EP_MODULE_3 pdf
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1. Technology and Livelihood Education (TLE) has four main components: Home Economics, Agriculture and Fishery Arts, Industrial Arts, and Information and Communication Technology. Entrepreneurship is integrated across all areas. 2. TLE has two curriculum streams - one focused on technical-vocational skills and one with an entrepreneurship focus. Schools can choose either stream depending on their resources and facilities. 3. TLE aims to develop students' technological proficiency through acquiring knowledge, skills, work values, and life skills. It equips students for lifelong learning through a hands-on, experiential teaching approach that integrates concepts, skills, and values.
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![DEFINITION
TLE is also referred to as CP-TLE for Career Pathways in Technology and Livelihood
Education.[3]
The 2010 Secondary Education Curriculum allocates 240 minutes per week for CP-
TLE, which is equivalent to 1.2 units. However, CP-TLE is required to include practical work
experience in the community, which may extend beyond its specified school hours.
Two types of curriculum are provided for regular high schools (public and private).
These are: Technical-Vocational Education-based TLE and Entrepreneurship
Education-based TLE. The Technical-Vocational Education-based TLE is focused on
technical skills development in any area
THE COMPONENTS OF TLE
Technology and Livelihood Education (TLE) has 4 components. These
are the following:
1. Home Economics (HE)
2. Agriculture and Fishery Arts (AFA)
3. Industrial Arts (IA)
4. Information and Communication Technology (ICT)
Entrepreneurship is integrated in all areas in TLE and its components.
1. Home Economics (HE)- cooking and other aspects of household
management, especially as taught at school.
2. Agriculture and Fishery Arts (AFA)- designed for hands-on learning and
application of skills that are related to agriculture and aquaculture. You will be
taking various subjects that are connected to other jobs such as food
processing, rubber production, animal production, or landscape installation.
3. Industrial Arts (IA)- an educational program which features fabrication of
objects in wood or metal using a variety of hand, power, or machine tools. It
may include small engine repair and automobile maintenance, and all
programs usually cover technical drawing.
4. Information and Communication Technology (ICT)- refers to
technologies that provide access to information through telecommunications.
It is similar to Information Technology (IT), but focuses primarily on
communication technologies. This includes the Internet, wireless networks,
cell phones, and other communication mediums.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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What this module is about
Nice meeting you, my dear student! Let’s talk about business, how it began and how it is doing at present. Start your search by learning the concepts of business, money and entrepreneurship and how these affect the economy of our nation.
What you are expected to learn
This module is designed for you. At the end of the module, you are expected to have achieved the following:
1. traced the circulation of money;
2. defined entrepreneurship in the context of small and medium-scale industries;
3. described the role of entrepreneurship in economic growth; and
4. identified the various business opportunities in the community.
How to learn from this module
You start exploring a new world – the world of business. Who knows, someday you may become one of the successful entrepreneurs our country can be proud of. However, you have to:
1. study the readings very well;
2. perform the activities and work on the self-check exercises;
3. perform the suggested tasks to reinforce learning and gain insights into specific topics; and
4. answer the pretest and the posttest.
Okay, are you ready now? Before proceeding, take the pretest first. This test is particularly prepared to determine your previous knowledge of the lessons you are about to study.
PRETEST
Multiple Choice:
Directions: Read each question very well. Choose the letter of the correct answer and write it on your notebook.
1. The circulation of money started when the
a. traders of one tribe exchanged goods with other tribes
b. Chinese traded with the Americans
c. Filipinos paid coins in exchange of goods
d. people invented paper
2. Aling Ester paid P 300.00 for the goods she bought at a grocery store. What system of exchange took place?
a. barter economy
b. trading
c. money economy
d. selling
3. Mang Mario has some savings. He wants his money to earn and decided to put up his own business. Which of the following type of business is the most appropriate for him to establish?
a. small business
b. micro business
c. medium business
d. macro business
4. It is an organized activity of people that produces and sells goods and services.
a. transaction
b. selling
c. business
d. macro business
5. Which of the following types of business enterprises is medium in type?
a. CBC Bakeshop
b. Jessa’s Store
c. Jenny’s Parlor
d. Lito’s Garment Factory
6. Vida, the owner of a first class restaurant, prepared a recipe that was very appealing to customers. What process took place in Vida’s case?
a. production
b. assembling
c. creation
d. innovation
7. If more people engaged in business, our country can avail of
a. added income
b. a stable and productive economy
c. a better quality of life for its citizens
d. more products for sale
8. Individuals engaged in selling goods and services are
a. Suppliers
b. Creditors
c. Entrepreneurs
d. Agents
9. Which of the following best describes small and medium-scale enterprises?
a. The owner earns more.
b. It is easy to manage.
c
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The document is a curriculum guide from the Department of Education of the Philippines that outlines the Technology and Livelihood Education (TLE) curriculum for grades 4-6. It covers key areas like entrepreneurship, agriculture, home economics, industrial arts, and information and communication technology. The guide provides content standards, performance standards, and learning competencies for each grade level. It aims to develop students' technological proficiency and equip them with skills for lifelong learning and employment through a hands-on, experiential approach to TLE.
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What this module is about
Nice meeting you, my dear student! Let’s talk about business, how it began and how it is doing at present. Start your search by learning the concepts of business, money and entrepreneurship and how these affect the economy of our nation.
What you are expected to learn
This module is designed for you. At the end of the module, you are expected to have achieved the following:
1. traced the circulation of money;
2. defined entrepreneurship in the context of small and medium-scale industries;
3. described the role of entrepreneurship in economic growth; and
4. identified the various business opportunities in the community.
How to learn from this module
You start exploring a new world – the world of business. Who knows, someday you may become one of the successful entrepreneurs our country can be proud of. However, you have to:
1. study the readings very well;
2. perform the activities and work on the self-check exercises;
3. perform the suggested tasks to reinforce learning and gain insights into specific topics; and
4. answer the pretest and the posttest.
Okay, are you ready now? Before proceeding, take the pretest first. This test is particularly prepared to determine your previous knowledge of the lessons you are about to study.
PRETEST
Multiple Choice:
Directions: Read each question very well. Choose the letter of the correct answer and write it on your notebook.
1. The circulation of money started when the
a. traders of one tribe exchanged goods with other tribes
b. Chinese traded with the Americans
c. Filipinos paid coins in exchange of goods
d. people invented paper
2. Aling Ester paid P 300.00 for the goods she bought at a grocery store. What system of exchange took place?
a. barter economy
b. trading
c. money economy
d. selling
3. Mang Mario has some savings. He wants his money to earn and decided to put up his own business. Which of the following type of business is the most appropriate for him to establish?
a. small business
b. micro business
c. medium business
d. macro business
4. It is an organized activity of people that produces and sells goods and services.
a. transaction
b. selling
c. business
d. macro business
5. Which of the following types of business enterprises is medium in type?
a. CBC Bakeshop
b. Jessa’s Store
c. Jenny’s Parlor
d. Lito’s Garment Factory
6. Vida, the owner of a first class restaurant, prepared a recipe that was very appealing to customers. What process took place in Vida’s case?
a. production
b. assembling
c. creation
d. innovation
7. If more people engaged in business, our country can avail of
a. added income
b. a stable and productive economy
c. a better quality of life for its citizens
d. more products for sale
8. Individuals engaged in selling goods and services are
a. Suppliers
b. Creditors
c. Entrepreneurs
d. Agents
9. Which of the following best describes small and medium-scale enterprises?
a. The owner earns more.
b. It is easy to manage.
c
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This document outlines the Technology and Livelihood Education (TLE) curriculum for grades 4-12 in the Philippines. It covers four key areas: Home Economics, Industrial Arts, Agri-Fishery Arts, and Information and Communication Technology. The curriculum aims to develop students' technological proficiency and entrepreneurial skills through experiential learning. It emphasizes integrating concepts, skills, values and entrepreneurship across subject areas. Time allotment for TLE is 4 hours per week for grades 4-6 and 50 minutes per day for grades 7-10. Learning competencies and standards are defined for each grade level to guide instruction and assessment in TLE.
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This document provides the curriculum guide for Edukasyong Pantahanan at Pangkabuhayan (EPP) and Technology and Livelihood Education (TLE) for grades 4 to 6 under the K to 12 Basic Education Program in the Philippines. It outlines the learning area and key stage standards, grade level standards, time allotment, content standards, performance standards, and learning competencies for EPP and TLE. The curriculum aims to develop students' technological proficiency, entrepreneurial skills, and life skills through experiential and contextualized learning approaches in subjects like entrepreneurship, ICT, agriculture, home economics, and industrial arts.
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Technology and Livelihood Education (TLE) is a subject area in Philippine secondary schools that comprises four component areas: Home Economics, Agri-Fishery Arts, Industrial Arts, and Information and Communication Technology. TLE aims to provide students with practical skills, knowledge, and values to enhance their education and career outcomes. In senior high school, students can continue their TLE track from junior high and potentially earn national certifications to qualify them for jobs or further education. The four senior high school tracks include academic, technical-vocational-livelihood, sports, and arts and design.
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This document is a teacher's guide for teaching the exploratory course on Computer Hardware Servicing as part of the Technology and Livelihood Education (TLE) curriculum in the Philippines. It provides background information on TLE and the K to 12 curriculum, an overview of the TLE exploratory courses and learning modules, and guidance for teachers on using the learning modules which include learning outcomes, lesson components, teaching strategies, and assessing student understanding. The overall goal is to prepare students for technical vocational careers by developing their skills and knowledge in specific TLE areas based on industry standards.
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Kto12electricalteachersguide 130822014236-phpapp02 (2)
This document provides guidance for teachers on teaching the Exploratory Course on Electrical Installation and Maintenance. It discusses the overall goals of the K to 12 curriculum and the conceptual framework for teaching Technology and Livelihood Education (TLE). Each TLE exploratory course is composed of 4 to 5 lessons based on competencies outlined in the Training Regulations from the Technical Education Skills and Development Authority. The lessons include learning outcomes, performance standards, materials, and assessments. The document aims to help teachers ensure TLE courses are taught effectively based on the competencies and standards required for national certification.
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Kto12electricalteachersguide 130822014236-phpapp02 (2) (1)
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This document provides guidance for teachers on teaching Technology and Livelihood Education (TLE) exploratory courses under the K to 12 Basic Education Curriculum in the Philippines. It discusses the overall goals of K to 12 education and the conceptual framework for teaching TLE courses. The document explains that TLE courses are designed to develop students' technological proficiency and entrepreneurial skills. It provides information on the structure of TLE exploratory courses and learning modules, which comprise 4-5 lessons on basic competencies based on Technical Education and Skills Development Authority (TESDA) Training Regulations. The teacher's guide describes the different parts of the learning modules and lessons and provides guidance for teachers on preparing instruction and assessing student learning.
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The document discusses the teaching of Edukasyong Pantahanan at Pangkabuhayan (EPP) and Technology and Livelihood Education (TLE) in the Philippines. EPP is taught from grades 4-6 using Filipino or English, covering 4 areas including entrepreneurship. TLE also covers 4 areas and is intended to lead to technological proficiency and higher education or employment. It outlines the legal basis, intended outcomes, and guidelines for teaching including covering all 4 areas, teaching entrepreneurial concepts, and using experiential learning. Direct instruction methods like demonstration are emphasized for teaching skills.
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This document provides guidance for teachers on teaching the Exploratory Course on Electrical Installation and Maintenance. It discusses the overall goals of the K to 12 curriculum and the conceptual framework for teaching Technology and Livelihood Education (TLE). Each TLE exploratory course is composed of 4 to 5 lessons based on competencies outlined in the Training Regulations from the Technical Education Skills and Development Authority. The lessons include learning outcomes, performance standards, materials, and assessments. The document aims to help teachers ensure TLE courses are taught effectively based on the competencies and standards required for national certification.
K to 12 electrical teacher's guide
This document provides guidance for teachers on teaching the Exploratory Course on Electrical Installation and Maintenance. It discusses the overall goals of the K to 12 curriculum and the conceptual framework for teaching Technology and Livelihood Education (TLE). Each TLE exploratory course is composed of 4 to 5 lessons based on competencies outlined in the Training Regulations from the Technical Education Skills and Development Authority. The lessons include learning outcomes, performance standards, materials, and assessments. The document aims to help teachers ensure TLE courses are taught effectively based on the competencies and standards required for national certification.
Kto12electricalteachersguide 130822014236-phpapp02 (2) (1)
The document provides guidance for teachers on teaching the Exploratory Course on Electrical Installation and Maintenance. It outlines the overall goals of the K to 12 curriculum and the conceptual framework for teaching Technology and Livelihood Education (TLE). Each TLE exploratory course is composed of 4 to 5 lessons based on competencies from the Training Regulations of the Technical Education Skills and Development Authority. The lessons include learning outcomes, performance standards, materials, and assessments. The teacher's guide is intended to help teachers ensure TLE exploratory courses are taught effectively and in line with TESDA standards to prepare students for national certification.
Kto12electricalteachersguide 130822014236-phpapp02
This document provides guidance for teachers on teaching the Exploratory Course on Electrical Installation and Maintenance. It discusses the overall goals of the K to 12 curriculum and the conceptual framework for teaching Technology and Livelihood Education (TLE). Each TLE exploratory course is composed of 4 to 5 lessons based on competencies outlined in the Training Regulations from the Technical Education Skills and Development Authority. The lessons include learning outcomes, performance standards, materials, and assessments. The document aims to help teachers ensure TLE courses are taught effectively based on the competencies and standards required for national certification.
Kto12electricalteachersguide 130822014236-phpapp02 (3)
This document provides guidance for teachers on teaching the Exploratory Course on Electrical Installation and Maintenance as part of the K to 12 Technology and Livelihood Education (TLE) curriculum. It outlines the overall goal of developing 21st century skills in students. TLE aims to develop technological proficiency through knowledge, entrepreneurship concepts, and work values. The exploratory courses introduce students to basic competencies across 24 course options. Each course has learning modules divided into lessons focusing on these competencies. The new TLE curriculum is based on Technical Education and Skills Development Authority (TESDA) training regulations to help students earn industry-recognized certifications.
Kto12electricalteachersguide 130822014236-phpapp02 (1)
This document provides guidance for teachers on teaching the Exploratory Course on Electrical Installation and Maintenance. It discusses the overall goals of the K to 12 curriculum and the conceptual framework for teaching Technology and Livelihood Education (TLE). Each TLE exploratory course is composed of 4 to 5 lessons based on competencies outlined in the Training Regulations from the Technical Education Skills and Development Authority. The lessons include learning outcomes, performance standards, materials, and assessments. The document aims to help teachers ensure TLE courses are taught effectively based on the competencies and standards required for national certification.
K to 12 electrical teacher's guide
This document is a teacher's guide for teaching the exploratory course on Electrical Installation and Maintenance as part of the Technology and Livelihood Education (TLE) curriculum in the Philippines. It provides background information on TLE and the K to 12 curriculum, an overview of the TLE exploratory courses and learning modules, and guidance on teaching each part of the learning module lessons, which are designed to help students earn a Certificate of Competency. The teacher's guide is intended to help TLE teachers understand the objectives of the TLE curriculum and ensure they teach the exploratory courses as intended to prepare students for work, entrepreneurship, or further skills training.
K to 12 TLE Consumer Eectronics Teacher's Guide
This document provides guidance for teachers on teaching the exploratory Technology and Livelihood Education (TLE) course on Consumer Electronics Servicing. It discusses the background and framework of TLE within the K to 12 curriculum, which aims to develop 21st century skills in students. TLE courses are categorized into fields like Industrial Arts and focus on competencies like tool use. The 24 exploratory TLE courses expose students to basic skills to help them obtain Certificate of Competency or lead to vocational qualifications. Each TLE exploratory course has a learning module consisting of lessons targeting the basic competencies through hands-on learning activities.
K to 12 electronics teacher's guide
This document provides guidance for teachers on teaching Technology and Livelihood Education (TLE) exploratory courses under the K to 12 Basic Education Curriculum in the Philippines. It discusses the overall goals of K to 12 education and the conceptual framework for teaching TLE courses. The document explains that TLE courses are designed to develop students' technological proficiency and entrepreneurial skills. It provides information on the structure of TLE exploratory courses and learning modules, which comprise 4-5 lessons on basic competencies based on Technical Education and Skills Development Authority (TESDA) Training Regulations. The teacher's guide describes the different parts of the learning modules and lessons and provides guidance for teachers on preparing instruction and assessing student learning.
TLE presentation
The document discusses the teaching of Edukasyong Pantahanan at Pangkabuhayan (EPP) and Technology and Livelihood Education (TLE) in the Philippines. EPP is taught from grades 4-6 using Filipino or English, covering 4 areas including entrepreneurship. TLE also covers 4 areas and is intended to lead to technological proficiency and higher education or employment. It outlines the legal basis, intended outcomes, and guidelines for teaching including covering all 4 areas, teaching entrepreneurial concepts, and using experiential learning. Direct instruction methods like demonstration are emphasized for teaching skills.
Similar to EP_MODULE_3 pdf (20)
Edukasyong pantahanan at pangkabuhayan and technology and livelihood educatio...
Edukasyong pantahanan at pangkabuhayan and technology and livelihood educatio...
Edukasyong pantahanan at pangkabuhayan and technology and livelihood educatio...
Edukasyong pantahanan at pangkabuhayan and technology and livelihood educatio...
Edukasyong Pantahanan at Pangkabuhayan and Technology and Livelihood Educatio...
Edukasyong Pantahanan at Pangkabuhayan and Technology and Livelihood Educatio...
Kto12electricalteachersguide 130822014236-phpapp02 (2)
Kto12electricalteachersguide 130822014236-phpapp02 (2)
Kto12electricalteachersguide 130822014236-phpapp02 (2) (1)
Kto12electricalteachersguide 130822014236-phpapp02 (2) (1)
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Kto12electricalteachersguide 130822014236-phpapp02
Kto12electricalteachersguide 130822014236-phpapp02 (3)
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EP_MODULE_3 pdf
- 1. SOLIS INSTITUTE OF TECHNOLOGY Managa – naga Bulan, Sorsogon MODULE 1: THE FRAMEWORK OF TLE/EPP
- 2. DEFINITION TLE is also referred to as CP-TLE for Career Pathways in Technology and Livelihood Education.[3] The 2010 Secondary Education Curriculum allocates 240 minutes per week for CP- TLE, which is equivalent to 1.2 units. However, CP-TLE is required to include practical work experience in the community, which may extend beyond its specified school hours. Two types of curriculum are provided for regular high schools (public and private). These are: Technical-Vocational Education-based TLE and Entrepreneurship Education-based TLE. The Technical-Vocational Education-based TLE is focused on technical skills development in any area THE COMPONENTS OF TLE Technology and Livelihood Education (TLE) has 4 components. These are the following: 1. Home Economics (HE) 2. Agriculture and Fishery Arts (AFA) 3. Industrial Arts (IA) 4. Information and Communication Technology (ICT) Entrepreneurship is integrated in all areas in TLE and its components. 1. Home Economics (HE)- cooking and other aspects of household management, especially as taught at school. 2. Agriculture and Fishery Arts (AFA)- designed for hands-on learning and application of skills that are related to agriculture and aquaculture. You will be taking various subjects that are connected to other jobs such as food processing, rubber production, animal production, or landscape installation. 3. Industrial Arts (IA)- an educational program which features fabrication of objects in wood or metal using a variety of hand, power, or machine tools. It may include small engine repair and automobile maintenance, and all programs usually cover technical drawing. 4. Information and Communication Technology (ICT)- refers to technologies that provide access to information through telecommunications. It is similar to Information Technology (IT), but focuses primarily on communication technologies. This includes the Internet, wireless networks, cell phones, and other communication mediums.
- 3. Description of Framework Technology and Livelihood Education encompasses the field of Home Economics (H.E.); Industrial Arts (IA); Agri-Fishery Arts (AFA); and Information, Communication. and Technology (ICT). The 24 TLE courses can be categorized under any of these fields. TLE as a course has two streams—the TR-based TLE and the Entrepreneur- based TLE—and every school has a choice as to which stream to offer, with consideration forfaculty, facilities, and resources. Both streams are based on the Training Regulations, but the Entrepreneur-based TLE embeds entrepreneurship concepts in the teaching of the various subjects in HE , IA, AFA, and ICT. TLE is geared toward the development of technological proficiency and is anchored on knowledge and information, entrepreneurial concepts, process and delivery, work values, and lifeskills. This means that the TLE that works is one which is built on adequate mastery of knowledge and information, skills and processes, and the acquisition of right work values and life skills. The TLE that is functional is one whichequips students with skills for lifelong learning. TLE that is concerned only with mere definition of terms is meaningless and shallow. TLE that is focused on mastery of skills and processes without right work values is anemic and dangerous. An effective TLE is one that is founded on the cognitive, behavioral, or psychomotor and affective dimensions of human development. Therefore teaching TLE means teaching facts, concepts, skills, and values in their entirety. The diagram likewise shows that entrepreneurial concepts also form part of the foundation of quality TLE. It is expected that TLE students, after using the Learning Modules on Entrepreneurship-based TLE, imbibe the entrepreneurial spirit and consequently set up their own businesses in the areas of Agri-Fishery Arts, Industrial Arts, Home Economics, and Information and Communication Technology. 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 whichstudentslearn best by doing. It is integrative in approach. For instance, it integrates entrepreneurship with all the areas of TLE. It integrates concepts, skills, and value