​ The curriculum is a collective effort of MMP staff and on-call consultants from the University of the Philippines. Our curriculum adapts an integrated approach using strategies which includes learning at activity centers/corners and conceptual organizes and the curriculum guide carries four major theme coinciding with the four quarters of the school year.
The theme is later divided into a two-weeks and sub-units carrying a more detailed presentation of concepts and skills as well as identified objectives for each scope. The curriculum follows the following outlines:
Curriculum
Curriculum and Worksheets
​Verse: A biblical text is used to integrate the precept, which is given importance.​
​Objectives: A set of supposedly attainable learnings are outlined to serve as a guide to the teacher to surface learning gaps and abilities of the pupils.​
​Concepts and Skills: These areas provide the teachers definite areas of concern and observable application of learning. In no instance, are these items prescribed, they are simply references to facilitate the learning procedures.​
​Learning Activities: Children’s nature of learning is hopefully satisfied in these various multi-sensorial approaches. Each learning activity carries with it the following parts:
1. Title – Some of these were just coined. The smart teacher can even have his or her own choice of creative names for the activity.
2. Materials – Children real to be directly innovative in handling learning tools, hence the activities carry a set of item which stimulate the pupil’s sense.
3. Procedures – A step by step name of undertaking is outlined. The teachers can refer to these, but they can also be innovative to alter any step to be able to suit to the level of their pupils. Alteration is also appropriate to the existing facilities and resources of the school.
4. Guide Questions – Preschool education needs to provide a rich experience for the child. This experience is wide enough to reach not only cognitive development, but also most of the other areas of a child’s development. The questions are directed to encourage children to think, reason out and comprehend and not simply to accept what they are told. Reasoning ability is aimed to be strengthened and so with the child’s assertiveness.
5. Variation – Some activities have their suggested modification already. A teacher may opt to select from these or come up with his or her own.
6. Suggestion – This is to satisfy the integrated approach feature of this curriculum guide. A subject area can transcend to another subject area thereby enforcing learning.
7. Note – There are instances when further explanations or remarks related to a more thorough understanding of the activity are necessary.
Worksheets: The curriculum has with it a set of activity sheets intended to validate learning. These worksheets are simply to firm up the learning and not to teach the concept. The sheets are supposed to be selected only. These are not to be used excessively. The pupils are supposed to be exposed first to the learning activities before giving to the worksheets, which go with that of the curriculum guide. The flow of concepts and skills taken up in the sheets follow those in the curriculum guide. There are also some worksheets, which need to be used together like a cutting of the first part, and then these are to be pasted on the next page. The worksheets have a code.Those with the bear are intended for the more advanced children. The one with crayon, for the middle learner and the butterfly code for beginners. Subjects are reflected on top of the page. Those without any subject written are for enrichment and generally fall under art activity.
​Level: There are three levels of this curriculum guide. Again, this is just to present to the teacher certain boundaries of coverage, but not to limit available potential. There are pupils who are more advanced and a smart teacher can expand the learning of said children. The presentation for Preparatory Level is the most comprehensive. Those for Kinder and Nursery are referred to it.​
