TEACHING TLE
• TLE- TECHNOLOGY AND LIVELIHOOD EDUCATION
• EPP- EDUKASYONG PANTAHANAN AT PANGKABUHAYAN
IMPORTANCE OF TLE/ EPP
• DEVELOP SKILLS
•DEVELOP SELF RELIANCE
•PRODUCTIVE MEEMBER IN THE FIELD OF WORK
•ENTREPRENEURSHIP
•ENHANCE SKILLS IN THE APPLICATION OF TECHNOLOGY
•TRANSFORM LIVES TOWARDS PRODUCTIVE ENDS
•TLE is geared toward the development of technological proficiency and is anchored on knowledge
and information, entrepreneurial concepts, process and delivery, work values, and life skills.
• The TLE that is functional is one which equips students with skills for lifelong learning.
• TLE by its nature is dominantly a skill subject; hence the teacher must engage students in an
experiential, contextualized, and authentic teaching-learning process. It is a subject in which
students learn best by doing. It is integrative in approach.
AUTHENTIC - Relevant, real-world tasks that are of interest to the learners.
EXPERIENTIAL - Experiential Learning is the process of learning by doing.
CONTEXTUALIZED LEARNING - Contextualized instruction links the learning of foundational
skills with academic or occupational content by focusing teaching and learning squarely on
concrete applications in a specific context that is of interest to the student.
INTEGRATIVE - Integrative learning is the process of making connections among concepts
and experiences so that information and skills can be applied to novel and complex issues or
challenges.
• EPP AND TLE
Agricultures and Fisheries
ICT
Industrial Arts
Home Economics
• INDUSTRIAL ARTS
Automotive Servicing (NC 1)
Automotive Servicing (NC II)
Carpentry (NC II)
Carpentry (NC III)
Construction painting (NC II)
Domestic Refrigeration and Air-conditioning (DOMRAC) Servicing (NC II)
Driving (NC II)
Electrical Installation and Maintenance (NC II)
Electrical Power Distribution line Construction (NC II)
Electronic Products assembly and servicing (NC II)
Furniture Making (Finishing) NC II
Instrumentation and Control Servicing (NC II)
Gas Metal Arc Welding (NC II)
Machining (NC 1)
Motorcycle/small Engine Servicing
Plumbing
• ICT
ANIMATION (NC II)
BROADBAND INSTALLATION (NC II)
Computer Programming (NC III)
Computer Programming (oracle database) NC III
Computer system servicing (NC II)
Contact Center Services (NC II)
Illustration (NC II)
Medical Transcription (NC II)
Technical Drafting (NC II)
• Agricultural Arts
Agricultural Crops Production (NC I)
Agricultural Crops Production (NC II)
Agricultural Crops Production (NC III)
Animal Health Care Management (NC III)
Animal Production (NC II)
Aquaculture (NC II)
Artificial Insemination (NC II)
Fish Capture (NC II)
Fishing Gear repair and maintenance (NC III)
Fish Products Packaging
Fish Wharf Operation
Food Processing
Horticulture
Landscape Installation and Maintenance
Organic Agriculture
Pest management
Rice Machinery Operation
• HOME ECONOMICS
Attractions and theme Parks
Barbering
Bartending
Beauty / Nail Care
Bread and Pastry Production
Caregiving
Commercial Cooking
Cookery
Dressmaking
Event Management Services
Hairdressing
Handicraft
• PQF
The Philippine Qualifications Framework describes the levels of educational qualifications and
sets the standards for qualification outcomes.
It is a quality assured national system for the development, recognition and award of
qualifications based on standards of knowledge, skills and values acquired in different ways
and methods by learners and workers of the country.
•THE LEGAL BASIS OF THE TEACHING OF EPP AND TLE
It is a 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” (1987 Philippine
Constitution Article II, Section 17).
RA 10647, an Act RA 10647, an Act Strengthening the Ladderized Interface Between
Technical-Vocational Education and Training in Higher Education, which was signed into
law on Nov. 21, 2014 states, which was signed into law on Nov. 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 boarderless 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
atevery exit as well as the opportunity to earn income.
• INTENDED OUTCOMES OF THE TEACHING OF EPP AND TLE LEARNING AREA STANDARD
As the framework of TLE teaching indicates, the teaching and learning of TLE ultimately leads
to higher education, middle level manpower, entrepreneurship and employment. In fact, this is
the Learning Area Standard of TLE.
The study of areas of TLE, namely Agriculture and Fishery Arts, Industrial Arts, Home
Economic, ICT is expected to lead to Technological Proficiency.
• What is Technological Proficiency?
It is the ability to apply the technical knowledge and skill and values learned in the four areas
of TLE. The TLE students must be able to demonstrate mastery of a specific behavior or skill
measured against establish standards in various levels such as Level 1 and Level 2.
• KEY STAGES
Grade4-6
- The learner demonstrates an understanding of the basic knowledge and skills in
entrepreneurship and ICT, Agriculture, Home Economics, and Industrial Art towards the
improvements of personal life, family, and community.
Grade 7-10
- The learner demonstrate 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 to obtain NC II.
Grade 11-12
- The learner demonstrate specialized technical skills that would enable him or her to
obtain NC II.
• GRADE LEVEL STANDARDS
Grade 4
- The learner demonstrates basic knowledge, skills, and values in agriculture,
entrepreneurship and ICT, home economics, and industrial arts that can help improve
self and family life.
Grade 5
- The learner demonstrate increased knowledge, skills, and values in entrepreneurship
and ICT, agriculture, home economics, and industrial arts toward improving family life
and the community.
Grade 6
- The learner demonstrate enhanced and expanded knowledge in entrepreneurship and
ICT, agriculture, home economics, and industrial arts toward the improvement of the
family’s economic life and the community.
Grade 7
-
The learner demonstrate an understanding of basic concepts and underlying principles
in developing fundamental skills in Exploratory Technology and Vocational Education
(EPP/TLE/TVE).
Grade 8
- The learner demonstrate an understanding of his/her personal Entrepreneurial
Competencies (PECS), the environment and market, and process/production and
delivery of the Technology and Vocational Education course in which he/she has
specialized.
Grade 9
- The learner demonstrates an understanding of his/her Personal Entrepreneurship
Competencies(PECs), the environment and market, and process/production and
delivery of the Technology & Vocational Education course in which he/she has
specialized.
Grade 10
- The Learner demonstrate an understanding of his/her Personal Entrepreneurship
Competencies (PECS), the environment and market, and process/production and
delivery of the Technology & Vocational Education course in which he/she has
specialized.
Grade 11
- The learner demonstrate an understanding of the principles in preparing a creative and
innovative business plan as it relates with marketing, operations and human resources,
and simple accounting and financial plans to determine the feasibility and viability of the
business of his/her technology and vocational specialization.
Grade 12
- The Learner demonstrate an understanding of the principles in applying the business
plan of his/her choice based on his/her T&VE specialization.
Summary of how EPP and TLE are taught in the K to 12 Curriculum.
• Grade 4
Basic concepts in agriculture, entrepreneurship and ICT, home economics, industrial arts to
improve self and family.
• 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
economic, industrial arts to improve family life and community.
• Grade 7&8
Exploratory courses in at least 8 subject (4 subjects in G7 and 4 in G8) 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 Entrepreneurship Competencies only in G8.
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. Teach entrepreneurial concepts in the context of the TLE student’s
specialization in Grades9 to 12.
4. TLE is a skill-dominated subject. Therefore, teaching TLE must make use of experiential
learning.
5. Subject offering must be done systematically from Grades 7 to 12 to enable the TLE student to
obtain an NC ! In Grade 10 and NC II in Grade 12.
6. The teaching TLE is focused on knowledge and information, entrepreneurial concept including
process and delivery, work values and life skills.
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.
• Direct Method of Instruction:
Since TLE is a skill subject, direct instruction is most appropriate. The demonstration method is
a direct method of instruction. It is referred to as the “show and tell” method. The teacher
simply shows to the students how a thing is done and explains as he/she demonstrate. For an
effective demonstrations, it is necessary that the teacher mentions the dos and don’ts of the
process for emphasis and clarity. It is important that as a teacher demonstrates a process,
he/she cautions students on steps of a skill where students are most often mistaken or which
are most often missed.
It is expected that after the teacher demonstrate of a process, the students are given the
opportunity to demonstrate the process or the skill themselves. However, students should not
expected to demonstrate the process or the skill immediately on their own after the teacher
has shown it. This has to be done gradually. 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
5. Teacher assesses to determine skill mastery by all students.
• TEACHING APPROACHES
1.Entrepreneurial
2. Contextualized
3. Integrative
4. Experiential
5. Authentic and
6.constructivist learning
• Nutrition Month
In July, people across the Philippines celebrated a National Nutrition Month with various
activities across the country led by the National Nutrition Council. Every year, a theme is
chosen to highlight an important and timely concern on nutrition, as approved by the National
Nutrition Council Technical Committee.
• Why Celebrate Nutrition Month
Bring attention and public awareness to the importance of making informed food choices and
developing sound eating and physical activity habits
Is a yearly celebration held every month of July as mandated by Presidential Decree 491
known as Nutrition Act of the Philippines for the purpose of creating awareness among the
Filipino people on the importance of healthy diet and to call the nation’s attention and action on
a particular issue on health and nutrition.
• 2023 NUTRITION MONTH THEME
Fuel for the Future
• 2018 Nutrition Month theme
Ugaliing magtanim, Sapat na Nutrition aanihin.
• 2019 Nutrition Month theme
Kumain Nang Wasto MaginAkAktibo....Pushatin to!
