Policies, Standards and Guidelines for Bachelor of Secondary Education (BSEd)
The CHED Memorandum Order No. 075-17 establishes policies, standards, and guidelines for the Bachelor of Secondary Education (BSEd) program in the Philippines, aiming to implement an outcomes-based education system. The document emphasizes the importance of core competencies expected from BSEd graduates, aligned with the K to 12 Enhanced Curriculum and the Philippine Qualifications Framework. It mandates that all higher education institutions (HEIs) offering the BSEd program must secure proper government recognition and adhere to a shift towards an outcomes-based approach. The memorandum also outlines specific curriculum requirements, faculty qualifications, and resources needed to ensure the effective delivery of the program. Lastly, it provides a timeline for compliance and details potential sanctions for violations of these guidelines.
Law Information
- Reference Number
- CHED Memorandum Order No. 075-17
- Date Enacted
- Category
- Other Rules and Procedures
- Subcategory
- Commission on Higher Education
- Jurisdiction
- Philippines
- Enacting Body
- Congress of the Philippines
Full Law Text
November 2, 2017
CHED MEMORANDUM ORDER NO. 075-17
| SUBJECT | : | Policies, Standards and Guidelines for Bachelor of Secondary Education (BSEd) |
In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the "Higher Education Act of 1994," and in pursuance of an outcomes-based quality assurance system as advocated under CMO No. 46 s. 2012, and by virtue of Commission en banc (CEB) Resolution No. 724-2017 dated October 3, 2017, the following policies, standards and guidelines (PSGs) are hereby adopted and promulgated by the Commission.
ARTICLE I
Introduction
SECTION 1. Rationale. —
Based on the Guidelines for the Implementation of CMO No. 46 s. 2012, this PSG implements the "shift to learning competency-based standards/outcomes-based education" in response to the 21st Century Philippine Teacher Education framework. Furthermore, this PSG is anchored on the salient features of K to 12 Enhanced Curriculum (RA 10533), the Philippine Qualifications Framework (EO 83, s. 2012), the National Competency-Based Teacher Standards (NCBTS) now the Philippine Professional Standards for Teachers (D.O. 42, s. 2017) and other relevant documents. It specifies the 'core competencies' expected of Bachelor of Secondary Education (BSEd) graduates "regardless of the type of HEI they graduate from." However, in "recognition of the spirit of outcomes-based education and of the typology of HEIs," this PSG also provides "ample space for HEIs to innovate in the curriculum in line with the assessment of how best to achieve learning outcomes in their particular contexts and their respective missions."
ARTICLE II
Authority to Operate
SECTION 2. Government Recognition. —
All private higher education institutions (PHEIs) intending to offer BSEd program must first secure proper authority from the Commission in accordance with this PSG. All PHEIs with an existing BSEd program are required to shift to an outcomes-based approach based on this PSG. State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs) should likewise strictly adhere to the provisions in these policies and standards.
ARTICLE III
General Provisions
Per Section 13 of RA 7722, the higher education institution shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements for specific academic programs, the general education distribution requirement and the specific professional courses.
SECTION 3. The Articles that follow give minimum standards and other requirements and prescriptions. The minimum standards are expressed as a minimum set of desired program outcomes which are given in Article IV Section 6. CHED designed a curriculum to attain such outcomes. This curriculum is shown in Article V Section 9 as a sample curriculum. The number of units of this curriculum is hereby prescribed as the "minimum unit requirement" under Section 13 of RA 7722. In designing the curriculum, CHED employed a curriculum map which is shown in Article V Section 10 as a sample curriculum map.
Using a learner-centered/outcomes-based approach, CHED also determined appropriate curriculum delivery methods shown in Article V Section 11. The sample course syllabi given in Article V Section 12 show some of these methods.
Based on the curriculum and the means of its delivery, CHED determined the physical resource requirements for the library, laboratories and other facilities and the human resource requirements in terms of administration and faculty. See Article VI.
SECTION 4. The HEIs are allowed to design curricula suited to their own contexts and missions provided that they can demonstrate that the same leads to the attainment of the required minimum set of outcomes, albeit by a different route. In the same vein, they have latitude in terms of curriculum delivery and in terms of specification and deployment of human and physical resources as long as they can show that the attainment of the program outcomes and satisfaction of program educational objectives can be assured by the alternative means they propose.
HEIs can use the CHED Implementation Handbook for Outcomes-Based Education (OBE) and the Institutional Sustainability Assessment (ISA) as a guide in making their submissions for Article VII. aScITE
ARTICLE IV
Program Specification
SECTION 5. Program Description. —
5.1 Degree Name
The degree program described herein shall be called Bachelor of Secondary Education (BSEd) Major in:
• English
• Filipino
• Mathematics
• Sciences
• Social Studies
• Values Education
5.2 Nature of the Field of Study
The BSEd is an undergraduate teacher education program designed to equip learners with adequate and relevant competencies to teach in their chosen area of specialization/major in the secondary level.
5.3 Degree/Program Goals
The BSEd degree program aims to develop highly motivated and competent teachers specializing in the content and pedagogy for secondary education.
5.4 Specific Professions/Careers/Occupations for graduates
After successful completion of all academic requirements for the degree/program, graduates of BSEd should be able to practice the teaching profession in the Secondary Level.
5.5 Allied Fields
The BSEd degree program draws from various allied disciplines like social sciences, science, math, technology, languages, and humanities to ensure that the graduates have a multi-disciplinary preparation in content and pedagogy.
SECTION 6. Program Outcomes. —
The minimum standards for the BSEd degree program are expressed in the following set of learning outcomes:
6.1 Common to all programs in all types of schools
The graduates have the ability to:
a. articulate and discuss the latest developments in the specific field of practice. (PQF level 6 descriptor)
b. effectively communicate in English and Filipino, both orally and in writing
c. work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi-cultural teams. (PQF level 6 descriptor)
d. act in recognition of professional, social, and ethical responsibility
e. preserve and promote "Filipino historical and cultural heritage" (based on RA 7722)
6.2 Common to the discipline (Teacher Education)
a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts
b. Demonstrate mastery of subject matter/discipline
c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments
d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
e. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices 1
f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes
g. Practice professional and ethical teaching standards sensitive to the local, national, and global realities
h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities
6.3 Specific to a sub-discipline and major
6.3.1 Bachelor of Secondary Education major in English
a. Possess broad knowledge of language and literature for effective learning
b. Use English as a glocal language in a multilingual context as it applies to the teaching of language and literature
c. Acquire extensive reading background in language, literature, and allied fields
d. Demonstrate proficiency in oral and written communication
e. Shows competence in employing innovative language and literature teaching approaches, methodologies, and strategies
f. Use technology in facilitating language learning and teaching
g. Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching language and literature
h. Display skills and abilities to be a reflective and research-oriented language and literature teacher
6.3.2 Bachelor of Secondary Education Major in Filipino
a. Nagpapamalas ng mataas na antas ng kaalaman sa pagtuturo ng wika at panitikang Filipino.
b. Nagpapakita ng malawak at malalim na pag-unawa at kaalaman sa ugnayan ng wika, kultura, at lipunan
c. Nakagagamit ng iba't ibang kasanayan at kaalaman sa proseso ng pagtuturo-pagkatuto.
d. Nagtataglay ng kaalaman hinggil sa usapin ng kultural at linggwistikong dibersidad ng bansa.
e. Nakapagdidisenyo ng malikhain, inobatibo, at integratibong mga alternatibong dulog sa pagtuturo at pagkatuto
f. Nakagagawa ng pananaliksik ukol sa ikauunlad ng wikang Filipino bilang wikang panturo
6.3.3 Bachelor of Secondary Education Major in Mathematics
a. Exhibit competence in mathematical concepts and procedures
b. Exhibit proficiency in relating mathematics to other curricular areas
c. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of mathematics
d. Demonstrate competence in designing, constructing and utilizing different forms of assessment in mathematics
e. Demonstrate proficiency in problem-solving by solving and creating routine and non-routine problems with different levels of complexity
f. Use effectively appropriate approaches, methods, and techniques in teaching mathematics including technological tools
g. Appreciate mathematics as an opportunity for creative work, moments of enlightenment, discovery and gaining insights of the world HEITAD
6.3.4 Bachelor of Secondary Education Major in Sciences
a. Demonstrate deep understanding of scientific concepts and principles
b. Apply scientific inquiry in teaching and learning
c. Utilize effective science teaching and assessment methods
6.3.5 Bachelor of Secondary Education Major in Social Studies
a. Utilize appropriate various sociocultural and historical materials in explaining current issues
b. Organize communities towards self-reliance and self-sufficiency
c. Demonstrate leadership skills that will help in teaching or training students who will empower their communities
d. Integrate local and global perspectives in teaching the principle of the common good
e. Employ principles of sustainable development in teaching and learning
f. Show scholarship in research and further learning
g. Display the qualities of an innovative teacher who has mastery of the subject matter
6.3.6 Bachelor of Secondary Education Major in Values Education
a. Demonstrate understanding of the Values Education Framework of the K to 12
b. Demonstrate knowledge and understanding of various philosophical and theoretical underpinnings of teaching values education
c. Demonstrate understanding how psychological, moral, spiritual, and socio-cultural shape human values
d. Exhibit critical mindedness in analyzing local, regional, national, and global trends and issues relevant to values education
e. Show passion and commitment in becoming advocates of universal values of openness, peace, tolerance, social justice and respect for human rights
f. Become an exemplar of Filipino values
g. Show understanding of the theories, principles and application of strategies for effective intra and interpersonal skills
h. Demonstrate commitment to students' development for personal renewal and social transformation
i. Demonstrate competence in employing various pedagogical approaches, methods and techniques for teaching values
j. Demonstrate competence in the conduct of research and utilization of results to improve values education
k. Demonstrate in-depth knowledge in developing and using traditional and non-traditional strategies for assessing learner's performance in values education
l. Demonstrate competence in integrating context appropriate technology to optimize teaching and learning
m. Manifest commitment to community service as a means to promote social values
n. Show reflective skills in applying strong moral and ethical principles in their decisions and actions as values education teacher
6.4 Common to graduates of a horizontal type of institution as defined in CMO 46, 2012
a. Graduates of professional institutions demonstrate service orientation in their respective professions
b. Graduates of colleges are qualified for various types of employment and participate in development activities and public discourses, particularly in response to the needs of the communities they serve
c. Graduates of universities contribute to the generation of new knowledge by participating in various research and development projects
Moreover, graduates of State Universities and Colleges (SUCs) must have the competencies to support "national, regional and local development plans" (RA 7722).
All private higher education institutions (PHEI), may adopt mission-related program outcomes that are not included in the minimum set of learning outcomes.
SECTION 7. Performance Indicators. —
A. BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH
|
Program Outcomes |
Performance Indicators |
|
a. Possess broad knowledge of language and literature for effective learning |
• Integrate the relationship of language, literature, culture, and society in the teaching-learning process • Conduct an independent investigation of a selected structure of English in the context of the language classroom • Critique selected literary pieces using appropriate literary theories |
|
b. Use English as a glocal language in a multilingual context as it applies to the teaching of language and literature |
• Incorporate features of English as a glocal language in the design of the curriculum, learning activities, and materials • Draft a proposal for and implements a community-based English language- or literature-based learning program |
|
c. Acquire extensive reading background in language, literature, and allied fields |
• Prepare an annotated reading list appropriate for a particular grade level to enhance students' reading skills • Show the ability to enrich the curriculum to include an extensive reading list for learning language, literature, and allied fields |
|
d. Demonstrate proficiency in oral and written communication |
• Utilize a variety of oral communication forms in order to become an effective model to learners • Prepare original compositions in expository and creative writing |
|
e. Show competence in employing innovative language and literature teaching approaches, methodologies, and strategies |
• Employ a variety of innovative teaching approaches, methodologies, and strategies • Design learning plans following expectations of the curricula for Grades 7-10 • Perform one independent and one supervised teaching demonstration • Construct appropriate assessment tools for the language and literature classroom |
|
f. Use technology in facilitating language learning and teaching |
• Design computer-assisted language and literature learning tasks • Prepare one independent and one supervised technology-based lesson |
|
g. Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching language and literature |
• Conduct a community language profiling survey to make lessons more localized • Draft a proposal for and implements a community-based English language- or literature-based learning program |
|
h. Display skills and abilities to be a reflective and research-oriented language and literature teacher |
• Conduct a comprehensive language profiling to identify students' needs • Conduct an analysis of assessment results to improve teaching and learning in the language classroom • Conduct research concerning the teaching and learning of language and literature |
B. BACHELOR OF SECONDARY EDUCATION MAJOR IN FILIPINO
|
Program Outcomes |
Performance Indicators |
|
a. Nagpapamalas ng mataas na antas ng kaalaman sa pagtuturo ng wika at panitikang Filipino. |
• Naipaliliwanag ang mga batayan at kaalaman sa pagtuturo ng Filipino. • Nailalapat ang kaalaman sa Filipino na nakasalig sa ibat ibang teorya, pananaw, at prinsipyo sa pagkatuto at pagtuturo. |
|
b. Nagpapakita ng malawak at malalim na pag-unawa at kaalaman sa ugnayan ng wika, kultura, at lipunan. |
• Naipaliliwanag ang papel ng wika bilang isang panlipunang penomenon. • Nasusuri ang ugnayan ng wika, panitikan, kultura at lipunan. • Nagagamit ang pagpapahalagang pampanitikan sa pagtuturo ng ugnayan ng kultura at lipunan. • Nasusuri ang gamit ng wika sa iba't ibang institusyong panlipunan • Nakagagawa ng kritikal na pag-aaral hinggil sa mga napapanahong isyu sa wika, kultura at lipunan at ang implikasyon nito sa pagtuturo at pagkatuto ng Filipino |
|
c. Nakagagamit ng iba't ibang kasanayan at kaalaman sa proseso ng pagtuturo-pagkatuto. |
• Nakapagdidisenyo ng makabuluhang kurikulum batay para sa pagtuturo at pagkatuto ng Filipino • Nakabubuo ng plano ng pagkatuto ayon sa kahingian ng kurikulum • Nakalilikha ng mga kagamitang pampagtuturo na nakaugat sa lokal na kultura • Nakagagamit ng mga makabagong pagdulog pagtasa at pagtaya sa pagtuturo at pagkatuto ng Filipino • Nakagagamit ng ibat ibang lapit o dulog sa pagtuturo ng Filipino para sa ika-21 siglo |
|
d. Nagtataglay ng kaalaman hinggil sa usapin ng kultural at linggwistikong dibersidad ng bansa. |
• Natutukoy at nasusuri ang mga barayti at baryasyon ng wikang Filipino • Napaghahambing ang mga pagkakatulad at pagkakaiba ng mga wika at kultura • Nakapagpapahayag ng mga saloobin sa kahalagahan ng pagkakatulad at pagkakaiba ng mga rehiyonal na panitikan. |
|
e. Nakapagdidisenyo ng malikhain, inobatibo, at integratibong mga alternatibong dulog sa pagtuturo at pagkatuto. |
• Nakagagamit ang ibat ibang dulog pagtuturo at pagkatuto ng wika at panitikang Filipino • Natataya ang bisa ng dulog sa epektibong pagtuturo-pagkatuto ng wika at panitikang Filipino |
|
f. Nakagagawa ng pananaliksik ukol sa ikauunlad ng wikang Filipino bilang wikang panturo. |
• Nakagagawa ng pananaliksik ukol sa wika at panitikang Filipino • Nagtataglay ng kaalaman sa teknikal na aspeto ng pananaliksik sa pagtuturo at pagkatuto ng wika at panitikang Filipino • Nakabubuo ng mga pag-aaral ukol sa pagtuturo at pagkatuto ng wikang Filipino |
C. BACHELOR OF SECONDARY EDUCATION MAJOR IN MATHEMATICS
|
Program Outcomes |
Performance Indicators |
|
a. Exhibit competence in mathematical concepts and procedures. |
• Explain and illustrate clearly, accurately, and comprehensively the basic mathematical concepts, using relevant examples as needed • Demonstrate in detail basic mathematical procedures • Show the connections between mathematical concepts that are related to one another • Provide examples to illustrate the application of mathematical concepts and procedures |
|
b. Exhibit proficiency in relating mathematics to other curricular areas. |
• Create a curriculum guide that shows how mathematics can be integrated with other curricular areas • Identify teaching activities which support the implementation of the curriculum guide • Develop and utilize instructional materials that support the integration of mathematics with other curricular areas • Utilize appropriate technologies to achieve the learning outcomes. |
|
c. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of mathematics |
• Demonstrate skills in various methods of learning in mathematics such as, conducting investigations, modeling, and doing research • Create and utilize learning experiences in the classroom which develop the learners' skills in discovery learning, problem solving, and critical thinking |
|
d. Demonstrate competence in designing, constructing, and utilizing different forms of assessment in mathematics. |
• Design and utilize varied assessment tools in mathematics, including alternative forms of assessment • Analyze assessment results and use these to improve learning and teaching • Provide timely feedback of assessment results to students |
|
e. Demonstrate proficiency in problem-solving by solving and creating routine and non-routine problems with different levels of complexity |
• Demonstrate skills in various problem solving heuristics • Select suitable examples to explain the various problem solving heuristics • Manifest creativity and critical thinking when selecting examples and problems to be used in the classroom and in the assessment of students' learning • Use varied resources for selecting and creating problems to develop the students' problem solving skills |
|
f. Use effectively appropriate approaches, methods, and techniques in teaching mathematics including technological tools. |
• Demonstrate knowledge and skills in varied approaches and methods of teaching mathematics • Manifest discretion when selecting approaches or methods that would be effective in teaching particular lessons • Utilizes a variety of student-centered approaches and methods in the classroom • Demonstrate skills in the use of common mathematical software for teaching and learning mathematical concepts, e.g., Graphmatica, Geogebra and Geometer's Sketchpad • Develop and use materials that guide the students in using a mathematical software for discovering and learning mathematical concepts |
|
g. Appreciate mathematics as an opportunity for creative work, moments of discovery, and gaining insights of the world. |
• Model in class such mathematical attitudes as delight after having found the solution to a problem or a sense of wonder at how certain mathematical concepts evolved • Develop lessons that can help students appreciate the use of mathematics in daily life |
D. BACHELOR OF SECONDARY EDUCATION MAJOR IN SCIENCE
|
Program Outcomes |
Performance Indicators |
|
a. Demonstrate deep understanding of scientific concepts and principles |
• Display basic and comprehensive understanding of knowledge, principles of the subject matter in the sciences. |
|
b. Apply scientific inquiry in teaching and learning |
• Apply the scientific principles in solving current problems. • Uses scientific inquiry in understanding and explaining natural phenomena. |
|
c. Utilize effective science teaching and assessment methods |
• Design and utilizes appropriate instructional materials in science. • Employ effective teaching techniques for diverse types of learners in varied learning conditions • Design and utilizes a variety of appropriate assessment techniques to monitor and evaluate learning • Provide regular feedback to students |
|
d. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the sciences |
• Utilize appropriate pedagogy and use of technology for the different science content areas. • Demonstrate skills in various methods of teaching-learning in the sciences to include conducting science investigations, making models and prototype, and doing science research. • Create and utilize learning experiences in the classrooms to develop learner's skills in discovery learning, problem learning and critical thinking. |
E. BACHELOR OF SECONDARY EDUCATION MAJOR IN SOCIAL STUDIES
|
Program Outcomes |
Performance Indicators |
|
a. Utilize appropriate various sociocultural and historical materials in explaining current issues |
• Relate current events with available historical data to help students develop critical perspectives towards social issues • Draw the connections between and among people, events, and places to analyze local and global social issues |
|
b. Organize communities towards self-reliance and self-sufficiency |
• Design community-based activities to help learners achieve an integrated view of social development • Organize student clubs/activities for community outreach projects • Conduct public assemblies to increase social awareness |
|
c. Demonstrate leadership skills that will help in teaching or training students who will empower their communities |
• Train students to be involved in community-related activities • Establish linkages with government and non-government organizations to promote public welfare |
|
d. Integrate local and global perspectives in teaching the principle of the common good |
• Access information from local and foreign media about social issues to enhance teaching • Distinguish truthful from false presentation of information from social media |
|
e. Employ principles of sustainable development in teaching and learning |
• Initiate advocacy campaigns towards the attainment of sustainable development goals • Organize initiatives for stewardship of natural resources • Participate in activities that promote environmental consciousness • Integrate the environmental principles in learning and teaching |
|
f. Show scholarship in research and further learning |
• Participate in research to improve the teaching and learning of social studies • Join seminars, trainings, workshops, and related activities to improve the teaching and learning of social studies |
|
g. Display the qualities of an innovative teacher who has mastery of the subject matter |
• Design innovative strategies that heighten students' engagement in the social studies classroom • Produce assessment materials to measure student's performance |
F. BACHELOR OF SECONDARY EDUCATION MAJOR IN VALUES EDUCATION
|
Program Outcomes |
Performance Indicators |
|
a. Demonstrate understanding of the Values Education Framework of K to 12 |
• Design lessons and instructional materials for values development • Integrate various strategies in the systematic and purposive integration of values |
|
b. Demonstrate knowledge and understanding of various philosophical and theoretical underpinnings of teaching values education |
• Form his/her philosophy as a values education teacher • Explain the underlying philosophies and theories of teaching values |
|
c. Demonstrate understanding how psychological, moral, spiritual, and socio-cultural shape human values. |
• Discuss in-depth the interplay of different factors in various lessons |
|
d. Exhibit critical mindedness in analyzing local, regional, national, and global trends and issues relevant to values education |
• Engage learners in an in-depth discussion of current societal trends and issues |
|
e. Show passion and commitment in becoming advocates of universal values of openness, peace, tolerance social justice and respect for human rights. |
• Design relevant curricular and co-curricular programs promoting universal values |
|
f. Become an exemplar of Filipino values |
• Exhibit desirable Filipino values through his/her day-to-day actions and behavior as a Filipino and values education teacher |
|
g. Show understanding of the theories, principles and application of strategies for effective intra and interpersonal relations |
• Facilitate development of intra- and interpersonal skills in various experiential activities in the classroom |
|
h. Demonstrate commitment to student's development for personal renewal and social transformation |
• Engage learners in various values clarification activities and transpersonal activities • Utilizes different approaches for social transformation |
|
i. Demonstrate competence in employing various pedagogical approaches, methods and techniques for teaching values |
• Prepare instructional plans utilizing various approaches, methods and techniques • Conducts teaching demonstrations to show effective use of different approaches, methods and techniques |
|
j. Demonstrate competence in the conduct of research and utilization of results to improve values education |
• Conduct relevant research that contributes to current studies in Values Education |
|
k. Demonstrate in depth knowledge in developing and using traditional and non-traditional strategies for assessing learner's performance in values education |
• Develop appropriate and effective assessment strategies, instruments and tools to measure values learning • Construct and use traditional and non-traditional strategies for assessing affective learning outcomes |
|
l. Demonstrate competence in integrating context appropriate technology to optimize teaching and learning |
• Use context appropriate technology in teaching-learning values education vis-a-vis 21st Century Learning |
|
m. Manifest commitment to community service as a means to promote social values |
• Plan and manages community development programs for values enhancement of the people in the community • Initiate and implements community service programs to promote values development for social transformation |
|
n. Show reflective skills in applying strong moral and ethical principles in their decisions and actions as a values education teacher |
• Engage in decision making activities concerning moral and ethical issues |
ARTICLE V
Curriculum
SECTION 8. Curriculum Description. —
The BSEd program is composed of New General Education Courses, Professional Education Courses, Specialization/Major Courses, Elective/Cognate Courses, Special Topics, and Mandated Courses (PE and NSTP).
SECTION 9. Sample Curriculum. —
Higher Education Institutions offering the BSEd program may exercise flexibility in their curricular offering. However, the following courses are prescribed as minimum requirements to be implemented. ATICcS
9.1. Curriculum Components
A. BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH
|
|
Courses |
Units |
Total |
|
|
A. General Education Courses (CMO No. 20, series of 2013) |
|
36 units |
|
|
B. Professional Education Courses |
|
42 units |
|
|
Foundation/Theories and Concepts |
|
|
|
|
The Child and Adolescent Learners and Learning Principles |
3 |
|
|
|
The Teaching Profession |
3 |
|
|
|
The Teacher and the Community, School Culture and Organizational Leadership |
3 |
|
|
|
Foundation of Special and Inclusive Education |
3 |
|
|
|
Pedagogical Content Knowledge (PCK) |
|
|
|
|
Facilitating Learner-Centered Teaching |
3 |
|
|
|
Assessment in Learning 1 |
3 |
|
|
|
Assessment in Learning 2 |
3 |
|
|
|
Technology for Teaching and Learning 1* |
3 |
|
|
|
The Teacher and the School Curriculum |
3 |
|
|
|
Building and Enhancing New Literacies Across the Curriculum |
3 |
|
|
|
Experiential Learning |
|
|
|
|
Field Study 1 |
3 |
|
|
|
Field Study 2 |
3 |
|
|
|
Teaching Internship |
6 |
|
|
|
C. Major Courses |
|
63 units |
|
Linguistics |
Introduction to Linguistics |
3 |
|
|
Linguistics |
Language, Culture, and Society |
3 |
|
|
Linguistics |
Structure of English |
3 |
|
|
ELT |
Principles and Theories of Language Acquisition and Learning |
3 |
|
|
ELT |
Language Programs and Policies in Multilingual Societies |
3 |
|
|
ELT |
Language Learning Materials Development |
3 |
|
|
ELT |
Teaching and Assessment of Literature Studies |
3 |
|
|
ELT |
Teaching and Assessment of the Macroskills |
3 |
|
|
ELT |
Teaching and Assessment of Grammar |
3 |
|
|
ELT |
Speech and Theater Arts |
3 |
|
|
ELT |
Language Education Research |
3 |
|
|
Literature |
Children and Adolescent Literature |
3 |
|
|
Literature |
Mythology and Folklore |
3 |
|
|
Literature |
Survey of Philippine Literature in English |
3 |
|
|
Literature |
Survey of Afro-Asian Literature |
3 |
|
|
Literature |
Survey of English and American Literature |
3 |
|
|
Literature |
Contemporary, Popular, and Emergent Literature |
3 |
|
|
Literature |
Literary Criticism |
3 |
|
|
ELT |
Technical Writing |
3 |
|
|
Allied |
Campus Journalism |
3 |
|
|
Allied |
Technology for Teaching and Learning 2* (Technology in Language Education) |
3 |
|
|
|
D. Cognates/Electives |
|
6 units |
|
|
Translation |
3 |
|
|
|
Stylistics and Discourse Analysis |
3 |
|
|
|
English for Specific Purposes |
3 |
|
|
|
Remedial Instruction |
3 |
|
|
|
Creative Writing |
3 |
|
|
|
E. Mandated Courses |
|
|
|
PHYSED |
Physical Education |
8 |
|
|
NSTP |
NSTP |
6 |
|
|
SUMMARY |
|
|
General Education Courses |
36 units |
|
|
Professional Education Courses |
42 units |
|
|
Major Courses |
63 units |
|
|
Elective Courses |
6 units |
|
|
Mandated Courses (PE and NSTP) |
14 units |
|
|
TOTAL |
161 units |
B. BACHELOR OF SECONDARY EDUCATION MAJOR IN FILIPINO
|
|
Courses |
Units |
Total |
|
|
A. General Education Courses (CMO NO. 20, series of 2013) |
|
36 units |
|
|
B. Professional Education Courses |
|
42 units |
|
|
Foundation/Theories and Concepts |
|
|
|
|
The Child and Adolescent Learners and Learning Principles |
3 |
|
|
|
The Teaching Profession |
3 |
|
|
|
The Teacher and the Community, School Culture and Organizational Leadership |
3 |
|
|
|
Foundation of Special and Inclusive Education |
3 |
|
|
|
Pedagogical Content Knowledge |
|
|
|
|
Facilitating Learner-Centered Teaching |
3 |
|
|
|
Assessment in Learning 1 |
3 |
|
|
|
Assessment in Learning 2 |
3 |
|
|
|
Technology for Teaching and Learning 1* |
3 |
|
|
|
The Teacher and the School Curriculum |
3 |
|
|
|
Building and Enhancing New Literacies Across the Curriculum |
3 |
|
|
|
Experiential Learning |
|
|
|
|
Field Study 1 |
3 |
|
|
|
Field Study 2 |
3 |
|
|
|
Teaching Internship |
6 |
|
|
Clusters |
C. Major Courses |
|
60 units |
|
Language |
Introduksyon sa Pag-aaral ng Wika |
3 |
|
|
Linguistics |
Panimulang Linggwistika |
3 |
|
|
FLT |
Ang Filipino sa Kurikulum ng Batayang Edukasyon |
3 |
|
|
Language |
Estruktura ng Wikang Filipino |
3 |
|
|
Pedagogy |
Pagtuturo at Pagtataya ng Makrong Kasanayang Pangwika |
3 |
|
|
Language |
Ugnayan ng Wika, Kultura at Lipunan |
3 |
|
|
Pedagogy |
Paghahanda at Ebalwasyon ng Kagamitang Panturo |
3 |
|
|
Language |
Introduksyon sa Pagsasalin |
3 |
|
|
Research |
Introduksyon sa Pananaliksik-Wika at Panitikan |
3 |
|
|
Writing |
Introduksyon sa Pamamahayag |
3 |
|
|
Language |
Barayti at Baryasyon ng Wika |
3 |
|
|
Language |
Mga Natatanging Diskurso sa Wika at Panitikan |
3 |
|
|
Literature |
Panitikan ng Rehiyon |
3 |
|
|
Allied |
Kulturang Popular |
3 |
|
|
Writing |
Sanaysay at Talumpati |
3 |
|
|
Literature |
Panunuring Pampanitikan |
3 |
|
|
Literature |
Maikling Kuwento at Nobelang Filipino |
3 |
|
|
Literature |
Panulaang Filipino |
3 |
|
|
Literature |
Dulaang Filipino |
3 |
|
|
TTL2 |
Technology for Teaching and Learning 2* |
3 |
|
|
|
D. Elective Courses (6 units) |
|
|
|
|
Filipino para sa Natatanging Gamit |
3 |
|
|
|
Filipino bilang Ikalawang Wika |
3 |
|
|
|
Malikhaing Pagsulat |
3 |
|
|
|
Pagsasalin sa lba't-ibang Disiplina |
3 |
|
|
|
E. Mandated Courses |
|
|
|
|
Physical Education |
8 |
|
|
|
NSTP |
6 |
|
|
SUMMARY |
|
|
General Education Courses |
36 units |
|
|
Professional Education Courses |
42 units |
|
|
Major Courses |
60 units |
|
|
Elective Courses |
6 units |
|
|
Mandated Courses (PE and NSTP) |
14 units |
|
|
TOTAL |
158 units |
C. BACHELOR OF SECONDARY EDUCATION MAJOR IN MATHEMATICS
|
|
Courses |
Units |
Total |
|
|
A. General Education Courses (CMO No. 20, series of 2013) |
|
36 units |
|
|
B. Professional Education Courses |
|
42 units |
|
|
Foundation/Theories and Concepts |
|
|
|
|
The Child and Adolescent Learners and Learning Principles |
3 |
|
|
|
The Teaching Profession |
3 |
|
|
|
The Teacher and Community, School Culture and Organizational Leadership |
3 |
|
|
|
Foundation of Special and Inclusive Education |
3 |
|
|
|
Methods and Strategies |
|
|
|
|
Facilitating Learner-Centered Teaching |
3 |
|
|
|
Assessment in Learning 1 |
3 |
|
|
|
Assessment in Learning 2 |
3 |
|
|
|
Technology for Teaching and Learning 1* |
3 |
|
|
|
The Teacher and the School Curriculum |
3 |
|
|
|
Building and Enhancing New Literacies Across the Curriculum |
3 |
|
|
|
Experiential Learning |
|
|
|
|
Field Study 1 |
3 |
|
|
|
Field Study 2 |
3 |
|
|
|
Teaching Internship |
6 |
|
|
|
C. Major Courses |
|
63 units |
|
M100 |
History of Math |
3 |
|
|
M101 |
College & Advanced Algebra |
3 |
|
|
M102 |
Trigonometry |
3 |
|
|
M103 |
Plane & Solid Geometry |
3 |
|
|
M104 |
Logic & Set Theory |
3 |
|
|
M105 |
Elementary Statistics & Probability |
3 |
|
|
M106 |
Calculus 1 with Analytic Geometry |
4 |
|
|
M107 |
Calculus 2 |
4 |
|
|
M108 |
Calculus 3 |
3 |
|
|
M109 |
Modern Geometry |
3 |
|
|
M110 |
Mathematics of Investment |
3 |
|
|
M111 |
Number Theory |
3 |
|
|
M112 |
Linear Algebra |
3 |
|
|
M113 |
Advanced Statistics |
3 |
|
|
M115 |
Problem Solving, Mathematical Investigation & Modeling |
3 |
|
|
M116 |
Principles & Strategies in Teaching Mathematics |
3 |
|
|
M114 |
Abstract Algebra |
3 |
|
|
M118 |
Research in Mathematics |
4 |
|
|
M117 |
Technology for Teaching and Learning 2* (Instrumentation & Technology in Mathematics) |
3 |
|
|
M119 |
Assessment & Evaluation in Mathematics |
3 |
|
|
|
D. Mandated Courses |
|
|
|
|
Physical Education 1-4 |
8 |
|
|
|
NSTP 1 & 2 |
6 |
|
|
SUMMARY |
|
|
General Education Courses |
36 units |
|
|
Professional Education Courses |
42 units |
|
|
Major Courses |
36 units |
|
|
Physical Education |
8 units |
|
|
NSTP |
6 units |
|
|
TOTAL |
155 units |
D. BACHELOR OF SECONDARY EDUCATION MAJOR IN SCIENCE
|
Courses |
Units |
Total |
|
A. General Education Courses (CMO No. 20, series of 2013) |
|
36 units |
|
B. Professional Education Courses |
|
42 units |
|
Foundation/Theories and Concepts |
|
|
|
The Child and Adolescent Learners and Learning Principles |
3 |
|
|
The Teaching Profession |
3 |
|
|
The Teacher and the Community, School Culture and Organizational Leadership |
3 |
|
|
Foundation of Special and Inclusive Education |
|
3 |
|
Methods and Strategies |
|
|
|
Facilitating Learner-Centered Teaching |
3 |
|
|
Assessment in Learning 1 |
3 |
|
|
Assessment in Learning 2 |
3 |
|
|
Technology for Teaching and Learning 1* |
3 |
|
|
The Teacher and the School Curriculum |
3 |
|
|
Building and Enhancing New Literacies Across the Curriculum |
3 |
|
|
Experiential Learning |
|
|
|
Field Study 1 |
3 |
|
|
Field Study 2 |
3 |
|
|
Teaching Internship |
6 |
|
|
C. Major Courses |
|
73 units |
|
Genetics (lecture & laboratory) |
4 |
|
|
Cell and Molecular Biology (lecture & laboratory) |
4 |
|
|
Microbiology and Parasitology (lecture & laboratory) |
4 |
|
|
Anatomy and Physiology (lecture & laboratory) |
4 |
|
|
Inorganic Chemistry (lecture & 2 units laboratory) |
5 |
|
|
Organic Chemistry (lecture & 2 units laboratory) |
5 |
|
|
Biochemistry |
3 |
|
|
Analytical Chemistry (lecture & 2 units laboratory) |
5 |
|
|
Thermodynamics (lecture & laboratory) |
4 |
|
|
Modern Physics |
3 |
|
|
Electricity and Magnetism (lecture & laboratory) |
4 |
|
|
Waves and Optics (lecture & laboratory) |
4 |
|
|
Fluid Mechanics |
3 |
|
|
Earth Science |
3 |
|
|
Astronomy |
3 |
|
|
Environmental Science |
3 |
|
|
The Teaching of Science/Teaching the Specialized Field |
3 |
|
|
Technology for Teaching and Learning 2* |
3 |
|
|
Research in Teaching |
3 |
|
|
Meteorology |
3 |
|
|
D. Mandated Courses |
|
|
|
Physical Education 1-4 |
8 |
|
|
NSTP 1 & 2 |
6 |
|
|
SUMMARY |
|
General Education Courses |
36 units |
|
Professional Education Courses |
42 units |
|
Major Courses |
73 units |
|
Mandated Courses (PE and NSTP) |
14 units |
|
TOTAL |
165 units |
E. BACHELOR OF SECONDARY EDUCATION MAJOR IN SOCIAL STUDIES
|
|
Courses |
Units |
Total |
|
|
A. General Education Courses (CMO No. 20, series of 2013) |
|
36 units |
|
|
B. Professional Education Courses |
|
42 units |
|
|
Foundation/Theories and Concepts |
|
|
|
|
The Child and Adolescent Learners and Learning Principles |
3 |
|
|
|
The Teaching Profession |
3 |
|
|
|
The Teacher and the Community, School Culture Culture and Organizational Leadership |
3 |
|
|
|
Foundation of Special and Inclusive Education |
|
|
|
|
Methods and Strategies |
|
|
|
|
Facilitating Learner-Centered Teaching |
3 |
|
|
|
Assessment of Learning 1 |
3 |
|
|
|
Assessment of Learning 2 |
3 |
|
|
|
Technology for Teaching and Learning 1* |
3 |
|
|
|
The Teacher and the School Curriculum |
3 |
|
|
|
Building and Enhancing New Literacies Across the Curriculum |
3 |
|
|
|
Experiential Learning |
|
|
|
|
Field Study 1 |
3 |
|
|
|
Field Study 2 |
3 |
|
|
|
Teaching Internship |
6 |
|
|
Clusters |
C. Major Courses |
|
63 units |
|
FSSE |
Foundation of Social Studies |
3.0 |
|
|
FSSE |
Research in Social Studies |
3.0 |
|
|
FSSE |
Trends and Issues in Social Studies |
3.0 |
|
|
FSSE |
Places and Landscape in a Changing World |
3.0 |
|
|
SSE |
Geography 1 |
3.0 |
|
|
SSE |
Geography 2 |
3.0 |
|
|
SSE |
Geography 3 |
3.0 |
|
|
SSE |
Micro Economics |
3.0 |
|
|
SSE |
Macro Economics |
3.0 |
|
|
SSE |
World History 1 |
3.0 |
|
|
SSE |
World History 2 |
3.0 |
|
|
SSE |
Asian Studies |
3.0 |
|
|
SSE |
Socio-Cultural Anthropology |
3.0 |
|
|
SSE |
Comparative Economic Planning |
3.0 |
|
|
SSE |
Comparative Government and Politics |
3.0 |
|
|
SSE |
Law-Related Studies |
3.0 |
|
|
SSE |
Teaching Approaches in Secondary Social Studies |
3.0 |
|
|
SSE |
Integrative Methods in Teaching Social Science Discipline in Basic Education |
3.0 |
|
|
SSE |
Production of Social Studies Instructional Materials |
3.0 |
|
|
SSE |
Assessment and Evaluation in the Social Sciences |
3.0 |
|
|
TTL |
Technology for Teaching and Learning 2* |
3.0 |
|
|
|
D. Cognates/Electives (6 units) |
|
|
|
|
Social Networking for Social Integration |
3.0 |
|
|
|
Human Resources Management |
3.0 |
|
|
|
Property and Resources Management for Educators |
3.0 |
|
|
|
Basic of School Management and Administration |
3.0 |
|
|
|
E. Mandated Courses |
|
|
|
|
Physical Education 1-4 |
8 |
|
|
|
NSTP 1 & 2 |
6 |
|
|
SUMMARY |
|
|
General Education Courses |
36 units |
|
|
Professional Education Courses |
42 units |
|
|
Major Courses |
63 units |
|
|
Electives |
6 units |
|
|
Mandated Courses (PE and NSTP) |
14 units |
|
|
TOTAL |
161 units |
F. BACHELOR OF SECONDARY EDUCATION MAJOR IN VALUES EDUCATION
|
|
Courses |
Units |
Total |
|
|
A. General Education Courses (CMO No. 20, series of 2013) |
|
36 units |
|
|
B. Professional Education Courses |
|
42 units |
|
|
Foundation/Theories and Concepts |
|
|
|
|
The Child and Adolescent Learners and Learning Principles |
3 |
|
|
|
The Teaching Profession |
3 |
|
|
|
The Teacher and the Community, School Culture and Organizational Leadership |
3 |
|
|
|
Foundation of Special and Inclusive Education |
3 |
|
|
|
Methods and Strategies |
|
|
|
|
Facilitating Learner-Centered Teaching |
3 |
|
|
|
Assessment in Learning 1 |
3 |
|
|
|
Assessment in Learning 2 |
3 |
|
|
|
Technology for Teaching and Learning 1* |
3 |
|
|
|
The Teacher and the School Curriculum |
3 |
|
|
|
Building and Enhancing New Literacies Across the Curriculum |
3 |
|
|
|
Experiential Learning |
|
|
|
|
Field Study 1 |
3 |
|
|
|
Field Study 2 |
3 |
|
|
|
Teaching Internship |
6 |
|
|
|
C. Major Courses |
|
63 units |
|
VED1 |
Foundation of Values Education |
3 |
|
|
VED2 |
Philosophical and Ethical Foundations of Values Education |
3 |
|
|
VED3 |
Philippine Culture and the Society |
3 |
|
|
VED4 |
Psychological Theories of Values Development |
3 |
|
|
VED5 |
Dynamics of Intra and Interpersonal Relations |
3 |
|
|
VED6 |
Psycho-Spiritual Development |
3 |
|
|
VED7 |
Contemporary Family Life |
3 |
|
|
VED8 |
Transformative Education |
3 |
|
|
VED9 |
Career Development and Work Values |
3 |
|
|
VED10 |
Information Technology and Human Development |
3 |
|
|
VED11 |
Facilitation: Theory and Practice |
3 |
|
|
VED12 |
Teaching Approaches and Strategies in Values Education |
3 |
|
|
VED13 |
Values Integration in the various Discipline |
3 |
|
|
VED14 |
Values Education through Community Service |
3 |
|
|
VED15 |
Moral Issues and Concerns in Contemporary Living |
3 |
|
|
VED16 |
Introduction to Guidance and Counseling |
3 |
|
|
VED17 |
Research in Values Education 1 |
3 |
|
|
VED18 |
Development of Values Education Instructional Materials and Assessment Tools |
3 |
|
|
VED19 |
Research in Values Education II |
3 |
|
|
VED20 |
Filipino Values System |
3 |
|
|
VED21 |
Technology for Teaching and Learning2* |
|
|
|
|
D. Mandated Courses |
|
|
|
|
Physical Education 1-4 |
8 |
|
|
|
NSTP 1 & 2 |
6 |
|
|
SUMMARY |
|
|
General Education Courses |
|
36 units |
|
|
Professional Education Courses |
|
42 units |
|
|
Major Courses |
|
63 units |
|
|
Physical Education 1-4 |
|
8 units |
|
|
NSTP 1 & 2 |
|
6 units |
|
|
TOTAL |
|
155 units |
9.2. Guidelines for Preparing a Program of Study
1. Offer the courses based on the availability of faculty and resources.
2. Not all General Education courses need to be completed in First Year or Second Year.
3. Ensure that sequential subjects are scheduled accordingly e.g., Teaching English in the Elementary Grades 1 must come before Teaching English in the Elementary Grades 2.
9.3. Sample Program of Study (Distribution of Courses)
Bachelor of Secondary Education Major in English
|
FIRST YEAR |
|
1st Semester |
Units |
2nd Semester |
Units |
|
Introduction to Linguistics |
3 |
Principles and Theories of Language Acquisition and Learning |
3 |
|
Language, Culture, and Society |
3 |
Language Programs and Policies in Multilingual Societies |
3 |
|
Structures of English |
3 |
Preparation of Language Learning Materials |
3 |
|
GE1 |
3 |
GE5 |
3 |
|
GE2 |
3 |
GE6 |
3 |
|
GE3 |
3 |
GE7 |
3 |
|
GE4 |
3 |
The Child and Adolescent Learner and Learning Principles |
3 |
|
PE |
2 |
PE |
2 |
|
NSTP |
3 |
NSTP |
3 |
|
Total |
26 |
Total |
26 |
|
SECOND YEAR |
|
1st Semester |
Units |
2nd Semester |
Units |
|
Teaching and Assessment of Literature |
3 |
Language Research |
3 |
|
Teaching and Assessment of the Macroskills |
3 |
Children and Adolescent Literature |
3 |
|
Teaching and Assessment of Grammar |
3 |
Mythology and Folklore |
3 |
|
Speech and Theater Arts |
3 |
Survey of Philippine Literature in English |
3 |
|
GE8 |
3 |
GE11 |
3 |
|
GE9 |
3 |
GE12 |
3 |
|
GE10 |
3 |
The Teacher and the Community, School Culture and Organizational Leadership |
3 |
|
The Teaching Profession |
3 |
PE |
2 |
|
PE |
2 |
|
|
|
Total |
26 |
Total |
23 |
|
THIRD YEAR |
|
1st Semester |
Units |
2nd Semester |
Units |
|
Survey of Afro-Asian Literature |
3 |
Campus Journalism |
3 |
|
Survey of English and American Literature |
3 |
Technology for Teaching and Learning 2 (Technology in Language Education) |
3 |
|
Contemporary and Popular Literature |
3 |
Elective 2 |
3 |
|
Literary Criticism |
3 |
Cognate |
3 |
|
Technical Writing |
3 |
Assessment in Learning 2 |
3 |
|
Foundation of Special and Inclusive Education |
3 |
Technology for Teaching and Learning 1 |
3 |
|
Facilitating Learner-Centered Teaching |
3 |
The Teacher and the School Curriculum |
3 |
|
Assessment in Learning 1 |
3 |
Building and Enhancing New Literacies Across the Curriculum |
3 |
|
Total |
24 |
Total |
24 |
|
FOURTH YEAR |
|
1st Semester |
Units |
2nd Semester |
Units |
|
Field Study 1 |
3 |
Teaching Internship |
6 |
|
Field Study 2 |
3 |
|
|
|
Total |
6 |
Total |
6 |
Bachelor of Secondary Education Major in Filipino
|
FIRST YEAR |
|
1st Semester |
Units |
2nd Semester |
Units |
|
Fil 101 |
3 |
Lit 101 |
3 |
|
Fil 102 |
3 |
Fil 103 |
3 |
|
GE1 |
3 |
GE6 |
3 |
|
GE2 |
3 |
GE7 |
3 |
|
GE3 |
3 |
GE8 |
3 |
|
GE4 |
3 |
GE9 |
3 |
|
GE5 |
3 |
GE10 |
3 |
|
PE |
2 |
PE |
2 |
|
NSTP |
3 |
NSTP |
3 |
|
Total |
26 |
Total |
26 |
|
SECOND YEAR |
|
1st Semester |
Units |
2nd Semester |
Units |
|
Fil 104 |
3 |
Lit 102 |
3 |
|
Fil 105 |
3 |
Lit 103 |
3 |
|
Fil 106 |
3 |
Lit 104 |
3 |
|
Fil 107 |
3 |
Fil 110 |
3 |
|
Fil 108 |
3 |
Lit 105 |
3 |
|
GE11 |
3 |
GE12 |
3 |
|
The Child and Adolescent Learner and Learning Principles |
3 |
The Teacher and the Community, School Culture and Organizational Leadership |
3 |
|
The Teaching Profession |
3 |
PE |
2 |
|
PE |
2 |
|
|
|
Total |
26 |
Total |
23 |
|
THIRD YEAR |
|
1st Semester |
Units |
2nd Semester |
Units |
|
Fil 109 |
3 |
Lit 106 |
3 |
|
Fil 111 |
3 |
Lit 107 |
3 |
|
Fil 112 |
3 |
|
|
|
TTL2 |
3 |
Assessment in Learning 2 |
3 |
|
Foundation of Special and Inclusive Education |
3 |
Technology for Teaching and Learning 1 |
3 |
|
Facilitating Learner-Centered Teaching |
3 |
The Teacher and the School Curriculum |
3 |
|
Assessment in Learning 1 |
3 |
Building and Enhancing New Literacies Across the Curriculum |
3 |
|
|
|
Elective 1 |
|
|
Total |
21 |
Total |
21 |
|
FOURTH YEAR |
|
1st Semester |
Units |
2nd Semester |
Units |
|
Field Study 1 |
3 |
Teaching Internship |
6 |
|
Field Study 2 |
3 |
|
|
|
Elective 2 |
3 |
|
|
|
Total |
9 |
Total |
6 |
Bachelor of Secondary Education Major in Mathematics
|
FIRST YEAR |
|
1st Semester |
Units |
2nd Semester |
Units |
|
History of Mathematics |
3 |
Trigonometry |
3 |
|
College and Advanced Algebra |
3 |
Plane and Solid Geometry |
3 |
|
Teaching in the Specialized Field |
3 |
Logic and Set Theory |
3 |
|
GE1 |
3 |
GE5 |
3 |
|
GE2 |
3 |
GE6 |
3 |
|
GE3 |
3 |
GE7 |
3 |
|
GE4 |
3 |
GE8 |
3 |
|
PE |
2 |
PE |
2 |
|
NSTP |
3 |
NSTP |
3 |
|
Total |
26 |
Total |
26 |
|
SECOND YEAR |
|
1st Semester |
Units |
2nd Semester |
Units |
|
Calculus I |
3 |
Calculus II |
3 |
|
Modern Geometry |
3 |
Number Theory |
3 |
|
Mathematics of Investment |
3 |
Linear Algebra |
3 |
|
GE9 |
3 |
Elementary Statistics & Probability |
3 |
|
GE10 |
3 |
GE 11 |
3 |
|
The Child and Adolescent Learner and Learning Principles |
3 |
GE 12 |
3 |
|
The Teaching Profession |
3 |
The Teacher and the Community, School Culture and Organizational Leadership |
3 |
|
PE |
2 |
PE |
2 |
|
Total |
23 |
Total |
23 |
|
THIRD YEAR |
|
1st Semester |
Units |
2nd Semester |
Units |
|
Calculus III |
3 |
Abstract Algebra |
3 |
|
Advanced Statistics |
3 |
Research in Mathematics |
3 |
|
Problem Solving, Mathematical Investigations and Modelling |
3 |
Technology for Teaching and Learning 2-Instrumentation and Technology in Mathematics |
3 |
|
Principle and Strategies of Teaching Mathematics |
3 |
Assessment and Evaluation in Mathematics |
3 |
|
Foundation of Special and Inclusive Education |
3 |
Technology for Teaching and Learning 1 |
3 |
|
Facilitating Learner-Centered Teaching |
3 |
The Teacher and the School Curriculum |
3 |
|
Assessment in Learning 1 |
3 |
Building and Enhancing New Literacies Across the Curriculum |
3 |
|
Assessment in Learning 2 |
3 |
|
|
|
Total |
24 |
Total |
21 |
|
FOURTH YEAR |
|
1st Semester |
Units |
2nd Semester |
Units |
|
Field Study 1 |
3 |
Teaching Internship |
6 |
|
Field Study 2 |
3 |
|
|
|
Total |
9 |
Total |
6 |
Bachelor of Secondary Education Major in Science
|
FIRST YEAR |
|
1st Semester |
Units |
2nd Semester |
Units |
|
GE1-Understanding the Self |
3 |
GE4-Mathematics in the Modern World |
3 |
|
GE2-Readings in Philippine History |
3 |
GE5-Purposive Communication |
3 |
|
GE3-The Contemporary World |
3 |
Technology for Teaching and Learning 1 |
3 |
|
The Child and Adolescent and Learning Principles |
3 |
The Teacher and the Community, School Culture and Organizational Leadership |
3 |
|
The Teaching Profession |
3 |
Chem 2: Analytical Chemistry (Lecture & Laboratory) |
5 |
|
Chem 1: Inorganic Chemistry |
5 |
Phys 1: Fluid Mechanics |
3 |
|
PE 1 |
2 |
PE 2 |
2 |
|
NSTP 1 |
3 |
NSTP 2 |
3 |
|
TOTAL |
25 |
TOTAL |
25 |
|
SECOND YEAR |
|
1st Semester |
Units |
2nd Semester |
Units |
|
GE7-Science, Technology and Society |
3 |
GE10-Gender and Society |
3 |
|
GE8-Ethics |
3 |
GE11-Reading Visual Arts |
3 |
|
Chem 3: Organic Chemistry (Lecture & Laboratory) |
5 |
GE12-Life and Works of Rizal |
3 |
|
Foundation of Special and Inclusive Education |
3 |
Facilitating Learner-Centered Teaching |
3 |
|
Assessment of Learning 1 |
3 |
Assessment of Learning 2 |
3 |
|
Bio 1: Genetics (Lecture & Laboratory) |
4 |
Chem 4: Biochemistry |
3 |
|
Phys 2: Thermodynamics (Lecture & Laboratory) |
4 |
Phys 3: Electricity and Magnetism (Lecture & Laboratory) |
4 |
|
PE 3 |
2 |
The Teaching of Science |
3 |
|
|
|
PE 4 |
2 |
|
TOTAL |
27 |
TOTAL |
27 |
|
THIRD YEAR |
|
1st Semester |
Units |
2nd Semester |
Units |
|
The Teacher and the School Curriculum |
3 |
Technology for Teaching and Learning 2 |
3 |
|
Building and Enhancing Literacy Skills Across the Curriculum |
3 |
Research in Teaching |
3 |
|
Bio 2: Cell and Molecular Biology (Lecture & Laboratory) |
4 |
Bio 3: Microbiology and Parasitology (Lecture & Laboratory) |
4 |
|
Phys 4: Waves and Optics (Lecture & Laboratory) |
4 |
Phys: Modern Physics |
3 |
|
Earth Science |
3 |
Bio: Anatomy and Physiology |
4 |
|
Environmental Science |
3 |
Astronomy |
3 |
|
GE9-Living in the IT Era |
3 |
GE6-Art Appreciation |
3 |
|
Meteorology |
3 |
|
|
|
TOTAL |
26 |
TOTAL |
23 |
|
FOURTH YEAR |
|
1st Semester |
Units |
2nd Semester |
Units |
|
Field Study 1 |
3 |
Practice Teaching |
6 |
|
Field Study 2 |
3 |
|
|
|
TOTAL |
6 |
TOTAL |
6 |
Bachelor of Secondary Education Major in Social Studies
|
FIRST YEAR |
|
1st Semester |
Units |
2nd Semester |
Units |
|
FSSE 101: Foundation of Social Studies |
3 |
SSE 106: Geography 2 |
3 |
|
FSSE 102: Research in Social Studies |
3 |
SSE 108: Microeconomics |
3 |
|
SSE 105: Geography 1 |
3 |
SSE 113: Socio-cultural Anthropology |
3 |
|
SSE 112: Asian Studies |
3 |
GE4 |
3 |
|
GE1 |
3 |
GE5 |
3 |
|
GE2 |
3 |
GE6 |
3 |
|
GE3 |
3 |
GE7 |
3 |
|
PE |
2 |
PE |
2 |
|
NSTP |
3 |
NSTP |
3 |
|
Total |
26 |
Total |
26 |
|
SECOND YEAR |
|
1st Semester |
Units |
2nd Semester |
Units |
|
FSSE 104: Places and Landscape in a Changing World |
3 |
SSE 115: Comparative Government and Politics |
3 |
|
SSE 109: Macroeconomics |
3 |
SSE 114: Comparative Economic Planning |
3 |
|
SSE 111: World History 1 |
3 |
SSE 107: Geography 3 |
3 |
|
SSE 116: Law-Related Studies |
3 |
FSSE 103: Trends and Issues in Social Studies |
3 |
|
GE8 |
3 |
GE10 |
3 |
|
GE9 |
3 |
GE11 |
3 |
|
The Child and Adolescent Learner and Learning Principles |
3 |
GE12 |
3 |
|
The Teaching Profession |
3 |
The Teacher and the Community, School Culture and Organizational Leadership |
3 |
|
PE |
2 |
PE |
2 |
|
Total |
26 |
Total |
26 |
|
THIRD YEAR |
|
1st Semester |
Units |
2nd Semester |
Units |
|
SSE 200: Teaching Approach in Secondary Social Studies |
3 |
SSE 203: Assessment and Evaluation in the Social Science |
3 |
|
SSE 201: Assessment and Evaluation in the Social Sciences |
3 |
SSE 202: Production of Social Studies Instructional Materials |
3 |
|
Technology for Teaching and Learning 2 |
3 |
Elective 1 |
3 |
|
World History 2 |
3 |
Technology for Teaching and Learning 1 |
3 |
|
Foundation of Special and Inclusive Education |
3 |
The Teacher and the School Curriculum |
3 |
|
Facilitating Learner-Centered Teaching |
3 |
Building and Enhancing New Literacies Across the Curriculum |
3 |
|
Assessment in Learning 1 |
3 |
Elective 2 |
3 |
|
Assessment in Learning 2 |
3 |
|
|
|
Total |
24 |
Total |
21 |
|
FOURTH YEAR |
|
1st Semester |
Units |
2nd Semester |
Units |
|
Field Study 1 |
3 |
Teaching Internship |
6 |
|
Field Study 2 |
3 |
|
|
|
Total |
6 |
Total |
6 |
Bachelor of Secondary Education Major in Values Education
|
FIRST YEAR |
|
1st Semester |
Units |
2nd Semester |
Units |
|
VED1 Foundation of Values Education |
3 |
VED2 Philosophical and Ethical Foundations of Values Education |
3 |
|
VED4 Psychological Theories of Values Development |
3 |
VED20 Filipino Values System |
3 |
|
VED5 Dynamics of Intra and Interpersonal Relations |
3 |
The Child and Adolescent Learner and Learning Principles |
3 |
|
VED7 Contemporary Family Life |
3 |
GE4 |
3 |
|
GE1 |
3 |
GE5 |
3 |
|
GE2 |
3 |
GE6 |
3 |
|
GE3 |
3 |
GE7 |
3 |
|
PE |
2 |
PE |
2 |
|
NSTP |
3 |
NSTP |
3 |
|
Total |
26 |
Total |
26 |
|
SECOND YEAR |
|
1st Semester |
Units |
2nd Semester |
Units |
|
VED15 Moral Issues and Concerns in Contemporary Living |
3 |
VED18 Development of Values Education Instructional Materials and Assessment Tools |
3 |
|
VED9 Career Development and Work Values |
3 |
VED6 Psycho-Spiritual Development |
3 |
|
VED16 Introduction to Guidance and Counseling |
3 |
VED19 Research in Values Education II |
3 |
|
VED17 Research in Values Education 1 |
3 |
VED12 Teaching Approaches and Strategies in Values Education |
3 |
|
GE8 |
3 |
GE10 |
3 |
|
GE9 |
3 |
GE11 |
3 |
|
The Teaching Profession |
3 |
GE12 |
3 |
|
The Teacher and the Community, School Culture and Organizational Leadership |
3 |
PE |
2 |
|
PE |
2 |
|
|
|
Total |
26 |
Total |
23 |
|
THIRD YEAR |
|
1st Semester |
Units |
2nd Semester |
Units |
|
VED11 Facilitation: Theory and Practice |
3 |
VED8 Transformative Education |
3 |
|
VED10 Information Technology and Human Development |
3 |
VED14 Values Education through Community Service |
3 |
|
VED13 Values Integration in the various Discipline |
3 |
VED21 — Technology for Teaching and Learning 2 |
3 |
|
Foundation of Special and Inclusive Education |
3 |
Technology for Teaching and Learning 1 |
3 |
|
Facilitating Learner-Centered Teaching |
3 |
The Teacher and the School Curriculum |
3 |
|
Assessment in Learning 1 |
3 |
Building and Enhancing New Literacies Across the Curriculum |
3 |
|
Assessment in Learning 2 |
3 |
Elective 2 |
3 |
|
Total |
21 |
Total |
21 |
|
FOURTH YEAR |
|
1st Semester |
Units |
2nd Semester |
Units |
|
Field Study 1 |
3 |
Practice Teaching |
6 |
|
Field Study 2 |
3 |
|
|
|
Total |
6 |
Total |
6 |
SECTION 10. Sample Curriculum Map. —
Legend:
I — Introduced Concepts/Principle
P — Practiced with Supervision
D — Demonstrated across different clinical setting with minimal supervision
Alternative Legend:
L — Facilitates learning of the competencies (input is provided and competency is evaluated)
P — Allows student to practice competencies (no input but competency is evaluated)
O — Opportunity for development (no input or evaluation, but there is opportunity to practice the competencies)
A. Bachelor of Secondary Education Major in English
|
COURSES |
Program Outcomes |
|
Clusters |
Code |
Title |
Pre-requisite |
a |
b |
c |
d |
e |
f |
g |
h |
|
Linguistics |
EL100 |
Introduction to Linguistics |
|
L |
P |
L |
O |
O |
O |
O |
L |
|
Linguistics |
EL101 |
Language, Culture, and Society |
EL 100 |
L |
L |
L |
O |
O |
O |
O |
L |
|
Linguistics |
EL102 |
Structure of English |
EL 100 |
L |
L |
P |
L |
O |
O |
O |
L |
|
ELT |
EL103 |
Principles and Theories of Language Acquisition and Learning |
EL 101 |
L |
L |
L |
L |
L |
L |
L |
L |
|
ELT |
EL104 |
Language Programs and Policies in Multilingual Societies |
EL 103 |
L |
L |
P |
P |
P |
O |
P |
L |
|
ELT |
EL105 |
Language Learning Materials Development |
EL 103, EL 120 |
L |
L |
P |
L |
L |
L |
L |
L |
|
ELT |
EL106 |
Teaching and Assessment of Literature Studies |
EL 117 |
L |
L |
L |
L |
L |
L |
P |
L |
|
ELT |
EL107 |
Teaching and Assessment of the Macroskills |
EL 101 |
L |
L |
L |
L |
L |
L |
P |
L |
|
ELT |
EL108 |
Teaching and Assessment of Grammar |
EL 102 |
L |
L |
O |
L |
L |
L |
O |
L |
|
ELT |
EL109 |
Speech and Theater Arts |
EL 102 |
L |
L |
L |
L |
L |
L |
O |
L |
|
ELT |
EL110 |
Language Education Research |
EL 103 |
L |
L |
L |
L |
L |
L |
L |
L |
|
Literature |
EL111 |
Children and Adolescent Literature |
EL 103 |
L |
L |
L |
P |
P |
P |
O |
P |
|
Literature |
EL112 |
Mythology and Folklore |
EL 101 |
L |
L |
L |
P |
P |
P |
O |
P |
|
Literature |
EL113 |
Survey of Philippine Literature in English |
EL 111 |
L |
L |
L |
P |
P |
P |
O |
P |
|
Literature |
EL114 |
Survey of Afro-Asian Literature |
EL 111 |
L |
L |
L |
P |
P |
P |
O |
P |
|
Literature |
EL115 |
Survey of English and American Literature |
EL 111 |
L |
L |
L |
P |
P |
P |
O |
P |
|
Literature |
EL116 |
Contemporary, Popular, and Emergent Literature |
EL 111 |
L |
L |
L |
P |
P |
P |
O |
P |
|
Literature |
EL117 |
Literary Criticism |
EL 111-116 |
L |
L |
L |
P |
P |
P |
O |
P |
|
Allied |
EL118 |
Technical Writing |
EL 102 |
L |
P |
P |
L |
O |
L |
O |
L |
|
Allied |
EL119 |
Campus Journalism |
EL 118 |
L |
P |
P |
L |
O |
L |
L |
L |
|
Allied |
EL120 |
TTL2 — Technology in Language Education |
EL 103 |
L |
O |
L |
P |
L |
L |
L |
L |
B. Bachelor of Secondary Education Major in Filipino
|
|
COURSES |
Program Outcomes |
|
Code |
Title |
a |
b |
c |
d |
e |
f |
|
FIL 101 |
Introduksyon sa Pag-aaral ng Wika |
L |
L |
L |
L |
L |
L |
|
FIL 102 |
Panimulang Linggwistika |
L |
P |
O |
L |
O |
L |
|
FIL 103 |
Ang Filipino sa Kurikulum ng Batayang Edukasyon |
L |
P |
L |
L |
L |
L |
|
FIL 104 |
Estruktura ng Wikang Filipino |
L |
P |
P |
P |
O |
L |
|
FIL 105 |
Pagtuturo at Pagtataya ng Makrong Kasanayang Pangwika |
L |
P |
L |
P |
L |
L |
|
FIL 106 |
Ugnayan ng Wika, Kultura at Lipunan |
L |
L |
P |
L |
P |
L |
|
FIL 107 |
Paghahanda at Ebalwasyon ng Kagamitang Panturo |
L |
L |
L |
L |
L |
L |
|
FIL 108 |
Introduksyon sa Pagsasalin |
L |
L |
P |
L |
P |
L |
|
FIL 109 |
Introduksyon sa Pananaliksik-Wika at Panitikan |
L |
L |
L |
L |
L |
L |
|
FIL 110 |
Introduksyon sa Pamamahayag |
L |
L |
P |
L |
P |
L |
|
FIL 111 |
Barayti at Baryasyon ng Wika |
L |
L |
P |
L |
O |
L |
|
FIL 112 |
Mga Natatanging Diskurso sa Wika at Panitikan |
L |
L |
P |
L |
O |
O |
|
LIT 101 |
Panitikan ng Rehiyon |
L |
L |
P |
L |
P |
L |
|
LIT 102 |
Kulturang Popular |
L |
L |
P |
L |
P |
L |
|
LIT 103 |
Sanaysay at Talumpati |
L |
L |
P |
L |
P |
L |
|
LIT 104 |
Panunuring Pampanitikan |
L |
L |
O |
L |
O |
L |
|
LIT 105 |
Maikling Kuwento at Nobelang Filipino |
L |
L |
P |
L |
P |
L |
|
LIT 106 |
Panulaang Filipino |
L |
L |
P |
L |
P |
L |
|
LIT 107 |
Dulaang Filipino |
L |
L |
P |
L |
P |
L |
|
TTL 2 |
Technology for Teaching and Learning 2 |
L |
O |
L |
P |
L |
L |
C. Bachelor of Secondary Education Major in Mathematics
|
COURSES |
Program Outcomes |
||||||
|
a |
b |
c |
d |
e |
f |
g |
|
|
History of Math |
P |
O |
P |
P |
P |
P |
L |
|
College & Advanced Algebra |
L |
O |
P |
P |
L |
P |
P |
|
Trigonometry |
L |
O |
P |
P |
L |
P |
P |
|
Plane & Solid Geometry |
L |
O |
P |
P |
L |
P |
P |
|
Logic & Set Theory |
L |
O |
P |
P |
P |
P |
O |
|
Elementary Statistics & Probability |
L |
O |
P |
P |
L |
P |
P |
|
Calculus 1 with Analytic Geometry |
L |
O |
P |
P |
L |
P |
P |
|
Calculus 2 |
L |
O |
P |
P |
L |
P |
P |
|
Calculus 3 |
L |
O |
P |
P |
L |
P |
P |
|
Modern Geometry |
L |
O |
P |
P |
P |
P |
P |
|
Mathematics of Investment |
L |
O |
P |
P |
L |
P |
L |
|
Number Theory |
L |
O |
P |
P |
L |
P |
P |
|
Linear Algebra |
L |
O |
P |
P |
L |
P |
P |
|
Advanced Statistics |
L |
O |
P |
P |
L |
P |
P |
|
Problem Solving, Mathematical Investigation & Modeling |
L |
O |
L |
P |
L |
P |
P |
|
Principle & Strategies in Teaching Mathematics |
P |
L |
P |
P |
P |
L |
L |
|
Abstract Algebra |
L |
O |
P |
P |
O |
P |
O |
|
Research in Mathematics |
P |
P |
L |
O |
O |
O |
L |
|
Technology for Teaching and Learning 2 (Instrumentation & Technology in Mathematics) |
P |
L |
L |
P |
P |
P |
P |
|
Assessment & Evaluation in Mathematics |
P |
P |
O |
L |
P |
O |
L |
D. Bachelor of Secondary Education Major in Science
|
COURSES |
Program Outcomes |
||
|
PO1 |
PO2 |
PO3 |
|
|
Genetics (lecture & laboratory) |
L |
P |
O |
|
Cell and Molecular Biology (lecture & laboratory) |
L |
P |
O |
|
Microbiology and Parasitology (lecture & laboratory) |
L |
P |
O |
|
Anatomy and Physiology (lecture & laboratory) |
L |
P |
O |
|
Inorganic Chemistry (lecture & 2 units laboratory) |
L |
P |
O |
|
Organic Chemistry (lecture & 2 units laboratory) |
L |
P |
O |
|
Biochemistry |
L |
P |
O |
|
Analytical Chemistry (lecture & 2 units laboratory) |
L |
P |
O |
|
Thermodynamics (lecture & laboratory) |
L |
P |
O |
|
Modern Physics |
L |
P |
O |
|
Electricity and Magnetism (lecture & laboratory) |
L |
P |
O |
|
Waves and Optics (lecture & laboratory) |
L |
P |
O |
|
Fluid Mechanics |
L |
P |
O |
|
Earth Science |
L |
P |
O |
|
Astronomy |
L |
P |
O |
|
Environmental Science |
L |
P |
L |
|
Meteorology |
L |
P |
O |
|
The Teaching of Science |
P |
P |
P |
|
Technology for Teaching and Learning 2** |
P |
P |
P |
|
Research in Teaching |
P |
P |
P |
E. Bachelor of Secondary Education Major in Social Studies
|
COURSES |
Program Outcomes |
|
Clusters |
Code |
Title |
a |
b |
c |
d |
e |
f |
g |
h |
|
FSSE |
SSE 101 |
Foundation of Social Studies |
I |
I |
I |
I |
I |
I |
I |
I |
|
FSSE |
SSE 102 |
Research in Social Studies |
P |
I |
I |
I |
I |
I |
I |
I |
|
FSSE |
SSE 103 |
Trends and Issues in Social Studies |
I |
I |
I |
I |
I |
I |
D |
D |
|
FSSE |
SSE 104 |
Places and Landscape in a Changing World |
I |
I |
I |
I |
I |
I |
D |
D |
|
SSE |
SSE 105 |
Geography 1 |
I |
I |
I |
I |
I |
I |
I |
I |
|
SSE |
SSE 106 |
Geography 2 |
D |
D |
D |
D |
D |
D |
D |
D |
|
SSE |
SSE 107 |
Geography 3 |
P |
P |
P |
P |
P |
P |
P |
P |
|
SSE |
SSE 108 |
Micro Economics |
I |
I |
I |
I |
I |
I |
D |
D |
|
SSE |
SSE 109 |
Macro Economics |
I |
I |
I |
I |
I |
I |
D |
D |
|
SSE |
SSE 110 |
World History 1 |
I |
I |
I |
I |
I |
I |
I |
I |
|
SSE |
SSE 111 |
World History 2 |
D |
D |
D |
D |
D |
D |
I |
I |
|
SSE |
SSE 112 |
Asian Studies |
I |
I |
I |
D |
D |
D |
P |
P |
|
SSE |
SSE 113 |
Socio-Cultural Anthropology |
I |
D |
D |
D |
D |
D |
D |
D |
|
SSE |
SSE 114 |
Comparative Economic Planning |
I |
I |
I |
D |
D |
P |
D |
D |
|
SSE |
SSE 115 |
Comparative Government and Politics |
I |
D |
D |
D |
D |
P |
D |
D |
|
SSE |
SSE 116 |
Law-Related Studies |
I |
I |
I |
D |
D |
D |
P |
P |
|
SSE |
SSE 200 |
Teaching Approaches in Secondary School Studies |
D |
D |
D |
D |
D |
D |
P |
P |
|
SSE |
SSE 201 |
Integrative Methods in Teaching Social Science Discipline in Basic Education |
P |
P |
P |
P |
P |
P |
P |
P |
|
SSE |
SSE 202 |
Production of Social Studies Instructional Materials |
I |
I |
D |
D |
D |
P |
P |
P |
|
SSE |
SSE 203 |
Assessment and Evaluation in the Social Sciences |
I |
I |
I |
D |
D |
D |
D |
D |
|
SSE |
SSE 204 |
Technology for Teaching and Learning 2 |
P |
P |
P |
P |
P |
P |
P |
P |
F. Bachelor of Secondary Education Major in Values Education
|
COURSES |
PROGRAM OUTCOMES |
|
Code |
Title |
a |
b |
c |
d |
e |
f |
g |
h |
i |
j |
k |
l |
m |
n |
|
VED1 |
Foundation of Values Education |
L |
L |
L |
O |
L |
O |
L |
L |
O |
O |
O |
O |
O |
L |
|
VED2 |
Philosophical and Ethical Foundations of Values Education |
L |
L |
L |
O |
L |
O |
P |
P |
O |
O |
O |
O |
O |
L |
|
VED3 |
Philippine Culture and the Society |
L |
O |
L |
L |
O |
L |
P |
L |
O |
O |
O |
O |
P |
P |
|
VED4 |
Psychological Theories of Values Development |
L |
O |
L |
P |
O |
L |
P |
P |
O |
O |
O |
O |
O |
O |
|
VED5 |
Dynamics of Intra and Interpersonal Relations |
L |
P |
P |
O |
L |
P |
L |
P |
P |
O |
O |
O |
P |
P |
|
VED6 |
Psycho-Spiritual Development |
P |
P |
L |
O |
P |
O |
P |
L |
P |
O |
P |
O |
O |
P |
|
VED7 |
Contemporary Family Life |
P |
P |
L |
P |
L |
L |
L |
L |
O |
O |
O |
O |
P |
L |
|
VED8 |
Transformative Education |
P |
P |
L |
L |
L |
P |
P |
L |
O |
O |
O |
P |
P |
P |
|
VED9 |
Career Development and Work Values |
L |
P |
P |
P |
P |
O |
L |
L |
O |
O |
O |
P |
P |
P |
|
VED10 |
Information Technology and Human Development |
P |
O |
O |
P |
P |
O |
P |
P |
L |
P |
P |
L |
P |
O |
|
VED11 |
Facilitation: Theory and Practice |
P |
P |
O |
P |
L |
P |
L |
P |
L |
O |
P |
P |
O |
O |
|
VED12 |
Teaching Approaches and Strategies in Values Education |
L |
P |
P |
P |
P |
P |
P |
P |
L |
P |
L |
P |
P |
P |
|
VED13 |
Values Integration in the Various Discipline |
L |
P |
P |
P |
P |
P |
P |
P |
L |
P |
L |
P |
O |
O |
|
VED14 |
Values Education through Community Service |
P |
P |
P |
L |
L |
P |
L |
L |
P |
O |
P |
P |
L |
P |
|
VED15 |
Moral Issues and Concerns in Contemporary Living |
P |
L |
L |
P |
L |
P |
P |
P |
L |
O |
O |
P |
P |
L |
|
VED16 |
Introduction to Guidance and Counseling |
P |
P |
P |
P |
L |
P |
L |
P |
P |
O |
O |
P |
P |
P |
|
VED17 |
Research in Values Education 1 |
P |
P |
P |
P |
P |
P |
P |
P |
P |
L |
L |
P |
O |
P |
|
VED18 |
Development of Values Education Instructional Materials and Assessment Tools |
L |
P |
P |
P |
O |
O |
O |
O |
P |
L |
L |
P |
O |
P |
|
VED19 |
Research in Values Education II |
P |
P |
P |
P |
P |
P |
P |
P |
P |
L |
L |
P |
O |
P |
|
VED20 |
Filipino Values System |
P |
P |
L |
L |
L |
L |
L |
L |
O |
O |
O |
P |
P |
L |
|
VED21 |
Technology for Teaching and Learning 2 |
P |
O |
O |
P |
P |
O |
P |
P |
L |
P |
P |
L |
P |
O |
SECTION 11. Sample Means of Curriculum Delivery. —
• Lecture
• Discussion
• Exercises/Demonstration
• Interactive Learning
• Collaborative Learning
• Reporting
• Multimedia Presentation
• Reading and Writing
• Library Work
• Field Work
• Interview
SECTION 12. Sample Syllabi for Selected Core Courses (Please see the attached Annexes) TIADCc
ARTICLE VI
Required Resources
SECTION 13. Administration. —
Dean/Department Head
The Dean/Department Head of the college offering the degree shall be employed full-time and must possess the following qualifications:
1. Filipino Citizen
2. Holder of Doctorate degree in Education or related field
3. Holder of valid certificate of registration and Board Licensure Examination for Professional Teachers (BLEPT)
4. A total of at least three (3) years of very satisfactory teaching experience in basic education and/or tertiary level
5. Preferably with at least two (2) years of managerial/administrative experience
SECTION 14. Faculty. —
A. General Requirements
1. As a general rule, master's degree in education or in an allied discipline is required for teaching in the tertiary level.
2. Faculty teaching general education and major subjects should have an appropriate master's degree in the field they are assigned to teach.
B. Qualifications of the Professional Education Faculty
Faculty teaching Professional Education courses should have the following qualifications:
1. Holder of valid certificate of registration and Board Licensure Examination for Professional Teachers (BLEPT) as provided for in Section 11 of RA 8981.
2. Holder of Master's degree in Education or in allied fields.
C. Full-time faculty members of the college
The institution shall maintain 25% of the faculty members teaching in the teacher education program as full-time.
D. Faculty Development
The College of Education must have a system to support faculty development anchored on their institution's faculty development program. It should require the faculty members to:
1. complete doctoral degrees in education and other allied fields;
2. attend continuing education seminars, workshops, conferences, and others;
3. undertake research activities related to the teacher education program and to publish their research outputs in refereed publications; and
4. give lectures and present papers in national/international conferences, symposia and seminars.
SECTION 15. Library. —
Library personnel, facilities and holdings should conform to existing CHED requirements for libraries which are embodied in a separate CHED issuance. The library must maintain a collection of updated and appropriate/suitable textbooks and references used for the core courses in the curriculum. Library resources should complement curriculum delivery to optimize the achievement of the program outcomes for the BSEd program. cSEDTC
SECTION 16. Laboratory and Physical Facilities. —
In addition to the required laboratories and facilities for general education, the following shall be provided:
1. ICT Laboratory*
2. Speech Laboratory, if necessary*
3. Livelihood and Technology Laboratories/Shops* (Home Economics, Industrial Arts, Agriculture, Fisheries)
*This can be shared with other departments within the college/university.
A. Educational Technology Laboratory
The TEI should have access to an educational technology laboratory with appropriate equipment and software as indicated in the course specifications. The same laboratory shall serve to allow preparation, presentation and viewing of audio-visual materials to support instruction.
B. Laboratory School or Cooperating Schools
The TEI should maintain a facility within which the students can undertake their field study. This facility may be a laboratory school administered by the TEI. In cases when TEI has no laboratory school, the TEI must have a long-term memorandum of agreement with a Department of Education cooperating school or with a cluster of cooperating schools within which student can undertake their field study and practicum courses.
SECTION 17. Admission and Retention Policy. —
The basic requirement for eligibility for admission of a student to the Teacher Education program shall be graduates from Senior High School level recognized by the Department of Education.
TEIs must have in place a selective admission policy for Teacher Education programs. This policy shall include passing an admission examination. For this purpose, TEIs may use either of the following admission examinations:
1. an admission examination developed and validated by the TEI;
2. an admission examination developed and validated by another TEI and used by TEI under a consortium agreement;
3. an admission examination developed and validated by private testing centers and used by TEI for a fee;
4. some other standardized tests for teaching aptitude; or
5. some other national qualifications examinations which may be developed in the future.
ARTICLE VII
Compliance of HEIs
Using the CHED Implementation Handbook for OBE and ISA as reference, a HEI shall develop the following items which will be submitted to CHED when they apply for a permit for a new program:
SECTION 18. The Complete set of program outcomes, including its proposed additional program outcomes.
SECTION 19. Its proposed curriculum and its justification including a curriculum map.
SECTION 20. Proposed performance indicators for each outcome. Proposed measurement system for the level of attainment of each indicator.
SECTION 21. Proposed outcomes-based syllabus for each course.
SECTION 22. Proposed system of program assessment and evaluation.
SECTION 23. Proposed system of program Continuous Quality Improvement (CQI).
For existing programs, CHED shall conduct regular monitoring and evaluation on the compliance of HEIs to this Policies, Standards and Guidelines using an outcomes-based assessment instrument.
ARTICLE VIII
Transitory, Repealing and Effectivity Provisions
SECTION 24. Transitory Provision. —
All private HEIs, State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs) with existing authorization to operate the Bachelor of Secondary Education program are hereby given a period of three (3) years from the effectivity thereof to fully comply with all the requirements in this CMO. However, the prescribed minimum curricular requirements in this CMO shall be implemented starting Academic Year 2018-2019.
SECTION 25. Sanctions. —
For violation of this Order, the Commission may impose such administrative sanction as it may deem appropriate pursuant to the pertinent provisions of Republic Act No. 7722, in relation to Section 69 of BP 232 otherwise known as the Higher Education Act of 1982, and the Manual of Regulations for Private Higher Education (MORPHE) per CMO No. 40, series of 2008 and other related laws.
SECTION 26. Repealing Clause. —
Any provision of this Order, which may thereafter be held invalid, shall not affect the remaining provisions.
All CHED issuances or part thereof inconsistent with the provision in this CMO shall be deemed modified or repealed.
SECTION 27. Effectivity Clause. —
This Order shall take effect after its publication in the Official Gazette or Newspaper of General Circulation.
Quezon City, Philippines, November 2, 2017.
(SGD.) PATRICIA B. LICUANAN, Ph.D.
Chairperson
ANNEX A
Description of Core Professional Education Courses
ANNEX B
Description of Specialization/Major Courses
ANNEX C
ICT Competency Standards for Teachers
ANNEX D
OBE Course Syllabus
Footnotes
1.Program Outcome "e" common to the Teacher Education discipline under Section 6.2. is anchored on the CHED-UNESCO ICT Competency Standards for Teacher Education in Annex C.
Cite This Law
Policies, Standards and Guidelines for Bachelor of Secondary Education (BSEd), CHED Memorandum Order No. 075-17, Nov 2, 2017 (Philippines)
Policies, Standards and Guidelines for Bachelor of Secondary Education (BSEd), CHED Memorandum Order No. 075-17 (Phil. 2017)
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