StudentHandbook2019 2020 - Rev 2 201907291607

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The School Emblem
The double A dividing the bottom part of the shield was derived from the Ayala logo, since the school’s
property is part of Ayala Alabang Village developed by Ayala Land Corporation. The bottom center bears the
star of faith, or Signum Fidei from the official school seal of the La Salle Brothers. Below the star of faith are
the three broken chevrons found in the Coat of Arms of the family of St. La Salle. The palm branch with 16
leaves at the bottom left honors the 16 La Salle Brothers who were martyred along with several friends during
the Japanese occupation in 1945. The bottom right section of the shield bears the small, iconographic symbol
of St. James, the seashell, found in Santiago de Compostela, Cathedral of the Primate of Spain. Santiago is
the patron saint of the late Santiago Zobel after whom the school was named. The three small stars at the
corners of this section were taken from the official Coat of Arms of the Republic of the Philippines. The upper
section of the shield contains the cross and rays, as reminders that the primary purpose of Lasallian education
is to lead every student to Jesus Christ and to spread the Good News of God’s Kingdom. Above the shield is
a dove spreading its wings, symbolizing peace and representing the Holy Spirit who sends His light to renew
the face of the earth. The color white represents peace and purity of faith and morals; green, hope and
confidence; and gold, love.
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Foreword
De La Salle Santiago Zobel School is one of the 16 Lasallian schools in the Philippines under the Lasallian
East Asia District (LEAD). The administrative authority of De La Salle Santiago Zobel School is vested on
the designated President and is delegated to the President’s Council.
The continued attendance of any student at De La Salle Santiago Zobel School is subject to his/her compliance
with the policies, rules and regulations set by the academic community.
The Student Handbook articulates the school's policies and regulations and therefore sets expectations of all
its students in the areas of deportment, academic performance and in compliance with all academic and related
requirements. As such, students are expected to abide by the norms as contained in this handbook. Likewise,
parents should be acquainted with the contents of the Student Handbook to ensure effective communication
and coordination with the school, and in recognition of their indispensable role in the education of their
children.
The provisions in this Student Handbook shall apply to all students whether or not they are within the school
premises, the school’s perimeter area, on the school bus/service or while attending any official function
outside the school campus, or any environment be it the school or vacation period.
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TABLE OF CONTENTS
HISTORY 7
VISION-MISSION OF DE LA SALLE PHILIPPINES 8
VISION-MISSION AND EDUCATIONAL PHILOSOPHY OF DE LA SALLE ZOBEL 8
EDUCATIONAL PHILOSOPHY 8
SECTION 2: INSTRUCTIONAL PROGRAM 10
2.1 GRADE SCHOOL 10
2.2 JUNIOR HIGH SCHOOL (GRADES 7 TO 10) 15
2.3 SENIOR HIGH SCHOOL (GRADES 11 AND 12) 23
2.3.1 ACADEMIC TRACK 23
2.3.2 ARTS AND DESIGN TRACK 25
2.4 NEXT GENERATION BLENDED LEARNING (NxGBL) PROGRAM 25
SECTION 3: STUDENT ACTIVITY PROGRAM 27
3.1 STUDENT ACTIVITIES 27
3.2 GRADE REQUIREMENT FOR ATHLETES 27
3.3 ACADEMIC CONTESTS 27
3.4 ACTIVITY MORATORIUM 27
3.5 STUDENT REPRESENTATIVE COORDINATING COUNCIL (SRCC) 27
3.6 PUBLICATIONS 28
3.7 ALTERNATIVE LEARNING EXPERIENCE (ALE) 28
SECTION 4: GENERAL GUIDELINES 29
4.1 PARENTS ORIENTATION 29
4.2 HOURS OF OPERATION 29
4.3 STUDENT IDENTIFICATION CARD (ID) 30
4.4 SCHOOL UNIFORM 30
4.5 GROOMING 35
4.6 BRINGING OF CASH 36
4.7 STUDENT RECORDS 36
4.8 PARENT-TEACHER DIALOGUE 36
4.9 VISITORS 38
4.10 COMMUNICATION BETWEEN HOME AND SCHOOL 38
4.11 HOMEWORK 38
4.13 ROUGH GAMES 39
4.14 ELECTRONIC DEVICES 39
4.15 GUIDELINES ON ALL CONFISCATED ITEMS 40
4.16 SCHOOL PASSES 40
4.17 FEES, SCHOLARSHIPS, AND PAYMENTS 41
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4.18 LOST AND FOUND ITEMS 42
4.19 SAFETY AND SECURITY 42
4.20 BIRTHDAY/CLUB/FAREWELL PARTIES 43
SECTION 5: ATTENDANCE 44
5.1 PUNCTUALITY 44
5.2 EXCUSED/UNEXCUSED ABSENCE 44
5.3 EXCUSE LETTER AND MEDICAL CLEARANCE/CERTIFICATE 44
SECTION 6: ASSESSMENTS 45
6.1 ASSESSMENTS / PERFORMANCE TASKS 45
6.2 HONESTY 45
6.3 FAILURE TO TAKE THE ASSESSMENTS/ PERFORMANCE TASKS 45
6.4 STANDARDIZED TESTS 45
SECTION 7: GRADING SYSTEM 46
7.1 UNIT INTERVAL GRADING SYSTEM 46
7.2 CONDUCT AND HOMEROOM GRADES 46
7.3 ACADEMIC GRADES 46
7.4 CURRENT TERM CLASS STANDING NOTICE (CTS) 47
7.5 ACADEMIC PROBATION (AP) STATUS 47
7.6 LEARNING ASSISTANCE PROGRAM 47
7.7 SUMMER CLASSES 48
7.8 ENHANCED INSTRUCTION 48
7.9 HOME STUDY PROGRAM 49
7.10 ONLINE VIEWING OF GRADES / REPORT CARDS 49
SECTION 8: HONORS AND AWARDS 50
8.1 HONOR CERTIFICATE 50
8.2 EXEMPLARY CONDUCT AWARD 50
8.3 PERFECT ATTENDANCE AWARD 50
8.4 HONORS CONVOCATION 50
8.5 YEAR-END HONORS AND AWARDS 51
8.6 ORGANIZATION/CLUB AND ATHLETIC AWARDS 53
8.7 HONORS AND AWARDS COMMITTEE 53
8.8 GRADE 10 MOVING UP PROGRAM 53
SECTION 9: STANDARDS FOR STUDENT BEHAVIOR 54
9.1 STANDARDS FOR STUDENT BEHAVIOR 54
9.2 PROCEDURE ON DUE PROCESS 56
9.3 SANCTIONS AND VIOLATIONS 57
9.4 DISCIPLINARY PROBATION CONDITIONS 58
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9.5 STRICT DISCIPLINARY PROBATION (SDP) CONDITIONS 58
9.6 LIFTING OF THE DP AND COMMUTATION OF THE SDP STATUS 58
9.7 OFFENSES 59
9.8 OFFENSES RELATED TO THE NEXT GENERATION BLENDED LEARNING (NxGBL) PROGRAM 63
9.9 GUIDELINES ON CONVENING A DISCIPLINE BOARD 64
9.10 PROCEDURE FOR RANDOM BODY SEARCHES, PERSONAL BELONGINGS, VEHICLES, ETC. 65
9.11 PROCEDURE FOR DRUG SCREENING 66
APPENDICES 67
APPENDIX B – ON DISCIPLINE 67
APPENDIX C – ADMINISTRATORS AND TEACHERS AS PERSONS OF AUTHORITY 67
APPENDIX D – ABSENCES 67
APPENDIX E – RIGHT TO TEACH/ATTEND CLASSES MECS Order No. 34s 1980 68
APPENDIX F – PROLONGED ABSENCE 68
APPENDIX G – COMPREHENSIVE DANGEROUS DRUGS ACT OF 2002 68
APPENDIX H - RESOLUTION NO. 2003-03-012, SERIES OF 2003 OF BARANGAY NEW ALABANG (AYALA) 69
APPENDIX I - RULES ON PROHIBITED DRUGS AND LETTER OF CONSENT 69
APPENDIX K - CONTRACT FOR NON-MEMBERSHIP IN FRATERNITIES/SORORITIES 73
APPENDIX L - SANCTIONS ON ERRING STUDENTS 74
APPENDIX M - GUIDELINES ON THE IMPLEMENTATION OF E.O. 66 74
APPENDIX N - IMPLEMENTING RULES AND REGULATIONS OF REPUBLIC ACT NO. 10627, OTHERWISE KNOWN AS THE ANTI-BULLYING
ACT OF 2013 75
APPENDIX O: NEXT GENERATION BLENDED LEARNING PROGRAM (GENERAL GUIDELINES AND POLICIES FOR STUDENTS) 87
DE LA SALLE CHEERS 93
ONE LA SALLE PRAYER 95
ALMA MATER SONG 95
ALMA MATER SONG 95
DE LA SALLE SONG 95
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SECTION 1: THE SCHOOL
HISTORY
De La Salle Santiago Zobel School (DLSZ) is a member of De La Salle Philippines’ (DLSP) network of 16
Lasallian schools in the country and that of the greater Lasallian East Asia District (LEAD), the newly
restructured juridical and canonical Province of the Brothers of the Christian Schools in the Pacific Asia
Region. Inaugurated on May 15, 2011 with Br. Edmundo Fernandez, FSC as the first Visitor, LEAD is
composed of seven sectors or countries, namely, Hong Kong, Japan, Malaysia, Myanmar, Philippines,
Singapore, and Thailand.
DLSZ was established on March 29, 1978 to meet the objective of moving the elementary department of De
La Salle University – Manila to a more conducive and suitable learning environment with a high school
department to assure grade school graduates of placement for secondary education. The school opened in
June 1978 initially with Prep to Grade 6 levels. With the addition of Grade 7 the following year, the Grade
School Department became fully operational in June 1979. In June 1980, the High School Department opened
with four freshmen classes and became fully operational in June 1983. Since then, De la Salle Zobel has been
producing outstanding Lasallians who are responsible citizens in the service of church and country. Located
at the heart of Ayala Alabang Village, DLSZ answers the educational needs of southern Metro Manila for
quality comprehensive basic education.
The first De La Salle School in the Philippines was opened on June 16, 1911 in General Luna, Paco, Manila
at the request of the then Archbishop of Manila. In 1921, the school was moved to its present site on Taft
Avenue. The Brothers have since opened schools in Alabang, Muntinlupa City; Antipolo, Rizal; Bagac,
Bataan; Malabon; Greenhills, Mandaluyong City; Biñan, Laguna; Dasmariñas, Cavite; Lipa, Batangas;
Bacolod, Negros Occidental; Iligan, Lanao del Norte; Ozamis, Misamis Occidental; and Bislig, Surigao del
Norte.
The main purpose of every Christian school according to St. John Baptist De La Salle is to rear children in
accordance with the teachings of Christ as found in the gospel. Thus, De La Salle Zobel, as an academic
community, fosters not only academic excellence but also the spiritual and moral maturity of the individual.
The traditional Lasallian core values of Faith, Zeal for Service, and Communion in Mission guide the students
of De La Salle Santiago Zobel School in their daily interaction in and outside the school.
Faith. De La Salle Santiago Zobel, as a Catholic school, professes faith in God the Father, the Son and Holy
Spirit and all the other revealed truths of religion found in the Holy Scriptures as interpreted and taught by the
Magisterium of the Roman Catholic Church.
Zeal for Service. De La Salle Santiago Zobel, aware that the educational goals are modified by the exigencies
of national history and the need to define imperatives of Philippine society, seeks to instill the spirit of
nationalism, social awareness, social responsibility and social justice.
Communion in Mission. De La Salle Santiago Zobel, as an educational institution of the La Salle Brothers
in the Philippines, seeks to reflect with full commitment its faith in the enduring value of humanity’s cultural
heritage and in the emerging national culture of the Philippines.
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VISION-MISSION OF DE LA SALLE PHILIPPINES
De La Salle Philippines is a network of Lasallians in the Sector of the Philippines established to facilitate
collaboration in the Lasallian Mission and the promotion of the spirit of faith, zeal for service and communion
in mission that together, are at the heart of the journey of our Founder, John Baptist de La Salle.
De La Salle Philippines is committed to building up educational communities that demonstrate commitment

to young people, especially those who are poor, by providing them with access to a human and Christian
education that enables them to participate in the transformation of society.
VISION-MISSION AND EDUCATIONAL PHILOSOPHY OF DE LA SALLE ZOBEL
De La Salle Santiago Zobel School is an educational community of De La Salle Philippines and the worldwide
system of Catholic institutions founded by St. John Baptist de La Salle committed to the formation of
youth. DLSZ aims to form Lasallian Achievers for God and Country who live the Gospel values in the light
of the Lasallian tradition of the guiding principles of faith (religio), zeal for service (mores), and communion
in mission (cultura).
The community is committed to the pursuit of Lasallian excellence through a world-class learner-centered
environment that promotes relevant and progressive learning through a holistic formation that would lead to
the transformation of society.
EDUCATIONAL PHILOSOPHY
De La Salle Santiago Zobel School is a dynamic learning community that promotes the attainment of
developmental and holistic learning. As a Catholic school, it draws inspiration from the ideals and teachings
of St. John Baptist de La Salle. It participates in the ministry of evangelization of the Church and social
transformation. In this regard, it enables the learner to realize the gift of salvation of Christ, the need to
become accepting of others and to grow as a socially responsible individual.
The DLSZ Curriculum is designed towards the formation of the whole person in a continually changing
environment. It fosters academic excellence as well as emotional, social, physical, moral and spiritual
development of the person. It makes use of integrative and holistic approaches to help the students relate their
learning with life’s experiences. As such, the curriculum equips the learners with essential skills and values
to competently deal with the socio-political, cultural, economic, and religious conditions of a society venturing
into a growing global community with its fast-paced technology.
As a Catholic school with an integrated curriculum and through the creation of a learner centered environment,
the school engenders learners who are reflective, creative, critical, and resourceful problem solvers. Through
his/her interaction with the learning environment, the young Lasallian develops his/her physical, intellectual,
social, emotional, moral, and spiritual dimensions. In the process of learning, he/she becomes an active
participant in his/ her own total formation.
De La Salle Zobel educators possess the requisite knowledge, skills, and attitudes to effectively facilitate
learning among the students. Grounded on a thorough understanding of their specialization, the educators are
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also lifelong learners, constantly retooling themselves and exploring various strategies for the development of
their students and themselves, as learners and persons.
Our other stakeholders – the parents, alumni, partner organizations and communities, and external benefactors
– provide healthy and enriching interactions and environments that assist the school in its task of forming
Lasallians who are to become men and women of integrity with a strong sense of purpose in life and a firm
conviction to serve and live a moral Catholic Filipino Christian life.
The De La Salle Zobel Grade School and High School Departments are committed to providing students with
a strong foundation for elementary, high school education and post-secondary life and learning as they strive
to lead the learners to: 1) fully understand and perform their Christian and social responsibilities; 2) gain
meaningful self-realization through the balanced development of their mental, spiritual, psychological and
physical capabilities; 3) develop and foster harmonious human relationships; and 4) contribute to national
goals according to their age and abilities.
The Grade School Department is divided into the Lower Grades and the Upper Grades. Pre-Kinder to Grade
2 pupils belong to the Lower Grades while Grade 3 to 6 pupils are part of the Upper Grades.
Thus, the Grade School (GS) curriculum is structured into 12 learning areas, namely: Language, Reading,
Filipino, Science, Mathematics, Social Studies, Christian Living, Music, Art, Physical Education and Health,
Computer Technology, Robotics and Home Economics and Livelihood Education. Whereas, the High School
Curriculum is composed of 10 subjects namely: English, Filipino, Science, Mathematics, Social Studies,
Christian Living, Music, Art, PE and Health, and Technology, and Livelihood Education.
The High School fully subscribes to the K to 12 Curriculum and complies with the requirements of
progressivist and constructivist education. The Junior High School, Grades 7-10, will be in the Alabang
Campus while the Senior High School, Grades 11 and 12, will be in the Vermosa Campus in Imus, Cavite.
For Academic Year 2018-2019, the SHS Vermosa Campus will offer the ABM, HUMSS, and the STEM
strands of the Academic Track and the Arts and Design Track, with focus on Visual Arts. The High School
Curriculum is enhanced and is aligned with the DLSZ Vision-Mission, the Lasallian Guiding Principles for
Educational Experiences, Blended Learning Goals, 21st Century Learning Skills and the Philippine Catholic
Schools Standards.
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SECTION 2: INSTRUCTIONAL PROGRAM
2.1 GRADE SCHOOL
2.1.1 LANGUAGE
The Language program aims to develop and refine the speaking, listening, reading, writing and
viewing skills of the students. The program engages them in varied forms of activities that aim
for the development of higher-order thinking skills and at the same time prepare them for real-
world challenges. The program exposes the learners to listen and read varied text types that will
help open or widen their perspectives of the world. Also, the program trains the learners to
become proficient in the use of language, using a wide range of grammatical structures, thereby
allowing them to express their feelings and thoughts accurately and effectively, in oral and
written forms. Hence, language becomes a tool for communication, interaction, and exploration.
Furthermore, the program also aims to strengthen the learners’ ability to responsibly use varied
resources in their quest for knowledge and information.
It is expected that the learners gain utmost ease, independence, and fluency in the use of these
communication skills, coupled with the competent use of work-study skills by the time they finish
the whole program in the elementary grades.
PENMANSHIP
Penmanship is a special program which aims to develop the pupils’ handwriting skills in both
print and cursive using the Lasallian style of handwriting. As such, Penmanship is a component
of the Language Program. It is also indirectly integrated for practical application in other subject
areas as part of the general curriculum of the grade school.
In Pre-kindergarten and Kinder, the pupils are introduced to the program through creative
activities that aim to inculcate the appropriate writing habits. This is followed through until Grade
1. In Grade 2, the actual introductory lessons on the basic strokes of the cursive handwriting
begin during the first trimester. Beginning Grade 3, the pupils are expected to begin writing in
cursive in all subject areas. Further enhancement of the penmanship strokes is followed up as
they go to the upper grades. It is conducted every fourth and fifth Tuesday during homeroom
period and on schedule during Language period. It is expected that as they finish the elementary
grades, the Lasallian style of handwriting becomes distinctly shown in their penmanship.
2.1.2 READING
The Reading program prepares the learners to become independent and mature readers and
thinkers. It seeks to foster not only academic literacy but also social, political, and moral
responsibility among the learners by providing extensive collection of quality, increasingly
challenging literary and informational texts. Through the program, the school envisions learners
who acquired the habits of reading autonomously and rigorously to enrich themselves and be
able to use these essential skills for their everyday life and future achievements. To fully develop
reading skills and habits of the learners, the following programs are implemented:
PRIME ENGLISH PROGRAM. This Scholastic PR1ME English Program is a comprehensive,
full-service English literacy program that builds English literacy skills to mastery, beginning with
the foundations of reading. It is a blended approach to getting students read and write.
It works with the Grade School and High School Departments’ curricula to assess the reading
level of the learners, enrich proficient and advanced learners, intervene systematically, meet
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individual learner’s needs, motivate reading, monitor progress, achieve reading goals and build
a literacy environment.
2.1.3 FILIPINO
Sa mababang paaralan, ang programa ng Filipino ay nakalaan sa lubusang paglinang ng mga
kasanayan sa pagbasa at wika upang matugunan ang pangangailangan ng mga mag-aaral sa
pakikinig, pagsasalita, pagbasa at pagsulat. Inaasahang maipamamalas ng mag-aaral ang
kakayahang komunikatibo, replektibo/mapanuring pag-iisip at pagpapahalagang pampanitikan
sa Filipino sa tulong ng iba’t ibang babasahin at paggamit ng teknolohiya. Kaakibat ng programa
ang paghubog ng pagkatao ng mag-aaral na may disiplina sa sarili, mapahalagahan ang sariling
kultura at makaangkop at makibahagi sa pag-unlad ng tahanan at pamayanan sa pagtugon sa mga
hamon ng buhay sa hinaharap. Inaasahan ding malilinang ang pagpapahalaga sa kapwa,
pagmamalaki sa bansa, pangangalaga sa kalikasan at higit sa lahat, ang pagkakaroon ng pagkilala
at pagsasabuhay ng mga salita ng Dakilang Lumikha.
Alinsunod sa misyon ng paaralan sa pagbibigay ng isang kapaligiran sa pag-aaral na nagbibigay-

daan para sa aktibong pag-aaral at pagtugon sa mga pangangailangan ng bawat indibidwal, ang
programa ng Special Filipino ay naglalayong tulungan ang mga mag-aaral sa kanilang mga
pangangailangan sa pag-aaral sa wikang Filipino. Ang programang ito ay idinisenyo para sa mga
dayuhang mag-aaral na walang kaalaman o may limitadong kaalaman sa wikang Filipino upang
matugunan ang kanilang pang-akademikong pangangailangan. Bahagi rin ng programa ang mga
Filipinong mag-aaral na nanirahan nang matagal sa ibang bansa at may limitadong kaalaman sa
paggamit ng wika.
2.1.4 MATHEMATICS
The goal of the Grade School Mathematics is to develop students who are critical thinkers and
problem solvers. It begins from learning the basic mathematical relationships to more
complicated concepts. Through the Mathematics program, the learner understands the relatedness
of mathematical concepts with previous learning and experiences in the other disciplines to be
able to think critically and creatively, develop positive attitudes towards mathematics, and choose
from a variety of career paths.
The Grade School Mathematics focuses on the five content areas: Number and Number Sense,
Measurement, Geometry, Patterns and Algebra, and Probability and Statistics.
The Singapore Math approach or methods are gradually used in Grades 1-5 to develop the
intellectual competence in numerical calculation, mental computation, logical reasoning, spatial
visualization, and data analysis of pupils. The concrete-pictorial-abstract (CPA) approach serves
as the key principle in teaching mathematics. Through the Singapore Math methods, the students
are taught how and why something works.
2.1.5 SCIENCE
The Grade School Science instruction has its thrust on learning through exploration, discovery,
and application. Students acquire science skills, scientific attitudes, and values to enhance
manipulative skills and scientific principles while engaging in well- designed and meaningful
performance-based products linked with real-life situations through student-centered activities
and technology integration.
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The curriculum covers the four major areas: matter; living things and their environment; force,
motion, and energy; and earth and space.
Matter includes properties of materials, structures of materials, and changes that matter undergo.
Living things and their environment focus on people, animals, plants, environment, and their
interrelationships in the ecosystem. Force, motion, and energy tackle the sources, uses,
importance, and conservation. Earth and space include the surface and interior features of the
planet Earth, as well as the weather and astronomy. Included, too, are the various forms of space
science and its relationship to the rest of the universe.
The concepts and skills emphasize the connections across science topics with applications of
concepts and prepare the students to be informed and participative citizens who are able to make
judgments and decisions regarding applications of scientific knowledge that may have social,
health, or environmental impacts.
Thus, varied hands-on activities are used to develop students’ interest and curiosity to learn and
appreciate science and let them become active and productive learners.
In support of the school's goal towards the promotion of Science and Technology interests among
the children, Robotics Program is integrated in the Grades 3, 4, 5 and 6 Science curricula for this
academic year.
2.1.6 SOCIAL STUDIES

The Social Studies program aims to develop the students’ social consciousness/awareness and
Christian values integrated in the lessons. Students are expected to have an in-depth knowledge
and understanding of their environment, love for God, for others and for their country towards
our fervent desire for national progress. It is expected that the activities designed for each lesson
will advance students’ aptitude in general and will help them integrate their learning with other
areas of study. Active participation and collaboration in class are essential to facilitate authentic
learning.
In Grade 1, pupils will understand their role as a member of their family, school and community
in order to develop their identity as a Filipino.
The Grade 2 pupils will learn the importance of their community covering the key concepts on
geography, natural resources and culture.
An in-depth understanding of the community will be the focus of learning in Grade 3. The pupils
will be introduced to the different regions and learn about its physical feature, culture, political
and economic structure.
The Grade 4 pupils will be able to use their knowledge and skills on geography, culture,
economy and government to further develop their sense of nationalism.
In learning the history of the Philippines, it will be divided into two levels: Grade 5 pupils will
learn the origin of the Early Filipino Society until the economic and social changes in the 19th
century. On the other hand, the changes from 20th century up until the present time will be the
focus of Grade 6. The use of primary sources in learning the historical significance, changes
and developments in the Philippines will develop responsible, productive, creative and
nationalistic Filipino children.
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2.1.7 CHRISTIAN LIVING
Christian Living instills in the grade school learners a sound Christian character through the
development of desirable Christian values. It helps the learners to take responsibility for their
own formation by fostering a lived Christian spirituality which consists in deepening intimacy
and fidelity to a loving God experienced in persons, places, events and things. Each learner is
empowered to participate in their own formation by learning to discern God’s intentions in the
events of their lives.
The Grade School Christian Living focuses on these 5 domains: Seeing with the eyes of faith,
Living Prayer, Personal Transformation, Living in Friendship and Caring for the World. The
learners are encouraged to enrich his/her mind and to seek and study the truths of religion by
acquiring a clear understanding of the Holy Scriptures and the sacred traditions of the Catholic
Church. The ability to pray and to participate actively in the liturgy is developed through
Eucharistic and Para-liturgical services. To translate their Christian faith into attitudes and values,
students are provided with opportunities for social concerns through an organized outreach
programs and activities.
Therefore, making a lived spirituality as a goal of Christian Living means integrating these three
dimensions of faith -doctrine, morals and worship as means of fostering an intentional
relationship with God that would help the learners develop in their quest for authentic
freedom.
2.1.8 COMPUTER TECHNOLOGY

The Computer Technology Program aims to provide students with knowledge and information
technology skills that are relevant to their everyday functions in school, home, and
community. The curriculum is designed to enable students to properly use and care for computer
equipment and expose them to the current trends in information technology.
Computer Technology in Grade 2 aids in English and Math instruction. Activities supplement
and enrich lessons in spelling, reading, grammar and usage, and basic Math
operations. Likewise, the iPad are introduced to students as a mobile learning device. They are
also trained to develop basic keyboarding or typing skills.
In Grade 3, pupils are introduced to fundamental concepts in computer technology.
In Grades 4 to 6, students are trained to use productivity tools and applications in creating
documents, spreadsheets, and slide presentations in various operating systems.
Netiquette or the responsible use of computers and the internet are given emphasis across all
grade levels.
2.1.9 HOME ECONOMICS AND LIVELIHOOD EDUCATION (HELE)

The HELE curriculum focuses on the different aspects of home management, personality
development, and livelihood. Activities are designed to provide meaningful learning experiences
in both personal and family contexts. Values related to work habits such as honesty, integrity,
perseverance, and taking responsibilities are at the core of the curriculum.
In Grades 4, 5, and 6, students are exposed to practical and hands-on activities to help them
develop practical abilities related to food and nutrition, clothing, good grooming, housekeeping,
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family life, crafts and basic entrepreneurship. It provides opportunities for students to address the
challenges related to their personal and family life, and assists in their development as productive
and responsible individuals.
2.1.10 MUSIC
The DLSZ Music Program is designed to enhance the students' musical skills, competence,
knowledge and values for artistic expression and cultural literacy. Learning of music takes place
through active participation and involvement in responding, listening to, analyzing and
evaluating, creating and performing music. These skills are taught using varied techniques and
materials adapted appropriately to the students' specific grade/year level.
GENERAL MUSIC
Grades 1-3 aims to develop basic understanding of the fundamental processes in music. The
pupils learn by doing the skills through singing, playing instruments, creating, moving to music,
listening, music reading and writing.
Grades 4-6 aims to develop and appreciate music through understanding of its basic elements
and concepts. The pupils learn by doing the skills through singing, listening, creating, moving,
music reading and writing, playing instruments and using technology to enhance learning.
SPECIAL MUSIC CLASSES (GRADE SCHOOL AND JUNIOR HIGH SCHOOL)

Special classes are provided in both instrumental and vocal music as avenues to explore students'
emergent musical abilities and creativity by allowing and encouraging the students to audition
and join the special Music classes: Chorale (from Grade 4 to Junior High School), Beginning
Band, Symphonic Band, Rondalla, Beginning, Intermediate and Advanced Strings. Students
from the Strings and Symphonic Band who have advanced skills may qualify to become part of
the DLSZ Symphony Orchestra.
2.1.11 ART
Grade School Art aims to provide creative experiences in the manipulation of tools and media to
enhance the developmental stages of creativity and critical thinking of the learners. The
individual, pair and collaborative art projects shall focus on simple real-world problem-solving
techniques utilizing digital references and media. Mentoring shall include leading an encounter
with the basic art elements and principles through creative expression, art appreciation,
production and cultural literacy. The program shall deepen the love and respect of the learners to
instinctively protect their environment and for a deeper appreciation of their Filipino identity.
In congruence with the Department of Education 2016 Curriculum and K-12 Standards, the
Grade School Art shall spiral with two-dimensional (2D) and three-dimensional (3D) art forms.
Grade 1 Art class shall focus on the discovery of the basic elements and principles of art while
enhancing their fine and gross motor skills. The students shall be given opportunity to explore
and express their creativity through simple, day-to-day images as seen from their environment
and with focus on self and the family.
Grade 2 Art class shall focus on the demonstration and the use of basic elements and principles
in creating artworks. Further, students shall be given an opportunity for self-expression of their
creativity in making visual outputs.
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Grade 3 Art class shall focus on the skills to manipulate the use of the basic elements and
principles of art as artistic solutions. The students shall be given creative opportunities to explore
and produce creative outputs in drawing, painting and crafts.
Grade 4 Art class shall focus on the formal introduction of art elements and design principles
where learning opportunities are aimed at enriching their knowledge of the Arts and activities are
designed for students to be able to develop their skills in production and celebrate their cultural
identity and diversity.
Grade 5 Art class shall focus on creativity and enhancing aesthetic perspectives for art
appreciation. The students shall be given venues to manipulate art elements and design principles
while exploring concepts in two-dimensional and three-dimensional art.
Grade 6 Art class shall focus on creativity and enhancing one’s aesthetic perspectives for art
production. The students shall be given learning opportunities towards self and creative
development while exploring concepts related to art and technology.
2.1.12 PHYSICAL EDUCATION AND HEALTH

Health and Physical Education is part of the total education program that contributes primarily
through movement experiences and total development of students. The program in each level is
guided by the K to 12 Health and Physical education curriculum of the Department of
Education. The program is designed by the department to suit the students’ physical, mental,
emotional and social needs and these are structured from the six strands of learning which include
body management, movement skills, physical fitness, games and sports, rhythms and dance and
health. The program encourages all types of learners to engage themselves in friendly sport
competitions, which are modified to make each participation a worthwhile learning experience
and to develop lifelong health and fitness goals.
Grades 1-3 students are introduced to the six strands of learning that focus on understanding the
movements of the body: locomotor, non-locomotor and manipulative skills, basic games up to
lead-up and organized games, simple folk dance and rhythmic routines, nutrition, personal and
family health.
On the other hand, Grades 4-6 students will be exposed to the six strands of learning: mature
patterns of movements that include individual, dual and team sports, exercise, fitness testing, folk
and creative dances, growth and development, safety and first aid.
2.2 JUNIOR HIGH SCHOOL (GRADES 7 TO 10)

2.2.1 ENGLISH
The English subject in the High School Department aims to improve students’ critical thinking,
enable them to integrate concepts and contents, appreciate literary works and cultural heritage,
and make them communicate effectively in real-life situations by developing their oral and
written communication skills.
Grade 7 English immerses the students to the great masterpieces of the Philippine Literature.
The learning of language will also be given much importance alongside the appreciation of the
richness of the country’s literature.
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Grade 8 English introduces the students to the brilliant and diverse literary pieces and
philosophical gems of Asia and Africa, as well as major masterpieces from Israel, Arabia and
Egypt. The students’ knowledge of the English grammar is enriched and reinforced by in-depth
grammar concepts beginning with basic sentence construction and expansion that include
patterns, sentence structures, and cohesive devices. This knowledge prepares the students for
basic paragraph development and construction.
Grade 9 English exposes the students to a repertoire of English (British) and North American
literary works and the influence of the nations where they originated. The literary pieces have
been chosen for their universal appeal and inherent values. Alongside the study of literature is
the learning of language. Selected grammar concepts, beginning with an evaluation of sentence
patterns, are also reviewed and mastered. The various communication activities enhance the
students’ creative and objective reasoning, as well as their critical and analytical thinking skills.
Grade 10 English presents important representative works of renowned writers from the different
parts of the world from various genres. A thematic approach to instruction has been adopted in
tackling the literary components of the program that deals with classical literature, while focus is
given on the analysis of selected literary works for form and substance. The literary materials
function dually as springboard for language instruction. The grammar component concentrates
on improving the four macro skills – speaking, listening, reading and writing. Writing activities
utilize the process approach with a focus on writing essays, poetry, narratives and summaries.
English electives are likewise offered, viz: Library and Presentation Skills for Grade 7, Speech
Writing and Debate for Grade 8, Technical Writing and Journalism for Grade 9, and Research
Writing and Defense for Grade 10.
2.2.2 FILIPINO
Ang programa sa Filipino sa mataas na paaralan ay alinsunod sa deskripsyong konseptuwal na
balangkas ng programang K to 12. Layunin ng pagtuturo ng Filipino na malinang ang
kakayahang komunikatibo, replektibo/mapanuring pag-iisip, at pakikibahagi sa makabuluhang
mga gawain ng mga mag-aaral. Kasabay nito ang pagpapahalagang pampanitikan ng mag-aaral
sa tulong ng iba’t ibang uri ng babasahin/teksto at paggamit ng aplikasyong panteknolohiya.
Inaasahang matatamo ng mag-aaral ang katangiang tinataglay ng isang makabagong kabataan na
may dangal at pagpapahalaga sa kultura at sa pagiging Pilipino. Kalakip din ng programa ang
layuning mahubog ang pagkatao ng mga mag-aaral bilang responsable at may malasakit sa
pamilya, kapwa, kalikasan at komunidad na kinabibilangan, na may matatag na
pananampalataya sa Diyos na Lumikha.
Inaasahan sa bawat mag-aaral ng Baitang 7 ang pagpapamalas ng pag-unawa at pagsusuri sa

mga Panitikang Rehiyunal (mga akda mula sa Luzon,Visayas at Mindanao) at sa Ibong Adarna
bilang isang obra maestra sa Panitikang Pilipino.

mga Panitikang Pambansa (mula sa panahon ng Katutubo hanggang sa panahong Kasalukuyan)
at sa Florante at Laura bilang isang obra maestra sa Panitikang Pilipino.

mga Panitikang Asyano (saling akda sa Timog-Silangan, Silangan, at Kanlurang Asya) at sa
Noli Me Tangere bilang isang obra maestra sa Panitikang Pilipino.
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mga Panitikang Pandaigdig (mga saling akda sa Mediterranean, Africa at Persia) at sa El
Filibusterismo bilang isang obra maestra sa Panitikang Pilipino.
Kaalinsabay ng pag-unawa at pagsusuri sa mga Akdang Pampanitikan sa bawat baitang ay ang

patuloy na pag-aaral at pagsasanay sa gramatika bilang pundasyon ng kakayahang
komunikatibo.
Summer Language (Filipino) Enhancement Program

This enhancement program aims to assist junior high school students in addressing their difficulties
in learning the Filipino language and enable them to communicate with others and appreciate such
language more in preparation for the succeeding year levels.
2.2.3 MATHEMATICS
High School Mathematics aims to develop the critical thinking and problem solving skills of the
students by using different approaches such as Cooperative Learning, Experiential Learning, and
Discovery and Inquiry-based Learning that will enable them to understand mathematical
concepts and solve real-life problems akin to their own experiences.
The Grade 7 to Grade 10 Mathematics concentrate on the following content areas: Number and
Number Sense, Measurement, Geometry, Patterns and Algebra, and Statistics and Probability.
Grade 7: Math pays particular attention to key concepts of real number system, algebraic
expressions and conversion of units of measurement. It also immerses the students in the basic
concepts of geometry such as undefined terms, polygons and solving for areas and volumes.
Also, they are expected to demonstrate skills in data gathering and measuring central tendency
and variability.
Grade 8: Math focuses on the key concepts of linear equations and inequalities, rectangular
coordinate system, and systems of linear equations and inequalities. It also engages the students
in fundamentals of statistics and probability and deepens geometrical concepts such as areas and
volumes, logic, triangle congruence and triangle inequality.
Grade 9: Math aims to develop the students’ skills that will enable them to gain a deeper
understanding of topics such as logic and reasoning, triangle congruence and inequality,
quadrilaterals, systems of linear inequalities, rational and radical equations and variation. It also
provides the students the basic concepts of trigonometry such as solving right and oblique
triangles.
Grade 10: Math exposes the students on topics such as quadratic functions, arithmetic and
geometric sequence and series, polynomial equations and functions. Their knowledge in
geometry and probability are also reinforced by the inclusion of the topics on circles, counting
techniques and measures of position.
2.2.4 SCIENCE
Science and Technology for High School aims to develop the students’ skills that will enable
them to gain a deeper awareness and understanding of the relevance of the natural sciences in
life. The High School Science program allows students to link science concepts to their own
experiences, conduct scientific investigations and experiments, and eventually demonstrate
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desired understandings of the essence of science concepts through summative performances,
standards-based assessments, and related authentic outputs. It aims to promote the important
relationship between science and technology and their application to society through contextual
learning, problem-solving and inquiry-based approach. Most importantly, content and process
skills are intertwined and inseparable. Emphasis is given on collaborative and independent work
where students apply their understanding and make meaning out of what they do in the Science
class. The entire curriculum intends to develop students into scientifically literate and productive
citizens, critical thinkers, problem solvers, educated decision makers and responsible stewards
of the environment.
To facilitate the teaching of the different areas of Science, the curriculum is designed to be
discipline-based. As often as possible, the connections among the different Science areas as well
as other disciplines are emphasized.
Grade 7: Earth Science

This course introduces the fundamental concepts of Earth and Space. It is presented in three
units: Meteorology, Geology, and Astronomy. The first two units put emphasis on the Philippine
environment, natural resources, and climate. The third unit focuses on the basics of Astronomy.
Grade 8: Biology
This course presents Life Science in five focal points: Cell Structure and Function, the Human
Body, Reproduction and Genetics, Evolution and Biodiversity, and Organisms and the
Environment.
Grade 9: Chemistry
This course prepares students in performing scientific investigations involving community-based
problems. This is done by helping the students build knowledge on and develop skills in the
study of Matter, its Particle Nature and Atomic Structure.
Grade 10: Physics

This course aims to prepare students for higher Physics by dealing with the fundamentals of
Newtonian Mechanics, Optics and Waves, and Electromagnetism.
2.2.5 SOCIAL STUDIES

The Junior High School Social Studies curriculum intends to cultivate the knowledge and
competencies learners need to gain a deeper understanding and appreciation of varied cultures
and societies. Critical thinking and analytical inquiry require them to develop reading
comprehension as well as research and writing skills as requisites. The subject area also aims to
inspire civic-mindedness, love of country, respect, social responsibility and tolerance of diversity
of cultures. Likewise, it aspires to aid learners to appreciate the process by which economic,
environmental, political, and socio-cultural forces change over time. As a result, they are
expected to become catalysts of change to the needs of the nation.
Grade 7: Asian History

Studying Asia entails paying close and particular attention to its cultural, economic,
environmental, historical and socio-political changes. This course employs a multi-disciplinary
approach that is deemed to aid learners in realizing the importance of shaping the Asian identity
to help address emerging global challenges.
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Grade 8: World History
The beginnings, changes and continuities of human societies are brought about by the rise and
fall of ancient civilizations. With the use of a multi-disciplinary approach, this course provides
learners with the knowledge and skills they require in examining primary sources to understand
the causes and effects of historical phenomena to modern-day issues.
Grade 9: Economics
A thorough understanding of basic macro- and micro-economic concepts is the main goal of this
course. It aspires to help learners examine local and international economic concerns objectively
as well as underpin the value of economic interdependence and sustainability.
Grade 10: Contemporary Issues

The multi-disciplinary investigation of significant cultural, political and socio-economic factors
directly influence the development of modern Philippine society. In this course, an experiential
and progressivist approach facilitates learners to understand the prevalent issues plaguing our
nation.
2.2.6 CHRISTIAN LIVING

High School Christian Living aims to inculcate in the students the love to learn the truths of
Catholic Christian beliefs and teachings, values and attitudes, and the life of St. John Baptist De
La Salle as found in the Sacred Scriptures, Sacred Tradition, the Teaching Authority of the
Catholic Church and the writings of the founder. Likewise, the Christian Living formation
encourages students to develop a personal faith response to the unconditional love of God, learn
how to participate in the life of a community of faith, and invites each one to witness a life of
service to others which is anchored on the Guiding Principles of the Philippine Lasallian Family.
Christian Living covers the following areas:
Grade 7: Salvation History

The course reveals the dynamic work and action of God among the chosen people in the Old
Testament. It highlights the development of the faith of the Patriarchs and their people, leading
to the story of Jesus in the Gospels. This course challenges the learners to compare the historical
and religious experiences of the Hebrews, early Christian communities, and their own personal
life to make critical application and give witness to the enduring love of God and the teachings
of Jesus as contained in the Scriptures and the Sacred Tradition.
Grade 8: The Sacraments and the History of the Church

The course illustrates from its foundation, development through the centuries, and its journey
towards the fullness of life in the Kingdom of God. It introduces the students how the Church
grew according to the Plan of God, life and mission of Jesus, early Christian communities,
Church and in the events of history through the centuries to the present. It will present the various
biblical images, models, governance, and its efforts of renewal especially embodied in the Second
Vatican Council in its tasks and mission as the sacrament of Christ in the world as it respond to
the call of God and the needs of man.
Grade 9: Foundation of Christian Morality and Social Justice

The course provides formation of conscience, moral reasoning, and development of Christian
moral values as guide to a life of goodness attuned to the Divine Will. This will develop the
ability of the students to analyze, critique, and understand basic principles of Christian morality
and ethics. Moreover, the course opens up with a rational inquiry into the foundational truths of
Christian morality namely; God’s existence, dignity of man, freedom, explore ethical issues like;
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life, death, human sexuality, and related social issues where they review philosophical and
contemporary theories of justice, and critique them in the light of human reason, the Scriptures
particularly the Great Commandments of love of God and neighbor, Beatitudes, and relevant
Teachings of the Church.
Grade 10: Catholic Social Teaching and Social Issues

The course gives emphasis on the Roman Catholic social teaching as conveyed in the encyclical
tradition from Pope Leo XIII to Pope Francis. The course will present the development of
Catholic social thought as it emerges from the reading of the “signs of the times” in light of sacred
scripture, natural law, and virtue. It will also demonstrate methods by which the Church responds
to "signs of the times" through awareness of social needs, study, reflection, and decision.
Moreover, the course will assist the students to recognize the political and social challenges to
justice and peace in our present-day society. The students will be made aware of various
strategies to address issues related to human rights, nonviolence and peace, environmental
justice, economic justice and other concerns pertaining to human existence.
2.2.7 TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)

The TLE curriculum is designed to equip students with knowledge and technical skills required
for productive work and responsible citizenship. It aims to facilitate acquisition of life skills and
values pertinent to the home and community. Students from Grades 7 to 10 are exposed to
occupational orientation in cookery, handicrafts, electronics, and drafting where they are
expected to achieve competence in critical-thinking and problem-solving. Fundamental concepts
in entrepreneurship are also integrated in the curriculum to build among students the
entrepreneurial mindset needed in their future entrepreneurial endeavors.
2.2.8 COMPUTER TECHNOLOGY

In high school, Computer Technology (CT) is one of the areas covered under Technology and
Livelihood Education. In High School Computer Technology students gain knowledge on tools
used in computer servicing, computer assembly and dis-assembly, crimping network cables,
installing software applications, and desktop publishing. Students are taught photo and video
editing, 2D animation, and 3D modeling, programming and robotics. They are systematically
introduced to the fundamentals of creating useful Web applications using HTML, Javascript,
PhP, SQL and similar web and open source technologies. At the end of the year, the students are
able to create movies, Websites, Web applications and write code for robots to follow
ROBOTICS PROGRAM
The De La Salle Santiago Zobel School (DLSZ) Robotics Program supports the school's goal
towards the promotion of Science and Technology interests among the children. In Grade School,
Robotics subject is integrated in Science Curriculum, and in Junior High School, it is integrated
in the Computer Technology (CT) subject as this covers computer servicing, computer assembly
and dis-assembly, crimping network cables, installing software applications, and desktop
publishing.
We envision Robotics in De La Salle Santiago Zobel School as a means to Enhancing learning

through the integration of Robotics in the Science, Math and Computer Technology subjects.
The program aims to use the students’ creativity and imagination in designing solutions to real
world problems today. Robotics is a learning environment that provides engagement through the
use of authentic technology tools. The students are given varied opportunities to build and
program robots that can perform specific tasks.
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PROGRAM OFFERINGS
The training we give to the students allows them to compete locally and internationally in
Robotics Competitions. This is a good opportunity for our students to actually design and build
robots that will perform specific tasks.
Our Robotics Program is composed of the following: Robotics Mainstream, Robotics Club,
Robotics Elite Team, Robotics Camp, and Robotics Outreach.
Robotics Mainstream- In support of the school's goal towards the promotion of Science and
Technology interests among the students, Robotics Program is integrated in the Grades 3, 4, 5
and 6 Science curriculum. In High School, Robotics is incorporated in the Computer Technology
curriculum in Grade 7, 8, and 9.
Robotics Club- Our robotics club is a gathering of students who are interested in learning more
about robots. At DLSZ, robotics clubs typically take place during club activity day, 3 times a
month.
Robotics Elite Team- This team represents grade school and junior high school in robotics
competitions. The team demonstrates an honor to represent our school and our country. Through
the team’s local and internationals achievements, students are encouraged to enrich their skills in
Science, Technology, Engineering and Mathematics. Our students exercise their creative
problem-solving skills and adopt real world design problems.
Robotics Camp
We engage interested students in kindergarten through junior high school in exciting, modular
mentor-based robotics grassroots program. This is a program offered to robotics aspirants to train
them become part of the robotics elite team, as well as well-rounded contributors to school,
church, and society.
Robotics Outreach
Robotics outreach refers to robotics workshop that we offer to the children of the DLSZ
employees, other La Salle schools, and public schools as an outreach. It is a classroom-based
workshop that occurs at DLSZ every summer. It is a one week summer activity of providing
hands-on training to any children of our community who might not have access to this experience.
Robotics Grading System
A. Grade School - Grades 3, 4, 5, and 6

Robotics Grades will come from the PT component only
SCIENCE AND ROBOTICS

Science -------- x 0.90 (90%)
Robotics---------x 0.10 (10%)
B. Junior High School – Grades 7, 8, and 9

Robotics Grades will come from the PT component only
COMPUTER TECHNOLOGY AND ROBOTICS

Computer Technology -------- x 0.85 (85%)
Robotics --------------------------x 0.15 (15%)
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2.2.9 MUSIC
GENERAL MUSIC
The General Music classes in the High School Department offer various topics that include
appreciation of Philippine Music and Arts (Folk, Traditional, Contemporary), Asian Music,
Western Music and Introduction to Songwriting. Music concepts learned in class are applied
through creative outputs in the form of performances and compositions. These are designed to
train students' higher-order thinking skills, and to assist in developing attitudes such as teamwork,
self-discipline and independent learning, among others, for their personal enjoyment, expression
and musical growth in contemporary society.
SPECIAL MUSIC CLASSES

Special classes are provided in both instrumental and vocal music as avenues to explore students'
emergent musical abilities and creativity by allowing and encouraging the students to audition
and join the special Music classes: Chorale (from Grade 5 to Senior High School), Beginning
Band, Symphonic Band, Rondalla, Beginning, Intermediate and Advanced. Students from the
Strings and Symphonic Band who have advanced skills may qualify to become part of the DLSZ
Symphony Orchestra.
2.2.10 ART
In Junior High School Art, students are provided with learning opportunities that equips them
with necessary skills to express themselves through various art genres such as visual arts, media
arts, applied arts, production and design. Art this level, the students are exposed to different
cultures like Asia and the western world. This program aims to heighten the students’ knowledge
in the proper use of art compositions (art elements and design principles) giving them ample
advantage in their collegiate years, whatever their chosen careers may be.
In Grade 7 Art, the learners are given lessons on the rudiments of drawing while tackling series
of challenging activities and concepts in visual communication and the aesthetic expression using
graphic elements and tools. At this level, students shall build a portfolio in reference to the
Philippines, aesthetics and national heritage.
In Grade 8 Art, the learners are exposed to sculpture while discussing the art of Asia and the
different cultures within it. Through creative challenges, students shall build personal styles
within the constraints of realistic artwork specifications.
In Grade 9 Art, the learners explore Art History and Western Art through painting (foundations
and traditions) solidifying their understanding of the art elements and design principles.
In Grade 10 Art, the learners explore modern art, media and technology-based art reinforcing
21st century industrial skills. At this level, students shall collate creative outputs that speaks of
their self development and the knowledge and skills learned throughout Junior High School.
2.2.11 PHYSICAL EDUCATION AND HEALTH

Health and Physical Education curriculum aims to develop physically literate individuals. The
curriculum (is structured) focuses on physical fitness, games and sports and rhythms and dance
strands.
The program provides activities which will inspire students to be physically active and to develop
an active healthy lifestyle all throughout the various phases of their life.
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Grade 7 students will focus on personal health and fitness in achieving individual wellness for a
healthy lifestyle. Individual and dual sports, local and indigenous dances, components and
benefits of fitness testing, community and environmental health are taught in this level.
Grade 8 students are introduced to family health and fitness that include team sports, health-
related fitness components, indoor recreational activities, regional and national folk dances.
Grade 9 students are exposed to the six strands of learning that are anchored on environmental
and community health and fitness. These include social and ballroom dances, team sports,
outdoor recreational activities and environmental health.
Grade 10 students focuses on fitness testing, family health and team sports that include track
and field, floorball, gymnastics, and foreign folk dances.
2.3 SENIOR HIGH SCHOOL (GRADES 11 AND 12)

De La Salle Santiago Zobel School (DLSZ) Senior High School (SHS) envisions its students to be
committed to excellence in the service of others and to be ready for higher education, career and
employment. With its Night High School department, the Br. Rafael Donato Night High School
(BRafeNHS), students are expected to be ready for entrepreneurship upon graduation. The DLSZ SHS
Curriculum is anchored on the Lasallian Guiding Principles (LGPs) for Educational Experiences, the 21st
Century Learning Skills, the DepEd Senior High School (SHS) competencies, and the College Readiness
Standards (CRS).
The Senior High School Program for AY 2018-2019 includes Core Subjects, Contextualized Subjects
and Specialization Subjects. These subjects are offered in different tracks: Academic and Arts and
Design.
2.3.1 ACADEMIC TRACK

2.3.1.1 Science, Technology, Engineering and Mathematics (STEM) Strand
The Science, Technology, Engineering, and Mathematics or STEM strand under the
Academic Track aims to prepare students who want to pursue courses related to Science
and Mathematics in the university, such as engineering, health sciences, agricultural
sciences, or information technology courses, among others.
The following specialized courses will be taken by the students under the STEM strand:
● General Biology 1
● General Biology 2
● General Chemistry 1
● General Chemistry 2
● General Physics 1
● General Physics 2
● Pre-Calculus
● Basic Calculus
Robotics will also be given as an enrichment subject.
This is culminated with a Work Immersion or a Research or Capstone project where

students, under the guidance of a research adviser, will identify a scientific, technological
or mathematical problem, and employ the scientific method to solve the identified
problem. Essentially, the students will need to design and apply an appropriate
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methodology, formulate hypothesis, and draw conclusions based on their
investigation. The student researchers will then prepare a scientific report to be presented
and defended in a forum. For the culminating activity, the students share their projects
with a chosen community; these may also be presented in a school-wide Science and
Technology project exhibit or exposition.
2.3.1.2 Accountancy, Business and Management (ABM) Strand

This academic strand aims to build in students a solid foundation on all aspects of business
operations. The curriculum is embedded with real life business scenarios such as business
conceptualization, planning, research, and presentation. It is designed to prepare the young
business leaders of the future through outside linkages and partnership with appropriate
organizations to expose students with real-world applications of their learning. Guided by
the Lasallian Guiding Principles (LGP’s), students will have deeper appreciation and
understanding of the purposes of business organizations and the impact of business
decisions on society.
The following specialized courses will be taken by the students under the ABM strand:
● Business Mathematics
● Applied Economics 1
● Organization and Management
● Principles of Marketing
● Fundamentals of Accountancy, Business and Management 1
● Fundamentals of Accountancy, Business and Management 2
● Business Ethics and Social Responsibility
● Business Finance
Music Appreciation and Production will be offered as enrichment courses.
2.3.1.3 Humanities and the Social Sciences (HUMSS) Strand
Humanities are disciplines that explore the human condition employing analytical, critical
and theoretical methods. Such disciplines include ancient and modern languages,
literature, history, philosophy, religion, and visual and performing arts. Likewise, the
Social Sciences are fields of study that engage in experiential methods that examine human
behavior and society. Such fields of study include Anthropology, Economics, Geography,
Law, Linguistics, Political Science, Psychology and Sociology.
Because human beings are confronted by various global challenges and changes that affect
their perspectives, growth and way of life, the HUMSS strand provides inputs, insights
and methods in the said disciplines to aid learners in discussing ideas and appreciating
human development. In this way, their sense of awareness, critical-thinking skills and
research techniques are cultivated to further help them understand different cultures and
societies. As a result, they are expected to foster open-mindedness and respect that will
translate to a peaceful and harmonious society.
The following specialized courses will be taken by the students under the HUMSS strand:
▪ Creative Writing
▪ Creative Nonfiction: The Literary Essay
▪ World Religions and Belief Systems
▪ Trends, Networks and Critical Thinking in the 21st Century Culture
▪ Philippine Politics and Governance
▪ Community Engagement, Solidarity and Citizenship
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▪ Disciplines and Ideas in the Social Sciences
▪ Disciplines and Ideas in the Applied Social Sciences
2.3.2 ARTS AND DESIGN TRACK

The Arts and Design track is a collaborative and progressive pathway to exploration into the
various genres of art forms to equip the students to discover their individual career options and
aspirations in the real world. The course provides understanding of the basic concepts, elements
and processes in arts through appreciation, analysis and practical applications. The student will
expand and clarify visual awareness and will deepen self-knowledge and self-enrichment as well
as increase their understanding of others, the environment and contribute to the creation of national
identity.
The following specialized courses are offered:

▪ Creative Industries 1: Arts and Design Appreciation and Production
▪ Creative Industries II: Performing Arts
▪ Physical and Personal Development in the Arts
▪ Developing Filipino Identity in the Arts
▪ Integrating the Elements and Principles of Organization in the Arts
▪ Leadership and Management in Different Arts Fields
▪ Apprenticeship and Exploration of Different Arts Fields (Media and Visual
Arts, Literary, Arts, Dance, Music, Theater)
▪ Performing Arts Production/Exhibit Arts Production (Media and Visual Arts,
Literary Arts)
2.4 NEXT GENERATION BLENDED LEARNING (NxGBL) PROGRAM

The Next Generation Blended Learning Program (NxGBL) of De La Salle Santiago Zobel School aims
to improve the quality of its instruction by introducing the most applicable learning tools and resources
for its 21st century learners. It is a Program that expands what the PEARL Program has started. The school
believes that the use of mobile learning devices, varied multimedia tools and reliable digital online
resources will provide learning experiences to students in a technology-enabled environment that is
active, collaborative, constructive, authentic and goal-directed. The Program is designed to fuse
technology-enabled pedagogies into established Lasallian teaching-learning strategies aimed at
increasing students’ attention, retention and interaction. Further, NxGBL promotes personalized and
differentiated learning, thereby enhancing a student-centered learning environment. It is in this context
that DLSZ aims to engender effective and innovative use of the students’ mobile learning device (MLD)
together with varied multimedia tools and resources.
My MLD Pledge
(Adapted from “The Ten Commandments of Grade 6 PEARL, S.Y. 2016-2017”)
1. I will always check the DLSZ Notes and Homework site and the corresponding Learning
Management Systems to see all the reminders and schedule of assessment for my class.
2. I will not use my Mobile Learning Device (MLD) without any instruction/permission from any
teacher.
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3. I will see to it that my MLD is fully-charged before bringing it to school.
4. I will only use applications and browse websites as instructed or as recommended by my teacher.
5. I will use my MLD for academic purposes and I will avoid installing games and other programs or
applications that are not directly related to my lessons.
6. I will use my MLD with utmost care to prevent accidents and damage to my device.
7. I will not leave my MLD unattended and I will see to it that it is in its safe location at all times.
8. I will not use my MLD or any of its applications or features to hurt or embarrass anyone.
9. I will not delete apps installed by the school as well as those required by my teachers.
10. I will keep my files in my MLD and ensure that they will not be deleted.
For the Academic Year 2018-2019, students from Grade 1 to Grade 12 will be under the Program
although students from Grade 1 to 4 are not yet allowed to bring their own mobile devices.
The guidelines and policies within this document shall apply to all students who are registered MLD
users and those who are allowed to bring non-registered devices on special situations. Teachers may set
additional requirements for use in their classroom.
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SECTION 3: STUDENT ACTIVITY PROGRAM
3.1 STUDENT ACTIVITIES

The school has an extensive program of extracurricular and co-curricular activities. At the beginning of
the academic year, students are given application/checklist for activity participation. The student, with
parental advice, chooses the club/activity he/she wishes to join for the year. Each student participates in
an organization to the extent that his/her scholastic standing will allow.
3.1.1 Co-Curricular Activities/Organizations directly supplement and complement the school’s

academic program.
3.1.1.1 Club activity periods are graded and are held on the first three Tuesdays of each month for
the Grade School and the first three Thursdays of each month for Junior High School.
3.1.1.2 Friday Masses for the Grade School and High School are held in honor of the Sacred Heart.
3.1.1.3 Unit-sponsored events are normally scheduled on the fourth Tuesday for Grade School and
on the fourth or fifth Thursday for Junior High School.
3.1.2 Extra-Curricular Activities are not directly linked to academic studies but are essential to the
development of a well-rounded learner.
3.2 GRADE REQUIREMENT FOR ATHLETES

Athletes must maintain passing grades in academic subjects and conduct for them to remain in the
team. (See Sections 7.5.2, 9.4.4, 9.5.3)
3.3 ACADEMIC CONTESTS
Students are encouraged to participate in academic contests as enrichment opportunities for them. Some
of these include elocution contests, Math Contests, Robotics Contests, Science Quiz, Timpalak Bigkasan,
Spelling Bee, Tagisan ng Talino, Art Contests, Bible Quiz, and the different subject exhibits held each
year.
3.4 ACTIVITY MORATORIUM
To give ample time for the students to review and prepare themselves for the academic tests, no practice
sessions/rehearsals/activities shall be allowed a week before and during the Culminating Unit
Assessments or Term Assessment for Senior High School.
3.5 STUDENT REPRESENTATIVE COORDINATING COUNCIL (SRCC)
The Student Representative Coordinating Council (SRCC) as the student organization of DLSZ promotes
the welfare of the students and works for the proper coordination of student activities with the faculty
and administration. A teacher serves as its adviser.
Specifically, the SRCC, according to the approved Constitution, aims to organize student activities and
to promote Lasallian values.
3.5.1 The SRCC plans and implements projects for the students following the Vision-Mission
statement. The council is made up of the following sets of officers: the Executive Committee
(Execom) composed of Executive President, Executive Vice-President, Social Action Vice-
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President, Executive Secretary, Executive Treasurer; Management Committee (Mancom)
composed of Junior High School Consul, Assistant to the Secretary, and Assistant to the Treasurer;
six (6) Level Representatives; and the Appointed Committee (Appocom) composed of two
Programs and Planning officers (Head and Assistant), two (2) Facilities Coordinators, two (2)
Athletics Coordinators, three (3) Liaison Officer, two (2) Media Consultants (Hardware and
Software), six (6) Social Action Level contacts, and four (4) Public Relations Committee
members.
3.5.2 The SJB serves as the judiciary arm of the council. It is an independent body consisting of the SJB
Chairperson, Vice Chairperson, and three (3) appointed core members, that ensures rules and
regulations are followed in the SRCC and checks if the officers’ if their respective duties are
carried out.
3.6 PUBLICATIONS
3.6.1 The Young Observer is the official publication of the grade school students. The Counterpoint, on
the other hand, is the official school paper of the high school.
3.6.2 The staff members learn the fundamentals of journalism with emphasis on newspaper ethics and
responsible reporting, and apply these in the production of every issue.
3.6.3 The Yearbook is the annual publication that features the graduates and undergraduates of the
school. The annual issue also includes photos of significant events and accomplishments for the
school year.
Note: Students who are bona fide members of the Student Representative Coordinating Council (SRCC),
of the Student Publications Office and who are core officers of other student organizations may still opt
to join other organizations provided they do not hold key positions in the group.
3.7 ALTERNATIVE LEARNING EXPERIENCE (ALE)

As part of the school’s educational program, Alternative Learning Experience (ALE) activities are
conducted to enrich a student’s learning and life experience. ALE is exclusive to the students and school
personnel. The students are highly encouraged to participate in this activity with their parents’ consent
as manifested in a signed parental approval form. A student without the accomplished parental approval
form is not allowed to join the ALE.
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SECTION 4: GENERAL GUIDELINES

4.1 PARENTS ORIENTATION

The Parents Orientation Program is meant to acquaint parents/guardians about school policies, directions,
and plans for the school year. The grade school and high school departments schedule an orientation before
the school year begins. The orientation also enables the parents to get to know the class advisers and subject
teachers in the level, as well as key administrators. In this regard, parents are strongly encouraged to attend
this activity so that an effective partnership could be established between the home and the school.
4.2 HOURS OF OPERATION
The school campus opens at 6:00 a.m. and closes at 7:00 p.m. during school days. Parents/Guardians who
have appointments or official business in school may be allowed to enter the campus during office hours
only (7:30 a.m. - 4:30 p.m.). Offices are open from Monday to Friday with lunch break from 11:30 a.m.
to 12:30 p.m.
4.2.1 School Hours

School hours refer to the period when classes and other curricular and co-curricular activities are
held. On a regular basis, classes and school activities start and end following the schedule below:
DLSZ Alabang
Grade School Start: 7:30 a.m End: 3:45 p.m.
Junior High School Start: 8:00 a.m. End: 4:15 p.m.
DLSZ Vermosa
Junior High School-G7 Start: 8:15 a.m. End: 4:30 p.m.
Clubs, performing arts, sports and other approved student activities meet up to 7:00 p.m. For this
reason, only students are allowed in the venues (i.e., classrooms, gymnasium, auditorium, other
activity areas) where these activities are held.
4.2.2 Pre-Class Period

The Pre-Class period is designed to give time for students to prepare for the day’s work. This is set
at 7:20 a.m. for the Grade School, 7:50 a.m.; for Junior High School (Alabang). Students should be
inside their classrooms, start unpacking their bags, review their previous lessons, practice
penmanship, and/or read a favorite book.
4.2.3 Homeroom Period

For Grade School, the first bell rings at 7:25 a.m. Students then line up along the school corridors
and prepare for the flag ceremony every Monday and Friday which begins at exactly 7:30 a.m. For
Junior High School (Alabang), the first bell rings at 7:55 a.m. and flag ceremony starts at 8:00 a.m.
Immediately after the flag ceremony, students return to their classrooms to start the day right with
reading and discussions of Bible passages. The Lasallian Core Values lesson is discussed in both
Grade School and High School on designated days during Homeroom period. During this time, the
class adviser also disseminates important information and memoranda, follows-up on student and
class concerns, and accommodates students for consultation.
4.2.4 Class Hours

Regular classes are held Mondays through Fridays beginning 7:30 a.m.; for the Grade School, and
8:00 a.m.; for Junior High School (Alabang).Students are not required to come to school on Saturday
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and Sundays unless explicitly requested in writing and approved by the Subject Area Coordinator
and Coordinator for Student Affairs and Formation (CSAF) with the Director for Administrative
Services duly notified. No group will be allowed to conduct any activity without the presence of an
adult leader.
4.3 STUDENT IDENTIFICATION CARD (ID)

All students must wear their school IDs with the school ID lace at all times. This forms part of the school
uniform. The students are also required to present their ID when they borrow books and other materials
from the Learning Resource Center (LRC). Exit and Lunch passes are also integrated in the school ID. In
case of loss, the student should secure a new I.D. by submitting a letter of request signed by his/ her
parents to the Coordinator for Student Affairs and Formation (CSAF) who will approve such
request. The student has to pay the equivalent amount for I.D. reprinting at the Finance office and show
the official receipt (O.R.) and endorsement from the CSAF at the office of the Safety and Security Office
(SSO) to get his/her new I.D.
4.4 SCHOOL UNIFORM

The official school uniform must be worn completely and properly every school day. A student who
fails to wear any part of the official uniform is subject to the corresponding violations and sanctions on
incomplete/improper uniform. The school ID, attached to the official school strap, forms part of the
uniform and must be worn at all times inside the campus. The uniform specifications are as follows:
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Note: Although parents are free to procure their own materials and arrange for their own tailor or
dressmaker, they should follow the specified cut and style.
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Note: Although parents are free to procure their own materials and arrange for their own tailor or
dressmaker, they should follow the specified cut and style.
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33

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GRADE SCHOOL PE UNIFORM
BOYS GIRLS
The PE uniform consists of pair of DLSZ jogging The PE uniform consists of pair of DLSZ jogging
pants and white shirt with dark green stripes on either pants and white shirt with dark green stripes on
side of the bodice with La Salle sewn on the left either side of the bodice with La Salle sewn on the
sleeve. left sleeve.
White socks and rubber shoes. Grade School students White socks and rubber shoes. Grade School
may come to school wearing rubber shoes during PE students may come to school wearing rubber shoes
days. during PE days.
Roller/casual shoes or shoe attachments are not Roller/casual shoes or shoe attachments are not
allowed in school. allowed in school.
Note: Students must also bring extra shirt (plain white/old fair shirt/any white La Salle shirt) everyday.
JUNIOR HIGH SCHOOL PE UNIFORM
YOUNG MEN (Grade 7 to Grade 10) YOUNG LADIES (Grade 7 to Grade 10)
The PE uniform consists of a pair of DLSZ shorts The PE uniform consists of a pair of DLSZ shorts and
and white shirt with dark green stripes on either side white shirt with dark green stripes on either side of
of the bodice with La Salle sewn on the left sleeve. the bodice with La Salle sewn on the left sleeve.
White socks and rubber shoes. High School students White socks and rubber shoes. High School students
must wear their PE uniforms (including rubber must wear their PE uniforms (including rubber shoes)
shoes) during their PE class only. during their PE class only.
Roller/casual shoes or shoe attachments are not Roller/casual shoes or shoe attachments are not
allowed in school. allowed in school.
4.5 GROOMING
4.5.1 Make-up, long nails, nail polish, jewelry and other accessories (e.g. anklets, dangling earrings,
mismatched earrings, chokers, nose/ear studs, tattoos, etc.) are not allowed in school.
4.5.2 The hair for boys/young men must be tapered and must not touch the eyebrows, the ears and the
shirt collar (at least 1” on all sides). Skinhead is not allowed. However, the use of razor guard # 2
or higher is allowed. Long sideburns, moustache, goatee, beard are not allowed.
4.5.3 Fancy haircut/hairstyle/hair coloring and undercut are not allowed. Bangs must be worn short and
neatly combed. Any haircut or hairstyle with a shaved part line is also not allowed.
4.5.4 Class advisers regularly remind all the students of the proper haircut/hairstyle. The team leaders
inspect the haircut of students every first Monday of the month and issue the violation reports.
Excuse letters will not be entertained.
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4.6 BRINGING OF CASH
Students should bring enough money for their needs each day. If payment for a certain account needs to
be sent through the students, it is suggested that such payment be made in check which will be duly
receipted by the Accounting cashier or received by the teacher.
4.7 STUDENT RECORDS
The school would like to have updated student records at hand. The Online Student Profile (e.g. general
student information, medical profile) which can be accessed through the Family Portal should be
accomplished/updated during enrolment until the first week of classes. All student records shall be
confidential.
4.8 PARENT-TEACHER DIALOGUE
4.8.1 Parents who wish to check the academic and disciplinary standing of their children should seek an
appointment for a Parent-Teacher dialogue with the teacher/s concerned through the secretary of
the Coordinator for Student Affairs and Formation (CSAF) for deportment concerns and/or the
secretary of the Subject Area Coordinators (SAC)/Senior High School Head/ Strand or Track
Coordinators (STC) for academic concerns. Teachers are only available for dialogues during their
vacant periods. The school shall not attend to concerns of parents who fail to follow such
procedure.
4.8.2 The contact numbers are as follows:
School Trunk line : 771-DLSZ (3579)

Offices Lower Grades Upper Grades Junior High School Senior High
(Pre K to Gr.2) (Grades 3 to 6) School
Vice Principal / Vice Principal loc. 438 or 416 loc. 170 loc 180
Coordinator for Student Affairs loc. 412, 414 Grades 3-4 Grades 7-8 Grade 11-12
and Formation loc. 440 or 442 loc. 512 or 514 loc 181
Grades 5-6 Grades 9-10

loc. 441 loc. 567
Subject Area Coordinators/ loc. 438 or 453 loc. 438 or 453 loc. 532 or 534 loc 180
Strand or Track Coordinators loc.451
(satellite office)
4.8.3 Lines of Communication. For a more positive and smooth communication, parents are advised to:
• See the appropriate person for the specific concern (see table below);
• Consult the level counselor assigned to the level of the child and other administrators as well.
Cases referred to the counselors are held in strict confidentiality; and
• Volunteer information about the child that might affect his/her schooling. In this way, the teacher
or counselor can help the child go through difficult changes in his/her life.
ACADEMIC CONCERNS
GRADE JUNIOR HIGH SENIOR HIGH
level
SCHOOL SCHOOL SCHOOL
1st Subject Teacher Subject Teacher Subject Teacher
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(for the performance of (for the performance of (for the performance of
the child in the subject the child in the subject the child in the subject
area) area) area)
Subject Area Subject Area Strand/Track

nd Coordinator Coordinator (for Coordinator
2
(for specific concerns specific concerns on (for specific concerns
on the subject) the subject) on the subject)
Senior High School

Vice Principal Vice Principal
Vice Principal
(for general concerns (for general concerns
3rd (for general concerns
on the different on the different
on the different
subjects) subjects)
subjects)
Principal Principal Principal

4th (for cases unresolved in (for cases unresolved in (for cases unresolved in
the preceding levels) the preceding levels) the preceding levels)
DEPORTMENT CONCERNS
GRADE JUNIOR HIGH SENIOR HIGH
level
SCHOOL SCHOOL SCHOOL
Subject Teacher / Subject Teacher / Subject Teacher /

Class Adviser Class Adviser Class Adviser
1st
(for very specific (for very specific (for very specific
cases) cases) cases)
Coordinator for Coordinator for Coordinator for

Student Affairs and Student Affairs and Student Affairs and
2nd Formation Formation Formation Coordinator
(for general concerns (for general concerns (for general concerns
on deportment) on deportment) on deportment)
Junior High School Senior High School

Grade School Principal Vice Principal Vice Principal
3rd (for cases unresolved in (for more general (for more general
the preceding levels) concerns on concerns on
deportment) deportment)
Principal Principal
4th (for cases unresolved in (for cases unresolved in
the preceding levels) the preceding levels)
PROCEDURE
• To schedule a conference with any teacher, call the secretary of the Subject Area Coordinators. Leave a
number which the personnel can call to confirm the meeting.
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• To request a meeting with the other school officials, call the secretary of the office concerned who will
in turn call you to confirm the meeting.
• For a more profitable meeting, please come on the appointed time. If you cannot make it or wish to
reschedule the conference, inform the secretary.
4.9 VISITORS
4.9.1 Only visitors with official business are allowed in the campus. Those who will confer with school
administrators or teachers assigned in the St. La Salle building must secure a Visitor’s ID and
Monitoring Slip from the guard at Gate 2. Those who will meet with grade school administrators or
teachers in the Br. Miguel Hall, Br. Felix Mason Hall, and Br. Andrew Gonzalez Hall must secure
a Visitor’s ID and Monitoring Slip from the guard at Gate 6 or 7.
4.9.2 The Visitor’s ID must be worn while inside the campus. After the visit, the guest will request the
person he/she conferred with, to sign the Visitor’s Monitoring Slip. The Visitor’s ID and the
Monitoring Slip should be surrendered to the guard before leaving the campus.
4.9.3 All visitors are expected to strictly follow the dress code.
4.9.4 Visitors are not allowed to see any student during class hours including breaks. Furthermore, they
are not allowed to do any unauthorized probing or questioning to any student.
4.10 COMMUNICATION BETWEEN HOME AND SCHOOL

The school employs various ways to effectively disseminate information to parents. Memoranda,
circulars, and the Parents Bulletin are sent to the parents through the students on a regular basis. Students
are expected to cooperate with the school so that all communications, bulletins, letters, and memoranda
are relayed or given to their parents. Parents are expected to read these memoranda and circulars and
return the duly signed reply slip within three days of receipt.
In addition, important announcements are also posted on the DLSZ family portal and website,
www.dlszobel.edu.ph.
NOTEBOOK #1 (N1)
In the Grade School, students have their Notebook #1 that serves as a means of daily communication
between the home and the school. All important announcements and reminders, homework, scores in
examinations, parent-teacher correspondence (e.g. letter, PTC notices, excuse slips) are written in the N1.
Parents are expected to read and sign the N1 regularly to ensure that all homework is accomplished and
all communication is received.
In the High School, only Grade 7 to Grade 8 levels have Notebook #1. All other important announcements
and reminders, homework, scores in examinations, parent-teacher correspondence (e.g. letter, PTC
notices, reply slips) are disseminated via letters to parents and/or circulars or via the Notes and Homework
Site.
4.11 HOMEWORK
Homework is an integral part of a student’s academic work. Students are given exercises for skills
development and supplements for their lessons in class. Homework also helps the students develop good
study habits. Each learner is expected to accomplish all assigned homework neatly and conscientiously.
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4.12 SUSPENSION OF CLASSES (see EO 66 in Appendix M)
If classes are suspended after the school day has already begun, the class advisers would issue the
departure permit and release the student/s only to their legitimate fetchers from their respective
classrooms. The fetcher must sign on the class list.
Grades 3 and 4 riders should proceed to their designated waiting area while grades 5 to 10 riders of
DLSZ-recognized bus transport should proceed to their respective school bus service.
Two hours after the official time of suspension, the remaining students are ushered to their waiting areas
as follows:
Pre-Kinder to Kinder students - Br. Andrew Gonzalez Hall
Grades 2 to 4 students - Multi-Purpose Hall
Grades 5 and 6 students - Amphitheater
Grades 7 and 8 students - CPA Lobby
Grades 9 and 10 students - Campus Services Lobby
4.13 ROUGH GAMES
4.13.1 Rough and dangerous games such as tackling, kicking and horse playing etc. are not permitted in
school.
4.13.2 Riding toys such as inline skates, skateboards, hoverboards, scooters, and the like, are prohibited
inside the campus.
4.13.3 Students caught playing with toys other than those assigned by teachers shall be confiscated. (refer
to 4.15 Guidelines on all Confiscated Items)
4.13.4 Students caught playing with toys other than those assigned by the teacher in prohibited areas (e.g.
CPA Theatre, Chapel, offices, clinics, canteens, parking areas, classrooms, and corridors) defined
by the administration shall be given sanctions and their play equipment shall be confiscated.
4.14 ELECTRONIC DEVICES
4.14.1 The bringing of mobile phones and similar devices for Grades 4 to HS students will be purely on
voluntary basis and for the sole purpose of fetching. Using mobile phones and similar devices
DURING class hours and break times for unauthorized purposes or without the permission of a
school authority falls under the Category B Offense.
The use of mobile phones and similar devices, Mobile Learning Devices (MLDs), and other
electronic gadgets is not allowed in the clinic. Students may only use their mobile phones and
similar devices to text/call their parents after getting permission from the attending doctor or nurse.
Otherwise, they will be sanctioned accordingly.
NOTE: In emergency cases, calls may still be made in the Subject Area Coordinators’ Office,
Coordinator for Student Affairs and Student Formation’s Office, Vice Principal’s Office, or the
Principal’s Office upon the respective authorities’ approval.
4.14.2 Any equipment not allowed in campus shall be confiscated and deposited at the office of the
CSAF. All confiscated items will be returned to the rightful owner or his/her parents at a specified
time. Refer to Section 4.15.
4.14.3 Equipment brought into the campus should be logged-in and logged-out with guard assigned at
Gate 2.
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4.14.4.The school shall not be held responsible for any lost or stolen Mobile Learning Device (MLD),
electronic gadget and/or valuable item. Hence, the school is not required to do a body/bag search
because it disrupts the class sessions. (Please see Appendix for the MLD Pledge).
4.15 GUIDELINES ON ALL CONFISCATED ITEMS

1st offense The confiscated item is retrieved by the student after classes.
2nd offense The confiscated item is retrieved by the parent/s after classes.
3rd offense The confiscated item is retrieved by the parent/s after one week.
4th offense The confiscated item is retrieved by the parents after one month.
5th offense The confiscated item is retrieved by the parents at the end of the term.
6th offense The confiscated item is retrieved by the parents at the end of the academic year.
4.16 SCHOOL PASSES

4.16.1 HALL PASS. When a student leaves the classroom to go to the restroom or drinking fountain,
he/she must ask permission from the subject teacher and borrow the Hall Pass. This should be
surrendered to the teacher upon return.
4.16.2 TRANSIT PASS. Whenever a student leaves the classroom to go to any office (e.g. Clinic,
Accounting Office) he/she must secure a Transit Pass from the teacher handling the class at that
time. This pass should be properly filled out, signed by the persons concerned and returned to
the teacher. Students without a Transit Pass are not allowed to leave the class.
4.16.3 LUNCH PASS. Students living within the vicinity of the school (within walking distance) may
apply for a lunch pass. The procedure is as follows:
a. An official letter of request by the parents will be sent to the respective Coordinator for
Student Affairs and Formation
b. After the initial approval is given by the Coordinator for Student Affairs and Formation,
the request is endorsed to the Safety and Security Office (SSO);
c. The student secures an application for Lunch Pass form at the SSO, accomplishes it and
attaches a 1” x 1” ID picture; and
d. The SSO will process the inclusion of the Lunch Pass in the student’s school ID.
4.16.4 EXIT PASS. Students living within the vicinity of the school (within walking distance), those
allowed by their parents to travel home by carpool or public transportation, may apply for an exit
pass. The procedure is as follows:
a. An official letter of request by the parents will be sent to the respective Coordinator for
Student Affairs and Formation;
b. After the initial approval is given by the Coordinator for Student Affairs and Formation,
the request is endorsed to the SSO;
c. The student secures an application for Exit Pass form at the SSO, accomplishes it and
attaches a 1” x 1” ID picture; and
d. The SSO will process the inclusion of the Exit Pass in the student’s school ID.
4.16.5 DEPARTURE PERMIT. Students are prohibited from leaving the campus during school hours.
Should there be a need to leave, students must present a request letter from his/her parents to the
Coordinator for Student Affairs and Formation for approval.
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4.16.6 No student may leave the campus without the written request from his/her parents duly approved
by the Coordinator for Student Affairs and Formation. Students who leave the campus without
permission or who are guilty of cutting classes shall be subjected to disciplinary action.
4.17 FEES, SCHOLARSHIPS, AND PAYMENTS
4.17.1 Refund
10% of the total assessed fees shall not be refundable if the student officially withdraws within
the first week of classes.
20% of the total assessed fees shall not be refundable if the student officially withdraws within
the second week of classes.
Full Payment on Cash Basis:

The entire amount paid shall not be refundable if the student officially withdraws two (2) weeks
after classes have begun.
Payment on Installment Basis:

The unpaid balance of the required fees for the whole year must be settled in full if the student
officially withdraws two (2) weeks after classes have begun.
4.17.2 Scholarship
DLSZ has formulated an expanded Scholarship and Financial Assistance Program (SFAP) with
the following objectives:
• to provide financial assistance to academically competent but financially challenged students
and applicants
• to provide incentives to those who show excellence in academics, the performing arts,
leadership/community service, and sports.
Student Grants
The DLSZ Scholarship and Financial Assistance Program offers the following grants:
Student Financial Assistance - Br. Felix Masson FSC Scholarship
Performing/Visual Arts Scholarship - St. Br. Miguel Febres Cordero FSC Scholarship
Athletic Scholarship - Br. Ceci Hojilla FSC Athletic Scholarship
Academic Scholarship - Br. Andrew Gonzalez FSC Scholarship
Leadership and Service Scholarship - Br. Rafael Donato FSC Scholarship
Debbie Decena Scholarship
Francis Luis B. Perlas Scholarship
Family Tuition Discount
Brother President Scholarship Program (for dependents of employees)
For details regarding any of the scholarship grants, please see the Registrar. Application for
Scholarship Grants is open to qualified students of DLSZ. All applications should be addressed to
the Scholarship Grants Committee that will deliberate on the merits of the application and decide
on the recipients. The Committee shall release the results on a specified date. The Committee also
reserves the right to approve, disapprove, or revoke Scholarship applications. The decision of the
Committee shall be deemed final.
Important Note: The Scholarship Grant given to any student is renewable every academic
year. Hence, a student who enjoys a scholarship during the current year must still submit the
application form for renewal of the grant before the set deadline.
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4.17.3 Accident Insurance
At enrollment time, parents are required to pay for their child’s Comprehensive Accident Insurance
for the current school year or present proof of coverage if their child is already insured.
4.18 LOST AND FOUND ITEMS

4.18.1 All lost and found items are endorsed to the Safety and Security Office Personnel who takes
charge of the safekeeping and release of items to the identified rightful owner.
4.18.2 Surrendering a Found Item:

a. Submit the item to the Lost and Found Section of the Safety and Security Office (SSO).
b. Demand a receipt for the item surrendered and get the identity of the person who received the
item (ex. Complete Name, Position in the office, ID Number).
4.18.3 Claiming an Item:
a. Items may be claimed before homeroom period, during the breaks and after dismissal.
b. Approach the person-in-charge at the SSO.
c. Fill out the locator slip.
d. The person-in-charge checks the master list of lost and found items to see if the item has been
turned in.
e. The claimant must be able to identify the item before its release and must sign the logbook and
the locator slip.
4.18.4 After due notification, unclaimed items for two terms are packed and stored in the warehouse for
donation to charity, as recommended by a committee and approved by the Brother President.
4.19 SAFETY AND SECURITY

Security and preventive measures are intended to protect life and safeguard property. These include entry
or exit of people/equipment.
4.19.1 After-Class Activities

4.19.1.1 The Coordinator for Student Affairs and Formation must be informed of all after-class
activities. The adult leader must accomplish the Activity Plan Sheet and have it approved
by the Principal and the President, if needed. In relation to this, students are required to
submit a signed parental consent form to the adult leader.
4.19.1.2 Practices for class-related activities should be done during class hours. Practices inside
the campus after class hours or on weekends may be allowed only with the approval of
the Subject Coordinator and the Coordinator for Student Affairs and Formation, with the
Director for Administrative Services duly notified. Also, practices after class hours are
allowed only with the presence of a teacher/adult leader.
4.19.1.3 All authorized activities held after class hours including varsity practices should end not
later than 7:00 PM.
4.19.2 Borrowing of School Equipment

4.19.2.1 DLSZ equipment and gadgets are not to be taken out and/or borrowed for personal
purposes.
4.19.2.2 For official use of the said equipment/gadget outside the campus, permission from the
school administrator concerned must be secured.
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4.19.2.3 The necessary Gate Pass should be accomplished by the borrower and signed by the duly
authorized school administrator. This must be submitted to the Campus Services Office
before the borrowed item is brought out of the campus.
4.19.3 Bringing In/Taking Out of Personal Property

The Personal Equipment Entry Pass must be secured from the Campus Services Office/Security
Unit and accomplished by the owner of the equipment. Approval from the said office must be
secured first before the equipment will be allowed to be brought inside the campus. The same form
will be shown to the Gate guard before the item can be brought out of the campus.
4.19.4 Ambulance Service

Lifeline Arrows shall provide the school with a fully equipped ambulance for emergency cases
from 8:00 a.m. to 8:30 p.m.
4.19.5 Emergency Preparedness

Emergency response procedures have been developed in the event of natural and man-made
disasters, e.g., earthquake, fire, etc. Class advisers regularly orient students and conduct drills on
the evacuation plan and rehearse them. Annual drills are done to check the readiness of the school
community for such incidents.
4.19.6 Mandatory Drug Screening

All High School students will undergo drug screening at least once during the academic year on
randomly selected dates that the school will solely determine. (As mandated by RA 9165, The
Comprehensive Dangerous Drugs Act of 2002 and by Resolution No. 2003–03–012, Series of
2003 of Barangay New Alabang - Ayala).
4.20 BIRTHDAY/CLUB/FAREWELL PARTIES

Holding of birthday parties and any form of celebration, including but not limited to food deliveries in
school, are not allowed. Celebrators are greeted by their teachers and classmates on this special day.
Austerity must be observed at all times.
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SECTION 5: ATTENDANCE

5.1 PUNCTUALITY
Prompt and regular attendance in classes and assemblies is required of all students. On days with morning
assemblies, students who are not in the class line after the second bell shall be considered late. On other
school days, those who are not inside the classroom after the second bell shall be considered late. Students
must secure a Tardy Admission Slip from the Coordinator for Student Affairs and Formation or Subject
Area Coordinator/Strand or Track Coordinator. This must then be submitted to the class adviser or subject
teacher.
After breaks or in-between periods, students who are not inside the classroom at the start of the period
will be considered late. Late students are required to secure a Tardy Admission Slip from the office of
the Coordinator for Student Affairs and Formation or Subject Area Coordinator/Strand or Track
Coordinator. ALL tardiness are deemed unexcused.
5.2 EXCUSED/UNEXCUSED ABSENCE

Only school-sanctioned activities requiring the absence of students from classes shall be deemed excused.
5.3 EXCUSE LETTER AND MEDICAL CLEARANCE/CERTIFICATE

A student who has been absent must present an excuse letter, with inclusive dates and reason for the
absence, from his/her parents to the Coordinator for Student Affairs and Formation upon his/her return
to school. The CSAF shall then issue an Absent Admission Slip to be given to the class adviser.
A Grade School student who has been absent due to illness must secure a clearance from the School
Physician prior to admission in class. If he/she has been absent for three or more days, a Medical
Certificate with the inclusive dates of absence and/or confinement and the reason for such, together with
an excuse letter must be presented to the School Physician and Coordinator for Student Affairs and
Formation.
A high school student who has been absent for three or more days due to illness must secure a clearance
from the School Physician prior to admission in class. The student must also submit a Medical Certificate
with the inclusive dates of absence and/or confinement and the reason for such, together with an excuse
letter, to the School Physician and Coordinator for Student Affairs and Formation.
44

SECTION 6: ASSESSMENTS

6.1 ASSESSMENTS / PERFORMANCE TASKS

These are announced in the N1, Parents’ Bulletin, and in the Notes and Homework Site by the subject
teacher or the Class Adviser. Students should take the assessments and complete performance tasks as
scheduled. Requests for earlier or advanced schedule will not be allowed.
6.2 HONESTY
Students are expected to practice honesty at all times. Any form of cheating will give inaccurate
information on the student’s performance. Students caught cheating shall be dealt with accordingly. (See
9.6.4)
6.3 FAILURE TO TAKE THE ASSESSMENTS/ PERFORMANCE TASKS

Students who fail to take any assessments or performance tasks on schedule due to valid reasons should
submit to the class adviser or the subject teacher concerned a written excuse slip or duly signed medical
certificate before being allowed to take a make-up test within five school days upon reporting to
school. Failure to take the make-up or completion assessment shall mean a zero in the said assessment.
6.4 STANDARDIZED TESTS

The School Counseling Office (SCO), together with the Instructional and Performance Assessment (IPA)
office administers standardized tests to students. These are tools used to measure student performance
and ability in relation to set norms. The SCO and the IPA Office utilize the results of these tests for
research and program improvement. Students should equally treat tests seriously.
The standardized tests administered include the following:

Kinder Readiness Test Pre Kinder
English, Math and Science Kinder, Grade 1,Grade 2 and Grade 3
English, Math, Science and Filipino Grade 4
English, Math, Science, Filipino and AP Grade 5,6,7,8 and 9
Performance Assessment of Standards and Skills (PASS) Grade School and Junior High School
School Ability Test Grade School and High School
Test of Creative Thinking Grade 6 and Grade 7
Reading Test Kinder and Grade 1
National Achievement Test Grade 6 and Grade 12
National Career Assessment Exam Grade 9
Self-Concept Test Grades 2, 4, 6, and 7
Personality Test Grade 9 and Grade 10
Ability Test Grade 8
Philippine Aptitude Career Test (PACT) Grade 8
Philippine Occupational Interest Schedule (POIS) Grade 8
De La Salle SHS Admissions Placement Examinations (DSHAPE) Grade 10
CEM College Readiness Test Grade 11
De La Salle College Admissions Test (DCAT) Grade 12
Readiness Assessment for Senior High (RASH) Grade 12
45

SECTION 7: GRADING SYSTEM
7.1 UNIT INTERVAL GRADING SYSTEM

The unit interval (interval of one) grading system is used to evaluate the performance of students in all
subjects. The highest possible grade is 100 and the lowest is 65. The lowest passing grade is 75. The raw
scores are converted to percentages using a uniform transmutation table.
7.2 CONDUCT AND HOMEROOM GRADES

Each subject teacher rates the conduct performance of the students while the Homeroom performance is
graded by the Homeroom adviser. Both Conduct and Homeroom grades follow the letter grade
equivalents below:
A (95 - 100)
Am (90 - 94)
Bp (85 - 89)
B (80 - 84)
Bm (75 - 79)
C (70 - 74)
D (65 - 69)
*C and D are failing grades
7.3 ACADEMIC GRADES
7.3.1 TERM GRADES.Term grades are computed based on the following levels of assessments as
prescribed by DepEd Order 08 series of 2015: Policy Guidelines on Classroom Assessment for the
K-12 Basic Education Program: Written Output (40%); Culminating Unit Assessment (20%);
Performance Task (40%)
Note: Grading System for Senior High School is articulated in the Senior High School Academic
Policies
7.3.2 FINAL GRADE. The final grade for each learning area/subject is computed by averaging the three
(3) term grades per learning area/subject. To be promoted to the next level, a student must have an
average of 75 in all subjects.
For Grades 11 and 12, the final grade in any subject is given at the end of each academic term.
Failure in any prerequisite subject disqualifies a student from taking the next subject.
7.3.3 POINTS INCENTIVE: For students joining local and international competitions they are given
point incentives for a particular performance under the Performance Task (PT) grading component.
Note: To view complete Guidelines for Awarding Point Incentives please click on the link below:
http://family.dlszobel.edu.ph/references/Guidelines-for-Point-Incentives-for-Students.pdf
7.3.4 ACADEMIC DELIBERATIONS. Academic deliberation, a procedure held at the end of the school
year, is attended by the Principal, Vice Principal for Academics/Vice Principal, the subject
coordinators and all the teachers in the level to identify the students who shall take summer and/or
remedial classes and/or completion activities.
A student who gets a final average of 74.4 and below in any subject must take and pass the subject/s
to be taken during the summer.
46

7.4 CURRENT TERM CLASS STANDING NOTICE (CTS)
A student who incurs a low current standing is given a CTS notice. The return slip duly signed by the
parents should be returned to the Class Adviser within three (3) days after its issuance.
7.5 ACADEMIC PROBATION (AP) STATUS

Academic Probation status is imposed by the school on a student who fails in two (2) subjects. Its
objective is to help the student concentrate more on improving his/her academic performance.
7.5.1 Who are placed on Academic Probation?
A. Students who fail in the final grades in any two (2) subjects at the end of the academic year
B. New or returning students based on the results of entrance exams and the recommendation of
the Admissions Board.
C. Students who repeat the level.
7.5.2 Academic Probation Conditions
For a student on Academic Probation who did not meet expectations during the Academic Year, the
following provisions shall apply:
1. Failure in four (4) subjects shall not be allowed to re-enroll in DLSZ.
2. Failure in three (3) subjects shall be retained in the same grade level
3. Failure in not more than two (2) subjects shall take and pass summer classes to be promoted to
the next grade level. Otherwise, the student is retained in the same grade level and shall be placed
automatically on Academic Probation status for the next academic year.
4. Student-athletes on AP shall not be allowed to join competitions and tournament unless AP status
is lifted the following academic year.
5. Failure to take and pass the summer class/es will mean that the student will be retained in the
same grade level and automatically place the student on Academic Probation status for the next
academic year.
6. Students who had been placed on Academic Probation for three consecutive academic years will
not be allowed to re-enrol in DLSZ the following year.
*Student athletes on Academic Probation will not be allowed to participate in any varsity sports event.
7.5.3 Lifting of Academic Probation
The Academic Probation status shall be lifted at the end of the academic year if the student gets a
passing mark in each subject.
7.6 LEARNING ASSISTANCE PROGRAM

De La Salle Santiago Zobel School acknowledges the uniqueness of each individual. Each student has
his/her own special abilities and interests. He/She may excel in one or some fields, but not in
others. Thus, some of them find difficulties dealing with the rudiments of other disciplines.
47

Furthermore, these students who have learning problems or are “low-achieving” often need extra
practice, exercises, and a variety of learning experiences before they can move on to subsequent tasks.
The learning assistance program is offered to address the learning problems of the students.
Its general objectives are as follows:
• To correct the weaknesses of the students in the subject concerned;
• To assist the students in gaining mastery of the lessons, and
• To develop positive attitude among students with learning problems.
Specifically, it aims to allow the students to practice what they understand or have learned from their
prior classroom experiences, work independently at their own level of ability and rate of learning, and
acquire skills and strategies in accomplishing given tasks.
This learning assistance program is called Extended Remedial Instruction Program (ERIP). ERIP
sessions are over and above the regular classes conducted by teachers.
7.7 SUMMER CLASSES

Summer classes shall be taken by students whose year-end averages in the subjects fall under the set
standards or within the Beginning Level. Summer classes shall be for seventy-two (72) hours and the fee
per subject shall be charged equally among the students taking the summer classes across levels. Parents
of concerned students shall be given a written notice by the class adviser on or before the distribution of
report cards.
For the Grade School, the summer class program adapted the Extended Remedial Instruction Program or
ERIP. As approved by the Regional Office, the required number of hours the students should comply
during the summer is shorter than the Summer classes for High School. Parents of concerned students
are notified after the results of the academic deliberation on the last term has been approved.
7.8 ENHANCED INSTRUCTION

7.8.1 Goals of Excellence in Mathematics (GEM)
This special program aims to develop mathematically gifted/inclined students by exposing them
to advance and challenging math activities. GEM classes are held across levels starting Grade 1.
7.8.2 Robotics
This program aims to develop the students’ skills in this branch of technology that deals with the
design, construction, operation, structural disposition and application of robots and computer
systems for their control, sensory feedback and information processing. It also trains students to
participate in varied local and international robotics competitions. Robotics is part of the Grades 4
to 6 Science curricula. In high school, Robotics is under Computer Technology and is offered as
an elective to Grade 11 and 12 students under the STEM strand.
7.8.3 Science Institute

The DLSZ-SI or Science Institute is an enhancement of Zenith Minds, a Science Club under the
Enhanced Instruction Program, which aims to develop the students in their particular gifts in
Science by training them in the different fields. DLSZ-SI aims to equip selected students with
advanced knowledge in Earth Science, Biology, Chemistry, and Physics, as well as Science process
skills, and laboratory skills they would need in participating in local and international competitions.
48

7.8.4 Special Filipino
This program is extended to foreign students or non-Filipino speakers starting in Grade One.
Inclusion in the program is subject to the assessment by the Filipino Unit. This is for a maximum
of three years.
In the Grade School, students are grouped into three levels. Level One for new students, Level
Two for students who are in their second year. Level Three for those who are in their third and last
year in the program. Then, the students are expected to join the mainstream Filipino classes.
In the Junior High School, students are grouped based on proficiency level. After a term or year,
the teacher will evaluate the weaknesses and strengths of each student vis-a-vis the Filipino
competencies and recommend whether he/she will join the mainstream Filipino class.
7.9 HOME STUDY PROGRAM

This is a program designed to help students who have been sanctioned and those who will be absent from
school for a definite period of time due to illness/medical condition to help them continue their Lasallian
education through course outlines and requirements prepared by their respective teachers. Dissemination
of these materials is done through the missed lessons form or online using the Notes and Homework Site
or any Learning Management System.. Hard copies may also be given as per instruction by the subject
teacher for purposes of validation with the student. It shall be the responsibility of the parents of the
student under the program to assist the latter and look for tutors who will guide him/her in accomplishing
the course requirements. These requirements must be submitted to the teachers on the dates
communicated to them. Failure to comply with the deadline will mean that the student shall get a zero
score. The student under the program will be required to report to school to take the Culminating Unit
Assessments and/or Performance Tasks in all subjects. Schedule of these tests are communicated to the
student by the class adviser. These will be the bases of his/her final grades in all subject areas for the
term. The maximum period for this program shall be one academic year.
7.10 ONLINE VIEWING OF GRADES / REPORT CARDS
7.10.1 The grades may be viewed online at the end of each term. The procedure and schedule of viewing
are announced /posted through the school website, Parents’ Bulletin and N1. For the Third Term,
a report card will be issued.
7.10.2 Parents and guardians are encouraged to attend the Parent-Teacher Conference to meet the
respective teachers on a specified date. However, in the interest of time, parents will be requested
to observe the five (5) minutes allotment to discuss their concerns to give way to other parents.
Should a longer time for conference be needed, parents may just set an appointment with the
teacher.
7.10.3 Parents are required to claim and return the duly signed acknowledgment receipt of the report card.
At the end of the academic year, report cards of students with unsettled accounts may be claimed
from the Registrar’s Office after full settlement of financial obligations and compliance of other
liabilities. For those who will have failures or who will be placed on academic probation, the report
cards must be claimed from the Principal’s office.
Note: To view complete Academic Policies for Senior High School please click on the link below:
http://www.dlszobel.edu.ph/wp-‐content/uploads/2016/04/SHS-‐ACADEMIC-‐POLICIES-‐AY-‐2018-‐19-‐UPDATED.pdf

49

SECTION 8: HONORS AND AWARDS

8.1 HONOR CERTIFICATE

For meritorious performance during the term, a deserving student may be awarded any of the following:
8.1.1 First Honors. Average of 92 or higher with no grade below 90 in any subject, at least Bp in Conduct,
Homeroom and Club Activity.
8.1.2 Second Honors. Average of 91 or higher with no grade below 88 in any subject, at least B in
Conduct, Homeroom and Club Activity.
8.1.3 Third Honors. Average of 90 or higher with no grade below 85 in subject, at least B in Conduct,
Homeroom and Club Activity.
8.2 EXEMPLARY CONDUCT AWARD

This recognition is given to a student who is rated A in Conduct by all his/her subject teachers based on
the Conduct Grade Rubric and Exemplary Conduct Checklist. In addition, he/she must not have received
any Violation Report (VR) for any offense.
A special award is conferred to a graduating student who has consistently received the exemplary
conduct award beginning Grade One until his/her last year in Grade School and from Grade 7 until
his/her last year in Senior High School.
8.3 PERFECT ATTENDANCE AWARD

This recognition is given only to a student who has no record of absence and tardiness during the entire
academic year. Students who miss classes due to school-sanctioned activities may still be eligible to
receive the award subject to further deliberation.
A special award is conferred to a graduating student with no record of absence or tardiness during
his/her entire GS or HS years.
8.4 HONORS CONVOCATION

The Honors Convocation is a formal gathering held in the current academic year for the purpose of
distributing awards to deserving grade school and high school students in an effort to acknowledge their
academic achievement or exemplary conduct in the last academic year.
An honor student is any bona fide member of the student body (except for the current Grades 1, 7 and
11) who was able to meet the required average in the following categories in the previous academic year:
Academic Honors, General Scholastic Excellence, Exemplary Conduct.
Note: The Honor Students for Grade 10 are recognized in the Grade 10 Moving Up Ceremony held at
the end of the academic year.
50

8.5 YEAR-END HONORS AND AWARDS
8.5.1 General Scholastic Excellence (Undergraduate)
General Scholastic Excellence Awards are given to the Top Three students of each grade or year
level. Medals and certificates are also awarded to the Top Ten students of each level. The grades
of the three terms of the current academic year are the bases for the computation of the award.
Candidates for honors must have a grade of 85 and above in any subject in any term and a grade
of B or higher in Conduct, Homeroom and Activity in any term in any level.
Note: This same rule shall apply to Grade 10 students who will be recognized in the Grade 10
Moving Up Ceremony. Year-end Honors and Awards for Senior High School are articulated in
the Senior High School Academic Policies.
8.5.2 General Scholastic Excellence

General Scholastic Excellence Awards are given to the Top Three students of the graduating class.
The Top Ten students shall be honored and awarded medals and certificates during the graduation
ceremony.
Top Ten students should have a grade of 85 and above in any subject in any term and a grade of B
or higher in conduct, Homeroom and Activity in any term.
For Grade 6, the ranking shall be based on the following computation:

Final average in Grade 4 25%
Average of first and second terms of Grade 6 50%
For Grade 10, the ranking shall be based on the following computation:
Note: This shall be implemented starting AY 2020 (Batch 2020-2021).
Awardees in Grade 6 must have attended their Grades 4 to 6 in DLSZ.
Note: General Scholastic Excellence Awards for Senior High School are articulated in the Senior
High School Academic Policies.
8.5.3 Subject Awardee (Grade 1 to Grade 5, Grade 7 to Grade 10).

A student with the highest average in a particular subject based on the average of the three terms
and a grade of B or higher in Conduct and Homeroom in all terms shall be awarded as subject
awardee. This also applies to students who are in the pull-out sessions for the Enhancement
Program (e.g. special Music, JHS GEM) In case of more than one student getting the same
highest average and reaching the set standards, these students shall be awarded a certificate of
recognition as subject awardees.
8.5.4 Subject Medalists (Grade School and Junior High School).

A gold medal is awarded to the student with the highest average in a particular subject based on
the average of the three (3) terms and a grade of B or higher in Conduct , Homeroom and Club
Activity. In case of a tie, all qualified subject medalists will be awarded during the commencement
exercises.
51

8.5.5 Loyalty Award
A medal is awarded to a High School student who has continuously attended DLSZ from Grade
One until the last year in high school. Transferees from other La Salle schools may be considered
for this award provided they have been in the La Salle school continuously since Grade 1.
8.5.6 ANTONIO MONTEMAYOR ANIEVAS FOUNDATION, INCORPORATED (AMAFI).

The Antonio Montemayor Anievas Foundation, Inc. confers AMAFI awards to qualified Grade 6
students chosen by the board from the nominees entered by the different La Salle Grade Schools
nationwide. These are given in recognition of their well-rounded development in the fields of Art,
Music, Rhetoric, Athletics, Leadership and Spirit of Faith from Grades 3 to 6. A student who shows
proficiency in all areas is conferred the Achievement Award. Grade 6 students may apply for the
AMAFI awards through the office of the Coordinator for Student Affairs and Formation for
Grades 5-6 in January of the current school year. The completed application forms are forwarded
to the AMAFI Board for screening.
8.5.7 MUNTINLUPA 10 MOST OUTSTANDING STUDENTS

The city of Muntinlupa annual search for the ‘Ten Muntinlupa Outstanding Students (MOST)’ is
to give recognition and honor to exemplary excellent students in all public and private high schools
of Muntinlupa. Pre - selection criteria includes being part of the top Ten students of the current
Grade 10 and a minimum of 5 years residency in the city of Muntinlupa. Criteria for judging the
10 Most Outstanding Students of Muntinlupa include Portfolio of Academic Achievements at 30
percent, Panel Interview 30 percent, IQ Examination 30 percent, and Talent 10 percent.

8.5.8 AWARDS OF DISTINCTION
These awards may be given to graduating students in Senior high school who best approximate the
lives of Lasallian saints. Candidates for Awards of Distinction must have taken their entire high
school at De La Salle Zobel and must have conduct marks of at least Bp in all terms.
8.5.8.1 St. La Salle Award

This award is given to a graduating student who, during his/her entire secondary
education, has exemplified the ideals of a Lasallian. He/She must be a well-rounded
faithful student inspired by St. John Baptist de la Salle. The awardees must have been
actively involved in programs, projects and activities that are service-oriented in the spirit
of the Founder. Candidates for this award must have no grade lower than 85 in any
subject in any term.
8.5.8.2 St. Mutien Marie Award

This award is given to a graduating student in recognition of his/her quiet, humble, but
effective involvement in social action activities following the example of St. Mutien
Marie. Candidates for this award must have no grade lower than 80 in any subject in any
term.
8.5.8.3 St. Miguel Award

St. Miguel was a distinguished scholar and educator of Ecuador. He was an eminent
academician, a man of letters and a talented and religiously-gifted person. The awardee
must be someone who shows appreciation for the arts and letters and reflects a strong
religious faith. He/She must have shown patience and perseverance in his/her
undertaking as a student. Candidates for this award must have no grade lower than 90 in
both English and Filipino and 85 in all the other subjects in any term.
52

8.5.8.4 St. Benilde Award
St. Benilde, who was well-known for doing ordinary things extraordinarily well, served
his students with faith and zeal. The awardee must have contributed significantly to the
spiritual and religious life of the school community and/or the service of the
underprivileged. Candidates for this award must have no grade lower than 80 in any
subject in any term.
8.6 ORGANIZATION/CLUB AND ATHLETIC AWARDS

A graduating student who has distinguished himself/herself in any student organization/club and athletic
team is given an award of recognition and appreciation at the end of the academic year.
8.7 HONORS AND AWARDS COMMITTEE

All honors and awards of students are reviewed and deliberated upon by a committee composed of the
Principal, the Vice Principals, the Coordinators for Student Affairs and Formation, the Subject Area
Coordinators, the Registrar and the School Counselor concerned. The committee may invite other
members of the community to enlighten them on the nominees’ qualification, performance and character.
The decision of this committee is final.
8.8 GRADE 10 MOVING UP PROGRAM

At the end of the academic year, a Moving Up Program will be held to mark the transition of students
from Junior to Senior High School and acknowledge them for their academic achievement and exemplary
conduct. Students who failed three (3) or more subjects and those under Academic Probation who failed
two (2) or more subjects will not be allowed to join the ceremony. A fee will be collected to defray
expenses for the program. Student attendees are expected to wear the school uniform during the
ceremony.
NOTE: To view the complete Academic Policies for Senior High School, please click on the link below:
http://www.dlszobel.edu.ph/wp-‐content/uploads/2016/04/SHS-‐ACADEMIC-‐POLICIES-‐AY-‐2018-‐19-‐UPDATED.pdf
53

SECTION 9: STANDARDS FOR STUDENT BEHAVIOR

9.1 STANDARDS FOR STUDENT BEHAVIOR

A discipline system is an integral part of the Lasallian education. It is positive, preventive and
collaborative. This is founded on the idea that educational goals and objectives can be realized if there
is order and discipline, cooperation and sensitivity to others.
Each student is expected to promote the school’s Vision-Mission Statement and to uphold the good name
of a true Lasallian at all times, by showing respect to proper authorities, taking into consideration the
rights of fellow students and protecting the good name of the school. To ensure an atmosphere conducive
to Christian Catholic education, the students are expected to adhere to the following norms of social
behavior.
9.1.1 POLITENESS AND COURTESY

The norms of politeness and courtesy, such as proper greeting and offering assistance, should be
observed in all dealings with school officials, faculty members, staff, fellow students and
visitors.
9.1.2 UTMOST COOPERATION

Students are expected to perform to their best capacity and cooperate fully in all class and school
activities.
9.1.3 SELF-DISCIPLINE
When moving from one room to another, students should proceed properly in an orderly fashion
so as not to disturb classes that are going on. Rowdy behavior, use of foul language, whistling or
making unwanted noise, running, dragging of shoes, loitering in the corridor during class hours,
or any action of the student which tends to disrupt ongoing classes or activities is subject to
sanction.
Lasallian students are expected to ably represent the school by exhibiting proper behavior at all
times in all activities, whether on- or off-campus, including transit (inside the vehicle, i.e., bus,
van, etc.) to and from the venues.
Chewing gum is not allowed in any place inside the campus.
9.1.4 CARE OF SCHOOL PROPERTY

Classroom paraphernalia are to be used solely for instruction purposes. Hence, these should be
handled with reasonable care. Anybody who damages school property accidentally or
intentionally is required to pay or replace it.
9.1.5 CLASSROOM AT BREAKTIME

Grades 1 and 2 students eat inside their respective classrooms. They must bring their own healthy
snacks and packed lunch.
For Grades 3 to High School, classroom doors should be locked during breaktime. The teacher
in-charge before the break should be the last to leave the classroom to ensure that the lights are
turned off and the doors are locked. Only the teacher after the break period is authorized to open
the classroom.
54

Students are not allowed inside the classroom during recess and lunchtime and after dismissal.
Only the Class Advisers, Team Leaders, and the Coordinator for Student Affairs and Formation
control the keys of the classrooms in their respective levels. After dismissal, the maintenance
personnel may only get the backdoor key of the classroom where they are assigned from the Gate
Guard in charge of the key depository.
Students who bring their own lunch must eat only at the designated areas. Students may avail of
canteen-served meals and snacks every school day.
9.1.6 BOY-GIRL RELATIONSHIP

A healthy boy-girl social interaction is encouraged by the school. However, any behavior that is
scandalous and/or contrary to the norms of morality is strictly prohibited and subject to sanction.
9.1.7 RESPECT FOR PROPERTY OF FELLOW STUDENT

School materials should be properly taken care of. Found items should be turned over to the Lost
and Found Section at the Safety and Security Office. Unclaimed lost and found articles will be
donated to charity.
9.1.8 INTELLECTUAL HONESTY

A student must always respect the work of others, published or unpublished, and should,
therefore, accordingly and properly cite using APA (American Psychological Association), MLA
(Modern Language Association) style or any universally accepted referencing style used for
scholarly work. The Lasallian student does not commit intellectual dishonesty in any form such
as but not limited to print, non-print work, storylines. Therefore, copying a text word-for-word
(submitting work composed of the major section, or a great portion of a paper, copied verbatim
from a source), patchwork (or changing a few words to create a “paraphrase” but otherwise
copied verbatim) or lifting of keywords and phrases, or any other form not mentioned here shall
be construed as plagiarism.
9.1.9 CASES OF CUTTING CLASSES/TRUANCY

a. Absence of at least one (1) period without valid reason or absence in any school activity
without prior permission from the Class Adviser or the Coordinator for Student Affairs and
Formation.
b. Coming in late 15 minutes after class has started without valid reason or without transit pass
from any school authority.
c. Leaving the campus during school hours without permission or without the Departure Permit
signed by the Coordinator for Student Affairs and Formation.
d. Leaving the campus at lunchtime without lunch pass issued by the Campus Services Office.
e. Leaving the venue of any school-sanctioned activity without permission from the
teachers/adult leaders in-charge
f. Absenting from school without the knowledge or consent of parents/guardians and School
Administration
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9.1.10 PERSONS IN AUTHORITY
All school officials, teachers and other employees (either hired directly or through the agency),
and student leaders are persons in authority who are duty bound to enforce the school’s policies
and rules of discipline.
9.1.11 CONDUCT DELIBERATIONS

Conduct deliberation is a component of the discipline system aimed at evaluating the deportment
of students every grading term:
• students who are assessed with exemplary behavior are given recognition for promoting and
upholding the good name of the school;
• students are informed about their deportment status and extended assistance if needed;
• all teachers in the level, the level counselor, Coordinator for Student Affairs and Formation
decide on the conduct performance of the students after due deliberation based on the
following criteria:
❏ behavior/self-discipline
❏ punctuality
❏ compliance
❏ class participation
• the results of the deliberation are converted into letter grades reflected in the report card
under conduct.
9.1.12 EXCLUSION CASES

Exclusion cases are referred to the Principal who creates a discipline board composed of
representatives from the administration, faculty (not belonging to the grade level of the students)
and Parents Association.
9.2 PROCEDURE ON DUE PROCESS

School personnel have been vested special parental authority over students while in school. As such, they
are mandated to conduct investigations related to alleged misconduct committed by students. Certain
procedures are undertaken to ensure that due process is observed. Among these are:
9.2.1 The school authority conducts his/her preliminary inquiry on the alleged offense and gives
feedback to the CSAF.
9.2.2 The CSAF calls the student for a conference. When conferring with the student, the disciplining
authority allows the student to have his/her account of the incident. Despite the possible lapse of
time from the incident or misconduct to the notice and opportunity given to the student, an
investigation may still be conducted. Should the investigation prove that there is a violation
committed, sanction is applied according to the provisions in the Student Handbook.
9.2.3 For serious offenses, the CSAF shall hold a conference with the parent/s or guardian/s together
with the concerned teacher/adviser/counselor as may be determined by the CSAF. If the parent
or lawful guardian does not appear in the conference, the disciplining authority shall send the
notice of violation and sanction through the student. In case a student denies the allegation/s, the
school reserves the right to convene a Discipline Board. (Please refer to sec 9.9.)
9.2.4 The periods of suspension (Please see 9.7 Tables of Sanctions) for specific offenses serve as
guidelines. The disciplining authority may impose a different period of suspension based on a
judgment on the appropriateness of the penalty to the student concerned. The Principal serves as
final adjudicator on cases that require suspension.
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9.2.5 The CSAF shall refer the student to the level School Counselor and/or Campus Minister/Lasallian
Animator, if necessary.
9.3 SANCTIONS AND VIOLATIONS

9.3.1 Oral warning. For offenses under Category A, an oral warning or reprimand is given. For Grade
School, a conduct slip will be issued by the teacher in-charge and attached to the N1.
9.3.2 Violation Report (VR). A written notification called a VR is issued to parents for signature to be
returned within three (3) school days from the date of issuance. The VR reply slip should be
followed up by the issuing faculty to ensure receipt of the written correspondence.
9.3.3 Ordinary Suspension. A period of suspension may be imposed on a student who commits a
serious offense. The suspended student reports to the Coordinator for Student Affairs and
Formation who then coordinates with the guidance counselor. He/She will not be given any
make-up for all the assessments missed during suspension.
High School Graduating students who will be on DP or SDP at the end of the Third Term shall
be required to render community service in lieu of suspension as recommended by the
Coordinator for Student Affairs and Formation .
9.3.4 Preventive Suspension. Preventive suspension is imposed upon a student who may cause
himself/herself or any member of the school community imminent threat/harm. The concerned
student is restricted to enter the school premises or attend school-related off-campus activity. The
preventive suspension is not considered a penalty.
9.3.5 Disciplinary Probation (DP). This is a corrective measure imposed on a student for two
consecutive terms if a student incurs a grade of C in Conduct or an accumulation of category A
or B offenses that merit a grade of C in conduct.
9.3.6 Strict Discipline Probation (SDP). This is a corrective measure imposed on a student for three
(3) consecutive terms on a student who has been found guilty of consistent misbehavior or a
single breach of conduct.
The DP/SDP program is primarily meant to help the student develop self-discipline and improve
his/her future conduct.
The DP/SDP status shall take effect on the current term, provided that the infraction was done
on the first (1st) four (4) weeks of the term. Its effectivity, however, shall be applied on the
succeeding term if the offense/infraction was done after the given period.
9.3.7 Home Study Program. This is a program designed to help students who have been:
a. sanctioned (for offenses that merit exclusion) or;
b. recommended/advised to be absent for a definite period of time due to a medical condition
as provided for in Section 7.9.
9.3.8 Exclusion from School. A student will not be allowed to re-enroll in De La Salle Zobel.
9.3.9 Expulsion. An expelled student cannot enroll in any school in the country. (Please refer to
Appendix L: Sanctions on Erring Students)
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9.4 DISCIPLINARY PROBATION CONDITIONS
9.4.1 A student who incurs any Category C offense shall be put under the DP Program.
9.4.2 The DP status shall be served for two (2) consecutive terms.
9.4.3 A student on the DP Program shall be required to render several hours of community service and
to attend the scheduled recollection during the academic year and/or summer.
9.4.4 A student-athlete on the DP Program shall not be allowed to participate in any varsity sports
event.
9.4.5 The DP status shall be extended to another term if the student obtains a Conduct grade of Bm in
any of the two (2) consecutive terms.
9.4.6 A student on the DP Program shall be placed on Strict Disciplinary Probation (SDP) Program if
he/she incurs any Category C offense or accumulation of category A or B offenses that merit a
grade of C in conduct in any of the two succeeding terms.
9.4.7 A student who incurs any Category D offense shall be dismissed/excluded during the school year
and will not be allowed to re-enroll in DLSZ.
9.5 STRICT DISCIPLINARY PROBATION (SDP) CONDITIONS

9.5.1 The SDP status shall be served for three (3) consecutive terms.
9.5.2 A student on the SDP Program shall be required to render several hours of community service
and may be allowed to attend the scheduled recollection during the academic year and/or summer.
9.5.3 A student-athlete on the SDP Program shall not be allowed to participate in any varsity sports
event.
9.5.4 The SDP status shall be extended to another term if the student obtains a Conduct grade of Bm.
9.5.5 A student on SDP shall be excluded from school if he/she incurs any Category C offense or
accumulation of Category A or B offenses that merit a grade of C in conduct in any of the three
succeeding terms.
The school reserves the right not to allow students with discipline case to participate in moving-up and
graduation exercises and other related activities.
9.6 LIFTING OF THE DP AND COMMUTATION OF THE SDP STATUS

9.6.1 The DP/ SDP status shall be lifted if the student obtains a conduct grade of A in any of the two
(2) consecutive terms OR if she obtains a conduct grade of B and above in both terms
9.6.2 The SDP status shall be shortened from three (3) terms to two (2) terms if the student obtains a
Conduct grade of Am for two (2) consecutive terms.
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9.7 OFFENSES
9.7.1 CATEGORY A-1 OFFENSES AND SANCTIONS
Frequency Grades 1 to 4 Grades 5 to 6 High School
1st Oral warning Oral warning/ Conduct Slip Oral warning

(1-4x)
2nd Written warning (N1) / VR VR

(5x-9x) Conduct Slip
3rd VR, Bp in conduct VR, B in Conduct VR, B in Conduct
(10x-14x)
4th VR, B in Conduct VR, Bm in Conduct VR, Bm in Conduct

(15x-19x)
5th VR, Bm in Conduct VR, C in Conduct VR, C in Conduct and DP with one-
(20x-24x) and DP day suspension
6th VR, C in Conduct VR, C in Conduct and DP VR, C in Conduct and DP with two-
(25x-29x) with suspension day suspension
7th VR, C in Conduct VR, C in Conduct and DP VR, C in Conduct and DP with five-
(30x +) with suspension with suspension day community service
1. Non-compliance to the proper and complete regular and P.E. school uniform (including ID and ID
lace, name and level patches, white chemise for girls/ladies and plain white undershirt for
boys/gentlemen. Wearing of rubber shoes, colored/printed socks or foot socks, and casual/non-formal
shoes is also not allowed.
2. Non-submission of Reply Slips or Excuse Letters
3. Tardiness (which includes morning routine, Homeroom, after recess, lunch, in-between periods,
activity, club and other special activities)
4. Leaving personal belongings unattended especially in open spaces resulting to losses
9.7.2 CATEGORY A-2 OFFENSES AND SANCTIONS
1st Oral warning Oral warning/Conduct slip Oral warning

2nd Conduct Slip VR VR
3rd VR VR, B in Conduct VR, B in Conduct
4th VR, B in Conduct VR, Bm in Conduct VR, Bm in Conduct
5th VR, Bm in Conduct VR, C in Conduct and DP VR, C in Conduct and DP
6th VR, Bm in Conduct with VR, C in Conduct and DP with VR, C in Conduct and DP with
suspension suspension suspension
1. Bringing of food/beverage to the St. La Salle building without permission from the teacher
2. Eating in the classroom without permission from the teacher/chewing a gum during class hours
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3. a. Failure to secure or turn in the Transit Pass, Absent/Tardy Admission Slip to the concerned
teacher
b. Failure to secure a gadget slip from the CSAF office, EdTech Coordinator, or Level Team
Leaders
4. Failure to turn off/put on silent mode mobile phones and other similar devices
5. Inattention, shouting, horse playing and/or howling during any school activity
6. Littering/Failure to observe the Clean As You Go (CLAYGO) Policy
7. Loitering
8. Possession of playing cards/gambling materials
9. Staying in unauthorized places without permission
10. Non-participation to the prescribed serious involvement during evacuation drills for unexpected
disaster or hazards
11. Tampering the ID, removing official picture or putting another picture over the official picture on the
ID, putting stickers, and the like
12. Unauthorized buying and/or selling of products on campus such as food, accessories, etc.
13. Unauthorized haircut/hairstyle/hair color (Please refer to Sec. 4.5.2 and 4.5.3) Note: Immediate
compliance with the prescribed haircut is a must within five (5) school days upon receipt of the
violation report by the student.
14. Wearing of make-up and accessories (inappropriate/multiple earrings for females and any earring/s
for males) other than a watch and a pair of earrings and putting on nail polish. (Please refer to item
4.5.1.)
15. Other similar offenses
NOTE:
Compliance with the prescribed haircut shall be checked every first Monday of the month and non-compliance
thereof shall be counted on a per-term basis, not cumulatively for the entire school year. Hence, no oral
warning shall be given for any term.
9.7.3 CATEGORY B OFFENSES AND SANCTIONS
1st VR VR, B in Conduct VR, B in Conduct
2nd VR, B in Conduct VR, Bm in Conduct VR, Bm in Conduct

3rd VR, Bm in Conduct VR, C in Conduct and DP VR, C in Conduct and DP with
suspension
4th VR, Bm in Conduct with VR, C in Conduct and DP with VR, C in Conduct and DP with
suspension suspension suspension
5th VR, C in Conduct and DP VR, C in Conduct and SDP with VR, C in Conduct and SDP with
suspension suspension
1. Abuse/Misuse of pass (transit pass, hall pass, exit pass, etc) privilege
2. Body piercing, (e.g. tongue, eyebrow, navel, or nose studs/rings), tattooing, and other body markings
3. Class disruption and /or disruption of silence and order in the library, chapel, hallways, pavilion, etc.
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4. a. Copying of/ Allowing others to copy assignments, seat works, formative assessment, etc. whether
in part or in whole.
b. Doing another person’s seatwork, assignment, or other formative assessment for whatever purpose
and submitting such under one’s own name.
5. Disruption of silence and order during mass and other religious activities
6. Hurting other students physically resulting in minor injury
7. Inappropriate public display of affection or exclusive pairings
8. Initiating/Participating in the commission of pranks and other minor offenses
9. Lying, such as giving false statements to persons of authority, etc.
10. Minor vandalism or destruction of school property, intentional or not, including those found in sec
9.1.4 Note: Immediate replacement is part of the penalty
11. Possession of prohibited items such as, but not limited to, cigarettes (electronic or not), utility knife
and other harmful objects
12. Unjust vexation (noun 1 : the quality or state of being vexed : IRRITATION 2 : the act of vexing :
ANNOYANCE 3 : a cause of trouble or worry-Webster)
13. Use of cellular phones during class hours and break times for unauthorized purposes or without the
permission of a school authority
14. Use of electronic gaming devices such as, but not limited to, digital cameras, iPod, iTouch, and MP3
without permission from the teacher
15. Use of playing cards and/or trading, selling, or buying collectible cards
16. Violation of a school order
9.7.4 CATEGORY C OFFENSES AND SANCTIONS
1st VR, B in Conduct VR, Bm in Conduct VR, C in Conduct and DP,

two-day suspension
2nd VR, Bm in Conduct VR, C in Conduct and DP, 1- VR, C in Conduct and SDP,
day suspension two-day suspension
3rd VR, C in Conduct and 1-day VR, C in Conduct and SDP, 2- VR, D in conduct, Exclusion
suspension day suspension
4th VR, C in Conduct and DP VR, D in conduct, Exclusion
5th VR, C in Conduct and DP, 1-

day suspension
1. Breaking in or trespassing into school premises

2. Breaking into or disrupting school functions
3. Bullying (Please refer to the Anti-bullying Policy found on page 79, Appendix N
4. Cheating in any form such as but not limited to possession/use of any unauthorized note pertinent to
any school or standardized assessment; unauthorized use of any device or gadget while taking an
assessment; looking at a seatmate’s paper; copying or allowing someone to copy from the test papers;
talking without permission during an assessment; submitting as one’s work someone else’s summative
assessment/activity/requirement/performance task/experiment report including soft files and source
codes; test leakages in any form, taking a photo of a test paper using any device or gadget, doing hand
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signals and other non-verbal communication during summative assessments. Student caught cheating
shall receive a zero in that particular assessment.
5. Discourtesy/Disrespect towards any member of the school community
6. Dishonesty by altering/changing scores in any assessment, seatwork, homework, performance task,
etc.
7. Disobedience towards any person in authority
8. Entering/Staying in unauthorized/prohibited places such as, but not limited to, restrooms of the
opposite gender
9. Exposing oneself and/or others to potential danger
10. Fighting/Instigating a fight
11. Forgery of parent’s, guardian’s, schoolmate’s/classmate’s, teacher’s or other school official’s
signature
12. Gambling in any form
13. Initiating/Participating in the commission of a major offense
14. Leaving the campus without a departure permit
15. Malicious mischief (i.e. the willful destruction of another person's property for vicious, wanton, or
mischievous purposes)
16. Misrepresentation. Using someone else’s ID or lending one’s ID. Allowing others to sign on behalf
of the parent/guardian.
17. Misuse/Selling/Distribution of substances such as, but not limited to, muscle relaxant spray or pills,
prescription medicines, etc.
18. Participating in fraternity/sorority initiation rites as a neophyte. Note: First offense merits a C in
conduct and SDP status.
19. Plagiarism (please refer to Sec. 9.1.8)
20. Possession, selling, distribution, asking for, borrowing or lending of immoral magazines, indecent
pictures or materials (including digital materials) during or beyond school hours
21. Publishing/Circulating false or malicious information about the school, a teacher, or any school
official or student.
22. Smoking
23. Tested positive on any prohibited drugs (For the sanctions, please refer to the Rules on Prohibited
Drugs and Letter of Consent)
24. Truancy/Cutting Classes (Please refer to sec 9.1.9.)
25. Unauthorized use of any school official’s name for any purpose, such as to solicit funds or donation
or hold unauthorized parties, balls, dances, and other similar activities
26 Use of profane or indecent language/gestures/actions
9.7.5 CATEGORY D OFFENSES AND SANCTIONS. Offenses that carry a sanction of dismissal or
exclusion on the first offense with a grade of D in conduct are the following:
1. Carrying or possession of any deadly weapon, explosives, or ammunition (including improvised ones,
firecrackers and pillboxes) into the school premises
2. Coming to school/attending school-related and sanctioned activities in and out of school under the
influence of liquor, wine, intoxicating drinks or prohibited drugs
3. Commission of a crime inside or outside of the school, in school related activities, provided that a
prima facie evidence exists in an appropriate criminal investigation by school authorities
4. Desecration of the Chapel and sacraments such as the Holy Eucharist
5. Dishonesty such as stealing, malversation of class or school funds, cheating in personal dealings with
other members of the community, not returning found articles, and other forms of dishonesty such as
but not limited to cheating in entrance exams, competitions, among others
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6. Drinking and/or possession of alcoholic beverages during school hours or while attending school-
related and/or school-sanctioned activities in or out of school.
7. Extortion
8. Gross disrespect, disobedience, defiance, assault, or abusive behavior towards any member of the
school community or any school authority. This includes refusal or failure to submit to safety
requirements such as, but not limited to, search and seizure procedures.
9. Gross malicious mischief
10. Hazing, involvement in initiation process as a member of a fraternity/sorority (Please refer to
Appendix J: the Anti-Hazing Law of the Philippines, RA 8049, and Appendix K: Contract for Non-
membership in fraternities/Sororities)
11. Inflicting injury upon any member of the school community, visitors or guests
12. Instigating, leading, or participating in concerted activities leading to stoppage of classes
13. Major vandalism or serious destruction of school property (immediate replacement or repair is part of
the penalty), including, but not limited to, maliciously accessing, altering or deleting, damaging or
destroying any computer systems network, computer program or data
14. Possession and/or bringing, selling, buying, using, distributing on campus/off-campus drug
paraphernalia, prohibited or regulated drugs, such as, but not limited to, marijuana, valium, shabu,
including food products and/or drinks infused with drugs (Please refer to Appendix I.)
15. Proselytizing and/or speaking against Catholic teachings
16. Recruitment and affiliation with an organization whose objectives and/or activities are contrary to the
school’s philosophy, objectives, policies, and rules, such as underground fraternities, sororities, and
other associations
17. Scandalous behavior contrary to acceptable norms
9.8 OFFENSES RELATED TO THE NEXT GENERATION BLENDED LEARNING
(NxGBL) PROGRAM
The following violations and sanctions serve as an addendum to relevant policies already provided in the
Student Handbook.
9.8.1 Offenses Falling under Category B of the Student Handbook (Refer to 9.7.3. for the sanctions.)
9.8.1.1 The use of applications for personal use: discussing personal topics and sharing of personal
files such as, but not limited to Kik, Snapchat, Viber, WeChat, Kakao Talk, Vtok and other
similar apps considered by the teachers as forbidden (equivalent to VOSO or Violation of
a School Order).
9.8.1.2 Violating the MLD Loaner Agreement – Failure to return MLD within the specified time
(equivalent to Abuse, Misuse of Pass Privilege).
9.8.1.3 Destroying or forcing to open the MLD lockers of others even if intent to gain is not
established (equivalent to Minor Vandalism)
9.8.1.4 Using any game and social networking apps during school hours without the teacher’s prior
approval
9.8.1.5 Unauthorized use of MLD including all forms of smart watches
9.8.1.6 Capturing audio, still and video images of a person without or against the person’s consent
9.8.1.7 Unauthorized use of hybrid MLDs (capable of text messaging and calling). The word “use”
constitutes receiving and answering the calls and text messages. Allowing the continuous
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ringing of MLD (more than 4 times within the day) due to calls and message ringtones shall
fall under this provision.
9.8.1.8 Use of MLD for indoor or outdoor recording and documenting class activities such as oral
presentations, demonstrations and discussions using either an audio or video capturing
applications without the approval of the teacher and the performers
9.8.1.9 Deliberate non-compliance to any of the provisions stipulated in the MLD Pledge.
9.8.1.10 Use of virtual private networks (VPN) to bypass school firewall to browse restricted
websites
9.8.2 Offenses Falling under Category C of the Student Handbook (Refer to 9.7.4 for the sanctions)
9.8.2.1 The use of MLD features (e.g., audio and video recorders) and apps for malicious purposes
(equivalent to Discourtesy/Disrespect)
9.8.2.2 The use, uploading or installation of apps, videos, pictures and symbols against public norms
and morals whether on one’s MLD or other’s (equivalent to Profane/Indecent Language or
Gesture)
9.8.2.3 Deliberate destroying/breaking of MLD owned by any member of the school community,
visitors and guests (equivalent to Malicious Mischief)
9.8.2.4 Unauthorized changing of someone else’s pass code or restriction settings (equivalent to
Malicious Mischief)
9.8.2.5 Using email or social media account of another person without consent (equivalent to
Malicious Mischief)
NOTE: The list/classification of offenses appearing herein is not all-inclusive. Therefore, students may
be meted disciplinary action for offenses other than those listed herein or under subsequent amendment
or modification of this handbook. Likewise, the school reserves the right to impose lighter or stiffer
penalties for offense committed depending on the attending circumstances of the case. In cases where
two or more offenses carrying different penalties are committed under one given situation or instance,
the heaviest penalty imposable shall be considered or applied.
In case there is an impasse between the school authority’s and the student’s testimonies, the Coordinator
for Student Affairs and Formation shall determine, after careful investigation, which of the testimonies
shall have more weight.
9.9 GUIDELINES ON CONVENING A DISCIPLINE BOARD
A student must be informed in writing of the nature and cause of any accusation against him/her. He/She
shall have the right to answer the charges against him/her, with the assistance of counsel, if desired. In
cases where a student denies an allegation against him/her, the school reserves the right to convene a
Discipline Board. The Discipline Board shall be composed of a school administrator, a faculty member
and a parent representative.
9.9.1 Written Complaint

This is a complaint notice sent by the school or its representative or any student complainant to the
offending party.
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9.9.2 Written Response
A written explanation by the offending party has to be submitted three (3) school days upon receipt
of the official written complaint. Substitute service of complaint is extended when the offending
party refuses to sign the written complaint. Two (2) witnesses shall serve as substitutes to testify
that such a complaint has been given to the offender. If in three (3) school days no answer is given,
a written notice of sanction shall be served.
9.9.3 Investigation
This shall serve as the forum for the settlement of the dispute. The Discipline Board may be
convened. The complaint shall be scheduled for hearing as may be determined by the members of
the Discipline Board. The hearing provides the forum for the Board to determine the facts of the
case and it shall be conducted in a summary and non-litigious manner.
9.9.3.1 In the hearing, the student shall be given the opportunity to present his/her case to the
Discipline Board where he/she may be assisted by a lawyer. The absence of the lawyer in
the hearing is not a cause for its resetting or postponement. The parents or lawful guardian
of the student may be allowed to be present in the proceedings.
9.9.3.2 The Board may ask clarificatory questions from the student or of any person it may call to
testify on the matter.
9.9.3.3 Cross-examination of witnesses by the lawyer of the student is not allowed. Should the
defending party request for a cross-examination, a formal letter requesting the same must
be submitted to the Board for approval. Once approved, only questions related to the
submitted testimonies of the alleged victim/s and/or witness/es can be asked. Such
questions must be submitted to the Board three (3) days before the scheduled cross-
examination for screening. The Board reserves the right to ask the screened questions to
the concerned party
9.9.3.4 In the conduct of the proceedings before the Board, its Chair will exercise control.
9.9.4. Decision
The Board shall make its judgment as a body. A copy of the decision shall be given to the principal.
The principal shall notify the student’s parents or lawful guardian of the Discipline Board’s
decision. The student may appeal the decision of the Discipline Board to the President within a
period of five (5) school days from receipt. The decision of the President is final. If the judgment
of the Board is affirmed upon appeal, the penalty to be imposed will be served by the student.
The school reserves the right to continue a case hearing in the succeeding school year if no
decision has yet been made due to a continuing investigation. In such case, the student shall
be allowed conditional enrollment and shall be imposed sanction as soon as a decision is made
and becomes final.
9.10 PROCEDURE FOR RANDOM BODY SEARCHES, PERSONAL BELONGINGS,
VEHICLES, ETC.
9.10.1 Body Searches and Personal Belongings Inspection
General Instructions:
1. Body search and personal belongings inspection can be conducted in any class when deemed
rgent and necessary by the school. All body searching of students must be done in private in
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the presence of at least two authorized, responsible staff of the school. This may also include
the use of detection/sniffer dogs provided by the Safety and Security Office.
2. Authorized staff shall include: team leaders, advisers, teachers, guidance counselors, school
administrators, security personnel and other persons in authority.
3. Hands-off policy shall apply strictly unless otherwise necessary based on strong suspicion.
4. Male staff will do the body search on male students while female staff shall do it for the female
students.
Specific Instructions:
1. Student/s and/or the inspection area shall be cordoned off from the rest of the school
population. They shall be advised that a search shall be conducted and they shall be asked for
their full cooperation.
2. Students shall be requested to empty the contents of their pockets, bags, lockers, and other
personal belongings.
3. Any banned substances, contrabands, and/or stolen items found shall be put into a plastic bag,
sealed, and marked as evidence. Persons present shall sign as witnesses.
4. All confiscated substances shall be turned over to the local authorities for confirmatory testing,
following the security custody procedures.
9.10.2 Vehicles
1. All vehicle inspections shall be done in the presence of at least two persons of authority,
including a security staff, and the owner/driver.
2. Authorized staff shall include: Team Leaders, Advisers, Guidance Counselors, School
Administration Officials, and other persons in authority.
3. All compartments of the vehicle (trunk, glove compartment, side pockets, seats, hood, under
chassis, etc.) will be inspected.
4. Any banned substances, contrabands, and/or stolen items found shall be put into a plastic bag,
sealed, and marked as evidence. Persons present shall sign as witnesses.
5. Copies of the vehicle registration document shall be obtained. The vehicle shall be banned from
entry in school campus henceforth.
6. All confiscated substances shall be turned over to the local authorities for confirmatory testing,
following the security custody procedures.
9.11 PROCEDURE FOR DRUG SCREENING

General Instructions:
1. All High School students shall undergo drug screening at least once every school year.
2. A Department of Health (DOH) accredited laboratory shall be commissioned for this purpose.
3. Students shall be informed of the testing only on the actual day of the test.
4. A random selection process shall be employed (e.g. 10 students from each class shall be selected at
any one time).
5. Drug testing shall be closely supervised by school or laboratory personnel.
6. Results shall remain confidential.
7. Students shall fill up the information sheet prior to the actual submission of their specimen.
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APPENDICES

APPENDIX A – PROHIBITION OF FRATERNITIES AND SORORITIES IN SCHOOL.

DECS Order No. 20s. March 4, 1991
Prohibition of Fraternities and Sororities in Elementary and Secondary Schools.
1. Recent events call attention to unfortunate incidents resulting from initiation rites (hazing) conducted in
fraternities and sororities. In some cases, problems like drug addiction, vandalism, absenteeism, rumble,
and other behavior problems in elementary and secondary schools were found to be linked to the presence
of and/or the active membership of some pupils/students in such organizations.
2. Although Department Order No. 6s, 1954 prohibits hazing in schools and imposes sanctions for
violations, it does not ban fraternities/sororities in public and private secondary schools
3. Considering that enrolments in elementary and secondary schools are relatively small and students come
from the immediate communities served, the presence of fraternities/sororities, which serve as socializing
agents among pupil/student peers is not, deemed necessary. On the other hand, interest clubs and co-
curricular organizations like the Drama Club, Math Club, Junior Police Organization and others perform
that same function and in addition develop pupil/student potentials.
4. Effective upon receipt of this Order, fraternities and sororities are prohibited in elementary and secondary
schools.
5. Wide dissemination of and compliance with this Order is enjoined.
APPENDIX B – ON DISCIPLINE
Section 74, Art. XIV Manual of Regulations for Private Schools.
Authority to Maintain School Discipline. Every private school shall maintain good school discipline inside
the campus as well as outside the school premises when pupils or students are engaged in activities authorized
by the school.
Section 75, Art XIV Manual of Regulations for Private Schools.
Impositions of Disciplinary Action. School officials and academic personnel shall have the right to impose
appropriate and reasonable disciplinary measures in case of minor offenses or infractions of good school
discipline committed in their presence. However, no cruel or physically harmful punishment shall be imposed
or applied against any pupil or student.
APPENDIX C – ADMINISTRATORS AND TEACHERS AS PERSONS OF AUTHORITY

In view of the fact that the school administrator, more particularly the teachers, exercise in relation to student
special parental authority, they shall have the right, in case of minor offenses committed in their presence, to
impose appropriate disciplinary measures in the interest of good order and discipline.
APPENDIX D – ABSENCES
Section 70 of the 2010 Revised Manual is amend and shall read as follows:
Section 70. Minimum Educational Qualifications of a School Teaching Personnel.
Section 133 of the 2010 Revised Manual is repealed.
Section 157.1 of the 2010 Revised Manual is amended and shall read as follows:
Section 157. Attendance and Punctuality.
Section 157.1. Absences. A pupil/student who incurs absences of more than twenty percent (20%) of the
prescribed number of class or laboratory periods during the school year or term should be given a failing grade
and given no credit for the course or subject. Furthermore, the school head may, at his/her discretion and in
the individual case, exempt a pupil/student who exceeds the twenty percent (20%) limit for reasons considered
valid and acceptable to the school. Such discretion shall not excuse the pupil/student concerned from
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responsibility of keeping up with lesson assignments and taking examinations when indicated. The
discretionary authority is vested in the school head, and may not be availed of by a student nor granted by a
faculty member without the consent of the school head.
Habitual tardiness especially during the first period in the morning and in the afternoon shall not be allowed.
Teachers concerned shall call for the parent or guardian of the student concerned or visit him at home.
APPENDIX E – RIGHT TO TEACH/ATTEND CLASSES MECS Order No. 34s 1980

“Any student, teacher, professor, officer or employee of a university, college or school who impedes,
obstructs, prevents, or defeats the right and obligation of a teacher or professor to teach his subject or the right
of a student to attend his classes, shall be subject to discipline without prejudice to the criminal liability of the
offender.”
APPENDIX F – PROLONGED ABSENCE

Presidential Decree No. 798, Section 2
“Any person who is enrolled in school but who stays out of school for a period of more than five (5)
consecutive school days or for intermittent periods of less duration but with such regularity as to affect the
continuity of his schooling, without permission from the school authorities and/or for no legitimate reason, as
defined in the decree, shall be subject to confinement in reformatories or rehabilitation centers.”
APPENDIX G – COMPREHENSIVE DANGEROUS DRUGS ACT OF 2002

(Republic Act 9165, Art 4, Sections 42, 43, the 1st and 2nd paragraphs of Section 44.)
Section 42. Student Councils and Campus Organizations. All elementary, secondary, and tertiary school’s
student councils and campus organizations shall include in their activities a program for the prevention of and
deterrence in the use of dangerous drugs, and referral for treatment and rehabilitation of students for drug
dependence.
Section 43. School Curricula. Instruction on drug abuse prevention and control shall be integrated in the
elementary, secondary and tertiary curricula of all public and private schools, whether general, technical,
vocational or agro-industrial as well as in non-formal, informal and indigenous learning system. Such
instructions shall include:
1. Adverse effects of the abuse and misuse of dangerous drugs on the person, the family, the school, and the
community.
2. Preventive measures against drug abuse.
3. Health, socio-cultural, psychological, legal and economic dimensions and implications of the drug
problem;
4. Steps to take when intervention on behalf of a drug dependent is needed, as well as the services available
for the treatment and rehabilitation of drug dependents; and
5. Misconceptions about the use of dangerous drugs such as, but not limited to, the importance and safety
of dangerous drugs for medical and therapeutic use as well as the differentiation between medical patients
and drug dependents in order to avoid confusion and accidental stigmatization in the consciousness of
the students.
Section 44. Heads, Supervisors, and Teachers of Schools. For the purpose of enforcing the provisions of
Article II of this Act, all school heads, supervisors and teachers shall be deemed persons in authority and, as
such, are hereby empowered to apprehend, arrest or cause the apprehension or arrest of any person who shall
violate any of the said provisions, pursuant to Section 5, Rule 113 of the Rules of Court. They shall be deemed
persons in authority if they are in the school or within its immediate vicinity; or even beyond such vicinity if
they are at attendance at any school or class function in their official capacity as school heads, supervisors,
and teachers.
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Any teacher or school employee, who discovers or finds that any person in the school or within its immediate
vicinity is liable for violating any of the said provisions, shall have the duty to report the same to the school
head or immediate superior who shall, in turn, report the matter to the proper authorities.
APPENDIX H - RESOLUTION NO. 2003-03-012, SERIES OF 2003 OF BARANGAY NEW

ALABANG (AYALA)
A Resolution mandating schools which offer Secondary Courses to require Drug Test certificate as one
of the Requirements for Enrollment
“Whereas, it is the policy of this Barangay Council to safeguard the well-being of its constituents particularly
the youth from the harmful effects of dangerous drugs;
Whereas, students pursuing secondary courses are frequent victims of drug dependency and/or abuse;
Whereas, schools offering secondary courses within the territorial jurisdiction of this Barangay play a vital
role in the elimination of drug dependency and/or abuse among their students;
Whereas, Republic Act No. 9165, otherwise known as AN ACT INSTITUTING THE COMPREHENSIVE
DANGEROUS DRUGS ACT OF 2002 encourages schools to have an effective anti-drug abuse policy;
NOW THEREFORE, for and in consideration of the foregoing, and on motion of Kagawad Alfred Xerez-
Burgos, Jr., duly seconded by Kagawad Francisco A. Umali, Sr., this Council unanimously resolves as it is
hereby resolved that schools within the territorial jurisdiction of this Barangay which offer secondary courses
be mandated to require an enrollee in all levels thereof to submit a drug test certificate prior to and as one of
the conditions for admission;
RESOLVED FURTHER, that the aforementioned drug test certificate shall originate from and be used only
by a government forensic laboratory or by a drug testing laboratory accredited and monitored by the
Department of health, pursuant to Section 36, Article III of Republic Act No. 9165, otherwise known as AN
ACT INSTITUTING THE COMPREHENSIVE DANGEROUS DRUGS ACT OF 2002;
RESOLVED FURTHERMORE, that if an enrollee fails to submit the required drug test certificate or if such
certificate submitted indicates a positive result of drug abuse and/or dependency, his or her application for
enrollment shall be denied by the school concerned.
Let copies of this resolution be furnished the schools and government offices concerned.”
APPENDIX I - RULES ON PROHIBITED DRUGS AND LETTER OF CONSENT

De La Salle Zobel strictly prohibits the use, administration, possession, sale, trading, delivery, dispensing,
distribution and transportation of prohibited and regulated drugs by any of its students in the school, within
its immediate vicinity, and beyond such immediate vicinity if the students are in attendance of a school or
class function. These banned substances include, but shall not be limited to, marijuana, amphetamines,
barbiturates, sedatives, tranquilizers, hallucinogens, narcotics and other chemicals, as defined in RA 9165, the
Comprehensive Dangerous Drugs Act of 2002.
To carry out its drug-free school policy, De La Salle Zobel shall engage the services of a laboratory for drug
testing which is duly accredited and monitored by the Department of health. When there are reasons to believe
that drugs have been used, immediate testing can be required of the suspected student/s. Likewise, when
deemed necessary by the school, periodic inspection of vehicles and personal belongings, body searches and
other deterrents shall also be conducted and supervised by persons of authority, following standard procedures
established for the purpose.
1. Penalty for the administration, trade dispensation, distribution, possession, giving, buying, selling,
delivery or transportation of dangerous drugs.
Any student who possesses, brings, buys, sells, gives, transports, distributes, trades, delivers or dispenses
any quantity of banned drugs mentioned above in school or in any outside school-related activity, shall
be dismissed or excluded, with a Grade of D in Conduct, on the First Offense.
2. If any student is found positive after the Drug Screening conducted in school, the following procedure
will be followed:
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(a) The Coordinator for Student Affairs and Formation (CSAF) convenes a meeting with the parents to
inform them of their child’s Drug Screening result.
(b) The CSAF shall coordinate with the Drug Screening Service provider for a confirmatory test.
(c) Parents are then called again by the CSAF to discuss the result of the confirmatory test.
3. First Offense
If a student is found to be positive in the confirmatory test, the following procedure will be followed:
(a) A Coordinator for Student Affairs and Formation – Parent Conference shall be convened to schedule
a period of suspension to allow the student to undergo appropriate detoxification, treatment and/or
rehabilitation, subject to the DepEd’s guidelines on absences.
(b) Upon the certification of a DOH-accredited physician that the individual is rehabilitated, the student
may return to school. He/She shall continue his after-care and follow-up program. The student shall
undergo periodic, mandatory drug tests, the costs of which shall be borne by the parents.
4. Second Offense
(a) Dismissal or exclusion
5. Refusal to undergo drug testing: Any student who refuses to undergo a drug test, as requested, will be
dismissed or excluded from school. Likewise, if a parent refuses to have his or her child undergo
confirmatory drug screening after the student is found positive for substance use, the school will reserve
its right to disallow enrollment of said student.
6. Tampering, falsification, or circumventing of drug tests: Any instance of a student falsifying, tampering,
circumventing or assisting another student do such, shall result in all the involved students’ dismissal or
exclusion from school.
APPENDIX J - THE ANTI-HAZING LAW OF THE PHILIPPINES (REPUBLIC ACT No.

8049)
AN ACT REGULATING HAZING AND OTHER FORMS OF INITIATION RITES IN FRATERNITIES,
SORORITIES, AND ORGANIZATIONS AND PROVIDING PENALTIES THEREFORE.
Be enacted by Senate and House of Representatives of the Philippines in Congress assembled:
SECTION 1. Hazing as used in this Act is an initiation rite or practice as a prerequisite for admission into
membership in a fraternity, sorority or organization by placing the recruit, neophyte or applicant in some
embarrassing or humiliating situations such as forcing him/her to do menial, silly, foolish and similar tasks or
activities or otherwise subjecting him/her to physical or psychological suffering or injury.
The term organization shall include any club or the Armed Forces of the Philippines, Philippine National
Police, Philippine Military Academy, or cadet corps of the Citizen’s Military Training, or Citizen’s Army
Training. The physical, mental and psychological testing and training procedure and practices to determine
and enhance the physical, mental and psychological fitness of prospective regular members of the Armed
Forces of the Philippines and the Philippine National Police as approved by the secretary of National Defense
and the National Police Commission duly recommended by the Chief of Staff, Armed Forces of the
Philippines and the Director General of the Philippine National Police shall not be considered as hazing for
the purpose of this act.
SECTION 2. No-hazing or initiation rites in any from or manner by a fraternity, sorority or organization shall
be allowed without prior written notice to the school authorities or head of organization seven (7) days before
the conduct of such initiations. The written notice shall indicate the period of the initiation activities which
shall not exceed three (3) days, shall include the names of those to be subjected to such activities, and shall
further contain an undertaking that no physical violence be employed by anybody during such initiation rites.
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SECTION 3. The head of the school or organization or their representatives must assign at least two (2)
representatives of the school or organization, as the case may be, to be present during initiation. It is the duty
of such representative to see to it that no physical harm of any kind shall be inflicted upon a recruit, neophyte
or applicant.
SECTION 4. If the person subjected to hazing or other forms of initiation rites suffers any physical injury or
dies as a result thereof, the officers and members of the fraternity, sorority or organization who actually
participated in the infliction of physical harm shall be liable as principals. The person or persons who
participated in the hazing shall suffer.
a.) The penalty of reclusion perpetual if death, rape, sodomy or mutilation results therefrom.
b.) The penalty of reclusion temporal in its maximum period if in consequence of the hazing the victim shall
become insane, imbecile, impotent or blind.
c.) The penalty of reclusion temporal in its maximum period if in consequence of the hazing the victim shall
have lost the use of speech or the power to hear or to smell, or shall have lost an eye, a hand, a foot, an
arm or a leg shall have lost the use of any such member shall have become incapacitated for the activity
or work in which he/she was habitually engaged.
d.) The penalty of reclusion temporal in its minimum period if in consequence of the hazing the victim shall
become deformed or shall have lost any other part of his/her body, or shall have lost the use thereof or
shall have been ill or incapacitated for the performance of the activity or work in which he/she has
habitually engaged for a period of more than ninety (90) days.
e.) The penalty of prison mayor in its maximum period if in consequence of the hazing the victim shall have
been ill or incapacitated for the performance of the activity or work in which he was habitually engaged
for more than thirty (30) days.
f.) The penalty of prison mayor in its medium period if in consequence of the hazing the victim shall have
been ill or capacitated for the performance of the activity or work in which he was habitually engaged
for ten (10) days or more, or that the injury sustained shall require medical attendance for the same period.
g.) The penalty of the prison mayor in its period if in consequence of the hazing the victim shall have been
ill or incapacitated for the performance of the activity or work in which he was habitually engaged from
one (1) to nine (9) days, or that the injury sustained shall require medical attendance for the same period.
h.) The penalty of prison correctional in its maximum period if in consequence of the hazing the victim shall
sustain physical injuries, which do not prevent him/her from engaging in his habitual activity, or work
nor require medical attendance.
The responsible officials of the school or of the police, military or citizen’s army training organization may
impose the appropriate administrative sanctions on the person or persons charged under this provision even
before their conviction.
The maximum penalty herein provided shall be imposed in any of the following instances:
a.) When the recruitment is accompanied by force, violence, threat, intimidation or deceit on the person of
the recruit who refuses to join;
b.) When the recruit, neophyte or applicant initially consents to join but upon learning that hazing will be
committed on his person, is prevented from quitting.
c.) When the recruit, neophyte or applicant having undergone hazing is prevented from reporting the unlawful
act to his parents or guardians, to the proper school authorities or to the police authorities, through force,
violence, threat or intimidation;
d.) When the hazing is committed outside of the school or institution; or
e.) When the victim is below twelve (12) years of age at the time of hazing.
The owner of the place where the hazing is conducted shall be liable as an accomplice, when he/she has actual
knowledge of the hazing conducted therein but failed to take any action to prevent the same from occurring.
If the hazing is held in the home of one of the officers of members of the fraternity, sorority, group, or
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organization, the parent shall be held liable as principals when they have actual knowledge of the hazing
conducted therein but failed to take any action to prevent the same from occurring.
The school authorities including faculty members who consent to the hazing or who have actual knowledge
thereof, but failed to take any action to prevent the same from occurring shall be punished as accomplices for
the acts of hazing committed by the perpetrators.
The officers, former officers or alumni of the organization, group, fraternity or sorority who actually planned
the hazing although not present when the acts constituting the hazing were committed shall be liable as
principals. Officers or members of an organization, group, fraternity or sorority’s adviser who is present when
the acts constituting the hazing were committed and failed to take any action to prevent the same from
occurring shall be liable as a principal.
The presence of any person during the hazing is prima facie evidence of participation therein as a principal
unless he prevented the commission of the acts punishable herein.
Any person charged under this provision should not be entitled to the mitigating circumstances that there was
no intention to commit so grave a wrong.
This section shall apply to the president, manager, director, or other responsible officer of a corporation
engaged in hazing as a requirement for employment in the manner provided herein.
SECTION 5. If any provision or part of this Act is declared invalid or unconstitutional, the other parts or
provision thereof shall remain valid and effective.
SECTION 6. All laws. Orders, rules of regulations, which are inconsistent with or contrary to the provisions
of this Act, are hereby amended or repealed accordingly.
SECTION 7. This Act shall take effect fifteen (15) days after its publication in at least two (2) national
newspapers of general circulation.
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Approved: June 07, 1995 by PRESIDENT FIDEL V. RAMOS
APPENDIX K - CONTRACT FOR NON-MEMBERSHIP IN FRATERNITIES/SORORITIES
I, _______________________________________________________________________________________
(Print Name)
of _______________________________________________________________________________________
(Permanent Address)
Do hereby certify that,
I am not a member of any unrecognized fraternity, sorority, confraternity and similar unrecognized
organization.
I am a member of the
__________________________________________________________________________________
(Name of Fratenity/Sorority)
but I am withdrawing my membership therein within a week from
__________________________________
(date of distribution to the student)
*Note: Please submit necessary document to the Principal to support your withdrawal from the fraternity.
I acknowledge and understand that my admission to De La Salle Zobel is discretionary upon the school and that my admission a privilege
rather than a right.
I also acknowledge and understand that De La Salle Zobel has the authority to prescribe, establish, and implement regulations on non-
membership by students in fraternities, sororities, confraternities and similar unrecognized organizations because non-membership in such
unrecognized organizations are valid and existing and that, among others:
1. Government policies and regulations forbid the presence of unrecognized or secret organizations within school campuses or membership
therein.
2. The formation of exclusive groups within the school community is disruptive of the unity and peace which the school is trying to foster
among members.
3. The presence of fraternities has caused quarrels and rumbles among and between students.
4. In many cases, membership in fraternities has resulted in developing hardened characters which is contrary to the goals of the school.
5. The absence of fraternities will help in the broadening of friendship among students and will eliminate the divisive effect of clannish
organization.
I consent that my continued stay in De La Salle Zobel is subject to my compliance with this regulation on non-membership, or withdrawal
from the membership, in fraternities, sororities, confraternities and similar unrecognized organizations.
I further understand that a student who certifies falsely that he is not a member of a fraternity or unrecognized organization, but is
subsequently ascertained to be such a member, will be dismissed from the school and I hereby agree to the imposition of this sanction.
_____________________________________________________
(PRINTED NAME & SIGNATURE OF STUDENT)
Attested:
_______________________________________________________
PRINTED NAME & SIGNATURE OF PARENTS/GUARDIAN
I hereby certify that the signature appearing under the attested section of this Certification is the official authentic
signature of my parents/guardians.
_______________________________________
(STUDENT’S SIGNATURE)
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APPENDIX L - SANCTIONS ON ERRING STUDENTS
Section 77, Art XIV of the Manual of Regulations for Private Schools.
Categories of Administrative Penalties. The three (3) categories of disciplinary administrative sanctions for
serious offenses or violation of school rules and regulations which may be applied upon an erring pupil or
student are: Suspension, Exclusion, and Expulsion.
a. Suspension. Suspension is a penalty in which the school is allowed to deny or deprive an erring pupil or
student of attendance in class for a period not exceeding twenty percent (20%) of the prescribed class days for
the school year or term.
The decision of the school on every case in involving the penalty of suspension which exceeds twenty percent
(20%) of the prescribed school days for a school or term shall be forwarded to the Regional Office concerned
within ten (10) days from the termination of the investigation of each case for its information.
Preventive Suspension. A pupil or student under investigation in a case involving the penalty of expulsion
may be preventively suspended from entering the school premises if the evidence of guilt is strong and the
school head is morally convinced that the continued stay of the pupil or student during the period of the
investigation constitutes a distinction to the normal operation of the school or poses a risk or danger to the life
of persons and property in the school.
b. Exclusion. Exclusion is a penalty in which the school is allowed to exclude or drop the name of the erring
pupil or student from the school roll for being undesirable, and transfer credentials immediately issued. A
summary investigation shall have been conducted and no prior approval by the Department is required in the
imposition of the penalty.
The decision of the school on every case involving the penalty of exclusion from the rolls, together with all
the pertinent papers thereof, shall be filed in the school for a period of one (1) year in order to afford the
Department the opportunity to review the case in the event appeal is taken by the party concerned.
c. Expulsion. Expulsion is an extreme penalty on an erring pupil or student consisting of his exclusion from
admission to any public or private school in the Philippines and which requires the prior approval of the
Secretary. The penalty may be imposed for act or offenses constituting gross misconduct, dishonesty, hazing,
carrying deadly weapons, immorality, selling and/or possession of prohibited drugs such as marijuana, drug
dependency, drunkenness, hooliganism, vandalism, instigating or leading illegal strikes or similar concerted
activities resulting in the stoppage of classes, preventing or threatening any pupil or student or school
personnel from entering the school premises or attending classes or discharging their duties, forging or
tampering with school records or school forms, and securing or using forged school records, forms, and
documents.
The decision of the school on every case involving the penalty of expulsion, together with the supporting
papers shall be forwarded to the Regional Office concerned within ten (10) days from the termination of the
investigation of each case.
APPENDIX M - GUIDELINES ON THE IMPLEMENTATION OF E.O. 66

(Prescribing Rules on the Cancellation or Suspension of Classes due to Typhoons, Flooding, Other
Weather Disturbances and Calamities) DepEd Order 43, s. 2012)
In compliance thereof, the following guidelines shall be observed by all concerned regional, division, and
school officials of both public and private schools:
a. Automatic Suspension of Classes
When Signal No. 1 is raised by PAG-ASA, public and private pre-school and kindergarten classes in
the affected areas shall be automatically cancelled or suspended .
When Signal No. 2 is raised by PAG-ASA, public and private pre-school, kindergarten, elementary and
secondary classes in the affected areas shall be automatically cancelled or suspended.
Depending on signal numbers declared at 10:00 p.m. and 4:30 a.m. of the following day, classes in
appropriate levels for the whole day are deemed automatically cancelled/suspended.
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Afternoon classes in the appropriate levels in areas with signal numbers declared at 11:00 a.m. that day
are likewise automatically cancelled/suspended.
Teaching personnel handling cancelled or suspended classes are likewise allowed to leave their stations
in consideration of the work they will need to undertake during make-up classes.
Heads of private schools shall exercise discretion on their teaching personnel handling cancelled or
suspended classes.
The automatic suspension of classes also applies to public school teachers since they shall be required
to hold make-up classes in lieu of the suspended classes. In the case of private schools, the suspension
of work by school personnel shall be at the discretion of the school heads/directors/principals.
b. Localized suspension of Classes
In the absence of typhoon signal warnings from PAG-ASA, localized suspension or cancellation of
classes in both public and private elementary and/or secondary schools and work in government offices
may be implemented by local chief executives in their capacity as chair persons of the Local Disaster
Risk Reduction and Management Council (LDRRM).
Concerned local DepEd and private school officials are directed to establish lines of communication
with their respective local government units (LGUs).
Any decision to cancel or suspend classes must come from the government. A school head (SH) may
only cancel or suspend classes where urgent action is needed to prevent loss of life or bodily harm.
As stated in Section 2 of EO No. 66, LGU officials are expected to announce cancellation/suspension
not later than 4:30 a.m. for the whole day cancellation or suspension, or not later than 11:00 a.m. for
afternoon cancellation or suspension.
c. Parents’ Responsibilities
Parents have the ultimate responsibility for determining whether their children should go to school,
even if no order for the suspension of classes has been issued, if they feel that traveling to or from
school will place their children at risk.
APPENDIX N - IMPLEMENTING RULES AND REGULATIONS OF REPUBLIC ACT
NO. 10627, OTHERWISE KNOWN AS THE ANTI-BULLYING ACT OF 2013
Pursuant to the provisions of Section 7 of Republic Act No. 10627, this Order is hereby issued to implement
the provisions of the Act.
RULE I
PRELIMINARY PROVISIONS
Section 1. Short Title. These rules shall be known as the “Implementing Rules and Regulations of the Anti-
Bullying Act of 2013.”
Section 2. Scope and Coverage.

These rules shall cover all public and private kindergarten, elementary and secondary schools and learning
centers.
RULE II
DEFINITION OF TERMS
Section 3. Definition of Terms. – As used in this Implementing Rules and Regulations (IRR), the following
terms shall be defined as:
a. “Act” refers to Republic Act No. 10627, otherwise known, as the “Anti-Bullying Act of 2013″;
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b. “Bullying” refers to any severe, or repeated use by one or more students of a written, verbal or electronic
expression, or a physical act or gesture, or any combination thereof, directed at another student that has the
effect of actually causing or placing the latter in reasonable fear of physical or emotional harm or damage
to his property; creating a hostile environment at school for the other student; infringing on the rights of
another student at school; or materially and substantially disrupting the education process or the orderly
operation of a school; such as, but not limited to, the following:
1. Any unwanted physical contact between the bully and the victim like punching, pushing, shoving,
kicking, slapping, tickling, headlocks, inflicting school pranks, teasing, fighting and the use of
available objects as weapons;
2. Any act that causes damage to a victim’s psyche and/or emotional well-being;
3. Any slanderous statement or accusation that causes the victim undue emotional distress like directing
foul language or profanity at the target, name-calling, tormenting and commenting negatively on
victim’s looks, clothes and body;
4. “Cyber- bullying” or any bullying done through the use of technology or any electronic means. The
term shall also include any conduct resulting to harassment, intimidation, or humiliation, through the
use of other forms of technology, such as, but not limited to texting, email, instant messaging, chatting,
internet, social media, online games, or other platforms or formats as defined in DepED Order No.
40, s. 2012; and
5. Any other form of bullying as may be provided in the school’s child protection or anti-bullying policy,
consistent with the Act and this IRR.
b. 1. The term “bullying” shall also include:
a. “Social bullying” – refers to any deliberate, repetitive and aggressive social behavior intended to
hurt others or to belittle another individual or group.
b. “Gender-based bullying” – refers to any act that humiliates or excludes a person on the basis of
perceived or actual sexual orientation and gender identity (SOGI).
c. “Bully” – refers to any student who commits acts of bullying as defined by the Act or this IRR.
d. “Bullied” or “Victim” – refers to any student who experiences the acts of bullying or retaliation as
defined by the Act or this IRR.
e. “Bystander” – refers to any person who witnesses or has personal knowledge of any actual or
perceived acts or incidents of bullying or retaliation as defined by this IRR.
f. “Learning center” – refers to learning resources and facilities of a learning program for out-of-
school youth and adults as defined in DepED Order. No. 43, s. 2013.
g. “Service provider” – refers to any person who is not a teacher or school personnel but who works
in the school, such as, but not limited to, security guards, canteen personnel, utility workers, and
transportation service personnel.
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h. “Student” – refers to a person who attends classes in any level of basic education, and includes a
pupil or learner as defined in DepED Order No. 40, s. 2012.
RULE III
ANTI-BULLYING POLICIES
Section 4. Adoption of Anti-Bullying Policies
All public and private kindergarten, elementary and secondary schools shall adopt policies to address the
existence of bullying in their respective institutions. Such policies shall be regularly updated and, at a
minimum, shall include provisions on prohibited acts, prevention and intervention programs, mechanisms and
procedures.
RULE IV
PROHIBITED ACTS
Section 5. Prohibited Acts
Consistent with Section 3 of the Act, the anti-bullying policy shall prohibit:
1. Bullying at the following:

a. school grounds;
b. property immediately adjacent to school grounds;
c. school-sponsored or school-related activities, functions or programs whether on or off school grounds;
d. school bus stops;
e. school buses or other vehicles owned, leased or used by a school;
f. school buses or school services privately-owned but accredited by the school.
2. Bullying through the use of technology or an electronic device or other forms of media owned, leased or
used by a school.
3. Bullying at a location, activity, function or program that is not school-related and through the use of
technology or an electronic device or other forms of media that is not owned, leased or used by a school;
and
4. Retaliation against a person who reports bullying, who provides information during an investigation of
bullying, or who is a witness to or has reliable information about bullying.
RULE V
PREVENTION AND INTERVENTION PROGRAM TO ADDRESS BULLYING

Section 6. Prevention Programs
All public and private schools shall adopt bullying prevention programs. These programs shall be applicable
to all students regardless of level of risk or vulnerability to bullying. Said programs shall also be
comprehensive, multi-faceted and shall involve all education stakeholders and personnel. The programs may
contain among others:
(1) School-wide initiatives centered on:

a. positive school climate and environment conducive to the attainment of learning objectives, the
development of healthy relationships and the understanding of and respect for individual differences;
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b. periodic assessment and monitoring of the nature, extent, and perceptions of bullying behaviors and
attitudes of students;
c. periodic review and enhancement of the students’ and personnel’s manual or code of conduct in relation
to bullying;
d. conduct of activities for students, school personnel and service providers on how to recognize and
respond to bullying.
e. continuing personnel development to sustain bullying prevention programs; and
f. coordination with Local Government Units, barangay (Barangay Council for the Protection of Children)
and other stakeholders.
(2) Classroom-level initiatives that focus on:

a. reinforcing school-wide rules pertaining to bullying;
b. building a positive sense of self and interpersonal relationships through the development of self-
awareness and self-management, interpersonal skills and empathy, and responsible decision-making
and problem-solving;
c. discussion of issues related to bullying, and strategies for responding to and reporting of incidents of
bullying;
d. teaching positive online behavior and safety and how to recognize and report cyber-bullying; and
e. providing an inclusive and caring learning environment for students.
(3) Involving parents in bullying prevention activities, such as:

a. discussions of the anti-bullying policy of the school, emphasizing bullying prevention during Parents-
Teachers Association meetings and seminars; and
b. conducting or sponsoring education sessions for parents to learn, teach, model, and reinforce positive
social and emotional skills to their children.
(4) Monitoring students who are vulnerable to committing aggressive acts or who are perpetrators of bullying,
or who are possible targets or victims, for the purpose of early intervention. This activity shall be conducted
with utmost confidentiality and respect for all parties concerned.
Section 7. Intervention Programs
There shall be intervention programs to promote the continuity of comprehensive anti-bullying policies.
Intervention refers to a series of activities which are designed to address the following:
a. issues that influence the student to commit bullying;
b. factors that make a student a target of bullying; and
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c. effects of bullying.
Interventions may include programs such as counseling, life skills training, education, and other
activities that will enhance the psychological, emotional and psycho-social well-being of both the
victim and the bully. Such programs may:
a. involve activities that will address acts of bullying;
b. emphasize formative and corrective measures rather than punishment;
c. conform to principles of child protection and positive and non-violent discipline;
d. help the victim, the bully, and the bystanders understand the bullying incident and its negative
consequences; and
e. provide opportunities to practice pro-social behavior.
All schools shall develop intervention strategies involving all parties, such as bullies, victims, bystanders,
parents, school personnel, service providers and all other persons who may be affected by the bullying
incident.
RULE VI
MECHANISMS AND PROCEDURES IN HANDLING BULLYING INCIDENTS IN SCHOOLS

Section 8. Duties and Responsibilities
In addition to the duties and responsibilities of education stakeholders enumerated in Sections 4 to 9 of DepED
Order No. 40, s. 2012, the following offices and persons shall have the following duties and responsibilities:
Section 8.1. Central Office

The DepED Central Office shall:
A. Conduct a nationwide information dissemination and campaign on anti-bullying;
B. Monitor and evaluate reports of Regional Offices on incidents and cases of bullying;
C. Maintain a central repository of reports, through the Office of the Undersecretary for Legal and
Legislative Affairs, on an annual aggregated basis, focusing on the number of incidents of bullying,
results of investigations undertaken to verify the details made in complaints, and the sanctions imposed;
D. Initiate training programs and activities where best practices on intervention and prevention strategies
are adopted, to ensure quality, relevant, effective and efficient delivery of prevention and intervention
programs in schools; and
E. Submit a comprehensive annual report on bullying to the Committee on Basic Education of both the
Senate and the House of Representatives.
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Section 8.2. Regional Offices
The Regional Offices shall:
A. Encourage and support anti-bullying campaigns and capability-building activities on handling bullying
cases;
B. Review all anti-bullying policies adopted by public and private schools forwarded by Division Offices
as required by the Act and submit consolidated reports to the Central Office through the Office of the
Undersecretary for Legal and Legislative Affairs, (Annex A of DepED Order No. 40, s. 2012);
C. Consolidate reports on incidents and cases of the Division Offices within the Region and submit a
Regional Report to the Office Undersecretary for Legal and Legislative Affairs;
D. Monitor and evaluate the implementation and enforcement of this IRR; and
E. Impose sanctions and penalties on erring private schools and DepED academic personnel.
Section 8.3. Division Offices

The Division Offices shall:
A. Conduct information-dissemination and capacity-building activities for teachers, guidance counselors,

and members of the Child Protection Committees on handling bullying cases;
B. Monitor the adoption of anti-bullying policies in all public and private elementary and secondary
schools within the Division, maintain a repository of such policies, and submit reports on compliance
to the Regional Office;
C. Consolidate the reports on incidents and cases of bullying of all schools in the Division and submit a
Division Report to the Regional Office (Annex A of DepED Order No. 40, 2012);
D. Assess and evaluate the implementation and enforcement by public and private schools of this IRR;
E. Review the anti-bullying policies submitted by the schools, to ensure compliance with this IRR;
F. Resolve appeals in bullying cases in both public and private schools pursuant to the existing rules and
regulations of the Department and DepED Order No. 88, s. 2010, or the “Revised Manual of Regulations
for Private Schools,” respectively;
G. Coordinate with appropriate offices and other agencies or instrumentalities for such assistance as it may
require in the performance of its functions; and
H. Encourage and support activities and anti-bullying campaigns initiated by stakeholders; and
I. Impose sanctions and penalties on erring non-teaching DepED personnel.
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Section 8.4. – Schools
Public and private kindergarten, elementary and secondary schools, through their administrators, principals
and school heads, shall:
A. Adopt and implement a child protection or anti-bullying policy in accordance with this IRR and submit
the same to the Division Office. The anti-bullying policy may be a part of the school’s child protection
policy;
B. Provide students and their parents or guardians a copy of the child protection or anti-bullying policy
adopted by the school. Such policy shall likewise be included in the school’s student and/or employee
handbook and shall be conspicuously posted on the school walls and website, if there is any;
C. Educate students on the dynamics of bullying, the anti-bullying policies of the school as well as the
mechanisms for the anonymous reporting of acts of bullying or retaliation;
D. Educate parents and guardians about the dynamics of bullying, the child protection or anti-bullying policy
of the school and how parents and guardians can provide support and reinforce the said policy at home;
E. Devise prevention, intervention, protective and remedial measures to address bullying;
F. Conduct the capacity building activities for guidance counselors/teachers and the members of the Child
Protection Committees;
G. Ensure effective implementation of the anti-bullying policy and monitor compliance therewith;
H. Ensure the safety of the victim of bullying, the bully, and the bystander and determine the students’ needs
for protection;
I. Ensure that the rights of the victim, the bully, and the bystander are protected and upheld during the
conduct of the investigation;
J. Accomplish the Intake Sheet prescribed in Annex “B”, whenever there is an incident of bullying, maintain
a record of all proceedings related to bullying, and submit reports prescribed in “Annex A,” of DepED
Order No. 40, s. 2012, to the Division Office;
K. Maintain a public record or statistics of incidents of bullying and retaliation;
L. Coordinate with appropriate offices and other agencies or instrumentalities for appropriate assistance and
intervention, as required by the circumstances.
The school principal or any person who holds a comparable role shall be responsible for the implementation
and oversight of the child protection or anti-bullying policy.
Section 8.5 – Teachers and Other School Personnel

Teachers and other school personnel shall:
A. Participate and cooperate in all prevention, intervention and other measures related to bullying
implemented by the school;
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B. Report to school authorities any incident of bullying; and
C. Perform the duties as specified in this IRR.
Section 8.6. – Students

Students shall:
A. Participate and cooperate in all prevention, intervention and other measures related to bullying
implemented by the school;
B. Avoid or refrain from any act of bullying;
C. Intervene to protect the victim, unless it will jeopardize his safety and security; and
D. Report to school authorities any incident of bullying.
Section 9. Child Protection Committee as Anti-Bullying Committee

For the implementation of this IRR, the Child Protection Committee (CPC) established by DepED Order No.
40, s. 2012, shall also be the committee that will handle bullying cases in the public or private school.
The Committee, as provided in DepED Order No. 40, s. 2012, shall be composed of the following:
1. School Head/Administrator – Chairperson
2. Guidance Counselor/Teacher – Vice Chairperson
3. Representative of the Teachers as designated by the Faculty Club
4. Representative of the Parents as designated by the Parents-Teachers Association
5. Representative of students, except in kindergarten, as designated by the Supreme Student Council; and
6. Representative from the Community as designated by the Punong Barangay, preferably a member of the
Barangay Council for the Protection of Children (BCPC). For private schools, a representative from the
Community provided in the preceding number shall be optional.
In addition to their duties and responsibilities provided by DepEd Order No. 40, s. 2012, the CPC shall perform
the following tasks:
a. Conduct awareness-raising programs with school stakeholders in preventing and addressing

bullying;
b. Ensure that the anti-bullying policy adopted by the school is implemented;
c. Monitor all cases or incidents related to bullying reported or referred by the teacher, guidance
counselor or coordinator or any person designated to handle prevention and intervention measures
mentioned by the preceding sections of this IRR; and
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d. Make the necessary referrals to appropriate agencies, offices or persons, as may be required by the
circumstances.
Section 10. Procedures in Handling Bullying Incidents in Schools
A. Jurisdiction.
Complaints of bullying and other acts under this IRR shall be within the exclusive jurisdiction of the
Department or the private school and shall not be brought for amicable settlement before the Barangay, subject
to existing laws, rules and regulations. Complaints for acts covered by other laws shall be referred to the
appropriate authorities.
B. Procedures.
Consistent with Sections 3 and 4 of the Act, all public and private kindergarten, elementary and secondary
schools shall adopt procedures that include:
a. Immediate Responses
1. The victim or anyone who witnesses or has personal knowledge of a bullying incident or retaliation
shall immediately call the attention of any school personnel.
2. The school personnel who was notified of a bullying incident or retaliation shall intervene, by:
i. Stopping the bullying or retaliation immediately;
ii. Separating the students involved;
iii. Removing the victim or, in appropriate cases, the bully or offending student, from the site;
iv. Ensuring the victim’s safety, by:
• Determining and addressing the victim’s immediate safety needs; and
• Ensuring medical attention, if needed, and securing a medical certificate, in cases of physical
injury.
• Bringing the bully to the Guidance Office or the designated school personnel.
v. Bringing the bully to the Guidance Office or the designated school personnel.
b. Reporting the Bullying Incident or Retaliation
1. A victim or a bystander, or a school personnel who receives information of a bullying incident or

retaliation, or any person, who witnesses or has personal knowledge of any incident of bullying or
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retaliation, shall report the same to the teacher, guidance coordinator or counselor or any person
designated to handle bullying incidents.
2. The bullying incident or retaliation shall be immediately reported to the school head. The designated
school personnel shall fill up the Intake Sheet as provided in DepED Order No. 40, s. 2012. The
school head or the designated school personnel shall inform the parents or guardian of the victim
and the bully about the incident.
3. If an incident of bullying or retaliation involves students from more than one school, the school that
was first informed of the bullying or retaliation shall promptly notify the appropriate administrator
or school head of the other school so that both schools may take appropriate action.
4. Reports of incidents of bullying or retaliation initiated by persons who prefer anonymity shall be
entertained, and the person who reported the incident shall be afforded protection from possible
retaliation; provided, however, that no disciplinary administrative action shall be taken against an
alleged bully or offending student solely on the basis of an anonymous report and without any other
evidence.
c. Fact-Finding and Documentation
The school administrator, principal or school head, or guidance counselor/teacher, or school personnel
or person designated to handle bullying incidents shall:
1. Separately interview in private the bully or offending student and the victim.
2. Determine the levels of threats and develop intervention strategies. If the bullying incident or
retaliation or the situation requires immediate attention or intervention, or the level of threat is high,
appropriate action shall be taken by the school within twenty-four hours (24) from the time of the
incident.
3. Inform the victim and the parents or guardian of the steps to be taken to prevent any further acts of
bullying or retaliation; and
4. Make appropriate recommendations to the Child Protection Committee on proper interventions,

referrals and monitoring.
d. Intervention
The CPC shall determine the appropriate intervention programs for the victim, the bully and bystanders.
The School Head shall ensure that these are provided to them.
e. Referral
The school head or the Child Protection Committee may refer the victims and the bully to trained
professionals outside the school, such as social workers, guidance counselors, psychologists, or child
protection specialists, for further assessment and appropriate intervention measures, as may be
necessary. The school head or the designated school personnel shall notify the Women and Children’s
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Protection Unit (CPU) of the local Philippine National Police, if he believes that appropriate criminal
charges may be pursued against the bully or offending student.
f. Disciplinary Measures
All public and private schools shall include in the school’s child protection or anti-bullying policy a
range of disciplinary administrative actions that may be taken against the perpetrator of bullying or
retaliation.
Bullying incidents or retaliation shall be treated according to their nature, gravity or severity and
attendant circumstances.
1. The school head, considering the nature, gravity or severity, previous incidents of bullying or
retaliation and attendant circumstances, may impose reasonable disciplinary measures on the bully
or offending student that is proportionate to the act committed.
2. Written reprimand, community service, suspension, exclusion or expulsion, in accordance with

existing rules and regulations of the school or of the Department for public schools, may be
imposed, if the circumstances warrant the imposition of such penalty, provided that the
requirements of due process are complied with.
3. In addition to the disciplinary sanction, the bully shall also be required to undergo an intervention
program which shall be administered or supervised by the school’s Child Protection Committee.
The parents of the bully shall be encouraged to join the intervention program.
g. Due Process
In all cases where a penalty is imposed on the bully or offending student, the following minimum
requirements of due process shall be complied with:
a) The student and the parents or guardians shall be informed of the complaint in writing;
b) The student shall be given the opportunity to answer the complaint in writing, with the assistance
of the parents or guardian;
c) The decision of the school head shall be in writing, stating the facts and the reasons for the decision;
and
d) The decision of the school head may be appealed to the Division Office, as provided in existing
rules of the Department.
h. Applicability of RA 9344, as amended, and other related laws
If the bullying incident or retaliation resulted in serious physical injuries or death, the case shall be dealt
with in accordance with the provisions of Republic Act 9344 or the “Juvenile Justice and Welfare Act,”
as amended, and its Implementing Rules and Regulations, in connection with other applicable laws, as
may be warranted by the circumstances attendant to the bullying incident.
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i. False Accusation of Bullying
If the student, after an investigation, is found to have knowingly made a false accusation of bullying,
the said student shall be subjected to disciplinary actions or to appropriate interventions in accordance
with the existing rules and regulations of the Department or the private school.
Section 11. Confidentiality.

Any information relating to the identity and personal circumstances of the bully, victim, or bystander shall be
treated with utmost confidentiality by the Child Protection Committee and the school personnel, provided,
that the names may only be available to the school head or administrator, teacher or guidance counselor
designated by the school head, and parents or guardians of students who are or have been victims of bullying
or retaliation.
Any school personnel who commits a breach of confidentiality shall be subject to appropriate administrative
disciplinary action in accordance with the existing rules and regulations of the Department of Education or
the private school, without prejudice to any civil or criminal action.
RULE VII
MISCELLANEOUS PROVISIONS
Section 12. Training and Development

The Department shall include in its training programs courses or activities which shall provide opportunities
for school administrators, teachers and other employees to develop their knowledge and skills in preventing
or responding to incidents of bullying or retaliation.
Section 13. Reporting Requirement

All private and public kindergarten, elementary and secondary schools shall submit a copy of their child
protection or anti-bullying policy to the Division Office within six (6) months from the effectivity of this IRR.
They shall also submit to the Division Office within the first week of each school year a report on relevant
information and statistics on bullying and retaliation from the preceding school year.
In addition to the requirements for an application for a permit to operate and/or recognition as prescribed by
the existing rules of the Department, private schools shall submit a child protection or anti-bullying policy to
the Regional Director. The Regional Director shall review the policy to ensure that it is consistent with the
Act and this IRR.
Section 14. Sanctions for Non-compliance
14.1. Public Schools
School personnel of public kindergarten, elementary or secondary schools who fail to

comply with the provisions of the Act or this IRR shall be subject to administrative
disciplinary proceedings in accordance with the Civil Service Rules and the relevant
issuances of the Department of Education.
14.2. Private Schools
School personnel of private kindergarten, elementary or secondary schools who fail to

comply with the requirements of the Act or this IRR shall be subject to appropriate
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disciplinary sanctions as may be imposed by the private school. A copy of the decision in
such cases shall be submitted to the Division Office.
Private schools that fail to comply with the requirements of the Act or this IRR shall be
given notice of such failure by the Division Office. The school shall be given thirty (30)
days to comply. An extension of not more than one (1) month may be granted by the
Regional Director in meritorious cases.
The Secretary of the Department of Education, through the Regional Director, may suspend
or revoke, as appropriate, the permit or recognition of a private school that fails to comply
with the requirements under the Act or this IRR.
Section 15. Separability Clause

Any part or provision of this Department Order which may be held invalid or unconstitutional shall not affect
the validity and effectivity of the other provisions.
Section 16. Amendment of DepED Order No 40, s. 2012.

The provisions of DepED Order No 40, s. 2012, on bullying are hereby deemed amended by this IRR. All
other provisions of DepED Order No 40, s. 2012 shall remain in full force and effect.
Section 16. Repealing Clause

All prior Department Orders or other issuances, or provisions thereof, inconsistent with this IRR are hereby
repealed, revised or modified accordingly.
Section 17. Effectivity

This IRR shall take effect fifteen (15) days after its publication in the Official Gazette or in a newspaper of
general circulation.
This IRR shall be registered with the Office of the National Administrative Register at the UP Law Center,
University of the Philippines, Diliman, Quezon City.
Signed this 13th day of December 2013, Pasig City, Philippines.
(Sgd.) BR. ARMIN A. LUISTRO FSC

Secretary
Department of Education
APPENDIX O: NEXT GENERATION BLENDED LEARNING PROGRAM (GENERAL

GUIDELINES AND POLICIES FOR STUDENTS)
General Guidelines for MLD users
1. The School maintains its 1:1 ratio of iPad use for the Grade School. The 1:1 program is still observed in
the High School, however, students are given flexibility to choose a mobile learning device (MLD) (an
iPad or laptop) that fits their need. Parents are therefore advised to provide their child an iPad for the
Grade School to Junior High School and a choice between a laptop or an iPad that is suitable for their
academic work in the Senior High School. For students who are joining this AY 2017-2018, iPad Mini
will be the minimum requirement.
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2. The school allows the students to bring their own MLD in the classroom. They are expected to bring
these devices everyday for academic purpose. The use of hybrid tablet phones of any kind with cellular
voice capabilities is not allowed.
For Junior and Senior High School students, there are some academic requirements that they are to
accomplish that demands the use of extra gadgets (e.g. camera, laptops [for JHS], tablets [for SHS],) to
aid them in completing their activities. In this case, they are to secure a gadget slip which is to be issued
by the respective subject teacher/s that require the activity which should be duly signed by the EdTech
Coordinator. The gadget slip can be secured from the VPO Office, EdTech Coordinator or the Team
Leader of the level. This serves as a waiver should teachers inquire about having two or more gadgets
used in the school premises.
3. Students under the NxGBL Program are required to register their MLDs through the Family Portal in
order to monitor eBook payment and deployment. This can also aid the school in facilitating the MLDs
of the students. If the device was not registered within the enrolment period, the student is requested to
visit the ISTS Office to register the device.
4. All MLDs brought to school will be under the responsibility of the School. After school, the
parents/guardians shall take full responsibility in protecting these MLDs. Parents are highly encouraged
not to give their Apple Accounts (username and password) that uses credit card to their child/children.
5. Students whose MLDs were forgotten at home, lost, damaged or under repair may get a temporary
replacement from the library through the MLD Loaner Program. The Loaner Program shall observe the
“First-come, First-served” policy.
6. It is highly advised that MLDs be insured. The selection of the insurance company and processing of
documents shall be done by the parents/guardians.
7. Students will still be required to bring other educational materials such as intermediate pad papers,
note/penmanship books, pencils, pens, art materials and other things that they may need.
=================================================================
SPECIFIC GUIDELINES
The use of MLD may improve the learning conditions. However, if MLDs are used inappropriately, the
Program objectives may not be achieved. Thus, the following guidelines will help students take good care and
maximize the use of their devices.
1. Taking Care of the MLD

1.1 MLD must be kept inside the protective case at all times. Laptops should also be provided with
sleeves for protection.
1.2 Use only a clean, soft cloth to clean the screen. Do not use cleansers of any type.
1.3 Cords and cables must be inserted carefully into the MLD to prevent damage.
1.4 MLDs must never be left unattended.
1.5 Do not lean on the top of the MLD when it is closed.
1.6 Do not place anything near the MLD that could put pressure on the screen.
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1.7 Do not place anything in the carrying case that will press against the cover.
1.8 Do not “bump” the MLD against lockers, walls, car doors, floors, etc. as this will eventually break the
screen.
1.9 While holding/using the MLD, do not engage in any game or physical activity that may result to
accidental dropping and damage thereto.
1.10 To prevent MLD damage, hold the MLD properly especially during class activities where everyone
is expected to move or roam around. The MLD is said to be accidentally damaged if it falls without a
proof that someone negligently or intentionally caused the damage. In this case, no one is to be held
responsible for the damage except the owner.
2. Using MLD in School
Always observe pertinent guidelines related to the use of the MLD.

2.1 DURING HOMEROOM TIME
To prevent losses, damages and the playing of game apps, MLDs should be placed under the table
upon entering the classroom. MLDs should be used only upon the instruction of the adviser or subject
teacher or any school authority.
2.2 DURING CLASS HOURS

2.2.1 As a general rule, all MLDs are to be used only for academic purposes. Therefore, personal
discussions and sharing of personal files through the use of apps and device features like
iMessage, AirDrop, which always must be in receiving off mode, and Bluetooth are
prohibited. The same applies to popular social networking apps/sites such as Kik, Snapchat,
Messenger and other similar apps which are not allowed by the school. If these applications
are to be used for fast file transfer under a teacher’s direct approval, only then will the use of
these applications be allowed.
The use of Course and Learning Management Systems such as Google Classroom, Edmodo,
Gooru and Schoology are allowed as these platforms serve as virtual classroom.
To prevent class disruption, switching or borrowing of MLDs, chargers and earphones are
highly discouraged.
2.2.2 During class hours, the use of MLD shall be under the discretion and management of the
teacher. Students cannot use their MLDs without the teacher’s direct supervision or concrete
approval.
2.2.3 MLDs may also be used outside the classrooms. However, since the place is used by other
students, special care and attention should be observed. Use the available lockers in the area.
2.2.4 During break time, MLDs may be brought out of the classroom upon the instruction/permission
of any concerned teacher; otherwise, it is highly advised to just leave the MLD in a locker.
Losses and damages have been reported in populated and unsecured areas such as the canteen,
comfort rooms, clinics, gyms and hallways.
2.2.5 Additional Guidelines
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a. For Grade School students, the traditional notebook shall be the primary note taking
material. Use of online note taking applications shall be regulated to prevent persistent and
covert internet browsing. For Junior and Senior High School, the use of note taking
applications or any document annotating applications (e.g., Notes, Evernote, OneNote,
Word, Pages, Google Doc) are allowed.
b. Use of MLD for indoor or outdoor recording and documenting class activities such as oral
presentations, demonstrations and discussions using either an audio or video capturing
applications only upon the approval of the teacher and the performers. A penalty shall be
imposed upon those who intentionally record activities for illicit and malicious
purposes. (see Student Handbook )
c. Hiding someone else’s MLD and/or its accessories shall be dealt with in accordance to
what is stipulated in the Student Handbook.
2.3 AFTER DISMISSAL

MLDs must be brought home every day. All accessories must be checked before leaving the
classroom. Always charge the MLD before going to bed.
3. MLD Left at Home

3.1 If the MLD is left at home, the student should inform his/her subject teacher at once after so that a
Loaner Form can be issued and accomplished before going to the LRC to borrow a MLD. (see NxGBL
Loaner’s Form). The reasons for not bringing the MLD should conform to what is stipulated in the
NxGBL Loaner’s Form. The borrowed MLD should be returned after dismissal to the LRC.
3.2 If there are no more available MLDs for lending, students may be issued a textbook.
3.3 Any inconvenience caused in using the School’s MLD shall not be an excuse for not complying with
the requirements (See the conditions provided in the NxGBL Loaner Program).
4. MLD Undergoing Repair

If the MLD repair takes a long period of time, apart from the suggestions provided above, a student may
be allowed to bring a replacement gadget that is within what is stipulated in the NxGBL Policy and the
Student Handbook.
5. Charging the Battery

5.1 Students need to bring the MLD to school everyday in a fully charged condition. When the MLD’s
battery is depleted due to continuous use, students may be allowed to charge batteries at the charging
station for an hour only so that other students may be given a chance to charge. The charging of MLD
battery may take a while but this situation cannot be an excuse from complying with the subject
requirements or to borrow another MLD from the LRC.
5.2 Should the student intends to charge, the following guidelines should be observed:
5.2.1 The MLD may only be charged upon approval or permission from a teacher concerned is given;
5.2.2 The aforementioned student should log in the class charging log sheet (which may be
obtained from the Class Vice President or Class Adviser) prior to charging;
5.2.3 Students are given a maximum of one (1) hour charging time per day;
5.2.4 Students should only charge using only the assigned charging stations.
5.2.5 Bringing of extension cords to be plugged to the charging stations is strictly discouraged.
6. Screensavers and Stickers

6.1 It is highly recommended that the screensaver of the MLD brought by the student indicate their name,
grade/year and section. Inappropriate media shall not be used as a screensaver or background
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photo. The information provided by the screensaver can easily assist school in seeking for the MLD
in case it is lost or misplaced.
6.2 The use of pornographic materials, inappropriate language, symbols or pictures shall constitute an
offense as stipulated in the Student Handbook. (see Specific Policies, Sanctions 2.2.2.)
7. Home Internet Access

Setting up a reliable Internet connection at home will facilitate e-learning and is highly
recommended. The school dedicates more of its bandwidth to collaborating, messaging and task sharing.
As such, downloading of materials in school is discouraged because of internet traffic.
8. Managing of Files & Saving of Work

8.1. The primary file storage will be the MLD’s hard drive. It is highly recommended that files should
always have a backup copy. Saving files using cloud-based storage system for free (e.g. iCloud,
Dropbox, Google Drive, Microsoft OneDrive, Evernote).
8.2. It is the MLD owner’s responsibility to ensure that work or file is not lost due to accidental deletion.
9. Learning Contents
Contents installed by the School (e.g. e-books, e-readers, applications) must be kept in the MLD at all
times. From time to time, the School may add content for each class through the learning or course
management system.
10. Additional Contents: Sound, Music, Games and Programs

10.1. Installing games, movies, music, pictures and other programs that are not directly related to
the lessons are strictly prohibited. Such files will consume so much space and will affect the
performance of the MLD. It is advised that 1 GB should always be left unused.
10.2. Teachers and assigned administrators may conduct random inspections to ensure that unrelated
contents are not installed on MLDs.
11. Jailbreaking and installing of unlicensed programs

Jailbreaking and installation of unlicensed programs are highly discouraged as these programs/applications
may affect the performance reliability and warranty of the MLD.
12. Personal Wireless Internet

The only internet service provider to be used by the students in school would be the school’s wireless
internet. Use of hotspots and pocket WIFIs are highly discouraged.
=================================================================
SPECIFIC POLICIES
13. Policies
To maintain order and discipline, the use of a mobile device on campus shall be properly regulated. The
following policies shall be strictly enforced. Violation of every policy corresponds to a specific penalty
as provided in the next item.
The members of the Program and those authorized to use unregistered MLDs shall:
13.1 Use their own MLD and run apps for academic purposes only;
13.2 Follow all the agreements expressed in the NxGBL Loaner Program;
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13.3 Take care of the lockers and/or cabinets;
13.4 Use game apps or sites only upon the teacher's approval;
13.5 On occasions when the teacher requires personal group interactions without the MLD, always
ask for the teacher’s permission if the group needs the MLD to aid discussions;
13.6 Take photos, videos and audio files or clips of another person only upon securing the person’s
consent;
13.7 Use the MLD as a learning tool and not as a substitute of a cell phone for text messaging and
calling;
13.8 Use the MLD for sharing, distributing or saving school-related media, files or links. The
recording of someone else’s picture or video and the sharing of the same either surreptitiously or
publicly for the purpose of maligning, ridiculing and downgrading the identity of the person is
prohibited;
13.9 When borrowing another person’s MLD, the borrower assumes full responsibility of taking care
of the device;
13.10 Change of the passcode or restriction settings of someone else’s MLD;
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DE LA SALLE CHEERS
ANIMO LA SALLE
D-LS-Z
ANIMO LA SALLE!
(Repeat 3X)
REKTIKANO
Rektikano Keena-Keena
REKTIKANO KEENA-KEENA
REKTIKANO-REKTIKANO-REKTIKANO-
Rah!
(Repeat 2x)
Seez-Boom-Bah (2x)
Boom-Rah Boom-Rah Boom-Rah-Rah (2x)
Seez-Boom-Bah (2x)
LA SALLE RAH!
BUMAKAYA
BU-MA-KAYA
I-MA-KADIWA!
BU-MA-KAYA
I-MA-KADIWA!
BUMAKAYA IMAKADIWA
Repeat 3X
FIGHT TEAM FIGHT!!!
LA SALLE SPELLING THREE TIMES

L-A-S-A-L-L-E
LA SALLE RAH!
Repeat 3X
HAYDEE THREE TIMES
HAYDEE KAYDEE KALAWALA
WAYDEE!
KALA WALA WINGO DINGO DAYDEE!
HUSH KUSH KALA WALA WASH WASH
KALA WALA WINGO DINGO DASH!
(Repeat 3x)
1…..2…..3
ANIMO……LA SALLE!!
93

ZAMA-ZIPA-ZAM!
ZAMA-ZIPA-ZAM
(Clap) 1-2-123-1-2-123
FIGHT!
(Clap) 1-2-123-1-2-123
FIGHT!
(Clap) 1-2-123-1-2-123
FIGHT!
WIN TEAM WIN!
WHO’S TO WIN THIS GAME

WHO’S TO WIN THIS GAME!
GREEN!
WHO’S TO WIN THIS GAME!
WHITE!
GREEN! GREEN!
WHITE! WHITE!
FIGHT! FIGHT!
GREEN! WHITE-WHITE-WHITE!
GO! FIGHT-FIGHT-FIGHT!
GREEN WHITE GO FIGHT!
GREEN WHITE FIGHT!
GREEN! WHITE-WHITE-WHITE!
GO! FIGHT-FIGHT-FIGHT!
DE LA SALLE-DE LA SALLE
FIGHT TEAM FIGHT!!!
94

ONE LA SALLE PRAYER
Let me be the change I want to see
to do with strength and wisdom all that needs
to be done
and become the hope I can be
Set me free from my tears and hesitations
Grant me courage and humility
Fill me with Spirit to face the challenge
and start the change I long to see
Even if I am not the light
I can be the spark
In faith, service and communion
let us start the change we want to see
The change that begins in me
Live, Jesus, in our hearts FOREVER!
ALMA MATER SONG
ALMA MATER SONG

Hail, hail, Alma Mater
Hail to De La Salle
Well hold your banner
High and bright
A shield of green and white
Well fight to keep your glory bright
And never shall we fail
Hail to thee, our Alma Mater
Hail, hail, hail.
DE LA SALLE SONG
New lyrics for DLSZ
By: Br. Raymund Bronowicz, FSC
Music and original lyrics
By: H. O Neil Clint
Chorus:
De La Salle our Alma Mater
De La Salle, now here are we
Every faithful son and daughter
To lead you on to victory
To the Green, the Gold and White then
Let us pledge our loyalty
As we strive to add fame to that honored name
De La Salle, De La Salle
Filipino Catholic youth
Seeking wisdom, love and truth
Eagerly we come to De La Salle
Santiago Zobel School
Our guide ideal and rule
In our hearts may love for you prevail.
95

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1

De La Salle Philippines is committed to building up educational communities that demonstrate commitment

VISION-MISSION AND EDUCATIONAL PHILOSOPHY OF DE LA SALLE ZOBEL

Alinsunod sa misyon ng paaralan sa pagbibigay ng isang kapaligiran sa pag-aaral na nagbibigay-

2.1.6 SOCIAL STUDIES

2.1.8 COMPUTER TECHNOLOGY

In Grade 3, pupils are introduced to fundamental concepts in computer technology.

2.1.9 HOME ECONOMICS AND LIVELIHOOD EDUCATION (HELE)

SPECIAL MUSIC CLASSES (GRADE SCHOOL AND JUNIOR HIGH SCHOOL)

2.1.12 PHYSICAL EDUCATION AND HEALTH

2.2 JUNIOR HIGH SCHOOL (GRADES 7 TO 10)

Inaasahan sa bawat mag-aaral ng Baitang 7 ang pagpapamalas ng pag-unawa at pagsusuri sa

Inaasahan sa bawat mag-aaral ng Baitang 8 ang pagpapamalas ng pag-unawa at pagsusuri sa

Inaasahan sa bawat mag-aaral ng Baitang 9 ang pagpapamalas ng pag-unawa at pagsusuri sa

Kaalinsabay ng pag-unawa at pagsusuri sa mga Akdang Pampanitikan sa bawat baitang ay ang

Summer Language (Filipino) Enhancement Program

Grade 7: Earth Science

Grade 10: Physics

2.2.5 SOCIAL STUDIES

Grade 7: Asian History

Grade 10: Contemporary Issues

2.2.6 CHRISTIAN LIVING

Christian Living covers the following areas:

Grade 7: Salvation History

Grade 8: The Sacraments and the History of the Church

Grade 9: Foundation of Christian Morality and Social Justice

Grade 10: Catholic Social Teaching and Social Issues

2.2.7 TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)

2.2.8 COMPUTER TECHNOLOGY

We envision Robotics in De La Salle Santiago Zobel School as a means to Enhancing learning

Robotics Grading System

A. Grade School - Grades 3, 4, 5, and 6

SCIENCE AND ROBOTICS

B. Junior High School – Grades 7, 8, and 9

COMPUTER TECHNOLOGY AND ROBOTICS

SPECIAL MUSIC CLASSES

2.2.11 PHYSICAL EDUCATION AND HEALTH

2.3 SENIOR HIGH SCHOOL (GRADES 11 AND 12)

2.3.1 ACADEMIC TRACK

Robotics will also be given as an enrichment subject.

This is culminated with a Work Immersion or a Research or Capstone project where

2.3.1.2 Accountancy, Business and Management (ABM) Strand

Music Appreciation and Production will be offered as enrichment courses.

2.3.2 ARTS AND DESIGN TRACK

The following specialized courses are offered:

Music Appreciation and Production will be offered as enrichment courses.

2.4 NEXT GENERATION BLENDED LEARNING (NxGBL) PROGRAM

3.1 STUDENT ACTIVITIES

3.1.1 Co-Curricular Activities/Organizations directly supplement and complement the school’s

3.2 GRADE REQUIREMENT FOR ATHLETES

3.7 ALTERNATIVE LEARNING EXPERIENCE (ALE)

4.1 PARENTS ORIENTATION

4.2.1 School Hours

4.2.2 Pre-Class Period

4.2.3 Homeroom Period

4.2.4 Class Hours

4.3 STUDENT IDENTIFICATION CARD (ID)