Social-constructivism is our guiding principle at Builders Elementary School. We see the acquisition of knowledge as a construction to be performed by the student in cognitive, social and emotional interactions that relate the content proposed by the school to their previous experience in an increasingly dynamic and globalized world.
Investigative work occurs with the student’s own initiative using the tools given to them by the teachers, such as reflection, group discussion, analysis, research, and problem resolution.
Our students benefit from our class sizes and teacher to student ratio. This allows the teacher to help each student.
Support classes for special needs students are regularly given early week throughout the school year.
Sports Festival, Drama Festival, Cambridge for Young Learners and other events at the school enrich the students learning environment.
Specific teachers of Yoga, Physical Education, Arts and Music give weekly classes to 1st to 5th grades. From 3rd grade on Spanish is included in the curriculum
Our curriculum planning in an ongoing process that involves guiding teachers through the important task of educating a capable human being.
Brazilian educational legislation divides the Elementary School curriculum into two areas: the National Common Base, which guarantees national unity between all the schools in Brazil, and the Diversification Part, which is also compulsory, but is different for each school. As long as educational classes are offered to create a well-rounded student, the choice of classes is up to the school according to its ideology and interest.
The integration of these two major curriculum components aims at linking all the aspects of an individual’s life in two different perspectives: Interdisciplinary (the interaction of different areas of knowledge) and Transdisciplinary (the possibility of exceeding the basic design of the course to allow for the development of all aspects of behavior). It is based on this curriculum composition that the Brazilian National Standards (PCNs) also propose Transversal Themes, to address issues that are beyond the curriculum areas, but have fundamental importance in the development of the student in relation to ethics, health, environment, cultural diversity and sexual orientation.