L. S. Sarmiento Sr. St.

, Purok 6, Poblacion, Monkayo, Davao de Oro

BACHELOR OF SCIENCE IN AGRICULTURE

CMO No. 23 series, 2021
COPC: CRO No. 002, series, 2024

COURSE SYLLABUS
Academic Year 2024-2025
2nd Semester

Course Code and Title : NSTP 2. Civic Welfare Training Service 2

Mission Goals Core Values
Year and Section : BSA 1A, 1B, 1C & 1D
Class Schedule : ThurdayTo & Fridayquality
deliver 7:00 am -1:00 pm
education and 1. Produce competent graduates. M- Moral Uprightness
Consultation Time : Friday 2:00 – 4:00
dynamic pm
instruction, relevant 2. Foster strong linkages and O- Optimism
Course Units : 3 UNITS
researches, and sustainable extension networks. N- Nationalism
Pre-requisite : None programs gearing towards socio- 3. Synergized human capital. C- Compassion
Course Description : The National Servicedevelopment.
economic Training Program NSTP) 2 is a three-unit non-academic course for students who have taken the NSTP 1. It
requires the actual involvement of the students in the community projects and activities thatA- Adaptability
are designed to encourage the
S- Service
youth to contribute to the improvement of the general welfare and the quality of life for the safety, recreation, and morals of
T- Teamwork
the citizenry (R.A. No. 9163, Section 3, d). This is in compliance with the approved Implementing Rules and Regulations (IRR),
which was approved last November 13, 2009, in accordance with the provision of R.A No.916
Vision

A transformative learning institution

producing globally competitive
graduates.

PROGRAM EDUCATIONAL OBJECTIVES Institutional Graduate Attributes

 Problem Communication Productivity Lifelong Professional
After graduation, graduates of the Bachelor of Science in Agriculture program Solving Skills Learning Competence
shall: Skill
1. Perform science and technology-based agricultural production strategies and / / /
entrepreneurial skills efficiently
2. Formulate and implement system-oriented strategic plans and programs for
agriculture development / / / / /
3. Develop communication skills and strategies and cultivate productive work attitude
in the field and among co-workers; and / / / /
4. Promote visionary and action leadership and practice ethical relations in the / /
workplace
PROGRAM EDUCATIONAL OBJECTIVES (PEOs) AND THEIR LINKS TO ASPECTS OF VISION-MISSION-GOALS-CORE VALUES (VMG-CV)

PROGRAM OUTCOMES (POs) AND THEIR LINKS TO PROGRAM EDUCATIONAL OBJECTIVES (PEOs)
PROGRAM EDUCATIONAL
PROGRAM OUTCOMES
Upon completion of the program, students of the BS Agriculture OBJECTIVES
program will be able to: 1 2 3 4
1. Articulate and discuss the latest developments in the specific field of practice /
2. Efficiently communicate orally and writing using both English and Filipino /
3. Work effectively and independently in multi-disciplinary and multi-cultural teams /
4. Act in recognition of professional, social and ethical responsibilities /
5. Preserve and promote “ Filipino Historical and cultural heritage’(based on RA 7722) / /
6. Generate and share knowledge relevant to specific field in the study of agriculture /
7. Formulate and implement agricultural development, plans and programs; /
8. Apply scientific method in the conduct of research activities;
9. Understand and apply the concepts of agricultural productivity and sustainability in the context of national, regional and /
global developments
10. Engage in agricultural production and post-production activities /
11. Promote sound agricultural technologies to various clients and in the manpower development for agriculture; and /
12. Employ relevant tools in information technology in solving agriculture-related problems /

COURSE OUTCOMES (COs) AND THEIR LINKS TO PROGRAM OUTCOMES (POs)

 COURSE OUTCOMES PROGRAM OUTCOMES (POs)
Upon completion of the course, the students should be able to: 1 2 3 4 5 6 7 8 9 10 11 12
1. Render community service contributory to the developmental welfare of the /
/ /
community;
2. Active involvement and participation of the community in service and
/ / /
learning;
3. Applied the concept learned, and design civic welfare projects activities to
be implemented as a team in their assigned community, barangay, or / / /
government agency;
4. Documented team activities in their assigned barangay or government
agency and provide a summary of lessons learned in carrying out CWTS / / /
projects and activities agency; and

5. Produced an individual output on the CWTS experience, focusing on the / /

core values learned. Students must present their individual output either in /
written or visual form.

ASSESSMENT TASKS (ATs), THEIR WEIGHTS (WTs.), AND COURSE OUTCOMES (COs) ASSESSED
COURSE OUTCOMES
ASSESSMENT TASKS DESCRIPTION WTs. 1 2 3 4 5
Formative Quizzes An objective paper-and-pen test which usually done before and during the
discussion. Items in this formative quiz requires the students to recall facts, 20% ➹ ➹ ➹ ➹ ➹
explain concepts and analyze situations.

Summative Quizzes
An objective paper-and-pen test or a performance-based quiz which usually
done after a chapter or unit discussion. Items in this summative quiz requires
the students to recall facts, explain concepts, analyze situations and
apply/integrate theories to real life
A mode of assessment that requires actual demonstration of skills as a proof
Activities of learning. This could be in a way of applying concepts and presenting 30% ➹ ➹ ➹ ➹ ➹
examples from given concepts. This assessment tasks ensures students are
not only engaged but are also evaluated on their participation and
performance in a variety of practical and interactive tasks.
Students are evaluated on their consistent presence in scheduled classes,
Attendance including lectures, discussions, and other course-related activities. 10%
Attendance is linked to active participation during classes, ensuring students
are not only present but engaged.
 Periodical Examination A 50-60 item multiple-choice test which covers the entire topic discussed for
every period. The test items require the students to recall facts, explain 40% ➹ ➹ ➹ ➹ ➹
concepts, analyze situations and apply/integrate concepts and theories to
real- life scenarios.
COURSE INSTRUCTIONAL PLAN
MODALITY REFERENCES/
TIME STUDENT LEARNING TEACHING LEARNING ASSESSMENT
COURSE CONTENT TEXTBOOKS
FRAME OUTCOMES ACTIVITIES TASKS

Week 1 ● Orientation for VMG-CV, ● Familiarize and instill the ● Getting to know ● Recitation Face to face ● Course
classroom policies and subject institution’s VMG-CV, each other Class Syllabus
grading system. classroom policies and /Recitation
● Introduction to Foundation of grading system. ● Interactive
Special Needs and inclusive ● Discuss the overview of Discussion
Education. the subject.

Week 1 Lesson 1: R.A. No. 9163 ● Determine the provisions ● Orientation ● Oral Face to face Herminigildo S.
IMPLEMENTING GUIDELINES of the revised ● Question- recitation Class Villasoto, Noemie
● The principle behind R.A. No. Implementing Rules and generation ● Quiz S. Villasoto, and
9163 Regulations (IRR) of R.A. strategies Maristela B. Roxas
● NSTP on the Role of the Youth No. 9163 ● Interactive (2022), 3rd Edition,
● Components of the NSTP ● Justify the impact of R.A. Discussion National Service
● Coverage of the NSTP Law No. 9163 on community Training Program
service learning. 2: Civic Welfare
Develop an active role Training Service-
and participation in Literacy Training
community or civic affairs Service
Week 2 Lesson 2: Service Learning ● Justify how service- ● Discussion ● Reflective Face to face Herminigildo S.
● Characteristics of Service learning leads to effective ● Reflection paper Essay Class Villasoto, Noemie
Learning community intervention ● Question and ● Quiz S. Villasoto, and
● What Service-Learning Is NOT and active participation. answer Maristela B. Roxas
● Service-Learning Theory ● Determine the strategies ● Clean-up drive (2022), 3rd Edition,
● Legal Bases of Learning applied or adopted in within MONCAST National Service
● HEIs on Service Learning community service and Campus Training Program
● Benefits of Service- Learning interventions. 2: Civic Welfare
● Guidelines and Procedure ● Formulate programs or Training Service-
campaigns that reinforce Literacy Training
service learning and Service
community involvement
Week 3 Lesson 3: Community Immersion ● Analyze the different ● Discussion ● Group Face to face Herminigildo S.
● Community Immersion steps involved in ● Team working activity Class Villasoto, Noemie
● Service learning from community immersion ● Rubrics S. Villasoto, and
community Immersion ● Associate the nature of ● Written Maristela B. Roxas
● Community development community development quizzes (2022), 3rd Edition,
Work to its approaches ● Reflection National Service
● Approaches to community Design a community paper Training Program
development work immersion program with 2: Civic Welfare
● Principles and Considerations the protocols of Training Service-
for Planning Community intervention Literacy Training
Projects Service
● Community Development
Project
● Community Capacity Building
● Community Capacity building
Practices
Week 4 Lesson 4: Community needs ● Determine the concept of ● Collaborative Face to face Herminigildo S.
assessment community. learning ● Journal Class Villasoto, Noemie
● Knowing the community ● Apply the purpose of ● Discussion writing S. Villasoto, and
● Sociological Concept of a community needs ● Community ● Written Maristela B. Roxas
Community assessment in building a needs activity works (2022), 3rd Edition,
● Aesthetic and Moral Values of community program ● Quiz National Service
a Community Demonstrate the process Training Program
● Community needs assessment of conducting a 2: Civic Welfare
● Steps in Conducting a community needs Training Service-
Community Needs Assessment assessment Literacy Training
● Data Gathering Methods for Service
Community Needs Assessment
● Needs Assessment Survey
● Roles of a Community Needs
Assessment
Week 5 Lesson 5: Community Service ● Determine the different ● Brainstorming ● Written Face to Face Herminigildo S.
group dynamics activities ● Concept Quizzes Class Villasoto, Noemie
 Community Immersion Service ● Analyze the different mapping ● Reflection S. Villasoto, and
 Group Dynamics Activities principles and guidelines ● Planning and paper Maristela B. Roxas
of community service developing (2022), 3rd Edition,
● Execute community business National Service
service programs within ● Grouping Training Program
partner communities ● Discussion 2: Civic Welfare
● Team working Training Service-
discussion. Literacy Training
● Group Dynamics Service
 Activities
Week 6 Lesson 6: Participatory Planning ● Relate the importance of ● Discussion ● Written Face to face Herminigildo S.
and Implementation participatory planning to ● Diagram works Class Villasoto, Noemie
● Participatory Planning the implementation ● Team S. Villasoto, and
● Historical Development of ● Explain the different project Maristela B. Roxas
Participatory Planning concepts of participatory ● Project (2022), 3rd Edition,
● Levels of Participation planning proposal National Service
Project Development Cycle Execute the methods of ● Quiz Training Program
Planning 2: Civic Welfare
Training Service-
Literacy Training
Service
Week 7 Lesson 7: Participatory ● Define monitoring and ● Interactive ● Monitoring Face to face Herminigildo S.
Monitoring and Evaluation evaluation and evaluate Discussion and Class Villasoto, Noemie
● Monitoring Outcomes their components evaluation S. Villasoto, and
● Monitoring Accountability ● Analyze the relationship checklist Maristela B. Roxas
● Participatory Evaluation between monitoring and ● Quiz (2022), 3rd Edition,
evaluation National Service
● Illustrate the importance Training Program
of monitoring and 2: Civic Welfare
evaluation in determining Training Service-
the sustainability of a Literacy Training
project Service

Week 8 Lesson 8: Students’ Activity ● Prepare an activity design ● Interactive ● Team Face to face Herminigildo S.
Designs for the Immersion or Discussion project Class Villasoto, Noemie
● Students Activities community exposure ● Workshop /Activity S. Villasoto, and
● Sample Request Letter ● Gain knowledge and Design Maristela B. Roxas
experience through Submission (2022), 3rd Edition,
community immersion ● Quiz National Service
● Effectively communicate Training Program
and conduct activities at 2: Civic Welfare
the local community Training Service-
Prepare narrative reports Literacy Training
with reflections Service

Week 9
MIDTERM EXAMINATION
 Week 10- TREE PLANTING ACTIVITY ● Demonstrate camaradarie ● Hole digging ● Narrative Face to face Herminigildo S.
11 with fellow students, and ● Sticking report Class Villasoto, Noemie
different government ● Planting ● Portfolio S. Villasoto, and
agencies ● Reflection Maristela B. Roxas
● Support sustainability (2022), 3rd Edition,
development National Service
● Participate in tree Training Program
planting activities 2: Civic Welfare
● Appreciate environment Training Service-
Literacy Training
Service
Week 12- SERVICE LEARNING ● Demonstrate camaraderie ● Clean up drive ● Reflection Face to face Herminigildo S.
14 with fellow students, and ● School ● Narrative Class Villasoto, Noemie
the community beautification report S. Villasoto, and
● Apply theories into ● Cooperative ● portfolio Maristela B. Roxas
practice through service- Service-Learning (2022), 3rd Edition,
learning ● Outreach National Service
● Appreciate community program Training Program
● Appreciate the value of ● feeding program 2: Civic Welfare
volunteerism Training Service-
Literacy Training
Service
Week 15- COMMUNITY IMMERSION ● Apply classroom theories ● Community ● Portfolio Face to Face Herminigildo S.
17 in the community Garden ● Evaluation Class Villasoto, Noemie
● Work with different Establishment form S. Villasoto, and
people in the community ● Narrative Maristela B. Roxas
● Enhance social skills Report (2022), 3rd Edition,
● Envolve in identifying the National Service
problem Training Program
● Think critically in finding 2: Civic Welfare
solution Training Service-
● Appreciate the people Literacy Training
working in the community Service

Week 18
FINAL EXAMINATION

TEXTBOOKS :
● Herminigildo S. Villasoto, Noemie S. Villasoto, and Maristela B. Roxas (2022), 3 rd Edition, National Service Training Program 2: Civic Welfare Training Service-
Literacy Training Service

SUGGESTED READINGS and REFERENCES:

CLASS POLICIES AND GUIDELINES:

a) Only officially enrolled students are allowed to attend their classes.

b) All students are required to attend their classes regularly.
c) Attendance is counted from the first regular class meeting.
d) Punctuality is a must to all students.
e) A validated student information card must always be worn by all students while attending classes.
f) Any form of dishonesty shall be dealt with accordingly.
g) Cheating is strictly prohibited.
h) Students who incur absences equivalent to more than twenty (20) percent of the course hours required shall be dropped from the course provided he/she has
not taken any exam.
i) If absent from the class, he/she has to secure and fill up an excuse slip from OSAS duly signed by parent/guardian (supported by a medical certificate from a
physician, if the student is sick) and to be signed by the subject teacher/s, Academic Program Head and to be submitted to their respective subject teachers or
instructors thereafter. A student shall be given a three (3) days grace period in the submission of the excuse slip otherwise the absence will be considered
unexcused.
j) No special quiz shall be given to any student who comes in late or absent during classes.
k) Honesty is called for at all times.

Date Term Effective Prepared by Recommending Approval Approved by:

2ND SEM
January 6, 2025 of Academic Year 2024-
2025 MARIA ADELA E. AROMA SITTIE AISHA T. MANUCANG DENNIS C. RAMO
Instructor Program Coordinator Dean