Sf p. Republic of the Philippines g IS OFFICE OF THE PRESIDENT a ys COMMISSION ON HIGHER EDUCATION a - CHED MEMORANDUM ORDER No. 75. Series of 2017 SUBJECT : POLICIES, STANDARDS AND GUIDELINES FOR BACHELOR OF SECONDARY EDUCATION (BSEd) In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the ‘Higher Education Act of 1994,” and in pursuance of an outcomes- based quality assurance system as advocated under CMO No. 46 s. 2012, and by virtue of Commission en banc (CEB) Resolution No. 724-2017 dated October 3, 2017, the following policies, standards and guidelines (PSGs) are hereby adopted and promulgated by the Commission. ARTICLE| 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 21% Century ilippine Teacher Education framework. Furthermore, this PSG is anchored on the salient features of K to 12 Enhanced Curriculum (RA 10833), the Philippine Qualifications Framework (EO 83, s. 2012), the National Competency-Based Teacher Standards (NCBTS) now the Philippine Professional Standards for Teachers {D.0. 42, s. 2017) and other relevant documents. It specifies the ‘core competencies’ expected of Bachelor of Secondary Education {BSEd) graduates “regardless of the type of HEI they graduate from.” However, in “recognition of the spirit of outcomes-based education and of the typology of HEls.” this PSG also provides “ample space for HEIs, to innovate in the curriculum in line with the assessment of how best to achieve learning outcomes in their particular contexts and their respective missions.” ARTICLE It AUTHORITY TO OPERATE. Section 2 Government Recognition All private higher education institutions (PHEls) intending to offer BSEd program must first secure proper authority from the Commission in accordance with this PSG, All PHEls with an existing BSEd program are required to shift to an outcomes-based approach based on this PSG. State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs) should likewise strictly adhere to the provisions in these policies and standards. " Higher Education Development Center Bulling, CP Garcia Ave., UP Campus, Diliman, Quazon City Philippines Web Site: www.ched.gov.ph Tel. Nos. 441-1177, 385-4391, 441-1169, 441-1149, 441-1170, 441-1218, 362-5296, 441-1220 ‘4441-1228, 988-0002, 441-0750, 441-1254, 441-1235, 441-1255, 411-8910, 441-1171, 352-1871ARTICLE tit 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 Section 4 Section 5 The Articles that follow give minimum standards and other requirements and prescriptions. The minimum standards are expressed as a minimum set of desired program outcomes which are given in Article IV Section 6, CHED designed a curriculum to attain Such outcomes. This curriculum is shown in Article V Section 9 as 2 sample curriculum. The number of units of this curriculum is hereby prescribed as the “minimum unit requirement’ under Section 13 of RA 7722. In designing the curriculum, CHED employed a curriculum map which is shown in Article V Section 10 as a sample curriculum map. Using a _learner-centered/outcomes-based approach, CHED also determined appropriate curriculum delivery methods shown in Article \V Section 11. The sample course syllabi given in Article V Section 12 show some of these methods Based on the curriculum and the means of its delivery, CHED determined the physical resource requirements for the library, laboratories and other facilities and the human resource requirements in terms of administration and faculty. See Article VI The HEIs are allowed to design curricula suited to their own contexts and missions provided that they can demonstrate that the same leads to the attainment of the required minimum set of outcomes, albeit by a different route. In the same vein, they have latitude in terms of curriculum delivery and in terms of specification and deployment of human and physical resources as long as they can show that the attainment of the program outcomes and satisfaction of program educational objectives can be assured by the altemative means they propose. 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 Vil ARTICLE IV PROGRAM SPECIFICATION Program Description 5.1 Degree Name ‘The degree program described herein shall be called Bachelor of ‘Secondary Education (BSEd) Major in: © English © Filipino © Mathematics Page 2 of 216© Sciences © Social Studies © Values Education 5.2 Nature of the Field of Study The BSEd is an undergraduate teacher education program designed to equip learners with adequate and relevant ‘competencies to teach in their chosen area of specialization/major in the secondary level 5.3 Degree/Program Goals ‘The BSEd degree program aims to develop highly motivated and competent teachers specializing in the content and pedagogy for secondary education. 5.4 Specific Professions/Careers/Occupations for graduates After successful completion of all academic requirements for the degree/program, graduates of BSEd should be able to practice the teaching profession in the Secondary Level 5.5 Allied Fields The BSEd degree program draws from various allied disciplines like social sciences, science, math, technology, languages, and humanities to ensure that the graduates have a muiti-disciplinary preparation in content and pedagogy. Section Program Outcomes The minimum standards for the BSEd degree program are expressed in the following set of learning outcomes: 6.4 Common to all programs in all types of schools ‘The graduates have the ability to: a. atticulate and discuss the latest developments in the specific field of practice. (PQF level 6 descriptor) b. effectively communicate in English and Filipino, both orally and in writing ©. work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi cultural teams. (POF level 6 descriptor) d. act in recognition of professional, social, and ethical responsibility @. 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 Page 3 of 216b. Demonstrate mastery of subject matteridiscipline c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners e. Apply skills in the development and utlization of ICT to promote quality, relevant, and sustainable educational practices" f Demonstrate @ variety of thinking skilis in pianning, ‘monitoring, assessing, and reporting learning processes and outcomes, 9. Practice professional and ethical teaching standards sensitive to the local, national, and global realities fh. Pursue lifelong learning for personal and professional growth through varied experiential and field-based ‘opportunities 6.3 Specific to a sub-discipline and major 6.3.1 Bachelor of Secondary Education major in English a. Possess broad knowledge of language and literature for effective learning b. Use English as a glocal language in a multilingual context {a8 it applies to the teaching of language and literature c. Acquire extensive reading background in language, literature, and allied fields Demonstrate proficiency in oral and written communication e, Shows competence in employing innovative language and literature teaching approaches, methodologies, and strategies f Use technology in facilitating language learning and teaching g. Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching language and literature h. Display skills and abilities to be a reflective and research- oriented language and literature teacher 2 6.3.2 Bachelor of Secondary Education Major in Filipino ‘a. Nagpapamalas ng mataas na antas ng kaalaman sa pagtuturo ng wika at panitikang Filipino b. Nagpapakita ng malawak at maialim na pag-unawa at kaalaman sa ugnayan ng wika, kultura, at lipunan ©. Nakagagamit ng iba't ibang kasanayan at kaalaman sa proseso ng pagtuturo-pagkatuto, d. Nagtataglay ng kaalaman hinggil sa usapin ng kultural at linggwistikong dibersidad ng bansa. e. Nakapagdidisenyo ng malikhain, inobatibo, at integratibong mga alternatibong dulog sa pagtuturo at pagkatuto f. Nakagagawa ng pananaliksik ukol sa ikauunlad ng wikang Filipino bilang wikang panturo ' Program Outcome “e" common to the Teacher Education discipline under Section 6.2.18 anchored (on the CHED-UNESCO ICT Competency Standards for Teacher Eiducation in Amex C % 7 Page 4 of 2166.3.3 Bachelor of Secondary Education Major in Mathematics ‘a. Exhibit competence in mathematical concepts and procedures b. Exhibit proficiency in relating mathematics to other curricular areas c. Manifest meaningful and comprehensive pedagogical content knowiedge (PCK) of mathematics d. Demonstrate competence in designing, constructing and utilizing different forms of assessment in mathematics fe. Demonstrate proficiency in problem-solving by solving and creating routine and non-routine problems with different levels of complexity f. Use effectively appropriate approaches, methods, and techniques in teaching mathematics including technological tools g. Appreciate mathematics as an opportunity for creative work, moments of enlightenment, discovery and gaining insights of the world 6.3.4 Bachelor of Secondary Education Major in Sciences a. Demonstrate deep understanding of scientific concepts and principles b. Apply scientific inquiry in teaching and learning ©. Utilize effective science teaching and assessment methods 6.3.5 Bachelor of Secondary Education Major in Social Studies a. Utilize appropriate various sociocultural and historical materials in explaining current issues b. Organize communities towards self-reliance and self- sufficiency c. Demonstrate leadership skills that will help in teaching or training students who will empower their communities d. Integrate local and global perspectives in teaching the principle of the common good fe. Employ principles of sustainable development in teaching and leaming ‘Show scholarship in research and further leariing g. Display the qualities of an innovative teacher who has mastery of the subject matter 6.3.6 Bachelor of Secondary Education Major in Values, Education a. Demonstrate understanding of the Values Education Framework of the K to 12 b. Demonstrate knowledge and understanding of various Philosophical and theoretical underpinnings of teaching values education ©. Demonstrate understanding how psychological, moral, spiritual, and socio-cultural shape human values Page 5 of 216d. Exhibit critical mindedness in analyzing local, regional, national, and global trends and issues relevant to values education e. Show passion and commitment in becoming advocates of universal values of openness, peace, tolerance, social justice and respect for human rights Become an exemplar of Filipino values g. Show understanding of the theories, principles and application and application of strategies for effective intra and interpersonal skills h, Demonstrate commitment to students’ development for personal renewal and social transformation i. Demonstrate competence in employing various, Pedagogical approaches, methods and techniques for teaching values j, Demonstrate competence in the conduct of research and utilization of results to improve values education k. Demonstrate in-depth knowledge in developing and using traditional and non-traditional. strategies for assessing Jearner’s performance in values education |. Demonstrate competence in integrating context appropriate technology to optimize teaching and learning m. Manifest commitment to community service as a means to promote social values 1. Show reflective skills in applying strong moral and ethical principles in their decisions and actions as values ‘education teacher 6.4 Common to graduates of a horizontal type of institution as fined in CMO 46, 2012 ‘a. Graduates of professional institutions demonstrate service orientation in their respective professions b. Graduates of colleges are qualified for various types of employment and participate in development activities and public discourses, particularly in response to the needs of the communities they serve c. Graduates of universities contribute to the generation of new knowledge by participating in various research and development projects Moreover, graduates of State Universities and Colleges (SUCs) must have the competencies to support "national, regional and local development plans’ (RA7722). All private higher education institutions (PHE!), may adopt mission- related program outcomes that are not included in the minimum set of learning outcomes, Hs, S 4 an Page 6 of 216Section 7 Performance Indicators __A._ BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH language and Iterature for effective teaming Program Outcomes Performance Indicators _ ‘a. Possess broad ‘+ Integrate the relationship of language, literature, knowledge of culture, and society in the teaching-leamning process ‘+ Conduct an independent investigation of a selected structure of English in the context of the language classroom + Critique selected literary pieces using appropriate literary theories by Use English as a glocal language in a multilingual context as it applies to the teaching of language and literature + Incorporate features of English as a glocal language in the design of the curriculum, learning activities, and materials + Draft a proposal for and implements a community- based English language- or literature-based learning program, [e Acquire extensive reading background in language, literature, and allied fields ‘+ Prepare an annotated reading list appropriate for a particular grade level to enhance students’ reading skills ‘+ Show the abilty to enrich the curriculum to include an extensive reading lst for learning language, literature, and allied fields ‘& Demonsirate proficiency in oral and written ‘communication . Show competence in ‘employing innovative language and literature teaching approaches, methodologies, and strategies * Utilize a variety of oral communication forms in order to become an effective model to learners |» Prepare original compositions in expository and creative writing + Employ a variety of innovative teaching approaches, methodologies, and strategies * Design learning plans following expectations of the cutticula for Grades 7-10 | * Perform one independent and one supervised teaching demonstration * Construct appropriate assessment tools for the language and literature classroom Use technology in facilitating language learning and teaching Design computer-assisted language and literature learning tasks + Prepare one independent and one supervised technology-based lesson @. Inspire students and colleagues to lead relevant and transformative changes to improve | teaming and teaching language and literature h. Display skills and abilities to be a reflective and research-oriented language and literature teacher * Conduct a community language profiling survey to make lessons more localized ‘Draft @ proposal for and implements a community- based English language- or literature-based learning program ‘+ Conduct a comprehensive language profiling to identify students’ needs | + Conduct an analysis of assessment results to improve | teaching and learning in the language classroom * Conduct research concerning the teaching and learning of language and literature Page 7 of 216B, BACHELOR OF SECONDARY EDUCATION MAJOR IN FILIPINO Program Outcomes Nagpapamalas ng mataas na antas ng kaalaman sa pagiuturo ng wika at panitikang Filipino Performance Indicators Naipalilwanag ang mga batayan at kaalaman sa pagtuturo ng Fitipino. Nailalapat ang kaalaman sa Filipino na nakasalig sa ibat ibang teorya, pananaw, at prinsipyo sa pagkatuto at pagtuturo. Nagpapakita ng malawak at malalim na pag-unawa at kaalaman sa ugnayan rng wika, Kultura, at lipunan. Naipaliliwanag ang papel ng wika bilang isang panlipunang penomenon. Nasusuri ang ugnayan ng wika, panitikan, kultura at lipunan. Nagagamit ang pagpapahalagang pampanitikan sa pagtuturo ng ugnayan ng kultura at lipunan. Nasusuri ang gamit ng wika sa iba't ibang institusyong panlipunan Nakagagawa ng kritikal na pag-aaral hingail sa mga napapanahong isyu sa wika, Kultura at lipunan at ang implikasyon nito sa pagtuturo at pagkatuto ng Filipino Nakagagamit ng iba’t ibang kasanayan at kaalaman sa proseso 1g pagtuturo- pagkatuto. Nagtataglay ng kaalaman hinggil sa usapin ng kultural at linggwistikong dibersidad ng bansa Nakapagdidisenyo ng makabuluhang kurikulum batay para sa pagtuturo at pagkatuto ng Filipino Nakabubuo ng plano ng pagkatuto ayon sa kahingian rng kurikulum, Nakalilikha ng mga kagamitang pampagtuturo na na nakaugat sa lokal na kultura Nakagagamit ng mga makabagong pagdulog pagtasa at pagtaya sa pagtuturo at pagkatuto ng Filipino Nakagagamit ng ibat ibang lapit 0 dulog sa pagtuturo ng Filipino para siglo Natutukoy at nasusuri ang mga barayti at baryasyon ‘ng wikang Filipino Napaghahambing ang mga pagkakatulad at pagkakaiba ng mga wika at kultura. Nakapagpapahayag ng mga saloobin sa kahalagahan ng pagkakatulad at pagkakaiba ng mga ‘ehiyonal na panitikan, Nakapagdidisenyo ng malikhain, inobatibo, at integratibong mga alternatibong dulog sa pagtuturo at pagkatuto, Nakagagawa ng pananaliksik ukol sa ikauuntad ng wikang Filipino bitang wikang panturo. Nakagagamit ang ibat ibang dulog pagiuturo at pagkatuto ng wika at panitikang Filipino Natatataya ang bisa ng dulog sa epektibong pagtuturo-pagkatuto ng wika at panitikang Filipino Nakagagawa ng pananaliksik ukol sa wika at panitikang Filipino Nagtataglay ng kaalaman sa teknikal na aspeto ng pananaliksik sa pagtuturo at pagkatuto ng wika at | panitikang Filipino. Nakabubuo ng mga pag-aaral ukol sa pagtuturo at pagkatuto ng wikang Filipino Page 8 of 216C. BACHELOR OF SECONDARY EDUCATION MAJOR IN MATHEMATICS. Program Outcomes Performance Indicators ‘a. Exhibit competence in mathematical concepts and procedures. b. Exhibit proficiency in relating mathematics to other curricular areas, c. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of, mathematics d. Demonstrate — competence in designing, constructing, and utilizing different forms of assessment in mathematics, @. Demonstrate proficiency in problem-solving by solving and creating routine and non- routine problems with different levels of ‘complexity Explain and illustrate clearly, accurately, and ‘comprehensively the basic mathematical concepts, using relevant examples as needed Demonstrate in detail basic mathematical procedures ‘Show the connections between mathematical Concepts that are related to one another Provide examples to ilustrate the application of _mathematical concepts and procedures Create a curriculum guide that shows how ‘mathematics can be integrated with other curricular areas Identify teaching activities which support the implementation of the curriculum guide Develop and utilize instructional materials that support the integration of mathematics with other curricular areas Utilize appropriate technologies to achieve the Jeaming outcomes. Demonstrate skills in various methods of learning in mathematics such as, conducting investigations, ‘modeling, and doing research Create and utilize learning experiences in the classroom which develop the learners’ skills in iscovery learning, problem solving, and critical thinking Design and utilize varied assessment tools in ‘mathematics, including alternative forms of assessment Analyze assessment results and use these to improve learning and teaching, Provide timely feedback of assessment results to students, heuristics Demonstrate skills in various problem solving Select suitable examples to explain the various probiem solving heuristics Manifest creativity and critical thinking when selecting ‘examples and probiems to be used in the classroom and in the assessment of students’ learning Use varied resources for selecting and creating problems to develop the students’ problem solving skills t Use effectively appropriate approaches, methods, and techniques in teaching mathematics Demonstrate knowledge and skills in varied approaches end methods of teaching mathematics Manifest discretion wen selecting approaches or methods that would be effective in teaching particular lessons Utilizes a variety of student-centered approaches and methods in the classroom Page 9 of 216Program Outcomes including . technological tools. 9. Appreciate . mathematics as an opportunity for | creative work, moments of . discovery, and | gaining insights of the world. D. BACHELOR OF SECONDARY EDUCATION MAJOR IN SCIENCE Outcomes strate deep | « understanding of scientific concepts and principles. Performance indicators Demonstrate skills. in the use of common mathematical software for teaching and_leaming mathematical concepts, e.g. Graphmatica, Geogebra and Geometer’s Sketchpad Develop and use materials that guide the students in using a mathematical software for discovering and learning mathematical Model in class such mathematical attitudes as delight | after having found the solution to a problem or a sense of wonder at how certain mathematical concepts evolved Develop lessons that can help students appreciate the use of mathematics in daily life Performance Indicators Display basic and comprehensive understanding of knowledge, principles of the subject matter in the | sciences, b. Apply scientific | « inquiry in teaching and learning . ‘Apply the scientific principles in solving current problems. Uses scientific inquiry in understanding and explaining natural phenomena. ce. Utilize effective [+ science teaching and assessment methods | « Le @ Manifest meaningful | « and comprehensive | pedagogical content | » knowledge (PCK) of the sciences. Design and utilizes appropriate instructional materiais in science. Employ effective teaching techniques for diverse types of learners in varied learning conditions Design and utilizes a variety of appropriate assessment techniques to monitor and evaluate learning | Provide regular feedback to students Utilize appropriate pedagogy and use of technoioay for the different science content areas. Demonstrate skills in various methods of teachi learning in the sciences to include conducting science investigations, making models and prototype, | and doing science research. Create and utilize learning experiences in the classrooms to develop leamer’s skills in discovery learning, problem learning and critical thinking, Page 10 of 218E. BACHELOR OF SECONDARY EDUCATION MAJOR IN SOCIAL STUDIES Program Outcomes Performance indicators ‘a. Utilize appropriate Relate current events with available historical data to | various sociocuttural help students develop critical perspectives towards and historical social issues materials in Draw the connections between and among people, explaining current ‘events, and piaces to analyze local and global social issues issues b. Organize |* Design community-based activities to help learners communities towards | achieve an integrated view of social development self-reliance and self- | « Organize student clubs/activities for community sufficiency outreach projects. Conduct public assemblies to increase social awareness 7 c. Demonstrate ‘Train students to be involved in community related leadership skills that activities will help in teaching Establish linkages with government and non- or training students government organizations to promote public welfare. ‘who will empower their communities ee | d._ integrate local and ‘Access information from local and foreign media global perspectives in | about social issues fo enhance teaching teaching the principle | « Distinguish truthful from false presentation of of the common good information from social media . Employ principles of initiate advocacy campaigns towards the attainment sustainable of sustainable development goals development in Organize initiatives for stewardship of natural teaching and learning | resources Participate in activities that promote environmental consciousness | | Integrate the environmental principles in learning and | 7 teaching : | Show scholarship in Participate in research to improve the teaching and research and further learning of social studies learning Join seminars, trainings, workshops, and related | activities to improve the teaching and learning of | social studies |. Display the qualities Design innovative strategies that heighten students’ of an innovative teacher who has mastery of the subject matter engagement in the social studies classroom. Produce assessment materials to measure student's performance. Page 11 of 216F. BACHELOR OF SECONDARY EDUCATION MAJOR IN VALUES EDUCATION Program Outcomes Performance indicators ‘a. Demonstrate understanding of the Values Education Framework of K to 12 Design lessons and instructional materials for values development Integrate various strategies in the systematic and purposive integration of values b. Demonstrate knowledge and understanding of various philosophical and theoretical underpinnings of teaching values education Form his/her philosophy as a values education teacher Explain the underlying philosophies and theories of teaching values 6. Demonstrate understanding how psychological, moral, spiritual, and socio-cultural shape human values. Discuss in-depth the interplay of different factors in various lessons | @. Exhibit critical mindedness in analyzing local, regional | national, and global trends | and issues relevant to values Engage leamers in an in-depth discussion of ‘current societal trends and issues values of openness, peace, tolerance social justice and yr human rights, education @ Show passion and |» Design relevant curricular and co-curricular commitment in becoming} programs promoting universal values advocates of universal f Become an exemplar of Filipino values 5 hisiher day-to-day actions and behavior as a Filipino and values education teacher 9. Show understanding of the theories, principles. and application of strategies for effective intra. and interpersonal relations _ Th. Demonstrate commitment to | student's development for personal renewal and social transformation a employing various pedagogical approaches, methods and techniques for teaching values ‘Demonstrate competence in ‘© Prepare instructional plans utiizing various. Faciliate development of intra- and interpersonal skills in various experiential activities in the ciassroom Engage leamers in various values clarification activities and transpersonal activities Utilizes different approaches for social transformation approaches, methods and techniques Conducts teaching demonstrations to show effective use of different approaches, methods and techniques Demonstrate competence in jh | Re cont of escarc an utilization of results to improve values education Kk. Demonstrate in depth using traditional and non- traditional strategies | knowledge in developing and for | pth + Develop appropriate and effective Conduct relevant research that contributes to current studies in Values Education assessment strategies, instruments and tools to measure values learning Construct and use traditional and non- : Page 12 of 216 PN § 3Program Outcomes Performance Indicators ‘assessing leamer's | traditional strategies for assessing affective performance in values | _ learning outcomes education I” Demonstrate competence in |+ Use context appropriate technology in integrating context | teaching-learning values education vis-a- vis appropriate technology to| 21% Century Learning | optimize teaching and j learning m. Manifest commitment to |» Plan and manages community development community service as a| programs for values enhancement of the means to promote social| people in the community values + Initiate and implements community service | programs to promote values development for social transformation n. Show reflective skis in |» Engage in decision making activities applying strong moral and} concerning moral and ethical issues ethical principles in their decisions and actions as a values education teacher ARTICLE V CURRICULUM Section 8 Curriculum Description ‘The BSEd program is composed of New General Education Courses, Professional Education Courses, Specialization/Major Courses, Elective/Cognate Courses, Special Topics, and Mandated Courses (PE and NSTP). Section 9 Sample Curriculum Higher Education Institutions offering the BSEd program may exercise flexibility in their curricular offering. However, the following courses are prescribed as minimum requirements to be implemented. 9.1. Curriculum Components. A. BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH Courses | Units | Total A. General Education Courses (CMO No. 20, series of 2013) =e B. Professional Education Courses 42 units Foundation /Theories and Concepts | ‘The Child and Adolescent Learners and Leaming Principles : _ [the Teaching Profession 3 ‘The Teacher and the Community, School 3 Culture and Organizational Leadership rE ey Page 13 of 216I Courses Units | Total Foundation of Special and Inclusive Education I Pedagogical Content Knowledge (PCK) | Facilitating Learner-Centered Teaching [Assessment in Learning 1 | ‘Assessment in Learning 2 a ‘Technology for Teaching and Learning 1* ‘The Teacher and the School Curriculum | Building and Enhancing New’ Literacies Across Experiential Learning | Field Study 4 |__| Field Study 2 Teaching Internship a C; Major Courses Linguistics | introduction to Linguistics 3 [ Language, Culture, and Society C3 ‘Structure of English zi 3 | Principles and Theories of Language Acquisition and Learning 3 Language Programs and Policies in Multilingual 3 ing Materials Development 3 sessment of Literature Studies | 3 ELT [Teaching and Assessment of the Macroskills 3 eT Teaching and Assessment of Grammar 3 ELT | Speech and Theater Arts [3 ELT | Language Education Research 3 Literature | Children and Adol 3 | Mythology ar 3 Literature | Survey of Philippine Literature in English 3 Literature _| Survey of Afro-Asian Literature [3 Literature — | Survey of English and American Literature [3 Contemporary, Popular, and Emergent | Literature | Literature’ [3 | Literature | Literary Criticism 3 ELT Technical Writing [3 | Allied [Campus Journalism a (EES: Technology for Teaching and Learning 2* Allied (Technology in Language Education) ‘D. Gognates/Electives q I Translation i { | Stylistics and Discourse Analysis. English for Specific Purposes Remedial instruction Creative Wiiting E. Mandated Courses f PHYSED | Physical Education NSTP NSTP Page 14 of 216Courses Units ‘SUNIMARY General Education Courses Professional Education Courses ‘Major Courses | Elective Courses B, BACHELOR OF SECONDARY EDUCATION MAJOR IN FILIPINO | TOTAL Courses Units ‘A. General Education Courses (GMO NO. 20, series of 2013) 'B. Professional Education Courses Foundation /Theories and Concepts The Child and Adolescent Learners and || beaming Principles Bet 3 7 [ he Teaching Profession 3 [ | The Teacher and the Community, School 3 Culture and Organizational Leadershi 3 I ‘Foundation of Special and inclusive Education 3 Pedagogical Content Knowledge Faclitating Leamer-Centered Teaching. Assessment in Learning 1 ‘Assessment in Learning 2 The Teacher and the Schoo! Curriculum 3 3 3 ‘Technology for Teaching and Learning 1 [3 3 3 Building and Enhancing New Literacies Across the Curriculum | Experiential Learning | Field Study 1 zl Field Study 2 Teaching Internship 6 Clusters | C. Major Courses ‘SO units | Language __| Introduksyon sa Pag-aaral ng Wika 3 | Linguistics _| Panimutang Linggwistika 3 ] ‘Ang. Filipino sa Kurikulum ng Batayang FLT | Edukasyon 3 Language | Estruktura ng Wikang Filipino 3 | (Pagtuturo at Pagtataya ng Makrong | | Pedagogy _Kasanayang Pangwika Language _| Ugnayan ng Wika, Kultura at Lipunan Paghahanda at Ebalwasyon ng Kagamitang Pedagogy _| Panturo 3 Language __| Introduksyon sa Pagsasalin [3 Research _| Introduksyon sa Panenaliksik-Wika at Panitikan [3 [Writing | Introduksyon sa Pamamahayag 3 | Sox ks Page 1 of 216Courses Units | Total Language _| Barayti at Baryasyon ng Wika 3 ) Language _| Mga Natatanging Diskurso sa Wika at Panitikan | 3 Literature | Panitikan ng Rehiyon 3 Allied Kulturang Popular 3 Writing | Sanaysay at Talumpati a 3_ | Literature | Panunuring Pampanitikan 3 Literature | Maikling Kuwento at Nobelang Filipino 3 Literature | Panulaang Filipino 3 | Literature | Dulaang Filipino 3 [ T712 “Technology for Teaching and Learning 2° 3 { [Dy Elective Courses (6 units) Filipino para sa Natatanging Gamit 3 —_| Filipino bilang Ikalawang Wika 3 Malikhaing Pagsulat + 3 Pagsasalin sa Iba't-ibang Disipiina 3 Physical Education 8 NSTP 6 I ‘SUMMARY. 1 General Education Courses 36 units rofessional Education Courses 42 units (Major Courses 60 units .ctive Courses Se 6units | [ Mandated Courses (PE and NSTP) [14 units I TOTAL 158 units C. BACHELOR OF SECONDARY EDUCATION MAJOR IN MATHEMATICS, | Courses Units | Total ‘A. General Education Courses (CMO No. 20, z series of 2013) Ba dielas 'E. Professional Education Courses ‘az units Foundation/Theories and Concepts The Child and Adolescent Leamers and Leaming Principles The Teaching Profession The Teacher and Community, School Culture and | Organizational Leadership | Foundation of Special and Inclusive Education i Methods and Strategies | Facilitating Learner-Centered Teaching 3 ‘Assessment in Learning 1 3 ‘Assessment in Learning 2 3 Cc ‘Technology for Teaching and Learning 1* 3 Page 16 of 216Courses Units | Total ‘The Teacher and the 3 Building and Enhancing New Literacies Across 7 ___| the Curriculum, EEE EES He eet | Experiential Learning | Field Study 1 3 Field Study 2 3 ‘Teaching Internship é [C. Major Courses Si units, M100 History of Math 3 Mto1 College & Advanced Algebra Peer eres M102___| Trigonometry 3 [M103 Plane & Solid Geometry 3 M104 | Logic & Set Theory fees Mi05___| Elementary Statistics & Probability 3 M106 Calculus 1 with Analytic Geometry 4 Mi07 | Calculus 2 4 Mi08 | Caleulus 3 7 Sree eset -eseeeeee ee Mt09 Modern Geometry 3 M110 Mathematics of Invesiment SHui tH Matt Number Theory ae 3 | mt Linear Aigebra Soe Mi13___| Advanced Statistics 3 M115 sm Solving , Mathematical Investigation & 3 Modeling eee eeEeeCeee a Mité Principles & Strategies in Teaching Mathematics | 3 Mitta ‘Abstract Algebra 3 M118 ‘Research in Mathematics 4 [Mti7 Technology for Teaching and Learning 2*| 3 | Instrumentation & Technology in Mathematics) | [wig ‘Assessment & Evaluation in Mathematics 3 D. Mandated Courses | Physical Education 4] BT NSTP 182 6 ‘SUMMARY. General Education Courses Professional Education Courses Major Courses Physical Education NSTP He | TOTAL x es Ss. " Page 17 of 246D. BACHELOR OF SECONDARY EDUCATION MAJOR IN SCIENCE ‘Courses Units | Total | ‘A. General Education Courses (CMO No. 20, series of 2013) B._ Professional Education Courses fe Foundation /Theories and Concepts The Child and Adolescent Learners and Learning Principles ‘The Teaching Profession The Teacher and the Community , School Culture and Organizational Leadership Foundation of Special and Inclusive Education Methods and Strategies Facilitating Leamer-Centered Teaching Assessment in Learning 1 ‘Assessment in Leaming 2 ‘Technology for Teaching and Learning 1* ‘The Teacher and the Schoo! Curriculum Building and Enhancing New Literacies Across the Curriculum Experiential Learning Field Study 1 Field Study 2 Teaching Internship ['. Major Courses Genetics (lecture & laboratory) Cell and Molecular Biology (lecture & laboratory) Microbiology and Parasitology (lecture & laborato Anatomy ae Physiology Tere & laboratory) zs 4 Inorganic Chemistry (lecture & 2 units laboratory) Organic Chemistry (lecture & 2 units laboratory) Biochemistry 7 Analytical Chemistry (lecture & 2 units laboratory) [ Thermodynamics (lecture & laboratory) t ‘Modern Physics Electricity and Magnetism (lecture & laboratory) He E 7 ale aae aaa a ale Waves and Optics (lecture & laboratory) Fluid Mechanics Earth Science Environmental Science [Astronomy ‘The Teaching of Science/ Teaching the Specialized Field “Technology for Teaching and Learning 2° Research in Teaching Meteorology 0209 |00 [02 02 eo eo foo [D. Mandated Courses Physical Education 1-4 8 NSTP 182 6 Page 18 of 216General Education Courses Professional Education Courses Major Courses TOTAL i Courses Units | Total | ‘A. General Education Courses (GMO No. 20, | | series of 2013) SS suns |B. Professional Education Courses 42 units Foundation /Theories and Concepts | The Child and Adolescent Leamers and Learning | Principles ‘The Teaching Profession ‘The Teacher and the Community, Schoo! Culture ____| and Organizational Leadership Foundation of Special and inclusive Education [ Methods and Strategies Faclitating Learner-Centered Teaching | Assessment of Learning 1 Assessment of Leaming 2 ‘Technology for Teaching and Learning 1* ‘The Teacher and the School Curriculum Building and Enhancing New Literacies Across the Curriculum Experiential Learning Field Study 1 Field Study 2 Teaching Internship C. Major Courses. Foundation of Social Studies Research in Social Studies —_[Trends and issues in Social Studies || Places and Landscape in a Changing World 3.0 L EEE) Geography 1 z 3.0 ‘Geography 2 3.0 Geography 3 3.0 | Micro Economics 3.0 Macro Economics 3.0 _ World History 1 _ 3.0 World History 2 - 3.0 Asian Studies 3.0 Page 19 of 2167 1 } Courses Units | Total SSE ‘Socio-Cultural Anthropology 3.0 | ‘SSE ‘Comparative Economic Planning 3.0 SSE___| Comparati i soe ‘SSE | Law-Related Studies 3.0 Teaching Approaches in Secondary Social SSE Studies a 3.0 integrative Methods in Teaching Social Science SSE Discipline in Basic Educ 3.0 | Production of Social Studies Instructional SSE Materials | 3.0 ‘Assessment and Evaluation in the Social SSE Sciences can 3.0 TTL ‘Technology for Teaching and Learning 2* 3.0 D. CognatesiElectives (6 units) L ‘Social Networking for Social Integration 3.0 [ Human Resources Management ~3.0 | Property and Resources Management for vy | Educators. | i Basic of School Management and 30 | Physical Education 1-4 8 NSTI 6 ‘SUMMARY | General Education Courses T Professional Education Courses H Major Courses Electives Mandated Courses (PE and NSTP) TOTAL [ F BACHELOR OF SECONDARY EDUCATION MAJOR IN VALUES EDUCATION ‘Courses Units | Total AL “General Education Courses (CMO No. 20, ‘series of 2013) = B._ Professional Education Courses Foundation /Theories and Concepts TThe Child and Adolescent Leamers and Learning | Principles. oe 7 | ‘The Teaching Profession 3 | ‘The Teacher and the Community, School Cutture | 5 | and Organizational Leadership i Foundation of Special and Inclusive Education 3 ‘Methods and Strategies Facilitating Leamer-Centered Teaching 3 Page 20 of 216Courses Units | Total ‘Assessment in Learning Assessment in Learning 2 ‘Technology for Teaching and Learning 1” ‘The Teacher and the School Curriculum Building and Enhancing New Literacies Across the Curriculum Experiential Learning Field Study Field Study 2 Foundation of Values Education Philosophical and Ethical Foundations of Values Education —_ Philippine Culture and the Society _ Psychological Theories of Values Development | Dynamics of Intra and interpersonal Relations Psycho-Spiritual Development _ Contemporary Family Life Transformative Education Career Development and Work Values Information Technology and Human ___Development _ ww wlwlelelele) o lo) Facilitation: Theory and Practice | Teaching Approaches and Strategies in Values Education Values Integration in the various Discipline Values Education through Community Service VEDI7 9 15 Living [veoie |VED18 | Materials and Assessment Tools Moral Issues and Concems in Contemporary Introduction to Guidance and Counseling Research in Values Education 1 Development of Values Education Instructional Research in Values Education Il [veD20 Filipino Values System elo] @ wie] @ joo! ‘Technology for Teaching and Learning 2° VED21 D. Mandated Courses Physical Education 1- NSTP 182 General Education Courses Physical Education 1-4 NSTP 182 TOTAL 4155 units STi Page 21 of 216 ‘%9.2. Guidelines for Preparing a Program of Study 1. Offer the courses based on the availabilty 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 eg. Teaching English in the Elementary Grades 1 must come before Teaching English in the Elementary Grades 2. 9.3. Sample Program of Study (Distribution of Courses) Bachelor of Secondary Education Major in English [= 4°" Semester [units | 27 Semester [ Units Introduction to Linguistics 3 Principles and Theories of 3 Language Acquisition and pee Learning Tanguage, Culture, and Society | 3 Language Programs and | Policies in Multilingual Societies Structures of English 3 | Preparation of Language 3 Learning Materials, 3__|GES oo 3 [GES BE Seer eee _| 3 |The Child and Adolescent | 3 | Learner and Learning | Principles [PE 2 TPE [2 [NSTP aan 3__ | NSTP. 3 | Total | 26 Total | 26 4° Semester ‘Units, 1 ‘Teaching and Assessment of | 3 | Language Research Literature | | Teaching and Assessment of 3 | Children and Adolescent 3 the Macroskills #1 Literature ‘Teaching and Assessment of Mythology and Folklore 3 Grammar | [Speech and Theater Arts 3 | Survey of Philippine Literature [~~ 3 ae = in English GES 3 GEN 3 GES 3 GE12 3] ‘GE10 3 The Teacher and the 3 | Community, Schoo! Culture | and Organizational | eadership PE 2 [The Teaching ProfessionPE 2 | Total[ 26 | : Total | 23 THIRD YEAR j 4 Semester Units 74 Semester Units Survey of Afro-Asian Literature | 3 | Campus Journalism 3 Survey of English and American | 3 | Technology for Teaching and 3 Literature Learning 2 (Technology in eee Language Education) Contemporary and Popular 3 | Elective 2 T 3] Literature | Literary Criticism 3__| Cognate 3 Technical Writing 3_[ Assessment in Learning 2 3] Foundation of Special and 3” [Technology for Teaching and | 3 [Inclusive __ Education Learning 1 Facilitating Learner-Centered | 3 | The Teacher and the School | Teaching — Curriculum ‘Assessment in Learning 7 3 | Building and Enhancing New | 3 Literacies Across the Curriculum Total [24 | Total | 24 [Field Study 1 = Field Study 2 | Total | Total Bachelor of Secondary Education Major in Filipino s ze co|calea| Lit 103 Lit 104Filt07 Learner and Learning 7 3 Fito I - Fil 108 i 3 Lit 105 t Get 3 [GE ‘The Child and Adolescent 3” [The Teacher and the Community, School Culture Principles and Organizational i oe Leadership \ ‘The Teaching Profession PE 2 PE 4"! Semester 2" Semester ‘Units Fil 109 i 3 3 Fit 3 3 t ~Fia2 3 z : __ 112 __|3__, Assessn ring 2_ aH Foundation of Special and 3° | Technology for Teaching and | 3 Inclusive Education Learning 1 Facilitating Learner-Centered | 3 | The Teacher andthe School | 3 Teaching ae Curriculum ‘Assessment in Learning 1 3” / Building and Enhancing New | 3 | Literacies Across the - | Curriculum Elective 1 3 Total | 24 | a Total | 24 4% Semester (Field Study 1 Teaching Internship | Field Study 2 +H _Elective 2 7 ae fi Total Total | 6 Bachelor of Secondary Education Major in Mathematics FIRST YEAR 1% Semester Units 2° Semester Units. ‘History of Mathemali 73. [Trigonometry —_ 3 College and Advanced Algebra_| 3 Plane and Solid Geometry 3 Teaching in the Specialized 3 Logic and Set Theory 3 Field _ __ | 3 T6es EEE eee et 3 Gee 3 _ {3 Tce? 3 a GES 3 2 |PE 2 [3 NSTP ie 3 26 Total | 26 Page 24 of 216SECOND YEAR : 4 Semester 24 Semester Calculus | 3. [Calculus Modern Geometry 3 | Number Theory 3 Mathematics of Investment 3_| Linear Aigebra_— 3 [Gee 3” | Elementary Statistics & 3 Probat GEIO iz 3 Gen at [3 The Child and Adolescent 3 /GE12 3 Learner and Learning Principles si The Teaching Profession 3” |The Teacher and the 3 | | Community, Schoo! Culture eee | and Organizational Leadership |__| PE 2 | PE [a 23 es Total | 23 THIRD YEAR 4" Semester Units 2° Semester Units | Calculus i 3 | Abstract Algebra 3] Advanced Statistics 3._| Research in Mathematics 3 Problem Solving, Mathematical | 3 | Technology for Teaching and | 3 Investigations and Modelling Learning 2-Instrumentation and | Technology in Mathematics) Principle and Strategies of Assessment and Evaluation in. | 3 Teaching Mathematics __| Mathematics Foundation of Special and Technology for Teaching and | 3 Lnclusive Education Learning 1 _| Facilitating Learner-Ceniered | 3 | The Teacher and the School | 3 Teaching _| Curriculum HEH eee] Assessment in Learning 7 3 | Building and Enhancing New | 3 Literacies Across the j Curriculum iz Assessment in Learning 2 3 Total | 24 ~Total | 24 | FOURTH YEAR 4* Semester Units 2 Semester Units | Field Study 4 _ 3 Teaching internship 6 Field Study 2 | fee Total Total Page 25 of 216Bachelor of Secondary Education Major in Science World FIRST YEAR | 4% Semester ‘Units | 2 Semester | GE1-Understanding the Self 3 | GE4-Mathematics in the Modern | Learning Principles The Child and Adolescent and| 3 Learning 1 The Teacher and the Community, School Culture and Organizational Leadership GE2-Readings in Philippine) 3 | GES-Purposive Communication 3 History. Ht | | GE3-The Coniemporary World 3” [Technology for ‘Teaching and ‘The Teaching Profession 3 |Chem 2: Analytical Chemistry! 5 | __| (Lecture & Laboratory) Chem T: Inorganic Chemistry | 5 _| Phys 1: Fluid Mechanics 3 PEI a 2 | Pe2 2 NSTPA 3” | NSTP2 3 TOTAL | 25 TOTAL | 25 a Semester. GE7-Science, Technology and| 3 | GE10-Gender and Society (Lecture & Laboratory) Society ee See GE8-Ethics 3 1g Chem 3: Organic Chemisty | 5 | GE12-Life and Works of Rizal Foundation of Special and| 3 Facilitating Learner-Centered Inclusive Education Teaching — z A earning 1 3__| Assessment ning 2 Bio 1: Genetics (Lecture &| 4 | Chem 4: Biochemistry Laboratory) | [Phys 2: ‘Thermodynamics | 4 | Phys 3: Electricity and | (Lecture & Laboratory) Magnetism (Lecture & Laboratory) PES 2 _| The Teaching of Science I PES I TOTAL [27 TOTAL THIRD YEAR i + Semester. Units 2! Semester Units: The Teacher and the School, 3 | Technology for Teaching and| 3 Curriculum | Learning 2 ‘Bi Literacy 3° | Research in Teaching 3 Skills Across the Curriculum | Bio 2 Cell and Molecular Biology) 4 Bio 3: ‘Microbiology and | (Lecture & Laboratory) (Lecture & Laboratory) "4 Waves and Optics: Parasitology (Lecture & —| Laboratory) ___ Phys: Modern Physics Earth Science Environmental Science 3 3 Bio: Anatomy and Physiology Astronomy Page 26 of 216I TOTAL 3_| GE6-Art Appreciation 3 Meteorology 3 TOTAL | 26 TOTAL | 23 z FOURTH YEAR 4 Semester 2M Ser Field Study 4 Practice Teaching 6 Field Study 2 TOTAL | 6 Bachelor of Secondary Education Major in Social Studies Studies FIRST YEAR 4 Semester Units, 2 Semester ‘Units| FSSE 101: Foundation of Social | 3 | SSE 106: Geography 2 3 Studies FSSE 102: Research in Social | 3 | SSE 108: Microeconomics 3 ‘SSE 105: Geography 1 + ‘Anthropology : Asian Studies 3_[Ge4 3 3 [GES BSr Eee -eCr CeCe eS 3__| GES 3 GE 3 Landscape in a Changing World “SSE 115: Comparative - Government and Politics ‘SSE 108: Macroeconomics 3 | SSE 114: Comparative Economic | 3 | Planning ‘SSE 171: World History 7 3__| SSE 107: Geography 3 A SSE 116: Law-Related Studies. | 3 | FSSE 103: Trends and Issues in Social Stuaies es 3 GEO 3 The Child and Adolescent 3 | Leamer and Learning | Principles l | The Teaching Profession 3 |The Teacher and the 3 Community, Schoo! Culture and Organizational Leadership FE 2 PE 2 Total | 26 Total | 26 Page 27 of 216THIRD YEAR 4% Semester ‘SSE 200: Teaching Approach in its. 2° Semester 3 | SSE 203: Assessment and Secondary Social Studies Evaluation in the Social Science SSE 201: Assessment and 3 ‘SSE 202: Production of Social 3 Evaluation in the Social Studies Instructional Materials Sciences Technology for Teaching and 3 | Elective 7 3 | Learning 2 World History 2 3 Technology for Teaching and 3 [Pree Learning 1 | Foundation of Special and 3 |The Teacher and the School 3 Inclusive __ Education Curriculum Fac 1g Learner-Centered 3 | Building and Enhancing New av] | Teaching Literacies Across the iieaae Curriculum ‘Assessment in Learning 7 [Elective 2 a] ‘Assessment in Learning 2 3 ef Total | 24 | Total | 24 FOURTH YEAR | 4 Semester Units | Units: Field Study 1 3___ Teaching Internship 6 ield Study 2 [3 | Total | 6 Total| 6 , Bachelor of Secondary Education Major in Values Education FIRST YEAR | 4 Semester Units | 2 Semester Units] ‘VED1 Foundation of Values 3 | VED2 Philosophical and Ethical 3 | Education Foundations of Values Education VED4 Psychological Theories of 3 VED20 Filipino Values System 3 | Values Development SHEE | VEDS Dynamics of Intra and 3__| The Child and Adolescent rat Interpersonal Relations Learner and Learning | Principles (VED? Contemporary Famiy Life | 3 [Gea 3 (GEA 3_| GES 3 [oez aa 3 [GES i iz 3 ES 3 GE7 3 [PE 2 PE 2 NSTP 3 NSTP_ 3 [ Total | 26 z Total | 26, Page 28 of 216‘SECOND YEAR + Semester [Units | __ 2 Semester _ [Unit VED15 Moral issues and | 3 | VED18 Development of Values 3 Concems in Contemporary Education instructional Materials Living Bs and Assessment Tools \VEDS Career evelopment and [3 | VED6 Psycho-Spiritual 3 ‘Work Values Development \VED'6 introduction to Guidance | 3 | VED19 Research in Values 3 and Counseling Education i \VED17 Research in Values 3 | VED12 Teaching Approaches and | 3 Education 4 Strategies in Values Education GES 3 Teet0 Ts] [Geo 3_ (GET, 3 The Teaching Profession | 3 | GE 12 3] The Teacher and the 3 PE {2 | Community, Schoo! Cutture and Organizational Leadership PE 2 ere Total | 26 pone Semesfer cS = 299 Seme Units VED11 Facilitation: Theory and \VED8 Transformative Education | 3 Practice eee 7 ea \VED10 information Technology | 3 | VED14 Values Education through | 3 and Human Development Community Service \ \VED13 Valves Integration in the | 3 | VED21— Technology for Teaching | 3 various Discipline and Learning 2 Foundation of Special and 3__| Technology for Teaching and 3] Inclusive Education Learning 1 Facilitating Learner-Ceniered | 3 The Teacher and the School 3 Teaching Curriculum ‘Assessment in Learning 1 3 | Building and Enhancing New [3 Literacies Across the | fee |_| Curricuium Eee [Assessment in Learning 2 3 |Elective2 [ Total | 21 FOURTH YEAR 4* Semester Units 24 Semester Field Study 1 3__| Practice Teaching Field Study 2 3 | fz Total 6 Total, 6 | Page 29 of 216Section 10 Legend: Alternative Legend: ‘Sample Curriculum Map I= Introduced Concepts/Principle P- Practiced with Supervision D- Demonstrated across different clinical setting with minimal supervision L~ Facilitates learning of the competencies (input is provided and ‘competency is evaluated) P— Allows student fo practice competencies (no input but competency is evaluated) 0 - Opportunity for development (no input or evaluation, but there is opportunity to practice the competencies) A. Bachelor of Secondary Education Major in English COURSES Program Outcomes ‘Clusters | Code Two | reauiito | (P(e 14) ef [0[n] Linguistics L700 | introduction to L}P{L/O)0/o/OfL a Linguistics | Linguistics |ELTOT | Language, Culture, [EL 400 |L[C}LSOlO|OrOjL land Sociely | LI [Linguistics [ELIO2 | Structure of Engish [EL100 [LC [L| PIL OO, o/c ELT | EL103 | Principles and eltor [Ee L{L Lye feeie | Theories of | Language Acquisition | | | and Learning | ELT J EL104 | Language Programs | EL 708 L/L[P P/P|O}P IL and Policies in it Muttlingual Societies ELT EL105 [Language Leaming [EL 103, (CJL |P/LIL|LIL] Materials eLt20 ihe Development - | ELT EL106 | Teaching and eLa7 [LIL IL IL eye Assessment of Literature Studies | 4 ELT EL107 | Teaching and ELA [UCC IE LLP Assessment of the Macroskils | er ELT0B | Teaching and ELT JTL PO|C IL LOTT] Assessment of VI Grammar __ | jer EL109 | Speech and Theater JEL TOR CTL THC TL POPC Ans eT ELH1O | Language Education JEL HOS ETC ICC Le ye Research | [erature [ELT [Children and ELT [LL [LP BIB TOTP | Adolescent Literature | [Titerature [ELT72 [Mythology end Eliot _IL LCP PIP LOIP Page 30 0f216 BE, eeCOURSES Clusters Code Title requisite a [EEE Folklore {| Literature | EL113 | Survey of Philippine | EL 111 L Literature in English Literature | L114 | Survey of Afro-Asian | EL 111 L HEE Literature Literature | EL115 | Survey of English EL 11 L | | and American Hee Literature | Literature /EL116 | Contemporary, em {C j Popular, and | Emergent Literature Pere Literary Criticism ELMt- {tl | | 16 Allied ELi18 | Technical writing | EL 102 | Allied EL119 | Campus Journalism |EL118 | L Allied TEL120 | TTL2-Technology in | EL 103 L Language Education | B. Bachelor of Secondary Education Major in Fi ‘COURSES Pr (Gods Title a FIL 101__| Introduksyon sa Pag-aaralng Wika [FIL 102 | Panimulang Linggwistika LiF ‘Ang Filipino a Kurikulum ni | [ruts | otkasyon ‘8 Llp ele] [FIL 104_| Estruktura ng Wikang Filipino uP oft Fit 105 | Pasture at Pagtataya ng Makrong Ae: ‘ ‘asanayang Pangwika \ FIL 108 | Ugnayan ng Wika, Kultura at Lipunan Lye ia Fit 1o7 | pashattanda at Ebaiwasyon ng Kagamiang [| i anturo i zl FIL 108 _| Iniroduksyon sa Pagsasalin Ci Pit Pe FIL 109 _| Iniroduksyon sa Pananaliksik-Wika at Panitkan [LL [CTCL FIL 110 | Introduksyon sa Pamamahayag LT LJP LP FIL 111__| Barayti at Baryasyon ng Wika tie fP it fo FIL 112 | Nga Natatanging Diskurso sa Wika at Panitikan LL |P/| LO LLT 401 _{ Panitikan ng Rehiyon LoL iPT EP LIT 102 | Kulturang Popular TET Pree [ui 103 _| Sanaysay at Talumpati ticiprie [LIT 104” | Panunuring Pampanitikan tii yport yo LIT 105 | Maikling Kuwento at Nobelang Filipino ~~ L/L ||P) LP LIT 106 Panulaang Filipino LielPrile LIT 407 | Dulaang Fiipino LreyPyi ye TTL2 | Technology for Teaching and Leaming 2 LrotetP fe Page 34 of 216C. Bachelor of Secondary Education Major in Mathematics Tome Program Outcomes al b a) History of Math PO L College & Advanced Aigebra Lp P Trigonometry Llo P Plane & Solid Geometry tTo P| Logic & Set Theory Lo 9 Elementary Statistics & Probability L)O]P. P| Calculus 4 with Analytic Geometry LlolP P Calculus 2 [eTore F Calculus3 7 [tTote B Modern Geometry [tyToyPe P Mathematics of Investment : Lore L Number Theory _ LlolP P Linear Aigebra Lore P ‘Advanced Statistics ESOT LP Probiem Solving , Mathematical investigation & Modeling ees ecto a | Principle & Strategies in Teaching Mathematics | P| L | P| P | P C ‘Abstract Algebra ae tlolplplolelo Research in Mathematics pre[ttoroloyt ‘Technology for Teaching and Learning 2 1 nent mology in Mathematics) |P{E(L|P | P| P| P PPPTO[L TP LOTL D. Bachelor of Secondary Education Major in Science j Program Outcomes | COURSES leon ee [Genetics (lecture & laboratory) t © Cell and Molecular Biology (lecture & laboratory). t oO Microbiology and Parasitology lecture & laboratory) | L oO Anatomy and Physiology (lecture & laboratory) L ic ° Inorganic Chemistry (lecture & 2 units laboratory) | a a Ke) Organic Chemistry (lecture & 2 units laboratory) L eto Biochemistry Pee i Lt [po Analytical Chemistry (lecture & 2 units laboratory) t Po ‘Thermodynamics (lecture & laboratory) t Plo Modem Physics oe t B_ [oO Electricity and Magnetism (lecture & laboratory) L Pp {oO ‘Waves and Optics (lecture & laboratory) L ° Fluid Mechanics L P_[o Earth Science L P[o ‘Astronomy c jP__[o Environmental Science é L P | Meteorology v P : The Teaching of Science P P 7] [Technology for Teaching and Leaming2™ «LP P | Research in Teaching P PE. Bachelor of Secondary Education Major in Social Studies COURSES | Program Outcomes Clusters | Code Title [alblc[a eltlaln ‘SSE Foundation of Social rit rsse [SSE _ | Foundat ule jeje de fe tn je rsse SSE Jute jefe fafa foe | Research in Social Studies | P| SSE | Trends and issues in Social | | Fase | SSE | Tends: hirifel {i [ofp SSE | Places and Landscape ina | i a er eaeeee ebeseretbe ey vie defs te fr fo fo SSE Sse | SSE | Geography + via dele fe fe fi fa Isse [SS | Geosraphy 2 DD |D/o |p |p |p |p sse_ | 55° | Geography 3 P pipip ip Pp |p iP ssc fge__|MeeEeorerics |i | tt tt | | ‘SSE sse | SS | Macro Economics vfededi fi te fo fo sse_ | S| World History 1 rte fade da da qa [a isse | SS° | word History 2 p|p pio jp ot |i sse | SSE | Asian Studies rj lilo jo [ole le SSE far | Socio-Cuttural Anthropology |! |D |D/D |D |D [Dp |D| 1 ese [SSE _|GomosaiveEsononeT1T fo [a [re [o [o| ‘ese | SSE__| Comparative Government SSE | 115 _| and Poities, ge | ee PEEL | SSE Law-Related Studies ufilijojolo ple "Teaching Approaches in | SSE Secondary School Studies 5 |D |D|D |D |D P |P integrative Methods in r Teaching Social Science SSE Het Discipline in Basic pee ee cH eo ee } 1 Education | | SSE] Production of Social Studies | 1 SSE | 202__ instructional Materials yt pepe je ye ye ye SSE | Assessment and Evaluation SSE | 203 _| inthe Social Sciences Vit [tye [o [0 {0 |p ‘SSE | Technology for Teaching SSE [204 _| and Learning 2 PLPTPIPLP IPP IP Bs, Page 33 0f 216 i etF, Bachelor of Secondary Education Major in Values Education ‘COURSES Code _Titie VED! Foundation of Values Education | veD2 VED3 Philosophical and Ethical Foundations of Values Education Philippine Culture and the Society. VED4 Psychological Theories of Values Development VEDS VEDS Dynamics of intra and __ Interpersonal Relations Psycho-Spiritual Development _ VED7 Contemporary Family Life vlololv VES VED Transformative Education Career Development and Work Values | VEDIO Information Technology and Human Development | |p VEDI ‘Facilitation: Theory and Practice veo12 ‘Teaching Approaches and Strategies in | Values Education veD13 | Values Integration in | the Various Discipline 7 v | vepta "/ Values Education through Community Service __ = VEDIS Moral Issues and Concems in Contemporary Living 7 VeEDI6E I introduction to Guidance and | Counseling 4 | VED17 | Research in Values | Education 4 | VeD18 Development of Values Education instructional Materials and Assessment Tools | veo19 Research in Values Education It | WeD20 Filipino Values System [VED 27 | “Technology for “lol — or| 2 Page 34 of 216COURSES. | PROGRAM OUTCOMES. Code | Title dleltlainli i [klilmin | Teaching and Learning i | 12 LLiit ma o ° Section 11 Sample Means of Curriculum Delivery Lecture Discussion Exercises/Demonstration Interactive Learning Collaborative Learning Reporting Multimedia Presentation Reading and Writing Library Work Field Work Interview Section 12 Sample Syllabi for Selected Core Courses (Please se tho 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: 1. Filipino Citizen 2. Holder of Doctorate degree in Education or related field 3. Holder of valid certificate of registration and Board Licensure Examination for Professional Teachers (BLEPT) 4, Atotal 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 ‘manageriaVadministrative experience. Section 14 Faculty A. General Requirements 1, As a general rule, master’s degree in education or in an allied discipline is required for teaching in the tertiary level. 2. Faculty teaching general education and major subjects should have an appropriate master’s degree in the field they are assigned to teach. Page 38 of 216Section 15 Section 16 B. Qualifications of the Professional Education Faculty Faculty teaching Professional Education courses should have the following qualifications: 1. Holder of valid certificate of registration and Board Licensure Examination for Professional Teachers (BLEPT) as provided for in Section 11 of RA 8981 2. Holder of Master's degree in Education or in allied fields, C. Full-time faculty members of the college The institution shall maintain 25% of the faculty members teaching in the teacher education program as full-time. D, Faculty Development The College of Education must have a system to support faculty development anchored on their institution's faculty development program. It should require the faculty members to: 1. complete doctoral degrees in education and other allied fields; 2. attend continuing education seminars, workshops, conferences, and others; 3. undertake research activities related to the teacher ‘education program and to publish their research outputs in refereed publications; and 4, give lectures and present papers in national/international conferences, symposia and seminars. Library Library personnel, facilities and holdings should conform to existing CHED requirements for libraries which are embodied in a separate CHED issuance. The library must maintain a collection of updated and appropriate/suitable textbooks and references used for the core courses in the curriculum. Library resources should complement curriculum delivery to optimize the achievement of the program ‘outcomes for the BSEd program. Laboratory and Physical Facilities In addition to the required laboratories and facilities for general education, the following shall be provided: 1. ICT Laboratory* 2. Speech Laboratory, if necessary" 3. Livelihood and Technology Laboratories/Shops" ( Home Economics, Industrial Arts, Agriculture, Fisheries) “This can be shared with other departments within the college/university. es Page 36 of 246Section 17 A. Educational Technology Laboratory The TEI should have access to an educational technology laboratory with appropriate equipment and software as indicated in the course specifications. The same laboratory shall serve to allow preparation, presentation and viewing of audio-visual materials to support instruction B. Laboratory School or Cooperating Schools The TE! should maintain a facility within which the students can undertake their field study. This facility may be a laboratory schoo! administered by the TEL in cases when TEI has no laboratory school, the TEI must have a long-term memorandum of agreement with a Department of Education cooperating school or with a cluster of cooperating schools within which student can undertake their field study and practicum courses. Admission and Retention Policy The basic requirement for eligibility for admission of a student to the Teacher Education program shall be graduates from Senior High Schoo! level recognized by the Department of Education. TEls must have in place a selective admission policy for Teacher Education programs. This policy shall include passing an admission examination. For this purpose, TEls may use either of the following admission examinations: 1. an admission examination developed and validated by the TE! 2. an admission examination developed and validated by another TEI and used by TE! under a consortium agreement, 3. an admission examination developed and validated by private testing centers and used by TE] for a fee, 4. some other standardized tests for teaching aptitude; or 5. some other national qualifications examinations which may be developed in the future, ARTICLE VII COMPLIANCE OF HEIs Using the CHED Implementation Handbook for OBE and ISA as reference, a HE! shall develop the following items which will be submitted to CHED when they apply for a permit for @ new program: Section 18 Section 19 Section 20 The complete set of program outcomes, including its proposed additional program outcomes. Its proposed curriculum and its justification including @ curriculum map. Proposed performance indicators for each outcome. Proposed measurement system for the level of attainment of each indicator Page 37 of 216Section 21 Proposed outcomes-based syllabus for each course. ‘Section 22 Proposed system of program assessment and evaluation Section 23 Proposed system of program Continuous Quality Improvement (can. For existing programs, CHED shall conduct reqular monitoring and evaluation on the compliance of HEIs to this Policies, Standards and Guidelines using an outcomes- based assessment instrument. ARTICLE Vill TRANSITORY, REPEALING and EFFECTIVITY PROVISIONS, Section 24 Transitory Provision All private HEls, State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs) with existing authorization to operate the Bachelor of Secondary Education program are hereby given @ period of three (3) years from the effectivity thereof to fully comply with all the requirements in this CMO. However, the prescribed minimum curricular requirements in this CMO shall be implemented starting Academic Year 2018-2019. Section 25 Sanctions For violation of this Order, the Commission may impose such administrative sanction as it may deem appropriate pursuant to the pertinent provisions of Republic Act No. 7722, in relation to Section 63 of BP 232 otherwise known as the Higher Education Act of 1982, and the Manual of Regulations for Private Higher Education (MORPHE) per CMO No. 40, series of 2008 and other related laws, Section 26 Repealing Clause Section 27 Effect 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. Clause This Order shall take effect after its publication in the Official Gazette or Newspaper of General Circulation. Quezon City, Philippines, Yoycnbes 2, 2047 ~ 7 og 7 Lpeeiven Ko fl PATRICIA B. LICUANAN, Ph.D. Chairperson Attachments, Annex A— Description of Professional Education Courses ‘Annex B - Description of Specialization/Major Courses ‘Annex C~ ICT Competency Standards for Teachers” ‘Annex D ~ Sample OBE Course Syllabus for Technology for Teaching and Learning Courses* Page 38 of 216ANNEX A DESCRIPTION OF CORE PROFESSIONAL EDUCATION COURSES ‘Course Title | The Child and Adolescent Learners and Learning Principles | This course focuses on child and adolescent development with ‘emphasis on current research and theory on biological, linguistic, Course ‘cognitive, socist and emotional dimensions of development. Description | Further, this includes factors that affect the progress of | development of the leamers and shall include appropriate pedagogical principles applicable for each developmental level. _| Course Credits | 3 units Contact Hours | 3 hours/Week Pre-requisite HEEEEHEEEEE {Co Facilitating Learner Centered Teaching This course explores the fundamental principles, processes and Course: practices anchored on learner-centeredness and other educational Description Psychologies as these apply to facilitate various teaching-leamning i delivery modes to en | Course Credits | 3 units Contact Hours _| 3 hoursiWeek Pre-requisite nce learning, ___[The Teaching Profession This course deals with the teacher as a person and as a | | professional within the context of national and global teachers Course standards and educational philosophies. {twill include | Description | professional ethics, core values, awareness of professional rights, | | privileges and responsibilities as well as the teachers’ roles in the _| society as a transformative agent of change. Course Credits | 3 units "Contact Hours _ 3 hours/Weel [Pre-requisite Course Title 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 ee technology in various content areas, teaming theories and principles in the use and design of learning lessons, teaching- Description learning experiences and assessment tasks that utilize | appropriate traditional and innovative technologies with social, | ethical and legal responsibil in the use of technology tools and | | Course Credits | | Contact Hout Pre-requisite eee | Page 39 of 216‘Course Title [Assessment in Learning 4 Course Description 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 of, as, and for, in measuring knowledge, comprehension and other thinking skils in the cognitive, psychomotor or affective domains. It allows students to go through | | the standard steps in test construction and development and the | application in grading systems. | Contact Hours _| 3units 3 hours/Week Pre-requisite Course Title ‘Assessment in Learning 2 Course Description This is a course that focuses on the principles, development and utiization of alternative forms of assessment in measuring authentic learning. It emphasizes on how to assess process- and productoriented 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, Course Credits [Contact Hours _| 3 units 3 hoursiWeek | Pre-requisite Course Title Course Description ‘The Teacher and the School Curriculum This course includes the fundamental concepts and principles curriculum and curriculum development as a foundation to | engage prospective teachers as curricuersts. The more active | role of the teacher in planning, implementing and evaluating school-curriculum as well as in managing schoo! curriculum change vis--vis various context of teaching-leaming and curricular reforms shall be given emphasis. [3 units 3 hours/Week ‘The ‘Teacher and the Community, School Culture and Organizational Leadership. This course focuses on society es a context upon which the schools have been established. Educational philosophies that are | elated to the society as a foundation of schools and schooling shall be emphasized. Further, principles and theories on school culture, and organizational leadership shall be included to prepare prospective teachers to become school leaders and |_managers. : | Course 3 units zt Contact Hours | 3 hoursiWeek Pre-reqi Page 40 of 216‘Course Title Foundation of Special and inclusive Education Course Description This course shall deal with philosophies, th 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 with difficulty seeing, leamers with difficulty hearing, leamers with difficulty communicating, learners with difficulty walking/moving, leamers 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 units “Shours/Week Building “and Enhancing New Literacies Across the Curriculum: Course Description This course introduces the concepts of new literacies in the 21° century as an evolving social phenomena and shared cultural practices across learning areas. The 21* century literacies shall | include (a) globalization and multi-cultural literacy, (b) social | literacy, (c) media literacy, (d) financial literacy, (e) cyber literacy/digital literacy, (f) eco-literacy and (g) arts and creativity literacy. Field based- interdisciplinary explorations and other teaching strategies shall be used in this course. Course Description Experiential Leaming (Field Studies “and Teaching Seve a) See ees This course is a year-long engagement that supports authentic. experiential leaming from field study and actual classroom immersion of the prospective teachers. It begins with field study experiences through (a.) observation and (b) participation and will progress to (c) teaching assistantship and (d) guided/ mentored classroom teaching. The NCBTS domains shall be used as guideposts in developing the content, pedagogy and implementation scheme of this Course Credits course. Bee eee 42 units (FS 1-3 units, FS 2-3 unit, Practice Teaching 6 units) _ Contact Hours. Prerequisite FS 1&2 (6 hrs per week for one semester taken with 2 or 3 academic subjects) Practice Teaching — 6 units ( Fulltime 30-40 hrs per week) for one semester ae All required academic subjects for the degree should be taken before Practice Teaching, Page 44 of 216Course Title “| Field Study 1- Observations of Teaching- Learning in Actual § ironment Course This is the first experiential course, which will Description _| immerse a future teacher to actual classroom | situation and learning environment vihere direct observation of teaching learning episodes that | focuses on the application of educational theories | | leamed in content and pedagogy courses will be | made. Observations on leamers' behavior, | | motivation, teacher's strategies of teaching, classroom management, assessment in learning ‘among others shail be given emphasis. A portfolio eee shail be required in the course. Course Credit _| 3 units ict Hours | 3 hours/Weel Pre-requisite | All professional and majorispecialization [subjects [Course Title | Fields Study 2- Participation and Teaching | Assistantship / Course This course is a continuation of Field Study 1. tis | Description _ school based and allows a pre-service student to. | | participate and assist in a limited actual teaching- earning 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 startin this course and conclude during the L Internship. — Course Credit 3 units ‘Contact Hours | 3 hours/Week Course Title Courst This course is a one semester full time teaching Description _| internship in basic education schools using a clinical ‘approach under the mentorship of a cooperating teacher. Teaching internship 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 end the completion of the Action Research. [e Credit ‘Contact 40 hours per week fuil time (no academic units Hours allowed) Prerequisite | Field Study 1&2 Page 42 of 216DE! ANNEX B SCRIPTION OF SPECIALIZATION/MAJOR COURSES: A. BACHELOROF SECONDARY EDUCATION MAJOR IN ENGLISH LANGUAGE ‘Course Title | introduction fo Linguistics ease Provides an overview of linguistics as a discipline, is | Description development, levels of structure, and its significance to English language teaching. (EK1, ES1) ‘Course Credit _| 3 units Contact Hours Prerequisite | Ali Content Courses Sree i Course Title | Language, Culture and Society _ | Explores the inextricable link between and among language, Course culture, and society and its implications to the development of Description _| English as a giocal language and the ways by which it is learned and taught (EK1, EA2) 3 units EL 100-Introduction to Linguistics ‘Course Tite [Structures of English Course Develops the ability to use the phonological, lexical, syntactic, and Boseription | Semantic structures of English wih ease and explain the form, meaning, and use of their elements. (EK1, ESt units Prerequisite Principles” and” Theories” of “Langu jaiion” and | Course Title lec c of guage Acqui Course Examines principles, factors, and contexts of language acqusition Deseri Course’ Contact Hours [Prerequisite ‘Course Titie | Language Programs and Policies in Malllingual Societea Provides a survey of local and international basic education Course language programs and policies that account for issues and Description | considerations relevant to the engagement of teachers in school ~ | settings (EK1,ES2, E02) Ff Course Credit _| 3 units Contact Hours: EL 106. Principles and Theories of Language Acquisifon and Learnin Page 43 of 216