Community Handbook - CLIP by moody studio

CLIP 路 The Oporto International School

CHAPTER 1

the school 7 v ision and mission 10 clip profile

6´11

28 homework 29 field trips 30 whole school assessment 31 progress reports _

student wellbeing and guidance counselling pastoral care and counselling learning support and special needs career guidance psychology and career counselling

CHAPTER 2

access to teaching and learning 13 teaching and learning curriculum overview

15 curricula _

lower school middle school upper school

23 t he arts 24 p hysical education and sports

25 i ct /techonology 27 languages

37 university access 39 co-curricular activities 42 extra-curricular activities (clip clubs)

44 s tudents 45 admissions 48 rules and regulation general school ethos _ school ethos lower school ethos middle and upper _ school uniform lost property health safety and security

65 student body head boy and head girl prefects students’ council support in times of anxiety commencement

68 alumni

69 70 70 70 71 72

staff general teachers form teacher dress code p rofessional growth and development

72 supporting teachers who are new to clip

73 parents general the parents’ council

12´73

CHAPTER 3

safety and security 75 76 77 78

g eneral ict safety laboratories safety laboratories main rules 79 emergency evacuation procedure 80 pe department regulations 81 clip teams regulations

74´81

CHAPTER 1

the school

clip 路 community handbook

the vision The Vision for the Oporto International School (CLIP) is to become an exemplary centre of teaching and learning which nurtures and promotes brilliant minds for the future through innovation, international-mindedness, academic excellence and intellectual resilience and active, respectful and responsible citizenship.

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 our students are: Challenged Lifelong learners Internationally-minded 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 community, characterized by students, parents, faculty and staff working together to achieve our goal of developing independent learners who possess the knowledge, values and skills to make a difference in the world. CLIP offers a challenging, coherent programme of academics, arts, sports and service, Pre-Kindergarten through Form 12, through which: All learners’ needs are supported, their perspectives sought and respected and their qualities valued and nurtured. All learners make annual learning progress through the achievement of specific, appropriate learning targets. All learners have multiple opportunities to succeed and to secure their best future.

CRITICAL THINKERS All learners are equipped for success in a challenging world. They are confident leaders, skilled communicators, constructive team players and efficient problem solvers. They have a critical self-awareness and adapt successfully to changing situations.

GLOBAL CITIZENS All learners develop a personal code of ethics, respect for diversity of opinion and culture, an empathy for others, an age-appropriate understanding of global issues and a disposition towards positive community participation.

OUR PEDAGOGICAL PRINCIPLES

Academic Excellence · The attainment of the highest academic standards through a stringent and fully integrated curriculum that stresses personal excellence and team achievement.

Learning to Learn · The content of the various subjects is developing at such a rate that an encyclopaedic approach to education is now quite inappropriate. By focusing on how to learn, our aim is to prepare students for a lifetime of learning and personal development.

Diversity and Cross-Cultural Education · The underlying concept of education is a learning process that positions the study of the diverse expressions of human life at the core of its programme of studies.

Personal Needs and Concerns · The programme focuses on the unique needs and concerns of each student. Its central focus in this regard is the Form Teacher or Tutor, who monitors the academic and personal development of each student.

Democracy · CLIP recognizes the role of pupils, teachers and parents in the educational process. Therefore, the governance of CLIP is based on a democratic model for decision making. Ethical and Moral Development · The overall development of students demands a solid and dynamic ethical and moral education. The following of standardized codes of behaviour does not suffice; each student must learn to reason and to decide on ethical and moral grounds. The Arts · The Arts are essential to a complete understanding of our nature as human beings and as members of cultural groups. In this regard the Arts must be taught both as independent subjects and as integral parts of the programme of studies as a whole.

Cooperative Learning · Our instructional programme is based on the premise that students can and should learn from each other, and that they themselves must shoulder the greatest responsibility for their education.

clip · community handbook

All are Challenged Lifelong-Learners Internationally-minded Principled citizens

Todos são Estimulados Aprendem ao longo da vida Têm uma mentalidade internacional Agem como cidadãos de princípios

Todos son Desafiados Individuos que continúan aprendiendo a lo largo de su vida Mentes internacionales Ciudadanos de principios

Tous sont Mis au défi Des apprenants à vie Ouverts sur le Monde Des citoyens avec des principes

我们都是具有挑战性的人终身的学习者具有国际思想有原则的公民

Alle lernen Herausforderungen anzunehmen Lebenslang zu lernen International zu denken Außerordentliche Bürger zu sein

clip profile HISTORY CLIP was established in 1990 (school year 1990-91) and today has approximately 650 students, aged 3 to 18, from 25 different countries. The vast majority of our students, however, are Portuguese. All students are provided with an education which promotes the highest academic standards within a learning culture that is explicitly international-minded. In 2009 CLIP applied for candidate status for accreditation by the Council of International Schools (CIS). The process of self-study is well under way and we hope to see this process completed within the next academic year.

SCHOOL LOCATION CLIP’s premises are situated in one of the most desirable areas of Porto and constitute an important architectural project. With an area of more than 25.000m2, CLIP offers excellent conditions to accommodate its students. FACILITIES Designed to be a multi-functional space, offering a wide range of uses, CLIP was built essentially with the pursuit of excellence in mind. The most advanced techniques were used in the school’s construction, providing a safe environment in every aspect. The building boasts the most advanced technology, providing efficiency and comfort at the highest level, and is fully adapted to users of all ages.

Ground Floor · 200-seat Auditorium; 100-seat Amphitheatres (2); Canteens (2) and Industrial Kitchen; Café, Music Centre, Art Rooms (2), Offices and Meeting rooms, Covered car park (18 parking places), a 25 metre heated Indoor swimming pool.

Floor 1 · Entrance hall, Classrooms, 500-seat Multipurpose pavilion, Offices, Multimedia laboratories, Physics laboratory, Photocopy centre, CLIP Shop. Floor 2 · Administration offices, Staff room, Students’ common room, Biology and Chemistry laboratories, Media Resource Centres (MRC), Classrooms. Outdoor facilities · Tennis courts (2), Football pitch, Athletics track, Wall climbing and abseiling.

STUDENTS Our students come from more than 25 countries, presenting a diverse cultural background, though with a natural predominance of the Portuguese culture. There are growing national communities at CLIP, namely the Chinese and the Spanish families, and tolerance and acceptance are embedded in the school culture. Aged 3 to 18 years, from Pre-Kindergarten to Form 12, the student community is a friendly, polite and respectful group, with a wide range of personalities and abilities, and the general atmosphere is of harmony and collegiality. STAFF Our staff is a team of educators and support staff dedicated to providing the very best learning environment and opportunities for all our students and to their own teaching and professional growth. Our staff number more than 100 and come from more than 12 different countries. This background and experience contribute to a learning environment that responds to the students’ cultural diversity and meets the needs of an international student population. CLIP educators are trained and certified in their respective fields and more than a third of them hold masters’ degrees. LEADERSHIP The leadership of our school is premised on strong productive relationships and on the collaboration between the teams responsible for ensuring the success of its academic programme and of the operational services which are in place to support its educational purpose. The leadership

clip · community handbook

team work with the full school community to ensure that continuous progress is made towards a shared vision and resilience in the face of both short term and long term challenges. PARENTS CLIP recognises that working in close collaboration with parents is a key element in the education of children. A relationship of respect and trust between parents, the school and its staff is essential to the wellbeing of each student, thus forming the basis to a culture of innovation, international mindedness, academic excellence, intellectual resilience and active, respectful, responsible citizenship. The school offers a variety of opportunities for parents to share in the educational process of their children and regularly communicates with the CLIP community. The Parents’ Council is an assembly constituted by the elected representatives of the parents in each class. It is governed by the Executive Board of the Parents’ Council (EBPC) and works collaboratively with the school to improve communication and understanding.

CURRICULUM Our curriculum incorporates international standards of excellence and provides a structure within which the personal wellbeing and academic development of each child can flourish, grow in understanding and more confidently move on to higher education and a career. We are three schools in one: Lower School, Middle School and Upper School. At each level the curriculum is delivered by highly-qualified and trained teachers, supported by leading edge technology. The student / teacher ratio is less than 12:1. Additional language support is given to students for whom English or Portuguese is not their first language. For students with learning difficulties, we have Learning Support and Special Needs services in place. CLIP is committed to the notion of ‘sport for all’, offering a wide range of sporting activities, with an expansive competitive sports programme. The Fine and Performing Arts are integral to the programme of studies and essential to the development of our students as a whole. The Model United Nations and community service play a major part in school life. A vast majority of CLIP graduates continue to higher education in universities, with most studying in either Portugal or the UK.

CHAPTER 2

access to teaching and learning

clip 路 community handbook

teaching and learning CURRICULUM OVERVIEW

CLIP - The Oporto International School offers an international school curriculum based on the National Curriculum for England, with certain modifications to suit both the school’s philosophical and pedagogical objectives, and the local circumstances of CLIP, as an international school in Porto, Portugal. The school has equivalence with the Portuguese educational system, and all local students study the official curriculum in the subjects of Portuguese language and Portuguese History (Forms 5 to 9), thereby enabling students to transfer to a state or private school in Portugal, at any level, should they so desire.

STRANDS The whole school curriculum is designed around three connected areas of learning called strands. These are:

1. Physical, Personal & Social Development · Students learn about themselves and their place in society. They learn how to stay healthy and active. Students develop skills in building social relationships and working with others. They take responsibility for their learning, and learn about their rights and responsibilities as global citizens.

2. Discipline-based Learning · Students acquire the knowledge, skills and understandings in the Arts, Languages, Humanities, Mathematics and Sciences.

STANDARDS & BENCHMARKS Each of the three strands contains learning areas called domains. In each domain there are standards and benchmarks that outline the essential knowledge, skills and understandings students are expected to demonstrate. At CLIP we believe that coherence of both teaching and learning benefits from a framework of standards. In order to best meet the needs of our international student population, the curricula of several national systems was researched and became the basis for the creation of CLIP’s standards and benchmarks. The frameworks for student learning, the development of units of study and the assessment of student performance are informed by these standards which, in one form or another, articulate across all sectors of the school from Pre-K – Form 12.

3. Interdisciplinary Learning · Students explore different ways of thinking, solving problems and communicating. They learn to use a range of technologies to plan, analyse, evaluate and present their work. Students learn about creativity, design principles and processes.

CURRICULUM ARTICULATION At CLIP, teaching and learning are guided by a curriculum that reflects articulation as a means of providing students with meaningful connections among and between disciplines and continuity within disciplines.

Learning Stages Pre-Kindergarten / Form 12 The whole school curriculum is given coherence through the articulation of learning standards. The standards take into account research on the developmental stages of learning. This research recognizes that while student learning is a continuum from Pre-Kindergarten to Form 12, and different students develop at different rates, students broadly progress through three stages of learning:

Lower School Pre-Kindergarten / Form 4: Laying the foundations The curriculum aims to promote pupilsâ&#x20AC;&#x2122; moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life. By providing rich and varied contexts for pupils to acquire, develop and apply a broad range of knowledge, understanding and skills, the curriculum enables pupils to think creatively and critically, to solve problems and to make a difference for the better.

Middle School Form 5 / Form 8: Building breadth Students build on the foundations laid in the Lower School (LS). An expanded curriculum programme provides the basis for in-depth learning within and across all domains.

Upper School Form 9 â&#x20AC;&#x201C; Form 12: Developing pathways The curriculum allows students to develop their understanding of and connection to their community and the world around them. Students begin to focus on areas of particular interest related to both their future schooling and intended pathways beyond school.

clip Âˇ community handbook

curricula LOWER SCHOOL Lower School / Pre-Kindergarten to Form 4

In the Lower School we are proud to educate a truly international body of circa 280 students from different nationalities and cultures. Our school is committed to academic excellence and to supporting each child in reaching their full potential, while engendering independent learners and caring international citizens. The Lower School fosters a positive environment that shows itself in every aspect of our school, and in the wider CLIP community. We are committed to effective teaching and learning for 3 to 10 years old and the provision of wide-ranging opportunities and supportive relationships that allow every student to achieve his or her best. The curriculum promotes studentsâ&#x20AC;&#x2122; self-esteem and emotional well-being and helps them to form and maintain worthwhile and satisfying relationships, based on respect for themselves and for others, at home, school, work and in the community. We believe passionately in the value of a global education and international mindedness as we also believe in the value of grounding our students in the Portuguese language and culture. We therefore accept the responsibility to teach our students how to develop skills which enable them to solve problems in constructive ways and to develop appreciation for cultures and languages different from their own. Learning activities are designed to help students learn tolerance, compassion and respect, not only for members of our school community, but for all. Our educational programme is a modified form of the National Curriculum for England, with the inclusion of Portuguese Language and Literacy as per the Portuguese National Programme. We have enriched the curriculum with elements of Global Citizenship, many aspects of which are woven into daily practice, making the hidden curriculum an integral component of our educational programme. In the Lower School, studentsâ&#x20AC;&#x2122; learning is centred in their own classroom. The Form Teacher is responsible for all areas of the curriculum except for the Portuguese component of Language and Literacy. Other subject specialism may include Physical Education, Music or English as an Additional Language. Information Literacy is integrated throughout the curriculum; students learn to use multimedia resources to enhance their learning both in specific taught units and as a tool in other subjects. The Media Resources Assistant works closely with teachers to integrate these resources into the instructional programme.

Lower School / Pre-Kindergarten to Reception Children ages 3 through 5 are enrolled in the Early Years Programme. By creating a secure and caring environment in which all students are accepted as unique individuals, we nourish and stimulate their natural curiosities and desire to learn. We believe that children learn best when learning experiences and information are relevant to their lives. A child-centred environment, which encourages active learning through exploration and play, is essential. The development of social and physical skills is considered as important as the development of a childâ&#x20AC;&#x2122;s academic potential. Our comprehensive programme addresses the various needs of young children and prepares them for their next stage of learning. Students are introduced to early literacy and early mathematical concepts and skills as well as experiences that encourage them to investigate the world around them and to make connections with what they already know. Students are given opportunities to explore a variety of art media creatively and to express themselves imaginatively through music and movement. Lower School / Form 1 â&#x20AC;&#x201C; Form 4

We believe it is vital to teach children the basic literacy, numeracy, computational, reasoning, critical thinking and technological skills they need to function as young learners. Our goal is to help our students to develop the tools for learning in order to be successful at the next stage of their school career and to develop lifelong learning habits. Our students study Language and Literacy through English and Portuguese, Mathematics, Social Studies, Science, as well as Music, Art, and Physical Education. Information and Communication Technology (ICT) and Information Literacy are appropriately integrated throughout the curriculum. The Lower School curriculum is guided by the Standards and Benchmarks derived from the National Curriculum for England, making the most of cross-curricular opportunities. The Standards and Benchmarks identify what it is the students should know, understand and be able to do. They are the basis for planning for instruction and assessing student learning and progress, and are subject to regular review to ensure coherence across the whole school.

clip Âˇ community handbook

MIDDLE SCHOOL Middle School / Form 5 to Form 8

The Middle School Curriculum is organized into the three strands, each of which consists of a domain or learning area with a set of specific standards. These essential knowledge, skills and behaviours are learning outcomes which inform assessment.

Physical, Personal & Social Development

Discipline-based Learning

Interdisciplinary Learning / Learning Through Research & Design (LTRD)

Health and Physical Education

The Arts

Communication & Presentation

Movement and physical activity Health knowledge and promotion

Creating and making Exploring and responding

Listening, viewing and responding Presenting

Interpersonal Development

The Humanities

Design, Creativity and ICT

Building social relationships Working in teams

Humanities knowledge and understanding Humanities reasoning and Interpretation

Investigating and designing Producing Analysing and evaluating

Languages

Information and Communication Technology (ICT)

Personal Learning The individual learner Managing personal learning

Reading Writing Speaking Listening Intercultural knowledge and language awareness

ICT for visual thinking ICT for creating ICT for communicating

Inquiry & Thinking Processes Mathematics Number Algebra Shape, Space and Measurement Data Handling Structure Working mathematically

Science Science knowledge and understanding Science at work Scientific reasoning and Interpretation

Reasoning, processing and inquiry Creativity Reflection, evaluation and metacognition

Personal, Social Skills and Collaboration Cooperative team work Responsibility Listening, respecting, reaching consensus Organizational and time-management skills

In all subjects, with the exception of Portuguese and Portuguese History which mostly follow the Portuguese National Curriculum until Form 9, the teachers follow a programme of studies adapted from the National Curriculum for England. FORM 5 Form 5 follows a similar structure to the Lower School, with the Form Teachers teaching the main subject areas. Technology, ICT, Performing Arts, Art, PE, Foreign Language, Portuguese and Portuguese History are, however, taught by specialist teachers. This balance facilitates the transition of students to the Middle School. Students follow a 30 period a week timetable (1 hour lessons). Students are usually divided into groups in Mathematics according to their progress level. Groups are flexible and students may be transferred into another group during the year. The objective is for each student to be in the group most adequate to his/her level and conceptual maturity, at any particular time.

FORM 6, FORM 7 & FORM 8 Subjects in Forms 6, 7 and 8 are taught by secondary trained specialist teachers following a programme of studies adapted from the National Curriculum for England, leading into the IGCSE examinations in Form 9 and 10. Students follow a 30 period a week timetable (1 hour lessons). Students are divided into groups in Mathematics and English according to their progress level. In Mathematics and English, groups are flexible and students may be transferred into another group during the year. The objective is for each student to be in the group most adequate to his/her level and conceptual maturity, at any particular time.

Learning Through Research and Design (LTRD)

This is a crucial learning area in our Middle School Curriculum. LTRD is a unified conceptual framework that promotes a pedagogy and curriculum intent that is interdisciplinary and seeks to connect and interrelate perspectives of information, media and technology within a research and design cycle of learning. Based on extensive brain research and in its tenth year of existence at CLIP, LTRD is a programme that aims to provide students with the opportunity to develop long term study and work skills, especially those directly linked to research methodologies. Brain research has shown that it is at the Middle School age range, as students enter “hormone upheaval” and reach a level of intellectual and conceptual maturity, that LTRD is most effective. Students need to be equipped with many of the skills now required to be successful. The ability to work with others across an age group (Co-operative Learning), to reason and debate, to speak in public in at least two languages, to develop organizational and problem solving skills, to develop higher order level thinking skills (Bloom’s Taxonomy) and the ability to apply these skills across disciplines is the essence of LTRD. A team of teachers act as facilitators by coordinating and assisting students develop trans-disciplinary work, using cooperative and concept-based learning methodologies. Students may be grouped across different year classes. The fundamental objective is that students be autonomous, proficient and motivated learners when they enter the Upper School, taking with them the necessary skills that will ensure success, not only in exams but also in life.

clip · community handbook

ICT/Technology

ICT knowledge, skills and understanding are learnt as a discreet subject in the MS, and are applied extensively in LTRD, where the ability to find, develop, analyse and present information, as well as problem solving, are essential. All Middle School students have school based email accounts as well as folders on the school network for storing their electronic files. CLIP is a ‘lighthouse’ centre in Portugal for the use of the Lego educational robotics programme. This technology programme is designed to support a four-step learning process; connect, construct, contemplate and continue, in which students are able to develop, build on and reinforce their existing scientific knowledge. In Form 5 students work on structures, wheels, axles and pulleys; in Form 6, gears and levers and in Form 7 they are introduced to Robotics. This programme promotes creative thinking and improves communication and co-operation skills.

Foreign Language

Students take up a third language in Form 5 and are given the choice of Mandarin, Spanish, German and French. Any of these will only be offered if chosen by a minimum number of six students. In Form 7, a third language at level one will also be offered for new students (usually Spanish) who join the school in Form 5 or Form 6. The language offered will be that chosen by the majority of students. These students will be given extra support in English during the third language periods, in Form 5 and Form 6.

MS Science Laboratory The MS has a fully equipped laboratory. The laboratory phase of any Science instruction is an integral part of students’ knowledge development. Student participation in planning and conducting investigation is recognized as an exceptionally valuable learning experience and is encouraged. Practical lab activities may include: Experiments, where students perform an activity or technique which illustrates a message, law or series of points; Investigations, where students try to find out about a scientific system using scientific method; Demonstrations, where a teacher performs experiments in front of a class. Safety is a major consideration in our science laboratories.

UPPER SCHOOL Upper School – Form 9 to Form 12 During the Upper School years students develop the motivation and self-reliance that they will need at college or university and beyond. To this end, we offer a challenging and stimulating curriculum. In forms 9 and 10 students are prepared for the International General Certificate of Education (IGCSE). In forms 11 and 12, all students follow the Advanced International Certificate of Education (AICE) Diploma programme. Information and Communication Technology (ICT) is fully integrated into the curriculum. Students make use of ICT as a fundamental part of their learning and problem solving experiences. Teachers work together to implement technology effectively in order to develop information literacy skills. The US has three operating science labs: Physics, Chemistry and Biology, each with a separate preparation room. The laboratory phase of any Science instruction is an integral part of students’ knowledge development. Student participation in planning and conducting investigation is recognized as an exceptionally valuable learning experience. Safety is a major consideration in our science laboratories.

Upper School Course Offerings / Form 9 & Form 10 – IGCSE Programme

The International General Certificate of Secondary Education (IGCSE) is an internationally recognized qualification for school students. The IGCSE is not a group award or “certificate of education” but is a qualification based on individual subjects of study, meaning a student receives an “IGCSE” qualification for each subject taken. Cambridge IGCSE provides a broad and flexible study programme and covers subjects from a variety of areas. It is designed to be suitable for students with varying levels of ability and whose first language may not be English. Form 10 students once they have completed IGCSE exams, return to school for an acquaint course on AICE and to do community service. This is not an optional extra, but a compulsory curricular activity for all Form 10 students.

Form 11 & Form 12 – AICE Diploma / AS / A Level

The AICE diploma is a group award diploma of CIE that requires the study from three different areas: Mathematics and Science; Languages; and Arts and Humanities. The students have to pass 6 credits over a period of 25 months. The diploma can be achieved through different combinations of subjects, as an A Level exam will provide 2 credits and an AS will provide 1 credit. Therefore, students might decide to take, for instance, 3 A Levels or 6 ASs and still be able to obtain their AICE diploma.

clip · community handbook

Form 9

Form 10

English · first language English Literature English · second language Portuguese Portuguese · foreign language

Geography History Economics Business Studies

Mathematics Chemistry Physics Biology

Foreign Languages

Computing

PE (not as an IGCSE subject)

Philosophy (not as an IGCSE subject)

PE (not as an IGCSE subject)

Electives

Art / Drama Geography / Economics / Business Studies Spanish / Mandarin / French / German

Art / Drama Biology / Economics Chemistry / Geography / Business Studies Physics/ History Spanish / Mandarin / French / German

Group A: Mathematics and Sciences

Group B: Languages

Group C: Arts and Humanities

Biology

English Language

Art and Design

Chemistry

Spanish Language

Economics

Computing

Portuguese Language

Business Studies

Environmental Management

French Language

History

Mathematics

German Language

English Literature

Physics

Portuguese Literature

Psychology

Spanish Literature

Thinking Skills

German Literature

Further Mathematics

Music Psychology Thinking Skills Environmental Management General Paper

It is recognized that the demands upon students in all subjects at this advanced level are considerably higher than those experienced at IGCSE. The complexity of the work combined with the depth of knowledge required should not be under estimated. The school aims for students to achieve positive results and be motivated to perform in those subjects of their choice. Certain AS subjects (Psychology, Environmental Management, History, etc.) do not require a student to have studied the subject in Form 9 and 10. However, in Mathematics and Sciences it is a pre-requisite as a sound foundation is essential to ensure success at AICE. Therefore, in these subjects, students must obtain a “C” grade at IGCSE exams. Form 11 students are expected to sit AS exams in the May-June session. Nevertheless, it was decided that for some subjects (Chemistry, History, and Computing) students only will be entered for the October- November session in Form 12. In Form 12, it is compulsory to sit, at least, 2 A – levels in the core subjects and write the final exam; any exception will be consider case by case, after thorough discussion with parents, students, subject teacher, form teacher and director. All students have to sit a credit in English. Furthermore, students must fulfil the graduation requirements in order to participate in the Commencement ceremony and graduate from school.

clip · community handbook

the arts

The Arts and the notion of artistic expression play an important role in CLIPâ&#x20AC;&#x2122;s teaching principles. Artistic expression is essential for a full understanding of our nature as human beings and as members of cultural groups. As lifelong learners CLIP students are encouraged to take risks, solve problems and make critical decisions. All students are encouraged to display an awareness of how music, drama and visual arts are the cornerstones of communities worldwide, and have helped to shape the history of the world. The Arts must therefore be treated not only as subjects, but above all as an integral part of the school curriculum. Both core and advanced skills are taught and facilitated. CLIP has provision of a range of equipment in the art workshop, the music centre and music rooms and auditorium / stage area so that students can develop their interests and aptitudes. The skills and achievements are celebrated in all-inclusive Arts events such as displays and performances around the school, stage productions, music recitals, The Arts Festival, a range of competitions and as an accompaniment to other school events.

physical education and sports Physical education provides all students with the opportunity to develop the knowledge, fitness levels, motor skills, and personal and social skills to obtain the ultimate goal of a lifetime of physical activity and health. All children, from PreKindergarten to Form 12, participate in quality, age-appropriate physical education. The physical education programme includes curriculum aligned instruction and assessment. Physical skill and achievement contributes effectively to the overall wellbeing of the individual. CLIP students have the opportunity to participate in competitive team sports throughout the school year, including Basketball, Football and Swimming tournaments, leagues and competitions, both on a local and a national level. The PE Department Regulations and the CLIP team regulations are available in the appendix.

clip 路 community handbook

ict /technology TEACHING AND LEARNING WITH TECHNOLOGY

The increasing use of technology in all aspects of society makes confident, creative and productive use of Information and Communication Technologies (ICT) an essential skill for life. ICT capability encompasses not only the mastery of technical skills and techniques, but also the understanding to apply these skills purposefully, safely and responsibly in learning, everyday life and employment. ICT knowledge, skills and understanding are learnt at CLIP through subject specific lessons and through cross-curricular projects in which students learn about, and with, digital information systems and technology. Our technology programme is aimed at empowering students as 21st century learners.

Our beliefs about Teaching and Learning with Technology: Technology can powerfully enrich the learning environment for all students. Technology supports differentiated instructional teaching strategies Technology develops new teaching and learning opportunities that produce creative and innovative understanding Technology promotes interdisciplinary learning through the opportunities it gives students to construct knowledge across boundaries Technology encourages fundamentally different forms of interaction between students, teachers, and the community; it contributes to a learner-centred, collaborative, engaging learning environment Technology can supplement and enrich school-based learning through access to independent, mobile and distance learning platforms for students Technology provides the means for students to explain, interpret and apply their knowledge.

Benefits of using ICT in education include: Access to worldwide educational resources including museums and galleries Educational and cultural exchanges between pupils through email and internet worldwide. (World Science days, World Math days etc.) Access to experts in many subjects for pupils (and staff)

Staff Professional Development through access to national and international developments, educational materials and good educational practice.

How does our provision support teaching and learning? Robust network, servers, intranet and Internet access Secure and standard VLE environment to support staff and pupils School wide management information system A wireless infrastructure onto which students may log on using their own devices (laptops, notebooks, tablets, etc.) Interactive whiteboards and/or projectors in all the key subject rooms Two computer workrooms A range of video and media facilities for student use Two fully networked Learning Centres with student work areas

clip · community handbook

languages As our driving mission, CLIP is dedicated to developing skilled, independent learners equipped to be successful in a working world without borders. We are equally dedicated to developing international citizens with a strongly developed sense of empathy for others and openness to multiple points of view. As an international school we recognize the benefits of multilingualism and value our multiculturalism. Languages and language awareness are a top priority at CLIP due to the fact that: â&#x20AC;&#x201A; Our student body is comprised of 25 nationalities; â&#x20AC;&#x201A; Our staff members come from more than 12 different countries; â&#x20AC;&#x201A; A majority of our families speak a language other than English at home. In order to meet the needs of our students we run comprehensive language programmes that include English and Portuguese Language A programmes and Language B programmes. These include English as an Additional Language as well as Modern Language programmes, teaching all levels of French, German, Mandarin and Spanish in forms 5-12.

homework Homework is an integral part of a student’s learning process. The development of time management, organization and personal study skills are important benefits of homework. Homework must be relevant and of suitable length, given the ability of the student. The rationale for giving homework is: To encourage confident, independent, self-disciplined study habits; To facilitate, accelerate and reinforce acquisition of basic skills; To consolidate knowledge and enhance learning of essential facts; To lay foundations for independent, student-centred research. A regular timetable for homework is set for students in Form 2 and above. The Homework Policy issued by each school provides guidelines for the amount of homework set each day and its duration. All tasks set must be clearly defined and should be easily understandable by student, parent and/or supervising adult. The tasks are not expected to be onerous; if a student struggles, help and guidance may be given; in case of obvious fatigue or negative attitude it may be appropriate to curtail an exercise. Any such circumstance should be reported to the teacher concerned or the form teacher, either verbally, via the homework diary / student planner or by e-mail.

clip · community handbook

field trips CLIP believes that student travel for educational purposes can enhance the educational programme and enrich the lives of the participating students. All outings are processed on the standard field trip forms and will be authorized by the respective Director of School or their representative. Parental permission is required. Participation in outings and field trips that form an integral part of the academic curriculum is required. Students who choose not to participate in non-curricular field trips must be assigned to useful duties, such as assist teachers, work in the offices, etc. Students of the Lower School have a signed local area permission slip in their file, valid for duly supervised short visits outside school and for the whole of their time in the Lower School. Deadlines for return of permission slips and payment for trips must be adhered to. The school will not contact parents seeking permission and the student will remain at school.

RESIDENTIAL POLICY A residential is any trip or visit that involves an overnight stay. Students may participate in a residential if there are no existing disciplinary problems and if they have signed a residential agreement. During term-time residential trips normally have a maximum duration of one week. Whenever possible these trips should occur at the end of the school year or the end of term where it does not clash with examinations. All smaller residential trips should be timed to minimize classroom disruption, and consideration should be given to the teaching requirements of other teachers. Proposals for residential trips should be made in writing by the end of the previous year. As a guideline, student-staff ratio should be 1:10. When costing a residential, allowance must be made for staff expenses, namely: accommodation, meals, travel and entrance fees. All residential trips are insured. Organizers should ensure that cancellation insurance due to illness is included. A meeting with parents takes place as soon as possible, to convey information and to listen to concerns.

whole school assessment The Oporto International School recognizes that teaching, learning and assessment are fundamentally interdependent. We are guided by the following principles:

Effective assessment: i s part of effective planning of teaching & learning; is focused on how children learn; is recognized as central to classroom practice; is a key professional skill; is emotionally aware; is motivational; promotes understanding of goals and criteria; helps learners to improve; develops the capacity for self-assessment; recognizes all educational achievement.

Effective assessments allow our students to: erform at a higher level when challenged; p synthesize and apply their learning in addition to recalling facts; experience successful learning; make better-informed learning decisions; have criteria that are known and understood in advance; be reflective and actively partake in self and peer evaluation; analyse their learning and understand what needs to be improved; construct knowledge/learn in ways that the teacher did not foresee.

Effective assessment allows the teacher, in the curriculum and instructional process, to: r eview and make better-informed instructional decisions; focus on different learning preferences; provide better formative feedback to students about their learning;

onitor the progress of student learning and m achievement; evaluate and fine-tune the effectiveness of instruction; evaluate and inform curriculum review; utilize a variety of instructional methodologies; motivate the learner.

The wider world requires: f eedback to parents and others, as appropriate; transmission of relevant data to receiving institutions; assessment and appraisal of a broad range of concepts, attitudes, knowledge and skills appropriate to an international and increasingly complex world.

In addition: ssessment undertaken by the teachers must be A in accordance with the School assessment principles; Assessment will provide a record of achievement for the purposes of promotion or exit from a year or programme; Students will be made aware of the assessment tools used before commencing any area of study; All internal assessment will be designed to be formative in nature for the student and summative where appropriate; Feedback to students will be prompt and supportive; The teachers will keep a clear and accurate record of any assessment.

clip 路 community handbook

progress reports Parents can track their child’s progress and development through regular sessions of Parents’ Evenings at all levels. Progress reports are completed each term and posted on the e-portal (MS/US) or sent home (LS). Meetings with Teachers, Directors and the Headmaster may be arranged by appointment.

student well-being and guidance counselling We believe that: there is a very strong link between social and emotional competence and learning outcomes; the well-being of a student is central to their learning and academic success, and that learning contributes also to well-being of students; s tudents who behave in pro-social ways and demonstrate high levels of social competency also achieve highly; s tudents who are socially competent are more likely to have productive relationships with teachers and peers; particularly effective social interaction enhances intellectual skills such as perspective taking and problem solving; the development of social competencies requires self-regulation in the form of: Managing negative emotions; Goal setting; Thinking about the rights of others; Being flexible; Persistence.

clip 路 community handbook

PASTORAL CARE AND COUNSELLING Each member of the school community is responsible for the social and emotional wellbeing of every other member. Teachers in every area are in a position to promote wellbeing throughout the teaching and learning strategies they use and the way they develop relationships with students, parents and colleagues. Parents are a very important key in this challenge as students’ well-being is directly linked with their home environment and everyone with whom they come into contact and situations they face in their daily lives. Well-being is promoted by any action taken to maximize health and well-being amongst the school population and individuals. It includes changing environments - social, physical, economic, educational, cultural; enhancing “coping” capacity; and giving power, knowledge, skills and resources to individual families, communities and groups. For young people to be resilient in an ever more diverse and demanding world they need to feel connectedness; be competent (both in and outside of school), have high self-esteem and a sense of control. Academic achievement is raised when school-wide health development is promoted. In order for us to guarantee students are given the best service possible to achieve their maximum potential, our pastoral care and counselling aims to: make certain the well-being and lifelong learning of all who work within CLIP is assured, thus providing the students with cutting-edge, innovative and technologically advanced curriculum and methodology to facilitate their progress; make sure that students have all the necessary skills and knowledge to make informed subject and career choices, confident in their capacity to achieve their life objectives;

LEARNING SUPPORT AND SPECIAL EDUCATIONAL NEEDS Learning Support and Special Needs principles at CLIP are firmly in line with the mission statement “…to nurture and inspire individuals through the provision of a challenging, inclusive international education”. The pedagogical team at CLIP’s three schools decides on the different support arrangements after careful student observation, assessment procedures and follow up intervention. The support is normally provided in small groups, within the classroom milieu or in a quiet area of the school. The process normally begins with a referral (ROC-Record of concern) from the form or subject teacher to the pedagogical team including the SENCOs in both the Lower School and the Middle School or the special needs support teacher in the Upper School, as well as CLIP’s school wide Special Education Leader. The issues encountered normally include cognitive, social, emotional or behavioural difficulties. In the LS an LSP (Learning Support Plan) or IEP (Individual Educational Plan) may be drawn up with the aim of setting appropriate strategies, in the best interest of the student and with parental knowledge and collaboration. In the MS and US an ILP (Individual Learning Plan) may be elaborated to set targets and strategies for a student’s development. CLIP reserves the right to request that parents seek independent external specialists in order to complement the assessment procedure. CLIP may also recommend that a student be seen by the School’s psychologist. The School enjoys an excellent relationship with outside agencies who have worked in collaboration with staff and parents in assessing, diagnosing and advising our staff on the necessary procedures. When specific learning, social, emotional and /or behavioural difficulties become apparent as a result of the screening process for entry to CLIP, parents are requested to provide documentation from the former school to validate these difficulties or, in the absence of these reports, parents may be asked to take the child to a specialist.

clip · community handbook

CAREER GUIDANCE Career Guidance at CLIP happens throughout the school as students acquire the life skills of resilience, become cooperative and independent learners, competent researchers, confident ICT users, critical thinkers and fluent public speakers. In Form 9 formal careers’ testing is done, in consultation with the school psychologist and in Form 10 an online test is done to corroborate this. Students visit local universities and speakers from universities also visit the school to promote their universities/courses. Prospectuses from British, American and Portuguese universities, as well as universities in other countries are available and students are taught to use them. Most important of all is the Career’s Fair held at CLIP, which gives students the opportunities to find out more about careers and courses from experts from a variety of institutions. The popular ‘chat corners’ allow students close contact with experts in all five areas of study. Visits to companies are organized and speakers are invited to enable students to come face to face with the realities of the workplace. Placements in companies are being encouraged, including work over the holidays, to expose the students to the realities of various professions. In Form 11 students are closely accompanied in their subject choices to ensure the requirements for equivalence are met, that their ambitions are achievable and that the demands of the future workplace are met. Students learn how to write CVs. In Form 12, Students are made aware of requirements for entry into local universities and how and where to apply. Those going to the UK make on-line applications and have individualized counselling. Conferences with parents are held when necessary.

PSYCHOLOGY AND CAREER COUNSELLING Intervention by the Psychology and Career Counselling Department takes places at 3 levels: Educational support – analysis of group/class structure, intervention strategies to control group behaviour. Group/class intervention – development of programmes for behaviour/aggressiveness control; development of study skills; vocational guidance programme (beginning in Form 9 and continued in Form 10); relaxation and anxiety control programmes (Form 11-12). Individual intervention – referral by the head of special needs/pedagogical support after identification by the teachers: screening of learning difficulties; analysis and observation of behaviour in a group situation for counselling during the intervention; feedback meetings and pedagogical counselling for parents; articulation with psychological and psycho-pedagogical interventions by external entities.

clip · community handbook

university access To remain in Portugal a student has to achieve equivalence to the 12º ano of the Portuguese education system by passing the AICE diploma. The Portuguese system enables our students to enter university without sitting the Portuguese exams, through the use of Artigo 20-A. Students have to ensure they have in their diploma subjects that are considered to be equivalent by the Portuguese authorities to the national provas de ingresso. For example, if a student wants to enter Economics, then they have to include Mathematics and Economics in their AICE curriculum, as Matemática and Economia are the subjects required to enter this area in some universities. If a student chooses a university that does not apply Artigo 20-A, then they have to sit the appropriate Portuguese prova de ingresso. Each year, more and more universities are accepting the use of Artigo 20-A in their application. Therefore it is the school policy that students applying for the following areas should sit the listed subjects: Engineering

Mathematics, Physics and Chemistry

Medicine

Mathematics, Physics and Chemistry, Biology and Environmental Management

Economics and Business Studies

Mathematics, Economics or Business Studies

Parental responsibility attested by signed document is requested if any other option is to be considered. Students can take different routes to go to university in the UK (and several other EU countries). They pay the same fees as UK students, which are subsidized. Students need to take A2 exams and do not follow the AICE diploma requirements. Each university states its requirements for entry and students apply by the 15th of October to Oxbridge and Medical Schools and by the 15th of January to other universities, in their last year of school, long before they know their results. However, by March they have CONDITIONAL offers from the universities of their choice. When the ALevel results arrive in August and the desired results have been achieved, students are immediately accepted. If they have not achieved their grades there are usually other options. Entry to a British university does not rely entirely on marks but also on the student’s personal statement and the school’s reference which accompany their application. In the case of Art, the student’s portfolio is decisive and for medicine, the interview is a deciding factor. Furthermore, a student’s CV over the course of their schooling has a great impact, and for the competitive universities straight A grades do not suffice, so students at CLIP are encouraged to work towards building a portfolio of skills, competencies and activities to complement their academic training.

Access to University: Statistics Since its inception, CLIP has consistently achieved success with students gaining entry to University in Portugal, the United Kingdom and elsewhere. Between 1996 and 2012, more than 95% of CLIP Form 12 graduates entered higher and further education. Currently some 47% of our graduates take up university or equivalent courses in the United Kingdom and 48% go to courses in Portugal. Students follow a range of courses and careers, from arts to teaching, but the most popular choices of courses for our graduates remain Engineering, Economics, Business and Management Studies, Medicine and other Bio-Medical degree studies. In 2010/11, 6 students entered Medical or Dentistry school in Portugal; 2 in ICBAS and 1 in FMUP Oporto; 1 in FMUL Lisbon; 1 in Coimbra and one in CESPU (Medicina Dent谩ria).

clip 路 community handbook

co-curricular activities CO-CURRICULAR ACTIVITIES

are relevant and supportive of the natural course of studies, as students under faculty guidance often organize them. CLIP believes that these activities help to nurture in students qualities such as leadership, integrity, resilience, perseverance, sense of justice, essential life skills promoting long-life learning and enabling them to meet the challenges of the future aligned with CLIP’s Vision and Mission.

MUN – THE MODEL UNITED NATIONS CLIP has participated successfully in several national conferences: IMUN – Iberian Model United Nations organised by the American School of Lisbon (CAISL); BRAMUN – Braga MUN organized by CLIB (the Braga International School); CICMUN organized by Colégio Internato Carvalhos); but also abroad, the PAMUN organized by the American School of Paris. For the last four years CLIP has hosted its own annual conference, OPOMUN – Oporto Model United Nations.

UNESCO CLIP became an associated school in 2008 and strives to work according to the spirit and aims promoted by UNESCO: “to contribute to peace and security by promoting collaboration among the nations through education, science and culture in order to further universal respect for justice, for the rule of law and for the human rights and fundamental freedoms which are affirmed for the peoples of the world, without distinction of race, sex, language or religion, by the Charter of the United Nations.”

WHAT IS MUN? The objective is to seek, through discussion, negotiation and debate, solutions to the various problems of the world: e.g. questions of human rights, protection of the environment, economic development, disarmament, the problems of youth and of refugees, as well as the more critical issues of war and peace. The students / delegates, in seeking solutions to these problems, can learn to break away from narrow, national self-interest and develop true international cooperation. The research and preparation required, the adoption of views and attitudes other than their own, the involvement and interaction with so many other young people from around the world, all combine to give the young people a deep insight into the world’s problems, to make them aware of the causes of conflict between nations and to lead them to a better understanding of the interests and motivation of others.

ECO-SCHOOL PROGRAMME To be or not to be an Eco-School is not a question we should even be asking nowadays. The environment is naturally a current issue and educating to be environmentally friendly is, increasingly, an objective to consider in educational programmes. Therefore, to be an EcoSchool for many years now – and consecutively winning the Green Flag since 2006 – is nothing more than the start of a path that is consolidated daily by being green both in and outside the school. Furthermore, this is not limited to recycling, to saving energy or water, but also includes being attentive to the preservation and protection of forests, noise and pollution (transport), knowledge of local and regional – even national – biodiversity, the climatic changes and oceans, among the many other aspects of distinct areas, such as fishing and agriculture. Learning to live healthily, sustainably and well is CLIP’s goal.

clip 路 community handbook

INTERACT CLUB The Interact Club is a youth programme promoted by Rotary International aimed at young people aged 14 to 18. CLIP students became a part of this movement on 14th July 2009. The four main objectives of Interact are: to develop leadership skills and personal integrity; to demonstrate helpfulness and respect for others; to understand the value of individual responsibility and hard work; to advance international understanding and goodwill. SOCIAL AWARENESS AND COMMUNITY SERVICE Principled citizenship is encouraged and promoted. Being aware of social unfairness and fighting for justice should be one of the main goals for any CLIP student. Committing oneself to the well-being of others and to the community is the first step. CASE Case stands for Creativity, Action, Service and Enrichment. It is an integral component of the Upper School programme that fits in CLIP’s vision and mission: to nurture and inspire the students through the provision of a challenging, inclusive international education through which all are lifelong learners and principled citizens. PRÉMIO INFANTE DOM HENRIQUE (PIDH) / DUKE OF EDINBURGH AWARD (DOE) The Prémio Infante Dom Henrique is the Portuguese programme for “The Duke of Edinburgh’s Award”, founded in Great Britain in 1965. It aims to create a world where young people can reach their full potential whatever their circumstances. The PIDH is a balanced programme of activities that develops the whole person – mind, body and soul – in an environment of social interaction and team working. Taking part builds confidence and develops self-esteem. It requires persistence, commitment and has a lasting impact on the attitudes and outlook of all young people. MEDIA CLUB The Media Club was formed in 2011 and reflects the cooperation between students and teachers. Since then, it has followed its motto, “framing life’s greatest moments”.

extra-curricular activities clip clubs CLIP’S EXTRA-CURRICULAR PROGRAMME

CLIP Clubs – offers exceptional opportunities to complement each child’s development, and is aligned with CLIP’s educational and training project. Offering a range of more than 30 activities, CLIP clubs stimulate and expand already existing aptitudes and encourage children to explore new interests, learning and leisure, as well as strengthening values such as friendship, responsibility, tolerance and fair play. The programme is designed to encourage children to socialize, practise sports, enrich their personal, social and cultural experiences, develop their creativity and, above all, be happy. Dedicated, specialized staff, accompany the children throughout the activities to guarantee their motivation and safety, and are the front line in communication with parents. Activities take place between 15.00h and 18.30h every day and are chosen according to a child’s age and characteristics. Each child’s programme is planned taking into account their aptitudes and interests, with a balance of sports and arts. Most of the sports activities are federated, motivating children to participate in matches, tournaments and competitions. Our athletes have achieved fantastic results in a variety of sports, with special reference to Fencing, Kung Fu, Ballet and Tennis. Three clubs have been created to ensure age appropriate activities for each age group. KINDERCLUB – for 3 to 6 years-old EXPLORERCLUB – for 7 to 9 years-old TEENCLUB – for 10 years-old and over

CLIP clubs offer daily Summer Camps throughout the month of July and the first half of August. A wide range of indoor and outdoor activities are available, led by a dedicated team committed to making sure that all students, from the very young to the teenagers, are happy, relaxed and purposefully engaged in their activities. Birthday parties are another service provided by CLIP clubs. Activities are chosen according to each child’s profile, the time of year and the age group of the participants. Thus, each party is personalized and based on a range of activities, making full use of the facilities and facilitated by our dedicated team of staff. (For more information please contact the CLIP clubs office.)

clip · community handbook

CLIP Clubs – Music Music is a powerful, unique form of communication that can change the way students feel, think and act. It brings together intellect and feeling and enables personal expression, reflection and emotional development. As an integral part of culture, past and present, it enables students to understand themselves and relate to others, linking home, school and the wider world. Good music teaching develops students’ ability to listen and appreciate a wide variety of music and to make judgements about musical quality. It encourages active involvement in different forms of amateur music making, both individual and communal, developing a sense of group identity and unity. It also increases self-discipline and creativity, aesthetic sensitivity and fulfilment. The CLIP clubs music programme aims: To give young children the opportunity to explore different instruments and older children the opportunity to study an instrument of their choice; To foster and develop the enjoyment of music in a safe and friendly environment, striving to achieve a standard of excellence individually and as a member of a group; To encourage students to follow Trinity Guildhall Examinations of Music to raise this standard of excellence and gain an internationally recognized certification; To give students regular opportunities to perform for an audience. Lessons are offered in most instruments and given by qualified peripatetic teachers. Lessons are given between 03.00h and 18.30h and also at lunchtime when requested. They are mostly individual lessons (30 or 60 minute lessons) which can be given once or twice a week. Recitals are held twice a year, in February and June. Our Violin Group and Music Band perform on several occasions, such as Carol Service, Open Day and Commencement.

Trinity Guildhall Examinations in Music CLIP offers the opportunity for students from the school as well as external candidates to take the prestigious Trinity Guildhall examinations in music. Trinity Guildhall examinations are delivered by Trinity College London, the international examinations board. It is an awarding body recognized in the United Kingdom by the Qualifications and Curriculum Authority in England, Lifelong Learning and Skills in Wales and the Northern Ireland Council for the Curriculum, Examinations and Assessment. Trinity’s qualifications are accredited by these authorities within the National Qualification Framework. Marks from Grade 6 onwards may be used for University entrance in the United Kingdom and musical qualifications are always highly regarded as evidence of commitment and talent in students. An experienced examiner from the College comes from the United Kingdom to examine the students. All classical instruments have examination syllabuses. Entry for the examinations is recommended by individual teachers to parents when a student reaches a certain level of performance and knowledge. They are not obligatory in any way but provide a marker for the progress of the student. They consist of the practical performance of three or four pieces depending on the level of the exam, technical exercises such as scales and arpeggios, aural tests, musical knowledge, sight reading skills and improvisation are options.

students

clip 路 community handbook

admissions All applicants to CLIP are considered, regardless of their ethnicity, religion, sex, or national origin. Students with severe learning disabilities, who require specialized instruction not currently available at the school, cannot be considered for admission. All applicants to CLIP are interviewed and assessed by the respective Director of the relevant School or their representative. A profile of each candidate is developed, which includes quantitative and qualitative data. The former involves testing results and school records, such as grade and progress reports, exam and test results, psychological and/or psychiatric assessments, etc. Qualitative data includes student interviews, home assessments and personal observations made by staff. The above notwithstanding, CLIP is a non-selective school.

Eligibility Requirements – Language · English is the language of instruction at all year levels. The ability to access the curriculum successfully within a reasonable time and to thrive in our English-language learning environment are the guiding principles for admission to the school. English as Additional Language (EAL) support is offered within our academic programme.

LOWER SCHOOL In the younger Lower School grades, immersion in the English language curriculum is usually sufficient for children to quickly develop proficient English language skills. EAL support is available for older students in the LS.

MIDDLE SCHOOL Students entering Middle School are immersed in the English language curriculum, with EAL support as necessary. Should we have some concern regarding an applicant’s ability to access the curriculum, we may test Middle School applicants and/or ask them to attend school on a trial basis without obligation.

UPPER SCHOOL At the Upper School level (forms 9-12), we offer a challenging academic programme geared toward students who are planning to go on to college or university in the United Kingdom, Portugal and other areas of the world. At this level, students must have a fairly high degree of competency in English.

Other Eligibility Requirements

SPECIAL EDUCATIONAL NEEDS In CLIP does not have facilities and resources to support students with significant learning, physical or social/emotional disabilities. In particular, we are not able to accommodate students requiring sustained one-to-one learning or other individualized support. Applicants with mild social/emotional issues, learning difficulties or other special needs are referred to the Special Educational Needs Department for evaluation. Admissions decisions are made by the relevant Director based on the recommendation of the Special Educational Needs Coordinator. ACADEMIC ACHIEVEMENT Although CLIP offers a stimulating and challenging educational programme, we accommodate students with a range of academic abilities, provided they are able to adequately access and benefit from our curriculum. We make this determination primarily by reviewing applicantsâ&#x20AC;&#x2122; school records and teacher recommendations. SIBLINGS Preference is given to siblings of students attending CLIP, to children of staff and to children of families affiliated with CLIP. Transparency and fairness in the process of admission of students into CLIP is one of the values of CLIP. RESIDENCE CLIP is a day school and does not have boarding facilities. Students must therefore reside with their parent(s) or other legal guardian in a location within commuting distance to the school. PARENT COMMUNICATION English is the language of instruction at CLIP. It is also the primary language for communicating with parents. At least one parent or guardian should be able to communicate comfortably with school personnel in English.

clip Âˇ community handbook

School Fees · School fees are set by the Board of Directors annually and parents are informed of the preregistration fee and tuition fees for the forthcoming academic year, usually in the month of April preceding the new academic year. The tuition fees notice provides all the necessary documentation and outline on the fees and other sundry charges.

Students’ individual files · School administrative assistants are responsible for maintaining accurate and up-to-date cumulative folders for each student. This data is to be kept on the relevant area of the School Database as well as in a file (hardcopy) kept by the School Administration Office. All important school documents relative to the student should be filed in the cumulative folder, including the following: report cards, updated transcript from other schools, registration documents, immunization and other health related information, copy of Birth Certificate and/or ID Card. Information about health matters, like diabetes, should be available to teachers in the shortest period of time. Child protection · CLIP fully recognizes its responsibilities for child protection. All children, whatever their age, culture, disability, gender, language, racial origin, religious beliefs and/or sexual identity have the right to protection from abuse, therefore any suspicions or allegations of abuse and poor practice will be taken seriously and responded to appropriately. CLIP has in place policies, procedures, and practices that are designed to reduce and eliminate bullying and harassment as well as processes and procedures to deal with incidents that occur. Bullying and harassment of students by students, school employees or volunteers who have direct contact with students will not be tolerated in the school.

rules and regulations GENERAL

The academic year is divided into three terms: Autumn (September - December), Spring (January – March/April) and Summer (March/April – June), totalling between 175 and 180 class days. The academic year usually commences in early September.

Opening hours · The school is open from 08.00h to 19.00h from Monday to Friday, except on public holidays. The buildings are protected by security alarm systems. Anyone wishing to gain access to the school buildings outside these hours should speak to the Director of the respective school. All visitors must report to the main gate to collect a visitor’s tag, and then to the reception desk. The school timetable is 08.20h to 15.45h for the Upper and Middle School. In the LS, KS2 begins at 08.45h; KS1 begins at 09.00h, with flexible entry till 09.30h for Pre-K. School ends at 15.15h for the Lower School, with collection from 15.00h for Pre-Kindergarten. Parents are encouraged to collect their children from school within a 15 minute “window”. After that 15 minute “window” students between Pre-Kindergarten and Form 4 will be escorted to Aftercare, for which there is an hourly charge. Form 5 – Form 8 are expected to make their own way to the waiting room.

clip · community handbook

Daily Schedule The Lower School operates a staggered start to the day.

Pre - Kindergarten

Kindergarten – Form 1

Form 2 – Form 4

Registration

09.00 – 09.30h*

09.00 - 09.10h

08.45 - 08.50h

Classes

09.30 – 10.10h

09.10 – 10.10h

08.50 – 10.10h

Break

10.10 – 10.30h

Classes

10.30 – 11.50h

Lunch

11.50 – 12.50h

Classes

12.50 – 15.15h*

12.50 – 15.15h

*Arrival for Pre-Kindergarten is up to 09.30h and collection from 15.00h on.

The daily schedule for the Middle and Upper Schools is from 08.20h to 15.45h

Registration

08.20 - 08.35h

Period 1

08.35 – 09.35h

Period 2

09.35 – 10.35h

Break

10.35 – 10.55h

Period 3

10.55 – 11.55h

Period 4

11.55 – 12.55h

Lunch

12.55 – 13.45h

Period 5

13.45 – 14.45h

Period 6

14.45 – 15.45h

Organization of classes · At CLIP students are grouped according to the local system, by calendar year. Classes are heterogeneous in terms of students’ academic performance. However, students may be assigned to homogeneous learning groups for specific curricular units. This is especially so in the Middle and Upper School in Mathematics and English. Students are assigned to classes according to the school’s assessment of the student and in their best interest. It is CLIP’s responsibility to organize student class distribution. Students can therefore be moved from one class to another at the end of the year, or even in the same year, in their best interest. At the school’s discretion, classes may be completely restructured. Languages of instructions · One of CLIP’s major goals is to create the educational environment for the development of truly bilingual (or multilingual, in some cases) students. The main medium for learning is the English language, as the lingua franca of today. English is therefore the “official” language of the school. Instruction and learning in the Portuguese language is compulsory for all students and takes places in formal Portuguese lessons. Attendance and Absence · Good attendance is essential to the formation of an individual. Not only does it signify a student is taking advantage of all the opportunities the school has to offer, but it is the foundation of responsible, principled citizenship. Students are expected to arrive punctually each day and to arrive at all lessons in good time. All absence should be communicated to the school by telephone or email. Medical absence should be justified with a medical note. Non-medical absence must be requested in writing to the Director of the respective school. All students in Form 3 and above are expected to attend important celebrations such as the Carol Service and Commencement. Request for excuse from a school ceremony should be made in advance to the Director of the respective school.

Swipe Cards · All students in the MS & US and staff are issued with a swipe card. Students in the US and staff are expected to swipe in on arrival to the premises and out on leaving. Swipe cards are also necessary for registering in the canteen for lunch.

Movements about the school · In the LS, form teachers should escort their students in an orderly file from one place to another. The students should walk quickly and purposefully and when they arrive, should line up quietly outside the room and only enter when asked to do so by a teacher. At the end of the lesson, the class teacher should collect the students from the specialist area and escort them either back to the classroom or on to the next specialist area. Classes line up after break and lunch at set places. From Form 5 upwards, students move independently from one place to another. Students should walk quickly from place to place with minimum noise. They should line up quietly outside rooms until asked to enter by the teacher. Textbooks · All textbooks are property of the school. If a book is lost a standard letter is sent to parents asking for payment. Payment should be made through the Business Office. Families may opt to purchase one or all of the textbooks at their own expense.

clip · community handbook

Break and Lunch Time Weather permitting all students up to Form 9 must go outside. Forms 9 and 10 not wishing to go outside must remain in the West End canteen and use downstairs bathrooms. Form 11 and 12 are allowed in the building within the confines of their common room. Classes in the LS are escorted around the school, out to the playground and back in. Teachers supervise students in and outside the school building. Teachers should maintain a visible presence, moving about the school grounds as appropriate. Lunch time is staggered at all levels. Duty staff supervise students’ behaviour, level of noise, eating manners, etc. In the MS & US Prefects will assist the teacher on duty with the supervision of students.

Canteen & West End Café · The canteen offers a daily choice of 3 set menus: Meat, Fish and Vegetarian. Lunches are booked in advance on the online booking system at www.clip.pt/canteen; a login and password are issued to each student. A late booking surcharge will be made for any bookings made on the day. A meal will be charged if it is not cancelled in due time. Students in the MS / US need to swipe their student card to register in the canteen and get their meal. Students in Form 7 and above have the option of bringing a picnic lunch with them in the morning. The West End Café is open to use for the CLIP community, excepting LS & MS students, within set times. Between 09.30h and 15.45h it is reserved for student and staff use. Parents may use the West End Café before 09.30h and after 15.45h. There is a vending machine containing snacks and drinks in the school. Students from Form 2 up may use these machines at break and lunch times. Money is brought to school at students’ own risk and the school is not responsible for any loss of money or running out of stock.

Eating · Eating within the school building is permitted only in the canteens and in the West End Café. Eating is not permitted in the corridors or classrooms, with the exception of wet break. Eating is never allowed in the laboratories, music centre, pavilion, auditorium or amphitheatres. Birthday Celebrations and Parties. Birthday cakes may be sent to school for celebrating a students’ birthday. Birthday celebrations are an internal class affair, and teachers will use their discretion to decide when it is best to carry them out. Students must have written permission to take part in a birthday party after school, even if the party is to be held at CLIP.

Birthday Celebrations and Parties · Birthday cakes may be sent to school for celebrating a students’ birthday. Birthday celebrations are an internal class affair, and teachers will use their discretion to decide when it is best to carry them out. Students must have written permission to take part in a birthday party after school, even if the party is to be held at CLIP.

Chewing Gum · Chewing gum is not permitted on school premises.

Drinking and Smoking · Smoking is prohibited on the school premises. Any student smoking or drinking alcohol on the premises or at any school sponsored event will undergo disciplinary action. Mobile Phones / Electronic devices & Headphones · Students in the MS and the US may, at their responsibility, bring a mobile phone or electronic device, including headphones, to school. These may be used during break, lunch and after school. The school will not be responsible for any loss or damage. Students may phone home from the front desk with permission from their form teacher.

Money · A small amount of money can be brought to school by students to purchase snacks, learning materials (school shop) and to pay for photocopying. Students may also have money at school on occasions such as book fairs or charity collections. Students must take full responsibility for any valuables brought onto school property. After-school · There are several collection points for students of the LS and MS. The school rules are to be followed at all times, including the period after school. Disciplinary procedures will be followed in case of misconduct. Visitors · Visitors to the school are welcome. All visitors must report to the main gate to collect a visitor’s tag, and then to the reception desk. Visitors should wear their visitor’s tag at all times and may be requested to show identification. Visitors must conform and comply with all school rules and regulations whilst on the school premises.

clip · community handbook

SCHOOL ETHOS

Young people need boundaries and clear guidance in order to nurture their growth and development. Clear guidelines as to what standards of behaviour are expected are essential to foster a positive, enriched environment conducive to learning. The school has a comprehensive disciplinary policy.

Behaviour · At CLIP, we expect high standards of behaviour from all our students. All students are expected to adhere to the Behaviour Policy at all times: in school, during school visits, outdoor education trips, and when participating in inter-school competitive events (e.g. sports matches). Pupils are expected to be well-mannered, tolerant, honest and considerate of other people and other people’s property. They are expected to work to a high level in the classroom and to be punctual. Occasionally students do not behave as we would wish them to but sanctions such as disapproval in the case of our younger students or a verbal reprimand in the case of the older students are usually sufficient to bring about the required change in behaviour. If serious disciplinary procedures are required, parental involvement is sought. We believe that discipline is most effective when parents and school work together to bring about the desirable behaviour. It is in the first place the subject teacher and / or the form teacher who deals with discipline in the classroom.

clip · community handbook

CLIP Students are expected to: Show integrity, honesty and a sense of fairness and justice; Show sensitivity to the needs and feelings of others; Show respect for the views, values and traditions of other individuals and cultures and seek to consider a range of points of view; Attempt all aspects of the school curriculum in the spirit of exploring new ideas, roles and strategies; Strive to work cooperatively with all; Show respect for individual and communal property, buildings and grounds of the school; Maintain their student planner; Complete set homework to the required standard; Have the required equipment for all lessons; Be on time for all scheduled classes; Remain inside the school grounds during the entire school day; Observe additional student guidelines, including during outdoor educational trips; Wear the correct school uniform.

The school will follow the Disciplinary Procedures established in the Discipline Policy and the Headmaster will be the final decision maker.

SCHOOL ETHOS – LOWER SCHOOL The Lower School follows the rules and regulations set out above, adapted to an age appropriate set of rules – The Lower School Golden Rules.

Lower School Golden Rules Be gentle – do not hurt anybody Be kind and helpful – do not hurt other people’s feelings Work hard – do not waste your or other people’s time Look after things – do not waste or damage things Listen to people – do not interrupt Be honest – do not cover up the truth Be friendly! Make someone happy every day! Treat others as you would like to be treated! We are a caring community with a sound value-base. We believe that rewarding good behaviour and providing encouragement promotes a climate of consideration for others and encourages good behaviour rather than merely deterring anti-social behaviour. Positive values and attitudes, as well as knowledge and skills, are promoted at all times and in all LS activities. Specific elements are taught and reinforced in PSCHE lessons and in assemblies.

clip · community handbook

Rewards and Sanctions An effective discipline policy is one that seeks to lead children towards high self-esteem and self-discipline. Consequently, good discipline arises from good relationships and from setting expectations of good behaviour. It is important that students are familiar with the school ethos and the Golden Rules. In this context, students will be rewarded for good behaviour, which in turn helps them feel good about themselves. We use a positive system of rewards, which includes: Verbal praise; Positive comments in books; Use of stickers on short term charts, on books or as badges, etc; Informal referral to teaching partners, subject coordinators, Key Stage Leader or Director of the Lower School; Special mention in class or in Assembly; Nomination for commendation by the Director of the Lower School; Working towards a class treat by gaining points, marbles, steps on a chart, etc; Use of special award or certificates at class level. In cases of failure to respect the principles of the Golden Rules or infringement of school rules, the following consequences or sanctions may be applied. The student will be: Told that their behaviour is unsuitable, given the opportunity to discuss the situation and will be encouraged to modify that behaviour. Temporarily isolated from their peers; The student may be asked to write out some or all of the school rules (Forms 2-4); Withdrawn from privileges; Placed on a daily or weekly report, so that behaviour can be closely monitored; parents will be informed; In persistent cases, advice and assistance from external professionals (e.g Educational Psychologists) may be sought. Extremely serious misconduct or persistent misdemeanour may result in suspension or expulsion.

clip 路 community handbook

SCHOOL ETHOS – MIDDLE SCHOOL AND UPPER SCHOOL The professional duties of staff require the universal expectations of all staff to be the same and that they should endeavour whenever possible to reinforce those expectations with positive and encouraging responses to such exemplary behaviours.

Reward system – Merit points Everyone needs positive reinforcement and recognition. A word of praise from the teacher will motivate and make the student feel the effort was worthwhile. Usually a nonverbal message works too, such as a smile, nod of the head, or thumbs up to let the student know their good behaviour has been acknowledged. Acknowledgement of work well done or positive attitudes is very important and can be rewarded with House points, Merit points or Commendations. Students need to receive feedback on their behaviour and performance so they will be encouraged to keep up the good work or to keep improving. CLIP believes in the importance of recognizing and acknowledging good behaviour, and that positive reinforcement is a much more effective way of improving the overall behaviour and performance of all students in the school.

Houses Every CLIP student from Form 5 to Form 12 is allocated to a House. Siblings are placed in the same house. There are 4 Houses: Delta, Lambda, Kappa, and Sigma. Each House has a House Coordinator. The House system is designed as a means of personal and social organization for the school, in mixed age groupings. Each academic staff member is allocated to a House and acts as a House Tutor. A variety of Inter House competitions take place annually, including football, basketball, volleyball, debating, public speaking, poetry, reading, etc. In addition academic performance receives House Points. At the end of the academic year the House with the highest number of points wins the Inter House Trophy.

Sanctions Failure to abide by the code of conduct or to obey standards of behaviour will result in consequences or sanctions being applied. The student will be told that their behaviour is unsuitable, given the opportunity to discuss the situation and will be encouraged to modify that behaviour. A point system is in place to define disciplinary procedures, as set out below. School Detentions take place for one hour after school on a fixed day of the week (normally Friday); they are supervised and directed work to encourage reflection is given. At least one day’s notice will be given, so that parents can make any necessary amendments to transport arrangements for the day of the Detention.

Upper School

Points

Middle School

Friday Detention

30 minutes Lunch Detention

Parental Meeting with Form Tutor Report

Friday Detention (letter model 1)

Friday detention

Friday Detention (letter model 2) Parental Meeting with Form Tutor Report

Parental Meeting with Form Tutor + Pastoral Care Leader Internal Suspension Report

30 minutes Lunch Detention

Friday Detention

Friday Detention (letter model 1)

Parental Meeting with Form Tutor + Pastoral Care Leader Internal Suspension Internal Community service Report

Friday Detention (letter model 3) Parental Meeting with Form Tutor + Pastoral Care Leader Internal Suspension Report

Friday Detention

30 minutes Lunch Detention

Parental Meeting with Form Tutor + Director External Suspension External Community service Report

Friday Detention (letter model 1)

Friday Detention

Friday Detention (MS Director’s letter) Parental Meeting with Form Tutor + Director External Suspension Community Service

Parental Meeting with the Director / Headmaster where further actions will be decided.

30 minutes Lunch Detention

Friday Detention (letter model 1)

Parental Meeting with the Director / Headmaster where further actions will be decided.

clip · community handbook

SCHOOL UNIFORM

All students must wear the appropriate uniform at all times, including all field trips. Residencies may be exempted. Any other waivers must be granted by the Directors of the respective School and / or Headmaster. Teachers and all supervisory staff must reinforce the code with students. Uniform items should be purchased from the CLIP Shop. There are to be no exceptions to this uniform, no mixing and matching of summer and winter uniform and all students must come to school correctly dressed. Earrings worn must be of the regulation stud size; no large loops etc. Hair should be kept neat and tidy. No beards or other facial hair are allowed. Any students who come to school improperly dressed are liable to be sent home by their respective teacher and parents will be informed to collect them so as to take them home and return to school in the correct uniform. All items of clothing should be labelled with the studentâ&#x20AC;&#x2122;s name and form.

THE DRESS CODE FOR STUDENTS IS AS FOLLOWS

Summer Uniform: To be worn from the start of the Summer Term until the half-term break in the Autumn Term (weather permitting). Dates are provided in the school calendar. School polo shirt (red, blue or white) School trousers; girls may wear the school culottes or, in EY & KS1, the school dress Dark blue or brown school shoes (no trainers, casual shoes or boots) Dark blue socks Blue CLIP jersey or CLIP cardigan; Middle and Upper School fleece (optional) Uniform remains the same throughout the week.

Winter Uniform: To be worn from the start of the second half of the Autumn Term (after half-term) until the end of the Spring Term. Light blue school shirt School tie (prefects will wear a different tie) School trousers; girls may wear the school culottes or, in EY & KS1, the school dress Dark blue or brown shoes (no trainers, casual shoes or boots) Dark blue socks Blue CLIP jersey or CLIP cardigan; Middle and Upper School fleece (optional) School winter jacket (optional) or other navy blue / black coat Uniform remains the same throughout the week for Form 2 â&#x20AC;&#x201C; Form 12. The younger students in the Reception and Form 1 classes need only wear the shirt and tie on Monday, and may wear the more informal long-sleeve school polo shirt over their Summer uniform the rest of the week. Pre-Kindergarten and Kindergarten may wear the more informal long-sleeve school polo shirt every day.

Sports Uniform: To be worn for PE and swimming: CLIP T-shirt (red, white or blue) CLIP shorts Blue CLIP sports top Blue CLIP tracksuit CLIP swimming kit

clip Âˇ community handbook

LOST PROPERTY

All items of clothing found in the corridors and playground will be placed in the Lost Property cupboards. Valuable items will be handed in at the Photocopy Centre.

HEALTH AND IMMUNIZATION

Each year a STUDENT MEDICAL RECORD must be filled in and signed by Parent/Guardian with updated relevant medical information, i.e. allergies, medical and other, regular medication. Information about health matters, like diabetes, is made available to teachers in the shortest period of time. Students have to present an updated Immunization Bulletin upon registration. The nurse will keep a copy of this document. Parents are responsible for complying with the National Vaccination Plan and informing the School Nurse of vaccination updates. The School Nurse is responsible for monitoring this process and reporting exceptions to the relevant School Director. All students who are absent or late for school, for whatever health reason, should inform the school, giving the reason for such absence. A student with a temperature should not come to school, even when the student is medicated to control it. If a student is on medication of any kind, the Form Teacher and the School Nurse should be informed. There is a Record of Medication form at the front desk for parents to fill in and sign. This is given to the nurse on her arrival so that she can acknowledge it and give the medication (Lower and Middle School).

SAFETY AND SECURITY

CLIP’s concept of safety and security is based on responsibility that is shared amongst all members of its community. The organization of safety, security and environment is designed as a network covering all members. Thus, each and every participant should be aware of their duties in this area.

Safety / Security guidance for students Students should not run in the school building; No student should be in classrooms during break/ lunch; No student is to go into anyone else’s bag or locker. Lost property of value should be handed to the Photocopy Centre. No student is to leave the school premises without the knowledge of their Form Teacher, and the administrative assistant. No student should wait outside the school gate, nor should any student speak to strangers. The Gate Security and the Reception Desk must clear any person visiting the premises for whatever reason.

ICT Safety · There are strict regulations regarding the use of ICT at CLIP. User accounts are recorded with the sites visited, mails sent and received and software used, and are monitored on a regular basis. Students may bring to school, at their responsibility, any equipment, including laptops, notebooks etc. with the permission of the Network Administrator or supervising teacher. Disks or other software should be approved by the Network Administrator or supervising teacher. Each student in the MS & US has a personal CLIP username and password for the network. Passwords must be changed on a regular basis and should be kept secret as each student is responsible for the use of their account. Students must use only their own email account. Inappropriate usage will be penalized, including the withdrawal of the service for the individuals concerned. The Internet is to be used for research related to academic subjects. Copyright restrictions must be observed. Students may not use “chat” services or social networks at school. Students must log off a workstation before leaving the ICT rooms. On leaving students must ensure they leave the work area neat and tidy, and remove any unwanted printouts. Eating and drinking is not permitted. ICT may not be used to view, send, use or store offensive material. This includes any form of pornographic, racist, sexist, or similar material. Any students attempting to access sites that are deemed as offensive will be prohibited from using the network for a specified period of time. Hacking, which includes gaining access to any file, files or function to which a student is not explicitly configured to access, is illegal and is forbidden. Safety in the Science Laboratories · CLIP has four operating science labs, three in the Upper School (Physics, Chemistry and Biology), and one in the Middle School, each with a separate preparation room. The laboratory phase of any Science instruction is an integral part of students’ development of knowledge. Safety is a major consideration in our science laboratories. It is not only important that students be instructed in techniques of laboratory safety, but also that they are given the opportunity to demonstrate their knowledge about appropriate safety practices. All Science staff (teachers and full time technicians) are well qualified scientists with knowledge of health and safety regulations. All chemicals are clearly and legibly identify with the contents and hazards of each substance. Chemicals are stored according to their reactivity pattern and incompatibilities, on sturdy shelving and in designated cabinets. All the material safety data sheets (MSDS) for chemicals are available to be consulted at any time in the preparation room. After experiments, all the waste chemical products are collected by an external company which is legally responsible for chemical disposable. A full list of the Laboratory Rules is posted in the laboratories and included in the appendix.

clip · community handbook

student body HEAD BOY AND HEAD GIRL The academic year is divided into three terms: Autumn (September - December), Spring (January – March/April) and Summer (March/April – June), totalling between 175 and 180 class days. The new academic year usually commences on the second Monday of September. To be Head Boy or Head Girl is a privilege given by the prefects, senior students and teachers to a student who has shown over the years to be: a true CLIPPER; a role model in terms of work ethic; academic performance; behaviour; and appearance; a leader able to inspire their colleagues by positive contributions made to school. The Head Boy and Head Girl lead the Prefects’ body. In addition, they are the students’ community leaders and represent the students’ body, as well as the whole school community, during their year in office. Therefore, they embody the school’s spirit, ethos and philosophy and should excel in their role. They should aim at excellence, thus leaving an inspiring legacy to younger students. The Head Boy and Head Girl work closely with teachers and administrators on several occasions to improve the school’s climate and expectations. They put forward suggestions and promote projects that enable a better interaction between CLIP and the wider community. The Deputy Head Boy and Deputy Head Girl work closely with the Heads, assisting them in all matters related to their leadership positions. They step forward whenever the Heads are unable to perform their duties or obligations. True commitment to the school is also expected from the deputies, therefore they should have the same qualities as those required from the Heads.

PREFECTS To be a prefect, a student has to be an excellent example to others in terms of work ethic, appearance and behaviour and has to have shown leadership potential through contributions made to the school during their school career. Positions are not automatic. The Acting Head Boy and Head Girl remain prefects but those who held office the previous year must be nominated and stand for re-election.

Procedure A student can either nominate him/herself or be nominated by someone else in Forms 11 & 12. Each nominee needs to be seconded by two other students.

The nominees must write a paragraph stating why they believe they should be considered as prefects. These will be displayed outside the Common Room so those eligible to vote can make up their minds about the best candidates. Students in Forms 10-12 will vote for prefects. Teachers who know the students well will also vote. The Headmaster has the power of Veto. Results will be displayed outside the Common Room. The Head Boy and Head Girl and their deputies will be elected by the prefect body, the Forum and the teachers, after addressing their colleagues in an US Assembly to outline the reasons why they should be elected. Prefects will be invested in Assembly. Roles and Responsibilities will be allocated and discussed at the first student leadership meeting.

STUDENTS’ COUNCIL The Purpose of the MS and US Student Council is to develop leadership skills; promote harmonious relations throughout the entire school; improve student-teacher relationships; improve school spirit and morale; provide a forum for student expression; provide orderly direction of school activities; promote community involvement and promote the general welfare of the school/community. Students involved with the student council will develop essential life skills, such as listening, diplomacy, compromise and communication.

Profile of a class representative: Leadership skills – be willing to lead meetings and represent their class; Creative – be able to think of new and exciting activities and fund raising opportunities; Communicative – be able to share ideas with other student council members, colleagues and school; Team Player – be able to work in a team to generate ideas and organize events; Responsibility – be reliable and responsible for running activities throughout the school; Commitment – be willing to attend meetings and be pro-actively involved in all designated activities / responsibilities throughout the year; Class representatives are viewed as leaders and examples, not only to their class group, but to every student in our community. It is therefore important for each class representa-

clip · community handbook

tive to acknowledge and maintain a sense of responsibility and integrity throughout the year. If at any time these values are jeopardized, the class representative may be suspended or demoted of his/her position. Students should consider this as an opportunity to build character, leadership, decisionmaking, organizational skills and responsibility. Any privileges will be decided upon by the Directors.

Procedure Elections for two class representatives per form take place in September each year; Forum students have to elect two class representatives per year group; prefects may not be elected as class representatives. Each student interested in representing their class in the Student Council must nominate themselves; Form Teachers must validate their nomination. Once names have been ratified students can start their campaign, which would include an address to their class during Form Teacher time to outline the reasons for being elected. Students will then vote for their chosen candidate; the Form Teacher collects these votes; results are announced at the next assembly and badges are handed out. Meetings will be held every month and internal positions will be filled only after an election; these positions will be open to Form 8 and Form 12 students only, and will include: Chairperson (takes responsibility for the writing of the agenda and running of meetings) Vice Chairperson (replaces the chairperson in case of absence) Secretary (records accurate minutes of meetings) Class representatives are expected to attend these meetings and give feedback from each meeting to their class groups during Form Teacher time or registration. Issues are normally brought before the Directors through the Chairperson and Vice Chairperson.

SUPPORT IN TIMES OF ANXIETY Organizing and managing study time, coping with the stress of tests and exams, difficulties in understanding and memorizing are situations that cause anxiety in many students. Students are routinely supported by their teachers to help them develop the skills necessary to deal with these inevitable situations in their lives and maintain a positive, confident and optimistic attitude. Self-belief, as well as time management skills, study and concentration skills and relaxation techniques are tools that help a student achieve the best results.

COMMENCEMENT

Commencement, which takes place at the end of each school year, celebrates the graduation of the Form 12 students and their commencement of the next stage of their life. All students from Form 3 up are expected to attend this important celebration.

alumni The CLIP Alumni Association (CAA) is the official association of all alumni of CLIP – The Oporto International School. Its regular members include former students of the school, as well as members of the school teaching staff. The purpose of the CAA as stated in its constitution is to promote the welfare of CLIP and to establish a mutually beneficial relationship between CLIP and its alumni. The CAA helps alumni connect with the school and with fellow graduates through a wealth of activities, continuing educational programmes, online services, and alumni events around the world. The CAA has just published its first newsletter, sharing with the community the news and achievements of its members. The CLIP Alumni Association is the first private non-university student association formally recognized by and registered at the Portuguese Ministry of Education and the Instituto Português da Juventude (IPJ).

clip · community handbook

staff

general CLIP staff number over 100 and come from more than 12 different countries. This background and experience contribute to a learning environment that responds to the students’ cultural diversity and meets the needs of an international student population.

teachers CLIP teaching staff is a team of educators dedicated both to providing the very best learning opportunities for all our students and to their own teaching and professional growth. Teaching staff number about 70 and come from more than 12 different countries. This background and experience contribute to a learning environment that responds to the students’ cultural diversity and meets the needs of an international student population. CLIP educators are trained and certified in their respective fields and more than a third of them hold masters’ degrees. Teachers are guided in their practice by CLIP’s Professional Teaching Standards. CLIP has a number of positions of leadership in both curriculum development and management and in the vital area of student well-being, which effectively contribute to the success of the educational project.

form teachers The Form Teacher is the front line of pastoral care and student well-being and, in normal circumstances, will be the first point of contact with parents. In the Lower School issues are dealt with at Form Teacher level, with reference to the Learning Support Team, Key Stage Leaders and Lower School Director. In the Middle and Upper Schools, Form Teachers liaise with the learning area or pastoral care leaders depending on the issue. They will pass this on to the SENCO team or Director, as appropriate, and act in the best interest of the child at all times. The Form Teacher’s role, in brief, is to keep a watchful eye on his/her charges; to lend a sympathetic ear to them; to encourage or censure them when the occasion warrants; to manage the group efficiently; to keep accurate records of students’ progress; to liaise closely with the Leaders and Directors; and to pass on accurate records to the next Form Teacher. Form Teachers must be well prepared for pupil

clip · community handbook

progress meetings and Parentsâ&#x20AC;&#x2122; Evenings. All contact with students will be dealt with discreetly and with sensitivity. Staff and prefects may in no way promise confidentiality and should not withhold pastoral information. Information concerning the welfare of individual students will be passed to members of staff on a need-to-know basis. We cannot promise not to contact parents. The Headmaster will always reserve the right to contact external agencies with or without the permission of parents. In all circumstances the best interest of the student is taken into account and action taken as deemed appropriate. On occasion, external agencies will communicate with the school. There are times when the information received is extremely sensitive, or there are instructions not to pass it on. There may be unresolved issues or an investigation underway and it is inappropriate to release information. Information will be passed to members of staff on a need-to-know basis.

dress code Dress standards for all staff members are a critical component of professional conduct. The professional status of staff members is reinforced by appropriate dress and appearance. Staff members serve as role models and should maintain professional standards of dress and grooming. A casual appearance encourages casual behaviour.

professional growth and development At CLIP we believe that: The fundamental purpose for staff to grow and develop professionally is to enhance the quality of student learning and well-being. The next major purpose is to enable staff to gain professional and personal satisfaction from knowing that they are extending their understandings, skills and knowledge and continuing to hone their expertize. The Professional Growth process aims to foster a climate of reflection. The Professional Growth process provides a vehicle for recognition of excellence and professionalism. At CLIP, the processes of appraisal, goal setting and subsequent professional development of staff are aligned and are guided by the school’s Professional Growth and Development Policy. These processes are further supported by CLIP’s statement of Professional Teaching Standards, already in use, and the CLIP’s Standards for NonTeaching Staff, in development. Planning for Professional Growth and Development is in the form of a three year strategy, with a more detailed plan developed annually.

supporting teachers who are new to clip Teachers who are new to the CLIP community, and who may also be new to Portugal, are supported through an Induction Mentoring programme. Trained mentors are paired with new teachers to assist them with the information that they require, with adjusting to CLIP’s processes and with settling into their new teaching / living environment. They are also provided with the A to Z Handbook for Teachers before commencing work at CLIP.

clip · community handbook

parents GENERAL

CLIP recognizes that parents are a key element in the education of their children. A relationship of respect and trust between parents, the school and its staff are essential to the wellbeing of each student, thus forming the basis to a culture of innovation, international mindedness, academic excellence, intellectual resilience and active, respectful, responsible citizenship. The school offers a variety of opportunities for parents to share in the educational process of their children and regularly communicates with the CLIP community. There are regular presentations, open assemblies and other events for parents, as well as sessions of Coffee Mornings and Open Mornings for parents to visit their child’s classroom. Parents can track their child’s progress and development through regular sessions of Parents’ Evenings at all levels. Progress reports are completed each term and posted on the e-portal (MS/US) or sent home (LS). Meetings with Teachers, Directors and the Headmaster may be arranged by appointment. Parents should communicate directly with the class teacher about issues concerning their child. More general issues may be better addressed through the Parents’ Council. Communication with the community will be posted on the CLIP e-portal and /or emailed to parents. It is parents’ responsibility to ensure their contacts are up to date. Correspondence is generally in English, but assistance in understanding these can be obtained from the administrative assistants. Information and clarification sessions, as well as workshops on relevant topics are organized regularly for parents benefit. Parents may use the West End Café until 09.30h and at the end of school. During the school day, 09.30h – 15.45h, the West End Café is reserved for students and staff. Parents are welcome to join their child or children for lunch at school. A lunch ticket must be obtained from the front desk and students should return to class punctually. In the Lower School, this is possible between October and June, and it is expected that parents advise the school in the morning for the child to be removed from class for collection; parent and child will then take lunch in the West End Canteen.

THE PARENTS’ COUNCIL

The Parents’ Council, lead by the Executive Board of the Parents’ Council (EBPC), is the established body for parents’ participation in the life of the school as their inherent right and as a condition sine qua non for the natural development of their children. The Parent Council, together with the Headmaster, the Board, the teachers and other staff, works collaboratively to build a strong partnership between the school and the home. Class Reps communicate directly with the Form Teacher on issues relating to the class. The EBPC works with the school in the persons of the Headmaster and the Directors to establish areas of intervention and collaborate in the continuous improvement of CLIP’s educational project.

Mission and purpose · The Parents’ Council is determined to promote and support the creation of conditions that will contribute to a good cooperation between all partners in the school, thus ensuring the maximizing of students’ potential and the best possible preparation for active citizenship in adulthood.

CHAPTER 3

safety and security

clip 路 community handbook

general CLIP’s concept is based on responsibility that is shared amongst all members of its community. The organization of safety, security and environment is designed as a network covering all members. Thus, each and every participant should be well aware of their own duties in this area. As a leading school in Portugal, CLIP is also faced with the challenge of protecting its students, personnel and assets against both internal and external threats. This is accomplished by: the implementation of the School’s security policies, guidelines and standards; the identification and assessment of risks; the provision of security surveys; investigations; consulting services to reduce or eliminate loss; and management of the security services provider and security response to emergencies and incidents.

Safety/Security guidance for students Students should not run in the school building. No student should be in classrooms during break/ lunch. No student is to go into anyone else’s bag or locker. Lost property of value should be handed to the Photocopy Centre. No student is to leave the school premises without the knowledge of their Form Teacher, and the administrative assistants. No student should wait outside the school gate, nor should any student speak to strangers. The Gate Security and the Reception Desk must clear any person visiting the premises for whatever reason.

ict safety Each student in the MS & US has a personal CLIP username and password for the network. There are strict regulations regarding the use of ICT at CLIP. Every user account is recorded with the sites visited, mails sent and received and software used, and monitoring will be done on a regular basis.

PERSONAL EQUIPMENT Pupils may bring to school, at their responsibility, any equipment, including laptops, notebooks etc. as long as they have permission to do so from the Network Administrator or supervising teacher.

PASSWORD Students’ passwords must be changed on a regular basis. Passwords must be kept secret as each student is responsible for the use of their account. If others are allowed to know a password there will be consequences. Pupils must observe copyright restrictions.

ICT ROOMS Pupils must not leave the room whilst logged on to a workstation. On leaving students must log off, ensure they leave their work area neat and tidy, and remove any unwanted printouts. Pupils may not bring to school any disks or other software which has not been approved by the Network Administrator or supervising teacher.

E-MAIL Pupils must ensure they use their own and only their own e-mail account. E-mails will be monitored to ensure that correct usage is taking place. Inappropriate usage will be penalized, including the withdrawal of the service for the individuals concerned.

INTERNET The Internet is designed for research related to academic subjects. Pupils may not use “chat” services or social networks on the Internet. Offensive Material - ICT may not be used to view, send, use or store offensive material. This includes any form of pornographic, racist, sexist, or similar material. Any students attempting to access sites that are deemed as offensive will be prohibited from using the network for a specified period of time. Hacking – Hacking is illegal and is forbidden. Hacking includes gaining access to any file or files or function to which you are not explicitly configured.

OFFENSIVE MATERIAL ICT may not be used to view, send, use or store offensive material. This includes any form of pornographic, racist, sexist, or similar material. Any students attempting to access sites that are deemed as offensive will be prohibited from using the network for a specified period of time.

HACKING Hacking is illegal and is forbidden. Hacking includes gaining access to any file or files or function to which you are not explicitly configured.

clip · community handbook

laboratories safety CLIP has four operating science labs, three of them in the Upper School (Physics, Chemistry and Biology), each with a separate preparation room, and one in the Middle School. The laboratory phase of any Science instruction is an integral part of studentâ&#x20AC;&#x2122;s knowledge development. Safety is a major consideration in our science laboratories. It is not only important that students be instructed in techniques of laboratory safety, but also that they be given the opportunity to demonstrate their knowledge about proper safety practices. Besides that, all Science staff (teachers and full time technicians) are well qualified scientists with knowledge of health and safety regulations. All chemicals are clearly and legibly identify with the contents and hazards of each substance. Chemicals are stored in safe conditions, according to their reactivity pattern and incompatibilities, on sturdy shelving or in designated cabinets. All the material safety data sheets (MSDS) for chemicals are available to be consulted at any time in the preparation room. After experiments, all the waste chemical products are collected by an external company which is legally responsible for chemical disposable. A full list of the Laboratory Rules is posted in the laboratories and included in the appendix.

laboratories main rules Conduct yourself in a responsible manner at all times in the laboratory. Follow all written and verbal instructions carefully. If you do not understand a direction or part of a procedure, ask your teacher. Never work alone in the laboratory. Unauthorised experiments are not allowed. Always work in a well-ventilated area. Work areas should be kept clean and tidy at all times. Dispose of all chemical waste properly. Never mix chemicals in sink drains. Sinks are to be used only for water. Check with your teacher for disposal of chemicals and solutions. Keep hands away from face, eyes, mouth, and body while using chemicals or lab equipment. Wash your hands with soap and water after performing all laboratory work. Experiments must be personally monitored at all times. Know the locations and operating procedures of all safety equipment including: first aid kit(s), and fire extinguisher. Know where the fire alarm and the exits are located. Whenever any chemicals, heat, or glassware are used, students must wear safety goggles. Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to the teacher immediately; if a chemical should splash in eye(s) or on skin, immediately rinse with running water for at least 20 minutes. All chemicals in the laboratory are to be considered dangerous. Handling chemicals with fingers should be avoided at all times – a pair of tweezers should be used. Chemicals should not be tasted of smelled. When making observations, at least 1 foot should be kept from the specimen. Glassware should be examined before each use; chipped, cracked, or dirty glassware should never be used. A hot plate should not be operated when on your own.

clip · community handbook

emergency evacuation procedure The fire alarm will sound in the case of an incident which requires an emergency evacuation of any part of, or all of, CLIP. Emergency Evacuation procedures are posted on classroom and corridor walls. Students must follow the instructions of their teachers on these occasions. Students are to leave classrooms in silence for the entire duration of the evacuation and without unnecessary haste or panic. The following regulations should be followed: Close windows; Leave all personal belongings behind – coats, books, bags, etc; Exit by the nearest door and follow green/white arrows to exit the building; Walk quietly and in an orderly fashion; Assemble silently on the school field as follows: LS and MS students are to assemble in their form groups; US students assemble in the subject groups in which they exited the building; Each teacher (form or subject) is to take a register of students and report to the respective Director, who will in turn report to the Headmaster; Students remain in their groups until dismissed to return to class, accompanied by their teachers.

Fire Drills · The school will conduct periodic fire drills.

pe department regulations To participate in curricular Physical Education lessons The use of CLIP’s Physical Education KIT (shorts / track suit, T-shirt, trainers and elastic bands to tie long hair) is compulsory – Students may already come dressed in the morning if PE lessons take place in the first two periods (shorts are not allowed); Although not mandatory, for reasons of hygiene and comfort, we encourage all students to have a shower at the end of the PE lesson; If students cannot attend PE lessons for medical reasons for a period exceeding two weeks, it is mandatory to produce a medical certificate; Students who do not attend lessons regularly, must present a written justification by the Parent / Guardian; If students come to class without PE equipment, negative points will be issued, in accordance with the general CLIP disciplinary procedures.

To participate in curricular Swimming lessons The use of CLIP’s Swimming KIT (swimming cap, swimsuit / shorts and slippers) is compulsory. Students who do not take part in the lesson must bring slippers and remain in the swimming pool area at all times, unless there are indications from a doctor requiring different arrangements.

clip · community handbook

clip teams regulations To participate in International Schools Tournaments CLIP provides all students with opportunities to experience sports competitions organized by federations and / or similar competitions, as we feel they are also important aspects of a healthy lifestyle. The PE Department uses clear criteria to rank the athletes and thus determine who is selected to participate in the various competitions and / or tournaments at International Schools.

Primary Criteria Being part of CLIP Teams (if practising in other clubs, students may also be selected according to their technical skills and experience in game tactics). Attendance and punctuality for practices. Attendance and punctuality for games. Behaviour and effort in practices. Behaviour, effort and commitment to the games.

Secondary criteria Age Technical skills and experience in game tactics. Years of practice in CLIP Teams.

The CLIP Community Handbook would be reviewed and or updated within a three-year cycle.

July 2012