EDUKASYONG PANTAHANAN AT

PANGKABUHAYAN
LESSON 1: NATURE AND SCOPE OF EPP/TLE
INTRODUCTION
Edukasyong Pantahanan at Pangkabuhayan (E.P.P.) is the name of the
subject in TLE from Grades 4 to 6. It 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.
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.
E.P.P. by its nature is a skill subject, hence we teachers must engage
pupils in an experiential, contextualized and authentic teaching-learning
process. It is a subject in which pupils learn best by doing.

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.

THE STRACTURE OF EPP/TLE

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 Entrepreneur- based TLE embeds entrepreneurship
concepts in the teaching of the various subjects in HE , IA, AFA (Agriculture
and Fishery Arts), and ICT.

THE HISTORY OF EPP

 1901
- American methods of instruction were ensured by
bringing in hundreds of American teachers called
Thomasites.
- Vocational training in housekeeping and household arts
was made an important element of girls’ education in the
Philippines

 Elvessa Ann Stewart

- A graduate of the University of Nebraska, she went to the
Philippines as a teacher in 1913.
- Superintendent of Home Economics in the Bureau of
Education in Manila in 1929.
- For 20 years, Domestic training had flourished in Filipino
Schools starting with “Sewing, cooking and
housekeeping.”

 1920
- Girls in grade 5 to 7 were required to devote 80 minutes
a day to home economics activities which included:
o Cooking o Infant Care
o Sewing o Food Selection
o Housekeeping o Embroidery
o Sanitation o Lacemaking
o Home Nursing

 During 1941
- Every secondary girl was required to have at least one
year of home economics before graduation. Required
subjects included nutrition and child care.
- Teachers of Intermediate Home Economics were required
to be graduates of the Philippine Normal School or the
equivalent, which required 3 years of study beyond
secondary level

 Home Economics: Today and Tomorrow

- Professionals continue to practice in many venues
including secondary teaching, college and university
teaching and research and outreach through cooperative
extension programs and K to 12 Program
THE LEGAL BASIS OF THE TEACHING OF EPP AND TLE
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 November 21, 2014 states: “It’s hereby declared the
policy of the state to institutionalize the ladderized interface between
technical-vocational education and training and (TVET) and higher education
to open the pathways of opportunities for career and educational progression
of students and workers, create a seamless and borderless system of
education, empower students and workers to exercise options or to choose
when to enter and exit in the education ladder and provide job platforms at
every exit as well as the opportunity to earn income.

LESSON 2: KEY STANDARDS AND LEARNING OBJECTIVES

OF EPP
THE CONTENT OF EPP/TLE
I. Learning Area Standard
The learner demonstrates the knowledge, skills, values, and attitudes
(KSVA) in Technology and Livelihood Education (TLE), which will enable
him/her to gain employment, become an entrepreneur, a middle level
manpower and/or pursue higher education.

II. Key Stage Standard

 Grades 4 to 6
The learner demonstrates an understanding of the basic
knowledge and skills in entrepreneurship & ICT, Agriculture, Home
Economics, and Industrial Arts toward the improvement of personal
life, family, and community.
 Grades 7 to 10
The learner demonstrates an understanding of the basic
concepts of selected TLE course in Home Economics, Industrial Arts,
Agriculture and Fishery Arts and ICT competencies common to TLE
courses such as use and maintenance of tools, observing, safety in the
workplace, mensuration and calculation, and interpreting technical
drawings; and gains specialized knowledge and skills in at least one
TLE that would enable him/her to obtain NC II.
 Grades 11 to 12
The learner demonstrates specialized technical skills that would
enable him/her to obtain NC II.

III. Grade Level Standards

Grade Level Level Standards
4 The learner demonstrates basic knowledge, skills, and
values in agriculture, entrepreneurship and ICT, home
economics, and industrial arts that can help improve self
and family life.
5 The learner demonstrates increased knowledge, skills, and
values in entrepreneurship and ICT, agriculture, home
economics, and industrial arts toward improving family life
and the community.
6 The learner demonstrates enhanced and expanded
knowledge in entrepreneurship & ICT, agriculture, home
economics, and industrial arts toward the improvement of
the family’s economic life and the community.
7 The learner demonstrates an understanding of basic
concepts and underlying principles in developing
fundamental skills in Exploratory Technology and
Vocational Education (EPP/TLE/TVE).
8 The learner demonstrates an understanding of his/her
Personal Entrepreneurial Competencies (PECs), the
environment and market, and process/production and
delivery of the Technology & Vocational Education course
in which he/she has specialized.
9 The learner demonstrates an understanding of his/her
Personal Entrepreneurial Competencies (PECs), the
environment and market, and process/production and
delivery of the Technology & Vocational Education course
in which he/she has specialized.
10 The learner demonstrates an understanding of his/her
Personal Entrepreneurial Competencies (PECs), the
environment and market, and process/production and
delivery of the Technology & Vocational Education course
in which he/she has specialized.
11 The learner demonstrates an understanding of the
principles in preparing a creative and innovative business
plan as it relates with marketing, operations and human
resource, and simple accounting and financial plans to
determine the feasibility and viability of the business of
his/her technology and Vocational specialization.
12 The learner demonstrates an understanding of the
principles in applying the business plan of his/her choice
based on his/her T&VE specialization.

LESSON 3: MEDIUM OF INSTRUCTION IN TEACHING EPP IN

THE ELEMENTARY GRADES

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 mind-set.
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.

SALIENT FEATURES OF EDUKASYONG PANTAHANAN AT

PANGKABUHAYAN
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.
2. Filipino is the medium of instruction for Grade 4 and 5. English is used
as medium of instruction in Grade 6 EPP in preparation for the teaching
Grade 7. If you examine the EPP Curriculum Guide, the Curriculum
Guide for Grade 6 EPP is in English while that of Grade 4 and 5 is in
Filipino.
3. 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.

LESSON 4: METHODS/STRATEGIES, APPROACHES AND

TECHNIQUES IN TEACHING EPP
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.
The three domains, namely: cognitive, affective, and psychomotor
are emphasized in the various learning competencies. Concept development
and hands-on learning experiences are basically the guides in adopting
teaching techniques and strategies. The teacher can employ varied
instructional materials, techniques, and strategies to accomplish the
objectives.

MEANING OF APPROACH, STRATEGIES AND TECHNIQUES

 Approach is a set of assumptions that define beliefs and theories about
the nature of the learner and the process of learning.
 Method is an overall for systematic presentation of a lesson based
upon a selected approach (Brown, 1994). Some authors call it design.
 Techniques are the specific activities manifested in the classroom that
are consistent with a method and therefore in harmony with an
approach as well (Brown, 1994). Technique is referred to also as a task
or activity.

APPROACHES, METHODS AND TECHNIQUES IN TEACHING EPP

A. Demonstration Method
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.
For an effective demonstration, it is necessary that the teacher
mentions the dos and don’ts of the process for emphasis and clarity. 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. 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 be done gradually.
The steps are:
1. Teacher demonstrates. – “Watch me and listen to me”.
2. Students demonstrate with scaffolding from teacher. – “Let’s
do it 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.
B. Hands-On Learning
Hands-on learning, more formally known as experiential education,
reflects a teaching philosophy that promotes learning by doing. The
strategy allows children to practice guided tactile learning in which they
absorb knowledge not only by listening, but by experiencing.
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. One very
important teaching aid which is for hands-on learning is the activity card.
This card contains the title of an activity, the materials needed and the
procedure which enumerates the steps to be followed by the learner.

C. Cooperative Learning
A collaborative (or cooperative) learning approach involves
pupils working together on activities or learning tasks in a small group
enough to ensure that everyone participates. Pupils in the group may work
on separate tasks contributing to a common overall outcome, or work
together on a shared task. This is distinct from unstructured group work.
Some collaborative learning approaches put pairs, groups or teams of
mixed attainment to work in competition with each other in order to drive
more effective collaboration. There is a very wide range of approaches to
collaborative and cooperative learning involving many different kinds of
organisation and tasks. Peer tutoring can also be considered as a type of
collaborative learning.
According to David Johnson and Roger Johnson (1999), there are five
basic elements that allow successful small-group learning:
 Positive interdependence: Students feel responsible for their own
and the group's effort.
 Face-to-face interaction: Students encourage and support one
another; the environment encourages discussion and eye contact.
 Individual and group accountability: Each student is responsible
for doing their part; the group is accountable for meeting its goal.
 Group behaviors: Group members gain direct instruction in the
interpersonal, social, and collaborative skills needed to work with
others occurs.
 Group processing: Group members analyze their own and the
group's ability to work together.
Cooperative learning changes students' and teachers' roles in
classrooms. The ownership of teaching and learning is shared by groups of
students, and is no longer the sole responsibility of the teacher. The
authority of setting goals, assessing learning, and facilitating learning is
shared by all. Students have more opportunities to actively participate in
their learning, question and challenge each other, share and discuss their
ideas, and internalize their learning. Along with improving academic learning,
cooperative learning helps students engage in thoughtful discourse and
examine different perspectives, and it has been proven to increase students'
self- esteem, motivation, and empathy.
Some challenges of using cooperative learning include releasing the
control of learning, managing noise levels, resolving conflicts, and assessing
student learning. Carefully structured activities can help students learn the
skills to work together successfully, and structured discussion and reflection
on group process can help avoid some problems.

A. 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.
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. The laboratories will allow the pupils to plan,
execute, and evaluate various activities. The pupils learn while doing the
tasks. Opportunities to repeat the same— tasks several times will enable
them to acquire the skills. The laboratory experiences are just means an end
the application of the skills at home and in the community and the
acquisition of a productive income generating project.

B. Project Method
This is a strategy where learners acquire knowledge through planning
and execution of practical projects.
Almost all the activities in EPP end up with a project which develops
proper planning skills through the preparation of a project plan. The project
plan is their guide in making the project. It contains the name of the project,
the objectives, the sketch, the bill of materials, and equipment and tools to
be used, the procedure in making the project, and the evaluation instrument
to be used in judging the finished product. The project again enables the
students to apply the theories and principles learned.

Types of Project-Based Method

 Individual Project
 Group Project
 Simplex Project
 Complex Project

According to Kilpatrick-Kaun (2014) Project can be classified into:

a. Constructive Project - practical or physical tasks such as
construction of article making a model and playing drama are done in
this type.
b. Aesthetic Project -appreciation powers of learners are developed
through musical program, beautification of things and appreciation of
poems and so on.
c. Problematic Project - develop the problem solving the capacity of
learners through their experiences.
d. Drill Project - it develops mastery of the skill and knowledge of the
learners.

Steps in preparing a learning activity under the Project-based learning

technique
 Creating Situation - teacher tells the method and procedure to be
done.
 Selecting the Project - apply the six principles of project method
(purpose, utility, activity, freedom, reality and prior planning.)
 Planning - teacher discusses various points to the learners and take
part in the discussion.
 Execution - select relevant facts.
 Evaluation - when finished, project is evaluated by the group within
themselves and reported to the teacher.
 Reporting - learners write each and every step on how they finished
the project.

Principles of Project Metod

1. Principle of Purposefulness
The project should be purposeful, and that should have some main
objective. The objective should give the enthusiasm and work to the
students, otherwise that will be a wastage of time and energy.
2. Principle of Utility
The project should be useful to the students and the society. It should
be of some value to the students. From a good project, the students as
well as the society may get the benefit a lot.
3. Principle of Freedom
The students should be free to select the topic and execute the work
according to their will and wish, interest, attitude and capacity. The
teacher should only be a “guide on the side” and give guidelines to
execute that.
4. Principle of Activity
Project means the purposeful activity so at the end of the project the
students must gain knowledge through their activity. It is also a demand
of the principle of learning by doing.
5. Principle of Reality
Project should be real and related to the life situation of the students
and the society. Only then they would be able to complete the project
naturally and really. Imaginary problems must not be taken up in the
project.
6. Principle of Planning
The students plan in advance about the project. They find solutions for
– How? When? What? Where? Why? So, good project develops the
problem solving capacity and prior planning for the execution.

C. Instructional Modules
Modular Teaching is one of the most widespread and recognizes
learning techniques. 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.

Characteristics:
 Independent
 Self-contained
 Self-instructional
 Clearly defined objectives
 Concerned with individual differences
 Systematically organized learning opportunities
 Utilization of variety of media
 Active participation of learner

Components of Module:
1. Title - the title of the module should be clear
2. Introduction-background of the module
3. Overview-the overview introduces the learner to the theme of the
module, its purpose, organization and uses
4. Instruction to the Users - to provide clear instruction to the learner
as to how he should proceed, and what he has to do after each step
5. Pre-test - a pre-test is given at the beginning
6. Objectives - the instructional objectives of the module should be
clearly stated
7. Learning Activities - enable the learner to develop behavior in
predetermined direction
8. Formative Tests - are given at the end of each learning unit/learning
activity
9. Summative Evaluation - is done with the help of a post test

Advantages:
 Learning becomes very effective.
 It establishes a system of assessment other than marks or guides.
 Modules can be administered to single use, small group or large group.
 It is more appropriate to mature students.

Disadvantages:
 Modules are economical in their use.
 Appropriate only for matured students.
 Time Consuming
 Demands smart classrooms

D. Utilization of Resource Persons and Community Materials

Resource persons are experts who contribute information and
opinions to participants in a learning situation. They frequently are used to
conduct educational activities, but may also be helpful to a committee at the
program planning stage. Resource persons do not just add expertise but also
make the learning more interesting and attractive for the students, as they
can integrate their own experiences.
The teacher of EPP can enhance the pupils' enthusiasm and learning by
inviting resource persons in the community who are experts in performing
EPP- related tasks. These people can also introduce new skills to the pupils
which will enable them to earn while they learn. Likewise, the resources in
the community also include the materials which are abundant in the
community and which can be easily obtained. The pupils can be encouraged
to create articles which can be sold, thus developing their entrepreneurial
skill.
One important resource at your fingertips is that of the local
community and environment. In your local community you have people who
have expertise in a wide range. In your local environment you also have
access to a range of natural resources. Among the people who can be
potential resource person are: policemen, health officers, priests, Brgy.
officials, businessmen, parents and also teachers.
For example, how could you introduce this topic to your students in a
way that will capture their interest? One way would be to invite in a local
doctor or a nurse to talk about the heart and how they measure the blood
pressure of their patients. For the topic of excretion, you could ask someone
who has had a kidney transplant to talk about their kidney disease and
operation. This could be a relative or a family friend of the students or staff.
For respiration you could ask a local athlete to come in and explain the how
lactic acid affects their performance. Your students will be interested to hear
about what these visitors do and will want to ask questions, so this needs to
be carefully planned. If you choose to do this you need to be clear what you
would like your students to gain and learn from the experience. The outside
environment can be seen as a place to collect resources but it can also be
used as an extension of your classroom.

Benefits of using Resources

Using the local environment and community will;
1. Introduce your students to new experiences
2. Open the eyes of your students to the riches and diversity around
them
3. Stimulate the thinking of your students
4. Motivate your students
5. Develop a link with the local community
6. Link the curriculum to the everyday lives of your students.

E. Field trip/Home visits/Community Work

 Field Trips
Field trips are recognized as important moments in learning; a
shared social experience that provides the opportunity for students
to encounter and explore novel things in an authentic setting. It is
important to recognize that learning outcomes from field trips can
range from cognitive to affective outcomes.
Among the many potential outcomes, research has shown
that field trips:
1. Expose students to new experiences and can increase interest
and engagement in science regardless of prior interest in a
topic (Kisiel, 2005; Bonderup Dohn, 2011).
2. Result in affective gains such as more positive feelings toward
a topic (Csikszentmihalyi & Hermanson, 1995; Nadelson &
Jordan, 2012).
3. Are experiences that can be recalled and useful long after a
visit (Salmi, 2003; Falk & Dierking, 1997; Wolins, Jensen, &
Ulzheimer, 1992)

 Home Visits
Home visits can be a valuable tool for increasing parents’
involvement in their kids’ education. Home visits are a great
beginning to positive communication and relationships between
teachers and their students’ families. Establishing a strong
foundation through home visits is only a first step—nurturing these
relationships through consistent communication is critical to
maintaining them.

 Community Work
Community members can be of help in the community
through community works. This can be done through identifying the
place where the pupils can extend their help and plan possible
solutions to community problems related to health, sanitation,
home beautification, family vegetable gardens, and skill-training for
the younger community members. This can be an important project
for the elementary school pupils.

LESSON 5: LESSON PLANNING

What is Lesson Plan?
Lesson plan is a plan prepared by a teacher to teach a lesson in an
organized manner. It is plan of action and should have understanding on the
teacher's part about the students, knowledge and expertise about the topic
being taught and ability to use effective methods.

Types of Lesson Plan

1. Detailed Lesson Plan 3. Understanding by Design (UbD)
2. Semi-detailed Lesson Plan
1. Detailed Lesson plan
It provides mastery of what to teach, and gives the teacher the
confidence when teaching. In this plan, both teacher’s and students’
activities are presented.
2. Semi-detailed Lesson Plan
A semi-detailed lesson plan is less intricate than the detailed
lesson plan. It is having a general game plan of what you wanted to
cover for that subject on that particular day.

Parts of Lesson Plan

There are five parts of detailed and semi- detailed lesson plans:
o Objectives
 The first thing a teacher does is create an objective, a statement
of purpose for the whole lesson. An objective statement itself
should answer what students will be able to do by the end of the
lesson.
 The objective drives the whole lesson, it is the reason the lesson
exists. Care is taken when creating the objective for each day’s
lesson, as it will determine the activities the students engage in.
o Subject matter
 Subject matter or specific topic includes sources of information,
e.g., textbooks and library references.
 The subject matter includes the following:
 Topic – particular lesson
 Reference/s – usually from the book and internet
websites.
 Materials – refer to objects or tools that serve as
instructional aids for particular subject.
o Procedure
 The procedure is the body of your lesson plan, the ways in which
you'll share information with students and the methods you'll use
to help them assume a measure of mastery of that material.
 In detailed lesson plan, the expected routines, lesson proper,
activities are presented. Questions and answers are written.
 In semi-detailed lesson plan has only contains procedures or
steps to be used in the lesson proper.
o Evaluation
 It can take the form of formative test consisting of a 10-item
multiple choice questions after the day’s lesson to determine the
mastery of learning, e.g., 95% of the class got 100% correct
answers.
o Assignment
 It includes questions, exercises, and/or a set of practice specified
by the teacher. In order to succeed in discussing the assignment
for the following day, a teacher give focused/specific questions
for students to answer.

3. Understanding by Design (UbD)

It is a framework for improving student achievement through
standards-driven curriculum development, instructional design,
assessment and professional development ( Wiggins & McTighe, 2006)
The emphasis of UbD is on "backward design", the practice of
looking at the outcomes in order to design curriculum units, performance
assessments, and classroom instruction

Example.

Parts of Understanding by Design (UbD)

There are three stages of Understanding by Design or UbD:
o Stage 1 - Desired results
 There are five parts in the stage 1:
 Establish Goals
 Understandings
 Essential Questions
 Students will know…
 Students will able to…
o Stage 2 – Assessment Evidence
 There are two parts in the stage 2:
 Performance tasks
 Other Evidence

o Stage 3 – Learning Plan

 This part include the Learning activities.
SIMILARITIES AND DIFFERENCES OF THREE LESSON PLANS
Semi-Detailed
Detailed Lesson Plan UbD
Lesson Plan
Objectives Desired Goals

Not included the understandings and essential Understandings and

questions able to show the students they essential questions for
understand the lessons. the students.

Procedures are detailed

from daily routines to
lesson proper. Procedures omits the Procedures omits the
Conversations, student activity in the student activity in the
questions, and answers lesson plan. lesson plan.
between the teacher
and students.

Evaluation is in the
learning plan that
Evaluation
includes the particular
activities

Materials and other

Subject Matter references are included
in the resources

Assignment usually
Assignment found in the
assessment evidence