With a team of more than 50 specialists, RED HOUSE invests heavily in research in the area of education to provide professional training to the teaching staff, in addition to strategies and teaching materials compatible with the school’s pedagogical proposal of excellence.
In Elementary School, the complexity of the learning journey increases throughout the grades, according to the student’s cognitive maturity.
With a team of more than 50 specialists, RED HOUSE invests heavily in research in the area of education to provide professional training to the teaching staff, in addition to strategies and teaching materials compatible with the school’s pedagogical proposal of excellence.
In Elementary School, the complexity of the learning journey increases throughout the grades, according to the student’s cognitive maturity.
In the early years of Elementary, from Year 1 to Year 5, students broaden their cultural and social repertoire, while further developing academic skills.
In the early years of Elementary, from Year 1 to Year 5, students broaden their cultural and social repertoire, while further developing academic skills.
It is in Year 1 that biliteracy (simultaneous literacy in English and Portuguese) takes place with reading and writing in both languages happening fluidly and effectively. It is also in this grade that the Spanish language is introduced to the curriculum as a foreign language.
During the initial grades, students become more active in the learning processes and delve into the areas of Language, Mathematics, Science and Social Studies, Arts, Physical Education and Well-being, Music, among others, in a transdisciplinary way.
In practice, this means that the different subjects work in service for inquiry and discoveries, and not the other way around.
In a transdisciplinary inquiry activity, the same topic such as water, for example, is explored in various disciplines, such as mathematics, science and language. This enables students to better understand the processes and relate them to concrete real-life situations. These approaches make learning more meaningful and increase engagement, which greatly encourages the acquisition of different knowledge on a consistent basis.
RED HOUSE’s international curriculum also values technology as digital thinking, and not just the use of digital tools. In this way, from Elementary School onwards, Design Thinking as a process for solving problems is inserted throughout the student’s school trajectory.
All this demands a new attitude from students, who increasingly need to become critical thinkers and agents of their own learning, without emphasizing on memorization, thus avoiding the mere reproduction of content. That’s why we believe they become “Life Long Learners”.
To put into practice all the knowledge acquired during these first years of Elementary School, Year 5 students are tasked with a final in-depth transdisciplinary inquiry project, having to present it to the school community as a contribution of their learning.
In a collaborative process, they share knowledge and offer solutions to real challenges, involving parents and the entire school community. At this point, students showcase their ability to synthesize the learning acquired in all the initial Elementary School grades.
It is in Year 1 that biliteracy (simultaneous literacy in English and Portuguese) takes place with reading and writing in both languages happening fluidly and effectively. It is also in this grade that the Spanish language is introduced to the curriculum as a foreign language.
During the initial grades, students become more active in the learning processes and delve into the areas of Language, Mathematics, Science and Social Studies, Arts, Physical Education and Well-being, Music, among others, in a transdisciplinary way.
In practice, this means that the different subjects work in service for inquiry and discoveries, and not the other way around.
In a transdisciplinary inquiry activity, the same topic such as water, for example, is explored in various disciplines, such as mathematics, science and language. This enables students to better understand the processes and relate them to concrete real-life situations. These approaches make learning more meaningful and increase engagement, which greatly encourages the acquisition of different knowledge on a consistent basis.
RED HOUSE’s international curriculum also values technology as digital thinking, and not just the use of digital tools. In this way, from Elementary School onwards, Design Thinking as a process for solving problems is inserted throughout the student’s school trajectory.
All this demands a new attitude from students, who increasingly need to become critical thinkers and agents of their own learning, without emphasizing on memorization, thus avoiding the mere reproduction of content. That’s why we believe they become “Life Long Learners”.
To put into practice all the knowledge acquired during these first years of Elementary School, Year 5 students are tasked with a final in-depth transdisciplinary inquiry project, having to present it to the school community as a contribution of their learning.
In a collaborative process, they share knowledge and offer solutions to real challenges, involving parents and the entire school community. At this point, students showcase their ability to synthesize the learning acquired in all the initial Elementary School grades.
The final years of Elementary School, Year 6 to Year 9, are an engaging time for students. This is when they become more independent in learning and feel more responsible for the results they are able to achieve.
The final years of Elementary School, Year 6 to Year 9, are an engaging time for students. This is when they become more independent in learning and feel more responsible for the results they are able to achieve.
At RED HOUSE, students receive the emotional, physical, and social support they need for academic progress, and personal needs early on their path to adulthood. At this time of growth, the school encourages self-agency, accountability, respect and multicultural understanding.
From Year 6 onwards, students expand their repertoire and deepen their studies in areas of their own interest. It is an opportunity to experiment and build their chosen personal path. As part of the process of developing students’ autonomy, from this grade onwards, they can choose an elective subject.
Creativity Lab, Scientific Experiments, Woodworking, Debate, Theater, Community Service and Reading Club are some of the options.
The curriculum and the application of knowledge guarantee the interdisciplinary nature of the program. In parallel, teachers develop units of inquiry that involve two or more school subjects at the same time.
In the final years of Elementary School, the program requires students to make practical connections between their studies and the real world, which makes them understand the concrete application of the content learned.
At this stage of the learning journey, work with STEM (Science, Technology, Engineering and Mathematics) is also developed, in which, through active methodologies, students experience learning that helps them seek creative solutions to challenges contemporaries based on design thinking, design cycle and prototyping.
In such projects, socio-emotional skills are also developed, since group work requires collaboration, self-confidence and resilience.
In Elementary School 2, students are expected to reflect on how they can act positively in the community in which they live. So, as a final project, Year 9 students undertake a community service project, exploring the global landscape in a way that they are able to act locally.
Once again, they share the project with the entire school community, contributing to the enrichment of our activities and increasing the knowledge of younger students, becoming for them a model for future actions.
At RED HOUSE, students receive the emotional, physical, and social support they need for academic progress, and personal needs early on their path to adulthood. At this time of growth, the school encourages self-agency, accountability, respect and multicultural understanding.
From Year 6 onwards, students expand their repertoire and deepen their studies in areas of their own interest. It is an opportunity to experiment and build their chosen personal path. As part of the process of developing students’ autonomy, from this grade onwards, they can choose an elective subject.
Creativity Lab, Scientific Experiments, Woodworking, Debate, Theater, Community Service and Reading Club are some of the options.
The curriculum and the application of knowledge guarantee the interdisciplinary nature of the program. In parallel, teachers develop units of inquiry that involve two or more school subjects at the same time.
In the final years of Elementary School, the program requires students to make practical connections between their studies and the real world, which makes them understand the concrete application of the content learned.
At this stage of the learning journey, work with STEM (Science, Technology, Engineering and Mathematics) is also developed, in which, through active methodologies, students experience learning that helps them seek creative solutions to challenges contemporaries based on design thinking, design cycle and prototyping.
In such projects, socio-emotional skills are also developed, since group work requires collaboration, self-confidence and resilience.
In Elementary School 2, students are expected to reflect on how they can act positively in the community in which they live. So, as a final project, Year 9 students undertake a community service project, exploring the global landscape in a way that they are able to act locally.
Once again, they share the project with the entire school community, contributing to the enrichment of our activities and increasing the knowledge of younger students, becoming for them a model for future actions.
