INSTITUTE OF TEACHER EDUCATION, ARTS AND SCIENCES

EDUCATION DEPARTMENT

COURSE SYLLABUS
1st Semester, School Year 2020-2021

Course No. and Title: EPEH 311 – Teaching PE and Health in the Elementary Grades
Course/Year : BEED-3 Prepared by:
Pre-Requisite/s : IRIS DIANE D. ARAÑO, RPM
Faculty
Credit Units : 3

Lecture Hours : 3 hours/week Checked/ CINDY B. ROSIL, Ed.D.

Laboratory Hours : None Reviewed by: Chairperson, Education Dept.
Course Description : This course deals with the educational foundations of Physical
Education as these apply to teaching and learning in the elementary
grades. Various teaching strategies and assessment appropriate for Approved by: MELIZA P. ALO, Ed.D.
each area shall be given emphases in the course. Dean, ITEAS

VISION AND MISSION STATEMENT

 PROGRAM OBJECTIVES (Note: 1-5 (Common to all Programs); the rest differ from one program to another)

1. Articulate and discuss the latest developments in the specific field of practice;
2. Effectively communicate orally and in writing using both English and Filipino;
3. Work effectively and independently in multi-disciplinary and multi-cultural teams;
4. Act in recognition of professional, social, and ethical responsibilities;
5. Preserve and promote “Filipino historical and cultural heritage” (based on RA 722), gender sensitivity and climate change.

(6-12 Common to the Teacher Education Discipline)

6. Articulate the relationship of education to larger historical, social , cultural and political processes;
7. Facilitate learning using a wide range of teaching methodologies in various types of environment;
8. Develop alternative teaching approaches for diverse learners;
9. Apply skills in curriculum development , lesson planning , materials development, instructional delivery and educational assessment;
10. Demonstrate basic and higher levels of thinking skills in planning , assessing and reporting ;
11. Practice professional and ethical teaching standards to respond to the demands of the community;
12. Pursue lifelong learning for personal and professional growth;

(13-18 Program Outcomes for BEED)

13. Demonstrate in-depth understanding of the diversity of learners in various learning areas;
14. Manifest meaningful and comprehensive pedagogical content (PCK) of the different subject areas;
15. Utilize appropriate assessment and evaluation tools to measure learning outcomes;
16. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching;
17. Demonstrate positive attributes of a model teacher, both as an individual and as a professional; and
18. Manifest a desire to continuously pursue personal and professional development.
 DSSC GRADUATE ATTRIBUTES
(A DSSC Graduate shall possess. . .)

Entrepreneurial skills
Critical thinking skills

Capability for life-long learning

Professional competency

Creativity and Innovativeness

Universal outlook and global

Language and communication

Leadership, teamwork and

Socio-cultural, environmental
responsiveness and gender
interpersonal skills

competency

sensitivity
PROGRAM OUTCOMES

skills
1. Articulate and discuss the latest developments in the specific field of practice; 
2. Effectively communicate orally and in writing using both English and Filipino; 
3. Work effectively and independently in multi-disciplinary and multi-cultural

teams;
4. Act in recognition of professional, social, and ethical responsibilities;  
5. Preserve and promote “Filipino historical and cultural heritage” (based on RA

722), gender sensitivity and climate change.
(6-12 Common to the Teacher Education Discipline)
 6. Articulate the relationship of education to larger
 
historical, social, cultural and political processes;
7. Facilitate learning using a wide range of teaching
 
methodologies in various types of environment;
8. Develop alternative teaching approaches for diverse learners; 
9. Apply skills in curriculum development, lesson planning, materials development,
 
instructional delivery and educational assessment;
10. Demonstrate basic and higher levels of thinking skills in planning, assessing and

reporting
11. Practice professional and ethical teaching standards to respond to the demands
 
of the community;
12. Pursue lifelong learning for personal and professional growth;  
(13-18 Program Outcomes for BEED)
13. Demonstrate in-depth understanding of the diversity of learners in various

learning areas;
14. Manifest meaningful and comprehensive pedagogical content (PCK) of the

different subject areas;
15. Utilize appropriate assessment and evaluation tools to measure learning
 
outcomes;
16. Manifest skills in communication, higher order thinking and use of tools and
 
technology to accelerate learning and teaching;
17. Demonstrate positive attributes of a model teacher, both as an individual and as

a professional; and
18. Manifest a desire to continuously pursue personal and professional

development.

INTENDED LEARNING OUTCOMES

PO1
At the conclusion of the course, the students will be able PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO11 PO12 PO13 PO14 PO15 PO16 PO17 PO18
0
to:
At the end of the semester, the students should be able
to:
1. Discuss the K to 12 Curriculum of the teaching of
I P P P P P I P P P
Physical Education and Health
2. Identify and use variety of methods in teaching I P P P I P P P P P
 Physical Education and
Health
3. Develop a lesson plan P P
that are educationally and developmentally sound P P P P P P P P P P
and appropriate for elementary school students.
LEGEND:
I-INTRODUCED (The student get introduced to the concepts/principles)
P-PRACTICED (The student practices the competencies with supervision)
D-DEMONSTRATED (The student practices the competencies across different settings with minimal supervision)

COURSE OUTLINE

GRADING
TEACHING AND CRITERIA
TIME COURSE CONTENT/ SUBJECT ASSESSMENT TASKS RESOURCES
STUDENT LEARNING OUTCOMES LEARNING ACTIVITIES (RUBRICS,
FRAME MATTER (ATs) NEEDED
(TLAs) OBJECTIVE
TESTS, ETC.)
Week 1 Acquire awareness about the Presentation of Syllabus Interactive Discussion Write an essay of  Course  Rubric for
course, classroom policies and their expectations for syllabus Essay
grading system Classroom Policies the course and their
vision about  Modules
Grading System themselves  Reading
throughout four Materials
years in their college  Internet
life. Connection

Week 2  Explain the meaning of Module 1: Principles of  Modules  Rubric for

Outcomes-Based Education. Teaching Overview  Reading Syllabus-
 Draw implications of the Materials making
OBE principle in the Task: Make a  Internet
teaching-learning process. Lesson 1: Outcomes-Based  Activity: Recall simple OBE course Connection
Education their learning in
  Create an Principles of syllabus following
outcomes- Teaching 2 - OBE a given template.
based course
syllabus.  Lecture
 Interactive
Discussion

Week 3  Distinguish the difference Lesson 2: Teaching  Activity: Teaching Written Test: Direct  Modules  Rubric for
of approach, method and Approaches and Methods Methods and and Indirect Method  Reading Essay
technique. approaches Deductive and Materials
 Describe the teaching  Lecture Inductive Method  Internet
approaches of the K to 12  Interactive Connection
curriculum. Discussion
 Compare direct and indirect
instruction with deductive
and inductive method of
teaching.

Week 4  Determine the difference of Lesson 3: Philosophies of  Activity: Rate “My Philosophy of  Modules  Rubric for
the seven Philosophies of Education statements Education”  Reading essay
Education regarding  Write one’s Materials
 Identify when and how a Philosophies of own Philosophy of  Internet
philosophy is applied. Education Education as a Connection
 Formulate own philosophy  Lecture future Grade
of Education
 Interactive School Teacher
Discussion considering the
subject PE and
Health.

Week 5  State the Legal Basis of MODULE 2: The Teaching of  Modules  Rubric for
the Teaching of Physical Physical Education and  Reading Essay
Education (PE) and Health Physical Literacy Materials
 Evaluate the K to 12 PE  Activity: My Grade  Internet
Curriculum Lesson 1: The K to 12 School Experience Written Test: The Connection
  Tell the Curriculum of Teaching in Physical importance of
importance of Physical Education Education Teaching Physical
Teaching Education
Physical Education  Lecture
 Interactive
Discussion

Week 6  Discuss the intended Lesson 2: Learning Outcomes  Activity: True or Written Test:  Modules
learning outcomes in and Standards in Teaching PE False Assessment on  Reading  Rubric for
teaching PE  Lecture the alignment of Materials Essay
 Explain the standards for  Interactive the Grade Level  Internet
teaching PE Discussion Standards in Connection
 Examine the alignment of Teaching PE
the Grade Level
Standards in Teaching PE

Week 7  Recognize Physical Lesson 3: Fundamental and  Activity: Agree or  Self-assessment  Modules  Self-
Literacy significant aspects of physical Disagree on one’s Physical  Reading assesmen
 Differentiate Physical literacy  Lecture Literacy Materials t template
Literacy and Physical  Interactive  Internet
Fitness Discussion Connection
 Evaluate one’s physical
literacy
Week 8  Define Health-Related Lesson 4: Five components of  Activity: Identify Reflection Paper  Modules  Rubric for
Fitness Health-Related Fitness statements  Write a reflection  Reading Reflection
 Identify the Five whether those on how important Materials Paper
Components of Health- are health- health-related  Internet
Related Fitness related or not. fitness is. Connection
 Reflect on the Lecture
importance of Health-  Interactive
Related Fitness. Discussion
  Assess the The Midterm Examination  Midterm  Written Test  Internet  Objective
students covers the topics discussed in Examination Connection Test
knowledge, the seven topics of this  Paper and  Rubric for
Week 9 skills and learning about course. Pen Essay
the topics discussed in
the first term.
Week 10  Discuss the five learning Module 3: Scope of Physical  Activity: Yes or No Essay  Internet
strands of Physical Education and Principles of  Lecture Connection  Rubric for
Education Teaching PE Interactive Discussion If you were to modify  Paper and Essay
 Explain what H.O.P.E means. Lesson 1:Scope of Physical the learning strands Pen
 Evaluate the five learning Education in Physical Education,
strands in Physical what would you add
Education or remove? Why?

Week 11  Identify the teaching Lesson 2: Conceptual  Activity: Make your Essay  Modules  Rubric for
approaches for PE Framework, Types and own conceptual  Reading Essay
 Differentiate the Types Methods of Practice in framework in  Choose one Materials
and Methods of Teaching PE teaching PE – write among the five (5)  Internet
Practice in Teaching PE any teaching teaching Connection
approach you can approaches and
think of. explain; give
 Lecture concrete
 Interactive examples.
Discussion
Week 12  State the Legal Basis of Module 4: Teaching Health  Activity: Agree or  Quiz  Modules  Rubric for
Teaching Health Lesson 1: K to 12 Curriculum Disagree  Written Test : The  Reading Essay
 Tell the importance of for Health  Lecture importance of Materials
Teaching Health  Interactive Teaching Health  Internet
Discussion Connection
Week 13  Discuss the Lesson 2: Characteristics of  Activity: Make a  Quiz  Modules  Rubric for
Characteristics of the the K to 12 Health slogan on Health  Written Test  Reading Essay
K to 12 Curriculum Curriculum Education List down your Materials
 Explain Health  Lecture positive health  Internet
 Interactive Discussion attitudes. Connection
Education
 Acknowle
dge one’s positive
health attitudes.
Week 14  Explain the Learning Lesson 3: Learning Outcomes  Activity: “If I were  Quiz  Modules
Outcomes in teaching and Standards for Teaching to write the  Written Test  Reading  Rubric for
Health Health standards for  Assessment on Materials Essay
 Discuss the standards for Teaching Health” the alignment of  Internet
teaching Health  Lecture the Grade Level Connection
 Examine the alignment of  Interactive Standards in
the Grade Level Discussion Health
Standards in Teaching
Health

Week 15  Recognize the Health Module 5: Health Literacy  Activity: Defining Venn Diagram:  Modules  Rubric for
Literacy Competencies. Competencies, Lesson Plan Literacy Physical Literacy  Reading Venn
 Determine the scope of and Teaching Demo  Objective Test and Health Materials Diagram
Health as a subject  Lecture Literacy  Internet
 Compare Physical Literacy Lesson 1: Health Literacy  Interactive Connection
and Health Literacy Competencies Discussion

Week 16  Describe what makes a Lesson 3: Lesson Plan  Activity: “My Ideal Lesson Plan on  Modules Rubric for
good lesson plan for Development Lesson Plan” Physical Education  Reading Lesson Plan
teaching PE and Health in  Lecture and Health in the Materials
the Elementary Grades Interactive Discussion Elementary Grades  Internet
 Explain the different Connection
Kinds of Lesson Plan
 Create a Lesson Plan in
PE and Health
Week 17  Define what an ideal Lesson4: Teaching  Activity: Make a Video of Teaching  Modules  Rubric for
teaching demonstration Demonstration PE and Health List of your “Top 5 Demonstration  Reading Teaching
is. Tips/Secrets in Materials Demonstr
 Discuss teaching Teaching  Internet ation
 Demonstration” Connection
 Lecture
 Teaching
demonstration Demonstration
techniques.
 Perform a teaching
demonstration based on
the lesson plan made.
Week 18 Assess the students’ knowledge, The Final term Examination Final term Written Test  Internet  Rubric for
skills and learning about the covers the last three topics Examination Connection Essay
topics discussed in the second discussed this course.  Paper and
term. Pen

COURSE REQUIREMENTS GRADING SYSTEM CLASSROOM POLICY

 Midterm – 50% Attendance is counted from the first day of regular classes regardless of the date
Final Term – 50% of the student’s enrolment thus classes missed due to late enrolment shall be
Total 100% considered absent

Quizzes A student who has incurred absences of more than 20% of total class meeting in
Major Exams  Quizzes – 40% a given time shall not be given credit for the course or subject
Requirements: Requirements – 30%
1. Lesson Plan Subjects with or without laboratory and more than 3 units subjects is as follows:
Major Exam – 30% Any subject meeting 1 x a week = 3 absences max. = 4 absences over cut
2. Teaching Demo
Total - 100% Any subject meeting 2 x a week = 7 absences max. = 8 absences over cut
Any subject meeting 3 x a week = 10 absences max.= 11 absences over cut
Any student who exceeds the prescribed maximum numbers of cuts for a
particular subject is considered dropped, and shall receive a corresponding
remark in the Report of Grades of DROPPED for the semester regardless of his
performance in the class as of the date of debarment.

Note: other classroom policies, please refer to the student handbook

 Verified by:
REFERENCES

Brown, D.(1994). Principles language learning and teaching. 5th ed. White Plains: Pearson

Corpuz, B., Salandanan, G. (2015). Principles of teaching 2 (with TLE). Cubao, Quezon City:Lorimar Publishing
Spady, W. (1994) Outcomes-based education: critical issues and answers. Arlington, VA: American Association
MABELL B. BRIGOLE, MAED-LS
Director, Library Services