Say "Godd morning everyone"

A dance lesson by Sue Saiva

CLIP - Colégio Luso International Port - initial building location - change of plans

This project has been frustrated by the decision of President of the Junta de Freguesia de Massarelos Pedro Vinha Costa arguing that it would collide with an illegal occupation of the building by the residents' committee. It was then decided to move to the building of the STCP in Castelo do Queijo

CLIP - Colégio Luso International Port - had as its initial building in the abandoned of the fish warehouse.

CLIP - Colégio Luso International Port - had as its initial building in the abandoned of the fish warehouse. It would be built in Massarelos near of Douro river a set of buildings with classrooms, laboratories, auditoriums, houses for teachers. It was part of the model a cultural center and library - Artur Victoria asked for a model of the premises.

CLIP - Colegio Luso Internacional do Porto - Concerto de Natal

O Doutor Ruben Cabral organizava belos concertos

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.