STATUS REPORT ON TLE DEVELOPMENT CURRICULUM , TEACHING AND LEARNING MATERIALS (as of January 2012)

New Curriculum Guide and Learning Modulestechnology and livelihood education (TLE)

IMELDA B. TAGANASOIC-Executive Director, Qualifications and Standards Office,TESDA(TLE Convenor)

1Conceptual Framework of Teaching the TLE

The K to 12 Curriculum has as its overarching goal the holistic development of every Filipino learner with 21st century skills who is adequately prepared for work, entrepreneurship, middle level skills development and higher education. The overarching goal of the K to 12 curriculum, indicated that the teaching of Technology and Livelihood Education (TLE) plays a very important role in the realization of the overall goal of the curriculum. Whether or not the K to 12 graduate is skilled and ready for work, entrepreneurship and middle skills development depends to a great extent on how effectively you taught TLE. The teaching of the TLE in general secondary schools is guided by this Conceptual Framework. It shows that the TLE encompasses the various sectors in Information and Communications Technology, Agri-fishery and other technological proficiency.

TLE is geared towards the development of technological proficiency and is anchored on knowledge and information, entrepreneurial concepts, process and delivery, work values and life skills. The TLE that is functional is one that equips students with skills for lifelong learning. is focused on mastery of skills and is founded on the cognitive, behavioral or psychomotor and affective dimensions of human development. So teaching TLE, is teaching facts, concepts, skills and values as a whole. 2

In the implementation of the TLE in the general secondary education, it is important that we consider basic policies agreed upon by the Department of Education and the Technical Education and Skills Development Authority or TESDA. One such policy is that the TLE must be aligned with the Training Regulations of TESDA.

The Training Regulations are developed by the industries with TESDA based on the industry demand for a specific competency requirements as identified by the industries.

The competency standards, the curriculum guide, the learning modules and teachers guide developed for the TLE K to 12 are based on the promulgated training regulations.

Likewise, the Training Regulations are the basis for the assessment and the award of Certificate of Competency or the National Certificate I, II.

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LEARNING DOMAINSGECNC INC II1211109861K23457MACHINE SHOPELECTRONICSELECTRICALFOOD PROCESSINGFASHION DESIGNAGRI-FISHERYTHE PHL QUALIFICATIONS FRAMEWORKTESDALTERNATIVE LEARNING SYSTEMBasic EdHERECOGNITION OF PRIOR LEARNINGLIFE SKILLSGENERIC SKILLS

Work & Values Cluster Interpersonal Cluster Cognitive Cluster Adaptability ClusterTECHNOPRENEURSHIP & GREEN SKILLS FOR GREEN JOBSCOMMON COMPETENCIESKNOWLEDGE-BASED COMPETENCIESSPECIALIZATION CORE COMPETENCIESLIFELONG LEARNINGEQUIVALENCYPOST BACCALAUREATE PROGRAMSHIGHER ORDER THINKING (HOT) SKILLS

Critical Thinking Creative Thinking Innovation Problem SolvingFOUNDATIONAL SKILLS

ENGLISH SCIENCE MATHEMATICSASSESSMENT AND CERTIFICATIONNC III - VL 1L 2L 3L 4L 5L 6L 7L 8KNOWLEDGE-BASED PERSON P A T H W A Y SAPTITUDE & INTEREST ASSESSMENTNC IIINC IVNC VPOST DOCTORAL DEGREEBACCALAUREATE PROGRAMSWAGE EMPLOYMENT/ENTREPRENEURSHIP/SELF-EMPLOYMENTTOOLS/EQUIPMAINTENACEOCCUPATIONALHEALTH &SAFETYUSE OFHANDTOOLSTECHNICALDRAFTINGMENSURATION and CALCULATIONARTS /CRAFTSThe Department of Education, TESDA and CHED agreed to adopt the eight (8) Level Philippine Qualifications Framework (PQF) which was endorsed by the Social Development Committee of the National Economic Development Authority.

The PQF recognizes the alternative learning system and the principles of lifelong learning, prior learning and equivalency. Though compartmentalization exists in the Philippine education system, quality is assured through a standards and accreditation system for basic and higher education institutions and through a unified registration and accreditation system for technical vocational institutions. The Assessment and Certification system likewise ensures the quality of students of the Philippine education system.

The PQF showed that graduates of K to 12, may opt to proceed to the technical education and skills development track and higher education track.

Please note that the PQF indicated the embedment and the alignment of the technical education and skills development (TESD) in the general secondary of the basic education from Exploratory Grades 7 and 8, and specialization in Grade 9 to 12. These are in the TLE programs that provide an enriched general education that will prepare our graduates for higher education, world of work and lifelong learning.

The minds of the students as early as Exploratory Grade 7, will be opened to various employability possibilities identified in the five (5) common competencies required in 24 TR-aligned TLE programs. These are:

1) Use tools and equipment; 2) Maintain tools and equipment; 3) Perform mensuration and calculation; 4) Apply occupational health and safety procedures, and 5) Prepare and interpret technical drawing and plans

4Operational Policies on TLE Exploratory CoursesSchools shall have the option to choose at least 8 from the 24 TR-aligned-TLE programs to be offered during the exploratory Grades 7 and 8, depending on the duration of the TLE subjects.

The selection of the eight (8) programs shall be based on area-based industry demand/ requirements and the capacity and capability of the schools;

The list of TLE subject areas maybe expanded depending on area-based industry demand/requirements;

SLIDE 4

There are operational policies which the schools must consider in the implementation of the TLE Exploratory Programs:

Schools shall have the option to choose 8 from the 24 TR-aligned-TLE programs to be offered during the exploratory Grades 7 and 8, depending on the duration of the TLE subjects; The selection of the eight (8) programs shall be based on area-based industry demand/ requirements and the capacity and capability of the schools; andThe list of TLE programs maybe expanded depending on area-based industry demand/requirements.

5Unit of Competency: USE OF HANDTOOLSDemonstrate understanding of:

Appropriate hand tools identificationAppropriate hand tools selection

K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATIONICT - COMPUTER HARDWARE SERVICING NC II(Exploratory)Appropriate hand tools identified.Hand tools selected according to the task requirements.LO1. Plan andprepare for tasks to be undertaken.

Scrapbook of different tools and their uses.

Performance-based assessmentWritten test

TLE CURRICULUM GUIDESLIDE 5

The new curriculum guide for the TLE contains the content standard, performance standard, the learning competencies, project/activities, and assessment. These are actually based on competency-based training regulations of TESDA.

The content standard is the equivalent of the content of learning outcome, the performance criteria to the assessment criteria, learning competencies to the learning outcome, the project and activities to the skill practice and assessment to the institutional assessment of TESDAs competency-based curriculum exemplar.

6P4A Model for TLE

Recognition of Prior LearningPretestPRE-ASSESSMENTSLIDE 6

The development of curriculum guide, the learning modules and the teachers guide, harmonized the P4A Model of the Department of Education and the Competency-based Curriculum Exemplar, Learning Materials and Session Plans of TESDA.

The new TLE learning modules included pre-assessment or a Section in:

What Do You Already Know which is intended to determine entry knowledge and skills of your students to find out if you have to teach the lesson, teach some parts of the lesson or skip it entirely because your students already know it. This is done by way of a pretest.

7P4A Model for TLE

Information Sheet ACTIVITYCan be used to summarized an article, illustrate new trends and technology and present hard-to-find dataACTIVITYDesign to deliver exact information needed in the attainment of learningApproach in terms of content and presentation are appropriate to the interest and reading level of the studentContains information essential to the attainment of the learning outcomeSLIDE 7

The new learning module also included activity or information sheet which is actually a section in

What Do You Need To Know?- This section contains one or more Information Sheets which contains relevant topics anchored to the learning contents stated in the curriculum guide. These are information essential to the attainment of learning and which are appropriate to the interest and reading level of the student.

8P4A Model for TLE

Self evaluation

Self-CheckASSESSMENTASSESSMENTWritten testPerformance testSLIDE 8

Another section is assessment which included self-check and assessment of the performance of the students.

In the learning module this is also known as How much have you learned? and How well did you perform?

How much have you learned? is the Self-check that the TLE student have to answer after reading the information sheets. This is to determine how much he/she has learned in terms of knowledge.

How well did you performed? intends to evaluate the acquisition of skills through demonstration and project-based activities. This can be measured using the Scoring Rubrics or Performance Criteria Checklist.

9P4A Model for TLE

APPLICATIONJob SheetorOperation Sheet

APPLICATIONWritten instruction that describes the procedure of a jobContains essential instructions to do the jobUtilizes illustrations and picturesSLIDE 9

The other new section is the application, job sheet or operation sheet. This is a section in..

How Do You Apply What You Learned? In this section, you give your student the opportunity to transfer what he/she has learned in another activity or in real life situation. Ideally, this should be a performance test, what you usually call practical test. If the proof of the pudding is in the eating, then your student must be able to apply what she/he learned in real-life setting or must be able to come up with a product/project as an evidence of skills acquisition.10P4A Model for TLE

It is used as a follow-up activity

ASSIGNMENT

Assignment SheetASSIGNMENTIt serves as a learning supplement to master what has been learnIt serves as application to some concepts and principleIt motivates student to learn on their ownSLIDE 10

The last section is the assignment sheet or

How Do You Extend Your Learning? As the word implies, this activity is done outside class hours for enrichment purposes. This can reinforce lesson mastery in terms of knowledge and skills.11P4A Model for TLE

PRE-ASSESSMENT

Information Sheet ACTIVITY

Self-CheckASSESSMENT

Assignment SheetASSIGNMENT

Job SheetorOperation Sheet

APPLICATIONSLIDE 11

The test of alignment of the TLE curriculum to the Training Regulations is the award of Certificate of Competency and/or National Certificate I and II to K to 12 graduates.

To further the alignment, the challenge is for the TLE Teachers numbering to around 15,000 nationwide, to familiarize themselves to the technology of competency-based training delivery and assessment and certification and aimed to be certified as National TVET Trainer Level I under the NEDA-approved Philippine TVET Trainers Qualifications Framework.

12P4A Model for TLE

PRE-ASSESSMENT

Information Sheet ACTIVITY

Self-CheckASSESSMENT

Assignment SheetASSIGNMENTJob SheetorOperation Sheet

APPLICATION

ITEGRATIVE PROCESSITEGRATIVE PROCESSITEGRATIVE PROCESSITEGRATIVE PROCESS

SLIDE 12

With the implementation of the new curriculum guides and learning modules for the TLE, we are assured that the K to 12 graduates are equipped with employable skills that match the industry requirements and prepare them into entrepreneurial venture that will provide income for the family and ultimately, uplift their economic status in life.

Maraming salamat po at Mabuhay tayong lahat sa patunubay ng ating Panginoon!

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Thank You14