COLLEGE OF ARTS AND EDUCATION

COURSE SYLLABUS
First Semester, School Year 2025-2026

NST100 NATIONAL SERVICE TRAINING PROGRAM I 3 units 3 hour/week

Course Code Course Title Credit Unit/s Hours Per Week

Course Description: This course is a 3-unit subject that deals with the program module or activities contributory to the general welfare and betterment of
life for the members of the community or enhancement of its facilities, especially those dedicated to develop health, education, environment,
entrepreneurship, safety, recreation and moral of the citizenry and other social welfare services.

UPHS VISION COLLEGE OF ARTS AND EDUCATION VISON

The UPHS is premier University that provides unique and innovative A pioneer, passionate and educational and research institution in the
educational processes, contents, end-results for the pursuit of excellence in locality and ASEAN community.
academics, technology, and research through community partnership and
industry linkages. COLLEGE OF ARTS AND EDUCATION MISSION
The University takes the lead in the role as catalyst for human
resource development, and continue to inculcate values as ways of The College of arts and Education is committed to train and develop
strengthening the moral fiber of Filipino individuals proud of their race and globally competent graduates who are well-equipped with innovative and
prepared for exemplary global participation in the realms of arts, sciences and holistically- developed skills in their chosen field; research -oriented towards
business. community development; adept with updated trends on theoretical and
It sees the Filipino people enjoying quality and abundant of life, living practical knowledge and practices; and shall embody and imbue desirable
in peace and building a nation that the next generation will be nourishing, values of a Perpetual.
cherishing and valuing.
UPHS MISSION

The UPHS is dedicated to the development of Filipino leader. It aims

to graduate dynamic students who are physically, intellectually, socially,
spiritually committed to the achievement of the best quality of life.
As a system of service in health and Education the UPHS is dedicated
to the formation of Christian services and research oriented professional
leaders in quality education and healthcare.
It shall produce Perpetualites who outstandingly value the virtue of
reaching out and helping other as a vital ingredient to nation building.

MISSION KEY WORDS GOALS OF THE COLLEGE OF ARTS AND EDUCATION (CAE):

a. Achiever of Life 1. To continuously strive towards becoming a pioneer in education and

b. Christian Formation research within the local community and ASEAN region.
c. Service and Research oriented professionals 2. To provide comprehensive training and development opportunities for
d. Leaders on quality education and Healthcare students, ensuring they graduate with globally competitive skills in their
e. Reaching out and Helping others chosen field.
f. Holistic graduates 3. To promote research initiatives focused on community development and
innovation.
4. To stay updated on the latest trends in theoretical and practical
knowledge, ensuring students are well-prepared for the ever-changing
landscape of their field.
5. To instill desirable values of a Perpetualite education in students,
fostering a culture of lifelong learning and personal growth.
 I. PROGRAM EDUCATIONAL OBJECTIVES IN RELATION TO THE MISSION OF THE UNIVERSITY

MISSION KEY WORDS

A B C D E F
PROGRAM EDUCATIONAL OBJECTIVES Achiever Christian Service and Leaders Reaching Holistic
of Life Formation Research on quality out and graduates
The University of Perpetual Help System is committed to producing oriented education Helping
competent and competitive professionals who are holistic graduates, achievers of professionals and others
life imbued with Christian values and research-oriented leaders in quality Healthcar
education and health care. e
Pursuing our commitment through:
1. To develop professionals with appropriate technical and professional / / / / / /
competencies for local and international market.
2. To achieve recognition as one of the respected universities in the country. / / / / / /
3. To serve as venue for knowledge generation and dissemination / / / / / /
4. To uplift the quality of life of people living in the adopted community / / / / / /
5. To deliver quality services to the clientele. / / / / / /
II. PROGRAM OUTCOMES AND PERFORMANCE INDICATORS IN RELATION TO THE PROGRAM EDUCATIONAL OBJECTIVES:

PROGRAM OUTCOMES PERFORMANCE INDICATORS PROGRAM

Student must exhibit the following competencies at the end of EDUCATIONAL
the undergraduate programs. Graduates should be able to: OBJECTIVES
1 2 3 4 5
A. Articulate and discuss the latest developments in the  Stay updated with current trends, research, and
specific field of practice. (PQF level 6 Descriptor) advancements in the field.
 Engage in professional development activities, such as
conferences, seminars, and workshops, to gain new
insights.
 Present and discuss new developments during ✓ ✓ ✓ ✓ ✓
professional meetings, forums, or classroom discussions.
 Critically analyze and evaluate the implications of recent
advancements on practice.
 Integrate recent developments into instructional
materials and teaching strategies.
B. Effectively communicate in English and Filipino, both  Demonstrate proficiency in English and Filipino by
orally and in writing. delivering clear and well-structured presentations.
 Write academic and professional documents, such as
reports, lesson plans, and correspondence, in both
languages with correct grammar and syntax.
 Engage in effective verbal communication during
✓ ✓ ✓
classroom discussions, meetings, and collaborative
activities in both languages.
 Utilize appropriate language styles for different
audiences and contexts in both English and Filipino.
 Provide constructive feedback and articulate ideas
clearly in both written and oral forms.
C. Work effectively and collaboratively with a substantial  Contribute meaningfully to team projects, respecting
degree of independence in multi-disciplinary and multi- diverse perspectives and roles within the group.
cultural teams. (PQF level 6 descriptor)  Demonstrate leadership and initiative when working
independently or in teams.
 Resolve conflicts within the team constructively and
diplomatically. ✓ ✓ ✓ ✓
 Adapt to and work effectively with individuals from
different cultural and disciplinary backgrounds.
 Collaborate on multi-disciplinary projects and activities,
bringing expertise from your field while appreciating
others' contributions.
D. Act in recognition of professional, social, and ethical  Uphold professional standards and ethical guidelines in
responsibility. all work-related activities.
 Make decisions that reflect social responsibility and
 III. COURSE LEARNING OUTCOMES IN RELATION TO PROGRAM OUTCOMES

COURSE LEARNING OUTCOME PROGRAM OUTCOMES

At the end of the semester, students should be able to:
A B C D E
1. define the nature of the community through social, economic, health and environment awareness; L P P O L
2. identify the values beneficial to the students and his community; L L P L O
3. determine the course of action to address problems identified; L L P L O
4. foster good traits towards themselves and the community which they serves; L L L P P
5. compassion with the sentiments of the community residents; L O P O O
6. encourage community participation through the programs and activities; L L L L P
7. execute values classified as important in their daily lives and in the community; and L L L P L
8. implement a short-term programs intended to address community needs. O L O L L
Legend: L= Learned P=Practiced O= Opportunity to learn

IV. COURSE LEARNING PLAN

Intended Learning Assessment of Learning
Week Hour Topic Outcome-Based Teaching and Learning
Outcomes (ILO) Outcomes (ALO)
(OBTL)
Week 1.5 Reflect on the identity of a UPHS VMO Engage: Reflective Essay: Assess students’
1 hours Perpertualite as “Helpers of A. Subject Description -Activity: Share the UPHS story, ability to connect UPHS mission,
God” B. Presentation of the philosophy, mission, and vision, followed vision, and course policies with
 Course by a discussion on how these resonate their personal and academic goals
C. UPHS AND UPHS-I with students' personal goals. through a reflective essay.
Story, Philosophy, -Outcome: Students will connect with Quiz or Short Test: Measure
Mission and Vision UPHS values and reflect on their role as students’ knowledge of the UPHS
Course Overview learners. story, philosophy, mission, vision,
Course Policy and course policies through a short
Apply: quiz.
-Activity: Have students create a project
that links the course description and
UPHS mission to their academic and
personal development.
- Outcome: Students will demonstrate
how they plan to integrate course content
with the institution's values in their
learning journey.
Week 4.5 1. Explain the key Topic 1: NSTP Implementing Engage: Multiple-Choice Quiz: Measure
1-2 hours components and significance Rules and Regulations -Activity: Conduct a group discussion students' knowledge of key
of the NSTP Implementing where students share their understanding concepts, including the differences
Rules and Regulations. of the NSTP Implementing Rules and between ROTC, LTS, and CWTS,
2. Differentiate between Regulations and how they think it through a quiz.
ROTC, LTS, and CWTS, contributes to nation-building. Reflective Essay: Assess students’
including their objectives -Outcome: Students will articulate the ability to connect the NSTP
and functions. significance of NSTP in civic Implementing Rules and Regulations
3. Describe the consciousness and community service. with their personal and academic
responsibilities of students Apply: goals through a reflective essay.
enrolled in the NSTP and -Activity: Ask students to create a
their role in community proposal for a community service project
service. that aligns with one of the NSTP
4. Discuss the impact of components.
NSTP on community -Outcome: Students will demonstrate their
development and nation- understanding of NSTP by designing
 building. projects that meet program objectives.

Week 4.5 1. Explain the modes of Topic 2: HIV/AIDS Engage: Infographics: Students are task to
3-4 hours transmission, symptoms, and Awareness for NSTP -Activity: Facilitate a role-playing session create an infographics about
prevention methods of students where students act out scenarios involving HIV/AIDS awareness and
HIV/AIDS. HIV/AIDS prevention, stigma, and distributed them in their
2. Assess the risk factors support. community.
associated with HIV/AIDS -Outcome: Students will empathize with Knowledge Test: Evaluate
and lifestyle choices. individuals affected by HIV/AIDS and students' understanding of
3. Advocate for practices understand the importance of awareness HIV/AIDS transmission,
that reduce the risk of and support. prevention, and social impact
HIV/AIDS transmission. Apply: through a written test.
4. Examine the social stigma -Activity: Have students develop and
of HIV/AIDS and its effects present an HIV/AIDS awareness
on communities. campaign targeted at their community or
5. Develop an awareness school.
campaign on HIV/AIDS -Outcome: Students will apply their
prevention and treatment. knowledge of HIV/AIDS to create
effective educational materials and
outreach strategies.

Week 4.5 1. Explain the origins, Topic 3: COVID-19 Engage: Personal Action Plan: Measure
4-5 hours transmission, and symptoms -Activity: Organize a discussion that students' application of COVID-19
of COVID-19. focuses on the global and local impacts of knowledge by having them create a
2. Assess the effectiveness the COVID-19 pandemic. personal or family safety plan.
of COVID-19 prevention -Outcome: Students will engage with real- Online Quiz: Assess students'
strategies. world examples of how COVID-19 has understanding of COVID-19
3. Discuss the global and affected different aspects of life. origins, symptoms, and prevention
local impacts of the COVID- Apply: strategies through a quiz.
19 pandemic. -Activity: Instruct students to create a
4. Advocate for adherence to personal or family action plan that
 public health guidelines to includes preventive measures and
prevent COVID-19. response strategies for COVID-19 or
5. Create a response plan for similar pandemics.
COVID-19 or future -Outcome: Students will apply their
pandemics. understanding of COVID-19 prevention
and preparedness in a practical, personal
context.

Week PRELIMINARY EXAMINATION

6
Week 3 1. Differentiate between Topic 4: Disaster and Risk Engage: Preparedness Plan: Evaluate
7 hours natural and man-made Reduction Management - Activity: Conduct a brainstorming students' ability to apply risk
disasters and their session where students identify different reduction principles by creating a
community impacts. types of disasters and discuss their disaster preparedness plan for their
2. Identify and evaluate risk potential impacts on communities. community.
factors that increase - Outcome: Students will engage in Simulation Exercise: Assess
vulnerability to disasters. identifying and understanding the range of students' practical understanding
3. Develop disaster risks associated with various disasters. through participation in a simulated
preparedness plans with Apply: disaster scenario.
early warning systems and - Activity: Have students develop a
evacuation procedures. disaster preparedness plan for their school
4. Examine effective disaster or community, including evacuation
response strategies and routes and communication strategies.
community coordination. - Outcome: Students will apply disaster
5. Advocate for integrating risk reduction principles to create a
disaster risk reduction in practical, actionable preparedness plan.
community planning.
Week 3 1. Explain the science Topic 5: Climate Change Engage: Tree Growing: Students are task to
8 hours behind climate change and -Activity: Organize a debate on the do a tree growing activity in their
the role of human activities. effectiveness of global versus local community.
2. Assess the environmental, actions in combating climate change. Essay: Assess students'
 social, and economic - Outcome: Students will engage critically understanding of the impacts of
impacts of climate change. with different perspectives on climate climate change through a written
3. Advocate for sustainable change solutions. essay discussing its global and local
practices to reduce effects.
greenhouse gas emissions. Apply:
4. Examine adaptation -Activity: Task students with creating a
strategies for coping with sustainability project, such as a
climate change effects. community garden or a recycling
5. Create an action plan for program, that addresses local
climate change mitigation environmental issues.
and adaptation. -Outcome: Students will apply their
understanding of climate change and
sustainability to implement a real-world
solution.
Week 3 1. Explain the causes of Topic 6: Earthquakes Engage: Building Safety Audit: Evaluate
9 hours earthquakes and factors -Activity: Facilitate a simulation exercise students' application of earthquake
influencing their intensity. where students experience an earthquake preparedness by having them
2. Identify and assess scenario and must decide on the best conduct a safety audit of a local
hazards associated with course of action. building.
earthquakes. - Outcome: Students will engage with the Response Plan: Assess students'
3. Advocate for earthquake practical challenges of responding to an understanding by having them
preparedness measures, earthquake in real-time. develop an emergency response
including emergency kits Apply: plan for an earthquake scenario.
and drills. -Activity: Ask students to assess the
4. Evaluate the importance earthquake preparedness of a local
of earthquake-resistant building or their own home, and suggest
building designs. improvements.
5. Create an emergency - Outcome: Students will apply their
response plan for knowledge of earthquake safety to
earthquakes. evaluate and enhance building
preparedness.
Week 3 1. Explain the Topic 7: Hurricane, Tropical Engage: Evacuation Plan: Measure
10 hours meteorological processes Cyclone (Typhoon) -Activity: Show videos of recent students' application of knowledge
leading to hurricanes, hurricanes or typhoons and lead a by creating an evacuation plan for a
tropical cyclones, and discussion on their impacts and the hurricane or typhoon.
typhoons. importance of preparedness. Infographic: Assess students'
2. Identify the potential -Outcome: Students will engage with real- understanding of storm
impacts of these storms, life examples to understand the severity preparedness and safety by having
such as wind and flooding. and consequences of these storms. them design an informative
3. Advocate for storm Apply: infographic.
preparedness measures, -Activity: Have students design an
including securing property emergency kit and evacuation plan for
and evacuation plans. their family or community in the event of
4. Examine the roles of a hurricane or typhoon.
agencies and communities in -Outcome: Students will apply their
storm response and knowledge of storm preparedness to
recovery. create practical safety measures.
5. Create a safety plan
addressing pre- and post-
storm actions.
Week 3 1. Explain the causes of Topic 8: Floods Engage: Flood Risk Assessment: Evaluate
11 hours floods, including heavy -Activity: Discuss the factors that students' ability to apply knowledge
rainfall and storm surges. contribute to flooding in a flood-prone by conducting a flood risk
2. Identify areas at high risk area. assessment of a specific area.
of flooding and contributing -Outcome: Students will engage with the Mitigation Strategy: Assess
factors. local environment to understand the students' understanding by having
3. Advocate for flood causes and effects of flooding. them develop a flood mitigation
preparedness measures, such Apply: strategy for their community.
as barriers and evacuation -Activity: Instruct students to develop a
plans. flood prevention or mitigation plan for
4. Discuss the impacts of their school or community, considering
floods on communities, both structural and non-structural
 infrastructure, and the measures.
environment. - Outcome: Students will apply their
5. Create a flood mitigation knowledge of flood risk reduction to
plan with structural and non- create a plan that addresses local
structural measures. vulnerabilities.

Week MIDDLE TERM EXAMINATION

12
Week 3 1. Explain the Topic 9: Thunderstorms and Engage: Safety PSA: Measure students'
13 hours meteorological conditions Lightning -Activity: Use a simulation tool to application of storm safety
leading to thunderstorms demonstrate how thunderstorms and knowledge by creating a public
and lightning. lightning form, followed by a Q&A service announcement.
2. Identify hazards session. Lightning Safety Quiz: Assess
associated with -Outcome: Students will engage with the students' understanding of
thunderstorms, such as flash scientific processes behind thunderstorms thunderstorm and lightning safety
floods and electrical strikes. and lightning. through a quiz.
3. Advocate for safety Apply:
measures during -Activity: Ask students to create a public
thunderstorms, like staying safety announcement on how to stay safe
indoors and unplugging during a thunderstorm or lightning event.
devices. -Outcome: Students will apply their
4. Examine the potential knowledge of storm safety to develop
damage caused by educational materials for public use.
thunderstorms and lightning.
5. Create an emergency
response plan for
thunderstorms.
Week 3 1. Explain the atmospheric Topic 10: Tornadoes Engage: Shelter Design: Evaluate students'
14 hours conditions that lead to -Activity: Facilitate a discussion on ability to apply tornado safety
tornado formation. famous tornado events, including their knowledge by designing a tornado
2. Identify areas prone to impacts and the response strategies used. shelter plan for their community.
 tornadoes and factors -Outcome: Students will engage with Response Drill: Assess students'
influencing their severity. historical examples to understand the practical understanding by
3. Advocate for tornado effects of tornadoes and the importance of conducting a tornado response drill
safety measures, including preparedness. and evaluating participation.
seeking shelter and Apply:
emergency kits. -Activity: Task students with creating a
4. Discuss the impacts of tornado drill plan for their school,
tornadoes on communities including designated safe areas and
and infrastructure. communication protocols.
5. Create a tornado -Outcome: Students will apply their
emergency response plan understanding of tornado safety to
with evacuation and develop a practical emergency response
recovery strategies. plan.
Week 3 1. Explain common causes Topic 11: Home Fires Engage: Fire Safety Plan: Measure
15 hours of home fires, such as -Activity: Conduct a fire safety workshop students' application of fire safety
electrical faults and cooking where students practice using fire knowledge by having them develop
accidents. extinguishers and creating escape plans. a fire escape plan for their home.
2. Identify potential fire -Outcome: Students will engage hands-on Hazard Identification Test:
hazards in the home and risk with fire safety techniques and emergency Assess students' understanding by
reduction measures. preparedness. having them identify potential fire
3. Advocate for fire safety Apply: hazards in various scenarios.
practices, including smoke -Activity: Have students conduct a fire
detectors and escape plans. safety audit of their homes and suggest
4. Examine appropriate steps improvements to minimize fire risks.
to take during a home fire, -Outcome: Students will apply fire safety
including evacuation. knowledge to assess and enhance their
5. Create a fire prevention home environments.
plan with regular inspections
and safe handling practices.
Week 6 1. Explain the importance of Topic 12: Multi-Hazard Engage: Comprehensive Mitigation Plan:
16-17 hours multi-hazard mitigation -Activity: Lead a scenario-based Evaluate students' ability to apply
 planning for disaster risk Mitigation Planning discussion where students identify multi-hazard knowledge by creating
reduction. multiple hazards that could affect a a comprehensive mitigation plan for
2. Identify and evaluate community and discuss mitigation a community.
hazards that a community strategies. Risk Analysis Report: Assess
may face, such as -Outcome: Students will engage with students' understanding by having
earthquakes and floods. complex scenarios to understand the need them write a report analyzing
3. Advocate for for comprehensive hazard mitigation. potential hazards and mitigation
comprehensive hazard Apply: strategies for a chosen area.
mitigation through planning -Activity: Instruct students to develop a
and public awareness. multi-hazard mitigation plan for a chosen
4. Examine the effectiveness community, incorporating risk
of mitigation strategies, such assessments and protective measures.
as retrofitting and green -Outcome: Students will apply their
spaces. knowledge of multi-hazard planning to
5. Create a multi-hazard create a detailed, actionable plan.
mitigation plan addressing
risk assessment and
protective measures.
Week FINAL TERM EXAMINATION/SEMINAR
18

Course Requirements:

1. Take and pass all quizzes/major examinations (preliminary, midterm, and final examinations)
2. Submit all activities, assignments, group/individual projects and other requirements on time.
3. Must perform and participate actively in class activities.
Major Requirements: Examinations, Seminar, Tree Growing, Year-End Gift-Giving Activity
 TERM GRADE COMPUTATION
CLASS STANDING: 67%

QUIZZES 40%
CONDUCT 10%
CLASS ACTIVITIES/ASSIGNMENTS 40%
ATTENDANCE 10%
TOTAL 100%

MAJOR EXAMINATION: 33%

SEMESTER GRADE COMPUTATION

PRELIM- 30%
MIDTERM- 30%
FINALS- 40%
TOTAL- 100%

References:
A. Institutional
 Villasoto H. & Villasoto N. “Human Person Gearing towards Social Development: NSTP-CWTS 1 Worktext for College Students”
Second Edition

Attested by:

MERYL GAY GASPAR, RL

Librarian

B. Other Textbooks:
 Ferrer, R., Peralta, R.P., Guiwa, H.I., Crudo, E.R., Pawilen, G., (2023) National Service Training Program I, First Edition, Rex
 Education

C. Electronic References
 EBSCOHost -
 Philippine E-journal -
 Learning Management System - [Link]
 OPAC -

Classroom Policies

1. UNIFROMS
 Student should be in proper uniform with School I.D
2. ATTENDANCE
 Minimum of 80% attendance of the total contact hour period of absence
 A minimum of 3 absences without valid reason shall require s a promissory note from the program coordinator
 6 consecutive absences from the class means “drop” in the subject.
 Failure to attend the regular class after taking the prelim exam means a grade of 5.0 in the subject
3. EXAMINATIONS
 Cheating and copying is strictly prohibited, deduction of points will be imposed during quizzes and a grade of 5.0 during midterm and Final exam
 During exams, answer sheet, permits, calculator, pencil and eraser are allowed on desk.
4. Other Policies
 Turn cellphones in silent mode during class hours
 Chairs should be arranged after class hour
 Vandalism is strictly prohibited
 No smoking within school premises
 Students under influence of liquor are not allowed in school
 Proper grooming should be observed
 Other policies will be strictly imposed as contained in student handbook

Prepared by: Reviewed by: Approved by:

 WILLY R. MAMBA, MAED GLENN A. GALINGANA, Ed. D. WARREN L. CALILUNG, EdD, PhD
Instructor Office of the Dean School Director

Date Prepared: August 24, 2025 Date Reviewed: Date Approved: