ABOUT US

In a few countries CBF partners with schools to serve children in need. Like child development centers, partner-based schools facilitate the holistic development of each child they serve. Typically, we partner with independent child ministry and service organizations that run the schools with CBF support.

Unlike our child development centers, partner-based schools are in fact formal education facilities recognized by their local governments. While child development centers provide tutoring and lessons in a few select subjects, partner-based schools provide formal education.

Many of the partner-based schools are Christian in orientation, but some are not due to local laws and restrictions. Whether formally Christian or not, all schools that CBF supports share Jesus with the children and promote Christian values in one form or another. In sensitive countries, the explicit sharing of Christ is not possible when CBF partners with certain government schools.

Children who attend partner-based schools will not necessarily receive what is equivalent to a K-12 education. Some schools are primary schools and do not offer any secondary (high school) classes. The majority of partner-based schools do, however, offer secondary education.

We eagerly await the opportunity to serve the students that will enroll in Hope Alive Academy. Our office aims to serve the gifted and talented identified students of diverse cultures as well as collaborate with teachers and educators throughout the world to raise the achievement of all students attending HAA and partnering educational facilities.

The Administration of Gifted and Talented Education will provide learning environments which foster personal and social responsibility, multi-cultural competence and technical communication skills for citizenship in the global environment of the 21st Century. We will design and deliver rigorous and relevant curriculum to students in grades K-12 to address their academic and intellectual needs. Our mission is not limited to those identified as gifted and talented; rather it encompasses all learners of the underprivileged and at risk children; as we create opportunities that expose all learners to gifted pedagogy.

At any stage of their education, certain students may be identified as ‘Talented’ in a specific subject area such as Music, Theater Art, Languages, Dance, and Media Graphics and Sound engineering or ‘Gifted’ overall

At HAA we aim to identify students with these gifts as early as possible. A register is kept of those students identified, and Gifted and Talented students are monitored as part of Learning Support. A range of activities is available to challenge and interest these able pupils, and enrichment and extension work is provided by teachers in all classes as part of our normal, differentiated provision.

Working with others of like ability is also important; this can be made possible by group work in Early Years and Primary School, and by the use of ‘setting’ in certain core subjects such as Math’s and English in the Secondary School. The role of the teacher is vital in recognizing and stimulating the gifted child, and individual teachers may become active in a mentoring role for projects undertaken by individual pupils.

HAA Gifted and Talented Education strives to be one of the globe systems that architects globally competitive, critical and creative thinkers of the 21st century. We will create programming designed to ensure the continuous development of advanced learners throughout their educational career. Gifted and Talented education will provide appropriate differentiated instruction for gifted learners which will enable them to reach their maximum potential.

USA

Philippines

Haiti

Romania

Ghana