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GRADE SCHOOL
DEPARTMENT
INSTRUCTIONAL
SYSTEM
The Grade School Department advocates the St. Benedict System of
Instruction.
In this system, a child does not only sit to learn. A variety of
differentiated activities and experiences allow him to learn by doing.
A child being a part of a flexible grouping promotes continuous growth.
A child needs to work, help and learn from each other. Instruction is
geared to answer the needs of each child. It is multi-disciplinary and
takes into consideration the child’s interest and abilities. Each
subject area aims to help the child understand the value of the lesson to
his everyday living. The skills are directly related to him and his
environment.
Unless the climate is conducive to learning, a child will see
all things irrelevant in school. The system provides a social climate
which promotes a spirit of oneness and cooperation not only among peers
but with other members of the community as well.
In this system, each child is led to realize the main objective
of the school which is to make each one of them Catholic Christian in
principle, Benedictine in Orientation and Filipino in character. Its
unique features are the following:
- Continuous progress and mastery
Students progress through a
continuum of skills, concepts and values. Unnecessary repetition and
gaps are avoided. A student who has acquired the basic minimum content
skills can proceed and take other activities or materials in depth.
- Levels per grade
Levels are attached to the grade to
ensure that pupils gain mastery of prerequisite skills in preparation
for more complex skills. The entry level includes the content areas for
the first semester while the second semester includes skills for the
next level.
- Reduction of sense of failure - No retention scheme
To learn by failing occasionally in
a given task is an acceptable experience. However, to be dubbed a
“failure” by repeating a year of study is certainly degrading. Longer
exposure and different learning strategies reduce a child's sense of failure.
He can be moved from one group to another. Thus, flexibility in the grouping is observed. If all
means to help a child have been exhausted and still the child cannot
cope with the system, the child is advised to transfer to another
learning environment.
- Groupings – The subject utilizes cooperative learning where pupils are assigned
to work on specific topic/task.
The provision of discussion groups gives the children the opportunity to interact and discuss with peers
and adults issues or topics which facilitate the development of meaningful facts, concepts, generatlizations,
positive attitudes and values. They are also made to assess the performance of other groups based on a given
set of criteria.
Ability and interest groupings are implemented as follows:
MATH and READING – These subjects have provisions for fast and slow learners.
A pretest is given at the start of the school year to determine the groupings of pupils. A teacher is assigned
for the fast group and another for the slow group. Pupils are moved from one group to another based on their
overall performance and the grade they receive at the end of each assessment period. Thus, flexibility in the
groupings is observed. Pupils who have been assessed as gifted or potentially-gifted are placed in one group
where an HPL (Highest Potential Learning) teacher is assigned to provide enrichment activities for the
prescribed skills in the continuum.
SOCIAL STUDIES and SCIENCE
– These subjects utilize cooperative learning whereby each pupil is designated to work on a particular task.
These may vary for each activity and are dependent on planned activities for a specific concept. In Social Studies,
the pupil is given the opportunity to interact and discuss among peers a particular topic or issue prior to the
group’s final presentation of their report. Pupils are also made to assess the performance of other groups based
on a given set of criteria. The activities and experiences in the Social Studies class should lead to the development
of a positive self-concept in each child. Each child learns how to socialize, relate well with others, be
economically sufficient and undertake certain civic responsibilities. In Science, a formative test is administered
at the end of each lesson after which groupings are formed.
FILIPINO and LANGUAGE – Ability groupings are initiated based on the results
of the formative test. Pupils who garner satisfactory or very satisfactory marks are provided with reinforcement and
enrichment activities. Re-teaching is done for those who get unsatisfactory grades. To further enhance pupils’
mastery of the skills, varied exercises are provided in the work text. A post test is given at the end of each unit
while a mastery test is provided at the end of the assessment period.
The HPL Program is intended for pupils who exhibit exceptional abilities in Language and Filipino. Students are
given more challenging activities to maximize their potentials. For pupils who are non-Filipino speakers, a
two-year Special Filipino Program (SFP) or Balikbayan Program is offered. Pupils are pulled out from the regular
Filipino class and are taught the basics in Filipino until such time that they are ready to be mainstreamed to the
regular class.
MUSIC - Groupings are based on their ability and interest. All pupils are
made to audition for inclusion in the Chorus class and for those who do not meet the standard requirements are given
the option to join the recorder, percussion or ethnic class. Children with advanced knowledge in voice or in playing
a musical instruments are given special training through the HPL/Chorale and the Band Program. The same set of skills
is taught in the first assessment to provide equal opportunities for all students to learn basic skills in music.
Departmentalized Music in the Grade School starts from L7-8. It puts emphasis on the appreciation of music through
singing, playing, creating, performing rhythm and interpreting musical compositions. As per this school year 2005-2006,
a Music class is divided into five groups, namely band, chorus, recorder, ethnic and percussion.
WORK EDUCATION – The W.E. program underscores self-expression and dignity of
labor. Opportunities are provided to help pupils develop appropriate habits and skills for them to become useful and
productive individuals. The Work Education Program includes Home Economics and Industrial Arts.
Home Economics tackles grooming, food and nutrition, cooking, sewing and handicrafts while Industrial Arts focuses
on the principles and practices of drawing, home industry, metal craft, woodworking, practical electricity and gardening.
As of this school year 2005-2006, a L9-10 boys and girls attend both HE and IA classes.
PHYSICAL EDUCATION – Interest groupings are formed from L9-14 wherein
pupils are given the option to choose from the following P.E. classes
offered: basketball, volleyball or dance. It is believed that pupils
develop specialized skills arising from their interest in them.
- Personalized and cooperative evaluation
Evaluation is for the student to
find out what he knows and which areas he should improve in. A
diagnostic placement test is given to each pupil to determine areas in
the program where he is qualified to begin. Evaluation can come in
multiple forms and may be done cooperatively - records, scales,
inventories, projects, self evaluation, teacher-pupil-parent
conferences, peer evaluation, etc.
Pretests and posttests accompany
each segment of the learning system. Mastery test is also given at the
end of each assessment period. Children are allowed to check their own
work, particularly in the upper levels, to provide for both
reinforcement and knowledge of their own progress. Descriptive
evaluation is utilized more than the quantitative - one that shows what
the student has accomplished and not the numerical ratings he is given
for his accomplishments.
- Flexibility
The program of studies provides for
flexibility - flexibility in scope of subject matter, flexibility in
time allotment, flexibility in space utilization, and flexibility in
grouping.
- Use of a wide variety of media and tools
Visual and audio visual aids in the school
are regularly used. The pupils are encouraged to utilize learning
centers, libraries, educational television programs, movies, concerts,
plays, and exhibits as learning resources.
- Competition vs. Comparison
Cooperation is emphasized. Comparison with other individuals is
minimized, if not eliminated. Competition with oneself is
encouraged to the extent that effort maximization is attained.
Physical Structure
No walls divide the classrooms. They are so
structured to facilitate movement of students from one group/learning
area to another. This helps create an atmosphere of freedom coupled
with responsibility.
- Curriculum
- open to other features that will prove beneficial (RBEC) to our system
- based on DepEd minimum learning competencies
- curriculum is abreast with technology
- curriculum offerings are regularly reviewed, enhanced; value-laden
- wholistic
The objectives of San Beda College Alabang Grade School
Department are achieved through the following course program:
1. Christian Values Education
The program aims to instill a solid
foundation of the faith leading to an internalization and application
of the basic Catholic doctrines. It employs a pedagogy that
is integrative, namely adaptive to the life settings of the learners,
developmental in responding to the varying needs of the students and
evocative in its approach to life’s dynamism.
Likewise, the instruction is geared towards exemplifying Christian values and
positive attitude as expressed in the Benedictine ideals of prayer, work, study,
community life and the pursuit of peace.
In this regard, the learners and educators as well, gain a personal synthesis of
faith and life experience. This integration is truly an essential part of a life-long
journey to renewal towards the fullness of life, as our Good Shepherd promised. “ I
have come that they may have life, and may have it in all fullness.” (Jn 10:10b)
2. Reading
The Reading Program aims to equip pupils with the basic word
perception, vocabulary development, comprehension, literary
appreciation, and study skills that will develop in them a lasting and
genuine love for reading. Through ability groupings and utilization of
varied pupil-centered strategies and techniques, the program enables
pupils not only to “learn to read” but ultimately to “read to learn.”
The belief that in learning to read, children do not progress at the same rate and
that they may need assistance in addressing some problems that delay or block
their learning. For levels 3-6, a remediation program is offered.
3. Language
The Language Arts Program aims to equip
pupils with the basic skills in listening, speaking and writing which
lead to a functional knowledge of English and enable the students to
use the language with ease and confidence. It provides various
experiences that cater to the pupils’ receptive and expressive needs.
Backed by an intensified English Campaign
in all grade levels, it likewise acknowledges that English is a second
language to most Filipino learners. It has evolved to become an
integral part of Philippine culture and is essential in learning new
concepts in many subject areas. It contributes to the Filipino
versatility in being able to speak, think and process information in
two languages.
The program’s approach combines the best of both traditional and
new strategies in teaching language arts in the classroom. Learning
experiences are usually capped by a deeper understanding of values
arising from the lesson and how they exist in their own personal and
social world. It also takes cognizance of the need to improve student
penmanship through varied exercises on print and cursive writing.
4. Mathematics
The Math program is geared towards the development of individuals who
understands theories and use them for mental computation and practical
application. The program has provisions for
ability groupings which enable each child to receive the appropriate
mode of instruction based on the level where he/she is at. Advanced
classes for mathematically gifted pupils are given, which provide
intensive training in preparation for outside competitions. Remediation
classes for pupils having difficulty in coping with prescribed skills
for Math are offered from levels 3-6.
5. Science
The Science Program provides relevant experiences to help pupils
acquire a functional understanding of fundamental science concepts and
principles. Through differentiated hands-on activities and use of variety of audio visual materials
that stimulate their curiosity and creativity, learners develop
critical and analytical thinking that help them to discover for
themselves answers to their problems, to apply science principles, to
conserve and care for the environment, and to lead healthy and
productive lives. Classes with the highest potential learning (HPL)
provide increased opportunities to learners in levels 7-14 to reach for
greater achievement and standards of excellence.
6. Computer
The Computer Program provides opportunities to explore and discover the
many wonders of computer technology. Using a 1:1 student-to-computer ratio, the
pupils gain access to information technology which provides with the tools and
preparation to become highly productive citizens in a global community.
7. Filipino
Binibigyan diin sa programang ito ang apat na makrong kasanayan sa Filipino:
ang pakikinig, pagsasalita, pagbabasa at pagsusulat. Nagsisilbi itong instrumento
sa mga mag-aaral sa pagpapalawig ng pakikipagtalastasan upang makaagapay sa
mabilis na pagbabagong nagaganap sa kapaligiran.
8. Social Studies
The Social Studies Program is designed to prepare for effective social living and
useful citizenship while developing in them awareness and understanding of
current events.
Emphasis is placed on the development of attitudes and skills as well as the
acquisition of knowledge through a variety of experiences that require children to
engage in active learning.
9. Physical Education
The Physical Education Program includes varied physical
activities that help pupils develop and refine their movements, improve
their physical fitness and acquire an active and positive life style.
Provisions are made for children who have the propensity for sports and
dances to enable them to fully maximize their potentials in their
chosen area.
10. Art Education
The Art Education Program incorporates challenging and creative
activities appropriately designed to meet the artistic needs of
children at each level of growth. Special programs in painting and
drawing using varied media, such as charcoal, postel water color,
crayons, and acrylic, are offered in Levels 7-14.
11. Music
The program starts from L7-8. It
puts emphasis on the appreciation of music through singing, playing,
creating, performing rhythm and interpreting musical compositions.
Aside from the regular program, it offers special recorder and chorus
programs in Levels 7-14. Children with advanced knowledge are given
special training in both vocal and instrumental activities.
12. Work Education (Home Economics and
Industrial Arts)
The Work Education Program underscores
self-expression and dignity of labor. Opportunities are provided to
help pupils develop appropriate habits and skills for them to become
useful and productive individuals.
The Work Education Program includes home economics and
industrial arts. Home economics deals with cooking, clothing and
grooming, while industrial arts focuses on the principles and practices
in woodworking, metal craft, and practical electricity.
13. Academic Assistance Programs
The Balikbayan Program is designated to
help Balikbayan pupils and non-Filipino speakers cope with the academic
requirements in Filipino and Social Studies. The pupils are taught the basic
skills in language using Filipino as the medium of instruction. Pupils
who gain adequate proficiency in Filipino are then mainstreamed into
the regular classes, armed with a deeper appreciation for the native
language.
The program is directed at helping pupils
with learning disabilities and those having difficulties with the
regular class activities in Math, Reading and Science. It
provides supplementary instruction to the regular curriculum and is
directed at helping pupils with deficiencies cope with the daily
lessons.
An individual tutor is assigned to help a
pupil cope with his academic requirements after all means have been
exhausted in assisting the child through the regular grouping and the
remediation classes. This is offered for Grade 1 & 2.
14. Special Programs
- Math Advance Class
This program is designed to provide training, tips and short-cut
methods of solving problems in preparation for outside
competition, both local and international.
- HPL (Highest Potential Learning)
This program provides opportunity to explore gifted students by providing them with more challenging lessons
and activities which are normally not encountered in a regular classroom situation. This program is offered
in Math, Reading, Language, Science, Music
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