Curriculum Development

1. Astilla, Melissa D.
Lipata, Rhoda C.
Pacaldo, Celsa P.
Rosillo, Robel Nica C.
Group 1 Curriculum Developers

2. II - Introduction:
The primary task of any educational system is to give learners the right tools and
provide them with a critical mind, so that they can ask the right questions and make the
right choices during and after their academic journey. They are trained to acquire new
21st century competencies such as information and technology skills, global
awareness, and civic and economic literacy, which have become a standard part of the
educational foundation. As a result, the definition of what it means to be educated and
be competitive has changed and continues to change.
For its part, the Philippine educational system has responded by going through several
reforms to address the growing needs of the dynamic nature of modern learners. Such
reforms have provided meaningful opportunities for students to acquire innovation,
media and technology, communication, and life skills that are embedded in the new
SHS curriculum, which serves as an essential step in improving the Philippines’ global
competitiveness and making it at par with international standards.

3. It is stated in DepEd Memo No. 169, s. 2018 that after gaining sufficient knowledge,
skills, and attitude, learners are given the chance to choose the curriculum exits they
will be pursuing after graduation namely, higher education, middle level skills
development, entrepreneurship, and employment. Whatever curriculum exit SHS
graduates pursue is their own decision; hence, it is therefore the duty of the school and
career guidance advocates to help them in making the right decisions. In view hereof,
career guidance becomes an integral part of student development for it aims to help
them make more informed and better educational and career choices.
Home Economics Strand covers specializations like Cookery, Bread and Pastry
Production, and Food and Beverage Services under Technical Vocational Livelihood
(TVL) Track for Senior High School. These learning areas contributes to the attainment
of the realization of the overall goal of the Basic Education Program, which is the
holistic development of every Filipino learner: equipped with 21st century skills,
adequately prepared for work, and has gained the right knowledge, attitude, values and
skills.

4. III – Objectives:
a. to enhance the competency skills developed by the students from
the chosen specializations,
b. to assess the knowledge, skills, and attitude gained by the students
from basic education,
c. to improve the Philippine educational system.

5. IV – Content:
HESA-Curriculum (Home Economics Skills Assessment Curriculum) is specifically
designed curriculum for Home Economics Strand of Technical Vocational Livelihood Track.
For the reason, that not all schools are ready to offer all strands of TVL Track. This HESA-
Curriculum is applicable to schools offering TVL Track limited to Home Economics Strand.
An example of specializations under Home Economics Strand are Cookery, Bread and
Pastry Production, and Food and beverage Services.
The Technical Education and Skills Development Authority (TESDA) is the government
agency tasked to manage and supervise Technical Education and Skills Development
(TESD) in the Philippines. It was created by virtue of Republic Act 7796, otherwise known
as the “Technical Education and Skills Development Act of 1994”. The said Act integrated
the functions of the former National Manpower and Youth Council (NMYC), the Bureau of
Technical-Vocational Education of the Department of Education, Culture and Sports
(BTVE-DECS) and the Office of Apprenticeship of the Department of Labor and
Employment (DOLE).

6.  For the basis for assessment and certification, TESDA
implements assessment and certification for all
qualifications with promulgated Training Regulations. The
Training Regulation defines the knowledge, skills and
attitudes/values required for competent performance in
the workplace. The competency requirements, as defined
in the relevant Training Regulations shall be the take-off
point of all corresponding qualifications, assessment and
certification in all industry sectors.

7. Qualification is a group of competencies packaged from the
supermarket of competency. It represents a clear meaningful set-
up in the workplace and is aligned with the Phil. TVET
Qualifications Framework Descriptor. Depending on the breadth,
depth and scope of competency, a qualification may fall under
National Certificate level I, II, III, or IV.
Competency Assessment is the process of collecting evidence and
making judgments on whether competency has been achieved. It
focuses in assessing an individual’s skills, knowledge, attitude and
work values relative to a unit or cluster of units of competency.

8. Assessment is conducted through any of the following evidence gathering methods:
 demonstration/observation with oral questioning
 written test
 interview
 third party report
 portfolio
 submission of work projects
Students, workers or any individuals who wants to determine his/her qualification level
may apply for assessment.
An individual may apply for assessment in any of the following:
 Private TESDA-accredited assessment centers.
 TESDA Regional and Provincial Offices
 TESDA TVET Institutions-Assessment Centers

9. A National Certificate (NC) is issued when a candidate has demonstrated
competence in all units of competency that comprised a Qualification.
Meanwhile, a Certificate of Competency (COC) is issued to individuals who
have satisfactorily demonstrated competence on a particular or cluster of
units of competency. The NC or COC is valid for five (5) years.
Students, workers or any individuals who wants to determine his/her
qualification level may apply for assessment.
Assessment shall be conducted by TESDA Accredited Competency
Assessors.

10. Assessment is conducted through any of the following evidence
gathering methods:
 demonstration/observation with oral questioning
 written test
 interview
 third party report
 portfolio
 submission of work projects
An individual may apply for assessment in any of the following:
 Private TESDA-accredited assessment centers
 TESDA Regional and Provincial Offices
 TESDA TVET Institutions-Assessment Centers

11. Levels of National Certificates
 National Certificate I
• Performs routine and predictable tasks
• Has little judgment
• Works under supervision
 National Certificate II
• Performs prescribed range of functions involving known routines and procedures
• Has limited choice and complexity of functions
• Has little accountability

12.  National Certificate III
• Performs wide range of skills
• Works with complexity and choices
• Contributes to problem solving and work processes
• Shows responsibility for self and others
 National Certificate IV
• Performs a wide range of applications
• Have responsibilities that are complex and nonroutine
• Provides some leadership and guidance of others
• Performs evaluation and analysis of work practices and the development of
new criteria and procedures

13.  National Competency Assessment and Work Immersion are equally important
for the enhancement and validation of student’s knowledge, skills, and
attitude (KSA). In this newly developed Curriculum (HESA-Curruculum), the
National Certificate Assessment, just like Work Immersion, will be a
requirement for Senior High School graduation.
 All TVL specialized subjects taken by the students from Grade 11 to Grade 12
are need to be assessed. The developed skills of students from their
specialized subjects will be assessed by TESDA Accredited Competency
Assessors, as well as, Work Immersion will be done in any establishments in-
lined with their specializations to acquire and/or enhance skills.
 If students’ take-up three specialized subjects in Technical Vocational
Livelihood Track, in order the specializations to be valid, he or she must be a
holder of National Certificates (NC) from those different specializations.
 Failure to present the TESDA National Certificate/s and Work Immersion
Certificate can be a ground of disqualifying student to graduate in Senior High
School.

15. Cookery: Certified Chef
Bread and Pastry Production: Baker or Commis
Food & Beverage Services: Food Attendant or Chef de rang
National Competency Assessment
Work Immersion
Develop skills guided by
competencies
from Curriculum Guide
Skills Demonstration/
Discovery Approach
Curriculum
Mapping

16. Cookery NC II
The curriculum guide on Cookery leads to National Certificate Level II
(NCII). This course is designed for Senior High School students to develop
knowledge, skills, and attitudes in the performance of Cookery tasks.
Explore on opportunity as certified Chef. It covers core competencies,
namely:
1. cleaning and maintaining kitchen premises
2. preparing appetizers
3. preparing salads and dressings
4. preparing sandwiches
5. preparing desserts
6. packaging prepared food stuff
7. preparation of egg dishes
8. preparation of cereals and starch dishes
9. preparation of vegetable dishes
10. preparation and cooking of seafood dishes
11. preparation of stocks, sauces, and soups
12. preparation of poultry and game dishes
13. preparation of and cooking meat
Number of
hours
320
Bread and Pastry Production NC II
The curriculum guide on Bread and Pastry Production course leads to
National Certificate Level II (NC II). This course is designed for Senior High
School students to develop knowledge, skills, and attitude to perform the
tasks on Bread and Pastry Production. It covers core competencies namely:
1. prepare and produce bakery products
2. prepare and produce pastry products
3. prepare and present gateau, tortes and cakes
4. prepare and display petit fours
5. present deserts.
The preliminaries of this specialization course include the following:
1. Explain core concepts in bread & pastry production
2. Discuss the relevance of the course
3. Explore on opportunities for a Baker or Commis as a career
Number of
hours
160
Food and Beverage Services NC II
The curriculum guide on Food and Beverage Services leads to National
Certificate Level II (NC II). This course is designed for Senior High School
students to develop knowledge, skills, and attitude to perform the tasks
required. It covers the core competencies of:
1. prepare dining room/restaurant area for service
2. welcome guests and take food and beverage orders
3. promote food and beverage products
4. provide food and beverage services to guest
5. provide room service
6. receive and handle guest concerns
The preliminaries of this specialization course include the following:
1. core concepts in food and beverage services
2. the relevance of the course
3. exploration of career opportunities as a Food Attendant or Chef de
rang.
Number of
hours
160
Example of TVL Track
Specializations under
Home Economics Strand

17. Annex - A
National Certificate levels
and number of hours
rendered per specializations
of Home Economics Strand

18. Evaluation:
1. How HESA Curriculum or Home Economics Skills Assessment Curriculum
(new Curriculum), improves the Philippine educational system?
 Ans: This HESA Curriculum contributes to the attainment of the realization of the
overall goal of Basic Education Program, which is the holistic development of every
Filipino learner: equipped with 21st century skills, adequately prepared for work, and
has gained the right knowledge, attitude, values and skills. These serves as an
essential step in improving the Philippines’ educational standards and global
competitiveness.
2. What benefits will be gained by the learners from this HESA Curriculum?
 Ans: Learners graduate in Technical Vocational Livelihood Track will be fully
equipped with knowledge, skills, and right attitude. They have all the chance to
choose the curriculum exits they will be pursuing after graduation either higher
education, middle level skills development, entrepreneurship, and employment.
Whatever curriculum exits they choose, they are ready to face the challenge in the
real world.

19. V - References:
Frequently Asked Questions (FAQs) on
Assessment and Certification (tesda.gov.ph)
C:UsersjlcabilesDocumentsRtptibtic of
tijr.tif (deped.gov.ph)
Competency Assessment and Certification –
TESDA-CAR
5 Steps for Curriculum Mapping
(linkedin.com)
ASTILLA, MELISSA D.
LIPATA, RHODA C.
PACALDO, CELSA P.
ROSILLO, ROBEL NICA
Group 1 Curriculum Developers