This document discusses the curriculum at Manresa School in the Philippines. It aims to promote elementary education objectives, discover student aptitudes, and prepare students for further education or careers. It also ensures the integral formation of students through a rigorous curriculum aligned with Gospel values. Student achievement is measured against national standards through tests, subject rankings, and university acceptances. The curriculum is developed and implemented by teachers through workshops and professional development. Parents and teachers both play important roles as educators in the students' integral formation.

1. Prepared by:
Ms. Aida A. Gomez
Prepared by Ms. Aida A. Gomez

2. - continue to promote the objectives of
elementary education and
- discover and enhance the different aptitudes
and interest of students in order to equip
them with skills for productive endeavor and
or to prepare them for tertiary schooling.

3. Enhancing of the quality
of basic education in
the Philippines is
urgent and critical.
The poor quality
of basic
education is
reflected in the
low achievement
scores of Filipino
students.
Adding two years in Secondary
Education ensures …
- better College experience
- better professional training
- better preparation for life,
work and chosen career

4. The SHS has to devote time for
students to be prepared for College
entrance examinations in order to be
able to fulfill the (CRS) College
Readiness Standards mandated by
the Commission on Higher Education
( CHED).

5. Committed for
development and
transformation
Catholic Integral
Education
mature
Christians

6. Learner Development
An excellent Catholic
school ensures the
integral formation of
human person
through a relevant,
robust, and rigorous
curriculum aligned with
the Gospel values.

7. MS Curriculum

8. .

9. Academic Area and Its Three Instructional
Processes
Curriculum Instruction Assessment
Student
Achievement
Stakeholders’
Satisfaction

10. Aims
Objectives
Content
Subject
Matter
Methods
Strategies
Evaluation
Interrelationship of the Components
of a Curriculum

11. Manresa School measures the student achievement
against the national standards thru the following :
1. NAT ( National Achievement Test) by the
Department of Education
2. Academic performance in different subjects based
on K-12 competencies
3. Ranking in major subject areas in national
examinations / standardized test ( CEM DT)
4. Success in school competitions
5. Achievement in national examinations
6. Acceptance of graduates in Top - level Universities

12. Student Achievement
1. Students’ grades in academic subjects
2. Achievement in Best in Different Subjects
3. Achievement in TOP TEN per quarter
4. Achievement in TATAK Manresa
5. Achievement in Co – Curricular and Extra Curricular
Activities
6. Achievement in Different Performing Tasks
7. Achievement in school leadership program
8. Student Achievement in Universities’ seminars and
competitions
9. Alumni’s Academic Standing in Universities /Placement
of graduates in the workplace

13. Teachers
as Curriculum
Developers and
Implementers

14. Opportunities for Growth:
M.A. Program
On- Going Professional Development
Curriculum Workshops
Benchmarking with other Schools and Universities
Involvement in Action Researches
Educational Trips and Exposures
On – Going INSET (In – Service Training)
Performance Level
The teachers view the academic program as
comprehensive , relevant and updated.

15. Teachers as Agents of
Change

16. MS teachers are directly engaged in and
concerned with the integral Christian formation of
the students.
Their task goes beyond the mere transmission of
knowledge, beyond the development of subject
matter and curriculum. (OCWE p. 77)
Opportunities for Growth:
Strong spiritual – human formation
Pastoral Accompaniment
Active Participation in all liturgical activities
Participation in Outreach exposures

17. Parents - are the first and
principal educators
Teachers – are directly
engaged and concerned
with the integral Christian
formation
The future of our children
lies on our hands…