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PRESCHOOL
(Nursery & Pre-Kinder)

What we teach

To think critically, creatively and collaboratively

Daily routines are integral aspects of the curriculum. Praying, preparing and having snacks, cleaning up, doing errands, toileting, and dressing up are vital all geared towards a child’s developmental needs. Young children are actively engaged in several activities. Hence, putting order into their varied surroundings necessitate order. Daily routines assist in this developmental task because they happen every day and are unpredictable. Routine activities (e,g., praying, dressing up,  toileting, constantly changing from one activity to another), are as important as planned projects in the classroom.

Learning Centers: Blocks, Sensory Experiences, Music, Movement, and Gross Motor Activities, Art, and Out-of-School Trips.

Where we teach

The physical environment is set up to look like the home as much as possible. Furniture that is comfortable for adults as well as for children, make the room look and feel more like a home than a school. There are learning centers that contain a wide variety of materials that can be used in different ways. Children can explore the materials, use them to solve problems, develop skills, increase knowledge, or be creative in many ways. These can help them solidify their abilities at one level and be ready to move on to the next. All activities are developmentally appropriate for the age level of the children taking into account the different rates at which children develop and mature.

How we teach

Domuschola assumes that children need individual attention and should have personal and warm relationships with adults. Although there are 8 to 20 children in the classroom, depending on the age, the school creates a homelike atmosphere by dividing the large groups. It is not unusual to see one teacher with one or two children at a given time. Large group activities naturally occur around singing, meal times and group discussions. The children gravitate together for these activities, thus gaining experience being with more children.

The way the teachers speak with children and other adults is another important aspect of the school’s curriculum. Domuschola uses language to convey thoughts, make observations, and to express one’s feelings. A language is a powerful tool that can be easily misused or misunderstood. On said grounds,  the school is working with young children who are just beginning to use language and is immensely careful to model for them the appropriate use of words and communication skills.

Teachers allow children to engage in activities at their own level of development at a particular time. When children demonstrate readiness, teachers deeply commit themselves in encouraging their students to move on to a higher level of functioning by gradually questioning, suggesting, or providing additional materials. Teachers also foster the children’s own interests by providing them with the kinds of materials or experiences that aspire to increase the knowledge or feelings of competence and self-esteem. In this way, every child is able to develop fully according to his own interests and capabilities.

PRIMARY SCHOOL
(KINDER TO GRADE 6)

Domuschola School is exceptional in enabling students to master “How To Learn” while most schools simply focus on “What To Learn.”

What we teach

We adhere to the International Baccalaureate Primary Years Programme (PYP), an international curriculum designed framework for children ages 3 - 12 years. It is internationally recognized as a model of excellence in curriculum development. Designed as an education for an increasingly borderless world, the Primary Years Programme provides access to the best research and practices from a range of national systems from across the globe. It also breaks down the isolation of our educational system by providing Domuschola acquirements and connections with learning institutions around the world.

How we teach

We teach through a comprehensive inquiry-based approach where students are viewed as natural thinkers and not just recipients of information. The inquiry approach is a natural way to learn and understand basic skills and concepts.

  • Skills in Math, Reading Writing, Speaking, Music, Art, and Sports are taught through inquiry

  • Knowledge in Science and Social Studies are acquired through real-life investigations

  • Use of different teaching styles to address the different learning styles of students

  • Use of multiple resources to enable students to gain multiple perspectives rather than a single perspective from over-reliance on textbooks or other published materials

  • Teaching concentrates on learning how to think and understand rather than memorization only

  • Teachers are agents of change and facilitators of learning, not  just dispensers of information 

Where we teach

We teach in an environment that:

  • Is conducive to collaboration and individual learning

  • Is composed of a small class size

  • Has a low teacher to student ratio

  • Is technology-equipped

  • Is print-rich

  • Stimulates inquiry

  • Allows multiple interpretations and expressions of learning (multiple intelligences)

  • Encourages group work and makes use of peer education (collaborative) and equally become significant and positive influences on learning

Who teaches

Our Teacher Educators

  • Locally and internationally-minded and are immersed in cultures

  • Hard-working, devoted, open-minded and caring

SECONDARY SCHOOL
(GRADES 7 TO 12)

We are an authorized IB World School, Diploma Programme for Grades 11 & 12.

What we teach in Domuschola

Teaching and learning in the Secondary School is integrative, inquiry-based, and rigorous. Using the PYP framework as a starting point, classes in the Secondary School employ identified best practices to provide opportunities for students to engage with and demonstrate the understanding of skills and content in the different subject areas through relevant conceptual and contextual inquiry.

Moreover, students in Secondary School continue to develop the attributes of the IB Learner Profile, appropriate Approaches to Learning skills, a balanced bilingualism, and design thinking sensibilities to prepare them for the IB Diploma Programme. More importantly, in preparation for life after Domuschola, including university studies in a variety of fields, locally or in the global arena.

Our teachers plan teaching units revolving around conceptual and contextual inquiry.

The assessment of learning

In line with the philosophical underpinnings of the International Baccalaureate, assessment of student learning at the Secondary School level is criterion-related and is composed of formative and summative assessment tasks.

Criterion-related assessment

The assessment of student work is judged against skill-based criteria design for each subject area, based on Bloom’s Taxonomy of Cognitive Objectives and the skills that students are expected to develop, appropriate to age and in preparation for future studies. These criteria will apply to all summative assessment tasks for the subject area.

Grades 7 – 10

Aligned with the pre-requisites of the IB Diploma Programme and university studies in the Philippines and abroad, the Secondary School curriculum is patterned after the IB Diploma Programme which is also inquiry-based approach. Subject areas are taught in integrated courses that allow for student engagement in inquiry-based and integrative units.

Grades 11 – 12

The Secondary school employs the IB Diploma Programme as its foundation for studies in Grades 11 and 12. The course selection and design are based on student interest, available resources at the school and pre-requisite skills, as well as coverage for university studies in the Philippines and overseas.

Subject areas are taught in integrated courses that allow for student engagement in inquiry-based and integrative units. For this program of study, students are required to register for English and Filipino, a Math course, a Science course, a course in Individuals and Societies, and one final course from Science, Individuals and Societies, or Arts. Further, students are required to engage in three core components: Personal Development, a Senior Thesis, and Philosophy. Note that Physical and Health Education is integrated into the Personal Development component of the Grades 11 / 12 workload of Secondary School students.

THE DOMUSCHOLA STUDENT LIFE

Student Council

The Student Council officers and members are the duly elected representatives of the entire student body. The Student Council is consulted on imperative decisions pertaining to students, and is responsible to represent individuals or groups of students, inside or outside of Domuschola. Members are elected by the whole student body as guided by a moderator. The council heads a couple of committees and events in the school such as:

  • The School Paper - an initiative that informs and educate the school community. The newsletter also fosters a connection or kinship between the home and the school.

  • Action Committee - The members are involved in the planning and implementation of the action or experience-based projects of the school, that are mostly community and service-oriented.

  • School Events - Members are tasked to represent the student body during the planning and implementation of school-wide events to ensure student voice and uphold collaboration in the school.

students at the library

Student Council

The Student Council officers and members are the duly elected representatives of the entire student body. The Student Council is consulted on important decisions regarding students and is responsible to represent individuals or groups of students. Members are elected by the entire student body is guided by a moderator. The council heads a couple of committees and events in the school, such as:

  • The School Paper - an initiative that promises to keep the school community informed and entertained.

  • Action Committee - The members are involved in the planning and implementation of the action projects of the school, that are community and service-oriented.

  • School Events - Members are to represent the student body during the planning and implementation of school wide events in order to ensure student voice and collaboration in the school..

school houses

Houses

Domuschola’s "Houses" started in 2000 initially as a project of grades 5 and 6 students. It has since evolved into one of the major school activities that inspire and invigorate the Domuschola spirit. The members of the three Houses are the Cobras, Tarsiers, and Eagles. Each of them has grown since the year they started. House points are earned through various activities throughout the year culminating in the awarding event of the most coveted House Cup. House events are always looked forward to with much excitement and fervor in Domuschola. The House is among Domuschola’s life force and vital spark.  It is a genuine testimony of hard work, teamwork, commitment, and passion.

Clubs and Varsity

The Clubs / Varsity program of the school is designed to cultivate and develop the students' various talents, skills, and inclinations. Every student from the primary and secondary years chooses a co-curricular and extracurricular club per term. The members of the varsity teams are selected by Domuschola’s head coaches after a series of rigid try-outs.

music club

Clubs and Varsity

The Clubs/Varsity programme of the school is designed to cultivate and develop the students' various talents, skills and inclinations. Every student from the Primary and Secondary Years are to choose a Co-Curricular and Extra Curricular Club each term. The members of the Varsity teams are selected after a series of try-outs.

field trip

Field Trips

The school believes in the value of experiential learning brought about by real-life experiences and encounters. Against this backdrop, Domuschola’s curriculum entails regular field trips that bring students to various locations outside the school where they are able to gather information related to their unit of inquiry, assess, discern situations, make decisions, and interact with different people of varied social caste. It is mandatory for all students to join and participate in these well-planned  trips. In addition, school-wide trips are also conducted annually to augment classroom learning. This allows students to stretch their learning horizons and apply the participation and cognizance in contexts similar or relevant to them.

We believe that we are the right partner for your child's education.

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