Republic of the Philippines

Bulacan State University

City of Malolos, Bulacan
Tel/Fax (044) 791-0153
(044) 919 - 7800
Office of the Dean of Instruction

COURSE SYLLABUS WRITING TEMPLATE 2017

COLLEGE : DEPARTMENT :
COURSE CODE : COURSE TITLE :
FACULTY :
CONSULTATION HOURS

COURSE DESCRIPTION:
 Description states the nature of the course (core/major/elective or foundational/culminating or
prerequisite) and provides an overview of the course coverage, the specific approach,
perspective or framework and general aims. (CMO-based)
Example: This course (COURSE CODE and FULL TITLE) is about …

LEARNING OUTCOMES (LO):

Attributes of Ideal On Completion of the course, the student is expected
Graduate (AIG) to be able to do the following
LEARNING OUTCOMES (LO)
Highly competent LO1
LO2
Ethical professional LO3
LO4
Service Oriented LO5
Contribute to country’s LO6
sustainable growth and
development

 Learning outcomes are concerned with the achievements of the learner rather than the
intentions of the teacher. They can take many forms and can be broad or narrow in nature
(Adam, 2004).
 Learning outcomes are statements of what a learner is expected to know, understand and/or
be able to demonstrate after completion of a process of learning.
 Learning outcomes have an action verb followed by a general and observable end product or
skills and the context for manifesting such products or skills.
 Integrate within and reflect through these statements of outcomes the Attributes of Ideal
Graduate (AIG) derived from Vision, Mission, and Goals (VMG) of the University, College,
and Program.

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  AIG –the distinctive and desired learning outcomes that university graduates as competent
professionals are expected to demonstrate upon completion of their degree programs.
Articulated in different levels such as institutional, college, program or department.

FINAL COURSE OUTPUT:

 The required output is a specific product that the student will submit or the culminating
performance that provides evidence of achieving the learning outcomes and demonstrating
the AIG.

RUBRIC FOR ASSESSMENT:

Attach here the RUBRIC that student will use to self-check their required output prior to submission.
The same rubric will also be used to grade the student’s work.
 Assessment is the sum of methods and processes used to evaluate the attainment of the
learning outcomes (knowledge, know-how, skills, and competencies).
 Authentic assessments provide teachers with direct evidence on how students apply their
knowledge and demonstrate their skills in given conditions which approximate or parallel with
real life situations.
 Performance assessments are also forms of authentic assessment but call upon examinee to
demonstrate skills and competencies, that is, to apply the skills and knowledge they have
mastered (Stiggins, 1987, p. 34).
 If the required outputs are varied and different, there is one rubric for each type of output

OTHER REQUIREMENTS AND ASSESSMENTS:

 State here other requirements (e.g., fieldwork) or assessments (e.g., exams) that will be done
to check on student progress towards the required outputs and learning outcomes.
 Example: Aside from the final output, the student will be assessed to other times during the
term by the following: Reaction Paper, Proficiency Test, Group Presentation
GRADING SYSTEM:
List here the components of the final grade and their corresponding weights or percentages. Write
also the grading scale. Relate the grading scale to the attainment of the learning outcomes. Note
that the components consist of the assessments that have been mentioned above.
LEARNING EPISODES:
Given the above learning outcomes and assessments, determine the content to be covered. Consider
distributing the content into learning units which in turn cover certain topics. Similarly, a topic may
not be covered on a weekly basis. For every unit or topic, indicate the key understanding that students
need to develop. In the last column, write the learning activities that students will engage in for the
development of the key understanding.

Learning Outcomes Topics Week Learning Activities

LO1 1
LO1 LO2
LO3 LO1
LO4 LO5 LO6 18
Note: Learning Activities are NOT teacher activities like lecture, discussion; should
be specific student activities

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REFERENCES:
List title of books and other sources where course content can be found. List at least five titles originally
published or produced in 2010 or later. Listing should be in APA style.
ONLINE RESOURCES:
List websites (e.g., digital DOI) and other electronic media sources (e.g., DVDs or CD-ROMs) where
course content can also be found.
CLASS POLICIES: State other class policies related to academic behavior or classroom
management or course work. Check that stated policies are specific and consistent with other
University and college and department policies.

Please observe the following:

1. Use long bond paper, Arial font 12. Smaller fonts may be used for Rubrics
2. 1 ½ in left margin and 1 in margin for right, top, and bottom

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Architecture Grading System

Major subjects Lecture subjects:

1. Research 10% 1. Major Exams

50%
2. Esquisse 50% 2. Quizzes & Others
40%
3. Major Plates 30% 3. Attendance & Deportment
10%
4. Attendance 10%
Thesis
1. Jurors Grade 60%
2. Adviser’s Grade 40%
 Consultation (30%)
 Submission (60%)
 Attendance (10%)
Landscape Architecture Grading System
Major Subjects
1. Research 10%
2. Esquisse 30%
3. Major Plates 50%
4. Attendance 10%
Thesis
1. Jurors Grade 60%
2. Adviser’s Grade 40%
 Consultation (30%)
 Submission (60%)
 Attendance (10%)

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Fine Arts
Drawing subjects
1. Consultation 20%
2. Studies 30%
3. Mid-term and finals 40%
4. Attendance 10%

Computer Subjects
1. Consultation and Participation 20%
2. Activities and plates 20%
3. Mid-term and finals 50%
4. Attendance 10%

Thesis
1. Jurors Grade 60%
2. Adviser’s Grade 40%
 Attendance (10%)
 Consultation (40%)
 Submission (50%)

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