Projects

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Projects

Toddler Morning

Experimenting and Learning!

Since an early stage, children intensively investigate the world, making whatever is available for them a target for investigation. They explore textures, hardness, width, temperature, colours, sizes, etc. Whilst doing so, they use their whole bodies in movements which explicit the desire to get to know the world.

With that in mind, in this first term, our first project will be In the world of sensations, which promotes to our little investigators a broadening of possibilities in experimentation.

The activities allow the children, through the manipulation of materials, to discover the effects and transformations that their own actions have on their interaction with their surroundings.

Many will be the learnings which will contribute for each child to discover his own way of being in the world.

Apart from the project, our routine is filled with stories, songs, pretend play, expression through art, games, music, and physical education classes with specialist teachers.

Toddler Afternoon

Circus Magic

This term, Toddler Afternoon will have circus experiences, with its activities and challenges. Through many body movements within cooperative work, the children will be introduced to incredible ways of playing, using circuits, going through obstacles, acrobatics with somersaults and lots of fun!

Apart from the project, our routine is filled with stories, songs, pretend play, expression through art, games, music, and physical education classes with specialist teachers.

G2 Morning

During this first term, G2 will get to know “The Enormous Turnip”. With a simple plot, this type of story is known as a cumulative tale.

Reading, telling and listening to stories are activities through which the children may get to know different ways of speaking, living, thinking and acting. They also become in contact with an entire universe of values, habits and behaviours of their own, apart from other cultures, in diverse places and times. The linguistic aspect will be worked on through literacy and contact with the book.

We will plant the turnip inserting the group in the book’s context within the herb garden, in direct contact with nature. Our little scientists will accompany the germination process right up to the harvest! Together we will try this new food, and have many discoveries!

Apart from the project, our routine is filled with stories, songs, pretend play, expression through art, games, music, and physical education classes with specialist teachers.

G3 Morning

“This is how we go to places”

The learning process during the pre-school phase allows for growth with conscience. At least twice a day, children accompany their parents in some type of vehicle to and from school.

In this route they observe things that not even us, adults, notice. So why not encite this outlook on our little ones?

Many are the questions, and through games and play we will contemplate concepts of spatiality, expression and movement as active agents in learning to respect the rules of traffic.

Apart from the project, our routine is filled with stories, songs, pretend play, expression through art, games, music, and physical education classes with specialist teachers.

G3 Afternoon

“Wassily Kandinsky”

The world is full of symbols and meanings which make many discoveries possible throughout many different phases in life. Through art we can develop essential attitudes for human beings, such as critical thinking, sensitivity and creativity. When working with visual arts, children externalise their inner world, their personalities and the way of seeing and feeling things. Each child creates his own individual construction, which includes making choices, personal experiences, learnings, relation with materials and feelings.

Kandinsky was one of the founders of abstract painting in 1910, with an assumption that art is independent from the external world and visible reality, that is, a work of art is composed only by pure elements such as shapes, lines and colours.

This project makes expression possible through art.

Apart from the project, our routine is filled with stories, songs, pretend play, expression through art, games, music, and physical education classes with specialist teachers.

G4 Morning

Working with fables is very pleasurable, being able to interpret them and get to know the world of make believe and being involved in what lies behind each reading. Students start questioning, analysing and interpreting messages and bringing them to their lives. Through this project we will awaken the habit of reading, writing, illustration and discovery.

The project proposes creating both collective and individual interesting situations, through visual arts, movement, knowledge of the world, knowledge of the self and of others, and the importance of written and oral language. The project will also work on Maths, Science and Music, apart from exploring constructive games.

Apart from the project, our routine is filled with stories, songs, pretend play, expression through art, games, music, and physical education classes with specialist teachers.

G4 Afternoon

From the moment a baby is born begins the construction of his identity, in a continuous process. The It’s OK to be different project which will happen throughout this term has an investigative outlook on getting to know each child, so that each one can have more conscience of himself or herself, identifying preferences and each one’s personal way, one’s origin, paths, among other factors, so as to motivate a reflexive outlook of where we stand.

Self knowledge opens doors to getting to know others and understand their own stories, creating new bonds and the conscience that there are many perceptions to life. The possibility of amplifying a sensitive outlook on daily elements of life, with the aim of expanding knowledge of what is new and what is different through the discovery of one’s story; the origin of one’s name, the importance of body awareness, play, among other activities which help stimulate the construction of social and affective being.

G5/G6

How does the literacy process happen? What will G5/G6 live during the first term? What will they learn?

Many doubts appear when a new year begins, and especially when we refer to literacy. When we compare to how this process happened when we teachers and parents were students, we see how there have been many changes in the outlook of literacy.

Accepting the idea of not saying that some letters are missing in the child’s text and even agreeing with what he or she wrote, even if wrong, can cause anguish. It is common to question: How will the child learn what is right if I don’t say so? or How can I say it is right, if it is wrong?

We can begin by self-esteem, which is fundamental. Through it the child feels safe to take risks. Another essential aspect is listening to the child, understanding why he or she chooses to place different letters.

Children ask questions all the time. When they are put in situations where they are invited to write something, they question: Is it right? In this case, we throw back the question: What do you think? or even Read with your finger and see if it is OK.

Instead of answering if the writing is correct, prefer to congratulate the child for the attempt, in order make the child confident. In this way we show the child that we know he or she has done his best and deserves acknowledgment, and continues improving, both in Portuguese and English.

In this way, each student in his own way and rhythm becomes more confident and advances in his accomplishments.

In order to give even more challenges to G5/G6, we will have:

Literacy Project: Collective reading of the book by Tatiana Belinky: O Caso do Bolinho

O Caso do Bolinho is a story with a simple plot, which is known as a cumulative tale.

Listening to and reading stories represent moving into an enchanting world, full of mysteries and surprises, always interesting, curious, both being fun and at the same time educational. It is worth commenting that many different abilities are worked on through literature, such as language and writing. Daily, the children have a great time listening to this entertaining story, and will work on a handout exercising writing skills.

Literacy Project: Slowly, slowly, slowly said the Sloth

Slowly, slowly, slowly said the Sloth is another cumulative tale, working on expanding the children’s vocabulary in English, in a playful and fun manner.

Power Up – Cambridge: Power Up pupil’s book, together with the activity book will be worked on the whole year. The work with the Cambridge textbooks enable developing cognitive and social skills, being in contact with the English language in a meaningful way, making use of daily situations to expand vocabulary, developing abilities and each student’s potential.

Each child, in his own way and rhythm, becomes more and more confident, advancing in his achievements.

Maths

Project involving fundamental competencies: thought process, representation, communication, argumentation, and mathematical processes of problem solving and investigation.

1st Grade

And this year has begun! We are back to school, it is time to return to studies, games and play, and all the experiences that are involved in our daily routine.

1st grade starts with many novelties, and with a lot of affection we planned what we will work with the children.

In Portuguese, we will continue investing in the literacy process (with those who are alphabetical as well), and our support tool will be our textbook. Apart from this we will have complementary and specific activities to each child’s needs. We will also have the “Não confunda” project, enchanting our children, while teaching the value of rhymes. In Maths, we will study numbers, algebra and measures, everything, of course, through games and challenges.

2nd Grade is full of challenges and novelties!

Knowledge building is a web of relations and meanings, where we establish relations and meaning with what we know and available knowledge. For this reason, 2nd grade now has new teachers and an extended programme: classes happen from 8:00 to 12:20 in the morning, and from 13:00 to 3:00 in the afternoon.

Another novelty is that we work in quarters. At the end of each quarter students are evaluated in their learning process.

Portuguese

We begin by remembering riddles and getting to know more about contemporary children’s songs.

Students are invited to get to know the universe of reading and writing through different texts. They will also be invited to interact with all colleagues through research and readings in diverse moments of the routine.

Maths

We aim to work on Mathematics in a pleasurable and meaningful way, so that students may understand its context in daily life.

It is worth mentioning that Mathematical knowledge is vital to all, may it be for its use in contemporary society, or for the shaping of critical citizens.

Through the articulation of different fields (Arithmetic, Algebra, Geometry, Quantities and Measures, Probability and Statistics), Maths provides diverse abilities and competencies that favour learning and world knowledge.

English

Establishing a daily routine with 2nd grade was something easy and soft. First we made a “To Do List”, which is a list that includes the things that must be done by the end of the day: cleaning the tables, putting the chairs under the tables, erasing the board, organising the books… This gives them a sense of ownership in the classroom affairs, it is not only a powerful motivating force but is also a way to ensure harmony and promote group cohesiveness (especially with the new group members). Using the books and materials made them feel more engaged and responsible, and makes them aware of the importance of what they are learning:

– Science: Through different activities and homework, the kids are learning about their environment: how we can protect it, the importance of recycling, wet and dry areas, things that harm our environment…

– Mathematics: Through the workbook activities, and the games that we are producing, the kids are getting curious to discover the world of numbers, learning about addition through problem solving and comparing different numbers (bigger than, smaller than…)

– Our first project this semester is “Let’s have a picnic” and it’s a great opportunity from them to learn a rich vocabulary related to food: different fruit and vegetables, the best weather to go and have a picnic, the best places to have a picnic…