The curriculum adopted at Maple Bear is duly compliant with the National Educational Guidelines Act enforced by the Brazilian Ministry of Education (MEC), on which the Canadian bilingual teaching methodology is applied.
Maple Bear’s Elementary School program meets all curricular criteria set forth by the Brazilian Ministry of Education.
Here Maple Bear stands out yet again, as in the Early Childhood Program, for its Canadian teaching model, which ranks among the best in the world.
Program principles include observation, analysis, assessment, application, problem solving, decision making, and activities that lead to autonomy and critical thinking.
Students develop both academically and socially, helping create an environment that is conducive to learning and social integration.
In Elementary School, children develop all communication competencies in both languages, including comprehension, speaking, reading, writing, visualization, and representation. English Language, Math, and Sciences are taught in English, whereas Portuguese, Geography, and History are taught in Portuguese.
Experienced Brazilian educators used the principles of Canadian education to develop Maple Bear’s exclusive Portuguese program, which is adapted to Brazil’s cultural reality and includes the teaching of national and regional values.
In order to supplement the studies of those who are not fluent in the second language, Maple Bear has developed the BridgeS Elementary program, which is offered to new students in Elementary School. The materials used in the program are the result of research work on bilingualism conducted in Canada and are based on original programs designed for the linguistic development of children.
Teachers pay close attention to the development of each pupil as they learn to read and write in two languages.
The literacy process starts in Portuguese in Intermediate Kindergarten and, as of Year 1, the process incorporates both languages.
The daily contact with books, newspapers and magazines, combined with an incentive to write leads students to expand their ability to read and write autonomously.
The environment provides situations for the real use of reading and writing, such as reading the rules of a game, the writing of invitations for school events and notes to parents, among other activities.
For the success of the program, the daily routine includes didactic situations that allow for a reflection on the alphabetic system of writing and on language appropriation.
The program also encompasses activities aimed at different objectives and provides for the expansion of a specific activity towards a gradual increase in responsibility and a qualitative increase in individual and group performance.