Subject

Manual in
TLE
ICT 9-10
PHILOSOPHY AND RATIONALE

Any secondary education technology livelihood and entrepreneurship program

should be based on the new Basic Education Curriculum in Technology and Livelihood
Education (TLE) for easier assimilation. It should be made more relevant to the present needs
of the time. They are revised by integrating new imperatives to the Basic Education
Curriculum. New concepts, knowledge and processes are also introduced so that students
and teachers will not be left behind in getting across these new elements.
The development of the basic skills in the four areas of TLE, namely: (l) Home
Economics, (2)Agriculture,(3) Industrial Arts and (4) Entrepreneurship, should be the
main concern along with the formation of desirable work values and attitudes.
Lessons are made flexible to give the teacher an opportunity to innovate ideas and
work processes. It is however important that all suggested activities and projects be
pursued ffectively to realize the objectives of the program. Care was exercised to make
concepts and thinking and work practices appropriate for the needs, interests and learning
abilities of students.

The course/subject is intended to help teachers to attain its objective optimally and to
experience a sense of achievement in having contributed to the formation of the individual
student into knowledgeable, morally responsibleand economically productive human being.
TLE program is designed especially for the first year students. It aims to reinforce the work
skill training and value orientation of the first year students.

FACILITATOR GUIDELINES

Here are some tips to help the facilitators get the best from the students and their time in the
sessions.

Give clear instructions. Give clear instructions in English if you can. Check your
instructions. There are many ways of doing this. You can repeat the instructions clearly.
If this is not effective, then you will need to make the language of the instructions
simpler. Translation is also an effective way of checking instructions. A quick way of
involving trainees in this process is to ask them to tell you orally what the instructions
are and what they are supposed to do. Demonstration is another excellent way of
checking instructions.

Finish activities promptly. It can waste a lot of time to wait until every single
student/pair/group has finished an activity in their own time. When the majority have
finished, tell the remaining student/pair/group they must finish. Allow a few more
seconds,
then stop the activity.

Include everybody. Don’t let the strong participants dominate the sessions. Make sure
weaker students are following the session, and don’t get left behind. Be sure to
include
everybody, including the students who seem less interested in the session.
Avoid pointless repetition. Avoid going slowly around the session getting students to take
it in turn to do the same thing, such as answering the same question, as this can be a
waste
of time. It is often more efficient to get students to do thus type of activity in pairs
instead.

If the class is moving slowly, find out why. Different activity can take different amounts
of time to get through the same material. If your session is moving too slowly, try to
identify the types of activity which are taking too long. Why are they taking too long?
Do
the students need more help and support?

Feedback technique. Provide feedback in plenary discussion in a positive way. Point out
the strength point and then the developing area. Ask the students to express their
opinions and motivate them to use the discussed techniques and methodology in their
classroom
practices.

Journal keeping. Read the journals and point out the developing areas that need to be
addressed and discussed in the session and change your mode of delivery if
required.
Distribute the journal with positive comments.

Reading practice. Provide opportunity to read and discuss in pair, group and individually.
In case of pair reading, allow the pairs to read alternately and in group, everyone to read
a
part of supplied reading materials one after another and to discuss after every one’s
reading.
 TLE-ICT 9-10
COMPUTER PROGRAMMING

Computer programming is the process of designing and writing computer programs. As a skill
set, it includes a wide variety of different tasks and techniques, but our tutorials are not intended
to teach you everything. Instead, they are meant to provide basic, practical skills to help you
understand and write computer code that reflects things you see and use in the real world.

The purpose of Computer Programming to high school is to introduce how useful programming
can be as an aid to learning and understanding and in problem solving; it can help explain
complex processes (via modeling and simulation); it can be used to express oneself artistically.

The lessons must make computer programming attractive, fun. We need more students (and a
more diverse group of students) using programming to enhance their learning experience. It
should prepare a student for further investigation. Even if the students end their study of
computer programming with these lessons, they have been exposed to a variety of problem-
solving skills and a feeling for how they could use a computer as a tool.

UNIT OBJECTIVES

The learner demonstrates understanding basic concepts and underlying theories of computer
programming.

UNIT 1
Lesson 1:

SKILLS IN FOCUS

The learner independently demonstrates common competencies in computer hardware servicing

as prescribed by TESDA Training Regulations.

ACTIVITIES

Envisioning the future business career related to computer programming by creating essay
reflections about the learner’s greatest dream business in the future.

ASSESSMENT

1. Discuss the relevance of the course

2. Explain basic concepts in computer hardware servicing
3. Explore opportunities in computer hardware servicing as a career
RESOURCES

DepEd
Learning Module
Brilliant Computing
www.google.com
www.youtube.com
www.wikipedia.com

Lesson 2:

SKILLS IN FOCUS

The learner demonstrates understanding of one’s PECs in relation to computer programming.

ACTIVITIES

1. Discussion about PECs

2. Perform pair assessment of learner’s PECs
3. Perform pair assessment of professional/practitioner’s PECs
4. Actual survey questions related to PEC’s assessment with other learners
5. Actual survey related to PEC’s assessment with that of professional/practitioners
6. Actual alignment procedure of learner’s PECs to that of professional/practitioner’s PECs.

ASSESSMENT

Recognize PECs needed in Computer programming

1.1 Assess one’s PECs: characteristics, attributes, lifestyle, skills, traits

1.2 Assess practitioner’s PECs: characteristics, attributes, lifestyle, skills, traits
1.3 Compare one’s PECS with that of a practitioner/entrepreneur’s
1.4 Align one’s PECS with those of a practitioner/entrepreneur’s

RESOURCES

DepEd
Learning Module
Brilliant Computing
www.google.com
www.youtube.com
www.wikipedia.com
Lesson 3:

SKILLS IN FOCUS

The learner demonstrates understanding of the concepts of environment and market that relate
with a career choice in computer programming.

ACTIVITIES

1) Discussions about SWOT:

a) Strength
b) Weaknesses
c) Opportunities
d) Threats

2) Conducting SWOT analysis inside and outside the classroom.

a) Other learner's competencies
b) Professional/practitioner's competencies.

3) Generating business ideas based on the target customer's needs and wants
4) Generating product design and specifications based on the generated business ideas

ASSESSMENT

Generate a business idea that relates with a career choice in Computer Programming

a) Conduct SWOT analysis

b) Identify the different products/services available in the market
c) Compare different products/services in computer programming business
d) Determine the profile potential customers
e) Determine the profile potential competitors
f) Generate potential business idea based on the SWOT analysis

RESOURCES

DepEd
Learning Module
Brilliant Computing
www.google.com
www.youtube.com
www.wikipedia.com
Lesson 4:

SKILLS IN FOCUS

The learner demonstrates understanding of the use of hand tools and equipment for computer
programming.

ACTIVITIES

1) Discussions about different hand tools and equipment for computer programming
2) Perform hand tool preparation and identification based on the given task.

ASSESSMENT

Prepare hand tools and equipment for computer hardware servicing

a) Prepare hand tools and equipment according to function and task requirement

RESOURCES

DepEd
Learning Module
Brilliant Computing
www.google.com
www.youtube.com
www.wikipedia.com

Lesson 5:

SKILLS IN FOCUS

The learner demonstrates understanding of concepts and underlying principles of Occupational

Health and Safety (OHS) procedures in relation to hazards and risks in the workplace.

ACTIVITIES

1) Discussions about potential hazards and risks in the workplace

2) Conducting hazard check in the workplace
3) Evaluating hazards and risks based of its classifications and effects
4) Generate OHS policies and procedures in controlling the hazards and risks in the workplace.
5) Perform actual drills in preparing controls in OHS policies and procedures
ASSESSMENT
Control hazards and Risks

a) Follow OHS Procedures for controlling hazards and risks

b) Use personal protective equipment (PPE)
c) Follow and observe organizational protocol when providing emergency assistance

Maintain occupational health and safety regulations

a) Participate in related drills and training

b) Prepare OHS personal records in accordance with workplace requirements

RESOURCES

DepEd
Learning Module
Brilliant Computing
www.google.com
www.youtube.com
www.wikipedia.com

Lesson 6:

SKILLS IN FOCUS

The learners shall be able to independently perform accurate measurement and calculation based
on a given task

ACTIVITIES

1) Converting Binary Numbers to Decimal Number using:

a) Expanded Notation
b) Drop Down Notation
2) Converting Decimal Numbers to Binary Numbers using DQR procedure.
3) Using Binary Arithmetic Operation
a) Addition of Binary
b) Subtraction of Binary
c) Division of Binary
d) Multiplication of Binary
4)Generating data character conversion using ASCII table
ASSESSMENT

Carry out mensuration and calculation

a) Perform arithmetic computation on different numbering systems

a) Binary to Decimal conversion using Expanded Notation

b) Binary to Decimal conversion using Drop Down Notation
c) Decimal to Binary conversion
d) Binary Addition
e) Binary Subtraction
f) Binary Division
g) Binary Multiplication

RESOURCES

DepEd
Learning Module
Brilliant Computing
www.google.com
www.youtube.com
www.wikipedia.com

UNIT 2
Lesson 1:

SKILLS IN FOCUS

The learners shall be able to independently design program logic based on job requirements, as
prescribed by the TESDA Training

ACTIVITIES

1) Discussions of the step-by-step procedure of the workflow.

2) Discussions of the different signs and symbols used in computer programming
3) Using of flowchart in designing system workflow of an operation
4) Identifying the workflow of the existing system.
5) Exploring the instructions and procedures of the existing operation or transactions.
6) Generating system flow diagram using flowchart symbols
7) Discussions about pseudo code procedures.
8) Representation of program workflow by using pseudo code system.
9) Generating pseudo code instructions based on the flowchart designs.
10) Discussions about algorithm procedures.
11) Representation of program workflow by using algorithm system.
12) Generating algorithm instructions based on the pseudo code designs.
ASSESSMENT
Select the program logic design approach

1. Obtain design documentation

2. Identify systems specifications and requirements
3. Select the design approach to be followed in coding
4. Identify the applicable diagram based on the job requirements
5. Identify the required links
6. Identify the required modules

Document the program logic or design

1. Follow project standards in structuring diagrams of program flow and modules

2. Document the program scope and limits according to project standards
4. Document special routines or procedures according to project standards
7. Follow project standards in creating special routines or procedures
8. Identify references for tables, files, inputs, outputs, and other program functionalities
according to project standards
9. Revise references for tables, files, inputs, outputs, and other program functionalities according
to project standards

RESOURCES

DepEd
Learning Module
Brilliant Computing
www.google.com
www.youtube.com
www.wikipedia.com

Lesson 2:

SKILLS IN FOCUS

The learners shall be able to independently create a software development plan that applies
applicable program development approach, as prescribed by TESDA Training Regulations

ACTIVITIES

1) Discussions about using programming language designer

2) Exploring the parts of the program language designer
3) Preparing program structure using program designer
4) Preparing sample code instructions and procedures using program designer
5) Designing program’s GUI using program designer form window
6) Applying the program code and syntax in the program designer code window
7) Testing the program
8) Running the program

ASSESSMENT

Determine and select appropriate program development approach

1) Select appropriate program development approach

2) Determine appropriate program activities based on the job requirements
3) Create an initial plan that will guide the program development process

Apply the selected development approach

1. Use a documentation tool for program development

2. Draw program structure and organization
3. Define naming conventions
4. Use proper naming conventions
5. Document input and output forms
6. Document program flow and processes
7. Identify resources for coding
8. Identify resources for testing programs

RESOURCES

DepEd
Learning Module
Brilliant Computing
www.google.com
www.youtube.com
www.wikipedia.com

Lesson 3:

SKILLS IN FOCUS

The learners shall be able to independently create/provide quality and marketable product and/or
service in object-oriented programming language, as prescribed by TESDA Training Regulation.

ACTIVITIES

1. Preparing sample code instructions and procedures using program designer

2. Designing program’s GUI using program designer form window
3. Applying the program code and syntax in the program designer code window
4. Testing the program
5. Running the program
6. Debugging the program code

ASSESSMENT

Apply basic language syntax and layout

1. Follow basic language syntax rules and best practices in program coding
2. Use language-data types, operators, and expressions
3. Use the appropriate language syntax for sequence, selection, and iteration constructs
4. Use the appropriate language syntax for iteration constructs

Debug code
1. Use an Integrated
2. Development Environments
3. Use language debugging facilities of any IDE in debugging

RESOURCES

DepEd
Learning Module
Brilliant Computing
www.google.com
www.youtube.com
www.wikipedia.com