Edukasyong Pantahanan At Pangkabuhayan

Teaching Home Economics & Livelihood Education

What is home economics? A field of study that deals with the relationship between individuals, families, communities, and the environment in which they live. 2

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Components of EPP in the New Elementary School Curriculum (NESC)

Home economics has three major components;  Home  Food

management

and nutrition

 Fashion

and fabrics 4

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Under home management, there are a number of components that include cookery, laundry, health education and house craft.

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Food and Nutrition The food and nutrition part looks at the nutritional value of food and the chemical aspect of it.

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Fashion and Fabrics

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In fashion and fabrics, pupils have the opportunity to learn a lot of skills in clothes and designing. 7

Salient Features of EPP 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 Grade 4, 5 and 6. The time allotment is 40 minutes in Grade 5 and 6. The subject is taught in Filipino. 8

2. 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 community.

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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. Thus, it develops expertise.

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Schemes Used in Managing EPP Classes 11

There are 3 schemes suggested to manage the EPP classes namely: One-teacher scheme

Team teaching

Departmentalized scheme

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One-teacher scheme All the components are taught by one teacher. The components are divided by grading periods. For example, the Home Economics area may be taught during the first grading period, Industrial Arts during the second grading period, Agricultural Arts during the third grading period and Entrepreneurship during the fourth grading period. 13

Departmentalized scheme Each area is taught by the respective teachers in Home Economics, Industrial Arts, Agricultural Arts, and Entrepreneurship. Different sections take the four areas by rotation. This arrangement is applicable to big schools where teachers who have specialized in each of the four areas are available. 14

Team teaching Here, 2 or 3 teachers with special train9ing in Home Economics, Industrial Arts or Agricultural Arts may form a team to teach EPP. The team can adopt the following annual work plan. 1. Planning at the opening of the school year 2. Evaluate team meetings ( Regularly done within the school year) 3. Implementation (for the intermediate grades) 15

Teaching Methods, Techniques, and Strategies 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 guided in adopting teaching techniques and strategies. The teacher can employ varied instructional materials, techniques and strategies to accomplish the objectives. Although there is no best method, the teacher may try the following: 16

1. Hands-on Method Hands-on learning provides activities for manipulation, construction, experimentation, planning, problemsolving, decision making, creating, and even inventing. Such activities would eventually lead them to conduct simple research. 17

2. Demonstration Method Showing how to do a task correctly before allowing the students to wok independently is the goal of a demonstration. The pupils observe and record the important aspects in the demonstration. The do's are emphasized and the don'ts are explained. The demonstration is more effective if it utilizes all the senses of the learner.

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The laboratories will allow the pupils to plan, execute, and evaluate various activities. The pupils learn while doing tasks. Opportunities to repeat the same tasks several times will enable them to acquire the skills.

C. Laboratory Experience 19

D. Project Method 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, the evaluation instrument to be used in judging the finished project. The project again enables the students to apply the theories and principles learned.

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E. Instructional Modules Most books in EPP contains modular instructions which encourage the pupils to work independently. A module is a selfcontained material with activities to be done by the learner. 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. 21

F. Work Sessions and Group Activities In this method, the pupils are exposed to simple organization, deliberation, taking notes of their findings, organizing their thoughts, planning for the group presentation, actual group performance, and evaluation by writing the group's insights, reactions, summary, and generalizations. 22

G. Utilization of Resource Person and community Materials The teacher of EPP can enhance the pupil's enthusiasm and learning by inviting resource persons in the community who are experts in performing EPP- related tasks. The pupils can be encouraged to create articles which can be sold, thus developing their entrepreneurial skill. 23

H. Field Trips and Home Visits Visiting the various shops, homes, gardens, and cottage industries in the community will give the pupils insights on the relevance of EPP in their daily lives. Likewise, this activity will show them how the knowledge and principles learned in school may be applied in real community setting.

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I. Community Work Community members can be of help in the community through community work. This can be done through identifying the places 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.

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Evaluating Pupils Competencies in EPP

One of the most important components of the teaching-learning process is evaluation. Evaluation determines the extent to which the objectives have been achieved. 26

To achieve an objective and accurate evaluation, the EPP teacher should be guided by the following principles:  Evaluation should be in terms of selected objectives.  Evaluation should be comprehensive.  Evaluation should be cooperative.  Evaluation should be concerned with valuing. 27