Document No.

INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC ISAP – QMS SYLLABUS-CPE-PE 1-1 00
Effective Date:
TITLE: SYLLABUS – FITNESS AND WELLNESS July 2020
Revision No. 00

COURSE CODE : PE 1 Checked by : ERNESTO M. CASTRO, MST

Head, General Education Cluster
DESCRIPTIVE TITLE : FITNESS AND WELLNESS Date Signed : _________________________________

reviewed by : ENGR. JUNE VERGEL P. QUEROL, LPT

CREDITS : 2 units (2hours lec/week) 32hours/sem Program Coordinator, COE
Date Signed : _________________________________

PREREQUISITES : NONE : CB RONIE E. SUGAROL, MPBM

Quality Assurance Officer
CO-REQUISITES : NONE Date Signed : _________________________________

TERM : FIRST SEMESTER F.Y. 2022-2023 Approved by : WINNIE T. CANCEJO, RRT, MPH
OIC, Vice President for Academic Affairs
Date Approved : _________________________________
Level : FIRST YEAR

Prepared by : IAN ACE S. PARAGGUA

Instructor
Date Signed : ______________________________
SCHOOL VISION: INSTITUTIONAL OBJECTIVES:

The International School of Asia and the Pacific is a distinctive institution with To achieve the vision and mission, ISAP commits itself to the following avowed objectives:
multi-disciplinary and integrated academic approaches producing exceptionally
skilled and values-oriented professionals thereby uplifting the quality of life and 1. Provides every individual equal access to quality and affordable education and extend
empowering self-sustaining communities of Asia-Pacific Region. scholarship programs and other holistic developmental activities.

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2. Offers enriched and relevant curricular and co-curricular programs and imbue them with
SCHOOL MISSION: passion and selfless service to the community.
3. Produces exceptionally skilled professionals and board topnotchers with high board
The International School of Asia and the Pacific works for the holistic performance rating.
development of the person – a socially responsible, virtuous and versatile 4. Continuously produces research enthusiasts and innovative research outputs.
individual challenged by the demands of the society, responding to the 5. Institutes linkages both locally and abroad to ensure opportunities for relevant
individualized needs of the global community for its productivity and experiences and employment and to boost community extension programs.
sustainability.
INSTITUTIONAL OUTCOMES:

CORE VALUES: The International School of Asia and the Pacific Institutional Outcomes are the qualities that
Dr. Ronald P. Guzman is a visionary founder and Christian Leader who pursuits ISAPians must possess.
for the transformation of the nation. The following core values exhibited by the
founder should be imbibed to all members of the ISAP: 1. Demonstrates through institutional mechanisms, quality standards and code of good
practice which are reflective of equal participatory decision making and
I- INTEGRITY accountability.
S- SPIRITUAL UPRIGHTNESS 2. Practices spiritual values and ethical behaviors which promote and inspire greater
A- ALTRUISM harmony to project a credible image in the society.
P- PATIENCE 3. Exhibits life-long learning and global competency proficient in entrepreneurial skills,
I- INNOVATIVENESS selfless innovative mindset and socio-civic services.
A- ADAPTIVENESS
4. Manifests self-discipline, self-direction and adaptability in dealing with life’s situations
N- NATIONALISM
and challenges.
PURPOSE: 5. Mobilizes community resources to foster and sustain institutional programs for
community development.
“Transforming Lives through Selfless Service”

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GRADUATE ATTRIBUTES:
PHILOSOPHY:
God created man in His image with distinct talents and skills integral to human 1. Role Model – imbued with self-discipline rooted from constitutional provisions, social
progression. These talents, once given adequate appreciation and norms and other regulations contributory to social development and progress.
encouragement, can foster holistic development for his benefit and betterment of 2. Research Enthusiast – equipped with knowledge of the past and present social
his fellowmen for the glory of God. milieu, who is skilled and motivated to discover new ideas, to introduce novel
approaches and strategies and to utilize discoveries for social change and
development.
3. Exceptional Professional – provided with sufficient learning experiences and
exposures both locally and globally, who is equipped with the attributes required of
his professional field and chosen area of expertise.
4. Altruistic – imbued with outpouring love for the poor and under privileged, the
welfare of communities, the development of the country and the promotion of dignity
and humanity, who is ready to utilize his blessings and gifts without counting the
cost.
5. Life-long Learner – a professional of both formal and informal learning
opportunities throughout people’s lives and to foster continuously the knowledge and
skills needed for employment and personal fulfilment.
6. Mighty Eagle – like an eagle, who is fearless to dream and pursue his goals,
directed to the realizations of his plans, strong and confident to deal with challenges,
resilient to the signs and demands of the times and nurturing of the succeeding
generation’s future.
7. Spiritually Upright – one who keeps the Laws of God primary in all his
undertakings and transcends human aspirations into God’s willful promises.
PROGRAM EDUCATIONAL OBJECTIVES (PEO)

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The Computer Engineering program has adopted the following educational objectives:
a. An ability to apply knowledge of mathematics, sciences, and engineering sciences to the practice of computer engineering. Have successful careers in computer
engineering fields or will be able to successfully pursue advanced degrees;
b. Provide solution to challenging problems in their profession by applying computer engineering theory and principles;
c. Communicate effectively, work collaboratively, and exhibit high levels of professionalism of and ethical responsibility to contribute significantly to the welfare of others;
d. Engage in life-long learning and professional development to adapt to rapidly changing work environment; and
e. Become indispensable partners for national progress applying their profession.

STUDENT OUTCOMES (SO):

Few years after graduation, the Computer Engineering alumni shall:
a. Ability to apply knowledge of mathematics and science to solve complex engineering problems;
b. Ability to design and conduct experiments, as well as to analyze and interpret data;
c. Ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health
and safety, manufacturability, and sustainability, in accordance with standards;
d. Ability to function on multidisciplinary teams;
e. Ability to identify, formulate, and solve complex engineering problems;
f. Understanding of professional and ethical responsibility;
g. Ability to communicate effectively;
h. Broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context;
i. Recognition of the need for, and an ability to engage in life-long learning
j. Knowledge of contemporary issues;
k. Ability to use techniques, skills, and modern engineering tools necessary for engineering practice; and
l. Knowledge and understanding of engineering and management principles as a member and leader in a team, to manage projects and in multidisciplinary environments.

COURSE OUTCOMES (CO):

A student of Bachelor of Science in Computer Engineering has achieved the following after finishing the subject:
a. Obtain a comprehensive knowledge of the study of the importance of Physical Education in the society.

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b. Maintain good leadership, fellowship, and self-confidence.

c. Participate in the activities for the development of all the concepts of Physical Education.
d. Appreciate the value of sports as an activity promoting friendship, camaraderie and understanding.
e. Foster patriotism and nationalism through sports participation and involvement.
f. To learn the rules, fundamental skills, history and safety of gymnastics.
g. To understand the structure, physiological and performance effect of gymnastics.
h. To improve physical fitness, flexibility, balance through gymnastics and conditioning.
i. To learn how to correctly execute required skills and techniques as well as to use the equipment and facilities safely.
COURSE DESCRIPTION:

This is a two – unit course that deals with the concept of Physical Education and Physical Fitness. It also provides opportunities for Physical Fitness Testing and the
students participation in the development and maintenance of fitness such as aerobics, self – testing activities, which concern on the development of the muscular strength,
flexibility, cardio-vascular endurance, speed, agility, coordination and self-achievement through performance of certain skills.

VALUE AIMS:
The course aims to develop patience and perseverance among students and instill in their hearts and mind that Physical Education is not just a course to be undertaken
but a tool that aids humanity in developing their life status, in predicting phenomenon and understanding the beauty of nature.
COURSE REQUIREMENTS GRADING SYSTEM
 Attendance The student’s grade at the end of the semester represents the combined marks for
 Quizzes (CS) class standing projects, attendance, etc; Average Quizzes (AQ); and the Term Test
 Term Exams (TT). There are four (4) grading periods namely, Preliminary, Midterm, Semi-Final, and Final
 Written Requirements Examinations. The school has adopted the cumulative grading system, which is computed
 Portfolio as follows:
 Video Recording

CLASS MANAGEMENT
 The instructor is expected to deal with students professionally at all times,

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and to attend to their concerns promptly.

 Students are expected to participate in the activities and comply with the 1. Prelim Grade
requirements of the course. PG= AQ+CS+TT x 60%+(40%xLAB)
3
For Online Class
For Teachers 2. Midterm Grade MCA= MG X 2 + PG
 The teacher ensures the completeness of the materials uploaded in the MG= AQ+CS+TT x 60%+(40%xLAB) 3
SIAS. 3
 Timeliness of uploading materials in the SIAS should be observed. A 3. Semi-Final Grade
permanent official SIAS account provided by the administration should be SFG= AQ+CS+TT x 60%+(40%xLAB) SFCA= SFG X 2 MG
used by the teacher throughout the course. 3 3
 The synchronous class should start on time. 4. Final Grade
 Teachers must be in their class at least 15 minutes before the schedule. FG= AQ+CS+TT(FEx X .70 +CE X .30)
 The virtual class chat box is strictly for raising questions and inquiries 3
related to the subject or academic matters. The teacher should be the last
to leave during synchronous classes. AFG = FG X 2 + SFG
 Any damage to the SIAS used by class should immediately be reported to 3
the SIAS Administrator or through the Quality Assurance Moderator. LEGEND:
AQ = Average Quizzes
For Students CS = Class standing (attendance, recitation, attitude)
 A permanent official SIAS account provided by the administration should TT = Term Test
be used by the student throughout the course. PG = Prelim Grade
 All students must be at least logged-in 15 minutes before scheduled MG = Midterm Grade
synchronous classes. MCA = Midterm Cumulative Average
 All students must conduct themselves with discipline throughout the entire SFG = Semi – Final Grade
class and during consultation hours. SFCA = Semi – Final Cumulative Average
 Sharing of materials to other students and individuals outside the FG = Final Grade
institutions is strictly prohibited. FCA = Final Cumulative Average

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 Submission of requirements and outputs should be on the date or schedule FTT = Final Term Test
set by the instructor. FEx = Final Examination
 Academic dishonesty in any form is strictly PROHIBITED. CE = Comprehensive Examination

In-Person Class (F to F)
For Teachers
 The teacher must be at the assigned room 5 minutes before the scheduled
time.
 The teacher must check attendance regularly.
 The teacher must be a role model at all times.
 The teacher must check the cleanliness of the room before starting the
class.
 The discussion must start with a prayer and end with a prayer.

For Students
 Students should be in the classroom on time. If a student is late within 15
minutes, he/she will be mark absent. The student may still enter the
classroom but he/he is not allowed to take any activities, quiz and the like.
 Students are expected to behave according to the standards of the school.
They should be in complete school uniform with ID.
 Students are expected to accomplish the activities and requirements.
 Submission of requirements and outputs should be on the date or schedule
set by the instructor.
 Academic dishonesty in any form is strictly PROHIBITED.

ACADEMIC CONSULTATION TIME:

Time: Class Schedule
Venue: Virtual/faculty

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Name of Instructor: IAN ACE S. PARAGGUA

Contact number/s: 09262263615
REFERENCES:

TEXTBOOK:

1. Taeza E. (2020) Dance for fitness and Health

2. Taeza E. (2021) Physical fitness

ADDITIONAL REFERENCES:

1. Andin C. (2018). Teaching Physical Education in Philippine School. Manila: Rex Book Store.
2. Tulio D. (2018). Physical Education 1 for College. Mandaluyong City: National Bookstore
3. Tulio D., Sarmieto E., Battung J., Laggui C. Bumagat N. (2018). Physical Fitness and Self-Testing Activities. Makati City: Katha Publishing Co.,Inc
4. Vibar A. (2018). Physical Education and Health II. Makati City: Philippine Copyright by Diwa Learning Systems Inc.
WEBSITE REFERENCES:

1. Benefits of Physical Education Retrieved from [Link]

2. Benefits of Physical Education by Retrieved from [Link]
3. Exercise Physiology Retrieved from [Link]
4. Essential Components of a Quality Physical Education Retrieved from [Link]
program
5. Importance of Warm Up and Cool Down Retrieved from [Link]
6. Physical Fitness Test Retrieved from [Link]
7. World Health Organization Retrieved from [Link]

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Time Frame Intended Learning Course Content Teaching and Learning Guide Assessment Task Material
Outcomes Resources
Online In Person Online In Person SIAS
A. ORIENTATION PRELIM COVERAGE
At the end of the FITNESS AND
meeting, student is WELLNESS
Week 1 to 4 expected to:

1-hour online -Discuss the importance a. Learning outcome Use of SIAS for In person Upload short quiz Use of paper and Online
Lec/week of Physical fitness and b. Introduction to Fitness dissemination of discussion on the online (SIAS) on pencil Sias-LMS
wellness in our day-to- and Wellness. course contents course outline the topic physical assessment YouTube link
1-hour In Person day activities; c. Health Benefits of and Introduction about Physical fitness and Internet
lec/week Exercise and Physical to fitness and wellness and Learning insights connection
-Identify the objectives Activity Physical Fitness wellness, five including the five about the topic Laptop
Total no. of hours of physical education; d. Objectives of Physical and Wellness and types of types of on physical Video Camera
8 and Education (The Five Types the five types of development. development. fitness and
of Development) development. wellness, five In Person
Physical - types of YouTube link
Emotional development. Teacher Made
Mental ILG
Social
Spiritual

-Explain the historical e. Historical Foundation of Upload the Class discussion Make a Short Individual long Online
Foundation of Physical Physical Fitness and Historical with graded essay on how Quiz on the PowerPoint

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Education, and the Wellness foundation of recitation in physically to historical Presentation

Physical Education f. Physical Education Physical Fitness Historical become educated foundation of Internet
Program; and Program and Wellness. Foundation in person. Physical fitness Connection
g. Meaning of Physically Physical and wellness, Laptop
Educated Person Education Fitness legal basis.
and Wellness In Person
ILG, Books
Other
PHYSICAL FITNESS Instructional
TEST AND TESTING Materials

-Describe the a. Importance of Physical Upload the Create your own Online
importance of physical Fitness. importance of Class discussion digital poster Composed a PowerPoint
fitness. b. Physical Fitness physical fitness with graded making about the jingle about the Presentation
Guidelines and wellness, recitation in importance of Guidelines, Internet
- physical fitness c. Principles of Physical guideline, Importance of Physical Fitness principles, Connection
guidelines and; Fitness principle, Physical Fitness and Wellness components, Laptop
d. Components of physical components, skill and Wellness, connected in skill related,
-principles of physical fitness related and health skill related and Health Related health related in In Person
fitness; Health-related physical related in physical Health Related. and Skill Related. Physical Fitness ILG, Books,
-Differentiate the Health fitness fitness and and Wellness. Other
– Relate to Skill-Related Skill-Related physical wellness. Instructional
Fitness; fitness Materials

-Perform the different e. Physical Fitness Battery Upload power Watch uploaded Online
physical fitness test Test point presentation Class discussion video Perform the PowerPoint
properly and accurately; Three-minute Step test about the topic of with graded Demonstration on Physical Fitness Presentation

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50m sprint the different recitation about the different battery test. Internet
-To evaluate the P.F.T. Shuttle run physical fitness Physical Fitness Physical Fitness Connection
of each student with the Standing long jump test. Battery test. battery test. (Rubrics will be Laptop
different physical fitness Sit and reach presented in
activities; and Bent-knee Curl-ups class) In Person
Knee push-ups for ILG, Books,
-Assess individual females and Regular Push Other
fitness levels. – Ups for males Instructional
f. Physical Fitness Test Materials
Pre-test
Post-test

PRELIM EXAMINATION
1hour examination
At the end of the MIDTERM COVERAGE
meeting, student is III. WARM-UP AND
expected to: CONDITIONING
EXERCISES

1-hour online -Promote strong and a. Elements of Exercise Use of SIAS LMS Class Discussion Create your Perform your Online
Lec/week healthy bones through Program for uploading the and graded exercise or actual exercise YouTube links
engaging in Exercises; b. Three types of Exercise topic warm and recitation about training plan and plan. Internet
1-hour In Person c. Principles of Exercise conditioning the elements of video yourself. (Rubrics will be connection
lec/week Exercise. the different presented in Laptop
exercises. class) Video Camera
Total no. of hours
8 In Person
ILG, YouTube

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links,
Laptop

-Demonstrate phases of d. Phases of Exercise Use of SIAS LMS Class Discussion Watch uploaded Perform the Online
Exercise; and for uploading the and graded video Phases of YouTube links
topic about the recitation about Demonstration on Exercise. Internet
Phases of exercise the phases of the different (Rubrics will be connection
exercise. phases of presented in Laptop
exercises. class) Video Camera

In Person
ILG, YouTube
links,
Laptop

-Explain the Guidelines e. Guidelines in Exercising Use of SIAS LMS Class Discussion Upload the The students will Online
in Exercising and Mind- f. Mind-Body Exercises for uploading the and graded sample guidelines share their YouTube links
Body Exercise topic about the recitation about in LMS-SIAS and insight about the Internet
Guidelines of the Guidelines of each student will guidelines of connection
exercises and exercises and create a sample exercise they did Laptop
mind body of mind body of guideline about on online. Video Camera
exercises. exercises. exercise.
In Person
ILG, YouTube
MIDTERM links,
1.0 hours EXAMINATION Laptop

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examination
At the end of the SEMI-FINAL
meeting, student is COVERAGE
expected to: IV. AEROBIC DANCE
FOR HEALTH AND
Week 9 to 12 FITNESS
-Analyze the Aerobics a. History of Aerobics Use of SIAS LMS Class Discussion Short-Essay: Paper and pencil Online
-hour online Exercise through for and graded What is are assessment Sias-LMS
Lec/week discussion; Uploading power recitation about aerobics exercise YouTube link
point presentation the Guidelines of meaning? Students will Internet
1-hour In Person about the topic exercises and create a connection
lec/week History of aerobic mind body of reflection about Laptop
exercise. exercises. Why do we need Aerobics Video Camera
Total no. of hours to aerobic exercise.
8 exercise? In Person
YouTube link
Teacher Made
ILG

-Demonstrate aerobic b. Aerobic dancing Upload power Class Discussion Watch uploaded Perform the Online
dance and exercise; and and exercise accompanied point and Video and graded video Phases of Sias-LMS
with Music. presentation about recitation about Demonstration on Exercise in YouTube link
d. Health Benefits of the topic Dance the Different the different aerobics. Internet
Aerobic Exercises aerobics. dance aerobics, dance aerobics. (Rubrics will be connection
health benefits of presented in Laptop
aerobics exercise. class) Video Camera

In Person

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YouTube link
Teacher Made
ILG

1.0 hour SEMI-FINAL

examination EXAMINATION

At the end of the FINAL COVERAGE

meeting, student is V. IMPROVING
expected to: PHYSICAL FITNESS:
STRENGTH,
FLEXIBILITY, AGILITY
AND BALANCE
Week 13 to 16 -Learn the program that a. Strength Use of SIAS LMS Class Discussion - Answer guide Paper and pencil Online
will greatly develop the b. Flexibility for and graded questions and assessment YouTube links
1hr online strength, flexibility, c. Agility Uploading power recitation about self-reflection on Internet
lec/week agility, and balance of d. Balance point presentation the topic how intellectual Portfolio connection
an individual. about the topic Improving revolutions that Final Laptop
1hr In Person Improving Physical Physical Fitness defined society requirements Video Camera
lec/week -Apply the exercises Fitness Strength, Strength, What is your
that will surely improve Flexibility, Agility, Flexibility, Agility, reflection about In Person
Total no. of hours your strength, flexibility, and Balance. and Balance. doing exercises? Laptop, ILG,
8 agility, and balance. What are the and other
benefits of resource
engaging yourself materials.
to aerobics
exercise?
1.0 hours

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examination FINAL EXAMINATION

ALIGNMENT OF PROGRAM EDUCATIONAL OBJECTIVES AND OUTCOMES

A. PROGRAM EDUCATIONAL OBJECTIVES TO THE INSTITUTION VISION - MISSION STATEMENT:

PROGRAM EDUCATIONAL Vision –Mission

OBJECTIVES (PEO)
STATEMENT

Vision - Vision – Vision – Vision – Vision – Vision – Vision – Vision –

Mission 1 Mission 2 Mission 3 Mission 4 Mission 5 Mission 6 Mission 7 Mission 8

Responding
Distinctive to the
institution Producing individual
Works for Socially
with exceptionally Empowering Challenged needs of the
holistic responsible,
multidisciplin skilled and Uplifting the self- by the global
development virtuous, and
ary and values- quality of life sustaining demands of community
of the versatile
integrated oriented communities the society for its
person individual
academic professionals productivity
approaches and
sustainability

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a. An ability to apply knowledge of

mathematics, sciences, and
engineering sciences to the
practice of computer
engineering. Have successful
/ / / / / /
careers in computer engineering
fields or will be able to
successfully pursue advanced
degrees.
b. Provide solution to challenging
problems in their profession by / / / / / / /
applying computer engineering
theory and principles.
c. Communicate effectively, work
collaboratively, and exhibit high
levels of professionalism of and / / / / / / / /
ethical responsibility to contribute
significantly to the welfare of
others.
d. Engage in life-long learning and
professional development to / / / / / / / /
adapt to rapidly changing work
environment; and
e. Become indispensable partners
for national progress applying
/ / / / / / /
their profession.

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B. PROGRAM EDUCATIONAL OBJECTIVES TO STUDENT OUTCOMES

PROGRAM STUDENT OUTCOMES (SO)

EDUCATIONAL
OBJECTIVES (PEO)
A B C D E F G H I J K L

a. An ability to apply
knowledge of
mathematics,
sciences, and
engineering
sciences to the
practice of
computer / / / / / / / /
/
engineering. Have
successful careers
in computer
engineering fields
or will be able to
successfully
pursue advanced
degrees.

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b. Provide solution to
challenging
problems in their
profession by
/ / / / / / / / / / /
applying computer
engineering theory
and principles.
c. Communicate
effectively, work
collaboratively and
exhibit high levels
of professionalism / / / / / /
of and ethical
responsibility to
contribute
significantly to the
welfare of others.
d. Engage in life-long
learning and
professional
development to
/ / / / / / / / / /
adapt to rapidly
changing work
environment; and
e. Become / / / / / / / / / / /
indispensable
partners for
national progress

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applying their
profession.

C. STUDENT OUTCOMES TO COURSE OUTCOMES

COURSE COURSE OUTCOMES

STUDENT OUTCOMES (SO) LEVEL OUTCOMES Proficiency assessed
Satisfied by
a. Ability to apply knowledge of mathematics and science to solve complex engineering problems; Oral & written
E A, B, C, D, E examination with the
use of OBE rubrics
b. Ability to design and conduct experiments, as well as to analyze and interpret data; Oral & written
D A, B, C, D, E examination with the
use of OBE rubrics
c. Ability to design a system, component, or process to meet desired needs within realistic constraints such Oral & written
as economic, environmental, social, political, ethical, health and safety, manufacturability, and E A, B, C, D, E examination with the
sustainability, in accordance with standards; use of OBE rubrics
d. Ability to function on multidisciplinary teams; Oral & written
E A, B, C, D, E examination with the
use of OBE rubrics
e. Ability to identify, formulate, and solve complex engineering problems; Oral & written
E A, B, C, D, E examination with the
use of OBE rubrics
f. Understanding of professional and ethical responsibility; Oral & written
D A, B, C, D, E examination with the
use of OBE rubrics
g. Ability to communicate effectively; D A, B, C, D, E Oral & written

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examination with the

use of OBE rubrics
h. Broad education necessary to understand the impact of engineering solutions in a global, economic, Oral & written
environmental, and societal context; D A, B, C, D, E examination with the
use of OBE rubrics
i. Recognition of the need for, and an ability to engage in life-long learning Oral & written
D A, B, C, D, E examination with the
use of OBE rubrics
j. Knowledge of contemporary issues; Oral & written
I A, B, C, D, E examination with the
use of OBE rubrics
k. Ability to use techniques, skills, and modern engineering tools necessary for engineering practice; and Oral & written
E A, B, C, D, E examination with the
use of OBE rubrics
l. Knowledge and understanding of engineering and management principles as a member and leader in a Oral & written
team, to manage projects and in multidisciplinary environments. E A, B, C, D, E examination with the
use of OBE rubrics

KEY LEGENDS ON LEVELS:

I- Introductory Course: An introductory course to an outcome

E -Enabling Course: A course that strengthens an outcome
D -Demonstrating Course: A course demonstrating an outcome

D. STUDENT OUTCOMES TO COURSE CONTENTS

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COURSE CONTENTS STUDENT OUTCOMES

A B C D E F G H I J K L

1. PHYSICAL EDUCATION / / / / / / / / / /
2. PHYSICAL FITNESS AND SELF-
/ / / / / / / / / / / /
TESTING
3. WARM-UP AND CONDITIONING
/ / / / / / / / / / /
EXERCISES
4. AEROBIC DANCE FOR HEALTH
/ / / / / / / / / / /
AND FITNESS
5. IMPROVING PHYSICAL FITNESS:
STRENGTH, FLEXIBILITY, AGILITY / / / / / / / / /
AND BALANCE

CURRICULUM MAP

KEY LEGENDS:

I- Introductory Course: An introductory course to an outcome

E -Enabling Course: A course that strengthens an outcome
D -Demonstrating Course: A course demonstrating an outcome

PROGRAM OUTCOMES OF COMPUTER ENGINEERING

a. Ability to apply knowledge of mathematics and science to solve complex engineering problems;

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b. Ability to design and conduct experiments, as well as to analyze and interpret data;
c. Ability to design a system, component, or process to meet desired needs within realistic constraints such as economic,
environmental, social, political, ethical, health and safety, manufacturability, and sustainability, in accordance with standards;
d. Ability to function on multidisciplinary teams;
e. Ability to identify, formulate, and solve complex engineering problems;
f. Understanding of professional and ethical responsibility;
g. Ability to communicate effectively;
h. Broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal
context;
i. Recognition of the need for, and an ability to engage in life-long learning
j. Knowledge of contemporary issues;
k. Ability to use techniques, skills, and modern engineering tools necessary for engineering practice; and
l. Knowledge and understanding of engineering and management principles as a member and leader in a team, to manage
projects and in multidisciplinary environments.

COURSE TITLE PROGRAM OUTCOME

A B C D E F G H I J K L

E E I I E I I I E I
P. E 1 FITNESS AND WELLNESS

RUBRICS IN RATING STUDENTS’ PERFORMANCES

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Essay Writing

TRAITS 4 3 2 1

Focus & Details There is one clear, well focused topic. There is one clear, well focused topic. There is one topic. Main ideas are The topic and main ideas are
Main ideas are clear and are well Main ideas are clear but are not well somewhat clear. not clear.
supported by detailed and accurate supported by detailed information.
information.

Organization The introduction is inviting, states the The introduction states the main topic The introduction states the main There is no clear
main topic, and provides an overview of and provides an overview of the paper. topic. A conclusion is included. introduction, structure, or
the paper. Information is relevant and A conclusion is included. conclusion.
presented in a logical order. The
conclusion is strong.

Voice The author’s purpose of writing is very The author’s purpose of writing is The author’s purpose of writing is The author’s purpose of
clear, and there is strong evidence of somewhat clear, and there is some somewhat clear, and there is writing is unclear.
attention to audience. The author’s evidence of attention to audience. The evidence of attention to audience.
extensive knowledge and/or experience author’s knowledge and/or experience The author’s knowledge and/or
with the topic is/are evident. with the topic is/are evident. experience with the topic is/are
limited.

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Word Choice The author uses vivid words and The author uses vivid words and The author uses words that The writer uses a limited
phrases. The choice and placement of phrases. The choice and placement of communicate clearly, but the vocabulary. Jargon or clichés
words seems accurate, natural, and not words is inaccurate at times and/or writing lacks variety. may be present and detract
forced. seems overdone. from the meaning.

Sentence Structure, All sentences are well constructed and Most sentences are well constructed Most sentences are well Sentences sound awkward,
Grammar, have varied structure and length. The and have varied structure and length. constructed, but they have a are distractingly repetitive, or
Mechanics, & author makes no errors in grammar, The author makes a few errors in similar structure and/or length. The are difficult to understand.
Spelling mechanics, and/or spelling. grammar, mechanics, and/or spelling, author makes several errors in The author makes numerous
but they do not interfere with grammar, mechanics, and/or errors in grammar,
understanding. spelling that interfere with mechanics, and/or spelling
understanding. that interfere with
understanding.

RUBRIC FOR ZUMBA

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Poor Level 1 Fair Level 2 Good Level 3 Excellent Level 4

2 pts. 3 pts. 4 pts. 5 pts.

Routine (10 marks) Poor Level 1 Fair Level 2 Good Level 3 Excellent Level 4

2 pts. Group Names

The routine was The routine was at times The routine was The routine was very synchronized
synchronized between the group between the group members and at
not synchronized, between the members and some areas need work. mainly synchronized with only few an appropriate level for all group
group members and It was too difficult/easy for some areas need work. It was at an members.
group members. appropriate level for most group
a lot of areas need work. It was members.
too difficult/easy for all group
members.

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Moves (10 marks)  Poor Level 1 Fair Level 2 Good Level 3 Excellent Level 4
2 pts Group Names

The routine incorporated: The routine incorporated: The routine incorporated: The routine incorporated:
1-2 aerobic moves,  2-3 aerobic moves,  3-4 aerobic moves,  4-5 aerobic moves, 
0-1 original moves, 1-2 original moves.  2-3 original moves.  3-4 original moves. 
1-2 Zumba Dance Fitness moves. 2-3 Zumba Dance Fitness moves.  3-4 Zumba Dance Fitness moves.  4-5 Zumba Dance Fitness moves. 

Length (5 marks)  Poor Level 1 Fair Level 2 Good Level 3 Excellent Level 4
1 pts Group Names

Between 0-1 minute long  Between 1-2 minutes long Between 2-3 minutes long  Between 3-4 minutes long 

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Song ( 5 marks)  Poor Level 1 Fair Level 2 Good Level 3 Excellent Level 4
1 pts Group Names

The group did not have music for The music was too short for the The music was appropriate for The song was appropriate for school
their routine.  length for the routine. It was school and Zumba Dance Rhythms and Zumba Dance Rhythms the right
inappropriate for school and/or the and was upbeat. Music was too length, and fast enough for an
Zumba Dance Rhythms. Music was fast or too slow for the routine.  aerobic workout. 
too fast or too slow for the routine. 

Creativity ( 5 Poor Level 1 Fair Level 2 Good Level 3 Excellent Level 4

marks) 
1 pts Group Names
The group did not show any The group performed appropriate The group displayed original
creativity or enthusiasm in their moves but did not incorporate new, moves that made the routine fun. The group incorporated new moves,
performance.  unique moves, and showed little The group mostly showed and was fun and exciting. All group
enthusiasm.  enthusiasm.  members showed enthusiasm.

Participation (10 Poor Level 1 Fair Level 2 Good Level 3 Excellent Level 4
marks) 
2 pts Group Names
Student was rarely involved Student was sometimes involved Student was involved throughout
throughout the entire process, throughout the entire process, the entire process, actively Student was always involved
actively engaged in preparing for actively engaged in preparing for the engaged in preparing for the throughout the entire process,

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the routine and encouraging routine and encouraging others in routine and encouraging others in actively engaged in preparing for the
others in his/her group to stay on his/her group to stay on task. Student his/her group to stay on task. routine and encouraging others in
task. Student maintained a positive maintained a positive attitude and Student maintained a positive his/her group to stay on task.
attitude and worked cooperatively worked cooperatively within the attitude and worked cooperatively Student maintained a positive
within the group.  group.  within the group.  attitude and worked cooperatively
within the group.

Written Routine (5 Poor Level 1 Fair Level 2 Good Level 3 Excellent Level 4
marks) 
1 pts Group Names
Group had none of routine written Group had the sum of routine written Group had the complete routine Group had the complete routine
in order of presentation with none in order of presentation with some of written in order of presentation written in order of presentation with
of the proper names for their the proper names for their aerobic, with proper names for their proper names for their aerobic,
aerobic, original and Zumba Dance original and Zumba Dance moves. aerobic, original and Zumba original and Zumba Dance moves. All
moves. None of the print is neat, Some of the print is neat, clear and Dance moves. Most of the print is of the print is neat, clear and
clear and does not accurately accurately includes the number of neat, clear and accurately includes accurately includes the number of
include the number of beats/counts/steps.  the number beats/counts/steps. 
beats/counts/steps.  offbeats/counts/steps. 

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