4TH-Quarter 4. Technical Livelihood Education

Curriculum Map

1. Junior High School
CURRICULUM MAP in TLE 7

Subject title
TLE 7
School Year 2024-2025
Grade Level Grade 7 Name of Teacher
Contact Minutes/Week 120 minutes per week

PHILOSOPHY
The philosophy of education of SDSS is founded on the love of God for man. It is God’s love that brought man to earth. It is in the same love that God wants the child to be
formed and informed through evangelization in formal education. In turn, he/she after being evangelized, becomes an Evangelizer.
Centeredness in Christ is the core of the curriculum as clearly stated in Gal. 2:20… child who is formed and educated to what he is supposed to become. Proverbs 22:6 says
“Train up a child in the way he should go; even when he is old, he will not depart from it”. A child being the child of God, with body and soul, is capable of learning and deserves only
the best. Thus, the academic programs should be appropriate and responsive to the needs of the child and society. The learning of the child must rightly prepare for his future. He
should not be robbed of his future.
Accordingly, the “best” for the child can be easily facilitated not only by one person but by the whole community as the saying goes “it takes a whole village to educate the
child”.


VISION
We, the Surigao Diocesan Schools System, envision a Christ-centered Diocesan-based educational apostolate committed to forming persons into becoming integrated and
compassionate members of the Church and society through quality Christian education.


MISSION
With Mother Mary, our guide and model, we commit ourselves to:
1. Steadfastly inculcate gospel values for the integral development of all stakeholder
2. Amply produce excellent graduates through value-innovated, responsive, and inclusive educational programs and services
3. Manage resources of institutions for sustainability

San Nicolas Academy of Mainit, Inc.

SURIGAO DIOCESAN SCHOOL SYSTEM
8418, National Road, Del Carmen, Surigao del Norte
Member: Catholic Education Association of the Philippines (CEAP)
Surigao Association of Catholic Schools (SACS)
Email: [email protected]
Cell No.: 0910-226-9709

2. GOALS
During the Diocesan Synod a section in the synodal decrees and I quote “the education ministry is charged with the intensive re-evangelization of the lay faithful to the Catholic
teachings through formal and informal channels. It is mainly concerned with Catholic formal education…” The diocese’s present apostolate on Catholic schools shall:
- Provide the youth with Catholic formal education that is suffused with the values of the Gospel.
- Form students in the image of Christ, aware of their dignity and worth as persons through the harmonious integration of knowledge, culture, and faith translated into life by
their love of God and neighbor.
- Enable the students, after their studies, to transform their field of work into worshipping, witnessing, and serving communities under the aegis of BEC.

OBJECTIVES
San Nicolas Academy of Mainit has been consistently serving the community by providing our young people with the necessary Christian formation and academic requirements.
It has been a partner of the Local Government and the Church, in molding the youths with values education for them to become sowers of the seeds of Jesus’ message. Guided by
the school’s philosophy, goals, vision, mission and core values, San Nicolas Academy of Mainit the primer private secondary school in this community aimed:
1. to be of continued service to God, through His people, amidst the threats and challenges of times. The school firmly believes that education must continue and it should be
beyond limits and challenges.
2. for excellence which we believe to be a dynamic interplay of providing efficient, effective, and ethical learning modality, at the same time making our curricular offerings and
services responsive, available, and accessible to the deep-seated needs of the Mainitnons.


CORE VALUES
1. SERVICE/VOCATION
I acknowledge my personal giftedness and a call to use my gifts in the life enhancing service of others. I use my gifts in my work – a ministry, a personal opus, a way
of providing income for myself and those who depend on me.
2. FAITH/RISK
I am committed to the management philosophy of the SDSS and its core values such that the risk of personal discomfort, financial inadequacies, and inconveniences
can be embraced because of them.
3. COMPASSION
I recognize the deep-seated needs of the persons whom I interact with seeing the face of Christ in their needs, so I make myself and my services available and
accessible to the underserved.
4. EXCELLENCE
I believe that excellence is the dynamic interplay of being efficient (when I can achieve goals through timely delivery of services), effectiveness (when I can
achieve goals through quality delivery of services) and ethical (when I can achieve goals through adherence to moral, legal, and cultural norms). Excellence in work is a means
of sanctifying myself.
5. COMMUNITARIAN
I create and participate in a community of persons whose members interact in ways that enhance the independent creativity of the individuals while also encouraging
their interdependent cooperation.
6. RESILIENCY

3. I am able to adapt and cope with stress, adversity or trauma and recover from the difficult situations or challenges.




SUBJECT DESCRIPTION
Industrial Arts (IA)

CONTENT STANDARD
Learners learn that:
 Demonstrate an understanding of the concepts in industrial arts services.
PERFORMANCE STANDARD
The learners perform mensuration an calculations following safety precautions.


FIRST QUARTER

TIME
FRAM
E


UNIT TOPIC/
CONTENT
LEARNING COMPETENCIES
(based on CG)
PRIORITIZED
UNPACKED
COMPETENCIE
S OR SKILLS/
AMT
LEARNING
GOALS
At the end of
the lesson: The
students can….

ASSESSMENT


LEARNING
ACTIVITIES


PEDAGOGI
CAL
STRATEGIE
S


21
ST
CENTURY
SKILLS


INSTIT
UTION
AL
CORE
VALUES


RESOURCES

Enabling
Formative
Assessment
Activities
(EFAA)
Enabling
Assessme
nt
Activities
(EAA)




Week 1




Services in Industrial
Arts
• construction
services (woodwork,
metal works,
masonry, construction
painting, plumbing,
tile setting)
ACQUISITION
Discuss the services in industrial
arts




Define the
services in the
industrial arts.


Identify the services
in industrial arts
Multiple Choice



Match Up



Contextual
Learning


Learning and
Innovation Skills:
Opennes,
Creativity

Excellence

4. WEEK
2
• electrical-electronics
services (electronics
product assembly and
services, electrical
installation and
maintenance, domestic
refrigeration and air
condition services)

• automotive and
small engine
(automotive servicing,
motorcycle/ small
engine servicing)










Career and
Business
Opportunities






Codes and
Standards in
Industrial Arts
Services




















Determine career and business
opportunities in industrial arts





Discuss the codes and standards
for industrial arts services





*Construction
services (woodwork,
metal works,
masonry,
construction
painting, plumbing,
tile setting)


*Electrical -electronics
services (electronics
product assembly and
services, electrical
installation and
maintenance,
domestic refrigeration
and air condition
services) automotive
and small engine
(automotive servicing,
motorcycle/small
engine servicing.





Determine career
and business
opportunities in
industrial arts




Enumerate the key
codes and
standards relevant
to the industrial
arts and services

State the uses and
maintenance of
hand tools, power
Fill in the blank






Fill in the blank









Labeling




Enumeration


Supply the
missing word




Supply the
missing word








Picture Analysis



Chunking
Technique



Show and Tell
Contextual
Learning





Contextual
Learning








Authentic
Learning


Contextual
Learning



Learning and
Innovation Skills:
Openness,
Critical Thining



Learning and
Innovation Skills:
Openness,
Critical Thining






Learning and
Innovation Skills:
Creativity,
Critical Thining

Learning and
Innovation Skills:
Openness,
Critical Thining


Learning and
Innovation Skills:
Excellence





Excellence








Excellence



Excellence




Excellence

5. Week 3











Week 4






• National Building
Code of the
Philippines or
Republic Act No
6451 (residential
construction)
• Philippine
Electrical Code
(residential wiring)
• Philippine
Electronics Code •
traffic and road
signs


























































tools, instruments,
and equipment:
*Power tools
-hydraulic tools
-pneumatic tools
*instruments
(analog, digital,
and computer-
based)
-measuring
-calibrating or
testing
*Equipment and
accessories
-construction
services or
electro-
mechanical
services or
electrical services
*automotive and
small engine
services


Differentiate the
different
measuring
instruments
commonly used in
industrial arts



Recognize the
measurements
display on the
following
instruments such
as:




















Matching Type




















Venn Diagram




Scavenger
Contextual
Learning
















Contextual
Learning



Contextual
Learning

Reflective
Thinking















Learning and
Innovation Skills:
Reflective
Thinking


Learning and
Innovation Skills:
Reflective
Thinking
Resiliency
















Excellence




Excellence

6. Hand Tools,
Power Tools,
Instruments, and
Equipment Used
in Industrial Arts
Services

• power tools o hydraulic tools
o pneumatic tools
• instruments (analog,
digital, and computer-
based) o measuring o
calibrating o testing
• equipment and
accessories o
construction services o
electro-mechanical
services o electrical
services o automotive
and small engine
services





1. Mensurati
on and
Calculation
s
• linear
measurement
• ratio and
proportion
• Ohm’s Law •
Power Law




















*volt-ohm-
milliammete
*Tachometer
*Oscilloscope
*ampere meter



Interpret the
readings in
different
measuring
instruments
Multiple - Choice
Questions






Error Analysis






Problem-
Based






Learning and
Innovation Skills:
Critical Thinking,
Problem Solving







Excellence
Resiliency
MEANING-MAKING


 Discuss
the
services
in
industrial
arts

 Discuss
the
codes
and
standard
s for
industrial
arts and
its
importan

Short essay



Essay





Four corners



CER

7. ce
services.



 I
n
t
e
r
p
r
e
t
t
h
e
r
e
a
d
i
n
g
s
i
n
d
i
f
f
e
r
e
n
t
m
e
a
s
u

8. 7. Scale Reading
* volt-ohm-
milliammete
* Tachometer
* Oscilloscope
* Ampere meter












r
i
n
g
i
n
s
t
r
u
m
e
n
t
s
TRANSFER


* Demonstrate
mensuration and
calculations
following safety
precautions in
creating a wooden
piggy bank.

(unpacked) logical
sequence

* Performance
task




* Mini task

PERFORM
ANCE
ACTIVITY
IN

Linguistics:
Students
will
articulate
the steps
and
importanc
e of each
agricultura
l practice.

Logical-
Mathemat
ical:.
* Scaffolding
activities/

Hands on
Authentic
Learning and
Experiential
Learning








Authentic
Learning
Communication
Skills: Teamwork
and
Collaboration







Learning and
Innovation
Communit
arian and
Service/V
ocation







Excellence

9. Students
will use
data and
measurem
ents to
optimize
crop
yields.

Spatial:
Students
will design
efficient
garden
layouts.


Musical:
Compose
a song
about the
importanc
e of
agricultura
l practices
in crop
productio
n.





Bodily-
Kinestheti
c:
Students
will
physically
engage in





Problem-
Based
Learning





Experiential
Learning




Authentic
Learning





(Critical
Thinking)




Communication
Skills
(Collaboration)





Communication
Skills
(Collaboration)



Information
Media and
Technology Skills
(Information &
Visual Literacy)
Communication
Skills
(Collaboration)





Resilience,
compassio
n and
service/vo
cation



Excellence
,
compassio
n and
service/vo
cation

Excellence

10. planting
and
maintainin
g crops




Interperso
nal:
Students
will
collaborat
e with
peers in
farming
projects
Intraperso
nal:
Students
will reflect
on their
experienc
es and
learning
process.
Naturalist:
Students
will
observe
and
interact
with the
natural
environme
nt to
support
sustainabl
e
practices.




Explicit
Learning








Experiential
Learning


Experiential
Learning




Experiential
Learning
Learning and
Innovation
(Critical
Thinking)



Communication
Skills
(Collaboration)






Communication
Skills
(Collaboration)

Learning and
Innovation
(Critical
Thinking)



Learning and
Innovation




Excellence
and
Communit
arian






Excellence
and
Communit
arian

Compassi
on




Communit
arian

11. (Critical
Thinking)












Prepared by:




Subject Teacher
Checked & Reviewed by:




JHS Academic Coordinator
Recommending Approval:




School Principal
Approved:



MSGR. EDITO N. ALCALA, DCS, VG, PhD
School Director






Junior High School
CURRICULUM MAP in TLE 7

Subject title
TLE 7
School Year 2024-2025
Grade Level Grade 7 Name of Teacher
Contact Minutes/Week 120 minutes per week

PHILOSOPHY

San Nicolas Academy of Mainit, Inc.

SURIGAO DIOCESAN SCHOOL SYSTEM
8418, National Road, Del Carmen, Surigao del Norte
Member: Catholic Education Association of the Philippines (CEAP)
Surigao Association of Catholic Schools (SACS)
Email: [email protected]
Cell No.: 0910-226-9709

12. The philosophy of education of SDSS is founded on the love of God for man. It is God’s love that brought man to earth. It is in the same love that God wants the child to be
formed and informed through evangelization in formal education. In turn, he/she after being evangelized, becomes an Evangelizer.
Centeredness in Christ is the core of the curriculum as clearly stated in Gal. 2:20… child who is formed and educated to what he is supposed to become. Proverbs 22:6 says
“Train up a child in the way he should go; even when he is old, he will not depart from it”. A child being the child of God, with body and soul, is capable of learning and deserves only
the best. Thus, the academic programs should be appropriate and responsive to the needs of the child and society. The learning of the child must rightly prepare for his future. He
should not be robbed of his future.
Accordingly, the “best” for the child can be easily facilitated not only by one person but by the whole community as the saying goes “it takes a whole village to educate the
child”.


VISION
We, the Surigao Diocesan Schools System, envision a Christ-centered Diocesan-based educational apostolate committed to forming persons into becoming integrated and
compassionate members of the Church and society through quality Christian education.


MISSION
With Mother Mary, our guide and model, we commit ourselves to:
1. Steadfastly inculcate gospel values for the integral development of all stakeholder
2. Amply produce excellent graduates through value-innovated, responsive, and inclusive educational programs and services
3. Manage resources of institutions for sustainability



GOALS
During the Diocesan Synod a section in the synodal decrees and I quote “the education ministry is charged with the intensive re-evangelization of the lay faithful to the Catholic
teachings through formal and informal channels. It is mainly concerned with Catholic formal education…” The diocese’s present apostolate on Catholic schools shall:
- Provide the youth with Catholic formal education that is suffused with the values of the Gospel.
- Form students in the image of Christ, aware of their dignity and worth as persons through the harmonious integration of knowledge, culture, and faith translated into life by
their love of God and neighbor.
- Enable the students, after their studies, to transform their field of work into worshipping, witnessing, and serving communities under the aegis of BEC.

OBJECTIVES
San Nicolas Academy of Mainit has been consistently serving the community by providing our young people with the necessary Christian formation and academic requirements.
It has been a partner of the Local Government and the Church, in molding the youths with values education for them to become sowers of the seeds of Jesus’ message. Guided by
the school’s philosophy, goals, vision, mission and core values, San Nicolas Academy of Mainit the primer private secondary school in this community aimed:
3. to be of continued service to God, through His people, amidst the threats and challenges of times. The school firmly believes that education must continue and it should be
beyond limits and challenges.
4. for excellence which we believe to be a dynamic interplay of providing efficient, effective, and ethical learning modality, at the same time making our curricular offerings and
services responsive, available, and accessible to the deep-seated needs of the Mainitnons.

13. CORE VALUES
1. SERVICE/VOCATION
I acknowledge my personal giftedness and a call to use my gifts in the life enhancing service of others. I use my gifts in my work – a ministry, a personal opus, a way
of providing income for myself and those who depend on me.
2. FAITH/RISK
I am committed to the management philosophy of the SDSS and its core values such that the risk of personal discomfort, financial inadequacies, and inconveniences
can be embraced because of them.
3. COMPASSION
I recognize the deep-seated needs of the persons whom I interact with seeing the face of Christ in their needs, so I make myself and my services available and
accessible to the underserved.
4. EXCELLENCE
I believe that excellence is the dynamic interplay of being efficient (when I can achieve goals through timely delivery of services), effectiveness (when I can
achieve goals through quality delivery of services) and ethical (when I can achieve goals through adherence to moral, legal, and cultural norms). Excellence in work is a means
of sanctifying myself.
5. COMMUNITARIAN
I create and participate in a community of persons whose members interact in ways that enhance the independent creativity of the individuals while also encouraging
their interdependent cooperation.
6. RESILIENCY
I am able to adapt and cope with stress, adversity or trauma and recover from the difficult situations or challenges.




SUBJECT DESCRIPTION
AGRICULTURE AND FISHERY ARTS (AFA)

CONTENT STANDARD
Learners learn that:
1.Demonstrate an understanding of the concepts and skills in Agri-crops and animal production
PERFORMANCE STANDARD
By the end of the Quarter, The learners illustrate the housing requirements for poultry and livestock based on industry standards

SECOND QUARTER
LEARNING COMPETENCIES
(based on CG)
PRIORITIZED
UNPACKED

ASSESSMENT

14. TIME
FRAM
E

UNIT TOPIC/
CONTENT
COMPETENCIE
S OR SKILLS/
AMT
LEARNING
GOALS
At the end of
the lesson: The
students can….
LEARNING
ACTIVITIES
PEDAGOGI
CAL
STRATEGIE
S
21
ST
CENTURY
SKILLS
INSTIT
UTION
AL
CORE
VALUES
RESOURCES

Enabling
Formative
Assessment
Activities
(EFAA)
Enabling
Assessme
nt
Activities
(EAA)



Week 1















Breeds of Farm
Animals
● poultry animals
o poultry chicken
(layer and broiler)
o quail
o ducks
● livestock animals
o swine
o rabbit
o small ruminants
(dairyand meat-
type such as goat
and sheep)
o large ruminants
(dairyand meat
type- such as cattle
and buffalo



Materials, Tools,
and Equipment for
Poultry and
Livestock Animals
ACQUISITION
Determine the breeds of farm
animals



















Determine poultry and livestock
materials, tools, and equipment
and
Recognize the
breeds of farm
animals.




















Distinguish
poultry and
livestock

Pre-Assessment
(Identification)




Multiple Choice








True or False

A1 Concept Notes
Visual Analysis




A2.
Discussion/Conce
pt Notes.






Placemat
Organization

Visual Culture





Text-Based
Instruction






Authentic
Learning and
Problem Based
Learning
Information,
Media and
technology skills:
Visual and Media
literacy


Information,
media and
Technology
skills:
Technology and
digital Literacy




Learning and
innovation skills :
Creativity ,
Openness and
Excellence





Compassi
on






Excellence
and
Communit
arian

15. Week
2-3

























Requirements for
Poultry
and Livestock Animals
● site selection
● types of housing
● design and layout
Housing







Products and
Byproducts of Poultry
and Livestock Animals
● raw products
● processed products














their uses based on industry
standards.





Illustrate housing requirements
for
poultry and livestock based on
industry standards.








identify products and
byproducts of
poultry and livestock production












Describe the
essential housing
requirements for
poultry and
livestock in
industrial farming,
including space,
ventilation,
sanitation, and
safety standards.




Categorize and list
the main products
and byproducts of
poultry and
livestock
production.
















Short answer
(Sentences or
paragraphs)







Flow Chart





Reading
Comprehension







Process Mapping




Authentic
Learning







Contextual
Learning
Reflective
Thinking



Learning and
innovative Skills (
Critical Thinking)







Life and Career
skills; Adaptive
Leadership




Excellence








Resilience

16. Week
4-5















Week6




Agricultural Practices
in Harvesting
Crops
● harvesting
● post-harvesting





Feeding Management
for Poultry and
Livestock Animals
● types of feeds
● feed ingredients
● feed mensuration
and
calculation
● feeding frequency
● OSH in feeding
operations





Farm Waste
Management in
Animal
Production
MEANING-MAKING



Discuss harvesting and post-
harvesting
practices






Discuss feeding management
according to the Philippine
National
Standard (PNS) for poultry and
livestock animals











Discuss farm waste management
in
poultry and livestock production
according to Republic Act No
9003 or
the Ecological Solid Waste
Management Act of 2000



Explain the
importance of
harvesting and
post-harvesting
practices.





Understand and
explain the key
feeding
management
practices for
poultry and
livestock based on
the Philippines
National
Standards.








Understand and
explain the
principles and
practices of farm
waste
management in
poultry and
livestock


Essay





Reporting
















Oral Recitation





Brainstorming














Text-Based
Learning




Collaborative

















Learning and
innovative
Skills(Critical
Thinking)



Learning and
innovative Skills
(Critical
Thinking) and
Communication
Skills
(Collaboration)













Excellence





Excellence

17. .



production as
outlined in
Republic Act No.
9003 emphasizing
the importance of
these practices for
environmental
sustainability and
public health.

TRANSFER









PERFORM
ANCE
ACTIVITY
IN

Linguistics:
Students
will
articulate
the steps
Collaborative









Authentic
Learning

Communication
Skils: Teamwork
andCollaboration







Learning and
Innovation
(Critical
Thinking)
Communit
arian and
Service/V
ocation







Excellence

18. and
importanc
e of each
agricultura
l practice.

Logical-
Mathemat
ical:.
Students
will use
data and
measurem
ents to
optimize
crop
yields.

Spatial:
Students
will design
efficient
garden
layouts.


Musical:
Compose
a song
about the
importanc
e of
agricultura
l practices
in crop
productio
n.







Problem-
Based
Learning





Experiential
Learning




Authentic
Learning










Communication
Skills
(Collaboration)





Communication
Skills
(Collaboration)



Information
Media and
Technology Skills
(Information &
Visual Literacy)
Communication
Skills
(Collaboration)
Learning and
Innovation





Resilince,
compassio
n and
service/vo
cation



Excellence
,
compassio
n and
service/vo
cation

Excellence

19. Bodily-
Kinestheti
c:
Students
will
physically
engage in
planting
and
maintainin
g crops




Interperso
nal:
Students
will
collaborat
e with
peers in
farming
projects
Intraperso
nal:
Students
will reflect
on their
experienc
es and
learning
process.
Naturalist:
Students
will
observe
and
interact



Explicit
Learning








Experiential
Learning


Experiential
Learning




Experiential
Learning
(Critical
Thinking)



Communication
Skills
(Collaboration)






Communication
Skills
(Collaboration)

Learning and
Innovation
(Critical
Thinking)



Learning and
Innovation
(Critical
Thinking)




Excellence
and
Communit
arian






Excellence
and
Communit
arian

Compassi
on




Communit
arian

20. with the
natural
environme
nt to
support
sustainabl
e
practices.












Prepared by:




Subject Teacher
Checked & Reviewed by:




JHS Academic Coordinator
Recommending Approval:




School Principal
Approved:



MSGR. EDITO N. ALCALA, DCS, VG, PhD
School Director