2010 SECONDARY EDUCATION CURRICULUM

Career Pathways in Technology and

Livelihood Education
AGRI-FISHERY ARTS I

Career Pathways Technology and Livelihood Education

AGRI-FISHERY ARTS I

General Standard: The learner demonstrates understanding of his/her

Personal Entrepreneurial Competencies (PECs), the
environment and market as well as the
processes/production and delivery of high-value
vegetables, broilers/layers and common fish products.
 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and
Livelihood Education
AGRI-FISHERY ARTS I

Quarter 1 and 2: Vegetable Topic: Production of Short- Time Frame: 60 days

Season Crops and High
Value Crops
STAGE 1
Content Standard: Performance Standard:
The learner demonstrates understanding of Personal The learner:
Entrepreneurial Competencies (PECs) and market Prepares, based on PECs a plan of action addressing
relative to vegetable production as career choice. ones development areas and improving further ones
areas of strength
The learner demonstrates understanding of the process formulates a business idea based on the analysis of
and delivery in vegetable production. environment and market for vegetable production
selects a suitable entrepreneurial undertaking in
vegetable production that would satisfy the needs and
wants of customers
applies/follows the 4 Ms of production in determining
the resources needed to produce a marketable
product.

Essential Understanding: Essential Question/s:

Successful entrepreneurs continuously develop and How does one ensure success in a chosen career?
improve their PECs.

PECs and environment and market are essential
elements in determining ones choice of business
undertaking.
Ones choice of entrepreneurial activity is influenced by
the needs and wants of consumers.
Seeking and responding effectively to a business
opportunity are basis for starting and maintaining
How do PECs and the environment and market help
determine ones choice of entrepreneurial undertaking?
How does one select an entrepreneurial activity to be
pursued?
How can one respond effectively to a business
opportunity?

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 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and
Livelihood Education
AGRI-FISHERY ARTS I

successful business ventures.

An efficient application of the 4 Ms of production helps
one create/produce a marketable product or service.
A good marketing strategy helps position a
product/service in the market and differentiates them
from competitors.
A sound record-keeping helps communicate the results
of business operations.
Adherence to the correct process flow helps maintain
the quality of high-value vegetable products and
services.
When can one say that 4 Ms of production are efficiently
used?
How does one come up with a marketable product or
service?
When can one say that a business undertaking is doing
well?
How does one ensure the production of a marketable
product and/or render quality service in vegetable
production?
How does one maintain the quality, marketability and
profitability of products/services in vegetable
production?

Learners will know: Learners will be able to:

Personal Entrepreneurial Competencies (PECs) Assess their PECs vis--vis:
Characteristics Characteristics
Attributes Attributes
Lifestyles Lifestyles
Skills Skills
Traits Traits
PECs interpretation by cluster: Compare their PECs with practitioners
Achievement Analyze and interpret PECs by cluster
Planning Achievement
Power Planning

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 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and
Livelihood Education
AGRI-FISHERY ARTS I

Power

Environment and Market

Consumers needs and wants Conduct SWOT analysis
Industry that relates with a career choice Seek and seize business opportunity
Product/service that satisfies the needs and wants
of customers

Process and Delivery

Legal form of business ownership Estimating the start-up capital
Legal requirements and regulations Choosing the right business location
Start-up capital Designing a store layout
Business location
Store layout Composing/designing advertisement/promotion
4 Ms of production Computing the selling price, mark-up, mark-down,
Marketing strategy and break-even-selling price
- Product
- Price
- Promotion
- Distribution
Record keeping Performing a simple record keeping
Bookkeeping and other financial procedures Bookkeeping and accounting day-to-day transactions
STAGE 2
Evidence at the level of
Product or Performance Task:
Understanding Performance
Plan of action that addresses The learners should be able to Assessment of the plan of action
personal -- demonstrate understanding covering based on the following criteria:
areas of development based on the six (6) facets of understanding Comprehensiveness of personal
ones PECs, and by: plan on areas of development;
strengths needing further appropriateness of strategies in

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 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and
Livelihood Education
AGRI-FISHERY ARTS I

improvement Describing your PECs focusing on terms of addressing personal areas

strengths and developmental areas of development based on ones
PECs and improving further ones
Criteria: areas of strength
Comprehensiveness (Should doability
include Characteristics, Attributes,
etc)
Clarity
Conciseness

Comparing your PECs with those of

a successful practitioner
Criteria:
Objectivity
Details/focus
Conclusiveness
Illustration

Applying ones PECs in pursuing a

chosen entrepreneurial activity
Criteria:
Efficiency/effectiveness
Level of competence
Level of confidence
Attitude behavior

Expressing your thoughts from the

viewpoint of a seasoned
entrepreneur the importance of PECs
Criteria:

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 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and
Livelihood Education
AGRI-FISHERY ARTS I

Validity
Relevance
Critical
Depth
Plausibility
Sensitivity

Expressing your feelings if you are

Formulation of a business idea based
on the analysis of the immediate
environment and market
Report on the SWOT Analysis
reflective of the product or service to Objectivity
offer and/or an entrepreneurial
undertaking to be pursued
an entrepreneur who finds difficulty
in coping with the PECs of a chosen
career
Criteria:
Openness
Objectivity Assessment of the formulated
Sensitivity business idea based on the following
criteria:
Assessing, based on the results of profitability/feasibility
PECs, their level of confidence as a practicality
prospective letter artist.
responsiveness to consumer needs
Criteria:
innovativeness
Reflective/Insightful
Depth
Assessment of the paper report on
the SWOT Analysis shall be based on
Explaining the importance of the the following criteria:
immediate environment and market completeness/thoroughness of the
in identifying a business analysis
opportunities
practicality and relevance to the
Criteria:
needs
Comprehensiveness

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 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and
Livelihood Education
AGRI-FISHERY ARTS I

Clarity
Conciseness

Interpreting the data gathered

from the immediate environment
and market in identifying business
opportunities
Criteria:
Reliability
Accuracy
Objectivity
Relevance
Validity

Generating a business idea from

data analysis
Criteria:
Appropriateness
Innovativeness
Practicality

Expressing from the point of view

of a business owner the importance
of scanning the environment and
market in generating business ideas.
Criteria:
Validity
Relevance
Insightfulness

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 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and
Livelihood Education
AGRI-FISHERY ARTS I

Expressing their feelings when

entrepreneurs offer the same type of
business in a certain locality.
Criteria:
Objectivity
Tactfulness
Persuasiveness
Sensitivity
Open-mindedness

Self-assessing their levels of

confidence in formulating business
ideas
Production plan that adheres to the Criteria:
4 Ms of production required to Assessment for the production plan
Reflective
render a service shall be based on the following
Insightful criteria:
Objective Adherence to the principles of 4
Ms of production
Explaining the importance of
Completeness/thoroughness of the
adhering to the 4 Ms of production
analysis
Criteria:
Practicality and profitability of the
Comprehensiveness
product/service
Clarity
Conciseness

Interpreting the implications when

a technician deviates from the
process flow
Criteria:

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 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and
Livelihood Education
AGRI-FISHERY ARTS I

Insightfulness
Significance
Objectivity

Designing new ways in maximizing

effectiveness and efficiency in the
production process
Criteria:
Appropriateness
Efficiency/effectiveness
Practicality

Expressing their views of the

production process, if they are the
owners of a big manufacturing
business
Criteria:
Relevance
Critical
Sensitivity

Expressing their imagination of

workers who deviate from the
process flow
Criteria:
Responsiveness
Objectiveness
Persuasiveness

Self-assessing the importance of

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 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and
Livelihood Education
AGRI-FISHERY ARTS I

buying a product/service of good

quality
Criteria:
Appropriateness
Depth
Objectivity
STAGE 3
Teaching/Learning sequence:

Personal Entrepreneurial Competencies (PECs)

Individual possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics,
attributes, lifestyles, skills, or traits that make a person different from others. When one possesses these
competencies, he/she may become ready to face the challenges of starting a business. Hence, the learners shall:

1. EXPLORE
Ask students to name people in the community who are successful in their business
Why are they successful?
Do you wish to be like them?
Explain to students the importance of assessing their PECs
Guide students in assessing their PECs on the following:
Character
Attribute
Lifestyle
Skills
Traits
(Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of
students in class).

Assist students in analyzing and interpreting the results of the assessment of their PECs. Refer to
Appendix B on how to interpret the results of PECs

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 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and
Livelihood Education
AGRI-FISHERY ARTS I

Ask EQ to draw out the initial understanding of students about how entrepreneurs succeed in their
chosen career. Teacher may distribute meta cards for students to write their answers. These may be posted
on the wall and revisited during the Firming-up.

2. FIRM-UP
In order to firm up their understanding, students may be asked to work individually or in groups in
collecting information about how entrepreneurs succeed in their chosen careers. Some suggested activities:
interview with successful entrepreneurs, inviting successful entrepreneurs as resource persons in class, video
documentaries of successful entrepreneurs, web searching, etc.
Have students analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities
and differences among successful entrepreneurs in the following aspects: characteristics, traits, attributes,
lifestyles, skills
Have students reflect/rethink their understanding of how entrepreneurs succeed in their chosen field.
Refer students to their answers posted on the wall.
Process students learning and check it against EU.
Check students understanding against the content standard.

3. DEEPEN
Have students align their PECs with those of a successful entrepreneur of their choice.
Have students reflect on their development areas as well as their areas of strength. Ask what they plan to
do with them.
Ask students to express the EU.
Assess students at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs)

4. TRANSFER
Have students prepare a plan of action that addresses their areas of development and strength based on
their PECs.
Assess students plan of action based on the criteria provided in Stage 2 (assessment at the level of
performance)

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 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and
Livelihood Education
AGRI-FISHERY ARTS I

Environment and Market

Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and
social conditions prevailing in the community. Needs and wants of people in a certain community that are not met
by existing business establishments may be considered as business opportunities. Identifying the needs of the
community, its resources, available local specialized skills, appropriate technology can help a new entrepreneur in
seizing a business opportunity. Hence, the learners shall:

1. EXPLORE
Guide students in assessing their prior knowledge on environment and market as an entrepreneurial lens in
generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning
tools.
Have students assess their immediate environment and market to determine the existing industries, needs
and wants of target market with the use of the following:
Survey questionnaire;
Interview guide;
Checklist, etc.
SWOT analysis
Ask EQs to draw out their understanding of environment and market in generating business ideas. Consider
student responses as tentative EUs that they need to explore further.

2. FIRM-UP
Lead students in analyzing the assessment conducted on the environment and market in the immediate locality.
Assist students in conducting a community mapping to identify business establishments or industries in the immediate
locality.
Guide students in making a graphical presentation of the information revealed as a result of the data-gathering activity
such as: interview, survey, community mapping, etc.,
Help students in presenting the result of the data gathering activity reflective of the needs and wants of the target
market
Ask students to do supplementary reading and other compensatory activity to support the information presented.

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 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and
Livelihood Education
AGRI-FISHERY ARTS I

3. DEEPEN
Ask students to conduct interview with a seasoned entrepreneur to gather salient information as regards the manner
he/she was able to seize a business opportunity.
Compare whether the information collected during the interview will complement/harmonize with their skill in
formulating business ideas.
Assess the students level of understanding, refer to the assessment in Stage 2.

4. TRANSFER
Ask students to formulate business ideas as a result of the SWOT analysis of environment and market
Assess students business ideas based on criteria provided in Stage 2 ( Assessment at the Level of Performance)

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 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and
Livelihood Education
AGRI-FISHERY ARTS I

Quarter 1 and 2: Vegetable Topic: Production of high-value Time Frame: 80 days

Production (Short-season Crops vegetable crops
and High-Value Crops
STAGE 1
Content Standard: Performance Standard:
The learner demonstrates understanding of the The learner produces and markets high-value vegetable
concepts in producing and marketing high-value demonstrating successful production and marketing
vegetables. indices.

Essential Understanding(s): Essential Question(s):

Regular improvement in producing and marketing high
value vegetables influences greater productivity and
success in vegetable business.
1. How can one become a successful vegetable raiser?
2. How do regular improvements in producing and
marketing high value vegetables influence greater
productivity and success in vegetable business?

Learners will know: Learners will be able to:

4Ms of producing high-value vegetables
Basic steps in starting a business
Legal forms of business ownership
Start -up capital
Preparing the land for planting
Growing seedlings
List the 4Ms needed in the production and marketing
process
Secure the legal forms of business ownership
Source out the start up capital
Perform land preparation
Grow seedlings

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 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and
Livelihood Education
AGRI-FISHERY ARTS I

Transplanting seedlings Transplant seedlings

Maintaining the growth of vegetables Perform the cultural practices in maintaining the
Harvesting and marketing vegetables growth of vegetables
Computing cost of production Carry-out pre and post harvest practices
Pricing products Sell vegetables

Compute the market price based on the cost of

production
Follow strictly price tag law
Stage 2
Evidence at the level of
Product or Performance Task
Understanding Performance
Marketable high value vegetables Learners should be able to Assessment of high value vegetables
(Product) demonstrate understanding through produced using the following criteria:
the six(6) facets of understanding: purity
Production and marketing of high quality
value vegetables(Performance) Explanation: Explain common attractiveness
practices of growing high value productiveness
vegetables
Criteria Tools:
accurate Rubrics/checklist for assessment of
in-depth high value vegetables
insightful
complete Assessment of the cultural processes
and practices of growing high-value
Interpretation: Evaluate the cost vegetables using the following
and return of growing high value criteria:
vegetables completeness of the task
Criteria use of tools and materials
meaningful workmanship

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 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and
Livelihood Education
AGRI-FISHERY ARTS I

illustrative time management

significant attitude in the workplace
relevant

Stage 2
Evidence at the level of
Product or Performance Task
Understanding Performance
Application: Produce and market high Tools:
value vegetables. Rubrics /checklist for assessment of
Criteria: process and practices of growing
purposeful high-value vegetables
efficient
engaging Assessment for marketing the
demand-driven harvested vegetables using the
following criteria:
Perspective: Compare the profitability marketability
of producing and marketing season product pricing
vegetables and high-value vegetables product packaging
Criteria demand
informative record keeping
revealing
accurate

Empathy: Relate the feeling of a

successful high-value vegetable grower
Criteria
worthwhile

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 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and
Livelihood Education
AGRI-FISHERY ARTS I

gratifying
self-actualizing

Self-Knowledge: Reflect on the

production and marketing of high value-
vegetables based on your experience

Stage 2
Evidence at the level of
Product or Performance Task
Understanding Performance
Criteria
awareness
reflective
insightful
Stage 3

1. EXPLORE
Guide the learners in assessing their prior knowledge and understanding in the production and marketing of
high-value vegetables using:
Formal assessment checks
- oral language
- writing
- test
- questions
- rubric (combination of checklist and rating scales,
Informal assessment checks
- analogy prompt
- web/concept map
- misconception check
- think and draw

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 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and
Livelihood Education
AGRI-FISHERY ARTS I

Guide learners in understanding the learning standards (content and performance standards), tools and
criteria in the production and marketing of high-value vegetables.
Have the learners clarify their expectations and how their learning shall be assessed.
Have the learners view pictures/video presentations on the production of vegetables.
Stimulate learners interests and elicit their understanding of the pictures/videos presented.
Process learners understanding of the pictures and video presentation and relating it with their prior
knowledge in producing and marketing high-value vegetables.
Guide learners in gaining initial understanding of the concepts and principles of production and marketing
high-value vegetables.
Encourage learners to ask probing questions: assess their understanding and welcome tentative responses
as guide to further exploration.

2. FIRM-UP
Have learners gather essential information related to producing and marketing high-value vegetables
from sources like:
- successful vegetable producer
- web-based resources
- reading materials (books, bulletins, etc.)
Guide learners to think of an activity where this essential information related to producing and marketing
high-value vegetables can be presented and analyzed.
Assist the learners in making generalizations/abstractions from the analysis of essential information.
Have the learners correlate the generalizations/abstractions with the essential questions (EQ) probing
questions and tentative responses raised during the Exploration phase.
Encourage learners to reflect, revise and rethink their understanding in consideration of the processed
information/learning in vegetable production.
Have the learners self-assess their understanding of the concepts of producing and marketing high-value
vegetables and check it against the content standard.

3. DEEPEN
Guide the learners in making a web or concept map on the different cultural practices and marketing

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 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and
Livelihood Education
AGRI-FISHERY ARTS I

strategies in producing high-value vegetables.

Engage learners into a guided discussion on the factors that may affect the different cultural practices and
marketing strategies.
Process guided discussion and the result of which as basis for learners in preparing a planting/ marketing
plan for vegetable of their choice.
Encourage learners to validate their planting/ marketing plan by experts or successful practitioners in
producing and marketing high-value vegetables.
Encourage learners to reflect, revise and re-think their understanding.
Have the learners express their understanding and check their mastery of the essential understanding (EU)
and content standards (CS) using the six (6) facets of understanding.
4. TRANSFER
Have the learners produce quality and marketable vegetables that are grown in the locality applying new
trends in agricultural technology.
Compute cost of production to determine the profitability of the livelihood activity.
Assess learners level of performance using appropriate tools/criteria.
Apply procedures in producing and marketing high value vegetables under controlled environment.

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and
Livelihood Education
AGRI-FISHERY ARTS I

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