TLE 301 LEARNING PLAN

WEEKS TOPICS ACTIVITY1

1  COURSE OVERVIEW  PRESENT THE LIST OF
 PRE-TEST LECTURES
 ASSIGNING OF
LESSONS
2-3 TEACHING EPP/TLE CAREER VISION BOARD PATH
 NATURE AND SCOPE OF TLE (RELATED TO TLE)
 CURRICULUM FRAMEWORK
4-5 ENTREPRENEURSHIP IN TEACHING  GROUP ACTIVITY:
TLE SELLING OF PINOY
• THE ENTREPRENEURIAL DELICACIES
PERSPECTIVE
• BUSINESS ENVIRONMENT
AND IDEAS

6 HOME ECONOMICS QUIZ

 IMPLEMENTATION OF H.E
UNDER K TO 12 PROGRAM
 IMPORTANCE OF TEACHING
H.E
 METHODS IN TEACHING H.E
7 INDUSTRIAL ARTS
 IMPLEMENTATION OF
INDUSTRIAL ARTS UNDER K
TO 12
 IMPORTANCE OF TEACHING
INDUSTRIAL ARTS
 STRATEGIES IN TEACHING
INSDUSTRIAL ARTS

8 ICT
 IMPLEMENTATION OF ICT
UNDER K TO 12
 IMPORTANCE OF TEACHING
ICT
 STRATEGIES IN TEACHING ICT

Midterm Project:
Selling of Pinoy Delicacies (BY GROUP)

Final Project:
Outreach
Lesson 1: TEACHING TLE
• NATURE, STRUCTURE, AND CONTENT OF EPP/TLE
• CURRICULUM FRAMEWORK

EPP and TLE foremost objective is to engage learners in the world that surrounds them, and
eventually help them to understand how to go through life efficiently. Both EPP and TLE are
dominantly skills subjects, hence, the teacher must have the background knowledge of the
curriculum framework and has undergone trainings on skills and processes to carry out the
expected technical skills, values, and attitudes that the learners should require to improve their
future personal life, family and community.
THE NATURE, STRUCTURE, AND CONTENT OF K TO 12 EPP/TLE
Edukasyong Pantahanan at Pangkabuhayan (EPP)/ Technology Livelihood Education (TLE) exist
as skills subject which are engaged in an experimental, contextualized, and authentic teaching-
learning process to enable learners develop and master the skills that are provided in the learning
competencies of the four areas which are Home Economics, Industrial Arts, Agri/Fishery Arts, and
Information Communication Technology (ICT).
The K to 12 program envisioned all Filipino graduates to possess sufficient mastery of basic
competencies to develop themselves to the fullest, to be adequate prepared for the world of work or
entrepreneurship or higher education for solid moral and spiritual grounding and to be globally
competitive.
EPP and TLE are skills subjects, therefore the teacher must bear in mind the principles in teaching
these subjects.

 Adopt an environment that equips learners with appropriate facilities and equipment.
 Develop student’s entrepreneurial mindset.
 Do contextualize teaching
 TLE is a skill-dominated subject. Therefore, teaching TLE must make use of experiential
learning.
 Apply integrative teaching and learning approaches.
 Te teaching TLE is focused on knowledge and information, entrepreneurial concept
including process and delivery, work values and life skills.

TLE FRAMEWORK
STRUCTURE and CONTENT of K to 12 EPP/TLE
EPP and TLE have similar domains or content areas, but differ in their goals.

THE STRUCTURE OF EPP/TLE

The new TLE Framework as course has two streams:
1. Training Regulations-Based TLE
2. Entrepreneur-Based TLE

The Tech-Voc-based TLE is designed according to the Training Regulations (TR) of Technical Education
Skills Development Authority (TESDA). It focuses on technical skills and development aim the area of
specialization that the learners want to pursue. Five common competencies are covered in the exploratory
phase (Grades 7 and 8): mensuration and calculation, technical drafting, use of tools and equipment,
maintenance of tools and equipment, and occupational health and safety. The specialization phase is from
Grades 7 to 12.
The Entrepreneurship Education-based TLE is focused on the learning of some livelihood skills every
quarter, so that the student may be equipped to start a small household enterprise with family members. It
covers three domains: Personal Entrepreneurial Competencies, Market and Environment, and Process and
Delivery. The five common competencies from TESDA are integrated in the Process and Delivery
domain.
The Content of TLE/EPP
Grade 4-6
The learner demonstrates an understanding of the basic knowledge and skills in entrepreneurship
& ICT, Agriculture, Home Economics, and Industrial Arts toward the improvement of personal life,
family, and community.
Grade 7-10
The learner demonstrates an understanding of the basic concepts of selected TLE course in Home
Economics, Industrial Arts, Agriculture and Fishery Arts and ICT competencies common to TLE courses
such as use and maintenance of tools, observing, safety in the workplace, mensuration and
calculation, and interpreting technical drawings; and gains specialized knowledge and skills in at least
one TLE that would enable him/her to obtain NC II.
Grade 11-12
The learner demonstrates specialized technical skills that would enable him/her to obtain NC II
Legal Basis of Teaching EPP and TLE
The Legal basis of 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”.
RA 10647 An Act strengthening the ladderized Interface between Technical-Vocational education and
Training 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 education and training and (TVET) and higher education to open the pathways of
opportunities for career and educational progression of students and workers, create a seamless and
borderless system of education, empower students and workers to exercise options or to choose when to
enter and exit in the education ladder and provide job platforms at every exit as well as the opportunity to
earn income.

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.

• Grade 6- Enhanced and expanded knowledge in agriculture, entrepreneurship and ICT, home
economics, industrial arts to improve family life and community.

Key Standard

 Grades 4-6: The learner demonstrates an 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.

 Grades 7-10: The learner demonstrates an understanding of the basic concepts of

selected TLE course in Home economics, Industrial Arts, and Fishery Arts and ICT
competencies common to TLE courses such as use of and maintenance of tools,
observing, safety in the work place, mensuration and calculation, and interpreting
technical drawings: and gains socialized knowledge and skills in at least one the TLE that
would enable him/her to obtain NCII.

 Grades 11-12: The learner demonstrates specialized technical skills that would enable
him/her to obtain.NC II.
Lesson 2: ENTREPRENEURSHIP IN TEACHING TLE
• THE ENTREPRENEURIAL PERSPECTIVE
• BUSINESS ENVIRONMENT AND IDEAS
At the end of the lesson the students should be able to:
1. Orient oneself as to the type of economic and social conditions prevailing in different
communities.
2. Explore the merchandise needs of the community.

Introduction
Most developing countries is faced with a high rate of unemployment. Engaging in small scale
enterprises has been seen as the best way to create more jobs and thus create more employment. Starting
a business requires an enterprising mind, a mind that is able to notice business opportunities and explicit
them.

Entrepreneurs take ideas and convert them into business ventures. What one requires to be an
entrepreneur is courage and passion.

Business environment and the idea generation is provided to help contextualized your skills might
be useful for an entrepreneurial venture. The study of the business environment in a particular location
has a far reaching and long-term effects on a small or micro- enterprise's viability. In fact, business ideas
and opportunities are partly shaped or determined by the business location. Unless it is possible to
migrate to more favorable locations, the ideas and opportunities for business will oftentimes be delimited
to the surrounding areas.

The Entrepreneurial Perspective.

Entrepreneurs take ideas and convert them into business ventures. What one requires to be an
entrepreneur is courage and passion. Anyone who wants to become an entrepreneur should consider the
following: a.) Why he/she wants to start his or her own business. b.) How starting the business is likely to
affect one’s personal life. c.) The psychological and physical health preparedness needed, for example
ability to work for long hours without harming one’s health. d.) Aspects of the business that one sees as
obstacles to business success, for example having enough capital, skills and qualified employees.

The Role of Entrepreneurship in Economic Development

Small scale businesses play a big role in economic development. They support the economy in these
ways:
* Creation of employment: the economic activities of small-scale businesses require people, hence the
entrepreneur will create work for other people.
* Raising living standards: the entrepreneur, as well as his/her management and workers, will receive
income generated from the economic activities and thus will be able to enjoy more goods and services.
* Provision of goods and services: the entrepreneur will produce agricultural products for example
he/she will also provide services to the customers such as delivering of the item to them.
* Contribution to savings for further investment: the economic activities will create higher incomes
and hence the entrepreneur will save some money and the savings will be available for investment.

Sources of Ideas for New Business Ventures.

Ideas are the building blocks in the establishment of new small scale business ventures. Ideas rarely just
pop into your head. You need to cultivate the skill of developing them. There are various strategies and
sources you can use to develop entrepreneurial ideas:
a.) Keep an idea file or a note book: record any new business idea that comes to your mind as and when
you encounter it.
b.) Newspapers and Magazines: read newspapers and magazines regularly and cut out and keep any
interesting business ideas.
c.) Trade journals: identify business journals to which you can subscribe.
d.) Friends, family members and relatives: discuss your business ideas with them and allow their
perspective to develop the idea further.
e.) Interact with other entrepreneurs: evaluate their businesses to see which ideas could work in your case.
Methods for Generating New Business Ideas.
Ideas are abstract and need to be converted into reality. One needs to use specific methods to walk the
dream. You also require details. The next steps once you have identified a good idea are:
a.) Read widely on your idea. Seek out as much background knowledge you can.
b.) Discuss your idea with friends and family. What impact will it have on them and on you?
c.) Research the details on your idea. What needs to be done to get it off the ground?
d.) Test ideas on a limited scale.

B. Business Environment and Business Ideas

Business environment and the idea generation is provided to help contextualized your skills might be
useful for an entrepreneurial venture. The study of the business environment in a particular location has a
far reaching and long-term effects on a small or micro- enterprise's viability. In fact, business ideas and
opportunities are partly shaped or determined by the business location. Unless it is possible to migrate to
more favorable locations, the ideas and opportunities for business will oftentimes be delimited to the
surrounding areas.
The business environment consists of both the tangible and intangible factors that affect either the
external and internal business operations. They may include the land area available for economic zones,
the physical layout and barriers sch as rivers, parks or lakes, and building obstructions as well as
transportation network; all of which are tangible projects. They also include the democracy of clients and
suppliers, the competitors in the locale/area and the available technology for production. The intangible
factors, on the other hand, include the subculture, industry trends, economic and government activity or
the political situations in the area.
1. Natural and Physical Environment . This concerns the physical location of a business store.
The natural environment also pertains to the natural and man-made structures that may enhance
the beauty of the location, such as park or a sea front view, or serve as barter to the location, such
as a dump site or high-rise structures that obstruct a view. The living condition in an area also
serves as a standard for the ambiance you want to create for your store. There is also a
phenomenon referred to us clustering, where a particular type of product is offered within the
same area. For instance, most guitar shops are clustered along the intersection of V. Mapa and
Aurora Avenue in Metro Manila; Filipino craft stores crowd the area under the Quiapo Bridge or
car accessories are found in Banawe area. The key word to have in mind when scanning the
physical environment is the visibility of your intended store to potential clients.
2. Demography. This pertains to the number of people living in the area, their age, gender, socio -
economic status, family size, religion and even growth trends. These are invaluable information
that can help entrepreneurs in matching their product packaging among others.
 3. Culture. Culture or sub-culture, being the totality of the way of life, ideas and customs of a set of
people or society, primarily influence the types of products that are acceptable to a particular
locality. For example, the influence of the Japanese culture gave rise to minimalist designs. A sub-
culture also shaped the ‘emotional’ environment of an area. For instance, the feeling of fear for a
specific location may serve as a barrier for a business; a place where one does not feel safe
because of the prevalence of crime will discourage entrepreneurs. Changes in the lifestyle, which
is brought about by changes in the population demography and economy, also affect a business.
These lifestyle changes in buying patterns and shift in tastes.
4. Government Regulations. The laws and policies of the national and local government units also
influence the business operations. Some examples of policies that directly affect entrepreneurs are
the imposition and removal of taxes for products, the establishment of economic zones and
assistance in product labeling and packaging of products. In addition, improvement of facilities
and roads improve transportation network the facilities transfer or products from one area to
another or promotes accessibility for consumers.

5. Economy. This pertains to the management of resources and study of the system of production,
distribution, and consumption of good. A country’s economy influences both the entrepreneurs
and consumers as it relates to the financial matters of business-like taxes and interest rates and to
the quality of life, cost of utilities and services among others. Even small-scale entrepreneurs
must learn to study economic indicators to improve business forecasts, such as when to buy
certain materials and supplies, when to open a store or introduce a new product based on
consumer spending, or when to hire employees. Some examples of economic indicators include
the a.) Gross Domestic Product (GDP)which increases when a country’s economy is doing good;
b.) Unemployment Rate which indicates that more unemployed people usually signal an economy
getting worse; and c.) Price Indexes and Inflation rates which determine the buying power of
consumers.
6. Technology. Technological changes are inventions based on the speculation of science that create
new product or process improvements. Some examples of technological changes are mobile tools
that enable online connection, new business tools for analysis and database, social networks and
modem, digital equipment. This advances in technology result to efficiency and productivity at a
lesser cost. An entrepreneur can benefit from technological changes by identifying the appropriate
technological solution in the area or locale.

At this point, it must be quite clear why an environment scanning of an area considered as business site is
helpful for the entrepreneur. In fact, the impact of the factors in the business environment does not only
include the business operation but is even relevant at the start of the venture- during the business idea
generation and opportunity identification stage.
It is a common observation that when we talk of business, the first question that is normally asked is
“what kind of business?” referring to what merchandise to sell or what services to render. Usually,
business opportunities are directly related to the immediate material needs of the households and the
services that are needed by the residents of a specific community. Being a teacher, your awareness of the
students’ and or pupils’ residential community and environment is of importance. From the awareness of
the community and environment, you should be able to evaluate the needed merchandise and services of
the community. Your awareness of the community and its environment will make you think of the types
of communities such as: fishing community, farming community, a city near or within a university belt
area, and a community in a central poblacion. Knowing these community types will lead you to the
knowledge of products, goods, or merchandise needed by them. From the awareness of the community
and environment you should be able to respond to questions like: What kinds of merchandise, products,
and or services are most needed by the communities where the students live.
The question shall be the basis for motivating the students to learn about entrepreneurship. Similarly, the
answer to this shall be the focus of the undertaking. This can be done by listing down your observations
as to the most needed products and services.
The teaching of Entrepreneurship should be realistic and functional. What is really “in demand” shall
synchronize with the focus of sample business proposals to be made by the students. There are times
when business proposals do not prosper due to similarities of products within a community. This means
that supply exceeds the demand. Ideally, the teaching of entrepreneurship shall be based on reality. What
is really needed as felt by the students is a strong motivational factor that will encourage the students to
know what business enterprise will prosper in their locale.
Demand for products or goods may differ according to community type. Fishing communities as well as
farming communities normally are far from groceries and malls; hence, these localities may need the
basic commodities that are needed for home consumption. Similarly, school supplies and other dry goods
such as clothing may be in demand in these communities. Whereas in a poblacion or in a city,
merchandise demand can be high for products and by-products made from indigenous materials.
LESSON 3: HOME ECONOMICS LITERACY
Home Economics

 Home Economics, Domestic science or Home Science is a field of study that delas with the
environment in which they live. In modern times, home economics teaches people of all genders
important life skills, such as cooking, sewing, and finances.
 By definition, “home economics is the art and science of home management”, meaning that the
discipline incorporates both creative and technical aspects into its teachings.
 Home economics courses often consist of learning how to cook, how to do taxes, and how to
perform child care tasks.
History of Home Economics
 19th Century
Over the years, homemaking in the United States has been a foundational piece of the education
system, particularly for women. These homemaking courses, called home economics, have had a
prevalent presence in secondary and higher education.
 Catherine Beecher
One of the first to champion the Economics of running a home. Argue for the importance of
domestic life and sought to apply scientific principles to childbearing, cooking, and
housekeeping. She is known for her forthright opinions on female education as well as her
support of the many benefits of the corporation of kindergarten into children’s education.
Catherine is one of the leaders in mid-19th century North America in talking about domestic
science. She came from a very religious family that valued education especially for women.
 The Morrill Act of 1862
 Signed by Abraham Lincoln
 The Morrill Act of 1862 Granted land to each state or territory in America for higher
educational programs in vocational arts, specifically mechanical arts, agriculture, and
home economics. At this time, homemaking was only accessible to middle and upper
class white women whose families could afford secondary schooling.
 Ellen Swallow Richards 1842-1911 -Who was the first woman to attend Massachusetts Institute
of Technology and later became the first female instructor.
 She started Home Economics Movement.
 She focuses on applying scientific principles to domestic situations.
 Late in the 19th century, Richards convened a group of contemporaries to discuss the
essence of domestic science and how the elements of this discipline would ultimately
improve the quality of life for many individuals and families. A home economics class in
1911 in Toronto Oenology or the science of right living. Euthenics, the science of
controllable environment “Home economics" was ultimately chosen as the official term
in 1899. Richards wanted to call this glimpse into a midcentury home economics class.

Beginning in 1899 ➝Richard, along with Melvin Dewey and other educators and activists, organized a
series of annual gatherings that became known as the Lake Placid Conferences.
 these educators worked tirelessly to elevate the discipline, which was to become home
economics, to a legitimate profession. Conference participants formed the American Home
Economics Association (AHEA). This organization effectively lobbied federal and state
governments to provide funding for home economics research and teaching, including adult
education work through agricultural extension services, leading to the rapid expansion of
educational programs. In 1908-1993American Home Economics Association was changed to
American Association of Family and Consumer Sciences during Scottsdale Conference in
Scottsdale Arizona American methods of instruction were ensured by bringing in hundreds of
American teachers called Thomasites in 1901 Vocational training in housekeeping and household
arts was made an important element of girls’ education in the Philippines
 Elvessa Ann Stewart - A graduate of the University of Nebraska, she went to the
Philippines as a teacher in 1913. -Superintendent of Home Economics in the Bureau of
Education in Manila in 1929. -For 20 years, Domestic training had flourished in Filipino
Schools starting with “Sewing, cooking and housekeeping.”
 1920 ➝Girls in grade 5 to 7 were required to devote 80 minutes a day to home
economics activities which included:  Cooking Sewing  Housekeeping  Sanitation
 Home Nursing  Infant Care  Food Selection  Embroidery  Lacemaking
 During 194- Every secondary girl was required to have at least one year of home
economics before graduation. Required subjects included nutrition and child care.
 Teachers of Intermediate Home Economics were required to be graduates of the
Philippine Normal School or the equivalent, which required 3 years of study beyond
secondary level
 Home Economics: Today and tomorrow- Professionals continue to practice in many
venues including secondary teaching, college and university teaching and research and
outreach through cooperative extension programs.
COMPETENCIES OF HOME ECONOMICS
1. COOKING
It teaches young people what to do in the kitchen:
From setting the table to baking cookies and cakes. They can learn about the food’s
nutrition value, the proper rules of etiquette and ways of handling kitchen
equipment.
2. CHILDREN REARING
It teaches young people on how to raise children from birth to early adolescence.
3. COMMUNITY AWARENESS AND EDUCATION
It provides the basic knowledge on how to live in a community.
4. DESIGN AND HOME MANAGEMENT
Young people receive lessons on interior and exterior design, as well as learn how to
take care of their homes.
5. TEXTILES AND SEWING
It teaches young people how to embroider, sew, crochet, and do all kinds things with
different kinds of threads and fabrics.
6. ECONOMICS AND BUDGETING
One of the most elements of H.E, it teaches young people how to spend money wisely
and how to get the best of their financial situation.
7. HYGEIENE AND HEALTH
It teaches young people how to take care of their own hygiene and health, as well as
how to take care for their sick relatives.

THE BENEFITS OF ALL HOME ECONOMIC CLASSES

Students gain hands-on-skills that can change their lives and the lives of others around them

Students will use what they learn every day of their lives

Students have the opportunity to discover their own abilities, and develop a curiosity to learn more.

Students develop positive self-esteem, creativity, time management skills and global awareness

METHODS IN TEACHING HOME ECONOMICS

There are several methods of teaching home economics, also known as family and consumer sciences.
Some common methods include:

1. Hands-on activities: Providing students with practical experiences such as cooking, sewing,
budgeting, and home maintenance.
2. Demonstration and instruction: Teachers can demonstrate various skills and techniques and
provide step-by-step instructions for students to follow.
3. Project-based learning: Assigning projects that require students to apply their knowledge of
home economics to real-life situations, such as planning and preparing a meal within a budget or
creating a household budget.
4. Discussion and reflection: Engaging students in discussions about various topics related to home
economics, such as nutrition, consumerism, and family dynamics, and encouraging them to
reflect on their own experiences and beliefs.
5. Use of technology: Integrating technology into the classroom to teach skills such as meal
planning with apps, budgeting with spreadsheets, and researching consumer products online.
These methods can be tailored to the specific needs and learning styles of the students, and may be
combined to create a comprehensive and engaging home economics curriculum.
LESSON 4: INTRODUCTION TO INDUSTRIAL ARTS
INDUSTRIAL ARTS
Introduction
• Industrial Arts is that phase of education that offers individuals an insight into our industrial society
through laboratory-classroom experiences. Through industrial arts, the role of industry and
technology is unfolded as students study the history and development of industrial organizations,
materials, products, processes, and related problems. Industrial arts provide experiences that
develop basic skills and knowledge common to many occupations and professions.
History of Industrial Arts
Industrial arts began as early as prehistoric times when human beings first developed tools, according to
the Journal of Technology Education. Formal instruction for industrial arts arose during the late 1800s and
consisted of manual training for trades in manufacturing. Industrial arts education became popular in the
1900s as an alternative for students seeking to learn a trade, known as a vocational school. The purpose of
industrial arts classes included teaching students specific skills such as automobile repair or furniture
design. Today, the meaning of industrial arts encompasses a wide variety of technical specialties.
Popular Names Associated with The Discipline of Technology Education Included:
Manual Training: 1870’s
Manual Arts: 1890’s
Industrial Arts: early 1900’s to 1990’s
Technology Education: Mid 1980’s to Present
In 1939, the American Industrial Arts Association (AIAA) was founded. Today, it is known as the
International Technology & Engineering Educators Association (ITEEA). The International Technology
and Engineering Educators Association (ITEEA, formerly ITEA) is an organization devoted to
improving technology education and engineering through the use of technology, innovation, design,
and engineering experiences at the K-12 school levels. It represents over 35,000 technology
educators throughout the world. It has members in over 45 countries, most of whom are in North
America. The organization seeks to advance technological capabilities for all people and to promote
professionalism of those engaged in these pursuits.
Introduction to Industrial Arts Subject in both Elementary and High school
Most industrial arts teachers either teach students at middle and high schools, community colleges, or
vocational and technical training programs. Regardless of the level at which industrial arts is taught, many
of the responsibilities are consistent. Industrial arts teachers must prepare lessons and activities that
help students understand the job functions of various trades. They frequently use demonstrations, hands-
on activities, and repair or construction projects. This teaching style requires them to effectively
communicate with students on how to use equipment responsibly. Industrial arts courses involve more
potential hazards than other academic subjects and an important part of the curriculum covers safety
procedures and preventive measures during potentially dangerous activities like welding and metal
Industrial arts teacher do give lectures and written assignments, as well as other traditional assessments.

Industrial Arts in High School

High school industrial arts teachers train students in one or more of the following skills:
• Carpentry
• Metallurgy
• Automotive technology
• Electronics and computer repair
• Technical drafting and computer-aided design (CAD)
• Robotics
• Building and construction
• Plumbing and heating system design and operation
• Graphic design industrial arts
Middle and high school industrial arts teachers usually focus on training students at an introductory level.
Middle school students usually are required to obtain credits in the class, while high school students
choose to enroll as part of their elective course loads.

Specialization in Industrial Arts

What’s the TVL track?
The subjects under TVL track strictly follow TESDA’s rules, ensuring workplace-ready students. In fact,
every TVL strand helps students acquire job-ready skills. The TVL track does not only guarantee
skills but also ensures employment, backed by TESDA certifications: Certificate of Competency
(COC) and National Certifications (NC). So, for students who want to get hired right away in the field of
agriculture, electronics, or trading, TVL track is for you.

Industrial Arts Strand

The Industrial Arts strand helps students develop their technical skills. These skills are useful for industry
jobs, including carpentry, automotive services, electronics, plumbing, welding, and many more. In fact,
this strand aims to produce field experts skilled in various technical facets. Furthermore, here are the best
specializations of under Industrial Arts strand.
Areas of Industrial Arts:

❖ Carpentry

Carpentry is the term commonly referring to technology and science of cutting, fitting, and
assembling related materials in the construction of boats, bridges and piers, or any other structure
made from construction materials.

❖ Metallurgy

Metallurgy is a domain of materials science and engineering that studies the physical and chemical
behavior of metallic elements, their inter-metallic compounds, and their mixtures, which are called alloys.
Metallurgy encompasses both the science and the technology of metals.

❖ Automotive Technology

Automotive technology is a program of study focusing on the mechanics and technology driving today's
cars. Pursuing automotive technology as a career can be a lucrative opportunity for those who have
a passion for innovation and problem-solving. Encompasses careers in the inspection, repair and
maintenance of vehicles mechanical and electronics systems, including those found on cars, trucks,
motorcycles, aircraft, marine and industrial vehicles.

❖ Electronics and Computer Repair

Electronics is the branch of science that deals with the study of flow and control of electrons (electricity)
and the study of their behavior and effects in vacuums, gases, and semiconductors, and with devices using
such electrons.

❖ Technical Drafting

Technical drawing, drafting or drawing, is the act and discipline of composing drawings that visually
communicate how something functions or is constructed.

❖ Robotics

Robotics is an interdisciplinary research area at the interface of computer science and

engineering. Robotics involves design, construction, operation, and use of robots. The goal of robotics is
to design intelligent machines that can help and assist humans in their day-to-day lives and keep everyone
safe.
❖ Building and Construction

Building construction is the process of adding structure to real property. The vast majority of building
construction projects are small renovations, such as addition of a room, or renovation of a
bathroom. Often, the owner of the property acts as laborer, paymaster, and design team for the entire
project.

❖ Plumbing and Heating System design and operation

Plumbing is any system that conveys fluids for a wide range of applications. Plumbing uses pipes,
valves, plumbing fixtures, tanks, and other apparatuses to convey fluids.

❖ Graphic Design

Graphic design is the craft of creating visual content to communicate messages. Applying visual hierarchy
and page layout techniques, graphic designers use typography and pictures to meet users' specific
needs and focus on the logic of displaying elements in interactive designs to optimize the user experience.

Importance of Industrial Arts

Industrial arts program provide the students with hands on, lifelong learning skills needed in our
ever-changing society and world. Each course offers many designs, problem solving, and co-operative
education opportunities in a safe and meaningful environment. This course provide a supportive
environment for cross curricular learning connections to be made with math, science, social studies and
language arts.
As school systems seem to be continuously narrowing their focus down to college prep courses, I would
like to make a pitch once again for the importance of the arts in schools. This time I means industrial arts.
There are probably a dozen good reasons for industrial arts to be covered in a school curriculum including
boys and girls of all ages, and many of the reasons are more important than seen at a first glance. The first
reason involves the very purpose of a school – to expose and educate children in many different fields, the
more exposure the better.
Teaching Industrial Art Subject
INDUSTRIAL TECHNOLOGY
Our evolving economy demands a skilled labor force. Success in modern industry requires a
working knowledge of several allied fields in conjunction with creative thinking/problem solving
abilities. Through community partnerships our plan is to grow into a salvage material
center/teaching center. A hub that keeps the industrial arts alive in York PA. Our partnership is working
to develop an educational facility that fosters a collaboration of Arts Industry and Community.
• We seek to offer industrial arts and technical training programs designed to increase opportunities for
workforce development, promote creative thinking, and foster innovative design.
• Education courses would provide hands on programming in the woodworking, glass and
metalworking to prepare students for careers applying design and fabrication.
• Education and Industry as one. Project based learning by integrating a school with a Creative
Fabrication Company. We are developing a fast tracked skills program where students learn on carefully
selected fabrication projects for products and public space amenities. Together, we will produce our own
line of unique street and park amenities, including bike racks, planters, benches, and trash cans for
local municipalities; and in turn these projects serve as real world experience/training.
• Plan to offer below market rental opportunities provide both temporary and long-term studio and office
space for individuals, companies and non-profits. In order for students, entrepreneurs and artists to
prosper they cannot work in isolation—they need to connect with resources such as space, materials skills
and a market.
• We acknowledge the deep industrial history of York and work to harness it once again to promote
economic revitalization through creative means.
Methods of Teaching Industrial Arts Subject
Industrial arts teachers must prepare lessons and activities that help students understand the job functions
of various trades. They frequently use demonstrations, hands-on activities, and repair or construction
projects. This teaching style requires them to effectively communicate with students on how to use
equipment responsibly. Industrial arts courses involve more potential hazards than other academic
subjects and an important part of the curriculum covers safety procedures and preventive measures
during potentially dangerous activities like welding and metalworking. Industrial arts teacher do
give lectures and written assignments, as well as other traditional assessments.
LESSON 5: ICT in the 21st Century Skills
At the end of the lesson, learners should be able to:
a. identify the competencies requiring ICT integration;
b. understand how ICT integration helps learning and teaching practices; and
c. apply the competencies when using ICT.

What Is Information and Communication Technology (ICT)

Information means data or something that is associated with data and knowledge, as information is data in
context and with meaning attached. Communication means the transmission of data from one computer to
another, or from one device to another. A communications device, therefore, is any machine that assists
data transmission. Technology means application of scientific knowledge to the practical aims of human
life. Is science or knowledge put into practical use to solve problems or invent useful tools.
Information and communications technology (ICT) skills refer to one’s ability to converse with
people through various technologies. Similar to information technology (IT), ICT refers to technology use
for regular, everyday tasks: sending an email, making a video call, searching the internet, using a tablet or
mobile phone, and more.
ICT skills could also include the ability to use older communication technologies such as telephones,
radios, and televisions.
USES
ICT allows students to monitor and manage their own learning, think critically and creatively, solve
simulated real-world problems, work collaboratively, engage in ethical decision-making, and adopt a
global perspective towards issues and ideas.
ICT Integration- is defined as the use of ICT to introduce, reinforce, supplement and extend skills
(Pisapia, 1994). In this study, it refers to the language teachers’ ability to incorporate Information
Communication Technologies (ICTs) in the language teaching and learning process.
ICTs can enhance the quality of education in several ways:
1. by increasing learner motivation and engagement, by facilitating the acquisitio of basic skills.
2. by enhancing teacher training
3. ICTs are also transformational tools which when used appropriately, can promote that shift to a learner-
centered environment.
What are the practices of ICT integration In Teaching-Learning Process?
• Communications via e-mails
• Use the web in researching and locating resources
• Create online groups and build wikis
• Participate in online collaborative activity
• Apply technology-enhanced/web-based lessons in the classroom.
Why is ICT Integration important?
• ICT in education improves engagement and knowledge retention
• when ICT is integrated into lessons, students become more engaged in their work.
• technology provides different opportunities to make it more fun and enjoyable in terms of teaching the
same things in different ways.
What are some ICT Tools?
1. COMPUTER
2. LAPTOP
3. PRINTERS
4. SCANNERS
5. SOFTWARE PROGRAMS
6. INTERACTIVE TEACHING BOX
7. CELLULAR PHONES/ SMART PHONES
8. TABLETS
9. DATA PROJECTORS
The integration of Information and Communication Technologies (ICT) in education prompted a
reassessment of teachers' roles, necessitating enhanced training to foster more effective student
development. UNESCO collaborated with entities like CISCO, Intel, ISTE, and Microsoft to formulate
the third edition of the ICT Competency Framework for Teachers, emphasizing inclusive principles and
incorporating advancements such as mobile technologies, open educational resources, and artificial
intelligence. Published in 2018, this framework serves as a tool primarily for training teachers in utilizing
ICT in schools, targeting educators, education experts, and providers of teacher training courses.
Successful ICT implementation requires a supportive environment encompassing government
involvement, teacher training, and the professional development of educators and school principals.
This Framework presents a total of 18 ICT competences structured into six dimensions:
1. Understanding the role of ICT in education policy. Understand the role of ICT in accordance with
national education policies. Teachers need to consider and work towards the goals that should be
achieved.
2. Curriculum and assessment. This approach involves considering the use of these digital tools, and the
redefinition of specific objectives in the curriculum, as well as their related indicators and assessment
proposals.
3. Teaching. Teachers are encouraged to use ICT to improve teaching and learning methods. Accordingly,
they acquire skills and in, a final phase, implement alternative, student-focused teaching strategies based
on solving problems in a collaborative way.
4. Application of digital skills. This involves integrating technology into teachers’ tasks linked to
collaboration with other teachers and to planning. The most important applications at this level are e-mail,
social media and word processing and presentation programmes.
5. Organization and administration. This aspect involves the management of digital tools in the school. It
involves organizing classrooms and the rest of the environment. The main objective is to build virtual
environments to promote learning outside the classroom.
6. Professional learning of teachers. To develop teachers’ digital literacy and train them professionally. By
becoming producers of knowledge, they use ICT to enhance classroom practices.
In turn, each of these aspects is divided into three levels of pedagogical use of these technologies by
teachers in the classroom setting:
1.Knowledge acquisition. This enables teachers to help students use ICT to learn effectively. At this
level, the classroom has technological resources and ICT laboratories, ensuring equal access. This is the
first phase of digital literacy.
Teachers who master the skills at this level can:
• Check whether their teaching practices are in line with national policies.
• Make pedagogical use of ICT in accordance with curricular standards.
• Choose the appropriate ICT for each of the teaching and learning methodologies.
• Define the functions of the technological tools to be used.
• Address inclusive learning through ICT
• Use technological tools for their own professional development.
2.Knowledge advancement. At this level the aim is to improve teachers’ ability to help students.
Teachers use ICT to work on curricular content. This approach allows students to acquire a broad
knowledge of the subjects taught, and to apply what they have learned to collaborative problem solving in
the real world. It is a project-based approach to teaching and learning.

Teachers with skills at this level can:

o Implement teaching practices in accordance with education policies.
o Integrate ICT into the teaching and learning and assessment processes.
o Create project-based learning activities using ICT.
o Use the various technological tools and resources for problem solving.
o Use technology to facilitate collaborative learning.
o Interact with professional networks for the teacher’s own development.
3.Knowledge creation. This enables teachers to create knowledge, to devise activities for the classroom
and to develop programmes applicable outside the school in order to achieve the goals set. New
knowledge is created in order to make societies thrive.
At this level, teachers will be able to:
• Reflect on educational policies and contribute ideas for improvement.
• Establish the conditions for optimal student-focused collaborative learning.
• Use ICT to promote learning by creating communities for knowledge sharing.
• Develop a technological strategy for the school.
• Share best practices on an ongoing basis, so that ICT improves schools.
Within the Framework, training plans have been developed for teachers to acquire the requisite skills.
The innovations and technologies included in this third edition of the Framework include:
• Open Educational Resources (OER): involving complete courses, videos, podcasts, course materials,
etc. OER has been established as a tool that can lead to educational transformation. This is learning based
on digitalized resources, easily shared and disseminated via the Internet.
• Social Media: used to facilitate interactive learning, build communities and improve pedagogical
communication.
• Mobile technologies: learners make use of tablets and mobile devices to access learning platforms
These devices promote productivity in the classroom and in distance learning.
• The Internet of Things: involves all those applications and devices that affect the education sector,
which can work in an interconnected way, serving the scholastic needs of the education community.
• Artificial Intelligence (AI): used in the form of personalized content adapted to students using AI
applications. Their biggest challenge is to adapt a learning sequence to a learner’s particularities and
possibilities.
• Virtual Reality and Augmented Reality: using applications that simulate real learning environments.
These provide an alternative to in-person classroom attendance.
• Macro data: showing the connections between people and devices, with the aim of improving learning
opportunities.
• Coding: allows the creation of applications and programmes through programming languages that foster
the development of key competences.
• Ethics and privacy protection: as technology advances, so must the reflection on ethics and human
rights. The use of ICT must take into account ethical values and safeguard users’ rights, privacy and
security.
In order to facilitate the implementation of this Framework, thus supporting teachers in their professional
development and in the application of new teaching and learning methodologies using ICT, in 2016
UNESCO created an open resource repository, the OER Commons. This is a search engine aimed mainly
at fostering the improvement of teaching practices. It contains collections of Open Educational Resources
(OER), aligned to the training needs set out in the Competency Framework. Teachers can use this tool to
locate support content, as well as to connect with other educators who use ICT to improve their teaching
practices.
In short, the integration of ICT into learning environments requires the right balance of pedagogy and
technology in the classroom. Consequently, teacher training is a process that must take place throughout a
teacher’s career, in a process commonly known as “lifelong learning”.