SUBIC

INTERNATIONAL
SCHOOL OF
COLLEGES

1
HISTORY AND BACKGROUND
The first Subic International School (SIS) was opened on the 21st January of 1990, by the group
of nurse educators abroad, headed by Florence Nightingale. The original enrolment was
approximately 30 kindergarten students.

The school is situated behind St Joseph Church, close to the central business district of
Olongapo. The spacious grounds, which also contain the Catholic Church, Parish Hall and
Presbytery allow for a variety of activities and freedom of movement for all. The school has
solid brick buildings and all classrooms have been recently upgraded. All Key Learning Areas
are well catered for in terms of space, resources and staffing. Almost all students are from
English speaking backgrounds. The majority come from the town area with the remainder from
outlying properties and villages, travelling to school by bus.

The first school was initially for day pupils, although boarding facilities were provided soon
after. The original school was a wooden building erected next to the first Church. When the new
Church (the existing one) was built in 1995, the school moved into the old Church building.

Over the years other buildings were added as the population of SISC increased. A two-storey
block was completed in 2000 and an Infants’ building was erected in 2005.

The 2005’s brought many changes to education in Subic Olongapo. The first lay teachers were
employed during the 2005. In order to cater for a wider curriculum, it was added in 2005. This
was to be the forerunner in the evolution of a separate Secondary and Tertiary School. Subic
International School was changed to Subic International School of Colleges, which
opened in 2005. The College was extended in 2008 when a Craft/Woodwork room was built.

In 2009 it was decided to expand the facilities of Subic International School of Colleges with the
erection of a new Science Block within the College grounds and the remodelling of the old
Science Block to provide a new kindergarten room, which opened in 2012. In 2013 an Art Room
was added to the complex and in 2015 extensions were completed to the Technics building.

In 2010, the college and primary school again amalgamated to form a school from Kindergarten
to grade 12.

As a co-educational primary educator, Subic International School, group of nurse educators has a
strong focus on the achievement of personal best. The curriculum focuses on creating 21st
century learners, able to use the capabilities – knowledge, skills, behaviours and dispositions –
which they require to thrive in the world.

The current composition of the staff is varied in terms of both age and experience.

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PHILOSOPHY
Subic International School of Colleges seeks
to provide world-class education where the
curriculum is derived from student
autonomy and personalised learning; the
pedagogy mirrors product-oriented
processes and the context is a globalised
campus.
Students and staff share the responsibility to
create optimal conditions for sustained,
relevant and rigorous learning within the
Philippines Curriculum. We seek to provide
world class education where the curriculum
and pedagogical approaches embrace
challenge and stretch.
The philosophy of education of Subic
International School of Colleges is one
which provides the very best teaching and
learning environment possible
One which is caring and safe; developing
the qualities of self-esteem, creative and
critical thinking, respect for self and others
and positive attitudes toward school and
learning, it is the belief of our school that we
should foster, in our students pride, self-
confidence, and a love of learning, while
they develop physically, mentally,
emotionally and socially into mature,
responsible citizens. We are committed to
the philosophy that the child must be placed
at the centre of learning, actively acquiring
skills needed to think clearly, communicate
effectively to make sound decisions and to
discriminate among values.
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vision, Mission and Goal

Our Vision
To be the school of choice to equip young people for a bright future.

Our Mission
Our mission is to create lifelong learners who can problem solve, think creatively and critically,
communicate effectively and act ethically in a dynamic global environment.

Our Motto
“Do all things well”

Our Goal
Subic International School of Colleges, we prepare bright minds for bright lives through bright
thinking by:

 Acquiring core knowledge

 Working collaboratively
 Developing an academic and growth mindset
 Learning to communicate effectively to solve complex problems
 Learning how to learn.
 Our objectives:
 Team concept
 Safety
 Positive environment in which to learn and grow
 Develop self steem
 Equality for all
 Health and Fitness
 Independent, creative thinkers
 Communitives Skills
 Personal Values/Social skills
 Technology Literacy

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THEORIES
Maria montessori

 Born in 1870, Montessori grew up in a family that supported for reading.

She later went to medical school, choosing psychiatry as her specialty. From there, she
went on to develop an interest in education and pedagogy, eventually opening a childcare
center for underprivileged children. Through her methods, Dr. Montessori discovered that
the children in the center enjoyed puzzles and learned more quickly when they were
taught subjects, like math, by manipulating materials.
 She was Italian physician and educator who developed the Montessori Method of
teaching. The Montessori Method is general ly based on the idea that children learn best
when the environment supports their natural desire to acquire skills and knowledge.

In her observations of children, Dr. Montessori identified developmental phases, each with its
own set of goals for learning: the development of an individual self, social development, the
'birth' of the adult phase and the mature phase.

During each phase, children are driven to acquire certain skills.

 Her ideas about how children learn are built on a theory called constructivism(based
on the idea that children learn by doing

The Montessori Method

 The Montessori classroom is designed around three key points: the teacher, the child and
the environment. Each child works at his own pace, and any help from other children
happens spontaneously. There's no pressure from teachers to work faster, and teachers
offer guidance for building on skills as needed.
 Montessori classes consist of children of different ages, which more closely resembles a
real-world environment. The younger children (ages 3-5) focus their 'work' on materials
that develop cognition through seeing, tasting, smelling and touching through direct
experience.

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Curriculum, Planning & Programming
Policy

K TO 12 Program

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

Rationale

It is the school that constructs the educational experience for our students. While the essential
standards for achievement around which the curriculum is constructed are specified, the need for
flexibility is well understood. Success in learning is more likely if the curriculum and the way it
is taught excites and challenges students. The school and its teachers therefore need the capacity
to tailor or personalise programs to stu dent, parent, community and employer expectations.

Purpose

The purpose of this policy is to ensure that the school provides all students with a planned and
structured curriculum that might equip them with the knowledge, skills and attitudes needed to
complete their compulsory years of schooling and to make a successful transition from school to
work, training or further education.

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 CURRICULUM
PLANNER

Level: KINDERGARTEN

Homeschool Provider:

SUBIC INTERNATIONal SCHOOL OF

COLLEGES

School Year 2018-2019

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CURRICULUM - KINDERGARTEN

The Kindergarten Department offers half-day Toddler (2 years old), Nursery (3 years old),
Preparatory (4 years old), and whole-day Kindergarten (5 years old).

The curriculum offered is far above the minimum requirements of the Department of Education.
It has been designed to meet the characteristics of growth and development of Filipino-Chinese
children.

Toddler level is for play-and-learn; Nursery level uses thematic study and engaging activities;
Preparatory combines’ activities and academics in preparation for Kinder. Kinder is academic
preparation for Grade 1, with in-depth studies in English and Filipino to train the child’s literacy,
Math, thinking, and writing skills.

Morning classes are from 8:00 to 11:00 a.m., while afternoon classes are from 12:30 to 3:30 p.m.

Subic International school of colleges Kindergarten Department offers a safe, conducive

learning environment that develops Christian values in the early childhood years, to produce
God-fearing children with excellent academic skills.

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CONTENTS

KINDERGARTEN LEARNING STANDARDS AND COMPETENCIES

This matrix was created and organized for easyreading. This was based on the DepEd's
Standards and Competencies for 5 year-olds (2013) and a Practical Life of subject was
added. The latest and complete list of Kindergarten competencies is on the website of
DepEd.

Resources

Fill out this table with your important resources like books, websites, workbooks, manipulatives,
and other materials related to your curriculum.

Goals

Goal-setting is an important step that you shouldn't skip. Create clear and measurable
(SMART) goals to work toward your school year.

Weekly Class Schedule

Plan ahead how often and how long you will spend for lessons and activities for each subject.

Curriculum Road Map

Using the standards and competencies matrix, you can now plan the topics you will cover
per quarter on each subject.

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Lesson Plan

Create your daily/ weekly activities and lessons on this section.

Book List

our child may/may not learn to read this school year (depends on their progress). Use this
template to track the books read by your preschooler.

Field Trip / Activities

The world is our classroom! Track all your activities and field trips on this page - basketball
training, music, a trip to the park for nature study, the supermarket, among others

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 KINDERGARTEN LEARNING STANDARDS AND COMPETENCIES

Learning Course/Topic Competencies

Area/Subject
Auditory 1. Identify familiar sounds in the environment
Perception 2. Tell who/what is producing the sound
and 3. Identify the direction where the sound is coming from
Discriminatio 4. Tell if the sound is loud/soft; high/low
n Different 5. Differentiate a soft from a loud sound; high/low
sounds in the 6. Hear discriminately and respond appropriately, i.e. asked to speak with a
environment different volume
Visual 1. Tell which objects/pictures are the same based on color, shape, size,
Perception direction, other details
Language and 2. Tell which object is different from a group and explain why
Discriminatio 3. Tell the missing parts in objects/pictures
Literacy n 4. Tell which two letters in a group are the same
and Child is able to 5. Tell which two words in a group are the same
Communi understand the 6. Identify the letter that is different in a group
differences of 7. Identify the word that is different in a group
-cation what he/she 8. Identify which does not belong in a given set of objects, pictures,
can see symbols (letters, numbers, words)
Oral 1. Use polite greetings and courteous expressions in appropriate situations
Language 2. Recite rhymes, poems, and sing jingles/songs in the mother tongue,
Filipino and/or English
3. Talk about one’s personal experiences/narrates events of the day
Child 4. Talk about the details of a picture
demonstrates 5. Talk about the details of a picture
understanding 6. Talk about things using various appropriate descriptive words
of increasing 7. Ask and answer questions (who, what, where, when, why as may be
his/her appropriate) about stories listened to
conversation 8. Give simple directions
skills 9. Make comments related to a topic of discussion
10. Participate actively in a dialogue or conversation of familiar topics
11. Express easily thoughts, feelings, fears, ideas, wishes, and dreams
12. Retell a story listened to
Phonological 1. Identify whether or not two words begin with the same sound
Awareness 2. Identify the sounds of letters orally given 3. Select from
Letter sound to 3 words those that begin with the same sound
name relations 4. Identify rhyming words in rhymes, poems, jingles, songs
5. Tell whether a pair of set of words rhyme 6. Give a rhyming word to a
given word
7. Identify several words that begin with the same sound as a given word
or name
8. Tell the number of syllables in given words

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Learning Course/Topic Competencies
Area/Subject
Book and Print 1. Hold the book right side up
Awareness Child 2. Identify the parts of a book (front and back cover, and its pages)
is able to handle 3. Point/read the title of the story
and turn pages, 4. Talk about the pictures on the book cover
understands 5. Tell what an author and illustrator does
beginning and 6. Flip pages of the book sequentially from the front to the back 7.
ending of a story Tell that the left pages is looked at/read before the right page 8. Point
to the first part/beginning of story
Alphabet 1. Name the letters of their own names
Knowledge 2. Notice and be able to name the beginning letters of their friends’
name, family members and common things they use
Letter 3. Name the letters of the alphabet
representation of 4. Match an upper to its lower case letter
sounds 5. Match a letter sound to its letter form
Language, Handwriting 1. Hold a pencil with a tripod grasp
2. Trace, copy and draw recognizable figures
Literacy Representations 3. Trace, copy, write the letters of the alphabet (straight lines, slant,
and of spoken words curve, round strokes with loops, combination of straight and slanting
Communica through writing lines, combination of straight and curved lines)
4. Write the lower case for each upper case
tion 5. Write one’s own name
Vocabulary 1. Name common objects/things in the environment
Development 2. Describe common objects/things in the environment based on:
Child color, shape, size, function
demonstrates 3. Recall and enumerate words from story listened to
understanding of 4. Give the meaning of words in stories listened to
acquiring new 5. Give the name of objects whose names begin with a particular
words letter of the alphabet
6. Give the names of family members, school personnel, community
helpers, including the role they play/jobs they do/things they use
7. Give the synonyms and antonyms of given words
Listening 1. Listen attentively to stories
Comprehension 2. Recall details of the story – the characters, when and where the
Child is able to story happened, the events in the story
understand 3. Talk about the characters and events in books
information 4. Relate events in stories to personal experiences
received through 5. Retell a story listened to, with the help of pictures stating the
listening to setting, characters and important events
stories and be 6. Tell the event that happened 1st, next, last
able to relate 7. Give the correct sequence of three events in a story orally and/or
within the context through drawing
of their own 8. Infer character feelings and traits in a story read
experience 9. Identify cause and/or effect of events in a story read 10. Predict
what might happen next in the story heard

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Learning Course/Topic Competencies
Area/Subject
Sorting and 1. Recognize simple shapes in the environment
Classifying 2. Identify 2-dimensional shapes: square, circle, triangle, rectangle
3. Identify 3-dimensional shapes: sphere, cube, cylinder
Sequence, 4. Describe objects according to: shape, size, its use/function 5. Group
group, and objects that are alike
relationships 6. Sort and classify object by more than one factor (such as shape and
color or size and shape, etc.)
7. Compare objects:  small, smaller  big, bigger  long, longer  wide,
wider  high, higher  heavier, lighter, etc.
8. Copy, make and continue patterns
Counting 1. Count forward and backwards from memory up to 10
2. Recognize and identify numeral 0 to 10
Child is able to 3. Read and write numeral 0 to 10
MATH understand 4. Match numbers to a set of concrete objects from 0 to 10 5. Identify the
counting which number that comes before, after or inbetween
moves through a 6. Arrange three numbers from at least to greatest/ greatest to least
sequence that 7. Count and tell how many objects there are in a given set
uses one and
8. Compare two groups of objects to decide which is more or less, or if
only one number
name for each they are equal
number 9. Identify sets with one more or one less element
counted 10. Tell the number of days in a week
11. Identify ordinal positions through 10th
Number and 1. Match objects/pictures using one-to-one correspondents 2. Recognize
Algebraic and identify coins and bills up to Php20 (pesos and centavos)
Thinking 3. Recognize the words “put together, “add to,” and “in all,” that indicate
the act of adding whole numbers
Quantity, 4. Recognizes the words “take away,” “less,” “and “are left,” that indicate
numeral the act of subtracting whole numbers
relations, 5. Represent the concept of addition by combining elements of two sets
addition and using concrete objects
subtraction 6. Represent the concept of subtraction by crossing out/taking away
element from a set using concrete objects
7. Use manipulative to explore the concept of addition and subtraction
with sums and differences between 0 and 10
8. Add quantities up to 10 using concrete objects
9. Subtract quantities up to 10 using concrete objects
10. Use concrete objects to determine answers to addition and subtraction
problems listened to
11. Solve number stories read by the teacher involving addition and
subtraction up to quantities of 10

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Learning Course/Topic Competencies
Area/Subject
Number and 12. Match addition and subtraction expressions with concrete
Algebraic representations
Thinking 13. Write addition and subtraction expressions and equation with
concrete representations
14. Recognize situations that require addition and subtraction 15.
Group and count sets of equal quantity using concrete objects up
to 10 (beginning multiplication)
16. Separate objects into groups of equal quantity using concrete
objects up to 10 (beginning division)
17. Recognize that a whole can be divided into parts and that
parts, as half and/or fourth with the right equal parts can comprise
a whole
18. Represent a half and a fourth by dividing the whole object
into 2 and 4 equal parts, respectively
Measurement 1. Use non-standard measuring tools such as feet, hand, piece of
string etc. to measure – size, length, capacity, mass
Size, length, 2. Compare objects based on their size, length, weight, mass 
MATH weight, and time big/little  longer/shorter  heavier/lighter
3. Tell the time of day when activities are being done, e.g.
morning, afternoon, night time
4. Compare the intervals by determining which activities take a
longer or short time

Data Analysis
and Probability 1. Collect data on one variable (e.g. sex or boys and girls) through
observation and asking a question
Child 2. Organize data into pictographs
demonstrates 3. Interpret pictographs
understanding of 4. Draws inferences based on data presented
organizing and 5. Tell possible outcomes of a give event. E.g. weather could be
interpreting data sunny, cloudy, rainy or stormy; passing and failing; winning or
losing

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Learning Course/Topic Competencies
Area/Subject
Life Science: Body and 1. Identify one’s body parts and their function
Senses 2. Demonstrate movements using different body parts
3. Name the five sense organs and their corresponding
Living and non-living things sense 4. Use the senses to observe the environment:
and the environment Texture – soft/hard, smooth/rough; Taste – salty, sweet,
sour
5. Describe how one grows and changes
6. Identify one’s needs and ways to care for one’s body
Physical Science: Properties 1. Classify objects according to observable properties like
and Change, Forces and size, color, shape, texture and weight
Motion 2. Demonstrate understanding that objects are made from
Physical properties of objects, one or more material like metal, plastic, wood, paper
and positions and movement 3. Communicate transformations observed, like solid ice
of objects and organisms becomes liquid, corn kernel becomes popcorn
SCIENCE 4. Explore how objects can be moved like pushing,
pulling, rising, sinking, blowing
5. Describe movement of objects and organisms like,
straight, round and round, back and forth, fast and slow 6.
Use objects and materials correctly

Life Science: Animals 1. Name animals

2. Describe and differentiate animals based on their
Scientific knowledge about characteristics: how they look/body, covering parts,
animals movement, sounds they make, food, shelter
3. Examine observable characteristics of animals using
their multisensory abilities
4. Group animals according to certain characteristics
5. Needs of animals and ways to care for them
6. Describe how animals grow and change
7. Identify and describe how animals can be useful
Life Science: Plants 1. Examine observable characteristics of plants using their
multisensory abilities 2. Identify and describe plants 3.
Scientific knowledge about Identify needs of plants and ways to care for them 4.
plants Identify and describe ways plants can be useful
Earth Science: Environment 1. Tell and describe the different kinds of weather (sunny,
and the Weather rainy, cloudy, stormy, windy)
2. Observe and record the weather daily
Scientific knowledge about 3. Identify what we wear and use for each kind of weather
the Earth’s environment and 4. Observe sunrise and sunset to tell the time of the day
weather (morning, noontime, evening)
5. Identify ways of taking care of the environment
6. Explore first hand a variety of cause and effect
relationships

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Learning Course/Topic Competencies
Area/Subject
Care of Self 1. Wash hands/face
2. Wash hair
Care and maintenance in 3. Polishing shoes
every day life 4. Blowing nose and properly throwing away the tissue
5. Sneezing
6. Brushing teeth
7. Combing hair
8. Trimming fingernails
9. Hanging up towels after use
10. Dressing oneself: button, zip, snap, tie, Velcro, hook
& eye 11. Folding clothes 12. Putting clean clothes in a
drawer
Care of the environment 1. Dusting
2. Wringing a wet cloth
Practical Care and maintenance of the 3. Putting materials and toys away
Life environmen 4. Sweeping the floor
Lessons 5. Care of indoor plants
6. Planting seeds
7. Care of pets
8. Sorting laundry by color
9. Washing dishes
10. Sorting recyclables
11. Cleaning up spills
Grace and Courtesy 1. Greeting people
Exercises 2. Interrupting with ‘Excuse Me’
3. How to excuse oneself when passing or bumping into
Interaction with people another
4. How to answer the telephone
5. Conduct with a visitor
6. Behavior in a group
7. Apologizing 8. Waiting turns
9. Table manners and use of eating utensils 10. Serving
and sharing food
Control of Movement 1. Pouring and transferring liquids and dry ingredients
without spilling
Refine coordination 2. Using scissors
3. Opening and closing lids
4. Threading, cutting, sewing, folding
5. Measuring liquid and dry ingredients
6. Peeling fruits and vegetables
7. Spreading (butter, peanut butter)
8. Using kitchen tools: fork, spoon, grater, blunt knife, ice
cream scoop, peeler, chopping board, rolling pin, whish,
pitcher, cookie cutter)

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RESOURCES

SUBJECTS Materials (Books, websites, manipulatives, etc.)

READING

MATH

SCIENCE

FILIPINO

VALUES EDUCATION

RELIGION

MAPE

PENMASHIP

LANGUAGE ARTS

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GOALS FOR THE SCHOOL YEAR

QUARTER 1
ACADEMIC GOALS CHARACTER GOALS

QUARTER 2
ACADEMIC GOALS CHARACTER GOALS

QUARTER 3
ACADEMIC GOALS CHARACTER GOALS

QUARTER 4
ACADEMIC GOALS CHARACTER GOALS

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WEEKLY CLASS SCHEDULE

SUBJECTS DAY/S TIME

READING

MATH

SCIENCE

FILIPINO

VALUES EDUCATION

RELIGION

MAPE

PENMASHIP

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 CURRICULUM ROAD MAP
SUBJECT:
FIRST QUARTER SECONDE QUARTER THIRD QUARTER FOURTH QUATER

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LESSON PLAN

SUBJECT: DATE: QUATER:

OBJECTIVE: MATERIAL NEEDED

OUTLINE:

ACTIVITY:

EVAUATION:

NOTES:

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BOOKLIST

TITLE AUTHOR DATE READ

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FIELD TRIP / ACTIVITIES

DATE: DATE:

EVENT /DESTINATION: EVENT /DESTINATION:

OBJECTIVES/ LESSONS: OBJECTIVES/ LESSONS:

ACTIVITIES: ACTIVITIES:

DATE: DATE:

EVENT /DESTINATION:
EVENT /DESTINATION:

OBJECTIVES/ LESSONS: OBJECTIVES/ LESSONS:

ACTIVITIES:
ACTIVITIES:

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 MASTER OF ARTS IN NURSING

Practicum Report
Submitted in Partial Fulfillment of the Requirements in
CURRICULUM PLANNING

Submitted by:
Jornalyn Arcega
Marifel Magat
Eleanor Perez
Kathleen Ann Vitug
Leny Reyes

Submitted to:
Dra. Imelda Soriano
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