ASSESSMENT FOLDER
School year: 2022
Student’s name
Bernardo Bicudo Ferreira
Grade Head teacher
K3B Ana Flavia Noguchi Morise
The learning process will be evaluated in a continuous, cumulative, and therefore procedural, man-
ner, with systematic record of each student’s development, for promotion and retention purposes
Red House International School will keep tabs of students’ frequency in school activities. Students
must attend 60% of classes.
TRANSDISCIPLINARY THEME
Who we are
An inquiry into the nature of the self; beliefs
and values; personal, physical, mental, social
and spiritual health; human relationships in-
cluding families, friends, communities, and
cultures; rights and responsibilities; what it
means to be human.
Where we are
in place in time
An inquiry into orientation in place and time;
personal histories; homes and journeys; the
discoveries, explorations and migrations of
humankind; the relationships between and
the interconnectedness of individuals and civi-
lizations, from local and global perspectives.
How we express ourselves
An inquiry into the ways in which we discover
and express ideas, feelings, nature, culture, be-
liefs and values; the ways in which we reflect
on, extend and enjoy our creativity; our appre-
ciation of the aesthetic.
RA
000122695141
Assistant teacher
Yasmin Caroline B. M. da Silva
How the world works
An inquiry into the natural world and its laws;
the interaction between the natural world
(physical and biological) and human societies;
how humans use their understanding of sci-
entific principles; the impact of scientific and
technological advances on society and on the
environment.
How we organize ourselves
An inquiry into the interconnectedness of hu-
man-made systems and communities; the
structure and function of organizations; societal
decision-making; economic activities and their
impact on humankind and the environment.
Sharing the planet
An inquiry into rights and responsibilities in
the struggle to share finite resources with oth-
er people and with other living things; com-
munities and the relationships within and
between them; access to equal opportunities;
peace and conflict resolution.
Student profile

We nurture our curiosity, developing skills for inquiry and research.

Inquirers We know how to learn independently and with others. We learn
with enthusiasm and sustain our love of learning throughout life.

We develop and use conceptual understanding, exploring

Knowledgeable knowledge across a range of disciplines. We engage with issues
and ideas that have local and global significance.

We use critical and creative thinking skills to analyse and take

Thinkers responsible action on complex problems. We exercise initiative
in making reasoned, ethical decisions.

We express ourselves confidently and creatively in more than one

Communicators language and in many ways. We collaborate effectively, listening
carefully to the perspectives of other individuals and groups.

We act with integrity and honesty, with a strong sense of fairness and
Principled justice, and with respect for the dignity and rights of people everywhere.
We take responsibility for our actions and their consequences.

We critically appreciate our own cultures and personal histories, as well

Open-minded as the values and traditions of others. We seek and evaluate a range of
points of view, and we are willing to grow from the experience.

We show empathy, compassion and respect. We have a commitment

Caring to service, and we act to make a positive difference in the lives of
others and in the world around us.

We approach uncertainty with forethought and determination;

we work independently and cooperatively to explore new ideas and
Risk-takers innovative strategies. We are resourceful and resilient in the face of
challenges and change.

We understand the importance of balancing different aspects of

our lives – intellectual, physical, (spiritual) and emotional – to achieve
Balanced well-being for ourselves and others. We recognize our interdependence
with other people and with the world in which we live.

We thoughtfully consider the world and our own ideas and

Reflective experience. We work to understand our strengths and weaknesses
in order to support our learning and personal development.
ASSESSMENT FOLDER
School year: 2022
Student’s name Period
Bernardo Bicudo Ferreira First semester
Grade Class days Absences
K3B 106 07

TRANSDISCIPLINARY THEME: Sharing the planet

Central idea
We share our planet with animals

What animals we share our planet with

How animals relate to what is around them

What is our responsability towards animal life

Throughout this Unit, Bernardo had the opportunity to understand that we share space and
resources with other living beings on the planet. Once we watched videos and read books about
different animals, we could observe he had previous knowledge about animals that live in the
land, water, or sky: "Esse é o starfish," "O horse mora no grass."

"A sailor went to sea" became one of Bernardo's favorite songs. He quickly learned the animals'
names (turtle, jellyfish, blue whale, shark, octopus, and seahorse) and engaged in singing and
miming using his hands. Music got his attention easily and he also had fun singing B-I-N-GO and
clapping with excitement.

It was interesting to see Bernardo sorting cards and plastic animals by air, land, or water "A zebra e
a giraffe vão no land" happily, he participated actively contributing to our Investigation Theme.

Bernardo has always been delighted with Art Learning engagements, and one day he made sure
he would show the teacher that he was proud of his work and dirty hands with green paint: "Ana, I
am painting!" After painting and gluing feathers, two eyes, and the beak on the toilet paper roll,
he had fun playing with his bird: "Você quer ver? Fly up in the sky"

Bernardo enjoyed solving some animal puzzles as he worked on numbers sequence. He could
easily relate if they lived in the sky, water, or land - "Ah, ele tem asa e fly!", "O tubarão vive na
água e come fish"

Regarding the other learning engagements, he preferred sensorial activities like painting the land,
water, or sky, sorting and gluing animals by habitat, and playing with sea animals in the water tray.

Bernardo Bicudo Ferreira

ASSESSMENT FOLDER

TRANSDISCIPLINARY THEME: How we express ourselves

Central idea
Art fosters reactions

What the different ways of expressing ourselves are

How might we be touched by the different ways of expression

How we can explore the different ways of expression

This Unit of Inquiry provided students with rich opportunities for guided and free artistic
explorations, which involved different types of stimulus. Bernardo participated in many learning
engagements related to Art like Painting, Theater, Music, Dance, and Literature. When we asked
him, "What comes to your mind when we talk about Art?" Bernardo showed his fingers and said:
"Pintar assim ó."

He put a lot of effort into every painting, coloring, collage work, and learning engagement we
performed. He managed his work with motivation and enjoyed describing what he was feeling or
experiencing. For example, "Eu coloco o orange pompom ali e fica tudo sticky" - when placing
pompoms on the contact paper; "Vamos ver que cor vai virar? Virou orange!" - when mixing the
paint for the Artglass work technique.

As for our performance show, Bernardo was genuinely committed and performed very naturally,
singing and dancing to his classmates the song "Viva la vida." He was delighted to explore our
sensorial board outside, especially the materials similar to the drums, hitting the metal with
wooden spoons and showing the song's rhythm, pretending to be an artist: "Tira foto, eu sou
Coldplay."

Bernardo is a communicator and appreciated all the art pieces we have shown during this Unit
and used different materials to express himself. When painting the newspaper, he was excited
and described his work using orange paint and a paintbrush: "Eu tô fazendo a house do Capitão
America." Regarding "The Starry Night by Vincent van Gogh," when the teacher asked him, "What
do you see in this art piece?" he proudly said, "I see yellow and blue right here." We will continue
motivating him to produce complete sentences in English.

We have noticed that Bernardo has been showing more interest in doing puzzles and coloring
with assistance, having a teacher beside him keeps him motivated - "Ô Ana, eu tenho um puzzle
piece aqui. Me ajuda?

Bernardo, we are very proud that you have been engaging and actively participating in all of our
learning engagements. Your contribution and thoughts enrich our days!

Bernardo Bicudo Ferreira