Cambridge School of Quezon City-Philippines created a distinct system of learning unique to each stage of a child’s development characterized by:
-A home-like environment geared to the child’s perspective;
-Atmosphere of respect for each child as a unique learner;
-A structured prepared classroom where children have freedom of choice within limits;
-Carefully crafted Developmental learning tools (
sometimes called “apparatus”) that promote conceptual learning;
-Specially trained teachers;
-Organized integrated interdisciplinary curriculum;
-Ample work periods;
-Learning through mastery;
-Intrinsic vs. extrinsic rewards;
-Mutual respect with students, teachers and the community. LEARNING OUTCOMES
There are eight (8) outcomes that are manifested by the learners educated in the Progressive setting under the Preparatory course, such children are typically;
• Academically prepared for higher education and lifelong learning
• Intrinsically motivated to learn and engage in new activities.
• Guided by internalized ground rules- to behave appropriately in the absence of an authority figure.
• Socially responsible- sensitive to the needs of others.
• Autonomous- self directed and comfortable with, being morally independent.
• Confident and competent- not afraid of failure and willing to learn from mistakes.
• Creative and original in thought- often taking great satisfaction in self expression.
• Spiritually aware of the natural world and the human condition. The method is structured for the developmental instincts of children and encourages his/her growth as a whole individual- intellectually, socially, spiritually, emotionally and physically. INTEGRATED CORE CURRICULUM
It focuses on a central theme, which includes various subject matter areas and comprehensive life experiences. It emphasizes active interaction between the child and his environment through varied experiences and materials. The holistic development of the child is underscored. BLENDED LEARNING
The learners experience a unique delivery mode of learning through the use of technology. VALUES-BASED ATMOSPHERE
The learning atmosphere is pleasant and non-threatening. Each learner feels being loved, respected, trusted, appreciated and valued where positive energy is evident in the classroom. ECLECTIC LEARNING PROGRAM
Cambridge School of Quezon City-Philippines has developed an ECLECTIC Learning Program which addresses the unique behavior of the 21st century learner. CSQC prepares the learners for global competitiveness through an internationally patterned progressive pedagogy. For Mathematics and Science subjects, we use imported learning materials from Singapore and trusted Internet resources. SCHOOL FEATURES
K-12 compliant curriculum
Small class size
English-speaking class
Fully air-conditioned classrooms
Experienced and excellent teachers
Fully-equipped learning facilities
Strong values formation program
Complete Learning Kit
Environment friendly school
CURRICULAR IMPERATIVES
Developmental, not chronological. Students’ needs change as they progress through stages of life, a progression that is not rigidly dictated by the academic calendar. At CSQC, mixed age groupings allow students to progress at their own pace while receiving guidance that are specific to their unique needs. Personalized, not generalized. Children develop at different rates and learn in different ways. At CSQC, one-on one coaching is the primary mode of instruction. Integrated, not fragmented. Facts are important to the extent that they shape ideas; sentences to the extent that they advance communication; and calculations to the extent that they solve problems. At CSQC, a Hybrid Learning Program which includes progressive approach, integrated curriculum and blended learning helps learners achieve excellent academic skills to further the acquisition of essential organized knowledge, shape ideas and bolster values. Active, not passive. Children learn by doing, not by being told. At CSQC the teacher recognizes that learning takes place when the students are actively engaged in the process. The work of the teacher is great, but what is important is the involvement of the learner in meaningful active engagement
Cooperative, not competitive. Every “winner “establishes a crowd of “losers”. Every “gifted” child implies a host of less than gifted children. At CSQC, learners exhibit cooperation, rather than competition. All students are guided to perform at their highest level while respecting and celebrating the good work of others.
