Sf p. Republic of the Philippines g IS OFFICE OF THE PRESIDENT a ys COMMISSION ON HIGHER EDUCATION a - CHED MEMORANDUM ORDER No. 75. Series of 2017 SUBJECT : POLICIES, STANDARDS AND GUIDELINES FOR BACHELOR OF SECONDARY EDUCATION (BSEd) In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the ‘Higher Education Act of 1994,” and in pursuance of an outcomes- based quality assurance system as advocated under CMO No. 46 s. 2012, and by virtue of Commission en banc (CEB) Resolution No. 724-2017 dated October 3, 2017, the following policies, standards and guidelines (PSGs) are hereby adopted and promulgated by the Commission. ARTICLE| INTRODUCTION Section 1 Rationale Based on the Guidelines for the Implementation of CMO No. 46 s. 2012, this PSG implements the “shift to learning competency-based standards/outcomes-based education” in response to the 21% Century ilippine Teacher Education framework. Furthermore, this PSG is anchored on the salient features of K to 12 Enhanced Curriculum (RA 10833), the Philippine Qualifications Framework (EO 83, s. 2012), the National Competency-Based Teacher Standards (NCBTS) now the Philippine Professional Standards for Teachers {D.0. 42, s. 2017) and other relevant documents. It specifies the ‘core competencies’ expected of Bachelor of Secondary Education {BSEd) graduates “regardless of the type of HEI they graduate from.” However, in “recognition of the spirit of outcomes-based education and of the typology of HEls.” this PSG also provides “ample space for HEIs, to innovate in the curriculum in line with the assessment of how best to achieve learning outcomes in their particular contexts and their respective missions.” ARTICLE It AUTHORITY TO OPERATE. Section 2 Government Recognition All private higher education institutions (PHEls) intending to offer BSEd program must first secure proper authority from the Commission in accordance with this PSG, All PHEls with an existing BSEd program are required to shift to an outcomes-based approach based on this PSG. State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs) should likewise strictly adhere to the provisions in these policies and standards. " Higher Education Development Center Bulling, CP Garcia Ave., UP Campus, Diliman, Quazon City Philippines Web Site: www.ched.gov.ph Tel. Nos. 441-1177, 385-4391, 441-1169, 441-1149, 441-1170, 441-1218, 362-5296, 441-1220 ‘4441-1228, 988-0002, 441-0750, 441-1254, 441-1235, 441-1255, 411-8910, 441-1171, 352-1871ARTICLE tit GENERAL PROVISIONS Per Section 13 of RA 7722, the higher education institution shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements for specific academic programs, the general education distribution requirement and the ‘specific professional courses. Section 3 Section 4 Section 5 The Articles that follow give minimum standards and other requirements and prescriptions. The minimum standards are expressed as a minimum set of desired program outcomes which are given in Article IV Section 6, CHED designed a curriculum to attain Such outcomes. This curriculum is shown in Article V Section 9 as 2 sample curriculum. The number of units of this curriculum is hereby prescribed as the “minimum unit requirement’ under Section 13 of RA 7722. In designing the curriculum, CHED employed a curriculum map which is shown in Article V Section 10 as a sample curriculum map. Using a _learner-centered/outcomes-based approach, CHED also determined appropriate curriculum delivery methods shown in Article \V Section 11. The sample course syllabi given in Article V Section 12 show some of these methods Based on the curriculum and the means of its delivery, CHED determined the physical resource requirements for the library, laboratories and other facilities and the human resource requirements in terms of administration and faculty. See Article VI The HEIs are allowed to design curricula suited to their own contexts and missions provided that they can demonstrate that the same leads to the attainment of the required minimum set of outcomes, albeit by a different route. In the same vein, they have latitude in terms of curriculum delivery and in terms of specification and deployment of human and physical resources as long as they can show that the attainment of the program outcomes and satisfaction of program educational objectives can be assured by the altemative means they propose. HEls can use the CHED Implementation Handbook for Outcomes- Based Education (OBE) and the Institutional Sustainability Assessment (ISA) as a guide in making their submissions for Article Vil ARTICLE IV PROGRAM SPECIFICATION Program Description 5.1 Degree Name ‘The degree program described herein shall be called Bachelor of ‘Secondary Education (BSEd) Major in: © English © Filipino © Mathematics Page 2 of 216© Sciences © Social Studies © Values Education 5.2 Nature of the Field of Study The BSEd is an undergraduate teacher education program designed to equip learners with adequate and relevant ‘competencies to teach in their chosen area of specialization/major in the secondary level 5.3 Degree/Program Goals ‘The BSEd degree program aims to develop highly motivated and competent teachers specializing in the content and pedagogy for secondary education. 5.4 Specific Professions/Careers/Occupations for graduates After successful completion of all academic requirements for the degree/program, graduates of BSEd should be able to practice the teaching profession in the Secondary Level 5.5 Allied Fields The BSEd degree program draws from various allied disciplines like social sciences, science, math, technology, languages, and humanities to ensure that the graduates have a muiti-disciplinary preparation in content and pedagogy. Section Program Outcomes The minimum standards for the BSEd degree program are expressed in the following set of learning outcomes: 6.4 Common to all programs in all types of schools ‘The graduates have the ability to: a. atticulate and discuss the latest developments in the specific field of practice. (PQF level 6 descriptor) b. effectively communicate in English and Filipino, both orally and in writing ©. work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi cultural teams. (POF level 6 descriptor) d. act in recognition of professional, social, and ethical responsibility @. preserve and promote “Filipino historical and cultural heritage” (based on RA 7722) 6.2 Common to the discipline (Teacher Education) a. Articulate the rootedness of education in philosophical socio-cultural, historical, psychological, and political contexts Page 3 of 216b. Demonstrate mastery of subject matteridiscipline c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners e. Apply skills in the development and utlization of ICT to promote quality, relevant, and sustainable educational practices" f Demonstrate @ variety of thinking skilis in pianning, ‘monitoring, assessing, and reporting learning processes and outcomes, 9. Practice professional and ethical teaching standards sensitive to the local, national, and global realities fh. Pursue lifelong learning for personal and professional growth through varied experiential and field-based ‘opportunities 6.3 Specific to a sub-discipline and major 6.3.1 Bachelor of Secondary Education major in English a. Possess broad knowledge of language and literature for effective learning b. Use English as a glocal language in a multilingual context {a8 it applies to the teaching of language and literature c. Acquire extensive reading background in language, literature, and allied fields Demonstrate proficiency in oral and written communication e, Shows competence in employing innovative language and literature teaching approaches, methodologies, and strategies f Use technology in facilitating language learning and teaching g. Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching language and literature h. Display skills and abilities to be a reflective and research- oriented language and literature teacher 2 6.3.2 Bachelor of Secondary Education Major in Filipino ‘a. Nagpapamalas ng mataas na antas ng kaalaman sa pagtuturo ng wika at panitikang Filipino b. Nagpapakita ng malawak at maialim na pag-unawa at kaalaman sa ugnayan ng wika, kultura, at lipunan ©. Nakagagamit ng iba't ibang kasanayan at kaalaman sa proseso ng pagtuturo-pagkatuto, d. Nagtataglay ng kaalaman hinggil sa usapin ng kultural at linggwistikong dibersidad ng bansa. e. Nakapagdidisenyo ng malikhain, inobatibo, at integratibong mga alternatibong dulog sa pagtuturo at pagkatuto f. Nakagagawa ng pananaliksik ukol sa ikauunlad ng wikang Filipino bilang wikang panturo ' Program Outcome “e" common to the Teacher Education discipline under Section 6.2.18 anchored (on the CHED-UNESCO ICT Competency Standards for Teacher Eiducation in Amex C % 7 Page 4 of 2166.3.3 Bachelor of Secondary Education Major in Mathematics ‘a. Exhibit competence in mathematical concepts and procedures b. Exhibit proficiency in relating mathematics to other curricular areas c. Manifest meaningful and comprehensive pedagogical content knowiedge (PCK) of mathematics d. Demonstrate competence in designing, constructing and utilizing different forms of assessment in mathematics fe. Demonstrate proficiency in problem-solving by solving and creating routine and non-routine problems with different levels of complexity f. Use effectively appropriate approaches, methods, and techniques in teaching mathematics including technological tools g. Appreciate mathematics as an opportunity for creative work, moments of enlightenment, discovery and gaining insights of the world 6.3.4 Bachelor of Secondary Education Major in Sciences a. Demonstrate deep understanding of scientific concepts and principles b. Apply scientific inquiry in teaching and learning ©. Utilize effective science teaching and assessment methods 6.3.5 Bachelor of Secondary Education Major in Social Studies a. Utilize appropriate various sociocultural and historical materials in explaining current issues b. Organize communities towards self-reliance and self- sufficiency c. Demonstrate leadership skills that will help in teaching or training students who will empower their communities d. Integrate local and global perspectives in teaching the principle of the common good fe. Employ principles of sustainable development in teaching and leaming ‘Show scholarship in research and further leariing g. Display the qualities of an innovative teacher who has mastery of the subject matter 6.3.6 Bachelor of Secondary Education Major in Values, Education a. Demonstrate understanding of the Values Education Framework of the K to 12 b. Demonstrate knowledge and understanding of various Philosophical and theoretical underpinnings of teaching values education ©. Demonstrate understanding how psychological, moral, spiritual, and socio-cultural shape human values Page 5 of 216d. Exhibit critical mindedness in analyzing local, regional, national, and global trends and issues relevant to values education e. Show passion and commitment in becoming advocates of universal values of openness, peace, tolerance, social justice and respect for human rights Become an exemplar of Filipino values g. Show understanding of the theories, principles and application and application of strategies for effective intra and interpersonal skills h, Demonstrate commitment to students’ development for personal renewal and social transformation i. Demonstrate competence in employing various, Pedagogical approaches, methods and techniques for teaching values j, Demonstrate competence in the conduct of research and utilization of results to improve values education k. Demonstrate in-depth knowledge in developing and using traditional and non-traditional. strategies for assessing Jearner’s performance in values education |. Demonstrate competence in integrating context appropriate technology to optimize teaching and learning m. Manifest commitment to community service as a means to promote social values 1. Show reflective skills in applying strong moral and ethical principles in their decisions and actions as values ‘education teacher 6.4 Common to graduates of a horizontal type of institution as fined in CMO 46, 2012 ‘a. Graduates of professional institutions demonstrate service orientation in their respective professions b. Graduates of colleges are qualified for various types of employment and participate in development activities and public discourses, particularly in response to the needs of the communities they serve c. Graduates of universities contribute to the generation of new knowledge by participating in various research and development projects Moreover, graduates of State Universities and Colleges (SUCs) must have the competencies to support "national, regional and local development plans’ (RA7722). All private higher education institutions (PHE!), may adopt mission- related program outcomes that are not included in the minimum set of learning outcomes, Hs, S 4 an Page 6 of 216Section 7 Performance Indicators __A._ BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH language and Iterature for effective teaming Program Outcomes Performance Indicators _ ‘a. Possess broad ‘+ Integrate the relationship of language, literature, knowledge of culture, and society in the teaching-leamning process ‘+ Conduct an independent investigation of a selected structure of English in the context of the language classroom + Critique selected literary pieces using appropriate literary theories by Use English as a glocal language in a multilingual context as it applies to the teaching of language and literature + Incorporate features of English as a glocal language in the design of the curriculum, learning activities, and materials + Draft a proposal for and implements a community- based English language- or literature-based learning program, [e Acquire extensive reading background in language, literature, and allied fields ‘+ Prepare an annotated reading list appropriate for a particular grade level to enhance students’ reading skills ‘+ Show the abilty to enrich the curriculum to include an extensive reading lst for learning language, literature, and allied fields ‘& Demonsirate proficiency in oral and written ‘communication . Show competence in ‘employing innovative language and literature teaching approaches, methodologies, and strategies * Utilize a variety of oral communication forms in order to become an effective model to learners |» Prepare original compositions in expository and creative writing + Employ a variety of innovative teaching approaches, methodologies, and strategies * Design learning plans following expectations of the cutticula for Grades 7-10 | * Perform one independent and one supervised teaching demonstration * Construct appropriate assessment tools for the language and literature classroom Use technology in facilitating language learning and teaching Design computer-assisted language and literature learning tasks + Prepare one independent and one supervised technology-based lesson @. Inspire students and colleagues to lead relevant and transformative changes to improve | teaming and teaching language and literature h. Display skills and abilities to be a reflective and research-oriented language and literature teacher * Conduct a community language profiling survey to make lessons more localized ‘Draft @ proposal for and implements a community- based English language- or literature-based learning program ‘+ Conduct a comprehensive language profiling to identify students’ needs | + Conduct an analysis of assessment results to improve | teaching and learning in the language classroom * Conduct research concerning the teaching and learning of language and literature Page 7 of 216B, BACHELOR OF SECONDARY EDUCATION MAJOR IN FILIPINO Program Outcomes Nagpapamalas ng mataas na antas ng kaalaman sa pagiuturo ng wika at panitikang Filipino Performance Indicators Naipalilwanag ang mga batayan at kaalaman sa pagtuturo ng Fitipino. Nailalapat ang kaalaman sa Filipino na nakasalig sa ibat ibang teorya, pananaw, at prinsipyo sa pagkatuto at pagtuturo. Nagpapakita ng malawak at malalim na pag-unawa at kaalaman sa ugnayan rng wika, Kultura, at lipunan. Naipaliliwanag ang papel ng wika bilang isang panlipunang penomenon. Nasusuri ang ugnayan ng wika, panitikan, kultura at lipunan. Nagagamit ang pagpapahalagang pampanitikan sa pagtuturo ng ugnayan ng kultura at lipunan. Nasusuri ang gamit ng wika sa iba't ibang institusyong panlipunan Nakagagawa ng kritikal na pag-aaral hingail sa mga napapanahong isyu sa wika, Kultura at lipunan at ang implikasyon nito sa pagtuturo at pagkatuto ng Filipino Nakagagamit ng iba’t ibang kasanayan at kaalaman sa proseso 1g pagtuturo- pagkatuto. Nagtataglay ng kaalaman hinggil sa usapin ng kultural at linggwistikong dibersidad ng bansa Nakapagdidisenyo ng makabuluhang kurikulum batay para sa pagtuturo at pagkatuto ng Filipino Nakabubuo ng plano ng pagkatuto ayon sa kahingian rng kurikulum, Nakalilikha ng mga kagamitang pampagtuturo na na nakaugat sa lokal na kultura Nakagagamit ng mga makabagong pagdulog pagtasa at pagtaya sa pagtuturo at pagkatuto ng Filipino Nakagagamit ng ibat ibang lapit 0 dulog sa pagtuturo ng Filipino para siglo Natutukoy at nasusuri ang mga barayti at baryasyon ‘ng wikang Filipino Napaghahambing ang mga pagkakatulad at pagkakaiba ng mga wika at kultura. Nakapagpapahayag ng mga saloobin sa kahalagahan ng pagkakatulad at pagkakaiba ng mga ‘ehiyonal na panitikan, Nakapagdidisenyo ng malikhain, inobatibo, at integratibong mga alternatibong dulog sa pagtuturo at pagkatuto, Nakagagawa ng pananaliksik ukol sa ikauuntad ng wikang Filipino bitang wikang panturo. Nakagagamit ang ibat ibang dulog pagiuturo at pagkatuto ng wika at panitikang Filipino Natatataya ang bisa ng dulog sa epektibong pagtuturo-pagkatuto ng wika at panitikang Filipino Nakagagawa ng pananaliksik ukol sa wika at panitikang Filipino Nagtataglay ng kaalaman sa teknikal na aspeto ng pananaliksik sa pagtuturo at pagkatuto ng wika at | panitikang Filipino. Nakabubuo ng mga pag-aaral ukol sa pagtuturo at pagkatuto ng wikang Filipino Page 8 of 216C. BACHELOR OF SECONDARY EDUCATION MAJOR IN MATHEMATICS. Program Outcomes Performance Indicators ‘a. Exhibit competence in mathematical concepts and procedures. b. Exhibit proficiency in relating mathematics to other curricular areas, c. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of, mathematics d. Demonstrate — competence in designing, constructing, and utilizing different forms of assessment in mathematics, @. Demonstrate proficiency in problem-solving by solving and creating routine and non- routine problems with different levels of ‘complexity Explain and illustrate clearly, accurately, and ‘comprehensively the basic mathematical concepts, using relevant examples as needed Demonstrate in detail basic mathematical procedures ‘Show the connections between mathematical Concepts that are related to one another Provide examples to ilustrate the application of _mathematical concepts and procedures Create a curriculum guide that shows how ‘mathematics can be integrated with other curricular areas Identify teaching activities which support the implementation of the curriculum guide Develop and utilize instructional materials that support the integration of mathematics with other curricular areas Utilize appropriate technologies to achieve the Jeaming outcomes. Demonstrate skills in various methods of learning in mathematics such as, conducting investigations, ‘modeling, and doing research Create and utilize learning experiences in the classroom which develop the learners’ skills in iscovery learning, problem solving, and critical thinking Design and utilize varied assessment tools in ‘mathematics, including alternative forms of assessment Analyze assessment results and use these to improve learning and teaching, Provide timely feedback of assessment results to students, heuristics Demonstrate skills in various problem solving Select suitable examples to explain the various probiem solving heuristics Manifest creativity and critical thinking when selecting ‘examples and probiems to be used in the classroom and in the assessment of students’ learning Use varied resources for selecting and creating problems to develop the students’ problem solving skills t Use effectively appropriate approaches, methods, and techniques in teaching mathematics Demonstrate knowledge and skills in varied approaches end methods of teaching mathematics Manifest discretion wen selecting approaches or methods that would be effective in teaching particular lessons Utilizes a variety of student-centered approaches and methods in the classroom Page 9 of 216Program Outcomes including . technological tools. 9. Appreciate . mathematics as an opportunity for | creative work, moments of . discovery, and | gaining insights of the world. D. BACHELOR OF SECONDARY EDUCATION MAJOR IN SCIENCE Outcomes strate deep | « understanding of scientific concepts and principles. Performance indicators Demonstrate skills. in the use of common mathematical software for teaching and_leaming mathematical concepts, e.g. Graphmatica, Geogebra and Geometer’s Sketchpad Develop and use materials that guide the students in using a mathematical software for discovering and learning mathematical Model in class such mathematical attitudes as delight | after having found the solution to a problem or a sense of wonder at how certain mathematical concepts evolved Develop lessons that can help students appreciate the use of mathematics in daily life Performance Indicators Display basic and comprehensive understanding of knowledge, principles of the subject matter in the | sciences, b. Apply scientific | « inquiry in teaching and learning . ‘Apply the scientific principles in solving current problems. Uses scientific inquiry in understanding and explaining natural phenomena. ce. Utilize effective [+ science teaching and assessment methods | « Le @ Manifest meaningful | « and comprehensive | pedagogical content | » knowledge (PCK) of the sciences. Design and utilizes appropriate instructional materiais in science. Employ effective teaching techniques for diverse types of learners in varied learning conditions Design and utilizes a variety of appropriate assessment techniques to monitor and evaluate learning | Provide regular feedback to students Utilize appropriate pedagogy and use of technoioay for the different science content areas. Demonstrate skills in various methods of teachi learning in the sciences to include conducting science investigations, making models and prototype, | and doing science research. Create and utilize learning experiences in the classrooms to develop leamer’s skills in discovery learning, problem learning and critical thinking, Page 10 of 218E. BACHELOR OF SECONDARY EDUCATION MAJOR IN SOCIAL STUDIES Program Outcomes Performance indicators ‘a. Utilize appropriate Relate current events with available historical data to | various sociocuttural help students develop critical perspectives towards and historical social issues materials in Draw the connections between and among people, explaining current ‘events, and piaces to analyze local and global social issues issues b. Organize |* Design community-based activities to help learners communities towards | achieve an integrated view of social development self-reliance and self- | « Organize student clubs/activities for community sufficiency outreach projects. Conduct public assemblies to increase social awareness 7 c. Demonstrate ‘Train students to be involved in community related leadership skills that activities will help in teaching Establish linkages with government and non- or training students government organizations to promote public welfare. ‘who will empower their communities ee | d._ integrate local and ‘Access information from local and foreign media global perspectives in | about social issues fo enhance teaching teaching the principle | « Distinguish truthful from false presentation of of the common good information from social media . Employ principles of initiate advocacy campaigns towards the attainment sustainable of sustainable development goals development in Organize initiatives for stewardship of natural teaching and learning | resources Participate in activities that promote environmental consciousness | | Integrate the environmental principles in learning and | 7 teaching : | Show scholarship in Participate in research to improve the teaching and research and further learning of social studies learning Join seminars, trainings, workshops, and related | activities to improve the teaching and learning of | social studies |. Display the qualities Design innovative strategies that heighten students’ of an innovative teacher who has mastery of the subject matter engagement in the social studies classroom. Produce assessment materials to measure student's performance. Page 11 of 216F. BACHELOR OF SECONDARY EDUCATION MAJOR IN VALUES EDUCATION Program Outcomes Performance indicators ‘a. Demonstrate understanding of the Values Education Framework of K to 12 Design lessons and instructional materials for values development Integrate various strategies in the systematic and purposive integration of values b. Demonstrate knowledge and understanding of various philosophical and theoretical underpinnings of teaching values education Form his/her philosophy as a values education teacher Explain the underlying philosophies and theories of teaching values 6. Demonstrate understanding how psychological, moral, spiritual, and socio-cultural shape human values. Discuss in-depth the interplay of different factors in various lessons | @. Exhibit critical mindedness in analyzing local, regional | national, and global trends | and issues relevant to values Engage leamers in an in-depth discussion of ‘current societal trends and issues values of openness, peace, tolerance social justice and yr human rights, education @ Show passion and |» Design relevant curricular and co-curricular commitment in becoming} programs promoting universal values advocates of universal f Become an exemplar of Filipino values 5 hisiher day-to-day actions and behavior as a Filipino and values education teacher 9. Show understanding of the theories, principles. and application of strategies for effective intra. and interpersonal relations _ Th. Demonstrate commitment to | student's development for personal renewal and social transformation a employing various pedagogical approaches, methods and techniques for teaching values ‘Demonstrate competence in ‘© Prepare instructional plans utiizing various. Faciliate development of intra- and interpersonal skills in various experiential activities in the ciassroom Engage leamers in various values clarification activities and transpersonal activities Utilizes different approaches for social transformation approaches, methods and techniques Conducts teaching demonstrations to show effective use of different approaches, methods and techniques Demonstrate competence in jh | Re cont of escarc an utilization of results to improve values education Kk. Demonstrate in depth using traditional and non- traditional strategies | knowledge in developing and for | pth + Develop appropriate and effective Conduct relevant research that contributes to current studies in Values Education assessment strategies, instruments and tools to measure values learning Construct and use traditional and non- : Page 12 of 216 PN § 3Program Outcomes Performance Indicators ‘assessing leamer's | traditional strategies for assessing affective performance in values | _ learning outcomes education I” Demonstrate competence in |+ Use context appropriate technology in integrating context | teaching-learning values education vis-a- vis appropriate technology to| 21% Century Learning | optimize teaching and j learning m. Manifest commitment to |» Plan and manages community development community service as a| programs for values enhancement of the means to promote social| people in the community values + Initiate and implements community service | programs to promote values development for social transformation n. Show reflective skis in |» Engage in decision making activities applying strong moral and} concerning moral and ethical issues ethical principles in their decisions and actions as a values education teacher ARTICLE V CURRICULUM Section 8 Curriculum Description ‘The BSEd program is composed of New General Education Courses, Professional Education Courses, Specialization/Major Courses, Elective/Cognate Courses, Special Topics, and Mandated Courses (PE and NSTP). Section 9 Sample Curriculum Higher Education Institutions offering the BSEd program may exercise flexibility in their curricular offering. However, the following courses are prescribed as minimum requirements to be implemented. 9.1. Curriculum Components. A. BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH Courses | Units | Total A. General Education Courses (CMO No. 20, series of 2013) =e B. Professional Education Courses 42 units Foundation /Theories and Concepts | ‘The Child and Adolescent Learners and Leaming Principles : _ [the Teaching Profession 3 ‘The Teacher and the Community, School 3 Culture and Organizational Leadership rE ey Page 13 of 216I Courses Units | Total Foundation of Special and Inclusive Education I Pedagogical Content Knowledge (PCK) | Facilitating Learner-Centered Teaching [Assessment in Learning 1 | ‘Assessment in Learning 2 a ‘Technology for Teaching and Learning 1* ‘The Teacher and the School Curriculum | Building and Enhancing New’ Literacies Across Experiential Learning | Field Study 4 |__| Field Study 2 Teaching Internship a C; Major Courses Linguistics | introduction to Linguistics 3 [ Language, Culture, and Society C3 ‘Structure of English zi 3 | Principles and Theories of Language Acquisition and Learning 3 Language Programs and Policies in Multilingual 3 ing Materials Development 3 sessment of Literature Studies | 3 ELT [Teaching and Assessment of the Macroskills 3 eT Teaching and Assessment of Grammar 3 ELT | Speech and Theater Arts [3 ELT | Language Education Research 3 Literature | Children and Adol 3 | Mythology ar 3 Literature | Survey of Philippine Literature in English 3 Literature _| Survey of Afro-Asian Literature [3 Literature — | Survey of English and American Literature [3 Contemporary, Popular, and Emergent | Literature | Literature’ [3 | Literature | Literary Criticism 3 ELT Technical Writing [3 | Allied [Campus Journalism a (EES: Technology for Teaching and Learning 2* Allied (Technology in Language Education) ‘D. Gognates/Electives q I Translation i { | Stylistics and Discourse Analysis. English for Specific Purposes Remedial instruction Creative Wiiting E. Mandated Courses f PHYSED | Physical Education NSTP NSTP Page 14 of 216Courses Units ‘SUNIMARY General Education Courses Professional Education Courses ‘Major Courses | Elective Courses B, BACHELOR OF SECONDARY EDUCATION MAJOR IN FILIPINO | TOTAL Courses Units ‘A. General Education Courses (GMO NO. 20, series of 2013) 'B. Professional Education Courses Foundation /Theories and Concepts The Child and Adolescent Learners and || beaming Principles Bet 3 7 [ he Teaching Profession 3 [ | The Teacher and the Community, School 3 Culture and Organizational Leadershi 3 I ‘Foundation of Special and inclusive Education 3 Pedagogical Content Knowledge Faclitating Leamer-Centered Teaching. Assessment in Learning 1 ‘Assessment in Learning 2 The Teacher and the Schoo! Curriculum 3 3 3 ‘Technology for Teaching and Learning 1 [3 3 3 Building and Enhancing New Literacies Across the Curriculum | Experiential Learning | Field Study 1 zl Field Study 2 Teaching Internship 6 Clusters | C. Major Courses ‘SO units | Language __| Introduksyon sa Pag-aaral ng Wika 3 | Linguistics _| Panimutang Linggwistika 3 ] ‘Ang. Filipino sa Kurikulum ng Batayang FLT | Edukasyon 3 Language | Estruktura ng Wikang Filipino 3 | (Pagtuturo at Pagtataya ng Makrong | | Pedagogy _Kasanayang Pangwika Language _| Ugnayan ng Wika, Kultura at Lipunan Paghahanda at Ebalwasyon ng Kagamitang Pedagogy _| Panturo 3 Language __| Introduksyon sa Pagsasalin [3 Research _| Introduksyon sa Panenaliksik-Wika at Panitikan [3 [Writing | Introduksyon sa Pamamahayag 3 | Sox ks Page 1 of 216Courses Units | Total Language _| Barayti at Baryasyon ng Wika 3 ) Language _| Mga Natatanging Diskurso sa Wika at Panitikan | 3 Literature | Panitikan ng Rehiyon 3 Allied Kulturang Popular 3 Writing | Sanaysay at Talumpati a 3_ | Literature | Panunuring Pampanitikan 3 Literature | Maikling Kuwento at Nobelang Filipino 3 Literature | Panulaang Filipino 3 | Literature | Dulaang Filipino 3 [ T712 “Technology for Teaching and Learning 2° 3 { [Dy Elective Courses (6 units) Filipino para sa Natatanging Gamit 3 —_| Filipino bilang Ikalawang Wika 3 Malikhaing Pagsulat + 3 Pagsasalin sa Iba't-ibang Disipiina 3 Physical Education 8 NSTP 6 I ‘SUMMARY. 1 General Education Courses 36 units rofessional Education Courses 42 units (Major Courses 60 units .ctive Courses Se 6units | [ Mandated Courses (PE and NSTP) [14 units I TOTAL 158 units C. BACHELOR OF SECONDARY EDUCATION MAJOR IN MATHEMATICS, | Courses Units | Total ‘A. General Education Courses (CMO No. 20, z series of 2013) Ba dielas 'E. Professional Education Courses ‘az units Foundation/Theories and Concepts The Child and Adolescent Leamers and Leaming Principles The Teaching Profession The Teacher and Community, School Culture and | Organizational Leadership | Foundation of Special and Inclusive Education i Methods and Strategies | Facilitating Learner-Centered Teaching 3 ‘Assessment in Learning 1 3 ‘Assessment in Learning 2 3 Cc ‘Technology for Teaching and Learning 1* 3 Page 16 of 216Courses Units | Total ‘The Teacher and the 3 Building and Enhancing New Literacies Across 7 ___| the Curriculum, EEE EES He eet | Experiential Learning | Field Study 1 3 Field Study 2 3 ‘Teaching Internship é [C. Major Courses Si units, M100 History of Math 3 Mto1 College & Advanced Algebra Peer eres M102___| Trigonometry 3 [M103 Plane & Solid Geometry 3 M104 | Logic & Set Theory fees Mi05___| Elementary Statistics & Probability 3 M106 Calculus 1 with Analytic Geometry 4 Mi07 | Calculus 2 4 Mi08 | Caleulus 3 7 Sree eset -eseeeeee ee Mt09 Modern Geometry 3 M110 Mathematics of Invesiment SHui tH Matt Number Theory ae 3 | mt Linear Aigebra Soe Mi13___| Advanced Statistics 3 M115 sm Solving , Mathematical Investigation & 3 Modeling eee eeEeeCeee a Mité Principles & Strategies in Teaching Mathematics | 3 Mitta ‘Abstract Algebra 3 M118 ‘Research in Mathematics 4 [Mti7 Technology for Teaching and Learning 2*| 3 | Instrumentation & Technology in Mathematics) | [wig ‘Assessment & Evaluation in Mathematics 3 D. Mandated Courses | Physical Education 4] BT NSTP 182 6 ‘SUMMARY. General Education Courses Professional Education Courses Major Courses Physical Education NSTP He | TOTAL x es Ss. " Page 17 of 246D. BACHELOR OF SECONDARY EDUCATION MAJOR IN SCIENCE ‘Courses Units | Total | ‘A. General Education Courses (CMO No. 20, series of 2013) B._ Professional Education Courses fe Foundation /Theories and Concepts The Child and Adolescent Learners and Learning Principles ‘The Teaching Profession The Teacher and the Community , School Culture and Organizational Leadership Foundation of Special and Inclusive Education Methods and Strategies Facilitating Leamer-Centered Teaching Assessment in Learning 1 ‘Assessment in Leaming 2 ‘Technology for Teaching and Learning 1* ‘The Teacher and the Schoo! Curriculum Building and Enhancing New Literacies Across the Curriculum Experiential Learning Field Study 1 Field Study 2 Teaching Internship ['. Major Courses Genetics (lecture & laboratory) Cell and Molecular Biology (lecture & laboratory) Microbiology and Parasitology (lecture & laborato Anatomy ae Physiology Tere & laboratory) zs 4 Inorganic Chemistry (lecture & 2 units laboratory) Organic Chemistry (lecture & 2 units laboratory) Biochemistry 7 Analytical Chemistry (lecture & 2 units laboratory) [ Thermodynamics (lecture & laboratory) t ‘Modern Physics Electricity and Magnetism (lecture & laboratory) He E 7 ale aae aaa a ale Waves and Optics (lecture & laboratory) Fluid Mechanics Earth Science Environmental Science [Astronomy ‘The Teaching of Science/ Teaching the Specialized Field “Technology for Teaching and Learning 2° Research in Teaching Meteorology 0209 |00 [02 02 eo eo foo [D. Mandated Courses Physical Education 1-4 8 NSTP 182 6 Page 18 of 216General Education Courses Professional Education Courses Major Courses TOTAL i Courses Units | Total | ‘A. General Education Courses (GMO No. 20, | | series of 2013) SS suns |B. Professional Education Courses 42 units Foundation /Theories and Concepts | The Child and Adolescent Leamers and Learning | Principles ‘The Teaching Profession ‘The Teacher and the Community, Schoo! Culture ____| and Organizational Leadership Foundation of Special and inclusive Education [ Methods and Strategies Faclitating Learner-Centered Teaching | Assessment of Learning 1 Assessment of Leaming 2 ‘Technology for Teaching and Learning 1* ‘The Teacher and the School Curriculum Building and Enhancing New Literacies Across the Curriculum Experiential Learning Field Study 1 Field Study 2 Teaching Internship C. Major Courses. Foundation of Social Studies Research in Social Studies —_[Trends and issues in Social Studies || Places and Landscape in a Changing World 3.0 L EEE) Geography 1 z 3.0 ‘Geography 2 3.0 Geography 3 3.0 | Micro Economics 3.0 Macro Economics 3.0 _ World History 1 _ 3.0 World History 2 - 3.0 Asian Studies 3.0 Page 19 of 2167 1 } Courses Units | Total SSE ‘Socio-Cultural Anthropology 3.0 | ‘SSE ‘Comparative Economic Planning 3.0 SSE___| Comparati i soe ‘SSE | Law-Related Studies 3.0 Teaching Approaches in Secondary Social SSE Studies a 3.0 integrative Methods in Teaching Social Science SSE Discipline in Basic Educ 3.0 | Production of Social Studies Instructional SSE Materials | 3.0 ‘Assessment and Evaluation in the Social SSE Sciences can 3.0 TTL ‘Technology for Teaching and Learning 2* 3.0 D. CognatesiElectives (6 units) L ‘Social Networking for Social Integration 3.0 [ Human Resources Management ~3.0 | Property and Resources Management for vy | Educators. | i Basic of School Management and 30 | Physical Education 1-4 8 NSTI 6 ‘SUMMARY | General Education Courses T Professional Education Courses H Major Courses Electives Mandated Courses (PE and NSTP) TOTAL [ F BACHELOR OF SECONDARY EDUCATION MAJOR IN VALUES EDUCATION ‘Courses Units | Total AL “General Education Courses (CMO No. 20, ‘series of 2013) = B._ Professional Education Courses Foundation /Theories and Concepts TThe Child and Adolescent Leamers and Learning | Principles. oe 7 | ‘The Teaching Profession 3 | ‘The Teacher and the Community, School Cutture | 5 | and Organizational Leadership i Foundation of Special and Inclusive Education 3 ‘Methods and Strategies Facilitating Leamer-Centered Teaching 3 Page 20 of 216Courses Units | Total ‘Assessment in Learning Assessment in Learning 2 ‘Technology for Teaching and Learning 1” ‘The Teacher and the School Curriculum Building and Enhancing New Literacies Across the Curriculum Experiential Learning Field Study Field Study 2 Foundation of Values Education Philosophical and Ethical Foundations of Values Education —_ Philippine Culture and the Society _ Psychological Theories of Values Development | Dynamics of Intra and interpersonal Relations Psycho-Spiritual Development _ Contemporary Family Life Transformative Education Career Development and Work Values Information Technology and Human ___Development _ ww wlwlelelele) o lo) Facilitation: Theory and Practice | Teaching Approaches and Strategies in Values Education Values Integration in the various Discipline Values Education through Community Service VEDI7 9 15 Living [veoie |VED18 | Materials and Assessment Tools Moral Issues and Concems in Contemporary Introduction to Guidance and Counseling Research in Values Education 1 Development of Values Education Instructional Research in Values Education Il [veD20 Filipino Values System elo] @ wie] @ joo! ‘Technology for Teaching and Learning 2° VED21 D. Mandated Courses Physical Education 1- NSTP 182 General Education Courses Physical Education 1-4 NSTP 182 TOTAL 4155 units STi Page 21 of 216 ‘%9.2. Guidelines for Preparing a Program of Study 1. Offer the courses based on the availabilty of faculty and resources. 2. Not all General Education courses need to be completed in First Year or Second Year. 3. Ensure that sequential subjects are scheduled accordingly eg. Teaching English in the Elementary Grades 1 must come before Teaching English in the Elementary Grades 2. 9.3. Sample Program of Study (Distribution of Courses) Bachelor of Secondary Education Major in English [= 4°" Semester [units | 27 Semester [ Units Introduction to Linguistics 3 Principles and Theories of 3 Language Acquisition and pee Learning Tanguage, Culture, and Society | 3 Language Programs and | Policies in Multilingual Societies Structures of English 3 | Preparation of Language 3 Learning Materials, 3__|GES oo 3 [GES BE Seer eee _| 3 |The Child and Adolescent | 3 | Learner and Learning | Principles [PE 2 TPE [2 [NSTP aan 3__ | NSTP. 3 | Total | 26 Total | 26 4° Semester ‘Units, 1 ‘Teaching and Assessment of | 3 | Language Research Literature | | Teaching and Assessment of 3 | Children and Adolescent 3 the Macroskills #1 Literature ‘Teaching and Assessment of Mythology and Folklore 3 Grammar | [Speech and Theater Arts 3 | Survey of Philippine Literature [~~ 3 ae = in English GES 3 GEN 3 GES 3 GE12 3] ‘GE10 3 The Teacher and the 3 | Community, Schoo! Culture | and Organizational | eadership PE 2 [The Teaching ProfessionPE 2 | Total[ 26 | : Total | 23 THIRD YEAR j 4 Semester Units 74 Semester Units Survey of Afro-Asian Literature | 3 | Campus Journalism 3 Survey of English and American | 3 | Technology for Teaching and 3 Literature Learning 2 (Technology in eee Language Education) Contemporary and Popular 3 | Elective 2 T 3] Literature | Literary Criticism 3__| Cognate 3 Technical Writing 3_[ Assessment in Learning 2 3] Foundation of Special and 3” [Technology for Teaching and | 3 [Inclusive __ Education Learning 1 Facilitating Learner-Centered | 3 | The Teacher and the School | Teaching — Curriculum ‘Assessment in Learning 7 3 | Building and Enhancing New | 3 Literacies Across the Curriculum Total [24 | Total | 24 [Field Study 1 = Field Study 2 | Total | Total Bachelor of Secondary Education Major in Filipino s ze co|calea| Lit 103 Lit 104Filt07 Learner and Learning 7 3 Fito I - Fil 108 i 3 Lit 105 t Get 3 [GE ‘The Child and Adolescent 3” [The Teacher and the Community, School Culture Principles and Organizational i oe Leadership \ ‘The Teaching Profession PE 2 PE 4"! Semester 2" Semester ‘Units Fil 109 i 3 3 Fit 3 3 t ~Fia2 3 z : __ 112 __|3__, Assessn ring 2_ aH Foundation of Special and 3° | Technology for Teaching and | 3 Inclusive Education Learning 1 Facilitating Learner-Centered | 3 | The Teacher andthe School | 3 Teaching ae Curriculum ‘Assessment in Learning 1 3” / Building and Enhancing New | 3 | Literacies Across the - | Curriculum Elective 1 3 Total | 24 | a Total | 24 4% Semester (Field Study 1 Teaching Internship | Field Study 2 +H _Elective 2 7 ae fi Total Total | 6 Bachelor of Secondary Education Major in Mathematics FIRST YEAR 1% Semester Units 2° Semester Units. ‘History of Mathemali 73. [Trigonometry —_ 3 College and Advanced Algebra_| 3 Plane and Solid Geometry 3 Teaching in the Specialized 3 Logic and Set Theory 3 Field _ __ | 3 T6es EEE eee et 3 Gee 3 _ {3 Tce? 3 a GES 3 2 |PE 2 [3 NSTP ie 3 26 Total | 26 Page 24 of 216SECOND YEAR : 4 Semester 24 Semester Calculus | 3. [Calculus Modern Geometry 3 | Number Theory 3 Mathematics of Investment 3_| Linear Aigebra_— 3 [Gee 3” | Elementary Statistics & 3 Probat GEIO iz 3 Gen at [3 The Child and Adolescent 3 /GE12 3 Learner and Learning Principles si The Teaching Profession 3” |The Teacher and the 3 | | Community, Schoo! Culture eee | and Organizational Leadership |__| PE 2 | PE [a 23 es Total | 23 THIRD YEAR 4" Semester Units 2° Semester Units | Calculus i 3 | Abstract Algebra 3] Advanced Statistics 3._| Research in Mathematics 3 Problem Solving, Mathematical | 3 | Technology for Teaching and | 3 Investigations and Modelling Learning 2-Instrumentation and | Technology in Mathematics) Principle and Strategies of Assessment and Evaluation in. | 3 Teaching Mathematics __| Mathematics Foundation of Special and Technology for Teaching and | 3 Lnclusive Education Learning 1 _| Facilitating Learner-Ceniered | 3 | The Teacher and the School | 3 Teaching _| Curriculum HEH eee] Assessment in Learning 7 3 | Building and Enhancing New | 3 Literacies Across the j Curriculum iz Assessment in Learning 2 3 Total | 24 ~Total | 24 | FOURTH YEAR 4* Semester Units 2 Semester Units | Field Study 4 _ 3 Teaching internship 6 Field Study 2 | fee Total Total Page 25 of 216Bachelor of Secondary Education Major in Science World FIRST YEAR | 4% Semester ‘Units | 2 Semester | GE1-Understanding the Self 3 | GE4-Mathematics in the Modern | Learning Principles The Child and Adolescent and| 3 Learning 1 The Teacher and the Community, School Culture and Organizational Leadership GE2-Readings in Philippine) 3 | GES-Purposive Communication 3 History. Ht | | GE3-The Coniemporary World 3” [Technology for ‘Teaching and ‘The Teaching Profession 3 |Chem 2: Analytical Chemistry! 5 | __| (Lecture & Laboratory) Chem T: Inorganic Chemistry | 5 _| Phys 1: Fluid Mechanics 3 PEI a 2 | Pe2 2 NSTPA 3” | NSTP2 3 TOTAL | 25 TOTAL | 25 a Semester. GE7-Science, Technology and| 3 | GE10-Gender and Society (Lecture & Laboratory) Society ee See GE8-Ethics 3 1g Chem 3: Organic Chemisty | 5 | GE12-Life and Works of Rizal Foundation of Special and| 3 Facilitating Learner-Centered Inclusive Education Teaching — z A earning 1 3__| Assessment ning 2 Bio 1: Genetics (Lecture &| 4 | Chem 4: Biochemistry Laboratory) | [Phys 2: ‘Thermodynamics | 4 | Phys 3: Electricity and | (Lecture & Laboratory) Magnetism (Lecture & Laboratory) PES 2 _| The Teaching of Science I PES I TOTAL [27 TOTAL THIRD YEAR i + Semester. Units 2! Semester Units: The Teacher and the School, 3 | Technology for Teaching and| 3 Curriculum | Learning 2 ‘Bi Literacy 3° | Research in Teaching 3 Skills Across the Curriculum | Bio 2 Cell and Molecular Biology) 4 Bio 3: ‘Microbiology and | (Lecture & Laboratory) (Lecture & Laboratory) "4 Waves and Optics: Parasitology (Lecture & —| Laboratory) ___ Phys: Modern Physics Earth Science Environmental Science 3 3 Bio: Anatomy and Physiology Astronomy Page 26 of 216I TOTAL 3_| GE6-Art Appreciation 3 Meteorology 3 TOTAL | 26 TOTAL | 23 z FOURTH YEAR 4 Semester 2M Ser Field Study 4 Practice Teaching 6 Field Study 2 TOTAL | 6 Bachelor of Secondary Education Major in Social Studies Studies FIRST YEAR 4 Semester Units, 2 Semester ‘Units| FSSE 101: Foundation of Social | 3 | SSE 106: Geography 2 3 Studies FSSE 102: Research in Social | 3 | SSE 108: Microeconomics 3 ‘SSE 105: Geography 1 + ‘Anthropology : Asian Studies 3_[Ge4 3 3 [GES BSr Eee -eCr CeCe eS 3__| GES 3 GE 3 Landscape in a Changing World “SSE 115: Comparative - Government and Politics ‘SSE 108: Macroeconomics 3 | SSE 114: Comparative Economic | 3 | Planning ‘SSE 171: World History 7 3__| SSE 107: Geography 3 A SSE 116: Law-Related Studies. | 3 | FSSE 103: Trends and Issues in Social Stuaies es 3 GEO 3 The Child and Adolescent 3 | Leamer and Learning | Principles l | The Teaching Profession 3 |The Teacher and the 3 Community, Schoo! Culture and Organizational Leadership FE 2 PE 2 Total | 26 Total | 26 Page 27 of 216THIRD YEAR 4% Semester ‘SSE 200: Teaching Approach in its. 2° Semester 3 | SSE 203: Assessment and Secondary Social Studies Evaluation in the Social Science SSE 201: Assessment and 3 ‘SSE 202: Production of Social 3 Evaluation in the Social Studies Instructional Materials Sciences Technology for Teaching and 3 | Elective 7 3 | Learning 2 World History 2 3 Technology for Teaching and 3 [Pree Learning 1 | Foundation of Special and 3 |The Teacher and the School 3 Inclusive __ Education Curriculum Fac 1g Learner-Centered 3 | Building and Enhancing New av] | Teaching Literacies Across the iieaae Curriculum ‘Assessment in Learning 7 [Elective 2 a] ‘Assessment in Learning 2 3 ef Total | 24 | Total | 24 FOURTH YEAR | 4 Semester Units | Units: Field Study 1 3___ Teaching Internship 6 ield Study 2 [3 | Total | 6 Total| 6 , Bachelor of Secondary Education Major in Values Education FIRST YEAR | 4 Semester Units | 2 Semester Units] ‘VED1 Foundation of Values 3 | VED2 Philosophical and Ethical 3 | Education Foundations of Values Education VED4 Psychological Theories of 3 VED20 Filipino Values System 3 | Values Development SHEE | VEDS Dynamics of Intra and 3__| The Child and Adolescent rat Interpersonal Relations Learner and Learning | Principles (VED? Contemporary Famiy Life | 3 [Gea 3 (GEA 3_| GES 3 [oez aa 3 [GES i iz 3 ES 3 GE7 3 [PE 2 PE 2 NSTP 3 NSTP_ 3 [ Total | 26 z Total | 26, Page 28 of 216‘SECOND YEAR + Semester [Units | __ 2 Semester _ [Unit VED15 Moral issues and | 3 | VED18 Development of Values 3 Concems in Contemporary Education instructional Materials Living Bs and Assessment Tools \VEDS Career evelopment and [3 | VED6 Psycho-Spiritual 3 ‘Work Values Development \VED'6 introduction to Guidance | 3 | VED19 Research in Values 3 and Counseling Education i \VED17 Research in Values 3 | VED12 Teaching Approaches and | 3 Education 4 Strategies in Values Education GES 3 Teet0 Ts] [Geo 3_ (GET, 3 The Teaching Profession | 3 | GE 12 3] The Teacher and the 3 PE {2 | Community, Schoo! Cutture and Organizational Leadership PE 2 ere Total | 26 pone Semesfer cS = 299 Seme Units VED11 Facilitation: Theory and \VED8 Transformative Education | 3 Practice eee 7 ea \VED10 information Technology | 3 | VED14 Values Education through | 3 and Human Development Community Service \ \VED13 Valves Integration in the | 3 | VED21— Technology for Teaching | 3 various Discipline and Learning 2 Foundation of Special and 3__| Technology for Teaching and 3] Inclusive Education Learning 1 Facilitating Learner-Ceniered | 3 The Teacher and the School 3 Teaching Curriculum ‘Assessment in Learning 1 3 | Building and Enhancing New [3 Literacies Across the | fee |_| Curricuium Eee [Assessment in Learning 2 3 |Elective2 [ Total | 21 FOURTH YEAR 4* Semester Units 24 Semester Field Study 1 3__| Practice Teaching Field Study 2 3 | fz Total 6 Total, 6 | Page 29 of 216Section 10 Legend: Alternative Legend: ‘Sample Curriculum Map I= Introduced Concepts/Principle P- Practiced with Supervision D- Demonstrated across different clinical setting with minimal supervision L~ Facilitates learning of the competencies (input is provided and ‘competency is evaluated) P— Allows student fo practice competencies (no input but competency is evaluated) 0 - Opportunity for development (no input or evaluation, but there is opportunity to practice the competencies) A. Bachelor of Secondary Education Major in English COURSES Program Outcomes ‘Clusters | Code Two | reauiito | (P(e 14) ef [0[n] Linguistics L700 | introduction to L}P{L/O)0/o/OfL a Linguistics | Linguistics |ELTOT | Language, Culture, [EL 400 |L[C}LSOlO|OrOjL land Sociely | LI [Linguistics [ELIO2 | Structure of Engish [EL100 [LC [L| PIL OO, o/c ELT | EL103 | Principles and eltor [Ee L{L Lye feeie | Theories of | Language Acquisition | | | and Learning | ELT J EL104 | Language Programs | EL 708 L/L[P P/P|O}P IL and Policies in it Muttlingual Societies ELT EL105 [Language Leaming [EL 103, (CJL |P/LIL|LIL] Materials eLt20 ihe Development - | ELT EL106 | Teaching and eLa7 [LIL IL IL eye Assessment of Literature Studies | 4 ELT EL107 | Teaching and ELA [UCC IE LLP Assessment of the Macroskils | er ELT0B | Teaching and ELT JTL PO|C IL LOTT] Assessment of VI Grammar __ | jer EL109 | Speech and Theater JEL TOR CTL THC TL POPC Ans eT ELH1O | Language Education JEL HOS ETC ICC Le ye Research | [erature [ELT [Children and ELT [LL [LP BIB TOTP | Adolescent Literature | [Titerature [ELT72 [Mythology end Eliot _IL LCP PIP LOIP Page 30 0f216 BE, eeCOURSES Clusters Code Title requisite a [EEE Folklore {| Literature | EL113 | Survey of Philippine | EL 111 L Literature in English Literature | L114 | Survey of Afro-Asian | EL 111 L HEE Literature Literature | EL115 | Survey of English EL 11 L | | and American Hee Literature | Literature /EL116 | Contemporary, em {C j Popular, and | Emergent Literature Pere Literary Criticism ELMt- {tl | | 16 Allied ELi18 | Technical writing | EL 102 | Allied EL119 | Campus Journalism |EL118 | L Allied TEL120 | TTL2-Technology in | EL 103 L Language Education | B. Bachelor of Secondary Education Major in Fi ‘COURSES Pr (Gods Title a FIL 101__| Introduksyon sa Pag-aaralng Wika [FIL 102 | Panimulang Linggwistika LiF ‘Ang Filipino a Kurikulum ni | [ruts | otkasyon ‘8 Llp ele] [FIL 104_| Estruktura ng Wikang Filipino uP oft Fit 105 | Pasture at Pagtataya ng Makrong Ae: ‘ ‘asanayang Pangwika \ FIL 108 | Ugnayan ng Wika, Kultura at Lipunan Lye ia Fit 1o7 | pashattanda at Ebaiwasyon ng Kagamiang [| i anturo i zl FIL 108 _| Iniroduksyon sa Pagsasalin Ci Pit Pe FIL 109 _| Iniroduksyon sa Pananaliksik-Wika at Panitkan [LL [CTCL FIL 110 | Introduksyon sa Pamamahayag LT LJP LP FIL 111__| Barayti at Baryasyon ng Wika tie fP it fo FIL 112 | Nga Natatanging Diskurso sa Wika at Panitikan LL |P/| LO LLT 401 _{ Panitikan ng Rehiyon LoL iPT EP LIT 102 | Kulturang Popular TET Pree [ui 103 _| Sanaysay at Talumpati ticiprie [LIT 104” | Panunuring Pampanitikan tii yport yo LIT 105 | Maikling Kuwento at Nobelang Filipino ~~ L/L ||P) LP LIT 106 Panulaang Filipino LielPrile LIT 407 | Dulaang Fiipino LreyPyi ye TTL2 | Technology for Teaching and Leaming 2 LrotetP fe Page 34 of 216C. Bachelor of Secondary Education Major in Mathematics Tome Program Outcomes al b a) History of Math PO L College & Advanced Aigebra Lp P Trigonometry Llo P Plane & Solid Geometry tTo P| Logic & Set Theory Lo 9 Elementary Statistics & Probability L)O]P. P| Calculus 4 with Analytic Geometry LlolP P Calculus 2 [eTore F Calculus3 7 [tTote B Modern Geometry [tyToyPe P Mathematics of Investment : Lore L Number Theory _ LlolP P Linear Aigebra Lore P ‘Advanced Statistics ESOT LP Probiem Solving , Mathematical investigation & Modeling ees ecto a | Principle & Strategies in Teaching Mathematics | P| L | P| P | P C ‘Abstract Algebra ae tlolplplolelo Research in Mathematics pre[ttoroloyt ‘Technology for Teaching and Learning 2 1 nent mology in Mathematics) |P{E(L|P | P| P| P PPPTO[L TP LOTL D. Bachelor of Secondary Education Major in Science j Program Outcomes | COURSES leon ee [Genetics (lecture & laboratory) t © Cell and Molecular Biology (lecture & laboratory). t oO Microbiology and Parasitology lecture & laboratory) | L oO Anatomy and Physiology (lecture & laboratory) L ic ° Inorganic Chemistry (lecture & 2 units laboratory) | a a Ke) Organic Chemistry (lecture & 2 units laboratory) L eto Biochemistry Pee i Lt [po Analytical Chemistry (lecture & 2 units laboratory) t Po ‘Thermodynamics (lecture & laboratory) t Plo Modem Physics oe t B_ [oO Electricity and Magnetism (lecture & laboratory) L Pp {oO ‘Waves and Optics (lecture & laboratory) L ° Fluid Mechanics L P_[o Earth Science L P[o ‘Astronomy c jP__[o Environmental Science é L P | Meteorology v P : The Teaching of Science P P 7] [Technology for Teaching and Leaming2™ «LP P | Research in Teaching P PE. Bachelor of Secondary Education Major in Social Studies COURSES | Program Outcomes Clusters | Code Title [alblc[a eltlaln ‘SSE Foundation of Social rit rsse [SSE _ | Foundat ule jeje de fe tn je rsse SSE Jute jefe fafa foe | Research in Social Studies | P| SSE | Trends and issues in Social | | Fase | SSE | Tends: hirifel {i [ofp SSE | Places and Landscape ina | i a er eaeeee ebeseretbe ey vie defs te fr fo fo SSE Sse | SSE | Geography + via dele fe fe fi fa Isse [SS | Geosraphy 2 DD |D/o |p |p |p |p sse_ | 55° | Geography 3 P pipip ip Pp |p iP ssc fge__|MeeEeorerics |i | tt tt | | ‘SSE sse | SS | Macro Economics vfededi fi te fo fo sse_ | S| World History 1 rte fade da da qa [a isse | SS° | word History 2 p|p pio jp ot |i sse | SSE | Asian Studies rj lilo jo [ole le SSE far | Socio-Cuttural Anthropology |! |D |D/D |D |D [Dp |D| 1 ese [SSE _|GomosaiveEsononeT1T fo [a [re [o [o| ‘ese | SSE__| Comparative Government SSE | 115 _| and Poities, ge | ee PEEL | SSE Law-Related Studies ufilijojolo ple "Teaching Approaches in | SSE Secondary School Studies 5 |D |D|D |D |D P |P integrative Methods in r Teaching Social Science SSE Het Discipline in Basic pee ee cH eo ee } 1 Education | | SSE] Production of Social Studies | 1 SSE | 202__ instructional Materials yt pepe je ye ye ye SSE | Assessment and Evaluation SSE | 203 _| inthe Social Sciences Vit [tye [o [0 {0 |p ‘SSE | Technology for Teaching SSE [204 _| and Learning 2 PLPTPIPLP IPP IP Bs, Page 33 0f 216 i etF, Bachelor of Secondary Education Major in Values Education ‘COURSES Code _Titie VED! Foundation of Values Education | veD2 VED3 Philosophical and Ethical Foundations of Values Education Philippine Culture and the Society. VED4 Psychological Theories of Values Development VEDS VEDS Dynamics of intra and __ Interpersonal Relations Psycho-Spiritual Development _ VED7 Contemporary Family Life vlololv VES VED Transformative Education Career Development and Work Values | VEDIO Information Technology and Human Development | |p VEDI ‘Facilitation: Theory and Practice veo12 ‘Teaching Approaches and Strategies in | Values Education veD13 | Values Integration in | the Various Discipline 7 v | vepta "/ Values Education through Community Service __ = VEDIS Moral Issues and Concems in Contemporary Living 7 VeEDI6E I introduction to Guidance and | Counseling 4 | VED17 | Research in Values | Education 4 | VeD18 Development of Values Education instructional Materials and Assessment Tools | veo19 Research in Values Education It | WeD20 Filipino Values System [VED 27 | “Technology for “lol — or| 2 Page 34 of 216COURSES. | PROGRAM OUTCOMES. Code | Title dleltlainli i [klilmin | Teaching and Learning i | 12 LLiit ma o ° Section 11 Sample Means of Curriculum Delivery Lecture Discussion Exercises/Demonstration Interactive Learning Collaborative Learning Reporting Multimedia Presentation Reading and Writing Library Work Field Work Interview Section 12 Sample Syllabi for Selected Core Courses (Please se tho attached Annexes) ARTICLE VI REQUIRED RESOURCES Section 13 Administration Dean/Department Head The Dean/Department Head of the college offering the degree shall be employed full-time and must possess the following qualifications: 1. Filipino Citizen 2. Holder of Doctorate degree in Education or related field 3. Holder of valid certificate of registration and Board Licensure Examination for Professional Teachers (BLEPT) 4, Atotal of at least three (3) years of very satisfactory teaching experience in basic education and/or tertiary level 5. Preferably with at least two (2) years of ‘manageriaVadministrative experience. Section 14 Faculty A. General Requirements 1, As a general rule, master’s degree in education or in an allied discipline is required for teaching in the tertiary level. 2. Faculty teaching general education and major subjects should have an appropriate master’s degree in the field they are assigned to teach. Page 38 of 216Section 15 Section 16 B. Qualifications of the Professional Education Faculty Faculty teaching Professional Education courses should have the following qualifications: 1. Holder of valid certificate of registration and Board Licensure Examination for Professional Teachers (BLEPT) as provided for in Section 11 of RA 8981 2. Holder of Master's degree in Education or in allied fields, C. Full-time faculty members of the college The institution shall maintain 25% of the faculty members teaching in the teacher education program as full-time. D, Faculty Development The College of Education must have a system to support faculty development anchored on their institution's faculty development program. It should require the faculty members to: 1. complete doctoral degrees in education and other allied fields; 2. attend continuing education seminars, workshops, conferences, and others; 3. undertake research activities related to the teacher ‘education program and to publish their research outputs in refereed publications; and 4, give lectures and present papers in national/international conferences, symposia and seminars. Library Library personnel, facilities and holdings should conform to existing CHED requirements for libraries which are embodied in a separate CHED issuance. The library must maintain a collection of updated and appropriate/suitable textbooks and references used for the core courses in the curriculum. Library resources should complement curriculum delivery to optimize the achievement of the program ‘outcomes for the BSEd program. Laboratory and Physical Facilities In addition to the required laboratories and facilities for general education, the following shall be provided: 1. ICT Laboratory* 2. Speech Laboratory, if necessary" 3. Livelihood and Technology Laboratories/Shops" ( Home Economics, Industrial Arts, Agriculture, Fisheries) “This can be shared with other departments within the college/university. es Page 36 of 246Section 17 A. Educational Technology Laboratory The TEI should have access to an educational technology laboratory with appropriate equipment and software as indicated in the course specifications. The same laboratory shall serve to allow preparation, presentation and viewing of audio-visual materials to support instruction B. Laboratory School or Cooperating Schools The TE! should maintain a facility within which the students can undertake their field study. This facility may be a laboratory schoo! administered by the TEL in cases when TEI has no laboratory school, the TEI must have a long-term memorandum of agreement with a Department of Education cooperating school or with a cluster of cooperating schools within which student can undertake their field study and practicum courses. Admission and Retention Policy The basic requirement for eligibility for admission of a student to the Teacher Education program shall be graduates from Senior High Schoo! level recognized by the Department of Education. TEls must have in place a selective admission policy for Teacher Education programs. This policy shall include passing an admission examination. For this purpose, TEls may use either of the following admission examinations: 1. an admission examination developed and validated by the TE! 2. an admission examination developed and validated by another TEI and used by TE! under a consortium agreement, 3. an admission examination developed and validated by private testing centers and used by TE] for a fee, 4. some other standardized tests for teaching aptitude; or 5. some other national qualifications examinations which may be developed in the future, ARTICLE VII COMPLIANCE OF HEIs Using the CHED Implementation Handbook for OBE and ISA as reference, a HE! shall develop the following items which will be submitted to CHED when they apply for a permit for @ new program: Section 18 Section 19 Section 20 The complete set of program outcomes, including its proposed additional program outcomes. Its proposed curriculum and its justification including @ curriculum map. Proposed performance indicators for each outcome. Proposed measurement system for the level of attainment of each indicator Page 37 of 216Section 21 Proposed outcomes-based syllabus for each course. ‘Section 22 Proposed system of program assessment and evaluation Section 23 Proposed system of program Continuous Quality Improvement (can. For existing programs, CHED shall conduct reqular monitoring and evaluation on the compliance of HEIs to this Policies, Standards and Guidelines using an outcomes- based assessment instrument. ARTICLE Vill TRANSITORY, REPEALING and EFFECTIVITY PROVISIONS, Section 24 Transitory Provision All private HEls, State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs) with existing authorization to operate the Bachelor of Secondary Education program are hereby given @ period of three (3) years from the effectivity thereof to fully comply with all the requirements in this CMO. However, the prescribed minimum curricular requirements in this CMO shall be implemented starting Academic Year 2018-2019. Section 25 Sanctions For violation of this Order, the Commission may impose such administrative sanction as it may deem appropriate pursuant to the pertinent provisions of Republic Act No. 7722, in relation to Section 63 of BP 232 otherwise known as the Higher Education Act of 1982, and the Manual of Regulations for Private Higher Education (MORPHE) per CMO No. 40, series of 2008 and other related laws, Section 26 Repealing Clause Section 27 Effect Any provision of this Order, which may thereafter be held invalid, shall not affect the remaining provisions, All CHED issuances or part thereof inconsistent with the provision in this CMO shall be deemed modified or repealed. Clause This Order shall take effect after its publication in the Official Gazette or Newspaper of General Circulation. Quezon City, Philippines, Yoycnbes 2, 2047 ~ 7 og 7 Lpeeiven Ko fl PATRICIA B. LICUANAN, Ph.D. Chairperson Attachments, Annex A— Description of Professional Education Courses ‘Annex B - Description of Specialization/Major Courses ‘Annex C~ ICT Competency Standards for Teachers” ‘Annex D ~ Sample OBE Course Syllabus for Technology for Teaching and Learning Courses* Page 38 of 216ANNEX A DESCRIPTION OF CORE PROFESSIONAL EDUCATION COURSES ‘Course Title | The Child and Adolescent Learners and Learning Principles | This course focuses on child and adolescent development with ‘emphasis on current research and theory on biological, linguistic, Course ‘cognitive, socist and emotional dimensions of development. Description | Further, this includes factors that affect the progress of | development of the leamers and shall include appropriate pedagogical principles applicable for each developmental level. _| Course Credits | 3 units Contact Hours | 3 hours/Week Pre-requisite HEEEEHEEEEE {Co Facilitating Learner Centered Teaching This course explores the fundamental principles, processes and Course: practices anchored on learner-centeredness and other educational Description Psychologies as these apply to facilitate various teaching-leamning i delivery modes to en | Course Credits | 3 units Contact Hours _| 3 hoursiWeek Pre-requisite nce learning, ___[The Teaching Profession This course deals with the teacher as a person and as a | | professional within the context of national and global teachers Course standards and educational philosophies. {twill include | Description | professional ethics, core values, awareness of professional rights, | | privileges and responsibilities as well as the teachers’ roles in the _| society as a transformative agent of change. Course Credits | 3 units "Contact Hours _ 3 hours/Weel [Pre-requisite Course Title This is an introductory course that explores basic knowledge, skills and values in the use of technology for teaching and learning. It includes ICT policies and safety issues, media and ee technology in various content areas, teaming theories and principles in the use and design of learning lessons, teaching- Description learning experiences and assessment tasks that utilize | appropriate traditional and innovative technologies with social, | ethical and legal responsibil in the use of technology tools and | | Course Credits | | Contact Hout Pre-requisite eee | Page 39 of 216‘Course Title [Assessment in Learning 4 Course Description This is a course that focuses on the principles, development and utilization of conventional assessment tools to improve the teaching-learning process. it emphasizes on the use of assessment of, as, and for, in measuring knowledge, comprehension and other thinking skils in the cognitive, psychomotor or affective domains. It allows students to go through | | the standard steps in test construction and development and the | application in grading systems. | Contact Hours _| 3units 3 hours/Week Pre-requisite Course Title ‘Assessment in Learning 2 Course Description This is a course that focuses on the principles, development and utiization of alternative forms of assessment in measuring authentic learning. It emphasizes on how to assess process- and productoriented learning outcomes as well as affective learning, Students will experience how to develop rubrics and other assessment tools for performance-based and product-based assessment, Course Credits [Contact Hours _| 3 units 3 hoursiWeek | Pre-requisite Course Title Course Description ‘The Teacher and the School Curriculum This course includes the fundamental concepts and principles curriculum and curriculum development as a foundation to | engage prospective teachers as curricuersts. The more active | role of the teacher in planning, implementing and evaluating school-curriculum as well as in managing schoo! curriculum change vis--vis various context of teaching-leaming and curricular reforms shall be given emphasis. [3 units 3 hours/Week ‘The ‘Teacher and the Community, School Culture and Organizational Leadership. This course focuses on society es a context upon which the schools have been established. Educational philosophies that are | elated to the society as a foundation of schools and schooling shall be emphasized. Further, principles and theories on school culture, and organizational leadership shall be included to prepare prospective teachers to become school leaders and |_managers. : | Course 3 units zt Contact Hours | 3 hoursiWeek Pre-reqi Page 40 of 216‘Course Title Foundation of Special and inclusive Education Course Description This course shall deal with philosophies, th bases of special needs and inclusive education, typical and atypical development of children, learning characteristics of students with special educational needs (gifted and talented, learners with difficulty seeing, leamers with difficulty hearing, leamers with difficulty communicating, learners with difficulty walking/moving, leamers with difficulty remembering and focusing, learners with difficulty with self-care) and strategies in teaching and managing these learners in the regular class. (Course Credits Contact Hours units “Shours/Week Building “and Enhancing New Literacies Across the Curriculum: Course Description This course introduces the concepts of new literacies in the 21° century as an evolving social phenomena and shared cultural practices across learning areas. The 21* century literacies shall | include (a) globalization and multi-cultural literacy, (b) social | literacy, (c) media literacy, (d) financial literacy, (e) cyber literacy/digital literacy, (f) eco-literacy and (g) arts and creativity literacy. Field based- interdisciplinary explorations and other teaching strategies shall be used in this course. Course Description Experiential Leaming (Field Studies “and Teaching Seve a) See ees This course is a year-long engagement that supports authentic. experiential leaming from field study and actual classroom immersion of the prospective teachers. It begins with field study experiences through (a.) observation and (b) participation and will progress to (c) teaching assistantship and (d) guided/ mentored classroom teaching. The NCBTS domains shall be used as guideposts in developing the content, pedagogy and implementation scheme of this Course Credits course. Bee eee 42 units (FS 1-3 units, FS 2-3 unit, Practice Teaching 6 units) _ Contact Hours. Prerequisite FS 1&2 (6 hrs per week for one semester taken with 2 or 3 academic subjects) Practice Teaching — 6 units ( Fulltime 30-40 hrs per week) for one semester ae All required academic subjects for the degree should be taken before Practice Teaching, Page 44 of 216Course Title “| Field Study 1- Observations of Teaching- Learning in Actual § ironment Course This is the first experiential course, which will Description _| immerse a future teacher to actual classroom | situation and learning environment vihere direct observation of teaching learning episodes that | focuses on the application of educational theories | | leamed in content and pedagogy courses will be | made. Observations on leamers' behavior, | | motivation, teacher's strategies of teaching, classroom management, assessment in learning ‘among others shail be given emphasis. A portfolio eee shail be required in the course. Course Credit _| 3 units ict Hours | 3 hours/Weel Pre-requisite | All professional and majorispecialization [subjects [Course Title | Fields Study 2- Participation and Teaching | Assistantship / Course This course is a continuation of Field Study 1. tis | Description _ school based and allows a pre-service student to. | | participate and assist in a limited actual teaching- earning activities that relate to assessment of learning, preparation of instructional materials, | preparation of the bulletin boards, and other routines | in the classroom. A portfolio which will contain | sample lesson or learning plans and demonstration | teaching of at least one subject content area will be | required. An action research shall be encouraged to startin this course and conclude during the L Internship. — Course Credit 3 units ‘Contact Hours | 3 hours/Week Course Title Courst This course is a one semester full time teaching Description _| internship in basic education schools using a clinical ‘approach under the mentorship of a cooperating teacher. Teaching internship shall be done both in the in-campus or off campus if possible. No academic | courses shall be taken together with Teaching Internship. A teaching portfolio shall be required end the completion of the Action Research. [e Credit ‘Contact 40 hours per week fuil time (no academic units Hours allowed) Prerequisite | Field Study 1&2 Page 42 of 216DE! ANNEX B SCRIPTION OF SPECIALIZATION/MAJOR COURSES: A. BACHELOROF SECONDARY EDUCATION MAJOR IN ENGLISH LANGUAGE ‘Course Title | introduction fo Linguistics ease Provides an overview of linguistics as a discipline, is | Description development, levels of structure, and its significance to English language teaching. (EK1, ES1) ‘Course Credit _| 3 units Contact Hours Prerequisite | Ali Content Courses Sree i Course Title | Language, Culture and Society _ | Explores the inextricable link between and among language, Course culture, and society and its implications to the development of Description _| English as a giocal language and the ways by which it is learned and taught (EK1, EA2) 3 units EL 100-Introduction to Linguistics ‘Course Tite [Structures of English Course Develops the ability to use the phonological, lexical, syntactic, and Boseription | Semantic structures of English wih ease and explain the form, meaning, and use of their elements. (EK1, ESt units Prerequisite Principles” and” Theories” of “Langu jaiion” and | Course Title lec c of guage Acqui Course Examines principles, factors, and contexts of language acqusition Deseri Course’ Contact Hours [Prerequisite ‘Course Titie | Language Programs and Policies in Malllingual Societea Provides a survey of local and international basic education Course language programs and policies that account for issues and Description | considerations relevant to the engagement of teachers in school ~ | settings (EK1,ES2, E02) Ff Course Credit _| 3 units Contact Hours: EL 106. Principles and Theories of Language Acquisifon and Learnin Page 43 of 216jurse Titie guage Learning Materials Developme: [Develops the application of the principles, methods, and Course | approaches of translation and adaptation of various texts. (EK2, Description | Ek3, ES, ES2, EA2) ee Course Credit 3 units Contact | Hoursiweek Prerequisite | Learning I [EL 120- Technology in Language Education } Course Title [Teaching and Assessment of Literature Studies ernie Develops the application of the principles, methods, and | Deeeeetion | abpt0aches of transition and adaptation of various texts. (EK2, EK3,ES1, ES2,EA2) Course Credit Contact Hours Prerequisite | Course Title | Teaching and Assesement of the Macroskills Explores the nature of reading and the theoretical bases, Course | principles, and methods and strategies in teaching and assessing Description | reading. It aims to familiarize students with various strategies for pre-reading, during reading, and postreading. (ES-2) Course Credit | 3 units i Contact Hours He Ht Prerequisite | guage, Culture and Society ‘Course Title "| Teaching and Assessment of the Grammar “The course engages learners in understanding the distinctions between and among four types of grammar: functional Course descriptive, prescriptive, and pedagogic. Aside from the emphasis Description _| on how teaching and assessment vary considering the four types, | the course also provides opportunities to discover the role of \ grammar in achieving communicative competence. [Course Credi 00 [ContactHours | [Prorequisite | EL 102-Structures of English ‘Course Nano] Speech and Theater Ars =z ae Examines the process of oral communications and the various aeeeetion | fms of speech arts from public speaking and group discussions tion _| to debate, oral interpretation and dramatics. (EK-2) Course Credit [3 units Contact Hours Prerequisite | EL 102-Siruclures of English (RES, Page 44 of 216‘Course Title Language Research: Develops skills in applying principles and approaches in research Course : to find answers io questions in language leaming and teaching Description | (eK1, ES2, EA2) Course Credit | 3 units Contact Hours Prerequisite | EL 10% Principles and Theories of Language Acquisiion and Leaming | Prerequisite | Contact Hours Children and Adolescent Literature gories and types of the world's | Learning Course Title | Mythology and Folkiore eae Explores mythology and folklore from different countries to gain Description insgnis into people's origin, desires, fears, instincts, and needs. Course Credit [3 units Contact Hours: Prerequisite | EL 101- Language, Culture, and Society _ Seah Course Titie | Survey of Philippine Literature in English eae: Enables students to analyze the growth and development of Description Philippine Literature in English from 1900 to the present along istorical events as shown in representative works. (EK-3) Course Title | Survey of Afro-Asian Literature | ‘Surveys selected literary texts from Asia and Africa, particularly | Course India, China, Japan, the countries in the southeast region in Asia, Description and the African nations south of the Sahara along socio-historical, Course Credit | 3 units philosophical, and literary underpinnings. (EK-3) Contact Hours | 7 7 Prerequisite | EL 111- Children and Adolescent Literature ‘Course Title | Survey of English and American Literature j Goan: Engages students in a historical survey of selected literary works Description | Produced by understanding English and American literatures from its beginnings to the 21% Century (EK-3) | Course Credit ] Contact Hours: Prerequisite Page 45 of 216Course Title | Contemporary, Popular, and Emergent Literature Course | Focuses on critical issues in contemporary and popular iterature Description __and genres. (E! 7 He Course Credit 3 units Contact Hi Eee = z Prerequisite | EL 111- Children and Adolescent Literature _ (Course Titie Literary Criticism: Voge Provides students with opportunities to study the basic Description | aPPFOACheS to literary theory and criticism and thelr application to selected literary works. (EK-1) 3 | Contact Hours ~ fea i6 ‘Course Title | Technical Writing i Develops technical and scientific writing skills across disciplines. | Baca (EK2, EK, | Description. ted | rerequisi Course Title | Campus Joumalism i 1 Course Develops skills and applies principles and strategies in writing for Description _| traditional and new media. (EK1, EK2, EK3, ES1, ES3, EA1, EA2) [Course Credit | 3 units ta (Prerequisite | EL 178-Technical Writing Course Title Technology for Teaching and Learning 2 (Technology in ‘Secondary Language Education) Course Description TTL 2 is a 3-unit course which will focus on the application, design, production, utilization, and evaluation of Information and Communications Technology (ICT) materials for teaching and learning in Secondary Language (English and Filipino) Education Programs. The major requirement for this course is an ICT- integrated and Project-based Learning Plan aligned to the K to 12 curriculum. All the learning activities and course requirements will revolve around the student-teacher developed Learning Plan. Course Credit 3 units. Contact Hours [Prerequisite TTL t-Technology for Teaching and Learning 4 Page 48 of 216B. BACHELOR OF SECONDARY EDUCATION MAJOR IN FILIPINO LANGUAGE Course Title. | Fil 101: Introdukeyon sa Pag-aaral ng Wika = ecaies Tumatalakay sa mga teoryang (sikolohikal, _ sosyolohikal. Bescription | 2ntfopoiohikal, linggwistka, atbp.) na nakaimpluwensya sa ne | pagkatuto at pagtuturo ng wika. Course Credit | 3 units Contact Hours Prerequisite ‘Course Title | Fil. 102- Panimulang Linggwistika Course Nagbibigay-din sa mga batayang kaalaman at makaagham na Description _| pag-aaral ng wika. ee pee Course Credit _| 3 units Contact Hours Prerequisite = | ‘Course Title ‘Ang Filipino sa Kutikulum ng Batayang Edukasyon | ‘Tumatalakay sa mga batayang teoretikal, nilalaman, katangian at Course panuntunan sa pagpapatupad ng nireestrakturang kurkuium sa Description | Filipino. Iiniaangkop ang kurikulum sa mga kondisyon at sitwasyong lokal. units. Contact Hours ns a Prerequisite ‘Course Title | Fil 404" Estruktura ng Wikang Filipino Course ‘Sumasaklaw sa deskriptibong pag-aaral ng wikang Filipino sa Description __| iebel ng ponolohiya, morpolohiya, semantiks at sintaks. Course Credit _|3 units |Contact Hours oa Prerequisite | Course Title ioe at Pagtataya ng Makrong Kasanayang 7 TTumatalakay sa mga teorya, simulain, mga metodo ng pagtuturo | Course | at mga urvpamamaraan sa pagtataya ng mga kasanayan sa | Description | pakikinig, pagsasalita, pagbasa, pagsulat at panonood na | gumagamit ng iba't ibang uring diskors al gawain ‘Course Credit _| 3 uni ol Contact Hours A Prerequisite | Page 47 of 216Course ‘Course Title | Fil. 106 Ugnayan ng Wika, Kultura, at Lipunan” Description _pagka-Pilipino na makakatulong sa makabuluhang pagtuturo at ‘Sumasaklaw sa malalim na kabatiran sa kehalagahan ng ugnayan | | ng wika, kultura, at lipunan na nagpapalakes at nagpapatibay ng pagkatuto. Course Credit _| 3 units | Contact Hours Prerequisite Course Title | Fil, 407- Paghahanda at Ebaiwasyon ng Kagamitang Panturo | ‘Sumasaklaw sa pag-aaral ng mga teorya, simulain, pamaraan, [Prerequisite Course paggamit at ebalwasyon ng kagamitang panturo kasama ang mga | | Bescrintion | kagamian para sa atematibong pegtturo et pagkatuto gayundin | ang paggamit ng teknolohiya. Course Credit [3 units Coi | [Course Title | Fil. 108 Introduksyon Sa Pagsasalin | Course Sumasaklaw sa pag-aaral ng mga teorya, simulain at teknik sa Description __| in ng mga tekstong literari at Contact Hours Prerequisite Course Title | Fil, 409- introduksyon sa Pananaliksik-Wika at Panitikan. Course Description Sumasaklaw sa mga batayang kaalaman, sa mga lawak, uri at metodo ng pananaliksik sa wika at panitikan, na maglulundo sa Paghahanda at paghaharap ng isang sulating pananaliksik (research report) Course Gredit_| 3 units Contact Hours Prerequisite | Coursé Title | Fil, 110-Introduksyon sa Pamamahayag Course | Description [Course Credit | 3 units Contact Hours Prerequisite | Sumasaklaw sa mga batayang kaalaman sa pamamahayag at pagiilinang ng mga kasanayan sa pagsulat ng iba't ibang uri at anyo ng sulating jomnalistik, kasama na tito ang paghahanda at pamamahala ng pahayagang pampaaralan Page 48 of 216‘Course Title | Fil. 114- Barayti at Baryasyon ng Wika i ea Komparatibong sarbey ng iba't ibang relasyunal, sosyal, Description | aftpelohikal,okademik, ckupasyunal na berayl at baryasyon ng =H __| Filip He Course Credit _| 3 units 5 Prerequisite [Course Title "| Fil. 442- Mga Natatanging Diskurso sa Wika at Panitikan ] Pagsusuri sa mga piling diskursong pangwika at pampanitikan sa Course konteksto ng Lipunang Pilipino. Pagtukoy sa mga konsepto at Boceriotion | S¥¥99 Pangwika at pampanitikan at Kehalagahan at Kaugnayan ng mga ito sa akademiko at di akademikong gawain at karanasan ‘ng mga mag-garal na Pilipino. Contact Hours [Prerequis Course Titie [Lit 401- Panitikan ngRehiyon Sumasaklaw sa pag-aaral ng mga pangunahing akda sa mga rehiyonal na wika. Maaaring orihinal o salin sa Filipino ang mga tekstong susutiin at pagpapahalagang kultural. (Magbabago-bago ayon sa lokal ng TEI's at walang duplikasyon sa panitikang rehiyonal na bahagi ng GEC-Lit 1) Course Credit | 3 units Course Description Course Titie | Lit 102 Kulturang Popular ‘Sumasaklaw sa pag-aaral at pagsusuri ng iba't ibang kulturang | | course | popular, e.g. pelikula, musika, komiks at pahayagan, mga Description _ programang panradyo, pantelebisyon na nakaiimpluwensya sa oe paghubog ng kamalayan at kaakuhan o identidad, Course Credit 3 units “Contact Hours Prerequisite Lit 403- Sanaysay at Talumpati Pag-aaral at pagpapehalaga ng pangkasaysayang pag-uniad ng sanayasay at talumpati na kaagapay ang pagsulat ng mga kontemporaryong anyo nito, pati na ang pagsasanay sa pagsulat at pagbigkas ng talumpati, Tumutukoy din sa pag-aaral ng | kontemporaryong dulog at metodo sa pagtuturo ng iba't ibang nyo ng panitikan upang makabuo ng angkop na pamamaraan sa pagtataya ng mga kaalaman at kasanayang natamo. units Prerequisite oe Page 49 of 216[Course Tite | Course Description Lit 104- Panunuring Pampanitikan’ 1] Tumatalakay sa mga teorya, simulain at pamamaraan ng pagbasa, interpretasyon at pagsusuri ng panitikan mula sa bagong kritisimo hanggang sa post modemismo. “Course Credits | 3 units Contact Hours Prerequisite ‘Course Title | Lit 105- Maikling Kuwento at Nobelang Filipina ceace ‘Sumasaklaw sa pag-aaral at —pagpapahalaga ng Bescription | Pangkasayasayang pag-unled ng maiking kuwento at nobelang Filipino na may pagbibigay-diin sa mga sangkap at pagkabuo rito. units Prerequisite oe oH Course Title | Lit 106- Panulaang Filipino Nakaluon sa pag-aaral at pagpapahalaga ng pangkasaysayang Gouee ag-unlad ng panulaan na nagbibigay diin sa mga sangkap ng tula Bescription |S Pamamagitan ng pagsusuri sa ilang pling tula at dula na kumakatawan sa bawat panahon sa pamamagitan ng pagsusuri | sa ilang piling tula at dula na kumakatawan sa bawat panahon. units Course Titie | Lit 4107-Dulang Filipino iy ‘Sumasakiaw sa pag-aaral at pagtalakay ng pangkasaysayang ourse : Description | Pag:-unlad ng dulang Filipino na nagbibigay tuon sa mga elemento it tion | at uring dua [Course Credi [Contact Hours Prerequisite _ Course Title Technology for Teaching and Learning 2 (Technology in Secondary Language Education) Course | Beseription Course Credit TTL 2 is a Sunit course which will focus on the application, design, production, utilization, and evaluation of Information and ‘Communications Technology (ICT) materials for teaching and learning in Secondary Language (English and Filipino) Education Programs. The major requirement for this course is an ICT- integrated and Project-based Learning Plan aligned to the K to 12 curriculum. All the learning activities and course requirements will revolve around the student-teacher developed Leaming Plan. 3units | Contact Hours Prerequisite | VTL 1. Assessment of Learning Courses, and Principles of ‘Teaching Courses Page 50 of 216Description of Elective Courses under BSED Major in FLE Course Title | Elektib- Malikhaing Pagsuiat | ‘Sumasaklaw ang kursong ito sa pag-aaral sa mga_simulain, Course pamamaraan at proseso ng malikhaing pagsulat sa Filipino at | | Description ang aplikasyon ng mga ito sa pagbubuo ng masining at | malikhaing anyo ng sulatin at akdang pampanitikan, Course Credit __| 3 units Contact Hours Prerequisite ‘Course Title | Elektib-Pagsasalin sa Ibat ibang Disipiina cane ‘Sumasaklaw ng pagpili ng mga teknik na magagamit sa Seteription | Pagsaselin_ sa ibat ibang disipina tungo sa patuloy na intelektwalisesyon ng wikang pambansa Course Credit | 3 units Contact Hours | Prerequisi C. BACHELOR OF SECONDARY EDUCATION MAJOR IN MATHEMATICS. Course Title eTORY OF MATHEMATICS: wumanistic aspects of mathematics Course wnt provides the historical context and timeline that led to the Description present understanding and applications of the different branches of mathematics. Contact Hours | Prerequi [Course Title | COLLEGE & ADVANCED ALGEBRA | |The course builds upon the students’ knowledge on properties of | | the real number system, operations on diferent types of algebraic Hesse | expressions, and the solution of various types of equations and Description inequalities. The course also covers the prerequisites to | | trigonometry and calculus, specifically transcendental and non- | transcendental functions, including the characteristics of their 18 and applications | Course Title | TRIGONOMETRY. Ss The course introduces students to circular and tigonometric Course functions, trigonometric identities, and to the polar coordinate Description system. The students then apply concepts in these topics to applications in problem solving [Course Credit [3 units tact Hours [Prerequisite | College & Advanced Algebra a | Page 51 of 216Course Title Course Description Course Credit plane and solid geometry. Ei [PLANE & SOLID GEOMETRY |The course covers topics on Euclidean Geometry. The topics are discussed using both the deductive and inductive methods to conjecture definitions, corollaries, postulates and theorems on ‘S units Contact Hours Pr requisite __| College & Adva Algebra Course Description | Contact Hours Prerequisite [Course Tite | LOGIC AND SET THEORY Course Gredit | 3 units The course is a study of mathematical logic which covers topics | such as propositions, logical operators, rules of replacement, rules of inference, algebra of logic and quantifiers. It also includes | a discussion of elementary theory of sets such as fundamental concepts of sets, set theorems and set operations. NONE (Course Title ELEMENTARY STATISTICS & PROBABILITY The course equips the students with the basic statistical tools to understand various phenomena, The topics on mean, variance, Course sampling, and estimation eventually allow the students to be able Description _| to perform hypothesis testing on real-life problems from different fields. The course includes applications and data analysis with eee computations carried out using SPSS. Course Credit 3 units Prerequisite | NONE __ ‘Course Tile "| CALCULUS I WITH ANALYTIC GEOMETRY The course equips the students with knowledge and skilis needed Goats to be able to determine limits of functions, to differentiate, and to Description _| integrate algebraic, exponential, logarithmic, and trigonometric functions in one variable. It also includes exposure to more challenging problems covering continuity and areas of regions. 4un Course Title | CALCULUS [ |The course aims to further develop the students’ understanding of | Course differential and integral calculus. It covers the methods and | Description _| techniques of integration, indeterminate forms, and improper integrals of algebraic and transcendental functions. 4 units i Calculus | with Analytic Geometry Page 62 of 216urse Tite | CALCULUS ili ‘The course aims to provide the students with an understanding of ecuiue | the applications of differentiation and integration in sequences, infinite series, power series, as well as of multiple integration for Description functions in several variables. Moreover, students will be able to | | apply these concepis to problem solving Cot units Contact Hours ae Prerequi ‘[Caleutus t Course Title | MODERN GEOMETRY The course is an enrichment of the course on Euclidean Course Geometry. It discusses the properties and applications of other Description | types of geometries such as finite geometry, non-Euciidean | geometry, and projective geometry. Course Credit | 3 units Se Geometry, Logic & Set Theory Course Title | MATHEMATICS OF INVESTMENT | | The course introduces students with a basic understanding of the | applications of mathematical concepts and skills in economics, Course business and accounting, It includes determining the time value of Description | money using simple and compound interest and discounting, variation of annuities, amortization stocks and bonds, and sinking fund, ‘Course Credit _| 3 units [Prerequisi College & Advanced Algebra NUMBER THEORY The course is a study of the properties of numbers and ther proofs. It presents the students with different methods of Course mathematical proving. It focuses on the discussion of the set of Description integers that including Unique Prime Factorization, Divisibility Rules, Euclidean Algorithm, Linear Congruences and Linear _______| Diophantine Equations. ! Course Credit | 3 units Contact Hours ae Prerequisite | Advanced Algebra, Logic & Set Theory _ [Course (Course Tile [LINEAR ALGEBRA The course provides a basic understanding of vector spaces, Course including the study of matrices, their properties and matrix | Description operations. It also covers the application of matrices in systems of fase linear equations and linear transformations, (Gourse Credit [3 units Contact Hours [Prerequisite [Logic &Set Theory Page 53 of 216Course Title | ADVANCED STATISTICS | The course deals with non-parametric statistics. It covers the | topics on test of association such as Spearman Rho, Phi coefficient, Contingency coefficient, biserial and test of differences | such as Mann-Whitney U, Wilcoxon. It includes applications and ____| data analysis with computations carried out using SPSS. | Course Credit | 3 units _ Contact Hours | Prerequisite | Elementary Statistics & Probability Course Description PROBLEM SOLVING, MATHEMATICAL INVESTIGATION & MODELING ‘The course deepens and further enhances the students’ Course understanding of real-life applications of mathematics through Description _| investigating, pattem finding, tes and making generalizations. Course Credit | 3 units Contact Hours Prerequisite | Advanced Algebra, Geometry, Logic & Set Theor Course Title ‘Course Title | PRINCIPLES AND STRATEGIES IN TEACHING MATHEMATICS ‘The course deals with the applications of the principles, the Course strategies in teaching, and philosophical foundations of teaching Description _| mathematics. These are then applied in lesson planning and # __| microteaching, Course Credit _| 3 units | Contact Hours [Prerequisite Course Title | ABSTRACT ALGEBRA The course is a study of basic algebraic structures such as | groups, rings, integral domains and fields. It provides a basic ents | Understanding of relations focusing on isomorphism. It aims to Description | efhance the student's skills in constructing mathematical proofs, pt and develop their symbolic thinking and appreciation of | mathematical structures. ‘Course Credit Contact Hours Prerequisite | Logic & Set Theory Course Title RESEARCH IN MATHEMATICS ‘The course aims to prepare prospective mathematics teachers to undertake an undergraduate research project. It gives teachers: ae the opportunity to conduct researches that address problems, Description issues, and concerns in mathematics teaching and learning. It also showcases their research skills through the application of the mathematical content and processes they have learned previously. Course Credit_| Contact Hours _ [Prerequisite Page 54 of 216‘Course Tite. | TECHNOLOGY FOR “TEACHING “AND “LEARNING 2 (INSTRUMENTATION & TECHNOLOGY IN MATHEMATICS) TTL 2 is a 3-unit course which will focus on the application, design, production, utilization, and evaluation of Information and Communications Technology (ICT) materials for teaching and | Course [learning in Mathematics Education Programs. The major Description _ requirement for this course is an ICT-integrated and Project-based Learning Plan aligned to the K to 12 curriculum. All the learning activities and course requirements will revolve around the student- L | teacher developed Leaming Plan. Course Credit (3 units [Contact Hours | [TTL 7, Assessment of Leaming Courses, and Principles of | Teaching Courses } | Prerequisite [Course Title | ASSESSMENT. \LUATI MATHEMATICS. | ‘The course deals with traditional and authentic assessment | methods for evaivating mathematics learning. It covers the Course | purposes of instruction and assessment, the relationship of Description _ assessment to content and performance standards, and discussions on the issues and trends in assessment specifically in mathematics teaching, 3 units _| Advanced Statistics D. BACHELOR OF SECONDARY EDUCATION MAJOR IN SCIENCE (BIOLOGY) Course Name | Genetics (Lecture) This course deals with the principles of heredity and variation, its Course application in plant and animal breeding, and problems involved in | Description | it It also includes biometrical treatment of qualitative and quantitative characters of both plants and animals. | Course Credit {Contact Hours [Prerequisite Course Name | Genetics (Laboratory) Course This course deals with exercises on chromesomal “basis | Description _ inheritance, structure of genetic material and Mendelian and Non- Mendelian inheritance. } Course Credit | 1 unit Contact Hours | 3 hours/week Prerequisite Page 55 of 216(Course Name | Cell and Molecular Biology (Lecture) ] This course deals with the study of the structure and function of cellular organelles and inclusions including the relationship between cell and structure and biochemical reactions. It also includes basic discussions on the central dogma of molecular biology and updates on DNA technology. Course Credit_|3 units (Contact Hours | 3 hours/week — — aH { Genetics and Biochemistry Course Description se Name | Cell and Molecular Biology (Labor This course deals with the enhancement of skills for the use of oot laboratory equipment in the study of the structure and function of Description | o”9anelles. It also includes investigations of cellular processes | through chromatography, centrifugation, spectrophotometry and | electrophoresis. [Course Credit [4unit Contact Prerequisite Course Name _| Microbiology and Parasitology (Lecture) This course deais with the study of bacteria, viruses, protozoan, fungi and helminths, their general characteristics, pathogenicity, source and mode of transmission. This course also covers the principles that underlie infection, disease control and prevention, as well as immunity. The impact of microorganisms on human health and environment, as well as their applications in industry |ate also given emphasis. Ht) units Course Description ‘Contact Hours | [Prerequisite | i] [Course Name | Microbiology and Parasitology (Laboratory) ‘This laboratory course gives emphasis on activities that | demonstrates major concepts of microbiology and. parasitology. [This course Is designed develop laboratory skills, including | microscopy, aseptic technique, staining methods, culture methods, and identification of microorganisms, _| | Course Description | (Course Creait 7 [Contact Hours | Prerequis ‘Course Name _ | Anatomy and Physiology (Lecture) This 3-unit course deals with the study of fundamental structures Course of the human body and their corresponding functions. it Description _| emphasizes the integration of the organ systems in relation to ee normal health and provides information on associated disorders. ‘ourse Credit | 3 units | ‘Contact Hours _| Prereq Page 56 of 216‘Course Name. | Anatomy and Physiology (Laboratory) “This T-umit laboratory course deals with experiments involving the Course organ systems of the human body, It is also designed to develop Description the skills in the macroscopic and microscopic examinations of the ssues and organs of the human body. [Course Gre Contact Hours [Prerequisite (CHEMISTRY) ‘Course Name | inorganic Chemistry (Lecture and Laboratory) The course covers fundamental concepts of chemical kinetics, chemical equilibrium (including acid-base chemistry and solubility Course equilibrium), thermodynamics, and electrochemistry. It also deals Description —_| with solution chemnistry, specifically reactions in aqueous solutions as well as group properties and reactions of elements as an ___| introduction to qualitative analysis of cations and anions. Course Credit | 5 units (3 units lecture, 2 units laboratory) ‘Contact Hours Prerequisite (Course Name | Organic Chemistry (Lecture). pee This course is designed to introduce fundamental concepts or | Fecaiae | organic chemistry including hybridization, structure, nomenclature, Description 24 the application of electronic and structural effects in predicting | | properties and reactivity. The different classes of organic ‘compounds are also covered. : [Course Credit | 3 units ‘Contact Hours [Prerequisite | General Inorganic Chemistry [Course Name | Organic Chemistry (Laboratory) ‘An organic laboratory course designed to develop skills and cannes techniques in the separation and purification of organic compounds. The laboratory course serves as the venue for the j Description | observation of structural effects on the physical and chemical properties of organic compounds. Course Credit 2units | Contact Hours 7 Prerequisite | General inorganic Chemisity Laboratory Course Name | Biochemistry z This course covers the fundamental aspects of biochemistry and Course the structure and dynamics of important cellular components. The structure, properties, functions and metabolism of carbohydrates, proteins, lipids and other important biochemical compounds are also discussed. Sunits [Contact Hours _| Prerequi ite | Organic Chemistry Page 87 of 216Course Name” | Analytical Chemistry (Lecture) ‘The course involves a study of the principles and theories eens important to the practice of analytical chemistry, It involves a Description discussion of the techniques, methods and instrumentation involved in determining the amount of constituents in samples. Particular attention is given to stoichiometric problems. Course Credit | 3 units Contact Hours Prerequisite | Inorganic Chemistry Course Name | Analytical Chemistry (Caboratory) The laboratory work covers calibration of instruments, volumetric | Course | and gravimetric methods especially those analyses encountered in Description _ industries. Emphasis is placed on correct laboratory procedures and techniques. Course Credit | 2units Contact Hours Prerequisite | Inorgani PHYSICS, ‘Course Name _ | Thermodynamics (Lecture and Laboratory) Course This course includes temperature and heat, thermal properties of Description __| matter, laws of thermodynamics. Course C1 Contact Hours. (Prerequisite | none (on the premise that high school physics 4 units (3 units - Lecture; 1 unit- Laboratory) ianics) Moder Physics This course covers topics including relativity, photoelecriceffect, Bohr model, wave-partcle duality, and quenturn mechanics units mechanics, electricity and magnetism Electricity and Magnetism (Lecture and Laboratory) ‘This course is designed to discuss knowledge of basic relationship | between electricity and magnetism. It includes topics on electrostatics and magnetism, electric and magnetic fields in matter, electrodynamics and electromagnetic waves. It provides the students the mathematical relationship between current, voltage and resistance in an electric circuit, Students must gain skills in. solving problems needing high mathematical analysis apart ftom the principles comprising this area of physics. Upon knowing the relationship between electricity and magnetism students must be able to apply the concepts and principles to real | life situations for life-long learning. Course Credit | 4 units (3 units lecture. 1 unit laboratory) Contact Hours | Prerequisite | Mechanics Course | Description Page 88 of 216‘Course Name | Waves and Opties (Lecture and Laboratory) | The course discusses the fundamental concepts of mechanical | and electromagnetic waves. It describes the production and propagation of waves, its characteristics, types, and properties. It eon also deals with simple harmonic motion. This course also gives cours? ion | emphasis on the nature and duality of light with emphasis on ft physical and geometric optics. Learning waves and optics allows the students to gain insights on the importance of waves on daily activities and applies the concepts and principles in problem ____| solving. _ eae Course Credit _| 4 units (3 units lecture, 1 unit laboratory) Contact Hours | Mechanics. Electricity and Magnetism Fluid Mechanics This course deais with the science of fluids (liquids and gases). It discusses aerodynamics- the study of air and gases in motion; eudiee and hydrodynamics - the study of liquids in motion. It discusses Description | Principle relating speed, pressure and forces particularly Bernoulli and Pascal's principles. It allows the students to gain knowledge of how this topic is applied to daily activities and solve practical problems. [Course Credit _| 3 units Contact Hours [Prerequisite Mechanics (EARTH AND ENVIRONMENT) [Earth Science | This 3-unit course deals with the fundamental and historical | geology, Geologic process such as rock formation, minerals and Course Soil, weathering, erosion and mass movement, seismology, Description volcanism, and plate tectonics will be emphasize. Issues ‘concerning the importance, exploration, utilization and conservation of mineral resources will also be dealt with. urse Credit | 3 units Contact Hours: Prerequisite Course Name "| Astronomy This 3-unit course deals with the various motions observed in the | Course heavens and the fundamental physical laws that govern them. | Description —_| This course also includes a discussion of the theories behind the formation of the solar system and other astronomical bodies. Prerequisite | Page 59 of 216Course Name Environmental Science — Eee: 1 This 3-unit course deals with the general concepts and principles | cone pertaining to complex pattern of interaction between the physical Description | "vironment and biological communities on earth. Emphasis is also given on the current environmental issues and concems as well as disaster risk management techniques. i Course Credit _| 3 units Pere Contact Hours | ere Prerequisite | | ‘Course Name | The Teaching of Science (Teaching in the Specialized Field) Deals with the goals, materials, content, assessment, ae management and methods of teaching science at the secondary |Description | evel provides opportunities for class observation and demonstration teaching. Prerequisite: has finished content | courses and Educational Psycholog, | (Course Credit | 3 units Ht | [Contact Hours | [Prerequisite | ‘Course Name | TTL 2 is @ 3-unit course which will focus on the application, | design, production, utilization, and evaluation of Information and ‘Communications Technology (ICT) materials for teaching and Course learning in Science Education Programs. The major requirement Description _| for this course is an ICT-integrated and Project-based Learning | Pian aligned to the K to 12 curriculum. Al the learning activities and course requirements will revolve around the student-teacher i _| developed Learning Pian. aa Course | Prerequisite | Contact Hours _| [Contact Hours | TTL 1, Assessment of Learning Courses, and Principles of [Teaching Courses __ ‘Contact Hours Course Name | Meteorology | This deals with the study of fundamental atmospheric process | eae such as weather and climate. Emphasis will be on elements of | : weather, cloud formation processes, seasonal winds, ITCZ and | Description | tropical cyclones. The issues of climate change, mitigation and | adaptation will be discussed. 3units Shoursiweek Prerequisite ‘Goze is an action research in the content or pedagogy of science in Description uy of the four areas: Biology, Chemistry, Physics and Earth i Science. Course Credit [3 units Contact Hours + Prerequisite Page 60 of 216E. BACHELOR OF SECONDARY EDUCATION MAJOR IN SOCIAL STUDIES Course Title. | Foundation of Social Studies. This course focuses on the study of the nature, history, Course | philosophical and theoretical perspectives in Social Studies // Description | Science as a body of knowledge. it also deals with the comparative analyses and relationships of the various. Social ‘Science disciplines Course Credit_| 3 units Contact Hours | 3 hoursiweek ‘Course Title Research in Social Studies The course guides t ‘going through the basic research processes. It will equip the students with research skills to solve relevant problemsiissues social sciences or in teaching and learning Social Studies. 3 units Contact Hours | 3 hours/week _ ‘Course Title | Trends and Issues in Social Studies es | This course will explore the trends and issues in social studies within the context of a rapidly changing world and will employ Pate rmuitidisciptinary and interdisciplinary approaches in discussing Beserption | 2% exploring the various trends and issues in the Social Studies! Science. It covers the various challenges (e.g. geographical, political, economic, cultural, social and technological landscapes) affecting the social science curriculum. rerequisite Course Credit _| 3 units Contact Hours | 3 hoursiweek [Course Title Places and Landscape in a Changing World “The coutse expiotes the concepts and dynamics of people and ce activities from various locations, describing the locations and Gourse | pattarne of huran acy. exlering process and pater wih L | environment to the other aspects of human behavior i [Course Credit _|3 units_ Contact Hours | 3 hoursiweek | historical lens, and understanding the relationship of the natural Prerequisite | SHH ‘Course Title | Geography 1 (Human Geography) ‘The course studies the world, its people, communities, and cultures with an emphasis on relations of and across space and | Course place. | | Description _| It analyzes the geo-politics and its principles, cultures of the world [Prerequisite { and its relation to the environment. it focuses on how culture is shaped by the environment and vice versa. Sunits | Shoursiweek Page 64 of 216Course Title | Geography 2 (Physical Geography) | The course provides students with basic geographic skills and | Beit tools utilized in understanding the geography of the Philippines Bescription | and the world. The subject explains the spatial characteristics of the various natural phenomena associated with the Earth’s hydrosphere, biosphere, atmosphere, and lithosphere. | Sunits Course Crec Contact Hours | Course Title | Geography 3 (Urban Geography) _ ‘The subject aims to analyze the essential processes shaping eee ‘socio-cultural geographies of contemporary cities. It will discuss Deserintion | diferent issues affecting ces such as economy, culture, health, | planning, human mobility and transportation. It also includes topics on sustainability a juture of cities. ‘Course Credit _| ze Contact Hours Prerequisite — irse Title es in analyzing the market sysiem, means of Course production, consumption, exchange, determinants of supply and Description demand, theories of consumer behavior, basic economic theories and history of economics. Course Credit [3 units _ [Contact Hours | 3 hours/week Prerequisite | (Course Title “| Macro Economics z hhe course is designed to understand the cause and effects of Course inflation, unemployment, fiscal and monetary policies, modes of Description | taxation, international trade, national income, Gross National E Policy, Gross Domestic Policy, and consumer development index | Course Credit [3 units ‘Contact Hours | 3 hoursiweek [Prerequisite | Course Title | World History 1 (Ancient and Medieval Era) he World History | provides the basic concepts, eae historical developments like emergence of societies and | Becertion _ cWllzstions, rise of kingdom — empie states, formation of states, age of exploration, expedition and colonization, and age of ccommercialization from pre-history up to 8° century C.E. [Course Credit [3 units [Contact Hours | 3 hoursiweek | Prerequisite Page 62 of 216‘Course Title | World History 2 (Modem and Contemporary Era) | ‘The World History Il provides a global overview to various human experiences, patterns of development and connections among peoples, societies and nations. It focuses on topics related to industrial revolution, scientific and commercial revolution, world wars, and issues in modem world to contemporary periods. Course Credit _| 3 units Contact Hours | 3 hoursiweek [Prerequisite | Course Description Course Title [Asian Studies The course examines the development perspectives in Asian Course countries, cultures, and values as well as issues and challenges, Description | historical roots, and Asian responses. The course is designed to enable students to make comparative study of Asia societies. ‘ourse Credit _| 3 uni zi i Contact Hours_| 3 hoursiweek Prerequisite Course Title | Socio-Cuitural Anthropology ‘The course deals with kinship. political economy and other social Besctption | dimensions of human societies. It aims to familiarize the basic ‘caine of anthropology. Course Credit Contact Hours _| 3 hours/week ‘Course Title | Comparative Economic Planning The course explores the contemporary field of comparative | Course economic planning that has evolved from the traditional to modern |Description | economics, encompassing transition from a purely quantitative to mixed and behavioral economics. Prerequisite [Course Title] Comparative Goverment and Politics, | The course enables the students to compare countries, compare Course regional blocs, and the state system in terms of their current Description | politico-economic conditions as shaped by socio-cultural and ‘Law-Related Studies ‘The course helps students to understand basic laws relevant to | enabling oneseff in dealing with issues from birth to death. It also includes practical law, and para-tegal skills. 3 units ‘3 hours/week ae “Page 63 of 216 Be, mS‘Course Title | Teaching Approaches in Secondary Social Studies ‘The course provides a comprehensive overview of evidence based strategies and approaches for planning, implementing, managing and assessing effective learning experiences for students with emphasis on the relationship of educational theory and the development of practical teaching techniques and strategies for teaching Social Stucies effectively in Secondary Classroom. Course Credit | 3 units Contact Hours | 3 hours/week Course Description Course Title | 'stearative Methods in Teaching Social Science Discipline in of integrative teaching which is grounded in disciplines that value Canis questions, investigations, and a desire to better understand the world and its people. The course will focus on connecting skills and knowledge from multiple sources and experiences; understanding issues and utilizing diverse and even opposing perspectives. Description [Course Title | Production of Social Stodies instructional Materials | ‘The course provides students the theoretical, philosophical an empirical bases for the design, development and implementation | of the Social Studies Curriculum. Focus will be given on Course understanding the philosophy, design, content and process of the Description _| present social studies curriculum being used. Students will be | exposed to the different perspectives and models of curriculum in | social studies. They are also expected to review, implement and | [ee evaluate the existing social studies curriculum. Course Credit | z |Contact Hours | 3 hours/week [Prerequisite | ‘Course Title | Assessment and Evaluation in the Social Sciences ‘The course provides principles, theories and different methods of | assessment procedures in education. It will equip students to gain | cane knowledge, skills and competencies in developing and utilizing | Description | 8PprOpriate and effective traditional and authentic assessment | tools for formative and summative assessment / evaluation of learners’ performances. The students will also lea about the | current and global trends in assessment and evaluation. | | Course Credit | 3 units Contact Hours | 3 hours/week [Prerequisite Page 64 of 216Tite “Technology for Teaching and Leaming 2) Course Description Hours 3 units TTL 2 isa S-unit course which focuses on the application, design, | production, utilization, and evaluation of Information and ‘Communications Technology (ICT) materials for teaching and learning in Secondary Social Studies and other related programs | aligned to the K to 12 curriculum. The major requirement for this | | course is an ICT-integrated and Project-based Learning Plan aligned to the K to 12 curriculum, All the learning activities and course requirements will revolve around the student-teacher developed Learning Plan. 3 hoursiweek Prerequisite BACHELOR OF SECONDARY EDUCATION MAJOR IN VALUES EDUCATION Course Description [Course Credit Contact Hours in ife. [Course Name | Foundation of Values Education The course is designed to provide students with a deep | understanding of Axiology or the theory of values. It presents Axiology both as a discipline and as a relevant solution to present day issues and challenges especially those that pertain to values, It leads the students to recognize the nature, characteristics and | hierarchy of values and engages them in a deep reflection of their | personel value system and its impact on their options and choices, 3 units: j [Bhourshweek Philosophi indations of Values Education Course Description The course equips the students with a deep understanding of the nature, origin, destiny of the human person, based on various philosophical thoughts. It highlights Divine Law and the Moral Law as the ultimate bases of all moral and socio-cultural values. It provides the students with the skill to critique world cultures and how they impact on values formation. It leads the students to accompany the students on the search for life's meaning. Course Credit ntact Hours 3 unit Course Name | Course Description Philippine Culture and the Society Introduces the students to concepts, theories and perspectives. vital in the understanding of society and culture. An expianation on why people of different groups or societies have different cultures | and behavior is discussed focusing on the Filipino culture In doing so, the students ate expected to recognize cultural elements that | Course Credit (Contact Hours | are distinctly Filipino and choose that are worth perpetuating, | 3u 3 hours/week Page 65 of 218‘Course Name ories of V: jelopmer reflection of personal and eotiel and observations that may be explained by psychological theories | ei of values development in the Filipino context. This wil promote Description | inderstanding and appreciation of individual differences and the uniqueness of each person, Course Grodit | 3 units Contact Hours | 3 hours/week Course flame | Dynamics of intra and interpersonal Relations i Designed to develop an understanding of the theories, principles and application of strategies for effective and healthy intra and interpersonal relations. As a process-oriented course, special Course focus is given to the development of emotional intelligence and Description | basic communication skills through reflective and_ relational experiential activities. It is aimed to develop awareness of an individual's capacities and potentials that would inspire him to develop into a fully functioning person. units Shoursiweek Course Name | Psycho-Spiritual Development a Focuses on the Psycho-Spiritual Experiences for Facilitating the Fullness of life such as prayer centering, mind-body integration, Course trans-personal exercises, spiritual recollection, union and | | Description evocation-oriented activities. The course brings together insights and principles on psycho-spiritual growth developed across. various religious and cultural orientations. om imily L Focuses on the dynamics of the Filipino family and a deeper understanding and appreciation of one’s socio-cultural heritage, Course and his beliefs, traditions, practices etc., as vital factors in the Description | development of values system of the Filipino family. It also emphasizes responsible parenthood and the role of the family as __etuctor of values and its responsibilies in bulling the nation, | Course Cred Contact Hours [3 hoursiweek Course Name | Transformative Education aa Presents theory and practice of human rights, peace, sustainable | development, and gender studies. It is designed to equip the Course students with the concepts, values, and skills to enable them to Description examine personal, local, national, and global realities related to human ‘rights, peace, sustainable development, and gender studies. The students will also explore making education a tool to transform society and build a culture of human rights peace, Page 66 of 216sustainable development, and gender studies. Course Credit | 3 units Contact Hours | 3 hot week Course Name | Career Development and Work Values Explores the principles of vocational choice and career decision making. Students will learn the process of career decision making Course and sources of occupational information. it will also expose them |Description | to career development theories, strategies, approaches, and changes in society and their influence on the world of work and ‘earning Course Credit | 3 units Contact Hours | 3 hours/week ‘Course Name | information Technology and Human Development This course focuses on the critical analysis of the impact on human values and development of all forms of media such as Course visual, electronic, print, audio, and all its combinations. Issues Description _ related to media exposure are explored and examined on the | | basis of ethical and moral principles which will be used in the | teaching learning-process. | Course Credit [Contact Course Name | Facilitation: Theory and Practice Exposes the students to the theories and dynamics of group | facilitation. The course also provides opportunity to experiance Course group dynamics activities that would enhance their personal Description | sensitivity and competencies such as skills in facilitating, ‘observing, analyzing, diagnosing and evaluating group structures, cate elements and processes. Course Credit_[3 units Contact Hours | 3 hoursiweek _ [Course Name ” | Teaching Approaches and Strategies in Values Education Deals with progressive approaches and stialegies in teaching and learning, of guiding students to higher levels of judgment, | Course discernment and self-governance. The course also deals with the Description | current thrusts and content of transformative education and pedagogical knowledge, principles and skills in facilitating personal renewal and social transformation | Course Credit Contact Hours Prerequisite Page 67 of 216| Course Name | Values integratior the various Discipline raining in the applicatio Provides basic of transformative | Course, teaching and leaming in integrating values in various learning Description | areas and in implementing a comprehensive school systems- L based approach to values development. 7 j Course Credit [3 units ‘Contact Hours | 3 hoursiweek ErEEEEEEE Prerequisite Values Education through Community Service’ Course Description Understands peopie within their social world to improve one’s well being. It is about contribution and participation to social | transformation and focuses on core values of social responsibility, | work, and dedicated service. The course follows a practicum that focuses on core values of social responsibility and accountability, compassion, work and dedicated service. It also explores action learning strategies for community work and their implementation in actual setting Course Moral Issues and Concerns in Contemporary Living z Focuses on an in-depth understanding of morality and its significance in the formation of informed conscience and responsible behavior. Current moral issues are presented to the student for the exercise of freedom and correct judgment. ‘Shoursiweek Introduction to Guidance and Counseling ‘An introductory course in guidance and counseling designed to give the students a general overview of school guidance. It includes the meaning, purpose, structure, principles, and methods/techniques of guidance as well as guidance services Course offered in the secondary level. It also focuses on the guidance | Description _| personnel and their responsibilities as well as on counseling as a | Guidance technique. It tackles the different factors that lead to | wise career decision-making. The course takes into consideration the development of students into responsible and effective individuals. Course Credit _| 3 units [Contact Hours | 3 hours/week } Course Name | Research in Values Education 1 ‘A cfitical review of research studies and other works on the end, content, pedagogy, and philosophy of values education. The Coulee requirements and vital components of scholarly research should Beseription | B® istfoduced to the students who may later work individually or in | groups of two or three, depending on their preference. Under the close supervision of the teacher, the study of values education issuesicontroversies, research problems, and the manner_by %_— Page 68 of 216 Bewhich they were addressed should enable the students to determine appropriate ways of answering research questions. The course requires the students to write a scholarly review of literature (ie., books, research, etc.) on the planned research. The final output is a well-documented and tenable research proposal. which includes the following sections: (1) background ofthe study: | | (2) research problems; (3) review of related literature; (4) | theoretical and/or conceptual framework/s; (5) definition of terms; | and (6) methodology [Course Credit [3 units Development of Values Education instructional Materials and Assessment Tools a Prepares student teachers for on-site teaching. The student will carry out curriculum development tasks such as preparation, pilot- testing, analysis, and revision of student-made modules, teacher- made guides, and relevant assessment tools. | Course Name | Part 1 of the course requires the students to prepare competency- | based lessons that include non-obtrusive qualitative and | quantitative assessment. The lessons are supplemented with the | Course | teacher-made guide to effective delivery of lesson plans. Learning Description _| in this part of the course includes reading of additional scholarly | materials on instruction and assessment in Values Education. | | Part 2 of the course is centered on teaching students to develop assessment tools that will yield reliable results. The required skills | in this task will be developed under the close supervision of the teacher, when the students are pilot-testing an assessment tool and fine-tuning the same based on the responses of schoolchildren. Course Credit | 3 units S hoursiweek. Research in Values Education 1 Part 1 of the course is an oral presentation of the students’ final output (.e., research proposal) in Values Education 17. In this course, the students may still work individually or in groups of two | or three, depending on their preference. The teacher and the other | students will subject the proposal of the presenter/s to scrutiny by | giving critical comments, suggestions. and questions on the | background of the study, research problems, literature review, theoretical andlor conceptual framework/s, defintion of terms, and | methodology. The presenter/s then shall be given reasonable amount of time to address the teacher's and other students’ | feedback. After revising the research, the presenter/s may proceed with data-gathering and processing upon the advice of ‘the teacher. The researcher/s will continue to consult with the | teacher until the study is concluded. The final requirement for this course is a full research that must be defended orally in class, | Course Description Page 69 of 216| presented at a local or international conference, or published in @ | research journal before submission of the students’ final grades, Course Gredit | 3 units 'Contact Hours | 3 hours/week [Prerequisite Course Name | Filipino Values System Examines the value system of Filipinos as has evolved and is shaped by ‘ealities confronting Philippine society and culture Students will look into how Filpino values faciitate or inhibit | development and transformation of our society. It will also include appreciation of how Filipino values system is formed and eee developed Course Credit | 3 units (Hours | sas eessesizasss | [Prerequisite a aoe [Gourse Name | Technology for Teaching and Learning 2 (Values Education) —— TTL 2 is a 3-unit course which focuses on the application, design, | | production, utilization, and evaluation of Information and ‘Communications Technology (ICT) materials for teaching and Course learning in Secondary Values Education. The major requirement for | Description | this course is an ICT-integrated and Project-based Learning Plan aligned to the K to 12 curriculum. All the learning activities and | course requirements wil revolve around the student-teacher | developed Learning Plan. _ [Course Credit 3 units ' Contact | Hours | ane TTL 1, Assessment of Learning Courses, and Principles of Teaching a | Courses Page 70 of 216ANNEX C ICT COMPETENCYSTANDARDS FOR TEACHERS ‘COMPETENCIES Domain 1: Understanding ICT in Education. PERFORMANCE INDICATORS. 1.1.1 Demonstrate awareness of policies affecting ICT in educati 1.2.1 Comply with ICT policies they affect teaching-leaming 4.1.1.1 Discuss national ICT policies affecting classroom practices 1.2.1.1 Implement ICT policies i leaming hing | | 1.3.1 Contextualize ICT policies to the learning environment 1.3.1.1 Incorporate ICT policies in the design and implementation of teaching-learning activities, | Domain 2: Curriculum and Assessment 2.4.1 Demonstrate understanding | of concepts, principles, and | theories of ICT systems as they | apply to teaching-learning_ 2.2.1 Evaluate digital and nor | digital learning resources in response to student's diverse needs 2.2.2 Develop digital learning resources to enhance teaching- learning 2.1.1.1 Discuss ICT concepts, principles and theories in various teaching-leaming processes 2.1.1.2 Use technology too's in the assessment rocess, 2.2.1.1 Select digital and non-digital learning resources in reference to the student learning references 2.2.1.2 Revise digital learning resources: | response to varied needs of students | 2.2.2.1 Produce digital leaning material \ designed to enhance teaching-learning 2.3.1 Use ICT as a tool to develop 21" century skills: Information, Media and Technology Skits, Learning and Innovation Skills, Life and Career Skills, and Effective Communications Skils. 2.3.4.1 Integrate ICT in teaching plans that require learners to connect the content of the lesson to society Domain 3: Pedagogy 3.1.1. Apply relevant technology tools for classroom activities 13.2.1 Use ICT knowledge to solve complex problems and support student collaborative activities ‘3.1.1.1 Design a technology-enhanced lesson to de ean vate aE | 3.1.1.2 Deliver the lesson using appropriate | digital tools or applications 3.1.1.3 Assist students to reflect on their own | learning using technology tools 3.2.1.1 Use varied teaching strategies lke project-based learning that integrate technology tools to support thinking and collaboration 3.3.1 Model collaborative knowledge construction in face-to- face and virtual environments Domain 4: Technology Tools 3.3.1.1 initiate flexible learning through online communications (synchronous / asynchronous modality) [4.1.1 Demonstrate competence in | the technical operations of maintenance of technology tools and systems; _| 4.1.1.1 Perform basic trouble shooting and Page 71 of 216COMPETENCIES PERFORMANCE INDICATORS | ‘technology to's and systems as they apply to teaching and learning 4.1.1.2 Use productivity and other tools in everyday work. | 4.2.2 Demonstrate proficiency in the use of technology tools to support teaching and learning (Seek Sania and Administration 4.2.1 Use technology tools to 42.14 Make technology _ tools-based | create new learning opportunities | instructional materials to improve student to support communities of leamers | learning: 4242 Produce K earning tools in collaboration with students. 42.2.1 Propose or recommend technology ‘and policy innovations related to promoting continuous learning among students (5.1.1 Manage technology-assisted instruction in an inclusive | classroom environment [5.2.1 Exhibit leadership in shared decision-making using technology tools 5.1.1.1 Facilitate flexible learning environment that enhances collaboration with the use of technology tools, al 5.2.1.1 Lead group activities using technology tools. Domain 6: Teacher Professional 6.1.1 Explore existing and emerging technology to acquire additional content and pedagogical knowledge. Learning 6.1.1.1 Use technology tools to search for, manage, analyze. integrate and evaluate information that can be used to support professional learning [8.1.1.2 Evaluate technology resources “in [terms of appropriateness, quality. usability, accessibility, and cost effectiveness. 8.1.3 Uilize technology oaks in creating communities of practice 6.1.3.1 Use technology tools to collaborate and share resources among communities of practice 62.4 Collaborate with peers, colleagues and stakeholders to access information in support of | professional learning. 6.2.1.1 Identify educational sites and portals 76.2.1.2 Join online expert and learning | communities 6.2.14 Evaluate and compare useful and credible web resources to be shared with other students 6.2.1.5 Active membership learning communities to maintain access to creative applications of technology that help enhance student learning Domain 7: Teacher Disposition 7.1.1 Demonstrate social, ethical, and legal responsibility in the use of technology tools and resources Spee EEE _| online safety and prevent cyberbullying 7.4.1.4 Discuss safety issues in obtaining resource materials from local area network- based and the internet 7.1.1.2 Comply with intellectual property laws | including the fair use of educational content 7.1.1.3 Institute mechanisms to ensure child Page 72 of 216COMPETENCIES 7.1.2 Show positive attitude towards the use of technology tools PERFORMANCE INDICATORS | 7.1.2.1 Practice standard netiquette in sharing and utilizing shared materials among learning communities. [7.4.22 Provide support to learners’ digital culture and behaviors. eZ (7.4.23 Utilize smart devices for building the positive relationships between teachers and students. Page 73 of 216ANNEX D OBE Course Syllabus Course Syllabus Template [Pour Name Technology for Teaching and Learning 1 | ours Ges ss | Course Desciption | Technolgy for Teaching and Leeming 7 (TTL). Ths & 8 unit iveducory cours thal explores basic knowledge and sil nd values inthe use of echnalogy Tor teaching and learning This cose incude ICT Poices and sft issues, media and technology in various conan areas, faring theoes and pincples in te use and design of leaming lessons, teaching earning experiences and assessment asks allie aprcpie traditonal an inovaive technologies vat sci, tial Hee andlegaltesponsbiiy. : See reece e-e eee Contact HourWEEK 3 rug Prarequis Felina cee a Course Outcomes ST policies and safely issues 26 they impact onthe leaching earning process | 2 dent eang theories and principles apple inthe design and development of lssons through appropiate mea and techlogies for teaching leaning 3 Irate media and technology in verous content areas 4. Fonrulae teaching fearing experiences and assessment tass using appropriate andinovative techrolagis _5: Demonstrate soca ethical and local respons the use of technology tools and resources. (COURSE OUTLINE AND TEFRAWE a Eee cree ee cece cece eee Bec ereeE cae Course ContenSubject Matter ct Wook f {A iroduon o Tech ology for Tasting and Leaning Week? [[B. ICT Poss and Safely Issues in Teaching end Leeming He Week 4 {[C. Theoves and Pragpesin the Use and Design cf Technology Diven Leseoné Wook 55 11D. ICTin Vaious Content Areas Week 79 (LE. 1CTand Conventonal Learning Mai to Enhance Teaching and Learing Page 74 of 216‘Week 10-41 ~_| F Technology Tools in & Collaborative Classroom Envreneant and Relevance and Appropriateness in the Use of Technology in Teaching and Learning Hf [Week 12, innovative Technologas for Teaching-Learing and Assessment Task ce i Week 13 Technology Enhanced Lesson usig the ASSURE as Technology integration Model e i Week 1445 |. Social Etical and Legal Responsbilites in the U Week 16-17 Educational Sites end Portals ‘ne week (oran | Allied for the Midterm and the Fina’ Exams equivalent of three echnology Tools and Resouces hours) an ‘Alignment of Course Outcomes with Summative Assessment Tasks ee Course Objectives ‘Summative Assessment Task Detalis {. Explain ICT policies and safety waves as hey | e-Portfolio Tin this required output, the students are expected fo organize thelr relectonss and insights Impact onthe teaching-learing proess ‘© Bg Entres/Postsin the | using a Reflecion Guide Model (e., Gib'srtection Model) | 2. Identify Searing theories and principles applied | Freedom Wall Tweets inthe | Ideas, and opinions onthe topic discussed dung Sessions which may be posted in blogs can inthe dasgn and development oflessors | ClessoomMade Tier | 80 be inluéed in he ePorfo, Selection Rubres by Said, Sel (2008 canbe through approprate media and technologies for | Wal used as crea for rating teaching a ing Diflerensututs nace nthe css fling them a ogee can done in postion an ft eeonees aaa ecto potil sith 2 nto me 3. Iigrale mata anétectriogy nvanous | esrsynr nIME#TE | ins task sents ae expect tocrete aston lan shor ley he intron of content eas | seperate and movate echnlogesin hs eacinglearing aces ond escessnent tanks using the ASSURE Mode. The eer the rubs shal fous on he intogration of technoages andthe ail damanstrae ethical ne egal responses inthe use of 4. Formulate teaching-eaming experiences and | ygatarm and Final examinations | eSources. cescessment tasks using appropriate and innovate technologies ‘These tasks ate given to evaluat the siden’ knonledge and understanding of concep | 2nd pines of technalgy integration in instruction and agproprote tttudes and values in 5. Demonstate socal tical, an egal becoming ateachar. These are given ovate the results ofthe practical activites and to responsi in the use of echnology tools and ‘prepare them othe censure exaination resoues EEE ae Page 75 of 216LEARNING PLAN Desired Learning Course Content’Subject Matter ‘Textbooks! References | Teaching and Learning Activities | Assessmentof | Resource | Time Outcomes (DLO) (LAs) Tasks (ATs) | Materials | Table Understand ICT in| Unit 1 Introduction to Technology Education for Teaching and Learning Anderson J. (2010). (C7 Biot Lecture: With the ad ofa Transforming Education A Regional | powerpaint presentation, provide an onP/ 4ADefine basic «| A. Basic Concepts to be defined: | Guide, UNESCO Bangkok Asia and | overview of the subject Technology ‘Multimedia concepts in 1. Technology Paco Regional Bureau for for Teaching and Leaning Projector ‘understanding ICTin | 2. Information and | Education Education Communication Siva Group discussion: Give 3. Educational technology | Ballad, R. (2012) Basic concapis_| graphic organizers of the diferent Computer 4. Technology. Media and | in educational technology 1 ‘concepts to be defined through the | Use rating | Laptop Leaming Manila, PH: Rex Bookstore use of concept mapping scale for be 5. nsiructonal System and ‘Whole group discussion: Present to | concept map Instrucbonal technology | Lucdo, P.& Corpuz,B.(2012)_| the whole class group outputs, dovoloped by 8. Technology Tools Edueational ecology 2. Quezon ‘each greup. | Graphic Roles of ICT in Teaching for | City PH: Lorimar Publishing Co, | Individual Research: Encourage organizers Leaming slucens to vaidate the concept map 2teacherstadoveloomente | and conceptual defnitons techn on and Papor test hitpmedvcationscotand gov ‘learningandteaching approaches! ‘linedueaton/oleofctinlearina 2s, P = a Dene Bee eee Page 76 of 216Assessment of | Resource | Time Desired Learning | Course ContentSubject Mater | Textbooks! Reforences | Teaching and Learning Actives ‘Outcomes (0.0) (as) Tasks (ATs) | Materials | Table “2Enumeratethe | Unit 2 ICT Policies and Safety | Anderson, J (2010). Ic7 Forum Wth Resouree Person: Inte |Posingof | Freedom ratona ICT poles | Iseues in Teaching and Leaming | Tensfoming Educaton A Regional | aresource person to tak on CT | comments CT | Walin the aMecting dassroom Guile, UNESCO Bangkok Asia and | none andntemationa ponies | poleesin | classroom practoes ‘A. ICT Natonalor ntemaional | Pace Regional Bureau for applied to leacing and earring | Freedom Blog Created Poicies That Are Appicale to | Edvcaton Watibeg [and Teaching and Learning Administered bythe Lucio, P 8 Corpuz, 8 (2012). 1 Teacher Sapna —— Edveatonal tcnnology 2 Quezon eee 4.3 Describe the B. Sofety Issues in ICT City PH Lorimer Publghing Co. | Group Inteniews: Organize sal__| Checklist onthe | Accorpishe ingementaton IT goupsto conduct interviews and |praies that | dCheckist- | 1 week poles in teaching. ‘bservaonson practices hat | adres salty Teaming Docurents aes safety issuesin ICT x | ssues 2 The Phitppines ict —_| teaching and leering. Powopoint Roadmap ssn + DepEO Five-Year Inermation ana Communication “Technolgy for Education ‘Stage len (DepED ICTAE Siraiegic Pan) Execute Summary + RAOGH, Soc 3 (An Act ‘Cteaing the Deparment FIC, Defiing ts Powe's and Functions, appropriating Funds, and Other Purposes) Page 77 of 216Desired Learning Course Content Subject Matter Textbooks) References et) | | | eect pone “ater meotiest be [Spr endtmoreiann Stoner eng | es . Uses of ICT Pofcias in the Teaching and Leaming Environment Teaching and Learning Activites | Assessment of (As) Tasks (ATs) Resource | Time Materials | Table ‘© SEAMEOINNOTECH (2010) Report Status of ICT Integration in Ecucaton in Southeast Asian Countries ‘individual Resoarch: Encourage |stlenstowsmach oneal | Anpted | cr Potcies and best practices observation guide Class Observation Field Study): | Learners’ wtten Observe how ICT policies are utlzed | description and | in the classroom opinions on their | newy eras CT Feat the Crean the Cassroom | Classroom | ICT Policies agreed upon by al policies. (eamers | 2. dent learning theories and principles | apolid inthe use and | design of learning lessons with technology 2.4 Ieniity Yeaming principles end theories that are applied ) Intechnology Unit 3. Theories and Principles inthe Use and Design of Technology Driven Learning Lessons Learning Theories and Principles in 4. Dale's Cone of Experience (With equal atenton given to both the Conventional Technology and the Innovative and Emerging Technology for Teaching) Lido, P.& Compu, 8. (2012), Eclyational technology 1 2 ‘edition. Lorimer Pubishing Co. its youtube, comivalchv= poSxaRetvk Active Learning with Teacher-Led | Djasson on aes cone etter Eipeence ard row is pnaples |Posted the atheoes ae uized inthe | one Bia technology-driven teaching and | ‘rade Tale fn [iar Class Observation Guide onthe | tization of | CT policies inthe

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