The document provides guidance for teachers on utilizing the most essential learning competencies (MELCs) in teaching the four components of Edukasyon Pantahanan at Pangkabuhayan (EPP)/ Technology and Livelihood Education (TLE). It identifies MELCs for each component to focus instruction due to the shortened academic year from the COVID-19 pandemic. Teachers are instructed to prioritize MELCs, remove redundant sub-competencies, and consider available resources in choosing courses. Sample MELCs for Agriculture and Fishery Arts are also provided, organized into lessons covering topics like farm tool use, safety measures, and record keeping.

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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