Academic Program

A look into your child's future

Middle Years - High School (G6-10)

Grade 6 - Grade 10

Cebu International School follows a curriculum that is informed by the principles of the International Baccalaureate with students exemplifying attributes of the IB Learner Profile. It prepares students for the IB Diploma in grades 11 and 12. It exposes students to a range of regional, national and global contexts and provides opportunities for students to use higher order thinking. Each subject taught provides students with knowledge, skills and understandings. It is a broad, rich and balanced curriculum.

CIS Assessment Philosophy

Every child has potential and Cebu International School strives to develop well-rounded global citizens. Our assessment focuses on the whole student, not just academics. Everyone – teachers, students, parents and administrators – are collaborators in the assessment process.

Our assessment methods are meaningful and provides opportunity for reflection–designed for learning. The goal is for assessment to be an honest and productive experience that promotes life-long learners who believe that a positive attitude is key to success, and who are motivated to take responsibility for their education.

How is my child assessed in CIS?

We will not be reporting grades the same way we used to.

With the newly revised Assessment philosophy, the student acquisition and demonstration of their learning is like taking a journey along a road. The destination is the benchmark and the students are moving towards that destination over the year. We are focusing on achievement based on the standards and benchmarks.

From SY10-11 with the use of criteria with descriptors it becomes a valuable tool for the student to take responsibility and contribute to developing their potential - this is particularly relevant to MHS where the reporting is criteria related, but the general principle also applies to the Elementary School.

The Approaches to Learning (ATL) is focusing on developing the right attitudes towards academics, as well as developing good study skills.

More information is in the Student Parent Handbook from Page 50.
How do I know that my child is progressing at school?

Parents can contact the teacher at any time, by email or leaving a phone message at the respective sub-school office to make an appointment.

Parents can also regularly check the student homework diary and discuss ATL goals with their children.

In addition, we urge all parents to take advantage of student parent and teacher conferences and use these as ‘springboards’ for further discussion with your child about their learning and their goals.

Every student in the school has a Student Portfolio – this is another avenue for you to find out how your child is progressing at school and should be discussed together with the student and the teacher.

Finally, we encourage you to contact the teachers and to ask the questions.
What do I do if I have a question or concern about assessment?

Contact (email is good) the subject teacher and ask the question/s. Make sure that your son/daughter is involved in your process so that you can work together on resolving the question/concern.
How will I know if my child is struggling academically?

At CIS, we have the ‘no surprise’ rule. This means that the teachers are expected to contact you and alert you to any potential concerns that they may have with your child’s academic progress or learning.

Subject Area Programs

6th Grade

The focus of this semester’s English units for HR 6B is the relationship between Fantasy in Literature and Folktales. Neil Gaiman’s novel Coraline was used as a resource to capture the students’ interest and to examine the elements in writing fiction. Students put into practice the concepts we looked at by writing their own fantasy stories. This supported our goal of improving writing skills. We stressed that stories have a beginning, middle and end which need to follow logically. While encouraging “off-the-wall” creativity, it had to “fit in” the realm of the possible of the story. We had flaming bananas monsters and vampire gorillas but it all had to make sense within the context of the story. This discipline helped build critical thinking of what makes up a good fantasy story and good writing in general.

Our second unit in HR 6B looked at how folktales are often an expression of fantasy. We learned the elements that make up a folktale, how folktales are different from myths and legends, how they are communicated and what role they play in a society. The class was divided into two teams and each created its own folktale to be presented to other classes. Each student had a role and wrote the profile of their character and did a drawing of the mask they would make for the play. The two tales were presented outside under a big tree to three other classes. In the end we asked if Walt Disney has replaced grandpa as the source from which our cultural heritage flows?   The summative reflections indicated that the students fully enjoyed the freedom and fantasy in this project.

The last unit HR 6A completed this semester focused on writing and delivering a speech. Students looked at a variety of speeches from young and old including TED talks, Martin Luther King, JFK, and Charlie Chaplin’s famous delivery from the movie The Dictator. We analysed the elements of a great speech, discussed the criteria against which the content, structure and delivery of each student’s own 3 – 5 minute speeches would be evaluated.

The focus of a semester’s units for grade 6 is the relationship between Fantasy in Literature and Folktales. Our resource for Fantasy unit was Neil Gaiman’s “Coraline” to capture the students’ interest and to examine the elements in fiction writing. Students put into practice the concepts we have looked at by writing their own fantasy stories. This supported our goal of improving writing skills. We stressed that stories have a beginning, middle and end which need to follow logically. While encouraging “off-the-wall” creativity it had to “fit in” the realm of the possible of the story. This discipline helped build critical thinking of what makes up good fantasy story. We also learned about getting the big ideas from the 6+1 Writing Traits, which helped the students identify the core meaning or find the essential element/idea to make that connection, as well as plan a clearer objective or path for their compositions.

Our second unit in grade 6 looked at folktales. We learned how folktales are different from myths and legends, what the elements of a folktale are, how they are communicated and what role they play in a society. Folktales were found or are available in the EMC and ELC. The students also wrote their own folktale.

7th Grade

Section A

This semester our two main focuses were trust, friendship, and finding a home. We started with a study of S.E. Hinton’s novel The Outsiders, looking at human relationships and more specifically the concepts of trust and equality/inequality.  Students deepened their knowledge through analytical essay writing, where they were expected to defend their arguments/ideas.  During the second half of the semester, we explored on how culture, experience, and the environment affect perceptions and decisions individuals make.  The students had to write short responses to the vignettes in Sandra Cisneros’ The House on Mango Street, record short voice clips summarizing news articles related to one or two of the vignettes assigned, play a role in short sketches presented in front of the group, and present a proposal to build the best house for Esperanza, the main character in the novel.  The class finished with the semester exam in which students had to draw upon their analytical and reflective skills to complete written tasks.

Section B

This semester our two main areas of focus were reading for understanding and writing with purpose. These skills will be critical for students’ success as they complete middle school and move into the high school curriculum. We began the term with study and practice writing Descriptions using a variety of narrative descriptive techniques. We read The Outsiders by S.E. Hinton, House on Mango Street by Sandra Cisneros and we are finishing up the semester with the study of Flowers for Algernon by Daniel Keyes. Grade 7B had intriguing discussions about the complex situations in these three much-read novels and examined them in depth with a variety of writing and comprehension
tasks to demonstrate understanding.

8th Grade

Section A

The first English unit for HR 8A focused on developing the skills of literary analysis and applying these skill through critical essay writing. We used the novel The Chocolate War by Robert Cormier and explored the characters, story line, language, and the theme of the consequences of an individual daring to go against those who hold power. Students drew parallels between the chocolate fund raiser of the novel and the Marriage Booth organized by the class for International Day examining roles of students organizers, teachers and the ways students can use their power to influence other students.

The second unit of the semester focused on Truth in Non-Fiction.  Using the CARS model students looked at websites to determine if they were credible, accurate, reliable and supported. Students then looked at advertising, propaganda and conspiracy theories to develop an awareness of how the media and those in power can influence public opinion and move them towards a desired belief or action.

Section B

Semester 1 really allowed Grade 8 to examine important human topics such as loyalty, bravery, and compassion as well as how you can determine that what you hear and read is truthful. We started with a study of the novel The Chocolate War by Robert Cormier looking at human relationships and more specifically the concepts of trust and equality/inequality. Students deepened their knowledge through analytical essay writing, where they were expected to defend their arguments and ideas. During the second half of the semester, we explored the nature of Truth, particularly Truth on the internet and in the media. Students analysed websites for accuracy and pure fakery and then watched the film, The Truman Show about a man who has been cast his entire life as a character in a television show without knowing it. This film is by the famed Australian director Peter Wier. We ended the semester doing research on Conspiracy Theories in history, checking their validity and performing oral and visual reports.

9th Grade

Section A

During Semester 1 we continued to develop the skills of critical reading and thoughtful writing through the study of a variety of texts as well as practicing IB assessment structures that Grade 9 students will need for Grade 10 and entry into the IB English program. We studied the elements of fiction, The Alchemist by Paulo Coelho and tied the main character’s quest to the quest of Odysseus in Homer’s Odessey. We are also studying Speak by American author Laurie Halse Anderson about the conflicts of a ninth grade American high school girl. Students continued to work on written commentaries and other written responses, using both expository and narrative writing modes as well as oral presentations and class discussions about a variety of topics that emerge in the literature.

Section B

This semester we focused on Paulo Coelho’s The Alchemist.  Students shared their personal “threads” in different media.  Majority chose to present their dreams in visual presentations.  Others created video clips of the things they wish to achieve in life.  The class also worked in groups to create board games to render a creative comparative analysis of Santiago’s journey, obstacles, and struggles and how his quest translates to the dominant or recurring dream of the team.  During the second half of the semester, the class read Laurie Halse Anderson’s Speak.  The class wrote short responses to all four “marking periods” in the novel.  Taking their own pacing, students completed a summative task that required them to participate in an online forum and submit word files to turnitin.com.  The class finished with the semester exam in which students had to draw upon their analytical and evaluative skills to complete written tasks.

10th Grade

The bulk of oral and written literary responses done this semester covered expressive, affective, and objective analysis of the three novels read this semester.  Students wrote a creative narrative in response to the concept on learning about learning shared in Mark Haddon’s The Curious Incident of the Dog in the Night-time.  The class looked into brain parts and functions, the multi-intelligence profile of the group, and Asperger’s to understand the point of view of the main character.  Students worked together to present a literary cooking demo in response to the symbols and magical realism evident in Laura Esquivel’s Like Water for Chocolate.  The class worked in groups and played different roles to understand more of the scope and depth of the Great Depression after reading John Steinbeck’s Of Mice and Men.  The group finished with the semester exam in which students had to draw upon their critical thinking skills to write an objective analysis to given passages.

6th Grade

The main focus in math during the first semester in Grade 6 is on developing a deeper sense of numbers and number relations.  The first unit focuses on the whole numbers (divisibility rules, factors and multiples, prime and composite numbers).  The next three units cover different ways of representing and using parts of a whole (fractions, decimals, and percentages).  Within these units, students develop certain mathematical skills such as comparing numbers, ordering numbers, simplifying and finding equivalences between numbers, and converting from fractions, decimals or percentages to another as well as adding, subtracting, multiplying and dividing these numbers.  Students perfect their understanding of the uses and implications of numbers less than one.  At the same time, they perfect their learning skills through practice and investigative thinking in class.

7th Grade

For Semester One, Math 7 focusses on Geometry and Measurement. The units on Geometry and Measurement aim to develop the students’ habits of the mind to think critically and make appropriate choices of skills when prompted to make and evaluate decisions. The challenge is to make meaningful connections between the common formulas used in solving geometric figures to the real world practical uses. Most of the geometric formulae are derived through paper cutting or performing experiments so that students would understand and remember it better. Since the unit on Geometry is still concrete, as geometric shapes can be seen around the room or at home, most of the summative for this semester are practical tests.

8th Grade

For Semester One, Math 8 focuses on the learning concepts and skills involving sets, the introduction to algebra, equations and inequalities with one variable. The first unit deal with Sets and Venn diagrams where students study concepts, notation and operations as well as solving problems with the use of Venn diagram. The second unit is the introduction to algebra where students get their first exposure to algebraic concepts and notations. The third and the fourth units deal with linear equations and inequalities with one unknown. In these units, students polish their skills in combining like terms, applying property of equality as well as solving problems involving linear equations and inequalities. Moreover, these two units provide students with knowledge on how algebra is used to generalized patterns and model situations.

9th Grade

The grade 9 curriculum in mathematics focuses on various topics in algebra.  Students develop their ability to model and conceptually understand the mechanics of algebra.  Starting off with indices and radicals, students are able to state the relationship between numbers in exponential form and numbers in radical form then write exponential to radical and vice versa, as well as be able to solve radical equations.  A unit on polynomials comes next where the concepts and skills on the 4 operations of polynomials as well as the factorizing are thoroughly discussed to give the students strong foundation of higher algebra topics. One of these topics is about Lines, which comes next, where students discover real – life situations that show linear relationships; learn to sketch lines in different ways, represent linear relationships with equations/models and determine the steepness of a line (slope or gradient).

10th Grade

The first unit is an extension of the set of real numbers where the square root of negative one is introduced (the imaginary number “i”). Students are expected to perform operations on the set of complex numbers and to find roots of some polynomial functions with no real root.  The second unit is an introduction on Relations and Functions where students are expected to sketch graphs of the different Functions with and without the use of TI calculator, perform operations on functions, and to solve real-life problems on relations and functions. Exponents and Logarithms is the first core unit students need to master so they can solve problems wherein the exponent is the unknown variable.

6th Grade

This semester Grade 6 Science focused on Systems and Sustainability. For Systems, students looked at how the body is organized microscopically by looking at how the human body’s cells work. They also learned about reproduction, beginning with the release of the egg cell to the time the baby is born. Students became skilled in using the microscope. For Sustainability, students delved on the environment, feeding relationships, variation among organisms and how they are classified. The students learned to process their information to create generalizations.

7th Grade

This semester, Grade 7 Science focused on Sustainability such as Microbes and how they cause diseases, and ecological relationships among organisms. Students improved their research skills in this theme. The class then began to look at the concept of Energy, such as how Magnets, Electromagnets, Light and Sound use and generate energy that make them useful to people. Activities were designed to generate enquiry so that students were able to get their own learning. Students enhanced their scientific investigation skills when they did their laboratory report.

8th Grade

The grade 8 students learned about the reactions of metals and metal compounds.  They performed experiments where they learned how they react with different substances such as acids, oxides and carbonates.   They learned how to predict outcomes of different chemical reactions and the uses of their products.   In the second quarter, the students learned the basics of genetics, predicting outcomes of crosses and how knowledge of genetics is applied in agriculture, medicine and art.  Knowing the impacts of genetic engineering applications on economies, health and the environment, the students make a stand on genetic engineering issues.

9th Grade

In the first semester, the grade 9 students learned both biology and chemistry topics.  In biology, the students learned how organisms are classified following the taxonomic system, the cell theory and how cells divide.  They also learned about how the energy needs of organisms are met through the circulatory and respiratory systems and photosynthesis.  In chemistry, the students learned about the atomic theory and how molecules, particularly gases, move.  They looked at the periodic table, its development and how to use the information found in them to determine the behaviour of elements.  They also learned about different types of bonds, the properties of compounds arising from a particular kind of bonding, and how energy is transferred.

10th Grade

This first semester, the grade 10 students focused on two themes namely, Health and Sensitivity. In the Health unit, topics like Diet and Health, Drugs, Radioactivity, and Homeostasis were discussed. The unit aimed to teach the students the importance of healthy diet which is vital in the maintenance of well-functioning internal conditions and is necessary for survival. The students conducted a case presentation on the impacts of drugs to society. In the Sensitivity unit, there were discussions about how organisms Respond to their Environment, Light and Sound, Waves, and Gravity. In this unit the students developed an understanding of the Light and Sound phenomena and how it relates to our sense of hearing and sight.

6th Grade

Social Studies 6 explores about Asian geography and culture. Semester one focuses on Southeast and East Asian regions.

Students started out by looking at the 5 themes of Geography and how they are interrelated and apply them to places they are familiar with.

Then a short introduction to Asia and the Pacific was made.  This was followed by a political map test in which the students had to identify 31 Asian countries and the corresponding capital cities.  Another major first term project was the South East Asian country brochure.  Each student had to do an in-depth study of one country and share it with the class in the form of a brochure.  Through this project students were able to view not only geographical characteristics, but learn a little about history, culture, and major tourist attractions.

Also, the students looked into the interconnection between the folktales/children’s books of the Philippines and how they relate to the culture.  Groups of the students acted out the plot line of their chosen story and then explained how it relates to the Filipino culture.  Several class periods had been spent studying the cause and effects of European and North American colonization of Asia.  Specifically, students focused on the Spanish colonization of the Philippines and compared it to the French colonization of the Vietnam.

Lastly, a comparative analysis of North and South Korea was made.  Students gained insight on the events that took place during the Korean War, as well as researched the differences between the two countries in terms of economics, government, society, culture, religion, history, etc.   Additionally, to promote keeping up with current events in the world, whenever there was a relevant topic in the news, the teacher or students would present this topic and ask a question to encourage critical thinking skills.

7th Grade

At the beginning of this year a big focus was the reintroduction to basic concepts and terminology of geography.  These ideas were then implemented into a group project in which the students created their own nation based on the geographical, political, economic and social concepts learned.  The students then presented their projects to both classes and defended their decisions by utilizing critical thinking skills.   The 7th grade students were also actively involved with preparing for the CIS International Fair Day by researching different countries and decorating their corresponding banners.

Next the students were introduced to political and physical maps of the United States and they learned a song about American geography.  They became more acquainted with a variety of National Parks in the United States by viewing films and completing a tourist guide to a specific park of their choosing.  This gave them not only background knowledge about American geography, but also another opportunity to improve their public speaking skills.  Additionally, to promote being informed citizens, the teacher and students would often bring in interesting or controversial newspaper articles (Newsmakers), share the story with the class, and then ask a question to encourage discussion and critical thinking.

Towards the end of the semester students learned about early historical events of America–from colonial times and the Declaration of Independence to the American Civil War.   They also learned about the system of government adopted by the Americans in the Constitution and the three branches of government.  They ended by considering the two main political parties in America, and evaluating different beliefs about major political issues.

8th Grade

The students began the year by investigating prehistory.  The students got the chance to apply what they learned about the topic of archaeology by pretending to be an archaeologist.  They did a project where they uncovered artifacts in the sandbox and then used critical thinking skills to interpret the cultural significance of each find.  They also observed how much time and effort goes into analyzing historical finds, such as that of Otzi (the Ice-man) found frozen in the Swiss Alps.

Next students investigated the agricultural revolution and the ancient river civilizations like Mesopotamia and Egypt.  They viewed films about the building of the Great Pyramids and learned about the Epic of Gilgamesh and analyzed the impact that myths and heroes have on a society.   They also looked at emperors and empires that built off the original river valley civilizations, such as Hammurabi, Cyrus the Great, and the Phoenicians.

The students concluded the semester by looking the building blocks of Western civilization, which are Judeo-Christian Ethics and Greco-Roman culture and philosophy.  They had the chance to become familiar with not only historical events within Judaism, but also the complexities of the Jewish faith today, which is divided up into many different sects.   They learned from a Jewish guest speaker and responded by asking questions to further their own understanding.   Lastly they learned about Ancient Greece and took a closer look at the Greek philosophers Socrates, Plato, and Aristotle.    Despite all the content covered, it is also true that this class was largely based on student inquiry.   The class period usually started out with a 10-20 minute period where the students were in charge of the teaching and learning.  Each student was responsible to prepare a “Newsmakers” project, during which they would keep the class up-to-date on relevant, related, and interesting current events.  This project promotes being informed, public speaking, and critical thinking.

9th Grade

The course for Grade 9 Social Studies focused in the first semester with a history of Europe from the decline of the Roman Empire through the Age of Absolutism and the Protestant Reformation. The students observed that there are multiple causes for Rome’s decline and their relevance to modern societies today. Within this Unit the classes also learned about the rise of Christianity and its impact on the future centuries after the fall of Rome. Students completed a study of the Medieval Period in Europe and the eventual rise of humanism during the Renaissance. Students were assessed as to their knowledge in a variety of ways from traditional exams to research projects to role playing as a Renaissance person.

We began this year with a strong look at the fall of Rome and the legacy of the Roman Empire. We created a poster examining the influence of Rome on modern Cebu. The timeless influence of Rome shows up in our art, music, language and architecture. The students also went around town taking real photos showing where they saw the influence of ancient Rome.

We then moved into the development of feudalism in Western Europe. It was there that we discovered the role of the church in Medieval Europe. After that we explored life in medieval towns culminating in our play where each student took part in the production called “Good Masters and Sweet Ladies”.

Further, we answered the question “What is a renaissance man/woman?” and we explored the renaissance from its cradle in Florence to the grave in the age of Reformation. With this each student took on a passion project where he or she explored deeply a topic that was close to the heart. They had to reach out and find others invested in their topic and experts in the field. This culminated in the students learning how they could be a Renaissance person and sharing their projects with the class.

10th Grade History

The course is set up as a one semester class that introduces some of the skills and introductory topics that may be studied in the Grade 11and 12 IB History course here at CIS.

The semester focused on a few topics relevant to a study of 20th Century history. Emphasis was placed on the two most defining events in the 20th century: World Wars I and II. The course looked at the causes and results of both wars and how each transformed the world at their conclusions. Since a focus was placed on the two great wars, a study was done on the conduct of nations and individuals during war. Are there rules to conducting a war and achieving a nation’s goals of the war? Students were also introduced to the required historical skill of critically evaluating historical sources and how they are used in historical investigations and research. Assessment types included doing an evaluation of sources as a historical source on a topic of the student’s choice; as well as, the use of storyboards to demonstrate their understanding of the World Wars.

10th Grade Psychology

Psychology 10 is a semester course designed to give students at grade 10 a background on what Psychology is all about so that a more informed decision is made when they make their subject choices in the IBDP at grade 11.  The students learned that psychology aims to be empirical and that there are many approaches to understanding behavior.  Varied research methods were used and students learned what surveys, interviews, case studies, observations and experiments are and their purpose.  Sports Pyshcology and its use in improving performance was introduced and finally, for this semester students took one approach in understanding behavior– the psychodynamic approach, and learned about some of Freud’s assumptions and theories.

6th Grade

This semester, we focused on increasing typing speed and accuracy. We also had a short unit on creating a visual game presentation about hyperlinks. The class also spent time to create visual presentations about Ms formatting in MS Excel. Students were introduced to the concepts about Fair Use, Copyright Infringement and Anti-Piracy Law and the use of  different Desktop Publishing Programs, and Office Applications.

7th Grade

Information Technology Grade 7 class enabled students to continue utilizing desktop publishing software, spreadsheets, slide presentations and developing their keyboarding skills, as well as internet usage and applications. The students were engaged in varied integrated assessments, for example, IT interdisciplinary Skills, Presentation through varied formats and applications, Audio Recording, Editing and Enhancing and the concepts about Fair Use, Copyright Infringement and Anti-Piracy Law.

8th Grade

We began this one-semester course with the topic of about Transdisciplinary IT Skills that can be used effectively and efficiently in other subjects. The students were engaged in varied integrated assessments in utilizing Desktop Publishing Software, Presentation Applications, Audio Recording, Editing and Enhancing, and introduced concepts about Fair Use, Copyright Infringement and Anti-Piracy Law.

9th Grade

This one-semester course involved students in solving different challenges like creating a Commercial Video and Designing a Website using free programs and software that were available for them. They used the design cycle process to maximize the learning and be successful in facing the challenges at hand. They then conducted investigations with careful planning in improving products and solutions.

6th Grade

The focus of the Grade 6 – Design Technology program is the Design Cycle. This is a model for a process that enables students to use research, knowledge, skills and design principles in solving problems creatively. The cycle consists of four stages, Investigate, Design/Plan, Create and Evaluate. Challenges like — Creating a vegetable garden for an Asian Dish and Earth Day Project from Recycled Materials. They use the design cycle process, involving critical analysis and moving back and forth between the stages of the cycle. Further investigation and planning is made to improve products/solutions.

7th Grade

The course focused on the 4 stages of the design cycle; investigate, design/plan, create and evaluate. Using the 4 stages, students undertook activities and projects that promote responsibility and independence.  Sewing was also taught and they learned sewing terms: needle, thread, basting, hemming, and pinning. The basic hand stitches were taught.   Units culminated in creating a team shirt for the PE culminating activity, as well as a stuffed toy which was donated to an orphanage.

8th Grade

The focus of Grade 8 – Design Technology program is the Design Cycle. This is a model for a process that enables students to use research, knowledge, skills and design principles in solving problems creatively.

The cycle consists of four stages, Investigate, Design/Plan, Create and Evaluate. Challenges like – Food Preparation, Preservation and Presentation, and Mural Painting depicting Social Issues. They use the design cycle process, involving critical analysis and moving back and forth between the stages of the cycle. Further investigation and planning is made to improve products/solutions.

9th Grade

The course focused on the 4 stages of the design cycle; investigate, design/plan, create and evaluate.  Using the 4 stages, students undertook activities and projects that promote responsibility and independence.  Major tasks focused on repair of clothes, and food preparation.   Projects include a team shirt for the PE Culminating activity and food gifts.

Students reviewed sewing terms: needle, thread, basting, hemming, and pinning. They learned how to repair clothes through the use of the patching technique.

Food preparation was taken up in the second quarter.  Students reviewed the names and uses of kitchen utensils and equipment. Students prepared and handled food using different hand processes like chopping, grating, peeling, paring, crushing, beating, mixing and shredding.  Students cooked using the basic methods of cooking, which include: simmering, poaching, frying, boiling, roasting, baking, steaming, and deep fat frying.  Every student learned how to read and prepare a dish using a recipe.

10th Grade

The course focused on the 4 stages of the design cycle; investigate, design/plan, create and evaluate.  Using the 4 stages, students undertook activities and projects that promote responsibility and independence.  Major tasks focused on community service and food preparation.

Students reviewed the names and uses of kitchen utensils and equipment. Students prepared and handled food using different hand processes like chopping, grating, peeling, paring, crushing, beating, mixing and shredding.  Students cooked using the basic methods of cooking, which include: simmering, poaching, frying, boiling, roasting, baking, steaming, and deep fat frying.  Every student learned how to read and prepare a dish using a recipe.  Students focused on learning the handling and preparation of rice, egg and different vegetables.

Major assessments given were designing a community service program and catering for a specified function like a faculty meeting.

6th Grade

Students learned the elements and principles of design. They learned the different kinds and qualities of lines, assorted shapes, the techniques in creating depth in space, and the various ways that texture is perceived. They also learned the different types of balance and how to use variety, harmony, emphasis, rhythm, movement, proportion and unity in an artwork. The students applied the concepts of these elements and principles in creating drawings, paintings, and other forms of art. They learned a range of techniques in using colored pencils, acrylic paints, watercolor, fabric, beads and other materials.

7th Grade

Students learned how to view and understand works of art. They learned to perceive artwork through different points of view. The students explored a number of sources from which artists get ideas to create an artwork. The students also experienced various media, such as pencil and acrylic, and learned the different techniques for using each medium. The students also learned basic sculptural forms, methods and techniques using clay and papier mache technique.

8th Grade

Students experienced various media, such as pencil, charcoal, and watercolor, and learned the different techniques for using each medium. The students also learned basic sculpture, forms and techniques in Paper Mache. The class starts with drawing exercises (contour drawing, positive-negative space, upside-down drawing) to improve/ enhance their drawing skills. The characteristics of the left-right hemispheres of the brain are discussed for better understanding of how they function. From drawing exercises the students move on to color harmonies and watercolor painting. Second quarter’s focus is on 3-D art. Students use papier mache to make a relief book cover and kinetic sculpture.

9th Grade

The class starts with reviewing the drawing exercises to prepare them for the figure drawing. Figure drawing exercises enhances the students’ observational skills and the ability to draw with correct proportions. The second quarter focus is Western and Asian art history. This involves students knowing different art periods and styles, the social conditions, their characteristics, the artists and their works. Students come up with artworks that reflect the styles and periods studied.

10th Grade

The semester focus is on realistic/objective portrait drawing. Students practice drawing each other as live models as well as from pictures. They use different angles and media. By the end of the semester the students will be “commissioned” to do a portrait  using either oil or acrylic. They also use a blog to upload pictures and write about their artwork and art production processes.

6th Grade

The semester begins with a unit on vocal music. The students sing as a class, in small groups, with a partner, and alone.  They learn vocal warm-up exercises and techniques.

The next unit is on basic piano methods.  This includes parts of the keyboard, techniques and rudiments. This unit has differentiated activities for beginners, intermediate, and advanced students.  Part of this unit covers keyboard history, well-known pianists, and similar chordophones across Asia.  At the end of the unit, the students should be able to play simple piano pieces using standard notation and chords: solo or with vocal parts.

7th Grade

The semester begins with a unit on vocal music. The students sing as a class, in small groups, with a partner, and alone.  They learn vocal warm-up exercises and techniques.  Then they are introduced to call and response songs and songs written in two parts.

The next unit focuses on Audio Music. Students learn about the history of audio music, the recording process, the people behind it and copyright. Their final project is to record a song they themselves will perform and edit it using a recording software.

8th Grade

The semester begins with a unit on vocal music. The students sing as a class, in small groups, with a partner, and alone.  They learn vocal warm-up exercises and techniques.  They also strengthen their skills in 2 part singing.

The next unit focuses on the basic elements and history of musical theatre.  The different roles of professionals involved in theater will be discussed as well. Samples of well-known musical plays, and songs will be covered.  At the end of the unit, the students will work in groups and create a musical play based on a famous fairytale or folktale: complete with costumes, dialogue, lighting, make-up, music, and more.

9th Grade

Grade 9 Music is mainly about Music history and appreciation from the Medieval Times to the 21st Century.

The main elements that are covered in the first semester include the following: a brief history of each musical period, the theories, the instruments, the musicians, and the masterpieces that best represent the period.  Students will sing and/or play these songs and pieces. The eras covered in the first quarter include Medieval, Renaissance, Baroque, Classical, and Romantic Periods.  Students, in groups, will construct a multi-media presentation featuring famous masterpieces in a particular period.

The second quarter is focused on contemporary musical styles like Country, Jazz, Blues, Techno, Hiphop, Pop, Reggae, R’n’B, Funk, Rock, and more.  The students will work in groups and develop their ensemble playing skills. Singers and instrumentalists will be equally distributed in each group and will perform songs from the different genres mentioned above. Moreover, the students will keep a Listening Response Journal where they will write an in-depth description of 10 songs of their choice. Each entry will have the following: a reflection about it, a description about the genre, style, theory, musicians, instrumentation and its historical background.

10th Grade

The Grade 10 Music elective class aims to prepare the students for college and amateur music life.  They are trained in the following areas:  Music Theory, Ear Training, Music History, Vocal or Instrumental Performance, and Music Composition.

The first quarter is focused on Baroque Music.  All students choose their vocal or instrumental major.  The teacher guides them in learning the techniques and exercises necessary to develop their skills.  Each student is given several pieces from the Baroque period which they need to perform in front of the class.  They also learn the musical characteristics of the period that will serve as their guide in their performances and composition.

Music Theory involves learning how to read standard notation. In the first semester,  basic concepts are introduced which progresses to more complex notation over the course of the semester.  In the first quarter, ear training develops the students’ ability to aurally recognize the different intervals in music.

The 2nd quarter is focused on Classical Music. Ear training will now cover rhythmic and melodic patterns.  All students will perform a Classical piece. They will also make a musical arrangement of a pop song that reflects a famous musical form during this era: Theme and Variation.

6th Grade

The first quarter focuses on units Volleyball and Soccer. These sports develop the orientation of the students’ skill terminology related to the unit, identify the concepts and rules of the game as a player, demonstrate tactics and rules in both individual situations, understand movement concepts in a variety of physical contexts, develop attitudes that enhance their team relationships and understand the principles, concepts and knowledge related to health and wellness.  All the units in Physical Education curriculum will conduct Individual and Group Skills Assessment. Volleyball unit required the students to design a training program in Volleyball which showcased their insights about the game applied in an actual volleyball training and game situation.

The second quarter focuses on Baseball, Dance and Culminating Activity (Tournament).  The unit in Baseball teaches the students throwing, passing, batting and base running.   The Dance unit prepared the students for a year-end general assembly as they perform the dance movements with confidence and coordination in front of their classmates and the school crowd. In the culminating activity, these enable students to play with other students from other class and they have the chance to review the previous units they learned from the first quarter and apply it in an actual game situation.

7th Grade

The first quarter focuses on units Volleyball and Soccer.  These sports develop the orientation of the students’ skill terminology related to the unit, identify the concepts and rules of the game as a player, demonstrate tactics and rules in both individual situations, understand movement concepts in a variety of physical contexts, develop attitudes that enhance their team relationships and understand the principles, concepts and knowledge related to health and wellness.  All the units in Physical Education curriculum will conduct Individual and Group Skills Assessment.  Volleyball unit required the students to design a training program in Volleyball which showcased their insights about the game applied in an actual volleyball training and game situation.

The second quarter focuses on Baseball, Dance and Culminating Activity (Tournament).  The unit in Baseball teaches the students throwing, passing, batting and base running.   The Dance unit prepared the students for a year-end general assembly as they perform the dance movements with confidence and coordination in front of their classmates and the school crowd. In the culminating activity, these enable students to play with other students from other class and they have the chance to review the previous units they learned from the first quarter and apply it in an actual game situation.

8th Grade

The first quarter focuses on units Volleyball and Soccer.  In Volleyball, students will work on passing and bump sets for game situations. These sports develop the orientation of the students’ skill terminology related to the unit, identify the concepts and rules of the game as a player, demonstrate tactics and rules in both individual situations, understand movement concepts in a variety of physical contexts, develop attitudes that enhance their team relationships and understand the principles, concepts and knowledge related to health and wellness.  All the units in Physical Education curriculum will conduct Individual and Group Skills Assessment.  Volleyball unit required the students to design a training program in Volleyball which showcased their insights about the game applied in an actual volleyball training and game situation.

The second quarter focuses on Baseball, Dance and Culminating Activity (Tournament).  The unit in Baseball teaches the students batting and base runnings.  The Dance unit prepared the students for a year-end general assembly as they perform the dance movements with confidence and coordination in front of their classmates and the school crowd. In the culminating activity, these enable students to play with other students from other class and they have the chance to review the previous units they learned from the first quarter and apply it in an actual game situation.

9th Grade

The first quarter focuses on units Volleyball and Soccer.  In Volleyball, students will work on advanced servings, spiking and introduction to umpiring. For Soccer, they work on the offensive and defensive strategies of the game. These sports develop the orientation of the students’ skill terminology related to the unit, identify the concepts and rules of the game as a player, demonstrate tactics and rules in both individual situations, understand movement concepts in a variety of physical contexts, develop attitudes that enhance their team relationships and understand the principles, concepts and knowledge related to health and wellness.  All the units in Physical Education curriculum will conduct Individual and Group Skills Assessment.

The second quarter focuses on Baseball, Dance and Culminating Activity (Tournament).  The unit in Baseball teaches the students batting, base running, offensive and defensives formations.   The Dance unit prepared the students for a year-end general assembly as they perform the dance movements with confidence and coordination in front of their classmates and the school crowd. In the culminating activity, these enable students to play with other students from other class and they have the chance to review the previous units they learned from the first quarter and apply it in an actual game situation.

10th Grade

The first Quarter focused on Soccer and Volleyball. In these units, they understand advanced concepts, advanced strategies, techniques and rules related to the sports as a player, and as an organizer. Students are also assessed with their group and individual skills in a game.

Baseball, Dance and Culminating Activity (Tournament) are units for the second quarter. The unit in Baseball teaches the students batting, base runnings and offensive formations   The Dance unit prepared the students for a year-end general assembly as they perform the dance movements with confidence and coordination in front of their classmates and the school crowd. In the culminating activity, these enable students to play with other students from other class and they have the chance to review the previous units they learned from the first quarter and apply it in an actual game situation.