Course Syllabus

Content Performance
Content Learning Competencies
Standard Standard

QUARTER 1 The learners The learners shall be The learners:

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

WEEKS 3–4 The learners The learners shall be The learners:

demonstrate able to:
an
Applied productivity 1. uses common
understanding
tools with advanced at the end of the 2- productivity tools
of:
application techniques week period effectively by maximizing
independently apply advanced application
the use of advanced techniques.
These advanced tools
advanced productivity tools to
and techniques
tools and create or develop ICT1. creates an original or
techniques content for use in derivative ICT content to
found in effectively communicate
common or present data or
 Content Performance
Content Learning Competencies
Standard Standard

currently include, but productivity specific professional information related to

are not limited to: and software tracks specific
applications
in developing
1. Mail merge and label These may be in the
ICT content
generation form of, but not
for specific
2. Custom animations and limited to:
professional
timing
tracks
3. Hyperlinking in
1. Calculating spread
presentations
sheet of athletic
4. Integrating images and
statistics (Sports)
external material in
2. Layout of catalogue
word processors
of creative works
5. Embedded files and
(Arts)
data
3. Materials/ ingredients
6. Advanced and complex
projections for
formulas and
batches of baked
computations
goods (Tech- Voc)
4. Letterhead/ business
card design
(Business/ Academic)

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

manipulate week period and online resources
text, graphics, independently apply based on the principles of
Imaging and Design
and images to the techniques of layout, graphic, and
For the Online
create ICT image manipulation
Environment covering
content and graphic design to1. use image manipulation
the topics of
intended for create original or techniques on existing
an online derivative ICT images to change or
1. Basic principles of environment content from existing enhance their current state
graphics and layout images, text and to communicate a
2. Principles of visual graphic elements for message for a specific
message design using use in specific purpose
infographics professional tracks.
3. Online file formats for 1. create an original or
images and text derivative ICT content to
4. Principles and basic effectively communicate
techniques of image a visual message in an
manipulation online environment
 Content Performance
Content Learning Competencies
Standard Standard

5. Basic image These may be in the related to specific

manipulation using form of, but not professional tracks
offline or open-source limited to:
software
6. Combining text,
1. Team/ athlete/ league
graphics, and images
recruitment posters
7. Uploading, sharing, and
(Sports)
image hosting platforms
2. Logo or crest for a
community, school
Usable platforms/
organization or
applications currently
barkada (Arts)
include but are not
3. Labeling and manual
limited to:
of operation for tools
and equipment (Tech-
1. Google Sketch Up Voc)
(freeware) 4. Presentation of
2. GIMP (open source/ cafeteria patronage
freeware) data (Business/
Academic)

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

principles and week period creation tools, platforms
techniques of independently apply and applications in
Online platforms as
design using the principles and developing ICT content
tools for ICT content
online techniques of design for specific professional
development covering
creation tools, using online creation tracks
the topics of:
platforms, tools, platforms, and
and applications to create1. apply web design
1. The nature and applications original or derivative principles and elements
purposes of online to develop ICT content for use in using online creation
platforms and ICT content specific professional tools, platforms, and
applications for specific tracks. applications to
2. Basic web design professional communicate a message
principles and elements tracks. for a specific purpose in
These may be in the
3. Web page design using specific professional
form of, but not
templates and online tracks
limited to:
WYSIWYG platforms
1. Create an original or
derivative ICT content
using online creation
 Content Performance
Content Learning Competencies
Standard Standard

These online platforms 1. Survey instruments tools, platforms, and

currently include, but using Google forms applications to effectively
are not limited to: (Business/Academic) communicate messages
2. Athletic match-ups related to specific
and league standings professional tracks
1. Presentation/
using Mindmeister
visualization (Prezi,
(Sports)
Soho, Slideshare,
3. Catalogues/Swatches/
mindmeister)
options for products
2. Cloud computing
and services using
(Google Drive,
Prezi (Tech-Voc)
Evernote, Dropbox)
4. Online photo album
3. Social Media (Twitter,
of artistic works or
Facebook, Tumblr)
photographs using
4. Web Page Creation
Picasa (Arts)
(Wix, Weebly)
5. Online music
5. File Management
production using
(zamzar, word2pdf)
Sibelius (Music)
6. Mapping (Google
Maps, Wikimapia)

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

Online collaborative 3. Issuu online

tools that may be used “magazine”
currently include, but
are not limited to:

1. Google Docs/ MS
Office 365
2. Prezi
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
WEEK 11 at the end of the week
1. explore the principles of
understanding
independently assess interactivity and rich
of:
one’s experience content in the context of
along a range of Web 2.0 and the
 Content Performance
Content Learning Competencies
Standard Standard

Multimedia and ICTs how rich online rich content on participation of the user in
covering the topics of: media content the basis of the the online experience
and usability of the
interactivity interface
1. Rich content in the
affects and
online environment and
changes the
the user experience
user
2. multimedia and
experience in
interactivity
the delivery
3. Web 2.0, Web 3.0, and
and
user participation in the
consumption
web
of ICT
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 1. share anecdotes of how

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

3. Digital citizenship and

the Filipino people

Samples of this
phenomenon include
but are not limited to:

1. EDSA and Cardinal

Sin’s 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- 1. identify a local or

with peers week period regional cause or issue for
and external collaboratively Social Change related to
Developing an ICT
publics/ participate actively in specific professional
Project for Social
partners for the creation and tracks that can be
Change covering the
the development of an addressed or tackled
topics of:
development ICT Project for Social using an ICT Project for
of an ICT Change relating to an Social Change
1. Planning and project that issue in specific
conceptualizing an ICT advocates or professional tracks. 1. analyze how target or
Project for Social mobilizes for intended users and
Change a specific audiences are expected to
Topics may cover,
2. Research for ICT Social respond to the proposed
but are not limited to:
Projects, Audience Change or ICT Project for Social
profiling, cause Change on the basis of
(demographics and 1. Promotion of content, value, and user
psychographics) wellness in the home experience
(Sports)
 Content Performance
Content Learning Competencies
Standard Standard

3. Designing and 2. Street food safety and1. integrate rich multimedia

copywriting for ICT cleanliness drive
Projects (Tech- Voc)
4. Developing and 3. Cultural heritage
constructing the ICT promotion through
project new designs “Pinoy
pride” (Arts)
Samples of these 4. Savings and financial
advocacies or projects literacy drives and 1.
include but are not advocacies (Business/
limited to: Academic)
content in design and
development to best
enhance the user
experience and deliver
content of an ICT Project
for Social Change
develop a working
prototype of an ICT
Project for Social Change

1. Antidrug campaigns
2. Youth election
volunteer mobilization
3. Animal welfare and
rights
4. Environmental
conservation and action
5. Contemporary ICT
issues such as cyber
bullying, copyright
infringement, green
technology, and
Internet addiction

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

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

visibility, reach, and

virality

WEEK 19 how to at the end of the week

1. generate a report on the
maintain and independently performance of their ICT
sustain the evaluate the Project for Social Change
Sustaining an ICT
operation of performance of an on the basis of data
Project for Social
an ICT advocacy via an ICT gathered from available
Change covering the
Project for Project for Social monitoring tools and
topics of:
Social Change through evaluating techniques
Change available monitoring
1. Updating content and tools and evaluating
maintaining traffic to an techniques such as
ICT Project for Social user interviews,
Change feedback forms, and
2. Monitoring social Analytics data
impact of advocacies
communicated via an
ICT Project for Social
Change

WEEK 20 how to reflect at the end of the week

1. create a reflexive piece or
on the nature independently reflect output using an ICT tool,
of ICT and on the ICT learning platform, or application of
Reflecting on the ICT
the manner process and how choice on the learning
learning process
by which the his/her world view experience undergone
covering the topics of:
learning has evolved over the during the semester
process has past semester
ICT, the self, and changed
society his/her world
Outputs during this
view.
week may be in the
form of, but not
limited to:

1. Video blog
2. Presentation or image
gallery
3. Website
4. Illustrated document
 Content Performance
Content Learning Competencies
Standard Standard

5. Podcast or webcast

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