Commonwealth High School and Mary the Queen College of Quezon City Laboratory School: A Comparison

 

Commonwealth High School and Mary the Queen College of   Quezon City Laboratory School: A Comparison

Prepared by:

Janette O. Cabrera

Raymark D. Llagas

March 2014

History of the Schools

Commonwealth High School

        Commonwealth High School (CHS) is a duly recognized national secondary school of the Division of City Schools, Quezon City. Since 1986, it has served at least four barangays, providing equal opportunities to quality education to each clientele.

        Its colorful history began on July 14, 1986 when the first and only secondary school in Barangay Commonwealth was inaugurated. It was a dream-come- true for the members of Sama-sama, a non-government organization based in Commonwealth and Fr. Joel Tabora, then Parish priest of KristongHari Chapel. Classes were held in improvised rooms or cubicles in the chapel with a student population of over 800.

        As enrolment continued to dramatically rise, finding a new site for San Francisco High School-Commonwealth Annex (as it was then called) had become the quest for Ms. Flor Sandoval, the first head teacher-in-charge, Fr. Tabora, and the Sama-sama Organization. Then, on June 20, 1991, SFHS-Commonwealth Annex was finally granted its wish and was moved to a 1.7 hectare lot located along Ecols St., Commonwealth, Quezon Cit. During the term of Dr. Josefina T. Perlado, then principal, through her initiative, the school gained independence from its mother school and finally named COMMONWEALTH HIGH SCHOOL.

        Presently, Commonwealth High School is being run by Dr. Sally B. Barcelona. In less than two years, since serving as principal of CHS, Dr. Barcelona has spearheaded a number of “improvement programs”. Foremost of these, is the development of the state-of the art electronic systems to facilitate research and monitoring, including the computer-based Student Tracking System, e-library, and faculty scanner. To date, the school has seen a number of changes and improvements in terms of physical facilities. It boasts a four –story Mathay Building, a three- storey Simon Building, and a two-storey SEDP Building. The old building was dismantled to give way to another four-story Sonny Belmonte Building. Another construction is also being undertaken for a new Susano covered court in addition to the Liban covered court.

        With the exception of the new four-storey building, CHS has a total of 140 classrooms. It also houses Science Laboratory, TEDP Laboratory, main and e-library, guidance office, clinic, administrative office, TLE practice house, property room, computer laboratories and faculty rooms.

Mary the Queen College of Quezon City

Mary the Queen College of Science and Technology envisions as prime producer of skilled and trained professionals in the fields of science and technology by providing a quality education that will equip them to complete globally.

As an institute inspired with the Marian beliefs and teachings, we aspire to live - up with the examples and virtues of the Blessed Virgin and mold our students to become a responsible Christians with desirable values;
As an institute of higher learning we endeavor to develop competent and well-rounded individuals through effective transfer of knowledge.

It was started last 2003 by Mr. Elias Cipriano, the president of the school. The first course offered here is caregiving but it was declined due to itos loss of popularity and government recognitions. But later on, we are going larger and recognized by the three educational institutions like Commission on Higher Education for the tertiary courses, Technical Education and Skills Development Authority for the technical and vocational courses, and also Department of Education for our Basic Education Department. As of now, we are offering complete pre-elementary, elementary, junior high school, vocational and technical courses and our four year courses like education, business, health-allied, engineering. criminology, and computer.

Administration

In Commonwealth High School, the administration is duly governed by the Division of City School, Quezon City. Formerly it was headed by a Head Teacher-in-charge in 1986, under the direct supervision of the Schools Division Superintendent.  As the school gained its independence from its mother school, San Francisco High School in 1995, a regular Principal is given the direct administrator of the schools direction, guidance and implementation of its goal, plan and direction.

        Every administrator has its own School Improvement Plan that aims to focus the direction of the school system as to the facilities, curriculum development, learning environment, and staff and teachers development.  Given the teaching experience that I have in this school, through the years it has gained uncounted recognition from different sectors from its significant movement to improve the total performance though our students are not that excellent performers compared to other public High Schools in Quezon City. Some of the improvements that we have is well disciplined students, committed staff and teachers, well improved facilities like the Forest Park, and the well-organized centers: Guidance, Clinic, e-Library, Research Center for teachers and students. As the school move forward, I expect more developments may come as the Principal-administrator is well focused on governing the school system for better development of its students, teachers, staff and parents.

        In Mary the Queen College of Quezon City Laboratory School, we manage by our Vice President for Academic Affairs and also our Principal, Ms. Corazon R. Lacar. She obtain her bachelor’s degree in Don Mariano State University in a course of Bachelor in Elementary School. Also, continuing her masters and doctorate degree in University of Sto. Tomas. She became a head teacher, master teacher and principal of some prominent schools. Her skills in administrations equipped her to become a good educational manager. Proper time management, self-discipline diligence coupled with hard work and perseverance is her strategies applied that brought her in what she have now. Also, maintaining good social and academic relationship with fellows, students, friends and faculty members are her strategies. As a principal of the school, she academically manage the students by observing carefully their learning behaviors, capabilities and skills. Apply the latest learning technologies in instruction and management of teachers. Update the curriculum and provide trainings that will bring the students potentials and enhance their knowledge and skills. She secure the curriculum by adapting it to the needs and interests of the students, designing it for the level where students are in. She let the teachers and staff be knowledgeable to the curriculum to be able to sustain the academic needs of the students. She also provide sufficient and updated materials to increase learning. 

        The principal must show camaraderie towards their employees. She show it by respecting their characters and behavior. Assessing the learning and teaching skills to provide empowerment in our chosen career and tasks.

        To promote quality education, she provide some activities that are social and academically relevant like literary awareness, subject enhancement through seminars both for the teachers and students. Joining our school to different competitions. Showing performance and product output within and outside the school premises. Also, providing reflective and interactive activities like retreats, immersions, extended community service etc.

The Enhanced Basic Education Curriculum and Basic Education Curriculum: Comparison

In Basic Education Curriculum, the objective of elementary and secondary education, serve as the official learning goals of basic education. This prepares the learners for college and world of work. The curriculum provides knowledge and develop the skills, attitudes and values essential for personal development.  The purpose to eradicate illiteracy and raise the level of functional literacy of the population, to think critically and act creatively for personal, community and national development.  Greater emphasis on helping every learner to become more successful reader. Every teacher is a values education teacher. Emphasis on the use of effective strategies for the development of critical and creative thinking skills.

The subjects are: Filipino, English, Math Science (Science and Health for Elem.), Science and Technology for Secondary. The Experiential Area: Makabayan, Araling Panlipunan, MAPEH (Music, Arts, P.E. and Health), TLE, Edukasyong Pagpapahalaga.

The medium of instruction shall be as follows: For Elementary, Filipino shall be used in the following areas: Filipino, Makabayan. English shall be used in the following learning areas: English, Science and Mathematics.

        In Secondary, English: Mathematics, Science and Technology, English, TLE Filipino: Edukasyong Pagpapahalaga, Araling Panlipunan and Filipino.

        The ideal Filipino learners are empowered learners: who are competent in learning how to learn and have life skills so that they become developed who are Makabayan, Makatao, Makakalikasan and MakaDiyos. The ideal teacher in the curriculum is not the authoritarian instructor but the trustworthy facilitator or manager of the learning process. She enables the learners to become the active constructors of meaning and not passive recipients of information. The ideal teaching learning process is interactive where the learners, the teachers, instructional materials and information technology interact with one another reciprocally.

The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship.

Important Features

1.   Strengthening Early Childhood Education( Universal Education)

At 5 years old, children start schooling and are given the means to slowly adjust to formal education. Children who complete a standards- based Kindergarten program are better prepared, for primary education. The early years of a human being, from 0 to 6 years, are the most critical period when the brain grows at least 60-70 percent of adult size. In Kindergarten, Pupils learn the alphabet, numbers, shapes, and colors through games, songs and dances.

2.   Making the curriculum relevant to Learners ( Contextualization and Enhancement)

Activities, songs, poems, stories, and illustrations are based on local culture, history, and reality. This makes the lessons relevant to the learners and easy to understand. Students acquire in-depth knowledge, skills, values, and attitudes through continuity and consistency across all levels and subjects.

3.   Pupils are able to learn best through their first language. Aside from Mother Tongue, English and Filipino are taught as subjects starting Grade 1, with a focus on oral fluency. From Grades 4 to 6, English and Filipino are gradually introduced as languages of instruction. Both will become primary languages of instruction in Junior High School and Senior High School.

4.   Ensuring Integrated and Seamless Learning (Spiral Progression)

Subjects are taught from the simplest concepts to more complicated through grade levels in spiral progression. As early as elementary, students gain knowledge in areas such as Biology, Geometry, Earth Science, Chemistry and Algebra.

5.   Gearing up for the Future

Senior High School is two years of specialized upper secondary education; students may choose a specialization based on aptitude, interests, and school capacity. The choice of career track will define the content of the subjects a student will take in Grades 11 and 12. SHS subjects fall under either the Core Curriculum or specific Tracks.

There are seven Learning Areas under the Core Curriculum. These are Languages, Literature, Communication, Mathematics, Philosophy, Natural Sciences, and Social Sciences. Current content from some General Education subjects are embedded in the SHS curriculum.

The Specific Curriculum

        These are the specific curriculum of two educational program.

Filipino

In Grade 7 and Grade 8, enhances the communicative skills, critical thinking, and literary appreciation by means of technology, texts, and regional and national literary pieces to promote our own culture, and also the regional culture.

In Third year to fourth year, this tool subject focuses becomes Filipino sa Iskolarling Pakikipagtalastasan. It integrates interdisciplinary vocabulary and topics as content the development of academic language proficiency through the use of journalistic, literary, politico-economic, referential and procedural texts in Filipino.

English

English is the one of the learning areas that develop the learner’s confidence and ability in using the language for effective communication and critical thinking in the real world. The basic tool subject develops these macro skills; listening, speaking, reading, writing, and thinking in English.

Science

In Grade 7, Learners distinguish mixtures from substances through semi-guided investigations. They realize the importance of fair testing when doing investigations. After studying how organ systems work together in plants and animals in the lower grades, learners can use a microscope when observing very small organisms and structures. They recognize that living things are organized into different levels: cells, tissues, organs, organ systems, and organisms. These organisms comprise populations and communities which interact with nonliving things in ecosystems.

Learners can describe the motion of objects in terms of distance and speed and represent this in tables, graphs, charts, and equations. They can describe how various forms of energy travel through different media. Learners describe what makes up the Philippines as a whole and the resources found in the archipelago. They can explain the occurrence of breezes, monsoons, and ITCZ and how these weather systems affect people. They explain why the seasons change and demonstrate how eclipses occur.

In Grade 8, Learners have investigated the effects of some factors on the motion of an object based on the Laws of Motion. They can differentiate the concept of work as used in science and in layman’s language. They know the factors that affect the transfer of energy such as temperature difference and the type (solid, liquid, or gas) of the medium. Learners can explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters. They recognize other members of the solar system.

Learners explain the behavior of matter in terms of the particles it is made of. They recognize that ingredients in food and medical products are made up of these particles and are absorbed by the body in the form of ions. Learners recognize reproduction as a process of cell division resulting in growth of organisms. They have dealt deeper into the process of digestion studied in the lower grades giving emphasis on proper nutrition for overall wellness. They can participate in activities that protect and conserve economically important species used for food.

In the Third Year, learners focus on Chemistry, which deals with the properties and chemical behavior or matter, atomic structure, chemical changes, and technology affecting the environment and society.

In Fourth Year, the graduating students have the option to take up either Physics or Advance Chemistry.

The learners need more time to do pre-laboratory and to conduct simple investigatory project outside of the structured laboratory settings. Thus, the one-hour allotment shall be the teacher-student contact time for structural learning in the classroom and the laboratory.

Mathematics

In Grade 7, The learner demonstrates understanding of key concepts and principles of number sense, measurement, algebra, geometry, probability and statistics as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decisions in real life.

In Grade 8, The learner demonstrates understanding of key concepts and principles of algebra, geometry, probability and statistics as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions in real life.

In Third Year, learners take up Geometry, which deals with the practical application of systematic understanding of shape and size, geometric relations, triangle congruence, properties of quadrilateral, similarity, circles, and plane coordinate geometry.

In Fourth Year, the graduating students have the option to take up either Business Mathematics and Statistics, or Trigonometry and Advance Algebra.

Araling Panlipunan

In Grade 7, enhances the deep understanding in appreciating the history of the Philippines based on analysis in some written and oral primary references, audio-visual and combination, from different era’s, through shaping the nationality thinking of the Filipino that is based on wide perspective in the world.

In Grade 8, enhancing the deep understanding, appreciation and skills in geography, history, culture, society, government, and economy that is based on Asian perspective.

In Third year, it focuses on the World History. It enhance the understanding and appreciating the geography, history culture and government, and economy that is based on World Perspective.

In Fourth Year, students enhances the understanding in the concept of economics. It includes supply and demand, inflations, computing the GNP and GDP, the budget etc.

Music and Arts

In Grade 7, the learner demonstrates basic understanding of the fundamental processes in music and the arts through performing, creating, listening and observing, and responding towards appreciation of the cultural richness of the different provinces in the Philippines.

In Grade 8, the learner demonstrates understanding of salient features of Asian music and the arts, through appreciation, analysis, and performance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.

In Third year and Fourth Year, the learner demonstrates the understanding of the basic concept of music and arts through appreciation, analysis and performance through World perspective.

Physical Education

The Grade 7 students, they can demonstrates understanding of personal fitness in achieving an active lifestyle.

In Grade 8 students, demonstrates understanding of family fitness in sustaining an active lifestyle.

In Third year and Fourth year, the students demonstrates the understanding in different sports like basketball, volleyball, soccer, baseball, and also some board games like chess. It also includes sports management and officiating the game.

Health Education

In Grade 7 and Grade 8, the learner demonstrates understanding of growth and development, nutrition, prevention and control of diseases and disorders, and community and environmental health and their impact on the individual’s health and well-being.

In Third Year and Fourth Year, the learner demonstrates understanding of personal health; family health I; injury prevention, safety and first aid; substance use and abuse to develop and promote wellness for quality life.

Edukasyon sa Pagpapahalaga

In Grade 7 and Grade 8, enhancing students in appreciating the right skills and behavior, when they reach the stage of maturity, it also includes, enhancing and developing skills, talents and personality to sworn the obligations to ourselves, our country/nation and God. Also, to set goals to achieve our ethical decision, behavior and action.

In Third Year and Fourth Year, enhancing students to understand the objectives and importance of the family as a foundation of socialization.