ENGINES
ENGINES
MIDDLE SCHOOL
LOWER SCHOOL
HIGH SCHOOL
TNETNOC
EARLY YEARS
litnafni oãçacudE
EARLY
YEARS
We understand that the Early Years represent a significant period in a child's life. Our practices are based on play, relationship building, multisensorial experiences, in-depth contact with nature, and a personalized approach to the learning process. Research shows that these five practices are essential to support children to understand their world, develop, form, and delve into relationships, as well as explore their ideas from an intellectual, social, emotional and ethical perspective.
What makes our Early Years so unique?
LITERACY Literacy is a continuous process by which students learn to listen, speak, read and write contextually. Children broaden their communication and thinking skills, developing a positive attitude to become effective readers, writers, communicators, and learners throughout their lives. Escola Concept is committed to offering our learners opportunities to develop their literate culture, learn daily about and through the English and Portuguese languages, and thus expanding other multiple languages.
LANGUAGE IMMERSION Language immersion in the Early Years is about hearing, speaking, and learning the language in authentic everyday contexts and experience it in their familiar surroundings.Our practices focus on developing language skills and work with academic development objectives (content) in an articulated way (Content and Language Integrated Learning).
The curricular organization of Early Childhood Education at BNCC is structured in five fields of experiences, within which the objectives of learning and development are defined. The fields of experiences constitute a curricular arrangement that welcomes the concrete situations and experiences of the daily life of children and their knowledge, intertwining them with the knowledge that is part of the cultural heritage.
CURRICULUM
The inspiration in Reggio Emilia's educational experience takes as reference the image of a curious child, full of potential and subject to rights, who learns and grows in the relationship with others, who expresses himself through multiple languages, in a provocative environment, which the child is an additional educator and has research as a great value. Children are encouraged in their cognitive conflicts by educators who I D Euse A Tpedagogical E documentation and active listening as one of the main ways of monitoring their full development.
REGGIO EMILIA APPROACH Project-Based Learning (PBL) in Early Childhood Education is an approach by which students are encouraged to actively interrogate the world, investigating an authentic, engaging, and complex question. The educator creates provocative contexts, relaunches problems, provokes new questions, evaluating the pedagogical development, articulation of the contents, I Dand E Athe T Estudents' interest in the pedagogical documentation of the whole process. Learners demonstrate their knowledge and skills through a culmination that illustrates their investigative journey to the community.
PBL HABITS OF MIND
16 strategies and/or dispositions to act effectively in society and solve challenges as we strive to develop conscientious, caring, and happy citizens, committed to personal growth, to the growth of others and their community These Habits of the Mind are encouraged in the daily life of the school as a frequent attitude and are part of the Escola Concept socioemotional curriculum.
Assessment in the Early Eears
The 4 visible structuring components of our Project Based Learning approach. LEARNING ENVIRONMENT
Environment as the third educator that supports the learner in making thinking visible.
HABITS OF MIND
Promotes and nurtures the socio-emotional development of the learner.
FIELDS OF EXPERIENCE
Components of the national curriculum to promote the development of key knowledge skills and understanding.
TRANSVERSAL COMPETENCIES Skills and competencies that impact the overall development such as everyday function and self-management.
The growth plan journey A jornada do planejamento de crescimento
STEP 5 STEP 1 Revisiting the child's learning process. (ongoing)
STEP 2 Family's perspective: communication between family and school.
Analysis of recorded pedagogical documentation.
STEP 6 Report of pedagogical documentation. Feedback on Progress & Growth
STEP 3 Team members' observation.
STEP 7 the child’s strengths, opportunities and development goals
STEP 4 Child's voice: wishes, opinions and insights.
LEADING TO.... Your child's learning journey report
Analysis & Review
LEARNING ENVIRONMENT
Provocative environment as third educator How have I established connections with myself, the environment and others?
1
How has the environment supported me in making my thinking visible?
Spacial organization Use of material Spacial awareness Exploration of the space Inquiry
Cultures of thinking Understanding Map
Guiding topics for the educator
TRANSVERSAL COMPETENCIES
Self-care and everyday skills Multi-literacy and ICT competence Agency Play
What skills and competencies have had the most impact on my overall development? Autonomy Use of multiple languages Digital Fluency Entrepreneurship Collaboration Sustainability Every day functions and self-management Play and imagination
Guiding topics for the educator
HABITS OF MIND
THE 16 OF HABITS OF MIND What Habits of Mind have promoted and nurtured my socio-emotional development? Self-regulation Awareness Conflict resolution Resilience Self-perception Social-emotional skills
Guiding topics for the educator
FIELDS OF EXPERIENCE
Myself, the other and my community Body, gestures, and movements Lines, sound, colors, and shapes Speaking, listening, creating and imagining Space, time, quantity, relation, and transformation
How has the project promoted the development of my key knowledge skills and understanding? Exploration Key knowledge skills Understanding Concepts with global impact Foundation skills (literacy, numeracy) Transdisciplinary skills
Guiding topics for the educator
I latnemadnuF onisnE
LOWER
SCHOOL
Our Lower School program focuses on preparing our learners to develop a passion for learning in different environments; beyond the classroom. At this age level, learners deepen their understanding of the learning engines that support the Escola Concept foundational areas: visible thinking routines, cultures of thinking, Habits of Mind, the Global Goals, and project-based learning.
What makes our Lower School so unique?
PROJECT BASED LEARNING (PBL) Project Based Learning (PBL) - It is the approach that Escola Concept uses to present the content that is provided in the Brazilian curriculum (Base Nacional Comum Curricular) in a challenging and engaging way. Through PBL, learners actively participate in the process of developing knowledge. Each trimester, three to five projects are developed connected to the curricular parameters of the Base Nacional Comum Curricular Brasileira and Fieldwork Education. Our learners learn the required content by making relevant connections to prior knowledge. Projects are developed to bring meaning to the learning process and for learners to understand that all subjects and areas of knowledge are connected. This multidisciplinary approach to learning decompartmen
READERS AND WRITERS WORKSHOP Creating and supporting writers involves multiple layers from the classroom to the home to the world around us! Escola Concept had the support of world experts in literacy to develop its philosophy of teaching that has certain routines and objectives in common with professional writers, an approach inspired by the Reading & Writing Project from the Teachers College at Columbia University. Through the Readers and Writers workshops, learners are fostered to become enthusiastic, confident and independent in writing. The program is complemented by a weekly class in the Inspiration Commons/Library.
GLOBAL GOALS The 17 Sustainable Development Goals or SDGs, have the power to make the world a better place and they are present in every project designed by educators and students at Concept school. We promote use of the Sustainable Development Goals in I D E Acan TE learning so that children contribute to a better future for all. From citizenship and justice to climate change and the environment, inspire children to make a difference.
BILINGUAL EDUCATION Concept is an international bilingual Brazilian school. The teaching and learning process takes place both in English and in Portuguese. In Elementary School I, the proportion of the language is 60% in English and 40% in IDEATE Portuguese. Escola Concept adopted the "Dual Language Immersion" approach, known in Portuguese as "Programa de Imersão Dupla." It is a widely used approach in locations with the presence of two cultures, which aim to achieve bilingualism, literacy in both languages and the expansion of the repertoire in both cultures. The contents are taught in Portuguese and English for the development of full fluency in all areas of knowledge, without repeating the content in each language. If a specific topic in the subject of Mathematics was taught in English in a certain grade level, the learner will not be re-taught the topic in Portuguese. The language is used as the means of teaching the content.
DESIGN THINKING Design Thinking based on Stanford d.school is a collective and collaborative approach to creative problem-solving. Composed of 5 stages ranging from understanding the challenge to prototyping and testing, Design Thinking brings a perspective of empathy with the people who will be the users of that product, service or solution. Born in a context of industries and creative agencies, the approach has been applied to education with enormous success to promote student engagement.
SOCIOEMOTIONAL LEARNING At Escola Concept, we strive to develop conscientious, caring and happy citizens, committed to personal growth, to the growth of others and to their community. We are very attentive to the socio-emotional skills needed to develop our learners and our work is supported by 25 years of research through the Institute for the Habits of Mind. Habits of Mind are an identified set of 16 problem solving, life related skills, necessary to effectively operate in society and promote strategic reasoning, insightfulness, perseverance, creativity and craftsmanship. In Lower school, learners and educators seek to understand and apply these 16 Habits of Mind to provide the ability to work through real situations that equip individuals to respond using awareness, thought and intentional strategy to gain a positive outcome.
Assessment in lower school
Pedagogical Documentation Visible structuring components
Documentação pedagógica: componentes estruturais observáveis
PBL AGENCY RUBRICS
HABITS OF MIND
Rubrica de conteúdos procedimentais Oral Communication / Comunicação Oral Written Communication / Comunicação Escrita Clarity of Thought / Clareza de Pensamento Metacogntion / Metacognição Agency / Agência Collaboration / Colaboração
Hábitos da mente
TRANVERSAL COMPETENCES
CURRICULUM STANDARDS
Competências tranversais Sustainability / Sustenabilidade Digital Fluency / Fluência Digital Entrepreneurship / Empreendedorismo Collaboration / Colaboração
The 16 Habits of Mind / Os 16 Hábitos da Mente
Componentes curriculares
BNCC (Base Nacional Comum Curricular) Fieldwork Education
How are the learners assessed at escola CONCEPT?
Como os estudantes são avaliados na escola CONCEPT?
Formative Assessment - 60 % (All assessment done along the process) Avaliação formativa - 60 % (Toda avaliação feita durante o percurso do projeto)
Summative Assessment - 20 % (Assess the learning at the end of the process) Avaliação somativa - 20 % (Avaliação feita no final do projeto)
Culminating Project - 20% (Interdisciplinary assessment considering: engagement, participation and project develoment) Projeto Final - 20 % (Avaliação feita no final do projeto)
Grade Scale
Correspondência númerica
E.E. + 10.0 E.E 9.0 M.E + 8.0
M.E 7.0 A.E. + 6.0 A.E. 5.0
A.E. - 4.0 D.E. + 3.0 D.E. 2.0 D.E. - 1.0
CURRICULUM STANDARDS Componentes curriculares
Exemplifies Expectations
Desenvolve plenamente as expectativas
Meets Expectations Cumpre as expectativas
SUBJECT AREA Áreas do conhecimento
Approaches Expectations
Aproxima-se das expectativas
Develops Expectations
Desenvolvendo as expectativas
FINAL GRADE Resultado Final
English Language
Língua Inglesa
Portuguese Language
Língua Portuguesa
Mathematics Matemática
Social Sciences
Ciências Sociais
Natural Sciences
Ciências Naturais
Integrated Arts
Artes Integradas
Culminating Project Projeto Final
Grade Scale
Correspondência númerica
E.E. + 10.0 M.E 7.0 A.E. - 4.0 E.E 9.0 A.E. + 6.0 D.E. + 3.0 M.E + 8.0 A.E. 5.0 D.E. 2.0 D.E. - 1.0
HABITS OF MIND Hábitos da mente
These are the Habits of Mind that were formally assessed along the trimester. Estes são os hábitos da mente que foram formalmente avaliados ao longo do trimestre.
Exemplifies Expectations
Desenvolve plenamente as expectativas
Meets Expectations
Cumpre as expectativas
HABITS Hábitos
Approaches Expectations
Aproxima-se das expectativas
Develops Expectations
Desenvolvendo as expectativas
ASSESSMENT Avaliação
Managing Impulsivity
M.E.
Managing Impulsivity
M.E.
Managing Impulsivity
M.E.
Gerenciamento de impulsividade
Gerenciamento de impulsividade
Gerenciamento de impulsividade
CLICK HERE TO ACCESS THE RUBRICS FOR THE HABITS OF MIND
M.E.
Gerenciamento de impulsividade
Clique aqui para acessar as rubricas
Managing Impulsivity
WHAT DOES IT MEAN? O que isso significa?
AGENCY RUBRICS Rubrica de conteúdos procedimentais
Exemplifies Expectations
Desenvolve plenamente as expectativas
Meets Expectations
Cumpre as expectativas
SKILLS
Approaches Expectations
Aproxima-se das expectativas
Develops Expectations
Desenvolvendo as expectativas
ASSESSMENT
Metacogntion
M.E.
Metacogntion
M.E.
Metacogntion
M.E.
Metacognição
Metacognição
Metacognição
CLICK HERE TO ACCESS THE RUBRICS FOR AGENCY
M.E.
Metacognição
Clique aqui para acessar as rubricas
Metacogntion
WHAT DOES IT MEAN?
SELF-ASSESSMENT Auto Avaliação
Click below to access the learner's self-assessment file. Clique no link abaixo para acessar o arquivo de auto avaliação do estudante.
Click on the icon to access the file Clique no link para acessar o arquivo
Learn more about the project journey
Saiba mais sobre a jornada do projeto
Click on the links below to access the learning journey for the projects developed during this trimester. There you will find: Information about the project, BNCC standards, Fieldwork Education standards, Habits of Mind developed during the project. Clique nos links abaixo para acessar a jornada de aprendizado dos projetos desenvolvidos durante este trimestre. Lá você encontrará: Informações sobre o projeto, Competências e habilidades da BNCC, Competências e habilidades da Fieldwork Education, Hábitos da mente desenvolvidos durante o projeto.
Title of the project
Title of the project Título do projeto
Title of the project Título do projeto
Título do projeto
II latnemadnuF onisnE
MIDDLE SCHOOL
Our Middle School program focuses on academic rigor while developing necessary socioemotional skills. We nurture an environment where learners take responsible risks when they engage in service-learning, participate in academic competitions such as Astronomy and Mathematics, research for the Model United Nations, and are presented with unique opportunities for design challenges.In Middle School students also start reflecting and planning their future through a process of self-knowledge not just as a learner.
What makes our Middle School so unique?
MATHEMATICS PROGRAM Illustrative Mathematics is a problem-based core curriculum designed to address content and practice standards to foster learning for all. Students learn by doing math, solving problems in mathematical and real-world contexts, and constructing arguments using precise language. The Educator's role is to facilitate student learning with high-leverage routines to guide learners to understand and make connections between concepts and procedures.
PATHWAYS Wayfinder is a program founded at the Stanford Institute of Design to help middle school learners to develop a sense of meaning, purpose, and belonging. With one weekly class on Middle School, the Wayfinder program seeks to answer the urgent call to make meaning and purpose development a central focus of adolescent education, while showing learners the potential impact of their actions. Learners are encouraged to get involved in community service for 30 to 90 hours a year. That was the way Escola Concept found to work on empathy in practice, bringing awareness to the possibility that we all can transform the environment, if we look at it from a more empathic perspective. This way, we can reflect on our own attitudes. We talk a lot with learners about donating time and talent, as an alternative to donating money or material goods.
SERVICE LEARNING
All age groups have weekly Design Thinking classes that bring a problem-solving and hands-on perspective to learning. In Middle School students are invited to question and look for answers about problems that affect their lives more objectively. The entrepreneurial mindset is I DBuild E A T Your E Own developed during Start Up classes. The exploration of fields of interests and public communication happen on Ted-Ed Clubs and the "How" what they know can be used to positively interfere in the world around them is a question to be explored during Metacognition meetings.
ENTREPRENEURSHIP Grade 9 is a special year. In the Brazilian curriculum matrix, it is part of Middle School. In international schools, it integrates High School. Thinking about how to define it, we concluded that it is a year of transition to what we call PreHigh School. In Grade 9, learners continue to participate in programs that aim to expand their sense of agency. Lessons that are focused on specific contents - such as literature, mathematics, and history - gradually become more complex. The partnership with Stanford University and their Wayfinder project begins in Grade 9, as well as the Innovation Diploma.
PRE-HIGH SCHOOL
Assessment in the middle school
Pedagogical Documentation Visible structuring components
Documentação pedagógica: componentes estruturais observáveis
PBL AGENCY RUBRICS
HABITS OF MIND
Rubrica de conteúdos procedimentais Oral Communication / Comunicação Oral Written Communication / Comunicação Escrita Clarity of Thought / Clareza de Pensamento Metacogntion / Metacognição Agency / Agência Collaboration / Colaboração
Hábitos da mente
TRANVERSAL COMPETENCES
CURRICULUM STANDARDS
Competências tranversais Sustainability / Sustenabilidade Digital Fluency / Fluência Digital Entrepreneurship / Empreendedorismo Collaboration / Colaboração
The 16 Habits of Mind / Os 16 Hábitos da Mente
Componentes curriculares BNCC (Base Nacional Comum Curricular) Fieldwork Education
How are the learners assessed at escola CONCEPT?
Como os estudantes são avaliados na escola CONCEPT?
Formative Assessment - 60 % (All assessment done along the process) Avaliação formativa - 60 % (Toda avaliação feita durante o percurso do projeto)
Summative Assessment - 20 % (Assess the learning at the end of the process) Avaliação somativa - 20 % (Avaliação feita no final do projeto)
Culminating Project - 20% (Interdisciplinary assessment considering: engagement, participation and project develoment) Projeto Final - 20 % (Avaliação feita no final do projeto)
Grade Scale
Correspondência númerica
E.E. + 10.0 E.E 9.0 M.E + 8.0
M.E 7.0 A.E. + 6.0 A.E. 5.0
A.E. - 4.0 D.E. + 3.0 D.E. 2.0 D.E. - 1.0
How are the learners assessed at escola CONCEPT?
Como os estudantes são avaliados na escola CONCEPT?
Formative Assessment - 60 % (All assessment done along the process) Avaliação formativa - 60 % (Toda avaliação feita durante o percurso do projeto)
Summative Assessment - 20 % (Assess the learning at the end of the process) Avaliação somativa - 20 % (Avaliação feita no final do projeto)
Culminating Project - 20% (Interdisciplinary assessment considering: engagement, participation and project develoment) Projeto Final - 20 % (Avaliação feita no final do projeto)
Grade Scale
Correspondência númerica
E.E. + 10.0 E.E 9.0 M.E + 8.0
M.E 7.0 A.E. + 6.0 A.E. 5.0
A.E. - 4.0 D.E. + 3.0 D.E. 2.0 D.E. - 1.0
CURRICULUM STANDARDS Componentes curriculares
Exemplifies Expectations
Desenvolve plenamente as expectativas
Meets Expectations Cumpre as expectativas
SUBJECT AREA Áreas do conhecimento
English Language
Approaches Expectations
Aproxima-se das expectativas
Develops Expectations
Desenvolvendo as expectativas
FINAL GRADE Resultado Final
M.E.
Língua Inglesa
Portuguese Language
Língua Portuguesa
Mathematics Matemática
Social Sciences
Ciências Sociais
Natural Sciences
Ciências Naturais
Integrated Arts
Artes Integradas
Mandarin
Mandarim
Culminating Project Projeto Final
Grade Scale
Correspondência númerica
E.E. + 10.0 M.E 7.0 A.E. - 4.0 E.E 9.0 A.E. + 6.0 D.E. + 3.0 M.E + 8.0 A.E. 5.0 D.E. 2.0 D.E. - 1.0
oidéM onisnE
HIGH SCHOOL
SERVICE LEARNING Learners are encouraged to get involved in community service for 30 to 90 hours a year. That was the way Escola Concept found to work on empathy in practice, bringing awareness to the possibility that we all can transform the environment, if we look at it from a more empathic perspective. This way, we can reflect on our own attitudes. We talk a lot with learners about donating time and talent, as an alternative to donating money or material goods.
ENTREPRENEURSHIP During High School, several learning opportunities are designed to develop learners' agency and entrepreneurial mindset. The documentation of their projects will pave the way for learners to get the Global Citizen Diploma and the AP Capstone Diploma, valued by colleges across the United States and around the world. This combination of opportunities is offered in less than 10 schools worldwide. The High School program offers to students 4 different diplomas. One is the High School Conclusion Diploma, that is necessary for moving forward in Higher Education anywhere in the world. Two other diplomas are earned by students by taking the Advanced Placement courses: the AP diploma and the AP Capstone Diploma. Another one is the Global Citizen Diploma, which depends on outstanding performance in many different areas such as Sports, Arts, Public Communication, Leadership and many others.
INTERNATIONAL DIPLOMAS
Wayfinder is a program founded at the Stanford Institute of Design to help high school learners to develop a sense of meaning, purpose, and belonging. With one weekly class on Middle School, the Wayfinder program seeks to answer the urgent call to make meaning and purpose d e v e l o p m e n t a IcDe nEt A r aTl E focus of adolescent education, while showing learners the potential impact of their actions. University Counseling, and includes individual personalized tutoring. Together with learners, we will explore universities, their rankings while researching to find the best match for each learner. The program also offers University Counseling, and includes individual personalized tutoring. The groups explore universities to find the best match for each learner.
PATHWAYS Advanced Placement are subject courses that offer students the chance to tackle college-level work while still in high school. In addition to it, depending on the grades reached by students on the AP exams, they can earn college credit and have a role in student placement in US and other international Colleges and Universities.
AP COURSES
Pedagogical Documentation Visible structuring components
Documentação pedagógica: componentes estruturais observáveis
PBL AGENCY RUBRICS
HABITS OF MIND
Rubrica de conteúdos procedimentais Oral Communication / Comunicação Oral Written Communication / Comunicação Escrita Clarity of Thought / Clareza de Pensamento Metacogntion / Metacognição Agency / Agência Collaboration / Colaboração
Hábitos da mente
TRANVERSAL COMPETENCES
CURRICULUM STANDARDS
Competências tranversais Sustainability / Sustenabilidade Digital Fluency / Fluência Digital Entrepreneurship / Empreendedorismo Collaboration / Colaboração
The 16 Habits of Mind / Os 16 Hábitos da Mente
Componentes curriculares BNCC (Base Nacional Comum Curricular) Fieldwork Education
How are the learners assessed at escola CONCEPT?
Como os estudantes são avaliados na escola CONCEPT?
Formative Assessment - 60 % (All assessment done along the process) Avaliação formativa - 60 % (Toda avaliação feita durante o percurso do projeto)
Summative Assessment - 20 % (Assess the learning at the end of the process) Avaliação somativa - 20 % (Avaliação feita no final do projeto)
Culminating Project - 20% (Interdisciplinary assessment considering: engagement, participation and project develoment) Projeto Final - 20 % (Avaliação feita no final do projeto)
Grade Scale
Correspondência númerica
E.E. + 10.0 E.E 9.0 M.E + 8.0
M.E 7.0 A.E. + 6.0 A.E. 5.0
A.E. - 4.0 D.E. + 3.0 D.E. 2.0 D.E. - 1.0
THE PROJECT DESIGN JOURNEY:
each phase represents an important stage of the project.
WONDER
In this phase, learners will define and empathize with the problem to connect with standards and complete the PBL Framework including Part 2, which will be sent home.
The goal is to spark curiosity, provoke thinking leading to big curiosity questions which will connect learners to the curriculum standard.
IDEATE
The goal is for learners to define solutions through brainstorming and making connections while developing a roadmap to develop their projects. During this phase, there are also formative assessments.
IDEATE PLAN During this phase, learners will work on their prototype connected to the Essential Questions and the curriculum standards.
IDEATE
DO TEST &FEEDBACK
ACTION
Learners will apply the solution to the real identified problem to be solved by testing their solution with an authentic audience. Summative assessments happen during this phase.
Learners will reflect on their journey by completing a self-assessment and will receive peer feedback based on the learning outcomes.
CELEBRATION &REFLECTION
seõçacilbuP
PUBLIC ATIONS
Early Years May 2020
2 3 4
Lower School June 2020
Middle School June 2020
High School June 2020
www.escolaconcept.com.br
AV. NOVE DE JULHO, 5520 JARDIM PAULISTA - 01406-200 SÃO PAULO - SP