SYLLABUSgened

College for Research &
Technology of
Cabanatuan
SYLLABI COMPILATION
General Education (Social Science,
Humanities, Math/Science and Mandated)
& Professional Education Subjects
College for Research & Technology of
Cabanatuan
Burgos Avenue, Cabanatuan City 3100
Tel. 463-2735 463-2697 600-2200 e-mail: crt.cabanatuan@gmail.com
AY 2013 – 2014
+ VISION
To be recognized and respected as one of the premiere members of the academic
community that provides excellence in technological education
MISSION
The College for Research & Technology is a nurturing community, devoted in providing
accessible and affordable technological education by being a catalyst of innovation in the
promotion of holistic development to empower individuals to discover their true worth
and become productive members of the society.
Course Syllabus Page |2

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LIST OF SYLLABI
GENERAL EDUCATION – SOCIAL SCIENCES
HIST1/HISTORY Philippine History, Government and Constitution 8
PHILO Philosophy of Man/Introduction to Logic 12
PSYCH General Psychology (with HIV Awareness, Population and Drug Addiction
Education) 16
RIZAL Rizal’s Life, Works & Writings 21
SOC01 Cultural Anthropology 25
SOCSCI/SOC01 Society & Culture with Family Planning & HIV Awareness 29
POLSCI Political Science 35
GENERAL EDUCATION - HUMANITIES
ENG01 Communications Skills I/ Study & Thinking Skills 40
ENG02 Communication Skills II 44
ENG03 Speech & Oral Communications 48
ENG04 Technical Writing and Presentation Skills in Business 52
FIL01 Komunikasyon sa Akademikong Filipino 57
FIL02 Pagbasa at Pagsulat Tungo sa Pananaliksik 62
FIL03 Retorika 66
HUM01 Art Appreciation/Art, Man and Society 70
LIT01 Philippine Literature 76
LIT02 World Literature 80
HORE1/TORE1 Hospitality/Tourism Industry Research Methodology 85

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GENERAL EDUCATION – MATH & SCIENCES
MATH1/MATH11 College Algebra 90

MATH1 Business Mathematics 93
MATH2/MATH13 Trigonometry 98
MATH12 Mathematics of Investment 101
MATH14/MATH3 Business Statistics/Statistics & Probability 105
MATH15 Quantitative Techniques in Business 109
MATH15 Mathematical Logic/Discrete Structures 113
NSCI1 Physics I 117
NSCI2 Physics II 121
NSCI3 /NSCI2 Environmental Sciences 125
GENERAL EDUCATION – MANDATED SUBJECTS
PE01 Physical Education I 129
PE02 Physical Education II 133
PE03 Physical Education III 137
PE04 Physical Education IV 140
NSTP1 National Service Training Program I (with Drug Addiction, Anti-Smoking

and SARS Education 143
NSTP2 National Service Training Program II (with Peace and Environmental

Education) 147
PROFESSIONAL EDUCATION – EDUCATION SUBJECTS
EDU01 Child & Adolescent Psychology 151
EDU02 Facilitating Learning 155

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EDU03 Social Dimensions of Learning 158
EDU04 Educational Technology I 162
EDU05 Assessment of Student Learning I 165
EDU06 Principles of Teaching 168
EDU07 Career Guidance and Counseling 171
EDU08 Educational Technology II 174
EDU09 The Teaching Profession (with Code of Ethics) 177
EDU10 Strategies of Teaching 180
EDU11 Assessment of Student Learning II 184
EDU12 Curriculum Development (with Project Development) 188
EDU13 Special Research Project (HORE/TORE1) (85)
FS I Learners’ Development and Environment 191
FS II Experiencing the Teaching Learning 195
FS III Technology in the Learning Environment 198
FS IV Understanding Curriculum Development 202
FS V Learning Assessment Strategies 206
FS VI On Becoming a Teacher 210

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COURSE POLICIES/HOUSE RULES

1. Written tests during the semester. Exams are to be given DEPARTMENTALLY.
2. Three scheduled major written tests. Make up tests will only be given with prior
permission of the instructor. Make up tests must be taken within a week of the original
scheduled test date unless there is an inevitable reason.
3. Participation in class discussions and group exercises is a must; thus attendance and
being prepared to contribute to the discussion is also expected.
4. Upon entrance to the classroom, submission of assignments is expected; and working
on the challenge of the day is also to be observed.
5. Punctuality is to be observed. If students come in late, .5 points will be deducted to the
attendance/behavior points. Students should also be responsible for missed materials.
6. Always follow the 5 S’s and CLAYGO (Clean As You GO)
Written tests – It will be administered periodically in order to assess the students’ knowledge
of topics within Accounting. Use of cellphone during examinations IS prohibited.
Class Work/Activities – Students are expected to participate in all activities and assignments.
Oral Presentations – Students will be expected to present topics that will demonstrate their
understanding of the specific subjects. Included in oral presentations are role playing,
simulations, topic or research presentations or focused group discussions.
Strict implementation of deadlines - No late projects, papers, researches or quizzes will be

accepted unless you have made prior arrangements in writing with the instructor and have a
valid and documented reason. All late projects that are accepted will have appropriate
deductions.
Quizzes - Make-up quizzes must be done only at the available schedule of the instructor.
Unjustified absence resulting to missed quizzes shall be awarded with an equivalent grade of
20.
Special Arrangements and considerations – no special arrangements and considerations will

be given after the final term. The students’ grades shall stand as they are except when errors
in the checking of requirements and/or inputting of grades by the instructor were found.
Change of grade procedure will be then followed for the necessary changes to take effect.

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Cheating - All graded requirements must be a students’ own work only. Cheating or plagiarism
is a serious breach of academic ethics and policy (refer to students manual) and could lead to
appropriate sanctions. When taking tests, answer must not be seen by others. If cheating is
discovered, all participants will be penalized with a grade of zero for the particular test.
Student contributions – In cases wherein students are grouped to complete a specific task,
members must actively participate or risk being eliminated from the groupings.
Etiquette: Courtesy in class from every student is expected especially during classroom
experience. Mobile phones must always be kept silent and are not allowed to be used for
texting or browsing inside the room at any time. Personal/portable media players must be put
away and should not be used at any time inside the classroom. The instructor has the right to
ask a student who has a disruptive behavior to leave the class. All students are expected to be
familiar with and to follow the guidelines set in the college student manual.
Attendance – Students who reach the maximum allowable absences will no longer be allowed
to continue the course as stated in the college student manual and will receive a grade of
DROPPED.
DRESS CODE
Proper attire is a reflection of one’s self and profession. In General:
 Student dress code

o Male - Polo Shirt with CRT Tag
Black Pants
Leather Shoes
o Female - White Blouse with Ribbon
Gray Skirt
Leather Shoes/Heels
 BTTE 2nd Year – 4th Year dress code (See Pictures at the Office)
o Male - Long Sleeves (White with Gray Piping)
Gray Pants
Leather Shoes
o Female - White Blouse with Gray Piping
Gray Skirt
Leather Shoes/Heels
Compliance with these professional standards of appearance is mandatory

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COURSE SYLLABUS
I. COURSE CODE: HISTORY/HIST1
II. COURSE TITLE: PHILIPPINE HISTORY, GOVERNMENT & CONSTITUTION
III. COURSE DESCRIPTION:
This course is a comprehensive presentation of the achievements of the Filipino People

From pre-Spanish to the present times. It aims to give students an understanding of the flow
of the historical events and ideas covering the political, economic, social and cultural
development of the country from ancient to modern period. Also included are politics,
governance, development, organization and operation of the Philippine political system and
interpretation of the legal provisions of the 1987 Constitution.
IV. CREDIT: 3 units
V. PRE-REQUISITE: NONE
VI. TIME ALLOTMENT: 54 hours
VII. COURSE OBJECTIVES:
At the end of the term, the students should be able to:
Knowledge:
1. Discuss the rights of the citizens as provided for in the Philippine Constitution.
2. Determine the identity of Filipinos against the background of the Philippine History.
3. Explain how the government is organized, and administered according to the
fundamental laws of the land.
Attitude:
1. Inculcate the value of patriotism through this subject.
2. Strive for achieving confidence as a Filipino for the relevance of one’s self.

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Skills:
1. Develop moral sense of obligation towards the country, susceptible to necessary
changes and faithful to the values that define their essence as citizens of the
country
2. Exercise their rights and do their corresponding duties as responsible members of a
democratic country.
VIII. COURSE CONTENTS:
WEEK TOPICS HOURS
1 INTRODUCTION OF THE COURSE 3 hours

DISCUSSION OF THE COURSE POLICIES
ESTABLISHING HOUSE RULES
2-5 The Land and the People 12
Natural Resources – Forest, Fish, Marine, Mineral Deposits, Flora, hours
Fauna, Agriculture
Typhoons, Earthquakes, Volcanoes, Mountains, Hills
Filipino – People, Traits, Regional Traits
Wealth of Natural Wonders
Before Discover of the Philippines
Inhabitants of the Archipelago
Philippine History: Early Stages to American Colonialism

Pre Colonial Philippines
Assimilation of the Philippines Into the Spanish Rule
The Spanish Period
Opposition Against the Oppressive Spanish Sovereign
Reform Movement and the Katipunan
The Philippine Revolution
American Colonialism
Malolos Republic
Filipino-American Animosity
The Issue on Religion
PRELIMINARY EXAMINATIONS
7-11 Philippine History: Commowealth Period to Present 15 hours
Commonwealth Government of the Philippines
The Japanese Occupation and Post War Era in the Philippines
Liberation of the Philippines
Martial Law and People’s Power Revolution
Restoration of Democracy and Political Transformation
Cory C. Aquino, Fidel V. Ramos, Joseph Ejercito Estrada, Gloria
Macapagal Arroyo and Benigno Aquino III Administration Politics and
Governance
Basics of Politics and Governance

Concept of Constitution
Distinction of 1935, 1973 and 1987 Constitution
The Preamble: Article I National Territory
Declaration of Principles and State Policies
Course Syllabus P a g e | 10
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Article III: The Bill of Rights

Article IV: Citizenship
Article V: Suffrage
MIDTERM EXAMINATIONS
13-17 Organization and Operations of Government 15 hours
Article VI: Legislative Department
Article VII: Executive Department
Article VIII: Judicial Department
Article IX: Constitutional Commissions
Article X: Local Government
Final Output:
1. The Philippines: Current Trend and Issues into the Year
2013
2. Film Assessment: Groups should be divided into 5 groups
and choose films for evaluation:
a. Jose Rizal
b. The 3rd World Country
c. Bayan Ko: Kapit sa Patalim
d. Sister Stella L.
e. Himala
f. Oro, Plata, Mata
g. Dekada 70
h. Kinatay
i. Kubrador
3. Research: Graft and Corruption in the Philippines: Actions
and Inactions of the Philippine Presidents From Manuel L.
Quezon to Benigno Aquino III
FINAL EXAMINATIONS
IX. COURSE METHODOLOGIES:
1. Lectures/Discussions
2. Simulation
3. Demonstration
X. INSTRUCTIONAL RESOURCES:
1. Book Readings
2. Web Readings/Researches
3. Archives
4. Handouts
5. Film Clips
XI. COURSE REQUIREMENTS:
1. Individual learning activities (quizzes, recitation, major examination)

2. Researches/Case Studies/Evaluation Paper
3. Seminars/Film Showing
4. Regular attendance
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5. Examinations
XII. GRADING SYSTEM:
Prelim/Midterm
Term Examination 40%
Recitation, Assignment, Activities 30%
Quizzes 20%
Attendance 10%
Total 100%
Final
Exam 40%
Research/Case Studies/Evaluation 30%
Quizzes 20%
Attendance 10%
Total 100%
Final Grade = (Prelimx30%) + (Midtermx30%) + (Finalx40%)
XIII. MATERIALS, TOOLS & EQUIPMENT:
1. Ballpen
2. Eraser
3. Paper (Pad and Bond Paper, Legal Size)
4. Photocopies of the Handout/Book
XIV. REFERENCES:
Agoncillo, Teodoro A., History of the Filipino People, Mandaluyong City : National
Book Store, 2001. 8th Edition
De Leon, Hector, Text on the Philippine Constitution, Manila : Rex Book Store,
2008.
Zulueta, Francisco et al., Philippine History and Government: Through the

Years, Mandaluyong City : National Book Store, 2011.
Zaide, Gregorio F. et al., Kasaysayan at Pamahalaan ng Pilipinas, Quezon City : All

Nations Publishing Co., Inc., 2012.
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Date Effective Prepared By Approved by
AY 2013 – 2014 CRT General Education (Social Dr. Reynato C.

Sciences) Committee Arimbuyutan
College President
COURSE SYLLABUS
I. COURSE CODE: PHILO
II. COURSE TITLE: INTRODUCTION TO PHILOSOPHY WITH LOGIC
This course deals with the various elements and methods essential in the development of cultural
thinking. It hones the students’ reasoning skills and capacity to question and presents them with a wide
range of logical framework with which to effectively analyze and evaluate arguments and truth claims to
discover and overcome prejudices and biases to construct strong and logical arguments and to make
reasonable and intelligent decision.
IV. CREDIT: 3 units
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Knowledge:
1. Define Philosophy and Logic.
2. Explain the nature of logic.
3. Discuss critical thinking in various aspects: First Mental Act (Apprehension),
Second Mental Act (Judgment), Third Mental Act (Reasoning).
4. Determine the general notion of induction, its postulates, kinds and types.
5. Identify Fallacies.
Attitude:
1. Strive for achieving competency in critical thinking.
2. Develop appreciation and confidence from among learners and be able to express
significant and substantial ideas bearing technical, as well as, business decisions.
Skills:
1. Develop and improve critical thinking.
WEEK TOPICS HOURS

2-5 Introduction: Logic and Critical Thinking 12
Philosophy, Meaning, Components and Division hours
Nature of Logic
Critical Thinking
Natural Logic and Scientific Logic
Critical Thinking: First Mental Act (Apprehension)

Apprehension
Terms
The Categories/Predicaments
Predicables
The Tree of Porphyrius
Language
Definition
Critical Thinking: Second Mental Act (Judgment)

Judgment
Proposition
Logical Predication
Compound Categorical Proposition
Hypothetical Proposition
Necessary and Contingent Proposition
Absolute and Modal Proposition
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7-11 Critical Thinking: Third Mental Act (Reasoning) 15 hours

Reasoning
Inference
Syllogism
Immediate Inference
Oppositional Inference
Logical Equivalence
Existence and Possibility
Arguments
Simple Argument
Complex Argument
Recognizing and Composing Argument
Categorical Syllogisms
Syllogistic Figures and Moods
Rules on Terms
Hypothetical Syllogisms
Conditional Syllogism
Disjunctive Syllogism
Conjunctive Syllogism
Enthymeme
Epichereme
Polysyllogism
The Sorites
The Dilemma of Horned Syllogism
Symbolic Logic
13-17 Induction 15 hours
General Notion
Postulates of Induction
Kinds and Types of Induction
Deduction and Induction
Inductive Method
Mill’s Method of Induction
Probability
Inductive Arguments
Material Fallacies
Fallacies
Fallacy of Relevance
Ambiguity
Comprehensive Ethical Analysis

Ethical Judgment and Reasoning
Natural Law or Teleological Tradition
Aristotle, Thomas Aquinas
Utilitarian Tradition
Epicurus, Jeremy Bentham, John Stuart Mill
Deontological Tradition
Existentialism
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Eastern Tradition
Buddhism, Confucianism, Taoism, Hinduism
Filipino Philosophy
FINAL EXAMINATIONS
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Practice Set

2. Practice Set (final term requirement)
3. Seminars
5. Institutional Assessment
Prelim/Midterm
Quizzes 20%
Attendance 10%
Total 100%
Final
Oral Exam 40%
Project 30%
Activities 20%
Attendance 10%
Total 100%
1. Ballpen
2. Eraser
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XIV. REFERENCES:
Nabor-Nery, Ma. Imelda., Fundamentals of Logic, Mandaluyong City : National Book

Store, 2007. (Main Reference)
AY 2013 – 2014 CRT General Education Dr. Reynato C. Arimbuyutan

(Social Sciences) Committee College President
COURSE SYLLABUS
I. COURSE CODE: PSYCH
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II. COURSE TITLE: GENERAL PSYCHOLOGY WITH HIV AWARENESS,

POPULATION AND DRUG ADDICTION EDUCATION
This course is an overview on the study of the basic principles underlying human behavior,
cognition and effect. It aims to provide the students with a general understanding of the field in
psychology and focuses on the different perspectives in analyzing human development. Emphasis is also
on the scientific approach to understanding human behavior and general mental processes. Discussions
on HIV awareness, population and drug addiction are included.
IV. CREDIT: 3 units
Knowledge:
1. Discuss the nature, scope and basics of psychology
2. Explain the human nervous system and intelligence
Attitude:
1. Inculcate the behavioral, emotional and behavioral modification in a stressed filled world
through this subject.
2. Strive for achieving confidence as a person with feelings and intelligence for the relevance of
one’s self.
Skills:
1. Measure and evaluate individual differences.
WEEK TOPICS HOURS

2-5 Psychology: An Overview 12 hours
Definition and Goals
Modern and Historical Approaches
Early Discrimination
Careers in Psychology
Psychology and Science

Answering Questions, Surveys, Case Study, Correlation
Decisions about Doing Research and Experiment
Brains Building Blocks

Human Brain
Neurons: Structure, Function and Difference to Nerves
Sending Information, Transmitters, Reflex Responses
Incredible Nervous System

Genes and Evolution
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The Living Brain: Organization, The Four Lobes, Limbic System and Endocrine System
Sensation
Vision, Audition, Vestibular System, Chemical Senses and Touch
Pain
Perception
Perceptual Thresholds, Sensation vs. Perception
Rules of Organization
Perceptual Constancy, Depth Perception and Illusions
Extrasensory Perception
Sleep and Dreams

Continuum of Consciousness
Rhythms of Sleeping and Waking
World of Sleep
Sleep Problems and Treatments
Hypnosis and Drugs

Hypnosis
Drugs: Stimulants, Opiates, Hallucinogens, Alcohol, Marijuana
Drug Prevention and Treatment for Drug Abuse
Case Studies/Research:
a. How do Autistic People Think?
b. Does Binge Drinking Cause Later Health Problems?
c. Mirrors in the Brain
d. When is a Person Brain Dead?
e. What Would It Be Like to Feel Pain?
f. Taste Shapes? Hear Colors? Smell Sounds?
7-11 Classical Conditioning 15 hours
Three Kinds of Learning
Classical and Other Conditioning Concepts
Adaptive Values and Uses/Explanation
Conditioned Fear and Nausea
Operant and Cognitive Approaches

Operant Conditioning
Reinforcers and Schedules of Reinforcement
Behavior Modification
Types of Memory
Types of Memory: Sensory, Short Term and Long Term
Repressed Memories and Unusual Memories
Remembering and Forgetting

Organization of Memories
Forgetting Curves and Reasons for Forgetting
Biological Bases of Memory
Mnemonics
Intelligence
Intelligence: Definition and Measurement
IQ, EQ, and AQ
Potential Problems of IQ Testing
Thought and Language

Forming Concepts
Solving Problems, Thinking Creatively and Acquiring Language
Dyslexia
Motivation
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Theories of Motivation
Hunger
Sexual Behavior
Eating Problems and Treatments
Emotion
Peripheral Theories
Cognitive Appraisal, Affective Neuroscience
Universal Facial Expressions
Functions of Emotions
Emotional Intelligence
Lie Detection
Infancy and Childhood

Prenatal Influences
Newborns’ Abilities
Emotional Development
Cognitive and Social Development
Gender Roles and Child Abuse
Case Studies/Researches:
a. Marketing Changes the Brain
b. How to Train a Wild Animal?
c. Can Phony Memories Change Behavior?
d. Can Bad Memories Be Erased?
e. Smartest or Strongest Man in America?
f. Music Improves Language Skills in Kids
g. Viagra for Men and Women
h. Why They Have To Learn To Smile?
i. Who Matters More – Parents or Peers?
13-17 Adolescence and Adulthood 15 hours
Puberty and Sexual Behavior
Cognitive , Emotional, Personality and Social Changes
Preferences for Partners
HIV/AIDS
Aging and Suicide
Freudian and Humanistic Theories

Freud’s Psychodynamic Theory
Divisions of Mind
Developmental Stages
Humanistic Theories
Unexpected High Achievement and Projective Tests
Social Cognitive and Trait Theories

Social Cognitive and Trait Theories
Genetic Influences on Traits
Evaluation of Trait Theory
Four Theories of Personality
180-Degree Change, Suicide Bombers
Health, Stress and Coping

Appraisal, Physiological Responses and Stressful Experience
Personality and Social Factors
Kinds of Coping
Panic Disorder, Tibetan Monks and Stress Management Programs
Assessment and Anxiety Disorders

Factors in, Assessing and Diagnosing Mental Disorders
Anxiety Disorders, Somatoform Disorders
An Asian Disorder, School Shootings and Treating Phobias
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Mood Disorders and Schizophrenia

Mood Disorders
Electroconvulsive Therapy
Personality Disorders and Schizophrenia
Dissociative Disorders
Exercise vs. Drugs, Mild Depression, Post Partum Depression
Case Studies/Researches:
a. Are Teens Too Young To Drive?
b. Can Personality Explain Obesity?
c. Personality Tests Help Employers Find Applicants Who Fit
d. Coping with Cancer
e. Why Women Marry Killers Behind Bars
f. What is a Psychopath?
FINAL EXAMINATIONS
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Film Clips

5. Examinations
Prelim/Midterm
Quizzes 20%
Attendance 10%
Total 100%
Final
Exam 40%
Quizzes 20%
Attendance 10%
Total 100%
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1. Ballpen
2. Eraser
XIV. REFERENCES:
Plotnik, Rod et al., Psychology, Singapore : Cengage Learning Asia Pte Ltd, 2012. 9th Edition
AY 2013 – 2014 CRT General Education (Social Sciences) Dr. Reynato C. Arimbuyutan
Committee College President
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COURSE SYLLABUS
I. COURSE CODE: RIZAL
II. COURSE TITLE: RIZAL’S LIFE, WORKS AND WRITINGS
This course will extensively discuss the relevance of Jose Rizal’s life, works and
writings. This aims to make students be aware and emulate the qualities of the national hero
both in private realm and as a citizen. The emphasis of Rizal’s nationalism should serve as a
guiding light and inspiration to all patriotic students as Filipinos.
IV. CREDIT: 3 units
Knowledge:
1. Determine the life of Rizal in various stages: education, travel in Europe, exile in
Dapitan, trial and execution and his basic ideas regarding nation building.
2. Discuss the literary works made by Rizal, as well as his nationalistic novels,
selected letters and essays.
Attitude:
1. Strive for achieving competency in evaluating Rizal’s life, works and writings as an
important aspect of being a Filipino.
2. Develop patriotism as the subject progesses and have a surge of pride as a Filipino.
Skills:
1. Analyze the life, works and writings of Jose Rizal as the basic premise for the nation
building.
WEEK TOPICS HOURS

2-5 Introduction to the Study of Rizal’s Life, Works and Writings 12
Historical Background hours
Rizal and His Times – The World Before Rizal
The Philippines of Rizal’s Times
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The Making of a Leader

The Advent of a National Hero
Childhood Years in Calamba
Education
Early Education
Scholastic Triumphs
Medical Studies
Rizal in Europe
In Sunny Spain
Paris to Berlin
Rizal’s Grand Tour of Europe
Noli Me Tangere Published in Berlin
Output:
a. Essay
1. Why Should Rizal be the National Hero?
2. Rizal, American Sponsored Hero
3. Should We Really Have a Separate Subject Dedicated to Rizal?
4. Condition of the Philippines and Europe in the 19th Century
5. Strengths and Weaknesses of Rizal as a Hero and as a Student
6. What is the Significance of the Family and Education in the
Society and to the Formation of a Person
b. Role Play/Comic Strip
1. Rizal’s Activities and Experiences in Europe
7-11 Travelling with Rizal 15 hours
Grand Tour of Europe with Viola
First Homecoming
In Hongkong and Macao
Interlude in Japan
United States Visit
Rizal in London
Rizal Second Tour to Europe and Universal Exposition of 1889
Belgian Brussels and Misfortune in Madrid
Biarritz Vacations and Romance with Nelly Bousteead
El Filibusterismo Published in Ghent
Output:
a. Essay/Video Essay:
1. Impressions on the Countries Visited by Rizal vis-à-vis
Contemporary Impressions
2. Propaganda Movement: A Definitive Development of
Philippine Nationalism?
3. Rizal Colonization Project in Borneo: Why Did it Fail?
13-17 Ophthalmic Surgeon in Hong Kong 15 hours
Second Homecoming and La Liga Filipina
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Practical Nationalism in Dapitan

Exile in Dapitan
Last Trip Abroad
Trial and Execution

Las Homecoming and Trial
Martyrdom at Bagumbayan
Chamber Orchestra and Ensembles
Rizal – Life and Works

The Women in Rizal’s Life
Literary Works
Nationalistic Novels
Selected Letters and Essays
Basic Ideas Regarding Nation Building
Output:
a. Film Appreciation and Critiquing
1. Jose Rizal
b. Essay/Video Essay
1. Katipunan’s Plan of Revolution: Have Rizal Denied or
Accepted the Katipunan’s Surge?
2. Rizal Vis-à-vis Notable Persons
a. Benigno Aquino Jr.
b. Emilio Aguinaldo
c. Andres Bonifacio
d. Presidents of the Republic of the Philippines
3. Rizal’s Concept of Nation-Building
c. Rizal: A Charmer or a Womanizer?
d. Poem Critiquing: To The Filipino Youth
e. Novel Comparison: Hamlet, Noli Me Tangere and the Lion King
f. Essay Critiquing:
1. To the Young Women of Malolos
2. The Philippines: A Century Hence
3. The Indolence of the Filipinos
FINAL EXAMINATIONS
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Practice Set
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3. Seminars
Prelim/Midterm
Recitation, Papers, Activities 30%
Quizzes 20%
Attendance 10%
Total 100%
Final
Exam 40%
Papers, Project 30%
Activities 20%
Attendance 10%
Total 100%
1. Ballpen
2. Eraser
XIV. REFERENCES:
Duka, Cecilio D., Rizal: His Legacy to the Philippine Society, Pasig City : Anvil
Publishing Inc., 2010. Reprinted
Zaide, Gregorio F., Jose Rizal: Life, Works, and Writings of a Genius, Writer,
Scientist and National Hero, Quezon City : All Nations Publishing Co. Inc.,
2006. 2nd Edition
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COURSE SYLLABUS
I. COURSE CODE: SOC01
II. COURSE TITLE: CULTURAL ANTHROPOLOGY
This course provides a flashback on the origin of man and how he developed his culture
along the history of civilization. This will also include the the human society and communities,
social institutions and the transformation of society.
IV. CREDIT: 3 units
Knowledge:
1. Discuss the origin and development of sociology and anthropology.
2. Explain the human group, social interaction and socialization.
3. Determine the social process and the early beginnings of culture and society.
4. Identify the social stratification, race, ethnicity, gender, aging and the elderly.
5. Discuss deviance and social control.
6. Explain the human society and communities.
7. Determine and discuss the social institutions abd transformation of society.
Attitude:
1. Strive for achieving competency in critical thinking about the society.
2. Appreciation of the social institutions and cultures of the differing nations.
significant and substantial ideas bearing technical, as well as, logical decisions.
Skills:
1. Critically evaluate and give educated insights into the culture of the different
nations and the society as a whole in the 21st Century.
2. Adapting to different cultures of the world.
WEEK TOPICS HOURS

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2-5 Foundation in the Study of Sociology and Anthropology 12

Study of Sociology and Anthropology hours
Origin and Development of Sociology and Anthropology
The Individual in Society

Study of Culture
The Human Group
Social Interaction and Structure
Socialization
Social Process
Output:
a. Research on Early Anthropologists and Sociologists in the
Philippines.
b. Case Studies/Video Essay:
1. The Pros and Arguments of the Anthropologists and
Sociologists Theories of Sociology and Anthropology.
2. Cultural Differences: The Differing Cultures of the Nations.
3. Most Ubiquitous Filipino Traits: A Top Ten List
4. Filipino Pride! Why Filipinos Always Find A Filipino
Connection To Every Popular Personalities
5. Are Local Government Units Living a Life of Bureaucracy?
6. Langit Ka, Lupa Ako : A Case Study of Social Gaps in the
Philippines
7. Major Agents of Socialization in the Province of Nueva Ecija: A
Case Study
c. Research on the History of the Province of Nueva Ecija.
d. Research on the Social Interaction Differences of the Public and
Private Establishments.
7-11 The Individual in the Society 15 hours
Early Beginnings of Culture and Society
Social Stratification
Race, Ethnicity and Gender
Deviance and Social Control
Aging and the Elderly
The Human Society and Communities

The Study of Human Society and Communities
Rural and Urban Communities
Output:
a. Research Paper: “The Missing Link: The Evolution of Human”
b. Case Studies:
1. Philippines: The Search for the True Race
2. Rags to Riches Story: Case Study of a Succesful Person
3. Why People Are Migrating Abroad: A Case Study
4. Power Dispersal in the Society: A Hierarchical Division of
Power
5. Diffusion of Culture in the Province of Nueva Ecija
6. Racism in the Philippines: How Racist Filipinos Are?
Cabanatuan
7. Gender Sensitivity in the Philippines: Women Empowerment

and LGBT (Lesbian, Gay, Bisexual and Transexual)
Acceptance
8. Juvenile Deliquency in the Philippines: Promotion of
Programs and Social Control to Minimize Deviant Behavior
9. Death Penalty: A Sin to the Gift of Life?
10. Differences in Social Interaction in Metro Manila and Guimba,
Nueva Ecija.
11. Cabanatuan City as HUC: A Must or Too Soon?
c. Research Paper: Ethnic Prejudices in the Philippines: A Minority
Report
d. Video Role Play: Role, Social Exchange, Activity, Continuity and
Age Stratification Theory.
e. Research Paper: Development and Expansion of Nueva Ecija.
13-17 Social Institutions 15 hours
The Study of Social Institutions
The Family
Education and Society
Religion and Society
Economics and Political Systems
The Transformation of Society

Social Change
Collective Behvaior and Social Movements
Output:
a. Research Paper: Culture Changes in the Philippines from Early
20th Century to Present
b. Case Studies:
1. Cohabitage in Nueva Ecija: Acceptable or Abominable?
2. Gender Issues in Family: Mother vs. Father
3. K + 12 Education Systems in the Philippines: Genius or a
Dud?
4. Organizational Culture Differences in the Public, Private, and
Religious Schools in the Philippines.
5. Should the Religion Rule the Philippines?
6. Cults in Nueva Ecija
7. Automation in Nueva Ecija: Should All Be Computerized or
Automated?
8. Factors in Changing the Society in Nueva Ecija: A Case
Study
9. Censorship in the Philippines: Are We Tight or Loose?
10. Adversity Quotient of the Filipinos: Why Pinoys Always Smile
in the Middle of Crises?
11. Binatang/Dalagang Pinoy Ako: The New Generations Culture
and Social Changes
c. Research Paper: Philippine Folklore: Real or Not?
d. Research Paper: Religion Taking Over the Politics and Business
e. Research Paper: The Extrimities of Wealth Distribution in the
Cabanatuan
Society: Rich Getting Richer, Poor Getting Poorer

f. Research Paper: EDSA I AND EDSA II: What Do They Seek For?
FINAL EXAMINATIONS
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Film Clips

2. Writing Compositions/Film Showing
4. Examinations
Prelim/Midterm
Quizzes 20%
Attendance 10%
Total 100%
Final
Exam 40%
Project/Practice Set (English) 30%
Quizzes 20%
Attendance 10%
Total 100%
1. Ballpen
2. Eraser
3. Notebook
5. Sample of Filipino Stories, Idioms, and Others
Cabanatuan
XIV. REFERENCES:
Palispis, Epitacio S., Introduction to Sociology and Anthropology, Manila : Rex Book
Store Publishing Inc., 2011. Revised Edition
AY 2013 – 2014 CRT General Education (Social Dr. Reynato C. Arimbuyutan

Sciences) Committee College President
COURSE SYLLABUS
I. COURSE CODE: SOC01/SOCSCI
II. COURSE TITLE: SOCIETY AND CULTURE WITH FAMILY PLANNING AND HIV
AWARENESS
This course covers sociology and anthropology focusing on man’s society and culture.
These deal with the study on the basic social problems, processes and results of human
relations while looking principally into man’s development, origin, works and survival. Also
included are family planning and HIV awareness
IV. CREDIT: 3 units
Knowledge:
1. Discuss the complexity of the Philippine society and culture, and enumerate the
different social problems the nation has gone through.
2. Compare the local culture to other foreign cultures.
Attitude:
1. Respect the cultural and identity of Filipinos – the majority and the minority groups.
2. Upliftment of the analytical and inquisitive thinking skills needed to be developed as
they embark the odyssey towards understanding this subject.
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4. Promote national unity and development in line with government goals and
programs.
Skills:
1. Conduct an empirical study on man’s society and culture
WEEK TOPICS HOURS

2-5 Dimensions of Social Problems 12
Sociology and Social Probelsm hours
Nature of Social Probelms
Sociological Approach
Theory and Research
Research on Social Problems
Perspective in Social Problems
Social Disorganization
Value-Conflict
Deviance
Interrelatedness of Social Problems
Social Work
Conceptual Framework of Social Problems
Major Social Changes
Social Integration, Disintegration and Disorganization
Societal Factors and Risk Conditions of Social Problems
Cultural Differences and Conflicts
Social Problems and Social Control
Population and Family Planning

Population and Ecology
Causes of Rapid Population Growth
Implications of an Overpopulated World
Family Size and Neglected Children
Urban Migration
Poor Housing and Slums
Population Vis-à-vis Poverty, Health, Squatting, Transportation, Crime,
Education and Labor Force
Measures on Population Control
Juvenile Deliquency and Crime

The Delinquent and Its Causes
Youth and Crime, Gangs and Fraternities/Sororities
Control and Prevention of Deliquency
Incidence of Crime Index and Crime Causing Factors
Social Problems and Social Control
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Poverty and Social Crises

Relative and Absolute Poverty
Causes and Theories of Poverty
Existence of Poverty, Effects and Strategies to Reduce Poverty
Unemployment and Underemployment

Labor Force in the Philippines
Measure of Unemployment and Underemployment
Causes and Effects of Unemployment and Underemployment
Solutions and Role of the Government to Unemployment and
Underemployment
Output:
a. Film Showing:
1. Pira-pirasong Piso (Poverty)
2. Pila Balde (Poverty)
3. Pursuit of Happyness (Unemployment)
4. Up in the Air (Unemployment and Lay-off)
5. Wanted: Bata (Juvenile Deliquency)
6. Bangungot ng Batang Adan (Juvenile Deliquency)
7. TBS 13 Documentary (Youth Gangs)
8. Barnet Crime Watch (Youth Crimes)
b. Video Essays/Documentary/Research:
1. Poverty in the Philippines: How Poor Are We?
2. Unemployment: Who Should Shoulder the Blame?
3. Youth: Is Juvenile Deliquency a By-Product of Ineducation, Poverty or
Family Problem?
c. Focused Group Discussions/Debate:
1. RH Bill – A Counter-measure to Over Population
2. Curfew – A Better Measure Against Juvenile Deliquency
3. Why People are Unemployed and Underemployed?
7-11 Drugs, Alcoholism and Crimes 15 hours
Psychoses Associated with Alcoholism Addiction to Narcotic Drugs
Barbiturates – Effects
Use and Abuse of Minor Tranquilizers
Amphetamines and Cocaine (Stimulants)
Marijuana, Shabu and The Devastating Effects of Drugs
Drug Abuse and Dependency
Common Signs of Drug Abuse, Drug Control and Prevention
Prostitution, STD, HIV and AIDS

Prostitution vs. Promiscuity
Causes of Prostitution
Male Prostitution
Child Prostitution
Effects of Prostitution
AIDS, HIV, STD
Treatment and New Strain of Disease
Safeguard Against STDs
Means of Transmission of AIDS, Symptoms and Effects
Prevention and Control of Aids
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Battered Women
Battered Women
Patterns of Wife Abuse
Abusive Relationships
Premarital Rape
Domestic Violence
Battered Children/Child Abuse
Kinds of Child Abuse
Child Sexual Abuse
Pedophilia
Effects of Child Sexual Abuse
Child Labor and its Ugly Face
Agencies that Protect Women and Children
Stopping Women and Children Abuse
LGBT – Lesbian, Gay, Bisexual and Transexual

Lesbian, Gay, Bisexual and Transexual – Definitions
Origin and Nature of LGBT
Treatment and Prevention
Social Acceptance
Output:
a. Film Showing:
1. Lulong Documentary (Drug Addiction)
2. Reqiuem for a Dream (Drug Abuse)
3. Liwanag sa Dilim Documentary (Prostitution)
4. Child Prostitution in SE Asia Documentary
5. Butterfly Effect (Prostitution)
6. Bangungot ng Batang Adan (Juvenile Deliquency)
7. TBS 13 Documentary (Youth Gangs)
8. Barnet Crime Watch (Youth Crimes)
9. Brutal: Movie (Domestic Violence)
b. Video Essays/Documentary/Research:
1. Poverty in the Philippines: How Poor Are We?
2. Unemployment: Who Should Shoulder the Blame?
3. Youth: Is Juvenile Deliquency a By-Product of Ineducation, Poverty
or Family Problem?
c. Focused Group Discussions/Debate:
1. RH Bill – A Counter-measure to Over Population
2 Curfew – A Better Measure Against Juvenile Deliquency
1. Why People are Unemployed and Underemployed?
13-17 Unwed Mothers, Illegitimate Children and Children in Crises 15 hours
Causes of Unwed Motherhood
Teenage Pregnancy
Unplanned or Unwanted Pregnancy
Illegitimate Child
Factors that Give Rise to Illegitimacy
International Year of the Child
Abortion
Malnutrition
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Street Children
Broken Homes
Children in Crises
Socioeconomic Anatomy of Children
Anatomy of a Child
Divorce: Absolute and Relative

Marriage, Annulment and Divorce
Family: Functions of the Family
Legal Separation
Absolute Divorce and History of Divorce in the Philippines
Proponents of Divorce: Who are in Favor?
Causes of Separation or Divorce
Engagement Pointers for Mates to Avoid
Environmental Pollution
Pollution and its Sources
Air, Water, Noise and Land Pollution
Oxidizing Substances
Programs Against Pollution
Thermal Pollution
The Payatas Tragedy
Solid Waste Management
Garbage Education
Other Social Problems and Current Issues

Gambling
Jueteng, Lotto, STL and Casino
Sexual Harrasment
Squatting
Causes and Effects of Squatting
NHA Resettlement Program
Urban Poor Families
The Traffic Problem
Graft and Corruption
Bribery
Cyber Crime: Should There Be A Law Agaianst It?
Bullying
Causes and Effects of Bullying
Prevention of Cyber Crime and Bullying
Teenage Violence
Teenage Pregnancy
Religious Wars
Output:
a. Film Showing and Focused Group Discussions
1. Agaw-Buhay: Documentary (Abortion)
2. No Time for Play: Documentary (Child Labour)
3. Patintero: Documentary (Street Children)
4. Buto’t Balat: Documentary (Malnutrition)
5. 5 Broken Cameras: Documentary (Religious Wars)
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6. Broken Home: Movie (Broken Home)

7. Till Death Do Us Part: Documentary (Divorce)
8. Betting Shops and Gambling Addiction: Documentary
9. Hide no More: Documentary (Sexual Abuse)
10. Anita Hill Documentary (Sexual Harassment)
11. Philippines Squatter Village: Documentary (Squatting)
12. Toughest Place to be a Bus Driver: Documentary (Traffic)
13. Web Warriors: Documentary (Cyber Crime)
14. The Bully Effect: Documentary (Bullyinh)
15. Zero Hour: Columbine Massacre (Teenage Violence)
16. Nanay na si Nene: Documentary (Teenage Pregnancy)
b. Video Essays or Researches
1. Graft and Corruption in the Philippines
2. Urban Poor Families in Cabanatuan City
3. Squatter in the Province of Nueva Ecija
4. Solid Waste Management in Nueva Ecija
5. The Inconvenient Truth: Pollution in Nueva Ecija
FINAL EXAMINATIONS
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Film Clips

2. Researches/Case Studies/Film Showing
4. Examinations
Prelim/Midterm
Quizzes 20%
Attendance 10%
Total 100%
Final
Exam 40%
Project/Reflection Papers 30%
Quizzes 20%
Cabanatuan
Attendance 10%
Total 100%
1. Ballpen
2. Eraser
3. Notebook
XIV. REFERENCES:
Zulueta, Francisco M., Social Problems and Issues in the Philippines, Quezon City :
National Book Store Publishing Inc., 2006. Revised Edition
Sanchez, Custodiosa A., Contemporary Social Problems and Issues, Quezon City :
National Book Store., 1997 3rd Edition

COURSE SYLLABUS
I. COURSE CODE: POLSCI
II. COURSE TITLE: POLITICAL SCIENCES
Cabanatuan
This course is deals with the contemporary issues or concerns – social, economic,
political, cultural and moral or spiritual with crucial bearing on the long term progress and
development of our country and smattering, knowledge and understanding of all relevant
aspects of our national life vis-à-vis our fundamental laws.
IV. CREDIT: 3 units
Knowledge:
1. Discuss the concepts of constitution.
2. Explain the constitution of the Republic of the Philippines.
3. Elaborate the preamble of the constitution.
4. Discuss the laws of the Philippines – national territory, principles and state policies,
bill of rights, citizenship, legislative department, executive department, judicial
department, constitutional commissions, local government, accountability of public
offices, national economy and patrimony, social justice and human rights,
education, science and technology, arts, culture and sports, the family, general
provisions, amendments, and transitory provisions.
Attitude:
1. Strive for achieving competency in determining the fundamentals of laws of the
Philippines
2. Develop appreciation the breadth and depth of the fundamental laws of the
Philippines and gain confidence from among learners and be able to express
significant and substantial ideas bearing literary, as well as, critical thinking.
Skills:
1. Utilize the fundamental laws of the Philippines in tackling national issues.
2. Utilize the concepts and laws in applying in everyday situations.
WEEK TOPICS HOURS

2-5 Introduction to Politics 12
The Study of Political Science hours
The State
Law and Jurisprudence
The Constitution
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National Territory
National Territory of the Philippines
Foreign Policy
Just and Dynamic Social Order
Social Justice
Human Dignity and Human Rights
Sanctity of Family
Right of People to Healthful Ecology and Health
Priority to Education, Science and Technology, Arts, Culture and
Sports
Self Reliant and Independent National Economy
Rural Development and Agrarian Reform
Vital Role of Communication and Information in Nation Building
Autonomy to Local Governments
Equal Access for Public Service
Honesty and Integrity in Public Service
Government
Governments and Ideologies
The Executive
Output:
a. Law Critique:
1. The Scarborough Shoal: Is It Under Philippine Territory?
2. The Peace and Order Situation of the Philippines.
3. Defense of the State: Are We Equipped and Ready for War?
4. Losing My Religion: Should We Really Heed the State Before
the Church?
5. Human Rights: Do We Really Have Social Justice?
6. RH Bill: Does It Really Violate the Article II Section 12?
7. Who is to Blame in Environmental Aggravation in the
Philippines: The People or the Government?
8. Undulating Graft and Corruption: A Filipino Mentality?
b. Research Paper: The Preference of Government in the Philippines:
Democratic, Parliamentary, Communist or Federalism?
7-11 Government: Continuation 15 hours
The Judiciary
Public Administration and Finance
Local Government
Bill of Rights
Due Process of Law
Search Warrant and Warrant of Arrest
Right of Privacy
Freedom of Speech
Religious Freedom
Liberty to Travel
Writ of Habeas Data
Constitutional Rights of the Accused and Rights of Person Under
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Investigation
Bail and Due Process of Law in Criminal Cases
Habeas Corpus and Writ of Amparo
Right Against Self Incrimination
Rights Against Excessive Fines, InHUman Punishments and Penalties
Debt and Prohibition Against Imprisonment for Debt
Double Jeopardy
Output:
a. Law Critique/Debate:
1. Are Judiciary Systems in the Philippines Not Credible?
2. Power Hungry Department: Are Our Judiciary Department
Just Power Tripper or Just with Conviction?
3. COMELEC and COA: Are they Really Impartial or Partial with
Conditions?
4. Should Cabanatuan be Granted with HUC?
5. Local Government Transaparency: A Real Case of Full
Disclosure or a Covering
6. Should the Government Budget Higher for Education,
Science, Technology, Culture and Sports Rather Than Military
Defense?
7. Is Gossiping, Giving False Information and Speaking Up Their
Minds Thru Twitter, Facebook and Other Social Medias A
Violation of Right of Privacy or Just a Freedom of Speech?
8. Should Death Penalty Moratorium Be Lifted?
b. Research Paper: The Preference of Filipino People on Philippine
Economics: Capitalism, Facism, Communism or Socialism
13-17 Political Dynamics 15 hours
Citizenship and Aliens
Suffrage and Elections
Political Parties and Interest Groups
Public Opinion and Media Politics
International Politics
International Law
International Relations and Diplomacy
International Organizations
Output:
a. Law Critique/Debate:
1. Pinoy Pride: Should We Encourage Filipino Citizenship to
Foreigners?
2. Should We Change the Way We Vote?
3. Federalist Practice of Elections in a Democratic Country: Will
it Work?
4. Should Citizens Be Involved in Making a National Budget?
a. Research Paper: The Preference of Filipino People on
Qualifications of the Executives and the Legislatives: President,
Vice President, Senator, Congressmen, Governors and Mayors.
Cabanatuan
FINAL EXAMINATIONS
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Practice Set

3. Seminars
Prelim/Midterm
Quizzes 20%
Attendance 10%
Total 100%
Final
Exam 40%
Papers, Project 30%
Activities 20%
Attendance 10%
Total 100%
1. Ballpen
2. Eraser
XIV. REFERENCES:
Cabanatuan
Zaide, Sonia M., Political Science, Quezon City : All Nations Publishing Co. Inc., 1991.
Second Edition
De Leon, Hector S., Textbook on the Philippine Constitution, Manila : Rex Book
Store, 2008. Reprint
Suggested Readings:
Philippine Daily Inquirer
Philippine Star
Cabanatuan

COURSE SYLLABUS
I. COURSE CODE: ENG01
II. COURSE TITLE: COMMUNICATION SKILLS I
This course is designed to develop competence in communicating through ideas,

opinions and feelings, with emphasis on intensive use of English to help students meet the
demands of effective communication.
IV. CREDIT: 3 units
Knowledge:
1. Gain familiarity in English vocabulary and eventually express ideas effectively.
2. Discuss the use of logical combination of words, phrases and clauses to form
unified, coherent and emphatic sentences
3. Identify the grammatical structure used in various communication activities.
4. Determine the different forms of discourse.
Attitude:
1. Appreciate value of reading, writing, listening and speaking English in everyday
situation.
2. Motivate ones’ self to use English as a tool for one’s career.
3. Strive for achieving confidence and enthusiasm in learning English as their
secondary language.
Skills:
1. Construct correct sentences and apply for communication purposes.
2. Construct paragraphs utilizing logical combination of words, phrases and clauses.
3. Utilize classes, properties and agreement of pronouns and antecedents in writing
Cabanatuan
4. Compose paragraphs utilizing the writers’ techniques such as prewriting, writing

and revising; choosing precise words and using words concisely and combining and
varying sentences.
WEEK TOPICS HOURS

2-5 Vocabulary and Spelling 12
Techniques for Building Vocabulary hours
Using Context
Using Structure (Prefixes, Suffixes and Roots)
Exploring Etymologies
Techniques for Improving Spelling
A Catalog of Spelling Rules
The Parts of Speech

Nouns and Pronouns
Verbs
Adjectives and Adverbs
Prepositions, Conjunctions and Interjections
Basic Sentence Parts and Patterns

Subjects and Verbs
Subjects in Different Kinds of Sentences
Complements
Basic Sentence Structures
Diagramming Basic Sentence Parts
Output:
a. Paragraph Writing Enriching Correct Usage of the Parts of the
Speech
b. Paragraph Writing Enriching Skills in Writing Basic Sentence
Parts and Patterns
7-11 Phrases and Clauses 15 hours
Prepositional Phrases and Appositives
Verbals and Verbal Phrases
Clauses
Sentences Classified by Structure
Diagramming Phrases and Clauses
Avoiding Sentence Errors

Fragments and Run-ons
Misplaced and Dangling Modifiers
Faulty Parallelism
Faulty Coordination
Cabanatuan
Capitalization and Abbreviation

Rules for Capitalization and Abbreviation
Punctuation
End Marks, Commas, Semicolon and Colon, Quotation Marks, Direct
Quotations, Italicization, Dashes and Parentheses, Hyphens,
Apostrophes
Output:
a. Paragraph Writing Enriching Vocabulary, Correct Usage of
Structures (Prefixes, Suffixes, Roots) and Combination of Words,
Phrases and Clauses
b. Paragraph Writing Enriching Skills in Avoiding Sentence Errors
c. Paragraph Writing Enriching Skills in Using Capitalization,
Abbreviation and Punctuation.
13-17 Composition: The Writers’ Techniques 15 hours
Steps in Writing
Use of Words
Choosing Precise Words
Using Words Concisely (Eliminating Deadwood and Avoiding
Redundancy)
Sentence Style
Combining and Varying Sentences
Basic Study Skills

Evaluating Study Habits
Methods of Taking Notes
Critical Thinking Skills

Forms of Reasoning
Language and Thinking
Reading and Test Taking Skills

Reading Textbooks
Varying Reading Style
Reading Critically
Standardized Tests
Library and Reference Skills

The Library
Reference Skills
Dictionary Skills
Listening Skills
Improving Listening Skills
Listening Critically
Output:
Cabanatuan
a. Paragraph Writing Enriching Use of Words and Steps in Writing

b. Composition Enriching Critical Thinking Skills and Listening
Skills
c. Paragraph Writing By Listening To an Audio Novel.
FINAL EXAMINATIONS
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Film Clips

5. Examinations
Prelim/Midterm
Quizzes 20%
Attendance 10%
Total 100%
Final
Exam 40%
Quizzes 20%
Attendance 10%
Total 100%
1. Ballpen
2. Eraser
Cabanatuan

XIV. REFERENCES:
Forlini, Gary et. al., Prentice Hall Grammar and Composition 2, Singapore : Pearson
Education South Asia Pte Ltd, 2010.
Luzada, Mary Grace D. et. al., Grammar and Composition in our Changing World,
Mandaluyong City : Anvil Publishinh Inc, 2012.
AY 2013 – 2014 CRT General Education (Humanities) Dr. Reynato C. Arimbuyutan

COURSE SYLLABUS
II. COURSE TITLE: COMMUNICATION SKILLS II
This course is designed to develop competence in communicating through ideas,

opinions and feelings, with emphasis on writing and basic research.
IV. CREDIT: 3 units
V. PRE-REQUISITE: ENG01 COMMUNICATION SKILLS I
Knowledge:
1. Identify and discuss the need and the introduction of research paper.
2. Determine the forms and process of writing
3. Discuss the different kinds of writing
Cabanatuan
4. Determine the different forms of discourse.
Attitude:
1. Appreciate value of reading, writing, listening and speaking English in everyday
situation.
3. Strive for achieving confidence and enthusiasm in learning English as their
secondary language.
Skills:
1. Compose paragraphs utilizing the forms and process of writing.
2. Compose expository, persuasive, descriptive and narrative writing.
3. Compose expository and persuasive essays.
4. Write a research paper.
5. Write a book report, literature analyses, short stories and essay exams.
6. Write letters: friendly, social notes, e-mail and business letters.
WEEK TOPICS HOURS

2-5 Composition: Forms and Process of Writing 12
Paragraphs hours
Understanding Paragraphs
Understanding Unity and Coherence
Planning Paragraph
Drafting Paragraph
Polishing Paragraph
Kinds of Writing
Expository Writing
Persuasive Writing
Descriptive Writing
Narrative Writing
Output:
a. Paragraph Writing Enriching Forms and Process of Writing
b. Compose Expository, Persuasive, Descriptive and Narrative Writing
7-11 Essay Writing 15 hours
Understanding Essays
Writing an Essay
Writing Different Kinds of Essay: Expository and Persuasive Essays
Research Papers
Understanding Research Papers
Writing a Research Paper: Prewriting, Writing and Revising
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Writing About Literature

Book Reports: Prewriting, Writing and Revising
Understanding Literary Analysis Papers
Preparing Literary Analysis Paper
Output:
a. Essay Composition: Expository and Persuasive Essays
b. Writing of Research Papers
c. Book Report Composition
d. Literary Analysis Composition
13-17 Personal Writing 15 hours
Journals
Blogs
Autobiographies
Writing Short Stories

Understanding Short Stories
Character, Plot, Point of View
Writing a Short Story: Planning, Creating and Polishing
Writing Letters
Friendly Letters and Social Notes
Business Letters
Features of the Different Styles
E-mail
Writing Friendly Letters and Social Notes
Writing Business Letters
Essay Exams
Preparing Answers to Essay Exams
Output:
a. Composition Writing Short Stories
d. Composition of Friendly Letters, Social Notes, E-mail and
Business Letters
e. Answering Essay Exams
f. Writing Journals, Blogs and Biographies.
FINAL EXAMINATIONS
2. Simulation
3. Demonstration
1. Book Readings
Cabanatuan
3. Archives
4. Handouts
5. Film Clips

5. Examinations
Prelim/Midterm
Quizzes 20%
Attendance 10%
Total 100%
Final
Exam 40%
Quizzes 20%
Attendance 10%
Total 100%
1. Ballpen
2. Eraser
XIV. REFERENCES:
Cabanatuan

COURSE SYLLABUS
II. COURSE TITLE: SPEECH AND ORAL COMMUNICATIONS
Cabanatuan
This course is designed to focus on the effective use of voice, diction and pronunciation
as fundamental approach to self expression and oral communication. This will enhance the
abilities of the students to develop their potentials to create and evaluate effectively in a
dynamic interaction.
IV. CREDIT: 3 units
V. PRE-REQUISITE: ENG02 COMMUNICATION SKILLS II
Knowledge:
1. Discuss how to improve the ability to engage in a conversation in the English
Language.
2. Define speech and oral communication as a natural form of life and as an art.
3. Explain the purpose or essence of effective public speaking.
4. Determine the listening habits and practice and effective listening skills.
Attitude:
1. Appreciate value of speaking English in everyday situation.
3. Strive for achieving confidence and enthusiasm in public speaking situations.
Skills:
1. Conduct formal or informal speaking utilizing effective style.
2. Conduct conversation, telephone communication using English Language.
3. Deliver a speech in English Language
WEEK TOPICS HOURS

2-5 Speech and Oral Communication 12
Definitions hours
Steps in the Preparation of Speech Delivery
Process of Communications
Process of Communication
Elements of Communication
Strategy of Communication Process
Listening Skills
Importance of Listening
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Types of Listening
Improving Listening Skills
Listening Critically
Output:
1. Skit: Conversational Situations and Telephone
Communication
2. Listening Skills: Audio Novels/Radio Dramas and Film
Showing
7-11 Mechanics of Speech 15 hours
Origins of Speech
Respiratory
Resounding
Articulating Parts
Functions of Speech
Production of Speech
Effective Speaking Voice
Factors That Aid Voice Production
Communications
Aspects of Communication
Types of Communication
Elements of Communication
Barriers of Communication
Effective Speaking Voice
Voice Projection
Taking Care of the Voice
Output:
a. Daily Conversations in English
b. Skit: Communications
13-17 Speaking Situations 15 hours
Art of Conversation
Using the Telephone
Gesture
Speech
Interviews
Being Interviewed
Conducting an Interview
Group Discussion and Parliamentary Procedure

Kinds of Group Discussions
Holding Group Discussions
Parliamentary Procedure
Rhythm of English
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Word Stress
Variants Affecting Speech
Public Speaking
Kinds of Speeches
Delivering Speeches
Evaluating Speeches
Public Debate
Nature of Debate
Preparing and Holding Debate
Output:
a. Conducting Conversation, Telephone Communication and
Interview.
b. Delivering Speeches
c. Conducting Interviews, Group Discussions and Debate
FINAL EXAMINATIONS
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Film Clips

5. Examinations
Prelim/Midterm
Quizzes 20%
Attendance 10%
Cabanatuan
Total 100%
Final
Exam 40%
Quizzes 20%
Attendance 10%
Total 100%
1. Ballpen
2. Eraser
XIV. REFERENCES:
Cabanatuan

COURSE SYLLABUS
II. COURSE TITLE: TECHNICAL WRITING IN DISCIPLINE (WITH INTRODUCTION TO

RESEARCH)
This course covers the basic principles of technical writing. This will focus on the preparation of
technical reports such as accounting reports, memoranda and business correspondence commonly
applied in the office. Also included is basic research overview.
IV. CREDIT: 3 units
V. PRE-REQUISITE: ENG02 COMMUNICATION SKILLS II
Knowledge:
1. Discuss the basic rules in technical and business writing.
2. Identify the importance of technical writing.
3. Enumerate the qualities of a technical paper and writing.
Attitude:
2. Strive for achieving confidence and enthusiasm in preparing technical writing.
Skills:
1. Write a technical report utilizing the qualities of a technical paper.
2. Practice the ethical and legal consideration on technical communication.
3. Write memos, e-mail, business letters and project proposals.
4. Prepare a research paper and deliver oral presentation of the paper.
WEEK TOPICS HOURS

2-5 Technical Communication 12 hours
Cabanatuan
Ethical and Legal Considerations

Importance and Components of Technical Communications
Definition of Technical Writing
Importance and Techniques of Technical Writing
Technical Writing – Writer’s Techniques

The Writing Process
Generating Ideas \
Choosing and Narrowing a Topic
Determining Audience and Purpose
Developing a Main Idea and Support
Writing – A First Draft
Revising for Sense
Editing Word Choice and Sentence Variety
Proofreading and Publishing
Finding Own Approach – Adjusting the Steps
Overcoming Writing Problems
Qualities of a Technical Paper

Approach to Subject
Purpose of the Paper
Vocabulary
Using Words Effectively (Precise Words, Appropriate Tone, Using Words
Concisely)
Using Words in Special Ways (Figures of Speech, Setting Moods,
Professional Models)
Sentences
Improving Sentences (Sentence Combining, Expanding and Shortening
Sentences, Sentence Openers and Structures)
Creating Special Effects (Types of Sentences, Sentence Patterns,
Professional Models)
Connecting Ideas Clearly (Transitions, Coordination, Subordination, Logical
Order)
Avoiding Problems in Logic
Signs, Symbols and Formulae
Figures and Illustrations
Documentation and Credits
Characteristics of Technical Writing

Theoretical and Technical Writing
Output:
a. Writing a Technical Paper Utilizing the Qualities of a Technical Paper
b. Proofreading and Publishing an Article or Papers.
c. Writing a Technical Paper Interpreting the Financial Statements
(Accounting), Tourism Research, Basic Steps in Housekeeping (HRM),
How to Make a Computerized Payroll Using VB.Net and JAVA (BSIT),
Shorthand Methods of Technical Paper (ComSec), Step by Step Procedures
in Computer Hardware Servicing (ECT)
7-11 Words of Business English 15 hours
Importance of Words
Business English
Business and Literary English
Sources of Words of Business English
Qualities of a Good Letter
Cabanatuan
Technical and Business Terms

Aids in the Correct Use of Abbreviation
Writing an Effective Correspondence

Business Letter Writing
Types of Business Letters
Letter Styles
Application Letter
Resume
Writing Memoranda
Types of Memoranda
Parts of a Memo
Memo Format
E-mail: Letters, Inquiry, Announcements and Memoranda
Writing Reports
Proposals
Goal and Types of Proposals
Effective Proposal Writing
Format of Informal and Formal Proposals
Output:
a. Writing Business Letters, Memoranda, Application Letter and Resume
b. Writing Technical Reports in Every Field: Business, Information
Technology, Electronics, Secretarial, Tourism, Hospitality, Accountancy,
Education.
13-17 Research Papers 15 hours
Sources of Information
Structure and Features
Writing a Research Paper
Writing Project Reports

Choosing Topics
Checking Reference
Formulation of Theoretical Statement
Outlining and Writing a Draft
Document Sources
Delivering An Oral Presentation

Rules in Using Visual Aids
Principles in Public Communication
Output:
a. Conducting Research Papers and Project Reports in Every Field:
Business, Information Technology, Electronics, Secretarial, Tourism,
Hospitality, Accountancy, Education.
b. Oral Presentation of Papers and Proposals.
d. Oral Presentation of Technical Reports in Every Field: Business,
Information Technology, Electronics, Secretarial, Tourism, Hospitality,
Accountancy, Education.
FINAL EXAMINATIONS
Cabanatuan
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Film Clips

5. Examinations
Prelim/Midterm
Quizzes 20%
Attendance 10%
Total 100%
Final
Exam 40%
Quizzes 20%
Attendance 10%
Total 100%
1. Ballpen
2. Eraser
5. Sample of Business Letters, Technical Reports and Research Papers
XIV. REFERENCES:
Mills and Walter., Technical Writing, Singapore : Pearson Education South Asia Pte Ltd, 2000.
Faro, Honesto F., Effective Business Correspondence, Quezon City : National Book Store, 2001.
Calixihan, Jovita et al, Fundamentals of Technical Writing, Quezon City : National Book Store,
1999.
Cabanatuan
Forlini, Gary et. al., Prentice Hall Grammar and Composition 4, Singapore : Pearson Education
South Asia Pte Ltd, 2010.

COURSE SYLLABUS
I. COURSE CODE: FIL01
II. COURSE TITLE: KOMUNIKASYON SA AKADEMIKONG FILIPINO
Sumasaklaw sa kursong ito sa paghinang ng mga kasanayan sa komunikasyong

pasalita at pasulat. Layunin ng kursong ito na ipahayag ang puntong metalinggwistik ng
Wikang Filipino sa pamamagitan ng pagtalakay kung ano ang wika, dayalek, idyolek, at paano
nagkaroon ng barayti ang wikang ginagamit. Lilinangin din ang apat na makrong kasanayan
sa pakikinig, pagsasalita, pagbasa at pagsulat sa pamamagitan ng iba’t ibang teksto at
nilalaman.
IV. CREDIT: 3 units
Cabanatuan
Knowledge:
1. Maisalahad ang khulugan at kahalagan ng komunikasyon.
2. Isalarawan ang tamang pamamaraan sa akademikong Filipino ang mga
sumusunod: Pakikinig, Pagsasalita, Pagbabasa at Pagsusulat.
Attitude:
1. Mapahalagaan ang sariling wika – Filipino.
2. Mabigyang pansin ang wikang Filipino para sa pambansang kamalayan.
3. Mailapat at mapahalagaan ang wikang Filipino sa konseptong pangkultura at sa
lipunang local at global.
Skills:
1. Magbuod, Magtala, Magbalangkas at Sumunod sa Napakinggang Panuto sa
Pamamagitan ng Pakikinig.
2. Makipag-usap sa Sarili, sa Ibang Tao at sa Telepono; Magbigay ng Panuto at
DIreksyon; Magkwento; Makipagdebate Gamit ang Kasanayan sa Pagsasalita.
3. Maisadula ang Masining na Pagkwento, Balagtasan, Panayam, Pagbabalita, at
Pagtalumpati.
4. Makapagsulat ng Personal na Sulatin, Transakyunal na Sulatin, Malikhaing
Sulatin, Akademik na Sulatin, at Jornalistik na Sulatin.
WEEK TOPICS HOURS

2-5 Metlinggwistik na Pagtatalakay sa Wikang Filipino 12 hours
Paglilinaw sa Ilang Mahalagang Konsepto
Wika
Dayalek, Idyolek
Varayti at Varyasyon
Disiplina’t Kalikasan, Gamit at Istruktura
Filipino Bilang Wikang Pambansa

Kahulugan ng Filipino
Paraan ng Pagdebelop
Tungkulin, Gamit at Batayang Prinsipyo
Lingua Franca
Kalikasan at Istruktura ng Wikang Filipino

Ponoloji, Morpoloji, Leksikal, Sinatks
Parilala at Sugnay
Pangungusap
Periperal na Istruktura
Intekektwalisasyon
Mga Posibleng Paraan
Suliranin sa Intelektawlisasyon
Alfabeto at Ortografiang Filipino

Batayang Prinsipyo ng 2001 Alfabeto
Kalikasan ng Leksikal na Korpus ng Filipino
Pagtutumbas
Pagbaybay
Cabanatuan
Inaasahang Maipasa ng Estudyante:

a. Pagtukoy at Pagsuri ng Register na Ginamit ng Manunulat sa mga sumusunod:
Komiks, Komersyal sa Telebisyon, Komersyal sa Radyo, Komersyal sa Dyaryo
b. Pagbasa ng Piling Nobela Upang Maipakita ang Natutunan sa Ponoloji: Ponema,
Diptonggo, Pares Minimal, Ponemang Suprasegmental.
c. Pagsulat ng mga Sanaysay Gamit ang Natutunang Morpema: Diversyunal,
Infleksyunal, Morpoponemiko, Leksikal, Sintaks, at Ayos ng Pangungusap
7-11 Diskurso at Komunikasyon 15 hours
Mga Batayang Kaalaman at Diskurso at Pagdidiskurso
Kahulugan ng Diskurso: Istruktural at Pangksyunal
Pasalita at Pasulat na Diskurso
Pagpapakahulugan Batay sa Kombersasyon o Konteksto ng Nagsasalita
Mga Teorya ng Diskurso
Mahalagang Konsepto sa Komunikasyon

Definisyon
Uri: Verbal at Di-Verbal
Mga Paraan ng Pagpapabuti sa Komunikasyong Verbal
Tipo at Antas
Elemento Tatlong Salik na Mensahe
Proseso at Paradaym
Mga Modelo, Gampanin, Koda
Gamit ng Wika Bilang Gamit ng Komunikasyon
Mga Makrong Kasanayan

Ugnayan ng mga Kasanayang Pangwika
Pakikinig: Kahulugan, Kalikasan at Proseso
Salik na Nakakaimpluwensya sa Pakikinig
Katangian ng Kritikal na Pakikinig

a. Gumawa ng mga Senaryo, Iskit at Komik Istrip na Nagpapakita ng Pragmatikong
Pagpapakahulugan ng Isang Sitwasyon
b. Gumawa ng Sanaysay Ukol sa Kahalagaan ng Komunikasyon sa Isang Indibidwal.
Gawing Patalata at Gamitin ang Mga SUmusunod na Gampaning Pangwika:
Representativ, Directiv, Commisiv, Expresiv at Declarativ
c. Manuod ng Pelikula o Drama sa Radyo at Gawin ang Pagbubuod.
d. Makinig sa Panuto o Direksyon at Magtala
e. Magbalangkas ng Binasang Nobela o Kwento
f. Gumawa ng Pagsusunod-sunod ng mga Pangyayari sa mga Napanood na Pelikula:
1. Magnifico
2. Oro, Plata, Mata
3. Himala
4. Dekada 70
13-17 Mga Makrong Kasanayan 15 hours
Pagsasalita: Kahulugan at Silbi
Salik sa Epektibong Pagsasalita
Katangian ng Mahusay na Ispiker
Pagbabasa: Kahulugan at Proseso
Uri Batay sa Layunin
Kasanayan at Pagbasa
Pribyu at Paksang Pangungusap sa Kritikal na Pagbasa
Mga Patnubay sa Paglutas ng Suliranin at Efektibong Pagbabasa
Mga Kasanayan sa Kritikal na Pagbasa
Ang Pormulang SM3B
Pagsulat: Panimula at Kasaysayan
Kalikasan, Kahulugan at Proseso
Uri at Anyo ng Sulatin Ayon sa Layunin
Mga Dapat Tandaan sa Pagsulat
Iba Pang Uri ng Pagsulat
Cabanatuan
Inaasahang Maipasa/Kasanayan ng Estudyante:

a. Magsadula ng Isang Iskit ukol sa Pakikipag-usap at Pagpapakilala sa Sarili Gamit
ang Wikang Filipino
b. Magsadula ng Pakikipag-usap Gamit ang Telepono, Pagbibigay ng Direksyon at
Panuto Gamit ang Wikang Filipino
c. Pagkukuwento ng Isang Maikling Kuwento o Masining na Pagkukuwento Gamit
ang Wikang Filipino.
d. Pagdedebate o Balagtasan.
e. Panayam Gamit ang Wikang Filipino
f. Magsagawa ng Pangkatang Talakayan
g. Pagbabalita o Newscasting
h. Pagtatalumpati
i. Pagsulat ng Malikhaing Sulatin, Jornalistik na Sulatin, Editoryal, Memorandum,
Pagbubuod ng Isang Akademikong Sulatin, Pagbubuod sa Napanood na Pelikula,
Pagbubuod ng Isang Nobela, Pagbabalangkas ng Isang Artikulong Akademiko o
Di-Akademikong Sulatin
FINAL EXAMINATIONS
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Film Clips

5. Examinations
Prelim/Midterm
Quizzes 20%
Attendance 10%
Total 100%
Final
Exam 40%
Quizzes 20%
Cabanatuan
Attendance 10%
Total 100%
1. Ballpen
2. Eraser
XIV. REFERENCES:
Alcaraz, Cid V., et al., Filipino I: Komunikasyon sa Akademikong Filipino, Quezon

City: Adriana Printing Co., Inc, 2005.

COURSE SYLLABUS
II. COURSE TITLE: PAGBASA AT PAGSULAT TUNGO SA PANANALIKSIK
Cabanatuan
Ang kursong ito ay magbibigay pokues sa pagbasa at pagsulat bilang instrumento sa

pagkatuto. Ituturo ng kursong ito ang mga estratehiya sa pagbasa ng iba’t ibang genre ng mga
tekstong nakasulat. Lilinangin din ang mga kasanayan sa pag-unawa lalo na ang kritikal na
pag-unawa, gayon din ang kasanayan sa pagsusulat ng iba’t ibang sulating akademiko.
IV. CREDIT: 3 units
Knowledge:
1. Maisatalakay ang wika bilang midyum ng paglangap ng kaalaman.
2. Maipaliwanag kung ano ang lohikal na organisasyon ng mga tekstong binabasa
3. Malaman ang mga estratehiya sa pagbasa at pagsulat ng akademikong sulatin.
Attitude:
Skills:
1. Magsaliksik ng akademikong kaalaman gamit ang wikang Filipino
2. Pagsulat ng Sanaysay at Sulat Batay sa Kasanayang Pagsulat.
WEEK TOPICS HOURS

2-5 Pagbasa 12
Teoryang Iskema hours
Interaktibong Proseso at Antas ng Metakognitiv ng Pagbasa
Pagbasa ng Tekstong Akademik at Propesyunal
Agaham Panlipunan
Agham Teknolohiya at Matematika
Humanidades
Pagbasa ng mga Tekstong Propesyunal(Medisina, Batas, Pulis, Nars)
Tekstong Ekpositori
Kasanayan sa Akademikong Pagbasa
Pagsusuri kung Valid o Hindi ang Ideya o Pananaw
Paghinura at Paghula sa Kalalabasan ng Pangyayari
Pagbuo ng Lagom at Kongklusyon
Cabanatuan
Pagbibigay ng Interpretasyon sa Mapa, Tsart, Grap at Talahanayan

a. Pagsusuri ng Tekstong Akademiko at Pagsulat sa Talahanayan sa
mga Sumusunod na Kurso:
1. Cultural Anthropology - The Study of Social Institutions
(Introduction to Sociology and Anthropology, Dr. Epitacio
Palispis)
2. Social Science – Population Problems (Contemporary Social
Problems and Issues, Custodiosa A. Sanchez)
3. Humanities – Form: Musical Structure and Design
(Introduction to the Humanities, Custodiosa A Sanchez)
4. Mathematics – Fractions, Decimals, Ratios and Percents (Math
Principles for Food Service Occupations, Anthony Strianese)
5. History – Major Events Before the Discovery of the Philippines
(Philippine History and Government)
6. Literature – The Functions of Poetry (Introduction to Literature
Fiction Poetry Drama, Edilberto Tiempo)
7. Physics – Properties of Matter (Basic Physics (Concepts with
Experiments, Ryan Malenab)
8. Information Technology – The Multimedia Control (Visual Basic
An Approach to Program Development, Ibook Development
Group)
9. Tourism - Basic Ingredients: Geography and How to Sell It
(Selling Tourist Destinations Geography for Travel
Professionals, Marc Mancini)
10. Accounting & Finance – Management of Cash (Fundamentals
of Business Finance, Zacarias Ronquillo Jr.)
11. HRM – Food Preparation Basics – Methods of Heating Foods
(Understanding Food: Principles and Preparation, Amy Brown)
b. Paggawa ng Sanaysay Gamit ang Tekstong Expositori:
c. Paggawa ng Sanaysay Gamit ang Kasanayan sa Akademikong
Pagbasa
d. Pagsusuri, Paghinura, Pagbuo ng Lagom, Kongklusyon, at
Pagbibigay ng Interpretasyon sa Mapa, Tsart at Talahanayan.
7-11 Pagsulat sa Iba’t Ibang Disiplina 15 hours
Kahulugan at Kalikasan ng Pagsulat
Pagsulat Bilang Multi-Dimensyonal na Proseso
Layunin sa Pagulat: Ekspresiv at Transaksyunal
Hakbang sa Pagsusulat
Uri ng Pagsulat
Bahagi ng Teksto
Mga Kasanayan sa Akademikong Papel
Konseptong Papel
Balangkas
Pag-Ayos ng Datos
Lohikal at Mapanghikayat na Pagsulat
Paglatag ng Ebidensya
Paggamit ng Opinyon
Cabanatuan
Lohikal na Pangangatwiran
Lihis na Pangangatwiran

a. Pagsasalin ng mga Teknikal na Salita sa Iba’t Ibang Artikulong
Akademiko: Chemistry, Physics, Algebra, Fundamentals of
Accounting, Meal Management, Air, Sea and Land Sales, at
Humanities.
b. Pagsulat ng Jornalistik na Artikulo, Editoryal, Lathalain,
Referensyal, Malikhaing Sulatin
c. Paglalagom at Kongklusyon ng Musika, Libro (Wikang Filipino
ang Midyum) at Pelikula
d. Pagsulat ng Konseptong Papel
13-17 Mga Makrong Kasanayan 15 hours
Pagsasalita: Kahulugan at Silbi
Salik sa Epektibong Pagsasalita
Katangian ng Mahusay na Ispiker
Pagbabasa: Kahulugan at Proseso
Uri Batay sa Layunin
Kasanayan at Pagbasa
Pribyu at Paksang Pangungusap sa Kritikal na Pagbasa
Mga Patnubay sa Paglutas ng Suliranin at Efektibong Pagbabasa
Mga Kasanayan sa Kritikal na Pagbasa
Ang Pormulang SM3B
Pagsulat: Panimula at Kasaysayan
Kalikasan, Kahulugan at Proseso
Uri at Anyo ng Sulatin Ayon sa Layunin
Mga Dapat Tandaan sa Pagsulat
Iba Pang Uri ng Pagsulat
Inaasahang Maipasa/Kasanayan ng Estudyante:

a. Magsadula ng Isang Iskit ukol sa Pakikipag-usap at
Pagpapakilala sa Sarili Gamit ang Wikang Filipino
b. Magsadula ng Pakikipag-usap Gamit ang Telepono, Pagbibigay ng
Direksyon at Panuto Gamit ang Wikang Filipino
c. Pagkukuwento ng Isang Maikling Kuwento o Masining na
Pagkukuwento Gamit ang Wikang Filipino.
d. Pagdedebate o Balagtasan.
e. Panayam Gamit ang Wikang Filipino
f. Magsagawa ng Pangkatang Talakayan
g. Pagbabalita o Newscasting
h. Pagtatalumpati
i. Pagsulat ng Malikhaing Sulatin, Jornalistik na Sulatin, Editoryal,
Memorandum, Pagbubuod ng Isang Akademikong Sulatin,
Pagbubuod sa Napanood na Pelikula, Pagbubuod ng Isang
Nobela, Pagbabalangkas ng Isang Artikulong Akademiko o Di-
Akademikong Sulatin
FINAL EXAMINATIONS
Cabanatuan
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Film Clips

5. Examinations
Prelim/Midterm
Quizzes 20%
Attendance 10%
Total 100%
Final
Exam 40%
Quizzes 20%
Attendance 10%
Total 100%
1. Ballpen
2. Eraser
XIV. REFERENCES:
Jocson, Magdalena O., et al., Filipino II: Pagbasa at Pagsulat Tungo sa Pananaliksik,
Quezon City: Adriana Printing Co., Inc, 2005.
Cabanatuan

COURSE SYLLABUS
II. COURSE TITLE: RETORIKA
Ang kursong ito ay nakasentro sa pag-aaral ng proseso ng masining na pagpapahayag

sa Filipino, saklaw nito ang: Diskurso, Balarila, Retorika, Paraan ng Diskurso, Uri at Anyo ng
Diskurso at Proseso ng Pagbuo ng Diskurso. Nakatuon din ito sa malayang pagtuklas at
pagpapakita ng kakayahan at kahusayan sa pagdidiskursong pasulat at pasalita tungkol sa
mga paksang pangkomunidad, pambansa at pandaigdig.
IV. CREDIT: 3 units
V. PRE-REQUISITE: FIL02 PAGBASA AT PAGSULAT TUNGO SA

PANANALIKSIK
Knowledge:
1. Maipaliwanag ang diskurso
2. Maitalakay ang balarila at retorika.
3. Isa-isahin ang mga makaugnay na paraan ng diskurso.
4. Alamin ang uri at anyo ng diskurso
5. Maisalarawan ang proseso ng pagbuo ng diskurso na sumasaklaw sa pagpapasining
ng diskurso sa pagpapasok ng mahahalagang tayutay, idyoma, salawikain at
bugtong.
Attitude:
Skills:
1. Pagsulat ng kontemporaryong sulatin: salaysay, anekdota, malikhaing di fiksyon at
popularisasyon ng mga ulat sa iba’t ibang larangan.
Cabanatuan
2. Pagrebyu ng mga sulating nagsasa-alang-alang sa mga elemento ng masining na

pagsulat at paglinang ng sariling estilo.
3. Paggawa ng balarila sanysay at tayutay gamit ang wastong uri at anyo ng diskurso,
idyoma, salawikain at sawikain.
WEEK TOPICS HOURS

2-5 Ang Balarila at Retorika 12
Diskurso hours
Ang Balarila at Retorika
Kayariang Pambalarila
Kayariang Panretorika
Dalawang Magkaugnay na Paraan ng Diskurso
Diskursong Pasulat
Uri at Anyo ng Diskurso
Diskursong Personal
Diskursong Pambayan
Diskursong Transaksyunal
Mga Katangian ng Lathalain
Uri ng Lathalain
Mga Elementong Kailangan sa Mabisang Diskurso

Mga Elemento
Pagpapasining ng Diskurso
Paslinang ng Ideya
Pagababalangkas
Mga Inaasahang Magagawa/Maipapasa:

a. Paggawa ng Pangungusap ng Tauhan na nasa Karaniwang,
Kabaligtarang Ayos; Pangungusap na may Parilala na may
Katuturang Konotativo; Pangungusap na may Idyoma, Salwikain
at Tayutay; Pangungusap na Maluwag; Pangungusap na Pasukdol;
Pangungusap na Timbang.
b. Pagsasadula o Pagre-record ng Kuwentuhan Filipino.
c. Pagsulat ng akda sa Ukol sa mga Sumusunod:
1. Panayam sa Isang Propseyunal HInggil sa Kasiyahan at
Proseso ng Kaniyang Propseyon
2. Napakinggang Kawili-wiling Salaysay Higgil sa Tagumpay ng
Isang Mahirap na Gawain
3. Nabasang Balita Hinggil sa Dahilang ng Reseyon sa Amerika,
Europa at Ilang Bansa sa Timog Silangang Asya
d. Pagsulat ng Lathalain Ukol sa:
1. Di Karaniwang Bagay o Tao
2. Pangkatauhan
3. Paglalakbay
Cabanatuan
4. Pangkasaysayan
e. Paglinang ng Ideya sa Pagsulat:
1. Paksa, Layunin, Pagsasawika ng Ideya at Mambabasa
f. Paghahanda ng Balangkas ng Plano na Susulatin.
7-11 Masining na Diskurso 15 hours
Wastong Gamit ng Salita
Tayutay
Mga Uri ng Gamiting Tayutay
Idyoma
Ilang Uri ng Idyoma
Salawikain
Palatuldikan
Limang Uri ng Diin
Palabaybayan
Palagitlingan
a. Paggawa ng Pangungusap Gamit ang Wastong Gamit ng
Pananalita (Salita sa Tekstwal o Denotasyong Katuturan at
Kontekstwal o Konotasyon)
b. Pagsulat ng Lathalain at Gamitin ang Talinghaga o Tayutay,
Idyoma at Salawikain sa mga sumusunod na Paksa:
1. Pananaw sa Open Door Policy 2015
2. Pananaw sa K + 12 Education
3. Pananaw sa Ekonomiya ng Pilipinas sa Kasalukuyan
4. Pananaw sa Graft at Korapsyon.
c. Paggawa ng Tula Gamit ang mga Uri ng Tayutay, Idyoma at
Salawikain.
d. Pagbasa ng Tula at Maikling Kuwento Ayon sa Tamang Diin ng
Salita at Palabaybayan.
13-17 Worsyap 1 15 hours
Patnubay sa Pagsasagawa ng Worsyap.
Bago Sumulat
Habang Sumusulat
Pagkasulat
Pagkikritik sa Komposisyon
Bilang Manunulat
Bilang Mambabasa
Worsyap 2
Pagsulat ng Kontemporaryong Sulatin
Salaysay
Anekdota
Malikhaing Di Fiksyon
Popularisasyon ng mga Ulat Mula sa Iba’t Ibang Larangan
Pagrerebyu ng mga Sulating Nagsasaalang-alang sa mga Elemento ng
Masining na Pagsulat at Paglinang ng Sariling Estilo
Cabanatuan
a. Pagsulat ng Personal na Sanaysay, Awtografiya at Refleksyon.

b. Pagsulat ng Salaysay, Anekdota, Malikhaing Di Fiksyon,
Popularisasyon ng Sulatin
c. Pagrebyu ng mga Sulating Nagsasalang-alang sa mga Elemto ng
Masining na Pagsulat.
d. Paggawa ng Bibliyografiya at Apendiks.
e. Paggawa ng Talambuhay ng isang Kilalang Tao.
f. Pagsulat na Malikhaing Di Fiksyon Gamit ang mga Idyoma,
Salawikain, at Bugtong.
FINAL EXAMINATIONS
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Film Clips

2. Writing Compositions/Film Showing
4. Examinations
Prelim/Midterm
Quizzes 20%
Attendance 10%
Total 100%
Final
Exam 40%
Quizzes 20%
Attendance 10%
Total 100%
Cabanatuan
1. Ballpen
2. Eraser
3. Notebook
5. Sample of Filipino Stories, Idioms, and Others
XIV. REFERENCES:
Matienzo, Narciso V. et al., Masining na Pagpapahayag: Filipino 3 Para sa Kolehiyo,

Quezon City : National Book Store Publishing Inc., 2011. Unang Edisyon

COURSE SYLLABUS
I. COURSE CODE: HUM01
II. COURSE TITLE: ART APPRECIATION/ART, MAN AND SOCIETY
This course introduces the creative expressions in their various forms and functions.
Emphases are given to fine and folk arts, space, temporal and combined arts, as well as
specialist and communal arts. These creations and their processes, appreciation and function
fosters a deeper understanding and appreciation of man.
IV. CREDIT: 3 units
Knowledge:
1. Explain categories of artistic expressions.
2. Discuss art using the various approaches to its study.
3. Determine the general developments of artistic movements (art history) in Europe
and of art’s separate history in the Philippines.
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4. Explain the roots of the humanities in man’s interactions with the world.
Attitude:
1. Strive for achieving competency in evaluating art using various approaches to its
study.
2. Develop appreciation the breadth and depth of the creation of art and its process
and gain confidence from among learners and be able to express significant and
substantial ideas bearing literary, as well as, critical thinking.
Skills:
1. Evaluate art using various approaches to its study.
2. Create an artistic work in any genre.
WEEK TOPICS HOURS

2-5 General Overview of Humanities 12
Meaning and Importance of Humanities hours
An Artist, and The Work of the Creative Artist
Process of Creation
Organization and Form
The Scope of Humanities
The Visual Arts, Literature, Music, Drama and Theather, Dance
Methods of Presenting the Art Subjects

Realism, Abstraction, Symbolism, Fauvism, Dadaism, Futurism and
Surrealism
Painting, Sculpture and Architecture

Mediums of the Visual Arts
Elements of the Visual Arts
Organization in the Visual Arts
Organization in Architecture
Output:
a. Painting Evaluation:
1. No. 5 (Pollock)
2. The Holy Family in Egypt (Poussin)
3. The Bather of Valpincon (Ingres)
4. The Absinthe Drinker (Degas)
5. Portrait of Madame X (Sargent)
6. The Painter of Sunflower (Gaugin)
7. The Arnolfini Wedding (Eyck)
8. No. 61 Rust and Blue (Rothko)
9. Schokko (Russian Matisse)
10. Venise, La Piazzetta (Corot)
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11. Nightfall on the Thames (Grimshaw)

12. Rising 5’ x 4’ (Kroger)
13. Sunshine Falling on a Door (Ilsted)
14. Interior with Young Woman from Behind (Hammershoi)
15. Garcon a la Pipe (Picasso)
16. Les Demoiselles D’Avignon (Picasso)
17. Three Musicians (Picasso)
18. Guernica (Picasso)
19. Le Grande Odalisque (Ingus)
20. Martyrdom of Saint Matthew (Caravaggio)
21. Still Life with a Curtain (Lezanne)
22. American Gothic (Wood)
23. The Black Square (Malevich)
24. Composition 8 (Kandinsky)
25. The Third of May of 1808 (Goya)
26. Saturn Devouring His Son (Goya)
27. Campbell Soup Cans (Warhol)
28. Mona Lisa (da Vinci)
b. Sculpture Evakuation
1. Savannah Bird Girl Statue
2. Bronze David
3. The Discus Thrower
4. The Kiss
5. Hermes and the Infant Dionysus
6. Lady Justice Statue
7. Pieta
8. The Thinker
9. Venus de Milo
10. David
c. Architecture Evaluation
1. St. Paul’s Cathedral (United Kingdom)
2. Petronas Towers (Malaysia)
3. The White House (USA)
4. Leaning Tower of Pisa (Italiy)
5. St. Basil’s Cathedral (Russia)
6. Empire State Building (USA)
7. Lloyd’s Building (UK)
8. Colesseum (Italy)
9. Chrysler Building (USA)
10. Space Needle (USA)
11. Hagia Sophia (Turkey)
12. Buckingham Palace (UK)
13. Pantheon (Italy)
14. Guggenheim Museum (Spain)
15. Villa SAvoye
16. Burj Khalifa
17. Flatiron Building (USA)
18. Sydney Opera House (Australia)
19. Falling Water (USA)
20. Golden Pavillion (Japan)
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d. Creation of Painting, Sculpture and Architecture

7-11 Literature and the Drama 15 hours
Elements of Literature and the Combined Arts
Elements of Poetry and Short Story
Elements of the Essay
Elements of the Novel
Elements of Drama
The Drama
Oriental, Philippine, Japanese, Chinese Dramas
The Cinema
Philippine Cinema, World War II and Philippine Movies
Present Movie Development
Elements of Philippine Motion Pictures
Output:
a. Performance of:
1. Ati-Atihan
2. Zarzuela (Pag-Ibig sa Lupang Tinubuan)
3. Noh Plays
4. Kabuki Drama
5. Original Drama (Students)
b. Cinema Shorts: Students’ Filmfest
c. Film Appreciation: A Movie Critique
1. Himala
2. Oro, Plata, Mata
3. Patayin sa Sindak si Barbara
4. Itim
5. Tatlong Taong Walang Diyos
6. Death in the Land of Encantos
7. Kakabakaba ka ba?
8. Manila: Sa Kuko ng Liwanag
9. Insiang
10. Magnifico
11. Jose Rizal
12. Imelda
13. Tanging Yaman
14. Ang Pagdadalaga ni Maximo Oliveros
15. Jologs
13-17 The Medium of Music 15 hours
The Mediums of Music
Properties of Musical Sound
Two Mediums in Music
Different Musical Instruments: String, Woodwind, Percussions,
Keyboard
Chamber Orchestra and Ensembles
The Conductor
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The Elements and Organization of Music

Musical Notation, Sound, Tone
The Organization of the Elements, Duration, Binary, Ternary, Tempo,
Melody, Harmony, Tonality and Texture
The Form: Musical Structure and Design

Structural Distinctions: Binary, Ternary, Variation, Sonata, Free
Forms
Program Music and Art Song
Liturgical Music
Dance
Kinds of Dancing
Ethnologic Dance
Social or Ballroom Dance
Theatrical or Spectacular Dance
Elements of Dance
Output:
a. Music Appreciation: Classical Music Critique
1. Carmen Fantasy (Sarasate)
2. Zigeunerweisen (Sarasate)
3. Symphony No. 5 (Beethoven)
4. Reqiuem (Mozart)
5. Violin Concerto in E Minor (Mendehlsson)
6. Air (Bach)
b. Music Appreciation: Lyrical Music Critique
1. Lupang Hinirang
2. Defying Gravity (Wicked)
3. Don’t Rain on my Parade (Glee)
4. Queen of the Night Aria from Magic Flute (Mozart)
5. Pie Jesu (Weber)
6. Isang Lahi (Regine Velasquez)
7. Lose Yourself (Eminem)
c. Performance:
1. Original Composition /Rearrangement (Choral/Group)
d. Performance:
1. Tinikling
2. Itik-itik
3. Banga
4. Bilaan
5. Alcamfor
6. Pandanggo
7. Sayaw Ed Tapew na Bangko
8. Ifugao Dance
9. Swing/Cha Cha/Boogie/Foxtrot/Lambada/Jive/Tango
10. Modern Dance
FINAL EXAMINATIONS
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2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Practice Set

3. Seminars
Prelim/Midterm
Quizzes 20%
Attendance 10%
Total 100%
Final
Exam 40%
Papers, Project 30%
Activities 20%
Attendance 10%
Total 100%
1. Ballpen
2. Eraser
XIV. REFERENCES:
Sanchez, Custodiosa A., Introduction to Humanities, Manila : Rex Book Store., 2000.
Reprinted
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http://www.creativebloq.com/architecture/famous-buildings-around-world-
10121105?g_q=top%205%20famous%20architectural%20works\
http://www.creativebloq.com/architecture/famous-buildings-around-world-
10121105?g_q=top%205%20famous%20architectural%20works\
http://en.wikipedia.org/wiki/Sculpture?g_q=sculpture
http://listverse.com/2010/12/14/top-10-greatest-sculptures/

COURSE SYLLABUS
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I. COURSE CODE: LIT01
II. COURSE TITLE: PHILIPPINE LITERATURE
This course is a study of the literary forms of genres as exemplified by selected literary texts
from various regions of the Philippines written at different periods in Philippine literary history.
IV. CREDIT: 3 units
Knowledge:
1. Discuss Philippine Literature during the following periods: Precolonial, The Spanish
Colonial, American Period, Under the Republic and After EDSA
2. Explain the Folk Narratives such as Myths, Legends, Religious Legends, Folk Tales,
Folk Speech and Folk Songs.
Attitude:
1. Strive for achieving competency in determining literatures of the Philippines during
each period of colonialism.
3. Develop appreciation of literature and gain confidence from among learners and be
able to express significant and substantial ideas bearing literary, as well as, critical
thinking.
Skills:
1. Analyze literary pieces produced in the Philippines during precolonial, Spanish
colonial, American Period, Under the Republic and After EDSA.
2. Produce a literary piece.
WEEK TOPICS HOURS

2-5 Pre-colonial Literature 12
Folk Literature/Oral Tradition hours
Folk Narratives
Myths (Origin Myths)
Legends
Religious Legends
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Folk Tales
Fables
Magic Tales
Humorous Tales
Trickster Tales
Novelistic Tales
Religious and Didactic Tales
Folk Epics
Folk Speech
7-11 Folk Songs 15 hours
Folks Songs – Per Region
The Spanish Colonial Literature

May Bagyo Ma’t May Rilim Excerpt
Dalit Excerpt
Urbana at Feliza
Nalpay A Namnama
Bigong Pag Asa
Francisco Baltazar - Florante at Laura, Ibong Adarna
Andres Bonifacio - Pag Ibig sa Tinubuang Lupa
Rafael Palma – New Mentality
New Literature during American Period

Jose Corazon de Jesus - Kamay ng Birhen, Salapi, Malikmata,
Pagtatanghal
Juan Crisostomo Soto - Y’Miss Phatuphats
Natividad Marquez – Sampaguita, The Sea
Literature During Japanese Occupation

Panday Pira
Sa Pula, Sa Puti
Bulaga
Sino ba Kayo? Dahil sa Anak, Higante ng Patay
Fransisco Soc Rodrigo
Short Stories – Lupang Tinubuan, Uhaw ang Tigang na Lupa,
Lunsod, Nayon aat Dagat dagatan
Carlos P. Romulo – I Saw the Fall of the Philippines
Like the Molave
His Native Soil
The Good Fight
13-17 Philippine Literature Under the Republic 15 hours
Nick Joaquin – Prose and Poems
Edith Tiempo – Bonsai
Genevova Edroza Matute – Madonna, D.H.
Lualhati Bautista – Dyugdyugan
Domingo Nolasco – The New Breed, His Honor the Mayor
Reynaldo Duque – Isang Pasko sa Buhay ni Moises, Ang Buhay na
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Lupa
Philippine Literature After EDSA

Ricky Lee – Kabilang sa mga Nawawala
Merlinda Bobis – Pulitika, Mother’s Break, MacDo
RuthElynia Mabanglo – Liham ni Pinay Mula sa Brunei
Charina Margarita Fe Nola – Liham ni Panganay kay Inay sa Brunei
Arnalyn A. Bula – Liham ng Pagbabago ni Itay
Ricardo de Luna – Damdamin, Tinik sa Dibdib
Danton Remoto – Translating Desire, A Teacher’s Tale
Susan Mercaida – The Boy Who Never Learned
Joey Arrogante – Ugat sa Dugo, Mga Huwad na Birhen
Ophella Alcantara – Violence on TV Can’t Compare with Reality
Rene Villanueva – May Isang Sundalo
Rene Estella Amper – Letter to Pedro
Isidro C. Carino – Health is Wealth, Money is not Everything
Susan Ople – Life’s Shortcuts
Anita Meilly – Pay it Forward, When you see a mother, you see a God
The New Society

Plays – Metropolitan Theather, FAT, CCP, PETA, Repertory
Philippines, UP Repertory, Teatro Filipino
Radio – Si Matar, Dahlia, Ito ang Palad Ko, Mr. Lonely
TV – Gulong ng Palad, Flor de Luna, Anna Liza, Superman, Tarzan,
Mara Clara, Mula sa Puso, Esperanza, Encantadia
Films – Maynila… sa Kuko ng Liwanag, Minsa’y Isang Gamu Gamo,
Ganito Kami Noon, Paano Kayo Ngayon?, Insiang, Aguila
Final Output:
1. Novel Critique: Contemporary Philippine Novels (Choose a novel
from a Filipino Authors Printed not earlier than Year 2000)
2. Film Assessment: Groups should be divided into 5 groups and
choose films for evaluation:
a. Ganito Kami Noon, Paano Kayo Ngayon?
b. Burlesk Queen
c. City After Dark
d. Sister Stella L.
e. Himala
f. Bayan Ko: Kapit sa Patalim
g. Oro, Plata, Mata
h. Jose Rizal
i. Magnifico
j. Ploning
k. Tuhog (Larger Than Life)
l. Dekada 70
m. Mga Munting Tinig
n. Serbis
o. Kinatay
p. Kubrador
q. Bwakaw
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3. Drama Review: A Review of the Recent Dramas on Television

FINAL EXAMINATIONS
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Practice Set

3. Seminars
Prelim/Midterm
Quizzes 20%
Attendance 10%
Total 100%
Final
Exam 40%
Project 30%
Activities 20%
Attendance 10%
Total 100%
1. Ballpen
2. Eraser
XIV. REFERENCES:
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Enriquez, Delia B., Philippine Literature: A Regional Approach, Mandaluyong City :

National Book Store, 2006. (Main Reference)
http://www.slideshare.net/thelma_villaflores/philippine-contemporary-
literature?g_q=modern%20contemporary%20philippines%20literature
AY 2013 – 2014 CRT General Education Dr. Reynato C.

(Humanities) Committee Arimbuyutan
College President
COURSE SYLLABUS
I. COURSE CODE: LIT02
II. COURSE TITLE: WORLD LITERATURE
This course is a continuation of the study of literary forms or genres, exemplified this
time by selected literary pieces from various countries, written at different periods in history.
IV. CREDIT: 3 units
V. PRE-REQUISITE: LIT01 PHILIPPINE LITERATURE
Knowledge:
1. Explain the values in a story.
2. Compare and contrast the characters in a story.
3. Discuss literary devices such as POV and symbols used in a story
4. Draw out the meanings of a poem and paraphrase a poem.
5. Describe the tone, mood and local color in a poem.
6. Identify the conflict in, and classify a play
7. Explain the relevance of the theme of a play.
Attitude:
1. Strive for achieving competency in determining literatures of the worl during each
period in history
2. Develop appreciation the breadth and depth of literature in other countires and gain
confidence from among learners and be able to express significant and substantial
ideas bearing literary, as well as, critical thinking.
Skills:
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1. Draw a semantic web of events in a story and rewrite a portion of a sotry in a

dialogue form.
2. Write term papers about short stories, parodies of a poem and a skit.
3. Prepare a collage based on the images in and sing a poem.
4. Plot a story line and create dialogues.
WEEK TOPICS HOURS

2-5 Literary Genres 12
Poetry hours
Prose
Aids to the Study of Literature
The Study of Fiction
Techniques for Reading a Poetry
Techniques for Reading Drama
Study of World Literature
Poetry of the World

Japan: The Haiku
China:
To My Husband
Riches and Honour
Question and Answer Among the Mountain
A Moonlit Night
My Gazing from the Southern Pavilion While on Sick Leave
Africa:
Three Friends
Love Song
The Lonely Soul
Africa
Canada:
Habitation
New Zealand:
Warning of Winter
Haiti:
From Fallen on the Field of Splendor
India:
Ramayana
Indonesisa:
Prayer of the Hungry
England:
Sonnet 116
Lord Randal
Hamlet
USA:
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Poet’s Obligation
Iran:
Rubaiyat
Lebanon:
The Prophet
France:
The Ballad of Dead Ladies
Output:
a. Poem Critique: Poetries Around the World.
b. Singing of a Poem:
1. Romeo and Juliet
2. Ramayana
c. Staging a Play Using Poems:
1. The Ballad of Dead Ladies
2. Hamlet
d. Writing Parodies of the Poem
e. Prepare Collage Based on the Images in the Poem.
7-11 Fictions of the World – Short Stories 15 hours
Greece:
Orpheus and Eurydice
Burma:
The Open Window
China:
The Incident
Uruguay:
The Horse Breaker
Mexico:
A Letter to God
Ireland:
Araby
Singapore:
Ang Istorya ng Taxi Driver
Australia:
A Dill Pickle
South Africa:
Six Feet of the Country
USA:
Hills Like White Elephants
The Autopsy
Hope for the Flowers
Output:
a. Writing Semantic Web of the Events in Selected Short Stories
b. Analyses of Short Stories
c. Rewriting Short Stories in Dialogue Form
d. Staging a Play/Video Short Movie Based on Short Stories
1. Hope for the Flowers
2. The Autopsy
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3. Ang Istorya ng Taxi Driver

4. Six Feet of the Country
5. The Incident
13-17 Fictions of the World – Novels and Novelletes 15 hours
France:
Little Price
Colombia:
One Hundred Years of Solitude
Argentina:
The House of Spirits
Japan:
The Temple of the Golden Pavillion
Dramas of the World

Greece:
Medea
France:
Tartuffe or the Impostor
India:
Shakuntala
Russia:
A Marriage Proposal
Output:
a. Writing Semantic Web of the Events in Selected Novels
b. Analyses of Novels, Novelletes and Dramas
c. Rewriting Novels in Dialogue Form
d. Staging a Play/Video Short Movie Based on Novels and Dramas
(Writing Skits, Plot a Story Line and Create Dialogues)
1. The Little Prince
2. A Marriage Proposal
3. Spring Awakening
4. Miss Saigon
5. Les Miserables
6. Carmen
7. The Ring
e. Drama Play: Original Play
FINAL EXAMINATIONS
2. Simulation
3. Demonstration
1. Book Readings
Cabanatuan
3. Archives
4. Handouts
5. Practice Set

3. Seminars
Prelim/Midterm
Quizzes 20%
Attendance 10%
Total 100%
Final
Exam 40%
Papers, Project 30%
Activities 20%
Attendance 10%
Total 100%
1. Ballpen
2. Eraser
XIV. REFERENCES:
Bascara, Linda R.., World Literature: A Tertiary Textbook for Literature II Under
the New Curriculum, Manila : Rex Book Store, 2000. First Edition
Tiempo, Edilberto K., Introduction to Literature Fiction, Poetry, Drama, Manila :

Rex Book Store, 1999. Reprint
Suggested Readings:
Gopal Baratham, Marguerite Duras, Minfong Ho, Raden Adjeng Kartinin, Catherine Lim,
Shirley Geok-Lin Lim, Mochtar Lubis, Muhammad Haji Salleh, Pramoedya Ananta Toer
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Ramayana: Hung Lou Meng, Svarnakumari Devi, Yasunari Kawabata, Kenzaburo Oe,
Higuchi Ichiyo, Qiu Jin, Rabindranath Tagore
Katherine Mansfield, Christina Stead, Patrick White
Isak Dinesen, Nadine Gordimer, Doris Lessing, Wole Soyinka
Leah Goldberg, Jubran Kahlil Jubran, Omar Khayyam, Mayy Ziyadah
Jane Austen, James Joyce, William Shakespeare, Virginia Woolf
Nathaniel Hawthorne, Emily Dickinson, Toni Morrision, Mark Twain
Divine Comedy: Don Quixote, Iliad, Oedipus Rex: Simone de Beauvoir, Helene Cixious,
Rosalia de Castro, Marie Luise Kaschnitz

COURSE SYLLABUS
I. COURSE CODE: HORE1 / TORE1
II. COURSE TITLE: HOSPITALITY / TOURISM INDUSTRY RESEARCH

METHODOLOGY
This course is designed to help students to undertake research projects for business,
hospitality and tourism industries. It provides a clear guide on how to undertake research as
well as highlighting the realities of undertaking research, including the pitfalls. Also,
approaches, strategies and methods with which to tackle the researches are also discussed.
Topics include the nature of business and management research, formulating research topic,
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reviewing literature, research approaches, design, research ethics, selecting samples, primary
and secondary data, quantitative and qualitative data analysis and writing research project.
Seminar about the presentation of the project is also included.
IV. CREDIT: 3 units
V. PRE-REQUISITE: MATH2 – BUSINESS STATISTICS

HIS/TIS01 -HOSPITALITY/TOURISM INDUSTRY
INFORMATION SYSTEMS
Knowledge:
1. Discuss the nature of business and management research
2. Explain formulation and clarification of research topics
3. Discuss the approaches in reviewing literature
4. Determine the methods for research design
5. Discuss selection schemes for samples
6. Determine primary and secondary data.
7. Familiarize with access and research ethics
8. Differentiate qualitative and quantitative researches
Attitude:
1. Strive for achieving competency in understanding the nature of business and
management research.
significant and substantial ideas bearing technical, as well as, research project
decisions.
Skills:
1. Formulate and clarify research topic
2. Critically review the literature – local and foreign
3. Design research paradigm
4. Select samples
5. Collect data through observation, semi-structured, in-depth and group interviews
6. Collect data using questionnaires
7. Write and present research project
WEEK TOPICS HOURS

1 THE NATURE OF BUSINESS AND MANAGEMENT RESEARCH AND 3 hours
STRUCTURE OF THE COURSE
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Nature of Research
Hospitality, Tourism Business and Management Research
Research Process
Structure of Research Subject
Case Study:
a. Research Dilemma
2 FORMULATING AND CLARIFYING RESEARCH TOPIC 3 hours
Attributes of a Good Research Topic
Generating Research Ideas
Research Ideas into Research Projects
Writing Research Proposal
Case Study/Research:
a. Media Climate Change Reporting and Environmental Disclosure
Patterns in the Low-Cost Airline Industry in the 21st Century
b. Formulation of Research Ideas
3 CRITICALLY REVIEWING THE LITERATURE 3 hours
Critical Review
Literature Sources Available
Literature Search Strategies
Obtaining and Evaluating Literature
Recording Literature
Plagiarism
Case Study:
a. Complexity Theory and Emergent Change (Literature Review)
4 RESEARCH PHILOSOPHIES AND APPROACHES 3 hours
Understanding Research Philosophy
Research Approaches
Case Study:
a. Consultancy Research for a Not-For-Profit Organization
5 RESEARCH DESIGN 3 hours
Purpose of Research
Clear Research Strategy
Multiple Methods Choices
Time Horizons
Credibility of Research Findings
Ethics of Research Design
Case Study:
a. Managing the Acquisition from Middle
7 NEGOTIATING ACCESS AND RESEARCH ETHICS 3 hours
Issues Associated with Gaining Access
Strategies to Gain Access
Research Ethics
Ethical Issues of the Research Process
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Case Study:
a. Gaining Access to Business Angels Networks
8 SELECTING SAMPLES 3 hours
Probability Sampling
Non-probability Sampling
Case Study:
a. Implementing Strategic Change Initiatives
9 USING SECONDARY DATA 3 hours
Types of Secondary Data
Locating Secondary Data
Advantages and Disadvantages
Evaluating Secondary Data Sources
Case Study:
a. Patent Grants and the Implications for Business
10 PRIMARY DATA: COLLECTING THROUGH OBSERVATION 3 hours
Participant Observation: Overview
Participant Observation: Researcher Roles
Participant Observation: Data Collection and Analysis
Structured Observation: Overview
Structured Observation: Data Collection and Analysis
Case Study:
a. Online Images of Tourist Destinations
11 PRIMARY DATA: SEMI-STRUCTURED, IN-DEPTH & INTERVIEWS 3 hours
Types of Interview
Qualitative Interview
Data Quality Issues
Interviewing Competence
Logistical and Resource Issues
Group Interviews and Focus Groups
Telephone, Internet and Intranet Mediated Interviews
Case Study:
a. Students’ and Former Students’ Debt Problems
13 PRIMARY DATA: QUESTIONNAIRES 3 hours
Questionnaire Techniques
Designing Questionnaire
Administering Questionnaire
Case Study:
a. Downsizing in the Middle East
14 Quantitative Data Analysis 3hours
Preparing, Inputting and Checking Data
Exploring and Presenting Data
Describing Data Using Statistics
Examining Relationships, Differences and Trends
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Case Study:
a. Small Business Owner Managers’ Skill Sets
15 QUALITATIVE DATA ANALYSIS 3 hours
Preparing Data for Analysis
Approaches to Qualitative Analysis
Types of Qualitative Analysis Process
Deductively and Inductively Based Analytical Procedures
CAQDAS
Case Study:
a. The Influence of Film on Tourist Decision Making
16-17 WRITING AND PRESENTING YOUR PROJECT REPORT 6 hours
Writing the Research Project
Structuring Project Report
Organizing Project Report Contents
Developing Appropriate Writing Style
Meeting Assessment Criteria
Oral Presentation of Report
Case Study:
a. James’ Consultancy Report on Managers’ Financial Information
Needs
FINAL EXAMINATION
2. Simulation
3. Demonstration
4. Focused Group Discussions
5. Case Studies/Researches
1. Book Readings
3. Archives
4. Handouts
5. Practice Set

2. Practice Set, Case Studies and Researches
3. Seminars
5. Research Project
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Prelim/Midterm
Quizzes 20%
Case Studies, Researches 30%
Recitation (Oral/Written) 10%
Attendance 10%
Total 100%
Final
Research Project 40%
Quizzes 20%
Attendance 10%
Total 100%
1. Ballpen
2. Eraser
4 Calculator
XIV. REFERENCES:
Saunders, Mark, et.al., Research Methods for Business Students, Jurong, Singapore :
Pearson Education South Asia, Ltd, 2009. (Main Text Book)
American Psychological Association, Concise Rules of the APA Style, Washington,

DC : American Psychological Association, 2005
Neville, C, The Complete Guide to Referencing and Avoiding Plagiarism,

Maidenhead : Open University Press, 2007
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AY 2013 – 2014 CRT Professional Dr. Reynato C. Arimbuyutan

Educational (Humanities) College President
Committee
COURSE SYLLABUS
I. COURSE CODE: MATH1/MATH11
II. COURSE TITLE: COLLEGE ALGEBRA
This is a course in General Mathematics for First Year Students which deals with the
Fundamental Principles of College Algebra. Topics include Linear Equations, Inequalities,
Quadratic Equations, Functions, Systems of Linear Equations in two or three variables,
Matrices and Determinants and Sequences and Series. A review on the operations of
Polynomial, Fractions and Radicals is also included.
IV. CREDIT: 3 units
Knowledge:
1. Discuss the main concepts algebra.
2. Obtain information on those mathematicians who had great contributions in
Algebra.
Attitude:
1. Have further realization concerning the application of Algebra within different fields
and in their everyday life as well.
2. Discover their strength in the field of mathematics thus gaining self-confidence
Skills:
1. Analyzes different cases in which Algebra’s principle is applicable.
2. Successfully hurdled problems in Algebra with the use of organized solutions and
different techniques.
WEEK TOPICS HOURS
Cabanatuan

2-5 System of Numbers 12
hours
Four Basic Operations
Rules of Sign
Addition/Subtraction of Polynomials
Basic Law of Exponents
Multiplication of Polynomials
Division of Polynomials
Grouping Symbols
Brackets, Braces, & Parentheses
Removing Grouping Symbols
Special Products
Product of Sum & Difference of Two Numbers
Product of Two Binomial with Like Terms
Square of a Binomial
Cube of a Binomial
Binomial Expansion
Equation Manipulation
Cross Multiplication
Transposition
Combination
Output:
a. Practice Sets
1. Systems of Numbers
2. Four Basic Operations
3. Grouping Symbols
4. Special Products
5. Binomial Expansion
6. Equation Manipulation
b. Situational Analysis
1. Application of Mathematical Solutions for Situations
7-11 Factoring Polynomials 15 hours
Common Factor
Difference of Two Squares
Perfect Square Trinomial
General Trinomial
Algebraic Fractions
Simplifying Fractions
Multiplication of Fractions
Division of Fractions
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Addition/Subtraction of Fractions
Complex Fractions
Rational Exponents
Radicals
Law of Radicals
Addition/Subtraction of Radicals
Multiplication/Division of Radicals
Output:
a. Practice Sets
1. Factoring Polynomials
2. Algebraic Fractions
3. Rational Exponents
4. Radicals
13-17 Linear Equations 15 hours
Linear Equation in One Variable
Linear Equation in Two Variable
Linear Equation in Three Variable
Applications of Linear Equation
Output:
a. Practice Sets
1. Linear Equations
2. Applications of Linear Equations
FINAL EXAMINATIONS
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Practice Set
Cabanatuan

3. Seminars
Prelim/Midterm/Final
Seat Work/Practice Sets 20%
Quizzes 20%
Recitation 10%
Attendance 10%
Total 100%
1. Ballpen
2. Eraser
XIV. REFERENCES:
Feliciano and Uy., Modern College Algebra, Quezon City : National Book Store., 2010.
Nocon, Ferdinand P. et. al., College Algebra Made Simple for Filipinos, Quezon City :
National Book Store Inc., 2012. Reprint
Cabanatuan
AY 2013 – 2014 CRT General Education (Math & Dr. Reynato C. Arimbuyutan
COURSE SYLLABUS
II. COURSE TITLE: BUSINESS MATHEMATICS (HRM and TOURISM)
This course aims to provide the students of business as well as hospitality management
(HRM and Tourism) with sufficient math knowledge to demonstrate confidence and utilize skills
that will lead to rapid job advancement in their endeavors.
IV. CREDIT: 3 units
Knowledge:
1. Discuss the basic math fundamentals
2. Explain the math essentials in hospitality and tourism sectos.
3. Determine the math essentials in recordkeeping.
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4. Discuss the essentials of managerial math.
Attitude:
1. Have further realization concerning the application of business mathematics within
different fields and in their everyday life as well.
3. Discover their strength in the field of mathematics thus gaining self-confidence
Skills:
1. Analyzes different cases in which essentials of math and managerial math principles
is applicable.
3. Successfully hurdled problems in business mathematics, with emphasis on HRM
and Tourism with the use of organized solutions and different techniques.
WEEK TOPICS HOURS

2-5 The Calculator 12
Using the Calculator hours
Review of Basic Math Fundamentals

Numbers, Symbols of Operations and the Mill
Addition, Subtraction, Multiplication and Division
Fractions, Decimals, Ratios and Percents
Math Essentials in Food Preparation
Weights and Measures
Using the Metric System of Measure
Portion Control
Output:
a. Practice Sets
1. Using the Calculator – Completing the Sales Invoice
2. Review of Basic Math – Writing Checks
3. Review of Basic Math – Adding Up Purchases, Sales and
Inventories
4. Review of the Basic Math – Subtracting Down Sales, Income
and Inventories (Discounts and Expenses)
5. Review of the Basic Math – Completing the Sales Invoice and
Business Transactions using Multiplication
6. Review of the Basic Math – Analyzing Business Transactions
using Division
7. Review of the Basic Math – Analyzing Business Transactions
using Fractions
8. Weight and Measures – Completing the Recipe
9. Weight and Measures – Costing the Ingredient
10. Weight and Measures – Portioning

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1. Rounding Off – Sales Tax, Discount and Total Bill

2. Review of Basic Math – Add, Subtract, Multiply and Divide
3. Math Essentials in Food Preparation – Weights, Measures and
Portion Control
7-11 Math Essentials in Food Preparation 15 hours
Converting Recipes, Yields and Baking Formulas
Food, Recipe and Labor Costing
Math Essentials in Tourism

Foreign Exchange – Conversion
Elapsed Flying Time
Time Comparison
Fare Construction
Cruise Fare Calculation
Output:
a. Practice Sets
1. Converting Recipes, Yields and Baking Formulas
2. Costing Per Recipes
3. Costing of Standard Recipe and Labor
4. Electronic Ticket Completion – Math Essentials in Tourism
5. Calculating Fares – Plane, Bus and Cruise
6. Calculating Estimated Elapsed Flying Time
7. Calculating Fares in Different Currencies
c. Situational Analysis
1. Completing the Recipes – Converting Recipes, Yield and
Baking Formulas
2. Completing the Electronic Ticket, Elapsed Flying Time, Fare
Construction and Foreign Exchange Conversion
13-17 Math Essentials in Record Keeping 15 hours
Determining Cost Percentages and Pricing the Menu
Inventory Procedures
Purchasing and Receiving
Daily Production Reports
Essentials of Managerial Math

Front of the House and Managerial Mathematical Operations
Personal Taxes, Payroll and Financial Statements
Output:
a. Practice Sets
1. Cost Percentage and Menu Pricing
2. Cost Percentage and Fare/Ticket Pricing
3. Inventory Control – Completing the Inventory Report
4. Calculating Payroll and Taxes
5. Percentage in the Financial Statement

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1. Costing – Food and Supplies Report

2. Completing the Menu – Pricing
3. Completing the Itinerary – Pricing
4. Preparing Invoice, and Purchase Order
5. Preparing Daily Production Reports
6. Preparing Cash Report
7. Preparing the Deposit Slip and Check Register
FINAL EXAMINATIONS
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Practice Set

3. Seminars
Quizzes 20%
Recitation 10%
Attendance 10%
Total 100%
1. Ballpen
2. Eraser

Cabanatuan
XIV. REFERENCES:
Strianese, Anthony., Math Principles for Food Service Occupations, Singapore :

Delmar Learning., 2007. Fifth Edition
Gorham, Ginger., Travel Perspectives: A Guide to Becoming a Travel Professional,

Singapore : Cengage Learning Inc., 2012. Philippine Edition
COURSE SYLLABUS
II. COURSE TITLE: TRIGONOMETRY

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This course deals with the fundamental and essential concepts of trigonometry. It will
tackle angles, unit circle, circular functions, trigonometric functions and identities, proving
identities and solutions of right triangles and different oblique triangles. It will give them
opportunity to appreciate the beauty and uniqueness of mathematics in the course of
trigonometry through practical applications of the concepts and theorems they are going to
learn that may lead them to pursue higher mathematics subjects.
IV. CREDIT: 3 units
V. PRE-REQUISITE: MATH 1 COLLEGE ALGEBRA
At the end of the term, students should be able to:
Knowledge:
1. Recall basic mathematical concepts necessary in studying trigonometry like circles,
triangles and angles.
2. Determine the different important trigonometric formulae and identities such as
distance and midpoint formulae, circular functions and trigonometric functions and
identities.
3. Explain how to solve right triangles and oblique triangles.
Attitude:
1. Demosntrate higher order thinking skills, such as analytical and critical thinking skills
in proving trigonometric problems.
2. Have further realization concerning the application ofTrigonometry within different
fields and in everyday life as well.
3. Discover their strength in the field of Trigonometry thus gaining self-confidence
Skills:
1. Solve practical and related real life problems using trigonometry.
2. Successfully hurdles Trigonometric problem with the use of organized solutions and
WEEK TOPICS HOURS

2-5 Circular Functions 12
Basic Mathematical Concepts hours
Parts of Circle and Right Triangle
Distance, Midpoint and Angular Measure
Angle
Angle in Standard Position

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Reference Angle
Coterminal Angles
Unit Circle
Coordinates of Point in the Unit Circle
Arc Length
Fundamental Functions (Circular Function)
Reciprocal Functions
Graphs of the Functions
Circular Functions of Special Real Numbers
Output:
a. Practice Sets/Situational Analysis
1. Circular Functions – Circles and Triangles
7-11 Triangle Approach 15 hours
Six Trigonometric Functions of an Acute Angle of a Right Triangle
Applications of the Six Trigonometric Functions
Solutions of Right Triangles

Soh-Cah-Toa
Worded Problems
Solution of Oblique Triangles

Law of Sines
Law of Cosines
Applications of the Laws of Sines and Cosines
Output:
1. Six Trigonometric Functions
2. Right and Oblique Triangles
3. Worded Problems
13-17 Composite Angles 15 hours
Cosine of the Sum or Difference of Two Angles
Sine of the Sum or Difference of Two Angles
Tangent of the Sum or Difference of Two Angles
Product and Factor Formulas
Fundamental Identities and Proving Identities

Reciprocal Identities
Tangent and Cotangent Identities
Phytagorean Identities
Circular Function Hexagon
Proving Identities
Output:
1. Composite Angles
2. Fundamental Identities and Proving Identities

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FINAL EXAMINATIONS
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Practice Set

3. Seminars
Quizzes 20%
Recitation 10%
Attendance 10%
Total 100%
1. Ballpen
2. Eraser
XIV. REFERENCES:
Nocon, Torrecampo et al, Modern Trigonometry, Quezon City : National Book Store
Inc., 2010. Reprint

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COURSE SYLLABUS
I. COURSE CODE: MATH12
II. COURSE TITLE: MATHEMATICS OF INVESTMENT
This course covers the basic mathematical tools and operations met in investments
problems. It deals with theories, applications and mathematical aspects of interests, discount,
present value, annuities, amortization and perpetuities.
IV. CREDIT: 3 units
Knowledge:
1. Discuss the main concepts Mathematics Of Investment.
2. Know when and how to use technology to aid them in solving problems
3. Analyzes different cases in which Business Math principles are applicable.
Attitude:
1. To become critical consumers by heightening their awareness of ways in which
accounting principles can be improperly used to mislead, confuse, or distort the truth.
2. Discover their strength in the field of Business Mathematics thus gaining self-
confidence.
Skills:
1. To produce convincing oral and written mathematical arguments, using appropriate
terminology, in a variety of applied settings.
2. Successfully hurdles different Mathematics Of Investment problems with the use of
organized solutions and variety of techniques.
3. Successfully hurdled problems in Algebra with the use of organized solutions and
WEEK TOPICS HOURS

Cabanatuan

2-5 Simple Interest 12
Percentage hours
Simple Interest
Time Between Two Dates
Accumulation And Discount
Present Value
Simple Discount
Equivalent Rates
Notes
Bank Discount Note
Discounting Promissory Note
Compound Interest
Compound Amount & Present Value
Compound Amount at a Fraction of Integer
Present Value at a Fraction of a Period
Continuous Compounding
Varying Interest
Finding the Time t
Finding the Nominal rate j
Output:
a. Practice Sets
1. Simple Interest
2. Compound Interest
1. Simple Interest
2. Compound Interest
7-11 Annuities 15 hours
Ordinary Annuity
Present Value of an Ordinary Annuity
Finding the Periodic Payment R
Finding the Interest Rate j
Finding the Time
(present value is given)
Outstanding Balance
Finding the Smaller Final Payment
Payments of Debt by Amortization
Finding Time (amount is given)
Sinking Fund
Output:
1. Annuities
13-17 Annuities 15 hours

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Annuity Due
Present Value “A” of an Annuity Due
Amount “S” of an Annuity Due
Deferred Annuity
Perpetuity
Depreciation
Uniform Depreciation Method
Decreasing Depreciation Method
Bonds
Purchase Price
Purchasing Bonds on the Market
Finding the Yield Rate
Bond Schedules
Output:
1. Annuities
2. Depreciation
3. Bonds
FINAL EXAMINATIONS
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Practice Set

3. Seminars

Cabanatuan

Quizzes 20%
Recitation 10%
Attendance 10%
Total 100%
1. Ballpen
2. Eraser
XIV. REFERENCES:
Nocon and Torrecampo., Modern Mathematics of Investment, Quezon City : National

Book Store Inc., 2010. Reprint

Cabanatuan
COURSE SYLLABUS
II. COURSE TITLE: BUSINESS STATISTICS/ STATISTICS AND PROBABILITIES
This course provides the student with the fundamental understanding of the concepts
of probability theory and statistical inference necessary to effectively employ statistical methods
in contemporary business situations. Topics covered are: probability concepts, probability
distributions, sampling and sampling distributions, statistical estimation, hypothesis testing,
regression, correlation, multiple regression, index numbers and time series, statistical decision
theory (probability rules and Bayes’ rules). An expected output of the course is the ability to
use statistical presentation as an aid to reporting information such as histograms, pie charts,
ogives, pictograms, frequency polygons and the Lorenz curve.
IV. CREDIT: 3 units

MATH 1 BUSINESS MATHEMATICS
Knowledge:

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1. Analyzes different cases in which Probability and Statistics are applicable.

2. Discuss the main concepts statistics.
3. Know when and how to use technology to aid them in solving statistical problems.
4. Know when and how to use technology to aid them in solving problems
5. Obtain information on those people who had a great contribution in Probability and
Statistics.
Attitude:
1. To become critical consumers of published statistical results by heightening their
awareness of ways in which statistics can be improperly used to mislead, confuse, or
distort the truth.
2. Have further realization concerning the application of Probability and Statistics within
different fields and in everyday life as well.
3. Discover their strength in the field of Probability and Statistics thus gaining self-
confidence
Skills:
1. To produce convincing oral and written statistical arguments, using appropriate
terminology, in a variety of applied settings.
2. Successfully hurdles Probability and Statistics problem with the use of organized
solutions and different techniques.
WEEK TOPICS HOURS

2-5 Introduction to Statistics 12
Definition and Application of Statistics hours
Two Main Divisions of Statistics
Variables
Sigma (Σ) Notation

Different Forms of Summation
Use of the symbol Σ
Collection and Presentation of Data

Statistics and Parameters
Types of Data
Measurement Scales
Sampling Techniques
Methods of Collecting Data
Methods of Presenting Data
Frequency Distribution
Class Intervals
Class boundaries
Class Marks

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Class size
Class Frequency
Measures of Central Tendency

(for group & ungroup data)
The Mean
The Median
The Mode
Output:
1. Collection and Presentation of Data
2. Frequency Distribution
3. Measures of Central Tendency
7-11 Uses of Central Tendency 15 hours
The Uses of Mean
The Uses of Median
The Uses of Mode
Limitations Of Central Tendency

The Limitations of the Mean
The Limitations of the Median
The Limitations of the Mode
Skewness in Central Tendency

Normal Distribution
Skew Distributions
Quantiles
(for group and ungroup data)
The Quartiles
The Deciles
The Percentiles
Measures of Variability
The Range
The Average or Mean Deviation
Standard Deviation and Variance
The Quartile Deviation
Measures of Relative Variability
Skewness and Kurtosis
Basic Probabilities
Sample Space & Events
Permutations
Combinations
Output:
1. Measures of Central Tendency

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2. Skewness in Central Tendency

3. Measures of Variability
4. Basic Probabilities
13-17 Laws of Probability 15 hours
Classical Definition Of Probability
Empirical Definition of Probability
Probability of Mutual Events
Probability of Independent Events
Probability of Dependent Events
Combinatorial Analysis
Binomial Distribution
Test of Hypothesis
Mean Difference of Two Populations
Test Concerning Proportions
Confidence Intervals
Paired Observations
Correlation Analysis
Regression Analysis
Chi – Square Distributions
Analysis of Variance
Output:
1. Laws of Probability
2. Test of Hypothesis
FINAL EXAMINATIONS
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Practice Set

3. Seminars

Cabanatuan
Quizzes 20%
Recitation 10%
Attendance 10%
Total 100%
1. Ballpen
2. Eraser
XIV. REFERENCES:
Nocon and Torrecampo et. al., General Statistics, Quezon City : National Book Store
Inc., 2010. Reprint
COURSE SYLLABUS
II. COURSE TITLE: QUANTITATIVE TECHNIQUES IN BUSINESS
This course seeks to: enhance the student’s ability to perform the quantitative analysis
necessary, understand the usefulness and limitations of the methods, recognize situations
where the methods can be applied beneficially, and be aware of the issues involved when
utilizing the results of the analyses. Coverage is topical and includes review of basic statistics
principles, regression analysis, time-series analysis, non-parametric statistics, and quantitative

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analysis techniques such as matrices, graphic linear inequalities, graphical sensitivity analysis,
linear programming, simulation, optimization theory, decision analysis, and decision trees. The
introduction of concepts via cases in decision-making related to operations and strategies is
preferred whenever appropriate.
IV. CREDIT: 3 units
Knowledge:
1. Discuss quantitative techniques used in business and their usefulness and limitations
2. Review basic statistics principles, regression analysis, time series analysis, non
parametric statistics and quantitative analysis techniques such as matrices, linear
programming and others.
3. Explain how the quantitative techniques concepts are used in decision making related
operations and strategies.
Attitude:
in proving quantitative math problems
2. Have further realization concerning the application of quantitative techniques in
business within business and accounting fields and in everyday life as well.
3. Discover their strength in the field of discrete mathematics thus gaining self-confidence
Skills:
1. Utilize organized solutions and different techniques in hurdling production/operations
problems.
2. Analyze different cases in which quantitative techniques in business can be used.
3. Formulate decisions and strategies in business using the quantitative techniques in
business
WEEK TOPICS HOURS

2-5 1. Management science / operations research and its supporting 12
information systems hours
1.1 Quantitative approach to management decision making
1.2 Applications of management science/operations research
1.3 MS/OR and the Computer
1.4 Decision support systems

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1.5 Artificial Intelligence and Expert Systems

2. A Review of Probability Concepts
2.1 Basic probability concepts
2.2 Types of probability
2.3 Probability Rules: Under conditions of statistical independence and
dependence
2.4 Probability distributions
2.5 Binomial, Poisson, exponential and normal distribution
3. Forecasting
3.1 Judgmental Forecasting
3.2 Time series pattern and regression
3.3 Evaluating forecasts accuracy
3.4 Simple exponential smoothing
3.5 Smoothing linear and non linear trends
4. Decision Making Using Probabilities
4.1 Steps in decision making
4.2 Criteria for decision making under uncertainty
4.3 Decision making under conditions of risk: discrete random
variables
4.4 Using the expected value criterion with continuously distributed
random variables
4.5 Normal probability distribution and cost-volume-profit analysis
4.6 Combining unit monetary values and probability distributions
4.7 Replacement analysis: items which fail over time
4.8 Decision trees: graphic display of the decision making process
7-11 5. Inventory 15 hours
5.1 Order Quantity Models
i. ABC Analysis
ii. Economic Order Quantity
iii. Elimination of instantaneous receipt assumption in EOQ
iv. Using EOQ when annual demand cannot be foreseen
v. Using EOQ when cost information is not available
5.2 Reordering, Back orders, Discounts, Material Requirement
Planning
i. Optimal Level: Safety Stock
ii. Safety Stock Level Determination when out-of-stock costs not
known
iii. Joint Ordering
iv. Reordering without planned stockout
v. Material Requirements Planning
6. Linear Programming
6.1 Solutions Method
i. Graphic method to solve linear program
ii. Technical issues in linear programming
6.2 The Simplex Method
i. Steps in simplex method – initial, second, third solution
ii. Justification and significance of elements – simplex tableau
iii. Minimization problems and equal-to or greater-than-or-equal-
to constraints

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6.3 Building LP Models and Interpreting Solutions

i. The dual in linear programming
ii. Shadow prices and reduced costs
iii. Right hand side and objective ranging
iv. Pricing out new variables
v. Sensitivity Analysis with Simplex Algorithm
6.4 Specially Structured Linear Programs
i. Transportation Problem – demand equals/does not equal supply
ii. Degeneracy
iii. Greedy and Vogel Method
iv. Assignment problem
v. Maximization and minimization problem using assignment and
transportation models
13-17 7. Networks and Extensions of Linear Programming 15 hours
7.1 PERT
7.2 CPM
7.3 PERT/cost
7.4 Network Scheduling
7.5 Maximal-flow, minimal-spanning-tree and shortest-route
problems
7.6 Dynamic programming
7.7. Integer programming formulations
7.8 Cutting plane, branch-and-bound methods
7.9 Heuristics
7.10 Goal Programming
8. Waiting Lines
8.1 Elementary queuing system: constant arrival and service times
8.2 Single channel and multiple channel queuing
8.3 Simulation of queuing system
9. Simulation
9.1 Simulation: hand-computed, computer and heuristics approaches
10. Markov Analysis
10.1 Matrix Algebra Primer
10.2 Prediction of market shares for future trends
10.3 Equilibrium conditions
1. 10.4 Markov analysis in marketing strategy
FINAL EXAMINATIONS
2. Simulation
3. Demonstration
1. Book Readings
3. Archives

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4. Handouts
5. Practice Set

3. Seminars
Quizzes 20%
Recitation 10%
Attendance 10%
Total 100%
1. Ballpen
2. Eraser
XIV. REFERENCES:
Levin, Richard I., Rubin, David S., Quantitative Techniques in Business, New Delhi:
Prentice Hall, 2008
COURSE SYLLABUS

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II. COURSE TITLE: MATHEMATICAL LOGIC/DISCRETE STRUCTURES
This course deals with the basic tool in analytical and critical thinking, and emphasis is
given to the proper sequence and correcting the different propositions to arrive at a valid and
true conclusion.
IV. CREDIT: 3 units
Knowledge:
4. Discuss the main concepts of discrete mathematics
5. Obtain information on those who had a great contribution in discrete mathematics
6. Explain how logic can be improperly used to lead, confuse or distort the truth
Attitude:
in proving discrete math problems
5. Have further realization concerning the application of discrete mathematics within
6. Discover their strength in the field of discrete mathematics thus gaining self-confidence
Skills:
4. Utilize organized solutions and different techniques in hurdling discrete mathematics
problems.
5. Analyze different cases in which principles of discrete mathematics can be used.
6. Produce convincing oral and written logical arguments using appropriate symbols and
terminology in a variety of applied settings.
WEEK TOPICS HOURS

2-5 Logic 12
Definition hours
Nature of Arguments
Truth and Validity

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Symbolic Logic
Statements of Arguments
Simple and Compound Statement
Conditional Statement
Argument Forms
Truth Tables
Statement Forms
Method of Deduction
Formal Proof of Validity
Rule of Replacement
Proving Invalidity
Rule of Conditional Proof
Rule fo Indirect Proof
Proofs of Tautologies
Output:
1. Worded Problems – Statements, Arguments and Method of
Deduction
7-11 Quantification Theory 15 hours
Singular and General Propositions
Proving Validity
Proving Invalidity
Multiply General Propositions
Quantification Rules
Logical Truths Involving Quantifiers
The Logic of Relations

Symbolizing Relations
Arguments Involving Relations
Attributes of Relations
Identity and Definite Description
Predicate Variables
Deductive Systems
Definition and Deduction
Formal Deductive System
Logistic System
Output:
1. Worded Problems – Quantification Theory, Logic of Relations
and Deductive Systems
13-17 Mathematical Induction 15 hours
Progressions
Series of Numbers

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Set Theory
Algebra of Classes
Axioms
Natural Numbers and Axiom of Infinity
Cardinal Numbers and the Choice Axiom
Ordinal Numbers and Axioms of Replacement
Output:
2. Worded Prblems – Mathematical Induction and Set Theory
FINAL EXAMINATIONS
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Practice Set

3. Seminars
Quizzes 20%
Recitation 10%
Attendance 10%
Total 100%

Cabanatuan
1. Ballpen
2. Eraser
XIV. REFERENCES:
Copi, Irving, Symbolic Logic, Singapore : Wiley and Sons Publishing., 2010. Reprint
Johnsonbaugh, Richard, Discrete Mathematics, Singapore : Wiley and Sons

Publishing., 2010. Reprint

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COURSE SYLLABUS
I. COURSE CODE: NSCI1/NATSCI1
II. COURSE TITLE: PHYSICS I
This course is designed to transmit basic concepts in physics and to prepare students
to apply them both professionally and in everyday life. This includes scalars and vestors,
contact and non-contact forces, motion, Newton’s laws of motions and impulse and
momentum.
IV. CREDIT: 3 units
Knowledge:
1. Discuss time, displacement, velocity and acceleration.
2. Determine the basic physics equations in the following: motion, force, work, energy
and power.
Attitude:
1. Strive for achieving competency in physics..
Skills:

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1. Utilize concepts and equations in physics in daily and work situations.

2. Utilizing concepts and equations in physics in making critical decisions in the work
place situations.
WEEK TOPICS HOURS

2-5 Physics – An Introduction 12
Definition of Physics hours
Law vs. Theory
Physics as Fundamental Science
Models, Theories and Laws
Mathematics as Language of Physics
Length Mass, and Time Basic Units
Scientific Notation
Basic Operations in Scientific Notations
Significant Figures
Deriving Equations
Functions of Acute Angle in a Given Right Triangle
Measurement
Definition of Measurement
Quantity
Derived Quantities
Conversion of Units
Scalars and Vectors

Scalar and Vector: a Comparison
Quantities as Scalars and Vectors
Vector Addition
Motion
Ancient Ideas About Motion
Aristotlean
Galilean
Rectilinear Motion: Time, Displacement, Velocity and Acceleration
Motion Equations
Gravity and Falling Bodies
Output:
a. Practice Set: Problem Solving Cases
b. Experiment:
1. Fundamental and Derived Quantities
2. Resolution of Vectors
3. Measuring Rate of Motion
4. Free Fall

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7-11 Force 15 hours

Force, The Cause of Acceleration
Newton’s Laws of Motions
Law of Inertia
Law of Acceleration
Law of Interaction
Types of Contact Forces
Push/Pull
Tension
Compressive Force
Weight
Friction
Normal Force
Types of Non-Contact Force
Gravitational Force
Electric Force
Magnetic Force
Strong and Weak Nuclear Forces
Statics
Torque and Rotation
Rotational Motion and Centripetal Force
Output:
a. Practice Sets: Problem Solving Case Situations
b. Experiments:
1. Friction
2. Torque Demonstration Balance
3. Law of Inertia
1. Law of Acceleration
13-17 Work, Energy and Power 15 hours
Work, The Physicists Definition
Energy
Potential and Kinetic Energy
Forms of Energy
Work Energy Theorem
Conversion of Total Energy
The Concept of System Revisited
Power and Efficiency
Work, Energy, Power and Efficiency in Humans
Temperature and Heat

Temperature and Phases of Matter
Heat: One Cause of Temperature Change
Phase Changes and Latent Heat
Methods of Heat Transfer
Heat and the Human Body
Fluids and Pressure

Definition of Pressure
Pascal’s Principle

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Measurement of Pressure Based on Pascal’s Principle and P = hpg

Buoyant Force and Archimedes’ Principle
Flow: Poiseuille’s Law, Laminar Flow and Turbulent Flow
Bernoulli Effect and Entrainment
Cohesion and Adhesion
Output:
b. Experiments:
1. Power
2. Hooke’s Law
3. Archimedes’ Law
FINAL EXAMINATIONS
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Film Clips

4. Examinations
Prelim/Midterm
Quizzes 20%
Attendance 10%
Total 100%
Final
Exam 40%
Quizzes 20%
Attendance 10%
Total 100%

Cabanatuan
1. Ballpen
2. Eraser
3. Notebook
XIV. REFERENCES:
Malenab, Ryan G., Basic Physics: Concept with Experiments, Quezon City : National
Book Store Publishing Inc., 2011. Reprinted
Urone, Paul Peters, Physics with Health Science Applications, Canada : John Wiley
& Sons, Inc., 2004
COURSE SYLLABUS
I. COURSE CODE: NSCI2/NATSCI2
II. COURSE TITLE: PHYSICS II
This course is a continuation of NSCI2 – Physics I, which is also designed to transmit

basic concepts in physics and to prepare students to apply them both professionally and in
everyday life. This will give emphases on the following topics: Heat and Thermodynamics;
Electricity and Magnetism; Simple Electric Circuits and Electrical Safety.
IV. CREDIT: 3 units
V. PRE-REQUISITE: NSCI1 PHYSICS I

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Knowledge:
1. Discuss heat and thermodynamics, electricity and magnetism.
2. Determine the basic physics equations in the following: heat and thermodynamics,
electricity, magnetism and simple electric circuits.
Attitude:
1. Strive for achieving competency in physics..
Skills:
1. Utilize concepts and equations in physics in daily and work situations.
2. Utilizing concepts and equations in physics in making critical decisions in the work
place situations.
3. Utilizing concepts and equations in physics in proper usage of electrical circuits.
WEEK TOPICS HOURS

2-5 Heat and Thermodynamics 12
Relationship Between Heat, Internal and Thermal Energy hours
Methods of Heat Transfer
Conduction, Convestion and Radiation
Expansion
Change of State
Laws of Thermodynamics
Introduction to Electricity and Magnetism
Electric Charges
Static Electricity
Methods of Charging
Coulomb’s Law
Forces
Voltage: Electrical Potential Energy
Current: The Flow of Charge
Output:
b. Experiment:
1. Coefficient of Linear Expansion

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2. Specific Heat
3. Electrostatics
4. VOM Familiarization
7-11 Introduction to Electricity and Magnetism 15 hours
Magnetism
Meters, Motors, Generators and Transformers
Faraday’s Law of Induction
Simple Electric Circuits

Simple Circuit
Electrical Properties
Resistance
Ohm’s Law
Power in Electric Circuits
Alternating Current
Multiple Resistance Circuits
The Basics of Electrical Safety
Output:
a. Practice Sets: Problem Solving Case Situations
b. Experiments:
2. VOM Familiarization - Continuation
3. Series and Parallel Connections
13-17 Electrical Safety 15 hours
Physiological Effects of Electric Shock
Situations Presenting Electrical Hazards
Safety Devices and Procedures
Wave and Optics

Types of Mechanical Waxes
Optics of the Human Eye
Light
Mirrors and Reflection
Lenses and Refraction
Nuclear Physics
Mass Detect and Binding Energy
Fusion
Fission
Nucelar Reactors
Output:
b. Experiments:
1. Refelction in a Plane Mirror
2. Refraction
3. Image Formation (Lenses)
FINAL EXAMINATIONS

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2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Film Clips

4. Examinations
Prelim/Midterm
Quizzes 20%
Attendance 10%
Total 100%
Final
Exam 40%
Quizzes 20%
Attendance 10%
Total 100%
1. Ballpen
2. Eraser
3. Notebook
XIV. REFERENCES:
Malenab, Ryan G., Basic Physics: Concept with Experiments, Quezon City : National

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Urone, Paul Peters, Physics with Health Science Applications, Canada : John Wiley
& Sons, Inc., 2004
COURSE SYLLABUS

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I. COURSE CODE: NSCI2/NSCI3
II. COURSE TITLE: ENVIRONMENTAL SCIENCES
This course is designed to help students gain a greater understanding of many of the
more specific concepts incorporated in broad definition of environmental science, including air,
water, soil, geology, human ecology, succession and relationships of human to the components
of the environment.
IV. CREDIT: 3 units
Knowledge:
1. Dissuss the ecosystems – food chain, diversity, equilibrium and human threat.
2. Determine the parts of the Earth and Atmosphere.
3. Identify the water cycle, soil creep, irradiation and erosion.
4. Discuss the food chain, irradiation, supply and technology.
5. Determine the natural resources of the earth, nuclear and renewable energy
6. Explain the human population growth problems, biodiversity and pollution..
Attitude:
1. Strive for achieving competency in critical thinking about the environment.
2. Appreciation of the rich natural resources of the earth.
Skills:
1. Critically evaluate and give educated insights into the growing issues of population,
pollution and biodiversity.
3. Adapting a critical decision in protecting the earth’s environment.
WEEK TOPICS HOURS

2-5 Environmental Science - Overview 12
Sub Categories of Environmental Science hours

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Ecosystem
Food Chains
System Diversity
Equilibrium and Succession
Carrying Capacity
Human Threat
Gaia Hypothesis
Oldest Ecosystems
The Earth
Core
Mantle
Crust
Earthquake
Mineral
The Atmosphere
Carbon Cycle
Nitrogen Cycle
Ozone Layer
Water
Water Cycle
Osmoregulation
Properties of Water
Human Impact
Human Consumption
Water Scarcity
Evaporation
Output:
a. Research Paper: Global Warming: A Hoax or Reality
b. Research Paper: Effects of Recent Changing Climate to the Earth
c. Film Showing: An Inconvenient Truth (AL Gore)
d. Case Studies/Video Essay:
1. Is There Really A Hole in The Ozone Layer?
2. What Are the Cause and Effects of Acid Rain?
3. The Rivers in the Philippines: Is There A Chance of Survival?
7-11 Soil 15 hours
Soil Creep
Soil Depletion
Soil Erosion
Desertification
Food
Food Chain
Food Irradiation
Food Supply
Food Technology

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Resources
Fossil Fuel
Coal
Petroleum
Nuclear Energy
Wave Power
Solar Energy
Hydroelectric Power
Geothermal Energy
Output:
a. Research Paper: “Fossil Fuel, Coal and Petroleum: A Major Lifesaver in
21st Century or Major Catastrophe in Environment?”
b. Case Studies:
2. Soil Creep, Depletion and Erosion in Nueva Ecija: An Anatomy of
Causes
3. Are Food Technologies Keeping the Food Supply Abundant?
4. Chernobyl Disaster – Should We Still Continue to Trust Nuclear
Energy?
13-17 Renewable Energy 15 hours
Wave Power
Solar Energy
Hydroelectric Power
Geothermal Energy
Human Population
Population Size
Population Structure
Population Distribution
Measuring Population
Measuring Population
Population Growth Problems
Biodiversity
Contraction of Biological Diversity
Distribution of Biodiversity
Biodiversity and Evolution
Benefits of Biodiversity
Threats to Biodiversity
Biodiversity Management: Conversation, Preservation and Protection
Output:
a. Research Paper: “Renewable Energy Practices in the Philippines: Wave,
Solar, Hydroelectric and Geothermal Energy”
b. Research Paper: “ Population Explosion in the Philippines: Study of The
Population Growth vis-à-vis Agricultural and Economical Conditions of
the Philippines for the Last 5 Years”
c. Research Paper: The Then Rich Biodiversity in the Philippines: Is It
Getting Poorer?
d. Case Studies:

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a. Pollution Around the World: Is It Really Aggravating the World’s

Climate?
b. Pollution Risk Management in the Philippines: Practices and
Procedures
FINAL EXAMINATIONS
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Film Clips

4. Examinations
Prelim/Midterm
Quizzes 20%
Attendance 10%
Total 100%
Final
Exam 40%
Quizzes 20%
Attendance 10%
Total 100%
1. Ballpen
2. Eraser
3. Notebook

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XIV. REFERENCES:
Catchillar, Gerry C., Fundamentals of Environmental Science, Quezon City : National

COURSE SYLLABUS
I. COURSE CODE: PE01
II. COURSE TITLE: PHYSICAL EDUCATION I
This course will help build up physical fitness by allowing students to increase their
endurance, strength and flexibility. The students will learn the effects of different movement
activities on their bodies. They will also discover and experience the level of strenuous physical
activity that their bodies can withstand.
IV. CREDIT: 3 units
Knowledge:
1. Discuss physical education and its value to the development and adjustment of the
individual.
2. Determine the physical fitness and testing, warm up conditioning exercises, and aerobic
dance for health and fitness
3. Identify activities for improving strength, flexibility, agility, balance and coordination.
Attitude:
1. Manifest positive behavior and attitude for the total development as an individual.
2. Have further realization concerning the application of physical education within

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3. Discover their strength in the field of physical education thus gaining self-confidence,
enjoyment and appreciation.
Skills:
1. Perform physical fitness test to diagnose the status of the overall fitness.
2. Develop and maintain good health and a high level of physical fitness.
3. Perform warm up conditioning exercises, aerobic dance and group games
WEEK TOPICS HOURS

2-5 Physical Education: Its Value to the Development and Adjustment of 12
Individual hours
Meaning, Objectives, Legal Basis and Value of Physical Education
Health Benefits of Exercise and Physical Activity
Four Types of Development
History of Physical Education and the Olympic Games
Physical Fitness and Testing

Meaning, Importance, Principles and Components of Physical Fitness
Meaning and Benefits of Health and Wellness
Physical Fitness Test
Warm Up and Conditioning Exercises

Physical Fitness Pre Testing
Basic Workout Outline
Warm Up
Meaning of Aerobic Exercises
Monitoring Heart Rate
Elements of Exercise Program
Three Types of Exercise
Principles of, Phases of and Back Pain Exercises
Guidelines in Exercising
Mind Body Exercises
Output:
a. Physical Fitness and Tests
1. Standing Long Jump
2. Bent Knee Curl Ups
3. 50 Meter Dash
4. Regular Push Ups
5. Knee Push Ups
6. Shuttle Run
7. Sit and Reach
8. 1000 Meter Run
9. 3-Minute Step Test

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7-11 Aerobic Dance for Health and Fitness 15 hours
Benefits of Aerobic Exercises and Strength Training
Meaning and History of Aerobics
Choreographed Aerobic Exercise
Locomotor and Axial Movements
Dance Steps with Suggested Arm Movements
Improving Physical Fitness: Strength, Flexibility, Agility, Balance

and Coordination
Strength
Flexibility
Output:
a. Practical Tests
1. Group Presentation - Aerobics
2. Group Practice – Physical Fitness Activities
3. Cheer Dance Presentation
13-17 Improving Physical Fitness: Strength, Flexibility, Agility, Balance 15 hours
and Coordination
Agility
Balance and Coordination
Group Games for Fitness

Group Games for Fitness
Interpretation, Creation and Presentation of Group Games
Output:
a. Practical Tests
1. Cheerdance Presentation
b. Physical Fitness Post Test
1. Standing Long Jump
2. Bent Knee Curl Ups
3. 50 Meter Dash
4. Regular Push Ups
5. Knee Push Ups
6. Shuttle Run
7. Sit and Reach
8. 1000 Meter Run
9. 3-Minute Step Test
FINAL EXAMINATIONS
2. Individual/Group Practice
3. Exploratory Method

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1. Book Readings
3. Archives
4. Handouts
5. Practice Set

2. Seminars
Participation and Practical Tests 50%
Attendance and Uniform 20%
Recitation 10%
Total 100%
1. Ballpen
2. Eraser
XIV. REFERENCES:
Tulio, Doris D., Physical Education 1 for College, Quezon City : National Book Store,
Inc., 2010. Reprint

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AY 2013 – 2014 CRT General Education (Mandated Dr. Reynato C. Arimbuyutan

Subjects) Committee College President
COURSE SYLLABUS
II. COURSE TITLE: PHYSICAL EDUCATION II
This course will help students with instructions of simple rhythms, fundamentals of
folk dances and background of modern dances, dance terminologies, dance steps, step and
note patterns, music and tempo terms, system and manner of counting and dance step
combinations.
IV. CREDIT: 3 units
V. PRE-REQUISITE: PE01 PHYSICAL EDUCATION I

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Knowledge:
1. Determine and discuss different Philippine folk and ethnic dances
2. Discuss the history of social dancing and its steps
3. Identify the origins and history of dance in foreign countries
Attitude:
Skills:
1. Perform Philippine folk dances for dance interpretation
2. Perform Foreign folk dances for dance interpretation
3. Perform social dances.
WEEK TOPICS HOURS

2-5 Dances 12
Folk Dance hours
Origin of Dance
Philippine Dances
Group Classification of Dances in the Philippines
Basic Movement Skills
Fundamental Dance Position, Steps and Dance Terms
Fundamental Dance Position and Steps
Dance Steps, Time Signature, Step Patterns and Counting
Key to System Counting
Counting and Equivalent Note of Rhythmic Pattern
Common Formations Used in Dances
Selected Folk Dances, Music, Costume and Formation
Selected Philippine Folk Dances for Dance Interpretation
Output:
a. Film Showing and Dance Interpretation
1. Agalalukan
2. Alitatap
3. Ba-Ingles

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4. Bakya Dance
5. Carinosa
6. Daling-Daling
7. Kalapati
8. Polka sa Nayon
9. Tinikling
10. Itik-Itik
7-11 Folk Dances in Foreign Countries 15 hours
Dance by Ethnicity/Region
Dance History
China
Japan
Mexico
Italy
Russia
Malaysia
Thailand
Vietnam
Korea
Iran
Hawai’i
Output:
a. Film Showing and Dance Interpretation
1. Tarantella
2. Troika
3. Galopede
4. Varsovienne
5. Square Dancing
6. Hinky Dinky Parlee Voo
7. Hula Dance
8. La Cucaracha
9. Parasol Dance
10. Chinese Fan Dance
13-17 History of Social Dancing and Dance Steps 15 hours
Waltz
Polka
Foxtrot
The Tango
The Cha Cha
Mambo
Salsa
Quickstep
Paso Doble
Rhumba
Samba
Merengue
Boogie Woogie

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Jive
Swing
Twist
Watusi
Balance and Coordination
Output:
a. Film Showing and Dance Interpretation (Grouped)
1. Waltz, Polka and Foxtrot
2. Tango and Quickstep
3. Pasa Doble, Jive and Boogie Woogie
4. Chacha, Mambo and Salsa
5. Rhumba, Samba and Merengue
6. Swing, Twist and Watusi
FINAL EXAMINATIONS
1. Book Readings
3. Archives
4. Handouts
5. Practice Set

2. Seminars
Recitation 10%
Total 100%

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1. Ballpen
2. Eraser
XIV. REFERENCES:
Inc., 2010. Reprint

COURSE SYLLABUS

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II. COURSE TITLE: PHYSICAL EDUCATION III
This course will provide students knowledge of the basic skills and rules of the different
individual and team sports. This aims to present an integrated approach to the study of
individual, dual and team sports by using drills, exercises and other activities which may
discover, enhance and develop physical education students’ sports skills.
IV. CREDIT: 3 units
Knowledge:
1. Discuss different kinds of individual, dual and team sports.
2. Reiterate the history and development of the individual, dual and team sports.
3. Determine the rules, regulation and order of play of the individual, dual and team
sports.
Attitude:
Skills:
1. Apply the skills learned and honed thu participation in the CRT Palaro (playing the
individual, dual and team sports)
2. Utilize the knowledge of the rules and regulations of the different individual, dual and
team sports via officiating an official game.
WEEK TOPICS HOURS

2-5 Athletics 12
Track and Field hours
Track, Field and Multi Events

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Basic Rules and Regulations

Badminton
Facilities and Equipment
Common Strokes in Badminton
Setting the Score
Foot Work
Output:
a. Skill Test
1. 50 Meter Run
2. Relay Baton Passing
3. Badminton Singles and Doubles
7-11 Taekwondo 15 hours
Fundamental Skills in Taekwondo
Qualities of a Good Taekwondo Player
Laro ng Lahi
Concept and Types of Laro ng Lahi
Considerations in Conducting the Game
Filipino Games
Output:
a. Skill Test
1. Taekwondo Solo
2. Laro ng Lahi Games
a. Dinoro/Patintero
b. Palo Sebo/Pityaw
c. Double Sipa/Sipa Relay
d. Luksong Lubid
e. Luksong Tinik
f. Culiot/Tatsing
b. Participation in the CRT Palaro
c. Officiating Games in CRT Palaro
13-17 Volleyball 15 hours
History of Volleyball
Complex Rules in Volleyball (Scoring)
Court Positions (Front and Back Court Players)
Facilities and Equipment
Position of Players (moment of service)
Rule Changes and Referee’s Signals
Output:
a. Skill Test
1. Volleyball
a. Dig
b. Dig Pass

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c. Team Play (Competition)

FINAL EXAMINATIONS
1. Book Readings
3. Archives
4. Handouts
5. Practice Set

2. Seminars
Recitation 10%
Total 100%
1. Ballpen
2. Eraser
XIV. REFERENCES:
Inc., 2010. Reprint
Inc., 2010. Reprint

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COURSE SYLLABUS
II. COURSE TITLE: PHYSICAL EDUCATION IV
This course is offered for use in a further study of human behavior for personality
development and better human relations. This contains structured games relevant to the
teaching of the course, group dynamics.
IV. CREDIT: 3 units
Knowledge:
1. Discuss the fundamentals of group and group dynamics.
2. Determine the methods used in conducting group dynamics through structured games.
3. Explain how group and group dynamics enhance the human relations and develop the
individuals’ personality.
Attitude:
Skills:
1. Conduct group dynamics through structured games.
2. Develop human relations and personality through participation in structured games.

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WEEK TOPICS HOURS

2-5 Fundamentals of Group and Group Dynamics 12
Group and Group Dynamics hours
Properties of a Group vs. Properties of Individual
Principal Types of Group Process
Utilization of Groups
Methods in Conducting Group Dynamics through Structured Games
Structured Games
Unfreezers
Self Awareness
Output:
a. Participation in Structured Games
1. Name Game/Circle of Hands/Getting to Know You
2. A Childhood Fantasy/The Boat is Sinking
3. Tha’s It/Choosing a Color
4. Divorce/Meeh, Mah, Mooh
5. Problem Solution Game
6. Serendipity/Following Instructions
PRELIMINARY EXAMINATION
7-11 Structured Games 15 hours
Self Disclosure
Interpersonal Relations
Sensitivity to Self and Others
Goal Setting, Team Building, Decision Making and Collaboration
Output:
1. Who Am I?/What is in My Name?
2. My Point of View/Going Steady
3. Wanting to Reduce/Lemons
4. Trust Walk/Hand Talk
5. Eye Contact Circle/Scratch Paper
6. Broken Squares/See Through
7. A Spot in Mind
MIDTERM EXAMINATION
13-17 Structured Games 15 hours
Communication Skills
Leadership
Conflicting Values
Group Dynamics as an Instructional Strategy

Meaning and Nature of Group Dynamics

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General Procedures
General Thrusts – ARE Model
Models for Instruction
Other Forms of Group Discussion
Output:
1. The “A” “D” “D” Game
2. The Art of Listening
3. The Mystery Pyramid
4. Leadership Style of Creativity
5. Alligator River Story
6. Family Values
7. Creative Thinking and Enrichment Activity
FINAL EXAMINATION
1. Book Readings
3. Archives
4. Handouts
5. Practice Set

2. Seminars
Recitation 10%
Total 100%

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1. Ballpen
2. Eraser
XIV. REFERENCES:
Evangelista, Lourdes L., Group Dynamics (With Structured Games and Readings),
Quezon City : Booklore Publishing Corp., 2000. 1st Edition

COURSE SYLLABUS
I. COURSE CODE: NSTP1
II. COURSE TITLE: NATIONAL SERVICE TRAINING PROGRAM I
This course covers extensive knowledge of National Service Training Program which
includes the study of law that sets it, important constitutional provisions with regards to the
service and program, inculcation of Filipino values in the promotion of holistic development
and establishment of core values in the formation of leadership awareness.
IV. CREDIT: 3 units
Knowledge:
1. Discuss the Philippine Constitution.
2. Classify the three elements of NSTP
3. Identify and discuss the need of NSTP to the youth

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Attitude:
1. Develop appreciation and confidence from among groups and be able to express
significant and substantial ideas
2. Inculcate the value of group dynamics in acquiring skills in familiarizing the basic
formation and movements.
Skills:
1. Apply the principles in basic formation and movements.
WEEK TOPICS HOURS

2-5 Implementing Rules and Regulations of the National Service Training 12
Program hours
Guiding Principles
Program Implementation
Guidelines in the Implementation of the National Service Training
Program
The Philippines – Historical Background

Geographical Profile and Historical Background
Philippine Demography
The Philippine Flag
Flag Protocol and Pledge
The Philippine Hymn
Patriotic Songs
CRT Hymn
Brief History of Nueva Ecija
Philippine Constitution
Definition
Citizens of the Philippines
Preamble to 1987 Philippine Constitution
Basic Values of the Filipino People
Leadership
Basic Building Blocks
State Policies
Health Preventive Measures

Personal Security and Safety
Fire Prevention and Safety
Health Education Literacy
Drug Abuse Prevention
First Aid
The Philippine Environment

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Output:
a. Organization and Participation in the ff Seminars:
1. Risk Disaster Preventation Seminar
2. Drug Abuse and Addiction Seminar
3. Red Cross Philippines: First Aid
7-11 Personality Development 15 hours
Components of Personality
Structure and Theories of Personality
Development of Personality and Freud’s Psychosocial Stage
Literacy and Numeracy

Literacy and Effective Literacy
Dimensions of Effective Practice
Numeracy and the Mathematics Curriculum
Roles of Numeracy Teachers
Basic Formation and Movements

Output:
a. Participation in the Seminar:
1. Personality Development
b. Skill Test – Formation and Movements
MIDTERM EXAMINATION
13-17 Health Education Literacy 15 hours
Carriers of Contagious Disease
Basic Elements in Food
Balanced Diet Food
Alcohol and Smoking
Safety from Home Accidents
Accidents – Causes and Common Accidents
Communicable Diseases
Conflicting Values

Continuation of Formation and Movements
Output:
a. Participation in Seminar:
1. Crime Prevention
2. Alcoholics and Smokers Anonymous: Prevention
b. Skill Test – Formation and Movements
FINAL EXAMINATION

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1. Book Readings
3. Archives
4. Handouts
5. Practice Set

2. Seminars
Recitation 10%
Total 100%
1. Ballpen
2. Eraser
XIV. REFERENCES:
CRT Research Group, NSTP Resource Handbook, Cabanatuan City : College for
Research & Technology., 2000. 1st Edition
Dela Cruz, Sonia G.., National Development via NSTP (Literacy Training Service I),
Quezon City : Lorimar Publishing Co., 2005.

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COURSE SYLLABUS
I. COURSE CODE: NSTP2
II. COURSE TITLE: NATIONAL SERVICE TRAINING PROGRAM II
This course is designed to effectively implement both the Civic Welfare Training Service
(CWTS) II and Literacy Training Service II at the school and community levels where students

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are expected to teach, share and deliver topics learned from CWTS I/LTS I to the marginalized
members of the community as part of the academic service learning options.
IV. CREDIT: 3 units
V. PRE-REQUISITE: NSTP1 NATIONAL SERVICE TRAINING PROGRAM
Knowledge:
1. Interpret the basic concepts of development management and social mobilization.
2. Discuss the virtues as the foundation of leadership and their application on an
individual, team and institutional level vis-à-vis national development in the context of
self awareness and values integration.
Attitude:
Skills:
1. Apply the concepts learned and design civic welfare projects/activities to be
implemented as a team in their assigned community, barangay or government agency
2. Produce individual output on the CWTS/LTS experience focusing on the core values
learned.
3. Document team activities in their assigned barangay and provide summary of lessons
learned in carrying out CWTS/LTS projects and activities
WEEK TOPICS HOURS

2-5 Environmental Education 12
Goals, Objectives, Problems, Issues and Concerns hours
Classification and Sources of Pollution
Ecological Waste Management
Campus Cleaning, Greening and Beautification Projects
Development Management
People Centered Development and Management
Community Empowerment
Project Development and Management
Volunteerism
Sustainable Social Mobilization

Entrepreneur and Social Entrepreneurship

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Social Mobilization and Responsibility
Development and Community Building

Community Organization
Community Development and Building
Community Needs Assessment and Evaluation
CWTS Project Proposal

Community Health Care Services
Disaster Preparedness
First Aid and Emergency Measures
Family Planning, HIV/AIDS/STD Prevention
Environmental Resources Management
Livelihood Programs
Literacy and Numeracy Education
Campus Based Entrepreneurship
Religious Ethics and Morality
Political Advisory and Patriotism
Output:
a. Campus Cleaning and Beautification Project
b. Barangay Greening Project
c. Community Needs Assessment and Evaluation
d. Project Proposal on Livelihood Technology intended for Small Scale
People in the Community
e. Project Proposal for CWTS/LTS programs
7-11 Project Implementation and Field Work: 15 hours
Livelihood Programs
Team Project Status Report
Monitoring and Evaluation of Team Projects
Output:
a. Field Work to Communities
b. Team Presentation – Ongoing Field Work
c. Project Status Report (for critiquing)
MIDTERM EXAMINATION
13-17 Project Implementation and Field Work: 15 hours

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Livelihood Programs
Team Project Status Report
Monitoring and Evaluation of Team Projects
Output:
a. Field Work to Communities
b. Team Presentation – Ongoing Field Work
c. Project Status Report (for critiquing)
d. Culminating Activities and Project Exhibits (Photobooth and
Presentations)
e. CWTS Commencement Exercises
FINAL EXAMINATION
1. Book Readings
3. Archives
4. Handouts
5. Practice Set

2. Seminars
Participation and Communty Work 50%

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Recitation 10%
Total 100%
1. Ballpen
2. Eraser
XIV. REFERENCES:
CRT Research Group, NSTP Resource Handbook, Cabanatuan City : College for
Research & Technology., 2000. 1st Edition
Dela Cruz, Sonia G.., National Development via NSTP (Literacy Training Service I),
Quezon City : Lorimar Publishing Co., 2005.
Lee, Sergio J., National Service Training Program (Civic Welfare Training Service
II/Literacy Training Service II) Resource Log Book, Quezon City : Lorimar
Publishing Co., 2008. 2nd Edition

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COURSE SYLLABUS
I. COURSE CODE: EDU01
II. COURSE TITLE: CHILD AND ADOLESCENT PSYCHOLOGY
Basic course on child and adolescent development focusing on current research and
theory on the biological, linguistic, cognitive, social and emotional dimensions of development
and the factors that affect the progress of development. The coverage of the course is
structured to cover the key dimensions of development of children and adolescent’s physical,
linguistic, cognitive, and socio-emotional development. For each dimension, the core
contemporary research.
IV. CREDIT: 3 units
Knowledge:
1. Compare and contrast the different researches and theories related to the four
broad dimensions of child and adolescent development.
2. Discuss how teaching and learning processes should take into consideration the
various forms of knowledge regarding child and adolescent development.
Attitude:
1. Strive for achieving competency in understanding the nature of child and adolescent
development.
significant and substantial ideas bearing technical, as well as, educational or
academic decisions.
3. Appreciate, value and respect the difficult and complex processes that students of
different ages go through.
Skills:
1. Organize and synthesize the different researches and theories related to the four
broad dimensions of child and adolescent development

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2. Articulate own views and ideas on how children and adolescents grow.
3. Observe and reflect on the applicability of the theories to children and adolescents in
their local context
4. Express insights regarding how teaching and learning processes should take into
consideration the various forms of knowledge regarding child and adolescent
development.
WEEK TOPICS HOURS

2–5 Basic Concepts and Issues on Human Development 3 hours
Human Development: Meaning, Concept and Approaches
The Stages of Development and Developmental Tasks
Issues on Human Development
Research in Child and Adolescent Development
Developmental Theories and Other Relevant Theories

Freud’s Psychoanalytic Theory
Piaget’s Stages of Cognitive Development
Erikson’s Psychosocial Theory of Development
Kohlberg’s Stages of Moral Development
Vygotsky’s Sociocultural Theory
Bonfenbrenner’s Ecological Theory
Output/Tasks:
a. Researches
1. Human Development: New Trends and Issues
2. Cephalocaudal and Proximodistal Patterns of Development
3. Fetal Origin
4. Domain Theory and Moral Reasoning and Gender vis-à-vis
Kohlberg’s Stages of Moral Development: The Relation and
Differences
b. Case Studies/Essay/Video Essay:
1. Teddy Stoddard Story (Human Development)
2. Reflection: The Nurture Assumption by Judith Harris
(Issues on Human Development)
3. Myth or Not: Only Children are Deficient on the Social Side
4. Freud’s Hypnosis, Free Association and Dream
Interpretations: Are They Still Useful?
5. Healing the Eight Stages of Life by Dennis Linn et al
(Psychosocial Theory of Development)
c. Multimedia Presentation

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1. Santrock’s Developmental Tasks with Songs per

Developmental Stages
2. Looking Back: My Childhood
d. Film Clip/Movie Showing
1. Lonely Only / Only Children: Debunking the Myths About
Single Children
2. ET: Extra Terrestial / Silang Mga Bata
e. Research Proposal: Child and Adolescent Development
Preliminary Examination
7-11 Prenatal Period 3 hours
Pre Natal Development
Infancy and Toddlerhood

Physical Development of Infants and Toddlers
Socioemotional Development of Infants and Toddlers
Early Childhood (Preschooler)

Preschoolers’ Physical Development
Cognitive Development of the Preschoolers
Socio Emotional Development of the Preschooler
Midterm Examination
13-18 Middle Childhood (Primary Schooler) 3 hours
Physical Development of the Primary Pupil
Cognitive Development of the Primary Schoolers
Socioemotional Development of Primary Schoolers
Late Childhood (Intermediate Schooler)

Physical Development of the Intermediate Pupil
Cognitive Development of the Intermediate Pupil
Socioemotional Development of the Intermediate Pupil
Adolescence (High School Learner)

Physical Development of High School Learners
Cognitive Development of High School Learners
Socioemotional Development of High School Learners
2. Simulation
3. Demonstration
1. Book Readings
3. Archives

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4. Handouts
5. Practice Set

3. Seminars
5. Research Project
Prelim/Midterm
Quizzes 20%
Attendance 10%
Total 100%
Final
Quizzes 20%
Attendance 10%
Total 100%
XIV. REFERENCES:
Corpuz, Brenda B. et al., Child and Adolescent Development: Looking at Learners

at Different Life Stages, Quezon City : Lorimar Publishing Inc., 2010. (Main
Text Book)
Acero, Victorina B. et al., Child and Adolescent Development, Quezon City :

Rex Book Store, 2008

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Educational (Education) College President
Committee
COURSE SYLLABUS
II. COURSE TITLE: FACILITATING LEARNING
This course aims to align teacher education with the CHED prescribed new teacher
education curriculum that is reflective of the National Competency Based Teacher Standards
with the end in view of contributing to the formation of the ideal professional teacher as
concretely described in the seven integrated domains of the teaching and learning process.
IV. CREDIT: 3 units
Knowledge:
1. Review the development theories and student diversity related to learning.
2. Discuss the focus on learning perspectives and processes in facilitating learning.

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3. Explain how and what motivation and environmental factors that affect learning.
Attitude:
1. Strive for achieving competency in understanding facilitating learning in a real
school setting.
academic decisions.
Skills:
1. Facilitate learning of the various theories of learning, growth and development.
WEEK TOPICS HOURS

2–5 Introduction to Facilitating Learning 12
Metacognition hours
Learner Centered Psychological Principles
Focus on the Learner

Piaget’s Stages of Cognitive Development
Erikson’s Psycho Social Theory of Development
Vygotsky’s Sociocultural Theory
Student Diversity
Individual Differences
7-11 Student Diversity 15
Learning/Thinking Styles hours
Multiple Intelligences
Learners with Exceptionalities
Behaviorist Perspective
Behaviorism: Pavlov, Thorndike and Skinner
Neo Behaviorism: Tolman and Bandura
Cognitive Perspective
Gestalt Pyschology
Information Processing
Bruner’s Constructivist Theory
Ausubel’s Meaningful Verbal Learning/Subsumption Theory
Gagne’s Condition of Learning
Cognitive Processes
Constructivism Knowledge Construction

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Concept Learning
Midterm Examination
13-18 Cognitive Processes 15
Transfer of Learning hours
Facilitating Learning
Bloom’s Taxonomy of Objectives
Problem Solving and Creativity
Motivation
Meaning and Types of Motivation
Theories on Factors Affecting Motivation
Students Diversity in Motivation
Environmental Factors Affecting Motivation

Human Environmental Factors Affecting Motivation
The Classroom Climate
The Physical Learning Environment
Assessment of Learning
Revisiting the 14 Learner Centered Psychological Principles
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Practice Set

3. Seminars
5. Research Project
Prelim/Midterm

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Quizzes 20%
Attendance 10%
Total 100%
Final
Quizzes 20%
Attendance 10%
Total 100%
XIV. REFERENCES:
Lucas, Maria Rita D. et al., Facilitating Learning: A Metacognitive Process, Quezon

City : Lorimar Publishing Inc., 2007. (Main Text Book)

Committee
COURSE SYLLABUS
II. COURSE TITLE: SOCIAL DIMENSIONS OF LEARNING
This course is an introduction to social science theories and researches related to

education. It focuses on an understanding of the four pillars of education which are
fundamental to learners’ critical and logical decision making as active members of society and
as global citizens.
IV. CREDIT: 3 units

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Knowledge:
1. Discuss the social dimensions of educations and the four pillars of educations
2. Explain the intercultural communication and peace education as a transformative
response to societal challenges.
3. Determine the cultural changes, social institutions and gender and development
4. Discuss globalization and education, education in the social milieu and education
for sustainable development.
Attitude:
1. Strive for achieving competency in understanding the social dimensions of learning
in a real setting.
academic decisions.
3. Develop a realization of the teachers’ role as active members in society and as global
citizens tasked with the duty of training responsible citizens.
Skills:
1. Apply basic assumptions in a real school setting situations in order to help learners
make critical and logical decisions
2. Make appropriate adjustments to address the needs of learners with different
cultural backgrounds and characteristics.
WEEK TOPICS HOURS

2–5 Introduction to the Social Dimensions of Education 12
Social Science theories of Education hours
Consensus Theory, Conflict Theory
Structural Functionalism
Various Interactionist Theories
Conceptualization
Four Pillars of Education

Learning to Know
Learning to Do
Learning to Live Together

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Learning to Be
Intercultural Communication
Communications and Language
Relationship Between Language and Culture
The Nature and Meaning of Culture
Concept, Forms, Characteristics, Components, Organization, Transfer,
Importance, and Functions of Culture
Cultural Relativism
Peace Education: A Transformative Response

Peace Education: An Understanding
Types of Violence
Education for Peace: List of Knowledge Areas, Skills and Values
Spiritual and Faith Traditions as Resources for Peace
Upholding Human Dignity
Universal Declaration of Human Rights
Discrimination Against Women
Rights of a Child
Rights and Responsibilities
7-11 Peace Education: A Transformative Response - II 15
Challenging Prejudice and Building Tolerance hours
Types of Prejudice
Education for Tolerance and Respect
Promoting Non Violence
Goals of Nonviolent Action
Challenging the War System
Possible Causes of War
Effects of War
Peace Education and the War System
Sharing the Earth’s Resources
Other Causes of Poverty
Challenging Economic Inequality
Resolving and Transforming Conflicts
Collaborative Problem Solving
Tips to a Good Dialogue
Listening Tips and Mediation
Conflict Resolution to Conflict Transformation
Peacable Classroom
Teaching Learning Approaches and Strategies in Peace Education
Attributes of a Peace Educator
Towards a Whole School Approach
Cultural Changes
Multiculturalism
Student Subcultures
Cultural Dimensions of Learning, Teachning and Educational
Processes

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Social Institutions
Family
Education, Purposes and Functions of School
Religion
Economic Institutions
Government as Social Institution – Branches and Functions of
Government
Midterm Examination
13-18 Gender and Development 15
Gender Stereotyping hours
Gender and Equality
Gender and Power
Gender and Education
Globalization and Education

Characteristics of Globalization that can linked to education
Sociocultural, environmental, geographical, economic, political and
equity issues on globalization
Conflict and Consensus Perspectives on the Role of Education in
Understanding Globalization
Impact of Globalization on Education
Education in the New Social Milieu

Information and Communication Technology and Education
Education and Industry
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Practice Set

3. Seminars
5. Research Project

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Prelim/Midterm
Quizzes 20%
Attendance 10%
Total 100%
Final
Quizzes 20%
Attendance 10%
Total 100%
XIV. REFERENCES:
Vega, Violeta A. et al., Social Dimensions of Education, Quezon City : Lorimar

Publishing Inc., 2009. Revised Edition (Main Text Book)

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Committee
COURSE SYLLABUS
II. COURSE TITLE: EDUCATIONAL TECHNOLOGY I
This course includes traditional and new technology, as well, with emphasis on the former.
The integration of new technology in educational technology I course brings the scenario where
the teacher become a learner and the learner becomes a teacher.
IV. CREDIT: 3 units
Knowledge:
1. Discuss the meaning of educational technology and its roles in learning
2. Determine the systematic approach to teaching and the cone of experience.
3. Explain how to use and evaluate instructional materials.
4. Discuss direct purposeful experiences, teaching with contrived experiences and
dramatized experiences.
5. Explain the power of film, video and tv in classroom, overhead projector and
chalkboard.
6. Discuss the project based learning multimedia as a teaching learning strategy and
assessment in a constructivist technology supported learning,
Attitude:
1. Strive for achieving competency in understanding the educational technology in a
real school setting.
academic decisions.
Skills:
1. Use and evaluate instructional materials

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2. Demonstrate teaching with contrived experiences, dramatized experiences and with

visual symbols.
3. Preparation of project based learning multimedia
4. Assess technology supported learning
WEEK TOPICS HOURS

2–5 Educational Technology 1 - Introduction 12
Meaning of Educational Technology hours
Technology: Boon or Bane?
The Roles of Educational Technology in Learning
Systematic Approach to Teaching
Using and Evaluating Instructional Materials
7-11 Utilizing Educational Technology in Teaching 15
Direct Purposeful Experiences hours
Teaching with Contrived Experiences
Teaching with Dramatized Experiences
Demonstrations in Teaching
Making the Most of Community Resources and Field Trips
The Power of Film, Video and TV in Classroom
Midterm Examination
13-18 Utilizing Educational Technology in Teaching II 15
Teaching with Visual Symbols hours
Maximizing the Use of the Overhead Projector and the Chalkboard
Project Based Learning and Multimedia: What it is?
Using the Project Based Learning Multimedia as a Teaching Learning
Strategy
Assessment in a Constructivist Technology Supported Learning
Roles and Functions of an Educational Media Center
2. Simulation
3. Demonstration

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1. Book Readings
3. Archives
4. Handouts
5. Practice Set

3. Seminars
5. Research Project
Prelim/Midterm
Quizzes 20%
Attendance 10%
Total 100%
Final
Quizzes 20%
Attendance 10%
Total 100%
XIV. REFERENCES:
Corpuz, Brenda B. et al, Educational Technology I, Quezon City : Lorimar Publishing

Inc., 2008. Revised Edition (Main Text Book)

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Committee
COURSE SYLLABUS
II. COURSE TITLE: ASSESSMENT OF STUDENT LEARNING I
This course is devoted to the discussions on the basic concepts in assessment, principles
of high quality assessment, development of assessment tools, introduction to statistical
concepts and grading systems with non objective tests.
IV. CREDIT: 3 units
Knowledge:
1. Discuss the basic concepts in assessment and principles of high quality
assessment.
2. Determine how to develop assessment tools
3. Explain the use of statistical concepts in assessment of students’ learning
4. Discuss the grading systems and non objective test.
Attitude:

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1. Strive for achieving competency in understanding the assessment of student

learning in a real school setting.
academic decisions.
Skills:
1. Develop assessment tools
2. Prepare non objective tests.
3. Conceptualize grading systems for students’ assessment of learning.
WEEK TOPICS HOURS

2–5 Basic Concepts in Assessment 12
Educational Measurement hours
Assessment
Evaluation of Learning and Programs
Principles of High Quality Assessment

Clarity of Learning Targets
Appropriateness of Assessment Methods
Properties of Assessment Methods
Development of Assessment Tools: Knowledge and Reasoning

Types of Objective Tests
Planning a Test and Construction of Table of Specifications
Constructing True False Tests
Multiple Choice Tests
Matching Type and Supply Type Items
Essays
7-11 Item Analysis and Validation 15
Item Analysis hours
Validation
Introduction to Statistical Concepts

Idea of Randomness
The Mean
Standard Deviation
Bell Shaped Curve
Standard Normal Distribution
Grading Systems

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Norm Referenced Grading Systems

Criterion Referenced Grading Systems
Four Questions in Grading
What Will Go Into Students Grade
Alternative Grading Systems
Cumulative Grading Systems
Standardized Test Scoring
Midterm Examination
13-18 Non Objective Tests 15
Performance Based Tests hours
Performance Tasks
Rubrics and Exemplars
Creating Rubrics
Tips on Designing Rubrics
Automating Performance Based Tests
Authentic and Alternative Assessment Methods

Authentic Assessment
Classroom Assessment Techniques
Portfolio Assessment
Implications of Portfolios on Some Elements of Education
Creating a Portfolio Assignment
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Practice Set

3. Seminars
5. Research Project

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Prelim/Midterm
Quizzes 20%
Attendance 10%
Total 100%
Final
Quizzes 20%
Attendance 10%
Total 100%
XIV. REFERENCES:
Santos, Rosita DG, Assessment of Learning I, Quezon City : Lorimar Publishing Inc.,
2007. Revised Edition (Main Text Book)
Santos, Rosita DG, Assessment of Learning Ii, Quezon City : Lorimar Publishing Inc.,
2007. Revised Edition (Main Text Book)

Committee
COURSE SYLLABUS
II. COURSE TITLE: PRINCIPLES OF TEACHING
This course consists of an overview of the teaching profession, a reminder to those who
intend to join the profession of its nobility, its tremendous power to influence people’s lives and
its great demand for selfless dedication and continuing professional education. Emphasis are
given to elements of teaching and learning, principles of learning and implications to teaching,
management of instruction, classroom management and effective instructional techniques.
IV. CREDIT: 3 units
V. PRE-REQUISITE: EDU02 FACILITATING STUDENT LEARNING

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Knowledge:
1. Discuss the elements of teaching and principles of learning
2. Determine the formulating goals, selection, organization of content and selection
and use of teaching strategies
3. Explain the different approaches and methods of teaching
4. Discuss how to select and use instructional materials
5. Explain the assessment of learning and classroom management
Attitude:
1. Strive for achieving competency in understanding the principles of teaching in a real
school setting.
academic decisions.
Skills:
1. Select and use teaching strategies in a real classroom setting
2. Select and use instructional materials for teaching
3. Assess students’ learning
4. Manage classroom in a real school setting
5. Preparation of effective instructional techniques
WEEK TOPICS HOURS

2–5 The Elements of Teaching 12
The Learner hours
The Teacher
The Learning Environment
Principles of Learning

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Management of Instruction
Determining and Formulating Goals/Objectives
Selection and Organization of Content
Selection and Use of Teaching Strategies
7-11 Management of Instruction – II 15
Different Approaches and Methods hours
Direct Instruction Approach
Guided Approach
Appropriate Learning Activities
Selection and Use of Instructional Materials

Guiding Principles in the Selection and Use of IM
Various Forms of Media
Assessment of Learning
Guiding Principles in the Assessment of Learning
Assessment in the Different Phases of Instruction
Midterm Examination
13-18 Classroom Management 15
Principles of Classroom Management hours
Management of Time
Discipline
The Physical Environment
Establishing Routines
Effective Instructional Techniques

Motivation
Questioning and Reacting Techniques
Homework
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Practice Set

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3. Seminars
5. Research Project
Prelim/Midterm
Quizzes 20%
Attendance 10%
Total 100%
Final
Quizzes 20%
Attendance 10%
Total 100%
XIV. REFERENCES:
Corpuz, Brenda B. et al, Principles of Teaching I, Quezon City : Lorimar Publishing

Inc., 2007. Revised Edition (Main Text Book)

Committee
COURSE SYLLABUS

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II. COURSE TITLE: CAREER GUIDANCE AND COUNSELING
This course is designed for education students offering facts, theories and principles of
guidance counseling. Emphasis is on counseling as a basic guidance service in consideration
of its potency in helping learners understand themselves better and in assisting them how to
make intelligent decisions and wise choices in life.
IV. CREDIT: 3 units
V. PRE-REQUISITE: EDU01 CHILD AND ADOLESCENT DEVELOPMENT

EDU02 FACILITATING STUDENT LEARNING
Knowledge:
1. Discuss the meaning and purpose of guidance, its organization and administration.
2. Determine the essential guidance services, counseling and vocational guidance
3. Explain and evaluate the guidance services
Attitude:
1. Strive for achieving competency in understanding the principles of guidance and
counseling in a real school setting.
academic decisions.
Skills:
1. Develop and implement essential guidance service program
2. Evaluate guidance services of different schools.
WEEK TOPICS HOURS

2–5 Guidance and Counseling – An Overview 12
Meaning and Purpose of Guidance hours
Organization and Administration of Guidance
The School Guidance and Counselor
Guidance History

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Essential Guidance Services

7-11 School Guidance and Counseling 15
Counseling – Purpose, Types, Elements and Principles hours
Basic Counseling Skills
Stages of Counseling
Elementary School Guidance and Counseling
High School Guidance and Counseling
Guidance Curriculum
Guidance Services and Personal Counseling
Vocational Guidance
Phobias and Personality Disorders
Midterm Examination
13-18 Guidance Services – Evaluation and Ethical Standards 15
Edcational Program hours
Administration of Guidance Services
Implementation of the Basic Guidance Service
Ethical Standards
Scope of Confidentiality
Theory of Career Counseling
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Practice Set

3. Seminars
5. Research Project
Prelim/Midterm

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Quizzes 20%
Attendance 10%
Total 100%
Final
Quizzes 20%
Attendance 10%
Total 100%
XIV. REFERENCES:
Cinco, Linda A., Guidance and Counseling in Schools, Quezon City : National Book
Store Inc., 2008. Reprint
Tulio, Doris D., A Breakthrough in School Guidance and Counseling, Quezon City :
National Book Store Inc., 2008. First Edition

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Committee
COURSE SYLLABUS
II. COURSE TITLE: EDUCATIONAL TECHNOLOGY II
This course is designed to integrate technology into teaching and learning, and it aims to
help the would be teachers to become familiar, knowledgeable and skilled at the proper
application of educational technology to instruction to enable them to adapt to rapid
technological changes.
IV. CREDIT: 3 units
V. PRE-REQUISITE: EDU04 EDUCATIONAL TECHNOLOGY I

EDP11 INTRODUCTION TO COMPUTER WITH CO
Knowledge:
1. Discuss the basic concepts on integrating technology in instruction and the state of
the art application practices
2. Determine how to integrate information technology into thinking skills and creativity
3. Identify the software and hypermedia used as educational resource.
Attitude:
1. Strive for achieving competency in integrating technology into student centered
learning in a real school setting.
academic decisions.
Skills:
1. Integrate information technology for higher thinking skills and creativity of students
2. Use information technology as an education resource of prospective students

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3. Application of knowledge and skills in information technology through ET 2

practicum
WEEK TOPICS HOURS

2–5 Educational Technology II – An Overview 12
A Review of Educational Technology I hours
An Overview: Educational Technology II
Educational Technology in the Asia Pacific Region
Basic Concepts on Integrating Technology in Instruction
State of the Art Educational Technology Application Practices
Information Technology Enters a New Learning Environment
7-11 Information Technology and Instruction 15
Information Technology for Higher Thinking Skills hours
Higher Thinking Skills Through IT Based Projects
Computers as Information and Communication Technology
The Computer as Tutor
The Computer as the Teachers’ Tool
Information Technology in Support of Student Centered Learning
Midterm Examination
13-18 Utilization of Educational Technology to Instruction 15
Cooperative Learning with the Computer hours
The Software as an Educational Resource
Understanding Hypermedia
The Internet and Education
Educational Technology 2 - Practicum

Microsoft Word
Microsoft Excel
Microsoft Powerpoint
Internet as Tool of Inquiry
2. Simulation
3. Demonstration
1. Book Readings

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3. Archives
4. Handouts
5. Practice Set

3. Seminars
5. Research Project
Prelim/Midterm
Quizzes 20%
Attendance 10%
Total 100%
Final
Quizzes 20%
Attendance 10%
Total 100%
XIV. REFERENCES:
Lucido, Paz I., Educational Technology II: Selection, Production and Utilization of
Appropriate Technology Tools for Instruction, Quezon City : Lorimar
Publishing Inc., 2007.

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Committee
COURSE SYLLABUS
II. COURSE TITLE: THE TEACHING PROFESSION WITH CODE OF ETHICS
This course attempts to give the prospective teacher a comprehensive view of their
multifarious task to enable them make an informed decision on whether or not they pursue
teaching as a profession or give it up for a more lucrative one.
IV. CREDIT: 3 units
Knowledge:
1. Discuss the teacher as an individual member of the society, classroom and
community teacher.
2. Explain the global teacher as one who can teach multicultural groups of children,
familiar with educational practices for benchmarking, and adept use of educational
technology in order not to be left behind.
3. Discuss the history of the Philippine educational system, profession of teaching and
laws which have a bearing on the life of the teacher.

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Attitude:
1. Strive for achieving competency in understanding the teaching profession and the
code of conduct for teachers.
academic decisions.
Skills:
1. Integrate the values of a global teacher into their own.
2. Utilize the laws and code of conduct for teachers in solving situations involving a
teacher.
WEEK TOPICS HOURS

2–5 The Teacher – A Person in Society 12
Philosophical Heritage hours
Formulating Philosophy of Education
Society and the Teacher
Foundational Principles of Morality
Values Formation
Teaching as Vocation
The Teacher in the Classroom and Community

Classroom Management
School and Community Relations
7-11 The Teacher in the Classroom and Community - II 15
Linkages and Networking with Organizations hours
On Becoming a Global Teacher

Closer Look at the Educational Systems of the World
Multicultural Education
Broadening Teaching Perspectives
Educational Technology and Innovative Teaching
The Professionalization of Teaching

Historical Perspective of the Philippine Educational System
The 1987 Constitution
Republic Act No. 7772
EO No, 356: Bureau of Non Formal Education to Alternative Learning

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System (ALS)
Midterm Examination
13-18 The Professionalization of Teaching - II 15
Presidential Decree No. 6-A hours
Batas Pambansa Blg. 232
UNESCO
Becoming a Professional Teacher

Magna Carta for Public School Teachers
Presidential Decree No. 1006
Code of Ethics for Professional Teachers
Family Code of the Philippines
Republic Act No. 7610: Special Protection of Child Against Child Abuse,
Exploitation and Discrimination Act
Republic Act No. 7877: Sexual Harrassment Law
First Call for Children
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Practice Set

3. Seminars
5. Research Project
Prelim/Midterm
Quizzes 20%

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Attendance 10%
Total 100%
Final
Quizzes 20%
Attendance 10%
Total 100%
XIV. REFERENCES:
Bilbao, Purita P. et al, The Teaching Profession, Quezon City : Lorimar Publishing
Inc., 2006.

Committee
COURSE SYLLABUS
II. COURSE TITLE: STRATEGIES OF TEACHING
This course is designed to provide information on approaches and procedures employed in

the teaching process. Emphasis is given to the collective coordination of the learning activities
in order to ensure a continuous flow from one step to the next.
IV. CREDIT: 3 units
V. PRE-REQUISITE: EDU06 PRINCIPLES OF TEACHING

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Knowledge:
1. Discuss the systematic way of presenting a lesson to achieve a learning objective.
2. Determine the teaching methods and strategies that are now effectively being
implemented, either through individual participation or by groups.
3. Explain the components of teaching
4. Discuss the methods and learning resources used, assessing effectiveness of a
method and methodologies for an individual, small groups and a class.
Attitude:
1. Strive for achieving competency in developing strategies for teaching in subjects
such as language, science, mathematics, makabayan and technical vocational
subjects.
academic decisions.
Skills:
1. Develop a test bank for questioning using different techniques.
2. Demonstrate instruction using methodologies for teaching of individual, small
groups and a class.
3. Utilize education media for instruction.
WEEK TOPICS HOURS

2–5 Methods and Teaching 12
Role of Methods hours
Methods, Strategies and Techniques
Criteria for Method Selection
Classifying Methods
General Classification and their Characteristics
Basic Steps Followed
Evaluating Methods Used
Components of Teaching
Behavioral Objectives
Rules in Formulating
Stating Objectives
Motivation
Kinds of Motivation

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Levels of Motivation
Motivational Strategies
Techniques of Questioning
Kinds of Questioning
Encouraging Learners to Ask Questions
Improving Teachers Questioning Technique
Responding to Teachers Answers
7-11 Individualized Teaching Methodologies 15
Independent Study hours
Writing Journal
Narratives
Individualized Instruction
Preparing Projects and Collections
Discovery Approach
Constrctivist Approach
Experiential Learning
Special Reports
Student Research
Problem Solving
Creative Writing
Multiple Intelligences Theory
Methodologies for Small Groups

Cooperative Learning Approach
Role Playing
Sociodrama
Peer Tutoring
Microteaching
Direct Instruction
Inquiry Approach
Reading
Integrative Approach
Using Instructional Devices
Experimenting
Midterm Examination
13-18 Methodologies for a Class 15
Discussion hours
Reflective Teaching
Concept Teaching
Interest Learning Centers
Team Teaching
Demonstration
Field Studies
Lecture
Simulation
Inviting Specialist
Field Trip
Education Media

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Technology Aided Strategies

Using Audiovisual Strategies
Exploring Community Resources
Action Research for Teachers

Steps in Action Research
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Practice Set

3. Seminars
5. Research Project
Prelim/Midterm
Quizzes 20%
Attendance 10%
Total 100%
Final
Quizzes 20%
Attendance 10%
Total 100%

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XIV. REFERENCES:
Salandanan, Gloria G., Methods of Teaching, Quezon City : Lorimar Publishing Inc.,
2009. Revised Edition

Committee
COURSE SYLLABUS

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II. COURSE TITLE: ASSESSMENT OF STUDENT LEARNING II
This course is designed to provide knowledge and strategies of teaching with emphasis on
teaching, developing and designing lessons, instructional strategies and materials and
assessment for language, science, mathematics, makabayan, tech/voc subjects.
IV. CREDIT: 3 units
V. PRE-REQUISITE: EDU05 ASSESSMENT OF STUDENT LEARNING I
Knowledge:
1. Discuss the nature, goals and content of the subjects: language, science,
mathematics, makabayan and technical vocational subjects.
2. Determine the principles of teaching and learning of the subjects.
3. Identify how to develop and deisng a lesson, instructional strategies and materials
for the learners in every subject.
4. Explain the assessment of learning for the subject language, science, mathematics,
makabayan and technical vocational subjects.
Attitude:
1. Strive for achieving competency in developing assessment of learning for students in
subjects such as language, science, mathematics, makabayan and technical
vocational subjects.
academic decisions.
Skills:
1. Develop and design a language, science, mathematics, makabayan and technical
vocational subjects.
2. Prepare instructional materials for language, science, mathematics, makabayan and
technical vocational subjects
3. Design assessment of learning for language, science, mathematics, makabayan and
technical vocational subjects.

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WEEK TOPICS HOURS

2–5 Nature, Goals and Content of the Language Subject Areas 12
Nature and Structure of Language hours
Course Descriptions of the Language Subject Areas and Goals of
Language Teaching
Scope and Sequence of the Language Subjects
Principles of Teaching and Learning Language

Multiple Intelligences
Learning Styles
Principles of Teaching and Learning
Developing and Designing a Language Lesson

Process of Lesson Development
Models of Integration and Sample Lesson Plans
A Sample Lesson Plan in Content Based Integration
Sample Thematic Model for Grade III
Lesson Plan in English – Secondary
Banghay Aralin sa Pagtuturo ng Filipino 2
Integrating Values with Subject Matter
Effective Instructional Strategies for Language
Instructional Materials for Language Teaching
Assessing Language Learning

7-11 The Teaching of Science 15
Science as a Subject hours
Goals of Science Teaching
Science Processes
Teaching Approaches and Strategies for Science
Developing a Science Lesson
Instructional Resources and Materials for Science Teaching
Assessment and Evaluation in Science
The Teaching of Mathematics

Nature and Scope of Mathematics
Goals of Mathematics Teaching
Teaching Approaches and Strategies for Mathematics
Developing a Mathematics Lesson

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Instructional Resources and Materials for Mathematics Teaching

Assessment and Evaluation in Mathematics
Midterm Examination
13-18 Nature, Structure, Goals and Content of MAKABAYAN as a Learning 15
Area hours
Nature and Structure of Makabayan
Goals, Expectation and Competencies of Makabayan - Elementary
Goals, Expectation and Competencies of Makabayan - Secondary
Scope and Sequence of Makabayan as a Subject Area
Principles and Strategies of Teaching Learning Makabayan

Principles of Teaching/Learning Makabayan
Integrative Strategies of Teaching
Developing a Lesson in Makabayan
Selection and Preparation of Instructional Materials
The Teaching of Technical Vocational Subjects

TESDA Competencies as a Subject
Food and Beverage Services NC II
Bartending NC II
Cookery/Commercial Cooking NC II
Bread and Pastry NC II
Food Processing and Preservation NC II
Housekeeping NC II
Designing and Developing Maintenance System
Conducting Training Needs Analysis
Developing Training Curriculum
Developing Training and e-Learning Instructional Materials
Developing Competency Assessment and Tools
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Practice Set

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3. Seminars
5. Research Project
Prelim/Midterm
Quizzes 20%
Attendance 10%
Total 100%
Final
Quizzes 20%
Attendance 10%
Total 100%
XIV. REFERENCES:
Corpuz, Brenda B. et al, Principles of Teaching II, Quezon City : Lorimar Publishing
Inc., 2006.
www.tesda.gov.ph

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Committee
COURSE SYLLABUS
II. COURSE TITLE: CURRICULUM DEVELOPMENT WITH PROJECT MANAGEMENT
This course is designed to provide students knowledge about the concepts, nature and
purposes of curriculum; procedures in crafting the curriculum; implementing and assessing
the curriculum in terms of the intended, implemented and achieved curriculum; and
curriculum innovations, local and global trends as well as issues and concerns
IV. CREDIT: 3 units
V. PRE-REQUISITE: EDU05 ASSESSMENT OF STUDENT LEARNING I
Knowledge:
1. Discuss the concepts, nature, and purposes of curriculum
2. Determine how to craft, implement and assess curriculum
3. Discuss the curriculum innovations and issues and concerns in curriculum
Attitude:
1. Strive for achieving competency in developing curriculum for basic education and
technical vocational subjects.

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academic decisions.
Skills:
1. Develop curriculum for basic education – Preschool, elementary and secondary
2. Develop curriculum for technical vocational courses – (Grades 11 + 12)
3. Pilot Testing, Monitoring and Evaluating the Implementation of the Curriculum.
WEEK TOPICS HOURS

2–5 Curriculum: Concepts, Nature and Purposes 12
Concepts, Nature and Purposes of Curriculum hours
Elements of Curriculum
Teaching/Learning Process and Curriculum
Crafting the Curriculum

Curriculum Models and Types
Principles and Dimensions of Curriculum Design
Approaches to Curriculum Design
7-11 Implementing the Curriculum 15
The Role of Stakeholders in Curriculum Implementation hours
The Roles of Technology in Delivering the Curriculum
Pilot Testing, Monitoring and Evaluating the Implentation of the
Curriculum
Assessing the Curriculum

Intended vs. Implemented vs. Achieved Curriculum
Criteria for Curriculum Assessment
Midterm Examination
13-18 Assessing the Curriculum - II 15
Tools to Assess Curriculum hours
Linking Curriculum, Instruction and Assessment (CIA): Making a Fit
Addressing the Future of Curriculum: Innovations

Curriculum Innovations: Local and Global Trends
Issues and Concerns in Curriculum
Crafting the Curriculum – TESDA Courses

Developing Training Curriculum

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2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Practice Set

3. Seminars
5. Research Project
Prelim/Midterm
Quizzes 20%
Attendance 10%
Total 100%
Final
Quizzes 20%
Attendance 10%
Total 100%
XIV. REFERENCES:
Bilbao, Purita P. et al., Curriculum Development, Quezon City : Lorimar Publishing

Inc., 2008. Revised Edition

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Andres, Tomas Quintin D. et al., Curriculum Development in the Philippine Setting,

Quezon City : National Book Store Inc., 2010. Reprint
Palma, Jesus C., Curriculum Development System: A Handbook for School

Practitioners in Basic Education, Quezon City : National Book Store Inc.,
2008. Reprint
www.ched.gov.ph
www.deped.gov.ph
www.tesda.gov.ph

Committee
COURSE SYLLABUS
I. COURSE CODE: FS1
II. COURSE TITLE: FIELD STUDY I – LEARNERS’ DEVELOPMENT AND

ENVIRONMENT
This course is deisgned to help the Field Study students verify the behavior of the child
and adolescent in the actual learning environment. It will require them to recognize feasible
approaches to facilitate learning considering the learners’ different phases of development and
social environment.
IV. CREDIT: 1 unit
V. PRE-REQUISITE/
CONCURRENT: EDU01 CHILD AND ADOLESCENT DEVELOPMENT
EDU02 FACILITATING LEARNING

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EDU03 SOCIAL DIMENSIONS OF LEARNING
Knowledge:
1. Identify the stages of the physical, linguistic, literacy, cognitive, social and emotional
development of the children and adolescents as manifested in the actual classroom
setting.
Attitude:
1. Strive for achieving competency in understanding the nature of child and adolescent
development, facilitating learning and social dimensions of learning in an actual
classroom setting.
academic decisions.
Skills:
1. Observe and reflect on the different approaches employed by the teacher in dealing
with learners in different stages of development
2. Analyze how teaching and learning process should be conducted considering the
different phases of child development
WEEK TOPICS HOURS

2-3 School as a Learning Environment 3 hours
School Observation – Facilities and Areas Supporting Learning
School Environment
Observation Log
Peace Concept in Focus “Building Friendship”
Output/Tasks:
a. School Visit/Observation
b. Observation Log
c. Presentation
d. Photo Essay
4-5 Learners’ Characteristics and Needs 3 hours
School Observation – Preschool, Elementary, High School, Junior
College and College
Learner Observation - Preschool, Elementary, High School, Junior

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College and College

Validation of Observations thru Interview
Peace Concept in Focus “Valuing Diversity”
Output/Tasks:
b. Interview
c. Observation Log
c. Presentation
d. Photo Essay
6-7 Classroom Management and Learning 3 hours
College and College
Evident Classroom Components
Classroom Structure for Learning Activities
Learners’ Behavior in Different Classroom Structures
Peace Concept in Focus “Inclusivity”
Output/Tasks:
b. Checklist on Classroom Management Components
c. Observation Log
d. Presentation/Reflection (Inclusivity vs. Exclusivity)
e. Photo Documentation of the Classroom Setting
8-10 Learners’ Characteristics and Learning Activities 3 hours
College and College
Characteristics of Learners in Class
Activities Taking Place in the Class
Facilitating Activities in Consideration of Learners’ Characteristics
Output/Tasks:
b. Collection of Classroom Activities
c. Observation Log
d. Presentation/Reflection (Congruence of Learning Activities to
Learner Characteristics)
b. Photo Documentation of the Classroom Activities
11-13 Individual Differences and the Learning Process 3 hours
Different Learning Abilities in the Same Year Level
Background Information thru Interview
Learners’ Participation in Classroom Activity - Observation
Peace Concept in Focus “Sameness in Differences”
Output/Tasks:

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b. Interview
c. Learners’ Profile Documentation/Narrative Report
d. Observation Log
e. Presentation/Reflection (Difference in Ability Level)
f. Photo Documentation of the Classroom Activity
14-16 Individual Differences and the Learning Process 3 hours
Characteristics of the Learners Focusing on Gender and Cultural
Diversity
Principles and Practices Used in dealing Diversity in Classroom
Peace Concept in Focus “Unity in Diversity”
Output/Tasks:
b. Narrative Description of Diversity among Learners
c. Narrative Description of Principles and Practices of Teachers
(Values and Knowledge on Gender, Social and Cultural
Backgrounds)
d. Observation Log
e. Presentation/Reflection (Social and Cultural Diversity)
b. Photo Documentation of the Classroom Setting
17-18 Home School Link 3 hours
Learner Observation
Home Visitation Conduct
Learner Family Background Profile – Interview
Rules Implemented Concerning:
a. Childrens’ Schooling
b. Learners’ Activities Behavior at Home
Peace Concept in Focus “Interdependence and Cooperation”
Output/Tasks:
a. Learners’ Home Visit
b. Narrative Description of Home Visit
c. Narrative Description of the Home and Family Life vis-à-vis
Learning
d. Observation Log
e. Presentation/Reflection (Learning Environment and Community
Linkage)
f. Photo Documentation of the Classroom Setting
2. Simulation
3. Demonstration

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1. Book Readings
3. Archives
4. Handouts
5. Practice Set

3. Seminars
5. Research Project
Narrative Reports/Documentation 30%
Presentations 30%
Observation Log/Field Work 30%
Attendance 10%
Total 100%
1. Ballpen
2. Eraser
4 Calculator
XIV. REFERENCES:
Lucas, Maria Rita D. et al., Field Study: Experiential Learning Courses, Quezon City :
Lorimar Publishing Inc., 2007. (Main Text Book)

Committee
COURSE SYLLABUS

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I. COURSE CODE: FSII
II. COURSE TITLE: FIELD STUDY II – EXPERIENCING THE TEACHING LEARNING

PROCESS
This course is deisgned to help the Field Study students examine the application of
teaching theories and principles in the learning environment. It aims to verify the cognitive,
metacognitive, individual differences and motivational factors that influence the acquisition of
knowledge. This will also help students to develop and try learning tasks, instructional
materials and assessment tools.
IV. CREDIT: 1 unit
V. PRE-REQUISITE/
CONCURRENT: EDU05 ASSESSMENT OF STUDENT LEARNING I
EDU06 PRINCIPLES OF TEACHING
Knowledge:
1. Discuss teaching methods and strategies appropriate instructional materials and
assessment tools used by teachers
Attitude:
1. Strive for achieving competency in understanding the learning process in
experiencing the teaching.
academic decisions.
Skills:
1. Reflect on the application of different theories of learning and knowledge acquisition
that promote the cognitive and metacognitive processes, positive motivational
processes and the use of verified resources of learning in the actual learning
environment
2. Develop alternative ways of teaching a lesson
3. Prepare instructional materials and assessment tools.
WEEK TOPICS HOURS


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2-6 Meaningful Learning Experience 3 hours
School Observation:
a. Methods or Strategies
b. Instructional Materials
c. Assessment Tools
Observation Log
Peace Concept in Focus “Critical Friends”
Output/Tasks:
a. School Visit/Observation (Preschool, Elementary, High School,
Technical/Vocational and College)
b. Observation Log
c. Presentation: Methods, Instructional Materials and Assessment
Tools Used by Teachers in Preschool, Elementary, High School,
Tech-Voc and College
d. Photo Essay
e. Documentation: How Methods, Instructional Materials and
Assessment Tools Facilitate Cognitive, Metacognitive and Positive
Motivational Processes as well as Use of Varied Resources of
Learning
7-12 Enriching Learning 3 hours
College and College (Lesson Proper)
Teachers’ Activities, Learning Behaviors of Learners and Theories of
Learning Applied by Teachers
Activities Promoting Better Learning
Peace Concept in Focus “Cooperation/Participatory”
Output/Tasks:
b. Observation Log
c. Presentation: Enriching Learning
d. Photo Essay
13-18 Assisting a Teacher 3 hours
Classroom Observation – Preschool, Elementary, High School, Junior
College and College
Lesson Objectives, Learning Activities, Instructional Materials and
Assessment Tools Employed by the Teacher
Reason Behind Use of the Observed Learning Activities and
Instructional Materials – Interview
Output/Tasks:
a. Classroom Visit/Observation
b. Interview
c. Reflection Report on the Interview
d. Presentation/Reflection (Documentation of the Experience)

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2. Simulation
3. Demonstration
5. Field Work
1. Book Readings
3. Archives
4. Handouts
5. Practice Set

2. Narrative Reports/Photo Documentation
3. Seminars
5. Documentation/Presentation
Presentations 30%
Attendance 10%
Total 100%
1. Ballpen
2. Eraser
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XIV. REFERENCES:

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Committee
COURSE SYLLABUS
I. COURSE CODE: FSIII
II. COURSE TITLE: FIELD STUDY III – TECHNOLOGY IN THE LEARNING

ENVIRONMENT
This course is deisgned to enrich the students’ experiences in developing and utilizing
appropriate technology to facilitate learning. It shall also provide exposure and hands on
opportunities in the use of information and communications technology.
IV. CREDIT: 1 unit
V. PRE-REQUISITE/
CONCURRENT: EDU04 EDUCATIONAL TECHNOLOGY I
EDU08 EDUCATIONAL TECHNOLOGY II
Knowledge:
1. Determine the teaching materials that best suit the needs of the learners.
2. Discuss the principles of developing instructional materials
Attitude:
1. Strive for achieving competency in understanding the technology in the learning
environment in an actual classroom setting.
academic decisions.
Skills:
1. Select teaching materials that best suit the needs of the learners

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2. Apply the principles of developing instructional materials

3. Develop and utilize instructional materials appropriate to a chosen subject area.
WEEK TOPICS HOURS

2-3 The Schools’ Learning Resources 3 hours
Ocular Visit to Learning Resource Centers of a School (Multi Media,
AVR, Computer Room, Library, Internet Facilities, Resource)
Inventory of Available Learning Resources
Classification of Learning Resource Centers and its Functions
Output/Tasks:
a. School Visit/Observation/Ocular Inspection
b. Observation Log
c. Presentation
d. Photo Essay
4-5 Bulletin Board Displays 3 hours
College and College
Evaluation of Displays
Enhancements to Make Display More Effective
Output/Tasks:
b. Evaluation Report on Viewed Bulletin Board Displays
c. Observation Log
d. Presentation – Proposed Bulletin Board Design Enhancement
e. Photo Essay
6-7 Utilization of Teaching Aids 3 hours
College and College
Various Teaching Aids Utilized in Teaching-Learning Processes
Appropriateness of the Teaching Aids to Learning Tasks
Output/Tasks:
b. Checklist of Teaching Aids Utilized
c. Observation Log
d. Presentation/Reflection (Appropriateness of the Teaching Aids)
8-10 A Teching Aids’ Bank 3 hours
College and College
Specific Content Area Banks
Development of Teaching Aids

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a. Flashcards
b. Word Cards
c. Pictures
d. Cut-outs
e. Transparencies
f. Powerpoint Presentations
g. Multimedia Presentations
h. Others
Output/Tasks:
b. Development of Teaching Aids (See Above)
c. Observation Log
d. Presentation/Reflection (Bank of Varied Teaching Aids)
c. Photo Documentation of the Classroom Activities
11-13 Classroom Handouts 3 hours
Preparation of Handouts for a Selected Topic
a. Flowcharts
b. Schema
c. Graphic Organizers
d. Others
Background Information thru Interview
Handout Descriptions
Output/Tasks:
b. Development of Handouts (Compilation of Sample Classroom
Handouts)
c. Documentation/Narrative Report
d. Observation Log
14-16 Slide Presentations 3 hours
Selection of Subject Matter
Development of Slide Presentations to Support Learning Activity
Try out of Presentations to a Group of Learners (Preschool, Elementary,
High School, Tech/Voc, and College)
SWOT Analysis of Slide Presentations
Output/Tasks:
b. Narrative Description of SWOT of the Materials Developed
c. Slide Presentation of Materials Developed
d. Observation Log
e. Presentation/Reflection (Social and Cultural Diversity)
17-18 On-Line Learning 3 hours
Class Observation
Sites Providing Support Materials and/or Interactive Programs on the
Topics
Evaluation of Materials and Programs

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Output/Tasks:
a. Class Observation
b. Evaluation Report on Visited Websites
c. Development of Online Resource Materials
d. Observation Log
e. Presentation/Reflection (Web as Tool for Knowledge Enrichment)
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Practice Set

3. Seminars
5. Research Project
Presentations 30%
Attendance 10%
Total 100%
1. Ballpen
2. Eraser
4 Calculator

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XIV. REFERENCES:

Committee
COURSE SYLLABUS
I. COURSE CODE: FSIV
II. COURSE TITLE: FIELD STUDY IV – EXPLORING THE CURRICULUM
This course is intended to introduce the education pre-service students to effective

curriculum design and assessment. The course includes curriculum models, principles and
approaches in designing, delivering and addressing the curriculum.
IV. CREDIT: 1 unit
V. PRE-REQUISITE/
CONCURRENT: EDU12 CURRICULUM DEVELOPMENT WITH PROJECT
DEVELOPMENT

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Knowledge:
1. Determine the models of curriculum demonstrating considerations for basic and higher
education, appropriate community linkages and stakeholders
2. Discuss the alignment of developing objectives, pedagogy and assessment
Attitude:
1. Strive for achieving competency in understanding the nature of curriculum development
in an actual school setting.
significant and substantial ideas bearing technical, as well as, educational or academic
decisions.
Skills:
1. Design a model of curriculum demonstrating considerations for basic and higher
education, appropriate community linkages and stakeholders
2. Address the monitoring of curriculum implementation and assessment of curriculum
3. Prepare an alignment of developing objectives, pedagogy and assessment.
WEEK TOPICS HOURS

2-3 Nature of Curriculum Development 3 hours
School Visit:
a. Vision, Mission and Goals
b. Interaction Among Students, Teachers and School Personnel
Output/Tasks:
f. Observation Log
g. Presentation (Simulatd Records of Active Learning Plays)
h. Photo Essay
4-6 Curriculum Model 3 hours
College and College
a. Teacher Provision of Opportunity to Learners to Interact
b. Roles Performed by Teacher and Learners
c. Aspect of Teacher as Role Model in Developing the Values in the
Process of Learning
Output/Tasks:
b. Documentation – Roles Performed by the Teacher and Learner
c. Documentation – Dialogue Based on Observed Roles that Each

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Performed
d. Observation Log
e. Presentation – Teacher as a Role Model in Developing the Values in
the Process of Learning
f. Photo Essay
7-9 Principles of Curriculum Design 3 hours
College and College
Critiquing of Information from the Curriculum Theory and Practice
through Observation
a. Learning Environment
b. Subject Matter
c. Books, Internet and Other Resources Used
Output/Tasks:
b. Report on Activities and Evaluation
c. Observation Log
d. Presentation/Reflection (Information from the Curriculum Theory
and Practice)
10-12 Delivering the Curriculum 3 hours
College and College
Calendar of Activities – Students, Community Stakeholders and School
Personnel
Programs that Create Rewards to Practices in Delivering Services to
Stakeholders
Calendar of Activities, Programs and Awards and the Participation of
the Stakeholders
Output/Tasks:
b. Collection of Calendar of Activities
c. Observation Log
d. Presentation/Reflection (Stakeholder Participation in School
Activities)
13-15 Linking Curriculum Instruction and Assessment 3 hours
Gathering and Analyzing Syllabi
Preparation of Curriculum – an Interview (Pre-elementary, Elementary,
Highschool, Tech/Voc and College)
Syllabi and Activities to Achieve Desired Learners’ Outcome
Output/Tasks:
b. Interview
c. Documentation – Records of Observation from Teachers
d. Observation Log
e. Presentation/Reflection (Syllabi Comparison and Congruence of
Curriculum to Learners’ Outcome)
16-18 Linking Instruction and Assessment Part II 3 hours

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Linking of Curriculum to Pedagogy and Assessment

Examination of Syllabi and Lesson Plan
Common Assessment Procedures Used with Pedagogies Applied (Pre-
elementary, elementary, highschool, tech/voc and college)
Output/Tasks:
b. Documentation of Linking Curriculum to Pedagogy and Assessment
c. Documentation of Syllabi and Lesson Plan Examined
d. Observation Log
e. Presentation/Reflection (Common Assessment Procedures Used)
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Practice Set

3. Seminars
5. Research Project
Presentations 30%
Attendance 10%
Total 100%
1. Ballpen

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2. Eraser
4 Calculator
XIV. REFERENCES:
AY 2013 – 2014 CRT Professional Education Dr. Reynato C. Arimbuyutan

(Education) Committee College President
COURSE SYLLABUS
I. COURSE CODE: FSV

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II. COURSE TITLE: FIELD STUDY V – LEARNING ASSESSMENT STRATEGIES
This course is deisgned provide the students with hands on experience in selecting,
constructing and evauating conventional and authentic tools and launching them in different
learning environment of the classroom based on the principles of teaching
IV. CREDIT: 1 unit
V. PRE-REQUISITE/
CONCURRENT: EDU05 ASSESSMENT OF STUDENT LEARNING I
EDU11 ASSESSMENT OF STUDENT LEARNING II
Knowledge:
1. Discuss the importance of the teacher’s knowledge and skills I the use of different
tools.
Attitude:
1. Strive for achieving competency in understanding the nature learning assessment
strategies in an actual school setting.
academic decisions.
Skills:
1. Select, construct and evaluate assessment tools used in the learning environment
2. Express one’s views on the use of the different forms of assessment
WEEK TOPICS HOURS

2-3 Assessment Tools in the Learning Environment 3 hours
School Observation – Assessment Tools Utilized by Teachers
Assessment Tools Used in Class
Assessment Tools as to Conventional Authentic or Alternative
Output/Tasks:

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b. Observation Log
c. Presentation – Chart Showing Different Assessment Tools
d. Written Reflection
4-6 Assessment Tools in the Learning Environment – Part II 3 hours
College and College
Teachers’ Objectuves of the Lesson, Evaluation Part of the Lesson
Pen and Paper Test Items
Analysis and Interpretation of the Data Obatin Focusing on Target
Competency
Output/Tasks:
b. Construction of 2 Way Table of Specifications
c. Construction of Pen and Paper Test Items (Test Item Bank)
d. Presentation – Analysis and Interpretation of Data Obtained
Focusing on Target Competency (Test Results and Analysis)
e. Observation Log
f. Photo Essay
7-9 Authentic Assessment 3 hours
College and College
New Trends of Assessment
Interview – Experiences of Using Authentic Assessment
Output/Tasks:
b. Interview and Report
c. Observation Log – Field Journal
d. Presentation/Reflection New Trends of Assessment
10-13 Process Oriented Assessment 3 hours
College and College
Performance Based Activities
Process Oriented Activities
Designing Performance Assessment
Rubrics Construction in Measuring Quality of Performance
Development of Portfolio to Assess Learning
Output/Tasks:
b. Development of Process Oriented Performance Assessment Plan
c. Development of Rubric for a Process Oriented Assessment
d. Portfolio to Assess Learning
e. Observation Log
f. Presentation/Reflection (Identification of Performance Based
Activities)
g. Photo Documentation of the Classroom Activities
14-18 Product Oriented Performance Based Assessment 3 hours

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Identification of Product Oriented Performance Based Activities

Design of Product Oriented Assessment
Development of Product Oriented Performance Based Rubric
Output/Tasks:
b. Development of Product Oriented Performance Based Rubric
c. Design of Product Oriented Assessment
d. Observation Log
e. Presentation/Reflection Identification of Product Oriented
Performance Based Activities
f. Photo Documentation of the Classroom Activity
2. Simulation
3. Demonstration
1. Book Readings
3. Archives
4. Handouts
5. Practice Set

3. Seminars
5. Research Project
Presentations 30%
Attendance 10%
Total 100%

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1. Ballpen
2. Eraser
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XIV. REFERENCES:

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Committee
COURSE SYLLABUS
I. COURSE CODE: FSVI
II. COURSE TITLE: FIELD STUDY VI – ON BECOMING A TEACHER
This course is deisgned to compliment the professional education subject, The Teaching
Profession. It shall bring about real life and vicarious experiences of a prospective teacher with
emphasis on the characteristics of a teacher as a person and as a professional.
IV. CREDIT: 1 unit
V. PRE-REQUISITE/
CONCURRENT: EDU09 THE TEACHING PROFESSION (WITH CODE OF
ETHICS)
Knowledge:
1. Determine the characteristics of a teacher as a person
2. Discuss the best practices of outstanding teachers
3. Identify the competencies that make up a professional teacher in the classroom, in
the community and in the world.
Attitude:
1. Strive for achieving competency in understanding the nature of becoming a teacher
in an actual school setting.
academic decisions.
3. Clarify one’s personal values, attitude and beliefs about teaching
Skills:

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1. Develop one’s personal values, attitude and beliefs about teaching similar to the best
practices of outstanding teachers.
2. Document best practices of outstanding teachers.
WEEK TOPICS HOURS

2-4 Teacher as a Person 3 hours
Interview – Beliefs on Why, What and How of Teaching
Analysis of Values and Philosophy Behind Teachers’ Beliefs
The Mission Statement
Output/Tasks:
b. Observation Log
c. Presentation – Teachers Beliefs on the Why, What and How of
Teaching
d. Presentation – Values and Philosophy Behind Teachers’ Beliefs
e. Presentation – One’s Own Values and Philosophy About
Teaching
f. Presentation – Mission Statement
g. Photo Essay
5-8 The Teacher in the Classroom 3 hours
College and College
Supportive Measures that the Teacher Utilizes to Manage the
Classroom
Analysis of the Effectiveness of the Supportive Measures in the
Different Areas of Classroom Management
Achieving Well Managed Classroom
Output/Tasks:
b. Accomplished Classroom Management Matrix
c. Observation Log
d. Presentation – Supportive Measures Teachers Utilize to Manage
the Classroom
e. Presentation – Effectiveness of Supportive Measures in the
Different Areas of Classroom Management
f. Photo Essay
9-13 Teacher in the Community 3 hours
College and College
Community Ocular Inspection – Community Around Cooperating
Schools
Issues, Concerns, Problems of the Community Affecting the School and

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Where Teachers and Students Can Help

Possible Linkages of the School and the Community
Vital Role of the Teachers as Part of the Community
The Global Teacher

Ideas About the Knowledge, Skills and Values of a Global Teacher
Output/Tasks:
a. School Visit/Observation/Community Tour
b. Matrix of Issues, Concerns and Problems of the Community
Around the Schools
c. Observation Log
d. Presentation/Reflection (Possible Linkages of the School and the
Community)
e. Presentation/Reflection (Vital Role of the Teachers as Part of the
Community)
f. Presentation (Ideas of the Knowledge, Skills and Values of a
Global Teacher
g. Interview and Clippings of Professional Readings About a Global
Teacher
h. Photo Documentation of the Classroom Setting
14-18 The Teacher as a Professional 3 hours
College and College
Policies and Guidelines Concerning Teachers Implemented by Schools
Interview – Administrators (TechVoc/College) and Principals
Analysis of the Policies and Guidelines in the Light of the Values and
Pertinent Laws
Impact of the Policies and Guidelines as a Full Fledged Professional
Teacher
Output/Tasks:
b. Interview – Policies and Guidelines and their Implementation
c. Observation Log
d. Presentation/Reflection (Accomplished Matrix on School Policies
and Guidelines and Their Legal Bases)
e. Photo Documentation of the Classroom Activities
2. Simulation
3. Demonstration
1. Book Readings

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3. Archives
4. Handouts
5. Practice Set

3. Seminars
5. Research Project
Presentations 30%
Attendance 10%
Total 100%
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XIV. REFERENCES:

Cabanatuan

Committee
ADMINISTRATORS
President Dr. Reynato C. Arimbuyutan
VP, Administration and Finance Mrs. Esther P. Arimbuyutan, MBA
Director, TVET Engr. Marissa F. Villanueva
Director, R & D Mr. Emman P. Arimbuyutan, CPA, MBA, MICB
Director, Gapan Campus Mr. Gershom C. Caburian, MBA
Directo, PAO Mrs. Evangeline B. Mejia
Officer in Charge, Guimba Campus Mrs. Reylany A. Aggasid

Cabanatuan
ACADEMIC HEADS/PERSONNEL
Head, Academic Affairs/IT Dr. Reynato C. Arimbuyutan
Registrar Mrs. Esther P. Arimbuyutan, MBA
Head, BSAT Mr. Emman P. Arimbuyutan, CPA, MBA, MICB
Head, BSHRM/BSTM Ms. Reya P. Arimbuyutan II, MAED
Head, BTTE Dr. Filomena M. Cerera
Head, Guidance Office Dr. Anselmo D. Lupdag
Student Guidance and Discipline Rev. Abelardo SA. Pascual

Cabanatuan
Coordinator, BSHRM/TM Ms. Manilyn DC. Gonzales
Academic Head, Guimba Branch Engr. Fernando T. Gacosta
Officer in Charge, Guimba Campus Mrs. Reylany A. Aggasid
Head Librarian Mrs. Virginia Ramos
Librarian Mr. Edwin C. Arimbuyutan, MLIS
Extension and NSTP Coordinator Ms. Marrietta C. Gonzales, MDM
Assistant Registrar Mrs. Jean Louie G. Mariano
NON ACADEMIC HEADS/PERSONNEL

College Physician Dra. Liway A. Bernardo
College Dentist Dra. Analiza Tayao
HRD Officer Ms. Esperanza T. Reyes, MSBA
Administrative Assistant Ms. Mildred S. Villaflor
College Nurse Ms. Catherine Natividad, RN

Cabanatuan
Research Assistant Mr. Daniel Urbanozo
Research Assistant Mr. Leyan P. Arimbuyutan
Marketing Assistant Mr. Harrizon Pietado
Marketing Assistant Ms. Emelita Cristal
Office Assistant Ms. Florence Sol Macapagal
Office Assistant Ms. Michiko Santos
Office Assistant Ms. Regine Candelaria
Office Assistant Ms. Evelyn Yuzon
Accounting Staff Ms. Edel Rich Samaniego
Registration Assistant Ms. Arriane G. Juan
Library Assistant Ms. Gerelee R. Gervacio
Laboratory Assistant Ms. Sharon Rose Garde
Maintenance Mr. Dennis Cruz

Ms. Pacita Nuevares
Mr. Romeo Nuevares
Mr. Alejandro Clave
Mr. Romeo Punzalan

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College for Research &

Course Syllabus Page |2

Course Syllabus Page |3

HIST1/HISTORY Philippine History, Government and Constitution 8

PHILO Philosophy of Man/Introduction to Logic 12

RIZAL Rizal’s Life, Works & Writings 21

SOC01 Cultural Anthropology 25

POLSCI Political Science 35

GENERAL EDUCATION - HUMANITIES

ENG01 Communications Skills I/ Study & Thinking Skills 40

ENG02 Communication Skills II 44

ENG03 Speech & Oral Communications 48

ENG04 Technical Writing and Presentation Skills in Business 52

FIL01 Komunikasyon sa Akademikong Filipino 57

FIL02 Pagbasa at Pagsulat Tungo sa Pananaliksik 62

HUM01 Art Appreciation/Art, Man and Society 70

LIT01 Philippine Literature 76

LIT02 World Literature 80

HORE1/TORE1 Hospitality/Tourism Industry Research Methodology 85

Course Syllabus Page |4

GENERAL EDUCATION – MATH & SCIENCES

MATH1/MATH11 College Algebra 90

MATH12 Mathematics of Investment 101

MATH14/MATH3 Business Statistics/Statistics & Probability 105

MATH15 Quantitative Techniques in Business 109

MATH15 Mathematical Logic/Discrete Structures 113

NSCI1 Physics I 117

NSCI2 Physics II 121

NSCI3 /NSCI2 Environmental Sciences 125

GENERAL EDUCATION – MANDATED SUBJECTS

PE01 Physical Education I 129

PE02 Physical Education II 133

PE03 Physical Education III 137

PE04 Physical Education IV 140

NSTP1 National Service Training Program I (with Drug Addiction, Anti-Smoking

NSTP2 National Service Training Program II (with Peace and Environmental

PROFESSIONAL EDUCATION – EDUCATION SUBJECTS

EDU01 Child & Adolescent Psychology 151

EDU02 Facilitating Learning 155

Course Syllabus Page |5

EDU03 Social Dimensions of Learning 158

EDU04 Educational Technology I 162

EDU05 Assessment of Student Learning I 165

EDU06 Principles of Teaching 168

EDU07 Career Guidance and Counseling 171

EDU08 Educational Technology II 174

EDU09 The Teaching Profession (with Code of Ethics) 177

EDU10 Strategies of Teaching 180

EDU11 Assessment of Student Learning II 184

EDU12 Curriculum Development (with Project Development) 188

EDU13 Special Research Project (HORE/TORE1) (85)

FS I Learners’ Development and Environment 191

FS II Experiencing the Teaching Learning 195

FS III Technology in the Learning Environment 198

FS IV Understanding Curriculum Development 202

FS V Learning Assessment Strategies 206

FS VI On Becoming a Teacher 210

Course Syllabus Page |6

COURSE POLICIES/HOUSE RULES

Strict implementation of deadlines - No late projects, papers, researches or quizzes will be

Special Arrangements and considerations – no special arrangements and considerations will

Course Syllabus Page |7