P H I L C S T: Philippine College of Science and Technology

PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY
Old Nalsian Road, Nalsian, Calasiao, Pangasinan, Philippines 2418

Tel. No. (075)522-8032/Fax No. (075)523-0894/Website:www.philcst.edu.ph
ISO 9001:2015 CERTIFIED, Member: Philippine Association of Colleges and Universities (PACU), Philippine Association of Maritime Institutions (PAMI)
DETAILED TEACHING SYLLABUS (DTS) AND INSTRUCTORS GUIDE (IG’S)

PROFEDU112 (Curriculum Development and Instructional Planning)
PHILOSOPHY
The PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY is committed to the pursuit of excellence relative to student’s professional growth and development.
VISION
PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY envisions producing quality graduates fully equipped with knowledge, attitudes, values, and skills and who are
globally competitive in their chosen profession ever ready to render quality services.
MISSION STATEMENT
PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY provides quality education to every student through a well-balanced research oriented learning environment that
develops critical and creative thinking for maximum development of individual’s talents and capabilities.
INSTITUTIONAL OBJECTIVES
In pursuit of its Vision and Mission, PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY will achieve the following:
1. Provide programs and activities that will enhance the development of the students physically, intellectually, culturally, emotionally, socially, spiritually and morally.
2. Provide college education opportunities to poor but deserving students through the PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY scholarship grants.
3. Train students with globally competitive technical skills that will make them competent and capable of handling challenges in life.
4. Provide manpower needs of the country with professionally qualified graduates imbued with dignity and high moral values who are mature, productive, self-reliant,
responsible and self-disciplined citizens.
SPECIAL OBJECTIVES
To provide the country with globally competitive and professionally licensed graduates as integral part of the total manpower needed for the economic development in the
national and international levels.
CORE VALUES
Professionalism High Spirituality Integrity Love of Humanity Compassionate Solidarity Transformative

and Competent
Page | 1 CONTROLLED COPY FORM NO.: BEEDPROFEDU112 CURRICULUM DEVELOPMENT AND INSTRUCTIONAL PLANNING APPROVED BY: SCHOOL PRESIDENT
COLLEGE OF EDUCATION AND JOURNALISM

PROGRAM DESCRIPTION:
The Bachelor of Elementary Education (BEEd) program of Philippine College of Science and Technology develops the teaching skills of students in educating early age
learners. It exposes the students to the modern methods and techniques in teaching the basic knowledge and skills in all subject areas covered by the primary education. In
as much as graduates of this course can only teach after having passed the Licensure Examination for Teachers (LET), students are as well prepared for them to pass this
examination.
The students are required to complete the following courses before they will be allowed to graduate: General Education, Professional Education and Elective Subjects, Field
Trips, Seminars and Workshops, Field Study Subjects such as School and Classroom Observation, Classroom Management Skills, Micro-Teaching, Team Teaching, and
Practice Teaching in Both Private and Public Elementary Schools, and Research Output.
BACHELOR OF ELEMENTARY EDUCATION
PROGRAM OUTCOMES:
A graduate of Bachelor of Elementary Education program at Philippine College of Science and Technology should:
1. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts;
2. Demonstrate mastery of subject matter/discipline;
3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments;
4. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners;
5. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices;
6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes;
7. Practice professional and ethical teaching standards sensitive to the local, national, and global realities;
8. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities;
9. Demonstrate in-depth understanding of the diversity of learners in various learning areas;
10. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas;
11. Utilize appropriate assessment and evaluation tools to measure learning outcomes;
12. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching;
13. Demonstrate positive attributes of a model teacher, both as an individual and as a professional, and;
14. Manifest a desire to continuously pursue personal and professional development.
Prepared by: Recommended by: Approved by:
________________________________ ________________________ ________________________
College of Education and Journalism Eva S. Barrientos, Ed. D. Engr. Raul B. Gironella, DMin
Instructor College Dean VP for Academic Affairs/QAM
Issue Date: June, 2019 Revision Status: 0 Revision Date: June, 2019
PART A
COURSE SPECIFICATION
PROGRAM EDUCATIONAL OBJECTIVE (PEO)
The Bachelor of Elementary Education of Philippine College of Science and Technology shall produce graduates who:
a. Exercise leadership in the practice of the profession;
b. Demonstrate professional and social responsibilities;
c. Pursue lifelong learning for continuous development; and
d. Possesses creativity and critical thinking skills to become globally competitive guided with values of integrity and honesty
PROGRAM DESCRIPTION : CMO 74, s. 2017 - SECTION 5.1
PROGRAM OUTCOMES : CMO 74, s. 2017 - SECTIONS 6.1, 6.2, 6.3
NAME OF PROGRAM : Bachelor of Elementary Education (BEED)

COURSE CODE : PROFEDU112
COURSE DESCRIPTIVE PREREQUISITE : 3rd Year Level
: Curriculum Development and Instructional Planning
TITLE CO-REQUISITE : None
COURSE : This course Tsubject is mainly concerned with the study of universe, celestial bodies, gas and dust within it. It also includes
DESCRIPTIO deals with the some observations and theories about the solar system, star, galaxies, and general structure and space.
N analysis of the Furthermore, advancement of man on space explorations and discoveries.
different works
that have
written about
curriculum and
curriculum
development.
It serves as a
manual of
subscription, a
recipe of book,
intended for
school
practitioners in
basic
education. In
the end,
students will
be a better
judge as to
how to make
the curriculum
truly relevant
and
operational in
day-to-day
realities in the
classroom as
they become
an educator
someday.
LECTURE CONTACT LABORATORY CONTACT
COURSE CREDITS : : :
3 Units HOURS PER WEEK 3 Hours HOURS PER WEEK 0 Hours
CO1: Explain the different term in Curriculum Development System (CDS).
CO2: Prepare a Table of Specification (TOS) based on a given curriculum.
COURSE OUTCOMES : CO3: Prepare a sample rubric for a project in Science Course.
CO4: Explain the nature of the chosen nomenclature, Curriculum Development System, a management-oriented
approach to curriculum development.
FACULTY
: CMO 74, s. 2017, Section 14
REQUIREMENTS
REFERENCE/S : 1. CMO No.74, s. 2017: Policies, Standards and Guidelines for Bachelor of Elementary Education (BEED)
PART B
COURSE SYLLABUS
TEACHING-
LEARNING EQUIPMENT, MATERIALS AND INDICATIVE
TOPIC LEARNING ACTIVITY ASSESSMENT
OUTCOMES REFERENCES HOURS
(TLA)
- Interactive classroom - Multimedia presentation Performance 9 Hours
1. Define curriculum discussion on the: Assessment:
- Handouts
terms 1. Different perceptions - Palma, Jesus C., Curriculum
2. Outline the on curriculum Formative
1. Different Development System. National Book Assessment with
systematic view 2. Curriculum as a
perceptions on Store, 2009 Simple Recall Test
of the curriculum curriculum System - Taba, Hilda. Curriculum Development: on the basic
in graphic form 2. Curriculum as a 3. A linear model of Theory and Practice. New York: knowledge of the
3. Explain the System curriculum
3. A linear model of
Harcourt Brace Javanovich, 1962 different topics.
concept behind 4. Generic Production
each term in the curriculum System
4. Generic
CDS 5. School Production
Production
4. Enumerate the System System
process of 5. School Production 6. The PH
operationalizing System Management
the CDS in a 6. The PH Process
school setup Management 7. CDS 3-year
5. Explain the Process
Development Cycle
7. CDS 3-year
process of
Development - Students perform a
operationalizing Cycle
the CDS in a simple recall on the
school setup discussion of the
topic
TEACHING-
(TLA)
Teachers Activity: - Multimedia presentation Performance 9 Hours
1. Illustrate the 1. Curriculum and - Interactive classroom - Handouts Assessment:
diagram a school school purpose discussion on the: - Palma, Jesus C., Curriculum Development
management 2. Data on System. National Book Store, 2009 Formative
1. Curriculum and
model contemporary - Aquino, Gaudencio V. Curriculum Planning Assessment with
2. Identify the school purpose Simple Recall Test
society 2. Data on for Better Schools, Rex Book Store, 1998
factors in society 3. Levels of school on the basic
to be taken into contemporary knowledge of the
goals
consideration in society different topics.
4. Instructional
planning 3. Levels of school
Objectives
curriculum goals
3. Explain the
4. Instructional
importance of
instructional Objectives
objectives in
- Listen to the
curriculum
planning explanation of the
4. Categorize students on the
school goals importance of the
according to instructional
hierarchical order objectives in
curriculum planning.
Students Activity:
- Demonstrate the
school management
model through a
diagram
- Restate the
TEACHING-
(TLA)
importance of
instructional
objectives in
curriculum
development.
- Students perform a
simple recall on the
discussion of the
topic
PRELIMINARY EXAMINATION
- Multimedia presentation Performance 18 Hours
1. Construct 1. Learning Content Teachers Activity: - Handouts Assessment:
questions related 2. Sources of - Facilitating the - Palma, Jesus C., Curriculum Development
to learning Learning Content construction of System. National Book Store, 2009 Formative
content. 3. Organization of questions related to Assessment with
2. Show the Content Learning learning content. Simple Recall Test
relationships of content on the basic
human beings on 4. Documenting Student Activity: knowledge of the
the sources of learning content - Construct a flow different topics.
human learning chart of curriculum
through a documents for
diagram. quality assurance
3. Interpret the
basic principles - Demonstrate the use
involved in the of scope and
organization of sequence grid in
learning content. English Language
Arts in Elementary
TEACHING-
(TLA)
4. Apply the Level.
different ways of
laying out the
scope and
sequence.
MIDTERM EXAMINATION
1. Discuss the 1. Curriculum and Teachers Activity: - Handouts Assessment:
difference Instruction 1. Act as a resource - Palma, Jesus C., Curriculum Development
between 2. Teaching and person on the topic, System. National Book Store, 2009 Formative
“Leaning Learning “the 8M’s of Assessment with
Content” and 3. The 5 R’s of teaching” Simple Recall Test
“Learning Learning on the basic
Experience”. 4. The 8 M’s of 2. Guide the students knowledge of the
2. Explain the two Learning different topics.
on how to learn
sides of the
economically,
curriculum;
efficiently and
curriculum plan
and instruction effectively
“implementation
of the plan”, in Student Activity:
the teaching and 1. Argue on the criteria
learning process. for selection of
3. Categorize the learning experiences
five (5) R’s of 2. Discuss milieu: The
learning Learning
4. Explain the environment in
particular teaching and
TEACHING-
(TLA)
strategy used in learning.
planning for the 3. Uncover the
session. typology of teaching
5. Integrate the strategies according
eight (8) M’s of to learning
learning in the objectives.
classroom.

1. Explain the 1. What is evaluation Teachers Activity: - Handouts Assessment:
importance of 2. Types of 1. Evaluate the - Calmorin, Laurentina P. Assessment of
evaluation in the evaluation students’ sample- Student Learning 1, Rex Book Store. Formative
teaching learning 3. Characteristics of made questionnaires 2011 Assessment with
process. Evaluation on evaluating the Simple Recall Test
2. Create sample Instruments students learning on the basic
questions on the 4. Preparation phase knowledge of the
types of and administration Student Activity: different topics.
evaluation; phase and 1. Formulate test
“formative” or utilization questions
“summative” 5. Alternative 2. Devise a rubric
3. Develop assessment 3. Compile objectives
questionnaire measures used in carrying out
putting in mind lesson from the
its validity, lesson plan.
reliability and
objectivity.
4. Compile lesson
plans showing
specific
instructional
TEACHING-
(TLA)
objectives.
5. Devise a rubric
about the care of
plants and their
environment in
Grace 6 Science.
FINAL EXAMINATION
PART C
COURSE REQUIREMENTS
GRADING CRITERIA:
Final Grades of the students will be based from knowledge and understanding of the course which will constitute fifty percent (50%) of the final grade. The other fifty percent
will be based from the Assessment Result (Evaluation of the course outcomes)
Knowledge and understanding will be evaluated according to the following:
1. Examinations (Check-Up Examination, Preliminary Examination, Mid-Term Examination, Semi-Final Examination, and Final Examination);
2. Recitations (Preliminary Recitation; Mid-Term Recitation; and Final Recitation);
3. Quizzes, and;
4. Assignments
5. Including the laboratory experiments, and laboratory report if the course has a laboratory component.
The final course grade will be computed according to the following formula:
1. [(Knowledge and Understanding Result) x 0.50] + [Assessment Result] x 0.50,
2. The passing standard shall be the grade of 75% but the student must have attended at least eighty percent (80%) of the total number of required meeting of
the course, and must have a rating of “Competent” in all the Assessment Result.
3. The table below shows a sample of the range of percentage marks and their corresponding equivalents.
PERCENTAGE LETTER FIVE POINT

DESCRIPTIVE RATING REMARKS
GRADE GRADE GRADING
97% – 100% A+ Very Excellent 1.00 Meets minimum competence with exceptional score
94% – 96% A- Excellent 1.25 Meets minimum competence with exceptional score
91% – 93% A Very Good 1.50 Meets minimum competence with exceptional score
88% – 90% B+ Good 1.75 Meets minimum competence with over and above average score
85% - 87% B- Good 2.00 Meets minimum competence with over and above average score
82% - 84% B Very Satisfactory 2.25 Meets minimum competence with above average score
78% - 81% C+ Very Satisfactory 2.50 Meets minimum competence with above average score
76% - 77% C- Satisfactory 2.75 Meets minimum competence with average score
75% C Satisfactory 3.00 Meets minimum competence with average score
Below 75% D Failed 4.00 Does not meet the minimum competence
COURSE POLICIES:
A. Attendance Procedure: Attendance will be taken at the beginning of each class. Students are expected to attend every class. Students are responsible for all
material covered during any absence and assignments must be completed by the due date for credit. The absence of more than twenty percent (<20%) of the
required number of meetings in lectures and/or laboratory will result in a “DROPPED” grade (DRP). Missed exams will require proof of extenuating circumstances for
any make-up consideration.
B. Absence due to Illness: If you are sick, DO NOT ATTEND THE CLASS. Contact the instructor by e-mail, telephone, or cell phone to discuss how you will keep up
with the coursework assignments and complete the Laboratory Experiments.
C. Methods of Instruction: Methods will include round-robin discussion and demonstrations that discuss key terms, concepts and formulae of the assigned chapter.
During the discussion, a quiz about the basic concepts of each chapter will be given. The student is expected to read one chapter and solve the assigned problems
each week. This will require an average of five hours of study outside of the classroom each week. The previously assigned problems will be collected for grading and
the solutions will be derived in class. This process is designed to help the student thoroughly understand the concepts and applications of the material covered.
D. Academic Honesty: All students are expected to behave with academic honesty. It is not academically honest, for example, to misrepresent another person’s words
or ideas as one’s own, to take credit for someone else’s work or ideas, to copy and paste material from another document or from the internet, to accept help on a test
or to obtain advanced information or confidential test materials, or to act in a way that might harm another student’s chance for academic success. When the
instructor believes that a student has failed to maintain academic honesty, he or she may be given an “FAILED” grade, either for the assignment, lab report, quiz,
examination, or the course depending upon the severity of the offense.

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PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY

Old Nalsian Road, Nalsian, Calasiao, Pangasinan, Philippines 2418

DETAILED TEACHING SYLLABUS (DTS) AND INSTRUCTORS GUIDE (IG’S)

Professionalism High Spirituality Integrity Love of Humanity Compassionate Solidarity Transformative

COLLEGE OF EDUCATION AND JOURNALISM

BACHELOR OF ELEMENTARY EDUCATION

NAME OF PROGRAM : Bachelor of Elementary Education (BEED)

- Multimedia presentation Performance 9 Hours

PERCENTAGE LETTER FIVE POINT

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