CURRICULUM MAP IN TLE 8

Based on Curriculum Guide in TLE by DepEd (2016)

I. CONCEPTUAL FRAMEWORK

Technology and Livelihood Education encompasses the field of Home Economics (H.E.); Industrial Arts (IA); Agri-Fishery Arts (AFA); and Information, Communication. and
Technology (ICT). The 24 TLE courses can be categorized under any of these fields. TLE as a course has two streams—the TR-based TLE and the Entrepreneur-based TLE—and
every school has a choice as to which stream to offer, with consideration forfaculty, 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, and ICT. TLE is geared toward the development of
technological proficiency and is anchored on knowledge and information, entrepreneurial concepts, process and delivery, work values, and lifeskills. This means that the TLE that
works is one which is built on adequate mastery of knowledge and information, skills and processes, and the acquisition of right work values and life skills. The TLE that is
functional is one whichequips students with skills for lifelong learning. 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. An effective TLE is one that is founded on the cognitive, behavioral, or psychomotor and
affective dimensions of human development. Therefore teaching TLE means teaching facts, concepts, skills, and values in their entirety. The diagram likewise shows that
entrepreneurial concepts also form part of the foundation of quality TLE. It is expected that TLE students, after using the Learning Modules on Entrepreneurship-based TLE,
imbibe the entrepreneurial spirit and consequently set up their own businesses in the areas of Agri-Fishery Arts, Industrial Arts, Home Economics, and Information and
Communication Technology. TLE by its nature is dominantly a skill subject; hence the teacher must engage students in an experiential, contextualized, and authentic teaching-
learning process. It is a subject in whichstudentslearn best by doing. It is integrative in approach. For instance, it integrates entrepreneurship with all the areas of TLE. It
integrates concepts, skills, and values.

II. 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.
III. KEY STAGE STANDARD
GRADE 11-12 - The learner demonstrates specialized technical skills that would enable him/her to obtain NC II.GRADE 10 - Students should be able to interpret, evaluate and
represent information within and between learning area texts and discourses.
GRADE 7-10 - The learner demonstrates an understanding of the basic concepts of selected TLE course in Home Economics, Industrial Arts, Agriculture and Fishery Arts and
ICTcompetencies 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.
GRADE 4-6 - 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
IV. TIME ALLOTMENT
 Curriculum Map in TLE 8

Grade 8: Exploratory Course

Grade Level Standard: 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.

First Quarter: Household Services

Content: Household Services

Content Standard: The learner demonstrates understanding of:

 Types and Uses of Cleaning Tools, Equipment, Supplies and Materials

 Safety Measures in doing household tasks
 Maintenance of Cleaning Equipment - Vacuum cleaner - Floor Polisher
 Philippine OHS standards
 Safety Regulations - Clean Air Act - Waste Management - Disaster Preparedness and Management
 Contingency measures and procedures - Evacuation - Isolation – Decontamination
 Personal Protective Equipment (PPE)
 Operational health and safety procedure, practices and regulation/Emergency-related drills and training - Fire Safety/Fire Drill - Earthquake Drill - First Aid
 Professional Code of Conduct/Ethics of a Household worker
 Uniform and protective paraphernalia of a Household Worker
 Personal Hygiene and Good Grooming
 Desirable Traits of a Household Worker
 Duties and Responsibilities of a Household Worker

Performance Standard: The learner transfers learning by:

 Used appropriate cleaning tools and equipment properly.

 Prepared appropriate supplies and materials for cleaning different areas.
  Followed instructions correctly in handling different tools, equipment, supplies and materials.
 Observed safety measures/ precautions in doing.
 Maintained cleaning equipment properly.
 Effects of hazards are determined.
 OHS issues and concerns are identified in accordance with workplace requirements and relevant workplace OHS legislation.
 Hazards are identified.
 OHS procedures for controlling hazards and risk are strictly followed.
 Procedures in dealing with workplace accidents, fire and emergencies are followed in accordance with the organization’s OHS policies.
 Procedures in providing appropriate assistance in the event of workplace emergencies are identified in line with the established organizational protocol.
 Personal protective equipment (PPE) is correctly used in accordance with organization’s OHS procedures and practices.
 Procedures in emergency related drill are strictly followed in line with the established organization guidelines and procedures.
 OHS personal records are filled up in accordance with workplace requirements
 Uniform, protective paraphernalia and personal hygiene are maintained according to Code of Conduct/Ethics of a household worker
 Prescribed uniform and protective paraphernalia are worn in accordance with employer/agency standards
 Satisfactory performance of a household worker is acknowledged based on agency/employer/customer/client feedback.
 Client is fully informed of all relevant household matters in a timely manner and according to agreed reporting procedures.
 Duties and responsibilities are accurately identified.
 Priority assignments are defined according to job description.

Formation Standard / CPF Core Values (PVMGO): The students will be able to demonstrate recognition of a responsible and service-oriented Filipino.

Essential Question: How can effective use of cleaning equipment and techniques contribute to maintaining a clean, safe, and organized household environment?

Essential Understanding: The students will be able to know and understand the basic concepts and skills of a household worker by applying it in a real-life situation.

Transfer Goal: The students will be able to use their learnings and skills through a real-life situation.

Quarterly Authentic Performance Task:

G – The students will be able to demonstrate your understanding of the duties, responsibilities, and ethical conduct expected of a household worker, while ensuring safety and efficiency in your tasks.

R – Professional household worker

A – Clients

S – Imagine you are hired by a client to clean and organize their home for a special occasion. Your task is to thoroughly clean designated areas within a specified timeframe while

demonstrating professionalism, respect for safety, and adherence to ethical standards.

 P – A live demonstration where you will clean a designated area (e.g., living room or kitchen)

S - Rubrics:

Weeks Content Competencies Assessment Activities Learning Resources

Week 1 A. A1. Use appropriate cleaning tools, equipment, supplies and Identification Sorting and Classifying https://
materials used in household services www.depedangelescity.
USE AND
com/files/TLE/TG/
MAINTENAN
Mini-task 1: tg_in_household_servic
CE OF
 CLEANING Values Integration: Responsible/Attention to detail 1. The students will be divided es.pdf
TOOLS AND into 5 groups. Choose a leader
Subject Integration: Science/Health Education
EQUIPMENT and a secretary.
2. Each group will be assigned in
a specific area (classroom,
B. PRACTICE clinic, TLE Lab, canteen,
OCCUPATION library/computer lab).
AL HEALTH 3. List down all the cleaning
AND SAFETY tools, equipment, supplies
PROCEDURES and materials needed on
assigned area.
C. MAINTAIN 4. Check if the cleaning tools,
AN equipment, supplies and
EFFECTIVE materials are available and if
RELATIONSHI not, make a list of needed
P WITH materials that will be used
CLIENTS/CUS later on.
TOMERS
Week 2 A2. Maintain cleaning equipment Labeling 2 column comparison table

Values Integration: Environmental Stewardship

Subject Integration: Science

Week 3 A3. Maintain occupational health and safety awareness True or false Venn Diagram

Values Integration: Awareness and Vigilance

Subject Integration: Health Education Mini-task 2:

Review common household

cleaning products and their
safe use.
Discuss safety measures (e.g.,
 wearing gloves, proper lifting
techniques, handling
chemicals).
Week 4 - 5 M1. Identify hazards and risks proficiently within diverse Claim-Evidence-Reasoning Situation Analysis
environments or scenarios

Values Integration: Critical thinking

Subject Integration: Science

Week 6 M2. Control hazards and risks to ensure safety and prevent Short paragraph Problem Analysis
harm.

Values Integration: Initiative/ Care for others

Subject Integration: Science/Health Education

Week 7 M3. Discuss the importance of maintaining a professional image Essay Claim-Evidence-Reasoning
in household services.
Mini-task 3:

Values Integration: Integrity/ Pride in work 1. Create a checklist of

tasks for cleaning a
Subject Integration: Social Science specific area.
2. Estimate the time needed
for each task and create a
schedule.
3. Discuss strategies for
staying on task and
managing time during
 the cleaning process.

Week 8 M1. Build credibility to meet customers/clients requirements C-E-R Situation Analysis

Values Integration: Trustworthy

Subject Integration: Health Education

WEEK 9 APT T1. Apply efficient cleaning techniques to complete tasks Performance Task Scaffolding for transfer
effectively following safety procedures to minimize risks and
ensure a safe working environment.
1. Conduct the live
demonstration with each
group cleaning and
Values Integration: Integrity/ Pride in work organizing their
designated area within the
Subject Integration: Health Education specified timeframe.
2. Invite peers and teachers
to observe and provide
feedback on the
demonstration.
3. Discuss strengths and
areas for improvement
based on the feedback
received.
Week 10 UNIT
ASSESSMENT