High School Program - Immaculate Conception Academy
ICA recognizes that a compassionate environment is essential in developing the learners’ self knowledge and esteem. Interdisciplinary activities that promote collaborative skills are factors of students’ success.
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The demand of the world today is viewed with a lot of optimism now than a decade ago when the world was filled with anxiety. This is more particularly felt in service institutions. The world is looking at and expecting institutions of change to cope with the consequences of the phenomena of globalization, technological advancement, climate change and the fast-paced networking of information. In such scenario, no school can remain docile and lethargic. Schools must be on guard and in line with the transforming society. Curriculum changes must go hand in hand with Information Technology and dramatic changes in the students’ disposition, demands and expectations. To be able to deliver, schools must update and arm themselves with the latest issues, trends and researches in teaching and learning.


Recognizing these forces of change, ICA has re-appraised its system and has formulated its institutional plan to ensure a continuing process to address the needs of its students. Consequently, innovations have been instituted to allow effective changes to flow into the mainstream of the school community.


The ICAns who are of Chinese ancestry but with a rich Filipino background are being prepared for what is foreseen as their global mission in the future, bridging experiences from the Philippines to other Asian countries particularly China.


ICA recognizes that a compassionate environment is essential in developing the learners’ self knowledge and esteem. Interdisciplinary activities that promote collaborative skills are factors of students’ success.


The pedagogical innovations being adopted by the school intends to facilitate learning that is directed towards life-long benefits. ICA as a college preparatory school looks beyond and channels students’ energy and potentials to make them become responsible and independent learners and eventually productive and zealous members of the world community where God’s love reigns.


Significant emphasis is placed on the Math and Sciences; Communication Arts English, Chinese and Filipino; Technology and Livelihood Education. Equal importance is given to Makabayan subjects: Araling Panlipunan, Music, Health and Physical Education.


Values Education, an important aspect of character formation is made possible through Christian Life Education and Homeroom Guidance Programs.


The 21st century world demands that Education be genuinely transformational.  Basic education must offer concrete pathways for holistic growth: personal, social, cultural and spiritual in a global perspective.


The world expects institutions to cope with the consequences of the phenomena of globalization, technological advancement, fast-paced sharing of information, and climate change.  Thus, schools must be on guard and aligned with the transforming society.


To remain relevant, ICA stands vigilant in updating itself.  Research and innovation are integral to the ICA academic culture; the curriculum evolves with Information and Communications Technology and changes in the students’ disposition, demands and expectations.  The curriculum provides opportunities for the development of the four C’s of 21st century learning: critical thinking, creativity, communication, and collaboration. There is also focus on the development of student’s decision-making skills and the judicious use of technology.


While the academic curriculum continuously evolves, ICA remains firmly grounded on its roots as a Catholic school for students with Chinese ancestry.  Thus, programs and activities are laden with Catholic and Chinese-Filipino values and are carried out in an atmosphere that builds faith, hope, and love.


The pedagogical innovations of the school, with its inherent Catholic values and characteristics, intend to facilitate learning that is directed towards life-long benefits. As a college preparatory school, ICA looks beyond and channels students’ energy and potentials to make them responsible, independent learners and productive and committed members of the world community.

Christian Life Education

The Christian Life Education (CLE) is designed to lead students through the process of learning and living their faith life within the confines of interdisciplinary, deliberate, systematic, and sustained activities.  The CLE program centers on the three dimensions of the Christian faith– doctrine, moral, and worship– expressed in our Catholic beliefs, values, and traditions.


The basic principles of the program focus on man as an image of God and the object of His self-communication and loving action. CLE aims to form students to become mature Christians, grounded on a spirit of prayer and joyful thanksgiving.

Communication Arts English

With the world having shrunk into a global village due to information technology, it has become necessary for Communication Arts in English (CAE) to provide the students with skills-building activities to make them proficient in the English language.Aside from acquainting the students with the great minds of the past and present, the literary selections also help them reflect on their experiences so that they may make wise decisions in life.  Significant Human Experience (SHE) approach in the study of literature is used to recognize the individual differences of the students, thus leading them to become more analytical and creative.


The CAE program uses the Process Approach to Writing in developing the students’ writing skills and research skills. Moreover, activities to improve the students’ oral communication skills are given in all year levels; these include delivery of extemporaneous and impromptu speeches and poem interpretation.


Media Education, offered across year levels, educates the students to become autonomous and judicious consumers of mass media.

Communication Arts Filipino

Ang araling Filipino bilang asignatura sa Mataas na Paaralan ay nagbibigay-diin sa komunikatibong paraan sa paggamit ng wika para sa pagiging mapanuri, malaya at sa ganap na   pagkatuto ng mag-aaral sa iba’t ibang larangan tulad ng kasaysayan, sining, media, pulitika, kultura at iba pa. Ang panunuri,  pakikipagtalastasan at mga kasanayan sa pakikinig, pagbabasa, pagsusulat, pagsasalita at panonood ay naaayon sa sunod-sunod na antas ng paglinang.


Inaasahan na ang kanilang pag-aaral sa Sining ng Komunikasyon sa Filipino ay magbubunga ng kanilang pagiging makabayan at pagmamalasakit at pagtangkilik sa Pilipinong kultura. Ang mga wastong pag-uugali at pagpapahalaga ay nabubuo sa pamamagitan ng mga aralin sa Wika at Panitikan mula sa iba’t ibang rehiyon at sa anyong Klasiko hanggang sa Modernismo.


Mathematics is a discipline that effects and promotes order and harmony; it is a study of relations, systems and processes, and aims to guarantee a wide spectrum of career options based on students’ interests. A balanced interplay of major strands — Numbers & Algebra, Measurement & Geometry, Statistics & Probability, Problem Solving and Calculus—is achieved through the spiral approach which helps ensure that students are prepared for further study and application of the subject in various fields.


Over the course of their study, the students will be adept in the use of mathematical language and will become proficient in dealing with concepts and processes.  They will develop their ability to make connections between different topics through the use of technology. The lessons will not only engage the students to develop their critical thinking skills, but will also allow them to communicate the various ways Mathematics can be applied in their lives.


The Science courses, namely Integrated Science, Biology, Organic and Inorganic Chemistry, and Physics, offer opportunities for the students to gain knowledge on the nature and processes of science concepts, its application and importance.  Laboratory experiments help in the students’ development of higher order cognitive skills, values and attitudes to further understand natural phenomena and environment patterns and issues.


Investigative research is an essential part of each Science course which leads students to use their creativity and hone their skills in the processes of science.  Scientific investigations allow the students to experience the challenges and benefits of research and experimentation as tools for development of science literacy.


Science lessons and activities emphasize man’s role as stewards of God’s creation.  Students are led to examine their contribution in the preservation and conservation of the environment.  They are challenged and empowered to adopt a lifestyle that promotes ecological sustainability.

Araling Panlipunan

Araling Panlipunan focuses on developing skills and values inherent in the disciplines of history and economics.

Through the study of the past and the present,  students will understand chronology and connections between causes and effects and between continuity and change. History enables students to see how people have dealt with fundamental questions on truth, justice, and personal responsibility, how ideas have real consequences, and how events are shaped both by ideas and actions of individuals.


Integrated in the course on history is a study on the experiences of the Chinese Filipinos, from the first generation of migrants to the Philippines to the present.  It is focused on the assimilation of the Chinese into Philippine culture and society.  Students have the opportunity to do history as they work on a project that allows them to explore their own family’s history as Chinese Filipinos.


Economics provides a unique opportunity for students to combine knowledge of the theoretical with practical and real-life decisions about employment options, consumer choices, personal finance, and entrepreneurship.  Through an understanding of basic economic concepts, students become active citizens who can participate in building a robust economy that provides for the needs of all members of society.


Built into the Economics course is an exercise in Social Entrepreneurship, an endeavor that merges the students’ interest in business with their call as Christians to help the marginalized members of society.  Through a series of activities that culminate in a bazaar, students experience the challenges of establishing and managing a business that provides solutions to social problems.


Quarterly debates are held in classes to engage the students in social,  political, or economic discourses and develop their critical thinking, research, and public speaking skills.

Technology and Livelihood Education

Computer Education is designed to equip the students with the knowledge and skills to be competent individuals of the digital age. It provides a venue for the students to gain competency in the use of different computer programs and applications. Digital Citizenship guides the students in their safe, efficient and responsible use of technology and the internet.


Computer lessons include effective digital communication through graphic design and animation using online web-based applications.  The lessons will also cover topics about CSS which enables students to design dynamic and visually appealing websites.  The creation of GUI applications using Python covers logic building and problem solving through programming.


STEM with Robotics is a program designed to introduce Technology, Robotics, Engineering, and Coding (TREC) through simulated solutions and project creations which will enhance the imperative soft skills of students for the Fourth Industrial Revolution in Education (FIRE).


In Robotics, students learn to build and program their own robots. It also allows students to design answers to any technical or thematic challenges in the form of a playground.  Its primary purpose is to improve 21st-century abilities including cooperation, communication, critical thinking, problem solving, and analytical thinking.  Aside from honing students’ 21st-century skills, , the course also provides a fun and easy approach for students to learn computer science at an early age..


Home Arts provides for learning opportunities in Basic Clothing Construction.  The course covers areas like different machine stitches, effective and creative use of the sewing machine and production of simple home accessories.  The students develop technical skills that may be applied in other endeavors.  The highlight of the course is the creation or modification of wearable and innovative garments and other novelty items.  Ultimately, the students will develop appropriate preferences in clothing as young ladies.


Home Living as a course will help the students acquire desirable habits, skills and attitudes related to nutrition, good food, health and wellness. The students will learn the proper and safe ways to move around and work in the kitchen.  The highlight of the course is the preparation of varied soups, salads and sandwiches for healthier living for oneself and the family.


Applied Fashion Design and Technology provides students with basic concepts and skills in Fashion Designing.  The course introduces the students to creative and technical skills and the key principles in drafting patterns and constructing clothes.  The major output of the students center on innovative garments which will be featured in a “Project Runway Challenge.”  In this culminating activity, the students are guided in the promotion of the values of simplicity, modesty and propriety.


Culinary Arts provides hands-on learning opportunities on the basics of cooking and baking.  Culinary experiences may vary from simple recipes to age-old tested classic meals and desserts.  Entrepreneurship is introduced as students will learn how to cost, package, and sell their baked products or meals for a good profit.  The course includes lessons on business ethics.


Research as a subject combines academic rigor with real world relevance.  Investigative researches support the school’s environmental advocacies. Thus, students produce studies to provide alternative solutions to problems such as air, water and land pollution.


Application of scientific principles learned in the different science disciplines finds its way in the various investigative projects of the students. It encourages the students to ask questions, frame hypotheses and design their own experiments to draw conclusions. Students defend their work before a panel of judges who are experts in their respective fields of study.


Basic Accounting as a course provides students with the essential knowledge of accounting principles. This helps them understand the language of business and prepares them to be future business leaders and entrepreneurs with integrity and conscience. Discussions on business accounting concepts and processes, supplemented with illustrative problems, develop students’ skills in critical thinking and making sound financial decisions. The course emphasizes values like honesty, accuracy, precision, responsibility, and organization, all of which are essential to succeed in any given field.

Music and Arts, Physical Education and Health (MAPEH)

Music and Arts provides opportunities for students to be exposed to Philippine, Asian, and Western music.  The students learn the fundamental elements of music and apply these through performances such as individual and group singing, playing Filipino and Asian instruments, and creating music and movements in theatre, dance and stage presentations.


Physical Education and Health promotes lifetime health and wellness through the integration of health and physical fitness concepts.  It aims to instill among the students the value of being healthy not only in the physical but also on the social, mental and emotional dimensions. The program provides opportunities for students to engage in various physical activities such as sports, recreational games, fitness exercises and dance. In particular, it aims to cultivate healthy habits, teamwork, resilience and resolve. Moreover, safety awareness and basic first aid measures supplement students’ development of life skills.


Included in the program is Citizen Advancement Training.  The students are given opportunities to practice their leadership skills such as serving and assisting in school and community events. They are also given activities to practice fitness exercises and physical trainings which will develop skills for emergency situations.

Chinese Language Arts




The Chinese Language Arts program helps the students appreciate the unique and distinctive culture of China and makes the students learn and understand the different interactions China has with its neighboring countries.


It acquaints the students with practical terms that can be used in their day-to-day activities and in their future business transactions. Conversation drills are provided to make them proficient in the language. Recitations of tongue twisters and poetry, learning of Chinese songs and folk dances, role-playing, and calligraphy writing are being taught.

Homeroom Guidance

Homeroom classes are designed to help students achieve greater self-awareness, self-understanding and self-acceptance with emphasis on interpersonal relationships and conflict resolution. These classes aim at the formation of values, attitudes, study habits, social graces and leadership skills. Human sexuality and drug education are also emphasized. Career planning and decision making activities are given during homeroom classes to prepare the students for university life.


Activities such as journal writing, group sharing, class discussion, enrichment talks, role-playing, film showing and pen and paper exercises enhance the classroom experience. These sessions are facilitated by both year level counselors and the class advisers.

Impelled by Jesus’ mission and inspired by Délia Tetréault, MIC Foundress’, spirit of thanksgiving expressed in her evangelizing mission, the Immaculate Conception Academy with a distinct Chinese Filipino character provides for a human and Christian formation through an integral curriculum to form young women leaders, witnessing to Christ and committed to compassionate service.



Oral Communication

General Mathematics 1

21st Century Literature from the Philippines and the World

Komunikasyon at Pananaliksik sa Wika at Kultura

PE and Health 1

Chinese Language Arts 1

Introduction to Philosophy of the Human Person 1


English for Academic and Professional Purposes

STEM Strand


General Chemistry 2

HUMSS Strand


Philippine Politics and Governance

ABM Strand

Fundamentals of ABM 1

Applied Economics


Reading and Writing

Earth and Life Science (non-STEM)/Earth Science (STEM)

Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik

Statistics and Probability

PE and Health 2

Chinese Language Arts 2

Introduction to Philosophy of the Human Person 2


Filipino sa Piling Larangan

STEM Strand


General Biology 2

HUMSS Strand


Creative Writing 1

ABM Strand

Fundamentals of ABM 2

Business Math



Contemporary Philippine Arts from the Region

Physical Science (non-STEM)/Disaster Readiness and Risk Reduction (STEM)

Media and Info Literacy

General Mathematics 2

PE and Health 3

Chinese Language Arts 3

Christian Social Responsibility 1


Empowerment Technologies (ICT)

Practical Research 1

STEM Strand

General Physics 2

Anatomy and Physiology

HUMSS Strand
Creative Writing 2

Discipline and Ideas in the Applied Social Sciences

ABM Strand

Business Finance

Principles of Marketing

GAS Strand

Disaster Readiness and Risk Reduction

Principles of Marketing



Understanding Culture, Society and Politics

PE and Health 4

Chinese Language Arts 4

Christian Social Responsibility 2



Practical Research 2

STEM Strand

Selected Topics in Mathematics

Introduction to Organic Chemistry

HUMSS Strand

Creative Nonfiction

Community Engagement, Solidarity and Citizenship

ABM Strand

Organization and Management

Business Ethics and Social Responsibility

GAS Strand

Organization and Management

General Biology 2 or Business Ethics and Social Responsibility


The programme’s main objective is to help students develop excellence in both breadth and depth of knowledge and to flourish physically, intellectually, emotionally and ethically. At the end of the two-year programme, the students are subjected to an external assessment, graded by accredited examiners all over the world. Students who have successfully completed the program are awarded diplomas by the International Baccalaureate organization.

The curriculum is composed of six subject groups and three core: theory of knowledge (TOK), creativity, activity, service (CAS) and the extended essay. Each of the subjects offered by ICA is briefly explained below.

Group 1 - Studies in Language and Literature

Course Offering: English Language and Literature A

English A: Language and Literature aims to develop students’ proficiency, fluency and linguistic range, and in particular helps them to acquire the vocabulary appropriate to the analysis of texts. They will also deepen their understanding of a wide variety of concepts explored through literary and non-literary texts in order to interpret, analyze, evaluate and then communicate this understanding in clear, organized and developed products. Approaches to study in the course are meant to be wide ranging and can include literary theory, sociolinguistics, media studies and critical discourse analysis among others.

Group 2 - Language Acquisition

Course Offerings: Chinese B

The language acquisition course is designed to provide students with the necessary skills and intercultural understanding to enable them to communicate effectively and successfully in an environment where the language studied is spoken. This process allows the learner to go beyond the confines of the classroom, expanding their awareness of the world and fostering respect for cultural diversity.

Group 3 - Individual and Societies

Course Offering: Business, Management, Psychology

The IB Diploma subjects under the Individuals and Societies group provide a critical appreciation of human experiences and behavior, different physical, economic, and social environments that people inhabit, and the history of social and cultural institutions. Each subject is designed to enable learners to be capable of identifying, analyzing, and evaluating theories, concepts, and arguments relating to the nature and activities of individuals and societies.

Group 4 - Sciences

Course Offerings: Biology, Chemistry, Physics

The Sciences in the IB Diploma program are experimental sciences designed to train the scientific literacy of the learners by engaging them in the process of inquiry, creative and imaginative thinking. It aims to develop a deeper understanding of the concepts and processes of science to equip the learners to make personal decisions involving scientific findings and issues that have significant political and ethical implications. It provides learning opportunities to enable the learners to explore the relationship between science disciplines and their influence on the other areas of knowledge. The course allows learners to apply their computational, analytical, and research skills and develop their digital technology skills, which are essential in 21st century scientific endeavour and are important life-enhancing. Primarily, these skills will be evident as they investigate possible solutions to identified local or global problems.

Group 5 - Mathematics

Course Offering: Analysis and Approaches, Applications and Interpretation

Mathematics has been described as the study of structure, order and relation that has evolved from the practices of counting, measuring and describing objects. The Math subjects provide a unique language to describe, explore and communicate the nature of the world we live in (Applications and Interpretations) as well as being a constantly building body of knowledge and truth in itself that is distinctive in its certainty (Analysis and Approaches). These two aspects of mathematics, a discipline that is studied for its intrinsic pleasure and a means to explore and understand the world we live in, are both separate yet closely linked. (from Math Subject Guides)

Group 6 - The Arts

Course Offering: Visual Arts

The IB Diploma program visual arts course encourages students to challenge their own creative skills, perceptions and cultural boundaries. It is a thought-provoking course in which students develop analytical and divergent thinking skills through problem-solving and develop their technical proficiency and confidence as art-makers. Students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to study visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts.

Core Subjects
Course Offering: Creativity, Activity and Service, Extended Essay, Theory of Knowledge
Creativity, Activity and Service (CAS)

Within the purview of the IBDP’s main thrust, CAS is an extracurricular program geared towards enriching the holistic development of students in relation to the various fields intimately related with the so-called out-of-the classroom learning. Throughout the duration of the program, CAS students are expected to engage in experiences and projects that inherently promote the basic aspects of enjoyment, enrichment, and self-discovery. The course itself is very spontaneous in its approach to achieve the aforementioned goals and objectives. Hence, students are given ample opportunities to discover the important role of freedom in defining the success of any academic endeavor. In fine, CAS lends itself towards exploring the reasons why learning is rightfully characterized as a life-long journey.

Extended Essay (EE)

The extended essay is presented as a formal piece of sustained academic writing containing no more than 4,000 words accompanied by a reflection form of no more than 500 words. It is an in-depth study of a focused topic chosen from the list of available Diploma Programme subjects for the session in question. This is normally one of the student’s six chosen subjects for those taking the IB diploma, or a subject that a course student has a background in. It is intended to promote academic research and writing skills, providing students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor (an appropriately qualified member of staff within the school). This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen.

Theory of Knowledge (TOK)

Theory of Knowledge is a course in critical thinking. It provides an opportunity for the students to reflect on the nature of knowledge, how it is created, acquired and interpreted across different Areas of Knowledge. This course centers on answering the question: “how do you know what you know?” TOK is mandatory for all IB students as it is central to the educational philosophy of the IB Diploma Programme. It is assessed through an Exhibition, where students must answer one of 35 IA prompts which come in the form of Knowledge Questions using three specific, concrete and real-world objects, and a 1600-word Essay based on a Prescribed Title of their choice from a list provided by the IB.

Modular Subjects
Course Offering: Christian Life Education, Filipino, Physical Education

ICA continues to offer CLE, Filipino and PE to all IBDP students. Being a Chinese-Filipino Catholic school, the school believes that formation is necessary for all. Hence, Filipino and Christian Living Education (CLE) will be offered in the Diploma Programme. Additionally, PE is offered to supplement the CAS program. The mode of instruction for Filipino and CLE subjects will be modular. The modules will focus on the students’ reflection of their experiences. For Filipino, its aim is for appreciation of the culture, as well as reading and writing skills that are essential in the critical analysis of text. The subjects will be offered alternately per semester, meeting 40 hours per semester.


Co-Curricular Activities are geared towards the total development of the ICAn as a person- aware and appreciative of her potentials and willing to assume the responsibility for developing these gifts to the fullest in the service of others.

General Objectives

The Student Activity  Program aims to:


(1) serve as practicum for the theories learned in the different subject areas

(2) provide varied opportunities to develop self-knowledge, self-discipline, and students’ talents

(3) strengthen student leadership in terms of excellence in participation and club organization, participation and service to the ICA community

(4) foster positive attitudes and Christian values in the students

(5) strengthen key concepts of Transformative Education

(6) promote patriotism, civic consciousness, and social responsibility

(7) enhance the integration of Chinese-Filipino culture and values

(8) develop social consciousness and responsibility for the poor and the suffering in the community support the career guidance program of the school

General Guidelines
  1. Nature


  1. Co-curricular activities constitute an integrated whole with the curriculum. Thus, the activities organized by each club should flow from the instructional programs and as such, become a practicum for the subject areas concerned. Club moderators inform and consult their respective supervisors regarding possible activities to be undertaken. They consult the Student Activities Coordinator regarding logistics concerns.


  1. Extra-curricular activities are mainly avenues to develop student leadership since extra-curricular organizations are highly student-driven. Moderators guide the students in refining their ideas for activities, ensuring that the activities stay true to the organization’s thrust.  All extra-curricular organizations fall under the supervision of the SAC.


  1. Student activities are meant to supplement, not to substitute for the instructional program. Hence regular class sessions may not be used for practices for such activities, except in certain cases approved by the Principal.


  1. A club on its first year of operation is given the status of a new club. It goes through a probationary period of 2 years within which it has to prove itself as having worthwhile objectives and activities. However, any new club which proves itself to be outstanding in both its objectives and activities, even on its first year, will be recommended for the status of a recognized club of the school after the first year.


  1. A standing club is one which has been recognized by the school as a club with well-planned and worthwhile objectives and activities. Such recognition comes after a careful and thorough evaluation by the Student Activities Coordinator and AFSWB, who then refers this matter to the Principal and Directress.


  1. Membership


  1. All students are required to join one co-curricular club and they may opt to join an unlimited number of extra-curricular organizations, provided that they manage to attend the regular meetings. Membership in clubs and organizations is part of the criteria for academic honors and awards for the graduating class.


  1. The school reserves the right to exclude or suspend any student from participating in activities if she needs to devote more time to her studies or as a disciplinary sanction for an offense committed as a member of the club.



  1. Membership in co-curricular clubs is on a yearly basis. Students can only change membership after a school year. Membership in extra-curricular organizations is also on a yearly basis. However, a member may quit or be removed from the organization within the year.  Each organization sets its own criteria for recruitment and removal of a member.


  1. A membership fee or monthly due, if necessary, is agreed upon by the club members and officers and approved by the club moderator, SAC and AFSWB. Membership fees may not exceed Two Hundred Pesos (PhP 200.00) for a school year, unless otherwise justified by the club/organization and approved by the moderator, SAC, and AFSWB.


  1. Officership


  1. Only students who have a quarterly grade not lower than C in all subjects in the past four quarters, conduct mark not lower than B+ in the past four quarters are eligible for the positions of club/organization officers. However, clubs and organizations may set higher standards than those set forth in this manual.


  1. The following are the restrictions in officership:


  1. A class officer may be an officer either in one co-curricular club OR in one extra-curricular organization/committee.
  2. A class officer who is a club officer may not have the same positions in both her class and club/organization.
  3. No student is allowed to hold positions in both special co-curricular clubs and extra-curricular organizations/sports teams/committees (Fair, Variety Show, Interaction, Batch committees, etc.).
  4. Student Council (SC) Officers cannot be club/organization or class officers.
  5. CAT officers may be club officers but not class officers.
  6. Given her limited responsibilities, only the COMELEC chairperson may be allowed to hold another position in an extra-curricular organization/Sports Team/committee.


  1. Conduct of Student Activities


  1. Class hours and academic requirements are not eased out in favor of student activities.


  1. Fund raising activities (e.g. food sale, school fair booth, etc.) are allowed under these conditions:


  1. Part of the proceeds will go to the Social Action Fund of the school or to a worthwhile Social Action project of the club
  2. The activity will be held outside class hours.
  3. Approval is obtained from the Club Moderator, the SAC, AFSWB, and the Directress.


  1. Any club, group, or individual member must not use the name and or seal of the school without authorization. This applies to printed programs, invitations, announcements, tickets and other promotional materials.


  1. Press releases concerning the club/organization should be noted by the SAC and AFSWB. If said information is released off-campus, the Directress’ approval is required.


  1. Whenever students are required to be in school beyond class hours or on non-class days, parents are given a written notice duly signed by the moderator and school administrators. For the safety of the students, they may not be allowed to enter the campus without the official request of authorities concerned and without a supervising teacher.


  1. It is the personal responsibility of every student to adopt a balanced program of academic and co-curricular/extra-curricular activities.


  1. All student clubs, organizations, and activities in the name of the school are subject to the supervision and control of the Administration.


  1. A club which needs to go for exposure trips, field trips, or social action activities outside the school must be accompanied by its moderator. A club with more than fifteen (15) members must be accompanied by its moderator and other teacher-chaperones.  In every vehicle used for the trip, there must be an adult chaperone.


  1. Students who are not permitted by their parents to join their club’s off-campus activity on a club day will be required to join another club. The moderator will designate the club her members will join for the day.  She will endorse her members to the moderator of that club.
School Organizations / Clubs / Group Guidance Programs




(a) Globetrotters
(b) The Young Entrepreneurs Club



(a) Culture Shack



(a) Ignite
(b) Young Associates of the MIC (YAsMIC)



(a) Literati
(b) I-Speak
(c) Writer’s Bloc



(a) Pintura



(a) Teen Adjustment Program
(b) Resiliency Information for Student Empowerment (Grade 8)



(a) D’ Math



(a) Stay Fit
(b) ICA Taekwondo Jins



(a) Creative Avenue for Total and Authentic Learning for the Youth of Science and Technology (CATALYST)
(b) ICANs Concerned and Responsible for the Environment (I-Care)
(c) Astronomer’s Club



(a) Kitchen Chef (Gr. 10 only)
(b) Stitch & Sew Club (Gr. 9-10 only)



(a) Breaking the Silence (B.T.S.)
(b) Lenteatro
(c) Film It
(d) PhotoPedia
(e) Next Level






(a) Peer Facilitators



(a) Boltz



(a) ICA Diplomatic Services
(b) SC Production Crew



(a) Dramatics Guild
(b) Glee Club
(c) Hands in Harmony
(d) ICA Dance Troupe



(a) Badminton Team
(b) Basketball Team
(c) Gymnastics SHARP
(d) Swimming Team
(e) Table Tennis SHARP
(f) Volleyball SHARP
(g) Volleyball Varsity





Strand-Based Organizations

(a) Accountancy, Business and Management Community (ABMC)
(b) Borderless (IB)
(c) Ecogen (STEM)
(d) Real Talk (HUMSS)



(a) Debate
(b) ICA Model United Nations
(c) ICAlettes
(d) Social Action Student Staff (SASS)
(e) Yearbook
(f) Youth Christian Life Community (YCLC)


Student Council and Committees

(a) ICA Student Council
(b) Events Committee
(c) ICANS Committee
(d) Treasury Staff
(e) Fair – Events Stage Committee
(f) Fair – Sponsorship Committee
(g) Fair – Logistics Committee
(h) Fair – BOB Committee
(i) Fair – Kiddie Carnival
(j) Fair – Media & Marketing
(k) Fair – Variety Show Committee
(l) Fair – BALLOONS Committee

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