EXACT COLLEGES OF ASIA

Suclayin, Arayat, Pampanga

COLLEGE OF MARITIME EDUCATION

A.Y. 2021-2022

COURSE SYLLABUS IN NSTP I

COURSE TITLE

Course Credit: units Weekly Contact Hours: 3 hours per week/54 hours/18 weeks
Subject Placement: 1st Semester Pre- Requisites: None
I. VISION The Center of Excellence where education and training is translated to functional knowledge and skills for a progressive citizenry.
EXACT shall educate its students to achieve their full potential and realize their dreams. Through its quality programs for elementary, high
school, and college, as well as course programs for Technical Vocational Education, EXACT shall endeavor to continuously improve and
enhance the competence and skills of all students by employing high caliber, technically competent and world-class professional faculty.
II. MISSION The EXACT Colleges of Asia shall lead in providing quality education and training to all its students in accordance with the standards set forth
with by the CHED, TESDA, DEPED, and in compliance with all regulatory and statutory requirements, and with honest commitment to
continually improve the effectiveness of its Quality Management System.
III. GOALS 1. PRODUCT – QUALITY EDUCATION & TRAINING: EXACT shall continually maintain the high-quality service of well- rounded education &
training for its clients and improve further with the aim of satisfying its customer’s expectations through a dynamic educational research &
development at all times
2. CLIENTELE- STUDENTS FROM ALL OVER THE WORLD: EXACT shall provide safe, adequate, friendly and pleasant teaching-learning
condition to all students, with the aim of improving their physical, social, mental & spiritual powers, leadership traits, independent living skills,
good citizenship qualities to be responsible members of the society.
3. CONCERN FOR EMPLOYEES: EXACT shall continually upgrade and update its workforce by providing relevant education and training to
all its employees regularly, through the training needs analysis done by each department, for an appropriate training program.
4. SCHOOL’S GROWTH AND PUBLIC IMAGE: EXACT shall lead in offering most affordable and yet high-quality education and training,
taking into account the latest technology for a more competitive service, thus, increasing its market share while assuring a dependable and
credible public image globally. This shall be done by a continuing research and development program, anchored on a strong Quality
Management System, state of the art facilities, and undying management commitment.
5. NATION BUILDING EXACT shall continually fulfill its patriotic responsibility by offering free service to educational & training related
endeavors of the country, such as providing technical assistance to the community, government officials, sports governing bodies, social
welfare agencies, international organizations such as the Red Cross and other humanitarian programs within the capability of its resources.
IV. CORE VALUES Excellence, Advancement, Courtesy & Tenancy. EXACT’s core values are being assimilated in its desire to promote high quality education
and training, dedication to competence & excellence, service to the community, participation in nation building, active educational research &
development, and proper care & protection of the environment. These are the values worthy of a great educational and training institution. The
founders of EXACT shall always incorporate these values, as anchor points in every decision that they make and every road that they shall
take towards excellence.
 V. GRADUATE ATTRIBUTES 1. Ethically, morally, and socially responsible- graduates of ECA are expected to show leadership abilities to promote advocacies for life,
freedom, justice, and solidarity in the service of the family, the local and global communities, and the environment.
2. eXcellent in leadership and professionally competent- graduates of ECA are expected to engage in professional behavior and have the
potential to take leadership roles in their chosen career. They are also expected to be technically, digitally and media literate in the pursuit of
being locally and globally competitive.
3. Adaptable and determined communicators- graduates of ECA are expected to be well-disposed in their dealings with others, work
productively with individuals or groups from diverse cultures or demographics. Express themselves clearly, correctly, and confidently in various
environments, contexts, and technologies of human interaction.
4. Critical, creative, and collaborative thinkers- graduates of ECA are expected to be critical, creative, and innovative in their responses to
future challenges. They are expected to be excellent strategic planners with problem solving skills who are also enthusiastic with their
endeavors personally and professionally.
5. Totally trained- graduates of ECA CTM are expected to exhibit preparedness and interest for continuous upgrading of competencies
required by the profession or area of specialization.

VI. PROGRAM LEARNING OUTCOMES Graduates of the BS Tourism Management program equipped with relevant knowledge, skills, attitude, and values shall be able to:
A. Conduct research on topics in the field of maritime industry;
B. Understand the subject on maritime education, the meaning and definitions of the different relational terms;
C. Determine the different approach, theories, procedures, issues and challenges involved in the maritime education as a whole;
D. Engage in lifelong learning and understanding of the need to keep abreast with the developments in Maritime practice;
E. Identify the different issues and challenges involved in the maritime administration regime in the Philippines and domestic shipping;
F. Act in recognition and practice of professional, social, ethical accountability and responsibility including teamwork and collaboration;
G. Able to communicate effectively orally and in writing using both English and Filipino;
H. Work independently and in multi-disciplinary and multi-cultural teams.
VII. COURSE DESCRIPTION This course/program aims to prepare students of NSTP II or application phase by providing them the basic concept and theories needed in
doing community work as well knowledge of issues and concern that may affect the community and in society in general. This involves
introduction on concepts on SELF in relation to community and basics of community development theories, practices and processes. CWTS
involves the implementation of identified project based on community diagnosis that may fall under components such as but not limited to
environment; disaster preparedness; health; literacy and numeracy and livelihood.
VIII. COURSE LEARNING By the end of the course, the student should be able to:
OUTCOMES
1. Articulate the salient points of Republic Act 9163; (NSTP LAW)
2. Internalized virtues as the foundation of leadership and how it applies on an individual, team, and institutional level vis-à-vis national
development in the context of self-awareness and values integration and promotion framework for understanding human nature;
3. Interpret basic concepts of development management system and social mobilization;
4. Apply the concept learned and design civic welfare projects/activities to be implemented as a team in their assigned community,
barangay, or government agencies;
5. Explain the core work of values that will help become more responsible Pilipino Citizen;
6. Generate individual output on the CWTS experiences, focusing on the core values learned student must present their output either
visual or written.
 Alignment of the Course to the Program Learning Outcomes
CLO PLO #A PLO #B PLO #C PLO #D PLO #E PLO #F PLO #G PLO #H PLO #I
CLO #1 X X
CLO #2 X X
CLO #3 X X X
CLO #4 X
CLO #5 X X X
CLO #6 X

IX. COURSE OUTLINE AND TIME FRAME (TENTATIVE SCHEDULE)

Program Performance indicators Module Course Learning Outcomes Topic/ Content Teaching Learning Estimated Assessment Tasks
outcomes Activities Learning
Hours
PLO 1.1 Understand the NSTP law its Module 1 1.1 Recall and explain the topic. 1 Orientation to the NSTP (RA 9163 1. Synchronous and 6 1. Recitation
Rules and Regulations and Introduction and 1.2 List down the implementing and IRR) asynchronous online 2. Quizzes/Activity
Exemptions. Class rules and regulation of NSTP Law. 2 CWTS Curricular PEROGRAM discussions 3. Essay
Organization Offering as an option in NSTP 2. Online assessments
PLO E 2.1 Explain the self-management Module 2 Self- 2.1 Distinguish the difference 1 The Self-Management Sequence 1. Synchronous and 6 1. Recitation
sequence that control one’s Awareness and between self-awareness and self- 2 Level of Self-Talk asynchronous online 2. Quizzes/Activity
PLO I
success and failure Self-Management management. 3 Self-Assessment discussions 3. Essay
2.2 Describe knowledge of self by 2. Online assessments 4. Video reaction
means of positive and negative
self-talk.
2.3 Analyze the different levels of
self-talk that give ways to change
oneself.
PLO A 3.1 Develop the seven good Module 3 3.1 Recognize the nature and 1 The realities of the human person 1. Synchronous and 6 1. Recitation
habits on how to become a highly Human Person important realities as an individual 2 Components of human person asynchronous online 2. Quizzes/Activity
PLO B
effective person and Value (self) and as member of 3 Mission possible team discussions 3. Essay
Development community. 2. Online assessments

3.2 Differentiate the values of

being from values of giving.
PLO A 4.1 Determine how values affect Module 4 4.1 Learn how values are 1 Value define 1. Synchronous and 6 1. Recitation
a person’s behaviour, attitude, Values developed based on the guidelines 2 Value formation asynchronous online 2. Quizzes/Activity
PLO B
perspective and coping/dealing Development for implementing values education 3 Value clarification and integration discussions 3. Essay
PLO C 4.2 Understand values from 4 Virtues: The good habit 2. Online assessments 4. Reflection paper
with others.
different perspective.
PLO H 5.1 Assess and evaluate the Module 5 5.1 Describe the different virtues 1 Foundation of leadership 1. Synchronous and 6 1. Recitation
PLO I current leadership qualities for Leaders and as a foundation of leadership. 2 Qualities of leaders asynchronous online 2. Quizzes/Activity
potential leaders. Leadership 5.2 State and described the 3 Characteristics of a leader discussions 3. Essay
qualities and characteristics of a 4 Leadership style 2. Online assessments 4. Reporting
good leader.
5.3 Differentiate and illustrate the
different leadership styles as
practiced by leaders.
PLO A 6.1 Demonstrate and explain the Module 6 6.1 Identify the factors that 1 Team Development 1. Synchronous and 6 1. Recitation
characteristics of effective team Teambuilding for contribute to team development 2 Characteristics of Effective Team asynchronous online 2. Quizzes
PLO C
leaders and members. Youth and effectiveness. 3 Effective team leader discussions 3. Essay
Organization 6.2 Enumerate and explain the 4 Effective team members 2. Online assessments 4. Group activity
characteristics of an effective 5. Programme making
team.
6.3 Appraise the effectiveness of
the seven team well-being secrets.
PLO F 7.1 Demonstrate the person Module 7 7.1 Explain the different kinds of 1 Importance and kinds of decision- 1. Synchronous and 6 1. Recitation
involvement in decision making Decision Making decision applicable in a specific making asynchronous online 2. Quizzes/Activity
PLO G
and recognize the importance of situation. 2 Approaches and steps in decision discussions 3. Essay
7.2 Evaluate the effectiveness of making 2. Online assessments 4. Interview
decision-making aspirations and
decision making. 3 Involvement in decision making
goals formation into reality 4 Guides in decision making
PLO I 8.1 Organize a sport competition Module 8 8.1 Explain the difference between 1 Sports and Recreation 1. Synchronous and 6 1. Recitation
at the barangay level of the Dimension of continuous sports. asynchronous online 2. Quizzes/Activity
community. Development 8.2 Realize the importance of discussions 3. Essay
(Sports and sports and recreation in 2. Online assessments 4. Reporting
Recreation) maintaining good health. 5. Programme making
8.3 Implementing the exercise (outreach program)
program to help improve the
cardio- respiratory endurance and
body composition.
PLO A 9.1. Learn the common safety and Module 9 9.1. Demonstrate and practice fire 1.Disaster Preparation and Response 1. Synchronous and 9 1. Recitation
health regulations, preparation, and DISASTER drill every three months for both 2.First Aid and Emergency Safety asynchronous online 2. Quizzes/Activity
response to national disasters MANAGEMENT: children elderly/disabled persons; Measures discussions 3. Essay
Preparedness, 9.2. Learn and practice common 3.Earthquakes and Fires 2. Online assessments 4. Reporting
First Aid, and safety, health regulations, and first 4. Burns 5. Video making
Emergency aid for the home and community; 5. Drowning
Safety Measures and 6. Animal Bites
9.3. Demonstrate the response 7. Proper CPR for adult and infants
breathing and cardiopulmonary
resuscitation (CPR) as first aid and
emergency safety measures.

X. ASSESSMENT AND RUBRICS

ASSESSMENT TASKS COURSE LEARNING OUTCOMES
1.Mastery Question CLO2 CLO4 CLO5
2.Quizzes, Prelims, Midterms, Finals CLO1 CLO3 CLO4
3.Essay writing CLO3 CLO5 CLO6
4.Video Presentation CLO6
5.Program Making CLO4 CLO5
6.Reflection Paper CLO4 CLO5
7.Reporting CLO1 CLO4
8. Interview CLO4 CLO6

XI. GOOGLE MEET CODE:

XII. REFERENCES:

BOOK REFERENCE

National Service Training Program

A SOURCE BOOK
2nd Edition
Written and Compiled by

SERGIO J. LEE
NSTP-CWTS/LTS COORDINATOR
Adamson University

Other references:
(Do you dare to dream?)
https://www.youtube.com/watch?v=HhFxQlDPjaY
(Self-Awareness and self-management)
https://www.youtube.com/watch?v=chESbTWMIco
(How to be more Self-aware- 5 Powerful Ways to increase Self-awareness) https://www.youtube.com/watch?v=Q7gBf8WE3i8
(STOP NEGATIVE SELFTALK – YOU BECOME WHAT YOU THINK) https://www.youtube.com/watch?v=PheHv5f9J7w
First level of self-talk.
https://www.youtube.com/watch?v=E_-TZ2-WFTk
Second level of self-talk.
https://www.youtube.com/watch?v=dQLo8yKwN14
Third level of self-talk.
https://www.youtube.com/watch?v=mJg4lsuiuCk
Fourth level of self-talk
 https://www.youtube.com/watch?v=JoBykXWoQO8
Five level of self-talk
https://www.youtube.com/watch?v=boUmYPZEd20
https://www.who.int/tdr/news/2018/philippines-impact-of-social-innovation-in-health/en/
https://www.kidcentraltn.com/education/community---after-school-care/the-importance-of-civic-education-.html
https://ioem.idaho.gov/preparedness-and-protection/personal-family-preparedness/

XIII. CONSULTATION HOURS: 1:00 – 4:00PM

XIV. GROUND RULES FOR ONLINE CLASSES AND MODULAR ACTIVITIES:

GENERAL GROUND RULES:

1. Google Classroom, Google Meet, Google Drive, and Google Forms will be used in this course for assessments/activities, major exams, and all other matters
related to this course.
2. Be respectful. Do not say offensive words to your classmates or to your instructors.
3. Be mindful of your communication through chats and other messages. ALL CAPS AND EXCLAMATION POINTS MAY BE MISUNDERSTOOD!!!! You might
perceive this as shouting and this may also be interpreted as being rude so be aware. Check your spelling, grammar, and punctuation so that
miscommunication between you, your instructor, and classmates would be avoided.
4. It is your obligation to “back read” on instructions given out in Group Chats or in the Google Classroom. Do not ask before “back reading.” Always read first.
5. You may ask your instructors questions regarding lessons or activities in the Google Classroom or in other official Group Chats during the schedule of your
class with them or during the consultation hours stated in this syllabus. You should not contact them beyond their consultation hours.
6. Think before you click. Do not post or share inappropriate and unrelated matters to your subject privately to your instructor, privately to your classmates or to
your official group chats.
ONLINE CLASSES:
7. Always join the virtual class on time based on your schedule or based on your instructor’s instruction.
8. Always put your phones in “mute” unless your instructor asks you a question, you have a question, or unless otherwise instructed to do so.
9. Always participate in discussions.
10. Do not use the chat box for unrelated matters as this can be a source of distraction to the flow of discussion or your instructor’s momentum.
MODULAR ACTIVITIES:
11. All students are required to comply with all the activities/assessment tasks in this course.
12. Deadlines should be respected. Do your assessment tasks/activities right away after it was already assigned to you and then submit it immediately. Do not wait
any longer as the date and time of your submission will be recorded in the Google Classroom.
13. Try to understand and answer on your own first. Take the time to read the instructions given to you carefully first before asking your instructor to explain it again.

XV. HONOR CODE

As a student, I know that academic honesty is essential to my own success, as well as to the mission of my College and of EXACT Colleges of Asia in general. I also understand that
an Honor Code is, by its nature, not limited to those situations identified here in the code, but includes the spirit of honesty and ethics implied by the written code. I agree that I will
 uphold not only the letter of this code but also its implied intent of ongoing commitment to full academic honesty.
 Never submit any kind of work that is not my own, nor ever give my work to other students to submit as their own.
 Never post answers to exams or quizzes on the Internet or in other public places, nor use answers from posted exams or quizzes.
 Never submit to the school a forged document or signature.
 Never plagiarize in written, oral, or creative work.
 Be well-informed about plagiarism and not use “lack of knowledge” as a reason for engaging in plagiarism.
 Take assessments only after I have completed the lessons leading up to that assessment.
 Never give or receive unauthorized assistance on assessments. I understand that all assessments are “closed-book” and that my Learning Coach shall not provide
assistance in determining answers on assessments.
The receipt of this syllabus confirms that I have read, and agree to abide by, the EXACT Colleges of Asia Honor Code.

XVI. FACULTY INFORMATION

NAME: CHRISTOPHER E. DELA CRUZ
FB: CHRISTOPHER DELA CRUZ
CP# 09551036844

XVII. APPROVAL:

Prepared by: Evaluated by: Approved by:

CHRISTOPHER E. DELA CRUZ REGINA D. CURA, Ph.D.

Faculty Dean Vice President for Academic Affairs

XVIII. APPENDICES
Please attach the rubrics you will be using for ALL assessment tasks you will be using for this course.

Rubric for Interview

 Advanced Proficent Basic Below Basic Total
RUBRRIC5FOR
pts 4 4 pts 3 3 pts 2 2 pts 1 (N/A)
Teamwork/ SLOGAN Advanced Proficent Basic Below Basic Total
Participation
CATEGORY
The group worked very well with The group worked well with each Group communicated relatively Group did not work well together.
each other and the presentation other and communicated well. well with a few lapses in the There were obvious
Required was sharedThe poster
equally includes
among the all Some members
All required elements presentation;
participated are Allsome
butstudents
1 of the required Severaland
miscommunications required
lapses elements
Elements group members. slightly more than others.
required elements as well as included on the poster. dominated the presentation and in the presentation.
elements are included on the were missing.
others did not participate much.
additional information. poster.
Content Advanced Proficent Basic Below Basic Total
Labels All items
Group members had aofstronghold
importance Most
on of theAlmost all itemshad
group members of Group members Many haditems
only aof importance
Groupon Labels
members hadare
littletoo
to nosmall to view
the.poster
on the content are clearly labeled
The interview importance
a solid understanding on the poster
of the are understanding
superficial the poster areof clearly labeled ORofno
understanding theimportant
content items were
with labels
revealed important thatof can
aspects the be content.
read Content
clearlymissing
labeled with labels
minor withmistakes
content. Several labels that
werecan beaddressed
read inlabeled.
the presentation.
character's lives. elements or contained minor
from at least 3 feet away. that can be read frommade at duringfrom
the presentation.
at least 3 feet away.
errors.
Language Advanced
least 3 feet away.
Proficent Basic Below Basic Total
Graphics - The participants
All graphics are relatedThe
spoke in fluent to participants
All graphics are related
were mostly Thetoparticipants
All graphics relate to the
made frequent Graphics
The participants do not relate to the
were largely
RelevanceEnglish withtheno topic and make
grammatical errors it easier
fluent and the
madetopic
minorand most
errors in make it
grammatical topic. Oneused
errors and or two
a fewborrowed topic
incoherent due OR several
to poor language,borrowed
to understand. All borrowed grammar and syntax
easier to understand. incorrect
Some expressions
graphics have a source frequent errors in grammar,
graphics do not have a
vocabulary and syntax
graphics have a source borrowed graphics have a citation. source citation.
Questions Advanced Proficent Basic Below Basic Total
citation. source citation.
The group framed very good The questions were mostly Some questions were good The questionns hardly gave any
Attractiveness Thehelped
questions that poster
getisa exceptionally
deeper relevant and The poster
helped is attractiveenough
understand in to reveal
The more
poster is acceptably
about the The posterof isthedistractingly
scope for development
insight into attractive
the text in terms of design,
the text better characters interview
terms of design, layout, and attractive though it may be a messy or very poorly
layout, and neatness. neatness. bit messy. designed. It is not attractive.

Grammar There are no There are 1-2 There are 3-4 There are more than 4
grammatical/mechanical grammatical/mechanical grammatical/mechanical grammatical/mechanical
mistakes on the poster. mistakes on the poster. mistakes on the poster. mistakes on the poster
Rubric for Grading Answers on an Essay
Criteria Missing or Serious Below Expectations Meets Expectations Excellent Work Points
Problems Earned
& Points Assigned
0 3 4 5

Answer is complete;
sufficient detail provided
Answer is incomplete. Answer is brief with
to support assertions;
Excessive discussion of insufficient detail.
Relevance of answer to The essay did not answer focuses only on
unrelated issues and/or
the question answer the question Unrelated issues were issues related to the
significant errors in
introduced and/or minor question; factually
content
errors in content. correct

Thoroughness of None of the relevant Serious gaps in the Most of the basic details Deals fully with the
answer details were included basic details needed are included but some entire question
are missing

Minor problems of Clear and logical

organization or logic; presentation; good
Weak organization;
Needs work on creating development of an
sentences rambling;
Organization and logic transitions between argument; Transitions
ideas are repeated
of answer ideas are made clearly and
smoothly

Major problems with Frequent problems with

mechanics of language; mechanics of language;
Mechanics of writing Clear, readable, prose.
Awkward sentence Occasional awkward
(spelling, punctuation, Good use of transitions;
construction; Poor or sentences and poor
grammar, clarity of no problems with
absent transitions; transitions; reduce
prose) spelling, punctuation, or
Frequently difficult to readability
grammar.
understand
TOTAL POINTS

Rubric for Reflection Paper

Criteria Superior (54-60 points)
Depth of Response demonstrates an in-
Reflection depth reflection on, and
personalization of, the theories,
(25% of TTL concepts, and/or strategies
Sufficient (48-53 points)
Response demonstrates a general
reflection on, and personalization
of, the theories, concepts, and/or
strategies presented in the course
Minimal (1-47 points) Unacceptable (0 points)
Response demonstrates a Response demonstrates a lack of
minimal reflection on, and reflection on, or personalization
personalization of, the of, the theories, concepts, and/or
theories, concepts, and/or strategies presented in the course
Points) presented in the course
materials to date. Viewpoints
___/15 and interpretations are
insightful and well supported.
Clear, detailed examples are
provided, as applicable.
Required Response includes all
Components components and meets or
exceeds all requirements
(25% of TTL indicated in the instructions.
Points) Each question or part of the
assignment is addressed
___/15 thoroughly. All attachments
and/or additional documents
are included, as required.
Structure Writing is clear, concise, and
well organized with excellent
(25% of TTL sentence/paragraph
Points) construction. Thoughts are
expressed in a coherent and
___/15 logical manner. There are no
more than three spelling,
grammar, or syntax errors per
page of writing.
Evidence and Response shows strong
Practice evidence of synthesis of ideas
presented and insights gained
(25% of TTL throughout the entire course.
materials to date. Viewpoints and strategies presented in the
interpretations are supported. course materials to date.
Appropriate examples are Viewpoints and interpretations
provided, as applicable. are unsupported or supported
with flawed arguments.
Examples, when applicable,
are not provided or are
irrelevant to the assignment.
Response includes all components Response is missing some
and meets all requirements components and/or does not
indicated in the instructions. Each fully meet the requirements
question or part of the assignment indicated in the instructions.
is addressed. All attachments Some questions or parts of the
and/or additional documents are assignment are not addressed.
included, as required. Some attachments and
additional documents, if
required, are missing or
unsuitable for the purpose of
the assignment.
Writing is mostly clear, concise, Writing is unclear and/or
and well organized with good disorganized. Thoughts are not
sentence/paragraph construction. expressed in a logical manner.
Thoughts are expressed in a There are more than five
coherent and logical manner. There spelling, grammar, or syntax
are no more than five spelling, errors per page of writing.
grammar, or syntax errors per page
of writing.
Response shows evidence of Response shows little
synthesis of ideas presented and evidence of synthesis of ideas
insights gained throughout the presented and insights gained
entire course. The implications of throughout the entire course.
materials to date. Viewpoints and
interpretations are missing,
inappropriate, and/or
unsupported. Examples, when
applicable, are not provided.
Response excludes essential
components and/or does not
address the requirements
indicated in the instructions. Many
parts of the assignment are
addressed minimally,
inadequately, and/or not at all.
Writing is unclear and
disorganized. Thoughts ramble
and make little sense. There are
numerous spelling, grammar, or
syntax errors throughout the
response.
Response shows no evidence of
synthesis of ideas presented and
insights gained throughout the
entire course. No implications for
Points) The implications of these
insights for the respondent's
___/15 overall teaching practice are
thoroughly detailed, as
applicable.
these insights for the respondent's Few implications of these the respondent's overall teaching
overall teaching practice are insights for the respondent's practice are presented, as
presented, as applicable. overall teaching practice are applicable.
presented, as applicable.