It gives us great d
pleasure to welcome d
you to the CLIP - Oporto d International Schoold It gives us great pleasure to welcome you to
Our teaching and learning methodologies are
the CLIP - Oporto International School.
regularly re-examined to provide better edu-
The education offered at CLIP instils self-confi-
cational practice. Our teachers are highly qual-
dence, integrity and leadership in students. All
ified, experienced, innovative and caring.
pupils are valued, encouraged, challenged and
The wellbeing of the whole child is paramount
supported through their development.They
at CLIP. ‘We Are One’ (from our school song)
are taught to become independent and critical
in nurturing and promoting an environment in
thinkers, responsible team players and princi-
which children are pastorally secure and that is
pled citizens.
welcoming, warm and positive. We firmly be-
Emphasis is placed on the teaching of creative
lieve that student wellbeing is central to both
and lateral thinking and all areas of the cur-
learning and school improvement.
riculum are supported by the latest technol-
At CLIP, education is viewed as a partnership
ogy. Our success as a school is dependent on
in which parents and the school work closely
constant planning, research and evaluation.
together to ensure the success of each child.
5
CLIP was established in 1990 (school year 199091) 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 Intenational Schools (CIS). The process of self-study is well under way and we hope to see this process completed in 2012-2013.
All students ared
provided with and education whichd
promotes the highestd academic standardsd
6
CLIP . Institucional brochure
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.
F
ER A CLI PP
ER
O
V RE
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 building boasts the most advanced technology, providing efficiency and comfort at the highest level, and is fully adapted to users of all ages.
CLIP was builtd Ground Floor: 200-seat Auditorium; 100-seat Amphitheatres (2); Canteens (2) and Industrial Kitchen; CafĂŠ, Music Centre, Art Rooms (2), Offices and Meeting rooms, Covered car park (18 parking places), a 25 metre heated Indoor
essentiallyd
with the pursuit ofd
excellence in mindd
swimming pool.
Floor 1: Entrance hall, Classrooms, 500-seat Multi-purpose pavilion, Offices, Multimedia laboratories, Physics laboratory, Photocopy centre, CLIP Shop.
Floor 2: Administration offices, Staf room, Students’ common room, Biology and Chemistry laboratories, Libraries, Classrooms.
Outdoor facilities: Tennis courts (2), Football pitch, Athletics track, Wall climbing and abseiling.
7
de
centre of teaching andd learningd
8
CLIP . Institucional brochure
on
ca
become an exemplary
ec ell Int
The Vision for CLIP is tod
tu al Res ilience
ti na r e Int
Aa
novation, international-mindedness, academic
no va ti
dness
OPEN MINDS
motes open minds for the future through inexcellence and intellectual resilience.
on a l m ind e
m
ic
teaching and learning, which nurtures and pro-
en c e
to (CLIP) is to become an exemplary centre of
Ex cell
The Vision for the International School of Opor-
In
L
CLIP believes the future will be shaped by individuals who will meet the challenges of the 21st century through versatile intellectual competence, a passion for discovery, increased social
C
I
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:
P
All are Challenged
All are Lifelong learners
All are Internationally minded All are Principled citizens This education is provided by teams of out-
CLIP offers a challenging, coherent programme
standing, well-resourced teachers, working in
of academics, arts, sports and service, from Pre-
world-class innovative learning environments
Kindergarten through Grade 12, through which:
in a safe, secure campus. All learners’ needs are supported, their perspectives sought and respected and their qualThe school experience is shaped by a spirit of
ities valued and nurtured;
community, characterized by students, parents, faculty and staff working together to achieve
All learners make annual learning progress
our goal of developing independent learners
through the achievement of specific, appro-
who possess the knowledge, values and skills
priate learning targets;
to make a difference in the world. All learners have multiple opportunities to succeed and to secure their best future.
9
All learners develop a d
personal code of ethics,d respect for diversityd
of opinion and culture,d empathy for othersd 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.
All learners develop a personal code of ethics, respect for diversity of opinion and culture, empathy for others, an age-appropriate understanding of global issues and a disposition towards positive community participation.
10
CLIP . Institucional brochure
Academic Excellence The attainment of
Democracy: CLIP recognizes the role of pu-
the highest academic standards through a
pils, teachers and parents in the educational
stringent and fully integrated curriculum
process. Therefore, the governance of CLIP
that stresses personal excellence and team
is based on a democratic model for decision-
achievement.
making.
Learning to Learn The content of the various
Ethical and Moral Development: The over-
subjects is developing at such a rate that an
all development of students demands a solid
encyclopaedic approach to education is now
and dynamic ethical and moral education. The
quite inappropriate. By focusing on how to
following of standardised codes of behaviour
learn, our aim is to prepare students for a life-
does not suffice; each student must learn to
time of learning and personal development.
reason and to decide on ethical and moral grounds.
Cooperative Learning: Our instructional programme is based on the premise that students
The Arts: The Arts are essential to a complete
can and should learn from each other, and that
understanding of our nature as human beings
they themselves must shoulder the greatest
and as members of cultural groups. In this
responsibility for their education
regard the Arts must be taught both as independent subjects and as integral parts of the
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.
programme of studies as a whole.
A l l a re Challenged rners Lifelong-Lea lly-minded Internationa ens Principled citiz
Todos são
Tous sont
Estimulados Aprendem ao longo da vida Têm uma mentalidade internacional Agem como cidadãos de princípios
Mis au défi Des apprenants à vie Ouverts sur le Mon de Des citoyens avec de s principes
Alle Leerrnunegnen anzunehmen
Herausford lernen lebenslang zu zu denken l a n io t a n r e t in zu sein r e g r Ăź B e h ic l t auBerorden
Todos son
Desafiados Individuos que continĂşan aprendiendo a lo largo de su vida Mentes internacionales Ciudadanos de principios
CLIP - The Oporto International School offers
The school has equivalence with the Portu-
an international school curriculum based on
guese educational system, and all local stu-
the National Curriculum of England, with cer-
dents study the official curriculum in the sub-
tain modifications to suit both the school’s
jects of Portuguese language and Portuguese
philosophical and pedagogical objectives, and
History (Forms 5 to 9), thereby enabling stu-
the local circumstances of CLIP, as an interna-
dents to transfer to a state or private school in
tional school in Porto, Portugal.
Portugal, at any level, should they so desire.
E NG
L A ND
TH
PORTO -
T IONA L C U R E NA RI
CU
L
UM
OF
PO
GA L CLIP . Institucional brochure
U RT
14
1 2 3 Strands:
The whole school curriculum
is designed around three connected areas of learning called strands.
These are: 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.
Discipline-based Learning Students acquire the knowledge, skills and behaviours in the Arts, Languages, Humanities, Mathematics and Sciences.
Interdisciplinary Learning Students explore different ways of thinking, solving problems and communicating. They learn to use a range of technologies to plan, analyse, evaluate and present their work. Students learn about creativity, design principles and processes.
15
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 behaviours students are expected to demonstrate. At CLIP we believe that coherence of both teaching and learning benefits from a framework of standards. The frameworks for student 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.
At CLIP we believed that coherence ofd
both teaching andd learning benefitsd
from a framework ofd standardsd
16
CLIP . Institucional brochure
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.
The whole school curriculum is given coherence through the articulation of learning standards. The standards take into account research on the developmental stages of learning. This research recognises that while student learning is a continuum from Pre-Kindergarten to Form 12, and different students develop at different rates, students broadly progress through three stages of learning:
Lower School Pre-K | Form 4 Laying the Foundations
Upper School Form 9 | Form 12 Developing Pathways
The curriculum aims to promote pupils’ moral,
The curriculum allows students to develop their
social and cultural development and prepare all
understanding of and connection to their com-
pupils for the opportunities, responsibilities and
munity and the world around them. Students
experiences of life. By providing rich and varied
begin to focus on areas of particular interest re-
contexts for pupils to acquire, develop and ap-
lated to both their future schooling and intend-
ply a broad range of knowledge, understanding
ed pathways beyond school.
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.
17
The Lower School fosters a very positive en-
Our educational programme is a modified
vironment that shows itself in every aspect of
form of the National Curriculum of England,
our school, and in the wider CLIP community.
with the inclusion of Portuguese Language
We are committed to effective teaching and
and Literacy as per the Portuguese National
learning for 3 to 10 year olds and the provision
Programme.We have enriched the curriculum
of wide-ranging opportunities and support-
with elements of Global Citizenship, many as-
ive relationships that allow every student to
pects of which are woven into daily practice,
achieve his or her best.
making the hidden curriculum an integral com-
We believe passionately in the value of a glob-
ponent of our educational programme.
al education and international mindedness as
In the Lower School, students’ learning is cen-
we also believe in the value of grounding our
tred in their own classroom. The Form Teacher
students in the Portuguese language and cul-
is responsible for all areas of the curriculum
ture. We therefore accept the responsibility to
except for the Portuguese component of Lan-
teach our students how to develop skills which
guage and Literacy. Other subject specialism
enable them to solve problems in constructive
may include Physical Education, Music or Eng-
ways and to develop appreciation for cultures
lish as an Additional Language. Information Lit-
and languages different from their own. Learn-
eracy is integrated throughout the curriculum;
ing activities are designed to help students
students learn to use multimedia resources to
learn tolerance, compassion and respect, not
enhance their learning both in the classroom
only for members of our school community,
and in specific taught units.
but for all.
18
CLIP . Institucional brochure
Form 2
Reception Form 1
Kindergaten
Form 3
pre-K
Form 4
Form 5
Form 9
Form 6
Form 10 Form 7
Form 11
Form 8
Learning Through Research and Design (LTRD)
Form 12
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
This is a crucial learning area in our Middle
(Co-operative Learning), to reason and debate,
School Curriculum. LTRD is a unified concep-
to speak in public in at least two languages,
tual framework that promotes a pedagogy and
to develop organisational and problem solv-
curriculum intent that is interdisciplinary and
ing skills, to develop higher order level think-
seeks to connect and inter-relate perspectives
ing skills (Bloom’s Taxonomy) and the ability to
of information, media and technology within a
apply these skills across disciplines is the es-
research and design cycle of learning.
sence of LTRD. A team of specialised teachers
Based on extensive brain research and in its
act as facilitators by coordinating and assist-
tenth year of existence at CLIP, LTRD is a pro-
ing students develop trans-disciplinary work,
gramme that aims to provide students with
using cooperative and concept-based learn-
the opportunity to develop long term study
ing methodologies. Students may be grouped
and work skills, especially those directly linked
across different year classes.
to research methodologies. Brain research
The fundamental objective is that students be
has shown that it is at the Middle School age
autonomous, proficient and motivated learn-
range, as students enter ‘hormone upheaval’
ers when they enter the Upper School, taking
and reach a level of intellectual and concep-
with them the necessary skills that will ensure
tual maturity, that LTRD is most effective.
success, not only in exams but also in life.
19
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 tech nology 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 cooperation skills.
20
CLIP . Institucional brochure
Form 9 & Form 10 – IGCSE Programme The International General Certificate of Sec-
receives an “IGCSE” qualification for each sub-
ondary Education (IGCSE) is an internationally
ject taken. Cambridge IGCSE provides a broad
recognised qualification for school students.
and flexible study programme and covers sub-
The IGCSE is not a group award or “certificate
jects from a variety of areas. It is designed to be
of education” but is a qualification based on
suitable for students with varying levels of abili-
individual subjects of study, meaning a student
ty and whose first language may not be English.
Form 9
Form 10
English – first language English Literature English – second language Portuguese Portuguese – foreign language
English – first language English Literature English – second language Portuguese Portuguese – foreign language
Geography History Economics Business Studies
Geography History Economics Business Studies
Mathematics Chemistry Physics Biology
Mathematics Chemistry Physics Biology
Foreign Languages
Foreign Languages
ICT
ICT
PE (not as an IGCSE subject)
Philosophy (not as an IGCSE subject)
Electives
PE (not as an IGCSE subject)
Art / Drama Geography / Economics / Business Studies Spanish / Mandarin / French / German
Electives Art / Drama Biology / Economics Chemistry / Geography / Business Studies Physics/ History Spanish / Mandarin / French / German
21
Form 11 & Form 12 AICE Diploma / AS / A Level
The AICE diploma is a group award diploma of Cambridge University that requires the study from three different areas: Mathematics and Science; Languages; and Arts and 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 AS and still be able to obtain their AICE diploma.
Group A:
Group B:
Group C:
Mathematics and Sciences
Languages
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
22
CLIP . Institucional brochure
Pass (3%)
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
Merit (42%)
120
E AIC
to achieve positive results and be motivated to
12
under estimated. The school aims for students DI 1 PL OM A 20
perform in those subjects of their choice.
Distinction (55%)
360-320 points (20-18.3) 310-220 points (17.9-14.2) 210-120 points (13.8-10)
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.
23
To remain in Portugal a student has to achieve
Economics, then they have to include Mathe-
equivalence to the 12º ano of the Portuguese
matics and Economics in their AICE curriculum,
education system by passing the AICE diploma.
as “Matemática” and “Economia” are the sub-
The Portuguese system enables our students to
jects required to enter this area in some uni-
enter university without sitting the Portuguese
versities. If a student chooses a university that
exams, through the use of “Artigo 20-A”. Stu-
does not apply “Artigo 20-A”, then they have to
dents have to ensure they have in their diploma
sit the appropriate Portuguese “prova de in-
subjects that are considered to be equivalent
gresso”. Each year, more and more universities
by the Portuguese authorities to the national
are accepting the use of “Artigo 20-A” in their
“provas de ingresso”. For example, if a student
application.
wants to enter
BIOLOGY CHEMISTRY PHYSICS MATHEMATICS
ECONOMICS CHEMISTRY
Engineering
Mathematics, Physics and Chemistry
Medicine
Mathematics, Physics and Chemistry, Biology and Environmental Management
Economics and Business Studies
24
BUSINESS
CLIP . Institucional brochure
Mathematics, Economics or Business
To go to the UK (and several other EU countries)
Entry to a British university does not rely en-
students have different routes they can take
tirely on marks but also on the student’s per-
and pay the same fees as UK students, which
sonal statement and the school’s reference
are subsidised. The difference is that students
which accompany their application. In the case
need to study A2s and do not follow the AICE
of Art, the student’s portfolio is decisive and
diploma requirements. Each university clearly
for medicine, the interview is a deciding factor.
states its requirements for entry and students
Furthermore, a student’s CV over the course
apply by the 15th of October to Oxbridge and
of their schooling has a great impact, and for
Medical Schools and by the 15th of January to
the competitive universities straight A grades
other universities, in their last year of school,
do not suffice, so students at CLIP are encour-
long before they know their results. However,
aged to work towards building a portfolio of
by March they have CONDITIONAL offers from
skills, competencies and activities to comple-
the universities of their choice. When the A-
ment their academic training.
Level results arrive in August and the desired results have been achieved, students are immediately accepted. If they have not achieved their grades there are other options.
Students at CLIP ared encouraged to workd towards building ad
United Kingdom, Switzerland, Spain, China, France
33%
Portugal
portfolio of skills d 67%
Access to University: Statistics
Since its inception, CLIP has consistently
careers, from arts to teaching, but the most
achieved success with students gaining entry
popular choices of courses for our graduates
to University in Portugal, the United Kingdom
remain Engineering, Economics, Business and
and elsewhere. Between 1996 and 2009, 96%
Management Studies, Medicine and other Bio-
of CLIP Form 12 leavers entered higher and
Medical degree studies.
further education.
In the Academic year of 2011-2012, 9 students
Currently some 47% of our graduates take up
entered Medical school, 18 entered Econom-
university or equivalent courses in the United
ics, Business or Hotel Management schools,
Kingdom and 48% go to courses in Portu-
and 4 opted for Engineering, amongst others.
gal. Students follow a range of courses and
25
All applicants to CLIP are considered, regardless of their ethnicity, religion, sex, or national origin. Students with severe learning disabilities, who require specialised 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.
All applicants tod
CLIP are interviewedd and assessedd
26
CLIP . Institucional brochure
English is the language of instruction at all year groups. The ability to access the curriculum successfully within a reasonable time and to thrive in our English-language learning environment is the guiding principles for admission to the school. English as Additional Language (EAL) support is available for students, but separate ESL (English as Second
English is the languaged of instruction atd all year groupsd
Language) track is not 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. ESL support is available for older students in the LS.
Middle School – Students entering Middle School must generally have a working knowledge of English in order to benefit from our academic programmes. Should we have some concern 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.
27
Special Educational Needs 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 individualised 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.
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
Academic Achievement
into CLIP is one of the values of CLIP.
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
Residence
make this determination primarily by review-
CLIP is a day school and does not have board-
ing applicants’ school records and teacher rec-
ing facilities. Students must therefore reside
ommendations.
with their parent(s) or other legal guardian in a location within commuting distance to the school.
28
CLIP . Institucional brochure
Students’ individual process 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.
Parent Communication English is the language of instruction at CLIP. It is also the primary language for communicat-
Child protection
ing with parents. At least one parent or guard-
CLIP fully recognises its responsibilities for
ian should be able to communicate comfort-
child protection. All children, whatever their
ably with school personnel in English.
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
School Fees School fees are set by the Board of Directors
CLIP has also in place policies, procedures, and
annually and parents are informed of the pre-
practices that are designed to reduce and elimi-
registration fee and tuition fees for the forth-
nate bullying and harassment as well as pro-
coming academic year, usually in the month of
cesses and procedures to deal with incidents of
April preceding the new academic year. The tu-
the same. Bullying and harassment of students
ition fees notice provides all the necessary doc-
by students, school employees or volunteers
umentation and outline on the fees and other
who have direct contact with students will not
sundry charges.
be tolerated in the school.
29
creative
ER N AR
C
L
problem solvers
S
E D
CHALL
GE N
research bases teaching
LE
Cambridge exams resilient
FE
differentiation
LO NG
critical thinker
academic rigor
LI
EVERY CHILD MATTERS AT
CLIP
NS
INCIPLED C R P I
respectful of difference internalize values
team players
CLIP . Institucional brochure
NA
ethical
I
I NTE R
P considerate
30
multi lingual
DE D
T
E IZ
eco conscious
TI IN ON ALLY M
cultural identity
Guilherme Amaral (2011-2012) Physics - Imperial College London Saí do Brasil com o 10º ano do ensino secundário completo e vim para o CLIP, em 2010, após conhecê-lo em uma viagem de passeio no ano anterior. O colégio me deixou entusiasmado pelo currículo
Catarina Tavares (2010-2011)
oferecido, pelas instalações, pelos vários esportes
Gestão - Universidade Católica
que poderia praticar, além das aulas de música,
Portuguesa, Porto
mas acima de tudo, pela certeza que me transmitiram de que eles tinham todo um trabalho eficiente,
O CLIP teve e continua a ter, um papel fundamental
que me ajudaria a entrar em uma universidade na
na minha vida pessoal e académica.
Inglaterra, meu grande sonho.
Já saí do colégio há 2 anos e ainda verifico no meu
Nesse período, tive muitas aulas voltadas para os
dia a dia a importância de todas as peças de teatro,
exames A Level, recebi orientações constantemen-
eventos de LTR, exercícios de teambuilding e out-
te sobre o que estudar, exames anteriores para re-
ras tantas atividades em que participei nos 8 anos
solver e muito apoio de meus professores, colegas
em que lá estudei.
e da coordenação, por quem fui muito bem recebi-
Devido ao ensino distinto do CLIP sou hoje uma
do e integrado no grupo.
jovem “open minded” que pensa “outside of the
Hoje sou aluno de Física no Imperial College Lon-
box”, com um conjunto de aptidões fortemente
don. Sei que sem a orientação correta dos meus
desenvolvidas que me ajudam a enfrentar os desa-
professores e coordenadores, jamais conseguiria
fios que a faculdade me tem lançado.
chegar aonde cheguei.
Acredito que o CLIP me formou e dotou das ferra-
Sinto-me honrado por ter sido um “clipper”! Meus
mentas necessárias para enfrentar e progredir no
mais sinceros agradecimentos por tudo que fize-
futuro com sucesso.
ram por mim!
32
CLIP . Institucional brochure
Margarida Rosas Almeida (2011-2012) Medicina - Faculdade de Medicina, Universidade do Porto Thirteen years at CLIP have gone by while con-
Jocelino Rodrigues (2011-2012)
stant change took its course unnoticeably during
Aeronautical Engineering - University
everyday life. Only now, that I’ve completed my
of Bristol
academic pathway at CLIP, have I put thoughts in retrospective. Looking back, it seems as if, rather
CLIP provides an educationally enriching environ-
than a subtle change, I’ve suffered a complete
ment, where students develop a thirst for knowl-
metamorphosis – I, who once was a young tod-
edge and drive to succeed. As a current engineering
dler on her first day of school, left CLIP as a young
student in the United Kingdom, the Oporto Interna-
lady, and prepared to take on today’s globalized
tional School helped me develop my multi-linguis-
world. Naturally, time and science are to blame for
tic skills – being fluent in English was very helpful
physical change, but CLIP was there hand-in-hand
when moving to the UK - as well as my mathemati-
as I built strong foundations for life. I take with me
cal reasoning and leadership skills – both of which
strong work ethics, integrity as a principled citizen
are invaluable in industry. Furthermore, an interest
and the urge for continuous challenge, which are
in general knowledge and debate is instilled early
pressingly important as I face Medical School. I’m
on through Model United Nations and LTRD, in ad-
curious to see where life will take me but comfort-
dition to an artistic mentality through music, theatre
ed to know that “once a Clipper, always a Clipper”.
and art, and a competitive spirit, which - although imparted through sports - translates into a desire to thrive in day-to-day. At CLIP, students develop a set of fundamental life skills and are given the opportunity to make the most of their potential, which can only make me very grateful and thankful for what I’ve learned as a student there.
33
João Pedro Príncipe (2000-2001) Gestão, Universidade Católica Portuguesa Muitos associam o CLIP a uma excelente oportunidade para estimular crianças e jovens, dando-lhes a oportunidade de se tornem bi-(ou até tri)-língues. Enquanto considero este aspecto cada vez mais importante num mundo em constante expansão como o nosso, devo dizer que encontrei o maior valor do CLIP no contacto proporcionado com di-
Mariana Neves (2003-2004)
ferentes culturas e com os professores de todos
Consultora na Jason Associates
os cantos do mundo (e não só ingleses), na participação em projectos vários, distintos dos da maio-
For me, who spent 13 years of my life at CLIP, it is a
ria de outras escolas, obrigando os alunos a sair
challenging task to try and pinpoint how CLIP has
da sua zona de conforto (e do país) desde o mais
influenced my academic / professional life (as re-
cedo possível. O CLIP dotou-me de uma grande
quested). The reason I feel this exercise is so chal-
versatilidade nas mais diversas áreas. Os valores
lenging (believe me, I tried), is because CLIP’s influ-
incutidos aos alunos do CLIP são sólidos e vitais
ence really goes so far beyond academics or career.
para uma vida em pleno na sociedade actual; valo-
Without any doubt, those 13 years defined who I
res para com os quais nem todas as escolas mos-
am as a person - from my values and beliefs, to the
tram a mesma preocupação. Por fim, a realização
way I think, feel and act. In my opinion, this is where
de diversas iniciativas como a Science Fair, entre
CLIP’s “magic” lies: it does not strive to develop
outras, são um excelente espaço para testarmos e
only great students or professionals, but great hu-
fazermos ... e mesmo para errarmos! Em Portugal,
man beings. It is a pleasure and honour to be part of
infelizmente, o erro é “uma marca”. Falhar é fatal e
this big family.
potencialmente cataclísmico... Mas, na verdade, os restantes 99.86% da população mundial encaram o erro como uma oportunidade de aprendizagem e melhoria. Tal como o CLIP. Uma postura que se reflecte no percurso formativo dos jovens, tornando-os mais capazes de criar, inovar e vingar no mundo profissional. Posso afirmar com toda a certeza e gratidão que o CLIP foi uma chave essencial para o desenvolver da minha personalidade de querer fazer, de querer contribuir para um mundo melhor e mais sustentável e de querer saber sempre mais e mais sobre o máximo de áreas que me for possível abranger.
34
CLIP . Institucional brochure
Inga Campos (2011-2012) Biomedical Sciences - University College London After moving to England to study at University College London (UCL), I find myself at a stage where I look back at the last 13 years of my life. Having been at CLIP since I was only 5 years old, it became my second home, my second family. At CLIP I was able not only to grow academically, but as a person too. I was highly motivated by my teachers, enjoyed good peer relationships, worked collaboratively with others and excelled in my studies. I was encouraged to make the most of CLIP’s extra-
Mariana Coelho (2008-2009)
curricular opportunities and that is definitely what I
Biomedical Sciences (BSc) - Edinburgh
did. I was actively involved in many different areas
Napier University
including sport, music, organising events, debating and community work. Taking part in all these activi-
CLIP has given me the opportunity to increase my
ties did not prevent me from focusing on academ-
interpersonal skills and not only a good academic
ics, but complemented them.
preparation for university. All the extracurricular
At the end of the day, I can most certainly say that
activities like the Model United Nations, British Par-
my happy days at CLIP prepared me for my future in
liamentary Debates and Global Young Leaders con-
the outside world.
ferences during my last CLIP years increased my social and leadership skills. CLIP’s opportunities of extra curriculum activities increase and develop essential skills. Being a prefect, doing volunteer work, playing sports and performing in the arts festival boosted my CV for later internships and work experience applications. The academic preparation for the A Levels gave me an excellent preparation for university with no major adaptation problems during the first year. Being a true Clipper will definitely prepare you for university life.
35
Clipclubs are extracurricular activities that are erfectly integrated into the education and training Project Recommended by clip and offer exceptional opportunities for the student’s full development.
CLIP CLUBS WEBSITE: HTTP://WWW.CLIP.PT/CLIPCLUBS
Clipclubs stimulate and expand already existing aptitudes and explore new interests, and are areas for discovery, learning, leisure and the strengthening of values. Since clipclubs accompany the student’s school life, three clubs have been created: kinderclub (ages 4 to 6), explorerclub (ages 7 to 9) and teenclub (from the age of 10).
Se tiver dificuldaded em compreenderd
a lĂngua inglesa, por favord contacte a Assistented Administrativa.d
Property CLIP, S.A. - Rua de Vila Nova, 1071 4100-506 Porto, Portugal Tel. +351 226 199 160 | Fax + 351 226 199 169 info@clip.pt
CEO Francisco Marques da Silva
General Coordination Isabel Morgado
Photography Ă‚ngela Azevedo | CLIP Media Club
Design Moodystudio
Printing Orgal Impressores
Edition 1000 exemplares
CLIP - The Oporto International School 路 Rua de Vila Nova, 1071 路 4100-506 Porto, Portugal Tel. +351 226 199 160 | Fax +351 226 199 169 | info@clip.pt | www.clip.pt