L O W E R S C H O O L
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.
educação rigorosa, desafiadora, inclusiva e global, projetada para desenvolver seres humanos felizes e reflexivos, que impactem positivamente o mundo em que vivemos. O programa é desenhado para nutrir disposições de aprendizes ao longo da vida, que colaborem para cocriar, abracem uma mentalidade empreendedora, entendam o significado de viver de forma sustentável e se tornem fluentes global e digitalmente.
Os estudantes aplicam hábitos mentais em suas ações diárias, usam a linguagem do pensamento para se comunicar e entendem os elementos do design thinking para resolver problemas e inovar. A aprendizagem é facilitada e avaliada por meio de experiências relevantes e baseadas em projetos. Ao se formar, os alunos estarão preparados para a universidade de sua escolha no Brasil ou em qualquer lugar do mundo.
Expectativas Fundamentais de Aprendizagem por ano escolar
Based on our National Curriculum (Base Nacional Comum Curricular - BNCC and International Curriculum and Programs (Fieldwork Education, Illustrative Mathematics, Readers' and Writer's Workshop), learnings expectations in the Lower School are organized according to the following areas of knowledge:
Com base no Currículo Nacional (Base Nacional Comum Curricular - BNCC e nos Currículos e Programas Internacionais (Educação de Campo, Matemática Ilustrativa, Oficina de Leitores e Escritores), as expectativas de aprendizagem no Ensino Fundamental Anos Iniciais são organizadas de acordo com as seguintes áreas do conhecimento:
Língua Inglesa
English Language Portuguese Language
Língua Portuguesa
Mathematics
Matemática
Artistic Design
Design Artístico
Social Sciences (History and Geography)
Ciências Sociais (História e Geografia)
Natural Sciences
Ciências Naturais
Body and Movement
Corpo e Movimento
Sound and Exploration
Som e Exploração
To link opinions and reasons using words, phrases, and clauses.
To provide a concluding statement that ties back to the opinion presented.
To introduce a topic clearly, organize ideas logically, and use visuals or tools to help explain.
To use precise language and specific vocabulary to explain a topic.
To give a clear conclusion that matches the information shared.
To use dialogue, description, and pacing to show events and character responses.
To use clear words and sensory details to describe events.
To gather and summarize information from experiences and sources, and list references.
Relacionar opiniões e razões usando palavras, expressões e orações apropriadas.
Apresentar uma conclusão que retome e reforce a opinião apresentada.
Introduzir um tópico de forma clara, organizar ideias logicamente e usar recursos visuais ou ferramentas para ajudar na explicação.
Usar linguagem precisa e vocabulário específico para explicar um tópico.
Apresentar uma conclusão clara que esteja alinhada às informações compartilhadas.
Usar diálogos, descrições e ritmo narrativo (pacing) para mostrar eventos e as respostas das personagens.
Usar palavras claras e detalhes sensoriais para descrever eventos.
Reunir e resumir informações de experiências e fontes, e listar referências.
To explain how conjunctions, prepositions, and interjections work in sentences.
To use verb tenses to show different times and actions.
To use punctuation to separate items in a list.
To use a comma after an introductory element in a sentence.
To expand, combine, or shorten sentences to improve meaning and style.
To use context clues, like cause/effect or comparisons, to understand word meanings.
To use common Greek and Latin roots and affixes to understand word meanings.
To use word relationships, like opposites or similar meanings, to understand words better.
Explicar como conjunções, preposições e interjeições funcionam nas frases.
Usar tempos verbais para indicar diferentes momentos e ações.
Usar pontuação para separar itens em uma lista.
Usar vírgula após um elemento introdutório em uma frase.
Ampliar, combinar ou reduzir frases para melhorar o significado e o estilo.
Usar pistas de contexto, como causa e efeito ou comparações, para compreender o significado das palavras.
Usar raízes e afixos gregos e latinos comuns para entender o significado das palavras.
Usar relações entre palavras, como antônimos ou sinônimos, para compreender melhor os vocábulos.
To ask and answer specific questions, make comments, and build on others' ideas in discussions.
To review key ideas and draw conclusions based on the information shared in discussions.
To summarize information from texts or different types of media, like visuals and speech.
To summarize a speaker’s points and explain the reasons and evidence behind them.
Fazer e responder perguntas específicas, fazer comentários e desenvolver as ideias dos colegas em discussões.
Revisar as ideias principais e tirar conclusões com base nas informações compartilhadas nas discussões.
Resumir informações de textos ou de diferentes tipos de mídia, como recursos visuais e fala.
Resumir os pontos apresentados por um orador e explicar as razões e evidências que os sustentam.
To express ideas clearly, minding to be understood by the listeners and using an adequate voice level, articulated speech and right rhythm.
To take turns during conversations, respecting the interlocutor's position and the using the right treatment.
To retell literary texts, keeping the main aspects of the original text.
To orally argue and discuss about social news and happenings of interest, based in previous knowledge and facts presented on TV, radio, printed and digital media, respecting different points of view.
To declaim poems with fluency, rhythm, pauses and intonation needed to convey meaning and comprehension to the text.
To read and comprehend, independently, instructional texts with rules of games, among other types of texts of daily life.
To read and comprehend, independently, anecdotes, jokes and comics, among other types of texts of daily life.
To read, watch and comprehend, independently, news, articles, videos in argumentative vlogs, among other types of texts of the political and social field.
Compare information about the same fact in different media and conclude which is more trustworthy and why.
To read and comprehend the dictionary entries, identifying the structure, grammar and semantics.
To compare data presented through graphs and tables.
To identify the polysemic character of words (same word with different meanings, according to the context applied), comparing the meaning used in scientific language and usual language.
To use the correct stress pattern and accentuation of words (oxítonas, paroxítonas and proparoxítonas).
To differentiate, while reading texts, the comma, semicolon, colon and to recognize, while reading, the effect of meaning with the use of ellipsis, quotation marks and parentheses.
To identify present, past and future using the modo indicativo.
To use, while writing and speaking, the correct verbs according to the pronoun in use.
To identify in texts the use of conjunctions and the relation being established between the parts of the text: addition, opposition, time, cause, condition, among others.
To differentiate primitive and compound words with the use of suffixes and prefixes.
To use, while writing a text, linguistic and grammar knowledge.
To use, while writing a text, resources for pronominal cohesion and connectives.
To read, write and order natural numbers up to the order of hundreds of thousands with the main features of the decimal numbering system.
To solve and elaborate problems of multiplication and division with natural numbers and rational numbers.
To identify and represent fractions.
To compare percentages.
To round numbers to millions.
To check work by inverse calculations, estimation, rounding and approximation.
To follow the order of operations.
To solve equations with one unknown.
To use trial and error, and experience of similar situations to solve problems.
To interpret, describe and represent the location or movement of objects in the Cartesian plane (1st quadrant).
To associate solid shapes to their planes (prisms, pyramids, cylinders, and cones) and to analyze, name, and compare their attributes.
To recognize, name, and compare polygons, considering sides, vertices and angles.
To calculate the volume of cuboids.
To solve and elaborate problem situations involving measures of different magnitudes such as length, mass, time, temperature, capacity, and area.
To select and use appropriate units and instruments of measurement.
To estimate and calculate time intervals.
To analyze and interpret statistical data presented in texts, tables (single or double entry), and graphics (grouped columns or lines) and produce texts with the purpose of synthesizing conclusions.
To identify the processes of formation of cultures and peoples, relating them to the geographic space occupied.
To identify the mechanisms for organizing political power with a view to understanding the idea of the State and/or other forms of social ordering.
To analyze the role of cultures and religions in the identity composition of ancient peoples.
To associate the notion of citizenship with the principles of respect for diversity, plurality and human rights.
To associate the concept of citizenship with the conquest of the rights of peoples and societies, understanding it as a historical conquest.
To compare the use of different languages and technologies in the communication process and assess the social, political and cultural meanings attributed to them.
To identify the processes of production, hierarchy and dissemination of memory landmarks and discuss the presence and/or absence of different groups that make up society in the naming of these memory landmarks.
To identify ways of marking the passage of time in different societies, including indigenous indigenous peoples and African peoples.
To compare points of view on topics that impact everyday life in the present time, through access to different sources, including oral ones.
To identify the material and immaterial patrimonies of humanity and analyze changes and permanence of these patrimonies over time.
To use geographic knowledge to understand the society/nature interaction and exercise the interest and spirit of investigation and problem solving.
To establish connections between different themes of geographic knowledge, recognizing the importance of technical objects for understanding the ways in which human beings make use of nature's resources throughout history.
To develop autonomy and critical thinking to understand and apply geographic reasoning in the analysis of human occupation and production of space, involving the principles of analogy, connection, differentiation, distribution, extension, location and order.
To develop spatial thinking, making use of cartographic and iconographic languages, of different textual genres and geotechnologies to solve problems involving geographic information.
To develop and use research processes, practices and procedures to understand the natural, social, economic, political world and the technical-scientific and informational environment, evaluate actions and propose questions and solutions (including technological ones) for issues that require scientific knowledge of Geography.
To build arguments based on geographic information, debate and defend ideas and points of view that respect and promote socio-environmental awareness and respect for biodiversity and for others, without prejudice of any kind.
To act personally and collectively with respect, autonomy, responsibility, flexibility, resilience and determination, proposing actions on socio-environmental issues, based on ethical, democratic, sustainable and solidary principles.
To explore everyday life phenomena that evidence physical properties of materials – such as density, thermal and electrical conductivity, responses to magnetic forces, solubility, responses to mechanical forces (hardness, elasticity, etc.), among others.
To select arguments that justify the importance of vegetation cover for the maintenance of the water cycle, the conservation of soils, water courses and atmospheric air quality.
To identify the main uses of water and other materials in daily activities to discuss and propose sustainable ways of using these resources.
To build collective proposals for more conscious consumption and create technological solutions for the proper disposal and reuse or recycling of materials consumed at school and/or in everyday life.
To select arguments that justify why the digestive and respiratory systems are considered co-responsible for the body's nutrition process, based on the identification of the functions of these systems.
To justify the relationship between the functioning of the circulatory system, the distribution of nutrients by the body and the elimination of waste produced.
To organize a balanced menu based on the characteristics of food groups (nutrients and calories) and individual needs (activities performed, age, sex, etc.) to maintain the body's health.
Top identify some constellations in the sky, with the support of resources (such as sky maps and digital apps, among others), and the periods of the year when they are visible in the early evening.
To associate the daily movement of the Sun and other stars in the sky with the rotation of the Earth.
B O D Y A N D M O V E M E N T
