The MGC HIGH in Curricular Engagement will both:

a) expand and deepen service-learning and

related academic initiatives and scholarship

b) establish a national leader in the field. That will cultivate curricular

engagement as an area of distinctive focus for MGC HIGH (at both

the undergraduate and graduate levels, for both students and faculty,

and in communities from local to international). It will help to fulfill

the emerging institutional vision of MGC HIGH as “the cutting edge

science technology university that engages students in the world now.”

The proposed Center will be:

· integral to the academic mission of the university

· led by experienced faculty/staff and students

· housed in the Office of the Provost and integrated in work with:

(a) Extension, Engagement, and Economic Development,

(b) the Division of Student Affairs and

· charged to build the capacity of the school community to integrate

teaching, learning, and scholarship with engagement through service-

learning and related academic initiatives

· positioned at the leading edge of state, national, and international

efforts to advance civically-engaged teaching, learning, and

scholarship

And it will have the capacity to:

· take strong models of curricular engagement to scale on this

campus, such that students and faculty from all disciplines would

have multiple opportunities for participation, leadership, and

scholarship

· leverage campus and state/national collaborations so that each

benefits the other

· establish and maintain long-term, sustainable, mutually-

transformative partnerships across campus and

between campus and community

· expand into new, relevant programming arenas (such as Research

Service-Learning)

· connect systematically with related comprehensive initiatives on

campus (such as Inquiry-Guided Learning, General Education,

graduate education, international education, assessment, distance

learning, LITRE, Undergraduate Research, and engagement)

· collaborate with faculty/staff, students, community members, and

programs engaged in related forms of experiential, community-based

teaching, learning, and scholarship, thereby helping to strengthen

such efforts and generating new models for effective curricular

engagement across a range of venues (e.g.,internships,

undergraduate research, honors/scholars programs, living/learning

communities, etc.)

· garner substantial external funding in supportof the teaching, learning, and scholarship activities associated with curricular engagement.

CORE VALUES

MGC HIGH Makers embody the following core values:

Integrity—Wave-Makers are honest and ethical in their words and

actions.

Resilience—Through hard work and perseverance, Wave-Makers do

not let anything get in the way of their success.

Self-Determination—Wave-Makers are agents of change with the

power to define themselves and control their destiny.

Investment in the Future—Wave-Makers show commitment and

dedication to their long-term goals by being reflective and acting with

foresight.

Scholarship—Wave-Makers are life-long learners who aspire to – and

achieve – academic excellence.

Critical Consciousness—Wave-Makers use their intellect and critical

thinking skills to make healthy choices and to effect positive changes

in their lives.

Responsibility—Wave-Makers are accountable for their decisions and

actions and their impact on self and community.

Dignity and Respect—Wave-Makers respect themselves and others

and honor their heritage. They believe each person is valuable.

Community—Wave-Makers practice what it takes to recycle their

successes by helping others. They readily share their talents and are

supportive of each other.

Justice—Wave-Making requires active participation in the ongoing

struggle for social equality.

Peace—Wave-Makers resolve conflicts with compassion and help

others do the same.

A. Introduction

As a research-extensive university in the land-grant

tradition, MGC HIGH has a unique mission to support

the learning, well-being, and quality of life of the

citizens of Philippines. The Commission on the Future of

the Philippine Education articulated the 21st century

goal of becoming “one of the nation’s best universities

by

integrating teaching, research, and service in order to

better serve the citizens and communities of the

Philippines.

.” A systematic, comprehensive approach to curricular

engagement can contribute in innovative and powerful

ways toward this vision.

Many service-learning programs across the country are conceptually

and organizationally defined as components of multi-focused

initiatives—housed alongside, for example, community service,

leadership education, and/or community-based work study. Several

units on this campus are engaged in work that is similar to, overlaps,

or is connected with service-learning, thus raising the question of the

envisioned Center’s niche and scope. It is extremely important that the

Center have strong connections with related units across the entire

campus and that it function as a capacity-building unit in support of

the full range of activities related to curricular engagement. A narrow

focus on service-learning per se would limit the unit’s ability to

collaborate with and facilitate the work of related initiatives, which

may have elements in common with service-learning but may not

closely identify with the language of

“service-learning.” An all-encompassing focus on civic

engagement in general would duplicate or intrude upon the work of

related units and would not effectively capitalize on the particular

strengths and emerging national reputation of the Center’s precursor,

the Service-Learning Program.

Proposal Development Process

This Proposal in academic as part of the transition

of the Service-Learning Program from within the Faculty

Center for

Teaching and Learning (“Envisioning the Future of

Service-Learning”) drew on previous thinking regarding

service-learning on this campus, updated it with new

insights and priorities, and extended it with input from

select individuals on and off campus (including

students, faculty, administrators, representatives from

related programs on campus, national engagement

scholars.

Scope, housing, and primary goals of the

envisioned Center

This Proposal for MGC HIGH is positioned in the

context of a continuum of possibilities regarding the

scope of the unit, ranging from a narrowly-defined

emphasis on service-learning to a broadly-defined, all-

encompassing emphasis on civic engagement in

general. The title of the Center has been carefully

selected to represent the unit’s optimal scope between

these two extremes, as it came to be conceptualized

through the campus-wide visioning process. MGC HIGH

will be unique: focusing solely—and substantially—on

curricular engagement (service-learning and associated

academic initiatives and scholarship) in the context of a research

extensive, land-grant institution. The establishment and growth of

MGC HIGH are of paramount importance in our efforts to achieve the

goal of becoming the nation’s premiere engaged land-grant institution.

It has been said that teaching and learning must be at the center of the

engaged suggesting that curricular engagement is

central to enacting our commitment to engagement. Our students have

articulated their own sense of the importance of this work in various

ways, including at the Symposium on the

Engaged Campus.

“We have to keep striving, not only towards fulfilling the hope that all

students will become active citizens, but the intention that they will be

active citizens: that they will be engaged while they are here on our

campus, that they will be committed to changing their own lives and

the lives of those around them, both now and in the future.”

As a matter of practice, the curriculum in the Philippines

is revised every ten years, but the rapid rate of change

in education and the fast obsolescence of knowledge

necessitate a continual revisiting and updating of the

curriculum to make it

responsive to emerging changes in the needs of the

learner and the society. Thus, the refinement of the

curriculum remains to be a work in progress.

Aside from the issue of relevance, the refinement of the

secondary education curriculum was guided by the

need, as articulated in the Education for All Plan 2015,

to streamline its content in order to improve student

mastery and contribute to the attainment of functional

literacy. This became a primary consideration in the

design of the curriculum and the formulation of

standards and the essential understandings from which

the content of the curriculum was derived.

Initial feedback from the teachers has been useful in

further improving the design of the curriculum. What

has evolved from the try-out is a core curriculum that

builds on and retains the principles of the 2002 BEC

(constructivism, integrative teaching) and integrates

the richness of the special curricular programs

(Arts, Sports, Engineering and Science Education

Program, Journalism, Technical-Vocational Program, and

Foreign Language). The latter shall be offered in schools

as special interest areas which children can pursue

among many other career options in livelihood

education.

B. Legal Bases

The 2010 Secondary Education Curriculum is created in

accordance with the following legal bases:

1.Batas Pambansa Bilang 232 (Education Act of

1982). This act provides for the establishment and

maintenance of an integrated system of education.

“The educational system aim to provide for a broad

general education that will assist each individuals in the

peculiar ecology of his own society, to

(a) attain his potentials as a human being;

(b) enhance the range and quality of individual and

group participation in the basic functions of society; and

(c) acquire the essential educational foundation of his

development into a productive and versatile citizen

(Sec.4 Par. 1).”

2.The 1987 Constitution. It provides the basic state

policies on education, both formal and non-formal.

“The State shall protect and promote the right of all

citizens to quality education at all levels and shall take

appropriate steps to make such education accessible to

all

(Article XIV, Section 1).” “The State shall establish,

maintain, and support a complete, adequate and

integrated system of education relevant to the needs of

the people and society

(Article XIV, Section 2 (1)) “The State shall encourage

non-formal, informal, and indigenous learning systems,

as well as self-learning, independent, and out-of-school

study programs particularly those that respond to

community needs

(Article XIV, Section 2 (4)). “The school shall inculcate

patriotism and nationalism, foster love of humanity,

respect for human rights, appreciation of the role of

national heroes in the historical development of the

country, teach the rights and duties of citizenship,

strengthen ethical and spiritual values, develop moral

character and personal discipline, encourage critical

and creative thinking, broaden scientific and

technological knowledge, and promote vocational

efficiency

(Article XIV, Section 3 (2)).” 3.Republic Act Number

9155 (The Governance of Basic Education Act of 2001).

It provides the general goal of basic education is to

develop the Filipino learners by providing them basic

competencies in literacy and

numeracy, critical thinking and learning skills, and

desirable values to become caring, self-reliant,

productive, socially aware, patriotic and responsible

citizens.

C. Curriculum Content

The 2010 Secondary Education Curriculum still

patterned the content of the curriculum to the 2002

Restructured Basic Education Curriculum. It still

includes the five major learning areas:

1.English

2.Filipino

3.Science

4.Mathematics

5.Makabayan

a.Araling Panlipunan

b.Technology and Livelihood Education

c.Music, Arts, Physical Education and Health

d.Edukasyon sa Pagpapahalaga

The Values Education (VE) is integrated throughout the

different learning areas.

D. Mathematics Curriculum Framework

The goal of basic education is functional literacy for all.

In line with this goal, the learner in Mathematics should

demonstrate the following core competencies: problem

solving, communicating mathematically, reasoning

mathematically and making connections and

representations.

The macro skills critical to these four competencies are

computational skills and comprehension, application to

real life, creative and critical thinking and visual

imagery.

These competencies and skills are expected to be

developed using approaches such as practical

work/outdoor activities, mathematical

investigations/games and puzzles, and the use of ICT

and integration with other disciplines. Values inherent in

Mathematics such as accuracy, patience, honesty,

objectivity, creativity and hard work are developed

integratively in the teaching-learning process. The

theories underpinning these approaches are

Experiential Learning of David Kolb, Constructivism and

Cooperative Learning.

E. General Standards in Mathematics

Program Standard: The learner demonstrates

understanding of key concepts and principles of

mathematics as applied in problem solving,

communicating, reasoning, making connections,

representations, and decisions in real life.

First Year. The learner demonstrates understanding of

key concepts and principles of number and number

sense as applied to measuring, estimating, graphing,

solving equations and inequalities,   communicating

mathematically and solving problems in real life.

Second Year. The learner demonstrates understanding

of key concepts and principles of number sense and

patterns in solving equations,   generalizing

relationships and solving problems in real life.

Third Year. The learner demonstrates understanding

of key concepts and principles of number sense, shapes

and sizes and their applications to solving real life

problems involving geometric relationships.

Fourth Year. The learner demonstrates understanding

of key concepts and principles of number sense,

patterns and functions, data analysis and uses them in

solving problems in real life.

F. Competencies in Math

The following are the topics to be covered for

Mathematics under this curriculum:

First Year: 

Real Number System Measurements Scientific Notation Algebraic Expressions First Degree Equations and Inequalities in One Variable Rational Algebraic Expressions Linear Equations and Inequalities in Two Variables Systems of Linear Equations and Inequalities in Two

Variables

Second Year:

Special Products and Factors Quadratic Equations Equations Involving Rational Expressions Expressions With Rational Exponents Radical Expressions and Equations Variations Sequences and Series

 

Third Year: 

Geometry of Shape and Size Geometric Relations Writing Proofs Perpendicular Lines and Parallel Lines Triangle Congruence Inequalities in a Triangle Quadrilaterals Similarity Circles Plane Coordinate Geometry

Fourth Year:

Relations and Functions Linear Functions Quadratic Functions Polynomial Functions Exponential and Logarithmic Functions Circular Functions Trigonometric Identities and Equations Counting Techniques and Probability Measures of Central Tendency and Variability

 

G. Strategies and Techniques

The refinement of the curriculum followed the

Understanding by Design (UbD) model developed by Jay

McTighe and Grant Wiggins.

The Secondary Education Curriculum is composed of

three stages:

Stage 1: Results/Desired Outcomes, which define what

students should be able to know and do at the end of

the program, course, or unit of study; generally

expressed in terms of overall goals, and specifically

defined in terms of content and performance standards.

Content standards, which specify the essential

knowledge (includes the most important and enduring

ideas, issues, principles and concepts from the

disciplines), skills and habits of mind that should be

taught and learned. They answer the question, “What

should students know and be able to do?”

Performance standards, which express the degree or

quality of proficiency that students are expected to

demonstrate in relation to the content standards. They

answer the question, “How well must students do their

work?” or “At what level of performance would the

student be appropriately qualified or certified?”

Essential Understandings, which are the big and

enduring ideas at the heart of the discipline and which

we want the children to remember even long after they

leave school.

Essential Questions, which are open-ended,

provocative questions that spark thinking and further

inquiry into the essential meanings and understandings.

Curriculum Objectives, which are expressed in terms

of knowledge and skills that teachers can use as guide

in formulating their own classroom objectives.

Stage 2: Assessment, which defines acceptable

evidence of student’s attainment of desired results;

determines authentic performance tasks that the

student is expected to do to demonstrate the desired

understandings; and defines the criteria against which

the student’s performances or products shall be judged.

Products and Performances, which are the evidence of

students’ learning and a demonstration of their

conceptual understanding, and content and skill

acquisition.

 Stage 3: Learning Plan, which details the instructional

activities that students will go through to attain the

standards.

Instructional Activities, which are aligned with the

standards and are   designed to promote attainment of

desired results.

H. The Features of 2010 Secondary Education

Curriculum

The 2010 Secondary Education Curriculum has the

following strengths/ advantages:

1. It focuses on essential understandings.

2. It sets high expectations (standards-based)

expressed in terms of what students should know

and the quality of the skills that they are expected to

demonstrate as evidence of learning.

3. It is rich and challenging as it provides a

personalized approach to developing the students’

multiple intelligences.

4. It develops readiness and passion for work and

lifelong learning

What is being envisaged is that the core curriculum

shall be implemented with special curricular programs:

special program in the arts (SPA), special program in

sports (SPS), special program in journalism (SPJ), special

program in foreign language,

special science/math (S&T), technical-vocational

program (tech-voc) being offered on the side, to

develop the students’ multiple intelligences.

I. Conclusion

“Nothing is constant except CHANGE.” As long as we

continue to live, we must be able to adapt and respond

to the ever dynamic changes in this world. Our

education system, as one of the integral part of our

survival, is never exempted. Educators and curriculum

developers must always consider newest trends and

news, and always put into primary consideration the

ever increasing needs and demands of the students.

High School Curriculum / Subject List Subject Description Minutes First Year Filipino 1 Wika, Ibong Adarna 40 Araling Panlipunan 1 Kasaysayan ng Pilipinas at

Pamahalaan40

Religion/Values Education 1

. 40

Technology & Home Economics 1

Home Economics & General Shop 80

Science & Technology 1 Physical & Biological Science 80 Mathematics 1 Introduction to Algebra,

Geometry, Statistics & Business Math

60

PEHM 1 PE, Health & Music 40 English 1 Grammar & Composition, Phil.

Literature80

Homeroom

. Total 460

Second Year Filipino 2 Wika, Florante at Laura 40 Araling Panlipunan 2 Kasaysayan ng Asya 40 Religion/Values Education 2

40

Technology & Home Economics 2

Home Economics & General Shop 80

Science & Technology 2 Biology & Technology 80 Mathematics 2 Elementary Algebra, Geometry & 60

Statistics PEHM 2 PE, Health & Music 40 English 2 Grammar & Composition, Afro-

Asian Literature80

Homeroom

Total 460

Third Year

Filipino 3 Wika, Noli Me Tangere 40 Araling Panlipunan 3 Economics 40 Religion/Values Education 3

40

Technology & Home Economics 3

Digital Electronics, Computer Software / Application & Practical Electriity

80

Science & Technology 3 Chemistry & Technology 80 Mathematics 3 Advance Algebra, Geometry &

Statistics60

PEHM 3 PE, Health & Music 40 English 3 Grammar & Composition,

American80

Homeroom Elective – Trigonometry

. Total 460

Fourth Year Filipino 4 Wika, EL Filibusterismo 40 Araling Panlipunan 4 World Historty 40 Religion/Values Education 4

40

Technology & Home Economics 4

Basic Programming & Computer Accounting

80

Science & Technology 4 Physics 80

Mathematics 4 Advance Algebra, Trigo & Statistics

60

Mathematics 4 Analytic Geometry & Intro to Calculus

40

PEHM 4 / CAT PE, Health & Music 40 English 4 Grammar & Composition,

American60

Homeroom

. Total 480

ENGLISH OFFERINGS

English 1 - Grammar & Composition, Phil. Literature

This course is the first of a four-series program

designed to develop and enhance the communication

ability in English of high school students. This covers

the basics of English, the parts of speech and their

effective use in sentences towards fluency, appropriacy,

acceptability and accuracy of both oral and written

communication.

English 2 - Grammar & Composition, Afro-Asian

Literature

This comes in four units: Unit One, on preparing to

learn; Unit Two, on towards fluency; Unit Three on

towards appropriacy and acceptability; and Unit Four,

on towards accuracy. Preparing to learn is a unit

anchored on the theme of valuing our past through

readings giving values of the past and on self-

conditioning lessons focused or commitment of oneself

to learning through habitual studying, listening, and

reading and

making use of the radio, television and movies in

learning. Added is a review of past lessons on sentence

recognition, subject, predicate, basic patterns and

meaning; agreement of subject and verb, verb forms

and tenses , and parts of speech.Towards fluency is a

unit anchored on the theme of coping with the present

through readings giving insights on possible problems in

life and on pronunciation, spelling and vocabulary

lessons.

Towards appropriacy and acceptability is a unit

anchored on the spirit of brotherhood and peace carried

out through readings, reflective of the said spirit and

through exercises on intonation, denotation,

connotation, in letter writing, introducing and

interviewing people, and telephone

conversation .Towards accuracy is a unit that works on

instilling in the student’s consciousness to work for a

better future through readings that give lessons on

speaking and writing effective phrases, clauses,

sentences and paragraphs.

English 3 - Grammar & Composition, Afro-Asian

Literature

This presents lessons preparatory to the students

learning tasks like those on learning and acquiring

fluency, appropriacy, acceptability and accuracy in

English communication. The preparatory lessons are a

number of essays motivating the students to realize the

meaning and importance of studying and coping with

crises in life. Also included are preparatory lessons on

appreciating and understanding poems, short stories

and dramas for its literal and symbolic meanings that

can be of good lessons in life.

The lessons on the learning and acquiring of fluency are

centered on poetry, covering oral reading of, reporting

on, and discussing selected poems and stories. Learning

and acquiring of accuracy are about sentence

expansion, transformation, reporting and writing.

English 4 - World Literature, Grammar & Speech

1. Preparing to Learn prepares the student for his study

tasks by giving lessons on the use of punctuations, on

the mechanics of writing, on outlining, and on preparing

a research paper.

2. Towards appropriacy and acceptability is geared

towards oral and written argumentation.

3. Towards Accuracy gives lessons on effective

expository writing.

SCIENCE AND TECHNOLOGY OFFERINGS

Science and Technology 1 - General Science

Science and Technology I (General Science) studies the

principles of Chemistry, Physics and Biological as well

as the Earth Sciences.

It serves to provide all freshman students with a

beginning knowledge of the physical and biological

sciences and to offer some insights on how scientific

knowledge is acquired. The course starts with an

introduction of the scientific method followed by a

discussion and manipulation of simple laboratory

apparatuses and its operations. The chemical aspects of

matter is discussed lengthily which makes an ideal

starting point for the study of Science. An introduction

to Physics is discussed in the succeeding topics with

special emphasis on the concept of motion, force,

energy and work. A basic knowledge of the relationship

of man with his physical environment is discussed in the

last units.

The learning units and activities presented allow

students to understand what Science is through actual

experiments and other related experiences, thus

developing a respect for teamwork and the dignity of

manual work.

Highlighted in the course are the technological

applications of science at home and in the community.

The value formation is acquired through the integration

of values in the Science lessons as well as through the

use of modules.

Science and Technology 2 – Biology

The course is designed to develop in each student an

interest in biological science by learning about living

organisms and how they can apply this knowledge to

common life situations. The course also describes

technological developments, exposing students to new

and exciting discoveries that have made ways of doing

things better and more efficient. The content is updated

and focuses on biological issues like environmental

science, genetics and technological innovations. It also

deals with impact of biotechnology in the students’

lives.

Science and Technology 3 - Chemistry

This is a two unit subject that makes use of the

descriptive and experiential approach of instruction

through lectures-discussion, research, projects,

experimentation, trips. The course offers opportunities

for students to develop skills in qualifying and

quantifying data, performing and designing simple

experiments and explaining scientific concepts. More

important, students develop analytical and critical

thinking in everyday life.

The Chemistry subject includes, kinetic-molecular

theory and the three states of matter; atomic structure

and the periodic table; chemical formulas and

equations; the nature of chemical reactions including

acid-base reactions, oxidation-reduction reactions and

ionic reactions; energy changes accompanying

chemical reactions, chemical equilibria and reaction

rates;

solution phenomena; electro-chemistry, nuclear

chemistry and radioactivity; physical and chemical

properties of more familiar metals, transition elements

and non-metals and of their more familiar compounds;

and, carbon and its compounds.

Science and Technology 4 - Physics

Since Physics is the science of energy, the course

covers the different forms of energy; Mechanical Energy

under Mechanics, Heat or Thermal Energy, Light Energy

and Sound, Electrical Energy and Nuclear Energy.

MATHEMATICS OFFERINGS

Mathematics I - Algebra, Geometry and Consumer

Math

Mathematics II - Algebra, Geometry and Statistics

Mathematics III - Advance Algebra, Geometry and

Statistics

Mathematics IV - Advance Algebra, Statistics and

Trigonometry

Math Elective - Analytic Geometry & Introduction to

Calculus

The school prepares the students for engineering,

computer and technical courses hence the department

offers math subjects for one hour daily. Our math

subjects expose the students to three different skills:

the conceptual skill, computation, and application skills.

They are provided with varied problem solving activities

to develop their analytical and critical thinking.

Enrichment lessons are also provided especially in

higher Math subjects. The degree of difficulty of the

lesson varies as one goes from one level to another.

TECHNOLOGY AND HOME ECONOMICS OFFERINGS

Technology and Home Economics 1 - Home

Economics and General Shop

The primary aim of this course is to equip the students

with basic knowledge and skills, proper attitudes, and

values towards work. Thus, the aim of this course is not

to train the students for immediate employment but

prepare him for work thus much effort is place on the

practical aspects such as making projects emphasizing

ways to economize on materials, time, and effort.

Technology and Home Economics is intended to provide

classroom and laboratory experiences that will enable

the students to gain understanding of and acquire

competencies in various economic activities as they

relate to Home Economics, Agricultural Arts, and

Industrial Arts. Home Economics covers Food Planning

and Preparation and Baking Level I. Agricultural Arts

deals with Backyard Gardening while Industrial Arts

includes Basic Electricity and Drafting.

Technology and Home Economics 2 - Home

Economics and General Shop

Home Economics covers food and nutrition and culinary

arts. Agricultural Arts deals with animal production.

Industrial Arts includes woodworking electronics and

metal works.

Technology and Home Economics 3 - Digital

Electronics, Computer Software Application & Practical

Electricity

This course includes an overview of the computer

information systems. It introduces the background of

the computer hardware, software procedures and

systems, human resources and their application in

various segments of the community. Furthermore,

digital electronics is being integrated which includes

basic logic gates, combination of these gates, counter

and the actual making of projects.

The MS-Windows 95 software will be used to facilitate

the learning process and to develop the knowledge and

skills in creating various features and characteristics in

word processing and the integration of graphics to it.

Likewise, the digital electronics is discussed and applied

to emphasize the significance between software and

hardware system.

Technology and Home Economics 4 - Basic

Programming & Computer Accounting

Bookkeeping/Accounting is a tool which can enable the

user to record, classify, summarize and interpret money

matters specifically in the field of business. In line with

the advancement of technology, it is best to equip the

students with the knowledge of bookkeeping with

application to computers using spreadsheet analysis of

MS-Excel Program. A basic knowledge in data

management will also be introduced using dBase III

Plus. The course will enable students to further

understand the other two areas of MS-Excel Programs

such as database management and business graphics.

FILIPINO OFFERINGS

FILIPINO 1 - 4

Filipino 1 - Wika, Ibong Adarna

Filipino 2 - Wika, Florante at Laura

Filipino 3 - Wika, Noli Me Tangere

Filipino 4 - Wika, El Filibusterismo

Sa kabuuan, ang kursong Filipino I-IV sa mataas na

paaralan, sa pamamagitan ng mga araling pangwika at

pampanitikan ay naglalayong mabisang malinang ang

mga kaalaman at kasanayang pangkomunikatibo ng

mga mag-aaral, at mahasa ang kanilang kakayahan sa

pagbasa, pakikinig, pagsasalita, at pagsusulat. Bilang

pag-alinsunod sa mga makabagong kalakarang

pangwika at sa bagong kurikulum sa Filipino

isinasaalang-alang din ang pagbibigay-diin sa mga

pagpapahalagang Pilipino tulad ng mga katangiang

moral at ispiritwal, sosyal, pulitikal, at iba pang aspekto

ng pamanang kulturang iniwan sa atin ng lumang

kabihasnan upang maiangkop ang

mga ito sa makabagong takbo ng buhay. Pinag-uukulan

din ng pansin ang paglinang sa kakayahan ng mga

mag-aaral sa pagbibigay-kuro, paggawa ng tala,

pakikipanayam, pagsulat ng mga liham, pagsunod sa

mga panuto, panimulang pag-aaral at pag-unawa sa

pagsasaling-wika at pananaliksik at iba pang

makatutulong sa paghubog ng diwa at kaisipang maka-

Filipino.

Inaasahang, sa pamamagitan ng paglinang ng mga

kaisipang napapaloob sa mga araling pang-wika at

pampanitikan, magkakaroon ng kaganapan ang

pangunahing layunin ng edukasyon para sa mga

kabataan, at matatamo ang isang uri ng mapaglaya,

demokratiko, at makabayang edukasyon tungo sa

matibay na sandigan para sa pambansang kaunlaran.

SOCIAL STUDIES OFFERINGS

Social Studies 1 - Philippine History and Government

Courses in Social Studies use English as the medium of

instruction.

In the first year level, the history of the Philippines, from

the ancient times to the present is studied.

The approach is integrated with other sciences and is

thematic in its contents.

Social Studies 2 - Asian History

Interesting and analytical discussion of the different

topics in Asian History is given emphasis. Topics include

history, civilization, government, religion, arts,

education, geography, wars and empires of Asian

countries.It considers new information and relevant

historical facts in the discussion of issues and current

events that have affected Asia in the past and recent

years. 

Social Studies 3 – Economics 

The basic principles and concepts of economics, and the

importance of the knowledge of economics to the

nation are taught. Related and interesting issues

affecting our nation and the world are analyzed.

Values regarding awareness about the state of our

environment and natural resources, socio-economic

problems, good housekeeping and the like are

integrated.

Social Studies 4 - World History

The course presents an updated account of world

history from ancient and medieval periods down to

contemporary times. It includes the early beginnings of

human civilization. Historical facts and concepts are

taught in thematic units rather than in the traditional

chronological approach.

RELIGION OFFERINGS

Religion I - IV

The Religion Program, as the core of the High School

Curriculum is committed to the formation of every

student into a mature human person through a deeper

understanding of God in his daily Christian life.

The course seeks to make students aware of God’s

purpose of salvation. It upholds man’s dignity as a

person created in the image and likeness of God.

The gift of faith man receives through the sacraments

of Baptism unites him with the Father through Jesus

Christ in the Holy Spirit. Man is sanctified by the Holy

Spirit to share in the mission of Christ as active

members of the Christian community, the church.

PEHM OFFERINGS

Physical Education, Health & Music I – IV

Physical Education (PE) I - IV covers activities that

would give an all around physical development of the

students through various games., individual & team

sports, dances, etc.

Health I deals with the physiological and biological

changes in this stage of their life and teaches them how

to cope with these and how to adjust to the changing

environment.

Health II deals about the different sicknesses, common

ailments and their prevention.

Health III gives emphasis not only on the physical

health but on the mental and emotional aspects of

one’s growth.

Health IV covers personality development including

the acquisition of knowledge about sex, population

education and community health.

Music I - IV 

It deals with the various aspects of music education, the

development of the appreciation for music,

development of the love for Kundiman and othe

classical songs as well. It also involves training to

enhance student's talent in singing and vocalization and

note reading

Remedial Classes:

Remedial classes are offered by the department as part

of the academic assistance program of the Colegio to

students. This program aims to help failing students and

slow learners cope with the basic requirements of the

academic program. Remedial classes are held during

Saturdays and after regular class hours. Attendance of

students to this program is strictly on a voluntary basis.

MGC HIGHProposal to Establish the “Center for Excellence in

Curricular Engagement”

“Curricular engagement” refers to teaching, learning, and scholarship that engages faculty, students,and community members in mutually-beneficial and respectful collaboration and that is intentionallydesigned to address community-identified issues, generate (through the use of critical reflection)academic and civic learning as well as personal growth, facilitate collaborative knowledge generation,and enhance individual and collective capacity for learning, critical thinking, and scholarship and forleadership and citizenship.