In the topic Perform preventive maintenance, it discusses on how to perform a preventive maintenance on our cleaning tools and materials used in gardening and agriculture
In the topic Perform preventive maintenance, it discusses on how to perform a preventive maintenance on our cleaning tools and materials used in gardening and agriculture
Benchmarking a nationwide training program for BPAT is modelling a training program and actual application in pilot areas leading to the creation of a laddered training program for BPAT/BPO with UPTRAS accreditation for TVIs and scholarship appropriation.
Methodology
• Discussion
• Actual Demonstration
• Written Test
• Clip Art Visualization
Assessment Method
• Observation
• Answer Key on Written test
• Questioning Answer
Recap
• MODULE I 7 hrs
• MODULE II 4 hrs
• MODULE III 7 hrs
• MODULE IV 8 hrs
• MODULE V 4 hrs
• MODULE VI 2 hrs
• MODULE VII 11 hrs
Total No. of Training Hours 43 hrs
Total No. of Training Days 7 days (including distribution of Certificates)
PRESS RELEASE
MARAWI CITY - Leader from the security sector in Mindanao is now working for a training package and operationalization of about 511,141 members of the Barangay Peace Action Teams (BPAT) nationwide under a partnership agreement with the PNP, DILG and TESDA.
President of the federation of private security agencies, Bae Faridah Olama Adilao have informed media today that she will spearhead a new venture to “seal the gains of the drug war.”
Adilao, a philantrophist who operates chain of gunstore, pharmacy and a training school will host a national level partnership agreement to roll down competency training program with TESDA granting vouchers for the half million BPAT members nationwide.
The deal will also ensure appropriations for the monthly allowance of the BPAT from the Police Auxiliary Funds. Operational funds BPAT is also provided from the LGU's appropriation for Intelligence and Peace and Order funds thru the POCs, she said.
The signing of agreement will benchmark a national certification program with TESDA for a comprehensive training in Barangay Peacekeeping operation NCI leading to a professional license and permit to carry guns.
Adilao will soon announce the confirmation of this project upon the process for accreditation of the new course is made with TESDA.
This PNP Memorandum Circular (MC) defines the concepts, provides guidelines for the strategies, procedures and steps to be undertaken by concerned offices/units in the implementation of the revitalized Barangay Peacekeeping Operations (BPO) with the deployment of Barangay peacekeeping Action Teams (BPATs).
“BEAM and TVET in ARMM”
Introduce TechVoc Education and Skills Training in senior secondary school levels
Provide TechVoc skills training to OSY, closely linked to (wage/self) employment opportunities, coupled with work readiness training, entrepreneurship and post-training support systems
STRATEGIC INTERVENTIONS AND TARGET OUTPUTS
• Conduct Labor Market Research
• Train 15,000 OSY on livelihood and employment opportunities, work readiness and entrepreneurship
• Equip 22 secondary school TVET workshop rooms
• Train 300 TVET Trainers
• Train 300 Parents, community members
• Develop post training accompaniment for graduates (i.e. referral to micro-credit facilities, job referral, or marketing support)
KEY TRAINING OUTPUTS
• At least 50% of completers from TESDA covered courses acquire corresponding certification
• At least 50% of completers are employed or are engaged in entrepreneurial activities
Implications on the Designing and Programming of TechVoc for OSY
• TecVoc design should consider low achievements in formal education because majority of the OSY only had high school level education.
• Tech-voc programs should seriously consider providing on-training and post-training support like job information, counseling, and market information.
• Scholarship support is necessary in tech-voc service provision
• Interventions should consider their aspirations, relative to their age range.
BEAM-ARMM offers partnerships with TVET service providers with wide track records and strong capability to conduct trade and livelihood skills training and post-training assistance to OSY in 5 provinces of ARMM
A key solution in improving productivity of OSY in ARMM is through programs, projects, and activities that increase OSY competencies to engage in livelihood activities, e.g. on building competencies of the OSY in agriculture, fisheries, and forestry; three areas that are resource-based and has the potential to provide sustainable livelihood.
OPPORTUNITIES IN HUMAN CAPITAL INVESTMENT FOR INCLUSIVE GROWTH
Educators must be transformed from those who impart knowledge to those who facilitate learning. Curricula must be transformed from mechanisms to deliver facts into mechanisms to promote and facilitate learning and thinking.
Experts assert that a Competency-based Approach to curriculum development can facilitate this transformation. Education and training integrated (a sound general education and broad-based initial training are essential bases for lifelong continuing learning).
TVET Role to meet the need of emerging industry:
Demand-driven approach
Learning for employability
Concept of continuing life-long learning
Self-learning and focus on the learner
A search for multi-skilling
Recognition based on competency and prior learning
Recognition of the need to focus both on formal and informal sectors
Training for wage and self-employment
Decentralized system requiring both strong national and decentralized institutions
Policy and delivery separate, market-driven
Participatory governance, recognition of multiple actors, social dialogue
21st Century Filipino Skilled Workforce Characteristic:
Technically competent
Innovative and creative
Knowledge-based, with higher order thinking skills
With foundational life skills
In pursuit of lifelong learning opportunities
Possessing desirable work attitudes and behavior
TVET Trends & Specific Skills Interventions :
KNOWLEDGE-BASED ECONOMY - Higher Order Thinking Skills (HOTS) are introduced to advocate critical thinking, analysis and problem solving to augment and enhance learning outcomes in TVET. They have also become common feature of standard-based education reforms.
RAPID TECHNOLOGICAL CHANGE - Possession of Generic Soft Skills has become a pre-requisite in the new work place. Skills including cognitive, interpersonal, attitudes, values work habits and enterprise, innovation and creativity are very much embedded in capacity building in TVET.
GLOBAL WARMING - Sustainable Development as key agenda of UNs and other development organizations education provisions, significantly calls upon reorienting TVET curriculum towards sustainability while maintaining the principles of 6Rs: Reduce, Reuse, Renew, Recycle, Repair and Rethink perspective.
POVERTY ALLEVIATION - Entrepreneurship, Modular Employable Skills and Informal Sector skills are largely considered to advance poverty reduction mechanisms and create gainful opportunities particularly in unorganized sectors.
COMMON COMPETENCY REQUIREMENT IN EVERY TESDA COURSE TO SHARE TAG ADD LINK AND LIKE - Will make hundreds of thousands TESDA feeds streaming the social network daily, a massive activity that practically shoots cumulative viral reach over the internet generating unlimited time-stamped data and information. Behind the Facebook walls this dynamic profile connection is building a gigantic database in a virtual network of Tesda Fans Club at www.facebook.com/TesdaFansClub
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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1. Republic of the Philippines
DEPARTMENT OF EDCUATION
K to 12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
TEACHER’S GUIDE
Exploratory Course on
AGRICULTURAL CROP PRODUCTION
2. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
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
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............................................................................................................................................................................................ 7
Reflection .................................................................................................................................................................................................................. 11
Curriculum Guide....................................................................................................................................................................................................... 12
*TWG on K to 12 Curriculum Guide – version January 31, 2012
2
3. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
Teacher’s Guide for TLE Exploratory Course on Agricultural Crop 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 depends 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.
*TWG on K to 12 Curriculum Guide – version January 31, 2012
3
4. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
Figure 1.TLE Framework
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.
*TWG on K to 12 Curriculum Guide – version January 31, 2012
4
5. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
TLE is geared towards the development of technological proficiency and is anchored on knowledge and information, entrepreneurial concepts,
process and delivery, work values and like skills. This means that the TLE that works is one that is built on adequate mastery of knowledge and
information, skills and processes, acquisition of right work values and life skills. The TLE that is functional is one that equips 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. So when you teach TLE, teach facts, concepts, skills and values as a whole.
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 teachinglearning 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 as follows: 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 b
are these competencies called basic ? Because they are competencies that you must acquire in order that you can do higher level
competencies . They are also described common because these are true to all TR-based TLE courses.
1
There are 24 TLE courses but there are only 23 Learning Modules because there is one Learning Module for Tailoring and Dressmaking.
*TWG on K to 12 Curriculum Guide – version January 31, 2012
5
6. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
The Learning Modules and Lessons
There is a Learning Module for each exploratory course. If there are 24 exploratory courses then you have 24 Learning Modules in your hands.
But you will use 4 Modules only for the entire year in Grade 7 (plus a fifth one on Entrepreneurship) and another 4 Modules in Grade 8 (plus a fifth one
on Entrepreneurship). Each Learning Module consists of 4 to 5 Lessons2. The Lessons are focused on the 4 to 5 basic competencies. To avoid
meaningless repetition of the teaching of the 5 common competencies, you 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 Horticulture but in the context of horticulture and so your tools will not be the same.
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 Skills and 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
higher level that is required by industry. This he/she earns after passing an assessment given by TESDA.
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 Grades 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.
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.
*TWG on K to 12 Curriculum Guide – version January 31, 2012
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7. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
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(Exploratory)
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 Horticulture 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) 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.
2. Parts of the Lesson - The following explain the parts of each Lesson, describe what your students’ task as well as your task.
Part of the Lesson
1.
Learning outcomes are what your TLE
student is supposed to know and be able
Students’ Task
Students acquaint themselves with
the learning outcomes
and
*TWG on K to 12 Curriculum Guide – version January 31, 2012
Teacher’s Task
You introduce the learning outcomes to your students
and make sure that they understand them and make
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8. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
to do after using the module. Since our
TLE courses are TR-based, all learning
outcomes written here 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.
2.
performance standards
and make them their personal
goals.
these learning targets their own .
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 that the expected learning
outcomes have been realized with the
expected level of proficiency or in
accordance with established standards.
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 .
Make these your goals for instruction.
Let these standards give your lesson its specific direction.
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.
3. Materials and References
To teach effectively, you need materials
and references. Materials may include
Get to know the materials. They are
part of the Lesson.
*TWG on K to 12 Curriculum Guide – version January 31, 2012
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
8
9. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
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.
use them. as the saying goes “forewarned is forearmed.”
By all means, read the references
for lesson mastery.
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 reference. If you discover
good reference material/s, add to the list of references.
Introduce the references to your students. Motivate them
to read these references as they go through the module
for lesson mastery.
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.
Tell your students to accomplish the pretest. 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.
Check answers against the answer
key provided.
*TWG on K to 12 Curriculum Guide – version January 31, 2012
Make it clear to them that their scores will not be recorded
9
10. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
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, 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.
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
Information
Sheet/s
and
Operation Sheet.
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
practical test. If “the proof of the pudding is
in the eating”, then your student must be
Do the Activity.
the
/or
Be prepared
For a Self-check
which serves as a posttest.
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.
Correct answers by referring to the
answer key.
To determine
level of
performance, use the scoring
rubrics or check answers against
the answer key, whichever is
applicable?
*TWG on K to 12 Curriculum Guide – version January 31, 2012
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 than that/those given in the
Module.
10
11. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
able to apply what she/he learned in reallife setting or must be able to come up with
a product as an evidence of learning.
Reflect on assessment results.
Reflect on assessment results. Use
in planning your instruction.
assessment results
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.
*TWG on K to 12 Curriculum Guide – version January 31, 2012
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12. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
Curriculum Guide for the Exploratory Course on Agricultural Crop Production
For you to get a complete picture of the complete TLE exploratory course on Horticulture, you are hereby provided with the Curriculum Guide
on Agricultural Crop Production.
Content Standard
Performance Standard
Learning
Competencies
Project/ Activities
Assessment
Duration
Lesson 1:USE FARM TOOLS AND EQUIPMENT
Demonstrate understanding
of:
Farm tools in crop
production
Hand tools
Farm Implements
Safety practices in
using farm tools and
equipment
1. Appropriate farm tools are
identified according to use.
2. Farm tools are checked for
faults.
3. Appropriate tools are safely
used according to job
requirements and
manufacturers’ conditions.
LO1. Select and
use farm
tools.
1.
2.
3.
Manual of farm
equipment and
specifications
Parts and functions
of equipment
Pre-operation and
check-up
1. Appropriate farm equipment
are identified.
2. Instructional manual of farm
tools and equipment are
carefully read prior to
operation.
3. Pre-operation check-up is
*TWG on K to 12 Curriculum Guide – version January 31, 2012
LO2.Select and
operate farm
equipment.
4.
5.
Read information
sheet 1.1 and 2.1
Perform the
following:
Observation and
inspection of
equipment & tools
used in crop
production.
Identifying
equipment and
tools for specific
field activity/job.
Observing safety
practices in the use
of farm equipment
and tools.
Perform Operation
sheet 1.1 (proper
use of shovel)
Making catalog or
Written test
Performance
Test
5 hours
Written test
Performance
Test
4 hours
12
13. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
Content Standard
Safety practices
during operations of
farm equipment
Preventive
maintenance
Safety measures
and practices in
cleaning and
storing for
different farm
tools, equipment.
Upkeep of
equipment
Performance Standard
Learning
Competencies
conducted in line with
manufacturers’ manual.
4. Faults in farm equipment are
identified and reported in line
with farm procedures.
5. Farm equipment are used
according to their function.
1. Tools and equipment are
cleaned immediately.
2. Routine check-up and
maintenance are performed.
3. Farm tools and equipment are
regularly sharpened and oiled
from time to time.
Project/ Activities
6.
LO3.Perform
preventive
maintenance.
1.
2.
3.
4.
*TWG on K to 12 Curriculum Guide – version January 31, 2012
index of safety
practices on the
use of tools and
equipment.
Accomplish
Assignment Sheet
2.1 (Making
Scrapbook on farm
equipment)
Read Information
Sheet 3.1
Perform the
following:
Do ocular
inspection and
practical application
of common
maintenance
activity/practice on
the use of
equipment and
tools.
Do regular checkup and inspection
of the conditions of
the tools and
equipment.
Prepare Preventive
Maintenance Chart
Perform Operation
Assessment
Written test
Performance
Test
Duration
4 hours
13
14. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
Content Standard
Performance Standard
Learning
Competencies
Project/ Activities
Assessment
Duration
sheet 3.1
(sharpening &
oiling)
Lesson 2: PERFORM ESTIMATION AND BASIC CALCULATION
Demonstrate understanding
of/on:
1. Job requirements are identified
from written or oral
communications.
2. Quantities of materials and
resources required to
complete a work task are
estimated.
3. Time needed to complete a
work activity is estimated.
4. Accurate estimates for work
completion are made.
5. Estimates of materials and
resources are reported to
appropriate person.
LO1. Perform
estimation.
Problem solving
procedures
Basic mathematical
operations
Perform Calculation
1. Calculations to be made are
LO2.Perform basic
*TWG on K to 12 Curriculum Guide – version January 31, 2012
Read information
Sheet 1.1
Perform Activity Sheet
1.1
1. Preparing a simple
farm plan and
budget for rice,
sugar, corn
production and etc.
2. Preparing financial
statement, cash
flow budget for a
certain crop
production project
and determine the
Return on
Investment (ROI).
3. Computing
depreciation costs
using various forms
of computing
depreciation.
Read Information
Written Test
Performance
test
6 hours
Written Test
5 hours
14
15. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
Content Standard
Common
surface areas
Metric
conversions
Surface areas
of canal
crosssections &
farms
Determination
of the surface
areas of canal
crosssections
Determination
of the surface
area of a farm
Introduction to
volume
Introduction to
Flow rate
Calculations
and Units
Introduction to
Percentage
Introduction to
Graphs
Basic mathematical
operations
Systems of
Performance Standard
2.
3.
4.
5.
6.
identified according to job
requirements.
Correct method of calculation
is determined.
Systems and units of
measurement to be followed
are ascertained.
Calculations needed to
complete work task are
performed using the four basic
mathematical operations.
Appropriate operations are
used to comply with the
instruction.
Result obtained is reviewed
and thoroughly checked.
*TWG on K to 12 Curriculum Guide – version January 31, 2012
Learning
Competencies
workplace
calculations.
Project/ Activities
Sheet 2.1
1. Making a manual or
guidebook of units
of measurement
and conversion
tables.
2. Perform Activity
Sheet 2.1
(Preparation of
project proposa)l.
Assessment
Duration
Performance
test
15
16. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
Content Standard
Performance Standard
Learning
Competencies
Project/ Activities
Assessment
Duration
measurement
Units of
measurement
Calculations and
units
Fractions and
decimals
Percentages and
ratios
Basic record keeping
Lesson 3: INTERPRET PLANS AND DRAWINGS
Demonstrate understanding
of/on:
Farm plans and
layout
Planting systems in
crop production
Government Plans
Crop Arrangement
Row
Planting
Multiple Row
Planting
Spatial
Arrangement
Methods of Planting
Crops
1. Farm plans and layout are
designed according to crop
grown.
2. Planting systems, and
practices are strictly followed
according to approved cultural
practices.
3. Site is staked according to
planting plans/systems
*TWG on K to 12 Curriculum Guide – version January 31, 2012
LO1.Interpret farm
plans and
layouts.
Read Information
Sheet 1.1
1. Prepare an ideal
farm/field plan&
layout.
2. Interpret a field
layout, sketch and
plan.
3. Demonstrate
proper planting
based on field/farm
plan.
4. Perform Activity
Sheet 1.1
Written Test
Performance
test
4 hours
16
17. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
Content Standard
Performance Standard
Learning
Competencies
Project/ Activities
Assessment
Duration
Direct
seeding
Transplantin
g
Functions of farm
irrigation system
Reasons for an
Irrigation plan
Essential features of
a plan
Different designs of
irrigation systems
4. Irrigation system plan is
interpreted according to
established procedures.
5. Different designs of irrigation
systems are enumerated
standard procedures.
LO2. Interpret
irrigation plan
and design.
Read information
Sheet 2.1, and 2.2
1. Perform Activity
Sheet 2.1 (Sketch a
plan on irrigation
system suited to
your locality).
2. Perform Activity
Sheet 2.2 (Create a
miniature irrigation
canal based on the
actual
measurement and
using ratio and
proportion).
Written Test
Performance
test
4 hours
Read Information
sheet 1.1
and 1.2
1. Organized
symposium on the
prevention of
accidents in the
work place.
2. Do film showing
Written Test
Performance
test
4 hours
Lesson 4: APPLYING SAFETY MEASURES IN FARM OPERATIONS
Hazard, Risk &
Exposure in the farm
Types of hazard
Chemicals &
Hazardous Tools &
Equipment
Personal protective
equipment (PPE)
1. Safety measures are applied
based on work requirement
and farm procedures.
2. Tools and materials are
utilized in accordance with
specification and procedures.
3. Outfits are worn in accordance
with farm requirements.
4. Shelf life and or expiration of
*TWG on K to 12 Curriculum Guide – version January 31, 2012
LO1. Apply
appropriate
safety
measures
while working
in farm.
17
18. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
Content Standard
used in farms
Basic first aid
Farm emergency
procedures regarding
safety working
environment
Performance Standard
Learning
Competencies
materials are checked against
manufacturer’s specifications .
5. Hazard in the workplace are
identified and reported in
accordance with farm
guidelines.
6. Emergency and accidents are
responded to and prevented
Project/ Activities
3.
4.
5.
6.
Cleaning, Storing and
Waste Management
Protect
Tools from
elements
Gen.
Cleaning
Procedures
Cleaning
reusable
containers
Cleaning
equipment,
tools &
garbage
cans
Cleaning
areas for
handling &
1. Used tools and outfits are
cleaned and stored in line with
farm procedure.
2. Unused materials are labeled
and stored according to
manufacturer’s
recommendation and farm
requirements.
3. Waste materials are disposed
according to manufacturers,
government and farm
requirements.
*TWG on K to 12 Curriculum Guide – version January 31, 2012
LO2. Safe keep/
dispose
tools,
materials and
outfit.
1.
2.
3.
and critiquing of the
show.
Perform Activity
Sheet 1.1 (Prepare
Hazard Report)
Simulating first aid
procedures.
Perform Activity
Sheet 1.2
(Proper wearing of
PPE)
Read information
sheet 2.1
(Cleaning, Storing
and Waste
Management)
Perform proper
labeling, cleaning
and, storing of
equipment, tools,
materials and
chemical, including
proper waste
disposal.
Perform Activity
Sheet 2.1 (Make
Poster on Proper
Waste disposal)
Perform Activity
Sheet 2.2 (Slogan
Assessment
Written test
Performance
test
Duration
4 hours
18
19. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
Content Standard
Performance Standard
storing fresh
produce
Cleaning
hygienic
facilities
Technique in
storing
materials
and
chemicals
Safe
Managemen
t of
chemicals
Labeling and
Packaging of
chemicals
Ensure that
containers
remain
labeled
Materials
Safety Data
Sheets
Storage &
Transport
Chemicals
Learning
Competencies
Project/ Activities
Assessment
Duration
Making contest)
Government
requirement
*TWG on K to 12 Curriculum Guide – version January 31, 2012
19
20. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE/FISHERY – AGRICULTURAL CROP PRODUCTION
(Exploratory)
Content Standard
Performance Standard
Learning
Competencies
Project/ Activities
Assessment
Duration
regarding farm waste
disposal
Waste management
system (FPA laws,
DENR laws, etc.
Environmental Laws)
40 hrs.
“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
*TWG on K to 12 Curriculum Guide – version January 31, 2012
20