1.

2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

AGRI-FISHERY ARTS

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

HOME ECONOMICS

These

K to 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY COMPUTER PROGRAMMING
are the list of specializations and their pre-requisites.
Specialization
Number of Hours
Pre-requisite
Animal Production (NC II)
480 hours
Aquaculture (NC II)
320 hours
Artificial Insemination (Ruminants) (NC II)
160 hours
Animal Production
Artificial Insemination (Swine) (NC II)
160 hours
Animal Production
Crop Production (NC I)
320 hours
Fish Nursery Operation (NC II)
160 hours
Fish or Shrimp Grow Out Operation (Non NC)
160 hours
Aquaculture
Fish Wharf Operation (NC I)
160 hours
Fish or Shrimp Grow Out Operation
Food (Fish) Processing (NC II)
640 hours
Horticulture (NC II)
640 hours
Landscape Installation and Maintenance (NC II)
320 hours
Crop Production
Organic Agriculture (NC II)
320 hours
Crop Production
Pest Management (NC II)
320 hours
Crop Production
Rice Machinery Operation (NC II)
320 hours
Crop Production
Slaughtering Operation (NC II)
160 hours
Animal Production
Beauty/Nail Care (NC II)
Attractions and Theme Parks (NC II)
Bread and Pastry Production (NC II)
Caregiving (NC II)
Cookery (NC II)
Dressmaking (NC II)
Food and Beverage Services (NC II)
Front Office Services (NC II)
Hairdressing (NC II)
Handicraft (Basketry, Macrame) (Non-NC)
Handicraft (Fashion Accessories, Paper Craft) (Non-NC)
Handicraft (Needlecraft) (Non-NC)
Handicraft (Woodcraft, Leathercraft) (Non-NC)
Household Services (NC II)
Housekeeping (NC II)
Tailoring (NC II)
Tour Guiding Services (NC II)
Tourism Promotion Services (NC II)
Travel Services (NC II)
Wellness Massage (NC II)

K to 12 ICT -- Computer Programming Curriculum Guide December 2013

160
160
160
640
320
320
160
160
320
160
160
160
160
320
160
320
160
160
160
160

hours
hours
hours
hours
hours
hours
hours
hours
hours
hours
hours
hours
hours
hours
hours
hours
hours
hours
hours
hours

40 hours of the subject during exploratory Grade 7/8

40 hours of the subject during exploratory Grade 7/8

40 hours of the subject during exploratory Grade 7/8

40 hours of the subject during exploratory Grade 7/8

40 hours of the subject during exploratory Grade 7/8

40 hours of the subject during exploratory Grade 7/8

*LO Learning Outcome

Page 1 of 20

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

ICT

INDUSTRIAL ARTS

1.
2.
3.
4.
5.
6.
7.

K to 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY COMPUTER PROGRAMMING
Specialization
Number of Hours
Pre-requisite
Computer Hardware Servicing (NC II)
320 hours
Animation (NC II)
320 hours
Computer Programming (NC IV)
320 hours
Contact Center Services (NC II)
320 hours
Illustration (NC II)
320 hours
Medical Transcription (NC II)
320 hours
Technical Drafting (NC II)
320 hours
Automotive Servicing (NC I)
Carpentry (NC II)
Consumer Electronics Servicing (NC II)
Electrical Installation and Maintenance (NC II)
Masonry (NC II)
Plumbing (NC I)
Plumbing (NC II)
Refrigeration and Airconditioning Servicing (NC II)
Shielded Metal Arc Welding (NC I)
Shielded Metal Arc Welding (NC II)
Tile Setting (NC II)

K to 12 ICT -- Computer Programming Curriculum Guide December 2013

640
640
640
640
320
320
320
640
320
320
320

hours
hours
hours
hours
hours
hours
hours
hours
hours
hours
hours

Plumbing (NC I)

Shielded Metal Arc Welding (NC I)

*LO Learning Outcome

Page 2 of 20

K to 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY COMPUTER PROGRAMMING
(160 hours)
Course Description:
This is a specialization course that leads to a Computer Programming National Certificate Level IV (NC IV). It covers Personal Entrepreneurial Competencies
(PECs), Environment and Market (EM), five (5) Common Competencies, and two (2) Core Competencies that a high school student ought to possess, namely: 1) designing
program logic, and 2) applying program development approach.
The preliminaries of this specialization course include the following: 1) discussion of the relevance of the course, 2) explanation of key concepts of common
competencies, 3) explanation of core competencies relative to the course. and 4) exploration on career opportunities.
CONTENT
Introduction
1. Relevance of the course
2. Concepts and core competencies
in Computer Programming
3. Career opportunities

CONTENT STANDARD
The learners demonstrate an
understanding of
key concepts, underlying
principles and core
competencies in Computer
Programming

PERFORMANCE STANDARD
The learners shall be able to

LESSON 1: PERSONAL ENTREPRENEURIAL COMPETENCIES (PECS)

1. Assessment of Personal
The learners
Competencies and Skills (PECs)
demonstrate an
vis--vis a practicing
understanding
entrepreneur/ employee in
of
locality/town
ones PECs in
1.1 Characteristics
Computer
1.2 Attributes
Programming
1.3 Lifestyle
1.4 Skills
1.5 Traits
2 Analysis of PECs in relation to
a practitioner
3 Align, strengthen and develop
ones PECs based on the result
K to 12 ICT -- Computer Programming Curriculum Guide December 2013

independently
create/provide
quality and
marketable product
and/or service in
Computer
Programming, as
prescribed by
TESDA Training
Regulations

The learners shall be

able to
recognize his/her PECs
and prepares an
activity plan that
aligns with that of a
practitioner/entrepr
eneur in Computer
Programming

LEARNING COMPETENCIES
The learners
1. Discuss the relevance of the
course
2. Explain key concepts of
common competencies
3. Explain core competencies of
Computer Programming
4. Explore job opportunities for
Computer Programming as a
career

LO 1. Recognize PECs needed

in Computer Programming
1.1 Assess ones PECs:
characteristics, attributes,
lifestyle, skills, and traits
1.2 Assess practitioners:
characteristics, attributes,
lifestyle, skills, traits
1.3 Compare ones PECs with that
of a practitioner
/entrepreneur
1.4 Align ones PECs with that of
a practitioner/entrepreneur

CODE

TLE_PECS9-12-Ia-1

*LO Learning Outcome

Page 3 of 20

K to 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY COMPUTER PROGRAMMING
CONTENT
CONTENT STANDARD
PERFORMANCE STANDARD
LEARNING COMPETENCIES
CODE

LESSON 2: ENVIRONMENT AND MARKET (EM)

1. Market (Locality/town)
2. Key concepts of market
3. Players in the market
(Competitors)
4. Products and services available
in the market

The learners
demonstrate an
understanding
of
environment and
market in
Computer
Programming in
ones
locality/town

5. Market (Customer)
6. Key concepts of identifying
and understanding the
consumer
7. Consumer Analysis through:
7.1 Observation
7.2 Interviews
7.3 Focus Group Discussion
(FGD)
7.4 Survey
LESSON 3: USE HAND TOOLS AND EQUIPMENT (UT)
1. Hand tools in Computer
The learners
Programming
demonstrate an
K to 12 ICT -- Computer Programming Curriculum Guide December 2013

The learners shall be

able to
create a business vicinity
map reflective of
potential market in
Computer
Programming in a
locality/town

The learners shall be

able to

LO 1. Recognize and
understand the market in
Computer Programming
1.1 Identify the
players/competitors within the
town
1.2 Identify the different
products/services available in
the market

TLE_EM9-12-Ia-1

LO 2. Recognize the potential

customer/market in Computer
Programming
2.1 Identify the profile of
potential customers
2.2 Identify the customers needs
and wants through consumer
analysis
2.3 Conduct consumer/market
analysis

TLE_EM9-12-Ia-2

LO 1. Prepare hand tools and

equipment in Computer

TLE_ICTCP9-12UT-Ib-1

*LO Learning Outcome

Page 4 of 20

K to 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY COMPUTER PROGRAMMING
CONTENT
CONTENT STANDARD
PERFORMANCE STANDARD
LEARNING COMPETENCIES
CODE
2. Equipment in Computer
understanding
independently use hand
Programming
Programming
of
tools and
1.1 List hand tools and equipment
hand tools and
equipment in
based on job requirements
equipment in
Computer
1.2 Identify appropriate hand
Computer
Programming
tools and equipment
Programming
1.3 Classify hand tools and
equipment according to
function and task requirement
3. Procedure in accomplishing forms:
LO 2. Inspect hand tools and
TLE_ICTCP9-12UT-Ic-2
3.1 Job order slips
equipment received in
3.2 Tools and materials
Computer Programming
requisition slips
2.1 Check the list of tools and
3.3 Borrowers slip
equipment requested per job
4. Requisition procedures
requirement
2.2 Inspect the requested tools
and equipment
2.3 Assess the condition of all
hand tools and equipment for
proper operation and safety

LESSON 4: MAINTAIN HAND TOOLS, EQUIPMENT AND PARAPHERNALIA (MT)

1. Safety procedures in using hand
The learners
The learners shall be
tools and equipment
demonstrate an
able to
2. Procedures in cleaning,
understanding
independently perform
2.1 tightening and simple repairs
of
maintenance of
of hand tools, equipment,
concepts and
hand tools,
and paraphernalia
underlying
equipment, and,
3. Common malfunction in hand
principles in
paraphernalia
tools, equipment and
maintaining
paraphernalia
hand tools,
4. Reporting to property custodian
equipment, and
paraphernalia

K to 12 ICT -- Computer Programming Curriculum Guide December 2013

LO 1. Use and maintain hand

tools, measuring instrument
and equipment
2.1 Perform safety procedures in
using hand tools and
equipment
2.2 Follow procedures in
cleaning, tightening and
simple repairing of hand
tools, equipment, and
paraphernalia
2.3 Identify common malfunctions
(unplanned or unusual
events) when using tools,
equipment, and paraphernalia
2.4 Follow procedures in

TLE_ICTCP9-12MT-Id-1

*LO Learning Outcome

Page 5 of 20

K to 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY COMPUTER PROGRAMMING
CONTENT
CONTENT STANDARD
PERFORMANCE STANDARD
LEARNING COMPETENCIES
CODE
preparing a report to property
custodian

LESSON 5: PERFORM MENSURATION AND CALCULATION (MC)

1. Measuring instruments
The learners
/Measuring tools
demonstrate an
2. Proper handling of measuring
understanding
instruments
of
concepts and
underlying
principles in
performing
measurement
and calculation

3. Trade Mathematics/Mensuration
3.1 Four fundamental operations
3.2 Kinds of measurement
3.3 Dimensions
3.4 Ratio and proportion
3.5 Trigonometric functions
K to 12 ICT -- Computer Programming Curriculum Guide December 2013

The learners shall be

able to
independently perform
accurate
measurement and
calculation based on
a given task

LO 1. Select measuring
instruments
1.1 Interpret object or component
to be measured according to
the appropriate regular
geometric shape
1.2 Select measuring tools
appropriate to the object to
be measured based on job
requirements
1.3 Obtain correct specification
from relevant sources
1.4 Select appropriate measuring
instruments according to job
requirements
1.4 Use alternative measuring
tools without sacrificing cost
and quality of work

TLE_ICTCP9-12MC-Ie-1

LO 2. Carry out mensuration

TLE_ICTCP9-12MC-If-2
and calculation
2.1 Perform calculation needed to
complete task using the four
mathematical fundamental
operations (addition,
*LO Learning Outcome
Page 6 of 20

K to 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY COMPUTER PROGRAMMING
CONTENT
CONTENT STANDARD
PERFORMANCE STANDARD
LEARNING COMPETENCIES
CODE
3.6 Algebraic equations
subtraction, multiplication and
3.7 Fractions, percentage and
division)
decimals
2.2 Employ different techniques in
3.8 Conversion
checking for the accuracy of
4. Numbering Systems
the computation
4.1 Decimal
2.3 Identify the storage capacity
4.2 Binary
of media
4.3 Octal
2.4 Perform arithmetic
4.4 Hexadecimal
computation on different
5. American Standardized Code for
numbering systems
Information Interchange (ASCII)
2.5 Identify the machine
table and other data
equivalent values of humanrepresentation tables
readable characters using
6. Arithmetic operations on binary
ASCII Table
values
2.6 Measure the storage
7. Numbering systems conversion
requirement of a file
7.1 Decimal to any numbering
2.7 Compute for the storage
system
requirement of files
7.2 Binary to any numbering
system
7.3 Octal to any numbering
system
7.4 Hexadecimal to any
numbering system
8. Measuring memory and file
capacity
LESSON 6: PREPARE AND INTERPRET TECHNICAL DRAWING (ID)
1. Drawing symbols, signs, and data
The learners
The learners shall be
LO 1. Analyze signs, symbols,
TLE_ICTCP9-12ID-Ig-1
2. Trade mathematical conversions
demonstrate an
able to
and data
understanding
independently read and
1.1 Prepare tools and instruments
of
interpret technical
used in Computer
concepts and
drawings accurately
Programming
underlying
1.2 Interpret signs, symbols, and
principles in
data according to job
preparing and
specifications
interpreting
1.3 Perform simple trade
technical
mathematical conversions
drawings in
Computer
K to 12 ICT -- Computer Programming Curriculum Guide December 2013

*LO Learning Outcome

Page 7 of 20

K to 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY COMPUTER PROGRAMMING
CONTENT
CONTENT STANDARD
PERFORMANCE STANDARD
LEARNING COMPETENCIES
CODE
Programming
3. Basic illustration
LO 2. Interpret illustration
4. Technical plans and schematic
drawings and plans
TLE_ICTCP9-12ID-Ih-2
diagram
2.1 Identify illustration tools and
5. Symbols and abbreviations
materials to be used in
preparing a simple illustration
2.2 Identify dimensions and
specifications according to
job requirements
LESSON 7: PRACTICE OCCUPATIONAL HEALTH AND SAFETY (OHS) PROCEDURE (OS)
1. Safety procedures
The learners
The learners shall be
LO 1. Identify hazards and
TLE_ICTCP9-12OS-Ii-1
2. Identification of hazards, risks,
demonstrate an
able to
risks
and control
understanding
independently observe
1.1 Follow OHS policies and
3. For users and technicians
of
precautionary
procedures in identifying
4. Damage equipment
concepts and
measures and
hazards and risks
5. Environment
underlying
responds to OHS
1.2 Explain hazards and risks in
6. Organizational safety and health
principles of
procedures in the
the workplace
protocol
Occupational
workplace, as
1.3 Identify hazards and risks
7. OHS indicators
Health and
prescribed by
indicators as prescribed by
Safety
TESDA Training
the manufacturer
Procedure in
Regulations
1.4 Apply contingency measures
relation to
in accordance with the OHS
health and risk
procedures
hazards in the
workplace
8. Safety regulations in the
LO 2. Evaluate and control
TLE_ICTCP9-12OS-Ij-2
workplace
hazards and risks
9. Methods of controlling hazards
2.1 Determine the effects of
and risks
hazards in the workplace
10. Disaster preparedness and
2.2 Identify the methods in
management
controlling hazards and risks
2.3 Follow OHS procedures for
controlling hazards and risks
11. OHS procedure, practices and
regulations
12. Emergency-related drills and
training
K to 12 ICT -- Computer Programming Curriculum Guide December 2013

LO 3. Maintain Occupational
Health and Safety
3.1 Observe established
procedures in responding to

TLE_ICTCP9-12OS-Ij-3

*LO Learning Outcome

Page 8 of 20

K to 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY COMPUTER PROGRAMMING
CONTENT
CONTENT STANDARD
PERFORMANCE STANDARD
LEARNING COMPETENCIES
CODE
emergency-related drill
3.2 Fill-up OHS personal records
in accordance with workplace
requirement
LESSON 8: DESIGNING PROGRAM LOGIC (PL)
1. The program design and
structure
2. Flowchart symbols
3. Algorithm
4. Pseudo Code
5. Elements of Programming
Language
6. Program Control Structure
7. Program constructs/
modules/objects

The learners
demonstrate an
understanding
of
the concept and
underlying
principles of
designing
program logic

8. Coding the Programs

9. Steps/Procedures to document
the program
10. Application of documentation
tools
11. Printing the programs

K to 12 ICT -- Computer Programming Curriculum Guide December 2013

The learners shall be

able to

LO 1. Select the program logic

design approach
1.1 Obtain design documentation
1.2 Identify systems
independently design
specifications and
program logic based
requirements 1.3 Select the
on job
design approach to be
requirements, as
followed in coding
prescribed by the
1.4 Identify the applicable
TESDA Training
diagram based on the job
requirements
Regulations
1.5 Identify the required links
1.6 Identify the required modules
LO 2. Document the program
logic or design
2.1 Follow project standards in
structuring diagrams of
program flow and modules
2.2 Document the program scope
and limits according to project
standards
2.3 Document special routines or
procedures according to
project standards
2.4 Follow project standards in
creating special routines or
procedures
2.5 Identify references for tables,
files, inputs, outputs, and
other program functionalities

TLE_ICTCP9-12PL-IIa-1

TLE_ICTCP9-12PL-IIa-j-2

*LO Learning Outcome

Page 9 of 20

K to 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY COMPUTER PROGRAMMING
CONTENT
CONTENT STANDARD
PERFORMANCE STANDARD
LEARNING COMPETENCIES
CODE
according to project standards
2.6 Revise references for tables,
files, inputs, outputs, and
other program functionalities
according to project standards
2.7 Use applicable templates
12. Review the designed program
logic
flow
13. Coding, Compiling and
Debugging
14. Program or design specifications
15. Test and implementation of the
program
16. Duties and responsibilities of:
16.1 User/Client
16.2 Systems Analyst
16.3 Systems Designer
16.4 Systems Developer/
Programmer
16.5 Quality Assurance Officer
16.6 Database Administrator
16.7 Supervisor
16.8 Document Officer
17. Techniques in gathering
feedback/input from appropriate
persons
LESSON 9: APPLYING PROGRAM DEVELOPMENT APPROACH (PD)
1. Concept of Programming
Languages
2. Evolution of Programming
Languages
3. Integrated Development
Environment
4. Graphical User Interface
5. Procedures of Programming
6. Writing Elementary Program

The learners
demonstrate an
understanding
of
concepts and underlying
principles of applying
program development
approach

K to 12 ICT -- Computer Programming Curriculum Guide December 2013

LO 3. Validate the design

3.1 Check program flow for
interfaces and compliance to
design documentation
requirements
3.2 Check states or conditions for
interfaces and compliance to
design documentation
requirements
3.3 Discuss the different duties
and responsibilities of persons
involved in project
development
3.4 Gather feedback/input from
appropriate persons as
needed

The learners shall be

able to
independently create a software
development plan that applies
applicable program development
approach, as prescribed by
TESDA Training Regulations

LO 1. Determine and select

appropriate program
development approach
1.1 Select appropriate program
development approach
1.2 Determine appropriate
program activities based on
the job requirements
1.3 Create an initial plan that

TLE_ICTCP9-12PL-IIIa-j3

TLE_ICTCP9-12PD-IVa-e1

*LO Learning Outcome

Page 10 of 20

K to 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY COMPUTER PROGRAMMING
CONTENT
CONTENT STANDARD
PERFORMANCE STANDARD
LEARNING COMPETENCIES
CODE
will guide the program
development process
7. Use of documentation tools:
7.1 Word processing Software
7.2 Visio
7.3 Smart draw
7.4 CASE tools
7.5 Client documentation
standards
8. Program specifications and user
requirements
9. Programming elements
10. Procedures in writing and
developing program
11. Programming constructs/
modules/ objects
12. Naming conventions
13. Resources Required in
Programming
14. Managing lessons learned

K to 12 ICT -- Computer Programming Curriculum Guide December 2013

LO 2. Apply the selected

development approach
2.1 Use a documentation tool for
program development
2.2 Draw program structure and
organization
2.3 Define naming conventions
2.4 Use proper naming
conventions
2.5 Document input and output
forms
2.6 Document program flow and
processes
2.7 Identify resources for coding
Identify resources for testing
programs
2.8 Check programming activities
with the development plan
2.9 Review opportunities for
improvement, lessons
learned, and possible
recommendations for future
projects
2.10 Document opportunities for
improvement, lessons
learned, and possible
recommendations for future
projects
2.12 Present program deliverables
to appropriate person for
approval

TLE_ICTCP9-12PD-IVf-j2

*LO Learning Outcome

Page 11 of 20

K to 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY COMPUTER PROGRAMMING
(160 hours)
Course Description:
This is a specialization course that leads to a Computer Programming National Certificate Level IV (NC IV). It covers Personal Entrepreneurial Competencies
(PECs), Environment and Market (EM) and two (2) core competencies that a high school student ought to possess, namely: 1) applying programming skills in a second
language, and 2) applying object-oriented programming language skills.
The preliminaries of this specialization course include the following: 1) discussion of the relevance of the course, 2) explanation of core competencies relative to the
course, and 3) exploration of career opportunities.
CONTENT
Introduction
1. Relevance of the course
2. Core competency in Computer
Programming
3. Career opportunities

CONTENT STANDARD
The learners demonstrate an
understanding of underlying
principles and core
competencies in Computer
Programming

Lesson 1: PERSONAL ENTREPRENEURIAL COMPETENCIES (PECS)

1. Assessment of Personal
The learners demonstrate an
Competencies and Skills (PECs) vis-- understanding of
vis a practicing
ones PECs in Computer
entrepreneur/employee in a province
Programming
1.1 Characteristics
1.2 Attributes
1.3 Lifestyle
1.4 Skills
1.5 Traits
2. Analysis of PECs in relation to a
practitioner
3. Application of PECs to the chosen
business/career
Lesson 2: ENVIRONMENT AND MARKET (EM)
1. Product Development
The learners demonstrate an
2. Key concepts of developing a
understanding of
product
environment and market in
3. Finding Value
Computer Programming in
4. Innovation
ones locality
4.1 Unique Selling Proposition
K to 12 ICT -- Computer Programming Curriculum Guide December 2013

PERFORMANCE STANDARD
The learners shall be able to
independently creates/provides
quality and marketable product
and/or service in Computer
Programming as prescribed in
the TESDA Training
Regulations

LEARNING COMPETENCIES

CODE

The learners

1. Discuss the relevance of the

course
2. Explain the core
competencies in Computer
Programming
3. Explore job opportunities for
Computer Programming as a
career

The learners shall be able to

independently create a plan of
action that strengthens/further
develops ones PECs in
Computer Programming

LO 1. Develop and
strengthen PECs needed in
Computer Programming
1.1 Identify areas for
improvement, development,
and growth
1.2 Align ones PECs according
to his/her business/career
choice
1.3 Create a plan of action that
ensures success of his/her
business/career choice

TLE_PECS9-12-Ia-1

The learners shall be able to

independently create a
business vicinity map reflective
of potential market in
Computer Programming within
a province

LO 1. Develop a product/
service in Computer
Programming
1.1 Identify what is of Value
to the customer
1.2 Identify the customer to sell

TLE_EM9-12-Ia-1

*LO Learning Outcome

Page 12 of 20

K to 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY COMPUTER PROGRAMMING
CONTENT
CONTENT STANDARD
PERFORMANCE STANDARD
LEARNING COMPETENCIES
CODE
(USP)
to
1.3 Explain what makes a
product unique and
competitive
1.4 Apply creativity and
Innovative techniques to
develop marketable product
1.5 Employ a Unique Selling
Proposition (USP) to the
product/service
5. Selecting Business Idea
LO 2. Select a business idea
TLE_EM9-12-Ia-2
6. Key concepts in Selecting
based on the criteria and
a Business Idea
techniques set
6.1 Criteria
2.1 Enumerate various criteria
6.2 Techniques
and steps in selecting a
business idea
2.2 Apply the criteria/steps in
selecting a viable business
idea
2.3 Determine a business idea
based on the
criteria/techniques set
7. Branding
LO 3. Develop a brand for the TLE_EM9-12-Ib-3
product
3.1 Identify the benefits of
having a good brand
3.2 Enumerate recognizable
brands in the town/province
3.3 Enumerate the criteria for
developing a brand
3.4 Generate a clear and
appealing product brand

K to 12 ICT -- Computer Programming Curriculum Guide December 2013

*LO Learning Outcome

Page 13 of 20

K to 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY COMPUTER PROGRAMMING
CONTENT
CONTENT STANDARD
PERFORMANCE STANDARD
LEARNING COMPETENCIES
CODE
LESSON 3: APPLYING PROGRAMMING SKILLS IN A SECOND LANGUAGE (PS)
1. Semantics and Syntax
The learners demonstrate an
The learners shall be able to
LO 1. Apply basic language
TLE_ICTCP9-12PS2. Elements of Programming
understanding of
independently create/provide a syntax and layout
Ic-j-1
3. Program Control Structure
basic concepts, and
quality and marketable product 1.1 Follow basic language
underlying principles in
and/or service in programming
syntax rules and best
programming in a second
in a second language, as
practices in program coding
language
prescribed by TESDA Training
1.2 Use language-data types,
Regulations
operators, and expressions
1.3 Use the appropriate
language syntax for
sequence, selection, and
iteration constructs
4.
5.
6.
7.
8.
9.

Algorithm
Pseudocodes
Arrays
Binary files
Modular Programming
Structured Query Language
9.1.1. (SQL) and other language
facilities
10. Basic Programming Constructs
10.1. Iteration or repetition
10.2 Decision or choice
10.3 Sequence
11. Updating content of a onedimensional array:
11.1. sequential search
11.2. insertion
11.3. deletion
12.
13.
14.
15.

Testing techniques
Errors Handling
Debugging options
Procedures in debugging and editing
the program
16. Compiling the program
17. Run the application or program
K to 12 ICT -- Computer Programming Curriculum Guide December 2013

LO 2. Code using standard

TLE_ICTCP9-12PSalgorithms
IIa-b-2
2.1 Use basic programmingconstructs algorithms
2.2 Use modular programming
approach
2.3 Perform sequential search,
insertion, and deletion
algorithms to operate on
one-dimensional array
2.4 Code standard sequential
access algorithms for text
and binary files
2.5 Use standard sequential
access algorithms for text
and binary files
2.6 Use SQL or language
facilities to access
databases
LO3. Debug code
TLE_ICTCP9-12PS3.1 Review codes visually
IIc-3
3.2 Review codes by using
debugging tools provided
by the system or the
industry
3.3 Use a debugger to trace
code execution
*LO Learning Outcome
Page 14 of 20

K to 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY COMPUTER PROGRAMMING
CONTENT
CONTENT STANDARD
PERFORMANCE STANDARD
LEARNING COMPETENCIES
CODE
3.4 Examine variable contents
to detect and correct errors
18. Coding Standards
LO 4. Document activities
TLE_ICTCP9-12PS18.1. Java Coding Standards
4.1 Follow guidelines for
IId-f-4
18.2. GNU Coding Standards
developing a maintainable
18.3. Client Coding Standards
code that adheres to a set
18.4. Hungarian Notation
of coding standards
19. Documentation techniques
4.2 Follow internal
20. Program and documentation
documentation standards
standards
and tools
21. Internal documentation techniques
4.3 Use internal documentation
standards and tools
22. Testing techniques
LO 5. Test code
TLE_ICTCP9-12PS23. Program and documentation
5.1 Develop simple tests to
IIg-j-5
standard
confirm that the coding
24. Users Manual
process meets design
25. Printing documents of the programs
specifications
5.2 Conduct simple tests to
confirm that the coding
process meets design
specifications
5.3 Document the tests
performed
5.4 Correct errors in the code
5.5 Document modifications in
the code
LESSON 4: APPLYING OBJECT-ORIENTED PROGRAMMING LANGUAGE SKILLS (OP)
1. Semantics and Syntax
The learners demonstrate an
The learners shall be able to
LO 1. Apply basic language
TLE_ICTCP9-12OP2. Language Operators
understanding of
independently create/provide
syntax and layout
IIIa-e-1
3. Elements of Programming
concepts and underlying
quality and marketable product 1.1 Follow basic language
4. Program Control Structure
principles in object-oriented
and/or service in objectsyntax rules and best
5. Modular programming
programming language
oriented programming
practices in program coding
6. Arrays
language, as prescribed by
1.2 Use language-data types,
TESDA Training Regulation.
operators, and expressions
1.3 Use the appropriate
language syntax for
sequence, selection, and
iteration constructs
1.4 Use the appropriate
K to 12 ICT -- Computer Programming Curriculum Guide December 2013

*LO Learning Outcome

Page 15 of 20

7.
8.
9.
10.
11.

12.

13.
14.
15.
16.
17.
18.
19.

K to 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY COMPUTER PROGRAMMING
CONTENT
CONTENT STANDARD
PERFORMANCE STANDARD
LEARNING COMPETENCIES
CODE
language syntax for
iteration constructs
1.5 Use modular programming
approach
1.6 Create arrays and arrays of
objects
Principles of objectoriented
LO 2. Apply basic object
TLE_ICTCP9-12OPprogramming language
oriented principles in the
IIIf-g-2
Encapsulation
target language
Inheritance
2.1 Construct a class that
Polymorphism
contains primitive
Form, Module, Class, and Objects
member/instance variables
2.2 Construct a class that
contains multiple options for
object construction
2.3 Use a user-defined
aggregation in a class
2.4 Implement inheritance to at
least two (2) levels of depth
2.5 Use polymorphism at a
simple level through
inheritance to enable easy
code extension
Integrated Development
LO 3. Debug code
TLE_ICTCP9-12OPEnvironments (IDEs):
3.1 Use an Integrated
IIIh-j-3
12.1. Visual C++
Development Environments
12.2. Visual Studio Suite
3.2 Use language debugging
12.3. Eclipse
facilities of any IDE in
12.4. J-Edit
debugging
12.5. Code Warrior
3.3 Detect errors using an
12.6. JBuilder
applicable program
Errors Handling
debugging technique
Debugging options
3.4 Resolve errors using an
Procedures in debugging and editing
applicable program
the program
debugging technique
Compiling the program
Run the application or program
Documentation techniques
LO 4. Document activities
TLE_ICTCP9-12OPProgram and documentation
4.1 Follow guidelines for
IVa-e-4

K to 12 ICT -- Computer Programming Curriculum Guide December 2013

*LO Learning Outcome

Page 16 of 20

20.

21.
22.
23.
24.

K to 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY COMPUTER PROGRAMMING
CONTENT
CONTENT STANDARD
PERFORMANCE STANDARD
LEARNING COMPETENCIES
CODE
standards
developing maintainable
Internal documentation techniques
code that adheres to a set of
coding standards
4.2 Follow internal
documentation standards
4.3 Use internal documentation
standards
Testing techniques
LO 5. Test code
TLE_ICTCP9-12OPProgram and documentation
5.1 Develop simple tests to
IVf-j-5
standard
confirm that the coding
Users Manual
process meets design
Printing documents of the programs
specification
5.2 Conduct simple tests to
confirm that the coding
process meets design
specification
5.3 Document the performed
tests
5.4 Apply necessary corrections
to the code and
documentation

K to 12 ICT -- Computer Programming Curriculum Guide December 2013

*LO Learning Outcome

Page 17 of 20

K to 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY COMPUTER PROGRAMMING
GLOSSARY

K to 12 ICT -- Computer Programming Curriculum Guide December 2013

*LO Learning Outcome

Page 18 of 20

K to 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY COMPUTER PROGRAMMING
Code Book Legend
Sample: TLE_ICTCP9-12OP-IVf-j-5

LEGEND
Learning Area and
Strand/ Subject or
Specialization

Technology and Livelihood

Education_
Information and
Communications
Technology
Computer Programming

Grade Level

Grade 9/10/11/12

First Entry

Uppercase Letter/s

DOMAIN/ COMPONENT

SAMPLE

Domain/Content/
Component/ Topic

Applying ObjectOriented Programming

Language Skills

Personal Entrepreneurial Competencies

TLE_
ICT
CP
9-12

OP
-

Roman Numeral

*Zero if no specific
quarter

Quarter

Fourth Quarter

IV

Week

Week Six to Ten

f-j

CODE
PECS

Environment and Market

EM

Use of Hand Tools and Equipment

UT

Maintain Hand Tools, Equipment, and Paraphernalia

MT

Perform Mensuration and Calculation

MC

Prepare and Interpret Technical Drawing

ID

Practice Occupational Health and Safety Procedures

OS

Designing Program Logic

PL

Applying Program Development Approach

PD

Applying Programming Skills In A Second Language

PS

Applying Object-Oriented Programming Language Skills

OP

Lowercase Letter/s

*Put a hyphen (-) in

between letters to
indicate more than a
specific week

Arabic Number

Competency

Test Code

Technology-Livelihood Education and Technical-Vocational Track specializations may be taken between Grades 9 to 12.
Schools may offer specializations from the four strands as long as the minimum number of hours for each specialization is met.
Please
refer to the sample Curriculum Map on the next page for the number of semesters per ICT specialization and those that*LO
have
pre-requisites. Curriculum Maps
may be
K to 12 ICT -- Computer Programming Curriculum Guide December 2013
Learning Outcome
Page 19 of 20
modified according to specializations offered by a school.

K to 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY COMPUTER PROGRAMMING

SAMPLE ICT CURRICULUM MAP

No.

Grade 7/8

Grade 9

Grade 10

Computer Hardware Servicing (NC II)

Animation (NC II)

4 sems

Medical Transcription
(NC II)

Illustration (NC II)

EXPLORATORY

4 sems

4 sems

Computer Programming
(NC IV)

Technical Drafting (NC II)

6
7

Grade 12

4 sems

3
4

Grade 11

4 sems
4
sems

4 sems

Contact Center Services (NC II)

4 sems

K to 12 ICT -- Computer Programming Curriculum Guide December 2013

*LO Learning Outcome

Page 20 of 20