K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

These are the specializations and their pre-requisites. These lists should be used as reference for curriculum maps.

AGRI-FISHERY ARTS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.

Specialization
Agricultural Crops Production (NC I)
Agricultural Crops Production (NC II)

Number of Hours
320 hours

updated based on TESDA Training Regulations published December 28, 2013

640 hours

Agricultural Crops Production (NC III)

640 hours

Animal Health Care Management (NC III)

320 hours

Animal Production (Poultry-Chicken) (NC II)

320 hours

Animal Production (Large Ruminants) (NC II)

320 hours

Animal Production (Swine) (NC II)

320 hours

updated based on TESDA Training Regulations published December 28, 2013

updated based on TESDA Training Regulations published December 28, 2013
updated based on TESDA Training Regulations published December 28, 2013

Aquaculture (NC II)

Artificial Insemination (Large Ruminants) (NC II)
Artificial Insemination (Swine) (NC II)
Fish Capture (NC II)
Fishing Gear Repair and Maintenance (NC III)
Fish-Products Packaging (NC II)
Fish Wharf Operation (NC I)
Food Processing (NC II)
Horticulture (NC III)
Landscape Installation and Maintenance (NC II)
Organic Agriculture (NC II)
Pest Management (NC II)
Rice Machinery Operations (NC II)
Rubber Processing (NC II)
Rubber Production (NC II)
Slaughtering Operations (Hog/Swine/Pig) (NC II)

K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

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

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

*LO-Learning Outcomes

Pre-requisite

Agricultural Crops Production (NC II)

Animal Production (Poultry-Chicken) (NC II) or
Animal Production (Ruminants) (NC II) or
Animal Production (Swine) (NC II)

Animal Production (Large Ruminants) (NC II)

Animal Production (Swine) (NC II)

Agricultural Crops Production (NC II)

Page 1 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

HOME ECONOMICS
Specialization
1.

Number of
Hours

2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

Attractions and Theme Parks Operations with Ecotourism (NC

II)
Barbering (NC II)
Bartending (NC II)
Beauty/Nail Care (NC II)
Bread and Pastry Production (NC II)
Caregiving (NC II)
Commercial Cooking (NC III)
Cookery (NC II)
Dressmaking (NC II)
Events Management Services (NC III)
Fashion Design (Apparel) (NC III)
Food and Beverage Services (NC II)

13.
14.
15.
16.
17.
18.
19.
20.

Front Office Services (NC II)

Hairdressing (NC II)
Hairdressing (NC III)
Handicraft (Basketry, Macrame) (Non-NC)
Handicraft (Fashion Accessories, Paper Craft) (Non-NC)
Handicraft (Needlecraft) (Non-NC)
Handicraft (Woodcraft, Leathercraft) (Non-NC)
Housekeeping (NC II)

160
320
640
160
160
160
160

21.
22.
23.
24.
25.

Local Guiding Services (NC II)

Tailoring (NC II)
Tourism Promotion Services (NC II)
Travel Services (NC II)
Wellness Massage (NC II)

160
320
160
160
160

updated based on TESDA Training Regulations published December 28, 2013

updated based on TESDA Training Regulations published December 28, 2013

K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

Pre-requisite

160 hours
320
320
160
160
640
320
320
320
320
640

hours
hours
hours
hours
hours
hours
hours
hours
hours
hours

Cookery (NC II)

Dressmaking (NC II) or Tailoring (NC II)

160 hours
hours
hours
hours
hours
hours
hours
hours

Hairdressing (NC II)

160 hours
hours
hours
hours
hours
hours

*LO-Learning Outcomes

Page 2 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

INDUSTRIAL ARTS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.

Specialization

Number of
Hours

Automotive Servicing (NC I)

640 hours

updated based on TESDA Training Regulations published December 28, 2013

Automotive Servicing (NC II)

Carpentry (NC II)
Carpentry (NC III)
Construction Painting (NC II)
Domestic Refrigeration and Air-conditioning (DOMRAC) Servicing (NC
II)
Driving (NC II)
Electrical Installation and Maintenance (NC II)
Electric Power Distribution Line Construction (NC II)
Electronic Products Assembly and Servicing (NC II)

640
640
320
160

Furniture Making (Finishing) (NC II)

Instrumentation and Control Servicing (NC II)
Gas Metal Arc Welding (GMAW) (NC II)
Gas Tungsten Arc Welding (GTAW) (NC II)
Machining (NC I)
Machining (NC II)
Masonry (NC II)
Mechatronics Servicing (NC II)
Motorcycle/Small Engine Servicing (NC II)
Plumbing (NC I)
Plumbing (NC II)
Refrigeration and Air-Conditioning (Packaged Air-Conditioning Unit
[PACU]/Commercial Refrigeration Equipment [CRE]) Servicing (NC III)
Shielded Metal Arc Welding (NC I)
Shielded Metal Arc Welding (NC II)
Tile Setting (NC II)
Transmission Line Installation and Maintenance (NC II)

640
320
320
320
640
640
320
320
320
320
320

updated based on TESDA Training Regulations published December 28, 2013

K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

Pre-requisite

hours
hours
hours
hours

Automotive Servicing (NC I)

Carpentry (NC II)

640 hours
160 hours
640 hours
320 hours

Electrical Installation and Maintenance (NC II)

640 hours
hours
hours
hours
hours
hours
hours
hours
hours
hours
hours
hours

640 hours
320
320
320
640

Electronic Products Assembly and Servicing (EPAS) (NC II)

Shielded Metal Arc Welding (SMAW) (NC II)
Shielded Metal Arc Welding (GMAW) (NC II)
Machining (NC I)
Electronic Products Assembly and Servicing (EPAS) (NC II)

Plumbing (NC I)
Domestic Refrigeration and Air-conditioning (DOMRAC)
Servicing (NC II)

hours
hours
hours
hours

*LO-Learning Outcomes

Shielded Metal Arc Welding (NC I)

Electrical Installation and Maintenance (NC II)

Page 3 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

INFORMATION, COMMUNICATIONS AND TECHNOLOGY (ICT)

Specialization
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

Animation (NC II)

Broadband Installation (Fixed Wireless Systems) (NC II)
Computer Programming (.Net Technology) (NC III)
updated based on TESDA Training Regulations published December 28, 2013

Number of
Hours
320 hours
160 hours
320 hours

Computer Programming (Oracle Database) (NC III)

320 hours

Computer Systems Servicing (NC II)

640 hours

updated based on TESDA Training Regulations published December 28, 2013

updated based on TESDA Training Regulations published December 28, 2007

Contact Center Services (NC II)

Illustration (NC II)
Medical Transcription (NC II)
Technical Drafting (NC II)
Telecom OSP and Subscriber Line Installation
(Copper Cable/POTS and DSL) (NC II)
Telecom OSP Installation (Fiber Optic Cable) (NC II)

K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

Computer Systems Servicing (NC II)

320 hours

Computer Programming (Java) (NC III)

updated based on TESDA Training Regulations published December 28, 2013

Pre-requisite

320
320
320
320

hours
hours
hours
hours

320 hours

Computer Systems Servicing (NC II)

160 hours

Computer Systems Servicing (NC II)

*LO-Learning Outcomes

Page 4 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

Course Description:
This is a specialization course that leads to a Programming (Oracle Database) National Certificate Level III (NCIII). It discusses three (3) core competencies that a SHS
Technical-Vocational Education (TVE) student ought to possess, namely, for them to: 1) write SQL Queries to access stored data in an oracle database and customize output,
set user-access level, and use scalar and correlated subqueries,2) use and apply PL/SQL Programming Language, and 3) design and tune PL/SQL Language.
CONTENT
Introduction
1. Relevance of the course
2. Concepts and core competencies
in Computer Programming

CONTENT STANDARD

PERFORMANCE STANDARD

The learners demonstrate

an understanding of key
concepts, underlying
principles, and core
competencies in Computer
Programming

The learners shall be able to

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

BASIC COMPETENCIES
LESSON 1: LEADING WORKPLACE COMMUNICATION (LWC)
Organization requirements for
The learners demonstrate
written and electronic
an understanding of the
principles and concepts in
communication methods
Effective verbal communication
leading in the dissemination
and discussion of ideas,
methods
information, and issues in
Organize information
the workplace
Understand and convey intended
meaning
Participate in various workplace
discussions
Comply with organization
requirements for the use of
written and electronic
communication methods
Effective verbal communication
methods in the workplace
Understanding and conveying
intended meaning
Participation in various workplace
discussions
Compliance with organization
requirements for the use of
written and electronic
communication methods

The learners independently

lead in the dissemination
and discussion of ideas,
information, and issues in
the workplace based on
TESDA Training Regulations

K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

LEARNING COMPETENCIES

CODE

The learners

1. Discuss the relevance of the course

2. Explain key concepts of common
competencies
3. Explain core competencies of Computer
Programming

LO 1. Communicate information about

workplace processes
1.1 Select appropriate communication method
1.2 Communicate multiple operations involving
several topics areas accordingly
1.3 Use questions to gain extra information
1.4 Identify correct sources of information
1.5 Select and organize information correctly
1.6 Undertake verbal and written reporting
when required
1.7 Maintain communication skills in all
situations

TVL_ICTORCL
11-12LWC-Ia1

LO 2. Lead workplace discussions

2.1 Seek responses to workplace issues
2.2 Respond immediately to workplace issues
2.3 Make constructive contributions to
workplace discussions on such issues as
production, quality, and safety
2.4 Communicate goals/objectives and action
plan undertaken in the workplace.

TVL_ICTORCL
11-12LWC-Ia2

*LO-Learning Outcomes

Page 5 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

CONTENT

CONTENT STANDARD

Effective verbal communication

methods
Organizing information
Understand and convey intended
meaning
Participate in variety of workplace
discussions
Comply with organization
requirements for the use of
written and electronic
communication methods
LESSON 2: LEADING SMALL TEAMS (LST)
Company policies and procedures
The learners demonstrate
Relevant legal requirements
an understanding of the
principles and concepts in
How performance expectations
leading small teams,
are set
including setting and
Methods of monitoring
maintaining team and
performance
individual performance
Client expectations
standards
Team members duties and
responsibilities
Communication skills required for
leading teams
Informal performance counseling
skills
Team-building skills
Negotiating skills

PERFORMANCE STANDARD

The learners independently

lead small teams, including
setting and maintaining
team and individual
performance standards
based on TESDA Training
Regulations

How performance expectations

are set
Methods of monitoring
performance
Client expectations
Team members duties and
responsibilities
Communication skills required for
leading teams
Informal performance counseling
skills
K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

LEARNING COMPETENCIES

CODE

LO 3. Identify and communicate

workplace issues
3.1 Identify issues and problems as they arise.
3.2 Organize information regarding problems
and issues coherently to ensure clear and
effective communication
3.3 Initiate dialogue with appropriate personnel
3.4 Deal with communication problems and
issues as they arise

TVL_ICTORCL
11-12LWC-Ia3

LO 1. Provide team leadership

1.1 Identify and present work requirements to
team members
1.2 Communicate reasons for instructions and
requirements to team members
1.3 Recognize, discuss, and deal with team
members queries and concerns

TVL_ICTORCL
11-12LST-Ia-4

LO 2. Assign responsibilities among

members
2.1 Allocate duties and responsibilities with
regard to skills, knowledge, and aptitude
required to properly undertake the
assigned task and according to company
policy
2.2 Allocate duties with regard to individual
preference, and domestic and personal
considerations, whenever possible.

TVL_ICTORCL
11-12LST-Ib-5

*LO-Learning Outcomes

Page 6 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

CONTENT

CONTENT STANDARD

PERFORMANCE STANDARD

LEARNING COMPETENCIES

CODE

How performance expectations

are set
Methods of monitoring
performance
Client expectations
Team members duties and
responsibilities
Informal performance counseling
skills

LO 3. Set performance expectation for

team members
3.1 Establish performance expectations based
on client needs and according to
assignment requirements
3.2 Base performance expectations on
individual team members duties and area
of responsibility
3.3 Discuss performance expectations and
disseminate to individual team members

TVL_ICTORCL
11-12LST-Ib-6

How performance expectations

are set
Methods of monitoring
performance
Team members duties and
responsibilities
Communication skills required for
leading teams
Informal performance counseling
skills
Team-building skills
Negotiating skills

LO 4. Supervise team performance.

4.1 Monitor performance against defined
performance criteria and/or assignment
instructions and corrective action taken if
required
4.2 Provide team members with feedback,
positive support, and advice on strategies
to overcome any deficiencies
4.3 Refer to appropriate personnel according to
employer policy when performance issues
cannot be rectified or addressed within the
team
4.4 Keep team members informed of any
changes in the priority allocated to
assignments or tasks, which might impact
on client/customer needs and satisfaction
4.5 Monitor operations to ensure that
employer/client needs and requirements
are met
4.6 Provide follow-up communication on all
issues affecting the team
4.7 Complete all relevant documentation in
accordance with company procedures

TVL_ICTORCL
11-12LST-Ib-7

K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

*LO-Learning Outcomes

Page 7 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

CONTENT

CONTENT STANDARD

PERFORMANCE STANDARD

LEARNING COMPETENCIES

CODE

LO 1. Plan negotiations
1.1 Identify and include information on
preparing for negotiation in the plan
1.2 Identify and include information on
creating nonverbal environments for
positive negotiating in the plan
1.3 Identify and include information on active
listening in the plan
1.4 Identify and include information on
different questioning techniques in the plan
1.5 Check information to ensure it is correct
and up-to-date

TVL_ICTORCL
11-12DPN-Ibc-8

LO 2. Participate in negotiations
2.1 Agree on criteria for successful outcome by
all parties.
2.2 Consider desired outcome of all parties
2.3 Use appropriate language throughout the
negotiation
2.4 Use a variety of questioning techniques
2.5 Document and agree on the issues and
processes upon by all parties
2.6 Discuss possible solutions and their viability
assessed
2.7 Confirm and record areas for agreement
2.8 Agree on follow-up action by all parties

TVL_ICTORCL
11-12DPN-Ic9

LO 1. Identify the problem

1.1 Identify variances from normal operating
parameters and product quality
1.2 Define extent, cause, and nature are of the
problem through observation, investigation,
and analytical techniques
1.3 State and specify problems clearly

TVL_ICTORCL
11-12PRW-Ic10

LESSON 3: DEVELOPING AND PRACTICING NEGOTIATION SKILLS (DPN)

Codes of practice and guidelines

for the organization

Organizations policy and
procedures for negotiations
Decision making and conflictresolution strategies/ procedures
Problem-solving strategies to deal
with unexpected questions and
attitudes during negotiation
Interpersonal skills to develop
rapport with other parties
Communication skills (verbal and
listening)

The learners demonstrate

an understanding of the
principles and concepts in
planning and participating in
negotiations

The learners independently

plan and participate in
negotiations based on TESDA
Training Regulations

Codes of practice and guidelines

for the organization

Organizations policy and

procedures for negotiations

Decision making and conflictresolution strategies/procedures
Problem-solving strategies to deal
with unexpected questions and
attitudes during negotiation
Interpersonal skills to develop
rapport with other parties

LESSON 4: SOLVING PROBLEMS RELATED TO WORK ACTIVITIES (PRW)

Competence includes a thorough
knowledge and understanding of
the process, normal operating
parameters, and product quality
to recognize nonstandard
situations
Competence to include the ability

The learners demonstrate

an understanding of the
principles and concepts in
solving problems in the
workplace, including the
application of problemsolving techniques, and in

The learners independently

solve problems in the
workplace by deploying
problem-solving techniques
and determining and
resolving the root cause of
problems based on TESDA

K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

*LO-Learning Outcomes

Page 8 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

CONTENT

LEARNING COMPETENCIES

CODE

Using a range of formal problemsolving techniques

Identifying and clarifying the
nature of the problem
Devising the best solution
Evaluating the solution
- Implementation of a developed
plan to rectify the problem

LO 2. Determine fundamental causes of

the problem
2.1 Identify possible causes based on
experience and the use of problem-solving
tools/ analytical techniques
2.2 Develop possible cause statements based
on findings
2.3 Identify fundamental causes per results of
investigation conducted

TVL_ICTORCL
11-12PRW-Ic11

Using range of formal problem

solving techniques
Identifying and clarifying the
nature of the problem
Devising the best solution
Evaluating the solution
Implementation of a developed
plan to rectify the problem

LO 3. Determine corrective action

3.1 Consider all possible options for resolution
of the problem
3.2 Consider strengths and weaknesses of
possible options
3.3 Determine corrective actions to resolve the
problem and possible future causes
3.4 Develop action plans identifying
measurable objectives, resource needs, and
timelines in accordance with safety and
operating procedures

TVL_ICTORCL
11-12PRW-Id12

to apply and explain, sufficient for

the identification of fundamental
cause, determining the corrective
action and provision of
recommendations
- Relevant equipment and
operational processes
- Enterprise goals, targets, and
measures
- Enterprise quality, OHS, and
environmental requirement
- Principles of decision- making
strategies and techniques
- Enterprise information systems
and data collation
- Industry codes and standards

CONTENT STANDARD
determining and resolving
the root cause of problems

PERFORMANCE STANDARD
Training Regulations

K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

*LO-Learning Outcomes

Page 9 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

CONTENT

CONTENT STANDARD

PERFORMANCE STANDARD

LEARNING COMPETENCIES

CODE

Identifying and clarifying the

nature of the problem
Devising the best solution
Evaluating the solution
- Implementation of a developed
plan to rectify the problem
LESSON 5: USING MATHEMATICAL CONCEPTS AND TECHNIQUES (MCT)

LO 4. Provide recommendations to
manager
4.1 Prepare reports on recommendations
4.2 Present recommendations to appropriate
personnel
4.3 Follow up recommendations, if required

TVL_ICTORCL
11-12PRW-Id13

Fundamental operation (addition,

subtraction, division,
multiplication)
Measurement system
Precision and accuracy
Basic measuring tools/devices

LO 1. Identify mathematical tools and

techniques to solve problems
1.1 Identify problem areas based on the given
condition
1.2 Select mathematical techniques based on
the given problem

TVL_ICTORCL
11-12MCT-Id14

Measurement system
Precision and accuracy
Basic measuring tools/devices
Applying mathematical
computations
Using calculator
Using different measuring tools

LO 2. Apply mathematical procedure/

solution
2.1 Apply mathematical techniques based on
the problem identified
2.2 Perform mathematical computations to the
level of accuracy required for the problem
2.3 Determine results of mathematical
computation and verify based on job
requirements

TVL_ICTORCL
11-12MCT-Id15

Precision and accuracy

Applying mathematical
computations
Using calculator
Using different measuring tools

LO 3. Analyze results
3.1 Identify problem areas based on given
condition
3.2 Apply appropriate action in case of error

TVL_ICTORCL
11-12MCT-Ie16

LO 1. Study/Select appropriate
technologies
1.1 Determine usage of different technologies
based on job requirements

TVL_ICTORCL
11-12URT-Ie17

The learners demonstrate

an understanding of the
principles and concepts in
selecting, sourcing , nd
applying appropriate and
affordable technologies in
the workplace

The learners independently

select, source, and apply
appropriate and affordable
technologies in the
workplace based on TESDA
Training Regulations

LESSON 6: USING RELEVANT TECHNOLOGIES (URT)

Awareness of technology and its
functions
Repair and maintenance
procedure

The learners demonstrate

an understanding of the
principles and concepts in
applying mathematical

The learners independently

apply mathematical concepts
and techniques based on
TESDA Training Regulations

K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

*LO-Learning Outcomes

Page 10 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

CONTENT

Operating instructions
Applicable software
Communication techniques
Health and safety procedure
Company policy in relation to
relevant technology
Different management concepts
Technology adaptability

CONTENT STANDARD

PERFORMANCE STANDARD

concepts and techniques

LEARNING COMPETENCIES

CODE

1.2 Select appropriate technology as per work

specification

Repair and maintenance

procedure
Operating instructions
Applicable software
Communication techniques
Health and safety procedures
Company policy in relation to
relevant technology
Different management concepts
Technology adaptability

Relevant technology application/

implementation
Basic communication skills
Software applications skills

LO 2. Apply relevant technologies

2.1 Use relevant technology effectively in
carrying out function
2.2 Use applicable software and hardware as
per task requirement
2.3 Observe and practice management

TVL_ICTORCL
11-12URT-Ie18

Relevant technology application/

implementation
Basic communication skills
Software applications skills
Basic troubleshooting skills

LO 3. Maintain/enhance relevant
technology
3.1 Perform maintenance of technology in
accordance with the industry standard
operating procedures, manufacturers
operating guidelines, and occupational
health and safety procedures to ensure its
operative ability.
3.2 Update technology through continuing
education or training in accordance with
job requirement
3.3 Report immediately the technology failure/
defect reported to the concern/responsible
person or section for appropriate action

TVL_ICTORCL
11-12URT-Ie19

K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

*LO-Learning Outcomes

Page 11 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

CONTENT

CONTENT STANDARD

PERFORMANCE STANDARD

LEARNING COMPETENCIES

CODE

LO 1. Assess quality of received materials

1.1 Obtain work instruction and carry out work
in accordance with standard operating
procedures
1.2 Check and receive materials against
workplace standards and specifications
1.3 Identify and isolate faulty materials related
to work
1.4 Record and/or report faults and any
identified causes to the supervisor
concerned in accordance with workplace
procedures
1.5 Replace faulty materials in accordance with
workplace procedures

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LO 2. Assess own work

2.1 Identify and use documentation relative to
quality within the company
2.2 Check completed work against workplace
standards relevant to the task undertaken
2.3 Identify and isolate errors
2.4 Record information on the quality and
other indicators of production performance
in accordance with workplace procedures
2.5 Document and report causes in cases of
deviations from specific quality standards in
accordance with the workplaces standard
operating procedures

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COMMON COMPETENCIES
LESSON 7: APPLYING QUALITY STANDARDS (AQS)
Relevant production processes,
materials and products
Characteristics of materials,
software, and hardware used in
production processes
Quality-checking procedures
Workplace procedures
Safety and environmental aspects
of production processes
Fault identification and reporting
Quality improvement processes
Reading skills required to interpret
work instruction
Communication skills needed to
interpret and apply defined work
procedures
Carry out work in accordance with
OHS policies and procedures
Critical thinking

The learners demonstrate

an understanding of the
principles and concepts in
applying quality standards

The learners independently

apply quality standards
based on TESDA Training
Regulations

Relevant production processes,

materials, and products
Characteristics of materials,
software, and hardware used in
production processes
Quality-checking procedures
Workplace procedures
Safety and environmental aspects
of production processes
Fault identification and reporting
Quality improvement processes
Reading skills required to interpret
work instruction
Communication skills needed to
interpret and apply defined work
K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

*LO-Learning Outcomes

Page 12 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

CONTENT

CONTENT STANDARD

PERFORMANCE STANDARD

LEARNING COMPETENCIES

CODE

LO 3. Engage in quality improvement.

3.1 Participate in process improvement
procedures relative to workplace
assignment
3.2 Carry out work in accordance with process
improvement procedures
3.3 Monitor performance of operation or quality
of product or service to ensure customer
satisfaction

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LO 1. Plan and prepare for tasks at hand

1.1 Determine the requirements of tasks in
accordance with the required output
1.2 Select appropriate hardware and software
according to task assigned and required
outcome
1.3 Plan task to ensure that OHS guidelines
and procedures are followed
1.4 Follow client-specific guidelines and

TVL_ICTORCL
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procedures
Carry out work in accordance with
OHS policies and procedures
Critical thinking
Solution providing and decision
making
Relevant production processes,
materials, and products
Characteristics of materials,
software, and hardware used in
production processes
Quality-checking procedures
Workplace procedures
Safety and environmental aspects
of production processes
Fault identification and reporting
Quality improvement processes
Reading skills required to interpret
work instruction
Communication skills needed to
interpret and apply defined work
procedures
Carry out work in accordance with
OHS policies and procedures
Critical thinking
Solution providing and decision
making
LESSON 8: PERFORMING COMPUTER OPERATIONS (PCO)
Reading and comprehension skills
required to interpret work
instructions and to interpret basic
user manuals
OH and S principles and
responsibilities
Main types of computers and
basic features of different
operating systems

The learners demonstrate

an understanding of the
principles and concepts in
performing computer
operations

The learners independently

perform computer
operations based on TESDA
Training Regulations

K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

*LO-Learning Outcomes

Page 13 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

CONTENT

CONTENT STANDARD

PERFORMANCE STANDARD

Main parts of a computer

Storage devices and basic
categories of memory
Relevant types of software
General security, privacy
legislation, and copyright
Relevant types of software
Communication skills to identify
lines of communication, request
advice, follow instructions and
receive feedback
Storage devices and basic
categories of memory
Basic ergonomics of keyboard and
computer user

Relevant types of software

Business application
System software
Basic ergonomics of keyboard and
computer user

Relevant types of software

Computer peripherals
Storage devices and basic
categories of memory

K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

LEARNING COMPETENCIES

CODE

procedures
1.5 Apply required data security guidelines in
accordance with existing procedures

LO 2. Input data into computer

2.1 Enter data into the computer using
appropriate program/application in
accordance with company procedure
2.2 Check accuracy of information and
information saved in accordance with
standard operating procedures
2.3 Store inputted data in storage media
according to requirements
2.4 Perform work within ergonomic guidelines
LO 3. Access information using computer
3.1 Select correct program/application based
on job requirements
3.2 Access program/application containing the
information required according to company
procedures
3.3 Select, open, and close desktop icons
correctly for navigation purposes
3.4 Carry out keyboard techniques in line with
OHS requirements for safe use of
keyboards
LO 4. Produce output/data using
computer system
4.1 Process entered data using appropriate
software commands
4.2 Print data as required using computer
hardware/peripheral devices in accordance
with standard operating procedures
4.3 Transfer files and data between compatible
systems using computer software,
hardware/peripheral devices in accordance
with standard operating procedures
*LO-Learning Outcomes

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Page 14 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

CONTENT

Web surfing
Web browsers
Search engines
URLS and keywords
Links
Bookmarking

CONTENT STANDARD
The learners demonstrate
an understanding of the
principles and concepts in
performing computer
operations

PERFORMANCE STANDARD
The learners independently
perform computer
operations based on TESDA
Training Regulations

Security measures
Anti-virus software/programs
File management

LEARNING COMPETENCIES

CODE

LO 5. Use basic functions of a Web

browser to locate information
5.1 Establish information requirements for
Internet search.
5.2 Launch browser
5.3 Load search engine
5.4 Enter appropriate search criteria and/or
URL of site
5.5 Follow relevant links to locate required
information
5.6 Bookmark and print useful pages as
required.

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LO 6. Maintain computer equipment

6.1 Implement procedures for ensuring security
of data, including regular back-ups and
virus checks in accordance with standard
operating procedures
6.2 Implement basic file maintenance
procedures in line with standard operating
procedures

TVL_ICTORCL
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CORE COMPETENCIES
LESSON 9: WRITING SQL QUERIES TO ACCESS STORED DATA IN AN ORACLE DATABASE AND CUSTOMIZE OUTPUT, AND SETTING USER ACCESS LEVEL
AND USING SCALAR AND CORRELATED SUBQUERIES (WSQL)
Familiarity with data processing
concepts and techniques
SQL concepts, syntax, and flavors
Control database access to
specific objects
Restrictions of sorted data
Capabilities of SQL SELECT
statements
PL/SQL framework
Use and application of SELECT
statement
Arithmetic expressions and NULL
values

The learners demonstrate

an understanding of the
principles and concepts in
demonstrating knowledge
of fundamentals of SQL
using Oracle Database
technology. Specifically, it
teaches the concepts of
relational databases and the
SQL programming
language. It teaches how to
write queries against single
and multiple tables,

The learners independently

apply the fundamentals of
SQL using Oracle Database
technology. Specifically, it
teaches the concepts of
relational databases and the
SQL programming language.
It teaches how to write
queries against single and
multiple tables, manipulate
data in tables, and create
database objects. It also
teaches how to use single

K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

LO 1. Retrieve data using the SQL Select

Statement
1.1 List capabilities of SQL SELECT statements
in accordance with PL/SQL framework
1.2 Generate report of data from the output of
a basic SELECT statement in accordance
with PL/SQL framework
1.3 Use arithmetic expressions and NULL
values in accordance with PL/SQL
framework
1.4 Implement column aliases are in
accordance with PL/SQL framework
1.5 Describe concatenation operator, literal

*LO-Learning Outcomes

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Page 15 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

CONTENT

CONTENT STANDARD

Implementation of column aliases

Use and application of
concatenation operator, literal
character strings, alternative
quote operator, and the
DISTINCT keyword

manipulate data in tables,

and create database
objects. It also teaches how
to use single row functions
to customize output, use
conversion function, and
conditional expressions.

PERFORMANCE STANDARD
row functions to customize
output, use conversion
functions and conditional
expressions based on TESDA
Training Regulations.

LEARNING COMPETENCIES

CODE

character strings, alternative quote

operator, and the DISTINCT keyword in
accordance with PL/SQL framework
1.6 Sort and restrict data in accordance with
PL/SQL framework

Usage and application of single

and multiple row
Use and application of strings
Use and application of Numbers
with the ROUND, TRUNC, and
MOD
Use and application of date
Use and application of Conditional
Expressions
Use single row functions to
customize output, use conversion
functions and conditional
expressions
RDBMS concepts
Control database access to
specific objects

LO 2. Use single-row functions to

customize output
2.1 Differentiate single row and multiple row
functions in accordance with PL/SQL
framework
2.2 Manipulate strings using character
functions in accordance with PL/SQL
framework
2.3 Manipulate numbers with the ROUND,
TRUNC, and MOD functions in accordance
with PL/SQL framework
2.4 Perform arithmetic with date data in
accordance with PL/SQL framework
2.5 Manipulate dates with the DATE functions
in accordance with PL/SQL framework
2.6 Convert Functions and Conditional
Expressions in accordance with PL/SQL
framework

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Using SELECT statements to

access data from more than one
table
Using SQL:1999 Syntax
Using outer joins
Creating cross joins

LO 3. Display data from multiple table

using joins
3.1 Write SELECT statements to access data
from more than one table in accordance
with PL/SQL framework
3.2 Join tables Using SQL:1999 Syntax in
accordance with PL/SQL framework
3.3 View data that does not meet a join
condition by using outer joins in
accordance with PL/SQL framework
3.4 Create Cross Joins in accordance with
PL/SQL framework

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K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

*LO-Learning Outcomes

Page 16 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

CONTENT

CONTENT STANDARD

PERFORMANCE STANDARD

LEARNING COMPETENCIES

CODE

Adding new rows to a table ad

changing data in a Table
Using DELETE and TRUNCATE
Statements
Using and saving COMMIT and
ROLLBACK statements
Implementation of Read
Consistency
Describing and demonstrating the
application of FOR UPDATE Clause
Using DDL Statements to Create
and manage Tables
Manipulate large data sets in the
Oracle database by using
subqueries

LO 4. Manipulate Data
4.1 Add new Rows to a Table in accordance
with PL/SQL framework
4.2 Change data in a Table in accordance with
PL/SQL framework.
4.3 Use DELETE and TRUNCATE Statements in
accordance with PL/SQL framework
4.4 Save COMMIT and ROLLBACK statements
in accordance with PL/SQL framework
4.5 Implement Read Consistency in accordance
with PL/SQL framework
4.6 Describe FOR UPDATE Clause in
accordance with PL/SQL framework
4.7 Use DDL Statements to Create and Manage
Tables in accordance with PL/SQL
framework

TVL_ICTORCL
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System and Object Privileges

Creating users
Creation and granting System

LO 5. Control User Access

5.1 Identify System and Object Privileges in
accordance with PL/SQL framework
5.2 Create Users in accordance with PL/SQL
framework
5.3 Grant System Privileges in accordance with
PL/SQL framework
5.4 Create and grant Privileges to a Role in
accordance with PL/SQL framework.
5.5 Grant Object Privileges in accordance with
PL/SQL framework
5.6 Pass Privileges in accordance with PL/SQL
framework
5.7 Revoke Object Privileges in accordance
with PL/SQL framework
5.8 Manage Schema Objects in accordance
with PL/SQL framework
5.9 Manage Objects with Data Dictionary in
accordance with PL/SQL framework

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Privileges and Privileges to a Role

Granting and passing of Object

Privileges
Revoking Object Privileges
Managing Schema Objects
Managing Objects with Data
Dictionary Views

K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

*LO-Learning Outcomes

Page 17 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

CONTENT

CONTENT STANDARD

PERFORMANCE STANDARD

LEARNING COMPETENCIES

CODE

Using subqueries to manipulate

Data
Retrieving Data Using a subquery
as Source
Inserting Data Using a subquery
as a Target
Using the WITH CHECK OPTION
Keyword on DML Statements
Types of Multi-table INSERT
Statements
Using Multi-table INSERT
Statements
Data processing
.

LO 6.Manipulate Large Data Sets.

6.1 Use subqueries to Manipulate Data in
accordance with PL/SQL framework
6.2 Retrieve Data Using a subquery as Source
in accordance with PL/SQL framework
6.3 Insert Data Using a subquery as a Target
in accordance with PL/SQL framework
6.4 Use the WITH CHECK OPTION Keyword on
DML Statements in accordance with
PL/SQL framework
6.5 List the types of Multi-table INSERT
Statements in accordance with PL/SQL
framework
6.6 Identify Multi-table INSERT Statements in
accordance with PL/SQL framework

TVL_ICTORCL
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Comparing and using Date and

Time in a Sessions Time Zone
Describing and demonstrating the
use of DBTIMEZONE and
SESSIONTIMEZONE
Differences between DATE and
TIMESTAMP
Identifying and using the
INTERVAL Data Types
Using EXTRACT, TZ_OFFSET and
FROM_TZ functions
Using TO_TIMESTAMP,
TO_YMINTERVAL, and
TO_DSINTERVAL
Manage data in different time
zones

LO 7. Manage Data in Different Time

Zones.
7.1 Compare Date and Time in a Sessions
Time Zone in accordance with PL/SQL
framework
7.2 Describe DBTIMEZONE and
SESSIONTIMEZONE in accordance with
PL/SQL framework
7.3 List the differences between DATE and
TIMESTAMP in accordance with PL/SQL
framework
7.4 Identify the INTERVAL Data Types in
accordance with PL/SQL framework
7.5 Use EXTRACT, TZ_OFFSET and FROM_TZ
functions in accordance with PL/SQL
framework
7.6 Use TO_TIMESTAMP, TO_YMINTERVAL,
and TO_DSINTERVAL in accordance with
PL/SQL framework

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K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

*LO-Learning Outcomes

Page 18 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

CONTENT

CONTENT STANDARD

PERFORMANCE STANDARD

Comparing and using Pairwise

and Non-pairwise
Using Scalar subquery
Expressions
Solving problems on Correlated
subqueries
Updating and deleting Correlated
subqueries
Using EXISTS and NOT EXISTS
operators
Using the WITH clause and the
Recursive WITH clause
Retrieve data by using advanced
subqueries
Use the regular expression
support in SQL to search, match,
and replace strings in terms of
regular expressions

LEARNING COMPETENCIES

CODE

LO 8. Retrieve Data Using subqueries

8.1 Compare Pairwise and Non-pairwise in
accordance with PL/SQL framework
8.2 Use Scalar subquery Expressions in
accordance with PL/SQL framework
8.3 Solve Problems with Correlated subqueries
in accordance with PL/SQL framework
8.4 Update and delete Correlated subqueries in
accordance with PL/SQL framework
8.5 Use The EXISTS and NOT EXISTS
operators in accordance with PL/SQL
framework
8.6 Use the WITH clause in accordance with
PL/SQL framework
8.7 Use the Recursive WITH clause in
accordance with PL/SQL framework

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LO 1. Declare PL/SQL Identifiers

1.1 Introduce PL/SQL language in accordance
with PL/SQL framework
1.2 List the different Types of Identifiers in a
PL/SQL subprogram in accordance with
PL/SQL framework
1.3 Use Declarative Section to Define
Identifiers in accordance with PL/SQL
framework
1.4 Use Variables to store data in accordance
with PL/SQL framework
1.5 Identify Scalar Data Types in accordance
with PL/SQL framework
1.6 Use Sequences in PL/SQL Expressions in
accordance with PL/SQL framework
1.7 Write Executable Statements in accordance
with PL/SQL framework

TVL_ICTORCL
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LESSON 10: USING AND APPLYING PL/SQL PROGRAMMING LANGUAGE (UASQL)

Introducing PL/SQL language
Different Types of Identifiers in a
PL/SQL subprogram
Using Declarative Section to
Define Identifiers
Using Variables to store data
Identifying and using Scalar Data
Types
Using Sequences in PL/SQL
Expressions
Writing Executable Statements
Logic analysis

The learners demonstrate

an understanding of
PL/SQL language and
explain the benefits of this
programming language.
The learners will learn to
develop stored procedures,
functions, packages, and
other basic functions.

The learners independently

apply the concept of PL/SQL
language and explain the
benefits of this programming
language. The learners will
also learn to develop stored
procedures, functions,
packages and other basic
functions based on TESDA
Training Regulations

K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

*LO-Learning Outcomes

Page 19 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

CONTENT

CONTENT STANDARD

PERFORMANCE STANDARD

Invoking SELECT Statements in

PL/SQL
Retrieving Data in PL/SQL
Errors using Naming Conventions
Avoiding errors when using
Retrieval and DML Statements
Manipulation of Data in the Server
using PL/SQL
Using SQL Cursor Attributes to
Obtain Feedback on DML

Describing and demonstrating the

application of Exception
Handling Exceptions with PL/SQL
Trapping Non-Predefined Oracle
Server Errors
Trapping User-Defined Exceptions
Propagation of Exception
Conditionally control code flow
(loops, control structures).
Use PL/SQL packages to group
and contain related constructs.
Generate triggers to solve
business challenges.
Create anonymous PL/SQL blocks,
as well as stored procedures and
functions
Use some of the Oracle supplied
PL/SQL packages to generate
screen output and file output
Code writing and debugging skills

K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

LEARNING COMPETENCIES

CODE

LO 2. Interaction with the Oracle

Server
2.1 Invoke SELECT Statements in PL/SQL in
accordance with PL/SQL framework
2.2 Retrieve Data in PL/SQL in accordance with
PL/SQL framework
2.3 Avoid Errors by using Naming Conventions
when using Retrieval and DML Statements
in accordance with PL/SQL framework
2.4 Manipulate Data in the Server using PL/SQL
in accordance with PL/SQL framework
2.5 Use SQL Cursor Attributes to Obtain
Feedback on DML in accordance with
PL/SQL framework

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LO 3. Handle Exception
3.1 Understand Exceptions in accordance with
PL/SQL framework
3.2 Handle Exceptions with PL/SQL in
accordance with PL/SQL framework
3.3 Trap Predefined Oracle Server Errors in
accordance with PL/SQL framework
3.4 Trap Non-Predefined Oracle Server Errors
in accordance with PL/SQL framework
3.5 Trap User-Defined Exceptions in
accordance with PL/SQL framework
3.6 Propagate Exceptions in accordance with
PL/SQL framework

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*LO-Learning Outcomes

Page 20 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

CONTENT

CONTENT STANDARD

PERFORMANCE STANDARD

Creating Modularized and Layered

Subprogram Design
Modularizing the Development
With PL/SQL Blocks
Describing and demonstrating the
application of PL/SQL Execution
Environment
Enumeration of the Benefits of
using PL/SQL Subprograms
Differences between Anonymous
Blocks and Subprograms
Implementation of Procedures
Parameters and Parameters
Modes
Create anonymous PL/SQL blocks,
functions, and procedures

LEARNING COMPETENCIES

CODE

LO 4. Stored Procedures
4.1 Crate Modularized and Layered
Subprogram Design in accordance with
PL/SQL framework
4.2 Modularized Development With PL/SQL
Blocks in accordance with PL/SQL
framework
4.3 Understand PL/SQL Execution Environment
in accordance with PL/SQL framework
4.4 List benefits of using PL/SQL Subprograms
in accordance with PL/SQL framework
4.5 List Differences between Anonymous
Blocks and Subprograms in accordance
with PL/SQL framework
4.6 Implement Procedures Parameters and
Parameters Modes in accordance with
PL/SQL framework
4.7 View Procedure Information in accordance
with PL/SQL framework

TVL_ICTORCL
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LO 1.Designing PL/SQL Code

1.1 Describe Predefined data types in
accordance with PL/SQL framework.
1.2 Create Subtypes based on existing types
for an application in accordance with
PL/SQL framework
1.3 List different guidelines for cursor design in
accordance with PL/SQL framework
1.4 Use collections in accordance with PL/SQL
framework
1.5 Manipulate Manipulating Large Objects in
accordance with PL/SQL framework

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LO2. Using Advanced Interface Methods

2.1 Call External Procedures from PL/SQL in
accordance with PL/SQL framework
2.2 List benefits of External Procedures in

TVL_ICTORCL
11-12DTSQLIIj-IIIa-d-42

LESSON 11: DESIGNING AND TUNING PL/SQL LANGUAGE (DTSQL)

Describing and demonstrating the
use of Predefined data types
Creating Subtypes based on
existing types for an application
Guidelines for cursor design
Using Collections
Manipulation of Large Objects
PL/SQL designing best practices

The learners demonstrate

an understanding of
advanced features of
PL/SQL to design and tune
PL/SQL. It also covers how
to manage PL/SQL to
interface with the database
and other applications in
the most efficient manner.

The learners independently

apply the concept of
advanced features of PL/SQL
to design and tune PL/SQL.
It also covers how to
manage PL/SQL to interface
with the database and other
applications in the most
efficient manner based on
TESDA Training Regulations.

Calling External Procedures from

PL/SQL
Enumerating the benefits of
External Procedures
K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

*LO-Learning Outcomes

Page 21 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

CONTENT

CONTENT STANDARD

PERFORMANCE STANDARD

LEARNING COMPETENCIES

CODE

Demonstrating the use of C

advanced interface methods
Demonstrating the use of Java
advanced interface methods
Create PL/SQL applications that
use collections
Implement a virtual private
database with fine-grained access
control
Write code to interface with
external C and Java applications
Write code to interface with large
objects and use SecureFile LOBs

accordance with PL/SQL framework

2.3 Show C advanced interface methods in
accordance with PL/SQL framework
2.4 Show Java advanced interface methods in
accordance with PL/SQL framework

Describing and demonstrating the

application of Compiler
Tuning the PL/SQL code
Enabling the Intra unit in-lining
Identifying and tuning in the
memory problems
Improving Performance with
Caching
Write code to interface with
external C and Java applications.
Write code to interface with large
objects and use SecureFile LOBs
Write and tune PL/SQL code
effectively to maximize
performance

LO 3. Apply Tuning and Improve

Performance with Caching
3.1 Understand and influence the compiler in
accordance with PL/SQL framework
3.2 Tune PL/SQL code in accordance with
PL/SQL framework
3.3 Enable Intra unit in-lining in accordance
with PL/SQL framework
3.4 Identify and tune Memory issues in
accordance with PL/SQL framework
3.5 Recognize Network issues in accordance
with PL/SQL framework
3.6 Improve Performance with Caching in
accordance with PL/SQL framework

TVL_ICTORCL
11-12DTSQLIIIe-i-43

Features of fine-grained access

control
How fine-grained access control
works
Describing and creating an
application context
Setting the application context
The DBMS_RLS procedures
Implementation of the DBMS_RLS

LO 4. Implementing VPD with Finegrained Access Control

4.1 Understand how fine-grained access
control works overall in accordance with
PL/SQL framework
4.2 Describe features of fine-grained access
control in accordance with PL/SQL
framework
4.3 Describe an application context in

TVL_ICTORCL
11-12DTSQLIIIj-IVa-d-44

K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

*LO-Learning Outcomes

Page 22 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

CONTENT

CONTENT STANDARD

PERFORMANCE STANDARD

policies
Creating queries on fine-grained
access
Implement a virtual private
database with fine-grained access
control

K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

LEARNING COMPETENCIES

CODE

accordance with PL/SQL framework

4.4 Create an application context in accordance
with PL/SQL framework
4.5 Set an application context in accordance
with PL/SQL framework
4.6 List the DBMS_RLS procedures in
accordance with PL/SQL framework
4.7 Implement a policy in accordance with
PL/SQL framework
4.8 Query dictionary views holding information
on fine-grained access in accordance with
PL/SQL framework

*LO-Learning Outcomes

Page 23 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

RESOURCES
TOOLS

Computer hardware with

peripherals
Appropriate software
Access to internet
Conducive testing
environment

METHODOLOGY

EQUIPMENT

Network computer with

peripherals
Server
Printer whiteboard
LCD projector and screen
Ergonomic computer tables
and chairs

ASSESSMENT METHOD

MATERIALS

K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

Learning materials/ guide

Practice materials
Handouts
Reference books

School-based
Online
Dual Training System
Apprenticeship
Industry Immersion

*LO-Learning Outcomes

Observation in workplace
Demonstration
Oral questioning

Page 24 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)
GLOSSARY

GENERAL
1. Certification
2. Certificate of
Competency (COC)
3. Common Competencies
4. Competency
5. Competency Assessment

the process of verifying and validating the competencies of a person through assessment.
a certification issued to individuals who pass the assessment for a single unit or cluster of units of competency.

Competency Standard
(CS)
7. Context of Assessment
8. Core Competencies
9. Critical aspects of
competency
10. Elective Competencies

the skills and knowledge needed by all people working in a particular industry.
the possession and application of knowledge, skills, and attitudes to perform work activities to the standard expected in the workplace.
the process of collecting evidence and making judgments on whether competency has been achieved Competency Standard (CS)the
industry-determined specification of competencies required for effective work performance.
the industry-determined specification of competencies required for effective work performance.

refers to the place where assessment is to be conducted or carried out.

the specific skills and knowledge needed in a particular area of work, i.e., industry sector/occupation/job role.
refers to the evidence that is essential for successful performance of the unit of competency.

11. Elements

12. Evidence Guide

13. Level
14. Method of Assessment
15. National Certificate (NC)

16. Performance Criteria

17. Qualification

18. Basic Competencies

19. Range of Variables
20. Underpinning Knowledge

21. Recognition of Prior

Learning (RPL)
22. Resource Implications

23. Basic Competencies

the additional skills and knowledge required by the individual or enterprise for work level; refers to the category of skills and
knowledge required to do a job.
the building blocks of a unit of competency; they describe in outcome terms the functions that a person must perform in the
workplace.
a component of the unit of competency that defines or identifies the evidences required to determine the competence of the
individual. It provides information on critical aspects of competency, underpinning knowledge, underpinning skills, resource
implications, assessment method, and context of assessment.
refers to the category of skills and knowledge required to do a job.
refers to the ways of collecting evidence and when evidence should be collected.
a certification issued to individuals who achieve all the required units of competency for a national qualification defined under the
Training Regulations. NCs are aligned to specific levels within the PTQF.
evaluative statements that specify what is to be assessed and the required level of performance.
a cluster of units of competencies that meets job roles and is significant in the workplace. It is also a certification awarded to a person
on successful completion of a course in recognition of having demonstrated competencies in an industry sector.
the skills and knowledge that everyone needs for work.
describes the circumstances or context in which the work is to be performed.
refers to the competency that involves in applying knowledge to perform work activities. It includes specific knowledge that is
essential to the performance of the competency.
the acknowledgment of an individuals skills, knowledge, and attitudes gained from life and work experiences outside registered
training programs.
refers to the resources needed for the successful performance of the work activity described in the unit of competency. It includes
work environment and conditions, materials, tools, and equipment.
the skills and knowledge that everyone needs for work.

6.

K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

*LO-Learning Outcomes

Page 25 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

24. Training Regulations

(TR)

25. Underpinning Knowledge

26. Underpinning Skills

27. Unit of Competency

SECTOR SPECIFIC
28. ADO.NET

29. ASP.NET

30. Algorithm

31. Artificial intelligence

programmer
32. Browser
33. COBOL

34. Compiler

35. Computer

36. Computer program

37. Computer programming

refers to the document promulgated and issued by TESDA consisting of competency standards, national qualifications and training
guidelines for specific sectors/occupations. The TR serves as basis for establishment of qualification and certification under the PTQF.
It also serves as guide for development of competency-based curricula and instructional materials including registration of TVET
programs offered by TVET providers
refers to the competency involved in applying knowledge to perform work activities. It includes specific knowledge that is essential to
the performance of the competency.
refers to the list of the skills needed to achieve the elements and performance criteria in the unit of competency. It includes generic
and industry-specific skills.
a component of the competency standards stating a specific key function or role in a particular job or occupation; it is the smallest
component of achievement that can be assessed and certified under the PTQF.
a set of computer software components that programmers can use to access data and data services. It is a part of the base class
library that is included with the Microsoft .NET Framework. It is commonly used by programmers to access and modify data stored in
relational database systems, though it can also access data in non-relational sources. ADO.NET is sometimes considered an evolution
of ActiveX Data Objects (ADO) technology, but was changed so extensively that it can be considered an entirely new product.
a Web application framework developed and marketed by Microsoft to allow programmers to build dynamic websites, Web
applications, and Web services. ASP.NET is built on the Common Language Runtime (CLR), allowing programmers to write ASP.NET
code using any supported .NET language.
a type of effective method in which a list of well-defined instructions for completing a task will, when given an initial state, proceed
through a well-defined series of successive states, eventually terminating in an end-state. The transition from one state to the next is
not necessarily deterministic; some algorithms, known as probabilistic algorithms, incorporate randomness.
develops the logic the game uses to carry out a large number of actions. An AI programmer may program pathfinding, strategy, and
enemy tactic systems. This is one of the most challenging aspects of game programming and its sophistication is developing rapidly.
a software package that provides the user interface for accessing Internet, intranet, and extranet websites.
one of the oldest programming languages. Its name is an acronym for COmmon Business-Oriented Language, defining its primary
domain in business, finance, and administrative systems for companies and governments.
a computer program (or set of programs) that transforms source code written in a programming language (the source language) into
another computer language (the target language, often having a binary form known as object code). The most common reason for
wanting to transform source code is to create an executable program.
a device that has the ability to accept data, internally store and execute a program of instructions, perform mathematical, logical, and
manipulative operations on data, and report the results.
also a software program, or just a program, is a sequence of instructions written to perform a specified task for a computer. A
computer requires programs to function, typically executing the program's instructions in a central processor. The program has an
executable form that the computer can use directly to execute the instructions. The same program in its human-readable source code
form, from which executable programs are derived (e.g., compiled), enables a programmer to study and develop its algorithms.
the iterative process of writing or editing source code. Editing source code involves testing, analyzing, and refining, and sometimes
coordinating with other programmers on a jointly developed program. A person who practices this skill is referred to as a computer
programmer, software developer, or coder. The sometimes lengthy process of computer programming is usually referred to as
software development.

K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

*LO-Learning Outcomes

Page 26 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

38. Computer Terminal

39. C language

40. C++ language

41. Data
42. Data access

43. Decompiler

44.
45.
46.
47.

Documentation
Edit
End-user
Ergonomics

48. HTML, which stands for

HyperText Markup
Language
49. Information
50. Information and
Communication
Technology (ICT)
51. Integrated development
environment (IDE)

52. Java

53. Java applications

54. Local Area Network

(LAN)

any input/output device connected by telecommunications links to a computer.

an imperative (procedural) systems implementation language. It was designed to be compiled using a relatively straightforward
compiler, to provide low-level access to memory, to provide language constructs that map efficiently to machine instructions, and to
require minimal run-time support. C was therefore useful for many applications that had formerly been coded in assembly language.
a statically typed, free-form, multi-paradigm, compiled, general-purpose programming language. It comprises a combination of both
high-level and low-level language features. Some of its application domains include systems software, application software, device
drivers, embedded software, high-performance server and client applications, and entertainment software such as video games.
objective measurements of the attributes (characteristics) of entities such as people, places, things, and events.
typically refers to software and activities related to storing, retrieving, or acting on data housed in a database or other repository.
Historically, different methods and languages were required for every repository, including each different database, file system, etc.,
and many of these repositories stored their content in different and incompatible formats.
the name given to a computer program that performs the reverse operation to that of a compiler. That is, it translates a file containing
information at a relatively low level of abstraction (usually designed to be computer readable rather than human readable) into a form
having a higher level of abstraction (usually designed to be human readable).
a collection of documents or information.
to modify the form or format of data.
anyone who uses an informationsystem or the information it produces.
the science and technology emphasizing the safety, comfort, and ease of use of human-operated machines. The goal of ergonomics is
to produce systems that are user-friendly, safe, comfortable, and easy to use.
the predominant markup language for web pages. It is written in the form of HTML elements consisting of "tags" surrounded by angle
brackets within the Web page content. It is the building blocks of all basic websites.
data placed in a meaningful and useful context for an end-user.
refers to technologies associated with the transmission and exchange of data in the form of sound, text, visual images, signals, or any
combination thereof through the use of digital technology. It encompasses such services as telecommunications, posts, multimedia,
electronic commerce, broadcasting, and information technology.
a software application that provides comprehensive facilities to computer programmers for software development. An IDE normally
consists of a source code editor, a compiler and/or interpreter, build automation tools, and (usually) a debugger. Typically, an IDE is
dedicated to a specific programming language, so as to provide a feature set which most closely matches the programming paradigms
of the language. However, some multiple-language IDEs are in use, such as Eclipse, ActiveState Komodo, recent versions of NetBeans,
and Microsoft Visual Studio.
a general-purpose, concurrent, class-based, object-oriented language that is specifically designed to have as few implementation
dependencies as possible. It is intended to let application developers "write once, run anywhere". Java is currently one of the most
popular programming languages in use, and is widely used from application software to Web applications
These are typically compiled to bytecode (class file) that can run on any Java Virtual Machine (JVM) regardless of computer
architecture.
a communications network that typically connects computers, terminals, and other computerized devices within a limited physical area
such as an office, building, manufacturing plant and other worksites.

K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

*LO-Learning Outcomes

Page 27 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

55. Microsoft .NET

Framework

56. Microsoft SQL Server

57. Object code

58. Oracle

59. Oracle Forms

60. Oracle Reports

61. Outsourcing

62. Programming language

63. Quality Assurance

64. Relational database
management system
(RDBMS)
65. Service

66. Software
67. Source code

a software framework that can be installed on computers running Microsoft Windowsoperating systems. It includes a large library of
coded solutions to common programming problems and a common language infrastructure that manages the execution of programs
written specifically for the framework. The .NET Framework supports multiple programming languages in a manner that allows
language interoperability, whereby each language can utilize code written in other languages; in particular, the .NET library is available
to all the programming languages that .NET encompasses.
a relational model database server produced by Microsoft. Its primary query languages are T-SQL and ANSI SQL.
or an object file; it is the representation of code that a compiler or assembler generates by processing a source code file. Object files
contain compact code, often called "binaries". A linker is typically used to generate an executable or library by linking object files
together. The only essential element in an object file is machine code (code directly executed by a computer's CPU). Object files for
embedded systems might contain nothing but machine code. However, object files often also contain data for use by the code at
runtime, relocation information, program symbols (names of variables and functions) for linking and/or debugging purposes, and other
debugging information.
the Oracle Database (commonly referred to as Oracle RDBMS or simply as Oracle) is an object-relational database management
system [2] produced and marketed by Oracle Corporation.
a software product for creating screens that interact with an Oracle database. It has a typical IDE including an object navigator,
property sheet and code editor that uses PL/SQL. It was originally developed to run server-side in character mode terminal sessions. It
was ported to other platforms, including Windows, to function in a clientserver environment. Later versions were ported to Java
where it runs in a Java EE container and can integrate with Java and web services. The primary focus of Forms is to create data entry
systems that access an Oracle database.
a tool for developing reports against data stored in an Oracle database. Oracle Reports consists of Oracle Reports Developer (a
component of the Oracle Developer Suite) and Oracle Application Server Reports Services (a component of the Oracle Application
Server).
turning over all or part of an organizations information systems operation to outside contractors, known as systems integrators or
facilities management companies.
an artificial language designed to express computations that can be performed by a machine, particularly a computer. Programming
languages can be used to create programs that control the behavior of a machine, to express algorithms precisely, or as a mode of
human communication.
methods for ensuring that information systems are free from errors and fraud, and provide information products of high quality.
a database management system (DBMS) that is based on the relational model as introduced by E. F. Codd. Most popular commercial
and open source databases currently in use are based on the relational database model. A short definition of an RDBMS may be a
DBMS in which data is stored in the form of tables and the relationship among the data is also stored in the form of tables.
oriented programming (SOP); a programming paradigm that uses "services" as the unit of computer work, to design and implement
integrated business applications and mission-critical software programs. Services can represent steps of business processes and thus
one of the main applications of this paradigm is the cost-effective delivery of standalone or composite business applications that can
integrate from the inside-out.
computer programs and procedures concerned with the operation of an information system.
any collection of statements or declarations written in some human-readable computer programming language. Source code is the
means most often used by programmers to specify the actions to be performed by a computer.

K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

*LO-Learning Outcomes

Page 28 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

68. SQL, often referred to as

Structured Query
Language
69. Standards
70. System
71. User- friendly
72. User interface

73. VB.NET
74. Web application

75. Windows Forms

76. Windows Forms

application

a database computer language designed for managing data in relational database management systems (RDBMS), and originally
based upon relational algebra. Its scope includes data insert, query, update and delete, schema creation and modification, and data
access control.
measures of performance developed to evaluate the progress of a system toward its objectives.
an assembly of methods, procedures, or techniques unified by regulated interaction to form an organized whole.
a characteristic of human-operated equipment and systems that makes them safe, comfortable, and easy to use.
the system by which people (users) interact with a machine. The user interface includes hardware (physical) and software (logical)
components. User interfaces exist for various systems, and provide a means of: 1) input, allowing the users to manipulate a system,
and/or 2) output, allowing the system to indicate the effects of the users' manipulation.
a redesigned, object-oriented dialect of Visual Basic.
an application that is accessed over a network such as the Internet or an intranet. The term may also mean a computer software
application that is hosted in a browser-controlled environment (e.g. a Java applet) or coded in a browser-supported language (such as
JavaScript, combined with a browser-rendered markup language like HTML) and reliant on a common web browser to render the
application executable.
the name given to the graphical application programming interface (API) included as a part of Microsoft's.NET Framework, providing
access to the native Microsoft Windows interface elements by wrapping the existing Windows API in managed code. While it is seen as
a replacement for the earlier and more complex C++ based Microsoft Foundation Class Library, it does not offer a paradigm
comparable to modelviewcontroller.
an event-driven application supported by Microsoft's .NET Framework. Unlike a batch program, it spends most of its time simply
waiting for the user to do something, such as fill in a text box or click a button.

K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

*LO-Learning Outcomes

Page 29 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

CODE BOOK LEGEND

Sample: TVL_ICTORCL11-12AQS-If-20
LEGEND

First Entry

Uppercase Letter/s

Learning Area and

Strand/ Subject or
Specialization
Grade Level
Domain/Content/
Component/Topic

DOMAIN / COMPONENT

SAMPLE
Technical-Vocational-Livelihood
Education
Information and Communications
Technology
Programming (Oracle) NC III
11 to 12
Applying Quality Standards

TVL_ICT
ORCL
11-12
AQS
-

Roman Numeral
*Zero if no specific
Quarter
Lower case letter/s
*put a hyphen (-) in
between letters to
indicate more than
a specific week
Arabic Number

Quarter

First Quarter

Week

Week six

Competency

Assess quality of received materials

CODE

Basic Competencies
Leading Workplace Communication
Leading Small Teams
Developing and Practicing Negotiation Skills
Solving Problems Related to Work Activities
Using Mathematical Concepts and Techniques
Using Relevant Technologies
Common Competencies
Applying Quality Standards
Performing Computer Operations
Core Competencies
Writing SQL Queries to Access Stored Data in an Oracle
Database and Customize Output; and Setting User Access
Level and Using Scalar and Correlated Subqueries
Using and Applying PL/SQL Programming Language
Designing and Tuning PL/SQL Language

LWC
LST
DPN
PRW
MCT
URT
AQS
PCO
WSQL

UASQL
DTSQL

20

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 have pre-requisites. Curriculum Maps may
be modified according to specializations offered by a school.

K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

*LO-Learning Outcomes

Page 30 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

SAMPLE ICT CURRICULUM MAP** (as of May 2016)

Grade 7/8 (EXPLORATORY)

GRADES 9-12

Computer Systems Servicing (NC II)+

updated based on TESDA Training Regulations released December 28, 2007

8 sems

*Telecom OSP and Subscriber Line Installation

(Copper Cable/POTS and DSL) (NC II)
4 sems
*Telecom OSP Installation
(Fiber Optic Cable)
(NC II)

EXPLORATORY

*Broadband Installation
(Fixed Wireless
Systems)
(NC II)

2 sems

2 sems

Technical Drafting (NC II)

Illustration (NC II)

4 sems

Computer Programming (.Net Technology) (NC III)+

4 sems

Contact Center Services (NC II)

updated based on TESDA Training Regulations released December 28, 2013

4 sems

Computer Programming (Java) (NC III)+

updated based on TESDA Training Regulations released December 28, 2013

4 sems

Animation (NC II)

4 sems

Computer Programming (Oracle Database)

(NC III)+
4 sems
*
+

Medical Transcription (NC II)

updated based on TESDA Training Regulations released December 28, 2013

Please note that these subjects have pre-requisites mentioned in the CG.
CG updated based on new Training Regulations of TESDA.
Pre-requisites of the subjects to the right should be taken up during these semesters.

K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

4 sems

4 sems

(NC II)

4 sems

**This is just a sample. Schools make their own curriculum maps

considering the specializations to be offered. Subjects may be taken
up at any point during Grades 9-12.

*LO-Learning Outcomes

Page 31 of 32

K TO 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL TECHNOLOGY AND LIVELIHOOD TRACK AND SENIOR HIGH SCHOOL TECHNICAL-VOCATIONAL LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY PROGRAMMING (ORACLE DATABASE) NC III

(320 hours)

Reference:
Technical Education and Skills Development Authority-Qualification Standards Office. Training Regulations for Programming (Oracle Database) NC III. Taguig City,
Philippines: TESDA, 2013.

K to 12 ICT Programming (Oracle Database) NC III Curriculum Guide May 2016

*LO-Learning Outcomes

Page 32 of 32