Teaching Common Competencies in Agri-fishery Arts (AFA 2) - This deals with the understanding and overview of the qualification under AFA strand. It includes specialization such as agricultural crop production, animal production, fish capture, food processing, horticulture, landscaping, rubber production and processing pest management and organic agriculture.

1. Teaching Common
Competencies in Agri-
Fishery Arts
AFA 2

2. COURSE DESCRIPTION
This course deals with an understanding and overview of the
qualifications under AFA strand. It include specialization such as
agricultural crop production, fish capture, food processing,
horticulture, landscaping, rubber production and processing, pest
management and organic agriculture.

4. Reasons why K-12 is implemented

5. • Every Filipino child now has access to early childhood education through Universal
Kindergarten. At 5 years old, children start schooling and are given the means to slowly
adjust to formal education.
• Research shows that children who underwent Kindergarten have better completion rates
than those who did not. Children who complete a standards-based Kindergarten program
are better prepared, for primary education.
• Education for children in the early years lays the foundation for lifelong learning and for the
total development of a child. The early years of a human being, from 0 to 6 years, are the
most critical period when the brain grows to at least 60-70 percent of adult size..[Ref: K to
12 Toolkit]
• In Kindergarten, students learn the alphabet, numbers, shapes, and colors through games,
songs, and dances, in their Mother Tongue.

7. • Examples, activities, songs, poems, stories, and illustrations are based on
local culture, history, and reality. This makes the lessons relevant to the
learners and easy to understand.
• Students acquire in-depth knowledge, skills, values, and attitudes through
continuity and consistency across all levels and subjects.
• Discussions on issues such as Disaster Risk Reduction (DRR), Climate
Change Adaptation, and Information & Communication Technology (ICT) are
included in the enhanced curriculum.

8. • Students are able to learn best through their first language, their Mother Tongue
(MT). Twelve (12) MT languages have been introduced for SY 2012-2013: Bahasa
Sug, Bikol, Cebuano, Chabacano, Hiligaynon, Iloko, Kapampangan,
Maguindanaoan, Meranao, Pangasinense, Tagalog, and Waray. Other local
languages will be added in succeeding school years.
• Aside from the Mother Tongue, English and Filipino are taught as subjects starting
Grade 1, with a focus on oral fluency. From Grades 4 to 6, English and Filipino are
gradually introduced as languages of instruction. Both will become primary
languages of instruction in Junior High School (JHS) and Senior High School (SHS).
• After Grade 1, every student can read in his or her Mother Tongue. Learning in
Mother Tongue also serves as the foundation for students to learn Filipino and
English easily.

9. • Subjects are taught from the simplest concepts to more complicated concepts
through grade levels in spiral progression. As early as elementary, students
gain knowledge in areas such as Biology, Geometry, Earth Science,
Chemistry, and Algebra. This ensures a mastery of knowledge and skills after
each level.
• For example, currently in High School, Biology is taught in 2nd Year,
Chemistry in 3rd Year, and Physics in 4th Year. In K to 12, these subjects are
connected and integrated from Grades 7 to 10. This same method is used in
other Learning Areas like Math.

10. • Senior High School is two years of specialized upper secondary education;
students may choose a specialization based on aptitude, interests, and school
capacity. The choice of career track will define the content of the subjects a
student will take in Grades 11 and 12. SHS subjects fall under either the Core
Curriculum or specific Tracks.

11. CORE CURRICULUM
There are seven Learning Areas under the Core Curriculum. These are
Languages, Literature, Communication, Mathematics, Philosophy, Natural
Sciences, and Social Sciences. Current content from some General Education
subjects are embedded in the SHS curriculum.

12. TRACKS
Each student in Senior High School can choose among three tracks:
Academic; Technical-Vocational-Livelihood; and Sports and Arts. The
Academic track includes three strands: Accountancy, Business, Management
(ABM);
Humanities, Education, Social Sciences (HESS); and Science, Technology,
Engineering, Mathematics (STEM).
Students undergo immersion, which may include earn-while-you-learn
opportunities, to provide them relevant exposure and actual experience in their
chosen track.

13. TVET (TECHNICAL VOCATIONAL EDUCATION &
TRAINING) NATIONAL CERTIFICATE
After finishing Grade 10, a student can obtain Certificates of Competency
(COC) or a National Certificate Level I (NC I).
After finishing a Technical-Vocational-Livelihood track in Grade 12, a student
may obtain a National Certificate Level II (NC II), provided he/she passes the
competency-based assessment of the Technical Education and Skills
Development Authority (TESDA).
NC I and NC II improves employability of graduates in fields like Agriculture,
Electronics, and Trade.

14. NURTURING THE HOLISTICALLY DEVELOPED
FILIPINO (COLLEGE AND LIVELIHOOD READINESS,
21ST CENTURY SKILLS)
After going through Kindergarten, the enhanced Elementary and Junior High
curriculum, and a specialized Senior High program, every K to 12 graduate will
be ready to go into different paths – may it be further education, employment, or
entrepreneurship.
Every graduate will be equipped with:
1.Information, media and technology skills,
2.Learning and innovation skills,
3.Effective communication skills, and
4.Life and career skills.

15. Technical Education and Skills Development
Act of 1994 (Republic Act No. 7796)
Section 22, “Establishment and Administration of the National Trade
Skills Standards” of the RA 7796 known as the TESDA Act mandates
TESDA to establish national occupational skill standards. The Authority
shall develop and implement a certification and accreditation program
in which private industry group and trade associations are accredited to
conduct approved trade tests, and the local government units to
promote such trade testing activities in their respective areas in
accordance with the guidelines to be set by the Authority.

16. The Training Regulations (TR) serve as
basis for the:
1. Competency assessment and certification;
2. Registration and delivery of training programs;
and
3. Development of curriculum and assessment
instruments.

17. Each TR has four sections:
Section 1 Definition of Qualification - refers to the group of
competencies that describes the different functions of the qualification.
Section 2 Competency Standards - gives the specifications of
competencies required for effective work performance.
Section 3 Training Standards - contains information and
requirements in designing training program for certain Qualification. It
includes curriculum design, training delivery; trainee entry requirements;
tools equipment and materials; training facilities; trainer’s qualification and
institutional assessment.
Section 4 National Assessment and Certification Arrangement -
describes the policies governing assessment and certification procedure.

18. AGRICULTURE AND FISHERIES CONCEPT
This refers to cultivation of crops through soils and
other medium growing of trees, raising of livestock,
poultry, or fish w/c includes harvesting, processing and
marketing of product of

19. Agri-fishery Art as a strand in TVL track
This Technical-Vocational-Livelihood (TVL) component consists
of specializations equivalent to qualifications under agriculture
and fishery sectors. Students with agri-fishery arts specializations
will be able to demonstrate necessary skills/competencies and
values on the cultivation of plants and animal production to
harvest food and other products using available technologies on
farming and on raising, harvesting, and capturing fish and other
aquatic resources. Schools that offer these specializations must
have adequate facilities for students’ laboratory classes.

20. List of Qualification in Agri-fishery
Preliminary
1. Animal/ health care and management NC III
2. Animal production NC II
3. Agricultural crops production NC I & III
4. Aquaculture NC II
5. Artificial Insemination (swine) (NCII)

21. List of Qualification in Agri-fishery
Midterm
1. Fish capture NC I & II
2. Fish port/wharf operations NC I
3. Fishing gear repair and maintenance NC II
4. Horticulture NC II & III
5. Landscape installation and maintenance (softscape) NC II
6. Pest management (vegetable) NC II
7. Rice machinery operations NC II

22. List of Qualification in Agri-fishery
Final
1. Rubber Processing NC II
2. Rubber Production NCII
3. Slaughtering Operation (Hog/Swine/Pig) NC II
4. Creating a Competency Based Learning Manual