Curriculum structure

Our curriculum is prepared based on five elementary premises for a complete preschool: transmission of values, concepts, knowledges, skills and attitudes.


Our Self

Our beliefs and values as individuals, communities, and species: human relations; culture as identity; my rights and responsibilities.


Our Place

Humanity’s History, my origins, the relations between the individual and the whole. My family, regional, and global perspectives.


Our Observation

The world around us. How it works, why it is not different, what we see and what we don’t see; nature and its laws; science; the natural and the indecipherable.


Our records

The way humanity starting leaving behind documents of its existence, ideas, and discoveries; our relation with the known and the unknown; our forms of expressions; the thought and esthetics of Man and on the eyes of Man.


Our organization

A study on the human systems, communities, and organizations, and their influence on the whole.


Our planet

Reflections on natural resources, energy sources, degradation, and regeneration. Our home yesterday, today, and tomorrow. The way we take care of it, of ourselves, and of future generations.

The key principle of our preschool is, above all, the respect to the child as an individual.

Red House makes every environment a place for playing and for development, respecting each child’s growth time, personality, and family history.

Our teachers foster the social-emotional evolution of each group using multisensorial, ludic, and very fun activities, stimulating imagination, friendship and the capacity to absorb new knowledge.


Red House’s preschool is divided in five levels:


For children that are already one year old upon school start.

In this phase when verbal communication is starting, we also value listening and non-verbal communication. We create challenging activities that promote motor skills in an environment where the toddlers can feel safe to create social and affective relations.


For 2 years old students.

T2 stimulates the pleasure of discovery and the joy of studying. It makes the toddlers feel happy and respected, curious and investigative, capable of understanding things more easily and seeking answers not only when requested to answer, rather any time they want to.

In this programme, emotional stimulation (which simultaneously works unity and interdependency) and sensorial stimulation (which improves motor coordination and the senses) are worked with intensity since first contact: not only by learning eat least two languages as native languages (which is proven to make the brain more flexible for other disciplines, such as math, sciences, arts, and music), but also due the characteristics of the classes – always well-equipped and with the feel of a child’s play.

Toddlers 2 is a programme recognized in American, European, and English-language countries, and it is also in accordance with the education regulation set forth by Brazilian laws.


For 3 years old children.

In a phase with such energy and filled with fantasies, k3 was created exactly for the students to establish connections with the imaginary, the school, and the real world.

The students gain the confidence to express themselves verbally. Friendships and affective ties become more important, and curiosity makes them explore everything around them.

In this phase, the students develop more autonomy: they are encouraged to think, reflect, and take care of themselves, of others, and of Nature.


For 4 years old children.

Red House stimulates its students to be questioning, communicative, and to accept and take chances in good challenges.

And, if until this time knowledge acquisition was done via perception and associations, going forward we will demand more from the children’s brains regarding reasoning, memory, and language.

They are already able to express themselves in Portuguese and English, learning to differentiate the moments when they have to use each language. This is the perfect time to start out English Language Literacy Programme – Phonics.


For 5 years old children.

In this phase arises a great curiosity with the written language. Our students start created reading and writing hypotheses in Portuguese, while they continue their work in English with Phonics.

The evolution of mathematic reasoning is obtained using logic and numeric thinking, in a gradual and constructive way, via practices and experiences.

A fun programme filled with experiences, leading to new discoveries, ideas and reflections about themselves, the group, and the world around.

Just like k1, k2, k3 and k4, k5 is a flexible programme that maintains it international character and is recognized in American, European, and English-speaking countries, and is in compliance with education regulation set forth by Brazilian laws.


Students with an international mentality

The objective of the IB programmes is to develop students with an international mentality who, by acknowledging themselves as human beings and sharing their responsibility for the planet, help to create a better and more peaceful world. As an IB community, we strive to be:

IB community profile represents 10 traits valued by IB World Schools. We believe that these traits, and others like them, can help people to become responsible members of the local, national, and global communities.

We nurture curiosity and develop skills for investigation and research. We know how to learn in an independent way as well as with others. We learn with enthusiasm and keep our love for learning throughout our lives.

We develop and use conceptual understanding, explore knowledge using a series of disciplines. We are engaged in subjects and ideas that have local as well as global importance.

We use our critical and creative thinking to analyze and lead to responsible action in view of complex issues. We exercise initiative by making well-thought and ethical decisions.

We express ourselves in a confident and creative way in more than one language and in several different ways. We cooperate in an effective manner, listening carefully to the points of view of other people and groups.

We act with integrity and honesty, with a strong sense of equity and justice, respecting the dignity and the rights of people all over. We take responsibility for our actions and their consequences.

We appreciate our own culture and personal history in a critical way, as well as other people’s values and traditions. We seek and assess a series of points of view and are willing to grow from experience.

We demonstrate empathy, compassion, and respect. We are committed to provide services and to act to make a positive difference in other people’s lives and in the world around us.

We approach uncertainty with courage, caution, and determination; we work independently and cooperatively to explore new ideas and innovative strategies; We are encourage and flexible when facing challenges and changes.

We understand the importance to balance different aspects of our lives – intellectual, physical, and emotional – in order to obtain wellbeing for ourselves and for others. We acknowledge our interdependency with other people and with the world we live in.

We carefully consider the world and our own ideas and experience. We strive to understand our strengths and weaknesses, in order to help in our learning and personal development.


IB Primary Years Programme

PYP is conceived for students of 3 to 12 years old, and it offers a comprehensive approach, based in query to teaching and learning. This methodology provides a learning model conceived internationally for and incorporates guidance on the learning styles of the students, teaching methodologies, and evaluation strategies.

PYP’s curriculum structures contains five elements: concepts, knowledge, skills, attitudes, and actions.

Who we are
An investigation on the nature of the self; Beliefs and values; personal, physical, mental, social, and spiritual health; and human relations, including families, friends, communities, and cultures; rights and responsibilities; what means to be human.

Where we are in place and time
An investigation on the guidance for place and time; Personal Histories; Homes and travels; Discoveries, exploring, and migration of humankind, the relation between and the interconnection amongst individuals and civilizations, based on local and global perspectives.

How we express ourselves
An investigation on the ways we discover and express our ideas, feelings, nature, culture, beliefs, and valued; The ways we reflect, understand, and enjoy our creativity; Our appreciation for aesthetics.

How the world works
An investigation on the natural world and its laws, the interaction between the natural (physical and biological) world and human societies; How human beings use their understanding of scientific principles; the impact of scientific and technological advancements on society and the environment.

How we organize ourselves
An investigation on the interconnection of human systems and communities; Structure and function of organizations; Social decision-making; Economics and its impact on humankind and the environment.

Sharing the planet
An investigation on the rights and responsibilities in the struggle to share finite resources with other people and other living beings; Access to equal opportunities; Peace and conflict resolution.