We listed below the different disciplines addressed at Cuore Foundation, identifying the respective working plan, the activities involved in each discipline and the results expected, i.e., the direct and indirect impacts we expect to create on children’s life with the teachings proposed.
We also included the assessment criteria that will be used to analyze whether students understood the contents presented.
*Goal: to lead children to develop creativity, collaboration, motor coordination and logical reasoning through the activities applied.
*Activities: the activities comprise learning and drawing practice, watercolor painting, painting techniques, weaving, theater, bread and garden workshops.
*Expected result: the student should show the abilities developed and feel satisfaction in completing the job.
*Assessment criteria: check whether children show willingness to use what they have been taught. Through the works requested by the teachers, assess whether they learned to apply the concepts introduced.
*Goal: The program has practical guidelines that will provide basic directions to beginners and strengthen children’s cultural experience in a playful manner. Values such as equality, unconditional love, forgiveness, righteouness, renunciation of violence are some of the many that are taught in the program.
The program is divided by age brackets:
6 to 9: elementary
10 to 14: junior
*Activities: children's art class (drawing and painting), storytelling, reading, school follow-up, information technology classes, drama classes, puppet shows, music classes (recorder, percussion and singing), physical education, interactive games, and lectures with guests.
*Assessment criteria: test conducted to assess the information provided.
* Goal: lead children to build their self-esteem and become more self-confident to fulfill their dreams.
* Activities: storytelling, theater, educational games and videos, poetry and lectures.
* Expected result: Through their behavior and attitude children are expected to show that their self-esteem has improved.
* Assessment criteria: assess children’s behavior and attitude along the time, through artistic and intellectual activities.
* Expected results: to make it possible for students to individually understand music beat and music counting basics, so that both groups of students – divided by age levels – may be able to jointly develop music works both using percussion and other types of instruments, voices, etc. To make it possible for them to identify Brazilian rhythms and transfer them to percussion instruments and body percussion.
- Musical initiation and recorder:
* Goal: to develop musicalization and artistic perception through practical learning, enabling children to develop the ability to read and play a music score, as well as to sing in a choir.
* Activities: music theory and introduction to music using the recorder.
* Expected result: to show ability when reading musical notes and figures, with rhythmic and melodic exercises, as well as when establishing a partnership and collaborating with other students for the creation of themes and acoustics for the music room.
* Assessment criteria: complete the assignments proposed in the classroom and work as a team.
- Percussion classes:
* Goals: to teach students the basics of musical beat and rhythm, so that they may develop motor ability for percussion skills and sound sensitivity, in order to find it easier to work with other instruments and other genres of music. To teach them Brazilian rhythms, percussion instruments and body percussion, widely involving them in music.
* Activities: to teach students Brazilian rhythms and percussion instruments like the pandeiro (a Brazilian hand frame drum similar to the tambourine), the ganzá (a cylindrically shaped instrument that can be either a hand-woven basket or a metal canister which is filed with beads, metal balls, pebbles, or other similar items), the surdo (a large Brazilian bass drum), the triangle (a small round bar of steel, struck with a steel beater) and the tamborim (a 6” diameter frame instrument that may be made of metal, plastic or wood; the head is typically made of nylon and is normally very tightly tuned in order to ensure a high, sharp timbre and a minimum of sustain; the drum is devoid of snares or jingles; it is played with a short, thin wooden drumstick), as well as body percussion.
* Assessment criteria: students will be assessed in each weekly class, which will allow the follow-up of development and progress of groups (6 - 9 and 10 - 14 years of age), as well as the best form of working their abilities or difficulties. Once a longer time of work is completed, assessments may be conducted periodically, for example every two months, to make it possible to verify and report what was achieved by the groups. This will allow determining the ways to correct both individual or group difficulties or problems.
5. SPORTS PRACTICE DRILLS:
* Goal: to work the development of children’s athletic skills and motor coordination.
* Activities: cooperative games. Playful exercises involving balls, races and jumps, children’s plays and sports initiation games such as: dodge ball, volleyball and indoor soccer, among others.
Motor development. Changes achieved by individuals in their motor development in relation to behavior and motor control, through the interaction of processes of maturation and experiences lived in their environment (Gallahue). The motor development process can be assessed through the observation of changes in children’s movement behavior.
Motor coordination. Ability that allow children to coordinate the action of different muscular groups in doing a sequence of movements. Example: leg and foot coordination to kick a football.
Movements related to sports. Starts at seven years of age. It is a step in which essential movements improve, and motor abilities are refined, combined and built up. Movements can be applied to a series of cooperative and competitive games, such as dance, recreational activities and several types of sports.
- - Tag: students will have to cross the court with a “catcher” placed in the middle of it. Those who are “caught” hold hands forming a chain;
- - Relay-race: one of the students have to run only a set part of the race with a ball in his/her hand, and upon coming back is relieved by another member of the team. The team finishing in the shortest time will be the winner.
- - “Capture the flag”: a field is split between two teams with a “flag” on each side (at the back of the court). The first team to “capture” the other team’s flag and bring it to their side of the field without being tagged by the opponent wins. If someone is tagged he/she is “paralyzed” and can only be “freed” by another teammate;
- - Flag football: a game like American football, which limits the physical contact to “stealing” small pieces of cloth from around other player’s waists, to win possession of the ball;
- - Dodge ball.
Expected result: to develop ability to play the games proposed.
Assessment criteria: teacher’s observation through practical activities.
6. EDUCATIONAL INFORMATION TECHNOLOGY: (under implementation)
Goal: to present basic computer skills; what is a computer; how does a computer work; what the hard disk, memory and CPU are, among other resources.
Activities: theoretical and practical classes given in the IT classroom, supervised by teachers.
Expected result: students are expected to be able to use a computer and learn basic computer skills.
Assessment criteria: test to show the skills acquired.
7. EDUCATIONAL GUIDANCE:
Goal: to guide students in doing their homework, following up their daily school assignments.
Activities: to research into books and use teaching material as supporting tools.
Expected result: to check development of children’s discipline and responsibility in relation to their homework.
Assessment criteria: to check children’s development in the proposed activities.
Assessment criteria: results of medical tests and appointments carried out at the local Public Health Department Unit.
8. HEALTH PROGRAM FOR PARENTS AND STUDENTS:
Goal: to cooperate with the children physical and mental development through guidance that will not only be given to them, but also to their parents.
Activities: guidance by means of programs and lectures; follow-up of the vaccination card; request annual medical and dental tests; sign agreements with a local Public Health Department Unit.