THE UNIVERSITY OF NORTHERN PHILIPPINES- LABORATORY SCHOOLS
University of Northern Philippines holds the distinction of being the oldest state university that can be found in northern Luzon. Having been established in 1906, UNP can take pride in being even older than the University of the Philippines, the country’s premier state university, by two years. In 1906, it first started as Vigan High School. Part of the school’s structure was turned into an intermediate-level school in 1910 with the name of Vigan Trade School. It offered high school education in 1927, producing graduates by 1931. It then changed its name to Ilocos Sur Trade School. It became known as the University of Northern Philippines in 1965 by virtue of Republic Act 4449. It recognized the author of this empowering legislation, Congressman Floro Crisologo, as its founder.
Objectives of the Laboratory Schools
A) Pre-school Program
1. Helps the learners understand themselves better and develop as individuals;
2. Guides the children to be responsible and proud of themselves and their family;
3. Helps the children understand how they can socialize with other learners, teachers, school personnel and other members of the school; and
4. Assists pupils understand various concepts, ideas, practices, situations and responsibilities that would make them useful members of the community.
B) Grade School Program
1. Develops mastery of the learners in the desired learning competencies in all the subjects: English, Filipino, Math, Science, Araling Panlipunan, Edukasyong Pantahanan at Pangkabuhayan, and Edukasyong Pagpapakatao;
2. Improves the learners’ competencies through multilingual, oral and written communications, namely: Mother Tongue, Filipino and English; and
3. Inculcates among pupils the values of honesty, courtesy, helpfulness, obedience, God-fearing, self-reliance, industry, cleanliness and orderliness for them to become useful and responsive members of the family, school and community.
C) High School Program
1. Enhances learners’ critical thinking, logical reasoning, creativity, appreciation of one’s culture, research skills, communication skills, responsibility, productivity, environment consciousness and with their perspective of the global village;
2. Develops specific skills and processes of the learners such as: in knowing and understanding, estimating, computing and solving, visualizing and modelling, representing and communicating, conjecturing, reasoning, probing, decision-making and applying and connecting;
3. Increases scientific literacy among learners towards application of scientific knowledge that will have social, health, and environment impact through learner-centered and inquiry based, emphasizing the use of evidence in constructing explanations in which concepts and skills life sciences, physics, chemistry, and earth sciences are presented with increasing in levels of complexity in every grade, paving the way for deeper understanding of key concepts;
4. Hones the learners’ capacity to make moral, ethical and responsible decisions and actions for the common good, with five macro skills: understanding, reflecting, consulting, decision-making and performing/acting;