Ibcs Handbook

International Baptist College
ibcs@edu.ph
THE ALMA MATER

(TUNE ADAPTED FROM A DANISH HYMN)
Through the. halls of IBCS hear The Savior’s call.

Send the gospel to all people, show them Christ is all.
IBCS! IBCS! Colors blue and white.

A distinctive Christian College giving truth and light!
Pour our hearts in adoration, lift your praises high!

And your virtues to all nations tell as years go by!
STATEMENT OF FAITH
We believe in the verbal inspiration and Authority of The Scriptures
We believe that The Bible reveals God, the fall of man the way of salvation and God’s plan and
purpose in the ages.
We believe in God The Father, God The Son and God The Holy Spirit.
We believe that salvation is by grace, plus nothing and minus nothing.

The condition to salvation are repentance and faith.
We believe that men are justified by faith alone and are

accounted righteous before God only through the merit of Our
Lord and Savior Jesus Christ.
Justification establishes an eternal relationship that can never be broken.
We believe in the visible, personal and pre-millennial return Jesus Christ. We

believe in the everlasting blessedness of the saved And the everlasting conscious
punishment of the lost.
We believe that a trinitarian God in creation created man from a

man and a woman.
We believe that in creation, A Trinitarian God created man and woman for marriage for the purposes of family life,
thereby making way for propagation and multiplication of civilization on the earth.
We believe that marriage between man and woman is permanent and inviolable as established
by God in creation.
Distinctively Christian
474 Arayat Street Barangay Malamig Mandaluyong City 1550
Tel. Nos. (632) 85314227 (632) 85336378
ibcs@edu.ph
REQUIREMENTS FOR ENROLLMENT

Upon enrolment (In lieu of Face-to-Face class meetings), all students are required to submit the following:
PROOF OF VACCINATION or a weekly NEGATIVE COVID TEST
CHEST X-RAY
FORM 137 and FORM 138 (from High School)
Transferees from public and private schools in the Philippines who fail to submit the SF 9 (formerly Form
138) during early registration or upon enrollment shall only be temporarily enrolled until the
submission of required documents on or before the 2nd quarter of the current school year. They shall be
required to submit an Affidavit of Undertaking signed by the parent/guardian in order to be temporarily
enrolled.
TRANSCRIPT OF RECORDS (from another Tertiary institute)
CERTIFICATE OF HONORABLE DISMISSAL
Upon restoration of FACE-TO-FACE meetings, the MEDICAL FEE of P100 / student is paid upon enrolment. This
covers the student’s basic insurance in the event of any accidents on campus and the services provided by medical
staff for basic illnesses. All illnesses / symptoms must be reported to the school clinic.
FACE MASKS must be worn on campus at all times.
All students and IBC personnel must comply with the minimum health safety protocol of the IATF upon
entering the school campus.
SOCIAL DISTANCING must be observed at all times.
Other requirements:
The following are the basic requirements adopted to ensure thorough and timely processing of all students making
application and/or re-application to IBCS:
1. Fully completed application forms
2. Certificate of Birth
3. 2x2 picture with a white background
4. Schedule and conduct an admissions interview with each prospective student.
5. Official Admissions’ Committee action of acceptance/denial for each applicant.
FOR SEMINARY STUDENTS ONLY:

Written testimony of salvation experience
Letter of recommendation from the Pastor
SPECIAL REQUIREMENTS FOR FOREIGN STUDENTS:

The IBCS registrar will evaluate the academic records of all international students. The International Baptist
College office of admissions, registrar, the Liaison Officer / International student Coordinator will assist in evaluating
student records from other countries in accordance to the requirements stipulated by the Department of Foreign
Affairs. The IBC Registrar will thus:
1. Develop and update a graduation curriculum checklist for each student.
2. Survey students for course needs and elective course preferences.
3. Create a master class schedule in consultation with administration.
Tel. Nos. (632) 85314227 (632) 85336378
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4. Ensure the completion of re-applications for continuing students.

5. Provide individual and by-class academic counseling to students to inform their course selection.
6. Verify student admission and accuracy of application or re-application forms information.
7. Acquire a records release authorization from new students’ parent/guardian (for transferees)
8. Collect complete informational forms
9. Enroll students in classes using graduation checklists, maintaining balance in class sizes.
10. Secure student choices or assignments for classes, sections and lockers.
SCHOLARSHIPS OFFERED
The International Baptist College and Seminary (IBCS) students may apply for any of the scholarships below
at the beginning of the first Semester of the year. These scholarships are from generous donors, alumni, and friends
of IBC because of their desire to help students continue an education for service to the Lord.
All qualified grantees will fill out the SCHOLARSHIP APPLICATION FORM with contract of compliance and
accountability to the institution and donors.
GST MISSIONARY SCHOLARSHIP

The GST MISSIONARY SCHOLARSHIP is available to an applicant enrolling in the Bachelor of Theology or
Bachelor of Arts Major in Theology (ABTh) or Religious Education (ABRE) degree program who is serving or who has
a parent serving as pastor or missionary of the International Baptist Missionary Fellowship (IBMF).
Upon approval, an applicant may be awarded a tuition benefit ranging from 50%-100% tuition
over the first eight consecutive semesters of attendance as a full-time student.
Application is approved pending a letter of request from his church (if the applicant is the
missionary or Pastor) or from his parent pastor, or missionary.
Recipients must maintain an average of 85% (2.0) GPA each year in order to receive the benefit
of the scholarship.
Upon approval, a discount of 50% of the tuition fee will be awarded for two (2) semesters at a
time and may be renewed after an evaluation until the first eight (8) consecutive semesters of attendance
as a full-time student.
Scholarship benefits may be forfeited when the student’s GWA falls below the required 85%
(2.75).
Recipients will be asked to work on missions or school-based work for four (4) hours per day or
twenty (20) hours per week.
ACADEMIC SCHOLARSHIP
The ACADEMIC SCHOLARSHIP is available to an applicant who graduates as valedictorian of a class of six or
more students who belongs to the upper 5% of his graduating class. Application is approved pending a letter from
the school administrator verifying that fact or upon presentation of a valid certificate of Academic Excellence from
his origin institution.
Upon approval, an applicant may be awarded a tuition benefit ranging from 50%-100% tuition over the first
eight consecutive semesters of attendance as a full-time student.
Tel. Nos. (632) 85314227 (632) 85336378
ibcs@edu.ph
Recipients must maintain an average of 85% (2.0) GPA each year in order to receive the benefit of the
scholarship.
Students who forfeit the scholarship because of grade point average will forfeit the benefit for future years.
HAMADERA SCHOLARSHIP
The HAMADERA SCHOLARSHIP is available to applicants enrolling in the Bachelor of Arts majoring in
Theology (ABTh) or Bachelor of Arts majoring in Religious Education (ABRE) degree programs. Qualifications for this
scholarship as as follows:
Applicants must be Filipino or Japanese citizens.
Upon approval, a discount of 100% of the tuition fee will be awarded for two (2) semesters at a time and
may be renewed after an evaluation until the first eight (8) consecutive semesters of attendance as a full-
time student.
Recipients must maintain a PASSING MARK each year in order to receive the benefit of the scholarship.
Recipients will be asked to work on missions or school-based work for four (4) hours per day or twenty (20)
hours per week.
IBC / IBTC ALUMNI SCHOLARSHIP

The IBC / IBTC ALUMNI SCHOLARSHIP is available to a qualified applicant who is an alumni (until Grade
12) or whose parent is an alumni of the International Baptist College or the International Baptist Theological College.
Qualifications are as follows:
Upon approval, a discount of 25% of the tuition fee will be awarded for two (2) semesters
at a time and may be renewed after an evaluation until the first eight (8) consecutive semesters
of attendance as a full-time student.
Recipients must maintain am 85% GPA each year in order to receive the benefit of the
scholarship.
Students who forfeit the scholarship because of grade point average will forfeit the benefit for
future years.
IBMF CHURCH MEMBERSHIP SCHOLARSHIP

The IBMF CHURCH MEMBERSHIP SCHOLARSHIP is available to a qualified applicant who is a member of a
local church under the International Baptist Missionary Fellowship.
Application is approved pending a letter from the Pastor or Missionary verifying the applicant’s
membership in the church.
Upon approval, a discount of 20% of the tuition fee will be awarded for two (2) semesters at a time and may
be renewed after an evaluation until the first eight (8) consecutive semesters of attendance as a full-time
student.
Recipients must maintain a passing grade (3.0) each year in order to receive the benefit of the scholarship.
Tel. Nos. (632) 85314227 (632) 85336378
ibcs@edu.ph
WORK SCHOLARSHIP
Available to a qualified applicant who is able-bodied applicant over eighteen (18) years old who is willing to
perform work in exchange for tuition fee credit. Application is approved pending the submission of a medical
certificate of Good health.
Upon approval, a discount of 50-100% of the tuition fee will be awarded for two (2) semesters at a time and
may be renewed after an evaluation until the first eight (8) consecutive semesters of attendance as a full-time
student.
• 50% off of TUITION FEE = 3 Hours of assigned work per day, 6 days a week
• 100% off of TUITION FEE = 5 Hours of assigned work per day, 6 days a week
Recipients are allowed to enroll a maximum of 15 units per semester for students on partial scholarship; and
12 units per semester for those on full scholarship.
Recipients must maintain an 85% GPA each year in order to receive the benefit of the 100% scholarship; a
minimum of 75% (3.0) to benefit from the 50% scholarship.
OFFICES AND FACILITIES ON IBCS CAMPUS

THE GAVINO S. TICA BUILDING
Named after the founder and Chancellor of the International Baptist College and Seminary, DR. GAVINO S.
TICA, DDiv, DTh, DEd, PhD the GST BUILDING houses the Pre-Elementary Rooms, the Administration and Finance
Offices on the first Floor. The two (2) floors above it house the Elementary rooms while the 4th Floor houses the
rest of the High School rooms. On the 5th Floor is the School gymnasium.
THE CHUCK STROUSS BUILDING

Named after ministry partner and founder, DR. CHUCK STROUSS of the International Christian Outreach and
Relief Services who investor in the livelihood care, feeding centers for children, solar radio station and community
in Mindanao and other ministries all over the country, the Chuck Strouss Building was phase one of the IBCS Facility
in its present location. On the first floor is the Kindergarten rooms, the Guidance Office and the School Cafeteria.
The School Library and Computer laboratories as well as the Resource Center is on the 2nd Floor. The 3rd and
4th Floors house the Senior High School and College and classrooms.
GRACE CLINIC
The Mission of the Grace Clinic is to promote the growth, development and educational achievement of IBCS’
students by promoting their health by attentively monitoring health status and identifying nutritional needs of IBCS
students and school personnel
The Vision of the Grace Clinic is to excel in assessing risks, cultivate resilience and ensure that students
achieve optimal health and wellbeing.
Tel. Nos. (632) 85314227 (632) 85336378
ibcs@edu.ph
The GRACE Clinic named after MRS. GRACE BALLON TICA, RN, BSN who lived her life serving as a missionary
nurse alongside, the IBCS Founder and Chancellor, Dr. Gavino S. Tica. The Grace Clinic provides immediate first aid
to the students and faculty of the International Baptist College and Seminary enabling its students to remain in
school or to be transferred to the proper health facility as needed.
The Grace Clinic is equipped to provide Covid testing and immediate care for students or staff who may
exhibit any symptoms of Covid 19. Covid testing. A quarantine area has been set aside for anyone exhibiting
symptoms of the virus and is in need of being transported home or transferred to a health facility. The clinic works
in partnership with the local health department, with its students and faculty to make informed decisions about
disease prevention and management of health conditions while providing education to individuals and groups
enabling them to be better consumers of health care and stewards of their own health.
COMPUTER LABORATORY
The Mission of IBCS Computer Laboratory is to provide digitized automated educational opportunities that
impact student learning through quality instruction from expert faculty and staff. The IBCS information technology
specialists have developed and are continuing to maintain the school’s Learning Management System (LMS) and
hybrid Learning Continuity Program (LCP).
The Vision of the Computer Laboratory is to become a learning facility where all children will be exposed to
a well-established computer curriculum where students will learn in a safe, friendly, and nurturing environment
where students are inspired to innovate, explore and create research-based and strategically planned outputs.
OFFICE OF STUDENT AFFAIRS

The Mission of the Office of Student Affairs is to promote student success, personal, spiritual and
professional development through collaborative, holistic, inclusive experiences and environments.
The Vision of the department is to be recognized for our outstanding service to students; developing
responsible servants to the IBC global and immediate communities;
The office of Student Affairs provides guidance and assistance about student life and social development.
The Dean and his office is responsible for dealing with students on matters related to procedures, policies, and the
Code of Conduct. It provides support for students who have spiritual, career and academic concerns.
Practical work reports and devotional journals as well as student merits and demerits are coursed through
the office. OSA coordinates with the Supreme Student Government (SSG) about development programs, non-
academic activities, events and off-campus outings.
THE SUPREME STUDENT GOVERNMENT (SSG)

Identified by the IBC Crusader mascot, the IBC SSG is the student organizations led by elected officers in
charge of planning and organizing opportunities for sports, Christian service, leadership, trainings and outings. The
SSG serves as liaison between the student body and the school administration in providing essential support and
resources for the IBC student.
The Vision of the Supreme Student Government is to be the recognized forum for student opinion
representing the student interests and concerns to the IBC faculty and administration while providing activities and
services the office deems useful to students.
Duly elected as official representatives, the Mission of the SSG is to gather feedback, to, discern, propose
solutions and communicate the needs of the IBC Student body to members of the school administration.
Tel. Nos. (632) 85314227 (632) 85336378
ibcs@edu.ph
OFFICE OF THE NATIONAL SERVICE TRAINING PROGRAM (NSTP)

The purpose of the NSTP Office is to train students in leadership skills through various college functions and
to provide the students an avenue for input on co-curricular and extracurricular activities that enhance their
spiritual, intellectual, moral, cultural, and social development.
GUIDANCE AND COUNSELING DEPARTMENT

The Mission of the IBCS Guidance and Counseling Department is to afford equal access to all students to a
comprehensive, responsive and proactive, Biblically based school counseling program maintaining collaborative
partnership between the school administration, parents, guardians and community stakeholders in promoting
significant productive change through lifelong learning and career connections for all of its students.
The Vision of the IBCS Guidance and Counseling Department is to effectively provide a preventative,
responsive and comprehensive program that cultivates Christ-like character, academic, personal/social, and career
connections and support for all students encouraging each see their worth as one for Whom Christ died prompting
them to present significant productive change in their immediate and global community.
Part of the Guidance and Counseling department is the Chaplain’s office. The Chaplain plans the programs
for spiritual development and works hand in hand with the Guidance Department in counseling students in need of
personal counseling.
ADMINISTRATION OFFICE
The vision of the group of dedicated professionals of the IBC Administration office is to launch IBC as a
forerunner in distinctive Christian education by providing value added guidance and expertise in college services for
its staff and stakeholders.
The team of talented, resourceful and experienced personnel support the advancement of IBC’s strategic
goals and long-term plans by working collaboratively with school operations and customer service to the highest
standards of accountability and efficiency.
FINANCE OFFICE
The vision of the group of dedicated professionals at the IBC Administration office is to launch IBC as a
forerunner in distinctive Christian education by the prudent stewardship of IBC’s resources and assets.
The office aims to employ its culture of efficiency and effectiveness in innovative and entrepreneurial
methods in the allocation, development and growth of the school’s assets.
PHYSICAL EDUCATION OFFICE

The IBC PHYSICAL EDUCATION OFFICE shall be a center for developing excellence, sportsmanship and
academics by employing programs that shall inculcate appreciation for God-given strength as well as respect for
sports, themselves and others.
Tel. Nos. (632) 85314227 (632) 85336378
ibcs@edu.ph
PRE-ELEMENTARY DEPARTMENT
The IBC Pre-Elementary department shall be the secure infrastructure of every young child’s learning
experience laying the foundation for love of God, love of country, family, environment and love of learning.
The IBC Pre-Elementary shall provide high quality early childhood education cultivating an attitude of lifelong
learning and gratitude for God’s world and His Word.
ELEMENTARY DEPARTMENT
The vision of the IBC Elementary School Department is to be the secure infrastructure of every child in the
primary level’s academic and spiritual preparation to serve The Lord Jesus Christ growing into a productive member
of society.
The mission of the IBC Elementary School is to apply Biblical principles to all areas of life producing lifelong
excellent Christ-like learners.
SECONDARY DEPARTMENT
The vision of the IBC Secondary is to be known as an institution providing Christ-centered education
integrating spiritual, academic, social, physical, and emotional training, leading to a life of excellent commitment
and service to God and humanity.
IBC Secondary School mission is to help young people develop and mature in a positive, Christ-centered
environment that integrates faith, technology, innovation and learning by emphasizing Biblical training and
academic excellence.
RESOURCE DEPARTMENT
The Mission of the IBCS RESOURCE DEPARTMENT is to promote student achievement, based on specifically
identified needs, and preparation of individualized educational programs that inspire success in the paths students
choose to pursue.
The Vision of the Department is to see to it that students with differentiated abilities understand their
rights and abilities, and meet their challenges in order to best prepare them for sustainable employment, further
education, and training.
COLLEGE DEPARTMENT
IBC is an international college whose credits are transferable to any national or international institution
focused on academic excellence and distinctively Christian character.
The Mission of the College department is to provide innovative teaching based on Biblical philosophy using
a collaborative approach in order to produce graduates who will contribute to significant productive change in their
immediate and global environments.
Tel. Nos. (632) 85314227 (632) 85336378
ibcs@edu.ph
WORSHIP
GROUP DEVOTIONS
Students living in the dormitories have evening (10pm) and morning (6am) devotions with their dormitory
monitors. Students are required to keep a DEVOTIONAL JOURNAL. Journals will be checked and submitted to the
Office of Student Affairs every last MONDAY of the month.
CHURCH SERVICES AND PRACTICAL WORK

All seminary students are required to attend a local Baptist or Christian church where they are assigned.
Demerits will be issued for a student who fails to attend a service or who arrives late without valid reason.
MISSION TRIPS
At different times during the year, opportunities will be opened for students taking the Philosophy of
Missions class or those wanting to experience tribal ministry work to go on Mission trips. Only students who are
above the age of 18 and whose other academic and ministry responsibilities will not conflict with the scheduled
trip will be allowed to go.
All expenses will be paid by the student including transportation, food and lodging. Any student going on
the trip must acquire Medical clearance before going.
CHAPEL HOUR
Chapel Hour is communal worship, sharing and meditation of God’s Word. It is scheduled once a week and
is a requirement for all students enrolled at the INTERNATIONAL BAPTIST COLLEGE. Chapel Hour is also the time of
submission of the following:
• PRACTICAL WORK REPORT

The PRACTICAL REPORT SHEET must be validated and signed by the Senior or supervising Pastor of the local
church. All reports are to be submitted to the SSG after chapel hour. The Practical Work sheet details duties
and responsibilities in ministry undertaken by the student during the week. All reports submitted after
Chapel Hour are considered late and will incur demerits.
• DEVOTIONAL NOTES
Students in the seminary are required to submit a devotional notebook containing verses and Bible study
notes of their time alone in studying God’s Word.
MUSIC
Music has the potential to direct our thoughts and emotions, and it reflects our values. The music we listen
to can either affect us in a way that honors God or seduces our thoughts to ungodliness. Philippians 4:8 reminds us
that we must fill our thoughts with whatsoever things that are true, honest, just, pure, lovely, of good report,
virtuous, and praiseworthy.
Tel. Nos. (632) 85314227 (632) 85336378
ibcs@edu.ph
In light of the above, music made popular by pop artists as love songs and songs with lyrics that do not portray
agape love or love as portrayed in The Bible are not allowed in any gatherings including ‘mock weddings’ or any
social gatherings sponsored by IBCS.
MEDIA
To provide an atmosphere free from distraction of prevalent worldly influences and to encourage academic
focus, IBCS has established the following standards:
Any media or form of entertainment (regardless of rating)—including but not limited to television, movies,
books, magazines, apps, computer and video games— which contain violence, sensual or demonic themes,
suggestive dress, profanity, or rock music is not permitted on or off campus.
Posting and reposting images and articles on social media must exhibit the student’s good testimony and
appropriately represent the values and standards of the International Baptist College and Seminary.
Posting messages or images that exhibit nudity, vices or obscene language are not allowed and do not express
good Christian testimony.
All cyber offenses punishable under RA 10175 otherwise known as AN ACT DEFINING CYBERCRIME
PROVIDING FOR THE PREVENTION, INVESTIGATION, SUPPRESSION AND THE IMPOSITION OF PENALTIES
THEREFOR AND FOR OTHER PURPOSES shall apply to this handbook.
CLOTHING AND APPEARANCE

The following positions have been formulated to give direction in matters that require discernment. While
not trying to be unkind to those who have adopted different standards, IBCS has applied these guidelines to align
with the spirit and intention of Biblical principles and to reflect conservative values.
On matters pertaining to gender distinction, students will be identified according to whether they are
genetically male or genetically female and are expected to follow any associated standards. Men and women should
be distinctive in their appearance.
MEN’S GUIDELINES
Hair and Grooming
The purpose of this policy is to promote conservative styles and professional appearance. Hair must be neatly
combed and tapered and may not come over the ears, eyebrows, or collar; sideburns may not extend beyond the
bottom of the ear. Fads and extreme styles are not acceptable including lines and artwork shaven into hair and cuts
such as thin lines along the cheekbones and around the chin or lip.
Any hairstyle (including high tops) should be neatly combed and managed, and may not exceed 2 inches
above the scalp. Braids, buns/ponytail, patches, stubble, unnatural hair colors, or undefined facial hair (scruffy,
unkempt, patchy, or thin) are not allowed.
Clothing
The expectations for student dress are designed to reflect the principles of modesty, distinction, and
appropriateness. All students are expected to dress modestly, in conservative fashions, and with a level of propriety
that encourages purity. It is considered immodest to wear clothing that is tight-fitting. Men and women should be
Tel. Nos. (632) 85314227 (632) 85336378
ibcs@edu.ph
distinctive in their appearance. For this reason, men are not to wear effeminate hair styles, apparel, or cosmetics
such as makeup and nail polish.
Appropriateness in dress is related to the setting and activity. In the school setting, care must be taken to
avoid association with companies, lifestyles, and trends that oppose Christian values, including gothic dress styles,
body markings (permanent or temporary tattoos) body piercings, and unnatural hair colors. While enrolled at IBCS,
existing body markings should be kept covered.
Shirts with collars (polo shirts) must be worn for classes. Polos or polo barongs must be worn for Formal,
Professional / Church, and Smart Casual dress. Pants that come to the top of the shoe are to be worn for all activities
unless designated.
DRESS CATEGORIES
Formal / Professional / Church—Traditional formalwear or barong or suit, dress shoes, and dress socks are suitable
for formal banquets and Fine Arts performances, Ceremonies.
Smart Casual—Casual pants (no denim, drawstrings, or athletic materials) and collared shirt and closed-toe shoes,
and socks are appropriate. Smart Casual is required on campus school days, Sunday services, semiformal banquets,
forums, seminars, and Chapel.
Athletic Wear-Casual-Jeans, athletic pants, shorts for sports events, outings and para-school game or social
gatherings. (i.e. basketball/cargo styles rather than runner styles), T-shirts (may be untucked), ball caps, and athletic
shoes/flip flops are permitted.
Appropriate attire for specific athletic events and locations is listed below:
Swim trunks for beach, water park, and resort or swimming pool (shorts/shirt worn to and from these
locations)
Tank tops and muscle shirts to be worn only while playing sports or working out in the gym or workout
equipment in the dormitories
Shirts must be worn anytime outside the dormitories.
Clothing should not have writing or pictures that are offensive, divisive, inappropriate, suggestive, or contrary
to Biblical Principles and the Code of Conduct.
Any print on clothing related to rock music, derogatory statements, drugs, tobacco, alcohol, gambling,
dancing, etc.
WOMEN’S GUIDELINES
Hair and Grooming
At IBCS, care must be taken to avoid association with companies, lifestyles, and trends that oppose
Christian values, including gothic dress/makeup styles, unnatural hair colors, and masculine hair styles (i.e.
shaved/close cropped or engraved).
Tel. Nos. (632) 85314227 (632) 85336378
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Body Piercing
One piercing may be worn in each earlobe but no ear cuffs, plugs/gauges, or other body piercings. Students
are not permitted to get a tattoo (permanent or temporary) while enrolled at IBCS. Students with existing tattoos
will be asked to keep them covered.
Clothing
The expectations for student dress are designed to reflect the principles of modesty, distinction, and
appropriateness. All students are expected to dress modestly, in conservative fashions, and with a level of propriety
that encourages purity. It is considered immodest to wear clothing that is revealing or tightfitting.
Dresses and skirts are acceptable for all categories unless otherwise stated and must not go beyond 2
inches above the kneecap at all times.
Tops, shirts and blouses are to cover the shoulder, back, midriff, and cleavage. Undergarments should be
worn but not seen at all times even during weddings, banquets or at any events that may require a costume.
DRESS CATEGORIES:
Formal—Traditional formalwear or Sunday dress and closed-toe shoes are suitable for formal banquets
and Fine Arts performances and ceremonies.
Professional/Church—Styles that show appropriate reverence and respect are to be worn for Sunday
church services, semiformal banquets, forums, seminars and classes on campus. Sandals may be worn;
Athletic (rubber) shoes and slippers are allowed only in lieu of leg or foot injury.
Athletic Wear- culottes, shorts not going beyond 2 inches above the kneecap, square pants, loose-fitting
jeans, athletic sweat or jogging pants are allowed only for recreational and sports events, outings and
para-school game / off-campus social gatherings.
Appropriate attire for specific athletic events and locations is listed below:
Shorts and Colored T-shirts or rashguards are allowed at waterparks, swimming and water
activities.
Clothing may not have writing or pictures that are offensive, divisive, inappropriate, suggestive, or
contrary to Biblical Principles and the Code of Conduct.
Any clothing related to rock music, derogatory statements, drugs, tobacco, alcohol, gambling,
dancing, etc., may not be worn.
SOCIAL LIFE
IBCS provides a great atmosphere for meeting new people and developing long lasting godly relationships. We
encourage students to foster these relationships with Christ at the center. These guidelines are designed to guard
purity and maintain a spotless Christian testimony on and off campus.
Male and female students may not be together in secluded locations
As detailed in the Bible (I Timothy 1:10), students are not allowed to pursue a romantic relationship with one
of the same gender.
Students below 25 years old in the first two (2) semesters of enrollment at IBCS are not allowed to commence
a romantic relationship.
Tel. Nos. (632) 85314227 (632) 85336378
ibcs@edu.ph
After the first year at IBCS, a male student intending to pursue a romantic relationship may seek permission
from the female student’s guardians. After permission from the lady’s parents is secured, a letter of his intent
may be forwarded to and approved by the Office of Student Affairs.
Physical and public display of affection between men and women (including non-students) is not allowed on
or off campus.
Students who are on and off campus committing any sexual offense will be subject to being suspended or
dismissed from IBCS.
RESPECTFUL INTERACTION
At IBCS certain individuals are authorized to give direction and enforce policies. Students are to treat those
in positions of authority with proper respect and follow instructions willingly. This includes faculty and staff as well
as students who are serving in an official capacity (safety and security, residence assistants, desk attendants,
chaperones, etc.)
Reasonable directions given from authorized individuals should be observed, and prompt response to
communication and scheduled appointments from College personnel is expected.
Disrespect, display of bad attitude, disobedience, dishonesty, and lying are not acceptable.
Students may must present to IBCS only valid credentials, information and identification.
Out of respect, students address faculty and staff by their titles (Dr., Pastor, Mr., Mrs., or Miss); The use of
first names is not appropriate.
WEAPONS AND HARMFUL DEVICES

Students are not permitted to possess fireworks, explosives, firearms, or other weapons on the campus. For
self-protection only, ladies are to keep pepper sprays and tasers used for their protection in their handbag and away
from accidental use. Students are not permitted to participate in unauthorized petitions, demonstrations, protests,
or riots of any kind.
STUDENT DISCIPLINE
The goal of student disciplinary measures is to encourage the student to make necessary changes in
behavior, limit future misconduct, and/or to protect other students. Any student who becomes aware of a serious
offense should report the office of Student Affairs. IBCS reserves the ability to communicate with a student’s
parents or refer the student to his pastor for counsel.
The Office of Student Affairs is authorized to employ the following responses to support and enforce
expectations.
NOTICES—Verbal or written communication to the student related to specific actions that are inappropriate and
must be corrected.
Failure to meet grooming or dress / hair standard
Procedural infraction (disregarding a scheduled appointment, tardiness or absence from church, ministry,
chapel, work day, mission or school function without prior proper permission)
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Disrespect for authority

Possession or use of illegal substance or vice (cigarettes, vape, alcohol etc)
Failure to do work assignment
Late submission of forms and practical work assignments
Use of obscene language, possession of pornographic material
CHARGES—fines given for failure to fulfill responsibilities for restitution for damage, loss, theft, or vandalism of
personal or college property.
DEMERITS—points recorded on a student’s record to limit continued misconduct, given for neglect of
responsibilities or for more serious offenses.
Students who hold leadership positions need to keep demerits below 60.
Students accumulating 100 demerits two semesters in a row or 100 demerits within one semester may be
suspended.
10–25 demerits
Irresponsibility (excessive class absence, lack of attention, causing distraction)
Disrespect, lack of cooperation, failure to follow directive
Dress code violation
Violation of policy (misuse of cell phone, having prohibited items, etc.)
Unexcused absence from event (church, mission / school events)
Dishonesty
Late to church or chapel
Late or non-submission of practical work reports, devotion records and other requirements
50–100 demerits
Social misconduct (inappropriate physical contact, suggestive language or content)
Possession of harmful devices
heating on midterm or final
Fighting or malicious horseplay
Involvement in prohibited activities involving vices
Gambling
Stealing
Plagiarism / Cheating
EXCUSE LETTERS FOR THE PAST WEEK’S ABSENCE IN CLASS

Attendance is checked by the SSG Secretary but SPECIAL PERMISSION to be absent from the oncea-week meeting
may be secured from the Office of Student Affairs for the following reasons:
• EMERGENCY
• ILLNESS
• WORK SCHEDULE THAT CANNOT BE ADJUSTED (signed by Employer or Direct Supervisor)
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APPEALS FOR ACCRUED DEMERITS

Demerit slips are issued during Chapel Hour. Students may appeal any demerits which they have feel have
been wrongfully issued to them until 5 from receipt of the notice. After 5 days, the demerits will appear in the
student’s permanent Guidance Record.
SEPARATION
Separation is described as suspension or dismissal from all IBCS functions. Conditions for readmission or
continued academic work may be indicated.
The Office of Student Affairs will attempt to address minor infractions with minimal disciplinary actions;
however, repeated misconduct and serious offenses will require an increased level of response that may ultimately
impact the student’s enrollment status.
Consideration will be given to the seriousness of the misconduct, any previous discipline problems, the level
of responsibility and cooperation shown, and potential effects on the safety and well-being of others. More than
one of the responses listed above may be enacted for any single violation; and other interventions to assist the
student in making wise choices may be employed, including loss of privilege, referral for counsel, or probation.
SEM-OUT STATUS is applied for any student accumulating more than 100 demerits per semester. Seminary
students who have been placed on a Sem-Out status may not take any place of leadership in national or regional
school or mission-sponsored events.
After being placed on Sem-out status, a student’s re-enrollment in the seminary will be considered only after
one (1) full semester from the time he/she was placed under discipline.
As part of the corrective process, the student will be assigned to serve with a Senior Pastor / Mentor
appointed by the Office of Student Affairs in an area different from his home church for a minimum of four (4)
months.
YEAR-OUT STATUS is applied for any student accumulating more than 200 demerits per semester. Seminary
students who have been placed on a Year-Out status may not take any place of leadership in national or regional
school or mission-sponsored events.
A student’s re-enrollment in the seminary will be considered after one (1) year from the time he/she was
placed under discipline.
As part of the corrective process, the student will be assigned to serve with a senior Pastor in an area
different from his home church for a minimum of six (6) months.
EXCLUSION is applied for any student accumulating more than 300 demerits per semester, pregnancy out of
wedlock, repetition or a more serious version of the offenses mentioned above.
A student’s re-enrollment in the seminary will be considered after a minimum of two (2) years from the
time he/she was placed under discipline.
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READMISSION.
In order to apply for re-admission into the International Baptist Theological College (IBCS Seminary
Department), a student must present the following:
Student’s letter seeking re-admission into the Seminary directed to the Office of Student Affairs
Home Pastor’s recommendation
Pastor / mentor’s recommendation and evaluation of Christian service.
APPEALS AND GRIEVANCES

Students have the right to expect IBCS to uphold its policies and to administer them accurately and equitably.
If a student wishes to contest an academic or disciplinary decision, he may file an appeal or grievance without fear
of retaliation or recrimination.
ACADEMIC APPEAL
Students may request that a decision affecting their academic standing be reconsidered by submitting a
written appeal of the decision to the Office of the Academic Dean or Registrar. Decisions that may be appealed
include issues affecting program (curriculum) status, application of academic policy, the determination of a grade,
and allegations of cheating or plagiarism.
An Academic Appeal Committee consisting of Dean, representative from the Office of Student Affairs and the
Academic Vice President will review the facts related to the case and determine whether the decision in question
should stand. The decision of the Academic Appeal Committee is final.
DISCIPLINARY APPEAL
Students may request that a decision affecting their disciplinary record be considered by submitting a written
appeal of the decision to the Dean of Student Affairs. The written request must be submitted within two weeks of
the disciplinary decision. An Appeal Committee consisting of the SSG President, a faculty member, and a
representative from office of Student Affairs will meet, hear the appeal, and determine if the penalties are
warranted. The decision of the Appeal Committee is final.
GRIEVANCE
A grievance may be filed regarding any situation or action personally affecting the student that was caused
by the violation, mishandling, or misapplication of a specific provision of a policy, rule, statute, or regulation of IBCS.
Requests for reconsideration of decisions that affect a student’s status in keeping with standing policies are not
grievances and should be handled through the appeals process.
Grievances should be resolved at the lowest level possible. Most matters of student concern can be resolved
informally and would not result in a formal grievance being filed. A student is expected to first discuss the problem
with the faculty or staff head of the given area and allow a reasonable opportunity for the problem to be resolved.
Having done that without satisfactory results, it would then be appropriate to proceed with the grievance report
procedure, if the student desires, without fear of retribution.
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The student may obtain a letter explaining his offense (Student Grievance Report) from the Student Affairs
Office. The student will return the form explaining the problem to the Student Affairs Office within forty-eight (48)
hours upon receipt of the report.
As part of a Seminary student’s re-mentoring process, he may be sent to another mission point apart from
his ‘sending’ church and will be re-accepted in the seminary program only upon recommendation of the mentoring
pastor and the office of Student affairs.
Failure by the student to comply with this time limit will constitute a waiver of the grievance. The committee
will meet with the student and a response will be given within five (5) working days of the grievance being submitted.
The Student Affairs Office maintains all records regarding grievances. Work grievances may be filed with
Work Scholarship / Accounting office.
The Bible is the final authority for all things and the means by which God has expressed principles for
living in a way that conforms to His Image and protects from ungodly thinking and behavior.
GRADING SYSTEM (units earned)

GRADES AND Grade Point Average (GPA)
All grades will be based on the weighted raw score of the learners’ summative assessments. The minimum
grade needed to pass a specific learning areas is seventy-five (75% OR A 3.0). The lowest passing grade is 75. The
lowest mark that can appear on the academic report is 70% or a 5.0) for quarterly grades and final grades,
Assessment at IBC shall be holistic and authentic in capturing the attainment of the most essential learning
competencies. It is integral for understanding student learning and development.
A variety of assessment strategies with assessment will take priority to inform teaching and promote
growth and mastery. Assessment and feedback will be a shared responsibility among teachers, learners and their
families
COMPUTING GRADE POINT AVERAGE

Written works and performance tasks are administered to assess the content and performance standards
that describe the knowledge, activities and skills that learners are expected to demonstrate.
Tasks are designed to include the following:
Student’s learning portfolio that documents all the evidence of learning within the learning quarter including
self-reflections, self-evaluations of performance tasks guided by rubrics and self-selected best outputs in learning
modules. A minimum of four (4) learning tasks and four (4) written works shall be integrated within the semester
(2 quarters for Elementary and Secondary levels).
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GRADE POINT AVERAGE (GPA), AWARDS AND RECOGNITION
1.00-1.24 96-100 VERY HIGH HONORS A+

1.25-1.49 94-95.99 HIGH HONORS A
1.50-1.74 91-93.99 WITH HONORS A-
1.75-1.99 89-90.99 VERY SATISFACTORY B+
2.00-2.24 86-88.99 HIGHLY SATISFACTORY B
2.25-2.49 83-85.99 SATSIFACTORY B-
2.50-2.74 80-82.99 AVERAGE C+
2.75-2.99 77-79.99 FAIR C
3.00-3.99 75-76.99 PASSED C-
4.00-4.99 70-74.99 CONDITIONAL D
5.00 0-69.00 FAILED F
WP WITHDRAWAL PASSING
WF WITHDRAWAL FAILING
INC INCOMPLETE
(1 semester to complete)
DR DROPPED
LATIN HONORS
Latin honors are issued in order to enable the recipient student to apply for professional eligibility
for Civil Service accreditation.
The candidate for graduation with honors in any 4-year course must (1) complete two thirds (2/3) of his/her
curriculum program of IBC, (2) comply with the required units for graduation, including institutional requirements
(camping, thesis writing, Bible subjects), (3) show excellent behavior throughout his/her residence in the College,
and (4) achieve high scholastic ratings making him part of the upper 5% of his graduating class with general weighted
average (GWA), as follows:
Summa Cum Laude - A general weighted average (GWA) of not lower than 1.25, with no grade lower than 1.5 in any
subject.
Magna Cum Laude - A general weighted average (GWA) of not lower than 1.5, with no grade lower than 1.75 in any
subject.
Cum Laude - A general weighted average (GWA) of not lower than 1.75, with no grade lower than 2.0 in any subject.
Students qualified for honors must not acquire any mark below a grade of 80% or 2.50.
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UNITS
Accounting for courses completed by each student is done by granting academic unit. A unit is granted for
successful completion of each semester of a course. THREE (3) semester units are granted for a regular course for
one semester. A total of eighteen (18) units is considered FULL LOAD; student is considered full-time.
The number of units to be granted for each course is currently calculated by the average number of minutes
per week that the course meets. For full credit, three (3) semester units per semester, a course must meet for a
minimum of 150 minutes per week. Education Courses with laboratory requirements are allocated 100 minutes
for lecture and 50 minutes for laboratory (performance task) or classroom observation.
The only academic reports accepted at IBCS are from schools recognized by the Department of Education
(DepEd) or Commission on Higher Education (CHED). Students transferring to IBCS from institutions without permits
from the above government agencies must first take the Philippine Educational Placement Test (PEPT); Upon receipt
of the his test results, the student will be placed at the subsequent level accordingly.
UNIT BY EXAMINATION (CHALLENGE EXAM)

In special cases should the school grant students the opportunity to earn credit by examination
demonstrating that they have reached the level of proficiency required.
UNIT BY DISTANCE EDUCATION

Since the onset of the COVID 19 pandemic, DISTANCE EDUCATION has become part of the core curricular
offerings of the school, and may be used to supplement the academic program and meet specific student needs.
The IBC Learning Continuity Program (LCP) even post pandemic continues to include distance learning as an
alternative to Face to Face learning.
WITHDRAWAL FROM SCHOOL AND ACADEMIC REPORTS

The IBC Principal / Registrar shall publish in the school bulletin the withdrawal procedure below. A
WITHDRAWAL FORM is available at the time of withdrawal that would give a progress report and a grade evaluation
provided by each teacher of the classes in which the student had been enrolled. Another form labelled, CLEARANCE
will require acquiring the signature of specific teachers, department heads, the school library, administration offices,
cafeteria and the school bookstore.
Any student wishing to withdraw from IBC for justifiable cause before school begins will be able to claim a
refund of their investment less 10%. Any academic credentials turned over to IBC in lieu of his/her enrolment shall
be returned to the enrollee provided all clearances have been signed.
Students withdrawing from IBC for justifiable cause within the first two (2) weeks after school opens shall be
able to claim a refund of their investment less 20%. Any academic credentials turned over to IBC in lieu of his/her
enrolment shall be forwarded to the school where the enrollee will transfer provided that all enrolment
requirements have been complied with and that all clearances have been signed. Academic reports shall be marked
dropped.
Students withdrawing from IBC after the first two (2) weeks of school shall no longer be able to claim a
refund of their investments paid to IBC. Any academic credentials turned over to IBC in lieu of his/her enrolment
and progress reports acquired since enrolment at the school shall be forwarded to the school where the enrollee
will transfer provided that all enrolment requirements have been complied with and that clearances have been
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signed. The academic report of students failing to comply with the requirement in any given subject before the end
of the succeeding semester shall be marked 5.0 or FAILED. shall be marked WP (Withdrawal Passing) or WF
(Withdrawal Failing) depending on the students’ academic status at the time of his withdrawal from school.
Academic reports of students failing to comply from any academic requirements by the end of the semester
shall be marked INC (incomplete). The student is given until then end of the succeeding semester to complete the
requirements. Highest grade to be issued for completion is 3.0 (75%). Academic report of students failing to comply
with the academic requirement in any given subject before the end of the succeeding semester shall be marked 5.0
or FAILED.
Students acquiring unexcused absences more than 10% of the number of school days will be DROPPED FROM
THE SCHOOL ROLL.
Students wanting to make schedule changes must obtain from the Registrar’s office an official form detailing
the changes in their academic program. Forms shall be available for dropping and adding classes. On these forms,
space will be provided for:
Name / Course / Level of student
Reason for DROPPING / ADDING the class
Signature of the instructor
Signature and approval of course department head
Signature of the Registrar.
Signature of Parents/Guardians (if the student is in Elementary, High School or below 18 years old)
Written permission from their parents/guardians in charge of their enrolment to make any major changes in
their program.
COURSES OFFERED
BACHELOR OF SECONDARY EDUCATION
COMMISION ON HIGHER EDUCATION

CHED MEMORANDUM ORDER No. 75, series of 2017
SUBJECT : POLICIES, STANDARDS AND GUIDELINES FOR BACHELOR OF SECONDARY
EDUCATION (BSEd)
In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the “Higher
Education Act of 1994,” and in pursuance of an outcomes-based quality assurance system as advocated under CMO
No. 46 s. 2012, and by virtue of Commission en banc (CEB) Resolution No. 724-2017 dated October 3, 2017, the
following policies, standards, and guidelines (PSGs) are hereby adopted and promulgated by the Commission.
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ARTICLE I INTRODUCTION
Section 1 Rationale
Based on the Guidelines for the Implementation of CMO No. 46 s. 2012, this PSG Implements the “shift to
learning competency-based standards/outcomes-based education” in response to the 21st Century Philippine
Teacher Education framework. Furthermore, this PSG is anchored on the salient features of K to 12 Enhanced
Curriculum (RA 10533), the Philippine Qualifications Framework (EO 83, s. 2012), the National Competency-Based
Teacher Standards (NCBTS) now the Philippine Professional Standards for Teachers (D.O. 42, s. 2017) and other
relevant documents. It specifies the ‘core competencies’ expected of Bachelor of Secondary Education (BSEd)
graduates “regardless of the type of HEI they graduate from.” However, in “recognition of the spirit of outcomes-
based education and of the typology of HEIs,” this PSG also provides “ample space for HEIs to innovate in the
curriculum in line with the assessment of how best to achieve learning outcomes in their particular contexts and
their respective missions.”
ARTICLE II AUTHORITY TO OPERATE

Section 2 Government Recognition
All private higher education institutions (PHEIs) intending to offer BSEd program must first secure proper
authority from the Commission in accordance with this PSG. All PHEIs with an existing BSEd program are required
to shift to an outcomes-based approach based on this PSG. State Universities and Colleges (SUCs) and Local
Universities and Colleges (LUCs) should likewise strictly adhere to the provisions in these policies and standards.
Section 3 ARTICLE III GENERAL PROVISIONS

Per Section 13 of RA 7722, the higher education institution shall exercise academic freedom in its curricular
offerings but must comply with the minimum requirements for specific academic programs, the general education
distribution requirement and the specific professional courses.
The Articles that follow give minimum standards and other requirements and prescriptions. The minimum
standards are expressed as a minimum set of desired program outcomes which are given in Article IV Section 6.
CHED designed a curriculum to attain such outcomes. This curriculum is shown in Article V Section 9 as a sample
curriculum. The number of units of this curriculum is hereby prescribed as the “minimum unit requirement” under
Section 13 of RA 7722. In designing the curriculum, CHED employed a curriculum map which is shown in Article V
Section 10 as a sample curriculum map.
Using a learner-centered/outcomes-based approach, CHED also determined appropriate curriculum delivery
methods shown in Article V Section 11. The sample course syllabi given in Article V Section 12 show some of these
methods.
Based on the curriculum and the means of its delivery, CHED determined the physical resource requirements
for the library, laboratories and other facilities and the human resource requirements in terms of administration
and faculty. See Article VI.
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Section 4
The HEIs are allowed to design curricula suited to their own contexts and missions provided that they can
demonstrate that the same leads to the attainment of the requirement minimum set of outcomes, albeit by a
different route. In the same vein, they have latitude in terms of curriculum delivery and in terms of specification
and deployment of human and physical resources as long as they can show that the attainment of the program
outcomes and satisfaction of program educational objectives can be assured by the alternative means they propose.
HEIs can use the CHED Implementation Handbook for Outcomes-Based Education (OBE) and the
Institutional Sustainability Assessment (ISA) as a guide in making their submissions for Article VII.
ARTICLE IV PROGRAM SPECIFICATION

Section 5. Program Description
5.1. Degree Name
The degree program described herein shall be called Bachelor of Secondary Education (BSEd) Major in:
English
History
Values Education
5.2. Nature of the Field of Study

The BSEd is an undergraduate teacher education program designed to equip learners with adequate and
relevant competencies to teach in their chosen area of specialization/major in the secondary level.
5.3. Degree/Program Goals

The BSEd degree program aims to develop highly motivated and competent teachers specializing in the
content and pedagogy for secondary education.
5.4. Specific Professions/Careers/Occupations for graduates

After successful completion of all academic requirements for the degree/program, graduates of BSEd should
be able to practice the teaching profession in the Secondary Level.
5.5. Allied Fields

The BSEd degree program draws from various allied disciplines like social sciences, math, technology,
languages, and humanities to ensure that the graduates have a multi- disciplinary preparation in content and
pedagogy humanities to ensure that the graduates have a multi- disciplinary preparation in content and pedagogy.
Section 6. Program Outcomes

The minimum standards for the BSEd degree program are expressed in the following set of learning
outcomes:
6.1. Common to all programs in all types of schools The graduates have the ability to:
a. articulate and discuss the latest developments in the specific field of practice. (PQF level 6 descriptor)
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b. effectively communicate in English and Filipino, both orally and in writing
c. work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and
multi- cultural teams. (PQF level 6 descriptor)
d. act in recognition of professional, social, and ethical responsibility
e. preserve and promote “Filipino historical and cultural heritage” (based on RA 7722)
6.2. Common to the discipline (Teacher Education)

a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political
contexts
b. Demonstrate mastery of subject matter/discipline
c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific
learners and their environments
d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
e. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable
educational practices
f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes
and outcomes
g. Practice professional and ethical teaching standards sensitive to the local, national, and global
realities
h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based
opportunities
6.3 Specific to a sub-discipline and major

Bachelor of Secondary Education major in English
a. Possess broad knowledge of language and literature for effective learning
b. Use English as a global language in a multilingual context as it applies to the teaching of language and
literature
c. Acquire extensive reading background in language, literature, and allied fields
d. Demonstrate proficiency in oral and written communication
e. Shows competence in employing innovative language and literature teaching approaches, methodologies,
and strategies
f. Use technology in facilitating language learning and teaching
g. Inspire students and colleagues to lead relevant and transformative changes to improve learning and
teaching language and literature
h. Display skills and abilities to be a reflective and research- oriented language and literature teacher
6.4 Common to graduates of a horizontal type of institution as defined in CMO 46, 2012
Graduates of professional institutions demonstrate service orientation in their respective professions
Graduates of colleges are qualified for various types of employment and participate in development activities and
public discourses, particularly in response to the needs of the communities they serve.
a. Graduates of universities contribute to the generation of new knowledge by participating in various research
and development projects
b. All private higher education institutions (PHEI), may adopt mission-related program outcomes that are not
minimum set of learning outcomes.
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SECTION 7. PERFORMANCE INDICATORS

BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH
7.1. Performance Indicators

Program Outcomes Performance Indicators
Integrate the relationship of language, literature, culture,
and society in the teaching-learning process
Conduct an independent investigation of a selected
structure of English in the context of the language
a. Possess broad knowledge of language and classroom
literature for effective learning Critique selected literary pieces using appropriate literary
theories
b. Use English as a global language in a multilingual Incorporate features of English as a global language in the
context as it applies to the teaching of language design of the curriculum, learning activities and materials
and literature
Draft proposal for and implements a community- based
English language- or literature-based learning program
• Prepare an annotated reading list appropriate for a
particular grade level to enhance students’ reading skills
• Show the ability to enrich the curriculum to include an
c. Acquire extensive reading background in language, extensive reading list for learning language, literature, and
literature, and allied fields allied fields
Utilize a variety of oral communication forms in order to

become an effective model to learners.
d. Demonstrate proficiency in oral and written Prepare original compositions in expository and creative
communication writing
• Employ a variety of innovative teaching approaches,

methodologies, and strategies
• Design learning plans following expectations of the
e. Show competence in employing innovative curricula for Grades 7-10
language and literature teaching approaches • Perform one independent and one supervised teaching
demonstration
methodologies, and strategies
• Construct appropriate assessment tools for the language
and literature classroom
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• Design computer-assisted language and literature learning
g. Use technology in facilitating language learning and tasks
teaching • Prepare one independent and one supervised technology-
based lesson
• Conduct a community language profiling survey to make
h. Inspire students and colleagues to lead relevant and lessons more localized
transformative changes to improve learning and • Draft a proposal for and implements a community- based
teaching language and literature English language- or literature-based learning program
• Conduct a comprehensive language profiling to identify

students’ needs
• Conduct an analysis of assessment results to improve
i. Display skills and abilities to be a reflective and
teaching and learning in the language classroom
research-oriented language and literature teacher
• Conduct research concerning the teaching and learning of
language and literature
7.2. Curriculum Components

Courses Units Total
A. General Education Courses (CMO No. 20, series of 2013) 36 units
B. Professional Education Courses 42 units
Foundation / Theories and Concepts
The Child and Adolescent Learners and Learning Principles 3
The Teaching Profession 3
The Teacher and the Community, School Culture and Organizational

Leadership 3
Foundation of Special and Inclusive Education 3
Pedagogical Content Knowledge (PCK)
Facilitating Learner-Centered Teaching 3
Assessment in Learning 1 3
Technology for Teaching and Learning 1* 3
The Teacher and the School Curriculum 3
Building and Enhancing New Literacies Across the Curriculum 3
Experiential Learning
Field Study 1 3
Field Study 2 3
Teaching Internship 6
C. Major Courses 63 units
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Linguistics Introduction to Linguistics 3

Linguistics Language, Culture, and Society 3
Linguistics Structure of English 3
ELT Principles and Theories of Language Acquisition and Learning 3
ELT Language Programs and Policies in Multilingual Societies 3
ELT Language Learning Materials Development 3
ELT Teaching and Assessment of Literature Studies 3
ELT Teaching and Assessment of the Macroskills 3
ELT Teaching and Assessment of Grammar 3
ELT Speech and Theater Arts 3
ELT Language Education Research 3
Literature Children and Adolescent Literature 3
Literature Mythology and Folklore 3
Literature Survey of Philippine Literature in English 3
Literature Survey of Afro-Asian Literature 3
Literature Survey of English and American Literature 3
Courses Units Total
Literature Contemporary, Popular, and Emergent Literature 3
Literature Literary Criticism 3
ELT Technical Writing 3
Allied Campus Journalism 3
Technology for Teaching and Learning 2* (Technology in Language
Allied Education) 3
D. Cognates/Electives 6 units
Translation 3
Stylistics and Discourse Analysis 3
English for Specific Purposes 3
Remedial Instruction 3
Creative Writing 3
E. Mandated Courses
PHYSED Physical Education 8
NSTP NSTP 6
SUMMARY
General Education Courses 36 units
Professional Education Courses 42 units
Major Courses 63 units
Elective Courses 6 units
Mandated Courses (PE and NSTP) 14 units
TOTAL 161 units
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Sample Program of Study (Distribution of Courses) Bachelor of Secondary Education Major in

English
FIRST YEAR
st Units nd Units
1 Semester 2 Semester
Principles and Theories of Language Acquisition and
Introduction to Linguistics 3 3
Learning
Language Programs and Policies in Multilingual
Language, Culture, and Society 3 3
Societies
Structures of English 3 Preparation of Language Learning Materials 3
GE1 3 GE5 3
GE2 3 GE6 3
GE3 3 GE7 3
The Child and Adolescent Learner and Learning
GE4 3 3
Principles
PE 2 PE 2
NSTP 3 NSTP 3
Total 26 Total 26
SECOND YEAR
1st Semester Units 2nd Semester Units
Teaching and Assessment of Literature 3 Language Research 3
Teaching and Assessment of the
3 Children and Adolescent Literature 3
Macroskills
Teaching and Assessment of Grammar 3 Mythology and Folklore 3
Speech and Theater Arts 3 Survey of Philippine Literature in English 3
GE8 3 GE11 3
GE9 3 GE12 3
The Teacher and the Community, School Culture and
GE10 3 3
Organizational Leadership
The Teaching Profession 3 2
PE 2
Total Total 23
THIRD YEAR
Survey of Afro-Asian Literature 3 Campus Journalism 3
Survey of English and American Literature Technology for Teaching and Learning 2 (Technology in
3 3
Language Education)
Contemporary and Popular Literature 3 Elective 2 3
Literary Criticism 3 Cognate 3
Technical Writing 3 Assessment in Learning 2 3
Foundation of Special and Inclusive 3 Technology for Teaching and Learning 1 3
Education
Facilitating Learner-Centered Teaching 3 The Teacher and the School Curriculum 3
Building and Enhancing New Literacies Across the
Assessment in Learning 1 3 3
Curriculum
Total 24 Total 24
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FOURTH YEAR
Field Study 1 3 Teaching Internship 6
Field Study 2 3
Total 6 Total 6
BACHELOR OF SECONDARY EDUCATION MAJOR IN VALUES EDUCATION

a. Demonstrate understanding of the Values Education Framework of the K to 12
b. Demonstrate knowledge and understanding of various philosophical and theoretical underpinnings of
teaching values education
c. Demonstrate understanding how psychological, moral, spiritual, and socio-cultural shape human values
d. Exhibit critical mindedness in analyzing local, regional, national, and global trends and issues relevant to
values education
e. Show passion and commitment in becoming advocates of universal values of openness, peace, tolerance,
social justice and respect for human rights
f. Become an exemplar of Filipino values
g. Show understanding of the theories, principles and application and application of strategies for effective
intra- and interpersonal skills
h. Demonstrate commitment to students’ development for personal renewal and social
transformation
i. Demonstrate competence in employing various pedagogical approaches, methods and techniques for
teaching values
j. Demonstrate competence in the conduct of research and utilization of results to improve values education
k. Demonstrate in-depth knowledge in developing and using traditional and non-traditional strategies for
assessing learner’s performance in values education
l. Demonstrate competence in integrating context appropriate technology to optimize teaching and learning
m. Manifest commitment to community service as a means to promote social values
n. Show reflective skills in applying strong moral and ethical principles in their decisions and actions as values
education teacher
PROGRAM OUTCOMES PERFORMANCE INDICATORS

o Design lessons and instructional materials for values
a. Demonstrate understanding of the Values Education development
Framework of K to 12 o Integrate various strategies in the systematic and
purposive integration of values
o Form his/her philosophical as a values education
b. Demonstrate knowledge and understanding of various
teacher
philosophical and theoretical underpinnings of teaching
o Explain the underlying philosophies and theories of
values education
teaching values
c. Demonstrate understanding how psychological, moral, o Discuss in-depth the interplay of different factors in
spiritual, and socio-cultural shape human values various lessons
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d. Exhibit critical mindedness in analyzing local, regional,

o Engage learners in an in-depth discussion of current
national, and global trends and issues relevant to values
societal trends and issues
education
e. Show passion and commitment in becoming advocates of
o Design relevant curricular and co- curricular
universal values of openness, peace, tolerance, social justice,
programs promoting universal values
and respect for human rights
o Exhibit desirable Filipino values through his/her
f. Become an exemplar of Filipino values day-to-day actions and behavior as a Filipino and
values education teacher
g. Show understanding of the theories, principles and o Facilitate development of intra- and interpersonal
application of strategies for effective intra and interpersonal skills in various experiential activities in the
relations classroom
o Engage learners in various values clarification
h. Demonstrate commitment to student’s development for activities and transpersonal activities
personal renewal and social transformation o Utilizes different approaches for social
transformation
o Prepare instructional plans utilizing various
i. Demonstrate competence in employing various approaches, methods and techniques
pedagogical approaches, methods and techniques for o Conducts teaching demonstrations to show
teaching values effective use of different approaches, methods and
techniques
j. Demonstrate competence in the conduct of research and o Conduct relevant research that contributes to
utilization of results to improve values education current studies in Values Education
o Develop appropriate and effective assessment
strategies, instruments and tools to measure
k. Demonstrate in depth knowledge in developing and using
values learning.
traditional and non-traditional strategies for assessing
o Construct and use traditional and nontraditional
learner’s performance in values education
strategies for assessing affective learning
outcomes
l. Demonstrate competence in integrating context o Use context appropriate technology in teaching-
appropriate technology to optimize teaching and learning learning values education vis-à-vis 21st Century
Learning
o Plan and manages community development
programs for values enhancement of the people in
m. Manifest commitment to community service as a means the community.
to promote social values o Initiate and implements community service
programs to promote values development for
social transformation
n. Show reflective skills in applying strong moral and ethical o Engage in decision making activities concerning
principles in their decisions and actions as a values education moral and ethical issues
teacher
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COURSE COURSE TITLE UNITS TOTAL

CODE UNITS
A. General Education Courses (CMO No. 20, series of 2013) 36
Foundation/Theories and Concepts
B. Professional Education Courses 42
The Child and Adolescent Learners and Learning Principles 3
The Teaching Profession 3
The Teacher and the Community, School Culture and Organizational 3
Leadership
Foundation of Special and Inclusive Education 3
Methods and Strategies
Facilitating Learner-Centered Teaching 3
Technology for Teaching and Learning 1* 3
The Teacher and the School Curriculum 3
Building and Enhancing New Literacies Across the curriculum 3
Experiential Learning
Field Study 1 3
Field Study 2 3
Teaching Internship 6 (TOTAL)
C. Major Courses 63
VED1 Foundation of Values Education 3
VED2 Philosophical and Ethical Foundations of Values Education 3
VED3 Philippine Culture and the Society 3
VED4 Psychological Theories of Values Development 3
VED5 Dynamics of Intra and Interpersonal Relations 3
VED6 Psycho-Spiritual Development 3
VED7 Contemporary Family Life 3
VED8 Transformative Education 3
VED9 Career Development and Work Values 3
VED10 Information Technology and Human Development 3
VED11 Facilitation: Theory and Practice 3
VED12 Teaching Approaches and Strategies in Values Education 3
VED13 Values Integration in the various Discipline 3
VED14 Values Education through Community Service 3
VED15 Moral Issues and Concerns in Contemporary Living 3
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VED16 Introduction to Guidance and Counseling 3

VED17 Research in Values Education 1 3
Development of Values Education Instructional Materials and Assessment 3
VED18
Tools
VED19 Research in Values Education II 3
VED20 Filipino Values System 3
VED21 Technology for Teaching and Learning 2* 3
D. MANDATED COURSES
Physical Education 1-4 8
NSTP 1&2 6
SUMMARY
General Education Courses 36
Professional Education Courses 42
Major Courses 63
Physical Education 1-4 8
NSTP 1&2 6
TOTAL 155
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FIRST YEAR
ST
1 Semester UNITS 2nd Semester UNITS
VED1 Foundation of Values Education 3 VED2 Philosophical and Ethical Foundations 3
of Values Education
VED4 Psychological Theories of Values 3 VED20 Filipino Values System 3
Development
VED5 Dynamics of Intra and Interpersonal 3 The Child and Adolescent Learner and Learning 3
Relations Principles
VED7 Contemporary Family Life 3
GE1 3 GE4 3
GE2 3 GE5 3
GE3 3 GE6 3
PE 3 GE7 3
NSTP 2 PE 3
NSTP 2
TOTAL 26 TOTAL 26
SECOND YEAR
ST
1 Semester UNITS 2nd Semester UNITS
VED15 Moral Issues and Concerns in 3 VED18 Development of Values Education 3
Contemporary Living
VED9 Career Development and Work 3 VED6 Psycho-Spiritual Development 3
VED16 Introduction to Guidance and 3 VED19 Research in Values Education II 3
Counseling
VED17 Research in Values Education 1 3 VED12 Teaching Approaches and Strategies 3
in Values Education
The Teacher and the Community, 3 Instructional Materials and Assessment Tools 3
School Culture and Organizational Leadership
The Teaching Profession 3 GE10 3
Values 3 GE11 3
GE 8 3 GE12 3
GE 9 3 PE 2
PE 2
TOTAL 26 TOTAL 23
THIRD YEAR
VED 10 Information Technology and Human 3 VED8 Transformative Education 3
Development
VED11 Facilitation: Theory and Practice 3 VED14 Values Education through Community 3
Service
VED13 Values Integration in the various 3 VED21 Technology for Teaching and Learning 3
Discipline 2
Foundation of Special and Inclusive Education 3 Technology for Teaching and Learning 1 3
Facilitating Learner-Centered Teaching 3 The Teacher and the School Curriculum 3
3 Building and Enhancing New Literacies Across 3
Assessment in Learning 1
the Curriculum
Assessment in Learning 2 3 Elective 2 3
TOTAL 21 TOTAL 21
FOURTH YEAR
Field Study 1 3 Practice Teaching 6
Field Study 2 3
TOTAL 6 TOTAL 6
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Section 11 Sample Means of Curriculum Delivery

• Lecture
• Discussion
• Exercises/Demonstration
• Interactive Learning
• Collaborative Learning
• Reporting
• Multimedia Presentation
• Reading and Writing
• Library Work
• Field Work
• Interview
BACHELOR OF ELEMENTARY EDUCATION

GENERAL EDUCATION COURSES 63
PROFESSIONAL EDUCATION COURSES 51
SPECIALIZATION COURSES 60
TOTAL 174
SUBJECT CODE SUBJECT DESCRIPTION UNITS
PHYSED 2 Physical Education 2 2
NSTP 2 National Service Training Program 2 3
TH 102 Pateriology 3
TOTAL 23
FIRST YEAR 1st Semester
FTC 101 The Child & Adolescent Learner & Learning Principles 3
ALLIED 101 Technology for Teaching & Learning 1 3
GE 101 Art Appreciation 3
GE 102 Mathematics in the Modern World 3
GE 103 Science Tech and Society 3
GE 104 Readings in Phil History 3
NSTP 1 National Service Training Program 1 (3)
TH 101 Bibliology (3)
TOTAL 26
FIRST YEAR 2nd Semester
PCK 104 Building & Enhancing New Literacies Across the Curriculum 3
FTC 102 The Teaching Profession 3
GE 105 Elective 1 (Living in the IT Era) 3
GE 106 The Contemporary World 3
GE 107 Purposive Communication 3
INST 104 Bible 4 3
General Education Courses Professional Education Courses Major Courses 6
Elective, Mandated (PE,NSTP) Institutional
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TOTAL 24
SECOND YEAR 1st Semester

PCK 101 Facilitating Learner Centered Teaching 3
SC1 101 Teaching Science in the Elementary Grades (Biology, Chemistry) 3
MATH 101 Teaching Math in Primary Grades 3
GE 108 Understanding Self 3
GE 109 The Life & Works of Rizal 3
GE 110 Religions, Religious Experiences & Spirituality 3
TLE 100 Edukasyon Pantahanan at Pangkabuhayan 3
ELT 110 Foundation of Special Inclusive Education 3
TOTAL 24
SECOND YEAR 2nd Semester
SSC 101 Teaching Social Studies in Elem Grades (Culture, Geography) 3
Pagtuturo ng Filipino sa Elementarya (1) Estruktura at Gamit ng Wikang 3
FIL 101
Filipino
VED 101 Good Manners & Right Conduct (Edukasyon sa Pagpapakatao) 3
SCI I02 Teaching Science in the Elementary Grade (Physics, Earth & Space Science) 3
GE 111 Elective 3 (Great Books) 3

GE 112 Ethics 3
FTC 103 The Teacher & Community, School Culture & Organization Leadership 3
AC 415 Comparative Religion 3
TOTAL 26
THIRD YEAR 1st Semester
MATH 102 Teaching Math in the Intermediate Grades 3
MTLB- MTLE 101 Content & Pedagogy for the Mother Tongue 3
SSC 102 Teaching Social Studies in Elem Grade (Phil History & Gov.) 3
FIL 102 Pagtuturo ng Filipino sa Elementarya (II) Panitikan ng Pilipinas 3
ENG I0I Teaching English in the Elem Grades (Language Arts) 3
PCK 102 Assessment in Learning 1 3
ENG 102 Teaching English in the Elementary Grades (Literature) 3
TOTAL 21
THIRD YEAR 2nd Semester
TTL 1 Technology for Teaching and Learning in the Elementary Grades 3
ARTS 101 Teaching Arts in the Elem Grades 3
TLE 101 Edukasyon Pantahanan at Pangkabuhayan w/ Entre 3
MUSIC 101 Teaching Music in the Elem Grades 3
ELECTIVE Teaching Multi Grade Classes 3
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PEH 101 Teaching PE & Health in the Elem Grades 3
PCK 105 Teacher & the School Curriculum 3
TOTAL 24
FOURTH YEAR 1st Semester
PRACT Teaching Internship 6
Thesis Thesis Writing (3)
TOTAL 9
FOURTH YEAR 2nd Semester
FS 101 Field Study 1 3
Assess 02 Research in Education 3
TOTAL 9
CORE PROFESSIONAL EDUCATION COURSES

COURSE TITLE COURSE CONTACT
COURSE DESCRIPTION CREDITS HOURS/WK
The Child and Adolescent Learners and Learning Principles
This course focuses on child and adolescent development with emphasis on current 3 3
research and theory on biological, linguistic, cognitive, social and emotional dimensions
of development. Further, this includes factors that affect the progress of development
of the learners and shall include appropriate pedagogical principles applicable for each
developmental level.
Facilitating Learner-Centered Teaching
This course explores the fundamental principles, processes and practices anchored on 3 3
learner-centeredness and other educational psychologies as these apply to facilitate
various teaching-learning delivery modes to enhance learning.
The Teaching Profession
This course deals with the teacher as a person and as a professional within the context 3 3
of national and global teachers’ standards and educational philosophies. It will include
professional ethics, core values, awareness of professional rights, privileges and
responsibilities as well as the teachers’ roles in the society as a transformative agent of
change.
Technology for Teaching and Learning 1
This is an introductory course that explores basic knowledge, skills and values in the use 3 3
of technology for teaching and learning. It includes ICT policies and safety issues, media
and technology in various content areas, learning theories and principles in the use and
design of learning lessons, teaching-learning experiences and assessment tasks that
utilize appropriate traditional and innovative technologies with social, ethical and legal
responsibility in the use of technology tools and resources.
This is a course that focuses on the principles, development and utilization of 3 3
conventional assessment tools to improve the teaching-learning process. It emphasizes
on the use of assessment of, as, and for, in measuring knowledge, comprehension and
other thinking skills in the cognitive, psychomotor or affective domains. It allows
students to go through the standard steps in test construction and development and
the application in grading systems.
This is a course that focuses on the principles, development and utilization of alternative 3 3
forms of assessment in measuring authentic learning. It emphasizes on how to assess
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process- and product-oriented learning outcomes as well as affective learning. Students
will experience how to develop rubrics and other assessment tools for performance-
based and product-based assessment.
The Teacher and the School Curriculum

This course includes the fundamental concepts and principles in curriculum and 3 3
curriculum development as a foundation to engage prospective teachers as
curricularists. The more active role of the teacher in planning, implementing and
evaluating school-curriculum as well as in managing school curriculum change vis-à-vis
various context of teaching-learning and curricular reforms shall be given emphasis.
The Teacher and the Community, School Culture and Organizational Leadership
This course focuses on society as a context upon which the schools have been 3 3
established. Educational philosophies that are related to the society as a foundation of
schools and schooling shall be emphasized. Further, principles and theories on school
culture, and organizational leadership shall be included to prepare prospective teachers
to become school leaders and managers.
Foundation of Special and Inclusive Education
This course shall deal with philosophies, theories and legal bases of special needs and 3 3
inclusive education, typical and atypical development of children, learning
characteristics of students with special educational needs (gifted and talented, learners
with difficulty seeing, learners with difficulty hearing, learners with difficulty
communicating, learners with difficulty walking/moving, learners with difficulty
remembering and focusing, learners with difficulty with self-care) and strategies in
teaching and managing these learners in the regular class.
Experiential Learning (Field Studies and Teaching Internship) 3 3
This course is a year-long engagement that supports authentic experiential FS 1&2 (6hrs per week for
learning from field study and actual classroom immersion of the prospective teachers. one semester taken with 2 or
It begins with field study experiences through (a) observation and (b) participation and 3 academic subjects)
will progress to (c) teaching assistantship and (d) guided/mentored classroom teaching.
The NCBTS domains shall be used as guideposts in developing the content, pedagogy Practice Teaching – 6 units
and implementation scheme of this course. (Fulltime 30-40 hrs per week)
for one semester.
All required academic
subjects for the degree
should be taken before
PRACTICE TEACHING.
Building and Enhancing New Literacies Across the Curriculum
This course introduces the concepts of new literacies in the 21st century as an evolving 3 3
social phenomena and shared cultural practices across learning areas. The 21st century
literacies shall include (a) globalization and multi- cultural literacy, (b) social literacy, (c)
media literacy, (d) financial literacy, (e) cyber literacy/digital literacy, (f) eco-literacy and
(g) arts and creativity literacy. Field based- interdisciplinary explorations and other
teaching strategies shall be used in this course.
Field Study 1- Observations of Teaching-Learning in Actual School Environment
This is the first experiential course, which will immerse a future teacher to actual 3 3
classroom situation and learning environment where direct observation of teaching
learning episodes that focuses on the application of educational theories learned in
content and pedagogy courses will be made. Observations on learners’ behavior,
motivation, teacher’s strategies of teaching, classroom management, assessment in
learning among others shall be given emphasis. A portfolio shall be required in the
course.
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Field Study 2- Participation and Teaching Assistantship

This course is a continuation of Field Study 1. It is school based and allows a preservice 6 6 for FIELD
student to participate and assist in a limited actual teaching- learning activities that
STUDY 1 & 2
relate to assessment of learning, preparation of instructional materials, preparation of
the bulletin boards, and other routines in the classroom. A portfolio which will contain
sample lesson or learning plans and demonstration teaching of at least one subject
content area will be required. An action research shall be encouraged to start in this
course and conclude during the internship.
Teaching Internship
This course is a one semester full time teaching internship in basic education schools 6 40 hours per
using a clinical approach under the mentorship of a cooperating teacher. Teaching week full
internship shall be done both in the in-campus or off campus if possible. No academic time (no
courses shall be taken together with teaching internship. A teaching portfolio shall be academic
required and the completion of the action research. units
allowed)
PRE-REQUISITE: ALL PROFESSIONAL EDUCATION COURSES
BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH LANGUAGE

EL 100-Introduction to Linguistics
Provides an overview of linguistics as a discipline, its development, levels of 3 3
structure, and its significance to English language teaching. (EK1, ES1)
Language, Culture and Society
Explores the inextricable link between and among language, culture, and society
and its implications to the development of English as a glocal language and the
ways by which it is learned and taught (EK1, EA2)
Structures of English
Develops the ability to use the phonological, lexical, syntactic, and semantic
structures of English with ease and explain the form, meaning, and use of their
elements. (EK1, ES1)
EL 103-Principles and Theories of Language Acquisition and Learning
Provides a survey of local and international basic education language programs
and policies that account for issues and considerations relevant to the
engagement of teachers in school settings (EK1, ES2, EA2).
Language Learning Materials Development
Develops the application of the principles, methods, and approaches of
translation and adaptation of various texts. (EK2, EK3, ES1, ES2, EA2)
Teaching and Assessment of the Macroskills
Explores the nature of reading and the theoretical bases, principles, and
methods and strategies in teaching and assessing reading. It aims to familiarize
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students with various strategies for pre-reading, during reading, and post
reading. (ES-2)
Teaching and Assessment of the Grammar
The course engages learners in understanding the distinctions between and
among four types of grammar: functional, descriptive, prescriptive, and
pedagogic. Aside from the emphasis on how teaching and assessment vary
considering the four types, the course also provides opportunities to discover
the role of grammar in achieving communicative competence.
Speech and Theater Arts
Examines the process of oral communications and the various forms of speech
arts from public speaking and group discussions to debate, oral interpretation
and dramatics (EK-2)
Language Research
Develops skills in applying principles and approaches in research to find
answers to questions in language learning and teaching. (EK1, ES2, EA2)
Children and Adolescent Literature
Provides a survey of the categories and types of the world’s literature for
children and adolescents (EK-3)
Mythology Folklore
Explore mythology and folklore from different countries to gain insights into
people’s origin, desires, fears, instincts, and needs. (EK-3)
Survey of Philippine Literature in English
Enables students to analyze the growth and development of Philippine
Literature in
English from 1900 to the present along socio-historical events as shown in
representative works. (EK-3)
Survey of Afro-Asian Literature
Surveys selected literary texts from Asia and Africa, particularly India, China,
Japan, the countries in the southeast region in Asia, and the African nations
south of the Sahara along socio-historical, philosophical, and literary
underpinnings. (EK-3)
Technical Writing
Develops technical and scientific writing skills across disciplines. (EK2, EK3, ES1,
EA1)
Survey of English and American Literature
Engages students in a historical survey of selected literary works produced by
st
understanding English and American literatures from its beginnings to the 21
Century (EK-3)
Contemporary, Popular, and Emergent Literature
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Focuses on critical issues in contemporary and popular literature and genres.
(EK-3)
Literary Criticism
Provides students with opportunities to study the basic approaches to literary
theory and criticism and their application to selected literary works. (EK-1)
Campus Journalism
Develops skills and applies principles and strategies in writing for traditional
and new media. (EK1, EK2, EK3, ES1, ES3, EA1, EA2)
Technology for Teaching and Learning 2 (Technology in Secondary Language
Education)
TTL 2 is a 3-unit course which will focus on the application, design, production,
utilization, and evaluation of Information and Communications Technology (ICT)
materials for teaching and learning in Secondary Language (English and Filipino)
Education Programs. The major requirement for this course is an ICT-integrated
and Project-based Learning Plan aligned to the K to 12 curriculum. All the
learning activities and course requirements will revolve around the student-
teacher developed Learning Plan.
Foundation of Values Education
The course is designed to provide students with a deep understanding of
Axiology or the theory of values. It presents Axiology both as a discipline and as
a relevant solution to present-day issues and challenges especially those that
pertain to values. It leads the students to recognize the nature, characteristics
and hierarchy of values and engages them in a deep reflection of their personal
value system and its impact on their options and choices in life.
Course Title Philosophical and Ethical Foundations of Values Education
The course equips the students with a deep understanding of the nature, origin, destiny
of the human person, based on various philosophical thoughts. It highlights Divine Law
and the Moral Law as the ultimate bases of all moral and socio-cultural values. It
Course Description
provides the students with the skill to critique world cultures and how they impact on
values formation. It leads the students to accompany the students on the search for
life’s meaning.
Course credits 3 units
Contact hrs/week 3 hours
Course Title Philippine Culture and the Society
Introduces the students to concepts, theories and perspectives vital in the
understanding of society and culture. An explanation on why people of different groups
Course Description or societies have different cultures and behavior is discussed focusing on the Filipino
culture. In doing so, the students are expected to recognize cultural elements that are
distinctly Filipino and choose that are worth perpetuating.
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Course Title Psychological Theories of Values Development
Focuses on critical reflection of personal and social experiences and observations that
may be explained by psychological theories of values development in the Filipino
Course Description
context. This will promote understanding and appreciation of individual differences and
the uniqueness of each person.
Course Title Dynamics of Intra- and Interpersonal Relations
Designed to develop an understanding of the theories, principles and application of
strategies for effective and healthy intra and interpersonal relations. As a process-
oriented course, special focus is given to the development of emotional intelligence
Course Description
and basic communication skills through reflective and relational experiential activities.
It is aimed to develop awareness of an individual’s capacities and potentials that would
inspire him to develop into a fully functioning person.
Course Title Psycho-Spiritual Development
Focuses on the Psycho-Spiritual Experiences for Facilitating the Fullness of life such as
prayer centering, mind-body integration, trans-personal exercises, spiritual
Course Description recollection, union and evocation-oriented activities. The course brings together
insights and principles on psycho-spiritual growth developed across various religious
and cultural orientations.
Course Credits 3 units
Contact Hours 3 hours
Course Title Contemporary Family Life
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.,
Course Description 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.
Contact Hours 3 hours/week
Course Title Transformative Education
Presents theory and practice of human rights, peace, sustainable development, and
gender studies. It is designed to equip the students with the concepts, values, and skills
to enable them to examine personal, local, national, and global realities related to
Course Description
human rights, peace, sustainable development, and gender studies. The students will
also explore making education a tool to transform society and build a culture of human
rights peace, sustainable development, and gender studies.
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Course Title Career Development and Work Values
Explores the principles of vocational choice and career decision making. Students will
learn the process of career decision making and sources of occupational information. It
Course Description
will also expose them to career development theories, strategies, approaches, and
changes in society and their influence on the world of work and learning
Course Title Information Technology and Human Development
This course focuses on the critical analysis of the impact on human values and
development of all forms of media such as visual, electronic, print, audio, and all its
Course Description
combinations. Issues related to media exposure are explored and examined on the
basis of ethical and moral principles which will be used in the teaching learning process.
Course Title Facilitation: Theory and Practice
Exposes the students to the theories and dynamics of group facilitation. The course also
provides opportunity to experience group dynamics activities that would enhance their
Course Description
personal sensitivity and competencies such as skills in facilitating, observing, analyzing,
diagnosing and evaluating group structures, elements and processes.
Course Title Teaching Approaches and Strategies in Values Education
Deals with progressive approaches and strategies in teaching and learning, of guiding
students to higher levels of judgment, discernment and self- governance. The course
Course Description also deals with the current thrusts and content of transformative education and
pedagogical knowledge, principles and skills in facilitating personal renewal and social
transformation.
Course Title Values Integration in the various Discipline
Provides basic training in the application of transformative teaching and learning in
Course Description integrating values in various learning areas and in implementing a comprehensive
school systems-based approach to values development.
Course Title Values Education through Community Service
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Understands people within their social world to improve one's wellbeing. It is about
contribution and participation to social transformation and focuses on core values of
social responsibility, work, and dedicated service. The course follows a practicum that
Course Description
focuses on core values of social responsibility and accountability, compassion, work and
dedicated service. It also explores action learning strategies for community work and
their implementation in actual setting.
Course Title Moral Issues and Concerns in Contemporary Living
Course Description Focuses on an in-depth understanding of morality and its significance in the formation
of informed conscience and responsible behavior. Current moral issues are presented
to the student for the exercise of freedom and correct judgment.
Students are guided to adhere to universal moral values.
Course Title Introduction to Guidance and Counseling
Course Description An introductory course in guidance and counseling designed to give the students a
general overview of school guidance. It includes the meaning, purpose, structure,
principles, and methods/techniques of guidance as well as guidance services offered in
the secondary level. It also focuses on the guidance personnel and their responsibilities
as well as on counseling as a guidance technique. It tackles the different factors that
lead to wise career decision-making. The course takes into consideration of students
the development of students into responsible and effective individuals
Course Title Research in Values Education I
Course Description A critical review of research studies and other works on the end, content, pedagogy,
and philosophy of values education. The requirements and vital components of
scholarly research should be introduced to the students who may later work
individually or in groups of two or three, depending on their preference. Under the
close supervision of the teacher, the study of values education issues/controversies,
research problems, and the manner by which they were addressed should enable the
students to determine appropriate ways of answering research questions. The course
requires the students to write a scholarly review of literature (i.e., books, research, etc.)
on the planned research.
Course Title Development of Values Education Instructional Materials and Assessment Tools
Course Description Prepares student teachers for on-site teaching. The student will carry out curriculum
development tasks such as preparation, pilot- testing, analysis, and revision of student-
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made modules, teacher- made guides, and relevant assessment tools. Part 1 of the
course requires the students to prepare competency based lessons that include non-
obtrusive qualitative and quantitative assessment. The lessons are supplemented with
the teacher- made guide to effective delivery of lesson plans. Learning in this part of
the course includes reading of additional scholarly materials on instruction and
assessment in Values Education. Part 2 of the course is centered on teaching students
to develop assessment tools that will yield reliable results. The required skills in this
task will be developed under the close supervision of the teacher, when the students
are pilot-testing an assessment tool and fine-tuning the same based on the responses
of schoolchildren.
Course Title Research in Values Education II
Course Description Part 1 of the course is an oral presentation of the students' final output (i.e., research
proposal) in Values Education 17. In this course, the students may still work individually
or in groups of two or three, depending on their preference. The teacher and the other
students will subject the proposal of the presenter/s to scrutiny by giving critical
comments, suggestions, and questions on the background of the study, research
problems, literature review, theoretical and/or conceptual framework/s, definition of
terms, and methodology. The presenter/s then shall be given reasonable amount of
time to address the teacher's and other students' feedback. After revising the research,
the presenter/s may proceed with data-gathering and processing upon the advice of
the teacher. The researcher/s will continue to consult with the teacher until the study
is concluded. The final requirement for this course is a full research that must be
defended orally in class, presented at a local or international conference, or published
in a research journal before submission of the students' final grades.
Course Title Filipino Values System
Course Description Examines the value system of Filipinos as it has evolved and is shaped by realities
confronting Philippine society and culture. Students will look into how Filipino values
facilitate or inhibit development and transformation of our society. It will also include
appreciation of how Filipino values system is formed and developed.
Course Title Technology for Teaching and Learning 2 (Values Education)
Course Description TTL 2 is a 3-unit course which focuses on the application, design, production,
Course Credits utilization, and evaluation of Information and Communications Technology (ICT)
materials for teaching and learning in Secondary Values Education. The major
requirement for this course is an ICT-integrated and Project-based Learning Plan
Tel. Nos. (632) 85314227 (632) 85336378
ibcs@edu.ph
aligned to the K to 12 curriculum. All the learning activities and course requirements
will revolve around the student-teacher developed Learning Plan.
Pre-Requisite TTL 1, Assessment of Learning Courses, and Principles of Teaching Courses
Contact Hours 3 units
Course Title 3 hours/week
BACHELOR OF RELIGIOUS EDUCATION

PATERIOLOGY 3
NEW TESTAMENT SURVEY WITH THE GOSPELS 3
PHYSICAL EDUCATION 2 2
NATIONAL SERVICE TRAINING PROGRAM 2 3
TOTAL 20
First-Year 1st Semester
Subject Code Subject Description Units
TH 101 Bibliology 3
BI 101 Old Testament Survey w/ Pentateuch 3
GE 102 Math in the Modern World 3
GE 103 Science Tech & Society 3
TOTAL 23
st
First-Year 1 Semester
GE 111 Elective 3 – Intro to Church Music 3
GE 112 Ethics 3
CH 310 Church History 2 3
BI 325 Old Testament Prophets 3
Th 202 Anthropology and Hamartiology 3
Th 210 Pneumatology 3
BI 320 Historical Theology (Books) 3
ELT 110 Foundation of Special and Inclusive Education 3
TOTAL 26
st
Second Year 1 Semester
GE 110 Elective 2 – Sign Language 3
Tel. Nos. (632) 85314227 (632) 85336378
ibcs@edu.ph
CH 110 Baptist Distinctive 3
AC 101 Personal Evangelism & Discipleship 3
AC 105 Methods of Bible Study 3
Th 201 Christology 3
TOTAL 26
nd
Second Year 2 Semester
CH 310 Philippine Church History 3
BI 301 General Epistle 3
Th 301 Soteriology 3
FTC 101 Child and Adolescent Development 3
AC 416 Pastoral Ministry 3
BI 310 Poetical Books 3
TOTAL 21
st
Third Year 1 Semester
GE 105 Elective 1- Living in the IT Era 3
EDPHILO Philosophy of Christian Education 3
Practicum Student Teaching 6
Thesis Thesis Writing 3
PCK 105 Teacher & the School Curriculum 3
TOTAL 21
nd
Third Year 2 Semester
BI 101 Pauline Epistle 3
AC 417 Apologetics 3
FTC 103 The Teacher & Community, School Culture & Organization Leadership 3
Th 302 Ecclesiology 3
TOTAL 21
st
Fourth Year 1 Semester
ASSESS 02 Intro to Research Writing 3
Th 401 Eschatology 3
PCK 101 Facilitating Learner Centered Teaching 3
MI 401 Philosophy of Missions 3
Tel. Nos. (632) 85314227 (632) 85336378
ibcs@edu.ph
TOTAL 18
nd
Fourth Semester 2 Semester
AC 410 Counselling for Christian Workers 3
MI 402 Cross Cultural Exposition 3
PRACTICE TEACHING 6
TOTAL
BACHELOR OF THEOLOGY
FIRST YEAR 1st Semester
COURSE CODE COURSE TITLE UNITS
Th 102 Pateriology 3
BI 102 New Testament Survey w/ the Gospels 3
TOTAL 20
nd
FIRST YEAR 2 Semester
TH 101 Bibliology 3
BI 101 Old Testament Survey w/ Pentateuch 3
GE 102 Math in the Modern World 3
GE 103 Science Tech & Society 3
TOTAL 23
st
SECOND YEAR 1 Semester
GE 111 Elective 3 – Intro to Church Music 3
GE 112 Ethics 3
BI 325 Old Testament Prophets 3
Th 202 Anthropology and Hamartiology 3
Th 210 Pneumatology 3
Tel. Nos. (632) 85314227 (632) 85336378
ibcs@edu.ph
TOTAL 23
SECOND YEAR 2nd Semester
GE 110 Elective 2 – Sign Language 3
AC 101 Personal Evangelism & Discipleship 3
AC 105 Methods of Bible Study 3
CH 110 Baptist Distinctive 3
Th 201 Christology 3
TOTAL 23
st
THIRD YEAR 1 Semester
BL 201 Basic Greek 3
CH 310 Philippine Church History 3
BI 301 General Epistle 3
TH 301 Soteriology 3
BI 215 Hermeneutics 3
PS 301 Homiletics I 3
AC 416 Pastoral Ministry 3
TOTAL 21
nd
THIRD YEAR 2 Semester
GE 105 Elective 1 – Living in the IT Era 3
EDPHILO Philosophy of Christian Education 3
PS 450 Expository Preaching 3
Thesis Thesis Writing 3
AC 410 Counselling for Christian Workers 3
MI 402 Cross Cultural Exposition 3
TOTAL 21
st
FOURTH YEAR 1 Semester
PS 410 Leadership and Church Administration 3
Th 401 Eschatology 3
ASSESS 02 Intro to Research Writing 3
MI 401 Philosophy of Missions 3
TOTAL 18
nd
FOURTH YEAR 2 Semester
BL 301 Advanced Greek 3
Tel. Nos. (632) 85314227 (632) 85336378
ibcs@edu.ph
BI 201 Pauline Epistle 3
BI 328 Apologetics 3
Th 302 Ecclesiology 3
PS 302 Homiletics II 3
PS 420 Pastoral Theology 3
TOTAL 21
LIVING NEW MINISTRIES INTERNATIONAL

(Layman’s Training Course formerly known as Saturday Class)
COURSES OFFERED
• The Forgiveness Factor
• Gatekeepers
• Say What: Your Words are Powerful
• Living The Character of Christ
• LIVING NEW: A Key to Revival
IMPACT ISTITUTE (formerly known as: SATURDAY or LAYMAN’S TRAINING CLASS)
Course Descriptions Seminar Formats
Living the Character of Christ: Do the Works of Jesus – This course is a designed to IMPACT a student’s
understanding of who they really are in Christ and their responsibility as a child of God. It will address
the identification and removal of the orphan mentality most function under in the current church
setting. This course will challenge the student to be who they are called to be rather than focusing on
doing ministry. The course is taught in a two-day seminar setting incurring sixteen hours of instruction.
The Forgiveness Factor – This course is designed to reveal the need of living a life of true forgiveness as
a child of God. Children of God embrace forgiveness given to bring about salvation in their own lives,
but do not understand the power of living and practicing forgiveness day after day as a child of God.
Jesus spoke on forgiveness and its necessity in life very often. This one-day seminar will reveal to the
student just how essential walking in forgiveness is.
Gate Keepers: Making an IMPACT on Our Community’s Transformation – This is a one-day seminar
that is at the very core of IMPACT Institute. It is design to assist each student in how to practically live
out the call of God on their individual life and thereby fulfil the responsibility to be witnesses for the
Kingdom of God. In this seminar the student will learn that living a life of IMPACT will enhance their
ability to see lives transformed as the Identify needs; Model Christlikeness; Pursue right relationships;
Adorn the Heavenly Father in pure worship; Care for other and then Tell the Good News.
Tel. Nos. (632) 85314227 (632) 85336378
ibcs@edu.ph
Say What: Your Words are Powerful - In Proverbs 19:11 MSG scripture tells us, “Smart people know
how to hold their tongue; their grandeur (what makes them great) is to forgive and forget.” In this
one-day seminar the student will find out just how much trouble the tongue causes every day. Too often
the tongue is used as a weapon of war and tool of the enemy on our lives. The scripture tells us to not
let our members (parts of our bodies) be used as an instrument on unrighteousness. In this seminar the
student will see practical ways to use their tongue to do the will of God.
Character Tests Every Leader Must Face – Testing is essential in the life of the believer. It is where the
Character of Christ is revealed to those who are watching. In this seminar we will discuss many tests like
tests of Character, Integrity, Submission, Loyalty, Servanthood and many others. Author and Pastor
Frank Damazio says this regarding tests, “True tests cause us to reassess life’s real values as we take
time to evaluate what is important. In this process, what is false can be stripped away… Testing clears
the mind, removes the superficial, and exposes the temporal and wrong views of life.” This one-day
seminar is a practical challenge to every student and will allow them to embrace the testing as it comes
in their lives rather than to resist.
Governing the Household of Faith – This one-day seminar is an overview of many forms of church
governments that are in existence today. By looking into the function of each style of church
government the seminar reveals the Biblical and worldly approach within each government style. This
seminar is designed to challenge to student to evaluate based on a biblical understanding of the church
being part of the Household of Faith.
Pure Worship – This seminar is designed specifically for those who are pastors, paise leaders, vocal and
instrumental members of a church’s music ministry. In this seminar a biblical understanding of worship
and praise is given rather than the current church culture’s definitions. This seminar exposes the
misconceptions of Praise verses worship, roles and responsibilities within the music ministry as well as
the essential need of their being one vision and word coming from the platform ministry. Embracing the
principles taught in this seminar can radically change the IMPACT music can have within the local
church.
Seminary Classes
Understanding One’s Gift and Calling – This course is designed to enable the student to identify,
embrace and better prepare for their specific ministry calling, while helping them see how their spiritual
gifts and natural talents are used in their calling. This course helps students see that ministry is not the
same for everyone for we are not all the same. It better allows the student to target their ministry in
their advanced learning once the general foundational courses are completed. 1 Peter 4:10 NASB says,
“As each one has received a special gift, employ it in serving one another as good stewards of the
multifaceted grace of God.” This course will take a deep dive into the special spiritual gifts and ministry
leadership roles to enable the student to clearly embrace their role in the Body of Christ.
Tel. Nos. (632) 85314227 (632) 85336378
ibcs@edu.ph
This class will have… o 30-36
hours of lecture o
Additional readings from…
Þ “Effective Keys for Successful Leadership” – Frank Damazio
Þ “It” – Craig Groeschel
Þ “Power of Team Leadership” – George Barna
Þ “Uniquely You Spiritual Gifts Test” – Mels Carbonell (Additional Charge)
o A written overview of each reading assignment o Final Exam
Tel. Nos. (632) 85314227 (632) 85336378

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International Baptist College

THE ALMA MATER

Through the. halls of IBCS hear The Savior’s call.

IBCS! IBCS! Colors blue and white.

Pour our hearts in adoration, lift your praises high!

We believe that salvation is by grace, plus nothing and minus nothing.

We believe that men are justified by faith alone and are

Justification establishes an eternal relationship that can never be broken.

We believe in the visible, personal and pre-millennial return Jesus Christ. We

We believe that a trinitarian God in creation created man from a

REQUIREMENTS FOR ENROLLMENT

FOR SEMINARY STUDENTS ONLY:

SPECIAL REQUIREMENTS FOR FOREIGN STUDENTS:

4. Ensure the completion of re-applications for continuing students.

GST MISSIONARY SCHOLARSHIP

IBC / IBTC ALUMNI SCHOLARSHIP

IBMF CHURCH MEMBERSHIP SCHOLARSHIP

OFFICES AND FACILITIES ON IBCS CAMPUS

THE CHUCK STROUSS BUILDING

OFFICE OF STUDENT AFFAIRS

THE SUPREME STUDENT GOVERNMENT (SSG)

OFFICE OF THE NATIONAL SERVICE TRAINING PROGRAM (NSTP)

GUIDANCE AND COUNSELING DEPARTMENT

PHYSICAL EDUCATION OFFICE

CHURCH SERVICES AND PRACTICAL WORK

• PRACTICAL WORK REPORT

CLOTHING AND APPEARANCE

WEAPONS AND HARMFUL DEVICES

Disrespect for authority

EXCUSE LETTERS FOR THE PAST WEEK’S ABSENCE IN CLASS

APPEALS FOR ACCRUED DEMERITS

APPEALS AND GRIEVANCES

GRADING SYSTEM (units earned)

COMPUTING GRADE POINT AVERAGE

GRADE POINT AVERAGE (GPA), AWARDS AND RECOGNITION

1.00-1.24 96-100 VERY HIGH HONORS A+

UNIT BY EXAMINATION (CHALLENGE EXAM)

UNIT BY DISTANCE EDUCATION

WITHDRAWAL FROM SCHOOL AND ACADEMIC REPORTS

COMMISION ON HIGHER EDUCATION

ARTICLE II AUTHORITY TO OPERATE

Section 3 ARTICLE III GENERAL PROVISIONS

ARTICLE IV PROGRAM SPECIFICATION

5.2. Nature of the Field of Study

5.3. Degree/Program Goals

5.4. Specific Professions/Careers/Occupations for graduates

5.5. Allied Fields

Section 6. Program Outcomes

6.2. Common to the discipline (Teacher Education)

6.3 Specific to a sub-discipline and major

SECTION 7. PERFORMANCE INDICATORS

7.1. Performance Indicators

Utilize a variety of oral communication forms in order to

• Employ a variety of innovative teaching approaches,

• Conduct a comprehensive language profiling to identify

7.2. Curriculum Components

The Teacher and the Community, School Culture and Organizational

Linguistics Introduction to Linguistics 3