EDUKASYON PANTAHANAN AT PANGKABUHAYAN I MODYUL

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 EDUKASYON PANTAHANAN AT PANGKABUHAYAN I MODYUL

I. The Nature, Structure and Content of K -12 Edukasyong

Pantahanan at Pangkabuhayan / Technology an Livelihood
Education

∙ EPP/ TLE
(Edukasyong Pantahanan at Pangkabuhayan Tecnology and Livelihood
Education)
- exist as skills subject which are engaged in experimental contextualized and
authentic teaching-learning process to enable the learners develop and master
the skills that are provided in the learning competencies of the four (4) areas of
specialization which are the ff:
* Home Economics (HE)
* Industrial Arts (IA)
* Agri-Fishery Arts (AFA)
* Information Communication Technology (ICT)

Entrepreneurship is integrated in all areas in order to imbibe the entrepreneurial

spirit to acquire skills in computing expenses, income generated and consequently to
set their own business.

Teaching EPP/ TLE plays a very important role in the realization of the overall goal of
the K to 12 Curriculum. Graduates are prepared to be skilled and ready for work,
entrepreneurship and middle skills development.

THE NATURE OF EPP

The K-12 envisioned all Filipino graduates to: (PAB)
∙ possess sufficient mastery of basic competencies to develop themselves to the
fullest
∙ adequately prepared for the world of work
∙ be globally competitive

The vision encompasses the content and performance standard which equip learners the
knowledge and information, skills and processes, right work values and skills in the field of
HE, IA, AFA and ICT.
Since EPP and TLE are skills-based subject so the teacher must bear in mind the
principles in teaching these subjects which are as follows
1. Adopt an environment that equip learners with appropriate facilities
2. Engage learners in ECA (experimental, contextualize, authentic) teaching
3.Apply integrative teaching and learning approaches

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Edukasyong Pantahanan at Pangkabuhayan (EPP)

- is a learning area intended for all Grades 4 to Grade 6, both boys and girls.
- this subject develop expertise of young individuals on basic skills and habit related
to everyday chores to prepare them for real life situations and to provide learning
foundations on skills needed on specialization later.

EPP and TLE have similar domains but DIFFER in their goals
Learning area Goals Domain /content area

EPP Knowledge & information 1.Home Economics

Entrepreneurship
concepts Process and 2.Industerial Arts
delivery 3.Agri-Fishery Arts
work values and life skills
4.ICT and
entrepreneurship

TLE Higher Education 1.Home Economics

Higher level manpower 2.Industerial Arts

Entrepreneurship 3.Agri-Fishery Arts

and Employment
4.ICT and
entrepreneurship

THE STRUCTURE OF EPP / TLE

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CURRICULUM FRAMEWORK
The new TLE framework as a course has two (2) streams:
1. Training Regulations – based TLE
2. Entrepreneur- based TLE

The Tech- Voc – based TLE

- designed according to the Training Regulation (TR) of the Technical

Educational Skills Development Authority (TESDA)
- focuses on the technical skills and development in the area of specialization
that the learners want to pursue.
The Entrepreneurship Education –based TLE

- designed to develop among learners some necessary livelihood skills to enable them
to start a small enterprise of their own.
The TLE curriculum focuses on the field of the following areas:
1.Home Economics (H.E.)
- covers competencies on family care, homemaking, health & hygiene clothing
technology, food services, cosmetology and dressmaking
2. Industrial Arts (IA)
- emphasizes on drafting, electronics and automotive technology
3. Agri -Fishery Arts (AFA)
-provides learning experience on the art of raising and harvesting Livestock
through agriculture and aquaculture
4.Information and Communication Technology (ICT)
- develops various ICT skills such as computer hardware servicing control center
services among others.

The TLE K-12 Program offers career optional courses that learners select from a
number of choices. It offers opportunities for specialization in academic, technical –
vocational and entrepreneurship.
At Grades 7 and 8 - learners study exploratory subjects by taking 4 TLE courses in
each quarter.
Grade 9 to 12 - TLE specialization are offered

Certificate of Competency (COC) – issued by TESDA to individuals who are

satisfactorily demonstrate competence on a particular or cluster unit of competency.
COC begins with the:
∙ National Competency I (NCI ) - indicating the performance of a routine and

predictable task, requiring little judgement, and supervision

∙ National Certification II (NCII ) - performance of a prescribed range of
function

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THE CONTENT OF EPP

The learning area standards introduces the basic concepts, skills and values that are to
be developed.

The Key Stage Standards are specified basic knowledge and skills clustered into three
(3) grade groups to ensure mastery of the competencies systematically.
Grade 4 -6

The learner:

- demonstrates understanding of the basic knowledge and skills in

∙ entrepreneurship & ICT

∙ Agriculture
∙ Home Economics
∙ Industrial Arts
towards the improvement of personal life ,family and community

Grade 7 -10

The learner:

-demonstrates 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
*interpreting technical drawings
*gains specialized knowledge and skills in at least one TLE that would
enable him/her to obtain NCII

Grade 11 to 12

The learner:

- demonstrates specialized technical skills that would enable him /her to

obtain NCII

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The Grade Level Standards demonstrate learning competencies classified per grade
level. Underlying principles are now applied in the Exploratory Technology and
vocational education leading to personal entrepreneurial competencies up to having the
learner’s choice of specialization.
Grade
Level
Grade Level Standards

4 Learner:

demonstrate basic knowledge skills and values in

∙ agriculture
∙ entrepreneurship and ICT
∙ HE
∙ IA, that can help improve self and family life

Learner:

demonstrate increased knowledge, skills and values in

5 ∙ agriculture
∙ entrepreneurship and ICT
∙ HE
IA, towards improving family life and the community

Learner:

6 demonstrate enhanced and expanded knowledge in

∙ agriculture
∙ entrepreneurship and ICT
∙ HE
∙ IA ,towards improvement of family’s economic life and the
community

Learner:

demonstrates an understanding of basic concepts and underlying

principles in developing fundamental skills in Exploratory in Technology
and vocational education (EPP, TLE, TVE)
7

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Learner:

demonstrates understanding of his/her

∙ Personal Entrepreneurial Competencies (PEC’s)

∙ Environment and market
8 ∙ Process /production
∙ Delivery of technology and vocational Education course in which
he/she specialized

Learner:

demonstrates understanding of his/her

∙ Personal Entrepreneurial Competencies (PEC’s)

∙ Environment and market
9
∙ Process /production
∙ delivery of technology and vocational Education course in which
he/she specialized

10 Learner:

demonstrates understanding of his/her

∙ Personal Entrepreneurial Competencies (PEC’s)

∙ Environment and market
∙ Process /production
∙ delivery of technology and vocational Education course in which
he/she specialized

Learner;

demonstrates an understanding of principles in preparing:

11 creative and innovative business plan as it relates with:

∙ marketing
∙ operations and human resource
∙ simple accounting and financial plans
Plans to determine the feasibility and viability of the
business of his/her technology and vocational specialization

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12 Learner:

demonstrates an understanding of principles in applying the

business plan of his/her choice based on his/her TVE
specialization

TLE CURRICULUM MAP

To give a clear view of the required courses to earn the Certificate of Competency
(COC) and the National Certificates I and II competencies, the following are
Curriculum Maps of the four (4) TLE component areas.

HOME ECONOMICS CURRICULUM MAP

NO Grade 7/8 Grade 9 Grade 10 Grade 11 Grade 12

1 Beauty /nail care NC II Wellness Hairdressing NC II

massage
2
NC Ii
3

4 caregiving Caregiving Caregiving **caregiving

(COC) COC or NC II

5 Tailoring NC III

6 D r e s s m a k I n g NC II

7 Front office service Total Tour Tourism

NC II guiding
8 services NC Production
service
9 Ii NC II
NC II
10

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11 C o o k e r y NC II Bread Food
/pastry /beverage
12
production

13 NC II Services

NC II

14 *H o u s e h o l d NC II Housekeepi Attraction
/theme
15 ng NC II
parks N C
16
II

17 Handicraft Handicraft Handicraft Handicraft Handicraft

(non-NC)
Non-NC (non-NC) (NON- NC) (Non- NC)
Needlecraft
Fashion Basketry Woodcraft
Embroidery accessories
Macrame Leathercraft
Quilting Paper craft

Knitting
and
crocheting

*Students cannot take specialization in grade 9 and 10,if they have not taken
40 hours

** Students will only qualify for a National Certificate Ii (NCII),if they have
taken caregiving from grade 7 to 12

If students have only began caregiving in grade 11, should they

finished, They will only qualify for a Certificate of Completion (COC)

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INDUSTRIAL ARTS CURRICULUM MAP

NO Grade 7/8 Grade 9 Grade 10 Grade 11 Grade 12

1 Exploratory *a u t o m a t I v e s e r v i c I n g NC I

Covering

2 Common *c a r p e n t r y (NC II)

Competencies

3 *consumer electronic servicing ( N C II)

4 *Electrical Installation and maintenance (NC II)

5 *plumbing ( NC I) **plumbing ( NC II )

*refrigeration and air conditioning NC II

8 **shielded metal arc **shielded metal arc

welding NC I welding NC II

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 EDUKASYON PANTAHANAN AT PANGKABUHAYAN I MODYUL

10 **Masonry NC I **Tile setting NC I

11

*Students must complete four years to take the NC exam

**Students must complete Two years to take the NC exam

AGRI – FISHERY CURRICULUM MAP

NO GRADE 7/8 GRADE 9 GRADE GRADE 11 GRADE 12
10

1 Crop Production *landscape

Installation and
NC I
maintenance

2 (NC II

Exploratory Covering
3 Common *Pest management

Competencies NC II

4 *Rice machinery

Operations NC II

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 EDUKASYON PANTAHANAN AT PANGKABUHAYAN I MODYUL

5 *slaughtering
operation NC II

6 Animal Production NC II Artificial

inseminati
on Swine

(NC II)

7 Artificial

8 inseminati
on
Ruminants
NC II

9 Slaughteri
ng
Operations

NC II

10 Horticulture NC II

11

FOOD (fish) Processing NC II

12 Aquaculture NC II Fish *Fish

Nursery /shrimp
grow
Operation
(NON -NC)
NC II

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 EDUKASYON PANTAHANAN AT PANGKABUHAYAN I MODYUL

13 *Fish
wharf
operation

NC I

Please note that this subject has prerequisites

INFORMATION AND COMMUNIVATION TECHNOLOGY CURRICULUM MAP

NO GRADE 7/8 GRADE 9 GRADE 10 GRADE 11 GRADE 12

1 Computer hardware
servicing NC II

Exploratory Illustration NC II

Covering
3 Technical Drafting NC
Common
II
Competencies

4 Contact center
services NC II

5 Animation NC II

6 Medical transcription

NC II

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 EDUKASYON PANTAHANAN AT PANGKABUHAYAN I MODYUL

7 Computer
Programming NC IV

II. Learning Strategies And Assessment Techniques as Applied to EPP

∙ Learning Strategies
TLE and EPP have different content areas in their core components namely: Home
Economics , Industrial Arts, Agri- Fishery Arts and Information and Communication
Technology, so ,it is necessary to have definite workplace where learners can do
the activities with ease and comfort.
If we are not experiencing this pandemic crises, classroom environment is really
the best factor for the study that will lead to effective teaching aside from the
strategies and instructional materials used in the teaching –learning process.
Teacher can use various of learning techniques and strategies in teaching. On This
part of the module will give you an idea on what really the appropriate teaching
strategies can be used in teaching EPP / TLE subject.
This subject can be learned best using the theory of constructivism and cooperative
learning but hence, we are now facing this pandemic, so commonly ,the students
now must be responsible in learning in their own pace with the assistance of the
teacher.

Following are the common learning strategies used in teaching EPP

1.DEMONSTRATION METHOD - this technique can be used when the teacher wants
to show to the learners the step by step process. Price and Nelson (2014) suggest two
(2) types of demonstration that can guide the teacher in using this technique in teaching
EPP/TLE
a. Demonstration of a product - the teacher shows the learners a finished product
b. Demonstration of a process - the teacher shows to the learners how to do the steps
of a certain task.

To use the Demonstration – Performance Method, the following essential phases should
be followed by a teacher to manifest accuracy in the presentation.

Phases of Demonstration ( EDSIE )

∙ EXPLORATION Phase - comprehensive explanation aligned with objective
describes the end result
-encourages learners to ask questions
∙ DEMONSTRATION Phase – shows the learners the needed steps to develop
the
-it must be accurately explained for the learners to follow that in the end
learners could have a return demonstration.
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∙ STUDENT- PERFORMANCE Phase - in this phase learners are required to Perform

the activity to practice the skill Learning to follow the correct procedure ∙
INSTRUCTION-SUPERVISION Phase –the teacher must give the learners enough
time to do the task and monitor how the task is done. ∙ EVALUATION Phase - in
the phase
learners - display what they have done teacher – determines instruction’s
effectiveness
2.PROJECT-BASED METHOD - this is a strategy where learners acquire knowledge
through planning and execution of practical projects. Learners- are challenge to work
on real life problems where they decide how to solve problems. Develops the feeling of
cooperation and group work which will eventually help them develop their social norms
and social values.

TYPES OF PROJECT –BASED METHOD (CIGS)

1.Individual Project – activity is done individually

2.Group Project - activity is done by group .

3. Simple Project - learners complete only one work at a time

4. Complex Project - more than one work with various activities According to
Kilpatrick –Kaun 2004 , projects can be classified to:
A. Constructive Project -physical and practical task such as construction of article.
Ex. Making a model, playing drama
B. Aesthetic Project – appreciation powers of learners are developed through Musical
programs, beautification of things appreciation of poems and so on..
C. Problematic Project – thiis is based on the cognitive domain - develops the problem
solving capacity of the learners.
D. Drill Project - develops mastery of the skills and learners’ knowledge - increase the
learners’ work efficacy and capacity
STEPS IN PREPARING LEARNING ACTUVITY UNDER THE PROJECT- BASED METHOD
1.Creating situation - teacher tells the method to and procedure to be done.
2. selecting the project – teacher helps the learners select the project on the basis of
their interest. Six (6) principles of project method are applied
Prior planning, purpose . utility, freedom, activity. reality

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3. Planning - teacher discusses various points to the learners in the discussion -

teacher write the steps and group learners
4. Execution - select relevant facts and materials and work on a project and finish it
within the time allocated.
5. Evaluation - finished project is evaluated by the group and reported to the teacher
6.Reporting - learners write each step on how they finished the project.

3. THEMATIC INSTRUCTION - the teacher can use this technique since TLE/EPP deal
on values and life skills competencies in integration of learning of the other subjects in a
theme.

4. THE COMPUTER ASSISTED LEARNING (CAL) AND VIRUAL LEARNING

ENVIRONMENT (VLE)

- CAL and VLE can be used to enhanced learners learning skill with the use of ICT
devices which surely help them cope with our changing environment.

SUMMARY MATRIX

The summary that follows shows the strategy that could be applied in teaching the
EPP/TLE and the activity appropriate to develop the skills of the learners.
Methodology Skills Developed Suggested Activities

constructivism Leadership and Interactive

responsibility Initiative and discussion Group
self- direction Creativity work activity
and curiosity

Cooperative learning Interpersonal, teaming

Interactive Group work activity

communication
Collaboration, flexibility

demonstration or Visual and information Presenting

modelling skills Responsible processes and
behavior products
Accuracy in doing the task

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Project –based learning Making wise decisions

Accuracy, Project making

independence Solving
real life problems

Thematic learning Relate informative Integrative learning

issues Interactive
communication Apply
critical thinking

Computer Assisted Risk taking Computer assisted

Learning activities
Media literacy

Global awareness

Assessment Techniques
After any lesson, assessment is needed to find out the outcomes of learning. The
teacher should apply teaching strategies to analyze the result of the teaching process
and the learners’ performance. It is very necessary for a teacher to have her
assessment on the performance of the learners. It may be one of the following:
FORMAL ASSESSMENT - the ordinary way of assessing instruction -it may
be a form of test or project to be graded
INFORMAL ASSESSMENT - is observing learners react or follow instructions on
what do.
ANECDOTAL - done by a teacher during the guided instruction as she goes around
and observed the learners understanding and performance during the learning
activity.
The following tools are frequently used in assessing the learners in EPP/TLE:
∙ Performance –based – this assessment requires learners to demonstrate skills and
knowledge including the process of the problems they solve. This technique is
also appropriate to measure the ability of learners in integrating knowledge
across discipline and new situations.
∙ Project – based Rubrics - this is a simply list of criteria which define the important
components of the work being done It gives a clear guidelines on how to grade a
certain project presentation.
∙ Individual presentation - this a process of presenting a topic or a planned activity
to an audience .In presenting ,the materials should be concise to the point
that it enables to know or expect of them. These assessment tools test the
quality of product or project done by the students.
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Lesson Planning in EPP

LESSON PLAN - is a guide for teachers in stimulating, guiding and effective learning.
It is prepared to assist the teachers in their work. All lesson plan have the following
components:
I. Objectives
The objectives serve as the criterion against which the pupil’s achievement is
measured. Objectives should be:
S – specifics
M – easurable
A – ttainable
R- elevant
T- imebounded

II. Subject Matter

The subject matter states the content which will be developed in the teaching
episode. This is derived from the learning competencies to be developed as well as
the materials available in the community.

III. Materials and Resources

The teaching resources include the reference materials, visual aids, Equipment and human and
non- human resources which will facilitate learning.

IV. Procedure

The procedure includes all the strategies, techniques and steps to be undertaken by
the teacher to achieve the objectives. It is made up of varied activities such as drill,
review, motivation and presentation of the lesson.

The procedure should also include kind of questions the teacer will ask to promote
critical thinking.

V. Assignment

The teacher should always make a tie –up between home and school
experiences since the EPP subject is family oriented. Giving assignment after
learning a task will reinforce learning and will also assure a carry over of the
school to the pupil’s family members. This action will ensure mastery of the
competencies acquired.

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LESSON PLAN can be written in many ways. It can be one of the ff :

Detailed lesson plan - contains practically all the activities of the teacher and the
pupils during the day.

Semi- detailed lesson plan – contains the outline and sample question
and activities of the teacher and the learners.

Brief lesson plan - contains the directions to be undertaken by the teacher as a

guide.

Experienced teachers used brief lesson plan but just the same, classroom
preparation and visual aids are usually the same among the three kinds of
lesson plan.

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III. SELECTING APPROPRIATE INSTRUCTIONAL MATERIALS FOR EPP /TLEE

Every teacher needs instructional materials that best suit the method and strategy that
that could fully develop the technical skills of learners to face the growing complexities
of the time brought about by the demands accomplish certain define objectives.

The following must be considered in identifying tools to use in teaching EPP/TLE

∙ Variety pf tools appropriate in different content areas
∙ Availability of tools in each subject area
∙ Availability of materials to be used
∙ Adequate number of tools to be used by student
∙ Adequate classroom or laboratory work space

Every teacher should give preference to these factors to have an effective result in the
implementation of the lesson. The following table presents some appropriate
instructional materials that can be used in teaching EPP
SUBJECT AREA APPROPRIATE MATERIALS TO USE

HOME ∙ Pictures and images can be used

ECONOMICS ∙ Videos, powerpoint and projectors
∙ Real materials like
1.Sewing and Garment Constuction

a. handsewing needles

b. rotary cutter

c. scissors

d. machine needles

e. pincushion

f. pinking shears and scissors

g. safety and straight pins

h. flat iron

i. thread

j. marking pencil

k. seam scissor

l. tape measure

2.Cooking utensils like

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a. knife f. frying pan

b. chopping board g. cooking pot

c. tweezers

d. ladle

e vegetable peeler

AGRICULTURE ∙ Picture ,images and video help explain basic gardening

tools and equipment and their uses
∙ Simple tools can be presented like:
a. shovel f. pitch fork
b. axe g. insecticide
c. bolo h. cutlass
d. pick i. hoes
e. crowbar j. spades k. wheel borrow hoe

INDUSTRIAL ARTS Tools in any industrial arts is any physical item that can
beused to achieve a goal or a project. examples are :

∙ Hand Tools
Pliers pair of compasses

Hammers cutter

Screwdrivers adhesive tapes

Saw (ripsaw, crosscut saw, keyhole saw)

Nails
∙ Electrical tools
Hammers slide cutting pliers

Portable electric drill

∙ Videos and powerpoint presentation

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INFORMATION ∙ Computer aided materials

AND ∙ Powerpoint presentation
COMMUNICATIO ∙ Computers
N TECHNOLOGY ∙ Laptops
∙ Tablets
∙ Videos

IV. TEACHING HOME ECONOMICS AND LIVELIHOOD EDUCATION

A. Components of EPP in the new Elementary School Curriculum

The NESC planners considered a well-rounded development for the elementary boys
and girls. The curriculum emphasizes three things namely:
1. the development of worthy home members
2. the wise use of community resources
3. the acquisition of socially accepted skills which will lead to employment or to the
generation of income.

The content of the subject depends greatly on the competencies to be developed. The
teacher can identify the content to best realize the objectives.

B. SALIENT FEATURES OF EPP

1. It is a knowledge area common to boys and girls. In the new curriculum, both boys
and girls undertake the same learning experiences in
Grade 4, grade 5, and grade 6.
Time allotment
Grade 4 - 40 minutes
Grade 5 & 6 - 60 minutes
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.
It encourages concentration in at least one of the occupational or work skills.
In short, it develops expertise.

C. SCHEME USED IN MANAGING EPP CLASSES

There are three schemes suggested to manage EPP classes

1.One teacher scheme - all the components are taught by one teacher.
Components are divided by grading periods.
For example , HE is taught in first grading
IA arts in second grading …

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2. Departmentalized scheme - each area is taught by the respective teachers in HE, IA

, AA ,and Entrepreneurship. Different sections take the four areas by rotation. This
arrangement is applicable in big school where teachers who are specialized in area is
available.

3 . Team Teaching- - Here, two or three teachers with special training in HE,IA, and
may form a team to teach EPP. The team can adopt the following annual work plan
a. planning at the opening of the school year
b. evaluation team meetings (regularly, done)
c. Implementation (intermediate grades)

D. TEACHING METHODS TECHNIQUES AND STRATEGIES

The three domains ,CAP or the cognitive ,affective and psychomotor are emphasized in
the various learning competencies. The teacher can employ varied instructional materials,
techniques , and strategies to accomplish the objectives. Although there is no best
method , the teacher may try the following:

A. HANDS ON LEARNING

Hands on learning provides activities for:

∙ Manipulation
∙ Construction
∙ Experimentation
∙ Planning
∙ Problem –solving
∙ Decision – making
∙ Creating and even inventing

B. DEMONSTRATION

Showing how to do a task correctly before allowing the students to work independently
is the goal of the demonstration. The Do’s are emphasized and the DON’T’s are
explained. Demonstration is more effective if it utilizes the senses of the learners.

All demonstration should indicate the following:

what will be demonstrated

what the pupils will learn

the things to be used during demonstration

the equipment and tools needed the step by step procedure

the evaluation to be made and the return demonstration

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C. LABORATORY EXPERIENCE

One feature of an ideal EPP classroom is the presence of laboratories in various learning
areas in its four components.

IA – laboratory is composed of working tables and benches as well as the necessary

tools in the areas of electricity, woodworking, handicrafts and metalcrafts.

AA – nursery, plots of planting, seedbeds and gardening tools are needed

HE - facilities for sewing, cooking, interior decoration, household appliances and
relevant tools are necessary.

The laboratories will allow the students to plan, execute, and evaluate various activities.
They will learn while doing the task.

D. PROJECT METHOD

Almost all the activity ends up with a project which develops the proper planning skills
through the preparation of a project plan.

Project plan - learners guide in making the project

-contains the ff;

∙ Name of the project
∙ Objectives
∙ Sketch
∙ bill of the materials
∙ equipment and tools to be used
∙ project procedure
∙ evaluation instrument to be used in judging the
finished project

The project again enables the learners to apply the theories and principles learned.

E. INSTRUCTIONAL MODULES

Most books in EPP contains modular instruction which encourages the pupils to work
independently. A module is a self- contained material with activities to be done by the
learner.

D. EVALUATING PUPIL’S COMPETENCIES IN EPP

One of the important components of the teaching and learning process is the evaluation.
Evaluation determines the extent to which the objectives have been achieved. Since
there are identified competencies in the teaching of EPP, evaluation techniques should
be properly selected and applied to gauge the extent of learning or growth gained by
the students.
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To achieve the objectives and accurate evaluation, the EPP teacher should be guided by
the following principles:

EVALUATION should be
∙ in terms of selected objectives
∙ Comprehensive
∙ Cooperative
∙ Concern with valuing

LIKEWISE, the EPP teacher should always remember that evaluation should implies the
assessment of situation, of abilities , of knowledge and of progress towards an objective.
1. Evaluation should assess the attainment of an objective
HE teacher must concern with the evaluation of student’s performance. The teacher
should follow this cycle.
2. Evaluation involves the measurement of the various aspects of
learning.
HE teacher involves knowledge, values and manual skills.

HE teacher may be equally interested in the student’s learning the principles of food
selection, accepting desirable food habits as important, and choosing food that meet
daily requirements. This situation implies the three objectives to accomplish and
evaluate.

3. Evaluation is a means of discovering what the students already know

Every learner has a background knowledge on a certain thing but such knowledge
varies depending om the kind and amount of exposure he has.

3 ways to evaluate of students what already know a. Pretests b. questionnaires

c. checklists

4. Evaluation van result in motivation to learn

Students are motivated by SUCCESS or FAILURES. Test result can be a stimulant to

self- improvement or self- enrichment.

Two ways to motivate students to recognized what they need to learn and what they
already know are:
∙ Pretest
∙ Skill demonstration

5. Evaluation provides information for guidance and counseling

Fourth year students are very much in need of vocational guidance. They need assistance
in identifying what courses to choose in college based on their interest, skills and
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 EDUKASYON PANTAHANAN AT PANGKABUHAYAN I MODYUL

capabilities. Home Economics teacher needs pertinent and accurate information with this
regard.

Likewise, students at this age are faced with varied personal problems. The
teacher’s role is to ask questions which will eventually lead the students to make a
decision

6. Evaluation result can be a basis for curriculum change

Test results may show that some belief, practices and approaches no longer promote
interest among the students.

An example is a pattern drafting which is not emphasized in cities because of the

availability of standardized commercial patterns.
Furthermore, many teenagers prefer ready- made clothes so most of them are no
longer interested in clothing construction. The need to alter pattern and ready to wear
clothing seems to be more relevant. This condition can only be detected by evaluation.

E. METHODS OF EVALUATION

Evaluation can be done through written test and nontest device

WRTTEN TEST
Include the objective type and the essay type. These test are used to collect quantitative
evidence of knowledge, comprehension and application of facts, that can also be used to
analyze and synthesize information.

NONTEST DEVICE

This devices are used to evaluate performance and the affective aspects of learning.
This devices involve subjective judgement but can be result in either quantitative or
qualitative evaluation.

V.OBJECTIVES IN TEEACHING HOME ECONOMICS AND PRACTICAL ARTS IN

a. Grade 4

Learner:

demonstrate basic knowledge skills and values in

∙ agriculture
∙ entrepreneurship and ICT
∙ HE

IA, that can help improve self and family life

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 EDUKASYON PANTAHANAN AT PANGKABUHAYAN I MODYUL

b. Grade 5

Learner:

demonstrate basic knowledge skills and values in

∙ agriculture
∙ entrepreneurship and ICT
∙ HE
IA, that can help improve self and family life

c. Grade 6

Learner:

demonstrate enhanced and expanded knowledge in

∙ agriculture
∙ entrepreneurship and ICT
∙ HE
∙ IA, towards improvement of family’s economic life and the community VII.

STRATEGIES OF TEACHING HOME ECONOMICS AND PRACTICAL ARTS a.

Discussion method

- are a variety of forums for open-ended, collaborative exchange of ideas among a

teacher and students or among students for the purpose of furthering students
thinking, learning, problem solving, understanding, or literary appreciation.

b. Demonstration method

- is a teaching method used to communicate an idea with the aid of visuals such as
flip charts, posters, power point, etc. A demonstration is the process of teaching
someone how to make or do something in a step-by-step process. As you show how,
you “tell” what you are doing. Role-play is a technique that allows students to explore
realistic situations by interacting with other people in a managed way in order to
develop experience and trial different strategies in a supported environment

C. Laboratory method

-- assumes that first-hand experience in observation and manipulation of the materials

of science is superior to other methods of developing understanding and appreciation.
Laboratory training is also frequently used to develop skills necessary for more
advanced study or research.

d. Project method

- is a teaching method in which students gain knowledge and skills by working for
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 EDUKASYON PANTAHANAN AT PANGKABUHAYAN I MODYUL

an extended period of time to investigate and respond to an authentic, engaging, and

complex question, problem, or challenge

e. Lecture method
- is the oldest method of teaching. It is based on the philosophy of idealism. This
method refers to the explanation of the topic to the students. The emphasis is on the
presentation of the content.

f. Problem solving

In a problem solving method, children learn by working on problems. This

enables the students to learn new knowledge by facing the problems to be solved.
The students are expected to observe, understand, analyze, interpret find solutions,
and perform applications that lead to a holistic understanding of the concept.

g. Role playing
Role-play is a technique that allows students to explore realistic situations by
interacting with other people in a managed way in order to develop experience and trial
different strategies in a supported environment

VII. INSTRUCTIONAL RESOURCES IN THE TEACHING OF HOME ECONOMICS

AND PRACTICAL ARTS

a. Resource person

- is an individual who is considered to have abilities or knowledge of a specific type.

is often used as a support to others in an organization by serving as a point of contact

for which others can contact to obtain information pertaining to a specific concept or
task

b. Material resources
- are materials found in the natural world that have practical use and value for
humans. Material resources include wood, glass (which comes from sand), metals,
edible plants, and plastics (which are made from natural chemicals). Renewable
material resources, like glass, can be re-created easily.

c. miscellaneous resources

Most of these miscellaneous emitters, both natural and manmade, are truly area
sources, with their pollutant-generating process(es) dispersed over large land
areas. ... Finally, miscellaneous sources generally emit pollutants intermittently,
compared to most stationary point sources.

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VIII. EVALUATING HOME ECONOMICS AND PRACTICAL ARTS

A. Formal Evaluation

-are the systematic, data-based tests that measure what and how well the students
have learned. Formal assessments determine the students' proficiency or mastery of
the content, and can be used for comparisons against certain standards. ... norm
referenced test. achievement tests

B. Informal Evaluation

Informal assessments are those spontaneous forms of assessment that can easily
be incorporated in the day-to-day classroom activities and that measure the students'
performance and progress. Informal assessments are content and performance
driven

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