Republic of the Philippines

North Eastern Mindanao State University

San Miguel Campus
Carromata, San Miguel, Surigao del Sur
www.nemsu.edu.ph
OUTCOMES-BASED COURSE SYLLABUS IN
HE 106: CRAFTS DESIGN (HANDICRAFT)
2ND Semester, A.Y. 2022 – 2023
PHILOSOPHY

NEMSU believes that higher education is an instrument for the improvement of life through democratized access to quality education in the
development of a well-rounded person.
VISION
A transformative leading University in Asia and the Pacific.
MISSION
NEMSU shall provide competency-based higher education training through transformative instruction, relevant research, sustainable extension and
production responsive to local, regional and global trends.
1. Produce competent and skilled graduates prepared for gainful employment;
2. Develop graduates who shall not only foster economic progress but also care for the environment, adhere to positive value system, and
preserve cultural heritage;
3. Engage in high-impact research for instruction and develop technology for food security and renewable energy;
4. Collaborate with government and non-government agencies to help improve the lives of the marginalized groups; and
5. Promote cooperation/partnership among regional, national, and ASEAN institutions in Higher Education.

CORE VALUES
Competence
A combination of observable and measurable knowledge, skills, abilities, and personal attributes that contribute to enhance SDSSU
employee and student performance and ultimately result in organizational success.

HE 106: Crafts Design (Handicraft) FM-CURR-001/Rev.003/1.26.2023/Page 1

 Accountability
Responsibility for own actions, decisions and commitment to accomplish work in an ethical, efficient, cost-effective and transparent
manner manifesting the value of sound stewardship in the wise use of resources for common good.
Responsiveness
A prompt action, consistent communication, quality information, and a focus on providing a superior experience to stakeholders.
Excellence
The quality spectrum at exceptional levels demonstrated by learning outcomes and the development of shared culture of quality
consistent with the vision, mission and goals of University.
Service
Dedication for a continuous improvement of services, stakeholder’s relationships and partnership which stresses interdependence and
collaboration for a sustainable success of clients and their communities in helping build a just, peaceful, stable and progressive Filipino
nation.
NEMSU CARES…
These core values are not descriptions of the work we do, nor the strategies we employ to accomplish our University vision. They
are the core values that underlie our works and interactions as we internalize responsibilities to fulfil our mission. They are the basic
elements of how we go about our work and how we deal with stakeholders, molds students to become competent, innovative, globally
competitive and service-oriented.

GOALS
These are the specific goals in the four (4)-fold functions of the University:
KRA 1. Instruction Develop highly competent, globally-competitive and morally upright graduates.
KRA 2. Research Produce research for the advancement of knowledge, new technology and innovative approaches for competitive endeavors.
KRA 3. Extension Empower the rural poor to improve their lives through transfer of technologies and knowledge.
KRA 4. Production Sustain University operations through viable and profitable income generating projects.

HE 106: Crafts Design (Handicraft) FM-CURR-001/Rev.003/1.26.2023/Page 2

PROGRAM GOALS:
The College of Teacher Education will produce competent teachers imbued with values and ideals in a humane environment supportive to
national thrust for social transformation.
It is committed to provide students with:
1. Quality training in their respective of specialization.
2. Knowledge, skills and values system responsive to the needs of the communities.
3. Quality education through relevant pedagogy, research, and use of Information and Communication Technology for teaching and life - long
learning.
4. Productive activities relevant to their field of specialization.
5. Ethical values to maintain the moral of our society.
PROGRAM INTENDED LEARNING OUTCOMES:
The minimum standards for the BTLEd program are expressed in the following minimum set of learning outcomes:
1. Common to all programs in all types of schools:
The BTLEd graduates have the ability to:
a. Articulate and discuss the latest developments in the specific field of practice (PQF level 6 descriptor).
b. Effectively communicate orally and in writing using both English and Filipino.
c. Work effectively and independently in multi-disciplinary and multi-cultural teams (PQF level 6 descriptor).
d. Act in recognition of professional, social and ethical responsibility.

HE 106: Crafts Design (Handicraft) FM-CURR-001/Rev.003/1.26.2023/Page 3

e. Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722).
2. Common to the discipline (Teacher Education)
a. Articulate the rootedness of education in philosophical, sociocultural, historical, psychological, and political context.
b. Demonstrate mastery of subject matter/discipline.
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 utilization of ICT to promote quality, relevant, and sustainable educational practices.
f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.
g. Practice professional and ethical teaching standards sensitive to the local, national and global realities.
h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.
3. Specific to a sub-discipline and a major (Technology and Livelihood Education)
a. Demonstrate the competencies required of the Philippine TVET Trainers - Assessors Qualifications Framework (PTTQF);
b. Demonstrate broad and coherent, meaningful knowledge and skills in technology and livelihood education.
c. Apply with minimal supervision specialized knowledge and skills in technology and livelihood education;
d. Demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning learning;
e. Manifest a deep and pricipled understanding of the learning processes and the role of the teacher in facilitating these processes in their students;
f. Show a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political processes;

HE 106: Crafts Design (Handicraft) FM-CURR-001/Rev.003/1.26.2023/Page 4

g. Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational
assessment, and teaching approaches); and
h. Reflect on the relationships among the teaching process skills,l 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.
4. Common to a horizontal type as defined in CMO 46, 2012
a. BTLED graduates of professional institutions demonstrate a service orientation in one’s profession.
b. BTLED 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.
c. BTLED graduates of universities participate in the generation of new knowledge or in research and development projects in technical education.

COURSE CODE : HE 106

COURSE DESCRIPTIVE TITLE : Crafts Design (Handicrafts)
COURSE PRE-REQUISITE : None
CREDIT UNITS : 3 (Lec/Lab)
NO. OF HOURS : 90 hrs.

COURSE DESCRIPTION : This covers materials, techniques and design in handicraft production.

COURSE LEARNING OUTCOMES:

At the end of the course, the students should be able to:

1. Knowledge
1.1. Discuss the history and development of handicrafts;

HE 106: Crafts Design (Handicraft) FM-CURR-001/Rev.003/1.26.2023/Page 5

1.2. Enumerate the different kinds of handicraft projects;
1.3. Identify the materials, tools, and equipment in handicrafts;
1.4. Explain the uses of materials, tools, and equipment in handicrafts;
2. Skills
2.1. Demonstrate the proper usage of tools and equipment in handicrafts;
2.2. Demonstrate the different procedure and techniques in handicraft ma-king;
2.3. Apply the elements and principles of design in handicraft projects;
2.4. Select quality supply and materials for handicrafts;
3. Vlaues
3.1 Appreciate the importance of utilizing indigenous materials into usable hand-made products.

Detailed Course Syllabus Matrix

Time Course Learning Outcomes Topics/Content Instructional Methodology Assessment Remarks

Frame
Week 1 a. Re-orient the university VMGO Course - Topic discussion - Oral Recitation
by discussing its importance; Orientation
b. Adapt the policies, course -VMGO - Oral Presentation
requirements and grading -Course Requirements
system implemented by the -Course Grading System
program - Classroom policies
c. Determine Students’ - Grading System
expectations of the Course
a. Discuss the meaning of Craft - Concept mapping - Pre-test
Week 2 design (Handicraft)
b. Reflect on the advantages in Introduction to - Brainstorming -Post test
studying Handicrafts.
Handicrafts
c. Familiarize the industrial plants -Topic discussion -Reflective essay

HE 106: Crafts Design (Handicraft) FM-CURR-001/Rev.003/1.26.2023/Page 6

 that provide materials in handicraft
making.
d. Describe different works under
handicraft
Week 3 a. discuss the contents of - group discussion - Project Plan Making
project plan (sample project plan)
b. create project plan Project Plan - group interactive learning
c. value the importance of -Oral reporting
project plan in making
projects
NEEDLEWORKS

Week 4 a. define crochet -topic discussion - Quiz

b. Identify the tool and
materials needed in making -brainstorming - Crochet making
crochet
c. Discuss the terms used in -group reporting -project plan making
crocheting Crocheting
d. Explain the process in -process demonstration
making crochet
e. Create crochet products -Individual hands-on activity
f. Value the importance of
crochet in real-life setting.
Week 5 a. Discuss embroidery and its -topic discussion -Oral recitation
terms
b. Identify the tools and -brainstorming -Embroidery making
materials needed in making
embroidered products -group reporting -Project plan making
c. Explain the process in Embroidery

HE 106: Crafts Design (Handicraft) FM-CURR-001/Rev.003/1.26.2023/Page 7

 making Embroidered -process demonstration - Picture collage
products -Individual hands-on activity
d. Make embroidered
products
e. Value the importance of
embroidery as a BTLED
student
Week 6 a. Define Smocking - Group discussion -moving exam
b. Discuss the basic rules in
Smocking - brainstorming -picture collage
c. Make a picture collage Smocking
about Smocking - Concept mapping
d. Value the importance of
Smocking in real-life -flip classroom
setting.
Week 7 a. Define Quilting - Group discussion -pre-test
b. Discuss the kinds of
Quilting - brainstorming -post-test
c. Identify the tools and
materials for Quilting Quilting - Concept mapping -picture collage
d. Make a picture collage
about Quilting -flip classroom -oral recitation
e. Value the importance of
Quilting in real-life
setting.
Week 8 Midterm

HE 106: Crafts Design (Handicraft) FM-CURR-001/Rev.003/1.26.2023/Page 8

HAND MADE PRODUCT

Week 9-10 a. discuss the history and -Topic discussion -Project plan making
development of basketry
b. identify and classify the -Procedure demonstration -Basket making
materials, tools, and equipment
used in basketry perform basketry Basketry -Interactive discussion of the -Reflective essay
technique. topics
c. value the importance of the
topic in real life setting -Individual hands-on activity

Week 11-12 a. Define Rattan - Topic discussion -Making of Rattan

b. Discuss the common Products
uses of Rattan - Process demonstration
c. Explain the Methods in - Project Plan Making
Bending Rattan Stem - Present product
d. Create Rattan Products Rattan Craft advertisement - Video making on
e. Make a video product
advertisement about -Individual hands-on activity advertisement
Rattan Products
f. Value the importance of
the lesson in daily living.
Week 13-14 a. Describe the bamboo - Topic reporting - Basket Making
b. Name the parts and types of
bamboo Bamboo Craft - Brainstorming -Project Plan Making
c. Reflect on the importance of - Step-by-step process - Pre test
bamboo to human demonstration
d. Demonstrate the techniques in -Post test
processing the bamboo such as; -Individual hands-on activity

HE 106: Crafts Design (Handicraft) FM-CURR-001/Rev.003/1.26.2023/Page 9

 cutting bamboo with sharp bolo and
saw, nailing bamboo, splitting
bamboo, and Pyrography process
Week 15 a. Discuss Craft Products -Topic discussion -Abaca Product
b. Demonstrate the Making
Procedure in Making Abaca -Demonstration teaching
Crafted Products Abaca Craft -Project Plan Making
c. Value the importance of -Individual hands-on activity
the topic in real life setting. -Actual
Demonstration
Recycling/Waste Management

Week 16 a. Reflect on the recycling theory -Group Reporting based on -Moving exam
and Ecological Waste Management assigned topic (identification)
Act of 2000
b. Identify the indigenous - Concept mapping - Hands-on
recyclable materials available in the Craft using Recyclable Assessment on
community Materials -Individual hands-on activity sorting waste
c. Sort out recyclable wastes
d. Classify the types of wastes - group interactive learning
e. Collect more recyclable wastes
Week 17 a. discuss paper craft - Topic discussion -Paper Craft Making
b. identify different types of paper
craft -Brainstorming -Project plan making
c. make paper craft outputs Paper Craft
d. demonstrate paper craft - Individual hands-on activity
making
e. Value the importance of paper -Demonstration teaching
craft in real life scenarios.

HE 106: Crafts Design (Handicraft) FM-CURR-001/Rev.003/1.26.2023/Page 10

Week 18 FINAL EXAM

COURSE REFERENCES:
1. Urbiztondo, L.A., & Basbas, L.D. (2016). HANDICRAFT: Macrame and Basketry. First Edition. Manila :Rex Book Store, Inc. (RBSI).
2. Bailey, J., et.al. (2016). Decorative Papercraft. Guild of Master Craftsman Publication Ltd.
3. Caslib, Jr. B.N., et.al. (2018) Art Appreciation. First Edition. Sampaloc, Manila: Rex Bookstore, Inc.
4. De Chavez, R.G. ,& Tan, A.A. (2019). Entrepreneurship. Mandaluyong City: Books Atbp. Publishing Corp.
5. De Guzman, A.A. (2018). Entrepreneurship (For Senior High School, Applied Subject, ABM Strand). Quezon City, Manila: LORIMAR Publishing
Inc.
6. Solmerano, E.T.M (2019). Art Appreciation. First Edition. Mandaluyong City: Books Atbp. Publishing Corp.

GRADING SYSTEM:

HE 106: Crafts Design (Handicraft) FM-CURR-001/Rev.003/1.26.2023/Page 11

GRADING SYSTEM

Breakdown for CLASS STANDING: Breakdown for REQUIREMENTS:

Major Exams - 30%
Requirements – 40% Quiz - 10% Performance Task - 15%
Class Standing - 30%
_________ Oral Participation - 10% Activity Sheet/output - 15%
100 %
Attendance - 5% Written/Moving exam - 10%
Assignment - 5%

Date Revised/Prepared : January 16, 2023

Effective : January 30, 2023

Prepared by: Content Noted:

RACHLENNE EVE G. MENDAÑA,LPT RUDY F. DALING, EdD
Instructor BTLED, Program Coordinator

HE 106: Crafts Design (Handicraft) FM-CURR-001/Rev.003/1.26.2023/Page 12

 Date: ______________________ Date: _________________
Reviewed by:

RUDY F. DALING, EdD

DGGT, Department Chair
Date: ________________

Recommending Approval:

ANNIE Y. SAMARCA, PhD

Dean, College of Teacher Education
Date:____________

Approved:

MARIA LADY SOL A. SUAZO, PHD

Vice President for Academic affairs
Date: ______________

HE 106: Crafts Design (Handicraft) FM-CURR-001/Rev.003/1.26.2023/Page 13