Cobedized-PE-3-Course-Syllabus_Updated.docx

ID DTAL-OTUP-OOOO-F000-OO0C
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Course Syllabus (Competency/Outcome-Based Education: Curriculum Quality Audit)
Discipline Across all Discipline Program Physical Education
Course Code P.E. 3 Course Title Rhythmic Activities and Social Recreation
Credit Units 2 Units Duration 36 Hours
Program Placement First Semester Prerequisite None
A. COURSE DESCRIPTION AND COURSE INTENDED LEARNING OUTCOMES (CD-CILOs/ Outcomes)
This course focuses on the scientific and evidence-based practice (PO1) and learning of dance among students and acquainting them with the fundamentals of rhythm and its
application across various physical activities (1.1.1). The entire experience of the course using relevant and responsive learning programs (4.3.1) will fundamentally equip
student profound understanding of rhythm as natural impulses relevance to the day-to-day experience in various fields of discipline including the skill of applying rhythm in
various activities with the use of varied learning resources, including ICT. (4.5.1)
Further, this course introduces the various dance discipline and their respective literature to the students understanding to foster development of kinesthetic and social skills
among them. Through this, the promotion of personal development is ensured by introducing students to dance as a form of non-verbal communication which is relevant to
establishing social rapport that enhance personal collaboration that will lead to personal growth and development. (PO4.1)
At the end of the course the learner should be able to:
1. Demonstrate an understanding based on the principles of dance and basic dance routine. (1.2.1)
2. Show skills in the positive use of instructional media to facilitate in teaching the different dance genre. (1.3.1)
3. Demonstrate understanding of learning environments that promotes rapport, respect and camaraderie to encourage effective learning. (2.2.1)
4. Identify learning outcomes that are aligned with the learning competency. (4.2.1)
5. Show skills in the selection, development and use of a variety of teaching learning resources including the use of instructional media, to address learning goals. (4.5.1)
6. Demonstrate familiarity with the range of strategies for communicating learner’s needs, progress and achievement. (5.4.1)
All these are achieved through (4.2.1.1) excellent instruction, relevant and responsive research and/ or extension services, and quality-assured
production (4.3.1.1) of a true NOrSUnian with the core values of SHINE needed to (4.1.1.1) become dynamic, competitive and globally responsive
individuals.
Program Standards/ BGI (Ref DM:
Constructive Alignment) PO1; 1.1.1; 4.3.1; 4.5.1; PO4.1; 1.2.1; 1.3.1 2.2.1; 4.2.1; 4.5.1; 5.4.1; 4.2.1.1 4.3.1.1 4.1.1.1
1.5.1; 2.4.1; 7.1.1; 3.1.1; 5.3.1; 6.4.1; 2.5.1; 6.2.1; 4.1.1; 2.3.1;

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B . C O U R S E C O N T E N T A N D S T R U C T U R E ( C C S / C o n t e n t )
Durati
on
(by
week/
hour)
Content/
Topic (by Unit/ Chapter/
Module)
Intended Learning Outcomes
process+particularity/
purpose+product
(Ref DM: Introduce/
Demonstrate/ Practice)
( I L O )
Outcomes-Based Teaching-Learning (OBLT)
(Ref DM: Constructive Alignment)
Outcomes-Based Assessment
(OBA)(Ref DM: Constructive
Alignment)
CILO
BGI
(Ref
DM:
Constru
ctive
Alignm
ent)
Teaching and Learning
Activity
( T L A )
Resource
(Instructional
Material/ Reading)
Type
(Ref DM:
Written Work/
Performance
Task/ Major
Exam)
Tool/
Instrument
1 – 2
hours
NOrSU Pre-liminaries
Institutional Intended
Learning Outcomes (IILOs)
as
√ VM/ Grad
Attributes
√ Cmps/Col/ Sch Goals
cascaded to
Program
Intended Learning
Outcomes (PILO)
cascaded to
Course
Intended
Learning
Outcomes
(CILOs)
A- Respond by providing multi-
modal interpretations of
NOrSUnian (4.3.1.1) core values
of SHINE (Spirituality, Honesty,
Innovation, Nurturance,
Excellence) in this course.
S- Articulate the contents of the
NOrSU mission of (4.2.1.1)
global excellence through
advanced instruction, impactful
research, and sustainable
extension shaping effective
leaders to serve the Philippines
and the world.
K- Create an essay about the
concept of the course.
Reacting to a NOrSU
video clip through multi-
modal interpretations (e.g.
poster, video, etc) of the
NOrSUnian core values;
mission; vision; PILO to
CILO
NOrSU Video Clip Performance
Task/PT:
multi-modal
interpretations
as the
reactions on
the NORSU
Video
(Please see the
Performance
Task Rubric
attached)
4.3.1.1
4.2.1.1
4.1.1.1

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Durati
on
(by
week/
hour)
Content/
Topic
(by Unit/ Chapter/ Module)
Intended Learning Outcomes
process+particularity/
purpose+product
(Ref DM: Introduce/
Demonstrate/ Practice)
( I L O )
Outcomes-Based Teaching-Learning (OBLT)
(Ref DM: Constructive Alignment)
Outcomes-Based Assessment
(OBA)(Ref DM: Constructive
Alignment)
CILO
BGI
(Ref
DM:
Constru
ctive
Alignm
ent)
Teaching and Learning
Activity
( T L A )
Resource
(Instructional
Material/ Reading)
Type
(Ref DM:
Written Work/
Performance
Task/ Major
Exam)
Tool/
Instrument
3 – 8
hours
Lesson 2. Introduction to the
PE 3 Rhythmic Activities
and Social Recreation
Topic # 1: Introduction to
Dance
A. Basic Fundamental
Positions of Arms and Feet
in Philippine Folk Dance
Topic # 2: Understanding of
Rhythm
A. Definition of Terms
1. Rhythm
2. Rhythms
3. Rhythmic Activities
4. Dance
5. Dancing
B. Fundamentals of Rhythm
1. Elements of Rhythm
a. Beat
b. Tempo
A- Value knowledge in under-
standing the importance of
rhythmic activities in one’s
holistic development that
develop critical & creative
thinking skills (1.5.1)
S- Manipulate skills in the use of
rhythm in various rhythmic
activities using relevant &
responsive learning programs
(4.3.1) in a learning environ-
ment that nurture & inspire
learner’ participation. (2.4.1)
K- Demonstrate content know-
ledge & understanding
Persuading understanding
on the importance of
rhythmic activities in
one’s holistic
development through
group reporting.
Performing the different
skills used in various
rhythmic activities
through group tasks.
Demonstrating an
understanding of the
Domingo John Paul
R., Physical Education
ll Beginner’s Hand
Book. Mutya Pub.
House Inc., 2010.
https://
www.quora.com/
What-does-rhythm-
mean-in-the-context-
of-dancing
Oral Exam
Group
Presentation
Criteria
Presentation
skill – 30%
Presentation
Content 30%
Ability to
answer
questions –
40%
Total – 100%
Criteria
1.5.1
4.3.1
2.4.1

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c. Intensity
d. Pitch
e. Accent
f. Meter
g. Phrase
h. Bar
i. Count
j. Note
k. Measure
l. Note Pattern
C. Fundamental Movements
1. Locomotor movement
2. Non locomotor
movement
3. Manipulative skills
D.Types of Rhythm
1. Fundamental Rhythm
2. Rhythmic Interpretation
3. Mimetic
4. Dramatic Rhythms
5. Singing Games
6. Creative Folkloric
Festivals
(1.1.1) on the rudiments of
rhythmic activities using
varied learning resources
including ICT. (4.5.1)
rudiments of rhythmic
activities through lecture/
discussion.
http://
hnupe.weeblv.com/pe-
2.html
Quiz Paper & Pen 1.1.1
4.5.1
9 – 17
hours
Lesson 3.
Philippine Folk Dance
A. Meaning:
B. Objectives
C. Brief historical back-
ground of Philippine Folk
dance
D. Characteristics of
Philippine folk dance
A- Develop a personal Philo-
sophy (7.1.1) in the
importance of folkdance with
the positive use of ICT. (1.3.1)
S- Articulate skills in folkdances
Analyzing a video clip in
Philippine Folk Dance.
Scrutinizing a series of
Video Clip
Presentation
Domingo John Paul
Essay Writing
Rubrics
Ideas – 30%
Organization-
25%
Understanding –
25%
Word Choice -
20%
Total – 100%
7.1.1
1.3.1

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E. Dance Terms
G. Fundamental Dance Steps
In Philippine Folk Dance
H. Dances
1. Carinosa
a. Basic Steps
b. Dance Proper
2. Kuratsa
a. Basic Steps
b. Dance Proper
3. Tinikling
a. Basic Steps
b. Dance Proper
4. Mazurka Boholana
a. Basic Steps
b. Dance Proper
through a folkdance repertoire
that are responsive to the
learners’ gender, needs,
interest & experiences (3.1.1)
in a learning environment that
promote fairness, respect &
care to encourage learning.
(2.2.1) & provide constructive
feedback to improve learners’
performance. (5.3.1)
K- Understand the content
knowledge (1.1.1) about
people’s various cultural and
religious background through
research-based knowledge.
(1.2.1)
basic skills of Philippine
Folkdance through group
task/presentation.
Research the content
knowledge about people’s
various cultural and
religious background
through lecture/discussion
Book. Mutya Pub.
House Inc., 2010.
Dimapilis, Nenita J.,
et.al. Physical
Education 11,
Rhythmic Activities.
Books Atbp.
Publishing, Corp.,
2010.
Group
Demonstration
Quiz
Criteria
Performance –
50%
Authentic
Interpretation of
the dance
literature- 30%
Authenticity of
music &
equipment- 20%
Total – 100%
Paper & Pen
3.1.1
2.2.1
5.3.1
1.1.1
1.2.1
18
MIDTERM
19 –22
hours
Lesson 4.
Line Dance
A .History
B. Line dance format
C. Glossary of line dance
terms
A- Value opportunities to
establish harmonious
relationship (6.4.1) with
classmates or colleagues’ in
the future through dance.
S- Demonstrate content know-
ledge & its application (1.1.1)
in Line Dancing in a learning
Justifying teamwork and
group dynamics during
the performance of the
task.
Performing a routine in
Line Dancing through
https://
www.liveabout.com/
line-dancing-basics-
1007387
https://www.youtube.
com/watch?v=EAP1E-
Quiz
Group
Performance
Paper & Pen
Rubrics
6.4.1
1.1.1

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23 –26
hours
Lesson 5.
Interpretative Dance
Lesson 6
Street Dance
A. Introduction
environment that motivate
learners to perform by
assuming responsibility for
their own learning. (2.5.1)
K – Analyze & familiarize the
literature & basic dance of
Line Dance that develop
critical & creative thinking
skills. (1.5.1)
A- Organize a reflection on their
routine justifying their choice
of concept through a write up
synopsis that are responsive to
the learners’ gender, needs,
strengths, interest, &
experiences. (3.1.1)
S- Demonstrate content know-
ledge (1.1.1) & understanding
on Interpretative dance and
Street dance through the
creation of a routine anchored
on a concept of their own
choice based on the observation
of their surroundings that
return demonstration.
Dissecting the origins and
literature of Line Dancing
through lecture/
discussion.
Develop an essay
synopsis about their
performance.
Performing a dance
routine with a vivid
message anchored on their
concept of choice through
group presentation.
B5qk8
https://www.youtube.
com/watch?
v=OpF9PN8Upql
https://
en.wikipedia.org/
wiki/Interpretivedance
https://
just4funkproductions.c
om/whatistreetdance/
https//
Essay Writing
Group
Performance
Rubrics
Criteria
-Mastery of
routines-
30%
-Fundamentals
learned – 25%
-Stage
presence- 20%
2.5.1
1.5.1
3.1.1
1.1.1

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develop critical & creative
thinking skills (1.5.1)
K- Understand the literature of
Interpretative Dance and
Street Dance with the use of
ICT. (1.3.1)
Identifying the literature
on the dance discipline
through ICT integration
www.youtube.com/
watch?
v=5iWVBF61tLl
https:/
www.youtube.com/
watch?
v=mDq7xANSVuo
-Musicality &
confidence –
25%
Total - 100%
1.5.1
1.3.1
27 –35
hours
Lesson 7
Social Dances
A. Objectives
B. History
C. Common dance terms
D. The holds and positions in
Ballroom Dancing
1. Challenge position
2. Close ballroom or close
Position
3. Cuddle position or
skating position
4. Escort position
5. Facing position
6. Open ballroom or open
position
7. Open break position
A – Value the importance of
social dancing in building
relationships (6.2.1) &
enhance personal
collaboration (PO4.1) with
colleagues & the wider
community.
S – Prepare a developmentally
sequenced (4.1.1) routine in
Social Dancing that engage
learners in meaningful
exploration within the
Justifying the importance
of social dancing through
interactive learning.
Performing a
developmentally
ssequenced routine in
Social Dancing through
group presentation.
Domingo John Paul
Book. Mutya Pub.
House Inc., 2010.
Dimapilis, Nenita J.,
et.al. Physical
Education 11,
Rhythmic Activities.
Books Atbp.
Publishing, Corp.,
2010.
Oral Exam
Group
Presentation
Criteria
Criteria
Coordination &
style- 30%
Choreography –
25%
Performance –
6.2.1
PO4.1
4.1.1

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8. Right parallel
9. Side-by-side
10. Promenade position
11. Varsovienne
12. Wrap position
13. Swing out position or
Swing one hand R or L
14. Reverse varsovienne
15. Star position
16. Reverse open position
E. Social dance guidelines
1. Practice correct position
even without a partner.
2. Maintain a good standing
position. Bring out the
best in your look.
3. For a graceful dancing,
always turn your toes
out, not in.
4. Don’t lean forward or
backward. Just assure a
natural comfortable
dancing competition.
5. When dancing a partner
adopt a comfortable
position for both of you,
not too close & not too
far.
Lesson 8
Tango
A. history of Tango
available physical learning
environment. (2.3.1) and
provide timely & constructive
feedback to improve learners
performance. (5.3.1)
K – Understand the content
knowledge & its application
(1.1.1) on the basic dance
steps, positions, & patterns
on the different social dances
with the use of varied
learning resources including
ICT, (4.5.1)
Identifying the basic steps
in Social Dances.
https://
www.auburn.edu/
academic/classes/
hhp/hastie/social
%20dance/
socialdance.htm
https://
www.youtube.com/
watch?v=n60p
MvMGr4
Quiz
25%
Posture – 10%
Timing- 10%
Total – 100%
Paper & Pen
2.3.1
5.3.1
1.1.1
4.5.1

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B. basic steps
36
hours
FINAL EXAM
C . R E Q U I R E D R E A D I N G M A T E R I A L S A N D R E F E R E N C E S
Print
 Sundari, S. (2021). Analysis of Movement and Rhythmic Skills in Physical Education Students. ResearchGate
 Alavata, C. (2020). PE 3 Rhythmic Activities Manual. Central Philippine University
 Punzalan and Habana (2020). Physical Education 2: Rhythmic Dance and Social Activities. Mindshapers Publishing
 Karlis, G. (2020). Recreation, Sport, and Community Development. Sagamore Publishing, 2020
 Barth, D. (2020). Parks and Recreation System Planning: A New Approach for Creating Sustainable, Resilient Communities. Island
Press, 2020
Non-Print
Bedinghaus, T. (2020). What Is Line Dancing?
 https://www.liveabout.com/line-dancing-basics-1007387
Beginner Line Dance Lesson - Cowboy Hustle
 https://www.youtube.com/watch?v=EAP1E-B5qk8
Street Dance | Choreography Sabrina Lonis | WINNER 737 Challenge Sean Sahand
 https:/www.youtube.com/watch?v=mDq7xANSVuo
D . C O U R S E R E Q U I R E M E N T S A N D G R A D I N G S Y S T E M
Course Requirements  Attendance
 Wearing of sweat T-shirt, sweet shorts during the performance of the active recreational activities
 Demonstration
 Recorded video of the task will be submitted through the different modes of submission.
 In order to pass the course, a student is expected to pass/comply the following:
 Major Exams/Quizzes
 Class Participation/Attendance
 Course Manual
 Recorded Practical Interventions
Cut-off or required grade in
relation to the course/ program
standard is 80%.

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Grading System Breakdown of the 100% final grade into at least 4 specific grade-components as agreed by the concern faculty members in the department/
program/ college or school
Attendance/Attitude - - - - - - - - - - - - - - 10 %
Quizzes - - - - - - - - - - - - - - - - - - - - -- - - 20 %
Midterm/Final Exam - - - - - - - - - - - - - 30 %
Practical Interventions - - - - - - - - - - - - 40 %
Total - - - - - - - - - 100 %
E . C L A S S P O L I C I E S ( S p e c i f i c t o t h e C o u r s e )
Pedagogical
Nature and
Delivery
This course implements Blended Mode of Instruction/ BMI through Google Classroom as a learning management system for the course. Google
Meet is used for video class meetings for discussions and collaboration. Facebook page for the class is also utilized for course announcements,
soft copy of the module, assignment directions, reminders, questions and answers.
Attendance, Assignment
and Submission Policies
Students are required to observe attendance during scheduled virtual class through Google Meet, once a weeks. In case of BMI, the important
dates are considered the attendance. Assignments and their submission are to be on time as announced or as scheduled in the virtual class
sessions/ BMI.
Uniform and
Decorum
Students are deemed accountable to follow the “Damn Psychology of Clothing” and the “RESPECT the 6 Cs” as campaigned in the class
through posters.
Academic Honesty
and Scholarship
All forms of dishonesty as indicated as ideal class rules in the basic and higher education is automatically equivalent to a failing grade of the
academic exercise. Plagiarism is automatic “Failed” in an output.
Special Education Need and
Disability Accommodation
Persons with physical/ learning disabilities are requested to immediately inform the Professor at the start of the semester. A doable strategy is
designed by both the Professor and student throughout the semester. Have an appointment with the Professor for his/ her consultation time.
Gender and Development
Related Accommodation
All oral and written communication outputs/ class interactions are required to observe the use of gender sensitive language. The course prohibits
discrimination and harassment based upon race, ethnicity, sex (including sexual assault), pregnancy, color, religion, national origin, physical or
mental disability, age, marital status, sexual orientation, gender identity, and genetic information. Any student who has concerns about such
behavior should see the Professor.

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Religious Accommodation In the academic work in the class, everybody is required to avoid conflicts with student’s religious practices and/ or observances. For an
exemption, the student may request reasonable accommodations. This request must be in writing, and the Professor will review the request and
this may even seek for assistance from the Dean.
Academic
Mentoring, Coaching and
Consultation
Every class uses a Facebook Page for the syllabus, modules, and other announcements for posting. Students must attend the scheduled online
class discussion once a week through Google Meet. He/she must be aware and comply with all the written and performance learning tasks and
be responsible and meet established due dates. A student should write his/her name and course information on their submitted outputs.
Everybody is welcome to request appointments beyond office hours and contact the Professor privately to discuss specific needs.
Integration of CHED
Mandates
CMO 1, series 2019 on Peace Studies/ Education
CMO 2, series 2019 on Indigenous People Studies/ Education
Prepared by:
JOHN MICHAEL VINCENT M.
ADRIATICO, LPT, MAED-PE (CAR)
P.E. Instructor
Reviewed by:
WILLYN G. LLERA, PhD.
College of Teacher Educ.
College Dean
Approved by:
MA. SARAH FATIMA P. VALENCIA,
LPT, Ed.D.Ph.D.
Campus Director
ROSEMARIE T. PINILI, Ed.D., Ph.D.
Vice President, Academic Affairs
Code#: Revision #: ___ Date Reviewed: ____ Date Approved: _____________ Effective Date: __________________
_______UNCONTROLLED
______CONTROLLED
Standard_____Law_____Regulation_____
Weekly Session Plan (Based on COBEdized Syllabus)
Discipline Program
Course Code Course Title

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Credit Units Duration
Content/ Topic
P R E P A R A T I O N (Ref DM: Constructive Alignment)
Intended
Leaning
Outcome
(ILO)
Attitude
Skill
Knowledge
Week 1 2 3 4 5
Routine Activity
(5 mins) Greeting the
Class/ Opening Remarks
Checking Attendance/
Assignment
Introductory
Activity
(10 mins) Motivation;
Review; Drill or Practice;
Audio or Video Clip
P R E S E N T A T I O N (Ref DM: Introduce/ Demonstrate/ Practice)
Week 1 2 3 4 5
Input Session
(20 mins) Lecture;

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Demonstration;
Discussion; other Teacher
Driven Pedagogy; or
Summative Assessment
(Chapter/ Unit Test)
Developmental
Activity
(20mins)Practice;
Seatwork; other student-
centered pedagogy;
Summative Assessment
(Chapter/ Unit Test) or
Formative Assessment
A S S E S S M E N T (Summative/ Performance) (Ref DM: Written Work/ Performance Task/ Major Exam)
Summative
(Questions)
Standards/
Criteria
Performance Rating (%) Total
1
Lowes
t
2 3 4 5
Highes
t
I
II
III
IV
Total
Week 1 2 3 4 5
ClosingActivity
(5 mins)Wrapping-up;
Closing Remarks; Giving
Assignments/ Agreements

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