SSA Concept 2026 | EY Kinder | Learning Expectation

SRAEY YLRAE

KINDER

Educação Infantil

LEARNING EXPECTATIONS Expectativas de Aprendizagem

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 Solve social conflicts by demonstrating a respectful attitude.

Communicate to the group their perspectives involving feelings, emotions, and ideas.

Understand and value different cultures and ways of life.

Live moral values such as respect, collaboration, solidarity, responsibility, and justice.

Differentiate themselves from others, valuing their personal characteristics.

Get to know the characteristics of animals and plants, participate in situations of data collection, care for nature, and reuse materials.

Recognize social spaces and organizations – family, home, school – and their characteristics; and the relationships established.

Develop a positive self-image, recognize their own characteristics.

Play freely, create games, interact with other children, experience social roles, only observed by the educators; play with the mediation of the educators, to expand their repertoire of games from other times and cultures.

BODY, GESTURES, AND MOVEMENT Experience different contents of body culture such as mime, art, body stabilization, popular games, body knowledge and control, rhythmic and expressive activities, in a playful way, perceiving the other and socializing.

Care for basic hygiene and food independently, adopting self-care attitudes.

Take care of their comfort and personal appearance.

Coordinate manual skills according to records intentionality, developing grip, communication, and digit-manual functions.

TRACES, SOUNDS, COLORS, AND SHAPES Recognize different everyday sound sources; produce sounds with one's own body; get to know nursery rhymes, sung games, and songs from the popular songbook; differentiate bass and treble sounds, slow and fast tempo; sound and dramatize sung stories and tales, using gestures and dance.

Represent their thoughts by records, putting them in simple scenarios; start the narrated observation of works.

Gradually appropriate the conventional grip movement in the use of instruments of different calibers.

Adapt to spaces, materials, and drawing and painting procedures.

SPACES, TIMES, QUANTITIES, TRANSFORMATIONS, AND RELATIONS Become familiar with numerical writing.

Sort objects and images, classifying them by their similarities and differences.

Recognize themselves as a historical subject, belonging to a family and social nucleus.

Report to the group facts involving their family history or the community where they live.

Communicate and understand the notion of measurement (weight and height).

Count, recognize, and become familiar with written numbers in order up to at least 100 Recognize and relate to the environment in which geometric shapes and some geometric solids are.

Participate in the elaboration of simplified graphics.

Relate number to corresponding quantity.

Understand simple temporal sequences, identifying the beginning, middle, and end.

Measure quantities without conventional instruments.

LISTENING, SPEAKING, THINKING, AND IMAGINING Report experiences, express ideas, and feelings, narrate facts and stories respecting the temporal sequence, recite poems, and give messages.

Read familiar words and phrases; look for familiar words, illustrations, titles, and other pointers in an attempt to read other things.

Contribute to collective retellings.

Raise hypotheses about textual genres, based on the image or reading.

Develop strategies to differentiate genres (narratives, poems, etc.) and literary typologies (newspaper, recipe, etc.)

Recognize and spell letters of the alphabet conventionally, using them in writing words and short texts.

Develop writing hypothesis (eg a letter to represent a syllable – syllabic writing).

Select books and texts of known genres for adult reading and/or for their reading.

Start from their textual repertoire, recasting through memory, to read the illustrations, etc., and select texts.

Understand that each sound unit is represented by a certain graphic code, trying to adjust them to the texts, in native and foreign languages.

Make themselves understood also in a foreign language.

Make inferences and improve their text, even if simple (eg caption).