/ COLLEGE DEPARTMENT
VISION
A diocesan catholic school community
that is founded on the oneness of Heart of
Jesus and Mary and passionate in the
communal work of integral human
development of young towards the fullness
of life.
MISSION
Inspired by and devoted to the oneness of
Heart of Jesus and Mary, OLSHCO is
committed to:
1. Develop among students modern –
world skills for them to succeed as
empowered global citizens; and
2. Nurture a learning environment that
proclaims and models values of human
integrity.
COLLEGE OBJECTIVES
In consonance with the Vision-Mission
guided by the oneness of Heart of Jesus and
Mary, the College commits itself to:
1. Provide high quality and holistic
educational services;
2. Reinforce values formation to produce
professionals who are responsive to the
changing needs of industry and society; and
3. Strengthen linkages and industry
partners for continuous development.
GRADUATE ATTRIBUTES
1. Effective Communicator
2. Design Thinker
3. Ecological Integrity Advocate
4. Cultured Citizen
5. Results-driven Professional
BACHELOR OF TECHNOLOGY AND LIVELIHOOD EDUCATION
SECOND SEMESTER A.Y. 2022-2023
CORE VALUES Course Code: HE107 – MC8 Marriage and Family Relationships
Filial Compassion, Leadership and Accountability, Mary Units: 3 No. of Weeks: 18 weeks
Inspired Obedience, and Enduring Discipleship Co. Requisite: None Pre-requisite: None
Anent the vision-mission of Our Lady of the Sacred Heart College of Guimba, Inc., that is founded on the oneness of Heart of Jesus and Mary, its implementing rules
and regulations, the policy declarations and principles of a Catholic Diocesan College and an OLSHCONIAN culture together with CHED guidelines, the following will
be the guiding light of an OLSHCO graduate:
PROGRAM GOALS
The BACHELOR OF TECHNOLOGY AND LIVELIHOOD EDUCATION (BTLED) aims to develop highly competent and motivated teachers in Technology and Livelihood
Education for Grades 4-8.
PROGRAM OUTCOMES
A. Common to All Programs towards Human B. Common to Teacher Education (CTE) C. Specific to BTLEd Program (SBP)
Development (CAP) 1. Articulate the rootedness of education in 1. Demonstrate the competencies required of the Philippine
1. Consolidate, discuss, articulate and philosophical, socio-cultural, historical, TVET Trainers-Assessors Qualifications Framework (PTTQT);
institutionalize the latest developments in the psychological, and political contexts (D)
specific field of practice. 2. Demonstrate mastery of subject matter/discipline 2. Demonstrate broad and coherent, meaningful knowledge
2. Effectively communicate in English and 3. Facilitate learning using a wide range of teaching and skills in technology and livelihood education; (D)
Filipino, both orally and in writing. methodologies and delivery modes appropriate 3. Apply with minimal supervision specialized knowledge and
3. Work effectively and collaboratively with a to specific skills in technology and livelihood education; (P)
substantial degree of independence, 4. learners and their environment 4. Demonstrate higher level literacy, communication,
empowerment and personal leadership in Develop innovative curricula, instructional plans, numeracy, critical thinking, learning skills needed for higher
multidisciplinary and multi-cultural teams. teaching approaches, and resources for diverse learning; (D)
4. Act in recognition of personal, professional, learners. 5. Manifest a deep and principled understanding of the
social, ethical responsibility and accountability 5. Apply skills in the development and utilization of learning processes and the role of the teacher in facilitating
in promoting human development and ICT to promote quality, relevant, and sustainable these processes in their students; (I)
integrity. educational practices 6. Show a deep and principled understanding of the learning
5. Live out a deep sense of spirituality that 6. Demonstrate a variety of thinking skills in processes relate to larger historical, social, cultural, and
witnesses the Oneness of Heart of Jesus and planning, monitoring, assessing, and reporting political processes; (P)
Mary. learning processes and outcomes 7. Apply a wide range of teaching processes skills (including
6. Participate in the mission of the local church 7. Practice professional and ethical teaching curriculum development, lesson planning, materials
of the diocese of San Jose that center on standards sensitive to the local, national, and development, educational assessment, and teaching
____________________ global realities. approaches) (P)
7. Preserve and promote “Filipino historical and 8. Pursue lifelong learning for personal and 8. Reflect on the relationships among the teaching process
cultural heritage”. professional growth through varied experiential skills, the learning processing in the students, the nature of
and field-based opportunities the content/subject matter, and the other factors affecting
educational processes in order to constantly improve their
knowledge, skills, and practices. (I)
 COURSE SYLLABUS
I. COURSE IDENTIFICATION
Course Title: MC8 MARRIAGE AND FAMILY RELATIONSHIPS
Course Description:

This is focused on family and marital interactions within the context of various family subsystems and Filipino culture. This course subsumes topics on
basic parenting styles and child-rearing skills.

II. COURSE OUTCOME/S’

At the end of this course, students will be able to:
1. Demonstrate a basic understanding of and apply the various sociological theories and research methods appropriate to the study of intimate
relationships, marriages, and families.
2. Examine the impact and influence the social institution of marriage maintains on the formation and alteration of human relationships in the past, present,
and future and how those impacts are related to people’s lives.
3. Analyze the degree of diversity in terms of marriage, relationships, and family life choices (cross-culturally, historically, currently, and globally) and how
diverse family forms can be functional and healthy.
4. Explore and examine social, economic, and policy trends related to the changing nature of marriages and families within the country and globally.
5. Critically analyze topics related to intimate relationships, marriage, and family life and how those topics are related to family life choices, attitudes
regarding relationships, marriage and family, maintaining healthy/effective relationships, the relationship between family/relationship well-being and
various dimensions of health, etc.
6. Identify and evaluate one’s own personal beliefs, values and ideological perspectives as critical forces in defining and shaping family, relationships,
marriage, having children, and their own personal life choices. Discuss this connection to one’s overall social, mental, cognitive, spiritual, financial, and
physical health.
7. Describe and illustrate the influences of gender roles and communication skills on relationships.
8. Demonstrate an understanding of the effects on individuals (including on various dimensions of health), family, community, and society of the conflicts
and transitions in families, including: domestic violence, marital dissolution, remarriage, singlehood, and step-families
III. COURSE OUTLINE AND TIMEFRAME
TIME FRAME CONTENT TIME FRAME CONTENT

Week 1 Orientation and Discussion of Syllabus Week 10 Deciding about Parenthood

Week 2 Making Family Choices in a Changing Society Week 11 Work and Family

Week 3 Exploring Relationships and Families Week 12 MIDTERM

Week 4 Gender Identities and Families Week 13 Communication in Relationships, Marriages and Families

Week 5 Love and Choosing a Life Partner Weeks 14-15 Power and Violence in Families

Week 6 PRELIM Weeks 16 Divorce and Relationship Dissolution

Non-marital Lifestyle: Living Alone, Cohabiting, Same-Sex,

Week 7-8 Week 17 Remarriage and Stepfamilies
Unions and Other Intimate Relationships

Week 9 Marriage: From Social Institution to Private Relationships Week 18 FINALS

IV. LEARNING PLAN
GRADUATE
TIME
ATTRIBUTES
FRAME
(Mission, Core Values)
MISSION 2
Provide Values-oriented
learning environment
GRADUATE ATTRIBUTE 1 &
4 policy of the school
Week 1
Effective Communicator
Cultured Citizen
DESIRED LEARNING
CONTENT ASSESSMENT ACTIVITIES RESOURCES
OUTCOMES
Familiarization of the Student Services Reflection paper on the Face-to-Face Orientation of Course Outline
students to the rules and Course orientation student services. Student Services.
regulations of the school Grading System Course Syllabus
Requirements Guide question intended Online discussion of the
Awareness on the academic Relevance of the Course for the course. course syllabus including Students’ Handbook
the course policies and
  requirements.

CORE VALUES
(Leadership and
Accountability)
MISSION 1 Making Family Choices in a
Develop modern world Changing Society
skills  Defining family
 Freedom and
GRADUATE ATTRIBUTE 1 & pressure of
5 Choosing
Week 2 Design Thinker  Families of
Results-driven Professional individuals

CORE VALUES
(Leadership and
Accountability)

Weeks 3 MISSION 1 Exploring Relationships and

Develop modern world Families
skills  Science:
Transcending
 GRADUATE ATTRIBUTE 1 & Personal
5 Experience
Design Thinker  Theoretical
Results-driven Professional Perspective on the
Family
CORE VALUES
(Leadership and
Accountability)

Gender Identities and

Families
 Gendered Identities
 How did Gender
Roles Emerge?
Week 4
 Gender Structures
 Gender and
Socialization
 Gender and Social
Change
Love and Choosing a Life
Partner
 Love and
Commitment
 Mate Selection: The
Process of
Week 5 Selecting a
Committed Partner
 The Marriage
Market
 Nurturing Loving
and Committed
Relationship
Week 6 PRELIM
Week 7-8 MISSION 1 Non-marital Lifestyle: Living
Develop modern world Alone, Cohabiting, Same-
 skills Sex, Unions and Other
Intimate Relationships
GRADUATE ATTRIBUTE 1 &
5
Design Thinker
Results-driven Professional

CORE VALUES
(Leadership and
Accountability)

MISSION 1
Develop modern world Marriage: From Social
skills Institution to Private
Relationships
GRADUATE ATTRIBUTE 1 &
5
Week 9 Design Thinker
Results-driven Professional

CORE VALUES
(Leadership and
Accountability)

Week 10 Deciding about Parenthood

Week 11 Work and Family

Week 12 MIDTERM
Week 13 MISSION 1 Communication in
Develop modern world Relationships, Marriages
skills and Families

GRADUATE ATTRIBUTE 1 &

5
Design Thinker
 Results-driven Professional

CORE VALUES
(Leadership and
Accountability)

MISSION 1 Power and Violence in

Develop modern world Families
skills

GRADUATE ATTRIBUTE 1 &

5
Week 14-
Design Thinker
15
Results-driven Professional

CORE VALUES
(Leadership and
Accountability)

Divorce and Relationship

Week 16
Dissolution
Remarriage and
Week 17
Stepfamilies
Week 18 FINALS

References:

http://www.unchr.org.pdf Action for the rights of children (ARC).,Child and adolescent development., revision version 04/01
https://www.csusm.edu Child and Adolescent dev’t
 COURSE POLICIES
1. Eligibility.
HE106– Child And Adolescent Development is a 3-units course for third year BTLED students. Only officially enrolled students can take this course.
2. Materials
Students are provided with a soft copy of the syllabus per course for guidance. Soft copies of required readings are provided and can be accessed online
through the given Learning Management System (LMS) such as google classroom used by the instructor. Students need to have a personal computer or
mobile phone with MS Word (or similar software or application) for the writing tasks.
3. Delivery
The course is delivered in synchronous (online discussion and interaction) and face-to-face classes. Online class (discussion and interaction) is required
and will be conducted via Google Meet or any other Video conferencing platform. Students and the instructor will communicate through private messages
(PM) or group chat (GC) via Facebook Messenger. PM is intended for submission of accomplished formative assessments (practice tests) or asking
questions regarding progress on the course by the student and giving feedback on the progress by the instructor. GC is intended for asking general
questions on the course and discussion via video call when necessary. Every student is required to join the google classroom via a link or class code to be
provided by the instructor. The instructor will create an assignment where students can upload or turn in their outputs for every module. The instructor will
not assign the succeeding assignments to the students who did not submit their outputs from the previous meeting.
4. Accounts
All online accounts of students that are intended for online classes should be personal and shall bear students’ names reflected in the assessment form.
The profile picture to be used must be presentable, decent, and complemented with the official OLSHCO frame.
5. Schedule
A study schedule is sent to students. The students must print or produce a hard copy of their schedule signed by their parents/guardians and must be
posted on their respective study areas.
6. Grading System
The grade of the students will be based on the following criteria:
a. Knowledge 40%
b. Skills 60%
Total 100%

7. Behavior
- Sending messages for inquiries or clarifications to the instructors must start with a greetings, proper self-introduction (name, program, block, and course
enrolled), followed by stating the purpose or asking for clarifications and ending the conversation with gratitude. The time of sending messages must be
from 07:30 AM-05:00 PM.
- In attending online classes, the students should join the meeting at least 5 minutes before the scheduled time. The microphone should be muted upon
joining the virtual room. Casual clothing and proper seating position must be observed throughout the online session.
- In attending Face-to-Face classes, the students should join be inside the classroom at least 5 minutes before the scheduled time. Proper health
protocols must be observed and practiced such as wearing of face masks, social distancing and having a personal disinfectant. Wear the prescribed
school uniform.
- Concerns about the instructors or institution must be properly communicated to the respective channels such as advisers or program heads and should
not be posted on any social media platforms.
- Learning platforms such as GCs and FB groups are intended for academic purposes ONLY.
- Students are expected to be self-motivated and self-directed approaching the course with the desire to learn.

8. Academic Integrity Policy

- Plagiarism, sharing of work, providing test questions, selling assignment paper, impersonating a student and school persons in authority and taking an
exam for a student are prohibited and punishable according to the mandate of student discipline which include but not limited to suspension, exclusion
and expulsion.
 CURRICULUM MAP

SBP1

SBP2

SBP3

SBP4

SBP5

SBP6

SBP7

SBP8
CAP1

CAP2

CAP3

CAP4

CAP5
CAP6
CAP7

CTE1

CTE2

CTE3

CTE4

CTE5

CTE6

CTE7

CTE8
ILO

Discuss the principle of preservation, / / / / / / / / / / / / / / / / / /

the microbial methods for food
analysis, and food-borne illnesses.
Use standard microbiological / / / / / / / / / / / / / / / / /
methods for the detection of /
microorganisms in food.
Discover the use of food analysis in / / / / / / / / / / / / / / / / / / /
foodborne illness.
Discuss the food spoilage and food / / / / / / / / / / / / / / / / / / /
sanitation.
Demonstrate understanding in / / / / / / / / / / / / / / / / / /
Information, Education and
Communication (IEC) materials.
Calculate the risks of food spoilage / / / / / / / / / / / / / / / / / /
to prevent food wastage and
infection.
Discuss the HACCP Principles and its / / / / / / / / / / / / / / / / / /
importance in food service and food
establishments.
Follow the basic HACCP principles for / / / / / / / / / / / / / / / / / /
homemade product production.
Discuss the basic food processing / / / / / / / / / / / / / / / / / /
techniques.
Relate the new trends in food / / / / / / / / / / / / / / / / / /
preservation to the techniques at
home.
Demonstrate food processing in / / / / / / / / / / / / / / / / / /
creating one home food processed
product.
Discuss the guidelines in food / / / / / / / / / / / / / / / / /
packaging and labeling; and the
manufacturing practices.
Apply the principles of Good / / / / / / / / / / / / / / / /
Manufacturing Practice (GMP) to
homemade food processed products
Discuss the sustainable development / / / / / / / / / / / / / / / /
goals.
Plan for a sustainable food / / / / / / / / / / / / / / / /
production and consumption using
appropriate food technology
processes and techniques.
Organize a mini processed food / / / / / / / / / / / / / / / /
display to exhibit outputs and share
inputs.
 RUBRICS FOR CHECKING

ESSAYS, CONCEPTUAL QUESTIONS, & SHORT ANSWER

BEGINNING (1) DEVELOPING (2) PROFICIENT (3) ADVANCE (4)

Demonstrate an initial understanding Demonstrate a partial understanding Demonstrate a complete Demonstrate a sophisticated
of the concepts and competencies of the concepts and competencies understanding of the concepts and understanding of the concepts and
relevant to the expected learning relevant to the expected learning competencies relevant to the expected competencies relevant to the expected
outcomes. outcomes. learning outcomes. learning outcomes.

PORTFOLIO

CRITERIA BEGINNING (1) DEVELOPING (2) PROFICIENT (3) ADVANCE (4)

Many of the components needed Some of the preliminary All components are included Additional components are
Components
are missing. components are missing. and clearly marked included and clearly marked
Organization Organization follows all the
Organization slightly follows instructions for the portfolio
Organization does not follow the Organization follows all the
It follows the the instructions for the with supplemental information
instructions given for the portfolio. instructions for the portfolio.
instructions for the portfolio. provided.
portfolio
Completeness Of Contents are completely filed
Contents Most of the contents are missing Some of the contents are Contents are completely filed and submitted with additional
and/ or disarranged missing and disarranged. and submitted details included.

Promptness Student portfolio submitted two Student portfolio submitted Student portfolio is submitted
Student portfolio is submitted
days, a week, or more after the one day after the given before deadline
on time
Working Days given deadline. deadline.