The document discusses the nature, scope, and content of Edukasyong Pantahanan at Pangkabuhayan (EPP), which covers topics like entrepreneurship, ICT, home economics, agriculture, and industrial arts. EPP aims to develop skills for lifelong learning and proper work values. It is taught using experiential and hands-on methods to allow students to learn by doing. The document also outlines the legal basis, standards, and evaluation of EPP.

1. EDUKASYONG
PANTAHAN
AT
PANGKABUHAYAN
OVERVIEW OF TEACHING
EPP
January 24, 2023

2. NATURE AND SCOPE OF TEACHING EPP
Edukasyong Pantahanan at Pangkabuhayan (E.P.P.)covers Entrepreneurship,
Information and Communication Technology (I.C.T.), Home Economics (H.E.),
Agriculture (AG) and Industrial Arts (I.A.). It is geared towards the development
of technological proficiency and is anchored on knowledge and information,
skills and processes, and the acquisition of proper work values and life skills.

3. Edukasyong Pantahanan at Pangkabuhayan equips pupils with skills for
lifelong learning. It is focus on mastery of skills and processes, without
right work values it is anemic and dangerous. An effective E.P.P. is one
that is founded on the cognitive, behavioral, or psychomotor and affective
dimensions of human development. Therefore teaching E.P.P. means
teaching facts, concepts, skills and values in their entirety.
E.P.P. by its nature is a skill subject, hence we teachers must engage
pupils in an experiential, contextualized and authentic teaching-learning
process. It is a subject in which pupils learn best by doing.

4. THE NATURE OF EPP AND TLE
EPP and TLE are skills-based subjects, therefore the teacher must bear in the
principles in teaching these subjects.
* Adopt an environment that equips the learners with appropriate facilities and
equipment.
* Engage learners in an experimental, contextualized, and authentic teaching-
learning process.
* Apply integrative teaching and learning approaches.

5. THE STRUCTURE OF EPP/TLE
The Training Regulations-based TLE and the Entrepreneur-based TLE and every school
has a choice as to which stream to offer, with consideration for faculty, facilities, and
resources. Both streams are based on the Training Regulations, but the Entrepreneur-
based TLE embeds entrepreneurship concepts in the teaching of the various subjects in
HE , IA, AFA, and ICT.

6. Training Regulations-based TLE
The Tech - Voc - based
TLE is designed according to the Training Regulations (TR) of the Technical Education
Skills Development Authority (TESDA). It courses on technical skills and development in
the area of specialization that the learners want to pursue.
THE NEW TLE FRAMEWORK AS A COURSE HAS
TWO STREAMS

7. THE NEW TLE FRAMEWORK AS A COURSE HAS
TWO STREAMS
The Entrepreneurship Education- Based
Entrepreneur-based TLE
TLE is designed to develop among learners some necessary livelihood skills to enable
them to start a small enterprise of their own.

8. THE CONTENT OF
TLE/EPP
Grade 4-6
The learner demonstrates an understanding of the
basic knowledge and skills in entrepreneurship & ICT,
Agriculture, Home Economics, and Industrial Arts
toward the improvement of personal life, family, and
community.

9. THE CONTENT OF
TLE/EPP
Grade 7-10
The learner demonstrates an understanding of the
basic concepts of selected TLE course in Home
Economics, Industrial Arts, Agriculture and Fishery
Arts and ICT competencies common to TLE courses
such as use and maintenance of tools, observing,
safety in the workplace, mensuration and calculation,
and interpreting technical drawings; and gains
specialized knowledge and skills in at least one TLE
that would enable him/her to obtain NC II.
Grade 11-12
The learner demonstrates specialized
technical skills that would enable
him/her to obtain NC II.

11. GRADE LEVEL
STANDARDS
What are taught?
• Grade 4 - Basic concepts in agriculture, entrepreneurship and ICT, home economics,
industrial arts to improve self and family life.
• Grade 5 - Increased knowledge in agriculture, entrepreneurship and ICT, home
economics, industrial arts to improve family life and the community.
• Grade 6 - Enhanced and expanded knowledge in agriculture, entrepreneurship and
ICT, home economics, industrial arts to improve family life and community.

12. GUIDELINES AND GUIDING PRINCIPLES
IN THE TEACHING OF EPP/TLE
1. Cover the four TLE areas in for exploratory purposes-agriculture and fisheries, ICT,
home economics and industrial arts.
2. Develop student’s entrepreneurial mindset.
3. Do contextualized teaching.
4. TLE is a skill-dominated subject. Therefore, teaching TLE must make use of experiential
learning.
5. The teaching TLE is focused on knowledge and information, entrepreneurial concept
including process and delivery, work values and life skills.

13. THE LEGAL BASIS OF THE
TEACHING OF EPP AND TLE
It is a declared policy of the state to “give priority to education, science and technology,
arts, culture, and sports to foster patriotism and nationalism, accelerate social progress,
and promote total human liberation and development” (1987 Philippine Constitution
Article II, Section 17) RA 10647, an Act Strengthening the Ladderized Interface Between
Technical-Vocational Education and Training in Higher Education, which was signed into
law on Nov. 21, 2014 states: “It’s hereby declared the policy of the state to institutionalize
the ladderized interface between technical-vocational education and training and (TVET)
and higher education to open the pathways of opportunities for career and educational
progression of students and workers, create a seamless and borderless system of
education, empower students and workers to exercise options or to choose when to enter
and exit in the education ladder and provide job platforms at every exit as well as the
opportunity to earn income.

14. SALIENT FEATURES
OF EDUKASYONG
PANTAHANAN AT
PANGKABUHAYAN
It covers Home Economics, Elementary Agriculture, Industrial Arts, Retail
Trade, and other livelihood activities designed to develop awareness of
occupational opportunities.
It encourages concentration in at least one of the occupational or work skills.
It develops expertise.
1. It is a learning area common to boys and girls. In the new curriculum, both boys
and girls undertake the same learning experiences in Grades 4, 5, and 6. The time
allotment is 40 minutes in Grade 4 and 60 minutes in Grades 5 and 6. The subject
is taught in Filipino.
2. It focuses on the development of responsible and worthy home membership. It
provides activities that emphasize the development of desirable work attitudes,
basic work skills and habits and the production of useful articles through learning
situations relevant to everyday chores at home, school, and the community.

15. SCHEMES USED IN MANAGING EDUKASYONG
PANTAHANAN AT PANGKABUHAYAN (EPP)
CLASSES
There are schemes to manage the EPP classes, namely: one teacher scheme,
departmentalized scheme, and team teaching.
In the one-teacher scheme, all the components are taught by one teacher. The components
are divided by grading period. For example, the Home Economics area may be taught during
the first grading period, Industrial Arts during the second grading period Agricultural Arts
during the third grading, and Entrepreneurship during the fourth grading period.

16. In the departmentalized scheme, each area is taught by the respective teachers in Home
Economics, Industrial Arts. Agricultural Arts, and Entrepreneurship. Different sections take the
four areas by rotation. This arrangement is applicable to big schools where teachers who have
specialized in each of the four areas are available.
The third arrangement is team teaching. Here, two or three teachers with special training
in Home Economics, Industrial Arts or Agricultural Arts may form a team to teach EPP. The
team can adopt the following annual work plan:
1. Planning at the opening of the school year
2. Evaluative team meetings (Regularly done within the school year)
3. Implementation (for the intermediate grades)

17. TEACHING APPROACHES, METHODS, AND
TECHNIQUES
The framework of TLE teaching in the K to 12 curriculum made by the TLE
experts of the department of education cited the following in relation to
teaching approaches, methods and techniques – entrepreneurial,
contextualized, integrative, experiential, authentic and constructivist
learning.

18. The three domains, namely: cognitive, affective, and psychomotor are
emphasized in the various learning competencies. Concept development and
hands-on learning experiences are basically the guides in adopting teaching
techniques and strategies. The teacher can employ varied instructional
materials, techniques, and strategies to accomplish the objectives.

19. TEACHING METHOD
A. Direct Method of Instruction
Since TLE is a skill subject, direct instruction is most appropriate. The
demonstration method is a direct method of instruction. It is referred to as the
“show and tell” method. The teacher simply shows to the students how a thing
is done and explains as he/she demonstrate.

20. For an effective demonstration, it is necessary that the teacher mentions the
dos and don’ts of the process for emphasis and clarity. It is important that as
a teacher demonstrates a process, he/she cautions students on steps of a skill
where students are most often mistaken, or which are most often missed.
It is expected that after the teacher demonstrate of a process, the students
are given the opportunity to demonstrate the process or the skill themselves.
However, students should not expect to demonstrate the process or the skill
immediately on their own after the teacher has shown it. This has to be done
gradually.

21. The steps are:
1. Teacher demonstrates. – “Watch me and listen to me ”.
2. Students demonstrate with scaffolding from teacher. – “Let’s do it
together”.
3. When student can do the process by himself/herself, student demonstrates
the skill or process. – “Do it as I watch”.
4. Teacher gives more opportunity for practice for skill mastery. Teacher
assesses to determine skill mastery by all students

22. B. Hands-On Learning
Hands-on learning provides for manipulation, construction, experimentation,
planning, problem-solving, decision-making, creating, and even inventing.
Such activities would eventually lead them to conduct simple research. The
teacher can emphasize scientific methods of looking the reasons of the
occurrence of events or phenomena and probing.
One very important teaching aid which is for hands-on learning is the activity
card. This card contains the title of an activity, the materials needed and the
procedure which enumerates the steps to be followed by the learner.

24. C. Laboratory Experience
One feature of an ideal EPP classroom is the presence of laboratories for the
various areas in its four components. In Industrial Arts, the laboratory is
composed of working tables and benches as well as the necessary tools and
equipment used in the areas of electricity, woodworking, handicrafts, and
metal craft.

25. The same is true in agricultural arts where a nursery, plots
for planting, seedbeds, and gardening tools are needed. In
home economies, facilities for sewing, interior decoration,
household appliances and relevant tools and equipment are
necessary. The laboratories will allow the pupils to plan,
execute, and evaluate various activities. The pupils learn
while doing the tasks. Opportunities to repeat the same—
tasks several times will enable them to acquire the skills. The
laboratory experiences are just means an end the
application of the skills at home and in the community and
the acquisition of a productive income generating project.

26. D. Project Method
Almost all the activities in EPP end up with a
project which develops proper planning skills
through the preparation of a project plan. The
project plan is their guide in making the project. It
contains the name of the project, the objectives.
the sketch, the bill of materials, and equipment
and tools to be used, the procedure in making
the project, and the evaluation instrument to be
used in judging the finished product. The project
again enables the students to apply the theories
and principles learned.

27. E. Instructional Modules
Most books in EPP contain modular instructions which encourage the pupils
to work independently. A module is a self-contained material with activities
to be done by the learner. Some modifications of the module are the activity
cards. self-learning kits, and video-taped do-it-yourself projects. Research
has shown that the module is as effective as the teacher's demonstration;
thus, once in a while, the teacher can try using it.

28. F. Work Sessions and Group Activities
Another method which is commonly used in EPP is the work-sessions- and-
group-activity. The class is usually divided into families and the families are
given assignments or tasks to do. The task can be an experiment. a task on
creativity or inventing something out of the materials given to the group.
The method capitalizes group interaction, cooperative learning, and
democratic processes. In this method, the pupils are exposed to simple
organization, deliberation, taking notes of their findings, organizing their
thoughts, planning for the group presentation, actual group performance,
and evaluation by writing the group's insights, reactions, summary, and
generalizations.

29. G. Utilization of Resource Persons and Community Materials
The teacher of EPP can enhance the pupils' enthusiasm and learning by
inviting resource person in the community who are experts in performing
the chosen field.

30. EVALUATION IN
HOME ECONOMICS
• The team evaluation is used to identify the
process of determining the strength or value
of work done. It is a way of measuring the
result of educational activities. (Morgan)
• Evaluation or appraisal in education is a
process that when properly used and
understood result in teacher student growth.
It is the ability to size up progress and chart
new direction, the ability to see errors and
weaknesses and set up steps for their
improvement. (Synder)
• Evaluation is the process of gathering and
weighing evidences which will reveal changes
in the behavior of students. (Magneson)