ASU-INS 03

Series No. 010306

Date: July 30, 2018

AKLAN STATE UNIVERSITY

College of Teacher Education
Banga, Aklan

Course Syllabus in: NATIONAL SERVICE TRAINING PROGRAM 1

Program: Bachelor of Secondary Education Major in Science and Bachelor of Elementary Education
1st Semester: AY 2022-2023
Date Prepared/Revised: January 24, 2022

I. INSTITUTIONAL VISION, MISSION, AND OUTCOMES

Vision : A leading university in the Asia-Pacific Region for global competitiveness and sustainable development.

Mission : Advance transformational education in agriculture and other disciplines to produce empowered and globally competitive graduates.
Strengthen positive values to hone spiritually-anchored and environmentally-accountable individuals.
Uphold excellence and innovativeness through relevant research, responsive extension programs, and sustainable agricultural and industrial production.

Institutional Outcomes : Strategic and research-based experts sustaining resilience in communities;

Adaptive, gender-responsive, and proactive nation builders;
Innovative and transformative professionals and entrepreneurs;
Leading and ethical human resource managers and administrators; and
Socially active and diplomatic international planners and collaborators.

II. COLLEGE / SCHOOL GOAL

Goal : To produce well-rounded, highly competent, technically prepared, and morally upright educators who will be the prime movers of development.

III. PROGRAM GOALS/OBJECTIVES

Program Goal:
The BSED degree program aims to develop highly motivated and competent teachers specializing in the content and pedagogy for secondary education (CMO No. 75 s. 2017).
The BEED degree program aims to develop highly motivated and competent teachers specializing in the content and pedagogy for elementary education (CMO No. 74 s. 2017).
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Program Objectives:
1. To provide sufficient knowledge and technical skills through quality and relevant instruction so as to produce effective and efficient teachers in various discipline.
2. To conduct instruction that will enable students to think critically, decide intelligently and work independently.
3. To involve students in research, extension and production, thus making them agents of social and economic progress.
4. To inculcate desirable values among students necessary for the enhancement of leadership skills as professional in the field of education.

IV. PROGRAM OUTCOMES

After completion of the program, the students shall have the ability to:

1. Common to all programs in all types of school

a. Articulate and discuss the latest developments in the specific field of practice (PQF level 6 descriptor)
b. Effectively communicate orally and in writing using both English and Filipino
c. Work effectively and independently in multi-disciplinary and multi-cultural teams (PQF level 6 descriptor)
d. Act in recognition of professional, social, and ethical responsibility.
e. Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722)

2. Common to the Discipline (Teacher Education)

a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts.
b. Demonstrate mastery of subject matter/discipline.
c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments.
d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
e. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices.
f. Demonstrate a variety of thinking skills in planning, monitoring, assessing and reporting learning processes and outcomes.
g. Practice professional and ethical teaching standards sensitive to the local, national, and global realities.
h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.

3. Specific to a sub-discipline and a major (Science)

a. Demonstrate deep understanding of scientific concepts and principles
b. Apply scientific inquiry in teaching and learning
c. Utilize effective science teaching and assessment methods

4. Specific to a sub-discipline and a major (Elementary Education)

a. Demonstrate in-depth understanding of the diversity of learners in various learning areas.
b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas.
c. Utilize appropriate assessment and evaluation tools to measure learning outcomes.
d. Manifest skills in communication, higher order thinking skills, and use of tools and technology to accelerate learning and teaching.
e. Demonstrate positive attributes of a model teacher, both as an individual and as a professional teacher.
f. Manifest a desire to continuously pursue personal and professional development.
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V. COURSE SPECIFICATION

Course Code and Title : NSTP 1

Prerequisites : None
Course Credit/Unit : 3 units – 3 hours lecture/week
Course Description : Civic Welfare Training Service 1

VI. COURSE OUTCOMES AND RELATIONSHIP TO PROGRAM OUTCOMES

COURSE OUTCOMES PROGRAM OUTCOMES

After completion of the course, the students shall be able to: a b c d e f g h i j k l …

CO1 Explain the history and significance of the NSTP in the purview of national security and development. IP IP IP IP IP IP IP IP IP IP IP IP IP

Understand the principles underpinning good citizenship, rights and responsibilities of citizens, service
CO2 IPD IPD IPD IPD IPD IPD IPD IPD IPD IPD IPD IPD IPD
and volunteerism for national development.

Explore the nature and effects of drugs abuse and substances such as alcohol, tobacco, and others on
CO3 PD PD PD PD PD PD PD PD PD PD PD PD PD
personal health and social relationships.

Be aware of the key statute and international conventions that underpin disaster risk reduction and
CO4 PD PD PD PD PD PD PD PD PD PD PD PD PD
management and other emergencies.

CO5 Understand and verbalize concepts and principles of environmental education. PD PD PD PD PD PD PD PD PD PD PD PD PD

CO6 Articulate the concept of national security and peace in the promotion of national development. PD PD PD PD PD PD PD PD PD PD PD PD PD

Legend: I – Introduced P – Practiced D – Demonstrated

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VII. OUTCOMES-BASED TEACHING AND LEARNING (OBTL) PLAN

TIME
INTENDED LEARNING TEACHING LEARNING ASSESSMENT
TOPICS FRAME COURSE OUTCOMES
OUTCOMES (ILO) ACTIVITIES (TLA)
WK# HRS TASKS PERFORMANCE TARGET EVALUATION RESULT RECOMMENDATION
After completion of the Vision, Mission, and 1 3 [Link] the vision, Slide Presentation Self-Disclosure
lesson, the students shall be Outcomes hrs mission, core values of the Task
able to: a. The University Vision, University as well as the Think-pair-share
1. Internalize the vision, Mission, and Institutional goals and objectives of the Expectations
mission of the University and Outcomes College program/course Small group discussion Assessment
the institutional, program and b. The Program Outcomes outcome.
course outcomes. c. The Course Outcomes [Link] understand, be Think Breaks Exit Slip
2. Discuss the content of the aware and follow
course syllabus; be aware of class/room rules and E-Modular Learning
the classroom rules and procedures.
regulations and the grading Printed Module
system.

At the end of the modular Unit I – NSTP Program 1 3 CO1. Explain the history Slide Presentation Synthesis and 80% of the students
unit, students are expected [Link] evolution of the hrs and significance of the Reaction Paper passed the final exam
to: National Service Training NSTP in the purview of Think-pair-share
(Note: you can include value Program national security and Short Essay
focus here as part of [Link] asked questions development. Small group discussion
outcome) about NSTP Written Quiz
1. Explain specific provisions of Think Breaks
the fundamental law and Inductive and
0pertinent Republic Act. E-Modular Learning Deductive
2. R.A. 9163 and IRR Reasoning
Printed Module Exercises

At the end of modular unit, Unit II – Citizenship 2-4 9 CO2. Understand the Slide Presentation Synthesis and 80% of the students
students are expected to: Training hrs principles underpinning Reaction Paper passed the final exam
1. Discuss and explain the [Link] Bill of Rights of good citizenship, rights Think-pair-share
importance of Bill of Rights. Filipinos and responsibilities of Short Essay
2. Describe the Basic Values of [Link] Basic Values of the citizens, service and Small group discussion
the Filipinos Filipinos volunteerism for national Written Quiz
3. Differentiate Nationalism and [Link] and Patriotism development. Think Breaks
Patriotism [Link] and the Youth Inductive and
4. Define and discuss E-Modular Learning Deductive
Leadership Reasoning
Printed Module Exercises
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At the end of modular unit, Unit III – Drug Education 5-8 12 CO3. Explore the nature Slide Presentation Synthesis and 80% of the students
students are expected to: [Link] of Drug and hrs and effects of drug abuse Reaction Paper passed the final exam
1. Discuss the nature of drug Substance Abuse Prevention and substances such as Think-pair-share
and drug abuse and Control alcohol, tobacco, and Short Essay
2. Be aware of the national drug [Link] Nature of Drug and others on personal health Small group discussion
situation in the Philippines. Drug Abuse and social relationships. Written Quiz
3. Explain drug abuse and illicit [Link] National Drug Situation Think Breaks
trafficking in the Phil. Inductive and
4. Describe the youth and 4. Drug Abuse and Illicit E-Modular Learning Deductive
government’s response to the Trafficking Reasoning
drug problem. 5. The Youth and Printed Module Exercises
Government Response to the
Drug Problem

MIDTERM EXAMINATION (IF FEASIBLE) OR ALTERNATIVE 9 3 Written Exam/Online Exam 80% of the students
ASSESSMENT hrs passed the final exam
At the end of modular unit, Unit IV – Disaster Risk 10-12 9 CO4. Be aware of the key Slide Presentation Synthesis and 80% of the students
students are expected to: Reduction and hrs statute and international Reaction Paper passed the final exam
1. Understand the operational Management Awareness conventions that underpin Think-pair-share
concepts, structures and [Link] of the Disaster disaster risk reduction and Short Essay
priority actions relative to the Risk Reduction and management and other Small group discussion
Philippine Disaster Management emergencies. Written Quiz
Management System. [Link] Risk Reduction Think Breaks
2. Identify risk reduction and and Management Concepts Inductive and
preparedness activities that 3. Geographic Hazards and E-Modular Learning Deductive
will reduce vulnerability, Disaster Risk Profiles of the Reasoning
mitigate the impact of Philippines Printed Module Exercises
emergencies and support 4. Vulnerability of the Urban
efforts to prevent conflict and Environment
civil unrest.
3. Explain how poverty can
contribute to vulnerability to
natural hazards.

At the end of modular unit, Unit V – Environmental 13-15 9 CO5. Understand and Slide Presentation Synthesis and 80% of the students
students are expected to: Protection hrs verbalize concepts and Reaction Paper passed the final exam
1. Understand basic concepts [Link] Concepts and Laws principles of environmental Think-pair-share
and laws governing Governing Environmental education. Short Essay
environmental education. Education Small group discussion
2. Familiarize the seven 2. The Seven Environmental Written Quiz
environmental principles, and Principles Think Breaks
the role of youth in protecting 3. Climate Change Inductive and
our environment. 4. Ecological Solid Waste E-Modular Learning Deductive
3. Discuss climate change and Management Reasoning
how does it occur and its 5. Air Pollution Awareness Printed Module Exercises
effect and what to be done? and Prevention
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4. Explain ecological solid waste

management.
5. Discuss the nature, types,
sources and effects of air
pollution.

At the end of this modular Unit VI – Other National 16-18 9 CO6. Articulate the Slide Presentation Synthesis and
unit, students are expected Security Concerns hrs concept of national Reaction Paper
to: [Link] of National security and peace in the Think-pair-share
1. Identify values that must be Security promotion of national Short Essay
developed and strengthened 2. Understanding Values of development. Small group discussion
among students in the Peace Written Quiz
furtherance of national 3. Creating Culture of Peace Think Breaks
security and peace building. Inductive and
2. Manifest concrete actions in E-Modular Learning Deductive
forging national security and Reasoning
peace in the country. Printed Module Exercises

FINAL EXAMINATION (IF FEASIBLE) OR ALTERNATIVE 19 3 Written Exam/Online Exam 80% of the students
ASSESSMENT hrs passed the final exam

Note: This syllabus is flexible and may include additional topics activities deemed necessary by the teacher.

VIII. GRADING PLAN

Course work will be graded by the following criteria:

* Grade Components *Final Grade Equivalent

1.00 - 99-100 2.50 - 81-83
▪ Written test - Midterm/Final Examination (if applicable), - 40% 1.25 - 96-98 2.75 - 78-80
assignments, and written evaluation 1.50 - 93-95 3.00 - 75-77
1.75 - 90-92 5.00 - Failed
▪ Performance Tasks – Reflection paper, reaction paper, 2.00 - 87-89 Inc. - Incomplete
laboratory activities, abstraction and application activities - 60% 2.25 - 84-86
100%
Performance Target: 95% of the class will get passing grade
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IX. LEARNING RESOURCES

A. Books
Philippine Constitution
Adger, Neil W. (2006). Vulnerability. Global Environmental Change.
Agoncillo, Teodoro. (1970). History of the Filipino People (8th ed.). Manila: Malaya Books.
Arroyo, Gloria, M. Reoublic Act 9163. NSTP Law of 2001. Manila, Philippines.
Bulatao, James S. J. (1962). Philippine Values. The Manilenoz Namsprings. Philippine Sociological Review 10, (1-2): 7-26
Chauhan, Anita M. (2002). Self-awareness and leadership. NSTP Resource Book, PAEPI, Inc.
De La Costa, Horacio, S. J. (1971). The Filipino National Traditions. In Challenges for the Filipino, ed. Raul J. Bonoan, S. J. Lenten Lecture 1971. Ateneo de
Manila University.
EDSA PEOPLE Power Commission with CHED
Flag and Heraldic Code of the Philippines (RA 8491 s. 1998)
Gonzales, Vivian A. (2004). Trainor’s Handbook. Values Integration and Promotion NSTP-CWTS. Putho, Los Banos, Laguna.
Labuguen, Florida C., [Link]. (2012). Understanding the National Service Training Program. Mutya Publishing House, Inc.
PDEA and DDB resource materials
Philippine Constitution Commonwealth Act No. 1 of 1935, PD No. 1706, EO207 series of 1939
RA Act 7707
RA 9163 and its IRR
RA 9165 (The Comprehensive Dangerous Drugs Act)
Republic Act 9729
RA 10121 (PDRRM Act of 2011)
Saldana, Josefina Ma., (2004). The Good Citizen Core Values. EDSA People Power Commission, Manila, Philippines.
United Nations Framework Convention on Climate Change (UNFCC)
Volunteer Act of 2007 (RA 9418)

B. On-line Resources
1. Internet sources/video references
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
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C. Instructional Aids
1. Laptop/Computer 6. Facebook
2. Slide presentation 7. Messenger
3. Mobile phone 8. Module/Lecture
4. Google Forms/Google meet 9. Instructional videos
5. Email

X. COURSE POLICIES AND STANDARDS

1. INTERACTIONS in this course will be mostly online but printed [optional] for some. This can be in the form of asynchronous discussion forums or a scheduled video conferencing/synchronous session [as
agreed by the instructor and students]. Make yourself look good during synchronous sessions/videoconferences [dress properly].
2. As much as possible, please visit daily our learning platforms. If schedule will not permit you to be updated daily, make sure that you can access at least thrice a week. You must devote 3 HOURS A WEEK
for this course. Since we are in a flexible mode of learning, you can spend your 3 hours in doing your activities, read additional information from other reliable sources, collaborate with your classmates,
attend synchronous sessions in this course, and browse the online learning platforms for some updates.
3. ATTENDANCE in all synchronous and asynchronous sessions is highly encouraged. However, if some personal constraints will not permit you to attend, the course facilitator is considerate enough to
excuse you given that you will still comply with the expected requirement per module/topic/lesson. For those students who cannot make it during the online class, it is still recommended that they should
seek consultations for any question or clarification regarding the lesson at least once a week, any school day, during class hours (Monday to Friday, 8:00 am to 5:00 pm only).
4. It is also your RESPONSIBILITY to download the course syllabus and other uploaded learning materials; search for the recommended resources; and do advanced readings and preparations for this course.
Students will be responsible for his/her own learning as the module was designed for independent learning.
5. All assignments and requirements should be submitted ON TIME. Due dates will be given for the activities in this course to remind you to be punctual as future teachers. However, the instructor also accepts
late submissions especially for those who have valid reasons like connection problems, other important tasks, financial constraints, etc. Excuse letters are required for special exams.
6. Students who copy assignments, allow assignments to be copied, or cheat on tests will fail the assignment or test. A failing grade will be given for those who are caught. Submission of work taken directly
from another source (e.g. answers copied from a book, the internet, or material developed by another student) will be conside red PLAGIARISM and grounds for no credit on the assignment. Students are
encouraged, however, to use a variety of resources in obtaining ideas and illustrations that will help them complete assignments independently. See the APA Guide for the correct method to cite other
authors' work.
7. The best time to personally message/meet the instructor is during his consultation time. Please refer to her CONSULTATION SCHEDULE.
8. UNIVERSITY AND COLLEGE academic policies will be strictly enforced in this course.
9. You may refer to these links for additional netiquettes for online courses: [Link]
online-learning; [Link]

IV. CLASSROOM POLICIES

Be at your best in this course and you must know exactly what your instructor requires. Time management is important if you are to accomplish this goal and succeed in school. Schedule a certain time to study.
Before the class meeting in which your professor begins a new chapter, you should read a part or the whole of each section. To learn the course, you must be an active participant. Listen attentively during class
discussion/lecture. Respect the views of your classmates, embrace social responsibility, motivate each other, and practice proper etiquette. Participate in discussion forums with substantial or excellent inputs and
collaborate or cooperate with your classmates/group members in selected team activities. . Students, in particular, play a central role in creating an environment in which meaningful learning can occur. Instructors
only serve as their facilitators to learning.
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V. EMERGENCY PROCEDURES

1. Do not panic. Bear in mind that it will not help you if you get terrified, so be clam.
2. Follow emergency procedures stated in your laboratory manual; always practice precautionary measures when performing laboratory.
3. Floor plans that show evacuation routes are posted on building walls throughout the campus. Follow this in case of evacuation purposes such as fire and earthquakes.
4. Follow emergency procedures posted inside the campus.
5. Be familiar of the location where fire extinguishers and medicine cabinet are situated, as well as the university clinic.
6. Inform your instructor immediately if something wrong happened.

VI. SUGGESTIONS FOR SUCCESS

1. Do not take this course for granted. Always be reminded that the course is being included in the curriculum because it is as important as to the other courses. This course is likewise essential and could be
applied on your daily life.
2. Be ready to learn when class begins. Concentrate on your lesson or work and always have materials with you. Know your due dates and submit requirements on time. Organize every work details to avoid
topsy-turvy results.
3. Attend your class regularly and turn in class activities on time. Always perform your tasks and do your best.
4. Correct problems quickly and peacefully before they escalate.
5. You share responsibility along with your instructor for your education. Attend all of your classes.
6. Respect is essential. Behave courteously and respectfully toward your professors and your classmates. Be open to new ideas, techniques, suggestions, criticisms, and changes.
7. Allocate adequate study time. Create a weekly schedule and study every day. Read your textbook, lectures, modules, and other provided materials.
8. Use all available resources: study groups, the library, web sites, and study skills seminars. Exert effort to learn through other means in this increasingly interconnected world aside from the materials given in
this course.
9. Value yourself. Be honest and ethical, and practice strong moral values. Understand individual differences. Be responsible and accountable of your actions.

VII. SUGGESTIONS FROM STUDENTS

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VIII. COMMENTS (Guest Observer/Program Chair/Department Chair)

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Prepared by:

Name of Faculty : MARK ANGELO M. DE PABLO

Office and Location : ASU-CTE Laboratory High School
Office Tel/Mobile No. : 09274691200/(036) 272-5727
Consultation Schedule : Monday and Tuesday (10:00 AM-12:00 PM)
Contact Information : kramolegna.143@[Link] (email); Mark Angelo De Pablo (FB/Messenger)

Evaluated by: Evaluated by: Approved by:

MS. ARIENNE R. IBISATE MR. JOHN R. ORBISTA ARVIN KIM A. ARNILLA, PhD
Program Chair, BEEd Program Chair, BSEd CTE Dean