PED-103-Curriculum-Assessment-in-PE.docx

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WPU-QSF-ACAD-10A Rev. 01 (01.10.22)
Republic of the Philippines
Western Philippines University A STRONG PARTNER FOR SUSTAINABLE DEVELOPMENT
ACADEMIC AFFAIRS
COURSE SYLLABUS
PED 103– Curriculum and Assessment in Physical Education and Health Education
Vision
WPU: the leading knowledge center for sustainable development of West Philippines and beyond.
Mission
WPU commits to develop quality human resource and green technologies for a dynamic economy and sustainable development through
relevant instruction, research and extension services.
Goals of the College
1. To produce highly competent teachers and administrators to lead the education sectors of Palawan and beyond
2. To generate and disseminate educational innovations for an effective delivery of quality education
Objectives of the Program
1. Manifest holistic acquisition of technical and professional competence of physical education.
2. Conduct research and deliver relevant extension activities.
3. Demonstrate professionalism, personal integrity and possess desirable values and attitudes.
4. Communicate effectively and exercise higher order thinking skills.
5. Exhibit concern for the environment and appreciation of culture and aesthetics.
Program Outcomes
The minimum standards for the Bachelor of Physical Education (BPEd) program are expressed in the following minimum set of learning outcomes:
6.1. Common to all programs in all types of schools
The graduates have the ability to:
a. Articulate and discuss the latest developments in the specific field of practice (Philippine Qualifications Framework 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)

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ACADEMIC AFFAIRS
6.2 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 use in 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 changing local, national and global realities.
h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.
 Specific to Bachelor of Physical Education
A. PO1 – Disciplinal Knowledge
 Apply scientific and evidence-based practices critical to the educational and learning processes
B. PO2 – Movement and Competency and Proficiency
 Demonstrate skillful performance in a variety of physical activities
 Adapt performance to variety of physical activity settings: e.g. formal classes, recreation, and competitive
C. PO3 – Curriculum and Program Planning, Implementation, Monitoring and Evaluation
 Critically examine the curriculum (e.g. content, pedagogy and assessments) and program, and enhance (e.g. innovate) them necessarily
 Plan and implement safe and effective physical activity programs to address the needs of individual and groups in school and/or non-school
settings
 Monitor and evaluate physical activity programs in school and/or non-school settings
 Use appropriate assessments in, as and for student or client learning
 Use information, media and technology in pedagogy and for lifelong learning.
D. PO4 – Professional Accountability and Responsibility
 Demonstrate firm work/professional ethics
 Cultivate solidarity by working and dealing with/relating to others harmoniously.
 Promote the advancement of the profession by making sense of and getting involved in current discourse that impact on the profession
 Pursue lifelong learning for personal and professional development
E. PO5 – Communication
 Communicate effectively with PE practitioners, other professionals and stakeholders
 Use oral, written, and technology formats deftly.
 Common to a horizontal type as defined in CMO 46 s 2012

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ACADEMIC AFFAIRS
1. Graduates of professional institutions demonstrate a service orientation in one’s profession
2. Graduates of colleges participate in various types of employment, development activities, and public discourses, particularly in response to the
needs of the communities one serves
3. Graduates of universities participate in the generation of new knowledge or in research and development projects
4. Support national, regional and local development plans.
Program Curriculum Map (if given in the CMO include in the syllabus)
Legend (for program outcomes):
I- Introduced concepts/ principle P- Practiced with supervision D- Demonstrated across different settings with minimal
supervision
A. Course Information
Course Code PED 103
Course Title Curriculum and Assessment in Physical Education and Health Education
Course Description Covers the basic understanding of K-12 Physical Education and Health Education curriculum. It covers the analysis of
physical education and Health education curriculum and explores the different curriculum models in PE and H
Assessment in the K-12 PE and health is expected at the end of the course. Curriculum and assessment analysis in the K-
and Health is expected at the end of the course.
Pre-requisite Course None
Co-requisite Course None
Term and Year Level
Offering
First Semester, Second Year
Credit Unit/s 3 units
Contact Hours/Week 3 hours per week
Course
Program Outcomes
a b c d e f
Curriculum and Assessment in Physical Education and Health Education
P P P P P P

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ACADEMIC AFFAIRS
B. Learning Outcomes
1. Critically examine the curriculum (e.g. content, pedagogy, and assessments) and program and enhance (e.g. innovate) them necessarily.
2. Plan and implement safe and effective physical activity programs to address the needs of the individual in school and/or industry settings.
3. Use appropriate assessments in, as and for student or client learning.
4. Promote the advancement of the profession.
5. Pursue lifelong learning for personal and professional development.
6. Communicate effectively with PE practitioners, other professionals and stakeholders.
7. Use oral, written, and technology formats deftly.
C. Learning Plan
Week Intended Learning Outcomes Topics Teaching and Learning
Activities
Instructional
Resources
Assessment
Tools/Tasks
Weeks
1
At the end of the topic, the
students can:
1. explain the WPU Vision,
Mission, Goals and Objectives,
including its core values;
2. Identify policies, guidelines and
procedures that provide a secure
learning environment;
3. Discuss the importance of the
course; and
4. Enumerate the tasks expected
from each student at the end of the
I. Orientation
1. WPU Vision, Mission and
Core Values
2. CEd Goals and Objectives
3. Course Syllabus
4. Classroom Policies (House
Rules)
Teacher-led discussion
Power point presentation
guided notes
Lecture-discussion
Sharing of ideas
 Laptop
 LCD Projector
 Google Meet (for
virtual class)
 Google
classroom (for
modular
instructions
Oral Recitation

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ACADEMIC AFFAIRS
course
Weeks
2-4
At the end of the topic, the students
can:
1. Define curriculum
development;
2. Identify the different types of
curriculum.
3. Ascertain the major
foundations of curriculum.
4. Describe the concepts of
curriculum
5. Categorize the curriculum
sources and influences
6. Identify the curriculum design.
II. Overview of the Curriculum
1. Definition of
Curriculum
2. Types of Curriculum
3. Major foundations of
curriculum
4. Curriculum foundations
5. Curriculum conceptions
6. Elements of curriculum
7. Curriculum sources &
influences
8. Curriculum design
 Small group discussion
 Round table conference
 Lecture-discussion
 Power Point
Presentation
 Laptop
 LCD Projector
 Internet
 Library
resources
New Normal
virtual class)
 Google
classroom (for
modular
instructions
Recitations
Quiz
Reflection
Synthesizing of
topics discussed
Weeks
5-6
At the end of the students, the
students can:
1. Understand appropriate
assessments in, as and for
students learning;
2. Distinguish the shift to
educational focus from
content to learning outcomes;
3. Identify the different
authentic assessment tools;
4. Realize the importance of
process and product
performance-based
assessment;
5. Identify the different
III. Assessing Student
Learning Outcomes
1. Assessing student
learning outcomes
2. Shift to educational
focus from content to
learning outcomes
3. Authentic assessment
tools
4. Process & Product
Performance-based
Assessment
5. Domains of learning
 Lecture-discussion
 Power point presentation
guided notes
 Individual reporting
 Laptop
 LCD Projector
 Internet
 Library
resources
New Normal
virtual class)
 Group Chat
 Email
 Google
classroom (for
modular
instructions
 Reflection
 Graded
recitations
 Quiz
 Synthesizing of
topics
discussed

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ACADEMIC AFFAIRS
domains of learning.
6. Recognize the importance of
the domains of learning in the
teaching and learning
process.
Weeks
7-8
At the end of the lessons, the
students can:
1. Demonstrate an understanding
of knowledge of learning
environments that are
responsive to community
context;
2. understand existing laws and
regulations that apply to the
teaching profession;
3. determine the impact of industry
revolution to Physical
Education in revolutions 4.0;
4. recognize significance of
the new professional standards
for teachers, the Department of
Education (DepEd), through the
Teacher Education Council
(TEC), issues this DepEd Order
entitled National Adoption and
Implementation of
the Philippine Professional
Standards for Teachers (PPST).
IV. Physical Education Teacher
Education Curriculum
1. The changing landscape
of education
2. Significant reforms
3. PPST
4. PE in revolutions 4.0
Lecture-discussion using
PowerPoint Presentation.
Panel forum
New Normal Class:
 Modular Instructions
 Online activities using
virtual
 Submission of
activities thru google
class
 Laptop
 LCD Projector
 Internet
 Library
resources
New Normal
virtual class)
 Group Chat
 Email
 Google
classroom (for
modular
instructions
Reflection
Synthesizing of
topics discussed
Quiz
Week
9
MID-TERM EXAMINATION 2 HOURS Paper and Pencil
Examination
Multiple choice,
true/false,
matching,
completion,
constructed
response, and

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ACADEMIC AFFAIRS
essay
Weeks
10-12
students can:
1. Analyze the PE and health
education curriculum;
2. Determine the different
assessment techniques applied
in Physical Education and
health education;
3. Determine the nature and
content of health education
programs;
4. Develop a program through
contextualized strategies and
assessment tools
5. Identify learning outcomes that
are aligned with learning
competencies
V. Curriculum Analysis of PE
& Health Education
1. Nature structure and
content of physical
education
2. Assessment techniques as
applied to physical
education
3. Nature structure and
content of health
education
4. Assessment techniques as
applied to health
education
Time line of events
Concept mapping
Oral presentation
 Laptop
 LCD Projector
 Internet
 Instructional
video on the
development of
physical
education and
sports over the
years
 Google Meet
(for virtual
class)
 Google
classroom (for
modular
instructions
• Graded
recitation
• Oral
presentation on
the topic chosen.
Rubrics shall be
provided.
Weeks
13-17
students can:
1. Show skills in the positive use of
ICT to facilitate the teaching and
learning process;
2. Demonstrate content
knowledge and its application
within and / or across
curriculum teaching areas;
3. Exhibit knowledge of the design,
selection, organization and use
of diagnostic, formative and
summative assessment
strategies consistent with
VI. Demonstration
Teaching
1. Lesson Planning
2. Presentation
 Demonstration teaching
 Criteria :
 Organization 15 pts.
 Content 45 pts
 Presentation 40Pts.
 Laptop
 LCD Projector
 Internet
 Library
resources
 Google Meet
(for virtual
class)
 Google
classroom (for
modular
instructions
Oral presentation

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ACADEMIC AFFAIRS
D. References (printed/online resources must be within 10 years)
Bunga, J., Pilariza, C., and Serrano, E..(2016). Principles of Teaching 2. Adriana Publishing Co., Inc.776 Aurora Blvd., cor. Boston St. Cubao, Quezon
City, Phil.
Emerita Reyes & Erlinda Dizon. (2015). Curriculum Development. Adriana Publishing Co., Inc. 776 Aurora Blvd., cor. Boston St. Cubao, Quezon City,
Phil.
Navarro, R., Guzman-Santos, R. (2013). Authentic Assessment of Student Learning Outcomes: Assessment 2 2nd Edition. Lorimar Publishing, Inc., 776
Aurora Blvd., cor Boston St. Cubao, Quezon City, Phil. Physical & Health Education DepEd Curriculum Guides for K-12
Navarro, R., Santos, R., Corpuz, B. (2017). Assessment of Learning 1. Lorimar Publishing, Inc., 776 Aurora Blvd., cor. Boston St. Cubao, Quezon City,
Phil.
Pawilen, G.T. (2015). Curriculum Development: A Guide for Teachers & Students., REX Book Store, 856 Nicanor Reyes, Sr. St.
https://www.scribd.com › document › Curriculum-Assess.
https://www.edu.gov.mb.ca › physhlth › c_overview
https://classmate.ph › physical-education-grade-1-to-gra...
E. Grading System
curriculum requirements;
4. Plan and implement safe and
effective physical activity programs
to address the needs of the
individual in school and/or
industry setting.
Week
18
FINAL EXAMINATION 2 HOURS Paper-Pencil
Examination
Multiple choice,
true/false,
matching,
completion,
constructed
response, and
essay

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ACADEMIC AFFAIRS
F. Course Requirements
Quizzes, Performance Tests, Midterm Exam, Final Exam
G. Course Policies
(Face to Face)
i. This 3-unit course is organized in a constructivist approach, collaborative learning, student-centered & reflective learning format. The
students are expected to be active constructor of knowledge and a responsible team player.
ii. Students are required to submit all requirements on time. There will be a corresponding deduction for late submission.
iii. Cheating and plagiarism is strictly prohibited.
iv. Make up test will only be given for students with valid reasons. Excuse letter for absences should be signed by the Dean of College of
Education
v. Students are encouraged to seek extra help as needed. The instructor welcomes student consultation on problems related to the subject
during her consultation hours.
b. New Normal
INTEREM CLASS POLICIES/GUIDELINES FOR ONLINE/VIRTUAL CLASSES
i. Learning outputs must be turned-in in the Learning Management System.
ii. Synchronous and asynchronous lecture sessions will be conducted. Those who cannot attend the online sessions are encouraged to read the
provided lectures and communicate their possible questions regarding the topic.
iii. Honesty and self-discipline must be observed throughout the learning process.
iv. Flexibility in the process of learning is allowed, however, the same learning outcomes must also be demonstrated.
v. Assessments will be administered through asynchronous learning platform. Those who have no internet connection, alternative mode of delivery
will be given like oral exam through phone call or sending of SMS.
H. Consultation Hours
COMPONENTS LECTURE
Written Works 20.00%
Performance Task 40.00%
Major Examination 40.00%
Total 100.00%

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ACADEMIC AFFAIRS
3:00 – 4:00 MW/ 7:30 – 9:00am TTH
Prepared by:
DAVID R. PEREZ SUSANA P. EGGER JERIECO H. DOLORFINO
Associate Professor V Assistant Professor III Instructor I
Date signed: August 30, 2022 Date signed: August 30, 2022 Date signed: August 30, 2022
Recommending Approval: Approved:
LLOYD S. BANCAIREN DAVID R. PEREZ
Program Chair, BPEd Dean, College of Education
Date Signed: August 30, 2022 Date Signed: August 30, 2022

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