1. Queen Santa Isabel School GroupingQueen Santa Isabel School Grouping
“Living the Citizenship in a School for Everyone”
2. General Characterization of the SchoolGeneral Characterization of the School
Grouping – 1410 pupilsGrouping – 1410 pupils
Queen Santa Isabel
Basic School
6º-9º year
Kindergartens
Start at 3 years old
Primary
Schools
4 years
Start 6 years old
18 – 750
pupils
10- 244
pupils
• Main School - 416
pupils
3. Queen Santa Isabel School
Grouping is constituted by the
Main School Basic School Queen
Santa Isabel, for ten
Kindergartens (Brasfemes,
Eiras, Ingote, Larçã, Pedrulha,
Santa Apolónia, Souselas,
Trouxemil e Vil de Matos) and
eighteen Primary Schools
(Adémia, Alcarraques, Botão,
Brasfemes, Eiras, Ingote, Larçã,
Lordemão, Loreto, Marmeleira,
Pedrulha, S. Paulo de Frades,
Santa Apolónia, Sargento- Mor,
Souselas, Trouxemil, Vilela e Vil
de Matos)
Phiysical and Social Context
(civil parishes)
4. AGROUPING ESPECIFIC PROBLEMSAGROUPING ESPECIFIC PROBLEMS
ENVIRONEMENT:
• Sociocultural and economic problems of the families;
• Economic hardship / unemployment families;
• A variety of features typical of urban peripheries;
• Presents a sector of the population that occupies the
traditional farming and another that moves daily to
the provision of services in the city.
5. AGROUPING ESPECIFIC PROBLEMSAGROUPING ESPECIFIC PROBLEMS
ENVIRONEMENT:
• Community in terms of standardization sociological
strata identifies with "medium" and "low average,
• Specific areas of structural poverty, including housing
estates of the Rose, Ingote, Relvinha and Loreto;
Situations of risk or social exclusion are related to
various disruptions at work, family and modus
vivendi of Gypsies.
6. AGROUPING ESPECIFIC PROBLEMSAGROUPING ESPECIFIC PROBLEMS
• The qualifications of parents lie mostly (70%) at the
primary level, with a significant percentage of parents
/ guardians bit literate;
• Disinterest of parents / guardians by school life in
problematic cases;
7. AGROUPING ESPECIFIC PROBLEMSAGROUPING ESPECIFIC PROBLEMS
• School failure and lack of habits and working methods;
• Very different rates of learning;
• Poor field of language;
• Marked difficulties in calculation and mathematical reasoning;
• Pupils with special educational needs permanent;
• Heterogeneity social, economic and cultural;
• Absenteeism / Abandonment located in a specific population;
• Situations of incivility, inadequate living habits and healthy
lifestyle;
• Scientific illiteracy.
8. PSYCOLOGY AND GUIDANCE SERVICESPSYCOLOGY AND GUIDANCE SERVICES
ESSENCIAL FUNCTIONSESSENCIAL FUNCTIONS
• Psychological evaluation
• Vocational guidance
• Consulting teachers (behavior, learning, teaching
strategies)
• Counseling (parents, students, school staff, teachers)
• Teacher training (pedagogical differentiation, special
educational needs, emotional intelligence, Hyperactive
children ...)
• School staff training (Service and quality in services,…)
• Parents training
• Recruitment and Selection (Staff and teachers)Recruitment and Selection (Staff and teachers)
10. HUMAN RESOURCESHUMAN RESOURCES
Non Teaching staff
0
10
20
30
F unctions
Nr.ofpeople
Nº 25 15 11 24 1 1
K indergarden
helper
P rimary school
helper
Office staff RS I helper
Mantainance
official
Guards
15. Analysis SWOTAnalysis SWOT
Strengths:Strengths:
• Relation School-Family;
• Involving of the school Community;
• Security;
• Enhancement of “To be Able to be, to Behave, to
Do”, aiming at the integral formation of the
student;
• Regular Presence of the Representative of the
Parents and People in Charge of Education in the
meetings of the Pedagogic Team and of the
representative of the Autarchy in the Assembly of
School.
Weaknesses:Weaknesses:
• Difficulties in the vertical and horizontal
curricular articulation between the
different levels of teaching of the School
Grouping:
• Kindergarten;
• 1st Cycle;
• 2nd / 3rd Cycles
• Lack of school transport
• Lack of an auditorium in the main school
Opportunities:Opportunities:
• Socio Cultural Heterogeneity;
• Multiculturalism;
• Local Context.
Threats:Threats:
• Social, cultural and economical diversity;
• Geographical distance between the schools.
“Nothing in life should be feared. It has only to be understood."
Marie CurieMarie Curie
16. “I’TS NOT POSSIBLE TO TEACH EVERYTHING
TO ANYMORE, IT’S ONLY POSSBLE TO HELP
TO FIND OUT BY HERSELF"
Galileu GalileiGalileu Galilei
CONCLUSIONCONCLUSION
