About 2017-10-29T10:41:12+00:00

Vision

A model school that radiates creative, critical and innovative education worldwide for all children, mindful of those with limited educational opportunities.

Mission

In line with its vision, AGS is committed to form life long learners and leaders that will champion the creation of sustainable, healthy and just communities worldwide.

Goal

To ensure that all learning abilities and experiences are geared toward the optimal development of the intellectual, emotional, social, physical, environmental, spiritual and aesthetic aspects of the child

To develop instructional strategies and implement the best and tested practices in educational programs aligned with the V & M of AGS

To provide an environment with varied opportunities that will enhance children’s potential abilities and embrace learning opportunities beyond the traditional classroom.

Courses Offered

2017 – Kindergarten, Grade school: I-III
2018 – Kindergarten, Grade school: I-VII
2019 – Kindergarten, Grade school: I-XII

  • Communication Arts

  • Araling Panlipunan

  • Filipino

  • Values Education

  • Science

  • MAPEH

  • Math

  • Computer Education

  • Bio-nutriton

  • Herbology

  • Healthy cooking

  • Healthy lifestyle

  • Organic agriculture

THE COMMUNITY

Aborlan is the first municipality 69 kilometers south of Puerto Princesa, lying in a vast plain between mountain ranges and the Sulu Sea. It is a region of rich biodiversity and serves as the agricultural center of Palawan. Its forest resources contain pockets of tropical rainforest, with a lush mangrove forest surrounding its coastline. The majority of its 27,000 people are composed of a cultural minority called the Tagbanua.

THE CAMPUS

AIGS is situated on 2.5 hectares (5.5 acres) of land encompassed within a 13.5-hectare (30 acres) property located at Barangay Iraan, Aborlan. The property is bounded by a riparian rainforest, a woodland area, and several springs that form a river and streams, giving the children a real experience of nature, clean air and open space to explore and learn.

CONSTRUCTION REQUIREMENTS

The building plan will consist of: a home room classroom for each grade level and subject/interest-based rooms equipped with state-of-the-art tools for learning: Science, Reading, Mathematics, Music, Speech Lab, Computer Lab, Kitchen Lab, Gym for sports activities (both open and closed facility), Chapel, Auditorium, Organic Garden and AGS animal farm.

Essential Integrating Themes

  1. Ecological Ethics as the foundation of  the curriculum model
  2. The human roots of the ecological crisis as the overarching focus
  3. Environmental and Ecosystem Health as the backdrop to everything we teach.

A Developmentally Appropriate Focus for each Level:

 

Preschool/Kindergarten to Grade 3 – NATURE BONDING
Grade 4 to 6 –ECOLOGICAL PRINCIPLES
Grade 7 to 10 –ENVIRONMENTAL SOLUTIONS
Grade 11 to 12 –SUSTAINABLE DEVELOPMENT

 Primary Level

(Kindergarten to Grade 3)

THEME : NATURE BONDING

Connecting with the natural world is vital learning and play for young children.

-Nature bonding experiences are vital for preschool and primary-aged children if they are to grow up to be people who take care of the Earth.

Objectives:
 make friends with “the rest of nature“, extending their sense of fairness and respect to the natural world
 bond and connect with the natural world, by taking them outside often
 develop their naturalist intelligence

Pre-Intermediate Level (Grade 4-6)

THEME : Ecological Principles

As students start to become curious about how the world works, this is the time to give them a solid grounding in ecological principles.

– Students at this age and stage start to explore the bigger world around them, so what better time to give them a solid grounding in the laws of the universe and the principles of ecology — in short, ecological literacy and consciousness.

Objectives:
 learn about how Nature (the biosphere) supports life
 study how life works on Earth by researching what they have observed and experienced outdoors
 learn (and experience) the laws of ecology and thermodynamics in lots of different ways

Intermediate (Grade 7-10)

THEME : Environmental Solutions

Intermediate students can learn the state of their planet by exploring sustainability and environmental solutions.
– Intermediate students have the right (and the maturity) to truly find out the state of their planet, what’s going on in their world, and what their future is looking like. It makes most sense to present it within a problem-solving context, in hands-on ways, to help them keep their optimism intact and use their creativity to be part of the solution.

Objectives:
 understand the historical, political, cultural, social and economic origins of environmental issues and problems of inequity
 discover the environmental health/physical fitness impacts of environmental and social problems
 participate in school greening, community-based environmental projects, local environmental hearings, and global environmental campaigns

High School (Grade 11-12)

THEME: Sustainable Development

Since the only alternative to sustainable development is UNsustainable development, senior students must graduate knowing the principles and processes of sustainable development.
Our students must learn about SD in order to become competent practitioners of sustainability in their lives and in their jobs.

Objectives:
 learn the history of the concept of sustainable development and its goals, principles and processes
 learn about and come up with sustainability indicators
 come up with ways to make sustainable development attractive and compelling for others (its “story,” greater purpose, sense of hope, success stories)

AGS USES THREE-FRAME DAY:

Integral – Thematic Lessons
Instructional – Proficiency Lessons
Experiential – Practical Lessons

Since the only alternative to sustainable development is UNsustainable development, senior students must graduate knowing the principles and processes of sustainable development.
Our students must learn about SD in order to become competent practitioners of sustainability in their lives and in their jobs.

Objectives:
 learn the history of the concept of sustainable development and its goals, principles and processes
 learn about and come up with sustainability indicators
 come up with ways to make sustainable development attractive and compelling for others (its “story,” greater purpose, sense of hope, success stories)

The Integral Frame – Thematic Lessons

  • creative and engaging activities
  • stimulates physical, emotional, intellectual, intrapersonal aspects
  • centered on a particular context within a particular subject
  • include elements that connect across several areas of learning
  • introduce academic content
  • a deeply satisfying human experience
  • 1 hour a day, Monday to Thursday
  • 1st hour in the morning, thematic lessons
  • introduces a theme in Green Studies.
  • introduces the theme for the week/2 weeks
  • Green Studies Theme – Provide Green Studies Activities
  • involves the community e.g. parents and/or resource persons
  • introduces Academic Content, Social Studies, Values Education as related to the theme.

 

Instructional Frame – Proficiency Lessons

  • Actual teaching of proficiency lessons in Mother Tongue/Filipino, English, Math, Science
  • focuses on core, discrete intellectual competencies in literacy, numeracy, and languages
  • a continuum of knowledge, skills and understanding per grade level
  • refer to DepEd curriculum in kindergarten Mother Tongue, Filipino, English, Math, Science
  • other subject areas for integration also in the two other strands

 

Experiential Strand – Practical Lessons

  • hands-on learning opportunities that arise on or off campus
  • Will enrich content in the thematic frame
  • Green Studies curriculum which are home-made/custom-designed plans.
  • Nature Studies evolving into: ecological studies, environmental studies, sustainability studies, etc.
  • Creative Arts includes geographical and cultural influences; artistic influences
  • MAPEH, Green Studies, Environmental Education, Enterprise Education, Performance Art. (Refer to other subject areas in DepEd, e.g. Health Science, Araling Panlipunan, etc.), off-campus/community activities
  • occupies 1 hour 30 minutes each day

THE GOAL IS TO GET THE THREE STRANDS IN A BALANCE

  • DepEd’s K-12 learning areas will be the guideline in integration into these three strands.
  • Form of unit plans – course of 2-3 weeks

 

 

KEY COMMUNITY CHALLENGES

Aside from lack of household income, there are several key challenges that we need to address: Hunger and Malnutrition, Safe Water, Sanitation and Transport.

MALNUTRITION

The Philippines is the 9th country in the world with the most number of stunted children, according to the United Nations Children’s Fund (Unicef).

Among 5-10-year-olds, 32% were underweight, 33.6% were stunted, and 8.5% were wasted. Among 10-19-year-olds, 35.7% were stunted and 12.7% were wasted. More than half a million or 534,054 Filipino schoolchildren are severely wasted, according to 2012-2013 figures of the Department of Education (DepEd). Wasted means they are thin for their height.

This age group is crucial since this is when children are most vulnerable to infections and diseases, while their nutritional needs are also increasing. Physical and mental damages at this point will be irreversible. A decline in children’s nutritional status signals an eventual decline in their academic performance.

The World Food Programme (WFP) defines “wasting” as a “recent and severe process that leads to substantial weight loss, associated with starvation.” It is a symptom of acute undernutrition that impairs the immune system – increasing the child’s susceptibility to infectious diseases and death.

SAFE WATER

There is severe deprivation of safe water when one can only obtain water from unsafe sources such as springs, rivers, streams, rain and dug wells with a very high risk of contamination because they are usually very shallow. Our Sagpangan community has only one source of drinking water constructed by a German missionary almost twenty years ago.

SANITATION

Lack of sanitation facilities is one of the principal causes of diseases and mortality among children. Among the diseases caused by such deficiency in sanitation facilities are cholera, polio, typhoid, infectious hepatitis, ascariasis and cryptosporidiosis. These are serious threat to good health and human development. Therefore, addressing the problem in sanitation is an imperative aspect of effective programmes that combat diseases and extreme poverty.

TRANSPORT

Our children walk 3-10 kilometers, or 1-2.5 hours one way through dusty roads when sunny and sliding mud when raining.   They have to cross rivers and climb hills with their book bags, if available.   The ones that can afford it take a tricycle, but that is a luxury.  We have several families/children in the mountain for whom the school is too far for them to access.

One Monday afternoon, like any other school day, we picked up school children on our way home from the pilgrimage site. The oldest kid in the group was probably grade one or two. We had driven more than three kilometers when one boy said that his 6-year-old cousin Jacob was left behind. I asked where he was, because I did not see anyone else when they got inside my truck. The boy said that Jacob went to one of the houses for a drink of water. We dropped off the children and went back to the highway to look for Jacob. It was almost 6pm. If we did not go back for him, the boy would arrive at his house at almost 8pm, walking through a pitch-black street alone. Together, we can give children like Jacob a better future.  

WAYS TO HELP

  • School Classrooms
  • School Equipment
  • Clean water project
  • Organic Agriculture: Plants & Animals
  • Sanitation Project
  • Transportation Project
  • Adult Education Project