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Most of our families are Filipino, comprising 70% with close to 20% of mixed Filipino- foreign nationality. Foreign families make up a little over 10% of our student population.

While a number of our teachers are not native speakers of the English language, they are fluent and comfortable in using it to instruct students. We also have foreign language teachers who are native speakers of the subject they teach. Our non-native speakers have relevant certifications, trainings, and adequate background in teaching the language.

No, we do not offer English as a second language.

Filipino, Mandarin, and Spanish

25

25

Yes

Technology serves as the primary tool to provide and generate information in teaching and learning. More so, students are taught the technical skills of navigating both hardware and software and the cognitive skills of making meaning from any output that is computer generated or aided.

As early as 2016, we launched Google classroom as one of our online learning platforms and was used primarily during class suspensions. Learning materials and tasks were made available to students following the same schedule of their face-to-face classes. When the COVID-19 pandemic happened and school campuses are among the establishments that remain closed, we expedited our online distance learning program. We aptly named it, R-LIFE or Remote Learning of Integral Formation in Everest.

R-LIFE combines simultaneous online classroom instruction and self-paced learning activities to deliver Integral Formation based on the Regnum Christi Curriculum around the world. The program uses Google Suite, particularly Google Classroom, to manage R-LIFE learning materials, tasks, assignments, and assessments. Mentoring sessions, student check-ins, guidance modules, advisory sessions, and other spiritual activities are also available online.

Yes, we are a Catholic school.

We accept non-Catholics and non-Christian families but all students must take the Catholic Formation class, one of the mandatory academic subjects.

Advanced Placement Program

Our senior high school students take SATs and some of them take AP exams.

Yes

Homework is given as an elaboration or extension of classroom work to support the development of intellectual skills and discipline. It serves as a formative means of assessing student learning and is used for evaluative purposes. The general guide for time spent doing homework is as follows:

Grade 1 to 3 up to 30 minutes
Grade 4 to 5 up to 60 minutes
Grade 6 to 8 up to 90 minutes
Grade 9 to 12 up to 120 minutes

100% of our graduates pursue tertiary education.

None

Students are invited to join training clubs for academic competitions. They may also opt to take AP courses outside the curriculum.

Yes, externally.

Yes, externally.

Yes, we have an admissions test and for students applying for Grade 4 and above, there is also a student interview.

Kindergarten applicants are tested to determine their readiness. Grade 1 and above are tested on Math, Language Arts and personality using standardized tests.

We have a waiting pool in some grade levels, it is not first come-first served basis, which is why we don’t call it a waiting list.

We begin receiving applications in September for the next academic year and have updated testing schedules published on the website.

Yes, we do accept transfers up to the beginning of the second semester provided the first semester has been completed in the previous school.

Yes

We have an accredited service provider that parents may contact for their shuttle service needs.

Food is available in the canteen for purchase.

Yes

We have varsity teams, leadership clubs, academic clubs, sports clubs, special-interest clubs, and student-initiated clubs.

Physical fitness, dance, badminton, futsal, volleyball, basketball

We have varsity teams in basketball, volleyball, badminton, futsal, and taekwondo. Our teams compete in the MISAA (Manila International Schools Athletic Association) and ISSA (Interscholastic Sports Association) as well as in several friendly tournaments organized throughout the year.

We have the Madre de Dios Learning Resource Center for Lower School, Upper School Learning Resource Center, computer and science labs, multi-purpose rooms, and music and art rooms.

We have a covered court, a gymnasium in Upper School, and the Center for Arts and Sports that houses another multi-purpose gym and a four-lane 25-meter indoor pool.

∙ A Catholic international K-12 school
∙ Member of a network of schools present in 16 countries under Regnum Christi and the Legion of Christ
∙ All dimensions of the person are developed through Integral Formation® model of education
∙ Curriculum licensed by RC Education, formerly the National Consultants of Education, USA
∙ Balance of best practices from progressive and traditional approaches
∙ Low teacher-student ratio and personalized attention
∙ Co-ed campus with gender-specific classes beginning Grade 4

We take the best practices from both ends of the spectrum. We go beyond memorization and teach our students to understand, to think, to ask critical questions, to assimilate and apply their knowledge. Our teachers give our students personal attention and make use of many student- centered, hands-on, experiential and collaborative teaching approaches. Our teachers are trained to assess student learning through multiple assessment tools. These are some of the characteristics that are also used by schools denominated as progressive.

To achieve academic excellence and development of the whole person our students are prepared for higher learning by developing a variety of skills that may not be present in all progressive schools like: test-taking skills, independent learning, homework, study habits, time and project management, etc. We require order in the classrooms with set routines and structures. Our teaching style actively promotes the growth in character and virtue so that the students internalize it and express it through their choices and actions. As commonly found in other traditional schools, the school has vibrant programs and practices to promote the joyful living of respect, self- mastery, obedience, responsibility and accountability. The structured environment in our classrooms allows for progressive learning strategies to flourish.