The PSHS 6-year future-proof curriculum framework
The PSHS 6-year Curriculum Framework describes what scholars can become as they progress through the six years of STEM-based high school education, which is divided into Foundation Years, Advancement Years, and Specialization Years. It incorporates essential knowledge, skills, values, and attitudes that scholars should be equipped with in preparation to become STEM practitioners and leaders in the future. At the end of the 6-year program, scholars are expected to be skilled in STEM, humanistic in spirit, global in perspective, and patriotic in orientation, and to carry the values of integrity, excellence, and service to the nation.
In the process of learning, scholars should be able to integrate and interconnect essential knowledge, skills, values, and attitudes to develop general capabilities. The PSHS general capabilities are designed to be relevant to the framework of the 21st century and beyond, and they aim to empower scholars to thrive as future-proof learners. Milligan and co-researchers (2020) define future proofing as the acquisition of vital skills that will better prepare students to efficiently navigate and thrive in the ever-evolving workplace environment. They also refer to these skills as "21st-century skills, general capabilities, graduate attributes or transversal skills" (Milligan et al., 2020, p.3).
Dondi and co-authors (2021) also identify four categories of skills that citizens will need in future workspaces. These include cognitive skills (e.g. critical thinking and communication), self-leadership (e.g. self-awareness, self-management, entrepreneurship), digital (e.g. digital citizenship), and interpersonal (e.g. developing relationships, teamwork and collaboration). Likewise, the World Economic Forum (2023) defines an Education 4.0 Framework that is anchored on their and other organizations' recent research works on the future of work. In this Taxonomy for the Future of Learning Framework, the authors argue that (1) learning content should be geared towards the development of important skills (such as global citizenship, innovation and creativity, technology, and interpersonal skills); and (2) learning experiences should employ "innovative pedagogies" (such as personalized and self-paced, accessible and inclusive, problem-based and collaborative, lifelong and student-driven) (World Economic Forum, 2023, p.4). Engagement in these types of content and experiences during early education is deemed necessary to better-equip learners for their future roles in the workplace and in society.
Informed by the current literature and research on the future of work, and anchored on the PSHS vision, mission and aim, the revised PSHS Curriculum Framework is designed to offer a robust STEM curriculum, which together with its attendant support programs will nurture its scholars to be future-ready and competent STEM leaders. The general capabilities applied to real life, and the attributes defined by the Graduate Profile, are what scholars should manifest as the highest proof and form of learning. Carrying these attributes, PSHS graduates are expected to contribute to nation-building by being highly performing members of the STEM community.
Figure 1 below summarizes the features of this revised Curriculum Framework.
[1] Science, Technology, Engineering, and Mathematics
Figure 1 diagram summarizing the revised Curriculum Framework was not loading as text in the old page. Refer to the original image file for details.
Our vision, mission, aim and philosophy
We are the leading science high school in the Asia Pacific Region preparing our scholars to become globally competitive Filipino scientists equipped with 21st century skills and imbued with the core values of Integrity, Excellence, and Service to Nation.
Advancing premier high school STEM education for the people.
The aim of the PSHS Curriculum is to nurture scholars to become holistic individuals who are humanistic in spirit, global in perspective, patriotic in orientation, and well-prepared to pursue a STEM career which will contribute to nation-building.
PSHS believes in a STEM education that nurtures student's gifts to become future-ready, lifelong learners, global citizens, and transformative leaders through science, technology, and innovation.
The PSHS curriculum offerings are enriched and are soundly based on the science of learning and evidence-based research. It embraces further technology and digital transformation. It has reconceptualized instructional delivery and assessment. The pandemic and other disruptive events necessitate a hybrid approach to education. The need for a future-proof education also demands that PSHS hones students' analytical skills and develop their creativity to cope with the new ways of living, thinking, learning, working, and building communities through science, technology, and innovation. A future-proof student should possess a set of essential skills, values and attitudes that enable them to thrive in a rapidly changing, digital world: adaptable and flexible, resilient and perseverant, self-aware and self-reflective, globally aware and socially responsible, compassionate and empathetic, creative and innovative. These values enhance their character to reflect the PSHS core values of integrity, excellence, and service.
Our graduate's profile
| Graduate profile | Description |
|---|---|
| Problem solver | They are problem solvers who use their acquired knowledge and skills in employing different thinking dimensions in solving complex issues, problems, and challenges: Creative and inventive thinking. They generate novel ideas and solutions that break away from the conventional and traditional approaches. They are original and imaginative and can identify connections between seemingly unrelated ideas. Critical and analytical thinking. They are objective in evaluating information, arguments, or situations to form well-reasoned judgements and decisions. They analyze data, identify logical flaws, and make informed assessments. Practical thinking. They find effective and efficient solutions to real-world problems considering constraints and limited resources. Wise thinking. They form sustainable solutions and take action using their knowledge bounded by ethical consideration. They promote personal, societal, and planetary well-being towards the greater good of all and consider long-term consequences of their actions and decisions. |
| Ethically principled | They are ethically principled individuals who embody the core values of PSHS, namely, integrity, excellence, and service to the nation; a beacon of ethical conduct, academic dedication, and patriotic service. Their aspirations are driven by a deep sense of responsibility and a vision of contributing to the development and well-being of the Filipino nation and the world. |
| Lifelong learner | They are equipped and motivated to undertake further self-regulated learning that enables them to adapt to their personal and professional lives. They have the knowledge and awareness about themselves as learners to plan, monitor and direct their actions as they attempt to achieve their goals. |
General capabilities
The current 12 attributes defining the PSHS learner's profile take into account the development of a wide range of skills and competencies that scholars will need to live and thrive in a globalized, digitalized, and ever-changing world. These attributes highlight critical thinking, problem solving, creativity, communication, collaboration, adaptability, digital literacy, and social and emotional learning as the needed skills in the coming decades. At the end of a PSHS education, the PSHS scholar is envisioned to be ethically principled, a problem solver, and a lifelong learner.
Source: From Andres, V.P., Ferrer, E.G., Ganela, S.F.M., Habacon, L.T., Legaspino, D.C., Rotor, C.C., Yazon, J.O. (2014). Re-entry Action Plan (2014 Australian Award Fellowship on Strengthening Science, Technology, Engineering and Mathematics in the Philippine Education System, pp. 9). Unpublished report, Philippine Science High School System; and BOT Resolution 2015-04-13.
Through a program that is rooted in sound educational principles and geared towards excellence, it is anticipated that PSHS graduates are empowered future-ready leaders and citizens equipped with general capabilities that will prepare them to confidently pursue STEM courses as well as to become active and informed global citizens. PSHS scholars are expected to learn the foundations for life-long learning; to develop the competence to engage in work and be productive; to gain the ability to coexist in fruitful harmony with local and global communities; to engage in critical and creative thinking; and to transform oneself and others in becoming agents of change for the betterment of society. The general capabilities encompass the knowledge, skills, behaviors and dispositions that, together with curriculum content in various subjects, and the values they embrace, will assist scholars to be holistically-developed, globally oriented, and well-prepared to pursue STEM careers, and contribute to nation-building.
Source: From Andres, V.P., et al. (2014). Re-entry Action Plan (2014 Australian Award Fellowship on Strengthening Science, Technology, Engineering and Mathematics in the Philippine Education System, pp. 9). Unpublished report, Philippine Science High School System.
The PSHS Curriculum aims to develop eight important general capabilities: Literacy, Numeracy, Critical and creative thinking, Ethical understanding capability, Personal and social capability, and three new capabilities that are also (re)defined here: Scientific and technological capabilities, Digital citizenship, Global citizenship. These three replace Scientific capability, ICT, and Global perspective, respectively.
Adapted from the Australian Curriculum, Assessment and Reporting Authority or ACARA (2010) accessed from the Australian Curriculum website (www.australiancurriculum.edu.au) (accessed September 11, 2023) and was modified.
Literacy covers the knowledge, skills, and strategies to confidently use language as a tool for the scholars' success and future endeavors in all areas of learning. This empowers them to become effective communicators capable of comprehending, analyzing, synthesizing, and evaluating information while articulating their thoughts and emotions through proficient listening, speaking, reading, writing, and creating diverse forms of textual, visual, and digital content for various purposes, both within and beyond the classroom. The organizing elements of this capability are: Speaking and listening; Reading and viewing; Writing; Representing.
Numeracy provides scholars with the knowledge, skills, and attitudes required to apply mathematics effectively in their daily lives, scientific pursuits, and future science and technology careers. This capability fosters a deeper and broader understanding of the world around them. The organizing elements of this include: Estimating and calculating with whole numbers; Recognizing and utilizing of patterns and relationships; Applying fractions, decimals, percentages, ratios, and rates; Using spatial reasoning; Interpreting statistical information; Using measurement.
Critical and creative thinking form the cornerstone of intellectual progress, preparing scholars for future success. Critical thinking involves the active, persistent, and careful examination of beliefs and knowledge in light of evidence, while creative thinking empowers the generation of fresh ideas and their practical application. Critical thinking empowers scholars to engage in reflective and independent thinking, enabling them to understand logical connections between ideas, construct and evaluate arguments, draw conclusions, systematically solve problems, and discern the relevance and significance of ideas. Creative thinking encourages the generation of novel ideas and their application, potentially leading to the discovery of entirely new concepts or the development of innovative solutions from existing ones. These skills can be applied concurrently or separately, depending on context and purpose, and involve the integration of reason, logic, imagination, and innovation. The elements of this capability include: Inquiring: identifying, exploring, and organizing information and ideas; Generating ideas, exploring possibilities, and taking action; Reflecting on thought processes; Analyzing, synthesizing, and evaluating reasoning and procedures.
Personal and social capability allows scholars to grow holistically, fostering self-awareness, empathy, and an understanding of others. It equips them to recognize their strengths, limitations, and the importance of collaboration to excel in future leadership roles in science and technology. This competence enables scholars to manage and balance their emotional and social well-being, maintain positive relationships with others, and effectively navigate academic and life-related challenges. As scholars of the country, they need to demonstrate gratitude and conduct themselves responsibly with care and empathy for people and the environment.
Curriculum documents
Related topics
Related pages within the Curriculum section.