SY 10-11

A N N U A L R E POR T

XAVIER SCHOOL / XSETF

T he INTERNATIONALIZ ATION o f t he X AVIER EDUC ATION

In an increasingly interconnected world, the Xaverian strives to be a man with others. Driven by a faith that does justice, he responds with compassion to people in need in order to build a just society.

Message from t he P R E S I D E N T

In an age of rapid change, Xavier School has introduced m a n y i nn o v a t i o n s n ot o n ly to r e m a i n r e l e v a n t a s a n ed u c a t i o n a l i n s t i t u t i o n b u t m o r e i m po r t a n t ly, to be responsive to our students needs. L a s t s c h oo l y e a r, we ope n ed t h e I n te r n a t i o n a l Baccalaureate Diploma Program to our High 3 students. Through this program, we provide an opportunity for selected students to pursue an alternative pre-university program recognized worldwide. At the same time, we pursue new methods of teaching and assessment that c a n o n ly e nh a n ce t h e ed u c a t i o n o f a ll o u r s t u de n t s. The Xavier China Experience (XCE) sent a record number of students last year. The success of this program prompted u s to m ak e t his u ni q u e e x pe ri e nce m and ato ry f o r all Xaverians. We now have three XCE programs in place: Guangzhou for Grade 7, Kunming for High 2 (from 2011), and Beijing for High 4. Starting with the Grade 7 class of SY 2011-2012, the XCE now becomes a prerequ isite f o r g r ad u at i o n. A n ew de v e l op m e n t I a m v e ry e x c i ted a bo u t is o u r partnership with the Tony Blair Foundations Face to Faith p r og r a m . T h is p r og r a m , a s e ri e s o f d i a l og u e a m o n g students from different cultures on moral and religious topics, allows our boys to reach out beyond the confines of the classroom to learn from their peers arou nd the world. Ou r efforts to make the Xavier edu cation at par with i n te r n a t i o n a l s t a n d a r d s s t a r ted m a n y y e a rs a go . W e a dopted t h e Si n g a po r e M et h od i n M a t h a n d Science in 2008, the use of the Hanyu Shuiping Kaoshi (HSK) or the Beijing language proficiency exam (2007), and t he iPSLE (2 00 7) as be nc hm arki ng too ls, am o ng many other improvements. I n t h e co m i n g y e a rs, we w ill co n t i n u e to s ee k n ew de v e l op m e n t s a n d e n g a ge i n ed u c a t i o n a l e x pe ri m e n t a t i o n to fi n d e v e n bette r w a ys o f o ff e ri n g o u r s t u de n t s a t r u ly g l ob a l ed u c a t i o n . Luceat Lux! Fr. Johnny C. Go, SJ President

Xavier School: an IB World School

In 2010, Xavier School received authorization from the International Baccalaureate Organization (IBO) to offer the IB Diploma Program (IBDP), becoming the only local school offering the IBDP. As an authorized IB World School, the Xavier education has been enriched with the inclusion of Creativity Action Service (CAS), Theory of Knowledge (TOK), and the Extended Essay (EE) in the high school cu rricu la. In addition, a strong focus is placed on the total formation o f t he X a v e ri a n a s a g l ob a l l e a r ne r, w i t h a s t r o ng appreciation for cultural diversity and interdependence between and among cultures. The IBDP in Xavier School began in June 2010 with an initial batch of 45 students. A third of them received academic honors at the end of the first year. Su ch recognition demonstrates truly excellent performance despite the rigor of the program and the challenge of adapting to a different set of topics, pedagogy, and assessment tools. THE XAVIER IB CURRICULUM While adhering to the two-year IB curriculum covering t h e six b a si c a c a de m i c a r e a s, X a vi e r S c h oo l h a s modified the course to align with its core philosophy: Given its mission among Chinese Filipinos, Xavier requires every student to be competent in three languages; namely, English, Mandarin, and Filipino. As a Jesuit Catholic school, Xavier offers Christian Life Education (CLE) to all students. The course is enhanced by videoconferencing dialogue with other students around the world through the Face to Faith Program.
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academic area, subject-specific research or portfolio work, and formal exams every semester. Students who successfully complete all requirements of the program are awarded the IB Diploma. Students who attain sufficiently high scores in the IB exams may earn college credits for those subjects or even scholarships, at the discretion of the universities to which they apply. THE METHODOLOGY The IB classroom is a hub for engaged learners. The IB students are encouraged to participate actively in the discussion and appreciation of knowledge issues and p r oce ss e s. H e n ce , t h e l e a r n i n g is a ct ivi t y- b a s ed , collaborative, and empowering. The IB approach is student-centered inquiry-based instruction, writing, and research. Through technology, s t u de n t s c a n r e a d ily a cce ss a n d p r oce ss r e l e v a n t information, and do critical analysis on a wide range of topics, on their own, and literally on the spot. Students are equipped with a dedicated laptop (Macbook) for this purpose. The IB students are encouraged to be independent l e a r n e rs a n d to co n t ri b u te i n i de n t ifyi n g a n d de si g n i n g s pec ifi c a r e a s to i n v e s t i g a te . T h e y a r e c h a ll e n ged to m a n a ge t h e ir s t u d i e s. T o m a xi m iz e t h e s t u de n t s l e a r n i n g e x pe ri e n ce , t h e IB c l a ss is li m i ted to a m axi m u m of 25 stu dent s. BEIJING EXPERIENCE The IB program teaches you ng people to be critical thinkers and lifelong learners, able to connect their experiences in the classroom to real world situations.

Culminating assessments for the program include a TOK e ss ay and p r e s e nt at i o n, an e x te nded e ss ay i n any

L a s t s u mm e r, 4 1 IB s t u de n t s s pe n t fiv e wee ks i n B e iji n g . T h e ir s c h ed u l e i n c l u ded M a n d a ri n c l a ss e s every morning and in the afternoon, lessons in Math, English, Science, and SAT review class. Trips to various p l a ce s lik e m u s e u m s, B e iji n g U n iv e rsi t y, Gr e a t W a ll, Xi a n , a n d m a n y ot h e r i m po r t a n t c u l t u r a l si te s we r e among the off-campus activities. IB TEACHERS A t p r e s e n t , a co m p l e m e n t o f 2 0 IB- t r a i n ed te a c h e rs ar e i nv o lv ed i n t he p r og r am . T he IBO r eq u ir e s e v e ry IB te a c h e r to u n de r go a s e ri e s o f e x te n siv e a n d s pec i a liz ed t r a i n i n g . I n a dd i t i o n , e a c h te a c h e r is expected to maximize learning through the IB Online C u rri c u l u m C e n te r (OCC). T h r o u g h t h e OCC, t h e IB te ac he r has acce ss to t he p r o f e ssi o nal o nli ne f o r u m and a global network of IB practitioners. A m u l t i d is c i p li n a ry a pp r o a c h is e n co u r a ged , w h e r e te ac he rs co ll abo r ate w i t h pee rs fr o m ot he r s u b j ect s, s pec i a lis t s fr o m ot h e r dep a r t m e n t s, a n d o u t si de professionals who share their experience and expertise. This provides a holistic and real-world dimension to the co n cept s a n d t h eo ri e s l e a r n ed i n t h e c l a ssr oo m .

RESOURCES The school has invested substantially in the purchase o f c u rr e n t p u b li c a t i o n s r e s u l t i n g i n t h e LRCs ri c h co ll ect i o n o f boo ks a n d ot h e r p ri n ted m a te ri a l f o r IB su bjects, giving both stu dents and teachers a rich resource to conduct their research in our own learning center. I n a dd i t i o n , X a vi e r S c h oo l h a s m a de a rr a n ge m e n t s for students to conduct their research in other libraries of universities like DLSU, UP, and UST. Online Programs And E-resources T u r n i t i n - a n o n li n e p r og r a m t h a t e n s u r e s co n te n t originality, proper citation, and intellectu al property protection. G o C h i n e s e Pr og r a m - a n o n li n e p r og r a m t h a t h e l p s students learn Mandarin. EBSCOhost - a premium research database service that provides access to magazines, ebooks, case studies, and articles. Ejournals - peer-reviewed journals in various disciplines.

Looking Ahead
The fu tu re direction for Xavier Schools IBDP includes four possible movements:
(1) Expanding IB Course Offerings In the coming years, the school plans to expand the IBDP course offerings. The Visual Arts class will be introduced in SY 2011-2012. Among the possible additional courses are Biology (Group 2) Psychology (Group 4) and Music Arts (Group 6). (2) Improving Access to XS IBDP The first IB cohort was intentionally limited, given the number of trained teachers. With a greater number of the HS faculty having completed their official IB training, the plan is to expand the program to more students. For SY 2011-2012, 74 third year students were accepted to the program. The rapid growth is likely to be duplicated fo r t he su cceed i ng sc hoo l ye ar. As o f Au gu s t 2 0 11, 126 High 2 students are seeking admission to the IBDP for SY 2012-2013. In the future, the goal is to accommodate into the program as many students as are interested. (3) Cascading the IB Way of Learning The school wants to share the IB practices and programs with the rest of the HS community, and this can only be possible if more XS teachers will be trained and exposed to the IB system. The school plans to set aside time to give IB teachers the opportunity to cascade these practices to the rest of the faculty.

4) MYP and PYP Currently, studies are being done to explore offering two more IB programs in Xavier School. These are the Primary Years Program (PYP) and the Middle Years Program (MYP). This will likely be implemented in tandem with the shift to DepEds directive to follow a K+12 basic education program. The PYP (for students aged 3 to 12) focuses on the development of the whole child as an inquirer who can constru ct meaning principally throu gh inqu irybased learning. The MYP (for students aged 11- 16) is designed to help students find a sense of belonging i n t he e v e r- c ha ng i ng a nd i nc r e a si ng ly i nte rr e l a ted world and to foster a positive attitude to learning.

Respect for Cultural Diversity

By Mr. Brian Maraa, IPO Coordinator

The International Programs Office (IPO), established in 2008, aims to help our students acquire the skills necessary to live in a world rapidly transformed by globalization. The office has the mission of developing p r og r a m s t ha t i nc r e a s e e x po s u r e to diverse peoples and cultures to prepare them for life in the multicultural societies of the 21st century.

THE XAVIER CHINA EXPERIENCE (XCE) The oldest and most established of these endeavors is the Xavier China Experience (XCE). Already connected to China through our unique history and identity as a Chinese-Filipino s c h oo l, X a vi e r a i m s to e nh a n ce a n d deepe n s t u de n t understanding of China through the XCE. First introduced in 2004, the XCE sends selected Grade 7 stu dents to live in China for six weeks to stu dy Chinese language and culture. During this time, students spend two h o u rs i n C h i n e s e c l a ss e v e ry d a y, t a k e c u l t u r e c l a ss e s condu cted in Mandarin, and go on weekly field trips to cultural sites. S t u de nt s ar e als o r eq u ir ed to s t u d y t he u s u al s u b j ect s, following a special academic program designed to capitalize on their daily experiences in China. For example, students interview Chinese residents for their social studies class, i n v e s t i g a te t h e e ff ect iv e n e ss o f C h i n e s e p r od u ct s f o r science projects, and reflect on their experiences in CLE. The real power of the XCE, however, lies not in its academic design but in its formative impact. As it is the first time for m any o f o u r s t u de nt s to be aw ay fr o m ho m e , t he y ar e compelled to become more independent. As a result, many students cite the XCE as their most meaningful experience in school. Xavier has responded by expanding participation in the program. The Grade 7 XCE, now held in Guangzhou accommodates 130 students who participate every year.

according to interdisciplinary themes. Real-world experiences and assessments are given, such as visits to museums that promote sustainable development, research and discussions with Filipino and Chinese businessmen, presentations at the Philippine embassy, and interviews with local residents. T h e Hi g h 4 s t u de n t s fi n d t h e f o r m a t iv e e x pe ri e n ce s to be most memorable. Participants treasure their weekly e x p l o r at i o n, a d ay i n w hi c h s t u de nt s e x p l o r e B e iji ng on their own terms. Working in small groups and guided by a teacher, they choose where to go, what to do for the day, and how to navigate the city using only public buses and subways. Invariably, students lose their way. They take t h e w r o n g t u r n , get o n t h e w r o n g b u s, a n d c a n t a k e hours finding their way back. Students cite these moments -- de a li n g w i t h u n s c ri pted , r e a l-lif e p r ob l e m s-- a s t h e m o s t si g n ifi c a n t ed u c a t i o n a l e x pe ri e n ce s o f t h e t ri p . Participation in XCE: Beijing has risen from 40 participants in 2008 to 65 in SY 2010-2011, plus an extra batch of 41 H3 IB students during the summer.

XCE: BEIJING FOR HIGH SCHOOL For students who did not have a chance to join XCE in Grade 7, the XCE:Beijing was initiated in 2008, this time for High 4 students. In addition to the intensive language study and c u l t u r a l e x po s u r e , a c a de m i c co u rs e s a r e de si g n ed

2011: XCE YUNNAN C o n fi de n t w i t h t h e s u cce ss o f t h e s e p r og r a m s, t h e administration began considering mandatory participation in XCE; students would have to attend one of the XCEs in order to graduate. The problem, however, was capacity. While the two XCE programs can accommodate up to 230 s t u de nt s, s o m e b atc he s hav e as m any as 3 00 s t u de nt s. Furthermore, it is difficult for our IB students to leave their studies during the academic year. The solution was to add one more XCE. Xaviers third XCE, the XCE: Yunnan, will be launched this year for H2 students. Set in southwest China, Yunnan province has one of the most ecologically diverse landscapes on earth. Snow-covered mountains at the base of the Tibetan plateau lie to the north, while tropical jungles thrive in the south. Such diversity has resulted in cultural diversity as well. Yunnan is home to more than 20 of Chinas 56 recognized ethnic minorities. It has become a popular tourist destination,

with its capital, Kunming, recognized as one of the most beau tifu l and developed cities in the sou thwest region. Like the other two XCE programs, the H2 XCE: Yunnan includes an intensive language program. This XCE will also have a specialized curriculum, featuring courses like Ethnic Minorities in China, Chinese Religions, Ethnobotany, and Travel Writing. To supplement their coursework, students will visit historical and cultural sites around Kunming. Unique to the program are two excursions, each 4-5 days in duration. The first will bring the students to Lijiang, a northern town at the foot of Snow Mountain and home to Tibetans and the Naxi hunternomads; the second trip will be to Xishuangbanna, where students will see Theravada Buddhist temples and wander through the Wild Elephant Reserve. NEW REQUIREMENT FOR GRADUATION XCE: Yunnan will accommodate 84 students for SY 2011-2012. This will bring the total number of students traveling to China to 279, with room to spare. For the first time, Xavier finally has the capacity for every student in a batch to have joined an XCE at least once. T he Gr ade 7 s t u de nt s o f SY 2 0 11-2 0 12, and all s t u de nt s thereafter, are now required to attend one of the XCEs as a prerequisite for graduation. For these batches of students, X a vi e r w ill s u b si d iz e $2 00 f o r e a c h s t u de nt j o i ni ng t he program, provided that the student has not joined an XCE be f o r e . F u r t h e r m o r e , a s h a s a l w a ys bee n t h e p r a ct i ce , s t u de n t s a tte n d i n g X a vi e r o n s c h o l a rs h i p m a y r eq u e s t financial assistance for XCE. If a ll goe s a cco r d i n g to p l a n , w i t h i n fiv e y e a rs, e v e ry Xavier graduate shall have spent six weeks in China, making t h e XCE o n e o f t h e h a ll m a rks o f a X a vi e r ed u c a t i o n .

FULL CIRCLE Long ago, St. Francis Xavier dreamed of going to China. He got as far as a Shangchuan Island, just off the coast of Guangzhou, but he never made it to the mainland. Fellow Jesuit missionaries such as Mateo Ricci eventually made their mark in Chinese society, only to be expelled from the Middle Kingdom twice, most recently in the 1950s. As we know, some of these Jesuits continued their mission to serve t h e C h i n e s e co mm u n i t y b y e s t a b lis h i n g X a vi e r S c h oo l. It is therefore only fitting that we continue in the tradition of these great pioneers. The story of Xavier School comes full circle when our Grade 7 students visit St. Francis Xaviers burial place on Shangchuan Island, when our High 4 students pray before Mateo Riccis grave in Beijing, and when any of our students interact with people around the world in a spirit of openness and hospitality. I n t his li g ht , o u r e ff o r t s at i nte r nat i o naliz at i o n ar e not j u s t i nno v at i o ns p r ep ari ng o u r s t u de nt s f o r t he f u t u r e ; they are deeply rooted traditions that bring us back to the richness of our past.

Global Best Practice: Singapore Math

By Ms. Rosie Moscoso

Singapore Math was introduced in Xavier School in 2008 to enhance the students problem solving skills, encourage a more positive disposition towards math, and increase student capacity to visualize, analyze, and communicate mathematics. The conceptual framework of Singapore Math is centered on harnessing the students problem solving skills by developing five interrelated components: concepts, skills, processes, attitudes, and metacognition. The method highlights reasoning, communications and connections w h e r e s t u de n t s a r e t a u g h t to co mm u n i c a te m a t h effectively, search for patterns in math, and connect their learning to real world situations. In the high school unit, the math department considered the expectations of the local universities with regard to math competencies and skills. To ensure that the Xaverian is not disadvantaged in college, the HS math department selected the New Syllabus Math (NSM) as the main textbook because it closely approximates the regular math program of Xavier School. Once the curriculum issue was resolved, the HS math department decided to adopt the concretepictorial-abstract approach to learning math as well as some of the best practices of the Singapore Math Model. The consultant of the NSM textbooks, Dr. Yeap Ban Har, conducted several workshops for math teachers who also attended other training programs, including at least two summer training at the Ateneo de Manila. To solicit full support from our Xavier parents, the math teachers then conducted introductory workshops for parents. These proved even more beneficial to the math teachers, who

became more confident in communicating and teaching math using the Singapore approach. There has been no scientific study yet regarding the effect of Singapore Math on student learning in Xavier. However, a closer look at the PSAT results for the past three years reveals some positive signs.

INITIAL IMPACT OF SINGAPORE MATH

100% 95% 90% 89% 88% 93% 92%

80%

70%

68%

60% 2008 -2009 2009 -2010 2010 -2011 H2 H3

It must be noted that the Singapore Approach to Learning Math was introduced to all H1 classes during SY 2008 - 2009. These students took the PSAT during SY 2009 - 2010* when they were in H2, and again in SY 2010 - 2011 in H3. The second batch of students who were introduced to the Singapore approach took the H2 PSAT in SY 2010 - 2011.**

T he H2 d at a i nd i c ate s a m ark ed i m p r o v e m e nt i n t he performance of students who studied Singapore Math as compared to those who didnt (2008-2009). 95% of the batch earned scores higher than the international mean in 2009; similarly, 93% of the batch in 2010 exceeded the international mean. This is supported by the H3 results where 92% of the batch scored higher than the international mean, an improvement over previous years. While the data is yet too limited to indicate a trend and strong link to Singapore Math, the initial findings suggest that most Xaverians have gained a better and deeper understanding of basic Math concepts. This is supported by the data indicating fewer failures in Math over the last two years, even as the assessments have become more challenging and creative. The Xavier Math program has long been a banner program of Xavier School. Students consistently medalling in local and international competitions, and strong performance in the PSAT as well as local benchmarking tools indicate that the school enjoys a leading position in this subject area. Through the Singapore Math method and curriculum, we hope to preserve that status for many more years to come.

T h e Gr a de 7 s t u de n t s h a v e bee n t a ki n g t h e International Primary School Leaving Examination (iPSLE) since 2007 as an international benchmarking exercise in academic standards. The iPSLE is also an a cc u r a te e v a l u a t i o n m e a s u r e to a ss e ss h ow effectively we implement the Singaporean methods in teaching math and science. The Singapore Examinations and Assessment Board (SEAB) conducted an audit of Xavier School as a Testing Center last August 1-8, 2011. SEAB Auditors Mr. Jayachandran and Mr. Joshua Ang checked the schools compliance with SEAB standards as regards facilities, personnel requirements, and procedures. The 2011 Centre Audit Report for Xavier School sent last August 25, 2011 stated that we complied with and satisfactorily met the requirements set by the SEAB.

Face to Faith: A Dialogue Between Cultures

Last March 28, 2011, Fr. Johnny Go, SJ attended the Face to Faith Coordinators meeting in Dubai in preparation for the launch of the program in the Philippines. Began in 2008 by the Tony Blair Faith F o u n d a t i o n , t h e p r og r a m s ee ks to p r o m ote u n de rs t a n d i n g a n d a pp r ec i a t i o n o f r e li g i o n s through dialogue between faiths. Xavier School was tapped to be the lead school in the Philippines. In this interview, Fr. Go explains why this program is relevant to religious education and its other benefits for Xavier School students facing the challenges of the 21st century. Describe the Face to Faith program in more detail. Face to Faith is a program designed for 12 to 17 year o l d s t u de nt s to l e ar n not o nly abo u t d iff e r e nt reli gi o ns, b u t also abo u t r espect and d i alogu e. It comes with a flexible curriculum that any school can adopt and can be incorporated not only into Religious Education classes, but also in any of the Humanities subjects like English, Filipino, and Social Studies. But the best part about the program is that students learn not so much from the usual experts, or from teachers or textbooks, but from their peers.

Throu gh video conferences moderated by trained facilitators, stu dents can encou nter stu dents from places like India, Australia, the UK, and Lebanon and talk a bo u t t h e ir f a i t h . Iv e n e v e r co m e a c r o ss a n y program like it, and Im really excited that we are finally launching it here. How did Xavier School get involved in this? We were just Googling for some ideas for the Christian Life Education curriculum we were designing for our International Baccalaureate students in third year and fourth year high school, and we found the site of the Tony Blair Faith Foundation (TBFF). We sent out an email and promptly got a very positive response. Before we knew it, TBFF sent Ian Jamison from the UK and Simmi Kher from India last September 2010 to meet with educators and school administrators from all over the country. This led the foundation to organize the first teacher training workshop just last June here in Xavier School. Who are participating in this program? As of the last count, there are 16 countries aside from the Philippines (were the newcomer): Australia, Canada, Egypt, India, Indonesia, Israel, Jordan, Lebanon, Pakistan, the Palestinian Territories, Italy, Mexico, Singapore, UAE, the UK, and the USA. How is Xavier School integrating this in its curriculum and instruction? Were offering it initially to our IB Diploma Program students for their Christian Life Education classes. But were also considering offering it to our 7th graders during the third quarter for what we call the Flexible Curriculum.

What do you foresee will be the challenges in implementing this in Xavier School? I think the most important hurdles will be the biases and stereotypes that our students, as well as we ourselves, might be harboring unconsciously. To engage in true dialogue requires an openness that may lead to a questioning of our own preconceptions. We should be willing to demolish our long-held stereotypes. It sounds easier said than done, of course. Dialogue, after all, is much trickier in real life!

How is this program relevant for Filipino students of today and education in general? Tony Blair believes that many of the problems in the world are caused by religious misunderstanding and intolerance. T h e s e a r e t h e v e ry e n e m i e s o f i n te rf a i t h d i a l og u e . There is another enemy of interfaith dialogue: Religious indifference or relativism. One of the most important insights I gained in the Dubai conference is that tolerance and openmindedness are actually compatible with a commitment to a particular faith or tradition. I can engage in respectful dialogue with people of other faiths, and in the process or even as a result of the experience, grow in appreciation of and commitment to my own faith. Thats one of my hopes for our students who will be undergoing Face to Faith.

How do you hope this program can benefit the country in general? As you know, we have our own troubles here. Theres so much discrimination and prejudice against our Muslim brothers and sisters on our part--and I imagine, vice-versa. If our young people today, our future leaders, will learn

how to be open and respectful towards those whose culture or religion is different from theirs, if they can engage in authentic dialogue with them, and best of all, if they can actually become friends with them, I think we will h a v e do n e a g r e a t s e rvi ce tow a r d s s t r e n gt h e n i n g peace in our own country.

For more information on the program go to to n y b l a ir f a i t h f o u n d a t i o n . o r g

HSK: International Benchmark

The Hanyu Shuiping Kaoshi (HSK) is Chinas national standardized test designed to evaluate the Chinese proficiency of non-native speakers, including foreign students and overseas Chinese. This exam is used to benchmark ones level vis--vis everyone else studying Chinese all over the world. It is composed of three parts, namely: Listening, Reading Comprehension and Grammar. Data from the HSK exam is used by Xavier School to provide a basis for the co nt i nu i ng e nhance m e nt s to t he reformed Chinese curriculum. It is also a good opportunity to monitor the students Chinese proficiency and compare their performance to other students studying Chinese as a second language. On October 20, 2007, the High 1 and High 4 students took the first HSK Basic exam. At that time, the HSK was divided into three categories: Basic, Elementary to Intermediate, and Advanced level. The initial result showed that while only 31% of H1 students passed at least the basic level (Grade C), this rate had more than doubled at 73% passing rate for H4 students. In 2010, to adjust to the growing number of students studying Chinese globally, the New Chinese Proficiency Test (New HSK) was launched. There are six levels in the New HSK. The school is t a r get i ng l e v e ls 2, 3, and 4 as benchmark levels for Xavier students, defined in the following descriptors: Grade School Level 2- can commu nicate simply and directly on daily topics they are familiar with, reaching the advanced stage of beginner level. High School (Regular) Level 3 - can complete basic communication tasks in daily life, study and work. If traveling in China, Level 3 can handle most communication tasks they encounter. High School (Advanced) Level 4 - can discuss a relatively wide range of topics in Chinese and are able to communicate with native speakers.

Level of Exam Taken Examinees % of Passers

Level 2 Grade 7 91.7%

Level 3 H4 Regular 88.4%

Level 4 H4 Advanced 70.6%

The results from the new HSK show that the great majority of our students are attaining their benchmark levels for Grade 7 (level 2) and for H4 (levels 3 and 4).

The XSETF Report

Guardians of the Trust
XS Board 10-11
(Chairman) Rev. Ismael Zuloaga, SJ (President) Rev. Johnny c. Go, SJ Fr. Jose Cecilio J. Magadia, SJ Fr. Arturo M. Borja, SJ Fr. Guy Peter V. Guibelondo, SJ Fr. Ernesto O. Javier, SJ Fr. Nemesio S. Que, SJ Fr. Manuel A. Uy, Jr., SJ Mr. Rodolfo P. Ang Mr. Carlos G. Chung Mr. Johnip G. Cua Mr. Miguel A. Tan Mr. Gregorio T. Yu Amb. Francis Chua

Message from t he CHAIRMAN

I a m p l e a s ed to r epo r t t h a t o u r co mm u ni t y has r ais ed t he f u n d s n ece ss a ry to co m p l ete t h e firs t p h a s e o f c a m p u s development for Xavier School N u v a li. W e t h a n k o u r fri e n d s a n d be n e f a cto rs, e s pec i a lly the Henry Sy, Sr. family, Richard L. Lee, and Ramon Ang, w h o s e ge n e r o si t y w ill a ll ow u s to open t he new schoo l b y Ju ne 20 12! N ow we f oc u s o u r e ff o r t s o nce ag ai n o n o u r m issi o n to make the Xavier education accessible to those who c annot aff o r d o u r t u i t i o n. W e i nvi te o u r p ar e nt s and a l u m n i to h e l p u s s e a r c h f o r m o r e s c h o l a rs f o r Greenhills, and especially for the XS Nuvali community, w h e r e o n e i n f o u r s t u de n t s is t a r geted f o r fi n a n c i a l assistance. Not only do we reach out to more students i n n eed ; b u t we s h a ll be t r a n sf o r m i n g o u r s c h oo l to be a more caring and socially relevant community. W e h a v e s t a r ted r ece ivi n g do n a t i o n s b u t w ill n eed help in building up the trust fund for Nuvali. Our work cont i nu es. God b l ess! Y o u r fri end ,

XSETF Board 10-11

(Chairman) Rev. Ismael Zuloaga, SJ (President) Rev. Johnny c. Go, SJ Mr. Joselito Campos, Jr. Amb. Francis Chua Mr. Carlos Chung Mr. Lawrence Cobankiat Mr. Johnip Cua Mr. Emerson Go Mr. Hans Sy Mr. Miguel A. Tan Mr. Frederisk Tiu Mr. Arnold E. Velasco Mr. Gregorio T. Yu

Fr. Ismael Zuloaga, SJ

XSETF Repo rt High li gh ts

200

Fund Ba l ance ( Pesos Million)

150

154 116

167

181

189

191

100

88 58

50

0
03-04 04-05 05-06 06-07 07-08 08-09 09-10 10-11

Ou r XSETF f u nd b al ance cl o sed t he y e ar b y hi tt i ng a n ew h i g h o f P191M fr o m P189M t h e y e a r be f o r e . Si n ce X a vi e r S c h oo l ' s f u n d r a isi n g e ff o r t s t h e p a s t co u p l e o f y e a rs ce nte r ed o n do na t i o ns f o r t he new b u il d i n g s o f X a vi e r S c h oo l N u v a li, do n a t i o n s to t h e XSETF dec r eased to only P6.4M fo r t he l atest peri od .

F u r t h e r m o r e , g iv e n t h e co n t i n u o u s d r op i n m a rk et r a te s, i n te r e s t/d ivi de n d i n co m e c a m e i n a t P12.5M, slightly below last year's P13M. Nevertheless, the fund was still able to finance close to P18M of scholarship e x pe n s e s, be n e fi t i n g 2 4 1 de s e rvi n g g r a n tee s o r approximately 6% of the population of Xavier School Gr eenhills.

50

44.1
7.6

R evenues ( Pesos Milli on )

40

33.2
8.7

30

25.3
12.2 36.5 24.5

26.6
13.0

20

18.9
12.5

10

13.1

13.6 6.4

06-07

07-08

08-09

09-10

10-11

Interest/ Dividend

Donations

20

Schol a rsh ip E xpense ( Pesos Million)

16.6
15

17.9

13.4
10

14.7

15

Mariano John Tan (XS'79) presented the XSETF with its first major donation to jump-start the fundraising to support a 25% Grant-in-Aid student population in Xavier School Nuvali. The donation is being made in honor of his beloved mother, Dolores. Aside from sending all their sons to Xavier, Dolores and her husband Mariano Tan, Sr. have been long-time avid supporters of Xavier School and the XSETF.
06-07 07-08 08-09 09-10 10-11

N ow t h a t t h e b u lk o f t h e f u n d r a isi n g f o r t h e firs t p h a s e o f de v e l op m e n t o f t h e N u v a li c a m p u s h a s been achieved, renewed focus will be given to raising new money for XSETF-Nuvali. The fund will specifically s u ppo r t t he s c hoo ls m issi o n to t ar get a 25% Gr ant -

i n -Ai d pop u l a t i o n o f o u r n ew s c h oo l i n t h e s o u t h . Ov e r t h e n e x t t h r ee y e a rs, a n a m b i t i o u s t a r get o f P200M has been set which will more than double the current XSETF Fund balance. We are looking forward to e v e ry o ne ' s ge ne r o u s a nd w ho l e he a r ted s u ppo r t .

XSETF: All for Xavier

On May 5, 1966, the Xavier School Educational and Tr u s t F u n d , I n c . (XSETF) w a s e s t a b lis h ed o n t h e p ri nc i p l e t hat no bo y w ho is ot he r w is e q u alifi ed s h o u l d be dep riv ed o f a X a vi e r ed u c a t i o n f o r fi n a n c i a l r e a s o n s a l o n e . O n be h a lf o f a ll t h e scholars, (past, present, and futu re,) Xavier School expresses its heartfelt gratitude to all our generous benefactors. As the school prepares for the opening of XS Nuvali in June 2012, the XSETF has begun the work of raising funds to finance the Grant-in-Aid students of the new school. There are now two tiers of donor categories. The first tier is the Order of the Three Knights, named after three great men who played key roles in the spread of Catholicism in China:St. Francis Xavier, SJ, Matteo Ricci, SJ and Xu Guangqi. The categories for the second tier of donors are based on the classification of Mandarin officials in Imperial China. The rank of civilian officials were symbolized by different types of birds, a practice dating back to the 14th Century (Ming Dynasty).

Order of Francis Xavier

For Donations of P30 Million and Above The donation can finance the full tuition, miscellaneous fees, books and supplies of fifteen (15) scholars from Nursery to High School. The donor will be acknowledged in the Donors' Monument in the Nuvali campus, the XSETF Donors' Board in Xavier Greenhills, t h e XSETF a nn u a l r epo r t a n d t h e a nn u a l graduation souvenir program.

Orde r o f Ma tteo Ri cc i
For Donations of P20 Million and Above The donation can finance the full tuition, miscellaneous fees, books and supplies of ten (10) scholars from Nursery to High School. The donor will be acknowledged in the Donors' Monument in the Nuvali campus, the XSETF Donors' Board in Xavier Greenhills, the XSETF annu al report and the annu al gradu ation souvenir program.

Orde r of Xu Guangq i
For Donations of P10 Million and Above The donation can finance the full tuition, miscellaneous fees, books and supplies of five (5) scholars from Nursery to High School. The donor will be acknowledged in the Donors' Monument in the Nuvali campus, the XSETF Donors' Board in Xavier Greenhills, the XSETF annu al report and the annu al gradu ation souvenir program.

Angelo King Foundation, Inc .

Chua Giok Hong & Chan Siok Yun

Order of the White Crane

Order of the Golden Pheasant

For Donations of P6 Million and Above

The donors name will appear in the XSETF Donors B o a r d a n d be a c k n ow l edged i n t h e a nn u a l graduation souvenir programme. A donation of P6 million can finance the full tuition, miscellaneous fees, books, supplies, transportation and meals of three (3) scholars from Nursery to High School.

For Donations of P2 Million and Above

The donors name will appear in the XSETF Donors B o a r d a n d be a c k n ow l edged i n t h e a nn u a l graduation souvenir programme. A donation of P2 million can finance the full tuition, miscellaneous fees, books and supplies of one (1) scholar from Nursery to High School.

Alumni Association of Xavier School 2001-2005 Ayala Land, Inc. Jose Yao Campos O.T. Kang Scholarship Foundation San Miguel Corporation Wilson Sy (Class 1970) Family of John Tiu Ka Cho, Sr. Nelia D. Wongchuking Greg and Zsa Zsa Yu Xavier '72 Dragons Foundation, Inc. Xavier School Batch 83 Foundation, Inc. Xavier School Parents' Auxiliary 2006-2007

Orde r o f t he Peacoc k
For Donations of P1 Million and Above
A donation of P1 million qualifies for the Order of the Peacock and can perpetually finance a half-scholarship for one school year from Nursery to High School.

Orde r o f t he E as t e r n E g re t
For Donations of P100,000 and Above

A donation of P100,000 qualifies for the Order of the Eastern Egret and can finance the full tuition and miscellaneous fees of one (1) scholar for one school year.

Ang Biao (Class 1967) Ben Chan Kok Bin Jefferson G. Cheng (Class 1981) Dolmar Real Estate Development Corporation The French Baker Emerson Go (Class 1965) Mr. & Mrs. Reynaldo Go William C. Go Wee Kong
(Class 1960)

Donations in memory of: Fr. Jean Desautels, SJ Fr. Cornelius Pineau, SJ Fr. Daniel Clifford, SJ Fr. Louis Papilla, SJ Fr. Jose Caycedo, SJ Fr. Rafael Cortina, SJ Francisco R. Marquez Mr. Antonio B. Yu X-Shop Home 2007-2012 XS80 Luceat Lux Fund Foundation, Inc. '84 Xavier Stallion Foundation, Inc. Xavier School Class of 1965 Xavier School Class of 1973 Xavier School Class of 1975 Xavier School Class of 1979 AAXS 2002 Homecoming Committee Classes '62,'67,'72,'77,'82,'87,'92,'97,'02 AAXS 2003 Homecoming Committee Classes '63,'68,'73,78,'83,'88,'93,'98,'03 AAXS 2004 Homecoming Committee Classes '64,'69,'74,'79,'84,'89,'94,'99,'04

Xavier School Class of 1966 Xavier School Class of 1978 Xavier School Class of 1982 Xavier School Class of 2002 Xavier School Class of 2003 Xavier School Class of 2006 Xavier School Class of 2007 Xavier School Class of 2009 Xavier Grade School Class of 2010 AAXS 2005 Homecoming Committee Classes '65,'70,'75,'80,'85, '90,'95,'00,'05 Xavier Grade School
Student Council 04-12

William T. Gatchalian Matthew Gue Estate of Go So Hui Eng Mr. & Mrs. Lua Benino de Ocampo Mr. & Mrs. Gregorio Z. Sycip

Lance Gokongwei (Class 1983) Koa Sun Len & Go Chu Ai La Suerte Cigar & Cigarette Factory Lamco Family Vicente T. Lim Alfonso & Mary Ng Family of Mr. Ralph Nubla, Sr. Willy Ocier (Class 1973) Vicente A. Perez, Sr. Procter & Gamble Family of Pablo Alcazar Tan Unioil Group Wongchuking Foundation Robert T. Yao & Lee Eng Yao Xavier School Class of 1981 Xavier School Class of 2008 Xavier Grade School Class of 2005

Symbiosis 2006 Symbiosis 2007 Symbiosis 2008 Charlie Tan (Class 1990) & Henry Tan (Class 1993) Clement Tiu Tan Elena P. Tan Foundation, Inc. Mariano John Tan, Jr.
(Class 1979)

Artemis Salt Corporation Beeline Foods Corporation Campos, Lanuza & Co. Michael Sy Chua Edward Christopher Dee Dona Salustiana Dee Foundation, Inc.

Salome Tan Foundation UBS AG United Laboratories, Inc. Wongchuking Holdings, Inc.

Indicates donations received from new donors or previou s benefactors who made fresh donations du ring the period SY 2010 - 2011.

X a vi e r S c h oo l / 6 4 X a vi e r S t r eet , Gr ee nh ills, S a n J u a n , M et r o M a n il a , P h ili pp i n e s, 15 0 2 + 63.2.723. 04 81 / www .xs. ed u . p h

Xav i e r Schoo l N uva li O pen i ng i n J une 2012 .

XAVIER SCHOOL / XSETF ANNUAL REPORT SY 10 -11 PRODUCED NOVEMBER 2011.