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.”

1. 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.”

2. 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

3. · 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

4. 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.

5. 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.

6. 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.

7. .” 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

8. “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.

9. 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

10. 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

11. 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

12. (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

13. (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

14. (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

15. 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

16. 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.

17. 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.

18. 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.

19. 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

20. 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

21. 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?”

22.  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.

23. 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.

24. 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,

25. 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.

26. High School Curriculum / Subject List
Subject Description Minutes
First Year
Filipino 1 Wika, Ibong Adarna 40
Araling Panlipunan 1 Kasaysayan ng Pilipinas at
Pamahalaan
40
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.
Literature
80
Homeroom
. Total 460

27. Second Year
Filipino 2 Wika, Florante at Laura 40
Araling Panlipunan 2 Kasaysayan ng Asya 40
Religion/Values
40
Education 2
Technology & Home
Economics 2
Home Economics & General
Shop
80
Science & Technology 2 Biology & Technology 80
Mathematics 2 Elementary Algebra, Geometry &
Statistics
60
PEHM 2 PE, Health & Music 40
English 2 Grammar & Composition, Afro-
Asian Literature
80
Homeroom
Total 460

28. Third Year
Filipino 3 Wika, Noli Me Tangere 40
Araling Panlipunan 3 Economics 40
Religion/Values
40
Education 3
Technology & Home
Economics 3
Digital Electronics, Computer
Software / Application &
Practical Electriity
80
Science & Technology 3 Chemistry & Technology 80
Mathematics 3 Advance Algebra, Geometry &
Statistics
60
PEHM 3 PE, Health & Music 40
English 3 Grammar & Composition,
American
80
Homeroom
Elective – Trigonometry
. Total 460

29. Fourth Year
Filipino 4 Wika, EL Filibusterismo 40
Araling Panlipunan 4 World Historty 40
Religion/Values
40
Education 4
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,
American
60
Homeroom
. Total 480

30. 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

31. 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.

32. 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.

33. 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.

34. 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.

35. 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.

36. 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;

37. 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

38. 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

39. 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.

40. 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.

41. 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.

42. 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

43. 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.

44. 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.

45. 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.

46. 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.

47. 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.

48. 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.

49. MGC HIGH
Proposal 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 intentionally
designed 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 for
Submitted to: Ms. Cecilia Bulaon
Prof of: Curriculum Development
leadership and citizenship.
March 26, 2012
[Prepared by: Mari Grace Castro]