ONLINE LEARNING PRIMER - SY 2020-2021 ATENEO DE MANILA JUNIOR HIGH SCHOOL
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ATENEO DE MANILA JUNIOR HIGH SCHOOL
ONLINE LEARNING
PRIMER
SY 2020-2021
1
Table of Contents
Table of Contents 1
I. INTRODUCTION 4
A. Message from the Principal 4
B. Vision-Mission of the Ateneo de Manila Basic Education 5
C. Profile of the Ateneo de Manila Basic Education Graduate 6
II. GENERAL INFORMATION 7
A. Online Learning in the Ateneo de Manila Junior High School 7
B. Official Learning and Communication Platforms 8
Online Learning Platform 8
Learning Management System 8
OBF Accounts for Students 9
C. Delivery of Learning Experiences 9
Modes of Learning 9
Sample Weekly Schedule 10
D. Protocols for Students 11
Synchronous and Asynchronous Sessions 11
Consultation Sessions 12
Submission of Requirements & Academic Integrity 12
Suspension of Classes 13
E. School Calendar – Important Dates 13
III. ACADEMICS 15
A. Overview 15
B. Curricular Offerings 16
Araling Panlipunan 16
Art 17
Christian Life Education 18
Computer Education 20
English 21
Filipino 22
Math 24
Music 27
Physical Education 28
Science 29
2
Advanced Programs 32
C. Grading System 32
Purpose of Marks 33
Qualitative Academic Marks 33
Computation of Marks 33
Grading Policy for Missed Assessments 34
Subject Area Effort and Conduct Marks 35
D. Honors and Awards 36
E. Promotion and Non-Promotion 37
F. Some Tips for First-Time Flyers in the AteneoBlueCloud 37
IV. STUDENT AFFAIRS AND FORMATION 40
A. Overview 40
B. The Cluster System 40
C. The Mentoring Program 41
D. Intensified Dialogue on Students’ Formation Program (iDSF) 42
E. Non-Academic Day/Wellness Wednesday 42
F. Daily Check-In 44
G. Order and Discipline 44
Attendance 45
Punctuality 45
Dress Code 45
Haircut 46
H. Formative Interventions and the APSAF Conduct Mark 46
I. Spiritual Formation 48
J. Guidance and Counseling Program 48
Online Counseling 49
Guidance Formation Program 49
Individual Inventory Service 49
Online Consultation Services 50
Referral Service 50
Guidance Testing Service 50
K. The Student Activities Program 50
SAP Guiding Principles 50
Program Scope 50
JHS Student Activities in the New Normal 51
Council of Student Organizations (CSO) 51
Assembly of Class Officers (ACO) 52
Athletes’ Council (AthC) 52
Student Government 53
3
The Sanggu-JHS Theme for SY 2020-2021 53
L. Christian Service and Involvement Program 54
Grade 7 Dungaw Exposure Program 55
Grade 8 Danas Ecological Engagement Program 55
Grade 9 Dama Christian Service Program 55
Grade 10 Damay Immersion Program 55
M. Athletics 57
N. Health Services 57
V. OTHER OFFICES 59
A. Office of Parent Relations and Programs 59
Goals and Objectives 59
Organizational Structure 59
The Way of Proceeding 59
The Year Ahead 60
B. Educational Media Center 60
Overview 60
Resources 61
Information Literacy Program 63
VI. DIRECTORY 64
4
I. INTRODUCTION
A. Message from the Principal
I’m sure that many of you are somehow familiar with the Jesuit terms such as
Magis, and Cura Personalis but it is quite likely that many of you have seldom
encountered the term TANTUM QUANTUM which in English is translated to “ in
so much as.”
TANTUM QUANTUM may be alien to many but it really is of such significance to
us because it informs the way we should act and make decisions. TANTUM
QUANTUM reminds us not to act and decide blindly, merely on the basis of hard
and fast rules, but insofar as these rules help lead us to the pursuit of what is
the greater good.
Evidently , the primer is quite detailed and meant to be as instructive as
possible. Yet there will be times when the questions that you have are best
answered not by the straightforward information found here but in the context
of what will lead you to the greater good. To this , I offer TANTUM QUANTUM as
a guiding principle.
5 B. Vision-Mission of the Ateneo de Manila Basic Education Vision The Ateneo de Manila University - Basic Education unit is a premier Filipino, Catholic and Jesuit educational institution that forms servant-leaders who have an intimate and faithful relationship with Christ, are competent in every aspect, with a well-formed conscience, compassionate to others, and a commitment to serve the country and the global community. Mission As a premier Filipino, Catholic and Jesuit educational institution, the Ateneo de Manila University - Basic Education unit aims to hone and enrich one’s talents and character through structures and age-appropriate opportunities guided by the Ignatian tradition and pedagogy. In the Junior High School, the young man discovers himself, hones his talents and abilities and develops his leadership skills. As he matures in faith, he grows in understanding that he is part of a larger community called to deepen his love for country and to contribute as a steward of God’s creation.
6
C. Profile of the Ateneo de Manila Basic Education Graduate
The Ateneo de Manila Basic Education graduate is a young individual who was
molded by Ignatian tradition and pedagogy into a future leader, a nation
builder, and a catalyst of progress in the global community.
Upon the student’s graduation from Basic Education, the student would have
been formed into a person who:
is C
HRIST-CENTERED;
is C OMPETENT in all areas of one’s life;
has a well-formed C ONSCIENCE, with the courage to defend what is right
and to right what is wrong;
has C OMPASSION for others, especially the poor and disadvantaged,
a compassion that leads to a life of service and work for justice and peace;
and
lives out one’s C
OMMITMENT to God, and to society as a steward of
creation.
Per intercessionem Sanctae Virginis Mariae
7
II. GENERAL INFORMATION
A. Online Learning in the Ateneo de Manila Junior High School
Anchored on Ignatian tradition and pedagogy, the Ateneo de Manila Junior
High School (AJHS), in implementing online learning, commits itself to
accompany its students in their journey to become C hrist-Centered, persons of
Competence, Conscience, C ompassion, and C o
mmitment, in an increasingly
uncertain and changing world.
Through the AteneoBlueCloud, our virtual campus, the AJHS promises quality
online Jesuit education and holistic formation for the young men entrusted to
its care.
AJHS Online Learning is characterized by the following salient features:
● Structured. I t follows a regular schedule, which will enable students to
manage their learning experiences and tasks more efficiently and
effectively. However, unlike what used to be a typical day for students, this
schedule will focus on the students’ l earning time, rather than their
contact time with the teacher.
● Inclusive and F
lexible. I t commits that no student will be left behind
because learning materials will be available to all regardless of the
strength of their internet connectivity or the limitations of their available
gadgets. Furthermore, online learning programs in the AJHS were
designed to be usable even beyond this time of the pandemic.
● Holistic. I t remains true to the tenets of Jesuit education, wherein
formation encompasses the whole person--mind, hands, and heart. Thus,
8
the school’s curricular offerings focus on both the academic programs
and non-academic formation programs.
● Community-building. I t recognizes that effective online education is a
shared mission that is only possible through the collaboration and
cooperation among its stakeholders--students, parents, teachers & staff,
administration.
B. Official Learning and Communication Platforms
Online Learning Platform
GSuite for Education is the official online learning platform of the AJHS. It is a
set of educational productivity tools from Google that includes Mail, Drive,
Calendar, Docs, Sheets, Slides, Hangouts, Chat, Meet, Sites, and Classroom.
Through these tools, students will be able to communicate and collaborate with
their teachers and classmates, access materials, plan, organize, and perform
tasks more efficiently, and learn 21st century digital citizenship skills.
Learning Management System
Google Classroom is the official learning management system (LMS) of the
AJHS. It is part of the Google Apps for Education suite of tools. With Google
Classroom, teachers and students communicate and collaborate, manage
assignments entirely online, and stay organized. This is where all
announcements, materials, and assessment tasks will be posted by the subject
teachers. There will be one Google Classroom for each subject.
Explore the Guide to Google Classroom Basics for Parents and Students at
https://sites.google.com/ateneo.edu/gclassroombeu. This includes modules
and frequently asked questions about Google Classroom as well as other G
Suite tools that work with Google Classroom.
9 OBF Accounts for Students With the help of the University’s Information Technology Resource Management Office (ITRMO), a University Google-based account was created for the students. The student’s OBF account will be used to log in to the G Suite apps. Through this email address, the students will have access to the different tools the school will use to deliver and enhance lessons. The students can use their OBF account to send emails to their teachers and classmates using Gmail. This can also be used for sending messages through Google Chat and for video conferencing through Google Meet. With the OBF account, the students are enrolled into a mailing list where members of the group will be those in their class. This will be used as a means of communication via email between teachers and classmates regarding school-specific or class-specific announcements. Only members of the mailing list may send and receive emails in the group. C. Delivery of Learning Experiences Modes of Learning Learning experiences will be delivered to students using two modes: Synchronous and A synchronous. Synchronous activities happen in real-time, usually via videoconferencing, while asynchronous activities require minimal real-time interaction between the teacher and the students. They involve learning activities that students can do on their own and at their own pace, within a reasonable time frame, while providing students opportunities to communicate or consult with their teachers as needed. These two modes may be further subdivided into the following categories:
10
Synchronous Asynchronous
In-Class (On-Cam) On-Screen
This type of activity mimics the live classroom This type of activity does not necessarily require
experience through the use of online presence, but is still device-dependent.
video-conferencing tools.
E.g. watching/listening to a pre-recorded lecture,
E.g. live lecture or discussion reading reference materials in e-book form,
group discussions outside of class sessions,
working on assigned tasks or exercises
Online (Off-Cam) Off-Screen
This type of activity requires active participation This type of activity does not require any device,
but through the use of text-based messaging. yet, they still form part of the learning time of
the subject.
E.g. interaction in a chat room or discussion
board, taking a scheduled assessment E.g. reading and/or accomplishing exercises in a
textbook
Sample Weekly Schedule
Monday Tuesday Wednesday Thursday Friday
8:00 – 9:00 Morning Cluster
Daily Check- in Daily Check- in
am Address
Class
9:00 – 10:00 English Filipino Moderator’s Math Science
Period
10:00 – 10:30 AM BREAK
Formation
10:30 – 11:30 Science Math Filipino English
Session
11:30 am –
LUNCH BREAK
1:00 pm
1:00 – 2:00 AP CLE Org Period Art/Computer Music/PE
2:00 – 3:00 Academic Consultation Time Academic Consultation Time
Non-Academic Consultation Faculty Non-Academic Consultation
3:00 – 4:00
Time Meeting Time
5:00 Submission of Assigned Tasks for the Day11
D. Protocols for Students
As a general rule, students are expected to observe the highest standards of
conduct and decorum during online learning. An online classroom is a safe
space and will remain to be safe if everyone in the community adheres to the
university policy on ethical conduct during online learning. Everyone is
expected to maintain a positive online identity and promote a supportive online
learning environment. The AJHS encourages all stakeholders to live by the
accepted norms of morality and in accordance with our Christian values.
Synchronous and Asynchronous Sessions
During synchronous and asynchronous sessions, students must observe the
daily routines provided by the school. A daily schedule is given to guide
students in planning their day and working on their tasks. The school believes
that this helps students self-regulate, develop self-discipline, and become
independent learners.
Synchronous
● Be punctual. Dress appropriately for In-Class (On-Cam) sessions.
Refer to part IV (Student Affairs and Formation) for the detailed
guidelines on Attendance, Punctuality, Dresscode, and Haircut.
● When joining an In-Class (On-Cam) session, put your microphone
on mute to avoid unnecessary noise during the session. If you wish
to speak during the session, ask permission from your teacher by
using the Nod extension app to “raise your hand”, or by typing in
the chat box. Remember to use the chat box only for discussions
related to the lesson.
Asynchronous
● Carefully go over the materials posted by your teachers in Google
Classroom.
● Participate actively by writing down your ideas or posting questions
on the comment section of the relevant material. Read others’
comments and respond appropriately.
● When discussing ideas or giving an opinion, support your stance
with reason. T
his is the most important criterion in assessing
someone's contribution to discussions, not the number of posts or
reacts you made.
● Out of courtesy to others, do not write in a stream-of-consciousness
fashion. Avoid lengthy, rambling responses by organizing your
thoughts first before posting.
● Be mindful of and keep to the deadlines set by your teachers for
assigned tasks.12
AT ALL TIMES, maintain a positive online learning environment.
Express your thoughts and opinions in a respectful manner, even
when your teacher is not around. Use your freedom of expression
responsibly. Think before you post!
Consultation Sessions
A designated time in the weekly schedule is allotted for academic and
non-academic consultations. Consultation sessions may be done individually or
in groups.
To consult synchronously:
● Inform your teacher at least a day in advance to allow your teacher to
make the necessary arrangement and preparations.
● Send your questions prior to your consultation.
To consult asynchronously:
● Use only official channels for communication. You may send an email
using your OBF account or send a message via Google chat during school
hours (i.e. before 5:00 pm). Your teacher will reply to your queries within a
reasonable amount of time.
The school may also initiate consultation sessions to discuss important matters
with concerned students. Such matters may include academic intervention,
disciplinary concerns, guidance interviews and/or counselling, and mentoring.
Submission of Requirements & Academic Integrity
As a Jesuit institution, we value m
agis. It is not simply doing more but more
importantly doing things for the greater glory of God. When turning in
requirements, remember that your work is an expression of magis. As such,
your work is expected to always be on-time, complete, and truthful.
Academic integrity, as a manifestation of truthfulness, is the commitment to
and demonstration of honest and moral behavior in an academic setting.
Students who adhere to academic integrity show respect for their work and
the work of their peers. T
he school will not tolerate small ethical compromises
that sacrifice the integrity of the academic community.
Uphold the value of academic integrity by following these guidelines:
● Ensure that your answers to any school requirement are your own work,
unless collaboration is explicitly allowed by your teacher.
● Do not share your answers with anyone, unless explicitly allowed by your
teacher.
● Avoid engaging in any activity that will compromise the integrity of your
grade or the grade of others.
● Report suspected violations to your teacher or Cluster Coordinator.13
Plagiarism is a serious offense against academic integrity.
“Many people think of plagiarism as copying another's work or borrowing someone
else's original ideas. But terms like "copying" and "borrowing" can disguise the
seriousness of the offense:
According to the Merriam-Webster online dictionary, to "plagiarize" means:
● to steal and pass off (the ideas or words of another) as one's own
● to use (another's production) without crediting the source
● to commit literary theft
All of the following are considered plagiarism:
● turning in someone else's work as your own
● copying words or ideas from someone else without giving credit
● failing to put a quotation in quotation marks
● giving incorrect information about the source of a quotation
● changing words but copying the sentence structure of a source without giving
credit
● copying so many words or ideas from a source that it makes up the majority of
your work, whether you give credit or not (see our section on "fair use" rules)
● to present as new and original an idea or product derived from an existing
source”
Taken from: What is Plagiarism? (2017, May 18). Retrieved July 24, 2020, from
https://plagiarism.org/article/what-is-plagiarism,
Make sure that you understand the policies laid out by the school as to what
constitutes cheating, plagiarism, and inappropriate online collaboration. The
Code of Discipline will be enforced once a student violates the rule on academic
dishonesty.
Suspension of Classes
When classes are suspended due to inclement weather or other unforeseen
events, official announcements will be posted on AteneoBlueCloud - AJHS
Virtual Campus and Ateneo Junior High School Facebook page.
E. School Calendar – Important Dates
Month Dates Activity
3-7 Grades 7 -10 Orientation Week
10-14 Schola Brevis Week
12 Mass of the Holy Spirit and Votive Mass for the Feast of the
August Assumption of our Lady
19 Quezon City Day (holiday)
21 Ninoy Aquino Day (holiday)14
26 Class Officers’ Elections
Pagdiriwang ng Rurok ng Buwan ng Wika
31 National Heroes Day (holiday)
September 9 Votive Mass for the Feast of Nativity of Our Lady
23 Org Fair
7 Mass for the Feast of our Lady of the Holy Rosary
Formators’ Day Celebration
October
14 Mental Health Awareness Program (Guidance Week
Celebration)
3 Start of the Second Term
November
11 Votive Mass for the Feast of St. Stanislaus Kostka, SJ
30 Bonifacio Day (holiday)
8 Solemnity of the Immaculate Conception (holiday)
9 Votive Mass for the Solemnity of Immaculate Conception
December
18 Community Christmas Mass
19 Start of Christmas and Midyear Break
11 Resumption of Classes
January
20 Social Involvement Mass
1 Start of Third Term
12 Chinese New Year (holiday)
February
17 Ash Wednesday Mass
25 EDSA day (holiday)
24 Votive Mass for the Feast of Annunciation
March 1 Maundy Thursday (holiday)
2 Good Friday (holiday)
7 Community Easter Mass
April 9 Araw ng Kagitingan (holiday)
30 Closing Ceremony15
III. ACADEMICS
A. Overview
The Ateneo de Manila Junior High School’s Academic Program is composed of
ten (10) subject areas—Araling Panlipunan, Arts, Christian Life Education,
Computer Education, English, Filipino, Mathematics, Music, Physical Education
and Science.
In line with the Profile of the Ateneo de Manila Basic Education Graduate, these
various disciplines are geared towards producing, at the end of four years, a
graduate who is not only academically COMPETENT, but also has a well-formed
CONSCIENCE, with the courage to defend what is right, and to right what is
wrong, has COMPASSION for others, especially the poor and disadvantaged,
and lives out his COMMITMENT to his mission in life, to God and to society,
because he is a CHRIST-CENTERED person.
The academic curriculum is designed following the Ignatian Pedagogical
Paradigm, which considers the ever-changing context of the students and the
world around them, and builds on their learning experiences, in order to
maximize their full potential and development in the various aspects of study.
With the shift to online learning, course content is streamlined to focus on
depth, rather than breadth, of learning, covering e ssential competencies and
relevant life skills that will enable students to critically reflect on their
experiences, and lead them beyond “merely knowing” toward action with
purpose and impact.16
B. Curricular Offerings
Araling Panlipunan
Ang Araling Panlipunan ay nakatuon sa pag-unawa sa kasalukuyang lipunan
habang patuloy na nakaugat sa nakaraan. Gagamitin ng mga mag-aaral ang
mga kaalamang ito upang makabuo ng napagnilayang desisyon tungo sa isang
mas mabuting hinaharap.
Sa pagtalakay ng mga aralin, ginagabayan ang mga guro ng asignatura ng
sumusunod na pananaw at paniniwala:
Nilalayon ng programa ng Araling Panlipunan ng Ateneo de Manila Junior
High School na hubugin sa bawat mag-aaral ang damdamin ng pagiging
“mamamayan-para-sa-kapwa”, mga mamamayang nagtataglay ng
mga sumusunod na katangian: panlipunang kamulatan, panlipunang
kamalayan at panlipunang pakikisangkot.
Mga Paksa
GRADE 7 GRADE 8 GRADE 9 GRADE 10
Kasaysayan at Kasaysayan ng Pambungad sa Kontemporaryong
Kabihasnan ng Daigdig Ekonomiks Isyu
Asya
First Term ● Panimula sa ● Panimula sa ● Pambungad sa ● Pambungad sa
Asya, Kabihasnan Ekonomiks Kontemporaryo
Heograpiya ● Mga ● Ang Mamimili ng Isyu
● Mga Kabihasnan sa ● Batas ng ● Pagkamamama
Kabihasnan sa Malapit na Demand yan
Asya Silangan at ● Ang mga ● Karapatang
● Mga Relihiyon Ehipto, Griyego Negosyo Pantao
at Pilosopiya sa at Romano
Asya17
Second ● Imperyalismo ● Panahong ● Batas ng Supply ● Edukasyon:
Term sa India, Tsina, Midyebal ● Ekwilibrium Access at
at Timog ● Estadong-Nasyo ● Elastisidad Kalidad
Silangang n ● Makroekonomik ● Mga Isyung may
Asya ● Renasimyento s kaugnayan sa
at Repormasyon kasarian
● Mga Isyung
Ekonomiko
Third ● Nasyonalismo ● Mga ● Patakarang ● Mga Isyung
Term sa Hapon, Himagsikan Piskal Pulitikal
India, Tsina, ● Imperyalismo ● Patakarang ● Mga Isyung
Korea, at ● Mga Digmaang Monetaryo Pangkapaligiran
Timog Pandaigdig ● Mga Sektor ng
Silangang Asya Ekonomiya
Mga Kagamitan sa Kurso
Batayang Aklat
Grade 7: Asya ni Jay Son Batang
Grade 8: Kasaysayan ng Daigdig nina Eliseo Manaay Jr. at Patrocenia Taguinod
Grade 9: Ekonomiks sa Makabagong Panahon nina Charo B. Bon at Rosa Belle
R. Bon
Grade 10: Mga Kontemporaryong Isyu ni Jens Micah de Guzman
Mga Babasahin (Reading materials)
Mapa, Larawan, Balita, Editorial, Editorial Cartoon, Videos at Infographics
Mga Gawain
Upang masukat ng guro ang natutuhan ng mga mag-aaral, may mga gawaing
itatakda ang mga guro na karaniwang ginagawa nang pangkatan (group).
Sa tulong ng G Suite tools at iba pang a
pplications gaya ng P
adlet, dito
ilalalagay ng mga mag-aaral ang kanilang sagot sa mga gabay na tanong,
pagninilay o case study.
May mga pagkakataon ring maaaring gumawa sila ng mind map, m aghanap
ng mga lugar sa mapa, maghambing ng mga konsepto gamit ang Venn
diagram o gumawa ng mga paglalahat ( generalization) gamit ang mga
graphic organizer.
Art
The Art Subject Area envisions a graduate who possesses aesthetic sensibility
and skills in art, forming an appreciation for both local and foreign art and
artists, and integrates these with his ability to think critically and creatively in
pursuit of the preservation and development of the nation's culture.
Scope and Sequence18
GRADE 7 GRADE 8 GRADE 9 GRADE 10
Philippine Art Asian Art Western Art Media Art
First Term ● Study of Art ● Study of Art ● Study of Art ● Introduction to
● Pre-Colonial ● East Asian Art ● Pre-Historic Art Media
Art ● Calligraphy ● Painting ● Effective
● Sculpture Writing Communication
in Advertising
● Product
Commercial
Advertisement
● Brand Logo &
Product
Packaging
Design
Second ● Art During the ● South Asian ● Egyptian Art ● Print Advertising
Term Spanish Art ● Greek and ● Basic Product
Colonization ● Found Object Roman Art Photography
● Portraiture Rangoli ● Relief Sculpture ● Creating a PCA
Print
Advertisement
Third Term ● National ● Central and ● Medieval Art ● Public Service
Artists of the West Asian Art ● Renaissance Art Announcements
Philippines ● Geometric ● Tableau Vivant ● PSA Concept
● Collage Construction Paper
● Creating a PSA
Print
Advertisement
Materials
All students in every grade level will be provided with an Art Kit that will contain
the basic art materials necessary for their coursework.
Assessment Tasks
Formative Tasks: Homework and Exercises
Summative Tasks: Projects
Christian Life Education
The Christian Life Education Subject Area envisions a graduate who continues
to develop a living, conscious, and active faith life that is anchored on a deep
personal relationship with Jesus Christ, which leads them to:
● Understand and put to heart the truths of the Christian Faith–rooted in
both Sacred Scripture and Church Teaching, which illumine our human
experience (Doctrine);19
● Apply Christ's commandments, teachings, virtues, and attitudes in their
daily moral choices and decisions (Morals); and
● Develop a personal prayer life and a love for the Catholic Church as
expressed in their active participation during liturgical celebrations and
community prayer sessions (Worship).
Scope and Sequence
GRADE 7 GRADE 8 GRADE 9 GRADE 10
Called to Called to Discover Called to Meet Called to Follow
Celebrate Our Our Christian Roots Christ in Christ in True
Catholic Identity Scripture, Church, Freedom
and Mission and Sacraments
First Term ● Scripture and ● God’s Creation ● Introduction to ● Introduction to
Tradition ● The Fall: the New Christian
● Christian Faith Originating Sin Testament and Morality
● Triune God and and Its Gospel ● Freedom
the Creed Consequences Formation ● Conscience
● The Patriarchs: ● Incarnation
Our Models of and Infancy
Faith Narratives
● Concepts of
the Kingdom
of God
Second ● Role of the Holy ● Journeying as ● Public Ministry ● Law
Term Spirit in God’s People: of Jesus ● Christian Virtues
Christian Life Moses and the ● Parables, ● Sin and
● Prayer Exodus Miracles, Reconciliation
● Baptism ● Joshua and the Beatitudes
Judges ● Paschal
● Saul and David Mystery
● Solomon
Third Term ● Eucharist ● The Prophets ● Resurrection ● Human Life
● Confirmation ● Isaiah and the and Pentecost ● Virtue of Chastity
● Living out Our Messianic ● Nature of the ● Truth and Justice
Confirmation Prophecies Church
● Mission of the
Church
Materials
The New American Bible: Revised Edition (NABRE)
Textbook
Grade 7: Called to Celebrate our Catholic Identity and Mission(3rd ed)
by
Sanvictores and Miranda
Grade 8: Called to Discover our Christian Roots(3rded) by Frago and Salvosa III
Grade 9: Called to Meet Christ in Scripture, Church and Sacraments (3rd ed) by
Dango and Frago
Grade 10: Called to Follow Christ in True Freedom (3rd ed) by Miranda20
Assessment Tasks
Formative Tasks: Seatwork, Reflections, Class Participation
Summative Tasks: Quizzes and Alternative Assessments
Computer Education
The AJHS Computer Education Program covers office productivity, website
development, and programming. The program also includes an understanding
of ethical issues involved in the use of the different information and
communications technologies.
Scope and Sequence
GRADE 7 GRADE 8 GRADE 9 GRADE 10
First ● GSuite Apps ● Electronic ● ICT Security ● Introduction to
Term ● Word Spreadsheet: Threats and Programming
Processing: Getting Started Issues ● Sequential
Getting Started with Google ● Creating Programming
with Google Sheets, Websites
Docs Operations, and
Basic Functions
Second ● Word ● Electronic ● Managing ● Conditional
Term Processing: Spreadsheet: Websites Programming
More Tools in Advanced
Google Docs Functions
● Creating
Effective Slide
Presentation:
Getting Started
with Google
Slides
Third ● Creating ● Electronic ● Maintaining a ● Iterative
Term Effective Slide Spreadsheet: Website Programming
Presentation: Advanced
More Tools in Functions and
Google Slides Data Validation
Materials
Grade 7: GSuite Apps: Gmail, Classroom, Chat, Meet, Calendar, Drive, Google
Docs, and Slides
Grade 8: Google Sheets
Grade 9: Google Sites
Grade 10: Small Basic (download the program from -
https://smallbasic-publicwebsite.azurewebsites.net/)
Assessment Tasks21
Formative Tasks: Seatwork or Class Participation
Summative Tasks: Quizzes or Hands-on Tasks
English
The English Subject Area provides students with meaningful experiences to
hone their communicative, creative, and critical thinking skills in the English
language, develop their eloquence and wisdom, and nurture in them a love for
Christ and country, thus moving them to work for social transformation.
Scope and Sequence
GRADE 7 GRADE 8 GRADE 9 GRADE 10
First ● Theme: “Loving ● Theme: “To be ● Theme: “An ● Theme: “I
Term oneself entails resilient is to Atenean does conquer the
accepting one’s find strength in things well for a challenges in
strengths and one’s self amidst relevant my journey”
weaknesses.” adversity.” purpose” ● Writing Task:
● Writing Task: ● Writing Task: ● Writing Task: Comparison-Co
Exposition Descriptive Factual Recount ntrast Essay:
Paragraph of Paragraph (published in a one’s journey
First-Person about a newsletter) and the journey
Narrative character or a ● Speaking Task: of a hero
● Speaking Task: setting of a story share personal ● Speaking Task:
Interpretative ● Speaking Task: experiences informative
Reading of a A one-minute Extemporaneou
First Person Descriptive Vlog s Speech on
Narrative themes related
to going on a
journey
Second ● Theme: ● Theme: “To ● Theme: “An ● Theme: “I am
Term “Belonging to a empower and Atenean seeks responsible for
family makes inspire others to to develop an the
one aware of face their own informed and consequences
one’s obstacles conscientious of my actions.”
responsibility initially require opinion/stance.” ● Writing Task:
towards himself finding the light ● Writing Task: an Cause and
and others.” within one’s insightful Effect Essay
● Writing Task: self.” Descriptive ● Speaking Task:
Conflict ● Writing Task: Paragraph Personal Poem:
Development Comparison-Co ● Speaking Task: Macbeth
Paragraph of ntrast Oral Narration of themes
FPN + Sentence Paragraph a soliloquy from
Outline about an issue Cyrano de
● Speaking Task: present in The Bergerac
Two-way Giver and our
Conversation current society
● Speaking Task:
Two-way
Conversation
Third ● Theme: “Being a ● Theme: “To ● Theme: “An ● Theme: “I strive
Term man for others effect positive Atenean is to be a positive22
challenges one change in the moved to share transforming
to serve his community another’s difference in my
community.” requires burden.” community.”
● Writing Task: allowing one’s ● Writing Task: ● Writing Task:
Personal Factual strength of Informative Persuasive
Recount character and paper Essay using
(cohesion) integrity to ● Speaking Task: appropriate
● Speaking Task: shine through.” Informative expository
Delivery of a ● Writing Task: Speech techniques
Poem Persuasive ● Speaking Task:
Formal Letter Presentation of
addressed to a the Persuasive
school official Essay + Q and A
● Speaking Task:
Individual Oral
Report based on
the persuasive
letter
Materials
Grade 7: Shakespeare Stealer by Gary Blackwood (Novel – hardcopy)
Grade 8: The Giver by Lois Lowry (Novel – hardcopy)
Grade 9: Flowers for Algernon by Daniel Keyes (Abridged – PDF) and Animal
Farm by George Orwell (Novel – hardcopy)
Grade 10: The Odyssey by Homer (Excerpts from Robert Fagles’ translation –
PDF), Macbeth by William Shakespeare Folger’s Edition (Play - E-book), and To
Kill a Mockingbird by Harper Lee (Novel – hardcopy)
Other resource materials: audio or video files with accompanying transcripts or
lecture notes, handouts regarding the student’s lessons
Assessment Tasks
The students will be given a variety of formative assessments to check for
understanding and acquisition of skills such as synchronous and asynchronous
online discussions, quizzes, surveys, and writing tasks. These assessments will
culminate in a major speaking and writing task for the Grading Period.
Filipino
Pagkatapos ng apat na taon sa Asignaturang Filipino, inaasahan ang mag-aaral
na maging Atenistang MABÍSÀ, P
UKÁW, at S
ANGKÓT sa F ILIPINO.
● MABISA--Nakikipagtalastasan siya sa iba’t ibang madlang kasalamuha sa
paraang malinaw, maginhawa sa kausap, nakaaantig, at nakahihikayat ng
paghanga sa Wikang Filipino.
● PUKAW--Inaaako niya ang sariling paglago sa wika at sa pagkilala sa
panitikan at kulturang Filipino. Dinaraanan niya ang proseso ng
pamumuhunan, paglilinang, pagsasakatauhan, at pagsasalipunan.23
● SANGKOT--Naghahanap siya, nangangarap, nag-uunat, at nagpapatupad
ng mga magpapabuti sa kanyang mga kapwa Filipino.
● FILIPINO--Sa dokumentong ito, Wika, Kultura, Bayan at ang mismong Tao
ang mga pagpapakahulugan sa Filipino.
Mga Paksa, Gamit at Gawain
GRADE 7 GRADE 8 GRADE 9 GRADE 10
Alab Siklab Liyab Lagablab
First Term ● Teksto: ● Teksto: Noli Me ● Teksto: El ● Teksto: Florante
Samot-saring Tangere Filibusterismo at
tekstong ● Sulat: Pagsulat at ● Sulat: Sanaysay, Laura--pagtalaka
nagpapakilala ng pagpapaliwanag maikling tugon y sa nilalaman at
Detalyeng ng Tesis (talata), usapin sa akda
Filipino ● Bigkas: pagpapatunay gamit ang mga
● Sulat: Talata Pagpapaliwanag ng tesis Tesis
tungkol sa ng Tesis ● Bigkas: ● Sulat:
pagka-Filipino Paglalahad ng Pagbibigay-opin
● Bigkas: nabuong yon o
pagpapakilala sa kaisipan, komentaryo na
sarili pagpapatunay nakabatay sa
ng pagkiling tesis na kanilang
bubuuin
● Bigkas:
Pagpapaliwanag
ng Tesis na binuo
na siyang
gagamitin para
sa hantungang
papel na
bubuuin
Second ● Teksto: Ibong ● Teksto: ● Teksto: Dulang ● Teksto: Mga
Term Adarna (Unang Kuwentong Filipino Piling Sanaysay
Yugto) Filipino-- ● Sulat: Pagbuo ng tungkol sa mga
● Sulat: Isang babasahin, eksena usaping
saknong na may pakikinggan, (monologo at/o pambayan
sukat, tugma, at panonoorin diyalogo), ● Sulat: Sanaysay
imahen tungkol ● Sulat: maiikling tugon na may tatlong
sa napiling Pagbabalangkas (talata) bahagi (simula,
kaugaliang at pagsulat ng ● Bigkas: katawan, wakas)
Filipino talatang Madamdaming hinggil sa
● Bigkas: nagsasalaysay pagbasa at paksang pinili
Pagpapaliwanag ● Bigkas; pagtanghal ng ● Bigkas:
at sauladong Pagsasalaysay at iskrip Pagpapaliwanag
pagbigkas ng Pagganap gamit ng
sinulat na ang boses usapin/paksang
saknong pinili para sa
isusulat na
sanaysay
Third Term ● Teksto: Anina ng ● Teksto: Personal ● Teksto: Tulang ● Teksto: Dekada
mga Alon na Sanaysay, Filipino 70 (regular)/ Ang
Nagtatampok, Ginto sa Makiling
Paskil sa (Pandangal)24
● Sulat: Talatang Internet, Liham, ● Sulat: ● Sulat: Payak na
naglalahad / Talumpati, Ulat Sariling-likhang papel-pananaliks
nagpapatunay ● Sulat: Pagsulat tula ik
● Bigkas: ng Personal na ● Bigkas: ● Bigkas:
Pagpapatunay Sanaysay Pagbigkas ng Pag-uulat/
ng nahinuha ● Bigkas: tula (babasahin pagtalakay sa
mula sa Pagbabahagi ng at/o saulado) papel-pananaliks
binasang nobela pinagmunihang ik na nabuo
personal na
karanasan
Math
The Mathematics Subject Area aims to be a moving force in Mathematics
Education that serves the Filipino nation by forming problem-solvers through
globally competitive programs. Through the rigors and training of the Math
program--correct application of mathematical concepts, attention to precision,
speed and accuracy, and the use of creative approaches in
problem-solving--students are equipped with the discipline and fundamental
skills that will help them make sound and responsible decisions. It will develop
among students the will to persevere and the desire to extend their
mathematical skills not only for his personal growth, but also for the betterment
of his immediate community.
Scope and Sequence
Regular Program
GRADE 7 GRADE 8 GRADE 9 GRADE 10
First Term ● Set of Real ● Sets ● Linear ● Introduction to
Numbers ● Operation on Equations in 2 Functions
● Introduction to Polynomials Variables ● Operations on
Algebra ● Laws of ● Systems of Functions and
● Problem- Exponents Linear Compositions
solving Equations of Functions
Heuristics ● Statistics ● Graph Analysis
● Radicals ● Linear
Functions
● Quadratic
Functions
● Function
Models
Second ● Building ● Factoring ● Quadratic ● Polynomial
Term Blocks of Techniques Equations Functions
Geometry ● Rational in one variable ● Sequence
● Triangles and Algebraic and two Functions and
● Quadrilaterals Expressions variables Series
● Perimeter, ● Properties of ● Rational Functions25
Area, Volume Angles, Equations ● Measures of
Triangles, ● Radical Dispersion/
Parallel Lines Equations Variability, and
and Position
Quadrilaterals
●
Third ● Percent ● Cartesian ● Special Right ● Combinatorics
Term ● Speed Plane Triangles ● Probability
● Rate ● ● Triangle ● Circles
● Statistical ● Graphing Congruence
Diagrams Linear and Flowchart
Equations in 2 Proof
Variables ● Triangle
● Slope of a Line Similarity
● Trigonometric
Ratios
Advanced Program
Grade 8 Grade 9 Grade 10
First ● Sets ● Radicals ● Functions
Term ● Laws of exponents ● Special Right ● Evaluation of
● Operations on Triangles Functions
Polynomials ● Triangle Congruence ● Operations on
● First-degree ● Proving using Functions
Equations in One Congruent Triangles ● Graph Analysis
variable ● Linear Functions
● First-degree ● Quadratic Functions
Inequalities in One
Variable
Second ● Factoring ● Quadratic Equations ● Piecewise Functions
Term ● Rational Algebraic and Inequalities and modeling
Expressions ● Rational Equations ● Transformations of the
● Polygon Properties and Inequalities graphs of Functions
● Parallelogram and ● Radical Equations ● Polynomial Functions
Quadrilateral ● Similar Triangles ● Combinatorics
Properties ● Fundamental
● Pythagorean Theorem Counting Principle
and its Converse ● Permutation
● Combination
Third ● Literal Equations ● Quadratic Functions ● Probability - Simple
Term ● Linear Equations in 2 ● Trigonometric Ratios and
Variables ● Laws of Sine and ● Compound
● Linear Inequalities in 2 Cosine ● Circles
Variables ● Measures of
● Systems of Linear Dispersion
Equations ● Measures of Position
● Measures of Central
Tendency26 Materials Grade 7 Textbook: New Syllabus Mathematics Textbook and New Syllabus Mathematics Workbook Materials: Math Graphing Notebook (8.5 by 11), 100 sheets and Ruler Grade 8 Textbook: Elementary Algebra by Oracion and Oracion (regular program); New Syllabus Mathematics 8 (advanced program) Materials: Math graphing notebook (81/2 x 11) 100 leaves, A4 paper, Basic / Scientific calculator, Ruler, Whiteboard with Marker and Eraser Grade 9 Textbook: I ntermediate Algebra by Oracion and Oracion (regular and advanced programs) Statistics Workbook (regular program only) Materials: Math Graphing notebook (8 ½ x 11), 100 leaves, Intermediate pad (size 1), Scientific calculator, Ruler (regular and advanced programs); Highlighter pen, Whiteboard with Marker and Eraser, and Compass (advanced program only) Grade 10 Textbook: Advanced Algebra and Trigonometry by Carmela C. Oracion (regular program); Online Worksheets (advanced program) Materials: Math Graphing notebook (8 ½ x 11), Scientific calculator, Whiteboard with Marker and Eraser (regular and advanced programs); Intermediate Pad (Size 1), Graphing Paper, Ruler, and Compass (regular program only) Assessment Tasks Grade 7: Worksheets, Speed Games, Google Quizzes, Reflections, Problem-solving Tasks, Performance Tasks Grade 8 Regular Program: Cerebry output, Reflection, Worksheets / Book Exercises (individual photo output), Summary Notes, Alternative Assessment (group), Authentic Assessment (group with peer evaluation), Participation (asynchronous and synchronous) Grade 8 Advanced Program: Photo Outputs, Google Form Quizzes, Problem Sets, Performance Task, Learning Portfolio Grade 9 Regular Program: Offline exercises, Online exercises (i.e. Cerebry), Reflection/Journal Writing, Summary Notes, Participation (asynchronous and synchronous), Performance Tasks / Investigation Activities (group with peer evaluation), e-Portfolio Grade 9 Advanced Program: Photo Output of Written Work, Video Output or Live Presentation of Solutions to Problem Sets (individual or collaborative), Recitation
27 Grade 10 Regular Program: Authentic Assessments (alternative & project-type), Video Outputs (individual and group), Photo Outputs and/or Written Work (individual and group), Online Assessments, Live Reporting and Recitation (individual and group), Summary Notes Grade 10 Advanced Program: Photo output, Google Form Quizzes, Quizziz, Recitation, Performance Tasks Music The Music Subject Area envisions a graduate who possesses holistic aesthetic sensibility, critical and creative thinking to have a deeper understanding of the music around him that will enable him to influence and impact others to appreciate and develop a love for both local and international works of music. The Music program is based on the Kodály Concept, a philosophy of Music Education advocated by the Hungarian composer, Zoltán Kodály. It aims to develop a love for music supported by understanding and knowledge of basic musical skills including reading and writing. The method is child-developmental, experiential and highly-sequential and looks on singing and instrumental playing as the basis of learning.
28
Scope and Sequence
GRADE 7 GRADE 8 GRADE 9 GRADE 10
Philippine Music Asian Music Western Music World Music
First Term ● Levels of ● Music of ● Ancient Greek ● African Music
Listening Indonesia Music ● Rhythm
● Kodály Tools In ● Major Scales ● Medieval Era Patterns Review
Music Literacy ● Scalar Degrees ● Major and Minor ● Syncopation
● Anacrusis ● Introduction to 3rd Intervals and
● Classification of Harmonic ● Composition Improvisation
Musical Functions ● African-
Instruments ● (syn-co-pa) American Music
● Indigenous Genre
Musical ● Harmonization
Instruments of Composition ● Jazz Music
Luzon and
Mindanao
Second ● Pre-Spanish ● Music of ● Renaissance Era ● Latin-American
Term Song Types Thailand ● Baroque Era Music
● Musical symbols ● Major Scales ● Rhythmic (tai-ti) ● Minor and
● Solmization ● Harmonic and melodic Harmonic scales
with Letter Functions dictation (M3, (inversions)
Names and ● Root Position m3) ● Mexican culture
Keyboard Triads
playing
Third ● Forms ● Music of India ● Classical Era ● Musicology
Term ● Melodic ● Major Scales ● Romantic Era ● Music as a
Properties (Bb) ● Rhythmic Social Product
● Minor Scales (syn-co-pa) and ● Music Research
(Am) melodic - different
● Triadic dictation genres
Inversions (M2,m2, P4)
Materials
Piano App
Music Writing Sheet
Video Capture Device
Assessment Tasks
Formative Tasks: Homework, Performance and Written Quizzes
Summative Tasks: Performance Test
Physical Education
The Physical Education Subject Area aims to develop essential motor skills that
will enable students to perform various physical activities and deal with the
daily demands of real life, as they seek to become men for others and
contribute to nation building. M ens sana in corpore sano.29
Scope and Sequence
GRADE 7 GRADE 8 GRADE 9 GRADE 10
First ● Introduction to ● Strength & ● Introduction to ● Modes of
Term Strength & Conditioning Modes of Training
Conditioning through Life Training
Skills
Second ● Core Exercises ● Core Exercises ● Strengthening ● Strengthening
Term and Plyometrics and Plyometrics Exercises Exercises
Third ● Sports Related ● Sports Related ● Sports Related ● Sports Related
Term Exercises Exercises Exercises Exercises
Materials
Proper Sports Attire
● T-shirt, shorts/jogging pants
● Rubber Shoes with socks
● No accessories (bracelets, necklaces, etc., except for sports or medical
purposes) to limit injuries and other harmful incidents
Fitness Activity Tools
● Dumbbells/Improvised Free weights (plastic water or soda bottles)
● Rubber mat
Assessment Tasks
Student participation is essential to the program. Structured observations will
be considered in grading the students’
● Enthusiasm in performing the task given by the teacher
● Individual skill test
● Reflection paper or Training program
● Collaboration with group mates in achieving specific team goals
Science
The Science Subject Area aims to form Christ-centered young men of
Competence, Conscience, Compassion, and Commitment, who are critical and
collaborative problem solvers, responsible stewards of the environment,
innovative, creative and reflective thinkers, informed decision makers, effective
communicators, committed nation builders of the country, and active players in
the affairs of the Asia-Pacific region, for the greater glory of God.30
Scope and Sequence
GRADE 7 GRADE 8 GRADE 9 GRADE 10
Integrated Science Biology Chemistry Physics
First Term ● Key Concepts of ● The Study of ● The Study of ● The Study of
Nature of Biology, Chemistry Physics
Science Bioethics ● Scientific Inquiry ● Scientific Inquiry
● Science and ● Tools and ● SGDs and ● Electricity
Technology Techniques of Research ● Waves and
● Scientific Biologists Project 1 Sound
Attitudes and ● Chemical Basis ● Measurements ● Optics
Young Filipino of Life ● Mole ● Research
Scientists ● Scientific Inquiry ● Matter Module
● Research
Project 1
Second ● Science Process ● Research ● Research ● Measurement
Term Skills Project 2 Project 2 and Quantities
● Physical ● The Cell ● Atomic ● Horizontal
Quantities of Structure Motion
Matter ● Electronic ● Vertical Motion
● SI Units and Structure ● Projectile
Scientific ● The Periodic Motion
Notations Table ● Research
● Mole and Module
Percent
Composition
● Research
Project 3
Third ● Derived ● Research ● Chemical ● Forces and
Term Quantities of Project 3 Bonding Newton’s Laws
Matter ● Respiratory ● Variety of ● Turning Effect of
● Conversion and System Carbon Forces
Problem Solving ● Circulatory Compounds ● Impulse and
of Fundamental System ● Chemical Momentum
and Derived Reactions ● Work, Power,
Quantities Using ● Gases Energy
Dimensional ● Solutions, Acids ● Thermodynamic
Analysis (GRESA) and Bases, s
● Matter Energy ● Research
● Research Module
Project 4
Materials
Grade 7
Textbook: Science and Technology 7 by Crisostomo, Rabago, et. al.
Materials: ruler (Orions), simple calculator, size 1 pad paper, A4 paper, ⅛
illustration board with plastic cover or small whiteboard, whiteboard marker,
whiteboard eraser/rag
Grade 8
Textbook: Biology Matters GCE ‘O’ Level (2nd ed.) by Kwan and Lam31 Materials: ruler, simple laser pointer, simple calculator Grade 9 Textbook: Chemistry Matters G CE ‘O’Level (2nd ed.) by Toon, Tan Yin, et. al. (regular program); Modern Chemistry b y Sarquis and Sarquis (advanced program) Materials: ruler, scientific calculator, graphing paper, ⅛ illustration board with plastic cover or small whiteboard, whiteboard marker, whiteboard eraser/rag, Periodic Table of Elements (pdf copy to be provided by teacher) Grade 10 Pdf copy of Conceptual Physics by Crowell (http://www.lightandmatter.com/cp/index.html) and handouts Materials: ruler, protractor, scientific calculator, simple laser pointer Assessment Tasks A variety of assessment tasks will be assigned to the students. Some of these tasks may be used for coaching or feedback purposes (formative) and others may be used for grading purposes (summative). Formative tasks: These may range from a simple participation in their Google Classroom discussion boards to answering pages in their textbook and assigned worksheets as homework. Summative tasks: These may be given in the form of quizzes having multiple choice types of questions and open ended types of questions to check on the students’ understanding of concepts as well as authentic assessment tasks designed to assess the students’ ability to apply standard-driven knowledge and skills to real-world challenges. Other Assessment Tasks: Laboratory Requirements Depending on the lesson, the students may be asked to perform lab activities or experiments using simulations or common materials found at home. Output for these experiments and activities may be in the form of laboratory performance, filled out activity sheets, and formal and/or informal laboratory reports. Research Projects The Science Research (SciRes) Program of the Ateneo Junior High School is a four-year student-centered, developmental, integrative, bridging program that aims to inculcate a research culture among the students. This includes the honing of basic research skills, appreciation of the role of research in problem solving, designing and testing innovative solutions to the local and global
32 challenges of sustainability, and using effective strategies to communicate their ideas to the public. Advanced Programs The Ateneo de Manila Junior High School recognizes the individual’s unique talents and needs in the various areas of study. For this reason, special courses for capable students are offered through the Advanced Programs in Grades 8 to 10. These programs aim to foster an environment of excellence by maximizing the potential of students with exceptional skills in the areas of English, Filipino, Mathematics, and S cience, and, prepare them for more specialized tracks and courses in the higher levels (i.e. Senior High School and College). Students who belong to these programs are “pulled-out” from the regular classes to join the advanced track classes. These classes cover a greater number of topics and apply a higher standard in developing content knowledge and skills compared to the regular program. There are additional lessons per week, more activities, and more challenging individual and group requirements and assessments in the said programs. C. Grading System In the true spirit of magis, Ateneans are called to continuously strive for academic excellence not for the sake of grades per se, but rather, as a means towards service and becoming a positive transforming difference in society.
33
Purpose of Marks
Marks serve as indicators of a student’s academic performance relative to the
standards set by the school. They reflect a student’s progress in a subject and
represent the degree to which students acquire target knowledge, skills, and
attitudes at the end of each grading period. They are also used as a basis for
promotion to the next level.
With the shift to online learning this school year, academic marks are simplified
to focus on evidence of learning rather than to give an exact measure of
student performance. Therefore, students will receive non-numerical or
qualitative academic marks that reflect their degree of acquisition and
application of target learning outcomes in each subject area.
Furthermore, there will be no formal examinations this school year. Instead,
subject areas will design various assessment tasks that focus on the application
of knowledge and skills to real-life situations.
Report cards will likewise be adjusted to determine student advancement to
the next grade level.
Qualitative Academic Marks
Student appraisal will be guided by the indicators listed below:
Level General Descriptors
EE ● Strong evidence of acquisition and application
(Exceeds of target learning outcomes
Expectations) ● Quality of work exceeds set standards
ME ● Sufficient evidence of acquisition and
(Meets Expectations) application of target learning outcomes
● Quality of work meets set standards
BE ● Insufficient evidence of acquisition and
(Below Expectations) application of target learning outcomes
● Quality of work is below set standards
Computation of Marks
The table below is used to compute for the term mark and final mark in each
subject area.34
Qualitative Mark Numerical Range Median
(for Term Mark) (for Final Mark)
EE (Exceeds 87 - 100 93.5
Expectations)
ME (Meets Expectations) 75 - 86 80.5
BE (Below Expectations) 60 - 74 67
Term Mark
The term mark is composed of the aggregation of scores in the various
assessment tasks, each weighted relative to the importance of the learning
outcomes being assessed.
TERM MARK (TM) = Σ(ATn * Wn)
● AT (Assessment Tasks): various assessment task score-percentages in
each subject area
● W (Weight): corresponding weight assigned to each assessment task
Only the qualitative mark corresponding to the computed term mark will
appear in the report card.
Final Mark
The final mark is determined from the average of the term marks, using the
median of the corresponding qualitative mark.
(T M 1 + T M 2 + T M 3)
FINAL MARK (FM) = 3
In computing for the final mark, the median is used, instead of the computed
term mark, in order to emphasize the quality of learning rather than the exact
numerical measure of student performance.
Only the qualitative mark corresponding to the computed final mark will
appear in the report card.
Grading Policy for Missed Assessments
If a student is unable to complete an assessment task due to valid reasons, he
will be allowed to accomplish the said assessment task within a reasonable
timeframe to be determined by the teacher.
If the student is still unable to complete the requirement after the set deadline,
the student will receive an INC (incomplete) mark in that particular subject for
the term. This policy applies to assessment tasks that correspond to at least 10%35
of the term mark. Non-submission of assessments may have an implication on
the student’s promotion to the next level.
This non-submission of requirement may have an implication on the student’s
promotion to the next level.
Subject Area Effort and Conduct Marks
Effort Mark
The school values the student’s a ttitude towards school work. As such, effort
mark is given in each subject area as an indicator of how serious and diligent a
student is in his studies, based on the following criteria:
● Exhibits care and promptness in doing schoolwork
● Participates actively in synchronous and asynchronous activities
● Makes notable contributions during group activities
The student is given a mark of O ( Outstanding) if he meets all three criteria, S
(Satisfactory) if he meets at least two of the criteria, and NI (Needs
Improvement) i f he meets only one or none of the criteria.
Subject Area Conduct Mark
The school expects its students to manifest self-discipline to a very high degree,
even online. Hence, conduct mark is given in each subject area as an indicator
of the student’s online behavior, based on the following criteria:
● Demonstrates respect in any form of online communication or interaction
● Uses online tools responsibly
● Exhibits integrity and honesty in submission of requirements
The student is given a mark of A i f he meets all three criteria, B i f he meets at
least two of the criteria, and C
i f he meets only one or none of the criteria.36 D. Honors and Awards While honors and awards are not the “be all and end all” of learning, the school places importance on recognizing students who do very well in school. Furthermore, the school believes that this recognition could serve as a source of motivation among students in striving for academic excellence. However, since there are a number of factors that could affect student performance during these unprecedented times, a simplified version of honors and awards will be employed this school year. The following are the awards that will be given during each grading period and during the end of the school year respectively: Subject Area Term Badges This is given to a student with a grade of EE (Exceeds Expectations) in a specific subject during the term. He should have no conduct mark lower than B in any subject during the term. Subject Area Merit Award This is given to a student with a grade of EE (Exceeds Expectations) in a specific subject for all terms. He should have no conduct mark lower than B in any subject for all terms. Note: Details regarding Closing Ceremony Awards will be released during the school year.
37
E. Promotion and Non-Promotion
A student is promoted to the next grade level if he has no final mark below ME
(Meets Expectations).
A student is not promoted to the next grade level if:
● He has one or more Final Mark of BE (Below Expectations) at the end of
the year;
● He was required to take the Summer Remedial Program but failed to
attend it;
● He was required to take the Summer Remedial Program but failed to
meet the required grade in the program.
F. Some Tips for First-Time Flyers in the AteneoBlueCloud
Hello, first time flyers! And welcome to your first adventure in the
AteneoBlueCloud. It’s a fascinating place with lots of things to do and discover.
But as in all adventures, you could get lost or run into some problems IF you
don’t know what to do. So here’s a rundown of things to remember from our
more experienced fliers. Heed them well!
Know your position. Most of the aches and pains of online learning are the
result of poor posture! So sit up straight! But how do you do that? Here’s a
checklist for you to follow:
Position your monitor/screen so that the top ⅓ aligns horizontally with your
eyes.
● Place your keyboard and mouse where your hands naturally fall on the
desk. Don’t reach for your tools. Place them nearer.
● Vertically align your head, heart, and hips WITHOUT having to recline on a
backrest. Drum stools, piano benches, and classical guitar chairs don’t
have backrests precisely to encourage proper posture.You can also read
