Senior High School (2016)

As the newest department in the University, the Senior High School is housed in two of the newest buildings in the University, the Buenaventura Garcia Paredes, O.P. Building and the Blessed Pier Giorgio Frassati, O.P. Building. It is administered by experienced, competent and committed officials and faculty members who will ensure that it continues to perpetuate the quality Catholic Education that the University of Santo Tomas has been known for more than four centuries.

Academic Programs

The academic programs have common Core subjects that are aligned with the Department of Education’s curriculum guides, as well as contextualized subjects, or those that are common to all strands but are given a particular bend according to the nature of the strand. Each strand likewise has specialized subjects that prepare the students for the tertiary program they intend to pursue.
Science, Technology, Engineering, and Mathematics Strand

The Science, Technology, Engineering, and Mathematics Strand offers the needed academic grounding for those who intend to pursue tertiary programs that are geared toward the physical sciences, mathematics, engineering and technology. It has an immersion subject that provides a venue for the application of the knowledge gained in both the contextualized and specialized subjects.

Accountancy and Business Management Strand

The Accountancy and Business Management Strand provides adequate pre-university training for those who are inclined to pursue careers in entrepreneurship, banking, accountancy, finance and management in the corporate setting and in the tourism and hotel and restaurant industries. Like the other strands it is also composed of core, applied and specialized subjects. An important component of this strand is an off-campus practicum in relevant institutions.

General Academic Strand - Health-Allied

Learners who dream of embarking on a profession that addresses concerns on health and wellness should take the Health Allied Strand. This strand equips learners with core competencies as well as specialized skills in the life sciences, thereby providing adequate preparation for their eventual admission in such tertiary programs as Biochemistry, Medical Technology, Nursing, Nutrition and Dietetics, Pharmacy, Physical and Occupational Therapy, and Speech Pathology. The strand also has an in-campus and off-campus practicum aimed at the practical application of the knowledge and skills gained in the core, applied and specialized subjects.

Humanities and Social Sciences Strand

The Humanities and Social Sciences Strand is designed to equip the learners with the knowledge and skills required for those who wish to pursue academic degrees in the Liberal Arts (Philosophy, Literature, Communication Arts, Journalism), Education and Social Science (Sociology, History, Behavioral Science, Psychology and Asian Studies). It has three main components, a core curriculum that includes subjects common to all the strands, a set of applied subjects, the contents of which are the same in all strands but are aimed at developing a different set of competencies and specialized subjects. These specialized subjects differ in both content and competencies from the core and applied subjects.

Music, Arts, and Design Strand

The Music and Arts Strand prepares the learners for a tertiary education geared towards the performing arts, media and visual arts and industrial arts. It includes specialization subjects that provide the learners the needed competencies in music, theater, and creative arts. Students who wish to pursue a career in Interior Design, Industrial Design, Advertising Arts, Painting and Music should enroll in this strand. A final requisite of the strand is the mounting of Exhibit for Arts Production or Performing Arts Production.

Physical Education and Sports Track

Learners intent on pursuing a career in sports and wellness should take the Physical Education and Sports Strand. This strand provides adequate pre-university preparation for those who like to specialize in Physical Education and Sports Science at the tertiary level. The curriculum includes specialized subjects in safety and first aid, coaching and officiating, fitness and sports recreation leadership, human movement and an in-campus and off campus practicum.

Educational Delivery

Alternative Delivery of Learning

Part of the Thomasian brand of teaching is caring. UST Senior High School shall release an online survey during the Confirmation of Enrollment. The result of the survey will help us identify how we can better assist you in adjusting to the challenges that you may be encountering considering the pandemic. The Senior High School shall also use offline materials in varying forms (e.g. textbook, worksheets, learning packets, etc.) using the modified hybrid model of learning. At the moment SHS is innovating ways on online class schedule in order to minimize extended hours of online exposure.

Cloud Campus Virtual Classroom

The UST Senior High School extends the classroom experiences with UST Cloud Campus’s Virtual Classroom, powered by Blackboard Collaborate (Bb Collaborate), a one-click virtual classroom and online collaboration tool that sits right inside your online course. It is designed for instructors who need to deliver more engaging, personalized, and flexible learning options for their students.

BB Collaborate brings more into the traditional web conferencing to meet the extensive and varied collaboration needs of today’s educators and learners through its excellent features – online polling, virtual whiteboard, content sharing, lecture recorder, breakout sessions, and online video chat.

For More Information

Recommended Gadgets
Any brand of tablet, smart phone, laptop or desktop may be used for UST’s Cloud Campus Virtual Classroom.

Assessments and Related Policies

The academic growth of the learners is one of the most important concerns of the UST Senior High School. As such, various programs and activities are undertaken to ensure that they are accompanied in their academic pursuits. These programs and activities are regulated, monitored, and recognized through the following:

On Assessment

Assessment is “an integral part of teaching and learning. Teachers provide appropriate assessment when they aim to holistically measure learners’ current and developing abilities while enabling them to take responsibility in the process” (Department of Education Order 8, Series of 2015). Assessment of learner’s abilities takes the forms of written works, performance tasks and quarterly assessment. The weight given to each component (written work, quarterly examination and performance tasks) differs according to the learning areas.

Promotion, Re-admission, and Retention

Promotion. Learners must receive a final Grade of at least 75 in all learning areas in a Term for
them to be promoted to the next grade level.

Re-admission. In the event that Grade 11 learners, who in their first term, incur failures corresponding to three (3) or more subjects, except Health-Optimizing Physical Education (HOPE), or the equivalent of one-half of their academic load, they shall be allowed to enroll under probation in the Second Term but only in subjects authorized by the Principal or her authorized representative. Grade 11 students who fail to clear all existing deficiencies by the end of the Special Term of the same school year shall not be re-admitted to Grade 12.

Retention. Grade 12 learners who incur any failure (with a maximum of 12 units) at the end of the school year shall be required to enroll and pass the subjects during the Special term. This condition must be met in order for them to qualify as graduates during the Special Term.

i-LeAP: Improving Learners' Academic Performance

Opportunity Classes. Based on the results of formative assessment, the teachers concerned identify the learners who need to avail of the opportunity classes, which aim to help them receive a passing Term grade. These classes may be provided during scheduled ALTO of the learners during which the teachers provide the needed activities to address specifically the learners’ academic difficulties in the learning areas where they perform poorly.

Intervention Classes. Should the learners still receive a failing grade after the First or Third Quarter despite the opportunity classes provided for them, they are further recommended to enroll in the Intervention Classes which are given immediately after the said Quarterly Exams. The purpose is to help the concerned learners clear their 1st or 3rd Quarter failing mark/s. However, only those who receive a failing grade from 60-74 will be recommended to avail of the Intervention Classes.

Those who refuse to enroll in the Intervention Class despite the recommendation of the teachers will be made to repeat the subject/s if they receive a failing mark in the term grade. These learners are given until the Special Term to clear all the academic deficiencies they earned otherwise they cannot be readmitted/promoted to the next grade level.

Intervention Classes will be conducted in ten hours spread over a week. Instruction focuses only on the competencies missed by the concerned learners. Assessments are also given during intervention classes. These are recorded and computed based on the implementing guidelines determined for Intervention Classes. Learners who shall take Intervention classes must enroll after the release of Academic deficiencies. A special enrollment is scheduled for this.

If the Recomputed Final Grade after the Intervention Class is 74.5 and below, the learner will have to retake the subject. Please note that there is no Intervention Class for a grade of FA or Failure due to Absences; the learners with this deficiency have to retake the subject.

Collaboration of School and Parents

For any learning to take place, each stakeholder has specific roles and duties. We at UST-SHS shall take to heart the efficient and effective conduct of instruction as well as holistic formation of our learners. We earnestly request that parents assist us in this new mode of learning. We trust that you shall provide the study space and technology needed by your child. You may readily reach us at so we can further discuss how we can assist your child.

Formation Activities for Students

The UST Senior High School believes that learners carry with them the mark of a Thomasian. As such, their formation is directed toward both academic excellence and virtues. To achieve a balance between these two essential components of authentic Thomasian education, the UST SHS offers learners opportunities for intellectual and moral formation.

  • Homeroom Activities. Advisers are mandated to conduct homeroom activities every month in order to address learners’ concerns and to conduct activities geared towards values formation.
  • Code of Discipline. The Code of Discipline seeks to guide the learners on the acceptable behavior they should manifest within and outside the school premises. The Code of Discipline includes rules that seek to:
    • a. develop strength of character;
    • b. establish order in the school;
    • c. develop an attitude of respect among the learners towards school authorities, personnel, fellow learners and towards school policies;
    • d. safeguard the safety of the learners; and
    • e. foster diligence, uprightness and sensitivity to the needs of other people.

The University Code of Conduct and Discipline (PPS 1027) is provided upon enrolment as part of the conforme.

Student Support


We understand the mental stress brought about by this pandemic and on top of the academic workload. For this, the Senior High School Guidance Counselors are available for online counseling sessions. The Thomasian Mental Health Responders also provide mental health psychosocial support and tele-counseling for members of the Thomasian community.

Learning Resources

The UST Miguel de Benavides Library shall continue to serve the Thomasian community by providing online access to its e-journals, and online readings.

Admission and Enrollment

Incoming Grade 11 Confirmation of Enrollment shall be done online. Enrollment for Grade 12 and new learners can be done in the safety of your home. A separate circular shall be disseminated for this purpose.

Our Identity


The University of Santo Tomas Senior High School envisions itself at the forefront of educational innovations that empower learners to take on the challenge of tertiary education and to develop life skills and the skills needed for scholarly pursuits, such as critical thinking and discernment skills, research skills, communication and collaborative skills, and leadership skills.


The University of Santo Tomas Senior High School is committed to forming learners to become creative problem-solvers, catlysts of change, productive citizens of the country, and zealous witnesses of the Catholic faith.


The University of Santo Tomas Senior High School (UST SHS) is the University’s meaningful contribution to the country’s trajectory toward internationalization of basic education. It is a unique articulation of the University’s unstinting commitment to excellent Catholic Education since it equips young men and women with the knowledge, skills and values needed to take on the challenge of tertiary education. It rests on the pillars of creative learning designs, cutting-edge learning technology, teacher excellence, and innovative learning environment.

Graduate Attributes

A University of Santo Tomas Senior High School graduate is a / an:

Competent Consumer and user of Technology;

Reflective thinker;

Effective communicator;

Active witness to the Catholic faith

Team player

Engaged in social transformation


Photo Credit: Frassati USA
Blessed Pier Giorgio Frassati

Pier Giorgio Michelangelo Frassati was born in Turin, Italy on April 6, 1901. His mother, Adelaide Ametis, was a painter. His father, Alfredo, was the founder and director of the newspaper, “La Stampa,” and was influential in Italian politics, holding positions as an Italian Senator and Ambassador to Germany.

At an early age, he developed a deep spiritual life. He joined the Marian Sodality and the Apostleship of Prayer, and obtained permission to receive daily Communion, which was rare at that time. His life centered on the Holy Eucharist and on the devotion to the Blessed Virgin Mary. At the age of 17, he joined the St. Vincent de Paul Society and dedicated much of his spare time to serving the sick and the needy, caring for orphans, and assisting the demobilized servicemen returning from World War I.

He decided to become a mining engineer, studying at the Royal Polytechnic University of Turin, so he could “serve Christ better among the miners,” as he told a friend.

Although he considered his studies his first duty, they did not keep him from social and political activism. In 1919, he joined the Catholic Student Foundation and the organization known as Catholic Action. He became a very active member of the People’s Party, which promoted the Catholic Church’s social teaching based on the principles of Pope Leo XIII’s encyclical letter Rerum Novarum.

What little he had, Pier Giorgio gave to help the poor, even using his bus fare for charity and then running home to be on time for meals. The poor and the suffering were his masters, and he was literally their servant, which he considered a privilege. His charity did not simply involve giving something to others, but giving completely of himself. This was fed by daily communion with Christ in the Holy Eucharist and by frequent nocturnal adoration, by meditation on St. Paul’s “Hymn of Charity” (I Corinthians 13), and by the writings of St. Catherine of Siena. He often sacrificed vacations at the Frassati summer home in Pollone (outside of Turin) because, as he said, “If everybody leaves Turin, who will take care of the poor?”

In 1921, he was a central figure in Ravenna, enthusiastically helping organize the first convention of Pax Romana, an association which had as its purpose the unification of all Catholic students throughout the world for the purpose of working together for universal peace.

He often went to the theater, to the opera, and to museums. He loved art and music, and could quote whole passages of the poet Dante. Mountain climbing was one of his favorite sports. Outings in the mountains also served as opportunities for his apostolic work. He never lost the chance to lead his friends to Mass, to the reading of Scripture, and to praying the rosary.

Fondness for the epistles of St. Paul sparked his zeal for fraternal charity, and the fiery sermons of the Renaissance preacher and reformer Girolamo Savonarola and the writings of St. Catherine impelled him in 1922 to join the Lay Dominicans (Third Order of St. Dominic). He chose the name Girolamo after his personal hero, Savonarola. “I am a fervent admirer of this friar, who died as a saint at the stake,” he wrote to a friend.

Like his father, he was strongly anti-Fascist and did nothing to hide his political views. He physically defended the faith, at times, involved in fights, first with anticlerical Communists and later with Fascists. Participating in a Church-organized demonstration in Rome on one occasion, he stood up to police violence and rallied the other young people by grabbing the group’s banner, which the royal guards had knocked out of another student’s hands. Pier Giorgio held it even higher, while using the banner’s pole to fend off the blows of the guards.

Just before receiving his university degree, Pier Giorgio contracted poliomyelitis, which doctors later speculated he caught from the sick whom he tended. After six days of terrible suffering, Pier Giorgio died at the age of 24 on July 4, 1925.

Pier Giorgio’s last preoccupation was for the poor. On the eve of his death, with a paralyzed hand, he scribbled a message to a friend, asking him to take the medicine needed for injections to be given to Converso, a poor sick man he had been visiting.

Pier Giorgio’s funeral was a triumph. The streets of the city were lined with a multitude of mourners who were unknown to his family — the poor and the needy whom he had served so unselfishly for seven years. Many of these people, in turn, were surprised to learn that the saintly young man they knew had actually been the heir of the influential Frassati family.

Pope John Paul II, after visiting his original tomb in the family plot in Pollone, said in 1989: “I wanted to pay homage to a young man who was able to witness to Christ with singular effectiveness in this century of ours. When I was a young man, I, too, felt the beneficial influence of his example and, as a student, I was impressed by the force of his testimony.” He was beatified on May 20, 1990 and was called the “Man of the Eight Beatitudes.”

Adapted from

Administration, Faculty, and Staff

Rev. fr. Ermito G. de Sagon, O.P., SSL, Regent

Assoc. Prof. Rodrigo A. Litao, PhD, Assistant Principal for Curriculum and Instruction

Asst. Prof. Jaezamie V. Ong, MA, Assistant Principal for Student Formation

Ms. Jennica C. Wu, MA, School Secretary

Strand Chairs


Ms. Christine Joy H. Acosta, MS


Ms. Marie Antonette D. Quan, MA


Ms. Hazel A. Misola


Ms. Carolyn L. Nanca-Atayde


Mr. Juan Carlos G. Santos


Asst. Prof. Raymond Anselmo, MA


School Council

Asst. Prof. Mary Erika N. Bolaños, PhD, Chair

Rev. fr. Ermito G. de Sagon, O.P., Member (Ex-Officio)

Assoc. Prof. Rodrigo A. Litao, PhD, Member (Ex-Officio)

Asst. Prof. Jaezamie V. Ong, MA, Member (Ex-Officio)


Ms. Lorena C. Valerio, PhD, Member

Mr. Osbert Bryan Villasis, Member

Mr. Christopher C. Dacanay, MA, Member

Ms. Jennica C. Wu, MA, Ex-Officio Secretary

Subject Area Lead Teachers (SALTs)


Mr. Jeffrey V. Engracia, MA


Ms. Benita Gamboa


Ms. Neriza C. Pesigan


Ms. Corazon Dulce D. Bayaton, MA


Ms. Lorna Billanes, PhD


Mr. Jose Lorenzo M. Sin


Mr. Marvin Einstein T. Mejaro


Mr. Juland D. Salayo, MA


Ms. Referenda Joanna V. Flores



Mr. Tyrone Jann D. Nepomuceno, MA


Ms. R-Mae Jyzelle G. Briones


Mr. Aldrine V. Guevarra, PhD


Mr. Nomer Guiller V. Angeles, MA


Ms. Arleen B. Alferos, MS

Office Address

Rm. 405, Buenaventura G. Paredes, O.P. Building
University of Santo Tomas,
España Boulevard, Sampaloc,
Manila 1008, Philippines

Telephone Numbers

Telephone: +63-2-3406-1611 loc. 8795


Facebook Page


The Senior High School opened in August 2016, as a response to the government’s institutionalization of a K-12 basic education system in the country. For its maiden year, it welcomed 4,958 Grade 11 students, spread across six academic tracks / strands (i.e., Accountancy, Business, and Management Strand; Health-Allied Strand; Humanities and Social Sciences Strand; Science, Technology, Engineering, and Mathematics Strand; Music, Arts, and Design Track; and the Physical Education and Sports Track).

In 2018, the Senior High School produced its first batch of graduates.

In August 2019, the Senior High School will occupy the brand-new Blessed Pier Giorgio Frassati, O.P. Building, a 23-storey edifice across the main España campus. The edifice will house smart classrooms, laboratories, a practice gymnasium, an auditorium, a two-floor library, and an eco-friendly canteen, among others.

Asst. Prof. Mary Erika N. Bolaños, LPT, PhD


Assoc. Prof. Pilar I. Romero, LPT, PhD

2016-2018 (Inaugural)

Rev. Fr. Ermito G. de Sagon, O.P., SSL


Rev. Fr. Dexter A. Austria, O.P., SThD

2016-2017 (Inaugural)