Grade School Department

THE GRADE SCHOOL CURRICULAR PROGRAM

Rationale

In line with the school’s mission, goals and objectives, the curricular program of the grade school department is designed to respond to LSM’s philosophy of life and education that is, BECOMING LIKE CHRIST. Central to the curriculum is the Christian Life Education subject. The program also adheres to the Philippine Elementary School Learning Competencies of the Department of Education.

Philosophy

Lourdes School of Mandaluyong believes that the school exists to promote Christian values and build caring communities. The school has conceived well-defined core values essential to the realization of its vision-mission. The development of learners is vital to LSM’s educational purpose – that is to equip the students with skills, competencies, behavior, attitudes and moral, social and spiritual sensibilities necessary for them to become life-long learners.

Franciscan values permeate the teaching – learning environment. They serve as guides in the academic task of effective personal formation and transformation of the students. These are attained through conscious, purposeful and directed curricular and co-curricular activities. Ideally, these learning encounters would promote independent learning as the students acquire the necessary skills and disposition.

General Direction

The Grade School Department of LSM is directed towards the formation of fully-integrated Christian persons through the attainment of academic excellence in an educative community permeated by the Gospel.

General Goals

The aims of the curriculum are:

1. To provide opportunities and activities that will discover and develop students’ knowledge, skills, attitudes and values necessary to succeed in secondary education.
2. To enable students to commit themselves in the service of God and society by being selfless stewards and authentic witnesses of the Gospel values.

Features of the Curriculum

1. Catholic Religious Education is the core of the curriculum.

   Franciscan spirituality is the guiding principle in all activities. Christian attitudes and values are purposely integrated in all subjects.

2. The curriculum is student-centered and community-oriented.

   The curriculum provides for personal development of the individual. Skills necessary for lifelong learning and social competence are given focus.

3. Learning objectives are based on three domains: cognitive, affective and psychomotor.

   This is to emphasize the holistic and developmental nature of the teaching-learning process. Learning opportunities are provided to engage the learner to the fullest.

4. Desired learning competencies are identified in each subject.

   These competencies are articulated and integrated vertically and horizontally. The learning competencies for elementary curriculum of the Department of Education are enriched to meet the particular needs of the students and to realize the vision - mission of LSM.

5. Understanding by Design (UBD) framework is used to organize the learning competencies and content of the different subject areas.

6. Learning skills and competencies are presented using the spiral progression scheme. Basically, the same disciplines and key concepts are presented from Kindergarten to Grade 6. The lessons and skills differ in depth and complexity according to grade level.

7. Learning outcomes are assessed using the levels of proficiency. Learning is evaluated based on the levels of proficiency demonstrated in terms of knowledge, process or skills, understanding and product/performance.

8. The curriculum is responsive to local and global trends and challenges in education.

9. Relevant concerns such as moral, economic, technological, political and social are integrated in the curriculum.

Program Content for Kindergarten

The Kindergarten Education (KE) program aims for all five-year old children to achieve the standards and competencies expected of them, taking into account their diverse backgrounds, prior knowledge experiences, skills, attitudes, personal; traits and interests. It aims to contribute positively to the development of young children by providing them with more structured learning experiences to effectively promote their physical, social, cultural, emotional, and intellectual development including values formation, to sufficiently prepare them for further schooling.

Thus, Lourdes School of Mandaluyong offers Kindergarten curriculum which integrates developmentally appropriate content and pedagogies that are consistent with the way children think, learn, and relate with others. With this, the following are developed holistically:

Socio-emotional Development

Values Development

Physical health and Motor Development

Aesthetic/Creative Development

Mathematics

Understanding of the Physical and Natural Environment

Language, Literacy and Communication

Its Program includes the following areas of competence: Christian Living Education (CLED), Communication Arts in English, Reading, and Communication Arts in Filipino, Mathematics, and Penmanship / Writing.

Assessment of Kindergarten learners is done through observation throughout the different blocks of time. Qualitative and non-numerical recording and grading systems through the use of Philippine Early Childhood Development (PECD) Checklist are used to describe how learners are performing vis-à-vis the expected learning outcomes in the Kindergarten Curriculum Guide.

Program Content for Grades 1 to 6

Curricular Offerings/Subject Areas

Each subject area has a program portfolio that details the level, the specific learning objectives, the content and skills to be learned, the strategies and methodologies to be implemented and the evaluation procedures and instruments to be used. Value-integration based on Catholic, Marian, Capuchin-Franciscan spirituality is an important component of the program. The following are the different subjects being offered in the Grade School Department:

 CHRISTIAN LIFE EDUCATION (CLED) for Grades 1 to 6

Christian Living Education aims to provide the students with the fundamental Catholic doctrines, scriptures, liturgy and knowledge and understanding of the Catholic, Marian and Capuchin-Franciscan values. The teachers in the classroom, through formal instruction and activities, transmit these into worthwhile faith experiences. The program hopes to provide students with opportunities to understand and appreciate the dignity of human person and to become authentic witnesses to the Gospel.

Lessons and activities on EDUKASYON SAPAGPAPAKATAO (EsP) are integrated in CLED.

ENGLISH (Reading and Language) for Grades 1 to 6

The English Program aims to provide learning opportunities for the learners to acquire communicative competence in oral and written form to express  their needs, thoughts, ideas and feelings based and founded on Christian values. The program allows the learners to acquire the disposition and skills in reading both for pleasure and for seeking information.

FILIPINO for Grades 1 to 6

The program enhances the students’ skills in listening, speaking and writing. It provides opportunities for students to master and refine their language skills in Filipino for effective oral and written communications. The study of literature is an important aspect of the program. Literary pieces are carefully selected to reflect the values that are geared toward value formation and character development.

MOTHER TONGUE for Grades 1 to 3

A salient part of the K to 12 Basic Education Program is the course offering of Mother Tongue for Grades 1 to 3. The program covers the further development of communication and reading skills of students.  The program offers opportunities for the learners to expand their vocabulary and phrases, show understanding of the spoken language in different contexts using both verbal and non-verbal cues, understand vocabulary and language structures and cultural aspects of the language and read and write literary and informational texts.  This program is also aligned with the implementation of the National Capital Region’s mother tongue which is Tagalog.

MATHEMATICS for Grades1 to 6

The program provides developmental activities aimed to help pupils acquire basic mathematical concepts and skills. Learners are trained to do fundamental operations and computations. Critical thinking skills are necessary for the students to face daily life situations. The Math Program therefore provides the learners with adequate mathematical foundation as well as human formation that will lead them to participate intelligently in problem solving and thus become useful members of the society.

ARALING PANLIPUNAN for Grades 1 to 6

The program equips the students with concepts on Philippine culture, history and economics. It develops moral, social and cultural values needed for human development and social responsiveness. These values lead the learners to a sense of solidarity so they become personally responsible for bringing about changes for the betterment of the society and the development of genuine Filipino culture and tradition .

MUSIC, ARTS, HEALTH and PHYSICAL EDUCATION (MAPEH) for Grades 1 to 6

The program aims to help students attain self-realization, develop desirable physical fitness habits, improve human relationship and make them conscious of their social and civic responsibilities. Varied physical activities are offered to develop skills, attitudes and values and to help them develop alert and healthy body, creative minds, and sound social behavior. Enrichment of the Physical Education Program is done through co-curricular activities such as membership in organizations that are sports - oriented. Qualified students are also given special training as members of the different varsity teams. These are the swimming, basketball, volleyball, football and table tennis teams.

EDUKASYONGPANTAHANAN at PANGKABUHAYAN (EPP)

* Computer Education for Grades 1 to 6
* Work Education for Grades 3 to 6

Basic computer education is offered to all classes of Grade One until Grade Six. The pupils are given opportunities to understand fundamental concepts about computer and the web. Students do hands –on activities to facilitate development of basic skills that will aid them to meet the requirements of their grade school subjects. Grade Six are prepared adequately for High School computer course.

Work Education focuses on the development and enhancement of knowledge in entrepreneurship, home economics, agriculture and industrial arts toward the improvement of the family’s economic life and the community. Thus, this program is offered to engage students in an experiential, contextualized and authentic learning process where they learn best by doing.

To further meet the needs of students the school offers  special programs in different learning areas to qualified students, as well as mastery learning and intervention initiatives and programs through additional academic engagement periods.

Various co-curricular activities are provided to students outside of the regular classroom learning experiences through trainings, seminars and workshops, school-based contests, and interschool competitions. Academic month celebrations are also held as opportunities in showcasing meaningful activities and excellent performances and sharing to others God-given skills and talents of students. The  use of community resources is conducted to enrich the teaching-learning process.

Embedded in the class program is a once a week Play Time. This period is anchored on the principle that play is a salient part in the development of a child. Through this endeavor, the child does not only develop his physical attributes but also his social skills and most importantly, his problem solving capabilities and full potentials will be realized. This period also serves as a therapy in dealing with everyday rigors of studying and a venue for self expression  and character building.

THE HIGH SCHOOL CURRICULAR PROGRAM

Rationale

The curricular program of the High School Department adheres to the K to 12 Basic Education Program of the Department of Education, specifically to provide a practical, relevant, useful and holistic education that will assist young people to meet the demands of the 21st century. The development of learners is a primary goal and is given emphasis through essential understandings and processes that promote the effective transfer of learning through the framing of key concepts, strengthening of skills and designing of performance tasks that are reflective of real life situations. The curriculum is enhanced to meet the standards of quality Catholic education by helping students become Christ-centered, responsible, caring and service-oriented individuals. It is anchored on the school’s Vision and Mission where the formation of fully integrated Christian persons is at the core and it responds to LSM’s philosophy of life and education that is Becoming Like Christ.

General Direction

The High School Department of LSM is directed towards the formation of fully integrated Christian persons through the attainment of academic excellence in an educative community permeated by the Gospel.

General Goals

The department seeks to:

1. provide opportunities and activities that will discover and develop students’ knowledge, skills, attitudes and values necessary for a responsible and meaningful higher level of studies in college/university;
2. enable students to commit themselves to the service of God and society; and
3. form students who are selfless stewards and authentic witnesses to the Gospel values.

Features of the Curriculum

1. Catholic Religious Education is the core of the curriculum.

   &bsp; Franciscan spirituality is the guiding principle in the learning experiences. Christian attitudes and values are integrated in all subjects.

2. The curriculum is student-centered and community-centered.

   &bsp; The curriculum provides for personal development of the individual, skills for lifelong learning and social competence.

3. Learning objectives are based on three domains: cognitive, affective and psychomotor.

   &bsp; This is to emphasize the holistic and development nature of the teaching- learning process and to ensure opportunities that will engage the learners to the fullest.

4. Desired learning competencies are identified in each subject with emphasis on the development of 21st Century skills.

   &bsp; These competencies are articulated vertically and horizontally to meet the content and performance standards of the curriculum. Spiral progression scheme in terms of content and skills is used to achieve mastery and depth which are developmentally appropriate. Also, to meet the needs of students in preparation for tertiary education and to achieve the vision-mission of LSM, the learning competencies are enhanced.

5. Concepts, skills and experiences are integrated in the learning continuum.

   &bsp; Learning is made meaningful through establishing connections across disciplines in terms of purpose, persons, process and product/ performance. These integration activities can be interdisciplinary, written or oral, individual or group in nature and are framed based on themes/issues, values, topics, skills, activities and projects or performances.

6. Learning content, skills and performances are organized following the Understanding by Design framework.

   &bsp; Classroom instruction is designed through the preparation of academic plans following the three stages: Desired Results; Assessment Evidences and Learning Experiences.

7. Assessment of learning is based on the level of proficiency.

   &bsp; Learning is evaluated according to the levels of proficiency demonstrated in terms of knowledge, process/skills, understanding and product/performance.

8. The curriculum is responsive to local and global trends and challenges in education.

   &bsp; Issues and concerns that are significant to moral, economic, technological, political and social development are integrated in the curriculum .

Learning Areas

Each of the learning areas has a program portfolio that details per grade level the course goals, general and specific objectives, content and performance standards, transfer goals, enduring understandings and essential questions, knowledge and skills, teaching and learning strategies, integration activities, learning materials and resources, evaluation procedures and instruments which are reflected in the unit and learning plans. Programs adjacent to area goals are also designed to enhance the learning opportunities and experiences provided to the students. Appropriate technology and innovative management of learning are used for students’ active engagement. Values integration anchored on Catholic, Capuchin Franciscan spirituality is an integral component of the academic program. The following are the different learning areas being offered in the High School Department.

Christian Living Education ( C.L.Ed.)

Area Goal: Being in Solidarity with the Poor
Christian Living Education focuses on understanding the basic and the fundamental Catholic doctrines, social teachings, scriptures, liturgy and basic Christian values that are Marian and Capuchin-Franciscan in nature. Through formal instruction and varied activities, the knowledge and concepts are translated into worthwhile faith experiences. The program hopes to provide the learners with opportunities to understand and appreciate the dignity of Human Person in the light of Catholic faith.

ENGLISH

Area Goal: Forging Understanding through Communication
The area program aims to provide opportunities for the learners to master and refine language tools and skills for effective oral and written communications. The study of carefully selected literature for appreciation, creative and critical thinking is an important aspect of the English program. Literature covers Philippine literature, Asian literature, English and American literature and World literature which are representative of the different periods. The development of macro-skills and 21st Century skills necessary for life and career choices are also considered. The program is further enhanced through the inclusion of Technical Writing and Research Writing subjects which also become an aid to enrich knowledge of different disciplines. Likewise, values integration geared toward character formation is given emphasis in the program.

FILIPINO

Area Goal: Pagpapahalaga sa Diwang Pilipino sa pamamagitan ng Mabisa at Masining na Pagpapahayag
Ang programa ng Filipino ay may layuning linangin ang kaalaman at kasanayan ng mga mag-aaral tungo sa iskolarli at mabisang pagpapahayag sa tulong ng wika at mga natatanging akdang pampanitikan. Kabilang sa mga akdang pinag-aaralan ang panitikang Pilipino, rehiyunal, Asyano, at mga akdang pandaigdig na salin sa Filipino na kumakatawan sa iba’t ibang panahon at hanggang sa kasalukuyan. Bahagi ng pag-aaral ang mga gawaing pasulat at pasalita, paghubog ng malikhain at kritikal na pag-iisip tungo sa pagpapahalaga sa kulturang Pilipino, at pagbabahagi ng mga makabuluhang pananaw at saloobin tungkol sa mga pagbabago sa lipunan. Ang pagkatuto ng mga mag-aaral ay isinasagawa sa pamamagitan ng mga pagsasanay sa pakikinig, pagsasalita, pagbasa, pagsulat, panonood at pananaliksik. Binibigyang-diin sa pag-aaral ang paglinang ng mga pagpapahalagang pangkatauhan na ayon sa ispiritwalidad na Capuchin Franciscan. Ang mga aralin ay pinagyayaman sa tulong ng mga pagpapahalagang Kristiyano.

MATHEMATICS

Area Goal: Thinking Beyond Concepts and Processes
In Mathematics, the learners are being equipped with critical thinking and problem solving skills through acquisition of knowledge, processes, concepts and principles in Numbers and Number Sense, Measurement, Geometry, Patterns and Algebra, and Statistics and Probability. Calculus and Quantitative Research are also offered in the program. The spiral progression scheme is adopted in the course offerings. The program aims to provide an adequate foundation that will lead the learners to be skilled inl earning, literacy and life and to be globally competitive and ready to face the challenging and innovative world.

SCIENCE AND TECHNOLOGY

Area Goal: Nurturing Responsible Stewardship
The program views the significance and potential of the subject in shaping lives and for assuring socio-economic progress. It hopes to develop in the learners knowledge and understanding of key concepts and principles of science, science processes, scientific skills and attitudes and desirable values that will help them appreciate biological and physical phenomena to become judicious decision makers, productive and responsible citizens. The spiral approach is followed in the development of concepts and skills. Investigative research project making is a major component of the program.

ARALIN PANLIPUNAN / SOCIAL STUDIES

Area Goal: Molding Service-Oriented Citizens
Asian and world Histories, Economics and Contemporary Issues are subjects offered to strengthen the moral, social, economic, political, historical and cultural values needed for the development of one’s national consciousness. It also offers Kasaysayan at Saligang Batas ng Pilipinas as an enrichment subject. These subjects are all geared towards the cultivation of a functionally literate and developed Filipino who are equipped with the skills needed in the 21st Century which are imperative for effectively responding to the modern needs of the present society. Embedded in the program are values that will lead the learners to a sense of solidarity and citizenship in order to become personally responsible in bringing about positive changes to society and in the process, the development of pride for what is truly Filipino and Christian.

TECHNOLOGY AND LIVELIHOOD EDUCATION (T.L.E)

Area Goal: Demonstrating Competencies and Desirable Work Attitudes
The T.L.E is intended to provide the learners with classroom and practical work experiences through product/performance-based activities. It enables the learners to acquire knowledge, develop work attitudes and gain understanding of personal and entrepreneurial competencies as they relate to the study of Computer and Information Technology, Electronics, Drafting and Business Education. The exploratory scheme is adopted during the first two curriculum years in high school. For the last two levels in junior years, the elective scheme for specialization is followed which is significant in their choice of strand in senior high school or in their course in college.

Music, Arts, Physical Education and Health ( M.A.P.E.H.) with Citizenship Training Prgoram

Area Goal: Promoting Lifelong Fitness, Wellness, Artistic Expression and Cultural Literacy
The program offers varied activities and opportunities for the learners to develop positive mental attitudes, physical fitness and well- being, desirable practices and habits, creative minds, sound cultural and artistic values, appropriate social behavior and civic responsibilities. The study of Sports Science and Sports Management are also included in the program. It underscores the importance of having positive outlook in life and of taking good care of the body as a gift from God.

Various co-curricular activities are provided to students outside of the regular classroom learning experiences through trainings, seminars and workshops, school-based contests, and interschool competitions. Academic month celebrations which hone students’ potentials are also conducted to showcase meaningful activities and excellent performances and to share to others God-given skills and talents of students. Alternative Learning Classes on specific themes are conducted for curricular integration and to make use of community resources.

Embedded in the class program is a once a week Independent/Collaborative Learning Period ( I/CLP) which is intended to be used and managed by students in planning, conceptualizing and performing tasks in the different subjects.

To further meet the needs of students to achieve well and to facilitate their success, the school offers training programs in different learning areas to qualified students, as well as mastery learning and intervention strategies through additional academic engagement periods.

SENIOR HIGH SCHOOL CURRICULAR PROGRAM

In fidelity to the school’s vision-mission as a Filipino, Catholic, Marian, and Capuchin Franciscan learning institution and cognizant of the features of the K to 12 curriculum, LSM seeks to provide quality education to best meet the needs of the learners and the community it serves through its offering of SHS academic track and strands. The Senior High School program is geared towards the development of holistically developed Filipinos with 21st century skills and who are prepared for higher level of studies. The program focuses on achieving the desired outcomes for lifelong learning and the ideal graduate attributes and characteristic of Lourdesian education. Overall, the program is designed towards attaining excellence in character and competence.

The Senior High School Core Curriculum Subjects

• Oral Communication
• Reading and Writing
• Komunikasyon at Pananaliksik sa Wika at Kulturang Filipino
• Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Panaliksik
• 21st Century Literature from the Philippines and the World
• Contemporary Philippine Arts from the Regions
• Media and Information Literacy
• General Mathematics
• Statistics and Probability
• Earth and Life Science
• Physical Science
• Introduction to the Philosophy of the Human Person
• Physical Education and Health
• Personal Development
• Understanding Culture, Society and Politics Earth Science
• Disaster Readiness and Risk Reduction

The Senior High School Applied Track Subject

• English for Academic and Professional Purposes
• Practical Research 1
• Practical Research 2
• Filipino sa Piling Larangan
• Empowerment Technologies
• Entrepreneurship
• Inquiries, Investigations and Immersion

The Senior High School Specialized Subjects

Accountancy, Business and Management (ABM) Strand

• Applied Economics
• Business Ethics and Social Responsibility
• Fundamentals of Accountancy, Business and Management 1
• Fundamentals of Accountancy, Business and Management 2
• Business Mathematics
• Business Finance
• Principles of Marketing
• Work Immersion/Research/Career Advocacy/ Culminating Activity

Humanities and Social Sciences (HUMSS) Strand

• Creative Writing
• Introduction to World Religions and Belief SystemsCreative Nonfiction
• Trends, Networks, and Critical Thinking in the 21st Century Culture
• Philippine Politics and Governance
• Community Engagement, Solidarity and Citizenship
• Discipline and Ideas in the Social Sciences
• Discipline and Ideas in the Applied Social Sciences
• Work Immersion/Research/Career Advocacy/ Culminating Activity

Science and Technology, Engineering and Mathematics (STEM) Strand

• Pre-Calculus
• Basic Calculus
• General Biology 1
• General Biology 2
• General Physics 1
• General Physics 2
• General Chemistry 1
• General Chemistry 2
• Work Immersion/Research/Career Advocacy/ Culminating Activity

General Academic (GA) Strand

• Humanities 1*
• Humanities 2*
• Social Science 1**
• Applied Economics
• Organization and Management