Outcomes-Based Course Syllabus in English 34 (Language Curriculum)

Republic of the Philippines Department: VP FOR ACADEMIC AFFAIRS
ILOILO SCIENCE AND TECHNOLOGY UNIVERSITY

La Paz, Iloilo City Document Code QP-VPAA-13
Rev. No.: 02
OUTCOMES-BASED COURSE SYLLABUS IN ENGLISH 34 (LANGUAGE CURRICULUM) Effective Date: January 2, 2017
I. Name of University : Iloilo Science and Technology University Miagao Campus
Vision : ISAT U as a leading science and technology university in Southeast Asia by 2030
Mission : The University is committed to provide quality and relevant advanced education, higher technological,
professional instruction and training in arts, sciences, education, architecture, engineering, agriculture,
forestry, and other fields of study, thereby producing locally oriented, globally competitive and eco-
friendly human resources. It shall promote research and development programs to advance science
and technology and undertake sustainable extension and production activities.
Core Values : Integrity Commitment Accountability Responsiveness Excellence
Institutional Goals :
1. To provide a nurturing environment where academic freedom is guaranteed and respected for the optimum
development of human potential
2. To produce highly competent and eco-friendly graduates, who will become leaders and experts in their fields
of specialization
3. To conduct research towards the advancement of science and technology
4. To provide extension and production activities for the improvement of the quality of life in the community
5. To provide effective and efficient delivery of services through responsive management of human, physical,
financial and information resources
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Rev. No.: 02
Institutional Outcomes : 1. ISAT U graduates will demonstrate:

a) love of God and Nation;
b) expertise in their field of specialization;
c) leadership in the practice of their profession;
d) social responsiveness, gender sensitivity and respect towards people and environment;
e) awareness of and concern to domestic and global issues;
f) ability to communicate effectively and think critically and creatively.
2. ISAT U graduates will work:
a) with integrity and commitment in their respective fields of endeavors;

b) harmoniously in a multi-disciplinary and multi-cultural environment
3. ISAT U graduates will engage in:
a) life-long learning by keeping abreast with the latest developments in the society;
b) the development and transfer of technology
II. Program/Degree : Teacher Education/ Bachelor of Secondary Education
III. Program/Degree Outcomes
Program Outcomes
1. Demonstrate basic and higher level skills in literacy, communication, numeracy, critical thinking and learning
2. Show deep and principled understanding of the teaching-learning processes
3. Articulate a clear understanding of how educational processes relate to larger historical, social, cultural and political processes
4. Organize and discuss comprehensive knowledge of the subject matter they will teach
5. Apply a wide range of teaching related skills such as curriculum development, lesson planning, instructional materials development,
education assessment and use of a variety of teaching approaches
6. Critically examine and reflect on the interrelationship among teaching, learning, subject matter and other educational processes to
enhance pedagogical content knowledge
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Rev. No.: 02
7. Facilitate learning using a wide range of teaching methodologies in various types of environment for diverse learners
8. Create and innovate alternative teaching approaches to improve student learning
9. Undergo direct experiences through classroom observation, teaching assistantship and practice teaching
10. Practice professional and ethical standards of the teaching profession
11. Continuously pursue lifelong learning for personal and professional growth
Degree Outcomes : Based on CMO 30, Series 2004
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. Course Number and Title : English 34 (Language Curriculum)
V. Course Pre-Requisite :None
VI. Course Credit/Units : 3
VII. Year /Semester Offered : Fourth Year/First Semester
VIII. Course Description :

This course features the different language curriculum suited to the Secondary Schools. It aims to provide
students with a general understanding of the major approaches, theories, and issues of language curriculum and
materials evaluation. These concepts will be taught by a discussion-based and task-based teaching method.
Furthermore, students will be exposed to classroom observations, demonstration-teaching, conducting research
projects and examining different English language syllabus/curriculum/course designs and various kinds of
English teaching materials.
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IX. Course Outcomes :

1. Identify, discuss and critically analyze the different language curriculum, syllabus, course and teaching materials
suited to secondary schools.
2. Equip the students with the adequate knowledge and skills in identifying the different programs and initiatives
formulated, conducted and implemented by the government for the improvement and strengthening of the English
program in secondary schools.
3. Develop and present new theories/philosophy of language curriculum designs, language program and materials
evaluation for secondary schools.
4. Deliver a teaching demonstration applying the present curriculum imposed in the secondary schools.
5. Develop the value of competence, innovativeness and sense of professionalism in learning about the language
curriculum.
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Rev. No.: 02
X. Course Design Matrix :
DESIRED LEARNING COURSE CONTENT/SUBJECT TEXTBOOKS/REFERENCES OUTCOMES-BASED ASSESSMENT RESOURCE TIMETABLE

OUTCOMES MATTER TEACHING AND OF LEARNING MATERIALS
LEARNING OUTCOMES
At the end of the unit, the Unit 0: Vision, Mission, and Core University Code Quick Survey on Vision, Written Exam Multi Media 2 hours
students must have: Values of ISAT U; Institutional, by Student Handbook Mission, Core Values, (reflective essay) System
1. Explained the vision-mission , Campus, Degree, and Course Bulletin of Information and Outcome Among Slogan Making
core values of the University and Outcome Education Students Tag Line Posting
the institutional, college, degree (On- Progress) REALIA
and course outcomes of ISAT U. Skit Presentation
At the end of the unit, the Unit 1: Introduction

students must have:
I. What is Curriculum? Language curriculum for secondary Lecture Dimension Paired-Output Handouts 6 hours
1. Defined and discussed the 1. Meaning and Importance schools’ syllabus (OBE) - Scribd
importance of curriculum. 2. Kinds of Curriculum Retrieved from Matrix of Comparison Unit Test Power Point
3. Traditional Progressive Views www.scribd.com/doc/315866209/Languag Presentation
2. Discussed the ideology of a e-Curriculum-for-Secondary-Schools- Ambush Interview Summary Report
curriculum. II. Curriculum Development: Syllabus-OBE Downloaded
The Ideology of the Curriculum Mini-Research Work Materials
3. Identified key features of 1. Academic Rationalism English language curriculum for
curriculum. 2. Social and Economic Efficiency secondary schools | synonym Team-teaching
3. Learner-centeredness classroom. Retrieved from
4. Explained how and why there 4. Social Re-constructionism synonym.com/english-language- Survey Report
is a need to indigenize the 5. Cultural Pluralism curriculum-secondary-schools-
language curriculum through a 6331481.html
summary report. III. General Curriculum Planning
5. Developed teamwork and IV. Key Features of a Curriculum
collaboration through different
team activities.
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At the end of the unit, the Unit 2: Curriculum Approach in

students must have: Language Teaching
.1. Discussed the underlying I. Principles Underlying the Language Language curriculum (6 of 16) - Lecture Dimension Concept Paper Handouts 6 hours
principles in a Language Curriculum SlideShare
Curriculum. Retrieved from Brain Storming Graded Reporting Power Point
II. Curriculum Models www.slideshare.net/nheru/language- Presentation
2. Identified and differentiated curriculum-6-of-16 Group Learning Unit Test
curriculum models. III. Stating Curriculum Outcomes Downloaded
LANGCUR - Language curriculum for T-Chart Analysis Language Materials
3. Rephrased curriculum IV. Models in Language Curriculum secondary school. Retrieved from Curriculum Making
outcomes. 1. Theme or Topic Course Model www.schedninja.com/view/course/LANGC Comparison/Contrast
2. Content-Based Instruction UR/ Chart
4. Analyzed and constructed Model
Language Curriculum from the 3. Cognitive Academic Learning Richards, J.C. (2013). Curriculum Power-Point Analysis
given models. Approach Model approaches in language teaching:
forward, central, and backward design.
5.Shown critical thinking skills in Language Curriculum,
applying concepts from real-life doI: 10.1177/0033688212473293
situations. rel.sagepub.com
6.Displayed teamwork and

collaboration.
4.
At the end of the unit, the Unit 3: Components and Views on

students must have: Curriculum
1.Identified the different I. The Components of a Curriculum Richards, J.C. (2013). Curriculum Lecture Dimension Graded Reporting Handouts 6 hours
characteristics of every 1.Behavioristic Orientation approaches in language teaching:
components of curriculum. 2.Rational-Cognitive Orientation forward, central, and backward design. Teacher-Facilitated Unit Test Power Point
3.Humanistic Orientation Language Curriculum, Discussion Presentation
2. Single-out the importance of doI: 10.1177/0033688212473293 Summary Report
the components of a rel.sagepub.com Board work Downloaded
curriculum. News Reporting Materials
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3. Discussed the various views II.Views on Curriculum Language curriculum (6 of 16) - Comparison/Contrast Round-Table
of curriculum. 1.Educational View SlideShare Chart Discussion
2. Language View Retrieved from
4. Listed the long-range effects 3. Language Learning View www.slideshare.net/nheru/language- Interview with the HS
of the different views of curriculum-6-of-16 principals
curriculum.
Survey Report
5. Compared and contrasted the
existence of the identified
effects of curriculum.
6. Displayed alertness and

resourcefulness in conducting
surveys and interviews.
At the end of the unit, the Unit 4: Syllabus and Types

students must have:
1. Identified the different types of I. Types of Syllabus (Reilley) Language curriculum for secondary Research Works Unit Test Handouts 5 hours
syllabus. schools’ syllabus (OBE). Retrieved from
1.Structural (formal) Syllabus docslide.net/documents/language- Syllabus Analysis Graded Reporting Power Point
2. Enumerated the importance of 2.A Notional/ Functional Syllabus curriculum-for-secondary-schools- Presentation
establishing a language 3.Situational Syllabus syllabusobe.html Brainstorming Course Planning
curriculum goals to its 4.A Skill-Based Syllabus Downloaded
objectives. 5.A Task-Based Syllabus Eng 04: Language curriculum for Power-Point Syllabus-Making Materials
6. A Content-Based syllabus secondary school syllabus. Retrieved Presentation
2. Presented mock syllabus on from
the different types. II.Course Planning and Syllabus t3ckcommlectures.blogspot.com/2010/12/
Design eng-04-language-curriculum-for.htm
3. Designed a syllabus for a 1.The Course Rationale 3 hours
Language Class. 2.Describing Entry and Exit Levels
3.Choosing Course Content
4. Shown enthusiasm and
commitment in planning, III.The Link Between Goals and
designing and making of Objectives
syllabus.
Midterm Examination 1 hour
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FINAL COVERAGE
At the end of the unit, the Unit 5: The Basic Education

students must have: Curriculum
1. Defined what basic education I. Development of The Basic Mindo, D. F. (2007). English language Research Works Unit Test Handouts 6 hours
curriculum is. Education Curriculum teaching, curriculum innovations and
implementation strategies: Philippine OPV Graded Reporting Power Point
2. Reported the development of II. Features of The 2002 Basic experience. Department of Education Presentation
the basic education curriculum Education Curriculum For Region 3, The Philippines. Round Table Individual Written
Secondary Education Presentation Analysis Report Downloaded
2. Traced the development of the DepEd operational Manual 2002. Manila: Materials
Philippine’s Education a. Aims and Goals of 2002 Philippines. Power-Point
Curriculum. Basic Education Curriculum Presentation
b. Legal Bases of the Basic Operations handbook in secondary
3. Elaborated the features of the Education Curriculum school. (2002). Manila: Philippines. SWOT Analysis
2002 BEC for secondary
education.
4. Presented an analysis report

on the feature of the 2002
BEC for secondary schools.
5. Shown maturity and critical

thinking skills in the written
analysis report.
At the end of the unit, the Unit 6: Revisiting the Old

students must have: Curriculum: Different Curricula in
Secondary Schools
1.Identified the various curricula 1. National Secondary Education Bureau of Secondary Education. (1989a). Group Research Works Committee Report Handouts 6 hours
of secondary schools in the (NSEC) The secondary education development
Philippines. program (SEDP). Manila: Bureau of SWOT Analysis Unit Test Power Point
Printing. Presentation
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Rev. No.: 02
2. Researched on the different 2. Secondary Education Bureau of Secondary Education. (1989b). Characteristics Listing Downloaded
curricula of secondary schools Development Program (SEDP) The new secondary education curriculum Panel Discussion Materials
in the Philippines. 3. 2002 Basic Education (NSEC). Manila: Bureau of Printing.
Curriculum (BEC) Brainstorming
3. Presented the contributions of 4. Revised Basic Education Department of Education. (2003).
each curriculum to the present Curriculum (R-BEC) Establishing the policy to strengthen the
educational system. 5. Technical Vocational Education use of the English language as a medium
(TVE) of instruction in the educational system
4. Displayed accuracy and 6. Understanding by Design (UbD) (No. 189, s. 2003). Manila: Bureau of
consistency in the conduct of Printing.
the committee report.
At the end of the unit, the Unit 7: K to 12 Senior High School

students must have: Track and Strand
Senior high school core curriculum Research Works Graded Reporting Handouts 8 hours
1. Identified and discused the I. Academic Track subjects. Retrieved from
different academic tracks and 1. Sports Track http://www.deped.gov.ph/k-to- Field Survey Individual Demo- Power Point
strands in Senior High School 2. Arts and Design Track 12/curriculum-guides/Core-SHS teaching Presentation
3. Technical-Vocational Livelihood Lesson Plan Making
2. Prepared a lesson plan Track Academic track. Retrieved from Unit Test Downloaded
aligned to the k to 12 Senior 4. Academic Track http://www.deped.gov.ph/k-to- Materials
High School track and strands. 12/curriculum-guides/Academic-Track
II. Senior High School Applied Track
3.Conducted demonstration- Subjects K to 12 basic education curriculum
teaching with content-based on senior highschool – core subject.
the K to 12 track and stands. K to 12 Basic Education Curriculum Retrieved
Senior High School – Applied Track fromhttp://www.deped.gov.ph/sites/default
4.Shown dedication, commitment Subject /files/SHS%20Core_21st%20Century%20
and professionalism during the Literature%20from%20the%20Philippines
demonstration teaching. %20and%20the%20World%20CG.pdf
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Rev. No.: 02
At the end of the unit, the Unit 8: Models in Language

students must have: Curriculum and Language
Program
1.Identified the different models I. Models in Language Curriculum Language curriculum for secondary Seminar on Language Graded Reporting Handouts 5 hours
in language curriculum. 1. Theme or Topic Course Model schools’ syllabus (OBE). Retrieved from Curriculum Models
2. Content-Based Instruction Model docslide.net/documents/language- Unit Test Power Point
2.Identified the features and 3. Cognitive Academic Learning curriculum-for-secondary-schools- Research Works Presentation
criteria of a good language Approach Model syllabusobe.html Creating a
program. Field Survey Language Program Downloaded
II. The Language Program Eng 04: Language curriculum for for Secondary Materials 2 hours
3. Conducted a seminar on 1.Features of Language Program secondary school syllabus. Retrieved Interview with Schools
language curriculum models, 2. Criteria of a Good Language from Secondary Principals,
curriculum planning and Program t3ckcommlectures.blogspot.com/2010/12/ Teachers and Students
syllabus making. eng-04-language-curriculum-for.htm
4. Interviewed secondary Updated curriculum guides (CG): K to 12:

principals, teachers and senior high school curriculum Guides
students under the Senior- Final Examination 2017 | K to 12: Senior high school TLE 1 hour
High Curriculum. and TVL track
5. Hcurriculum guides 2017.
Retrieved fromo
5.Created a mock language https://www.spideylab.com/k-to-12-senior-
w
program for secondary high-school-grade-11-and-12-curriculum-
schools. guide-cg-pdf/ t
o
6. Submitted on-line via Goggle DepEd K to 12: Complete curriculum
Classroom a mock language guides 2017. Retrieved
W from
program with tailored syllabus. https://www.spideylab.com/k-to-12-senior-
o
high-school-grade-11-and-12-curriculum-
r
7.Shown professionalism and guide-cg-pdf/ a
maturity in during the field n
interview with school g
principals, teachers and u
students. a
g
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Rev. No.: 02
XI. Criteria for Grading:

Midterm/Final Exam 30%
Quizzes 30%
Class Standing
Participation/Performances 20%
Output 20%
_________________
100%
Note: In the normal course of operation, this course syllabus shall be revisited every two years for possible revision of its content. If new DepEd/CHED programs, CMO’s and university policies or other
policies that will greatly affect the course content will be implemented or issued, it shall be revised immediately to cater to the demands of the new programs, CMO’s, policies, etc.
Latest revision date: May 31, 2017
Prepared and designed for the English Division/ Department.
MA. MAJA JADE N. PEREZ, Ph. D.

Assistant Professor II
Noted and checked: Concurred:
MA. SALOME R. MAGBANUA, Ph.D. DOMINGO F. NIM, Ed. D.

Chair, English Division Program Coordinator
Department Head, English department Dean, College of Education
Approved for Use:
Vice President for Academic Affairs
Page 11 of 13
Rev. No.: 02
SUBJECT ENHANCEMENTS TO BE CONSIDERED DURING SUBJECT REVISION

Date Suggested Enhancement/Teacher
Note: This page shall be reserved for suggested revisions on the subject which will be taken up during the deliberation/revisit of the course syllabus. Revisions may be in the
form of the methods of teaching, references, and logical flow of the course topics, the style of evaluation, and anything that will effectively produce positive results.
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Rev. No.: 02
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Outcomes-Based Course Syllabus in English 34 (Language Curriculum)

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Republic of the Philippines Department: VP FOR ACADEMIC AFFAIRS

ILOILO SCIENCE AND TECHNOLOGY UNIVERSITY

I. Name of University : Iloilo Science and Technology University Miagao Campus

Core Values : Integrity Commitment Accountability Responsiveness Excellence

Institutional Outcomes : 1. ISAT U graduates will demonstrate:

2. ISAT U graduates will work:

a) with integrity and commitment in their respective fields of endeavors;

3. ISAT U graduates will engage in:

II. Program/Degree : Teacher Education/ Bachelor of Secondary Education

III. Program/Degree Outcomes

Degree Outcomes : Based on CMO 30, Series 2004

1. Demonstrate in-depth understanding of the development of adolescent learners

IV. Course Number and Title : English 34 (Language Curriculum)

V. Course Pre-Requisite :None

VI. Course Credit/Units : 3

VII. Year /Semester Offered : Fourth Year/First Semester

VIII. Course Description :

IX. Course Outcomes :

X. Course Design Matrix :

DESIRED LEARNING COURSE CONTENT/SUBJECT TEXTBOOKS/REFERENCES OUTCOMES-BASED ASSESSMENT RESOURCE TIMETABLE

At the end of the unit, the Unit 1: Introduction

At the end of the unit, the Unit 2: Curriculum Approach in

6.Displayed teamwork and

At the end of the unit, the Unit 3: Components and Views on

6. Displayed alertness and

At the end of the unit, the Unit 4: Syllabus and Types

At the end of the unit, the Unit 5: The Basic Education

4. Presented an analysis report

5. Shown maturity and critical

At the end of the unit, the Unit 6: Revisiting the Old

At the end of the unit, the Unit 7: K to 12 Senior High School

At the end of the unit, the Unit 8: Models in Language

4. Interviewed secondary Updated curriculum guides (CG): K to 12:

XI. Criteria for Grading:

Latest revision date: May 31, 2017

Prepared and designed for the English Division/ Department.

MA. MAJA JADE N. PEREZ, Ph. D.

Noted and checked: Concurred:

MA. SALOME R. MAGBANUA, Ph.D. DOMINGO F. NIM, Ed. D.

Approved for Use:

Vice President for Academic Affairs

SUBJECT ENHANCEMENTS TO BE CONSIDERED DURING SUBJECT REVISION

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