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    Bow Tle 10

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    Fely Mary
    This document contains the budget of work for the Food Processing Technology and Livelihood Education subject in Cato National High School. It outlines an 8-week plan divided into modules and topics. The plan identifies learning competencies, reference materials, strategies and activities used, and number of days spent on each topic. It assesses students' personal competencies and skills related to food processing, analyzes strengths and weaknesses, and helps students develop a product and business plan. The table of specification shows how assessment items are distributed across cognitive dimensions and 21st century skills to evaluate students' learning progress.

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    © All Rights Reserved
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    Bow Tle 10

    Uploaded by

    Fely Mary
    60 views5 pages
    This document contains the budget of work for the Food Processing Technology and Livelihood Education subject in Cato National High School. It outlines an 8-week plan divided into modules and topics. The plan identifies learning competencies, reference materials, strategies and activities used, and number of days spent on each topic. It assesses students' personal competencies and skills related to food processing, analyzes strengths and weaknesses, and helps students develop a product and business plan. The table of specification shows how assessment items are distributed across cognitive dimensions and 21st century skills to evaluate students' learning progress.

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    This document contains the budget of work for the Food Processing Technology and Livelihood Education subject in Cato National High School. It outlines an 8-week plan divided into modules and topics. The plan identifies learning competencies, reference materials, strategies and activities used, and number of days spent on each topic. It assesses students' personal competencies and skills related to food processing, analyzes strengths and weaknesses, and helps students develop a product and business plan. The table of specification shows how assessment items are distributed across cognitive dimensions and 21st century skills to evaluate students' learning progress.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    60 views5 pages

    Bow Tle 10

    Uploaded by

    Fely Mary
    This document contains the budget of work for the Food Processing Technology and Livelihood Education subject in Cato National High School. It outlines an 8-week plan divided into modules and topics. The plan identifies learning competencies, reference materials, strategies and activities used, and number of days spent on each topic. It assesses students' personal competencies and skills related to food processing, analyzes strengths and weaknesses, and helps students develop a product and business plan. The table of specification shows how assessment items are distributed across cognitive dimensions and 21st century skills to evaluate students' learning progress.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 5

    Republic of the Philippines

    DEPARTMENT OF EDUCATION
    Region I
    Schools Division Office I Pangasinan
    CATO NATIONAL HIGH SCHOOL
    Cato, Infanta, Pangasinan
    Web page: http://catonhs.com/ Mobile: 09093652644/ 09209582563 fb: DepEd Tayo Cato National High school 300189

    BUDGET OF WORK (BOW) IN TLE-FFP 10

    Module Week Topic Reference Code Most essential Domain Strategy Activity/Task No. of
    learning Days
    competencies Taught
    (MELCS)
    1 1 1. Assessment of Food TLE_PECS9- Develop and Understanding  Observation  PECs Assessment 4
    Personal Processing 12-00-1 strengthen personal  Discussion Checklist
    Competencies and Learners competencies and  Similarities and  Interview
    Skills (PECs) vis-à-vis Module skills (PECs) needed Comparison  Reporting
    a practicing Food Processing.
    entrepreneur/employee
    in a province.
    1.1. Characteristics
    1.2. Attributes
    1.3. Lifestyle
    1.4. Skills
    1.5. Traits
    1 2 2. Analysis of PECs in Food TLE_PECS9- Identify areas for Analyzing  Interview  Interview 4
    relation to a Processing 12-00-1 improvement,  Observation  Reporting
    practitioner Learners development and  Discussion
    Module growth.  Group Work

    1 3 2. Analysis of PECs in Food TLE_PECS9- Align one’s PECs Evaluating  Interview  Interview 4
    relation to a Processing 12-00-1 according to his/her  Observation  Reporting
    practitioner Learners business/career  Discussion
    Module choice.  Group Work
    1 4 3. Strengthening and Food TLE_PECS9- Create a plan of Applying  Checklist  Creating an Action 4
    further development of Processing 12-00-1 action that ensures  Developmental Plan
    ones PECs Learners success of his/her Plan
    Module business/career  Discussion
    choice.

    1 5 4. Differentiating Food TLE_EM9- Identify Needs and Remembering  Enumeration  Buzz Session 4
    Needs and Wants Processing 12-IfII0-1 Wants of Target  Observation  Peer Discussion
    Learners Market  Discussion  Brainstorming
    Module

    1 6 5. SWOT Analysis Food TLE_EM9- Analyze Personal Understanding  Discussion  Personal SWOT 6
    Processing 12-IfII0-1 SWOT  Video Lesson Analysis
    Learners  Active Learning
    Module

    1 7 6. Product Food TLE_EM9- Develop a Remembering  Discussion  Note Taking 4


    Development Processing 12-IfII0-1 product/service in  Video Lesson  Oral Recitation
    Learners Food Processing.  Active Learning  Research
    Module

    1 8 7. Key concepts of Food TLE_EM9- Value Proposition Remembering  Discussion  Note Taking 4
    developing a product Processing 12-IfII0-1 and USP  Video Lesson  Oral Recitation
    7.1 Finding Value Learners  Active Learning  Research
    7.2 Innovation Module
    7.3 Unique Selling
    Proposition (USP)

    Prepared by: Checked by: Approved by:


    FELY M. MARY, MAED JOSEPHINE B. RIVERA, MAED RUBEN E. LAO, Ed.D.
    Subject Teacher Master Teacher I Principal IV
    Republic of the Philippines
    DEPARTMENT OF EDUCATION
    Region I
    Schools Division Office I Pangasinan
    CATO NATIONAL HIGH SCHOOL
    Cato, Infanta, Pangasinan
    Web page: http://catonhs.com/ Mobile: 09093652644/ 09209582563 fb: DepEd Tayo Cato National High school 300189

    TABLE OF SPECIFICATION IN TLE-FFP 10

    Total Number of
    21st Century Time COGNITIVE PROCESS DIMENSIONS
    Items
    CODE Most Essential Learning Competency Skills and Spent
    Sub-Skills (in hr.) Remembering Understanding Applying Analyzing Evaluating Creating Computed Adjusted

    TLE_PECS9- Develop and strengthen personal


    12-00-1 competencies and skills (PECs) needed in Self-direction 6 3 2 3 1 9.3 9
    Food Processing.
    TLE_PECS9- Identify areas for improvement, development
    12-00-1 and growth. Self-direction 4 2 1 1 1 6.25 7

    TLE_PECS9- Align one’s PECs according to his/her


    12-00-1 business/career choice. Social skills 4 3 1 1 1 1 6.25 7

    TLE_PECS9- Create a plan of action that ensures success of


    12-00-1 his/her business/career choice. Creativity 2 1 1 1 3.13 3

    TLE_EM9- Identify Needs and Wants of Target Market Global


    4 3 2 1 6.25 6
    12-IfII0-1 Awareness
    TLE_EM9- Analyze personal SWOT. Critical
    4 3 2 1 1 6.25 6
    12-IfII0-1 Thinking
    TLE_EM9- Develop a product/service in Food Processing. Innovation
    4 3 1 1 1 6.25 6
    12-IfII0-1 Skills
    TLE_EM9- Value Proposition and USP
    Thinking Skills 4 3 1 1 1 6.25 6
    12-IfII0-1
    32 50
    Prepared by: Checked by: Approved by:

    FELY M. MARY, MAED JOSEPHINE B. RIVERA, MAED RUBEN E. LAO, Ed.D.


    Subject Teacher Master Teacher I Principal IV

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