# 03 BRILLIANT MINDS FOR THE FUTURE
the oporto internacional school magazine
october outubro 2011
WE ARE ONE On CLIP´s 20th Anniversary
PERFORMING ARTS ARTES PERFORMATIVAS
RETURNING TO CLIP REGRESSAR AO CLIP
O CLIP é uma escola internacional cujo processo de recrutamento de professores é efectuado a nível mundial.
Apesar destas mudanças (...)
Todos os anos somos confrontados com saídas e en-
é importante salientar que o
tradas de novos professores, sendo esta uma realidade comum a todas as escolas internacionais. Acreditamos que estes professores vindos de diversos países e continentes, como a Nova Zelândia, Austrália, África do Sul,
CLIP mantém um corpo docente maioritariamente permanente (...)
Canadá, USA ou Inglaterra, e com passagens por outras
que fazem do CLIP “a sua Escola”,
escolas internacionais, trazem novas e enriquecedoras
o que nos dá a garantia de
experiências que em muito beneficiam os nossos alunos, promovendo o cariz multicultural e internacional do
estabilidade e identidade própria.
Colégio. Apesar destas mudanças, que ocorrem anualmente, se bem que nem sempre com o mesmo perfil,
ra vai exercer. Estamos perante uma pessoa com uma
é importante salientar que o CLIP mantém um corpo
sólida ligação profissional e pessoal ao CLIP, que conhe-
docente maioritariamente permanente - sendo muitos
ce e acredita profundamente no nosso projecto educati-
destes professores do circuito internacional - que fazem
vo e pedagógico.
do CLIP “a sua Escola”, o que nos dá a garantia de esta-
Importa recordar aqui, as palavras premonitórias do Dr.
bilidade e identidade própria.
Manuel Violas (presidente do CA) quando anunciou, no
Neste contexto e terminado o ciclo de três anos no CLIP,
Commencement de 2010, a saída da Mrs. Silva, por um
o Mr. David Muddle decidiu partir para novos desafios,
ano, para trabalhar na Universidade de S. José - Macau,
pelo que só lhe podemos desejar as maiores felicidades
em estreita colaboração com o Dr. Ruben Cabral: “…
para o seu futuro profissional e pessoal.
a Lydia não se vai embora, porque esta é a sua casa;
As funções de Reitor do Colégio, a partir do ano lectivo
este será um ano de investimento na sua formação e
de 2011-2012, tal como previamente anunciado, passa-
valorização que irá certamente beneficiar o CLIP, quando
rão a ser exercidas pela Mrs. Lydia Silva, que regressa ao
regressar para a sua escola”. É disso que se trata e é
CLIP após um ano de ausência.
isso que pretendemos: recentrar o projecto educativo na
Sendo uma das pessoas ligadas ao CLIP desde a sua
sua matriz inicial; não queremos ser apenas mais uma
fundação, partilhou a visão de escola dos fundadores do
Escola Internacional, queremos valorizar aquilo que nos
projecto e do nosso primeiro Reitor - Prof. Ruben Cabral.
diferencia, quer em metodologias de ensino, quer em
A sua atitude proactiva perante pedagogias e metodolo-
valores e cultura da escola. Queremos formar bons alu-
gias inovadoras, bem como o seu forte carisma, visível
nos, mas também bons cidadãos!
na ligação que mantém com alunos e ex-alunos, fazem
Relembro que o processo de acreditação da Escola, jun-
da Mrs. Silva a escolha natural para as funções que ago-
to do Council of International Schools, iniciado no passa-
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Francisco Marques, CEO
do ano lectivo, continua em curso. Independentemente
provar a relação entre prática do desporto e a obesida-
do seu resultado e do objectivo final, este processo está
de. A adesão foi grande e os resultados surpreendentes.
a ter já repercussões em toda a escola: no processo de
Estes serão apresentados publicamente em congresso a
auto-avaliação de todo o staff, na reflexão sobre o âm-
realizar sobre este tema, brevemente, no CLIP.
bito e objectivos da escola, nas ideias inovadoras e, so-
Finalmente, desejo a todos um excelente ano escolar.
bretudo, no envolvimento e motivação que globalmente em todos gerou. Apesar da tarefa ciclópica em curso, os resultados começam a ser estimulantes e estamos confiantes no sucesso deste processo, conduzido desde o início pela Prof.ª Isabel Morgado.
“(...) não queremos ser apenas mais uma Escola Internacional,
Por último, importa destacar o departamento de des-
queremos valorizar aquilo que nos
porto no CLIP. Para além das actividades curriculares (educação física e natação), dos torneios de Escolas In-
diferencia, quer em metodologias
ternacionais e do Desporto Escolar, criámos ainda Aca-
de ensino, quer em valores e
demias de Futebol e de Basquete. Consequentemente, os nossos alunos passaram a participar em competições federadas de forma regular e os resultados começam a surgir: maior prática de desporto, promoção do espírito de equipa, competitividade saudável, prazer e orgulho
cultura da escola. Queremos formar bons alunos, mas também bons cidadãos!”
em representar “a nossa escola”, bons resultados desportivos, tornando a participação dos alunos nestas actividades em momentos inesquecíveis. Os pais que têm acompanhado as diversas competições - e o entusiasmo com que o fazem - são testemunho disso mesmo. Este ano vamos promover mais uma actividade desportiva, criando uma academia de natação. Com esta iniciativa, pretendemos reforçar ainda mais o papel e a importância do desporto na nossa escola. Como consequência desta dinâmica na área do desporto, o CLIP foi escolhido como escola piloto para a realização de um estudo académico de investigação - envolvendo a FADEUP, a Faculdade de Medicina e a Faculdade de Nutricionismo da Universidade do Porto - onde se procura
LEADING CLIP 2008-2011 As leaders we all like to look back at the road recent-
through its commendations and recommendations, the
ly taken; to assess our achievements and to measure
Visiting Team report, whatever the outcome, will give
ourselves against our own aspirations and those of oth-
further impetus and design to CLIP’s journey towards
ers; to get some sense of the difference made, if at all.
the excellence that it so desires.
When we leave a place; when heads leave schools, you can never, perhaps, be sure of what is left behind. What legacy is left to the school and its community? Of course there are the obvious recognizable changes, initiatives and events that have taken place. The re-framing of the school’s vision and mission into purposeful
As a school leader I have always subscribed to the view that schools are essentially “human” places
and transparent guiding statements; the introduction of a
and that it is these capacities that
strong cadre of middle-managers; the embarking on the
particularly require all the support
long journey to school improvement through CIS accreditation; the review and restructuring of the documented,
and nurturing that you can muster.
taught and learned curriculum; the change of the school day to promote more effective teaching and learning; the
As a school leader I have always subscribed to the view
embedding of a management information system to bet-
that schools are essentially “human” places and that it
ter communicate, to better archive, analyze and make
is these capacities that particularly require all the sup-
effective use of data; the long painful resurrection of the
port and nurturing that you can muster. The quality of
school website; the development of a strategic plan for
a school cannot exceed the quality of its human re-
the future (CLIP2014); the rare species of coffee morn-
sources; its leaders and teachers. Over the years I have
ing with the Headmaster, and many other things.
personally gained great satisfaction in helping individual
Much of these changes have been directed at increas-
colleagues to discover the “germ of ambition” that ulti-
ing capacities in the service of improved challenge and
mately, in most cases, has then grown into the body of
academic outcomes for our students, and in fostering
substantial professional achievement. In this regard, it
a more acute awareness of how we might improve the
is comforting to review some recent research evidence
performance of the school at every level of its opera-
(Pisa OEDC 2009) which concludes that the most suc-
tion. They are all still part of a growing emergent school
cessful schools in the countries studied, prioritize teach-
and the test of all of these initiatives will reside in the
ers salaries and ongoing professional development over
schools willingness to look for, measure and evaluate
simply loading-up schools with the very latest technolo-
indicators of their success in the future. A successful
gies, facilities and some other previous, now suspect
CIS accreditation outcome, following the Team Visit in
priorities, such as smaller class size. It is (as we have
2012, will do much to achieve this. But more than this,
always suspected) better to have an excellent teacher
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teaching a class of 30 students than a very average or
need to be more cognizant of this operating environment
poor teacher teaching a class of 15 students. The lesson
and see it as a “canvas” for creation, opportunity and
here is obvious and it is that teacher quality in schools,
adaptive growth. Within CLIP over the last three years
through the “on-boarding” of talent, through good re-
there has been a quantum shift in leadership capacities.
cruitment practices and retaining it through excellence
It has moved away from a largely top-down, positional,
in professional development and growth pathways, must
hierarchical mode of leadership toward a more distrib-
be the key indicator of sustainable school success, at all
uted, empowered, and co-consultative model. This has
levels. Good teachers in a vibrant, active, conversational
very positively affected the climate and culture of the
dynamic learning community make a school sing! Al-
school. It has allowed for better and more focused com-
though we are not there yet at CLIP we are, nonetheless,
munication, a greater sense of collaboration, more co-
now heading in the right direction. We have developed
herence in the curriculum and better career pathways
and are now implementing a professional growth and
for our teachers. We have spent time “harnessing the
development cycle with all our teachers which will, in
butterflies” in our midst; started to nurture the talents
my view, significantly over the next few years improve
and capacities of those around us; sparked their profes-
both teaching and learning outcomes at the school. The
sional curiosity and the desire to just do it better.
recent appointment of Mrs. Julie Browett as a whole-
Over time, these new synergies will not only be seen to
school professional growth development leader will en-
far better mirror, and therefore successfully engage with,
sure that the school has every chance in the future to
the world as it is now, but will ensure that CLIP achieves
recruit, train, professionally challenge and retain the very
the “leading edge” that it wishes to be known for in
best teachers that it can.
education, both here in Portugal and in the wider world.
I would like to conclude by saying that legacies are of-
Crucially, I have no doubt that it will improve substantially
ten more to do with climatic and cultural change than
the teaching and learning in the school, provide further
mere “lists” of structural or organizational change. CLIP,
challenges for all our students, equip them with relevant
as with any other school, does not exist in a vacuum.
life skills and make them more aware of their place in the
It is firmly centered in the world as it is, not as it was.
world and their responsibilities as citizens of that world.
The “physics” of our times is changing. Our view and our
In a way being a great school is a bit like beauty, you can’t
measure of the world has moved from one that is linearly
define it but instantly recognize it when you see it! We ul-
structured, compartmentalized and “machine-like”, to a
timately need to have faith and trust in each other and we
more “quantum” view which sees the world as far more
need to listen always with an emergent ear to the world
relational, flooded with intricacies and complexity. In this
around us. If I have contributed, through my own leader-
“quantum” world the reach and the power of the inter-
ship, in just a small part to the ongoing growth and im-
net has compressed space and time, making the world
provement of this school, then I am privileged and happy
“flatter” and less predictable. Schools, such as CLIP, will
to have done that. I wish CLIP all the best for the future.
On CLIP´s 20th Anniversary
CLIP started as an idea: with Portugal’s entry into the European Union in 1986 and the growing internationalisation of careers there was a need for an alternative form of international education, based on the English
curriculum, in the Porto area. The idea, nurtured by a group of dynamic men and women of wide and varied experience, quickly grew into a reality, and in a short
CLIP expanded rapidly: by 1996 we had over 200 pupils
space of time CLIP had a structure, a Headmaster, and
and across the full range of Reception to Form 12, the
the nucleus of a staff. Somewhat to my surprise, I found
School was now registered as a CIE examining centre
myself with Dr. Ruben Cabral and Mrs Lydia E’Silva, with
and our first group of senior students graduated with
Eduarda Soromenho and Fernanda Saraiva who have
the AICE diploma. CLIP clubs was well-established, of-
given us their vital administrative skills and support from
fering a wide range of activities extending well beyond
the beginning, and with a small teaching staff, prepar-
school hours. We saw many concerts, plays and other
ing to open a new school. As a young teacher leaving
cultural activities in the small hall, and social events at
college in the 1970s, I don’t believe I would ever have
weekends for children and parents were increasing. The
imagined myself in such a position.
original building was starting to bulge at the seams! Fortunately we were given the opportunity to use the equally
splendid installations at Efanor, which although somewhat elderly, had the advantage of having been purposebuilt as a creche for the children of the workers at this old
CLIP was fortunate to be able to use the old tram pow-
textile factory. The Upper School duly decamped, thanks
er and maintenance centre by the Castelo de Queijo, a
to the generosity of its owners, to Efanor, a move which
splendid example of period industrial architecture. The
imme-diately relieved our space problems. Running
building had been empty for some years, and extensive
the two halves of the school divided physically was not
obras were needed, both to bring the fabric up to standard
without its difficulties, not least for those parents with
and to adapt it to receive a school. There was a multitude
children in both schools, and when in 2000 the Câmara
of details to plan and execute in preparation for the open-
began the obras which were to change fundamentally the
ing. Many aspects of a school’s daily running we take for
landscape by the Castelo de Queijo, the Lower School
granted in an established organisation, but when starting
was obliged to vacate the original building and relocate.
from scratch, as we did, the sheer volume of things to be
Like the first pupils at CLIP, the old building is very spe-
done at times seemed overwhelming.
cial to those who began there, and its present forlorn and
In September 1991 CLIP opened its doors to some 30-40
isolated state is for many of us a source of great sadness.
pupils in three classes, and with the fresh paint barely dry it was a proud and exciting moment as the new intake crossed the threshold, to be greeted by a welcome and address in the hall by Dr Cabral. The classes of 1991 are now into their twenties and thirties, many with children of their own, but they will always hold a special place in our memories.
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The new CLIP It was obvious that the size of CLIP, the importance which it had now assumed in the north of Portugal, plus the many and varied associated activities linked to the Stephanie Reader, Lower School Director
school more than justified installations of its own. Land had been acquired near the Circunvalação, and the ambitious project which has resulted in CLIP as we know it
today had begun. What we hope and expect to be our last move was made in August 2002, and Bob the CLIP ostrich, who had been a feature of the various entrance
The CLIP good fairy came to our assistance again, and
halls since day one, joined us finally in a home of his own.
after a cosy, if cramped, short stay at Efanor at the start
The enormous technological changes of the IT age have
of the academic year, we were headed towards our next
meant that much of the teaching, learning and commu-
port of call, the buildings of the old Escola Secundária
nication methodology in the new school has developed
Almeida Garret, which latterly had been used by the Engi-
enormously, but I believe that our original spirit remains
neering Faculty of the University of Porto, in the Praça Co-
unchanged. In the words of Dr Ruben Cabral, the first
ronel Pacheco. We now felt like old hands at moving, and
headmaster of CLIP:
in an extraordinarily short period of a mere few weeks,
“Education, to be truly effective, must be based on (...)
we had packed, unpacked, re-packed and unpacked our
the promise to form citizens(...) capable of meeting the
bags again and settled into another new home. In all these
demands of the world tomorrow(...) The world tomorrow
moves we were helped enormously by the enthusiastic
will demand of its citizens the ability to reason well and
and voluntary efforts of parents, pupils and other friends
ethically; the capacity to think critically and to resolve prob-
of the school.
lems efficiently; the flexibility to adjust to an ever-chang-
Almeida Garret was purpose-built as a school and although
ing reality; the fortitude to withstand the onslaught of new
it had definitely seen better days, it had a casa portuguesa
and formidable unknowns; the sensitivity to understand
feel about it, which we all enjoyed. Many of our parents
the fragility of our environment and the delicate quality
(and even grandparents!) had happy memories of time
of human achievement; the literacy to mange, to one’s
spent there in its previous incarnations, and in spite of the
best advantage the proliferation and inherent complexity
shortcomings of the building (wind whistled through the
of communication modes; the love and faith in humanity
corridors, up the staircases and through the broken panes)
so indispensable to life in a small pluralistic world.”
we continued to grow in pupil and staff numbers there;
The distillation of these stirring sentiments into the cur-
by 2002 we had extended our services and added a Kin-
rent CLIP philosophy of preparing challenged, life-long
dergarten class. Transport was more complicated; we had
learners and internationally-minded, principled citizens
buses in the morning and evening from and to key points
is more than evidence of the realisation of that embry-
in the area and our after school activities programme took
onic and visionary idea of more than 20 years ago. With
place in various outposts within the region of Foz. A bonus
those who have journeyed with us, we have shared much
for some of us was that we got to know much better the
laughter and the occasional tear, in what has been a ful-
centre of this city which is our home, albeit a city centre
filling and exciting voyage of learning and discovery; an
in upheaval with obras as Porto prepared to take on the
experience which enables us to face the future with great
mantle of European City of Culture.
optimism, determination, strength and courage.
RETURNING TO CLIP As has been so eloquently expressed by Stephanie
perspective of the challenges facing the professors in
Reader, CLIP is now in its 20 th year having thrived on
a progressive university which has a “paperless” policy
challenges, adversity, a financial roller coaster and sev-
and where there are no teaching manuals and, in which,
eral crises of identity before settling down into its own
all teaching materials; students” work and evaluation
permanent home, affirmed itself as a force to be reck-
is done through the university platform. I had to take a
oned with in educational circles. I am very proud to have
more holistic view and work with smaller groups of lec-
shared this tempestuous voyage from its inception to its
turers, dealing with their individual preoccupations rather
“coming of age” after 20 years firstly as a founder; then
than tackling faculty wide issues. Progress was slow but
as Head of Upper School; co-founder of 3 other Interna-
effective and taught me how the groundwork for change
tional schools; staff developer and Guidance Counsellor.
must be laid before it is implemented. Returning to CLIP with so many colleagues in leadership
I am very proud to have shared
roles within the accreditation teams and with proactive area leaders as well as a school wide staff developer in
this tempestuous voyage from its
place will enable the Directors and myself to concen-
inception to its “coming of age”
tion such as student leadership; school wide counsel-
after 20 years firstly as a founder
trate on other areas requiring development and attenling and well being and reaffirming the school vision by consolidating what is excellent and planning on how to strengthen areas of weakness or ensure school wide
My decision to take a year’s leave of absence to work
coherence in some cases with the collaboration of the
as an assistant to the Rector of the University of Saint
skilled practitioners at CLIP.
Joseph (Macau) as Staff Developer gave me the opportu-
A top priority is obviously ensuring the accreditation pro-
nity to widen my professional horizons whilst distancing
cess remains on track and as this is in the capable and
myself from the every day realities of CLIP, as one loses
experienced hands of Isabel Morgado I have no doubt
perspective when climbing too close to the rock face.
all is in hand. Furthermore, academic excellence for all
My role at the university was one of coach and mentor
students is, as ever, a major goal accepting each student
across the university faculty, besides teaching multi-
is an individual with varying social and academic needs
cultural, multi-lingual freshmen and Masters ”students
which requires that all teachers be highly qualified, ex-
which was a real learning curve forcing me to evaluate my
perienced and professional and have access to appro-
methodology; to adapt curriculum with 5 week modules
priate professional development to ensure all students’
and to re-define differentiation due to the wide range of
needs are met.
language proficiency and cultural diversity. These experi-
However, the need for students to accept responsibility
ences enabled me to see Staff Development from the
for their learning and becoming independent learners,
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Lydia Eâ€™ Silva, Headmaster
being prepared to put in the required effort and adopt the appropriate attitude is essential as is the setting of achievable goals for each student and ensuring they achieve them is the responsibility of all members of the CLIP community- students, parents and teachers, working in unison to ensure standards are raised and healthy habits of mind are developed. Together we can assure the next stage of our voyage results in a successful landing whatever the chosen routes of each one of the CLIP community.
Together we can assure the next stage of our voyage results in a successful landing whatever the chosen routes of each one of the CLIP community. It is with excitement, together with a healthy dose of trepidation that I take the helm of CLIP, secure in the knowledge that all aboard share similar goals and the same vision of a school that is innovative, dares to be different in the common interest of all and in which all students and staff are constantly challenged in a safe and secure environment. Our next stage in our voyage begins in September when we will all come aboard full of anticipation about the adventures ahead.
ACREDITAÇÃO NO CLIP Acreditação no CLIP, um processo a decorrer!
Se bem que já tenha sido uma questão objecto de discussão e reflexão pela equipa de liderança do colégio há vários anos, foi só nestes últimos dois anos que o processo de acreditação ganhou forma.
Mas, o que é a Acreditação? É comummente aceite que este é um procedimento que visa confirmar um conjunto de qualidades - honestidade, responsabilidade, constância, confiança e firmeza(...) - que, ao serem avaliadas por contra-
5 Year Visit
posição a um conjunto de princípios definidos, standards, dão garantia de segurança e de credibilidade. Mas, mais do que ser uma certificação de qualidade - e neste caso par-
1st Report 24 Months after Accreditation Award
5 Year Report on Progress & Planning
ticular, porque se trata de uma acreditação educacional - é essencialmente um procedimento que fomenta a vivência de um ambiente de profunda reflexão e renovação internas, centrado na aprendizagem e bem-estar dos alunos.
Um exercício que se desenvolve no tempo - um ciclo de 10 anos (Fig.1) -, estruturado pela articulação de distintos sectores organizativos (Fig.2) sob a direcção dos Princípios
Governance & Leadership
de Orientação (Guiding Statements) definidos na visão e missão (Fig.3) de uma instituição. Este conjunto de valores e de convicções definem o de objectivos relacionados com a aprendizagem, devendo, por isso, ser entendidos e assumidos - definem-se
como um código de conduta e caracterizam a sua iden-
ching & Learnin Tea
caminho da escola, o seu propósito e todo o conjunto
School Guilding Statements
Faculty & Support Staff
tidade - pela comunidade. Inovação, espírito internacional, competência e versatilidade intelectual, resiliência, sentido crítico, paixão pela descoberta, experiência intercultural, cidadania global, justiça social e dedicação sem limites são qualidades
School Culture & Partenerships for Learning
Access to Teaching & Learning
que o CLIP pretende cultivar através de uma educação estimulante, inclusiva e internacional.
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Isabel Morgado, Accreditation Chair
lhar lideradas por um presidente e um vice-presidente.
Inovação, espírito internacional,
Estes comités integram representantes das diferentes
competência e versatilidade
tem como função trabalhar segundo os parâmetros defi-
Escolas - professores, pessoal, estudantes e pais - que
intelectual, resiliência, sentido
nidos para cada secção. Tem sido estimulante e trabalho-
crítico,(...) cidadania global,
que envolve e compromete todos, que reforça o sentido
so, mas, e acima de tudo, é uma experiência educativa
justiça social e dedicação sem
de comunidade pela reflexão e diálogo e fortalece o sen-
limites são qualidades que o CLIP
No início de Setembro será realizado um inquérito geral
tido de trabalho em equipa.
pretende cultivar através de uma
à comunidade - pais, alunos, ex-alunos e pessoal -, dan-
educação estimulante, inclusiva
qual, certamente, virá contribuir para o crescimento es-
do cumprimento a uma das exigências da acreditação, o truturado do colégio. O relatório final será concluído em Junho de 2012 e a sua redacção envolverá mais directamente todos os presidentes e vice-presidentes dos dis-
Um percurso com raízes nos princípios pedagógicos que
tintos sectores - o denominado steering committee - bem
nortearam a instituição ao momento da sua fundação vin-
como o Presidente da Acreditação do CLIP.
te anos atrás que, pelo desenvolvimento contínuo, foram
A calendarização do processo está definida internamen-
sendo reforçados pelo ministrar de programas inovadores
te, os distintos comités estão organizados e a desenvol-
e pela qualidade de ensino e aprendizagem.
ver trabalho, a evolução deste está a ser monitorizada, de-
O que naturalmente conduziu o CLIP até esta fase: a
terminadas decisões quanto aos standards de qualidade
Acreditação. Um processo a desenvolver em 10 anos,
foram tomadas, os planos de actuação foram esboçados,
já formalmente iniciado com a Visita Preliminar (em No-
o diálogo foi reforçado e a coordenação de todo o proces-
vembro passado), presentemente em curso (Self-Study)
so(...) Obrigada a todos pela dedicação, trabalho e apoio
e que evoluirá até Outubro de 2012, momento em que
manifestado! Tem sido um prazer, mas sobretudo tem
o CLIP receberá a visita da equipa a ”avaliadora” do CIS
sido uma experiência gratificante e enriquecedora poder
(Council of International Schools).
trabalhar em conjunto com todos vós!
Dito de uma outra forma, as sete equipas foram definidas - Guiding Statements, Teaching and Learning, Governance and Leadership, Faculty and Support Staff, Access to Teaching and Learning, School Culture and Partnerships for Learning, and Operational Systems - e estão a traba-
VISION AND MISSION VISﾃグ E MISSﾃグ
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VISION AND MISSION
VISÃO E MISSÃO
HOPE AND FUTURE Jane Martins, Teacher & Gustavo Castro, Teacher
For the past ten months, Committee A (School Guiding Statements) has been discussing and sharing thoughts about our school’s guiding statements and vision. The more we research and discuss multiculturalism and its different perspectives and views, the more we perceive CLIP as being a truly international school. Its focus on five key points is well-defined in our guiding statements: inno-
We have no doubts that our students will succeed in their future and when they start building their own pathways.
vation, international mindedness, academic excellence, intellectual resilience, and the formation of future active,
Regardless of where our students live, work, study and
respectful and responsible citizens. We believe that this
socialize, we know that they are well prepared for living
puts us in a strong position for our future work.
in a multi-cultural society. We are sure of their ability to
At all levels in our school (lower, middle and upper), we
persevere and overcome obstacles.
see evidence of what has been done prior to this accredi-
Educating is an ambitious and challenging task, and the
tation process and now, with its obvious impact on all of
way we embrace it will constantly face changes in our
us, the importance of gearing towards the following of
current globalised society. We have no doubts that our
these guiding statements. We strongly believe CLIP’s
students will succeed in their future and when they start
community is totally committed to the school’s vision and
building their own pathways.
well aware of its significance.
We strive to continue with our motivation for learning
We do believe there is always room for improvement,
and sharing for many years to come. This is what makes
and there always will be. We also understand that our
CLIP truly special and unique.
continuous task will never be considered “complete”, as the world keeps changing and we have to be constantly pursuing its impacts on all of us.
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VISION AND MISSION THE VISION
The Vision for the International School of Oporto (CLIP) is
All learners are equipped for success in a challenging
to become an exemplary centre of teaching and learning
world. They are confident leaders, skilled communica-
which nurtures and promotes brilliant minds for the fu-
tors, constructive team players and efficient problem
ture through innovation, international-mindedness, aca-
solvers. They have a critical self-awareness and adapt
demic excellence and intellectual resilience.
successfully to changing situations.
THE MISSION CLIP believes the future will be shaped by extraordinary individuals who will meet the challenges of the 21st century through versatile intellectual competence, a passion for discovery, increased social fairness and uncompromising commitment. The Mission of the International School of Oporto is to nurture and inspire such individuals through the provision of a challenging, inclusive international education through which: All are Challenged; All are Lifelong learners; All are Internationallyminded; All are Principled citizens. This education is provided by teams of outstanding, well-resourced teachers, working in world-class innovative learning environments in a safe, secure campus. The school experience is shaped by a spirit of commu-
nity, characterized by students, parents, faculty and staff
All learners develop a personal code of ethics, respect for
working together to achieve our goal of developing inde-
diversity of opinion and culture, an empathy for others,
pendent learners who possess the knowledge, values
an age-appropriate understanding of global issues and a
and skills to make a difference in the world.
disposition towards positive community participation.
CLIP offers a challenging, coherent programme of aca-
ALL LEARNERS MAKE ANNUAL LEARNING PRO-
demics, arts, sports and service, Kindergarten through
GRESS THROUGH THE ACHIEVEMENT OF SPECIFIC,
Grade 12, through which:
APPROPRIATE LEARNING TARGETS
ALL LEARNERS’ NEEDS ARE SUPPORTED, THEIR
ALL LEARNERS HAVE MULTIPLE OPPORTUNITIES
PERSPECTIVES SOUGHT AND RESPECTED AND
TO SUCCEED AND TO SECURE THEIR BEST FUTURE.
THEIR QUALITIES VALUED AND NURTURED
VISION AND MISSION
VISﾃグ E MISSﾃグ
OUR PEDAGOGICAL PRINCIPLES ACADEMIC EXCELLENCE: The attainment of the highest
dent. Its central focus in this regard is the Form Teacher
academic standards through a stringent and fully inte-
or Tutor, who monitors the academic and personal de-
grated curriculum that stresses personal excellence and
velopment of each student.
DEMOCRACY: CLIP recognises the role of pupils, teach-
LEARNING TO LEARN: The content of the various sub-
ers and parents in the educational process. Therefore,
jects is developing at such a rate that an encyclopaedic
the governance of CLIP is based on a democratic model
approach to education is now quite inappropriate. By fo-
for decision making.
cusing on how to learn, our aim is to prepare students
ETHICAL AND MORAL DEVELOPMENT: The overall de-
for a lifetime of learning and personal development.
velopment of students demands a solid and dynamic
COOPERATIVE LEARNING: Our instructional programme
ethical and moral education. The following of standard-
is based on the premise that students can and should
ised codes of behaviour does not suffice; each student
learn from each other, and that they themselves must
must learn to reason and to decide on ethical and moral
shoulder the greatest responsibility for their education.
DIVERSITY AND CROSS-CULTURAL EDUCATION: The un-
THE ARTS: The Arts are essential to a complete under-
derlying concept of education is a learning process that
standing of our nature as human beings and as mem-
positions the study of the diverse expressions of human
bers of cultural groups. In this regard the Arts must be
life at the core of its programme of studies.
taught both as independent subjects and as integral
PERSONAL NEEDS AND CONCERNS: The programme fo-
parts of the programme of studies as a whole.
cuses on the unique needs and concerns of each stu-
clip in . october outubro 2011
A visão do Colégio Luso Internacional do Porto é ser um
Todos os alunos se sentem aptos a enfrentar um mun-
centro de ensino e de aprendizagem de excelência, for-
do de desafios com sucesso. Eles revelam-se confian-
mando mentes brilhantes para o futuro, suportadas pela
tes, comunicadores competentes, capazes de trabalhar
inovação, internacionalismo, resiliência e superioridade
em equipa construtivamente e eficientes na resolução
de problemas. Possuem um sentido crítico apurado e adaptam-se com sucesso a situações de mudança.
A MISSÃO CIDADÃOS GLOBAIS O CLIP acredita que o futuro será desenhado por indivíduos extraordinários que responderão ao repto do
Todos os alunos se regem por um código ético, respei-
século 21 com competência e versatilidade intelectual,
tam a diversidade de opinião e de cultura, tem empa-
evidenciando paixão pela descoberta, dedicação e um
tia com os outros e percepção de assuntos globais, ao
sentido acentuado de justiça social. A missão do Colé-
mesmo tempo que desenvolvem um sentido positivo de
gio Luso Internacional do Porto é formar e inspirar esses
indivíduos proporcionando-lhes uma educação estimulante e internacionalmente inclusiva, pela qual: TODOS SÃO ESTIMULADOS TODOS APRENDEM AO LONGO DA VIDA TODOS TÊM UMA MENTALIDADE INTERNACIONAL TODOS AGEM COMO CIDADÃOS DE PRINCÍPIOS A identidade da escola é modelada por um espírito de comunidade vivido por estudantes, pais, professores e pessoal que, trabalhando em equipa, tem como objectivo formar indivíduos independentes, dotados de conhecimento, valores e competências que lhes permitem fazer a diferença no mundo.
Monica Rodriguez, Teacher
LA VISIÓN La visión para el Colegio Internacional de Oporto (CLIP)
La experiencia de la escuela se ha desarrollado basán-
es convertirse en un centro ejemplar de enseñanza y
dose en el espíritu comunitario, caracterizado por estu-
aprendizaje que educa y fomenta mentes brillantes para
diantes, padres, profesorado y personal trabajando juntos
el futuro a través de: Innovación; Mentalidades internacio-
para lograr nuestra meta: estudiantes independientes en
nales; Excelencia académica; Dominio intelectual; Ciuda-
continua formación que posean el conocimiento, valor y
danos activos, respetuosos y responsables.
aptitudes para hacer la diferencia en el mundo.
El CLIP cree que el futuro estará determinado por indi-
Todos los estudiantes están preparados para el éxito en
viduos extraordinarios que se enfrentarán a los desafíos
un mundo lleno de desafíos. Son líderes seguros de sí
del siglo XXI a través de: La pasión por el descubrimien-
mismos, comunicadores hábiles, un equipo de jugado-
to; La interacción globalizada; Las destrezas y habilidades
res constructivo y con gran habilidad para la resolución
intelectuales polivalentes; El compromiso intransigente;
de problemas de una manera eficiente. Ellos tienen un
Una mayor justicia social.
crucial conocimiento de sí mismos y se adaptan satis-
La misión del Colegio Internacional de Oporto es nutrir
factoriamente a situaciones cambiantes.
e inspirar a tales individuos a través de una educación guiada a nivel internacional, global y que cuestiona las
CIUDADANOS DEL MUNDO
ideas establecidas, por lo que todos nuestros alunos son: Todos los estudiantes desarrollan un código ético persoDESAFIADOS
nal, respecto por la diversidad de opiniones y culturas,
INDIVIDUOS QUE CONTINÚAN APRENDIENDO
empatía por los otros, una interpretación de los sucesos
A LO LARGO DE SU VIDA
globales más adecuada a su edad y una disposición po-
sitiva hacia la participación comunitaria.
CIUDADANOS DE PRINCIPIOS
Edite Rocha, Teacher
LA VISION La vision de l’École Internationale de Porto est de deve-
L’expérience scolaire est façonnée par un esprit de
nir un centre d’enseignement et d’apprentissage exem-
communauté, caractérisé par les élèves, les parents, le
plaire qui encourage et promeut des esprits brillants
corps enseignant et le personnel administratif travaillant
tournés vers l’avenir à travers: L’innovation; L’ouverture
ensemble afin d’atteindre notre objectif qui est celui de
d’esprit à la dimension internationale; L’excellence aca-
développer des apprenants indépendants qui possèdent
démique; La détermination intellectuelle; Des citoyens
le savoir, les valeurs et les compétences qui feront la
actifs, respectueux et responsables.
différence dans le monde.
DES PENSEURS CRITIQUES
CLIP estime que l’avenir sera composé de personnes
Tous les apprenants sont aptes à réussir dans un monde
extraordinaires qui répondront aux défis du 21eme
plein de défis. Ce sont des leaders confiants, des com-
siècle à travers: La passion pour la découverte; L’inte-
municateurs doués, des joueurs d’équipes constructifs
raction globalisée; La compétence intellectuelle polyva-
qui peuvent résoudre efficacement les problèmes qui
lente; L’engagement intransigeant; L’augmentation de la
surgissent. Ils ont une connaissance critique de soi-
même et ils s’adaptent avec succès aux changements
La Mission de l’École Internationale de Porto est d’en-
courager et d’inspirer des personnes de cette envergure grâce à l’apport d’une éducation stimulante et internatio-
DES CITOYENS DU MONDE
nale à travers laquelle nos élèves sont: Tous les apprenants développent un code de déontoloMIS AU DÉFI
gie personnel, le respect à la diversité d’opinion et de
DES APPRENANTS À VIE
culture, une empathie pour autrui, une compréhension
OUVERTS SUR LE MONDE
adaptée à l’âge des enjeux mondiaux et une prédispo-
DES CITOYENS AVEC DES PRINCIPES
sition à une participation positive dans la communauté.
Katharina Rzpeka, Teacher
DIE IDEE Die Idee der International zu Schule zu Porto (CLIP) ist
Das Schulleben wird vom Gemeinschaftsgeist der Schü-
es, ein Zentrum für beispielhaftes Lehren und Lernen zu
ler, Eltern, Assistenten und dem restlichen Personal be-
sein und außerordentliche Talente für die Zukunft auszu-
herrscht, die zusammen dazu beitragen, dass wir unser
bilden. Folgende Punkte gehören zu unseren Hauptzie-
Ziel erreichen, unabhängige Lerner mit Wissen, Werten
len: Innovation; Internationales Denken; Hervorragende
und Fähigkeiten zu entwickeln, die auf der Welt einen
Schüler ausbilden; Exzellente intellektuelle Ausbildung;
Aktive und respektvolle Bürger ausbilden.
KRITISCHE DENKER UNSERE AUFGABE Alle Lerner werden mit dem ausgerüstet, was sie brauCLIP glaubt daran, dass unsere Zukunft von außeror-
chen um den Herausforderungen auf der Welt zu be-
dentlichen Menschen bestimmt wird, die die Herausfor-
gegnen. Sie werden zu vertrauensvollen Führern, fähi-
derungen des 21. Jahrhunderts durch folgende Fähig-
gen Rednern, konstruktiven Gruppenmitgliedern und
keiten meistern: Ihre Leidenschaft für Entdeckungen;
effektivem Problemlösern ausgebildet. Sie besitzen ein
Allgemeine Interaktion; Unterschiedlichste intellektuelle
kritisches Selbstverständnis und passen sich erfolgreich
Fähigkeiten; Kompromissloser Einsatz; Steigende sozia-
unterschiedlichsten Situationen an.
le Fairness. Das Ziel der Internationalen Schule zu Porto ist es, ihre
Lerner durch eine herausfordernde und international gesteuerte Ausbildung anzutreiben und zu inspirieren,
Alle Lerner entwickeln einen persönlichen ethischen
durch welche alle folgendes lernen:
Code, den Respekt für unterschiedliche Lebensformen, Meinungen und Kulturen, ein Verständnis für Andere,
ein, dem Alter angepasstes Begreifen der globalen In-
LEBENSLANG ZU LERNEN
teressen und die positive Teilnahme an der Gemeinde.
INTERNATIONAL ZU DENKEN AUSSERORDENTLICHE BÜRGER ZU SEIN
三个组成部分 预想及宗旨 预想 波尔图国际学校 (CLIP) 的愿望是成为杰出的教 学示范中心。 对未来卓越的思想的促进和培育学习，通过: 创新 国际意识 杰出的学术能力 理智和很强的适应力 主动的，有礼貌的，有责任感的公民 宗旨 CLIP 相信今后会形成接杰出的个人，并能接受 21 世纪的挑战，通过: 热衷于探索发现; 全球合作; 多才多艺的技能; 坚定承诺; 增加社会公平性. 波尔图国际的宗旨是:通过一个具有挑战性和包 容性的规定和国际引导，培育和激发学生，使 所有我们的学生成为： Challenged 具有挑战性的人 Lifelong-Learners 终身的学习者 Internationally-minded 具有国际思想 Principled citizens 有原则的公民 我们的教育是提供优秀的教师团队，在世界级 的创新的学习环境和安全的校园里学习和工 作。 学校的经验是以形成一个学生、家长和老师之 间的独特的精神交流为特色的工作，去共同实 现我们的目标，发展拥有知识、价值观和技 能，创造不同世界的独立的学习者。 CLIP 提供了一个具有挑战性的统一方案，这个 方案涉及到学术、艺术、体育和服务，从幼儿 园到12年级，通过: 所有的学习者需要支持他们的观点，重视他们 的价值观念和培育; 所有的学习者通过具体的成果和适当的学习目 标，每年都有进步; 所有的学习者有多个成功的机会，并确保他们
的最好的未来。 批判性思考 所有的学习者都在一个充满挑战的世界中取得 成功。他们是自信的领导者，熟练的沟通者， 积极的团队成员，有效率的问题解决者。他们 有一个批评性的自我意识和适应不断变化的情 况并能取得成功。 全球性公民 所有学习者发展个人的道德守则，尊重多样性 的见解、文化和他人的观点。对一个全球性问 题与年龄相适应的认识和采取积极的交流、参 与和处置。 我们的教学原则： > 卓越的学术: 最高的学术标准，通过严格和全 面的综合课程，强调个人和团队的卓越成就的 实现。 > 学会学习: 各个学科的内容是在这样的速度发 展，一个和现在很不相同的广博的教育方针。 通过侧重于如何学习，我们的目标是培养一个 终身学习和个人发展的学生。 >合作学习: 我们的教学计划是基于这样一个前 提：学生可以而且应该相互学习，他们自己必 须承担起他们的学业中最大的责任。 > 多样性和跨文化教育: 教育的基本概念是一个 学习的过程和进步，在学习中的角色是对人类 生活的不同表现是其研究计划的核心。 > 个人的需要和关注: 该方案侧重于独特的需 要和每个学生的关注。中心工作重点是班主任 或导师，监督每个学生的学业和个人发展。 > 民主: 认识到学生，教师和家长在教育过程 中的作用。因此，CLIP的管理方法的基础是基 于一个决策的民主模式。 > 伦理和道德发展: 学生全面发展的取决于坚实 和动态的伦理道德教育。每个学生必须学习的 原因，并就伦理和道德的理由做出决定。 > 艺术: 艺术必不可少的是作为个人和文化团体 成员对艺术的完整理解。在这方面，必须既要 把艺术作为独立的学科教授，也要将其作为一 个整体方案的一个组成部分去研究。 Joana Bárbara, Teacher
clip in . october outubro 2011
BABY, BABY, BABY... OHHHH! Kay Duckworth, Teacher
Since I arrived at CLIP in 2009, a bundle of babies have
mersion programs work toward total fluency in the
been born. Miss Plews had a boy, Mrs. Morgado had
foreign language. They are more likely to “think”
two girls, Miss Sousa a boy, Mrs. Esteves a girl, Mrs.
and function naturally in the language. In addition,
Dahl a boy and soon Mrs. Ferreira will have a boy and
children have an opportunity to pro-actively use and
Mrs. Cappell will have a girl(...) A lot of babies! Who is
rehearse foreign language in a challenging, intimate,
next I wonder?!
emotionally supportive environment that stimulates
A few of us have been busy creating our own new ad-
all their senses”.
dition to CLIP and I am delighted to announce the immi-
In preparation for our new arrival here at CLIP we have
nent arrival of CLIP´s new “baby” (Pre K).
been having fun while shopping, perusing catalogues
Children will now have the opportunity to begin their
and choosing new equipment and resources. We have
CLIP experience earlier, from the age of three.
all been getting very excited by all the wonderful items
It has been well researched and documented that lan-
there are on offer and “oooing” and “ahhhing” at the turn
guage learning cannot start too early as early learning
of every page!
offers the widest possible benefits and opportunities.
Another exciting aspect of the “setting up” process for
Children understand intuitively that language is some-
me personally has been my involvement in the profes-
thing to explore, to play around with, and to enjoy. Their
sional development of some of CLIP´s staff. I prepared
enthusiasm is both infectious and effective. Their quick-
and delivered a training programme focusing on “The im-
ness to pick up their first language is nearly miraculous-
portance of play in the Early Years Curriculum”, “Forma-
and such a joy to watch as a parent.
tive Assessment” and “Learning Journeys”. Everyone is
As children grow, all parents can clearly see how much
ready and eager to get started!
fun their children continue to have as they sing new
We have used the Early Years Foundation Stage as the
words they hear and even invent new ones with a huge,
template on which to frame the curriculum. However,
bright smile. The joy with which children explore their
as an independent international school we hope to go
first language makes childhood the ideal time for a sec-
beyond the requirements of the National Curriculum and
ond language-another great reason to get started early!
tailor the teaching to match the needs of our children.
Exposing your child to a second language allows them
I wish CLIP every success with its new venture and
to optimise their learning potential, helping shape the
just like a parent I will be watching from a safe distance,
brain at its most flexible stage.
cheering you all on as CLIP´s new baby passes each de-
Francois Thibaut, founder of the LANGUAGE WORK-
velopmental milestone and grows healthy and strong.
SHOP FOR CHILDREN reports: “Children in total im-
THE INTERACTIVE CLASSROOM Nicola Green, Teacher
The interactive classroom is fast becoming the norm in many schools. Here at CLIP we use Interactive White
DVD player. Students like nothing more than watching an educational movie on the big screen.
Boards (IWB) to accelerate and promote teaching and
Interactive Lessons.SMART boards and SMART
learning using strategies which motivate and stimulate
Notebook give teachers easy-to-use tools to entertain
students. With its cutting edge techniques the use of
and encourage participation in the lesson.
IWBs facilitates hands on learning experiences and
Draw Shapes. Teachers can draw shapes, even if they
enables teachers to develop creative ways to capture
are not artists. This is helpful, especially when teaching
studentâ€™s attention. During my time here at CLIP I have
geometry or designing graphic organizers.
observed a significant improvement in student attitudes and participation during lessons. Even the most reserved or reluctant learners are keen to join in and become ac-
Highlight Main Points. SMART Notebook allows teachers to highlight text. Insert audio and video clips. Teachers can enhance
tively involved in their own learning.
students learning by using SMART Notebook to insert
The IWB is used to aid the delivery of lessons across the
audio or video clips.
curriculum. Its use caters for students various learning
Screen Shade. Teachers can use a screen shade to
styles as ideas can be presented in visual, auditory and
keep their students from looking at information that you
will cover at a later point during the lesson. This feature
CLIP students are enthusiastic about learning as the
is great if you are giving notes or a quiz. Using the screen
lessons are made enjoyable and interesting for them.
prohibits students from jumping ahead.
Young children enjoy being able to use their fingers on
SMART Notebook features a handwriting recognition
the boards, and older students say the boards make les-
feature with which teachers can write on their SMART
sons more interesting because it allows them to play
board using the Magic Ink Pens, and SMART Notebook
educational games, to hear and see things better and to
will convert these handwritten letters to text.
move things around. There are numerous ways in which the teachers at CLIP incorporate their SMART board into classroom teaching. Here are a few of the most useful: SMART boards are the ultimate overhead projector. No more fumbling with thin transparencies that stick together; all of the teacherâ€™s information and lesson notes are stored electronically.
Surf the internet. Surfing the internet opens students up to an array of learning possibilities.
DINO WORLD February Rosa Vilarinho Esteves, Teacher
Wednesday, 23 February 2011 was no ordinary day for CLIP Lower School Students in Forms 1-4. The hustle and bustle in the corridors was a strong indicator of the general excitement that the students felt as they hurried towards the buses that would take them to Guimarães to see Mundo dos Dinosauros. The pedagogical nature of this amazing Jurassic Era exhibition, combined with the realistic and interactive lifesize dinosaur replicas which moved and made sounds in response to the presence of visitors, thrilled the children. Each dinosaur was presented in an extraordinary recreation of its original environment, including forests, deserts, river banks and waterfalls, stimulating the senses even more so. The visit started off in the movie
POETRY FESTIVAL March
theatre, where the children watched interesting and informative films and documentaries about dinosaurs and then moved on to the fossil gallery. There, they looked
Julie Browet, LS Language and Literacy Leader
at dinosaur fossils, did some paleontological digging in
The Lower School held its second annual Poetry Festival
the sand using the same brushes a real paleontologist
at the end of March 2011. During the festival each class
would, and then were led on an expedition through the
from Kindergarten to Form 4 presented whole class,
dinosaur world. According to André Peixoto, a Form 4 stu-
choral poems in both English and Portuguese. Children
dent, the dinosaur he most liked was the Tyrannosaurus-
also performed poems in small groups, including some
Rex. “It was gigantic and looked so real! Very cool!” he
that they had written themselves. On the day of the Po-
exclaimed. The fiercest and most impressive dinosaur at
etry Festival, a panel of invited guests (Mrs. Judith Mur-
the exhibition was in fact a favourite amongst all of our
ray, Mrs. Luisa Masters and Mrs. Kim Muddle) gave val-
children. The field trip was a huge success and a once in
uable feedback to the children and presented each class
a lifetime experience!
with a book of poems.During the first week of April, many parents enjoyed their children’s performance of poetry during the Lower School’s Poetry Showcase. By taking part in group poetry recitals during the Poetry Festival, Lower School students build their oral fluency, self-confidence, vocabulary knowledge and enjoyment of poetry. For these reasons choral presentations have been chosen to evolve the tradition of poetry in the Lower School, to the benefit of many students.
clip in . october outubro 2011
PORTO TOUR April Caitlin, Form 1A - CASTELO DO QUEIJO
This monument is used for visiting and for looking at. It’s made of stone. I can see 4 domes. I can see a flag. Pedro R, Form 1A - PONTE D.LUÍS
This monument is used for crossing to the other side of the river. It’s made of metal. It’s black. The boats go under it. Ana Cláudia, Form 1A - ESTAÇÃO DE S. BENTO
This monument is used for looking at and for catching a
EGG RACE April
train. It’s made of stone and it’s grey. I can see a dome and lots of squares and rectangles. Matilde, Form 1A - TORRE DOS CLÉRIGOS
This monument is used for visiting, for looking at and for praying. It’s made of stone, it’s tall and it looks like
Graham Wright, LS Key Stage 2 Leader
The Annual “Egg Race” this year was a great success.
a rocket. Pedro T, Form 1A - PALÁCIO DE CRISTAL
It was well attended with twelve teams in total. Each
This monument is used for concerts and for exhibitions.
team had at least one parent working alongside the chil-
It´s made of metal and it´s green.
dren to produce a contraption of some kind which would transport an egg over a five metre course. There were
Mafalda, Form 1A - HOSPITAL DE S. ANTÓNIO
some “eggsellent” entries and some marvellous feats
When people are sick, they go here to see a doctor.
of engineering (perhaps that was the parent’s influence).
It’s made of stone. It reminds me of an English building.
The panel of judges had a hard job in deciding on a winner. Balloons featured quite a lot this year and the winner was one which was powered by a large green balloon. The whole evening was a great deal of fun and, as usual finished with a lovely “pot luck” supper, organized by Mrs Reader. I would like to thank all the organizers and participants for making the “Egg Race” a huge success.
MOTHER’S DAY May Shraddha Kanabar, Teacher
On Wednesday May 4th the Kindergartens gave their mums a special treat for Mother’s Day. The celebration began at 2:00 in the afternoon and ended at 3:00.We welcomed many eager mums waiting to see their children. Once seated, we read the story “I Love You Forever” by Robert Munch. It was a moving story about a mother’s
SPORTS DAY June
love for her child. This was an emotional moment with many tears of joy, where the mums looked at their babies and realized that they have indeed grown up. The
Andrea Vasconcelos, LS KS 1 Leader
children sang the song “Skinnamarinky dinky doo” and
It was hard to believe that after weeks of dry weather,
showered their mums with many hugs and kisses. We
it was raining on the morning of Thursday 9th June, the
enacted a short skit with puppets “Zach and JJ” demon-
day we were having KS1 Sports Day! Oh well, we would
strating a healthy fruit kebab. The mums, along with their
just have to stay in the Pavilion, again, for the third year
children proceeded to create a pattern with pineapples,
in a row.
strawberries, bananas and apples. After eating the fruit
The teams, with children from Kindergarten, Reception
kebab, it was time to read the raffles and hand out the
and Form 1, were very excited and raring to go! The
presents and cards. The raffles were read aloud by the
hares were alert with their ears pricked, the panthers
teachers in a random order. The raffles contained infor-
were ready to pounce, the crocodiles were snappy with
mation about what the children like to do with their moth-
enthusiasm, the tigers were purring in anticipation, the
ers. After an afternoon of fun and a small snack there
lions were roaring their strength, the monkeys were
were many happy and appreciative goodbyes.
itching with expectation, the dolphins were jumping, the kangaroos were leaping about, the giraffes were arching their necks to go further, the zebras kicked in delight! After a quick warm-up, all were enthusiastically looking forward to begin. Ready, steady, GO! And off they went: running, jumping, throwing, kicking, balancing and rolling, the children showed off the expertise they have achieved throughout a year of Physical Education and physically active play in the playground. The highlight of the occasion was the parent “Dress the scarecrow” race. Most visiting adults joined in the fun of teaming up, racing on stilts to collect an item of clothing or other prop, then racing back and placing it on the “scarecrow”. They looked really funny! Team spirit and fun were the great winners of the day!
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THOSE IMPORTANT MIDDLE YEARS! Susana Davidson, Middle School Director
Rick Wormeli, veteran educator and education consultant, highlights that the way we handle life in later years can often be traced back to specific experiences in Middle School - it is that transformative! There is certainly much to experience and growth taking place at this age: the mistakes, conflicts, insights, joy, tension, wisdom, and risk-taking. All this without the perspective that comes from life experience! It is therefore no wonder that students experience the Middle School years intensely and every day is the end, or the beginning, of all life as they know it! The physical changes, the explosion of hormones, the worry over body changes are but a few of the â€œchallengesâ€? they face. As the adolescent brain matures, students are more able to regulate their emotions and coordinate their thoughts and feelings. They become more capable of reasoned thinking and experience a rapid increase in dopamine, a chemical substance in the brain responsible for the feeling of pleasure. In actual fact, research shows that there is more dopamine activity in early adolescence than at any other time of life. This may explain why teenagers, more intensely go out of their way to seek rewarding ex-
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periences, sometimes without paying attention to the associated risks. Adolescents can thus be mature one moment and frustratingly immature the next. As Laurence Steinberg, a distinguished university psychology professor adequately puts it, â€œearly adolescence is like starting a car without having a skilled driver behind the wheelâ€?. As Middle Years educators we recognize that these are the years when experiencing positive relationships, being genuinely engaged in learning and developing high self-esteem have a major and lasting impact on each young person. Young adolescents benefit from a supportive learning environment that will engage, challenge and motivate them as learners, community members and as leaders. Their connections to each other, their family, community and school are central to developing resilience, tenacity, independence and intellectual growth. Our concern as parents and educators is to enable them to grow up to be independent, productive and loving adults. Teachers undoubtedly play an important role by helping, guiding and supporting, making sure that when they arrive at their next crossroads, they will be ready.
INTERNATIONAL DAY AT CLIP A CELEBRATION OF DIVERSITY LTRD, Teachers
Everyone belongs to a culture. It shapes how we see
raphers, anthropologists and theologians, the LTRD stu-
the world, ourselves, and others. If a metaphor could
dents marvelled at exquisite wonders of nature, visited
be used to describe culture, then it would be called an
sumptuous monuments, and explored vibrant communi-
iceberg. Only about one-eighth of an iceberg is visible
ties while they boasted their traditions and joy of living.
above the water; the rest is below. Culture is very simi-
Throughout the unit, the LTRD teams engaged in a vari-
lar to an iceberg. It has some aspects that are visible
ety of activities which were meant to help them under-
and many others that can only be suspected, guessed,
stand the world in which we live: the values and cultures
or learned as understanding of the culture grows. Like an
of different societies; the ways in which we are increas-
iceberg, the visible part of culture is only a small part of
ingly dependent upon one another; and the ways in
a much larger whole.
which we all, as global citizens, can influence and shape the changes in the global economy, environment and so-
We have the world right inside
ciety of which we are part. Our International Day at CLIP - A Celebration of Diversity
our walls, and it comes to meet
was divided into two distinct parts: end-of-unit presen-
us everyday. On Tuesday, the 5th
skills and content covered - Travel Guides, Festivities,
tations by Form 5 to 8 students concentrating on the
of April 2011, Middle School cele-
Traditional Symbols, Cultural Norms and World Religions
brated its first International Day at
vilion which included wearing traditional clothing, read-
CLIP - A Celebration of Diversity.
Summit Speeches - followed by a celebration in the paing poetry, singing, dancing and savouring traditional cuisine. In addition, our parent community and our guests had the opportunity to enjoy the colourful Art work done
We are so fortunate at CLIP! We have the world right in-
by Middle School students which were displayed in
side our walls, and it comes to meet us everyday. On
common areas and the pavilion.
Tuesday, the 5th of April 2011, Middle School celebrated its
Indeed, this day of presentations and cultural celebra-
first International Day at CLIP - A Celebration of Diversity.
tion proved to be a significant contribution towards rein-
It all started a few weeks earlier when our students
forcing intercultural connections and guiding all students
were introduced to the Learning Through Research &
and participants to appreciate and respect other peo-
Design unit A World of Difference. Our journey of dis-
pleâ€™s cultures, by providing knowledge about the histo-
covery around the world invited everyone to climb the
ries, cultures, and contributions of diverse groups to our
highest mountains and cross the widest seas. As geog-
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THE FORM 8 TRIP TO LONDON José Pedro Espírito Santo, Form 8
London was a great trip and a good experience that enriched our minds. We met new people and learned about the culture and art in London. We learnt a lot although it was also great fun. We went to many places like the Science Museum, Maritime Museum, Natural History, Madam Tussauds, Ripley’s Believe It Or Not and Hamley’s but for me the best of all of them was when we went to Thorpe Park. The last day, the day in which we could go wild and have fun with no limits. No teachers to be looking after us and pestering us too but they were also having a lot of fun. I think that going to London was a very enriching experience where everyone could have fun and learn at the same time. But most of all I would like to thank the teachers for their sacrifice to make it possible for us to have a good time.
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Marta Paiva de Sousa, Form 8
When I was younger and my brother was in the 7th grade
and some days we would use it even more. It was very
I remember the time when he went to Gerês, and when
different from the subway in Portugal, as it was much
he was in the 8 th grade I remember saying goodbye to
more crowded and popular. At night we would arrive at
him as he took off to London. The same thing happened
the Royal National Hotel at around 11 pm, and we weren’t
when he went to Holland in the 9th grade. All these
allowed to go and socialize to each other’s rooms. We
times I would see him going with all his friends to won-
were only allowed to go downstairs to the lobby for a
derful places. I remember when he called home telling
short time. This wasn’t our favourite thing, but it didn’t
how much fun he was having and how much he was
stop us from enjoying the trip.
enjoying himself. I also remember when I would go and
We visited lots of places and we really got to know Lon-
pick him up at the airport and he would tell me all the fun
don! We went from museums, to attractions, to amuse-
things he had done and all the new friends he had made.
ment parks. The best places we visited were Thorpe
Every time I would think of how amazing it would be
Park, Madame Tussaud’s, the musical “We Will Rock
when it would be my turn to do all the exciting things
You”, and the London Dungeons. We also went to many
he talked about. I would just dream about this day, not
different restaurants such as the Hard Rock Café and
realizing how it would come a lot sooner than I expect-
the Rainforest Café.
ed. Just within minutes it was me who was waking up
For me, one of the worst moments was when my bag
one morning and going to London in that same day. All
was stolen in McDonald’s. I was quite nervous, but I
the expectations I had for this trip would now hopefully
had to go to the police station and report the situation.
come true and I would get to spend one week with all
Luckily, I had my friends there to support me, and they
my friends in one of the best cities in the world.
helped me find the way to the police station and stayed
Even though I had years to think about this trip, I wasn’t
by my side until the teacher came and met us there.
quite sure of what would happen but I have to admit, it
Although they never found my bag, in the end the whole
was beyond my expectations. Of course it had its ups
situation made me more responsible and now I have a
and downs, but London was one of the best school
story about London to tell people.
trips I have ever had. In fact I think that I can talk for the
Another memorable moment was when boys missed
whole Form 8 when I say that we will never forget this
the plane back to Portugal. The bus driver was late and
took a different route from the one the rest of us took causing a big delay and making them late to the airport.
In fact I think that I can talk for the
Even though the rest of us were sad as we couldn’t say
whole form 8 when I say that we
satisfied as they stayed one more night in London in a
will never forget this experience.
goodbye to each other properly, the boys were quite 4-star resort paid by the bus company of course! This trip was incredible and really well planned, but none of it would be possible without the help of the teachers
We got to meet new people from other schools and we
who went with us. They were great company and by
got to know a new city. We were divided into several
the end of the trip we saw them more as friends than
groups, and shared a room between 2 or 3. This allowed
anything else. They were Mrs. Chaves, Mrs. Mesquita,
us to get to know each other even better and make some
Mrs. Santos, Mr. Costa, Mr. Meireles and of course Mr.
true friends for life. Each day we had to wake up very
Davidson who was the one who organized the trip.
early which made us a bit grumpy in the morning, but
I now understand the excitement in my brother when he
as the day went on we had so much fun that we would
came back from London, because I finally had a taste of
always be in a good mood. One of our most common
it. And all I have to say is that the Form 7s should really
means of transport, except for walking of course, was
look forward to this trip, because they will never forget it.
the subway. We would use it up to six times in one day,
Just as I never will.
PORTUGAL-ESPANHA INTERCÂMBIO Luísa Pinto Cardew, CLIP’s Exchange Programmes
As escolas parceiras envolvidas neste programa (Colegio
Nesse sentido, serão várias as actividades a realizar, tais
San Agustín de Valladolid - Spain, e o CLIP Porto - Portu-
gal) têm como principal objectivo: Desenvolvimento de blogs e Websites como meio Aprofundar o interesse pela aprendizagem do inglês como língua de contacto e de trabalho entre distintos países; Melhorar o nível de comunicação na língua inglesa dos estudantes envolvidos no projecto; Desenvolver o recurso à Internet como meio de criação de relações pessoais, de pesquisa de informação e de intercâmbio de ideias;
de comunicação privilegiado entre as Escolas parceiras, alunos e professores envolvidos no programa; Elaboração de exposições informativas sobre a cultura (espanhola e portuguesa) das escolas parceiras; Projectos de investigação partilhados; Exposições de Arte; Mobilidade de professores e estudantes entre as Escolas parceiras.
Conhecer a cultura e forma de vida the outros países europeus; Estabelecer uma ligação de carácter educacional duradoura entre as escolas parceiras.
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PORTUGAL-ESPAÑA DE CAMBIO La asociación de los centros participantes en este pro-
Para alcanzar estos objetivos se proponen distintas
yecto (Colegio San Agustín de Valladolid -España- y CLIP
Porto -Portugal-) tiene por objetivos: Creación de blogs y páginas web como primeras Estimular el interés por el aprendizaje del inglés como lengua común entre países distintos; Mejorar el nivel de competencia comunicativa en lengua inglesa de los alumnos participantes; Desarrollar el manejo de internet para el establecimiento de relaciones personales, la búsqueda de
forma de contacto entre los centros y las personas participantes; Desarrollo de exposiciones informativas y culturales sobre los centros asociados; Proyectos de investigación; Muestras artísticas colaborativas.
información y el intercambio de experiencias; Conocer la cultura y forma de vida de otro país europeo; Abrir una vía de colaboración futura con fines educativos entre los dos centros participantes.
QUE PERCURSOS DEPOIS DO COLÉGIO Ana Isabel Marques Guedes, Forum (Forms 12/13) Director
Este ano comemora-se a décima quinta cerimónia de graduação de alunos finalistas. Apesar de uma instituição ainda jovem, começamos a dispor de algumas informação no que toca aos percursos dos alunos depois da sua saída do Colégio. Assim, procurámos fazer um retrato desses percursos tendo em vista não só o país escolhido para a continuação dos estudos bem como as áreas de preferência em termos de cursos. A partir dessa análise produziram-se os gráficos a seguir apresentados (Gráfico 1). A primeira constatação que se impõe é que os nossos alunos têm escolhido preferencialmente universidades portuguesas ou britânicas, sendo as outras opções residuais no cômputo geral. Por outro lado, a decisão de enveredar por instituições britânicas ou portuguesas tem sido equitativamente tomada ao longo destes últimos 15 anos, sendo que nos primeiros anos a preferência pelo ensino inglês acolheu um maior número de alunos. Esta constatação poderá ser explicada por um maior número de alunos estrangeiros entre os finalistas e/ou o menor número de instituições portugueses que à época aceitavam os nossos alunos através da aplicação do Artº
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20º- A do Decreto-Lei n.º 296-A/98, de 25 de Setem-
muitos deles decidem regressar ao seu país de origem
bro. A partir de 2004/05 parece ter havido uma inversão
para completar a sua educação.
das preferências dos alunos, ainda que em 2007-08 as
No que toca às áreas de interesse (Gráfico 3), quatro
entradas em universidades britânicas tenham superado
grandes núcleos têm a preferência dos alunos do CLIP:
as verificadas nas universidades portugueses, seguida
Gestão e Economia, com 82 alunos, perfazendo 28% do
por um grande equilíbrio no ano seguinte. Estaremos
total; Engenharia, com 52 alunos, representado cerca de
perante uma nova tendência entre os alunos do CLIP
um quinto dos alunos; Artes, com 46 estudantes; Medi-
ou trata-se apenas duma situação conjuntural que anos
cina e Ciências da Saúde, com 35 alunos, representando
vindouros tratarão de desmentir? Ainda é cedo para tirar-
12% do total. Nos lugares imediatos surgem, em igualda-
mos uma conclusão definitiva, contudo podemos apre-
de percentual, Psicologia e Media, sendo as outras esco-
sentar alguns argumentos que justifiquem uma eventual
lhas pouco significativas no cômputo final. Esta distribui-
alteração de paradigma no que toca às escolhas univer-
ção demonstra a versatilidade oferecida pelo Diploma do
sitárias. Assim, o aumento significativo das instituições
AICE aos nossos alunos. Sem o constrangimento de áre-
portuguesas que aplicam o referido Artº 20º- A e as alte-
as prescritivas, como no sistema português, os alunos
rações introduzidas pelo sistema britânico que levaram
podem manter várias opções abertas até ao momento
a um acréscimo substancial das propinas poderão expli-
da sua candidatura às universidades. Assim a flexibilida-
car, em parte, esta possível mudança.
de do Diploma permite que os alunos possam desenhar
Fora dos dois grandes pólos de Portugal e da Grã-Breta-
diferentes alternativas para os seus percursos no Ensino
nha, Espanha vem em primeiro lugar em consequência
Superior, desde que tenham acautelado atempadamente
da preferência de alguns dos nossos alunos pela escola
essas possíveis escolhas.
de Les Roches - Marbella na área da Gestão Hoteleira
O processo de aconselhamento no que toca às escolhas
(Gráfico 2). As outras escolhas têm a ver, sobretudo, com
das disciplinas do 11º e 12º Ano começa em finais do 10º
a nacionalidade dos alunos estrangeiros, uma vez que
Ano, após a conclusão dos exames de IGCSE. Nessa al-
Ana Isabel Marques Guedes
tura, os alunos regressam à escola para uma semana de
das Carreiras ou quer, ainda, pela visita a universidades
preparação para o seu próximo ciclo. Durante esse perí-
inglesas (esperamos poder retomar esta iniciativa no
odo, tomam contacto com as características e as con-
próximo ano, já que as duas anteriores tiveram o maior
dicionantes do Diploma do AICE, são alertados para os
sucesso), o Colégio determinou a continuação do estu-
requisitos diferentes dos vários países, são informados
do obrigatório do Inglês no 11º e 12º ano bem como a
sobre os conteúdos das diferentes disciplinas oferecidas
alteração da calendarização dos exames ao longo dos
nos anos subsequentes e esboçam uma primeira esco-
dois anos finais. Assim, os alunos começam a fazer os
lha. A mensagem mais importante que a reter é de ‘não
exames de AS no 11º Ano, para, no ano seguinte, se po-
fechar portas’ precocemente. Por exemplo, mesmo que
derem dedicar à preparação dos A levels e/ou repetição
um aluno pareça muito determinado em ir estudar para
de exames para melhoria de notas. Para o próximo ano,
o UK, para a Espanha ou para os Estados Unidos, ou-
está a organizar-se uma reformulação no que toca às dis-
virá sempre a mesma frase - “Faz também o Diploma
ciplinas que os alunos devem obrigatoriamente comple-
do AICE”; ou inversamente, se alguém afirmar peremp-
tar durante o 12º Ano, bem como às aulas de apoio orga-
toriamente que não quer ir estudar para o estrangeiro
nizadas durante ou após o período lectivo normal. Outro
receberá o conselho - “Mas deves fazer alguns A levels
aspecto que se encontra em estudo prende-se com a
no Form 12”. Numa altura em que a volatilidades das
pontualidade e a assiduidade dos estudantes mais ve-
decisões é muito grande, não só causada pela natural
lhos, pelo que mais notícias surgirão no início do próximo
incerteza das escolhas a fazer bem como por pressões
ano lectivo com à vista à melhoria do desempenho e do
externas ao percurso académico, é do mais elementar
aproveitamento dos alunos.
bom senso não tomar decisões irrevogáveis. Daí o acon-
Enquanto escola que valoriza o trabalho independente,
selhamento individual que os alunos recebem ao longo
o pensamento crítico e a autonomia dos seus estudan-
dos dois últimos anos.
tes devemos regularmente questionarmo-nos sobre o
Finalmente, e porque o Colégio considera que não se
que fazemos e apontarmos caminhos novos para que
pode demitir do seu papel orientador dos alunos, algu-
os nossos alunos sejam capazes de evoluir no mundo
mas decisões têm vindo a ser implementadas tendo em
global actual. E como tal, devemos proporcionar-lhes os
vista a preparação adequada para a vida universitária.
meios para evoluírem e se desenvolverem quer em Por-
Para além da informação que procurámos disponibilizar
tugal como no estrangeiro. Pensámos que esta nossa
sobre as várias opções, quer através de apresentações
breve análise demonstra isso mesmo!
feitas por diversas instituições no CLIP, quer pela Feira
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Gráfico 1 / Universidades - destino dos alunos por países: Portugal; UK; outros países (1996-2010)
1 1 1 2 1
Gráfico 2 / Universidades - destino dos alunos: outros países (1996-2010)
Gráfico 3 / Universidades - destino dos alunos: áreas de interesse (1996-2010)
DEVELOPING PATHWAYS IN FORM 9 Edwin Koleen, Forms 9/10 Director
In the Upper School students begin to focus on areas of
Students have the opportunity to take part in a wide
particular interest related to both their future schooling
variety of extra-curricular activities, for example debat-
and intended pathways beyond the school. A pathway
ing, fieldwork, community service, fundraising, drama,
is the process of searching for a future career that fits a
sports, music, taking leading roles, etc. These activities
studentâ€™s interests and lifestyle.
will develop personal strengths and assist in making
In earlier years, in the Lower and Middle school, the first
wise choices for the future.
steps on this road were already taken by identifying in-
I believe that our rich educational programme will open
dividual strengths, weaknesses, and learning styles. In
many doors and will stimulate interest and motivation
years 9 & 10 we encourage students to think about them-
for every single student at CLIP.
selves - strengths, interests and ambitions, as well as listening to advice and guidance from parents and teachers. In years 9 & 10 our students are challenged through the international IGCSE programme from the University of Cambridge. This programme is taught through our school vision; innovation, academic excellence, intellectual resilience and international mindedness. CLIP represents the idea of a family within a global community. We want internationalism / multiculturalism to be at the very heart of our curriculum. We therefore celebrate cultural diversity, have festivals, stimulate languages, and encourage Art and Drama. CLIP students are in this way enriched by the various cultures, countries and languages represented here.
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ART AUCTION Michael Hawkins, Teacher
The Second Annual Charity Auction and Exhibition this year was, once again, a complete success. In the end, the event raised a total 1,145.00€, eclipsing last year’s tally of 960.00. There was some furious bidding from many, with Doctor Francisco taking home the most pieces and proving his philanthropic taste for the second year. Ex-student Francisco Perez did a fantastic job as auctioneer - keeping the auction fun and light. Special mention goes to auctionees Emma Lecomte (Form 5), Catarina Loureiro (Form 7) and Luis Lourador (Year 9). All three students were top sellers with sales between 60€ and 70€. Also of special mention is Inês Nogueira who submitted a touching and beautifully drawn portrait of her best friend Inês Alves - a fellow Form 9 Clipper who is currently is hospital receiving treatment for a life threatening condition. The proceeds of this work were used to buy a gift for Inês and her family. The INTERACT students were heavily involved in the organization of the event and made a huge contribution. Inês Amorim coordinated the student effort and did a fantastic job, putting in lots of time in the preceding two weeks also. Thanks must also go to Mrs. Isabel Morgado, Mr. Marco Meireles and Mrs. Luisa Cardew for their work behind the scenes, as well as the Middle School Art Teacher, Chris Ferreira, and Mr. Kenneth Horrocks for his musical contribution on the night. The Upper School Art students have worked very hard to finish their portfolios and I know everyone enjoyed the opportunity to see what an amazing job so many of them have done this year. They deserve big congratulations also!
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VISIT BARCELONA F10 10, End of Year Trip
F11 & F12 11 and 12, Art History trip to Barcelona
No passado dia 27 de Junho, pelas 4h30 da manhã en-
Following on from Madrid in 2010, in January the Form
contrava-se um grupo de 19 sonolentos alunos do Form
11 and 12 art students went to Barcelona. The purpose
10 no Aeroporto Francisco Sá Carneiro, com destino a
of the trip was to take in the cultural sights and icons of
Barcelona. À chegada ao aeroporto de Le Prats, foram
this exciting Bohemian city, and also to familiarize our-
surpreendidos pelo tempo bastante quente e húmido
selves first hand with some of the modern masters we
que se fazia sentir, mas que em nada condicionou o tom
have looked at in art classes.
bastante alegre e divertido que marcou toda a semana
We visited the Sagrada Familia - Antonio Gaudi’s archi-
de estadia em Barcelona.
tectural masterpiece and also the centerpiece and high-
No primeiro dia, e após feito o check-in no hotel localizado
est structure in the city. Secondly we visited the Barce-
no coração de Barcelona, entre Las Ramblas e o Bairro
lona Museum of Contemporary Art. Some of the work
Gótico, os alunos tiveram uma visão geral da cidade atra-
here was very conceptual (particularly a large section
vés de tour de autocarro com paragens nos miradouros
looking at video art) and challenged many students in
principais da cidade. Nos dias que se seguiram tiveram
their perception of what art was.
a oportunidade de conhecer mais em detalhe todos os
Our next stop (and perhaps the highlight of the trip) was
bairros e monumentos principais da cidade, percorridos
Surrealist Master Salvador Dali’s Museum in his old
na sua grande maioria a pé e absorvendo a dinâmica e a
hometown of Figueres. We were engaged by the mas-
rotina do dia-a-dia daquela cidade. Naturalmente, durante
sive and eclectic collection of work from the modern
a semana os alunos visitaram, entre outros locais, o par-
master, and we thoroughly enjoyed both his sculptural
que Guell e a casa-museu de Gaudi, ficaram maravilha-
and surrealist gardens and interior rooms.
dos com os pormenores e as maravilhas arquitectónicas
Of course we had the opportunity to explore Barcelo-
da igreja da Sagrada Família, mas também houve tempo
na’s old quarter too, including the famous Las Ramblas
para lazer, passando tardes na praia de Barcelona e um
and a fantastic time was had by all!
dia no parque de diversões de Portaventura. Ao longo de toda a semana, os jantares decorreram em vários restaurantes ao longo das Ramblas, podendo ainda experimentar a cozinha local. Contudo, destaca-se o jantar da última noite, recheado de tapas e complementado com um show de Flamenco, no qual os alunos tiveram a oportunidade de participar e mostrar os seus dotes para a dança. No último dia os alunos tiveram ainda direito a uma visita ao estádio de Camp Nou, casa do Barcelona FC. Após uma semana intensa, chegou ao Porto um grupo bastante cansado, mas com memórias de uma semana recheada de boa disposição e com um conhecimento acrescido sobre arte e arquitectura. Devo ainda salientar e congratular todo o grupo pelo seu comportamento e pontualidade exemplares.
FIELD WORK Edwin Koleen, Forms 9/10 Director
Fieldwork is an essential element of teaching and learning at CLIP. It stimulates the development of a range of skills; learning to develop research individually and within a group; to define aims and objectives; to collect data in a systematic way; to analyse and to make conclusions; to test and to come up with new ideas; to make decisions;
Students investigate throughout their studies a variety
to solve problems.
of human and physical environments. As part of our school curriculum, particularly in Geography, Sciences and Environmental Management, students have, throughout the last 20 years, produced a wide variety of high quality field studies. Examples are coastal erosion along the coast of North Portugal, rivers, soils, weather and climate, water and air pollution, industry, the impact of tourism and recreation on coastal areas, transport, city development, etc. Fieldwork, as an important, integral part of our curriculum, has clearly increased enjoyment and the level of teaching and learning at CLIP.
Fieldwork stimulates active thinking and enquiry and it also acts to bring teaching and learning alive. Students learning is enriched by collecting primary data on physical and human processes we introduce to them in the classroom environment. Research has shown that when students see it for themselves, their enjoyment and understanding is enhanced. In addition it helps develop subject-specific and transferable skills, promotes active learning and links theory to â€˜real worldâ€™ examples. The earliest fieldwork in the Lower and Middle school that children will experience, will mainly be within the confines of the school site, but as they progress through the school, the range of their fieldwork will increase to encompass the immediate surroundings and will branch out further afield to places of specific interest . There is no better place to shape our students sense of enquiry and geographical thinking than in the field.
Kenneth Horrocks, Teacher
The students were taught about photography and wild-
For the second year running, the Year 9 form group all
life drawing in registrations prior to the trip and also had
went to the Quinta Santu du Inacio for a combined art-
the connections between the two fields explored in a
biology field trip. Regardless of whether they do Art or
fantastic powerpoint presentation given by Mr Kenneth
Biology they all took part. They saw a variety animals
Horrocks. They were also regaled with amusing tales of
species including snakes, hippos, panthers, lemurs, kan-
encounters with animals in Africa throughout the trip.
garoos, crocodiles and many others. They watched a
The students all brought in cameras and took photos
practical and at times interactive demonstration of birds
throughout the day. The best were be submitted and
of prey using many of the parks specimens including
two winners were chosen for a prize. Prizes went to
hawks, owls and falcons.
JosĂŠ Maria Neves and Bruno Moreira for outstanding photography. All studentsâ€™ photos were each recorded on a trip worksheet which also had them do a number of other tasks. The students recorded animal behavior much like a biologist would during a fieldwork expedition. They sketched animal poses and also had to explain various patterns in both behavior and posture as well as identify various categorizations among the animals such as vertebrae or invertebrate. Back in the biology room y9 art students did follow up work using their worksheets. In the art room each student based their portfolio artworks for the year on many of the photographs that they have taken. Paintings, drawings and many other forms of artwork rotate around the theme of animals.
UPPER SCHOOL PROGRAMMES DOE PROGRAMMES Kenneth Horrocks, Teacher
The DOE (Duke of Edinburgh) programme is a challenging
June 2011 / Just to report that last weekend a small but
programme of activities which encourages our students
determined group of 5 students accompanied by myself
to set and achieve goals, in the areas of sport, skills, ser-
represented the very first ever practice silver Duke of
vice and outdoor exploration. The award reaches out to
Edinburgh Award Scheme for candidates from CLIP.
the wider school community in that responsible adults
They climbed the mountains in Parque do Gerês to camp
with particular skills (e.g. Sports teachers) may act as as-
for two nights, navigate and walk in the mountains using
sessors who work with the students to verify each sec-
the skills they have learned mostly while training in the
tion of the award. Each award culminates in an adventur-
wilds of Parque da Cidade and in the garage downstairs.
ous journey in challenging terrain where students move,
The enthusiasm levels ran high, as Gaspar Azevedo and
navigate, and support their bodily needs on a 2 - 4 day
Frederico Barroso decided to sleep out under the moon
adventurous journey under adult supervision. This pro-
on the second night, claiming they wanted the real wild
gramme is currently being introduced at CLIP and there
experience. Luckily it didn’t rain! Gaspar was particularly
are 9 candidates entered in the award at silver level. In
triumphant as he has recently convalesced from major
Portugal the Award is also known as the Premio Infante
surgery on his legs, and having had doubts in his own
D.Henrique, and similar programmes run in over 50 coun-
physical abilities right up to the end. The rest of his group
tries worldwide. The benefits of this programme, be-
was more confident, re-naming him “Gas-Power” in hon-
sides the enrichment of our school curriculum, are that it
our of his extraordinary resilience in conquering the odds.
gives students an opportunity to become more capable,
We should be proud of: Francisca Barroso; Gaspar Azeve-
well-rounded, confident and ready to take on any chal-
do; Guilherme Amaral; Frederico Barroso; Lukasz Her-
lenges in life with the same enthusiasm and aptitude.
man. These students had never done anything like this before and are now filled with a confidence that they can take on any challenge and win. If you are interested in
So my word of advise is
JUST DO IT! 54
how the award works feel free to ask me before the end of term. It is still developing at the school and it is a very good way to get the C (challenge) into CLIP. And Antonio Baptista, who would have been there if he had not woken up at 2 p.m. and suddenly realized why there was a packed rucksack in his bedroom. Better luck next time Antonio!
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Frederico Barroso, Form 12
This was the first year that the DOE (Duke of Edinburgh)
I chose swimming for my sport and discovered a pas-
Award Programme has been run in CLIP producing the
sion for the sport I used to be oblivious too. I chose pho-
first ever generation of DOE Silver Graduates. I am from
tography for my skill and used the DOE as an excuse to
that generation. I was among the first to finish the award
dedicate my time to my favourite hobby: taking pictures!
in CLIP, and I must admit it has been a challenge and an
And I chose being part of the DOE Committee where I
was able to develop organisational skills as well as im-
But what is the DOE Award? Simple, the DOE Award
prove my leadership while making my contributions to
is a programme that challenges each and every partici-
the Award that made me grow so much as a person.
pant at both personal and physical level. The programme
Yet, I personally think, the best part of it all is the Expe-
can be taken in three different levels, each with differ-
dition! It is and unforgettable experience that allowed
ent level of demand: Bronze, Silver and Gold. The pro-
me to escape from all the stressful routine of our â€œcivi-
gramme is then separated into four components (five for
lisedâ€? world. On my last expedition to GerĂŞs we were
Gold): Expedition, Service, Sport and Skill (and Residen-
immersed for three days in the pristine environment of
tial for Gold). The aim of the programme is to challenge
the Park. No cars, no mobile phone coverage, just us,
the participants towards achieving certain goals in each
our rucksacks and a bonfire, all in the perfectly harmoni-
part of the award. We are therefore reminded of the im-
ous background of peaceful forest whose only sounds
portance of setting ourselves goals in life and trained to
are the chirping of birds and the tumbling of the water
work towards achieving them, always setting the bar a
as it cascaded down a cliff into beautiful pools of crys-
little higher so that we are always challenged to become
talline waters. At night we told our stories by the fire
better still. Being such a broad programme, the DOE al-
and fell asleep by the cooling ashes under the moon-
lows everyone to find their own niche in the programme,
light. Next day we were awakened by the sun, no noisy
all we have to do is decide something we would like to
alarm clocks or stressed out mums saying we were late
learn more about for our skill, a sport we would like to
to school, just the morning sun and the morning dew
practise on a regular basis, and someone or something
wetting our faces and refreshing us for the long hike
we would like to help to count for our service. Then we
ahead. It was definitely one, if not the most, exciting ex-
just need to set ourselves goals in the measure of our
perience I have had in my life, something the Americans
ambition, always keeping in mind our limitations, and
would simply describe as AWSOME!
then work, as hard as we can, to achieve such goals!!!
So my word of advice is: just DOE it!
WHAT IS CASE? Edite Rocha, Teacher
CLIPâ€™s philosophy seeks the well-rounded students, academically and socially, and embraces the notion that
CASE stands for Creativity,
students gain by giving.
Action, Service and Enrichment
CASE stands for Creativity, Action, Service and Enrichment and is an integral component of the Upper School programme, starting in year 10 up to year 12. CASE is performing, building, cleaning, helping, learn-
and is an integral component of the Upper School programme.
ing, growing, exploring, leading, following, collaborating, reflecting, being a global citizen while helping the
take action and fulfil their duty of becoming responsi-
person next door. This programme accounts for 15%
ble world citizens. It allows students to have greater
of studentsâ€™ internal CLIP grade. Former CLIP students
self-awareness as well as being responsible members
report that they are routinely asked on college applica-
of their community. CASE should be both challenging
tion forms about their volunteer activities and school
and enjoyable. The emphasis is on learning by doing real
involvement. The goal is to produce students, who not
tasks that have real consequences and then reflecting
only pursue greater academic knowledge, but also to
on these experiences over time.
CREATIVITY (40 hours)
SERVICE (50 hours)
This covers a wide range of arts and other activities out-
This includes any community or social service activity
side the normal curriculum. This could engage painting,
that is unpaid and voluntary, providing a learning benefit
dancing, drama or music. It could also include any crea-
for the student. It involves interaction, such as the build-
tive thinking, taking on a leadership role and designing
ing of links with individuals or groups in the community.
and carrying out service projects.
The community may be the school, the local district, or it may exist on national and international levels (such
ACTION (40 hours)
as undertaking projects of assistance in a developing
This covers any physical activities contributing to a healthy
country). Service activities should not only involve doing
lifestyle outside the normal curriculum. It might involve
things for others but also doing things with others and
participation in expeditions, camping trips, and individual
developing a real commitment with them. The relation-
and team sports. It can also include the physical activity
ship should therefore show respect for the dignity and
involved in carrying out creative and service projects.
self-respect of others.
ENRICHMENT (20 hours) This covers any experience, activity or project which has made the student better and which might not fit into any of the above categories. Anything from going to the theatre, concerts, conferences, which help the student, develop.
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“YOU GAIN STRENGTH, COURAGE AND CONFIDENCE BY EVERY EXPERIENCE IN WHICH YOU REALLY STOP TO LOOK FEAR IN THE FACE…YOU MUST DO THE THING YOU CANNOT DO.” (Eleanor Roosevelt)
PERFORMING ARTS ARTES PERFORMATIVAS
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LOWER SCHOOL DRAMA Graham Wright, LS KS2 Leader
This year the Form 3 / 4 play was “The Perilous Adven-
and Reception; and another from Forms 1 and 2. Last
tures of Vasco da Gama”. It was written to go hand in
Christmas they were both splendid with lots of great
hand with the history done in Form 4. The story was
songs and Santas on stage. There were even aliens in
based on historical fact but took quite a few liberties with
the Form 1 / 2 play, “Christmas with the Aliens” and 2M
the truth: Did Vasco da Gama ever meet Sinbad the Pi-
were excellent green faced aliens.
rate? Did one of his sailors ever fall overboard and end
Drama is a large part of what we do in Lower School to
up in the company of a group of Mermaids? I very much
enhance the rest of the curriculum. We have a lot of role
doubt it. And then there was the Love Potion given to the
play as one would expect in the Early Years but this is
company of sailors on arrival in India - I cannot see that
carried on into Key Stage 2 with “Hot Seating” where
really happening either. What it meant was that the chil-
children will assume characters (fictional or otherwise)
dren and staff had a great deal of fun in putting together
and be interviewed by the rest of the class. This year we
a very professional production which went from Portugal
had an example of this in the Library where 2 children be-
to Brazil to India; taking in Fado, Samba and Bollywood on
came “Horrid Henry” and the author of the Horrid Henry
the way. There was some great singing and some great
books, Francisca Simon.
dancing and the children acted with fabulous energy and
So, here at CLIP we celebrate drama in many ways.
enthusiasm. All in all it was a great success and everyone
Sometimes it is part of the curriculum and sometimes it
involved enjoyed the experience.
is just for fun. Either way, we have a great time doing it.
Of course the Form 3 / 4 play is not the only production we do in Lower School. There are the Annual Key Stage 1 Christmas Productions. There is one from Kindergarten
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There was some great singing and some great dancing and the children acted with fabulous energy and enthusiasm.
PERFORMING ARTS “More than in any other performing arts the lack of respect for acting seems to spring from the fact that every layman considers himself a valid critic.” (Simone Weil) Carina Oelofse, The Arts Area Leader
Core subjects, the Arts (dance, music, drama and visual
umpteenth moments of panic when the camera did
arts) are challenging subjects with rigorous content and
not want to cooperate, when a thunderstorm nearly
achievement standards. They require highly qualified
drowned out a student’s voice or when we could not
teachers who challenge all students, not just those who
reach Mr. Tavares (who filmed, edited and produced the
are considered artistically talented, to perform works of
DVD). We are waiting for the results with bated breath,
art, create their own works, and respond to works of art
but we are also very realistic about our prospects. All
and the ideas they impart.
the students are Portuguese and performed and wrote
In addition to studying the arts for their own sake, ex-
in their second language, but I am full of hope that this
periencing and making works of art benefits students in
will be taken into consideration and that the results will
their intellectual, personal, and social development, and can be particularly beneficial for students from economically disadvantaged circumstances and those who are at
2010/2011 was undoubtedly the
risk of not succeeding in school. Research studies point to strong relationships between learning in the Arts and
most challenging and exciting
fundamental cognitive skills and capacities used to mas-
year for me, because it was the
ter other core subjects, including Reading, Writing, and Mathematics. At a recent Parents’ information meeting, I told the parents (maybe shocked them) that I was not trying to turn their children into Broadway stars, although
first time that Clip offered Drama as an IGCSE subject.
we have had one or two amazingly talented students who went to London to continue in the Performing Arts.
be surprisingly good. There are also plans on how to fa-
For the most part, we are just doing our utmost to give
cilitate this process in the future.
the Clip students the best possible foundation for confi-
We had a very successful Form 7 Musical Fantasy, “Findb-
dence and skill, where it comes to customer service, ex-
hera”, involving probably all members of our community
ecutive decisions, project planning, innovative, creative
- parents, students, teachers, local theatre personnel, ex-
and quick thinking under pressure - all of the ingredients
parents - name it and they were part of it! Then we had
needed for success in the world out there today.
a trip around the world with the Portuguese explorers,
2010/2011 was undoubtedly the most challenging and
performed by the Form 3 & 4 students, with Mr. Graham
exciting year for me, because it was the first time that
Wright at the helm. This feat was a very bold statement
Clip offered Drama as an IGCSE subject. There were
about our Mission and Vision statements to be a multi-
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“Without wonder and insight, acting is just a trade. With it, it becomes creation”. (Betty Davis)
cultural home, not only within the walls of Clip, but also
sad tone to all of this. Our orchestra has now dwindled
on the stage and outside.
to a small group of violinists. They are very good, but I
The Visual Art Department raised even more money this
feel that we are moving backwards instead of reaching
year during their charity Art Auction, first introduced by
for the stars. I would like to use this opportunity to invite
Mr. Michael Hawkins a year ago. I am also pleased to
any member of our community who can play an orches-
announce that both Mr. Hawkins and Ms. Oelofse did
tral instrument to contact us so that we can build up our
the distance training for their respective subjects and
orchestra to one even better than it has ever been. Let’s
were both credited as moderators by Cambridge. We
stand as one and make our school a better place!
are sorry to lose Mr. Hawkins, who was a positive and enthusiastic influence on the Art Department. However, we are eagerly awaiting our new Art teacher, Mr. Jamie Cole. There will be some changes in the new academic year, but only to make things a little easier to slot into place. As usual, we will have our Arts Festival again in 2012 and hopefully we can go ahead with inviting and sharing with the other International schools in the area, just to implement one of our philosophies. Then, in place of the Form 7 Musical, we will instead have a F6 Revue/ Variety Show. The Curriculum for the Performing Arts was designed for a spiral progression and as the F8 students are now firmly the seniors of the Middle School, it was decided that they should have the privilege of performing the Musical before they move onto the Upper School. As the F8 students are those who already performed “Findhbera”, they will now do the One-Act plays for their examination at the end of the year, to which the parents could be invited, if they so wish. Overall, it was an exciting and challenging year and those who had a hand in any of the successful productions and shows, a million thanks and bravo! There is however a
TRINITY GUILDHALL EXAMINATIONS & CONCERT OF EXCELLENCE Andrea Vasconcelos, LS KS1 Leader
As a local centre for the Trinity Guildhall Music Examinations, CLIP held these examinations in May. We had a record number of nearly one hundred and twenty entries, in six different instruments and singing. For the first time, there was a student who took the examination in drum kit. Over one hundred students were involved, some taking two instruments and one student taking three (yes, three!) instruments! A lot of time, effort and hard work went into preparing for these examinations: teachers had to teach, encourage, check and motivate; parents had to support and ensure students did the necessary work at home; above all, students had to practise very hard to give themselves the best opportunity of success in the exam. On the exam days the music centre was tingling with excitement and nerves; some faced the examinations bravely and stepped in full of courage, others went in shaky but came out radiant, some went in crying, others came out crying. Some teachers were more nervous than their students! Mrs. Sara Espley, the examiner from England, was very kind and gentle, wanting to give all students as fair a chance as possible, even when there were serious communication problems. Overall, the results were good, with some outstanding results. The Concert of Excellence, held on Wednesday 15th June, publicly celebrated the higher achievements, giving the students in Forms 3 and 4 the opportunity to hear our best musicians, hopefully inspiring them to do well in their instrument or start taking instrumental lessons. Well done to teachers, parents, and in particular, to all students! You make us proud!
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HOTEL INTERCONTINENTAL - PORTO
BAIRRO NOSSA SENHORA DA CONCEIÇÃO - GUIMARÃES
HOTEL ÁGUIA D´OURO - PORTO
ESPAÇO GRAN CRUZ CENTRO MULTIMÉDIA - PORTO
CINETEATRO ALBA - ALBERGARIA A VELHA
JARDINS DO PALACETE - PORTO
PALÁCIO VALADA E AZAMBUJA - LISBOA
Todos os dias trabalhamos para construir sonhos e dar nova vida aos projectos de sempre. Investimos na requalificação urbana para que o meio onde nos sentimos bem perdure.
Lucios. Especialistas em reconstrução urbana.
PE DEPARTMENT ACTIVITIES Pedro Meireles, Physical Education Area Leader
Physical Education and sport, as an essential dimension
students, as well as staff, took part in the Lisbon Fall
of education and culture, must develop the abilities, will-
Sports Festival. CLIP participated with Divisions 5, 4
power and self-discipline of every human being as a fully
and 3 Boys’ Basketball and Division 3 Girls’ Football.
integrated member of society. The continuity of physi-
We would like to highlight the 1st Place in Division 4
cal activity and the practice of sports must be ensured
throughout life by means of a global, lifelong and democ-
In the Varsity Sports Festival, which took place in Lis-
bon, our school was represented by Division 1 Boys
At the individual level, physical education and sport con-
Basketball and Division 1 Girls Football. The girls had
tribute to the maintenance and improvement of health,
an honourable 5th place; the boys came in 3rd and won
provide a wholesome leisure-time occupation and en-
the Fairplay Award.
able human beings to overcome the drawbacks of mod-
During the Spring Term we had the Benjamin’s Sports
ern living. At the community level, they enrich social re-
Festival at CLIP. All teams had an excellent perfor-
lations and develop fair play, which is essential not only
mance. The girls won the 1st Place in Basketball, and
to sport itself but also to life in society.
the boys the 2nd in football.
Believing in those ideals, CLIP organises all sorts of cur-
In the Varsity Sports Festival (F10-F12 Boys Football in
ricular and extracurricular sports activities.
Lisbon and F10-F12 Basketball at CLIP), we had the best
This School year we organized and participated in sev-
performance ever, with a 2nd Place in Boys’ Football
eral sports activities. We had team building activities in
and a fantastic 1st Place in Girls’ Basketball.
“Parque da Cidade” involving all Middle and Upper school
At the most important International Schools Sports
students, the Swimming Gala (Lower School), Olympics
event, the April Lisbon Sports Festival, our teams had
Day (Middle School), Junior’s Sports Day (Lower School)
a great performance: Football div 3 - 7th Place; Football
Father’s Day (Middle School), etc.
div 4 - 4th Place; Football div 5 - 5th Place; Basketball div
The extracurricular activities, involves the CLIP Teams
3 - 2nd Place; Basketball div 4 - 1st Place; Basketball div
(basketball, football and swimming).
5 - 1st Place. We are very proud of our student athletes!
In the competitions organized by “Desporto Escolar”, we participate in the futsal competition (Boys-Infantis), Swimming (mix-several ages) and basketball (street basket-several ages). We have our best result in street basket, Portugal´s 5th best Team (boys-Infantis) - Fernando Almeida, Rodrigo Tupan, Luís Araujo and Diogo Ribeiro and the Girls, in the same age group (infantis), Portugal’s 4th best Team - Rita Barros, Juliana Fernandes, Beatriz Felgueiras and Lezita Guerreiro. We also participate in others sports events with other international schools. Lower, Middle and Upper School
FOOTBALL div 3
FOOTBALL div 4
FOOTBALL div 5
BASKETBALL div 3
BASKETBALL div 4
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They must be congratulated on their great performance
Finally, we would like to inform that we have several
inside and outside the court and the football pitch.
teams competing weekly in the official championships
GREAT WORK, EVERYONE!
of AB Porto, Basketball. Although it is on a less regu-
We would like to congratulate our athletes who have
lar basis, we have football teams that participate in the
been chosen for the “Associação de Basquetebol do
League of “Escolinhas” organized by APEF.
Porto“ (ABP) Team: Juliana Fernandes, Diogo Ribei-
We extend an invitation for you to come and sup-
ro, Rodrigo Tupan, Fernando Almeida and Sofia Paz
port all our (CLIP) teams.
Dias are living proof that commitment and hard work bring great rewards.
BASQUETE Maria Victória Paes de Faria, Form 11
Tudo começou em 2005, quando, numa assembleia,
da mudança pois tínhamos jogos todos os fins-de-sema-
nos foi apresentado um vídeo da equipa de basquete
na. No entanto, encarámos o desafio com entusiasmo e
do colégio em Lisboa. Já todas tínhamos ouvido falar da
fomos campeãs regionais de desporto escolar, receben-
equipa e do lendário March Festival mas, até ao momen-
do, assim, a nossa primeira medalha. Mais confiantes e
to, nunca nos ocorrera participar. Qualquer coisa naque-
experientes, ficámos em primeiro lugar no March Festi-
le vídeo despertou em todas nós uma grande vontade
val sem sofrer uma única derrota. A chave do sucesso
de fazer parte da equipa. Foi com grande entusiasmo
foi, sem dúvida, o incansável trabalho de nós, atletas,
que, no final da assembleia, cada uma pensou para si
assim como do nosso treinador.
“no próximo ano quero entrar para o basquete”.
Triunfantes, defendemos o título em Lisboa de novo em
No ano seguinte, cumpri a minha palavra e, assim como
2008 e 2009. Foram anos memoráveis onde não faltou
muitas raparigas do meu ano, juntei-me à equipa. Os
nunca animação e boa disposição. A equipa estava mais
treinos eram muito divertidos e, desde logo, nos afei-
unida que nunca. Nestes mesmos anos conseguimos
çoamos à modalidade. Treinávamos todas as semanas,
ainda alcançar o terceiro lugar no torneio da Divisão 1,
o que nos permitia conviver mais umas com as outras.
jogando contra atletas mais velhas e experientes.
Para além de proporcionar todas as condições para que
Naturalmente, com o passar dos anos, a equipa foi so-
crescessemos enquanto jogadoras, o basquete veio que-
frendo diversas alterações. Novas atletas se foram jun-
brar uma barreira imaginária que existia entre as rapari-
tando enquanto outras foram deixando a equipa. Em
gas de turmas diferentes. Estimulou o surgir de fortes
meados de 2010 era bem visível quem estava realmente
amizades entre ambas as classes, algo que, até então,
empenhado em fazer parte da equipa. Reduzidas em nú-
não era muito comum. Desta forma, ainda iniciadas, co-
mero, mas nunca em determinação, continuámos o nos-
meçámos a desenvolver, na minha opinião, o aspecto
so percurso e, em 2010, alcançámos o segundo lugar na
mais importante do jogo: o espírito de equipa.
Em meados de Março, começamos a preparar-nos para
Em 2011, passamos a juniores. A fasquia estava visivel-
o momento mais esperado do ano, o March Festival.
mente mais elevada, o ritmo de jogo era outro. A diver-
Extasiadas, confiantes e unidas, partimos para Lisboa
são, o prazer, a adrenalina, o esforço, o cansaço, a frustra-
para jogar contra as outras escolas internacionais no Co-
ção, o desafio, tudo se intensificou. Alcançámos, por fim,
légio de St. Julians. Mal chegámos, tudo parecia encai-
em Março deste ano o ouro em Girls Varsity. A taça me-
xar na perfeição; os equipamentos, a vaca Moo (a nossa
recida veio recompensar todo o trabalho feito ao longo do
intemporal mascote), o ambiente e, sobretudo, a nossa
ano e, naquele momento, todas nos sentimos realizadas!
equipa. No ano anterior a equipa ficara em terceiro lugar
Penso que falo por todas as minhas companheiras de
e este ano estávamos convencidas que íamos vencer.
equipa e até mesmo treinadores quando digo que a mi-
Infelizmente, as coisas não correram como estávamos à
nha vida não seria o mesmo sem o basquete. Aprendi
espera. Apenas ganhámos um jogo e ficámos em penúl-
muito ao longo dos anos, não apenas a nível técnico
timo. Ainda assim, não regressámos de mãos a abanar
como também pessoal. Descobri a chave do sucesso
pois a nossa equipa foi premiada com a taça de fairplay.
colectivo e, sobretudo, aprendi a nunca desistir quan-
Não tomámos o resultado como uma derrota mas sim
do as coisas se começam a complicar. O basquete tem
como um incentivo para que, no próximo ano, nos su-
sido, e continua a ser, uma parte fundamental na minha
perássemos a nós mesmas. Em 2007, a nossa equipa
vida da qual não quero abdicar.
tornou-se federada. Não tardou a que déssemos conta
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BASQUETE USA Juliana Fernandes, Form 7
Todos os anos, no fim do ano lectivo (Julho), o CLIP
que é uma coisa muito boa e divertida. Para mim a parte
organiza uma viagem a Nova York, mais concretamen-
mais divertida sobre conhecer pessoas que não falam a
te a Filadélfia. Esta viagem é uma viagem dedicada ao
mesma língua que nós é que depois quando as pessoas
Basquetebol onde passamos uma semana neste campo
te estão ouvir a falar português, elas não sabem o que
fabuloso chamado Sixers Camp, mas também vamos vi-
estamos a dizer por isso quando elas perguntam “what
sitar Nova York aos fins-de-semana, como é óbvio. Para
did you say?” nós inventamos outra coisa. Eu fiz isso e
mim esta viagem é como estar o ano todo á espera da
depois inventei que tinha dito que elas jogavam muito
viagem de finalistas, mas ainda é melhor porque vamos
bem e elas acreditaram, eu parti-me a rir, a sério! No Si-
para um sítio excelente, novo e é só Basquete a semana
xers Camp o que também é divertido é que é basquete
toda, que é uma coisa que eu adoro. Então eu vou vos
de manhã á noite. De manhã treinamos, á tarde fazemos
contar como esta viagem vale a pena!
jogos com as equipas que são do nosso escalão e á noi-
Quando chegam ao aeroporto podem estar nervosos,
te são concursos. O concurso que eu gostei mais foi o
mas quando estiverem com os amigos isso passa logo.
concurso de afundar, foi muito divertido porque nunca o
Esta viagem é espectacular porque, além de jogar todos
tinha feito, é uma boa sensação, a de conseguir afundar!
os dias o desporto que eu mais gosto, também temos a
Para mim tudo foi divertido, também como podia não
oportunidade de visitar uma grande cidade que é Nova
ser, se tem tudo a ver com basquete! E os dias passa-
York. No dia em que o campo começa há muito nervo-
sismo, pelo menos para mim, porque não sei se as pes-
Se alguém me pedisse para dizer do que mais gostei,
soas que lá estão são muito melhores se são do mesmo
não conseguiria dizer só uma coisa porque na verdade
nível e coisas do género. Eu tive medo, admito, mas foi
gostei de tudo! Este ano vou outra vez, mas desta vez
só um bocadinho no primeiro dia, porque nos outros co-
são 2 semanas, mesmo assim espero gostar ainda mais
meçamos a conhecer pessoas novas de outros países,
do que o ano passado. Vão porque vale a pena!
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CLIP FOOTBALL TEAMS André Teixeira, Teacher
A evolução da sociedade actual, essencialmente junto
so, assistindo à implementação dos mesmos conteúdos
das grandes cidades, contribuiu para uma urbanização
e dos mesmos métodos de treino quer se trate de atle-
desmedida das mesmas, com o aproveitamento dos
tas dos escalões de Infantis, Juvenis ou de Seniores.
espaços existentes fundamentalmente com fins habita-
Torna-se então fundamental criar no Futebol situações
cionais ou comercias, originando o quase total desapare-
simples, que vão ao encontro das motivações dos prati-
cimento de espaços livres onde as crianças e os jovens
cantes, proporcionando-lhes formas simples, adaptadas
possam desenvolver as suas actividades de lazer.
às suas características e ao seu nível de desenvolvimen-
As brincadeiras de rua de uma juventude ainda recente
to e que sejam facilitadoras de uma melhor aprendiza-
como “as caçadinhas”, “as escondidinhas”, “o jogo do
gem do Futebol.
mata”, “o jogo do eixo” ou “o futebol de rua de 3x3 ou de
Na Academia de Futebol do CLIP, podemos associar o
4x4” são hoje praticamente inexistentes. Estes aspec-
ensino do Futebol a um Processo de CONSTRUÇÃO.
tos, associados à modernização dos meios audiovisu-
Assim, como na construção de uma casa começamos
ais vieram contribuir para o isolamento e uma cada vez
pelos alicerces, passando pelo soalho, as paredes, o
menor socialização das nossas crianças e jovens, que
telhado, etc., na “Construção” do jogador de Futebol,
passam a maior parte dos seus tempos livres sozinhos
este vai paulatinamente integrar (por etapas) os dife-
nas suas próprias casas entretidas com jogos de compu-
rentes elementos de jogo: Bola, Baliza, Adversário(s),
tador, play-station, mega-drive, a ver televisão ou filmes
Companheiro(s) e Equipa, por forma a que no final do
em vídeo, agravando ainda mais o sedentarismo (com os
seu processo de formação possa ter uma participação
malefícios para a saúde que daí advêm) que caracteriza a
eficiente e eficaz na abordagem do jogo (formal). Esta
nossa sociedade actual.
abordagem ao jogo é feita de uma forma transversal
Julgamos assim haver necessidade de criar nos jovens,
onde os conteúdos são seleccionados por escalão etário
hábitos de uma ocupação salutar dos seus tempos livres
e adaptados ao nível de desempenho.
através do movimento e de actividades desportivas onde
Todos os Alunos/Atletas têm contacto com variados tor-
impere a amizade e o convívio social, nunca esquecendo
neios onde o convívio sócio/cultural e as vivências des-
o enriquecimento desportivo e aquisição de competên-
portivas proporcionam uma aquisição de competências
cias ao nível da aprendizagem do Futebol.
e habilidades motoras, que certamente terão muita influ-
O Futebol é uma modalidade desportiva com longa exis-
ência no crescimento e maturação da criança ou jovem.
tência, onde, particularmente na última década, come-
Desta variabilidade de torneios acima referida destaca-
çaram a surgir estudos significativos, referentes a este
mos, Lisbon Sports Festival, Benjamins Sports Festival,
tão aliciante desporto. Tais estudos procuraram então,
Futsal Desporto Escolar, APEF (Associação Portuguesa
dar importância à formação dos atletas.
de Escolas de Futebol), Futebol de Rua (Associação Fu-
Desde o momento que se iniciam na prática do Futebol,
tebol do Porto), Torneio “Campeonato do Mundo” Kick
até atingirem um nível de alto rendimento, os jovens de-
Off Macdonalds, Compostela Cup (Espanha). Ao longo
vem (ou deveriam) passar por um processo de formação
destes eventos todas as crianças e jovens demonstra-
coerente em que haja uma progressão da aprendizagem
ram sempre um grande espírito de equipa, companhei-
distribuída por diferentes etapas, com objectivos, estra-
rismo, cooperação, bem como um enorme desempe-
tégias e conteúdos, adequados às suas diferentes fases
nho ao nível do rendimento desportivo. São estes os
grandes ideais/valores que defendemos na ACADEMIA
Se pretendermos elevar o nível qualitativo dos nossos
DE FUTEBOL DO CLIP.
futebolistas, não podemos continuar a trabalhar ao aca73
NATAÇÃO E SWIMMING GALA Sónia Vilar, Teacher
Saber nadar não é mais do que dar a possibilidade a um
Nos dias 12 e 14 de Abril realizou-se a Swimming Gala
indivíduo de poder resolver o triplo problema de uma
para os alunos da Lower School, com o objectivo de po-
inter-relação das três componentes fundamentais: equi-
derem demonstrar as competências adquiridas em rela-
líbrio, respiração e propulsão.
ção ao meio aquático ao longo de 2 trimestres de aulas.
Para se aprender a nadar é necessário dominar um con-
Existindo uma progressão ao longo dos anos, os alunos
junto de competências (estimulando vários domínios),
da Kindergarten e Reception demonstraram o seu nível
tais como: Visão, Tacto, Audição, Equilíbrio, Propulsão,
de adaptação ao meio aquático realizando imersões, sal-
Respiração, Flutuação, Rotação, Imersão, Mergulho e
tos e deslocamentos, usando material auxiliar. Os alunos
Salto. Todas estas competências ajudarão o aluno a me-
da Form 1 e Form 2 demonstraram que já conseguem
lhor desenvolver a sua noção de corpo, a coordenação
realizar rotações, saltos e deslocamentos sem a utiliza-
geral, a estruturação espaço-temporal e a noção de rit-
ção de material auxiliar, e os alunos da Form 3 e Form
mo, ou seja, ajudará o aluno a melhor compreender o
4, demonstraram que já conseguem realizar percursos
efeito da água sobre o seu corpo no meio aquático. Ten-
de 25 e/ou 50m nas técnicas de crol e costas, iniciando
do em conta todos os benefícios mencionados anterior-
estes com partida do bloco.
mente, os alunos do CLIP têm, no seu curriculum escolar de Educação Física a natação como mais uma unidade didáctica a ser abordada.
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A LÍNGUA PORTUGUESA Alzira Machado, Isabel Sousa, Patrícia Mesquita, Portuguese Teachers
O próximo ano lectivo será fundamentalmente marcante no que respeita à Língua Portuguesa. Nos 5º e 7º anos vigorará o novo Programa de Português do Ensino Básico (PPEB) e o Acordo Ortográfico tornar-se-á efetivo. O novo programa surge na sequência de vários momentos de reflexão sobre o ensino da Língua Portuguesa. O tempo passa e a investigação avança em várias áreas: desenvolvimento curricular, didática, psicologia da aprendizagem. Surge assim da confluência da necessidade de maior componente de reflexão sobre a língua, com o Plano Nacional de Leitura e o Dicionário Terminológico. Tornar-se leitor é uma das metas de aprendizagem do novo programa. Embora o Passaporte para a Leitura e Escrita surja agora no Novo Programa, para nós já era uma realidade. Numa sociedade de rápidas mudanças e em que a vertente tecnológica domina, o livro continua a ser essencial, pois, sem ele, o Homem não poderia guardar as memórias das diferentes épocas, nem conseguiria exprimir de forma complexa e coerente o seu pensamento e os seus sentimentos. Já Bill Gates afirmara “(…) os meus filhos terão computadores sim, mas antes terão livros para aprender a ler e a escrever. Sem eles serão incapazes de escrever, inclusive a sua própria história”. Ninguém se torna bom leitor sem auto-conhecimento. Lê-se para alargar horizontes, para partilhar emoções, enriquecer os conhecimentos, descobrir-se a si e aos outros. “Ler é sonhar pela mão de outrem” - Fernando Pessoa (Bernardo Soares in: Livro do Desassossego).
Dicionário on-line que fixa a terminologia gramatical a usar no contexto do ensino básico e secundário. É um documento normativo que visa fixar as associações termo-significado, quando os termos são utilizados em contexto de ensino da gramática e como tal, deve ser entendido como ferramenta auxiliar do docente. 1
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Neste contexto, a Semana da Leitura, que tem como ob-
gração da escola na comunidade”. Esta perspetiva que,
jetivo incentivar o prazer de ler entre crianças e jovens,
a nosso ver, em nada reduz o papel do texto literário, é
criando laços afetivos e efetivos com o ato de ler, vem-
essencial para uma boa implementação e aceitação des-
-se consagrando como uma das boas tradições do CLIP.
te novo programa.
Uma vez que os hábitos de leitura e escrita “não caem
O ensino do Português tem uma dimensão humana. A
do céu”, é muito importante que a escola promova, de
nossa língua deve ser vista numa perspetiva cultural,
forma sistemática, o contacto com o livro e com os di-
numa dimensão patrimonial, como uma diversidade de
ferentes autores. Assim, orgulhamo-nos de dizer que,
experiências, uma visão histórico-social e epistemológi-
durante estes anos, e nesta semana preferencialmente
ca do idioma. A Língua é um refúgio identitário, é multi-
dedicada ao livro, estiveram, na nossa escola, grandes
culturalismo. Daí que, numa visão mais global da nossa
vultos da literatura infanto-juvenil como: Alice Vieira, An-
Língua, o PPEB inclua agora o estudo de obras de autores
tónio Mota, Álvaro Magalhães, Ana Saldanha, Ana Maria
de país de língua oficial portuguesa, o que já era contem-
Magalhães, Luísa Dacosta, entre muitos outros que nos
plado no programa de IGCSE e de AICE da Universidade
enriqueceram com as suas palavras e experiências.
de Cambridge. Efetivamente, no 11º e 12º anos, faziam e/
Com o Novo Programa espera-se um professor que co-
ou fazem parte o estudo de obras de autores como Lygia
loque os programas e não os manuais “na sua primeira
Fagundes Telles (brasileira), José Eduardo Agualusa (an-
linha do seu labor pedagógico” e que seja “agente do
golano), Germano Almeida (cabo verdiano), Luis Bernardo
desenvolvimento curricular”, “capaz de tomar adequadas decisões de operacionalização (…), adaptando-se à realidade educativa e contextual da sua escola e da sua
Uma vez que os hábitos de leitura
sala de aula” (PPEB). Com a inclusão dos descritores de
e escrita “não caem do céu”, é
desempenho, privilegia-se um saber-fazer a partir das
muito importante que a escola
competências: compreensão oral, expressão oral, leitura, escrita e conhecimento explícito da língua. Realidades que já imperam no CLIP desde setembro de 2010, conforme os critérios de avaliação definidos para as Línguas. Esperam-nos assim alguns desafios: ensinar a aprender
promova, de forma sistemática, o contacto com o livro e com os diferentes autores.
para ser mais proficiente; revalorizar o ensino da gramática; criar uma cultura literária e reconhecer a importân-
Honwana (moçambicano), entre outros. Desde 2009 que
cia do desenvolvimento da competência do modo oral.
o Acordo Ortográfico da Língua Portuguesa está em vigor
Parecem-nos de uma grande atualidade e adequação a
oficialmente em Portugal e no Brasil. Em 2014, a única
este novo programa as palavras de Irene Fonseca, da-
ortografia aceite será apenas a do Acordo Ortográfico.
tadas de 1990: “(…) impõe-se uma abertura da aula à
As escolas adotá-lo-ão no próximo ano 2011/2012. O uso
pluralidade dos discursos, única forma, para além disso,
deve reger a ortografia: “Só ao uso pertence a legitima-
de realizar a tão falada abertura da escola à vida, a inte-
ção e soberania da Língua” (Horácio).
READING WEEK Amy Reis, Languages Area Leader
This year CLIP’s annual celebration of literature was held from the 21st to 25th March. In what has now become a school tradition, Middle School students took part in a range of activities aimed to promote good reading habits and encourage children to explore a variety of reading genres. Several activities were organized by the English and Portuguese departments who have worked together to develop reading skills and stimulate interest in this age old pastime.
WORLD POETRY DAY
Throughout the week students and teachers participat-
This year’s theme for World Poetry Day was “Internation-
ed in our book drop activity. At ten o’clock every morn-
al Mindedness”. A range of poems representing voices
ing students ‘dropped’ what they were doing in lessons
from cultures all over the world were displayed around
to read a book of their choice for 10 minutes. This was
the school illustrating the rich diversity of this literary
met with enthusiasm and enjoyed by all.
genre. Form 6 students who had been learning about poetic form worked hard to produce a range of poetry about food that was used to entertain both students and staff at lunchtime in the Middle and Upper school canteens.
Form 6 students who had been learning about poetic form worked hard to produce a range of poetry. In addition to this, Middle School students reached out to our surrounding community through poetry by visiting lnfantário de Lordelo do Ouro to recite traditional Portuguese poems. Elderly members of the community were also treated to an afternoon of verse at Centro de Dia de Paróquia de Aldoar & Lar de Idosos da Cooperativa CETA. All students involved in this initiative found it to be an extremely enriching experience and were met with enthusiasm by all audiences visited.
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VISITING AUTHORS Students at CLIP also enjoyed the company of visiting authors Helena Osรณrio, Germano Silva and Tomรกs Magalhรฃes who visited the school and presented fascinating workshops based on their own work.
HUMANITIES Marco Meireles, Maths / Economics - F11/12 Tutor
MATHEMATICS AND SCIENCE Marco Meireles, Maths / Economics - F11/12 Tutor
As you know, CLIP is ever growing and evolving and so, two years ago, the school underwent a management
About two years ago, as a response to CLIP’s ever grow-
restructure where many new roles were created. One
ing size and expectations, it was decided to create the
of these roles was the position of Learning Area Leader
role of Humanities Area Leader. When I applied for such
for Mathematics, Science and Technology. Although that
a position I could have hardly imagined how demanding,
seemed quite overwhelming at the time, I decided to
exhausting but specially rewarding and challenging this
take a chance and apply for the position because, after
would be for me. I have to start by saying that my job
all, I am a Clipper and therefore I enjoy a challenge and, in
was incredibly eased by the fantastic group of teachers
taking on this new role, I would certainly fit the descrip-
in the Humanities Department, whose professionalism,
tion of being a life-long learner. Having studied some of
commitment to the school’s vision and great passion for
the Sciences at A level and having been on many com-
teaching have been the success behind the success of
puter courses, I felt I had a tiny bit of background knowl-
these last two years.
edge but I knew I would have to jump in head- first and
The Humanities Department encompasses a wide range
fully immerse myself in the strange new world of Sci-
of subjects from Form 5 up to Form 12. The Middle
ence and Technology teaching.
School curricula were reviewed in order to ensure the students had the smoothest entrance into the IGCSE programme. New cross-curricular activities were coordinated between subjects, where LTRD played a vital role. In the Upper School new pathways were developed. For the first time in many years, Business Studies was of-
I have witnessed fantastic and innovative teaching techniques and wonderful practical activities.
fered as an alternative to Economics, for students that still wanted to pursue a degree in Management or Busi-
So, how has it been? As the Area Leader, I have seen
ness and that had a wider interest in the practicalities of
a new and wonderful side to the school that I would
how to manage a company.
never have had the chance to experience before. I have
Throughout the two years many projects took place,
witnessed fantastic and innovative teaching techniques
among which I have to mention the Holocaust Remem-
and wonderful practical activities, experiments and dem-
brance Day and the 100 Anniversary of the Portuguese
onstrations. It has been fantastic to see the teachers
Republic. Students were the engine behind their success,
from the four subject areas (Mathematics, Science,
very pro-active and interested in discussing issues like
Technology and ICT) come together and work as a team
discrimination, Human Rights, Democracy; questioning
and I believe we have all gained immensely from having
values taken for granted and analysing the impact that
input from each department. Working with such a dedi-
they have in our lives and on the current world. These ac-
cated team of staff certainly made my life a lot easier and
tions were undoubtedly important in our constant quest
their hard work is much appreciated. Being scientific and
to create not only academically strong students but also
logical by nature makes for very productive and precise
principled citizens and internationally minded individuals.
meetings! This has certainly been an exciting two years
Many more projects are being thought out and designed
and the “SCIMATECH” team should all be congratulated
for the coming school year, so stay tuned!
for a job well done.
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The Team hard at work!
Form students at the Universidade do Minho for a Mathematics/Science trip
CANGURU MATEMÁTICO Fátima Morais, Teacher
A Associação Canguru sem Fronteiras é uma associa-
Tentar que os alunos se divirtam a resolver questões
ção de carácter internacional que reúne personalidades
matemáticas e percebam que conseguir resolver os
do mundo da matemática de 46 países. O seu objectivo
problemas propostos é uma conquista pessoal muito
é promover a divulgação da matemática elementar, em
particular, pela organização anual do Concurso Canguru
Aumentar todos os anos o número de participantes
Matemático sem Fronteiras, que terá lugar no mesmo
no concurso a nível nacional e tentar atingir as cotas de
dia em todos os paises participantes. Em Portugal, a or-
participação de outros países.
ganização deste concurso está a cargo do Departamento
O CLIP participa desde 2007 tendo alcançado sempre
de Matemática da Faculdade de Ciências e Tecnologia
bons resultados, particularmente este ano de 2011, onde
da Universidade de Coimbra com o apoio da Sociedade
num universo de 76326 alunos participantes a nível na-
Portuguesa de Matemática.
cional conseguimos um honroso 2º lugar obtido pelo alu-
O Concurso “Canguru Matemático” é para TODOS os
no José Pedro Sá Pinto do 8º ano,e um 12º lugar pelo
alunos e abrange 6 categorias, de acordo com a idade
aluno Bruno José Vaz Moreira do 9º ano.
dos participantes. Objectivos: Estimular o gosto e o estudo pela Matemática. Atrair os alunos que têm receio da disciplina de Matemática, permitindo que estes descubram o lado lúdico da disciplina.
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SUSTAINABILITY IN SCHOOLS
SCIENCE FAIR Eduarda Serapicos, Teacher
A Science Fair da Middle School já é uma tradição do Inês Soares, Teacher
CLIP que alunos, professores e pais não dispensam. Modelos de casas auto-sustentáveis, veículos movi-
CLIP has been invited to participate
dos a energia solar, estudos químicos referentes aos níveis de hidratos de carbono existentes em diferentes
in a pilot project, Sustainability
variedades de leite foram alguns dos projectos apre-
in Schools, as the only private
de um evento da responsabilidade do departamento
sentados por 200 alunos no dia 1 de Junho. Tratou-se de Maths, Science and Technology que coincidiu com
school, for its good environmental
a celebração do Dia do Ambiente. Os alunos tiveram
practices and eco-philosophy.
a oportunidade de ser cientistas por um dia tendo que desenvolver um projecto que se inserisse numa das duas categorias propostas: Categoria Aberta e Casas
Sustainability in Schools is run by DREN, CRE-Porto and
Amigas do Ambiente.
Universidade Católica and seeks to engage students,
A Science Fair tem como objectivos despertar o in-
teachers and non-teaching staff in the introduction of
teresse pela investigação científica, desenvolver com-
practices of environmental and economic sustainability
petências específicas ou de interesse, promover a
in schools in the Metropolitan Area of Porto. It consists
interacção comunidade - escola, desenvolver o senso
of monitoring, reporting and implementation of meas-
crítico, despertar o senso de cooperação entre alunos,
ures to reduce consumption of electricity, water and gas;
etc. Este evento faz todo o sentido no método de ensi-
monitoring, reporting and implementation of measures
no levado a cabo no CLIP em que as ciências são por
to reduce waste generation; monitoring of indoor air
excelência uma actividade prática que motiva tremen-
quality (CO2 in the classroom) and measures implemen-
damente os nossos alunos.
tation; accounting for species of trees and shrubs in the
Este ano, mais uma vez, tivemos a honra de ter um
school and development of planting and conservation
convidado especial, o investigador Alexandre Campos
activities. It is a two-year project and, at the moment,
do CIMAR (Faculdade de Ciências da Universidade do
we are monitoring consumption, waste production and
Porto), que se juntou ao júri composto por professo-
air quality. The next step will be the analysis of data ob-
res do CLIP da Middle e Upper School. Durante a ma-
tained and the implementation of new practices of envi-
nhã do dia 1 de Junho todas as equipas foram alvo de
uma apresentação perante o júri que permitiu aferir os
After being validated, this project will be extended to the
vencedores de cada uma das categorias.
other Portuguese public schools.
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DESEMPENHO AMBIENTAL E GESTÃO SUSTENTÁVEL DO ESPAÇO ESCOLAR João Militão, Lab Technician
Ser uma Eco-escola, sensibilizar para a valorização do
lectivas. A correcta organização e gestão dos laborató-
ambiente, é um princípio básico de relevância, quando
rios - que poderá passar despercebida - permitem criar
se tem como objectivo responsabilizar e desenvolver ac-
condições favoráveis à aquisição de conhecimentos e
ções que aperfeiçoem o desempenho ambiental e ges-
ao desenvolvimento de competências/capacidades de
tão sustentável do espaço escolar de uma forma eficaz,
carácter prático/laboratoriais essenciais para o percurso
integrada e dinâmica. Por isso se procedeu ao registo
académico dos alunos, quer a nível dos exames de 12º
do colégio na plataforma electrónica SIRAPA, criada
ano, quer, já mais tarde, a nível universitário.
no âmbito do Decreto-Lei nº 178/2006, que expressa
Integrado também no conjunto de actividades profissio-
a obrigatoriedade de qualquer empresa agregar toda a
nais da minha responsabilidade, está o plano de emer-
informação relativa aos resíduos produzidos. Cumprido
gência interno. E nesse sentido todo o trabalho desen-
esse requisito legal, foi estabelecida uma parceria com
volvido conduziu à aprovação do mesmo em Dezembro
uma empresa certificada (BIOVIA), que passou a fazer a
passado, pelo Batalhão de Sapadores de Bombeiros do
recolha e consequente operação de valorização ou elimi-
Porto. Resultante de uma elaboração profunda e con-
nação dos resíduos químicos, do material descartável e
tínua, num processo lento que se arrastou no tempo,
EPI’s utilizados nos laboratorios. Os restantes materiais
deu-se sequência à preparação e organização de toda
recicláveis são também recolhidos pela LIPOR, junta-
a documentação necessária, cumprindo com as exigên-
mente com os demais resíduos da escola. Deste modo,
cias referidas no Decreto-Lei nº 220/2008 e na Porta-
é possivel conjugar uma atitude responsável e sustentá-
ria nº 1532/2008. Neste momento, encontramo-nos a
vel com a intensa componente de formação laboratorial
finalizar a tradução global do plano de segurança para a
que integra o curriculum dos nossos alunos, na vertente
língua inglesa e a ultimar os detalhes para a colocação
das Ciências, desde o 5ºano até ao 12ºano de escolari-
das instruções gerais e específicas, bem como das plan-
dade. A preparação e assistência à realização das acti-
tas de emergência em formato de PVC rígido foto lumi-
vidades práticas fazem parte de uma rotina diária que é
nescente, conforme a norma NP 4386. Foi uma função
assumida por dois técnicos, a qual envolve um sério tra-
assegurada com êxito, no prosseguimento da legislação
balho de fundo. Desse conjunto de tarefas, destacam-se
existente, mas que vai muito mais além do dar resposta
algumas fundamentais, como a realização de ensaios
a uma formalidade legal, na medida em que se integra no
prévios para verificar o efeito de uma experiência, a rea-
reconhecimento da importância e no contínuo desenvol-
lização de operações de manutenção de equipamentos,
vimento de uma de segurança que incluem um conjunto
a pesquisa de alternativas a materiais que não existam
de medidas de autoprotecção (organização e procedi-
nos stocks, bem como a gestão da disponibilidade dos
mentos) tendentes a evitar a ocorrência de sinistros e a
laboratórios, para evitar a sobreposição de actividades
limitar (a acontecerem) as consequências dos mesmos.
THE STUDENTS SPEAK
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THE STUDENTS SPEAK
BEING A CLIPPER Frederico Barroso, Form 12
After having spent most of my school life as a student in
attendance. A CLIPPER is part of the CLIP community,
CLIP it would be reasonable to assume that I should be
someone who cares about CLIP and feels the school
able to come up with a one line definition to the ques-
as a part of him/herself. A CLIPPER is someone who
tion of what does it mean to be a CLIPPER. Well truth is
dedicates heart and soul towards making CLIP’s tomor-
that I can’t! A CLIPPER cannot be defined or summed
row better than today, not for one’s own selfish interest,
up into a line for every CLIPPER is a different individual.
but because it feels good to ensure future generations
A CLIPPER is a student, or a parent, or a teacher or any
of CLIPPERs still have the perception that the CLIPPER
other member of staff that truly believes, or dreams of
spirit is still alive. The CLIPPER spirit is a form of herit-
the day “we are one”. A CLIPPER is any dreamer that
age that must be passed on from the older pupils and
is proud of more than the fancy colours of our building
staff members to the younger ones or the new arrivals.
and the luxurious facilities we are fortunate to have. It is
Unfortunately along my years in CLIP I have seen CLIP
anyone who shares a bond to CLIP not for what it looks
grow exponentially at the expense of the fading of the
like but for what it stands for: the sometimes forgotten
sense of family that first struck me when I arrived. There
values of our founding members.
has been an increase in the number of students over the
I am a CLIPPER. I am proud of the academic level CLIP
last few years yet most of these become students or
has enabled me to reach, and I am proud to say that,
mere tourists walking the corridors of CLIP. Most of the
for some moments with some other CLIPPERs, I felt
newcomers fail to embrace the CLIPPER spirit as well
like “we were one” fighting for the same objectives:
as somehow manage to dissolve some of the existing
achieving personal and academic excellence and above
one. No longer do the words “we are one” make sense
all creating an unbreakable bond to the people I crossed
for this sense of family and unity has been scattered
paths with during my joyful adventure in CLIP. It’s the
through a few individual students, teachers and parents
moments of laughter, tears, success and (constructive)
that have not yet forgotten what makes CLIP so valuable.
failure we shared in our journey through CLIP, moments
So I hereby leave an appeal to all those who have
that will forever mark us as CLIPPERs, so that we do
reached this final paragraph: I ask every student, every
not forget who we were and therefore remember what
parent, every member of staff, every alumni, everyone
it is that we want to be. Being a CLIPPER is feeling at
to look inside CLIP behind each wall and beneath each
home in our school in which we spent almost as much
corridor and find the true meaning of being a CLIPPER.
time as in our own homes. It’s about being a stranger to
I invite everyone to look in depth to what CLIP truly
the words “when is it time to go home?” because CLIP
stands for and then maybe you will find the motivation
is our second home where we grow, everyday, at an
to become one of us.
academic and personal level! Being a CLIPPER goes beyond being an excellent student, or wearing the Prefect tie, and having an exemplary
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BEING A PART OF THE STUDENTS COUNCIL David Oliveira, Form 8
Many people usually ask: What is a student council?
In our school, specifically in Middle school, two class
What is its role in a school and in a community?
representatives are elected from each class. They meet
“A Students Council is a representative structure for
once every fortnight with the Middle School Director
students only, through which they can become involved
- Mrs Davidson. Within the student council, a chair, a
in the affairs of the school, working in partnership with
vice-chair and a secretary are elected. The chair and
school management, staff and parents for the benefit of
the vice-chair are the leaders of the council and run the
the school and its students.”
meetings in the absence of the director. The secretary
The student council is the link, the connection between
is in charge of writing down all suggestions, ideas and
the school’s faculty and headboard, and the student body.
problems presented by the students during meetings.
The role of a class representative is to act as an intermediate between staff and students, to be the spokesperson of his/her class and bring any ideas or concerns to be discussed in meetings. Of course such position involves both responsibilities and privileges which should be ne-
The student council is the link, the connection between the school’s
gotiated with the headboard. Additional responsibilities
faculty and headboard, and the
may be added but the main ones are:
Student Council members should act as a liaison between the students and the academic leaders; They should represent their class at meetings;
Class reps are agents of change that should be role mod-
Ensure that their class mates are completely informed
els to their colleagues and friends. They are the ones
about all academic and social details of the school.
who give the example and they must make sure that
The Student council often serves to engage students in
everyone follows. The student council is the body that
learning about democracy and leadership, and develop-
represents the students and should always be working
ing their skills in these areas. Its role is to encourage
towards the well being of everyone in the school and
students to share their ideas, interests, and concerns
community. We, students, should be very proud of the
with teachers and school principals. The student coun-
great achievements and successes of our school and
cil also engages students in fund raising activities and
community. It is our duty to support, help and improve
in other community service activities. Many members
our school for the better.
learn skills that were an extension of their formal education. Nevertheless, all students must always remember that the council does not have the power to change policies, only to voice the students’ opinions.
THE STUDENTS SPEAK
BEING A PREFECT Catarina Tavares, Form 12
Many are not aware of the true definition of the word prefect. Some have not heard of it until they first set their feet at CLIP, some believe it is nothing more than a yellow striped tie and a baby blue polo and others never took the time to really think about it. According to the dictionary, a prefect is any person appointed to any of various positions of command, authority or superintendence. At CLIP, a prefect is much more. Ever since I entered CLIP I have aspired to become a prefect. I recall being ten and wandering how one could be so special to be entitled to such status. I remember the respect I felt for those older students who made the school a better place and how I wished to be one of them one day. Eight years have gone by and I have accomplished the goal of being a prefect in my forum years and I have come to realize that a prefect not someone who is perfect, but someone who is trustworthy and responsible. Someone who assumes CLIP’s name as its own and truly embodies the “we are one” spirit. At CLIP, “we are sisters, we are brothers, we are a family”, hence a prefect is perceived as an older sibling, someone both teachers and fellow students can rely on. We ensure the good functioning of the school by acting as the intermediang between both parties and hence, making CLIP a better school.
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CLIP CLUBS ACTIVIDADES EXTRA-CURRICULARES Os momentos extra-curriculares são parte integrante da vivência do clip, onde assumem particular relevância os CLIP CLUBS. Existem três clubes distintos, de acordo com as idades dos seus frequentadores: kinderclub (3 aos 6 anos), explorerclub (7 aos 9 anos teenclub (9 aos 11 anos)
PARTILHAR CRESCER DESCOBRIR DIVERTIR
BRINCAR CONVIVER APRENDER
DESPORTO BALLET EQUITAÇÃO ESGRIMA GOLF KARATÉ KUNGFU MTV DANCE NATAÇÃO PLAYGYM RUGBY SURF TÉNIS YÔGA GYMMIX GINÁSTICA RÍTMICA MÚSICA CANTO INSTRUMENTOS DE CORDA INSTRUMENTOS DE PERCURSSÃO
INSTRUMENTOS DE SOPRO PIANO OUTRAS ACTIVIDADES ARTES E BRICOLAGE ARTES CIRCENSES BRINCADEIRAS E JOGOS ESTRUTURADOS EXPRESSÕES ARTÍSTICAS CULINÁRIA OFICINA DE BRINQUEDOS PINTURA TEATRO SALA DE ESTUDO E NOVAS ACTIVIDADES TODOS OS ANOS CAMPOS DE FÉRIAS SUMMER CLIP EASTER CLIP
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INTERACT Marco Meireles, Humanities Area Leader / Interact Club Coordinator
A comunidade do CLIP e em particular os seus alunos
primeira vez na sua vida encontram um verdadeiro lar.
sempre demonstraram uma grande iniciativa ao tentar
O Interact vai proporcionar uma viagem ao Aquaparque
dar resposta aos problemas de carácter social e humani-
de Amarante e ao Ocenário de Lisboa já este Verão e
tário que assolam o Mundo e a nossa comunidade local.
decorre neste momento um projecto de renovação da
Neste sentido, há cerca de três anos foi criado o grupo
sala de convívio e dos jardins da instituição, criando um
Interact, constituído por alunos dos Forms 11 e 12 com o
ambiente mais acolhedor para esses jovens.
objectivo de reunir esforços conjuntos na criação deste
No actual período de crise que o país atravessa, a impor-
tipo de iniciativas de solidariedade, melhorando a sua
tância destas acções é reforçada e o Interact espera contar
organização e efectividade. O Interact é uma organiza-
com todo o apoio da comunidade do CLIP e dos seus alu-
ção reconhecida mundialmente, fazendo parte do Rota-
nos. Novas ideias estão já em projecto e esperamos contar
ry Club, possuindo estatutos oficiais e um claro conjun-
com o entusiasmo, dinamismo e a colaboração de todos.
to de valores humanitários que vão de encontro com a missão e a visão do CLIP. Após a sua criação o Interact do CLIP imediatamente tornou-se no maior e mais pró-activo do norte do Portugal e ambiciona tornar-se num dos mais notáveis da Península Ibérica. Desde a sua criação, o Interact já levou a cabo várias acções de angariação de fundos para ajudar projectos sociais e também de trabalho comunitário, como o Christmas Bazaar e o Art Auction, contando já com duas edições. Mais recentemente também a Middle School começou a colaborar mais de perto com o Interact, revertendo os dinheiro angariado durante o Kindness Week para apoiar as instituições que o Interact actualmente tem ajudado. Ao longo destes três anos, os alunos do Interact já fizeram voluntariado em infantários locais, ajudando a trazer mais alegria e diversão a crianças oriundas de bairros problemáticos da cidade do Porto. Com os fundos angariados, ofereceu-se copos, pratos e talheres apropriados para crianças ao Infantário de Lordelo do Ouro, ofereceu-se um conjunto de alimentos e mantas e cobertores aos sem-abrigo através da instituição Coração da Cidade e, mais recentemente, o Interact decidiu apadrinhar a Casa do Vale, uma casa de acolhimento para rapazes dos 12 aos 18 anos, onde pela
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KINDNESS WEEK Patrícia Mesquita, MS Pastoral Care Leader
It has become a tradition in Middle School to celebrate
During the 1st week, we collected one item per student
our acts of kindness towards one another. In 2011 the
in order to build a year group basket (hamper), following
Middle School celebrated the 6th Middle School Kind-
a theme chosen by their Form Teachers: “Gourmet” in
ness Week, from 21st February to 4th March.
Form 5, “Choc and Sweets” in Form 6, “Pamper Your-
The goal of “Kindness Week” is to build self-esteem
self“ in Form 7 and “Accessories” in Form 8. The stu-
and raise school morale by showing every person in our
dents sold raffle tickets at 1€ each and the hampers’
school that he or she can really make a difference as we
raffle was drawn, in the presence of Mr. Paulo Carval-
believe that practising kindness everyday profoundly af-
ho and Mrs. Helena Capelo from the EBPC, as well as
fects human interactions, reminds people that everyone
student members of the receiving charity organisation
is intricately and beautifully connected and ultimately
Interact Club. The Middle School rose to the challenge
makes this a kinder world.
and donated many items for the “hampers” and raised a
This year, we decided to work with the Interact Club. Part
total of €1.414 through its raffle sale.
of their actions involves working with the local communi-
All the money collected was given to the Interact Club
ty by collecting money or items that some institutions are
as a Middle School contribution to their charity activities.
in need of, doing community service through the distribu-
This was definitively a very challenging activity to organ-
tion of meals to the homeless as well as teaching English
ize but the results were certainly worthwhile.
to kids in nursery schools.
THE SPIRIT OF GIVING Maria Miranda, Teacher
On Friday, October 29 th, 2010 the smell of Pumpkin pie
their arms and hips in a traditional Portuguese “rancho”
wafted through the air as the children from the Lower
dance, “Ó Pastorinha”. Other song highlights included
School assembled into the Pavilion. Considering that we
Form 3s “Milho Verde” and Form 4s “The Best Gift”.
were in Portugal, it was most likely the smell of ferment-
The celebration reached its peak, as Form 4B took to the
ing grapes, or perhaps there was a distinct aroma of Chi-
stage and taught everyone, especially the teachers and
nese moon cakes in the air. Regardless of what culture,
parents, how to dance a traditional “rancho”. Not only did
language or harvest tradition one might be most familiar
the Form 4s teach everyone to dance, they also got eve-
with, there was definitely an air of celebration - a time
ryone thinking about, as their song suggested, “Amorzin-
to give thanks for all the food that the year brings in and
ho”. Given the song titles this year, love and food seem
a time to reflect on how we can share our bounty with
to go hand in hand at harvest time! In Portugal at least.
others less fortunate.
With so much joy in the air, it seemed only befitting that the Lower School share their happiness and prosperity
With so much joy in the air, it
with those less fortunate. Major Colin Farmer from the
seemed only befitting that the
ried away the mountain of food and surely, when no one
Salvation Army, “O Exército da Salvação”, happily car-
Lower School share their
was looking, sneaked in a few steps of the “rancho” he
happiness with those less fortunate
The Lower School always delights in having representa-
had learned. tives from local charities share in its celebrations. The
Lower school’s spirit of generosity shone as the children
spirit of giving however, does not stop at Harvest time,
from Kindergarten to Form 4, each brought in a food
but goes on throughout the year. Each spring, the Lorde-
item to place on the “Harvest” table. With the music
lo do Ouro Parish benefits from the Treasure Trail, where
from Lower School’s own “Rancho” musical group set-
students donate as many coins as possible to create
ting the pace, what began as a small pile of donations
the longest money path. Also, after each school play,
quickly became a mountain of food.
at Christmas and the Form 3 and 4 Summer Term play,
To celebrate such effort, Lower School had no choice
donations are collected and shared amongst various lo-
but to break out into song and dance. The Reception
classes opened the celebration with “It’s Harvest Time”
The Harvest Festival is only one opportunity where the
and Kindergarten led everyone “To the Garden”. The
Lower School celebrates its efforts to reap and share
Form 1s rendition “Ó Minha Amora Madura” and “A
with all those involved in and outside the CLIP commu-
Harvest Song” reminded everyone of the sweetness
nity. The spirit of giving, from Harvest Festival to Com-
of the harvest. The Form 2s got everyone swinging
mencement, is sown throughout the year.
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PIRILAMPO MÁGICO 2011 Vítor Barreira, MS Curriculum Leader
Once again, our CLIP community joined CERCIGAIA - Co-
dents are well deserving of a heartfelt thank you: Leonor
operativa para a Educação e Reabilitação de Cidadãos In-
Ferreira, Sofia Boavista, Mariana Quintans, Mafalda Morei-
adaptados de Gaia - in the “Pirilampo Mágico” 2011 Cam-
ra, Inês Andrade and Filipa Alves in Form 6, as well as Isa-
paign. We are very proud to announce that we were able to
bel Neves, Maria Lascasas, Telma Cruz, Filipa Oliveira and
raise nearly 800 Euros this year, and thus support CERCI-
Mariana Cura in Form 7.
GAIA’s efforts to provide help and services to its students
Besides providing this financial support to CERCIGAIA, we
hope that this campaign also helped to raise more aware-
As always, this experience proved to be highly successful
ness of persons with disabilities and their quest to be ac-
and rewarding for everyone involved, especially for the Pi-
cepted and valued by the wider society. As the CERCI
rilampo Mágico Committee. Indeed, our young and keen
movement celebrates its 25th anniversary nationwide, we
salespeople worked tirelessly and were very enthusiastic
are happy to make our contribution and look forward to the
throughout the fund-raising campaign. The following stu-
“Pirilampo Mágico” Campaign next year.
We can make magic too!
Margarida Santos, Alumni
Dois meses já lá vão e um ainda me aguarda, o tempo
A verdade é que não é uma experiência fácil, há de facto
passou a voar, parece que ainda ontem estava a che-
momentos excelentes, mas existem também alturas em
gar á ilha com a palavra “brutal” a repetir-se na minha
que levamos umas “boas” chapadas psicológicas, que
cabeça vezes e vezes sem conta, sentir aquele medo
nos fazem querer voltar para os braços daqueles que nos
miudinho misturado com uma curiosidade imensa para
são mais queridos. Mas com toda a sinceridade do mun-
saber o que os próximos três meses tinham reservado
do vale todos os dias, todas as horas, todos os segundos
para mim. Posso-vos dizer que não demorou muito tem-
que passamos cá.
po até me apaixonar por tudo, as tradições, a simplicida-
A verdade é que a ilha vem comigo de volta para Por-
de com que vivem, as pessoas, os miúdos, as praias(...)
tugal quer eu queira quer não, e espero sinceramente
tudo isto foi um fascínio para mim. Ter miúdos imensa-
ter mudado a vida de alguns miúdos tanto como eles
mente agradecidos só por eu lhes dar uma garrafa de
mudaram a minha.
água vazia, fazia-me imensa confusão, até perceber que
A verdade é que há dois meses atrás nunca pensei ser
de facto não são eles que me deveriam fazer confusão,
possível chegar ao estado psicológico em que me encon-
mas sim o pouco valor que damos ás coisas que temos,
tro hoje, com a cabeça limpa e a consciência tranquila.
como um banho de água quente, roupa lavada e bem
Sinto-me imune a qualquer dor, pois penso que se eles
cheirosa, um autoclismo (ou até uma casa de banho no
com o tão pouco que têm não a sentem, eu com certeza
geral), uma família, comida na mesa todos os dias. Tudo
não tenho o direito de a sentir.
o que temos garantido no nosso dia a dia para eles é
A verdade é que tudo me tocou mais do que estava à es-
um luxo, senão uma novidade. O imenso valor que dão a
pera e sei que parte de mim vai ficar cá juntamente com
tão pouca coisa, a mim fez-me perceber o quanto tapa-
as saudades imensas que vou sentir deste “mini para-
dos somos em relação aquilo que temos e deu-me uma
íso” onde espero ter a oportunidade de um dia voltar.
perspectiva completamente diferente de tudo o que para
Deixo só aqui um texto escrito por um dos fundadores
mim era perfeitamente natural.
da WAY, Luis Brito (Brito Frito) que descreveu e muito
Claro que nem tudo foi fácil, as saudades são mais do
bem parte da nossa experiência cá:
que as palavras conseguem descrever, mas na realidade
“Temo que, por vezes, os textos deste blogue sejam ex-
sinto que em apenas dois meses cresci muito mais do
cessivamente pessimistas. Sim, a miséria aqui é infinita,
que aquilo que teria crescido em dois anos se não esti-
cíclica e encontra-se em cada esquina. Ser sincero im-
vesse a fazer isto, não só como pessoa, mas também
plica obrigatoriamente um desenrolar de críticas e obser-
como filha, como amiga, como namorada.
vações em tom depreciativo. Mas tenho que dizer: amo
Sinto que por muito difícil que seja, compensa com to-
a Ilha, Moçambique e o ainda pouco que conheço deste
dos os sorrisos que recebemos dos miúdos quando lhes
continente. Não é só o seu lado “bom” que me fascina
damos algo que para nós até parece insignificante, nem
(as paisagens, as simpatias e a força das tradições, as
que seja uma palavra amiga, uma festinha na cabeça, ou
diferenças, as crianças e os sorrisos), mas a própria po-
até um pequeno sorriso. E por muito que as saudades
breza e todo um modo de vida que, enquanto ocidentais,
apertem bastante, esta experiência serviu também para
consideramos primitivo. Na presença de tanto sofrimen-
ver o quanto importante certas pessoas são na minha
to, não consigo deixar de me sentir privilegiado por ter
vida, serviu para ver os verdadeiros pilares do meu dia-a-
nascido nas condições em que nasci, nesta maravilhosa
-dia e ajudou principalmente para perceber a sorte que eu
intercepção entre o tempo e o espaço a que vim parar e
tenho em ter nascido no berço que nasci, de ter a família
que me permite, entre outras coisas, conhecer o nosso
e os amigos que tenho, de namorar com a pessoa que
planeta. Só o contemplar desta raça que consegue ser
namoro a quem não tenho palavras para agradecer todo
feliz e humildemente viver para procriar é deveras satis-
o apoio que me tem dado e a paciência que tem comigo.
fatório - e estou muito, muito feliz.”
PASTORAL CARE & STUDENTS WELLBEING
PASTORAL CARE & STUDENTS WELLBEING
Patrícia Mesquita, MS Pastoral Care Leader
The Pastoral Care and Wellbeing of students in a
and they sometimes go from being the happiest boy/girl
school is a matter of major importance. The term is usu-
in the world in one minute, to someone who feels down
ally applied to the practice of “looking after the personal
and miserable the next. If, on top of that, we add family
and social well being of children” (Wikipedia). It can in-
dysfunctions or occasional problems, loss, parents with
volve a wide variety of issues, including health related,
very demanding jobs and little time for their kids, health
social and moral issues, behaviour management and
problems - and the list could be enormous - then we have
emotional support. Working with young adolescents can
an explosive mixture!
thus become a highly demanding job.
As parents, it is not easy when suddenly we are faced
Adolescence is characterized by a number of cognitive,
with a child who does not feel well, does not want to
emotional, physical and attitudinal changes, which can
come to school, cries in the morning, arrives home sad
be a cause of conflict on one hand and positive person-
and suffers from anxiety, to the extent that he/she feels
ality on another. Piaget describes adolescence as the
physical pain or illness. Or, when on the other hand, we
stage of life in which the individual’s thoughts start tak-
are faced with a child that no longer wants to be kissed
ing more of an abstract form and the egocentric thoughts
in the morning in front of everybody, that feels that he/
decrease. This allows the individual to think and reason
she knows everything and that, apparently, is running
in a wider perspective. A combination of behavioral and
away from the values and rules installed over the years
FMIR studies have demonstrated development of execu-
without contest. The reasons for these may be many
tive functions, that is, cognitive skills that enable the con-
and even with all the help in place; we may never quite
trol and coordination of thoughts and behaviour, which
get to the bottom of it all. It is that complex! It is certainly
are generally associated with the prefrontal cortex. The
a challenging task to provide all students in the Middle
thoughts, ideas and concepts developed at this period of
School with the support, care and attention which they
life greatly influence one’s future life, playing a major role
need at this age; nevertheless, it is a wonderful reward-
in character and personality formation.
ing experience when you are able to do so!
In the search for a unique social identity for themselves, adolescents are frequently upset. G. Stanley Hall denoted this period as one of “Storm and Stress” and, according to him, conflict at this developmental stage is normal and not unusual. When our “little angles” get to Middle School age, a lot of changes occur: their bodies are changing, their hormones are “crazy”, parents cease to be their
Adolescence is characterized by a number of cognitive, emotional, physical and attitudinal changes,
references, there is a greater need for social acceptance
which can be a cause of conflict
and integration (susceptibility to peer pressure increases
on one hand and positive
during early adolescence, peaks around 14 and declines thereafter), their sleeping habits alter, their mood swings
personality on another.
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All members of the school community have an impor-
correct behaviours but also to prevent new incidents;
tant role to play in assisting young people to be safe,
social skills training sessions are provided; organizational
nurtured, healthy, achieving, active, respected, respon-
skills are developed; academic performance is moni-
sible and included. Undoubtedly the Pastoral Care at
tored; and personal, social, health and citizenship values
CLIP begins with the Form Teachers and the support
are installed, by bringing the PSHE programme to our
given to each child. Thus the reason why the 15 minutes
Form Teacher periods and Assemblies. For progress to
at registration in the morning are so important! It is an
be made though, the liaison with parents is fundamental.
opportunity to get to know the students, to get to under-
We need to work as a team, using the so-called â€œtriangle
stand their personalities, their habits, their preferences,
tacticâ€?: school, student and parents should be at all times
their social skills, their personal lives. The dynamics we
connected and talking the same language. At the end of
observe in those less formal moments are crucial and,
the day, we all want happy, well-adjusted pupils, com-
to a trained and experienced eye, invaluable. From that
ing to a safe and welcoming environment, where equal
observation we take our conclusions and, when neces-
opportunities are given and individual needs and charac-
sary, put in place all the strategies to help them meet
teristics are respected. It is certainly with a tremendous
their needs: personal counselling is given, not only to
sense of joy and pride that we watch them grow!
THE ROLE OF THE SCHOOL NURSE Ana Xavier, School Nurse
Although quite common in the UK and USA, it is not very often that you see in a Portuguese School a Nurse attending and certainly not a full time Nurse. In fact, normal practice is to have someone within available staff who can handle a first aid box, anything further than this goes into hospital. At CLIP a School Nurse is responsible for medication administration, also provides healthcare assessing, intervention and follow-up of students and staff. She is responsible for a safe and healthy school environment: monitoring immunizations, communicable
At CLIP a School Nurse is responsible for medication administration, also provides healthcare assessing, intervention and follow-up of students and staff.
diseases, infection control measures. A School Nurse is the liaison between students, family, school and the community to help maintain physical and
works alongside teachers so that students get the health-
mental welfare. She deals with medical emergencies that
care they need to feel safe.
occur daily and is responsible for the health emergency
Providing primary healthcare for the students, School
plan. With other members of staff she provides counseling
Nurses are in a unique position to form a critical link be-
in food services and canteen menus. Furthermore, she
tween the education system, students and family.
PASTORAL CARE & STUDENTS WELLBEING
“MADAM, WHAT DOES PSHE STAND FOR?” Helena Chaves, Teacher
The naturally inquisitive nature of children is the best
every day: family lifestyle and values, bullying (includ-
stimulus a teacher can ask for when planning lessons
ing cyber bullying and racist bullying), conflict resolution
that must be challenging enough to fuel that curiosity.
and peace-making, diversity, rights and responsibilities,
Providing tools to help pupils grow up as confident and
healthy life style and sex education. These are not only
decisive young citizens is another spur that becomes the
just a few of the many topics discussed from Form 5 to
cherry on top of the cake.
Form 8 but also an incredible opportunity for teachers
Every year, my students ask me the same question,
to understand how pupils are developing personally and
“Madam, what does PSHE stand for?” Every year I, en-
socially. It is extremely rewarding to realise how much
thusiastically give the same explanation, “PSHE stands
we get to understand our pupils and how much we help
for Personal, Social and Health Education”. From here,
them understand themselves and the world.
we go to the meaning of each one of these four words in particular and we conclude that we can have multiple explanations and perceptions of the same word or real-
Pupils are encouraged to discuss
ity. This is exactly the main reason why this subject is so
sensitive, controversial and
interesting and enriching. However, PSHE is more than just a definition or a subjective interpretation of words or concepts. PSHE is a planned programme of teaching and learning that aims
challenging social and moral issues, and to make sense of
to provide our pupils with skills and experiences that will
them in the context of their
help them cope with all sorts of situations and issues
own life experiences.
that they might encounter as they grow up. This subject enables our youngsters to develop as healthy individuals and as independent members of families and of social
All class discussions take place in an atmosphere of
and economic communities.
trust, cooperation and support. Pupils are surrounded
As a class, in teams or in pairs, pupils are encouraged
by a safe environment in which they can share their feel-
to discuss sensitive, controversial and challenging social
ings, explore values and attitudes, express their opin-
and moral issues, and to make sense of them in the con-
ions and consider those of others. Our main preoccupa-
text of their own life experiences. This way, they develop
tion is to provide our youngsters with the knowledge
an important range of skills, including listening, accept-
they need to cope with the increasingly complex world
ing other points of view, arguing a case, dealing with con-
around them. We try not to teach them what to think,
flict and distinguishing between fact and opinion. Some
but to ensure that they will be able to make informed
of the issues which PSHE addresses make the headlines
choices on important issues when the time comes.
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CONHEÇA E USUFRUA DOS SERVIÇOS DE QUALIDADE DO CLIP Graças às suas condições únicas, o CLIP disponibiliza um conjunto de serviços de elevada qualidade em diversas áreas, não só para a comunidade escolar como para os particulares, instituições ou organizações.
ACTIVIDADES EXTRACURRICULARES Uma vasta escolha de actividades extra-curriculares a decorrer a decorrer todos os dias das 15.30 às 19.00h, leccionadas por profissionais experientes e com a máxima segurança.
FESTAS DE ANIVERSÁRIO Num espaço amplo e ao ar livre com actividades únicas que vão encher as medidas das crianças dos 4 aos 14 anos. Num ambiente seguro e exclusivo para cada festa.
CAMPOS DE FÉRIAS
CURSOS DE LÍNGUAS PARA ADULTOS
Dos 4 aos 14 anos, durante Julho e Agosto, encontra programas recheados de diversidade, emoção, divertimento e 100% seguros.
Departamento especializado em formação, acreditado pelo IQF que ministra cursos à medida para particulares e empresas.
ALUGUER DE INSTALAÇÕES ACADÉMICAS E DESPORTIVAS Para a realização de Eventos, Congressos, reuniões, torneios desportivos, etc...
THE PARENTS SPEAK
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THE PARENTS SPEAK
Têm a Palavra os Pais EBPC, Executive Board of Parents Council
A escola deve ser vista como um todo em que alunos,
um ícone do ensino internacional é um desafio que se
professores, staff, pais e demais intervenientes, devem
impõe, no qual a colaboração de todos no desempenho
concorrer para que um ensino de qualidade seja atingido.
das suas funções, se exige. Num horizonte bem próxi-
Compete à Administração especificar qual o caminho a
mo será necessário continuar a garantir um quadro de
seguir e os objectivos e metas a alcançar, definindo e
professores de qualidade, sem que se comprometa o
transmitindo qual a politica a adoptar, motivando e in-
equilíbrio financeiro da instituição e se incremente o pa-
centivando a participação de todos.
trocínio dos pais. Tarefa difícil da Administração, que de-
Consciente da importância destes pressupostos, a Ad-
verá ajustar com precisão as medidas necessárias para
ministração concebeu uma estrutura organizacional em
que a participação de todos os agentes e suas compe-
Aos pais recomenda-se um maior envolvimento na co-
tências se encontram definidas, permitindo que o fluxo
munidade escolar, dividindo conhecimentos, empres-
das decisões seja assegurado em todos os níveis.
tando tempo às actividades escolares, participando de
Definida esta arquitectura é necessário colocá-la em fun-
forma activa nas acções que a escola promova, assu-
cionamento, identificando potencialidades e corrigindo
mindo-se como um parceiro com papel preponderante
eventuais falhas. Esta operacionalização carece de tem-
no sucesso escolar dos seus filhos; no fundo, uma peça
po e é precisamente aqui que, em nosso entender, deve
fundamental na cadeia de valor do processo educativo
fazer-se sentir um forte empenho. O futuro é já amanhã
das crianças. Aos pais caberá também um importante
e, portanto, quanto maior for a celeridade na optimização
papel, como educadores, no sucesso escolar dos seus
e assimilação dos processos implementados, melhor.
filhos. O acesso aos curriculums e programas escolares,
A crise financeira mundial produziu um enorme efeito
permitirá, não só avaliar o desenvolvimento dos seus fi-
em todos os países do mundo, e Portugal, pela sua
lhos, como também o desempenho dos professores no
debilidade económica e significativa dependência das
cumprimento desses mesmos programas.
variações de estabilidade de outros países, regista um
Os pais dos alunos do CLIP estão organizados através
enorme decréscimo no seu tecido empresarial. Ora, é
de uma associação que é constituída por 5 pais eleitos
este tecido empresarial que está na génese do movi-
de entre os pais representantes de cada turma. A esta
mento de bens e pessoas para o nosso país. O CLIP,
associação compete estabelecer a comunicação entre
como escola internacional, preparou-se para receber
pais, pais e professores e pais e Direcção e Administra-
estas pessoas que se movimentavam para Portugal.
ção da escola. A capacidade de mobilização e envolvi-
Hoje, reduzido que está este movimento, importa redi-
mento dos pais em torno da escola é tanto mais difícil
reccionar, ou melhor, complementar a sua estratégia de
e trabalhoso quanto, curiosamente, maior é o grau de
posicionamento como instituição de ensino, focalizando
satisfação relativo à expectativa criada à volta da insti-
e reforçando o seu perfil de qualidade. Afirmar-se como
tuição. Esta é uma característica do cidadão português,
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que acaba por influenciar o cidadão estrangeiro. Na ver-
rá definir um perfil profissional para os professores que
dade, as pessoas têm tendência a se associarem a gran-
pretendem contratar, garantindo que a sua actividade
des causas quando delas resultam grandes problemas.
não seja apenas passageira e que esse tempo de adap-
O principal desafio desta associação de pais é inverter
tação lhes seja facultado para que melhor se insiram
este “status quo”, enfatizando a necessidade permanen-
dentro da filosofia da escola.
te da busca de uma melhor escola. Este compromisso
A Administração entendeu na generalidade este conjun-
deve percorrer todos os responsáveis da escola e nele
to de situações e deu então início há alguns anos atrás
se impõe forte determinação e empenho, não apenas
a, pensamos, uma nova era do CLIP - a credibilização
como uma declaração de intenções, mas como efectiva
da sua visão, assente em propósitos de consolidação da
comunhão de vontades.
sua missão. A reorganização da sua estrutura de funcio-
Dos alunos espera-se que reforcem o sentimento de
namento, a partilha dos seus interesses e dos seus ob-
que o CLIP não é apenas a escola que frequentam; o
jectivos, plasmados num programa que se desenvolve
CLIP é o seu parceiro na construção do seu futuro, do
até 2014, tranquiliza e enche de esperança todos aqueles
qual devam sentir orgulho e estima para todo o sempre;
que se associaram a este projecto e que nele deposi-
o CLIP é o “espaço” onde partilham momentos, cons-
taram uma boa parte do percurso educativo dos seus
troem e cimentam amizades para toda a vida; o CLIP é
filhos, como cidadãos e como futuros profissionais.
o “livro” onde ficará escrita a história de uma parte de suas vidas; o CLIP é o que foi, o que é e o que eles ajudarão a ser no futuro. Um critério exigente na contratação dos professores tem sido o lema do CLIP, no entanto, a uma cuidada avaliação curricular e profissional deve ser acrescentado um elevado sentido de responsabilidade no cumprimento do papel que lhes é designado. Para além das competências que se pretendem, deverá ser-lhes transmitida qual a identidade da escola, qual o seu posicionamento no universo das escolas nacionais e internacionais, qual o rumo que está a seguir e qual o objectivo que pretende alcançar. Sabemos que as pessoas necessitam de algum tempo de adaptação a novas culturas, a novos lugares, a novos colegas, enfim, a tudo que seja novo, quando mudam de país. À Direcção da escola competi-
THE PARENTS SPEAK
Parents As Partners In Their Children´s Learning Susana Davidson, Middle School Director
At CLIP we value our links with our families and strongly believe that parents are key partners in their children’s learning. We understand that the more we can engage parents in their child’s learning, the greater the outcome for the individual child. For this reason we give high importance to our parent workshop programme. One of the main aims for holding these workshops is to share the teaching and learning processes that are encouraged and developed throughout a child’s school life. They provide opportunity for parents to learn more about the curriculum coverage and to participate in some of the fun, practical activities that the children are engaged in everyday. The parent workshop programme continues to develop responding all the time to the needs of our parents. Positive responses and feedback from the workshops show that parents find the sessions to be very useful and requests for further sessions have been made. Workshops are generally delivered in sets of three short morning sessions. An alternative evening session is also offered in which all three sessions are delivered. Look out for further information regarding our future workshops!
One Team, Working Together, Learning Together, Succeeding Together.
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The Adolescent and a Healthy Lifestyle Susana Davidson, Middle School Director
Adolescence is a time of rapid growth and development
parents on how to best guide teenagers towards a healthi-
that makes healthy living and eating extremely important
er lifestyle. Three workshops were delivered, the first one
for two main reasons: building strong bones and prevent-
a presentation and discussion by Dra. Paula Batista from
ing obesity. However, to expect teenagers to snack on
the Faculty of Sport at the Porto university, on how physi-
carrot sticks while their colleagues are eating chips and
cal activity affects the adolescent. This was followed by
fast food is probably not realistic. It is perhaps better to
a session with the schoolâ€™s educational psychologist, Dr.
teach teenagers how to make better choices, even if they
Daniel Basto, on how the various body changes affecting
are not perfect choices, whether they are eating at home,
this age group impact on their development, self-esteem
school or in a restaurant. Physical activity is also undoubt-
and attitudes. The final workshop was delivered by the
edly important for the building and maintenance of healthy
nutritionist Dra. Carla RĂŞgo, who focused on how best
muscles, bones and joints while at the same time reduc-
to guide teenagers to make the best choices and adopt
ing unwanted body fat. In actual fact, experts recommend
that teenagers get 60 minutes or more of moderate to vig-
These workshops were well attended and complement-
orous physical activity each day.
ed the continuous work that teachers do with students
With these in mind and in the understanding that good
to install in them good habits of mind, and reinforced
habits begin at home, we invited some experts in the field
the healthy collaboration that exists between the school
to come and share their knowledge and offer advice to
CLIP ePORTAL Pedro Costa, ePortal Coordinator
O ePortal é parte de um sistema informático integrado
como uma ferramenta de controlo e requisição de recur-
denominado Facility. É um sistema fornecido pela Serco
sos, nomeadamente a marcação de salas ou a consulta
Group PLC, empresa inglesa com créditos firmados no
dos horários escolares (de professores e alunos). Ser-
mercado educacional, e que está em funcionamento em
ve também de elemento de comunicação com os pais
milhares de escolas de inspiração anglo-saxónica espa-
e com os outros professores, através da sua aplicação
lhadas por todo o mundo.
“Noticeboard” e de alertas individuais internos sobre
Consiste no binómio base dados/sistema web adaptado
às especificidades do CLIP, operacionalizado em con-
No que concerne aos pais e encarregados de educa-
tínuo pela exploração e desenvolvimento de recursos,
ção, o ePortal assume-se como o principal canal de
armazenando, por um lado, toda a informação relativa à
comunicação no sentido escola-casa, numa lógica de
actividade pedagógica da escola, e ajudando, por outro
desmaterialização da comunicação, também no âmbito
lado, à gestão do quotidiano escolar. Elementos como
e no espírito da bandeira verde das Eco-Escolas e da
os dados dos alunos e dos seus pais e/ou encarregados
racionalização de recursos. Todo o tipo de informação
de educação encontram-se armazenados nesta base de
é aqui disponibilizada por professores e funcionários
dados, assim como toda a demais informação como op-
numa base em actualização constante, sendo publicada
ções de disciplinas, turmas, sistema disciplinar, assidui-
no “Noticeboard” existente (com vários grupos, depen-
dade, horários, entre outros.
dendo da turma/ano do aluno). Existe também uma área
O ePortal é a parte do sistema visível na web, está aces-
onde o horário do aluno é visível, bem como a assidui-
sível a todos os professores e a todos os pais cujo en-
dade e também os relatórios trimestrais (Reports). Estas
dereço de correio electrónico conste na base de dados.
últimas três áreas estão disponíveis apenas para alunos
Consoante o tipo de acesso determinado para os dis-
da Middle e da Upper School, sendo que está planeada
tintos utilizadores, o sistema assume um papel mais ou
para breve a integração destas áreas também para a Lo-
No que concerne aos professores, o ePortal assume-se
É solicitado aos pais que acedam ao ePortal regular e
como a ferramenta principal de introdução e extracção
frequentemente, para que estejam a par das novidades,
de dados, tais como a consulta de dados escolares dos
anúncios, comunicações várias, entre outros, sendo que
alunos; registo e consulta da assiduidade; registo dos
existe um endereço de email de suporte (eportal.sup-
eventos disciplinares (positivos e negativos); registo da
firstname.lastname@example.org) para resolução de problemas.
performance académica (notas e relatórios finais); assim
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SPECIAL EVENTS EVENTOS ESPECIAIS
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RISING ABOVE A CHALLENGING WORLD Frederico Barroso, Form12
We are led by the example of those that preceded us and
is tested in CLIP. We are faced with decisions, some of
everyone around us that, directly or indirectly, have influ-
which with lifelong implications and others of less visible
enced our lives. The universe in which we are embedded
consequences yet all of equal importance. It is our choic-
teaches us something new at every second, all we have
es, when faced with every challenge that make us ques-
to do is listen. Albert Einstein once said “A human being
tion who we are and what is it that we want to become.
is a part of a whole, called by us universe,[…]. He experi-
It is these same choices that dictate what kind of student
ences himself, his thoughts and feelings as something
we were at CLIP. These same choices defined whether
separated from the rest, a kind of optical delusion of his
we were mere “tourists” walking through our academic
consciousness. This delusion is a kind of prison, restrict-
life, or if we enjoyed jumping over the hurdles, using each
ing us to our personal desires and to affection for a few
failure to hone our skills to become true CLIPPERS.
people nearest to us. Our task must be to free ourselves from this prison by widening our circle of compassion to embrace all living creatures and the whole of nature in its beauty.” This model of the human condition applies also to the functioning of CLIP. This is the true meaning of our song “we are one”, a meaning that remains in the shadow of its apparently superfluous and idealistic lyrics. The world we live in today challenges every step of our path through life. We are presented with obstacles that
(...) “Our task must be to free ourselves from this prison by widening our circle of compassion to embrace all living creatures and the whole of nature in its beauty.”
put to the test the integrity of our character and above all rock our moral foundations. It is this demanding obsta-
The path each of us chooses takes us all to different des-
cle course that we call life, and who we are or what we
tinations - many destinations might not fulfil our dreams
become is shaped by the way we face, or try to avoid,
but when faced with the right attitude, might prove to
the inevitability of each obstacle. But the obstacles life
be better. Truth is, who we became is entirely OUR
will present us with should be seen as an opportunity
own responsibility. We choose our paths and we must
to grow and solidify our moral and ethical values and
therefore live with these decisions - the world, or the uni-
therefore rise above each challenge a stronger and better
verse, owes us no favour so it is worthless to live in the
person. CLIP has been an important sector of our own
illusion that someone will trace the “easiest path” for us
obstacle trail. Here we were challenged everyday on an
to follow. Eventually we need to face up to our respon-
academic basis, but we were challenged further still on
sibilities as citizens, parents, adults, students, bosses or
a personal basis. Everyday our sense of purpose in life
employees with the skills and values we have acquired.
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As Robert Frost wrote in one of his poems “The Road Not Taken”. We will find many roads diverging in the yellow woods of our lives. And sometimes we’ll probably take the one less travelled by and it is this that will make each and every single one of us different. Remember, no star in the universe shines the same and that is the essence of its beauty.
THE ROAD NOT TAKEN Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveller, long I stood And looked down one as far as I could To where it bent in the undergrowth. Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same. And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I I took the one less travelled by, And that has made all the difference.
ANA & ALEXANDRA SPEECH Alexandra Morim e Ana Violas, Form 12
Putting on the uniform for the last time, after years of
to Mrs. Guedes and Mrs. Morgado as “mom”, an hon-
wishing we could just leave it at home, we can’t but
est and very common mistake in CLIP, for that is how
wish we could carry it proudly for another year. When
much they mean to us. For all the nagging, for all the
we were younger, looking at the graduates standing on
smiles, for all the laughter and for all the great moments
the same stage as we are now, we always wondered
we spent, there are only two little words that carry huge
what was rushing through their heads. The feeling now
significance left to say: Thank you.
is bittersweet, there is a longing for the future ahead of
There is a thrill in not knowing where we will be in 6
us, but there is also the inevitable fear of leaving behind
months. It is new, exciting and even terrifying. The world
our own safe harbour. For 13 years, we watched faces
is changing and at times it may seem hard to keep up
come and go, but we always knew no matter what,
with it. At CLIP we were taught to be unique, to think out
where to come after every summer. For many of us,
of the box and we even put up with every theory Edward
CLIP became a second home; it watched us grow, flour-
de Bono ever came up with. At the time, we thought it
ish and succeed, and, even after some bumps along the
was useless to have Mrs. Silva give us a 1 hour lecture
way and some very, very loud shouts from Mrs. Silva,
on different coloured hats. Today we are thankful for it,
we always knew that that was where we wanted to be.
for every LTR lesson and for every other moment CLIP
It is for each and every one of these moments that it is
took a different approach to learning; the power of im-
difficult for us to say goodbye. Yes, we are opening the
agination makes us infinite and because of that we have
doors to our future, but we are also closing the one door
become the individuals we are today, ready to face the
that always remained open to take us in.
If we were to ask around one word to describe CLIP,
Graduants, when we look back 20 years from now at
many would probably say family. CLIP is unlike any other
the photos we take tonight, I am sure that we will do
school, it is not just a building, it is a home. It is a place
so with a warm smile on our faces, because we know
all of us grew accustomed to, it is a place all of us feel
that tonight is about us. It is the one night where we put
safe in, it is a place that shall never be forgotten by any
aside all our differences, where we ignore all the petty
of us. As Forum students, we came to understand that
fights along the way and it is a night to rejoice this road
the bond between students and teachers at CLIP is
we took together. We might go our separate ways in
rare to find. It goes beyond the four walls of our class-
the months to come. Some of us are leaving to become
rooms. The teachers have truly become our friends, and
great doctors, engineers, CEOs and even famous rock
we know that we will always put a smile on their faces
stars, but first and foremost we know that we will al-
whenever they see us again; well, at least most of us
ways be Clippers, and that’s a bond that can never be
will. More than once I found myself accidentally referring
broken. So this is not goodbye, it is see you all later.
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JOSÉ PERES SPEECH José Peres, Form 12
I guess this is it. The final step in a very long and arduous
helped me walk the line. From Mrs. Hall, who believed I
journey. I hope you all have enjoyed the ride half as much
could change, to Mrs. Ferraz, who demanded I be neat
as I have. It really has been something. Not so long ago,
and threatened to call my parents when I wasn’t. To Mr.
I read on an extremely cheesy post card that “Life isn’t
Meireles, Mrs. Johnston and Mrs. Soares for being such
about the destination, but its journey.” And tonight is to
great friends and mentors in times of need along with
celebrate our journey through CLIP.
many others whose list would be to long to mention in
In the words of a poet, “an end can be a start”. That has
a sole hour. These are the engravings CLIP has left me
never been truer than today. Today, we, the class of 2011,
with. And I, for one, am not afraid to show any of them.
close yet another chapter. As sad as this seems, we re-
Boy, I really have gone off topic! But for what is worth,
member that our stories are just beginning. It’s hard to
it was worth all the while. Class of 2011, clean the tears
believe that a big part of our life is about to go away,
from your eyes, dust off your shoulder, don’t fret and
left only as memories and the few mementos gathered
don’t fear. Life is, after all, a long song.
over the years. We’ve grown older together, taken our
I was asked to talk about my Forum experience, but as
first exams together, gotten in trouble together (maybe
some of you may know, I am a solitary kind of guy, and
more than we’d like to admit to), complained about the
then again I never spent that much time in the Forum.
canteen together, fought for the open campus together
Mostly because it was closed almost every day. My real
and now here we are. Graduating together. It really has
Forum experience was spent chatting away in the cor-
been a long run.
ridors, planning and plotting in the physics lab, or even just hanging about the music center. I would have spent
Like an epilogue in any story: it’s
more time in the Forum but CLIP kidnapped our sofas,
coming too soon and leaving so
But we did have our moments. I shall fondly remember
and left so many people without a place to snooze.
much unsaid. What the future
all our trips, our endless discussions and David’s mad
will bring is still unknown, but the
and Hugo’s ego. I shall never forget the parties and the
answer my friends, is blowing in
I know this isn’t exactly what you wanted Mrs. Guedes,
ravings, Morgan’s brownies, Patrick’s issues with gravity Founder’s Ball was surely something. and I know this isn’t what you were expecting when you told me to talk about my memories of the Forum. I’m sorry if I have fallen short.
Though we may not admit it, some of us rejoice at the
And with these words, I’ve put one foot in the door while
thought of leaving. But leaving CLIP opens up another
the other is already out. I guess it’s over guys. I guess we
world full of possibilities. We hope that it’s going to be
truly are done. Like an epilogue in any story: it’s coming
all uphill from now on, but if you think that the “dog days
too soon and leaving so much unsaid. What the future
are over”, then you are a fool. I feel sorry for the things
will bring is still unknown, but the answer my friends, is
left undone, but time indeed has passed. The sun has set
blowing in the wind. It really has been an honour class of
over the horizon, and it’s time to move forward. However,
2011, you are very admirable people. I know that even if I
we won’t leave CLIP empty handed. I know that I won’t.
have at times lost my way, I can always trust you to lead
I take with me all the good memories and people who’ve
me back. Congratulations.
helped me. I shall never forget the teachers who have
Hope to see you all in the sweet light of dawn.
TO THE LEAVING FORM 12 STUDENTS Ana Isabel Marques Guedes, Forum Director
Now that you are leaving school I think it would be wise
Perante um futuro incerto, imprevisível, “a challenging
to book our next meeting. I would like to suggest where
world”, só podem apostar em poucas certezas. Paixão,
esforço, resiliência, perseverança, dedicação, atitude po-
San Francisco, California. No, it is not because of surfing;
sitiva, trabalho - muito trabalho - são as únicas chaves
or because San Andreas Fault; it is not because of Alc-
para o sucesso. Devo acrescentar, honestidade, integri-
atraz, or the Golden Gate Bridge, or its cable cars
dade, ética e, sobretudo, respeito pelos outros, valores
And could I even suggest - what about the Kabuki Hotel?
que permitirão completar a receita, com sucesso.
- or the date, October 24 , 2011. th
On that day, people from different parts of the world,
from different backgrounds (technology entrepreneurs,
Understand that failing is natural
investors, developers, designers) will meet in a one-day
Learn from your mistakes
conference - FailCon (started in 2009) - to study their own and others’ failures and prepare for success. Google or PayPal will be present, for example. As they state in FailCon’s site - it is time to stop being afraid of failure
Try over and over again - don’t give up on your dreams Believe in yourself - you can do whatever you want! You have no limits!
and start embracing it. I couldn’t think of better place for
us all to meet!
Other companies are following a similar approach and they have created on-line databases where their employ-
And, above all,
ees can upload their mistakes or errors, allowing others to build their success on previous failures.
That should be guiding your life - learn from your mis-
And see you all in S. Francisco!
takes and move on. You can’t predict what will work or what won’t work. But that shouldn’t stop you trying!
Lydia E’Silva, Headmaster
“Good afternoon Porto, this is Macau morning.
cultures. I have learned that one’s attitude and mindset
Behind me is the Goddess of Mercy statue built by a fe-
makes the difference between success and failure, hap-
male Portuguese artist, this statue stands on the banks
piness and misery, adaptation and homesickness.
of the Pearl River.
Many of you will face what I have experienced and sur-
As this is the first Commencement ceremony I missed,
vived, becoming a richer person in so many ways; after I
I would like to greet and congratulate all students who
realized I don’t know it all and that I had to learn to adapt
are receiving diplomas today and moving on to the next
not to the university, country, people, and culture, but it
phase of their school education. Enjoy the challenges
took a change in mindset, which is not easy at my age
ahead. Of course a special word to the graduants of 2011,
and with my personality.
who celebrate the most important rite of passage from
Therefore graduants as you fly the nest and all that is famil-
school to further education. When I departed on my ad-
iar relish the challenges, savour the differences and adapt
venture, a year ago, I thought I was prepared to face all
to a new situation in the knowledge that there will be many
challenges with equanimity and learn several life lessons.
new situations. Hope to see you all around in August.
When we face new environments, we need to tread light-
Congrats and beijinhos.”
ly, learn the lay of the land and respect what exists and all
THE BENEFITS OF DEBATE AT CLIP Students (and also many adults!) often fear speaking in front of their peers in a classroom or in front of an audience. Students at CLIP are given tools to deal with this fear of public speaking, and they gain confidence and skills they will carry with them through and beyond their high school careers.
Debating is an important tool that teaches them how to
become a confident and effective speaker, communicating in a fluent and clear manner.
Debating requires students to engage in serious sub-
CLIP stimulates debate in the classroom and by partici-
ject matter in a mature and professional environment.
pating in a variety of national and international debating
Debating teaches students to recognize how others
events, including IMUN (Iberian Model United Nations)
think, which improves their ability to work together and
in Lisbon, PAMUN (Paris Model United Nations), and the
national debating championships. Every year, CLIP also organizes a three day public speaking conference, OPO-
LEADERSHIP AND PUBLIC AWARENESS
MUN (Oporto Model United Nations), bringing together students from many (international) schools. We have de-
Students involved, develop leadership capacities, be-
veloped a strong debating community. Besides gaining
cause they develop strong listening skills, tact, self-con-
confidence and being able to practice public speaking
fidence, and often take on strong leadership roles. While
skills, debating brings many more advantages:
debating students tend to show political awareness and have high levels of civic engagement;
RESEARCH, ANALYSIS AND CRITICAL THINKING
DEBATING IS ALSO FUN!
Debate teaches students how to become a world-class
Debating enables you to meet new people, make new
researcher. Ask any student and they will tell you how
friends from all over the world.
valuable this is. Debating also involves critical thinking, research, and analysis. It therefore promotes problem
All things considered, it is not surprising that many
solving and innovative thinking;
students report that participation in debating was one of the most educational and rewarding aspects
of their years at CLIP!
Debating stimulates a wide variety of academic skills. Students who debate develop written and oral communication, and greatly improve their reading comprehension;
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PAMUN 2010 Maria Victória Paes de Faria, Form 11
On the 10 th of December 2010, 15 students from CLIP
Sooner rather than later, we were informed that suc-
were off to Paris to take part in the annual three-day
cess had not only been achieved in the Environmental
Paris Model United Nations conference, held in the UN-
Committee. The Disarmament Panel, Special Confer-
ESCO headquarters. Every year, the PAMUN experience
ence, Political and Human Rights Committees, UNESCO,
improves students’ debating skills and encourages them
WTO, ECOSOC and the Security Council all managed to
to keep an open mind. For many young delegates like
pass strong resolutions, therefore proposing viable solu-
me, this was the first time attending the conference.
tions to most of the issues.
A few weeks prior to the event, we were informed that
Although the main focus of our trip was the conference it-
the rules and procedures for this particular conference
self, in our free time, we were able to explore the wonder-
were similar to the other Model United Nations. Normal-
ful city of Paris. Even though we did not have much time,
ly, delegates are attributed countries and given issues in
we managed to visit the Eiffel Tower, the Notre Dame as
advance. During the conference, they are put into com-
well as the prestigious avenue des Champs-Élysées.
mittees and expected to thoroughly debate the questions at hand. At the end of the week, each committee must have come up with a resolution for each issue. Fully prepared for the coming days, on the first day we arrived at the UNESCO headquarters and were wel-
It was very interesting to listen to all the relevant points raised
comed with an opening ceremony. As we listened to the
by the speakers as well as to
speakers, none of us could help but be amazed by the majesty of the building and by the simple fact that, for
take part in the resolution by
the next few days, we would be putting ourselves into
submitting a clause.
the shoes of global leaders. Later in the day we were sent to our respective committees to begin debate. I had the pleasure to attend the
Participation in PAMUN is definitely an unforgettable ex-
Environment committee where we were to discuss the
perience as well as a privilege. It is much more than a
issue of setting international environmental standards for
learning experience as it is an opportunity to meet del-
the disposal of electronic waste as well as the enforce-
egates from all over the world at the same time as sharing
ment of global safety regulations on offshore drilling. It
views and opinions on key issues. It is an exciting way for
was very interesting to listen to all the relevant points
young students to experience firsthand the power and the
raised by the speakers as well as to take part in the
restrictions of an organization such as the United Nations.
resolution by submitting a clause. The conference went
I believe I speak for all my fellow delegates when I say
smoothly and the end-product was considered by all to
I was absolutely delighted to take part in PAMUN 2010
be very successful.
and am definitely looking forward to going back next year.
OPUMUN 2011 Hugo Vaz Neves, Secretary General / Form 12
OPOMUN is an international debating summit that represents what we believe to be a more educated and democratic world. Following the classic MUN (model united nations) system, this year’s OPOMUN was once again a great success. Making an international debut with the participation of the Italian International School of Milan, the conference was divided in three slots: the Disarmament panel, the Human Rights panel, and the General Assembly, which united all delegates from the 2 other panels. After discussing the threat of bio-weapons, stealth technology, the importance of the Israel / Palestine crisis and taken a look at the world economy, many great clauses where passed and excellent resolutions formulated. Overall, OPOMUM 2011 was another great success for our school, as it helps us, and others, expand our debating skills and geo-political knowledge.
ARE WE REALLY SAFE? José Pinto, Form 8
Man has come a long way since the day we were hum-
As Ludwig Quidde, a great pacifist, said, “Disarma-
ble cavemen trying to understand what all of that re-
ment or the limitation of armaments (…) contributes to
ally meant. From the Egyptians to the Victorians, pass-
the maintenance of peace.” Peace is not when nations
ing through the Romans to the Renaissance, man has
are not at war against each other; peace is not a mere
evolved and reached a “so-called” “evolved state”. But
political label! Peace is a state of mind that will only be
one thing remains unchanged since the dawn of history,
achieved when all nations stop piling up weapons and,
the human urge for power.
based on the trust they have on other nations, start dis-
The pursuit of power has been the up-rise and the down-
posing of these weapons.
fall of many civilizations. But now that we live in a soci-
The fate of the Earth lies on the balance. A balance held
ety which works to privilege every individual, is it really
by the future generations! It is up to us as the world’s
necessary to continue the struggle for power? If we are
future leaders to make sure that disarmament is a reality
at peace, how come countries keep stocking up weap-
which is enforced and maintained. For the world’s sake,
ons of mass destruction? How can people sleep at night
for your country’s sake, for your sake, for your children’s
knowing that they are one button push away from ulti-
sake, I urge all of us to unite in a world without guns to
mate destruction? The Earth, which took Mother Earth
kill, in a world without bombs that kill random innocents,
so long to perfect in every way, is just one button push
a world where we can sleep at night because we know
away from complete demise!
we are truly safe.
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ECHOES OF SILENCE José Peres, Form 12
Everyday, every hour, every second of every minute
have been an easier solution for all of these problems.
something is happening. Some wrongdoing is overlooked
The rules have since changed. Every player is a simple
and its collateral damage is ignored. Somewhere some-
pawn for greater men, and every man of political import
one is dying for a cause he did not believe in. Some-
plays with a stacked deck. People no longer play the
where a boy of 8 is stitching Nike shoes so that he can
game of thrones for the money they gain; they don’t play
have food to eat at the end of the week. Somewhere a
it for respect. They play it just because they can. They do
girl of 16 is forced into the sex market. All of their voices
it so that they can watch the world burn.
are silenced. Silenced by a greedy society built on cor-
Close your eyes and see beyond the here and now. See
rupt principles and outdated ideals. What does the world
the children walking through minefields. See a mother
do in response? It stands by and watches. After all, there
struggle to feed her toddler because her leader asked of
is no reason to be alarmed, crimes of this nature have
her more than she could have offered. See the husband
been happening for longer than most can imagine.
now marching towards a war he had no intention of be-
For as long as anyone can remember, chaos and strife
ing involved in. See all that there is to see.
have gone hand in hand terrorizing the innocent and giv-
See what is right. And have faith in it. And no matter
ing way to violence and the tyranny of nefarious men.
what happens, fight for it! You are only as strong as your
This has allowed warmongers a place to wage their panic.
voice. And for as long as you keep talking, no one can
It has given them false pretence to do what they feel is
take that from you.
“right”. It fuels their hell-bent minds. But what is right? For these warmongers and tyrants, right is whatever al-
Remember, you are only as strong as your voice.
lows them to further their self-righteous campaigns. Right
Make it heard, but more importantly, make it count.
is no longer a moral barrier, instead a means to an end.
Fight for a better tomorrow, fight for one world.
Heed my warning, reader. Once upon a time, there might
Fight for one dream.
Joana Espírito Santo, Form 11
Being a member of the 2011 OPOMUN Administra-
enabled me to monitor how the chair functions, the way
tive Staff gave me the opportunity to acknowledge and
that they manage the debate in a sustainable yet pro-
value concepts such as hard work, dedication and per-
ductive style attempting to avoid the isolation of less
severance which allowed me to explore my capabilities
outgoing delegates and promoting interactions between
and develop even more. This experience was of great
them. With regard to the tasks involving the Adminis-
enrichment to my personal character in the sense that
trative Staff, I particularly enjoyed organizing the whole
it offered me the possibility to observe from a higher
event and watch how everything we prepared gained
perspective the operational system of a MUN debate.
shape and utility. It was my first year as part of the Ad-
I was able to analyze how delegates evaluate the ideas
ministrative Staff and I have to say, it was a highly ap-
they desire to introduce and how they choose with au-
preciated experience which I definitely look forward to
dacity the countries they establish relations of empathy
repeating in the near future.
with and identify common interests. In addition it also
G N I N E V E E S E CHIN
Fim de Tarde Chinês Joana Bárbara, Teacher
Durante a história do CLIP sempre houve uma grande curiosidade e interesse em tudo o que é Chinês. Tendo isto em mente, este ano, a equipa de Mandarim do CLIP juntamente com o Instituto Confúcio (Universidade do Minho - Braga) organizaram uma pequena soirée para celebrar a Cultura Chinesa bem como dar a oportunidade aos alunos de ter uma experiência didáctica diferente. Este evento teve lugar no passado dia 12 de Maio após o período de aulas. Os participantes sabiam muito pouco sobre a China e os seus costumes; apenas que se trata de um país longínquo, que é o País dos Pandas e que é a casa de uma das 7 Maravilhas do Mundo - a Grande Muralha da China. A maioria dos alunos que fizeram parte desta experiência era aluna do Form4, interessados em saber mais sobre esta Cultura rica e milenar.
Workshop da arte de corte de papel A Arte de recorte de papel é uma forma de arte tradi-
elemento significativo da Cultura corrente e tradicional
cional Chinesa que já existe desde o começo da pró-
chinesa. Quando os alunos entraram na sala de aula
pria história da criação do papal. Foi o primeiro tipo de
encontraram dois recortes de papel no quadro. Foi-lhes
design de papel a existir no mundo e desde então tem
dito que estes simbolizavam Felicidade na Cultura Chi-
sido continuamente usado na China. Hoje em dia esta
nesa e foi-lhes pedido que os tentassem replicar. Com
forma de arte é maioritariamente usada para confecção
apenas algumas instruções simples e apenas após al-
de elementos usados na decoração de casas e ruas e
guns momentos, toda a sala estava já completamente
os seus “desenhos” podem simbolizar e representar
entretida nesta tarefa. Foi uma boa forma de se divertir
vários aspectos da vida tais como a prosperidade, rique-
ao mesmo tempo que aprendiam algo novo e diferente
za, saúde ou mesmo a época da colheita. Os alunos do
do habitual. Seguindo as orientações da Professora, os
CLIP tiveram a oportunidade de experimentar esta arte
participantes conseguiram fazer vários cortes de papel
bem como entender um pouco mais das raízes deste
de diversas formas: formas de flores, lanternas e até flocos de neve.
. setembro september A Arte de recorte de papel éclip umainforma de arte tradicional Chinesa
Workshop de Escrita Diz-se que aprender a língua Chinesa é um grande de-
significados escondidos a que podemos chegar após
safio mas também é algo de altamente gratificante.
uma análise mais cuidada. Foram dados alguns exem-
Um dos aspectos desta língua que atrai as atenções é
plos aos participantes e estes puderam replicar os pri-
a Escrita. Completamente diferente da nossa, a escrita
meiros caracteres Chineses.
chinesa é tão complexa quanto é cativante. É muito fre-
Os participantes aprenderam a escrever Yi(um), Er(dois),
quente pensar que aprender a escrever Chinês é muito
San(três), Ren(pessoa), Wang(rei), Yu(jade), Guo(país) e
difícil e é apenas após experimentar na primeira pessoa
Zhongguo(China) em apenas vinte minutos. Cada parti-
que uma pessoa chega à conclusão que essas opiniões
cipante conseguiu então ver que não só foram capazes
estão usualmente muito exageradas. A oportunidade foi
de escrever caracteres chineses muito rapidamente mas
dada aos alunos que nunca tiveram um contacto mais
que também que não é uma tarefa muito difícil quando
aprofundado com esta língua e todos, sem excepção,
se a encara com entusiasmo. Muitos dos estudantes
presentes tinha dito que estavam um pouco apreensivos
A professora a cargo do workshop começou por falar um
no começo mas que, a partir de agora, vão deixar de ver
pouco sobre a origem dos caracteres bem como estes
a língua chinesa como sendo algo de “extremamente di-
são formados. Explicou também que existem sempre
fícil” de aprender.
Performance A performance final tratou-se de uma pequena peça de
plateia para que todos tivessem tido oportunidade de
teatro cuja intenção foi de retratar um dia de primave-
ver tudo até ao pormenor. Também tiveram oportunida-
ra da vida de uma donzela da alta sociedade Chinesa
de de provar alguns dos pratos referidos na peça bem
(Du Liniang - Bela) em épocas passadas. A plateia pode
como saber algumas curiosidades sobre eles tais como
também identificar as diferenças culturais através de
os seus nomes e a forma como não descrevem o conte-
um troço de opera chinesa (Ópera Kun ). Nela, a Don-
údo (“Rosas vermelhas escondidas na neve”) mas sim
zela e a sua aia (Chun Xiang - Fragrância da Primavera)
algo belo ou algum sentimento. Esperamos que a Noite
mostram como se escreviam caracteres Chineses tradi-
Chinesa no CLIP tenha dado aos nossos alunos e aos
cionalmente; usando pincéis e tinta-da-china e papel de
seus familiares uma experiencia diferente e inesquecí-
arroz. Também puderam ver como se dançava na altura
vel. Tanto o staff de Mandarim do CLIP como o Instituto
bem como ver alguns pratos típicos dessa altura mas
Confucio gostaria de agradecer a todos pela presença e
também dos dias de hoje. Todos os objectos importan-
aproveitar para deixar o desejo de ter a oportunidade de
tes usados durante a performance foram passando pela
vos rever a todos numa próxima oportunidade.
CARNIVAL LOWER SCHOOL
CAREERS FAIR 2011
OPTIMUS TEEN FEST 2010
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Foi extraordinário o summerclip 2011!!! É uma enorme felicidade verificar a qualidade dos conteúdos das oficinas, a alegria e motivação com que as crianças participaram ao longo da semana nas actividades e o FANTÁSTICO espectáculo que montaram nas 6ªs feiras para os Pais e convidados.
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Os acampamentos semanais foram outro momento alto do programa, onde o “fear factor”, as aventuras nocturnas e os espectáculos de fogo transformaram a noite num palco de emoções.
Acima de tudo foram 6 semanas de prazer, companheirismo, novas amizades e muito talento.
Esperamos por todos em 2012!
GLEE CLUB 2011 - 2012 Depois do enorme sucesso desta actividade no SUMMERCLIP, sob a orientação das professoras Isabel Milheiro de canto e Liliana Gonçalves de dança vamos lançar o GLEE CLUB nos CLIPclubs este ano. Se tens mais de 8 anos e achas que sabes cantar e/ou dançar inscreve-te nos castings do GLEE CLUB que irão decorrer a partir de 7 de Setembro. Inscrições nos CLIPclubs.
2 1 0 2 1 1 0 2 X I M GYM Uma aula que mistura trampolins com Ginástica rítmica, sob a orientação dos professores Pedro Monteiro e Andreia Miranda. Os alunos poderão optar por uma das vertentes da ginástica sendo que a preparação física e aquecimento são dados em conjunto. 142
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PRO DJ 2011 - 2012 Aproxima-se o fecho do primeiro ano lectivo da proDJ Porto! E tal como esperado, a aposta foi ganha! Após 15 alunos pioneiros em Portugal como os mais jovens DJs em formação, os cursos proDJ Kids não param, e as nossas oficinas DJ Summer CLIP reflectem o ano fabuloso que tivemos, assumindo-se já como uma das mais requisitadas actividades, contando na segunda semana já com 23 alunos!
Mas o nosso foco encontra-se já no início do proximo ano lectivo, estamos prontos para reabrir as portas da única escola nacional acreditada pela DGERT e a única a disponibilizar cursos para crianças apartir dos 8 anos, leccionados com equipamento de DJ profissional, desde o Vinil aos programas digitais mais avançados utilizados pelos melhores DJs mundiais, sempre com componentes prática e teórica. House, Electronica, Rock, Pop, Hip-Hop.
PRODJ - Remixa a tua vida!
POSITIONS OF LEADERSHIP AND RESPONSIBILITY 2011-2013
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LOWER SCHOOL 3
Key Stage 1 Leader
Key Stage 2 Leader
LS Language & Literacy Leader
LS Numeracy Leader
LS Special Needs & Learning Support Coordinator
MIDDLE SCHOOL 9
MY Curriculum Leader
MY Pastoral Care Leader
UPPER SCHOOL 12
Forms 9 and 10 Director
US Examinations Officer
LEARNING AREA LEADERS (Grades 5-12) 15
Helena Matos Chaves
Mathematics, Science & Technology
Physical Education (PE)
Accreditation Chair and Special Projects Officer
E-Portal coordinator (time-tabler)
Professional growth development leader
Special Needs Coordinator
66 Quartos e uma Suite Sénior totalmente remodelados e uma Suite Presidencial Restaurante e Bar panorâmicos Salas de Reunião e Banquetes Ginásio | Galeria de Arte | Sala de Jogos | Office Center
Rua Dr. João Gonçalves, Apartado 232 4784 - 909 Santo Tirso TEL 00 351 252 859 300 FAX 00 351 252 859 320 e-mail email@example.com | firstname.lastname@example.org Contribuinte nº PT 502 692 570 Registo na conservatória de Santo Tirso com o nº 2459 Capital Social 2.500.000 €
CLIP, S.A - Rua de Vila Nova, 1071 4100-506 Porto, Portugal email@example.com Tel. +351 226 199 160 / Fax. +351 226 199 169
ADMINISTRADOR Francisco Marques da Silva
HOTEL CIDNAY LUCIOS, ENGENHARIA E CONSTRUÇÃO MCCM, THE SPIRIT OF BEAUTY MEDIANA, GLOBAL COMMUNICATION ORGAL SOLVERDE, CASINOS HOTÉIS
COLABORAÇÃO Educadores, docentes e não docentes, alunos, antigos alunos, pais, individualidades e entidades convidadas
FOTOGRAFIA Bruno Silva, Mafalda Côrte-Real, Moodystudio (especial agradecimento)
CONCEPÇÃO GRÁFICA Moodystudio
PRÉ-IMPRESSÃO E IMPRESSÃO Orgal Impressores
TIRAGEM 1500 exemplares
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