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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: Grades 9/10/11/12

Subject: Needlecraft
Nominal Hours: 160 Hours
Component: Home Economics

QUARTER CONTENT STANDARDS
1ST QUARTER The learner applies the
principles of art and handicraft
to create a beautiful and
marketable embroidered
product.
PERFORMANCE STANDARDS
The learner performs skillfully
the use of design, materials,
and techniques to create
embroidered products.
MOST ESSENTIAL LEARNING COMPETENCIES DURATION
LO 1. Understand concepts related to needlecraft 1 WEEK
1.1 Identify major needlecraft techniques
1.2 State safety and precautionary measures
LO 1. Understand embroidery as a craft and its 1 WEEK
techniques
1.1 Define embroidery as a needlecraft technique
1.2 Identify the tools and materials used;
LO 2. Create embroidered products with package 4 WEEKS
2.1 Manipulate properly the tools and materials for
embroidery
2.2 Combine stitching techniques in embroidery,
Calado and smocking to create a well-made
project.
2.3 Select appropriate and quality packaging
material for embroidered articles

2ND QTR. The learner applies the
principles of art and handicraft
to create a beautiful and
marketable crocheted
product.
The learner performs skillfully LO 1. Understand Crocheting as a Technique 1 WEEK
the use of design, materials, 1.1 Define the technique of crocheting;
1.2 Identify the tools and materials used
and techniques to create LO 2. Make Crocheted products with project plan 4 WEEKS
crocheted products. 2.1 Discuss crochet terms and abbreviations;
2.2 Perform basic stitches in crocheting showing
proper use of materials

1 WEEK
2.3 Prepare project plan
2.4 Select appropriate packaging materials
2.5 Evaluate quality of finished product
3RD The learner applies the The learner performs skillfully LO 1. Understand knitting as a needlecraft 1 WEEK
QUARTER principles of art and handicraft the use of design, materials, 1.1 Describe definition and characteristics of
knitted products
1.2 Identify tools and materials for knitting
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to create a beautiful and and techniques to create LO 2. Produce knitted articles with packaging 4 WEEKS
marketable knitted product knitted products. 2.1 Perform basic stitches in knitting
2.2 Demonstrate proper use of materials, tools and
equipment in knitting

1 WEEK
2.3 Prepare project plan for the expected knitted
articles
2.4 Select appropriate quality packaging
material for knitted articles

4TH QUARTER The learner applies the
principles of art and handicraft
to create a beautiful and
marketable quilted product
The learner performs skillfully
the use of design, materials,
and techniques to create
quilted products.
LO 1. Understand Quilting as aTechnique 1 WEEK
1.1 Discuss the overview of Quilting
1.2 Demonstrate proper use of tools and materials in
Quilting
LO 2. Make Quilted products with package
2.1 Apply Quilt stitches on selected project 4 WEEKS
2.2 Prepare project plan for the expected quilted
articles

1 WEEK
2.3 Select appropriate quality packaging material
for finished project
2.4 Evaluate the quality/characteristics of
finished product (use rubrics)

Grade Level: Grades 9/10/11/12

Subject: Macrame/Basketry
Nominal Hours: 160 Hours
Component: Home Economics

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
1ST QUARTER The learner demonstrates an The learner independently 1. Explain core concepts and principles in macramé and 1 WEEK
understanding of the concepts demonstrates core basketry
2. Discuss the relevance of the course

and principles in macramé and
basketry
competencies in macramé and
basketry
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3. Explore business opportunities in macramé and
basketry
LO 1. Trace the origin of macramé and basketry
1.1 Discuss history and development of macramé and
basketry
LO 2. Enumerate different kinds of macramé and 1 WEEK
basketry products
2.1 Describe different products of macramé and
basketry
LO 4. Use basic tools in macramé and basketry 1 WEEK
4.1. Identify materials, tools and equipment
for macramé and basketry
4.2. Demonstrate proper use of materials,
tools and equipment in macramé and basketry
LO 5. Differentiate the kinds of macramé knots and 1 WEEK
basketry weaving techniques and patterns
5.1. Identify the different macramé knots and
basketry weaving techniques and patterns
5.2. Describe the different kinds of macramé
knots and basketry weaving patterns
5.3. Select appropriate macramé knots and
basketry weaving techniques and patterns
5.4. Demonstrate the different kinds of
macramé knots and basketry weaving patterns
LO 6. Follow methods and procedures in making 2 WEEKS
macramé and basketry products
6.1 Discuss different methods and procedures in
making macramé and basketry products
6.2 Follow procedures and techniques in making
macramé and basketry products
6.3

2ND The learner demonstrates an
QUARTER understanding of the concepts
and principles in macramé and
basketry
3RD The learner demonstrates an
QUARTER understanding of the concepts
and principles in macramé and
basketry
4TH QUARTER The learner demonstrates an
understanding of the concepts
and principles in macramé and
basketry
The learner independently
demonstrates core
competencies in macramé and
basketry
The learner independently
demonstrates core
competencies in macramé and
basketry
The learner independently
demonstrates core
competencies in macramé and
basketry
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LO 1. Produce quality macramé and basketry products 5 WEEKS
Make project proposal for making macramé and
basketry products
LO 2. Calculate the cost of production and selling price 1 WEEK
of macramé and basketry products
2.1 Compute cost of raw materials
2.2 Compute for the selling price of the finished
product
LO 1. Plan a design for a macramé product 1 WEEK
1.1 Choose a design
1.2 Sketch the design
LO 2. Produce the following macramé projects 5 WEEKS
3.1 Bag
3.2 Basket
3.3 Apply creativity in each product
LO 1. Plan a design for a basketry product 1 WEEK
LO 2. Get the measurement of the product to be made
LO 3. Produce the following basketry projects 4 WEEKS
3.1 School bag
3.2 Market bag
3.3 Food tray
3.4 Apply creativity in each product
LO 4. Package the finished project 1 WEEK
4.1. Select appropriate quality packaging
material for finished project
4.2. Apply creativity in packaging
4.3. Arrange products for packaging
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Grade Level: Grades 9/10/11/12

Subject: Fashion Accessories
Nominal Hours: 160 Hours
Component: Home Economics

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING COMPETENCIES DURATION
1ST QUARTER The learner demonstrates The learner independently LO 1:Trace the history & development of fashion 1 WEEK
understanding of concepts, demonstrates common accessory production
theories and techniques in competencies in making
making Fashion Accessories Fashion Accessories LO 2: Select materials tools and equipment in
making fashion
accessories
2.1 Identify materials tools and equipment in
making fashion accessories.

LO 3: Use basic tools in fashion accessory 4 WEEKS

3.1 Discuss the functions and uses of each materials,
tools and equipment
3.2 Demonstrate techniques and procedures in using
the tools inmaking fashion accessory
LO 4: Identify Fashion Accessory cost component 1 WEEK
4.1 Compute production cost
4.2 Purchase fashion accessory materials
2ND The learner demonstrates The learner independently LO 1: Follow methods and procedures in making 1 WEEK
QUARTER understanding of concepts, demonstrates common fashion accessory
theories and techniques in competencies in making
1.1 Discuss different methods, techniques and
making Fashion Accessories Fashion Accessories procedures in making Fashion Accessory
projects/products

1.2 Demonstrate methods / procedures in making 3 WEEKS

Fashion Accessory projects / products

LO 2: Describe quality projects / products of Fashion 1 WEEK

Accessory

3RD The learner demonstrates
QUARTER understanding of concepts,
theories and techniques in
making Origami
4TH QUARTER The learner demonstrates
understanding of concepts,
theories and techniques in
making Origami
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2.1 Discuss the different characteristics of a quality
fashion accessory projects / products
2.2 Apply elements of arts and principles of
design in fashion accessory projects /
products
2.3 Select quality supply and materials for fashion
accessory
LO 3: Prepare packaging of finished Fashion 1 WEEK
Accessory
3.1 Select appropriate quality packaging materials
for fashion accessory
3.2 Apply creativity in packaging
The learner independently 1 WEEK
demonstrates common LO 1:Trace the history & development of origami,
competencies in making paper mache (vases) production
Origami 1.1 Discuss history and development of Origami
LO 2: Plan a design and pattern for an origami paper 1 WEEK
craft (vases/frames)
2.1 Discuss the design to be made
2.2 Sketch the design
LO 3: Select materials for making origami
3.1 Identify materials suited for making a origami
LO 4: Follow methods and procedures in making 4 WEEKS
origami
4.1 Demonstrate methods / procedures in making
origami projects / products
LO 5: Produce the following products
5.1 vases
5.2 frames
The learner independently PERFORM ORIGAMI PRODUCTION – PAPER CRAFT 5 WEEKS
demonstrates common (VASE/FRAMES)
competencies in making
Origami LO 6: Describe quality projects and products of origami
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6.1 Discuss the different characteristics of a quality

origami projects / products
6.2 Apply elements of arts and principles of design in
producing origami projects / products
6.3 Select quality supply and materials for origami

LO 7: Package the finished origami paper craft 1 WEEK

(vases/frames)
7.1 Select appropriate quality packaging material for
fashion accessory
7.2 Apply creativity in packaging