2010 SECONDARY EDUCATION CURRICULUM

Career-Pathways in Technology and Livelihood Education

Information and Communication Technology I

Career Pathways – Technology and Livelihood Education

INFORMATION AND COMMUNICATION TECHNOLOGY I
WORD PROCESSING

General Standard: The learner demonstrates understanding of his/her Personal

Entrepreneurial Competencies (PECs), the environment and
market as well as the process/production and delivery of
quality products/services in Word Processing.
 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
Information and Communication Technology I

Quarter 2: Topic: Personal Entrepreneurial Timeframe: 4 days

WORD PROCESSING Competencies (PECs)
STAGE 1
Content Standard: Performance Standard:
The learner demonstrates understanding of Personal The learner prepares a plan of action that addresses
Entrepreneurial Competencies (PECs) as office assistant/ his/her development areas based on his/her PECs and
encoder/internet café assistant: improves further his/her areas of strength.

Essential Understanding: Essential Question/s:

Successful entrepreneurs continuously develop and How does one ensure success in a chosen career?
improve their PECs

Learners will know: Learners will be able to:

• Personal Entrepreneurial Competencies (PECs) • Assess their PECs vis-à-vis:
• Characteristics • Characteristics
• Attributes • Attributes
• Lifestyles • Lifestyles
• Skills • Skills
• Traits • Traits
• Successful entrepreneur/practitioners in the community • Compare ones PECs with that of the
entrepreneur/practitioner
• Make necessary alignment to PECs

2

Product or Performance Task:
Plan of action that addresses
personal --

areas of development based on
his/her PECs, and

strengths needing further
improvement
2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
Information and Communication Technology I
STAGE 2
Evidence at the level of
Understanding Performance

The learners should be able to Assessment of the plan of action of
demonstrate understanding covering PECs based on the following criteria:
the (6) facets of understanding:
• Comprehensiveness of personal
Describe your PECs focusing on plan on areas of development;
strengths and developmental areas. appropriateness of strategies in
Criteria: terms of addressing personal areas
• Comprehensiveness of development based on one’s
(Should include Characteristics, PECs and improving further one’s
Attributes, etc) areas of strength
• Clarity • doability
• Conciseness
Compare your PECs with those of a
successful practitioner.
Criteria:
• Objectivity
• Details/focus
• Conclusiveness
• Illustration
Apply one’s PECs in pursuing a chosen
entrepreneurial activity.
Criteria:
• Efficiency/effectiveness
• Level of competence
3
 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
Information and Communication Technology I

• Level of confidence
• Attitude/behavior
Express your thoughts on the
importance of PEC’s from the
viewpoint of a seasoned
entrepreneur.
Criteria:
• Validity
• Relevance
• Critical
• Plausibility
• Sensitivity
Express your feelings if you are an
entrepreneur who finds difficulty in
coping with PECs of a chosen career.
Criteria:
• Openness
• Objectivity
• Sensitivity
Assess your level of confidence as a
prospective entrepreneur in word
processing
Criteria:
• Reflectiveness/Insightfulness
• Depth
• Objectivity

4
 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
Information and Communication Technology I

STAGE 3
Teaching/Learning sequence:
Personal Entrepreneurial Competencies (PECs)
Individuals possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics,
attributes, lifestyles, skills, or traits that make a person different from others. When one possesses these competencies,
he/she may become ready to face the challenges of starting a business.

1. EXPLORE

Ask learners to name people in the community who are successful in their business
• Why are they successful?
• Do you wish to be like them?

Explain to learners the importance of assessing their PECs.

Guide learners in assessing their PECs on the following:
• Character
• Attribute
• Lifestyle
• Skills
• Traits
(Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of
students in class)

Assist learners in analyzing and interpreting the results of the assessment of their PECs. Refer to Appendix B on how
to interpret the results of PECs.

Ask EQ to draw out learner’s initial understandings about how entrepreneurs succeed in their chosen career. The
teacher may distribute meta cards for students to write their answers. These may be posted on the wall and
revisited during the Firming-up.

5
 2010 SECONDARY EDUCATION CURRICULUM
Career Pathways in Technology and Livelihood Education
Information and Communication Technology I

2. FIRM-UP

In order to firm up their understanding, learners may be asked to work individually or in groups in collecting
information about how entrepreneurs succeed in their chosen careers. Some suggested activities: interview with
successful entrepreneurs, inviting successful entrepreneurs as resource person in class, video documentaries of
successful entrepreneurs, web searching, etc.

Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and
differences among successful entrepreneurs in the following aspects: characteristics, traits, attributes, lifestyles,
skills.

Have learners reflect/rethink understanding of how entrepreneurs succeed in their chosen field. Refer students to
their answer posted on the wall.

Process learners’ learning and check it against EU.

Check learners’ understanding against the content standard.

3. DEEPEN

Have learners align their PECs with those of a successful entrepreneur of their choice.

Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with
them.

Ask learners to express the EU.

Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs)

4. TRANSFER

Have learners prepare a plan of action that addresses their areas of development and strength based on their
PECs.

Assess learners’ plan of action based on the criteria provided in Stage 2 (assessment at the level of
performance).