As a college preparatory academic institution, Infant Jesus Academy offers a learning continuum that is designed to prepare the learner for college work in the leading colleges and universities. The curriculum is implemented through the:
1. Pre-School which covers Nursery to Kindergarten
2. Primary School which covers Grade 1 to Grade 3
3. Intermediate School which covers Grade 4 to Grade 6
4. High School which covers Junior High School (Grade 7 to Grade 10) and Senior High School* (Grade 11 to Grade 12)
Aside from the curricular offerings in the different learning areas, the program also includes co-curricular as well as extra-curricular activities.
This subject area is offered beginning Nursery and is taken up to Grade 12. It aims to develop competencies on both spoken and written English with focus on the five macro skills: viewing, listening, speaking, reading and writing. Auditory and visual discrimination and comprehension are the viewing and listening skills enhanced in this area, while pronunciation and use of expressions and grammatical structures are developed as part of the learners’ speaking skills. These skills are strengthened through the speech festivals (where both prepared and extemporaneous speeches are delivered by students) conducted by the school in support of the teachers’ customary classroom activities. Vocabulary development, word recognition, comprehension and study skills are part of the reading skills which the school develops by introducing classical and contemporary literary works of both local and foreign authors. Penmanship, which is introduced in the Pre-School Level and further enhanced in Grades 1 to 6 forms part of writing skills of the learners in addition to the skills in composing essays and other literary or non-literary articles (composition writing). In the High School Level, enrichment courses related to Communication Arts in English are also offered.
Filipino as a separate area is introduced in Kinder. Its primary aim is to develop competencies in using the Filipino language in various communicative situations. It also aims to inculcate in the learner a sense of pride in one’s cultural heritage and Filipino identity. The development of the 5 macro skills of viewing, listening, speaking, reading and writing in this subject emphasizes enhancement of the critical thinking skills and communicative or interactive competence. These specific knowledge and skills are developed by introducing the students to materials such as themes, poems, jingles, stories, and dialogues suited to their level. These are further enhanced through the Timpalak Bigkasan done quarterly to augment the teacher’s regular classroom activities. In addition, some contents from Araling Panlipunan (Sibika at Kultura in the Primary Level and Heograpiya, Kasaysayan at Sibika in the Intermediate Level) are used to develop the language skills.
Science education aims to help learners gain functional understanding of science concepts and principles that will eventually prepare them to be conscientious individuals who make sound judgments and decisions about real life situations (social, health or environmental) that require application of their scientific knowledge. It also aims to help the learners appreciate developments brought about by advances in technology as this is being considered part of everyday human affairs. The IJA Science Education, which is offered as early as Nursery all the way up to high school, exposes the learners to the specific processes like observing, inferring, predicting and experimenting. Basic concepts about one’s health and ideas about the environment and its conservation also form part of this curriculum. It is further enhanced in the higher levels with the integration of technology and its wise and ethical use. Through the IJA science curriculum, the learners are expected to manifest deeper understanding of concepts that would eventually lead them to apply their learning in appropriate contexts in real life.
The study of mathematics is introduced as early as Nursery. The subject area specifically aims to develop the learners’ skills and/or processes of knowing and understanding, estimating, computing and solving, visualizing and modelling, representing and communicating, conjecturing, reasoning, proving and decision-making, and applying and connecting, which are necessary for their day-to-day dealing with activities and problems in real life. In IJA, these skills and processes are developed through classic classroom activities augmented by the use of manipulative objects, measuring devices, calculators, computers and other forms of technology. In general, the IJA Math curriculum contributes to the fulfilment of one of IJA’s goals of producing individuals who are critical thinkers and are equipped with problem solving skills that will make them cope with the challenges of the 21st century.
This is concerned with the study of man and his relationship to society. This deals with civics, geography, history, government, economics and the development of civilization and culture of the Philippines, Asia and the World. The Subject Area is called Sibika at Kultura (SK) for the Primary Level. It develops competencies that are clustered around these three major values: national identity and self-esteem, national unity, and loyalty to the nation. In this area, the pupils engage in character-building activities, develop their good behavior, and are taught values like love of country, good citizenship, respect for one’s cultural heritage, and pagiging maka-Pilipino. In the Intermediate Level, the Heograpiya, Kasaysayan, at Sibika (HKS) focuses on the following: the geographical features of the Philippines as part of Southeast Asia and the world, the culture, the history of the country from the prehistoric period down to our contemporary times, with some introduction about our democratic system of government and the rights, duties, and responsibilities of citizens in Philippine society. Araling Panlipunan in the High School Level is a learning area designed to develop moral, spiritual and social values and pride in one’s cultural heritage. The program aims to develop in the learners concern for the people and the government through regular discussion of social, political and moral issues, both in past and current; that are suited to the level of the students. The program also caters to the enhancement of the learners’ knowledge about the Philippines as part of Southeast Asia and the world – its history and culture. The approach to this subject is more proactive to enable the learners to respond to social and historical issues better than simply memorizing names, dates or places in history.
This is a common learning area beginning in the Intermediate Level. It aims to develop desirable work attitudes, basic work skills and habits relevant to everyday chores at home, school and community. The subject area also provides practical work experiences with special emphasis on the use of technology that would develop awareness and interest in the occupational jobs. The Edukasyong Pantahanan at Pangkabuhayan (EPP) in the Intermediate Level focuses on the development of responsible home membership to strengthen the family. It also includes computer literacy program to address the needs of the students to keep pace with the fast changing technology of the current times. The Technology and Livelihood Education (TLE) in the High School Level covers phases of work in home economics, retail trade, computer education, and other livelihood and entrepreneurial skills designed to develop awareness of and interest in productive work.
This Subject Area which is composed of different disciplines. The Physical Education component gives emphasis on sports while providing activities to help the learner appreciate dance, rhythm, recreation and outdoor activities in the context of Philippine culture. At the same time, students are also introduced to the different aspects of Health Education such as personal and community health, health services, population education and others. Music deals with such elements as rhythm, harmony and melody and provides opportunities for the students to be exposed to and appreciate Asian and World music from the classical to the contemporary. Art develops the basic skills and sense of aesthetic perception, creative expression, and appreciation of our heritage as well as the natural and man-made environment.
This is a program required for graduating Grade 10 students. As detailed by the DepEd, the CAT program has three components, namely, Military Orientation, Community Service and Public Safety and Law Enforcement Service. IJA’s CAT program is a combination of these components as it allots time for military orientation that focuses on the development of the students’ self-discipline, leadership and followership; for community service, which concentrates on the enhancement of the students’ responsibility for their own progress as part of the school and the community they are in and their commitment to the development of other schoolmates, in particular and the community, in general; for public safety and law enforcement service, which integrates the values of safety awareness in the school and community and which teaches the students to value school rules and abide by them, as part of their training for becoming respectful and law-abiding citizens. Most evident in the implementation of this program, however, is military orientation as it encourages Grade 9 students to train for leadership when the get to Grade 10. The Grade 10 students are organized like a miniature of the real military organization where they are grouped by platoons or troupes led by the officers who were trained in Grade 9. The CAT students and officers are commissioned to serve as marshals in most of the school’s gatherings. The minimum requirement for this program is completion of 35 hours training for the entire school year, which may either be included in the week’s schedule or during weekends.
The IJA EP program is composed of the following: Christian Living (CL)/Values Education (VE) and Revitalized Homeroom Guidance Program (RHGP). IJA integrates in its teachings and practices lessons in the Catholic faith and religious activities promoted by the Catholic Church. Its CL and VE Program facilitates the students’ learning of religious, spiritual and moral truths that complete their being Christ-centered individuals. The RHGP focuses on the strengthening of the learners’ character so that they may truly realize that though they are unique, they are not separate from their family and from the Christian community of which they are members.