The demand of the world today is viewed with a lot of optimism now than a decade ago when the world was filled with anxiety. This is more particularly felt in service institutions. The world is looking at and expecting institutions of change to cope with the consequences of the phenomena of globalization, technological advancement, climate change and the fast-paced networking of information. In such scenario, no school can remain docile and lethargic. Schools must be on guard and in line with the transforming society. Curriculum changes must go hand in hand with Information Technology and dramatic changes in the students’ disposition, demands and expectations. To be able to deliver, schools must update and arm themselves with the latest issues, trends and researches in teaching and learning.
Recognizing these forces of change, ICA has re-appraised its system and has formulated its institutional plan to ensure a continuing process to address the needs of its students. Consequently, innovations have been instituted to allow effective changes to flow into the mainstream of the school community.
The ICAns who are of Chinese ancestry but with a rich Filipino background are being prepared for what is foreseen as their global mission in the future, bridging experiences from the Philippines to other Asian countries particularly China.
ICA recognizes that a compassionate environment is essential in developing the learners’ self knowledge and esteem. Interdisciplinary activities that promote collaborative skills are factors of students’ success.
The pedagogical innovations being adopted by the school intends to facilitate learning that is directed towards life-long benefits. ICA as a college preparatory school looks beyond and channels students’ energy and potentials to make them become responsible and independent learners and eventually productive and zealous members of the world community where God’s love reigns.
Significant emphasis is placed on the Math and Sciences; Communication Arts English, Chinese and Filipino; Technology and Livelihood Education. Equal importance is given to Makabayan subjects: Araling Panlipunan, Music, Health and Physical Education.
Values Education, an important aspect of character formation is made possible through Christian Life Education and Homeroom Guidance Programs.
The 21st century world demands that Education be genuinely transformational. Basic education must offer concrete pathways for holistic growth: personal, social, cultural and spiritual in a global perspective.
The world expects institutions to cope with the consequences of the phenomena of globalization, technological advancement, fast-paced sharing of information, and climate change. Thus, schools must be on guard and aligned with the transforming society.
To remain relevant, ICA stands vigilant in updating itself. Research and innovation are integral to the ICA academic culture; the curriculum evolves with Information and Communications Technology and changes in the students’ disposition, demands and expectations. The curriculum provides opportunities for the development of the four C’s of 21st century learning: critical thinking, creativity, communication, and collaboration. There is also focus on the development of student’s decision-making skills and the judicious use of technology.
While the academic curriculum continuously evolves, ICA remains firmly grounded on its roots as a Catholic school for students with Chinese ancestry. Thus, programs and activities are laden with Catholic and Chinese-Filipino values and are carried out in an atmosphere that builds faith, hope, and love.
The pedagogical innovations of the school, with its inherent Catholic values and characteristics, intend to facilitate learning that is directed towards life-long benefits. As a college preparatory school, ICA looks beyond and channels students’ energy and potentials to make them responsible, independent learners and productive and committed members of the world community.
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The programme’s main objective is to help students develop excellence in both breadth and depth of knowledge and to flourish physically, intellectually, emotionally and ethically. At the end of the two-year programme, the students are subjected to an external assessment, graded by accredited examiners all over the world. Students who have successfully completed the program are awarded diplomas by the International Baccalaureate organization.
The curriculum is composed of six subject groups and three core: theory of knowledge (TOK), creativity, activity, service (CAS) and the extended essay. Each of the subjects offered by ICA is briefly explained below.
Within the purview of the IBDP’s main thrust, CAS is an extracurricular program geared towards enriching the holistic development of students in relation to the various fields intimately related with the so-called out-of-the classroom learning. Throughout the duration of the program, CAS students are expected to engage in experiences and projects that inherently promote the basic aspects of enjoyment, enrichment, and self-discovery. The course itself is very spontaneous in its approach to achieve the aforementioned goals and objectives. Hence, students are given ample opportunities to discover the important role of freedom in defining the success of any academic endeavor. In fine, CAS lends itself towards exploring the reasons why learning is rightfully characterized as a life-long journey.
The extended essay is presented as a formal piece of sustained academic writing containing no more than 4,000 words accompanied by a reflection form of no more than 500 words. It is an in-depth study of a focused topic chosen from the list of available Diploma Programme subjects for the session in question. This is normally one of the student’s six chosen subjects for those taking the IB diploma, or a subject that a course student has a background in. It is intended to promote academic research and writing skills, providing students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor (an appropriately qualified member of staff within the school). This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen.
Theory of Knowledge is a course in critical thinking. It provides an opportunity for the students to reflect on the nature of knowledge, how it is created, acquired and interpreted across different Areas of Knowledge. This course centers on answering the question: “how do you know what you know?” TOK is mandatory for all IB students as it is central to the educational philosophy of the IB Diploma Programme. It is assessed through an Exhibition, where students must answer one of 35 IA prompts which come in the form of Knowledge Questions using three specific, concrete and real-world objects, and a 1600-word Essay based on a Prescribed Title of their choice from a list provided by the IB.
ICA continues to offer CLE, Filipino and PE to all IBDP students. Being a Chinese-Filipino Catholic school, the school believes that formation is necessary for all. Hence, Filipino and Christian Living Education (CLE) will be offered in the Diploma Programme. Additionally, PE is offered to supplement the CAS program. The mode of instruction for Filipino and CLE subjects will be modular. The modules will focus on the students’ reflection of their experiences. For Filipino, its aim is for appreciation of the culture, as well as reading and writing skills that are essential in the critical analysis of text. The subjects will be offered alternately per semester, meeting 40 hours per semester.
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