Concept 2026 Pre-K4 Learning Expectation

SRAEY YLRAE

PRE-K4

LEARNING EXPECTATIONS

Our mission Nossa Missão

Escola Concept offers an academically rigorous, challenging, inclusive, global education designed to develop happy and thoughtful human beings who positively impact the world we live in. The school's program is designed to nurture the dispositions of lifelong learners who collaborate to co-create, embrace an entrepreneurial mindset, understand the meaning of living sustainably, and are globally and digitally fluent. Learners apply habits of mind to their daily actions, use the language of thinking to communicate, and understand the elements of design thinking to problem solve and innovate. Learning is facilitated and assessed through relevant, project-based experiences. Upon graduation, learners will be prepared for their university of choice in Brazil, or elsewhere around the world.

FOUNDATIONAL LEARNING

EXPECTATIONS

PER GRADE LEVEL

The National Curricular Common Base (BNCC) organizes learning into 5 Fields of Experience. This document provides you with clarity on what is the learning expectations per grade level.

MYSELF, THE OTHER AND OURSELVES BODY, GESTURES AND MOVEMENT TRACES, SOUNDS, COLORS, AND SHAPES SPACES, TIMES, QUANTITIES, TRANSFORMATIONS, AND RELATIONS LISTENING, SPEAKING, THINKING, AND IMAGINING

MYSELF, THE OTHER, AND OURSELVES Use the different environments, getting to know its rules and take care of collective spaces; investigate to discover answers and prove hypotheses; Participate in cultural events, identifying traditions.

Build positive self-esteem, demonstrate independence in actions and the notion of rules for social life.

Perceive oneself in relation to one's own identity, respecting and recognizing oneself within a group.

Express feelings and needs, legitimizing them in the people with whom they live.

Create games, assuming and reversing roles assumed in the context (house, family, doctor), using real objects with a symbolic function (table turns into a boat), scenarios, and costumes; participate in simple board games and low organized games (guessing, tag, hide and seek), learning win/lose criteria.

BODY, GESTURES, AND MOVEMENT Participate bodily in games, stories, and games, maintaining body control and posture.

Manipulate and throw objects, along with kicking and running; moving; overcoming obstacles; jumping.

Take ownership of own motor skills.

Manifest themselves artistically through the body and gestures.

Express feelings and emotions, expressing themselves culturally and symbolically

TRACES, SOUNDS, COLORS, AND SHAPES Interact with classmates in different musical movements and rhythms; listen, play and recognize songs of different styles; participate in collective musical games and plays, producing sounds from different sources.

Represent their thoughts by drawings, putting them in simple scenarios.

Explore the conventional grip of writing and different materials such as scissors and paintbrushes in different textures, appropriating their handling.

SPACES, TIMES, QUANTITIES, TRANSFORMATIONS, AND RELATIONS Use}oral}countingg}recognize]}seek}to}identify}numbers]}become familiar}with}oral}counting]}calculate}small}amounts]}and}make}simple estimates]}in}playful}and}directed}problem}situationsb Record}the}number}of}children}present]}even}with}the}help}of}an}adultb Intentionally}reproduce}numerical}codes}to}register}the}date}or quantity}of}objects}of}a}similar}natureb Track}and}mark}the}passage}of}time}through}routine}and}calendar nnotions}of}yesterday]}today]}and}tomorrowob Identify]}name]}and}differentiate}basic}shapesb Count]}recognize]}write]}and}become}familiar}with}written}numbers}in order}up}to}at}least}31b Observe}and}describe}material}changes}from}their}experimentationb Experience}and}describe}natural}and}artificial}phenomenab Identify}and}select}informational}sources}to}find}answersb Measure}quantities}using}unconventional}instrumentsb

LISTENING, SPEAKING, THINKING, AND IMAGINING Express feelings and ideas, listen to the other and initiate the “negotiations” necessary for coexistence and conflict resolution.

Do their interpretive readings (“pseudo-readings”), trying to adjust speech to writing, with finger movement over the letters; read own name and family names.

Retell stories heard.

Collectively plan video scripts and stagings.

Be able to, in the elaboration of scripts, assist in the definition of contexts and structure of the story.

Participate and contribute to the construction of collective texts.

Write the name without support and try other writings, using conventional letters (pre-syllabism) in an attempt to register.

Differentiate letters and numbers.

Choose and leaf through books, guided by the obvious theme or illustration.

Recognize the writing of classmates' names.

Spontaneously verbalize using both languages, understanding dialogues, and participating in situations involving writing in both mother and foreign languages.

Contribute to the collective (oral) writing of lists, perceiving textual regularities.

Write some familiar names (family, friends) using visual memory)

Muchness lives where curiosity

meets care Finding Muchness by Kobi

2026 Theme of the Year