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

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.

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.

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.

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.

Preventing Pupils difficulties - Colegio Luso Internacional do Porto

Schools must try to prevent pupils from running into difficulties in the course of their school work. Content, working methods and organization must therefore be designed so as to be readily adjustable to the individuality of different pupils. Local decision-making powers, vested in the individual school, the work unit and the class, concerning subject matter, working methods and work procedures, are therefore essential in order for a school to discharge its duties successfully. If a pupil encounters difficulties in the course of his (or her) school work, consideration must be given to the possibility of altering school working methods. Teaching must be planned so as to permit a variable working method. The liberty which a school enjoys in the deployment of resources and regarding methods and the selection of subject matter provides good opportunities of this type of preventive work. Pupils with differing dispositions and interests must be able to experience school work as something capable of furthering their own development. Schools must offer variegated contents. Pupils must be allowed to participate in planning. And they must be able to choose different fields of study which are relevant to goals and main teaching items. Free options account for roughly one third of all school time at senior level. While at junior and intermediate levels time can be reserved for project studies. In certain cases assignments of this kind can be made to last longer for some pupils than for others. At the same time one must be alive to the conflict which often exists between the current. Schools must prepare pupils adequately for future working life and for future studies, for example in the form of recurrent education. Total adjustment to the pupils' spontaneous interests can result in their encountering great difficulties when they come to enter working life or continue their studies, in which case their school difficulties are converted into impediments later on in life. It therefore remains the task -and a difficult task -of teachers to try to steer the pupils' spontaneous desire for knowledge into important fields. and to utilize their practical vocational orientation together with conversations and interviews as a means of getting them to realize the value of different types of knowledge and skill. Schools must not isolate school work from the life of the community by making all activities freely chosen work, otherwise the pupils will suffer a shock when they come up against the demands which life involves. Gaps in elementary knowledge can result in lifelong social or psychological helplessness. Lack of previous knowledge tends to make pupils regard themselves as 'untalented', in which case schools help to accentuate social inequalities. It is above all necessary for basic training in the skills of speech, reading, writing and arithmetic to be conducted consistently and with determination. Shortcomings with regard to these skills aggravate school difficulties at higher levels. Boundaries between school levels must not be allowed to constitute boundaries regarding the practice of skills. Continuous reading instruction, for example, must be available to pupils at any level. As stated earlier, working methods must also be adapted to suit different pupils. Methods with an excessively verbal emphasis are particularly prejudicial to many pupils. Work based entirely on written material and written instructions gives an advantage to pupils whose ambition and educational motivation makes them less dependent on personal and emotional contact with a teacher for the maintenance of their endeavor. On the other hand it can very easily cause difficulties for pupils without these qualifications. Extensive scope must instead be allotted to investigatory elements in the natural and social environment and also to practical tasks. Methods of this kind are greatly facilitated by different teachers co-operating in teaching teams.

Pupil's responsabilities at school

Pupil's responsibilities at Colegio Luso Internacional do Porto have been trained, achieving the greatest possible impact. It is also important as a means of individualizing working methods within different pupils groups and carrying out project studies or integrated projects. Co-operation in working teams also provides teachers with an opportunity of supporting and assisting one another.
Good co-operation between teachers and pupils is essential for success. Above all, co-operation is manifested in the everyday context through the joint planning of courses and through efforts to agree on the concrete objectives of a series of lessons.
Most consultation and partnership in school take place on an informal basis, but schools also need certain more fixed procedures of consultation and decision making. The purpose of this liberty concerning the planning of conferences in schools is the same as that of the free deployment of resources, namely for activities to be decided on and realistically planned at local level. This question should be covered in the school working plan;
Educational planning can be conducted on a concrete basis together with a particular group of pupils, in a work unit or in a class. In some cases there may be a desire to raise questions which are common to the teaching of a subject in several work units, throughout a school level or in the whole of a school management e.g. questions concerning printed teaching materials. The delegates attending conferences will then have to be selected accordingly. On other occasions the task of a conference may be to plan optional subjects or leisure activities together with associations and parents, or else to plan open air days, joint assemblies or cultural activities in school, in which case conferences of different kinds will be called for.
Educational planning meetings summoned by the headmaster or his nominee must be attended by equal numbers of pupil and teacher representatives, senior level pupil representatives being also entitled to participate in decision making. If planning can be done at class committee meetings attended by all pupils and not only by their representatives, this arrangement is to be preferred. It is important for discussions to be based on alternatives presented by the teachers.
If pupil participation is to be through the medium of representatives, the school must ensure that the representatives have a previous opportunity of discussing matters with their classmates. Afterwards they must be given an opportunity of apprising their classmates of the decisions arrived.
One of the goals of school is to give children and young person's a democratic education. Among other things, pupils must be able, together with their classmates, to allocate duties, organize reports on their work and put on exhibitions, to assume responsibility for younger pupils in need of assistance and to participate in efforts to establish a good environment at school. The pupils need practice in rational argument and in appraising categorical statements and critically examining simplified solutions to complex questions. They must accustom themselves to listening to other people's arguments and suggestions, even if these are very different from their own. They should be encouraged to develop a reflective attitude.
Pupils are to play an active part in shaping the school working environment. Collective duties for different pupil groups are calculated to break down alienation counteract mobbing and vandalizing tendencies and increase the pupils' self-confidence. Activities demanding co-operation and the shouldering of responsibility are a vital contribution towards illustrating the importance of democratic agreements and rules.
The pupils' participation in the internal work of the school also supplements their practical vocational orientation. For example, school library work, participation in the design of their immediate environment, leadership of free activity groups, the arrangement of exhibitions, participation in internal school information through pupil magazines, and the lending of assistance to younger children can provide pupils with a useful understanding of the way in which a workplace operates.
Pupil associations at school provide the pupils with an opportunity of gathering round subjects of common interest. In this way they acquire the habit of acting in various capacities within a regular association, and it becomes second nature to them to abide by democratic decisions but also to endeavor by democratic means to secure alterations to things which they disapprove of. Pupils should be encouraged to distribute elective appointments in class committees, pupil committees and pupil associations evenly between boys and girls. Pupil associations can be of various kinds.
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.

CLIP - A New School

A village is not characterized by persons - clones of each other. Rather, each villager, each member of the community, has a unique physiognomy, occupies a well defined place, possesses a personality that is simultaneously distinct and socially viable. The village, contrary to the city, collaborates more than competes, and its progress is generally the result of common effort. Are we saying that the world of the future will be the New Jerusalem, the civitas Dei, the utopian society revisited? Of course not.
What is certain is the fact that the world as we used to know it, is no more. In its place we have something different that, in the making of history, we have created. This act of creation, if authentic, apparently is not well understood.
And why?
The paradigmatic vision that, in the last three hundred years has served as the perceptional instrument of reality, is highly impersonal and mechanistic. The fundamental problem of the 17th century was characterized by the preoccupation with the notion of order, intellectual and social. The world was perceived as a complex of competing forces, thus requiring the establishment of order necessary to harmony and as the fomenter of progress. This paradigm, whose revealing metaphor is the notion of the machine, is called by Joanna Macy "patriarchal," by Don Oliver "modernity," and by Richard Katz "the scarcity paradigm." It also includes the concept of singular cause – singular effect, with the result that all human relationships are perceived as occurring in a linear progression of cause and effect. This paradigm influenced not only the social sciences, but until very recently informed the methodology of modern sciences. Seth Kreisberg, in a brilliant analysis of this Subject, says the following:
The view of reality as made up of separate and competing entities reinforces, or perhaps creates, the view that power means strong defenses, invulnerability, inflexibility, in short, domination. Power consists of separate entities struggling amongst one another for strength, control, superiority and their separate interests.
This concept of power, which has been called power-over. defined in the modern era by Hobbes and continued by Max Weber, Bertrand Russell and others, seems related to less developed forms of human relationships, and has served as moral justification for many acts of social and political aggression. In the mechanistic model any attempt to prevent disorder, or to restore order, is considered "good", since such effort is exerted to achieve the ultimate good of the community. The ultimate good of the community is not, however, the result of a consensus established by a dynamic society. In the mechanistic model, the ultimate good of society is a static and prescribed concept.
Our schools still function in accordance with this model. The educational process is conceived as a cluster of distinct elements: teachers who know and teach, students who know nothing and learn, administrators who know more than anybody else and control. The curriculum, prescribed and untouchable, is passed from the teacher to the student as a biblical testament to be dictated, received, and reproduced letter by letter, dot by dot. Any deviation from this norm is considered as a more or less subversive act, deserving of correction and punishment.
Teachers and students are thus considered as competing entities to be mediated by the curriculum. Reform in the traditional school thus means, above all, a curricular revision, or at most, a revision of the hierarchy.
The analysis of the relationships among the different entities is rarely conceived in horizontal terms: in this model the pyramid remains as the graphic image of those relationships.
The influence of the mechanistic model in international education is reflected in the notion that ethnic or multicultural studies can be reduced to the examination of exotic or minority cultures. The majority, or dominant, culture is rarely included in the same plane as the others, and the notion that it can be influenced by the minority or dependent cultures receives little or no consideration. We speak of the Portuguese influence in Africa and in Asia more frequently than we speak of the extent to which our culture was transformed by that association. similar parallels could be established for linguistic relations among peoples.

A statement

CLIP philosophy

Preparing this innovative educational program - in 1989 - the success case is actually shown. At the beginning the coordination between national curricula and international subjects was a preoccupation in order to get the official equivalence from the educational authoritiesThe program of studies of the Colegio Luso Internacional do Porto will follow an innovative curriculum designed to prepare students for the International Baccalaureate, or for a professional diploma in International Business Administration. The curriculum will emphasize communication and computing skills, critical thinking, research techniques, multicultural education, and an integrated approach to curriculum design ...Even though the greatest portion of class time is already allocated to specific disciplines, theschedule gives students the opportunity to pursue learning in other areas. The elective program will offer courses in Economics, Philosophy, Psychology, Social Anthropology, Organization Studies, Classical Languages, Computing Sciences, Individual Studies, Modern Foreign Languages (English, French, Portuguese, German, Dutch, Japanese), Research Projects,and any course offered in the Professional Program.In addition to, or in place of, the elective program students will be encouraged to undertake independent studies in various disciplines, under the guidance and supervision of a qualified teacher.Since the philosophy of the Colegio Luso Internacional do Porto defines the student as a researcher, it is imperative that they become proficient in the processes, methodology and technology of research.All students will, therefore, take a series of courses in Research Technology. This course will provide each student an extensive "hands-on" computer experience. Students will be expected to keyboard at 35 wpm, master a word-processing and database software. The teacher, working cooperatively with other subject matter teachers will develop theme materials pertinent to an integrated curriculum.

International Education

There are those who react to this conjuncture with a certain resigned realism, searching for their children a way of turning them into images of the foreigner, by sending them to schools where the curriculum, the teacher, and the language are those of the supposed invader - As we say with all candor and pragmatism: if you cannot beat them, join them!
The typical, and we could say, natural reaction is, however, to scurry to the barricades, to decree the purity of the language and culture, and to punish severely any assault upon the established standards.
These mechanisms of self-defense are manifested daily, and reflect the great anxiety fomented by the dizzy rhythm of today's socio-political evolution.
Hence, the primacy of education as a way to beset’fears and to illuminate the new paths to be treads. An educational process capable of attaining these objectives must be founded on a vision of the world as a whole entity, on the equanimous acceptance of cultural and linguistic diversity, on the affirmation of the duly recognized value of the culture of each individual and group, on the conception of the human being and of the social aggregate as organisms in continuous development.
This new concept of education has appeared in many forms, some more complete than others" such as multicultural and multi linguistic education, or an international education.
International education, for many, may at first seem to be no more than a good language program, or for others it may consist in the acquisition to a thorough knowledge of geography; for some of us, Portuguese, international education may be the effort to maintain those virtues of cordiality and hospitality toward other people with which we like to associate ourselves.
International education may appear still to others as the search for knowledge about the world, the development of a good plan of contemporary studies.
For some it may be like a great a Noah's ark, where students from the most diverse backgrounds may be gathered to be taught history and geography, mathematics and physics, in all languages, or in a pre-determined home language.
It may be for others, to provide an adequate education to the ever increasing number of marginal students: the returned emigrant child incapable of functioning in Portuguese, the son or daughter of the businessman or business woman, euro bureaucrat, or foreign diplomat that establishes residence here. It may be still for others the concretization of the urbs, cosmopolitan and conscious of the variety and richness inherent in people from many lands.
The reacquisition of control over our reality includes a dynamic educational process that prepares men and women for a society where the hierarchies may be less and less hierarchies of power oveKL and more and more hierarchies of cooperation: where differences may cease to foster discrimination, but may become catalysts for development; where the concept of unity may not be an absolute synonym of uniformity. The metaphor of the global village appears, thus, to be quite appropriate.
The Town of Porto and in general the northern of Portugal will have its International school known as CLIP – the Oporto International School.