St. Agnes Academy adheres to its vision-mission of delivering quality education especially at this challenging time, that is guided by the teachings of Christ and St. Benedict to nurture a living, loving, and learning community for positive social transformation. True to its trademark of implementing innovative academic programs to produce holistically formed students equipped with the 21st century skills, SAA believes that education must not stop, even during this time of health crisis. Thus, it commits itself to continue forming students for lifelong learning with greater focus on safe and valuable learning.


The Academic continuity plan of the school includes key factors composed of Modes of Learning, Teacher Training, Assessment and Resources. These areas were taken greatly into consideration in order to carry out the safest and most efficient learning process.



The Department of Education had released the list of Most Essential Learning Competencies. The K to 12 curriculums had been streamlined to 5,689 MECLs from the original 14,171 or a reduction by 60 per cent shown in Fig. 1. This move aimed to “address curriculum review finding of congestion and overlaps.” It was deemed necessary that before finalizing the teaching modalities for the coming school year, a thorough review, familiarization and evaluation of the MELCs should be made in order to systematically come up with a curriculum map that is aligned to the MELCs and to the Benedictine education that the school uniquely offers. MELCs were filtered in order to identify which can be done through distance learning and which needed to be executed through a face-to-face interaction.

A uniform template was utilized by the subject areas in coming up with the curriculum map for the MELCs. The Curriculum Map includes the following parts to fully reflect the system of carrying out the curriculum: Content and Performance Standards, Topics, Time Allotment, Learning Competencies, Specific Learning Outcomes and the offline and online mode for Assessment, Teaching-Learning Activities and References. A unique feature for making sure that the thrust and mission-vision of the school is integrated and can be seen in the Value Focus which put emphasis on the Benedictine Hallmarks, Quarterly Themes and important morals that contribute in the holistic formation of an Agnesian student.


After the review of the MELCs, crafting the curriculum map with the appropriate teaching modes followed. A modified strategy for learning were employed with the following features:

  • Blended learning will be adopted in order to deliver lessons and achieve the required competencies for each learning area. Varied types of strategies will be maximized in order to achieve learning.
  • Learning kits are prepared both for online and off-site learning.
  • Academic consultation are conducted to provide feedback to the students and parents, and provide an avenue for teacher-and-student interaction for the lessons being carried out.
  • Onsite classes will be done specifically to assess performance tasks and other skill-based assessment, only when necessary and those that cannot be done at home.
  • Only 5-6 subjects are offered per semester in order to minimize the bulk of work given to the students.
First Semester Second Semester



Integrated Science



Health and Art


Specialized Science



Music and PE

Note: Math and Science were placed for the first semester as core subjects, with elective subjects offered so as to give ample time to be completed for the second semester if MELCs will not be achieved for the first semester.

  • Students are grouped into Offline and Online Category and has the following system to maximize learning.





  With Reliable Internet Connection and Suitable Gadget Without Reliable Internet Connection and Suitable Gadget



Learning Tasks

– Learning tasks are given to the students through an online platform (messenger/e-mail) on a weekly basis


– Learning tasks are given to the students through a Learning Kit or flash drive which can be picked up in school or delivered to the students on a weekly basis



Accomplishment of Tasks

– Learning and accomplishment of tasks will be at the students’ own pace


– Learning and accomplishment of tasks will be at the students’ own pace



Self-Performance Assessment


– Self-performance assessment form are included for every lesson/task.


– Self-performance assessment form are included for every lesson/task.





Online Meeting/

Academic Consultation

– Academic consultation/On-line session will be done as scheduled through zoom or other online venues for giving of feedbacks and non-negotiable topics that needs to be discussed


– Academic consultation will be done as scheduled through text or call for giving of feedbacks and non-negotiable topics that needs to be discussed will be stored in a flash drive




– Submission and accomplishment of tasks will be done online


-Submission of accomplished tasks will be done by dropping it off to school and teachers will retrieve them for checking

It is important to note that learning must be equally provided to all learners, thus all means possible must be exhausted by the school in order to cater to all needs and situation of the students. Having this in mind, the following recourse are administered:

  • A survey was conducted regarding the students’ access to reliable source      of internet, and available devices.
  • From the gathered data among the students, learners were divided in to two groups and learning kits shall be prepared according to their grouping.
  • Onsite classes will onlycommence when it is allowed following the different protocols issued by the different government agencies to ensure safety of those entering the campus.
  • The schedule for classes offsite is shown on Figure 2. This will serve as a guide for the students working at home.
  • The schedule for onsite classes will be followed as shown in Figure 3.


Authentic assessments are prepared by the teachers that lead to the achievement of the targeted learning competencies based on the content and performance standards. Working with the end in mind, Performance Tasks that attempt to simulate problems and situations that arise in a multitude of work environments not limited to academic environments and allow students to personalize the required product to their own interests and/or learning objectives (Wiggins and McTighe, 2005), are  utilized. The GRASPS format shall be followed as the main component for the grade of the students in the Performance Task.

Formative and summative assessments are suitably labeled in the Self Learning Module given to the students to validate their performance.



Same guidelines will be applied in the selection of honors.

  With Honors With High Honors With Highest Honors
Average 90-91 92-93 94 and above

Lowest Academic Grade

in all grading period





Conduct Grades in all

grading period







Club Grade 90 90 90


A student who has satisfactorily performed and complied with the requirements set forth in both academic and deportment is promoted to the next higher level on the condition that the Final grade of at least 75 in all learning areas.  A student who did not meet expectations in two (2) learning areas will be retained


Parents will be informed of the general performance of their child through their report card which will be given every quarter and can be accessed through Aralinks /or Parent Portal.


In order to carry out plans and programs effectively for this school year, resources of the school and the stakeholders were considered. The following measures were at place:

    • The different subject areas are preparing modules consisting of behavioral objectives, a sequence of learning activities and provisions for evaluation. It was also designed to gather students’ and parents’/guardians’ feedback in order to improve its content and delivery
    • Online learning through the AraLinks CLE resources and teacher-made lessons are  employed as part of the school’s Learning Management System (LMS).The iHEART Course outline for every quarter and things needed are made available thru AraLinks for their reference so that they may do advance readings during their free time.
    • Applications in the internet like Zoom, Google Classrooms and others are utilized to provide more avenue for learning.
    • Text books are the main reference for lessons for both Online and Offline group.
    • Magazine subscriptions are maximized and are part in assessing the student’s performance.
    • Learning Kits are made available that contains modules and worksheets which are utilized for blended learning, so that screen time of students may also be reduced. These kits are delivered to the students or picked up in a designated area in school by their parents or guardians. A schedule is set for the distribution of the kits.