The Beacon School

Manila, Philippines
AOI-Based Student Learning Expectations
revised, school year 2009 2010
APPROACHES TO LEARNING
A. ORGANIZATION
A.1 Time Management
Using time effectively in class
keeping to deadlines
Level 1
With guidance, efficiently use the given time
to complete tasks.
With guidance, identify and use available
resources to complete tasks.
Level 1
With guidance, resolve conflicts, accept and
complete tasks, and participate in group
discussions.
Consider differing opinions from peers about
ideas.
Recognize differences and personal
limitations when working with others.
Level 1
With guidance, apply comprehension
strategies to extract meaning from various
sources.
Begin to identify, select, and use available
sources and media to acquire information
responsibly.

With guidance, communicate information and
ideas using prescribed format and media.
Use appropriate register and cite sources
properly.
Level 1
Begin to recognize own strengths and
weaknesses, and be open to criticism.
With guidance, be aware of learning
expectations; reflect on ones performance
and improve ones work.
Level 2
With minimal prompting, efficiently use the
given time to complete tasks.
With minimal guidance, identify, assess and
use available resources to complete tasks.
Level 2
With minimal guidance, resolve conflicts,
accept and complete tasks, and participate in
group discussions.
Objectively evaluate other peoples ideas to
arrive at a consensus.
Consider differences and personal limitations
when working with others and find ways to
achieve goals.
Level 2
With minimal guidance, apply comprehension
strategies to extract meaning fro various
sources.
With some guidance, assess and use available
sources and media to acquire information
responsibly.

Communicate information and ideas clearly
and coherently using prescribed format and
media. Use appropriate register and cite
sources properly.
Level 2

Recognize own strengths and weaknesses,
and begin to take action to improve oneself.
With guidance, seek and give constructive
criticism to peers.

With some guidance, identify learning
expectations; use appropriate means to reflect
on ones performance, and improve ones
work.
Level 3
Independently and efficiently use time to
complete tasks.
Independently identify, assess, and use
available resources to complete tasks.
Level 3
Resolve conflicts, accept and complete tasks,
and participate in group discussions.
Objectively evaluate and synthesize other
peoples ideas in order to arrive at novel
solutions.
Consider and accommodate differences and
personal limitations when working with others,
and find ways to achieve goals.
Level 3
Independently, apply a variety of
comprehension strategies to extract meaning
from various sources.
Assess and use available sources and media
to acquire information responsibly.
Consistently communicate information and
ideas clearly and coherently using appropriate
format, media and register. Cite sources
properly.

Level 3
Actively seek and give constructive criticism.
Consciously take action to improve oneself.
Identify learning expectations; find and apply
appropriate means to evaluate ones
performance, and improve work accordingly.
A.2 Self Management
Personal goal-setting
organization of learning materials
B. COLLABORATION
B.1 Working in Groups
Delegating and taking
responsibility adapting to roles
resolving group conflicts
demonstrating teamwork
B.2 Accepting Others
Analyzing others ideas
respecting others points of view
using ideas critically
B.3 Personal Challenges
Respecting cultural differences
negotiating goals and limitations
with peers and teachers.
C. COMMUNICATION
C.1 Literacy
Reading strategies using and
interpreting a range of content-
specific terminologies
C. 2 Being Informed
The use of a variety of media
C.3 Informing Others
Presentation skills using a variety
of media
D. REFLECTION
D. 1 Self Awareness
Seeking out constructive
criticism reflecting on areas of
perceived limitation
D.2 Self Evaluation
Keeping of learning journals and
portfolios reflecting at different
stages of the learning process
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The Beacon School
Manila, Philippines
AOI-Based Student Learning Expectations
revised, school year 2009 2010
E. INFORMATION LITERACY
E.1 Accessing Information
Researching from a variety of
sources using a range of
technologies identifying primary
and secondary sources
Level 1
Identify available sources of information.
Begin to take notes, summarize, and
paraphrase information.
Formulate relevant questions and determine
plausible answers to these.
Use primary and secondary sources to justify
these answers, and make connections.
Level 2
Identify and select appropriate sources of
information.
Independently and effectively summarize,
paraphrase, and take notes.
Formulate relevant questions and determine
plausible answers to these.
Construct a valid argument, and use primary
and secondary sources to support this.
With some guidance, cite sources using a
prescribed format.
Level 2
Level 3
Assess the validity of sources and select
appropriate sources of information.
Independently and effectively take notes,
summarize, and paraphrase.
Formulate relevant questions and determine
plausible answers to these.
Identify biases and weaknesses in arguments,
make connections, and challenge these using
a valid, well-supported argument.
Reference sources completely using a
prescribed format.
Level 3
E.2 Selecting and Organizing
Information
Identifying points of view, biases
and weaknesses using primary
and secondary sources making
connections between a variety of
resources
E.3 Referencing
The use of citing, footnotes, and
referencing of sources
respecting the concept of
intellectual property rights
Cite sources using a teacher-prescribed
format.
Level 1 F. TRANSFER
F.1 Making Connections
Using knowledge, understanding,
and skills across subjects to
create projects or solutions
applying skills and knowledge in
unfamiliar situations
F.2 Inquiring in Different
Contexts
Changing the context of an
inquiry to gain various
perspectives
With guidance, begin to identify possible
connections in themes, contexts, and skills
across subjects in familiar situations.
With guidance, make connections among
themes, contexts, and skills learned across the
curriculum, and apply these in unfamiliar
situations.
Actively make connections among themes,
contexts, and skills learned across the
curriculum, and apply these in creating novel
solutions in unfamiliar situations.
G. THINKING
G.1 Generating Ideas
The use of brainstorming
Level 1
With guidance, begin to generate and
organize ideas, and begin to filter for
relevance.
Use teacher-provided organizers to generate
ideas, plan projects, and create outlines.
With guidance, formulate questions that seek
to clarify and verify the validity of information
and arguments.
With guidance, apply basic knowledge and
concepts to arrive at logical conclusions.
Level 2
With guidance, generate and organize ideas to
filter for relevance.
Begin to choose their own approach in
generating and organizing ideas, planning
projects, and creating outlines.
Formulate questions that seek to clarify and
verify the validity of information and
arguments.
Apply basic knowledge and concepts to arrive
at logical conclusions.
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Level 3
Independently generate and organize ideas to
filter for relevance.
Independently, choose effective approaches in
generating ideas, planning projects, and
creating outlines
Initiate inquiry that seeks to clarify and verify
the validity of information and arguments.
Independently apply knowledge and concepts
through logical reasoning to support ones
argument.
G.2 Planning
Storyboarding and outlining a
plan
G.3 Inquiring
Including questions and
challenging information and
arguments developing guiding
questions using the inquiry
cycle
G.4 Applying Knowledge and
Concepts
Logical progression of arguments
The Beacon School
Manila, Philippines
AOI-Based Student Learning Expectations
revised, school year 2009 2010
THINKING (continued)
G.5 Identifying Problems
Deductive reasoning evaluating
solutions to problems
Level 1
With guidance, identify problems and
evaluate possible solutions.
Following a plan and with close teacher
supervision, use resources responsibly to
create a product or solution that addresses
the problem.
Level 2
With minimal guidance, identify problems and
evaluate possible solutions. Independently
identify and justify an effective solution to a
problem.
Following a plan, use resources responsibly in
order to create a product or solution that
addresses the problem. Adapt to challenges
and justify changes to the plan.
Level 3
Independently identify problems, evaluate
possible solutions, and identify and justify an
effective solution to a problem.
Following a plan, use resources responsibly in
order to create a product or solution that
addresses the problem. Adapt to challenges
and justify changes to the plan.
G.6 Creating Novel Solutions
The combination of critical and
creative strategies considering
a problem from multiple
perspectives.
!
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