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 (ICT) I
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 in ICT (PC Operations).

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

Quarter 1: PC Operations

Topic: Personal Entrepreneurial Timeframe: 3 days 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 Internet caf his/her development areas based on his/her PECs and assistant/office assistant/encoder: improves further his/her areas of strength.

Essential Understanding: Successful entrepreneurs continuously develop and improve their PECs

Essential Question/s: How does one ensure success in a chosen career?

Learners will know: Personal Entrepreneurial Competencies (PECs) Characteristics Attributes Lifestyles Skills Traits PECs interpretation by cluster: Achievement Planning Power

Learners will be able to: Assess their PECs vis--vis: Characteristics Attributes Lifestyles Skills Traits Compare their PECs with practitioners Analyze and interpret PECs by cluster Achievement Planning Power

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

STAGE 2 Product or Performance Task: Plan of action that addresses personal -areas of development based on his/her PECs, and strengths needing further improvement Evidence at the level of Understanding The learners should be able to demonstrate the six (6) facets of understanding: Describe your PECs focusing on strengths and developmental areas. Criteria: Comprehensiveness (Should include Characteristics, Attributes, etc) Clarity Conciseness Compare your PECs with those of a successful practitioner. Criteria: Objectivity Focus Conclusiveness Apply ones PECs in pursuing a chosen entrepreneurial activity. Criteria: Efficiency/effectiveness Level of competence Level of confidence 3 Performance Assessment of the plan of action of PECs based on the following criteria: Comprehensiveness of personal plan on areas of development; appropriateness of strategies in terms of addressing personal areas of development based on ones PECs and improving further ones areas of strength doability

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

Attitude/behavior Express your thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur. Criteria: Validity Relevance Sensitivity Express your feelings if you are an entrepreneur who finds difficulty in coping with the PECs of a chosen career. Criteria: Openness Objectivity Sensitivity Assess your level of confidence as a prospective Internet caf assistant/office assistant/encoder. Criteria: Reflective/Insightful Depth Objectivity

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) attributed to certain individuals. These PECs include characteristics, attributes, lifestyles, skills, or traits that make one different from others. When one possesses these attributes, he/she may become ready to face the challenges of starting a business. 1. EXPLORE Ask learners to name people in the country 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.

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

Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. Teacher may distribute meta cards for learners to write their answers. These may be posted on the wall and revisited during the FIRMING-UP. 2. FIRM-UP In order to firm up their understanding, learners may be ask 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 persons in class, video documentaries of successful entrepreneurs, web searching, etc. 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 Reflect/rethink their understanding of how entrepreneurs succeed in their chosen field. Refer students to their answers posted on the wall. Process learners learning and check it against EU. Check learners understandings against the content standard. 3. DEEPEN Have learners align their PECs with those of a successful entrepreneur. 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 plans of action based on the criteria provided in Stage 2 (assessment at the level of performance).