Content Learning

Content Performance Standard

Standard Competencies
QUARTER 1 The learners The learners shall be able to: The learners:
demonstrate
WEEKS 1–2 an at the end of the 2-week 1. compare and
understanding period independently contrast the
Information and of: compose an insightful nuances of
Communications reflection paper on the nature varied online
Technology covering ICT in the of ICT in the context of their platforms, sites,
the topics of: context of lives, society, and and content to
global professional tracks (Arts, best achieve
1. The current communi- Tech-Voc, Sports, specific class
state of ICT cations for Academic) objectives or
technologies specific address
(i.e., Web 2.0, professional situational
3.0, convergent track challenges
technologies, 2. apply online
social, mobile, safety, security,
and assistive ethics, and
media) etiquette
2. Online systems, standards and
functions, and practice in the
platforms use of ICTs as
3. Online safety, it would relate
security, ethics, to their specific
and etiquette professional
4. Contextualized tracks
online search 3. Use the Internet
and research as a tool for
skills credible
research and
information
gathering to
best achieve
specific class
objectives or
address
situational
challenges

WEEKS 3–4 The learners The learners shall be able to: The learners:
demonstrate
Applied productivity an at the end of the 2-week 1. uses common
tools with advanced understanding period independently apply productivity
application techniques of: advanced productivity tools tools
to create or develop ICT effectively by
These advanced tools the use of content for use in specific maximizing
and techniques advanced professional tracks advanced
currently include, but tools and application
are not limited to: techniques These may be in the form of, techniques.
found in but not limited to:
1. Mail merge and common 1. creates an
label generation productivity 1. Calculating spread original or
2. Custom and software sheet of athletic derivative ICT
animations and applications statistics (Sports) content to
timing in developing 2. Layout of catalogue effectively
3. Hyperlinking in ICT content of creative works communicate
presentations for specific (Arts) or present data
4. Integrating professional 3. Materials/ ingredients or information
images and tracks projections for
 Content Learning
Content Performance Standard
Standard Competencies
external batches of baked related to
material in goods (Tech- Voc) specific
word processors 4. Letterhead/ business
5. Embedded files card design
and data (Business/
6. Advanced and Academic)
complex
formulas and
computations

WEEKS 5–6 How to At the end of the 2-week 1. evaluate

manipulate period independently apply existing
Imaging and Design text, graphics, the techniques of image websites and
For the Online and images to manipulation and graphic online
Environment covering create ICT design to create original or resources based
the topics of content derivative ICT content from on the
intended for existing images, text and principles of
1. Basic principles an online graphic elements for use in layout, graphic,
of graphics and environment specific professional tracks. and
layout
2. Principles of These may be in the form of, 1. use image
visual message but not limited to: manipulation
design using techniques on
infographics 1. Team/ athlete/ league existing images
3. Online file recruitment posters to change or
formats for (Sports) enhance their
images and text 2. Logo or crest for a current state to
4. Principles and community, school communicate a
basic organization or message for a
techniques of barkada (Arts) specific
image 3. Labeling and manual purpose
manipulation of operation for tools
5. Basic image and equipment 1. create an
manipulation (Tech-Voc) original or
using offline or 4. Presentation of derivative ICT
open-source cafeteria patronage content to
software data (Business/ effectively
6. Combining text, Academic) communicate a
graphics, and visual message
images in an online
7. Uploading, environment
sharing, and related to
image hosting specific
platforms professional
tracks
Usable platforms/
applications currently
include but are not
limited to:

1. Google Sketch
Up (freeware)
2. GIMP (open
source/
freeware)

WEEKS 7–8 The At the end of the 2-week 1. evaluate

principles and period independently apply existing online
 Content Learning
Content Performance Standard
Standard Competencies
Online platforms as techniques of the principles and techniques creation tools,
tools for ICT content design using of design using online platforms and
development covering online creation tools, platforms, and applications in
the topics of: creation tools, applications to create developing ICT
platforms, original or derivative ICT content for
1. The nature and and content for use in specific specific
purposes of applications professional tracks. professional
online to develop tracks
platforms and ICT content These may be in the form of,
applications for specific but not limited to: 1. apply web
2. Basic web professional design
design tracks. 1. Survey instruments principles and
principles and using Google forms elements using
elements (Business/Academic) online creation
3. Web page 2. Athletic match-ups tools,
design using and league standings platforms, and
templates and using Mindmeister applications to
online (Sports) communicate a
WYSIWYG 3. Catalogues/Swatches/ message for a
platforms options for products specific
and services using purpose in
These online platforms Prezi (Tech-Voc) specific
currently include, but 4. Online photo album professional
are not limited to: of artistic works or tracks
photographs using
1. Presentation/ Picasa (Arts) 1. Create an
visualization 5. Online music original or
(Prezi, Soho, production using derivative ICT
Slideshare, Sibelius (Music) content using
mindmeister) online creation
2. Cloud tools,
computing platforms, and
(Google Drive, applications to
Evernote, effectively
Dropbox) communicate
3. Social Media messages
(Twitter, related to
Facebook, specific
Tumblr) professional
4. Web Page tracks
Creation (Wix,
Weebly)
5. File
Management
(zamzar,
word2pdf)
6. Mapping
(Google Maps,
Wikimapia)

WEEKS 9–10 The key At the end of the 2-week 1. evaluate the
learnings period and quarter quality, value,
Collaborative from the collaboratively develop an and
development of ICT previous online portal or website to appropriateness
content covering the weeks, which showcase and share existing of peer’s
topics of: they will and previously developed existing or
synthesize content previously
into an developed ICT
 Content Learning
Content Performance Standard
Standard Competencies
1. Team structure integrated These may be in the form of, content in
and dynamics ICT content but not limited to: relation to the
for ICT content through theme or
2. Online collaboration 1. Online newsletter intended
collaborative with 2. Blog audience/
tools and classmate and 3. Issuu online viewer of an
processes teacher as “magazine” ICT project
3. Project both peer and
management for partner 1. share and
ICT content showcase
4. Curating existing or
existing content previously
for use on the developed
web material in the
form of a
Online collaborative collaboratively
tools that may be used designed
currently include, but newsletter or
are not limited to: blog site
intended for a
1. Google Docs/ specific
MS Office 365 audience or
2. Prezi viewer
3. Google Chat/
Hangouts
4. Skype/ Viber/
Kakao Talk/
WeChat/ Line

Platforms that may be

currently used to host
newsletters and similar
ICT content include but
are not limited to:

1. Presentation/
visualization
(Prezi, Soho,
Slideshare,
Mindmeister)
2. Cloud
computing
(Google Apps)
3. Social Media
(Facebook
Pages, Tumblr)
4. Web Page
Creation (Wix,
Weebly)
5. Blog sites
(Blogger,
WordPress,
Livejournal,
Issuu)

QUARTER 2 The learners The learners: The learners:

demonstrate
an
 Content Learning
Content Performance Standard
Standard Competencies
WEEK 11 understanding at the end of the week 1. explore the
of: independently assess one’s principles of
Multimedia and ICTs experience along a range of interactivity
covering the topics of: how rich online rich content on the and rich
media content basis of the usability of the content in the
1. Rich content in and interface context of Web
the online interactivity 2.0 and the
environment affects and participation of
and the user changes the the user in the
experience user online
2. multimedia and experience in experience
interactivity the delivery
3. Web 2.0, Web and
3.0, and user consumption
participation in of ICT
the web content.

Types of rich and

multimedia content
currently include but
are not limited to:

1. Video and
audio,
embedded and
on-demand
2. Online games,
tests, and
courseware
3. Web-, game-,
pod-, and vod-
casting

WEEK 12 ICT as a tool, At the end of the week 1. share anecdotes

medium, and independently articulate how of how he/she
ICTs as platform for force in ICT tools and platforms have has used ICTs
change covering the bringing changed the way people to be part of a
topics of: about action communicate, and how social
and mobilize social change has been movement,
1. ICT as medium change in a brought about by the use of change, or
for advocacy population, ICTs cause to
and society, or illustrate
developmental culture. aspects of
communication digital
2. The social citizenship
power of social
media
3. Digital
citizenship and
the Filipino
people

Samples of this
phenomenon include
but are not limited to:

1. EDSA and
Cardinal Sin’s
 Content Learning
Content Performance Standard
Standard Competencies
call to action
via radio
broadcast
2. EDSA Dos and
the use of text
messaging to
mobilize people
3. Million People
March against
Pork barrel via
Facebook
4. Disaster relief
operations and
mobilization via
Internet and text
brigades

WEEKS 13–16 How to work at the end of the 4-week 1. identify a local
with peers period collaboratively or regional
Developing an ICT and external participate actively in the cause or issue
Project for Social publics/ creation and development of for Social
Change covering the partners for an ICT Project for Social Change related
topics of: the Change relating to an issue to specific
development in specific professional professional
1. Planning and of an ICT tracks. tracks that can
conceptualizing project that be addressed or
an ICT Project advocates or Topics may cover, but are tackled using
for Social mobilizes for not limited to: an ICT Project
Change a specific for Social
2. Research for Social 1. Promotion of Change
ICT Projects, Change or wellness in the home
Audience cause (Sports) 1. analyze how
profiling, 2. Street food safety and target or
(demographics cleanliness drive intended users
and (Tech- Voc) and audiences
psychographics) 3. Cultural heritage are expected to
3. Designing and promotion through respond to the
copywriting for new designs “Pinoy proposed ICT
ICT Projects pride” (Arts) Project for
4. Developing and 4. Savings and financial Social Change
constructing the literacy drives and on the basis of
ICT project advocacies content, value,
(Business/ and user
Samples of these Academic) experience
advocacies or projects
include but are not 1. integrate rich
limited to: multimedia
content in
1. Antidrug design and
campaigns development to
2. Youth election best enhance
volunteer the user
mobilization experience and
3. Animal welfare deliver content
and rights of an ICT
4. Environmental Project for
conservation Social Change
and action
 Content Learning
Content Performance Standard
Standard Competencies
5. Contemporary 1. develop a
ICT issues such working
as cyber prototype of an
bullying, ICT Project for
copyright Social Change
infringement,
green
technology, and
Internet
addiction

Weeks 17–18 how to at the end of the 2-week 1. demonstrate

manage an period independently and how online ICT
Publishing an ICT online ICT collaboratively co-manage Projects for
Project covering the Project for an online ICT Project for Social Change
topics of: Social Social Change through are uploaded,
Change available tools, resources, managed, and
1. Uploading and and platforms promoted for
website maximum
management audience
2. Promotion, impact
traction and
traffic 1. generate a
monitoring technical report
3. Evaluation interpreting
through user data analytics,
e.g. Google,
Facebook, or
similar traffic
data on the
general aspects
of search
visibility,
reach, and
virality

WEEK 19 how to at the end of the week 1. generate a

maintain and independently evaluate the report on the
Sustaining an ICT sustain the performance of an advocacy performance of
Project for Social operation of via an ICT Project for Social their ICT
Change covering the an ICT Change through available Project for
topics of: Project for monitoring tools and Social Change
Social evaluating techniques such on the basis of
1. Updating Change as user interviews, feedback data gathered
content and forms, and Analytics data from available
maintaining monitoring
traffic to an ICT tools and
Project for evaluating
Social Change techniques
2. Monitoring
social impact of
advocacies
communicated
via an ICT
Project for
Social Change
 Content Learning
Content Performance Standard
Standard Competencies
WEEK 20 how to reflect at the end of the week 1. create a
on the nature independently reflect on the reflexive piece
Reflecting on the ICT of ICT and ICT learning process and or output using
learning process the manner how his/her world view has an ICT tool,
covering the topics of: by which the evolved over the past platform, or
learning semester application of
ICT, the self, society process has choice on the
changed Outputs during this week learning
his/her world may be in the form of, but experience
view. not limited to: undergone
during the
1. Video blog semester
2. Presentation or image
gallery
3. Website
4. Illustrated document
5. Podcast or webcast