CURRICULUM MAP

Empowerment Technologies

Qrt. Content Most Essential

Unit Topic: Performance Inst. Core
/Month Standard Learning Assessment Activities Resources
Content Standards (PS) Values
/Week (CS) Competencies
The learners The learners compare and  Pre-Test
QUARTER UNIT 1 Diagnostic
demonstrate shall be able to: contrast the  Picture Analysis
1: Empowerment
Lesson 1: an at the end of nuances
Technologies-
understanding the 2-week of varied online Innovative Training
Weeks 1-2 What is of: period platforms, sites, Works, Inc.
Information and
ICT in the independently and content to 1st Edition, Rex Book
Communication
context of compose an best achieve Store
s Technology?
global insightful specific
Empowerment
communicatio reflection paper class objectives or How many of the items or icons in the Technologies-Student
n for specific on address image above are you familiar with? Reader
professional the nature of situational Which ones are you unfamiliar with?
track. ICT in the challenges Formative http://
context of  Group Reporting: www.pbslearningmedi
their lives, Group report ideally done online, should a.org/collection/digital-
tools/
society, and take you on an exploration about:
professional 1. The current state of ICT tools (i.e., Web https://
tracks (Arts, 2.0, Web 3.0, trends in ICT, social, mobile, globalearlyed.wordpre
TechVoc, Sports, and assistive media). ss.com/global-tools/
Academic) teacher-tools/
2. Online systems, functions, and platforms.
Challenge https://
A report called “Networked World en.wikipedia.org/
Readiness” contains 5 categories, namely: wiki/
Mobile_media#cite_no
Access, Learning, Society, Economy, and te-3
Policy.
 Which category is most important to https://goo.gl/44vFXy
you?
 https://
 Online investigation: wordcounter.net/
Explore the content of the Networked World
http://
Readiness6 assessment via this link: cyber.law.harvard.edu/
http://cyber.law.harvard.edu/readinessguide readinessguide/
/intro.html or whenever available, its printed intro.html
version.
 Graphic Organizer:
Students are asked to fill the radial diagram
with as much as they know about
Information and Communications
Technology (ICT).
Summative

 Compare and Contrast Chart

Compare and contrast the implications of
varied online platforms, sites and content; to
best achieve specific needs, objectives; or to
best address the challenges in the classroom
or that of your community. On a piece of
paper or in whatever suitable digital tool is
available, write down your insight in 300
words.
 Enrichment. More to Do.
Identifying the Correct Web Platform for
Social Change.
1. Identify a problem in your community (e.g.)
littering, garbage disposal, blocked
 drainage, Home Quarantine due to Covid
19-pandimic, etc.
2. Imagine that you are going to create a
website to persuade both community
leaders and members to solve the
problem.
3. Fill out the form below:
Self Community Problem_________
Assessment Vicinity__________
Campaign Name__
Type of Media used___________
Website used____
What will be the content of your social
media site?______
Why did you chose that type of social
media?______
Why did you choose that website?_______
 Post Test

 Compose an insightful reflection on the

nature of ICT in the context of your lives,
society, and chosen professional (i.e. Arts,
Technical Vocational, Sports, and
Academic Tracks) track.
apply online Diagnostic  Pre-Test Empowerment
Lesson 2: safety, security, Technologies-
 Dyads
Online Safety,
ethics, Sharing of research made by the students Innovative Training
Security, and etiquette about Identifying the Correct Web Platform Works, Inc.
st
Ethics, and standards and for Social Change. 1 Edition, Rex
Etiquette practice in the use Formative Book Store
of ICTs as it  Group Activity: Collaborative
would relate to Brainstorming Empowerment
their specific Challenge Question Technologies-
professional How is your digital media life like? Student Reader
Hint: You have to think figuratively. http://
tracks.  Q and A about the role of media in www.philstar.com/
students life. headlines/
 Picture Analysis 2014/02/19/1292003/
https://www.flickr.com/photos/jasonahowie/ 7910370882 internet-libel-cyber-
http://pixabay.com/en/ sad-unhappy-sorry-cheerless-smiley-
crime-law-
98457/
constitutional
 Video Analysis http://www.gov.ph/
“Digital Life 101,” 2012/09/12/republic-
(https://www.commonsensemedia.org/ act-no-10175/
video/modal/2078096) https://goo.gl/
 Group Reporting-Cyber News zDDVIB
Research for several news and events http://
related to cybercrime. Using a cellphone, www2.powayusd.co
Summative Zoom or Google Meet, report it as if you m/
were a newscaster. Include also some teacher_resources/
internet threats and how to stay safe digitalLiteracy/
online. Present in 1-2 Minutes. Grades6-8/digResp/
 Barter – Think-Pair-Share Unit1-6/HO-Media
First, the student will take the quiz on his/her %20Life.pdf
own. When he/she is done, he/she will trade https://goo.gl/eli6N6
his/her answers with his/her partner. https://
Together, they will use the answer key to www.commonsense
calculate each other’s score. Discuss what media.org/educators/
surprised you the most and which lesson/digital-life-
answers were the closest to or farthest 101-6-8
from your own experiences. https://goo.gl/
 Advocacy WuFj4g
Together with students group from the https://
cyber news reporting, instruct them to www.flickr.com/
create a campaign material promoting photos/jasonahowie/
Self “Think before you click.” It could be in the
Assessment http://pixabay.com/
form of posters posted in Facebook account en/ sad-unhappy-
of students as approved by the parents. sorry-cheerless-
This campaign is an awareness program for smiley-98457/
the younger batches of the school. (https://
  Post Test www.commonsense
media.org/
 Journal Writing video/modal/2078096
)
Why is it important to act responsibly when https://
carrying out relationships over digital media? www.google.com/
How can you protect your reputation online? safetycenter/
everyone/start/,
https://www.commons
ensemedia.org/,
http://www.iste.org/sta
ndards/iste-standards/s
tandards-for-students
https://goo.gl/Ce65UA
use the Internet Diagnostic  Radial Diagram Empowerment
Lesson 3: as a tool for Technologies-
Students are asked to fill the radial diagram
Contextualized
credible research with as much as they know about the Innovative Training
Online Search and information internet. Works, Inc.
st
and Research gathering to best 1 Edition, Rex
Skills achieve specific Book Store
class objectives or
address Empowerment
situational Technologies-
Student Reader
Formative
 Group Activity: Collaborative https://
Discussion support.google.com/
Students share their personal experiences websearch/answer/
about the use of different search engine 510?hl=en
ttps://
through the hierarchy list. They further
support.google.com/
discuss how to easily and quicker locate the
youtube/answer/
legitimate information on the net.
174084?hl=en
https://
Challenge Question scholar.google.com/
 Are you a smarter user of search https://
engines? www.google.com/
  Do you always rely on the first search safetycenter/families/
results online? explore/content-
 Have you “Googled” yourself lately? credibility/
Are you happy with the results? ttps://
 How do you find answers to questions support.google.com/
from the simple to the complex? websearch/answer/
Google might naturally come to mind. Did 1325808?hl=en
you know that you could also use Wolfram https://
as an alternative search engine? addons.mozilla.org/en-
US/firefox/addon/
 Surfing
google-similar-
 Find the Hidden Calculator
images/
Students are asked to browse the Google http://
hidden calculator. “Head straight to the www.google.com/
search bar and type in the problem or doodles#archive
equation you’re looking to solve. You’ll https://
know you’ve gotten to the right place www.google.com/
when a gray, calculator-like tool pops up #q=do+a+barrel+roll
as the search result.” https://
 Definitions and More www.commonsensem
Add the word “define” before a search edia.org/blog/the-kids-
term in Google. guide-to-google-
 Age-Appropriate Results search
Use Google SafeSearch and YouTube’s https://goo.gl/ErxORI
Safety Mode with search results filter. Let http://
Google annotate the results with reading www.brainyquote.com
levels labeled, or choose to only show /
basic, intermediate, or advanced level Google Search
Education
content.
 Time-Zone Challenged
Typing “time” and a city’s name into the
search bar.
 The Perfect Search
Entering the query, followed by the URL
of the website.
Summative  Photo Magic
 Using Google Reverse Image Search.
 Just for Fun
“If all you really need is a little distraction,
go to Google and type in “tilt,” browse the
Google Doodle archives or just tell
Google to do a barrel roll. You won’t be
disappointed”

 Constructed Response - *Evaluate

Using an evaluation form students will
Self evaluate the search engine used to locate
Assessment
information on the internet.
 Explore
Using Google Chrome as your browser, the
students are ask todo the following “What
Matters in a Query” search tips. To validate
the results of your search, get a screenshot
of the resulting scenarios. Be ready to share
the results in class.

 Reflection
Give explanation on the image quote from
“BrainyQuote”: “We don’t receive wisdom we
must discover it for ourselves after a journey
that no one can take for us or spare us” –
Marcel Proust
Image source: http://www.brainyquote.com/
Weeks 3-4 The learners The learners uses common Diagnostic  Pre-Test on:
Lesson 4:
demonstrate shall be able to: productivity tools  Advanced Word Processing Skills
Developing ICT an at the end of effectively by  Advanced Spreadsheet Skills
content for understanding the 2-week maximizing  Advanced Presentation Skills
specific of: period advanced
purposes  Group Activity: Collaborative
the use of independently application Formative
Brainstorming
advanced apply advanced techniques
Challenge Question
tools productivity
 What was your earliest memory of
and tools to create
productivity tools?
techniques or develop ICT
Hint: They usually come as a suite of computer
found in content for use
applications that serve reporting requirements
common in specific
containing textual, numerical, and presentation
productivity professional
functions.
and tracks. These
software may be in the
 Hands-on Activity:
Following is a screenshot of LibreOffice, a
applications in form of, but not
Free and Open Source Productivity Suite,
developing limited to:
which matches and perhaps could even
ICT 1. Calculating
exceed the overall features, advantages, and
content for spread sheet
benefits of their paid counterpart:
specific of athletic
The prescribed tools and techniques are
professional statistics
listed below in the context of situational use-
tracks. (Sports)
cases along with the respective resources:
2. Layout of
Tools/Technique Use Case Reference
catalogue of Mail merge Mass email https://
creative works and label or printed wiki.documentfoundation
(Arts) generation letters26 .org/images/3/3c/
https://goo.gl/OUy1ct
3. Materials/ Custom Enhances https://
ingredients animations viewer help.libreoffice.org/
projections for and timing experience27 Impress/
Animating_Objects_in_P
batches of resentation_Slides
baked goods https://goo.gl/H8hlQy
(Tech- Voc) Hyperlinking Optimizes https://
in use of related help.libreoffice.org/
4. Letterhead/ presentations content and Writer/
business card references. Inserting_a_Calc_Chart_
Design
(Business/
Academic)
 Applies to into_a_Text_Document
Word/Write https://goo.gl/XX5dM0
documents
too.
Integrating Enriches https://
images and textual help.libreoffice.org/
creates an original external content. Also Writer/
or derivative ICT Summative material in useful in Inserting_Graphics_Fro
content to word presentation m_Draw_or_Impress
processors slides and https://goo.gl/K4nV83
effectively sometimes in
communicate spreadsheets
Embedded Seamlessly https://
or present data or files and data integrates help.libreoffice.org/
information related files Impress/
related to specific Insert_Slides_Objects
https://goo.gl/G9lNIe
professional Advanced Simplifies https://
tracks and complex and help.libreoffice.org/
Self formulas; automates Calc/
Assessment and common Functions_by_Category
computations tasks https://goo.gl/XRtFDy
 Self Exploration
 Give activities that will allow the students
to use common productivity tools
effectively by maximizing advanced
application techniques in the given
context of their professional track.
 To build on it, guide the students to create
an original or derivative ICT content to
effectively communicate or present data
or information related to their track.
 Pair and Share
Each student will share with their partner about their
personal experience in using productivity tools in
processing information and in their study. Let them share
how these productivity tools help the government and to
any individual deal the current social issue like Covid-19
Pandemic.
 how to at the end of evaluate existing
Week 5-6 Lesson 5:
manipulate the 2-week websites and
Manipulating text, period online resources
text, graphics, graphics, independently based on the
and images to and images to apply the principles of
create ICT create ICT techniques of layout, graphic,
content content image and
intended for an
online intended for manipulation visual message
environment an and graphic design
online design use image
environment to create manipulation
original or techniques
derivative on existing images
ICT content to change or
from existing enhance their
images, text and current state to
graphic communicate a
elements for message for a
use in specific specific purpose
professional create an original
tracks. or derivative ICT
These may be in content to
the form of, effectively
but not limited communicate
to: a visual message
1. Team/ in an online
athlete/ league environment
recruitment related to specific
posters professional
(Sports) tracks
2. Logo or crest
for a
community,
school
 organization or
barkada
(Arts)
3. Labeling and
manual of
operation for
tools and
equipment
(Tech-Voc)
4. Presentation
of cafeteria
patronage data
(Business/
Academic)
the principles at the end of evaluate existing
Week 7-8 UNIT 2 and the 2-week online creation
Lesson 6: techniques period tools, platforms
of independently and applications
The principles design using apply the in
and techniques online principles and developing ICT
of design using creation techniques of content for
online creation
tools, tools, design using specific
platforms, and platforms, and online creation professional
applications to applications tools, platforms, tracks
develop ICT to and apply web design
content for develop ICT applications to principles and
specific
content for create original elements using
professional
tracks specific or online creation
professional derivative ICT tools, platforms,
tracks content for use and applications
in to communicate a
specific message for a
professional specific purpose in
tracks specific
These may be in professional
the form of, tracks
but not limited create an original
to: or derivative ICT
1. Survey content using
instruments online creation
using tools,
Google forms platforms, and
(Business/ applications to
Academic) effectively
2. Athletic communicate
match-ups and messages
league related
standings using
Mindmeister
(Sports)
3.
Catalogues/Swa
tches/
options for
products and
services using
Prezi (Tech
Voc)
4. Online photo
album of
artistic works or
photographs
using Picasa
(Arts)
5. Online music
production
using Sibelius
(Music)
 the key at the end of evaluate the
learnings from the 2-week quality, value, and
the previous period appropriateness
weeks, and quarter of peer’s existing
which they collaboratively or previously
will develop an developed ICT
synthesize online portal or content in relation
into an website to to the theme or
integrated showcase and intended
ICT content share existing audience/ viewer
through and previously of an
collaboration developed ICT project
with content. share and
Weeks 9- Lesson 7:
classmate and These may be in showcase existing
10 Integrating ICT
content through teacher as the form of, or
collaboration both but not limited previously
with classmate peer and to: developed
and teacher as partner 1. Online material in
both peer and newsletter the form of a
partner
2. Blog collaboratively
3. Issuu online designed
“magazine” newsletter or blog
site
intended for a
specific audience
or
viewer
The learners The learners: explore the
QUARTE UNIT 3
demonstrate at the end of principles of
R 2:
Lesson 8: an the week interactivity and
Week 1 Multimedia and understanding independently rich content in the
ICT of: assess one’s context of Web
how rich experience 2.0 and the
media along a range of participation of
 content and online rich the user in the
interactivity content on the online experience
affects and basis
changes of the usability
the user of the interface
experience in
the delivery
and
consumption
of
ICT content
Week 2 ICT as a tool, at the end of share anecdotes
Lesson 9: ICTs medium, and the week of how he/she has
as platform for
change
force independently used ICTs to be
in bringing articulate how part of a social
about action ICT tools and movement,
and platforms have change, or cause
mobilize changed the to
change way people illustrate aspects
in a communicate, of digital
population, and how social citizenship
society, or change has
culture. been brought
about
by the use of
ICTs
Week 3-6 Lesson 10: How how to work at the end of identify a local or
to work with with peers the 4-week regional cause or
peers and
and period issue for Social
external
publics/partner external collaboratively Change related to
s for the publics/ participate specific
development of partners for actively in the professional
an ICT project the creation and tracks that can
that advocates development development of be addressed or
or mobilizes for of an ICT Project tackled using an
a specific an ICT project for Social ICT Project for
Social Change
that Change relating Social Change
or Cause
advocates to an analyze how
or mobilizes issue in specific target or intended
for professional users and
a specific tracks audiences are
Social Topics may expected
Change or cover, but are to respond to the
cause not proposed ICT
limited to: Project for Social
1. Promotion of Change on the
wellness in basis of content,
the home value, and user
(Sports) experience
2. Street food
safety and integrate rich
cleanliness drive multimedia
(Tech content
Voc) in design and
3. Cultural development to
heritage best
promotion enhance the user
through new experience and
designs deliver content of
“Pinoy pride” an ICT Project for
(Arts) Social Change
4. Savings and develop a working
financial prototype of an
literacy drives ICT Project for
and Social Change
advocacies
(Business/Acade
mic
 how to at the end of demonstrate how
Week 7-8 UNIT 4:
manage the 2-week online ICT
Lesson 11: an online ICT period Projects for Social
How to manage Project for independently Change are
an online ICT Social and uploaded,
Project for Change collaboratively managed, and
Social Change co-manage an promoted
online ICT for maximum
Project for audience impact
Social generate a
Change through technical report
available tools, interpreting data
resources, and analytics,
platforms e.g. Google,
Facebook, or
similar traffic data
on the general
aspects of search
visibility, reach,
and vitality
how to at the end of generate a report
Lesson 12: maintain the week on the
Week 9
How to
and sustain independently performance of
maintain and the evaluate the their ICT Project
sustain the operation of performance of for
operation of an an an advocacy via Social Change on
ICT Project for ICT Project for an ICT Project the basis of data
Social Change Social Change for Social gathered from
Change available
through monitoring
available tools and
monitoring evaluating
tools and techniques
evaluating
 techniques
such as user
interviews,
feedback forms,
and Analytics
data
at the end of create a reflexive
Week 10 Lesson 13:
how to reflect the week piece or output
Reflecting on on the nature independently using an ICT tool,
the nature of of ICT and the reflect on the platform, or
ICT and the manner by ICT application of
manner by which the learning process choice on the
which the learning and how learning
learning
process has process has his/her world experience
changed your changed view has undergone
worldview his/her world. evolved during the
over the past semester
semester
Outputs during
this week may
be in the form
of, but not
limited to:
1. Video blog
2. Presentation
or image
gallery
3. Website
4. Illustrated
document