Tuesday, 28 December 2010

Ruben Cabral discursa em 1990 aos alunos do CLIP - Colegio Luso Internacional do Porto

Artur Victoria in 1990 appointed Dr. Ruben Cabral Rector CLIP - Colegio Luso International Port. It has always been given great importance to musical activities.

Thursday, 11 November 2010

Pupil's Achievements at School

Each mark is a summary of the pupil's achievements in a particular subject or group of subjects. In this respect the teacher should be guided by the scope and emphasis allotted by the syllabi to the various teaching items. Shortcomings in a field of minor importance should not entail the follow-up activities incumbent on school same reduction of a mark as would be prompted by more critical deficiencies. Marks for certain subjects in which written examinations are set should not be made wholly dependent on the results of those examinations. All achievements must be included in the assessment, and the teacher must avoid attaching too much value to results which are particularly amenable to assessment. Furthermore, marks must be based on observations and notes throughout the senior level grades and not only on impressions gained towards the end of this period. Even during years for which marks are not awarded, teachers must keep notes concerning the pupils' work as a form of documentation on which to base interviews with the pupils and their parents.
Pupils do not cease to be the responsibility of schools as soon as their compulsory schooling is ended. The school must provide follow-up educational vocational orientation to support young persons who are under 18 and who are neither studying nor working. Educational and vocational orientation must be conducted with the aim of providing these young persons with the opportunity of employment, vocational practice, training or education.
The comprehensive responsibility for following up the progress of school-leavers continues until they reach the age of 18. Thus if young person's terminate their employment before reaching this age, it becomes the duty of the school to resume follow-up educational and vocational orientation as soon as they terminate their employment.

Sunday, 4 April 2010

School Management - Colegio Luso Internacional Do Porto - A Study by Artur Victoria

Each school must be divided into work units The pupils within each work unit are divided into classes and also, for their everyday work, into groups of various sizes
Each school must be divided into work units. The pupils within each work unit are divided into classes and also, for their everyday work, into groups of various sizes.
The work unit need not comprise classes from the grade. A unit can, for example, be formed comprising pupils from grades I, 2 and 3. The work unit may also comprise classes from different levels.
An arrangement of this kind can often present great advantages. Senior pupils can help junior pupils.
Work units must be more than an administrative division. The aim is for them to be developed into a small school within the framework of the large one.
They must be conducive to close co-operation between staff and pupils.
Essential goals of school work are more easily attained if certain duties within school management districts are delegated to the work units. Duties of this kind include the following.
- The work units have an important part to play in educational planning.They should plan basic training in skills, the work to be done by remedial teachers, the timing of project studies and so
- The work unit is a natural framework for the discussion and planning of support for pupils in difficulty. No problem need be referred to the school pupil welfare conference unless it cannot be solved within the work unit, for example by consultation with parents, by the application of different methods, by the coverage of different subject matter, or by work in smaller groups, individual assignments etc.
- In many cases the work unit is the natural unit in which to agree concerning the scope of the pupils'' own responsibilities and their own contributions to the environment, and also to plan free activities. it is often a suitable unit for information to and discussions with parents concerning various matters.
Consultation concerning educational planning and concerning activities during the school year or the term should result in a working plan for the work unit. The Education Ordinance contains provisions concerning the duty of planning instruction and pupil welfare work within the work unit.
The working plan must outline a program and define goals and aims in such a way that it is possible at the end of the school year or term to evaluate activities and agree on any alterations that are to be made to working methods or aims for a future period of activities.
In this way schools are to advance by means of co-operation and consultations between pupils, staff and school management.
The organization of a school into work units makes it easier for teachers to co-operate in teaching teams. Co-operation of this kind between the adult members of the school community is an important example to the pupils of democracy in operation, and it is essential with a view to the consistent and purposive development of skills in different subjects.
Younger pupils can form hobby societies and class societies, and older pupils can develop societies covering a wide range of activities, e.g. sports, music, reading, drama, photography and various ideological topics such as temperance, religion and politics. The vitality of these societies very often tends to fluctuate, but schools can support and activate them by enabling them to participate in various contexts - for example, by contributing programs to school assemblies, publishing articles in a school magazine, putting on exhibitions etc. By giving them financial assistance, by giving various assignments to individual members and, if possible, by letting teachers who are particularly interested become members of the societies. School societies should have extensive powers of initiating free activities within their several spheres.

Sunday, 10 January 2010

Camp School Activities at CLIP - Colegio Luso Internacional do Porto

Residential camp school activities lasting for a couple of days or, more commonly, for about a week, provides pupils with an opportunity of studying the natural environment and people's life and activities away from the locality where their school is situated. Thus these activities are an integral part of regular teaching and provide a valuable supplement to ordinary school work. At the start of a new school level, they provide teachers and pupils with a good opportunity of getting to know one another.
In its narrower sense, the term working method denotes the method employed in pursuit of a goal, e.g. the acquisition or transmission of knowledge and skills.
Sometimes the working method to be used is obvious. Co-operation cannot be learned without practice, nor can one learn to plan an assignment and report on it plainly and coherently without applying a working method which makes this necessary, and one can never learn to assume responsibility for the common satisfaction unless responsibility is conferred and the appropriate demand is made.
In a number of cases the working method employed is a means of attaining something else, e.g. certain skills or insights. As a means to an end, the working method employed must be subjected to constant appraisal, so as to ascertain what is most efficient in different contexts, for different age groups, in different school environments, for different teachers and for individual pupils.
Experience hitherto has suggested that, for the sake of efficient learning, the working method employed should be governed by the following principles.
Work on different fields of subject matter should take as its starting point the pupils' image of reality. The teacher must try to build on the pupils' innate curiosity, allowing them to formulate and seek the answers to their own questions, and presenting problems which arouse their spirit of inquiry. Work should therefore start with something topical or near at hand. But it is equally important that teaching should then take the pupils further and broaden their apprehension of reality in time and space. Reality is not confined to society and the natural environment; it also includes emotional experience, cultural life, questions of belief, and ideals of different kinds.
If work in many cases can emanate from problems posed by the pupils themselves, schools will have good prospects of training the pupils in problem solving. They should realize the importance of acquiring sound knowledge as a means of making further progress, selecting the important knowledge in the context, drawing logical conclusions, testing each other's arguments and, finally, putting forward a solution.
Alternation between observations, theory and practice is often the best working method. In this way the pupils can acquire knowledge by investigating, observing and experiencing for themselves. They can learn to sift their observations critically, to range and deploy them in wider contexts. They can endeavor to draw conclusions from them, and they can learn to perceive relationships in society and the natural environment. They can then be given an opportunity of testing their theories and applying what they have learned.
With a working method of this kind, the teacher plays an active part in inducing the pupils to work critically, to realize the value of their observations, to reflect, to ask questions, to learn to sift, arrange and present subject matter. The teacher must also play an active part in directing the pupils' investigations into essential fields and in preventing them from getting bogged down in minutiae.
The active role allotted to the teacher highlights the importance which should be attached to discussions and co-operation between teacher and pupils. The teacher must not limit his contribution to merely organizing the work situations and then allowing activities to be guided by previously produced assignments. A working method of this impersonal kind is foreign to the aim of compulsory school to help its pupils achieve a process of all round development. But a working method involving alternation between observations, theorization and practice does not by any means suit every situation. Nobody can obtain direct experience of everything, and pupils must therefore also be familiarized with a working method whereby they share the experience of others. They must learn to make use of books, libraries and various media.
One should, however, beware of the tendency for verbal information to get the upper hand. Schools have sometimes limited observations and experiments and omitted practical exercises in order to save time. A one sided working method of this kind can easily cause school fatigue where many pupils are concerned. Practical exercises must be given generous scope in ordinary school work, in projects and in depth studies. The knowledge which the pupils acquire must be applicable to concrete tasks of different kinds or to discussion, creative activities and personal development. Practical exercises are the only way in which pupils can make knowledge their own property and acquire consolidated and meaningful insights.
Courses must therefore not be encumbered with general introductions covering wide fields of knowledge and leaving the pupil with no time for applying their new-found knowledge to assignments of different kinds.