Republic of the Philippines

Region XI
Commission on Higher Education
SANTO TOMAS COLLEGE OF AGRICULTURE, SCIENCES AND TECHNOLOGY
Feeder Road 4, Brgy. Tibal-Og, Santo Tomas, Davao del Norte, 8112, Philippines

COURSE SYLLABUS IN (IC 05) - (LEARNING AUDIT 1)

BACHELOR OF EARLY CHILDHOOD EDUCATION

PROGRAM PHILOSOPHY
The program philosophy emphasizes play-based learning and hands-on experiences that recognizes
The Santo Tomas College of Agriculture, Sciences and Technology (STCAST) is a children as active thinkers who learn by building on their existing knowledge and learn by exploring
premier local institution in Southeast Asia.
MISSION their environment. Through purposeful play, this encourages children to make choices, fostering
1. Infuse wholesome values (Core Values) to the teaching and non-teaching staff of STCAST
2. Equip graduates with knowledge, skills and attitudes towards global competitiveness creativity and problem-solving skills. Empower children to make individual decisions, building their
VALUES confidence and independence.
EFFICIENCY, EXCELLENCE, PERSEVERANCE, HUMANENESS, INTEGRITY
GOALS
INSTITUTIONAL GOALS
This program aims to educate individuals to be competent early childhood practitioners working with
The Santo Tomas College of Agriculture, Sciences and Technology commits to:
1. Provide a quality, industry-needed and tailor-fit educational program children from 0-8 years old in various early childhood settings (home, community, school and
2. Espousing an Educational and cultural excellence
3. Instituting sufficient human and financial resources and compliant facilities workplace). It is aligned with the National Early Learning framework (NELF), the National
4. Institutionalizing research culture across disciplines Competency-Based Teacher Standards (NCBTS 2017), and the first key stage which is the K to 3.
5. Establish collaboration among stakeholders and members where respect, values, support
are paramount
6. Implement programs for community improvement and development.

PROGRAM EDUCATIONAL OBJECTIVES (PEO)

BACHELOR OF EARLY CHILDHOOD EDUCATION (IC 05)

 Graduates of the Bachelor of Early Childhood Education program will demonstrate the following within three to five years
after graduation:
POE A Demonstrated knowledge and understanding of the principles, theories, and best practices of early childhood education, and the ability to apply them in planning and
implementing developmentally appropriate learning experiences for young children in a variety of settings.
POE B Competence in designing , implementing and evaluating appropriate assessment strategies to identify and respond to the diverse learning needs of young children
and their families, including those with special needs and from diverse cultural backgrounds.
POE C Demonstrated ability to work effectively with families, colleagues and other professionals to support the growth and development of young children, and to advocate
for the needs and rights of children and their families in a variety of contexts.
POE D Demonstrated ability to use technology to enhance teaching and learning in early childhood education , and to stay current with new developments and innovations
in the field.
POE E Commitment to lifelong learning, professional development , and engagement in the community, including participation in professional organizations and activities
that promote the growth and development of young children and their families.

PROGRAM OUTCOMES (PO) Performance Indicators

Upon completion of the program, the program Bachelor of Early Childhood Education graduates will be able to:
PO a Demonstrate high level of content and pedagogical knowledge  Apply high level of content and pedagogical knowledge in
the early childhood learning environment
 Utilize pedagogical approaches that are learner-centered,
innovative, inclusive and developmentally appropriate for
young learners.
PO b Demonstrate appreciation for diversity  Design, implement and evaluate a developmentally
appropriate Early Childhood curriculum in different context
 Apply child development concepts and principles to
appropriately respond to the needs of diverse leamers
 Develop instructional materials that are culturally relevant
and developmentally appropriate for young learners
 Adapt or modify existing strategies that address the unique
needs of young learners
PO c Manifest collaborative skills  Build collaborative relationship between and among
internal and external stakeholders
 Demonstrate understanding and appreciation of the
contributions of other disciplines to Early Childhood
Education;
PO d Demonstrate innovative thinking  Design learning opportunities that promote innovative
thinking
 Create and use instructional materials that encourage
innovative thinking
 Integrate appropriate technology in designing curriculum
and learning environment that manifest innovative thinking
PO e Apply critical and problem-solving skills  Design, implement and evaluate a curriculum that
demonstrate critical and problem-solving skills
 Design and implement assessment tools that apply critical
and problem solving skills

BACHELOR OF EARLY CHILDHOOD EDUCATION (IC 05)

  Utilize pedagogical approaches that are learner-centered
innovative, and engage the learners in critical and problem
solving skills
PO f Advocate for children's rights, equity, community. nationalism, and democratic ideas.  Practice the ethical and professional standards of the Early
Childhood Practitioner
 Promote positive values and respect for dignity of
individuals
PO g Pursue lifelong learning  Practice lifelong learning skills

Course Outcomes (CO) POs aligned to:

At the end of the course, the students should be able to:
CO 1 Demonstrate knowledge of the technological, pedagogical, and content knowledge for general education and PO a and PO d
professional education courses in ECE;
CO 2 Manifest a deep and principled understanding of the learning process for diversity; PO b and PO e
CO 3 Assess knowledge and understanding of different general education and professional education courses for the ECE PO c
levels to suit the learners’ gender needs, strengths, interests, and experiences;
CO 4 Illustrate familiarity with a range of strategies for communicating learner needs, progress, and achievement in general PO g
education and professional education courses in ECE;
CO 5 Demonstrate engagement and enjoyment in facilitating activities in all general education and professional education PO f
courses to nurture and inspire learner participation

Course Information
Course Title Numeracy Development Workload of Students
Course Description This course is designed to enhance the knowledge, skills
and positive attitude towards the competency in
accordance with the standards in the Bachelor of Early
Childhood Education. It implies to review the subject
contents that the learners acquired in their specific
academe courses. It also focuses on all General
Education courses in BECEd(English, Social Science,
General Science, Mathematics, and Filipino) and
Professional Education.
Course Credits 3 units
Pre-requisite None
Co-requisite None
Course/ Year BECEd / 4th Year

BACHELOR OF EARLY CHILDHOOD EDUCATION (IC 05)

Semester/ Year 1ST Semester / 4th Year

Faculty Information

Name: Luvie Jhun S. Gahi

E-mail Address: luviemchard@gmail.com
Contact Information: 09659316478
Office: Faculty Room
Consultation Schedule: MWF ( 4 PM – 5 PM)

***Students are advised to refer to the schedule of Academic Consultation of the subject instructor.

LEARNING EVIDENCE: As evidence of attaining the above learning outcomes, the student must do and submit the following:
LE 1 Panel Discussion/Rationalization The students will discuss and rationalize different concepts in all general education courses in BECEd
LE 2 Individual Formative Assessment (e-Portfolio) The students will create an e-Portfolio that is compose of different review questionnaires across all
general education courses with rationalization in each item.

MEASUREMENT SYSTEM Learning Evidence (LE) to Assess: (LE will depend upon the requirement required of the course) (Rubrics)

OTHER REQUIREMENTS AND ASSESSMENT ACTIVITIES (AA)

Assessment Activity Description and Other Details

AA1 Oral Recitation Questions are being asked and aligned with the synchronous conversation to ensure that students are on the same page.
AA2 Short Quiz This is a short quiz given in the asynchronous activity aligning with synchronous discussion.
AA3 Examinations These are written examinations that are designed to test student’s understanding in every grading period.

Grading System
Article 34. For general education courses, computation of grades are as follows (based on CMO No. 30 series 2013):
a. Long Test (Examination) 40%
b. Short Test (Quizzes) 30%
c. Class Participation 20%
d. Project, Attendance, Assignments 10%
100%
Note: A faculty may modify the criteria of grading based on his/ her best lights in coordination with the concerned Program

BACHELOR OF EARLY CHILDHOOD EDUCATION (IC 05)

 Head.
Article 35. Every subject instructor shall submit a composite two (2) days after every end of the term to the Program Head, to closely monitor
the performance and standing of the students.
Article 36. Students with failing grades are subject to the internal retention policies of a program.
Article 37. The College implements the general rule of computation of grades which are as follows:
Grading System shall be 30 based throughout the four programs.
Below is the computation:
Grade is equal to score / item multiplied by 70 plus 30. (Revised 2021)

DETAILED COURSE OUTLINE

LEARNING PLAN

Intended Learning Course Time Frame Topics Teaching and Assessment Task Required Reading Learning Evidence
Outcome (ILO) Outcomes Learning Activities (AT)
(TLA)
Students must be able to: Week 1 (3  STCAST VMG Getting to Know You Individual active Course Syllabus
 Discuss hours)  Course Outline (Introduction of participation during
STCAST VMG;  Course Syllabus Oneself) group discussion and
 Familiarize the presentation.
students with Students Handbook
the course

BACHELOR OF EARLY CHILDHOOD EDUCATION (IC 05)

 description, Interactive
objectives, Discussion about the
outline, VMG to integrate the
requirements values of a STCAST.
and grading
system;

Collaborative
Learning on the
Performance Task

Interactive
discussion on the
processing questions
for every activity.

Students must be able to: CO 1, CO 3, Week 2-3 (6 Activity Pen and paper test Balita, C. E. (2017a). LE1, LE2
 discuss the CO4 hours) General Education English ABCD Cards on General Education
basic concepts General Education 1001 bullets.
across the English. Ultimate Learning
domains of Analysis Oral Recitation Series. Pp. 1-101.
knowledge. Misconception Check
on General
Education English. Peer to Peer
Abstraction discussion about the
Group discussion on topic discussed.
General Education
English
Application
Drill Questions on
General Education
English
Students must be able to: CO 1, CO 3, Week 3-4 (6 Pen and paper test Balita, C. E. (2017a). LE1, LE 2
CO4 hours) General Education Activity General Education
ABCD Cards on 1001 bullets.
 use Mathematics General Education Ultimate Learning
fundamental Mathematics. Series. Pp. 1-101.
operations in Analysis
problem- Misconception Check Oral Recitation
solving. on General
Education
Mathematics.
Abstraction
Group discussion on Peer to Peer
General Education discussion about the

BACHELOR OF EARLY CHILDHOOD EDUCATION (IC 05)

 Mathematics. topic discussed.
Application
Drill Questions on
General Education
Mathematics

Students must be able to: CO 1, CO 3, Week 5-6 (6 Activity Pen and paper test Balita, C. E. LE1, LE2
CO4 hours) ABCD Cards on
General Education Filipino General Education (2017a). General
 distinguish the Filipino. Education 1001
ideas on Analysis bullets. Ultimate
Filipino Misconception Check
language and on General Oral Recitation Learning Series.
works. Education Filipino. Pp. 1-101
Abstraction
Group discussion on
General Education
Filipino. Peer to Peer
Abstraction discussion about the
Drill Questions on topic discussed.
General Education
Filipino.
Students must be able to: CO 1, CO 3, Week 7-8 (6 Activity Pen and paper test Balita, C. E. LE1, LE2
CO4 hours) ABCD Cards on
General Education General Education (2017).
 manifest the ability to
analyze personal and Social Studies Social Studies. Professional
Analysis
civic responsibilities. Misconception Check
Education 1001
on General Oral Recitation bullets. Ultimate
Education Social Learning Series.
Studies.
Abstraction
Pp. 1-92.
Group discussion on
General Education Peer to Peer
Social Studies discussion about the
Application topic discussed.
Drill Questions on
General Education
Social Studies.
Students must be able to: CO 1, CO 2, Week 9-10 (6 Activity Pen and paper test Balita, C. E. (2017). LE1, LE2
 identify the CO5 hours) Professional Education ABCD Cards on Professional
principles of Professional Education 1001
teaching. Principles of Teaching Education Principles bullets. Ultimate
of Teaching. Learning Series. Pp.
Analysis 1-92
Misconception Check Oral Recitation
on Professional
Education Principles

BACHELOR OF EARLY CHILDHOOD EDUCATION (IC 05)

 of Teaching.
Abstraction
Group discussion on Peer to Peer
Professional discussion about the
Education Principles topic discussed.
of Teaching.
Application
Drill Questions on
Professional
Education Principles
of Teaching.
Students must be able to: CO 1, CO 2, Week 11-12 (6 Activity Pen and paper test Balita, C. E. LE1, LE2
 explain the CO5 hours) Professional Education ABCD Cards on
(2017).
nature of Professional
learners and Education Professional
theories of Childhood and Childhood and Education 1001
childhood and Adolescent Adolescent
bullets. Ultimate
adolescent Development & Oral Recitation
development & Development & Facilitating Learning. Learning Series.
facilitating Facilitating Learning Analysis
Pp. 1-92
learning Misconception Check
on Professional
Education Peer to Peer
Childhood and discussion about the
Adolescent topic discussed.
Development &
Facilitating Learning.
Abstraction
Group discussion on
Professional
Education
Childhood and
Adolescent
Development &
Facilitating Learning.
Application
Drill Questions on
Professional
Education
Childhood and
Adolescent
Development &
Facilitating Learning
Students must be able to: CO 1, CO 2, Week 13-14 (6 Professional Education Activity Pen and paper test Balita, C. E. LE1, LE2
 identify the CO5 hours) ABCD Cards on
basic concepts Professional (2017).
of the Curriculum Education Professional
curriculum. Curriculum. Education 1001

BACHELOR OF EARLY CHILDHOOD EDUCATION (IC 05)

 Analysis bullets. Ultimate
Misconception Check Oral Recitation
on Professional Learning Series.
Education Pp. 1-92.
Curriculum.
Abstraction
Group discussion on Peer to Peer
Professional discussion about the
Education topic discussed.
Curriculum
Application
Drill Questions on
Professional
Education
Curriculum.
Students must be able to: CO 1, CO 2, Week 15-18 (3 Activity Pen and paper test Babtie, P. (2017). LE1, LE2
 identify the key CO5 hours) ABCD Cards on 100 Ideas for
principles of Professional Primary Teachers:
assessment in Education Numeracy Difficulties
learning 1 and Assessment and Dyscalculia.
2 Learning 1 and 2. London: Bloomsbury.
Analysis Oral Recitation
Misconception Check
on Professional
Education
Professional Education Assessment
Learning 1 and 2. Peer to Peer
Assessment Learning 1 Abstraction discussion about the
Group discussion on topic discussed.
and 2 Professional
Education
Assessment
Learning 1 and 2.
Application
Drill Questions on
Professional
Education
Assessment
Learning 1 and 2.
MOCK BOARD EXAMINATION

BASIC REFERENCES
Balita, C. E. (2017a). General Education 1001 bullets. Ultimate Learning Series.

BACHELOR OF EARLY CHILDHOOD EDUCATION (IC 05)

Balita, C. E. (2017). Professional Education 1001 bullets. Ultimate Learning Series

SUGGESTED READINGS

CLASSROOM POLICIES
1. An online classroom is still a classroom.
2. Success in this course is dependent on the students’ active participation and engagement throughout the course. As such, students are required to
complete all deliverables and actively participate in online class discussions. If a student is unable to attend, participate in, or complete an
assignment on time, it is the student’s responsibility to inform the instructor.
3. Attendance: Students are expected to log on at least twice a week on different days to complete assignments, assessment and other weekly
deliverables as directed by the instructor and outlined in the syllabus.
4. Academic Honesty: Plagiarism and Violating the Rules of an Assignment: The program expects that students abide by the highest standards of
intellectual honesty in all academic work. Furthermore, the program assumes that all students do their own work and credit all work or thought by
others.
5. Avoid using acronyms such as LOL (laugh out loud) and TTYL (talk to you later) since not all users are as familiar with these abbreviations. Spell
things out to avoid confusion and misunderstandings.
6. Courtesy goes a long way in any setting, including online school classrooms. Online courtesy would mean:
- Students should use their real names.
- Know how to raise “virtual hands” and wait to be recognized when responding to a question or comment.
- Do not forget to say “please” and “thank you.”
- Always address the teacher and other virtual school students in a respectful manner, even when disagreeing.
- Avoid using all uppercase letters; this is often considered the equivalent of shouting.
- Cameras should always be turned on and make sure the microphone is turned off.
7. Before an online session begins, eliminate environmental distractions that may divert your attention away from the class. This includes finding a
conducive and comfortable place in the house, minimizing background noise by turning off the TV and radio, turning off cell phones. (No
multitasking during class!)
8. It is important that virtual school students be prepared before class! They should download any necessary software and connect and test devices
like microphones or video cameras before the lesson begins. Students should also exit other applications on their computers prior to launching the
classroom software.
9. Pay close attention to the classroom discussion and activities. You may take notes on the information presented and ask relevant questions to
clarify the material covered or assignments given. Do not join sideline chats with classmates when the teacher is speaking.
10. If you’re confused or stuck on an assignment, your first instinct may be to immediately ask a question. But before you ask, take the time to try to
figure it out on your own.
11. Adhere to the file format when submitting your online work.

BACHELOR OF EARLY CHILDHOOD EDUCATION (IC 05)

Prepared by: Checked by: Recommending Approval: Approved by:

LUVIE JHUN S. GAHI, LPT HAZEL C. MONTEPIO, EdD HAZEL C. MONTEPIO, EdD DIOBEIN C. FLORES, EdD., DPA
Name of Instructor Program Head Vice President for Academic Affairs College President

___________________________________________________________________________________________________________________________________________________

Student’s Acknowledgement

I have received and read the course syllabus in (Subject Code). I understand that I must comply with the requirements of the course and the expectations
of me as a student in the said course during the (Semester) (School Year) as these have been discussed also by our instructor. I am fully aware of the
consequence of non-compliance with the above-mentioned requirements.

Student’s Signature over Printed Name

BACHELOR OF EARLY CHILDHOOD EDUCATION (IC 05)