No. Our language teachers are Portuguese native speakers with university qualifications in the specific foreign languages they teach and experience in language education.

No. We do not currently offer extra Portuguese language classes. However, all members of our team speak English and can support non-Portuguese-speaking students. Our international and multilingual environment also helps children develop their language skills naturally through daily activities and interactions.

Rather than offering a fixed list of additional languages, we seek to respond to the interests and needs of our students. In the past, the most requested languages have been Spanish and French, but we are open to supporting the learning of any language. When a student shows a genuine interest in a particular language, we work with the family to find appropriate resources, tutors, online programmes, or learning opportunities to help them develop that language.

Our approach is based on Montessori principles, project-based learning, and individualized learning plans, so students learn in different spaces and activities rather than in a traditional classroom setting.

Our learning environment is organised in mixed-age groups rather than traditional age-based classrooms, allowing for a more individualized and collaborative approach to learning.

Yes. In fact, we typically have more than one educator working with each group. Depending on the age range, group size, and individual needs of the students, our learning groups are supported by a combination of teachers, tutors, and teaching assistants. This allows us to provide a high level of individual attention and support throughout the day.

Technology is used as a learning tool rather than as a central part of the educational experience. Students have access to computers for research, projects, creative work, and educational programmes.
In the primary years, children typically begin using computers more independently around the equivalent of Grade 3. From around Grade 7 onwards, students may use technology more frequently, including online learning resources and tutoring platforms when appropriate.
Mobile phones are not used during the learning day. Our approach emphasizes hands-on experiences, project-based learning, outdoor activities, creativity, dialogue, and the practical application of knowledge, with technology serving as a supportive tool rather than the focus of learning.

Yes. We are ready to use virtual classroom technologies when needed. During emergencies or other exceptional circumstances, we can provide lessons, tutoring, meetings, and educational support through online video conferencing and other digital learning platforms, ensuring continuity of learning for our students.

No. We are a non-religious educational community and do not practice or promote any particular religion.
However, we place great importance on self-knowledge, awareness, reflection, ethics, relationships, and understanding oneself and the world. Students are encouraged to explore questions about life, human behaviour, responsibility, consciousness, and their relationship with others, nature, and society through dialogue, observation, and inquiry.
We welcome families from all religious, spiritual, and non-religious backgrounds and strive to create an environment of respect, openness, and freedom of thought.

We welcome families from all religious, spiritual, and non-religious backgrounds and strive to create an environment of respect, openness, and freedom of thought.

Through partnerships with external institutions, students at O Mundo Somos Nós have access to the following certification pathways: international qualifications through Pearson Edexcel, including International GCSE (IGCSE) and A Levels, available via the Brave Generation Academy Program Partnership, which is a Pearson exam centre in Portugal, as well as K-12 programmes through the New World Dream Academy, a US-registered school supporting homeschooling and alternative education pathways. Students following the Portuguese curriculum may also sit national equivalency exams. The choice of pathway depends on each family's academic goals and future plans.

For the Portuguese Curriculum: 100% pass rate with merit on the national equivalency exams. For the American International Schools: Continuous completion and graduation tracking via robust student portfolios, rather than examination scores.

At O Mundo Somos Nós, traditional homework isn't standard because teachers rarely assign it. Because the daily schedule builds in dedicated time for independent study and self-learning, students are able to get their core academic work done during the day.
When something is sent home, it isn't just mindless busywork. Instead, it is typically a special activity designed to involve the family—turning home time into an opportunity for shared connection and real-world learning rather than a source of evening school stress.

Based on the flexible, student-centered approach at O Mundo Somos Nós, there is no rigid, single number for how long assignments take. The suggested time varies significantly based on the student's age, the nature of the project, and the day of the week.
Daily Assignments (All Ages): Rarely assigned. When they do happen, the time varies because they are designed as flexible, engaging activities meant to involve the family rather than timed academic busywork.
Older Students (Ages 10+): For these older children, assignments shift primarily to the weekend. The time required varies depending on the specific project, but spreading it over the weekend gives them the flexibility to manage their own schedule and practice independent time management.

Based on our journey since founding O Mundo Somos Nós in 2013, 75% of your pioneer graduates are currently attending university.

At O Mundo Somos Nós, we approach neurodiversity and learning differences with deep sensitivity and care. While we do not employ a dedicated team of full-time specialized staff on-site, all of our educators are trained to maintain a highly attentive, responsive, and supportive approach to every child’s individual learning style.
To ensure a safe and successful integration for children who require a higher level of one-on-one attention, we work closely in partnership with families. If a child with significant support needs is admitted, the family may be asked to facilitate and fund a dedicated support person (such as a private shadow teacher or therapist) to accompany the child at school, at least during their initial adaptation period. This collaborative model ensures the child receives the precise care they need while safely flourishing in our community environment.

To ensure a safe and successful integration for children who require a higher level of one-on-one attention, we work closely in partnership with families. If a child with significant support needs is admitted, the family may be asked to facilitate and fund a dedicated support person (such as a private shadow teacher or therapist) to accompany the child at school, at least during their initial adaptation period. This collaborative model ensures the child receives the precise care they need while safely flourishing in our community environment.

At O Mundo Somos Nós, we do not use rigid academic labels or promote a culture of exclusivity and competition. While we recognize and honor high capabilities, we believe every child is a unique individual with their own distinct strengths, passions, and pace. Separating or singling out children based on "giftedness" goes against our core community values.
Instead, our educational model naturally supports highly able and advanced learners through a deeply personalized approach:

-Self-Directed and Self-Paced Learning: Because our daily structure prioritizes autonomous study, students who grasp concepts quickly are never held back by a rigid classroom curriculum. They are free to dive deeper, move faster, and explore advanced topics that match their intellectual curiosity.
-Project-Based Portfolios: Through pathways like our portfolio-based programs, students can channel their talents into highly complex, creative, and sophisticated projects tailored to their specific interests.
-Collaborative, Non-Competitive Environment: By removing competitive ranking, we create a safe space where students are motivated by an intrinsic love for learning rather than a desire to outdo their peers. This allows advanced students to thrive socially and emotionally alongside their community, often sharing their passions and collaborating across age groups.

While we do not have a full-time, on-site educational psychologist, we maintain a close relationship with an external professional partner. If a family or the school identifies a specific need for deeper guidance, observation, or psychological support, this partner is available to come to the school to work directly with the family and child.

Yes, but we do not use formal entry exams.

Before enrollment, children and young people of all ages participate in a trial visit or observation period. During this time, we observe how they interact with the learning environment, educators, and other students. We may also propose simple age-appropriate activities, conversations, projects, or learning exercises to better understand their interests, abilities, learning style, and support needs.
The purpose of this process is not to assess students for admission based on academic performance, but to determine whether our educational approach is a good fit for the student and family and to help us provide appropriate support from the beginning.

We typically have a waiting list for our younger age groups.

We have an open enrollment policy and welcome new children to join our community all year round, provided there is space available. However, for families planning ahead for the new academic year, we offer a special enrollment discount for registrations completed on or before June 30th.

We have an open enrollment policy and welcome new children to join our community all year round, provided there is space available.

9:00 AM

5:00 PM

No.

No, we do not offer a formal school bus service. Instead, our community relies on a collaborative carpooling system. Parents actively self-organize to ride-share and transport each other's children to and from school, reflecting the cooperative, supportive spirit of our families.

Yes, vegetarian/plant based lunches and snacks are offered.

Within this plant-based/vegetarian framework, we are highly attentive to specific dietary needs, allergies, and restrictions (such as vegan, dairy-free, or gluten-free requests), ensuring every child has a safe and nourishing meal. However, because we are a vegetarian environment, we do not accommodate or serve any meat-based dietary requests (such as standard halal or kosher meat options).

No.

At O Mundo Somos Nós, our afternoons are dedicated to a rich variety of creative, physical, and holistic enrichment activities designed to support well-rounded development. Our offering includes:

Creative Lab

Theater

Music

Arts

Dance

Taekwondo

Physical Education

Environmental Education

Yoga

Gardening

Nature Walks

Taekwondo

Physical Education (Ed. Física)

Dance

Yoga

Yes, in Taekwondo.

Theater Room (Multi-use room)

Dance Studio / Room (Multi-use room)

Library

Art & Quiet Room

Computer Station / IT Access Area

Shared Outdoor Sports Field (accessible via a community partnership)

Our Learning Centre stands out for creating a warm and familiar environment where children and young people can grow without fear or pressure to fit into predefined standards, finding a safe space to discover, develop and express their unique talents. At the same time, learning to live in society and engage intelligently with reality is equally important to us. We value an education that encourages questioning, creativity and academic rigour, while nurturing responsibility, care for others and care for the Earth. We recognise that the world is not separate from us, and that each person has a role to play in shaping the future we share.
We offer a variety of educational programmes for children, young people and adults. For children, these include nature-based activities and Montessori materials for ages 3 to 6 (Mundo da Floresta), Montessori and project-based learning for ages 6 to 16 (Escola do Mundo and Mundo Teens), and experiential programmes for teenagers, avoiding traditional assessment and competition as central axes of the educational process.
For adults, we provide programmes in the areas of education, parenting, health and natural and healthy living. We also plan to expand our reach through online courses in Portuguese and English, with the aim of creating a global community centred on self-knowledge and holistic education.
Maintained under the same leadership since 2014, the organisation continuously invests in the training of its educational team, promoting an education grounded in values such as kindness, integrity, responsibility, humility and authenticity, preparing children and young people for life as a whole.

At O Mundo Somos Nós, we offer an innovative and holistic educational model that combines progressive methodologies with a deeply individualized approach. Our educational philosophy is built on several core pillars:

Integrated Methodologies

We draw on a range of powerful educational approaches, combining the nature-based learning and autonomy of Forest School, the child-centred foundations of Montessori, Project-Based Learning (PBL), and Self-Directed Learning.

The Environment as the Third Teacher

We view the environment—particularly the natural world—as an active educator. Our learning spaces are intentionally designed to inspire curiosity, exploration, creativity and a deep sense of connection.

Flexible and Mixed-Age Learning Communities

Our students learn within mixed-age groups that reflect the diversity and richness of a natural community. Learning is carefully adapted to each child's pace, interests and developmental needs, combining personalised learning pathways with collaborative group experiences and focused subject-based classes where appropriate.

Meaningful Curricular Integration

We do not see knowledge as a collection of isolated subjects. Instead, we organise learning through an integrated framework that we have developed to make education more coherent, contextual and meaningful. At the same time, we recognise the importance of depth and rigour, understanding that some areas of knowledge require focused study and specialised attention rather than being artificially integrated into broader themes.