The distinctive bilingual education offered at Pueri Domus expands students’ opportunities to take part in international academic programs. One of them is the IB* (International Baccalaureate), based on the best educational practices worldwide and recognized by universities in 139 countries.
The emphasis placed on bilingual education at Pueri Domus aims to enhance students’ intellectual knowledge and increase their autonomy in the world around them, without neglecting the set of skills and abilities required by the Brazilian curriculum.
Thanks to this education our students have won medals at Brazilian academic competitions such as Mathematics, Robotics and Biology Olympiads and in simulations of international forums like Forum FAAP, besides enjoying opportunities for admission to the best universities in Brazil and abroad.
The emphasis placed on bilingual education aims to enhance students’ intellectual knowledge
Bilingual education goes far beyond mastering a second language. As reported by some of the most reputable studies in developmental psychology and neuroscience, acquiring this skill at an early age helps enhance cognition and develop attention and memory.
That happens regarding a child’s first language. When education is expanded to bilingual development, the main goal is to increase that window of opportunity for intellectual growth.
Pueri Domus’s bilingual program teaches by stimulating reasoning in a second language, rather than merely teaching a new language. Therefore, knowledge related to logical reasoning, scientific information and historical awareness, among other areas, is also acquired through reasoning in English. That is the main difference compared to traditional second language learning.
At Pueri Domus, the curriculum proposal goes far beyond adding new subjects to the program: it reshapes the learning process of our students!
Another important principle of the education experienced by Pueri Domus students is the concept of integral education, which aims at their comprehensive development. To this end, the classroom is not the sole place of learning. Other settings are remodeled so that the entire school becomes a learning environment.
Integrating subjects across the curriculum also helps students apply concepts, fostering education from a practical approach, the so-called Hands-on Learning!
An evolution in promoting this educational principle is Pueri Maker, an environment equipped with workbenches, tools, 3D printer and other resources to design projects. The idea is to enhance this space over time with the students’ own suggestions, since there are no restrictions here to creativity and entrepreneurship.
It is the students themselves who, drawing on their creativity and capacity for investigation, will decide which material resources are required to materialize their projects.
Students benefit from a space dedicated to practical work, called Pueri Maker. It is an environment for experimenting and creating projects to apply concepts of mathematics, science and technology, integrating different areas of knowledge. Various tools are available here, besides computers and 3D printers.
At Pueri Domus, technology is one of the essential pillars of forward-looking education. No wonder we are an Apple Distinguished School, a recognition awarded by Apple to schools that are centers of leadership in learning with technology.
We therefore provide an environment in which students not only acquire “digital literacy” (the ability to use technology as a language, fully mastering the use of its resources), but are also inspired to use new digital technologies as a means to enhance their learning and knowledge. We encourage them to go a step further and create their own codes that enable the most diverse experiments in the digital world.
At Pueri Domus, the coding program starts in Year 2 and follows through to Year 9, thus being yet another tool to prepare our students for this new reality. Meanwhile, the successful development of this skill will stimulate other desirable skills, such as cooperative work, greater autonomy, critical thinking and entrepreneurship.
Such traits are highly appreciated in the current job market, both in Brazil and abroad, regardless of the professional area. Being prepared means having control over your future possibilities.
We want to encourage the use of new digital technologies as a means to enhance students’ learning and knowledge.
During Pueri Digital time, students up to Year 3 use iPads to access educational platforms that support classroom learning. The platforms also enable teachers to monitor students’ performance and development and thus customize activities according to their progress. Examples include EducaCross for mathematics, Mistery Science for science, and Journeys for language arts. Also available is the IXL platform, with content aligned with the Common Core Standards for math, language arts, science and social studies, besides JOCA, a bilingual digital newsletter with current news for Elementary students, Hopscotch and Minecraft, among others.
Nowadays, the development of cognitive skills alone cannot ensure the efficiency of a learning program. Interaction between the development of such skills and the development of ethical values and social-emotional skills is increasingly indispensable. So much so that the Program for International Student Assessment (Pisa) plans to assess students’ social-emotional performance already in 2021.
Such elements have always been part of education at Pueri Domus. With our new curriculum, however, these skills are developed with even greater excellence and attention.
Based on the best models and practices in this area, we have developed the CORE Program, which starts in the earliest years of Preschool. Its goals include fostering students’ self-knowledge and personal growth, stimulating their creativity and initiative, and encouraging leadership and citizenship skills.
These main pillars are addressed in a transdisciplinary approach from the viewpoints of SELF (how I express myself and behave); SELF and OTHERS (considering aspects of social interaction); and SELF and the WORLD (expanding students’ commitment to the society in which they live).
The goals include fostering students’ self-knowledge and personal growth, stimulating their creativity and initiative, and encouraging leadership and citizenship skills.
CORE – Citizenship, Opportunity, Respect and Empathy – is a program that aims to integrate into the curriculum, from Preschool to Middle School, educational situations conducive to the development of socio-emotional skills based on the following core areas:
• Self-knowledge and development
• Initiative and creativity
• Leadership attitudes and skills
The syllabus ensures that these skills are addressed weekly through games, literature, storytelling and other strategies aimed at their development. Mentoring classes up to Year 5 and counseling classes from Year 6 to Year 9 develop this proposal and encourage its expansion to other subjects and school environments so it is not restricted to those specific classes.
In Elementary School, in addition to all the classes of the regular subjects, students have specific classes to develop socio-emotional skills, a rich and structured moment of reflection, exchange and learning.
The weekly mentoring classes offer concrete activities that enable students to name feelings and emotions, as well as to develop strategies to deal with their actions and reactions.
In Middle School, students start attending weekly counseling classes in which they engage in experiences and problem situations that enable them to reflect on and improve their socio-emotional skills.
With a quarterly focus, the program offers students several opportunities for reflection, starting out from self-knowledge to eventually understand their role as global citizens.
At Pueri Domus, the main focus of coaching classes in High School is to supervise the construction of students’ Life Project. This process starts with a reflection on the development of identity, supporting them in recognizing their characteristics, way of thinking, qualities and attitudes, to then help them start making plans and choices for the future as well as identify points to be improved and transformed in this journey.
At this stage, students begin to identify “Who I am”, “How I interact with the world” and “Who I want to become”, thus consolidating the Core Program of Elementary and Middle School.
Based on the development of socio-emotional skills, students address the following themes:
Year 10 - Personal/Self-knowledge: recognizing who I am, what I like, my skills and competences and what influences me in the world.
Year 11 - Social: how do I interact and what is my role in the world?
Y12 - Future and choices: who I want to be and the paths to building my project.
In the weekly classes, different dynamics and activities are used to encourage students’ participation in the project.
No After School, você escolhe as atividades que o aluno vivenciará após as aulas, de acordo com as necessidades específicas da família.
As experiências são divididas em trilhas de aprendizagem, que funcionam como caminhos que conduzem os alunos no seu processo de desenvolvimento.