This document provides guidance for teachers on teaching the exploratory TLE course on Bread and Pastry Production. It begins with background information on the goals of the K-12 curriculum and the conceptual framework for teaching TLE courses. TLE courses are exploratory in nature in grades 7-8 and are meant to teach basic competencies while exposing students to various fields. The document describes the parts of the learning module, which include learning outcomes, performance standards, materials, definitions, pre-tests, information sheets, and activities to apply the lessons. It provides guidance for teachers on introducing these parts and for students on working through them. The overall purpose is to teach TLE courses in a way that aligns with TESDA standards
This document provides background information and instructions for teachers on teaching the K to 12 Technology and Livelihood Education (TLE) exploratory course on Commercial Cooking. It discusses that TLE courses aim to develop students' technological proficiency and entrepreneurial skills to meet the overall goal of the K to 12 curriculum. Teachers are instructed to use the provided learning modules, which cover 4-5 lessons focused on basic competencies. The modules are designed based on Technical Education and Skills Development Authority standards to help students earn certificates and qualify for industry certification.
This document provides background information and instructions for teachers on teaching the Exploratory Course on Commercial Cooking as part of the K to 12 Technology and Livelihood Education (TLE) curriculum. It outlines that TLE courses aim to develop students' technological proficiency and entrepreneurial skills. Commercial Cooking is one of 24 exploratory TLE courses taught in grades 7-8 focusing on basic competencies like tool use and safety. The document explains that TLE courses are based on Training Regulations from the Technical Education and Skills Development Authority to help students earn vocational certificates. Teachers are directed to use the provided learning modules and lessons that align with these regulations.
This document provides guidance for teachers on teaching the exploratory course on Animal Production as part of the Technology and Livelihood Education (TLE) program under the K to 12 Basic Education Curriculum in the Philippines. It discusses the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE courses. It describes the TLE exploratory courses, time allotment, learning modules and lessons. It provides details on the parts of each lesson, including learning outcomes, performance standards, materials, definitions, assessment of prior knowledge, content delivery, and application of learning. The document aims to help teachers understand the structure and approach for teaching the exploratory TLE courses.
This document provides background information and guidelines for teaching Technology and Livelihood Education (TLE) exploratory courses in Grades 7-8 under the K to 12 Basic Education Curriculum in the Philippines. It discusses that TLE aims to develop students' technological proficiency and entrepreneurial skills. The 24 TLE exploratory courses focus on developing common competencies and are categorized under fields like agri-fishery, industrial arts, and home economics. The document outlines the learning modules, lessons, and time allotment for TLE. It emphasizes teaching TLE courses based on the standards from the Technical Education and Skills Development Authority to help students earn certificates and qualify for national vocational assessments.
K to 12 household services teacher's guideNoel Tan
This document provides guidance for teachers on teaching the exploratory Technology and Livelihood Education (TLE) course on Household Services. It begins with background information on the goals of the K-12 curriculum and conceptual framework for teaching TLE. TLE courses aim to develop students' technological proficiency and entrepreneurial skills. The exploratory courses focus on basic competencies and allow students to sample different fields. Each TLE module contains 4-5 lessons addressing these competencies. The document emphasizes teaching TLE courses based on the standards from the Technical Education and Skills Development Authority to help students earn industry certifications.
K 20to-2012-20caregiving-20teacher-27s-20guide-131227142939-phpapp01jen Saludar
This document provides guidance for teachers on teaching Technology and Livelihood Education (TLE) exploratory courses as part of the K to 12 Basic Education Curriculum in the Philippines. It outlines the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE. It describes the 24 TLE exploratory courses that focus on basic competencies and can be categorized under fields like Home Economics, Industrial Arts, and Agri-Fishery Arts. It explains that the TLE courses are taught based on the learning outcomes and performance standards from the Technical Education and Skills Development Authority (TESDA). The document provides details on the parts and design of the TLE learning modules that teachers should use to guide students in acquiring the
This document provides guidance for teachers on teaching Technology and Livelihood Education (TLE) exploratory courses as part of the K to 12 Basic Education Curriculum in the Philippines. It outlines the overall goals and conceptual framework of TLE, describes the 24 TLE exploratory courses and their organization into 4-5 lesson learning modules, and provides instructions for teachers on teaching each part of the lesson modules, including learning outcomes, materials, activities, and assessments. The goal is to prepare students for national certification and careers through competency-based, experiential TLE instruction aligned with Technical Education and Skills Development Authority standards.
K 20to-2012-20caregiving-20teacher-27s-20guide-131227142939-phpapp01 (1)jen Saludar
This document provides guidance for teachers on teaching Technology and Livelihood Education (TLE) exploratory courses as part of the K to 12 Basic Education Curriculum in the Philippines. It discusses the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE. TLE exploratory courses in Grades 7-8 expose students to various fields and competencies to help them choose specializations for Grades 9-12. The document describes the parts and design of the learning modules used to teach the TLE courses, which are based on standards from the Technical Education and Skills Development Authority. It aims to help teachers understand the objectives and ensure TLE is taught effectively in line with the K to 12 curriculum.
This document provides background information and instructions for teachers on teaching the K to 12 Technology and Livelihood Education (TLE) exploratory course on Commercial Cooking. It discusses that TLE courses aim to develop students' technological proficiency and entrepreneurial skills to meet the overall goal of the K to 12 curriculum. Teachers are instructed to use the provided learning modules, which cover 4-5 lessons focused on basic competencies. The modules are designed based on Technical Education and Skills Development Authority standards to help students earn certificates and qualify for industry certification.
This document provides background information and instructions for teachers on teaching the Exploratory Course on Commercial Cooking as part of the K to 12 Technology and Livelihood Education (TLE) curriculum. It outlines that TLE courses aim to develop students' technological proficiency and entrepreneurial skills. Commercial Cooking is one of 24 exploratory TLE courses taught in grades 7-8 focusing on basic competencies like tool use and safety. The document explains that TLE courses are based on Training Regulations from the Technical Education and Skills Development Authority to help students earn vocational certificates. Teachers are directed to use the provided learning modules and lessons that align with these regulations.
This document provides guidance for teachers on teaching the exploratory course on Animal Production as part of the Technology and Livelihood Education (TLE) program under the K to 12 Basic Education Curriculum in the Philippines. It discusses the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE courses. It describes the TLE exploratory courses, time allotment, learning modules and lessons. It provides details on the parts of each lesson, including learning outcomes, performance standards, materials, definitions, assessment of prior knowledge, content delivery, and application of learning. The document aims to help teachers understand the structure and approach for teaching the exploratory TLE courses.
This document provides background information and guidelines for teaching Technology and Livelihood Education (TLE) exploratory courses in Grades 7-8 under the K to 12 Basic Education Curriculum in the Philippines. It discusses that TLE aims to develop students' technological proficiency and entrepreneurial skills. The 24 TLE exploratory courses focus on developing common competencies and are categorized under fields like agri-fishery, industrial arts, and home economics. The document outlines the learning modules, lessons, and time allotment for TLE. It emphasizes teaching TLE courses based on the standards from the Technical Education and Skills Development Authority to help students earn certificates and qualify for national vocational assessments.
K to 12 household services teacher's guideNoel Tan
This document provides guidance for teachers on teaching the exploratory Technology and Livelihood Education (TLE) course on Household Services. It begins with background information on the goals of the K-12 curriculum and conceptual framework for teaching TLE. TLE courses aim to develop students' technological proficiency and entrepreneurial skills. The exploratory courses focus on basic competencies and allow students to sample different fields. Each TLE module contains 4-5 lessons addressing these competencies. The document emphasizes teaching TLE courses based on the standards from the Technical Education and Skills Development Authority to help students earn industry certifications.
K 20to-2012-20caregiving-20teacher-27s-20guide-131227142939-phpapp01jen Saludar
This document provides guidance for teachers on teaching Technology and Livelihood Education (TLE) exploratory courses as part of the K to 12 Basic Education Curriculum in the Philippines. It outlines the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE. It describes the 24 TLE exploratory courses that focus on basic competencies and can be categorized under fields like Home Economics, Industrial Arts, and Agri-Fishery Arts. It explains that the TLE courses are taught based on the learning outcomes and performance standards from the Technical Education and Skills Development Authority (TESDA). The document provides details on the parts and design of the TLE learning modules that teachers should use to guide students in acquiring the
This document provides guidance for teachers on teaching Technology and Livelihood Education (TLE) exploratory courses as part of the K to 12 Basic Education Curriculum in the Philippines. It outlines the overall goals and conceptual framework of TLE, describes the 24 TLE exploratory courses and their organization into 4-5 lesson learning modules, and provides instructions for teachers on teaching each part of the lesson modules, including learning outcomes, materials, activities, and assessments. The goal is to prepare students for national certification and careers through competency-based, experiential TLE instruction aligned with Technical Education and Skills Development Authority standards.
K 20to-2012-20caregiving-20teacher-27s-20guide-131227142939-phpapp01 (1)jen Saludar
This document provides guidance for teachers on teaching Technology and Livelihood Education (TLE) exploratory courses as part of the K to 12 Basic Education Curriculum in the Philippines. It discusses the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE. TLE exploratory courses in Grades 7-8 expose students to various fields and competencies to help them choose specializations for Grades 9-12. The document describes the parts and design of the learning modules used to teach the TLE courses, which are based on standards from the Technical Education and Skills Development Authority. It aims to help teachers understand the objectives and ensure TLE is taught effectively in line with the K to 12 curriculum.
This document provides guidance for teachers on teaching Technology and Livelihood Education (TLE) exploratory courses as part of the K to 12 Basic Education Curriculum in the Philippines. It outlines the overall goals and conceptual framework of TLE, describes the 24 TLE exploratory courses and their organization into 4-5 lesson modules, and explains the key parts and purpose of each lesson to guide teachers' instruction and assessment of student learning. The goal is to prepare students for national certification and careers through competency-based, experiential learning of TLE skills and concepts.
K to 12 dressmaking and tailoring teacher's guideTeresita Suelto
This document provides guidance for teachers on teaching Technology and Livelihood Education (TLE) courses under the K to 12 Basic Education Curriculum in the Philippines. It outlines the overall goal of developing 21st century skills in learners. TLE courses are categorized into fields like Home Economics, Industrial Arts, and Agri-Fishery Arts. The exploratory TLE courses in grades 7-8 focus on basic competencies and expose students to different areas to inform their specialization choices in higher grades. Learning modules contain lessons on competencies with learning outcomes, materials, activities and assessments. Teachers are guided to use modules to develop technological proficiency through knowledge, skills and values based on Technical Education and Skills Development Authority standards to prepare
This document provides background information and instructions for teachers on the K to 12 Technology and Livelihood Education (TLE) exploratory course on Food (Fish) Processing. It explains that TLE courses are designed to develop students' technological proficiency and entrepreneurial skills. Each exploratory course has a learning module consisting of lessons focusing on common competencies. Teachers are guided to use various parts of each lesson, including learning outcomes, performance standards, materials, and assessments, to help students master the concepts based on Technical Education and Skills Development Authority standards.
This document outlines the curriculum for an exploratory course on Bread and Pastry Production within the Technology and Livelihood Education (TLE) program in the Philippines. It provides background on the overall goals of the K to 12 curriculum and conceptual framework for TLE. TLE aims to develop students' technological proficiency through integrating entrepreneurship, concepts, skills and values. The exploratory courses focus on basic competencies like tool use and safety. Each TLE area has learning modules consisting of lessons addressing these competencies. The courses are designed to help students earn certifications from the Technical Education and Skills Development Authority to qualify for lucrative jobs.
This document provides guidance for teachers on teaching Technology and Livelihood Education (TLE) exploratory courses in the K to 12 curriculum in the Philippines. It discusses the overall goal of developing 21st century skills in learners and preparing them for work or further education. TLE courses are offered in grades 7-8 and focus on developing technological proficiency through hands-on learning. The document outlines the conceptual framework for TLE, describes the 24 exploratory TLE courses, and explains the design of the learning modules and lessons to ensure competencies are taught according to industry standards set by the Technical Education and Skills Development Authority. It provides direction for teachers on implementing the various parts of the TLE lessons to maximize student learning.
This document is a teacher's guide for teaching the exploratory course on caregiving 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. It explains that TLE courses are designed to develop students' technological proficiency and prepare them for work, entrepreneurship, or technical education. It describes the structure of TLE learning modules, which are composed of lessons addressing competencies. It outlines the parts of each lesson and provides guidance for teachers on introducing the content and assessing student learning. The overall purpose is to help TLE teachers understand the goals and framework of the curriculum so they can effectively teach the exploratory TLE courses.
This document provides guidance for teachers on teaching the exploratory Technology and Livelihood Education (TLE) course on dressmaking/tailoring based on the K to 12 curriculum. It outlines the overall goals of the K to 12 curriculum and TLE framework, describes the structure and components of the learning modules used to teach the TLE exploratory courses, and provides guidance to teachers on utilizing the learning modules and assessing student learning.
This document is a teacher's guide for teaching the exploratory course on Beauty Care (Nail Care) Services as part of the Technology and Livelihood Education (TLE) curriculum in the Philippines. It provides background information on the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE. It describes the structure of the TLE exploratory courses and learning modules. It explains how the courses are designed based on competencies from the Technical Education and Skills Development Authority to prepare students for certification. The guide describes the parts of each lesson in the learning modules and provides instructions for teachers and students.
This document provides guidance for teachers on teaching the exploratory course on carpentry as part of the K to 12 Technology and Livelihood Education (TLE) curriculum in the Philippines. It discusses the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE, which encompasses fields like industrial arts, agri-fishery arts, and ICT. It describes the structure of TLE exploratory courses in grades 7-8, the learning modules and lessons, and the new focus on competencies from the Technical Education and Skills Development Authority. It provides details on the design of the modules and lessons, including learning outcomes, performance standards, materials, and assessment approaches. The goal is to prepare students for
This document provides guidance for teachers on teaching the exploratory carpentry course as part of the Technology and Livelihood Education (TLE) program in the K to 12 basic education curriculum in the Philippines. It discusses the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE, which encompasses fields like industrial arts, home economics, and ICT. TLE courses in grades 7-8 are exploratory in nature and focus on basic competencies like tool use and safety. The document explains the learning modules and lessons for the carpentry course and notes that TLE courses are now based on standards from the Technical Education and Skills Development Authority to help students earn industry certifications.
This document provides guidance for teachers on teaching the exploratory course on carpentry as part of the K to 12 Technology and Livelihood Education (TLE) curriculum in the Philippines. It discusses the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE, which encompasses fields like industrial arts, agri-fishery arts, and ICT. It describes the structure of TLE exploratory courses in grades 7-8, the learning modules and lessons, and the new focus on competencies from the Technical Education and Skills Development Authority. It provides details on the design of the learning modules, the parts of each lesson, and the teacher and student tasks for working through the modules.
K 20to-2012-20carpentry-20teacher-27s-20guide-131227142940-phpapp01jen Saludar
This document provides guidance for teachers on teaching the exploratory course on carpentry as part of the K to 12 Technology and Livelihood Education (TLE) curriculum in the Philippines. It discusses the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE, which encompasses fields like industrial arts, agri-fishery arts, and ICT. It describes the structure of TLE exploratory courses in grades 7-8, the learning modules and lessons, and the new focus on competencies from the Technical Education and Skills Development Authority. It provides details on the design of the modules and lessons, including learning outcomes, performance standards, materials, and assessment approaches. The goal is to prepare students for
This document provides guidance for teachers on teaching the Exploratory Course on Agricultural Crop Production under 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 24 TLE exploratory courses focus on basic competencies and each has a learning module consisting of 4-5 lessons. The courses are designed based on Technical Education Skills and Development Authority (TESDA) Training Regulations to help students earn certificates and qualify for lucrative jobs.
This document provides guidance for teachers on teaching the Exploratory Course on Agricultural Crop Production under the K to 12 Technology and Livelihood Education (TLE) curriculum in the Philippines. It begins with background information on the overall goal of the K to 12 curriculum and the conceptual framework for teaching TLE. It describes the TLE exploratory courses, the structure of the learning modules and lessons, and new features of TLE instruction under K to 12. Each learning module contains 4-5 lessons focused on basic competencies. Lessons include learning outcomes, performance standards, materials, definitions, pre-tests, information sheets, self-checks, and activities to apply learning. The goal is to prepare students for a Certificate of Competency
This document provides guidance for teachers on teaching the Exploratory Course on Agricultural Crop Production under the K to 12 Technology and Livelihood Education (TLE) curriculum in the Philippines. It begins with background information on the overall goal of the K to 12 curriculum and the conceptual framework for teaching TLE. It describes the TLE exploratory courses, the structure of the learning modules and lessons, and new features of TLE instruction under K to 12. Each learning module contains 4-5 lessons focused on basic competencies. Lessons include learning outcomes, performance standards, materials, definitions, pre-tests, information sheets, self-checks, and activities for applying knowledge. The goal is to prepare students with competencies for earning vocational
K to 12 mechanical drafting teacher's guideNoel Tan
This document provides guidance for teachers on teaching the Exploratory Course on Mechanical Drafting as part of the K to 12 Technology and Livelihood Education curriculum in the Philippines. It includes background information on the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE courses. It also provides details on the learning modules and lessons, which are designed to teach the basic competencies required for the exploratory courses based on the Training Regulations from the Technical Education and Skills Development Authority. The document describes the parts of each lesson and provides guidance for teachers on preparing and implementing the lessons.
This document provides guidance for teachers on teaching the exploratory course on Horticulture as part of the K to 12 Technology and Livelihood Education (TLE) curriculum in the Philippines. It begins with background information on the overall goal of the K to 12 curriculum and the conceptual framework for teaching TLE. It then describes the TLE exploratory courses, the structure of the learning modules, and new features of TLE instruction in the K to 12 system. The remainder of the document explains the parts of each lesson in the learning modules and the teacher and student tasks for each part, with the goal of ensuring TLE courses are taught effectively and as intended.
This document provides background information and instructions for teachers on how to teach the exploratory Technology and Livelihood Education (TLE) course on Caregiving using the K to 12 curriculum. It explains that TLE courses are designed to develop students' technological proficiency and entrepreneurial skills. It also outlines the structure of the learning modules for each TLE exploratory course, which are composed of lessons focusing on basic competencies outlined in the Training Regulations from the Technical Education and Skills Development Authority. The document provides guidance for teachers on utilizing the various parts of the lessons, including learning outcomes, performance standards, materials, activities for applying learning, and assessments.
This document is a teacher's guide for teaching carpentry as an exploratory course in the Technology and Livelihood Education (TLE) program under the K to 12 Basic Education Curriculum in the Philippines. It provides background information on TLE and the K to 12 curriculum, an overview of the learning module structure and components, and guidance for teachers on how to utilize the modules to teach the carpentry exploratory course. The goal is to prepare students with skills and competencies outlined in the Technical Education and Skills Development Authority (TESDA) training regulations to earn industry certifications.
This Teacher’s Guide is intended for you, the TLE teacher, who teaches any of the more than 24 TLE exploratory courses in the Grades 7 and 8 of the K to 12 curriculum.
The document discusses the anatomy and functions of nails. It describes the main purpose of nails as protecting fingers and toes while also aiding in tasks like scratching and peeling. The key parts of nails are identified as the lunula, cuticle, free edge, nail plate, and matrix. Common nail conditions are also outlined such as onychatrophia causing nails to lose luster, leuconychia causing white spots, pterygium being an overgrown cuticle, and brittle nails involving splitting. Bruised, eggshell, and ridged nails are also briefly described.
The document summarizes arts and crafts from different regions in the Philippines. It describes architectural styles in Vigan and Ilocos, textile traditions like Inabel weaving and materials used for baskets and jars. Specific crafts are highlighted for regions like Kalinga textiles, Ifugao sculptures, Batanes clothing, Isabela churches, Bulacan lanterns and pastillas art. Regions like Pampanga, Laguna, Rizal, Taal and Quezon are known for lanterns, woodcarving, sculptures, piña fabrics and decorated houses respectively. Bicol crafts notably use abundant abaca and raffia fibers for weaving baskets and bags.
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This document provides guidance for teachers on teaching Technology and Livelihood Education (TLE) exploratory courses as part of the K to 12 Basic Education Curriculum in the Philippines. It outlines the overall goals and conceptual framework of TLE, describes the 24 TLE exploratory courses and their organization into 4-5 lesson modules, and explains the key parts and purpose of each lesson to guide teachers' instruction and assessment of student learning. The goal is to prepare students for national certification and careers through competency-based, experiential learning of TLE skills and concepts.
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This document provides guidance for teachers on teaching Technology and Livelihood Education (TLE) exploratory courses in the K to 12 curriculum in the Philippines. It discusses the overall goal of developing 21st century skills in learners and preparing them for work or further education. TLE courses are offered in grades 7-8 and focus on developing technological proficiency through hands-on learning. The document outlines the conceptual framework for TLE, describes the 24 exploratory TLE courses, and explains the design of the learning modules and lessons to ensure competencies are taught according to industry standards set by the Technical Education and Skills Development Authority. It provides direction for teachers on implementing the various parts of the TLE lessons to maximize student learning.
This document is a teacher's guide for teaching the exploratory course on caregiving 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. It explains that TLE courses are designed to develop students' technological proficiency and prepare them for work, entrepreneurship, or technical education. It describes the structure of TLE learning modules, which are composed of lessons addressing competencies. It outlines the parts of each lesson and provides guidance for teachers on introducing the content and assessing student learning. The overall purpose is to help TLE teachers understand the goals and framework of the curriculum so they can effectively teach the exploratory TLE courses.
This document provides guidance for teachers on teaching the exploratory Technology and Livelihood Education (TLE) course on dressmaking/tailoring based on the K to 12 curriculum. It outlines the overall goals of the K to 12 curriculum and TLE framework, describes the structure and components of the learning modules used to teach the TLE exploratory courses, and provides guidance to teachers on utilizing the learning modules and assessing student learning.
This document is a teacher's guide for teaching the exploratory course on Beauty Care (Nail Care) Services as part of the Technology and Livelihood Education (TLE) curriculum in the Philippines. It provides background information on the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE. It describes the structure of the TLE exploratory courses and learning modules. It explains how the courses are designed based on competencies from the Technical Education and Skills Development Authority to prepare students for certification. The guide describes the parts of each lesson in the learning modules and provides instructions for teachers and students.
This document provides guidance for teachers on teaching the exploratory course on carpentry as part of the K to 12 Technology and Livelihood Education (TLE) curriculum in the Philippines. It discusses the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE, which encompasses fields like industrial arts, agri-fishery arts, and ICT. It describes the structure of TLE exploratory courses in grades 7-8, the learning modules and lessons, and the new focus on competencies from the Technical Education and Skills Development Authority. It provides details on the design of the modules and lessons, including learning outcomes, performance standards, materials, and assessment approaches. The goal is to prepare students for
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This document provides guidance for teachers on teaching the exploratory course on Horticulture as part of the K to 12 Technology and Livelihood Education (TLE) curriculum in the Philippines. It begins with background information on the overall goal of the K to 12 curriculum and the conceptual framework for teaching TLE. It then describes the TLE exploratory courses, the structure of the learning modules, and new features of TLE instruction in the K to 12 system. The remainder of the document explains the parts of each lesson in the learning modules and the teacher and student tasks for each part, with the goal of ensuring TLE courses are taught effectively and as intended.
This document provides background information and instructions for teachers on how to teach the exploratory Technology and Livelihood Education (TLE) course on Caregiving using the K to 12 curriculum. It explains that TLE courses are designed to develop students' technological proficiency and entrepreneurial skills. It also outlines the structure of the learning modules for each TLE exploratory course, which are composed of lessons focusing on basic competencies outlined in the Training Regulations from the Technical Education and Skills Development Authority. The document provides guidance for teachers on utilizing the various parts of the lessons, including learning outcomes, performance standards, materials, activities for applying learning, and assessments.
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This Teacher’s Guide is intended for you, the TLE teacher, who teaches any of the more than 24 TLE exploratory courses in the Grades 7 and 8 of the K to 12 curriculum.
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1. K to 12 BASIC EDUCATION CURRICULUM
Exploratory Course on
BREAD AND PASTRY PRODUCTION
Republic of the Philippines
DEPARTMENT OF EDCUATION
TECHNOLOGY AND LIVELIHOOD EDUCATION
TEACHER’S GUIDE
2. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMIC – BREAD AND PASTRY PRODUCTION
(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 2
TABLE OF CONTENTS
Introduction........................................................................................................................................................................................................3
Background Information
The Overall Goal of the K to 12 Curriculum .............................................................................................................................................3
The Conceptual Framework of the Teaching of TLE................................................................................................................................3
The TLE Exploratory Courses..................................................................................................................................................................5
Time Allotment …………………………………………………………………………………………………………………………………………6
The Learning Modules and Lessons..................................................................................................................................................................6
New Feature of the Teaching of TLE .................................................................................................................................................................6
About the Learning Module
Design of the Module...............................................................................................................................................................................7
Parts of the Lesson..................................................................................................................................................................................8
Reflection ........................................................................................................................................................................................................12
Curriculum Guide.............................................................................................................................................................................................13
3. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMIC – BREAD AND PASTRY PRODUCTION
(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 3
Teacher’s Guide for TLE Exploratory Course on Bread and Pastry Production
Introduction
This Teacher’s Guide is intended for you, the TLE teacher, who teaches any of the more than 24 TLE exploratory courses in the Grades 7 and
8 of the K to 12 curriculum. To ensure that you teach the TLE exploratory courses the way they were intended to be taught, you must see the big
picture of the K to 12 curriculum and the teaching of TLE. Some background information is necessary.
Background Information
1. The Overall Goal of the K to 12 Curriculum
The K to 12 Curriculum has as its overarching goal the holistic development of every Filipino learner with 21st
century skills who is
adequately prepared for work, entrepreneurship, middle level skills development and higher education. The overarching goal of the K to 12
curriculum, tells you that the teaching of TLE plays a very important role in the realization of the overall goal of the curriculum. Whether or
not the K to 12 graduate is skilled and ready for work, entrepreneurship and middle skills development depend to a great extent on how
effectively you taught TLE.
2. The Conceptual Framework of the Teaching of TLE
Below is a schematic diagram of Technology and Livelihood Education (TLE) framework in general secondary schools. This should
guide you in the teaching of the TLE exploratory courses.
4. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMIC – BREAD AND PASTRY PRODUCTION
(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 4
Figure 1.TLE Framework
5. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMIC – BREAD AND PASTRY PRODUCTION
(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 5
The diagram shows that Technology and Livelihood Education encompasses the field of Home Economics, Industrial Arts, Agri-Fishery
Arts and ICT. The 24 TLE courses can be categorized under any of these fields.
TLE is geared towards the development of technological proficiency and is anchored on knowledge and information, entrepreneurial
concepts, process and delivery, work values and life skills. K to 12 TLE is one that…
a. is built on adequate mastery of knowledge and information, skills and processes, acquisition of right work values and life skills;
b. equips students with skills for lifelong learning; and
c. is founded on cognitive, behavioral or psychomotor and affective dimensions of human development.
The diagram likewise shows that entrepreneurial concepts also form part of the foundation of quality TLE. It is expected that your TLE
students, after using the Learning Module on Entrepreneurship, 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 and so you must engage your students in an experiential, contextualized, and authentic
teaching-learning process. It is a subject where your students learn best by doing. It is integrative in approach. For instance, it integrates
entrepreneurship with all the areas of TLE. It integrates concepts, skills and values.
3. The TLE Exploratory Courses
TLE in Grades 7 and 8 are exploratory in nature. Your school will choose at least 4 from the list of 24 courses for which 23 Learning
Modules have been prepared.1
Your school’s choice is determined by the availability of its resources (faculty and facilities) as well as the
local needs and resources of the community.
The 24 TLE exploratory courses focus on four basic common competencies: 1) use and maintenance of tools and equipment; 2)
mensuration and calculation; 3) occupational health and safety procedures, and 4) preparation and interpretation of technical drawing. Why
1
There are 24 TLE courses but there are only 23 Learning Modules because there is only one Learning Module for Tailoring and Dressmaking.
6. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMIC – BREAD AND PASTRY PRODUCTION
(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 6
are these competencies described basic? Because they are competencies that students must acquire in order that they can do higher level
competencies. They are also described common because these are true to all TR-based TLE courses.
4. Time allotment for Technology and Livelihood Education is four hours per week.
The Learning Modules and Lessons
There is a Learning Module for each exploratory course. If there are 24exploratory courses then you have 24 Learning Modules in your hands.
But you will use 4 Modules only for the entire year in Grade 7 and another 4 Modules in Grade 8. In these exploratory courses, you are expected to
integrate Income Generating Projects (IGP) to help your students earn while they learn.
Each Learning Module consists of 4 to 5 Lessons2
. The Lessons are focused on the 4 to 5 common competencies. To avoid meaningless
repetition of the teaching of the 5 common competencies, we have to teach them in the context of the TLE course. For example, you teach “use and
maintenance of tools” in beauty care when you are teaching the course on Beauty Care. You teach the same competencies - use and maintenance of
tools-in Bread and Pastry Production but in the context of Bread and Pastry Production and so your tools will not be entirely the same. Definitely, there
are some tools that are common to all the courses.
New Feature on the Teaching of TLE
What’s new in the teaching of TLE in the K to 12 curriculum? In the K to 12 curriculum, the TLE courses are taught based on the learning
outcomes and performance criteria stated on the Training Regulations (TR) from Technical Education and Skills Development Authority (TESDA).
They are TR-based.
Why is this necessary? To prepare the K to 12 graduate for lucrative work, he/she must earn a National Certificate (NC) I, II or even an NC of
a higher level that is required by industries. This he/she earns after passing an assessment given by TESDA.
2
Some Learning Modules combined use and maintenance of tools to make one Lesson, so the number of Lessons amount to 4; others made separate Lessons for use of tools and
for maintenance of tools, thus the total is 5 Lessons.
7. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMIC – BREAD AND PASTRY PRODUCTION
(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 7
How can you ensure that the K to 12 high school student (Grade 9 to 12) pass TESDA assessment and obtain an NC? By seeing to it
that you teach the TLE course in accordance with the performance criteria and learning outcomes laid down in the TESDA Training Regulations.
Do the exploratory courses enable the high school student to earn already an NC? Not yet. Completion of the exploratory courses may
not yet qualify a high school student to take an assessment for an NC. Instead, it helps him/her earn a Certificate of Competency (COC) at least in
Grade 9 that will lead eventually him/her to an NC. In short, the COC paves the way to the earning of an NC.
Student’s choice of TLE specialization begins in Grade 9. After having been exposed to an array of TLE courses during the exploratory phase
in the first two years, the student will be most benefited, if in Grades 10, 11, or 12 he/she continues with a TLE course in which he/she already has a
COC. In that way, he/she will get an NC faster.
About the Learning Module
1. Design of the Module
a. The Module is designed to be a teacher-assisted learning kit or a self-learning kit on competencies that a Grade 7 TLE ought to possess. It
explores the course on Aquaculture which helps your student earn a Certificate of Competency in Grade 9 which leads to a National
Certificate Level I / II (NCI / II) in Grades 10, 11 or 12.
b. The Learning Module is made up of 4 to 5 Lessons based on the competencies. Each Lesson contains the following:
1) Learning Outcomes
2) Performance Standards
3) Materials/Resources
4) Definition of Terms
5) What Do You Already Know?
6) What Do You Need to Know?
7) How Much Have You Learned?
8. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMIC – BREAD AND PASTRY PRODUCTION
(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 8
8) How Do You Apply What You Learned?
9) What Is Your Score?
10) References
There are some TLE Modules which have a section on “How Do You Extend Your Learning?” This section is meant for enrichment. It is
usually given as an assignment for not everything can be taught and done in the classroom given the limited time.
c. The Self-check given after the pretest and information sheet/s can also serve as the posttest of the lesson.
2. Parts of the Lesson. -The following explain the parts of each Lesson and describe what your students’- as well as your tasks are.
Part of the Lesson Students’ Task Teacher’s Task
1. Learning outcomes are what your TLE
student is supposed to know and be able
to do after using the module. Since our
TLE courses are TR-based, all learning
outcomes are lifted from the TESDA TR. In
the Curriculum Guide (the matrix which
contains Content Standard, Performance
Standard, Learning Competencies,
Projects/Activities, Assessment, Duration),
the identified Learning Outcomes are
written in the column of Learning
Competencies.
Students acquaint themselves with the learning
outcomes and performance standards and
make them their personal goals.
You introduce the learning outcomes to your
students and make sure that they understand
them and make these learning targets their
own.
Make these your goals for instruction.
2. Performance Standards are referred to
as “performance criteria” in the TESDA TR.
They are more specific descriptions of the
student’s behavior that serve as evidence
Students clearly understand the performance
standards and make them their own learning
goals.
You introduce the performance standards to
your students and make sure that they
understand them and make these performance
standards their own.
9. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMIC – BREAD AND PASTRY PRODUCTION
(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 9
that the expected learning outcomes have
been realized with the expected level of
proficiency or in accordance with
established standards.
The learning outcomes and performance
standards set the direction of your lessons.
These are what you should teach and, in
turn, what you should assess. They are
identified and are written for you in the
Curriculum Guide.
Let these standards give your lesson its specific
direction.
3. Materials/Resources and References
To teach effectively, you need materials
and references. Materials may include
equipment, hand tools or consumables.
The references are the books, magazines,
articles, websites you yourself and your
students will read or refer to in order to
gain greater understanding of the lesson.
They are either in soft copy or hard copy.
Get to know the materials. They are part of the
Lesson.
By all means, read the references for lesson
mastery.
Prepare the materials you need in advance. For
gadget, tool or equipment, it is always wise to
prepare, check and try them in advance to
ensure that they function when you use them.
As the saying goes “forewarned is forearmed.”
Be resourceful in the preparation of materials.
You are strongly encouraged to use appropriate
local materials as substitute for listed materials
that are not available.
For effective teaching, your lesson preparation
should include reading the list of references.
Do not limit yourself to the list of references. If
you discover good reference material/s, add to
the list of references.
10. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
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(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 10
Introduce the references to your students.
Motivate them to read these references as they
go through the module for mastery of the
lesson.
4. The definition of terms and acronyms
will help you understand the meaning of
key words in your lesson. Defining key
words as they are used in your lesson will
ensure that the key terms in your lesson
mean one and the same for everyone in
class and so avoid misunderstanding.
Refer to the definition of terms for greater
understanding of the lesson.
Remind your students to refer to the definition
of terms and acronyms for clearer
understanding of the lesson.
5. The section “What Do You Already
Know” is intended to determine entry
knowledge and skills of your students to
find out if you have to teach the lesson,
teach some parts of the lesson or skip it
entirely because your students already
know it. This is done by way of a pretest.
Take the test honestly.
Check answers against the answer key
provided.
Tell your students to accomplish the pretest.
Ask your students to use a separate sheet of
paper for their answers. Explain that the
purpose of the pretest is to find out how much
they already know about the lesson in order to
determine your next steps. It is, therefore,
necessary that they take the test honestly, if
they want to learn or want to be helped.
Make it clear to them that their scores will not
be recorded for grading purposes and will not
be taken against them.
If you find out that your students already know
what you are about to teach, logic dictates that
you do not need to teach it anymore. You may
as well proceed to the next lesson. If, however,
11. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
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(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 11
you find out that they do not yet know what you
are about to teach, then by all means teach. Or
if you discover that your students have some
erroneous concepts, then teach and correct
their misconceptions. To know what your
students already know and do not yet know will
guide you in adjusting your instruction.
This means that you always start your lesson
presentation with the results of the pretest
because you are going to teach them what
they do not yet know and correct whatever
wrong concepts they have at the beginning of
the lesson.
6. “What Do You Need To Know?”- This
section contains one or more Information
Sheets and for some modules an
Operation Sheet. These are important
notes for the TLE student to read after
which he/she is asked to do a Self-check to
determine how much he/she has learned.
The self-check functions as a pretest.
Read and understand the Information Sheet/s
and /or Operation Sheet.
Be prepared For a Self-check which serves as
a posttest.
Correct answers by referring to the answer key.
Make sure students are engaged in reading the
Information Sheet/Observation Sheet and in
answering the self-check.
Give assistance to your students where
needed.
7. “How Do You Apply What You
Learned?” – In this section, you give your
student the opportunity to transfer what
he/she has learned in another activity or in
real life situation. Ideally, this should be a
performance test, what you usually call
Do the Activity.
To determine level of performance, use the
scoring rubrics or check answers against the
answer key, whichever is applicable.
Find a way to test real life application of what
your students have learned.
Do not hesitate to use ways of determining how
your students can apply learned facts and
concepts which are more authentic and realistic
12. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMIC – BREAD AND PASTRY PRODUCTION
(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 12
practical test. If “the proof of the pudding is
in the eating”, then your student must be
able to apply what she/he learned in real-
life setting or must be able to come up with
a product as an evidence of learning.
Reflect on assessment results. than that/those given in the Module.
Reflect on assessment results. Use
assessment results in planning the next steps
for instruction.
8. How Do You Extend Your Learning? –
As the word implies, this activity is done
outside class hours for enrichment
purposes. This can reinforce lesson
mastery.
Do the task assigned outside class hours. Motivate the students to do the task by making
clear what the enrichment activity is about –why
it is given, how it is done, how it relates to the
class lesson .
Reflection
It is a good habit to reflect on your teaching for the day – what went well, what did not go well, why this activity went well with this group, why it
didn’t work well with the other group. What are your realizations? What are lessons learned? Jot them down in your diary. Commit them to your
memory. If you do this consistently, you will find your delivery improve substantially.
13. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMIC – BREAD AND PASTRY PRODUCTION
(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 13
Curriculum Guide for the Exploratory Course on Bread and Pastry Production
For you to get a complete picture of the complete TLE exploratory course on Bread and Pastry Production, you are hereby provided with the
Curriculum Guide on Bread and Pastry Production.
Content Standard Performance Standard
Learning
Competencies
Project/ Activities Assessment Duration
LESSON 1: USE OF TOOLS AND BAKERY EQUIPMENT
Demonstrate understanding
of/on:
Baking tools and
equipment, their uses
Classification of tools
and equipment
1. Baking tools and
equipment are identified
based on their uses.
LO1. Prepare
tools and
equipment
for specific
baking
purposes.
1. Familiarizing and
classifying different
baking tools and
equipment and their
uses.
2. Operate an oven
Written
Test
Perform
ance on
the
classific
ation of
tools
4 hours
14. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMIC – BREAD AND PASTRY PRODUCTION
(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 14
Content Standard Performance Standard
Learning
Competencies
Project/ Activities Assessment Duration
LESSON 2: PERFORM MENSURATION AND CALCULATION
Demonstrate understanding
of/on:
Standard table of
weights and
measures
Standard table of weights
and measures are
identified and applied.
LO1.Familiarize
oneself with
the table of
weights and
measures in
baking
Written
examina
tion
2hours
Conversion/
substitution of
weights and measure
Accurate conversion/
substitution of weights
and measures are
performed.
LO2. Apply basic
mathematical
operations in
calculating
weights and
measures.
1. Calculating of
ingredients using
fundamental
operations.
Performanc
eon
conversi
on of
weights
and
measure
s
2hours
Proper measuring of
ingredients
1. Reading of
measurements is
practiced with accuracy.
LO3. Measure dry
and liquid
ingredients
accurately
1. Performing the proper
measuring of liquid
and dry ingredients
Demonstr
ation
4 hours
15. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMIC – BREAD AND PASTRY PRODUCTION
(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 15
Content Standard Performance Standard
Learning
Competencies
Project/ Activities Assessment Duration
LESSON 3: MAINTAIN OF TOOLS AND EQUIPMENT
Demonstrate understanding
of/on:
Classification of
functional and non-
functional tools
1. Tools and equipment are
identified according to
classification/specification
and job requirements.
2. Non-functional tools and
equipment are
segregated and labeled
according to
classification.
3. Safety of tools and
equipment are observed
in accordance with
manufacturer’s
instructions.
LO1. Check
condition of
tools and
equipment.
1. Testing for the
accuracy,
functionality, and
usefulness of the
delivered tools and
materials.
2. Classifying functional
and non-functional
tools and equipment
and repairing of
defective tools.
Direct
observat
ion
Written
test
4 hours
Types and uses of
cleaning materials /
disinfectants
Preventive
maintenance
techniques and
procedures.
Occupational Health
and Safety Center
1. Tools and equipment are
maintained according to
preventive maintenance
schedule or
manufacturer’s
specifications.
2. Tools are cleaned in
accordance with standard
procedures.
LO2. Perform
basic
preventive
maintenanc
e.
1. Practicing the proper
cleaning of tools
Direct
observat
ion
Written
test
4 hours
16. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMIC – BREAD AND PASTRY PRODUCTION
(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 16
Content Standard Performance Standard
Learning
Competencies
Project/ Activities Assessment Duration
(OSHC) workplace
regulations
3. Work place is cleaned
and kept in safe state in
line with OSHC
regulations.
Proper storage of
tools and equipment
Tools and equipment are
stored in safely
accordance with
manufacturer’s
specifications or company
procedures.
LO3. Store tools
and
equipment
1. Storing, safe keeping,
and labeling of tools
and equipment based
on manufacturer’s
requirements.
Written
test
/questio
ning
Perform
ance
test
4 hours
17. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMIC – BREAD AND PASTRY PRODUCTION
(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 17
Content Standard Performance Standard
Learning
Competencies
Project/ Activities Assessment Duration
LESSON 4: PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURES
Demonstrate understanding
of/on:
Hazards and risks
identification and
control
Occupational Health
and Safety (OHS)
indicators
Personal hygiene and
proper hand washing
1. Workplace hazards and
risks are identified and
clearly explained.
2. Hazards/Risks and their
corresponding indicators
are identified in line with
company procedures.
3. Contingency measures
are recognized and
established in
accordance with
organizational
procedures.
LO1. Identify
hazards
and risks
1. PowerPoint
presentation on
hazards and risks.
2. Making posters of
warning signs on
dangerous and risky
areas.
3. Labeling toxic
chemicals and their
safe keeping.
Written test 4 hours
18. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMIC – BREAD AND PASTRY PRODUCTION
(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 18
Content Standard Performance Standard
Learning
Competencies
Project/ Activities Assessment Duration
Philippine OHS
Standards
Effects of hazards in
the workplace
1. Effects of hazards are
determined.
2. OHS issues and
concerns are identified in
accordance with
workplace requirements
and relevant workplace
OHS legislation.
LO2. Evaluate
hazards
and risks
1. Film viewing on the
effects of hazard risks.
2. Visiting people in the
workplace and
interviewing
personnel.
Written
examination
4 hours
Safety Regulations
Clean Air Act
Electrical and Fire
Safety Code
Waste management
Contingency
Measures and
Procedures
1. In dealing with workplace
accidents, fire and
emergencies are followed
in accordance with the
organization’s OHS
policies.
2. Personal protective
equipment for controlling
hazards is correctly used
in accordance with
organization’s OHS
procedures and risks are
strictly followed.
LO3. Control
hazards
and risks
1. Familiarizing oneself
with the locations of
emergency or fire
exits and first aid kit.
2. Showing the proper
use of Personal
Protective Equipment
(PPE).
3. Practicing proper
segregation
techniques
Written Test 4 hours
19. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMIC – BREAD AND PASTRY PRODUCTION
(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 19
Content Standard Performance Standard
Learning
Competencies
Project/ Activities Assessment Duration
Operational health
and safety procedure,
practices and
regulations
Emergency-related
drills and training
1. Procedures in emergency
related drill are strictly
followed in line with the
established organization
guidelines and
procedures.
2. OHS personal records
are filled up in
accordance with
workplace requirements.
LO4. Maintain
occupation
al health
and safety
awareness
1. Emergency drills on
fire and earthquakes
and performing first
aid measures on
hazards.
2. Simulation in giving
first aid
Written
examina
tion
4 hours
40
hours
“By three methods we may learn wisdom: First, by reflection, which is noblest; second, by imitation, which is
easiest; and third by experience, which is the bitterest.”
- Confucius