Republic of the Philippines

Camarines Sur National High School

City of Naga

Judy Ann S. Estuya

NAME_____________________________________________________________________________ / ND SEM
_______1ST _______2 2022 - 2023
SY ___________________
Medial and Information Literacy – Grade 11
SUBJECT/S HANDLED/ GRADE LEVEL___________________________________________________________________________________________________________
TVL - ICT
SUBJECT GROUP___________________________________________

REVISITING THE MOST ESSENTIAL LEARNING COMPETENCIES

QUARTER NO. OF LEARNING NO. OF LEARNING NO. OF LEARNING REMARKS/ SOLUTION(S) MADE
COMPETENCIES COMPETENCIES COMPETENCIES
IN MELCs ATTAINED BY NOT ATTAINED BY
TEACHERS TEACHERS

1st 9 3 6 Problems encountered: There were only three competencies attained and the
Quarter
six competencies were not able to be met due to the late deployment of teacher
in Media and Information Literacy. One among the four classes were given the
8 Modules for the 1st Quarter by their adviser for self-assessment but the rest
doesn’t have any activity from the start of the quarter.

Resolution: Teacher overviewed the rest of the modules before proceeding to

the next modules. Students were given the privileged not to take the 1st quarterly
examination in MIL due to the aforementioned reason or situation, instead they
were given a written works on the period of examination.
 Republic of the Philippines
Camarines Sur National High School
City of Naga

QUARTER NO. OF LEARNING NO. OF LEARNING NO. OF LEARNING REMARKS/ SOLUTION(S) MADE
COMPETENCIES COMPETENCIES COMPETENCIES
IN MELCs ATTAINED BY NOT ATTAINED BY
TEACHERS TEACHERS
Competencies were successfully attained and met. The teacher was able to

2nd 7 7 0 maximize and utilize well the allotted time per competencies despite the

Quarter interrupted class schedule due to suspension of classes.

The students were able to apply their learning through directing and producing
an advocacy short film on cybercrime awareness. Two representatives in each
class specifically the leaders of the group, were given then privilege to evaluate
the outputs of the other groups.
 Republic of the Philippines
Camarines Sur National High School
City of Naga

Judy Ann S. Estuya

NAME_____________________________________________________________________________ / ND SEM
_______1ST _______2 2022-2023
SY ___________________
Empowerment Technology-Grade 11
SUBJECT/S HANDLED/ GRADE LEVEL___________________________________________________________________________________________________________
TVL-ICT
SUBJECT GROUP___________________________________________

COMPRESSED MELCs AND BUDGET OF WORK

QUARTER CONTENT STANDARDS PERFORMANCE STANDARDS MOST ESSENTIAL LEARNING DURATION

COMPETENCIES
The learners demonstrate an understanding The learners shall be able to: at the end of the 2- The learners:
of ICT in the context of global week period independently compose an 1. compare and contrast the nuances of 1 hour
3rd communication for specific professional insightful reflection paper on the nature of ICT varied online platforms, sites, and
Quarter track in the context of their lives, society, and content to best achieve specific class
professional tracks (Arts, Tech-Voc, Sports, objectives or address situational
Academic) challenges.
CS_ICT11/12-ICTPT-Ia-b-1
1 hour
2. apply online safety, security, ethics, and
etiquette standards and practice in the
use of ICTs as it would relate to their
specific professional tracks.
CS_ICT11/12-ICTPT-Ia-b-2 1 hour
3. use the Internet as a tool for credible
research and information gathering to
best achieve specific class objectives or
address situational
CS_ICT11/12-ICTPT-Ia-b-3
The learners demonstrate an understanding The learners shall be able to independently apply The learners:
of the use of advanced tools and techniques advanced productivity tools to create or develop 4. uses common productivity tools 12 hours
 Republic of the Philippines
Camarines Sur National High School
City of Naga

found in common productivity and ICT content for use in specific professional effectively by maximizing advanced
software applications in developing ICT tracks. application techniques.
content for specific professional tracks CS_ICT11/12-ICTPT-Ic-d-4
These may be in the form of, but not limited to: 5. creates an original or derivative ICT 2 hour
1. Calculating spread sheet of athletic content to effectively communicate or
statistics (Sports) present data or information related to
2. Layout of catalogue of creative works specific professional tracks.
(Arts) 3. Materials/ ingredients CS_ICT11/12-ICTPT-Ic-d-5
projections for batches of baked goods
(Tech- Voc)
3. Letterhead/ business card design
(Business/ Academic)
The learners demonstrate an understanding The learners shall be able independently apply The learners:
on how to manipulate text, graphics, and the techniques of image manipulation and 6. evaluate existing websites and online 1 hour
images to create ICT content intended for graphic design to create original or derivative resources based on the principles of
an online environment ICT content from existing images, text and layout, graphic, and visual message
graphic elements for use in specific professional design.
tracks. CS_ICT11/12-ICTPT-Ie-f-6
2 hours
1. These may be in the form of, but not 7. use image manipulation techniques on
limited to: Team/ athlete/ league existing images to change or enhance
recruitment posters (Sports) their current state to communicate a
2. Logo or crest for a community, school message for a specific purpose.
organization or barkada (Arts) CS_ICT11/12-ICTPT-Ie-f-7 2 hours
3. Labeling and manual of operation for 8. create an original or derivative ICT
tools and equipment (Tech-Voc) content to effectively communicate a
4. Presentation of cafeteria patronage data visual message in an online
(Business/ Academic environment related to specific
professional tracks
CS_ICT11/12-ICTPT-Ie-f-8
The learners demonstrate an understanding The learners shall be able to independently apply The learners:
the principles and techniques of design the principles and techniques of design using 9. evaluate existing online creation tools, 2 hours
 Republic of the Philippines
Camarines Sur National High School
City of Naga

using online creation tools, platforms, and online creation tools, platforms, and applications platforms and applications in
applications to develop ICT content for to create original or derivative ICT content for developing ICT content for specific
specific professional tracks. use in specific professional tracks. professional tracks
CS_ICT11/12-ICTPT-Ig-h-9
1. These may be in the form of, but not 10. apply web design principles and 2 hours
limited to: Survey instruments using elements using online creation tools,
Google forms (Business/Academic) platforms, and applications to
2. Athletic matchups and league standings communicate a message for a specific
using Mindmeister (Sports) purpose in specific professional tracks
3. Catalogues/Swatches/ options for CS_ICT11/12-ICTPT-Ig-h-10 2 hours
products and services using Prezi 11. create an original or derivative ICT
(TechVoc) content using online creation tools,
4. Online photo album of artistic works or platforms, and applications to
photographs using Picasa (Arts) effectively communicate messages
5. Online music production using Sibelius related to specific professional tracks
(Music CS_ICT11/12-ICTPT-Ig-h-11
The learners demonstrate an understanding The learners shall be able to collaboratively The learners:
on the key learnings from the previous develop an online portal or website to showcase 12. evaluate the quality, value, and 2 hours
weeks, which they will synthesize into an and share existing and previously developed appropriateness of peer’s existing or
integrated ICT content through content. previously developed ICT content in
collaboration with classmate and teacher as relation to the theme or intended
both peer and partner These may be in the form of, but not limited to: audience/ viewer of an ICT project
1. Online newsletter CS_ICT11/12-ICTPT-Ii-j-12
2 hours
2. Blog 13. share and showcase existing or
3. Issuu online “magazine” previously developed material in the
form of a collaboratively designed
newsletter or blog site intended for a
specific audience or viewer
CS_ICT11/12-ICTPT-Ii-j-13

4th The learners demonstrate an understanding The learners shall be able to independently The learners:
 Republic of the Philippines
Camarines Sur National High School
City of Naga

of how rich media content and interactivity assess one’s experience along a range of online 14. explore the principles of interactivity 2 hours
Quarter affects and changes the user experience in rich content based on the usability of the and rich content in the context of Web
the delivery and consumption of ICT interface 2.0 and the participation of the user in
content the online experience.
CS_ICT11/12-ICTPT-IIk-14
The learners demonstrate an understanding The learners shall be able to independently The learners:
0f ICT as a tool, medium, and force in articulate how ICT tools and platforms have 15. share anecdotes of how he/she has used 2 hours
bringing about action and mobilize change changed the way people communicate, and how ICTs to be part of a social movement,
in a population, society, or culture. social change has been brought about by the use change, or cause to illustrate aspects of
of ICTs digital citizenship
CS_ICT11/12-ICTPT-IIl-15
The learners demonstrates an The learners shall be able to at the end of the 4- The learners:
understanding on how to work with peers week period collaboratively participate actively 16. identify a local or regional cause or 20 hours
and external publics/ partners for the in the creation and development of an ICT issue for Social Change related to
development of an ICT project that Project for Social Change relating to an issue in specific professional tracks that can be
advocates or mobilizes for a specific Social specific professional tracks addressed or tackled using an ICT
Change or cause. Project for Social Change
Topics may cover, but are not limited to: CS_ICT11/12-ICTPT-IIm-p16
1. Promotion of wellness in the home 17. analyze how target or intended users
(Sports) and audiences are expected to respond
2. Street food safety and cleanliness drive to the proposed ICT Project for Social
(TechVoc) Change based on content, value, and
3. Cultural heritage promotion through new user experience
designs “Pinoy pride” (Arts) CS_ICT11/12-ICTPT-IIm-p17
4. Savings and financial literacy drives and 18. integrate rich multimedia content in
advocacies (Business/ Academic) design and development to best enhance
the user experience and deliver content
of an ICT Project for Social Change
CS_ICT11/12-ICTPT-IIm-p18
19. .develop a working prototype of an ICT
 Republic of the Philippines
Camarines Sur National High School
City of Naga

Project for Social Change

CS_ICT11/12-ICTPT-IIm-p19
The learners demonstrate an understanding The learners shall be able to independently and The learners:
on how to manage an online ICT Project collaboratively co-manage an online ICT Project 20. demonstrate how online ICT Projects 2 hours
for Social Change for Social Change through available tools, for Social Change are uploaded,
resources, and platforms managed, and promoted for maximum
audience impact
CS_ICT11/12-ICTPT-IIq-r20
2 hours
21. generate a technical report interpreting
data analytics, e.g. Google, Facebook,
or similar traffic data on the general
aspects of search visibility, reach, and
virality
CS_ICT11/12-ICTPT-IIq-r21
The learners demonstrate on how to The learners shall be able to independently The learners:
maintain and sustain the operation of an evaluate the performance of an advocacy via an 22. generate a report on the performance of 2 hours
ICT Project for Social Change ICT Project for Social Change through available their ICT Project for Social Change on
monitoring tools and evaluating techniques such the basis of data gathered from
as user interviews, feedback forms, and available monitoring tools and
Analytics data evaluating techniques
CS_ICT11/12-ICTPT-IIs-22
The learners reflect on the nature of ICT The learners shall be able to independently The learners:
and the manner by which the learning reflect on the ICT learning process and how 23. Create a reflective piece or output using 2 hours
process has changed his/her world view. his/her world view has evolved over the past an ICT tool, platform, or application of
semester choice on the learning experience
undergone during the semester
Outputs during this week may be in the form of, CS_ICT11/12-ICTPT-IIt-23
but not limited to:
1. Video blog
2. Presentation or image gallery
Republic of the Philippines
Camarines Sur National High School
City of Naga

3. Website
4. Illustrated document
5. Podcast or webcast