With the mission “To Empower for a promising future”, Coree International School’s work follows a Pedagogical Project that contemplates both humanistic and intellectual aspects of education.
Coree International School’s Pedagogical Project is grounded on socio-constructivist principles. From Early Years to High School our curriculum follows both the BNCC (The Nacional Common Core Curriculum) and the International Baccalaureate (IB).
Our curriculum design, teaching methodology, and evaluation process are unique aspects of Coree’s pedagogical proposal. The utilization of standards, learning indicators, and rubrics makes students accountable for their own learning, as it places them at the center of the learning process.
Active learning methodologies, formative evaluation processes, Mindfulness practice, and courses such as Design Thinking and Robotics give our curriculum an innovative touch.
The Inter and transdisciplinarity in our curricular structure allows students to apply the knowledge they acquired into practice in diverse areas to solve complex real life problems, a process known as problem based learning. Such a learning process through investigation to solve problems allows children to develop a greater sense of curiosity, as well as a better understanding of the world. (IBO 2009)
As a bilingual immersion school, second language teaching focuses on academic communication, besides its social function. In Early Years, English is spoken 100% of time. As of Primary Years (Ensino Fundamental I), the proportion is 50% English, 50% Portuguese. In Grade 8, students start learning Spanish.
The school prepares, with excellence, students for national and international exams, such as: ENEM, “Vestibulares”, English language proficiency exams, and foreign university entrance exams.
At the time they finish Coree International School’s bilingual program, our students earn:
– Cambridge FCE: First Certificate in English.
– Brazilian High School diploma
– American High School diploma
– International Baccalaureate diploma
The introduction of Mindfulness into the school’s daily life has immensely contributed to the school community’s quality of life. Through Mindfulness it’s possible to develop a state of mind of attention, presence, and consciousness. The practice trains the mind to attention, calm, clarity, self-knowledge, and self-control, besides promoting the acquisition of healthy mental habits and the development of focus and emotional intelligence.
Through Design Thinking, the school’s curriculum fosters creativity, empathy, proactive action, metacognitive consciousness, and the ability to solve real-life problems in an active way. As a result, students develop themselves into risk-taking, balanced subjects, participate in experiential learning, persist in problem-solving, embrace collaboration, and work through creative processes.
Information Technology and Robotics collaborate to develop logical reasoning and inventiveness.
The Arts (Visual Arts, Music, and Theater) have a special place in the school’s curriculum. With a considerable workload, the arts develop a heightened capacity of interpretation in our students, widening perception, which is paramount to any activity. The teaching of Arts contemplates, in an integrated manner, both cognitive and affective development. By interpreting or producing a work of art, emotion and creativity work together. Artistic expression complements other forms of expression.
AUTHORIZATIONS AND ACCREDITATIONS
– Middle School since 2008 – Regulatory decision number 749/2008 on Dec/17/2008
– Elementary School since 2010 – Regulatory decision number 992/2010 on Apr/07/2010
– High School since 2012 – Regulatory decision number 260/2012 on Sep/25/2012
– Early Years since 2018 – Regulatory decision number 0688/2018
– Keystone – K12 for the award of the American High School accredited since 2013
– IB Primary Years Programme (PYP) accredited since 2016
– IB Diploma Programme (DP) accredited since 2013
– PSAT College Board