Repu bl i c o f t h e Ph i l i ppi n es

PO LYTECH N I C U N I VERSI TY O F TH E PH I LI PPI N ES

O f f i c e o f t h e Vi c e Pr esi d en t f o r Campu ses
SAN PED RO CAM PU S
San Ped r o Ci t y, Lag u n a

Outcomes-Based Course Syllabus

COURSE INFORMATION
Course Course
GEED 10093 Course Title Ethics 3 UNITS
Code Credit
This course delves into the principles, theories, and application of ethical decision-making in personal, professional, and societal
contexts. It explores the development of ethical thought, the utilization of ethical frameworks, and the critical evaluation of moral
dilemmas. Pre-service teachers will engage in analyzing case studies, formulating ethical arguments, and applying ethical principles
Course Description
to real-world scenarios. The course further addresses how to communicate ethical decisions effectively and foster ethical behavior in
various settings. Through reflective practice and critical discussion, students will develop the skills necessary to navigate complex
ethical issues and promote integrity and responsibility in their professional and personal lives.
Co-
Pre-Requisites NONE NONE
Requisites
PUP: The National Polytechnic University
VISION
(PUP: Pambansang Politeknikong Unibersidad)
Ensuring inclusive and equitable quality education and promoting lifelong learning opportunities through a re-engineered
polytechnic university by committing to:

▪ provide democratized access to educational opportunities for the holistic development of individuals with global
perspective;
▪ offer industry-oriented curricula that produce highly-skilled professionals with managerial and technical capabilities and a
MISSION strong sense of public service for nation building;
▪ embed a culture of research and innovation;
▪ continuously develop faculty and employees with the highest level of professionalism; and
▪ engage public and private institutions and other stakeholders for the attainment of social development goal establish a
strong presence and impact in the international academic community.
▪ establish a strong presence and impact in the international academic community.

The Polytechnic University of the Philippines commits to provide inclusive and equitable quality education and promote lifelong
learning opportunities for human advancement and social transformation through re-engineered polytechnic academic
QUALITY POLICY STATEMENT programs. Toward this end, we, the members of the PUP Community will vigorously and steadfastly endeavor to continuously
improve the standard of university services to the satisfaction of our clients through the adoption and continuous review of our
Quality Management System.
 Repu bl i c o f t h e Ph i l i ppi n es
PO LYTECH N I C U N I VERSI TY O F TH E PH I LI PPI N ES
O f f i c e o f t h e Vi c e Pr esi d en t f o r Campu ses
SAN PED RO CAM PU S
San Ped r o Ci t y, Lag u n a

1. Critical and Creative Thinking. Graduates use their rational and reflective thinking as well as innovative abilities to life
situations to push boundaries, realize possibilities, and deepen their interdisciplinary, multidisciplinary, and/or trans
disciplinary understanding of the world.
2. Effective Communication. Graduates apply the four macro skills in communication (reading, writing, listening, and
speaking), through conventional and digital means, and are able to use these skills in solving problems, making decisions,
and articulating thoughts when engaging with people in various circumstances.
3. Strong Service Orientation. Graduates exemplify strong commitment to service excellence for the people, the clientele,
industry and other sectors.
4. Adept and Responsible Use or Development of Technology. Graduates demonstrate optimized and responsible use of state-
of-the-art technologies of their profession. They possess digital learning abilities, including technical, numerical, and/or
INSTITUTIONAL LEARNING
technopreneur skills.
OUTCOMES
5. Passion for Lifelong Learning. Graduates perform and function in the society by taking responsibility in their quest for further
(ILO)
improvement through lifelong learning.
6. Leadership and Organizational Skills. Graduates assume leadership roles and become leading professionals in their
respective disciplines by equipping them with appropriate organizational skills.
7. Personal and Professional Ethics. Graduates’ manifest integrity and adherence to moral and ethical principles in their
personal and professional circumstances.
8. Resilience and Agility. Graduates demonstrate flexibility and the growth mindset to adapt and thrive in the volatile,
uncertain, complex, and ambiguous (VUCA) environment.
9. National and Global Responsiveness. Graduates exhibit a deep sense of nationalism as it complements the need to live as
part of the global community where diversity is respected. They promote and fulfill various advocacies for human and social
development.
Polytechnic University of the Philippines – San Pedro Campus aspires to continue to serve with dedication in the field of higher
education to meet the changing needs of society and develop quality graduates and responsible individuals contributing to
CAMPUS GOALS advancement in the society. In alignment with the university vision of "The National Polytechnic University," the Campus aims
to become the center of excellence in education in the province of Laguna, in high-quality instruction, research, and
extension.
At the end of the semester, the students will be able to: Alignment to ILOs
1 2 3 4 5 6 7 8 9
PROGRAM LEARNING 1. Use their broad knowledge of language and literature, reflective
OUTCOMES thinking, and advanced abilities to bring innovations in the teaching- ✔
(PLO) learning process
2. Acquire extensive reading background in language, literature, and
allied fields ✔
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O f f i c e o f t h e Vi c e Pr esi d en t f o r Campu ses
SAN PED RO CAM PU S
San Ped r o Ci t y, Lag u n a

3. Demonstrate proficiency in oral and written communication. ✔

4. Utilize technology responsibly in facilitating language teaching and
✔
learning
5. Show competence in employing 21st century skills and innovative
✔ ✔
teaching-learning to develop lifelong learners
6. Apply relevant and transformative changes by assuming leadership
✔ ✔
roles to improve teaching-learning of language and literature
7. Display skills and abilities to be a reflective and research-oriented
✔
language and literature teachers
8. Use English as a global language along with world English’s in a
multilingual context as it applies to the teaching of language and ✔
literature
At the end of the semester, the students are expected to: Alignment to PLOs
1 2 3 4 5 6 7 8
1.1 Integrate the relationship of language, literature, culture, and society in
✔
the teaching-learning process
1.2 Conduct an independent investigation of a selected structure of English
✔
in the context of the language classroom
1.3 Critique selected literary pieces using appropriate literary theories ✔
2.1 Prepare an annotated reading list appropriate for a particular grade
✔
level to enhance students’ reading skills
2.2 Show the ability to enrich the curriculum to include an extensive reading
PERFORMANCE INDICATORS ✔
list for learning language, literature, and allied fields.
3.1 Utilize a variety of oral communication forms in order to become an
✔
effective model to learners
3.2 Prepare original compositions in expository and creative writing ✔
4.1 Design computer-assisted language and literature learning tasks ✔
4.2 Prepare one independent ad one supervised technology-based lesson ✔
5.1 Employ a variety of innovative teaching approaches, methodologies,
✔
and strategies
5.2 Design learning plans following expectations of the curricula for Grades
✔
7 - 10
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O f f i c e o f t h e Vi c e Pr esi d en t f o r Campu ses
SAN PED RO CAM PU S
San Ped r o Ci t y, Lag u n a

5.3 Perform one independent and one supervised teaching demonstration

construct appropriate assessment tools for the language and literature ✔
classroom
5.4 Practice the ethical and professional standards of professional teachers ✔
6.1 Conduct a community language profiling survey to make lessons more
✔
localized
6. 2Draft a proposal for and implements a community-based English
✔
language or literature-based learning program
7.1 Conduct a comprehensive language profiling to identify students’
✔
needs
7.2 Conduct an analysis of assessment results to improve teaching and
✔
learning in the language classroom
7.3 Conduct research concerning the teaching and learning of language
✔
and literature
8.1 Incorporate features of English as a glocal language in the design of the
✔
curriculum, learning activities, and materials
8.2 Draft a proposal for and implements a community-based English
✔
language or literature-based learning program
At the end of the course, pre-service teachers will be able to: Alignment to PLOs
1 2 3 4 5 6 7 8
1. demonstrate understanding of the principles of high-quality assessment
in conceptualizing, organizing and using authentic assessment ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
techniques in various curriculum teaching areas;
COURSE LEARNING OUTCOMES
2. demonstrate skills in designing, developing and using learner-
(CLO)
appropriate performance-based, product-based, and affective
✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
assessment tools in monitoring and evaluating learner progress and
achievement in various curriculum areas;
3. demonstrate knowledge and understanding of providing timely,
✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
accurate, and constructive feedback to improve learner performance;
4. demonstrate familiarity with various strategies for communicating
✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
authentic learning results;
5. demonstrate an understanding of the role of assessment data as
✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
feedback in teaching and learning practices and programs; and
 Repu bl i c o f t h e Ph i l i ppi n es
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O f f i c e o f t h e Vi c e Pr esi d en t f o r Campu ses
SAN PED RO CAM PU S
San Ped r o Ci t y, Lag u n a

6. demonstrate an understanding of how professional reflection on

assessment feedback can be used to improve practice. ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

OUTCOMES-BASED TEACHING AND LEARNING PLAN (OBTL PLAN)

Desired Learning
Outcomes (DLO)
Alignment
Week At the end of the Learning Content/Topics Instructional Delivery Design Assessment to CLOs
lesson, the
students will be
able to:
Recognize with I. Orientation on PUP Orientation on the VMGO, policies and guidelines Values reflection journal about how the
in-depth II. Introduction to the on the conduct of Face-to-Face, Synchronous, students can embody the PUP values as
understanding Course Subject and Asynchronous delivery modes; and of the Iskolar ng Bayan
the VMGO, A. Vision requirements of the course.
policies, and B. Mission Stone of the commandments of PUPians.
guidelines used C. Quality Policy
in the Statement Values Integration
implementatio D. Philosophy Physical - Health and Harmony with Nature
n of the face- E. Ten Pillars Intellectual - Truth and tolerance
to-face- mode F. Campus Goals Moral - Love and Goodness
of teaching- G. Campus Spiritual - Global spirituality
1 learning Objectives Social - Peace and Justice ✔ ✔ ✔
delivery H. Introduction to Economic –Sustainable Human Development
the Political - Nationalism and Globalism
Express and
clarify
expectations
from the
program, from
the course, and
its requirements
 Repu bl i c o f t h e Ph i l i ppi n es
PO LYTECH N I C U N I VERSI TY O F TH E PH I LI PPI N ES
O f f i c e o f t h e Vi c e Pr esi d en t f o r Campu ses
SAN PED RO CAM PU S
San Ped r o Ci t y, Lag u n a

Use Ethics as I. Ethics Explore the ideas behind ethics and morals by MIA, justify it! Students will Recognize
an activity II. Morals reading a short excerpt. situations and deciding whether to justify
rather just a III. The Importance of them as moral, immoral, or amoral.
simple set of Studying Ethics Values Integration
Intellectual - Truth and tolerance Takeaways on the Ethics, Morals, and
theories. A. Ethics as a Subject
Moral - Love and Goodness Importance of Studying Ethics
Differentiate B. Ethics as a Social - Peace and Justice
Ethics from Practice
2 Morals and ✔ ✔ ✔
C. Ethics as an Art
make
and as a Science
connections
between them.

Justify why the

world is in need
of Morals.

Understand the I. History of the Study Guided Questions on Students' Ethical Roots. Reflective Essay, wherein students will craft
origin and of Ethics a piece with the theme "My Ethical Roots:
history of A. It’s Roots Values Integration Change or Embrace?"
ethics. B. Basic Significant
People behind it 1. Intellectual - Truth and tolerance Timeline on the History of Ethics, wherein
Present the C. How it came to us students will make a creative timeline
different Filipinos 2. Moral - Love and Goodness showing the history of the study of ethics.
ethical
3 doctrines that ✔ ✔ ✔
pervaded
throughout
history.
 Repu bl i c o f t h e Ph i l i ppi n es
PO LYTECH N I C U N I VERSI TY O F TH E PH I LI PPI N ES
O f f i c e o f t h e Vi c e Pr esi d en t f o r Campu ses
SAN PED RO CAM PU S
San Ped r o Ci t y, Lag u n a

Learn the II. Ethical Dilemmas Creative discussion of different scenarios about Reflective essay, wherein students will be
doctrines of A. The trolley ethical dilemmas with guide questions. provided different scenarios and will
ethics. problem create an essay to prove their stand.
II. Ethical Doctrines PowerPoint Presentation and interactive
Identify which A. Altruism discussion about the first part of ethical doctrines. Students will think of scenarios that show
4 doctrines can B. Asceticism the discussed doctrines; this activity is ✔ ✔ ✔
relate to. C. Cognitivism Values Integration entitled “Count Me In “.
D. Consequentialism Intellectual - Truth and tolerance
E. Cynicism Moral - Love and Goodness
F. Deontology

Learn the I. Ethical Doctrines Interactive discussion by adding open-ended Reflection, wherein students will answer the
doctrines of A. Egoism questions relating to continuation of doctrines of given guide questions:
ethics. B. Epicureanism ethics. 1. How do the doctrines of ethics
C. Ethical naturalism affect a person’s life?
Identify which D. Ethical Non- Group discussion activity through the provided 2. What are your preferred doctrines?
doctrines can Naturalism reading materials where they can apply the
relate to. E. Ethical doctrines. Showcase where you good at, this activity
subjectivism allows students to create their own
5 ✔ ✔ ✔
F. Eudaimonism Values Integration understanding of their chosen doctrine.
G. Hedonism Physical - Health and Harmony with Nature They can create a poster, poem, story, or
H. Humanism Intellectual - Truth and tolerance song depending on their skills and abilities.
I. Individualism Moral - Love and Goodness
Spiritual - Global spirituality
Social - Peace and Justice
Economic –Sustainable Human Development
Political - Nationalism and Globalism
Learn the I. Ethical Doctrines PowerPoint Presentation on remaining ethical Reflective essay, choose one of the
doctrines of A. Moral Absolutism doctrines. doctrines discussed that you prefer, explain
ethics. B. Moral Anti Realism why, and identify a scenario in your life
C. Moral Nihilism Recitation about the whole discussion of all where this doctrine is showcased.
6 ✔ ✔ ✔
Identify which D. Moral Realism ethical doctrines.
doctrines can E. Moral Relativism Journal, most important lessons that you
relate to. F. Moral Skepticism Values Integration learned from ethical doctrines and how
Intellectual - Truth and tolerance they affect you as a human being.
 Repu bl i c o f t h e Ph i l i ppi n es
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O f f i c e o f t h e Vi c e Pr esi d en t f o r Campu ses
SAN PED RO CAM PU S
San Ped r o Ci t y, Lag u n a

G. Moral Moral - Love and Goodness

Universalism Spiritual - Global spirituality
H. Non-cognitivism Social - Peace and Justice
I. Utilitarianism
J. Virtue Ethics
Know how to I. 6 GENERAL ETHICAL PowerPoint Presentation Debate: Divide the class into groups and
categorize and CATEGORIES Lecture about the 6 general ethical categories. assign them opposing viewpoints on a
identify A. Antinomianism specific ethical dilemma. Each group
generally the B. Situationism Values Integration should research and present arguments
ethical C. Generalism Intellectual - Truth and tolerance based on relevant ethical categories,
doctrines. D. Unqualified Moral - Love and Goodness followed by a class debate.
Absolutism Spiritual - Global spirituality
7 ✔ ✔ ✔
Learn how to E. Conflicting Social - Peace and Justice
distinguish the Absolutism
common F. Graded Absolutism
factors of
ethical
doctrines from
past to present.
8 Midterm Examination
Identify which I. 7 THREATS TO Learning Manipulative Aid (LMA) Quick Role-Playing: Divide the class into
arguments or ETHICS Interactive discussion about 7 threats to ethic two groups: one representing the ethical
claims or beliefs through LMA. course of action and the other
that are harmful A. The Death of representing a specific threat to ethics
to the practice God
of ethics. B. Relativism
C. Egoism
9 D. Evolutionary ✔ ✔ ✔
Theory
E. Determinism
F. Unreasonable
demands
G. False
consciousness
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O f f i c e o f t h e Vi c e Pr esi d en t f o r Campu ses
SAN PED RO CAM PU S
San Ped r o Ci t y, Lag u n a

Understand key I. Ethical Issues Part 1 Facilitate a comprehensive discussion on ethical Present real-life case studies related to
ethical issues A. Abortion issues to analyze and articulate their moral each ethical issue, highlighting ethical
where different B. Infanticide and judgments. dilemmas and moral considerations.
doctrines Euthanasia
intersect. C. Biomedical Issues Values Integration Engage in a structured dialogue where each
D. Capital Intellectual - Truth and tolerance student presents their ethical convictions on
Articulate Punishment Moral - Love and Goodness their chosen issues.
detailed and E. War Social - Peace and Justice
well-reasoned F. Civil
personal Disobedience
10 ✔ ✔ ✔
stances on G. Sexual Issues
various ethical H. Homosexuality
dilemmas.

Develop critical
thinking through
independent
analysis and
reflection on
ethical issues.
Understand key II. Ethical Issues Part Facilitate a comprehensive discussion on ethical Create role-playing scenarios where
ethical issues 2 issues to analyze and articulate their moral students assume different perspectives
where different A. Marriage and judgments. related to each ethical issue.
doctrines Divorce
intersect. B. Ecology Values Integration Assign students the task of writing a
C. Animal Rights Intellectual - Truth and tolerance reflective essay or journal entry
Articulate D. Pornography Moral - Love and Goodness expressing their personal stance on each
11 ✔ ✔ ✔
detailed and E. Drugs Social - Peace and Justice ethical issue.
well-reasoned F. Gambling
personal G. Birth Control
stances on
various ethical
dilemmas.
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O f f i c e o f t h e Vi c e Pr esi d en t f o r Campu ses
SAN PED RO CAM PU S
San Ped r o Ci t y, Lag u n a

Develop critical
thinking through
independent
analysis and
reflection on
ethical issues.
Understand the I. The Divine Includes multiple-choice questions to test the Multiple-choice questions are used to
relationship Command Theory students' preliminary understanding of various religions prompt students to recall and think about
between and their moral teachings. the core teachings of various religions. This
religion and II. The Theory of method serves as a warm-up, preparing
Natural Law Values Integration students for more complex discussions.
morality.
Intellectual - Truth and Tolerance Example questions include identifying
Moral - Love and Goodness which religion teaches about sacraments,
Explore Spiritual - Global Spirituality charity, Nirvana, and the nature of God.
12 religion's Social - Peace and Justice ✔ ✔ ✔
impact on
ethical Group discussions or debates on how
behavior. different religions approach moral issues and
the conflicts that may arise from opposing
Examine beliefs.
religious moral
theories.
Understand I. Ethics and Culture Creative discussion of the historical context and Organize debates where students take
how cultural A. Cultural development of cultural norms. positions on whether cultural norms should
contexts Relativism and be tolerated.
influence moral Ethnocentrism Values Integration
norms and B. Cultural Intellectual - Truth and tolerance Assign reflective essays on students' own
beliefs. Adaptation and Moral - Love and Goodness cultural backgrounds and moral beliefs.
13 Evolution Social - Peace and Justice ✔ ✔ ✔
Reflect on and C. Formation of
articulate Cultural Norms
personal D. Impact of
perspectives Modernization
regarding E. Unity in Diversity
cultural
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O f f i c e o f t h e Vi c e Pr esi d en t f o r Campu ses
SAN PED RO CAM PU S
San Ped r o Ci t y, Lag u n a

relativism and
objective
morality.

Analyze and
critically
evaluate
cultural norms
using various
ethical
frameworks.
Analyze and I. Politics Lecture and Multimedia Presentation. Begin with an Reflective Essay Assessment. Possible topic:
compare II. War introductory lecture to provide an overview of Diversification vs. Objective Ethical Views in
different III. Poverty contemporary ethics. Use multimedia elements Contemporary Times
ethical IV. Pandemic (slides, videos) to illustrate key concepts and current
V. Gender Wars ethical challenges. In this essay, students should discuss
approaches
like virtue ethics whether society should adopt a diversified
Values Integration ethical approach or strive for a single,
and humanism
Physical - Health and Harmony with Nature objective ethical view. They should
in addressing Intellectual - Truth and tolerance consider how current ethical challenges,
current issues Moral - Love and Goodness such as politics, war, poverty, pandemics,
such as Spiritual - Global spirituality and gender issues, influence this decision.
poverty and Social - Peace and Justice Students should reflect on the relevance of
14 ✔ ✔ ✔
pandemics. Economic –Sustainable Human Development virtue ethics and humanism in addressing
Political - Nationalism and Globalism these challenges, providing examples to
Reflect on support their arguments.
personal beliefs
about political
and social
issues, fostering
empathy and
tolerance
towards
diverse
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O f f i c e o f t h e Vi c e Pr esi d en t f o r Campu ses
SAN PED RO CAM PU S
San Ped r o Ci t y, Lag u n a

viewpoints.

Participate in
role-playing
activities to
practice ethical
decision-making
in contemporary
scenarios, such
as public health
crises and
gender conflicts.
15
CLASSROOM POLICY (to be filled out by the assigned faculty)
FACE-TO-FACE
Students are expected to:

▪ attend the regular schedule of classes.

▪ participate actively in the discussion.
▪ comply the requirements of the course
and submit them on time.
▪ present medical certificate and other
proof of valid reason/s when absent
during examinations

Any form of academic dishonesty will be fully

dealt with according to the stipulations of the
PUP Student Handbook.

COURSE REQUIREMENT/S GRADING SYSTEM

The following requirements are expected to 1. Class Standing 70%
be submitted/completed by the students: A. Assessment (50%)
 Exercises/Activities/Quizzes
1. Face-to-Face Assessments  Summative Examination
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2. Attendance  Recitation
3. Graded Recitation  Written Report/Reflective Journal/Portfolio
4. Major Examinations B. Class Participation (20%)
 Attendance
 Graded Recitation

2. Midterm / Final Examinations/Performance Tasks 30%

100%

Overall Computation:
(Midterm Grade + Final Term Grade)/2 = Final Grade
CLASS INFORMATION FACULTY INFORMATION
Section: BSED English 3-1 Name of Faculty: Ceferino A. Paynor
Time: 06:00 PM – 09:00 PM Consultation Time:
Room: RM 102 Office Tel. No./ Mobile Phone No.:
Semester: 2nd Semester E-Mail Address:

Suggested Rubrics for Assessment (to be filled out by the assigned faculty)

This is for the Campuses use.

Developed by: Reviewed and checked by: Recommending Approval: Approved by:

JAYSON CARL C. ESMASIN, LPT, Ph.D.

Program Head / Date
Ceferino A. Paynor MINERVA D. FERRANCO, Ph.D. PROF. PASCUALITO B. GATAN, MBA
Faculty Director/Date Vice President for Campuses/Date

JAYSON CARL C. ESMASIN, LPT, Ph.D.

Head of Academic Programs / Date