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
 Components of EPP
1 in the New
Elementary School
Curriculum (NESC)
 Home economics has three major
components;

 Home management
 Food and nutrition
 Fashion and fabrics
4
 “
Under home management, there are a
number of components that include
cookery, laundry, health education and
house craft.

5
 Food and Nutrition

The food and nutrition part looks

at the nutritional value of food
and the chemical aspect of it.

6
 Fashion and Fabrics

⊳ 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. 9
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. 10
Schemes Used in Managing
EPP Classes
11
There are 3 schemes suggested to manage the
EPP classes namely:

One-teacher
scheme

Departmentalized
Team teaching scheme

12
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, problem-
solving, 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. 18
 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. 20
 E. Instructional Modules
Most books in EPP contains modular
instructions which encourage the pupils to
work independently. A module is a self-
contained 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. 24
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. 25
 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