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

Career Pathways Technology and Livelihood Education INFORMATION AND COMMUNICATION TECHNOLOGY DESKTOP PUBLISHING
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 Desktop Publishing.

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

Quarters 3:

DESKTOP PUBLISHING

Content Standard:

Topic: Personal Entrepreneurial Timeframe: 5 days Competencies (PECs) STAGE 1 Performance Standard: The learner prepares an activity plan that aligns his/her PECs with the PECs of successful practitioner/entrepreneur in Desktop Publishing. Essential Question:

The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs) Desktop Publishing. Essential Understanding:

How does one ensure success in a chosen career? Aligning ones PECs with the PECs of successful practitioner/entrepreneur helps ensure success in a chosen career.

Learners will know: Personal Entrepreneurial Competencies (PECs) Characteristics/Traits/Attributes Lifestyles Skills PECs of chosen successful office assistant/entrepreneur/graphic artist Ways of aligning PECs

Learners will be able to: Assess their PECs vis--vis: Characteristics/Traits/Attributes Lifestyles Skills Compare ones PECs with that of the entrepreneur/practitioner Make necessary alignment with PECs

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

STAGE 2 Understanding Activity plan that aligns ones PECs with The learners should be able to the PECs related to Desktop Publishing demonstrate understanding covering business. 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 Details/focus Conclusiveness Illustration Apply ones PECs in pursuing a chosen entrepreneurial activity. Criteria: Efficiency/effectiveness Level of competence Product or Performance Task: Evidence at the level of Performance Assessment of the activity plan 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 II

Level of confidence Attitude/behavior Express your thoughts on the importance of PECs 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 prospective entrepreneur in photo editing. Criteria: Reflectiveness/Insightfulness Depth Objectivity

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

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 aligns these competencies with the competencies of successful practitioners/entrepreneurs, he/she may become ready to face the challenges of starting a business. 1. EXPLORE Ask learners to name people in the nearby community/municipality/city/province who are successful in establishing their own computer related 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/Trait Lifestyle Skills (Note: Refer to Appendix A, Activity 1 Assessing Ones PECs 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. Ask EQ to draw out the initial understandings of learners about how practitioners/entrepreneurs succeed in their chosen career. The teacher may distribute meta cards for learners to write their answers. These may be posted on the wall and revisited during the Firming-up.

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

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 practitioners/ entrepreneurs succeed in their chosen careers. Some suggested activities: interview with successful practitioners/entrepreneurs, inviting successful practitioners/entrepreneurs as resource person in class, video documentaries of successful practitioners/entrepreneurs, web searching, etc Appendix B- Activity 2 Evaluating your PECs 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 practitioners/entrepreneurs succeed in their chosen field. Refer learners 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. (See Appendix C Activity 3A Aligning Ones PECs). Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them. Ask the 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 an Activity plan that aligns their PECs with the PECs of successful practitioner/entrepreneur. Appendix D Activity 3-B Activity Plan in Aligning Ones PECs. Assess learners plan of action based on the criteria provided in Stage 2 (Assessment at the level of performance).