SAMPLE OR SUGGESTED CURRICULA FOR THE BACHELOR OF ELEMENTARY

EDUCATION (BEEd) AND BACHELOR OF SECONDARY EDUCATION (BSEd) PROGRAMS

ALIGNED TO OUTCOMES-BASED EDUCATION (OBE)

GENERAL PROVISIONS

These sample or suggested curricula are based on the existing 10-year basic education
system and on the existing GE program. They reflect the reform towards Outcomes-Based
Education but not the K to12 Reform. The latter shall be addressed subsequently.

PROGRAM SPECIFICATIONS

I. PROGRAM DESCRIPTION

A. Degree Name: Bachelor of Elementary Education (BEEd)

Bachelor of Secondary Education (BSEd)

B. Nature of Field of Study:

The BEEd and BSEd degrees are teacher education programs that prepare future
teachers in basic education at the elementary and secondary levels.

C. Program Goals:
Bachelor of Elementary Education
The BEEd is designed to meet the needs of professional teachers for elementary
education schools, who are generalists and who can teach across the different learning
areas.

Bachelor of Secondary Education

The BSEd is designed to meet the needs of professional teachers who can teach in one
of the different learning areas in secondary like Mathematics, Physical Sciences,
Biological Sciences, English, Filipino, Social Sciences, among others.

D. Specific Professions/careers /occupations for graduates:

Graduates of BEEd and BSEd can pursue a career in teaching in basic education.

E. Allied Fields:
Teacher education is an applied discipline which draws from many of the basic disciplines
in the social sciences (Psychology, Sociology, Anthropology, Economics, Political
Science, Applied Linguistics, History, etc.), the Science and Technology Fields (Biology,
Chemistry, Physics, Mathematics, Engineering, Information Technology, etc.), and the
Humanities and related fields (Languages, Literature, Philosophy, Journalism, etc.).

II. PROGRAM OUTCOMES

The minimum standards for the BEEd and BSEd programs are expressed in the following
minimum set of learning outcomes:

A. Common to all programs in all types of schools

The 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

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 5. preserve and promote “Filipino historical and cultural heritage” (based on RA 7722)

B. Common to the discipline (Teacher Education)

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.

C. Specific to a sub-discipline and major

Program Outcomes for BEEd

1. Demonstrate in-depth understanding of the development of elementary learners.
2. Exhibit comprehensive knowledge of various learning areas in the elementary
curriculum.
3. Create and utilize materials appropriate to the elementary level to enhance teaching
and learning.
4. Design and implement assessment tools and procedures to measure elementary
learning outcomes.

Program Outcomes for BSEd

1. Demonstrate in-depth understanding of the development of adolescent learners.
2. Exhibit comprehensive knowledge of various learning areas in the secondary
curriculum.
3. Create and utilize materials appropriate to the secondary level to enhance teaching
and learning.
4. Design and implement assessment tools and procedures to measure secondary
learning outcomes.

D. Common to a horizontal type as defined in CMO 46 s. 2012

Graduates of professional institutions demonstrate a service orientation in one’s
profession,
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
Graduates of universities participate in the generation of new knowledge or in
research and development projects

Graduates of State Universities and Colleges must, in addition, have the

competencies to support “national, regional and local development plans.” (RA
7722).

A PHEI, at its option, may adopt mission-related program outcomes that are not
included in the minimum set.

III. SAMPLE PERFORMANCE INDICATORS

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Program outcomes Performance indicators
Common to Teacher
Education
1. Articulate the relationship of Generate opportunities for reflection on historical, social,
education to larger historical, cultural and political processes as they affect the day to day
social, cultural and political lives of the students.
processes. (NCBTS Domain
1-Social Regard for Learning)
2. Facilitate learning using a Actively engages students to sustain interest in the subject
wide range of teaching matter.
methodologies in various Implements learner-friendly classroom management
types of environment. procedures and practices.
(NCBTS Domain 2-Learning
Environment)
3. Develop alternative teaching Use varied teaching methodologies appropriate for diverse
approaches for diverse learners.
learners. (NCBTS Domain 3- Evaluate current teaching approaches and innovate based on
Diversity of Learners) learners’ needs.
4. Apply skills in curriculum Implement and evaluate the curriculum.
development, lesson Effectively write and carry out the lesson plan with mastery.
planning, materials Deliver interesting lessons with congruent objectives, subject
development, instructional matter, teaching- learning activities, materials and
delivery and educational assessment procedures.
assessment. (NCBTS Domain
4-Curriculum)
5. Demonstrate basic and higher Source and organize data and information concerning
levels of thinking skills in teaching and learning.
planning, assessing and Analyze and interpret data and information using appropriate
reporting. (NCBTS Domain 5- tools and procedures.
Planning, Assessing & Compose and disseminate properly well-written reports
Reporting) (progress reports, assessment, official communications,
among others).

6. Practice professional and Behave in accordance to the Code of Ethics of Professional

ethical teaching standards to Teachers.
respond to the demands of Use the community as a learning resource.
the community. (Domain 6-
Community Linkage)
7. Pursue lifelong learning for Plans and carries out personal and professional
personal and professional advancement.
growth. (NCBTS Domain 7-
Personal Growth &
Professional Development)

Program Outcomes Specific to Performance Indicators

BEED
1. Demonstrate in-depth
understanding of the
development of elementary
learners.
Identify and design lessons according to the stages of
learners' growth and development.
Utilize the potentials and uniqueness of individual learners in
teaching.

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2. Exhibit comprehensive
knowledge of various
learning areas in the
elementary curriculum.
3. Create and utilize materials
appropriate to the elementary
level to enhance teaching
and learning.
4. Design and implement
assessment tools and
procedures to measure
elementary learning
outcomes.
Program Outcomes Specific to
BSED
1. Demonstrate in-depth
understanding of the
development of adolescent
learners.
2. Exhibit comprehensive
knowledge of various
learning areas in the
secondary curriculum.
3. Create and utilize materials
appropriate to the secondary
level to enhance teaching
and learning.
4. Design and implement
assessment tools and
procedures to measure
secondary learning
outcomes.
IV. CURRICULUM
Sample Curriculum for BEEd and BSEd (Components: General Education, Core
Courses, Electives, etc.)
Courses
General Education Courses (CMO 59, series of 1998)
Professional Education Courses
Theories and Concepts
Discuss and share insights on the subject area's learning
goals, instructional procedures and content in the
elementary curriculum.
Facilitate collaboration among diverse learners.
Use appropriate teaching-learning strategies to sustain
interest in learning.
Select, develop or adapt updated technology in support of
instruction.
Use improvised and indigenous materials for meaningful
learning.
Balance the use of traditional and non-traditional assessment
techniques.
Interpret and use assessment data and information to
improve teaching and learning.
Adjust assessment tools and procedures to reflect school
policies and guidelines.
Performance Indicators
Identify and design lessons according to the stages of
learners' growth and development.
Utilize the potentials and uniqueness of individual learners in
teaching.
Discuss and share insights on the subject area's learning
goals, instructional procedures and content in the
secondary curriculum.
Facilitate collaboration among diverse learners.
Use appropriate teaching-learning strategies to sustain
interest in learning.
Select, develop or adapt updated technology in support of
instruction.
Use improvised and indigenous materials for meaningful
learning.
Balance the use of traditional and non-traditional assessment
techniques.
Interpret and use assessment data and information to
improve teaching and learning.
Adjust assessment tools and procedures to reflect school
policies and guidelines.
Units Total
63 units
54 units
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Child and Adolescent Development 3
Facilitating Human Learning 3
Social Dimensions of Education 3
The Teaching Profession 3
Methods and Strategies
Principles of Teaching 1 3
Principles of Teaching 2 3
Assessment of Student Learning 1 3
Assessment of Student Learning 2 3
Educational Technology 1 3
Educational Technology 2 3
Curriculum Development 3
Developmental Reading 1 3
Developmental Reading 2 (for BEEd only) 3
Field Study Courses
Field Study 1 1
Field Study 2 1
Field Study 3 1
Field Study 4 1
Field Study 5 1
Field Study 6 1
Practice Teaching 6
Special Topics
Special Topic 1 1
Special Topic 2 1
Special Topic 3 1
Specialization Courses in the BEED (Enhanced Content) 57 units
Science 12
Mathematics 12
English 12
Filipino 6
Social Studies 6
Music, Arts, and Physical Education 3
Home Economics and Livelihood Education 3
Values Education 3
Specialization Courses in the BSEd 60 units
Mathematics 60
Physical Sciences 60
Natural Sciences 60
English 60
Filipino 60
Social Studies 60
Values Education 60
Technology Education 60
Music, Arts, Physical and Health Education 60
Islamic Studies 60

Summary of Units (BEED)

General Education Courses 63 Units

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Professional Education Courses 54 Units
Specialization Courses 57 Units
TOTAL 174 Units
Summary of Units (BSED)
General Education Courses 63 Units
Professional Education Courses 51 Units
Specialization Courses 60 Units
TOTAL 174 its

V. Sample Program of Study

1. Distribution of Courses for BEEd (Sample based on CMO No. 30, Series of 2004)

1st Semester 2nd Semester SUMMER

FIRST YEAR
Courses Units Courses Units Courses Units
English 1 3 English 2 3
Filipino 1 3 Filipino 2 3
Math 1 3 Math 2 3
Science 3 Science 3
Humanities 3 Social Science 2 3
Social Science 1 3 ICT 3
Specialization 1 3 Specialization 2 3
TOTAL 21 TOTAL 21 TOTAL 3
SECOND YEAR
Courses Units Courses Units Courses Units
English 3 3 Facilitating Learning 3 Social Science 3 3
Filipino 3 3 Educational Technology 3 Specialization 7 3
2
Child and Adolescent 3 Curriculum 3 Specialization 8 3
Development Development
Educational 3 Principles of Teaching 1 3
Technology 1
Field Study 1 1 Field Study 2 1
Specialization 3 3 Specialization 5 3
Specialization 4 3 Specialization 6 3
TOTAL 19 TOTAL 19 TOTAL 9
THIRD YEAR
Courses Units Courses Units Courses Units
History 3 Developmental Reading 3 Social Science 4 3
1
Principles of 3 Assessment of Learning 3 Literature 1 3
Teaching 2 2
Assessment of 3 Field Study 5 1 Specialization 16 3
Learning 1
Field Study 3 1 Field Study 6 1
Field Study 4 1 Special Topic 2 1
Special Topic 1 1 Specialization 12 3
Specialization 9 3 Specialization 13 3
Specialization 10 3 Specialization 14 3
Specialization 11 3 Specialization 15 3
TOTAL 21 TOTAL 21 TOTAL 9
FOURTH YEAR
Courses Units Courses Units Courses Units

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Humanities 3 Rizal 3
The Teaching 3 Literature 2 3
Profession
Specialization 17 3 Social Dimensions of 3
Education
Practice Teaching 6 Developmental 3
Reading 2
Special Topic 3 1
Specialization 18 3
Specialization 19 3
TOTAL 15 TOTAL 19

2. Distribution of Courses for BSEd (Sample based on CMO No. 30, Series of 2004)

1st Semester 2nd Semester SUMMER

FIRST YEAR
Courses Units Courses Units Courses Units
English 1 3 English 2 3
Filipino 1 3 Filipino 2 3
Math 1 3 Math 2 3
Science 3 Science 3
Humanities 3 Social Science 2 3
Social Science 1 3 ICT 3
Specialization 1 3 Specialization 2 3
TOTAL 21 TOTAL 21
SECOND YEAR
Courses Units Courses Units Courses Units
English 3 3 Facilitating Learning 3 Social Science 3 3
Filipino 3 3 Educational 3 Specialization 7 3
Technology 2
Child and Adolescent 3 Curriculum 3 Specialization 8 3
Development Development
Educational 3 Principles of Teaching 3
Technology 1 1
Field Study 1 1 Field Study 2 1
Specialization 3 3 Specialization 5 3
Specialization 4 3 Specialization 6 3
TOTAL 19 TOTAL 19 TOTAL 9
THIRD YEAR
Courses Units Courses Units Courses Units
History 3 Developmental 3 Social Science 4 3
Reading 1
Principles of Teaching 3 Assessment of 3 Literature 1 3
2 Learning 2
Assessment of 3 Field Study 5 1 Specialization 16 3
Learning 1
Field Study 3 1 Field Study 6 1
Field Study 4 1 Special Topic 2 1
Special Topic 1 1 Specialization 12 3
Specialization 9 3 Specialization 13 3
Specialization 10 3 Specialization 14 3
Specialization 11 3 Specialization 15 3

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TOTAL 21 TOTAL 21 TOTAL 9

FOURTH YEAR
Courses Units Courses Units Courses Units
Humanities 3 Rizal 3
The Teaching 3 Literature 2 3
Profession
Specialization 17 3 Social Dimensions of 3
Education
Practice Teaching 6 Special Topic 3 1
Specialization 18 3
Specialization 19 3
Specialization 20 3
TOTAL 15 19

VI. Sample Curriculum Map

PROGRAM PROGRAM
PROGRAM OUTCOMES OUTCOMES OUTCOMES
COURSES
(Common to Teacher Education) (Specific to (Specific to
BEEd) BSEd)
Professional
PO1

PO2

PO3

PO4

PO5

PO6

PO7

PO1

PO2

PO3

PO4

PO1

PO2

PO3

PO4
Education
Theories and Concepts
Child and
Adolescent I I I I I I I I I I I I I I I
Development
Facilitating Human
I I I I I I I I I I I I I I I
Learning
Social Dimensions
I I I I I I I I I I I I I I I
of Education
The Teaching
I I I I I I I I I I I I I I I
Professions
Methods and Strategies
Principles of
I I I I I I I I I I I I I I I
Teaching 1
Principles of
I I I P I I I I I P I I I P I
Teaching 2
Assessment of
I I I I I I I I I I I I I I I
Student Learning 1
Assessment of
I I I P I I I I I P P I I P P
Student Learning 2
Educational
I I I I I I I I I I I I I I I
Technology 1
Educational
I I P P I I I I I P I I I P I
Technology 2
Curriculum
I I I P I I I I P I I I P I I
Development
Developmental
I I I I I I I I I I I I I P P
Reading 1
Developmental
Reading 2 (for P P P P P P P P P P P
BEEd only)

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 Field Study Courses
Field Study 1-6 I I I I I I I I I I I I I I I
Practice Teaching D D D D D D D D D D D D D D D
Special Topics 1-
I P I P I I I P P I I P P I I
3
BEED Content
I P I P I I I P P I I P P I I
Courses
BSED Content
I P I P I I I P P I I P P I I
Courses
Legend: I-Introduced (The student gets introduced to concepts/principles
P-Practiced (The student practices the competencies with supervision)
D-Demonstrated (The student practices the competencies across different
settings with minimal supervision)

VII. Sample Means of Curriculum Delivery

Lecture/Discussion Field Study/Community
Project/ Problem Solving Immersion
Exercises/Demonstration Interview/Focus Group
Interactive Learning Discussion
Collaborative Learning Action Research
Reporting/Panel Social Networking
Discussion/Debate Blogging information
Multimedia Presentation Mashing up Information
Reading and Writing Production/Creation of
Library Research Innovative Projects
Community Service

VIII. Sample Course Syllabi (See Annex A)

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 ANNEX A
SAMPLE COURSE SYLLABUS

Course Name Developmental Reading

Course Credits
Course Description
Contact Hours/week
Prerequisite
Course Objectives
3 units
The course introduces the students to the nature, theories and scope of the reading process to enhance their reading proficiency, hone critical, creative and
metacognitive reading skills as a tool for learning;
3 hours
None
At the end of the semester, the students must have:
1. understood fully the nature, theories and scope of the reading process;
2. explained the factors affecting acquisition of reading skills;
3. developed word recognition, comprehension and study skills and devise ways to improve them; and
4. developed a genuine love for reading as lifelong source of pleasure and profit.

COURSE OUTLINE AND TIMEFRAME

Course Content/Subject Matter
Week 1-18
UNIT I: NATURE AND CONCEPTS ABOUT READING
A. Reading as a Neuro-physiological process
1. General principles of Human Information Processing.
2. Eye Movements and Directionality
B. Reading as a language process
1. Components of language
2. Theories of language acquisition
3. Oral language and literacy development
C. Reading as a Cognitive Process
1. Concept development and Reading
D. Reading as a Psychosocial process
1. Personality Theories and Reading
2. Social-emotional problems and Reading
E. Reading as a developmental Process
1. Fries’ Stages of Reading
2. Chall’s Stages of Reading
F. Reading as Skill/Skills
1. Global reading skills and subskills
2. Integration: the Key process

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UNIT II: FACTORS THAT AFFECT READING
I. INTRINSIC FACTORS
A. Physical/ Physiological
1. Visual Adequacies
2. Hearing Adequacies
3. Perceptual Factors
B. Psychological
1. Learning styles
2. Multiple Intelligences
C. Emotional
1. Self Concept and Motivation Theories
2. Reading Interests

II. Extrinsic Factors

A. Social/ Environmental
1. The Family and Peers
2. The Reading Teacher – a scholar and romanticist
3. The Text-organization and structure

UNIT III- WORD RECOGNITION AND MEANING VOCABULARY

A. Three Areas of Word Study
1. Word Knowledge, Recognition and Analysis
B. Vocabulary techniques
1. Picture Clues
2. Configuration
3. Context Clues
4. Structural analysis
5. Word Association
6. Word Builders – clusters, clines, etc.
7. use of idioms and figures of speech

UNIT IV: DEVELOPING COMPREHENSION SKILLS

A. Comprehension Skills and Dimensions
1. Literal Level
1.1. Noting details
1.2. Sequencing events
1.3. Associating quotations with speakers, etc.
2. Interpretive Level
2.1. Getting the main idea
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 2.2. Making inferences
2.3. Predicting outcomes
2.4. Identifying cause-effect relationship
2.5. drawing conclusions and generalizations
2.6. Summarizing, etc.
3. Critical level
3.1. Evaluating author’s style and purpose
3.2. Distinguishing facts from opinions, etc.
4. Integrative level
4.1. relating previous ideas with new ones
4.2. Associating reading with self and life
5. Creative level
5.1. Illustrating ideas and events
5.2. Making new sequels of a story, etc.

UNIT V- Study Skills and Aesthetic Reading

A. Skills in Organizing Information
1. Skimming / Scanning
2. Note taking, outlining
3. Summarizing
B. Efferent Reading via Informational materials
1. Reference books
2. Non-book materials-pamphlets, clippings, EMC materials
2.1. graphics – maps, graphs, charts
C. Tales, modern short stories, plays, book/movie tie-ins, essays, poetry.

SAMPLE LEARNING PLAN

Desired Learning Outcomes Course Content/ Textbooks/ Teaching and Learning Assessment Task Resource Time
(DLO) Subject Matter References Activities (TLAs) (ATs) Materials Table
At the end of the unit, the Unit 1: Nature and Concepts about Hermosa, N. (2002). Question-generation Written Quizzes OHP 12 hours
students must have: Reading The Psychology of strategies
1. explained the nature and A. Reading as a Neuro-physiological Reading. Philippines: Oral recitation Laptop
concepts about reading as: process UP Open University Reciprocal teaching
- A neuro- physiological process 1. General principles of Human Brainstorming Group presentation LCD Projector
- A language process Information Processing. of outputs
- A cognitive process 2. Eye Movements and Facilitation of assigned Illustrations
- A psycho-social process Directionality topics Making a Flowchart

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Desired Learning Outcomes Course Content/ Textbooks/ Teaching and Learning Assessment Task Resource Time
(DLO) Subject Matter References Activities (TLAs) (ATs) Materials Table
- A developmental process B. Reading as a language process of reading skills Flowchart of
- A skill 1. Components of language reading skills
2. Theories of language acquisition sample activities/
2. identified specific classroom 3. Oral language and literacy exercises produced
scenarios to illustrate correct development
interpretation of the nature of and
concepts about reading C. Reading as a Cognitive Process
1. Concept development and Reading
3. identified and mapped out the D. Reading as a Psychosocial process
skills and characteristics of a 1. Personality Theories and Reading
reader at each developmental 2. Social-emotional problems and
reading stage Reading
E. Reading as a developmental Process
4. constructed sample activities/ 1. Fries’ Stages of Reading
exercises to develop global 2. Chall’s Stages of Reading
reading skills of: F. Reading as Skill/Skills
- word recognition 1. Global reading skills and subskills
- comprehension 2. Integration: the Key process
- study skills

At the end of the unit, the Unit 2: Factors that Affect Reading Harris and Sipay Brainstorming Written Quizzes Projectors 12 hours
students must have: (1985). How to
I. Intrinsic Factors Increase Reading Panel Discussion Facilitation of Charts
1. identified and distinguished the A. Physical/ Physiological Ability assigned topics
intrinsic and extrinsic factors 1. Visual Adequacies Reciprocal teaching Manila
affecting acquisition of reading 2. Hearing Hermosa, N. (2002). Group reports paper/cartolina
skills Adequacies The Psychology of Role Playing/ talk show
3. Perceptual Factors Reading. Philippines: A Matrix of the marking pens
2. cited and demonstrated B. Psychological UP Open University Designing a matrix of the “Profile of an ideal
specific examples on how these 1. Learning styles “Profile of an ideal Reading Teacher” short narratives
varied factors affect the 2. Multiple Reading Teacher” for story grammar
acquisition of reading skills Intelligences Reaction Paper analysis
C. Emotional Sharing of Research
3. designed a matrix of the 1. Self Concept and Motivation Theories studies retrieved from Story expository texts
“Profile of an ideal Reading 2. Reading Interests journals grammar/expository
Teacher” texts analyses

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Desired Learning Outcomes Course Content/ Textbooks/ Teaching and Learning Assessment Task Resource Time
(DLO) Subject Matter References Activities (TLAs) (ATs) Materials Table
II. Extrinsic Factors Analyzing narrative and
3. shared research A. Social/ Environmental expository texts
studies focusing on 1. The Family and Peers
the effects of these 2. The Reading Teacher-a scholar and
factors on reading romanticist
performance 3. The Text-organization and structure

At the end of the unit, the Unit 3: Word Recognition and Meaning Bernardo, A. (2009). Listing of skills Written Quizzes Hand-outs on 9 hours
students must have: Vocabulary Developmental word
1. recognized and employed A. Three Areas of Word Study Reading 1 Small group discussion Samples of activities recognition/vocab
word recognition/ vocabulary 1. Word Knowledge, Recognition and ulary techniques
techniques Analysis Milan, D. (1995). Mini-workshop on
B. Vocabulary techniques Developing Reading creating Compilation of
2. created activities/exercises for 1. Picture Clues Skills activities/exercises for Activities
the development of word 2. Configuration word
recognition skills 3. Context Clues Romero, A. & Romero, recognition/vocabulary
4. Structural analysis R. (2005).
5. Word Association Developmental Presentation of outputs
6. Word Builders – clusters, clines, Reading. Manila: Rex
etc. Bookstore
7. use of idioms and figures of speech
Villamin, A. (1984).
Innovative Strategies
in Teaching Reading.
Quezon City: Phoenix
Publishing House, Inc.

At the end of the unit, the Unit 4: Developing Comprehension Bernardo, A. (2009). Buzz sessions Written quizzes Samples of 12 hours
students must have: Skills Developmental passages for
Reading 1 Micro teaching Facilitation of comprehension
1. discussed the nature of the A. Comprehension Skills and assigned topics with questions in
comprehension process Dimensions Milan, D. (1995). Mini-workshops on the different
1. Literal Level Developing Reading formulating Making a checklist levels
2. developed their 1.1 Noting details Skills comprehension of comprehension
comprehension skills in the five 1.2 Sequencing events questions in the different skills Storybooks
(5) dimensions 1.3 Associating quotations with speakers, Romero, A. & Romero, dimensions

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Desired Learning Outcomes Course Content/ Textbooks/ Teaching and Learning Assessment Task Resource Time
(DLO) Subject Matter References Activities (TLAs) (ATs) Materials Table
etc. R. (2005). OHP
3. categorized specific skills 2. Interpretive Level Developmental
belonging to the five(5) levels of 2.1 Getting the main idea Reading. Manila: Rex LCD projector
comprehension 2.2 Making inferences Bookstore
2.3 Predicting outcomes laptop
4. formulated questions for the 2.4 Identifying cause-effect relationship Villamin, A. (1984).
development of comprehension 2.5 drawing conclusions and generalizations Innovative Strategies
skills in the different levels 2.6 summarizing, in Teaching Reading.
Etc. Quezon City: Phoenix
3. Critical level Publishing House, Inc.
3.1 Evaluating author’s style and purpose
3.2 distinguishing facts from opinions, etc.
4. Integrative level
4.1 relating previous ideas with new ones
4.2 Associating reading with self and life
5. Creative level
5.1 Illustrating ideas and events
5.2 making new sequels of a story, etc.

At the end of the unit, the Unit 5: Study Skills and Aesthetic Bernardo, A. (2009). Visiting to resource Written Quizzes Reference 9 hours
students must have: Reading Developmental centers Materials
A. Skills in Organizing Information Reading 1 Reaction (Encyclopedia
1. recognized the different skills 1. Skimming / Scanning Story sharing activities Paper Dictionary
in organizing information 2. Note taking, outlining Romero, A. & Romero, Magazines
3. Summarizing R. (2005). Free reading activities Live performance in Newspapers
2. utilized the different resources B. Efferent Reading via Informational Developmental “Funtasia” Atlas
in searching for information materials Reading. Manila: Rex Almanac)
1. Reference books Bookstore Film Viewing Book/movie review
3. chosen appropriate materials 2. Non-book materials-pamphlets, clippings, Non-book
for pleasure reading EMC materials Villamin, A. (1984). materials (EMC
2.1 graphics – maps, graphs, charts Innovative Strategies materials
4. showcased creative C. Tales, modern short stories, plays, in Teaching Reading. Pamphlets, etc.)
interpretations of literary book/movie tie-ins, essays, poetry. Quezon City: Phoenix
materials read Publishing House, Inc. Graphic materials
(maps, graphs,
etc.)

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Desired Learning Outcomes Course Content/ Textbooks/ Teaching and Learning Assessment Task Resource Time
(DLO) Subject Matter References Activities (TLAs) (ATs) Materials Table

Storybooks

Suggested Readings and

References
Course Requirements
Grading System Midterm Finals
Quizzes 35% 30%
Long Exam 45% 40%
Outputs - 20%
Participation 20% 10%
TOTAL 100% 100%
Classroom Policies

SAMPLE COURSE SYLLABUS

Course Name General and Inorganic Chemistry (Lecture and Laboratory)
Course Credits 3 units lecture and 5.4 units laboratory
Course Description The course introduces the students to the nature, theories and scope of the reading process to enhance their reading proficiency, hone critical,
creative and metacognitive reading skills as a tool for learning;
Contact Hours/week 3 hours
Prerequisite None
Course Objectives At the end of the semester, the students must have:
1. understand the concepts, principles and theories in chemistry that are applicable to their daily lives and chosen career.
2. realized the importance and relevance of chemical education in meeting the technological needs of the country;
3. acquired problem solving, critical thinking, and manipulative skills in learning;
4. developed a sense of value which characterizes a responsible citizen of the community and the country.

COURSE OUTLINE AND TIMEFRAME

Course Content/Subject Matter
Week 1-18 I. Introduction to Chemistry: Matter and Measurement
 Chemistry as a Quantitative Science
- Development of Modern Chemistry
- The Scientific Method
 Units of Measurement
- Measurement and Significant Figures
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 - SI and Derived Units
 Matter
- Classification
- Properties and Changes Involving Matter
Value Focus:
D. Critical thinking, Patience, Accuracy, Orderliness

II. Atomic Structure and the Periodic Table

 Structure of an Atom
 Atomic and Mass Number
 Isotopes &Atomic Masses
 The Periodic Law and the Periodic Table
 Quantum Mechanical Model of the Atom
 Electron Configurations and the Periodic Table
 Periodic Trends and Properties
- Sizes of Atoms and Ions
- Ionization Energy
- Electron Affinities
- Metals, Nonmetals, Metalloids

Value Focus:
Critical thinking, Sense of Belonging; Fairness

III. Chemical Bonding and Nomenclature

 Lewis Electron Dot Diagrams
 The Octet Rule & the Rules on Oxidation Numbers
 Chemical Bonds
- The Ionic Bond
 Polyatomic Ions
- The Covalent Bond
 Molecular Geometry
 Chemical Nomenclature & Formulas
- Electronegativity
 Polar & Nonpolar molecules
- Hydrogen Bond
Molecular Geometry

IV. Stoichiometry: Calculations with Chemical Formulas and Equations

17 | P a g e
 Formula Mass
 The Mole
 Writing and Balancing Chemical equations
 Reduction-Oxidation Reaction
 Types of Chemical Reactions
 Stoichiometry

Value Focus:
Critical thinking, patience, and accuracy

V. Gases, Liquids, and Solids

 Kinetic Molecular Theory (KMT)
 Properties and Behavior of Solids, Liquids and Gases
 Gas Laws
 Boyle’s Law
 Charles’s Law
 Combined Gas Law
 Ideal Gas Law
 Dalton’s Law of Partial Pressure
Graham’s Law of Diffusion

VI. Solutions and Colloids

 Characteristics and Types of Solutions
 Solubility
 Factors affecting solubility
 Concentration of Solutions
% by Mass; Volume
Mole Fraction
Molarity
Normality
 Colligative Properties of Solutions
Colloids

VII. Acids and Bases

 Acid-base Theories
 pH
 Electrolytes and Non-
Electrolytes
 Buffers
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 VIII. Chemical Kinetics and Equilibrium
 Effective Collisions
 Factors Affecting Rate
 Le Chatelier’s Principle

IX. Nuclear Chemistry

 Nuclear Radiation
 Radioactivity
 Types of Radiation
 Detection of Radiation
 Activity and Half-life
 Nuclear Equations
Nuclear Stability
Natural and Radioactive Decay

The Radioactive Elements and their Uses

SAMPLE LEARNING PLAN

DESIRED LEARNING COURSE CONTENT/ SUBJECT TEXTBOOKS/ TEACHING AND LEARNING ACTIVITIES ASSESSMENT TASK (ATs) RESOURCE TIME
OUTCOMES (DLO) MATTER REFERENCES (TLAs) MATERIAL TABLE
Lecture Laboratory Lecture Laboratory
At the end of the unit, I. Introduction to Chemistry:  Stoker, S.H.  Historical  Hands-on Minds-  Quiz  Quiz  Textbooks 3 hours
the student must have: Matter and Measurement (2010). Exploring Approach on Laboratory
a) Traced back the  Chemistry as a Quantitative General, organic, using timeline Activities:  Graded  Identifyin  Power point
history of Chemistry Science and Biological  Independent e-  Measurem Assignm g Presentatio
and confirmed its - Development of Modern chemistry. study ent ent Common n
usefulness in life. Chemistry Philippines;  Lecture/  Common Laborator
- The Scientific Method Cengage Learning Discussion Laboratory  Marked y  Multi
b) Solved problems  Units of Measurement Asia Pte. Ltd.pp using Operations Seatwor Equipme Media
using the scientific 17-36. electronic  Kinds of k nt/
- Measurement and System
method, expressing Significant Figures  Bettelheim, F. A. module or matter and Apparatu
answers with the et. al. (2007). power point their properties s
- SI and Derived Units Introduction to  Activity
correct number of presentation  Classes of
 Matter General, Organic, Sheets/La
significant figures  Analyzing the Compounds:  Practical
c) Gained confidence - Classification and Biochemistry. Periodic Table Acids, bases & Test on b. Manual
to convert units of - Properties and Changes 8th ed. Singapore: of Salts Common
19 | P a g e
 DESIRED LEARNING COURSE CONTENT/ SUBJECT TEXTBOOKS/ TEACHING AND LEARNING ACTIVITIES ASSESSMENT TASK (ATs) RESOURCE TIME
OUTCOMES (DLO) MATTER REFERENCES (TLAs) MATERIAL TABLE
Lecture Laboratory Lecture Laboratory
quantity of matter Involving Matter Thomson Elements  Physical Laborator  Laboratory
d) Described the basic Learning Asia. pp and Chemical y Equipment
properties and Value Focus: 1 -19 changes Procedur
changes of the 3 Critical thinking, Patience,  Brown, T. L. et. Al.  Law of es  Chemicals
states of matter as a Accuracy, Orderliness (2003). Chemistry Conservation
result of their the Central of Mass  Observati
structure Science. 9th ed.  Law of on of
Singapore: Definite group/
e*)measure physical Pearson Proportion individual
quantities Education Asia work
with accuracy and Pte. Ltd. pp 2 -26  Lecture/Discussio
precision  Monroy, A. E. M. n  Marked
f*)identified laboratory Laboratory  Synthesis of Written
apparatus and used them Activities in discussion based Reports
properly and accordingly General and on the laboratory
g*)performed properly Inorganic results
necessary laboratory Chemistry.
operations WVSU. pp 3 - 22
At the end of the unit, II. Atomic Structure  Stoker, S.H.  Lecturette  Individual  Quiz  Worksheets 3 hours
the student must have: and the Periodic Table (2010). Exploring Activities: on the
a) Described the  Structure of an Atom General, organic,  Demonstration activities
structure of the  Atomic and Mass and Biological  Writing  Periodic
different models of Number chemistry.  Board Quantum Table of
an atom  Isotopes &Atomic Masses Philippines; work/Giving Numbers Elements
b) Differentiated atomic  The Periodic Law and the Cengage Learning Exercises
from mass number Periodic Table Asia Pte. Ltd. pp  Electron
and solved problems  Quantum Mechanical Model 17-36. Configuration
in relation to this. of the Atom  Bettelheim, F. A.
c) Defined and  Electron Configurations and et. al. (2007).
compared isotopes the Periodic Table Introduction to
and determined  Periodic Trends and General, Organic,
atomic masses of Properties and Biochemistry.
isotopes of elements - Sizes of Atoms and Ions 8th ed. Singapore:
d) Written the set of Thomson
- Ionization Energy
quantum numbers of Learning Asia. pp
20 | P a g e
 DESIRED LEARNING COURSE CONTENT/ SUBJECT TEXTBOOKS/ TEACHING AND LEARNING ACTIVITIES ASSESSMENT TASK (ATs) RESOURCE TIME
OUTCOMES (DLO) MATTER REFERENCES (TLAs) MATERIAL TABLE
Lecture Laboratory Lecture Laboratory
electrons in an atom - Electron Affinities 29 -59
e) Written the electron - Metals, Nonmetals,  Brown, T. L. et. al.
configuration of an Metalloids (2003). Chemistry
element and related the Central
it to its properties Value Focus: Science. 9th ed.
and position in the Critical thinking, Sense of Singapore:
periodic table Belonging; Fairness Pearson
f) Explained the Education Asia
periodic trends and Pte. Ltd. pp 200 -
properties of 225
elements and why  http://www.chem.
they react. wisc.edu/areas/clc
(retrieved July 19,
2014)

At the end of the III. Chemical Bonding and  Stoker, S.H.  Lecturette/  Hands-on  Quiz  Quiz  PowerPoint 6 hours
Module, the student Nomenclature (2010). Exploring Class Discussion Laboratory presentatio
must have: General, organic,  Accomplishing Activities: n
a) Determined the  Lewis Electron Dot Diagrams and Biological Tasks:  Multimedia
oxidation number of  The Octet Rule & the Rules on chemistry.  Exercise on  Preparation System
an element in a Oxidation Numbers Philippines; writing the of
compound  Chemical Bonds Cengage Learning electron dot O2/Determinati  Laboratory
b) Written the electron- - The Ionic Bond Asia Pte. Ltd. structure of on of Equipment
dot representation of  Polyatomic Ions pp119 - 186. some Percentage of
ion/atom/compound - The Covalent Bond  Bettelheim, F. A. elements O2 in  Chemicals
and determine its et. al. (2007). Potassium
 Molecular Geometry
geometry Introduction to  Determining Chlorate &  Activity
 Chemical
c) Identified the bond General, Organic, the type of Water in a sheets
Nomenclature &
that connects and Biochemistry. bond in a Hydrate
Formulas
atoms/ions in a 8th ed. Singapore: given
compound as well as - Electronegativity Thomson
 Polar & Nonpolar compound  Determinati
the bond’s Learning Asia. pp on of the
characteristics molecules 93 -111  Writing & Formula of a
d) Named and have - Hydrogen Bond  Brown, T. L. et. al. determining Hydrate
written formula of  Molecular Geometry (2003). Chemistry molecular
21 | P a g e
 DESIRED LEARNING COURSE CONTENT/ SUBJECT TEXTBOOKS/ TEACHING AND LEARNING ACTIVITIES ASSESSMENT TASK (ATs) RESOURCE TIME
OUTCOMES (DLO) MATTER REFERENCES (TLAs) MATERIAL TABLE
Lecture Laboratory Lecture Laboratory
compounds the Central geometry of
Science. 9th ed. some
Singapore: compounds
Pearson
Education Asia
Pte. Ltd. pp 276 -
328

At the end of the IV. Stoichiometry: Calculations  Stoker, S.H.  Lecturette/  Hands-on  Quiz  Quiz  PowerPoint 9 hours
Module, the student with Chemical Formulas and (2010). Exploring Class Discussion Laboratory  Problem  Written presentatio
must have: Equations General, organic,  Seatwork and Group Activity: Set report of n
a)Solved formula mass of  Formula Mass and Biological boardwalk  Determination laboratory  Multimedia
a substance. chemistry.  Accomplishing of the results System
b) Defined mole as a  The Mole Philippines; Tasks: Exercises Percentage of  Observatio
quantity  Writing and Balancing Cengage Learning on Oxygen in n of  Laboratory
c)Solved mole Chemical equations Asia Pte. Ltd.  Solving Potassium group/indiv Equipment,
conversion problems  Reduction-Oxidation Reaction pp188-219. formula mass Chlorate idual work Manual
using the factor label  Types of Chemical Reactions  Bettelheim, F. A.  Mole
method  Stoichiometry et. al. (2007). problems/  Determination  Chemicals
d)Balanced molecular Introduction to chemical of the Formula
and ionic chemical Value Focus: General, Organic, calculations of a  Periodic
equations using Critical thinking, patience, and and Biochemistry.  Writing and Hydrate/The Table of
inspection method accuracy 8 th ed. Singapore:
balancing Percentage of Elements
e)Identified redox Thomson chemical Water of
reactions and Learning Asia. pp equations Hydration in a
balanced them 129 -148  Calculations Hydrate
f)Determined the type of  Brown, T. L. et. al. based on
chemical reaction (2003). Chemistry chemical  An
being represented the Central equations Investigation:
by a given chemical Science. 9th ed. Reacting
equation Singapore:  Abstraction Volumes of two
g)Solved stoichiometric Pearson and Analysis solutions of
problems Education Asia after each task known
h)Identified the limiting Pte. Ltd. pp 76 – concentrations
and 109

22 | P a g e
 DESIRED LEARNING COURSE CONTENT/ SUBJECT TEXTBOOKS/ TEACHING AND LEARNING ACTIVITIES ASSESSMENT TASK (ATs) RESOURCE TIME
OUTCOMES (DLO) MATTER REFERENCES (TLAs) MATERIAL TABLE
Lecture Laboratory Lecture Laboratory
excess reagents in a  Monroy, A. E. M.
reaction and Laboratory
determine the actual Activities in
and theoretical General and
yields. Inorganic
Chemistry.
WVSU. pp.28 –
31; 44 – 47

MIDTERM EXAMINATION

At the end of the V. Gases, Liquids, and Solids  Stoker, S.H.  Lecture/Discussi  Laboratory  Quiz  Quiz  Power point 9 hrs
Module, the student (2010). Exploring on using CAI Group Activity:  Written presentatio
must have:  Kinetic Molecular Theory General, organic,  Problem Solving  Problem report of n
a) Stated and (KMT) and Biological Approach  Graham’s Law Set laboratory  Multimedia
discussed the chemistry.  Accomplishing of Diffusion results System
postulates of the  Properties and Behavior of Philippines; Tasks:  Graded  Problem
Kinetic Molecular Solids, Liquids and Gases Cengage Learning  Problem Set  Problems on Recitatio Set  Laboratory
Theory  Gas Laws Asia Pte. Ltd. pp on Gas Laws Gas Laws n/ (Individual Equipment,
b) Used the KMT in  Boyle’s Law 221 -258 Problem output) Manual,
describing the  Charles’s Law  Bettelheim, F. A. Solving and
behavior and  Combined Gas Law et. al. (2007). chemicals
properties of solids,  Ideal Gas Law Introduction to
liquids, and gases  Dalton’s Law of Partial General, Organic,
c) Stated the different Pressure and Biochemistry.
gas laws and solved  Graham’s Law of 8th ed. Singapore:
problems applying Diffusion Thomson
the gas laws on Learning Asia. pp
everyday 160 – 170; 182-
experiences and 188
observations  Brown, T. L. et. al.
(2003). Chemistry
the Central
Science. 9th ed.

23 | P a g e
 DESIRED LEARNING COURSE CONTENT/ SUBJECT TEXTBOOKS/ TEACHING AND LEARNING ACTIVITIES ASSESSMENT TASK (ATs) RESOURCE TIME
OUTCOMES (DLO) MATTER REFERENCES (TLAs) MATERIAL TABLE
Lecture Laboratory Lecture Laboratory
Singapore:
Pearson
Education Asia
Pte. Ltd. pp 366 -
392
 Committee on
General
Chemistry.
(1986)Laboratory
Manual and
Workbook for
General
Chemistry. Rev.
Ed. Part I.
Quezon City: KEN
Incorporated. pp.
47 -49

At the end of the VI. Solutions and Colloids  Stoker, S.H.  Lecture/Discussi  Practical Work  Written  Quiz  Power point 12 hrs
Module, the student  Characteristics and Types of (2010). Exploring on Approach Quiz presentatio
must have: Solutions General, organic,  Demonstration  Act. 13:  Written n
a) Described the  Solubility and Biological Lesson Factors  Problem report of  Multimedia
characteristics and  Factors affecting solubility chemistry.  Problem solving Affecting Set laboratory System
types of solutions  Concentration of Solutions Philippines;  Concentration Solubility results
and gave examples  % by Mass; Volume Cengage Learning of Solution  Graded  Laboratory
of each type  Mole Fraction Asia Pte. Ltd. pp  Act. 14:Factors Recitatio  Skill Equipment,
b) Distinguished the  Molarity 221 -258 Affecting Rate n/ Test/Practi Manual,
different factors and  Normality  Bettelheim, F. A. of Solubility Problem cal Test and
explained their  Colligative Properties of et. al. (2007). Solving chemicals
effects on the Solutions Introduction to  Act. 16:
degree and rate of  Colloids General, Organic, Colligative  Periodic
solubility and Biochemistry. Properties of Table of
c) Expressed the 8th ed. Singapore: solutions Elements
concentration of Thomson  Act. 17:
solutions Learning Asia. pp Colloids and

24 | P a g e
 DESIRED LEARNING COURSE CONTENT/ SUBJECT TEXTBOOKS/ TEACHING AND LEARNING ACTIVITIES ASSESSMENT TASK (ATs) RESOURCE TIME
OUTCOMES (DLO) MATTER REFERENCES (TLAs) MATERIAL TABLE
Lecture Laboratory Lecture Laboratory
quantitatively 192 -218 Surface
d) Discussed the  Brown, T. L. et. al. Chemistry
different colligative (2003). Chemistry
properties of the Central
solutions Science. 9th ed.
e) Described the Singapore:
properties of colloids Pearson
and their Education Asia
environmental and Pte. Ltd. pp 484 -
industrial importance 514
 Monroy, A. E. M.
Laboratory
Activities in
General and
Inorganic
Chemistry.
WVSU. pp.37 –
43; 48 – 56

At the end of the VII. Acids and Bases  Stoker, S.H.

Module, the student (2010). Exploring
must have:  Acid-base Theories General, organic,  Lecture/Discussi  PWA  Quiz  Quiz  Power point 9 hrs
a) Defined and and Biological on  Using local presentatio
differentiated acid chemistry. indicator to  Graded  Written n
and base in terms of Philippines;  Demonstration determine Recitatio laboratory  Multimedia
the different acid- Cengage Learning Lesson acidity and n report System
base theories  pH Asia Pte. Ltd. pp basicity of  Skill Test
(Lewis, Bronsted- 338 - 387  Performing common  Problem  Laboratory
Lowry; Arrhenius)  Bettelheim, F. A. Calculations materials s Set on Equipment,
b) Used pH in et. al. (2007). (Seatwork and pH Manual,
classifying solutions  Electrolytes and Non- Introduction to Board work)  Concept and
used in daily Electrolytes General, Organic, chemicals
activities as acidic, and Biochemistry.
basic or neutral. 8th ed. Singapore:  Library
25 | P a g e
 DESIRED LEARNING COURSE CONTENT/ SUBJECT TEXTBOOKS/ TEACHING AND LEARNING ACTIVITIES ASSESSMENT TASK (ATs) RESOURCE TIME
OUTCOMES (DLO) MATTER REFERENCES (TLAs) MATERIAL TABLE
Lecture Laboratory Lecture Laboratory
c) Differentiated  Buffers Thomson Materials
electrolytes from Learning Asia. pp
non-electrolytes and 251 - 281
give their biological  Brown, T. L. et. al.
importance. (2003). Chemistry
d) Discussed buffers the Central
and their Science. 9th ed.
applications Singapore:
Pearson
Education Asia
Pte. Ltd. pp 614 –
648

At the end of the VIII. Chemical Kinetics and  Stoker, S.H.  Lecture/Discussi  Quiz  Graded 6 hrs
Module, the student Equilibrium (2010). Exploring on Recitation
must have:  Effective Collisions General, organic,  Seatwor
a) Identified the  Factors Affecting Rate and Biological  Problem –Based k  Problems
requisites of  Le Chatelier’s Principle chemistry. Approach Set
effective collisions Philippines; applying Le-  Graded applying
b) Named the factors Cengage Learning Chatelier’s Recitatio Le
that affect reaction Asia Pte. Ltd. pp Principle n Chatelier’s
rates and explain the 312 - 337 principle
effect of each.  Bettelheim, F. A.  Problem
c) Stated the Le et. al. (2007). s Set
Chatelier’s Principle Introduction to applying
d) Identified the stress General, Organic, Le
factors that may and Biochemistry. Chatelier
disrupt equilibrium 8th ed. Singapore: ’s
e) Applied Le Thomson principle
Chatelier’s Principle Learning Asia. pp
to predict how 240 -246
equilibrium  Brown, T. L. et. al.
conditions change (2003). Chemistry
when a system is the Central
disturbed Science. 9th ed.

26 | P a g e
 DESIRED LEARNING COURSE CONTENT/ SUBJECT TEXTBOOKS/ TEACHING AND LEARNING ACTIVITIES ASSESSMENT TASK (ATs) RESOURCE TIME
OUTCOMES (DLO) MATTER REFERENCES (TLAs) MATERIAL TABLE
Lecture Laboratory Lecture Laboratory
Singapore:
Pearson
Education Asia
Pte. Ltd. pp 525 –
532; 543 – 544;
594- 603

At the end of the IX. Nuclear Chemistry  Lecture/Discussi  Quiz and  Graded 9 hrs
Module, the student  Nuclear Radiation  Stoker, S.H. on Essay Recitation
must have:  Radioactivity (2010). Exploring writing
a) Defined radioactivity,  Types of Radiation General, organic,  Computer-aided  Problems
radioisotopes , and  Detection of Radiation and Biological instruction  Graded Set
half-life  Activity and Half-life chemistry. Oral applying
b) Enumerated and  Nuclear Equations Philippines;  Reporting Report Le
explained how Nuclear Stability Cengage Learning Chatelier’s
radiations are detected Asia Pte. Ltd. pp  Seat-work on  Movie principle
Natural and
c) Explained the 388 - 423 balancing maker
Radioactive Decay
occurrence of  Bettelheim, F. A. nuclear reactions presenta
radioactivity The Radioactive
et. al. (2007). tion
d) Described the different Elements and their
Introduction to  Research Work
types of radiation and Uses
General, Organic, on Radioactivity
justified their emission. and Biochemistry. and their uses
e) Solved simple 8th ed. Singapore:
problems involving Thomson
half-life of radioactive Learning Asia. pp
materials 63 - 89
f) Written nuclear  Brown, T. L. et. al.
reactions and predict (2003). Chemistry
products of such the Central
reactions Science. 9th ed.
g) Differentiated fission Singapore:
from fusion Pearson
h) Described the Education Asia
characteristics of Pte. Ltd. pp 832 -
radioactive elements 860

27 | P a g e
 DESIRED LEARNING COURSE CONTENT/ SUBJECT TEXTBOOKS/ TEACHING AND LEARNING ACTIVITIES ASSESSMENT TASK (ATs) RESOURCE TIME
OUTCOMES (DLO) MATTER REFERENCES (TLAs) MATERIAL TABLE
Lecture Laboratory Lecture Laboratory
and give their uses
based on their
characteristics or
properties

FINAL EXAMINATION

Sample Grading Midterm Finals

System Quizzes 35% 30%
Long Exam 45% 40%
Outputs - 20%
Participation 20% 10%
TOTAL 100% 100%

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