Introduction
As a Benedictine monastery, the Abbey of Our Lady of Montserrat is committed to the task of witnessing to Christ鈥檚 presence in the world through prayer, work, and common life. The monastery aims to help in strengthening the spirit of prayer in the Church and to witness the value of community life. While its primary activity is prayer, it places itself at the service of the Church and the Philippine society by responding to the need for Christian education. The apostolate of a Benedictine monastery is an extension of its prayer and common life, and therefore partakes of the character of a praying community.
Academic Description of the Learning Areas
Christian Living
The Christian Living area provides opportunities to help the students develop a sense of personal relationship with God as He unfolds the wonders of His creation in their day-today existence. It emphasizes prayer, worship, liturgy, church doctrines and community building. It upholds the Benedictine hallmarks and teachings of Ora et Labora, peace and community life.
Filipino
Nakapokus ang asignaturang Filipino sa paglinang ng iba鈥檛 ibang aspetong kasanayang pangkomunikasyon ng mga mag-aaral sa wikang Filipino. Ang mga aralin at gawain ay nakatuon sa pagsusulong ng pambansang pagkakaisa, pagpapaunlad ng mga kapakipakinabang na saloobin at pagpapahalaga at pagmamalaki sa mga likas na pamana ng lahi tulad ng panitikan, kultura at tradisyong sumasalamin sa pagkakakilanlan ng isang tunay na Pilipino.
English
The English curriculum presents a repertoire of literary masterpieces, communicative grammar, language competency, research, information technology and interactive communication. These features enable the 21st century learners to enhance their critical thinking, creativity, compassion and love for God鈥檚 creations as they fully develop and establish the necessary listening, speaking, reading, writing and viewing skills.
Approaches employed in the English subject are performance task-based, integrative, interdisciplinary and collaborative with activities that enhance multiple intelligences, heightened societal and environment consciousness, cultural heritage and living out the school vision-mission goals and objectives and hallmarks of Benedictine Education.
Mathematics
The Mathematics area helps the students in the mastery of computational and procedural skills, understanding of the concepts and problem solving skills. The learning activities provide the students the opportunity to think critically and apply new ways in solving real life problems.
Social Studies
The Social Studies curriculum offerings are geared toward the mastery of key concepts of geography, history and culture, economics, government and civics at different levels. It helps the students become aware of their national identity and make them become more aware of their rights and responsibilities to others and to the Society. Furthermore, it helps the students acquire skills in map reading, analyzing spatial organizations of people, places and environment, critical thinking, problem solving, decision making and responsible participation towards national identity and unity, and total development.
Science and Technology
The Science Curriculum emphasizes the need for a balance between the acquisition of science knowledge, skills and attitudes. In addition, as and when the topics lend themselves, the technological applications, social implications and the value aspects of science are also considered. It also emphasizes the broad coverage of fundamental concepts in the natural and physical world. The concept matrices/unit plans provide the guiding principles for the suggested teaching approaches, key performance tasks and evaluation methods.
GICP (Growth In Christian Personhood Program)
This is the group guidance class provided by the Office of the Guidance Services to deepen the personal formation of the students. This is part of the curriculum, being a component of MAPEH. There is a definite class schedule for the counselors to regularly meet their classes. Separate course of study for the different grade/year levels are provided and periodically updated and enriched. The GICP classes take care primarily of the emotional-psychological development of the individual student. The program is developmental and formational in nature. Tips on effective study, time management, and the importance of academic performance of the students are also discussed in class. Moreover, career education is integrated in the lessons. The GICP program is an excellent venue for the counselor to establish closer rapport which is essential in a student-counselor relationship and serve as springboard for individual/group counseling.
Music
The Music area helps the students develop the love for music. The activities contribute to the emotional, social, cultural, and spiritual development and enhance the student鈥檚 appreciation to different genre of music. The students are given opportunities to develop their musical skills by joining in the different musical organizations and participating in concerts or other musical presentations.
Technology and Livelihood Education
The T.L.E. curriculum develops learners to acquire 21st century skills and prepares them for higher education, middle-level skills development, employment, and entrepreneurship. It also enables students to become globally competitive in the field of Industrial Arts, Home Economics, Agriculture, Information and Communications Technology (ICT) and Social Entrepreneurship.
Computer Education
The Computer Education challenges the students to become globally competitive through the use of Technology in understanding and gathering information from different sources in a borderless environment.
Mandarin Language
The Mandarin provides the skill and opportunities to communicate through a foreign language. This is offered to pupils from Kinder, Grades 1 to 6.
Art Education
The Art Education develops the students the appreciation and love of aesthetic values and the skills in self-expression and knowledge of our cultural heritage. The varied activities encourage creative expressions of the students and to interpret the beauty of the things around them.
I. Pre-Kinder / Kinder Level
The SBC Basic Education Department Elementary level follows the curriculum prescribed by the Department of Education. The curriculum is over and above the DepEd requirements, with the inclusion of the school鈥檚 vision-mission, philosophy, goals, objectives and the ten hallmarks of Benedictine education. In line with the implementation of the K to 12 Program, the new curriculum of the school offers a more balanced approach to learning that will equip students with the 21st century skills and essential competencies for lifelong learning. The learning areas in each level are as follows:
A. Pre-Kinder / Kinder Level Learning Areas
Pre-Kinder and Kinder program is composed of the following:
1. Practical Life Skills Program
This is offered so that every child under our care learns the skills for daily practical living which include:
鈥 Preliminary Exercises
鈥 Care of the Self
鈥 Care of the Environment
鈥 Movement Exercises
鈥 Grace & Social Skills Activities
2. Circle Time
Pre-Kinder and Kinder activities are organized during 鈥淐ircle Time鈥. These are times for pupils to express themselves in games, songs鈥tc and also the time when they would sit and improve on their listening skill.
鈥 Story telling
鈥 Nursery rhymes singing
鈥 Poetry reading and
鈥 News sharing
3. English/ Filipino (Literacy Block)
4. Mathematics/ Christian Living (Work Time)
5. Music, Art and P.E (Discovery Time)
II. Elementary Level
A. Elementary Level Academic Policies
1. The rules and regulations of the School as stated in the Student Manual are intended to enhance the life of the 我要吃瓜n as he/she relates and interacts with the members of the school community.
2. The enrolment of a pupil in the Basic Education Department is taken as an expression of willingness on his/her part, and consequently of his/her parents and/or guardians, to abide by all rules and regulations of the school. Thus, the pupil and his/her parents and/or guardians are committed to the strict observance of the same.
3. The School reserves the right to admit, re-admit, refuse or dismiss a pupil on the basis of his/her academic and/or conduct performance and attendance.
4. The School asserts itself in the exercise of its role "in special parental authority". This means that the school undertakes the formation of its pupils in the expression of parental care and concern.
5. Pupils, either as individuals or as a group, must not use the name of the school, nor the seal of the College, without official authorization.
6. Pupils may be called out of the classrooms by means of the Call Slip. Only the following administrators issue the Call Slip:
a. Principal
b. Vice Principal / Prefect of Academic Affairs
c. Prefect of Student Affairs
d. Assistant Prefect of Student Affairs
e. Assistant Prefect of Student Activities
f. Guidance Head
7. As a Catholic school, with Religious Formation as the core of the curriculum, the School requires that students attend and participate actively in liturgical and spiritual exercises scheduled during the academic year.
8. The school prohibits the use of cellphones during class hours. The school is not held liable for the loss of the said device.
9. Parents/guardians and other persons like grandparents, uncles, aunts, maids, houseboys, yayas are not allowed to stay inside the school campus during class hours. When parents come to see the school officials, they should pass through the security check points at the main gate and main lobby. They will sign their name in the logbook. Security personnel detained in these locations will direct them to the offices. Parents and visitors are not allowed to go to the classroom. They should proceed to the Office of the Prefect of Student Affairs if they wish to talk to a teacher.
10. Responsible 我要吃瓜n pupils are required to bring the necessary materials needed in school everyday. The school strictly prohibits the practice of bringing the things left at home by the parent, guardian or any member of the family.
B. Elementary Level Learning Areas
Grade 1 & 2 Learning Areas
鈥 Christian Living Education
鈥 English (Reading and Language)
鈥 Mathematics
鈥 Filipino
鈥 Araling Panlipunan
鈥 Physical Education
鈥 Art/ Music
鈥 Mandarin
Grade 3 to 6 Learning Areas
鈥 Christian Living Education
鈥 English (Reading and Language)
鈥 Mathematics
鈥 Filipino
鈥 Science and Health
鈥 Social Studies
鈥 MAPEH (Music, Art and Physical Education Health)
鈥 Technology & Livelihood Education
鈥 Mandarin
III. Secondary Level
A. Secondary Level Academic Policies
The SBC Basic Education Department Secondary Level unit follows the curriculum prescribed by the Department of Education. The curriculum is over and above the DepEd requirements, with the inclusion of the school鈥檚 vision-mission, philosophy, goals, objectives and the Benedictine Hallmarks. In line with the implementation of the Enhanced K to 12 Program, the new curriculum of the school offers a more balanced approach to learning that will equip students with the 21st century skills and essential competencies for lifelong learning. The subjects in each level are as follows:
B. Secondary Level Learning Areas
Grade 7 Subjects
鈥 Christian Living Education(Salvation History)
鈥 English (Composition and Grammar, Philippine
鈥 Literature, Speech and Reading)
鈥 Filipino (Wika at Iba鈥檛ibang Genre ngPanitikan)
鈥 Social Studies (Philippine History and Government)
鈥 Science and Technology
鈥 Mathematics
鈥 Technology and Livelihood Education (Computer Education, Touch Typing and Home Economics: Clothing and Textile)
鈥 MAPEH(Music, Physical Education)
鈥 GICP (Growth in Christian Personhood)
Grade 8 Subjects
鈥 Christian Living Education (New Testament/Christology)
鈥 English (Composition and Grammar, Afro-Asian
鈥 Literature, Speech and Reading)
鈥 Filipino (Wika,Iba鈥檛ibangGenre ngPanitikan at Florante at Laura)
鈥 Social Studies (Asian Civilization)
鈥 Science and Technology
鈥 Mathematics
鈥 Technology and Livelihood Education (Computer Education and Home)
鈥 Economics: Culinary Arts)
鈥 MAPEH (Music, Physical Education)
鈥 GICP (Growth in Christian Personhood)
Grade 9 Subjects
鈥 Christian Living Education(Christian Morality)
鈥 English (Composition and Grammar, British and American Literature, Speech and Reading)
鈥 Filipino (Wika,Panitikan at Noli Me Tangere)
鈥 Social Studies (World History)
鈥 Science and Technology
鈥 Mathematics (Geometry)
鈥 Technology and Livelihood Education (Computer Education: Robotics and Industrial Arts: Woodworking, Textile Printing, Automotive, and Electricity)
鈥 MAPEH( Music,Physical Education)
鈥 GICP (Growth in Christian Personhood)
Grade 10 Subjects
鈥 Christian Living Education(Social Responsibility)
鈥 English (Composition and Grammar, World
鈥 Literature, Speech and Reading)
鈥 Filipino (Wika,Panitikan at El Filibusterismo)
鈥 Social Studies (Economics)
鈥 Science and Technology (Physics)
鈥 Mathematics (Advanced Algebra and Trigonometry)
鈥 Technology and Livelihood Education (Computer Programming and Home Economics: Entrepreneurship)
鈥 MAPEH (Music,Physical Education
鈥 GICP (Growth in Christian Personhood)
鈥 CAT (Citizen Advancement Training) Electives
鈥 Bookkeeping and Social Entrepreneurship
鈥 Journalism and Argumentation & Debate
鈥 Scientific Research
鈥 Drafting Technology
In Grades 11 and 12,the student can choose from any of the three tracks that will lead to specializations in Academics, Technical-Vocational and Sports & Arts. These subjects which are prescribed by the Department of Education prepare the students for the tertiary level. Furthermore, the course offerings are designed to facilitate the development of the learner鈥檚 total personhood in line with the school鈥檚 vision-mission statement, philosophy and objectives.
The Secondary Level constantly reviews its curricular offerings in order to provide the students with the subjects that interest them which are relevant to the prevailing conditions and needs of society. Furthermore, the enhanced Secondary Level curriculum, in line with the K to 12 Program offers a more balanced approach to learning that will equip students with the 21st century skills and essential competencies for lifelong learning.
The Secondary Level Department concerns itself not only with the conscious preparation of the students for college or tertiary level but also with the selection of the course they intend to pursue. A comprehensive differentiated curriculum in Grade 10, the Career Streaming Program has been designed for this purpose. The elective subjects depend on the Career Streaming Program classification of the students to supplement the
Program classification of the students to supplement the school,s goal in forming 我要吃瓜ns for life GICP is Growth in Christian Personhood subject that helps in the internalization of the Benedictine ideals/hallmarks and total formation of the students.The subject focuses on the physical, mental, emotional, social and psychological aspects of adolescents鈥 growth and development.
