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Colegio Nueva Granada · K4 to Grade 12 · Counseling Department

Paideia

Section Goals by Working Line

One goal per working line, per section. Each goal names a concrete action or capacity students demonstrate by the end of that section. The four goals for each working line form a developmental arc from K4 to Grade 12, building in complexity and depth as students move through the program.

Psyche
Being · Dimension 01
ψυχή
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Sexuality
Primary
K4–Grade 2
Name the parts of their body using accurate language and identify what kinds of touch feel safe or unsafe, knowing they have the right to say no and to tell a trusted adult.
Elementary
Grades 3–5
Describe the physical and emotional changes of puberty as a normal part of development and ask questions about their bodies in an environment of trust and accurate information.
Middle School
Grades 6–8
Reflect on how desire, attraction, and gender expression are shaped by both personal experience and social context, and recognize what consent means in real situations involving peers.
High School
Grades 9–12
Navigate their affective and sexual life with informed self-knowledge, including health decisions, relational boundaries, and the critical reading of social norms around sexuality and gender.
•
Identity
Primary
K4–Grade 2
Describe themselves; what they like, what they are good at, and who matters to them, and recognize that each person's qualities and story are their own.
Elementary
Grades 3–5
Identify how the groups they belong to (family, culture, community) shape how they see themselves, and begin to notice when those group expectations feel like their own and when they do not.
Middle School
Grades 6–8
Examine how social dynamics, reputation, and cultural scripts shape their sense of self during adolescence, and articulate what they value beyond what others expect of them.
High School
Grades 9–12
Construct a personal narrative that integrates their history, values, and evolving sense of who they are, and hold that identity with stability across contexts where it is questioned or pressured.
•
Wellbeing
Primary
K4–Grade 2
Name what they are feeling in the moment and use at least one strategy, with adult support when needed, to move through a difficult emotion without being overwhelmed by it.
Elementary
Grades 3–5
Recognize their own patterns, what situations tend to generate difficulty and what helps them recover, and apply self-regulation strategies with increasing independence.
Middle School
Grades 6–8
Describe how their emotional experience is shaped not only by internal states but by relationships and circumstances, and use that understanding to seek support and adjust conditions when possible.
High School
Grades 9–12
Sustain practices that support their wellbeing under real pressure, and identify when a situation calls for reaching out to peers, family, trusted adults, or professional support — and take that step.
Progression logic · Psyche

Sexuality moves from bodily safety and accurate naming (Primary) through puberty knowledge (Elementary) and the social construction of desire and consent (Middle School) to informed self-navigation of affective and sexual life (High School). Identity moves from self-description through awareness of group belonging, critical examination of social scripts during adolescence, and finally the construction and defense of a stable personal narrative. Wellbeing moves from naming emotions with adult support through independent self-regulation, relational and contextual understanding, and finally the sustained practices and the discernment of when and to whom to reach out that characterize mature emotional life.

Polis
Belonging · Dimension 02
πόλις
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Affective Bonds
Primary
K4–Grade 2
Recognize the people in their life who care for them and express care and affection toward others in ways that feel genuine, learning that relationships are built through small acts of attention and trust.
Elementary
Grades 3–5
Describe what makes a friendship genuine and sustaining, and practice the qualities it requires: honesty, empathy, and showing up when things are difficult.
Middle School
Grades 6–8
Navigate the shifting terrain of peer relationships during adolescence, including how bonds change, how conflict and distance emerge, and what accountability looks like within close relationships.
High School
Grades 9–12
Reflect on the forms of intimacy and deep connection that matter to them, and engage with the experience of loss, grief, or relational rupture as part of a life genuinely shared with others.
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Coexistence
Primary
K4–Grade 2
Identify basic norms of shared life in their classroom and school, and use simple strategies to address conflict with peers, with adult support, in ways that preserve the relationship.
Elementary
Grades 3–5
Engage in conflict resolution with confidence and empathy, and act as an upstander in situations where someone is being excluded or treated unfairly.
Middle School
Grades 6–8
Examine how exclusion, discrimination, and power dynamics operate in their school community, and contribute to building a more inclusive environment through their daily choices and interactions.
High School
Grades 9–12
Analyze how injustice and structural inequality shape the conditions of shared life, and articulate what kind of civic and communal legacy they want to contribute to the worlds they inhabit.
•
Consumption
Primary
K4–Grade 2
Distinguish between things they genuinely enjoy and things they are drawn to because others around them have them, beginning to notice how belonging and peer influence shape what they want.
Elementary
Grades 3–5
Describe how digital environments and screens compete for their attention, and practice making conscious choices about how they spend time and what they take in.
Middle School
Grades 6–8
Analyze how social influence, advertising, and the logic of belonging shape consumption patterns, including the use of substances, and make decisions that reflect their own judgment rather than unexamined pressure.
High School
Grades 9–12
Evaluate the structural forces (market, media, social context) that shape what they consume and how, and act from a critical awareness of those forces rather than being governed by them.
Progression logic · Polis

Affective Bonds moves from recognizing and expressing care in early relationships (Primary) through understanding what sustains genuine friendship (Elementary) and navigating the complexity of adolescent bonds (Middle School) to engaging with deep connection, loss, and relational rupture as dimensions of a life shared with others (High School). Coexistence moves from basic shared-life norms and adult-supported conflict resolution (Primary) through empathic engagement and upstander action (Elementary) and structural awareness of exclusion and discrimination (Middle School) to civic and ethical analysis of the communities one belongs to (High School). Consumption moves from noticing peer influence on wants (Primary) through digital awareness and conscious choice (Elementary) and critical analysis of social and substance-related pressures (Middle School) to structural evaluation of the market and media forces that shape what and how one consumes (High School).

Ethos
Becoming · Dimension 03
ἦθος
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Purpose and Vocation
Primary
K4–Grade 2
Identify activities and experiences that bring them energy and joy, and begin to connect what they enjoy doing with the idea that their particular interests and ways of being in the world matter.
Elementary
Grades 3–5
Describe their interests and strengths with specificity, and connect those to an early sense of how they might contribute something of value to others and to the world around them.
Middle School
Grades 6–8
Explore directions for their future that are genuinely theirs rather than externally imposed, and make academic and personal decisions with a growing awareness of what matters to them and why.
High School
Grades 9–12
Articulate a direction for their life that integrates what they know about themselves with a genuine sense of what they want to contribute, and navigate transitions and uncertainty without losing that orientation.
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Life and Learning Skills
Primary
K4–Grade 2
Follow simple routines and sequences with growing consistency, and begin to notice when they are distracted or off-track and what helps them return to what they were doing.
Elementary
Grades 3–5
Organize their time and tasks with basic planning strategies, and develop the habit of thinking ahead about what a situation requires before acting.
Middle School
Grades 6–8
Apply decision-making skills in situations that are ambiguous or involve competing priorities, and reflect on the relationship between their choices and the results they experience in school and daily life.
High School
Grades 9–12
Demonstrate the organizational and self-management habits that sustain performance under sustained pressure, and take ownership of their learning and decision-making in preparation for life beyond school.
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Character and Ethical Life
Primary
K4–Grade 2
Recognize when a choice affects someone else, and practice honesty, care, and repair in the everyday situations of classroom and school life.
Elementary
Grades 3–5
Identify situations where doing the right thing requires effort or courage, and reflect on how small everyday choices accumulate into habits of character over time.
Middle School
Grades 6–8
Engage with situations of genuine ethical difficulty, where values conflict or the right path is not obvious, and reason through them with honesty rather than defaulting to what is easiest or most expected.
High School
Grades 9–12
Exercise practical judgment in complex situations, recognizing what each moment genuinely calls for, and act with integrity toward others and toward the communities they are part of building.
Progression logic · Ethos

Purpose and Vocation moves from noticing what brings energy and joy (Primary) through connecting interests and strengths to contribution (Elementary) and exploring genuinely personal directions (Middle School) to articulating and navigating a meaningful life direction through transition and uncertainty (High School). Life and Learning Skills moves from basic routine-following and self-monitoring (Primary) through planning and anticipation habits (Elementary) and reflective decision-making in complex situations (Middle School) to the sustained organizational capacity and autonomous ownership that post-secondary life requires. Character and Ethical Life moves from recognizing the ethical dimension of small choices (Primary) through understanding how daily choices build character (Elementary) and engaging honestly with genuine moral difficulty (Middle School) to exercising practical wisdom and acting with integrity in the shared worlds one inhabits (High School).