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GUIDING OUR TEACHERS: A Briefer on Using the EPP/TLE MELCs

About the Process

In light of the COVID-19 pandemic and the consequent shortened academic year, the Department of Education, through the Bureau of Curriculum Development-
Curriculum Standards Development Division, has produced a list of the most essential learning competencies (MELCs). This was done in order to ensure that
the prescribed standards set for each learning area are still attained. In the process of identifying the MELCs in EPP/TLE, the ENDURANCE criterion was used as
the sole determiner .Endurance as a criterion is necessary for lifelong learning.

MELCs were identified in the four components of EPP/TLE:

a. Industrial Arts (IA)

b. Home Economics (HE)
c. Agriculture and Fishery Arts (AFA)
d. Information, Communication and Technology (ICT)

The identfied MELCs preserve the main objective of Edukasyong Pantahanan at Pangkabuhayan (EPP) which is to enable the learners acquire technical
knowledge, skills and values in the four components mentioned above while Technology and Livelihood Education (TLE) is to make the learners technologically
proficient that may lead them to pursue a career or livelihood training.

The identified MELCs in EPP/TLE are intended only for School Year 2020-2021 to accommodate the necessary adjustment due to the shortened academic year.
The curriculum was not revised and the identified MELCs are lifted from the existing curriculum guide without any enhancement or modification.

HOW TO USE MELCs IN TEACHING EPP/TLE/TVL

One of the objectives in identifying MELCs is to help the teachers identify the learning competencies that needed to be prioritized so that they can employ
appropriate pedagogies and prepare suitable instructional materials based on the available rersources. Sub learning competencies that are redundant or
recurring were removed to satisfy the eigth to nine weeks allotted per quarter.

The following are the premises to be considered in utilizing MELCs in the teaching of EPP/TLE:
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• Entrepreneurship is embedded in the four components of EPP/TLE;

• There are MELCS that have broad stroke competencies which have to be unpacked by the teachers;
• Sub learning competencies that are redundant or recurring were removed to satisfy the 8 to 9 weeks allotment per quarter;
• For Grades 4-6 of Edukasyong Pantahanan at Pangkabuhayan (EPP) / Technology and Livelihood Education (TLE), there is a quarter 0, again this
is consistent with the coding of EPP/TLE Curriculum Guide as it gives leeway to the school of which among the components needed emphasis
per quarter.
• For Grades 7/8 Exploratory, there is an option to choose four mini courses in ICT/AFA/HE/IA or one of the components may be chosen for the
duration of the whole year. Each mini course is good for 8 to 9 weeks per quarter.
• For Grades 7/8 Exploratory, the last two to three weeks are allotted for entrepreneurship.
• For most of the TLE/TVL specializations, the Curriculum Guides remain as is. MELCS were not identified because the competencies are based on
the Training Regulations of TESDA; hence, omitting some learning competencies may have an impact on the National Certification Assessment.
EXCEPT for the following cases:

- Handicraft and other TLE/TVL specializations that are non-NC or that may not affect the assessment of the learners, are suggested to be
offered this year. The performance/ skills for these specializations can be delivered both in school or at home. Local materials are available
in the community.

- The Beauty Care (Nail Care/Foot SPA/Hand SPA), Hairdressing, Barbering and other TLE/TVL specializations similar to these are also
recommended to be offered this year. These have National Certification Assessment but the performance/skills can be done both in school
or at home.

- Sample MELCs for these specializations are suggested to be used or the teacher may have the option to prepare their own MELCs following
the given considerations

• For TLE/TVL Specializations, consider the resources available in school, at home, or in the community in choosing what course(s) to offer since
health is the utmost concern. In instances when the learners cannot physically attend a class, the learners should still be able to perform the
task as stated in the CG.

• On the other hand, in cases when competencies are not attainable due to various circumstances, the teacher may give an alternative activity
provided it is aligned with the substituted learning competency.
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Grade Level: 7/8

Subject: Technology and Livelihood Education
Component: Agriculture and Fishery Arts (Crop Production [ACP I, II and Horticulture] ) (40 hours)

QUARTER CONTENT STANDARDS
LESSON 1: USE OF FARM TOOLS AND EQUIPMENT AND MAINTENANCE (UT)
The learner demonstrates an
understanding of concepts,
underlying theories and
principles in the use of farm tools
0 and equipment.
LESSON 2: PERFORM ESTIMATION AND BASIC CALCULATION (MC)
The learner demonstrates an
0 understanding of estimation and
basic calculation needed in the
workplace
PERFORMANCE STANDARDS
The learner uses farm tools and
equipment in agricultural crop
production.
The learner accurately performs
estimation and basic calculation
needed in the workplace
MOST ESSENTIAL LEARNING COMPETENCIES DURATION
LO 1. Select and use farm tools and equipment*
1.1 Identify farm tools and equipment according to use
1.2 Conduct pre-operation check-up in line with the
manufacturer’s manual
1.3 Use appropriate tools or equipment for the job
requirement according to manufacturer's
specifications and instructions
LO 2. Perform preventive maintenance of tools and
equipment Week 1
2.1 Clean tools and equipment after use in line with
farm procedures
2.2 Perform routine check-up and maintenance
2.3 Perform preventive maintenance by following the
procedures in sharpening and oiling farm tools
and equipment
2.4 Store tools and equipment in designated areas in
line with farm procedures.
LO 1. Perform estimation or basic calculation in the
workplace
1.1 Follow procedures in reporting to appropriate
person/s
the estimate of materials and resources
Week 2
1.2 Perform estimations or calculations to be done
according to the job requirement
1.3 Employ different techniques in checking accuracy
of result

LESSON 3: INTERPRET PLANS AND DRAWINGS (ID)
The learner demonstrates an
0 understanding of interpreting
plans and drawings.
LESSON 4: APPLY SAFETY MEASURES IN FARM OPERATIONS (OS)
The learner demonstrates an
understanding of applying safety
measures in the farm.
0 2.1 Wear outfits according to farm requirements.
LESSON 5: PROCESSING FARM WASTES (PFW)
The learners demonstrate an
understanding of the underlying
theories in processing farm waste set standards
The learner interprets plans and
drawings relative to agricultural
crop production.
The learner consistently applies
safety measures in the farm.
The learners shall be able to
process farm waste according to
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LO 1. Layout garden plots
1.1. Design farm plans and layouts according to crop
grown
1.2. Follow strictly planting system and practices
Week 3
according to approved cultural practices
1.3. Interpret irrigation system plan according to
established procedures
1.4. Differentiate designs of irrigation systems
LO 1. Determine areas of concern for safety measures
1.1 Identify work tasks in line with farm operations
1.2 Determine place for safety measures in line with
farm operations
1.3 Determine time for safety measures in line with
farm operations
1.4 Prepare appropriate tools, materials, and outfits in
line with job requirements
LO 2. Apply appropriate safety measures Week 3-4
2.2 Observe strictly the effectivity/shelf life/expiration
of materials.
2.3 Follow emergency procedures to ensure a safe
work requirement.
2.4 Report hazards in the workplace in line with farm
guidelines.
LO 1. Collect farm waste
1.1 Prepare tools and materials for collection of farm Week 4-6
waste
1.2 Collect waste following OSH and waste collection
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requirements and plan

1.3 Collect dangerous and hazardous wastes following
the HAZMAT protocol
0 LO 2. Identify and segregate wastes
2.1 Identify waste by categories according to industry
standards and environmental legislation
2.2 Perform waste segregation according to
organizational requirements and relevant
legislation
2.3 Placing sorted waste into labeled container to
avoid littering and prevent cross-contamination
2.4 Obtain information on waste by asking authority to
ensure correct identification

LO 3. Treat and process farm wastes

3.1 Handle dangerous and hazardous wastes according
to organizational requirements and relevant
legislation following OSHS procedures
3.2 Process farm waste following environmental
legislation and codes Week 4-6
3.3 Apply principles of 3Rs (reduce, reuse and recycle)
accordingly
3.4 Dispose of processed farm waste according to
environmental legislation and codes
LO 4. Perform housekeeping
4.1 Display appropriate warning signs and labels in
conspicuous places around the workplace
4.2 Clean work area according to 5S principles
4.3 Check, clean, and stow away tools according to
established industry procedures and following
user’s manual
4.4 Store materials following industry standard
procedures and manufacturer’s specifications

LESSON 6: PERFORMING RECORD KEEPING (PRK)
The learners demonstrate an
understanding of the underlying
theories in performing record
keeping
0 2.1 Prepare production plan according to enterprise
Note: Week 7 to 9 Entrepreneurship
The learners shall be able to
perform record keeping
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4.5 Check PPE for damage and ensure that clean and
undamaged equipment is properly stored
4.6 Perform record keeping according to industry
requirements
LO 1. Carry out inventory activities
1.1 Determine inventory inputs according to enterprise
requirements
1.2 Determine defective tools and equipment
according to operation manuals
1.3 Inspect facilities according to standard codes and
laws
LO2. Maintain production record
requirements
2.2 Prepare schedule for production activities based Week 6
from enterprise requirements and plan
2.3 Prepare production report in accordance with
enterprise reporting procedures
2.4 Monitor input and production using monitoring
chart
LO 3. Prepare financial records
3.1 Compute production cost using established
computation procedures
3.2 Compute revenue using established computation
procedures
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Entrepreneurship for Grades 7/8 Exploratory

The teaching of entrepreneurship shall be contextualized to the mini courses under each component
QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING DURATION
COMPETENCIES

The learner demonstrates understanding of the The learner independently creates a Discuss principles and Week 7
key concepts and underlying principles of business vicinity map showing target strategies on identifying
business opportunities
identifying business opportunities and market in market in his/her community or
one’s community or locality locality
Explore business
opportunities for
entrepreneurship as a career
The learner demonstrates understanding of The learner independently prepares Analyze the market needs Week 8-9
concepts, underlying principles of developing and present a simple business plan
simple business plan Determine the possible
products and services that will
meet the need

Select the best product or

service that will meet the
market need