The Afternoon School, which started in 1987 as the Night School, remains true to its vision of providing quality education to deserving young men who come from financially challenged backgrounds. Through the support of generous benefactors, the Afternoon School’s faculty extends the same academic and personal formation programs to elementary school graduates who enter Southridge as Grade 7 students. Upon completion of Grade 10, Afternoon School students merge with the other High School Students to form one Senior High School.
The Afternoon School Junior High School Academic Program and Curriculum Development basically follow the same program as the Day School. The program, which follows the Understanding by Design (UbD) framework, focuses on the holistic formation of the students. Emphasis is given in their personal and academic formation. Their intellectual-cognitive formation is premised on the exacting use and training of the mind. In the classroom context, going beyond the text and determining if students indeed understood the lesson means an emphasis on the development of critical thinking skills.
The learning and acquisition of knowledge, skills, and virtues does not only take place inside the classroom nor is it confined to the traditional academic subjects. Southridge advocates the study of arts as skills and the inclusion of extra-curricular activities in the school curriculum.
Besides the objectives pertaining to the development of qualities of thought and specific thinking skills, the high school curriculum aims to achieve other crucial objectives (although these objectives must be appreciated in their proper context, that is, as steps towards the attainment of goals in education). These objectives include:
understanding of basic ideas of theology and philosophy,
the cultivation of virtue, and
extensive knowledge of the Philippines as a political community. The cultivation of virtues is accomplished throughout all the course offerings. It is the inculcation of good habits that is related to but has a deeper meaning to knowledge. It is akin to developing human freedom. On the other hand, extensive knowledge of our country implies the goal of citizenship. Civic education must not be confined to imparting knowledge alone but must also include civic dispositions and cultivating civic skills. Students must be conscious of promoting the greater good through active involvement in the school and in the community. Civic education and civic development in particular is related to student opportunities to serve others especially the needy.