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5
It gives us great pleasure to welcome you to
the CLIP - Oporto International School.
The education offered at CLIP instils self-confi-
dence, integrity and leadership in students. All
pupils are valued, encouraged, challenged and
supported through their development.They
are taught to become independent and critical
thinkers, responsible team players and princi-
pled citizens.
Emphasis is placed on the teaching of creative
and lateral thinking and all areas of the cur-
riculum are supported by the latest technol-
ogy. Our success as a school is dependent on
constant planning, research and evaluation.
Our teaching and learning methodologies are
regularly re-examined to provide better edu-
cational practice. Our teachers are highly qual-
ified, experienced, innovative and caring.
The wellbeing of the whole child is paramount
at CLIP. ‘We Are One’ (from our school song)
in nurturing and promoting an environment in
which children are pastorally secure and that is
welcoming, warm and positive. We firmly be-
lieve that student wellbeing is central to both
learning and school improvement.
At CLIP, education is viewed as a partnership
in which parents and the school work closely
together to ensure the success of each child.
It gives us great d pleasure to welcome d you to the CLIP - Oporto d International Schoold
6 CLIP . Institucional brochure
CLIP was established in 1990 (school year 1990-
91) and today has approximately 650 students,
aged 3 to 18, from 25 different countries. The
vast majority of our students, however, are Por-
tuguese. All students are provided with an edu-
cation which promotes the highest academic
standards within a learning culture that is ex-
plicitly international-minded.
In 2009 CLIP applied for candidate status for
accreditation by the Council of Intenational
Schools (CIS). The process of self-study is
well under way and we hope to see this pro-
cess completed in 2012-2013.
All students ared provided with and education whichd promotes the highestd academic standardsd
CLIP’s premises are situated in one of the most
desirable areas of Porto and constitute an im-
portant architectural project. With an area of
more than 25.000m2, CLIP offers excellent con-
ditions to accommodate its students.
7
Designed to be a multi-functional space, offer-
ing a wide range of uses, CLIP was built es-
sentially with the pursuit of excellence in mind.
The building boasts the most advanced tech-
nology, providing efficiency and comfort at the
highest level, and is fully adapted to users of
all ages.
Ground Floor: 200-seat Auditorium; 100-seat
Amphitheatres (2); Canteens (2) and Industrial
Kitchen; Café, Music Centre, Art Rooms (2),
Offices and Meeting rooms, Covered car park
(18 parking places), a 25 metre heated Indoor
swimming pool.
Floor 1: Entrance hall, Classrooms, 500-seat
Multi-purpose pavilion, Offices, Multimedia
laboratories, Physics laboratory, Photocopy
centre, CLIP Shop.
Floor 2: Administration offices, Staf room, Stu-
dents’ common room, Biology and Chemistry
laboratories, Libraries, Classrooms.
Outdoor facilities: Tennis courts (2), Football
pitch, Athletics track, Wall climbing and ab-
seiling.
CLIP was builtd essentiallyd with the pursuit ofd excellence in mindd
FOREVER A CLIPPER
8 CLIP . Institucional brochure
The Vision for the International School of Opor-
to (CLIP) is to become an exemplary centre of
teaching and learning, which nurtures and pro-
motes open minds for the future through in-
novation, international-mindedness, academic
excellence and intellectual resilience.
The Vision for CLIP is tod become an exemplary centre of teaching andd learningd
OPEN MINDS
Inte
rnat
ionalm
indedness
I
nnovat
ion Intellectual Resilience
Aacademic Excellen
ce
9
CLIP believes the future will be shaped by indi-
viduals who will meet the challenges of the 21st
century through versatile intellectual compe-
tence, a passion for discovery, increased social
fairness and uncompromising commitment.
The Mission of the International School of
Oporto is to nurture and inspire such individu-
als through the provision of a challenging, in-
clusive international education through which:
All are Challenged All are Lifelong learners All are Internationally minded All are Principled citizens
The school experience is shaped by a spirit of
community, characterized by students, parents,
faculty and staff working together to achieve
our goal of developing independent learners
who possess the knowledge, values and skills
to make a difference in the world.
This education is provided by teams of out-
standing, well-resourced teachers, working in
world-class innovative learning environments
in a safe, secure campus.
CLIP offers a challenging, coherent programme
of academics, arts, sports and service, from Pre-
Kindergarten through Grade 12, through which:
All learners’ needs are supported, their per-
spectives sought and respected and their qual-
ities valued and nurtured;
All learners make annual learning progress
through the achievement of specific, appro-
priate learning targets;
All learners have multiple opportunities to
succeed and to secure their best future.
P
C I
L
10 CLIP . Institucional brochure
All learners are equipped for success in a
challenging world. They are confident lead-
ers, skilled communicators, constructive team
players and efficient problem solvers. They
have a critical self-awareness and adapt suc-
cessfully to changing situations.
All learners develop a personal code of ethics,
respect for diversity of opinion and culture,
empathy for others, an age-appropriate under-
standing of global issues and a disposition to-
wards positive community participation.
All learners develop a d personal code of ethics,d respect for diversityd of opinion and culture,d empathy for othersd
Academic Excellence The attainment of
the highest academic standards through a
stringent and fully integrated curriculum
that stresses personal excellence and team
achievement.
Learning to Learn The content of the various
subjects is developing at such a rate that an
encyclopaedic approach to education is now
quite inappropriate. By focusing on how to
learn, our aim is to prepare students for a life-
time of learning and personal development.
Cooperative Learning: Our instructional pro-
gramme is based on the premise that students
can and should learn from each other, and that
they themselves must shoulder the greatest
responsibility for their education
Diversity and Cross-Cultural Education The
underlying concept of education is a learning
process that positions the study of the diverse
expressions of human life at the core of its
programme of studies.
Personal Needs and Concerns: The pro-
gramme focuses on the unique needs and
concerns of each student. Its central focus in
this regard is the Form Teacher or Tutor, who
monitors the academic and personal develop-
ment of each student.
Democracy: CLIP recognizes the role of pu-
pils, teachers and parents in the educational
process. Therefore, the governance of CLIP
is based on a democratic model for decision-
making.
Ethical and Moral Development: The over-
all development of students demands a solid
and dynamic ethical and moral education. The
following of standardised codes of behaviour
does not suffice; each student must learn to
reason and to decide on ethical and moral
grounds.
The Arts: The Arts are essential to a complete
understanding of our nature as human beings
and as members of cultural groups. In this
regard the Arts must be taught both as inde-
pendent subjects and as integral parts of the
programme of studies as a whole.
All areChallenged
Lifelong-Learners
Internationally-minded
Principled citizens
Tous sont Mis au défiDes apprenants à vieOuverts sur le MondeDes citoyens avec des principes
Todos sãoEstimuladosAprendem ao longo da vida
Têm uma mentalidade internacional
Agem como cidadãos de princípios
Alle Lernen Herausforderungen anzunehmen
lebenslang zu lernen
international zu denken
auBerordentliche Bürger zu sein
Todos sonDesafiadosIndividuos que continúan aprendiendo a lo largo de su vidaMentes internacionalesCiudadanos de principios
14 CLIP . Institucional brochure
CLIP - The Oporto International School offers
an international school curriculum based on
the National Curriculum of England, with cer-
tain modifications to suit both the school’s
philosophical and pedagogical objectives, and
the local circumstances of CLIP, as an interna-
tional school in Porto, Portugal.
PORTO - PORTUGAL
THE
NATI
ONAL
CUR
RICU
LUM OF ENGLAND
The school has equivalence with the Portu-
guese educational system, and all local stu-
dents study the official curriculum in the sub-
jects of Portuguese language and Portuguese
History (Forms 5 to 9), thereby enabling stu-
dents to transfer to a state or private school in
Portugal, at any level, should they so desire.
15
These are:
Physical, Personal & Social DevelopmentStudents learn about themselves and their
place in society. They learn how to stay healthy
and active. Students develop skills in building
social relationships and working with others.
They take responsibility for their learning, and
learn about their rights and responsibilities as
global citizens.
Discipline-based Learning Students acquire the knowledge, skills and
behaviours in the Arts, Languages, Humani-
ties, Mathematics and Sciences.
Interdisciplinary Learning Students explore different ways of thinking,
solving problems and communicating. They
learn to use a range of technologies to plan,
analyse, evaluate and present their work. Stu-
dents learn about creativity, design principles
and processes.
Strands: The whole school curriculum
is designed around three connected areas of
learning called strands.
1
2
3
16 CLIP . Institucional brochure
Standards & Benchmarks
Each of the three strands contains learning ar-
eas called domains. In each domain there are
standards and benchmarks that outline the es-
sential knowledge, skills and behaviours stu-
dents are expected to demonstrate. At CLIP
we believe that coherence of both teaching
and learning benefits from a framework of
standards. The frameworks for student learn-
ing, the development of units of study and the
assessment of student performance are in-
formed by these standards which, in one form
or another, articulate across all sectors of the
school from Pre-K – Form 12.
Curriculum Articulation
At CLIP, teaching and learning are guided by a
curriculum that reflects articulation as a means
of providing students with meaningful connec-
tions among and between disciplines and con-
tinuity within disciplines.
At CLIP we believed that coherence ofd both teaching andd learning benefitsd from a framework ofd standardsd
17
The whole school curriculum is given coherence through the articulation of learning standards.
The standards take into account research on the developmental stages of learning. This research
recognises that while student learning is a continuum from Pre-Kindergarten to Form 12, and differ-
ent students develop at different rates, students broadly progress through three stages of learning:
Lower School Pre-K | Form 4Laying the Foundations
The curriculum aims to promote pupils’ moral,
social and cultural development and prepare all
pupils for the opportunities, responsibilities and
experiences of life. By providing rich and varied
contexts for pupils to acquire, develop and ap-
ply a broad range of knowledge, understanding
and skills, the curriculum enables pupils to think
creatively and critically, to solve problems and
to make a difference for the better.
Middle School Form 5 | Form 8 Building Breadth
Students build on the foundations laid in the
Lower School (LS). An expanded curriculum
programme provides the basis for in-depth
learning within and across all domains.
Upper School Form 9 | Form 12Developing Pathways
The curriculum allows students to develop their
understanding of and connection to their com-
munity and the world around them. Students
begin to focus on areas of particular interest re-
lated to both their future schooling and intend-
ed pathways beyond school.
18 CLIP . Institucional brochure
The Lower School fosters a very positive en-
vironment that shows itself in every aspect of
our school, and in the wider CLIP community.
We are committed to effective teaching and
learning for 3 to 10 year olds and the provision
of wide-ranging opportunities and support-
ive relationships that allow every student to
achieve his or her best.
We believe passionately in the value of a glob-
al education and international mindedness as
we also believe in the value of grounding our
students in the Portuguese language and cul-
ture. We therefore accept the responsibility to
teach our students how to develop skills which
enable them to solve problems in constructive
ways and to develop appreciation for cultures
and languages different from their own. Learn-
ing activities are designed to help students
learn tolerance, compassion and respect, not
only for members of our school community,
but for all.
Our educational programme is a modified
form of the National Curriculum of England,
with the inclusion of Portuguese Language
and Literacy as per the Portuguese National
Programme.We have enriched the curriculum
with elements of Global Citizenship, many as-
pects of which are woven into daily practice,
making the hidden curriculum an integral com-
ponent of our educational programme.
In the Lower School, students’ learning is cen-
tred in their own classroom. The Form Teacher
is responsible for all areas of the curriculum
except for the Portuguese component of Lan-
guage and Literacy. Other subject specialism
may include Physical Education, Music or Eng-
lish as an Additional Language. Information Lit-
eracy is integrated throughout the curriculum;
students learn to use multimedia resources to
enhance their learning both in the classroom
and in specific taught units.
19
Learning Through Research and Design (LTRD)
This is a crucial learning area in our Middle
School Curriculum. LTRD is a unified concep-
tual framework that promotes a pedagogy and
curriculum intent that is interdisciplinary and
seeks to connect and inter-relate perspectives
of information, media and technology within a
research and design cycle of learning.
Based on extensive brain research and in its
tenth year of existence at CLIP, LTRD is a pro-
gramme that aims to provide students with
the opportunity to develop long term study
and work skills, especially those directly linked
to research methodologies. Brain research
has shown that it is at the Middle School age
range, as students enter ‘hormone upheaval’
and reach a level of intellectual and concep-
tual maturity, that LTRD is most effective.
Students need to be equipped with many of
the skills now required to be successful. The
ability to work with others across an age group
(Co-operative Learning), to reason and debate,
to speak in public in at least two languages,
to develop organisational and problem solv-
ing skills, to develop higher order level think-
ing skills (Bloom’s Taxonomy) and the ability to
apply these skills across disciplines is the es-
sence of LTRD. A team of specialised teachers
act as facilitators by coordinating and assist-
ing students develop trans-disciplinary work,
using cooperative and concept-based learn-
ing methodologies. Students may be grouped
across different year classes.
The fundamental objective is that students be
autonomous, proficient and motivated learn-
ers when they enter the Upper School, taking
with them the necessary skills that will ensure
success, not only in exams but also in life.
Reception
Form 1
Form 2
Form 3
Form 4pre-K
Kindergaten
Form 9
Form 10
Form 11
Form 12
Form 5
Form 6
Form 7
Form 8
20 CLIP . Institucional brochure
Tech nology
ICT knowledge, skills and understanding are
learnt as a discreet subject in the MS, and are
applied extensively in LTRD, where the ability
to find, develop, analyse and present informa-
tion, as well as problem solving, are essential.
All Middle School students have school based
email accounts as well as folders on the school
network for storing their electronic files.
CLIP is a “lighthouse” centre in Portugal for
the use of the Lego educational robotics pro-
gramme. This tech nology programme is de-
signed to support a four-step learning process;
connect, construct, contemplate and continue,
in which students are able to develop, build on
and reinforce their existing scientific knowl-
edge. In Form 5 students work on structures,
wheels, axles and pulleys; in Form 6, gears and
levers and in Form 7 they are introduced to
Robotics. This programme promotes creative
thinking and improves communication and co-
operation skills.
21
Form 9 & Form 10 – IGCSE Programme
The International General Certificate of Sec-
ondary Education (IGCSE) is an internationally
recognised qualification for school students.
The IGCSE is not a group award or “certificate
of education” but is a qualification based on
individual subjects of study, meaning a student
receives an “IGCSE” qualification for each sub-
ject taken. Cambridge IGCSE provides a broad
and flexible study programme and covers sub-
jects from a variety of areas. It is designed to be
suitable for students with varying levels of abili-
ty and whose first language may not be English.
English – first language
English Literature
English – second language
Portuguese
Portuguese – foreign language
Geography
History
Economics
Business Studies
Mathematics
Chemistry
Physics
Biology
Foreign Languages
ICT
Philosophy (not as an IGCSE subject)
PE (not as an IGCSE subject)
ElectivesArt / Drama
Biology / Economics
Chemistry / Geography / Business Studies
Physics/ History
Spanish / Mandarin / French / German
Form 9 Form 10
English – first languageEnglish LiteratureEnglish – second languagePortuguesePortuguese – foreign language
GeographyHistoryEconomicsBusiness Studies
MathematicsChemistryPhysicsBiology
Foreign Languages
ICT
PE (not as an IGCSE subject)
ElectivesArt / Drama
Geography / Economics / Business Studies
Spanish / Mandarin / French / German
22 CLIP . Institucional brochure
Form 11 & Form 12AICE Diploma / AS / A Level
The AICE diploma is a group award diploma of
Cambridge University that requires the study
from three different areas: Mathematics and
Science; Languages; and Arts and Humani-
ties. The students have to pass 6 credits over
a period of 25 months. The diploma can be
achieved through different combinations of
subjects, as an A Level exam will provide 2
credits and an AS will provide 1 credit. There-
fore, students might decide to take, for in-
stance, 3 A Levels or 6 AS and still be able to
obtain their AICE diploma.
Group A: Mathematics and Sciences
Biology
Chemistry
Computing
Environmental Management
Mathematics
Physics
Psychology
Thinking Skills
Further Mathematics
Group B: Languages
English Language
Spanish Language
Portuguese Language
French Language
German Language
Group C: Arts and Humanities
Art and Design
Economics
Business Studies
History
English Literature
Portuguese Literature
Spanish Literature
German Literature
Music
Psychology
Thinking Skills
Environmental Management
General Paper
23
It is recognized that the demands upon students
in all subjects at this advanced level are consid-
erably higher than those experienced at IGCSE.
The complexity of the work combined with the
depth of knowledge required should not be
under estimated. The school aims for students
to achieve positive results and be motivated to
perform in those subjects of their choice.
Certain AS subjects (Psychology, Environmen-
tal Management, History, etc.) do not require a
student to have studied the subject in Form 9
and 10. However, in Mathematics and Sciences
it is a pre-requisite as a sound foundation is
essential to ensure success at AICE. Therefore,
in these subjects, students must obtain a “C”
grade at IGCSE exams.
210-120 points (13.8-10)
Merit(42%)
Distinction(55%)
Pass(3%)
AIC
E DIPLOMA 2011-20
12
360-320 points (20-18.3)
310-220 points (17.9-14.2)
24 CLIP . Institucional brochure
To remain in Portugal a student has to achieve
equivalence to the 12º ano of the Portuguese
education system by passing the AICE diploma.
The Portuguese system enables our students to
enter university without sitting the Portuguese
exams, through the use of “Artigo 20-A”. Stu-
dents have to ensure they have in their diploma
subjects that are considered to be equivalent
by the Portuguese authorities to the national
“provas de ingresso”. For example, if a student
wants to enter
Economics, then they have to include Mathe-
matics and Economics in their AICE curriculum,
as “Matemática” and “Economia” are the sub-
jects required to enter this area in some uni-
versities. If a student chooses a university that
does not apply “Artigo 20-A”, then they have to
sit the appropriate Portuguese “prova de in-
gresso”. Each year, more and more universities
are accepting the use of “Artigo 20-A” in their
application.
MATHEMATICS CHEMISTRY
ECONOMICS
BIOLOGY
PHYSICS
CHEMISTRY BUSINESS
Engineering
Medicine
Economics and Business Studies
Mathematics, Physics and Chemistry
Mathematics, Physics and Chemistry,Biology and Environmental Management
Mathematics, Economics or Business
25
To go to the UK (and several other EU countries)
students have different routes they can take
and pay the same fees as UK students, which
are subsidised. The difference is that students
need to study A2s and do not follow the AICE
diploma requirements. Each university clearly
states its requirements for entry and students
apply by the 15th of October to Oxbridge and
Medical Schools and by the 15th of January to
other universities, in their last year of school,
long before they know their results. However,
by March they have CONDITIONAL offers from
the universities of their choice. When the A-
Level results arrive in August and the desired
results have been achieved, students are im-
mediately accepted. If they have not achieved
their grades there are other options.
Entry to a British university does not rely en-
tirely on marks but also on the student’s per-
sonal statement and the school’s reference
which accompany their application. In the case
of Art, the student’s portfolio is decisive and
for medicine, the interview is a deciding factor.
Furthermore, a student’s CV over the course
of their schooling has a great impact, and for
the competitive universities straight A grades
do not suffice, so students at CLIP are encour-
aged to work towards building a portfolio of
skills, competencies and activities to comple-
ment their academic training.
Access to University: Statistics
Since its inception, CLIP has consistently
achieved success with students gaining entry
to University in Portugal, the United Kingdom
and elsewhere. Between 1996 and 2009, 96%
of CLIP Form 12 leavers entered higher and
further education.
Currently some 47% of our graduates take up
university or equivalent courses in the United
Kingdom and 48% go to courses in Portu-
gal. Students follow a range of courses and
careers, from arts to teaching, but the most
popular choices of courses for our graduates
remain Engineering, Economics, Business and
Management Studies, Medicine and other Bio-
Medical degree studies.
In the Academic year of 2011-2012, 9 students
entered Medical school, 18 entered Econom-
ics, Business or Hotel Management schools,
and 4 opted for Engineering, amongst others.
Students at CLIP ared encouraged to workd towards building ad portfolio of skills d
Portugal
United Kingdom, Switzerland, Spain, China, France 33%
67%
26 CLIP . Institucional brochure
All applicants to CLIP are considered, regard-
less of their ethnicity, religion, sex, or national
origin. Students with severe learning disabili-
ties, who require specialised instruction not
currently available at the school, cannot be con-
sidered for admission.
All applicants to CLIP are interviewed and as-
sessed by the respective Director of the rel-
evant School or their representative. A profile
of each candidate is developed, which includes
quantitative and qualitative data. The former in-
volves testing results and school records, such
as grade and progress reports, exam and test
results, psychological and/or psychiatric as-
sessments, etc. Qualitative data includes stu-
dent interviews, home assessments and per-
sonal observations made by staff. The above
notwithstanding, CLIP is a non-selective school.
All applicants tod CLIP are interviewedd and assessedd
27
English is the language of instruction at all
year groups. The ability to access the cur-
riculum successfully within a reasonable time
and to thrive in our English-language learning
environment is the guiding principles for ad-
mission to the school. English as Additional
Language (EAL) support is available for stu-
dents, but separate ESL (English as Second
Language) track is not offered within our aca-
demic programme.
Lower School – In the younger Lower School grades, immersion in the English language cur-
riculum is usually sufficient for children to quickly develop proficient English language skills. ESL
support is available for older students in the LS.
Middle School – Students entering Middle School must generally have a working knowledge
of English in order to benefit from our academic programmes. Should we have some concern re-
garding an applicant’s ability to access the curriculum, we may test Middle School applicants and/
or ask them to attend school on a trial basis without obligation.
Upper School – At the Upper School level (forms 9-12), we offer a challenging academic pro-
gramme geared toward students who are planning to go on to college or university in the United
Kingdom, Portugal and other areas of the world. At this level, students must have a fairly high de-
gree of competency in English.
English is the languaged of instruction atd all year groupsd
28 CLIP . Institucional brochure
Special Educational NeedsCLIP does not have facilities and resources to
support students with significant learning,
physical or social/emotional disabilities. In par-
ticular, we are not able to accommodate stu-
dents requiring sustained one-to-one learning
or other individualised support. Applicants with
mild social/emotional issues, learning difficul-
ties or other special needs are referred to the
Special Educational Needs Department for eval-
uation. Admissions decisions are made by the
relevant Director based on the recommendation
of the Special Educational Needs Coordinator.
Academic Achievement Although CLIP offers a stimulating and chal-
lenging educational programme, we accom-
modate students with a range of academic
abilities, provided they are able to adequately
access and benefit from our curriculum. We
make this determination primarily by review-
ing applicants’ school records and teacher rec-
ommendations.
SiblingsPreference is given to siblings of students atten-
ding CLIP, to children of staff and to children of
families affiliated with CLIP. Transparency and
fairness in the process of admission of students
into CLIP is one of the values of CLIP.
ResidenceCLIP is a day school and does not have board-
ing facilities. Students must therefore reside
with their parent(s) or other legal guardian in
a location within commuting distance to the
school.
29
Students’ individual processSchool administrative assistants are respon-
sible for maintaining accurate and up-to-date
cumulative folders for each student. This data
is to be kept on the relevant area of the School
Database as well as in a file (hardcopy) kept by
the School Administration Office.
All important school documents relative to
the student should be filed in the cumulative
folder, including the following: report cards,
updated transcript from other schools, regis-
tration documents, immunization and other
health related information, copy of Birth Cer-
tificate and/or ID Card.
Information about health matters, like dia-
betes, should be available to teachers in the
shortest period of time.
Child protection CLIP fully recognises its responsibilities for
child protection. All children, whatever their
age, culture, disability, gender, language, racial
origin religious beliefs and/or sexual identity
have the right to protection from abuse, there-
fore any suspicions or allegations of abuse
Parent Communication English is the language of instruction at CLIP.
It is also the primary language for communicat-
ing with parents. At least one parent or guard-
ian should be able to communicate comfort-
ably with school personnel in English.
School FeesSchool fees are set by the Board of Directors
annually and parents are informed of the pre-
registration fee and tuition fees for the forth-
coming academic year, usually in the month of
April preceding the new academic year. The tu-
ition fees notice provides all the necessary doc-
umentation and outline on the fees and other
sundry charges.
CLIP has also in place policies, procedures, and
practices that are designed to reduce and elimi-
nate bullying and harassment as well as pro-
cesses and procedures to deal with incidents of
the same. Bullying and harassment of students
by students, school employees or volunteers
who have direct contact with students will not
be tolerated in the school.
30 CLIP . Institucional brochure
LIFELO
NG
LE
AR
NERS
PRIN
CIP
LED
CIT
IZENS
INT
ER
NATIONALLY MIN
DED
CHALLENG
ED
EVERY CHILD
MATTERS AT
CLIP
L
criticalthinker
problem solvers
creative
resilient
C
Cambridge exams
academicrigor
research bases
teaching
differentiation
I
cultural identity
eco conscious
respectful of
difference
multi lingual
P
internalizevalues
considerate
team players
ethical
Saí do Brasil com o 10º ano do ensino secundário
completo e vim para o CLIP, em 2010, após conhe-
cê-lo em uma viagem de passeio no ano anterior.
O colégio me deixou entusiasmado pelo currículo
oferecido, pelas instalações, pelos vários esportes
que poderia praticar, além das aulas de música,
mas acima de tudo, pela certeza que me transmiti-
ram de que eles tinham todo um trabalho eficiente,
que me ajudaria a entrar em uma universidade na
Inglaterra, meu grande sonho.
Nesse período, tive muitas aulas voltadas para os
exames A Level, recebi orientações constantemen-
te sobre o que estudar, exames anteriores para re-
solver e muito apoio de meus professores, colegas
e da coordenação, por quem fui muito bem recebi-
do e integrado no grupo.
Hoje sou aluno de Física no Imperial College Lon-
don. Sei que sem a orientação correta dos meus
professores e coordenadores, jamais conseguiria
chegar aonde cheguei.
Sinto-me honrado por ter sido um “clipper”! Meus
mais sinceros agradecimentos por tudo que fize-
ram por mim!
Guilherme Amaral (2011-2012)Physics - Imperial College London
32 CLIP . Institucional brochure
O CLIP teve e continua a ter, um papel fundamental
na minha vida pessoal e académica.
Já saí do colégio há 2 anos e ainda verifico no meu
dia a dia a importância de todas as peças de teatro,
eventos de LTR, exercícios de teambuilding e out-
ras tantas atividades em que participei nos 8 anos
em que lá estudei.
Devido ao ensino distinto do CLIP sou hoje uma
jovem “open minded” que pensa “outside of the
box”, com um conjunto de aptidões fortemente
desenvolvidas que me ajudam a enfrentar os desa-
fios que a faculdade me tem lançado.
Acredito que o CLIP me formou e dotou das ferra-
mentas necessárias para enfrentar e progredir no
futuro com sucesso.
Catarina Tavares (2010-2011)Gestão - Universidade Católica Portuguesa, Porto
33
Thirteen years at CLIP have gone by while con-
stant change took its course unnoticeably during
everyday life. Only now, that I’ve completed my
academic pathway at CLIP, have I put thoughts in
retrospective. Looking back, it seems as if, rather
than a subtle change, I’ve suffered a complete
metamorphosis – I, who once was a young tod-
dler on her first day of school, left CLIP as a young
lady, and prepared to take on today’s globalized
world. Naturally, time and science are to blame for
physical change, but CLIP was there hand-in-hand
as I built strong foundations for life. I take with me
strong work ethics, integrity as a principled citizen
and the urge for continuous challenge, which are
pressingly important as I face Medical School. I’m
curious to see where life will take me but comfort-
ed to know that “once a Clipper, always a Clipper”.
Margarida Rosas Almeida (2011-2012)Medicina - Faculdade de Medicina, Universidade do Porto
CLIP provides an educationally enriching environ-
ment, where students develop a thirst for knowl-
edge and drive to succeed. As a current engineering
student in the United Kingdom, the Oporto Interna-
tional School helped me develop my multi-linguis-
tic skills – being fluent in English was very helpful
when moving to the UK - as well as my mathemati-
cal reasoning and leadership skills – both of which
are invaluable in industry. Furthermore, an interest
in general knowledge and debate is instilled early
on through Model United Nations and LTRD, in ad-
dition to an artistic mentality through music, theatre
and art, and a competitive spirit, which - although
imparted through sports - translates into a desire to
thrive in day-to-day. At CLIP, students develop a set
of fundamental life skills and are given the opportu-
nity to make the most of their potential, which can
only make me very grateful and thankful for what
I’ve learned as a student there.
Jocelino Rodrigues (2011-2012)Aeronautical Engineering - University of Bristol
34 CLIP . Institucional brochure
Muitos associam o CLIP a uma excelente oportuni-
dade para estimular crianças e jovens, dando-lhes
a oportunidade de se tornem bi-(ou até tri)-língues.
Enquanto considero este aspecto cada vez mais
importante num mundo em constante expansão
como o nosso, devo dizer que encontrei o maior
valor do CLIP no contacto proporcionado com di-
ferentes culturas e com os professores de todos
os cantos do mundo (e não só ingleses), na partici-
pação em projectos vários, distintos dos da maio-
ria de outras escolas, obrigando os alunos a sair
da sua zona de conforto (e do país) desde o mais
cedo possível. O CLIP dotou-me de uma grande
versatilidade nas mais diversas áreas. Os valores
incutidos aos alunos do CLIP são sólidos e vitais
para uma vida em pleno na sociedade actual; valo-
res para com os quais nem todas as escolas mos-
tram a mesma preocupação. Por fim, a realização
de diversas iniciativas como a Science Fair, entre
outras, são um excelente espaço para testarmos e
fazermos ... e mesmo para errarmos! Em Portugal,
infelizmente, o erro é “uma marca”. Falhar é fatal e
potencialmente cataclísmico... Mas, na verdade, os
restantes 99.86% da população mundial encaram
o erro como uma oportunidade de aprendizagem e
melhoria. Tal como o CLIP. Uma postura que se re-
flecte no percurso formativo dos jovens, tornando-
-os mais capazes de criar, inovar e vingar no mun-
do profissional. Posso afirmar com toda a certeza
e gratidão que o CLIP foi uma chave essencial para
o desenvolver da minha personalidade de querer
fazer, de querer contribuir para um mundo melhor
e mais sustentável e de querer saber sempre mais
e mais sobre o máximo de áreas que me for possí-
vel abranger.
For me, who spent 13 years of my life at CLIP, it is a
challenging task to try and pinpoint how CLIP has
influenced my academic / professional life (as re-
quested). The reason I feel this exercise is so chal-
lenging (believe me, I tried), is because CLIP’s influ-
ence really goes so far beyond academics or career.
Without any doubt, those 13 years defined who I
am as a person - from my values and beliefs, to the
way I think, feel and act. In my opinion, this is where
CLIP’s “magic” lies: it does not strive to develop
only great students or professionals, but great hu-
man beings. It is a pleasure and honour to be part of
this big family.
Mariana Neves (2003-2004)Consultora na Jason Associates
João Pedro Príncipe (2000-2001)Gestão, Universidade Católica Portuguesa
35
After moving to England to study at University Col-
lege London (UCL), I find myself at a stage where I
look back at the last 13 years of my life. Having been
at CLIP since I was only 5 years old, it became my
second home, my second family. At CLIP I was able
not only to grow academically, but as a person too. I
was highly motivated by my teachers, enjoyed good
peer relationships, worked collaboratively with oth-
ers and excelled in my studies.
I was encouraged to make the most of CLIP’s extra-
curricular opportunities and that is definitely what I
did. I was actively involved in many different areas
including sport, music, organising events, debating
and community work. Taking part in all these activi-
ties did not prevent me from focusing on academ-
ics, but complemented them.
At the end of the day, I can most certainly say that
my happy days at CLIP prepared me for my future in
the outside world.
Inga Campos (2011-2012)Biomedical Sciences - University College London
CLIP has given me the opportunity to increase my
interpersonal skills and not only a good academic
preparation for university. All the extracurricular
activities like the Model United Nations, British Par-
liamentary Debates and Global Young Leaders con-
ferences during my last CLIP years increased my
social and leadership skills.
CLIP’s opportunities of extra curriculum activities
increase and develop essential skills. Being a pre-
fect, doing volunteer work, playing sports and per-
forming in the arts festival boosted my CV for later
internships and work experience applications.
The academic preparation for the A Levels gave me
an excellent preparation for university with no ma-
jor adaptation problems during the first year. Being
a true Clipper will definitely prepare you for univer-
sity life.
Mariana Coelho (2008-2009)Biomedical Sciences (BSc) - Edinburgh Napier University
Clipclubs are extracurricular activities that are erfectly integrated into the education and training Project Recommended by clip and offer exceptional opportunities for the student’s full development.
CLIP CLUBS WEBSITE: HTTP://WWW.CLIP.PT/CLIPCLUBS
Clipclubs stimulate and expand already existing aptitudes and explore new interests, and are areas for discovery, learning, leisure and the strengthening of values. Since clipclubs accompany the student’s school life, three clubs have been created: kinderclub (ages 4 to 6), explorerclub (ages 7 to 9) and teenclub (from the age of 10).
Property
CLIP, S.A. - Rua de Vila Nova, 1071
4100-506 Porto, Portugal
Tel. +351 226 199 160 | Fax + 351 226 199 169
CEO
Francisco Marques da Silva
General Coordination
Isabel Morgado
Photography
Ângela Azevedo | CLIP Media Club
Design
Moodystudio
Printing
Orgal Impressores
Edition
1000 exemplares
Se tiver dificuldaded em compreenderd a língua inglesa, por favord contacte a Assistented Administrativa.d
CLIP - The Oporto International School · Rua de Vila Nova, 1071 · 4100-506 Porto, Portugal
Tel. +351 226 199 160 | Fax +351 226 199 169 | [email protected] | www.clip.pt