Northwestern Visayan Colleges

College of Education
Kalibo, Aklan
BACHELOR OF SECONDARY EDUCATION
COURSE SYLLABUS
Academic Year 2021-2022
Second Semester
Course Code : GE 7
Course Title : Ethics
Course Catalogue Description : This course aims to give students a profound and comprehensive understanding of
Ethics as one of the courses that will ideally support the development of their
intellectual competencies and civic capacities, and to develop their ability to understand
the intricacies of the social and natural realities.
Course Credit : Three (3) units
Course Prerequisite :
Contact / Class Hour : 9:00-10:00am MWF
Class Hour : 3 hours in a week
Lecturer / Facilitator : Amelia C. Enriquez
Email address : ameliaenriquez752@yahoo.com
Mobile number : 09614200599
Consultation Schedule : 2:00pm - 3:00pm Venue : RSQ Building, COE Faculty Office
Room : Google Classroom
NVC VISION AND MISSION:
NVC Vision:
The Northwestern Visayan Colleges provides access to quality education in the Service of Truth, Equity, Humanity and the World.

M NVC Mission:
1 To serve as a center of academic excellence, research, instruction, extension and development;
2 To provide access to education for those with less in life through scholarships, work for study, other grants and benefits;
3 To educate and train Filipinos to be globally competitive, service oriented, patriotic, responsible and productive citizens;
4 To inculcate love of country, responsible choices and care for the preservation of the environment, ecology and humanity;
5 To develop personal growth through principled, just and truthful values of characters.
NVC INSTITUTIONAL LEARNING OUTCOMES: The NVC graduate is an innovative leader and a lifelong learner whose advocacy in life is founded
on truth, humanity and the world.
The NVC graduate:
ILO 1 as an innovative leader Relation to the Mission of NVC
a. Acquires globally competitive professional qualification; M3
b. Creates a meaningful change in the workplace; M1
c. Transforms challenges into opportunities; M1
d. Serves the greater good in both local and international fronts; and M 1, M 2
e. Promotes a culture of quality and excellence. M 1,
ILO 2 as a lifelong learner
a. Practices the 21st Century Skills with competence; M 1, M 2, M 3
b. Leads in the discipline through research, community service and development; and M 1, M 4, M 5
c. Creates a community of leaders and scholars through local and international linkages. M 1, M 3, M 4, M 5
ILO 3 as a humanist
a. Upholds the truth and NVC ideals; M 4, M 5
b. Promotes access to opportunities for those with less in life; and M2
c. Practices reverence for life. M4
ILO 4 as an environmentalist (concern with the world)
a. Develops and implements sustainable programs for the conservation of nature; M4
b. Practices a lifestyle that promotes a sustainable use of and conservation of earth’s resources; and M 4, M 5
c. Engages in programs that support the preservation of life and climate education. M5

CHED TEACHER EDUCATION PROGRAM OUTCOMES

CHED Student Outcomes:
TE -PO The students shall have demonstrated the following:
1 Articulate the relationship of education to larger historical, social, cultural and political processes.
2 Facilitate learning using a wide range of teaching methodologies in various types of environment.
3 Develop alternative teaching approaches for diverse learners.
4 Apply skills in curriculum development, lesson planning, materials development, instructional delivery and educational assessment.
5 Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting.
6 Practice professional and ethical teaching standards to respond to the demands of the community.
7 Pursue lifelong learning for personal and professional growth.

CHED PROGRAM OUTCOMES forBEEd

Satisfied CHED TEACHER
CHED Student Outcomes:
EDUCATION Program
PO The students shall have demonstrated the following:
Educational Outcomes
1 Demonstrate in-depth understanding of the development of elementary learners. CHED TE-PO 1, 2, 3, 4, 5, 6, 7
2 Exhibit comprehensive knowledge of various learning areas in the elementary curriculum. CHED TE-PO 1, 2, 3, 4, 5, 6, 7
 3 Create and utilize materials appropriate to the elementary level to enhance teaching and learning. CHED TE-PO 1, 2, 3, 4, 5, 6, 7
4 Design and implement assessment tools and procedures to measure elementary learning outcomes CHED TE-PO 1, 2, 3, 4, 5, 6, 7

NVC PROGRAM EDUCATIONAL OUTCOMES for BEEd

PROGRAM EDUCATION OUTCOMES Relation to the
PEO
Bachelor of Elementary Education graduates are: Mission of NVC
1 Licensed professionals that practice the discipline. M 1 and M 2
2 Competitive professionals that decent, stable, and respectable institutions look for. M 1 and M 2
3 Responsible members of the community that work for the advancement of self, others, humanity and environment. M 4 and M 5
4 Lifelong learners who continuously seek to improve their craft. M5
5 Leaders whose characters are marked by deeds or mobility, valor, and competence. M3

NVC EDUCATION STUDENTS OUTCOMES for BEEd

Satisfied CHEd’s Satisfied NVC Program
SO BEED Students Demonstrates:
Program Outcomes Educational Outcomes
Mastery of concepts, tools and strategies fundamental to the understanding of authentic
1 CHED’s PO 1, 2, 3, 4 PEO 1, PEO 2
learning.
Ability to create holistic learning environment that fosters the maximum development of a
2 CHED’s PO 1, 2, 3, 4 PEO 1, PEO 2
child.
Facility in the use of varied instruction strategies fundamental to the understanding of
3 CHED’s PO 1, 2, 3, 4 PEO 1, PEO 2, PEO 4
authentic learning.
Ease in the design, implementation and interpretation of assessment results to improve results
4 CHED’s PO 1, 2, 3, 4 PEO 1, PEO 2, PEO 4
of instruction and the whole instructional continuum.
5 Positive values that promote love of country, fellowmen and environment. CHED’s PO 1, 2, 3, 4 PEO 3, PEO 5
6 Sound character that exhibits responsibility professionalism and integrity. CHED’s PO 1, 2, 3, 4 PEO 3, PEO 5

COURSE OUTCOMES:
Satistifed CHED Program
Course Outcomes: Satisfied Student
CO Outcomes
The students shall be able to: Outcomes (SO)
(CHED PO)
Recognize ethics as a significant dimension of human existence through analysis of human CHED PO 1, CHED PO 2, CHED
1 SO1, SO2, SO3,SO4, SO5,
experience, linking it to elements of the ethical dimension; PO 3, CHED PO 4
Distinguish various classical ethical frameworks and utilize sets of values that are given to CHED PO 1, CHED PO 2, CHED
2 SO1, SO2, SO3,SO4, SO5,
them. PO 3, CHED PO 4
Analyze and evaluate strengths and weaknesses of the various ethical frameworks and their CHED PO 1, CHED PO 2, CHED
3 SO1, SO2, SO3,SO4, SO5,
value to human life and society. PO 3, CHED PO 4
Course Contents with Learning Experiences and Assessment

SPECIFIC OUTCOMES: INSTRUCTIONAL TEACHING/ LEARNING ACTIVITIES STUDENTS’

TIME FRAME CONTENT
The students should be able to: MATERIALS Traditional Online Offline ASSESSMENT
Syllabus
PRELIMINARY
 Internalize the NVC’s Vision, Mission
ACTIVITIES Recitation
and Goals; Graphic Discussion
 NVC Vision,
Week 1 Organizer Online meet-
Mission and Online Graphic
Jan. 24-28  Discuss the program and the course Goal Setting up
Goals forum Organizer:
outcomes;
 Jan.
Program
24-28 Goal Setting
Outcomes
Visual Aids
 Determine grounds for the values
with significance to human life.
Reading
Lecture-
The Ethical  Identify the ethical aspect of human Selection
Discussion
Dimension of life and the scope of ethical thinking;
Reflection
Human Existence: Online
Week 2 Close Reading Recorded Paper
Value  Define and explain terms that are discussion
Feb. 2-4 video
relevant to ethical thinking;
3-2-1
Sources of
Countdown
Authority  Identify theories about ethics that
center on the self;

Lecture-
 Evaluate the difficulties that are Reading Discussion
Reflection
involved in maintaining certain Selection
paper
commonly-held notions on ethics; Socratic Online
Week 3 Copy of The Seminar discussion Recorded
Senses of the Self Paper and
Feb. 7-11  Describe the nature of the self from Myth of Gyges video
Pencil Test
your own point of view; Self-
Examination

The Natural Law: Lecture- Peer-

 Recognize how Thomas Aquinas made Sample Critical Discussion Assessed
Week 4 Online Recorded
Thomas Aquinas use of ancient Greek concepts to Paper Response
Feb. 14-18 discussion video
provide a rational grounding to an Active Paper
The Greek Heritage ethical theory based on the Christian Graphic Reading
 SPECIFIC OUTCOMES: INSTRUCTIONAL TEACHING/ LEARNING ACTIVITIES STUDENTS’
TIME FRAME CONTENT
The students should be able to: MATERIALS Traditional Online Offline ASSESSMENT
faith; Organizer: Paper and
Matrix Pencil Test
 Integrate the natural law in relation Opinion Chart
to the Greek heritage

Week 5
Dec 16-18
Pre-Lim
Exam
Feb. 17-18
Week 6  Identify the natural law in distinction Lecture-
Feb. 21-25 from, but also in relation to, the other Reading Discussion
The Essence and types of law mentioned by Aquinas: Selection
Varieties of Law eternal law, human law, and divine Research on Online
Think Pair
law; Sample Critical Literary discussion
Share
Paper Conventions
 Apply the precepts of the natural law Recorded
Paper and
to contemporary moral concerns; Active video
Pencil Test
Reading

Socratic
Seminar

Week 7  Identify and evaluate critical factors Lecture-

March. 2-4 for meaningful social relationships; Reading Discussion
Virtue Ethics Selection Group
 Analyze behaviors to achieve Compare activity
Happiness and harmonious relationships with others; Sample Critical Contrast Online
Recorded
Ultimate Purpose Paper Study Matrix discussion Paper and
video
 Discuss Humanistic Buddhism and the Pencil Test
Three Acts of Goodness in relation to Close Reading
virtue ethics

Week 8  Discuss the nature and types of Lecture- Group

March 7-11 emotions; Reading Discussion activity
Virtue as Excellence Selection Recorded
Online
 Explain the primary emotional Close Reading video Paper and
discussion
responses of the self to achieve Sample Critical Pencil Test
emotional maturity; Paper Socratic
 SPECIFIC OUTCOMES: INSTRUCTIONAL TEACHING/ LEARNING ACTIVITIES STUDENTS’
TIME FRAME CONTENT
The students should be able to: MATERIALS Traditional Online Offline ASSESSMENT
Seminar

Week 9  Classify the physiological needs of the Lecture-

March 14-18 self in each stage of life; Reading Discussion
Moral Virtue and Selection Peer-
Mesotes  Identify the forces and institutions Top 10 list Assessed
that impact the development of the Sample Critical Recorded Response
various aspects of identity and the Paper Carousel Online video Paper
self; Brainstormin discussion
g

Week 10
Midterm
Exam
March 21-22
Week 11  Define self-image and discuss other Reading Lecture-
March 22-26 Utilitarianism related concepts; Selection Discussion Peer-
 Analyze one’s characteristics and Assessed
The Principle of abilities and explain how these could Sample Critical Illustration/ Online Response
Recorded
Utility be used to enhance self-image; Paper sketch discussion Paper
video
 Discuss the ethical concept behind
The Principle of the SaemaulUndong Color Cards
Greatest Number
Writeshop
Week 12  Identify the “negative” aspects of the Lecture-
March 28-31 self and determine how these can be Reading Discussion
Peer-
Justice and Moral improved; Selection
Assessed
Rights  Discuss the different ways to enhance Thumbs
Sample Response
one’s self-image; up/Down Recorded
Critical Paper Paper
video
 Explain how one’s abilities and an Socratic
enhanced self will lead to self- Seminar
fulfillment;

Week 13  Explain the basic concepts related to Reading Lecture- Peer-

April 1-6 deontology as conceptualized by Selection Discussion Online Assessed
Recorded
Deontology Kant; discussion Response
video
 Identify behaviors characteristic of Sample Critical KWL Charts Paper
Duty and Agency the duty and agency; Paper
 SPECIFIC OUTCOMES: INSTRUCTIONAL TEACHING/ LEARNING ACTIVITIES STUDENTS’
TIME FRAME CONTENT
The students should be able to: MATERIALS Traditional Online Offline ASSESSMENT
 Apply concepts on deontology in Think Pair
particular situations to develop a Share
philosophy

Week 14  Discuss deontology in terms of self- Reading Peer-

Lecture-
April 8-13 awareness and self-governance; Selection Assessed
Discussion
 Restate universalizability as the Response
Online Recorded
Autonomy person’s reasons for acting as reasons Sample Critical Paper
discussion video
that everyone could act on at least in Paper
Universalizability principle;
Writeshop
Week 15
Pre-Final
Exam
April 20-22
Week 16  Identify the different factors that Lecture-
April 25-29 Synthesis: Making shape an individual in his/her moral Reading Discussion Peer-
Informed Decisions decision-making; Selection Assessed
 Apply the moral agent in the context Close Reading Online Response
Recorded
The Moral Agent of the Philippine Value System Sample Critical discussion Paper
video
and Contexts Paper 321 Charts

Socratic
Seminar
Week 17 Lecture-
May 2-6 Moral Deliberation  Apply moral deliberation in the Discussion Peer-
Reading
interpretation of the ethical Assessed
Selection
scenarios; Close Reading Response
Online Recorded
Paper
Sample Critical discussion video
 Familiarize with the Professional Code Roundtable
Paper
of Ethics of Teachers and how it Critiquing
applies to different scenarios
Opinion Chart
Week 18  Identify the key terms and concepts Lecture- Peer-
Culminatin
May 9-13 of self in relation to society and Reading Discussion Culminating: Assessed
g: Film
Self, Society, and environment; Selection Film Showing Response
Showing –
Environment Mind Map – Schindler’s Paper
Schindler’s
 Apply self, society and environment in Sample Critical List;
List;
the interpretation of the text; Paper Roundtable Debriefing
Debriefing
Critiquing
 SPECIFIC OUTCOMES: INSTRUCTIONAL TEACHING/ LEARNING ACTIVITIES STUDENTS’
TIME FRAME CONTENT
The students should be able to: MATERIALS Traditional Online Offline ASSESSMENT
Reaction Paper
Culminating:
Film Showing
– Schindler’s
List;
Debriefing
Week 19
Final Exam –
May 19-20

Grading System
Periodic Examination 20%
Library Research:
Reaction Paper 15%
Modules 65%

Total 100%

Reference:
1.Bulaong, O., Calano, M., Lagliva, A., Mariano, M., and Principe J., (2018) Ethics: Foundation of Moral Valuation,Rex Bookstore

Expectations:

• Please refer to the academic etiquette for guidelines on communicating with your instructor through personal, or online messaging. The academic
etiquette will be posted in the google classroom.
• Paperless is encouraged
• Be attentive and engaged in class
• Check your google classroom regularly
• Seek help when appropriate
 Cellphone use during class is purely in support of learning. If it is disrupting your attention from performing tasks at hand, your cellphone will be
confiscated and returned only at the end of the day from the Education Office.
Prepared by: Conformed by:

AMELIA C. ENRIQUEZ DR. MARIANNE LAO QUIMPO

Faculty Faculty and Dean, College of Education

:
CC:

DR. REBECCA T. BARRIOS

VP, Academic Affairs
Verified by:

FARRAH MAE D. ARBOLEDA

Librarian