Academics

The Davao Chong Hua High School, Pre-College Unit is the hallmark of Filipino-Chinese education that instills in its graduates the values of Excellence, Virtue and Service. It offers Grades 11 and 12 with the following strands under the Academic Track: 

• Science, Technology, Engineering and Mathematics (STEM)

The students in this strand will enhance their skills to evaluate simple to complex societal problems and be responsive and active in the formulation of its solution through the application and integration of scientific, technological, engineering, and mathematical concepts as it prepares them to pursue college degrees. 

The DCHHS STEM-based curriculum integrates real-life situations to provide opportunities for students to apply the concepts they have learned and ignite the passion for a future career in the field of STEM. 

Despite the odds that this school year is facing (COVID-19 pandemic), the facilitators use online resources to support the learning process of the students.   

• Accountancy, Business and Management (ABM)

In this strand, the students will experience to solve problems related to accounting, business and management. Students will be trained to think logically and scientifically with the application of the concepts and principles in ABM to prepare them as they pursue their college degrees. 

The DCHHS ABM curriculum is designed to produce graduates as future accountants, entrepreneurs and business leaders that are essential in the development of the economy. 

• Humanities and Social Sciences (HUMSS)

The strand covers a wide range of disciplines that explore into the investigation and inquiry of the human conditions that uses empirical, analytical, and critical methods of studying human behavior and societal changes. 

The DCHHS HUMSS curriculum ensures its students pursuing college degrees on this strand will have a deeper understanding of arts, culture, literature, politics, and society and how the complex interplay of these facets help them appreciate individual behavior and social group and the pressing issues corresponding them

• Curriculum

The school adopts the curriculum prescribed by the Department of Education (DepEd) for Academic Track in the senior high school program with an additional institutional subject, the Chinese Language Arts (CLA). The inclusion of CLA in the curriculum is very essential not just because DCHHS is a Chinese-Filipino school but the school also believes that learning the Mandarin language will give our graduates an edge to land a job and open up new job opportunities everywhere. 

• Curation of Learning Resources Based on MELCS (Most Essential Learning Competencies)

The school enhances the MELC set by DepEd by adding additional competencies that the subject teacher deemed to be necessary. The EMELC (Enhanced Most Essential Learning Competencies) was the basis for the curriculum mapping formulated by subject coordinator and the teacher to ensure that the curriculum is vertically and horizontally aligned. 

For academic year 2020-2021, Davao Chong Hua High School implements Modified Blended Learning (MBL) delivery mode. This modality combines digital and active methods (Face to face learning will be implemented if the local government allows it and consistent with the guidelines set by DOH & IATF).  The blended learning is not new to the Pre-College Unit because it has been implemented since S.Y. 2018-2019. This year, DCHHS strengthens its partnership with Quipper. 

Quipper is an e-learning platform that helps the teachers and students with ready-made K-12 content. It empowers students to learn independently and at their own pace and aids the teachers in monitoring the progress of the students. It is also designed to engage parents to be more involved in the learning process. 

• Synchronous or Asynchronous Learning   

Education is a continuous process, it should not stop despite of the crisis (COVID-19) every learner is facing. The Pre-College Unit of DCHHS is flexible to adopt to the new norm, the online distance learning. 

Distance Education

The above figure shows an example on how the facilitators of the Pre-College unit utilize synchronous and asynchronous distance learning. For the facilitation of an effective learning process, the subject teacher will give diagnostic test to the students. This has been done at the start of the school year. This will help the teacher identify the strengths and weaknesses of the students. From then, the teacher will decide what teaching strategies or methods are appropriate to address the learning deficiency of the students or enhances students’ capabilities. 

Each subject teacher will have four (4) sessions or 4 hours in a week and 2 of these sessions or 2 hours will be used for synchronous and the other for asynchronous learning. By doing so, the learner will have time to process the concepts and encourage independent learning. 

Below are some tools that can be utilized but are not limited for synchronous and asynchronous distance learning. 

The health and safety of the students are very important more than anything else. Thus, we ensure that the students’ class schedule will have 4 hours maximum screen time per day, 2 hours in the morning and 2 hours in the afternoon. This is also in compliance with DepEd Memorandum 2020-00162. 

• Assessment and Giving Feedback

DCHHS follows the guidelines in the Classroom Assessment for the K-12 Basic Education Program (DepEd Order No. 8, s. 2015) which supports learner’s holistic development despite of the pandemic. With the help of the teachers and the proper tool, the learners are expected to become a successful individuals and proactive members of the society.  

The goal of the school is the same with Quipper- to help improve the performance of the learners in order to set the foundation for success. Giving feedback and deliberate practice greatly contribute to students’ improved performance. However, these can be achieved if the right tools are used to determine the students’ strengths and what they are struggling with. 

These are the types of assessment implemented but are not limited to: 

1. Back-to-school test/Diagnostic Test – This allows teachers to determine students’ knowledge and capabilities, diagnose learning difficulties from the previous grade level and predict possible difficulties in the student’s current grade level. 
2. Short Quizzes – These cover a week/month’s worth of competencies. Quizzes can be used as an informal monthly formative assessment for students to track their learning progress and for teachers to check if the competencies for that particular week/month have been met. 
3. Performance Task – A learning activity that requires students to perform/demonstrate knowledge, understanding and proficiency. It covers the biggest percentage in the grading system. 
4. Quarterly Exams – These cover topics for a specific quarter. Reviewers provided by quipper or other online resources can be utilized by both students and teachers to guide them on what topics to spend more time on when they review for the quarterly exams.

Schedule for Quarterly Exams: 

• 1st Quarter – October 6 – 9, 2020
• 2nd Quarter – December 15 – 18, 2020
• 3rd Quarter –  March 9 – 12, 2021
• 4th Quarter –  May 4 – 7, 2021

Since the school uses Quipper as LMS, the online assessment type includes the following features: 

• Timer
• Listening Comprehension; Oral Language Listening Tests
• Class Report
• Students’ View of the Report

Based on the test results, teachers can adjust their method of instruction according to student’s needs and whether to focus on topics that the learner needs more help or to change the teaching strategy. Students can be guided on the topics to focus on when reviewing the lessons. 

• Work Immersion Program 

The main reason for the inclusion of Work Immersion in the Academic Track Curriculum is to further hone the students their interest and develop and enhance skills and knowledge of senior high school in their chosen field of interest for them to be ready, competent and equipped to confront the realities and challenges that lay ahead in their future careers (D.O No. 30, s. 2017). 

The DCHHS Work Immersion Program is lucky enough to secure 3-year contract through a Memorandum of Understanding (MOU) with different companies or institutions which includes: 

Work Immersion Partners (STEM);

• Friendly Care Clinic
• Davao Analytical Laboratory
• Department of Science & Technology (DOST) Region XI – (annual) 
• Toyozu Technical School Foundation, Inc. 

Work Immersion Partners (ABM); and 

• Midtown Printing Company Inc.
• SEADOVE Maritime Inc. 

Work Immersion Partners (HUMSS)

• PTV (Region XI)
• Mindanao Times
• DSWD

For the past years DCHHS has been grateful and honored to be their work immersion partner. For this academic year, the work immersion program will be modified to fit the complex setup and needs of learners, schools and partner institution. For STEM, we will have Research/Capstone Project. For ABM, Business Simulation/Business Proposal and for HUMSS, Culminating Activity through online.