MATH TRAINING POOL
In school year 2002-2003, the Mathematics Area introduced the enrichment program which was designed to nurture mathematically gifted students. The program adapted the pull out system where in ten outstanding students in mathematics from the high average class were grouped to form a so called “pull out class”. This pull out class served as the venue to enrich the students’ potential and capacity for higher level thinking in mathematics through advanced offerings and varied educational strategies beyond those normally provided in regular class programs.
In line with the goal of the enrichment program in Mathematics, that is to provide varied learning experiences for consistent nurturing of the mathematically gifted students, the math training pool aims to achieve the following objectives:
1. To train the students how to solve math contest problems;
2. To stimulate the interest of the students in mathematics through math contest simulations;
3. To provide situations that will develop their analytic and problem solving skills;
4. To expose them with different techniques in solving problems; and
5. To develop their leadership skills through rigorous trainings and varied learning experiences.
The Math Training Pool is an additional offering of the enrichment program in Mathematics. It is designed for outstanding students who exceptionally show logical and mathematical intelligence. These students, if given enough motivation and training, are capable of high performance.
The privileged students who will compose the training pool will meet twice a week to discuss different techniques in solving math contest problems. Training sessions will be done after dismissal time so that exceptional students from the regular classes can join the training.
Evaluation of the said offering will be done every quarter by the students and teachers. This is to ensure immediate remediation to problems encountered in every session.
MATH PULL-OUT CLASS
There are students who are potentially equipped with the skills and abilities to work efficiently in the field of mathematics. These students are well-motivated and ready for new opportunities and challenging problems because they find fulfillment and pride in such. They also appreciate the essence of logic and precision as a way of improving higher level of thinking. They equate rigorous training with excellence and achievement.
Recognizing the gifts of these students is in line with the philosophy of Augustinian education. It is the responsibility of the school to develop and enhance their skills and response to their need for achievement.
With the commitment to serve and provide such needs, the Mathematics area offers an advanced course in the form of an enrichment class. This course offering will serve as a venue to enrich the students and to expand their gifts through a variety of mathematical facts, ideas and methods.
In line with the goals of the school to provide quality education, the Enrichment Offering in Mathematics seeks to fulfill the following objectives:
1. to cluster those students with the potential and capacity for higher level of thinking in the field of mathematics;
2. to provide the students math-related experiences and situations that will stimulate their powers and abilities;
3. to acquaint the students with a variety of new mathematical facts, ideas and methods in order to improve their problem solving and analytical skills;
4. to encourage students to work at levels that surpass or exceed the basic competencies of the regular course offerings;
5. to develop their commitment and willingness to struggle when faced with challenging problems;
6. to enhance leadership skills through rigorous trainings and excellence in mathematics; and
7. to develop well-rounded students who will be experts in the field of mathematics, science and technology.
The Enrichment offering in Mathematics is designed for outstanding students who exceptionally show interest and ability towards the subject. Generally, enrichment activities for these students include:
Acceleration involves moving enrichment students along at a faster than usual pace. It also means covering the full year course in less time, thus, covering more advanced topics. Specifically, about 60% of the time will be allotted to the topics discussed in regular classes and 40 % will be for more advanced topics.
Expansion allows students to delve more deeply into the topics being studied. Such expansion takes place as part of the same classroom setting as the usual mathematics instruction.
Digression involves considering another topic which is related to and generally an outgrowth of the first topic.
The enrichment class meets everyday simultaneously with the mathematics period of the high-average class. Classes of regular students who qualify for the enrichment will be arranged to avoid conflict with the schedule.
Evaluation of the enrichment offering is done twice every quarter by the teachers and students through consultative meetings. An evaluation tool prepared by the teachers will be used to facilitate the evaluation process. A year-end evaluation will also be done to assess the effectiveness and success of the offering.
SCIENCE & TECHNOLOGY PULL-OUT CLASSES
SCIENCE & TECHNOLOGY II: BIOLOGY
Science & Technology II provides students with advanced knowledge of biology and its application as it relates to them and their own range of experiences. It deals with concepts and principles that concern all forms of life – plants, animals, protists, fungi, monerans, and men. The course includes the organisms and environment, evolution, diversity of life, chemical and cellular bases of life, life energy, anatomy and physiology of the organisms, environmental health, nutrition and heredity.
The course gives a broader understanding of man’s living world and his interaction and relationship with the environment. It also presents biological problems that open to challenges to possible solutions related to food production, health, reproduction, heredity, conservation and life preservation. It is hoped to make it possible for the students to use their abilities, skills, and values to develop an appreciation of the basic concepts in biology. It is also believed that students will learn more on the use and effects of the environment and will deal better with health practices that will help their body resist diseases and maintain good health.
Science & Technology II (Pull – Out) will improve the students’ harmonious interaction with one another and their nature. The course will, therefore, strengthen the relationship between science, technology, society, health and environment.
The course also gives opportunities for the life application of biological knowledge, skills and the internalization of positive scientific attitudes.
SCIENCE AND TECHNOLOGY III: CHEMISTRY
Science and Technology III (CHEMISTRY) for the third year high school exemplify the main function of chemistry in the industry, consumer, society and the environment. Classroom activities enhance the knowledge and comprehension of the basic concepts of chemistry and its applications. Student experiments are designed to develop their process skills by the use of Inquiry Learning and Practical Approach that encourage students’ understanding of the scientific endeavour and their excitement and enjoyment in its pursuit. Tangible and challenging activities help provide students with more knowledge about the world around them and how they can help their own community. These learning activities utilize Understanding by Design (UBD), Vocational-Technical Teaching Approach (TVTA), Problem-Based Learning (PBL) and Service Learning Approach.
Basic concepts and skills set opportunities for the students to practice intellectual skills that will make them aware of their role as Christian leaders endowed with the Augustinian values and able to establish peace and unity among themselves.
Chemistry as a science course begins with Matter as a Pure Substance which will deal on Elements and Compounds. After going into the building blocks of matter, second and third quarters will focus on to the Changes that Matter Undergoes which will engage in Physical and Nuclear Changes, Chemical Changes, Properties of Solutions and Electrochemistry. Fourth grading period is about the different States of Matter, it will focus on the Intermolecular Forces of Attraction of Liquids and Solids, and the Behavior of Gases. Each quarter will include Special topics such as: Chemistry of Metals and Nonmetals, Chemistry of Life, Reaction Rates and Equilibrium, and Thermochemistry.
1. Use basic concepts and skills learned in chemistry to explain the various phenomena in the environment and to describe the interrelationships between the environment and humanity which will be the bases for making innovations in science and technology to bring about the changes geared toward the realization of national goals.
2. Identify the interlocking problems in school, in one’s life and in the environment and propose appropriate solutions through the application of the science process.
3. Integrate the study of chemistry with underlying truths and values expound in the Colegio San Agustin’s vision-mission statement and furthering these ideas for the holistic development of the students.
4. Show awareness and appreciation of the role of chemistry through manifestation of interest in the application of Chemistry in chemical industry, medicine, agriculture, etc.
5. Initiate and participate in science-oriented activities that promote exercises on social and environmental responsibilities.
6. Apply the scientific skills, attitudes and techniques in designing experiments.
7. Maximize the use of Computer Assisted Instruction (CAI) through the collaboration of teachers and students to facilitate the discussion and update the students of the current trends in chemistry.
8. Develop a program that will be used by the students to answer a certain problem of the community by the use of Problem-Based Learning (PBL) and Service Learning.
9. Train students for Interschool Competitions
SCIENCE AND TECHNOLOGY IV: PHYSICS
Physics for the fourth year students follows the general plan aimed at the rigorous presentation of the basic concepts of general Physics for High School students. The program includes the study of the basic concepts of matter and energy, motion, forces, work, power, friction, heat, thermodynamics, waves, light, sound, electricity and magnetism.
Essential topics are judiciously selected to put emphasis on a number of unifying principles that are needed for the study and understanding of the physical laws of nature. One objective is to help the students acquire the ability to apply physics principles with confidence and facility.
Current issues and problems about the conditions of the environment are integrated in the discussion of the above mentioned physics topics with the intention of forming environmentally literate citizens. Environmental themes or core messages such as stewardship and sustainable development are also strengthened to develop environmental responsibility. The students are encouraged to take a more personal and active part in the conservation and protection of the environment through critical analysis of information, logical decision making, and promoting environment awareness in their immediate communities.
The course also focuses on recent developments in Science and Technology. This is reflected in the integration of simple investigatory activities and technological update about the environment and society. Students are expected to conduct simple investigatory activities and present these in class. Interface-based activities will also be conducted by the pull-out students.
The mathematical background includes basic trigonometry and algebra and the analytical ability associated with science. This enables the students to use their judgment in placing emphasis upon the mathematical approach to the topics considered.
Important scientific principles are explicitly, accurately and clearly stated. The topics are arranged in a logical order to fit well in the lecture demonstration and laboratory program.
Physics as a branch of science aims to develop in the students an appreciation of the laws and principles of nature, to enhance their interest, and to deepen their concern for the environment and for the scientific development of knowledge for the attainment of world peace and unity among men.
HOME READING REPORT PROGRAM
Language is an important tool for human beings to communicate with one another. It comprises four ( 4 ) important components manifested through skill development – speaking, writing, listening, and reading. Of all the four components, reading is one of the most complicated processes ( Romero & Romero, 1981 ). In the classroom setting, students are faced with more challenges as they accomplish academic tasks requiring the comprehension of reading materials written in the second, or , in the case of the Philippines, in the third language ( Manaay, 2007 ).
The goal of the English Department is to develop in the students a mastery of both the structure and function of the English language through speaking, writing, listening, and reading activities, whether inside or outside the classroom, making an Augustinian student an effective communicator, a critical and creative thinker, and a caring man for all men. In general, the Home-Reading Report Program ( H.R.P. ) aims to serve as a tool for the fulfillment of the subject area goal.
Specifically, the H.R.P. seeks to :
1. promote the love for reading among the high school students;
2. develop higher-order thinking skills of the students;
3. provide opportunity for the students to relate the values and insights learned from the text to their lives, the society, and the world;
4. improve the vocabulary of the students;
5. apply the reading and writing skills learned and acquired from the classroom to other meaningful contexts outside the classroom; and
6. maximize the school resources - human ( English co-curricular club members ) and material ( library collections ) – in creating a “culture of reading ” in the department.
Each English course in the high school department has a total of four ( 4 ) H.R.R. reading materials reviewed, approved, and recommended by all the year-level based English subject teachers. One reading material is assigned for the students’ reading per quarter, with the following activities indicated specifically in the subject syllabus:
1. identifying engagement activities relevant to the theme of the story;
2. drawing of parallelism between the H.R.R. and another related reading material.
3. triangulating, or connecting , the three elements of the program – the theme of the H.R.R. , another related reading material, and an existing social issue.
Assigned to be read independently at home, each H.R.R. material is discussed in the classroom, at least twice per grading quarter, through an activity called H.R.R. discourse. To validate the students’ literal and analytical comprehension of the material, the teacher facilitates the discourse to analyze and synthesize the underlying theme, allowing the student to relate the theme to another reading material, and to find its connection to a relevant social issue.
The library collection of materials are given meaning and relevance by serving as resources for the students to find other reading materials with parallel theme to the H.R.R. reading materials, including books and periodicals. The members of the English co-curricular clubs provide Service Learning by creatively making a book summary, book jacket, new book teaser, or book poster to motivate students into reading the available resources in the library.
To enhance the culture of reading, the library staff post broadsheet, journal, or periodical articles and create vertical files that address social issues and concerns.
LEARNING ASSISTANCE PROGRAM - SPECIAL FILIPINO
The Special Filipino Class Program has been developed to aid students who have minmal or no knowledge of the Filipino language to meet the academic requirements of Colegio San Agustin as a Filipino school. Aiming to incorporate experiences and activities for developing desired skills and attitudes, the program utilizes methodologies, which involve listening, speaking, reading and writing activities.
II. Program Rationale
The Special Filipino Class enables the language learners to interact with other students despite their limited communication skills. The various communication exercises and creative writing activities help the foreign students to express whether spoken or written, their ideas in Filipino. Likewise, the program enables the students to meet the minimum requirements set by the Department of Education in an encouraging and motivating environment.
III. Program Duration
The program is set for one school year.
IV. Program Goals and Objectives
A. At the end of the school year, the students of the Special Filipino Class are expected to achieve the following goals:
1. To deepen their appreciation of the Filipino language, its culture and heritage;
2. To be able to speak the Filipino language with fluency drawn from experiences; and
3. To be able to interact with the other Special Filipino students and share each others’ their cultures and traditions.
B. At the end of the program, the students must have attained a level of academic performance that will earn for them a passing grade of 75 % in their Filipino subject.
V. Implementing Structure
The Filipino Coordinator shall finalize, implement and evaluate the program. The program has to be formally approved by the Assistant Principal and Principal of the High School Department.
VI. Program Components and Details
A. Nature and Schedule of Activities
The program is offered to students who have minimal or no knowledge of the Filipino language .These students grouped into three (3) levels foreign from the four different year levels of the High School Department. The clesses are every Monday and Wednesday respectively, from 3:45pm to 4:45pm .
B. Target Students
The Special Filipino Class is offered to students who have minimal or no knowledge of the Filipino language . The class is divided into three levels. Level 1 is for new foreign students who have zero knowledge in Filipino and Level 2 is for those who were under Special Filipino Level 1 the previous year. Both levels are developmental in nature. Level 3 is for those who have at least two- year residence in Colegio San Agustin, or in the Philippines, and for those who have successfully completed the Level 2. In Level 3, the regular course offering is followed, using both Filipino and English as the medium of instruction.
Attendance in the Special Filipino Class is compulsory for the students who have been recommended by their respective Filipino teachers in the regular class.
D. Evaluation of Student Performance and Progress
The performance of the foreign students in the Special Filipino Class is evaluated at the end of every grading period on the basis of class participation, quizzes, performance-based assessments, alternative assessment, theme writing, portfolio and tests administered by the teacher. The teacher gives a corresponding grade to each student. The transmutation of the Special Filipino grade is 100% = 88%.
The Filipino Coordinator recommends to the Office a Filipino teacher to handle the Special Filipino Class. The Filipino Coordinator may likewise teach in the Special Class. This teaching assignment, applicable in one (1) school year, is subject to the approval of the High School Assistant Principal & Assistant Principal.
The Special Filipino Class is held in a classroom.
The Special English Class Program
Not forgetting its primary role as a missionary school, Colegio San Agustin caters to Filipino students, but does not deny its ervices to children of foreign nationals who opt to enroll their children in the school. In the early eighties, the foreigners were mostly children of Thai dinitaries and embassy personnel. Then Koren students started coming in as regular students. Eventually, there came a growing clamor from Korean parents to allow their children to enroll only for the purpose of learning the English language. Thus, even beginners in the language enrolled for this sole purpose. the school accepted these students on sit-in status.
However, even when the Korean students were accepted on sit-in status, the High School Department decided to create a program to help them cope with their language handicap. Saturday English classes were organized. During the regular class day, foreigners attended their respective subjects, the sole goal of which was to allow them more interaction with English-speaking Filipinos.
In school year 2005-2006, the CSA High School department decided to incorporate the Special English class into the curriculum.
With the growing Korean population in the school, the need to create a special program to address their needs arose. The department believes that all foreigners new to the culture and environment need an adjustment period of at least one year to be able to cope with the heavy academic workload in the high school. Since many of the beginners in the language are on sit-in status, their attendance in all regular subjects has one purpose - to make them acquainted with the English language as used in different subject matters, in an actual classroom setting. Since habit facilitates language learning, a student must be in an environment where he will be forced to interact with English-speaking people.
The Special English class is organized to assist the students in acquiring adequate language skills and grasping the fundamental grammar principles that are necessary and applicable in their daily use of the language. Members are screened using the Guidance data and are interviewed by the English Area Coordinator.
On the onset, the program utilizes conversational, communicative approach with the use of multimedia to train the student to understand, speak, read, and write the English language in the natural way.
Lessons and activities are all conducted within the context of Augustinian literature and literary pieces that appeal to the students´ native instinct and culture and encompassed by the monthly themes stipulated by the school.
The Remedial Class Program
Cognizant of the need to adapt to the changing and challenging demands of time on the students´ attention and priority, the High School Department provides remedial measures to help at-risk students. Students who fail within the quarter, any of the academic subjects - mathematics, science, and English are asked to attend a free , once-a-week, one-hour, after-class session in each of the three ( 3 ) subjects.
Handled by a designated year-level subject teacher, these remedial sessions address the specific subject-content problems of the students in terms of the topics covered in the regular class.
The classroom atmosphere is similar to the regular class, but approach is more specialized and directional towards the student difficulties.