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High School

CISM's challenging and comprehensive High School curriculum offers its students a unique college-preparatory education. Beyond intellectual rigor and high academic benchmarking, distinct emphasis is placed on developing the students to be analytical, open-minded, reflective, compassionate, creative, principled, global, and confident thinkers and doers. We continue to encourage the pursuit of passions beyond the bounds of the classroom. A community service component is embedded in the program.

Experienced and dedicated CISM teachers establish in their classes an atmosphere of open dialogue, focused questioning, experiential learning, and intellectual engagement that stimulates curiosity, inquiry, and critical thinking. A broad and balanced range of knowledge domains are taught. Special attention is placed on the development of an extensive range of skill sets from various disciplines essential for success outside of the school context.

In grades 11 and 12, students may opt to enroll in the academically challenging IB Diploma Programme (IBDP) to help prepare them for the rigor of work in prestigious colleges or universities abroad.

CISM High School Profile
( See Attachment )
Grades 9 and 10


The coursework for English class develops language and literacy skills in critical reading and thinking, essay writing, listening, oral communication, grammar and usage. Students are given insights into the great literature of the U.S., Britain, and the world. Through the reading and study of fiction, non-fiction, drama, and poetry, students learn literary interpretation and analysis. Reflective writing, expository and persuasive compositions and literary analysis are assessed on the basis of accuracy of ideas, clarity of presentation, and precision of language. Confidence in oral fluency is cultivated through oral presentations and commentary, public speaking, debates, and dramatic performance. Grade 9 English focuses on literary appreciation and analysis, while Grade 10's thrust is learning multi-cultural perspectives of literature throughout history. Students are equipped with the skills needed for IB Group A options — either Literature or Language and Literature.


The curriculum empowers students with mathematical tools, techniques, and analytical skills while providing them with a strong foundation on basic operations and a mastery of various concepts. The classes balance drills with the application of critical thinking skills in a problem-solving context. Grade 9 Math covers Algebra 1 and introduces Geometry. Grade 10 Math integrates Advanced Algebra and Geometry to prepare students for investigative and modeling tasks that, in turn, will be mandated requirements of IB Math subjects in grades 11 and 12.


The curriculum is based on the belief that experimentation and hands-on laboratory work are the keys to the understanding of scientific concepts and processes. Theory and laboratory work are balanced with individual and collaborative learning and research activities to give students a solid and thorough grasp of scientific principles. Grade 9 science courses include Biology and Physical Science. Grade 10 Biology and Chemistry, with their emphasis on the acquisition of practical and investigative skills, are intended to serve as preparatory for IB Chemistry, Biology, and Physics.

Social Sciences

The curriculum gives students an in-depth view and analysis of the complex and diverse social, political, and economic systems of human society coupled with the strategic significance of history and geography. Students learn where we are, how we got here, and where we are going. They build their sense of identity and cultural awareness and develop a consciousness of the intertwining relationships of peoples and nations. Grade 9 and 10 courses cover the major political, economic and social aspects of the 20th century, in the Philippines as well as around the world. Students also learn about the issues central to a study of geography and global perspectives.

Chinese Mandarin

The Chinese language program is presented in thematic units which features task-based learning coupled with a focus on form and function. Up-to-date topics relevant to young students are covered using a full range of texts and varied classroom activities which aim to develop their Mandarin language skills — reading, writing, speaking, and listening. Chinese heritage and culture, which is interspersed within the lessons, will encourage an awareness and appreciation of the different perspectives between the Chinese speaking countries and the rest of the world.

Students will have acquired a general level of competence in Mandarin. They are expected to have a vocabulary of a few thousand phrases and will be able to write extended sentence patterns and structured paragraphs.

Digital Information Literacy

High School Technology, although a separate course, is a program that is designed to be integrated into the total high school experience. The course aspires to develop student’s skills not only in using technology, but to be able to use it to analyze, learn, and explore. It aims to develop digital age skills that are vital for preparing students to work, live, and contribute in an increasingly global and digital society. 

Students will be assessed using Technology Standards that are adapted from International Society for Technology in Education (ISTE). These standards are divided into 6 categories: Creativity & Innovation, Communication & Collaboration, Research & Information Fluency, Digital Citizenship, and  Technology Operations & Concepts. Skills and tools to meet these standards are to be introduced, reinforced, and mastered in Grades 9 to 10.

Physical Education

When students reach Grade 9, they are ready to integrate what they have learned with their potential capacities. They become capable of higher-order thinking and of more skilled performance. The high school courses provide a blueprint for delivering content in a manner that equips students to make a successful transition from the physical education instructional program to participation in physical activity during adulthood.

Physical Education (P.E.) in Grades 9 and 10 continue to emphasize the importance of physical activity and personal fitness, providing the foundation for lifelong health and wellness.   Participation in P.E. likewise enhances the social, psychological, and emotional development of young adults.  The program provide an ideal setting for adolescents to learn appropriate interpersonal and communication skills, suitable ways to express and control emotions while building self-confidence, and opportunities to exercise problem solving, conflict resolution and decision making skills.

Activities require students to be involved in officiating games, making rules of play, working with a group or partner, and acquiring advance skills and game strategies in various sports such as basketball, volleyball, and badminton.


Music classes aim to develop among the students a deeper understanding and appreciation of different genres, styles, and forms of music.  Emphasis is placed on the study of the concepts as well as providing opportunities for self-expression through different musical experiences and performances.

The Music program for grades 9 and 10 reinforces the knowledge and skills learned in Elementary and Middle School; the development of Western Music is likewise examined.  The courses are aligned with Content Standards for California Public Schools, as adopted by the California State Board of Education. These Content Standards divide the music experiences into:

1. Artistic Perception – processing, analyzing, and responding to sensory information through the language and skills unique to Music 

2. Creative Expression – creating, performing, and participating in Music

3. Historical and Cultural Context – understanding the historical contributions and cultural dimensions of Music

4. Aesthetic Valuing – responding to, analyzing, and making judgments about works of Music

5. Connections, Relationships, Applications – connecting and applying what is learned in Music to learning in other art forms and subject areas and to careers

Visual Arts

The Visual Arts course in the High School (Gr. 9-10) is designed to reinforce and build on knowledge and skills developed at the Elementary and Middle school levels.  It is the foundation level for art study throughout high school.  At this level, the Visual Arts as a formal discipline is introduced.   The students learn about the 4 components of Visual Art namely, Art History, Art Production, Art Criticism, and Aesthetics.  Emphasis is placed on the study of elements of art and principles of design and their practical applications.  The approach to art experiences during this time is experimental in terms of materials.  Students are provided a strong foundation in design, drawing and vocabulary in a learner-centered environment.


Grade 9 students continue building on their knowledge of the different modes and genres within drama.  The art of playwright, director, designer, technician, and critic will be as much as part of their experience as the art of thespian.  In drama, students will create, perform, and respond.


This course introduces students to the Filipino language. It is designed to provide students with functional linguistic skills in common or everyday areas of speaking, listening, reading and writing to achieve fluency in the language.  It also aims to provide students with a clear and accurate understanding of and appreciation for the richness of Filipino culture.

*This subject is required for Filipino citizens and recommended for those who may or who intend to pursue further studies in the Philippines.

The IB Diploma Programme, Grades 11 and 12

Diploma Programme Model

The curriculum is modeled by a hexagon with six academic areas surrounding the three core requirements.




Over the course of the two–year programme, students:

  • study six subjects chosen from the six subject groups;
  • complete an extended essay;
  • follow a Theory of Knowledge course (TOK);
  • participate in Creativity, Action, Service (CAS).



  • three of the six subjects are studied at higher level (courses representing 240 teaching hours);
  • the remaining three subjects are studied at standard level (courses representing 150 teaching hours).

Students at these levels may elect to participate in the IB Diploma Programme in one of two ways:

Full Diploma Programme

The two-year programme is intended for highly motivated students who desire an academically challenging and balanced curriculum that will prepare them for success at university and life beyond. The course is structured so that students study six (6) academic subjects, three of them at the Higher Level (HL) and the rest at Standard Level (SL). Aside from these, students take a Theory of Knowledge (TOK) course; write an extended essay in which he/she investigates a topic of special student interest from one of the student's six DP subjects; and participates actively to complete the requirements of the Creativity, Action, Service (CAS) programme of the school. DP candidates are assessed internally and externally across all the subject groups. A student who successfully gains the full IB Diploma will be awarded "The Diploma of the International Baccalaureate," and their Diploma Programme (DP) results from IBO. A student who has attempted the full programme with partial success will receive only the "Diploma Programme (DP) Courses Results" from IBO.

Diploma Programme Courses

For students not pursuing the full programme, it is possible to sit examinations for one or more DP courses. These students will receive the "Diploma Programme (DP) Courses Results."

Please note:

The Diploma Programme is an independent and separate academic programme that CISM has been officially authorized (as an IB World School as of February 2011) to offer its high school students at grades 11 and 12.  CISM is duty bound to comply with all the requirements of the International Baccalaureate Organization for all of its IB World Schools.  

CISM Diploma Programme Courses offered for Class of 2015

Group Subjects



Grade 11


Grade 12

Group 1

Studies in Language and Literature

Language & Literature (HL)

Language & Literature (SL)

Literature (HL)

Language & Literature (SL)

Group 2

Language Acquisition

Mandarin B (HL)

Mandarin B (SL)

Mandarin ab initio

Spanish ab initio

Mandarin B (SL)

Mandarin ab initio

French ab initio

Group 3

Individuals and Societies

Economics (HL)

Psychology (HL)

Economics (HL)

Economics (SL)

Psychology (HL)

Group 4


Chemistry (HL)

Chemistry (SL)

Physics (HL)

Physics (SL)

Chemistry (HL)

Chemistry (SL)

Physics (HL)

Biology (SL)

Group 5


Mathematics (SL)

Mathematical Studies (SL)

Mathematics (HL)

Mathematics (SL)

Mathematical Studies (SL)

Group 6

The Arts

(or any other subject from Groups 3 and 4)

Business & Management (HL)

Biology (HL)

Business & Management (HL)

Chemistry (HL)


Theory of Knowledge (TOK)

Extended Essay (EE)

Creativity, Action, Service (CAS)

Theory of Knowledge (TOK)

Extended Essay (EE)

Creativity, Action, Service (CAS)