Holy Nazarene Christian School
101 Nazarene Compound, Mulawin, Tanza, Cavite
UNIT 1: Information and Communications Technology: A connected world needs more than a network of computers and gadgets. It needs a technology enabled, confidently mindful, and
compassionate digitally aware community of lifelong learners.
CONTENT STANDARD: The learners demonstrate an understanding
Communication Technology (ICT) in the context of global communication.
Learning Competencies Lessons
The learners should be able QUARTER 1
to:
Compare and contrast the Lesson 1: What is Information
nuances of varied online and Communications
platforms, sites, and content Technology?
to best achieve specific class
objectives or address The current state of ICT
situational challenges. technologies (i.e., Web 2.0,
3.0, convergent
technologies, social,
mobile, and assistive
media)
Online systems, functions,
and platforms
Apply internet online safety, Lesson 2: Online Safety,
security, ethics, and etiquette Security, Ethics, and Etiquette
standards and practice in the
Tel No. (046)852-43-76 e-mail add: holynazarene@yahoo.com
of Information PERFORMANCE STANDARD: At the end of the two-week period, the learners should be able to
independently compose an insightful reflection paper on the nature of ICT in the context of their
lives, society, and the professional tracks.
Objectives Activities/ Teaching Number of Evaluation Remarks
Strategies Weeks
The teacher should be able
to:
Give an overview of the Compare and contrast the
subject Empowerment implications of varied online
Technologies by running platforms, sites and content; to
through the curriculum best achieve specific needs,
guide; Discussions objectives; or to best address
the challenges in the classroom
discuss and run through or that of your community. On a
the activities and; piece of paper or in whatever
Recitation Weeks 1-2 suitable digital tool is available,
introduce an exercise such (2 weeks) write down your insight in 300
as researching about ICT words.
or any digital tools and
asking the students to Groupwork/Individual
share their findings to the Exercises
class.
discuss what constitutes Quizzes Think about your life with media
appropriate and and take a picture or make a
inappropriate online drawing through questions
behavior; given.
use of ICTs as it would relate
to the professional tracks. make the students discern
possible deceptive
information and wrongly
evaluated data; and

make the students

understand the importance Assignment
of making judgment calls on
possible implications and
consequences of making
certain information public.

Use the Internet as a tool for Lesson 3: Contextualized motivate students to

credible research and Online Search and Research demonstrate
information gathering to best Skills resourcefulness and
achieve specific class creativity in generating
objectives or address search terms using a
situational challenges. search engine; and
facilitate the practice of
discernment in judging the
credibility, value, and
usefulness of researched
materials.

CONTENT STANDARD: The learners demonstrate an understanding of the use of advanced tools PERFORMANCE STANDARD: At the end of the two-week period, learners should be able to
and techniques found in common productivity and software applications in developing ICT content. independently apply advanced productivity tools to create or develop ICT content for use in the
professional track. These may be in the form of but are not limited to designing letterheads and
business cards.

Use common productivity
tools effectively by
maximizing advanced
application techniques;
Create an original or
derivative ICT content to
effectively communicate or
present data or information
related to the professional
tracks.
Lesson 4: Developing ICT
Content for Specific Purposes
Applied productivity tools with
advanced application
techniques including:
Mail merge and label
generation
Custom animations and
timing
Hyperlinking in
presentations
Integrating images and
demonstrate how to create
content to appropriately
meet specific objectives;
and
encourage students to
explore and use common
productive tools and
maximize advanced
application techniques to
emphasize that ICTs are
tools to achieve a goal.
Calculating spread sheet of
Discussions athletic statistics (Sports)
Layout of catalogue of
Hands-on Activities Weeks 3-4 creative works (Arts)
(2 weeks)
Letterhead/ business card
Groupwork/Individual design (Business/ Academic)
Exercises
Quizzes
Assignment
 external material in word
processors
Embedded files and data
Advanced and complex
formulas and computations

CONTENT STANDARD: The learners demonstrate an understanding of how to manipulate PERFORMANCE STANDARD: At the end of the two-week period, learners should be able to
text, graphics, and images to create ICT content intended for an online environment. independently apply the techniques of image manipulation and graphic design to create original or
derivative ICT content from existing images, text, and graphic elements for use in the professional
tracks.

Evaluate existing Lesson 5: Imaging and Design

websites and online For the Online Environment
resources based on the covering the topics of
principles of layout,
graphic, and visual Basic principles of graphics
message design. and layout
Principles of visual message
Use image manipulation design using infographics
techniques on existing Online file formats for
images to change or images and text
enhance their current Principles and basic
state to communicate a techniques of image
message for a specific manipulation
purpose. Basic image manipulation
using offline or open-source
software
Combining text, graphics,
and images
Uploading, sharing, and
image hosting platforms
facilitate students’ learning
Discussions
so they can apply image
manipulation techniques to
create an effective visual The students will be given an
Hands-on Activities
message in the opportunity to practice image
professional tracks; and Week 5-6 manipulation techniques on
(2 weeks) existing images to change or
Groupwork/Individual
identify concepts and enhance their current state to
Exercises
principles which can communicate a message for a
explain why an image is specific purpose.
effective or not in evoking
Quizzes
strong reactions
Assignment

Usable platforms/ applications

currently include but are not
limited to:

Google Sketch Up
(freeware)
GIMP (open source/
freeware)
 UNIT 2: ICT and related tools reach a higher level of engagement when
used in a more social online context.

CONTENT STANDARD: The learners demonstrate an understanding ofand techniques of PERFORMANCE STANDARD: At the end of the two-week period, the students should be able to
design using online creation tools, platforms, and applications to develop ICT content for specific independently apply the principles and techniques of design using online creation tools, platforms,
professional tracks. and applications to create original or derivative ICT content for use in the professional tracks.

These may be in the form of, but are not limited to catalogues/ swatches/ options for products and
services using Prezi.

Learning Competencies Lessons Objectives Activities/Teaching Number of Evaluation Remarks

Strategies Weeks

The learners should be able The teacher should be able

to: to:

Evaluate existing online Lesson 6: Online platforms as assist students to explore

creation tools, platforms, tools for ICT content and use online creation
and applications in development covering the tools, platforms, and
developing ICT content topics of: applications in developing Discussions
for specific professional ICT content for the
tracks. The nature and purposes of specific professional
online platforms and track; Hands-on Activities The students should do a blog
Apply web design applications and add their classmates’ blog
principles and elements Basic web design principles assist students to apply Weeks 7-8 to their reading list. Update the
using online creation and elements web design principles and Groupwork/Individual (2 weeks) blog at least once a week. Talk
tools, platforms, and Web page design using elements to effectively Exercises about anything that interests
applications to templates and online communicate a message; you and your readers.
communicate a message WYSIWYG platforms and Comment your classmate posts
for a specific purpose in Quizzes and respond to any comment
professional tracks. give to you.
These online platforms facilitate student’s
Create an original or currently include, but are not learning in evaluating Assignment
derivative ICT content limited to: online creation tools,
using online creation platforms, and
tools, platforms, and Presentation/ visualization applications in developing
applications to effectively (Prezi, Zoho, Slideshare, effective visual image in
communicate messages mindmeister); the specific professional
related to the specific Cloud computing (Google tracks.
professional tracks. Drive, Evernote, Dropbox);
Social media (Twitter,
Facebook, Tumblr);
Web page creation (Wix,
Weebly);
File management (zamzar,
word2pdf); and

CONTENT STANDARD: the key learnings from the previous weeks, which they will synthesize
into an integrated ICT content through collaboration with classmate and teacher as both peer
and partner.
Evaluate the quality,
value, and
appropriateness of peer’s
existing or previously
developed ICT content in
relation to the theme or
intended audience/viewer
of an ICT project.
Share and showcase
existing or previously
developed material in the
form of a collaboratively
designed newsletter or
blog site intended for a
specific audience or
viewer.
Mapping (Google Maps,
Wikimapia)
Lesson 7: Collaborative
development of ICT content
covering the topics of:
Team structure and
dynamics for ICT content
Online collaborative tools
and processes
Project management for
ICT content
Curating existing content
for use on the web
Online collaborative tools that
may be used currently include,
but are not limited to:
Google Docs/ MS Office
365;
Prezi;
Google Chat/ Hangouts;
and
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:
Presentation/
visualization (Prezi, Zoho,
Slideshare, Mindmeister);
Cloud Computing (Google
Apps);
Social Media (Facebook
Pages, Tumblr);
PERFORMANCE STANDARD: At the end of the two-week period, the learners should be able to
collaboratively develop an online portal or website to showcase and share existing and previously
developed content. These may be in the form of, but are not limited to an online newsletter, blog, or
online magazine.
facilitate learning to allow
students to curate
previously created
content and create a
collaboratively designed
newsletter or blog site for
a specific audience; Discussions
Hands-on Activities
assist students so they
may practice doing an Weeks 9-10
evaluation on the basis of Groupwork/Individual (2 weeks) Share and showcase existing
quality, value, and Exercises developed content in the form
appropriateness of a of a designed newsletter, a blog
peer’s work and decide on site, or a website with a given
how to improve on it; Quizzes cause that is intended for a
specific audience.
Assignment
make the students
practice collective
decision-making such as
coming up with criteria to
choose which works
previously created within
the semester they can
include in the final output
(newsletter or blog site);
and
make students
collaboratively manage
the production of the
chosen output.

UNIT 3: Social change can be a deeply personal experience when social tools and techniques are done within a real, rich, and relevant
CONTENT STANDARD: The learners demonstrate an understanding of: how rich media content
and interactivity affect and change the user experience in the delivery and consumption of ICT
content.
Learning Competencies
The learners should be able
to:
Explore the principles of
interactivity and rich content
in the context of Web
and the participation of the
user in the online experience.
Web Page Creation (Wix,
Weebly); and
Blog sites (Blogger,
Wordpress, Livejournal,
Issuu).
Lessons
QUARTER 2
Lesson 8: Multimedia and ICT
Rich content in the online
environment and the user
experience;
Multimedia and interactivity;
Web 2.0, Web 3.0, and user
participation in the web
Types of rich and multimedia
content currently include but
are not limited to:
Video and audio,
embedded and on demand
Online games, tests,
and courseware
Web -, game -, pod -,
and vod - casting
context.
PERFORMANCE STANDARD: At the end of the week, the learners should be able to independently
assess one’s experience along a range of online rich content on the basis of the usability of the
interface.
Objectives Activities/Teaching Number of Evaluation Remarks
Strategies Weeks
The teacher should be able
to:
encourage the students to Discussions
discuss how the new media,
through its rich content and Hands-on Activities
collaboration features, has
changed their experiences Groupwork/Individual Week 11 The students should select at
both as creators and user. Exercises (1 week) least ten online content rich
interfaces (e.g., learning
Quizzes management system, blog, and
Facebook page) pertaining to
Assignment their specific professional track
and rate each interface
according to the simplicity and
functionality using the table
given.
CONTENT STANDARD: Learners demonstrate an understanding that ICT as a tool, medium,
and force brings action and mobilizes change in a population, society, or culture.
Share anecdotes of how the
learner has used ICTs to be
part of a social movement,
change, or cause to illustrate
aspects of digital citizenship.
CONTENT STANDARD: Learners demonstrate an understanding on how to work with peers
and external publics/ partners for the development of an ICT project that advocates specific
social change or cause.
Identify a local or regional
cause or issue for social
change related to specific
professional tracks that can
be addressed or tackled
using an ICT Project for
Social Change.
Lesson 9: ICTs as Platform of
Change covers the ff. topic:
ICT as medium for advocacy
and developmental
communication;
the social power of social
media; and
digital citizenship and the
Filipino people.
Samples of this phenomenon
include but are not limited to:
EDSA and Cardinal Sin’s call
to action via radio broadcast.
EDSA Dos and the use of
text messaging to mobilize
people
Million People March against
Pork barrel via Facebook
Disaster relief operations
and mobilization via Internet
and text brigades.
Lesson 10: Developing an ICT
Project for Social Change
covers the following topics:
Planning and conceptualizing
an ICT Project for Social
Change;
Research for ICT Projects,
audience profiling
PERFORMANCE STANDARD: At the end of the week, learners should be able to independently
articulate how ICT tools and platforms have changed the way people communicate, and how social
change has been brought about by the use of ICTs.
make students exemplify
how ICTs have changed Discussions
the way people
communicate; Hands-on Activities
make students illustrate Groupwork/Individual Week 12 The students should provide
how ICTs can serve as Exercises (1 week) comprehensive insight,
tools to create social understanding, and reflective
change; and Quizzes thought about the topic by
building a focused argument
make students share Assignment around a specific issue, asking
personal experiences in a new related question, or
using ICT to be part of a making an oppositional
social movement, statement supported by
change, or cause. personal experience or related
research.
PERFORMANCE STANDARD: At the end of the four-week period, learners should be able to
participate actively in the development of an ICT Project for Social Change relating to an issue in the
specific professional tracks.
Topics may cover, but are not limited to, street food safety and cleanliness drive.
assist students to curate
local community Discussions
resources, namely:
Hands-on Activities The students should do a
 identify and gather art concept map showing the
ideas and materials Groupwork/Individual Weeks 13-16 intricacies of the following
available in the Exercises (4 weeks) elements: service and product
community; providers, consumers, ICT,
Quizzes income, tapping into local
 (demographics and  organize materials community resources, etc. and
Analyze how target or psychographics); reflective of the Assignment further explain their answers
intended users and Designing and copywriting for group’s content, through an essay in not more
audiences are expected to ICT Projects; and theme, and purpose; than five sentences.
respond to the proposed Developing and constructing
ICT Project for Social the ICT project.
Change on the basis of guide students to make
content, value, and user decisions on the
experience. Samples of these advocacies appearance and content
or projects include, but are not of a website such as to:
Integrate rich multimedia limited to:
content in design and  develop an
development to best Antidrug campaigns; appropriate design
enhance the user Youth election volunteer based on the previous
experience and deliver mobilization; knowledge acquired in
content of an ICT Project for Animal welfare and rights; the course;
Social Change. Environmental conservation
and action; and  plan the details
Develop a working Contemporary ICT involved in the various
prototype of an ICT Project issues such as phases of building a
for Social Change. cyber bullying, copyright website; and
infringement, green
technology, and internet assist students to identify
addiction. possible items in the
website which may be
considered as invasion of
privacy, items that could
endanger minors, or items
that could affect
community norms and
mores.

UNIT 4: Transformation produces a deeper impact when continuous evaluation is designed within a growth mindset for the bigger
Community.

CONTENT STANDARD: Learners demonstrate an understanding on how to manage an PERFORMANCE STANDARD: At the end of the two-week period, learners independently and
online ICT Project for Social Change. collaboratively co-manage an online ICT Project for Social Change through available tools, resources,
and platforms.

Learning Competencies Lessons Objectives Activities/Teaching Number of Evaluation Remarks

Strategies Weeks

The learners should be able Lessons 11: How to Manage The teacher should be able
to: an Online ICT Project for Social to: The students will demonstrate
Change covers the ff. topic: Discussions how ICT Projects for Social

Demonstrate how online
ICT Projects for Social
Change are uploaded,
managed, and promoted for
maximum audience impact.
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.
CONTENT STANDARD: Learners demonstrate an understanding on how to maintain and
sustain the operation of an ICT Project for Social Change.
Generate a report on
the performance of
their ICT Project for
Social Change on the
basis of data gathered
from available
monitoring tools and
evaluating
techniques.
Uploading and website
management
Promotion, traction and
traffic monitoring
Evaluation through user
feedback/interaction
Lesson 12: How to Maintain
and Sustain the Operation of an
ICT Project for Social Change
covers the ff. topic:
Updating content and
maintaining traffic to an ICT
Project for Social Change
Monitoring social impact of
advocacies communicated
via an ICT Project for Social
Change
Change are uploaded,
assist the students in Hands-on Activities managed, and promoted for
illustrating how to upload, maximum audience impact.
manage, and promote a Groupwork/Individual Weeks 17-18
website based on the Exercises (2 weeks)
functionalities and
features as specified by Quizzes
the website design;
Assignment
facilitate the students’
learning so they are able
to evaluate the data
analytics and other
pertinent information
related to the
acceptability, efficiency of
work, and other success
measures of a website;
and
encourage students to
properly formulate
recommendations to
improve the website.
PERFORMANCE STANDARD: At the end of the week, learners can independently evaluate the
performance of an advocacy via an ICT Project for Social Change through available monitoring tools
and evaluating techniques such as user interviews, feedback forms, and analytics data.
facilitate for the students Discussions Instruct the students to report
Week 19 on the progress, initial impact,
to generate ideas and
Groupwork/Individual (1 week) and possible direction of their
steps to maintain and
Exercises ICT Project for Social Change.
sustain the operation of
Use the scoring rubric for oral
the ICT Project for Social
Change; Quizzes presentation under activity no.
8 of this teacher's guide.
Assignment
assist the students in
evaluating the progress
and direction of their ICT
Project for Social
Change.
CONTENT STANDARD: Learners demonstrate an understanding on how to reflect on the nature
of ICT and the manner by which the learning process has changed one’s worldview.
Create a reflective piece or Lesson 13: Reflecting on the assist their students in
output using an ICT tool, Nature of ICT and the Manner reflecting on the nature of
platform, or application of by which the Learning Process
ICTs; and
choice on the learning has Changed One’s Worldview
experience undergone during
elicit the student’s
the semester. ICT, the self, and society personal insights on the
basic principles
underlying how ICTs are
empowerment tools to
pursue knowledge,
creative, liberating
pursuits.
Sources: http://www.deped.gov.ph/ Empowerment Technologies for the Technical-Vocational-Livelihood Track Teacher’s Guide First Edition 2016; Curriculum Guide for K to 12 Senior High School Applied Track Subject
– Empowerment Technologies (for the Strand) May 2016
PERFORMANCE STANDARD: At the end of the week, the learners can independently reflect on the
ICT learning process and how his/her worldview has evolved over the past semester.
Outputs during this week may be in the form of, but are not limited to:
video blog;
presentation or image gallery;
website;
illustrated document; and
podcast or webcast.
Discussions
Week 20 The students should make a
Groupwork/Individual (1 week) reflection paper using an ICT
Exercises platform or application of their
choice to explain their journey
Quizzes of the learning process in
making use of ICTs as an
empowerment tool.
Assignment
 Holy Nazarene Christian School
101 Nazarene Compound, Mulawin, Tanza, Cavite
Tel No. (046)852-43-76 e-mail add: holynazarene@yahoo.com

CURRICULUM MAP in
EMPOWERMENT TECHNOLOGIES
(USING K-12 LEARNING COMPETENCIES)

Prepared by: Jenny M. Aducal Submitted to: Dr. Teodora F. Nazareno

Teacher School Directress
 Holy Nazarene Christian School
101 Nazarene Compound, Mulawin, Tanza, Cavite
Tel No. (046)852-43-76 e-mail add: holynazarene@yahoo.com

CURRICULUM GUIDE in
EMPOWERMENT TECHNOLOGIES
(USING K-12 LEARNING COMPETENCIES)