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Queen Santa Isabel School Grouping Queen Santa Isabel School Grouping “Living the Citizenship in a School for Everyone”
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.
AGROUPING ESPECIFIC PROBLEMSAGROUPING ESPECIFIC PROBLEMS
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.
AGROUPING ESPECIFIC PROBLEMSAGROUPING ESPECIFIC PROBLEMS
• 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;
AGROUPING ESPECIFIC PROBLEMSAGROUPING ESPECIFIC PROBLEMS
• 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
0
10
20
30
F unc tions
Nr.
of
peo
ple
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
STUDENT POPULATIONSTUDENT POPULATION
ACCESS TO COMPUTER SCIENCE (% per students)ACCESS TO COMPUTER SCIENCE (% per students)
STUDENT POPULATIONSTUDENT POPULATION
STUDENT POPULATIONSTUDENT POPULATION
02468
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
