, teach new competencies, and evaluate the application of learning. The goal is to prepare students for certification and employment by aligning TLE courses with the standards of the Technical Education and Skills Development Authority (TESDA
This document provides background information and instructions for teachers on teaching the K to 12 Technology and Livelihood Education (TLE) exploratory course on Commercial Cooking. It discusses that TLE courses aim to develop students' technological proficiency and entrepreneurial skills to meet the overall goal of the K to 12 curriculum. Teachers are instructed to use the provided learning modules, which cover 4-5 lessons focused on basic competencies. The modules are designed based on Technical Education and Skills Development Authority standards to help students earn certificates and qualify for industry certification.
FOOD PROCESSING TOOLS WITH LABEL AND USES.pptxdolly661745
This document lists and describes various tools and equipment used in food preparation and processing. It includes knives, peelers, spatulas, colanders, chopping boards, pots, pans, blenders, refrigerators, freezers, vacuum pack machines, pressure cookers, can sealers, smoke houses, mixers, food processors, and meat grinders. Each item is described based on its intended use for tasks like cutting, slicing, peeling, mixing, cooking, boiling, steaming, frying, blending, measuring, storing, sealing, and processing foods.
To produce quality food products, accurate measurement of ingredients is important. The correct measuring equipment should be selected based on the ingredient type and amount. Dry ingredients like flour and sugar are measured by spooning into cups and leveling off, while liquids use measuring cups and spoons. Fats can be measured by various methods depending on their form, such as pressing or cutting solid fats to the required measurement. Precise ingredient measurement develops skills for quality cooking.
BASIC PREPARATION METHODS OF MEAT.pptxLailaRizada3
The document discusses various methods for preparing meat including washing, skinning, dicing, trimming, slicing, seasoning, and coating. It also identifies different types of meat like pork, beef, lamb, carabee, chevon, and veal along with their sources. Basic meat preparation techniques include washing, skinning, dicing, trimming, slicing, seasoning, and coating the meat. Reasons for trimming meat include improving appearance, leaving as much meat intact as possible, and removing gristle and sinews.
This document provides guidance on properly maintaining tools and equipment. It discusses cleaning tools to remove dust, checking cords for damage, using tools correctly and as intended, protecting tools from heat and sharp objects, using double-insulated tools, and storing tools in their original cases when not in use. Personal protective equipment such as hard hats and gloves should also be cleaned and stored properly to ensure safe working conditions. Taking care of tools and equipment helps ensure they are in good working order when needed.
This document outlines the grading system and subject focus for the Technology and Livelihood Education (TLE) course. It states that written works are 20% of the grade, performance tasks are 60%, and assessments are 20%, totaling 100%. The subject focus for each grade level rotates between cookery, dressmaking, drafting, carpentry, electricity, and handicrafts each quarter. Specific materials needed for each subject are also listed, such as kitchen tools for cookery, sewing kits for dressmaking, and carpentry tools.
This document provides information on standard units of measurement for weights, volumes, temperatures, and substitutions for common ingredients in cooking. It includes tables that list equivalents for tablespoons, cups, ounces, pounds, and other units. Measurement guidelines are given for accurately measuring dry ingredients like flour and sugar and wet ingredients like milk and oil using measuring cups and spoons. Oven temperature conversions between Celsius and Fahrenheit are also included.
This document provides an introduction to computer-aided drafting using AutoCAD. It begins by explaining the importance of technical drawings in manufacturing and industry standards for drafting. It then discusses how AutoCAD and other CAD software are used to create technical drawings digitally. The document outlines the AutoCAD interface and tools, including the drawing area, command line, text window, and status bar. It provides step-by-step instructions for using the line command to draw lines and a sample exercise creating a five-point star. Later sections provide activities for students to learn more about the AutoCAD interface and practice using the line command.
The document outlines an ICT curriculum map for grades 7-12 that includes 7 tracks of study: 1) computer hardware servicing, 2) illustration, 3) technical drafting, 4) contact center services, 5) animation, 6) medical transcription, and 7) computer programming. The map shows that exploratory courses are offered in grades 7-8 to expose students to common ICT competencies, with more advanced tracks of study available from grades 9-12 leading to various National Certification levels.
Kitchen tools, equipment and paraphernaliaIan Villapania
This document provides an overview of various kitchen tools, equipment, and paraphernalia. It lists and sometimes images common kitchen utensils such as pots, pans, knives, serving utensils, as well as small appliances. The document emphasizes that kitchen tools come in different materials and each is designed for specific tasks, and that cooks should be familiar with the various equipment and what they are used for.
The document discusses the nature, scope, and content of Edukasyong Pantahanan at Pangkabuhayan (EPP), which covers topics like entrepreneurship, ICT, home economics, agriculture, and industrial arts. EPP aims to develop skills for lifelong learning and proper work values. It is taught using experiential and hands-on methods to allow students to learn by doing. The document also outlines the legal basis, standards, and evaluation of EPP.
This document is a learning module on caregiving for grades 7 and 8 in the Philippines. It covers four lessons: (1) use and maintenance of tools, equipment, and paraphernalia; (2) perform calculations; (3) practice occupational health and safety procedures; and (4) maintain tools, equipment, and paraphernalia. The module aims to teach students the basic competencies needed for a career in caregiving. Each lesson includes learning outcomes, materials, definitions, learning activities, and assessments. The document provides an exploratory introduction to caregiving to prepare students for a possible career path in this field.
The document describes a competency-based training program. It outlines that learning is based on competency standards and modular in structure. Training delivery is individualized and self-paced based on work standards. Assessment involves collecting work evidence, and the program allows for recognition of prior experience and multiple entry/exit points. Approved programs are nationally accredited.
Pates and terrines are delectable meat preparations that can contain ingredients like liver, meat, and truffles. Pates involve forcemeat baked inside a pastry crust, while terrines involve uncooked forcemeat pressed in an earthenware mold. Both involve preparing and layering different types of forcemeat, which are then cooked either in the oven or a water bath. After cooking, pates and terrines are pressed or weighted and chilled to improve texture before being sliced and served.
This document discusses various baking tools and equipment as well as types of ovens. It describes pastry brushes, baking sheets, whisks, piping bags, dough blenders, pastry wheels, cooling racks, and palette knives. It also mentions pastry boards, tarlet tins, deck ovens, rack ovens, mechanical ovens, convection ovens, Dutch ovens, range ovens, pizza ovens, and toaster ovens. The document provides technical terms for dough and splatter and gives instructions for preheating an oven by removing items, adjusting shelves, checking the required temperature, and waiting for the oven to fully preheat.
Tarts are more than just pies without tops. They can have a variety of doughs from flaky and crunchy to soft and rich. Common doughs include pate brisee (similar to pie dough), short doughs, pasta frolla, and brioche. Assembly can be either with an unbaked tart shell filled after or a baked "to be baked" shell with filling added before final baking. Key steps include rolling out the dough, pressing it into the pan, blind baking, then filling and finishing the tart. Flavors range from savory to sweet utilizing combinations of fruits, cheeses, chocolate, nuts and custards.
The document discusses competency-based training (CBT), which is a training approach where trainees learn skills at their own pace by demonstrating mastery of specific competencies. It identifies 10 principles of CBT, including that training is based on competency standards and assessment is based on evidence of work performance. The roles of CBT trainers include managing learning activities while trainees take responsibility for their own learning. Competencies are divided into basic, common and core competencies. Learning materials and facilities to support CBT are also outlined, along with methods for competency assessment.
The document discusses technology-based art, specifically digital art. It begins by explaining how technology has allowed for new forms of artistic expression using elements and processes. It then provides examples of early computer-generated art from the 1960s and discusses how digital art has evolved. Today, technology has enabled anyone to create digital art using various apps and programs on devices like phones and tablets. The document encourages students to prepare works of technology-based art for an upcoming exhibit.
This document provides information on substituting ingredients when cooking and calculating costs of production. It begins with definitions of substitution and ingredients. It then lists common ingredient substitutions that can be used if a main ingredient is unavailable. The document also provides a recipe cost sheet template to calculate costs of individual ingredients, total recipe cost, cost per portion, selling price, total sales, and net profit. It explains concepts like mark up, percent mark up, fixed and variable costs, and tools for accurate food costing.
This document outlines the budget of work for Shielded Metal Arc Work (SMAW) for the first quarter in TLE 8 at Mabini National High School. It includes the learning competencies, assessment methods, and topics to be covered each week. Over the 10-week period, students will learn about personal entrepreneurial competencies, basic hand tools and equipment, safety practices, tool maintenance, and interpreting technical plans and drawings. They will be assessed through formative methods like discussions, demonstrations, and applications, as well as summative exams to evaluate their understanding of the core concepts and skills for Shielded Metal Arc Work.
This document provides guidance for teachers on teaching the exploratory course on Bread and Pastry Production as part of the K to 12 Technology and Livelihood Education (TLE) curriculum in the Philippines. It outlines the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE using a modular approach. Each TLE exploratory course is covered in a Learning Module that includes lessons, learning outcomes, and assessments. The guide explains how teachers can use the modules to determine students' prior knowledge and skills, teach new competencies, and evaluate the application of learning. The goal is to prepare students for certification and employment by aligning TLE courses with the standards of the Technical Education and Skills Development Authority (TESDA
This document provides background information and instructions for teachers on teaching the K to 12 Technology and Livelihood Education (TLE) exploratory course on Commercial Cooking. It discusses that TLE courses aim to develop students' technological proficiency and entrepreneurial skills to meet the overall goal of the K to 12 curriculum. Teachers are instructed to use the provided learning modules, which cover 4-5 lessons focused on basic competencies. The modules are designed based on Technical Education and Skills Development Authority standards to help students earn certificates and qualify for industry certification.
FOOD PROCESSING TOOLS WITH LABEL AND USES.pptxdolly661745
This document lists and describes various tools and equipment used in food preparation and processing. It includes knives, peelers, spatulas, colanders, chopping boards, pots, pans, blenders, refrigerators, freezers, vacuum pack machines, pressure cookers, can sealers, smoke houses, mixers, food processors, and meat grinders. Each item is described based on its intended use for tasks like cutting, slicing, peeling, mixing, cooking, boiling, steaming, frying, blending, measuring, storing, sealing, and processing foods.
To produce quality food products, accurate measurement of ingredients is important. The correct measuring equipment should be selected based on the ingredient type and amount. Dry ingredients like flour and sugar are measured by spooning into cups and leveling off, while liquids use measuring cups and spoons. Fats can be measured by various methods depending on their form, such as pressing or cutting solid fats to the required measurement. Precise ingredient measurement develops skills for quality cooking.
BASIC PREPARATION METHODS OF MEAT.pptxLailaRizada3
The document discusses various methods for preparing meat including washing, skinning, dicing, trimming, slicing, seasoning, and coating. It also identifies different types of meat like pork, beef, lamb, carabee, chevon, and veal along with their sources. Basic meat preparation techniques include washing, skinning, dicing, trimming, slicing, seasoning, and coating the meat. Reasons for trimming meat include improving appearance, leaving as much meat intact as possible, and removing gristle and sinews.
This document provides guidance on properly maintaining tools and equipment. It discusses cleaning tools to remove dust, checking cords for damage, using tools correctly and as intended, protecting tools from heat and sharp objects, using double-insulated tools, and storing tools in their original cases when not in use. Personal protective equipment such as hard hats and gloves should also be cleaned and stored properly to ensure safe working conditions. Taking care of tools and equipment helps ensure they are in good working order when needed.
This document outlines the grading system and subject focus for the Technology and Livelihood Education (TLE) course. It states that written works are 20% of the grade, performance tasks are 60%, and assessments are 20%, totaling 100%. The subject focus for each grade level rotates between cookery, dressmaking, drafting, carpentry, electricity, and handicrafts each quarter. Specific materials needed for each subject are also listed, such as kitchen tools for cookery, sewing kits for dressmaking, and carpentry tools.
This document provides information on standard units of measurement for weights, volumes, temperatures, and substitutions for common ingredients in cooking. It includes tables that list equivalents for tablespoons, cups, ounces, pounds, and other units. Measurement guidelines are given for accurately measuring dry ingredients like flour and sugar and wet ingredients like milk and oil using measuring cups and spoons. Oven temperature conversions between Celsius and Fahrenheit are also included.
This document provides an introduction to computer-aided drafting using AutoCAD. It begins by explaining the importance of technical drawings in manufacturing and industry standards for drafting. It then discusses how AutoCAD and other CAD software are used to create technical drawings digitally. The document outlines the AutoCAD interface and tools, including the drawing area, command line, text window, and status bar. It provides step-by-step instructions for using the line command to draw lines and a sample exercise creating a five-point star. Later sections provide activities for students to learn more about the AutoCAD interface and practice using the line command.
The document outlines an ICT curriculum map for grades 7-12 that includes 7 tracks of study: 1) computer hardware servicing, 2) illustration, 3) technical drafting, 4) contact center services, 5) animation, 6) medical transcription, and 7) computer programming. The map shows that exploratory courses are offered in grades 7-8 to expose students to common ICT competencies, with more advanced tracks of study available from grades 9-12 leading to various National Certification levels.
Kitchen tools, equipment and paraphernaliaIan Villapania
This document provides an overview of various kitchen tools, equipment, and paraphernalia. It lists and sometimes images common kitchen utensils such as pots, pans, knives, serving utensils, as well as small appliances. The document emphasizes that kitchen tools come in different materials and each is designed for specific tasks, and that cooks should be familiar with the various equipment and what they are used for.
The document discusses the nature, scope, and content of Edukasyong Pantahanan at Pangkabuhayan (EPP), which covers topics like entrepreneurship, ICT, home economics, agriculture, and industrial arts. EPP aims to develop skills for lifelong learning and proper work values. It is taught using experiential and hands-on methods to allow students to learn by doing. The document also outlines the legal basis, standards, and evaluation of EPP.
The document provides an overview of teaching Edukasyong Pantahanan at Pangkabuhayan (EPP), which covers topics like entrepreneurship, ICT, home economics, agriculture, and industrial arts. It discusses the nature and scope of EPP, highlighting the development of skills, knowledge, and values. It also outlines the curriculum framework, including grade-level standards and learning areas. Finally, it describes approaches to teaching EPP, such as direct instruction, hands-on learning, and utilizing project methods, modules, work sessions, and resource persons.
This document outlines the curriculum for Edukasyong Pantahanan at Pangkabuhayan (EPP)/Technology and Livelihood Education (TLE) for grades 4-12 in the Philippines. It discusses the goals of developing life skills to prepare students for the workforce and contributing to national development. The curriculum focuses on four components: Information and Communications Technology, Agriculture and Fishery Arts, Family and Consumer Science, and Industrial Arts. It describes the basic, common, and core competencies covered at each grade level and how the skills progress in complexity. The curriculum is designed to provide students exploratory experiences in sectors like crop production, food services, and engineering to inform their career choices.
This document provides an overview of the Matatag Curriculum for Edukasyong Pantahanan at Pangkabuhayan (EPP)/Technology and Livelihood Education (TLE) for grades 4 to 10 in the Philippines. It discusses the background, rationale, framework, structure, and new features of the revised EPP/TLE curriculum. The curriculum aims to equip learners with life-long learning skills to become productive individuals and contribute to national goals. It covers 4 components: Information and Communication Technology, Agricultural and Fishery Arts, Family and Consumer Science, and Industrial Arts. The competencies are basic, common, and core skills. Learners explore sectors and can choose a specialization for
The document outlines the principles and guidelines for teaching EPP and TLE in the Philippines. It discusses:
- EPP and TLE curriculum, which introduces 4 areas (Agriculture, ICT, Home Economics, Industrial Arts) from Grades 4-8 and allows specialization from Grades 9-12.
- The goal of developing technological proficiency and attaining National Certification Level II by graduation.
- An exploratory approach in Grades 7-8 across the 4 areas before specializing in Grades 9-10.
- Entrepreneurship concepts are integrated across grades and become more advanced, with a separate subject in senior high school.
- Common competencies like tool use
FINAL MATATAG EPP_TLE CG 2023 Grades 4 - 10.pdfLazadaOne
This document provides background information on the Edukasyong Pantahanan at Pangkabuhayan (EPP)/Technology and Livelihood Education (TLE) curriculum for grades 4-10 in the Philippines. It discusses the goals of developing life skills to prepare students for the workforce and nation building. The curriculum was reviewed in 2018 and revised to address issues like overlapping competencies. The new framework focuses on acquiring skills in each of the four components - ICT, agriculture, family and consumer science, and industrial arts. It also emphasizes exploratory learning about industry sectors and a STEM approach to solve problems.
The document discusses Technology and Livelihood Education (TLE), which is part of the Philippine secondary school curriculum. TLE focuses on developing students' skills in four areas: home economics, agri-fishery arts, industrial arts, and information and communication technology. It aims to teach students livelihood programs and technology usage. TLE is a skills-based subject that emphasizes experiential, contextualized, and authentic learning through hands-on activities.
An act entitled: “Enhancing the Philippine Basic Education System by Strengthening its Curriculum and Increasing the Number of Years for Basic Education, Appropriating Funds Therefore and for Other Purposes,” otherwise known as the “Enhanced Basic Education Act of 2013.”The K to 12 Curriculum has its overarching goal, the holistic development of every Filipino learner with 21st-century skills who is adequately prepared for work, entrepreneurship, middle-level skills development, and higher education.
This document outlines the curriculum for an exploratory course on Bread and Pastry Production within the Technology and Livelihood Education (TLE) program in the Philippines. It provides background on the overall goals of the K to 12 curriculum and conceptual framework for TLE. TLE aims to develop students' technological proficiency through integrating entrepreneurship, concepts, skills and values. The exploratory courses focus on basic competencies like tool use and safety. Each TLE area has learning modules consisting of lessons addressing these competencies. The courses are designed to help students earn certifications from the Technical Education and Skills Development Authority to qualify for lucrative jobs.
Junior Certificate Business Studies Guidelines for Teacherssiobhanpdst
This document provides guidelines for teachers on implementing the Junior Certificate Business Studies syllabus in Ireland. It outlines the aims of the Junior Certificate program and Business Studies syllabus. It then provides guidance on teaching key topics in a way that develops students' skills and ensures sensitive handling of issues. Specific guidance is given on teaching budgeting, consumer education, record keeping, and other topics in a manner suited to students' ages and abilities. The emphasis is on practical skills development and linking topics to students' lives rather than prescriptive methods.
The document discusses the implementation of the K to 12 curriculum in the Philippines. It aims to enhance the basic education system by providing 12 years of education instead of 10 years. This is intended to allow more time for students to master concepts and skills and better prepare them for tertiary education, employment, or entrepreneurship. A key feature of the K to 12 curriculum is the requirement that all graduates be equipped with information, media, and technology skills, as well as learning and innovation skills. Teachers play an important role in curriculum design and implementation to ensure students can achieve the intended learning outcomes.
The document provides an introduction and overview of Scotland and the Scottish Borders, as well as background information on the Curriculum for Excellence initiative and Determined to Succeed strategy. It discusses the unique culture and challenges in Scotland, and how the curriculum aims to develop skills for students' work, life, and the economy. Key aspects of the curriculum framework like the four capacities, experiences and outcomes, and partnership approach are summarized.
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Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
3. CLASSROOM RULES AND ETIQUETTE
➢Come to school regularly and be on time.
➢Dress appropriately.
➢Be respectful at all times.
➢Participate during the class discussion.
➢Cooperate if there are group activities to be
performed/submitted.
➢Feel free to ask questions in a nice and polite manner.
➢Submit outputs / requirements on the deadlines.
➢Refrain from using cellphones unless being
required/necessary.
➢ATTITUDE is everything.
4. Vision
An academic institution of excellence, highly responsive
to the evolving culture and practice of teaching and
learning for quality education that is committed to
producing empowered, productive, and globally-
competitive professionals.
Mission
To produce quality, relevant and productive
graduates by employing best practices and
actively diffusing a culture of research and
excellence.
5. Goals
1. Provide high quality education to each student; to fully develop
knowledge, desirable values, and skills of learning.
2. Provide a safe nurturing, disciplined and stimulating environment in
which each individual is challenged and enriched by learning within a
culture of mutual respect.
3. Prepare each student for fulfilling happy and successful life as an active
citizen in a global and sustainable society.
4. Engage in positive partnership with all parents & guardians to support
and recognize each student student’s learning and development.
5. Network with other internal and external stakeholders to support the
needs and professional development of staff and stakeholders
7. COURSE DESCRIPTION:
Experiential in its approach, this course shall include
pedagogical content and technological knowledge and skills
and technology and livelihood education necessary in
teaching and learning in the elementary level. Selected
topics in home economics, industrial arts, agriculture,
technology and livelihood education shall form parts of the
course. Appropriate teaching and assessment strategies,
preparation of instructional materials and resources shall
be the focus of this course.
12. The Teaching of
Edukasyong Pantahanan
at Pangkabuhayan (EPP)
and Technology and
Livelihood Education (TLE)
13. EPP is the name of the subject in TLE from
grades 4 to 6. Filipino is the medium of
instruction for grades 4 to 5. English for
grade 6 in preparation for teaching TLE.
Entrepreneurship is integrated in all four
areas of TLE.
14. SALIENT FEATURES OF EDUKASYONG
PANTAHANAN AT PANGKABUHAYAN
➢ It covers Home Economics, Elementary Agriculture,
Industrial Arts, Retail Trade, and other livelihood
activities designed to develop awareness of
occupational opportunities.
➢ It encourages concentration in at least one of the
occupational or work skills. It develops expertise.
1. It is a learning area common to boys and girls. In
the new curriculum, both boys and girls undertake the
same learning experiences in Grades 4, 5, and 6.
15. 2. It focuses on the development of responsible and
worthy home membership. It provides activities
that emphasize the development of desirable work
attitudes, basic work skills and habits and the
production of useful articles through learning
situations relevant to everyday chores at home,
school, and the community.
16. The Legal Basis of the Teaching EPP and TLE
➢ 1987 Constitution Art. II, section 17- It is
declared policy of the state to “give
priority to education, science and
technology, arts, culture, and sports to
foster patriotism and nationalism,
accelerate social progress, and promote
total human liberation and development”.
17. RA 10647
-an Act Strengthening the Ladderized Interface Between
Technical-Vocational Education and Training in Higher
Education, which was signed into law on November
21,2014 states: “It’s hereby declared the policy of the state
to institutionalize the ladderized interface between
Technical-vocational Educational Education And Training
(TVET) and higher education to open the pathways of
opportunities for career and educational progression of
students and workers.
18. Intended Outcomes of the Teaching of EPP
and TLE/ learning Area
Standard:
TLE teaching indicates;
• the teaching and learning of TLE
ultimately leads to higher education,
• middle level power,
• entrepreneurship and employment
19. Study of the Areas of TLE
❑ Agriculture Arts
❑ Industrial Arts
❑ Home Economics
❑ ICT is expected to lead to technological
proficiency.
20. Technological proficiency - is the
ability to apply the technical
knowledge and skills and values
learned in the four areas of TLE.
21. Key Stage Standards
Grade 4 – 6 : The learner demonstrates
understanding of the basic knowledge and
skills in entrepreneurship & ICT,
Agriculture, Home Economics, and
Industrial Arts towards the improvement of
personal life, family, and community.
22. Grade 7 – 10 : The learner demonstrates an
understanding of the basic concepts of selected TLE
course in Home Economics, Industrial Arts and ICT
competencies common to TLE courses such as use of
and maintenance of tools, observing, safety in the
workplace, mensuration and calculation, and
interpreting technical drawings: and gain socialized
knowledge and skills in at least one TLE that would
enable his/her to obtain NC II.
23. Grade 11 – 12: The learner
demonstrate specialized technical
skills that would enable him/her to
obtain NC II.
24. What are these NC I and NC II ?
- These are the different levels of national certificates awarded
by the Technical Skills and Development Authority (TESDA) to a
student who passes the assessment given the same agency.
The Two Levels of NC
1. NC I- a student who obtains an NC I means that he/she is able to
“perform routine and predictable tasks, has little judgment and works
under supervision.”
2. NC II-a holder of NC II is one who can perform a prescribed range
of functions involving known routines and procedures. He/she has
limited choice and complexity of functions and has little
accountability.”
25. Grade Level Standards (What are taught?)
Grade 4
Basic concepts in agriculture, entrepreneurship and
ICT, home economics, industrial arts to improve self
and family life.
Grade 5
Increased knowledge in agriculture, entrepreneurship
and ICT, home economics, industrial arts to improve
family life and the community.
26. Grade 6
Enhanced and expanded knowledge in agriculture,
entrepreneurship and ICT, home economics, industrial
arts to improve family life and community.
Grade 7 and 8
Exploratory courses in at least 8 subjects ( 4 subjects in Grade
7 and 4 in Grade 8) in the 4 TLE areas- agriculture, ICT, home
economics Focus is on common competencies – use and
maintenance of tools, mensuration and calculation, interpreting
drawing, occupational safety and health Personal
Entrepreneurial Competencies only in Grade 8.
27. Grade 9 and 10
Specialization with Personal Entrepreneurial Competencies,
environment and market, process/production and delivery.
Grade 11
Continuation of specialization started in Grade 9; with
preparing and implementing a business plan, simple
accounting and financial plan to determine the feasibility and
viability of one’s business.
Grade12
Continuation of specialization and entrepreneurship as an
applied track subject.
28. GUIDELINES and GUIDING PRINCIPLES in the
TEACHING of EPP/TLE
1. Cover the four TLE areas in Grade 7 and 8 for
exploratory purposes-agriculture and fisheries, ICT,
home economics and industrial arts.
2. Develop student’s entrepreneurial mindset.
3. Do contextualized teaching.
4. Teach entrepreneurial concepts in the context of
the TLE student’s specialization in Grades 9 to 12.
29. 5. TLE is a skill-dominated subject. Therefore, teaching
TLE must make use of experiential learning.
6. Subject offering must be done systematically from
Grades 7 to 12 to enable the TLE student to obtain an
NC 1 in Grade 10 and NC II in Grade 12.
7. Teaching TLE is focused on knowledge and
information, entrepreneurial concept including process
and delivery, work values and life skills.
32. Dr. Jerome Bruner, born in 1915, is an
American psychologist whose work has
become especially influential in the field of
education. "
Jerome Bruner’s theory is very
influential and has direct
implications for teaching practices.
33. The main ideas of the theory can be summarized as follows:
➢ Learning is an active process. Learners
select and transform information.
➢ Learners make appropriate decisions and
postulate hypotheses and test their
effectiveness.
➢ Learners use prior experience to fit new
information into pre-existing structures.
34. ➢ Scaffolding is the process through which able peers or
adults offer supports for learning. This assistance
becomes gradually less frequent as it becomes
unnecessary.
➢ Intellectual development includes three stages.
1. ENACTIVE
2. ICONIC STAGE
3. SYMBOLIC STAGE
35. ➢ The notion of a spiral curriculum states
that a curriculum should revisit basic
ideas, building on them until the student
grasps the full formal concept.
➢ Although extrinsic motivation may work in
the short run, intrinsic motivation has more
value
36.
37.
38. IMPLICATIONS ON THE LEARNING PROCESS
1.Instruction must be appropriate to the level of
the learners.
2.The teachers must revisit the material to
enhance their knowledge.
3.The material must be presented in a sequence
giving the learners the opportunity to:
a. acquire and construct knowledge,
b. transform and transfer his learning.
39. 4. Students should be involved in using their
prior experiences and structures to learn new
knowledge.
5. Help students categorize new information to
be able to see similarities and differences between
items.
6. Teachers should assist learners in building
their knowledge. This assistance should fade away
as it becomes unnecessary.
40. 7. Teachers should provide feedback
that is directed toward intrinsic
motivation. Grades and competition are
not helpful in the learning process.
Bruner states that learners must
“experience success and failure not as
reward and punishment, but as
information”
41. DISCOVERY LEARNING
The concept of discovery learning implies that a
learner constructs his or her own knowledge for
themselves by discovering as opposed to being
told about something. According to Bruner, the
teacher should facilitate the learning process by
developing lessons that provide the learner with
information they need without organizing it for
them
42.
43.
44. GAGNE'S HIERARCHY
OF LEARNING
ROBERT M. GAGNE
❖An American educational psychologist
who proposed a system of classifying
different types of learning in terms of the
degree of complexity of the mental
processes involved.
45. GAGNE'S EIGHT CATEGORIES OF
LEARNING
1. SIGNAL LEARNING. This is the
simplest form of learning, and
consists essentially of the classical
conditioning first described by the
behavioral psychologist Pavlov.
47. 3. CHAINING. This is a more advanced form
of learning in which the subject develops
the ability to connect two or more
previously-learned stimulus response bonds
into a linked sequence. It is the process
whereby most complex psychomotor skills
(eg riding a bicycle or playing the piano) are
learned.
48. 5. DISCRIMINATION LEARNING.
This involves developing the ability
to make appropriate (different)
responses to a series of similar
stimuli that differ in a systematic
way.
49. 4. VERBAL ASSOCIATION. This is a
form of chaining in which the links
between the items being connected
are verbal in nature. Verbal association
is one of the key processes in the
development of language skills.
50. 6. CONCEPT LEARNING. This involves
developing the ability to make a
consistent response to different stimuli
that form a common class or category
of some sort. It forms the basis of the
ability to generalize, classify etc.
51. 7. RULE LEARNING. This is a very-high-
level cognitive process that involves
being able to learn relationships between
concepts and apply these relationships
in different situations, including
situations not previously encountered. It
forms the basis of the learning of general
rules, procedures, etc.
52. 8. PROBLEM SOLVING. This is the
highest level of cognitive process
according to Gagne. It involves
developing the ability to invent a complex
rule, algorithm or procedure for the
purpose of solving one particular
problem, and then using the method to
solve other problems of a similar nature.
53.
54. TEACHING APPROACHES, METHODS, AND
TECHNIQUES
The framework of TLE teaching in the K to 12
curriculum made by the TLE experts of the
department of education cited the following in
relation to teaching approaches, methods and
techniques – entrepreneurial, contextualized,
integrative, experiential, authentic and constructivist
learning.
55.
56. TEACHING METHOD
A. Direct Method of Instruction:
➢ It is referred to as the “show and tell” method.
The steps are:
1. Teacher demonstrates . – “Watch me and listen to me ”.
2. Students demonstrate with scaffolding from teacher . – “Let’s
do it together”.
3. When students can do the process by himself/herself,
student demonstrate the skill or process. – “Do it as I watch”.
4. Teacher gives more opportunity for practice for skill mastery
Teacher assesses to determine skill mastery by all students.
57. B. Hands-On Learning
➢ Hands on learning provides for manipulation, construction,
experimentation, planning, problem-solving, decision-making,
creating, and even inventing. Such activities would eventually
lead them to conduct simple research.
C. Laboratory Experience
➢ One feature of an ideal EPP classroom is the presence of
laboratories for the various areas in its four components. In
Industrial Arts, the laboratory is composed of working tables and
benches as well as the necessary tools and equipment used in
the areas of electricity, woodworking, handicrafts, and metal
craft.
58. D. Project Method
Almost all the activities in EPP end up with a project which develops
proper planning skills through the preparation of a project plan. The
project plan is their guide in making the project. It contains the name of
the project, the objectives. the sketch, the bill of materials, and
equipment and tools to be used, the procedure in making the project,
and the evaluation instrument to be used in judging the finished
product. The project again enables the students to apply the theories
and principles learned.