The Homeschooling Program at St. Paul College Pasig, Inc. (SPCP) is designed to offer an alternative delivery mode that ensures equitable access to the quality Paulinian education and formation that our institution is renowned for. Our primary goal is to extend the benefits of a Paulinian education to students who, due to various challenges, cannot participate in regular onsite classes.

This program is specifically tailored to support students who face medical conditions, family situations, or other challenging circumstances that necessitate increased parental supervision and make regular school attendance difficult.

The curriculum of the Homeschooling Program aligns closely with the Enhanced K to 12 Basic Education Curriculum and the MATATAG Curriculum, ensuring that it adheres to the national education standards while incorporating the specific needs of our students. Furthermore, the delivery of the curriculum and instruction are guided by the Outcome-based Education Framework of the Sisters of St. Paul of Chartres Education Ministry, which emphasizes achieving educational outcomes through a learner.

The homeschooling program at SPCP aims to address the limitations of our onsite learning environment. By offering a homeschooling option, we can now include both boys and girls, as they will not need to attend classes physically on campus.

     Learners

The HEP Program adheres to DepEd Order 1, s. 2022 regarding the types of learners that could be accommodated in homeschooling. HEP caters to both girls and boys whose parents/guardians choose to have them educated at home for reasons including, but not limited to the following:

1. 1. learners at risk of dropping out;
   2. learners with special educational needs;
   3. learners who are incapable of reporting to school regularly because of a medical condition;
   4. learners who are in emergency situations, national emergency, or in conflict areas;
   5. learners who had unpleasant experiences that affect their health and well-being in a regular school;
   6. learners who dropout for personal reasons;

Kindergarten to Grade 10 learners may avail of the HEP program provided that:

1. 1. their parents / guardians will be able to actively engage in the teaching-learning process;
   2. the student could independently read and work on tasks on their own, and;
   3. the parents/guardians of the students will work closely with the school by attending all orientations and activities which will be required from them to ensure effective implementation of the program

     Learning Resources

Learning Resources Learning materials which will be used in the homeschooling program are all compliant and aligned with the K to 12 Enhanced Basic Education and the MATATAG Curricula. These include text-based materials such as textbooks and printed or digital copies of learning modules, as well as non-text-based materials such as tools, devices, applications (apps), equipment, and manipulatives as supplements to the teaching-learning process.

     Learning Environment

The HEP takes place primarily at home with the parents and guardians facilitating learning. It does not preclude the use of alternative learning environments as long as they are appropriate for the learner, relevant to the topics, and conducive to the teaching-leaning process. Male students can only enroll in this particular track.

Homebased HEP may have other curricular, co-curricular, and extra-curricular activities organized by the school for their group, subject to appropriate guidance from the school.

     Learning Plan

The school shall require parents/guardians to prepare the learning plan for their children. The HEP Coordinator may provide technical assistance when needed and possible. The plan may be a weekly, monthly, or quarterly plan and shall contain the following (as prescribed in DepEd Order 1,. s 2022):

1. 1. Learning Area
   2. Learning Competencies
   3. Learning Tasks

     Assessment

Assessment in the HEP Program shall follow the outcome-based assessment system of the school. A copy of the school's policy paper is uploaded in the school's official website entitled Outcome-based Assessment of Learning published in 2023.

Formative assessments shall be administered primarily by the parents/guardians. Moreover, learners under the HEP Program shall accomplish their written-works and performance-based tasks under the supervision of parents/guardians.

The portfolio, e-portfolio, paper and pencil tests, and other assessment strategies shall be reviewed by the HEP Coordinator, HEP Teacher-Companion, and/or Subject Area Teachers to ensure that these assessments reflect quantitative and qualitative information about the HEP learner's progress in relation to the learning outcomes.

Summative assessments are to be taken in school. In the context of an emergency or in cases when the learner are located in faraway provinces or abroad, summative assessments may be done online or in the respective homes of the learners subject to the approval of the HEP Coordinator.

HEP Learners shall be required to submit a portfolio/e-portfolio of their accomplishments during the quarter. The portfolio demonstrates educational progress and mastery of learning competencies, which will be credited as part of the learning assessment process. The portfolio is ideally present during a student-led conference where parents and teachers listen to the learning journey of the student.