INTEGRATED BASIC EDUCATION DEPARTMENT
ACADEMIC PROGRAMS
GRADE SCHOOL
Kindergarten
“The first years of life are important because what happens in early childhood can matter in a lifetime.” (Harvard, 2009)
Republic Act 10157 or “The Kindergarten Education Law" made Kindergarten the compulsory and mandatory entry stage to basic education.. Section 2 of this Act provides that all five (5)-year old children shall be given equal opportunities for Kindergarten Education to effectively promote their physical, social, emotional and intellectual development, including values formation so they will be ready for school.
This was so since the Department of Education (DepEd) believes that Kindergarten is the transition period from informal to formal literacy (Grades 1-12) considering that age five (5) is within the critical years where positive experiences must be nurtured to ascertain school readiness.
Various researches support that this is the period of greatest growth and development, when the brain develops most rapidly and almost at its fullest. It is also the stage when self- esteem, vision of the world and moral foundations are established.
Teachers/Parents/Caregivers/Adults should therefore be guided to facilitate explorations of our young learners in an engaging and creative curriculum that is developmentally appropriate which immerse them in meaningful experiences.
Provision of varied play-based activities leads them to becoming emergent literates and helps them to naturally acquire the competencies to develop holistically. They are able to understand the world by exploring their environment as they are encouraged to create and discover, that eventually leads them to becoming willing risk takers and ready to tackle formal school works.
Kinder Program is mainly built around the teacher and child-initiated learning activities. It is enhanced through the set-up of well-planned and creative classroom to give the pupils the time and space to work with specially-designed materials to improve their senses of seeing, hearing, touching, smelling and doing for them to become active, engaged learners.
Academic Policies
For kindergarten learners, checklist and anecdotal records are used instead of numerical grades. These are based on learning standards found in the Kindergarten curriculum guide.
It is important for teachers to keep a portfolio, which is a record or compilation of the learner’s output, such as writing samples, accomplish activity sheets, and artwork. The portfolio can provide concrete evidence of how much or how well the learner is able to accomplish the skills and competencies.
Through checklist, the teacher will be able to indicate whether or not the child is able to demonstrate knowledge and/ or perform the tasks expected of Kindergarten learners.
Through anecdotal records or narrative reports, teacher will be able to describe learners’ behavior, attitude and effort in school work.
Learning Areas
- Homeroom/GMRC
- Christian Living
- Mathematics
- English
- Filipino
- Araling Panlipunan
GRADES 1 to 6
The SBU Integrated Basic Education Department Grade School follows the curriculum prescribed by the Department of Education. The curriculum is over and above the DepEd requirements, with the inclusion of the school’s vision-mission, philosophy, goals, objectives and the ten hallmarks of Benedictine education.
In line with the implementation of the K to 12 Program, the new curriculum of the school offers a more balanced approach to learning that will equip students with the 21st century skills and essential competencies for lifelong learning. The learning areas in each level are as follows:
Grade 1 & 2 Learning Areas
- Christian Living Education
- Reading
- Language
- Mathematics
- Filipino
- Araling Panlipunan
- Physical Education
- Music
- Mandarin
Grade 3 to 6 Learning Areas
- Christian Living Education
- Reading
- Language
- Mathematics
- Filipino
- Science
- Araling Panlipunan
- Music
- Physical Education
- Edukasyong Pantahanan at Pangkabuhayan (EPP)/ Technology & Livelihood Education (TLE)
- Mandarin
ACADEMIC DESCRIPTION OF THE LEARNING AREAS
CHRISTIAN LIVING EDUCATION
The Christian Living Education being the core of the curriculum offers a developmental discovery of God’s magnificence and love in the splendor of His perfect creation. Every learner is taught and developed to become living witness of God’s unconditional love as evidenced in His creation and His Only Begotten Son who was made flesh through the Blessed Virgin Mary.
From the basic know-how of the prayers taught by the Church and the sources of truth about the Triune God in the Scriptures, the learner is plunged into a deep sense of being loved by God through the things and people around him. He learns the basic truths about Jesus, about the Church and about the Scripture that may prompt him to respond to God’s call to be of service especially to the least of his brethren.
The subject focuses on the call to know more about God and to love Him in return by loving and serving one’s neighbors especially those who are in need. The learner is expected to recognize his capacity to respond faithfully to this call by the use of his intellect and will, freedom and conscience. In his capacity to appreciate God’s creation, to live a sacramental life, to follow the Commandments, to strengthen his faith through prayerful life, he is expected to live a righteous life and to be of service to his fellowmen.
Furthermore, the learner is challenged to live a holy life amidst materialism and temptations. He is expected not to conform to the present world but to the teachings of the Church and of Christ’s. He defends his faith by prudently doing the right thing and by courageously upholding his Catholic faith even if others seem not to affirm what he believes in. The topics from Kinder to Grade 10 provide a wider perspective of what is it to be a follower of Christ in the context of the Scriptures.
As a learner that belongs to a Benedictine institution, he demonstrates concrete actions of being prayerful, God-fearing, humble, obedient, caring, disciplined, man for others, friendly, and transformed. These Benedictine attitudes are translated in his daily life in school, at home and in the community he is in.
ARALING PANLIPUNAN
Ang Grade School Araling Panlipunan K to 12 Kurikulum ay naayon sa pamantayan ng K to 12 Kurikulum ng Kagawaran ng Edukasyon o Department of Education. Tunguhin nito na makahubog ng mamamayang mapanuri, mapagmuni, mapanagutan, produktibo, makakalikasan, makabansa at makatao na may pambansa at pandaigdigang pananaw at pagpapahalaga sa mga usaping pangkasaysayan at panlipunan.
Sa pagkamit ng layuning ito, kinakailangan ng tamang pagsunod sa teorya ng pagkatuto na konstruktibismo, kolaborasyon, pagkatutong pangkaranasan at
pangkonteksto, at ang paggamit ng mga pamaraang tematiko-kronolohikal at konseptuwal, pagsisiyasat, intregratibo, interdisiplinaryo, at multidisiplinaryo. Mula sa kinder hanggang ika-anim na baitang, nakaangkla ang mga paksa, sampung Aral Benediktino, Bisyon at Misyon ng Kolehiyo ng San Beda at pamantayang pangnilalaman at higit sa lahat, ang pamantayan sa pagganap ng bawat yunit sa pitong tema: 1) Pagkilala sa Sarili, 2) Pag-unawa sa Sarili Bilang Kasapi ng Pamilya at Paaralan, 3) Ang Kasalukuyan at Nakaraan ng Kinabibilangang Komunidad 4) Ang Komunidad ng Pilipinas Bilang Bahagi ng Lalawigan at Rehiyon ng Bansa, 5) Pagkakaiba-iba ng mga Kulturang Pilipino Batay sa Paggamit ng mga Kasanayan sa Heograpiya, 6) Pagkakabuo ng Kapuluan ng Pilipinas at mga Sinaunang Lipunan Hanggang sa Pagbabagong Pang-ekonomiya at ang Implikasyon nito sa Lipunan sa Simula ng Ika-19 na Siglo, 7) Kasaysayan ng Pilipinas Mula sa Ika-20 Siglo.
Kasabay na nalilinang ayon sa kinakailangang pag-unawa at pagkatuto ng mag-aaral, ang kasanayan sa iba’t ibang disiplina ng Araling Panlipunan tulad pagkamalikhain, mapanuring pag-iisip at matalinong pagpapasya, pagsasaliksik, pagsisiyasat, kasanayang pangkasaysayan, pakikipagtalastasan at pagpapalawak ng pandaigdigang pananaw.
MATHEMATICS
The Grade School Mathematics K to 12 curriculum is a skills subject which focuses on quantities, shapes and figures, numbers and number sense. It is also a tool of science and a language complete with its own notations and symbols and “grammar” rules, with which concepts and ideas are effectively expressed.
In response to the call of 21st century, the curriculum provides opportunities for pupils to be able to interact, communicate, and collaborate through different classroom activities. It also aims to develop critical thinking, computing skills and use Information Communication Technology by solving both routine and non-routine problems. The curriculum also gears towards improving pupils’ creativity and innovation skills through the different tasks provided for them. It also aids learners to understand different cultures in the different scenarios as shown in their performance tasks which guides them to experience the possible job or career they might have in the future.
Furthermore, the curriculum is primarily anchored in the School’s Vision – Mission and the Benedictine Hallmarks. The Christian dimension is always part of the daily discussion to ensure that whatever they learned merely be used for a good purpose and for serving others.
SCIENCE
The Grade School Science K to 12 Curriculum is in consonance with the Department of Education’s spiral progression covering Matter, Living Things and Their Environment, Force, Motion and Energy and Earth and Space. With the aim of developing the 21st Century Skills where pupils are critical and creative problem solvers, responsible stewards of nature, innovative/inventive thinker, informed decision maker and effective communicator and collaborator, they can make judgments and decisions regarding application of scientific knowledge that may have social, health, or environmental impacts.
The Science K to 12 curriculum responds to the Bedan education that instills the Benedictine way of life as indicated in the Ten Hallmarks like Discipline, Humility, Stability and other related hallmarks.
Different teaching strategies and approaches are employed in the realization and attainment of the said skills and values: inquiry-based, problem-based or issue-based learning, learning by doing and discovery learning to name a few.
Science process skills are also developed through the conduct of laboratory activities where pupils perform laboratory experiments and accomplish worksheets to report findings and write conclusions. Each level highlights an increasing level of science process skills.
ENGLISH
The Grade School English K to 12 Curriculum features the systematic relation of thinking, learning, language and values of the learner to define a culture vital in communicating his thoughts and action to make meaning. It integrates grammatical competence, language fluency and proficiency, academic vocabulary, information technology and appreciation of literary texts through appropriately challenging literacy-learning activities. The curriculum facilitates the 21st century learners to foster critical thinking, creativity and to bring about concern and love for God's creations as they strengthen their listening, speaking, reading, writing and viewing skills to build on their language experience.
The various tasks and activities in each grade level are relevant and more attuned to the present needs of the pupils which will further improve their understanding to ensure a meaningful and productive teaching-learning process. Transfer of learning to real life situations makes the learners develop critical thinking, enabling them to become more independent, more creative and more adept at responding to different situations that will eventually make them globally competent individuals in the future.
Approaches employed in the English subject are performance task-based, integrative, interdisciplinary and collaborative with activities that enhance multiple intelligences and learning styles, heightened societal and environment consciousness, cultural heritage and realizing the School's Vision-Mission goals and objectives and the Ten Benedictine Hallmarks.
FILIPINO
Nakabatay ang kurikulum ng asignaturang Filipino sa Yunit Elementarya sa mga pamantayang pangnilalaman at pagganap na inilahad sa Pinaghusay na Programang K-12. Ayon sa pamantayan ng programa ay inaasahang lilinangin ang paggamit ng wikang Filipino upang madaling maunawaan at maipaliwanag ang mga kaalaman sa araling pangnilalaman, magamit ang angkop at wastong salita sa pagpapahayag ng sariling kaisipan, damdamin o karanasan nang may lubos na paggalang sa kultura ng nagbibigay at tumatanggap ng mensahe.
Naging bahagi ng mga kagamitang pampagtuturo ang paghahanda sa mga mag-aaral sa higit na mataas na baitang ng pag-aaral at gagabay sa kanila sa mga pangyayari sa kapaligiran. Binalangkas ang mga araling pampagkatuto na nakatuon upang taglayin ng mga mag-aaral ang kasanayan ng pagiging malikhain sa anumang gawain, mapanuring pag-iisip, epektibong paglahok sa pakikipagtalatasan at pakikipag-ugnayan, at responsableng paggamit ng teknolohiya – mga kakayahang aagapay sa kanila sa pagbabagong bunsod ng ika-21 siglo.
Masasalamin din sa mga tunguhing pang-akademiko ng Kagawaran ng Filipino ang nilalaman ng Bisyon at Misyon ng Kolehiyo ng San Bedaat sa tema ng bawat taong panuruan na nakatuon sa paglinang ng mga Palatandaan ng Pagsasabuhay ng mga Aral-Benedictino.
TECHNOLOGY AND LIVELIHOOD EDUCATION
The Grade School Technology and Livelihood Education (TLE) K to 12 curriculum develops learners to acquire the 21st Century skills such as creativity, collaboration, communication, critical thinking, cross cultural, computing, Information and Communications Technology (ICT) and career self-reliance. It prepares the learners for higher education, middle-level skills development, employment and entrepreneurship. Furthermore, it also enables pupils to become competitive in the field of Home Economics and ICT.
Computer Education challenges the pupils to become globally competitive through the use of Technology in understanding and gathering information from different sources in a borderless environment.
In summary, the TLE K to 12 curriculum ensures the learners to grow and become fully human, wholly Christian, truly Filipino, and globally competitive.
PHYSICAL EDUCATION
The Grade School Physical Education K to 12 curriculum is aligned with the standards of the Department of Education. It ensures all the learners to have corresponding opportunities and choices that provide them meaningful activities towards healthy lifestyle. It responds to the 21st century skills and promotes optimum development of the individual’s physical, social, emotional and mental well-being through total body movements.
Furthermore, the curriculum will equip the learners to become self-regulated and self-directed as a result of knowing what should be done and how to actually do it. They will be equally confident in influencing their peers, family, immediate community, and ultimately, the society.
The contents, lessons and activities of the Physical Education learning area are anchored in the school’s vision – mission and the Benedictine hallmarks. Furthermore, the physical activities and experiences will develop the learners to become more creative and resourceful and help them grow as truly human, wholly Christian, fully Filipino, and globally competitive.
MUSIC
Music Education is a learning area that provides pupils with avenues of self-expression. They are encouraged to express their ideas, show their skills and talents freely through the varied activities given to them. The offering of Music Education establish and enhance the pupils’ ability to learn and acquire the different music skills through varied activities. These also help the pupils develop their thinking skills and confidence as well as transferring visual symbols into creative sound, expressive movements, foster creativity through individual and group activities, manifest dynamism and experience joy their shared experiences as a community. It also enriches their ideas on the richness of our Filipino culture. It fosters the pupils’ appreciation of the different genre of music. It also contributes to the emotional, social, cultural, and spiritual development to inspire every pupil to be fully human and live as a true follower of Christ.
MANDARIN
Mandarin is offered to the Grade 1-6 classes to provide young pupils opportunities to learn the basic concepts of the Mandarin language. They are taught how to count, greet, and communicate in simple Mandarin dialogues. This is to prepare the learners to equip themselves with skills that are needed in the 21st century in the context of being globally competitive.
Through this Mandarin curricular offering the learners acquire the basic knowledge, concept and skills in communicating foreign language. This offering promotes global linkages, appreciation and respect of other cultures particularly Chinese culture.
The subject Christian Living being the core of the curriculum offers a developmental discovery of God’s magnificence and love in the splendor of His perfect creation. Every learner is taught and developed to become living witness of God’s unconditional love as evidenced in His creation and His Only Begotten Son who was made flesh through the Blessed Virgin Mary. From the basic know-how of the prayers taught by the Church and the sources of truth about the Triune God in the Scriptures, the learner is plunged into a deep sense of being loved by God through the things and people around him. He learns the basic truths about Jesus, about the Church and about the Scripture that may prompt him to respond to God’s call to be of service especially to the least of his brethren.
The subject focuses on the call to know more about God and to love Him in return by loving and serving one’s neighbors especially those who are in need. The learner is expected to recognize his capacity to respond faithfully to this call by the use of his intellect and will, freedom and conscience. In his capacity to appreciate God’s creation, to live a sacramental life, to follow the Commandments, to strengthen his faith through prayerful life, he is expected to live a righteous life and to be of service to his fellowmen.
Furthermore, the learner is challenged to live a holy life amidst materialism and temptations. He is expected not to conform to the present world but to the teachings of the Church and of Christ’s. He defends his faith by prudently doing the right thing and by courageously upholding his Catholic faith even if others seem not to affirm what he believes in. The topics from Kinder to Grade 10 provide a wider perspective of what is it to be a follower of Christ in the context of the Scriptures.
As a learner that belongs to a Benedictine institution, he demonstrates concrete actions of being prayerful, God-fearing, humble, obedient, caring, disciplined, man for others, friendly, and transformed. These Benedictine attitudes are translated in his daily life in school, at home and in the community he is in.
Nakabatay ang kurikulum ng asignaturang Filipino sa Yunit Elementarya sa mga pamantayang pang nilalaman at pagganap na inilahad sa Pinaghusay na Programang K-12. Ayon sa pamantayan ng programa ay inaasahang lilinangin ang paggamit ng wikang Filipino upang madaling maunawaan at maipaliwanag ang mga kaalaman sa araling pang nilalaman, magamit ang angkop at wastong salita sa pagpapahayag ng sariling kaisipan, damdamin o karanasan nang may lubos na paggalang sa kultura ng nagbibigay at tumatanggap ng mensahe.
Naging bahagi ng mga kagamitang pampagtuturo ang paghahanda sa mga mag-aaral sa higit na mataas na baitang ng pag-aaral at gagabay sa kanila sa mga pangyayari sa kapaligiran. Binalangkas ang mga araling pampagkatuto na nakatuon upang taglayin ng mga mag-aaralang kasanayan ng pagiging malikhain sa anumang gawain, mapanuring pag-iisip, epektibong paglahok sa pakikipagtalastasan at pakikipag-ugnayan, at responsableng paggamit ng teknolohiya – mga kakayahang aagapay sa kanila sa pagbabagong bunsod ng ika-21 siglo.
Masasalamin din sa mga tunguhing pang-akademiko ng Kagawaran ng Filipino ang nilalaman ng Bisyon at Misyon ng Kolehiyo ng San Beda at sa tema ng bawat taong panuruan na nakatuon sa paglinang ng mga Palatandaan ng Pagsasabuhay ng mga Aral-Benedictino.
The curriculum aims to equip the learners with the knowledge and skills pertinent to basic Physical Education activities. It takes up lessons and drills that promote fitness, body movements, basic stunts and rhythmic activities, sports, lead – up games and exercises that will provide meaningful activities towards active and healthy lifestyle. The learners build on these knowledge and skills in order to plan, set goals and monitor their participation in physical activities to respond to the 21st century challenges.
The contents, lessons and activities of the Physical Education are anchored in the school’s vision – mission that guides the students to live out the Benedictine values. With their physical abilities demonstrated and shared, they live an active life geared towards fitness and lifelong health. This will pave the way to creativity, collaboration and social growth that make them better individuals.
The Science Curriculum is in consonance with the Department of Education’s spiral progression covering Matter, Living Things and Their Environment, Force, Motion and Energy and Earth and Space. With the aim of developing the 21st Century Skills where pupils are critical and creative problem solvers, responsible stewards of nature, innovative/inventive thinker, informed decision maker and effective communicator and collaborator, they can make judgments and decisions regarding application of scientific knowledge that may have social, health, or environmental impacts.
The Bedan education instills in its pupils the Benedictine way of life that is indicated through its 10 Hallmarks. That while developing the critical thinking, problem-solving and decision-making skills, the Science curriculum also, develops and inculcates Stewardship, Discipline, Humility and Stability among many others.
Different teaching strategies and approaches are employed in the realization and attainment of the said skills and values: inquiry-based, problem-based or issue-based learning, learning by doing and discovery learning to name a few. Science process skills are also developed through the conduct of laboratory activities where pupils perform laboratory experiments and accomplish worksheets to report findings and write conclusions. Each level highlights an increasing level of science process skills.
Technology and Livelihood Education (TLE) curriculum develops learners to acquire the 21st Century skills (creativity, collaboration, communication, critical thinking, cross cultural, computing, Information and Communications Technology (ICT) and career self-reliance) and prepares them for higher education, middle-level skills development, employment and entrepreneurship. It also enables pupils to contribute to the global community through practical use of skills.
Computer Education challenges the pupils to become globally competitive through the use of Technology in understanding and gathering information from different sources in a borderless environment. Aside from the life skills developed in the curriculum, obedience, discipline and stewardship as Benedictine Hallmarks plays a vital role in all learning areas of TLE. Following instructions and procedures strengthens a Bedan’s sense of involvement and respect to all members of the community.
Music Education is a learning area that provides pupils with avenues of self-expression. They are encouraged to express their ideas, show their skills and talents freely through the varied activities given to them. The offering of Music Education establish and enhance the pupils’ ability to learn and acquire the different music skills through varied activities. These also help the pupils develop their thinking skills and confidence as well as transferring visual symbols into creative sound, expressive movements, foster creativity through individual and group activities, manifest dynamism and experience joy their shared experiences as a community. It also enriches their ideas on the richness of our Filipino culture. It fosters the pupils’ appreciation of the different genre of music. It also contributes to the emotional, social, cultural, and spiritual development to inspire every pupil to be fully human and live as a true follower of Christ.
Mandarin is offered to the Grade 1-6 classes to provide young pupils opportunities to learn the basic concepts of the Mandarin language. They are taught how to count, greet, and communicate in simple Mandarin dialogues. This is to prepare the learners to equip themselves with skills that are needed in the 21st century in the context of being globally competitive.
Through this Mandarin curricular offering the learners acquire the basic knowledge, concept and skills in communicating foreign language. This offering promotes global linkages, appreciation and respect of other cultures particularly Chinese culture.
Mathematics of Grade School is a skills subject which focuses on quantities, shapes and figures, numbers and number sense. It is also a tool of science and a language complete with its own notations and symbols and “grammar” rules, with which concepts and ideas are effectively expressed.
In response to the call of 21st century, the curriculum provides opportunities for pupils to be able to interact, communicate, and collaborate through different classroom activities. It also aims to develop critical thinking, computing skills and use Information Communication Technology by solving both routine and non-routine problems. The curriculum also gears towards improving pupils’ creativity and innovation skills through the different tasks provided for them. It also aids learners to understand different cultures in the different scenarios as shown in their performance tasks which guides them to experience the possible job or career they might have in the future.
The curriculum is primarily anchored in the School’s Vision – Mission and the Benedictine Hallmarks. The Christian dimension is always part of the daily discussion to ensure that whatever they learned merely be used for a good purpose and for serving others.
The Grade School English Curriculum features the systematic relation of thinking, learning, language and values of the learner to define a culture vital in communicating his thoughts and action to make meaning. It integrates grammatical competence, language fluency and proficiency, academic vocabulary, information technology and appreciation of literary texts through appropriately challenging literacy-learning activities. These facets facilitate the 21st century learners to foster critical thinking,creativity and to bring about concern and love for God's creations as they strengthen their listening, speaking, reading, writing and viewing skills to build on their language experience.
Approaches employed in the English subject are performance task-based, integrative, interdisciplinary and collaborative with activities that enhance multiple intelligences, heightened societal and environment consciousness, cultural heritage and realizing the School's Vision-Mission goals and objectives and hallmark of Benedictine education.
The development of listening and speaking skills and strategies for effective communication in various situations.
The development of reading and writing skills as applied to a wide range of materials other than poetry, fiction and drama.
Pag-aaral tungo sa pananaliksik ukol sa kalikasan, katangian, pag-unlad, gamit at paggamit ng Wikang Filipino sa mga sitwasyong komunikatibo at kultural sa lipunang Pilipino.
Pag-aaral sa proseso ng pagbasa at pagsusuri ng iba’t ibang anyo at uri ng teksto na nakatutulong sa pagbuo at pagsulat ng sistematikong pananaliksik.
Study and appreciation of the literature of the region where the school is located in relation to the literature of the other regions of the country.
The subject covers various contemporary arts practices of the region where the school is located. It aims to provide students with an appreciation of a broad range of styles in the various disciplines with consideration on their elements and principles, and engage them to an integrative approach in studying arts. Through this subject, students will broaden and acquire the necessary creative tools that open opportunities in pursuing their individual career goals and aspirations.
The course introduces the learners to basic understanding of media and information as channels of communication and tools for the development of individuals and societies. It also aims to develop students to be creative and critical thinkers as well as responsible users and competent producers of media and information.
At the end of the course, the students must know how to solve problems involving rational, exponential and logarithmic functions; to solve business-related problems; and to apply logic to real-life situations.
At the end of the course, the students must know how to find the mean and variance of a random variable, to apply sampling techniques and distributions, to estimate population mean and proportion, to perform hypothesis testing on population mean and proportion, and to perform correlation and regression analyses on real-life problems.
This learning area is designed to provide a general background for the understanding of Earth Science and Biology. It presents the history of the Earth through geologic time. It discusses the Earth’s structure, composition, and processes. Issues, concerns, and problems pertaining to natural hazards are also included. It also deals with the basic principles and processes in the study of biology. It covers life processes and interactions at the cellular, organism, population, and ecosystem levels.
Evolution of our understanding of matter, motion, electricity, magnetism, light, and the universe from ancient times to the present; applications of physics and chemistry concepts in contexts such as atmospheric phenomena, cosmology, astronomy, vision, medical instrumentation, space technology, drugs, sources of energy, pollution and recycling, fitness and health, and cosmetics.
An initiation to the activity and process of philosophical reflection as a search for a synoptic vision of life. Topics to be discussed include the human experiences of embodiment, being in the world with others and the environment, freedom, intersubjectivity, sociality, being unto death.
Physical Education and Health offers experiential learning for learners to adopt an active life for fitness and lifelong health. The knowledge, skills and understanding which include physical and health literacy competencies support them in accessing, synthesizing and evaluating information; making informed decisions; enhancing and advocating their own as well as others’ fitness and health.
This course makes senior high school students aware of the developmental stage that they are in, for them to better understand themselves and the significant people around them as they make important career decisions as adolescents. The course consists of modules, each of which addresses a key concern in personal development. Using the experiential learning approach, each module invites students to explore specific themes in their development. Personal reflections, sharing, and lectures help reveal and articulate relevant concepts, theories, and tools in different areas in psychology.
This course uses insights from Anthropology, Political Science, and Sociology to develop students’ awareness of cultural, social and political dynamics, and sensitivity to cultural diversity; provide them with an understanding of how culture, human agency, society and politics work; and engage them in the examination of the country’s current human development goals. At the end of the course, students should acquire ideas about human cultures, human agency, society and politics; recognize cultural relativism and social inclusiveness to overcome prejudices; and develop social and cultural competence to guide their interactions with groups, communities, networks, and institutions.
This learning area is designed to provide a general background for the understanding of the Earth on a planetary scale. It presents the history of the Earth through geologic time. It discusses the Earth’s structure and composition, the processes that occur beneath and on the Earth’s surface, as well as issues, concerns, and problems pertaining to Earth’s resources.
This course focuses on the application of scientific knowledge and the solution of practical problems in a physical environment. It is designed to bridge the gap between theoretical science and daily living.
