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 Bread and Pastry Production as part of the K to 12 Technology and Livelihood Education (TLE) curriculum in the Philippines. It outlines the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE using a modular approach. Each TLE exploratory course is covered in a Learning Module that includes lessons, learning outcomes, and assessments. The guide explains how teachers can use the modules to determine students' prior knowledge and skills, teach new competencies, and evaluate the application of learning. The goal is to prepare students for certification and employment by aligning TLE courses with the standards of the Technical Education and Skills Development Authority (TESDA
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 Aquaculture 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 and conceptual framework of the TLE program and explains features of the exploratory courses, including their relationship to certification from the Technical Education Skills and Development Authority (TESDA). The document also provides detailed information on the learning modules and lessons for the Aquaculture course, describing their contents and providing guidance for teachers on facilitating learning.
The document provides guidance for teachers on teaching the Exploratory Course on Electrical Installation and Maintenance. It outlines the overall goals of the K to 12 curriculum and the conceptual framework for teaching Technology and Livelihood Education (TLE). Each TLE exploratory course is composed of 4 to 5 lessons based on competencies from the Training Regulations of the Technical Education Skills and Development Authority. The lessons include learning outcomes, performance standards, materials, and assessments. The teacher's guide is intended to help teachers ensure TLE exploratory courses are taught effectively and in line with the TR-based approach of the K to 12 curriculum.
The document provides a learning module on caregiving that includes 4 lessons covering topics such as using and maintaining tools and equipment, performing calculations, occupational health and safety procedures, and maintaining tools. It contains information sheets, activities, and scoring rubrics for each lesson to help students learn and demonstrate competency in key areas related to caregiving. The overall goal is for students to gain skills across 4 common competencies by the end of the module in preparation for further certification in caregiving.
This document is a learner's material for the Technology and Livelihood Education subject on Agricultural Crop Production. It contains 11 modules that cover topics on entrepreneurship, rice production, and agribusiness. The modules include learning objectives, lessons, activities, and assessments. Each lesson provides an overview, learning goals, key concepts and terms, and exercises. The document aims to develop students' skills and competencies related to entrepreneurship and agricultural crop production.
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.
The document provides information about the CLMD4A Budget of Work (BOW), a project of the Department of Education Region IV-A (CALABARZON) that aims to improve the quality of basic education. The CLMD4A BOW identifies the most essential learning competencies (MELCs) in each subject area and grade level. It guides teachers in focusing their lessons and assessments on these critical competencies. The BOW also identifies enabling competencies that students need to achieve the MELCs. It is intended to help teachers structure their lessons according to different learning delivery platforms during the pandemic.
This document provides guidance for teachers on teaching the exploratory course on Bread and Pastry Production as part of the K to 12 Technology and Livelihood Education (TLE) curriculum in the Philippines. It outlines the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE using a modular approach. Each TLE exploratory course is covered in a Learning Module that includes lessons, learning outcomes, and assessments. The guide explains how teachers can use the modules to determine students' prior knowledge and skills, teach new competencies, and evaluate the application of learning. The goal is to prepare students for certification and employment by aligning TLE courses with the standards of the Technical Education and Skills Development Authority (TESDA
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 Aquaculture 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 and conceptual framework of the TLE program and explains features of the exploratory courses, including their relationship to certification from the Technical Education Skills and Development Authority (TESDA). The document also provides detailed information on the learning modules and lessons for the Aquaculture course, describing their contents and providing guidance for teachers on facilitating learning.
The document provides guidance for teachers on teaching the Exploratory Course on Electrical Installation and Maintenance. It outlines the overall goals of the K to 12 curriculum and the conceptual framework for teaching Technology and Livelihood Education (TLE). Each TLE exploratory course is composed of 4 to 5 lessons based on competencies from the Training Regulations of the Technical Education Skills and Development Authority. The lessons include learning outcomes, performance standards, materials, and assessments. The teacher's guide is intended to help teachers ensure TLE exploratory courses are taught effectively and in line with the TR-based approach of the K to 12 curriculum.
The document provides a learning module on caregiving that includes 4 lessons covering topics such as using and maintaining tools and equipment, performing calculations, occupational health and safety procedures, and maintaining tools. It contains information sheets, activities, and scoring rubrics for each lesson to help students learn and demonstrate competency in key areas related to caregiving. The overall goal is for students to gain skills across 4 common competencies by the end of the module in preparation for further certification in caregiving.
This document is a learner's material for the Technology and Livelihood Education subject on Agricultural Crop Production. It contains 11 modules that cover topics on entrepreneurship, rice production, and agribusiness. The modules include learning objectives, lessons, activities, and assessments. Each lesson provides an overview, learning goals, key concepts and terms, and exercises. The document aims to develop students' skills and competencies related to entrepreneurship and agricultural crop production.
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.
The document provides information about the CLMD4A Budget of Work (BOW), a project of the Department of Education Region IV-A (CALABARZON) that aims to improve the quality of basic education. The CLMD4A BOW identifies the most essential learning competencies (MELCs) in each subject area and grade level. It guides teachers in focusing their lessons and assessments on these critical competencies. The BOW also identifies enabling competencies that students need to achieve the MELCs. It is intended to help teachers structure their lessons according to different learning delivery platforms during the pandemic.
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.
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 guidance for teachers on teaching the exploratory course on Bread and Pastry Production as part of the K to 12 Technology and Livelihood Education (TLE) curriculum in the Philippines. It outlines the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE using a modular approach. Each TLE exploratory course is covered in a Learning Module that includes lessons, learning outcomes, teaching resources, and assessment tools to help students learn competencies outlined in national standards and earn vocational certificates. The teacher's guide explains how to use the modules to identify students' prior knowledge, teach new skills, and apply learning through practical activities to develop holistic and career-ready graduates.
This document provides guidance for teachers on teaching the exploratory course on Bread and Pastry Production as part of the K to 12 Technology and Livelihood Education (TLE) curriculum in the Philippines. It outlines the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE using a modular approach. Each TLE exploratory course is composed of 4 to 5 lessons focusing on common competencies outlined in the Training Regulations of the Technical Education and Skills Development Authority (TESDA). The lessons include learning outcomes, performance standards, materials, activities, and assessments to help students earn a Certificate of Competency in Grade 9 and ultimately a National Certificate from TESDA.
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.
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
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 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 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.
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 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 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
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 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 information about designing and laying out a fishpond system. It discusses preparing the site prior to construction, including identifying needed resources and making a layout plan. It then describes drawing the layout plan, including specifying a scale. The document outlines the different components of a fishpond system, including nursery, transition, and rearing ponds. It provides examples of conventional, radiating, progressive, and specialized fishpond layout designs. The functions of gates, dikes, and other structures are explained. Specifications for brackish water fishpond systems and directions for a modeling activity are also included.
This document provides an overview of an aquaculture curriculum for Grade 9 students in the Philippines. It covers several key topics: personal entrepreneurial competencies, understanding the aquaculture market and environment, preparing tools and equipment, monitoring water quality, preventing fish mortality, and preparing/securing aquaculture facilities. The objectives are for students to understand these aquaculture concepts and demonstrate related skills. Several learning activities and assessments are outlined to help students achieve the objectives over the course of the curriculum.
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.
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 guidance for teachers on teaching the exploratory course on Bread and Pastry Production as part of the K to 12 Technology and Livelihood Education (TLE) curriculum in the Philippines. It outlines the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE using a modular approach. Each TLE exploratory course is covered in a Learning Module that includes lessons, learning outcomes, teaching resources, and assessment tools to help students learn competencies outlined in national standards and earn vocational certificates. The teacher's guide explains how to use the modules to identify students' prior knowledge, teach new skills, and apply learning through practical activities to develop holistic and career-ready graduates.
This document provides guidance for teachers on teaching the exploratory course on Bread and Pastry Production as part of the K to 12 Technology and Livelihood Education (TLE) curriculum in the Philippines. It outlines the overall goals of the K to 12 curriculum and the conceptual framework for teaching TLE using a modular approach. Each TLE exploratory course is composed of 4 to 5 lessons focusing on common competencies outlined in the Training Regulations of the Technical Education and Skills Development Authority (TESDA). The lessons include learning outcomes, performance standards, materials, activities, and assessments to help students earn a Certificate of Competency in Grade 9 and ultimately a National Certificate from TESDA.
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.
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
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 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 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.
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 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 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
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 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.
Similar to Tg in commercial_cooking.exploratory (20)
This document provides information about designing and laying out a fishpond system. It discusses preparing the site prior to construction, including identifying needed resources and making a layout plan. It then describes drawing the layout plan, including specifying a scale. The document outlines the different components of a fishpond system, including nursery, transition, and rearing ponds. It provides examples of conventional, radiating, progressive, and specialized fishpond layout designs. The functions of gates, dikes, and other structures are explained. Specifications for brackish water fishpond systems and directions for a modeling activity are also included.
This document provides an overview of an aquaculture curriculum for Grade 9 students in the Philippines. It covers several key topics: personal entrepreneurial competencies, understanding the aquaculture market and environment, preparing tools and equipment, monitoring water quality, preventing fish mortality, and preparing/securing aquaculture facilities. The objectives are for students to understand these aquaculture concepts and demonstrate related skills. Several learning activities and assessments are outlined to help students achieve the objectives over the course of the curriculum.
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Kitchen utensils and equipment are made from various materials like aluminum, stainless steel, glass, cast iron, ceramic, plastic, and rubber. Common kitchen tools include knives, measuring cups and spoons, pots and pans, can openers, peelers, graters, whisks, spatulas, serving spoons, colanders, cutting boards, and ladles. Cooks need the proper utensils and equipment made from durable materials like stainless steel to safely prepare meals and conduct various cooking methods.
The document is a curriculum guide for a Grade 7/8 exploratory course in cookery that leads to a National Certificate Level II. It covers five common competencies: 1) knowledge of tools and equipment; 2) maintenance of tools and equipment; 3) performance of measurements and calculations; 4) interpretation of technical drawings; and 5) occupational health and safety procedures. The guide outlines learning competencies, content standards, and performance standards across these competencies. It also includes introductions to concepts like personal entrepreneurial competencies, environment and market analysis, and occupational safety.
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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Tg in commercial_cooking.exploratory
1. K to 12 BASIC EDUCATION CURRICULUM
Exploratory Course on
COMMERCIAL COOKING
Republic of the Philippines
DEPARTMENT OF EDCUATION
TECHNOLOGY AND LIVELIHOOD EDUCATION
TEACHER’S GUIDE
2. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMICS –COMMERCIAL COOKING
(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 ECONOMICS –COMMERCIAL COOKING
(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 3
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 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 ECONOMICS –COMMERCIAL COOKING
(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 ECONOMICS –COMMERCIAL COOKING
(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 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.
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 ECONOMICS –COMMERCIAL COOKING
(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 6
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 Commercial Cooking
but in the context of Commercial Cooking 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.
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.
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 ECONOMICS –COMMERCIAL COOKING
(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 7
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) 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.
8. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMICS –COMMERCIAL COOKING
(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 8
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
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.
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.
Let these standards give your lesson its specific
direction.
9. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMICS –COMMERCIAL COOKING
(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 9
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/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.
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
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.
10. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMICS –COMMERCIAL COOKING
(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 10
ensure that the key terms in your lesson
mean one and the same for everyone in
class and so avoid misunderstanding.
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,
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
11. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMICS –COMMERCIAL COOKING
(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 11
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
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.
Do the Activity.
To determine level of performance, use the
scoring rubrics or check answers against the
answer key, whichever is applicable.
Reflect on assessment results.
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.
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 .
12. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMICS –COMMERCIAL COOKING
(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 12
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 ECONOMICS –COMMERCIAL COOKING
(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 13
Curriculum Guide for the Exploratory Course on DRESSMAKING /TAILORING
For you to get a complete picture of the complete TLE exploratory course on Commercial Cooking, you are hereby provided with the Curriculum Guide
on Commercial Cooking.
Content Standard Performance Standard
Learning
Competencies
Project/ Activities Assessment Duration
LESSON 1:USE AND MAINTAIN KITCHEN TOOLS AND EQUIPMENT
1. Kitchen tools and
equipment
2. Uses of Kitchen tools
and equipment
1. Kitchen tools and equipment
are identified based on their
uses.
2. Kitchen tools and equipment
are used in accordance to its
function
LO 1. Utilize
kitchen
tools and
equipment
Students demonstration
on the use of kitchen
tools and equipment
Demonstration
Written test
8 hours
1. Types of chemicals for
cleaning and sanitizing
equipment and utensils
2. Steps on cleaning and
sanitizing tools and
equipment
3. Cleaning kitchen
premises
Floor care
Storage area
1. Chemicals are selected
and used for cleaning
and/or sanitizing kitchen
equipment and utensils
2. Equipment and/or utensils
are cleaned and/or
sanitized safely and
according to
manufacturer’s
instructions
3. Cleaning equipment are
stored safely in the
designated position and
area
LO 2. Maintain
kitchen
tools,
equipment
and working
area
Group Activity
Practical application of
basic maintenance,
labeling and storing of
tools and equipment
Demonstration
Written test
1. Storing/stacking tools
and equipment
1. Cleaned equipment and
utensils are stored or
stacked safely and in the
designated place
2. Cleaning equipment are
LO 3. Store and
Stack
kitchen
tools and
equipment
2. Practical application on
proper storing/stacking
tools and equipment
Demonstration
Written test
14. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMICS –COMMERCIAL COOKING
(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 14
Content Standard Performance Standard
Learning
Competencies
Project/ Activities Assessment Duration
used safely in accordance
with manufacturer’s
instructions
LESSON 2: PERFORM MENSURATION AND CALCULATIONS
1. Conversion of weights
and measurements
2. Substitution of
ingredients
1. Numerical computations are
self-checked and corrected
for accuracy.
2. Identified and converted
systems of measurement
according to recipe
requirements.
3. Measured ingredients
according to recipe
requirement
LO 1. Carry out
measureme
nts and
calculations
in a
required
task.
Demonstration
Written test
12 hours
1. Percentage mark-up 1. Costs of production are
computed according to
standard procedure
2. Computed costs of
production are reviewed and
validated according to
enterprise production
requirements.
LO 2. Calculate
cost of
production
Practice costing
based on a given
recipe
Demonstration
Written test
LESSON 3: INTERPRET KITCHEN LAYOUT
1. Drawing symbols, lines
and signs
1. Sign, symbols, and data are
identified according to job
specifications.
2. Sign, symbols and data are
determined according to
classification or as
appropriate in drawing.
LO 1. Read and
interpret
kitchen plans
Written test 12 hours
15. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMICS –COMMERCIAL COOKING
(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 15
Content Standard Performance Standard
Learning
Competencies
Project/ Activities Assessment Duration
2. Kitchen types and
layouts
3. Types of kitchens and
appropriate layouts are
identified.
LO 2. Create
kitchen lay-
out
1. Collection of
sketches/plans of the
different types of
kitchens.
2. Sketching of kitchen
using signs, symbols
and data accordingly.
Demonstration
Written test
LESSON 4: PRACTICE OCCUPATIONAL SAFETY AND HEALTH
1. Apply health, safety
and security
procedures in the
workplace
1. Safety regulations and
workplace safety and
hazard control practices
and procedures are
clarified and explained
based on organization
procedures
2. Hazards/risks in the
workplace and their
corresponding indicators
are identified to minimize
or eliminate risk to co-
workers, workplace and
environment in accordance
with organization
procedures
3. Contingency measures
during workplace
accidents, fire and other
emergencies are
recognized and established
in accordance with
LO 1. Identify
hazards and
risks
1. Film viewing on
hazards/risks in the
workplace
2. Making/drawing
signage or posters
appropriate in the
kitchen.
Demonstration
Written test
8 hours
16. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMICS –COMMERCIAL COOKING
(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 16
Content Standard Performance Standard
Learning
Competencies
Project/ Activities Assessment Duration
organization procedures
Control hazards and risks
in the workplace
1. Occupational Health and
Safety (OHS) procedures
for controlling
hazards/risks in
workplace are
consistently followed
2. Procedures for dealing
with workplace accidents,
fire and emergencies are
followed in accordance
with organization OHS
policies
3. Personal protective
equipment (PPE) is
correctly used in
accordance with
organization OHS
procedures and practices
4. Appropriate assistance is
provided in the event of a
workplace emergency in
accordance with
established organization
protocol
LO 2. Control
hazards and
risks
Practice emergency drills Demonstration
Written test
17. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMICS –COMMERCIAL COOKING
(Exploratory)
*TWG on K to 12 Curriculum Guide – version January 31, 2012 17
“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