Pedagogic Proposal

Brazilian bilingual school (Portuguese-English)

School Hours: 08h00 – 15h30

After School Activities: 15h30 – 17h40

FourC is a Brazilian school and follows the country´s laws, regulations and guidelines for curriculum.  All activities have been mapped for curriculum and competencies to ensure meeting our requirements.  Classes are not repeated in different languages. Activities and instruction are given in English or Portuguese in a constructive, contextual and supporting manner.

Discovery Program

Children 1 to 3 years of age (ciclo maternal)

70% of class time in Portuguese/ 30% in English

Discovery and Kindergarten – Classes are multi-graded (Multi-Age)

80% of class time in English/ 20% in Portuguese

Ciclo Infantil – children 3 to 5 years of age (by July)

Elementary – Classes are multi-graded (Multi-Age)

60% of class time in Portuguese/ 40% in English

Ciclo Primário I – children 6, 7 e 8 years of age (by July)

Ciclo Primário II – children 9 e 10 years of age (by July)

Middle School – Classes are no longer multi-age

60% of class time in Portuguese/ 40% in English

Ciclo Secundário

- 6th, 7th, 8th and 9th grade

- children 11, 12, 13, 14 years of age

Currently the school has 8th graders and will progress with the students.

High School – in the year 2012

Ciclo Ensino Medio – 1st, 2nd, 3rd

Our philosophy about how people learn, want to learn and continue to learn is rooted in the works of many philosophers, educators, psychologists and methodologies used in schools around the world.

We believe in a child centered approach classroom: Whole Language, Multiple Intelligences, Developmental Based Classes (multi-age), Inquiry Approach and the stimulation of autonomy, responsibility, group collaboration through practical hands-on teaching methods in a continuously improving environment.  Errors are invitations to learn and doubts and curiosity are treated as the basis for the continuous quest to construct your own knowledge and understanding.

Whole Language – Reading comprehension is about understanding what we read and being able to gain knowledge and build knowledge.  Writing is about being able to express thoughts for the understanding of others and our own reflections of our understanding.  Whole language targets initial reading and writing based on overall comprehension which leads to more enthusiastic readers and writers.   The focus is to improve by reading, writing and discussion to broaden understanding and enrich details that should continue as a lifelong practice. The whole language program is supported by a positive inquiry approach for understanding, self reflection and correction, autonomous support for answers and the process of continuous improvement.

The writing process is stressed first for expression and ideas to stimulate and encourage the child to write first and correct later.  If grammar and spelling are the initial focus, the student will be easily discouraged to elaborate. The process encompasses the following steps:  idea generation, rough draft, revision by increasing depth and breadth, editing for spelling and grammar, and publishing.

Classroom Activity and Evaluation

Activities in the classroom vary from a routine of autonomous work, group studies, classroom discussions, research projects and the ability to find and filter information from a variety of resources.

Evaluation is daily and continual with constant positive feedback during classroom activities and opportunities for self evaluation. The evaluation includes descriptions of behavior and actions on most developmental stages and curriculum requirements previously established through competencies. The evidences for comprehension in the classroom include: projects, research, presentations, essays, tests and the daily reflections and comments.

Multi-Age Classrooms

FourC believes that children develop at varying rates and schools should allow for these differences and support a positive attitude towards learning. The developmental stages used in our classrooms support both fast learners to move ahead and slower students to be mentored and have the opportunity to catch up. Students working together give everyone a chance to be a follower, questioner, teacher, mentor and leader which instills a positive image of learning and personal self confidence. Lifelong learners must feel positive about the process and consider their development as a natural process not based on time or age.