PAREF Southridge School
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| Motto | Viriliter Agite Be a Man! |
|---|---|
| Established | 1979 |
| Type | All Boys |
| Affiliations | Opus Dei |
| President | Dr. Vaughn F. Montes |
| Principal | Luis Barrientos Primary School Ivan dela Fuente Intermediate School Nick Galvez High School |
| Chaplain | Fr. Francis Ongkingco |
| Executive Director | Dr. Jose Rene C. Gayo |
| Students | 1,099[1] |
| Grades | Prep, Grades 1-7, HS I-IV |
| Location | Hillsborough Subd. Bo. Cupang Muntinlupa City, Muntinlupa, Metro Manila, Philippines |
| District | Muntinlupa |
| Oversight | Opus Dei |
| Campus | Urban, ~3 hectares |
| Colors | Blue and Green |
| Yearbook | Viator |
| Newspaper | The Junior Ridge GS The Ridge (CMMA Hall of Famer for Best HS Paper) HS |
| School Hymn | Gaudeamus Igitur |
| Supervising Organization | PAREF (Parents for Education Foundation) |
| Website | www.southridge.edu.ph |
| GS—Prep & Grade School; HS—High School | |
Southridge, a Private School for Boys, was founded in 1979. It is one of the several schools under the umbrella of Parents for Education Foundation, Inc. (PAREF). The school, which is patterned after Fomento schools in Spain, was founded through the initiative of a group of parents who wanted a school that will emphasize not only academic excellence, but sound character formation as well. The founding parents envisioned a school that will ensure unity of parents between home and school through the tutorial system.
Ground breaking to mark the start of construction of the first building took place in March 1979. Classes started on July 15 of the same year with the school offering classes from Grades One to Seven. The first Management Committee was composed of Dr. Antonio N. Torralba, Director; Dr. Paul A. Dumol, Associate Director for Academic Formation; Mr. Conrad Ricafort , Associate Director for Personal Formation.
The ideal Southridge graduate is a…
Self-determined thinker. He…
Reflects on human experience and events in the light of universal values.
Researches, analyzes and evaluates information from sound sources.
Synthesizes and formulates with precision valid arguments in reaching conclusions.
Forms judgments based on universal truths (truth, goodness and beauty) or on what is true information and develops intellectual humility to withhold judgments when the evidence and reasons are insufficient.
Discerns the good and direct himself freely towards its fulfillment.
Makes and owns his decision after a well-thought plan of action but with capacity to change his mind as he receives additional data from others.
Identifies, defines and solves quantitative and qualitative problems creatively.
Acquires mastery of the core content, skills and values essential to the different learning disciplines.
Sincere, respectful and effective communicator. He…
Actively listens with objectivity and empathy; responds to communications by asking clarifying questions and by defining the terms.
Reads a range of styles and genre, critically and analytically; experiences beauty through the work of the masters
Writes clearly and confidently with substance and organization in various styles
Speaks clearly and competently; engages in meaningful dialogue.
Is sensitive to feedback and to others’ feelings and level of knowledge; is a sympathetic listener to opposing views.
Competently uses a range of technologies to inform and communicate.
Responsible and knowledgeable citizen. He…
Is a man of faith.
Has a knowledge of and a respect for the dignity of the human person and the conviction that he can work with others in defending and uplifting it.
Engages himself in activities, co- and extra-curricular, that involve helping the less privileged members of society, fostering compassion for others.
Uses his knowledge and skills to analyze current issues, local and international, and comes up with his personal action plan regarding the matter.
Shows interest in the different fields of knowledge by keeping himself up to date with the latest in science and technology, arts, the social sciences, math, local and foreign literature.
Fosters responsibility and care for his environment.
Appreciates, empathizes, and understands a range of cultures and religions, having respect and consideration for other people guided by values of truth, honesty, fairness, equality, and integrity.
Generous, hardworking and sporting life-long learner. He…
Recognizes that his studies are an important contribution to society, and tries to work with the greatest possible human perfection.
Sees school and non-school activities (hidden curriculum) as opportunities for learning and personal growth.
Takes responsibility for his own learning seen in his effectiveness to motivate, direct, monitor his learning and to manage and organize his study time, as well as in his participation in a range of learning opportunities.
Maintains and develops a sense of wonder, being open minded and intellectually curious which will lead him to become a lifelong learner.
Acquires a sporting spirit, which will make him flexible to various situations or environments and resilient in the face of failures and difficulties as well as learning from his mistakes.
For our graduates to become MEN OF INTEGRITY, the school must develop in them…
INTELLECTUAL / COGNITIVE
Mastery of the core content, skills and values essential to the different learning disciplines
The ability to identify, define, and solve problems independently
The ability to form judgments based on universal truths
Intellectual humility to withhold judgment when evidence and reasons are insufficient
Habit of reading critically using morally sound criteria
The ability to write clearly and confidently with substance and organization in various styles
A sense of wonder, being open-minded, and intellectually curious that leads them to become life-long learners and self-determined thinkers
SPIRITUAL / MORAL
Respect for the dignity of the human person
Discernment of the good and the ability to direct themselves freely towards its fulfillment
A deep spiritual life so that they be men of faith
The zeal to employ their gifts and talents to the service of God
SOCIO - CULTURAL
The ability to speak clearly and competently, engage in meaningful dialogue
The ability to respond to communications by asking questions and defining terms
The ability to adapt to any given situation and be able to express ideas effectively and appropriately
Desire to help the needy
Compassion for others
Responsibility for and the care of their environment
Genuine concern for their immediate community’s problems and its sustainable development which should progress to concern for society in general
Love for one’s country’s culture and heritage
Appreciation, empathy, and understanding of a range of cultures and religions, beginning with one’s own, guided by values of truth, honesty, fairness, equality, and integrity
PSYCHOLOGICAL / EMOTIONAL
Sensitivity to feedback
Objectivity and empathy in listening to others
A sporting spirit which will make them flexible to various situations and resilient in the face of failures and difficulties as well as learning from his mistakes
VOCATIONAL / OCCUPATIONAL
Recognize that their studies are an important contribution to society and try to work with the greatest possible human perfection
Choose a career with a sense of social responsibility, attuned to the real needs of the country
Recognize one’s gifts and aptitudes to help them choose their future career responsibly
PHYSIOLOGICAL
A sense of wellness and concern for their health and physical fitness as a form of respect for God’s gift
The prudent use of leisure time and healthy forms of entertainment.
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[edit] The Southridge Logo
The Southridge Logo consists of a Vinta and a Helm. The vinta, a sturdy Filipino boat, is the PAREF symbol. It stands for the educational philosophy shared by all the schools that belongs to the PAREF system.
[edit] Academics
Math Curriculum
The Mathematics Program aims to help the students acquire the essential mathematical concepts, skills, knowledge and principles by providing access to rigorous, engaging and high quality mathematics. The program also aims to foster appreciation of Mathematics as a discipline and its relationship to other disciplines and its contribution to the development of civilization.
The very nature of Mathematics helps students enhance their understanding of the world and their participation in society. Since it is invaluable to the students individually and collectively, it should be an integral part of the general education of every young person.
Learning mathematics involves observing, representing, reasoning, investigating, analytical thinking and valuing patterns and relationships. Thus, through a rich variety of materials, activities and programs, students would have opportunities to learn increasingly more sophisticated mathematical ideas as they progress through the grades. This will also foster appreciation of the relationship of mathematics to other disciplines and its contribution to the development of civilization.
The program is characterized by the following: guided approach to learning of concepts and skills, mastery in calculation and computation, a positive attitude towards mathematics and mastery of problem solving which emphasizes reasoning, communication and making connections to the real world.
The Mathematics Program aims to develop in the students the following:
1. Acquisition of essential knowledge and skills regarding mathematical facts, principles, properties and operations. 2. Application of knowledge and skills in problem solving and in real life situations. 3. Appreciation of mathematics as a discipline and its importance in relation to other disciplines. 4. Effective communication of mathematical ideas and principles in oral and written form. 5. Develop the habit of accuracy and precision. 6. Develop desirable virtues and values like patience, perseverance, neatness, cooperation, resiliency and passion for excellence. 7. Discernment of best solution for problems. 8. Develop intellectual curiosity to arrive at new approaches to solve problems. 9. Effective and efficient utilization of appropriate technology to enhance the development of mathematical skills and abilities.
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Science Curriculum
Science means knowledge. The subject�s continuous search for the Truth cannot contradict Faith because the author of scientific truths is also God himself. If there is an apparent contradiction between the scientific finding and the doctrine, either the scientific findings are true but there is still a gap in knowledge or the scientific conclusion is wrong. In apparent contradictions, of course, doctrine is upheld.
Scientific inquiry is one way of acquiring knowledge. It is human effort, hence it can be mistaken. Science students are therefore encouraged to have a questioning attitude - to challenge conclusions to arrive at answers to questions on proximate causes. Science students are encouraged to experience and acquire skills in scientific activities. They are encouraged to do science rather than simply learn about science. Hence, the emphasis is not on just knowing as many scientific facts as possible, but on experiencing and developing age - appropriate proficiency in the scientific processes.
In addition to the overall objective of Southridge education, science aims to develop scientific literacy, which means "developing the information base and intellectual skills necessary to arrive at reasoned decision about the scientific and technological issues," to know when and how to ask questions and what questions to ask, how to think critically and make decisions based on reason rather than emotion or superstition.
The Science Program includes Physical Sciences (Chemistry and Physics), Life Sciences (Botany and Zoology), and Earth and Space Science. The scope is based on the Core Knowledge and Department of Education curricula.
The program would be integrated from prep to first year and specialized from second year to fourth year (biology, chemistry, and physics respectively). The science program includes elective courses on advanced chemistry and physics for those high school students who are pursuing a science degree course in the future.
Through the Science Program, Southtridge students should grow in knowledge, understanding and appreciation of the natural world around them, develop ability for engaging in the processes in which such knowledge is acquired and imbibe attitudes and values on the usage of science and technology to enhance the quality of human life. The aim is not so much to produce mini-scientists but to instill a discipline of mind through the scientific method of investigating phenomena for a better understanding and appreciation of the natural laws that govern God's creation.
In broad terms, the following are the intended aims of the Science program base on the level of maturation of the students:
1. Understand general concepts needed to explain and interpret natural phenomena; 2. Form a scientific frame of mind and attitude for investigating phenomena objectively and seeking answers to problems based on evidence obtained through experimentation; 3. Hone skill in the use of the scientific method as a process of learning through observing, ordering and classifying, formulating hypotheses, collecting and analyzing data, interpreting findings and making conclusions; 4. Application of the scientific process in the solution of problems in different aspects of human living; 5. Appreciation of the uses of science and technology for the betterment of the quality of life of people and for national development; and 6. Desirable attitudes and values toward the effects and consequences of science and technology on human lives and the environment.
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English Curriculum
In PAREF Southridge, English is taught as the First Language.
English is the language of instruction and communication. The department recognizes that language is not learned in a school vacuum and that language is a socially situated practice. When students enter the classroom, they bring with them their own experiences. Using the contexts of local and global experiences, the teachers utilize this rich source of information to improve students� content-area and cultural literacy. The language learned becomes significant and real. The department also recognizes how proficiency in the language arts determines success in academic and practical life. Through the discrete instruction of reading and writing and proper integration of other language arts skills - listening, speaking, and thinking - learning becomes meaningful and purposeful.
The student should be an active participant for learning to succeed. The English teacher is a facilitator of learning; that is, he promotes the opportunities and situations that encourage communication by providing occasions for students to construct meaning through exposure to various texts, both print and non-print, enabling the students to establish connections with real-life experiences. This is achieved by emphasizing word recognition, proper articulation and enunciation, creative and technical expression, sound textual analysis and appreciation. Hand-in-hand with varied activities and alternative forms of assessment, the real-life experiences provide opportunities for the effective communication of ideas, enabling students to become men of integrity, and to participate as reflective and critical thinkers of society.
The English Program aims to develop in the students the following:
1. Mastery of basic language structure; 2. Proficiency in understanding print and non-print materials; 3. effective and creative communication of ideas in both spoken and written forms in different sociolinguistic situations; 4. the ability to relate well with significant human experiences from both local and global cultures as seen in different forms of media; 5. competence in the use of multimedia presentations to effectively communicate ideas; 6. critical appreciation of texts; 7. a healthy sense of curiosity which will enable them to engage in meaningful dialogue; 8. the habit of reading various texts appropriate for their developmental level; 9. genuine love for reading and writing; and 10. content-area and cultural literacy.
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Civics and History Curriculum
Civics and History is an essential subject in the PAREF Southridge school curriculum that aims to prepare students to become reflective, thoughtful, and responsible school citizens and members of a democratic society. The teaching of Civics and History also aims at an understanding of important academic content and the development of love of country, historical thinking skills, and the necessary personal dispositions. The teaching of Civics and History is enriched and imbued with the methods and principles of other allied subject areas.
The Civics and History program focuses on the development of knowledge, skills, and values necessary for successful living in a democratic society. Of all academic subject areas in the PAREF Southridge school curriculum, Civics and History centers on the social nature of man- the need to develop and share his talents for society's common good. At the same time, the subject helps make the students feel and realize their humanity. As part of the humanizing and socializing process, the academic program helps in equipping the students with experiences in community and social living skills. To ensure that knowledge, skills, and values are used for beneficial ends, the students not only internalize these but are given opportunities to externalize them in concrete applications in school and the larger community.
The Civics and History aims to develop in the students the following:
1. Mastery of challenging subject matter content; 2. Develop pride and love of one's school, community, and country; 3. Spirit of loyalty and service to community and the country coupled with a global outlook; 4. Skills for responsible citizenship in a participatory and democratic form of government and society like critical reflection and action; 5. Understanding of fundamental concepts related to social living; 6. Appreciation of the importance of harmonious human relationships and interdependence; 7. Ability to think critically, solve problems scientifically, and form conclusions only after careful thought; 8. Appreciation of the value of creatively working together and participating in group inter-action; 9. Develop historical thinking skills and empathy; 10. Acquisition of Christian values through the study of historical evidences; and 11. Acquisition of an outlook of development- of improving the quality of their own lives and that of society.
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Religion Curriculum
The Lord Jesus said, "Go, therefore, make disciples of all the nations, baptize them in the name of the Father, and of the Son and of the Holy Spirit, and teach them to observe all the commands I gave you. And know that I am with you always; yes, to the end of time" (Mt 28: 19-20).
Faithful to the Lord's command, PAREF Southridge School is committed to learn and practice all the teachings and precepts of the Lord Jesus Christ. We believe that the fundamental truths about the human person: his identity, life and ultimate end, and the means to achieve that end, were revealed by the Lord Jesus Christ. These are the truths of our faith that we wish to transmit to our students.
We expect our students to understand and grasp fully the meaning of our faith so that these truths can guide their thinking and the life choices they make. We also desire that our students be able to share their faith with others in and through the ordinary circumstances of their daily life.
We are concerned, however, not only about their intellectual grasp of these truths, but also with the practice of these truths in all aspects of their daily ordinary lives. This way, we hope that our students become responsible citizens of the earthly city and the heavenly city.
In PAREF Southridge School, Religion is a core subject designed to educate and form the students into becoming Men of Integrity through an authentic instruction in the Christian faith, which includes the study of Catholic Dogma, Sacred Scripture, Church history, morality and liturgy, and an experience of a prayerful life of worship and apostolate. It is imbued with the lay spirituality that is based on the teachings of St. Josemaria Escriva, the founder of Opus Dei.
Southridge Religious Education is geared towards the achievement of the following aims:
1. Deep understanding of the teachings and precepts of Our Lord Jesus Christ; 2. Solid and uncompromising stance on matters of Christian faith and morals, founded on the doctrine of Our Lord Jesus Christ; 3. Faithful adherence to the Magisterium of the Roman Catholic Church; 4. Habit of living a sacramental/liturgical and prayer life, and a life fully consistent with the Christian faith; 5. Strong desire and conviction to share the Christian faith with others and respect for the dignity of the human person; 6. Practice of sanctification of daily ordinary work and duties; and 7. Christian responsibility of loving God and others, especially the poor; and being good stewards of all of God's creation.
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Filipino Curriculum
Southridge Filipino is Academic Filipino. The intentional acquisition of academic language defines the study of Filipino in the Primary School. Auditory discrimination and comprehension facilitates the development of essential literacy and verbal proficiency. The study of Filipino in the Intermediate School is defined by the intentional practice of academic communication. The development of practical literacy and communicative proficiency is facilitated by verbal proficiency. In High School, the intentional generation of academic literature defines the study of Filipino and communicative proficiency is fundamental to facilitate the development of functional literacy and expressive proficiency.
Through independent engagement in integrative academic opportunities, the learning of language comparison in the Primary School, literal translation in the Intermediate School, and literary production in High School are sequentially focused on orthography, phonology, morphology, lexicology, semantics, syntax, grammar, composition, language theory, communication theory, literary text and composition, literary form and category, literary function and development, and literary theory and analysis
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Physical Education Curriculum
The Southridge Physical Education (PE)program aims for physical development. It means enhancing all the potentials of the human body in such a way that it achieves its optimum capability of fulfilling its functions such as performing daily work and playing sports and games that are ably and easily carried out when the body is fit, well, and healthy.
All the other components of a student's life such as intellect, social skills, emotional health and spiritual well-being depend much on how well he feels about his body. Physical Education must be able to gear its goals and activities to strengthening the qualities of the body and extending this thrust towards fulfilling the needs of the soul thus providing the student a high quality of life.
The Southridge Physical Education program is geared towards the achievement of the following aims:
1. Demonstrate competency in many movement forms and proficiency in a few movement forms; 2. Apply movement concepts and principles of learning and development of motor skills; 3. Exhibit a physically active lifestyle; 4. Demonstrate and maintain a health-enhancing level of physical fitness; 5. Demonstrate responsible personal and social behavior in physical activity settings; 6. Demonstrate understanding and respect for differences among people in physical activity settings; and 7. Understand that physical activity provides opportunities for enjoyment, challenge, self-expression and social interaction.
[edit] Organizations
[edit] Tugon
Tugon is the social studies organization of Southridge founded in 2001. In it's first two years, the organization's presidents were Jinggoy Fernando and Andreas Tuason. It is the first Southridge organization not religiously motivated but rather socially driven. Unlike all the other Southride student organizations, Tugon is the only one that catered and helped all walks of life - regardless of gender, faith, and social status. Instead of teaching less fortunate children about religion and the Catholic church, Tugon catered to these less fortunate children by providing school materials, books, and educational equipment. Moreover, Tugon spanned beyond less fortunate children and donated to shelters for rape victims and drug addicts. Tugon believes there are no conditions in helping others that need help.
[edit] Rhythm Section
The Southridge Rhythm Section (SRRS) is the high school choir of the Day School. It is made up of Grade 7 to 4th Year students who wish to express themselves through music. Its members sing gospel and Filipino music in a cappella.
The Rhythm Section was invited to participate in the Samu'taring Tinig 5: Concert of the Best High School Choirs, last February 4 2003. They particaped with other high school choirs and Kundirana in the Cultural Center of the Philippines (CCP) Main Theater.
In October 24-28, 2006, sixteen members attended the CCP Hands-on Chorale Workshop 2006. The participants were trained by the world-renowned Philippine Madrigal Singers. The workshop ended with a concert at the Cultural Center of the Philippines. The choir sang Chua-ay, an Igorot rice pounding song, and Ikaw ang Mahal Ko, a piece by the maestro of music, Mr. Ryan Cayabyab. Both songs were done in a cappella.
[edit] Catalyst
The Catalyst is a club that teaches catechism. Open to high school students, the club members visit Cupang Elementary School and Buli Elementary School weekly to teach Grades 3, 4 and 5 students basic catechism lessons. Members undergo training during Catechism seminars organized during the school year.
[edit] The Podium
The Podium is Southridge's official debate team, and considered one of the best debate teams in Southern Metro Manila. A member, co-founder, and stalwart of the Southern Metro Manila Schools Debate Consortium (SMMS), the Podium has consistently improved over the past years and has become a perennial contender for any debate championship in the South. The Podium has also been improving and has earned great respect in the more competitive IDEA Debate Organization of Northern Manila and in the National Debating picture of the Philippines.
[edit] Opus Dei affiliation
Southridge entrusts its religious instruction to the priests of Opus Dei. St. Josemaria Escriva is among its venerated saints, along with St. Joseph and St. Michael.
[edit] Alumni
Southridge has produced many successful alumni . They vary from fields of music, the arts, business and many other successful roles in society. Several Southridge alumni in the recently Southridge batches are now studying in prominent schools in the United States. Some alumni in the entertainment field include Gabe Mercado (Pinoy Ikaw Ba 'to? host/comedian), Noni Buencamino (actor), Franco Mabanta (host/Myx VJ), Manu Sandejas (Studio23 Digital Tour host), Robbie Joseph & Ikey Canoy (Akafellas), Paul Yap (UpDharmaDown), Tutti Caringal (6CycleMind/Protein Shake), Chino David (Silent Sanctuary), Rengie Galvez (singer & restaurateur), Miguel Escueta (singer), Javi Bagatsing (UFC host), film/video directors Timmito de los Reyes, Mihk Vergara, Mackie Galvez, and commercial models Raffy Ladao, Michael Park, Jose Sarasola, Marco Manalac, Rocky Camus, Ryan Villa-Real, Jose da Silva, Avery del Rosario, Mikee Morada and Karl Vargas. Notorious ninjas, Chino Clavecilla, Mark Beltran, Javi Vargas, Raymond Escallona are also counted amongst the school's more infamous alumni. Manol Ereneta has also gained fame for winning the Mr. Alabang bodybuilding competition 4 years in a row. Some of the alumni are now teaching in their alma mater.
Southridge has also produced many successful figures in the corporate world.
