At the end of the course, students must know how to find the mean and variance of a random variable, to apply sample distributions, to estimate population mean and proportions, to perform hypothesis testing on population, and to perform correlational analyses on real – life problems.
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At the end of the course, students must know how to find the mean and variance of a random variable, to apply sample distributions, to estimate population mean and proportions, to perform hypothesis testing on population, and to perform correlational analyses on real – life problems.
Diagnostic Assessment is designed to assess and evaluate the academic strengths and weaknesses of the Grade 11 students in their core subjects ( Science, English and Mathematics). This further guides the learners in targeting the competencies needed for their basic education in continuing and aiding their specialized and with their prerequisite subjects. This further evaluate and interpret the readiness of the learners for this school year. Information gathered from the assessment WILL NOT affect their academic performance this school year.
Quarterly assessment is a tool to evaluate and interpret the progress status of the learners in the form of summative assessment. Information gathered from the assessment is the basis to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences during a marking period. Assessment is a process that is used to keep track of learners’ progress in relation to learning standards and in the development of 21st-century skills; to promote self-reflection and personal accountability among students about their own learning; and to provide bases for the profiling of student performance on the learning competencies and standards of the K-12 curriculum.
Quarterly assessment is a tool to evaluate and interpret the progress status of the learners in the form of summative assessment. Information gathered from the assessment is the basis to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences during a marking period. Assessment is a process that is used to keep track of learners’ progress in relation to learning standards and in the development of 21st-century skills; to promote self-reflection and personal accountability among students about their own learning; and to provide bases for the profiling of student performance on the learning competencies and standards of the K-12 curriculum.
Rationale:
The course is designed to provide the student interns the opportunity to experience activities in a clinical setting that will empower them to become future hospital practitioners or managers with critical thinking and patient-oriented service skills. These guidelines take into account differences in the level of pharmacy practice in various settings and also recognize the need to maximize experiential learning in hospital pharmacy for them to become professionally competent.
Focus:
The course will enhance the student interns’ knowledge in hospital pharmacy operations and practice which includes compliance with good pharmacy practice and current protocols, procedures and standards in hospital pharmacy and its application in clinical pharmacy practice for them to demonstrate a clear function of pharmacists in a hospital setting.
Outcomes:
At the end of this course, students are expected to demonstrate competencies in pharmacy and therapeutics committee, drug distribution system, proper storage and handling of pharmaceutical products, pharmaceutical waste management, medication orders and medication history writing, compounding of sterile products and admixture, and therapeutic therapy monitoring applicable to hospital pharmacy practice.
Rationale:
Experiential pharmacy practice in industrial pharmacy provides the student with supervised and comprehensive exposure to the roles and functions of pharmacist in the pharmaceutical industry, cosmetics, herbal/food supplement, veterinary, diagnostics, and medical device industries. It also includes internship in clinical research.
Focus:
Through this experiential pharmacy practice in industrial pharmacy, the student is given the opportunity to supplement knowledge in actual industry operations that reinforce learning obtained from pertinent lecture and laboratory classes, such as, Pharmaceutical Manufacturing, Quality Assurance, Cosmetics Product Development, among others. This partnership may generate reference and professional contacts that may lead to future jobs in the industry.
RELATED LEARNING EXPERIENCE
INTENSIVE NURSING PRACTICUM
INTERSESSION, FISCAL YEAR 2021-2022
BSN 4-B
The National Service Training Program 2 (NSTP 102), complements knowledge learned from NSTP101. It is the application and implementation of NSTP Law, which focuses on participation to community development. While NSTP101 provides the backdraft and theoretical framework of the Program, NSTP102 is the continuation and validation phase. It is designed to equip and empower students with the fundamentals of project identification, planning and implementation in pursuit of contributing to the up-liftment of the general welfare and the quality of life of the people in the community through enhancement, in particular, of the school and community facilities.
This is a two – unit course that defines movement skills for educational
gymnastics and sport activities. Developmental stages for skill acquisitions
enable the students to understand the importance and effect of body preparation
through exercise. Specific techniques include tumbling, floor exercises heavy
and light apparatus activities and dance-based routines. Programs shall focus
on rhythmic, sportive, sport aerobics, artistic gymnastics.
This is a two – unit course that defines movement skills for educational
gymnastics and sport activities. Developmental stages for skill acquisitions
enable the students to understand the importance and effect of body preparation
through exercise. Specific techniques include tumbling, floor exercises heavy
and light apparatus activities and dance-based routines. Programs shall focus
on rhythmic, sportive, sport aerobics, artistic gymnastics.
This is a two – unit course that defines movement skills for educational
gymnastics and sport activities. Developmental stages for skill acquisitions
enable the students to understand the importance and effect of body preparation
through exercise. Specific techniques include tumbling, floor exercises heavy
and light apparatus activities and dance-based routines. Programs shall focus
on rhythmic, sportive, sport aerobics, artistic gymnastics.
A team sport includes any sports where individuals are organized into opposing Teams which compete to win. Team members act together towards a shared objective. This can be done in a number of ways such as outscoring the opposing team. Team members set goals, make decisions, communicate, manage conflict, and solve problems in a supportive, trusting atmosphere in order to accomplish their objectives. Examples are basketball, volleyball, rugby, water polo, handball, baseball, and the various forms of association football and hockey.
This curriculum guide on Handicraft (Needle Craft) course is designed for a high school student to develop knowledge, skills, and attitudes to perform the tasks on Needle Craft. It covers core competencies namely: (1) Understand concepts and terms of the different types of Needlecraft; (2) Perform basic and advances stitches of the different types of Needlecrafts; (3) Develop a project plan; (4) Create marketable and presentable product package for the Needle crafted articles and (5) Observe proper posture, safety and precautionary measures while working on a Needlecraft project.
This curriculum guide is an exploratory course in Cookery, which leads to National Certificate Level II (NC II). It covers four common competencies that a Grade 7/8 Technology and Livelihood Education (TLE) student ought to possess, namely: 1) knowledge of the use of tools, equipment, and paraphernalia; 2) maintenance of tools, equipment, and paraphernalia; 3) performance of mensuration and calculation; and 4) the practice of Occupational Health and Safety Procedures (OHSP)
This curriculum guide is an exploratory course in Cookery, which leads to National Certificate Level II (NC II). It covers four common competencies that a Grade 7/8 Technology and Livelihood Education (TLE) student ought to possess, namely: 1) knowledge of the use of tools, equipment, and paraphernalia; 2) maintenance of tools, equipment, and paraphernalia; 3) performance of mensuration and calculation; and 4) the practice of Occupational Health and Safety Procedures (OHSP)
This curriculum guide is an exploratory course in Cookery, which leads to National Certificate Level II (NC II). It covers four common competencies that a Grade 7/8 Technology and Livelihood Education (TLE) student ought to possess, namely: 1) knowledge of the use of tools, equipment, and paraphernalia; 2) maintenance of tools, equipment, and paraphernalia; 3) performance of mensuration and calculation; and 4) the practice of Occupational Health and Safety Procedures (OHSP)
This curriculum guide on Bread and Pastry Production course leads to National Certificate II (NC II). This course is designed for high school student to develop knowledge, skills, and attitude to perform the tasks on Bread and Pastry Production. It covers core competencies namely: 1) prepare and produce bakery products; 2) prepare and produce pastry production; 3) prepare and present gateaux, tortes and cakes; 4) prepare and display petits fours; 5) present desserts.
The preliminaries of this specialization course include the following: 1) Explain core concepts in bread and pastry production; 2) Discuss the relevan
ce of the course; 3) Explore on opportunities for a Baker or Commis as a career.
This curriculum guide on Bread and Pastry Production course leads to National Certificate II (NC II). This course is designed for high school student to develop knowledge, skills, and attitude to perform the tasks on Bread and Pastry Production. It covers core competencies namely: 1) prepare and produce bakery products; 2) prepare and produce pastry production; 3) prepare and present gateaux, tortes and cakes; 4) prepare and display petits fours; 5) present desserts.
The preliminaries of this specialization course include the following: 1) Explain core concepts in bread and pastry production; 2) Discuss the relevance of the course; 3) Explore on opportunities for a Baker or Commis as a career.