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    Gender and Development

    Uploaded by

    Luzviminda M. Dappie
    This document provides an outline for a Gender and Development Education course for senior high school students. The 20-hour semester course introduces students to current social issues like LGBT rights, disability rights, and environmental issues. It aims to give students an understanding of these topics from both a social science and ethical perspective. The course is divided into three sections that address legal mandates and corporate social responsibility, gender and minority issues, and topics like racism, criminal rehabilitation, disability rights, inclusion, ecology, and globalization. Students are expected to participate in community activities demonstrating their comprehension of the course content and issues.

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    Gender and Development

    Uploaded by

    Luzviminda M. Dappie
    16 views3 pages
    This document provides an outline for a Gender and Development Education course for senior high school students. The 20-hour semester course introduces students to current social issues like LGBT rights, disability rights, and environmental issues. It aims to give students an understanding of these topics from both a social science and ethical perspective. The course is divided into three sections that address legal mandates and corporate social responsibility, gender and minority issues, and topics like racism, criminal rehabilitation, disability rights, inclusion, ecology, and globalization. Students are expected to participate in community activities demonstrating their comprehension of the course content and issues.

    Original Description:

    Curriculum Guide for Gender and Development

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    This document provides an outline for a Gender and Development Education course for senior high school students. The 20-hour semester course introduces students to current social issues like LGBT rights, disability rights, and environmental issues. It aims to give students an understanding of these topics from both a social science and ethical perspective. The course is divided into three sections that address legal mandates and corporate social responsibility, gender and minority issues, and topics like racism, criminal rehabilitation, disability rights, inclusion, ecology, and globalization. Students are expected to participate in community activities demonstrating their comprehension of the course content and issues.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    16 views3 pages

    Gender and Development

    Uploaded by

    Luzviminda M. Dappie
    This document provides an outline for a Gender and Development Education course for senior high school students. The 20-hour semester course introduces students to current social issues like LGBT rights, disability rights, and environmental issues. It aims to give students an understanding of these topics from both a social science and ethical perspective. The course is divided into three sections that address legal mandates and corporate social responsibility, gender and minority issues, and topics like racism, criminal rehabilitation, disability rights, inclusion, ecology, and globalization. Students are expected to participate in community activities demonstrating their comprehension of the course content and issues.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 3

    K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – APPLIED SUBJECT

    K to 12 Senior High School Core Curriculum – Gender and Development Education December

    Grade: 11

    Core Subject Title: Gender and Development Education No. of Hours/ Semester: 20 hours/semester
    Pre-requisite: none

    Core Subject Description: The course introduces the learners to a better understanding of the current issues and trends in the world on topics of the LGBT,
    ecology, Persons with Disabilities, Ex-convicts, and the like.

    This subject is to be treated as a convergence of Social Science and Ethics, civic education and values education. The flow of the course deliberation
    begins with introducing to the students what the social issues are, and then follows with what they, the learners, can contribute based on the findings.

    CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES


    Mid-term (5 hrs) Learners demonstrate Students are able to take part in Through this course, learners will be able to:
    ample understanding of the community fora, symposia, 1. Identify and comprehend and help disseminate
    Legal Mandates
    historical, and legal bases workshops, field work, etc, on the content and guidelines of legal bases of the GAD
    Corporate Social of social justice issues, and introducing the GAD education education
    Responsibility the guidelines of said into the curricula
    2. Identify and comprehend the content of the
    bases.
    Corporate Social Responsibility Act
    Mid-term (5 hrs) Learners demonstrate Students are able to take part in Through this course, learners will be able to:
    ample understanding of the community fora, symposia,
    LGBTQ, Gender issues, 1. Identify LGBTQ and feminist issues and
    historical narrative on the workshops, field work, etc, on
    identities and concerns, and legal frameworks on such
    LGBTQ and feminist Gender Issues, discrimination,
    orientation, topics
    movements, as well as inequalities, rights, and feminist
    discrimination,
    current trends on said movements
    stereotyping, gender
    issues
    parity,
    feminist movements
    Final (5 hrs) Learners demonstrate Students are able to take part in Through this course, learners will be able to:
    ample understanding of: community fora, symposia,
    *Racial and Ethnic 1. Comprehend and demonstrate the historical
    workshops, field work, etc, on
    Discrimination >the historical narrative on flow of ethnic discrimination existing in the
    the delicate topics of:
    ethnic distribution, country.
    *Discrimination against,
    regionalism, and prejudices >Ethnic Bigotry in the
    and Economic 2. Comprehend and demonstrate adequate
    and bigotry of one local Philippines
    Opportunities for the knowledge and understanding of the issues
    ethnic group against
    ex-convicts that former convicts face upon their re-
    another
    >Issues on the re-entrance of entrance to society
    *Economic
    >the historical overview of former convicts to society
    Opportunities for the 3. Comprehend and demonstrate the rights and
    ex-convicts, and the issues
    Disable due economic opportunities to be afforded
    revolving their re-entrance >Legal and Economic Amenities
    to P.W.D.
    to society on the rights of the
    disabled/handicapped
    >The current governmental
    and social treatment of the
    handicapped members of
    society

    Final (5 hrs) Learners demonstrate Students are able to take part in Through this course, learners will be able to:
    ample understanding of: community fora, symposia,
    *Inclusiveness: 1. Identify what inclusiveness and social justice
    >Principles of social and workshops, field work, etc, on:
    Education, are, and how they are interrelated, and the
    political inclusiveness
    employment, Services >Inclusiveness and Social Justice current concerns that society is facing as of
    >Current ecological issues now
    *Ecological Issues
    >issues on globalization >Ecological Issues 2. Identify Ecological Issues and deliberate on
    *Globalization and
    and South-east Asian possible ways to address them
    patriotism >Globalization and Patriotism
    Regional Organization
    3. Comprehend and demonstrate the
    implications of globalization in their personal
    lives as learners and as individuals.

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