CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP (CIDAM)

Grade: GRADE 11 Semester: FIRST SEMESTER

Subject Title: COMPUTER SYSTEMS SERVICING No. of Hours/Semester: 80 HOURS/SEMESTER
Pre-requisite (if needed):
Course Description
This is an introductory course that leads to a Computer Systems Servicing National Certificate Level II (NC II). It covers seven (7) common competencies that a student ought to possess: 1) application of quality standards, 2) computer
operations; 3) performing mensuration and calculation; 4) preparation and interpretation of technical drawing; 5) the use of hand tools; 6) terminating and connecting electrical wiring and electronics circuits; and 7) testing electronics
components; and four (4) core competencies, namely, 1) installing and configuring computer systems, 2.) setting up computer networks, 3) setting up computer servers, and 4) maintaining and repairing computer systems and networks.

Highest Enabling Strategy to Use in

Performance Standards Learning Competencies Higher Thinking Skills to Assess Developing the Highest Thinking
Content Skill to Assess
Content Beyon Enabling General Flexible Learning
Standards Beyond KUD Assessment Techniques
d Strategy Strategies (FLS)
Minimum Minimu Minimum KUD Classification Classificatio RBT Level
Minim n
m Online Offline
um
Introduction to The learners The learners The learners:
Computer demonstrate an shall be able to
Concepts understanding of demonstrate 1. Explain basic Knowing Understanding Written Representation Module
covering the the basic common concepts in Reflection
topics of: concepts and competencies computer
1. Basic CSS underlying in computer systems
theories in
Concepts; systems servicing
computer
2. Careers in servicing as Discuss the
systems
CSS;
servicing prescribed by relevance of the
3. The TESDA course
Computer and Training Explore career
its functions; Regulations opportunities in Understanding Applying
4. Benefits computer
using a systems servicing
computer;
5. The The learners
Computer demonstrate an
Hardware; understanding of
6. The System the use of hand
Unit; tools and
7. Software; equipment for
8. People ware. computer
systems
servicing
The learners Plan and
Tools and shall be able to prepare for tasks
Equipment use hand tools to be undertaken
covering the and equipment
topics of: for computer 2. Identify tasks
1. Safety systems to be undertaken
procedures using servicing properly
handling tools; 3. Identify and
2. Identifying and select
selecting different appropriate hand
types and uses of tools according to
hand tools the task
requirements

Memory The learners The learners 4. Connections Lecture and

covering the demonstrate shall be able Demonstration,
topics of: an to understand Hands On
1. Memory understanding the types of Activity,
technologies; of memory memory for
2. Computer technologies computer
Memory and types systems
Hierarchy; and for computer servicing
2. Types of systems
Memory. servicing

Storage Devices The learners The learners Understanding Applying Connections Hands On
covering the demonstrate an shall be able Activity
topics of: understanding of to use
1. Different storage devices different
storage devices; for computer storage
2. Types of systems devices. Hands On
computer servicing Activity
memory cards;
3. Drive
Doing Multiple Choice, Problem Solving
Interfaces. Creating Modified True or
False

Digital Hands On
Representation Activity
covering the
topics of:
1. Differentiate
data from
information;
2. Identify Hands On
analog from Activity
digital; and
3. The use of
ASCII control
character
codes.
Motherboard Understanding Evaluating Multiple Choice, Reasoning and Photo Analysis
covering the Proof
topics of: Evaluating the
1. Features of design of
the Arngren
Motherboard; website;
2. Layout and
Identify what
parts of a
Principles of
Motherboard;
Design and
and Elements of
3. Motherboard design being
form factors. Understanding Evaluating used.
Connections

Processor Evaluate the

covering the message design
topics of: using
1. The CPU infographics;
sockets for
Desktop PCs;
2. Generations
of
Microprocessor
s; and
3. CPU
Operations.

Understanding Applying Creating a Hands On

design of an Activity
awareness
campaign
against COVID-
19 (using
Adobe
 Photoshop,
Lightroom,
VSCO,
Snapseed)

Apply

Online the principles at the end of 9. evaluate Understanding Evaluating Multiple Choice, Reasoning and
platforms as and the 2-week existing online Proof
tools for techniques of period creation tools, Identify which
ICT content design using independentl platforms online platform
development online creation y apply the and to use;
covering the tools, principles and applications in
topics of: platforms, and techniques of developing ICT
1. The nature applications to design using content for
Distinguish what
and purposes develop ICT online specific
website or
of online content for creation professional application(apps
platforms and specific tools, tracks Understanding Applying ) you are using; Connections
applications professional platforms,
2. Basic web tracks and 10. apply web
design applications design
principles and to create principles
elements original or and elements
3. Web page derivative ICT using online
design using content for creation tools,
templates and use in platforms,
online specific and Investigating a
WYSIWYG professional applications to website; Distinguish the
platforms tracks communicate a different types of
Online Platforms
message
for ICT content
for a specific
web
purpose in Doing Creating development. Problem Solving
specific
professional
tracks

11. create an
original or
derivative ICT
content
using online
creation tools,
platforms, and Creating a
applications Website using Hands on
to effectively MS Word. Activity
communicate
messages
related to
specific
professional
tracks

Collaborative the key at the end of 12. evaluate Understanding Evaluating Distinguish the Reasoning and
development of learnings from the 2-week the quality, different types of Proof
ICT content the period value, platforms for
covering the previous and quarter and collaborative
topics of: weeks, which collaborativel appropriatenes ICT design;
1. Team they will y s of
structure and synthesize into develop an peer’s existing
dynamics for an integrated online portal or
ICT content ICT or previously
2. Online content website to developed ICT
collaborative through showcase and content in
tools collaboration share relation to the
and processes with existing and theme or
3. Project classmate and previously intended
management teacher as developed audience/
for both content viewer of an
ICT content peer and These may be ICT Knowing Understanding Understand the Representation
4. Curating partner in the form project advantages of
existing content of, using online
for use on the but not 13. share and collaborative
web limited to: tools.
showcase
1. Online existing or
newsletter previously
2. Blog developed
3. Issue material in the
online form of a
“magazine” collaboratively
designed
newsletter or
blog site
intended for a
specific
audience or
viewer

Multimedia and The learners The learners: The learners:

ICTs covering demonstrate at the end of 14. explore the Knowing Understanding Representation
the topics of: an the week principles of
1. Rich content understanding independentl interactivity
in the of: y assess one’s and rich
online how rich experience content in the
environment media content along a range context of
and and of Web 2.0 and
Response the
the user interactivity online rich the
personality test
experience affects and content on participation of (www.16person
2. multimedia changes the basis the user in alities.com)
and the user of the the online
interactivity experience in usability of experience
3. Web 2.0, the delivery the interface
Web 3.0, and and
user consumption
participation in of ICT content
the
web

ICTs as platform ICT as a tool, at the end of 15. share Knowing Understanding Social Media Distinguish Representation
for change medium, and the week anecdotes of Research. positive and
negative
covering the force independentl how impacts of ICT;
topics of: in bringing y articulate he/she has
1. ICT as about action how used ICTs to be
medium for and ICT tools and part of a social
advocacy and mobilize platforms movement,
developmental change in a have change, or
communication population, changed the cause to
2. The social society, or way people illustrate
power of culture. communicate aspects of
social media , and how digital
3. Digital social citizenship
citizenship and change has
the Filipino been brought
people about
by the use of
ICTs

Developing an how to work at the end of 16. identify a Understanding Applying Identify the Connections Module
ICT Project for with peers and the 4-week local or importance of
Social Change external period regional ICT Project
covering the publics/ collaborativel cause or issue Process.
topics of: partners for y participate for Social
1. Planning and the actively in the Change related
conceptualizing development creation and to specific
an ICT of an ICT development professional
Project for project of an ICT tracks that can
Social Change that advocates Project be addressed
2. Research for or mobilizes for Social or tackled
ICT for a Change using an ICT
Projects, specific Social relating to an Project for
Audience Change or issue in Social Change Understanding Analyzing Communication
profiling, cause specific
(demographics professional 17. analyze
and tracks how target or
psychographics) intended users
3. Designing and
and audiences are
copywriting for expected to
ICT respond to the
Projects proposed
4. Developing ICT Project for
and Social
constructing Change on the
the ICT basis of
project content, value,
and user
experience Understanding Analyzing Communication

18. integrate
rich multimedia
content in
design and
development
to best
enhance the
user
experience and
deliver
content of an
ICT Project
for Social
Change

19. develop a
working
prototype of an
ICT Project
for Social
Change

Publishing an how to at the end of 20. Knowing Understanding Monitor site Representation Module
ICT Project manage an the 2-week demonstrate statistics on
covering the online ICT period how online different
topics of: Project for independentl ICT Projects for platforms
1. Uploading Social Change y and Social
and website collaborativel Change are
management y co-manage uploaded,
2. Promotion, an managed, and
traction and online ICT promoted
traffic Project for for maximum
monitoring Social audience Doing
3. Evaluation Change impact Creating Problem Solving
through user through
feedback/ available 21. generate a
interaction tools, technical report
resources, interpreting
and platforms data analytics,
 e.g. Google,
Facebook, or
similar traffic
data on the
general aspects
of search
visibility, reach,
and virality

Sustaining an how to at the end of 22. generate a Doing Creating Creating a blog Multiple Choice Problem Solving Module
ICT Project for maintain and the week report on the post about how
Social Change sustain the independentl performance of social media
covering the operation of y evaluate the their ICT helped families,
topics of: an ICT Project performance Project for social workers
1. Updating for of an Social Change and
content and Social Change advocacy via on the basis of government.
maintaining an ICT Project data
traffic to an for Social gathered from
ICT Project for Change available
Social through monitoring
Change available tools and
2. Monitoring monitoring evaluating
social impact tools and techniques
of advocacies evaluating
communicated techniques
via an such as user
ICT Project for interviews,
Social feedback
Change forms, and
Analytics
data

Reflecting on how to reflect at the end of 23. create a Doing Creating Multiple Choice, Problem Solving Module
the ICT learning on the nature the week reflexive piece Constructed
process of ICT independentl or Response
covering the and the y reflect on output using an
topics manner by the ICT ICT tool,
of: which the learning platform, or
ICT, the self, learning process and application of
and society process has how choice on the
changed his/her world learning
his/her world view has experience
view. evolved undergone
over the past during the
 semester semester

Prepared by: Edelyn B. Alolino