3rd Year

ln this course, students are expected to integrate environmental education in its curriculum plan. Hence, extensive discussion on environmental education is necessary prior to instructional planning, designing and development. Discussion should focus on Environmental Education which shall encompass environmental concepts and principles, environmental laws, the state of international and local environment, local environmental best practices, the threats of environmental degradation and its impact on human well-being, the responsibility of the citizenry to the environment and the value of conservation, protection and rehabilitation of natural resources and the environment in the context of sustainable development. It shall cover both theoretical and practicum modules comprising activities, projects, programs including, but not limited to, tree planting; waste minimization, segregation, recycling and composting; freshwater and marine conservation; forest management and conservation; relevant livelihood opportunities and economic benefits and other such programs and undertakings to aid the implementation of the different environmental protection law. (R.A. 9512 and CMO No. 33, s.200e). Moreover, students are expected to discuss current environmental updates, including identifying priority environmental education issues for national action and providing strategic advice on the environmental education activities applicable to ECE contexts and settings. They are also expected to propose environmental education program/activities that will ensure that young students like preschoolers, kindergartners, and primary graders receive science-based quality information on environmental issues to encourage the development of environment friendly solutions, devices, equipment and facilities and others that are useful in ECE contexts and settings.

This course emphasizes a comprehensive discussion of teaching reading as integral part of integrated language arts and multiliteracies. The  content standards, performance standards and learning competencies of communicative competence and multiliteracies  that must be met by young students from Kindergarten to Grade III as required by integrated Language Arts and Multiliteracies Curriculum (LAMC) is integrated in the in-depth discussion.

This course includes lesson planning and demonstration teaching of the approaches, strategies and/or techniques in teaching the five (5) intricately intertwined and integrated sub-strands (listening, speaking, reading, writing, and viewing) that serve as building blocks for understanding and creation of meaning and for effective communication across curricula and of becoming a multiliterate learner.