Aba 1

CHED MEMORANDUM ORDER
No. 8Q_
Ser~es of 201 7
SUBJECT POLICIES, STANDARDS AND GUIDELINES FOR

BACHELOR OF PHYSICAL EDUCATION (BPEd)
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 46 s. 2012, and by virtue
of Commission en bane (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
(0.0. 42, s. 2017) and other relevant documents. It specifies the 'core
competencies' expected of Bachelor of Physical Education (BPEd)
graduates "regardless of the type of HEI they graduate from."
However, in "recognition of the spirit of outcomes-based education and
of the typology of HEls," this PSG also provides "ample space for HE ls
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."
Physical Education (PE) is both a discipline and a teaching profession.

As a curricular discipline, it promotes an understanding of the
centrality of movement in daily life, in all its forms--from meeting
functional requirements, providing opportunities for social interaction,
analyzing the influence of contexts to one's well-being, to
acknowledging physical activity and sports participation as significant
cultural and health practices. It contributes to the formation of
constructive behaviors for managing the stress of academic and work
demands; providing the necessary 'break' from sedentary activities in
the classroom and workplace; and developing school loyalty and
nationalism through the sporting culture, which in turn significantly
shapes an individual's identity.
Page 1 of 64
Higher Education Development Center Building, C.P. Garcia Ave., UP Campus, Diliman, Quezon City, Philippines
Web Site: www.ched.9.QY.Jl!l Tel. Nos. 441-1177, 385-4391, 441-1169, 441-1149, 441-1170, 441-1216, 392-5296, 441-
1220
441-1228, 988-0002, 441-0750, 441-1254, 441-1235, 441-1255, 411-8910, 441-1171, 352-1871
PE is therefore, dominated by movement and fitness education
content, and aimed at physical literacy and the physical activity
dispositions of all learners from the basic to the tertiary education
levels. Physical literacy serves as the foundation for confident,
enjoyable and sustained participation in a wide range of physical
activities. Building on this foundation, PE seeks to be health
optimizing in the way it supports the learners in accessing, evaluating
and making informed decisions about their own and others' health,
safety and well-being. Thus, it empowers learners to be reflective,
self-regulated and self-directed throughout their lives.
PE achieves this through a coherent and cohesive program of (1)

instruction (e.g. curricular/credit courses); (2) recreational physical
activities (e.g. exercise, sports, dance, adventure) pursued beyond the
classroom such as in-school and off-campus as well as (3) competitive
and organized sports (e.g. intramurals, extramurals, high-level or elite
performance), to ensure that there is a seamless pathway for
developing physical literacy and physical activity habits. The PE
Program thus, provides for multiple and a variety of engagement and
means of representation, action, and expression to ascertain that
opportunities are inclusive of alt contexts and learners.
By its very nature, PE is inclusive, offering a broad spectrum

of physical activities suitable to all learners of all abilities and ages. It
is a process that is developmentally appropriate in the way it
engages participants based on their growth and maturation
characteristics, as well as their changing activity patterns. It is a
collaborative experience based on a common set of understanding of
what physical activity is all about and on this basis, brings individuals,
groups and communities together. Finally, it is a lifelong
process as it empowers and challenges the participant to take
responsibility for his or her own ability to lead active lifestyles for
healthier lives, and to positively influence others.
PE, in recognizing this fundamental humanity of all, serves therefore

as an important scaffold to the goal of producing "graduates imbued
with values reflective of a humanist orientation, [who are equipped to]
think through the ethical and social implications of a given course of
action and are competent to learn continuously throughout life." Thus,
the Filipino learner who is fully cognizant of his role in the life of the
nation and the larger community, will be able to live meaningfully in a
complex, rapidly changing and globalized world by actively engaging
himself in his community and the nation's development issues and
concerns.
ARTICLE II
AUTHORITY TO OPERATE
Section 2 Government Recognition
All private higher education institutions (PHEls) intending to offer

Bachelor of Physical Education must first secure proper authority
from the Commission in accordance with these PSGs. All PHEls with
an existing Bachelor of Physical Education major in School
Page 2of 64
.......................... Phy.sicaL.edu.cati.on .. (.BPE~_SPE). program are_r.equired .10 .shift to
an outcomes-based approach based on this PSG. State universities
and colleges (SUCs), and local colleges and universities should
likewise strictly adhere to the provisions in these policies and
standards.
ARTICLE Ill
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. The Technical Committee 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 here prescribed as the "minimum unit requirement" under
Section 13 of RA 7722. In designing the curriculum the Technical
Committee employed a curriculum map which is shown in Article V
Section 9 as a sample curriculum map.
Using a learner-centered/outcomes-based approach the Technical

Committee also determined appropriate curriculum delivery methods
shown in Article V Section 10. The sample course syllabi given in
Article V Section 11 show some of these methods.
Based on the curriculum and the means of its delivery, the Technical
Committee 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 HEls 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.
The HEls can use the CHED Implementation Handbook for

Outcomes-Based Education (OBE) and the Institutional
Sustainability Assessment (ISA) as a guide in making their
submissions for Article VII.
---·-·· ······-··· · ·····-
----ARTICLE-Ill ··-·-·--·· ·-· . ··--·······--··· ·-····--·--· -··-··--···
PROGRAM SPECIFICATION
Section 5 Program Description
5. 1 Degree Name
The program shall be called Bachelor of Physical Education
(BPEd).
5.2 Nature of the Field of Study
As a teaching profession, PE is a seamless activity of designing

and delivering learning activities, providing quality instruction,
managing the classroom and assessing student learning, modeling
as well as mentoring, This requires a deep, broad and integrated
knowledge of the subject matter and its learners, which in turn
informs the PE teacher's choices in terms of meaningful curricular
content, the creation of inclusive learning environments and the
employment of effective learning strategies.
As a curricular subject, PE is aimed at physical literacy, which

serves as the foundation for confident, enjoyable and sustained
participation in a wide range of physical activities. Thus, it consists
of developmentally appropriate activities. PE also aims to optimize
health through learning experiences aimed at the formation of
physical activity and healthy eating habits, as well as dispositions.
These learning experiences likewise extend beyond the
classroom; hence, student learning must be reinforced through
programs on school and community recreation, as well as
organized, competitive sports. Moreover, the PE teacher must
communicate enthusiasm for their subject matter in a positive,
caring manner. Finally, PE draws from the knowledge base of the
allied fields: exercise and sports sciences, life sciences, social and
behavioral sciences; and employs interdisciplinary instruction as a
means to permeate all aspects of the iearners' lives and develop
them integrally.
5.3 Program Goals
The BPEd is a four-year program aimed at equipping graduates

with the competencies to meet the psychomotor, cognitive and
affective needs of learners. These consist of: (1) a strong
and substantial foundation of the subject matter
(disciplinary knowledge) that informs their curricular choices
when planning, designing, implementing and assessing
learning activities (curriculum and program planning,
implementation, monitoring and evaluation); (2) an understanding
of the scope and sequence of various movement forms; as
well as elements, strategies and tactics of these various
movements in a multitude of settings (movement competency
and proficiency) that enables them to meet the needs of
learners to know how, be able to do and how to learn; (3) expert
knowledge of pedagogy for maximizing student engagement,
mentoring students and modeling respect for differences in
gender, ability and culture; (4) reflective practice that (a) propels
them to set high standards for and hold themselves
..................... ----------------------------· .. -accountable---to-the--professional standar.ds-(pmfessionat_ - ---- .... -·--
·. accountability and responsibility); (b) enables them to identify gaps
in their current competencies and pursue professional
development opportunities; and (c) assists them in studying the
impact of their teaching on student learning; and (5) building and
cultivating relationships with colleagues, stakeholders, other
professionals and learning communities; advocating for PE, being
role models of integrity and professional excellence, as well as
leaders in the service of education.
5.4 Specific Professions/Careers/Occupations for graduates

• Physical Education Teacher in Basic Education
• Dance and Sports Club Moderator
• School-based Sports Program and Events
Moderator/Coard inator
5.5 Allied Fields
Physical Education is allied with the exercise and sports sciences,

life sciences and the social sciences (i.e., philosophy,
anthropology, history and education).
Section 6 Program Outcomes
The minimum standards for the Bachelor of Physical Education

(BPEd) program are expressed in the following minimum 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. (Philippine Qualifications Framework levei 6
descriptor)
b. effectively communicate orally and in writing using both English
and Filipino
c. work effectively and independently 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
Page 5 of 64
approaches, and resources for diverse learners.
Page 5 of 64
......... e ... k.pply..skills .... in . .the.. . developrnent.iand .utilization o.f .
IG."Lto 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 changing 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 a major (Physical Education)

a. P01-Disciplinal Knowledge: Apply scientific and evidence•
based practices critical to the educational and learning
processes.
b. P02-Movement and Competency and Proficiency:

1 . Demonstrate skillful performance in a variety of physical
activities.
2. Adapt performance to variety of physical activity settings:
(e.g. formal classes, recreational, and competitive)
c. P03-Curriculum and Program Planning, Implementation,

Monitoring and Evaluation:
1. Critically examine the curriculum (e.g. content, pedagogy
and assessments) and program, and enhance (e.g.
innovate) them necessarily.
2. Plan and implement safe and effective physical activity
programs to address the needs of individual and groups in
school and/or non-school settings.
3. Monitor and evaluate physical activity programs in school
and/or non-school settings.
4. Use appropriate assessments in, as and for student or
client learning.
5. Use information, media and technology in pedagogy and
for lifelong learning.
d, P04-Professional Accountability and Responsibility:

1. Demonstrate firm work/professional ethics.
2. Cultivate solidarity by working and dealing with/relating
to others harmoniously.
3. Promote the advancement of the profession by making
sense of and getting involved in current discourse that
impact on the profession.
4. Pursue lifelong learning for personal and professional
development.
e. P05-Communication:
1. Communicate effectively with PE practitioners, other
professionals and stakeholders.
2. Use oral, written, and technology formats deftly.
1
Program Outcome "e" common to the Teacher Education discipline under Section 6. 2. is anchored
on the Cf/ED-UNESCO JCT Competency Standardsfor Teacher Education in Annex D.
Page 66 of
6.4 Common to a horizontal type 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, particuiarly in response to the needs of the
communities they serve
c. Graduates of universities contribute to the generation of new
knowledge by participating in various research and
development projects
Moreover, graduates of State Universities and Colleges (SUCs) must

have the competencies to support "national, regional and local
development plans" (RA7722).
All private higher education institutions (PHEI), may adopt mission•

related program outcomes that are not included in the minimum set of
learning outcomes.
Section 7 Performance Indicators
P01 -Disciplinal Knowledge: Apply 1. Discuss foundation of PE and Health,

scientific and evidence-based and the essentials of fitness and health
practices critical to the educational and analyze scientifically the body parts
and learning processes. and how it functions in various physical
movement and activities
2. Use a concept map in explaining motor
learning and development of learners
based on their growth and maturation
characteristics.
3. Analyze the mechanisms of non-contact
injury and the role of fundamental
movement skills in mitigating this.
4. Explain how the body responds, adjusts
and adapts to exercise.
5. Plan and organize developmentally•
appropriate Physical Education and
Health activities
6. Conduct scientific research in Physical
Education and Health Education
----------------<-----·····-··-·-·-··--·····-···--·-·--········~····-----------1
P02-Movement Competency and 1. Demonstrate mastery of all fundamental
Proficiency: movement patterns and adapt motor
1.Demonstrate skillful performance in skills to a variety of physical activity
a variety of physical activities. settings.
2. Evaluate critical elements of motor skills
2. Adapt performance to variety of and performance.
physical activity settings: (e.g. formal 3. Maintain a health-enhancing level of
classes, recreational, and competitive) fitness based on age- and sex-specific
criterion-referenced standards.
P03-Program Planning, 1. Analyze existing curriculum and
Implementation, and Evaluation: programs of Physical Education and
1. Critically examine the
curriculum (e.g. content,
Health Education in the Enhanced Basic Education Program
pedagogy and assessments) 2. Implement planned developmentally
and program, and enhance appropriate and inclusive programs that
(e.g. innovate) them address the diverse needs of all
necessarily. students/clients.
2. Plan and implement safe and 3. Utilize assessment result to improve
effective physical activity instruction.
programs to address the needs 4. of Engage in a reflective practice in setting
the individual in school and/or one's goals and in monitoring one's
industry settings. progress.
3. Monitor and evaluate physical
activity programs in school
and/or non-school settings.
4. Use appropriate assessments in,
as and for student or client
learning.
5. Use information, media and technology
in pedagogy and for lifelong
learning.
P04-Professional Accountability 1. Participate in activities that enhance
and Responsibility: professional collaboration and lead to
1. Promote the advancement of personal growth and career development.
the profession.
2. Pursue lifelong learning for 2. Maintain professional integrity by adhering
personal and professional to ethical behaviors and discerning
development. boundaries of competence.
3. Keep abreast with current developments
1------------------1----in_PhEJcEadl ucation.
P05-Communication: 1. Synthesize evidence from a variety of
1 . Communicate effectively with sources to shed light to current issues in
PE practitioners, other the field.
professionals and 2. Develop evidence-based arguments.
stakeholders. 3. Justify a program proposal to diverse
2. Use oral, written, and audiences.
technology formats deftly. 4. Use appropriate language in oral and
written communication.
ARTICLEV
CURRICULUM
Section 8 Curriculum Description
Higher Education Institutions (HEls) offering the Bachelor of Physical

Education (BPEd) program may exercise flexibility in their curricular
offering. However, the following Physical Education courses are prescribed
as minimum requirements to be implemented.
· · · · · - · -- - ---- ··············.. . . -Section 9 . ---Sample-Curriculum. --· .....
9.1 Curriculum Components
'1l~ll
A. General Education (CMO 20, Series
i 1;~;:;::i1:1,1111;1:1~1
1i:~ir::i~/i~lf~:1/Jl!llll;i:1i1,11·(i1.:(:I11i:;A f
/
illlfilllfIIL
12 3 36
_2012) _ -·-------
B. Professional Education Courses 42
, Foundation/Theorya_ nd_Concepts----+--4---+---3---+---1-
2---;
The Child and Adolescent Learner and 1 3
Learning Principles ----------1-----1------+------;
1---TheT_ eaching_ Profession -+ 1 3 --+------1
The Teacher and the Community, School

Culture_ and Organizational Leaders_h_.iP_---+ 1 +-- 3 _
Foundation of Special and Inclusive
t -- --
E d u c a t io n
• oo oo,o o- OOO OO O OOOO -+---1 ----l---3 ---
OO-OO H
+------1
1--P_deagog_ical Content Knowlec!JJ.e ,_ 3 18
----1---6
Facilitating Learner-centered Tea_c_h_in...._g_-+1 3 +-----1
-
Assessment in_Learnin9._1 -1- 1_---+ 3 --;
Assessment in Learning__2 -1 1 -1- 3 +-----1
-
Technology for_Teach~ and_ Lea_rn_in_,1- 1---; 3 -+------;
Q+"'--1_-*
The Teacher and the School 1 3
Curriculum
t----··············· ····-·····-·················- · · ·--···-···········-····--·-·------···· --+------+--------+------i
-------·--
Building and Enhancing New Literacies 1 3
Across the Curriculum I
~Xf!!!!ientia/LearningC_o_u_rs_e_s 3 -1-----+' 1_2
, Field Study_1 1--1 3 -+-----1
, FieldStudy_2 ,--_1 3 -+-----;
Practice Teaching/Teaching Internship 1 6
with Action Research
C.Specialization Courses- - -_.==--- ----+----1------+--6-3--
.Eoundation!Theo,y_ and_ Concep__ts_in_P_E~1--6 3 1__8 ,
Philosophical and Socio-anthropological
Foundations of Physical Education and 1 3
1----~.PQ~~ -- --------+-----+--------<------<
Anatomy and Physiology of Human 1 3
M
-·-····-·~·····-- -
ove m e n t
..· ·~····~ ~- ·~· ·,.··----··---------+-----+------
+-------I
Physiology of Exercise and Physical 1 3
_ Activity ·-··------·····---------1-----+------+------1
Principles Motor Control and Learning of 1 3
1---E:_;.:~!~i-~~!$_eorts and. Qim~_e -+-----1-------1-------i
Research
-----·· 1 ----·-··-··-·-··· ·· ·-----------+------+------,f------j
·········-----· 1 3
1---SportsandExerdse Psycholoq..... v 1 1--- 3 -+------1
C o nt ex tu al ize d C o u r s e s i n PE 4
f--- - · ·· ·- -· ···· ·· -··~ ·· - · ··--- -···- ··· ·-· ·· ···· ··· -·-····- ·· --·- -··~·----·-+-- ----
3
1- -----+--
12----1
Curriculum and Assessment for Physical 1 3
, Process of Te-aching PE & Health 1 3
, Education
Technology for Teaching and Learning 2* 1 3
(Technology Application in Teaching PE I I
and Health Education including
I
J
Instructional Materials Development)
Applied Motor Control and Learning of 1 3

'.l~W ilt!: \lriffi:I :f~t-. - ---
>-- Exercise, S_pms and Dance -+-----+-----+------1
Content-Performance
---·-· Courses in PE
-----·-·--·-·------·--------------------+-----+---· 11 3 ----+------!
33
Movement Education
1-----------·---·--------t----+------t-----;
3
Dance
• Philippine Traditional Dances 1 3
• International Dance and other Forms
1-----·-·····-·····-·-·---·-··-·-----·--·:-:-------1-----t------1------;1 3
Games, Sports and Recreation
• Individual and Dual Sports (Racket 1 3
Sports, Athletics, Martial Arts)
• Team Sports (Soccer/Football, 3
Basketball, Volleyball, Baseball,
Softball, Non-traditional: Ultimate, Handball,
Floorball, Futsal, Sepak Tak raw)
• Philippine Traditional Games 1
, • _Swimming and Agua._ti_cs - 1 1--------t-----1
Health Education
• Coordinated School Health Program 1
" Personal, Community and 1
Environmental Health
• Emergency Preparedness and Safety 1
Management
• Drug Education, Consumer Health
-·Education _and_ Healthy Eat in...,,_---:---+-----1-----+----,---1
D. Elective_Courses(2 from the m._e_n:-u-'---+----,----1----:---+-----1
Administration and Management of 1
Physical Education and Health Education
, P_rog_rams········--·····--·-------·---·-···----+-----+-----+-----1
ContemporaryJssues in. PE_and s.~o_rt_s 1 +- 3 _
Outdoor and Adventure Education 1 3
·················································-··------···················································-----t----t-------t-------;
Non-traditional_ Games ~ort_s -+ 1 t 3 -+------1
Sports and_ Exercise Ps~cholo_g...,.,.,. ---ir----1 3 -+------1
Prevention and Management of Exercise- 1 3
and ..Sports-relatedl.Qiyrie_s -+-----+------+------1
·Music
·-···--··in the K-12 ·------· Curriculum - 1
-------+-----+----'---+------! 3
Arts in the K-12 Curriculum ---------+------+-----+---------i
1 3
Mandated
E. -········· Courses
··········--·---··-····----------t------,1-------t-----J 12
PE 1-4
··············-······-·--------------+--
4---t-------+--,------1
2 8
NSTP 2 3 6
. ·. · ·· <••·.<·.·.·•\·>>•<>•··.·······•<?<•· .· .· · ·•<· .. su.furii~r¥·•· •·: . .•>· · · · · ·• · · . .·• ·•· · · 0.·.····.i· ······ · · · .·.· ·· \\••·\, \/:Units ,
A. General Education Courses
--··-··-·······-··························-··-····-····-··········-··--····-··----------------+-
36
B. Professional
··············-·················--····-··-·-·
Education Courses 42
····················--··~----·-----------------+------;
C. Specialization Courses
Foundation/Theory and Concepts Courses in PE 63
Contextualized Courses in PE
Content-Performance Courses in PE
D. Elective Courses 6
····-···-········-···················---------------------+------j
E. PE & NSTP 14
< 1&1+'
.................... -- --GuideJines-f.or......P-r~paring_a.e..ro . gram of_S.tudy ······------
·---..-
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.q.
Teaching English in the Elementary Grades 1 must come
before Teaching English in the Elementary Grades 2.
9.2 Program of Study (Distribution of Courses)
Understanding the Self/ ' Mathematics in the Modern

Pag-unawa sa Sarili (GE) 3 World/ Matematika sa 3
Makaba on Dai di GE
Readings in Philippine History/ I Purposive Communication/
Mga Babasahin hinggil sa 3 Malayuning Komunikasyon (GE) 3
Kasaysayan ng Pilpinas (9E ------------~----1
The Contemporary World/ Ang Art Appreciation/ Pagpapahalaga
Kasalukuyan_g Da.lg_q!g _@E 3 sa Slning (GE.~------,--3-
T.
Philosophical and Socio- · Physiology of Exercise and
anthropological Foundations of 1 3 Physical Activity
Physical Education and Sports
3
Anatomy and Physiology of ' Principles Motor Control and
Human Movement I 3 Learning of Exercise, Sports and 3
. Dance
PE 1 2 'PE2
NSTP 1 3 NSTP2
Total 20 Total
Physi ol o_gy_ of Exerci seand Ph~ i cal Activit..L.__

--1
l i i ,
A lied Motor Contro and Learn ng of Ex~rc se S orts and Dance
l
Individua and Dual Sports
, , i l
Racket Sports Athletics Mart a Arts)
~------------- TOTAL 9
Science, Technology and

Society/ Agham, Teknolohiya at
3 Elective (GE) 3
Lip!-man~G_E~) , -+-------------+------'
Ethics/ Etika (GE 3 . Elective GE 3
Elective
·-----'--L----------'----'-----'--'---'---'-'--'-- ;:_-'-"...:....:......--..L_-=- 3J
GE 3 I Life and Works of Rizal GE
·----~·-·---·----------·
<•·.·.>, ·· j -•·->••--·-~~~~~-...-,~=~---~~----~~--~
··• .< ··. :: , ••••.•.•. • ••·• .\ •·•· ···<·<•··::, ., 1111 >> . : ,..·. :2 Year<>.:·••·\· . :}·..: '."'····:: : ,,: ,"..
• •··•··•···•••••· . ·\i> <·.,.1~tsem.ester•. ·:: ,.·<.<' t !< , i···•· <. . .2n,d..Semester > < ,
. . .. . . ... ,. <•••••: /. Course: :· · .·.,·,=.·•··· . ·.< > O.nlts ! <.. •·· .\ C:o.ur:s.e< ·> •<"·.-. . :units·
Movement Education 3 I International
Dance and other 3
, Forms
The Child and Adolescent The Te_ah_c_e_r_a_n_d._t_h_e_C_o_m_m_u_n-it-y,--
Learners and Learning Principles +--
3
I
School Culture and
I Organizational Leadership
3
The Teaching Profession I , ,

, 3 I Foundation of Special and 3
!---------------+-I---i--I - Inclusive Education
l _P_E_3 ---·Totah~ -~-4----------T-o_-t_a_2~l
Swimming _ and Aquatics ··-· ·· -······-····-··-····------······--·--------------1--
TOTA
f=:m~rn.~.fY Pr~p_?r~dn~_~s and Saf~!_y_l
~-------------
---; -L-------------~--~
'.Y).9_!1_~m~_n_-----------+--t
Team Sports (Soccer/Football,

I Basketball, Volleyball, Baseball, 3
Philippine Traditional Games and 3 Softball, Non-traditional: Ultimate,
Sports Handball, Floorbal/, Futsal, Sepak
and
Takraw
Coordinated School Health
Program
3
I Sports
Exercise Psychology 3
------------+----+--·-------
Personal, Community and 3 Drug Education, Consumer 3
Environmental Health i Health
Eating Education and Healthy
· -·-· · . -·-· ---·-·---- I
~~~~=5~~~~~:i~ic:::::
i --+----;
~~~~i~~:~~~d~E~J~~~n:::
3
q~ I
Physical Education and Health 3 I ~ducation 3
!!~~~:~J~~:~~5 ~ew
~!!.~E~c:i~s Ag~_()ss~Ql_e_~~rriculum
I ; I ~:f=ntf~~ ~=-=-~~-ii_~~g-!-n-d---+---3------i
L~rning~1---------+-3-------;
The Teacher and the School 3 Faciiitating Learner-centered
Curriculum Teach in 3
Total 24 Total 24
Application 2 (Teaching PE and Health Educat ion including

Instructional Materials Develo ment 3
.. TOTAL 6
, :·,:, .:. ::·::.:;:·:.:>:·~.·
.,,·::· ..:;..;:·:.:-
'" '-·.·:-..·'-'
·:· :-;i;·,;..;.;.:.;;.:,;..;;.;.;,:.,.:,,.,.:,,,.,+,+,-~.:,:..:;,:.~,c...,-,..,;..,.,:...:;...:.,=.,:.:"-"",:.c,;..,.,.~~~~:.;;..:;.;,.,,.,..,..,;,;.,..~~c,:.=~--c-----l
'' .... ,. ..·. , . . ,.. .. ,,.·::: 4t1\Yeaf.:.':··.· .··· ······... :<,:.,\\:'··
·:,.:\:>'·•·· >(•{'.(:·.\:.··:.,.\• {; i•.. <'·•.:•;··•·· •c1eNu$tesme'ei·:• s·':·:f:.·o:· ·;·r. :. ,•.: · ·-;'· ·.:· '.:· .: . ·.·' , ·. '· ·.
&,;>.
; L . .·
',·.·:1.;·.······,:····u... • :,i. .:.·.'.'·.·'.·. ·:•.·.'.:. .',.•....• .
·.<n ·. : ·····.··':··:·j:'•·.. ' • ,. i,·.·.,·-':·.:.::'·····.··.::···:·······.·:::··:.:··:··.·.·.····.,...:··•..·, '.·:·C.• ·-·-·-. ·-------·
:e
o·.·.:·2'!.l•.r:.·.su ! .'e.•. • . · ,. ·• ~. . • : t ·.· ~ r.f./.><J•Jn.t. t.:s:. . :
l.'•.$•·: .·· · . ':. e ,·.·•'.:•,','· . ·. s , •:
! 3 I Practice Teaching/Teaching
I
Field Study 1 (Observations of 6
Teaching-Learning in Actual Internship
,_§chool Environment}_·-----f---1-----------------,.--~
Field Study 2 (Participation and J 3
Teaching Assi~.!_ant~_!l_,i)oC..1.1 . , -----4----------------1-----l
Total I 6 Total 6
Section 10 Sample Curriculum Map (for Specialization courses)
CODES:
E ( Enabling): Facilitates the achievement of the terminal outcome
R (Reinforced): Enhancement of existing competency/ contributory to the
program outcomes
T (Terminal):The achieved course outcome(s)
;:'if_il i. ]\t[;~~,~~~AAA~~ ? % Ybi:~.t Pl:12 ··~ ''·~1&a•

J=oundati.on!Theory and Concepts_ in PE. _.__ ,_ ---·--+----+---+---1
Philosophical and Socio-anthropological T R E E R
_ Foundations of_Physical Education_ and Sport.s__,_ f----+---l------+----1
~Anatomy and Pl}ysiology _of _Human_ Movemen_t-+1-T--+-R--1'-•E·- E R
, Physiolo.9y of Exercise_ and _Ph~ical Acti_v1_.·1v, __._T ,, R_ _,.__E E R
Principles of Motor Control and Learning of E T R R R
, J::xercise, Sports_ and Dance _, ---1----+---1---+--·--,
Research 1
1-----·-···----·--····~·---···- --------------·-·-·-·-----~----·--------------1---=---+- T :_: R +----=---+---==--4--_;
E E R
;c--1
>--Sports_.and .Exercise Ps_ycholo._.>Q,. ,_Y -+--T-+-R--+--E---- -+--R--,
1--E
Contextualized Courses in PE
, curriculum and--Assessment iorPhysical !' E R T T R
~Process_ofT eaching_PE & Health Educa._t_i_o_n E R T _,_l_ ,. T
Technology for Teaching and Learning 2 E R T T
(Technology Application in Teaching PE and ·
health Education including Instructional 1·
Materials Development}_ -+--+-----1----f---f----1

Applied Motor Control and Learning of E R T T R
~?<:~Ec_::ise, Sports 9,:is.LQa n c_e _,_ f----+---l------+----1
Content-Performance Courses in PE
MovementEducafian···------···----------~ r r R
R
D------------+----+---lf----+---+----1
a n c e
, ------·-~···---------·-· -··--·-·-~- ...,. ,.,.,.. ...•· ··-· ··· ·• ·-~---------+---+---lf----+---+-----1
f--_P_hil)ppineTraditional Dances --1--_E T R R R
In t e r n a t i o n a l D a n ce a n d o t h E T R R R --i
f---
e r F- ·-or-- m · ·· s--· · · ·-- -- ---- ---- ·-- ···· -- ·-. - --- --- ------ -·-- -- ·-- +----+---'-+---'-'--+ --' ·.:; -+---'
··- - -·- ·-· -----
f------ _ Games, _Sports and _Recreation:.;_ -+-----l---+----,1----+--
lndividual and Dual Sports (Racket Sports and E T R R R
Athle!Jcs_, ) +---+----,1---+---+-----l
Team Sports I (Soccer, Basketball, Volleyball, E T R R R
and Softball, Non-traditional: Ultimate,
f--_H_a_n_dballF, loorb_a_ll.,_, F_;:_ut-'-s..::. a..t..l) -+-----+--+----+--+----1
, P_h_i~lippin~ Traditional Games and Sports E T R R R
Swimming and Aquatics 1 E T R R R
~~-····.· ···"':.·.·"'.':.··.7'.:··
.{]s:
. · _-.•p--·_ :':':\\\)'fr_t\lt. >:f pofl (=.fiofc : ~03:: ,'.Ji>b,,,
··.:.::.-.\<:::::,_::.···1·· .. ······.····· ·········
'·i~.-~i~1.i. •.'zfa_;}.:c.;{n_:• .'..t.· .C:j·~~s.}.i/'
·············-·-··----- _.
'P05--'-'---'---'-'---·--'· · ·. ·...• ·. . '1 \ / '. . : \ ' ' : \,<, ' < .·
f--------···---'---·· Health Education
Coordinated School Health Education E T R R R
~rogsam
Personal, Community and Environmental E T R R R
----·--·Health
Emergency Preparedness and Safety E T R R R
M_?._Q_?.g~mE:nt
Drug Education, Consumer Health and E T R R R
Healthy
f---·--······--.--
Eating
Electives
-- ······~·······-·· ·~-··,-----------·~-"
Administration and Management of Physical E T R R R
E d u
- ·- · -· - - · ·
c a t i on and H e al th E d uc
·- - - - --- - ·-
ation Programs
Contemporary Issues in PE, Health and T E R R R
~pJ)rtS ..
Hutdoor"and"Adventure "Education
on-traditional Games and SpJ)rtS
T
E
E
T I
T
R
R
R
R
R
E T R R R
Fi~~~~~~~;~!!~~~~;i~o~ramming i
E
E
R
T I R
R
R
R
R
R
Section 11 Sample Means of Curriculum Delivery
• Lecture I discussion
• Use of cooperative I active learning strategies such as games, role
play, project-based learning, dialogues, journals, buzz sessions,
brain storming, concept mapping, think-pair-share, counsel
brainstorming exercise
• Return demonstration
Scenario-thinking
• Exposure trip (local or international)
• Community/Industry immersion
• Self-assessment
• Reflective learning experience
• Case analysis
• Creation of individual learning portfolio
• Community/Industry mapping exercise
• Critique or reflections
• Partnership and linkage
Section 12 Sample Syllabi for Selected Core Courses

(Please see attached Annexes)
ARTICLE VI
REQUIRED RESOURCES
Section 13 Administration
Dean/Department Head
The Dean/Department Head of the college offering the degree shall be

employed full-time and must possess the following qualifications:
Page 14 of64
.................. ,-------···· _, , ··-·--···--··· ---·- ··-···· -
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 (SLEPT)
4. With 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 physical 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 (SLEPT) 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.
E. 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
~' Page 15 of 64
Library personnel, facilities and holdings should conform to existing
CHED requirements for libraries which are embodied in a separate
~' Page 15 of 64
............. _ - - · · · ..... - - - - - - . -Cl=l~D-issuance.-T..he-librar.y.musLmair.rta.in . .a... collection.ot updated.and.L; .. _
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 Bachelor of Physical Education Program. - -
- -
Section 16 Laboratory and Physical Facilities _ 4
.-
1. Science Laboratory is necessary for Science courses in the GE . s
2. Lecture rooms with technology support G
3. Playground m
4. Dance Studio e-
5. Fitness Assessment Equipment ot
6. Playing Courts/Facilities h
7. Resistance Training Equipment er
8. Swimming Pool -
9. Track and Field Oval st
a
In the absence of facilities specified in nos. 8 and 9, the institution n
may execute a Memorandum of Agreement with nearby facilities. d
ar
A. Educational Technology Laboratory :di
ze
d-
The TEI should have access to an educational technology
te
laboratory with appropriate equipment and software as indicated in
st
the course specifications. The same laboratory shall serve to allow
s-
preparation, presentation and viewing of audio-visual materials to
fo
support instruction.
r-
te
8. Laboratory School or Cooperating Schools a
ch
The TEI should maintain a facility within which the students can in
undertake their field study. This facility may be a laboratory school g-
administered by the TEI. In cases when TEI has no laboratory a
schooi, the TEI must have a long-term memorandum of agreement pti
with a Department of Education cooperating school or with a tu
cluster of cooperating schools within which student can undertake d
their field study and practicum courses. e;
or:
Section 17 Admission and Retention Policy ..
_
The basic requirement for eligibility for admission of a student to the 5. s
Teacher Education program shall be graduates from Senior High n
School level recognized by the Department of Education. q
e
TEis must have in place a selective admission policy for s
Teacher Education programs. This policy shall include passing an m
admission examination. For this purpose, TEis may use either of d
the following admission examinations: in
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; CO
3. an admission examination developed and validated by private
testing centers and used by TEI for a fee; U
s
Page 16 of
ing D Implementation Handbook for OBE and /SA as reference, a HEI shall appro
the develop the following items which will be submitted to CHED when they pertin
CHE apply for a permit for a new program: Act N
Secti
Section 18 The complete set of program outcomes, including its proposed ad know
outcomes. Act o
Regu
Section 19 Its proposed curriculum and its justification including a curriculum Educ
map. No. 4
relate
Section 20 Proposed performance indicators for each outcome. Propose
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 Improvemen

(CQI).
For existing programs, CHED shall conduct regular monitoring and

evaluation on the compliance of HEls to this Policies, Standards and
Guidelines using an outcomes• based assessment instrument.
A
R
T
I
C
L
E
V
I
I
I
TRANSITORY, REPEALING and EFFECTiVITY
PROVISIONS Section 24 Transitory Provision
HEls that have been granted permit or recognition for the

Bachelor of Physical Education major in School
Physical Education and Bachelor of Secondary
Education major in MAPEH programs are required to
fully comply with all the requirements in this CMO within
a non-extendable period of three (3) years after the date of
its effectivity. State Universities and Colleges (SUCs) and
Local Colleges and Universities (LCUs) shall also comply
with the requirements herein set forth. However, the
curriculum shall be implemented effective Academic
Year 2018-2019.
Section 25
Sanctions
For violation of this Order, the Commission may
impose such administrative sanction as it may deem
Page 17 of
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, ---=:tr_o,_.·:·.'.\!· .m_rb_.:.r..e'__·

2..,.,'--...-..02 .;:;....;.1...:.7_
~/.!12--
PATRICIA 8. LICUANAN, Ph.D.
Chairperson
Attachments:
ANNEX A: SAMPLE OBE COURSE SYLLABUS
ANNEX 8: COURSE DESCRIPTIONS OF PROFESSIONAL EDUCATION COURSES
ANNEX C: COURSE DESCRIPTIONS OF PE MAJOR COURSES
ANNEX 0: !CT COMPETENCY STANDARDS FOR TEACHERS
ANNEXE: OBE COURSE SYLLABUS FOR TTL1
ANNEX F: GLOSSARY OF TERMS
ANNEX G: ALTERNATIVE PERFORMANCE INDICATORS
ANNEX A
SAMPLE COURSE SYLLABUS
i i .
Course Description The course prov desl an understand
l ng of the structure of the body and how they operate as systems Students
use anatomical
in terms of how mode s and digita
it responds media totophysical
and adapts provide activities
a basis forin understanding
all its forms. the structure and function of the
Course Credit 3.0 units
Contact Hours
Course Classification
Instructor
Consultation Time
Program P01-Disciplinal Knowledge:
Specialization 1. Apply scientific and evidence-based practices crucial to teaching and learning.
Outcomes P05-Communication:
1. Communicate effectively with PE practitioners, other professionals and stakeholders
2. Use oral, written, and technology for!Y)- ----------
=at.:c:s-'d:.:.. :e-:..:..ft-.:.c..lYc-:..·
1-6 • Recognize the course objectives, 1. Structural Organization of • Course syllabus discussion • Short quizzes
outcomes, requirements and class the Human Body from • Lecture Quiz 1:
policies. Cellular to the Systemic • Observation of movements Anatomical terms
• Clarify the assessment tasks, and Level
2. Interrelationships of
• Film-showing Quiz 2:
Bones and the skelet9n
grading criteria. • Draw and label anatomical parts
J
3. Support and movement of Quiz 3: Muscular
• Use correct anatomical
terminology to describe body the body
• Debate on any of the following
topics: system
directions, regions and body a. Bones and the skeleton • Week 6-Exam 1
(axial and
1. Impact of resistance training
planes or sections. among children Anatomical ter . s;
• Locate and name the major body appendicular) support and movement
2. Fact vs. fiction: Common
cavities and their subdivisions, b. Joints sports practices on recovery of the body
and list the major organs in each c. Muscles, the muscular
system
from fatigue • Debate (Week 4)
cavity or subdivision. 3. Form vs. function: Bod
Page 19 of 64
I
·ill, I
• Compare and contrast the image and resistance training
structure of the four bone classes
and provide examples of each
class.
• Describe the gross anatomy of a
typical long and flat bone.
• Describe osteogenesis,
remodelling and repair.
• Explain how hormonal controls
and physical stress regulate bone
remodelling.
• Name the major parts of the axial
and appendicular skeletons and
describe their relative functions.
• Classify joints structurally and
functionally.
• Name the most common joint
injuries and discuss the symptoms
and problems associated with
each.
• Compare and contrast the basic
types of muscle tissues.
• Describe the gross structure of a
skeletal muscle with respect to
location and names of its
connective tissue coverings.
• Describe the ways in which ATP is
regenerated during skeletal
muscle contraction.
• Explain the possible causes of
muscle fatigue.
• Compare and contrast the effects
of aerobic and resistance exercise
Page 20 of 64
on !<::k1:.1,::,1r~
body systems.
• Explain the function of prime
movers, anatagonists, synergists
and fixators.
• Name and identify the major
muscles of the boqy.,_. _
7-9 • Explain the structural and ·, 1. Regulation and integration • Lecture • Quiz 4: i
functional divisions of the nervous of the body • Debate on any of the following Major endocrine orga1s
system. a. Central and peripheral topics: • Week 9-Exam 2: 1
• Name the major regions of the nervous systems 1. "No pain, no gain": A closer Regulation and
adult brain. b. Autonomic nervous look at pain integration of the booy'
• and
Distingui sh between a concussion
a contusion system system
c. Endocrine 2. Impact
To stretch oron not tooptimum stretch: I
• Describe the cause (if known) and performance
major signs and symptoms of 3. Athletes looking good and
CVAs and Alzheimer's disease. doing better with anabolic
• Distinguish between steroids
autonomic and somatic
reflexes.
• Distinguish between stretch
and tendon reflexes.
• Describe the 2 major mechanisms
by which hormones bring about
their effects on their target
tissues.
• Explain how hormone release is ;
regulated. -----+----------- ------1------------------+-----------+i
10-14 • Trace the pathway of blood 1. Maintenance of the body • Lecture • Quiz 5: j
through and from the heart. a. Cardiovascular system • Film-showing The cardiovascular
• Name and explain the effects of Respiratory system • Debate on any of the following system
b. various factors involved in Digestive system topics: • Quiz 6:
c.
regulation of stroke volume and 1. Physical inactivity and The respiratory system heart rate.
• E x l a
'-------->- --=.: .c: ..;.;= . .. in t h e r o l e o f t h e a u t o n o m i c
: :... .....::. .: ..:; _ .:..;._ :.; ; ; _..;: .;...;... .c. :.. ;. =... ;.; _;; _.... .. ..L CVDs Week 13-Exam 3: !
2 . A c c l
.__. .. ::.; ; _~ -- - -i • Cardiovascular qnd
m'--'a::t.i=z=a-:t.io.=n...---.:.:..=t.r:a..-in->'in-'-l.-: Page 21 of 64
nervous output.
cardiac system in on
performance
• Describe the structure 3. E-cigarettes: Danger to
and function of blood one's health
vessels.
• Explain the relationship among
blood flow, blood pressure and
resistance.
• Explain the causes of
cardiovascular diseases (e.g.
athero-, arteriosclerosis,
hypertension).
• Explain the mechanics
of breathing.
• Relate the following laws to the
events of inspiration and
expiration· Boyle's, Dalton's and
Henry's
• Describe how oxygen and carbon
dioxide are transported in the
blood
• Explain respiratory adjustments
during exercise.
• List and define briefly the
major processes occurring
during
15-18 • Identify important dietary 2. Nutrition and metabolism • Lecture • Quiz 7:

sources of the 6 major nutrients. a. Nutrients • Film-showing Nutrients
• Describe consequences of b. Metabolic processes • Quizzes and exam • Quiz 8:
excess or deficit in vitamins. c. Body energy balance • Debate on any of the following Metabolism
• Summarize the important events 3. Course wrap-up and topics: • Week 17-Exam 4: I
and products of glycolysis, the performance evaluation 1. Diets are popular but no Digestive systeim,
Krebs cycle, and the electron exercise nutrition a;nd
transport chain. ..,_ _ 2. Obesity: _Ma ical solution metabolism ·
I
Page 22 otS4
!
• Distinguish among glycogenesis, wanted
glycogeneloysis and 3. The biggest loser and Master
gluconeogenesis. chefs: What have we gained
• Describe current theories of food from television?
intake regulation.
• Explain body energy balance.
• Name several factors that
influence metabolic rate.
Course 1. students are allowed-a maximum of 7 absences .regardless of excuse.

Policies 2. Students exceeding the 15-minute grace period will be marked absent. ,
3. It shall be the instructor's prerogative to allow any student to make-up for a missed requirement upon presentation of proof pt
excuse. ,
Suggested 1. American College of Sports Medicine (2011). Quantity and quality of exercise for developing and maintaining
Learning cardiorespiratory, musculoskeletal, and neuromotor fitness in apparently healthy adults: Guidance for prescribing exercise.
Resources Medicine & Science in Sports and exercise, 43(7), 1334-1359. I
(e.g. 2. Bushman, B. (2011). American College of Sports Medicine's complete guide to fitness and health. Champaign, lllinJ1s:
Textbooks and Human Kinetics.
References) 3. Kotecki, J.E. (2011). Physical activity and health: An interactive approach, 3rc1 ed. Sudbury, MA: Jones and Bartlett Learnin1 .
,----~--,'---,~-~arieb,E,_laine N:. and Hoehn, Katj~007 ~ Human anatomy_and physiology, 7fh Edition. Pearson Benjamin Cummin s.
Prepared by: Verified by: Approved by:
Facult Colle e Dean Office of the Registrar
I
Page 23 ot64
I
l
i
··· · · ····- - -.. ---··--·---····· - . ·------·------················ ·· ··ANNEX B--·-----·----·--····················
DESCRIPTION OF PROFESSIONAL EDUCATION COURSES
• cpµrs~'rii~·· •· ·• •. •·• · ·• T{fije>tfalfd::aiiiiAdomescenTheim"ersa:nd '4eafoinft,:Prin#ir>les/i··<<~>······· · ·

This course focuses on child and adolescent development with
f emphasis on current research and theory on biological, linguistic,
Course cognitive, social and emotional dimensions of development. Further,
~=~~~~
Description this includes factors that affect the progress of development of the
,1: learners and shaii include appropriate pedagogical principles applicable
I for each developmental level.
1 ~!5 i ~ ~~:.:. . ./W;..;:_;;_e..:;_e_k --4
· ·~<ig,rsf:If:i~~e ·• ·•· •·•· • • I-1· •-This

Fac•lltatingJ:. e~rne.r. .centere· Teac
· : ·.
course explores the fundamental
principles, processes and
Course I practices anchored on learner-centeredness and other educational
Description I psychologies as these apply to facilitate various teaching-learning
Course-Credd~i~z_m_o_d_e_s_to_e_n_h_a_-nc-_e-_-le_- -----j
a_-rn-_i_-ng-_-.
Contact Hours I 3 _hours-'-/W--'-e_e_k --1
Pr~-requisite I
This course deals with the teacher as a person and as a professional

I within the context of national and global teachers' standards and
Course I educational philosophies. It will include professional ethics, core
Description ·, values, awareness of professional rights, privileges and responsibilities .
, as well as the teachers' roles in the society as a transformative agent of
·------·-·- _j_change. ------------------------1
Course_Credits f 3_units --1
C,2n.!.a~!Jl_purs I 3 hou~ IW_e_e_k --4
Pr~-re_g_uisite I
! Ct,U&e:fill'e••·7·· · · · · 1· iJe~iinotoav,·•tQf Tea¢hi.na and•·Leatnaoti 11·.· <·.·- , .·.·.

I
This is an introductory course that explores basic knowledge, skills and
values in the use of technology for teaching and learning. It includes
ICT policies and safety issues, media and technology in various content
Course I
areas, learning theories and principles in the use and design of learning
Description lessons, teaching-learning experiences and assessment tasks that
I
utilize appropriate traditional and innovative technologies with social,
ethical and legal responsibility in the use of technology tools and
resources.
Course Credits 3 units
---+-----------------------------l
i----~-·
_C..o...n:;-t~a-==c-=-t-=-H~~o-u=r-s=--+-3-=.h...o.:u~=r-
s=./.W:...e.:e:.k.:~.:;_;;_-----------------------t
~equisite
Page2424
of64
· ' ' · · · -;J~fu!rsvlitfte~:L:LL [As~ess~~hlear.nfri~f1 : ~}: ~~~~~~ ; U ~~cLi.~'.S.~'.~::,:.L:i> :L:,':!i~(, ,,, ·---- .
I This is a course that focuses on the principles, development and
utilization of conventional assessment tools to improve the teaching•
learning process. It emphasizes on the use of assessment Qf. §.§... and_
Course
for. in measuring knowledge, comprehension and other thinking skills in
Description
the cognitive, psychomotor or affective domains. It allows students to go
through the standard steps in test construction and development and
, th_ec!P.P.lication in g'--ra,_d"-i--ng"'-m'-s_.L.s.C--..y--s-t:..c.e-----------~
C o
.... .... . urse Credits 3 u-n-i-t~s -----------------------------l
Contact Hours , 3 hours/Week
Pre-requisite
C<:iuis'~!il'il~ <<•·.<( JJSSE!SSOJ~ilf~>IO t.:earolrig 2 i•:<>··· -·-····-· >•.· >, <••- >•:
! This is a course that focuses on the principles, development and
utilization of alternative forms of assessment in measuring authentic
Course learning. It emphasizes on how to assess process- and product•
Description oriented learning outcomes as well as affective learning. Students will
experience how to develop rubrics and other assessment tools for
performance-based and product-based assessment.
-L-
C-----
o - u ---·-----·----1--
r
. . .. ,.. ,_,, _ ,s e 3
-+- --un-its----------------------------1
C,,redits
Contact
------·--·-·-··· Hours 3 hours/Week
·---+------------------------------1
~l~u.t$~:nt.il~l. •:t~1f~~t7ri"cl'~•S.Ch()~f•cufnct.li1.Jm·• • ·• ·- · -• • . . ._._._·• · \.·-· · ·-···<··:n·.•••fft•uux·•;•I This

course includes the fundamental concepts and principles in
curriculum and curriculum development as a foundation to engage
Course i
prospective teachers as curricularists. The more active role of the
Description~- teacher in planning, implementing and evaluating school-curriculum as
well as in managing school curriculum change vis-a-vis various context
_of teaching-learning and curricular reforms shall be given emphasis.
C o u r s e C r e d its 3 u n it s
-- --· ·· -· ·· ········ ··-· ·· ··· ·-- ···- ·· ·-·· · -
-···-------------------------1
~;e~~=~~~~t~s ' 3 hours_,W_e_e_k --i
This course focuses on society as a context upon which the schools

have been established. Educational philosophies that are related to the
Course society as a foundation of schools and schooling shall be emphasized.
Description Further, principles and theories on school culture, and organizational
leadership shall be included to prepare prospective teachers to become
Course Credits
II school leaders and manaaers.
3 units
~----~'--------------------l
Contact Hours I ~...!!_qurs_/V\l_~e_e_k --i
Pre-requis ite
· · · · · · · · · · · · · · · · · · · · · · · ·-~~ijf!ii~t~,;, :2,:,++:'.M¥¥lliumli.filiiil!$Ji@•~li~rid.,1ii~qstv{i+eau:c-~ltirr~i41~;:~~-:i'::-~,~<:'b~#if,.fi;"d
This course shall deal with philosophies, theories and legal bases
of special needs and inclusive education, typical and atypical
development of children, learning characteristics of students
with special educational needs (gifted and talented, learners
Course with difficulty seeing, learners with difficulty hearing, learners
Description with difficulty communicating, learners with difficulty
walking/moving, learners with difficulty remembering and
focusing, learners with difficulty with self-care) and strategies in
teaching and managing these learners in the regular class.
Course Credits
Contact Hours
Pre-requisite
This course introduces the concepts of new literacies in the 21st

century as an evolving social phenomena and shared cultural
practices across learning areas. The 21st century literacies shall
include (a) globalization and multi-cultural literacy, (b) social literacy,
Course
(c) media literacy, (d) financial literacy, (e) cyber literacy/digital
Description
literacy, (f) eco-literacy and (g) arts and creativity literacy. Field
based- interdisciplinary explorations and other teaching strategies
shall be used in this course.

Contact Hours 3 hours/Week
Pre-requisite
:~9U:~~J~fl~t,J;_f}ff;?t ;(ct,s.:·~-- :ede:rili~Jt,.(iar~if'7f.Jj(~ldt$$'.~J~"m~.-:l'"til t.i'ti!mllF,'/~-

~~?{
This course is a year-long engagement that supports authentic
J
· experiential learning from field study and actual classroom immersion

of the prospective teachers. It begins with field study experiences
Course
through (a.) observation and (b) participation and will progress to
Description
(c) teaching assistantship and (d) guided/ mentored classroom
teaching. The NCBTS domains shall be used as guideposts in
developing the content, pedagogy and implementation~fJleme of this
Course Credits course.
f--~~~~~~-~1--
12_ units (FS 1 -3 units, F§ 2- 3 unit, Practice Teachin 6 units
FS 1 & 2 (6 hrs per week for one semester taken with 2 or 3
. academic subjects)
Contact Hours
Practice Teaching - 6 units (Fulltime 30-40 hrs per week) for one
. semester I
Prerequisite
I All required academic subjects for the degree should be taken before
Practice Teachin .
Page 26 of 64
·· _ ·----·-· · · · ·: ~~~t~'t:$1~·~~+:: c-rt.7W~J~~$~!~~1"T~~e~~~~~ttf'~f:;~~~s~·~~·
Course This is the first experiential course, which will immerse a
Description future teacher to actual classroom situation and learning
environment where direct observation of teaching
learning episodes that focuses on the application of
· educational theories learned in content and pedagogy
courses will be made. Observations on learners'
behavior, motivation, teacher's strategies of teaching,
classroom management, assessment in learning among
others shall be given emphasis. A portfolio shall be
, ------------+-re_g_~reidn the course.
l=fourse Cre_d_it_-1--~--~!1!.!~----------------------,
~_gntaclH~u-~r_s_4_3_~~~rs{e_Wek ~
l_Pre-requi~!te All orofessional and maior/soecialization subjects
-coufs'e.nt•~·•· · ·•.• :• -·,,;J~J.d~:$JijcJy.•z+P~rti#•piitip11:a:11pJ)f~#.6tijg?;::t+:?<'';;_•·•····

· · · · · · ·'// Assistaotshh> ,.·.· .· .· ..·.
Course This course is a continuation of Field Study 1. It is school
Descriptionbased and allows a pre-service student to participate and
assist in a limited actual teaching-learning activities that
relate to assessment of learning, preparation of instructional
materials, preparation of the bulletin boards, and other
routines in the classroom. A portfolio which will contain
sample lesson or learning plans and demonstration
teaching of at least one subject content area will be
required. An action research shall be encouraged to start in
--- +--- course and conclude durinc:i the lnternshio.
this
. Course Credit 3 units
----------------------l
Contact Hours 3 ho...u. . . r_s. /We:..;e:_;k:.;_;_
--l
t, _P~re_-_re_iQ~u_i_s_it_Per_9~fe~As_iol_nlal subjects and major subjects
Gc~e"'ft.tt~:QJILreachi'.ns111terrisn1p·• . o····· . . ··,·. . .

><,- " -:::<>>•<.i< < s,1
t Course I This course is a one semester full time teaching internship in
) Description ! basic education schools using a clinical approach under the
I I mentorship of a cooperating teacher. Teaching internship
' 'I shall be done both in the in-campus or off campus if possible.
No academic courses shall be taken together with Teaching

Internship. A teaching portfolio shall be required and the
------+-completion of the Action Research.
C..o....-u, r..-s. ..e........ Credit ·----------------------!
6 units
~E!:1..!~E.!..!:fours 40 ~2.~~s per week full time (no academic units allowed}
Pre-requisite Field ~tudy 1 & 2
Page 27 of
... . . ... .... . ... --··--··· ··· ····· · · · ····· --······· ·ANtiEX C _
COURSE DESCRIPTIONS OF PE SPECIALIZATION/MAJOR COURSES
(Foundation/Theory and Concepts in PE)
. . ~~ .
A study of the diverse justifications on the educational value of PE and
an examination how the various structures, patterns, organizations, and
institutions in culture and society create, relate to, and influence physical
Cours e
education and sports; discussion of the historic tradition of mind/body
Desc ription and theoretical/practical knowledge dualism; conceptual analysis of the
issues of sport as a human activity and the distinction and relationship ,
betweE:n PE and sport.
Cours e Credits 3 units
Conta ct
Hour s /week 3 hours
Pre requtslte
~C>JJ.rs~•· •Jarne•· · · · ·•·•· · ·r Knatomv:i:lnd.Phy~iofoav.Jit:H4man••·Movemenf•••.,:·.,··•········-•t•••·····tUU:Isi;H:t•:•x•·.··••·•··

. I The course provides an understanding of the structure of the body and
C I how they operate as systems. Students use anatomical models and
ours: f digital media to provide a basis for understanding the structure and
Oescnp ion function of the human body in terms of how it responds and adapts
to
phys(~?I activities in all its forms.
Contact
Hours/week I 3 hours
Prerequisite None···---
P01-Disciplinal Knowledge:
Apply scientific and evidence-based practices crucial to teaching
Program and learning.
Specialization P05-Communication:
Outcomes 1. Communicate effectively with PE practitioners, other
I professionals and stakeholders.
-····---····-··-···-·· I 2. Use or91, written, and technoloqv formats deftly.
Course
!---.,.,..... ....,._. ......._ .. I
Laboratory/Equi
pment/
Materials/Chemi Science Anatomy Lab
-~als (if an:t) . . .
Clement, Annie & Artman, Betty G. 1996 The Teaching of Physical Skills,
Learning
Resources (e.g. I WCB Brown & Benchwork
Howley, Edward T. & Franks, Don B. 1992 Health Fitness instructor's
Textbooks and I Handbook 2nd Edition Human Kinetics Books, Champaign, Illinois
References) I Jensen, Clayne R. et. al. 1983 Applied Kinesiology and Biomechanics 3rd
edition McGraw Hill Book Company.
~ccur$e~~.roi•.· · • STI+PJJ~s1&~s~i~f:!}xer~ls~and:~ttysicatActi¥Jt~~:;;;JL:iL\~····,;;~0.~·cL~--·~·
The course provides an understanding of the physiological responses of
the body to the acute and chronic stresses of exercise and training
stimuli, and the adaptations that result from these. Students are
Course expected to: (1) define the physiological responses and adaptations to
Description exercise and training of different types, intensities and duration; and (2) report
and interpret physiological data and refute the fallacies usually associated
with exercise performance; (3) discuss the mechanisms and effects of
1--·
exercise and Qhysical activity on Qatholog_y.
Contact 3 hours
Hours/week
f--·
~requisite None
This course covers human information processing in relation to the

J
Course I
development of motor skills. The student should be able to apply
structure, present and evaluate effective learning situations when
Description
-----+-
teaching human movement.
Course Credits 3 uni ts
~---·· -
Contact
~s/week -------------------------!
Prerequisite hours 13
! ls:fr«§~~m17•• • ·• >Jle:s'~1-t¢flf •>•,·•.···.•••····

Deals with the general
i•.·•········.• ..•.·•·•.•••·••'·•••··········•.:···<••···············,· <'•················••••i·••··•·•·•···•·.·······••.•••··· /'
concepts and methods of research focused on ·
\;'.,•'. • .'Ji\'',·)·'/ J• Hi\\ C://••·:•;q
Course the physical and health education specializations. The emphasis is on
the actual experience in the research process from the conceptualization
Description
, of the problem to gathering of support literature and corresponding
--··-----lf-m_e_thgdolog~y. research pro osal is a re uirement in the course.
g~f!!tc re_d_i_ts_-+- -:-~-:::s
1
Hours/w
-eek----+---~--~--------------------
-~
f--P_re_r_e~q~u_is_i_t4e 1_N_o_n_~-------------~----------
~ P01-Disciplinal Knowledge:
Apply scientific and evidence-based practices crucial to teaching
Specialization , P05-Communication:
Outcomes I1. Communicate effectively with PE practitioners, other
2. Use oral, written, and technolo formats deftl .
pment/
Laboratory/Equi
I Research Lab and Related Facilities
Materials/Che mi
-l
cals if an•.J..J.---+-----------------------~---
Balajadia-Ducut, Ruth M. and Diana B. Pangilinan. Manual of Standards
Learning for Research. University of the Assumption, 2006.
Resources (e.g. Miller, David K. Measurement by the Physical Educator. McGraw-
Hill, Textbooks andI ' 2001.
References) Thomas, Jerry R. and Jack K. Nelson. Research Methods in Physical
Activit . U.S.A.: Human Kinetics, 1996.
course"credits_+--3_u_n_i_ts ---l
IContact 3 hours
LHours/week
L!'rere uisite None
(Contextualizad Courses in PE)
:1ppul1e~&lif.~I:ZirAPBJ~¢dJlot<fr::~cJ)otr<>FafurEeam1iiit<>1.axerc~sei'Sbom'anct•Pance:\
This course covers the application of motor control and learning
concepts and principles to exercise, sports and dance. The student
should be able to skillfully break down various movement skills and
Course . devise relevant strategies to enhance the acquisition of motor learning
Description I , for students. The learner of this course should be able to utilize their
I potential student's movement competencies to progress into more
complex activities.
Course
--·············--
Credits 3 units
Contact
3 hours
Hours/week
Prerequisite
ICovers the basic understanding of K-12 PE and Health curriculum. It

!
covers the analysis of K-12 Physical Education and Health Education
Course I Curriculum and explores the different curriculum models in PE and
Description Health. Assessment in the K-12 PE and Health is also tackled in the
course. Curriculum and Assessment analysis in the K-12 PE and Health
...._i§_~~~cted at the en9c...o;;;_fc....t;.;.ch-=-e--=c=--=o-=-u-'-rs:. . :e:. .c. -1
Co u rs e 3 units
- --- -- ·· ···· ·-·-
Credits
Contact , 3 hours
Hours/week I -·---------------------------1
P_!ereguisite I None
---IPC53~P-r_o_g_r_a_m_P_la_n_n_i_-n,m_-pg-l_e_,m_e_n_t_a-ti_o_n_,_a_n_d_E_v_a- --1
_l_u-_a_ti_-o_n_-:
1.Critically examine the curriculum (e.g. content, pedagogy and
assessments) and program, and enhance (e.g. innovate} them
Program necessarily.
2. Plan and implement safe and effective physical activity programs
Specialization to address the needs of the individual in school and/or industry
Outcomes settings.
3. Use appropriate assessments in, as and for student or client
learning.
P04-Professional Accountability and Responsibility:
Page 30 of
L ~-----'--~1~~. P~r~o~m~o:....:t~e~t~he.::....:ca_d_va_n_c_e~m~e~n~t~o~f~t~he-"-'-p~ro~f~e~s~si~o~n~·-
~~~
Page 31 of
· · · · · · · · · · · · · · · · -----1----2-.- . -P-ursue-lifeloAg-lear:r:iir.ig ..... _fof personal.Land professional
development.
P05-Communication:
1 . Communicate effectively with PE practitioners, other
I
2. Use oral, written, and technoloqy formats deftly.
Cou!~e Outline
Laboratory/Equi
I
I
r
~~t:~~ls/Chemi~ Classroom
cals_(if any) _ -----------------------------i
Learning
Restoburckes(e.dg.
Tex oo s an
I K-12 Curriculum Guide in PE and Health
References) I
bll~)
I-
- ,;t'~~~~,~~i!!~~~~~~~!fi~pportunitiesot study, discuss,
organize, and practice instructional methods for teaching PE and Health
in the K-12 PE and Health curriculum. It explores various processes in
teaching PE and Health. A demonstration teaching employing various
instructional strategies and methodologies is expected in the course.
Course
Description
I Deals with concepts, principles and theories for the proper identification
I of the different types of disabling conditions. It includes competencies in
the teaching of the physical and motor needs of students with
disabilities. A 20-hour practicum includes observation of special
education classes in any private or public schools and the preparation
of
modified physical education activities program address the physical,
f.-·---------J--e'-'-mc_;_;:o~ionaml, ental and social needs of students with disabilities.

-~o_u_r_s_e~C_re~d~i_ts_+j_3_L_1n_.i_ts -;
Contact I
, 3 hours
.J:iours/week
Prerequisite None
P03-Program Planning, Implementation, and Evaluation:
1. Critically examine the curriculum (e.g. content, pedagogy and
assessments) and program, and enhance (e.g. innovate) them
necessarily.
to address the needs of the individual in school and/or industry
settings.
Program 3. Use appropriate assessments in, as and for student or client
Specialization learning.
Outcomes P04~Professional Accountability and Responsibility:
1. Promote the advancement of the profession.
. 2. Pursue lifelong learning for personal and professional
development. i
· POS~Communication:
2. Use
oral,
written,
and
technology
formats
deftly.
---···· .......... ~..............................
-l:-abor-atory/Equi- ··-·· .. ········ · .. -· ............ ,........ -,., .. -·
pment/
Classroom
Materials/Chemi
cals (if any}
Anspaugh, David J. and Gene Ezell. Teaching Today's Health 61h ed.
Learning Allyn and Bacon, 2001.
Resources (e.g. Aquino, Gaudencio V. Effective Teaching, 3rd ed.National Book Store,
2003.
Textbooks and
Borich, Gary D. Effective Teaching Methods. 5tn ed. New Jersey:
References)
Pearson Education, Inc., 2004.
Deals with the teaching and learning framework for integrating

technology in the teaching of PE and Health. It includes material
Course
preparation and the use of technology as an aid for meaningful teaching
Description
I and learning of PE and Health. A demonstration teaching applying
. , technology is expected at the end of the course.
~Course Credits I 3 units
Contact 1· 3 hours
J:'fours/w~e~.e~k;_:_._-+-\----------------------------1
Prerequisite
~-· .
! None
P03-Program Planning, Implementation, and Evaluation:
1. Critically examine the curriculum (e.g. content, pedagogy and
assessments) and program, and enhance (e.g. innovate) them
necessarily.
to address the needs of the individual in school and/or industry
settings.
Program 3. Use appropriate assessments in, as and for student or client
Specialization learning.
Outcomes P04-Professional Accountability and Responsibility:
1 . Promote the advancement of the profession.
2. Pursue lifelong learning for personal and professional
development.
P05-Communication:
2. Use oral, written, and technoloov formats deftlv.
Laboratory/Equi
pment/
Materials/Che mi I Classroom, computer lab
cals {if any} I
(Content-Performance Courses in PE)
c_lQtir$~lirri¢·••• >~tio!v~m~Jtl~~_µ~atiqo••.· • .·.· .•·•·•· ·•·•·.· •<·•· ·•_ . •. ·. . · · • .· ·•.•·• · ·

· The course provides understanding of the movement concepts in terms I
>••·• ••· >>+ <<+>X•c<,U<l
Course of the body, space, effort and relationship that will aid a student in
Description making connection between physical movement, personal meaning and
· aesthetic ex.. re::. . :s=-=s-'-io=-n_. -i

· Gontaet--··· '"""'--
3 hours ··· ...... ·------·- ....... ----·····- ........ , ·- .. ·------··· ---- ---- ····-I--
Hours/week
Prerequisite None
P01-Disciplinal Knowledge:
· Apply scientific and evidence-based practices crucial to teaching
2. Use oral, written, and technoloqy formats deftlv.
Course Outline
Laboratory/Equi
pment/
Materials/Chemi
I PE Classroom
cals (if any)
Barrow, Harold M. (1983). MAN AND MOVEMENT. Philadelphia: Lea
and Febiger.
Capel, Susan. (1997). LEARNING TO TEACH PHYSICAL EDUCATION
'IN THE SECONDARY SCHOOLS. London.
Dauer, Victor and Robert P. Pangrazi. DYNAMIC PHYSICAL
EDUCATION FOR ELEMENTARY SCHOOL CHILDREN. New
Learning York: Macmillan Publishing Company, 1989.
Resources (e.g.
Textbooks and '
I
Dougherty, Neil J. and Dianne Bonanno.
APPROACHES TO THE TEACHING
CONTEMPORARY
OF PHYSICAL
References) EDUCATION. New York: Macmillan Publishing Company, 1979.
Graham, George, et. al. CHILDREN MOVING. California: Mayfield
Publishing Company, 2001.
I Joyce, Mary. FIRST STEPS IN TEACHING CREATIVE DANCE.
California:
J
Mayfield Publishino Comoanv, 1980.
(DANCE)
I
Applies practical skills and understanding the rudiments of folk dancing
from the raw materials of published and unpublished dances. Analysis of
Course dance instructions and technical interpretations from the written
Description materials are underscored. Emphasis is given to valuing the context of '
I dance as basis for interpreting dance movements with underpinning of
·-----+_,.P_reservinq the leqacv of the Filipino heritage.
'-course.~C~r~e~d~it~s--1~3=---::.:cu~n:.:its-=--------------------------1
Contact
3 hours
Hours/week
Prerequ:.:..::.is-=-it:.:e-_-N_+-1 o_n_e--------------------------1
P02-Movement Competency and Proficiency:
Demonstrate skillful performance in a variety of physical
Program I . activities.
Specialization I P05-Communication:
Outcomes 1 . Communicate effectively with PE practitioners, other
2. Use oral, written, and technoloav formats deftlv,
Course Outline i
· -- -- --l::abor-atory/Equi- · --------·-··········· ·
pment/
Dance Room/ Hall
Materials/Chemi
cals_1.~if~a~nJ.J-~~+-~·~~~~~~~~~~~~--~~~~~~~~~~~-1
Alejandro, Reynaldo. 1978. Philippine Dance Vera-Reyes, Inc.
Learning Amilbangsa, Ligaya. 1983. Pangaiay Filipinas Foundation
Resources (e.g. , Aquino, Francisca R. Philippine Folk Dances Vols. I, II, 111, IV, V and VI
Textbooks and j Fajardo, Libertad.1979. Visayan Folk Dances Vols. I,
References) , Gabao, Larry A. Dance with Me. PNU Press
'--------'-i-"-SayawD: ances of the Philippine Islands. Phil Folk Dance Society
. . .. . . . ...... .................... ·. ···:.:.:·~·-·., .. . . ·····-.·-

···~:.:.:<··. ,· .. ~.:.:.:.:..:~~~;·.·= .·.
Cours e I
; Focuses on dance skill and techniques of other dances of the regions
such as Asian and Western- originated dances from Europe and
Descr iption America. Other dance forms shall be introduced like ballet, jazz and
-········-···
I soci~I dances of South American culture.
Cours e Credits
...
,,,,,.,,,_
3 units
Conta ct I
/wee~hours
Hours ·--· ·--·
- -·--··
F>rer~g-· uisite None
-
J P02-Movement Competency and Proficiency:
I Demonstrate skillful performance in a variety of physical

Progr am i activities.
Speci alization \ POS-Communication:
Outco mes 1 . Communicate effectively with PE practitioners, other
~--- ..··
I
2. Use oral, written, and technoloav formats deftlv,
Cours e Outline
Labor atory/Equi II
pmen ti
] Dance Hall or Gymnasium
Mater ials/Chemi
cal~ if ar1_y)._ I
I World History of Dance by Curt Sacks 1950
I Foreign Folk Dances by Francisca R. Aquino 1978
Learn ing · See the World in Dances by l.ibertad V. Fajardo
Resou rces (e.g. Dances for All Occasions by Francisca R Aquino
Textb ooks and Customs of the World Edited by W. Hutchinson Delhi India Reprint 1984
I Refe~e
nces) Encyclopedia of Dance by Lincoln Kistein 1978
Int ernational Folk Dancing USA Betty Casey 198
I Dance A While by H~.rris F'ittmar Walle_r 5th Edition 1978
(GAMES, SPORTS AND RECREATION)
- ~d~q;~i~~tl1~ : t] •d~iyi~{J]~ri~ P~~f: ~~tt#J~~p~it§P~i~~ij #9itAAJ•t~lMf 1

I Deals with the acquisition of sports specific skills whereby the relevant
Course
rules are integrated in the instruction. Two different sports preferably any
Description
racket sports and athletics shall constitute this smote course.
Contact j 3 hours
Hoursfweek
Page 34
· · · · · · · · · · · · · · · · · · · · · · · · -·Pfer-equisite----- . -None . -·--
! P02-Movement Competency and Proficiency:
Program activities.
Outcomes 1. Communicate effectively with PE practitioners,
other professionals and stakeholders.
2. Use oral, written, and technolocv formats deftly.
Deals with the acquisition of sports specific skills whereby the relevant
Course rules are integrated in the instruction. Any three different sports shall
Description constitute this single course.
···----
Contact 3 hours
Hours/week
Prere uisite 'None
·-----
J Demonstrate skillful performance in a variety of physical
Program activities.
Specialization PCS-Communication:
Course Outline
Laboratory/Equi
pmentl
Materials/Chemi 'I
Playing Field, Volleyball and Basketball Courts, gymnasium
cals !f.~a~n:LL)
Learning
~\-----------------------------l
Resources (e.g.
Physical Education Handbook, lnternationai Rule book etc.
Textbooks and
References
I ii~~ ,_ I
The course reintroduces Philippine games and sports as a form of
Course \ physical activity in conjunction with the rules and cultural contexts. (Laro
Description 'I ng Lahi, Amis, Sipa). Purposeful play and improvisation constitute
the activities of the said course.
Contact
3 hours
Hours/week
Prere uisite None
1 . Demonstrate skillful performance in a variety of physical
Program
activities.
"""""""'''····--
--a:--·-LJse-er:al,wr-itter-i,aoo-teGhAoloQ¥-formats ..deftbt.---------·---
C our s e
...- -... ·--· .. -· ··- ·· Outline
Laboratory/Equi
pmentl
Playing Field, gymnasium
Materials/Chemi
~l~_(!!__c!!lVl
Learning
Resources (e.g.
Physical Education Handbook, International Rule book etc.
Textbooks and
Refe.rences} I
T~.µ~c'.~~~am~••··sus~~m~~:~~#~*1µ~t.~~· · < · · ·• r•·.;. i•••··:·•. :.: <••••·•.::·• •/Yi:./•··•:.•:•·•::••::.::•••Nr:n·~DW

I Requires scientific acquisition of knowledge and skills in managing the
Vm; :ws;
Course j body in water. Basic and developmental skills for scientific swimming are
Description . introduced as well as games and other activities done. Life saving skills
is_li_!<;_~wiseencouraQed in the course.
-Course Credits 3 units
Contact
Hours/week 3 hours
----------------+---
! None
I P02-Movement Competency and Proficiency:
Program activities.
-----------+---=.2: . U-s=e-=o-~ra..:l.,..::.:w.?...r..:i.:t.:t.:e..:.n:;:,;.;a..cn.'-d-
=..:t..e.:;:_c=h-::.n:...o:.:.l.o.:.:q:..:v..::...fLo.L~rma~ts =de.f..t::l:.y.::.:.:.:.:_.i.:.... -l
Course Outline i
Laboratory/Equi , _
pmentl
Swimming pool, natural waters (sea, river)
Materials/Chemi
_£~-I~ @_ any)
I American Red Cross 1991 Life Saving and Water Safety Blakiston Sons
Learning i & Co. Philadelphia
Resources (e.g. I Costill D.K. E.N. Maglischop & AB. Ricardson 1992 Handbook of Sport
Textbooks and Medicine and Science Swimming
References) Katz, Jane Ed. 0. 1992 Updated, Swimming for total fitness Dolphine
Book, New York
(HEALTH EDUCATION)
·. Cbl.Jts~ Nafu~/...
·-···-·········--~-- -
· 1·~~~(:<li~a~~\~~~#BIH.~a). t·· ·~·§~~~~ti#11··~f<>Qf~m •.;•.•• 1.•·········.•;···········.· · · ····u•·· { i?
•.•·;•u•l
Deals with the activities and services designed to promote the student's
I optimum development. The eight health-related areas cover all aspects
Contact
Course
Description
Course Credits
I of the school
environment. This
include family
and community
health
' involvement,
comprehensive
school health
education,
physical
education,
school health
services,
nutrition
services,
counseling and
psychological
social services,
healthy school
environment
and school site,
and health
promotion for
staff.
3
u
n
i
t
s
. 3 hours
·Hours/week-· ....._, ·----- ..·- "'"""••••----··.·.·..• ... ----····-····-··----·
, .. -···---------· ..- ·-·-----· --··-
~ Prerequisite None
, P02-Movement Competency and Proficiency:
Program activities.
Specialization PCS-Communication:
I Outcomes
i
I 1. Communicate effectively with PE practitloners. other
2. Use oral, written, and technoloav formats deftly.
o u rs e
i,...-- -- -·· ·· ---- --
O utline
·· ·
Laboratory/Equi
pment/
School and Community Setting
Materials/Chemi
cal~ Ji_t_~_ny)
Learning Anspaugh, David J. and Gene Ezell. 1998. Teaching Today's Health.
l Resources (e.g . . Allyn and Bacon: Boston

Textbooks and
References}
I Anderson, CL 1980 School Health Practice St. Louisel The C.V. Mosby
Co.
S:g~~~~;,~~m~·• •· -· • ~•~~n~•.•gpmm~·nify,• i~H~¢~¥il'<.l~ffi~,,~···•ij~·~tt~i·•· •i:•-;•;.:2_;;:rn-;::rEBill

C
r:~-
I
~
course covers the different contents of Personal, Community; and
Environmental Health. It deals with the understanding of health related
ours: ti issues and concerns about personal, community, and environmental
O escnp ion Health. Practical activities concerning personal, community, and
environmental health are required in the course.
Contact hours
H ou r s / w e 3ek ---+------------------------------1
-· --- ..· - . - -·- · ·- --
Pr~requisite , None
Program activities.
Sourse C>utline_
1 !
_
Laboratory/Eq ui professionals and stakeholders.

2. Use oral, written, and technology formats deftly.
pmooU
Materials/Chemi
a assroom, ~
commuru 1y se mg
i~~~ny) I
I §~sources (e.g.
I Textbooks and i
References) I
•i•' '.'l1~~riiiii~i~iE@ijti~,i~iitl4ij,i~'. t~
,c,,,,,,•.
Demonstrates theory and practice of preparing for and responding to
Course emergencies in the workplace. Partnership to other related agencies is
Description encourage d such as Red Cross, Department of Local Government and
other priva te instituti~' -"-n'-=s-_. -------------------1
Contact
3 hours
· Hours/week
Prere uisite . None
Program activities.
Course Outline
The course covers the di fferent contents of Drug Education, Consumer

I Health, and Nutrition. It deals with the understanding of health related
Course issues and concerns about drug education, consumer health, and
Description
nutrition. Practical activities concerning drugs, consumerism, and
nutrition are re uired in the course.
Contact
3 hours
Hours/week
Prere uisite None
Program
Specialization
I activities.
I P05-Communi~ation: . . ..
Outcomes / 1. Communicate effectively with PE practitioners, other
I 2. Use oral, written, and technolo formats deft! .
Course Outline
Laboratory/Equi
pment/
Classroom, community setting
Materials/Chemi
cals if an
(ELECTIVE COURSES)
. ->itll;cl
lfiffii with the organization and management function
I Prepares the students
I as necessary for the implementation of various physical and health
Course activities in the school setting. It tackles the different management
Description functions as applied in various Physical Education and Health Education
Programs. Students are expected to organize and manage Physical
Education and Health Education activities.
~- -----·~-··
-Course-Credits --3units --··· .. ._ ............. Contact
- 3 hours
Ho· · ·u-rs-/-week
- .,
Prereguisite None .. - --·-- .

I P01-Disciplinal Knowledge:
\ Apply scientific and evidence-based practices crucial to teaching
. and
Program
learning. Specialization
Communication:
PCS- I
' professionals and stakeholders.
I 2. Use oral, written, and technoloav formats deftlv.
Course Outline I
~---
Laboratory/Equi
pmenU
Materials/Che
I
Gymnasium and related facillties
mi cals,l!!_ant}
Learning
I
Bucher & Krotee 1987 Management of PE and Sporta Missouri Mosby
Books
Resources (e.g.
Dauer, Victor P. and Robert P. Pangrazi. 1989.Dynamic Physical
Textbooks Education for Children. 9thed.New York: Mcmillan Publishing
and
References) Com~ant
._· g""g9_~~/~~~·~~~n-tr~~iti§h~l•·r~~m·· ~{)<>rt~·· · · · · · ·•. .•..>;.c;-"-:'' -'--'-'-'-'-'-"--'-'--'-=='-"="-"=~~=

=
Provides playing skills and performances in non-traditional team sports
Course like ultimate, handball, floorball, futsal etc. The course will
Descriptio cover the historical development, facilities and equipment, basic
n skills, strategies,
a n d r u l e s of e a c h s o o rt .
----------+ - --. .... .: ... ' -'- -'. -C. ..: ... C.... --- '-'- '- -
--------------------l
-C··-ou-r-se'C-r-ed-it-s-+-3 -un-its
--------------------------!
Contact
Hours/week 3 hours
I Prerequisite _,__N_o_ne ,
. . . . . . .. . . ·-------····· ·· ·····---AN.NEX_D. _
ICT COMPETENCYSTANDARDS FOR TEACHERS
_:.::: ,::.:::-:-:: -:- :: -":::: :::-:-:·::;":

:-: .=. :-..:·::·::
.::: .: : ::·.:: :·:
. :: ': . :: --: :."-'....
.;:;~-' . ·
-'-...;-'-'-.. "-'-'-~-"-======"-''-"-"-""-c..==....c.. .....
1.1.1 Demonstrate awareness ~
of 1.1.1. 1 Discuss national ICT policies
affecting olicies.affecting_lCT in education cla,ssroom practices
2 1 Comply with ICT policies as 1.2.1.1 Implement ICT policies in teaching-learning
he_yaffect teaching-learnin_g ----+------------·-----------·----1
~1. 3. 1 Contextua
li ze I CT policies to
the learnin environment
2.1.1 Demonstrate understanding of 2 .1.1.1 Discuss ICT concepts, principles and

concepts, principles, and theories of theories _in various teachin9:learnJ!:!.g_pfOCess.e_s ,
ICT systems as they apply to 2.1.1.2 Use technology tools in the assessment
teaching-learn_!_~_g_-·--------~r~ce~-----··----·-----------------<
2.2.1 Evaluate digital and non-digital 2.2.1.1 Select digital and non-digital learning
learning resources in response to resources in reference to the student
learning student's diverse needs Eeferences
2.2.1.2 Revise digital learning resources in response ·
-··--·-·------·----- to varied needs ·· of students ----------\
----··-----·--··-··· ····-·--
2.2.2 Develop digital learning 2.2.2.1 Produce digital learning material designed to
resources to enhance teaching- enhance teaching-learning
learnin_g -+-----------------------1
2.3.1 Use ICT as a tool to develop 2.3.1.1 Integrate ICT in teaching plans that require
2151century skills: Information, Media learners to connect the content of the lesson to
and Technology Skills, Learning and society
Innovation Skills, Life and Career
Skills, and Effective Communications
Skills.
. . . l l ,
for classroom activities

3 1 1 Apply re evant technology too s
S_!:! a ,o.r nn,,-.,r.n,
--.. ----------~-------<
2P}}rtlearning
3.1.1.2 Deliver the lesson using appropriate digital
tools or applications------------------!
3 .1 .1.3 Assist students to reflect on their own
1-----·------·---------l1::;arning .':J.~i!_lgJ~~hnology tool~----------<
3.2.1 Use ICT knowledge to solve 3.2.1.1 Use varied teaching strategies like project-
complex problems and support based learning that integrate technology tools to
student collaborative
------···-··
activities support thinking and collabm9_ti_on -j
3.3.1 Model collaborative knowledge 3.3.1.1 Initiate flexible learning through online
construction in face-to-face and communications (synchronous I asynchronous
virtual environments modalit
-~-~·-·~·-------~c·s~.,.,.,.,..,.,..,.,,~..,..,....,..,...,_,.-,--,-...,..,-..,.....,.,..,..,...,-,-,..,.-,-,-,.,..,-.,.,.,..,.....,....,.,.--_~,.....,..-_,....,.._.,,.,,----,.----~
-~.'..o.•'...'._'.•·_..·•·.a·.·...~·.._,·•.•·-.•',n·.'•··.•_•_:.·•.m_·.·•.4.'
_·.·.·••.i_.•._:_rn••...•'•_.·h•·.~•.·•._n·.·-·'·,_·.•e·_.o·.·· •._ 1.'.••..o··.. :.·_·.9'
· .s_·y.. _ •>.9•. .•_._:_.T,_·._io.:_•·.·:_t.••.'.•..\s.•..••'._..\_•·••.'·····.·.···,.•..·:_;_·.· • .•.••••.·•.•·••.• ·.·····.•·•..,•__ -.•••.······.:•__.':,_:_·._:_ .•_ ..,•. .·.·····.:_:_i_·.•·····'.······.:····.' ·.·;>_•·.···. · .·· · · · · • · : · . · · • . • • • / • . ' ./ :
.. .. ·. . :. · .: -.'. : .: - : :· : - :- . :: ; : ', ·. :· :·: = = ·: :;
':..':"::·!..~·:·"·?-'·(' )'<If'"l'{=:'f=f'\-(---·:; .. -----·----
4.1.1 Demonstrate competence in the 4.1.1.1 Perform basic trouble shooting and
technical operations of technology maintenance of technology tools and svstems;
tools and systems as they apply to 4.1.1.2 Use productivity and other tools in
~achircg and leaming, --1-everyday work.
~~~1l~a~~i~egc~~~~~~~~i~!~ ~~~~~rt ~~;t!~:al~~~~~~~~~~~~~~~\~:r~f~ginstructional

communities of learners 4.2.1.2 Produce ICT-based teaching and learning
tools in coliaboration with students.
4.2.2 Demonstrate._p_r_o-fic_i_e-nc--y-in._2t__.1h_Pero_p,o_s4e_o.2r recommend
t_e_ch_n_o._lo_g_y_a-nd-~
use of technology tools to support policy innovations related to promoting continuous
tea,chin~ and learninq learning among students
•-:gom~1ri:;~;·· •·Pr~~:~i~#~tj-·;~n4·•~tj'm, .~. isiratih6

~.T_ 1· ~~~·~~·~·-·t~~h~·~;~~;~~~~i~t~~-· , . · ·• T s .1-.' ; .1····i:~~;,i~~t~·i1~~i~I~ ,~~;~i~·~· ·~~~i:~~~~,~~ ~~af 2
instruction in an inclusive classroom
environment
I enhances collaboration with the use of technology
tools.
,_5.2.1 Exhibit leadership in shared 5.2-.1·-_-1-L-ea_d_g_r_o_u_p_a_c_tiv-i-tie_s_u_s_i-ng_t_e_
decision-making using technology tools.
(~!!::!:!!:::!!!!!~~-rt~
tools
1. ·:s: ·•·t:c~:~l:g~ 1~!1!';: !!';!!\'\;!;fi

technology to acquire additional manage, analyze, integrate and evaluate
content and pedagogical knowledge. information that can be used to support
l2!:_9.fes~ional learning
6.1 .1.2 Evaluate technology resources in terms of
appropriateness, quality, usability, accessibility,
t-----------------+- and cost effectiveness. ------------~
6.1.3 Utilize technology tools in 6.1.3.1 Use technology tools to collaborate and
1-c_r_e_a_ti_ng""'-c_o_mf,_prma_c_unti_ic_eti-e-_+s__shoareresources among communities of practice
6.2.1 Collaborate with peers, 6.2.1.1 Identify educational sites and portals
colleagues and stakeholders to ~1.1itable to_the_ir_s_u_b_>.._ie_c_t_a_re_a ---1
access information in support of 6.2.1.2 Join online expert and learning

professional learning. . 5:ommunities ··--------------------1
6.2.1.3 Use resources from relevant mailing lists
and online jQ_u_arn_ls
,-------------~
6.2.1.4 Evaluate and compare useful and credible
~E=_b resources to be shared with other students
6.2.1.5 Active membership to local and global
learning communities to maintain access to
creative applications of technology that help
enhance student learnina
Page41 of64
. . . . . . . . . . . · · · · · - ·.:-~ti~~~ai:i-'ft"-i-:{:f~-~~·-h~~t-·:b--i~-~-~--i~tid-i:-i -; -:n-:-::· ; .• ·.•· ;•· · , /) :
\ii\:.:\•\ ·.\) /.\ Y~FS-S.';.:fof~~'. T-c'c• -·······
:,.:::·:·:::;':.::,:::-:·::>::::::·:::'·:::-::_·.:_:'.::::·.'·.:.:;>:.: : ::...c=~~~='-""'-:..:.:.;-'-'--'-',c"'::':-~'-'-':-'=~~'-'-'-'-~'""-'-==.::==~==·=...:o....:;-"--~
7 .1.1 Demonstrate social, ethical, and 7 .1.1.1 Discuss safety issues in
obtaining legal responsibility in the use of resource materials from local area
network-based
technology tools and resources and the internet
7 .1.1.2 Comply_w_i-th-i-nt-e--11-ec_pt__eu_-
rat_l_y_p_laro_w_s_-l
including the fair use of educational content
7.1.1.3 Institute mechanisms to ensure child
online safety and prevent cybe rb_u_ll_.1.,0.,.. , Viin
-l
7 .1.2 Show positive attitude towards 7 .1.2.1 Practice standard netiquette in sharing
the use of technology tools and utilizing shared materials among
learning
. communities.
7 .1.2.2 Provide support to learners' digital
culture and behaviors.
7 .1.2.3 Utilize smart devices for building the
positive relationships between teachers and
students.
Page42 of64
Page42 of64
ANNEXE
OBE Course Syllabus
Course Syllabus Template
II Course Name Technology for Teaching and Learning 1

Course Credits
3 units
Course Description Technology for Teaching and Learning 1 {TTL 1f This...is a 3-unit intro-ductory course that explores basic knowledge and skills and values in the use of technology 'for
teaching and learning. This course include JCT Policies and safety issues, media and technology in various content areas, learning theories and principles in the dse
and design of learning lessons; teaching-learning experiences and assessment tasks that utilize appropriate traditional and innovative technologies with social, ethical
~?nd_legal responsibil_ity. --·------·
Contact Hours/week 3 hours
Prerequisite
None
1. Explain ICT policies and safety issues as they impact on the teaching-learning process
[""' Outcomes 2. Identify learning theories and principles applied in the design and development of lessons through appropriate media and technologies for teaching learning
3. Integrate media and technology in various content areas
4. Formulate teaching-learning experiences and assessment tasks using appropriate and innovative technologies
5. Demonstrate social, ethical. and legal responsibil~ the use of technology tools and re_so_u_rc_-e_s-_. ----------------
+---'
COURSE OUTLINE AND TIMEFRAME

Course Content!Subject ~-at_te_r _
Week 1 A. Introduction to Technolo for Teachin and Learnin
Week2 B. ICT Policies and Safety Issues in Teaching and Leaming -··------------------·-------<,---j
Week 3·4 C. Theories and Principles in the Use and Design of Technology-Driven Lessons
Week 5-6 D. ICT in Various Content Areas
Week 7.9 E. ICT and Conventional Learnin Materials to Enhance Teachin and Learning
Week 10·11 F. Technolo Tools in a Collaborative Classroom Environment and Relevance and A ro riateness in the Use of Technolo in Teachin and Leamin
Week 12 ---i-:-G-I'n--n. ovative Technologies for Teaching-Learning and Assessment Task
Week 13 H. Technolo -Enhanced Lesson usin the ASSURE as Technology-Integration Model
Week 14-15 I. Social, Ethical and Le al Responsibilities in the Use of Technolo Tools and Resources
Page 43 or 64
I:
l
~W.c.:.c:..ee~k~1~6~-1~7~~~-+-=J~.~E~du~c~at~io~n~al~S~iIB~s~a~n~d~P~ort~a=ls~~~~~~~~~~~~~~~~-~~~~~~~~~~~~~-
~._1~~~~~~ One week (or an Allotted for the Midterm and the Final Exams
equivalent of three
hours)
Alignment of Course Outcomes with Summative Assessment Tasks
I
Course Objectives ..I I Summative Assessment Task Details -n
1. Explain ICT policies and safety issues as they e-Portfolio In this required output, the students are expected to organize their reflections and insights I
impact on the teaching-learning process • Blog Entries I Posts in the using a Reflection Guide Model (e.g. Gibb's reflection Model.) !
2. Identify learning theories and principles applied Freedom Wall i Tweets in the Ideas, and opinions on the topic discussed during sessions which may be posted in biogs c~n
in the design and development of lessons Classroom-Made Twitter also be included in the ePortfolio. A Selection Rubrics by Smaldino, S. et al. (2008) can be i
Wall used as criteria for grading. I
through appropriate media and technologies for
teaching and !earning I Different outputs made in the class, filing them all together can done in a portoflio or in an I
A Lesson Plan Integrating electronic portfolio such as folioforme. !
3. Integrate media and technology in various Technology In this task, students are expected to create a lesson plan showing clearly the integration of;
content areas appropriate and innovative technologies in the teaching-learning activities and assessment i
tasks using the ASSURE Model. The criteria in the rubrics shall focus on the integration of
technologies and the ability to demonstrate ethical and legal responsibilities in the use of
4. Formulate teaching-learning experiences and Midterm and Final examinations resources. I
assessment tasks using appropriate and
innovative technologies These tasks are given to evaluate the students' knowledge and understanding of concepts I
and principles of technology integration in instruction and approprotae attitudes and values ir
5. Demonstrate social, ethical, and legal becoming a teacher. These are given to validate the results of their practical activities and
to responsibility in the use of technology tools and prepare them for the licensure examination. I
I
resources !
-
Page 44 o 64
I
LEARNING PLAN
-··· - ---· -· -- --
'
Desired Learning Course Content/Subject Matter Textbooks/ References Teaching and Learning Activities Assessment of Resource Time
Outcomes (DLO) (TLAs) Tasks (ATs) Materials Tabl~
I
1. Understand ICT in Unit 1- Introduction to Technology
Education for Teaching and Learning Anderson, J. (2010) /CT Brief Lecture: With the aid of a
Transforming Education A Regional powerpoint presentation, provide an OHP/
1.1 Define basic A. Basic Concepts to be defined: Guide. UNESCO Bangkok Asia and overview of the subject Technology Multimedia
concepts in 1. Technology Pacific Regional Bureau for for Teaching and Learning. Projector
understanding !CT in 2. Information and Education
Education Communication Small Group discussion: Give
3. Educational technology Bailado, R. (2012). Basic concepts graphic organizers of the different Computer I
in educational technology 1. concepts to be defined through the Use a rating Laptop
4. Technology, Media and
Leaming Manila, PH: Rex Bookstore use of concept mapping scale for the
Whole group discussion: Present to concept map
5. Instructional System and the whole c!ass group outputs.
Lucido, P. & Corpuz, B. (2012). developed by
Instructional technology
Educational technology 2. Quezon each group. Graphic
6. Technology Tools City, PH: l.orimar Publishing Co. Individual Research: Encourage organizers
B. Roles of ICT in Teaching for students to validate the concept map
Leaming htt12 !ik 12teacherstaffdeveloQment.c and conceptual definitions
om/tlb!introduction-to-technology- Pen and Paper
for-teachers/ test !
;
i
httQ:I/www.educationscotland.gov. u
kneamingandteachingiaQQroachesfl
;
ctineducation/roleofictinlearning.as ~
i
Q i
i
Page 45 ol64
I!
I
.
Desired Learning Course Content/Subject Matter Textbooks{ References Teaching and Learning Activities Assessment of Resource Tim~
Outcomes (DLO} (TLAs) Tasks (ATs) Materials Table
I
1.2 Enumerate the Unit 2. ICT Policies and Safety Anderson. J (2010) !CT Forum With Resource Person: Invite Posting of Freedom !
national lCT policies Issues in Teaching and Learning Transforming Education A Regional a resource person to talk on !CT comments !CT Wall in the
affecting classroom Guide. UNESCO Bangkok Asia and national and international policies policies in classroom/ i
practices A. lCT National or international Pacific Regional Bureau for applied to teaching and !earning Freedom Blog Created
Policies That Are Applicable to Education Wall/Blog and I
Teaching and Learning Administered II
by the
i
Lucido. P & Corpuz, B. (2012). Teacher
Educational technology 2 Quezon
City, PH: Lorimar Publishing Co.
1 wee~
I
1.3 Describe the B. Safety Issues in ICT Group Interviews: Organize small Checklist on the Accomplishe
implementation ICT groups to conduct interviews and practices that d Checklist I
policies in teaching- Documents: observations on practices that address safety i
issues
learning • The Philippines ICT address safety issues in !CT for
teaching and learning. Powerpoint
Roadmap
presentation
s
• DepED Five-Year
Information and
Communication
Technology for Education
Strategic Plan (DepED
ICT4E Strategic Plan)
Executive Summary
i
• RA 10844, Sec. 3 (An Act
Creating the Department
of ICT, Defining its
Powers and Functions,
Appropriating Funds, and
Other Purposes)
• SEAMEO lNNOTECH
(2010) Report Status of
ICT Integration in
..
I
Page 46 o ·64
.I
/
'
Desired Learning Course Content/Subject Matter Textbooks/ References Teaching and Learning Activities Assessment of Resource Tim~
Outcomes (DLO} {TLAs} Tasks (ATs) Materials Table
Education in Southeast
Asian Countries
1.4 Identify ICT policies C. Uses of !CT Policies in the Individual Research: Encourage
that are incorporated to the Teaching and Leaming Environment students to research on other school
design and implementation JCT Policies and best practices
of teaching-learning
activities
Class Observation (Field Study):
Observe how ICT policies are utilized
I
in the classroom. Accomplished Class
observation Observation
Facilitate the Creation the Classroom guide Guide on the
ICT Policies agreed upon by all utilization of
learners ICT policies
Learners' written in the
description and classroom
opinions on their
newly crafted ICT
Classroom
policies
2. Iden
theories tify learning Unit 3. Theories and
applied and principles Principles in the Use and
design in the use and Design of Technology
lesson of learning Driven Learning Lessons
s with technology
A.Learning Theories and 1.5
Active Learning with Teacher-Led
2.1 Identify Principles in: Lucido, P. & Corpuz, B. (2012). Reflection Online Class hours
Discussion on Dale's Cone of
learning 1. Dale's Cone of Experience Educational technology 1 2nd Posted on the Blog or Site/
Experience and how its principles
principles and (with equal attention given to edition. Lorimar Publishing Co. online Blog/ 'Classroom-
and theories are utilized in the
theories both the Conventional 'Classroom- made Twitter
technology-driven teaching and
that are applied Technology and the httgs://www.youtube.com/watch?v= made Twitter Wall'
learning
in technology Innovative and Emerging iteSxgRetvk Wall'
'--·
driven teaching- Technology for Teaching)
Page 47 of64
Desired learning Course Content!Subject Matter Textbooks/ References Teaching and learning Activities Assessment of Resource Tim+
Outcomes (DLO) (TlAs) Tasks (ATs) Materials Table
learning
models.
' . ~ _,,,,_ . "'.}', -·>'. ,. • ,..
2.TPACK (Technology, TPACK in Two Minutes Image Analysis: Students analyze Restricted Essay Video clip 1.5
Pedagogy and Content btlps:f/www.youtube.com/watch?v and explain the image/diagram. The hours
Knowledge) =FagVSQIZELY teacher synthesizes. Multimedia
Projector
Computer
A brie f lectu re o n
Heinich, R. (2003) Instructional · ~ ~ ! ·-
T P ACK
media and technologies for
~~
learning. (?tt> edition). Upper
saddle, New York: Merril Prentice
~efti<~- ·- 3• lD
.... ~
Hall
Newby, T.J (2011). Educational

technology for teaching and
learning. (4th ed.) Boston: Pearson
Education, Inc.
Roblyer, M.O. (2003). Integrating

educational technology into
teaching. (3•d ed.) Upper Saddle,
New York: Merrill Prentice Hall
3.ASSURE Model {Analyze Smaldino,S et al. (2005).

Learners, State Objectives, Instructional technology and Metacards
~--·-··--·-----'-- ~---------·----·_,_ (Active Learning in a Brief Lecture
given by the teacher) The FishBowl
Page 48 or64
I
Outcomes (DLO} {TLAs} Tasks (ATs) Materials Table
I
Select Methods, Media; & media for learning, 8th ed New Activity: learners are given 1 wee~
Materials, Utilize Media & Jersey: Pearson Prentice Hall pp. melacards and asked to write a Fish Bowl
Materials, Require Learner 53-65 question of clarification about the Container
Participation, Evaluate and topic (i.e. questions concerning the
Revise) application of the topic to practical
concepts). Teacher draws these
questions from the bowl and answers
the questions or asks the class to
answer them. (This could be done
during or after the input)
Think-Pair and Share: In pairs, students

will discuss about the ASSURE Model
and create their own ASSURE lesson Checklist on the
Elements
included in a
lesson using the
ASSURE Model
and the rating
scale
.@ .
t . ~
1.i,<-' .j
. ··.:. ::.-:.:.~
Page 49 of 64
Desired Learning Course Content/Subject Matter Textbooks/ References Teaching and Learning Activities Assessment of Resource rimJ
{TLAs) Tasks (ATs) Materials Tabl~
Outcomes {DLO)
I
3.lntegrate media Unit 4. ICT in Various
Content and technology in Areas I
various content
areas A. 21st Century Literacy Skills K to 12 Curriculum Guides (DepEd, Brief Lecture: Explain 21st century Oral examination Multimedia .,
2012) literacy skills with emphasis on Projector I
I
I
3 .1 Review teaching Digital Literacy Skills digital literacy skills.
plans that • Media Lucido, P. & Corpuz, B. {2012). Laptop i
i
• Educational technology 2. Quezon I
require learners Information
1
to connect the • ICT literacy City, PH: Lorimar Publishing Co.
Teacher- ;
content of the I
I
lesson to B. Instructional Design Models made/ ;
•
I
society Gagne's Nine Anderson, J. (2010). !CT Research on Instructional Design Teacher- !
Events Transforming Education A Regional Models and Collaborative Work on prepared
designing an infographics or a visual samples of
• Bloom's Revised
Taxonomy
Guide. UNESCO Bangkok Asia and
Pacific Regional Bureau for image of the assigned Instructional infographics
Design Model to be presented in
• ADDIE Education
class
• Merill's Principles
of Instruction Williams, M. (2000) Integrating
technology into teaching and
learning: An Asia Pacific
perspective. Singapore: Prentice
Hall
UNESCO (2013). Training Guide on

ICT Multimedia Integration for
Teaching and Learning. pp. 56-59
Bellanca, J & Brandt; R. (2010).

21st Century Skills:
Rethinking How Students Learn
(Leading Edge)
..--····-- ··--· ·- ···--· ----
Page 50 ol64
i
..
Desired Learning Course Content/Subject Matter Textbooks/ References Teaching and Learning Activities Assessment of Resource Timd
Outcomes (DLO) (TLAs) Tasks (ATs) Materials TablJ
'
3.2 Introduce C. Technology Enhanced Smaldino,S. et a!. (2005) Inquiry-Based Approach: Introduce a Lesson exemplar A Lesson !
sample Teaching Lesson Exemplars Instructional technology and technology-enhanced teaching analysis output Plan
technology- media for learning, 8th ed. lesson exemplar exemplar
enhanced lessons to New Jersey: Pearson Prentice
support learning Hall Analysis of a teaching plan exemplar
- identifying the elements in
designing a lesson and discussing
the possibilities of technology
integration
Checklist
focusing on
Demonstration: Demonstrate a Demonstration how
sample technology-enhanced lesson Guide technology is
integrated in
the lesson
3.3 Select ICT D. ICT and Conventional httg://www.educatorstechno!ogy.c Group research and presentation of Presentation of multimedia 3 weeks
and conventional Learning Materials to Enhance om/2012106i33-digital-skills-eve~- the digital learning materials selected equipment
learning materials
designed to enhance
Teaching Learning 21st-century. html identified as appropriate and feasible
in a given teaching-learning context
instruction a!
media I
teaching-learning 1. Digital Leaming Resources htt~://www.edtechteacherorg/gafe appropriate for I
a. Google Docs f the teaching and
b Survey Monkey learning context
c. Others ;
I
i
2. Conventional Learning Resources
a. Flip charts
b. Realia
c. Others !
I
~-
I
Page 51 o,64
I
!
I
I
Outcomes (DLO) (TLAs) Tasks (ATs} Materials Tabl'
3.6 Identify flexible E. Distance Leaming Anderson, J. (2010). ICT Forum-Discussion: Conduct a forum KWL Chart Teacher-
learning through Transforming Education A Regional on Distance Learning • What I Know made Class
on line Guide. UNESCO Bangkok Asia and • What I Want to Site(e.g.
communications Pacific Regional Bureau for know google site,
(synchronous I I Education • What I Learned weebly, etc.)
asynchronous
modality) Skype
Checklist
..
Types of Online Distance Learning Melton, R (2002) Planning and Demonstration and hands-on KWL Chart
Synchronous Developing Open and Distance exploration on the synchronous and template
Asynchronous Learning A Quality Assurance asynchronous online distance
Approach learning using the Class Site
unesdoc.unesco.orglimages/0012/0
01284/128463e.pdf
3 .7 Describe F. Technology Tools in a Collaborative Smaldino.S. et al. (2005). Brief lecture on the different
flexible learning Classroom Environment Instructional technology and media technology tools in a collaborative
environment that for learning, 8th ed. New Jersey: classroom environment '
'
enhances Pearson Prentice Hall Paper and Pencil google docs
collaboration with Small Group Discussion-Student led Test 2 weers
the use of
technology tools.
I
3.8 Reflect on the G. Relevance and Appropriateness in Smaldino,S. et al. (2005). Based on the lesson demonstrated, Reflective Gibb's
use of technology the Use of Technology in Teaching Instructional technology and the class will analyze and determine narrative or Reflection
and on its and Leaming media for learning, 8th ed. New · the appropriateness and use of Entries in the Cycle
relevance and Jersey: Pearson Prentice Hall technology. 'Classroom template
appropriateness (Variation: Based on a lesson plan Twitter Wall' in Online
Class
exemplar) the Blog or Site/
Eayde, M. & Lockyer, M. (2013). classroom/Blog 'Classroom-
Principles in Selecting Instructional Tools for Learning Retrieved from: Class presentation of their evaluation Created and made Twitter
Materials based on their http://ro.uow.edu. au/cgiiviewconte of instructional materials used in the Administered by Wall'
Appropriateness and Feasibility
- nt.cgi?article= 1413&context=asdp lesson the Teacher
I
Page 52 of 64
·- -
Outcomes (DLO) (fLAs) Tasks (ATs) Materials Tabl~
'
ape rs Rubric
• Appropriateness (Target
Learners and Instruction)
focusing on
the
i
appropriaten
• Authenticity (Dependable) j
• Interest ess of the ;
• Cost (Economy) material in
• Organization and Balance instruction
And other considerations:

Environmental Factors, Dynamic I
Variables (e.g. size of class, attitudes, ;
! '
etc.) i
I
4. Formulate teaching- Unit 5. Innovative Technologies for Smaldino,S. et al (2005). Students' research on examples of Reporting and Assessment 1
week learning experiences Teaching-Learning and I instructional technology and media technology-assisted tools in Feed backing tools
and assessment tasks Assessment Task for learning, 8th ed. New Jersey: assessment in learning
using appropriate and Pearson Prentice Hall
innovative technologies
A. ICT and Assessment in
4.1 Identify Leaming Victoria State Government (2013)
Technology-assisted 1. Assessment Tools Assessment Tools. Retrieved from:
tools in the http://www.education.vic.govau/sch
assessment of ool/teachers/supportlPages/tools.a
learning spx
Page 53 o 64
~
Outcomes (DLO) (TLAs) Tasks (ATs) Materials TabtJ
i
B.Tools in eva1uat1ng appropriate htto://wwwedtechteacher.org/asses Workshop on the formulation of Workshop output
assessment tools (ex. checklist, sment tools to evaluate assessment tools
rating scale)
UNESCO (2013). Training Guide
on iCT Multimedia Integration for
Teaching and Learning. pp. 60-63 I
I
i
Angelo, T. & Cross, K.P. (1993). !
!
Classroom Assessment Techniques
2nd Ed .. A Handbook for College
Teachers I
Demonstrate proficiency in C. Technology-Enhanced Smaldino,S. et al (2005). Lesson planning Rubrics for · ASSURE
the formulation of Lesson using the ASSURE lnsiructional technology and media assessing lesson Model 1 wee
teaching-learning as Technology-Integration for learning, 81h ed. New Jersey: plans
I
experiences using Model Pearson Prentice Hall Critiquing of I
i
innovative technologies lessons plans
Revising of i
lesson plans
I
5. Demonstrate social, Unit 6. Social, Ethical and
ethical, and legal Legal Responsibilities in the
responsibility in the use Use of Technology Tools and
of technology tools and Resources
resources
A. Digital Citizenship
I '
http://www.digitalcitizenship.net/ Lecture-discussion on the nine Written exam Computer/ 2 weeks
5.1Show, give
elements of digital citizenship laptop
examples, observe • Nine Elements of
social, ethical, and Multimedia
Digital Citizenship
legal Group research on the social, ethical projector
responsibility in the use ht!Q:llwww.edusca12es.com/session and legal responsibilities in the use Rubrics
of technol by assessing Computers
ofotechnology
gy tools andtools
resources
and B. Social, Ethical and Legal s/socialtech/
teachersresources research outputs
Responsibilities in the Use of
Smaldino, S. et al. (2008). Talk if Out (from Global A Worksheet ! I
Technology Tools and for Talk it Out 1
Resources by Teachers Instructional technology and media Digital Citizen Foundation) An activity
- 11!
l~'!-U,CH~,_
~4~
'
i
\, ---'
r
:!
. f
Page 54 o 64
I
Desired Learning Course ContentlSubject Matter Textbooks/ References Teaching and Learning Assessment of Resource T
Outcomes (DLO} Activities Tasks (ATs) Materials imt
(TLAs) Table
for learning, 8th ed. New Jersey: on taking a stance on an issue and I
Pearson Prentice Hall defending ii Scenarios
Learners are given a scenario
primarily focusing on social, ethical
and legal responsibilities in the Use
of technology
Analysis of the different cases
involving social, ethical and legal
issues on technology use
5.2 Identify examples C. !ntellectual Property Rights

of compliance of !PR I Applicable to the Educational Setting: w,,w1.ipophil.govph/images/Patents Group Research on the Intellectual Rubrics RA 8293
in educational setting. Copyright and Related Rights /IRRs/RepublicAct8293.pdf Property Rights in the Educational assessing Document
Copyright Law (Part !V) Setting research An act
'
presentations prescribing ;
Class presentation of research and outputs the
outputs (e.g poster, infographics, intellectual
hootboard, etc.) property
code and
establishing
the '
intellectual
property
office,
providing for
its powers
and
functions,
and for other
purposes
Page 55 ofi64
i
Desired Learning Course ContenUSubject Matter Textbooks/ References Teaching and Learning Activities Assessment of Resource Tim~
Outcomes (OLO} (fLAs} Tasks (ATs) Materials Tab!~
5.3 Enumerate digital WN'l.safekids.comikids·n.iles-for- Four As Computer I

, Activity: You Know the Rules Laptop
safety rules that
ensure child online
D. Digital Safety Rules
• Rule 1: Research before you
oniine-safety
I (from Global Digital Citizenship
safety and prevent register wvN:.educationworld .corn/a- I Foundation) Learners imagine that
cyberbullying • Rule 2: Discriminate tech!techitech044.shtml they can draft three rules that every
• Rule 3: Think before typing digital citizen must foliow. What Class formulated ; Multimedia
• Rule 4: Require ID www.collegeview.com/articles/artice would they make and why? Guide on Digital Projector
• Rule 5: Trust your gut /smart-students-in-a-c igital-world Abstraction, Analysis &
Application
Safety Rules
Forum Discussion on the digital

safety rules
5.4 Discuss safety E. Cyberbullying httgs:/lvNM.S!ogbullying.gov/cyberb Debate on Cyberbullying video clips

rules in obtaining ullying/what-is-it/ on
resource materials Small group Discussion cyberbullying
from local area
network-based and Posters and
the internet digital
campaign
materials I
5.5 Describe the F. Netizens in Cyberspace Brief Lecture Posters
community of Active Citizenship I
learners as netizens
who share and
utilize digital
materials.
Page 56 of64
!
Assessment of Resource T'1meI
Desired Learning Course Content/Subject Matter Textbooks/ References Teaching and Learning Activities
Outcomes {DLO) f[LAs) Tasks (ATs) Materials Tabl~
I
5.6 Practice G. Netiquette (social conventions Abushakara, N. (2016). Advocacy Campaign
Netiquette: Modern manners
standard netiquette
in sharing and
online)
for a modem world, The Forum
I ;
i
utilizing shared ultimate guide to online

materials among etiquette. Create Space i
learning Independent Publishing

communities. Platform
Tuffley, D. (2014).
Email etiquette: Netiquette for
the information age. Altiora
Publications I
i
5.7 Show/ Joining social media site Rubrics
demonstrate support assessing Rubrics !
i
i
to school learners as Role playing on how lo support behavior in social I
part of learning school learners as part of learning media sites

community in their community
digital culture and
behaviors
5.8 Identify H. Educational Sites and Portals Diaz, C.G. and Declare,
educational sites RA(2013}. UNESCO training Pencil and Paper
and portals suitable guide on !CT multimedia integration Group Research lo identify Tests
educational sites and portals Multimedia I
for teaching and learning.
I
to their subject area
Retrieved from Creative Commons Projector
License
htt1r!/creativecommons.orgllicense Presentation and Sharing of List of 2wee ks
s/by-sa/3.0 Research Outputs educational Sites
(e.g. lnfographics, Digital
https:/fglobaldigitalcitizen .orgf50- advertisement, brochure, bulletin
education-technology-tools-every- board display I online bulletin board}
teacher-should-know-about
I
·-·-- ·--·-------···-------H --·---·---• --
I
Page 67 o~64
Desired Learning Course Content/Subject Matter Textbooks{ References Teaching and Learning Activities Assessment of Resource 1m,
T I
(fLAs) Tasks (ATs) Materials Table
Outcomes (DLO) '
5.9 Join online I. Online Communities of Leaming Online

expert and learning e.g. Practicum on sample strategies on Rating scale learning sites
how to join experts' learning Gibb's
communities • Facebook Reflection Reflective
• Twitter communities
Cycle
• lnstagram template
• Webinar
Anderson, J. (2010). ICT
Transforming Education A Regional
Guide. UNESCO Bangkok Asia and
5.10 Use resources J. Online Resources Pacific Regional Bureau for Group Research and Application of
from relevant mailing the identified relevant mailing list and Check list
Education
lists and online
journals .
e.g.
Opensource
online journals
. multimedia resources; video sites

• finding images
..
music and audio: webcasts
locate web resources by topic
5.11 Describe K. Collaborative Projects httg://wvvw.ascd.org/gublicationsibo Multimedia
technology lools that i.e The Problem-Based Project or oksi102112/chagters!What Is Proj Student Led-Group Discussion Pencil and Paper Projector
are used in group Project-Based Project ect· Test
activities. Based Multimedia Learning%C2% Lecture
A2.asgx
I
!
';
'
httg:i/www.emergingedtech.com/20 Lecture-Demonstration Practical Test internet

I
5.12 Use technology L. Technology Tools for Collaborative
tools to collaborate Work 14105120-excellent-free-tools-for- connectivity
and share resources interactive-collaboration- Workshop I hands-on experience on
among communities
. exQeriences-in-the-classroom/ the tools
.
of practice google drive
e.g. bubbl.us
Online Chat Session j
.,
--·
. edmodo .
o°f'ttiGtlt(,e:
Page 58 ot64
I Outcomes (DLO) (TLAs) Tasks {ATs) Materials
Tabl.
. Others
;
i
---·------L..-- ·-
'--·----·--·--- ---·---------·-·----·--·-- ~--
------·-·----·- .. ------·--· ·----------
Suggested Readings
and References Abushakara, N. (2016) Netiquette.· Modern manners for a modem world, The ultimate guide to on/ine etiquette. Create Space Independent Publishing Platform 1
;
Anderson, J. (2010). !CT Transforming Education A Regional Guide. UNESCO Bangkok Asia and Pacific Regional Bureau for Education I
I
!
1
Angelo, T. and Cross, K P (1993) Classroom Assessment Techniques 2nd Ed.. A Handbook for College Teachers
Chiles, D. (2014) Internet e/;queffec Nea,,,,tt,
fundamentals. "''" and opUmizalkm.
Diaz, C G and Dec!aro. R A (2013) UNESCO training guide on /CT multimedia integration for teaching and learning. Retrieved from Creative Commons Licen
e httQ· llcreativecommons orgllicenses ·bt-sa13.0
Heinich, R (2003). lnslruct1onal media and technologies for learning (7'0 edition). Upper saddle, New York· Merril Prentice Hall l
I
v:ww.safekids.comikids-ruies-tor-online-saf.§!y i
vww.educationworld. com/a-techftech/tech044.shtml
w.w1.collegeview.com/articleslartice/smart--students-in-a-digital-world
httgs://www.stogbullting.gov/ctberbulltingiwhat-is-il/ i
f
httg:i/www.ascd.org/gublications/books/102112/chaQtersMlhat Is Project-Based Multimedia Learning%C2%A2.asQX I
httQ :l.twww.eme rgingedtech, com/2014.105/20-excellent ·free-tools-for-interactive-collaboration-ex12eriences-in-the-classrooml
httQ ://www.educatorstechnology_.com/2012/06/33-dig ital-skills-eve!}'.· 21 st-centu!}'. html I
htt12://www.edtechteacher.org/assessment
httQ ://www.edtechteacher.org/gafe/
Lucido, P. & Corpuz, B. (2012). Educational technology 2. Quezon City, PH: Lorimar Publishing Co.
Melton, R (2002). Planning and Developing Open and Distance Leaming A Qualify Assurance Approach i
<
Newby, TJ. (2011 ). Educational technology for teaching and learning. (41~ ed.) Boston: Pearson Education, Inc. i
Roblyer, M.D. (2003). Integrating educational technology into teaching. (3•d ed.) Upper Saddle, New York: Merril Prentice Hall
Srnaldino. S. et al. (2005). lnstnictional technoloav and media for /earninCJ, 81h ed. New Jersey: Pearson Prentice Hall I
l
Page 59 0164
I
Sma!dino, S. el al. (2008) Instructional technology and media for learning, 8th ed. New Jersey: Pearson Prentice Hall
Tuffley, D. (2014). Email etiquette: Netiquette for lhe information age. Altiora Publications
TPACK in Two Minutes https:!!wmyoutube com!watch?v=FagVSQIZELY
UNESCO (2013) Training Guide on ICT Multimedia Integration for Teaching and Leaming. pp. 56-59
; Williams, M (2000) Integrating technology into teaching and learning An Asia Pacific perspective. Singapore: Prentice Hall
www.ipophil.gov.ph!images!Patents/!RRs!Repub!icAct8293.pdf
OurlCT http:/lw,vwourict.co uk/ Ten Best Assessment Tools (Posted April 1, 2015) Retrieved from: http://www.ourict.co uklfonnative-assessment-tools/
Documents:
• The Philippines !CT Roadmap
• DepED Five-Year Information and Communication Technology for Education Strategic Plan (DepED 1CT4E Strategic Plan) Executive Summary
• SEA MEO INNOTECH (2010) The Report on the Status of !CT integration in Education in Southeast Asia
• K to 12 Curriculum Guides (DepEd, 2012)
• Senior High School Curriculum Guides retrieved from https:i/drive.google.com/file/d/008x8BBYUc2V91dVJQQXdVlvlFVDS2C/edit
Course Suggested:
Requirements A lesson plan exemplar with an appropriate integration of technology
Written long exam (Midterm and Finals)
ePortfolio
• A complete posted reflection notes in the Class Blog orWikispace I 'Teacher-made Classroom Twitter Wall'
f---------------1-C=..:l;:....as:...cs_Ac..:.c-"-tiv_;:e_;_P-~'-a_rf--'-1ciiwcao.cr.:kt;,.;:.imo.i;n.;.i.-n?utputs in tasks, among others)
Grading Suggested:
System Midterm Finals
25% --A lesson plan exemplar with an appropriate integration of technology
40% -- Written long exam (Midterm) 30% -- Summative Exam (Finals)
30% --A complete posted reflection notes in the Class Blog 20% - ePortfolio
or Wikispace ! 'Teacher-made Classroom Twitter Wall'
30% -- Class Active Participation (group work, 25% - Class Active Participation (group work, mini-outputs in tasks, among others)
1------------1----m in_i-o_u~tp_u_;_~_i1_1~ta_--'-sk_s~,a_m_o_n~g_o_th_e_rs~}----------~-~--------~---------~~+-~
Classroom Policies
Page 60 or64
;
. . . . . . . . . . . . . . . . . _._ --ANNEX-F------------------ .. ··----··----
GLOSSARY OF TERMS
Adapted physical education: Developmentally appropriate activities for students with

limitations who may not safely or successfully engage in unrestricted participation in various
activities of the general physical education program
Advanced Skills: Skills used in sport applications
Aerobic activity: Light to vigorous intensity physical activity that requires more oxygen than
sedentary behavior and thus promotes cardiovascular fitness and other health benefits (e.g.
jumping rope, biking, swimming, running; playing soccer, basketball, or volleyball)
Agility: A skill-related component of physical fitness that relates to the ability to rapidly
change the position of the entire body in space with speed and accuracy
Anaerobic activity: Intense physical activity that is short in duration and requires a
breakdown of energy sources in the absence of sufficient oxygen. Energy sources are
replenished as an individual recovers from the activity. Anaerobic activity (e.g., sprinting
during running, swimming, or biking) requires maximal performances during a brief period.
Assessment: Process that enables teachers to evaluate a student's performance,
knowledge or achievement
Athletics: Structured participation in organized sports
Balance: A skill-related component of physical fitness that relates to the maintenance of
equilibrium while stationary or moving
Basic Skills: Skills that utilized either locomotor (e.g. walk, run, jump, skip, gallop) or
manipulative (e.q. throw, catch, kick, strike) fundamental movements
Body composition: A health-related component of physical fitness that relates to the
relative amounts of muscle, fat, bone and other vital parts of the body
Cardiovascular fitness: A health-related component of physical fitness that relates to
ability of the circulatory and respiratory systems to supply oxygen during sustained physical
activity
Competence: Sufficient ability to enjoy safe participation in an activity; the ability to perform
and apply skills
Complex Skills: Skills that combine two or more locomotor and/or manipulative fundamental
movements
Content Area: The categories of skill students should possess as a result of instruction
Coordination: A skill-related component of physical fitness that relates to the ability to use
the senses, such as sight and hearing, together with body parts in performing motor tasks
smoothly and accurately
Developmentally appropriate: Those aspects of teaching and learning that change with
the age, experience and ability of the learner
Directionality: An awareness of space outside the body involving knowledge of directions
in relation to right and left, in and out, up and down
Disaster Response: An immediate action responding to a situation in land, water and
natural calamities (i.e. flood, typhoon)
Duration: Amount of time spent participating in a physical activity session
Exercise: Activities that are planned and structured, and that maintain or improve one or
more of the components of physical fitness; leisure time physical activity conducted with the
intention of developing physical fitness
Fine Motor Coordination: Movement involving limited movement of parts of the body in the
performance of precise movements (e.g. writing, tying shoelaces.)
Fitness: A state of well-being that allows people to perform dally activities with vigor,
participate in a variety of physical activities, and reduce their risks for health problems
Flexibility: A health-related component of physical fitness that relates to the range of
motion available at a joint
Force: The strength that moves the body; the amount of strength or tension necessary or
advisable to execute a given movement
Frequency: The number of physical activity sessions during a specific time period (e.g. 1
Page 61 of 64
···· - ---week) ---- --···-------·-········ · · · · ····- --··········---
Fundamental motor skills: Basic fundamental movement patterns usually involving the
large muscle groups that are necessary to perform a variety of physical activities; includes
both locomotor skills such as walking, running, hopping, skipping, jumping, leaping and
galloping, as well as manipulative skills such as throwing, passing, kicking, dribbling and
catching
Gross-motor coordination: Performing skills involving large muscle groups
Health-related physical fitness: Consists of those components of physical fitness that have
a relationship with good health: body composition, cardiovascular fitness, flexibility, muscular
endurance and strength
Intensity: How vigorously an individual must exercise to improve in fitness; the rate of
energy expenditure
Interpersonal communication skills: Verbal or non-verbal abilities that help to share
feelings, thoughts and information with another person in a positive manner
Interpersonal social skills: Skills that enhance the ability to work and play together such
as cooperation, fair play, sportsmanship, respect, loyalty, patience, self-control and tolerance Lead-up
games: Games that utilize basic skills and strategies related to specific sports and activities
Leisure activity: Physical activity undertaken during discretionary time
Lifestyle activity: Physical activity typically performed on a routine basis (e.g. walking,
climbing stairs, mowing or raking the yard), which is usually light to moderate in intensity
Locomotor skills: Skills used to move the body from one place to another including
walking, running, skipping, leaping, sliding, galloping, jumping and hopping
Low-organized games: Activities that are easy to play, have few and simple rules, require
little or no equipment, and may be varied in many ways
Manipulative skills: Skills developed when a person handles some kind of object including
throwing, kicking, batting, catching, redirecting an object in flight (such as volleyball)
or continuous control of an object such as a hoop
Mature form: The basic movement that can be performed with ease, is smooth, efficient,
repetitive and can be performed without thinking out each step of the movement; the most
efficient technique for the development of force production in a skill; usually associated with
the highly skilled performances; using the critical elements of a skill (e.g. step with the
opposite foot when throwing)
Morbidity: The rate of disease or proportion of diseased people
Mortality: The rate or proportion of death from all causes
Motor skills: Non-fitness abilities that improve with practice (learning) and relate to one's
ability to perform specific sports and other motor tasks
Movement concepts: A generalized idea concerning human motion (e.g. the lower the
center of gravity, the more stable the object; throwing a ball in front of a moving receiver)
Movement concepts and principles: Relates to the cognitive information concerning the
development of physical fitness and motor development and its application in real life such
as specificity in training and other principles of conditioning, application of force, center of
gravity, and stress management
Muscular endurance: A health-related component of physical fitness that relates to the
muscle's ability to continue to perform without fatigue
Muscular strength: The ability of muscles to exert a force one time
Non-locomotor skills: Skills that are performed in place without appreciable spatial
movement and include bending and stretching, pushing, pulling, raising and lowering,
twisting and turning, and shaking
Perceptual motor skills: Movement involving the interrelationships between the perceptual
or sensory processes and motor activity including balance and directionality
Performance Indicator: The indices of quality that specify how competent a student must
be to meet the standard
Physical Activity: Physical movement involving the large skeletal muscles; a wide variety
of activities that promote health and well-being; bodily movement that is produced by the
Page62 of64
i$}t~'}
,~~-,!~::--::"
.. ·--···· · ···· contraction-of-skeletal-musele-anEl-that-substantiaUy-incr:eases-ener.g.y expenditure ---- . ·------- -··-
• Physical Fitness: A set of physical attributes related to a person's ability to perform
physical activity successfully, without undue strain and with a margin of safety
Physical Literacy: A composite of fundamental movement, motor and activity-specific skills
that serves as the foundation for confident, enjoyable and sustained participation in a wide
range of physical activities.
Power: Skill-related component of physical fitness relating to the ability of the rate at which
one can perform work
Psychomotor development: Area of learning involving the attainment of movement skills
and competencies needed for a lifetime of activity
Quality physical education programs: Those that are developmentally appropriate and
provide a progressive, systematic curriculum
Reaction time: A skill-related component of physical fitness that relates to the time elapsed
between stimulation and the beginning of the reaction to it
Recess: A time set aside for children to engage in free, usually unstructured, play
Rhythm/s: Involves motion that possesses regularity and a predictable pattern often
involving music such as dance patterns and jumping rope
Rudimentary Application: Movements acquired during the first year of life concerning
stability (control of head/neck/truck, sitting, standing), locomotion (crawling, creeping,
upright gait), and manipulation (reaching, grasping, releasing)
Sequential: Following one movement pattern to the next in an orderly pattern
Skill-related physical fitness: Consists of those components of physical fitness that have
a relationship with enhanced performance in sports and motor skills: agility, balance,
coordination, power, speed and reaction time
Space awareness: Perception of where the body moves, including general and self space,
directions, pathways, levels. and extensions
Specialized movement skill: Movement skills used specifically for structured sports and
games, as opposed to skills fundamental to many sports (i.e. lay up shot, volleyball spike,
golf drive, tennis forehand); skills basic to a movement form (basketball chest pass,
soccer dribble, fielding a softball with a glove)
Speed: A skill-related component of physical fitness that relates to the ability to perform a
movement within a short period of time
Sport: A general term for structured physical activities and athletics
Standard: The agreed upon level of accomplishment; what all students must know and be
able to do as a result of instruction
Strength: The ability of the muscle to exert force
Stress management: The ability to cope with stress as a normal part of life including the
ability to identify situations and conditions that produce stress and adopt healthy coping
behaviors
Team sports: Includes games, sports and leisure pursuits that require the participation of
one or more groups of individuals on teams such as basketball, football and soccer
. . . . ... _ _.._. - - - _ " . ---- --·----A·N·N·EX-G··-----·---- ALTERNATIVE -----···-----
PERFORMANCE INDICATORS
Graduates of Bachelorof Physical (BPEd) should be able to:
a. understand sports history, foundation of physical education and sports, and the essentials
of fitness and wellness, analyze scientifically and understand the body parts and how it
functions in various physical movement and activities;
b. define the importance of physical education, lifelong sports, fitness and exercise and
recite and relate sports historical accounts in relation to present - day and cultural activities
and trends;
c. demonstrate proficiency and efficiency in all movement forms;
d. apply movement concepts and principles to the learning and development of physical/motor
activities;
e. demonstrate responsible personal and social behavior through participation in
Page 63
of64
different physical activity settings;
f. exhibit moral and ethical standards in social and physical activities;
g. demonstrate physical skills, leadership and managerial capabilities in all activities and programs
for both normal and differently abled individuals;
h. exhibit and promote active and healthy lifestyle, value of fitness and experience and lifelong
activity;
i. conduct research and prepare technical reports on sports and physical education
studies and related fields;
j. develop proficiency in verbal and written communication skills via reports, presentations,
and work outputs in various physical, sports activities and as research produce.
k. develop new medium and pedagogy of learning and teaching physical education,
health and safety education.
I. present feasible and workable plan for organization, supervision and management of
physical education, and sports competitions leagues and other related activities;
m. demonstrate pedagogical skills in dealing and teaching with all types of students, clientele
and people with disabilities;
n. organize and supervise programs and activities for physical education fitness, sports,
tourism and cultural programs;
o. understand legal and professional administrative, supervisory and manageriai functions and
programs; and
p. develop an assessment and evaluation tools in the planning and preparation of
physical education activities, sports and wellness programs.
q. engage in social cultural and educational transcending activities through participation and
pertormance.
Page 64
of64

Aba 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Aba 1

Uploaded by

Copyright:

Available Formats

CHED MEMORANDUM ORDER

SUBJECT POLICIES, STANDARDS AND GUIDELINES FOR

Physical Education (PE) is both a discipline and a teaching profession.

PE achieves this through a coherent and cohesive program of (1)

By its very nature, PE is inclusive, offering a broad spectrum

PE, in recognizing this fundamental humanity of all, serves therefore

All private higher education institutions (PHEls) intending to offer

Using a learner-centered/outcomes-based approach the Technical

The HEls can use the CHED Implementation Handbook for

5.2 Nature of the Field of Study

As a teaching profession, PE is a seamless activity of designing

As a curricular subject, PE is aimed at physical literacy, which

5.3 Program Goals

The BPEd is a four-year program aimed at equipping graduates

5.4 Specific Professions/Careers/Occupations for graduates

5.5 Allied Fields

Physical Education is allied with the exercise and sports sciences,

Section 6 Program Outcomes

The minimum standards for the Bachelor of Physical Education

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

6.2 Common to the discipline (Teacher Education)

a. Articulate the rootedness of education in philosophical, socio•

6.3 Specific to a sub-discipline and a major (Physical Education)

b. P02-Movement and Competency and Proficiency:

c. P03-Curriculum and Program Planning, Implementation,

d, P04-Professional Accountability and Responsibility:

a. Graduates of professional institutions demonstrate service

Moreover, graduates of State Universities and Colleges (SUCs) must

All private higher education institutions (PHEI), may adopt mission•

Section 7 Performance Indicators

P01 -Disciplinal Knowledge: Apply 1. Discuss foundation of PE and Health,

Section 8 Curriculum Description

Higher Education Institutions (HEls) offering the Bachelor of Physical

9.1 Curriculum Components

The Teacher and the Community, School

Instructional Materials Development)

Applied Motor Control and Learning of 1 3

1. Offer the courses based on the availability of faculty and

9.2 Program of Study (Distribution of Courses)

Understanding the Self/ ' Mathematics in the Modern

Physi ol o_gy_ of Exerci seand Ph~ i cal Activit..L.__

Science, Technology and

The Teaching Profession I , ,

Swimming _ and Aquatics ··-· ·· -······-····-··-····------······--·--------------1--

Team Sports (Soccer/Football,

Application 2 (Teaching PE and Health Educat ion including

Section 10 Sample Curriculum Map (for Specialization courses)

;:'if_il i. ]\t[;~~,~~~AAA~~ ? % Ybi:~.t Pl:12 ··~ ''·~1&a•

Materials Development}_ -+--+-----1----f---f----1

Section 11 Sample Means of Curriculum Delivery

Section 12 Sample Syllabi for Selected Core Courses

The Dean/Department Head of the college offering the degree shall be

1 . As a general rule, master's degree in physical education or in

B. Qualifications of the Professional Education Faculty

Faculty teaching Professional Education courses should have the

1. Holder of valid certificate of registration and Board Licensure

C. Full-time faculty members of the college

The institution shall maintain 25% of the faculty members teaching

The College of Education must have a system to support faculty

1. complete doctoral degrees in education and other allied

1 . an admission examination developed and validated by the TEI

;:'if_il i. ]\t[;,~AAA~~ ? % Ybi:~.t Pl:12 ··~ ''·~1&a•

- ~d~q;~i~~tl1~ : t] •d~iyi~{J]~ri~ Pf: tt#J~~p~it§P~i~~ij #9itAAJ•t~lMf 1

T~.µ~c'.~~~am~••··susm:~~#~*1µ~t.~~· · < · · ·• r•·.;. i•••··:·•. :.: <••••·•.::·• •/Yi:./•··•:.•:•·•::••::.::•••Nr:n·~DW

S:g~~;,m~·• •· -· • ~•~~n~•.•gpmm~·nify,• i~H~¢~¥il'<.l~ffi~,,~···•ij~·~tt~i·•· •i:•-;•;.:2_;;:rn-;::rEBill

._· g""g9_/~·~n-triti§h~l•·r~~m·· ~{)<>rt~·· · · · · · ·•. .•..>;.c;-"-:'' -'--'-'-'-'-'-"--'-'--'-=='-"="-"=~~=

~~~1l~a~~i~egc~~~~~~~~i~!~ ~~~rt ;t!~:al~~~~~~~~~~~~~~~\~:r~f~ginstructional