A DepEd and PEAC Recognized Institution
St. Mark Integrated School (SMIS) is proud to be recognized by the Department of Education (DepEd) and the Private Education Assistance Committee (PEAC). We continually comply with the DepEd National Curriculum, ensuring our students achieve the prescribed competencies and standards.
At SMIS, we implement a dual-curriculum framework:
At SMIS, we implement a dual-curriculum framework:
- National Curriculum: This forms the foundation of our academic structure and adheres to DepEd’s mandated standards.
- Taught Curriculum: We enrich the national curriculum by embedding our core educational philosophies—progressive, existentialist, and social reconstructionist—to address the holistic development of each learner.
The Student-Centered Approach
SMIS allows the students to discover themselves.
At the same time, SMIS teachers also discover Markians' strengths and points for improvement, be it academics, non-academics, or behavior.
Once students know themselves, they can easily explore and understand other people, community, country, and the world.
Markians learn through active participation in the learning process, gradually increasing their independence and confidence within themselves (intrapersonal) and allow them to collaborate with their peers (interpersonal).
They are given opportunities to initiate activities, make decisions, accept classroom responsibility, and follow the rules and directions.
Teachers serve as facilitators, allowing students to explore the lesson through various student-centered activities.
The school focuses on the stages of development, needs, interests, and readiness of the students.
At the same time, SMIS teachers also discover Markians' strengths and points for improvement, be it academics, non-academics, or behavior.
Once students know themselves, they can easily explore and understand other people, community, country, and the world.
Markians learn through active participation in the learning process, gradually increasing their independence and confidence within themselves (intrapersonal) and allow them to collaborate with their peers (interpersonal).
They are given opportunities to initiate activities, make decisions, accept classroom responsibility, and follow the rules and directions.
Teachers serve as facilitators, allowing students to explore the lesson through various student-centered activities.
The school focuses on the stages of development, needs, interests, and readiness of the students.
Creative Arts Approach
Markians find creative means to express ideas, thoughts, and feelings about the lesson, oneself, family, friends, and community through different forms of art.
Holistic
Holistic education is a philosophy of education based on the premise that each person finds identity, meaning, and purpose in life through connections to the community, to the natural world, and to spiritual values such as compassion and peace. St. Mark Integrated School makes learning holistic through regular formation activities such as homeroom sessions, and values integration in different subject areas.
Structured
A set of schedules is set to provide the learners with a structure for synchronous learning.
To deepen the learning that transpires during synchronous sessions, asynchronous learning activities or resources are posted in our Learning Management System (LMS) for students to comply at their own pace. Friday is the fixed deadline for submission for all requirements, on the same day, teachers release the asynchronous tasks for the following week. Asynchronous tasks include formative assessments/activities, videos, recorded lectures, readings, research work, and individual or collaborative performance tasks.
Students who miss the synchronous session can still catch up by logging in to their Google Drive. They may open the lessons and the other activities that they miss, and work on them independently. These are coupled with consultation with teachers who give feedback on the performance and progress of learners, to ensure the quality of learning.
To deepen the learning that transpires during synchronous sessions, asynchronous learning activities or resources are posted in our Learning Management System (LMS) for students to comply at their own pace. Friday is the fixed deadline for submission for all requirements, on the same day, teachers release the asynchronous tasks for the following week. Asynchronous tasks include formative assessments/activities, videos, recorded lectures, readings, research work, and individual or collaborative performance tasks.
Students who miss the synchronous session can still catch up by logging in to their Google Drive. They may open the lessons and the other activities that they miss, and work on them independently. These are coupled with consultation with teachers who give feedback on the performance and progress of learners, to ensure the quality of learning.
Contextualized
Learning is contextualized to integrate activities and tasks students may have to do in concrete life situations or do real-world problem-solving, while at the same time developing creativity, critical thinking, communication skills, and emotional maturity.
Inclusive and Flexible
The schedules are not designed to replicate traditional classroom instruction. Individual or collaborative tasks and activities are done by learners at their own pace (with the assistance of parents or adults for young learners), provided they accomplish the task within the reasonably specified time frameset. This flexibility produces students that are creative, responsible, and most importantly to be self-directed, with regard to their own learning.
Integrated and Integrative
The SMIS curriculum and instruction are designed for students to develop the learning competencies specific to every subject area proficiently. Moreover, the students are led to see relationships and connections among different disciplines and subject areas. There is a common culminating performance task / project-based task that may serve as an authentic assessment of the student's proficiency in the different competencies. While at the same time, allowing them to integrate prior with new knowledge and skills in a seamless, meaningful manner.
SMIS Curriculum and Instruction strengthens the practical and essential skills of our learners.
We believe that a student should progress physically, intellectually, emotionally, socially, morally, and spiritually in a school environment that is positive, supportive, nurturing, and stimulating.
This is possible through St. Mark Integrated School's integration of practical and essential skills to all subject lessons.
1st integration: Horizontal curriculum articulation
Our School changes the learning mode of a single bounded subject by restructuring and consolidating various subjects.
There is a common (includes more than one subject) culminating performance task / project-based task that may serve as an authentic assessment of the student's proficiency in the different competencies.
By doing so, we hope to cultivate the generic and practical skills of the students.
2nd integration: Vertical and Horizontal curriculum articulation
The School, which is progressive, existentialist, and social reconstructionist, age-appropriately integrates the following essential skills to its instruction to all subjects:
Math:
Saving (K1 to G6)
Financial Management (G7 to G10).
English and Filipino:
Understanding the Self (K1 to G10)
Understanding Others (K1 to G10)
Practical life (K1 to G10)
Media and Information Literacy (G3 to G10) with our Literature/Panitikan.
Science and Araling Panlipunan:
Environment Conservation (K1 to G10)
Digital Citizenship (G5 to G10)
Sustainable Development (G5 to G10).
We believe that a student should progress physically, intellectually, emotionally, socially, morally, and spiritually in a school environment that is positive, supportive, nurturing, and stimulating.
This is possible through St. Mark Integrated School's integration of practical and essential skills to all subject lessons.
1st integration: Horizontal curriculum articulation
Our School changes the learning mode of a single bounded subject by restructuring and consolidating various subjects.
There is a common (includes more than one subject) culminating performance task / project-based task that may serve as an authentic assessment of the student's proficiency in the different competencies.
By doing so, we hope to cultivate the generic and practical skills of the students.
2nd integration: Vertical and Horizontal curriculum articulation
The School, which is progressive, existentialist, and social reconstructionist, age-appropriately integrates the following essential skills to its instruction to all subjects:
Math:
Saving (K1 to G6)
Financial Management (G7 to G10).
English and Filipino:
Understanding the Self (K1 to G10)
Understanding Others (K1 to G10)
Practical life (K1 to G10)
Media and Information Literacy (G3 to G10) with our Literature/Panitikan.
Science and Araling Panlipunan:
Environment Conservation (K1 to G10)
Digital Citizenship (G5 to G10)
Sustainable Development (G5 to G10).