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COLLEGE OF EDUCATION

Outcomes-Based Education (OBE) Course Syllabus in H.E 122-Craft Design

Date Enhanced: January 3, 2023

I. Capiz State University

Vision: Center of Academic Excellence Delivering Quality Service to all
Mission: Capiz State University is committed to provide advanced knowledge and innovation; develop skills, talents and values;
undertake relevant research, development and extension services; promote entrepreneurship and environmental
consciousness; and enhance industry collaboration and linkages with partner agencies.

Goals: Globally competitive graduates

Institutionalized research culture
Responsive and sustainable extension services
Maximized profit of viable agro-industrial business ventures
Effective and efficient administration

Core Values: God- Centered

Excellence
Integrity
Transparency and Accountability and;
Dedication to quality Service

Guiding Principles:
Academic Freedom
Responsibility
Academic Standards
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Institutional Learning Outcomes:

A CapSU Graduate is a knowledgeable, innovator, researcher, master of change, a leader entrepreneur, environmentalist,
and effective collaborator in their respective fields of discipline.

College of Education Program Outcomes:

To produce teachers who REIGNS:
R - Relevant researcher
E - Exemplary “extensionist” and entrepreneurs
I - Innovative instructors, ICT literate
G - God-fearing, goal-oriented, globally competitive
N - Nature-lovers, networkers, and team players
S - Service-oriented

II. Campus: Main Campus

III. Program/Degree: Bachelor of Technology and Livelihood Education

IV. Program Outcomes: Based on CMO No. 78, Series of 2017

The minimum standards for the BTLED program ae expressed in the following minimum set of learning outcomes:
A. Common to all programs in all types of schools
The BLTEd graduates have the ability to:
1. articulate and discuss the latest developments in the specific field of practice (PQF Level 6 descriptor)
2. effectively communicate orally and in writing using both English and Filipino
3. work effectively and independently in multi-disciplinary and multi-cultural teams (PQF level 6 descriptor)
4. act in recognition of professional, social and ethical responsibility
5. preserve and promote “Filipino historical and cultural heritage”
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B. Common to the Teacher Education

1. Articulate rootedness of education in philosophical, socio cultural, historical, psychological, and political contexts.
2. Demonstrate mastery of subject matter/discipline.
3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their
environment.
4. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
5. Apply skills in the development and utilization of ICT to promote quality, relevant and sustainable educational practices
6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.
7. Practice professional and ethical teaching standards sensitive to the local, national, and global realities.
8. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.

C. Specific to Technology and Livelihood Education

1. Demonstrate the competencies required of the Philippine TVET Trainers-Assessors Qualification Framework (PTTQF);
2. Demonstrate broad and coherent, meaningful knowledge and skills in technology and livelihood education.
3. Apply skills with minimal supervision specialized knowledge and skills in technology and livelihood education;
4. Demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning.
5. Manifest a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes
in their students;
6. Show a deep and principled understanding of how educational processes relate to larger historical, social, cultural and political
processes;
7. Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development,
educational assessment, and teaching approaches);
8. Reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the
content/subject matter, and other factors affecting educational processes in order to constantly improve their teaching
knowledge, skills and practices.
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D. Common to a horizontal type as defined in CMO 46, 2012

1. BTLEd graduates of professional institutions demonstrate a service orientation in one’s profession.
2. BTLE graduates of colleges participate in various types of employment, development activities, and public discourses,
particularly in response to the needs of the communities one serves
3. BTLE graduates of universities participate in the generation of new knowledge or in research and development projects in
technical education.

Moreover, graduates of State Universities and Colleges (SUCs) must have the competencies to support “national, regional and
local development plans” (RA7722).

V. Course Title: Craft Design

VI. Semester/School Year Offered: Second Semester, School Year 2022 – 2023

VII. Course Description:

This covers materials, techniques and design in handicraft production. This course provides an opportunity for the students to
develop, cultivate and enrich skills in designing crafts, applying principles of arts and techniques in designing quality products.

VIII. Course Credit/Unit: 3 units (3 hours/week)

IX. Course/Subject Outcomes:

1. Understanding of the basic principles and techniques in craft designing.

2. Demonstrate skills and knowledge in designing handicraft products
3. Apply knowledge and skills gain in creating/producing artwork and handicraft products.
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X.
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Curriculum Mapping

Program Outcomes
Course Outcome Common to
Common to all program in all horizontal type as
Common to the Teacher Education Specific to Technology and Livelihood Education
types of schools defined in CMO 46,
2012
After the completion of the
course, the student should R E I G N S A1 A2 A3 A4 A5 B1 B2 B3 B4 B5 B6 B7 B8 C1 C2 C3 C4 C5 C6 C7 C8 D1 D2 D3
be able to:
CO1- Understanding of the
basic principles and I I D E D D E D I D D I I E E D E D E E E D E E E I E I I I
techniques in craft designing
CO2- Demonstrate skills and
knowledge in designing I I D E D D I D I D D I I E E D E D E E E D E E E I E I I I
handicraft products
CO3-Apply knowledge and
skills gain in creating/
producing artwork and E I D E D D E D D D D I I E E D E D E E E D E E E I E I I I
handicraft products.

Where : E-enabling I- Introductory D- Demonstrated

XI. Course Design Matrix

Topics Most Essential Learning Learning Activity Assessment References Time

Outcome (MELO) Tasks Allotment

General Orientation: Present VMG in the class Group discussion Reflection writing Student Handbook Week 1
Understand and explain the meaning Share insights Course Syllabus
University’s VMG of the University’s VMGO
College’s Program Outcomes

Chapter I. Introduction to Week 2-3

Handicraft Assessment of output:
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Define handicraft Facilitated learning Mosaic http://handicraftwork.blogspot.com/

 Handicraft define
 Differentiate arts from
crafts
 Kinds of crafts
 Classification of crafts
Learn the reasons why we
study handicrafts
Value the importance of
handicrafts and its contribution
to the economy
activities 2010/07/introduction.html
Paper-pencil quiz
Synchronous and https://www.scrib.com/document/
Asynchronous Online 231906795/Handicraft
learning
https://redtri.com/benefits-of-arts-
and-crafts-for-kids/
Create a mosaic.
https://www.lib.umd.edu/
williammorris/morris-influence/arts-
and-crafts-movement
https://eastwoodschools.com/
importance-arts-craft-school-
curriculum/
https://www.thoughtco.com/what-is-
the-definition-of-art-182707

Chapter 2- Art Education and http://

Appreciation penulisansenihalus.blogspot.com/ Week 4-5
 How Art begun Differentiate art education from Assessment of 2009/04/definition-of-art-and-
 Essential requirements of art appreciation Facilitated learning written activity craft.html
Arts activities
 Functions of Arts Explain the functions of arts Short quiz (paper- https://www.slideshare.net/
dennismarkdelacruz/functions-of-
 Classification of arts Synchronous and pencil) arthttps://www.scribd.com/document/
 Forms of Fine Arts Enumerate the different forms Asynchronous Online 457618435/CHAPTER-2-THE-
and Aesthetic Arts of fine and aesthetic arts learning FUCTIONS-OF-ARTS
 Forms of Practical
Arts Discuss the aims of teaching Written activity
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 The need for art arts in school https://www.britannica.com/topic/

appreciation the-artshttps://
 Aims of teaching Arts in education.onehowto.com/article/
school what-are-the-seven-forms-of-fine-
arts-1593.html

Chapter 3-Paper Craft https://www.britannica.com/

 History of paper Learn the history of paper Written activity: technology/papermaking/Natural- Week 6-7
 Papermaking/Papermaking Synchronous and fibres-other-than-wood
process Discuss the importance of Asynchronous Online Activity/Output
 Development of paper paper, development, learning Assessment : https://www.britannica.com/
manufacture and paper manufacture and methodology Papier mache’ technology/kraft-process
machinery of paper making Activity/Output
 Technology and Create papier mache’ https://www.thesprucecrafts.com/
methodology of paper Define papier mache’ model what-is-papier-mache-4777182
making
 Papier mache’ Learn the steps in making https://www.youtube.com/watch?
papier mache’ v=D8kBxgPYF3s

Chapter 4- Macrame’ Define macrame’

 History of Macrame Facilitated learning Activity/Output Week 8
 Tools, materials in Enumerate the tools and activities Assessment : Handicraft Handbook- Macrame’
macramé materials in macramé Macrame and Basketry
 Basic macramé knots Synchronous and
By; Laarni A. Urbiztondo, Leonora
Learn the basic macramé knots Asynchronous Online
D. Basbsa
learning
https://www.youtube.com/watch?
Product/Output: v=5wgGSCIOXk0
Create macrame’
https://www.youtube.com/watch?
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v=c_-0U__mXHU

MIDTERM EXAMINATION Week 9

Chapter 5-Toy Crafts
 History of toy making
 Different types of toys
 Importance of toys on
habits and interests
 Toys for special need
Learn the history of toy making
Identify the different types of Asynchronous Online
toys
Value the importance of toys
on habits and interest.
Handicrafts handbook by: Tomas M.
Written activity Quilang Week 10-11
Synchronous and assessment
https://www.britannica.com/
learning Paper-pencil quiz technology/toy
https://webstockreview.net/image/
Written Activity
knights-clipart-medieval-time/
2886754.html
https://www.pngwing.com/en/free-
png-ywhxu

Chapter 6- Sea Shell Craft

 Sea shells in the Identify some if the common Synchronous and Written activity Week 12-13
Philippines sea shells in the Philippines Asynchronous Online assessment Handicraft Handbook by: Thomas
 Kinds of sea shell learning M. Quilang
 Collecting, preparing and
cleaning of shell Written Activity

https://learnmechanical.com/
Chapter 7- Plastic Craft Define plastics Synchronous and Written activity difference-between-thermoplastics- Week 14-15
 Plastic is a Family Name Asynchronous Online assessment and-thermosetting-plastics/
 Advantages of plastic Differentiate thermosetting learning
https://pt.slideshare.net/sergyx2000/
 Kinds of plastic according from thermoplastic plastics Short quiz (paper
Product/Output: and pencil) the-three-main-types-of-plastics/6
to form
 Common characteristics of Enumerate the advantages and Create items using
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plastics common characteristics of recycled plastic Activity/Output

plastics materials Assessment:
Plastic Craft

Chapter 8- Bamboo Craft Identify the different kinds of Synchronous and Written quiz Week 16-17
 Kinds of bamboos bamboo Asynchronous Online http://greenpoenterprises.com/
 Treating bamboos learning Activity/Output understanding-the-anatomy-of-
Know the procedure in treating Assessment: bamboo/
 Uses of bamboo
bamboos Written activity Bamboo Craft
https://www.econation.co.nz/
Product Output
bamboo/
Determine the uses of bamboo
Handicraft Handbook by: Thomas
M. Quilang

FINAL EXAMINATION Week 18

XII. Criteria for Grading:

Class standing (output/ activity/performance) -------------------------------40%
Quizzes---------------------------------------------------------------------------- 20%
Midterm/ Final Examination------------------------------ -------------------- 40%
TOTAL -------------------------------------------------------------------------- 100%
XIII. Rubrics: See attached Criteria

XIV. Other Requirements:

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1. Pass the midterm and final examination
2. Submit required outputs/projects/ learning activities on time

XV. Classroom Policies:

a. follow guidelines for synchronous /asynchronous learning.
b. during class hours students are reminded to log in the attendance sheet thru google forms
c. perform and submit the course requirement and other activities on the set deadline
d. the student handbook will serve as a guide for additional guidelines

XVI. Consultation: Students can consult or set appointment from Monday to Friday 4:00 to 5:00 pm at T30, Department of Industrial
Technology building.
XVII. Remarks: This syllabus is flexible and may include additional topics and activities deemed necessary by the faculty.

Prepared by: Noted:

GRANDELYN VILLEGAS, LPT MIRALUNA T. SABID, LPT, EdD

Course Facilitator Quality Assurance Chair

Recommending Approval: Approved:

MARYBELLE F. AMENAMEN, LPT, EdD HAZEL D. JOAQUIN, LPT, PhD

Program Chairperson, BTLEd Dean, College of Education

RUBRICS FOR WRITTEN WORK

Name: ________________________________________________ Evaluator’s Name: _______________________________________

Activity Title: ___________________________________________Date: __________________________________________________
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Category Expert (5) Proficient (4) Apprentice (3) Novice (2) Your Score

 Very informative and  Somewhat informative  Gives some new  Gives new
Quality of Writing
well-organized and organized information but information and
poorly organized very poorly
organized

 No spelling, punctuation  Few spelling and  A number of spelling,  So many

Grammar, usage and
or grammatical errors punctuations errors, punctuation or spelling,
mechanics
minor grammatical grammatical errors punctuations and
errors grammatical
errors that it
interferes with
the meaning

Comments: __________________________________________________________________Signature: _________________________