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Queen Santa Isabel School GroupingQueen Santa Isabel School Grouping

“Living the Citizenship in a School for Everyone”

General Characterization of the General Characterization of the School Grouping – 1410 pupilsSchool Grouping – 1410 pupils

Queen Santa Isabel Basic School

6º-9º year

KindergartensStart at 3 years old

Primary Schools4 years

Start 6 years old

18 – 750 pupils

10- 244 pupils

• Main School - 416 pupils

Queen Santa Isabel School Grouping is constituted by the Main School Basic School Queen Santa Isabel, for ten Kindergartens (Brasfemes, Eiras, Ingote, Larçã, Pedrulha, Santa Apolónia, Souselas, Trouxemil e Vil de Matos) and eighteen Primary Schools (Adémia, Alcarraques, Botão, Brasfemes, Eiras, Ingote, Larçã, Lordemão, Loreto, Marmeleira, Pedrulha, S. Paulo de Frades, Santa Apolónia, Sargento- Mor, Souselas, Trouxemil, Vilela e Vil de Matos)

Phiysical and Social Context (civil parishes)

AGROUPING ESPECIFIC PROBLEMSAGROUPING ESPECIFIC PROBLEMS

ENVIRONEMENT:

• Sociocultural and economic problems of the families;

• Economic hardship / unemployment families;

• A variety of features typical of urban peripheries;

• Presents a sector of the population that occupies the traditional farming and another that moves daily to the provision of services in the city.

ENVIRONEMENT:

• Community in terms of standardization sociological strata identifies with "medium" and "low average,

• Specific areas of structural poverty, including

housing estates of the Rose, Ingote, Relvinha and Loreto; Situations of risk or social exclusion are related to various disruptions at work, family and modus vivendi of Gypsies.

• The qualifications of parents lie mostly (70%) at the primary level, with a significant percentage of parents / guardians bit literate;

• Disinterest of parents / guardians by school life in problematic cases;

• School failure and lack of habits and working methods;• Very different rates of learning;• Poor field of language;• Marked difficulties in calculation and mathematical

reasoning;• Pupils with special educational needs permanent;• Heterogeneity social, economic and cultural;• Absenteeism / Abandonment located in a specific

population;• Situations of incivility, inadequate living habits and healthy

lifestyle;• Scientific illiteracy.

PSYCOLOGY AND GUIDANCE SERVICESPSYCOLOGY AND GUIDANCE SERVICES

ESSENCIAL FUNCTIONSESSENCIAL FUNCTIONS• Psychological evaluation• Vocational guidance• Consulting teachers (behavior, learning, teaching

strategies)• Counseling (parents, students, school staff, teachers)• Teacher training (pedagogical differentiation, special

educational needs, emotional intelligence, Hyperactive children ...)

• School staff training (Service and quality in services,…)

• Parents training• Recruitment and Selection (Staff and teachers)Recruitment and Selection (Staff and teachers)

HUMAN RESOURCESHUMAN RESOURCESTEACHERSTEACHERS

HUMAN RESOURCESHUMAN RESOURCES

Non T eac hing s taff

F unc tions

Nº 25 15 11 24 1 1

K indergarden helper

P rimary school helper

Office s taff R S I helperMantainance

officialG uards

STUDENT POPULATIONSTUDENT POPULATION

ACCESS TO COMPUTER SCIENCE (% per students)ACCESS TO COMPUTER SCIENCE (% per students)

STUDENT POPULATIONSTUDENT POPULATION

10121416

1º year 2º year 3º year 4º year 5º year 6º year 7º year 8º year 9º year

Average age students per year vs reference age per year

Real Average Age

Reference Age

Analysis SWOTAnalysis SWOT

Strengths:Strengths:• Relation School-Family;

• Involving of the school Community;

• Security;

• Enhancement of “To be Able to be, to Behave,

to Do”, aiming at the integral formation of the

student;

• Regular Presence of the Representative of the

Parents and People in Charge of Education in

the meetings of the Pedagogic Team and of

the representative of the Autarchy in the

Assembly of School.

Weaknesses:Weaknesses:• Difficulties in the vertical and

horizontal curricular articulation

between the different levels of

teaching of the School Grouping:

• Kindergarten;

• 1st Cycle;

• 2nd / 3rd Cycles

• Lack of school transport

• Lack of an auditorium in the main

school

Opportunities:Opportunities:• Socio Cultural Heterogeneity;

• Multiculturalism;

• Local Context.

Threats:Threats:• Social, cultural and economical

diversity;

• Geographical distance between the

schools.

“Nothing in life should be feared. It has only to be understood."

Marie Marie CurieCurie

“I’TS NOT POSSIBLE TO TEACH EVERYTHING TO ANYMORE, IT’S ONLY POSSBLE TO HELP TO FIND OUT BY HERSELF"

Galileu GalileiGalileu Galilei

CONCLUSIONCONCLUSION