Biliteracy is the ability to both read and write in two languages. It is the use of or creation of text, written or oral, for thinking, reflecting, and problem-solving within a sociocultural, and bilingual context. Students begin the literacy process from K3 simultaneously in Portuguese and English language.
Our school uses a method of teaching based on Units that consists of the many areas of knowledge. These units also merge concepts and essential skills in a transdisciplinary manner.
• The reading platforms used in Uni are aligned with the Brazilian and Cambridge framework curriculum. These platforms aim to establish phonological awareness, broaden vocabulary and promote language fluency.
• Our Book Club is a classroom library. Its purpose is to provide students and parents with an opportunity to read together for pleasure, known here as “Reading for Fun”. Students take home a variety of books during the school year to read with their family.
• Levelled Reading Books is a large collection of books organised in levels of difficulty. Levelled reading instruction is a literacy strategy that recognizes that a wide range of reading ability exists within any grade level. Students are placed in similar-ability groups and given developmentally appropriate books to read.
Differentiated Instruction is known as a framework, tool or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information (often in the same classroom) in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability.
Source: Tomlinson, Carol (2001).
Content and Language Integrated Learning (CLIL) describes an educational approach in which learning of a foreign language is blended with learning of subject-specific content. In the case of Content and Language Integrated Learning in English, English language learning is combined with content from other subjects such as science, geography, mathematics, history and arts. In contrast to English as a Foreign Language (EFL) lessons, students not only learn English but also acquire subject-specific knowledge in and through the foreign language.
Source: Goethe Institut.
Considering that, in early childhood education, children's learning and development have as their structuring axes the interactions and play, assuring them the rights to live, play, participate, explore, express and know each other, the curricular organization of Early Childhood Education at BNCC is structured in five fields of experience, within which learning and development objectives are defined. The fields of experiences constitute a curricular arrangement that welcomes the situations and concrete experiences of the daily life of children and their knowledge, intertwining them with the knowledge that is part of the cultural heritage. The definition and denomination of the fields of experience is also based on what DCNEI has in relation to the fundamental knowledge and knowledge to be provided to children and associated with their experiences. Considering this knowledge, the fields of experience in which BNCC is organized are:
It is in interacting with peers and adults that children become their own way of acting, feeling and thinking and discovering that there are other ways of life, different people, with other points of view. As they live their first social experiences (in the family, in the school, in the community), they build perceptions and questions about themselves and others, differentiating themselves and simultaneously identifying themselves as individual and social beings. At the same time as they participate in social relations and personal care, children build their autonomy and sense of self-care, reciprocity and interdependence with their environment. In early childhood education, in turn, opportunities need to be created for children to get in touch with other social and cultural groups, other ways of life, different attitudes, techniques and rituals of personal and group care, customs, celebrations and narratives. In these experiences, they can broaden the way they perceive themselves and others, value their identities, respect others, and recognize the differences that constitute us as human beings.
With the body (through the senses, gestures, impulsive or intentional movements, coordinated or spontaneous), children, early on, explore the world, the space and the objects around them, establish relationships, express themselves, play and produce knowledge about oneself, about the other, about the social and cultural universe, becoming progressively aware of this corporeality. Through different languages, such as music, dance, theater, pretend play, they communicate and express themselves in the interweaving of body, emotion and language. Children know and recognize the sensations and functions of their body and, with their gestures and movements, identify their potentials and their limits, while developing awareness of what is safe and what may be a risk to their integrity. physics. In early childhood education, the body of children gains centrality, as it is the privileged participant in the pedagogical practices of physical care, oriented towards emancipation and freedom, not submission. Thus, the school institution needs to promote rich opportunities so that children, always animated by the playful spirit and interaction with their peers, explore and experience a wide repertoire of movements, gestures, looks, sounds and mimes with the body, to discover various ways of occupying and using body space (such as sitting with support, crawling, crawling, slipping, walking on cradles, tables and ropes, jumping, climbing, balancing, running, somersaulting, stretching etc.).
Living with different artistic, cultural and scientific manifestations, local and universal, in the daily life of the school, enables children, through diversified experiences, to experience different forms of expression and languages, such as the visual arts (painting, modeling, collage, photography). etc.), music, theater, dance and audiovisual, among others. Based on these experiences, they express themselves in various languages, creating their own artistic or cultural productions, exercising authorship (collective and individual) with sounds, traces, gestures, dances, mimes, staging, songs, drawings, modeling, manipulation of various materials and technological resources. These experiences help children, from a very young age, develop an aesthetic and critical sense, the knowledge of themselves, others and the reality that surrounds them. Therefore, early childhood education needs to promote the participation of children in times and spaces for artistic production, expression and appreciation, in order to foster the development of children's sensitivity, creativity and personal expression, allowing them to permanently appropriate and reconfigure them. , culture and enhance their singularities, by expanding repertoires and interpreting their artistic experiences and experiences.
From birth, children participate in everyday communicative situations with the people with whom they interact. The baby's first forms of interaction are body movements, gaze, body posture, smile, crying and other vocal resources, which make sense with the other's interpretation. Progressively, children expand and enrich their vocabulary and other resources of expression and understanding, appropriating their mother tongue - which gradually becomes their privileged vehicle for interaction. In early childhood education, it is important to promote experiences in which children can speak and listen, enhancing their participation in oral culture, as it is in listening to stories, participating in conversations, descriptions, narratives prepared individually or in groups and the implications with the multiple languages that the child actively constitutes as a singular subject and belonging to a social group. From an early age, the child expresses curiosity about the written culture: listening to and following the reading of texts, observing the many texts that circulate in the family, community and school context, they build their conception of written language, recognizing different social uses. writing, genres, supports and carriers. In kindergarten, the immersion in the written culture must start from what the children know and the curiosities that they show. Experiences with children's literature, proposed by the educator, mediator between texts and children, contribute to the development of a taste for reading, stimulation of the imagination and the expansion of world knowledge. Also, contact with stories, tales, fables, poems, twine etc. provides familiarity with books, with different literary genres, differentiation between illustrations and writing, learning the direction of writing and the correct forms of book manipulation. In this coexistence with written texts, children build hypotheses about writing that initially reveal themselves in doodles and scribbles and, as they come to know letters, in spontaneous, unconventional writing, but already indicative of the comprehension of writing as a system of writing. language representation.
Children live in spaces and times of different dimensions, in a world made up of natural and socio-cultural phenomena. From a very young age, they seek to be situated in various spaces (street, neighborhood, city, etc.) and times (day and night; today, yesterday and tomorrow, etc.). They also show curiosity about the physical world (their own body, atmospheric phenomena, animals, plants, the transformations of nature, the different types of materials and the possibilities of their manipulation, etc.) and the sociocultural world (kinship relations). and social among the people you know, how they live and work in them, what their traditions and customs are, how diverse they are, etc.). In addition, in these and many other experiences, children also often encounter mathematical knowledge (counting, ordering, relationships between quantities, dimensions, measurements, weight and length comparisons, distance assessment, geometric shape recognition, knowledge and recognition of cardinal and ordinal numerals etc.) which also pique curiosity. Therefore, kindergarten needs to promote experiences in which children can make observations, manipulate objects, investigate and explore their surroundings, raise hypotheses and consult sources of information to seek answers to their curiosities and questions. Thus, the school institution is creating opportunities for children to expand their knowledge of the physical and sociocultural world and use them in their daily lives.
Cambridge Primary English enables students to communicate confidently and effectively and develop critical skills to respond to a variety of information, media and text with understanding and pleasure. Students following this curriculum structure will develop a curriculum-based, first-language English competency designed to succeed in any culture and foster intercultural understanding.
The bilingual math curriculum is divided into five areas: number, geometry, measurement, data manipulation, and problem solving. This curriculum focuses on principles, standards, systems, functions, and relationships so that students can apply their mathematical knowledge and develop a holistic understanding of the subject.
This curriculum structure covers four content areas: scientific research, biology, chemistry and physics. Scientific research is about considering ideas, evaluating evidence, planning, investigating, recording and analyzing data. The objectives of scientific research underpin biology, chemistry and physics, which focus on developing confidence and interest in scientific knowledge.
Environmental awareness and the history of science are also part of the curriculum. The Cambridge Primary Science curriculum provides a solid foundation on which later stages of education can be built.
This curriculum develops learners’ speaking, listening, reading and writing skills in English. It has been developed in conjunction with Cambridge Assessment English and is based on the Council of Europe’s Common European Framework of Reference for Languages (CEFR), used across the world to map learners’ progress in English.
Cambridge Primary Progression Test is taken at Stage 3 (Grade 2) and at the end of Stage 6 (Grade 5). The tests are marked in school and provide a valid internal assessment of knowledge, skills and understand in English, mathematics and science.
Cambridge Primary Checkpoint is optional at Stage 6 (Grade 5). The test is marked in Cambridge to provide an international benchmark of learner performance. Learners receive a statement of achievement and a diagnostic feedback report. Feedback reports show how a learner has performed in relation to the curriculum, their learning group, the whole school, and against all learners who have taken tests in that series around the world.
At the end of Stage 6, the student will receive the "Checkpoint" of each subject, the "Statement of Achievement" and the "Report to Student".
Assessment for students in Grades 1 – 3 are done by observations, collection of evidence and evaluative exercises. The report that portrays the student´s development in each one of the areas of learning are sent quarterly.
BD – Beginning to develop
D – Developing
S – Satisfactory
VG – Very Good
From Grade 4 on, reports will continue to be sent quarterly and school performance assessment will continue to reflect on observations, collection of evidence and prescheduled evaluative exercises.
Students will receive grades ranging from A* to D, where A* is excellent and D is failing. The student must achieve at least a C, averaging 7,0 to continue on to the next grade level.
Our educational material is produced by our team of educators to complement our unique methodology and educational philosophy. We use a variety of resources that serves as tools for our students’ interactive learning.
The school provides all materials necessary to carry out school activities except books. Supplies such as pencils, pens, rulers, and other materials are shared among the children, thus promoting more opportunities for developing social skills.
08:00 - 12:00
13:30 - 17:30
08:00 - 14:00
10:30 - 17:30
08:00 - 17:30
13:00 – 16:00
08:00 – 12:00
13:00 – 16:00
The app replaces the paper diary. A sustainable tool that contains important information regarding your child’s day at school.
Available on the Apple Store and Google Play.
Phone: (47) 3025-5678