1. School: General Information and Academic Administration
1.1 School Profile
1/F Benavides Building
University of Santo Tomas
España Boulevard, Sampaloc, Manila 1015
Philippines
+63-2-406-1611 loc. 8270
+63-2-731-4785 (Telefax)
Vision
The UST Junior High School, adhering to the mission and vision of the University of which it is a part, envisions itself in the next five years to live up to its vocation as a Christian, Catholic, evangelizing, Filipino and educational community, with its tradition of excellence involving its academic and non-academic staff, dedicated to the holistic formation of its students in the secondary level incompetence, commitment, and compassion.
Mission
The UST Junior High School, proud of its tradition and conscious of its role to share in the mission of the University of Santo Tomas, under the inspiration and patronage of its model St. Thomas Aquinas, affirms and avows its commitment to the cause of education in the secondary level, and to the formation of our students in the Faith for the purpose of preparing them for tertiary education, being molded as true Thomasians and becoming responsible citizens dedicated to the service of God, the country, and the whole world.
Goals
Our mission is defined by the following goals:
- The integral formation of our students;
- Cultivation of Christian values necessary for the formation of a right social conscience;
- Development of professional sound expertise in guiding, counseling, and nurturing our students’ passion for knowledge;
- Appreciation, preservation, enrichment, and propagation of Filipino cultural heritage rooted in a sense of history and tradition;
- Recognition of the role of individuals in the University, local community, country, and the environment.
Objectives
The UST Junior High School aims to:
- mold the students into total human persons by providing them with the best educational program possible in an atmosphere conducive to intellectual, spiritual, moral, social, cultural, and physical development;
- provide the students with the necessary education in order that they may become well-disciplined persons whose department is in harmony with Christian ideals and teachings;
- help the students develop a sense of Christian leadership and service whose primary concern is the welfare of others;
- cultivate in the students a genuine and fervent nationalist sense and,
- provide the adolescent students an all-around, sound, balanced, and challenging curriculum, not only suited to their talents and abilities but also determined to bring out the best in them and make them responsible adults in the future.
History
An integral part of the University of Santo Tomas, founded by Archbishop Miguel de Benavides, O.P., the University supervised the General Secondary Education Program in the Philippine Islands during the Spanish period.
The UST Junior High School (UST-JHS) was formally founded in 1928 by Rev. Fr. Silvestre Sancho, O.P. the Dean of the College of Education as a laboratory school for student teachers, opening its doors to 110 male students on June 6, 1928 with Fr. Sancho as Director and Dr. Rafael Acosta as Principal. The JHS was given recognition by the Philippine Government as a Day General Secondary School on June 30, 1929. In 1930, the Girls’ High School Department was established with Dr. Mercedes Grau-Santamaria as its Principal. It was reorganized in 1938 with the Girls’ and Boys’ High School departments integrated under a central administration with Fr. Tomaz Martinez as Director and Dr. Bienvenido Sison, General Principal. With the founding of the UST Education High School in 1950 as the laboratory school of the College of Education, UST High School became an independent department of the University. The JHS was granted recognition in 1951 by the Bureau of Private Education as a school offering complete secondary education with vocational subjects. In 1952, it was transferred to the former Medicine Building that came to be known as the Old UST High School Building in 1957. Fr. Isidro Katigbak, O.P. became the first Filipino Director of the High School. The Philosopher, Fr. Manuel Piñon succeeded in 1959 after the old building was gutted down by flames on June 2, 1975. Before the construction of a new building in its present site, classes were temporarily held at the Fathers’ residence and the UST Central Seminary. The new building named Benavides building was inaugurated on June 4, 1976, with its administration restructured to include the Office of the Regent. Fr. Maximillano Rebolio, O.P. became its first father regent. From thence onwards the Dominican priests assigned to the UST high school have served as either director or regent or his assistant. The JHS adopted a co-educational policy in 1992 integrating the boys and the girls’ sessions into one heterogeneous class. It underwent curricular experimentation leading up to an implementation of a more innovative and upgraded secondary education curriculum in the school year 2002-2003.
1.2 Academic support system
Junior High School of UST Manila located in strategic area in Manila, certainly very comfortable to learn. because there have great building. and others support facilities to learn. 2 audio-visual rooms, 2 science laboratories, 3 computer laboratories with internet services, 1 robotic room, 1 drafting room, 1 library with online services with 1 Audio-Visual center, 1 recording room, 1 canteen, 1 kitchen, 1 presentation room, 1 Accreditation room, 1 Multi-purpose room, 1 Coordinators room, 1 Student Council room, 1 chapel, 1 Faculty room, 1 Administrator office, 40 multimedia and air-conditioned classrooms, 4 Head Teachers’ Offices, and 4 Guidance and Counseling Offices (one for each year level). Furthermore, UST Campus provides students with other facilities such as Tan Yan Kee Student Center (Office for Student Affairs), Central Library, Student Health Service, UST Museum, Pharmacy Botanical Garden, Quadricentennial Park, Quadricentennial Pavilion, Buenaventura Garcia Paredes O.P. Building, and Plaza Mayor.
1.3 Teaching system
Teaching system in Junior high school of UST uses curriculum K-12. The students have to use English language in school. In general, before learning the students have to pray together. After that, the teacher gives a perception and motivation to guide the students to the next material that will be studied. In this activity, teachers play a role in giving questions to students and students who will answer the question or give a creativity course, it's related to the topic that will learn. The teacher conveyed the topic of learning. Then in the core activities of the teacher provides an opportunity for students to find and resolve issues related to the learning materials, both individually and in groups. In the final activity, students are given the opportunity to conclude and the teacher gives strengthening in the form of explanation and close the learning activities. also, the teacher must give them critical thinking that connected to their life or values to apply in daily activity. To close the class definitely, they have to pray together again.
1.4 Materials and other learning sources
Material and other learning sources are :
Using a tablet, injector, speaker and whiteboard that certainly help students to learn. and make it easier for teachers to teach.
1.5 Measurement and evaluation system
Several evaluation systems are applied in Junior high school of UST as follows:
1. Pay attention to the curriculum content of K-12.
2. Creating learning tools in the form of, mapping of core competencies and basic competencies, annual program, semester program, Analysis of Time Allocation learning, as well as developing the lesson plan.
3. Conducting evaluation to measure students' ability. Create a worksheet, synthesis, application or value.
1.6 General Curriculum
3. Interpret the parts of important documents and forms when necessary, e.g., bio-data, application form, tax-related documents, etc.
4. Write well-organized, coherent, and grammatically correct paragraphs that talk about oneself, country, and the world.
5. Deduce the purpose and value of visual media to immediate needs or work.
6. Listen in order to recount accurately specific details of informative oral messages in religious leaders’ sermons/homilies/preachings.
1.7 Teaching plan (of your major)
As with other subjects, all the learning steps in English subjects are also based on the content of the activities based on the Lesson plan. As in the preliminary activities, there are orientation, apperception, and motivation as well as references. In the core activities there is a syntax of learning models and learning activities such as stimulation in the aspects of learning activities in the form of activities to see, observe, read, listen and listen. In the syntax of the problem identification learning model, students are given the opportunity to ask questions. As well as closing activities the teacher checks the student's work, giving reinforcement and appreciation to the students. During the lesson, the teacher observes students' attitudes in learning that include attitudes: discipline, confidence, honest, behavior, resilience to responsibility issues, curiosity, and environmental care.
1.3 Teaching system
Teaching system in Junior high school of UST uses curriculum K-12. The students have to use English language in school. In general, before learning the students have to pray together. After that, the teacher gives a perception and motivation to guide the students to the next material that will be studied. In this activity, teachers play a role in giving questions to students and students who will answer the question or give a creativity course, it's related to the topic that will learn. The teacher conveyed the topic of learning. Then in the core activities of the teacher provides an opportunity for students to find and resolve issues related to the learning materials, both individually and in groups. In the final activity, students are given the opportunity to conclude and the teacher gives strengthening in the form of explanation and close the learning activities. also, the teacher must give them critical thinking that connected to their life or values to apply in daily activity. To close the class definitely, they have to pray together again.
1.4 Materials and other learning sources
Material and other learning sources are :
Using a tablet, injector, speaker and whiteboard that certainly help students to learn. and make it easier for teachers to teach.
1.5 Measurement and evaluation system
Several evaluation systems are applied in Junior high school of UST as follows:
1. Pay attention to the curriculum content of K-12.
2. Creating learning tools in the form of, mapping of core competencies and basic competencies, annual program, semester program, Analysis of Time Allocation learning, as well as developing the lesson plan.
3. Conducting evaluation to measure students' ability. Create a worksheet, synthesis, application or value.
1.6 General Curriculum
The 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.
Especially in English subject.
LEARNING STRAND 1: COMMUNICATION SKILLS ENGLISH The main thrust of Learning Strand (LS) 1 is Communication Skills, which seeks to develop the ability of out-of-school youth and adults to access, critically process, and effectively use available information in a variety of media so as to:
function effectively as a member of the family, community, nation, and the world; and
participate actively in community and economic development.
Learning Strand 1 involves the five macro skills namely, listening purposively and critically; speaking clearly and appropriately; reading to process and critically use information from a wide range of written materials and other forms of media, expressing one’s ideas and feelings clearly and effectively in writing, and viewing to demonstrate critical understanding and interpretation of visual media.
In Junior High School:
1. Show an understanding of most conversations in the language being acquired (understanding most conversations containing unfamiliar vocabulary but not necessarily all the details).
3. Interpret the parts of important documents and forms when necessary, e.g., bio-data, application form, tax-related documents, etc.
4. Write well-organized, coherent, and grammatically correct paragraphs that talk about oneself, country, and the world.
5. Deduce the purpose and value of visual media to immediate needs or work.
6. Listen in order to recount accurately specific details of informative oral messages in religious leaders’ sermons/homilies/preachings.
1.7 Teaching plan (of your major)
As with other subjects, all the learning steps in English subjects are also based on the content of the activities based on the Lesson plan. As in the preliminary activities, there are orientation, apperception, and motivation as well as references. In the core activities there is a syntax of learning models and learning activities such as stimulation in the aspects of learning activities in the form of activities to see, observe, read, listen and listen. In the syntax of the problem identification learning model, students are given the opportunity to ask questions. As well as closing activities the teacher checks the student's work, giving reinforcement and appreciation to the students. During the lesson, the teacher observes students' attitudes in learning that include attitudes: discipline, confidence, honest, behavior, resilience to responsibility issues, curiosity, and environmental care.
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