anel em prata 950  – feito à mão 

Anel Nanquim

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  • Feito a mão em Prata 950 | Linha Nanquim


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Secular Studies Kindergarten student's developmental level of learning requires an approach that merges multiple teaching styles. At Southern Connecticut Hebrew Academy (Southern Connecticut Hebrew Academy,) we have both teacher and student directed experiences with time for play and movement as well. Our curriculum focuses on maintaining students' curiosity about the world and confidence in their ability to learn.

To foster each student's development, we emphasize language arts; speaking and listening skills; a sense of numbers and mathematical reasoning; scientific process skills and vocabulary associated with science; social studies with a focus on the individual as part of society; and visual and performing arts.

Language Arts Kindergarten students are just discovering the world of print. At SCHA, students are surrounded with print, literature, and activities encouraging phonemic awareness. They learn to become familiar with the alphabet and the sounds that each letter represents; and learn to separate words into syllables, blend sounds to make words, decode, and recognize sight words. In writing, the students learn to form letters properly using the Handwriting without Tears program. They keep journals in which they can draw and write many times a week. Mathematics In math, the concentration is on counting by 1's, 5's and 10's; and comparing patterning, measuring, shapes, both 2D and 3D; and beginning addition, subtraction, and sorting. Math is taught in a hands-on approach and workbooks are used to complete follow-up activities. Music The kindergarten classroom is constantly filled with music; students sing and listen to music every day. Dance and Yoga Dance begins in kindergarten with a repertoire of Israeli dances, exposing students to Israeli music and culture while building kinesthetic awareness. Students develop their creativity through movement and refine their gross motor skills as they hop, skip, and jump. Yoga is a special time the students look forward to, as they stretch and breathe. Social Competency Telling children to be thoughtful and kind is not enough; we need to help them understand what these attributes sound and look like. Students learn and practice such skills as taking risks, sharing supplies, and trying again after making a mistake. Instilling a view of oneself as a student for whom learning and being a school friend is powerful, fun, and fulfilling is an essential element of every kindergarten activity. Specials Kindergarten students go to gym, computer, library, and science classes once a week. Judaic Studies Hebrew The primary goal of the kindergarten Hebrew program is the development of listening and speaking skills through concrete experiences. Lessons are conducted entirely in Hebrew, and students are given time to process the language that they hear until they understand it and are ready to use it for their own expressive purposes. A Hebrew teacher gives lessons four days per week. Hebrew vocabulary is reinforced throughout the day as well. The topics of each Hebrew unit are drawn from students’ own life experiences, as well as from the themes of the kindergarten curriculum. Torah Students begin their exposure to Torah narrative by listening to the weekly Torah portion through interactive storytelling and the use of puppets. They identify lessons and mitzvot from the stories, and develop an understanding that Torah is meaningful to the Jewish people. Reading Students learn the Hebrew alphabet and vowels through games, art, song, and puppets. The goal is that they will be reading words by the end of kindergarten. Tefillot (Prayer) Morning routine begins with tefillot. Students develop competency in learning the words and basic meanings of prayers. Prayers taught in kindergarten include: Modeh Ani, Mah Tovu, Adon Olam, Shema, and Oseh Shalom. Holidays and Shabbat Students are introduced to the basic themes, symbols, and traditions of each holiday. Holiday units are interwoven with art. Students learn Hebrew words associated with the holidays and develop skills in reciting certain blessings. Songs, craft projects, and school-wide celebrations help bring the holidays to life. Shabbat is celebrated every week in the classroom with candle-lighting, tzedakah (giving money to charity), Kiddush, and Hamotzi (prayers over grape juice and challah). Students learn the connection between Shabbat and the Creation story, and begin to understand the concept of a day of rest. The students join together on Friday afternoons for gatherings filled with stories, singing, and dancing, providing closure for the week that has passed.

Language Arts

The Language Arts Curriculum follows a grade-by-grade progression that enables students to achieve excellence in reading, spelling, and writing. In order to reach these goals, students employ various methods, including:

  • Reading and responding to texts
  • Exploring and responding to literature
  • Communicating with others – verbally and through writing
  • Utilizing English language conventions
  • Exposure to a variety of genres to develop an appreciation and understanding of literature
  • Expressing themselves in a wide range of styles using written, oral, and artistic forms of communication
  • Becoming successful writers with the feedback and collaboration of teachers and peers
  • Working both independently and cooperatively on projects
  • The Language Arts Curriculum is enhanced by participation in writing and spelling contests, creative interaction with community organizations, and interdisciplinary projects with other departments in the school.


The Mathematics Curriculum progresses from grade 1 through 8, advancing at an age and grade appropriate pace. At each grade level, all mathematical concepts are applied to story problems. This program provides the foundation for the many mathematical skills that students study in school and apply in the real world.

  • Grade 1: Students will become proficient in addition and subtraction up to sums of 12; will be introduced to geometry, time, money, and fractions; and will learn place value to the tens place.
  • Grade 2: Students will achieve mastery of addition and subtraction facts; will become proficient in adding and subtracting whole numbers to the hundred millions place; and will develop an understanding of place value, estimation, and mental math. The concepts of geometry, time, money, and fractions will be expanded. Multiplication and division algorithms will be introduced.
  • Grade 3: Students will achieve mastery of basic multiplication and division facts and the concepts of money and time. They will master place value to the hundred millions place.
  • Grade 4: Students will be able to multiply three-digit by two-digit numbers and divide three-digit by one-digit numbers; will be able to identify, order, compare, add, and subtract fractions; will learn to read and interpret graphs and data; and will be introduced to conventional scientific measurements.
  • Grade 5: Students will achieve mastery of multiplication and division of whole numbers, and estimation and mental math; will write numerical expressions to label and solve multiple-step word problems; will add, subtract, multiply, and divide decimals, fractions, and mixed numbers; will write and solve algebraic expressions; will develop an understanding of ratios, percents, and proportions; and will be introduced to finding area, perimeter, and volume.
  • Grade 6: Students will learn the PEMDAS order of operations; will perform all operations with fractions; will achieve mastery of ratios, percents, and proportions; will write and solve algebraic problems; and will learn to collect and graph data using scientific and English units of measurement.
  • Grade 7: Pre-Algebra: Students will add, subtract, multiply, and divide real and rational numbers in equations and equalities; graph ordered pairs and lines; read and write exponents, scientific notation, functions, and sequences; collect, display, and analyze data; apply ratios, proportions, and percents to daily life; and predict and analyze probability results. Students will use geometry to solve perimeter, area, and volume equations.
  • Grade 8: Algebra: Students will solve patterns, functions, equations, equalities, and inequalities; understand and use integers, rational, and real numbers; analyze and represent linear and nonlinear equations; use technology to solve and display data; create geometric models; develop and analyze proofs; use trigonometry to measure and solve problems; collect, analyze, and graph data; and make hypotheses and predictions.

Physical Education

The Physical Education Curriculum is an integral part of the continuing educational experience. It contributes significantly to the optimum development of each student by providing a balance of activities which reflect and challenge the divergent needs of students. The Physical Education Curriculum addresses development in four areas with distinct goals:

  • Physiological: to provide a program of instruction to recognize the developmental stages of growth and achieve the physiological components of fitness and maintain desirable levels of fitness through a continual process of evaluation.
  • Psychomotor: to provide a program of instruction leading to proficiency in the performance of physical skills requiring coordination, rhythm, accuracy, and poise, and with physical acts performed in a graceful, aesthetic, and efficient manner.
  • Cognitive: to provide a program of instruction leading to the development of knowledge sense perception, judgment, memory, imagination, creativity, thinking, and reasoning necessary to maintain physical well-being.
  • Affective learning: to provide a program of instruction leading to the development of desirable attitudes and expression of feelings and emotions involving the appreciation of self and others. Primarily these experiences relate to movement, sports participation, and spectatorship.


The Science Curriculum begins with an enrichment program for Grades 1- 4, followed by a more intensive program of studies in Grades 5-8. At each grade level, use of the scientific method becomes more sophisticated and refined, enabling students to progress from passive observers of the world around them, to active participants in bettering that world.

  • Grade 1: students learn about the habitats and life cycles of plants and animals, climate, and recycling.
  • Grade 2: labs are added for the study of plant and animal adaptations, the body and its moving parts, and environment and geology.
  • Grade 3: the science curriculum becomes interdisciplinary with the addition of connections to math, art, and creative writing being utilized for the study of food and nutrition, water and its properties, magnetism and introductory electricity, and light and sound.
  • Grade 4: students delve further into the study of weather including storms, Earth forces, air and its properties, as well as plants and their environments.
  • Grade 5: students learn about the nature of matter, the basic unit of life, work and simple machines, motions, geology, and solar energy. In the spring, students create an independent project for the school science fair with the help of the teacher and seventh and eighth grade mentors.
  • Grade 6: students learn about electricity, archeology/paleontology/anthropology, adaptations, technology, and wetlands in depth. Sixth grade students also create an independent project for the school science fair with the help of the teacher and seventh and eighth grade mentors.
  • Grade 7: Life Science: students learn about the characteristics of living things and progress throughout the school year from simple organisms to plants, invertebrates, vertebrates, and finally human biology. This is followed by the study of ecology which demonstrates how all living things interconnect.
  • Grade 8: Earth and Physical Science: Topics included in Earth science are composition of Earth, atmosphere and the oceans, geologic time, and resources and environment. Topics included in physical science are diversity, patterns, and interactions of matter; atoms and bonding, and solution, carbon, and nuclear chemistry.

    In grades seven and eight, over a four-month period, in conjunction with their classes, students create in-depth research projects. The topics are thoroughly investigated, tested, and presented in written and visual format to be submitted to the Connecticut State Science Fair or the National Christopher Columbus Awards.

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Vila Madalena – São Paulo

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Maria Fernanda Spilborghs

CPF 15328199863

Rua Wisard, Vila Madalena – SP