Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

BAAO COMMUNITY COLLEGE
San Juan, Baao, Camarines Sur

OUTCOMES-BASED EDUCATION SYLLABUS

Name of Faculty : RHONA C. ARNIDO – MONPONBANUA

Course Title : Contemporary Family Life
Course Number : VED 7
Course Prerequisite : none
Number of Credits : 3
Course Placements :
Semester/Term: : First Semester
Time/Room : Work from Home
Contact Information : Facebook Messenger GC / Mobile Messaging
Consultation Time : Sunday 1:00 – 4:00 PM
Consultation Venue : Work from Home - Google Classroom, Google Meet, Facebook Messenger
LMS Link / Passcode : Google Classroom (https://classroom.google.com/c/Mzc4MzgzOTM1Mjcx?cjc=b5otd6k)

A. COURSE DESCRIPTION
Focuses on the dynamics of the Filipino family and a deeper understanding and appreciation of one’s socio-cultural heritage, and his beliefs,
traditions, practices etc., as vital factors in the development of values system of the Filipino family. It also emphasizes responsible parenthood
and the role of the family as educator of values and its responsibilities in building the nation.

B. PROGRAM LEARNING OUTCOMES

Graduates of the BEED/BSED Program are teachers who:
 1. Articulate the relationship of education to larger historical, social, cultural and political processes.
2. Facilitate learning using a wide range of teaching methodologies in various types of environment.
3. Develop alternative teaching approaches for diverse learners.
4. Apply skills in curriculum development, lesson planning, materials development, instructional delivery and educational assessment.
5. Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting.
6. Practice professional and ethical teaching standards to respond to the demands of the community.
7. Pursue lifelong learning for personal and professional growth.

C. COURSE LEARNING OUTCOMES

The purpose of this course is to enable the students to:
a. Encourage students to develop a perspective family that is biblically-theologically sound.
b. Create an awareness of both the problems facing contemporary families as well as the strengths of today’s family.
c. Provide information and insight that will help class members understand how truly healthy Christian families are developed in the
context of relationships that are lived in an atmosphere of grace.
d. Examine common controversies surrounding the nature/nurture issue as it applies to gender roles, gay members of families,
biomedical issues and parenting.
e. Help individuals identify and interpret personal barriers (i.e. family shame, poor self-concept, built, false interpretations, stereotypes,
etc.) that might restrict their potential to empower family members.
f. Increase respect for cultural diversity as it influences family life.
g. Develop new ways of thinking about families by examining diversity in families.

D. COURSE RATIONALE
This course is designed to increase your knowledge about the important topic of couple and family relationships. The focus of this course if on
the development of individuals and families across the life cycle, the relationships of individuals within families, and the influence of external
factors. This course will provide information on a variety of theories used to study families, on current research on couples and families, and
on the influence of families on individuals in contemporary society.
 E. LEARNING PLAN
Specific Learning Performance Instructional Delivery Instructional Resources Assessment Time
Objectives Learning Content Standards Tasks Allotment
Relate the general Introduction and The students can Synchronous session Copies of Course Short position
objectives of the course Orientation of the articulate on their Syllabus paper on the 1
to the realization of the subject. expectations of importance of
mission, vision, goals and the subject Family
objectives of the teacher 1. Expectation matter.
education program; Setting
2. Course
Be informed of the Description
course’s content, its and Content
requirements and rating 3. Course
criteria. Requirements
4. Class Policies
5. Grading
System
Define marriage and I. Marriage and At the end of the Synchronous and  Teacher-made Family
families Families Over Time session, 85% of Asynchronous Session Research Paper 2
Reading Material
- Historical the students are
 Video: Cohabitation
Perspective of able to make Watch related videos
Families Family research http://www.youtube
- Types of paper.  Video: .com/watch?
Marriages v=PItNy3xooPI
Cohabitation
- Types of  Video: Premarital
http://www.youtube
Families
.com/watch? Sex
- The family
v=PItNy3xooPI http://www.youtube
Functions
- Social,  Video: .com/watch?
regulation of Premarital Sex v=ReZkbcR_uTw
sexual behavior
http://www.youtube
within the Website: National
.com/watch?
family. Council on Family
v=ReZkbcR_uTw Relations
 Website: http://www.ncfr.org
National Council on
Family Relations  Video: Inter
http://www.ncfr.org racial Marriage
 Video: Inter http://www.youtube
racial Marriage .com/watch?v=g3-
http://www.youtube PBQ_uXVY
.com/watch?v=g3-  Video: Gay and
PBQ_uXVY Lesbian Marriage
 Video: Gay and http://www.youtube
Lesbian Marriage .com/watch?
http://www.youtube v=oZUrjTt7t58
.com/watch?
Website: Polygamy.com
v=oZUrjTt7t58
http://www.polygamy.c
om
Visit Related Websites

 Website:
Polygamy.com
http://www.polyga
 my.com

Distinguish sex and II. Understanding At the end of the Synchronous and  Teacher-made Long Online
gender roles Gender: Its session, 85% of Asynchronous Session Quiz 2
Reading Material
Influence in the students are
 Video: Evolving
Intimate able to Watch Related Videos
Relationship Gender Roles in US
- Sex  Video: Evolving Society
- Gender Roles http://www.youtube.c
Gender Roles in
- Theories of om/watch?
US Society
gender-role
http://www.you v=ND_sRO54srg
socialization
tube.com/watch  Website: Sex Roles
- Agents of
socialization ? http://www.springerli
- And v=ND_sRO54srg nk.com/content/0360-
consequences 0025
of stereotyping Visit Related Websites  Website: Gender and
Society: A Matter of
 Website: Sex Nature or Nurture?
Roles http://www.trinity.ed
http://www.spri u/~mkearl/gender.ht
ngerlink.com/co ml
ntent/0360-0025
 Website: Gender
and Society: A
Matter of
 Nature or
Nurture?
http://www.trin
ity.edu/~mkearl/
gender.html

Define Love and Identify III. The Many Faces of At the end of the Synchronous and  Teacher-made Personal Vlog /
the different forms and Love session, 85% of Asynchronous Session Blog on Love 1
Reading Material
kinds of love - Definition the students are
 Video: The
- Expression of able to post their Watch Related Videos Post Hugot
Love personal quotes Philosopher Arthur Lines or Quotes
- Love vs of what is the real  Video: The Schopenhauer on on Love
Friendship meaning of love. Love
Philosopher
- Infatuation http://www.youtube
Arthur
- Liking At the end of the
Schopenhauer .com/watch?
- Theories of Love session, 85% of
on Love v=UtW3cLWAC3I
- Love across the students are
gender and race able to post their http://www.you  Website: Romantic
- Romantic Love own Vlog/Blog on tube.com/watch Love Letters
today and their personal http://www.therom
?
obstacles to opinion on a antic.com/LoveLette
v=UtW3cLWAC3
love and loving chosen kind of
I rs/main.htm
relationship love.

Visit Related Website

  Website:
Romantic Love
Letters
http://www.the
romantic.com/L
oveLetters/main
.htm

Understand the historical IV. Dating, Coupling At the end of the Synchronous and  Teacher-made Reflection 1
perspective on mate and Mate Selection session, 85% of Asynchronous session paper on Family
reading material
selection - Historical the students are Intimacy
 Video: Dating
perspective able to make their Watch Related videos
- Intersection of reflection paper Techniques –
race, gender, on Family  Video: Dating Science of Attraction
class and sexual Intimacy http://www.youtube
Techniques –
orientation .com/watch?
Science of
- Theories of
Attraction v=WcovKsjvVgM
mate selection
http://www.you  Video: More Women
- Finding and
meeting tube.com/watch Choosing to Stay
partners ? Single
- Future of dating http://www.youtube
v=WcovKsjvVg
- Violence in .com/watch?
M
dating and
 Video: More v=gUUxtY_7OZU
intimate
Women  Website: Directory
relationship
- Meeting Choosing to
 partners Stay Single of Dating
http://www.you
tube.com/watch http://www.directoryof

? dating.com

v=gUUxtY_7OZ
 Website: Youth
U
Resource

Visit related website http://www.youthre

source.com
 Website:
Directory of
Dating
 Website: Youth
Resource
http://www.you
thresource.com

Understand Human V. Sexuality and At the end of the Synchronous and  Teacher-made Position paper
Sexuality Intimate session, 85% of asynchronous session on Pre-marital 2
reading material
Relationship the students are and Extra-
 Video:
- Human sexuality able to compose a Watch related videos Marital sex
(past and position on the Teenagers and
present) issue of Pre-  Video: Contraception
- Sexuality as marital and extra http://www.you
Teenagers and
social learning marital sex tube.com/watch
Contraception
- Physiology of
http://www.you ?
sexuality
- The human v=M_qtAD45oP
sexual tube.com/watch E
expression
?  Video: Abortion
- Sexuality across
v=M_qtAD45oP WARNING:
the life cycle
- Sexual E GRAPHIC
dysfunctions  Video: Abortion http://www.you
- Sexual WARNING: tube.com/watch
responsibility GRAPHIC ?
- Sexually http://www.you v=2Djpk9rsDNU
transmitted
tube.com/watch  Website:
diseases
? Planned
v=2Djpk9rsDNU Parenthood

Visit related websites http://www.pla

nnedparenthoo
 Website: d.org
Planned  Website:
Parenthood Centers for
http://www.pla Disease Control
nnedparenthoo http://www.cdc.
d.org gov/std/default.
 Website: htm
Centers for
Disease Control
http://www.cdc.
 gov/std/default.
htm

Understanding the VI. The Marriage At the end of the Synchronous and  Teacher-made Research
necessities of marriage Experience session, 85% of Asynchronous Session Interview 4
reading material
- Reasons why the students are  The Notebook Essay
people marry able to conduct Watched related videos
 Video: Could
- Meaning of online/face-to-  The Notebook
marriage face interview Living Together
 Video: Could
- Marriage as with married Before Marriage
Living Together
commitment couples on their Increase Chance
Before Marriage
- Marriage as life as married of Failure? – A
legal contract couples Increase Chance
Religious/Conse
- Changes and of Failure? – A
rvative
continuity of At the end of the Religious/Conse
marriage session, 85% of Perspective
rvative
- Marriage and the students have http://www.you
Perspective
gender their own tube.com/watch
http://www.you
- Transition and definition of ?
adjustment of marriage as tube.com/watch
v=BhHasnKKmc
marriages conclusion basing ?
k
- Heterogamous from their v=BhHasnKKmc
marriages interview to  Video: Arranged
k
- Marital married couples. Marriage in
 Video: Arranged
satisfaction India
Marriage in
- Communication http://www.you
- Conflict India
tube.com/watch
resolution in http://www.you
?
marriages
 tube.com/watch v=henmRGf_67k
?
v=henmRGf_67k  Website:
Alternatives to
Visit Related Websites Marriage
http://www.un
 Website:
married.org/coh
Alternatives to
abitation
Marriage
 Website: All
http://www.un
About
married.org/coh
Cohabiting
abitation
Before Marriage
 Website: All
http://members.
About
aol.com/cohabit
Cohabiting
ing
Before Marriage
http://members.
aol.com/cohabit
ing

Understand reproduction VII. Reproduction At the end of the Synchronous and  Teacher-made Position paper
and responsible and Parenting session, 85% of asynchronous sessions 4
reading material
parenting - Fertility trends the students are
- Controlling able to make a Watch related videos  Video: Center
fertility position paper on for Human
- Abortion abortion and  Video: Center Reproduction:
- Infertility artificial birth Infertility
- Reproduction control for Human http://www.you
with sex
Reproduction: tube.com/user/
Infertility CenterForHum
http://www.you anReprod?
tube.com/user/ v=3XpmmifCG
CenterForHum VI&feature=pyv
anReprod? &ad=72338323
v=3XpmmifCG 27&kw=infertili
VI&feature=pyv ty
&ad=72338323  Video: In Vitro
27&kw=infertili Fertilization
ty http://www.you
 Video: In Vitro tube.com/watc
Fertilization h?
http://www.you v=RUsRhSKrs
tube.com/watc Sk
h?  Video: Waiting
v=RUsRhSKrs to be Adopted
Sk http://www.you
 Video: Waiting tube.com/watc
to be Adopted h?
http://www.you v=40fwJq0x2ro
tube.com/watc  Website:
h? Positive
 v=40fwJq0x2ro Parenting
http://www.pos
itiveparenting.
Visit related websites
com

 Website:  Website: Kids

Positive Health for

Parenting Parents

http://www.pos http://www.kid

itiveparenting. shealth.org/par

com ent/emotions/b

 Website: Kids ehavior/discipli

Health for ne.html

Parents
http://www.kid
shealth.org/par
ent/emotions/b
ehavior/discipli
ne.html

Understand the VIII. Evolving Work At the end of the Synchronous and  Teacher-made Survey result
transformation of work and Family session, 85% of asynchronous sessions 2
reading material
and family roles Structures the students are
- Transformation able to conduct a Watch related videos The Keys to Resolving
of work and survey on career The Keys to Resolving Family Conflict
family roles options for Family Conflict https://www.youtube.c
- Reason women married couples https://www.youtube.c om/watch?
 work om/watch? v=tw7_mjFDOOg
- Work and family v=tw7_mjFDOOg
structure Why gender equality is
- Traditional Why gender equality is not just about women |
nuclear families not just about women | Caroline Strachan |
Caroline Strachan | TEDxFolkestone
- Two-person
TEDxFolkestone
career
https://www.youtube.c
- The impact of
https://www.youtube.c om/watch?
work on family
om/watch? v=a4WuurpnSbc
relationship
v=a4WuurpnSbc How to Keep a work-
- Integrating
Life Balance
work and family
https://www.familylives
life
Visit related websites .org.uk/advice/your-
- Resolving role
family/family-life/how-
conflict
How to Keep a work- to-keep-a-work-life-
- Inequities in the
Life Balance balance/
work in the
https://www.familylives
workplace
.org.uk/advice/your- Integrating work and
family/family-life/how- family
to-keep-a-work-life-
balance/  https://www.ap
a.org/monitor/
Integrating work and may04/work
family
https://www.apa.org/m
onitor/may04/work
Understand the roots and IX. Violence and Abuse At the end of the Synchronous and  Teacher-made Vlogs / Blogs
effects of family violence - Roots of family session, 85% of asynchronous session 2
violence the students are
- Culture and able to post their Watch related videos reading material
myths about personal 'The Mirror' – A
violence and vlogs/blogs on Domestic Violence 'The Mirror' – A
abuse domestic violence Short Film Domestic Violence
https://www.youtube.c Short Film
- Cases of
om/watch? https://www.youtube.c
battered
v=X5JiqCLh6ps om/watch?
women
Domestic Violence: v=X5JiqCLh6ps
impact on Children Domestic Violence:
https://www.youtube.c impact on Children
om/watch? https://www.youtube.c
v=TOfeByZ1jic om/watch?
v=TOfeByZ1jic

Visit related websites History and Definition of

History and Definition of Family Violence
Family Violence https://www.sagepub.c
https://www.sagepub.c om/sites/default/files/up
om/sites/default/files/up m-
m- assets/38654_book_ite
assets/38654_book_ite m_38654.pdf
m_38654.pdf
The underlying cause of
The underlying cause of woman abuse is the
woman abuse is the man’s need to control,
man’s need to control, often paired with a
often paired with a belief that men can or
belief that men can or should be in charge.
should be in charge.
 https://cawes.com/learn
ing-centre/46-root-  https://cawes.co
causes
m/learning-
centre/46-root-
causes

F. CLASSROOM VENUE : Work From Home / Online Class Via Google Meet/Google Classroom/ FB Group Chat

G. COURSE REQUIREMENTS : a. Project/s, Output/s per Unit

b. Class Standing / Participation / Regular Attendance
c. Examinations

H. GRADING SYSTEM
Quizzes /Paper Submission 20%
Class Attendance / Participation 20%
Performance Assessment / Projects 30%
Examinations 30%
TOTAL 100%

I. CLASSROOM POLICIES
a. ATTENDANCE - Total Number of absences by the students should not be more than 20% of the total number of
meetings or 22 hours for this subject. Students who incurred more than 22 hours of absence automatically gets
a failing grade regardless of class standing.
b. SUBMISSION OF ASSESSMENT TASKS - Late submissions of learning activities will not be accepted. Unless with valid
reason supporting documents of its validity.
 c. WRITTEN EXAMINATION - There will be at least 1 quiz every week. The major examinations will be the summative
assessment. If a student is caught cheating, he or she will be given the grade of zero (0). And if the same
incident happened, the student will be subject to disciplinary action.
d. COURSE PORTFOLIO- Assessment Tools will have to complied and collected before the end of the semester as part of the
subject requirement.

DIFFICULTIES / CHALLENGES
POSSIBLE SOLUTIONS
Expected Difficulties / Challenges
 Unstable / No Internet  Give ample time for students to accomplish the task.
Connectivity in some areas  Record sessions like Online classes, Webinars, chat sessions and others so that
others can go through it again even after the session ends.
 Coordination among  Set a regular online class session
members during group  Plan activities ahead of time to prepare and adjust future activities
activity  Encourage students to explore other communication platforms that they could
use in their activities
 Needs clarifications and other  The instructor should schedule a specific time for consultation aside from the
concerns to the instructor online classes schedule.
 Provide a contact number to the students so as they could reach out you if they
have some questions and clarifications.

SYLLABUS ACKNOWLEDGEMENT

I affirm that I have read the entire syllabus for the course, Contemporary Family Life, and I understand the information and
responsibilities specified.

_____________________________________________
SIGNATURE OVER PRINTED NAME
Date: ________________________________
Contact Information: ___________________