Academic Program

A look into your child's future

Middle Years - High School

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

Grade1st Quarter2nd Quarter3rd Quarter4th Quarter
ConceptsRelationships, Structures
Narrative Writing
Conflicts, Communication
Expository Writing
Community, Connections
Descriptive Writing
Diversity, Perspectives
Persuasive Writing
Enduring Understandings* Life experience affects an individual’s interactions with others.
* Appreciating Literature means understanding its elements and devices.
* People develop systems to manage conflicts and create order.
* Effective communication is planned for different purposes and audiences.
* Everyone belongs to a community strengthened by empathy.
* Every text relates to other texts in different ways.
* A diverse human community is more creative and can better adapt to change.
* Despite having different causes, individuals still need to be open to various viewpoints and opinions.
Grade 6Reading Focus
* Folktales, myths, legends
* Elements of plot, symbols/motifs
* Coraline
Reading Focus
* Holes
* Nonfiction/Informational texts
* Poetry
Reading Focus
* The Outsiders
* Drama: Readers’ Theater
Reading Focus
* Informational texts, advertisements
* Multiple perspectives
Grade 7* Short stories
* Elements of plot, conflict, foreshadowing
* How I Live Now
* Autobiographies (student choice)
* Nonfiction/Informational texts
* Poetry
* And Then There Were None
* Drama: One-act plays
* Research/data/evidence
* Art of argument (mock trial)
Grade 8* Short stories
* Elements of plot, irony, characterization/motive
* Absolutely True Diary of a Part-Time Indian
* The Odyssey
* Greek mythology
* Romeo and Juliet
* Literary analysis
* To Kill a Mockingbird
* Representation in the media/media bias
Grade 9* Short Fiction
* Young Adult novel:
Speak by Laurie Halse Anderson or The Absolutely True Diary of a Part-Time Indian by Sherman Alexie
* Political speeches
* Persuasive texts
* Satire novel: ex: Animal Farm
* Satirical articles and speeches
* Drama: Shakespeare- ex Julius Caesar
Grade 10* Short Fiction
* Curious incident of the dog in the nighttime
* Catcher in the Rye
* Dystopian novel : ex: Fahrenheit 451, 1984
* Drama: ex Shakespeare, Antigone, The Importance of Being Earnest* The Kite Runner by Khaled Hosseini
* Language and Gender, Power, Social Relations, Belief, and/or Taboo

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.

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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.

Mandarin

6th Grade

This Semester, students learned the topics personal information and daily routines, and developed essential Chinese vocabulary, sentence structures and grammar whilst deepening students’ cultural awareness. We concentrated on acquiring communication skills by focusing on topics such as personal information, times, dates and means of transportation. The use of extensive practice and tone exercises aided accurate pronunciation and tone.

7th & 8th Grade

This Semester, students learned the topics personal information and daily routines, and developed essential Chinese vocabulary, sentence structures and grammar whilst deepening students’ cultural awareness. We concentrated on acquiring communication skills by focusing on topics such as personal information, times, dates and means of transportation. The use of extensive practice and tone exercises aided accurate pronunciation and tone.

The focus for Mandarin class for 1st semester was listening, speaking, reading, and writing in different units. The unit topics were personal information, school subjects and activities. Through a variety of formative and summative assessments, such as an interview project with new students, oral recording, reading storybooks in class and a cultural exchange with Japanese students, students showed their understanding of the units.  Students enriched their skills in speaking and listening by listening to different native Chinese speakers’ conversation, writing a long well-developed essay and the ability to read different text types to show their understanding of the Chinese culture in Mandarin.

9th & 10th Grade

This Semester, students learned the topics personal information and daily routines, and developed essential Chinese vocabulary, sentence structures and grammar whilst deepening students’ cultural awareness. We concentrated on acquiring communication skills by focusing on topics such as personal information, times, dates and means of transportation. The use of extensive practice and tone exercises aided accurate pronunciation and tone.

The focus for Mandarin class for 1st semester was listening, speaking, reading, and writing in different units. The unit topics were personal information, school subjects and activities. Through a variety of formative and summative assessments, such as an interview project with new students, reading storybooks in class, talking about school life, oral recording and a cultural study essay students showed their understand and knowledge of the units.  Students enriched their skills in speaking and listening by listening to different native Chinese speakers’ conversation, writing a long well-developed essay and the ability to read different text types to show their understanding of the Chinese culture in Mandarin.

 

Spanish

6th Grade

Students learnt how to introduce them-selves, basic expressions for Spanish language, vocabulary related to people and family. They started developing their language skills such as comprehension, writing and oral. In this semester they were able to describe and compare people using the appropriate grammatical structures in the target language to achieve the description and comparison aims. They also used the Venn Diagram to compare family members. The students were risk-takers because they learnt new adjectives and incorporated them into their oral and written assignments.

7th & 8th Grade

In this semester the students revised the knowledge of the language acquired last school year to reinforce and being ready to gain more content. They learnt how to name different housings, parts of the house, and furniture and house chores in the target language. The students used these vocabularies to describe orally the house of their dream and write an “ad” to sell houses. During the semester they focused on improving their oral skills. Some students started to use the target language in class to express their ideas.

This semester, students learned to ask about people, routines, activities, chores, plans and places. They also practiced vocabulary related to people, professions, houses, and expressions to express what needs to be done and to complain. In terms of assessment, students wrote letters using the past tense describing what they did and where they went as well as a set of instructions to give commands to tourists planning to visit the city of Cebu.

9th & 10th Grade

During this semester the students learnt more about Media. They learnt vocabularies related to movies and newspapers. The students worked more to enhance their written skills. They made a movie script, and create and present their own movie. The students also wrote a newspaper for the school in the target language talking about manners, uniform code, places to visit in Cebu, fashion and extracurricular activities using expressions and grammatical structures (Subjunctive) to justify their ideas and opinions. For next semester they will focus on enhance their oral skills.

Concerning grammar, students learned a variety of tenses: the past, imperfect and future tenses. They also studied structures used to ask for and give advice, express interest and displeasure, invite someone to do something, describe the ideal friend, and express happiness and unhappiness. Their writing skills were assessed through a test, in which they wrote what they used to like and do in the past, what they did over the weekend, and what they will do in the future. Students also had an oral test, in which they had to describe the perfect person for a date.

 

Filipino

6th Grade

The first semester focuses on the review of the basic elements and information about the Filipino language. The students learn about the old and new Filipino alphabet. They compare and contrast not only the old and new Filipino alphabet, but the Filipino and English alphabet as well.

The students also learn to put the letters of the Filipino alphabet in proper sequence and learn the sounds of each letter of the Filipino alphabet to enable them to read and pronounce the words correctly; list down examples of words beginning with the given letter; and, use the words in complete sentences – in speaking and in writing. Furthermore, students re-arrange sets of letters to form words. They build their vocabulary as they review the alphabet.

Additionally, they learn about numbers and demonstrate this through pictures, drawings, and using numerals and number words in sentences.

Students learn the basic mechanics of constructing sentences in Filipino. They observe the rules on conventions – capitalization, punctuation, spelling, grammar, and the appropriate word and other words or synonyms for the given words.

They also learn to share personal information, introduce family members by giving some personal information and describing members in different aspects – physical, occupation, hobbies or interests, and personality – through speaking and writing.

7th & 8th Grade

Beginner

The first semester focuses on the review the Filipino alphabet, the basic Filipino sentence structure, the rule on following borrowed words from other languages, words associated with jobs, occupations, recreation and everyday life. Students build their vocabulary of the Filipino language and construct simple sentences using the comment + topic format. They inquire and construct questions about jobs and occupations, interview Filipino speaking personnel within the school and present their experience in class. Students also explored different traditional Filipino games and the rules associated with them. Beginner students worked with intermediate and advanced students in conducting games with some elementary classes in celebration of international week. They use simple Filipino words to instruct younger students to perform the tasks. Students used word lists to increase their knowledge of everyday Filipino words to describe daily activities. They utilize these words in creating a poster depicting their hobbies, interests and routines. Students design a presentation to enhance their communication skills in speaking Filipino. They plan their skill demonstration using a pre-written script and either pre-record their task or perform the skill in class.

Intermediate

The first semester focuses on building vocabulary and review of Filipino basic sentence structure, the use of Ang, Ng, and Saform and the use of the basic comment + topic format. Intermediate students aid beginners in comprehending simple Filipino words and their meanings. They create word lists to enhance understanding and application of words. Students create questions about jobs and occupations and work hand in hand with beginner students in translating English questions into Filipino. They are paired with beginner students to assist them when interviewing Filipino speaking school personnel. Intermediate students begin to write simple sentences in the correct form and structure. They use guiding charts to aide them in writing their sentences. Intermediate students start to apply their skills in speaking Filipino by conversing using the Filipino language. They take lead together with the advanced students in demonstrating traditional Filipino games to some elementary students. They gain confidence in using the Filipino language in context in both oral and written form as they are given opportunities to create their tasks for writing, presentation and even play.

Advanced

Advanced students focus on enhancing their skills in creative writing. They work together with intermediate and beginner students to aide them in understanding and comprehending new vocabulary. They improve their listening, speaking, reading and writing skills by analysing text, stories and created situations. Advance students develop their writing skills by building on vocabulary that are related to occupations, traditional games, culture, personal life and history. They write extensively using Filipino and express their own voice to produce work that covers reflection, comprehension and understanding, fiction, daily life and original stories. Students also develop their proficiency in using Filipino while performing various oral tasks through interviews, discussions and presentations.

9th & 10th Grade

The first semester focuses on the review of the basic elements and information about the Filipino language. The students learn about the old and new Filipino alphabet. They compare and contrast not only the old and new Filipino alphabet, but the Filipino and English alphabet as well.

The students also learn to put the letters of the Filipino alphabet in proper sequence and learn the sounds of each letter of the Filipino alphabet to enable them to read and pronounce the words correctly; list down examples of words beginning with the given letter; and, use the words in complete sentences – in speaking and in writing. Furthermore, students re-arrange sets of letters to form words. They build their vocabulary as they review the alphabet.

Students learn to introduce themselves and their immediate family members. They give personal information about themselves and the family members. They also describe themselves and share their likes and dislikes, or preferences.

Furthermore, the students learn about Philippine personalities from different fields. They write and share basic information, the life story, achievements, and impact (if any) of their chosen personality and that of their peers’.

The semester focuses too on the Philippine national symbols.  They research about a national symbol and make a project, like a model, representation, or power point presentation about it. They do an oral piece to share what they have learned and tell whether they would choose the same if given the choice and why or why not.

Additionally, expressing quantity or cardinal numbers; telling time; daily routines; days of the week; months of the year; and,  special occasions of the year in the Philippines are also tackled in the first semester.

 

GRADE 6/7

Facial Expressions and Voice Communication Units

Facial Expressions are a form of nonverbal communication and drama students need to learn this skill so they could project emotions when acting. Facial expression is one or more motions or positions of the muscles beneath the skin of the face. This unit includes topics on the different ways an actor could express ones emotions through the facial expressions like happy, sad, bored, surprise, anxiety, mad and many others. The students were required to submit a short clip video of themselves recorded in a popular phone applications like Dubsmash or Musically. The students also performed lip synching with their favorite song and students made their individual poster featuring their varied facial expressions.

Voice Communication is a unit which allowed the students to explore on the gift and talent brought about by their voice. The voice is an essential tool in theater since actors carry the acting part alongside with the projection of voice. The students performed activities like TV broadcasting and radio commercial. The students made their own “Breaking News” which was a collaboration of Facial Expression Unit and the Voice Communication Unit altogether.

Genres of Drama and Class Production

Genres of Drama is a unit that allowed the students to start getting deeper into the main core of the class – ACTING. The genres are presented and students performed the varied genres to class with their assigned groups. The genres of drama are as follows: comedy, action, romance, horror, mystery, thriller, adventure, fantasy and many more. The most engaging part is when students get to explore on each of the genre and putting their learning into the acting piece that students made in their groups. This unit also opened opportunities for students to start taking lessons on basic script writing. They learned the different ways and format of writing scripts for film, play, sitcoms and TV with respect to the elements of a successful script writing namely: concept, treatment, synopsis, format, characters, plot and conflict.

Drama Production is the final unit where students plan, make props, write their own scripts, assigned roles and rehearse scenes. The students learned the production staff and staging concepts in theater. The students are required to be a part of a group and all students will be seen acting on stage with complete staging, props, materials, drama curtains, costumes and make up. There will be selected classes who will be the live audience of the class actors.

*There are fun drama games and activities performed throughout the semester in class and students enjoy these games as well as the dress up days we do in class.

GRADE 8/9

Mime and Monologue

Mime is a silent form of communication where expression and communication is made without using any words.  When performing, the body of the actor becomes the instrument, in which movement and gesture are used to communicate.  The term comes from the Greek word mimos, meaning imitator. In the mime unit, the students performed in a trio, duo, solo and then finally into 2 big groups.  

Monologue is characterized by a long speech delivered or presented by an individual character.  The students were able to choose their own monologue piece from a website that shows different options and preferences for their monologue presentation. The students memorized, rehearsed and delivered their monologue in front of the class and it has to be delivered with the appropriate facial expression, correct diction, body language and arm gestures.

Voice Acting and Class Production

Voice acting is a continuation of the first voice unit they took up during their first year in drama which was Voice Communication.  Voice Acting is the art of doing voice-overs or providing voices to represent a character or to provide information to an audience or user.   

The voice is a powerful tool in drama. Vocal work considers elements such as pitch, pace, projection and intonation. Characters should always use a suitable language register.  The students chose their video clips and performed the voice act with proper voice modulation and correct timing based on how the original actors performed the act.  

Drama Production is the final unit where students plan, make props, write their own scripts, assign roles, and rehearse scenes.  The students learned the production staff and staging concepts in theater.  The students are required to be a part of a group and all students will be seen acting on stage with complete staging, props, materials, drama curtains, costumes and make-up.  There will be selected classes who will be the live audience of the class actors.

*There are fun drama games and activities performed throughout the semester in class and students enjoy these games as well as the dress up days we do in class.