EXACT COLLEGES OF ASIA of

Brgy. Suclayin,
Arayat,
COLLEGE OF EDUCATION
S.Y. 2021 – 2022

COURSE SYLLABUS IN BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM
Second Year

Course Credit 3 Units Weekly Contact Hours 3 hours per week/18 weeks

Subject Placement 1 Semester Pre-Requisite None

 QUALITY POLICY Education and Training is a task of great responsibility, and the best way to do it is through quality programs,
competent faculty and appropriate teaching-learning facilities, and a very strong management commitment for
excellence.

 CORE VALUES Excellence, Advancement, Courtesy and Tenacity

EXACT’s core values are being assimilated in its desire to promote high-quality education and training
I. VISION dedication to competence and excellence, service to the community, participation in nation building, active
educational research and development, proper care and protection of the environment. These are the values
worthy of a great educational and training institution. The founders of EXACT shall always incorporate these
values, as anchor points in every decision that they make and every road that they shall take towards excellence.

The Center of Excellence where education and training are translated to functional knowledge and skills for a
progressive citizenry.

EXACT shall educate its students to achieve their full potential and realize their dreams. Through the quality
programs for elementary, high school, and college, as well as course programs for Technical Vocational
Education; EXACT shall endeavor to continuously improve and enhance the competence and skills of all
students by employing high caliber, technically competent and world-class professional faculty.

EXACT Colleges of Asia shall lead in providing quality education and training to all its students in accordance
 EXACT COLLEGES OF ASIA of
Brgy. Suclayin,
Arayat,
II. MISSION with the standards set forth with by the CHED, TESDA, DEPED, and in compliance will all regulatory and
statutory requirements, and with honest commitment to continually improve the effectiveness of its Quality
Management System

III. GOALS 1.PRODUCT - QUALITY EDUCATION AND TRAINING:

EXACT shall continually maintain the high- quality service of well-rounded
education further with the aim of satisfying its customers’ expectations
through a dynamic education.

2.CLIENTELE – STUDENTS FROM ALL OVER THE WORLD:

EXACT shall provide safe, adequate, friendly and pleasant teaching-learning;
improving the physical, social, mental and spiritual powers, leadership traits,
independent to be responsible members of the society.

3. CONCERN FOR EMPLOYEES:

EXACT shall continually upgrade and update its workforce by providing
relevant education and training to all its employees regularly, through the
training needs analysis done by each department, for an appropriate training
program.

4. SCHOOL’S GROWTH AND PUBLIC IMAGE:

EXACT shall lead in offering most affordable and yet high-quality education
and training, taking into account the latest technology for a more competitive
service, thus, increasing its market share while assuring a dependable and
credible public image globally. This shall be done by continuing research and
development program, anchored on a strong Quality Management System,
state of the art facilities, and undying management commitment.

5. NATION BUILDING:
EXACT shall continually fulfill its patriotic responsibility by offering free
services to educational and training related endeavors of the country, such as
providing technical assistance to the community, government officials,
sports-governing bodies, social welfare agencies, international organizations
 EXACT COLLEGES OF ASIA of
Brgy. Suclayin,
Arayat,
such as Red Cross and other humanitarian programs with the capability of its
resources.

 PHILOSOPHY Quality is not an act; it is a habit (Aristotle)

1. Ethically, socially and morally responsible – the graduates of ECA College of Education are expected to
V. GRADUATE ATTRIBUTES showcase
leadership by being a communicator and implementer.
2. eXcellent and/or exceptionally good professional – the graduates of ECA College of Education are
expected to get
involved in various activities to share his/her potentials professionally.
3. Demonstrate holistically their Advanced technical and vocational skills – the graduates of ECA College
of Education
are expected to learn and promote significant value in technology to enhance artificial intelligence, virtual
reality and 3D
visualization among others, to become globally and locally competitive professionals.
4. Committed and competent professionals – these graduates of ECA College of Education are anticipated to
utilize
their critical thinking and creative skills in undertaking their area of specialization.
5. Exhibit Tenacity - the graduates of ECA College of Education are persistent and interested for continuous
upgrading
their knowledge and competencies which are required by the profession.

PROGRAM OUTCOMES

Graduates of the College of Education: Bachelor of Technical Vocational Teacher Education are equipped with relevant knowledge, updated skills and values
shall be able to:

A. Demonstrate the competencies required of the Philippine TVET Trainers-Assessors Qualification Framework (PTTQF);
B. Demonstrate broad, meaningful and coherent knowledge and skills in any of the specific fields in technical and vocational teacher education;
C. Apply with minimal supervision specialized knowledge and skills in any of the specific fields in technical and vocational teacher education;
D. Demonstrate higher level literacy, critical thinking, learning skills needed for higher learning;
 EXACT COLLEGES OF ASIA of
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E. Manifest a deep and principled 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;

G. Apply a wide range of teaching process skills (including curriculum development, lesson planning, development of materials, educational assessment,
and teaching approaches);
H. Reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content/subject matter and others to
constantly improve their teaching knowledge, skills and practice.

I – Introductory
P – Practice with Supervision
D - Demonstration

PLOs
A. Demonstrate the competencies required of the Philippine TVET
Trainers-Assessors Qualification Framework (PTTQF);
B. Demonstrate broad, meaningful and coherent knowledge
and skills in any of the specific fields in technical and
vocational teacher education;
PI
C –Conduct technical training and competency assessment.
P – Design and develop curriculum, courses and instructional materials.
A – supervise and mentor technical students; extend the body of
knowledge in the field of technical-vocational education and training.
C – Demonstrate competence/and mastery in meaningfully teaching the
subject/area of specialization.
P – Adapt processes that facilitate the teaching-learning of the subject;
A – Relate lesson with other lessons in the in the course and other
disciplines.

C. Apply with minimal supervision specialized knowledge

and skills in any of the specific fields in technical and
vocational teacher education;
C – Demonstrate competence in applying specialized knowledge and
skills with confidence
P – Integrate the concept of the latest trends in technical and
vocational technology.
A – Demonstrate mastery in teaching the subject.

D. Demonstrate higher level literacy, critical thinking,
learning skills needed for higher learning;
C – Develop one’s own teaching strategies to attain a learning outcome.
P – Reflect on teaching strategies and skills to continuously improve
them.
A – Communicate ideas clearly and accurately in oral and written form;
make a sound judgement and decision after critical evaluation of
ideas.
 EXACT COLLEGES OF ASIA of
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Arayat,
E. Manifest a deep and principled understanding of the C – Facilitate learning by applying time-tested principles of learning.
learning processes and the role of the teacher in P – Employ interactive, collaborative, integrative, and reflective teaching-
facilitating these processes in their students; learning activities.
A – Teach based on sound principles and philosophies of education.

F. Show a deep and principled understanding of how
educational processes relate to larger historical, social,
cultural, and political processes
G. Apply a wide range of teaching process skills (including
curriculum development, lesson planning, development of
materials, educational assessment, and teaching
approaches);
H. Reflect on the relationships among the teaching process
skills, the learning processing in the students, the nature
of the content/subject matter and others to constantly
improve their teaching knowledge, skills and practice.
C – Relate teaching-learning to the historical, social, cultural, and
political processes impact on teaching-learning,
P – Show how historical, social, cultural and political processes impact
on teaching-learning.
A – Impart the importance to value our cultural heritage.
C – Use varied teaching approaches and strategies relevant to the
subject/area of specialization.
P - Implement effectively the curriculum and assess its relevance and
responsiveness to the needs of the clientele; observe alignment of
outcomes, teaching-learning activities and assessment tasks in lesson
planning.
A –Use traditional and authentic assessment tools to assess learning and
to inform instructions for enrichment.
C – Integrate principles of teaching and learning theories on human
development and social context of the learner for relevant and
effective teaching.
P – Practice reflective teaching.
A – Adapt innovative learning practices.

PLOs Graduate Attribute #1 Graduate Attribute #2 Graduate Attribute #3 Graduate Attribute #4 Graduate Attribute #5
Ethically, socially and eXcellent and/exceptionally Demonstrate holistically Committed and competent Exhibit Tenacity
morally responsible good professional their Advanced technical professional
and vocational skills
Demonstrate the competencies required of
the Philippine TVET Trainers-Assessors X X X
Qualification Framework (PTTQF);

Demonstrate broad, meaningful and

coherent knowledge and skills in any of the X X
specific fields in technical and vocational
 EXACT COLLEGES OF ASIA
of
Brgy. Suclayin,
Arayat,
teacher education
Apply with minimal supervision specialized
knowledge and skills in any of the specific X X X
fields in technical and vocational teacher
education;

Demonstrate higher level literacy, critical

thinking, learning skills needed for higher X X X
learning;

Manifest a deep and principled

understanding of the learning processes and X X X
the role of the teacher in facilitating these
processes in their students;

Show a deep and principled understanding

of how educational processes relate to larger
historical, social, cultural, and political X
processes;

Apply a wide range of teaching process skills

(including curriculum development, lesson X X X
planning, development of materials,
educational assessment, and teaching
approaches);

Reflect on the relationships among the

teaching process skills, the learning X X
processing in the students, the nature of the X X
content/subject matter and others to
constantly improve their teaching
knowledge, skills and practice.
 EXACT COLLEGES OF ASIA of
Brgy. Suclayin,
Arayat,

PROGRAM ASSESSMENT AND EVALUATION MATRIX AND PLAN

Program Program Performance Indicator (PI) Codes for Key- Assessment Methods Evaluation Standards
Outcome Outcomes Course/s for the Methods
Code (PO) Statements P 19s
A Demonstrate C –Conduct technical training and Proof 60% of the
the competency assessment. GE 1-5; A1 A2 A3 reading & students get a
competencies P – Design and develop revising rating of 50%
required of curriculum, Locally prepared passed
the Philippine courses and instructional examination
TVET materials.
Trainers- A – supervise and mentor technical
Assessors students; extend the body of GE 6-9
Qualification knowledge in the field of Teacher’s made test
Framework technical-vocational education
(PTTQF); and training.

C – Develop one’s own teaching CALLP Teacher’s made test Teacher’s made Proof 60% of the
B Apply with strategies to attain a learning EDUC 1 test reading & students get a
minimal outcome. TEACH 1 revising rating of 50%
supervision P – Reflect on teaching strategies METH 1 & Essay type passed
specialized and skills to continuously 2 assessment
knowledge improve them.
and skills in A – Communicate ideas clearly Interview assessment
any of the and accurately in oral and
specific fields written form; make a
in technical sound judgement and decision Interview
and after critical evaluation of Essay type assessment assessment
vocational ideas.
teacher
education;
C Show a deep C – Demonstrate competence in NSTP 1-3
and principled applying specialized knowledge
understanding and PE 1-4
of how
 EXACT COLLEGES OF ASIA of
Brgy. Suclayin,
Arayat,
educational skills with confidence
processes relate P – Integrate the concept of the latest TTL1-TTL2 Locally made Essay type Meeting &
to larger trends in technical and examination assessment consultation 60% of the
historical, vocational technology. CURR. Case study Reasoning students get a
social, cultural,
and political
A – Demonstrate mastery in teaching Interview rating of 50%
processes the subject. assessment passed

Rubric
D Apply a wide C – Develop one’s own teaching LEARN 1-2 Meeting & 60% of the
range of strategies to attain a learning IA1 Locally made consultation students get a
teaching outcome. AFA1 examination Interactive rating of 50%
process skills
P – Reflect on teaching strategies and passed
(including
curriculum
skills to continuously improve
development, them.
lesson planning, Case study, Problem
development of A – Communicate ideas clearly and solving
materials, accurately in oral and written
educational form;
assessment, and make a sound judgement and
teaching
approaches);
decision
after critical evaluation of ideas. Rubric

E Manifest a C – Facilitate learning by applying OHS Meeting & 60% of the

deep and time-tested principles of ENTREP consultation students get a
principled learning. L-SHIP Assessment: Paper & rating of 50%
understanding P – Employ interactive, LIT pencil passed
collaborative, ICT Oral/recitation
of the
integrative, and reflective FOOD 1
learning teaching-
processes and learning activities.
the role of the A – Teach based on sound principles Case study
teacher in and philosophies of education.
facilitating
these Rubric
processes in
their students;

F Show a deep C – Relate teaching-learning to the GENELECT 1 Meeting & 60% of the
 EXACT COLLEGES OF ASIA of
Brgy. Suclayin,
Arayat,
and principled historical, social, cultural, and GENELECT 2 Research work consultation students get a
understanding political processes impact on rating of 50%
of how teaching-learning, passed
educational P – Show how historical, social, cultural
processes Interview assessment
and political processes impact Case Study
relate to larger
on teaching-learning.
historical,
Impart the importance to value our
social, cultural heritage
cultural, and Rubric
political A – Impart the importance to value our
processes cultural heritage.

Apply a wide
range of C – Use varied teaching approaches and
G teaching strategies relevant to the RESEARCH 1 Proof 60% of the
process skills subject/area of specialization. Teach 1-6 Research work, Simulation reading & students get a
MEAL 1 Actual
(including P - Implement effectively the curriculum FOOD 2 revising rating of 50%
and assess its relevance and demonstration/ passed
curriculum BAKING 1
responsiveness to the needs of the CUISINE
development, COOKERY
clientele; observe alignment of
lesson outcomes, teaching-learning activities
planning, and assessment tasks in lesson
development planning. Case study
of materials, A –Use traditional and authentic
educational assessment tools to assess learning
assessment, and to inform instructions for
and teaching enrichment. Rubric
approaches);

Reflect on the Proof

relationships FIELD 1, 2, reading & 60% of the
H C – Integrate principles of teaching and revising students get a
 EXACT COLLEGES OF ASIA of
Brgy. Suclayin,
Arayat,
among the learning theories on human TRAINIING 1 Actual rating of 50%
teaching development and social context of the demonstration, passed
TEACH 6-
process skills, learner for relevant and INTERNSHIP
the learning effective teaching.
processing in Peer
the students, evaluation
P – Practice reflective teaching.
the nature of
Case
the
content/subjec A – Adapt innovative learning practices.
t matter and study/Research
others to Reflective
constantly Narrative
improve their
teaching
knowledge,
skills and
practice.
Rubric
 EXACT COLLEGES OF ASIA of
Brgy. Suclayin,
Arayat,

EXACT COLLEGES OF ASIA

Suclayin, Arayat, Pampanga
COLLEGE OF EDUCATION
S.Y. 2021 – 2022

Bachelor of Technical Vocational Teacher Education

Major in Food and Service Management

I – Introductory
P – Practice with Supervision
D – Demonstration

A B C D E F G H

Understanding the Self P

Readings in Philippine History P
The Contemporary World P
The Child and Adolescent Learner and Learning P
Principles
Foundation of Special and Inclusive Education I P
The Teaching Profession
Facilitating Learner-Centered Approaches with D D
Emphasis on Trainer’s Methodology
National Service Training 1 P
National Service Training 2 1 P D
National Service Training 3 D
Physical Education 1- I B D I P
Physical Education 2
Physical Education 3
Physical Education 4
 EXACT COLLEGES OF ASIA
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Arayat,
Math in the Modern World 1 D D
Purposive Education I D P D
Art Appreciation I P D
Technology for Teaching-Learning 1
Building and Enhancing New Literacies across the 1 P P D
Curriculum with Emphasis on the 21st Century
Skills
The Andragogy of Learning including principles of 1 P P D
Trainer’s Methodology 1
Assessment in Learning 1 P D D
Science, Technology, Society D P

Ethics P D
Rizal’s Life and Works 1 D
Technology for Teaching-Learning 2 1 P
Introduction to Industrial Arts 1 (IA1) I P D
Introduction the Agriculture and Fishery (AFA1) U P D
Occupational Health and Safety (Major1) I P P P P P I
Entrepreneurship I P P P
The Teacher and the Community, School Culture and I P
Organizational Leadership with Focus on the 1
Philippine TVET System (Leadership)
Curriculum Development and Evaluation with P P
Emphasis on Trainer’s Methodology II, Meth 3

Assessment Learning 2 with focus on Trainer’s P P

Methodology II, Learning 2
HE Literacy (Lit 1) D P
Teaching ICT as Exploratory Course
Food Selection and Preparation (Food1, Major 2) I P P
People and Earth’s Ecosystem (GE Elect 1) 1
Philippine Indigenous Communities (GE Elect 2) 1
Physical Education 4 P
 EXACT COLLEGES OF ASIA
Technology Research 1 (Methods of Research,
Research 1)
Teaching Common Competencies in IA (Teaching 2)
Teaching Common Competencies in ICT (Teaching 3)
Meal Management (Meal 1, Major 3)
Food Processing, Packaging and Labeling (Food2, Major 4))
Basic Baking (Baking 1, Major 5)
International Cuisine (Cuisine, Major 6)
Indigenous Creative Crafts (GE Elect 3)
Quantity Cookery (Cookery 1, Major 7)
Principles of Food Sanitation (FSan)
Technology Research 2 (Undergraduate Thesis)
Research Paper/Research Project
Teaching Common Competencies in AFA (Teaching 4)
Teaching Common Competencies in HE (Teaching 5)
Advanced Baking (Baking 2, Major 8)
Cafeteria and Catering Management (311-CCM)
Bartending and Bar Set Up (312-Bar)
Cookery 2 (Cookery NC II)
Work-Based Learning with Emphasis on Trainer’s
Methodology (Learning 3)
Field Study 1 (Practice Teaching/Teaching
Apprenticeship, Field 1)
Field Study 2 (Practice Teaching/Teaching
Apprenticeship, Field 2)
Supervised Industrial Training (Training 1)
Teaching Internship (Teaching 6)
Bachelor of Technical Vocational Teacher Education
Major in Welding and Fabrication Technology (Second Year, Second Semester)
of
Brgy. Suclayin,
Arayat,
I P
1 P
I P
I P
I P
I P
I P
I P
I P
I P
I P
I P
I P
I P
I P
I P
I P
I P
I P P
I P P
I P D
I P P D
 EXACT COLLEGES OF ASIAof
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I – Introductory
P – Practice with Supervision
D – Demonstration

A B C D E F G H

Major 2 – SMAW 1, Basic Shielded Metal Art Welding I D P D

(SMAW) Process
Major 3 – Draw, Fundamentals of Drawing I D P D
Major 4 – OAW, Oxy Acetylene Welding Cutting & I D P D
Brazing
Major 5 – Pattern, Cutting Development I D P D
Major 6 – SMAW 2, Advanced Shielded Metal Arc I D P D
Welding (SMAW)
Major 7 – GTAW 1, Gas Tungsten Arc Welding I D P D
(GTAW) Process
Major 8 – Pipe, Pipe Fitting I D P D
GMAW – Gas Metal Arc Welding (GMAW) I D P D
WEC – Weldment Expansion and Contraction I D P P

FCAW – Flux Cord Arc Welding (FCAW) I D P P

GTAW 2- Advanced Gas Tungsten Arc Welding I D P P
(GTAW) Process
I I P D
Field 1 – (Field Study1), On-the-Job
Training/Apprenticeship/Practice Teaching
I I P D
Field 2 – (Filed Study 2), On-the-Job
Training/Apprenticeship/Practice Teaching
Training 1 – Supervised Industrial Training I I P D
 EXACT COLLEGES OF ASIA
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Arayat,

P D D
Teaching 6 – Teaching Internship/Practice Teaching
 EXACT COLLEGES OF ASIA
of
Brgy. Suclayin,
Arayat,
Tel # 092-870-1013/0925-870-1012
E-mail address: exact.colleges@yahoo.com

COLLEGE OF EDUCATION
BACHELOR OF TEXHNICAL VOCATIONAL TEACHER EDUCATION (BTVted)
COURSE SYLLABUS FOR CURRICULUM 1 –
BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM
FIRST SEMESTER, A.Y. 2021-2022

COURSE TITLE: BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM

COURSE CODE: CURRICULUM

NO. OF UNITS: 3 UNITS

COURSE DESCIPTION:

This course covers the outcomes required to facilitate the development of competency standard for particular work processes,
work roles and work-related vocational outcomes.

It also deals with the knowledge and skills required to undertake training need analysis to identify the training needs of
individuals or organizations. It will also cover the competency in developing and evaluating the training curriculum design which includes
establishing training requirements, identifying the learner and finalizing the training program.
 EXACT COLLEGES OF ASIA of
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LEARNING OUTCOMES

At the end of the course, the students will be able to discuss:

Introduction to 21st Century Literacies

1. Traditional or Conventional Literacy

2. Expanded Views of Literacy
3. Literacy in the 21st Century

Globalization and cultural and Multicultural Literacies

4. The Effects of Globalization

5. Cultural Literacy
6. Multicultural Literacy
7. Issues in Teaching and Learning Multicultural Literacy in the Philippines

Social Literacy

8. The Role of Parents and Teachers in Teaching Social Skills to Children

9. Issues in Teaching Social Literacy

Financial Literacy

10. The Benefits of Financial Literacy

11. Financial Literacy in the Philippines
12. Developing Personal Financial Literacy
 EXACT COLLEGES OF ASIA
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Arayat,
Media and Cyber or Digital Literacies

13. Media Literacy

14. What Media Literacy Is Not
15. Challenges to Media Literacy Education
16. Digital Literacy
17. Socio-Emotional Literacy within Digital Literacy
18. Digital Natives
19. Challenges in Digital Literacy Education

Ecological Literacy

20. Environmental Literacy, Ecological Literacy, and Eco-literacy

21. Greening Initiatives in Colleges and Universities

Artistic and Creativity Literacy

22. Characterizing Artistically Literate Individuals issues in Teaching Creativity

Critical Literacy

23. History of Critical Literacy Theory

24. Critical Literacy and the Arts

Number of Hours: 3 hours every week for 18 weeks or 54 hours in a semester

 EXACT COLLEGES OF ASIA of
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Tel # 092-870-1013/0925-870-1012
E-mail address: exact.colleges@yahoo.com

CURRICULUM 1 - BUILDING AND ENHANCING NEW LITERACIES

ACROSS THE CURRICULUM LESSON PLAN

WEEK/ INTENDED LEARNING TEACHING- TIME ASSESSMEN REFERENCES AND

INCLUSIVE OUTCOME LEARNING ALLOTMENT T METHODS TEACHING DEVICES
DATES TOPICS ACTIVITIES AND TASKS
CRITERIA
Week 1-2 Introduction to 21st Develop practical Lecture/ 6 hours Building and Enhancing New
Century Literacies understanding on definition of Discussion (45 minutes – 1 Individual Literacies across the
conventional and expanded Definition of the hour) each activity Curriculum, E.J.P. Alata snd
literacy in the 21st century. terms meeting; online Online & E.J. T. Ignacio,
Group activity discussion; offline REX Bookstore, Inc.2019,
(share and describe) remaining time activites pp. 1-11
offline activities
Week 3-5 Globalization and Develop a clear and practical Lecture/ 9 hours Interactive Building and Enhancing New
Cultural and understanding on Discussion (45 minutes each method; Literacies across the
Multicultural globalization and its Illustration/ meeting; online Cut & paste Curriculum, E.J.P. Alata snd
Literacies implications on both the Differentiation of discussion; pictures/ E.J. T. Ignacio,
remaining time REX Bookstore, Inc.2019,
national and individual level; people from screenshot
offline activities pp. 13-33
cultural and multicultural different countries; online
literacy in the Philippines; awareness on the activity
and one’s personal level of effects of
cultural and multicultural globalization
literacy.

WEEK/ INTENDED LEARNING TEACHING- TIME ASSESSMEN REFERENCES AND

 EXACT COLLEGES OF ASIA of
Brgy. Suclayin,
Arayat,
INCLUSIVE OUTCOME LEARNING ALLOTMENT T METHODS TEACHING DEVICES
DATES TOPICS ACTIVITIES AND TASKS
CRITERIA
Week 6 PRELIM EXAM 3 Hours
________ _______________ ______________

Week 7-8 Social Literacy Develop understanding of the Lecture/ 6 hours Essay; Building and Enhancing New
working definition of social Discussion (45 minutes – 1 Online & Literacies across the
literacy; Greeting, initiating hour) each offline Curriculum, E.J.P. Alata snd
Explain the roles of parents and conversation, meeting; online activities E.J. T. Ignacio,
teachers in teaching social skills understanding/ discussion; REX Bookstore, Inc.2019,
to children; discuss and knowing one’s remaining time pp.35-45
examine issues in social literacy audience; problem- offline activities
solving
Week 9-11 Financial Literacy Financial literacy, defined; 9 hours Q&A Building and Enhancing New
assess level of personal Lecture discussion (45 minutes – 1 method; Literacies across the
financial literacy using set of One’s attitude hour) each Case study Curriculum, E.J.P. Alata snd
standards and questions; about money – meeting; online online & E.J. T. Ignacio,
discussion; REX Bookstore, Inc.2019,
characterize financial Spending pattern; offline
remaining time pp. 47-60
literacy in the Philippines; Needs/wants; activities
offline activities
practical steps to develop Ideal budget vs.
personal financial literacy. current budget

Week 12 MIDTERM EXAM 3 Hours

_____________ ________________ _______________

Week 13-14 Media and Cyber Understanding of Media and Lecture/discussion 6 hours Presentation Building and Enhancing New
or digital (45 minutes – 1 Literacies across the
Cyber/Digital Literacy; Investigation of photos
Literacies hour) each Curriculum, E.J.P. Alata and
Appreciate the importance of regarding the meeting; online
Oral/class E.J. T. Ignacio,
developing Media and relationship discussion; participation; REX Bookstore, Inc.2019,
Cyber/Digital Literacy in between Media remaining time essay pp. 61 - 78
ourself and one another in literacy and offline activities online/offline
the information age; realize Cyber/Digital activities
 EXACT COLLEGES OF ASIA of
Brgy. Suclayin,
Arayat,
that practical steps must be Literacy;
taken to develop these explaining these
literacies early in children words: ability to
and cannot wait “until they assess, evaluate
are older.” and create
messages.

Week 15 Ecological Literacy Define ecological literacy; 3 hours Presentation of Building and Enhancing New
distinguish among Lecture/discussion (45 minutes – 1 photos; Literacies across the
environmental literacy, eco- State your views on: hour) each Pre-discussion Curriculum, E.J.P. Alata snd
literacy, and ecological literacy. General concepts of meeting; online Q&A E.J. T. Ignacio,
environment; Is discussion; and REX Bookstore, Inc.2019,
greening in colleges remaining time Online pp. 79-90
and universities offline activities Activities
beneficial

Week 16 Artistic and Characterize artistic literacy; Lecture/discussion 3 hours Building and Enhancing New
Creative Discuss the value of Arts to Questions to (45 minutes – 1 Sharing of Literacies across the
Literacy education and practical life; Ponder: what are hour) each views; Curriculum, E.J.P. Alata snd
identify approaches to the significant meeting; online online & E.J. T. Ignacio,
discussion; REX Bookstore, Inc.2019,
developing/designing benefits of arts offline
remaining time pp. 91-101
curriculum that cultivates learning ang activities
offline activities
the arts and creativity among engagement in Rubric
learners; formulate a school?
personal definition of Explain the
creativity; and design following
creative and innovative challenges by
classroom activities for Robinson to
specific topic and grade level educators?
of students *Educate the well-
being of learners
and shift from the
conventional
learning toward
 EXACT COLLEGES OF ASIA of
Brgy. Suclayin,
Arayat,
academic ability
alone

* Give equal
weight to the arts,
the humanities,
and to physical
education.

Week 17 Critical Literacy Characterize critical literacy; Questions to 3 hours Oral/class Building and Enhancing New
Discuss a brief background ponder: Explain (45 minutes – 1 participation; Literacies across the
of critical literacy theory; the following: hour) each Rubric Curriculum, E.J.P. Alata snd
and; apply principles of *Coding Practices meeting; online Online/offline E.J. T. Ignacio,
discussion; REX Bookstore, Inc.2019,
critical literacy in designing *Text meaning activities
remaining time pp.103-119
lessons and classroom practices offline activities
activities *Pragmatic/Critica
l practices
_____________ _______________ _______________
_ _ 3 Hours
Week 18 FINAL EXAM
 EXACT COLLEGES OF ASIAof
Brgy. Suclayin,
Arayat,
BUILDING AND ENCHANCING NEW LITERACIES ACROSS THE CURRICULUM

GENERAL EDUCATION (G.E.) LEARNING OUTCOMES

Traditional Conventional Expanded Views

Literacy Literacy of Literacy in the
21st Century
L = Facilities learning of the competencies (input is provided and
competency is evaluated)
A. INTELLECTUAL COMPETENCIES (Knowledge)
1. Analyze “texts” (written, visual, oral and others) critically X X X
2. Demonstrate proficient and effective communication (writing, speaking, and
use of new technologies) X
3. Use basic concepts across the domains of knowledge X X
4. Demonstrate critical, analytical, and creative thinking X X
5. Apply different analytical modes/methods in problem solving X X
P = Allows student to practice competencies (no input but competency
is evaluated)
B. PERSONAL AND CIVIC COMPETENCIES (Values)
1. Appreciate the complexity of the human condition X X
2. Interpret the human experience from various perspective X X X
3. Examine the contemporary world from both Philippine and global
perspectives X X X
4. Take responsibility for knowing and being Filipino X X X
5. Reflect critically on shared concerns X
6. Generative innovative practices and solutions guided by ethical standards X
7. Make decisions based on moral norms and imperatives X
8. Advocate respect for human rights X X
O = Opportunity for development (no input or evaluation but there is
opportunity be evaluated)
 EXACT COLLEGES OF ASIA of
Brgy. Suclayin,
Arayat,

C. PRACTICAL SKILLS (skills)

1. Work effectively in a group X X
2. Apply computing tools to process information effectively X X
3. Use current technology to assist and facilitate learning and research X X
4. Negotiate the world of technology responsibly X
5. Create solutions to problem in various fields X
6. Manage one’s knowledge, skills, and values for responsible and productive X X
living
7. Organize one’s self for lifelong learning. X X

GRADING SYSTEM:

Class Standing 70%

PRELIM + MIDTERM + FI NALS = FINAL GRADE
 Activity/Projects/ Assignment - 20% 3
 Class Participation/Recitation - 15%
 Attendance - 10%
 Quizzes - 25%

Major Examination 30%

____________________________________________________
TOTAL 100%
 EXACT COLLEGES OF ASIA of
Brgy. Suclayin,
Arayat,
TEXTBOOK:

Ellen Joy P. Alata and Eigen John T. Ignacio (2019), Building and Enhancing New Literacies across the Curriculum,
REX Bookstore, Manila, Philippines

REFERENCES:

Barton D. (2007). Literacy: An introduction to the ecology of language.

Oxford, UK: Blackwell.

Miller, G.A. (1973). Linguistic communication: Perspectives for Research.

Newark, Del.: International Reading Association.

Mkandawire, Simooya-Mudenda & Cheelo (2017). Cultural literacy in Zambia: A focus on

Selected myths and taboos. Lusaka: Unzapress.

Schlechty, P.C. (2001). Shaking up the schoolhouse: How to support and sustain educational
innovation. San Francisco: Jossey-Bass.

United Nations Education Scientific and Cultural Organization (2006). Education for all global monitoring report.
Retrieved from https://www.unesco.org/education/GMR2006/full/chapt6_eng.pdf

Prepared/Noted by: Approved by:

DR. SOFIA P. FULMINAR DR. REGINA D. CURA

Dean, College of Education Vice President for Academic Affairs