K to 12 BASIC EDUCATION CURRICULUMJUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL - TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK INFORMATION AND COMMUNICATIONS TECHNOLOGY–ANIMATION (NC II) These are the specializations and their pre-requisites. These lists should be used as reference for curriculum maps. AGRI-FISHERY ARTS 1. 2. 3. 4. 5. Specialization Agricultural Crops Production (NC I) Agricultural Crops Production (NC II)++ Agricultural Crops Production (NC III) Animal Health Care Management (NC III) Animal Production (NC II) + When updated, this CG will become the following: 1. Animal Production (Poultry-Chicken) (NC II); 2. Animal Production (Ruminants) (NC II); and 3. Animal Production (Swine) (NC II) 6. Aquaculture (NC II) 7. Artificial Insemination (Ruminants) (NC II) 8. Artificial Insemination (Swine) (NC II) 9. Agricultural Crops Production (NC I) 10. Fish Capture (NC II) ++ 11. Fishing Gear Repair and Maintenance (NC III) 12. Fish-Products Packaging (NC II) 13. Fish Wharf Operation (NC I) 14. Food (Fish) Processing (NC II) 15. Horticulture (NC II) + 16. Horticulture (NC III) 17. Landscape Installation and Maintenance (NC II) 18. Organic Agriculture (NC II) 19. Pest Management (NC II) 20. Rice Machinery Operation (NC II) 21. Rubber Processing (NC II) 22. Rubber Production (NC II) 23. Slaughtering Operation (NC II) + CG to be updated by December 2015 ++ CG to be uploaded by December 2015 K to 12 ICT – Animation (NC II) Curriculum Guide December 2013 Number of Hours Pre-requisite 480 hours 640 hours 320 hours Agricultural Crops Production (NC II) Animal Production (NC II) 480 hours 640 160 160 320 640 320 320 160 640 640 640 320 320 320 320 320 320 160 hours hours hours hours hours hours hours hours hours hours hours hours hours hours hours hours hours hours *LO - Learning Outcome Animal Production (NC II) Animal Production (NC II) Horticulture (NC II) Agricultural Crops Production Agricultural Crops Production Agricultural Crops Production Agricultural Crops Production (NC (NC (NC (NC I) I) I) I) Animal Production (NC II) Page 1 of 18 Beauty/Nail Care (NC II) 5. Local Guiding Services (NC II) 22. Fashion Design (Apparel) (NC III) 12. Bread and Pastry Production (NC II) 6. Wellness Massage (NC II) + CG to be updated by December 2015 K to 12 ICT – Animation (NC II) Curriculum Guide December 2013 Number of Hours 160 hours 320 hours 320 hours 160 hours 160 hours 640 hours 320 hours 320 hours 320 hours 320 hours 640 hours 160 hours 160 hours 320 hours 640 hours 160 hours 160 hours 160 hours 160 hours 160 hours 160 hours 320 hours 160 hours 160 hours 160 hours *LO . Dressmaking (NC II) 10. Front Office Services (NC II) 14.TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK INFORMATION AND COMMUNICATIONS TECHNOLOGY–ANIMATION (NC II) HOME ECONOMICS Specialization 1. Caregiving (NC II) 7. Macrame) (Non-NC) 17. Hairdressing (NC II) 15. Bartending (NC II) 4. Barbering (NC II) 3. Food and Beverage Services (NC II) + 13. Handicraft (Fashion Accessories. Paper Craft) (Non-NC) 18. Handicraft (Woodcraft. Commercial Cooking (NC III) 8. Attractions and Theme Parks (NC II) 2.K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL . Travel Services (NC II) 25. Hairdressing (NC III) 16. Cookery (NC II) 9. Housekeeping (NC II) + 21.Learning Outcome Pre-requisite 40 hours of the subject during exploratory Grade 7/8 40 hours of the subject during exploratory Grade 7/8 Cookery (NC II) 40 hours of the subject during exploratory Grade 7/8 40 hours of the subject during exploratory Grade 7/8 Dressmaking (NC II) or Tailoring (NC II) 40 hours of the subject during exploratory Grade 7/8 Hairdressing (NC II) 40 hours of the subject during exploratory Grade 7/8 Page 2 of 18 . Events Management Services (NC III) 11. Leathercraft) (Non-NC) 20. Tourism Promotion Services (NC II) 24. Handicraft (Needlecraft) (Non-NC) 19. Handicraft (Basketry. Tailoring (NC II) 23. 13. 3. 12. 18. 8. 15. 6. 10. 9. 11. 22. 7. Automotive Servicing (NC I) + Automotive Servicing (NC II) Carpentry (NC II) Carpentry (NC III) Construction Painting (NC II) Consumer Electronics Servicing (NC II) + Domestic Refrigeration and Airconditioning (DOMRAC) Servicing (NC II) Driving (NC II) Electrical Installation and Maintenance (NC II) Electric Power Distribution Line Construction (NC II) Electronic Products Assembly and Servicing (NC II) ++ (CG under construction based on Consumer Electronics Servicing (NC II) CG) Furniture Making (Finishing) (NC II) + Instrumentation and Control Servicing (NC II) Gas Metal Arc Welding (GMAW) (NC II) Gas Tungsten Arc Welding (GTAW) (NC II) Machining (NC I) ++ Machining (NC II) Masonry (NC II) Mechatronics Servicing (NC II) Motorcycle/Small Engine Servicing (NC II) Plumbing (NC I) Plumbing (NC II) Refrigeration and Air-Conditioning (Packaged Air-Conditioning Unit [PACU]/Commercial Refrigeration Equipment [CRE]) Servicing (NC III) Shielded Metal Arc Welding (NC I) Shielded Metal Arc Welding (NC II) Tile Setting (NC II) Transmission Line Installation and Maintenance (NC II) Number of Hours 640 640 640 320 160 640 640 160 640 320 Pre-requisite hours hours hours hours hours hours hours hours hours hours Automotive Servicing (NC I) Carpentry (NC II) Electrical Installation and Maintenance (NC II) 640 hours 480 320 320 320 640 640 320 320 320 320 320 hours hours hours hours hours hours hours hours hours hours hours 640 hours 320 320 320 640 Electronic Products Assembly and Servicing (EPAS) (NC II) Shielded Metal Arc Welding (SMAW) (NC II) Shielded Metal Arc Welding (GMAW) (NC II) Machining (NC I) Consumer Electronics Servicing (NC II) Plumbing (NC I) Domestic Refrigeration and Airconditioning (DOMRAC) Servicing (NC II) hours hours hours hours Shielded Metal Arc Welding (NC I) Electrical Installation and Maintenance (NC II) + CG to be updated by December 2015 CG to be uploaded by December 2015 ++ K to 12 ICT – Animation (NC II) Curriculum Guide December 2013 *LO . 27. 26. 21. 2. 14. 17. 24. 25. 20. 5. 23.TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK INFORMATION AND COMMUNICATIONS TECHNOLOGY–ANIMATION (NC II) INDUSTRIAL ARTS Specialization 1. 16. 4.Learning Outcome Page 3 of 18 . 19.K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL . this CG will become the following: 1. Animation (NC II) Broadband Installation (Fixed Wireless Systems) (NC II) 160 hours Computer Hardware Servicing (NC II) + Computer Programming (NC IV) + 320 hours When updated. 5. 8. Programming (Java) (NC II)++ 3. Telecom OSP and Subscriber Line Installation (Copper Cable/POTS and DSL) (NC II) 2. Programming (. Programming (Oracle Database) (NC II)++ Computer System Servicing (NC II) ++ 1.net Technology) (NC II)++ 2. 11. 2. 6. Telecom OSP Installation (Fiber Optic Cable) (NC II) 320 hours (CG under construction based on Computer Hardware Servicing (NC II) CG) Contact Center Services (NC II) Illustration (NC II) Medical Transcription (NC II) Technical Drafting (NC II) Telecom OSP and Subscriber Line Installation (Copper Cable/POTS and DSL) (NC II) Telecom OSP Installation (Fiber Optic Cable) (NC II) Pre-requisite 320 hours 320 320 320 320 hours hours hours hours 320 hours Computer Hardware Servicing (NC II) 160 hours Telecom OSP and Subscriber Line Installation (Copper Cable/POTS and DSL) (NC II) + CG to be updated by December 2015 CG to be uploaded by December 2015 ++ K to 12 ICT – Animation (NC II) Curriculum Guide December 2013 *LO . 7. 10.TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK INFORMATION AND COMMUNICATIONS TECHNOLOGY–ANIMATION (NC II) INFORMATION. COMMUNICATIONS AND TECHNOLOGY (ICT) Number of Hours 320 hours Specialization 1. 3. 9.Learning Outcome Page 4 of 18 . 4.K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL . key concepts. Key concepts and common competencies 3. Core competency in animation 4. and 4) exploration of career opportunities. LESSON 1: PERSONAL ENTREPRENEURIAL COMPETENCIES (PECS) 1.4 Skills 1.3 Lifestyle 1. strengthen and one’s PECs based on the results LESSON 2: ENVIRONMENT AND MARKET (EM) 1.2 Attributes 1.2 Assess practitioner’s PECs: characteristics. skills and traits 1. Explain the key concepts of common competencies 3. PERFORMANCE STANDARD The learner independently creates/provides quality and marketable products and/or services for the animation industry as prescribed by TESDA Training Regulations. Recognize and understand the market in Animation 1.Learning Outcome LEARNING COMPETENCIES 1. Align. Recognize PECs needed in Animation 1. five (5) Common Competencies. and one (1) Core Competency that a high school student ought to possess to produce clean-up and in-between drawings The preliminaries of this specialization course include the following: 1) discussion on the relevance of the course. animation market within the 4.1 Identify the players/ competitors within the town TLE_EM9-12-Ia1 Page 5 of 18 . Explore job opportunities in animation.1 Characteristics 1. CODE LO 1. 3) explanation of core competencies relative to the course. Relevance of the course 2. skills and traits 1. plan that aligns with that of a entrepreneur/ employee in practitioner/entrepreneur’s in locality/town animation. Analysis of PECs in relation to a practitioner’s 3.4 Align one’s PECs with that of a practitioner/entrepreneur’s TLE_PECS9-12Ia-1 LO 1. CONTENT Introduction 1. Environment and Market. Career opportunities CONTENT STANDARD The learner demonstrates an understanding of the core competency.1 Assess one’s PECs: characteristics. Market (locality/town) The learner demonstrates The learner independently 2. attributes. K to 12 ICT – Animation (NC II) Curriculum Guide December 2013 *LO .TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK INFORMATION AND COMMUNICATIONS TECHNOLOGY–ANIMATION (NC II) (160 hours) Course Description: This is an introductory and specialization course which leads to an Animation National Certificate Level II (NC II). attributes. Explain the core competency in Animation 4. Key concepts of Market understanding of “environment creates a business vicinity map 3. lifestyle. Discuss the relevance of the course 2. underlying principles in animation.K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL . It covers Personal Entrepreneurial Competencies (PECs). 1. Players in the market and market” in the animation field reflective of the potential (Competitors) in one’s locality/town. 2) explanation of key concepts of common competencies. Assessment of Personal The learner demonstrates an The learner recognizes his/her Competencies and Skills (PECs) understanding of one’s PECs for PECs and prepares an activity vis-à-vis a practicing animation.5 Traits 2.3 Compare one’s PECs with that of a practitioner /entrepreneur’s 1. lifestyle. Products and services locality/town. K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL .Learning Outcome TLE_ICTAN912UT-Ic-2 Page 6 of 18 . Consumer Analysis 2. according to function and task requirement 3. Market (Customer) LO 2.3 Borrower’s slip 4.TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK INFORMATION AND COMMUNICATIONS TECHNOLOGY–ANIMATION (NC II) CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE available in the market 1.1 Observation analysis 7.5 Survey LESSON 3: USE OF HAND TOOLS AND EQUIPMENT (UT) 1. Key concepts in identifying customer/market in Animation 2 and understanding the 2.1 Identify the profile of potential consumer customers 7. Requisition procedures K to 12 ICT – Animation (NC II) Curriculum Guide December 2013 LO 2.2 Identify the different products/services available in the market 5. 1. Procedure in accomplishing forms: 3.2 Inspect the requested tools and equipment 1.2 Identify the customer’s needs through: and wants through consumer 7. Hand tools for animation The learner demonstrates an The learner independently uses LO 1. Prepare hand tools and TLE_ICTAN92.1 Use hand tools and equipment animation.3 Focus Group analysis Discussion (FGD) 7.2 Interviews 2.1 Job order slips 3. Inspect hand tools and equipment received in animation 1.1 Check the list of tools and equipment to be requested per job requirement 1. Recognize the potential TLE_EM9-12-Ia6. Equipment for animation understanding of the hand tools hand tools and equipment for equipment in animation 12UT-Ib-1 and equipment used in animation.3 Conduct consumer/market 7.2 Tools and materials requisition slips 3.3 Assess the condition of all hand tools and equipment for proper operation and safety *LO . 1. equipment and 12MT-Id-1 2.1 Memory and underlying principles of 1. Common malfunction in 1. *LO . equipment and paraphernalia 1. Reporting to property paraphernalia custodian 1. Carry out mensuration and calculation 2.K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL .Learning Outcome LO 1. hand tools. multiplication and division) 2.2 Follow procedures in cleaning. 1.2 Memory 3. Procedures in cleaning. equipment and paraphernalia tightening and simple repairs maintaining hand tools.1 Identify object/s to be measured 1. equipment and 4. Safety procedures in using The learner demonstrates an The learner independently LO 1.TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK INFORMATION AND COMMUNICATIONS TECHNOLOGY–ANIMATION (NC II) CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE LESSON 4: MAINTAIN HAND TOOLS.2 Use the correct specifications as specified in the job requirements TLE_ICTAN912MC-Ie-1 LO 2. using hand tools.1 Perform safety procedures in of hand tools.1 Perform calculation needed to complete task using the four mathematical fundamental operation (addition.3 Data storage 3. Types of components and The learner demonstrates an objects to be measured: understanding of the concepts 1. Use and maintain hand TLE_ICTAN9hand tools and equipment understanding of the concepts performs maintenance of hand tools. equipment and equipment and paraphernalia. EQUIPMENT AND PARAPHERNALIA (MT) 1. equipment paraphernalia and paraphernalia 3.2 Data storage capacity performing measurements and 1. paraphernalia.5 Video card K to 12 ICT – Animation (NC II) Curriculum Guide December 2013 The learner independently performs accurate measurements and calculation based on a given tasks.1 Capacity and speed 3.2 Employ different techniques in checking accuracy of the computation TLE_ICTAN912MC-If-2 Page 7 of 18 . Correct specifications of the relevant sources 3. equipment and tightening and simple repair of paraphernalia hand tools.3 Identify common malfunction (unplanned or unusual events) when using hand tools.4 Video card 2.4 Follow procedures in preparing a report to property custodian LESSON 5: PERFORM MENSURATION AND CALCULATION (MC) 1.3 Processor calculation. Conversion and calculation 3. subtraction.4 Processor 3. Perform basic mensuration 1. and underlying principles of tools. Flowchart interpretation 3.2 Classify the types of hazards and risks in the workplace TLE_ICTAN912OS-Ii-1 TLE_ICTAN912OS-Ij-2 Page 8 of 18 . Contingency measures Occupational Health and Safety (OHS) procedures in relation to hazards and risks in the workplace.1 Types of flowchart LESSON 7: PRACTICE OCCUPATIONAL HEALTH AND SAFETY (OHS) PROCEDURES (OS) 1. 2. 4.4 Layout plans 2.3 Block diagrams technical drawings in animation. Identify different kinds of technical drawings 1. 5. Basic symbols The learner demonstrates an The learner independently and 2.1 Determine the effects of hazards and risks 2. Effects of hazards and risks in the work place K to 12 ICT – Animation (NC II) Curriculum Guide December 2013 *LO . 2. Interpret technical drawing 2. Indicators of hazard and risks and underlying principles of the workplace. Basic elements understanding of the concepts accurately prepares and 2.1 Schematic diagram and underlying principles of interprets technical drawing. Evaluation of hazards and risks 6.3 Apply contingency measures in accordance with the OHS procedures LO 2.5 Loop diagram 3.1 Explain hazards and risks in the workplace 1. Safety regulations understanding of the concepts and practices OHS procedures in 3. Evaluate hazards and risks 2.2 Select technical drawing in accordance with the job requirement TLE_ICTAN912ID-Ig-1 LO 2.3 Create a flowchart that depicts a simple scenario TLE_ICTAN912ID-Ih-2 LO 1.TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK INFORMATION AND COMMUNICATIONS TECHNOLOGY–ANIMATION (NC II) CONTENT CONTENT STANDARD PERFORMANCE STANDARD LESSON 6: PREPARE AND INTERPRET TECHNICAL DRAWING (ID) 1.1 Identify basic symbols used in technical drawing 1. Identify hazards and risks 1.K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL .Learning Outcome LEARNING COMPETENCIES CODE LO 1.2 Charts preparing and interpreting 2.2 Identify hazards and risks indicators in the workplace 1.2 Interpret the symbols used in flow charting 2. Hazards and risks control The learner demonstrates an The learner consistently observes 2.1 Identify the basic symbols used in flow charting 2. 6 Identify all necessary materials and equipment according to the task undertaken 1.TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK INFORMATION AND COMMUNICATIONS TECHNOLOGY–ANIMATION (NC II) CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE 7. Identify requirements for cleaned-up drawings in actual scene folders (cartoon-simple) 1.Learning Outcome LO 1. Materials and equipment for animation 9.3 Follow and observe organizational protocol when providing emergency assistance LESSON 8: PRODUCING CLEANED-UP AND IN-BETWEENED DRAWINGS (CI) 1.1 Produce clean-up drawings which are consistent with the requirements TLE_ICTAN912CI-IIa-j-1 TLE_ICTAN912CI-IIIa-j-2 Page 9 of 18 .3 Collect all relevant model sheets for ready reference 1. Drawing animals and props 7.1 Follow OHS procedures for 12OS-Ij-3 controlling hazards and risks 3. Familiarization with Line-Test hardware and software K to 12 ICT – Animation (NC II) Curriculum Guide December 2013 *LO . Principles and concept of animation 8. simple) 2.2 Use Personal Protective Equipment (PPE) 3.7 Prepare all necessary materials and equipment LO 2. Production of clean-up drawings (cartoon –simple) 10. Types of model sheets and underlying principles of between drawings as prescribed 3.1 Safety regulation 3.K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL . Clean-up requirements for The learner demonstrates an The learner independently drawing (cartoon-simple) understanding of the concepts produces clean-up and in2.4 Check key drawings and refer to appropriate personnel if there are problems/errors encountered 1. Animation workflow 6. Hazards and risks control LO 3. Key drawings and animation producing clean-up and inin the TESDA Training breakdowns between drawings. Clean-up drawing preparations (cartoon-simple) 5.5 Compare/check animation breakdowns against x-sheet 1. Regulations. 4.2 Identify model sheets for reference 1.1 Identify all relevant cleaned up requirements from the appropriate source material 1. Produce clean-up drawings for actual scene folders (cartoon. Control hazards and risks TLE_ICTAN97. Animator keys 11. K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL .8 Apply software animation on clean-up drawings 2.16 Observe drawing proportions 2.15 Follow the procedures in cartoon drawing construction 2.14 Create model sheets 2.4 Number all animation Concept of line quality breakdowns onto a clean-up Model sheets drawing Procedures for cartoon 2.TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK INFORMATION AND COMMUNICATIONS TECHNOLOGY–ANIMATION (NC II) CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE Clean-up procedures 2.Learning Outcome Page 10 of 18 .9-12 Observe the principles of line quality in producing a clean-up drawing 2.9 Apply the procedures and policies in records keeping 2.17 Record clean-up drawings in accordance with company’s specified procedures and policies 2. 19. 13.12 Follow procedures and policies in keeping records 2.5 Copy animation breakdowns drawing construction onto a clean-up drawing Drawing proportions 2.7 Perform clean-up procedures up drawings 2. 17.2 Match clean-up drawings to Procedures and policies in animators’ keys records keeping 2. 18. 15. 14. 16.18 Store clean-up drawings in accordance with company’s K to 12 ICT – Animation (NC II) Curriculum Guide December 2013 *LO .10 Make appropriate referral to personnel the revised or corrections on clean-up drawings 2.12.6 Identify line-test hardware Company procedure and and software policies in recording clean2.13 Implement the necessary corrections/revisions after referral has been made 2.3 Model clean-up drawings Application of software based on animator’s keys animation 2. 26.TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK INFORMATION AND COMMUNICATIONS TECHNOLOGY–ANIMATION (NC II) CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE specified procedures and policies . regular) regular) 3. 27. 23.11 Apply concepts used of character designing 3. 24.7 Prepare materials and equipment for in-between drawings 3. 29.8 Apply concepts of in-betweening based on specifications 3.1 Identify all requirements for Cleaned-up key drawings for in-betweened from source (cartoon .regular ) materials Animation breakdowns and x3.4 Check all clean-up key Procedures for character drawings for errors posing 3. 28. Identify requirements for TLE_ICTAN9(cartoon-regular) in-between drawings in actual 12CI-IVa-j-3 Model sheets (cartoonscene folders (cartoon.20. 25.6 Identify materials and design equipment for in-between Do’s and don’ts of drawings in-betweening 3. K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL .5 Check against x-sheet for Techniques for refining line errors all animation quality breakdowns Concepts of character 3.2 Identify model sheets for sheets reference Materials and equipment 3.3 Collect model sheets for (cartoon –regular) reference Concept of in-betweening 3. 21.9 Follow procedures for character posing 3.Learning Outcome Page 11 of 18 . Requirements for in-between LO 3.10 Apply techniques in refining line quality 3. 22.12 Observe the do’s and don’ts of in-betweening K to 12 ICT – Animation (NC II) Curriculum Guide December 2013 *LO . Explain the core competency in animation 3.1 Characteristics 1.1 Identify what is of “value” to the customer 4. animation in a province.4 Skills 1. and one (1) Core Competency that a high school student ought to possess to produce clean-up and in-between drawings. LESSON 1: PERSONAL ENTREPRENEURIAL COMPETENCIES .TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK INFORMATION AND COMMUNICATIONS TECHNOLOGY–ANIMATION (NC II) (160 hours) Course Description: This is a specialization course which leads to an Animation National Certificate Level II (NC II).1 Unique Selling Proposition (USP) K to 12 ICT – Animation (NC II) Curriculum Guide December 2013 *LO . CONTENT Introduction 1. Environment and Market (EM).2 Align one’s PECs according to his/her business/career choice 1. Relevance of the course 2. Assessment of Personal The learner demonstrates an The learner independently creates Competencies and Skills vis-àunderstanding of one’s PECs for a plan of action that strengthens/ vis a practicing animation. 2) explanation of the core competencies relative to the course.Learning Outcome LEARNING COMPETENCIES 1. Product Development The learner demonstrates The learner independently creates 2. Finding value in one’s province. It covers Personal Entrepreneurial Competencies (PECs). Analysis of PECs in relation to a practitioner’s 3.2 Identify the customer to sell to 4.PECs (PC) 1. province 1. underlying principles and the core competency in animation. Explore job opportunities in animation CODE LO 1.5 Traits 2. 4. Key concepts of developing a understanding of environment a business vicinity map reflective product and market in the animation field of the potential market in 3. and 3) exploration of career opportunities. further develops one’s PECs for entrepreneur/employee in a animation. Core competency In animation 3.4 Apply creativity and Innovative TLE_EM9-12-Ia1 Page 12 of 18 . Career opportunities CONTENT STANDARD The learner demonstrates an understanding of the concepts. Innovation 4. Discuss the relevance of the course 2. Application of PECs to the chosen business/career LESSON 2: ENVIRONMENT AND MARKET (EM) 1.3 Lifestyle 1.K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL .1 Identify areas for improvement. PERFORMANCE STANDARD The learner independently creates/provides quality and marketable products and/or services for the animation industrt as prescribed in the TESDA Training Regulations.3 Create a plan of action that ensures success of his/her business/career choice TLE_PECS9-12Ia-1 LO 1.3 Explain what makes a product unique and competitive 4. Develop a product/ service in Animation 4. Develop and strengthen PECs needed in Animation 1.2 Attributes 1. development and growth 1. The preliminaries of this specialization course include the following: 1) discussion on the relevance of the course. TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK INFORMATION AND COMMUNICATIONS TECHNOLOGY–ANIMATION (NC II) CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE techniques to develop marketable product 4. Branding LO 3. Key concepts of selecting based on the criteria and 2 a business Idea techniques set 6.2 Apply the criteria/steps in selecting a viable business idea 2.2 Follow the procedures for clean-up and in-between pegging and unpegging drawings 1.3 Apply design standards in 5. Regulations.2 Techniques steps in selecting a business idea 2.3 Determine a business idea based on the criteria/ techniques set 7.4 Generate a clear appealing product brand LESSON 3: PRODUCING CLEANED-UP AND IN-BETWEENED DRAWINGS (CI) 1.1 Enumerate various criteria and 6. regular) 2.2 Enumerate recognizable brands in the town/province 3. Develop a brand for the TLE_EM9-12-Ibproduct 3 3. Requirements for inThe learner demonstrates an The learner independently LO 1. Guidelines in the production of producing in-between drawing in-between drawings (cartoon – regular) K to 12 ICT – Animation (NC II) Curriculum Guide December 2013 *LO .1 Criteria 2. in-between drawings 3.5 Employ a USP to the product/service 5.1 Identify the benefits of having a good brand 3. Select a business idea TLE_EM9-12-Ia6. Design standards (cartoon-regular) 4.1 Prepare the requirements for pegging between drawings.3 Enumerate the criteria for developing a brand 3.Learning Outcome Page 13 of 18 . Similarities and differences of 1. Procedures for pegging and unproducing clean-up and inprescribed by TESDA Training 1. Produce in-betweened TLE_ICTAN9betweening understanding of the concepts produces clean-up and drawings for actual scene 12CI-Ic-j-1 (cartoon–regular) and underlying principles in in-between drawings as folders (cartoon.K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL . Selecting business idea LO 2. 11.2 lip-sync 1. 13.5 List all animation breakdowns and x-sheets for drawings (realistic) K to 12 ICT – Animation (NC II) Curriculum Guide December 2013 *LO .7 Use the different special effects in producing drawing Requirements for clean-up LO 2. 8.TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK INFORMATION AND COMMUNICATIONS TECHNOLOGY–ANIMATION (NC II) CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE Production constraints 1. 7.3 Create model sheets for drawing (realistic) 2. Identify requirements for TLE_ICTAN9drawings (realistic) cleaned-up drawings in actual 12CI-IIIa-j-2 Materials and equipment for scene folders (realistic) clean-up drawings (realistic) 2.1 Identify all relevant Model sheets for clean-up requirements for clean-up drawings (realistic) drawings (realistic) Key drawings (realistic) 2.4 chart guidelines 12CI-IIa-j-1 Different special effects for 1.2 Prepare materials and Animation breakdowns and equipment for clean-up x-sheets for drawings (realistic) drawings (realistic) 2.5 Produce in-between drawings 7.6. 9. 12. 10. K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL .3 single/double frame (cartoon-regular) based on the TLE_ICTAN97.1 camera movement drawings (cartoon-regular) 7.Learning Outcome Page 14 of 18 .4 Identify key drawings for clean-up 2.6 Create drawings following the producing drawing details of exposure sheets 1.4 Determine the similarities and Details of exposure sheets differences between the based on: clean-up and in-between 7. 14.4 Arrange the animation breakdown for clean-up drawings (realistic) 3.TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK INFORMATION AND COMMUNICATIONS TECHNOLOGY–ANIMATION (NC II) CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE Requirements for producing LO 3. K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL .Learning Outcome Page 15 of 18 . 15.3 Produce clean-up drawings records keeping (realistic) based on the models 3.5 Follow the procedures and policies in records keeping K to 12 ICT – Animation (NC II) Curriculum Guide December 2013 *LO . 17. Produce cleaned-up TLE_ICTAN9clean-up drawings(realistic) drawings for actual scene 12CI-IVa-j-3 Animator keys for clean-up folders (realistic) drawings (realistic) 3.2 Use the animator keys for clean-up drawings clean-up drawings (realistic) Procedures and policies in 3. 16. 18.1 Create clean-up drawings Models for clean-up (realistic) based on the drawings requirements Animation breakdown for 3. K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL .Learning Outcome Page 16 of 18 .TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK INFORMATION AND COMMUNICATIONS TECHNOLOGY–ANIMATION (NC II) GLOSSARY K to 12 ICT – Animation (NC II) Curriculum Guide December 2013 *LO . Curriculum Maps may be modified according to specializations offered by a school. and Paraphernalia MT Perform Mensuration and Calculation MC Prepare and Interpret Technical Drawing ID Practice Occupational Health and Safety Procedures OS Producing Cleaned-Up and In-Betweened Drawings CI Lowercase Letter/s *Put a hyphen (-) in between letters to indicate more than a specific week Arabic Number Competency Identify requirements for cleaned-up drawings in actual scene folders (realistic) 16 Technology-Livelihood Education and Technical-Vocational Track specializations may be taken between Grades 9 to 12. 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. Equipment.Learning Outcome Page 17 of 18 .TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK INFORMATION AND COMMUNICATIONS TECHNOLOGY–ANIMATION (NC II) Code Book Legend Sample: TLE_ICTAN9-12CI-IIIa-j-2 LEGEND First Entry Uppercase Letter/s DOMAIN/ COMPONENT SAMPLE Learning Area and Strand/ Subject or Specialization Technology and Livelihood Education_ Information and Communications Technology Animation Grade Level Grade 9/10/11/12 Domain/Content/ Component/ Topic Producing cleaned-up and in-betweened drawings Personal Entrepreneurial Competencies TLE_ICT AN 9-12 CI - Roman Numeral *Zero if no specific quarter Quarter Third Quarter III Week Week One to Ten a-j CODE PECS Environment and Market EM Use of Hand Tools and Equipment UT Maintain Hand Tools.K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL . Schools may offer specializations from the four strands as long as the minimum number of hours for each specialization is met. K to 12 ICT – Animation (NC II) Curriculum Guide December 2013 *LO . TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK INFORMATION AND COMMUNICATIONS TECHNOLOGY–ANIMATION (NC II) SAMPLE ICT CURRICULUM MAP** (as of November 2015) Grade 7/8 (EXPLORATORY) GRADES 9-12 Computer System Servicing (NC II)++ 4 sems *Telecom OSP and Subscriber Line Installation (Copper Cable/POTS and DSL) (NC II) Computer Hardware Servicing (NC II)+ 4 sems 4 sems *Telecom OSP Installation (Fiber Optic Cable) (NC II) ***Broadband Installation (Fixed Wireless Systems) (NC II) 2 sems EXPLORATORY 2 sems Medical Transcription (NC II) Illustration (NC II) 4 sems 4 sems Contact Center Services (NC II) Technical Drafting (NC II) 4 sems 4 sems Computer Programming (NC IV)+ 4 sems When updated. Programming (Oracle Database) (NC II) Animation (NC II) 4 sems * Please note that these subjects have pre-requisites mentioned in the CG. + CG to be updated by December 2015 ++ CG to be uploaded by December 2015 *** Subject has two pre-requisites Other specializations with no pre-requisites may be taken up during these semesters. Programming (.net Technology) (NC II) 2.K to 12 BASIC EDUCATION CURRICULUM JUNIOR HIGH SCHOOL TECHNICAL LIVELIHOOD EDUCATION AND SENIOR HIGH SCHOOL . *LO . K to 12 ICT – Animation (NC II) Curriculum Guide December 2013 4 sems **This is just a sample. Schools make their own curriculum maps considering the specializations to be offered. Pre-requisites of the subjects to the right should be taken up during these semesters.Learning Outcome Page 18 of 18 . Programming (Java) (NC II) 3. this CG will become the following: 1. Subjects may be taken up at any point during Grades 9-12.