St. Agnes Academy offers the academic track for the Senior High School with the following strands: Accountancy, Business and management (ABM), Humanities and Social Science (HUMSS) and Science, Technology, Engineering and Mathematics (STEM).  As a Catholic, Filipino and Benedictine institution it aims to provide a holistic formation among the young boys and girls in the Bicol Region. Focusing on a balanced academic, co-curricular and extra-curricular program that will provide opportunities for the development of the different aspects of the WHOLE person – physical, mental, social, emotional and spiritual.

ABM STRAND “Educate to Engage”

The ABM program is offered to SHS students who are inclined to pursue a career related to Accounting, Business Management and Administration, Entrepreneurship and Organizational Management.  Primarily, it aims to provide them functional knowledge in the following specialized subjects: Accounting 1 and 2, Business Finance, Applied Economics, Principles of Marketing, Business Ethics and Social Responsibility, Organizational Management and Business Mathematics.

The program is culminated with Business Enterprise Simulation supported with a feasibility study, where the ABM students are expected to engage in an entrepreneurial endeavor that will lead them to create new concepts and ideas in business, innovate existing products, services and strategies in business management/marketing and collaborate with possible partners in the community.   The fundamental concepts and principles in accounting, business finance and marketing will be applied in the students’ output.

STEM STRAND “Educate to Create and Innovate”

The STEM program is offered to SHS students who plan to pursue a career path that is geared towards Science and Health, Engineering, Mathematics and Information Technology.  Basically, it aims to provide them essential concepts and theories in Math and Science relevant to their chosen field of study.

In completing the program, the STEM students are expected to engage in scientific research in any of the following areas: Science, Technology, Engineering and Mathematics.  It is aimed at providing them functional knowledge in the specialized subjects in STEM which will lead them to create and innovate for sustainable development in the field.

HUMSS STRAND “Educate to Take the Lead”

The HUMSS program is offered to Senior High School students who are inclined to take the career path of leading, guiding, organizing and engaging in community development initiatives.

The program is designed to provide the students functional knowledge in applied social sciences.  Its aim is to imbibe in them the desire to take the lead in effecting social change or transformation through their community engagement projects.  Thus, exposing them to social realities will deepen their awareness and understanding of the dynamics of the people and society.  Hence, will lead and inspire them to appreciate the field of social sciences and eventually pursue it in college.

Anchored on the school’s vision-mission, philosophy and objectives and the mandate of the RA 10533 of 2013 known as the Enhanced Basic Education Act of 2013, the Senior High School Program envisions its graduates to become; lifelong learners who continuously strive to enrich oneself in pursuit of knowledge for their personal and career development; holistically formed as manifested in a well-balanced way of life; socially responsible which is evident in their desire to take responsive actions  to effect positive social transformation; spiritually directed, who are inspired by the Benedictine way of living ORA et LABORA; and finally, to be globally oriented yet locally grounded, manifested in their mindfulness of global issues and concerns consequently, sensing its impact on the locale.  Thus, the realization of its mission is directed towards maximum development of the students’ 21^st Century skills (Learning Skills, Literacy Skills and Life Skills) and acquisition of attitudes and values essential in the actualization of their desired career path.

Likewise, as a Catholic Benedictine school, Christian Living Education (CLE) is the core of the curriculum where it seeks to instill among the learners Academic Excellence as a Social Responsibility.   Hence, guided by the Hallmarks of the Benedictine Education and the teachings of the church the teachers do conscious efforts in integrating the Benedictine values, Gospel values, global and national concerns/issues in the students’ academic and non- academic engagements which are intentionally geared towards the attainment of the school’s educational goals.

To ensure the relevance of the curriculum offering to the strands chosen by the students the school continuously review and evaluate the program implementation to update or innovate certain key areas; holds consultation with some institutions/agencies (e.g. Bicol University, DOST, BSP, DSWD, DOLE etc.) as regards career demands and opportunities; conducts tracer’s study to follow – up its graduates; and provides opportunities for the teachers to examine the alignment of the curriculum with the target exits (Higher Education, Higher Learning Skills, Entrepreneurship and Employment) of the grade 12 students through attendance to roll out seminars/trainings sponsored by PEAC, DepEd and other professional learning providers.

The completion of the SHS program for academic track requires the learners to perform these essential tasks namely: inquiry, investigation and work immersion.  These will facilitate the students’ concretization and actualization of all the concepts acquired and the skills developed from the different core, applied and specialized subjects.

In compliance with the Department of Education’s SHS curriculum for Inquiry, Investigation and Immersion (III) and Work Immersion, these two (2), applied and specialized subjects will be offered to the grade 12 students of ABM, STEM and HUMSS strands.

Thus, our sincere desire to provide holistic, relevant and value-laden educational program to our students has urged us to design a curriculum for the abovementioned subjects that are anchored on these three pillars: first, the Vision-Mission of the school; second, the Hallmarks of Benedictine Education and; third, the K-12 Curriculum Standards.

Specifically, the program aims to provide the students opportunity to:

• Explore the different fields in their strand and immerse them to their chosen field of interest;
• Integrate in their process of inquiry, investigation and work immersion the values and right attitude they have acquired from their learning experiences in school and;
• Actualize the essential 21^stCentury Skills/Competencies required of them in their chosen career interest through their research project and immersion program.
• To prepare the students for the actual conduct of the research project    and delivery of their final output they will be exposed/immersed to their chosen field.  Orientation, Seminars and Trainings will be provided as well to reinforce the acquisition of the necessary skills.

As part of the assessment, in April, each strand will schedule a culminating activity which will highlight the output of the students.    Likewise, each student will be required to submit a portfolio containing evidences of their accomplishments, process of learning, personal reflections and the like.

Brief Description

The Inquiry, Investigation and Work Immersion program is aimed at providing the students the opportunity to explore and be familiar with the career they are interested to pursue through exposure and immersion activities.  In the conduct of their inquiry and investigation it is expected of them to integrate the values they have acquired through the years and to assimilate the right attitudes in the process.  Most importantly, the program will lead the students to actualize the concepts and theories they have learned from the specialized subjects in their chosen strand.

INQUIRY, INVESTIGATION AND IMMERSION PROGRAM

STRAND	RESEARCH COMPONENT	CULMINATING ACTIVITY
ABM	Feasibility Study	Business Enterprise Simulation
HUMSS	Social Science Research	Advocacy Program
STEM	Scientific Research Review	Presentation of Scientific Reviews

To ensure that the students are ready to perform the task, that they are equipped with the necessary skills, they have full understanding of their field and are confident to deliver an excellent output, we saw the need of providing them a holistic program of activities.

Per program design, the STEM students, are expected to come up with a scientific research which they will present during the research conference on April. The ABM students will do a business plan supported by a feasibility study about the business they ought to pursue on their business enterprise simulation on January.  While, the HUMSS students will conduct a social science research related to their field of interest (e.g. psychology, journalism, political science etc.) and engage in an advocacy program relevant to their field of interest.  An FB page shall serve as a platform for the said cause. Thus, to further promote social responsibility among the students it is imbedded in the program design the integration of social involvement program (SIP) component in their project.   Meaning, their output should either cater services or products relevant to the needs of the community or provide opportunity for community development.

It is in this light that this skill enhancement program is conceived.  Purposely, it aims to: 1. provide the Senior High School students activities that will widen their scope of understanding about the conduct of feasibility study, scientific research and social science research; 2. further enhance their skill in writing the research paper required for each strand and; 3. expose the students to various social realities where they can actively take part through this project.

Hence, students will be provided with varied opportunities on the development of the essential skills in research, business planning and establishing advocacy campaigns through various forms of trainings.  Since, field study/educational exposure is not feasible at this time of pandemic we shall engage in other means of immersing them to their field of interest.   Resource facilitators may be invited to host webinars relevant to their strand, virtual conferences with practitioners in the field of STEM, HUMSS and ABM may be organized and pre-arranged virtual tour is also considered as a means to expose the students in their respective fields of study.

The entire program will run throughout the school year.  Each strand has specific activities and has set time table for the key areas.

Below is the grading system to be followed for each subject.  The grades will be given on the second semester since the final output will be delivered in April.

A. WORK IMMERSION

Components	Weighted Score
Written Work	35%
Performance Task	40%
Quarterly Assessment	25%

 

B. INQUIRY, INVESTIGATION AND IMMERSION

Components	Weighted Score
Written Work	25%
Performance Task	45%
Quarterly Assessment	30%

 

A. DISTANCE LEARNING APPROACH

ODL – Online Distance Learning

• Online conferences via zoom or google meet
• Online activities through the Aralinks LMS

MDL – Modular Distance Learning

• Flexible learning Map for Students (FLMS) will be provided Quarterly
• Self-learning Modules for Students (SLMS) will be provided on a weekly basis
• Virtual Instructions will be produced (e.g. recorded online conferences, video recorded instructions stored in flash drives)

Textbooks will be utilized for all subjects.

EBSCO online library resource will be available to retrieve scholastic articles and journals.  Students have their user account on this e-library.

B. BLENDED LEARNING APPROACH

This will only be feasible upon the approval of the National Government, Department of Education and the Local Government Unit to allow the school to hold Face to Face classes.  Otherwise, the Flexible Distance Learning Approach shall take effect throughout the school year.

FACE TO FACE and Modular Distance Learning/Online Distance Learning

• Double shift sessions will be employed to both

Each class shall be divided into 2 groups.  While one group is having Face to Face Classes the

other group is working on the Self-learning modules or Aralinks Activities at home.

• Each subject will have 1- hour period per week for Face to Face instruction on essential topics.

Mondays – Thursdays are allotted for academic instructions/activities while Fridays will be reserved academic consultations, co/extra-curricular activities and homeroom guidance