PE 1 - ENGLISH SYLLABUS (2) final najud.docx

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Republic of the Philippines
Commission on Higher Education
BUENAVISTA COMMUNITY COLLEGE
"Caring Your Future"
Cangawa, Buenavista, Bohol
COLLEGE OF TEACHER EDUCATION
Bachelor of Secondary
Education Major in
English
First Semester (A.Y. 2024-2025)
Outcomes-Based Education Learning Plan
(Based on the Suggested CHED Curriculum – CMO No. 75, s. 2017)
COURSE PROGRAM: Bachelor of Secondary Education Major in English
COURSE NUMBER: PE 1 – PATHFIT 1
COURSE TITLE: Movement Competency Training
COURSE UNITS: 2
Vision
Buenavista Community College provides a supportive and transformational environment and excellent, flexible and accessible educational programs that
will develop an educated population and a community and globally competitive workforce.
Mission
Buenavista Community College is committed to provide affordable access to quality education and offers a dynamic, diverse and supportive
environment that develops students’ academic, professional and personal competencies to meet the demands of our changing global society.
PRE-REQUISITE

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Goals
 Provides an environment that cultivates students' learning success through on-going assessment of learning outcomes.
 Provides students with opportunities including programs and services that enable success in academic, career and civic pursuits.
 Periodically updates the college's Master Plan including new buildings and facilities to meet the needs of the time in order to build a more
cohesive physical campus that is consistent with BCC's programmatic needs.
 Promotes a climate of collaboration and equity among all college constituencies.
 Maintains a pool of competent, committed, dedicated, well-trained and qualified faculty to deliver quality instruction.
 Links with TESDA, other colleges and universities, reputable companies, firms and establishments, non-governmental and governmental agencies.
IILO (INSTITUTIONAL INTENDED LEARNING OUTCOME)
Institutional
Graduate
Attributes
Graduate Outcomes Core Values
Community
Service
Oriented
IO1 Sensitive to the needs of the community by participating actively in community activities SELFLESS
UNDERSTANDING
NATIONALISTIC
IO2 Acts as a model in shaping and influencing others’ lives to become civic and socially responsible
members of the community.
IO3 Initiates, implements, and evaluates relevant activities that will respond to the needs of the
community.
IO4 Shows a strong sense of national awareness by espousing environmental and cultural
preservation.
Humane
and Value-
laden
individuals
IO5 Respects equality of opportunities regardless of gender preference. UNDERSTANDING
VERSATILE
BENEVOLENT
VERSATILE
IO6 Behaves ethically and responsibly in social, professional, and work environments in the light of
personal faith.
IO7 Shows love, honesty, integrity, discipline, righteousness, and self-worth in interaction with
other members of society.
IO8 Demonstrates professionalism in all endeavors.
Highly
Competent
Professional
IO9 Performs competently and proficiently according to the standards of the profession and faces
challenges with ease and confidence.
EFFECTIVE
INDUSTRIOUS
EFFECTIVE
VERSATILE
ALTRUISTIC
IO10 Designs, implements, and evaluates new information pertinent to future professional practice
and in
day-to-day life with inventiveness, insight, originality, and openness.
IO11 Innovates techniques in solving problems critically.
IO12 Generates ideas and concepts that would lead to societal and humanistic transformations
grounded
on research culture.

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IO13 Empower others to acquire leadership skills to create a positive environment in the workplace.
Effective
Communicato
r
IO14 Promotes greater change of one’s self-reflected unto others through the acquired macro skills
of listening, speaking, reading, and writing.
ADAPTABLE
EFFECTIVE
EFFECTIVE
BENEVOLENT
IO15 Utilizes language effectively, meaningfully, and responsibly in acquiring and delivering
information to society.
IO16 Communicates competently and effectively both oral and written in a wide range of social,
professional, and work contexts.
Adaptive
lifelong-
learner
IO17 Builds smooth relationships in any environmental context by deepening connections to others. ADAPTABLE
ALTRUISTIC
TRUSTWORTHY
IO18 Sustains inquisitiveness in searching for life-long learning.
IO19 Serves as an agent of continuous change in coping and living up to societal demands.
IO20 Pursues the quest for knowledge for the improvement of the quality of life in the next
generation.
PILO (PROGRAM INTENDED LEARNING OUTCOME)
PILO Code Program Outcomes
TEE01 possess broad knowledge of language and literature for effective learning.
TEE02 use English as a global language in a multilingual context as it applies to the teaching of language and literature.
TEE03 acquire extensive reading background in language, literature and allied fields.
TEE04 demonstrate proficiency in oral and written communication.
TEE05 shows competence in employing innovative language and literature teaching approaches, methodologies, and strategies.
TEE06 use technology in facilitating language learning and teaching.
TEE07 inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching language and
literature.
TEE08 display skills and abilities to be a reflective and research-oriented language and literature teacher.
TEE09 articulate and discuss the latest developments in the specific field of practice.
TEE10 effectively communicate in English and Filipino both orally and in writing.
TEE11 work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi-cultural teams.
TEE12 act in recognition of professional, social, and ethical responsibility.
TEE13 preserve and promote “Filipino historical and cultural heritage” (based on RA 7722).
TEE14 articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts.
TEE15 demonstrate mastery of subject matter/disciplines.
TEE16 facilitate learning using wide range of teaching methodologies and delivery modes appropriate to specific learners and
environments.

CILO (COURSE INTENDED LEARNING OUTCOME)
Upon successful completion of this course, the students shall be able to:
1. define and articulate the principles of movement enhancement and their relevance to overall physical fitness and wellness;
2. develop and demonstrate improved coordination, flexibility, strength, and balance through a variety of physical activities and exercises;
3. identify and explain basic anatomical and physiological concepts related to movement, including muscle function and joint mechanics;
4. execute fundamental movement patterns with proper technique and form, ensuring the effective and safe performance of exercises;
5. analyze and distinguish between different types of exercises and their specific benefits for enhancing various aspects of physical fitness; and
6. implement safety measures and injury prevention strategies during physical activities to maintain a healthy and sustainable fitness routine.
COURSE DESCRIPTION
The Physical Education 1 – PATHFIT 1 - Movement Competency Training course explores the role of physical education in improving wellness and its
relevance to students' studies. It focuses on developing coordination, flexibility, and strength through various fitness activities while emphasizing safe
exercise practices. Students will learn basic anatomy and physiology, including bone health and muscle types, and apply this knowledge to perform and
understand effective exercise techniques. The course includes practical demonstrations of movement patterns, warm-ups, cool-downs, and aerobic
exercises, including dancing with music, to support overall fitness and health.
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TEE17 develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
TEE18 apply skills in the development and utilization of ICT to promote, quality, relevant, and sustainable educational practices.
TEE19 demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.
TEE20 practice professional and ethical teaching standards to the local, national, and global realities.
TEE21 pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.
TEE22 graduates of professional institutions demonstrate service orientation in their respective professions.
TEE23 graduates of colleges are qualified for various types of employment and participate in development activities and public
discourses, particularly in response to the needs of the communities they serve.
TEE24 graduates of universities contribute to the generation of new knowledge by participating in various research and development
projects.

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ILO
CODE
PILO
CODE
CILO TIME
FRAM
E
COMPETENCIES
LEARNIN
G
CONTENT
OUTCOME
(product/
performance
)
ASSESSMENTS
TEACHING
LEARNING
ACTIVITIE
S (TLA)
RESOURCE/
MATERIALS
IO10 TEE09 CILO1 Week 1-
2
At the end of the
lessons, 90% of the
students shall be
able to:
 define the
meaning of
physical
education;
 explain
the relevance
to
wellness
development;
 Course
Orientation
and the
Importance of
Rules.
 Introduction
and The Legal
Bases
of Physical
Education
At the end of the
lessons, 90 % of
the students
should have:
- defined the
meaning
of physical
education;
- explained the
relevance
to wellness
development;
- Essay
(rubrics
)
- 1 minute
Essay (rubrics)
-Class
Discussion
-Individual
Activity
-Class
Discussion
-Individual
Activity
Books
(Physical
Education 1
– Movement
Enhancement
, page 2-4)

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IO3
IO2
0
IO7
TEE16
TEE17
TEE21
CILO2
CILO6
Week 3-
4
Week 5
 develop
coordination,
flexibility and
power after
indulging into its
varied physical
fitness; and
 recognize the
importance of
healthy living and
the
safety
measures
for physical
conditioning.
 Health and
Fitness
 Physical
Education and
Health Safety
Guidelines
- developed
coordination,
flexibility
and
power
after indulging
into its varied
physical fitness;
and
- recognized
the
importance
of
healthy living
and the
safety measures
for
physical
conditioning.
- Physical
Fitness Test
- Essay
(rubrics
)
- Summative Test
- Prelim
Examinatio
n
-Class
Discussion
-Individual
Activity
-Class
Discussion
-Individual
Activity
Books
(Physical
Education 1 –
Movement
Enhancement
, page 5-9)
Books
(Physical
Education 1 –
Movement
Enhancement
, page 11-15)

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IO10 TEE09 CILO3 Week 6
At the end of the
lessons, 90% of the
students shall be able
to:
 identify
the components
of the human
body;
 The Science of
Human
Movement and
the Two
Components of
Human Body –
At the end of the
lessons, 90 % of
the students
should have:
- identified the
components of
the human body;
- Objective Test -Class
Discussion
-Individual
Activity
Books
(Physical
Education 1 –
Movement
Enhancement,
page 17-23)

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IO11
IO9
IO1
8
IO2
0
TEE16
TEE17
TEE15
TEE21
CILO3
CILO2
CILO4
CILO5
CILO6
Week 7
Week 8
Week 9
 explain
the functions of
the skeletal
system of the
human body;
 enumerate the
factors
influencing the
bone health;
 demonstrate the
basic movements
of the body;
 explain
the importance of
proper
movements and
exercises in their
Major Bones
and Bones
Group
 Factors
Influencing
Bone Health
and the kinds of
Muscle fiber
 Range of
Movements and
the Basic
Movements in
Flexibility.
 Exercise for
Fitness
- explained the
functions of the
skeletal system of
the human body;
- enumerated the
factors influencing
the bone health;
-demonstrated the
basic movements
of the body;
- explained the
impact
and
importance
of proper
movements and
exercises in their
daily activities; and
- Essay
(rubrics)
- Paper
and pencil
Test
- Performanc
e Task
(rubrics)
- Essay
(rubrics
)
-Class
Discussion
-Individual
Activity
-Class
Discussion
-Individual
Activity
-Individual/
Group
Performance
-Class
Discussion
-Individual
Activity
Books
(Physical
Education 1 –
Movement
Enhancement
, page 25-37)
Books
(Physical
Education 1 –
Movement
Enhancement
, page 38-47)
Books
(Physical
Education 1 –
Movement
Enhancement
, page 48-51)

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daily activities;
and

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IO9 TEE15 CILO4 Week
10
 execute the basic
movement
patterns.
 Basic
Movement
Patterns
- executed the
basic movement
patterns.
- Performanc
e Task
(rubrics)
- Midterm
Examinatio
n
-Demonstration
-Individual
Performance
Books
(Physical
Education 1 –
Movement
Enhancement
, page 53-64)
IO9
IO1
0
TEE09 CILO3 Week
11-12
At the end of the
lessons, 90% of the
to:
 identify
the muscles as
prime movers
or
antagonist
muscles in the
movement;
 demonstrate
physical
exercise
with the
prime
movers
or
 How muscles
produce
movements?
At the end of the
lessons, 90 % of
the students
should have:
- identified
the
muscles as
prime movers
or
antagonist
muscles in
the movement;
- demonstrate
physical
exercise with
the
prime
movers
or
- Quiz
- Performanc
e Task
(rubrics)
-Class
Discussion
-Individual
Activity
-Individual/
Group
Performance
Books
(Physical
Education 1 –
Movement
Enhancement
, page 65-88)

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antagonist
muscles in
the
movement;
antagonist
muscles in
the
movement;

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IO9
IO1
0
IO1
7
TEE09
TEE15
CILO1
CILO5
Week
13-14
 discuss the Warm-
Up and Cool
Down Activities;
and
 Execute the
Warm- Up and
Cool Down
Activities.
 Warm-Up
Activities,
Warm-Up
Exercise in
Routine and
Cool Down
Activities.
- discussed the
Warm- Up and
Cool Down
Activities; and
- Executed the
Warm- Up and
Cool Down
Activities
- Objective Test
- Performanc
e Task
(rubrics)
- Semi- Final
Examination
-Class
Discussion
-Individual
Activity
-Group
Performance
Books
(Physical
Education 1 –
Movement
Enhancement
, pages 89-
114)
IO10 TEE09 CILO1
CILO5
Week
15
At the end of the
lessons, 90% of the
to:
 define the
phases of
Aerobic
Exercise;
 Aerobic
Exercises
(Importance of
Aerobic
Exercise,
Exercise and
Fitness)
At the end of the
lessons, 90 % of
the students
should have:
- define the
phases of Aerobic
Exercise;
- Essay
(rubrics)
-Class
Discussion
-Individual
Activity
Books
(Physical
Education 1 –
Movement
Enhancement
, page 115-
121)

COURSE REQUIREMENTS/OUTPUT
As evidence of attaining the above learning outcomes, the students have to do and submit the following:
• Major Exams
• Summative Quizzes
• Performances
• Per Unit outcome-based projects or outputs as specified in assessments
REFERENCES
 Books (Physical Education 1 – Movement Enhancement)
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IO9
IO2
0
IO9
IO1
8
IO2
0
TEE15
TEE15
CILO2
CILO4
CILO5
CILO2
CILO4
CILO5
Week
16
Week
17-18
 discuss the health
benefits of
Aerobic Exercise;
and
 demonstrate
the
basic
aerobic dancing
and exercises
accompanied
with
music.
 Health Benefits
of an Aerobic
Exercise
(Warm- Up
Exercise)
 Aerobic
Dancing and
Exercises
accompanied
with music.
- discussed the
health benefits of
Aerobic Exercise;
and
- demonstrated
the basic
aerobic dancing
and exercises
accompanied
with music.
- 1 minute
essay (rubrics)
- Performanc
e Task
(rubrics)
- Final
Examinatio
n
-Class
Discussion
-Individual
Activity
-Demonstration
-Group
Performance
Books
(Physical
Education 1 –
Movement
Enhancement
, page 123)
Books
(Physical
Education 1 –
Movement
Enhancement
, page 125-
145)

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RUBRICS USED FOR ASSESSMENT:
Essay Rubric (Total Score: 20 Points)
Category 5 Points (Excellent) 4 Points (Good) 3 Points (Fair) 2 Point (Poor)
Content The essay thoroughly addresses
all aspects of the prompt,
providing insightful and detailed
reflections.
The essay addresses most
aspects of the prompt with clear
reflections.
The essay addresses some
aspects of the prompt, but
reflections lack depth and
detail.
The essay addresses few
aspects of the prompt and
lacks clear reflections.
Organization The essay is well-organized with a
clear introduction, body, and
conclusion. Ideas flow logically
and coherently.
The essay has a clear structure
with a coherent flow of ideas,
though minor organization
issues may be present.
The essay has some
organizational issues, and
ideas may not flow logically.
The essay is poorly organized,
making it difficult to follow
the flow of ideas.
Analysis and
Reflection
The essay provides deep analysis
and insightful reflections,
connecting personal experiences
with broader concepts and
demonstrating critical thinking.
The essay provides good
analysis and reflections, making
some connections between
personal experiences and
broader concepts.
The essay provides some
analysis and reflections but
lacks depth and connection
to broader concepts.
The essay provides little to no
analysis or reflection, with no
connections to broader
concepts.
Mechanics The essay is free from
grammatical, spelling, and
punctuation errors.
The essay has a few
minor grammatical,
spelling, or punctuation
errors.
The essay has several
grammatical, spelling, or
punctuation errors that
distract from the content.
The essay has numerous
grammatical, spelling, or
punctuation errors that
significantly interfere with
readability.
GRADING SYSTEM
Attendance............................................10%
Quizzes.................................................10%
Examination..........................................20%
Performance Task.................................60%
TOTAL.................................................100%

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Rubric for Basic Body Movements Group Performance Task (Total Score: 50 Points)
Category Excellent (10 pts) Good (8 pts) Fair (6 pts) Needs Improvement (4 pts) Poor (2 pts)
Movement
Accuracy
All movements are
performed accurately and
precisely.
Most movements are
accurate with minor
errors.
Some movements are
accurate, but several
errors.
Movements are often
inaccurate with many
errors.
Movements are largely
inaccurate.
Coordination Exceptional
coordination;
movements are fluid
and seamless.
Good coordination with
minor inconsistencies.
Fair coordination with
noticeable
inconsistencies.
Poor coordination with
frequent inconsistencies.
Very poor coordination;
movements are disjointed.
Timing and
Rhythm
Excellent timing and
rhythm; movements are
perfectly synchronized.
Good timing and rhythm
with minor lapses.
Fair timing and rhythm
with noticeable lapses.
Timing and rhythm are
inconsistent.
Poor timing and rhythm;
movements are out of
sync.
Control and
Balance
Excellent control and
balance; movements
are well-managed.
Good control and
balance with minor
issues.
Fair control and balance;
are some noticeable
issues.
Poor control and balance;
frequent instability.
Very poor control and
balance; movements are
unstable.
Creativity and
Expression
Highly creative and
expressive;
demonstrates
originality.
Good creativity and
expression with some
originality.
Fair creativity and
expression; somewhat
original.
Limited creativity and
expression; minimal
originality.
Little to no creativity or
expression; very
unoriginal.
Rubric for Basic Movements Pattern Individual Performance Task (Total Score: 10 Points)
Category Excellent (2 points) Good (1.5 points) Satisfactory (1 point) Needs Improvement (0.5
points)
Unsatisfactory (0 points)
Execution Demonstrates precise
and accurate execution of
all basic movements with
proper technique.
Executes most
movements accurately
with minor errors in
technique.
Executes basic movements
with noticeable errors in
technique.
Attempts basic movements
with frequent errors in
technique.
Rarely demonstrates
correct execution of
movements.
Coordination Exhibits excellent
coordination between
different body parts,
Shows good
coordination with
occasional minor
Demonstrates basic
coordination with
frequent awkward
Struggles with
coordination, resulting in
choppy or uneven
Lacks coordination, with
movements appearing
disjointed and

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showing smooth and fluid
transitions.
awkward transitions. transitions. transitions. unorganized.

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Timing Perfectly adheres to
timing and rhythm, with
movements performed in
sync with the set tempo.
Generally, adheres to
timing with minor
deviations from the set
tempo.
Shows some
understanding of
timing, but with
noticeable deviations
from the set tempo.
Struggles with
maintaining timing,
resulting in frequent
deviations from the set
tempo.
Timing is inconsistent
and off from the set
tempo throughout the
performance.
Creativity Demonstrates high
creativity in
incorporating basic
movements into the
performance, adding
unique elements.
Displays some creativity,
adding a few unique
elements to the
performance.
Shows limited creativity
with minimal
incorporation of unique
elements.
Demonstrates little
creativity with no unique
elements added to the
performance.
Lacks creativity,
performing movements in
a very basic and unoriginal
manner.
Overall
Presentation
Performance is highly
engaging, well-
organized, and visually
appealing with clear
focus and energy.
Performance is
engaging and
organized, with good
focus and energy, but
may have minor issues.
Performance is somewhat
engaging but lacks
organization or clear focus
and energy.
Performance is minimally
engaging, with significant
issues in organization,
focus, and energy.
Performance is
unengaging,
disorganized, and lacks
focus and energy.
Rubric for Warm-Up and Cool Down Exercises Performance Task (Total Score: 50 Points)
Category Excellent (10 pts) Good (8 pts) Fair (6 pts) Needs Improvement (4 pts) Unsatisfactory (2 pts)
Preparation
and Technique
Demonstrates perfect
technique and form in all
exercises.
Shows good technique
with minor errors.
The technique is
inconsistent but
acceptable.
The technique is often
incorrect, affecting
performance.
Frequent technique errors
that hinder effectiveness.
Range of
Motion
Exhibits full range of
motion in all exercises.
Shows good range of
motion with minor
limitations.
The range of motion is
somewhat limited but
adequate.
A limited range of motion
affects the effectiveness of
exercises.
Very limited range of
motion affecting the
quality of the exercises.
Timing and
Rhythm
Exercises are performed
with perfect timing and
rhythm.
Good timing and rhythm
with minor lapses.
Timing and rhythm
are somewhat
inconsistent.
Often off-timing and
rhythm, affecting the flow
of exercises.
Poor timing and rhythm
disrupt the flow of
exercises significantly.
Execution of
Warm-Up/Cool-
Down
Effectively prepares the
body for exercise and
promotes recovery.
Generally, prepares the
body well with minor
issues.
Preparation and
recovery are adequate
but could be improved.
Preparation and recovery
are insufficient or
ineffective.
Poor preparation and
recovery that do not
support exercise or

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Overall
Effectiveness
Warm-up/cool-down
enhances performance
and recovery
significantly.
Warm-up/cool-down
improves performance
and recovery with
some issues.
Warm-up/cool-down has a
basic impact on
performance and
recovery.
Warm-up/cool-down has a
limited impact on
performance and
recovery.
Warm-up/cool-down is
ineffective and does not
support performance or
recovery.
Rubric for Aerobic Dancing and Exercises Accompanied with Music Performance Task (Total Score: 50 Points)
Category Excellent (10 points) Good (8 points) Satisfactory (6 points) Needs Improvement
(4 points)
Unsatisfactory (2 points)
1. Rhythm and
Timing
Perfectly matches the
rhythm and timing of
the music; movements
are synchronized with
the beat.
Mostly matches the
rhythm and timing of
the music; with minor
deviations from the
beat.
Generally, matches the
rhythm and timing;
noticeable but minor
deviations.
Inconsistent rhythm and
timing; several noticeable
deviations from the beat.
Poorly matches the
rhythm and timing;
frequent deviations and
lack of synchronization.
2. Execution of
Movements
Movements are
precise, controlled,
and executed with
proper form and; a
high level of fluidity.
Movements are mostly
precise and controlled;
good form with
occasional minor
errors.
Movements are
generally correct but
may lack precision and
control; some errors.
Movements are
inconsistent in form and
execution; noticeable
errors and lack of control.
Movements are poorly
executed; frequent
errors and poor control.
3. Energy and
Enthusiasm
Displays high energy and
enthusiasm throughout
the
performance; engage the
audience.
Shows good energy and
enthusiasm; audience
engagement is
noticeable.
Energy and enthusiasm
are present but
fluctuate;
some lapses in audience
engagement.
Energy and enthusiasm
are inconsistent; minimal
audience engagement.
Lacks energy and
enthusiasm; no
engagement with the
audience.
4. Creativity
and Originality
Highly creative and
original; incorporates
innovative moves and
choreography.
Good creativity and
originality; some
innovative moves and
choreography.
Some creativity; mostly
conventional moves with a
few original elements.
Limited creativity; mostly
standard moves with
minimal originality.
Lacks creativity and
originality; no innovative
elements in choreography.
5.
Coordination
and Teamwork
(if applicable)
Perfect coordination and
teamwork; seamless
integration of individual
movements.
Good coordination and
teamwork; mostly
smooth integration of
movements.
Adequate coordination
and teamwork; some
minor issues with
integration.
Inconsistent coordination
and teamwork; noticeable
issues with integration.
Poor coordination and
teamwork; significant
issues with integration.

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ATTENDANCE AND PARTICIPATION POLICIES:
1. Maintaining regular attendance is essential for success in this course. Students who miss more than 20% of the scheduled class or laboratory sessions
during the term may not earn credit for the course. However, exemptions may be granted under specific circumstances as outlined in Article 8, Section
1 of the Student Handbook.
2. If a student accumulates three unexcused absences, they may be withdrawn from the course. The instructor will notify the class adviser and the class
adviser should inform the parents.
3. Students arriving within 15 minutes of the class start time are welcome to join. To minimize disruptions and maintain a conducive learning
environment, students arriving more than 15 minutes late will not be admitted to the class.
GRADING SCALE AND POLICIES ON LATE WORK, MAKE-UP EXAMS, AND RE-GRADING:
1. Passing grade is 2.5.
2. The student should make up for the lessons or work missed during his/her absences
ACADEMIC INTEGRITY AND PLAGIARISM POLICIES:
To uphold academic integrity:
1. No cheating. If caught, subject to guidance and appropriate actions as outlined in Article 8, Section 4 of the Student Handbook.
2. Properly cite scholarly works when applied or used in written works, projects, etc.
INCLUSIVE EDUCATION POLICIES:
1. Right to admission and non-discrimination. However, subject to the institution’s admission and retention policy.
2. Every student has the right to be treated with dignity and respect at all times, by all members of the BCC community within and outside the classroom.
3. Use of differentiated instruction to address student’s specific needs.
4. All students are obliged to submit the student Certificate of Registration (COR) copy to the instructor/professor on the first day of class.

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PREPARED BY:
CRISANTO M. GUDIA, LPT
DATE: AUGUST 19, 2024
Reviewed by: MS. GERILYN T. DACULLO Noted by: LOURDES A. BOLO Ph.D., E.M. Approved by: LOURDES A. BOLO Ph.D., E.M.
(Department’s assigned faculty) (Program’s Dean) Vice-President for Academic Affairs

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