Orientation On MELC For EPP - TLE Presentationpdf

EDUKASYONG PANTAHANAN AT PANGKABUHAYAN (EPP)/
TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)

As of June 03, 2020
Professionalism Integrity Excellence Service

MASTER OF CEREMONIES
MARICEL S. CARIÑO
Senior Education Program Specialist

Nationalistic Song

PRAYER
Professionalism Integrity Excellence

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT Service
VISION
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building
the nation.
As a learner-centered public institution,

the Department of Education
continuously improves itself
to better serve its stakeholders.
https://news.mb.com.ph/2017/06/05/public-school-
opening-peaceful-smooth-and-orderly/
Professionalism
Professionalism Integrity
Integrity Excellence
Excellence Service
Service
MISSION
To protect and promote the right of every

Filipino to quality, equitable, culture-based,
and complete basic education where:
Students learn in a child-friendly, gender-

sensitive, safe, and motivating environment.
Teachers facilitate learning and constantly

nurture every learner.
Administrators and staff, as stewards of the

institution, ensure an enabling and supportive
environment for effective learning to happen.
Family, community, and other

https://www.deped.gov.ph/2019/06/04/deped-
welcomes-27-2-m-learners-back-to-school/ stakeholders are actively engaged and share
responsibility for developing life-long learners.

CORE VALUES
DEPARTMENT OF EDUCATION – Excellence
BUREAU OF CURRICULUM DEVELOPMENT Service
CORE VALUES
Conference Call Rules of Engagement
v Throughout the duration of the conference meeting,
please use the mute button when not speaking.
v Keep background noise to a minimum.
v There is time allotted for questions. Kindly wait for the speakers
to finish
v Use raise hand function during open forum and chat box for
inputs and comments
v Always identify yourself and organization first before speaking.
v When speaking, mind your time in consideration to others.
v Presentation materials will be distributed to participants after the

meeting
INTRODUCTION OF PARTICIPANTS AND MANAGEMENT TEAM
CHRISTOPHER S. VALIENTE
PARTICIPANTS FROM
Region I
PARTICIPANTS FROM

PARTICIPANTS FROM
Region III

PARTICIPANTS FROM

PARTICIPANTS FROM
PARTICIPANTS FROM
Region V
PARTICIPANTS FROM
NCR

PARTICIPANTS FROM
CAR

PARTICIPANT FROM

PARTICIPANTS FROM

PARTICIPANT FROM

PARTICIPANT FROM
Region IX

PARTICIPANT FROM

PARTICIPANT FROM

PARTICIPANT FROM
PARTICIPANT FROM

PARTICIPANT FROM

Over-all Program Director
DIR. JOCELYN DR ANDAYA

Director IV

Assistant Program Director
DIR. SAMUEL R. SOLIVEN

Director III

Program Manager
DR. ISABEL A. VICTORINO

Chief EPS, Curriculum Standards Development Division

Focal Person
AILEEN M. SUPNAD
Supervising Education Program Specialist
Bureau of Curriculum Development

Facilitator
MARICEL S. CARIÑO

Facilitator
CHRISTOPHER S. VALIENTE

OBJECTIVES OF THE ORIENTATION
At the end of the session the participants are expected to:
v discuss the process in identifying the Most Essential

Learning Competencies (MELCs); and
v explain how to use the MELCs in teaching Edukasyong

Pantahanan at Pangkabuhayan (EPP), Technology and
Livelihood Education (TLE) and TVL Technical Vocational
Livelihood (TVL) Education effectively.
DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

WELCOME MESSAGE

OVERVIEW OF THE BASIC EDUCATION’S LEARNING CONTINUITY PLAN
Background and Rationale of the MELCs
Background and Rationale of the Learning Area

BRIEF BACKGROUND OF THE LEARNING AREA

VISION
The Edukasyong Pantahanan at

Pangkabuhayan (EPP) / Technology and Livelihood
Education (TLE)/ Technical and Vocational
Livelihood (TVL) Education envisions 21st
century skilled TVL graduates imbued with
desirable work attitudes and positive values that
will make them globally competitive individuals
who contribute to nation building.

MISSION
To provide quality program that develops learners

holistically through:
Ø intensive training in various specializations;

Ø applied technology;
Ø enhanced curriculum;
Ø intensified partnership;
Ø delivery of quality instruction;
Ø available resources;
Ø adequate training facilities;
Ø continuous monitoring and evaluation; and
Ø relevant sustainable policies.
EPP, TLE, TVL CONCEPTUAL FRAMEWORK
GRADE NOMENCLATURE GRADE LEVEL STANDARDS CONTACT SHORT DESCRIPTION
LEVEL TIME/NO.OF
HOURS
4 Edukasyong The learner demonstrates basic knowledge, 50 mins daily Edukasyong Pantahanan at Pangkabuhayan (EPP) consists
Pantahanan at skills, and values in agriculture, of four components such as Agriculture and Fishery Arts
Pangkabuhayan entrepreneurship and ICT, home economics, and (AFA); Home Economics (HE); Information, Communication
(EPP) industrial arts that can help improve self and and Technology (ICT); and Industrial Arts (IA). The Teaching
family life of the four components is not necessarily as they appear in
5 Edukasyong The learner demonstrates increased knowledge, 50 mins daily the Curriculum Guide (CG). Schools are given the leeway to
Pantahanan at skills, and values in entrepreneurship and ICT, decide which of the four components should be tackled for
Pangkabuhayan agriculture, home economics, and industrial arts the first quarter, for the second quarter and so on and so
(EPP) toward improving family life and the community forth.
• The climate may dictate what particular component to

be taught in a particular grading period or quarter.
• For instance, if the climate is suitable for Agriculture in

the first grading period the teacher may teach the AFA
component
• Other factors may also be considered such as

availability of the resources, schedule of classes, and
the like
The medium of instruction is Filipino
This focuses on the acquisition of basic knowledge and

skills in Entrepreneurship & ICT, AFA, HE, and IA


LEVEL TIME/NO.OF HOURS
6 Technology and The learner demonstrates enhanced and 50 mins daily This is the preparation and transition stage before
Livelihood expanded knowledge in entrepreneurship & ICT, the learners ascend to the next level.
Education (TLE) agriculture, home economics, and industrial
arts toward the improvement of the family’s The medium of instruction is English
economic life and the community
7 Technology and The learner demonstrates an understanding of 4 hours weekly Technology and Livelihood Education (TLE) for
Livelihood basic concepts and underlying principles in Grades 7 & 8 are exploratory in nature. There are
Education (TLE) developing fundamental skills in Exploratory 24 mini courses which can be categorized in any of
Technology and Vocational Education the four components.
(EPP/TLE/TVL
8 Technology and The learner demonstrates an understanding of 4 hours weekly Each mini-course covers five (5) common
Livelihood his/her Personal Entrepreneurial competencies that a high school student ought to
Education (TLE) Competencies (PECs), the environment and possess which are as follows:
market , the process/production and delivery of
the Technology & Vocational Education Course • Use of tools and equipment;
in which he/she has specialized • Maintenance of Tools and Equipment;
• Observing safety in the workplace;
• Mensuration and Calculation; and
• Interpreting technical drawings and plans


LEVEL TIME/NO.OF
HOURS
The learner demonstrates an understanding of 4 hours weekly The learners are expected to gain specialized knowledge
Technology and his/her Personal Entrepreneurial Competencies and skills in at least one TLE that would enable them to
9-10 Livelihood (PECs), the environment and market , the obtain NCII
Education (TLE) process/production and delivery of the
Technology & Vocational Education Course in
which he/she has specialized
The learner demonstrates an understanding of 640 hours Technical Vocational and Livelihood is a track that
11 Technical- the principles in preparing a creative and Education and consists of different specializations offered in Senior High
Vocational and innovative business plan as it relates with Training School wherein it is expected that learners shall undergo
Livelihood (TVL) marketing, operations and human resource, 640 hours education and training plus 80 hours of work
Track and simple accounting and financial plans to 80 hours of immersion. In this grade level, the learners are expected to
determine the feasibility and viability of the Work acquire technical skills which would enable them to obtain
business of his/her technology and vocational Immersion NCII
specialization
12 Technical Vocational The learner demonstrates an understanding of
and Livelihood (TVL) the principles in applying the business plan of
Track his/her choice based on his/her TVL
Specialization

NATIONAL ANTHEM

RATIONALE
• UNESCO believes that educational quality, access and system

strengthening cannot be compromised in times of crisis. It reiterates its
stand in spite of the circumstances, “Education cannot wait”. If learning
stops, we will lose human capital.
• In parallel to this belief, DepEd affirms its commitment in sustaining the

delivery of the quality, accessible, relevant and liberating Philippine basic
education services anchored on the Sulong Edukalidad Plans. It will
continue to strive to produce holistic Filipino learners with 21st Century
Skills.
• Consequently, the Bureau of Curriculum Development ensures that

learning standards are relevant and flexible to address the complex,
disruptive, volatile, and ambiguous impact of COVID-19 in the Philippines
particularly in the basic education sector.
Comparison of the number of LCs in CG and MELCs

THE PROCESS
MELCs were identified in the four components of EPP/TLE:

Information and Agriculture and Home Economics Industrial Arts
Communications Fishery Arts
Technology

THE PROCESS
• The identified MELCs in EPP/TLE are intended only for

School Year 2020-2021 to accommodate the necessary
adjustment due to the shortened academic year. The
curriculum was not revised and the identified MELCs are
lifted from the existing curriculum guide.
• The duration stipulated in this document is not prescriptive

but are rather suggestive. Nonetheless, the MELCs,
remain non-negotiable.

HOW TO USE THE MELCs in Teaching EPP/TLE/TVL
The following are the

premises to be considered in
the utilization of MELCs in
teaching of EPP/TLE
• For Grades 4-6 of Edukasyong Pantahanan at Pangkabuhayan (EPP) / Technology and

Livelihood Education (TLE), there is a quarter 0, again this is consistent with the
coding of EPP/TLE Curriculum Guide as it gives leeway to the school of which among
the components needed emphasis per quarter.
Sample Code:
EPP4AG-0h-15
Quarter: 0
Week: 8

• Entrepreneurship is embedded in the four components of EPP/TLE;
Grade Level Components MELCs

Entrepreneurs v Naipapaliwanag ang kahulugan at kahalagahan ng “entrepreneurship”
hip/ICT
Grade IV v Natatalakay ang mga katangian ng isang entrepreneur
v Natatalakay ang iba’t ibang uri ng negosyo
Agriculture v Naisasagawa ang mga kasanayan at kaalaman sa pagtatanim ng halamang

ornamental bilang isang pagkakakitaaan gawain
Grade V Entrepreneurs
v Naipapaliwanag ang kahulugan at pagkakaiba ng produkto at serbisyo
hip/ICT
v Natutukoy ang mga taong nangangailangan ng angkop na produkto at serbisyo
v Nakapagbebenta ng natatanging paninda
v Naisasampamilihan ang inalagaang hayop/isda
v Natutuos ang puhunan, gastos at kita

Entrepreneurship v Produces simple products
/ICT
Grade VI v Buys and sells products based on needs
v Sells products based on needs and demands in school and community
Agriculture v Uses technology in the conduct of survey to find out:

-market demands for fruits
v Conduct survey to find out market demands for animal/fish products and by products
-direct consumers or retailers
-stories of successful entrepreneurs in animal /fish raising
v Manages marketing of animal/fish raised
v Prepares marketing strategy by asking from other or using the internet
v Markets animal/fish harvested/captured
v Computes the income earned from marketed products (Gross sales -Expenses – Net
Income)
v Prepares plans for expansion of animal raising venture

Home v Sews creative and marketable household linens as means to augment family income
Economics
Grade VI v Markets finished household linens in varied/creative ways
v Conducts simple research to determine the market trends and demands in preserved
/processed foods
v Markets preserved/processed food in varied/creative ways with pride

Industrial Arts v Demonstrates creativity and innovativeness in enhancing/decorating bamboo, wood and
metal products
v Conducts simple survey using technology and other data gathering method to determine:
-market trends on products made of bamboo, wood, and metal
-customer’s preference of products
-types/sources of innovative finishing materials, accessories, and designs
v Discusses the effects of innovative finishing materials creative accessories on the

marketability of products
v Demonstrates resourcefulness and management skills in the use of time, materials,

money, and effort
v Assesses the quality of enhanced product using rubrics
v Refines product based on assessment made
v Market products

Entrepreneurship v Discuss principles and strategies on identifying business opportunities
(Contextualized or
Grade 7/8 aligned to the v Explore business opportunities
Mini-courses)
v Analyze the market needs
v Determine the possible products and services that will meet the need
v Select the best product or service that will meet the market needs.
Ø Note: Simulation of a simple home-based micro-business aligned to the mini-

course/s taken, may be employed as an alternative
• For Grades 7/8 Exploratory, the last two to three weeks are allotted for entrepreneurship;

• There are MELCS that have broad stroke competencies which have to be unpacked by the
teachers;
MOST ESSENTIAL LEARNING COMPETENCIES UNPACKED MELCs
buys and sells products based on needs- define needs and wants
TLEIE6-0b-3 identify the needs of the community
develops a product
sells products based on needs and demands prepares costing of product

in school and community - TLEIE6-0b-4 compute for Mark- up
decide the selling price
sell products based on community needs and demands
enumerates sources of family income - Explain family income
TLE6HE-0a-2 discuss the importance of income
enumerate sources of family income
Example of
Unpacking
Learning
Competency
Calendar of Learning Objectives
• Sub learning competencies that are redundant or recurring were dropped to satisfy the 8 to 9
weeks’ allotment per quarter;
Curriculum Guide Most Essential Learning

Competencies (MELCs)
LO 1. Collect farm waste LO 1. Collect farm waste
1.1 Prepare tools and materials for 1.1 Prepare tools and materials for collection of
collection of farm waste farm waste
1.2 Collect waste following OSH and waste 1.2 Collect waste following OSH and waste
collection requirements and plan collection requirements and plan
1.3 Collect dangerous and hazardous wastes 1.3 Collect dangerous and hazardous wastes
following the HAZMAT protocol following the HAZMAT protocol
1.4 Wear appropriate PPE as prescribed by
OSH.
Refer to MELCs of Crop Production for Grades 7
and 8

• For Grades 7/8 Exploratory, there is an option to choose four mini courses in
ICT/AFA/HE/IA or one of the components may be chosen for the duration of the whole
year. Each mini course is good for 8 to 9 weeks per quarter;
MINI COURSES OFFERED IN GRADES 7/8 SY 2020-2021

ICT AFA HE IA
Computer Systems Crop Production Caregiving Masonry
Servicing
Illustration Animal Production Dressmaking Carpentry
Technical Drafting Fishery Operations Cookery SMAW
Food Processing Nail Care Plumbing
Handicraft DomRac
Front Office Services EIM
EPAS
Automotive Servicing
• In addition to Exploratory TLE 7 and 8, MELCs for these Grade Levels are similar to
that of Grades 4 to 6 in a way that these grade levels contain quarter 0. Furthermore,
modifications below were made to show a clearer articulation of standards.
Basis Curriculum Guide Most Essential Learning Competencies
(MELCs)
1. Merged/Clustered some mini-courses Mini-courses:
according to their sector, in consideration • Agri-Crop Production I and II Crop Production
that they have the same tools, equipment, • Horticulture
materials and competencies. Refer to MELCs of Crop Production for Grades 7
Combined in one [1] curriculum guide and 8
Mini-courses: Construction
• Carpentry
• Masonry Refer to MELCs of Carpentry, Masonry Plumbing,
• Plumbing Welding, EIM and Technical Drafting
• Welding
• EIM
• Technical Drafting
Different CGs but you can choose four [4] or

more and offer in Grades 7 and 8.


(MELCs)
2. Merged/Clustered the LO 1. Select and use farm tools LO 1. Select and use farm tools and
learning competencies to 1.1 Identify farm tools according to use equipment
1.2 Check farm tools for faults 1.1 Identify farm tools and equipment according
simplify the teaching days
1.3 Use appropriate tools for the job to use
without omitting the value of 1.2 Conduct pre-operation check-up in line with
requirement according to the
the skill or concept manufacturer's specifications and manufacturer’s manual
instructions 1.3 Use appropriate tools and equipment for the
job
requirement according to manufacturer's
LO 2. Select farm equipment specifications and instructions
2.1 Identify appropriate farm
equipment
2.2 Follow the guidelines in the
instructional manual of farm Refer to Grades 7 and 8 Crop Production
equipment MELCs
2.3 Conduct pre-operation check-up in TLE_9-12UT-0a-1
line with the manufacturer’s manual
2.4 Identify faults in farm equipment
and facilities
2.5 Use farm equipment according to
their function


(MELCs)
3. Rephrasing the standards Content Standard : Content Standard :
to make it clearer for the
teachers to understand its The learner demonstrates an understanding The learner demonstrates an understanding
of estimation and basic calculation of estimation and basic calculation needed in
context the workplace
Refer to the MELCs of Crop Production

Grades 7 and 8
Performance Standard: Performance Standard:

The learner accurately performs estimation
and basic calculation needed in the
The learner accurately performs estimation
workplace
and basic calculation
Refer to the MELCs of Crop Production
Grades 7 and 8
UNIT OF COMPETENCY: UNIT OF COMPETENCY:

LESSON 4: APPLY SAFETY MEASURES IN LESSON 4: APPLY SAFETY MEASURES IN
FARM OPERATIONS (SO) FISHERY FARM OPERATIONS (ASMFO)
Refer to the MELCs of Fishery Operations

Grades 7 and 8

(MELCs)
4. Dropped learning LO 1. Collect farm waste

1.1 Prepare tools and materials for collection of
LO 1. Collect farm waste
1.1 Prepare tools and materials for collection of
competency/ies that was farm waste farm waste
1.2 Collect waste following OSH and waste 1.2 Collect waste following OSH and waste
already captured in other collection requirements and plan collection requirements and plan
1.3 Collect dangerous and hazardous wastes 1.3 Collect dangerous and hazardous wastes
competency following the HAZMAT protocol following the HAZMAT protocol
1.4 Wear appropriate PPE as prescribed by
OSH.
Refer to the MELCs of Grades 7 and 8 Crop

Production
LO 1. Prepare the necessary tools and LO 1. Prepare the necessary tools and
equipment for the specific nail care activity equipment for the specific nail care activity
1. Classify the tools and equipment 1.1 Identify the uses of tools and equipment in
used in nail care nail care according to task requirements
2. Identify the uses of tools and 1.2 Use tools and equipment according to task
equipment in nail care according to requirement
task requirements 1.3 Observe safety procedure of using tools and
3. Use tools and equipment according to equipment
task requirement
4. Observe safety procedure of using
tools and equipment Refer to the MELCs of Grades 7 and 8 Nail Care

(MELCs)
5. Adding learning competency to fully LO 2. Perform preventive maintenance of LO 2. Perform preventive maintenance of
attain the learning outcome tools and equipment tools and equipment
2.1 Clean tools and equipment after use in line 2.1 Clean tools and equipment after use in line
with farm procedures with farm procedures
2.2 Perform routine check-up and 2.2 Perform routine check-up and
maintenance maintenance
2.3 Perform preventive maintenance by 2.3 Perform preventive maintenance by
following the procedures in sharpening and following the procedures in sharpening
oiling farm tools and equipment and oiling farm tools and equipment
2.4 Store tools and equipment in designated
areas in line with farm procedures.
Refer to the MELCs of Grades 7 and 8 Crop

Production
The following are the premises to be considered in utilizing MELCs

in the teaching of EPP/TLE:
• For most of the TLE/TVL specializations, the Curriculum Guides remain

as is. MELCS were not identified because the competencies are based on
the Training Regulations (TR) of TESDA which were not amended or
modified for the present situation, but will be delivered through flexible
learning modes as stated in Circular No. 62, s. 2020. However,
regardless of the learning modalities, nominal hours remain the same.
EXCEPT for the following suggested specializations:

- Handicraft and other TLE/TVL specializations that are non-NC or

that may not affect the assessment of the learners, are suggested
to be offered this year. The performance/ skills for these
specializations can be delivered both in school or at home. Local
materials are available in the community.
- The Beauty Care (Nail Care/Foot SPA/Hand SPA), Hairdressing,

Barbering and other TLE/TVL specializations similar to these are
also recommended to be offered this year. These have National
Certification Assessment but the performance/skills can be done
both in school or at home.
Sample MELCs for these specializations are suggested to be used.
• For TLE/TVL Specializations, consider the available resources in school, at home, or

in the community in choosing what course(s) to offer since health is the utmost
concern. In instances when the learners cannot physically attend a class, the
learners should still be able to perform the task as stated in the CG.
• On the other hand, in cases when competencies are not feasible/ attainable due to
various circumstances, the teacher may give an alternative activity provided it is
aligned with the substituted learning competency.

SAMPLE TLE MELCs Key Stage 2
SAMPLE TLE MELCs Key Stage 3

REMINDERS

OPEN FORUM
OPEN FORUM RULES
Ø Use raise hand function during open forum and chat box for others
inputs and comments
Ø Identify yourself and organization first before speaking
Ø When speaking, mind your time in consideration to others

That’s All. Thank you very much!
Matamang salamat Mabbalat sicuam Madakel ha salamat
Salamat kaajo Dios mábalos

Daghang salamat
Dios ti agngina
Salámat na marháy
Salamat tungkay
Salamat karajaw
Salamat hin Dios mabalos
madamo Sukran Madita Salamat kaniyo Muchas gracias

Agyamanac la unay Dacal a salamat Mayad man, sayamat
Balbaleg ya salamat
Laco a salamat Mabbalat
Magsukul tuud kaymu
Dios mamajes Madakel a salamat
Maraming salamat ha Mabbalo‘ Sapulu a salamat


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EDUKASYONG PANTAHANAN AT PANGKABUHAYAN (EPP)/

TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)

Professionalism Integrity Excellence Service

Professionalism Integrity Excellence Service

Professionalism Integrity Excellence Service

Professionalism Integrity Excellence

As a learner-centered public institution,

To protect and promote the right of every

Students learn in a child-friendly, gender-

Teachers facilitate learning and constantly

Administrators and staff, as stewards of the

Family, community, and other

Professionalism Integrity Excellence Service

v When speaking, mind your time in consideration to others.

v Presentation materials will be distributed to participants after the

Professionalism Integrity Excellence Service

Professionalism Integrity Excellence Service

Professionalism Integrity Excellence Service

Professionalism Integrity Excellence Service

Professionalism Integrity Excellence Service

Professionalism Integrity Excellence Service

Professionalism Integrity Excellence Service

Professionalism Integrity Excellence Service

Professionalism Integrity Excellence Service

Professionalism Integrity Excellence Service

Professionalism Integrity Excellence Service

Professionalism Integrity Excellence Service

Professionalism Integrity Excellence Service

DIR. JOCELYN DR ANDAYA

Professionalism Integrity Excellence Service

DIR. SAMUEL R. SOLIVEN

Professionalism Integrity Excellence Service

DR. ISABEL A. VICTORINO

Professionalism Integrity Excellence Service

Bureau of Curriculum Development

Professionalism Integrity Excellence Service

Professionalism Integrity Excellence Service

At the end of the session the participants are expected to:

v discuss the process in identifying the Most Essential

v explain how to use the MELCs in teaching Edukasyong

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

Professionalism Integrity Excellence Service

Professionalism Integrity Excellence Service

Professionalism Integrity Excellence Service

The Edukasyong Pantahanan at

Professionalism Integrity Excellence Service

To provide quality program that develops learners

Ø intensive training in various specializations;

• The climate may dictate what particular component to

• For instance, if the climate is suitable for Agriculture in

• Other factors may also be considered such as

The medium of instruction is Filipino

This focuses on the acquisition of basic knowledge and

Professionalism Integrity Excellence Service

GRADE NOMENCLATURE GRADE LEVEL STANDARDS CONTACT SHORT DESCRIPTION

Professionalism Integrity Excellence Service

GRADE NOMENCLATURE GRADE LEVEL STANDARDS CONTACT SHORT DESCRIPTION

Professionalism Integrity Excellence Service

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

• UNESCO believes that educational quality, access and system

• In parallel to this belief, DepEd affirms its commitment in sustaining the

• Consequently, the Bureau of Curriculum Development ensures that