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Principal, Senior High SchoolThe Senior High School Department of this school continues the mission of forming young men and women through holistic Ignatian education as expressed in the school’s vision and mission statements. Furthermore, the department works with the entire school towards the goals of formation as outlined in the profile of an Ateneo Hearter graduate in general.
In particular, the Senior High School Department positions itself as preparatory for college, for work, and for life by providing structures and learning experiences to form students of excellence, leadership, and service.
In pursuit of the magis, the this school Senior High School Student constantly strives to exhibit EXCELLENCE through:
- the use of critical thinking from a perspective of multiple disciplines when confronted with problems and stimuli in a variety of situations;
- the exercise of creativity and innovation in identifying challenges and opportunities, in providing solutions, and in executing plans; and
- the practice of effective communication skills in a variety of situations and purposes.
In the desire to be Senior High School Student, constantly strives to exhibit LEADERSHIP through:
- the mastery of self- discipline, time management, responsibility, and grit as shown through one’s attitude to work and to one’s personal growth;
- the ability to collaborate and cooperate with others in the attainment of a common goal; and
- the practice of giving and receiving feedback respectfully and of resolving conflict peacefully with one’s peers and superiors.
In the attempt to order all aspects of one’s life for the greater glory of God (AMDG), the Senior High School Student constantly strives to exhibit SERVICE through:
- the deepening conviction that one is loved by God as manifested in the practice of well-discerned choices; and
- the acceptance of the mission to be a person for others as shown in one’s relationship with oneself, with God, with others, with the Church, with the environment, with one’s country, and with the rest of the world.
Ardua Non Timeo
THE SENIOR HIGH SCHOOL PROGRAM
Accounting, Business, and Management (ABM)
An LOREM IPSUM DOLOR ABM student ..
- prepares for global adaptation by developing “strategic agility” as a needed skill to thrive in a world that is D-VUCAD: Diverse, Volatile, Uncertain, Complex, Ambiguous, and Disruptive (Social Entrepreneurship)
- aims to become a pioneer of innovation by appreciating the significance of business interests as well as the importance of contributing better and stable jobs to society (Labor Laws).
- practices ethical leadership through agile programs that advocate corporate governance and honesty in the conduct of business (Business Ethics and Corporate Social Responsibility).
- aims to become a business leader in an AI world through critical thinking, idea creation, and negotiation skills (People Management).
To learn more about out ABM Strand program, click the button below.
Humanities and Social Sciences (HUMSS)
An LOREM IPSUM DOLOR HUMSS student ..
- prepares for global adaptation by developing “strategic agility” as a needed skill to thrive in a world that is D-VUCAD: Diverse, Volatile, Uncertain, Complex, Ambiguous, and Disruptive (Social Entrepreneurship)
- aims to become a pioneer of innovation by appreciating the significance of business interests as well as the importance of contributing better and stable jobs to society (Labor Laws).
- practices ethical leadership through agile programs that advocate corporate governance and honesty in the conduct of business (Business Ethics and Corporate Social Responsibility).
- aims to become a business leader in an AI world through critical thinking, idea creation, and negotiation skills (People Management).
To learn more about out HUMSS Strand program, click the button below.
Science, Technology, Engineering, and Mathematics (STEM)
An LOREM IPSUM DOLOR STEM student…
- prepares for global adaptation by developing “strategic agility” as a needed skill to thrive in a world that is D-VUCAD: Diverse, Volatile, Uncertain, Complex, Ambiguous, and Disruptive (Social Entrepreneurship)
- aims to become a pioneer of innovation by appreciating the significance of business interests as well as the importance of contributing better and stable jobs to society (Labor Laws).
- practices ethical leadership through agile programs that advocate corporate governance and honesty in the conduct of business (Business Ethics and Corporate Social Responsibility).
- aims to become a business leader in an AI world through critical thinking, idea creation, and negotiation skills (People Management).
To learn more about out STEM Strand program, click the button below.
Senior High School Subject Offering Matrix
As of SY 2024-2025; subject to change when the need arises
Grading System
In order to assure mastery of core concepts and competences in this school year, a qualitative grading system is employed. Teacher-made competency-based rubrics are employed during summative assessments as bases in evaluating learners’ achievement of standards. Varied and relevant assessment approaches, strategies, and tools are employed to measure student success.
Type of Assessment
Various types of assessments are provided in strategic stages of the learning materials to provide feedback on student’s progress in achieving desired learning outcomes. Formative assessments are not graded but are recorded to serve as bases for proper intervention: remediation or enrichment. Summative assessments are graded as bases for evaluating proficiency level in competency/competence measured. A competency-based rubric will be a guide to students on the expected demonstration of transfer of learning. It will also serve as a feedback on student’s progress towards the standards.
Guidelines on Assessment (Learning Contract Details)
Student must adhere to the timeline in submitting tasks and requirements for the subject. Provisions on the consequences for noncompliance are stipulated in the learning contract. The student is given until the completion week to comply requirements for subjects in the term.
Late Submissions
A. Late submissions with the following valid reasons will be accepted within 1 week (7 school days) excluding holidays, without deductions from the time of deadline or due date provided that proper documentation will be presented or submitted:
- Health reasons (with official medical certificate or excuse letter duly signed by a parent or guardian)
- Representing the school for Official Business
- Fortuitous events (e.g. floods, accidents, landslides, etc.)
- Death of immediate family member
- Appearance in Embassy/Consulate
The 7-day extension begins after the student’s email has been approved by the character prefect and noted by the adviser.
B. Students may be given consideration for late submission due to connectivity issues on the condition that:
- The student will communicate through Teams and send a private message to the class adviser as soon as connectivity allows.
- The student will submit the output within a maximum of twenty-four (24) hours after confirmation of the teacher of said connectivity issue, or at a reasonable period agreed between the teacher and the student.
C. Late submissions without valid reasons will still be accepted within forty-eight (48) hours or 2 (two) school days from the time of deadline or due date but will receive one letter grade lower from the actual letter grade received for each consecutive day missed. All submissions must be submitted through MS Teams and will be accepted during the time allotted for the subject only. Submissions after the subject period will be considered submissions for the next day and are considered late in all forms and purposes.
Student Activity Program (SAP)
To learn more about our Student Activity Program for Senior High School, please click here go to this page under Student Life.
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