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Period of Abstraction and execution

Middle School is a period of great transition. The school curriculum goes from a context of concrete concepts as worked in the Lower School level to the development of the capacity for abstraction, application, protagonism, collaboration, responsibility, and ethics.

The 6th and 7th years bring about novelties and adaptations resulting from the disciplines of the new school level. This is where the students start to assume responsibility for the information and issues resolution in their routine. Learning how to study and when to ask for help is part of the growing process and is just as important as what is learned. School and families must be committed to developing the Respect value and preventing bullying.

The 8th and 9 th year is the second cycle of Middle School. This is where great friendship ties are formed and, together, school and family are responsible for fostering an environment in which the Kindness value is the basis of these friendships. In addition, the values ​​of Excellence and Responsibility are utmost exalted.
In the last year before high school, students learn specific subjects like Physics and Chemistry, start exercising their power over the curricular subjects they want to focus on, debate more complex topics, and explore and learn about career options and universities.

Pedagogical Routine
6th to 9th grade students have a classroom routine with different subjects and teachers. Class periods last 45 to 50 minutes, they are taught in English or Portuguese and are interspersed with meal and rest breaks.

Bilingualism
In Middle School, the schoolwork focuses on English using an Integrated Content and Language Learning approach so that content and language skills are developed in the subjects taught in English, following international quality standards for defining the language objectives.

LIV (Life Intelligence Lab)
In Middle School, in addition to the heavier study workload, students experience a moment full of physical and emotional changes, characteristic of the adolescence stage. Therefore, at this stage, the development of socio-emotional skills becomes crucial.
The curriculum for this age group continues with the emotional development initiated in the previous grades and complements it with six personal and interpersonal skills: perseverance, creativity, critical thinking, proactivity, communication, and collaboration.

Creative Technology
In this segment, students use technology as a means of expressing relevant issues, setting personal learning goals, and choosing the best tools and resources to achieve them. At the same time, they apply the design process to improve prototypes and build solutions to problems that affect their communities.

At this phase, students develop logical-deductive thinking, logical reasoning, protagonism, collaboration, responsibility, ethics, and creativity