The Grade Seven Teaching and Learning Competencies of K to 12 Basic Education Curriculum, Technology and Livelihood Education of Southville 1 Integrated National High School

Abstract

INTRODUCTION

The K-12 Curriculum has its overarching goal to develop holistic Filipino learner with the 21st century skills who is adequately prepared for work, entrepreneurship, middle level skills development and higher education. This connotes that the teaching of TLE plays a very important role in the realization of the overall goal of the curriculum. TLE in grade 7 is exploratory in nature. S1INHS selected commercial cooking, agricultural crop production, mechanical drafting and beauty care among the courses based on the availability of the resources of the school and the community. This research study determines how far the school have gone in the implementation of these competencies.

METHODS

Descriptive method identifies the new implemented K-12 curriculum in this study. The investigation adopted the TLE teachers' teaching competencies of 2002 Basic Education Curriculum while the students' learning competencies adopted the K to 12 Basic Education Curriculum, TLE learning modules in commercial cooking, agricultural crop production, mechanical drafting and beauty care (nail care) services which was translated into Filipino language. The data was treated with simple mean and Goodman and Kruskal's Gamma Correlation.

RESULTS

The grade 7 teaching competencies in TLE of Southville 1Integrated National High School, in general,was high. Likewise, students' learning competencies as assessed by the principal, and by the students themselves showed no difference among the three groups of respondents in terms of commercial cooking, agricultural crop production, mechanical drafting and beauty care (nail care) services. There was a very high correlation between teachers teaching competencies and students learning competencies in the TLE areas.

DISCUSSIONS

Results of the study show the need to improve the competencies to its fullest. Teachers must continue to perform their tasks to the optimum. The principal must always provide moral support and guidance to her teachers. They must establish harmonious relationships with the parents and community who are considered as school stakeholdersto ensure and encourage them to be the school's effective partner of the student's development by way of providing a proper guidance and supervision to their children's proper study habits.