/ COLLEGE DEPARTMENT

VISION BACHELOR OF TECHNOLOGY AND LIVELIHOOD EDUCATION

A diocesan catholic school community FIRST SEMESTER A.Y. 2022-2023
that is founded on the oneness of Heart of
CORE VALUES Course Code: HE101 – MC2 Consumer Education
Jesus and Mary and passionate in the
Filial Compassion, Leadership and Accountability, Mary Units: 3 No. of Weeks: 18 weeks
communal work of integral human
development of young towards the fullness Inspired Obedience, and Enduring Discipleship Co. Requisite: None Pre-requisite: None
of life.
Anent the vision-mission of Our Lady of the Sacred Heart College of Guimba, Inc., that is founded on the oneness of Heart of Jesus and Mary, its implementing rules
MISSION and regulations, the policy declarations and principles of a Catholic Diocesan College and an OLSHCONIAN culture together with CHED guidelines, the following will
Inspired by and devoted to the oneness of be the guiding light of an OLSHCO graduate:
Heart of Jesus and Mary, OLSHCO is PROGRAM GOALS
committed to: The BACHELOR OF TECHNOLOGY AND LIVELIHOOD EDUCATION (BTLED) aims to develop highly competent and motivated teachers in Technology and Livelihood
1. Develop among students modern – Education for Grades 4-8.
world skills for them to succeed as PROGRAM OUTCOMES
empowered global citizens; and A. Common to All Programs towards Human B. Common to Teacher Education (CTE) C. Specific to BTLEd Program (SBP)
2. Nurture a learning environment that Development (CAP) 1. Articulate the rootedness of education in 1. Demonstrate the competencies required of the Philippine
proclaims and models values of human 1. Consolidate, discuss, articulate and philosophical, socio-cultural, historical, TVET Trainers-Assessors Qualifications Framework (PTTQT);
institutionalize the latest developments in the psychological, and political contexts (D)
integrity.
specific field of practice. 2. Demonstrate mastery of subject matter/discipline 2. Demonstrate broad and coherent, meaningful knowledge
2. Effectively communicate in English and 3. Facilitate learning using a wide range of teaching and skills in technology and livelihood education; (D)
COLLEGE OBJECTIVES Filipino, both orally and in writing. methodologies and delivery modes appropriate 3. Apply with minimal supervision specialized knowledge and
In consonance with the Vision-Mission 3. Work effectively and collaboratively with a to specific skills in technology and livelihood education; (P)
guided by the oneness of Heart of Jesus and substantial degree of independence, 4. learners and their environment 4. Demonstrate higher level literacy, communication,
Mary, the College commits itself to: empowerment and personal leadership in Develop innovative curricula, instructional plans, numeracy, critical thinking, learning skills needed for higher
1. Provide high quality and holistic multidisciplinary and multi-cultural teams. teaching approaches, and resources for diverse learning; (D)
educational services; 4. Act in recognition of personal, professional, learners. 5. Manifest a deep and principled understanding of the
2. Reinforce values formation to produce social, ethical responsibility and accountability 5. Apply skills in the development and utilization of learning processes and the role of the teacher in facilitating
professionals who are responsive to the in promoting human development and ICT to promote quality, relevant, and sustainable these processes in their students; (I)
changing needs of industry and society; and integrity. educational practices 6. Show a deep and principled understanding of the learning
3. Strengthen linkages and industry 5. Live out a deep sense of spirituality that 6. Demonstrate a variety of thinking skills in processes relate to larger historical, social, cultural, and
partners for continuous development. witnesses the Oneness of Heart of Jesus and planning, monitoring, assessing, and reporting political processes; (P)
Mary. learning processes and outcomes 7. Apply a wide range of teaching processes skills (including
6. Participate in the mission of the local church 7. Practice professional and ethical teaching curriculum development, lesson planning, materials
GRADUATE ATTRIBUTES
of the diocese of San Jose that center on standards sensitive to the local, national, and development, educational assessment, and teaching
1. Effective Communicator
____________________ global realities. approaches) (P)
2. Design Thinker
7. Preserve and promote “Filipino historical and 8. Pursue lifelong learning for personal and 8. Reflect on the relationships among the teaching process
3. Ecological Integrity Advocate cultural heritage”. professional growth through varied experiential skills, the learning processing in the students, the nature of
4. Cultured Citizen and field-based opportunities the content/subject matter, and the other factors affecting
5. Results-driven Professional educational processes in order to constantly improve their
knowledge, skills, and practices. (I)
 COURSE SYLLABUS
I. COURSE IDENTIFICATION
Course Title: MC2 CONSUMER EDUCATION
Course Description:

This course covers effective consumer participation through wise election, use and divestment of goods and services. This course includes consumer rights
and responsibilities as well as consumer-related laws.

II. COURSE OUTCOME/S’

At the end of this course, students will be able to:
1. Analyze the rights and responsibilities involved with consumer protection
2. Apply the decision-making process in the role of the consumer
3. Identify the various types of advertising and its effect on consumer decisions
4. Understand and apply the aspects of keeping a checkbook
5. Differentiate and assess the various types of investments and savings plans.
6. Demonstrate the budgeting process.
7. Formulate sound decision-making principles when selecting and using credit.
8. Compare the options available when renting, purchasing, and financing housing.
9. Examine and demonstrate the car-buying process
10. Compare advantages and disadvantages of different types of insurance
11. Demonstrate how taxes and assessed and their purpose.
12.

III. COURSE OUTLINE AND TIMEFRAME

TIME FRAME CONTENT TIME FRAME CONTENT

Week 1 Orientation and Discussion of Syllabus Week 8-9 Branding, Packaging and labelling

Week 2 Introduction to Consumer Education Week 10-11 Product Testing and Safety Standards

Week 3-4 Consumer Rights and Responsibilities Week 12 MIDTERM

Week 5 Food Adulteration Week 13-14 Advertising

Consumer Organizations and Movement

Week 6 PRELIM Weeks 15-17
Citizens Charter

Week 7 Spurious Counterfeit Products Week 18 FINALS

IV. LEARNING PLAN

 GRADUATE
TIME DESIRED LEARNING
ATTRIBUTES CONTENT ASSESSMENT ACTIVITIES RESOURCES
FRAME OUTCOMES
(Mission, Core Values)
MISSION 2 Familiarization of the Student Services Reflection paper on the Face-to-Face Orientation of Course Outline
Provide Values-oriented students to the rules and Course orientation student services. Student Services.
learning environment regulations of the school Grading System Course Syllabus
Requirements Guide question intended Online discussion of the
GRADUATE ATTRIBUTE 1 & Awareness on the academic Relevance of the Course for the course. course syllabus including Students’ Handbook
4 policy of the school the course policies and
Week 1
Effective Communicator   requirements.
Cultured Citizen

CORE VALUES
(Leadership and
Accountability)
MISSION 1 1. Demonstrate Introduction to Consumer https://
Develop modern world understanding in the Education courses.lumenlearning.com
skills objectives, approach, /boundless-marketing/
evolution, function, chapter/introduction-to-
GRADUATE ATTRIBUTE 1 & importance, and contents consumers/
5 of consumer education. https://
Week 2 Design Thinker www.consumer.tn.gov.in/
Results-driven Professional pdf/
Teachers_Reference_Book.p
CORE VALUES df
(Leadership and http://
Accountability) creativecommons.org/
licenses/by-nc-nd/3.0/
Weeks 3 MISSION 1 1. Analyze the rights and Consumer Rights and https://
Develop modern world responsibilities of the Responsibilities courses.lumenlearning.com
skills consumer. /boundless-marketing/
chapter/introduction-to-
GRADUATE ATTRIBUTE 1 & consumers/
5 https://
Design Thinker www.consumer.tn.gov.in/
 Results-driven Professional pdf/
Teachers_Reference_Book.p
CORE VALUES df
(Leadership and http://
Accountability) creativecommons.org/
licenses/by-nc-nd/3.0/
MISSION 1 1. Evaluate the types of Food Adulteration https://
Develop modern world adulteration and courses.lumenlearning.com
skills contamination in various /boundless-marketing/
foods and its impact on chapter/introduction-to-
GRADUATE ATTRIBUTE 1 & health. consumers/
5 2. Analyze the ways on how https://
Week 4-5 Design Thinker to considered food product www.consumer.tn.gov.in/
Results-driven Professional as adulterated, the ways of pdf/
detection of food Teachers_Reference_Book.p
CORE VALUES adulteration, and legal df
(Leadership and measures to protect http://
Accountability) consumer from food creativecommons.org/
adulteration. licenses/by-nc-nd/3.0/
Week 6 PRELIM
MISSION 1 1. Identify spurious and Spurious Counterfeit Identify misleading https://
Develop modern world counterfeit products to Products advertisements. courses.lumenlearning.com
skills avoid purchasing them. /boundless-marketing/
2. Apply the procedures chapter/introduction-to-
GRADUATE ATTRIBUTE 1 & and strategies in consumers/
5 determining counterfeit https://
Week 7 Design Thinker products www.consumer.tn.gov.in/
Results-driven Professional pdf/
Teachers_Reference_Book.p
CORE VALUES df
(Leadership and http://
Accountability) creativecommons.org/
licenses/by-nc-nd/3.0/
Week 9 MISSION 1 1. Demonstrate Branding, Packaging and https://
Develop modern world understanding of branding, labelling courses.lumenlearning.com
 skills labeling and packaging of /boundless-marketing/
the product. chapter/introduction-to-
GRADUATE ATTRIBUTE 1 & 2. Analyze the functions of consumers/
5 product packaging. https://
Design Thinker www.consumer.tn.gov.in/
Results-driven Professional pdf/
Teachers_Reference_Book.p
CORE VALUES df
(Leadership and http://
Accountability) creativecommons.org/
licenses/by-nc-nd/3.0/
MISSION 1 1. Evaluate the importance Product Testing and Safety https://
Develop modern world of product testing and Standards courses.lumenlearning.com
skills safety standards. /boundless-marketing/
chapter/introduction-to-
GRADUATE ATTRIBUTE 1 & consumers/
5 https://
Week 10-
Design Thinker www.consumer.tn.gov.in/
11
Results-driven Professional pdf/
Teachers_Reference_Book.p
CORE VALUES df
(Leadership and http://
Accountability) creativecommons.org/
licenses/by-nc-nd/3.0/
Week 12 MIDTERM
Week 13- MISSION 1 1. Demonstrate an Advertising https://
14 Develop modern world understanding of the courses.lumenlearning.com
skills concept of advertising and /boundless-marketing/
its functions. chapter/introduction-to-
GRADUATE ATTRIBUTE 1 & 2. Analyze the role of consumers/
5 consumer in safeguarding https://
Design Thinker their interest. www.consumer.tn.gov.in/
Results-driven Professional pdf/
Teachers_Reference_Book.p
CORE VALUES df
 (Leadership and http://
Accountability) creativecommons.org/
licenses/by-nc-nd/3.0/
MISSION 1 1. Evaluate the importance Consumer Organizations Formulate the objectives of https://
Develop modern world of consumer organization and Movement a consumer organization. courses.lumenlearning.com
skills to lead the consumer Citizens Charter /boundless-marketing/
movement. chapter/introduction-to-
GRADUATE ATTRIBUTE 1 & 2. Develop skills to start a consumers/
5 consumer organization https://
Week 15-
Design Thinker www.consumer.tn.gov.in/
17
Results-driven Professional pdf/
Teachers_Reference_Book.p
CORE VALUES df
(Leadership and http://
Accountability) creativecommons.org/
licenses/by-nc-nd/3.0/
Week 18 FINALS

References:

http://www.unchr.org.pdf Action for the rights of children (ARC).,Child and adolescent development., revision version 04/01
https://www.csusm.edu Child and Adolescent dev’t
 COURSE POLICIES
1. Eligibility.
HE106– Child And Adolescent Development is a 3-units course for third year BTLED students. Only officially enrolled students can take this course.
2. Materials
Students are provided with a soft copy of the syllabus per course for guidance. Soft copies of required readings are provided and can be accessed online
through the given Learning Management System (LMS) such as google classroom used by the instructor. Students need to have a personal computer or
mobile phone with MS Word (or similar software or application) for the writing tasks.
3. Delivery
The course is delivered in synchronous (online discussion and interaction) and face-to-face classes. Online class (discussion and interaction) is required
and will be conducted via Google Meet or any other Video conferencing platform. Students and the instructor will communicate through private messages
(PM) or group chat (GC) via Facebook Messenger. PM is intended for submission of accomplished formative assessments (practice tests) or asking
questions regarding progress on the course by the student and giving feedback on the progress by the instructor. GC is intended for asking general
questions on the course and discussion via video call when necessary. Every student is required to join the google classroom via a link or class code to be
provided by the instructor. The instructor will create an assignment where students can upload or turn in their outputs for every module. The instructor will
not assign the succeeding assignments to the students who did not submit their outputs from the previous meeting.
4. Accounts
All online accounts of students that are intended for online classes should be personal and shall bear students’ names reflected in the assessment form.
The profile picture to be used must be presentable, decent, and complemented with the official OLSHCO frame.
5. Schedule
A study schedule is sent to students. The students must print or produce a hard copy of their schedule signed by their parents/guardians and must be
posted on their respective study areas.

6. Grading System
The grade of the students will be based on the following criteria:
a. Knowledge 40%
b. Skills 60%
Total 100%

7. Behavior
- Sending messages for inquiries or clarifications to the instructors must start with a greetings, proper self-introduction (name, program, block, and course
enrolled), followed by stating the purpose or asking for clarifications and ending the conversation with gratitude. The time of sending messages must be
from 07:30 AM-05:00 PM.
- In attending online classes, the students should join the meeting at least 5 minutes before the scheduled time. The microphone should be muted upon
joining the virtual room. Casual clothing and proper seating position must be observed throughout the online session.
- In attending Face-to-Face classes, the students should join be inside the classroom at least 5 minutes before the scheduled time. Proper health
protocols must be observed and practiced such as wearing of face masks, social distancing and having a personal disinfectant. Wear the prescribed
school uniform.
- Concerns about the instructors or institution must be properly communicated to the respective channels such as advisers or program heads and should
not be posted on any social media platforms.
- Learning platforms such as GCs and FB groups are intended for academic purposes ONLY.
- Students are expected to be self-motivated and self-directed approaching the course with the desire to learn.
 8. Academic Integrity Policy
- Plagiarism, sharing of work, providing test questions, selling assignment paper, impersonating a student and school persons in authority and taking an
exam for a student are prohibited and punishable according to the mandate of student discipline which include but not limited to suspension, exclusion
and expulsion.

CURRICULUM MAP

SBP1

SBP2

SBP3

SBP4

SBP5

SBP6

SBP7

SBP8
CAP1

CAP2

CAP3

CAP4

CAP5
CAP6
CAP7

CTE1

CTE2

CTE3

CTE4

CTE5

CTE6

CTE7

CTE8
ILO

Discuss the principle of preservation, / / / / / / / / / / / / / / / / / /

the microbial methods for food
analysis, and food-borne illnesses.
Use standard microbiological / / / / / / / / / / / / / / / / /
methods for the detection of /
microorganisms in food.
Discover the use of food analysis in / / / / / / / / / / / / / / / / / / /
foodborne illness.
Discuss the food spoilage and food / / / / / / / / / / / / / / / / / / /
sanitation.
Demonstrate understanding in / / / / / / / / / / / / / / / / / /
Information, Education and
Communication (IEC) materials.
Calculate the risks of food spoilage / / / / / / / / / / / / / / / / / /
to prevent food wastage and
infection.
Discuss the HACCP Principles and its / / / / / / / / / / / / / / / / / /
importance in food service and food
establishments.
Follow the basic HACCP principles for / / / / / / / / / / / / / / / / / /
homemade product production.
Discuss the basic food processing / / / / / / / / / / / / / / / / / /
techniques.
Relate the new trends in food / / / / / / / / / / / / / / / / / /
preservation to the techniques at
home.
Demonstrate food processing in / / / / / / / / / / / / / / / / / /
creating one home food processed
product.
Discuss the guidelines in food / / / / / / / / / / / / / / / / /
packaging and labeling; and the
manufacturing practices.
Apply the principles of Good / / / / / / / / / / / / / / / /
Manufacturing Practice (GMP) to
homemade food processed products
Discuss the sustainable development / / / / / / / / / / / / / / / /
goals.
Plan for a sustainable food / / / / / / / / / / / / / / / /
production and consumption using
appropriate food technology
processes and techniques.
Organize a mini processed food / / / / / / / / / / / / / / / /
display to exhibit outputs and share
inputs.

RUBRICS FOR CHECKING

ESSAYS, CONCEPTUAL QUESTIONS, & SHORT ANSWER

BEGINNING (1) DEVELOPING (2) PROFICIENT (3) ADVANCE (4)

Demonstrate an initial understanding Demonstrate a partial understanding Demonstrate a complete Demonstrate a sophisticated
of the concepts and competencies of the concepts and competencies understanding of the concepts and understanding of the concepts and
relevant to the expected learning relevant to the expected learning competencies relevant to the expected competencies relevant to the expected
outcomes. outcomes. learning outcomes. learning outcomes.

PORTFOLIO

CRITERIA BEGINNING (1) DEVELOPING (2) PROFICIENT (3) ADVANCE (4)

Many of the components needed Some of the preliminary All components are included Additional components are
Components
are missing. components are missing. and clearly marked included and clearly marked
Organization Organization follows all the
Organization slightly follows instructions for the portfolio
Organization does not follow the Organization follows all the
It follows the the instructions for the with supplemental information
instructions given for the portfolio. instructions for the portfolio.
instructions for the portfolio. provided.
portfolio
Completeness Of Contents are completely filed
Contents Most of the contents are missing Some of the contents are Contents are completely filed and submitted with additional
and/ or disarranged missing and disarranged. and submitted details included.

Promptness Student portfolio submitted two Student portfolio submitted Student portfolio is submitted
Student portfolio is submitted
days, a week, or more after the one day after the given before deadline
on time
Working Days given deadline. deadline.