KEYSTONE COLLEGE

#13 Bakakeng Central . Marcos High Way, Baguio City

Course Syllabus GE 12
First Semester

VISION MISSION
Reaching out to the world for Christ and advancing the gospel through quality We are an institution commitment to quality education aimed of
education and personal development. quipping and training o students, who are inspired with Christian values
and biblical principles and who are responsive to the needs of a global
society.
Course Information
Course Name Life and Works of Jesus Course Code GE 12

Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements


Course Description

This course is the study of the life and ministry of Christ. It is a foundational course for understanding the setting and message of the New Testament. This course will introduce some of the
New Testament’s biblical literature, and the environment of the Early Church. It will also give attention on the literary genre, and the meaning of the text in its original cultural, historical, and
literary context for the purpose of discovering the principles of truth to be applied to our contemporary setting.

Course Learning Outcomes

1. Understand the historical events that led up to the Jewish Messianic expectations in the first century and the understand the setting for the Hellenization”
of the Jews, especially Diaspora Jews (Jews outside of the Palestine)
2. Study the Chronology of Jesus’ life and understand Jesus’ life and ministry in its original setting.
3. Analyze the authority with which Jesus taught and know the theme and methods of Jesus teaching.
4. Survey the genre and purpose of the gospels, appreciate its trustworthiness, and discover the core content of the gospel.. 22
5. Infer from the genres, purpose and content of the Gospel according to Matthew and Mark
6. Infer from the genres, purpose and content of the books of Luke and John
7. Study the historical problems in getting a historical view of the earthly Jesus and resolve the issues and conclusions on these problems suggested by Western Biblical scholars.

23
 Time Intended Learning Outcomes CL Suggested Teaching Learning
Allotmen (ILOs) Os Content Activities Suggested Assessment
t
Week 1- I. Understand the UNIT-1
2 historical events that
I. Historical, Social and the Guided Lecture on Historical, Social and Class Reporting: Individual and
led up to the Jewish Religious Setting of the World Religious Setting of the World of Jesus
Messianic Group Work on the Historical,
of Jesus Social and Religious Setting of the
expectations in the [1] World of Jesus
first century and the A. Jewish Life: Social and
understand the Religious Setting
setting for the B. Influences
Hellenization” of the [2]
Jews, especially
Diaspora Jews (Jews Video Presentation Watching on
outside of the Social and Religious Setting of the Graded Recitation on the
Palestine) World during the time of Jesus familiarization of the Historical,
Social and Religious Setting of the
World of Jesus
II. Study the
Chronology of II. The Life of Jesus
Jesus’ life and
understand Jesus’ A. Who is Jesus?
life and ministry in
its original setting. B. When did He live?

C. Where Jesus Walk

(video)
Week 3- I. Analyze the authority Unit 2
5 with which Jesus
taught and know the A. The Teaching of Jesus
theme and methods of B. How did Jesus teach? (Small Concept Maps. PSTs, in
Jesus teaching. Groups) small groups, illustrate the
[1] mental connections they
C. Teachings of Jesus
make between major
II. Survey the genre and concepts or other concepts
purpose of the gospels, V. Introduction to the Gospel they have learned about a
appreciate its topic. Other organizers may
A. Introduction to the Gospel Books
trustworthiness, and be used whenever
[2] appropriate.
discover the core B. The Gospel Books
content of the gospel. Output: The concept map
[3] V. The Gospel Books will be presented and used to
III. Infer from the genres, discuss the research-based
V. The Gospel According to Matthew concepts and theories related
purpose and content of and Mark
the Gospel according to the biological/physical
to Matthew and Mark A. Exegesis development of children and
adolescents.
B. Learning to Ask the Right Questions Assessment shall be based on
detail of content, relationship
C. Gospel Discovery
of concepts, discussion and
D. Unique and Special Passages in presentation.
Matthew and Mark
Simulations. This presents
cases, problems, scenarios,
etc. in which the students
must role play. A critical
situation is discussed and
 analyzed, and decisions are
made about how to resolve
the situation using knowledge
derived from library or online
research. A problem solving
organizer (refer to Annex B)
may be used to aid in the
decision making.

biological development theories to Poster presentations. Poster

teaching child and adolescent presentations may be an
learners. alternative to simulations.
Knowledge and information
derived from library/online
research may be presented
explaining the connections of
biological development
theories to teaching
approaches suited to learners’
gender, needs, strengths,
interests and experiences. An
alternative to poster
presentation is the Research
Literature Matrix (refer to
Annex C).
Week 6- At the end of the unit, the pre- Unit 3 – Cognitive
9 service teacher (PST) can: Development

a. discuss the concepts and Interactive instruction and Concept Maps. PSTs, in small
theories related to the A. Cognitive facilitated discussion. A historical groups, illustrate the mental
[1] Development overview on cognitive connections they make
cognitive development of
children and adolescents; Theories development of children and between major concepts or
1. Piaget adolescents may introduced. other concepts they have
and
2. Vygotsky Timelines focusing on major learned or researched on about
b. make connections, using contributors/contributions to the a topic. Other organizers may
B. Intelligence and field of cognitive psychology be used whenever appropriate.
knowledge on current [2] Individual Differences will be useful in the discussion of Output: The concept map will
research literature, between
1. Concept of be presented and used to
cognitive development [3] Intelligence the concepts and theories. discuss the concepts and
theories and (Binet) Video clips and multimedia theories related to the
developmentally 2. General presentations may be used to cognitive development of
appropriate teaching Intelligence supplement the discussion of children and adolescents.
approaches suited to (Spearman) concepts on cognitive Assessment shall be based on
learners' gender, needs, 3. Primary Mental development. detail of content, relationship
strengths, interests and Abilities of concepts, discussion and
experiences. (Thurstone) presentation.
4. Multiple
Intelligences
Library/Online research. This
(Gardner)
involves the systematic gathering
5. Triarchic Theory
of information in order to write a Simulations. This presents
of Intelligence
paper, create a presentation, or cases, problems, scenarios,
(Sternberg)
complete a project. As used in this etc. in which the students must
6. Cognitive
context, preservice teachers shall role play. A critical situation
Information gather research information on is discussed and analyzed, and
Processing identified topics from journals. The decisions are made
Theory (Atkinson preservice teachers shall focus on about how to resolve the
and Shiffrin) the research Problem, Theories,
Methodology, Findings and situation using knowledge
Discussion of Results, as well as, derived from library or online
C. Factors Affecting research. A problem solving
applications and implications of
Cognitive cognitive development theories to organizer (refer to Annex B)
Development teaching child and adolescent may be used to aid in the
learners. decision making.
D. Language Development Poster presentations. Poster
presentations may be an
E. Factors Affecting alternative to simulations.
Cognitive and Language Knowledge and information
Development derived from library/online
research may be presented
F. Current Research and explaining the connections of
Pedagogical Applications cognitive development
theories to teaching
approaches suited to learners’
gender, needs, strengths,
interests and experiences. An
 alternative to poster
presentation is the Research
Literature Matrix (refer to
Annex C)

Wee At the end of the unit, the pre- Unit 4 – Social and
k service teacher (PST) can: Emotional Development
10-
13 a. discuss the concepts and A.Socio-emotional Interactive instruction and Concept Maps. PSTs, in
theories related to the Development B. facilitated discussion. A historical small groups, illustrate the
[1] overview on socio-emotional mental connections they make
socio-emotional Development of Self and
development of children Social development of children and between major concepts or
and adolescents; Understandings adolescents may introduced. other concepts they have
1. Psychoanalytic Timelines focusing on major learned about a topic. Other
b. make connections, using Theory (Freud) contributors/ contributions to the organizers may be used
knowledge on current 2. Psychosocial field of social psychology will be whenever appropriate.
[2] useful in the discussion of the Output: The concept map will
research literature, between Theory
socio- emotional (Erikson) concepts and theories. be presented and used to
[3] 3. Social Learning Video clips and multimedia discuss the concepts and
development theories and
developmentally Theory (Bandura) presentations may be used to theories related to the socio-
supplement the discussion of emotional development of
appropriate teaching
concepts on socio-emotional children and adolescents.
approaches suited to
C. Development of development. Assessment shall be based on
learners’ gender, needs,
Motivation and Self- detail of content, relationship
strengths, interests and
Regulation of concepts, discussion and
experiences.
1. Content Theories presentation.
- Hierarchy of Needs
(Maslow)
- ERG Theory (Alderfer)

- Theory of Library/Online research. This

Needs involves the systematic gathering of Simulations. This presents
(McClelland) information in order to write a cases, problems, scenarios,
- Two Factors paper, create a presentation, or etc. in which the students
Theory complete a project. As used in this must role play. A critical
(Herzberg) context, preservice teachers shall situation is discussed and
2. Process Theories gather research information on analyzed, and decisions are
- Reinforcement identified topics from journals. The made about how to resolve
 Theory (Skinner) preservice teachers shall focus on the situation using knowledge
- Expectancy Theory the research Problem, Theories, derived library or online
(Vroom) Methodology, Findings and research. A problem solving
- Goal Setting Theory Discussion of Results, as well as, organizer (refer to Annex B)
(Locke)
applications and implications of may be used to aid in the
- Self-determination
socio-emotional development decision making.
Theory (Deci &
Ryan) theories to teaching child and
adolescent learners. Poster presentations.
D. Moral Development Research poster
Theories presentations may be an
1. Piaget
alternative to simulations.
2. Kohlberg
Knowledge and information
3. Turiel
derived from library/online
4. Gilligan
research may be presented
explaining the connections of
E. Current Research and socio-emotional development
Pedagogical Applications theories to teaching
approaches suited to learners’
gender, needs, strengths,
interests and experiences. An
alternative to poster
presentation is the Research
Literature Matrix (refer to
Annex C)
Wee At the end of the unit, the pre- Unit 5 – Behavioral
k service teacher (PST) can: Learning Theories and
14- Approaches to
16 Learning
a. compare and contrast Think-Pair-Share activity. Pairs Comparative Matrix
various approaches to exchange ideas and insights on PSTs will compare and
[1] A. What is Learning?
learning and describe how “what learning is” and “what contrast “What learning is”
they are manifested in the learning is not”. KWHL chart may and “What learning is not”,
B. Approaches to Learning
classroom; be used to organize class as well as, the various
1. Behavioral
b. apply behavior analysis in discussion. PSTs will note: What approaches to learning using
2. Social cognitive
teaching child and [1] they Know, what they Want to a Comparative Matrix. In
3. Information processing
adolescent learners across know, How will they know and addition, PSTs will describe
4. Cognitive
curriculum areas; what they Learned. actual classroom situations
[2] constructivist
c. make connections, using 5. Social constructivist (based on experience or
knowledge on current [3] Interactive instruction and observation) manifesting the
research literature, C. Connectionis facilitated discussion. Timelines corresponding approach to
between behavioral m learning. Outputs shall
learning theories and D. Conditioni
developmentally ng
appropriate 1. Classical

teaching approaches suited to 2. Contiguous focusing on major contributors and be presented in class and will
learners’ gender, needs, 3. Operant their contributions to the field of be rated using a rubric.
strengths, interests and behavioral psychology will be
experiences. E. Behavior Analysis in useful in the discussion of the
Education concepts and theories. Video clips
and multimedia presentations will
F. Gestalt-Insight Learning greatly supplement the discussion of
concepts on behaviorism and other
G. Experiential Learning learning theories.
Theory
Library/Online research. This Interview on Field
involves the systematic gathering of Experience of Teachers
H. Current Research information in order to write a PSTs (individually or in small
and Pedagogical paper, create a presentation, or groups) will interview at least
Applications complete a project. As used in this 2 teachers of different grade
context, preservice teachers shall levels. PSTs will ask: (1)
gather research information on what are the challenges,
identified topics from journals. The especially behavioral, the
preservice teachers shall focus on teachers usually encountered
the research the Problem, Theories, in teaching, and (2) what
Methodology, Findings and course of action did the
Discussion of Results, as well as, teachers take to overcome
applications and implications of these challenges? The PSTs
behavioral learning theories to will then summarize the
teaching child and adolescent results in a matrix, apply
learners. behavior analysis and
determine the effectiveness of
the course of action of the
teacher using the learning
 principles and related
research literature, and
recommend a better course of
action, if any.
Wee At the end of the unit, the pre- Unit 7 – Safety and
k service teacher (PST) can: Security in the Learning
17- Environment
18 a. discuss the laws, Advanced reading/research. Panel discussion. PSTs, in
policies, guidelines A. UN Convention on the Topics on laws, policies, and small groups, will present a
[4] panel discussion to the class.
and procedures that Rights of the Child and procedures that protect children’s
protect children’s PD 603 rights and assure their safety and Panel discussions will
[4] address laws, policies and
rights and assure their security in school may be given
safety and security in B. Anti-Bullying Act of ahead to PSTs in small groups to issues on the rights of child
school; and 2013 (Republic Act prepare them for panel discussion. and adolescent learners as
b. explain and draw [5] 10627) well as on their safety and
implications of security
policies and in school.
C. Child Protection Policy
procedures on child

protection, and D. Positive Discipline

positive/non-violent Seminar/Colloquium with a Written narrative.
discipline in the resource person from the field. A PSTs will be asked to write a
management of basic education master teacher, a narrative on their insights from
behavior. school head or a colleague may be the panel discussions and the
invited to discuss on laws, policies, colloquium capped with
and procedures that protect insights on the different
children’s rights and assure their purposes of professional
safety and security in school, as reflection.
well as, policies and procedures on Output: A written narrative with
child protection, and positive/non- discussions on the implications
violent discipline in the of policies and procedures on
management of behavior. child protection, and
positive/non-violent discipline
in the management of
behavior.
Week 18: FINAL PERFORMACE TASK
Course Grading System:
The students will be graded in the following manner:
Class Standing: 60% -performance
quiz
attendance
Periodical Exams: 40% -Prelim
-Midterm
-Final
Total: 100%

Grading system : Averaging.

List of
References

Corpuz, B.B., Lucas, M.R.D., Borabo, H.G.L., & Lucido, P.I. (2018) The Child and Adolescent Learners and Learning Principles. Lorimar
Publishing, Inc, Quezon City, Philippines. Corpuz, B.B., Lucas, M.R.D., Borabo, H.G.L., & Lucido, P.I. (2015) Child and Adolescent
Development. Lorimar Publishing, Inc, Quezon City, Philippines.
Lucas, Ma. Rita D. & Corpuz, Brenda B. (2014) Facilitating Learning: A metacognitive process. Lorimar
Publishing, Inc, Quezon City, Philippines. Cohen, L., Manion, L., Morrison, K. & Wyse, D. (2010) A Guide to
Teaching Practice, 5e. Routeledge, 270 Madison Ave., New York, NY. Santrock, J.W. (2011) Educational
Psychology, 5e. McGraw-Hill Companies, Inc. New York, NY.
Schunk, Dale H. (2012) Learning Theories: An educational perspective, 6e. Pearson Education,
Inc. Boston, MA Higher Education Commission (2012) Child Development: Faculty
Resource. Higher Education Commission, Pakistan.
UN-OHCHR (n.d.) 1989 Convention on the Rights of the Child. UN Office of the High Commissioner for Human Rights. Retrieved from
https://www.ohchr.org/Documents/ProfessionalInterest/crc.pdf
Presidential Decree No. 603 (1974) The Child and Youth Welfare Code of the Philippines. Retrieved from https://www.pcw.gov.ph/law/presidential-decree-
no-603
Republic Act No. 7610 (1992) Special Protection of Children Against Abuse, Exploitation and Discrimination Act. Available online:
 https://www.pcw.gov.ph/sites/default/files/documents/laws/republic_act_7610.pdf
Department Order No. 40, series of 2012 – Child Protection Policy. Available online: http://www.deped.gov.ph/wp-content/uploads/2012/05/
DO_s2012_40.pdf

Department of Education (2015) – Positive discipline in everyday teaching: A primer for Filipino teachers. Available online: https://bulacandeped.com/wp-
content/uploads/2016/08/POSITIVE- DISCIPLINE-IN-EVERYDAY-TEACHING-A-Primer-for-Filipino-Teachers.pdf

Prepared by:

GERALD A. TACDERAS
Instructor

Approved:

NENE ASTUDILLA C. GODOY

Program Education Head

NOTED:

JOSEPHINE A. FLORES Ed.D

Dean