Technology and Livelihood Education (TLE) and Technical-
Vocational-Livelihood (TVL) Track
CURRENT: TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE) AND TECHNICAL-VOCATIONAL-
LIVELIHOOD (TVL) TRACK
Technology and Livelihood Education (TLE) and Technical-Vocational-Livelihood (TVL)
Track specializations may be taken between Grades 9 to 12. Exploratory Subjects at 40 hours per
quarter are taken during Grades 7 to 8.
AGRI-FISHERY ARTS
Number of
Specialization Pre-requisite
Hours
Agricultural Crops Production (NC I) 320 hours
Agricultural Crops Production (NC II)
updated based on the TESDA Training Regulations published 640 hours
December 28, 2013
Agricultural Crops Production (NC III) 640 hours Agricultural Crops Production (NC II)
Animal Production (Poultry Chicken) (NC II) or Animal Produ
Animal Health Care Management (NC III) 320 hours
Production (Swine) (NC II)
Animal Production (Poultry-Chicken) (NC II)
updated based on the TESDA Training Regulations published 320 hours
December 28, 2013
Animal Production (Ruminants) (NC II) 320 hours
updated based on the TESDA Training Regulations published
Number of
Specialization Pre-requisite
Hours
December 28, 2013
Animal Production (Swine) (NC II)
updated based on the TESDA Training Regulations published 320 hours
December 28, 2013
Aquaculture (NC II) 640 hours
Artificial Insemination (Ruminants) (NC II) 160 hours Animal Production (Large Rumninats) (NC II)
Artificial Insemination (Swine) (NC II) 160 hours Animal Production (Swine) (NC II)
Fish Capture (NC II) 640 hours
Fishing Gear Repair and Maintenance (NC III) 320 hours
Fish-Products Packaging (NC II) 320 hours
Fish Wharf Operation (NC I) 160 hours
Food Processing (NC II) 640 hours
Horticulture (NC III) 640 hours Agricultural Crops Production (NC II)
Landscape Installation and Maintenance (NC II) 320 hours
Organic Agriculture (NC II) 320 hours
Pest Management (NC II) 320 hours
Rice Machinery Operation (NC II) 320 hours
Rubber Processing (NC II) 320 hours
Rubber Production (NC II) 320 hours
Slaughtering Operations (NC II) 160 hours
Work Immersion at least 80 hours
Sample Agri-Fishery Arts Curriculum Map
HOME ECONOMICS
Specialization Number of Hours Pre-requisit
Attractions and Theme Parks (NC II) 160 hours
Barbering (NC II) 320 hours
Bartending (NC II) 320 hours
Beauty/Nail Care (NC II) 160 hours
Bread and Pastry Production (NC II) 160 hours
Caregiving (NC II) 640 hours
Commercial Cooking (NC III) 320 hours Cookery (NC
Cookery (NC II) 320 hours
Dressmaking (NC II) 320 hours
Events Management Services (NC III) 320 hours
Fashion Design (Apparel) (NC III) 640 hours Dressmaking
Food and Beverage Services (NC II)
160 hours
updated based on the TESDA Training Regulations published December 28, 2013
Front Office Services (NC II) 160 hours
Hairdressing (NC II) 320 hours
Hairdressing (NC III) 640 hours Hairdressing
Handicraft (Basketry, Macrame) (Non-NC) 160 hours
Handicraft (Fashion Accessories, Paper Craft) (Non-NC) 160 hours
Handicraft (Needlecraft) (Non-NC) 160 hours
Handicraft (Woodcraft, Leathercraft) (Non-NC) 160 hours
Housekeeping (NC II)
160 hours
updated based on the TESDA Training Regulations published December 28, 2013
Local Guiding Services (NC II) 160 hours
Tailoring (NC II) 320 hours
Tourism Promotion Services (NC II) 160 hours
Travel Services (NC II) 160 hours
Wellness Massage (NC II) 160 hours
Specialization Number of Hours Pre-requisit
Work Immersion at least 80 hours
Sample Home Economics Curriculum Map
INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT)
Specialization Number of Hours Pre-req
Animation (NC II) 320 hours
Broadband Installation (Fixed Wireless Systems) (NC II) 160 hours Comput
Computer Programming (.net Technology) (NC III) 320 hours
Computer Programming (Java) (NC III)
320 hours
updated based on the TESDA Training Regulations published December 28, 2013
Computer Programming (Oracle Database) (NC III)
320 hours
updated based on the TESDA Training Regulations published December 28, 2013
Computer Systems Servicing (NC II)
640 hours
updated based on the TESDA Training Regulations published December 28, 2013
Contact Center Services (NC II) 320 hours
Illustration (NC II) 320 hours
Medical Transcription (NC II) 320 hours
Technical Drafting (NC II) 320 hours
Telecom OSP and Subscriber Line Installation
320 hours Comput
(Copper Cable/POTS and DSL) (NC II)
Telecom OSP Installation (Fiber Optic Cable) (NC II) 160 hours Comput
Work Immersion at least 80 hours
Sample ICT Curriculum Map
INDUSTRIAL ARTS
Number of
Specialization Pre-requisite
Hours
Automotive Servicing (NC I)
640 hours
updated based on the TESDA Training Regulations published December 28, 2013
Automotive Servicing (NC II) 640 hours Automotive Serv
Carpentry (NC II) 640 hours
Carpentry (NC III) 320 hours Carpentry (NC II
Construction Painting (NC II) 160 hours
Domestic Refrigeration and Airconditioning (DOMRAC) Servicing (NC II) 640 hours
Driving (NC II) 160 hours
Electrical Installation and Maintenance (NC II) 640 hours
Electric Power Distribution Line Construction (NC II) 320 hours Electrical Installa
Electronic Products Assembly and Servicing (NC II)
640 hours
updated based on the TESDA Training Regulations published December 28, 201 3
Furniture Making (Finishing) (NC II) 480 hours
Instrumentation and Control Servicing (NC II) 320 hours Electronic Produc
Gas Metal Arc Welding (GMAW) (NC II) 320 hours Shielded Metal A
Gas Tungsten Arc Welding (GTAW) (NC II) 320 hours Shielded Metal A
Machining (NC I) 640 hours
Machining (NC II) 640 hours Machining (NC I
Masonry (NC II) 320 hours
Mechatronics Servicing (NC II) 320 hours Electronic Produc
Motorcycle/Small Engine Servicing (NC II) 320 hours
Plumbing (NC I) 320 hours
Plumbing (NC II) 320 hours Plumbing (NC I)
Refrigeration and Air-Conditioning (Packaged Air-Conditioning Unit [PACU]/Commercial Refrigeration Domestic Refrige
640 hours
Equipment [CRE]) Servicing (NC III) Servicing (NC II)
Shielded Metal Arc Welding (NC I) 320 hours
Number of
Specialization Pre-requisite
Hours
Shielded Metal Arc Welding (NC II) 320 hours Shielded Metal A
Tile Setting (NC II) 320 hours
Transmission Line Installation and Maintenance (NC II) 640 hours Electrical Installa
Work Immersion at least 80 hours
Sample Industrial Arts Curriculum Map
TVL MARITIME
Specialization Number of Hours Pre-requisi
Navigational Watch 1 80 hours
Navigational Watch 2 80 hours Navigationa
Navigational Watch 3 80 hours Navigationa
Engine Watch 1 80 hours Safety 1
Engine Watch 2 80 hours Engine Wat
Safety 1 80 hours
Safety 2 80 hours Engine Wat
Ship’s Catering Services (NC I) 80 hours
Work Immersion/Research/Career Advocacy/Culminating Activity
Suggested Maritime Track Scheduling of Subjects
Download the list of TVL Specializations
Sample Senior High School TVL Track Schedule (per semester and the corresponding schedule
per week)
Schedule per Semester Corresponding Weekly Schedule
Example 1 – Schedule per semester Weekly schedule for Example 1
Example 2 – Schedule per semester Weekly schedule for Example 2
Example 3 – Schedule per semester Weekly schedule for Example 3
RECENT DEPED ORDERS
JULY 26, 2023 DO 020, S. 2023 – Guidelines on the Implementation of the Senior High School
Voucher Program (SHS VP)
JULY 20, 2023 DO 019, S. 2023 – Institutionalization and Implementation of Risk-Informed
and Evidence-Based School Infrastructure Planning and Programming
JULY 20, 2023 DO 018, S. 2023 – Revised Multi-Year Guidelines on the Allocation, Receipt,
Utilization, Monitoring, and Reporting of the Basic Education Facilities Funds (BEFF)
RECENT DEPED MEMORANDA
JULY 24, 2023 DM 040, S. 2023 – Administration of the Educational Management Test
JULY 7, 2023 DM 039, S. 2023 – Administration and Utilization of Digital Arts and Multimedia
Tools in the Department of Education
JULY 4, 2023 DM 038, S. 2023 – Designation of Functional Areas of Responsibilities of
Offices Under the Finance Strand-Central Office
At first, I thought that the group teaching demonstration would be fun, especially because I wanted to do something dealing with
Graphic Aids. The process of working with five people in one group and trying to break the workload up evenly was a challenge. It
got to the point that more than not people got confused about what they were supposed to do. It was hard trying to create times to meet
because everyone had different schedules. In the end we were able to get everything figured out and ready by the time we had to
present.
When the time came to present, we were individually ready for our parts and wholly ready because we formed our powerpoint
and order to present in. A large chunk of time was spent explaining our lesson plan, background information, and leading in to the
activity we wanted the class to experience. With the activity it was interesting to see how each group was coming up with their sonnet
ideas, how they broke up the work, and the finished sonnet product of each group.
I enjoyed seeing that everyone was completely engaged and participating. There weren’t any disciplinary problems or students
not participating. I think it helped immensely that there were five “teachers” walking around the four tables, but I also like to believe
that the reason that the students were so into the activity was because they were genuinely interested in it. It took some groups a while
to think of what they wanted to write about but once that was established, they had no problem jumping right into the process of
writing a sonnet.
I think that presenting in a group was a great way to see how well you work with and deal with different teaching styles and
opinions. Clashing ideas were a challenge, but in the end, voting after debating, we were able to make concrete decisions.
Presentation-wise I feel that we did a good job. Everyone knew their part and rose to the occasion. My strengths I feel are my abilities
to act professionally when being in the role of a teacher. I dress appropriately and try to establish that I am a teacher by my tone of
voice and body language, but at the same time I try to use a lot of energy and talk to the students as equals to create a friendly and
comfortable learning environment.
My main weaknesses are that I can’t present without using a form of notes, which are usually typed papers or notecards, and I
either am over or under my time frame to talk. This presentation however, I thought I did a good job with time management and
speaking. I barely used my notes, I spoke directly to the class, I was interactive when it came time for the students to do the activity
and I was supposed to walk around and be helpful, and I felt that I spoke for just the right frame of time.
