This document outlines the objectives and strategies for teaching home economics. For grade 4, objectives include responsibilities to oneself and family, basic knowledge of agriculture and handicraft tools, and simple food preservation and sewing. Grade 5 focuses on further knowledge and skills to improve family and community life through work ethics and various types of work. Grade 6 develops interest in different jobs and home management. Teaching strategies discussed include discussion, panel forums, debates, lectures, laboratory methods, problem-solving, and project-based learning through individual, family and community experiences.

1. THE OBJECTIVES OF TEACHING HOME ECONOMICS
FOR GRADE IV
1. Does responsibilities to oneself satisfactorily.
2. Consider the needs of the family toward a satisfying family life.
3. Explain the value of having knowledge of agricultural work/gardening.
4. Acquire basic knowledge and skill on the use of equipment and tools for handicraft projects.
5. Does simple food preservation for the family
6. Sew simple personal garments.
7. Acquire basic skills in retail merchandising.
GRADE V
1. Acquire further knowledge, skills and attitudes in meeting personal and family needs.
2. Acquire additional knowledge, skills and attitudes toward work that will help improve family and
community life.
2.1 Realize the value and dignity of work
2.2 Gain concept of work ethics
2.3 Value agricultural work
2.4 Develop knowledge and skills on industrial work.
2.5 Preserve varied foods
2.6 Sew an article for household use
2.7 Acquire knowledge, skills and attitudes toward managing a retail store.
GRADE VI
1. Develop interest in different work for earning a living like gardening, livestock raising, industrial
work, food preparation and serving, food preservation, sewing and retail merchandising.
2. Acquire knowledge and skills in effective and efficient management of the home.
3. Develop and practice work ethics.
STRATEGIES OF TEACHING HOME ECONOMICS AND LIVELIHOOD EDUCATION
The modern concept of teaching is to facilitate learning. Along this, it is believed that there is no
successful teaching done by the teacher if there is no evident learning in the learners. Experiences of
successful teachers show that teaching carried out in most effective and efficient way is accomplished
through certain methods and techniques.
METHOD – Is the procedure by which a goal is reached, a purpose is accomplished, or a result is
achieved.
- It includes the various ways by which the teacher teaches her facial expressions, the
tone of her voice, and her manner of speaking and acting.
1. DISCUSSION- Is a method of teaching whereby a teacher and the learner together engage, in a
cooperative examination and comparison of views in order to clarify issueds and
contribute to the learners understanding.

2. - Are a variety of forums for open-minded, 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.
2. PANEL FORUM – A panel is composed of a small group of experts or well-informed persons who
engaged in a direct conversational and interactional discussion of a problem/issue.
Interchange of ideas is loud enough for the members of the audience to hear. A leader
serves as a moderator of the different points of view presented by the members of the
panel.
- It is a specific format used in a meeting, conference or convention. It is a live or
virtual discussion about a specific topic amongst a selected group of panelists who
share differing perspective in front of a large audience.
3. SYMPOSIUM FORUM- Like the panel forum, the symposium forum provided the class/audience
with their pertinent information about a particular topic/problem. Persons with
special competence in the topic/ problem are invited to give a lecture/speech which is
followed afterwards by an open forum or a question-and-answer session with the
audience.
4. DEBATE – Is used as a discussion method when there are two sides of an issue- the pro and the
con or against.
- It allows participants to analyze the similarities and differences between differing
viewpoints, so that the audience can understand where opinions diverge and why. It
is an excellent way to model the analytical and communicative processes that students
are learning whenever they examine course material through oral or written work.
We hope that in-class debates will challenge students to think critically about course
material and will provide a forum for them to develop to the arts of expression that
allow them to communicate their ideas.
5. ROUND TABLE CONFERENCE – This is a small discussion group seated face to face around a
table without an audience.
- It is actually a small conference which has an atmosphere of an informal semi-social
gathering.
- In Home Economics and Practical Arts, the round table conference is useful in
planning an activity where group planning and action are needed. Examples of these
are planning a group presentation in a school program, planning a group project, etc.
6. INFORMAL GROUP DISCUSSION – This is a form of guided conversation wherein one
member is designated the leader on a rotation basis. Conversation is limited to not
more than twenty persons. All members are expected to take part.
7. FACT FINDING DISCUSSION – This is a research discussion of facts, studies, report or
document under the leadership of an author survey director or official. Any member
may give impersonal judgements on facts presented.
8. LECTURE-FORUM – In this strategy, the participants state opinions, ask questions, or contribute
additional information following a formal lecture by an authority in the subject under
discussion.

3. 9. MOVIE FORUM – Here the class discusses the content or implications of the subject presented in
one or more carefully selected films. Questions about the films/films are formulated
and presented to the members of the class for them to analyze in accordance with
their observations, readings and experiences.
- The movie forum comes in handy as a teaching method when the lesson centers
around an individual/family community value system which is the plot of a film or
movie.
10. LABORATORY METHOD – Referred to as “learning by doing“ this teaching method utilizes
experimentation to discover/verify facts and to investigate scientific relationships.
Steps in the Laboratory Method
1. Introductory step for orientation and motivation.
- In this step, the work to be done is determined. If this had been decided beforehand
by the teacher,such is presented to the class for clarification of the nature and purpose
of the work.
2. Work Period
- In this step, the students may either work on the same problem or on different
problems under the supervision of the teacher. Experience in scientific procedure is
gained by the students as they handle raw materials and manipulate varied tools and
equipment.
3. Culminating activity – When the work is about to be completed, the class may be assembled as a
whole to organize/summarize their individual findings and decide how they will
present the result of their work.
11. LECTURE METHOD – Referred to at times as “teaching by telling” this method actually
involves more than just telling.
- Bossing defines it as a teaching procedures of clarifying or explaining a major idea
cast in the form of a question or a problem.
3 TYPES OF LECTURE METHOD
1. Pure Lecture – This type of lecture is dominated by the teacher. It is carried out as a one-way
process of offering subject matter, ideas and concepts in an orderly fashion.
2. Lecture-discussion – This type of lecture id interspersed with discussion between the class and the
teacher.
3. Illustrated lecture – This type is accompanied by some forms of visual materials such as slides,
films, transparencies, etc.
According to Walton, the following steps constitute a good lecture method:
1. Introduction – This step makes use of a story, and anecdote or any attention getting device. As
such, this step serves as motivation for arousing the interest of the class.
2. Presentation of the body/text. – Considered the heart of the lecture process, this step starts with the
presentation of the most important points and then proceeds to the less important
ones.

4. 3. Conclusion/Closure – Carried out towards the end of the lecture, this step provides for a
summary/concluding statement of the important points taken. A check-up in the form
of questions or application activities may be employed to determine how well the
lecture was understood.
12. PROBLEM-SOLVING – According to Webster, a problem is a question, matter, situation, or
person that is perplexing or difficult.
- It refers to the process of removing the difficulty or perplexity through a rational
procedure involving analytical and reflective thinking.
- This method is based on the concept that life is full of problems and that people can
think, solve problems and develop meaningful generalizations which are useful in
solving other problems
13. PROJECT METHOD – According to Bossing, a project is a significant, practical unit of activity
of a problematic nature, planned and carried to completion by the student in a natural
manner and involving the use of physical materials to complete the unit of
experience.
- It is geared towards and attainable goal which is hoped to be carried out through
purposeful activities that are cooperatively planned and executed by the teacher and
the learners.
14. ROLE PLAYING – It focuses on a situation for group discussion.
- It involves the spontaneous acting out of a situation by two or more members of a
group.
15. FIED TRIP – It define as a trip away from the classroom to permit the gathering of firsthand data.
- This method maximizes the use of community resources both human and material
for it brings about the conversion of the field trip venue into an instant”laboratory”.
16. BRAINSTORMING – Is the name given to a situation when a group of people meet to generate
new ideas around a specific area of interest.

5. Types of Projects according to Noar
1. Individual experience – This includes problems on personal appearance,
personality development, time or money management, clothing construction,
establishing better habits of health and experiences in human relations.
2. Family experience – Cooperative effort of the family is the focus of this type of
project. Examples of this is the planning and preparation of meals, consumer buying
for the home, redecorating problems and studies in family relations.
3. School and community experiences- This type of project provides opportunities
for students to gain insight into the problems of the community and how they affect
the home.
Types of Projects according to Kilpatrick:
1. Construction project – This type of project is for the motive of doing or making
something.
2. Enjoyment project – Participation in varied