ICT_Computer Programming CG.pdf

K to 12 BASIC EDUCATION CURRICULUM
JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK
INFORMATION AND COMMUNICATIONS TECHNOLOGY – COMPUTER PROGRAMMING
K to 12 ICT -- Computer Programming Curriculum Guide December 2013 *LO – Learning Outcome Page 1 of 18
These are the list of specializations and their pre-requisites.
Specialization Number of Hours Pre-requisite
1.
AGRI-FISHERY
ARTS
Animal Production (NC II) 480 hours
2. Aquaculture (NC II) 640 hours
3. Artificial Insemination (Ruminants) (NC II) 160 hours Animal Production
4. Artificial Insemination (Swine) (NC II) 160 hours Animal Production
5. Crop Production (NC I) 320 hours
6. Fish Wharf Operation (NC I) 160 hours Fish or Shrimp Grow Out Operation
7. Food (Fish) Processing (NC II) 640 hours
8. Horticulture (NC II) 640 hours
9. Landscape Installation and Maintenance (NC II) 320 hours Crop Production
10. Organic Agriculture (NC II) 320 hours Crop Production
11. Pest Management (NC II) 320 hours Crop Production
12. Rice Machinery Operation (NC II) 320 hours Crop Production
13. Slaughtering Operation (NC II) 160 hours Animal Production
1.
HOME
ECONOMICS
Beauty/Nail Care (NC II) 160 hours 40 hours of the subject during exploratory Grade 7/8
2. Attractions and Theme Parks (NC II) 160 hours
3. Bread and Pastry Production (NC II) 160 hours
4. Caregiving (NC II) 640 hours 40 hours of the subject during exploratory Grade 7/8
5. Cookery (NC II) 320 hours 40 hours of the subject during exploratory Grade 7/8
6. Dressmaking (NC II) 320 hours
7. Food and Beverage Services (NC II) 160 hours
8. Front Office Services (NC II) 160 hours 40 hours of the subject during exploratory Grade 7/8
9. Hairdressing (NC II) 320 hours
10. Handicraft (Basketry, Macrame) (Non-NC) 160 hours
11. Handicraft (Fashion Accessories, Paper Craft) (Non-NC) 160 hours
12. Handicraft (Needlecraft) (Non-NC) 160 hours
13. Handicraft (Woodcraft, Leathercraft) (Non-NC) 160 hours
14. Housekeeping (NC II) 160 hours
15. Local Guiding Services (NC II) 160 hours
16. Tailoring (NC II) 320 hours 40 hours of the subject during exploratory Grade 7/8
17. Tourism Promotion Services (NC II) 160 hours
18. Travel Services (NC II) 160 hours
19. Wellness Massage (NC II) 160 hours

Specialization Number of Hours Pre-requisite
1.
ICT
Computer Hardware Servicing (NC II) 320 hours
2. Animation (NC II) 320 hours
3. Computer Programming (NC IV) 320 hours
4. Contact Center Services (NC II) 320 hours
5. Illustration (NC II) 320 hours
6. Medical Transcription (NC II) 320 hours
7. Technical Drafting (NC II) 320 hours
1.
INDUSTRIAL
ARTS
Automotive Servicing (NC I) 640 hours
2. Carpentry (NC II) 640 hours
3. Consumer Electronics Servicing (NC II) 640 hours
4. Domestic Refrigeration and Airconditioning Servicing (NC II) 640 hours
5. Electrical Installation and Maintenance (NC II) 640 hours
6. Masonry (NC II) 320 hours
7. Plumbing (NC I) 320 hours
8. Plumbing (NC II) 320 hours Plumbing (NC I)
9. Shielded Metal Arc Welding (NC I) 320 hours
10. Shielded Metal Arc Welding (NC II) 320 hours Shielded Metal Arc Welding (NC I)
11. Tile Setting (NC II) 320 hours

(160 hours)
Course Description:
This is a specialization course that leads to a Computer Programming National Certificate Level IV (NC IV). It covers Personal Entrepreneurial Competencies
(PECs), Environment and Market (EM), five (5) Common Competencies, and two (2) Core Competencies that a high school student ought to possess, namely: 1)
designing program logic, and 2) applying program development approach.
The preliminaries of this specialization course include the following: 1) discussion of the relevance of the course, 2) explanation of key concepts of common
competencies, 3) explanation of core competencies relative to the course. and 4) exploration on career opportunities.
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE
Introduction
1. Relevance of the course
2. Concepts and core competencies
in Computer Programming
3. Career opportunities
The learners demonstrate an
understanding of
key concepts, underlying
principles and core
competencies in Computer
Programming
The learners shall be able to
independently create/provide
quality and marketable product
and/or service in Computer
Programming, as prescribed by
TESDA Training Regulations
The learners…
1. Discuss the relevance of the
course
2. Explain key concepts of
common competencies
3. Explain core competencies of
Computer Programming
4. Explore job opportunities for
Computer Programming as a
career
LESSON 1: PERSONAL ENTREPRENEURIAL COMPETENCIES (PECS)
1. Assessment of Personal
Competencies and Skills (PECs)
vis-à-vis a practicing
entrepreneur/ employee in
locality/town
1.1 Characteristics
1.2 Attributes
1.3 Lifestyle
1.4 Skills
1.5 Traits
2 Analysis of PECs in relation to
a practitioner
3 Align, strengthen and develop
one’s PECs based on the result
The learners
demonstrate an
understanding
of
one’s PECs in
Computer
Programming
The learners shall be
able to
recognize his/her PECs
and prepares an
activity plan that
aligns with that of a
practitioner/entrepr
eneur in Computer
Programming
LO 1. Recognize PECs needed
in Computer Programming
1.1 Assess one’s PECs:
characteristics, attributes,
lifestyle, skills, and traits
1.2 Assess practitioner’s:
characteristics, attributes,
lifestyle, skills, traits
1.3 Compare one’s PECs with that
of a practitioner
/entrepreneur
1.4 Align one’s PECs with that of
a practitioner/entrepreneur
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LESSON 2: ENVIRONMENT AND MARKET (EM)
1. Market (Locality/town)
2. Key concepts of market
3. Players in the market
(Competitors)
4. Products and services available
The learners
demonstrate an
understanding
of
environment and
able to
create a business vicinity
map reflective of
potential market in
LO 1. Recognize and
understand the market in
1.1 Identify the
players/competitors within the
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in the market market in
Computer
Programming in
one’s
locality/town
Computer
Programming in a
locality/town
town
1.2 Identify the different
products/services available in
the market
5. Market (Customer)
6. Key concepts of identifying
and understanding the
consumer
7. Consumer Analysis through:
7.1 Observation
7.2 Interviews
7.3 Focus Group Discussion
(FGD)
7.4 Survey
LO 2. Recognize the potential
customer/market in Computer
Programming
2.1 Identify the profile of
potential customers
2.2 Identify the customer’s needs
and wants through consumer
analysis
2.3 Conduct consumer/market
analysis
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LESSON 3: USE HAND TOOLS AND EQUIPMENT (UT)
1. Hand tools in Computer
Programming
2. Equipment in Computer
Programming
The learners
demonstrate an
understanding
of
hand tools and
equipment in
Computer
Programming
able to
independently use hand
tools and
equipment in
Computer
Programming
LO 1. Prepare hand tools and
equipment in Computer
Programming
1.1 List hand tools and equipment
based on job requirements
1.2 Identify appropriate hand
tools and equipment
1.3 Classify hand tools and
equipment according to
function and task requirement
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3. Procedure in accomplishing forms:
3.1 Job order slips
3.2 Tools and materials
requisition slips
3.3 Borrower’s slip
4. Requisition procedures
LO 2. Inspect hand tools and
equipment received in
2.1 Check the list of tools and
equipment requested per job
requirement
2.2 Inspect the requested tools
and equipment
2.3 Assess the condition of all
hand tools and equipment for
proper operation and safety
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LESSON 4: MAINTAIN HAND TOOLS, EQUIPMENT AND PARAPHERNALIA (MT)
1. Safety procedures in using hand
tools and equipment
2. Procedures in cleaning,
2.1 tightening and simple repairs
of hand tools, equipment,
and paraphernalia
3. Common malfunction in hand
tools, equipment and
paraphernalia
4. Reporting to property custodian
The learners
demonstrate an
understanding
of
concepts and
underlying
principles in
maintaining
hand tools,
equipment, and
paraphernalia
able to
independently perform
maintenance of
hand tools,
equipment, and,
paraphernalia
LO 1. Use and maintain hand
tools, measuring instrument
and equipment
2.1 Perform safety procedures in
using hand tools and
equipment
2.2 Follow procedures in
cleaning, tightening and
simple repairing of hand
tools, equipment, and
paraphernalia
2.3 Identify common malfunctions
(unplanned or unusual
events) when using tools,
equipment, and paraphernalia
2.4 Follow procedures in
preparing a report to property
custodian
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LESSON 5: PERFORM MENSURATION AND CALCULATION (MC)
1. Measuring instruments
/Measuring tools
2. Proper handling of measuring
instruments
The learners
demonstrate an
understanding
of
concepts and
underlying
principles in
performing
measurement
and calculation
able to
independently perform
accurate
measurement and
calculation based on
a given task
LO 1. Select measuring
instruments
1.1 Interpret object or component
to be measured according to
the appropriate regular
geometric shape
1.2 Select measuring tools
appropriate to the object to
be measured based on job
requirements
1.3 Obtain correct specification
from relevant sources
1.4 Select appropriate measuring
instruments according to job
requirements
1.4 Use alternative measuring
tools without sacrificing cost
TLE_ICTCP9-12MC-
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and quality of work
3. Trade Mathematics/Mensuration
3.1 Four fundamental operations
3.2 Kinds of measurement
3.3 Dimensions
3.4 Ratio and proportion
3.5 Trigonometric functions
3.6 Algebraic equations
3.7 Fractions, percentage and
decimals
3.8 Conversion
4. Numbering Systems
4.1 Decimal
4.2 Binary
4.3 Octal
4.4 Hexadecimal
5. American Standardized Code for
Information Interchange (ASCII)
table and other data
representation tables
6. Arithmetic operations on binary
values
7. Numbering systems conversion
7.1 Decimal to any numbering
system
7.2 Binary to any numbering
system
7.3 Octal to any numbering
system
7.4 Hexadecimal to any
numbering system
8. Measuring memory and file
capacity
LO 2. Carry out mensuration
and calculation
2.1 Perform calculation needed to
complete task using the four
mathematical fundamental
operations (addition,
subtraction, multiplication and
division)
2.2 Employ different techniques in
checking for the accuracy of
the computation
2.3 Identify the storage capacity
of media
2.4 Perform arithmetic
computation on different
numbering systems
2.5 Identify the machine
equivalent values of human-
readable characters using
ASCII Table
2.6 Measure the storage
requirement of a file
2.7 Compute for the storage
requirement of files
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LESSON 6: PREPARE AND INTERPRET TECHNICAL DRAWING (ID)
1. Drawing symbols, signs, and data
2. Trade mathematical conversions
The learners
demonstrate an
understanding
of
able to
independently read and
interpret technical
LO 1. Analyze signs, symbols,
and data
1.1 Prepare tools and instruments
used in Computer
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concepts and
underlying
principles in
preparing and
interpreting
technical
drawings in
Computer
Programming
drawings accurately Programming
1.2 Interpret signs, symbols, and
data according to job
specifications
1.3 Perform simple trade
mathematical conversions
3. Basic illustration
4. Technical plans and schematic
diagram
5. Symbols and abbreviations
LO 2. Interpret illustration
drawings and plans
2.1 Identify illustration tools and
materials to be used in
preparing a simple illustration
2.2 Identify dimensions and
specifications according to
job requirements
TLE_ICTCP9-12ID-
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LESSON 7: PRACTICE OCCUPATIONAL HEALTH AND SAFETY (OHS) PROCEDURE (OS)
1. Safety procedures
2. Identification of hazards, risks,
and control
3. For users and technicians
4. Damage equipment
5. Environment
6. Organizational safety and health
protocol
7. OHS indicators
The learners
demonstrate an
understanding
of
concepts and
underlying
principles of
Occupational
Health and
Safety
Procedure in
relation to
health and risk
hazards in the
workplace
able to
independently observe
precautionary
measures and
responds to OHS
procedures in the
workplace, as
prescribed by
TESDA Training
Regulations
LO 1. Identify hazards and
risks
1.1 Follow OHS policies and
procedures in identifying
hazards and risks
1.2 Explain hazards and risks in
the workplace
1.3 Identify hazards and risks
indicators as prescribed by
the manufacturer
1.4 Apply contingency measures
in accordance with the OHS
procedures
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8. Safety regulations in the
workplace
9. Methods of controlling hazards
and risks
10. Disaster preparedness and
management
LO 2. Evaluate and control
hazards and risks
2.1 Determine the effects of
hazards in the workplace
2.2 Identify the methods in
controlling hazards and risks
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2.3 Follow OHS procedures for
controlling hazards and risks
11. OHS procedure, practices and
regulations
12. Emergency-related drills and
training
LO 3. Maintain Occupational
Health and Safety
3.1 Observe established
procedures in responding to
emergency-related drill
3.2 Fill-up OHS personal records
in accordance with workplace
requirement
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LESSON 8: DESIGNING PROGRAM LOGIC (PL)
1. The program design and
structure
2. Flowchart symbols
3. Algorithm
4. Pseudo Code
5. Elements of Programming
Language
6. Program Control Structure
7. Program constructs/
modules/objects
The learners
demonstrate an
understanding
of
the concept and
underlying
principles of
designing
program logic
able to
independently design
program logic based
on job
requirements, as
prescribed by the
TESDA Training
Regulations
LO 1. Select the program logic
design approach
1.1 Obtain design documentation
1.2 Identify systems
specifications and
requirements 1.3 Select the
design approach to be
followed in coding
1.4 Identify the applicable
diagram based on the job
requirements
1.5 Identify the required links
1.6 Identify the required modules
TLE_ICTCP9-12PL-
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8. Coding the Programs
9. Steps/Procedures to document
the program
10. Application of documentation
tools
11. Printing the programs
LO 2. Document the program
logic or design
2.1 Follow project standards in
structuring diagrams of
program flow and modules
2.2 Document the program scope
and limits according to project
standards
2.3 Document special routines or
procedures according to
project standards
2.4 Follow project standards in
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creating special routines or
procedures
2.5 Identify references for tables,
files, inputs, outputs, and
other program functionalities
according to project standards
2.6 Revise references for tables,
files, inputs, outputs, and
other program functionalities
according to project standards
2.7 Use applicable templates
12. Review the designed program
logic
flow
13. Coding, Compiling and
Debugging
14. Program or design specifications
15. Test and implementation of the
program
16. Duties and responsibilities of:
16.1 User/Client
16.2 Systems Analyst
16.3 Systems Designer
16.4 Systems Developer/
Programmer
16.5 Quality Assurance Officer
16.6 Database Administrator
16.7 Supervisor
16.8 Document Officer
17. Techniques in gathering
feedback/input from appropriate
persons
LO 3. Validate the design
3.1 Check program flow for
interfaces and compliance to
design documentation
requirements
3.2 Check states or conditions for
interfaces and compliance to
design documentation
requirements
3.3 Discuss the different duties
and responsibilities of persons
involved in project
development
3.4 Gather feedback/input from
appropriate persons as
needed
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LESSON 9: APPLYING PROGRAM DEVELOPMENT APPROACH (PD)
1. Concept of Programming
Languages
2. Evolution of Programming
Languages
3. Integrated Development
Environment
The learners
demonstrate an
understanding
of
concepts and underlying
principles of applying
able to
independently create a software
development plan that applies
applicable program development
LO 1. Determine and select
appropriate program
development approach
1.1 Select appropriate program
1.2 Determine appropriate
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4. Graphical User Interface
5. Procedures of Programming
6. Writing Elementary Program
program development
approach
approach, as prescribed by
TESDA Training Regulations
program activities based on
the job requirements
1.3 Create an initial plan that
will guide the program
development process
7. Use of documentation tools:
7.1 Word processing Software
7.2 Visio
7.3 Smart draw
7.4 CASE tools
7.5 Client documentation
standards
8. Program specifications and user
requirements
9. Programming elements
10. Procedures in writing and
developing program
11. Programming constructs/
modules/ objects
12. Naming conventions
13. Resources Required in
Programming
14. Managing lessons learned
LO 2. Apply the selected
2.1 Use a documentation tool for
program development
2.2 Draw program structure and
organization
2.3 Define naming conventions
2.4 Use proper naming
conventions
2.5 Document input and output
forms
2.6 Document program flow and
processes
2.7 Identify resources for coding
Identify resources for testing
programs
2.8 Check programming activities
with the development plan
2.9 Review opportunities for
improvement, lessons
learned, and possible
recommendations for future
projects
2.10 Document opportunities for
improvement, lessons
learned, and possible
recommendations for future
projects
2.12 Present program deliverables
to appropriate person for
approval
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(160 hours)
Course Description:
This is a specialization course that leads to a Computer Programming National Certificate Level IV (NC IV). It covers Personal Entrepreneurial Competencies
(PECs), Environment and Market (EM) and two (2) core competencies that a high school student ought to possess, namely: 1) applying programming skills in a second
language, and 2) applying object-oriented programming language skills.
The preliminaries of this specialization course include the following: 1) discussion of the relevance of the course, 2) explanation of core competencies relative to
the course, and 3) exploration of career opportunities.
Introduction
1. Relevance of the course
2. Core competency in Computer
Programming
3. Career opportunities
understanding of underlying
principles and core
Programming
independently creates/provides
and/or service in Computer
Programming as prescribed in
the TESDA Training
Regulations
The learners…
1. Discuss the relevance of the
course
2. Explain the core
Programming
3. Explore job opportunities for
Computer Programming as a
career
Lesson 1: PERSONAL ENTREPRENEURIAL COMPETENCIES (PECS)
1. Assessment of Personal
Competencies and Skills (PECs) vis-à-
vis a practicing
entrepreneur/employee in a province
1.1 Characteristics
1.2 Attributes
1.3 Lifestyle
1.4 Skills
1.5 Traits
2. Analysis of PECs in relation to a
practitioner
3. Application of PECs to the chosen
business/career
understanding of
one’s PECs in Computer
Programming
independently create a plan of
action that strengthens/further
develops one’s PECs in
LO 1. Develop and
strengthen PECs needed in
1.1 Identify areas for
improvement,
development, and growth
1.2 Align one’s PECs according
to his/her business/career
choice
1.3 Create a plan of action that
ensures success of his/her
business/career choice
TLE_PECS9-12-Ia-1
Lesson 2: ENVIRONMENT AND MARKET (EM)
1. Product Development
2. Key concepts of developing a
product
3. Finding Value
4. Innovation
4.1 Unique Selling Proposition
understanding of
environment and market in
Computer Programming in
one’s locality
independently create a
business vicinity map reflective
of potential market in
Computer Programming within
a province
LO 1. Develop a product/
service in Computer
Programming
1.1 Identify what is of “Value”
to the customer
1.2 Identify the customer to
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(USP) sell to
1.3 Explain what makes a
product unique and
competitive
1.4 Apply creativity and
Innovative techniques to
develop marketable
product
1.5 Employ a Unique Selling
Proposition (USP) to the
product/service
5. Selecting Business Idea
6. Key concepts in Selecting
a Business Idea
6.1 Criteria
6.2 Techniques
LO 2. Select a business idea
based on the criteria and
techniques set
2.1 Enumerate various criteria
and steps in selecting a
business idea
2.2 Apply the criteria/steps in
selecting a viable business
idea
2.3 Determine a business idea
based on the
criteria/techniques set
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7. Branding LO 3. Develop a brand for
the product
3.1 Identify the benefits of
having a good brand
3.2 Enumerate recognizable
brands in the
town/province
3.3 Enumerate the criteria for
developing a brand
3.4 Generate a clear and
appealing product brand
TLE_EM9-12-Ib-3

LESSON 3: APPLYING PROGRAMMING SKILLS IN A SECOND LANGUAGE (PS)
1. Semantics and Syntax
understanding of
basic concepts, and
underlying principles in
programming in a second
language
independently create/provide a
and/or service in programming
in a second language, as
prescribed by TESDA Training
Regulations
LO 1. Apply basic language
syntax and layout
1.1 Follow basic language
syntax rules and best
practices in program coding
1.2 Use language-data types,
operators, and expressions
1.3 Use the appropriate
language syntax for
sequence, selection, and
iteration constructs
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4. Algorithm
5. Pseudocodes
6. Arrays
7. Binary files
8. Modular Programming
9. Structured Query Language
9.1.1. (SQL) and other language
facilities
10. Basic Programming Constructs
10.1. Iteration or repetition
10.2 Decision or choice
10.3 Sequence
11. Updating content of a one-
dimensional array:
11.1. sequential search
11.2. insertion
11.3. deletion
LO 2. Code using standard
algorithms
2.1 Use basic programming-
constructs algorithms
2.2 Use modular programming
approach
2.3 Perform sequential search,
insertion, and deletion
algorithms to operate on
one-dimensional array
2.4 Code standard sequential
access algorithms for text
and binary files
2.5 Use standard sequential
access algorithms for text
and binary files
2.6 Use SQL or language
facilities to access
databases
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12. Testing techniques
13. Errors Handling
14. Debugging options
15. Procedures in debugging and editing
the program
16. Compiling the program
17. Run the application or program
LO3. Debug code
3.1 Review codes visually
3.2 Review codes by using
debugging tools provided
by the system or the
industry
3.3 Use a debugger to trace
code execution
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3.4 Examine variable contents
to detect and correct errors
18. Coding Standards
18.1. Java Coding Standards
18.2. GNU Coding Standards
18.3. Client Coding Standards
18.4. Hungarian Notation
19. Documentation techniques
20. Program and documentation
standards
21. Internal documentation techniques
LO 4. Document activities
4.1 Follow guidelines for
developing a maintainable
code that adheres to a set
of coding standards
4.2 Follow internal
documentation standards
and tools
4.3 Use internal documentation
standards and tools
TLE_ICTCP9-12PS-
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standard
24. Users Manual
25. Printing documents of the programs
LO 5. Test code
5.1 Develop simple tests to
confirm that the coding
process meets design
specifications
5.2 Conduct simple tests to
specifications
5.3 Document the tests
performed
5.4 Correct errors in the code
5.5 Document modifications in
the code
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LESSON 4: APPLYING OBJECT-ORIENTED PROGRAMMING LANGUAGE SKILLS (OP)
1. Semantics and Syntax
2. Language Operators
5. Modular programming
6. Arrays
understanding of
concepts and underlying
principles in object-oriented
programming language
independently create/provide
and/or service in object-
oriented programming
language, as prescribed by
TESDA Training Regulation.
LO 1. Apply basic language
syntax and layout
1.1 Follow basic language
syntax rules and best
practices in program coding
1.2 Use language-data types,
operators, and expressions
language syntax for
sequence, selection, and
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language syntax for
1.5 Use modular programming
approach
1.6 Create arrays and arrays of
objects
7. Principles of object–oriented
programming language
8. Encapsulation
9. Inheritance
10. Polymorphism
11. Form, Module, Class, and Objects
LO 2. Apply basic object
oriented principles in the
target language
2.1 Construct a class that
contains primitive
member/instance variables
2.2 Construct a class that
contains multiple options
for object construction
2.3 Use a user-defined
aggregation in a class
2.4 Implement inheritance to at
least two (2) levels of
depth
2.5 Use polymorphism at a
simple level through
inheritance to enable easy
code extension
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12. Integrated Development
Environments (IDEs):
12.1. Visual C++
12.2. Visual Studio Suite
12.3. Eclipse
12.4. J-Edit
12.5. Code Warrior
12.6. JBuilder
13. Errors Handling
14. Debugging options
15. Procedures in debugging and editing
the program
16. Compiling the program
17. Run the application or program
LO 3. Debug code
3.1 Use an Integrated
Development Environments
3.2 Use language debugging
facilities of any IDE in
debugging
3.3 Detect errors using an
applicable program
debugging technique
3.4 Resolve errors using an
applicable program
debugging technique
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18. Documentation techniques
standards
20. Internal documentation techniques
LO 4. Document activities
4.1 Follow guidelines for
developing maintainable
code that adheres to a set of
coding standards
4.2 Follow internal
documentation standards
4.3 Use internal documentation
standards
TLE_ICTCP9-12OP-
IVa-e-4
standard
23. Users Manual
24. Printing documents of the programs
LO 5. Test code
5.1 Develop simple tests to
specification
5.2 Conduct simple tests to
specification
5.3 Document the performed
tests
5.4 Apply necessary corrections
to the code and
documentation
TLE_ICTCP9-12OP-
IVf-j-5

Code Book Legend
Sample: TLE_ICTCP9-12OP-IVf-j-5
DOMAIN/ COMPONENT CODE
Personal Entrepreneurial Competencies PECS
Environment and Market EM
Use of Hand Tools and Equipment UT
Maintain Hand Tools, Equipment, and Paraphernalia MT
Perform Mensuration and Calculation MC
Prepare and Interpret Technical Drawing ID
Practice Occupational Health and Safety Procedures OS
Designing Program Logic PL
Applying Program Development Approach PD
Applying Programming Skills In A Second Language PS
Applying Object-Oriented Programming Language Skills OP
LEGEND SAMPLE
First Entry
Learning Area and
Strand/ Subject or
Specialization
Technology and Livelihood
Education_
Information and
Communications
Technology
TLE_
ICT
CP
9-12
Grade Level Grade 9/10/11/12
Uppercase Letter/s
Domain/Content/
Component/ Topic
Applying Object-
Oriented Programming
Language Skills
OP
-
Roman Numeral
*Zero if no specific
quarter
Quarter Fourth Quarter IV
Lowercase Letter/s
*Put a hyphen (-) in
between letters to
indicate more than a
specific week
Week Week Six to Ten f-j
-
Arabic Number Competency Test Code 5
Technology-Livelihood Education and Technical-Vocational Track specializations may be taken between Grades 9 to 12.
Schools may offer specializations from the four strands as long as the minimum number of hours for each specialization is met.
Please refer to the sample Curriculum Map on the next page for the number of semesters per ICT specialization and those that have pre-requisites. Curriculum Maps may be
modified according to specializations offered by a school.

SAMPLE ICT CURRICULUM MAP
No. Grade 7/8 Grade 9 Grade 10 Grade 11 Grade 12
1
4 sems 4 sems
2
3
4 sems 4 sems
4
5
4 sems 4 sems
6
7
4
sems
4 sems
Contact Center Services (NC II)
Animation (NC II)
Computer Hardware Servicing (NC II)
Medical Transcription
(NC II)
Illustration (NC II)
EXPLORATORY
(NC IV)
Technical Drafting (NC II)

ICT_Computer Programming CG.pdf

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ICT_Computer Programming CG.pdf