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Child Learning Foundation was borne out of the desire to provide school age children a curriculum guided by Biblical principles, and where the teaching of Christian values pervades in and out of the classrooms. In 1991, four children of the late Manuel Martinez Jr. and Carmen Jimenez began looking for a school for their school age children. They sought a school where the Bible would be the guide in the formation of the curriculum, and where Christian truths prevail. At this time, their sibling, Rosario, better known as Teacher Tayong, had been teaching pre-elementary for 5 years. It was then that the older siblings urged Teacher Tayong to teach their children. What began as an informal pre-elementary school with just a handful of students, mostly Martinez grandchildren and relatives, then gave birth to a small Christian school that grew each year. The school was originally named Foundation for Christian Learning but in 1993, when the school formally applied with the Securities and Exchange Commission, the name was unfortunately dissapproved. CHILD LEARNING FOUNDATION was subsequently approved by the SEC in 1993, and the school was given its permit to operate by the Department of Education, Culture and Sports ( now DepEd). By God's grace, one elementary level was opened each year. In 1999, the school celebrated the graduation of its first batch of Grade 6 students. PHILOSOPHY We believe that the Bible is the Word of God for man, therefore, it rules, judges and guides all aspects of human thought, life and endeavor ( 2Peter 1:21 2Timothy 3:16). We believe that God has mandated mankind to subdue the earth and to harness its power and resources for man's good for the glory of God (Genesis 1:28). To be able to do this, we need education. We also believe that children are made in the image of God, therefore, should be treated with respect and should be assisted to cultivate their God-given abilities and talents. But we also believe that, because of the fall of the first man to sin, all children are born with a sinful nature; therefore, we need to correct their moral deformation and problems (Genesis 1:26-27, Psalm 51:5, Psalm 58:3,Isaiah 8:20, Romans 3:4). We believe that in common grace parents are to act as instruments to restrain the unilateral moral deterioration of their child. Ultimately then, parents are the ones directly responsible and accountable to God for their child (Ephesians 6:4). When parents enroll a child in Child Learning Foundation, they have partly delegated their authority to the teachers to develop especially the cognitive skills of their child. CLF takes this delegated authority very seriously as it is from God. We, however, also know that it can never be fully effective unless parents become PARTNERS in the development of their child. As partners...
OBJECTIVE
The school has developed a curriculum that combines the efficacy of individualized integration using specially designed Learning Modules and the social interaction using Interactive Classes. These classes are conducted using dynamic teaching methods aligned with the application of the Multiple Intelligences Theory. This adaptation has proven to be an effective method of giving the children the best of both worlds in learning. Furthermore, the curriculum strives to integrate subjects when applicable, allowing the child to better appreciate the learning experience. The CLF curriculum aims: - To realize the goals set for each age/group level through the assimilation of the subjects;
- To lead the students to develop an understanding and appreciation of the physical world and of basic scientific concepts, without compromising Biblical truth
- To equip the students with oral and written communication skills, English language fluency, critical thinking skills, appreciation of the humanities, practical skills, etc. i.e. the basic tool they need to succeed through the elementary, then through the secondary and tertiary levels; and,
- To develop in its students a positive work attitude by inculcating the values of independence, diligence, perseverance, while developing personal and social responsibility, love of country, respect for elders, others, and obedience to authority,
- To provide students with the avenues through which their potentials can be discovered, e.g. Sportsfest, theatrical and/or musical presentations, field trips, projects, etc.
LEARNING MODULE
Modular learning allows all elementary students to apply what they have learned in English, Math, Science and Civics. The SRA (Scientific Research Association) Reading Laboratory under the tutelage of a Learning Module Supervisor enhances the students' reading and comprehension skills. These laboratories represent a developmental program in reading instruction from the beginning stages (Grade One) through the junior college level. Each student may start where he or she is and move ahead as fast and as far as individual learning rate and capacity will allow. After each short story, the program includes the following: -
- Exercise materials to develop comprehension, reasoning ang language abilities;
- Word study exercises that help children develop their vocabulary;
- The higher levels (Kit B and C) would ask students to construct words or determine meanings of words from their context;
- The higher levels also offer a variety of language, reasoning and comprehension activities. Skills development include alphabetizing, using antonyms, classifying, comparing, predicting outcomes, identifying figures of speech, completing story maps and recognizing characters' feelings.
An enrichment class in Math for application is also provided for the students to conceptualize mathematical operations. Manipulative Math is based on the curriculum in Singapore. Computer software programs are provided for educational Math games. Science classes will also have learning modules and will provide more hands-on experiments and projects to make learning more personal ang meaningful.
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