The curricular organization of Kindergarten in the National Common Curricular Base is structured in five experience fields, within which the learning and development objectives are defined. The experience fields constitute a curricular arrangement that welcomes the concrete situations and experiences of the children's daily lives and their knowledge, intertwining them with the knowledge that is part of the cultural heritage. The definition and denomination of the experience fields are related to the fundamental knowledge and the knowledge to be provided to children.
Elementary School is part of the basis for the other stages of Basic Education. During this period, the child's development is academically, personally and socially expanded, the child learns to read and to write, mathematical and scientific principles as well as the notion of space and time are developed, in addition to the development of other languages, such as aesthetic, musical, technology, body, and verbal language, including German and English.
Middle School continues the organic and progressive set of essential learning experienced by students. This is where the progression of work aimed at developing general skills in our young people, including abstraction and cognitive flexibility, begins. This process, combined with the deepening of the work done with the socio-emotional skills of self-knowledge, self-care, an empathetic look at diversity, flexibility and resilience, guided by the development of a systemic view, integrates the content worked on in Middle School.
High School is the conclusive stage of Basic Education, as the students refine and deepen their knowledge and begin to outline their future from choices in their favorite areas. Besides a General Education, uniform for all students, High School also allows to follow the Educational Paths. They compose the flexible part of curriculum, in which students make choices according to their interests and goals, link educational experiences with their contemporary reality and develop new competencies based on the following pillars: Scientific Investigation, Creative Processes, Sociocultural Mediation and Intervention, and Entrepreneurship.
Upon choosing an Educational Path, students have the opportunity to prepare a thematic project, which will lead to studies and researches by considering global perspectives and deploying technology resources. In each project, they will be assisted not only by their teachers, but also by national and international companies or universities in order to present their ideas in an innovative way. Optionally, the students can have an international experience to go to the bottom of their research topic. The project is finished with the Educational Path Show, with performances in different languages including research and innovation proposals as well as economically, socially and environmentally relevant projects.