1 TLE 102 - EDUKASYONG PANTAHANAN AT PANGKABUHAYAN WITH

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Lesson 1- Nature and Scope of Epp/TLE With Entrep.

PROGRAM OUTCOMES

In pursuance of the above stated mission, the objectives of the College are as follows:
1. Teachers who are proficient of the learning processes and skillful in facilitating those processes for
diverse learners in various types of environment;
2. Well-versed teachers who can apply a wide range of teaching process skills in curriculum
development, lesson planning materials development education,, assessment, and teaching approaches
and technology;
3. Teachers who continuously reflect on the relationships among the teaching process skills, the learning
processing in the students, the nature of the subject matter, and the broader social forces and
educational knowledge, skills and practices;
4. Teachers who mastered the basic and higher-level literacy, communication, numeracy, critical
thinking, learning skills needed for higher learning and can articulate its relationship to political, historical,
social and cultural context;
5. Teachers who can demonstrate and practice the professional and ethical requirements of the teaching
profession;
6. Teachers who are willing and capable to continue learning in order to better fulfill their mission as
teachers, and;
7. Teachers who have direct experience in the classroom and community as an observer, teaching
assitant or practice.

COURSE TITLE

Edukasyong Pantahanan at Pangkabuhayan with Entrep

COURSE DESCRIPTION

This course intends to introduce the pre- service students the pedagogical content, knowledge
and skills in technology and livelihood education necessary in teaching and learning in the elementary
level. It course content is geared towards the development of desirable work attitudes and values of
basic work skills and habits related to the areas of Home Economics, Agricultural Arts, Industrial Arts,
and Entrepreneurship. Selected topics in agricultural arts, fisheries and aquaculture, industrial arts
and livelihood education and entrepreneurship shall form a major part of the course. Such areas aim
to inculcate responsible and worthy family and home membership and orientation into socially useful
and productive work. Experiential learning approach shall be the focus of the course. equips the
prospective teacher with basic knowledge and skills in teaching the content of the course. The
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Lesson 1- Nature and Scope of Epp/TLE With Entrep.

PROGRAM OUTCOMES

In pursuance of the school’s mission, the objectives of the College are as follows:

1. Teachers who are proficient of the learning processes and skillful in facilitating those processes
for diverse learners in various types of environment;

2. Well-versed teachers who can apply a wide range of teaching process skills in curriculum
development lesson planning materials development education, assessment, and teaching
approaches and technology;

3. Teachers who continuously reflect on the relationships among the teaching process skills, the
learning processing in the students, the nature of the subject matter, and the broader social forces
and educational knowledge, skills and practices;

4. Teacher who mastered the basic and higher-level literacy, communication, numeracy, critical
thinking, learning skills needed for higher learning and can articulate its relationship to political,
historical, social and cultural context;

5. Teachers who can demonstrate and practice the professional and ethical requirements of the
teaching profession;

6. Teachers who are willing and capable to continue learning in order to better fulfill their mission as
teachers, and;

7. Teachers who have direct experience in the classroom and community as an observer, teaching
assistant or practice teacher.

COURSE OUTCOMES

Upon satisfactory completion of this course, you should be able to:

1. Demonstrate in-depth understanding of pedagogical content knowledge and skills

in technology and livelihood education.
2. Demonstrate knowledge and skills in teaching and learning TLE in the elementary
levels.
3. Design a business plan.
4. Demonstrate skills in proposing a business plan.
5. Apply the strategies in teaching Agriculture, Industrial and Entrepreneurship in their
demonstration.
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6. Appreciate the value of teachers’ competency, skills matched with performed
knowledge in teaching livelihood education and entrepreneurship in the elementary
grades

INTRODUCTION

T.L.E is a subject that focuses around home life and general living, and the four components of the
subject include home economics, agricultural arts, entrepreneurship and industrial arts. This module will
introduce and provide the future educator the knowledge and information about the importance, purpose,
nature and scope, and curriculum framework of teaching EPP/TLE in the elementary grades following the K
to 12 curriculums.

MODULE CONTENT

This module consists of one lesson which is:

 Lesson 1- Nature and Scope of Epp/TLE With Entrep.

MODULE LEARNING OUTCOMES

In this module, you should be able to:

1. understand deeply the purpose of teaching EPP and TLE in elementary grades;
2. identify the nature and scope of TLE;
3. familiarize with the guidelines and guiding principle in teaching EPP and TLE;
4. examine the framework of TLE teaching in the k to 12 curriculums.
5. demonstrate the skills and process in teaching EPP and TLE in elementary grades.

Lesson Learning Outcomes

1. classify the nature and scope of EPP and TLE;

2. enhance the understanding on the purpose of teaching EPP and TLE;
3. apply strategies in teaching areas in TLE;
4. critique the advantage and disadvantages of ladderized educational program for TVET.

PRE-ASSESSMENT

Instructions: Answer each of the following multiple-choice questions. CHOOSE the letter of your choice.
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Lesson 1- Nature and Scope of Epp/TLE With Entrep.
1. In what specific subject is EPP/TLE incorporated in the 2002 Basic Education Curriculum (BEC) of the
Department of Education?

A. Science

B. Makabayan

C. Filipino

D. Mathematical

2. What will the EPP/TLE teacher do before conducting a laboratory class?

a. Set up the EPP/TLE laboratory room properly

b. Clean the laboratory room

c. Open the tool cabinet

d. Switch on the electric current source

3. Proper arrangement of furniture, tools and equipment in the EPP/TLE laboratory room is important. The
best reason is…

a. Provides beauty in the laboratory room

b. Provides space and ease in working

c. Provides serenity and calmness

d. Provides security and safety

4. What is tobe done in order to determine the supplies, tools, and equipment available in the EPP/TLE
laboratory room?

a. Inspect tools cabinet

b. Look for available equipment

c. Inspect the supply shelves/cabinet

d. Make an inventory list of supplies, tools, and equipment

5. Under the 2002 BEC, how many component areas are there in EPP/TLE?

a. Three areas

b. Four areas

c. Five areas

d. Six areas

6. How many areas are there in home economics under the 2002 BEC?

A. three

B. four
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C. five

D. Six

7. What should you do if the school has no provisions for a laboratory site for Agriculture and Fishery Arts?

a. Be flexible in teaching

b. Conduct field trips

c. Teach only limited skills

d. Don’t teach the area, instead, replace it with other areas of EPP/TLE

8. What should you consider in teaching Agriculture and Fishery Arts with reference to the learners?

a. Teach according to what facilities are available in the school

b. Strictly follow the BEC

c. Be flexible considering the level of the learners

d. Consider leniency in teaching

9. What you should you do as the teacher of computer units and the students have the ratio of 1:6?

a. Lecture to some students while others are on “hands on”

b. Let some students go to the library

c. Let some students do their homework in other subjects

d. Make a rotational schedule of computer use among the students

10. What should be done before going into actual entrepreneur activity?

A. Allocate the budget for capital

B. Make a business proposal or feasibility study

C. Look for a venue/room for the business

D. Set up and obtain merchandise and products for the business

LESSON MAP

NATURE AND SCOPE OF EPP/TLE WITH ENTREP

Definition of EPP/TLE

Direct Method of Instructions

Areas of TLE

Legal Basis of Teaching EPP/TLE

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Lesson 1- Nature and Scope of Epp/TLE With Entrep.

This map shows that technology and Livelihood Education other wiase is known
as TLE is considered as the real-life related subject for it entails lessons that are
relevant to practical ways of life as in the house in business and at work. It covers
an array of topics and ideas as livelihood and technology that can be used in the
future.

LESSON 1
NATURE AND SCOPE OF EPP/TLE WITH ENTREP

CONTENT

ENGAGE Classifying the Nature and Scope of EPP and TLE

Activity 1: photo analysis

Instruction: Study the pictures presented below, and answer the following questions.
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Lesson 1- Nature and Scope of Epp/TLE With Entrep.
Guide Questions:

1. What do you see from the pictures presented above?

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

2. What particular familiar activity did you observe? Explain.

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

EXPLORE Enhancing the Understanding On The Purpose Of Teaching Epp And Tle

Activity 2: Reading Activity

Instruction: Read and understand each concept and answer the given questions after reading.

A. What is EPP and TLE?

EPP – is the name the subject in TLE from grades 4 and 6. Filipino is the medium of instruction for
grades 4 to 5. English for grade 6 in preparation for TLE.

ENTREPRENUERSHIP – Is integrated in all four areas of TLE.

 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.

 Edukasyong Pantahanan at Pangkabuhayan equips pupils with skills for lifelong learning. It is focus on
mastery of skills and processes, without right work values it is anemic and dangerous.

 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

B. Direct Method of Instructions

 The framework of TLE teaching in the K to 12 curriculums 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
 It is important that as a teacher demonstrates a process, he/she cautions students on steps of a skill
where students are most often mistaken or which are most often missed. 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.
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 The teacher simply shows to the students how a thing is done and explains as he/she demonstrate. For
an effective demonstration, it is necessary that the teacher mentions the dos and dont’s of the process for
emphasis and clarity.
 It is expected that after the teacher demonstrate of a process, the students are given the opportunity to
demonstrate the process or the skill themselves. However, students should not expect to demonstrate the
process or the skill immediately on their own after the teacher has shown it. This has to done gradually.
The Steps are:

1. Teacher demonstrate – “Watch me and listen to me”

2. Students demonstrate with teacher – “Let’s do it together”
3. When students can do the process by himself / herself, student demonstrate 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 the students.

Gagné's Nine Events of Instruction

In 1965, Robert Gagné proposed a series of events that are associated with and address the mental
conditions for learning. Each of the nine events of instruction is highlighted below, followed by sample
methods to help implement the events in your own instruction. Use Gagné’s nine events in conjunction with
Bloom’s Revised Taxonomy to design engaging and meaningful instruction. The following steps have been
adapted from Gagné, Briggs, and Wager (1992).

1. Gain attention of the students

Ensure the learners are ready to learn and participate in activities by presenting a stimulus to capture their
attention.

These are a few methods for capturing learners’ attention:

 Stimulate students with novelty, uncertainty, and surprise

 Pose thought-provoking questions to students
 Have students pose questions to be answered by other students
 Lead an ice breaker activity

2. Inform students of the objectives

Inform students of the objectives or outcomes for the course and individual lessons to help them understand
what they are expected to learn and do. Provide objectives before instruction begins.

Here are some methods for stating the outcomes:

 Describe required performance

 Describe criteria for standard performance
 Have learners establish criteria for standard performance
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 Include course objectives on assessment prompts

(Inform students of the objectives or outcomes for the course and individual lessons to help them understand
what they are expected to learn and do.)

3. Stimulate recall of prior learning

Help students make sense of new information by relating it to something they already know or something
they have already experienced.

There are numerous methods for stimulating recall:

 Ask questions about previous experiences

 Ask students about their understanding of previous concepts
 Relate previous course information to the current topic
 Have students incorporate prior learning into current activities

4. Present the content

Use strategies to present and cue lesson content to provide more effective instruction. Organize and group
content in meaningful ways, and provide explanations after demonstrations.

The following are ways to present and cue lesson content:

 Present multiple versions of the same content (e.g. video, demonstration, lecture, podcast, group
work, etc.)
 Use a variety of media to engage students in learning
 Incorporate active learning strategies to keep students involved
 Provide access to content on Blackboard so students can access it outside of class

5. Provide learning guidance

Advise students of strategies to aid them in learning content and of resources available. In other words, help
students learn how to learn.

The following are examples of methods for providing learning guidance:

 Provide instructional support as needed – i.e. scaffolding that can be removed slowly as the student
learns and masters the task or content
 Model varied learning strategies – e.g. mnemonics, concept mapping, role playing, visualizing
 Use examples and non-examples – examples help students see what to do, while non-examples help
students see what not to do
 Provide case studies, visual images, analogies, and metaphors – Case studies provide real world
application, visual images assist in making visual associations, and analogies and metaphors use
familiar content to help students connect with new concepts

(help students how to learn)

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6. Elicit performance (practice)
Have students apply what they have learned to reinforce new skills and knowledge and to confirm correct
understanding of course concepts.

Here are a few ways to activate learner processing:

 Facilitate student activities – e.g. ask deep-learning questions, have students collaborate with their
peers, facilitate practical laboratory exercises
 Provide formative assessment opportunities – e.g. written assignments, individual or group projects,
presentations
 Design effective quizzes and tests – i.e. test students in ways that allow them to demonstrate their
comprehension and application of course concepts (as opposed to simply memorization and recall)

7. Provide feedback
Provide timely feedback of students’ performance to assess and facilitate learning and to allow students to
identify gaps in understanding before it is too late.

The following are some types of feedback you may provide to students:

 Confirmatory feedback informs the student that they did what they were supposed to do. This type
of feedback does not tell the student what she needs to improve, but it encourages the learner.
 Evaluative feedback apprises the student of the accuracy of their performance or response but does
not provide guidance on how to progress.
 Remedial feedback directs students to find the correct answer but does not provide the correct
answer.
 Descriptive or analytic feedback provides the student with suggestions, directives, and information
to help them improve their performance.

(Implement a variety of assessment methods to provide students with multiple opportunities to

demonstrate proficiency.)

9. Enhance retention and transfer

Help learners retain more information by providing them opportunities to connect course concepts to potential
real-world applications.

The following are methods to help learners internalize new knowledge:

 Avoid isolating course content. Associate course concepts with prior (and future) concepts and build
upon prior (and preview future) learning to reinforce connections.
 Continually incorporate questions from previous tests in subsequent examinations to reinforce course
information.
 Have students convert information learned in one format into another format (e.g. verbal or
visuospatial). For instance, requiring students to create a concept map to represent connections
between ideas (Halpern & Hakel, 2003, p. 39).
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 To promote deep learning, clearly articulate your lesson goals, use your specific goals to guide your
instructional design, and align learning activities to lesson goals

Summary
Gagné’s nine events of instruction can help you build a framework to prepare and deliver instructional
content while considering and addressing conditions for learning. Ideally, you should prepare course goals
and learning objectives before implementing the nine events—the goals and objectives will help situate the
events in their proper context. The nine events of instruction can then be modified to fit both the content and
students’ level of knowledge.

C. Areas of TLE

1. Home Economics – cooking and other aspects of household management. Students will learn about the
inter-relationship between diet, health, family, home, and the choice and management of resources.

2. Agri-Fishery Arts – Designed for hands-on learning and application of skills that are related to agriculture
and aquaculture. This is connected to other jobs such as food processing, rubber production, animal
production, or landscape installation.

3. Industrial Arts - an education program which features fabrication of objects in wood or metal using a
variety of hand, power, or machine tools. This is commonly referred to as Technology Education.

4. Information and Communication Technology (ICTs) – is a broader term for Information Technology (IT),
which refers to all communication technologies, including the internet, wireless networks, cell phones,
computers, software, middleware, information in a digital form. C. The Legal Basis of the Teaching EPP and
TLE: video-conferencing, social networking, and other media applications and services enabling users to
access, retrieve, store, transmit, and manipulate.\

D. The Legal Basis of Teaching EPP and TLE:

Technology and Livelihood Education otherwise known as TLE is considered as the reallife related
subject for it entails lessons that are relevant to practical ways of life as in the house,

in business and at work. It covers an array of topics and ideas on livelihood and technology that

can be used in the future.

 The Legal Basis of the Teaching EPP and TLE 1987 Constitution Art. II, section 17 It is 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”.

 RA 10647, an Act Strengthening the Ladderized Interface Between Technical -Vocational Education and
Training in Higher Education, which was signed into law on November 21,2014 states: “It’s hereby
declared the policy of the state to institutionalize the ladderized interface between technical-vocational
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educational education and training and (TVET) and higher education to open the pathways of
opportunities for career and educational progression of students and worker

From a struggling department saddled with the same problems and challenges year after year, the
Department of Education (DepEd) has little by little resolved its biggest problems to become an effective
instrument of change.

One of the programs that helped the DepEd take flight is Republic Act (RA) 10647 or the Ladderized
Education Act of 2014. This law became the “magic” key that allowed students to enter or exit technical
education courses and shift to a college degree program whenever they please, ensuring that no subject
taken or credit incurred will be wasted.

The ladderized education program is indeed a boon to students, especially to those who have to work
to support themselves or those who have to take a break from their studies for some reason. RA 10647
promotes quality education in all levels and maintains a complete adequate integrated system of education.
The law “institutionalizes ladderized interface between technical-vocational education and training (Tvet) and
higher education for career and educational growth,” meaning students have the luxury to decide when to
enter, climb or exit the “ladder” of education. This way, students can temporarily stop their studies and find
work when they need to earn in the heart of the law is the provision of a “seamless” transfer of a student from
a tech-voc course to a college degree program without losing any of the credits he or she earned previously.
This ensures that no student shall repeat any subject because all units earned will be credited to the student
no matter how long he or she will finish a particular course or degree.

A student who stops her studies to work can still finish her ladderized degree through the Tvet equivalency
program. Equivalency processes can include assessment tests or assignments. This allows a student to
continue earning units for his or her course or degree even when he or she is working, thus making sure that
the opportunity for education or career advancement is not lost.

come. Also an integral part of the ladderized education system is the Philippine Qualification Framework
(PQF) that describes the levels of educational qualifications based on “standards of knowledge, skills and
values” learned or acquired. The PQF aligns local programs with international qualifications that not only
support “national and international mobility of students but also recognition of the Philippine educational
system.”

The coordination of several concerned agencies, such as the Commission on Higher Education, the DepEd,
the Technical Education and Skills Development Authority, the Department of Labor and Employment and
the Professional Regulation Commission, which compose the PQF national coordinating committee, is proof
that the government is serious in its mandate to provide quality education for all.
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These agencies are working together to establish pathways and what the law calls “access ramps” that make
it easy for students and workers to shift from tech-voc to college degree or vice versa.

If the spirit and intent of the law are faithfully implemented, the Philippines will have attained a borderless and
all-encompassing program, truly a landmark in the country’s academic universe.

They can resume their studies anytime.

TLE by its nature is dominantly a skill subject hence the teacher must engage the student in an
experiential, contextualized and authentic teaching-learning process.

TLE is divided into four major strands these include:

Agri-Fishery Arts, Home Economics, Industrial Arts, and Information Communication Technology (ICT).

 Agri-Fishery was designed for hands-on learning associated with agriculture and aquaculture.

 Home Economics caters livelihood projects in the community and at home.

 Industrial Arts provide skills and knowledge on the repair, assembly, masonry, and creation of valuable
products made of metals and woods.

 Information and Communication Technology which encourage to utilize the technology by enhancing and
supporting the delivery of information.

Learning by doing is how students learn best. Demonstration, project-based method and hands-on
learning provide effective and efficient result thus, improve the learner’s skills and capabilities. The retention
of skills and knowledge is higher once the students experience how to accomplish the task. A combination of
different strategies can provide high chances of attaining the expected competencies. Working in a more
concrete situation definitely leads to mastery. The teacher facilitates the learning in which he/she nurtures,
enhances and boosts the hidden capability of the learners. He/she has the specialization and advance
experience in the field being taught. The Department of Education (DepEd) continuously revitalizes the skill
and competencies of the teachers through trainings and seminars. Another way is by acquiring National
Certificate (NC) from Technical Education and Skills Development Authority (TESDA) that improves the
quality of teaching. A teacher may take a training methodology that will certify him as a trainer to assess
learners and ensure the delivery of quality training in the specialization field.

The Department of Education (DepEd) in cooperation with the school administrators, teachers, local
government unit and stakeholders continuously improve the facilities in TLE, which plays a vital role to attain
the expected skills in each specialization. Teachers are resourceful enough by applying localization if there
are some limitations on the facility and equipment. TLE has the best features that students could avail for
their best benefits. TLE and its features are bringing huge contributions to the livelihood of each individual in
our society.
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E. What are these NC I and NC II?

This are the different levels of national certificates awarded by the Technical Skills and Development

Authority (TESDA) to a student who passes the assessment given the same agency.

 The Two Levels of NC.

1. NC I - a student who obtains an NC I means that he/she is able to “perform routine and predictable

tasks, has little judgment and works under supervision.”

2. NC II- a holder of NC II is one who can perform a prescribed range of functions involving known

routines and procedures. He/she has limited choice and complexity of functions and has little

accountability.”

EXPLAIN

Deepening My Understanding

Activity 3: Enrichment Activity (synchronous)

Instructions: Based in your own understanding of the lesson answer the following questions below.

1. Why is it necessary for a teacher to know the nature and scope of the subject to be taught?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

2. What do you think is the reason why there is a corresponding stage in teaching EPP and TLE? Expand
your answer.

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

3. Why it is said that teaching TLE is teaching facts, concepts, skills and values as a whole?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

4. As a future educator, how important it is to know and learn how to teach EPP and TLE?
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______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

5. Give your thoughts about the statement “TLE that is concerned only with mere definition of terms is
meaningless and shallow. TLE that is focused on mastery of skills and processes without right work values is
anemic and dangerous.”
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
6. As a future educator, cite a topic from one or two areas of EPP and TLE that was not taught to you by your
previous teachers effectively. And explain how you would teach it if you will become a teacher someday.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

EXTEND Applying Strategies in Teaching Areas in TLE

Activity 4: Individual Performance

Instruction: Make a video clip of project making. Choose one component of EPP in the K-12
Curriculum and select a product/project and record a video in the making of the project (example:
Agriculture). You shall be evaluated according to the rubrics.

Component to choose:
 Home Economics
 Industrial Arts
 Agriculture
 ICT

Excellent Good Satisfactory Needs Improvement

(5 pts.) (4 pts.) (3 pts.) (1-2 pts)
Concept The video clearly The video The video The video does not
demonstrates key demonstrates key demonstrates a demonstrate a clear
concept concept previous concept concept.
Design The quality and The quality and The quality and The quality and
materials in the video materials in the video materials in the video materials in the video
are very well adequately organized lacked some are not organized
organized and and somewhat clear organization and and lack clarity
understandable. 50% clear.
Final product Final product looks Final product looks Final product Final product
professional and the decent and the required more unrefined and the
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concepts were visibly concepts were revisions and the concepts were not
demonstrated somewhat concepts were not demonstrated.
demonstrated. clearly demonstrated.

EVALUATE Critiquing the Advantage and Disadvantages of Ladderized Educational Program

for TVET

Activity 5: writing activity

Instruction: Read the article RA 10647 in your module and explain its main ideas by critiquing the
advantage and disadvantages of ladderized educational program on TVET.

Criteria for Judging:

Content - 50%
( relevance to the theme, comprehensiveness, originality, insights )

Organization - 30%
( clarity of thoughts, creativity, unity and consistency )

Mechanics - 20%
( punctuation, spelling, capitalization and grammar )

TOTAL - 100%

TOPIC SUMMARY

In this lesson, you learned that,

 EdukasyongPantahanan 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.).

 The Legal Basis of the Teaching EPP and TLE 1987 Constitution Art. II, section 17 sgive 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

 RA 10647, an Act Strengthening the Ladderized Interface between Technical-Vocational Education and
Training in Higher Education

POST-ASSESSMENT

Instructions: Answer each of the following multiple-choice questions. CHOOSE the letter of your choice.
17 TLE 102 - EDUKASYONG PANTAHANAN AT PANGKABUHAYAN WITH
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Lesson 1- Nature and Scope of Epp/TLE With Entrep.
1. In what specific subject is EPP/TLE incorporated in the 2002 Basic Education Curriculum (BEC) of the
Department of Education?
a. science
b. makabayan
c. filipino
d. mathematical
2.What will the EPP/TLE teacher do before conducting a laboratory class?
a. set up the EPP/TLE laboratory room properly.
b. cleans the laboratory room
c. opens the tool cabinet
d. switch on the electric current source
3.Proper arrangement of furniture, tools and equipment in the EPP/TLE laboratory room is important. The
best reason is…
a. Provides beauty in the laboratory room
b. Provides space and ease in working
c. Provides serenity and calmness
d. Provides security and safety
4.What is tobe done in order to determine the supplies, tools, and equipment available in the EPP/TLE
laboratory room?
a. Inspect tools cabinet
b. Look for available equipment
c. Inspect the supply shelves/cabinet
d. Make an inventory list of supplies, tools, and equipment
5.Under the 2002 BEC, how many component areas are there in EPP/TLE?
a. Three areas
b. Four areas
c. Five areas
d. Six areas
6.How many areas are there in home economics under the 2002 BEC?
A. three
B. four
C. five
D. Six
7.What should you do if the school has no provisions for a laboratory site for Agriculture and Fishery Arts?
a. Be flexible in teaching
b. Conduct field trips
c. Teach only limited skills
d. Don’t teach the area, instead, replace it with other areas of EPP/TLE
8.What should you consider in teaching Agriculture and Fishery Arts with reference to the learners?
a. Teach according to what facilities are available in the school
b. Strictly follow the BEC
18 TLE 102 - EDUKASYONG PANTAHANAN AT PANGKABUHAYAN WITH
ENTREP
Lesson 1- Nature and Scope of Epp/TLE With Entrep.
c. Be flexible considering the level of the learners
d. Consider leniency in teaching
9.What you should you do as the teacher of computer units and the students have the ratio of 1:6?
a. Lecture to some students while others are on “hands on”
b. Let some students go to the library
c. Let some students do their homework in other subjects
d. Make a rotational schedule of computer use among the students
10.What should be done before going into actual entrepreneur activity?
A. Allocate the budget for capital
B. Make a business proposal or feasibility study
C. Look for a venue/room for the business
D. Set up and obtain merchandise and products for the business

REFERENCES

Internet :.

 Traya, E., (2019)., The Teaching of Edukasyong Pantahanan AT Pangkabuhayan and Technology and
Livelihood Education (TLE). Retrieved at

https://prezi.com/p/ydapoqljg6pt/the-teaching-of-edukasyong-pantahanan-at pangkabuhayan-epp-and-
technology-and-livelihood-education-tle/

Retrieved on February 2024

 Nature and Scope of EPP/TLE., retrieved at

.https://www.studocu.com/ph/document/cavite-state-university/edukasyong-pantahanan-at-pangkabuhayan-
2-kasama-ang-entreprenyurship/nature-and-scope-of-tle/21848764.

Retrieved on February 2024