This document outlines the curriculum for a senior high school course on Disciplines and Ideas in the Applied Social Sciences. The course introduces students to counseling, social work, and communication by exploring the basic concepts, professionals, clientele, settings, processes, and functions of each discipline. Students will demonstrate their understanding through group presentations, participant observation, surveys of peers, and reflection on field experiences. The goal is for students to comprehend how applied social sciences address individual and societal needs and to synthesize their learnings about these disciplines and their impacts.
This document outlines the curriculum for a Grade 12 course on disciplines and ideas in applied social sciences. The course introduces counseling, social work, and communication and highlights how they apply theories from social sciences. Students will demonstrate understanding of concepts, professionals, settings, and effects of these disciplines. They will also complete projects, presentations, and surveys to critically analyze how these fields address societal needs and bring about awareness, attitude change, and structural change. The course aims to help students synthesize their learning about how applied social sciences assist individuals and communities.
This document outlines the curriculum for a Grade 12 course on disciplines and ideas in applied social sciences. The course introduces counseling, social work, and communication and highlights how they apply theories from social sciences like psychology and sociology. Over the course of a semester, students will learn about the concepts, professionals, settings, processes, and functions of these applied social science disciplines. They will demonstrate their understanding through group presentations, surveys of peers, and reflection on visits to social programs. The goal is for students to comprehend how applied social sciences address individual and societal needs and affect change.
The document discusses the differences between social sciences and applied social sciences. Social sciences study society and human behavior, while applied social sciences apply theories from social sciences to address real-world problems. It then focuses on counseling as an applied social science. Counseling aims to help clients address problems through clarification and behavior change. The goals of counseling include facilitating change, promoting decision-making, enhancing coping skills, and improving relationships. Counseling's scope includes individual, group, and community-based services.
DIASS UNIT II, LESSON 4_SETTINGS, PROCESSES, METHODS, AND TOOLS IN SOCIAL WOR...JovyTolentino
The document discusses settings, processes, methods, and tools in social work. It describes seven common settings for social work including hospitals, community projects, probation services, family support, mental health care, disability services, and fostering/adoption. The social work process is presented as a sequence of actions including assessment, planning, implementation, and evaluation. Six methods are outlined: social casework, social group work, community organization, administration, social action, and research. Finally, tools for social workers are discussed like ethics, professionalism, networking, continuing education, licensure, and supervision.
This document outlines a culminating activity course for senior high school students in the Humanities and Social Sciences track. The course is designed to allow students to integrate their learning from different subject areas through a creative portfolio. Students will work in teams to produce exhibits or performances demonstrating their understanding of key concepts and principles. They will go through processes such as defining team roles, writing a concept paper, providing feedback, and collaborating to complete tasks. The goal is for students to apply their prior learning and showcase their knowledge through a final exhibition or presentation.
This document outlines the course description, objectives, topics, assignments, and requirements for SASS 514 Mental Health Policy and Service Delivery taught in the spring 2015 semester. The course aims to help students develop a broad understanding of community mental health policies, programs, and major service delivery systems. It will cover historical trends in mental health, conceptions of mental illness, epidemiology of mental disorders, legislation, legal issues, community support programs, barriers to care, and special populations. Students will complete readings assignments, an advocacy assignment, a midterm paper, a final group paper, and presentations to demonstrate their knowledge and skills in analyzing mental health policies and services. The instructor and student responsibilities are also delineated.
This document presents two lesson plans for teaching about overpopulation in Bangladesh. The first lesson plan follows a behaviorist approach, presenting information in logical steps and using reinforcement. The second lesson plan follows a social constructivist approach, where students actively construct knowledge through experiences like role-playing, group work, and discussion. While the first plan is logical, the presenters believe the second plan is better because it engages students psychologically and encourages permanent learning through student-centered activities led by the facilitating teacher.
The document provides an overview of the development team and management team for a module on the Disciplines and Ideas in Applied Social Sciences (DIASS). It introduces the authors, evaluators, illustrator, chairperson, and co-chairpersons for the module. It also lists the printed location and contact information.
This document outlines the curriculum for a Grade 12 course on disciplines and ideas in applied social sciences. The course introduces counseling, social work, and communication and highlights how they apply theories from social sciences. Students will demonstrate understanding of concepts, professionals, settings, and effects of these disciplines. They will also complete projects, presentations, and surveys to critically analyze how these fields address societal needs and bring about awareness, attitude change, and structural change. The course aims to help students synthesize their learning about how applied social sciences assist individuals and communities.
This document outlines the curriculum for a Grade 12 course on disciplines and ideas in applied social sciences. The course introduces counseling, social work, and communication and highlights how they apply theories from social sciences like psychology and sociology. Over the course of a semester, students will learn about the concepts, professionals, settings, processes, and functions of these applied social science disciplines. They will demonstrate their understanding through group presentations, surveys of peers, and reflection on visits to social programs. The goal is for students to comprehend how applied social sciences address individual and societal needs and affect change.
The document discusses the differences between social sciences and applied social sciences. Social sciences study society and human behavior, while applied social sciences apply theories from social sciences to address real-world problems. It then focuses on counseling as an applied social science. Counseling aims to help clients address problems through clarification and behavior change. The goals of counseling include facilitating change, promoting decision-making, enhancing coping skills, and improving relationships. Counseling's scope includes individual, group, and community-based services.
DIASS UNIT II, LESSON 4_SETTINGS, PROCESSES, METHODS, AND TOOLS IN SOCIAL WOR...JovyTolentino
The document discusses settings, processes, methods, and tools in social work. It describes seven common settings for social work including hospitals, community projects, probation services, family support, mental health care, disability services, and fostering/adoption. The social work process is presented as a sequence of actions including assessment, planning, implementation, and evaluation. Six methods are outlined: social casework, social group work, community organization, administration, social action, and research. Finally, tools for social workers are discussed like ethics, professionalism, networking, continuing education, licensure, and supervision.
This document outlines a culminating activity course for senior high school students in the Humanities and Social Sciences track. The course is designed to allow students to integrate their learning from different subject areas through a creative portfolio. Students will work in teams to produce exhibits or performances demonstrating their understanding of key concepts and principles. They will go through processes such as defining team roles, writing a concept paper, providing feedback, and collaborating to complete tasks. The goal is for students to apply their prior learning and showcase their knowledge through a final exhibition or presentation.
This document outlines the course description, objectives, topics, assignments, and requirements for SASS 514 Mental Health Policy and Service Delivery taught in the spring 2015 semester. The course aims to help students develop a broad understanding of community mental health policies, programs, and major service delivery systems. It will cover historical trends in mental health, conceptions of mental illness, epidemiology of mental disorders, legislation, legal issues, community support programs, barriers to care, and special populations. Students will complete readings assignments, an advocacy assignment, a midterm paper, a final group paper, and presentations to demonstrate their knowledge and skills in analyzing mental health policies and services. The instructor and student responsibilities are also delineated.
This document presents two lesson plans for teaching about overpopulation in Bangladesh. The first lesson plan follows a behaviorist approach, presenting information in logical steps and using reinforcement. The second lesson plan follows a social constructivist approach, where students actively construct knowledge through experiences like role-playing, group work, and discussion. While the first plan is logical, the presenters believe the second plan is better because it engages students psychologically and encourages permanent learning through student-centered activities led by the facilitating teacher.
The document provides an overview of the development team and management team for a module on the Disciplines and Ideas in Applied Social Sciences (DIASS). It introduces the authors, evaluators, illustrator, chairperson, and co-chairpersons for the module. It also lists the printed location and contact information.
This document outlines a course on the Knowledge and Philosophical Foundations of the Social Work Profession. The course aims to define social work, explain its history and evolution, identify its legal bases and functions, illustrate the interrelationship between its values, knowledge and practice, and discuss generalist social work practice methods. The course also seeks to articulate an appreciation for the social work profession and its role in improving people's quality of life. Key topics include the history of social work in various countries, theories and perspectives in social work, planned change and the helping process, and issues faced by the profession.
The document provides an overview of a workshop on integrating community-based service-learning into college courses. It defines service-learning and differentiates it from volunteerism. It discusses the benefits of service-learning for students, faculty, and the community. Examples of service-learning projects in different academic disciplines are provided. A six-step model for developing a service-learning course is outlined, including defining learning outcomes, planning community partnerships, course design, reflection activities, and assessment. Sample materials from existing service-learning courses, such as assignments and syllabi, are also mentioned.
trends-networks-ct-sylla.weehh.pdfhomestyle peole of trends and network criti...CristineGraceAcuyan
This course examines global trends and networks in the 21st century to develop students' critical and creative thinking skills. Students will analyze emerging trends, evaluate issues using strategic and intuitive decision-making, and create scenarios to propose interventions and alternative futures. The course aims to help students understand the interconnections between neural networks and social realities. Students will demonstrate their understanding through essays, presentations, and a final video presenting their vision for an ideal future.
RUAS Competency Profile of Bachelor of Social WorkAnja S
Here is the full competency profile of the bachelor programme of social work, at the School of Social Work (ISO) of Rotterdam University of Applied Sciences / Hogeschool Rotterdam, Netherlands.
This document outlines the learning competencies and objectives for Scientific Literacy and Critical Thinking Skills for the K to 12 Alternative Learning System curriculum. It provides examples of competencies across basic, elementary, and secondary education levels that follow a progression from simple to complex. The competencies are designed to enable learners to apply critical thinking skills to solve problems in daily life. The document also describes the requirements for Senior High School, including taking applied subjects, specialization subjects, and core subjects depending on the learner's intended track.
This document outlines a daily lesson plan for a Grade 12 social sciences class. The lesson focuses on the roles, functions, and work areas of social workers. Key points include:
- The objectives are to identify and explain the roles and functions of social workers and identify specific work areas they work in.
- Content includes roles of social workers, functions of social workers, and specific work areas of social workers.
- Teaching methods include group work, concept mapping, and a matrix activity to achieve the lesson objectives.
- Assessment tasks require students to explain roles and functions of social workers and identify their work areas.
MGT 422 Saudi Electronic University Management Case Study.docx4934bk
The document is a case study on ethics and social responsibility from the Saudi Electronic University. It discusses the evolution of ethical concepts and theories of ethics. It analyzes how ethics relates to social responsibility, with references provided. Key theories discussed include virtue ethics, cultural relativism, justice ethics, and Kantian ethics. The role of social responsibility in legal professions is examined.
This document provides a rationale and outline for a unit on the topics of reconciliation, recognition, and respect between Indigenous and non-Indigenous Australians. The unit is designed for a Year 5/6 class and aims to explore these themes through role-playing activities, inquiry-based learning about historical events, and collaborative learning strategies. The goals are for students to develop empathy, understand multiple perspectives, critically examine cultural representations and biases, and reflect on how the past influences the present. The unit aligns with outcomes in the NSW curriculum framework and is intended to empower students to participate in society and develop civic responsibility.
This document summarizes a study on an innovative module aimed at collaborative learning between social work and nursing students. Preliminary findings suggest the module helped develop students' skills but also caused tensions as it pushed them out of their comfort zones. While motivation and understanding of topics increased, interprofessional practice and managing group dynamics proved more challenging. Further analysis is needed to explore facilitating groups and linking course topics to partnership experiences.
Basic Principles Of Teaching and Educational Technology (7,8,9)LorieAnnUmali
The document outlines three principles of learning - socialization, understanding, and cooperative process. It defines socialization as the lifelong process of inheriting norms and skills to participate in society. Understanding refers to comprehending situations and concepts and seeing relationships. The cooperative process principle holds that learning is more effective when students help plan activities and share findings. The objectives are for students to differentiate the principles, perform tasks related to them, and explain their importance for teaching and learning.
These curriculum standards provide a framework for developing social studies education from pre-K through 12th grade. They aim to educate students for civic competence and participation in public life through developing knowledge, skills, and democratic values. The standards reflect 10 themes that draw from social sciences and integrate multiple disciplines. Students demonstrate their learning through individual and group projects that show understanding and skills like research, critical thinking, and communication. The overall goal is to prepare students for citizenship, civic engagement, and democratic decision-making.
This document provides an overview of community-based service-learning and how to incorporate it into college courses. It defines service-learning, discusses its benefits for students, faculty and the community. It also outlines a 6-step model for developing a service-learning course, including defining learning and service outcomes, planning community partnerships, course design, facilitating reflection, and assessment. Examples are provided from existing service-learning courses on how each step can be implemented.
This document provides information about the course SW 672 - Social Work Practice with Groups to be taught in the spring/summer 2013 term. It includes the following key details:
- The course will be held on Wednesdays from 6:30-9:50pm in DeVos classroom 305E. It is a 3 credit course with no prerequisites.
- Students will learn about group dynamics and processes, and integrate theories of task and personal change group structures. The experiential model of teaching will be emphasized.
- Assignments include a populations-at-risk paper, process journal, interview/reflection paper, class participation, and a final exam. Students must demonstrate competencies around diversity, human
This document provides an overview of social work methods and their relationship to field placement. It discusses three main social work methods: social casework, social group work, and community organization. For each method, it provides definitions from experts in the field. It also explains that field placement is an important practical component of social work education, where students can apply the theoretical knowledge and techniques they learn in real-world settings. Both social work methods and field placement are interrelated and important for social workers to gain experience solving problems using scientific approaches.
This document provides the syllabus for an online Introduction to Sociology course. It outlines the course description, objectives, schedule, assignments, grading policy, textbooks, and expectations. The course will introduce key sociological concepts and theories through online materials and assignments. Students will complete readings, discussions, exams, and a group project where they apply sociological perspectives. Assessment will include papers, presentations and exams to evaluate students' understanding of sociology.
The document discusses the NSW model of pedagogy which identifies 18 elements of quality teaching practice grouped into 3 dimensions: intellectual quality, quality learning environment, and significance. It focuses on the element of "connectedness" which refers to making real-world connections and adding value beyond the classroom. Teachers are encouraged to design lessons that apply knowledge to real-life contexts and problems to increase connectedness. Examples include incorporating real materials and skills, relating topics to students' lives, and ensuring work has value outside of school.
The document outlines the philosophy, vision, mission, goals, core values, learning outcomes, and course details of the Lyceum de San Pablo. The institution's philosophy emphasizes godliness and knowledge. Its vision is to produce competent graduates through collaboration between administrators, teachers, parents and students. The mission is to provide quality education accessible to all. The goals include providing high quality academic programs, maintaining qualified faculty and staff, ensuring a reliable learning environment, developing partnerships, and conducting research. The core values are leadership, innovation, fellowship and excellence. Learning outcomes focus on developing knowledge, skills, and values in students. The course details provided are for a Mathematics in the Modern World class, including pre-requisites, description,
This document summarizes a training workshop for residence dons on community-engaged learning. The workshop covered: an introduction to the Centre for Community Partnerships and community-engaged learning; strategies for getting students involved in community-engaged projects; applying student development theory to community-engaged learning; and collaborating with the Centre for Community Partnerships. Dons worked in pairs to brainstorm potential community-engaged learning programs for their students focusing on common community themes.
This document summarizes a presentation given by Professor Helena Neves Almeida on professional competences and skills in social work. The presentation addressed the theoretical background of changes in society and social work, current paradigms of social intervention and competences/skills, and challenges and professional responsibilities. It discussed conceptions of competence and skills, identified key social work competences like communication, assessment, and working in organizations. It also analyzed how skills can be developed through experience, reflection, supervision and addressing how universities can help assure good competences and skills in social work education.
As a student of MSW final year, first time I presented this PPT at RCU's P G Halakatti, P G Centre, Vachana Sanagama,Toravi, Vijayapur. This is a wonderful experience and opportunity to me..
This document outlines a course on the Knowledge and Philosophical Foundations of the Social Work Profession. The course aims to define social work, explain its history and evolution, identify its legal bases and functions, illustrate the interrelationship between its values, knowledge and practice, and discuss generalist social work practice methods. The course also seeks to articulate an appreciation for the social work profession and its role in improving people's quality of life. Key topics include the history of social work in various countries, theories and perspectives in social work, planned change and the helping process, and issues faced by the profession.
The document provides an overview of a workshop on integrating community-based service-learning into college courses. It defines service-learning and differentiates it from volunteerism. It discusses the benefits of service-learning for students, faculty, and the community. Examples of service-learning projects in different academic disciplines are provided. A six-step model for developing a service-learning course is outlined, including defining learning outcomes, planning community partnerships, course design, reflection activities, and assessment. Sample materials from existing service-learning courses, such as assignments and syllabi, are also mentioned.
trends-networks-ct-sylla.weehh.pdfhomestyle peole of trends and network criti...CristineGraceAcuyan
This course examines global trends and networks in the 21st century to develop students' critical and creative thinking skills. Students will analyze emerging trends, evaluate issues using strategic and intuitive decision-making, and create scenarios to propose interventions and alternative futures. The course aims to help students understand the interconnections between neural networks and social realities. Students will demonstrate their understanding through essays, presentations, and a final video presenting their vision for an ideal future.
RUAS Competency Profile of Bachelor of Social WorkAnja S
Here is the full competency profile of the bachelor programme of social work, at the School of Social Work (ISO) of Rotterdam University of Applied Sciences / Hogeschool Rotterdam, Netherlands.
This document outlines the learning competencies and objectives for Scientific Literacy and Critical Thinking Skills for the K to 12 Alternative Learning System curriculum. It provides examples of competencies across basic, elementary, and secondary education levels that follow a progression from simple to complex. The competencies are designed to enable learners to apply critical thinking skills to solve problems in daily life. The document also describes the requirements for Senior High School, including taking applied subjects, specialization subjects, and core subjects depending on the learner's intended track.
This document outlines a daily lesson plan for a Grade 12 social sciences class. The lesson focuses on the roles, functions, and work areas of social workers. Key points include:
- The objectives are to identify and explain the roles and functions of social workers and identify specific work areas they work in.
- Content includes roles of social workers, functions of social workers, and specific work areas of social workers.
- Teaching methods include group work, concept mapping, and a matrix activity to achieve the lesson objectives.
- Assessment tasks require students to explain roles and functions of social workers and identify their work areas.
MGT 422 Saudi Electronic University Management Case Study.docx4934bk
The document is a case study on ethics and social responsibility from the Saudi Electronic University. It discusses the evolution of ethical concepts and theories of ethics. It analyzes how ethics relates to social responsibility, with references provided. Key theories discussed include virtue ethics, cultural relativism, justice ethics, and Kantian ethics. The role of social responsibility in legal professions is examined.
This document provides a rationale and outline for a unit on the topics of reconciliation, recognition, and respect between Indigenous and non-Indigenous Australians. The unit is designed for a Year 5/6 class and aims to explore these themes through role-playing activities, inquiry-based learning about historical events, and collaborative learning strategies. The goals are for students to develop empathy, understand multiple perspectives, critically examine cultural representations and biases, and reflect on how the past influences the present. The unit aligns with outcomes in the NSW curriculum framework and is intended to empower students to participate in society and develop civic responsibility.
This document summarizes a study on an innovative module aimed at collaborative learning between social work and nursing students. Preliminary findings suggest the module helped develop students' skills but also caused tensions as it pushed them out of their comfort zones. While motivation and understanding of topics increased, interprofessional practice and managing group dynamics proved more challenging. Further analysis is needed to explore facilitating groups and linking course topics to partnership experiences.
Basic Principles Of Teaching and Educational Technology (7,8,9)LorieAnnUmali
The document outlines three principles of learning - socialization, understanding, and cooperative process. It defines socialization as the lifelong process of inheriting norms and skills to participate in society. Understanding refers to comprehending situations and concepts and seeing relationships. The cooperative process principle holds that learning is more effective when students help plan activities and share findings. The objectives are for students to differentiate the principles, perform tasks related to them, and explain their importance for teaching and learning.
These curriculum standards provide a framework for developing social studies education from pre-K through 12th grade. They aim to educate students for civic competence and participation in public life through developing knowledge, skills, and democratic values. The standards reflect 10 themes that draw from social sciences and integrate multiple disciplines. Students demonstrate their learning through individual and group projects that show understanding and skills like research, critical thinking, and communication. The overall goal is to prepare students for citizenship, civic engagement, and democratic decision-making.
This document provides an overview of community-based service-learning and how to incorporate it into college courses. It defines service-learning, discusses its benefits for students, faculty and the community. It also outlines a 6-step model for developing a service-learning course, including defining learning and service outcomes, planning community partnerships, course design, facilitating reflection, and assessment. Examples are provided from existing service-learning courses on how each step can be implemented.
This document provides information about the course SW 672 - Social Work Practice with Groups to be taught in the spring/summer 2013 term. It includes the following key details:
- The course will be held on Wednesdays from 6:30-9:50pm in DeVos classroom 305E. It is a 3 credit course with no prerequisites.
- Students will learn about group dynamics and processes, and integrate theories of task and personal change group structures. The experiential model of teaching will be emphasized.
- Assignments include a populations-at-risk paper, process journal, interview/reflection paper, class participation, and a final exam. Students must demonstrate competencies around diversity, human
This document provides an overview of social work methods and their relationship to field placement. It discusses three main social work methods: social casework, social group work, and community organization. For each method, it provides definitions from experts in the field. It also explains that field placement is an important practical component of social work education, where students can apply the theoretical knowledge and techniques they learn in real-world settings. Both social work methods and field placement are interrelated and important for social workers to gain experience solving problems using scientific approaches.
This document provides the syllabus for an online Introduction to Sociology course. It outlines the course description, objectives, schedule, assignments, grading policy, textbooks, and expectations. The course will introduce key sociological concepts and theories through online materials and assignments. Students will complete readings, discussions, exams, and a group project where they apply sociological perspectives. Assessment will include papers, presentations and exams to evaluate students' understanding of sociology.
The document discusses the NSW model of pedagogy which identifies 18 elements of quality teaching practice grouped into 3 dimensions: intellectual quality, quality learning environment, and significance. It focuses on the element of "connectedness" which refers to making real-world connections and adding value beyond the classroom. Teachers are encouraged to design lessons that apply knowledge to real-life contexts and problems to increase connectedness. Examples include incorporating real materials and skills, relating topics to students' lives, and ensuring work has value outside of school.
The document outlines the philosophy, vision, mission, goals, core values, learning outcomes, and course details of the Lyceum de San Pablo. The institution's philosophy emphasizes godliness and knowledge. Its vision is to produce competent graduates through collaboration between administrators, teachers, parents and students. The mission is to provide quality education accessible to all. The goals include providing high quality academic programs, maintaining qualified faculty and staff, ensuring a reliable learning environment, developing partnerships, and conducting research. The core values are leadership, innovation, fellowship and excellence. Learning outcomes focus on developing knowledge, skills, and values in students. The course details provided are for a Mathematics in the Modern World class, including pre-requisites, description,
This document summarizes a training workshop for residence dons on community-engaged learning. The workshop covered: an introduction to the Centre for Community Partnerships and community-engaged learning; strategies for getting students involved in community-engaged projects; applying student development theory to community-engaged learning; and collaborating with the Centre for Community Partnerships. Dons worked in pairs to brainstorm potential community-engaged learning programs for their students focusing on common community themes.
This document summarizes a presentation given by Professor Helena Neves Almeida on professional competences and skills in social work. The presentation addressed the theoretical background of changes in society and social work, current paradigms of social intervention and competences/skills, and challenges and professional responsibilities. It discussed conceptions of competence and skills, identified key social work competences like communication, assessment, and working in organizations. It also analyzed how skills can be developed through experience, reflection, supervision and addressing how universities can help assure good competences and skills in social work education.
As a student of MSW final year, first time I presented this PPT at RCU's P G Halakatti, P G Centre, Vachana Sanagama,Toravi, Vijayapur. This is a wonderful experience and opportunity to me..
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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1. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACADEMIC TRACK
K to 12 Senior High School Humanities and Social Sciences Strand – Disciplines and Ideas in the Applied Social Sciences February 2014 Page 1 of 7
Grade: 12 Semester: 1st semester
Subject Title: Disciplines and Ideas in the Applied Social Sciences No. of Hours/ Semester: 80 hours/ semester
Prerequisite: Disciplines and Ideas in the Social Sciences
Subject Description: This course introduces some Applied Social Sciences, namely, Counseling, Social Work, and Communication, which draw their foundation from the
theories and principles of Psychology, Sociology, Anthropology, and other Social Sciences. The course highlights the seamless interconnectivity of the different applied social
science disciplines while focusing on the processes and applications of these applied disciplines in critical development areas.
At the end of the course, students shall demonstrate competencies in interacting and relating with other individuals, groups, and communities; apply social sciences
principles, practices, and tools in addressing the development areas identified by the class; and analyze how processes in these applied disciplines work in specific life
situations.
CONTENT CONTENT STANDARD
PERFORMANCE
STANDARD
LEARNING COMPETENCY CODE
1. Course Introduction (Applied Social
Sciences)
1.1 Definition of social sciences
1.2 Definition of applied social sciences
The learners
demonstrate an
understanding of…
social sciences and
applied social sciences
The learners should be able
to…
explain clearly public
perceptions about the work
of social sciences and applied
social science practitioners
The learners ...
1. clarify the relationships between social
sciences and applied social sciences
HUMSS_DIASS
12-Ia-1
2. cite differences among the applied
social sciences
HUMSS_DIASS
12-Ia-2
Counseling
1. The Discipline of Counseling
1.1 Counseling
1.1.1 Definitions
1.1.2 Goals
1.1.3 Scope
1.1.4 Core values
1.1.5 Principles
disciplines of counseling demonstrate a high level of
understanding of the basic
concepts of counseling
through a group presentation
of a situation in which
practitioners of counseling
work together to assist
individuals, groups, or
communities involved in
difficult situations (e.g.,
postdisaster, court hearing
about separation of celebrity
couple, cyber bullying)
1. identify the goals and scope of
counseling
HUMSS_DIASS
12-Ib-3
2. demonstrate comprehension of the
principles of counseling
HUMSS_DIASS
12-Ib-4
3. discuss the core values of counseling
HUMSS_DIASS
12-Ib-5
2. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACADEMIC TRACK
K to 12 Senior High School Humanities and Social Sciences Strand – Disciplines and Ideas in the Applied Social Sciences February 2014 Page 2 of 7
CONTENT CONTENT STANDARD
PERFORMANCE
STANDARD
LEARNING COMPETENCY CODE
2. Professionals and Practitioners in
Counseling
2.1 Roles, functions, and competencies of
counselors
2.2 Areas of specialization where
counselors work
2.3 Career opportunities of counselors
2.4 Rights, Responsibilities,
Accountabilities, and Code of Ethics
professionals and
practitioners in
counseling
undertake participant
observation (e.g., a day in a
life of a counselor) to
adequately document and
critique their roles, functions,
and competencies
4. show understanding of the roles and
functions of counselors
HUMSS_DIASS
12-Ic-6
5. identify specific work areas in which
counselors work
HUMSS_DIASS
12-Ic-7
6. identify career opportunities for
counselors
HUMSS_DIASS
12-Ic-8
7. value rights, responsibilities, and
accountabilities
HUMSS_DIASS
12-Ic-9
8. distinguish between ethical and
unethical behaviors among counselors
HUMSS_DIASS
12-Ic-10
3. Clientele and Audiences in Counseling
3.1 Characteristics and needs of various
types of clientele and audiences
3.1.1 Individuals
3.1.2 Groups and Organizations
3.1.3 Communities
clientele and audiences
in counseling
use acceptable research
protocols, conduct a survey
among young adults (i.e.,
ages 18–21) on their
counseling needs
present results and
recommendation for class
discussion
9. describe the clientele and audience of
counseling
HUMSS_DIASS
12-Id-11
4. Settings, Processes, Methods, and
Tools in Counseling
4.1 Settings
3.1.1 Government
3.1.2 Private Sector
3.1.3 Civil Society
3.1.4 Schools
3.1.5 Community
settings, processes,
methods, and tools in
counseling
using the results of the
survey conducted, critically
evaluate whether the needs
of the respondents are
addressed by the
practitioners and pertinent
institutions
propose suggestions on how
needs can be effectively
addressed
10. identify the settings in which
counselors are found
HUMSS_DIASS
12-Id-12
HUMSS_DIASS
12-Id-13
5. Counseling services, processes, and
methods
11. illustrate the different processes and
methods involved in undertaking
counseling
HUMSS_DIASS
12-Id-14
12. distinguish the needs of individuals,
groups, organizations, and
communities
HUMSS_DIASS
12-Id-15
3. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACADEMIC TRACK
K to 12 Senior High School Humanities and Social Sciences Strand – Disciplines and Ideas in the Applied Social Sciences February 2014 Page 3 of 7
CONTENT CONTENT STANDARD
PERFORMANCE
STANDARD
LEARNING COMPETENCY CODE
Social Work
1. The Discipline of Social Work
1.1 Social Work
1.1.1 Definitions
1.1.2 Goals
1.1.3 Scope
1.1.4 Core values
1.1.5 Principles
disciplines of social work demonstrate a high level of
understanding of the basic
concepts of social work
through a group presentation
of a situation in which
practitioners of social work
collaborate to assist
individuals, groups, or
communities involved in
difficult situations (e.g.,
postdisaster, court hearing
about separation of celebrity
couple, cyber bullying)
1. identify the goals and scope of social
work
HUMSS_DIASS
12-Ie-16
2. demonstrate comprehension of
the principles of social work
HUMSS_DIASS
12-Ie-17
3. discuss the core values of social
work
HUMSS_DIASS
12-Ie-18
2. Professionals and Practitioners in Social
Work
2.1 Roles, functions, and competencies of
social workers
2.2 Areas of specialization in which social
workers work
2.3 Career opportunities of social workers
2.4 Rights, Responsibilities,
Accountabilities, and Code of Ethics
professionals and
practitioners in social
work
undertake participant
observation (e.g., a day in a
life of a social worker) to
adequately document and
critique their roles, functions,
and competencies
4. show an understanding of the roles and
functions of social workers
HUMSS_DIASS
12-If-19
5. identify specific work areas in which
social workers work
HUMSS_DIASS
12-If-20
6. identify career opportunities for social
workers
HUMSS_DIASS
12-If-21
7. value rights, responsibilities, and
accountabilities
HUMSS_DIASS
12-If-22
8. distinguish between ethical and
unethical behaviors among
practitioners
HUMSS_DIASS
12-If-23
3. Clientele and Audiences in Social Work
3.1 Characteristics and needs of various
types of clientele and audiences
3.1.1 Individuals
3.1.2 Groups and Organizations
3.1.3 Communities
clientele and audiences
in social work
use acceptable research
protocols, conduct a survey
among young adults (i.e.,
ages 18–21) on their social
work needs
present results and
recommendation for class
discussion
9. describe the clientele and audience of
social work
HUMSS_DIASS
12-Ig-24
10. distinguish the needs of individuals,
groups, organizations and communities
HUMSS_DIASS
12-Ig-25
4. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACADEMIC TRACK
K to 12 Senior High School Humanities and Social Sciences Strand – Disciplines and Ideas in the Applied Social Sciences February 2014 Page 4 of 7
CONTENT CONTENT STANDARD
PERFORMANCE
STANDARD
LEARNING COMPETENCY CODE
4. Settings, Processes, Methods, and
Tools in Social Work
4.1 Settings
3.1.1 Government
3.1.2 Private Sector
3.1.3 Civil Society
3.1.4 Schools
3.1.5 Community
settings, processes,
methods, and tools in
social work
using the results of the
survey conducted, critically
evaluate whether the needs
of the respondents are
addressed by the
practitioners and pertinent
institutions
propose suggestions on how
needs can be effectively
addressed
11. identify the settings in which social
workers are found
HUMSS_DIASS
12-Ig-26
5. Social Work services, processes, and
methods
12. illustrate the different processes and
methods involved in undertaking social
work
HUMSS_DIASS
12-Ig-27
Communication
1. The Discipline of Communication
1.1 Communication
1.1.1 Definitions
1.1.2 Goals
1.1.3 Basic elements of
communication process
1.1.4 Levels of Communication
(from intrapersonal to mass
communication)
disciplines of
communication
demonstrate a high level of
understanding of the basic
concepts of communication
through a group presentation
of a situation in which
practitioners of
communication work
together to assist individuals,
groups, or communities
involved in difficult situations
(e.g., postdisaster, court
hearing about separation of
celebrity couple, cyber
bullying)
1. identify the goals and scope of
communication
HUMSS_DIASS
12-Ih-28
2. demonstrate comprehension of
the principles of communication
HUMSS_DIASS
12-Ih-29
3. discuss the core values of
communication
HUMSS_DIASS
12-Ih-30
4. describe the elements and levels of the
communication processes
HUMSS_DIASS
12-Ih-31
2. Professionals and Practitioners in
Communication
2.1 Roles, functions, and competencies of
communicators and journalists
2.2 Areas of specialization in which
communicators and journalists work
2.3 Career opportunities of
communicators and journalists
2.4 Rights, Responsibilities,
Accountabilities, and Code of Ethics
professionals and
practitioners in
communication
undertake participant
observation (e.g., a day in a
life of a communicator/
journalist) to adequately
document and critique their
roles, functions, and
competencies
5. show understanding of the roles and
functions of communicators and
journalists
HUMSS_DIASS
12-Ij-32
6. identify specific work areas in which
communicators and journalists work
HUMSS_DIASS
12-Ij-33
7. identify career opportunities for
communicators and journalists
HUMSS_DIASS
12-Ij-34
8. value rights, responsibilities, and
accountabilities
HUMSS_DIASS
12-Ij-35
5. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACADEMIC TRACK
K to 12 Senior High School Humanities and Social Sciences Strand – Disciplines and Ideas in the Applied Social Sciences February 2014 Page 5 of 7
CONTENT CONTENT STANDARD
PERFORMANCE
STANDARD
LEARNING COMPETENCY CODE
9. distinguish between ethical and
unethical behaviors among
practitioners
HUMSS_DIASS
12-Ij-36
3. Clientele and Audiences in
Communication
3.1 Characteristics and needs of various
types of clientele and audiences
3.1.1 Individuals
3.1.2 Groups and Organizations
3.1.3 Communities
clientele and audiences
in communication
use acceptable research
protocols, conduct a survey
among young adults (i.e.,
ages 18–21) on their social
work needs
present results and
recommendation for class
discussion
10. describe the clientele and audience of
communication
HUMSS_DIASS
12-IIa-37
11. distinguish the needs of individuals,
groups, organizations, and
communities
HUMSS_DIASS
12-IIa-38
4. Settings, Processes, Methods, and
Tools in Communication
4.1 Settings
4.1.1 Government
4.1.2 Private Sector
4.1.3 Civil Society
4.1.4 Schools
4.1.5 Community
settings, processes,
methods and tools in
communication
using results of survey
conducted, critically evaluate
whether the needs of the
respondents are addressed
by the practitioners and
pertinent institutions
propose suggestions on how
needs can be effectively
addressed
12. identify the settings in which
communicators and journalists are
found
HUMSS_DIASS
12-IIa-39
13. illustrate the different processes and
methods involved in undertaking
communication
HUMSS_DIASS
12-IIa-40
5. Communication media channels
5.1 Mass media
5.2 New Media and Social media
5.3 Telecommunications
14. distinguish the appropriate
communication media channel(s) to
use in different settings and situations
HUMSS_DIASS
12-IIa-41
Importance of Social Sciences
6. Functions of Applied Social Sciences
6.1 Self-development
6.2 Persuasion
6.3 Art and Entertainment
6.4 News and Information
6.4 Organizing advocacy and
mobilization
6.5 Education
6.6 Socialization
functions of applied
social sciences
assess objectively through an
individual project how the
functions of the applied
social sciences have been
fulfilled in any of the
following:
1. case study of a
counselee
2. case study on
integrative social work
3. comparison of the
1. explain each of the functions of applied
social sciences
HUMSS_DIASS
12-IIb-d-42
2. identify situations that would require
or necessitate the performance of the
various functions in local/Philippine
settings
HUMSS_DIASS
12-IIb-d-43
6. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACADEMIC TRACK
K to 12 Senior High School Humanities and Social Sciences Strand – Disciplines and Ideas in the Applied Social Sciences February 2014 Page 6 of 7
CONTENT CONTENT STANDARD
PERFORMANCE
STANDARD
LEARNING COMPETENCY CODE
programming of any
two television networks
7. Effects of Applied Social Sciences
processes
7.1 Awareness and knowledge, i.e.,
social media, self understanding
7.2 Attitude and value change, i.e.,
disaster risk reduction and climate
change, the bahala na habit
7.3 Behavioral change, i.e., power and
corruption, conflict management and
peace building process, risk
assessment behavior
7.4 Structural Change, i.e., personal and
family relations, gender, overseas
migration of OFW, domestic
violence, single parenting,
community life, criminality,
substance abuse
effects of applied social
sciences processes
participate in a one-day
exposure trip to an existing
development program and
write a sincere reflection
report on the effects of the
processes on the clientele 3. analyze the effects of applied social
sciences processes on individuals,
groups, and society
HUMSS_DIASS
12-IIe-f-44
4. evaluate the effects of certain program
or projects on knowledge, attitude,
and behavior of individuals, groups,
and society
HUMSS_DIASS
12-IIe-i-45
8. Course Synthesis
submit a portfolio of output
from the course
5. synthesize the learning from the
course and its applications to the
learner
HUMSS_DIASS
12-IIj-46
7. K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACADEMIC TRACK
K to 12 Senior High School Humanities and Social Sciences Strand – Disciplines and Ideas in the Applied Social Sciences February 2014 Page 7 of 7
CODE BOOK LEGEND
SAMPLE CODE: HUMSS_DIASS12-Ia-1
LEGEND SAMPLE
First Entry
Track/ Strand
Humanities and Social Sciences
Strand
HUMSS_DIASS
12
underscore_
Track/ Strand Subject
Disciplines and Ideas in the
Applied Social Sciences
Grade Level 12
-
Roman Numeral
*Zero if no specific quarter
Quarter First I
Lowercase Letter
*Put a hyphen (-) in between letters to indicate
more than a specific week
Week 1 a
-
Arabic Number Competency
clarify the relationships between
social sciences and applied social
sciences
1