Ref. No.

: COE – CS –VED 14– 001

Status : Rev. 01
Date Issued: August 2024

COURSE SYLLABUS
College: Program:
COLLEGE OF EDUCATION Bachelor of Secondary Education Major in Values Education
Prepared by: Reviewed/Noted by: Approved by:

_____________________ ______________________________ DR. JANDY T. BONGCAYAT, LPT, FRIEDr,

Faculty Program Head CHRA
OIC-College President

Course Code: VED 14 Course Title: Values Education Through Community Service
Credit Unit(s): 3 Units Lecture: 54 Hours Laboratory:
REFERENCES:
Articulo, A. (2019). Values and work ethics. Quezon City: Trinitas Publishing, Inc.
De la Cruz, S. G. (2017). National development via national service training program. Manila: Books Atbp Publishing Corp.
Esteban, E. J. (2020). Education in values: What, why and for whom. Manila: Sinag-tala Publishers.
Fairholm, M. (2018). Putting your values to work: Becoming the leader others want to follow. California: ABC-CLIO.
Gestwicki, C. (1996). Home-school community relations ( 3rd Ed.). Boston: Cengage Learning.
Seifer, Sarena et.al. (2007). Faculty Toolkit for Service-Learning in Higher Education
Ramirez, L. F. and Beltran, E. (2004). Man, values and work ethics. Bulacan: Trinitas Publishing. Types Of Spiritual Practice. (n.d.).
Viray, F. (2008). National Service Training Program Civic Welfare Training Service in Handbook. Center for Educational Resources Development Services

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Course Syllabus in Values Education Through Community Service
Central Luzon
State University.

SPECIFIC COURSE INFORMATION

Course Description: This practicum course prepares students to employ action-learning approach for the implementation of relevant and responsive community development
program and services, which are properly coordinated with stakeholders. It helps students understand people and communities within their social world to improve their well-
being. It provides avenue for students to contribute and participate in values development programs for social transformation. It also focuses on the core values of common
good, social responsibility, accountability, compassion, love of work, volunteerism and dedicated service.
Pre-requisite(s): VED 11 Facilitation: Theory & Practice Co-requisite(s): NONE

GGCAST Vision, Mission, Goals, Specific Goals and Core Values

VISION
A higher learning institution equipped with competent human resources, state-of-the-art facilitate, academic standards, and has disaster resiliency essential to the
development of globally competitive, economically stable, socially involved, environment-friendly, and spiritually molded individuals for highly progressive community.
MISSION
The college shall provide quality education to all by producing competent and cultivating individuals with deep sense of values in life, vibrant leadership,
proficient entrepreneurial skills strong environmental advocacy, and multi-cultural sensitivity through excellent instruction, robust research, active community service and
involvement.
GOALS
Improved quality of life

SPECIFIC GOALS:
A. Curriculum Development
B. Community Extension Services
C. Research
D. Community Linkages
E. Students Services
F. Physical Facilities
G. Fiscal Management
H. Human Resources Management (for faculty and staff)
I. Job Placement

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 CORE VALUES:
1. Accountability
2. Commitment
3. Compassion
4. Diversity
5. Empowerment
6. Environment-Friendly
7. Integrity
8. Leadership
9. Life-Long Learning
10. Technological Advancement

PROGRAM OBJECTIVES
1. To produce graduates who will become effective synthesizer of organized knowledge to allow critical and analytical thinking;
2. To provide avenues for education students to upgrade their classroom learning by encouraging attendance in symposia, seminars, fora, lecture series to better equip
them as future educators;
3. Demonstrate understanding and mastery of the fundamental knowledge and skills required for effective professional practice in the field of specialization.
PROGRAM
From CMO OUTCOMES
No. 75, s. 2017:
1. Demonstrate understanding of the Values Education Framework of K to 12
2. Exhibit critical mindedness in analyzing local, regional, national, and global trends and issues relevant to values education
3. Show passion and commitment in becoming advocates of universal values of openness, peace, tolerance social justice and respect of human rights
4. Become an exemplar of Filipino values
5. Show understanding of the theories, principles and application of strategies for effective intra and interpersonal relations
6. Demonstrate commitment to student’s development for personal renewal and social transformation
7. Manifest commitment to community service as a means to promote social values

Time Intended Learning Outcomes (ILOs) Content Suggested Teaching Learning Suggested Assessment
Allotment Activities
Week 1 Acquaint every student on the course GGCAST VMGO  Reading of the course  Recitation
(Day 1) outline syllabus  Presentation of output
 Group dynamics of the group
Explain the GGCAST VMG & College

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 Objectives

Apply GGCAST VMG and College

Objectives in the course of their study

Internalize the classroom policies and

apply it in the course of the classes

Share to the whole class their expectations to

the course and to the instruction.
At the end of the lesson/s, the student should  Facilitated discussion and group  One-sentence
be able to: brainstorming about the meaning, summary to
A. Nature of Values Education demonstrate
and Community Service purpose and nature of values
 Summarize the meaning, purposes students’
and nature of values education as education and community service understanding of
community service 1. Revisiting Values  The teacher will discuss the the nature of
 Infer from research-based Education and Values values education
difference between Community
information, the current state of local Formation and in view as community
of the K to 12 EsP Service and School Service
Week 1 and global communities as basis for service
community development program and Curriculum Directions
2. Community Service,  Matrix to show
services the differences of
 Evaluate the integration of values School Learning and
Values Education community
formation within the K to 12 EsP service and
(Edukasyon sa Pagpapakatao)
curriculum, exploring how it aligns
with personal and societal ethical
standards.
Week 2 At the end of the lesson/s, the student should B. Community Awareness and  WebQuest: Students do prior  Collage of excerpts
be able to: Areas of Community readings on the current local and from readings/ news
Service
global community issues and clips and other forms
 Differentiate Community Service and concerns in different aspects of material showing
School Learning Service (such a health, education, etc.). evidences of the
 Suggest ways in addressing specific Students work in small groups to prevalence of
community concerns through
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 community service programs discuss specific issues and community needs and
 Cultivate empathy by engaging with concerns prevalent in various problems
community members, understanding
communities (local/global)  Graphic Organizer to
their lived experiences, and
appreciating diverse perspectives,  Using the same grouping, present ways in
values, and traditions. students brainstorm on relevant addressing specific
ways and solutions that address community concerns
the specified needs or concerns through community
service programs
At the end of the lesson/s, the student should  Interviews: Students work in  Multimedia
be able to: small groups to draft questions presentation to present
C. Core values of common good,
 Describe how important core values social responsibility and and conduct interviews of the meaning and
such as common good, social accountability, and compassion in community leaders “on the importance of
responsibility and accountability, Community Service/ work meaning of common good, social “common good, social
compassion in implementing responsibility and accountability, responsibility and
responsive community Service
and compassion in the context of accountability, and
 Demonstrate a deep understanding of
the core values of common good, community service” compassion as
Week 3 social responsibility and  They summarize and present their important elements of
accountability, and compassion in the work in class responsive community
context of community service or work,
service/work
showcasing their ability to apply
these values in real-world situations.
 Apply the values of common good,
social responsibility, accountability,
and compassion in the planning and
execution of community service
projects, ensuring alignment with
ethical principles and societal well-
being.

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 At the end of the lesson/s, the student should D. Value of Human Work  The teacher will present  A Reflection Paper on
be able to: 1. Definitions of Work a movie emphasizing on the value of work from
2. Reasons for Working the value of work. the movie presented.
 Reflect on the importance of work as 3. Dimensions of work Processing Activity:
one factor that dignifies man discussions on the
 Articulate the value of human work, definition of work,
recognizing its significance in reasons for working and
personal and societal development, the dimensions of work
Week 4 and demonstrating an understanding based from the movie.
of how this value contributes to the The students will write a
well-being and dignity of individuals reflection on the value of
and communities. work from the movie
 Understand the historical, cultural, presented
and societal significance of human  The students will write a
work, recognizing its central role in reflection on the value of
shaping economies, communities, and work from the movie
individual identities. presented.
Week 5 At the end of the lesson/s, the student should E. Management and  The teacher will discuss  Short Essay: Students
be able to: implementation of relevant and vital role of needs will be required to
 Explain the vital role of needs responsive community development assessment in developing write an essay on the
assessment in developing and programs and services and implementing
implementing relevant and responsive reasons for collecting
relevant and responsive
community service programs and 1. Assessing Community Needs community service information and
services a. Reasons for Collecting programs and services identifying community
 Describe the criteria and steps in Information about the Problem by citing concrete problems towards
needs conducting needs assessment b. Criteria in Identifying examples.
towards developing and implementing community Problems
relevant and responsive community c. Steps in collecting Information
service programs and services
 Plan to conduct a needs assessment
activity to identify basis of community
program development
 Collaborate with identified
stakeholder in the community for the
conduct of community needs
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 assessment
 Conduct a needs assessment activity
in a specified community as a pre-
requisite in designing a community
program that is relevant and
responsive
At the end of the lesson/s, the student should  Lecture on the use of SWOT  Presentation of
be able to: 2. Analysis of Community Needs Analysis, Problem Tree and Identified community
and Problems: SWOT analysis and needs using
 Analyze data gathered in the need’s other Appropriate Tools in other researchbased tools for
appropriate tool used
assessment activity using research- problem analysis problem analysis. for analysis
based tools for analysis  Students work in small groups to  Categorical Grid to
 State goals/objectives of a community 3. Stating Community Service
infer from a reliable community present alignment of
Week 6 service program to be conducted Project Goals and Objectives
service program document how stated objectives and
based on identified problems and problems
concerns. objectives are stated based from
 Analyze real-life community the results of needs assessment
scenarios using these tools, fostering conducted.
critical thinking and problem-solving
skills, and understanding the
contextual factors influencing
community needs and issues.
Week 7 At the end of the lesson/s, the student should 4. Parts of a Project Proposal  Planning Phase with the  Categorical Grid to
be able to: teacher’s supervision present specific
5. Ethical Principles in Community
 Both teacher and activities to meet
 Plan to identify specific activities to Service
students will seek
meet identified goals and objectives identified goals and
advice from the key
for community service. The recipients 6. General Principle in objectives for
people in the
of the activity are the adopted Implementing a Community Work community service
community regarding
barangays of the school. the proposed project.  Oral Presentation of
 Seek advice from barangay officials 7. Guidelines and Limitations for
and elders in the community to help Student’s Community Service  The teacher will explain Inputs/suggestions
enrich the drafting of the community the parts of the project from the community
service program proposal The students to enrich the
will design a project
 Formulate a complete project mechanics of the
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 proposal based from needs proposal that is relevant community service
assessment and advice sought from and responsive to program
the community community needs and
present to class.
 Project Proposal to
demonstrate students’
 Guide students in the
revision of the project knowledge and skill
proposal Students will in formulating a
scrutinize the parts of project proposal for
the proposal community service
program
implementation
At the end of the lesson/s, the student should  Lecture/Discussion  Activity Log/Progress
be able to:  Implementation of the planned Reports with
community service projects. documentations to
 Implement relevant and responsive show students’
 Teacher supervises the activities activities and
community projects for community
service. 8. Implementation Proper onsite. accomplishments as
 Produce a Terminal Report evidence of skill in
highlighting accomplishments and community service
Week 8 program preparation
values culled out from community
service program implementation and implementation
 Understand the principles of resource
allocation, including financial,
human, and material resources, and
learn effective strategies for
managing and optimizing available
resources to maximize project impact.
Week 9  Evaluate the impact of the community 9. Community Project Impact  Require Students to create  Evaluation tool to show
project and the values gained from Assessment an evaluation tool that students skills in using
the learning activity assess and evaluate the
assessment tool as part
 Construct insights gained from the 10. Benefits of Community Service impact of the project and
project implementation activities and Involvement the values gained from community service
implication to personal philosophy of the community service program
teaching  Present a movie maker of implementation
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  Develop skills in conducting rigorous the experiences using ICT  Multimedia
impact assessments, analyzing data, Oral presentation/sharing presentation to present
and interpreting results to determine of lessons learned
experience lessons
the social, economic, and  Post Conference shall be
environmental impact of community conducted by the teacher learned and teaching
projects on beneficiaries and the to process the values philosophy statements
broader community. learned from seeking for community service
advice with stakeholders
The teacher will facilitate
a “group sofa chat” for
Individual sharing of
experiences that nurture
and inspire learner
participation

COURSE OUTPUT/REQUIREMENT
st
21 Century Name of the Activity/Task Description Rubrics for Assessment
Skills
Journal writing for the subject Values Education through Community
Creative and Service involves recording personal reflections and experiences wile
Critical Thinker Journal Writing engaging in community service activities. Students document how their The journal writing is assessed
involvement in various projects and interactions with the community by the ff. criteria: Content (30%),
has shaped their understanding of values such as empathy, Clarity (20%), Consistency
responsibility and collaboration. These journals encourage students to (20%), Engagement (20%) and
connect theoretical concepts of values with real-life situations, fostering grammar spelling (10%).
a deeper appreciation for the impact of their actions on both themselves
and the community they serve.
A Blog for the subject Values Education through Community The Blog is assessed by the ff.
Service acts as an online platform where students share their journey criteria: Content Relevance
Collaborator and of learning and personal growth through engaging in community (20%), quality analysis (20%),
Effective Blog service. Through regular post, students reflect on their experiences, Ethical Considerations (20%),
Communicator discussion how the values of compassion, social responsibility and Engagement and Interactions
teamwork are applied in real-life situations. The blog serves as a (20 %) and Visual Presentation
space for students to showcase the positive impact they’ve had on (20%).
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 the community while exploring the ethical dimensions of their
actions. Additionally, the blog encourages meaningful discussions
among peers about the intersection of values, education and
community engagement.

GRADING SYSTEM
The students will be evaluated by the following The following scales are used for conversions from numerical grade to unit grade:
components:
100-1.0 96-1.4 92-1.8 88-2.2 84-2.6 80-3.0 76-3.4
Written Works – 30% 99-1.1 95-1.5 91-1.9 87-2.3 83-2.7 79-3.1 75-3.5
Performance/ 98-1.2 94-1.6 90-2.0 86-2.4 82-2.8 78-3.2 5.0-Failed
Product Test – 30% 97-1.3 93-1.7 89-2.1 85-2.5 81-2.9 77-3.3 7.0-Incomplete
Periodic Exam 9.0-Dropped
1st-Final exams – 40% (10%each)

Total – 100%

CLASSROOM POLICIES

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1. As a general policy, no special or make-up tests for missed exams other than the final examination will be given. However, a faculty member may give special exams for
a. approved absences (where the student concerned officially represented the Institution at some function or activity).
b. absences due to serious illness which require hospitalization, death in the family and other reasons which the faculty member deems meritorious
2. If the student has no valid reason for missing an exam (for example, the student was not prepared to take the exam) then the student receives 0% for the missed exam.
3. Course outputs are required and not optional to pass the course. Failure to comply the output or requirement, the student will get an incomplete grade of7.0.
4. Mobile phones and other forms of communication devices should be on silent mode or turned off during class. Except for occasion such that the faculty utilized mobile
phones as a support for learning process.
5. Students are expected to be attentive and exhibit the behavior of a mature and responsible individual during class. They are also expected to come to class on time and
prepared.
6. Sleeping, bringing in food and drinks, and wearing a cap and sunglasses in class are not allowed.
7. Students who wish to go to the comfort room must politely ask permission and, if given such, they should be back in class within 5 minutes. Only one student at a time
may be allowed to leave the classroom for this purpose.
8. Students who are absent from the class for more than 5 meetings will get a final grade of 9.0 in the course.
9. Only students who are officially enrolled in the course are allowed to attend the class meetings.

RUBRICS

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 RUBRICS FOR GROUP PERFORMANCE RUBRICS FOR MEDIA PRESENTATION
Participation25 points Content20 points
Responsibility 25 points Organization115 points
Interaction 25 points Clarity/techniques15 points
Team work25 points Appeal/Style15 points
Over all presentation15 points
RUBRICS FOR REFLECTION PAPER Ability toFOR
answer Question20 points
Reflective thinking Content (35 pts.) RUBRICS GRADED RECITATION.
Analysis of the learning (35 pts.) Accuracy of the answers to the questions(30 pts.)
Making connections with Organization & Presentation of ideas ( 40pts)
earning’s and experiences (30 pts.) Interpretation of the question given (30)
SCORE PERCENTAGE EQUIVALENT FOR QUIZ
RUBRICS FOR ACTUAL PERFORMANCE Ideas-Presents ideas in an original manner(30pts)
Purpose20 points Organization of ideas(20pts)
Content/Features20 points Understanding-Writing shows a clear
Techniques20 points understanding of the given questions(30pts)
Relativeness 20 points Sentence Structure(20pts)
RUBRICS FOR PORTFOLIO MAKING
GRADING RUBRICS FOR VIDEO PRESENTATION
Reflection25 points
Completeness of Portfolio25 points
Application of the Concept (50 pts.)
Content and Mechanics25 points
Adequacy of the Output (25 pts.)
Character Traits 25 points
Academic Literacy (25 pts.)

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