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SENIOR HIGH SCHOOL

STUDENT HANDBOOK
2016 EDITION
STUDENT COMMITMENT
I have received and understood the provisions of the iACADEMY Senior High School (SHS) Student
Handbook.

I will faithfully conduct myself as a student of iACADEMY according to the rules, regulations, policies,
and standards outlined in this Handbook. I impose upon myself this voluntary obligation without
mental reservation or purpose of evasion.

I will be accountable for any infraction of the provisions of this Handbook.

Signature of Student over Printed Name

Grade & Section:

Date:

Acknowledged by:

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Table of Contents

Section 1: Senior High School Program 9


Section 2: Admission 10
Section 3: Identification Card 13
Section 4: Tuition Fees 14
Section 5: Class Attendance 15
Section 6: Suspension of Classes 15
Section 7: Make Up Classes 16
Section 8: Examinations 16
Section 9: Grading System 17
Section 10: Honors and Awards 19
Section 11: School Uniform and Dress Code 21
Section 12: Student Conduct 23
Section 13: Minor and Major Offenses 24
Section 14: Anti-Sexual Harassment 28
Section 15: Appendices 29
A. Anti-Sexual Harassment Act of 1995 29
B. Anti-Bullying Act of 2013 31
C. Enhanced Basic Education Act of 2013 34
D. DepEd Policy on Educational Field Trips 38

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FOREWORD
This is the iACADEMY Senior High School Student Handbook. The Handbook contains information on
policies for Senior High School students. iACADEMY expects all students to conform to the policies
stipulated herein to maintain the order in the school community. Students are required to acquaint
themselves with the contents of this handbook. The rules, regulations, policies, directives, and norms
as set forth herein are based on the set standards of iACADEMY, the directives of the Department of
Education (DepEd), and other duly recognized governing bodies.

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iACADEMY VISION
iACADEMY develops game changers to lead the advancement of society.

iACADEMY MISSION
We reinvent education to address the ever changing needs of the industry.

CORE VALUES
Inspiration
Initiative
Innovation
Involvement
Integrity

iACADEMY HYMN
With pride I state I am from iACADEMY.

My Torch and my Guide,

She lights my future brightly

I believe in iACADEMYs ideals

With visions set to mold me

To the best that I can be

You give me strength and wealth of your knowledge.

Oh my second home, I pay thee homage.

And with Pride, I to the world

Proclaim my iACADEMY

As I move along to change with the seasons,

One thing will remain, I will bear your wisdom

And through my worth I will proclaim, my iACADEMY

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RATIONALE
In this rapidly changing global society, progress begins with learning. More than just giving an
education, iACADEMY equips its students to build higher, dream bigger, and aspire greater.

The iACADEMY Academic Seal is composed of several elements that


are significant to the institution:

TORCH
The torch is a universally recognized symbol for light. iACADEMY, being an educational institution,
brings light to the world by ensuring that our students carry the iACADEMY brand of a focused
education that aims to provide all the skills they would need to succeed in their career of choice.

CHANGING THE WORLD


Instead of a flame, the torch holds in its center an illustration of the changing world. iACADEMY is
a progressive institution that takes the fast changing global society into the equation and updates
educational curricula according to the current demands and standards of the different fields that
students would enter upon completion of their respective programs.

CITY SKYLINE
iACADEMY is located in the heart of the Central Business District. Our students are not only given
the very best possible training and education but are also immediately immersed in an area where
the future is in the present.

SHIELD
iACADEMY is committed to arm our students with the knowledge and skill sets that they would
need in their fields of choice. Every program is designed and updated with full consideration to
the current progress and significant developments of the global market.

CIRCLES
The inner circle represents the circles of support and influence that surround us: family and friends,
teachers and advocates.

RAYS
The outer rays reflect our place within the greater society to which we dedicate our learnings to
contribute to continuing progress.

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iACADEMY THEN AND NOW
Founded in 2002, iACADEMYs specialized programs in Computing, Business, and Design were
developed to address the mismatch between graduates of academic institutions and the needs of
the industry.

By initially offering courses like BSBA e-Management, BSCS Software Engineering, BSCS Network
Engineering, and BSIT Digital Arts, iACADEMY established early on that it was committed to
developing the technical and creative skills of its students.

Over the years, the school has formed several key partnerships with distinguished organizations
to enhance existing programs and aid in training students to excel in their field of choice. In 2003,
iACADEMY became the first IBM Centre of Excellence in the Philippines and in Southeast Asia. In
2009, iACADEMY became an official training partner of WACOM, the worlds leading manufacturer
of interactive pen displays, pen tablets, and digital interface solutions. In 2014, iACADEMY
strengthened its ties with Microsoft by signing an agreement which made the School of Computing
an official Microsoft Training Center.

The schools network of over three hundred partner companies also gives students the perfect
platform to immerse themselves in their chosen fields during the 960-hour internship program,
ensuring that they become industry-ready as well as industry-relevant upon graduating. This
translates to opportunities for job placement in the students preferred fields, where their
education and training already gives them an advantage in todays competitive world.

Given the rapid change in business culture brought about by technology, iACADEMY prepares its
students for their career paths by identifying the needs of the industries, rather than by focusing
on what is presently available. The school expanded its program offerings to address the ever-
changing needs of the industry and introduced new courses like BS Entrepreneurship (2003),
BSBA with specialization in Marketing (2004), BS Animation (2007), BA Multimedia Arts and
Design (2011), BS Game Development and Programming (2011), BA Fashion Design and Technology
(2011), BSIT with specialization in Web Development (2013), and BSBA Financial Management
(2013).

Just a few months after iACADEMY introduced its BA Fashion Design and Technology program, it
was chosen by Solar Entertainment Corporation to be the official partner school and workspace of
Project Runway Philippines, the highly acclaimed fashion design reality TV show that has produced
some of the finest fashion designers of the Philippines.

iACADEMY opened the doors to even more learning opportunities for students in 2014 by forging
partnerships with prestigious global institutions for study tour programs. For fashion, iACADEMY
partnered with Polimoda Fashion Institute, known as one of the top European fashion and
marketing schools. For business, the school partnered with one of the biggest and best business
schools in America, the DePaul University for a study link and Master in Business Administration
program.

The school also recognized that providing a learning environment that was safe from violence
and bullying was essential to each students growth, which is why iACADEMY together with the
Makati City Police Department launched an anti-bullying and safe school campaign in 2014 called
Bullyproof.

In 2015, iACADEMY launched two major events that would help showcase the skills and talents
of its students. The iACADEMY Student Exhibit was held at the Rockwell Powerplant Mall and
featured incredible artworks created by students and alumni from the School of Design. Students
from the School of Computing were among the organizers of a 24-hour gaming and game
development challenge called Battle League, which involved a hundred participants from different
schools around Metro Manila.
2016 marked the year when iACADEMY introduced its Senior High School program. The school
offers Humanities and Social Sciences, and Accounting, Business and Management under the

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Academic Track; Computer Programming with specialization in Software Development, Fashion
Design, and Animation under the Technical Vocational Track; Media and Visual Arts with
specialization in Multimedia Arts under the Arts and Design Track.

Staying true to its commitment to hone students artistic talents, iACADEMY held a 2-day Creative
Camp for its first batch of Senior High School students, which allowed them to undergo different
artistic challenges that would boost their creativity.

This balance of innovative education and exposure to dynamic activities is all part of iACADEMYs
endeavors to mold students into the Game Changers that they are meant to be. iACADEMY
inspires its students to not only pursue their passions but also to develop real-world solutions to be
of service to society. The effectiveness of this approach may be gleaned from the recognition that
several iACADEMY students have received in both local and international competitions.

iACADEMY also boasts of state-of-the-art facilities that help students maximize their learning
potential. The library houses the best collection of books and other reading materials for various
fields of knowledge. The classrooms are the venues for most of the academic learning, while the
computer laboratories give students access to all the modern equipment and latest software that
they would need to prepare them for their future in the workplace.

Within 14 years of operation, iACADEMY has proven to be one of the best training grounds for
future professionals because of its drive and commitment to developing Game Changers. The years
ahead prove to be truly promising as iACADEMY continues to push the boundaries of innovative
education and learning in the country.

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Section 1: Senior High School Program
The iACADEMY Senior High School is divided into two main programs: the SHS Academic Program
and the SHS Formation Program.

1.1 SHS Academic Program

1.1.1 Academic Track

A. Accountancy, Business & Management (ABM)

The Accountancy, Business & Management strand enables students to understand


the dynamics of managing a business. Students will integrate and build upon skills on
strategic planning and decision-making, leadership in the workplace, and best practices
of successful management.

B. Humanities and Social Sciences (HUMSS)

The Humanities and Social Sciences strand equips students with theoretical knowledge
and practical 21st century skills that will help them become competitive in areas
of technical and creative writing, communication, education, and human resource
development. In addition, this program will prepare students for more rigorous
academic work in the college level for Humanities and Social Sciences courses.

1.1.2 Technical-Vocational & Livelihood Track

A. Computer Programming

The Computer Programming strand provides students with a strong foundation in the
field of computing. Students will be equipped with technical skills to apply theoretical
concepts in designing, constructing, and deploying software needed in solving real-
world problems.

B. Fashion Design

The Fashion Design strand is interplay of art and technology, aimed to strengthen
students skills in designing, sketching, styling, and sewing in preparation for a career in
the fashion industry.

C. Animation

The Animation strand trains students to demonstrate creative self-expression as they


learn basic and advanced drawing skills, techniques for original character design, the
natural flow and movement of objects, and background development which includes a
study of perspective for 2D and 3D environments.

1.1.3 Arts & Design Track

A. Arts and Design (Media and Visual Arts)

Designed to address the growing need for qualified, multidisciplinary individuals in the
creative industries, the Media and Visual Arts program develops the students talents in
various creative fields. It aims to develop their potential to create innovative content for
various platforms like print, web, animation, and film.

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1.2 SHS Formation Program

1.2.1 Student Guidance & Career Program

The Student Guidance and Career Program provides services to help students become well-
rounded individuals, equipped with enough tools to become leaders in their chosen fields of
expertise, develop real-world solutions, and be significant contributors to society through
progressive guidance and counseling.

1.2.2 Student Leadership Program

The Student Leadership Program offers opportunities for students to develop their creative
and leadership skills outside the classroom. They are empowered to conduct activities for
their social, cultural, physical, and recreational growth through curricular and co-curricular
organizations.

1.2.3 Student Discipline Program

The Student Discipline Program aims to form students into morally upright and responsible
individuals by implementing an effective discipline management system. The program
sees to it that all guidelines pertaining to student decorum and behavior are observed, with
the goal of instilling a discipline structure that will enable students to become responsible
individuals even beyond the school premises.

1.2.4 Student Sports and Wellness Program

The Student Sports and Wellness program is responsible for the development and
implementation of the schools sports program through the training of athletes. It also
provides opportunities for students to participate in activities that promote wellness and
healthy living.

1.2.5 Student Anti-Bullying Program

The Student Anti-bullying Program equips students with knowledge and skills to help them
become active participants in the anti-bullying effort of the school. It also ensures that all
members of the school community are assured of their safety and security while on the
campus.

Section 2: Admission Requirements


2.1 Documents for Submission

After a Senior High School applicant successfully passes the iACADEMY SHS Admission Test, he/
she may proceed to enroll. Upon enrollment, official documents will have to be submitted to the
Registrars Office.

2.1.1 Requirements for Admission for Grade 11 Students

The following requirements must be submitted to the Registrars Office before admission
to any SHS academic program:

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Original copy of Form 138 (Grade 10 Report Card or its equivalent);
National Statistics Office (NSO) copy of Birth Certificate;
Original copy of Certificate of Good Moral Character from the Principal, Guidance
Counselor, or Class Adviser;
Three (3) pieces of 2 x 2 identification pictures;
Enrollment Application Form;
Original copy of Test Results Report signed and stamped FOR ENROLLMENT; and
Original copy of the Official Receipt of Reservation (if applicable), and
Certificate of Education Subsidy Contract (ESC) indicating the Learning Reference
Number (LRN) of Department of Education for those students who are recipient of SHS
Voucher Program. (if necessary)
QVR Certificate (if a recipient of the SHS voucher program)

2.1.2 Requirements for Admission for Transferees

Original or certified true copy of Transcript of Records (TOR);


NSO copy of Birth Certificate;
Original copy of Certificate of Transfer Eligibility or Certificate of Transfer Credential;
Original copy of Certificate of Good Moral Character from previous school;
Three (3) pieces of 2 x 2 identification pictures;
Enrollment Application Form;
Original copy of the Official Receipt of Reservation (if applicable), and
Certificate of Education Subsidy Contract (ESC) indicating the Learning Reference
Number (LRN) of Department of Education for those students who are recipient of SHS
Voucher Program. (if necessary)
QVR Certificate (if a recipient of the SHS voucher program)

2.1.3 Requirements for Admission for Foreign Students

Photocopy of Passport (original copy of passport must be presented for comparison);


Original or certified true copy of Secondary School Records at least Junior High School
Completer or its equivalent;
Original Recommendation Letter from the Principal, Guidance Counselor, or Class Adviser;
Original copy of Certificate of Good Moral Character;
Three (3) pieces of 2 x 2 identification pictures;
Duly authenticated copy of Birth Certificate;
Photocopy of Alien Certificate of Registration (original copy of Alien Certificate of
Registration must be presented for comparison);
Photocopy of Student Visa (original copy of Student Visa must be presented for
comparison); Enrollment Application Form; and
Original copy of the Official Receipt of Reservation (if applicable).

2.1.4 Requirements for Student Visa/SSP applications when applicant is still abroad

Five (5) copies of the Students Personal History Statement (PHS) (copy attached)
from the accepting school duly signed by him, both English and in his national alphabet
accompanied by his personal seal if any, containing among others, his left and right thumb
prints a 2x2 inch photograph on plain white background taken not more than six months
prior to submission;
Transcript of Records/Scholastic Records duly authenticated by the Philippine Embassy/
Consulate located in the student-applicants country of origin or place of legal residence;
A notarized Affidavit of Support including bank statements or notarized grant for
institutional scholars, to cover expenses for the students accommodation and subsistence,
as well as school dues and other incidental expenses; and
Photocopy of the students passport showing date and place of birth and birth certificate
or its equivalent duly authenticated by the Philippine Embassy.
Recommendation Letter from Principal/Guidance Counselor/Class Adviser

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Copy of Birth Certificate
Quarantine Medical Examination by the National Quarantine Office.
Original copy of the schools Notice of Acceptance (NOA) containing a clear impression of
the schools dry seal C/o Admissions
Photocopy of the data page on the students passport (i.e. photo, date and place of birth,
stamp of the latest arrival in the Philippines. The passport itself shall be presented to the
Bureau of Immigration for verification.

2.1.5 Requirements for Foreign Students residing in the Philippines and have studied in a
Philippine school

Original copy of the schools Notice of Acceptance (NOA) containing a clear impression of
the schools dry seal; - C/O ADMISSIONS
Proof of adequate financial support to cover expenses for the students accommodation
and subsistence, as well as school dues and other incidental expenses. (to be notarized by a
lawyer in your country of residence ) and to be authenticated by the Philippine Embassy)
Scholastic records (SHS Form 138/Form 137)
Certificate of Good Moral
Copy of the students Personal History Statement signed by the student with a 2x2 inch
photograph recently taken.
Photocopy of the data page on the students passport (i.e. photo, date and place of birth,
stamp of the latest arrival in the Philippines.
Quarantine Medical Examination by the National Quarantine Office. (If the student left Ph)
Copy of Birth Certificate
Recommendation Letter from Principal/Guidance Counselor/Class Adviser
Copy of Alien Certificated of Registration (I-Card)
Student Visa - 18 years old and above or Special Study Permit (SSP) - Below 18 Years Old

2.1.6 Requirements for Dual Citizens

Photocopy of Passports (Bio Page and Latest Arrival Stamp)


Certificate of Recognition
Birth Certificate

2.2 Leave of Absence

An iACADEMY student is expected to enroll each semester until he/she has completed the course.

In some cases, he/she may apply for an Official Leave of Absence (LOA) at the Registrars Office
subject to the approval of the Principal. This should be done before the last day of enrollment of
the semester to which the LOA is being applied for.

2.2.1 Terms for LOA

A. A student should neither enroll nor study in another school during the LOA period.
B. The duration of an LOA is effective for only one (1) semester.

2.2.2 Procedure for Filing of LOA

Step 1: Secure and fill out an LOA Form, which can be obtained from the Registrars Office.
Step 2: Proceed to the different departments for clearance.
Step 3: Submit the accomplished LOA form to the Registrars Office for processing.

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2.2.3 Returning After LOA

A student who wishes to enroll after the LOA period has the following options:

A. Change his/her chosen academic track to another track; however, only core subjects will
be credited.
B. Lose the privilege of scholarships if the student is an ESC grantee of Department of
Education for the entire SHS years.
C. Take only the subjects offered for the semester.

Section 3: Identification Card


3.1 Issuance of Identification Card

iACADEMY issues an official Identification (ID) Card with a corresponding student number to all
students for safety and security purposes.

The ID is valid for an entire academic year and must be worn conspicuously by the students while
inside the school premises.

Two types of official iACADEMY IDs will be issued: Type 1 and Type 2.

The Type 1 ID is issued to students who are allowed by their parents or guardians to leave the campus
on their own after dismissal from the last class.

The Type 2 ID is issued to students who can leave the campus after dismissal from the last class only
when they are fetched by a parent or a guardian.

iACADEMY strictly implements the No ID, No Entry policy.

3.1.1 Procedure for a Student who Left His/Her ID

A student who fails to bring his/her ID Card must do the following:

A. Present any of the following documents for identification: registration form/official receipt/
library card or any other card identifying him/her as an iACADEMY student; or

B. Fill-out the Temporary Card Form and sign the logbook at the Security Officers Area. A
temporary ID Card good for one (1) day will be issued.

3.1.2 Procedure for Lost and Damaged ID

A. For lost ID Card, the student must present an Affidavit of Loss to the Registrars Office
with any of the following documents: registration form, library card, or official receipt. A
corresponding fee for the replacement ID Card must be paid.

B. For damaged ID Card, the student must surrender the same to the Registrars Office
with any of the following documents: registration form, library card, or official receipt. A
corresponding fee for the replacement ID Card must be paid.

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Section 4: Tuition Fees
The Finance Office disseminates information about tuition fees and schedule of payments. It is also
responsible for the proper assessment and collection of fees.

Tuition payment is per semester. The total payment is based on the total tuition and other
miscellaneous fees.

Payment of the required fees is done on the regular days specified in the enrollment materials
and office announcements. They are payable on a per semester basis by the preferred mode of
payment.

4.1 Withdrawal of Enrollment

A. Upon enrollment, a student pays for part or all of the required tuition and other fees for
the semester. When a student enrolls, it is understood that he/she is enrolling for the entire
semester. A student is considered officially enrolled if he/she has paid the required tuition
and other fees whether in full or installment basis.

B. Officially Enrolled Students who withdraw their enrollment before the official start of
classes shall be charged two thousand five hundred pesos.

C. Officially Enrolled Students who withdraw their enrollment after the start of classes, and
have already paid the pertinent tuition and other school fees in full or for any length longer
than one month (regardless of whether or not he has actually attended classes) shall be
charged the retention fee as stipulated in 2010 Manual of Regulations for Private Schools
(MRPS) of 2010:

Within the first week of classes twenty-five percent (25%) of the total school fees.
Within the second week of classes fifty percent (50%) of the total school fees.
Beyond the second week of classes one hundred percent (100%) of the total school fees.

4.1.1 Procedure for Withdrawal of Enrollment

Step 1: Secure and fill out the Withdrawal Form, which can be obtained from the Registrars
Office.
Step 2: Proceed to the different departments for clearance.
Step 3: Submit the accomplished Withdrawal Form to the Registrars Office for processing.

If a student has an outstanding balance with the school, his/her report card and Form 137
will not be released by the school.

4.2 Penalty for Outstanding Balances

Students with an outstanding balance from previous semesters will be subject to 12% penalty per
annum.

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Section 5: Class Attendance
5.1 Punctuality

A student is expected to attend his/her classes punctually and regularly.

In addition, it is the responsibility of the student to catch up on the lessons missed during any
absence.

5.2 Tardiness

A student is considered late or tardy if he/she comes after the start of the class.

A student is considered absent in class if he/she comes in after the first fifteen (15) minutes of a
3-hour class.

A student who comes to the class after sixty (60) minutes of the class period will be considered as
half-day absent.

5.3 Maximum Allowable Absences

As stipulated in the DepEd MRPS of 2010 section 133, a student is allowed to be absent for no more
than twenty percent (20%) of the prescribed number of class or laboratory periods during the
semester.

5.4 Excused or Approved Absences

Excused or approved absences are limited only to the following cases:

A. Absences because the student represented iACADEMY in an official function or activity


as authorized by the Principal.

B. Absences due to a severe illness or accident as certified by an attending physician.

C. Absences because of the death of next of kin (grandparent, parent, brother or sister)
certified by a copy of the death certificate.

Section 6: Suspension of Classes


iACADEMY will follow the declaration of class suspension from DepEd and/or the Local
Government of Makati.

All academic and social activities in the Senior High School will be automatically suspended when
typhoon signal number two (2) is raised.

iACADEMY administration can suspend academic and social school activities if student safety is
threatened. This can be done even if there is no typhoon signal.

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If the government allows iACADEMY the discretion to suspend classes, an official announcement
shall be posted within the school premises, school Facebook page, and official Twitter account.

iACADEMY reserves the right to extend the school calendar to make up for class days missed in
case of class suspension.

Section 7: Make-Up Classes


iACADEMY gives priority to academic classes.

If classes are cancelled due to unavoidable circumstances, make-up classes will be scheduled.

Students will be properly informed of the schedule of make-up classes.

Section 8: Examinations
8.1 Announcement of Examinations

Students are informed of the examination dates through official announcements at least two (2)
weeks before the schedule.

8.2 Special Examinations

In case a student fails to take any of the examinations due to a sickness or an approved absence, his/
her subject teacher may schedule special examinations duly approved by the principal.

If such is the case, the student is expected to communicate the circumstance of his/her absence to
the subject teacher or academic coordinator.

8.3 Conduct During Examinations

During any kind of examination, students are expected to demonstrate the following behaviors:

A. Remain in their seats once the examination has started. Should there be a need to leave the
room or to transfer seats, they should first inform their teacher/ proctor.

B. Have only the required materials on their desks and to remove from their person objects
such as cellular phones and/or other electronic devices unnecessary for the examination.

C. Remain silent during the entire duration of the examination. Any indication of communication
with other students will be considered an act of cheating.

D. Anyone caught cheating is subjected to disciplinary action and automatically receives a


grade of 70% in the specific exam only.

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Section 9: Grading System
9.1 Grade Components

For Grades 11 and 12, two grading periods (Midterm and Finals) determine the Final Grade in a
semester.

The grading system per period for Senior High School has set of weights for each component as
follows:

Grade 11/12
Academic Track

Academic Tracks
(Accountancy, Business & Management,
Humanities & Social Sciences)
Criteria Core Subjects
For Grade 12 Only
Contextualized/ Work Immersion/Re-
Specialized Subjects search/Business Enter-
prise

Midterm Final Midterm Final Midterm Final

Written
25% 25% 25% 25% 35% 35%
Work

Performance
50% 50% 45% 45% 40% 40%
Tasks

Exams 25% 25% 30% 30% 25% 25%

Sample Grade: 1st Semester Grade

General Average = Midterm Grade + Final Grade = 90% + 87% = 89%

2 2

Grade 11/12
Technical-Vocational and Livelihood (TVL)/Sports/Arts and Design Track

Academic Tracks
(Accountancy, Business & Management,
Humanities & Social Sciences)
Criteria Core Subjects
For Grade 12 Only
Contextualized/ Work Immersion/
Specialized Subjects Research/Business
Enterprise

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Midterm Final Midterm Final Midterm Final

Written
25% 25% 20% 20% 20% 20%
Work

Performance
50% 50% 60% 60% 60% 60%
Tasks

Exams 25% 25% 20% 20% 20% 20%

Sample Grade: 1st Semester Grade

General Average = Midterm Grade + Final Grade = 88% + 94% = 91%

2 2

For Senior High School students (Grades 11 and 12), they can be promoted or retained if the
following conditions are met:

Requirements Decision

1) Final Grade of at least 75 in all learning


Can proceed to the next semester
areas in a semester

Must pass remedial classes and removal exam for


2) Did not Meet Expectations in a
failed competencies in the subject before being
prerequisite subject in a learning area
allowed to enroll in the higher-level subject.

Must pass remedial classes and removal exam for


3) Did not Meet Expectations in any
failed competencies in the subjects or learning
subject or learning area at the end of
areas to be allowed to enroll in the next semester.
the semester
Otherwise the learner must retake the subjects
failed.

4) Must pass all subjects or learning


areas in Senior High School Earn the Senior High School Diploma

9.1 Remedial Classes

For Grades 11-12, students who fail a unit/set of competencies must take remedial classes.

They should pass the summative assessments during remediation to avoid a failing grade in a
learning area/subject.

This will prevent students from having back subjects in Senior High School (SHS). However, if the
student still fails remedial classes, he/she must retake the subject/s failed during the summer or as

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a back subject.

Guidance teachers/career advocates must provide support to the SHS student for his/her choices
in SHS tracks.

9.2 Summative Assessments in Remedial Classes

Summative assessments are also given during remedial classes. These are recorded, computed,
weighted, and transmuted in the same way as a Semester Grade.

The equivalent of the Final Grade for remedial classes is the Final Class Mark (FCM) and considered
as the final grade of the student.

If the Final Class Mark is 75 or higher, the student is promoted to the next grade level. However,
students will be retained in the grade level if their Final Class Mark is below 75.

The teacher of the remedial class issues the Certificate of Recomputed Final Grade, which is noted
by the school principal.

This is submitted to the division office and must be attached to both Form 137 and School Form
Number 5.

The learner can enroll in the next semester upon presentation of the Certificate of Recomputed
Final Grade.

Section 10: Honors and Awards


iACADEMY recognizes exemplary academic performance of students. The list of Honors is posted
at the end of the semester on the schools information boards.

10.1 Academic Excellence Award

The following criteria is observed to determine student eligibility for academic excellence honors at
the end of each semester:

General Average Award


97% - 100% First Honors
93% - 96% Second Honors
89% - 92% Third Honors

In addition, the following conditions have to be met:

A. Student must not have committed any major offense during the academic year;

B. Student must have no grade lower than 85% in any subject for the semester; and

C. Student must be a member of any recognized organization of the Senior High School.

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10.2 Character Excellence Award

This award is given at the end of every semester to students who show exemplary character and
behavior in school.

Awardees must have consistently and dutifully carried out the core values of the school as
indicated in the report card.

They must obtain a Very Satisfactory rating (VS) in all indicators.

Awardees also must not have been sanctioned with offenses punishable by suspension or sanction
within the semester.

10.3 Perfect Attendance Award

This award is given to students who attended all classes and activities in a semester.

Students who are represent the school for various purposes (e.g., in-school or off-campus
activities) may also qualify for this award.

10.4 Leadership Award

The leadership award is given to students in Grade 12 who demonstrate exemplary skills in
motivating others and organizing projects that have significantly contributed to the betterment of
the school and/or community.

This award is given during the completion or graduation ceremony.

To qualify for this award, the following conditions have to be met:

A .Student must not have committed any major offense during the academic year;

B. Student must not have any failing grade in two (2) semesters; and

C. Student must be a member of any recognized organization of the Senior High School.

10.5 Award for Work Immersion

This award is given to Grade 12 graduating students who exemplified outstanding performance
based on the terms of engagement set by the school and evaluation of the direct supervisor for
work immersion and subject teacher.

The awardees must receive high efficiency rating for their diligence and consistency in performing
their duties and responsibilities throughout the immersion program.

Only students who receive an outstanding academic rating in the Work Immersion subject (at least
90%) shall be awarded.

10.6 Outstanding Research Paper or Innovation

This award is given to Grade 12 graduating students individuals, pair, or groups of not more than
four (4) members who lead the planning and execution of a research or innovation to advance
the potential applications of technology, or research work whose findings can be used to drive
better efficiency and productivity as well as to improve the lives of the people in the school and/or
community.

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10.7 Outstanding Student Organizations

This award is given to duly recognized organizations that create positive impact on the school and/
or community it serves.

The organizations must carry out the implementation of all its planned projects and activities,
provide strong support to the implementation of the school activities and attainment of the
schools objectives, and take great strides to help its members develop their potentials.

10.8 Special Citations

This award is given to students who represent and/or win in competitions at the district, division,
regional, national, or international levels.

These awardees demonstrate their exemplary performance in academics, athletics, and the arts,
and/or represent the school in DepEd-recognized activities.

In addition to the above awards, the school will also give recognition to students who bring honor
to the school through different forms of achievement.

Section 11: School Uniform and Dress


Code
All students should properly wear the prescribed iACADEMY uniform. If a student cannot wear the
prescribed school uniform, he/she must present a valid reason through a letter duly signed by the
parent/guardian for submission to the Class Adviser.

11.1 Official School Uniform

The following is the description of the official iACADEMY SHS uniform:

Upper Garment Lower Garment

Approved types of pants, jeans, shorts,


Male Blue iACADEMY polo shirt with
and footwear (Refer to Section 12.2)
school seal
Approved types of pants, jeans, shorts,
School ID
Female skirts, and footwear (Refer to Section
12.2)

Altering of the school uniform is strictly prohibited. Any violation will be dealt with accordingly.

11.2 Dress Code

Students should demonstrate respect for themselves and for the school through their manner of
dressing and appearance.

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During days when uniforms are not required to be worn, attire on campus should be decent and
modest. Some extremes are not acceptable, including the following:

A. Sando

B. Tube blouse (including spaghetti-strap) worn without vest/bolero

C. Backless blouse/shirt (below the bust line)

D. Blouse with plunging neckline

E. See-through tops and/or bottoms where the undergarment can be seen

F. Blouse/skirt showing midsection while standing/walking.

G. Graphic top with inappropriate messages

H. Slippers or flip-flops

Shorts may be worn on campus; however, the hemline of shorts and skirts should not be higher
than three (3) inches above the knee-cap.

As a sign of respect, caps should not be worn inside classrooms/seminar rooms.

11.3 Footwear

The following are the acceptable footwear for female students:

a. Closed shoes

b. Rubber shoes

c. Rubber-soled shoes

d. Open-toe shoes

e. Shoes with sling back or back strap

The following are the acceptable footwear for male students:

a. Leather shoes

b. Rubber shoes

c. Sandals with straps

d. Closed shoes

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Section 12: Student Conduct
In order to promote a culture of respect in the school community, all students are expected to
observe or abide by the following guidelines on discipline:

Observe the values of politeness, etiquette, and courtesy in dealing with all the members
of the iACADEMY community and its visitors. Statements and actions, which are indicative
of respect for differences in gender, sexual orientation, race, and religious and political
beliefs, are highly valued.

Respect people regardless of sex, creed, race, status, condition, and political affiliations.

Dress according to individual taste, yet consider the educational character of iACADEMY
and the sensibilities of other members of the academic community. Dressing appropriately
is a virtue which iACADEMY would like to cultivate among students; thus, iACADEMY
reserves the right to call the attention of students who dress inappropriately or to prevent
them from entering the school premises or from attending school functions/ activities.

Avoid staying in off limits areas.

Consult and ask permission from school officials for the appropriateness of their proposed
activities and invited guests presence.

Comply with the rules and regulations set by offices within the building.

Use campus facilities/equipment for business meetings, social, cultural, and recreational
activities subject to regulations governing their use.

Extra-curricular activities in campus must end not later than 7:00PM. The presence of
faculty and/or department organizers is required for the duration of the activity.

Use the school facilities and equipment only for the intended purpose and handle them
with reasonable care.

Observe proper decorum at all times in order not to disturb classes, school functions, or
programs.

Switch off or put on silent mode all electronic gadgets during class hours and other
school functions or gatherings. These gadgets must not be used during class hours without
authorization from the instructor or school staff present.

Observe decency in public. Public display of physical intimacy is not tolerated in school
premises.

Seek endorsement from the Student Leadership Program head before posting any
material. This material should not damage walls of the school.

Take responsibility for the proper care and safeguarding of all personal belongings. The
school reserves the right to regularly check bags and all personal belongings brought in
and out of school to avoid any untoward incident/circumstance for the safety and security
of iACADEMYs students, faculty and staff.

Turn over found items to the Student Discipline Program head and make sure that they
are properly acknowledged, recorded, and accounted for.

Avoid engaging in any action that threatens to endanger health or life, including all forms
of bullying directed against any person. Bullying, initiation rites and hazing are serious
offenses under the Philippine law. iACADEMY reserves the right to give out the highest
sanction possible to the students found responsible of committing said acts.

Develop their potentials, skills, and talents by joining accredited organizations. Affiliation
with fraternities or sororities is strictly prohibited.

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Advocate, preserve, and propagate values and virtues pertaining to the conservation of
environmental and natural resources.

Recognize the hazards of smoking and vaping to peoples health. As such, designated No
Smoking areas must be strictly complied with.

Be mindful of what is posted online since social media venues are very public.

Follow social media etiquette when posting comments and ideas online. It is acceptable
to disagree with someone elses opinions; however, do it in a respectful way. Make sure
that criticism is constructive and not hurtful. What is inappropriate in the classroom is
inappropriate online.

Respect intellectual property by asking permission when using other peoples work. When
paraphrasing anothers idea(s), be sure to cite your sources.

Section 13: Minor and Major Offenses


iACADEMY believes that students should become excellent in academics and values and who
could be movers of society in the 21st century. For these, they should be equipped with appropriate
values and forms of self-discipline.

There are, however, instances when students need to be subjected to a formation program when
certain offenses, detrimental to their growth as individuals, need to be meted out with sanctions.

13.1 Minor Offenses

Students who commit any minor offense will be meted out corresponding sanctions:

Legend Sanction

VW Verbal Warning

WW Written Warning

WP Written Notice to Parents

DP Disciplinary Probation

Offenses Occurrence and Penalty

Minor Offenses 1st 2nd 3rd 4th 5th

1. Entering and staying in the campus without


VW WW WP DP
wearing an I.D. card.
2. Lending ones I.D. to another or using
WP DP
someone elses I.D.

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3. Wearing inappropriate attire in the campus
VW WW WP DP
and/or during off-campus activities.
4. Using foul and/or abusive languages or
VW WW WP DP
expressions against any person.
5. Loitering in corridors during class hours
VW WW WP DP
and littering in the campus.
6. Eating and/or drinking inside computer
laboratories, library, case room, conference
VW WW WP DP
rooms, and other places wherein eating and
drinking are prohibited.
7. Misuse of school facility or equipment WP DP
leading to damage and/or loss.
8. Public display of physical intimacy WW WP DP
9. Disturbing a class or any other school VW WW WP DP
activity through inappropriate behavior or any
action which tends to distract the participants
from an on-going activity or during
convocations and assemblies.
10. Cutting classes VW WW WP DP
11. Violating the schools elevator use VW WW WP DP
12. Misusing gadgets inside the school VW WW WP DP
13. Habitual non-compliance of rules and VW WW WP DP
regulations

13.2 Major Offenses

Students who commit any major offense will be placed under strict disciplinary probation with
automatic sanctions to be determined by the Student Disciplinary Committee (SDC). Depending on
the gravity of the offense, the sanctions for a major offense are:

Legend Sanction

Disciplinary Probation with 1-day Suspension With


DP
Community Service

3D Three-Day Suspension with Community Service

5D Five-Day Suspension with Community Service

D Dismissal from iACADEMY

E Expulsion

Offenses Occurrence and Penalty

Major Offenses 1st 2nd 3rd 4th 5th

1. Habitual commission of any minor offense


(habitual commission is defined as having
3D 5D D
committed any minor offense or combination
thereof five (5) times or more per term).

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2. Entering the campus while in a state of
intoxication; possessing or drinking of
WP DP 3D 5D D
alcoholic beverages within the campus or
during school related activities.
3. Theft or willful stealing of school or
WP DP 3D 5D D
individual property.
4. Gambling within the premises of the
WP DP 3D 5D D
campus.
5. Possessing pornographic materials and
literature in hard copy or soft copy or
WP DP 3D 5D D
accessing/downloading from pornographic
internet sites.
6. Forming of/or membership in illegal or-
ganizations or those not officially recognized WP DP 3D 5D D
by iACADEMY.
7. Writing, publishing, circulating, or posting
any form of unauthorized materials includ-
WP DP 3D 5D D
ing use of profanity/hate statements in social
websites.
8. Smoking/vaping inside the campus and
WP DP 3D 5D D
other non-smoking areas.
9. Disrespecting any member of the
WP DP 3D 5D D
iACADEMY community
10. Participating in activities outside the
school premiseS that negatively affect the WP DP 3D 5D D
name and image of iACADEMY.
11. Misrepresenting student organizations,
malversation of school and/or organization WP DP D
funds or committing any corrupt or illegal act.
12. Falsely accusing another student, faculty,
staff, or any member of the iACADEMY WP DP 3D 5D D
community of an offense or crime.
13. Any offense affecting the safety, security,
health, and morals of the iACADEMY
WP DP D
community and all other acts that ar
analogous to the aforesaid enumeration.
14. Cheating during an examination or in the
submission of written reports
a. Possessing unauthorized notes or any
materials relative to an examination
b. Copying or allowing another copy from
ones examination paper
c. Glancing at a seatmates examination
paper
WP DP 3D 5D D
d. Communicating with another student
without express permission from the
proctor during an examination
e. Having someone else take an
examination or write a required report for
ones self
f. Plagiarism in writing research/term
papers and assigned paper work
15. Deliberately or willfully destroying,
WP DP 3D 5D D
damaging, or defacing school property.

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16. Carrying and/or concealing any kind of
deadly weapon or destructive device
including, but not limited to guns, knives , or WP DP D
bombs, inside as well as outside the campus
during activities authorized by iACADEMY.
17. Instigating or leading illegal strikes or
similar concerted activities resulting in the
WP DP 3D 5D D
stoppage or disruption of classes, or
discharging their duties.
18. Preventing or threatening any student of
iACADEMY staffer from entering the school
WP DP 3D 5D D
premises, attending classes, or discharging
their duties.
19. Tampering with or forging official records
or school forms and documents including
excuse letters and those requiring parents WP DP 3D 5D D
signature, as well as examination scripts, class
work, grades, or class records.
20. Use, possession, or sale of prohibited and
regulated drugs, chemicals, or substances of D E
any form inside or outside the campus.
21. Assaulting a teacher or any iACADEMY
authority or his agents through verbal or WP DP 3D 5D D
physical means.
22. Inflicting of physical injuries or
engaging in brawls/fistfight or any
WP DP 3D 5D D
trouble-causing activity inside or outside the
campus.
23. Demonstrating immoral conduct,
indecency, lewdness, or any scandalous DP D
behavior inside or outside the campus.
24. Displaying any act that subjects a person
to physical injuries whether actual or
DP D
conspiratory, such as hazing, initiation or
bullying.
25. Bribing a person to do something illegal. WP DP 3D 5D D
26. Stating false testimony during an official
WP DP 3D 5D D
investigation or inquiry.
27. Engaging in cyber offense such as
bullying, hacking, trafficking or illegal trade,
creating virus, or any other programs DP D
designed to sabotage iACADEMY computer
systems, etc.
28. Committing any Unjust Enrichment, which
exists when a person is unjustly benefited,
and such benefi is derived at the expense of WP DP 3D 5D D
or with damages to another. (Art 22 of the
Civil Code).
29. Displaying any other act that is analogous
to the aforementioned enumeration WP DP 3D 5D D
depending on the seriousness of the offense.

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13.3 Student Disciplinary Committee

The Student Disciplinary Committee (SDC) comprising of the Principal, Student Discipline Program
Leader, Faculty Representative, Class Adviser, and Student Council Representative will carry out
the deliberation of cases that fall under the category of major offenses.

Conditions and restrictions that may be imposed by the SDC include, but are not limited to,
ineligibility to participate in student programs, activities, athletics, or events, depriving of student
employment or leadership positions, and/or referral to applicable support services. Failure to
comply with the terms of the conditions of the probation set by the SDC will constitute grounds for
more serious disciplinary action.

The school, through the Student Disciplinary Committee or Administration, reserves the right to
determine the appropriate sanction/s depending on the degree or gravity of the major offense.
The table above only serves as a guide; the sanctions can also be adjusted accordingly as deemed
necessary by concerned administrators or authorities.

13.4 Reporting Disciplinary Cases

Disciplinary cases involve actions of students, which constitute as major and/or minor offenses as
enumerated above.

Any member of the iACADEMY community may file an incident report against any student for
acts constituting as major and/or minor offenses, preferably within twenty-four (24) hours after
the incident has taken place. All incident reports must be sent to the Student Discipline Program
Leader.

Confidentiality of the complaint and anonymity of the complainant are of utmost importance. The
student involved in the incident will be given a written notice which shall:

Contain the allegations against him/her; and

Give him/her a period of three (3) school days from receipt of the said notice to submit
a written explanation (together with evidence with his/ her defenses) to the Student
Discipline Program Leader. A written notice shall likewise be given to the students
parent/ guardian. The Student Discipline Program Leader will thereafter review the written
explanation of the student.

The Student Discipline Program Leader will decide if the case is a minor or major offense. If the
case is a major offense, an SDC will be formed.

Should the SDC find that issues have to be clarified, a hearing will be conducted. The student
involved shall have the right to be accompanied by his/her parents/guardian and/ or counsel.

Gravity of offenses and sanctions will be determined by the SDC with a final appeal to the Principal.

The decision of the Principal is final and unappealable.

All administrative hearings must not exceed fifteen (15) days from the time the SDC receives the
students written explanation.

Section 14: Anti-Sexual Harassment


The upholding of moral values is a paramount concern of the iACADEMY community.

28
Sexually inclined acts or behaviors that tend to degrade the person, dignity, and honor of an
individual are strongly prohibited. For the students information, the Policies and

Guidelines for the prevention and investigation of sexual harassment cases are included as an
appendix to this Handbook.

Sexual Harassment is committed:

Against one whose is under the care, custody, or supervision of the offender.

Against one whose education, training, or tutorship is entrusted to the offender.

When the sexual favor is made as a condition to the giving a passing grade, or the
granting of honors and scholarships, or the payment of a stipend, allowance, or other
benefits, privileges, or considerations, or when sexual advances result in intimidating,
hostile, or offensive environment for the student or trainee.

A sexual harassment complaint must be brought to the attention of the Student Discipline Program
Leader who is in charge of determining probable cause.

When probable cause is determined, the case is elevated to the Anti-Sexual Harassment
Committee for formal inquiry and adjudication.

The Anti-Sexual Harassment Committee is chaired by the Principal.

The Chair of the Leadership Program will act as the Vice Chair. Its members include an employee
representative, a faculty representative, and a student representative appointed by the Student
Organization.

All decisions of the Committee are reviewed and subject to the approval of the President and CEO.
The decision of the President and CEO is final and unappealable.

Section 15: Appendices


Appendix A:
RA 7877 - Anti-Sexual Harassment Act of 1995
AN ACT DECLARING SEXUAL HARASSMENT UNLAWFUL IN THE EMPLOYMENT,
EDUCATION OR TRAINING ENVIRONMENT, AND FOR OTHER PURPOSES.

Be it enacted by the Senate and House of Representatives of the Philippines in Congress


assembled:

SECTION 1. Title. - This Act shall be known as the Anti-Sexual Harassment Act of 1995.

SECTION 2. Declaration of Policy. - The State shall value the dignity of every individual, enhance
the development of its human resources, guarantee full respect for human rights, and uphold the
dignity of workers, employees, applicants for employment, students or those undergoing training,
instruction or education. Towards this end, all forms of sexual harassment in the employment,
education or training environment are hereby declared unlawful.

SECTION 3. Work, Education or Training -Related, Sexual Harassment Defined. - Work, education
or training-related sexual harassment is committed by an employer, employee, manager,
supervisor, agent of the employer, teacher, instructor, professor, coach, trainor, or any other
person who, having authority, influence or moral ascendancy over another in a work or training or
education environment, demands, requests or otherwise requires any sexual favor from the other,

29
regardless of whether the demand, request or requirement for submission is accepted by the
object of said Act.

(a) In a work-related or employment environment, sexual harassment is committed when:

(1) The sexual favor is made as a condition in the hiring or in the employment, re-
employment or continued employment of said individual, or in granting said individual
favorable compensation, terms of conditions, promotions, or privileges; or the refusal to
grant the sexual favor results in limiting, segregating or classifying the employee which in
any way would discriminate, deprive ordiminish employment opportunities or otherwise
adversely affect said employee;

(2) The above acts would impair the employees rights or privileges under existing labor
laws; or

(3) The above acts would result in an intimidating, hostile, or offensive environment for the
employee.

(b) In an education or training environment, sexual harassment is committed:

(1) Against one who is under the care, custody or supervision of the offender;

(2) Against one whose education, training, apprenticeship or tutorship is entrusted to the
offender;

(3) When the sexual favor is made a condition to the giving of a passing grade, or the
granting of honors and scholarships, or the payment of a stipend, allowance or other
benefits, privileges, or consideration; or

(4) When the sexual advances result in an intimidating, hostile or offensive environment for
the student, trainee or apprentice.

Any person who directs or induces another to commit any act of sexual harassment as herein
defined, or who cooperates in the commission thereof by another without which it would not have
been committed, shall also be held liable under this Act.

SECTION 4. Duty of the Employer or Head of Office in a Work-related, Education or Training


Environment. - It shall be the duty of the employer or the head of the work-related, educational
or training environment or institution, to prevent or deter the commission of acts of sexual
harassment and to provide the procedures for the resolution, settlement or prosecution of acts of
sexual harassment. Towards this end, the employer or head of office shall:

(a) Promulgate appropriate rules and regulations in consultation with and joint1y approved by the
employees or students or trainees, through their duly designated representatives, prescribing
the procedure for the investigation of sexual harassment cases and the administrative sanctions
therefor.

Administrative sanctions shall not be a bar to prosecution in the proper courts for unlawful acts of
sexual harassment.

The said rules and regulations issued pursuant to this subsection (a) shall include, among others,
guidelines on proper decorum in the workplace and educational or training institutions.

(b) Create a committee on decorum and investigation of cases on sexual harassment. The
committee shall conduct meetings, as the case may be, with officers and employees, teachers,
instructors, professors, coaches, trainors, and students or trainees to increase understanding and
prevent incidents of sexual harassment. It shall also conduct the investigation of alleged cases
constituting sexual harassment.

In the case of a work-related environment, the committee shall be composed of at least one (1)
representative each from the management, the union, if any, the employees from the supervisory
rank, and from the rank and file employees.

30
In the case of the educational or training institution, the committee shall be composed of at least
one (1) representative from the administration, the trainors, instructors, professors or coaches and
students or trainees, as the case may be.

The employer or head of office, educational or training institution shall disseminate or post a copy
of this Act for the information of all concerned.

SECTION 5. Liability of the Employer, Head of Office, Educational or Training Institution. - The
employer or head of office, educational or training institution shall be solidarily liable for damages
arising from the acts of sexual harassment committed in the employment, education or training
environment if the employer or head of office, educational or training institution is informed of
such acts by the offended party and no immediate action is taken.

SECTION 6. Independent Action for Damages. - Nothing in this Act shall preclude the victim of
work, education or training-related sexual harassment from instituting a separate and independent
action for damages and other affirmative relief.

SECTION 7. Penalties. - Any person who violates the provisions of this Act shall, upon conviction,
be penalized by imprisonment of not less than one (1) month nor more than six (6) months,
or a fine of not less than Ten thousand pesos (P10,000) nor more than Twenty thousand pesos
(P20,000), or both such fine and imprisonment at the discretion of the court.

Any action arising from the violation of the provisions of this Act shall prescribe in three (3) years.

SECTION 8. Separability Clause. - If any portion or provision of this Act is declared void or
unconstitutional, the remaining portions or provisions hereof shall not be affected by such
declaration.

SECTION 9. Repealing Clause. - All laws, decrees, orders, rules and regulations, other issuances,
or parts thereof inconsistent with the provisions of this Act are hereby repealed or modified
accordingly.

SECTION 10. Effectivity Clause.- This Act shall take effect fifteen (15) days after its complete
publication in at least two (2) national newspapers of general circulation.

Appendix B:
RA 10627 - Anti-Bullying Act of 2013
AN ACT REQUIRING ALL ELEMENTARY AND SECONDARY SCHOOLS TO ADOPT POLICIES TO
PREVENT AND ADDRESS THE ACTS OF BULLYING IN THEIR INSTITUTIONS

Be it enacted by the Senate and House of Representatives of the Philippines in Congress


assembled:

SECTION 1. Short Title. This Act shall be known as the Anti-Bullying Act of 2013.

SEC. 2. Acts of Bullying. For purposes of this Act, bullying shall refer to any severe or repeated
use by one or more students of a written, verbal or electronic expression, or a physical act or
gesture, or any combination thereof, directed at another student that has the effect of actually
causing or placing the latter in reasonable fear of physical or emotional harm or damage to his
property; creating a hostile environment at school for the other student; infringing on the rights of
the other student at school; or materially and substantially disrupting the education process or the
orderly operation of a school; such as, but not limited to, the following:

a. Any unwanted physical contact between the bully and the victim like punching, pushing,
shoving, kicking, slapping, tickling, headlocks, inflicting school pranks, teasing, fighting and
the use of available objects as weapons;

b. Any act that causes damage to a victims psyche and/or emotional well-being;

c. Any slanderous statement or accusation that causes the victim undue emotional distress

31
like directing foul language or profanity at the target, name-calling, tormenting and
commenting negatively on victims looks, clothes and body; and

d. Cyber-bullying or any bullying done through the use of technology or any electronic
means.

SEC. 3. Adoption of Anti-Bullying Policies. All elementary and secondary schools are hereby
directed to adopt policies to address the existence of bullying in their respective institutions. Such
policies shall be regularly updated and, at a minimum, shall include provisions which:

(a) Prohibit the following acts:

(1) Bullying on school grounds; property immediately adjacent to school grounds; at


school-sponsored or school-related activities, functions or programs whether on or off
school grounds; at school bus stops; on school buses or other vehicles owned, leased or
used by a school; or through the use of technology or an electronic device owned, leased
or used by a school;

(2) Bullying at a location, activity, function or program that is not school-related and
through the use of technology or an electronic device that is not owned, leased or used by
a school if the act or acts in question create a hostile environment at school for the victim,
infringe on the rights of the victim at school, or materially and substantially disrupt the
education process or the orderly operation of a school; and

(3) Retaliation against a person who reports bullying, who provides information during an
investigation of bullying, or who is a witness to or has reliable information about bullying;

(b) Identify the range of disciplinary administrative actions that may be taken against a perpetrator
for bullying or retaliation which shall be commensurate with the nature and gravity of the offense:
Provided, That, in addition to the disciplinary sanctions imposed upon a perpetrator of bullying
or retaliation, he/she shall also be required to undergo a rehabilitation program which shall be
administered by the institution concerned. The parents of the said perpetrator shall be encouraged
by the said institution to join the rehabilitation program;

(c) Establish clear procedures and strategies for:

(1) Reporting acts of bullying or retaliation;

(2) Responding promptly to and investigating reports of bullying or retaliation;

(3) Restoring a sense of safety for a victim and assessing the students need for protection;

(4) Protecting from bullying or retaliation of a person who reports acts of bullying, provides
information during an investigation of bullying, or is witness to or has reliable information
about an act of bullying; and

(5) Providing counseling or referral to appropriate services for perpetrators, victims and
appropriate family members of said students;

(d) Enable students to anonymously report bullying or retaliation: Provided, however, That no
disciplinary administrative action shall be taken against a perpetrator solely on the basis of an
anonymous report;

(e) Subject a student who knowingly makes a false accusation of bullying to disciplinary
administrative action;

(f) Educate students on the dynamics of bullying, the anti-bullying policies of the school as well as
the mechanisms of such school for the anonymous reporting of acts of bullying or retaliation;

(g) Educate parents and guardians about the dynamics of bullying, the anti-bullying policies of the
school and how parents and guardians can provide support and reinforce such policies at home;
and

(h) Maintain a public record of relevant information and statistics on acts of bullying or retaliation

32
in school: Provided, That the names of students who committed acts of bullying or retaliation shall
be strictly confidential and only made available to the school administration, teachers directly
responsible for the said students and parents or guardians of students who are or have been
victims of acts of bullying or retaliation.

All elementary and secondary schools shall provide students and their parents or guardians a copy
of the anti-bullying policies being adopted by the school. Such policies shall likewise be included in
the schools student and/or employee handbook and shall be conspicuously posted on the school
walls and website, if there is any.

The Department of Education (DepED) shall include in its training programs, courses or activities
which shall provide opportunities for school administrators, teachers and other employees to
develop their knowledge and skills in preventing or responding to any bullying act.

SEC. 4. Mechanisms to Address Bullying. The school principal or any person who holds a
comparable role shall be responsible for the implementation and oversight of policies intended to
address bullying.

Any member of the school administration, student, parent or volunteer shall immediately report
any instance of bullying or act of retaliation witnessed, or that has come to ones attention, to the
school principal or school officer or person so designated by the principal to handle such issues, or
both. Upon receipt of such a report, the school principal or the designated school officer or person
shall promptly investigate. If it is determined that bullying or retaliation has occurred, the school
principal or the designated school officer or person shall:

(a) Notify the law enforcement agency if the school principal or designee believes that criminal
charges under the Revised Penal Code may be pursued against the perpetrator;

(b) Take appropriate disciplinary administrative action;

(c) Notify the parents or guardians of the perpetrator; and

(d) Notify the parents or guardians of the victim regarding the action taken to prevent any further
acts of bullying or retaliation.

If an incident of bullying or retaliation involves students from more than one school, the school first
informed of the bullying or retaliation shall promptly notify the appropriate administrator of the
other school so that both may take appropriate action.

SEC. 5. Reporting Requirement. All schools shall inform their respective schools division
superintendents in writing about the anti-bullying policies formulated within six (6) months from
the effectivity of this Act. Such notification shall likewise be an administrative requirement prior to
the operation of new schools.

Beginning with the school year after the effectivity of this Act, and every first week of the start
of the school year thereafter, schools shall submit a report to their respective schools division
superintendents all relevant information and statistics on acts of bullying or retaliation. The schools
division superintendents shall compile these data and report the same to the Secretary of the
DepED who shall likewise formally transmit a comprehensive report to the Committee on Basic
Education of both the House of Representatives and the Senate.

SEC. 6. Sanction for Noncompliance. In the rules and regulations to be implemented pursuant
to this Act, the Secretary of the DepED shall prescribe the appropriate administrative sanctions
on school administrators who shall fail to comply with the requirements under this Act. In addition
thereto, erring private schools shall likewise suffer the penalty of suspension of their permits to
operate.

SEC. 7. Implementing Rules and Regulations. Within ninety (90) days from the effectivity of this
Act, the DepED shall promulgate the necessary rules and regulations to implement the provisions
of this Act.

SEC. 8. Separability Clause. If, for any reason, any provision of this Act is declared to be
unconstitutional or invalid, the other sections or provisions hereof which are not affected thereby

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shall continue to be in full force or effect.

SEC. 9. Repealing Clause. All laws, decrees, orders, rules and regulations or parts thereof which
are inconsistent with or contrary to the provisions of this Act are hereby repealed, amended or
modified accordingly.

SEC. 10. Effectivity. This Act shall take effect fifteen (15) days after its publication in at least two
(2) national newspapers of general circulation.

Appendix C:
RA 10533 - Enhanced Basic Education Act of 2013
AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY STRENGTHENING
ITS CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR BASIC EDUCATION,
APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES

Be it enacted by the Senate and House of Representatives of the Philippines in Congress


assembled:

SECTION 1. Short Title. This Act shall be known as the Enhanced Basic Education Act of 2013.

SEC. 2. Declaration of Policy. The State shall establish, maintain and support a complete,
adequate, and integrated system of education relevant to the needs of the people, the country and
society-at-large.

Likewise, it is hereby declared the policy of the State that every graduate of basic education
shall be an empowered individual who has learned, through a program that is rooted on sound
educational principles and geared towards excellence, the foundations for learning throughout
life, the competence to engage in work and be productive, the ability to coexist in fruitful harmony
with local and global communities, the capability to engage in autonomous, creative, and critical
thinking, and the capacity and willingness to transform others and ones self.

For this purpose, the State shall create a functional basic education system that will develop
productive and responsible citizens equipped with the essential competencies, skills and values for
both life-long learning and employment. In order to achieve this, the State shall:

(a) Give every student an opportunity to receive quality education that is globally
competitive based on a pedagogically sound curriculum that is at par with international
standards;

(b) Broaden the goals of high school education for college preparation, vocational
and technical career opportunities as well as creative arts, sports and entrepreneurial
employment in a rapidly changing and increasingly globalized environment; and

(c) Make education learner-oriented and responsive to the needs, cognitive and cultural
capacity, the circumstances and diversity of learners, schools and communities through
the appropriate languages of teaching and learning, including mother tongue as a learning
resource.

SEC. 3. Basic Education. Basic education is intended to meet basic learning needs which
provides the foundation on which subsequent learning can be based. It encompasses kindergarten,
elementary and secondary education as well as alternative learning systems for out-of-school
learners and those with special needs.

SEC. 4. Enhanced Basic Education Program. The enhanced basic education program
encompasses at least one (1) year of kindergarten education, six (6) years of elementary education,
and six (6) years of secondary education, in that sequence. Secondary education includes four (4)
years of junior high school and two (2) years of senior high school education.

Kindergarten education shall mean one (1) year of preparatory education for children at least five
(5) years old as a prerequisite for Grade I.

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Elementary education refers to the second stage of compulsory basic education which is
composed of six (6) years. The entrant age to this level is typically six (6) years old.

Secondary education refers to the third stage of compulsory basic education. It consists of four
(4) years of junior high school education and two (2) years of senior high school education. The
entrant age to the junior and senior high school levels are typically twelve (12) and sixteen (16)
years old, respectively.

Basic education shall be delivered in languages understood by the learners as the language plays a
strategic role in shaping the formative years of learners.

For kindergarten and the first three (3) years of elementary education, instruction, teaching
materials and assessment shall be in the regional or native language of the learners. The
Department of Education (DepED) shall formulate a mother language transition program from
Grade 4 to Grade 6 so that Filipino and English shall be gradually introduced as languages of
instruction until such time when these two (2) languages can become the primary languages of
instruction at the secondary level.

For purposes of this Act, mother language or first Language (LI) refers to language or languages
first learned by a child, which he/she identifies with, is identified as a native language user of
by others, which he/she knows best, or uses most. This includes Filipino sign language used by
individuals with pertinent disabilities. The regional or native language refers to the traditional
speech variety or variety of Filipino sign language existing in a region, area or place.

SEC. 5. Curriculum Development. The DepED shall formulate the design and details of the
enhanced basic education curriculum. It shall work with the Commission on Higher Education
(CHED) to craft harmonized basic and tertiary curricula for the global competitiveness of Filipino
graduates. To ensure college readiness and to avoid remedial and duplication of basic education
subjects, the DepED shall coordinate with the CHED and the Technical Education and Skills
Development Authority (TESDA).

To achieve an effective enhanced basic education curriculum, the DepED shall undertake
consultations with other national government agencies and other stakeholders including, but
not limited to, the Department of Labor and Employment (DOLE), the Professional Regulation
Commission (PRC), the private and public schools associations, the national student organizations,
the national teacher organizations, the parents-teachers associations and the chambers of
commerce on matters affecting the concerned stakeholders.

The DepED shall adhere to the following standards and principles in developing the enhanced basic
education curriculum:

(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;

(b) The curriculum shall be relevant, responsive and research-based;

(c) The curriculum shall be culture-sensitive;

(d) The curriculum shall be contextualized and global;

(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based,
reflective, collaborative and integrative;

(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based
Multilingual Education (MTB-MLE) which starts from where the learners are and from what
they already knew proceeding from the known to the unknown; instructional materials and
capable teachers to implement the MTB-MLE curriculum shall be available;

(g) The curriculum shall use the spiral progression approach to ensure mastery of
knowledge and skills after each level; and

(h) The curriculum shall be flexible enough to enable and allow schools to localize,
indigenize and enhance the same based on their respective educational and social
contexts. The production and development of locally produced teaching materials shall

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be encouraged and approval of these materials shall devolve to the regional and division
education units.

SEC. 6. Curriculum Consultative Committee. There shall be created a curriculum consultative


committee chaired by the DepED Secretary or his/her duly authorized representative and with
members composed of, but not limited to, a representative each from the CHED, the TESDA, the
DOLE, the PRC, the Department of Science and Technology (DOST), and a representative from
the business chambers such as the Information Technology Business Process Outsourcing (IT-
BPO) industry association. The consultative committee shall oversee the review and evaluation
on the implementation of the basic education curriculum and may recommend to the DepED the
formulation of necessary refinements in the curriculum.

SEC. 7. Teacher Education and Training. To ensure that the enhanced basic education
program meets the demand for quality teachers and school leaders, the DepED and the CHED,
in collaboration with relevant partners in government, academe, industry, and nongovernmental
organizations, shall conduct teacher education and training programs, as specified:

(a) In-service Training on Content and Pedagogy Current DepED teachers shall be
retrained to meet the content and performance standards of the new K to 12 curriculum.

The DepED shall ensure that private education institutions shall be given the opportunity to
avail of such training.

(b) Training of New Teachers. New graduates of the current Teacher Education curriculum
shall undergo additional training, upon hiring, to upgrade their skills to the content
standards of the new curriculum. Furthermore, the CHED, in coordination with the DepED
and relevant stakeholders, shall ensure that the Teacher Education curriculum offered in
these Teacher Education Institutes (TEIs) will meet necessary quality standards for new
teachers. Duly recognized organizations acting as TEIs, in coordination with the DepED,
the CHED, and other relevant stakeholders, shall ensure that the curriculum of these
organizations meet the necessary quality standards for trained teachers.

(c) Training of School Leadership. Superintendents, principals, subject area coordinators


and other instructional school leaders shall likewise undergo workshops and training to
enhance their skills on their role as academic, administrative and community leaders.

Henceforth, such professional development programs as those stated above shall be initiated and
conducted regularly throughout the school year to ensure constant upgrading of teacher skills.

SEC. 8. Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other Specialists
in Subjects With a Shortage of Qualified Applicants, Technical-Vocational Courses and Higher
Education Institution Faculty. Notwithstanding the provisions of Sections 26, 27 and 28 of
Republic Act No. 7836, otherwise known as the Philippine Teachers Professionalization Act of
1994, the DepED and private education institutions shall hire, as may be relevant to the particular
subject:

(a) Graduates of science, mathematics, statistics, engineering, music and other degree
courses with shortages in qualified Licensure Examination for Teachers (LET) applicants
to teach in their specialized subjects in the elementary and secondary education. Qualified
LET applicants shall also include graduates admitted by foundations duly recognized for
their expertise in the education sector and who satisfactorily complete the requirements
set by these organizations: Provided, That they pass the LET within five (5) years after their
date of hiring: Provided, further, That if such graduates are willing to teach on part-time
basis, the provisions of LET shall no longer be required;

(b) Graduates of technical-vocational courses to teach in their specialized subjects in the


secondary education: Provided, That these graduates possess the necessary certification
issued by the TESDA: Provided, further, That they undergo appropriate in-service training to
be administered by the DepED or higher education institutions (HEIs) at the expense of the
DepED;

(c) Faculty of HEIs be allowed to teach in their general education or subject specialties

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in the secondary education: Provided,That the faculty must be a holder of a relevant
Bachelors degree, and must have satisfactorily served as a full-time HEI faculty;

(d) The DepED and private education institutions may hire practitioners, with expertise in
the specialized learning areas offered by the Basic Education Curriculum, to teach in the
secondary level; Provided, That they teach on part-time basis only. For this purpose, the
DepED, in coordination with the appropriate government agencies, shall determine the
necessary qualification standards in hiring these experts.

SEC. 9. Career Guidance and Counselling Advocacy. To properly guide the students in choosing
the career tracks that they intend to pursue, the DepED, in coordination with the DOLE, the TESDA
and the CHED, shall regularly conduct career advocacy activities for secondary level students.
Notwithstanding the provisions of Section 27 of Republic Act No. 9258, otherwise known as the
Guidance and Counselling Act of 2004, career and employment guidance counsellors, who are
not registered and licensed guidance counsellors, shall be allowed to conduct career advocacy
activities to secondary level students of the school where they are currently employed; Provided,
That they undergo a training program to be developed or accredited by the DepED.

SEC. 10. Expansion of E-GASTPE Beneficiaries. The benefits accorded by Republic Act No.
8545, or the Expanded Government Assistance to Students and Teachers in Private Education
Act, shall be extended to qualified students enrolled under the enhanced basic education.

The DepED shall engage the services of private education institutions and non-DepED schools
offering senior high school through the programs under Republic Act No. 8545, and other financial
arrangements formulated by the DepED and the Department of Budget and Management (DBM)
based on the principles of public-private partnership.

SEC. 11. Appropriations. The Secretary of Education shall include in the Departments program
the operationalization of the enhanced basic education program, the initial funding of which shall
be charged against the current appropriations of the DepED. Thereafter, the amount necessary for
the continued implementation of the enhanced basic education program shall be included in the
annual General Appropriations Act.

SEC. 12. Transitory Provisions. The DepED, the CHED and the TESDA shall formulate the
appropriate strategies and mechanisms needed to ensure smooth transition from the existing ten
(10) years basic education cycle to the enhanced basic education (K to 12) cycle. The strategies
may cover changes in physical infrastructure, manpower, organizational and structural concerns,
bridging models linking grade 10 competencies and the entry requirements of new tertiary
curricula, and partnerships between the government and other entities. Modeling for senior high
school may be implemented in selected schools to simulate the transition process and provide
concrete data for the transition plan.

To manage the initial implementation of the enhanced basic education program and mitigate the
expected multi-year low enrolment turnout for HEIs and Technical Vocational Institutions (TVIs)
starting School Year 2016-2017, the DepED shall engage in partnerships with HEIs and TVIs for
the utilization of the latters human and physical resources. Moreover, the DepED, the CHED, the
TESDA, the TVIs and the HEIs shall coordinate closely with one another to implement strategies
that ensure the academic, physical, financial, and human resource capabilities of HEIs and TVIs to
provide educational and training services for graduates of the enhanced basic education program
to ensure that they are not adversely affected. The faculty of HEIs and TVIs allowed to teach
students of secondary education under Section 8 hereof, shall be given priority in hiring for the
duration of the transition period. For this purpose, the transition period shall be provided for in the
implementing rules and regulations (IRR).

SEC. 13. Joint Congressional Oversight Committee on the Enhanced Basic Educational Program
(K to 12 Program). There is hereby created a Joint Oversight Committee to oversee, monitor and
evaluate the implementation of this Act.

The Oversight Committee shall be composed of five (5) members each from the Senate and from
the House of Representatives, including Chairs of the Committees on Education, Arts and Culture,
and Finance of both Houses. The membership of the Committee for every House shall have at least
two (2) opposition or minority members.

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SEC. 14. Mandatory Evaluation and Review. By the end of School Year 2014-2015, the DepED
shall conduct a mandatory review and submit a midterm report to Congress as to the status of
implementation of the K to 12 program in terms of closing the following current shortages: (a)
teachers; (b) classrooms; (c) textbooks; (d) seats; (e) toilets; and (f) other shortages that should be
addressed.

The DepED shall include among others, in this midterm report, the following key metrics of access
to and quality of basic education: (a) participation rate; (b) retention rate; (c) National Achievement
Test results; (d) completion rate; (e) teachers welfare and training profiles; (f) adequacy of funding
requirements; and (g) other learning facilities including, but not limited to, computer and science
laboratories, libraries and library hubs, and sports, music and arts.

SEC. 15. Commitment to International Benchmarks. The DepED shall endeavor to increase the
per capita spending on education towards the immediate attainment of international benchmarks.

SEC. 16. Implementing Rules and Regulations. Within ninety (90) days after the effectivity
of this Act, the DepED Secretary, the CHED Chairperson and the TESDA Director-General shall
promulgate the rules and regulations needed for the implementation of this Act.

SEC. 17. Separability Clause. If any provision of this Act is held invalid or unconstitutional, the
same shall not affect the validity and effectivity of the other provisions hereof.

SEC. 18. Repealing Clause. Pertinent provisions of Batas Pambansa Blg. 232 or the Education
Act of 1982, Republic Act No. 9155 or the Governance of Basic Education Act of 2001, Republic
Act No. 9258, Republic Act No. 7836, and all other laws, decrees, executive orders and rules and
regulations contrary to or inconsistent with the provisions of this Act are hereby repealed or
modified accordingly.

SEC. 19. Effectivity Clause. This Act shall take effect fifteen (15) days after its publication in the
Official Gazette or in two (2) newspapers of general circulation.

Appendix D:
DepEd Order 52, s. 2003 Policy on Educational Field Trips
Policy on Educational Field Trips (Supplemental to DECS Order No. 56, s. 2001 and DepEd Order
No. 51, s. 2002)

1. With reference to field trips and other forms of outing, the following guidelines are being issued
in addition to those contained in DECS ORDER No. 56, s. 2001 and DepEd Order No. 51, s. 2002;

a. No field-trip should be undertaken without the written consent of the parents, or


students guardians;

b. Where a majority joins the field trip, there should be no punitive measures or activities
such as tests related to the trip, that will put the students who could not join the field trip at
a disadvantage. They should be given activities in school to compensate for their inability to
join the field trip;

c. The field trip should be well planned ahead of time with the students, so that they know
exactly what to look for in the field trip. Safety measures should be discussed before the
field trip;

d. Places to visit should be educational places, such as cultural and historical sites or science
exhibits in museums which complement or supplement classroom lessons;

e. Trips to malls and attendance at noon time TV shows, especially during class hours are
discouraged;

f. As much as possible, field trips should not put an additional financial burden on the
parents. Possible sponsors or other sources can be tapped for the purpose; and

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g. Attention is called to the other provisions of the previous DepEd Orders on field trips
which still hold true.

2. Immediate dissemination of and compliance with this Order is directed.

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