The document provides guidance for teachers on using the most essential learning competencies (MELCs) identified by the Department of Education for the subjects of Edukasyon Pantahanan at Pangkabuhayan (EPP) and Technology and Livelihood Education (TLE) for the 2020-2021 school year due to the COVID-19 pandemic and shortened academic year. It outlines the premises and considerations for utilizing the MELCs, including emphasizing entrepreneurship and choosing courses that can be conducted at home or school. Sample MELCs are also provided for the Agriculture and Fishery Arts component for Grade 7/8 that focus on essential skills like using tools safely, calculating, interpreting plans, and record keeping.
The document provides guidance for teachers on using the most essential learning competencies (MELCs) identified by the Department of Education for the subjects of Edukasyong Pantahanan at Pangkabuhayan (EPP) and Technology and Livelihood Education (TLE) for School Year 2020-2021. It explains that MELCs were identified in the four components of EPP/TLE (Industrial Arts, Home Economics, Agriculture and Fishery Arts, and Information and Communication Technology) based on the criterion of endurance. The document outlines how teachers should utilize the MELCs, including emphasizing entrepreneurship, unpacking broad competencies, and substituting activities if competencies cannot be attained.
This document provides guidance for teachers on using the Most Essential Learning Competencies (MELCs) in teaching the EPP/TLE curriculum for the 2020-2021 school year. It identifies the MELCs for the four components of EPP/TLE - Industrial Arts, Home Economics, Agriculture and Fishery Arts, and Information and Communication Technology. It outlines how to use the MELCs, including embedding entrepreneurship, unpacking broad competencies, removing redundant competencies, and allocating time per quarter. It also explains modifications made to curriculum guides, such as clustering similar mini-courses and combining learning competencies. Teachers are instructed to consider available resources and safety in choosing courses to offer.
EPP - TLE - Most-Essential-Learning-Competencies-Matrix.pdfHoneylynCataytay
1) The document provides guidance for teachers on using the most essential learning competencies (MELCs) identified for the Edukasyon Pantahanan at Pangkabuhayan/Technology and Livelihood Education (EPP/TLE) subjects for School Year 2020-2021 due to the COVID-19 pandemic and shortened academic year.
2) MELCs were identified in the four components of EPP/TLE - Industrial Arts, Home Economics, Agriculture and Fishery Arts, and Information and Communication Technology. The MELCs focus on the main objectives and preserve the existing curriculum without modifications.
3) Teachers are advised to prioritize the MELCs to prepare appropriate lessons and materials
EPP - TLE - Most-Essential-Learning-Competencies-Matrix.pdffernandopajar1
1. The document provides guidance for teachers on using the most essential learning competencies (MELCs) identified by the Department of Education for the subjects of EPP/TLE for School Year 2020-2021 due to the COVID-19 pandemic and shortened academic year.
2. MELCs were identified for the four components of EPP/TLE - Industrial Arts, Home Economics, Agriculture and Fishery Arts, and Information and Communication Technology. The MELCs focus on the main objectives and preserve the essential competencies without modification to the existing curriculum.
3. Teachers are advised to prioritize the MELCs to prepare appropriate instructional materials and employ suitable pedagogies within the 8-9
This document provides an exploratory course curriculum for Grade 7/8 Technology and Livelihood Education (TLE) in Horticulture. It covers four common competencies: using tools and equipment, performing calculations, interpreting technical drawings, and occupational health and safety procedures. The course introduces basic concepts in horticulture, assesses personal entrepreneurial competencies, and covers topics like the horticulture market, using and maintaining farm tools, performing estimations and calculations, interpreting plans and drawings, and applying safety measures. The Grade 9 curriculum focuses on developing personal entrepreneurial competencies and conducting pre-horticultural farm operations.
This document outlines an agricultural crop production curriculum for grades 7-9 in the Philippines. It covers four main topics: use of farm tools and equipment, estimation and basic calculation, interpreting plans and drawings, and applying safety measures. The grade 7-8 curriculum is exploratory and covers basic concepts. The grade 9 curriculum focuses on skills to support horticultural and nursery production under supervision, including preparing materials, ensuring quality control, and performing cleanups. The overall goal is for students to understand and demonstrate competencies in agricultural crop production.
This document outlines a curriculum for an exploratory course on agricultural crop production. It includes 4 lessons that cover various topics:
1. Preparing farm tools and equipment, selecting the appropriate tools for different jobs, and practicing safety.
2. Performing estimations and basic calculations needed for crop production tasks like budgets, costs, and financial statements.
3. Interpreting farm plans and layouts, planting systems, irrigation system designs, and government plans.
4. Applying safety measures when working in farms, including using personal protective equipment, first aid, storing materials, and proper waste disposal.
Assessments include written tests and performance evaluations of the skills taught in each lesson, such as tool
This document outlines a lesson plan for an exploratory course on animal production. It includes 3 lessons that cover various topics:
1. Using and maintaining farm tools and equipment, including safety practices. Activities include identifying tools and reporting defective equipment.
2. Performing basic calculations for tasks like estimating materials and converting units. Learners will estimate needs for housing animals and calculate feed conversion.
3. Interpreting housing plans and drawing layouts of different structures. Learners will research building codes and symbols used in construction plans.
The lessons emphasize applying safety measures, proper disposal of waste, and following emergency procedures. A variety of assessments including written tests and performance evaluations are used to evaluate learning.
The document provides guidance for teachers on using the most essential learning competencies (MELCs) identified by the Department of Education for the subjects of Edukasyong Pantahanan at Pangkabuhayan (EPP) and Technology and Livelihood Education (TLE) for School Year 2020-2021. It explains that MELCs were identified in the four components of EPP/TLE (Industrial Arts, Home Economics, Agriculture and Fishery Arts, and Information and Communication Technology) based on the criterion of endurance. The document outlines how teachers should utilize the MELCs, including emphasizing entrepreneurship, unpacking broad competencies, and substituting activities if competencies cannot be attained.
This document provides guidance for teachers on using the Most Essential Learning Competencies (MELCs) in teaching the EPP/TLE curriculum for the 2020-2021 school year. It identifies the MELCs for the four components of EPP/TLE - Industrial Arts, Home Economics, Agriculture and Fishery Arts, and Information and Communication Technology. It outlines how to use the MELCs, including embedding entrepreneurship, unpacking broad competencies, removing redundant competencies, and allocating time per quarter. It also explains modifications made to curriculum guides, such as clustering similar mini-courses and combining learning competencies. Teachers are instructed to consider available resources and safety in choosing courses to offer.
EPP - TLE - Most-Essential-Learning-Competencies-Matrix.pdfHoneylynCataytay
1) The document provides guidance for teachers on using the most essential learning competencies (MELCs) identified for the Edukasyon Pantahanan at Pangkabuhayan/Technology and Livelihood Education (EPP/TLE) subjects for School Year 2020-2021 due to the COVID-19 pandemic and shortened academic year.
2) MELCs were identified in the four components of EPP/TLE - Industrial Arts, Home Economics, Agriculture and Fishery Arts, and Information and Communication Technology. The MELCs focus on the main objectives and preserve the existing curriculum without modifications.
3) Teachers are advised to prioritize the MELCs to prepare appropriate lessons and materials
EPP - TLE - Most-Essential-Learning-Competencies-Matrix.pdffernandopajar1
1. The document provides guidance for teachers on using the most essential learning competencies (MELCs) identified by the Department of Education for the subjects of EPP/TLE for School Year 2020-2021 due to the COVID-19 pandemic and shortened academic year.
2. MELCs were identified for the four components of EPP/TLE - Industrial Arts, Home Economics, Agriculture and Fishery Arts, and Information and Communication Technology. The MELCs focus on the main objectives and preserve the essential competencies without modification to the existing curriculum.
3. Teachers are advised to prioritize the MELCs to prepare appropriate instructional materials and employ suitable pedagogies within the 8-9
This document provides an exploratory course curriculum for Grade 7/8 Technology and Livelihood Education (TLE) in Horticulture. It covers four common competencies: using tools and equipment, performing calculations, interpreting technical drawings, and occupational health and safety procedures. The course introduces basic concepts in horticulture, assesses personal entrepreneurial competencies, and covers topics like the horticulture market, using and maintaining farm tools, performing estimations and calculations, interpreting plans and drawings, and applying safety measures. The Grade 9 curriculum focuses on developing personal entrepreneurial competencies and conducting pre-horticultural farm operations.
This document outlines an agricultural crop production curriculum for grades 7-9 in the Philippines. It covers four main topics: use of farm tools and equipment, estimation and basic calculation, interpreting plans and drawings, and applying safety measures. The grade 7-8 curriculum is exploratory and covers basic concepts. The grade 9 curriculum focuses on skills to support horticultural and nursery production under supervision, including preparing materials, ensuring quality control, and performing cleanups. The overall goal is for students to understand and demonstrate competencies in agricultural crop production.
This document outlines a curriculum for an exploratory course on agricultural crop production. It includes 4 lessons that cover various topics:
1. Preparing farm tools and equipment, selecting the appropriate tools for different jobs, and practicing safety.
2. Performing estimations and basic calculations needed for crop production tasks like budgets, costs, and financial statements.
3. Interpreting farm plans and layouts, planting systems, irrigation system designs, and government plans.
4. Applying safety measures when working in farms, including using personal protective equipment, first aid, storing materials, and proper waste disposal.
Assessments include written tests and performance evaluations of the skills taught in each lesson, such as tool
This document outlines a lesson plan for an exploratory course on animal production. It includes 3 lessons that cover various topics:
1. Using and maintaining farm tools and equipment, including safety practices. Activities include identifying tools and reporting defective equipment.
2. Performing basic calculations for tasks like estimating materials and converting units. Learners will estimate needs for housing animals and calculate feed conversion.
3. Interpreting housing plans and drawing layouts of different structures. Learners will research building codes and symbols used in construction plans.
The lessons emphasize applying safety measures, proper disposal of waste, and following emergency procedures. A variety of assessments including written tests and performance evaluations are used to evaluate learning.
The document provides an overview of the Grade 7-9 Technology and Livelihood Education curriculum for Aquaculture. It covers key concepts and competencies students are expected to learn. In Grade 7-8 (exploratory), students are introduced to basic aquaculture concepts, tools and equipment, calculations, safety measures, and personal entrepreneurial skills. In Grade 9 (specialization), the focus is on pre-operation aquaculture activities, further developing personal competencies, understanding the local aquaculture market, identifying customers, and generating business ideas. The goal is for students to gain common competencies outlined by TESDA and consider Aquaculture as a potential career.
The document provides an overview of the Grade 7-9 Technology and Livelihood Education curriculum for the Agri-Fishery Arts - Aquaculture course. The Grade 7-8 exploratory course introduces basic concepts in aquaculture and covers common competencies including using tools and equipment safely, performing calculations, and drawing layout plans. The Grade 9 specialization course focuses on pre-operation aquaculture activities and covers personal entrepreneurial competencies, understanding the local aquaculture market, identifying customers, and generating business ideas. Key topics addressed include aquaculture concepts, safety measures, tool use, estimation, pond/tank design, and analyzing personal, environmental, and market factors for entrepreneurship.
The document is a curriculum guide for a Grade 9 Cookery course in the Philippines. It covers the following key points:
1. The course leads to a National Certificate Level II and focuses on developing knowledge, skills, and attitudes to perform cookery tasks, including cleaning kitchens, preparing appetizers, salads, sandwiches, desserts, and packaging foods.
2. Concepts covered include personal entrepreneurial competencies, analyzing the business environment and opportunities, and safely cleaning and maintaining kitchen tools and premises.
3. Performance standards require students to independently demonstrate core competencies in cookery, analyze how various factors influence business, and maintain a clean kitchen in accordance with food safety regulations.
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 sections on personal entrepreneurial competencies, environment and market analysis, use and maintenance of kitchen tools, interpretation of kitchen plans, and occupational health and safety practices.
This document provides a curriculum guide for a Grade 7/8 exploratory course in Home Economics - Cookery. It covers five common competencies: 1) knowledge of tools and equipment; 2) maintenance of tools and equipment; 3) performance of mensuration and calculation; 4) interpretation of technical drawings; and 5) practice of occupational health and safety procedures. The guide outlines learning competencies, content standards, and performance standards across 10 content areas including personal entrepreneurial competencies, environment and market analysis, use of kitchen tools, maintenance, mensuration and calculations, interpreting kitchen layouts, and occupational health and safety. It aims to develop students' understanding and skills in preparation for a National Certificate Level II in Cookery.
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.
The document is a curriculum guide for a Grade 7/8 exploratory course in cookery. 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 sections on personal entrepreneurial competencies, environment and market analysis, use and maintenance of kitchen tools, interpretation of kitchen plans, and occupational health and safety practices.
This document contains a curriculum for an agriculture/horticulture exploratory course with 4 lessons:
1. Use of farm tools and equipment, including safety practices.
2. Performing estimations and basic calculations for agricultural projects.
3. Interpreting farm plans and layouts, including planting systems and irrigation designs.
4. Applying safety precautions in farm operations, including use of personal protective equipment, first aid, and proper storage and disposal of materials.
The curriculum provides learning competencies, sample activities, and assessments for each lesson aimed at developing students' skills in using tools and equipment safely and performing tasks like calculations, interpreting plans, and following safety procedures for farm operations.
The document is a curriculum guide for an exploratory course on bread and pastry production. It outlines 4 lessons that cover key topics: 1) Use of tools and bakery equipment, 2) Mensuration and calculation, 3) Maintain tools and equipment, and 4) Occupational health and safety procedures. Each lesson identifies relevant content standards, learning competencies, activities, and assessments. The overall course aims to teach students essential skills for bread and pastry production while ensuring occupational safety. It allocates 40 total hours to hands-on learning and assessment.
This document provides guidance for teachers on setting up the classroom for Technology and Livelihood Education (TLE). It discusses the importance of proper shop room layout and preparation before class, including arranging furniture, checking tools and equipment, and ensuring adequate lighting, ventilation and noise control. Sample shop room layouts are provided for industrial arts and home economics practice houses. Teachers are instructed to do an inventory of available tools and supplies and evaluate their shop room setup. Key points emphasized include proper shop layout, facilities, availability of materials, and safety.
This document outlines a lesson plan for a nail care course with 4 main lessons:
1. It introduces tools and equipment used in nail care and how to properly prepare, use, and store them safely.
2. It covers maintaining tools through preventative maintenance like cleaning and checking for defects.
3. It focuses on occupational health and safety, including identifying workplace hazards, evaluating risks, and controlling hazards through safety procedures and use of personal protective equipment.
4. The final lesson covers nail structure, shapes, styles and creating different nail art designs.
The document is a curriculum guide for an exploratory course on nail care services. It outlines 4 lessons that teach students about nail care tools and equipment, maintaining tools, occupational health and safety procedures, and basic nail designs. Each lesson includes learning competencies, activities, and assessments. The guide aims to give students a complete picture of the exploratory nail care course and its content standards, performance standards, and learning objectives.
This document outlines a lesson plan for a course on agriculture/fishery-aquaculture. It includes 4 lessons that cover:
1. Using farm/fishery tools and equipment, identifying aquaculture facilities, and performing preventative maintenance.
2. Performing estimations and basic calculations for aquaculture projects.
3. Drawing layout plans for ponds, tanks, pens and cages.
4. Applying safety measures when working in aquaculture farms.
The lessons include learning competencies, projects, activities and assessments to teach students about proper use and maintenance of tools/equipment, basic calculations, design of aquaculture facilities, and safety procedures.
Help accelerate knowledge in different aspects as we go and indulge to different activities in each level of progression. This file will be of help to the next and future educators as well as learners to indulge into more specific, measurable and attainable class discussion within a given time frame. As the teacher go deepee in each lesson, the learner will also develop a sense of learning in an expanding environment as his/her understanding goes beyond or outside of his/her thinking skills. This will provide the both parties to the higher thinking skills of an educator must possessed.
The document provides an overview of the Grade 7/8 Technology and Livelihood Education curriculum for Agricultural Crop Production. It covers several key areas:
1. An exploratory introductory course covering basic competencies in using tools/equipment, performing calculations, and interpreting plans/drawings.
2. Personal entrepreneurial competencies including assessing one's skills and comparing to industry practitioners to identify areas for improvement.
3. Lessons on using and maintaining farm tools/equipment, performing estimations and basic calculations, and interpreting plans/drawings.
4. Applying safety measures in farm operations such as using proper protective equipment and safely storing/disposing of materials.
The Grade 9 specialization module
This document provides an overview of the Grade 7/8 exploratory course in Home Economics - Household Services under the Kto12 Technology and Livelihood Education curriculum in the Philippines. The course is an introduction to competencies needed for the Household Services National Certificate Level II. It covers topics such as using and maintaining cleaning tools and equipment, performing calculations, interpreting diagrams, practicing occupational health and safety, workplace communication, and teamwork. The course aims to help students understand concepts in household services, recognize relevant personal skills, generate business ideas based on market analysis, and demonstrate basic skills in tasks like cleaning, measurement, and interpreting plans. It also teaches compliance with health and safety regulations, proper information handling, and participation in workplace interactions
Here are the key points to remember about the parts and functions of a can sealer:
- Clamps hold the sealer in place during operation.
- The base plate holds the can base. It has grooves to fit different can sizes.
- The can lifter handle raises and lowers the base plate during sealing.
- The crank is turned to perform the first and second sealing operations.
- The first operation roll partially seals the can seam.
- The second operation roll fully seals the can seam.
- The chuck holds the can cover during sealing. Different sized chucks are used for different can sizes.
- Height washers and adjusting levers are used to match the can size being
This document provides a curriculum guide for a Grade 7/8 exploratory course in Home Economics - Cookery. It covers five common competencies: 1) knowledge of tools and equipment; 2) maintenance of tools and equipment; 3) performing measurements and calculations; 4) interpreting technical drawings; and 5) practicing occupational health and safety procedures. The guide outlines learning competencies, content standards, and performance standards for each competency area. It also provides introductory information on the relevance of cookery and career opportunities in the field.
DepEd TLE Fish Processing Curriculum Guide Grade 7-10Bogs De Castro
The document provides details about the K to 12 Agri-Fishery Arts - Food (Fish Processing) curriculum for grades 7/8 (exploratory course) and grade 9 (specialization course). It covers four common competencies for grade 7/8 including using and maintaining tools, performing calculations, interpreting technical drawings, and applying food safety. For grade 9 it covers four core competencies from the TESDA Training Regulation including implementing sampling procedures, inspecting and sorting materials, dispensing non-bulk ingredients, and preparing raw materials. The document lists the various lessons, contents, standards, competencies, and codes for each grade level.
The document provides details about the K to 12 Agri-Fishery Arts - Food (Fish Processing) curriculum for grades 7/8 (exploratory course) and grade 9 (specialization course). It covers four common competencies for grade 7/8 including using and maintaining tools, performing calculations, interpreting technical drawings, and applying food safety. For grade 9 it covers four core competencies from the TESDA Training Regulation including implementing sampling procedures, inspecting and sorting materials, dispensing non-bulk ingredients, and preparing raw materials. The document lists the various lessons, contents, standards, competencies, and codes for each grade level.
The document provides an overview of the Grade 7-9 Technology and Livelihood Education curriculum for Aquaculture. It covers key concepts and competencies students are expected to learn. In Grade 7-8 (exploratory), students are introduced to basic aquaculture concepts, tools and equipment, calculations, safety measures, and personal entrepreneurial skills. In Grade 9 (specialization), the focus is on pre-operation aquaculture activities, further developing personal competencies, understanding the local aquaculture market, identifying customers, and generating business ideas. The goal is for students to gain common competencies outlined by TESDA and consider Aquaculture as a potential career.
The document provides an overview of the Grade 7-9 Technology and Livelihood Education curriculum for the Agri-Fishery Arts - Aquaculture course. The Grade 7-8 exploratory course introduces basic concepts in aquaculture and covers common competencies including using tools and equipment safely, performing calculations, and drawing layout plans. The Grade 9 specialization course focuses on pre-operation aquaculture activities and covers personal entrepreneurial competencies, understanding the local aquaculture market, identifying customers, and generating business ideas. Key topics addressed include aquaculture concepts, safety measures, tool use, estimation, pond/tank design, and analyzing personal, environmental, and market factors for entrepreneurship.
The document is a curriculum guide for a Grade 9 Cookery course in the Philippines. It covers the following key points:
1. The course leads to a National Certificate Level II and focuses on developing knowledge, skills, and attitudes to perform cookery tasks, including cleaning kitchens, preparing appetizers, salads, sandwiches, desserts, and packaging foods.
2. Concepts covered include personal entrepreneurial competencies, analyzing the business environment and opportunities, and safely cleaning and maintaining kitchen tools and premises.
3. Performance standards require students to independently demonstrate core competencies in cookery, analyze how various factors influence business, and maintain a clean kitchen in accordance with food safety regulations.
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 sections on personal entrepreneurial competencies, environment and market analysis, use and maintenance of kitchen tools, interpretation of kitchen plans, and occupational health and safety practices.
This document provides a curriculum guide for a Grade 7/8 exploratory course in Home Economics - Cookery. It covers five common competencies: 1) knowledge of tools and equipment; 2) maintenance of tools and equipment; 3) performance of mensuration and calculation; 4) interpretation of technical drawings; and 5) practice of occupational health and safety procedures. The guide outlines learning competencies, content standards, and performance standards across 10 content areas including personal entrepreneurial competencies, environment and market analysis, use of kitchen tools, maintenance, mensuration and calculations, interpreting kitchen layouts, and occupational health and safety. It aims to develop students' understanding and skills in preparation for a National Certificate Level II in Cookery.
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.
The document is a curriculum guide for a Grade 7/8 exploratory course in cookery. 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 sections on personal entrepreneurial competencies, environment and market analysis, use and maintenance of kitchen tools, interpretation of kitchen plans, and occupational health and safety practices.
This document contains a curriculum for an agriculture/horticulture exploratory course with 4 lessons:
1. Use of farm tools and equipment, including safety practices.
2. Performing estimations and basic calculations for agricultural projects.
3. Interpreting farm plans and layouts, including planting systems and irrigation designs.
4. Applying safety precautions in farm operations, including use of personal protective equipment, first aid, and proper storage and disposal of materials.
The curriculum provides learning competencies, sample activities, and assessments for each lesson aimed at developing students' skills in using tools and equipment safely and performing tasks like calculations, interpreting plans, and following safety procedures for farm operations.
The document is a curriculum guide for an exploratory course on bread and pastry production. It outlines 4 lessons that cover key topics: 1) Use of tools and bakery equipment, 2) Mensuration and calculation, 3) Maintain tools and equipment, and 4) Occupational health and safety procedures. Each lesson identifies relevant content standards, learning competencies, activities, and assessments. The overall course aims to teach students essential skills for bread and pastry production while ensuring occupational safety. It allocates 40 total hours to hands-on learning and assessment.
This document provides guidance for teachers on setting up the classroom for Technology and Livelihood Education (TLE). It discusses the importance of proper shop room layout and preparation before class, including arranging furniture, checking tools and equipment, and ensuring adequate lighting, ventilation and noise control. Sample shop room layouts are provided for industrial arts and home economics practice houses. Teachers are instructed to do an inventory of available tools and supplies and evaluate their shop room setup. Key points emphasized include proper shop layout, facilities, availability of materials, and safety.
This document outlines a lesson plan for a nail care course with 4 main lessons:
1. It introduces tools and equipment used in nail care and how to properly prepare, use, and store them safely.
2. It covers maintaining tools through preventative maintenance like cleaning and checking for defects.
3. It focuses on occupational health and safety, including identifying workplace hazards, evaluating risks, and controlling hazards through safety procedures and use of personal protective equipment.
4. The final lesson covers nail structure, shapes, styles and creating different nail art designs.
The document is a curriculum guide for an exploratory course on nail care services. It outlines 4 lessons that teach students about nail care tools and equipment, maintaining tools, occupational health and safety procedures, and basic nail designs. Each lesson includes learning competencies, activities, and assessments. The guide aims to give students a complete picture of the exploratory nail care course and its content standards, performance standards, and learning objectives.
This document outlines a lesson plan for a course on agriculture/fishery-aquaculture. It includes 4 lessons that cover:
1. Using farm/fishery tools and equipment, identifying aquaculture facilities, and performing preventative maintenance.
2. Performing estimations and basic calculations for aquaculture projects.
3. Drawing layout plans for ponds, tanks, pens and cages.
4. Applying safety measures when working in aquaculture farms.
The lessons include learning competencies, projects, activities and assessments to teach students about proper use and maintenance of tools/equipment, basic calculations, design of aquaculture facilities, and safety procedures.
Help accelerate knowledge in different aspects as we go and indulge to different activities in each level of progression. This file will be of help to the next and future educators as well as learners to indulge into more specific, measurable and attainable class discussion within a given time frame. As the teacher go deepee in each lesson, the learner will also develop a sense of learning in an expanding environment as his/her understanding goes beyond or outside of his/her thinking skills. This will provide the both parties to the higher thinking skills of an educator must possessed.
The document provides an overview of the Grade 7/8 Technology and Livelihood Education curriculum for Agricultural Crop Production. It covers several key areas:
1. An exploratory introductory course covering basic competencies in using tools/equipment, performing calculations, and interpreting plans/drawings.
2. Personal entrepreneurial competencies including assessing one's skills and comparing to industry practitioners to identify areas for improvement.
3. Lessons on using and maintaining farm tools/equipment, performing estimations and basic calculations, and interpreting plans/drawings.
4. Applying safety measures in farm operations such as using proper protective equipment and safely storing/disposing of materials.
The Grade 9 specialization module
This document provides an overview of the Grade 7/8 exploratory course in Home Economics - Household Services under the Kto12 Technology and Livelihood Education curriculum in the Philippines. The course is an introduction to competencies needed for the Household Services National Certificate Level II. It covers topics such as using and maintaining cleaning tools and equipment, performing calculations, interpreting diagrams, practicing occupational health and safety, workplace communication, and teamwork. The course aims to help students understand concepts in household services, recognize relevant personal skills, generate business ideas based on market analysis, and demonstrate basic skills in tasks like cleaning, measurement, and interpreting plans. It also teaches compliance with health and safety regulations, proper information handling, and participation in workplace interactions
Here are the key points to remember about the parts and functions of a can sealer:
- Clamps hold the sealer in place during operation.
- The base plate holds the can base. It has grooves to fit different can sizes.
- The can lifter handle raises and lowers the base plate during sealing.
- The crank is turned to perform the first and second sealing operations.
- The first operation roll partially seals the can seam.
- The second operation roll fully seals the can seam.
- The chuck holds the can cover during sealing. Different sized chucks are used for different can sizes.
- Height washers and adjusting levers are used to match the can size being
This document provides a curriculum guide for a Grade 7/8 exploratory course in Home Economics - Cookery. It covers five common competencies: 1) knowledge of tools and equipment; 2) maintenance of tools and equipment; 3) performing measurements and calculations; 4) interpreting technical drawings; and 5) practicing occupational health and safety procedures. The guide outlines learning competencies, content standards, and performance standards for each competency area. It also provides introductory information on the relevance of cookery and career opportunities in the field.
DepEd TLE Fish Processing Curriculum Guide Grade 7-10Bogs De Castro
The document provides details about the K to 12 Agri-Fishery Arts - Food (Fish Processing) curriculum for grades 7/8 (exploratory course) and grade 9 (specialization course). It covers four common competencies for grade 7/8 including using and maintaining tools, performing calculations, interpreting technical drawings, and applying food safety. For grade 9 it covers four core competencies from the TESDA Training Regulation including implementing sampling procedures, inspecting and sorting materials, dispensing non-bulk ingredients, and preparing raw materials. The document lists the various lessons, contents, standards, competencies, and codes for each grade level.
The document provides details about the K to 12 Agri-Fishery Arts - Food (Fish Processing) curriculum for grades 7/8 (exploratory course) and grade 9 (specialization course). It covers four common competencies for grade 7/8 including using and maintaining tools, performing calculations, interpreting technical drawings, and applying food safety. For grade 9 it covers four core competencies from the TESDA Training Regulation including implementing sampling procedures, inspecting and sorting materials, dispensing non-bulk ingredients, and preparing raw materials. The document lists the various lessons, contents, standards, competencies, and codes for each grade level.
Similar to TLE 7-8 Agriculture and Fishery Arts (Crop Production [ACP I, II and Horticulture] ).pdf (20)
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
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GUIDING OUR TEACHERS: A Briefer on Using the EPP/TLE MELCs
About the Process
In light of the COVID-19 pandemic and the consequent shortened academic year, the Department of Education, through the Bureau of Curriculum Development-
Curriculum Standards Development Division, has produced a list of the most essential learning competencies (MELCs). This was done in order to ensure that
the prescribed standards set for each learning area are still attained. In the process of identifying the MELCs in EPP/TLE, the ENDURANCE criterion was used as
the sole determiner .Endurance as a criterion is necessary for lifelong learning.
MELCs were identified in the four components of EPP/TLE:
a. Industrial Arts (IA)
b. Home Economics (HE)
c. Agriculture and Fishery Arts (AFA)
d. Information, Communication and Technology (ICT)
The identfied MELCs preserve the main objective of Edukasyong Pantahanan at Pangkabuhayan (EPP) which is to enable the learners acquire technical
knowledge, skills and values in the four components mentioned above while Technology and Livelihood Education (TLE) is to make the learners technologically
proficient that may lead them to pursue a career or livelihood training.
The identified MELCs in EPP/TLE are intended only for School Year 2020-2021 to accommodate the necessary adjustment due to the shortened academic year.
The curriculum was not revised and the identified MELCs are lifted from the existing curriculum guide without any enhancement or modification.
HOW TO USE MELCs IN TEACHING EPP/TLE/TVL
One of the objectives in identifying MELCs is to help the teachers identify the learning competencies that needed to be prioritized so that they can employ
appropriate pedagogies and prepare suitable instructional materials based on the available rersources. Sub learning competencies that are redundant or
recurring were removed to satisfy the eigth to nine weeks allotted per quarter.
The following are the premises to be considered in utilizing MELCs in the teaching of EPP/TLE:
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• Entrepreneurship is embedded in the four components of EPP/TLE;
• There are MELCS that have broad stroke competencies which have to be unpacked by the teachers;
• Sub learning competencies that are redundant or recurring were removed to satisfy the 8 to 9 weeks allotment per quarter;
• For Grades 4-6 of Edukasyong Pantahanan at Pangkabuhayan (EPP) / Technology and Livelihood Education (TLE), there is a quarter 0, again this
is consistent with the coding of EPP/TLE Curriculum Guide as it gives leeway to the school of which among the components needed emphasis
per quarter.
• For Grades 7/8 Exploratory, there is an option to choose four mini courses in ICT/AFA/HE/IA or one of the components may be chosen for the
duration of the whole year. Each mini course is good for 8 to 9 weeks per quarter.
• For Grades 7/8 Exploratory, the last two to three weeks are allotted for entrepreneurship.
• For most of the TLE/TVL specializations, the Curriculum Guides remain as is. MELCS were not identified because the competencies are based on
the Training Regulations of TESDA; hence, omitting some learning competencies may have an impact on the National Certification Assessment.
EXCEPT for the following cases:
- Handicraft and other TLE/TVL specializations that are non-NC or that may not affect the assessment of the learners, are suggested to be
offered this year. The performance/ skills for these specializations can be delivered both in school or at home. Local materials are available
in the community.
- The Beauty Care (Nail Care/Foot SPA/Hand SPA), Hairdressing, Barbering and other TLE/TVL specializations similar to these are also
recommended to be offered this year. These have National Certification Assessment but the performance/skills can be done both in school
or at home.
- Sample MELCs for these specializations are suggested to be used or the teacher may have the option to prepare their own MELCs following
the given considerations
• For TLE/TVL Specializations, consider the resources available in school, at home, or in the community in choosing what course(s) to offer since
health is the utmost concern. In instances when the learners cannot physically attend a class, the learners should still be able to perform the
task as stated in the CG.
• On the other hand, in cases when competencies are not attainable due to various circumstances, the teacher may give an alternative activity
provided it is aligned with the substituted learning competency.
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Grade Level: 7/8
Subject: Technology and Livelihood Education
Component: Agriculture and Fishery Arts (Crop Production [ACP I, II and Horticulture] ) (40 hours)
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
LESSON 1: USE OF FARM TOOLS AND EQUIPMENT AND MAINTENANCE (UT)
0
The learner demonstrates an
understanding of concepts,
underlying theories and
principles in the use of farm tools
and equipment.
The learner uses farm tools and
equipment in agricultural crop
production.
LO 1. Select and use farm tools and equipment*
1.1 Identify farm tools and equipment according to use
1.2 Conduct pre-operation check-up in line with the
manufacturer’s manual
1.3 Use appropriate tools or equipment for the job
requirement according to manufacturer's
specifications and instructions
Week 1
LO 2. Perform preventive maintenance of tools and
equipment
2.1 Clean tools and equipment after use in line with
farm procedures
2.2 Perform routine check-up and maintenance
2.3 Perform preventive maintenance by following the
procedures in sharpening and oiling farm tools
and equipment
2.4 Store tools and equipment in designated areas in
line with farm procedures.
LESSON 2: PERFORM ESTIMATION AND BASIC CALCULATION (MC)
0
The learner demonstrates an
understanding of estimation and
basic calculation needed in the
workplace
The learner accurately performs
estimation and basic calculation
needed in the workplace
LO 1. Perform estimation or basic calculation in the
workplace
1.1 Follow procedures in reporting to appropriate
person/s
the estimate of materials and resources
1.2 Perform estimations or calculations to be done
according to the job requirement
1.3 Employ different techniques in checking accuracy
of result
Week 2
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LESSON 3: INTERPRET PLANS AND DRAWINGS (ID)
0
The learner demonstrates an
understanding of interpreting
plans and drawings.
The learner interprets plans and
drawings relative to agricultural
crop production.
LO 1. Layout garden plots
1.1. Design farm plans and layouts according to crop
grown
1.2. Follow strictly planting system and practices
according to approved cultural practices
1.3. Interpret irrigation system plan according to
established procedures
1.4. Differentiate designs of irrigation systems
Week 3
LESSON 4: APPLY SAFETY MEASURES IN FARM OPERATIONS (OS)
0
The learner demonstrates an
understanding of applying safety
measures in the farm.
The learner consistently applies
safety measures in the farm.
LO 1. Determine areas of concern for safety measures
1.1 Identify work tasks in line with farm operations
1.2 Determine place for safety measures in line with
farm operations
1.3 Determine time for safety measures in line with
farm operations
1.4 Prepare appropriate tools, materials, and outfits in
line with job requirements
Week 3-4
LO 2. Apply appropriate safety measures
2.1 Wear outfits according to farm requirements.
2.2 Observe strictly the effectivity/shelf life/expiration
of materials.
2.3 Follow emergency procedures to ensure a safe
work requirement.
2.4 Report hazards in the workplace in line with farm
guidelines.
LESSON 5: PROCESSING FARM WASTES (PFW)
The learners demonstrate an
understanding of the underlying
theories in processing farm waste
The learners shall be able to
process farm waste according to
set standards
LO 1. Collect farm waste
1.1 Prepare tools and materials for collection of farm
waste
1.2 Collect waste following OSH and waste collection
Week 4-6
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0
requirements and plan
1.3 Collect dangerous and hazardous wastes following
the HAZMAT protocol
Week 4-6
LO 2. Identify and segregate wastes
2.1 Identify waste by categories according to industry
standards and environmental legislation
2.2 Perform waste segregation according to
organizational requirements and relevant
legislation
2.3 Placing sorted waste into labeled container to
avoid littering and prevent cross-contamination
2.4 Obtain information on waste by asking authority to
ensure correct identification
LO 3. Treat and process farm wastes
3.1 Handle dangerous and hazardous wastes according
to organizational requirements and relevant
legislation following OSHS procedures
3.2 Process farm waste following environmental
legislation and codes
3.3 Apply principles of 3Rs (reduce, reuse and recycle)
accordingly
3.4 Dispose of processed farm waste according to
environmental legislation and codes
LO 4. Perform housekeeping
4.1 Display appropriate warning signs and labels in
conspicuous places around the workplace
4.2 Clean work area according to 5S principles
4.3 Check, clean, and stow away tools according to
established industry procedures and following
user’s manual
4.4 Store materials following industry standard
procedures and manufacturer’s specifications
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4.5 Check PPE for damage and ensure that clean and
undamaged equipment is properly stored
4.6 Perform record keeping according to industry
requirements
LESSON 6: PERFORMING RECORD KEEPING (PRK)
0
The learners demonstrate an
understanding of the underlying
theories in performing record
keeping
The learners shall be able to
perform record keeping
LO 1. Carry out inventory activities
1.1Determine inventory inputs according to enterprise
requirements
1.2Determine defective tools and equipment
according to operation manuals
1.3Inspect facilities according to standard codes and
laws
Week 6
LO2. Maintain production record
2.1 Prepare production plan according to enterprise
requirements
2.2 Prepare schedule for production activities based
from enterprise requirements and plan
2.3 Prepare production report in accordance with
enterprise reporting procedures
2.4 Monitor input and production using monitoring
chart
LO 3. Prepare financial records
3.1 Compute production cost using established
computation procedures
3.2 Compute revenue using established computation
procedures
Note: Week 7 to 9 Entrepreneurship
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Entrepreneurship for Grades 7/8 Exploratory
The teaching of entrepreneurship shall be contextualized to the mini courses under each component
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING
COMPETENCIES
DURATION
The learner demonstrates understanding of the
key concepts and underlying principles of
identifying business opportunities and market in
one’s community or locality
The learner independently creates a
business vicinity map showing target
market in his/her community or
locality
Discuss principles and
strategies on identifying
business opportunities
Explore business
opportunities for
entrepreneurship as a career
Week 7
The learner demonstrates understanding of
concepts, underlying principles of developing
simple business plan
The learner independently prepares
and present a simple business plan
Analyze the market needs
Determine the possible
products and services that will
meet the need
Select the best product or
service that will meet the
market need
Week 8-9