UNIVERSITY OF SOUTHERN MINDANAO

Course Syllabus for Curriculum & Assessment in Physical education and Health Education
Course Number BPE 213 Rev. No. 2 Page 1 of 13

COURSE LEARNING PLAN

Intended Align Time Course Content Teaching & Learning Assessme Suggested Readings
Learning ed to Fra (Topics) Learning Materials nt Tasks
Outcomes CO: me Activities (TLA) (AT)
(ILO) (We Teachin Learnin
By the end of ek) g g
the learning Activiti Activitie
experience*, es s
students must
be able to:
1. 1. Course Lecturin Group Course Recitation USM Code
Clarify Introduction g Activity Syllabus
course • USM for Class
outcom VGMO Video/ Bonding PowerPoi Students’
es, • Cours PowerPo nt expectatio
int Small Presentati ns and
require e outcomes
presenta Group on assessmen
ments, and tion Discussi
gradin requirement t of prior
on
g s, Grading knowledge
Facilitat
system, 1 system, Individu
ing
and Classroom discussi al
classro policies ons participa
om • Overv tion
policies iew of the
. topics to be
1.2 Relate discussed
course • Getting learners’
outcom prior knowledge
_____________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________
This document is a sole property of UNIVERSITY OF SOUTHERN MINDANAO. Any disclosure, unauthorized reproduction or use is strictly prohibited except with permission from USM. USM-EDU-F05-Rev.4.2020.02.18
COPY Only documents with standard signatories of USM are considered official.
MASTER
 UNIVERSITY OF SOUTHERN MINDANAO
Curriculum and Assessment
Course Number BPE 313 Course Title
for Physical Education and Health Education
Rev. No. 1 Page2of22

COURSE LEARNING PLAN

Intended Align Time Course Content Teaching & Learning Assessme Suggested Readings
Learning ed to Fra (Topics) Learning Materials nt Tasks
Outcomes CO: me Activities (TLA) (AT)
(ILO) (We Teachin Learnin
By the end of ek) g g
the learning Activiti Activitie
experience*, es s
students must
be able to:
es and on the subject
require matter and
ments expectations
to USM
VGMO.
1.3 Recogn
ize
prior
learnin
g and
expecta
tions
on the
subject
matter
to
realign
future
acade
mic
undert
akings;
_____________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________
This document is a sole property of UNIVERSITY OF SOUTHERN MINDANAO. Any disclosure, unauthorized reproduction or use is strictly prohibited except with permission from USM. USM-EDU-F05-Rev.4.2020.02.18
COPY Only documents with standard signatories of USM are considered official.
MASTER
 UNIVERSITY OF SOUTHERN MINDANAO
Curriculum and Assessment
Course Number BPE 313 Course Title
for Physical Education and Health Education
Rev. No. 1 Page3of22

COURSE LEARNING PLAN

Intended Align Time Course Content Teaching & Learning Assessme Suggested Readings
Learning ed to Fra (Topics) Learning Materials nt Tasks
Outcomes CO: me Activities (TLA) (AT)
(ILO) (We Teachin Learnin
By the end of ek) g g
the learning Activiti Activitie
experience*, es s
students must
be able to:
2.1 Define 2 A. Introducti Lecturin Group Ppt. Debate Kelly, A.V. (2009). The Curriculum: theory and
Curriculu on to g Discussi slides practice (6th ed.). ISBN 9781847872746. P. 12-13
m and curriculu on Reflective Smith, Mark (2000). "What is curriculum? Exploring theory and practice". infed.
assessme m and Video/ Textbook Journal
PowerPo p. 1-13
nt assessmen as
int
2.2 Critique t presenta
Discove reference
the B. Importanc tion ry Oral
difference e of module Participati
between curriculu Facilitat Peer on
assessme m and ing Discussi
nt and assessmen discussi on
feedback; t to ons
and stakehold
2.3 Discuss ers
the
importan C. Procedure
ce of s of
curriculu curriculu
m and m theory
assessme and
nt practice

_____________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________
This document is a sole property of UNIVERSITY OF SOUTHERN MINDANAO. Any disclosure, unauthorized reproduction or use is strictly prohibited except with permission from USM. USM-EDU-F05-Rev.4.2020.02.18
COPY Only documents with standard signatories of USM are considered official.
MASTER
 UNIVERSITY OF SOUTHERN MINDANAO
Curriculum and Assessment
Course Number BPE 313 Course Title
for Physical Education and Health Education
Rev. No. 1 Page4of22

COURSE LEARNING PLAN

Intended Align Time Course Content Teaching & Learning Assessme Suggested Readings
Learning ed to Fra (Topics) Learning Materials nt Tasks
Outcomes CO: me Activities (TLA) (AT)
(ILO) (We Teachin Learnin
By the end of ek) g g
the learning Activiti Activitie
experience*, es s
students must
be able to:

3.1 Discuss the 3-4 A. Globalizatio Lecturin Group Ppt. Reflective 3.1 Scott, D. (2015). New Perspectives on Curriculum, Learning and
development of n g Discussi slides Journal Assessment (Evaluating Education: Normative Systems and
curriculum Mechanism on Institutional Practices) (1st ed. 2016 ed.). Springer. P 94-101
practices - False Video/ Textbook
accordingly to Belief PowerPo as Oral
int
globalization about presenta
Discove reference Participati
needs curriculu tion ry on
3.2 Identify m module 3.2 https://www.cdc.gov/healthyschools/sher/characteristics/index.htm
factors that - Culture Facilitat Peer Environm 3.3 Button, L. (2016). Curriculum Design, Development and Models:
influences Free- ing Discussi ental Planning for Student Learning – Curriculum Essentials: A
curriculum Tests discussi on scanning Journey. Pressbooks.
design - Examina ons and https://oer.pressbooks.pub/curriculumessentials/chapter/curriculu
3.3 Discuss the tion Summa m-design-development-and-models-planning-for-student-
types of Technolo ry Portfolio learning-there-is-always-a-need-for-newly-formulated-
curriculum gies making curriculum-models-that-address-contemporary-circumstance-an/
3.4 - A 3.4 Button, L. (2016). Curriculum Design, Development and Models:
Differentiate Competen Planning for Student Learning – Curriculum Essentials: A
the different cy- Based Journey. Pressbooks.
models of Curriculu https://oer.pressbooks.pub/curriculumessentials/chapter/curriculu
curriculum m m-design-development-and-models-planning-for-student-

_____________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________
This document is a sole property of UNIVERSITY OF SOUTHERN MINDANAO. Any disclosure, unauthorized reproduction or use is strictly prohibited except with permission from USM. USM-EDU-F05-Rev.4.2020.02.18
COPY Only documents with standard signatories of USM are considered official.
MASTER
 UNIVERSITY OF SOUTHERN MINDANAO
Curriculum and Assessment
Course Number BPE 313 Course Title
for Physical Education and Health Education
Rev. No. 1 Page5of22

COURSE LEARNING PLAN

Intended Align Time Course Content Teaching & Learning Assessme Suggested Readings
Learning ed to Fra (Topics) Learning Materials nt Tasks
Outcomes CO: me Activities (TLA) (AT)
(ILO) (We Teachin Learnin
By the end of ek) g g
the learning Activiti Activitie
experience*, es s
students must
be able to:
learning-there-is-always-a-need-for-newly-formulated-
curriculum-models-that-address-contemporary-circumstance-an/
B. Three Lecturin Group Ppt. Active https://oer.pressbooks.pub/curriculumessentials/chapter/curriculum-design-
models of g Discussi slides Discussio development-and-models-planning-for-student-learning-there-is-always-a-
need-for-newly-formulated-curriculum-models-that-address-contemporary-
curriculum on n circumstance-an/
design Video/ Textbook participati
C. Curriculum PowerPo as on
int
Models presenta
Discove reference
D. Eight tion ry Quizzes
contempora module
ry Facilitat Peer
curriculum ing Discussi
models by discussi on
Scott ( ons
2008)
E. 11 types of
curriculum
4.1 Analyze the 4-5 Lecturin Group Ppt. Summativ A. https://www.shapeamerica.org/
essential A. National g Discussi slides e Test uploads/pdfs/TheEssentialComponents
Recommend OfPhysicalEducation.pdf
components of on
component of ation and Video/
Framework PowerPo B. Essential Components of Physical Education Curriculum. (2015).
PE curriculum SHAPE America.
int
_____________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________
This document is a sole property of UNIVERSITY OF SOUTHERN MINDANAO. Any disclosure, unauthorized reproduction or use is strictly prohibited except with permission from USM. USM-EDU-F05-Rev.4.2020.02.18
COPY Only documents with standard signatories of USM are considered official.
MASTER
 UNIVERSITY OF SOUTHERN MINDANAO
Curriculum and Assessment
Course Number BPE 313 Course Title
for Physical Education and Health Education
Rev. No. 1 Page6of22

COURSE LEARNING PLAN

Intended Align Time Course Content Teaching & Learning Assessme Suggested Readings
Learning ed to Fra (Topics) Learning Materials nt Tasks
Outcomes CO: me Activities (TLA) (AT)
(ILO) (We Teachin Learnin
By the end of ek) g g
the learning Activiti Activitie
experience*, es s
students must
be able to:
and health B. The Essential presenta Discove Textbook Oral https://www.shapeamerica.org/uploads/pdfs/TheEssentialCompon
education Components tion ry as Participati entsOfPhysicalEducation.pdf
curriculum. of Physical reference on
4.2 Discuss the Education Facilitat Peer C. https://www.shapeamerica.org/uploads/pdfs/2019/advocacy/position-
different curriculum ing Discussi module statements/health/Essential-Components-of-Health-Education.pdf
characteristics C. The Essential discussi on
of health Components ons D. National Health Education Standards - SHER | Healthy Schools |
CDC. (2019). Center for Disease Control and Prevention.
education of Health
curriculum https://www.cdc.gov/healthyschools/sher/standards/index.htm
Education
curriculum
D. Characterist
ics of health
education
curriculum
5-6 A. Physical Lecturin Assigne Graded Ppt.Edwards, G. (in press). A Curriculum Framework for Physical
Education g d text oral slides Education: Adjusting the Focus. A Curriculum Framework for
Model ( p. reading participati Physical Education: Adjusting the Focus.
Video/ Textbook on
54-58) A. 54-58
PowerPo Group/ as
- Moveme int
peer reference Portfolio B. 21
nt presenta
Educatio tion discussi
n on module
_____________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________
This document is a sole property of UNIVERSITY OF SOUTHERN MINDANAO. Any disclosure, unauthorized reproduction or use is strictly prohibited except with permission from USM. USM-EDU-F05-Rev.4.2020.02.18
COPY Only documents with standard signatories of USM are considered official.
MASTER
 UNIVERSITY OF SOUTHERN MINDANAO
Curriculum and Assessment
Course Number BPE 313 Course Title
for Physical Education and Health Education
Rev. No. 1 Page7of22

COURSE LEARNING PLAN

Intended Align Time Course Content Teaching & Learning Assessme Suggested Readings
Learning ed to Fra (Topics) Learning Materials nt Tasks
Outcomes CO: me Activities (TLA) (AT)
(ILO) (We Teachin Learnin
By the end of ek) g g
the learning Activiti Activitie
experience*, es s
students must
be able to:
3 Facilitat
dimensio ing
n in discussi
moveme ons
nt
educatio
n model
- Kinesiol
ogical
Studies
- Play
Educatio
n
- Personal
Meaning
B. A program of
Quality Daily
Physical
Education
(page 21)
C. Conceptual
Framework
_____________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________
This document is a sole property of UNIVERSITY OF SOUTHERN MINDANAO. Any disclosure, unauthorized reproduction or use is strictly prohibited except with permission from USM. USM-EDU-F05-Rev.4.2020.02.18
COPY Only documents with standard signatories of USM are considered official.
MASTER
 UNIVERSITY OF SOUTHERN MINDANAO
Curriculum and Assessment
Course Number BPE 313 Course Title
for Physical Education and Health Education
Rev. No. 1 Page8of22

COURSE LEARNING PLAN

Intended Align Time Course Content Teaching & Learning Assessme Suggested Readings
Learning ed to Fra (Topics) Learning Materials nt Tasks
Outcomes CO: me Activities (TLA) (AT)
(ILO) (We Teachin Learnin
By the end of ek) g g
the learning Activiti Activitie
experience*, es s
students must
be able to:
of Physical
Education in
the
Philippines
6-7 A. Health Lecturin Assigne Graded Ppt. NCAA. (2020). Curriculum Models. National Council for Curriculum
Education g d text oral slides Assessment. https://www.curriculumonline.ie/Senior-
Curriculum reading participati cycle/Senior-Cycle-Subjects/Physical-Education-
Model Video/ Textbook on Framework/Curriculum-models/
- Health- PowerPo Group/ as
int
related presenta
peer reference Portfolio
physical tion discussi
DepEd. (2017). K to 12 Health Education Curriculum Guide. DepEd
Activity on module
- Sport Commons.
Facilitat https://unicefeaproinasactoolkit.files.wordpress.com/2017/09/phil
Educatio ing
n ippines-health-curriculum.pdf (p.1-2)
discussi
- Contemp ons
orary
issues in
physical
activity
- Adventu
re
_____________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________
This document is a sole property of UNIVERSITY OF SOUTHERN MINDANAO. Any disclosure, unauthorized reproduction or use is strictly prohibited except with permission from USM. USM-EDU-F05-Rev.4.2020.02.18
COPY Only documents with standard signatories of USM are considered official.
MASTER
 UNIVERSITY OF SOUTHERN MINDANAO
Curriculum and Assessment
Course Number BPE 313 Course Title
for Physical Education and Health Education
Rev. No. 1 Page9of22

COURSE LEARNING PLAN

Intended Align Time Course Content Teaching & Learning Assessme Suggested Readings
Learning ed to Fra (Topics) Learning Materials nt Tasks
Outcomes CO: me Activities (TLA) (AT)
(ILO) (We Teachin Learnin
By the end of ek) g g
the learning Activiti Activitie
experience*, es s
students must
be able to:
educatio
n
- Personal
and
social
responsi
bility
-Teaching
games for
understand
ing
B. Conceptual
Framework of
Health Education in
the Philippines (p 1-
2)
7-8 Lecturi Kirkpatrick, D. (1998). Evaluating training programs: The four levels. San
Situating Francisco, CA: Berrett-Koehler.
ng Quiz Handbo
Curriculum
5.1 Identify Write- ok for
Assessment Video/
information up Curricu
Within a PowerPo
sources lum
Curriculum int
when Assess
_____________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________
This document is a sole property of UNIVERSITY OF SOUTHERN MINDANAO. Any disclosure, unauthorized reproduction or use is strictly prohibited except with permission from USM. USM-EDU-F05-Rev.4.2020.02.18
COPY Only documents with standard signatories of USM are considered official.
MASTER
 UNIVERSITY OF SOUTHERN MINDANAO
Curriculum and Assessment
Course Number BPE 313 Course Title
for Physical Education and Health Education
Rev. No. 1 Page10of22

COURSE LEARNING PLAN

Intended Align Time Course Content Teaching & Learning Assessme Suggested Readings
Learning ed to Fra (Topics) Learning Materials nt Tasks
Outcomes CO: me Activities (TLA) (AT)
(ILO) (We Teachin Learnin
By the end of ek) g g
the learning Activiti Activitie
experience*, es s
students must
be able to:
assessing Development presenta Assigne ment
curriculum Framework tion d text Winter
a. Feedback reading 2006
5.2 List Methods Facilitat
feedback b. Kirkpatrick’s ing
methods Four Levels of discussi
that can be Evaluation ons
used to Curriculum
assess Development
curriculum Process

All ILOs covered 9 MIDTERM EXAMINATION

in Midterm
10- A. What is this Lecturin https://start-teaching.com/theories-principles-and-models-of-assessment/
11 thing called g
6.1 Distinguish Assessment
the various aa about? Video/
models, modes - Models PowerPo
int
and principles of
_____________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________
This document is a sole property of UNIVERSITY OF SOUTHERN MINDANAO. Any disclosure, unauthorized reproduction or use is strictly prohibited except with permission from USM. USM-EDU-F05-Rev.4.2020.02.18
COPY Only documents with standard signatories of USM are considered official.
MASTER
 UNIVERSITY OF SOUTHERN MINDANAO
Curriculum and Assessment
Course Number BPE 313 Course Title
for Physical Education and Health Education
Rev. No. 1 Page11of22

COURSE LEARNING PLAN

Intended Align Time Course Content Teaching & Learning Assessme Suggested Readings
Learning ed to Fra (Topics) Learning Materials nt Tasks
Outcomes CO: me Activities (TLA) (AT)
(ILO) (We Teachin Learnin
By the end of ek) g g
the learning Activiti Activitie
experience*, es s
students must
be able to:
of assessment Assessm presenta
as used in PE ent tion
and Health 1. Diag
education nosti Facilitat
c ing
2. Form discussi
ative ons
3. Sum
mativ
e
- Mode of
Assessm
ent
- Principle Scott, D. (2001). Curriculum and Assessment. Ablex Pub.
s of
Assessm 85-99
ent
6.2 1. Validi
Differentiate ty
examination 2. Relia
techniques used bility
to address
_____________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________
This document is a sole property of UNIVERSITY OF SOUTHERN MINDANAO. Any disclosure, unauthorized reproduction or use is strictly prohibited except with permission from USM. USM-EDU-F05-Rev.4.2020.02.18
COPY Only documents with standard signatories of USM are considered official.
MASTER
 UNIVERSITY OF SOUTHERN MINDANAO
Curriculum and Assessment
Course Number BPE 313 Course Title
for Physical Education and Health Education
Rev. No. 1 Page12of22

COURSE LEARNING PLAN

Intended Align Time Course Content Teaching & Learning Assessme Suggested Readings
Learning ed to Fra (Topics) Learning Materials nt Tasks
Outcomes CO: me Activities (TLA) (AT)
(ILO) (We Teachin Learnin
By the end of ek) g g
the learning Activiti Activitie
experience*, es s
students must
be able to:
validity on 3. Objec
students tivity
performance 4. Clear
Criter
ia
5. Practi
cality
6. Auth
entici
ty
7. Trans
paren
cy
8. Fairn
ess &
Equit
y

B. Examinatio
n
Techniques

_____________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________
This document is a sole property of UNIVERSITY OF SOUTHERN MINDANAO. Any disclosure, unauthorized reproduction or use is strictly prohibited except with permission from USM. USM-EDU-F05-Rev.4.2020.02.18
COPY Only documents with standard signatories of USM are considered official.
MASTER
 UNIVERSITY OF SOUTHERN MINDANAO
Curriculum and Assessment
Course Number BPE 313 Course Title
for Physical Education and Health Education
Rev. No. 1 Page13of22

COURSE LEARNING PLAN

Intended Align Time Course Content Teaching & Learning Assessme Suggested Readings
Learning ed to Fra (Topics) Learning Materials nt Tasks
Outcomes CO: me Activities (TLA) (AT)
(ILO) (We Teachin Learnin
By the end of ek) g g
the learning Activiti Activitie
experience*, es s
students must
be able to:
- Coursew
ork
- Weight
of
examinat
ion
compone
nts
- Tiered
level
entry in
examinat
ions
- Different
ial
validity
issues
- Use of
context
in
examinat
ion items
_____________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________
This document is a sole property of UNIVERSITY OF SOUTHERN MINDANAO. Any disclosure, unauthorized reproduction or use is strictly prohibited except with permission from USM. USM-EDU-F05-Rev.4.2020.02.18
COPY Only documents with standard signatories of USM are considered official.
MASTER
 UNIVERSITY OF SOUTHERN MINDANAO
Curriculum and Assessment
Course Number BPE 313 Course Title
for Physical Education and Health Education
Rev. No. 1 Page14of22

COURSE LEARNING PLAN

Intended Align Time Course Content Teaching & Learning Assessme Suggested Readings
Learning ed to Fra (Topics) Learning Materials nt Tasks
Outcomes CO: me Activities (TLA) (AT)
(ILO) (We Teachin Learnin
By the end of ek) g g
the learning Activiti Activitie
experience*, es s
students must
be able to:
11- A. Purpose of Lecturin Caroll, B. (2005). Assessment in Physical Education: A Teacher’s Guide
12 Assessment g to the Issues. Taylor and Francis.
- Accountabil p. 18-35
6.2 Explain the ity Video/
- Societal PowerPo
purpose of
int
assessment in level presenta
physical and (managerial tion
health education )
- Classroom Facilitat
level ( ing
Professional discussi
) ons
- Certification
- Feedback
- Diagnosis
- Motivation
of pupils/
students
- Selection
B. Characteristic
of Authentic
Assessment
_____________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________
This document is a sole property of UNIVERSITY OF SOUTHERN MINDANAO. Any disclosure, unauthorized reproduction or use is strictly prohibited except with permission from USM. USM-EDU-F05-Rev.4.2020.02.18
COPY Only documents with standard signatories of USM are considered official.
MASTER
 UNIVERSITY OF SOUTHERN MINDANAO
Curriculum and Assessment
Course Number BPE 313 Course Title
for Physical Education and Health Education
Rev. No. 1 Page15of22

COURSE LEARNING PLAN

Intended Align Time Course Content Teaching & Learning Assessme Suggested Readings
Learning ed to Fra (Topics) Learning Materials nt Tasks
Outcomes CO: me Activities (TLA) (AT)
(ILO) (We Teachin Learnin
By the end of ek) g g
the learning Activiti Activitie
experience*, es s
students must
be able to:
-
Self
Assessm
ent and
Peer
Assessm
ent
- Portfolio
Assessm
ent
Descript
ors
12- What can teachers Lecturin Caroll, B. (2005). Assessment in Physical Education: A Teacher’s Guide
7.1 Analyze the 13 assess in PE and g to the Issues. Taylor and Francis.
various Health Education? p. 36- 53
assessment - The objectives Video/
used in model PowerPo
int
different - Physical skills presenta
activities in and tion
physical competence in
education and activities Facilitat
health - Leisure and ing
education active lifestyle
_____________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________
This document is a sole property of UNIVERSITY OF SOUTHERN MINDANAO. Any disclosure, unauthorized reproduction or use is strictly prohibited except with permission from USM. USM-EDU-F05-Rev.4.2020.02.18
COPY Only documents with standard signatories of USM are considered official.
MASTER
 UNIVERSITY OF SOUTHERN MINDANAO
Curriculum and Assessment
Course Number BPE 313 Course Title
for Physical Education and Health Education
Rev. No. 1 Page16of22

COURSE LEARNING PLAN

Intended Align Time Course Content Teaching & Learning Assessme Suggested Readings
Learning ed to Fra (Topics) Learning Materials nt Tasks
Outcomes CO: me Activities (TLA) (AT)
(ILO) (We Teachin Learnin
By the end of ek) g g
the learning Activiti Activitie
experience*, es s
students must
be able to:
- Personal and discussi
social ons
competence
and qualities
- Physical
development,
health, and
fitness
- Cognitive
- Aesthetic
development
8.1 Determine 13- How can be Lecturin Caroll, B. (2005). Assessment in Physical Education: A Teacher’s Guide
the appropriate 14 practical g to the Issues. Taylor and Francis.
assessment performance be p. 54- 64
practices in assessed? Video/
practical - Setting the PowerPo
int
performance in task presenta
PE and Health - Collecting tion
Education evidence
- Recording the Facilitat
evidence ing
66-71
_____________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________
This document is a sole property of UNIVERSITY OF SOUTHERN MINDANAO. Any disclosure, unauthorized reproduction or use is strictly prohibited except with permission from USM. USM-EDU-F05-Rev.4.2020.02.18
COPY Only documents with standard signatories of USM are considered official.
MASTER
 UNIVERSITY OF SOUTHERN MINDANAO
Curriculum and Assessment
Course Number BPE 313 Course Title
for Physical Education and Health Education
Rev. No. 1 Page17of22

COURSE LEARNING PLAN

Intended Align Time Course Content Teaching & Learning Assessme Suggested Readings
Learning ed to Fra (Topics) Learning Materials nt Tasks
Outcomes CO: me Activities (TLA) (AT)
(ILO) (We Teachin Learnin
By the end of ek) g g
the learning Activiti Activitie
experience*, es s
students must
be able to:
- Giving equal discussi
opportunities ons
(Feedbacking
)

How can
theoretical
performance be
assessed?
- Question
difficulty
and
cognitive
process
- Setting
question
s
- Giving of
equal
opportu
nities
_____________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________
This document is a sole property of UNIVERSITY OF SOUTHERN MINDANAO. Any disclosure, unauthorized reproduction or use is strictly prohibited except with permission from USM. USM-EDU-F05-Rev.4.2020.02.18
COPY Only documents with standard signatories of USM are considered official.
MASTER
 UNIVERSITY OF SOUTHERN MINDANAO
Curriculum and Assessment
Course Number BPE 313 Course Title
for Physical Education and Health Education
Rev. No. 1 Page18of22

COURSE LEARNING PLAN

Intended Align Time Course Content Teaching & Learning Assessme Suggested Readings
Learning ed to Fra (Topics) Learning Materials nt Tasks
Outcomes CO: me Activities (TLA) (AT)
(ILO) (We Teachin Learnin
By the end of ek) g g
the learning Activiti Activitie
experience*, es s
students must
be able to:

9.1 Identify 15 Lecturin The PE PRoject. (2020). Assessment In Physical Education | The PE
different g
reference Project. The PE Project.Com.
systems used in A. Referenc Video/
assessment in e PowerPo
http://www.thepeproject.com/assessment/index.html
int
PE and health Systems presenta
- Norm tion
- Criterion
- Ipsative Facilitat
ing
discussi
ons
10 Classify the 15- Lecturin Miller, D. (2010). Measurement by the Physical Educator: Why and How
glossary of 16 g (6th ed.). McGraw-Hill Humanities/Social Sciences/Languages.
assessment p. 168-175
Video/
methods; PowerPo
description, int
strength, and presenta
weaknesses tion

_____________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________
This document is a sole property of UNIVERSITY OF SOUTHERN MINDANAO. Any disclosure, unauthorized reproduction or use is strictly prohibited except with permission from USM. USM-EDU-F05-Rev.4.2020.02.18
COPY Only documents with standard signatories of USM are considered official.
MASTER
 UNIVERSITY OF SOUTHERN MINDANAO
Curriculum and Assessment
Course Number BPE 313 Course Title
for Physical Education and Health Education
Rev. No. 1 Page19of22

COURSE LEARNING PLAN

Intended Align Time Course Content Teaching & Learning Assessme Suggested Readings
Learning ed to Fra (Topics) Learning Materials nt Tasks
Outcomes CO: me Activities (TLA) (AT)
(ILO) (We Teachin Learnin
By the end of ek) g g
the learning Activiti Activitie
experience*, es s
students must
be able to:
Facilitat
ing
discussi
ons
All ILOs 18
covered in FINAL EXAMINATION
the Course
* any interaction, course, program, or other experience in which learning takes place (https://www.edglossary.org/learning-experience/).

Textbook/References
[1] Button, L. (2016). Curriculum Design, Development and Models: Planning for Student Learning – Curriculum Essentials: A Journey. Pressbooks.
https://oer.pressbooks.pub/curriculumessentials/chapter/curriculum-design-development-and-models-planning-for-student-learning-there-is-always-a-need-for-
newly-formulated-curriculum-models-that-address-contemporary-circumstance-an/
[2] Caroll, B. (2005). Assessment in Physical Education: A Teacher’s Guide to the Issues. Taylor and Francis.
[3] DepEd. (2017). K to 12 Health Education Curriculum Guide. DepEd Commons.
[4] Dewey, John (1902). The child and the curriculum
[5] Edwards, G. (in press). A Curriculum Framework for Physical Education: Adjusting the Focus. A Curriculum Framework for Physical Education: Adjusting the Focus.
NCAA. (2020). Curriculum
[6] Kelly, A.V. (2009). The Curriculum: theory and practice (6th ed.). ISBN 9781847872746.
[7] Kirkpatrick, D. (1998). Evaluating training programs: The four levels. San Francisco, CA: Berrett-Koehler.
[8] Models. National Council for Curriculum Assessment. National Health Education Standards - SHER | Healthy Schools | CDC. (2019). Center for Disease Control and
Prevention.
_____________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________
This document is a sole property of UNIVERSITY OF SOUTHERN MINDANAO. Any disclosure, unauthorized reproduction or use is strictly prohibited except with permission from USM. USM-EDU-F05-Rev.4.2020.02.18
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MASTER
 UNIVERSITY OF SOUTHERN MINDANAO
Curriculum and Assessment
Course Number BPE 313 Course Title
for Physical Education and Health Education
Rev. No. 1 Page20of22

Textbook/References
[9] Miller, D. (2010). Measurement by the Physical Educator: Why and How (6th ed.). McGraw-Hill Humanities/Social Sciences/Languages
[10] Smith, Mark (2000). "What is curriculum? Exploring theory and practice".
[11] Scott, D. (2001). Curriculum and Assessment. Ablex Pub.
[12] Scott, D. (2015). New Perspectives on Curriculum, Learning and Assessment (Evaluating Education: Normative Systems and Institutional Practices) (1st ed. 2016 ed.).
Springer.
[13] Smith, Mark (2000). "What is curriculum? Exploring theory and practice".
[14] The PE PRoject. (2020). Assessment In Physical Education | The PE Project. The PE Project.Com. http://www.thepeproject.com/assessment/index.html
[15] https://oer.pressbooks.pub/curriculumessentials/chapter/curriculum-design-development-and-models-planning-for-student-learning-there-is-always-a-need-for-
newly-formulated-curriculum-models-that-address-contemporary-circumstance-an/
[16] https://unicefeaproinasactoolkit.files.wordpress.com/2017/09/philippines-health-curriculum.pdf
[17] https://start-teaching.com/theories-principles-and-models-of-assessment/
[18] https://www.cdc.gov/healthyschools/sher/characteristics/index.htm
[19] https://www.shapeamerica.org/uploads/pdfs/TheEssentialComponentsOfPhysicalEducation.pdf
[20] https://www.shapeamerica.org/uploads/pdfs/2019/advocacy/position-statements/health/Essential-Components-of-Health-Education.pdf
[21] https://www.curriculumonline.ie/Senior-cycle/Senior-Cycle-Subjects/Physical-Education- Framework/Curriculum-models/
[22] https://www.cdc.gov/healthyschools/sher/standards/index.htm

Life-long Learning Opportunity

Course Evaluation
Assessment Task Satisfactory
Course Outcomes (CO) Weight (%) Target Standard
Addressing CO Rating
CO1 : Understand the basic physical education and health 90% of the class obtained a
education curriculum content, pedagogy, and assessment 50% rating of at least 50%.
program
CO2: Analyze and explore different curriculum models and plan 75% of the class obtained a rating
safe and effective physical activity programs to address the 50% of at least 75%.
needs of the individual in school and/or industry settings.
_____________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________
This document is a sole property of UNIVERSITY OF SOUTHERN MINDANAO. Any disclosure, unauthorized reproduction or use is strictly prohibited except with permission from USM. USM-EDU-F05-Rev.4.2020.02.18
COPY Only documents with standard signatories of USM are considered official.
MASTER
 UNIVERSITY OF SOUTHERN MINDANAO
Curriculum and Assessment
Course Number BPE 313 Course Title
for Physical Education and Health Education
Rev. No. 1 Page21of22

Course Evaluation
Assessment Task Satisfactory
Course Outcomes (CO) Weight (%) Target Standard
Addressing CO Rating

75% of the class obtained a rating

CO3: Evaluate curriculum models and value degree program-level 50% of at least 75%.
assessment in physical education and health

Grading System
Examination 30 %
Written Output 20%
Quizzes 20%
Participation 30%

Classroom Policies
1. Lesson/ Topics will be delivered both in face to face and through VLE platform. Activities will be posted on the board. Students with non-established
connectivity can download the topics online and submit the discussion on the board on the scheduled time.
2. Quizzes/ Video Lectures/Slides will be posted on board.
3. Video lectures/slides should not be posted online or other social media accounts. It will only be used solely in the class. Sanctions will be given if caught,
based on privacy policy and intellectual property rights.
4. Late assignments will NOT be accepted. Extensions will only be granted in cases where there is an excusable reason.
5. Questions or concerns regarding individual grades on assignments, quizzes, exams, etc. should be brought to the instructor no later than 1 week from
when the grade is originally posted.
6. Dishonesty, plagiarism, falsification, fabrication or misrepresentation of data, unauthorized assistance or unauthorized collaboration, cheating on tests
or other assignments, deliberately furnishing false information, forging or falsifying documents, assisting or aiding another in engaging in any of the
above shall be dealt with the existing policy in the University.
7. If there are reasonable, personal issues which may designate an exception to a course policy, please message as soon as possible to discuss a potential
plan of action. I can only do my best to accommodate a student if I am aware of his/her issues.

_____________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________
This document is a sole property of UNIVERSITY OF SOUTHERN MINDANAO. Any disclosure, unauthorized reproduction or use is strictly prohibited except with permission from USM. USM-EDU-F05-Rev.4.2020.02.18
COPY Only documents with standard signatories of USM are considered official.
MASTER
 UNIVERSITY OF SOUTHERN MINDANAO
Curriculum and Assessment
Course Number BPE 313 Course Title
for Physical Education and Health Education
Rev. No. 1 Page22of22

_____________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________
This document is a sole property of UNIVERSITY OF SOUTHERN MINDANAO. Any disclosure, unauthorized reproduction or use is strictly prohibited except with permission from USM. USM-EDU-F05-Rev.4.2020.02.18
COPY Only documents with standard signatories of USM are considered official.
MASTER