Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue, Pasig City

MATATAG CURRICULUM
EDUKASYONG PANTAHANAN AT PANGKABUHAYAN (EPP) /
TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
Grades 4 to 10
I. SHAPING PAPER

A. Background of the Learning Area

The Department of Education envisions developing Filipinos who passionately love their country and whose values and competencies
enable them to realize their full potential and contribute meaningfully to building the nation.
To achieve this vision is the offering of Edukasyong Pantahanan at Pangkabuhayan (EPP)/Technology and Livelihood Education (TLE)
and Technical-Vocational-Livelihood Track (TVL). Its curriculum goal is to equip learners with life-long learning skills that enable
them to be productive individuals, ready for the world of work, and contribute to achieving national goals.
EPP/TLE is a learning area that provides learners with basic home skills that will enable them to be productive in life. The learners
in Grades 4 to 6 will explore the fundamental home skills of the four components of EPP/TLE (Information and Communications
Technology [ICT], Agriculture and Fishery Arts [AFA], Family and Consumer Science [FCS], and Industrial Arts [IA]). The basic and
common competencies of the four TLE components will be introduced in Grades 7 to 8. In Grades 9 and 10, selected core competencies
will be taken in every sector with intensified entrepreneurial skills (exploratory by sector). Learners are introduced in different
industries of specializations focusing on the use of tools and equipment, mensuration, interpretation of drawings and plans, as well
as observation of occupational safety and health, career, and business opportunities. The medium of instruction is Filipino for Grades
4 to 5 and English will be used starting Grades 6 to Grade 10.
Technical- Vocational and Livelihood Education (TVL) is a learning area that provides learners with technical skills. Hence, learners
are tasked to choose a specialization that will be taken from Grades 11 to Grade 12. These specializations are anchored to TESDA
Training Regulations Qualifications.

B. Rationale

The review of the EPP/TLE Curriculum guide took place in 2018, while the intended curriculum of K to 10 started in 2019. It aims to
identify gaps, issues, and concerns, across all learning areas and grade levels to enhance the learning area engagement, experiences,
and outcomes in the EPP/TLE Curriculum.

Series of workshops were conducted by the Bureau of Curriculum Development and collaborated with ACTRC. The workshops serve
as the avenue to review the learning competencies of Kindergarten, Grade 3, Grade 6 and Grade 10 Curriculum Guides.

There were three phases of the review namely:

1. Review of the cognitive and affective demands, together with the review of
the essential and desirable competencies;
2. Horizontal and vertical alignment; and the
3. Cross validation with the Master Teachers

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Based on the review conducted, the curriculum is congested, and the competencies are overlapping with the other learning areas.
Some competencies are unpacked, entrepreneurial competencies are redundant, and ICT competencies are more complex in grades
6 compared to Grades 7 and 8. It also lacks in contact time due to shared time allotment with entrepreneurship.

C. Curriculum Framework

The EPP/TLE/TVL framework is structured to support teaching and learning, as well as to plan and implement the curriculum. It
comprises of four (4) different components, monitoring and evaluation, support systems, and curriculum exits.
The framework shows the different teaching/learning approaches to acquire the knowledge and skills being articulated in the
curriculum. This shows the uniqueness of the learning area which recognizes the importance of the goals and education principles
that will interplay with the learning area components, support systems, feedback mechanisms, and curriculum exits.
1. The EPP/TLE/TVL Curriculum aims to:

1.1 improve learners’ knowledge, skills, values, and attitudes through quality and effective delivery of the basic, common,
and core competencies;

1.2 equip learners with certifiable, and relevant skills, gauged through an authentic and timely assessment, that shall
make them locally and globally competitive and productive citizens;

1.3 develop among the learner’s proper self-care and home management;

1.4 provide an avenue for learners to explore and apply aspects of Micro, Small and Medium Enterprises (MSME) for
sustainability;

1.5 develop the skills of the learners aligned with the Sustainable Development Goals and the 21st Century Educational
Framework;

1.6 strengthen Information and Communication Technology (ICT) skills that shall enable the learners to cope with the
advancement of technology; and

1.7 provide guidance for learners on the career path to take such as post-secondary education/higher education,
entrepreneurship, middle-level skills development and employment

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 Figure 1. Conceptual Framework

To achieve the goals of the learning area, the needed support systems are articulated below:

1. Hyflex (Hybrid and Flexible) Teachers. These are educators who are flexible and capable of delivering the necessary
competencies of EPP/TLE & TVL through various modalities such as face-to-face, online, in the printed module, and/or
blended. For junior or senior high school, these are teachers who are highly skilled and passed the minimum qualification of
NCII relevant to the subject being taught.
2. Learning environment and resources. It is the use of standard tools, machines equipment, facilities, and learning environment
and resources aligned with the curriculum standards.
3. Assessment and exits. These are standard assessment guides aligned with the curriculum standards of EPP/TLE & TVL.
4. Relevant Partnership and Linkages. This is recognizing the significant participation of the community stakeholders, industry,
government, and non-government organizations to help the school in delivering the standard competencies for EPP/TLE & TVL
learners, work-related experiences, and possible employability.

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Theoretical/Philosophical Bases

In order to ratify the knowledge and skills being articulated in the curriculum of TLE, the curriculum framework is anchored
on the following learning theories:

• Constructivism is a theory of learning and an approach to education that states that learners can build their own knowledge
and construct meaning from prior experiences rather than rote memorization. Learners are encouraged to share their knowledge,
and experiences in solving problems, and decision-making. For instance, in plumbing, the lesson is about fittings, and repairing
pipes. Learners may ask about their experiences or how they helped their father or older brother repair broken pipes or fittings.
older family members who can do the fittings or repair the broken pipes.
• Contextualization refers to the educational process of relating the curriculum to a particular setting, situation, or area of
application to make the competencies relevant, meaningful, and useful to all learners as mandated in the Republic Act 10533. In
providing activities in the EPP/TLE & TVL, these make sure that local materials are utilized. For instance, the teaching of asexual
propagation through marcotting of fruit trees. The learners may consider using available fruit seedlings in the area to be marcotted
and other fruit-bearing trees.

The New Features of the EPP/TLE Curriculum

In the revised EPP/TLE curriculum, it is anchored to big ideas that interplay with the four components and the four (4) curriculum
exits.

The new features of the curriculum are the following:

• One skill per component - refers to one specific skill in the component of TLE that the learner should acquire at the end
of every quarter. To master and demonstrate the skill for each component in each quarter, a time allotment of 50 minutes
is dedicated for one component on each quarter to be mastered and demonstrate the skill.
• Exploratory by Sectors - refers to the clustered specializations within the same industry or sector. The nomenclature is
exploratory since the learners will be introduced to different industry sectors.
• STEM Framework- refers to the framework that gears towards the Big Ideas. It serves as an avenue for the learners to
utilize technology and see possible solutions from the simplest to complex world problems. It also helps the learners to have
a deeper appreciation of the importance of self-improvement through skills and knowledge in helping them decide on what
career path they want to choose.

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 Figure 2. STEM Framework

D. Structure of the Learning Area

The EPP/TLE learning area provides an avenue for learners to explore and develop different skills that will prepare them in choosing
a career and make them eligible for certification nationally or globally.
Components of the Learning Area

Information and Communication Technology (ICT) - This refers to practical skills in using hardware and software tools,
programing, coding, and networking.
Agricultural and Fishery Arts (AFA) – This refers to practical skills in planting ranging from harvesting of crops, animal and
fish raising, as well as food and beverage processing.
Family and Consumer Science (FCS) – This refers to practical skills in home management, food preparation, garments and
needle works, health and wellness.
Industrial Arts (IA) – This refers to practical skills in wood works, metal works, masonry works, machine works, and electrical
works.

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Description of Competencies

Basic competencies refer to non- technical knowledge, skills, and attitudes that a learner can perform irrespective of work or
industry.
Common competencies refer to a set of knowledge and skills that are similar to an industry or sector.

Core competencies refer to a set of knowledge and technical skills in a specific specialization.

Specializations by Sector

TLE is a complex learning area that introduces different specializations in the four components among the learners. To address
decongestion and repetition of competencies, the specializations that are related to a common industry are merged into one sector.
Listed below are the specializations by sector for each component:
Information and Communications Technology (ICT)
1. Computer Systems Servicing
▪ Computer Systems Servicing
2. Computer Programming
▪ Java
▪ .Net
3. Visual Arts
▪ Animation
▪ Illustration
4. Telecommunication
▪ Contact Center Services
Agriculture and Fishery Arts (AFA)
1. Crop Production
▪ Agri-crop Production
▪ Organic Agriculture
2. Animal Production
▪ Poultry
▪ Swine
▪ Ruminants
3. Aquaculture
▪ Fish culture

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 ▪ Fish Grow-out
4. Fish Capture
▪ Fishing Gears
▪ Fish Capturing
5. Food and Beverage Processing
▪ Fruits and Vegetables
▪ Meat
▪ Seafoods
Family and Consumer Science (FCS)
1. Food Preparation
▪ Cookery
▪ Bread and Pastry
2. Garments
▪ Dressmaking
▪ Tailoring
3. Handicrafts
▪ Needle Craft
▪ Paper Craft
▪ Fashion and Design
4. Food Services
▪ Barista
▪ Bartending
▪ Food and Beverage Services
5. Beauty Care
▪ Barbering
▪ Hair Dressing
▪ Nail Care
6. Health and Wellness
▪ Caregiving
▪ Wellness
7. Tourism Services
▪ Local Tour Guiding
▪ Tourism Promotion
▪ Attraction and Theme Park
▪ Travel Services
8. Hotel Services
▪ Housekeeping
▪ Front Office Services

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 ▪ Events management
Industrial Arts (IA)
1. Residential Plumbing
▪ Technical Drafting
▪ Plumbing
2. Residential Construction
▪ Masonry
▪ Tiles Setting
3. Carpentry
▪ Home Furniture
▪ Fixture
4. Automotive and Small Machine
▪ 4 Wheels Vehicle
▪ 2 Wheels Vehicle
▪ Small Engine
5. Metals and Engineering
▪ SMAW
6. Electronics and Electrical Engineering
▪ Electrical Installation and Maintenance
▪ Electronics and Products Assembly Services
▪ Domestic Refrigeration and Air Condition Services

Skills Progression

Skills Progression means that the basic principles are introduced in a particular grade and are rediscovered in succeeding grades in
a more complex form. With this approach, concepts are introduced and re-taught in succeeding years in an increasingly sophisticated
fashion. In the TLE learning area, basic skills are introduced as early as Grade 4 but pre-requisite skills are expected to be taught in
Key Stage 1 (Grades 1-3). For instance, the concept about animal raising in Agriculture and Fishery Arts, learners in Key Stage 2
(Grades 4 to 6) are taught on how to raise pet animals, chickens, pigs, goats, and fishes and the pre-requisite skills such as care for
animals are found in learning areas of Science and GMRC of Key stage 1.

In Key Stages 3 to 4 (Grades 7- 12), learners are taught on how to grow and propagate livestock animals in the specializations of
Animal Production Poultry, Swine, and Ruminants. These specializations are anchored to the competency standards of TESDA’s
Training Regulations for Animal Production (Poultry) NC II, Animal Production (Swine) NC II, and Animal Production (Ruminants) NC
II. These captured the Big Ideas of TLE subjects, such as soft skills (leading the workplace communication), hard skills (performing
farrowing-related activities), and lifelong learning skills (maintaining of housing facilities, tools, and equipment for swine production).

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Skills Progression in this learning area was viewed by the specialists as the progression of skills from key stage 1 (Grades K-3) up to
Key Stage 4 (Grades 11-12). The table below portrays the examples and approaches on the revised curriculum from TLE to TVL.

Sample Skills Progression

Component Key Stage 2 Key Stage 3

(Grades 4 to 6) (Grades 7 and 8) and (Grades 9 to 10)

ICT Demonstrate Grades 7 and 8

knowledge and skills in
coding (block coding), Demonstrate knowledge and skills in productivity tools, graphic design, and video editing
productivity tools, and in a safe and responsible manner.
internet navigation in a
safe and responsible Grades 9 and 10
manner.
Demonstrate selected core competencies in Computer Systems Servicing, Computer
Programming, Contact Center Services and Visual Arts.

AFA Performs natural way of Grades 7/8 - discusses safety procedures in farm operation.
planting ornamental
plants, vegetables, and discusses agricultural practices in crop production.
fruit trees.
Grades 9-10 - performs agricultural practices in planting crops according to natural
farming.

FCS Performs competencies Grades 7 and 8 Familiarizes and utilizes common kitchen tools and occupational safety
in home management and health, career, and business opportunities in preparing food and food services,
and food preparation. constructing clothes, handicrafts and beauty care.

Grades 9-10 – Performs the skills in constructing different clothing styles, providing care
and support to clients, providing food and beverage service to customers.

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 Component Key Stage 2 Key Stage 3
(Grades 4 to 6) (Grades 7 and 8) and (Grades 9 to 10)

Creates simple
IA wood/bamboo, metal Grade 7-8 – Explains signs and symbols for construction services, electrical services, and
and/or electrical automotive and small engine services.
project with safety
Grade 9-10 – Applies procedures in electrical installation with safety precautions
precautions.

Horizontal and Vertical Articulation

EPP/TLE serves as a laboratory of learning areas by providing hands-on experiences, fostering creativity and innovation, and
developing important life skills. Learning areas theories and concepts are applied in EPP/TLE such as the integration of Science and
EPP/TLE is in the field of Agriculture. In Science, students may learn about the scientific principles behind plant growth and
development, while in EPP/TLE, learners may learn practical skills related to farming such as crops management. Through this
integrated approach, learners can gain a deeper understanding of the scientific principles underlying agriculture while also developing
practical skills that they can use in their future careers. This is a manifestation of the alignment of the curricula that allow subject
disciplines to move from seeming fragmented and unrelated to an integrated and constitutive holistic education.

On the other hand, vertical articulation ensures that what students learn from one year to the next, takes the form as a coherent and
logical process that maximally supports student understanding and progression. This is also related to the skills progression that
was presented earlier. Similarly, the EPP/TLE introduced in Grade 4 have some competencies that are explicitly taught in the earlier
grades in the other learning area. The table below shows how the vertical articulation occurs in the component of ICT.

Sample Vertical Articulation in the ICT Component from Grades 4 to 8.

Grade Component Focus Learning Competencies

Level

4 Paggamit ng Word Processing Software

nakagagawa ng word document gamit ang: Page
Size, Orientation, at Margin; Font Type, Style, Size,
at Color; at Text Alignment

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 Grade Component Focus Learning Competencies
Level

nakagagawa ng word document na may

5 Paggamit ng Word Processing Software images, shapes, Smartarts, tables at page
background

Information and
Communications creates word document with watermark, page
6 Technology Utilization of Word Processing Software color, borders, page number, header and footer

creates word document with page break, auto

7 Utilization of Word Processing Software tables of contents, mail merge and references

Utilizes graphic design tools for graphic

8 Graphics Design Tool production

(LCs from Word Processing software and

other productivity softwares are
prerequisite to Graphic designing)

E. Development of 21st Century Skills

The world today is continuously changing at an increasingly overwhelming rate. The skills learned today are likely to become outdated
in a very short time. As such, professional and technical workers are constantly urged to keep abreast with new developments in their
respective fields giving the emphasis now on lifelong learning.

To develop the 21st Century Skills, the learners are introduced to some of the skills that interplay in the EPP/TLE and TVL curriculum.

1. Learning and Innovation

In the age of information and technology, it is essential for learners to manifest learning and innovation skills. This is a set of abilities
where learners think critically, reflectively, and creatively, analyze and solve problems, create and implement innovations using a
variety of techniques or methods, and generate functional knowledge that support varying degrees of thinking skills and metacognition

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thereby allowing them to easily navigate and respond to dynamic, fluid, and complex forces (both internal and external) that
significantly affect their well-being.

These are visible when learners are given opportunities to plan, create, and innovate projects or process individually and
collaboratively using ideas inspired by imagination, inquiry, experimentation, and purposeful play. As a skill for the 21st century,
this shall generally encompass all basic understandings in the subject of EPP/TLE. As a skill-based subject, a strong foundation for
the following of general principles (in order to execute) is a must. Moreover, the development/innovation of learned skills into more
complex and intricate skills align to the very purpose being aimed.

e.g.

● ICT- creating knowledge product using productivity tools, create database objects, creating portable bootable
devices, construction simple robotics system

• Agriculture - creating/producing food and non-food products from agricultural and fishery produce and by-
products such as food, fiber, soap lotion, shampoo and toothpaste, organic soil amendments, creative ornaments.

● Family and Consumer Science - applying handicraft design to furniture, linens, and apparels as well as
researching and developing new recipes from available ingredients.

● Industrial Arts - designing and illustrating plans, circuits and specifications for a project embedding innovative
function, mechanism or process applying fundamental concepts of industrial arts (ex. Voice command on/off to
some electrical devices, configuring electronic products.)

● applying electrical, digital functions to furniture and mechanical fixtures in construction. (ex. Voice command
on/off to some electrical devices, configuring electronic products.)
2. Critical Thinking and Problem-Solving

It is the ability to analyze evidence, patterns, relationships, making inferences using reasoning, judging, evaluating, and making
decisions or solving problems. It includes actively and skillfully conceptualizing, analyzing, synthesizing, and/or evaluating
information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and
action, the ability to make inferences, calculating probabilities and making decisions.

e.g.

● Information and Communication Technology - analyzing information, filtering fake news, assessing the credibility
of the site use when conducting research

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 ● Agriculture - giving solution/recommendations to lessen the effect of climate change, demonstrating ways on how
to mitigate climate change; conserving and building soil health, managing crop/animal/fishery pests and diseases,
improving crop/animal/fishery yields, proper storage, transport and packaging to maintain good quality to reduce
post-harvest losses without negative impacts to the environment.

● Family and Consumer Science - being able to provide solutions to daily budgeting, provide inputs to improve the
tourism industry services

● Industrial Arts - analyzing and troubleshooting problems based on logical processes or procedures such as
conducting or performing simple repair of broken electrical and mechanical parts and components fixtures at home
or community chairs and tables, fixing a leaky kitchen or bathroom pipe.

3. Communication and Collaboration

Communication is something we are engaged with every day, may that be personally, academically, or professionally, making it a
significant and relevant domain among the 21st Century Skills. This domain recognizes the value of communication for a wide range
of purposes.

Collaboration refers to the capacity of an individual to effectively participate in interactions between at least two co-equal parties
voluntarily engaged in shared decision-making as they work towards a common goal.

Collaboration involves joint communication and goal setting (including planning, sharing information, discussing problems, and
learning from others) as well as the need for parties to contribute different information or resources that need to be pooled together
for action.

It effectively bridges cultural, educational, and environmental divides and aids a child's understanding of social and environmental
issues in local and global contexts. The very success of livelihood education can be reliant on how much learners are able to
communicate their proficiency in their crafts and other labor-based efforts they can offer. As learners develop the skill to execute
processes and produce crafts in their specific specializations, they also gain the ability to share such skills with potential consumers
and market them for future gain. In the area of technology, such communication skills are also further enhanced through the better
understanding of media and how to use it.

e.g.

● ICT- using web conferencing tools, being able to send email with attachments, analyze communication process (contact center
services)

● Agriculture and Fishery Arts - following directions from farm supervisor, respond to the call of superiors, communicate with
co-workers in accomplishing task, keep records of farm activities and tasks (using digital apps)

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 ● Family and Consumer Science – Expressing thoughts through presenting cultural foods,

●Industrial Arts - analyzing and interpreting circuits, drawings and plans and discussing the related technical information
about an industrial project in the workplace.
4. Information, Media, and Technology Skills
- Information Literacy

Information Literacy is a set of integrated abilities encompassing the inquisitive, analytical, and reflective process of acquiring,
organizing, evaluating, sharing, and producing information with an understanding on what type of information is needed, when it is
needed, where it is accessible, and how the information is socially situated and its ethical and legal considerations to use and
communicate accurate and appropriate information relevant to the current context and needs of the target audience.

This provides skills to access, evaluate, use, and manage information. This is evident when learners accurately, responsibly, and
creatively access and evaluate information from a variety of sources with an understanding of ethical and legal issues.

eg.

● ICT- filtering fake news/information, assessing the credibility of the site use when conducting research/putting into practice
their understanding of the intellectual property, copyright, and fair use, creating an online survey form to gather relevant
information

● Agriculture - Evaluating the veracity of information in relation to selling and buying agricultural products, access and curate
information from reputable sources of information

● Family and Consumer Science - Assessing and validating data from reputable sources.

● Industrial Arts - searching and applying relevant information related to industrial trends and applications and evaluate
reliability of sources
- Media Literacy

This refers to a wide range of skills that involve understanding various media contents and its uses, accessing information efficiently
and effectively, using a broad range of media to express ideas. It involves analyzing media and creating media products and creations.
This can be seen when learners examine and use media to learn how and why messages are created, produced, and interpreted, as
well as how media shapes culture, values, and behaviors.

e.g.

● ICT- evaluating current trends in media and information, evaluating the reliability and validity of text information and media
and its sources based on the learned/set criteria

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 ● Agriculture - assessing the role of technology in producing agricultural products necessary for human survival, accessing
science-based evidences and avoiding fake news and anecdotal stories.

● Family and Consumer Science - analyzing media information issues and current trends that will aid in the improvement of
products and services rendered

● Industrial Arts - developing and analyzing media information to broaden their knowledge and skills and capability to
enhance creativity in developing their own media structure and apply it to their specific technological field.
- Technology literacy

This refers to the effective incorporation of information, communication, and their applications through technology. It includes
responsible use of appropriate technology to communicate, solve problems, and access, manage, integrate, evaluate, and create
information to improve learning across all learning areas and to acquire lifelong knowledge and skills in the 21st century. This domain
ultimately leads to developing abilities to use technology that enables learners to use their inventiveness to design and create ideas
and concepts in solving practical problems that are technological in nature.

This is very specific in the technology aspect of EPP/TLE. Students learn the nature of various devices from the 21st century which
are essential for at-home and in-work situations that requires them. The subject of Technology aims to increase student proficiency
of learners in manipulating pieces of IT, and increase their interest to pursue the area (as a career option) proportional to their
potentials with it.

e.g.

● ICT- creating knowledge product using productivity tools, using slide deck/productivity tools to make engaging/interactive
presentation,

● Agriculture- using technology in searching modern methods/strategies to apply appropriate technologies needed for the food
systems, production, supply and value chain including agri-waste management. Growing and improving varieties of crops or
crop science and animal production or animal science.

● Family and Consumer Science - applying skills and competencies in creating a platform for effective communication and
marketing of products and services.

● Industrial Arts - utilizing and applying relevant innovative ideas for a specific purpose and evaluate outputs from industrial
application of specific technological concepts and principles.

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5.Life and Career Skills
- Flexibility and Adaptability

Life and career skills prepare learners to make informed life and career decisions to enable them to become citizens that engage in a
dynamic global community and to successfully adapt to meet the challenges and opportunities to lead in the global workforce. These
are critical for our learners to become active responsible citizens who hold meaningful and productive jobs and businesses that will
contribute to the sustainability and welfare of the community beyond adversity.

The relevant skills are the capacity to adapt to change and being flexible. This is evident when learners are flexible and adapt to
change in a variety of contexts and circumstances.

e.g.

● ICT - using appropriate applications/digital tools to adjust to the current situation and context in working with others

● Agriculture - adopting and adapting farming systems and practices to constant environmental climate changes

● Family and Consumer Science- adapting and applying practical application of the emerging technologies in day to day
life activities and challenges.

● Industrial Arts - learning new skills, behaviours and practices in the work environment and able respond and adapt
to some challenges, circumstances and current trends in technology applied in the workplace.
- Self-discipline

This pertains to being able to set goals with tangible and intangible success criteria. It is a balance of short-and long-term goals to
manage one’s workload efficiently by controlling impulses and delaying gratification. This is necessary to manage one’s life in an
organized, industrious manner to give meaning and purpose in a changing environment.

e.g.

● ICT - using productivity tools efficiently in preparing educational projects/ e-portfolio based on the set criteria

● Agriculture – following the developed planting calendar to guarantee success in farming. Being able to take care
of some vegetable plots or pots (or make simple experiments) or raise small animals relative to the students’ ages.
to have a positive attitude to agriculture.

● Family and Consumer Science – being able to work with one’s own initiative and get things done with minimal
supervision in culinary or home management activities.

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 ● Industrial Arts - being able to perform assigned tasks based from plans and design to meet the required target
for assembly and fabrication and production.
- Future Orientation

This is the ability to consider future developments and consequences when thinking, making decisions, and acting to result in a more
sustainable future. Future considerations include society, environment, culture, and economy to balance them in pursuit of improved
quality of life for this and future generations. Future orientation allows individuals to envision how to meet the needs of the present
without compromising the sustainability of future generations.

e.g.

● ICT - creating an online platform/social media platform to share relevant information and collaborate to work on an
online community project for a specific purpose with colleagues and interested individuals globally

● Agriculture – being able to collaborate and exchange farming practices with other farmers, agri-preneurs, agri-techies,
agro-industries in their locality and other places

● Family and Consumer Science – having the ability to work effectively and efficiently with different socio-cultural
backgrounds and maintain harmonious interrelationship and cultural appreciation in the workplace for improved work
performance.

● Industrial Arts - interacting and discussing with fellow team members on work preparation, schedules and workloads
considering colleagues capability in industrial set-up.
- Resilience and adversity management

This is the process of advancing despite adversity. Being resilient allows learners to adapt with flexibility to a new environment,
lifestyle, emerging challenges or when faced with stressors. It involves taking a growth mindset, being open to change and can involve
profound personal growth.

e.g.

● ICT- conducting research using online survey tools to get feedback in improving the quality of particular
systems/products/services

● Agriculture and Fishery Arts – being able to constantly improve the quality, quantity and availability of agriculture
and fishery products equitably while taking care of the environment.

● Family and Consumer Science – having the ability to instill continuous improvement in every area of specialization.

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 ● Industrial Arts - being able to consider various alternatives and selecting the best option (suggests) to improve
industrial systems and procedures to make production efficient with quality product output.
- Leadership skills

It is the ability to organize proactively and lead people in such a way to motivate them to achieve tasks effectively. Learners are future
leaders of the nation and must be able to learn the art and skills of leadership including resolving conflicts, developing people, being
accountable, and adapting to a complex and rapidly changing environment. They must also be morally upright and ethically grounded.

e.g.

● ICT- organizing an online consultation with ICT practitioner to share different ICT applications/tools used for online
learning; creating an e-group to discuss different applications/tools to develop e-portfolio; designing a simple website
where colleagues collaboratively share their relevant information about online learning resources.

● Agriculture - conducting remote learning or in face-to-face forum with other farmers to talk/discuss innovations in
farming practices; organize agri-youth projects or organizations.

● Family and Consumer Science- planning, organizing, and conducting training and webinars and home based and
interdisciplinary learning.

● Industrial Arts - providing logistics support to achieve company goals and objectives by showing colleagues and team
members the commitment to the job and organization.

F. Big Ideas

Big ideas refer to core concepts, principles, theories, and processes that should serve as the focal point of curricula, instruction, and
assessment. This serves as the terminal goal of the learning area.

The application of knowledge and skills from the early years up to the senior years will equip the learners to the four exits of the K-
12 program namely, college education, enhancement of the middle level skills, engaging to entrepreneurship, and employment which
is the end goal. Technology is given importance for practical purposes in daily lives or in the industry related. As the learners’ level
up in the next key stages, their soft skills, hard skills, and life-long learning skills also progress. Combining the use of acquired skills
and technology, learners can develop, create, innovate products that are saleable or provide services. With all of these, learners
become productive members of their family, community, and even to the country.
EPP/TLE big ideas include the soft skills, hard skills and life-long learning skills that are the foundation of the learner in the world
of work.

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The World of Work

The world of work is a term used to talk about a diverse, broad expanse of vocational opportunities. It can also be quoted as
occupations, jobs, careers, employment, etc. Work is a means of survival, thus, almost everyone in the world will tell you that they
work because they must. Those who are unable to work or unable to secure enough work are often the most vulnerable and
marginalized in our society.

The EPP/TLE subject offers numerous avenues and opportunities for Filipino learners to equip themselves for the workforce and
effectively tackle future life challenges. Engaging in this learning area enables students to cultivate employable skills, gain
technological literacy, and acquire a diverse range of life skills. By immersing themselves in relevant experiences and environments,
learners can foster their personal and professional development, ensuring they are well-prepared for the demands of the modern
world.

The world of work requires individuals to possess a wide array of skills. While hard skills, which are specific to a particular industry
or job role, remain crucial for technical proficiency, the importance of soft skills cannot be overlooked. Soft skills encompass a range
of interpersonal and personal attributes that enable individuals to effectively navigate their professional environment.

Soft Skills are the non-cognitive skills that are the foundation in the workforce. These include creative skill, problem-solving skill,
critical thinking, and communication skills.

Creative Skill
In Key Stage 2, students demonstrate their fundamental creative abilities by developing innovative products that can bring benefits
to themselves, their families, and their communities. Moving on to Key Stage 3, this stage focuses on technical skills that are
applicable in various industries. At this stage, learners utilize their creative and innovative thinking to produce and introduce new
products.

Problem-solving skill
In Key Stage 2, learners exhibit a spirit in finding a way to approach an assigned task not only by using but also by modifying the
acquired knowledge and standards. Meanwhile, in Key Stage 3, learners manifest an undaunted mood in testing various methods
that require the least input to come up with the most output.

Critical thinking skill

In Key Stage 2, learners acquire the fundamental skills necessary to undertake tasks, such as planning and organizing. As they
progress to Key Stage 3, learners begin to analyze and evaluate the existing rules and standards, comparing them with innovative
approaches to determine the most suitable course of action for completing a project.

20
Communication skill
In Key Stage 2, learners rely on using vocabulary related to the subject area to effectively communicate their ideas and instructions
within their group, which includes classmates and teachers. Moving on to Key Stage 3, learners utilize specialized language, such
as laboratory or shop jargon, during discussions and practical work.

Hard Skills are specific abilities, capabilities, and skill sets that the learner can possess and demonstrate in a measured manner.
These learnable skills enable them to perform a task required for a specific job. This includes, operating tools, machine and equipment,
observing occupational safety and health, computer skills, technical skills, entrepreneurial skills.

Operating tools, machines, equipment and paraphernalia

Learners demonstrate responsible behavior when handling both hand and power tools, operating simple machines, and utilizing
equipment appropriately.

Occupational Safety and Health (OSH)

Learners demonstrate the practice of ensuring their own safety, as well as the safety of others, while performing tasks in a typical
workplace setting.

Computer Skills
Learners possess the capability to utilize computers and associated technologies, such as software processing, internet browsing,
file management, and presentation creation, among others.

Entrepreneurial Skills
Learners develop a range of valuable skills in the learning area, including customer service, financial management, strategic
planning, and general business skills. These skills are not only applicable within the learning environment but also have practical
applications in real-world scenarios. By acquiring these competencies, learners are equipped with the necessary tools to excel in
various professional settings.

Technical skills
Learners are equipped with the specialized knowledge and expertise required to excel in a specific working environment. These skills
adhere to the standards observed in a particular industry.

Life-long Learning Skills are the concept of pursuing additional education and the development of further skills beyond an
individual’s formal or compulsory education.

21
G. Social issues and Government thrusts

The EPP/TLE learning area contributes to the different Social Issues and Government Thrust that are applicable in the real-life
situations.

1. Comprehensive Sexuality Education

2. Disaster Risk Reduction and Management
3. Education for Sustainable Development
4. Environmental Awareness, Protection, and Conservation
5. Green Economy

H. Pedagogy and Assessment

Pedagogical approaches
Educators today are tasked with developing lifelong learners who can survive and thrive in a global knowledge economy – learners
who have the capability to apply skills and competencies effectively and creatively to new situations in an ever-changing, complex
world (The World Bank, 2003; Kuit & Fell, 2010). The different learning delivery modalities have emerged through the advent of
technologies. With the existing condition of educational system nowadays, there are no barriers to knowing, and the skills required
to be an effective learner today have changed dramatically, it is in this state that the heutagogy approach emerged through the advent
of technologies. With the existing condition of educational system nowadays, there are no barriers to knowing, and the skills required
to be an effective learner today have changed dramatically, it is in this state that the heutagogy approach emerged. According to
Stewart Hase, heutagogy is an education approach that fosters learner agency: the confident, lifelong ability to take control of one’s
learning. It promotes capabilities such as collaboration, assessing information, understanding local and global contexts, creative
problem solving, challenging assumptions, reflection, and personal responsibility.
According to Stewart Hase, heutagogy is an education approach that fosters learner agency: the confident, lifelong ability to take
control of one’s learning. It promotes capabilities such as collaboration, assessing information, understanding local and global
contexts, creative problem solving, challenging assumptions, reflection, and personal responsibility. It is also a pedagogical approach
that could be applied to emerging technologies in distance education, as well as serve as a framework for digital-age teaching and
learning (Anderson, 2010, p. 33; Wheeler, 2011). Such a shift requires change within distance education environments as distance
education teaching methods support self-directed learning and the teacher role is already one of guide-on-the-side in facilitating
teaching and learning. By design, the heutagogical approach facilitates students working together to share knowledge and reflect on
their progress.

22
ASSESSMENT

Assessment is conducted through a) classroom-based assessment or b) systems assessments which may be national or international.
Classroom-based assessment is composed of formative and summative assessments administered by teachers in their classrooms.
National Assessment is a large-scale assessment that is administered to learners at a specific time as prescribed by the DO. 55s. Of
2016.

For the EPP/TLE Grades 4 to 10, only classroom-based assessment is being conducted and for TVL, learners may obtain National
Certification Assessment conducted by TESDA based on the Qualification/Specialization that they have completed after Senior high
school.

Assessment Component

Assessment is a process to determine a learner’s achievement of expected learning outcomes including a range of written/oral methods
and practical demonstration. (TVET Glossary TVET Sector Support Program, GIZ, October 2019)

Competency Assessment, as used in TESDA, is the term that refers to the process of collecting evidence and making judgments on
whether competency has been achieved. (Implementing Guidelines on PTQCS)

Competency-Based Assessment is the process of gathering and interpreting evidence to make a judgment about a learner’s
achievement against the required competencies in a qualification or part qualification. (TVET Glossary TVET Sector Support Program,
GIZ, October 2019)

Methods of Competency-Based Assessment

● Skill Demonstration and Observation with oral Questions

● Indirect Observation in the workplace
● Product / Project based assessment
● Portfolio Assessment
● Simulation
● Self – Assessment
● Written Report
● Assignment

23
II. Learning Area Standards
A. Key Stage Standards

The Key Stage Standards describe the terminal goals that a learner is expected to master at the end of every key stage from grades 4
to 10. Skills progress in every component while focusing on a specific sector.

Key Stage 2 (Grades 4-6) Key Stage 3 (Grades 7-10)

In this stage, the learners are expected to demonstrate the In this stage, the learners are expected to demonstrate the
acquired basic home knowledge and skills in the four acquired common industry skills that were introduced in the
components of the learning area. different specializations focusing on the use of tools and
equipment, mensuration, interpretation of drawings and plans,
observance of occupational safety and health, career, and
business opportunities.
For Grades 9 and 10, learners are expected to demonstrate
technical skills of the different sectors.

B. Grade Level Standards

Grade Level Standards

4 Naipakikita ng mga mag-aaral ang pagkaunawa sa mga pangunahing kaalaman, kasanayan, pagpapahala,
at saloobin sa Information and Communications Technology (nakapagsasagawa ng mga pangunahing
pagpapatakbo ng computer at paggamit ng mga kagamitan sa pagiging produktibo), Agrikultura (pag-aalaga
ng mga halamang pampalamuti, gulay, at mga namumungang puno), Family and Consumer Science
(pagpapanatili ng kaayusan ng tahanan) at Industrial Arts (pagre- recycle ng mga pinaggamitan at/o
pinagputulan), na nagbibigay kakayahan upang mapabuti nila ang pansarili, pampamilya, at
pampamayanang kalagayang pang-ekonomiya.

24
Grade Level Standards

5 Naipapakita ng mga mag-aaral ang pagkaunawa sa mga pangunahing kaalaman, kasanayan,

pagpapahalaga, at saloobin sa Information and Communications Technology (desktop publishing, electronic
mailing, internet navigating, at online conferencing), Agrikultura (pag-aalaga ng Poultry Animals), Family and
Consumer Science (pagkukumpuni at pagtatahi ng mga pambahay na linen), at Industrial Arts (pagpapahusay
sa mga recycled, pinaggamitan, at/o pinagputulang sangkap at pangunahing pagpapanatili ng mga
muwebles at kagamitang de-kuryente sa loob ng bahay) na nagbibigay kakayahan upang mapabuti nila ang
pansarili, pampamilya, at pampamayanang kalagayang pang-ekonomiya.

6 The learner demonstrates an understanding of the basic knowledge, skills, values, and attitudes in
Information and Communications Technology (multimedia editing and basic coding), Fishery-Arts (fish-
growing), Family and Consumer Science (food preservation & processing), and Industrial Arts (making
simple projects out of materials available locally) towards improving oneself, family’s, and community’s
economic life.

7 and 8 The learner demonstrates knowledge and skills of the basic and common competencies in the TLE
Exploratory in the components of Information and Communications Technology, Agriculture and Fishery
Arts, Family and Consumer Science, and Industrial Arts intensified integration of entrepreneurship.

9 or 10 The learner demonstrates knowledge and skills of selected core competencies from different sectors in the
TVL specializations with intensified integration of entrepreneurship.

25
 III EDUKASYONG PANTAHANAN AT PANGKABUHAYAN (EPP)/ TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)

EDUKASYONG PANTAHANAN AT PANGKABUHAYAN (EPP)

GRADE 4

QUARTER I - INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT)

CONTENT CONTENT STANDARD LEARNING COMPETENCIES

Ang mga mag-aaral ay… Ang mga mag-aaral ay…
Introduction to Computer naipamamalas ang pag-unawa sa 1. naipaliliwanag ang kahalagahan ng
kahalagahan, bahagi, at basic operation ng computer at iba pang computing device
● Kahalagahan ng computer at
computer
computing devices 2. natatalakay ang mga bahagi at gamit ng
computer at peripherals nito natatalakay
● Mga bahagi ng Computer System
ang basic computer operations
● Basic Computer Operations
3. natatalakay ang basic computer
- Booting and shutting down operations
computer

- Keyboarding Techniques

- Mouse Techniques

Digital Citizenship naipamamalas ang pag-unawa sa digital 4. natatalakay ang wastong posisyon, layo,
health and wellness at online security and at oras sa paggamit ng computer at iba
● Digital health and wellness
safety pang computing devices
● Online security and safety
5. naipaliliwanag ang mga panuntunang
pangkaligtasan sa paggamit ng Internet

Word Processing Software naipamamalas ang pag-unawa sa paggamit 6. nakagagawa ng word document
ng productivity software
● User Interface
● Page Size, Orientation, and Margin
● Font Type, Style, Size, and Color
● Text Alignment

26
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
Ang mga mag-aaral ay… Ang mga mag-aaral ay…
Presentation Software 7. nakagagawa ng presentation document
● User Interface
● Page Design/Theme
● Inserting and formatting textbox,
WordArt, shapes and images

Desktop Publishing Software 8. nakagagawa ng desktop publishing

document
● User Interface
● Templates
● Inserting and formatting Textbox,
WordArt, shapes, and images

Spreadsheet Software 9. nakagagawa ng spreadsheet document

● User Interface
● Borders
● Basic Formula (MDAS)

PERFORMANCE STANDARD Ang mga mag-aaral ay nakagagawa ng iba’t ibang dokumento gamit ang computing devices
at productivity tools

Introduction to block coding naipamamalas ang pag-unawa sa algorithm 10. nakagagawa ng algorithm para sa mga
at basic process flowchart gawaing pang-araw-araw
● Algorithm
11. nakagagawa ng basic process flow chart
● basic process flowchart
para sa mga gawaing pang-araw-araw

PERFORMANCE STANDARD Ang mga mag-aaral ay nakagagawa ng algorithm at basic process flow chart bilang bahagi
ng block coding

27
 QUARTER II - AGRICULTURE AND FISHERY ARTS (AFA)

CONTENT CONTENT STANDARD LEARNING COMPETENCIES

Ang mga mag-aaral ay… Ang mga mag-aaral ay…

Agrikultura, mga sangay nito sa naipamamalas ang pang-unawa sa natural 1 natatalakay ang kahulugan ng agrikultura,
paghahalaman at pamamaraan ng na pamamaraan nang pagtatanim, mga sangay nito sa paghahalaman
pagtatanim pangangalaga, pagpaparami, pag-aani, at
• Kahulugan ng Agrikultura pagbebenta ng halamang ornamental,
• Mga sangay ng Agrikultura sa gulay, at punong-prutas
paghahalaman
• Agronomy
• Horticulture
• Forestry

Pamamaraan ng pagtatanim ng 2 natatalakay ang mga pamamaraan ng

halaman pagtatanim ng halaman
• Pagkakaiba ng natural na pagtatanim
at organikong pagtatanim
• Intercropping
• Contour farming
• Multiple cropping, atbp

• Alternatibong paraan ng
paghahalaman 3 nakikilala ang iba’t ibang alternatibong
• urban gardening paraan ng paghahalaman
• containerized
• vertical gardening
• dish gardening
• hydroponics
• aquaponics
• aeroponics

Kahalagahan ng Paghahalaman 4. natatalakay ang mga kahalagahan at

• Kahalagahan at kabutihang-dulot ng kabutihang dulot ng paghahalaman sa tao,
paghahalaman sa tao hayop, at kalikasan o kapaligiran
• mabuting libangan (stress
reliever)

28
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
Ang mga mag-aaral ay… Ang mga mag-aaral ay…

• panlunas sa iba’t ibang sakit

(medicinal value)
• napagkakakitaan
• nakapagbibigay ng sariwang
hangin, tubig, at pagkain

• Kahalagahan at kabutihang-dulot ng
paghahalaman sa hayop
• nakakapagbigay ng sariwang
hangin, tubig, at pagkain

• Kahalagahan at kabutihang-dulot ng
paghahalaman sa kalikasan o
kapaligiran
• nakapipigil sa baha at pagguho
ng lupa
• naiiwasan ang polusyon
• nagbibigay ng lilim at sariwang
hangin
• nagpapaganda ng kapaligiran

Mga batas, lokal na ordinansa, ahensya 5. natatalakay ang mga batas, lokal na
ng gobyerno at mga non-government ordinansa, ahensya ng gobyerno at mga
organization (NGOs) na tumutulong at non-government organization (NGOs),
serbisyong kanilang naibibigay ukol sa at serbisyong kanilang naibibigay ukol
paghahalaman sa paghahalaman
• Mga piling batas at lokal na
ordinansa ukol sa paghahalaman
• National Law-RA 10068
• Organic Agriculture Act of
o 2010
• Ecological Solid Waste
Management Act
• Local Ordinances sa komunidad

29
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
Ang mga mag-aaral ay… Ang mga mag-aaral ay…

• Mga ahensiya at organisasyong

tumutulong sa paghahalaman at mga
serbisyong kanilang ibinibigay
• Department of Agriculture (DA)
• Department of Environment
and Natural Resources (DENR)
• Department of Trade and
Industry (DTI)
• Department of Labor and
Employment (DOLE)
• Department of Science and
Technology (DOST)
• Technical Education and Skills
Development Authority (TESDA)

• Mga Non-Government Organization

• Food and Agriculture
Organization (FAO)
• Agricultural Training Institute
(ATI)

30
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
Ang mga mag-aaral ay… Ang mga mag-aaral ay…

Mga taong matagumpay sa 6. nakikilala ang mga taong naging

paghahalaman at ang mga katangian na matagumpay sa paghahalaman sa
taglay nila komunidad at ang mga katangiang
• Mga taong kilala sa larangan ng kanilang taglay
paghahalaman
• Patricio Base (Alicia, Isabela,
pakwan, honeydew, at papaya)
• Edith Dacuycuy (Ilocos Norte,
Refmad Farms Dragon Fruit)
• Jose Mercado (Lipa, Batangas,
Merlo Agricultural Corporation
Coffee bean)
• Arsenio Barcelona (Manila,
Harbest Agricultural Corp)
• Paris Uy (Live Green Metro Manila
International Organic Vegetable)
• Senen Bacani (La Fuerta
Inc) Mindanao, atbp

• Mga katangian na maaaring taglayin

ng mga taong matagumpay sa
paghahalaman
• masipag
• maparaan
• masigasig
• matiyaga
• may dedikasyon
• malakas ang loob
• may kakayahan sa pagpapalano

31
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
Ang mga mag-aaral ay… Ang mga mag-aaral ay…

Compost, organikong pataba at natural 7. nakagagawa ng compost, organikong

na pestisidyo pataba, at natural na pestisidyo na
magagamit sa paghahanda ng lupa at
• Paggawa ng compost pangangalaga ng mga pananim
• paraan sa paggawa ng
compost
• Mga nilalaman ng compost
• Katangian ng magandang
compost
• vermicomposting

• Organic concoctions and extracts o

organikong pataba
• (Hal: FFJ, FPJ, FAA, BOKASHI,
• Paggawa ng natural pestisidyo
• Oriental Herbal Nutrients 1 (OHN)
o white vinegar,
bawang, molasses

• Oriental Herbal Nutrients 2 (OHN)

o luya, sibuyas, bawang,
molasses, sili

• Neem tree oil

Mga salik na dapat isaalang-alang sa 8. natatalakay ang mga salik na dapat

paghahalaman isaalang-alang sa paghahalaman
• Mga panuntunang pangkaligtasan at
pangkalusugan sa paghahalaman
• Kagamitan at kasangkapan sa
paghahalaman at paraan ng pag-
iingat sa mga ito
• Mga halamang maaaring itanim na
matatagpuan sa pamayanan
• Mga salik na dapat isaalang-alang
sa paghahalaman

32
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
Ang mga mag-aaral ay… Ang mga mag-aaral ay…

• lugar
• uri ng lupa
• uri ng halamang itatanim
• partial shade, full sun o sikat ng
araw
• suplay ng tubig
• pataba
• panahon/kalendaryo ng
pagtatanim
• pagtatala ng gastos at iba pang
kakailanganin sa paghahalaman

Pagtatanim ng halaman sa natural na 9. naisasagawa ang pagtatanim ng piniling

pamamaraan halaman sa natural na pamamaraan nang
may pag-iingat
• Pagpili ng halamang maaaring
itanim na matatagpuan sa
komunidad
• halamang ornamental
o Hal san franciso,
bougainvillea, cactus, rose,
at santan
• halamang-gulay
o talong, kamatis, sili,
kalabasa, kamote,
kangkong, okra, pipino,
pechay
• punong-prutas
o manga, santol, rambutan

• Paraan ng pagtatanim ng halaman

(tuwiran at di-tuwiran)

• Paggamit ng mga kagamitan at

kasangkapan nang may pag-iingat

33
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
Ang mga mag-aaral ay… Ang mga mag-aaral ay…

• Mga hakbang sa pagtatanim ng

halaman sa natural na pamamaraan:
• gumawa ng plano o layout ng
lupang pagtataniman
• suriin at linisin ang lugar na
pagtataniman
• bungkalin ang lupa gamit ang
asarol at piko
• haluan ng organikong pataba ang
lupa
• patagin ang lupang taniman gamit
ang kalaykay
• simulan ang pagtatanim
• diligan ang halamang itinanim

• Pagtatanim ng halaman sa natural na

pamamaraan

Paraan ng Pangangalaga ng mga 10. naipakikita ang mga paraan ng

pananim pangangalaga ng mga pananim (pre-care,
during, post- care )
• pagdidilig, pagbubungkal, paglalagay
ng pataba, pagsugpo sa insekto,
sakit, at peste ng halaman at
pagsubaybay ng paglaki ng halaman,
pagbubunot ng mga ligaw na damo,
pagpapausok, paggamit ng baking
soda, bawang, sili atbp

Pagpaparami ng halaman 11. naipakikita ang papagpaparami

• Sekswal at asekswal na paraan ng ng halaman sa paraang sekswal at
pagpaparami ng halaman asekswal

34
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
Ang mga mag-aaral ay… Ang mga mag-aaral ay…

Paraan ng pag-aani, pag-iimbak at 12. natutukoy ang mga palatandaan o

pangangalaga sa mga inaning tanim indikasyon na dapat isaalang alang sa pag-
• Mga palatandaan o indikasyon na aani
dapat isaalang-alang sa pag-aani
• Mga paraan ng pag-aani 13. naipakikita ang mga paraan ng pag-aani
• Iba’t ibang paraan ng pag-iimbak at
pangangalaga sa mga inaning tanim 14. naisasagawa ang mga paraan ng pag-aani,
pag-iimbak, at pangangalaga ng
inaning tanim

Pagbebenta ng mga inaning tanim 15. naisasagawa nang wasto ang pagbebenta
ng mga inani
• Mga paraang maaaring gamitin sa
pagbebenta (online at tradisyunal na
pamamaraan)
• Pagbebenta ng mga inani sa paraang 16. naisasagawa ang pagtutuos ng kinita at
pakyawan, tingian, por kilo, tali, tubo gamit ang manwal na pagkukwenta
naka-paso at iba pa o electronic spreadsheet tool
• Pagtutuos ng kinita at tubo gamit ang
manwal na pagkukwenta o electronic
spreadsheet tool

PERFORMANCE STANDARD Ang mga mag-aaral ay naisasagawa ang natural na pamamaraan nang pagtatanim,
pangangalaga, pagpaparami, pag-aani, at pagbebenta ng halamang ornamental,
halamang-gulay, at punong-prutas

QUARTER III - FAMILY AND CONSUMER SCIENCE (FCS)

CONTENT CONTENT STANDARD LEARNING COMPETENCIES

Ang mga mag-aaral ay… Ang mga mag-aaral ay…
Tungkulin sa Sarili naipamamalas ang pag-unawa sa 1. natutukoy ang mga pagbabagong pisikal sa
kahalagahan ng pag-aayos, pangangalaga sarili
● Kahalagahan ng pag-aayos at sa sarili, angkop na pagkilos at pananamit
pangangalaga sa sarili sa panahon ng pagdadalaga at pagbibinata

35
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
Ang mga mag-aaral ay… Ang mga mag-aaral ay…
2. naipaliliwanag ang mga kagamitan at
consumables at gamit nito sa pangangalaga
ng sarili
3 naisasagawa ang mga paraan sa pag-aayos
at pangangalaga ng sarili
● Angkop na pagkilos sa panahon ng 4. naipakikita ang tamang pagkilos sa
pagdadalaga at pagbibinata panahon ng pagdadalaga at pagbibinata
● Angkop na pananamit 5. nakapipili ng angkop na pananamit sa
panahon ng pagdadalaga at pagbibinata
PERFORMANCE STANDARD Ang mga mag-aaral ay naipapakita ang pag-aayos, pangangalaga sa sarili, angkop na
pagkilos, at pananamit sa panahon ng pagdadalaga at pagbibinata
Tungkuling Pantahanan naipamamalas ang pag-unawa sa mga 6. natutukoy ang mga kagamitan sa
● Kagamitan sa pagsasaing tungkuling pantaha pagsasaing ng bigas (conventional at
makabagong pamamaraan)
● Mga hakbang sa pagsasaing 7 naisasagawa ang mga hakbang sa
● Mga panukalang pangkaligtasan at pagsasaing nang may pag-iingat
pangkalusugan
● Mga kagamitan at consumable sa 8. natutukoy ang mga kagamitan at
paghuhugas ng pinaglutuan at consumable sa paghuhugas ng pinaglutuan
pinagkainan at pinagkainan

● Mga hakbang sa paghuhugas ng 9. naisasagawa ang mga hakbang sa

pinaglutuan at pinagkainan paghuhugas ng pinaglutuan at pinagkainan
● Mga panukalang pangkaligtasan at nang may pag-iingat
pangkalusugan
● Kagamitan at consumable sa 10. natutukoy ang mga kagamitan at
paglilinis ng tahanan consumable sa paglilinis ng tahanan

● Pagliligpit ng mga kagamitan at 11. naipaliliwanag ang mga pamamaraan ng

consumables sa paglilinis ng pagliligpit ng mga kagamitan at consumable
tahanan nang may pag-iingat

36
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
Ang mga mag-aaral ay… Ang mga mag-aaral ay…
● Mga hakbang sa paglilinis ng silid- 12. naisasagawa ang mga hakbang sa
tulugan, sala, kusina at bakuran paglilinis ng tahanan at iba pang bahagi
● Mga panukalang pangkaligtasan at nito nang may pag-iingat
pangkalusugan
● Kagamitan at consumables sa 13. natutukoy ang mga kagamitan at
paglalaba (conventional at consumables sa paglalaba (conventional at
makabagong pamamaraan) makabagong pamamaraan)
● Mga hakbang sa paglalaba 14. naisasagawa ang mga hakbang sa
● Mga panukalang pangkaligtasan at paglalaba nang may pag-iingat
pangkalusugan
● Kagamitan sa pamamalantsa 15. natutukoy kagamitan sa pamamalantsa
(conventional at makabagong (conventional at makabagong pamamaraan)
pamamaraan)
● Mga hakbang sa pamamalantsa 16. naisasagawa ang mga hakbang sa
● Mga panukalang pangkaligtasan at pamamalantsa nang may pag-iingat at
pangkalusugan gabay ng nakatatanda
PERFORMANCE STANDARD Ang mga mag-aaral ay naisasagawa ang mga gawaing pantahan nang may pag-iingat

QUARTER IV - INDUSTRIAL ARTS (IA)

CONTENT CONTENT STANDARD LEARNING COMPETENCIES

Ang mga mag-aaral ay… Ang mga mag-aaral ay…

Kasangkapan at materyales sa pagguhit naipamamalas ang mga kaalaman sa mga 1. nakikilala ang mga kasangkapan at
kasangkapan at materyales sa pagguhit materyales sa pagguhit

37
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
Ang mga mag-aaral ay… Ang mga mag-aaral ay…

Kasangkapan at materyales sa pagbuo naipamamalas ang mga kaalaman sa mga 2. nakikilala ang mga kasangkapan at
ng proyekto kasangkapan at materyales sa pagbuo ng materyales sa pagbuo ng proyekto
• Panukat proyekto mula sa recyclable materials
• Panggupit
• Pambutas
• Pangkulay
• Pandikit

System of Measurement naipamamalas ang kaalaman sa pagsusukat 3. naisasagawa ang kasanayan sa

• Dalawang sistema ng pagsukat pagsusukat
(English at Metric System)
• Pagbasa ng gradwasyon
• Unit conversion (English sa metric at
metric sa English)

Free-hand Drawing naipamamalas ang pang-unawa sa basic 4. naisasagawa ang hakbang sa pagguhit ng
• Basic Sketching Techniques sketching, outlining, and shading larawan gamit ang basic sketching,
• Outlining outlining, and shading
• Shading

Lettering Styles naipamamalas ang pang-unawa sa pagsulat ng 5. naisusulat ang mga letra gamit ang
• Iba’t ibang lettering styles letra gamit ang mga lettering styles at pagguhit lettering styles
• Hakbang sa pagsulat ng iba’t ibang ng alphabet of lines
lettering styles

Alphabet of lines 6. naiguguhit ang alphabet of lines

• Iba’t ibang alphabet of lines
• Hakbang sa pagguhit ng Alphabet of
lines

Orthographic Drawing naipamamalas ang pang-unawa sa 7. nakikilala ang orthographic views

• Orthographic views orthographic at isometric drawing
• Hakbang sa pagguhit ng Orthographic
8. naisasagawa ang orthographic drawing
Drawing

38
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
Ang mga mag-aaral ay… Ang mga mag-aaral ay…

Isometric Drawing 9. naisasagawa ang pagguhit ng isometric

• Hakbang sa pagguhit ng Isometric drawing
Drawing

PERFORMANCE STANDARD Ang mga mag-aaral ay naisasagawa ang pagguhit ng free-hand drawing, orthographic, at
isometric drawing

Recycling naipamamalas ang pang-unawa sa pagre- 10. naipaliliwanag ang kahalagahan ng

• Kahalagahan ng pagre-recycle recycle at pagtutuos ng nabuong proyekto pagre-recycle
• Materyales na maaaring i- recycle

Pagbuo ng malikhaing proyekto 11. nakagagawa ng plano ng proyekto

mula sa recyclable materials
• Hakbang sa pagkalap ng mga 12. nakabubuo ng recycled project/s nang
materyales may pag-iingat
• Paghahanda ng mga kasangkapan
• Hakbang sa pagbuo ng proyekto 13. natutuos ang gastos, presyo, at
posibleng kita ng nabuong proyekto
manually o gamit ang spreadsheet

PERFORMANCE STANDARD Ang mga mag-aaral ay nakagagawa ng proyekto mula sa recyclable materials na maaring
pagkakitaan

39
 EDUKASYONG PANTAHANAN AT PANGKABUHAYAN (EPP)
GRADE 5

QUARTER I - INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT)

CONTENT CONTENT STANDARD LEARNING COMPETENCIES

Ang mga mag-aaral ay… Ang mga mag-aaral ay…

Netiquette naipapamalas ang pag-unawa sa mga 1. natatalakay ang mga panuntunan ng

panuntunan ng netiquette netiquette sa paggamit ng Internet

Paggamit ng web browser at search naipamamalas ang pag-unawa sa paggamit ng 2. nakikilala ang mga uri ng web browser at
engine web browser at search engine mga bahagi nito

3. nagagamit ang search engine sa ligtas at

responsableng pamamaraan

E-Mail naipamamalas ang pag-unawa sa paggamit ng 4. nakapagpapadala ng mensahe gamit ang

E-Mail E-Mail sa ligtas at responsableng
● e-mail interface
pamamaraan
● attaching files
● sending email
PERFORMANCE STANDARD Ang mga mag-aaral ay naipapakita ang paggamit ng web browser, search engine, at E-Mail sa
ligtas at responsableng pamamaraan

Word Processing Software naipamamalas ang pag-unawa sa paggamit ng 5. nakagagawa ng word document na may
productivity software images, shapes, smartarts, tables at page
● Bullets and Numbering
background
● Inserting and formatting
illustrations (shapes, images, smart
art)
● inserting and formatting tables
Presentation Software 6. nakagagawa ng slide presentation na may
animation, transition, audio, at video
● animations
● transitions
● inserting and formatting audio and
video

40
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
Ang mga mag-aaral ay… Ang mga mag-aaral ay…

Desktop Publishing Software 7. nakagagawa ng desktop publishing

document gamit ang page design, layout,
● page design
at building block
● layout borders and accents
Spreadsheet Software 8. nakagagawa ng spreadsheet na may basic
functions
●Basic Functions
- SUM
- AVERAGE
- MIN
- MAX
- COUNT
PERFORMANCE STANDARD Ang mga mag-aaral ay nakagagawa ng iba’t ibang dokumento gamit ang productivity tools

Block Coding naipamamalas ang pang-unawa sa paggamit 9. nakikila ang user interface ng Block
ng block codes Coding
• User interface
• Iba’t ibang uri ng block codes 10. nagagamit ang events, motion, sound,
- events block codes looks, at backdrops block codes
- motion block codes
- sound block codes
- looks block codes
- Backdrops
PERFORMANCE STANDARD Ang mga mag-aaral ay nakagagawa ng animations o games gamit ang block coding

QUARTER II - AGRICULTURE AND FISHERY ARTS (AFA)

CONTENT CONTENT STANDARD LEARNING COMPETENCIES

Ang mga mag-aaral ay… Ang mga mag-aaral ay…
Kahulugan ng animal production at mga naipamamalas ang pang-unawa sa 1. natatalakay ang kahulugan ng animal
sangay nito maingat na pangangalaga, pagpaparami, production at mga sangay nito
• Poultry Animals pag-aani, pag-iimbak at pagbebenta ng
• Livestock Animals poultry animals sa masistemang
• Swine pamamaraan bilang isang kapaki-
• Small Ruminants pakinabang at mapagkakakitaang

41
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
Ang mga mag-aaral ay… Ang mga mag-aaral ay…
Large Ruminants gawain
• Kahalagahan at kabutihang dulot 2. natatalakay ang kahalagahan at
ng pag-aalaga ng poultry animals sa kabutihang dulot sa pag-aalaga ng poultry
natural na pamamaraan animals sa natural na pamamaraan
• Kahalagahan sa pag-aalaga ng poultry
animals
• Karagdang Kita
• Hanapbuhay
• Pagkain

• Kabutihang dulot ng pag-aalaga ng

poultry animals sa mga tao
• Nakapaghuhubog ng kagandahang asal
(kasipagan, masigasig, at
pagkamalikhain)
• Libangan
• Kabutihang dulot ng pag-aalaga ng
poultry animals sa kapaligiran/kalikasan
Pinagkukunan ng natural na pataba
Mga piling batas, lokal na ordinansa, at mga 3. naipaliliwanag ang mga piling batas, lokal
ahensya ng gobyerno at non-government na ordinansa, at mga ahensya ng gobyerno
organization (NGOs) sa pag-aalaga ng poultry at non-government organization (NGOs), at
animals serbisyong naibibigay sa pag-aalaga ng
• mga piling batas poultry animals
• Organic Agriculture Act 2010
• Portion from RA 10068
• Local Ordinances
• Mga ahensya ng gobyerno at non-
government organization (NGOs),
serbisyong kanilang naibibigay sa pag-
aalaga ng poultry animals
• Department of Agriculture (DA)
• Bureau of Animal Industry (BAI-DA)
• National Swine and Poultry Research
and Development Center (NSPRDC)
• Veterenarian Office

42
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
Ang mga mag-aaral ay… Ang mga mag-aaral ay…
• Department of Environment and
Natural Resources (DENR)
• Department of Trade and Industry
(DTI)
• Department of Labor and Employment
(DOLE)
• Department of Science and Technology
(DOST)
• Technical Education and Skills
Development Authority (TESDA)
• Food and Agriculture Organization (FAO)
Mga taong nagtagumpay sa pag-alaga ng 4. nakikilala ang mga tao sa
poultry animals at ang mga katangiang pamayanan/buong bansa na
taglay nila nagtagumpay sa pag-alaga ng poultry
• Mga tao sa pamayanan/sa buong bansa animals at ang mga katangiang taglay nila
na naging matagumpay sa pag aalaga ng
poultry animals
• Leo Aldueza | San Jose Batangas |
manok at itlog
• Albert Dwight Tamayo | Masbate |
poultry layer farming
• Chito Suarez | Trinidad Bohol | balut
at sisiw supplier
• Former Secretary Emmanuel Pinol |
Bukidnon | native chicken
• Leo Sungkip | Davao City | itik at pato

• Mga katangian na dapat taglayin upang

maging matagumpay sa pag-aalaga ng
poultry animals
• malakas ang loob
• masipag
• matapat
• masigasig
• mapamaraan
• matatag
determinado

43
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
Ang mga mag-aaral ay… Ang mga mag-aaral ay…
Mga salik na dapat isaalang-alang sa sa 5. natatalakay ang mga salik na dapat
pag-aalaga ng poultry animals sa natural na isaalang-alang sa sa pag-aalaga ng poultry
paraan animals sa natural na paraan
• kaalaman at kakayahan ng mag-aalaga
ng poultry animals
• pagpili ng lugar na pag-aalagaan
• target market o client
• selection o pagpili ng magandang uri at
culling o pagpili ng mababang uri
• mga kagamitan at kasangkapan sa pag-
aalaga ng poultry animals at paggamit
nito
• mga hakbang sa natural na pag-aalaga ng
poultry animals
• free range o pagala
• intensive o nasa kulungan
combination ng free range at intensive
Mga karaniwang uri at lahi ng poultry 6. natatalakay ang mga karaniwang uri at
animals na makikita sa pamayanan na lahi ng poultry animals na makikita sa
maaaring alagaan pamayanan na maaaring alagaan
• pugo
• manok
• pato/itik/bibe
• pabo
gansa
Mga karaniwang sakit, sanhi, palatandaan, 7. natatalakay ang mga karaniwang sakit,
pamaraan sa pag iwas at panlunas sa mga sanhi, palatandaan, pamaraan sa pag iwas
sakit ng poultry animals at panlunas sa mga sakit ng poultry
• Avian Flu animals
• Pneumonia
• Fowl pox
• Enteritis
• Pullorosis
paghahanda ng natural na gamot o
medisina bilang panlunas sa karaniwang
sakit

44
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
Ang mga mag-aaral ay… Ang mga mag-aaral ay…
Pag-aalaga at pangangasiwa ng poultry 8. naisasagawa ang pag-aalaga at
animals sa natural na pamamaraan pangangasiwa ng poultry animals sa
natural na pamamaraan
• pabahay at pasilidad
• iba’t ibang uri ng pabahay
• iba’t ibang pasilidad
• stock density
• pagalaan
• pastulan
• uri ng pagkain (grains and forage)
• pamamaraan ng pagpapakain
• mga posibleng panganib sa pag-aalaga
• bitamina
• pagsugpo sa sakit ng poultry animals
waste management
Pag-aani ng alagang poultry animals at mga 9. natatalakay ang pag-aani ng alagang
produkto nito poultry animals at mga produkto nito

• batayan ng mga aanihing alagang

poultry animals (broilers)
• edad o gulang
• sukat
• timbang
• paghuli ng alagang poultry animals
• grading o sorting ng mga itlog
paraan ng pag-iimbak ng poultry animals at
produkto nito

Pagbebenta ng inaning poultry animals at 10. nakapagbebenta ng mga inaning poultry

produkto nito animals at produkto nito

• mga paraan na maaaring gamitin sa

pagbebenta ng alagang poultry animals
• dami ng ibebenta
• tingian
• maramihan
• advertisement
• flyers/brochures

45
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
Ang mga mag-aaral ay… Ang mga mag-aaral ay…
•online
• modality
• online (live) selling
• direct selling
Pagtutuos ng kita mula sa
napagbentahan/ kabuuang benta,
kabuuang gastos, at tubo o kita gamit ang
manual na pagtutuos o productivity tools
PERFORMANCE STANDARD Ang mga mag-aaral ay naisasagawa ang maingat na pangangalaga, pagpaparami, pag-
aani, pag-iimbak at pagbebenta ng poultry animals sa masistemang pamamaraan
bilang isang kapaki-pakinabang at mapagkakakitaang gawain

QUARTER III – FAMILY AND CONSUMER SCIENCE (FCS)

CONTENT CONTENT STANDARD LEARNING COMPETENCIES

Ang mga mag-aaral ay… Ang mga mag-aaral ay…

Pananahi naipapamalas ang pag-unawa sa mga 1. natatalakay ang kahalagahan ng

panuntunan ng netiquette pananahi
● Kahalagahan ng pananahi
● Kagamitan sa pananahi 2. nakikilala ang iba’t ibang kagamitan sa
● Pangkalusugan at pananahi
pangkaligtasang gawi sa pananahi

Mga Basic Hand Stitch 3. naisasagawa ang mga basic hand stitch
nang may pag-iingat

Paraan ng Pagkumpuni ng Payak na 4. natutukoy ang mga payak na sira ng

Sira ng Kasuotan kasuotan

● Paglililip 5. naisasagawa ang angkop na

● Pagsusulsi pagkukumpuni ng mga simpleng sira ng
● Pagtatagpi kasuotan gamit ang basic hand stitch nang
may pag-iingat
Pananahi Gamit ang Makina 6. natutukoy ang mga bahagi ng makina at
wastong gamit nito

46
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
Ang mga mag-aaral ay… Ang mga mag-aaral ay…

● Kahalagahan ng Paggamit ng 7. natutukoy ang mga materyales sa pagbuo

Makina ng mga kagamitang pambahay
● Uri ng makina sa pananahi 8. natatalakay ang mga solusyon sa mga
karaniwang suliraning nararanasan sa
● Mga bahagi ng makina
pananahi gamit ang makina
● Pangangalaga ng makina
9. nasusunod ang mga hakbang sa
● Paraan ng paggamit ng makina paggamit ng makina
(paglalagay ng sinulid sa 10. nakagagawa ng simpleng kagamitang
karayom, paglalagay ng sinulid pambahay gamit ang makina nang may
sa bobina, pagpapaandar ng pag-iingat
makina)

Mga Kagamitan Pambahay (coaster,

hand towel, potholder, at iba pa)

Pangkalusugan at pangkaligtasang
gawi sa pananahi
PERFORMANCE STANDARD Ang mga mag-aaral ay naisasagawa ang kasanayan sa pananahi gamit ang kamay at makina

Embroidery Stitches 11. natutukoy ang mga kagamitan sa

● Pagpapakilala ng embroidery embroidery stitches
stitches
● Kahalagahan ng pagbuburda 12. nasusunod ang mga wastong
pamamaraan ng pagbuo ng embroidery
● Mga kagamitan sa embroidery
stitches
stitches
● Mga pamamaraan ng pagbuo ng
embroidery stitches
Pagbuo ng disenyo gamit ang
embroidery stitches
Crochet Stitches 13. natutukoy ang mga kagamitan sa
● Pagpapakilala ng crochet stitches crochet stitches
● Kahalagahan ng crochet stitches
14. nakagagawa ng crochet stitches

47
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
Ang mga mag-aaral ay… Ang mga mag-aaral ay…

● Mga kagamitan na ginagamit sa 15. naisasagawa ang pagbebenta ng

crochet stitches kagamitang pambahay
● Mga alituntunin sa paggawa ng
crochet stitches
● Uri ng crochet stitches
Mga pamamaraan ng pagbuo ng
crochet stitches
PERFORMANCE STANDARD Ang mga mag-aaral ay nailalapat ang embroidery design sa mga produkto o nakakabuo ng
mga produktong gawa sa crochet na maaring pagkakitaan

QUARTER IV – INDUSTRIAL ARTS (IA)

CONTENT CONTENT STANDARD LEARNING COMPETENCIES

Ang mga mag-aaral ay… Ang mga mag-aaral ay…

Mga karaniwang sira ng produktong naipamamalas ang pang-unawa sa 1. natatalakay ang mga karaniwang sira at
yari sa kahoy, kawayan, metal, pagkukumpuni ng mga kagamitang may sira pamamaraan ng pagkukumpuni ng mga
produktong de-kuryente, at iba pa na yari sa kahoy, kawayan, metal, produktong yari sa kahoy, kawayan,
produktong de-kuryente, at iba pa metal, produktong de-kuryente, at iba pa

Mga uri ng kasangakapan sa pagbuo at 2. naipaliliwanag ang maingat na paggamit

pagkukumpuni ng mga kasangkapan sa pagkukumpuni
• measuring tools
• cutting tools
• driving tools
• boring tools
• holding tools
• finishing tools

Pamamaraan sa paggamit at pag-iingat

ng mga kasangakapan sa
pagkukumpuni

48
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
Ang mga mag-aaral ay… Ang mga mag-aaral ay…

Mga materyales sa pagkukumpuni ng 3. natutukoy ang mga uri ng materyales sa

mga produktong yari sa kahoy, pagkukumpuni
kawayan, metal, produktong de-
kuryente, at iba pa

Pangangalaga at pagsisinop ng 4. natutukoy ang wastong pangangalaga at

kasangkapan at materyales sa pagsisinop ng kasangkapan at materyales
pagkukumpuni sa pagkukumpuni

Hakbang sa pagkukumpuni ng 5. pagkukumpuni ng mga kagamitang yari

kagamitang yari sa kahoy, kawayan sa kahoy o kawayan nang may pag-iingat
nang may pag-iingat

Hakbang sa pagkukumpuni ng 6. pagkukumpuni ng mga kagamitang yari

kagamitang yari sa metal nang may sa metal nang may pag-iingat
pag-iingat

Hakbang sa pagkukumpuni ng 7. pagkukumpuni ng mga kagamitang de-

kagamitang de-kuryente nang may kuryente nang may pag-iingat
pag-iingat

PERFORMANCE STANDARD Ang mga mag-aaral ay nakapagkukumpuni ng mga kagamitang may sira na yari sa kahoy,
kawayan, metal, produktong de-kuryente, at iba pa

Service cost naipapamalas ang pang-unawa sa service cost 8. natutuos ang service cost sa inayos na
kagamitan manually o gamit ang
Mga pamamaraan sa pagtutuos ng
spreadsheet
service cost

PERFORMANCE STANDARD Ang mga mag-aaral ay naisagagawa ang pagtutuos sa service cost manually o gamit ang
spreadsheet

49
 TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
GRADE 6

QUARTER I – INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

CONTENT CONTENT STANDARD LEARNING COMPETENCIES

The learners… The learners…
Web conferencing demonstrate an understanding of utilizing 1. perform web conferencing in a safe and
web conferencing responsible manner
● different web conferencing tools
● web conferencing netiquette
Online form builder demonstrate an understanding of utilizing 2. use online forms builder in a safe and
online form builders responsible manner
● different online form builder
applications/mobile apps
● steps in using online form builder
applications/mobile apps
Cloud storage demonstrate an understanding of utilizing 3. perform uploading and sharing of files
cloud storage in cloud storage in a safe and
● different cloud storage platforms responsible manner
● cloud storage security
● uploading and sharing files
Word Processing Software demonstrate an understanding of using 4. create word documents with
productivity tools watermark, page color, page borders,
● Watermark page numbers, and header and footers
● Page Color
● Page Borders
● Page Number
● Headers and Footers

Presentation Software demonstrate an understanding of applying 5. perform slide recording

slide recording
● record toolbar
Desktop Publishing Software demonstrate an understanding of using 6. create documents using desktop
productivity tools publishing
● Master Page
● Background
● Guides

50
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
● Headers and Footers
● Page numbers
Spreadsheet Software demonstrate an understanding of using 7. create spreadsheets with charts and
productivity tools data validation features
● Charts
● Data
Validation features
● Filtering
● Grouping
● Sorting
PERFORMANCE STANDARD The learners perform the utilization of online and productivity tools in a safe and
responsible manner

Block Coding demonstrate an understanding of using 8. use block codes to create

block codes animations/games/digital story
● Sensing block codes
● Operators block codes
● Variables block codes
PERFORMANCE STANDARD The learners perform the utilization of block codes to create animations/games/digital story
in a safe and responsible manner

51
 QUARTER II – AGRICULTURE AND FISHERY ARTS (AFA)

CONTENT CONTENT STANDARD LEARNING COMPETENCIES

The learners… The learners…

Fishery Arts and its branches/fields demonstrate an understanding of the basic 1. discuss fishery arts and its
• Fish culture concepts and principles of planning the branches/fields
• Fish capture natural way of raising, harvesting, and selling
• Fish processing of fish as a source of food and income

Importance and benefits of fish raising 2. discuss the importance and benefits in
Source of: fish raising
• food
• income
• employment

Benefits of fish raising:

• values inculcation
• health benefits
• economic benefits

Legal basis and agencies that support 3. explain the legal basis and agencies in
fish raising fish raising
• (Organic Agriculture Act of 2010 or
Republic Act No 10068)
• Government agencies and non-
governmental organizations that
support fish raising
• Department of Agriculture
• Bureau of Fisheries and Aquatic
Resources councils
• Department of Environment and
Natural Resources

Successful fish raisers in the 4. discuss the successful fish raisers in the
community and their characteristics community and their characteristics

52
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…

Successful Fish Raisers in the

Philippines
• Robert Patines | tilapia |
Cagayan Valley
• Vicente B Lugagay | tilapia
|Isabela
• Jean Gonzales | milkfish
|Pampanga
• Joel Sims | catfish
|Valenzuela
• Mike Go | goldfish
• Audie Lim | milkfish
| Ozamis City

Characteristics of fish raisers

• determined
• honest
• innovative
• industrious
• risk-taker

53
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…

Requirements for natural fish raising 5. discuss the requirements for natural fish
• water supply raising
• method of fish raising
• fish culture management
• oxygen management
• stocking density
• salinity and temperature
management
• kind of fish to raise
• knowledge and skills of fish
raiser
• topography
• drainage
• sources of feeds/ feeding
requirements

Tools and equipment in fish raising

• Use and maintenance of tools and
equipment
• Occupational
• Safety and Health (OSH)
• Alternative ways in fish raising
• fish tank
• ponds
• aquarium

Anatomy of Fish 6. discuss the anatomy of fish

• Types of mouths
• Types of tail
• Types of scales
• Parts of gills
• External and internal Parts

54
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…

Fish diseases 7. discuss the diseases, causes, sign and

• Common fish diseases and their symptoms, preventions, and control
signs and symptoms(eg fin rot, measures of fish diseases
mouth fungus, vibriosis, white
spots)
• Classifications of the causes of fish
diseases
• biotic – presence of virus,
bacteria, parasites, or algae,
• abiotic – lack or excess of
oxygen and salinity and water
pollution
• Prevention and control of diseases
• quality of pond or fish tank
• maintaining clean and good
quality of water
• feeding the fish properly
• stocking density

Performing the procedures for natural 8. perform the procedure for natural fish
fish raising raising with safety precautions
• occupational Safety and Health
(OSH) Procedures

Basic steps in fish raising

• preparing tools and
equipment, pond/fish tank and
materials
• preparing pond/fish tanks
• adding substrate and water for the
pond/fish tank
• acclimatizing fishes before stocking
• stocking fishes to the pond/fish
tank
• feeding fish
• managing water and aerations

55
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…

• monitoring the growth of fishes

Harvesting fishes 9. perform harvesting fishes with safety

• characteristics of harvestable fish precautions
• methods of harvesting fishes
• recording of harvested fishes

Selling of Fishes 10. perform selling of fishes with safety

• marketable quality of fishes precautions
• types of selling strategies
• online
• offline
• types of selling
• wholesale
• retail
• recording of income and expenses
from fish raising using spreadsheet
and/or
productivity tools

PERFORMANCE STANDARD The learners perform the natural way of raising, harvesting, and selling of fish following safety
precautions

QUARTER III – FAMILY AND CONSUMER SCIENCE (FCS)

CONTENT CONTENT STANDARD LEARNING COMPETENCIES

The learners… The learners…

Family resources demonstrate an understanding of a simple 1. identify the different family resources
● Needs and wants family budget plan in managing family 2. discuss needs and wants
● Family budget resources 3. prepare a simple family budget plan
● Simple family budget

56
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…

Food preparation demonstrate an understanding of the food 4. create a meal plan

• Basic cooking terms preparation
● Meal planning
o Principles of meal planning
● Importance of food hygiene, safety
and sanitation preparing meals

● Kitchen waste 5. discuss kitchen waste disposal

o food waste
o non-food waste
• Kitchen waste disposal

● Basic home kitchen tools and 6. familiarize themselves with basic home
equipment kitchen tools and equipment
o cutting tools
o measuring tools
o hand tools
o pans and pots
o equipment

• Proper Care and Maintenance

● Measuring techniques 7. demonstrate measuring techniques

o dry ingredients with safety precautions
o liquid ingredients

● Basic Cutting techniques 8. demonstrate cutting techniques with

o dice safety precautions
o mince
o slice
o julienne

57
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…

Cooking Methods 9. perform the method/s of cooking in

• Dry heat preparing a simple meal with safety
• Moist heat precautions

PERFORMANCE STANDARD The learners prepare simple meals following kitchen operations with safety precautions

Food preservation demonstrate an understanding of the food 10. perform food preservation with
● Importance of food preservation preservation and food processing precautions
● Basic method
o salting 11. sell preserved products
o sugar-concentration
o pickling
o drying
● Types of packaging and labeling

PERFORMANCE STANDARD The learners preserve and sell products with safety precautions

Quarter IV – INDUSTRIAL ARTS (IA)

CONTENT CONTENT STANDARD LEARNING COMPETENCIES

The learners… The learners…

Wood/bamboo demonstrate an understanding of the basic 1. perform wood/bamboo works with

works principles of making wood or bamboo works safety precautions

• Different wood/ bamboo joints

• Methods of wood/ bamboo finishing

58
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…

Metal works demonstrate an understanding of the basic 2. perform sheet metal works with safety
• different sheet metal joining principles in performing sheet metal works precautions
processes
• methods of sheet metal finishing
• sheet metal works procedures
• cutting
• bending
• forming

Basic electrical works demonstrate an understanding of the basic 3. perform basic electrical skills with
• Types of current (direct current and principles of performing basic electrical works safety precautions
alternating current)
• Parts of a simple circuit
• Splices and joints

• Basic electrical skills

• Wire splicing
• Terminal connection
• Basic installation, etc

PERFORMANCE STANDARD The learners perform the basic competencies in wood or bamboo works, sheet metal works,
and electrical works with safety precautions

Product Development demonstrate an understanding of product

• Creation development and selling 4. create simple wood/bamboo,
• Innovation metal and/or electrical project with
• Improvement safety precaution
• Enhancement
5. sell product
(Project may be made of
wood/bamboo, metal, electrical, or a
combination of the three materials)

59
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…

PERFORMANCE STANDARD The learners develop and sell simple project with safety precautions

60
 TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
GRADE 7

QUARTER I - INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

CONTENT CONTENT STANDARD LEARNING COMPETENCIES

The learners… The learners…
Sectors of ICT and Its Career and demonstrate an understanding of ICT sectors, 1. analyze the various sectors of ICT
Business Opportunities as well as the potential career and business and evaluate the potential career
• computer programming - opportunities these sectors offer in relation to and business prospects relevant to
programmer/web and game their chosen career in the future their future career choices
developer
• visual arts – animator/
illustrator/ graphic designer
• computer system servicing –
computer/ Network technician
• telecommunication – call
center agents/ outbound and
inbound agents/ contact
center services

Trends and Issues in ICT demonstrate an understanding of current 2. discuss the emerging trends and
trends and emerging issues in ICT issues in ICT

Qualities of Successful Entrepreneurs demonstrate an understanding of the qualities of 3. discuss the qualities of successful
in the Field of ICT successful Filipino entrepreneurs in the field of Filipino entrepreneurs in the field of
ICT ICT

Occupational Safety and Health (OHS) demonstrate an understanding of the 4. discuss Occupational Safety and
Standards in ICT Occupational Safety and Health (OSH) Health (OSH) standards in ICT
• hazards and risks management standards in ICT environments environments
• 5s (sort, standardize, set in
order, shine, sustain)
• safety regulations
Computer Number Systems demonstrate an understanding of the computer 5. differentiate the various computer
● binary number systems number systems
● octal
● decimal

61
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
● hexadecimal
Conversion of Computer Number demonstrate an understanding of conversion of 6. apply conversion of computer number
Systems computer number systems systems
● binary
● octal
● decimal
● hexadecimal
PERFORMANCE STANDARD The learners convert number systems in practical scenarios

Word Processing Software demonstrate an understanding of using 7. create MS Word documents with page
• page breaks productivity software breaks, auto tables of contents, mail
• auto tables of contents merge, and references
• mail merge
• references
Presentation Software 8. create presentations with a master
• rules in creating presentations slide, motion paths, hyperlinks, and
• master slide action buttons
• animation (motion path)
• animation pane
• hyperlink
• action buttons
Spreadsheet Software 9. create spreadsheets with conditional
• conditional formatting functions formatting and data analysis
• data analysis
PERFORMANCE STANDARD The learners perform the utilization of productivity tools in a safe and responsible manner

62
 QUARTER II – AGRICULTURE AND FISHERY ARTS (AFA)

CONTENT CONTENT STANDARD LEARNING COMPETENCIES

The learners… The learners…

Career Opportunities demonstrate an understanding of the concepts 1. discuss career and business
● agriculturist and skills in agri-crops and animal production opportunities in agriculture
● farm technician
● farm owner

Business Opportunities
● traders
● entrepreneurs
Agricultural Tools, Implements, and 2. differentiate agricultural tools,
Equipment implements, and equipment
● agricultural tools, implements,
and equipment and their uses 3. identify different tools and equipment
● precautionary measures used in agriculture
● safety procedures in using tools
and equipment 4. discuss safety procedures in farm
operations

Agricultural Hazards and Risks in 5. discuss hazards and risks in farm

Farm Operations operations

Agricultural Practices in Crop 6. perform agricultural practices in crop

Production production
● site selection
● land preparation
● crop selection
● planting
● transplanting
Care and Maintenance of Crops 7. discuss care and maintenance of crops
● weeding and cultivating
● irrigation/water supply
● fertilizing
● mulching using organic
materials

63
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…

● natural prevention and control

of common pests and diseases
(using natural farming/organic
farming)

Farm Waste Processing 8. explain farm waste processing

• composting (basket composting)
and fermentation (foliar fertilizer) 9. perform basket composting and foliar
fertilizer fermentation

Agricultural Practices in Harvesting 10. discuss harvesting and post-harvesting

Crops practices
● harvesting
● post-harvesting
PERFORMANCE STANDARD The learners perform agricultural practices in crop production based on industry standards

Breeds of Farm Animals demonstrate an understanding of the concepts 11. determine the breeds of farm animals
● poultry animals and skills in agri-crops and animal production
o poultry chicken (layer and
broiler)
o quail
o ducks
● livestock animals
o swine
o rabbit
o small ruminants (dairy-
and meat-type such as
goat and sheep)
o large ruminants (dairy-
and meat type- such as
cattle and buffalo)

64
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…

Materials, Tools, and Equipment for 12. determine poultry and livestock
Poultry and Livestock Animals materials, tools, and equipment and
their uses based on industry standards

Housing Requirements for Poultry 13. illustrate housing requirements for

and Livestock Animals poultry and livestock based on
● site selection industry standards
● types of housing
● design and layout
Feeding Management for Poultry and 14 discuss feeding management
Livestock Animals according to the Philippine National
● types of feeds Standard (PNS) for poultry and
● feed ingredients
livestock animals
● feed mensuration and
calculation
● feeding frequency
● OSH in feeding operations
Farm Waste Management in Animal 15. discuss farm waste management in
Production poultry and livestock production
according to Republic Act No 9003 or
the Ecological Solid Waste
Management Act of 2000

Products and Byproducts of Poultry 16. identify products and byproducts of

and Livestock Animals poultry and livestock production
● raw products
● processed products
PERFORMANCE STANDARD The learners illustrate the housing requirements for poultry and livestock based on
industry standards

65
 QUARTER III – FAMILY AND CONSUMER SCIENCE (FCS)

CONTENT CONTENT STANDARD LEARNING COMPETENCIES

The learners… The learners…
Fundamentals of Hospitality and demonstrate an understanding of the 1. differentiate hospitality and tourism
Tourism Industry fundamentals of the hospitality and tourism
industry

Tourism 2. distinguish the types and forms of

• kinds of tourists tourism and the kinds of tourists
• types and forms of tourism
o based on the point of
origin
o based on the purpose of
travel
Hospitality 3. explain the scope of the hospitality
• scope of hospitality industry industry
o accommodation and
lodging
o travel services
o food and beverage services
o recreation and
entertainment
o clubs
o conventions and events
management
o cruise
• types of accommodations and
their characteristics
• hotel types and classification
Career Opportunities in Hospitality and 4. identify career and business
Tourism Industry opportunities in the hotel and tourism
industry

66
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Issues, Challenges, Trends and 5. examine the issues, challenges, trends,
Innovations in Hospitality and and innovations in the hospitality and
Tourism tourism industry

Fundamentals of Food Preparation and 6. discuss the fundamentals of food

Service preparation and service
• different food service
operations
o commercial
o institutional
• basic rules in food preparation
and service
• kitchen layout
Seven Principles of Hazard Analysis 7. recognize the seven principles of
Critical Control Point (HACCP) HACCP in food preparation and service

Tools and Equipment in Food 8. identify the common tools and

Preparation equipment used in food preparation
• kitchen and service industry
• food service
• care and maintenance 9. discuss the care and maintenance of
tools and equipment used in food
preparation and service industry

Table Napkin Fold 10. demonstrate table napkin folds

• uses of table napkin
• table napkin sizes
• basic table napkin fold

67
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Food Selection, Preparation and 11. discuss the principles of food
Cooking selections and preparation
• guidelines in food selection
• guidelines in food preparation 12. convert units of measurement

Principles of Cooking
• heat transfer
• effects of heat

Kitchen Math
• English and metric system

The learners apply skills in food preparation and services following safety precautions
PERFORMANCE STANDARD

QUARTER IV – INDUSTRIAL ARTS (IA)

CONTENT CONTENT STANDARD LEARNING COMPETENCIES

The learners… The learners…
Services in Industrial Arts demonstrate an understanding of the concepts 1. discuss the services in industrial arts
• construction services in industrial arts services
(woodwork, metal works,
masonry, construction painting,
plumbing, tile setting)
• electrical-electronics services
(electronics product assembly
and services, electrical
installation and maintenance,
domestic refrigeration and air
condition services)
• automotive and small engine
(automotive servicing,
motorcycle/ small engine
servicing)

68
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Career and Business Opportunities 2. determine career and business
opportunities in industrial arts
Codes and Standards in Industrial Arts demonstrate an understanding of the codes and 3. discuss the codes and standards for
Services standards in industrial arts services industrial arts services
• National Building Code of the
Philippines or Republic Act No
6451 (residential construction)
• Philippine Electrical Code
(residential wiring)
• Philippine Electronics Code
• traffic and road signs

Hand Tools, Power Tools, Instruments,

and Equipment Used in Industrial Arts demonstrate an understanding of the uses and 4. identify the uses and maintenance of
Services maintenance of hand tools, power tools, hand tools, power tools, instruments,
• power tools instruments, and equipment and equipment
o hydraulic tools
o pneumatic tools
• instruments (analog, digital, and
computer-based)
o measuring
o calibrating
o testing
• equipment and accessories
o construction services
o electro-mechanical services
o electrical services
o automotive and small engine
services

Preventive Maintenance
• handling
storing

Scale Reading 5. interpret the readings in different

• volt-ohm-milliammeter measuring instruments

69
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
• tachometer demonstrate an understanding of the concepts
• oscilloscope and principles in performing mensuration and
• ampere meter calculations

Mensuration and Calculations 6. demonstrate mensuration and

• linear measurement calculations following safety
• ratio and proportion precautions
• Ohm’s Law
Power Law
PERFORMANCE STANDARD The learners perform mensuration and calculations following safety precautions

70
 TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
GRADE 8

QUARTER I - INFORMATION COMMUNICATIONS AND TECHNOLOGY (ICT)

CONTENT CONTENT STANDARD LEARNING COMPETENCIES

The learners… The learners…
ICT as a Tool in Online Marketing demonstrate an understanding of ICT as a tool 1. assess ICT as tools for online
for online marketing marketing
Digital Citizenship demonstrate an understanding of digital 2. discuss current events reflecting on
• Elements citizenship their own digital citizenship

Digital Footprints and Identity

ICT-Related Legal Bases demonstrate an understanding of ICT-related 3. distinguish ICT-related legal bases
• Republic Act No 10844 Section legal issues and their consequences
4, 5, and 6 (Establishment of
DICT)
• Republic Act No 10627
Section 2-D (Cyberbullying
Act)
• Republic Act No 10173 (Data
Privacy Act of 2012) Chapter
VIII Sec 26

Republic Act No 8293 (Intellectual

Property Code of the Philippines)
Chapter XVII Sec 216-217

Tools and Equipment in ICT demonstrate an understanding of the tools and 4. familiarize themselves with the tools
• computer programming equipment in ICT and equipment in ICT
• visual arts
• computer system servicing
• telecommunication
Software Applications demonstrate an understanding of software 5. familiarize themselves with
• application software applications appropriate software applications
• system software for specific tasks

71
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Graphic Design Software demonstrate an understanding of graphic design 6. utilize graphic design tools for
● software tools graphic production
● user interface
● setting page size and
resolution
● types of graphics
● photo editing
Video Editing demonstrate an understanding of video editing 7. utilize video editing tools with
● video editing applications tools multimedia materials
● user interface
● user experience
● trim
● crop
● adding text, effects, images,
transitions, narration, and
audio effects
PERFORMANCE STANDARD The learners create videos with graphics design in a safe and responsible manner

QUARTER II – AGRICULTURE AND FISHERY ARTS (AFA)

CONTENT CONTENT STANDARD LEARNING COMPETENCIES

The learners… The learners…
Aquaculture and Fisheries demonstrate an understanding of the concepts 1. discuss the background of
• brief background of aquaculture and skills in fisheries aquaculture and its relation to
• types of aquaculture systems fisheries

Career and Business Opportunities 2. discuss career and business

• career opportunities opportunities related to fisheries
o aqua culturist
o fishery technician
o fish farm caretaker
o fish farm aide/worker
o fishery facilities repair and
maintenance worker
o research officer

72
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
o fisheries resources protection
group
o fish wharf operator

• business opportunities
o fish farm owner (hatchery,
nursery, and grow-out)
o fish distributor/ supplier/
handler/ trader
Phases of Fish Culture 3. discuss the phases of fish culture
• fish cultivation
o extensive
o semi-intensive
o intensive
• fish propagation
o natural propagation
o semi-natural propagation
o artificial propagation
• fish conservation
o importance of fish
conservation
o local endangered species
o fish sanctuary
o open and end season
Classification of Fish According to their 4. identify common fishes according to
Habitat their habitat
• marine fishes or open sea fishes
• freshwater fishes or inland
fishes
• brackish water fishes or
estuarine fishes
Republic Act 10654 An act to prevent, 5. familiarize themselves with sections
deter and eliminate illegal, unreported, of RA. 10654
and unregulated fishing, amending
Republic Act No 8550, otherwise
known as "The Philippine Fisheries
Code of 1998," and for other Purposes

73
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
• Sec 2 Application of Provision
• Sec 105 Importation and
Exportation of Fish and Fishery
Products

Aquaculture
• Sec 107 Aquatic Pollution
• Sec 112 Noncompliance with
Good Aquaculture Practices

Fish Capture
• Sec 93 Use of Fine Mesh Net
• Sec 94 Fishing and
Overexploited Fishery
Management Areas
• Sec 102 Fishing or Taking the
Rare, Threatened, or
Endangered Species
Species of Fish in the Philippines 6. discuss fish species in the Philippines
• significant rare
• threatened
• endangered
• prohibited
Occupational Hazards in Fisheries 7. discuss Occupational Safety and
• Occupational Safety and Health Health (OSH) hazards in fisheries
(OSH) hazards
o ergonomic health
o physical health
o biological
o psychosocial health
o environmental
o chemical
Advantages and Disadvantages of 8. discuss advantages and
Organic Aquaculture disadvantages of organic aquaculture
Aquaculture Methods and Practices 9. identify different aquaculture
• open water system methods and selected practices

74
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
• fishpond, cage, and pen system
o area and depth requirement
of aquaculture facilities 10. determine the area and depth
o preparation of facility requirement of aquaculture facilities
o water parameter
o stocking of fish
o feeding of fish
Tools and Equipment Used in 11. discuss the uses of tools and
Aquaculture equipment in aquaculture
• water pump
• laboratory thermometer
• salinometer or refractometer
• dissolved oxygen meter
• pH meter
• secchi disk
Fishing Gears Used for Catching Fish 12. identify fishing gears used for
• fish trap (salakab) catching fish
• scoop net
• seine net
• cast net
• hand diggers and collectors
• dredges
• spears
• stupefying aids
• hooks and lines
o basic parts of hook and line
o stationery entangling nets
o stationary enclosures 13. create a simple hand line following
o mobile enclosing nets safety precautions
Basic Fishing Bait Methods 14. discuss basic fishing bait methods
• traditional
• modern
Post-Harvest Handling Activities 15. discuss post-harvest handling
• sorting and grading activities
o quality

75
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
o size and weight 16. perform sorting, grading, and
• storing storing of fishes following safety
precautions
PERFORMANCE STANDARD The learners perform the skills in fisheries following safety precautions

Importance of Food Processing demonstrate an understanding of the concepts 17. discuss the importance of food
and skills in food processing processing
Career and Business Opportunities
18. discuss opportunities for food
processing as a career and as a
business
Classifications of Ingredients Used in 19. discuss different raw materials
Food Processing used in food processing
• types of meat
• fish and shellfish
• fruits and vegetables
Ingredients Used for Food Processing 20. explain the ingredients used for
• condiments food processing
• herbs and spices
• food additives/ preservatives

Different Methods of Food Processing 21. discuss different methods in food

Following the Industry Standard processing following industry
• sugar concentration standards
• fermentation
• pickling
• salting
• curing
• smoking
• drying
• dehydration
Tools and Equipment in Food 22. discuss different tools and
Processing equipment, uses, and maintenance
• functions and uses of basic tools in food processing
and equipment

76
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
• maintenance of specific food
processing tools, and equipment
o calibration
o sanitation
o storage
Recipe Quantification and Standard 23. perform quantification procedures
Weight in processing food
• percentage
• ratio and proportion of
ingredients
Packaging and Labelling of Food 24 discuss different packaging
Products materials used in food processing
● Importance and Purpose of Food
25. develop sample label design for
Packaging and Labeling
processed food products
● Food Labelling Requirements and
Guidelines
PERFORMANCE STANDARD The learners perform recipe quantification in food processing and develop label design
for processed products

QUARTER III – FAMILY AND CONSUMER SCIENCE (FCS)

CONTENT CONTENT STANDARD LEARNING COMPETENCIES

The learners… The learners…
Introduction to Beauty Care and demonstrate an understanding of the concepts 1. discuss the concepts of beauty care
Wellness Services of beauty care and wellness services and wellness services
• concepts of beauty care and
wellness services
• structures of nail, skin, and hair 2. identify the structures of nail, skin,
and hair

Career and Business Opportunities 3. identify career and business

opportunities in beauty care and
wellness services

77
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Legal Basis (Republic Act No 7877) Sec 4. discuss the legal basis in beauty
3 Work, Education or Training-related care and wellness services
Sexual Harassment Defined

Trends, Issues, and Challenges in 5. identify trends, issues, and

Beauty Care and Wellness Services challenges in beauty care and
wellness services

Tools, Implements, Materials, and 6. identify tools, implements,

Equipment materials, and equipment in beauty
• beauty care (nail, skin, hair) care and wellness services
• wellness services (massage,
reflexology, hilot)
• sanitation and maintenance in
the workplace, tools,
implements, materials, and 7. discuss sanitation and maintenance
equipment in the workplace, tools, implements,
materials, and equipment

Occupational Safety and Health (OSH) 8. discuss the Occupational Safety and
Practices Health (OSH) practices in beauty
• personal protective equipment care and wellness services
• hazards and risks

Hand Spa Services 9. perform hand spa services following

• nail trimming safety precautions
• hand scrub
• hand massage

PERFORMANCE STANDARD The learners perform hand spa services following safety precautions

78
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Introduction to Garments demonstrate an understanding of the principles 10. discuss the concepts in making
• types of garments of drafting patterns in making garments garments
• trends and innovation
• ergonomics

Supplies and Materials Used for 11. identify supplies and materials used
Making Garments for making garments
• kinds of fabric
• finishing materials

Principles in Making Garments 12. apply the principles of pattern

• garment style and design drafting in making garments
• body measurement following safety precautions
• qualities of well-finished
garment products
• pattern drafting
PERFORMANCE STANDARD The learners draft a pattern in making garments following safety precautions

Introduction to Handicrafts demonstrate an understanding of the principles 13. discuss the concepts in making
• types of handicrafts in making handicrafts handicrafts
• trends and innovation

Supplies and Materials Used for 14. identify supplies and materials
Making Handicrafts used for making handicrafts
• craft materials
Principles in Making Handicrafts 15. apply the principles in making
• handicrafts handicrafts following safety
o style and design precautions
o product specification
• qualities of well-finished
handicraft products
PERFORMANCE STANDARD The learners apply principles in making handicrafts following safety precautions

79
 QUARTER IV – INDUSTRIAL ARTS

CONTENT CONTENT STANDARD LEARNING COMPETENCIES

The learners… The learners…
Working Drawings and Signs and demonstrate an understanding of the signs and 1. explain signs and symbols for
Symbols symbols of working drawings construction services, electrical
• construction services services, electronics services, and
o blueprint / residential plan automotive and small engine
• electrical services
services
• electronics services
• automotive and small engine

Schematic and Block Diagram

• electrical and electronics engine
Types of Manuals demonstrate an understanding of the types of 2. discuss the types of manuals used
• users and operator’s manuals manuals used in industrial arts services in industrial arts services
• service manuals
• maintenance manuals

Consumables
• construction services (paint, demonstrate an understanding of the 3. discuss the consumables in
electrode, cutting/grinding disc, consumables and component parts in industrial industrial arts services
teflon tape, sealant, cement, arts services
steel, gravel and sand, wood
lumber, joint, and elbow)
• electronics-electrical services
(soldering lead, soldering paste,
wire, and electrical tape)
automotive and small engine (adhesive,
sealant, coolant, lubricant, and gas)
Component Parts 4. discuss the component parts of
• construction services industrial arts services
o residential structure
o sewerage system
o electrical wiring
o water system (hot & cold
water)
o fixtures
● electrical-electronics services

80
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
o electrical circuit
o electronics circuit
● automotive and small engine
o engine
o under chassis
o electrical system
o steering system
brake system
Diagnostics and Troubleshooting in demonstrate an understanding of the concepts 5. discuss simple diagnostics in
Industrial Arts Services and principles in performing simple diagnostics industrial arts services
● construction services and simple troubleshooting in industrial arts
(woodwork, metal works, services 6. perform simple troubleshooting in
masonry, construction painting, industrial arts services
plumbing, tile setting)
● electrical-electronics services
(electronics product assembly
and services, electrical
installation and maintenance,
domestic refrigeration and air
condition services)
● automotive and small engine
(automotive servicing,
motorcycle/ small engine
servicing)
Service Cost
● replacement material costing
manpower labor costing

7. discuss repair service cost in

industrial arts
PERFORMANCE STANDARD The learners perform simple diagnostics and simple troubleshooting in industrial arts
services

81
 TECHNOLOGY AND LIVELIHOOD EDUCATION
GRADE 9 or 10

COMPONENT: INFORMATION AND COMMUNICATIONS TECHNOLOGY

SECTOR: COMPUTER PROGRAMMING
DESCRIPTION: This is one of the sectors under the Information and Communications Technology (ICT) consisting of preliminary
competencies in the specializations of Dot Net and JAVA This includes Hypertext Mark-up Language (HTML) and
Cascading Style Sheets (CSS).

QUARTER I/III
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Introduction to Computer Programming demonstrate an understanding of the current 1. discuss the current trends,
● Current trends trends, opportunities, computer ergonomics, business/career opportunities, and
● Business/ career opportunities and HTML elements skills needed in Computer
● Skills needed
Programming

Computer Ergonomics demonstrate an understanding of the computer 2. discuss computer ergonomics

● Health risks of working at ergonomics in relation to health and risk
computer hazards in the workplace
● Ergonomic Tips for Computer
Users
Hypertext Markup Language (HTML) demonstrate understanding of the Hypertext 3. distinguish HTML structure,
● Structure Mark-up Language structure and syntax elements, and attributes
● Elements
● Attributes

HTML Editor demonstrate an understanding of the HTML 4. utilize an HTML editor in creating
● user interface document editors HTML documents
● features

HTML Heading, Paragraph, Styles and demonstrate an understanding of the HTML 5. apply heading, paragraph, styles
Formatting elements heading, paragraph, styles, and formatting and formatting elements in HTML
document

82
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Multimedia elements demonstrate an understanding of the 6. embed multimedia elements in a
● Image, video, and audio multimedia elements in a webpage webpage

HTML Lists demonstrate an understanding of the HTML list 7. perform adding list in a webpage
● Types types and attributes
● Attributes

HTML Tables demonstrate an understanding of the HTML 8. create a table in a webpage

● Elements table elements and attributes
● Attributes

HTML Forms demonstrate an understanding of the HTML 9. utilize HTML form, types, and
● Types form types, attributes, and elements elements in a webpage
● Elements
● Attributes

HTML Links demonstrate an understanding of the HTML 10. apply links to images, email, button,
● Attributes links and text in a webpage
● Absolute and relative URL

Website Development demonstrate an understanding of the Website 11. develop a website

Development

PERFORMANCE STANDARD The learners develop website using HTML in a safe and responsible manner

83
 QUARTER II/IV

CONTENT CONTENT STANDARD LEARNING COMPETENCIES

The learners… The learners…
Cascading Style Sheets (CSS) demonstrate an understanding of the Cascading Style 1. discuss syntax, selectors, and types
Sheets of cascading style sheets
● Introduction
● Syntax
● Selectors
● Types
- Inline CSS
- Internal or Embedded CSS
- External CSS

CSS Colors, backgrounds, fonts, demonstrate an understanding of the CSS Colors, 2. apply CSS Colors, backgrounds,
and text backgrounds, fonts, and text fonts and text into a webpage

CSS Borders, Margins and demonstrate an understanding of the CSS borders, 3. apply CSS borders, margins, and
Paddings margins, and paddings paddings

CSS Icons, Links, List and Tables demonstrate an understanding of the CSS Icons, Links, 4. apply CSS Icons, Links, List, and
List, and Tables Tables

CSS Animations and Transitions demonstrate an understanding of the CSS animations 5. apply CSS animation and
and transitions transition in a webpage

CSS Box model demonstrate an understanding of the CSS Box model 6. utilize CSS box model in a
webpage

CSS Box shadow and transform demonstrate an understanding of the CSS Box shadow 7. utilize CSS box shadow and
and transform transform in a webpage

84
Basic Interactive Website demonstrate an understanding of the Basic Interactive 8. create interactive website
Development Website Development

PERFORMANCE STANDARD The learners create an interactive website

85
COMPONENT: INFORMATION AND COMMUNICATIONS TECHNOLOGY
SECTOR: TELECOMMUNICATIONS
DESCRIPTION: This is one of the sectors under the Information and Communications Technology (ICT) consisting of preliminary
competencies in the specialization of Contact Center Services It covers Contact Center operations and
procedures.

QUARTER I/III
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
demonstrate an understanding of the nature of
1. 1 discuss Contact Center Industry and its
The Contact Center Industry Contact Center Industry career opportunities

• The emergence of the Contact

Center industry
• Career opportunities in Contact
Center industry

Contact Center jargons 2. discuss the jargons in contact center

industry
• Bio break
• Ahod
• AU X
• Floor
• Huddle
• Long Call
• Sup Call

Inbound vs Outbound calls 3. differentiate inbound from outbound

calls
Duties and Responsibilities of a 4. discuss the duties and responsibilities of
Contact Center Employee a Contact Center employee

• Addressing customer concern

• Providing customer satisfaction

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 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Skills and attributes needed for a 5. discuss the skills and attributes needed
Contact Center Employee for a Contact Center Employee

• Intra and Interpersonal Skills

• Communication Skills
• Computer Literacy skills
Services offered in a Contact Center 6. discuss the types of services offered in
Contact Center
• Customer service
• Sales
• Technical support
• Chat support
Phone Etiquette demonstrate an understanding of the phone 7. demonstrate phone etiquette in handling
etiquette in handling calls calls

PERFORMANCE STANDARD The learners perform phone etiquette in handling calls

QUARTER II/IV

CONTENT CONTENT STANDARD LEARNING COMPETENCIES

The learners… The learners…
Accuracy and Fluency in demonstrate an understanding of the accuracy 1. apply accuracy and fluency in
Communication in handling inbound and fluency in communication communication in handling inbound and
and outbound calls either voice or non- outbound calls either voice or non-voice
voice

87
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Local and international accounts demonstrate an understanding of the local and 2. discuss local and international accounts
catered in Contact Center international accounts catered in a Contact catered in a Contact Center
Center
• Cultures
• Time zones
Procedures in Call Handling demonstrate an understanding of handling 3. perform procedures in call handling
different calls
• Inquiry
• Concerns
• Complaints
• Sales
demonstrate an understanding of the basic call 4. perform call flow
Call Flow flow in Contact Center

• Opening spiel empathy, sympathy

and assurance statements
• Probing questions
• Resolution
• Closing spiel
Common Metrics demonstrate an understanding of the common 5. discuss common metrics
Metrics in Contact Center
-Average Handling Time (AHT)

-Customer Satisfaction (CSAT)

-Dissatisfied Customer (DSAT)

-First Call Resolution (FCR)

PERFORMANCE STANDARD The learners perform the procedures in handling call and call flow

88
COMPONENT: INFORMATION AND COMMUNICATIONS TECHNOLOGY
SECTOR: COMPUTER SYSTEMS SERVICING
DESCRIPTION: This is one of the sectors under the Information and Communications Technology (ICT) consisting of preliminary
competencies in the specialization of Computer Systems Servicing. It covers installing and configuring computer
systems, as well as maintaining and repairing computer systems.

QUARTER I/III

CONTENT CONTENT STANDARD LEARNING COMPETENCIES

The learners… The learners…

Introduction to Computer Systems demonstrate an understanding of the 1. discuss career and business
Servicing concepts of career opportunities in computer opportunities in computer systems
servicing
● Career Opportunities systems servicing
● Business Opportunities

Tools and Equipment demonstrate an understanding of the types 2. discuss tools and equipment in
and functions of tools and equipment in computer systems servicing
● Types computer systems servicing
● Functions
Parts and Functions of Computer demonstrate an understanding of the parts of 3. discuss the parts and functions of the
System Unit the computer system unit computer system unit

● Motherboard
o CPU
o BIOS
o Slots
o Southbridge/northbridge
o BIOS
o I/O Ports

● Power Supply Unit (PSU)

● Expansion Cards
● Storage Devices
● Random Access Memory
(RAM)
● Central Processing Unit (CPU)

89
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…

● Fan
● Heatsink
● Cables

Software demonstrate an understanding of the types 4. discuss system software, its types, and
and functions of computer software functions
● System Software
o Operating System
o Device Drivers
o Firmware
o Utility Software 5. discuss application software, its types,
● Application Software and functions
o Productivity Software
o Database Software
o Multimedia Software
o Web Browsers
Computer Assembly demonstrate an understanding of the 6. perform computer assembly with safety
procedures in setting up computer system precautions

PERFORMANCE STANDARD The learners perform the procedures in assembling computer with safety precautions

QUARTER II/IV

CONTENT CONTENT STANDARD LEARNING COMPETENCIES

The learners… The learners…
Preparation of Installers demonstrate an understanding of the 1. create bootable device
procedures in setting-up computer
● creating ISO image file system
● creating bootable device
o Partition Scheme
o File System

Installing Operating Systems 2. perform installation of operating system

with safety precautions

90
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
● BIOS/UEFI configuration
● partitioning
● installation procedures
Installing drivers, application, and 3. perform installation of drivers,
utility software application, and utility software with
safety precautions

Testing and Updating 4. perform testing, updating, and checking

of peripheral drivers and application
● Testing software with safety precautions
- Stress Test
- Drivers
- Productivity Tools
- Utility Software
- Audio
- Video
● System Updates

Troubleshooting and Repairing 5. perform troubleshooting and repairing

of the computer system unit with safety
● power precautions
● display/video
● audio
● storage devices
● cooling system
● ports/connectors
● drivers
Maintaining Computer System 6. perform computer maintenance with
safety precautions
● Software Maintenance
● Defragmentation
● Check Disk
● Uninstalling unnecessary
applications
● Disabling start up applications

91
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
● Organizing files/folders

PERFORMANCE STANDARD The learners perform procedures in setting up computer system with safety precautions

92
COMPONENT: INFORMATION AND COMMUNICATIONS TECHNOLOGY
SECTOR: VISUAL ARTS
DESCRIPTION: This is one of the sectors under the Information and Communications Technology (ICT) consisting of the
preliminary competencies in the specialization of Visual Arts. This sector combines selected core competencies
from two specializations: illustration for the first quarter and animation for the second quarter.

QUARTER I/III
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…

Introduction to Visual Arts Sector demonstrate an understanding of the current 1. discuss current trends, skills, tools and
trends, skills, tools and equipment, career, equipment, career, and business
• Current trends in visual arts and business opportunities in visual arts opportunities in visual arts sector
• Skills needed in visual arts sector
sector
• Tools and Equipment
• Career and business
opportunities in visual arts

Elements and Principles of Design demonstrate an understanding of the 2. draw simple figures and objects by
elements and principles of design, types of applying the elements and principles of
illustrations, drawing enhancement design
techniques, proportion, expression, and
movements as applied in drawing human
Drawing Enhancement face 3. apply drawing enhancement techniques

Techniques

• Applying tonal values

• Tonal range
• Linear marks
Drawing Human 4. draw a human face

Face

• Proportion
• Expression
• Movement

93
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…

Basics of Animation demonstrate an understanding of the 5. discuss basics of animation, cleaned-up,

basics of animation, cleaned-up, and in- and in-between simple drawings
• 12 Principles of animation between simple drawings
• Clean-up key drawings
• In-between drawings
• Animation breakdown

Clean-Up of Simple Key Drawings 6. produce cleaned-up simple key drawings

• Model sheets

In-Between Drawings 7. produce in-between drawings

• Storyboard
• Pegging
• Un-pegging
• Design standards

PERFORMANCE STANDARD The learners apply the design principles and drawing techniques to draw a human face
through simple drawings-based animation

QUARTER II/IV

CONTENT CONTENT STANDARD LEARNING COMPETENCIES

The learners… The learners…
Illustration Software demonstrate an understanding of the digitizing, 1. navigate illustration software
• User Interface enhancing, and vectorizing human face using
• System Requirements illustration software

2. produce simple objects using illustration

software

94
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Digitizing and Enhancing Drawing 3. produce digitized drawing using
• Scanning illustration software
• File Formats
• Inking
4. produce enhanced drawing* using
• Coloring illustration software
Note: Use the learners’s output in
Quarter 1

Vectorizing Drawing* 5. produce vectorized drawing* using

illustration software

Animation demonstrate an understanding of the animation, 6. produce simple animation

Software its software, system requirements, and animation
• User Interface techniques
• System Requirements
Animation Techniques
• Digitized Key Drawing
• Digital In-Between Drawing

PERFORMANCE STANDARD The learners create vectorized drawing and simple animation video clip

95
 TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
GRADES 9 OR 10

COMPONENT: AGRICULTURE AND FISHERY ARTS

SECTOR: ANIMAL PRODUCTION
DESCRIPTION: This is one of the sectors under the Agriculture and Fishery Arts consisting of the preliminary competencies in
the specializations of Animal Production and Animal Health Care. It covers the necessary procedures in raising
poultry, swine, and small ruminants.

QUARTER I/III
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Maintaining poultry tools, equipment, demonstrate an understanding of the 1. discuss the procedures in maintaining
house, and facilities concepts and principles in poultry production poultry tools, equipment, house, and
●pre-operational check-up facilities according to industry standards
●cleaning of tools, equipment,
house,
and facilities
●inspection of tools, equipment
house,
and facilities
●proper upkeep of equipment
Optimum poultry environment 2. determine the proper poultry environment
●temperature management
●relative humidity
●air velocity
●lighting
●ventilation system
●air quality

96
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Poultry Brooding and Growing 3. perform brooding and growing with safety
●cleaning and disinfecting poultry precautions
houses
●preparing materials for brooding
and growing
●installation of brood guard
curtains and portable heater
●feeding
●maintaining different types of litter

Maintaining the growth of the broiler

●feeds and feeding
●different feeding additives
●record-keeping

Health Management in Poultry Raising 4. discuss poultry health management

●water hygiene
●vaccination
●immunization
●preventive medication
●biosecurity

Broiler harvesting technique in 5. discuss broiler harvesting technique in

accordance with industry standard accordance with industry standard

PERFORMANCE STANDARD The learners perform poultry production practices in accordance with the industry standard

Housing requirement for weaner, demonstrate an understanding of the 6. layout housing requirement for weaner,
grower and finisher concepts and principles in swine raising grower, and finisher
●floor space requirement
●layout

97
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Maintaining housing, facilities, tools, 7. determine the proper maintenance of
and equipment for swine production housing facilities for swine production
●pre-operational check-up
●cleaning of tools, equipment
house, and facilities
●inspection of tools, equipment
house, and facilities
●proper upkeep of equipment

Swine Feeding Management 8. discuss swine feeding management

●importance of balanced feed according to industry standard
ration
●sources of nutrients found in
feeds
●stages of swine growth and their
feeding management
●feeding guidelines for weaner,
grower, and finisher
●grower to finisher ration
management
Weaner 9. discuss the characteristics of good weaner
●characteristics of desirable
weaner
●commercial, semi-commercial,
and backyard practices

Health Management for weaner, 10. perform the administration of vitamins

grower, and finisher
●water hygiene
●vaccination
●immunization
●preventive medication
●biosecurity

Grower/Finisher Bedding Practices 11. prepare beddings for grower/finisher

●suitable bedding materials
●bedding management

98
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…

PERFORMANCE STANDARD The learners perform swine production practices in accordance with the industry standard

QUARTER II/IV
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Maintaining housing facilities,
tools, equipment, and demonstrate an understanding of the concepts and 1. perform inspections on facilities, tools,
surrounding area for small principles in small ruminant production equipment, and the surrounding area
ruminants

●farm maintenance and its

importance

●farm maintenance activities

(preventive and corrective) for
housing facilities, tools,
equipment, and surrounding
area according to Occupational
Safety and Health Standards
(OSH)
Feeding Management of Small 2. discuss the feeding management of small
Ruminants ruminants
●importance of feeding
management
●types of grazing systems
o cut and carry
o full grazing
o rational
grazing
o tethering
o strip grazing

99
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
●other sources of feeds and
supplements for ruminants
●crop residue
●agro-industrial by-products
●silage
●urea-molasses-treated rice
straw
●urea molasses mineral
blocks
●additives minerals
vitamins

Breeding Management of Small 3. discuss breeding management of small

Ruminants ruminants
●breeding management
●parameters of breeding
●natural breeding
●breeding systems
o pure breeding
o crossbreeding
o upgrading
o inbreeding
Basic Health Care Management 4. discuss basic health care management in small
of Small Ruminants ruminants
●common diseases
●symptoms, prevention, and
cure
Raising Small Ruminants (eg 5. perform raising small ruminants
goats and sheep)
●Care and husbandry
practices in meat type
o ear tagging
o disbudding/
dehorning
(optional)
o removal of
extra teat

100
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
o castration
▪methods of
castration
● burdizzo
● elastrator
● slit
method
o hoof
trimming
o grooming
o body weight
estimation
Animal Production Waste 6. apply waste management in animal production
Management
●characteristics of poultry
and livestock animal
manure
●farm waste management
practices and their
principle
●poultry and livestock
animal manure handling
●odor control from poultry
and livestock manure
PERFORMANCE STANDARD The learners perform small ruminant production practices in accordance with the industry standard

101
 COMPONENT: AGRICULTURE AND FISHERY ARTS
SECTOR: AQUACULTURE (FISH CULTURE)
DESCRIPTION: This is one of the sectors under the Agriculture and Fishery Arts consisting of the preliminary competencies in
the specialization of Aquaculture (Fish Culture). It covers fish hatchery, nursery, and grow-out culture practices
in accordance with OSH standards.
QUARTER I/III
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Hatchery, Nursery, and Grow-out demonstrate an understanding of the concepts 1. discuss hatchery, nursery, and grow-
Culture and principles in fish grow-out culture out culture
● fish size
● culture
facilities
● stocking rate
● feeding
● post-harvest
Handling

Site Selection for Fish Grow-out 2. identify suitable location for fish
Culture grow-out culture in the locality based
●water supply and sources on selected species
●soil type
●vegetation
●accessibility
●socio-economic factors
o ideas and
beliefs
locally
associated
with
aquaculture
practices
o storage
o availability of
labor
o electricity
o medical
facilities

102
Design of Fish Grow-out Facilities 3. layout perspective plan of fish grow-
●fishpond out facilities
o kinds of dikes
o types of gates
o different pond
compartments
o different
fishpond
designs
● fish cage
o parts of fish
cage
o materials
used in
constructing
fish cage
o different
cage designs
● fish pen
o parts of fish
pen
o materials
used in
constructing
fish pen
o fish pen
designs
● fish tanks
o parts of tank
o materials
used in
constructing
fish tank
o fish tank
designs

Preparing Fish Grow-out Facility based 4. prepare fish grow-out facility based
on Selected Species on identified species in accordance
●tools, materials, and equipment with OSH standards

103
 ●steps in preparing grow-out facility
in accordance with OSH
standards
Stocking of Fingerlings 5. perform stocking of fingerlings
●stocks, stocking, and stocking rate
●stocking density
●steps in stocking fingerlings and
the importance of acclimatization
PERFORMANCE STANDARD The learners perform fish grow-out culture in accordance with OSH standards

QUARTER II/IV
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Feeds and Feeding demonstrate an understanding of the concepts and 1. perform feeding of stocks
●feeds and its forms principles in fish grow-out culture
●alternative feed sources
●Daily Feed Allowance (DFA)
●feeding methods
●storing of feeds

Sampling of Stocks 2. perform the procedure in sampling of stocks

●importance of stock
sampling
●tools and materials in
stock sampling
●safety measures to be
observed during stock
sampling
●procedures in stock
sampling
o gathering
of sample
stocks
o data
gathering
(length, width,
average body

104
 weight)
o data
recording and
analysis
Maintaining Water Quality for 3. perform maintaining water quality for fish
Fish Grow-out Culture grow-out culture
●water parameters and its
optimum level

o temperature
o salinity
o hydrogen-ion
concentration (ph)
o dissolved oxygen
o turbidity
●tools and equipment in
water monitoring and
evaluation

Fish Health Management 4. apply health management to avoid mortality

●causes of fish diseases
●signs, symptoms,
prevention, and control of
common fish diseases
●steps in sampling and
diagnosing fish disease
●mortality rate

105
Harvest and Post-Harvest 5. perform harvesting of cultured fish
Handling of Cultured Fish
●materials for harvesting
fish
●methods of harvesting fish
●materials, tools, and
equipment for sorting and 6. perform post-harvest handling of fish in
packing fish accordance with industry standards
●sorting of fish
●packing and transporting
harvested fish
o live fish
o iced fish

Selling Harvested Stocks 7. sell harvested stocks

● cost and return analysis
8. prepare report based on cost and return
analysis
PERFORMANCE STANDARD The learners perform fish grow-out culture in accordance with OSH standards

106
COMPONENT: AGRICULTURE AND FISHERY ARTS
SECTOR: AGRICULTURAL CROP PRODUCTION
DESCRIPTION: This is one of the sectors under the Agriculture and Fishery Arts consisting of the preliminary competencies in
the specializations of Agricultural Crop Production and Organic Agriculture. It covers Agri-crop operations
following the industry practices.
QUARTER I/III
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Keeping records of materials, tools, and demonstrate an understanding of the 1. prepare records of the different materials,
equipment concepts and principles in agri-crop tools, and equipment used in agricultural
operations following the industry practices crop production
Performing nursery operations 2. perform nursery operations according to
●establish nursery facilities Occupational Safety and Health Standards
●repair and maintenance of nursery
facilities
●safety measures on maintenance
of nursery facilities

Plant propagation 3. perform plant propagation

●types, kinds, varieties, and
characteristics of planting material
o seeds
o plant parts
●methods of plant propagation
o sexual
o asexual

Seed testing 4. perform seed testing

● germination of seed
● ragdoll
● petri dish
● seed box/seed tray
• floating in the water
• winnowing

107
Preparing growing media 5. prepare growing media
●substrates used in growing media
●ratio and proportion
●potting/bagging

PERFORMANCE STANDARD The learners perform agri-crop operations following the industry practices

QUARTER II/IV
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
●Systems of planting demonstrate an understanding of the concepts and 1. discuss systems of planting
o quincunx principles in agri-crop operations following the
o square industry practices
o hexagonal
o triangular
o contour
● Plant population 2. perform field layout
● Field layout

Agricultural practices in 3. perform agricultural practices in planting crops

planting crops according to natural farming
● soil analysis
● land preparation
● mulching techniques
● planting
● transplanting

Fertilizer application 4. apply fertilizer according to plant requirements

● types of fertilizer (organic and OSH standards
and inorganic)
● nutrients requirement
● fertilizer computation
● Occupational Safety and
Health (OSH) standards
in fertilizer application

108
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Prevention and control of 5. apply prevention and control of common pests
common pests and diseases and diseases according to OSH standards
● different pests and
diseases
● sign and symptoms
● prevention and control
● OSH in managing pests
and diseases

Harvesting and post-harvest 6. perform harvesting and post-harvest handling

handling practices of different practices
crops
● harvesting practices
● handling of harvested
crops
● packaging of harvested
crops

PERFORMANCE STANDARD The learners perform agri-crop operations following the industry practices

Selling crops prepare cost and return analysis 7. perform selling of products
●selling strategies
●challenges in selling crops 8. prepare cost and return analysis

Cost and Return Analysis

PERFORMANCE STANDARD The learners perform selling of products

109
COMPONENT: AGRICULTURE AND FISHERY ARTS
SECTOR: FISH CAPTURE
DESCRIPTION: This is one of the sectors under Agriculture and Fishery Arts consisting of the preliminary competencies in the
specializations of Fish Capture and Fishing Gear Repair and Maintenance. It covers concepts, principles, and
skills in fish capture and Fishing Gear Repair and Maintenance in accordance with OSH standards.

QUARTER I/III
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Background of fish capture demonstrate an understanding of the 1 discuss the background of fish capture
• history of fish capture concepts and principles of fish capture in
• status of fish capture in the accordance with OSH standards
Philippines
• the trends of fish capture

Protecting marine environment

•garbage disposal procedures 2 discuss protecting the marine environment
•guidelines and implementation

Safety measures in fish capture 3 discuss safety measures in fish capture

operations operations
• areas of concern for safety
measures
- place
- time
- work tasks
• Occupational Safety and Health
(OSH) Procedure
o basic first aid treatment
o proper lifting techniques for
heavy objects
o Personal Protective Equipment
(PPE)
Weather information for safe navigation 4. discuss the weather information for safe
• weather and oceanography navigation
• navigational charts and nautical
publications
• navigational hazards

110
Mesh nets, beach seines, and gill nets 5. discuss different parts and types of nets
• mesh nets and its function, and applicability based
• beach seine on national law and local ordinances
- parts and function
• gill nets
- types 6. discuss fishing strategies
- parts and function
• equipment and tools for adjusting
beach seines and gill nets
• techniques for slinging beach
seines and gill nets
• applicability based on national law
and local ordinances
• fishing strategy
Net weaving 7. perform net weaving with safety
• materials and tools precautions
• methods of net weaving
o chaining out
o half mesh
o whole mesh
o increasing
o decreasing
o combination
o fly mesh method
o starting from an old net method
Net mending 8. perform net mending with safety
• repairing precautions
• patching
Net casting 9. perform net casting with safety
• components precautions
• casting techniques
• fishing strategy
PERFORMANCE STANDARD The learners perform net weaving, mending, and casting accordance with OSH standards

111
QUARTER II/IV
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Pots and traps used in demonstrate an understanding of the concepts and 1. discuss pots and traps
capturing fish principles of fish capture in accordance with OSH
• types of pots and traps standards
• basic operation
• fishing strategies
Tools and equipment in fish 2. operate tools and equipment in fish
capture in small scale capture in accordance with OSH standard
operation
• fishing equipment
o fishing boat
motorized
non-motorized
o electrical equipment
o fishing tools
o power tools
o handheld tools
• safety practices in using
fishing tools and
equipment
Fishing vessels 3. discuss the different types of fishing vessels,
• classification of fishing its parts and function, and its
vessels maintenance
• parts and function
• basic maintenance of
fishing vessel
Municipal fishing vessel (up to 4. discuss the characteristics and structural
30 gross tons) design of a municipal fishing vessels and
• Characteristics of a the applicable fishing regulations
fishing vessel of
up to 30 Gross Tons
• structural design
• fishing regulations when
using fishing vessel 30
Gross Tons

112
Handling Practices in Fish 5. discuss handling practices in fish capture
Capture with the OSH standards
• Handling techniques and
procedures
• Safety principles and
requirements

PERFORMANCE STANDARD The learners operate tools and equipment in fish capture in accordance with OSH standard

113
COMPONENT: AGRICULTURE AND FISHERY ARTS
SECTOR: FOOD AND BEVERAGE PROCESSING
DESCRIPTION: This is one of sectors under the Agriculture and Fishery Arts consisting of the preliminary competencies in the
specialization of Food Processing. It covers food and fruit juice processing in accordance with the industry
standards.

QUARTER I/III
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Economic Demands/Potentials in the demonstrate an understanding of the 1. identify the economic demands/ potentials
Area for Food Processing concepts and principles in Food Processing in in the area
accordance with industry standard

Selecting, receiving, and handling of 2. discuss the process of selecting, receiving,

raw materials and supplies for food and handling raw materials, and supplies
processing
Processing food 3. perform food processing
•Occupational Safety and Health
Standard (OSH)
•tools and equipment
•sorting and inspection of raw
materials
•processing methods
Packaging processed foods in 4. perform packaging and labeling
accordance with industry standards
• packing
• packaging
• labeling
Product Costing and Marketing of 5. perform product costing of processed
Processed Foods foods

Marketing Processed Foods 6. discuss strategies in marketing processed

• innovative and creative techniques foods
in marketing products

PERFORMANCE STANDARD The learners demonstrate food processing in accordance with industry standard

114
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Selling Techniques demonstrate an understanding of the 7. perform selling finished product
• packaging and labeling concepts and principles of selling finished
• selling strategies product

PERFORMANCE STANDARD The learners perform selling finished product

QUARTER II/IV
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…

Types of Fruit Juices demonstrate an understanding of the concepts and 1. discuss types of fruit juices and beverages
• clear juices principles in Food Processing in accordance with
• citrus juices industry standard
• tropical juices
• fruit nectars
• fruit punches and juice
drinks
Extracting Methods for Juice 2. discuss appropriate methods for juice
Processing: processing
-pressing
-extraction
-pulping
-centrifugation 3. perform processing of fruit juices following
-rough filtration the Occupation Health and Safety standards
Tools and equipment
Occupation Health and Safety
PERFORMANCE STANDARD The learners demonstrate Fruit Juice Processing in accordance with industry standard

Selling of Finished Products demonstrate an understanding of the concepts and 4. perform selling finished product
principles of selling finished product
PERFORMANCE STANDARD The learners perform selling finished product

115
 TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
GRADES 9 or 10

COMPONENT: FAMILY AND CONSUMER SCIENCE

SECTOR: BEAUTY CARE SERVICES
DESCRIPTION: This is one of the sectors under Family and Consumer Science consisting of the preliminary competencies in the
specializations of Beauty/Nail Care, Hairdressing, and Barbering. It covers the necessary procedures in hand
and foot spa, manicure and pedicure, and haircutting.

QUARTER I/III
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Nail Care demonstrate an understanding of the 1. explain different nail care services
• services in nail care concepts and principles of providing beauty
• diseases and conditions of care services 2. discuss diseases and conditions of the
client’s nails nails
• occupational safety and health
procedures

Hand and Foot Spa with Massage 3. discuss the benefits of hand and foot spa
Services
• benefits of hand spa and foot spa 4. identify the pressure points applied in
• pressure points applied in hand hand and foot massage
and foot massage
5. demonstrate the different techniques in
• massaging techniques hand and foot massage following the
safety precautions

Procedures 6. perform the steps in the hand and foot

• hand and foot spa spa, and massage following the safety
• hand and foot massage precautions

Manicure and Pedicure 7. perform manicure and pedicure following

• nail shapes the safety precautions
• nail designs

116
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
• procedures in manicure and
pedicure

PERFORMANCE STANDARD The learners provide nail care services following the safety precautions

QUARTER II/IV
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Introduction to Haircutting Services demonstrate an understanding of the 1. discuss the background of haircutting
concepts and principles of haircutting services
Career and Business Opportunities services
2. determine career and business
opportunities in haircutting services
Pre and Post Haircutting Services 3. explain the steps in pre- and post-
• shampooing haircutting services
• conditioning
• blow-drying 4. perform pre-haircutting services

Haircutting 5. perform steps in haircutting services

• draping following the safety precautions
• haircutting strokes
o blocking 6. perform post-haircutting procedures
o sectioning
• haircutting styles
o male
o female

PERFORMANCE STANDARD The learners perform haircutting services following the safety precautions
Service Cost 7. calculate labor, materials, and cost of the
• materials costing manpower service
(labor cost)
PERFORMANCE STANDARD The learners calculate the labor cost of the service

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 COMPONENT: FAMILY AND CONSUMER SCIENCE
SECTOR: FOOD SERVICE
DESCRIPTION: This is one of the sectors under Family and Consumer Science consisting of the preliminary competencies in
the specializations of Food and Beverage, Barista, and Bartending. It covers the necessary procedures in setting
the table for service and providing beverages to the guest.

QUARTER I/III
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Fundamentals of Food Service demonstrate an understanding of the 1. discuss the fundamentals of food service
● history of the food service industry concepts and principles of food and
● types of restaurants beverage services
● areas in the restaurant
o front of the house
o back of the house
● careers in the food service
industry

Attributes of a Food Service Attendant 2. recognize the attributes of a food service

● duties and responsibilities of food attendant
attendants
● intrapersonal and interpersonal 3. explain occupational safety and health
skills standards in food service
● customer service

Occupational Safety and Health (OSH)

Standards

Restaurant Service Area 4. discuss the preparation in the service

● dining environment area
(atmosphere/climate)
● cleanliness, and orderliness in the
dining area

Table Setting 5. identify the table implements for table

● table implements for table setting setting

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 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
o linen
o silverware/flatware 6. demonstrate table setting in accordance
o dinnerware with industry standards
o glassware
o holloware
● types of table setting
o informal
o formal

Restaurant Service Sequence 7. execute the sequence of restaurant

● welcoming the guests service following the safety precautions
● seating the guests
● presenting the menu
● taking orders
● serving and bussing
● billing and payment
● assisting guest departure

Clearing and Re-setting

PERFORMANCE STANDARD The learners perform basic table setup and sequence of dining service following the safety
precautions

119
 QUARTER II/IV
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Beverages demonstrate an understanding of the 1. differentiate alcoholic and non-alcoholic
● alcoholic and non-alcoholic concepts and principles of alcoholic and non- beverages
beverages alcoholic beverages
● bar tools and equipment 2. identify bar tools and equipment
Alcoholic Beverages 3. discuss alcoholic beverages
● types of alcoholic beverages
(wine, spirit, liqueur, beer) 4. identify the ingredients and components of a
● ingredients/components of cocktail
a cocktail (base, modifier,
garnish ice) 5. demonstrate the mixing methods of cocktails
● methods of mixing cocktails following the safety precautions
(building, stirring, shaking,
blending, layering)

Business Opportunities in Food 6. apply the methods of preparing non-alcoholic

and Beverage Services beverages following the safety precautions
● business related to food
and beverage service
● consumer analysis using
primary and secondary
data

PERFORMANCE STANDARD The learners create non-alcoholic beverages following the safety precautions that can be used in
generating business ideas

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COMPONENT: FAMILY AND CONSUMER SCIENCE
SECTOR: GARMENTS
DESCRIPTION: This is one of the sectors under Family and Consumer Science consisting of the preliminary competencies
in the specializations of Dressmaking and Tailoring. It covers the necessary procedures for producing
upper and lower garments for both males and females.

QUARTER: I/III
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Introduction to the Garments Industry demonstrate an understanding of the 1. discuss the concepts related to the
● history of dressmaking/ concepts and principles of making upper garments industry
tailoring garments
● characteristics/ attributes of a
dressmaker/tailor

Career and Business Opportunities

Upper Garments (Clothing) 2. identify the types, styles, and parts of

● types upper garments
● styles
● parts
o sleeves
o collars
o pockets
o necklines
o plackets
o facing and interfacing
o seams

Procedure in Making Upper Garments 3. explain the procedures for drafting and
● pattern drafting and cutting cutting patterns
o body measurement
o drafting front and back
patterns
o drafting basic/block pattern
o manipulating basic/block
pattern

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 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
o techniques in cutting the final
pattern

● preparing and cutting fabric 4. discuss the procedures for preparing and
o laying-out pattern pieces cutting fabric
o transferring marks onto
fabric
o rules for cutting the fabric

● assembling procedures 5. explain the procedures for assembling

o preparing and cutting fabric upper garments
o sewing and assembling
upper garments
● altering of assembled/
completed upper garments
● techniques in finishing 6. discuss procedures in making upper
garments garments and finishing touches
o types of finishing touches
(hemming stitches and 7. produce upper garments or mini dresses
fasteners) with safety precautions
o trimming techniques
o pressing techniques
● packaging and labeling
PERFORMANCE STANDARD The learners perform the procedures in making upper garments following the safety
precautions

122
QUARTER: II/IV
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Lower Garments demonstrate an understanding of the 1. identify the types, styles, and parts of
● types concepts and principles of making lower lower garments
● style garments
● parts
● waistband

Produce Lower Garments 2. apply procedures in making lower

● drafting and cutting patterns garments following the safety precautions
● preparing and cutting fabric
● assembling procedure
● finishing touches

PERFORMANCE STANDARD The learners perform the procedures for making a lower garment following the safety
precautions in accordance with industry standards

Selling of Finished Garment Products demonstrate an understanding of the 3. perform selling of finished garment
● costing of product concepts and principles of selling finished products
pricing and promotional garment products
strategy

PERFORMANCE STANDARD The learners sell finished garment products

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COMPONENT: FAMILY AND CONSUMER SCIENCE
SECTOR: HEALTH AND WELLNESS MASSAGE
DESCRIPTION: This is one of the sectors under Family and Consumer Science consisting of the preliminary competencies
in the specializations of Wellness Massage and Caregiving. It covers the necessary procedures in wellness
massage and care for newborns, infants, and toddlers without special needs.

Quarter: I/III

CONTENT CONTENT STANDARD LEARNING COMPETENCIES

The learners… The learners…
Introduction to Wellness Massage demonstrate an understanding of the 1. discuss the origin of wellness and its
• origin concepts and principles of providing services
• health benefits wellness massage services
2. explain the health benefits of wellness
massage
Wellness Workplace Policy and 3. determine the workplace requirements
Procedures and policies for a wellness facility
• personnel
• facilities
• legal documents
Wellness Massage Services 4. discuss the different types of massage
• types
o therapeutic
o wellness
• pre-services
o vital health information of
clients
o recordkeeping
• Pre-Massage Procedures 5. discuss the pre-massage procedures
o draping
o warm-up massage
Wellness Massage 6. apply the steps in providing wellness
• Swedish massage with safety precautions
• Hilot
• post-massage procedures
PERFORMANCE STANDARD The learners perform wellness massage services following the safety precautions

Quarter: II/IV

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 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Fundamental Concepts of demonstrate an understanding of the 1. discusses the concepts and principles in
Caregiving concepts and principles of providing care and caregiving
• clientele support to newborns, infants, and toddlers
o without special needs without special needs
o with needs
• types of caregiving
services
o in-bed patient
o non-bed patient

Workplace Policy and 2. discuss workplace policy and procedures in

Procedures providing care to clientele

Code of Conduct
1. Confidentiality
2. Dress code
3. Reporting misconduct
4. Patient’s Bill of Rights

Occupational, Safety, and

Health (OSH) Standards in the
Workplace
• safety
• sanitation hygiene

Procedures in Providing Care demonstrate an understanding of providing 3. explain the procedures for providing care and
and Support to Clientele care and support to newborns, infants, and support to clientele
(Newborns, Infants, and toddlers without special needs
Toddlers without special needs) 4. apply the appropriate caregiving procedures to
• checking of vital signs newborns, infants, and toddlers without
o body temperature special needs
• bathing
o oral care
o hair care
o dressing and
undressing
• bed making (unoccupied)

125
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
• feeding requirement

PERFORMANCE STANDARD The learners perform care and support to infants and toddlers without special needs

126
COMPONENT: FAMILY AND CONSUMER SCIENCE
SECTOR: FOOD PREPARATION
DESCRIPTION: This is one of the sectors under Family and Consumer Science consisting of the preliminary competencies in
the specializations of Cookery, and Bread and Pastry. It covers the necessary procedures in kitchen operations.

QUARTER I/III
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Introduction to Hot and Cold Kitchens demonstrate an understanding of the 1. differentiate a hot kitchen from the cold
• hot and cold kitchens concepts and principles of hot and cold kitchen
• kitchen brigade kitchens
2. discuss the kitchen brigade system

Occupational Safety and Health (OSH) 3. explain the importance of occupational

Standards in the Kitchen safety and health in kitchen operations
• safety
• sanitation
• hygiene

Recipes and Food Cost 4. familiarize themselves to each

• recipe component/element of a recipe
• standardized recipe
• instructional recipe 5. perform recipe costing
• parts of a recipe
• food cost
• recipe quantification

Cutting Techniques 6. perform cutting techniques following the

occupational safety and health standards
Salad and Salad Dressing 7. prepare salad and salad dressing following
• classifications of salad the safety standards
• components of a salad
• types of salad dressing
• guidelines for preparing salad
and salad dressing

Stocks 8. discuss stocks (fond)

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 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
• stocks (fond)
• uses of stocks 9. identify the types of stocks
• types of stocks
10. discuss the steps of preparing stocks

Soup 11. prepare soup following the safety

• classifications of soup standards
• guidelines for preparing soups

PERFORMANCE STANDARD The learners perform hot and cold meals following the safety standards

QUARTER II/IV
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Fundamentals in Baking demonstrate an understanding of the 1. discuss types of baked products
• types of baked products concepts and principles of preparing quick
• ingredients and substitutes bread and yeast bread 2. familiarize themselves with the different
• oven temperature requirement baking ingredients and their substitutes
• mixing methods
3. identify oven temperature requirement for
each baked product

4. explain the mixing methods used in

baking

Breads 5. discuss the different types of bread

• quick breads
o muffins 6. prepare bread
o biscuits
• yeast breads
o dough mixing methods

PERFORMANCE STANDARD The learners prepare bread following the safety standards

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 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Business Ideas demonstrate an understanding of the 7. conceptualize business ideas in baking
• food trends concepts and principles in business ideas
• product selling

PERFORMANCE STANDARD The learners conceptualize business ideas in baking

129
COMPONENT: FAMILY AND CONSUMER SCIENCE
SECTOR: HOTEL SERVICES
DESCRIPTION: This is one of the sectors under Family and Consumer Science consisting of the preliminary competencies in the
specializations of Front Office and Housekeeping. It covers the necessary procedures for reservation and
maintenance of public areas in the hotel.

QUARTER I/III
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Hotel Organizational Structures and demonstrate an understanding of the 1. discuss the organizational structures of
Their Services concepts and principles of hotel services the hotel and their services

Career Opportunities 2. discuss career opportunities in the front

office
Front Office Department
• front office operational 3. explain the duties and functions of the
functions front office department

Front Desk
• uniformed services
• concierge
• front office accounting system
• Private Branch Exchange (PBX)

Front Office Operations 4. explain front office operations

• front-house
• back-house 5. discuss the operational structure of a
front office
Front Office Operational Structure
• front desk positioning
• front office communication
o internal and external
communication
• switchboard operators

Front Office Personnel 6. discuss the front office personnel’s

• duties and responsibilities responsibilities, attributes, and skills
• attributes

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 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
• skills 7. discuss the hotel guest cycle

Hotel Guest Cycle

• pre-arrival
• arrival
• occupancy
• departure

Occupational Safety and Health (OSH) 8. explain the importance of occupational

Standards in Hotels safety and health standards in hotels

Hotel Reservations and Processes 9. perform the hotel reservation following the
• Reservation safety standards
o types of hotel reservation
o types of reservation
o systems
o sources reservation
o managing reservation

• Reservation Process
o hospitality ethics in
communication
• Receiving and Processing
Reservation
o denying reservation
o cancelling of the reservation

PERFORMANCE STANDARD The learners perform the hotel reservation following the safety standards

QUARTER II/IV
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…

131
Housekeeping Department demonstrate an understanding of the 1. discuss the housekeeping organizational
• organizational structure concepts and principles of housekeeping chart
• personnel characteristics operation
o physical 2. discuss the role and functions of a
o educational background
housekeeping personnel
o duties and responsibilities
o skills
3. discuss career opportunities in the
Career Opportunities housekeeping department

Sections in the Housekeeping 4. discuss the functions of the different

Department housekeeping sections
• Uniform Room
• Tailor’s Room
• Laundry Area
• Public Area
• Flower Room
• Lost and Found Section
• Linen Room Storage
• Desk Control Room
• Executive Housekeeper Office

Classification of Guest Rooms and 5. classify guest rooms

Status
• according to the number of 6. familiarize themselves with room status
beds
• according to price, layout,
facilities, and amenities

Housekeeping Procedures 7. explain the standard procedures of hotel

• cleaning methods housekeeping
o manual
o mechanical 8. discuss housekeeping tools, supplies, and
• care and maintenance of equipment
cleaning tools, supplies, and
equipment 9. discuss correct handling, storage, and
disposal of used chemicals

132
 • dandling, storage, and disposal
of used chemicals in cleaning 10. recognize the importance of 5R’s in waste
• 5R’s of waste management management

Public Area Sections in Housekeeping 11. identify the public area section in
Department housekeeping department
• lobby
• reception 12. demonstrate the procedures in
maintaining public areas in a hotel
• restaurant/bar/coffee shop
• restrooms

Maintenance of Public Areas in a Hotel

PERFORMANCE STANDARD The learners perform cleaning and maintaining public areas

133
COMPONENT: FAMILY AND CONSUMER SCIENCE
SECTOR: HANDICRAFTS
Description: This is one of the sectors under Family and Consumer Science consisting of the preliminary competencies
in the specializations of Needle Works and Leather Craft. It covers the necessary procedures in making
handicraft products.

QUARTER I/III
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Introduction to Needlecraft demonstrate an understanding of the 1. discuss the concepts in needlecraft
• history and development of concepts and principles in needlecrafts
needlecraft
o trends

Career and Business Opportunities in

Handicraft Industry

Needlecraft 2. discuss the different techniques used

• techniques in needlecraft
o embroidery
3. determine the different Quilting and
o smocking
Calado products
o knitting
o needlepoint
• products
• crocheted clothes
• knit dress
• patchwork
• quilted fabrics

Quilting 4. identify the styles, techniques, designs

• styles and patterns used in quilting
• techniques and design
5. perform the steps in quilting following
• quilt patterns
the safety precautions
• supplies and materials

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 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…

• steps in quilting according to

the products to be made

Calado 6. identify the techniques used in Calado

• techniques
• characteristics 7. describe the characteristics and designs
• local designs of Calado
• supplies and materials 8. apply Calado designs on fabric following
• steps in applying Calado design the safety precautions
to fabric

PERFORMANCE STANDARD The learners perform Calado and Quilting in creating products and designs

Market Needlecraft Products demonstrates an understanding of the 9. discuss marketing, packaging, and
• marketing strategies concepts and principles in marketing product costing involved in
needlecraft products marketing needlecraft products
• packaging materials
• product costing 10. sell finished products

PERFORMANCE STANDARD The learners apply the technique of Calado and Quilting in creating products and designs

QUARTER II/IV
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…

Fundamentals of Leathercraft Origin demonstrate an understanding of the 1. explain the fundamentals of leathercraft
of Leathercraft Leather Industries concepts and principles in leathercraft
• materials, tools and equipment
used in making leathercraft
products
• characteristics of a good leather
• kinds of leather

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 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…

Leather Preparation 2. discuss the methods applied in

• curing preparing leather
• tanning
• dyeing
• dressing
• finishing

Process of Tanning Leather

Produce Leather Products 3. discuss the stitches use in leather

• stitches used in leathercrafting crafting
• patterns for leather products
4. familiarize the patterns in different
• steps in making leather products leather products

5. follow steps in producing

leathercraft products

6. sell finished leathercraft products

PERFORMANCE STANDARD The learners produce leathercraft products

136
COMPONENT: FAMILY AND CONSUMER SCIENCE
SECTOR: TOURISM SERVICES
Description: This sector is composed of three (3) TVL specializations, Local Tour Guiding, Tourism Promotion, and
Travel Services, clustered in a semester to master the required competencies in tour guiding and
promotion.

QUARTER I/III
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Tourism Industry in the Philippines demonstrate an understanding of the 1. explain the concepts of tourism
and the Roles of Agencies in Tourism concepts of the tourism industry in the
Services Philippines 2. discuss the historical development of the
• concepts of tourism tourism industry in the Philippines
• overview of the tourism
industry in the Philippines 3. identify the key roles of the various
• agencies and their roles in agencies in tourism services
tourism services - 4. examine the sectors of the tourism
o government industry
o private
o financial 5. identify the career opportunities in the
o intermediary agencies tourism sectors
• sectors of the travel and
tourism industry
o accommodation
o adventure tourism and
recreation
o attractions
o events and conferences
o food and beverages
o tourism services
o transportation sectors
o travel and trade

Career Opportunities in Tourism

Industry sectors
• tour guide
• ticketing aide
• tour operator

137
 • destination manager
• travel writer
• tour package consultant, etc

PERFORMANCE STANDARD The learners discuss the various tourism sectors and their functions
Attributes of a Tour Guide demonstrate an understanding of the 6. discuss the attributes of an ideal tour
• qualities attributes of an ideal tour guide guide
• roles, functions, and duties

Tourist Maps and Contents demonstrate an understanding of the 7. interpret the tourist maps and their
• sightseeing elements of tourist maps, types of contents
• qualified tourism attractions, events, and festivals
• other types of tourism

Attractions, Events, and Festivals 8. identify the different attractions, events,

• types of attractions and festivals of the regions
• types of events in tourism
festivals
PERFORMANCE STANDARD The learners display the roles and functions of a tour guide

QUARTER II/IV

CONTENT CONTENT STANDARD LEARNING COMPETENCIES

The learners… The learners…
Tourism Information Sources demonstrate an understanding of gathering 1. identify sources of tourism information
• agencies tourism information sources
o DOT
o LGU
o tourism offices
o travel agencies
• media
o print
o non-print

Tourism Products and Services demonstrate an understanding of tourism 2. classify tangible and intangible tourism
• tangible products and services products and services
• intangible

138
Tourism Promotions demonstrate an understanding of the tools 3. apply ethical standards in promoting
• tourism promotional tools used in promoting tourism products and tourism products and services
o social media services
o newsletter
o direct mails
o videos
o others

Ethical Standards in Tourism

Promotion

Tour Commentary (Tourist Guides demonstrate an understanding the concepts 4. recite tour guide commentary/script
Script) of a tour commentary
• types of commentary
o required
o informative
o requested
o optional

Guidelines on Writing Tour

Commentary

Elements of a Tour Commentary

PERFORMANCE STANDARD The learners perform competencies of a tour guide

139
 TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
GRADES 9 or 10

COMPONENT: INDUSTRIAL ARTS

SECTOR: AUTOMOTIVE AND SMALL ENGINE SERVICING
DESCRIPTION: This is one of the sectors under the Industrial Arts consisting of the preliminary competencies in the
specializations of Automotive and Small Engine Services. It covers the necessary procedures in ignition
and engine servicing.

QUARTER I/III
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…

Automotive and Small Engine Services demonstrate an understanding of the 1. interpret the fundamentals in automotive
concepts and principles of ignition system and small engine services
● development of an automotive
servicing in automotive and small engines
engine
● service specifications manuals
o service literature
o generic service manuals
o lubrication service manual
o owners’ workshop manuals

Automotive and Small Engine 2. discuss tools, materials, consumables,

Servicing and equipment

• tools and materials

• consumables
• equipment

Component Parts of Automotive and 3. distinguish the component parts of

Small Engine Systems (Electrical) automotive and small engine systems
(electrical)
● ignition
● starting

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 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…

● charging
● computer
● lighting

Diagrams of Engine Electrical System 4. draw a diagram of an engine electrical

system
● components
● signs and symbols

Ignition System 5. describe the parts and functions of the

ignition system
● parts and functions
Ignition System Servicing 6. apply servicing of the ignition system
following the safety precautions
● types of troubles
● types of diagnostic tests
● servicing procedure for the
ignition system
PERFORMANCE STANDARD The learners perform ignition system servicing following the safety precautions

QUARTER II/IV
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…

Engine Operation demonstrate an understanding of the 1. differentiate types of engine operation

concepts and principles of engine servicing
● two-stroke cycle
in automotive and small engines
● four-stroke cycle
Engine Construction 2. describe engine construction
● cylinder head, cylinder block,
and manifolds
● crankshaft, bearings, rods,
pistons, and rings

141
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…

Engine Services 3. apply engine servicing following the

safety precautions
● engine tune-up procedure
o gas engine
o diesel engine

PERFORMANCE STANDARD The learners perform engine servicing with safety precautions

Service Costing demonstrate an understanding of the 4. calculate labor and material costs for
elements of cost for labor and materials for services
● flat rate manuals
servicing
● manpower (labor cost)
● material costs
PERFORMANCE STANDARD The learners compute costs for labor and materials for services

142
COMPONENT: INDUSTRIAL ART
SECTOR: ELECTRICAL AND ELECTRONICS SERVICING
DESCRIPTION: This is one of the sectors under the Industrial Arts consisting of the preliminary competencies in the
specializations of Electrical Installation and Maintenance, Electronics Product and Assembly Servicing,
and Domestic Refrigeration and Air-conditioning Servicing. It covers the necessary procedures in
household electrical installation, electronics product assembly, and residential refrigerant maintenance.

QUARTER I/III
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Fundamentals of Electrical and demonstrate an understanding of the 1. discuss electrical and electronics
Electronics Services concepts and principles in electrical, services
electronics, and domestic refrigerant system
Materials and/or Components for services 2. differentiate the types of materials
Electrical Installation and Electronics and/or components for electrical
Servicing and Repair installation and electronics servicing
• electrical components and repair
• electronics components (passive
and active components
• types of Printed Circuit Board
(PCB)

Circuit Diagrams 3. draft a circuit diagram

● schematic
● wiring
● block
● line diagram

PERFORMANCE STANDARD The learners create a circuit diagram

Household Electrical Installation 4. apply procedures in household

• switches (SPST, SPDT, 3-way, 4- electrical installation following the
way, ganged switches) safety precautions
• convenience outlets
• circuit protection devices
5. apply procedures in power supply
Power Supply Assembly assembly with safety precautions
etching process

143
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
• soldering practices
• power supply assembly (bridge-
type rectifier with 12V output)

PERFORMANCE STANDARD The learners perform household electrical installation and electronic product assembly
procedures following the safety precautions

QUARTER II/IV
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Residential Refrigeration demonstrate an understanding of the 1. differentiate the two kinds of
• refrigeration system concepts and principles in electrical, refrigeration systems
o mechanical electronics, and domestic refrigerant system
o electrical services
• refrigeration cycle
• types of refrigerants
conventional and inverter type

Preventive Maintenance Servicing 2. apply preventive maintenance servicing

• household electrical system procedures following the safety
• household electronic products precautions
• residential air-conditioning

PERFORMANCE STANDARD The learners perform preventive maintenance servicing following the safety precautions

Service Costing demonstrate an understanding of 3. calculate labor and material costs for
● manpower (labor cost) calculating the costs of labor and materials services
● material costing for servicing

PERFORMANCE STANDARD The learners calculate labor and material costs for the rendered services

144
COMPONENT: INDUSTRIAL ARTS
SECTOR: RESIDENTIAL CARPENTRY
DESCRIPTION: This is one of the sectors under the Industrial Arts consisting of the preliminary competencies in the
specializations of Carpentry. It covers the necessary procedures in wood project fabrication, repair
servicing of interior and exterior components of a residential house that covers doors, windows, floors,
roofs, ceilings, countertops, stairs, railings, wall partitions, and decorative molding.

QUARTER I/III
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Introduction to Carpentry demonstrate an understanding of the 1 discuss principles and concepts in
● rough carpentry concepts and principles in carpentry works carpentry
● finishing carpentry
● woodworking
● fabrication

Career/Business Opportunities 2. discuss career/business opportunities

in carpentry

Wood Lumber, Bamboo, and Rattan 3. discuss the wood lumber, bamboo, and
Types rattan classification
• types of wood lumber, bamboo,
and rattan
● wood lumber cuts and
applications
● defects
● new technologies for bamboo-
made products

Carpentry Byproducts 4. recognize the use of carpentry

• wood byproducts
o plywood
o plyboard
• non-wood
o composite materials
o engineered bamboo

145
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Forestry Regulatory Laws 5. discuss the principles and concepts
• DENR Administrative Orders related to forestry regulatory laws
2021-05 (“Rules and
regulations governing the
establishment, harvest and
transport of bamboo”)
• DENR Administrative Orders
2021-11 (“Revised regulations
governing the establishment
and operations of wood
processing plants”)
• DENR Administrative Order No
89-04 (“Rattan cutting contract
and other party to cut gather
and transport rattan”)
Wood Lumber Computation and 6. apply wood lumber calculation and
Pricing pricing
• board meter computation
• board foot computation

Carpentry Power Tools and Equipment 7. demonstrate the use of power tools and
• power tools equipment following the safety
o circular saw precautions
o jigsaw
o miter saw
o planer
o router
• equipment
o bandsaw
o jointer machine
o table saw
o wood lathe machine

146
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Maintenance of Power Tools and 8. demonstrate the maintenance of power
Equipment tools and equipment
• storage
• care

Handling and Storing of Consumables 9. discuss the handling and storing of

● hardware consumables
● laminations
● wood
● wood fasteners
● wood finishing materials

Common Wood Joint 10. demonstrate procedure in wood joints

● butt with safety
● mortise and tenon joints
● splice miter

PERFORMANCE STANDARD The learners perform making wood joints following the safety precautions

Project Planning 11. prepare a project plan

• Parts of Project Plan
o title
o objectives
o tools and materials
o safety
o precautions
o procedures
o working
o drawing
● costing and
canvassing of materials
• project market value

147
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Fabricated Wood/ Bamboo/Rattan 12. apply procedures
Project (furniture /fixture) in wood/bamboo/rattan projects
following the safety precautions
Types of Wood Finishing 13. apply procedures in
● laminating wood/bamboo/rattan finishing
● painting following the safety precautions
● pyro finishing
● varnishing

PERFORMANCE STANDARD The learners perform wood/bamboo/rattan project fabrication following the safety
precautions

QUARTER II/IV
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Carpentry Works in Residential
Structure demonstrate an understanding of the 1. discuss the importance of carpentry
● roofs concepts and principles of carpentry works works in residential structure
● ceilings in residential structures
● doors
● windows
● floors
● partitions
● stairs and railings
● cabinets

Materials and Consumables for

Residential Carpentry Repair 2. classify materials and consumables for
According to the following: residential carpentry repairs following
● fasteners the safety precautions
● finishing materials
● hardware
● lumber materials

148
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Residential Repair Cost Estimate
● material costing 3. prepare an estimate of residential repair
● fixed labor costing (minimum cost-based outputs
wage)

Residential Carpentry Repairs

● roofs 4. apply procedures in residential carpentry
● ceilings repairs with safety precautions
● doors
● windows
● floors
● partitions
● stairs and railings
● cabinets

PERFORMANCE STANDARD The learners perform residential carpentry repairs following the safety precautions

149
COMPONENT: INDUSTRIAL ARTS
SECTOR: RESIDENTIAL MASONRY AND TILE SETTING
DESCRIPTION: This is a course in Industrial Arts consisting of the preliminary competencies in the specializations of
Residential Masonry and Tile Setting. It covers the necessary procedures for site preparations, concrete
reinforcements, formworks, concrete preparations, classification of tiles, and tile setting.

QUARTER I/III
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Masonry Works demonstrate an understanding of the 1. identify masonry works
● indoor construction concepts and principles in masonry works
o flooring works
o block laying works
o plastering works
o precast installation works
● outdoor construction
o building construction
o roads
o bridges
o boundary
o landmark
o amusement parks

Masonry Works 2. differentiate materials, consumables,

● materials tools, equipment, and special tools in
o aggregates masonry works
o cement
o lime
o CHB and bricks
o reinforce steel bar
● consumables
o GI wire
o nails
o lumber
o plywood
● roughing-up tools
● masonry surface finishing tools

150
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…

● special tools
o H-frame scaffolding
o wheelbarrow
o mixing board
o mortar box
● equipment
o bagger mixer
o jackhammer
o humper tamper
o cut-off machine
Single-Story Residential plan 3. illustrate a single-story residential plan
● floor plan
o dining room
o living room
o bedroom
o kitchen
o comfort room
● elevation plan

Site Preparation 4. apply site preparation following the

● excavation safety precautions
● backfilling
● compaction
(note: Mock-up Board may be used if the
site is unavailable)

Concrete Reinforcement 5. identify types of steel bars

● classification of steel bar
o corrugated bar 6. apply procedures in concrete
o size of steel bars reinforcement following the safety
● spacing of steel bar precautions
● steel tying

151
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Formworks 7. apply procedures in formworks
● assembly assembly and disassembly following the
● disassembly safety precautions

Concrete Preparation 8. apply procedures in concrete

● types of mixture proportion preparation following the safety
● mixing concrete precautions
● depositing of concrete
● curing concrete

PERFORMANCE STANDARD The learners perform concrete preparations following the safety precautions

QUARTER II/IV
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Classification of Tiles demonstrate an understanding of the 1. discuss the classification of tiles
● ceramic tile concepts and principles in tile setting works
● porcelain tile
● marble
● glass tile
● terracotta tile
● quarry tile
● concrete tile
● natural stone tile

Tools, Materials, and Equipment in Tile 2. demonstrate tools, equipment, and

Setting materials for residential tile setting
● Tools
o tile scriber
o straight edge
o margin trowel
o finishing trowel
o gauging trowel
o notch trowel
o pointing trowel

152
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
o spiral mixer
o spacer
o tile nipper
● Equipment
o wet saw
o table wet saw
o tile cutter
o angle grinder
● Consumables
o fine sand
o cement
o lime
o grout

Tile Installation 3. apply procedures in tile installation

● floor bed preparation following the safety precautions
● tile-cutting techniques
● tile installation techniques
● grouting techniques
● polishing techniques

PERFORMANCE STANDARD The learners perform tile installation following the safety precautions

Service Costing demonstrate an understanding of 4. compute masonry/tile setting service

● material costs masonry/tile installation services cost
● labor costs computation

PERFORMANCE STANDARD The learners compute masonry and tile setting service cost

153
COMPONENT: INDUSTRIAL ARTS
SECTOR: RESIDENTIAL PLUMBING
DESCRIPTION: This is one of the sectors under the Industrial Arts consisting of the preliminary competencies in the
specializations of Technical Drafting and Residential Plumbing. It covers the necessary procedures in
drafting floor plan layout, pipe installation, and repair.

QUARTER I/II
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Fundamentals of Residential Plumbing demonstrate an understanding of the 1. discuss the residential plumbing system
● plumbing system concepts and principles in residential and its components
o drainage plumbing works
o waste
o water supply
- hot and cold

Residential Floor Plan with Plumbing 2. discuss the different features of a

Layout residential floor plan with plumbing
● features layout
o floor plan
o plumbing layout
− drainage
− waste
− water supply
o plumbing system diagram
(isometric)

Drafting Floor Plan with Plumbing 3. draft the floor plan with the plumbing
Layout layout
• drawing tools, materials, and
draft design
• walls, doors 4. draft the fixtures, signs, and symbols on
o fixtures the floor plan with plumbing layout &
o signs and symbols its diagram

154
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
o plumbing system diagram 5. label the floor plan with plumbing
(Isometric) layout and its diagram with dimensions
o dimensioning
- elements
- systems
- methods

PERFORMANCE STANDARD The learners draft floor plan with plumbing layout and its diagram with dimensions

QUARTER II/IV
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Handling and Storing of Consumables demonstrate an understanding of the 1. discuss the handling and storing of
● joints concepts and principles in residential consumables
● fittings plumbing works
● fixtures
● adhesive
● de-clogger
● sealants

Hand Tools 2. demonstrate the use of hand tools and

● cutting equipment following the safety
● reaming precautions
● threading
● de-clogger 3. demonstrate the maintenance of hand
tools following the safety precautions
Maintenance of Hand Tools
● storage
● care

155
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Pipe Installation 4. apply procedures in pipe installation
● specification, measurement, and with safety precautions
design
● pipe joining and fitting method 5. apply procedures in testing pipe
installation with safety precautions
Pipe Installation Testing

Pipeline Testing and Troubleshooting 6. apply procedures in pipeline testing and

● types of troubles troubleshooting following the safety
● types of tests precautions
o leak test
o system test
o pressure test

Pipeline Repair 7. apply procedures in pipeline repair

following the safety precautions

PERFORMANCE STANDARD The learners perform pipeline services following the safety precautions

Plumbing System Repair demonstrate an understanding in repair 8. compute repair service cost
● material costing service cost
● manpower (labor costing)

PERFORMANCE STANDARD The learners compute pipeline services cost

156
COMPONENT: INDUSTRIAL ARTS
SECTOR: SHIELDED METAL ARC WELDING (SMAW)
DESCRIPTION: This is one of the sectors under Industrial Arts consisting of the preliminary competencies in the
specializations of Shielded Metal Arc Welding. It covers necessary procedures in welding techniques,
joints, defects, and repair.

QUARTER I/III
CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
Introduction to Arc Welding Processes demonstrate an understanding of the 1. discuss the arc welding processes
• arc welding processes concepts and principles in shielded arc
o Shielded Metal Arc Welding welding works
(SMAW)
o Flux-Cored Arc Welding
(FCAW)
o Gas Metal Arc Welding
(GMAW)
o Gas Tungsten Arc Welding
(GTAW)
o Submerged Arc Welding
(SAW)
o Plasma Arc Welding (PAW)

Parts and Functions of Shielded Metal 2. demonstrate setting-up of welding

Arc Welding (SMAW) Machine machine based on required
• types and uses of SMAW specifications and/or manufacturer’s
Machine instructions following the safety
o transformer precautions
o rectifier
o inverter
o motor engine generator
• procedures in setting up of
SMAW Machine

Types of Welding Positioners, Jigs, and 3. assemble welding positioner, jigs, and
Fixtures fixtures according to job requirements
• uses and Functions following the safety precautions
• weld locations

157
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
o fieldwork
o stationary

Types of Weld Joints and Procedures 4. differentiate the types of weld joints and
• butt joint procedures
• tee joint
• corner joint
• lap joint
• edge joint

Welding Codes and Standards 5. discuss welding codes and standards

• American Welding Society (AWS) based on AWS and ASME
• American Society of Mechanical
Engineers (ASME)

AWS Electrode Specifications 6. distinguish electrodes according to job

• tensile strength specifications
• position of the weld
• type of electrode coating
• current supply (AC/DC) and
polarity

Plate Welding Positions and 7. distinguish plate welding positions

Preparations
• welding positions 8. apply plate cutting and edge preparations
o flat following the safety precautions
o horizontal
o vertical
o overhead
o groove weld position
o fillet weld position
• cutting and edge preparations
• mechanical
• gas
• plasma

158
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…

Welding Defects and Inspection 9. distinguish welding defects and

Methods inspection methods
• defects
o types
o causes
o remedies
• Non-Destructive Testing (NDT)
• Destructive Testing (DT)
PERFORMANCE STANDARD The learners perform plate cutting and edge preparations

QUARTER II/IV

CONTENT CONTENT STANDARD LEARNING COMPETENCIES

The learners… The learners…
Shielded Metal Arc Welding (SMAW) demonstrate an understanding of the 1. explain welding techniques
Processes and Techniques concepts and principles in shielded arc
• welding techniques welding works
o current setting
o length of arc
o angle of electrode
o speed of travel
o selection of electrode

Striking an Arc 2. apply the methods of striking an arc

• scratching following the safety precautions
• tapping

Weld Beads 3. apply weld beads in flat and horizontal

• types positions following the safety precautions
• characteristics

Weld Repairs 4. apply weld repairs with safety

• weld defects removal and
excavation

159
 CONTENT CONTENT STANDARD LEARNING COMPETENCIES
The learners… The learners…
• re-welding procedures

PERFORMANCE STANDARD The learners perform Shielded Metal Arc Welding processes and techniques

Service Cost demonstrate an understanding of computing 5. compute the service cost based on the
• material costing cost services job requirements
• manpower (labor costing)

PERFORMANCE STANDARD The learners compute the service cost based on job requirements

160
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