The High School Unit is committed to providing its students with excellent academic and co-curricular programs which will develop their spiritual, academic, technical and interpersonal skills and values.
CHRISTIAN LIVING EDUCATION (CLE)
The CLE Program is designed towards the formation of mature Christians who are critically and genuinely involved in the building of a truly transforming Christian community. The contents of the different year-level programs are grounded on significant human experiences, sacred scriptures and Church teachings. Through the use of the Integrative Foundational Approach, an integration of the doctrine, moral and worship dimensions of the faith is given focus. This process of integration develops in the students a thinking faith that leads them to come in touch with the deeper affective-imaginative depths of their persons where they live their faith most deeply, personally and lovingly for God and others.
COMMUNICATION ARTS – ENGLISH
The English Communication Arts Program through the sub-areas of Literature, Grammar and Speech, seeks to develop and hone the students’ listening, speaking, reading and writing skills to become effective speakers and writers in the English language. Through the use of innovative methodologies like exposition of various culture-based literary genres using the Significant Human Experience (SHE) approach as well as the socio-historical and other skills-based approaches vis-a-vis creative and appropriate evaluation tools, students become well equipped and competent for dynamic communication in both oral and written forms.
COMMUNICATION ARTS - FILIPINO
The Filipino program is geared towards developing the students’ critical thinking skills through communicative competence in Filipino, our national language, so that they become conversant with the issues directly affecting them.
Courses in Philippine Literature are historically arranged by literary genre to increase the students’ awareness and appreciation of their rich literary heritage. Themes of literary pieces from pre-colonial, colonial and contemporary periods are given emphasis to enhance students’ interests and nationalistic fervor.
The courses in Philippine Grammar train the students to communicate effectively and proficiently in the Filipino Language using the communicative approach of instruction.
SCIENCE AND TECHNOLOGY
The Science Program is anchored on the school’s vision-mission of an education relevant to the challenges of the times so that it can be better appreciated and applied to one’s life. There are three main goals for Science: Science for Interest, Science for Work, and Science for Citizenship. With all these in mind, the general methodology adopted by the different science courses is the Science, Technology and Society (STS) approach.
The STS approach focuses on the inter-relationships among Science, Technology and Society wherein Science is studied and learned in the context of human experience, its technological applications and consequential effects to society. The STS approach also puts premium on the development of process skills, high order thinking skills, environmental awareness and cooperative learning group skills.
It is in this perspective that students are enabled to become responsible users of technology, committed to the protection and preservation of the environment, good decision-makers and productive members of society.
The Mathematics Program generally aims to make students realize how mathematics can be used as an essential tool in realizing the school’s thrust, hence, molding them into citizens with great passion for truth capitalized on facts and figures. Concretely, it primarily intends to give students ample preparation for college by helping them acquire the basic skills and principles necessary for any field of endeavor. This is summed up in unitalized subject offerings: Elementary Algebra (for Year 1), Intermediate Algebra with Statistics (for Year 2), Geometry and Trigonometry (for Year 3), and Advanced Algebra (for Year 4).
The methodologies are generally defined by the traditional approaches ranging from Inductive-Deductive-Inductive, interactive discussions to almost all forms of the Constructivists’ Approach. Audio-visual materials, such as teacher-made transparencies and computer softwares, are also frequently employed. In-depth treatment of subject matter is also given premium via integration with other subject areas for a more wholistic academic output. Other than paper-and-pencil tests, venues such as creative long tests, research output, skill applications during campings and other outdoor activities, are also provided for the students to further explore their mathematical knowledge and abilities.
The Social Studies Program, which includes Philippine History, World History I and II, and Consumer Economics, aims to develop students who know the facts, information, issues, events and theories, can analyze information critically, demonstrate a Christian/Benedictine stand regarding issues, and create outputs that show the depth of their knowledge.
These skills and values are attained through traditional (i.e. lecture, chalk talk) and non-traditional (i.e. exposure trips, integrated activities, academic presentations) means. Through these skills and values, the students are expected to be agents of peace and justice for societal transformation.
Physical Education, Health, Music (PEHM)
The Physical Education Program focuses on the development of kinesthetic skills, the total fitness of the physical, mental and social aspects of an individual and the ability to respond to emergency situations for self-protection and life preservation.
P.E. instruction is so personalized
and interactive since it deals with actual performances by simulation,
drills and practices.
Warm-up and cool down become part of the actual teaching-learning
experiences for better physical development and agility.
The situational approach is used when Family Concerns are tackled. The Cooperative Learning Group or CLG integrative research is used for Maternal and Child Care especially in Pregnancy/Child Care and Self-healing including Adolescent Sexuality.
Cyber-instruction approach to music is being utilized since the Internet system has come in. Likewise, other approaches for different levels of instruction are utilized such as basic skills formation and development and on-the-spot performances using original compositions and musical arrangements per genre involving the themes of Afro-Asian, classical, pop and modern pieces depending on students’ choices. Likewise, the interactive approach which proves to be effective is one of the strategies used to make the teaching of music more effective.
TECHNOLOGY AND LIVELIHOOD EDUCATION
The Technology and Livelihood Education program is designed to help the students cope with the complexities of change happening in society today through courses which foster self-reliance and productivity. The Program includes subjects in four (4) major work components useful to everyday living namely, Home Economics and Family Living, Industrial Arts, Agricultural Arts and Computer Technology. Varied approaches are utilized such as film showing, actual demonstrations, hands-on seminars, exposure trips and other innovative strategies.
The Elective Program seeks to provide the third and fourth year students with an opportunity to further develop their individual interests, talents and creativity. It also consciously strives to develop in the students the ability to make decisions and be responsible for such decisions.
Basic or advanced varied courses are offered and workshop/hands-on approach is generally used. Highly specialized courses have a limited number of students to ensure more effective supervision.
Academic Integration is designed to enable a more wholistic approach to a particular topic, an activity, a set of skills or a cluster of values. Integration is achieved through the interplay of various disciplines with the end view of enriching the regular course offerings, making students understand the interconnectedness of the different subject areas and of reducing the workloads of both students and teachers.
Essentially, Integration encourages an in-depth treatment of subject matter to reinforce and enrich learning input and to produce excellent academic output. It enables students to see the diversities of learning experiences in their entirety as facilitators of their wholistic formation. For evaluation, Integration prescribes a common output instead of requiring individual outputs from the integrating subject areas which in effect lessens schoolwork. Curricular integration hopes to achieve academic excellence through this interdisciplinary approach of instruction. Academic Integration can be content-based and activity-based.