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2. OVERVIEW
OF TEACHING
EPP

3. OVERVIEW OF THE COURSE
NATURE AND SCOPE OF TLE
CURRICULUM FRAMEWORK OF
EPP/TLE
• COMPONENT OF EPP/TLE
• GRADE LEVEL STANDARD
• LEARNING AREA STANDARD
• IMPORTANT FEATURES

4. NATURE AND SCOPE
OF TEACHING EPP
Edukasyong Pantahanan at Pangkabuhayan (E.P.P.)covers
Entrepreneurship, Information and Communication Technology
(I.C.T.), Home Economics (H.E.), Agriculture (AG) and
Industrial Arts (I.A.). It is geared towards the development of
technological proficiency and is anchored on knowledge and
information, skills and processes, and the acquisition of proper
work values and life skills.

5. An effective E.P.P. is one that is
founded on the cognitive,
behavioral, or psychomotor and
affective dimensions of human
development. Therefore teaching
E.P.P. means teaching facts,
concepts, skills and values in their
entirety.

6. THE NATURE OF EPP AND TLE
EPP and TLE are skills-based subjects, therefore the teacher must
bear in the principles in teaching these subjects.
* Adopt an environment that equips the learners with
appropriate facilities and equipment.
* Engage learners in an experimental, contextualized, and
authentic teaching learning process.
* Apply integrative teaching and learning approaches.

7. The Training Regulations-based TLE and the
Entrepreneur-based TLE and every school has a
choice as to which stream to offer, with
consideration for faculty, facilities, and
resources. Both streams are based on the
Training Regulations, but the Entrepreneurbased
TLE embeds entrepreneurship concepts in the
teaching of the various subjects in HE , IA, AFA,
and ICT.

8. THE NEW TLE FRAMEWORK
AS A COURSE HAS TWO
STREAMS
Training Regulations-based TLE
The Tech - Voc - based
TLE is designed according to the
Training Regulations (TR) of the
Technical Education Skills
Development Authority (TESDA). It
courses on technical skills and
development in the area of
specialization that the learners want
to pursue.

9. THE CONTENT OF TLE/EPP

10. T H E C O N T E N T O F T L E / E P P

12. GRADE LEVEL STANDARDS
What are taught?
• Grade 4 - Basic concepts in agriculture, entrepreneurship and
ICT, home economics, industrial arts to improve self and family
life.
• Grade 5 - Increased knowledge in agriculture, entrepreneurship
and ICT, home economics, industrial arts to improve family life
and the community.
• Grade 6 - Enhanced and expanded knowledge in agriculture,
entrepreneurship and ICT, home economics, industrial arts to
improve family life and community.

13. GUIDELINES AND GUIDING
PRINCIPLES IN THE
TEACHING OF EPP/TLE
1. Cover the four TLE areas in for exploratory
purposes-agriculture and fisheries, ICT, home
economics and industrial arts.
2. Develop student’s entrepreneurial mindset.
3. Do contextualized teaching.
4. TLE is a skill-dominated subject. Therefore,
teaching TLE must make use of experiential
learning.
5. The teaching TLE is focused on knowledge and
information, entrepreneurial concept including
process and delivery, work values and life skills.

14. It is a declared policy of the state to “give priority to education,
science and technology, arts, culture, and sports to foster
patriotism and nationalism, accelerate social progress, and
promote total human liberation and development” (1987
Philippine Constitution Article II, Section 17) RA 10647, an
Act Strengthening the Ladderized Interface Between
Technical-Vocational Education and Training in Higher
Education, which was signed into law on Nov. 21, 2014 states:
THE LEGAL BASIS OF THE TEACHING
OF EPP AND TLE

15. SALIENT FEATURES OF EDUKASYONG
PANTAHANAN AT PANGKABUHAYAN

16. 1. It is a learning area common
to boys and girls. In the new
curriculum, both boys and girls
undertake the same learning
experiences in Grades 4, 5,
and 6. The time allotment is 40
minutes in Grade 4 and 60
minutes in Grades 5 and 6. The
subject is taught in Filipino

17. 2. It focuses on the development of responsible and
worthy home membership. It provides activities that
emphasize the development of desirable work
attitudes, basic work skills and habits and the
production of useful articles through learning
situations relevant to everyday chores at home, school,
and the community.
• It covers Home Economics, Elementary Agriculture,
Industrial Arts, Retail Trade, and other livelihood
activities designed to develop awareness of
occupational opportunities.
• It encourages concentration in at least one of the
occupational or work skills. It develops expertise.

18. SCHEMES USEDIN MANAGING
EDUKASYONG PANTAHANAN
AT PANGKABUHAYAN (EPP)
CLASSES

19. all the components are taught by one teacher. The
components are divided by grading period. For
example, the Home Economics area may be
taught during the first grading period, Industrial
Arts during the second grading period
Agricultural Arts during the third grading, and
Entrepreneurship during the fourth grading
period.
ONE-TEACHER
SCHEME

20. Each area is taught by the respective teachers
in Home Economics, Industrial Arts.
Agricultural Arts, and Entrepreneurship.
Different sections take the four areas by
rotation. This arrangement is applicable to
big schools where teachers who have
specialized in each of the four areas are
available.
DEPARTMENTALIZED
SCHEME

21. Two or three teachers with special training in
Home Economics, Industrial Arts or
Agricultural Arts may form a team to teach
EPP. The team can adopt the following annual
work plan:
1. Planning at the opening of the school year
2. Evaluative team meetings (Regularly done
within the school year)
3. Implementation (for the intermediate grades)
TEAM TEACHING

22. The framework of TLE teaching in the K to 12 curriculum made by
the TLE experts of the department of education cited the following
in relation to teaching approaches, methods and techniques –
entrepreneurial, contextualized, integrative, experiential, authentic
and constructivist learning.
TEACHING APPROACHES,
METHODS, AND TECHNIQUES

23. Since TLE is a skill subject, direct instruction is most
appropriate. The demonstration method is a direct
method of instruction. It is referred to as the “show
and tell” method. The teacher simply shows to the
students how a thing is done and explains as he/she
demonstrate.
TEACHING
METHOD
A. Direct Method of Instruction

24. The steps are:
1. Teacher demonstrates. – “Watch me and listen to me ”.
2. Students demonstrate with scaffolding from teacher. –
“Let’s do together”.
3. When student can do the process by himself/herself,
student demonstrates the skill or process. – “Do it as I watch”.
4. Teacher gives more opportunity for practice for skill
mastery. Teacher assesses to determine skill mastery by all
students
i
t

25. B. Hands-On Learning
Hands-on learning provides for manipulation, construction,
experimentation, planning, problem-solving, decision-making, creating,
and even inventing. Such activities would eventually lead them to
conduct simple research. The teacher can emphasize scientific methods
of looking the reasons of the occurrence of events or phenomena and
probing.

27. C. Laboratory Experience
One feature of an ideal EPP classroom is the presence of laboratories
for the various areas in its four components. In Industrial Arts, the
laboratory is composed of working tables and benches as well as the
necessary tools and equipment used in the areas of electricity,
woodworking, handicrafts, and metal craft.

28. The same is true in agricultural arts
where a nursery, plots for planting,
seedbeds, and gardening tools are
needed. In home economies, facilities
for sewing, interior decoration,
household appliances and relevant
tools and equipment are necessary.

29. D. Project Method
Almost all the activities in
EPP end up with a project
which develops proper
planning skills through the
preparation of a project
plan.

30. E. Instructional Modules
Most books in EPP contain modular instructions which encourage the pupils to
work independently. A module is a self-contained material with activities to be
done by the learner. Some modifications of the module are the activity cards. self-
learning kits, and video-taped do-it-yourself projects. Research has shown that the
module is as effective as the teacher's demonstration; thus, once in a while, the
teacher can try using it.

31. F. Work Sessions and Group Activities
Another method which is commonly used in EPP is the work-sessions-
and- group-activity. The class is usually divided into families and the
families are given assignments or tasks to do. The task can be an
experiment. a task on creativity or inventing something out of the
materials given to the group.

32. G. Utilization of Resource Persons and Community Materials
The teacher of EPP can enhance the pupils' enthusiasm and
learning by inviting resource person in the community who are
experts in performing the chosen field.