Pedagogical Support and Extra Help Strategies
Pedagogical support strategies:
Extra help / individual support / study rooms / promotion of school success
In terms of pedagogic autonomy, the school implements diversified measures to promote academic success, according to the provisions of paragraph 4 of Article 2 of Decree-Law No. 139/2012, of 5 July, including a personalized education in different subject areas, consisting of a single support service or in small groups. This set of principles based on the exercise of a practice of effective education that reveals not only the cognitive aspect, but also the ethical, aesthetic and emotional aspects of learning, being focused primarily on the constancy of a permanent and systematic joint action of values and affections.
Aware of the levels of demand that characterize our school and a philosophy based on differentiated learning, student-centred education as the main agent, St. Peter's International School has a specific set of resources in different areas of knowledge that aim to find educational answers for all the difficulties diagnosed in school.
In general, St. Peter's International School has two different types of educational resources: the Educational Support Centre and Specialized Child Development and Psychology Department.
Specialized support is developed focusing on the specificity of each problem identified in the student profile and is primarily aimed as a diagnostic assessment of their problems, their causes and the respective educational intervention needed in different areas.
PORTUGUESE AS A FOREIGN LANGUAGE - PLNM
In a school environment with an increasing number of students of Chinese origin, support was created which is divided into two types of intervention: Mandarin, taught by language teachers, where support focuses on specifically strengthening / consolidating the student’s learning, ensuring any specific work in the classroom, through a constant coordination (Portuguese translation / Mandarin and / or Mandarin / Portuguese) to promote and facilitate the acquisition of skills in the Primary School syllabus; and the Educational Support Specialist, in charge of the Child Psychology Department.
We have Individualised Educational Support (for students with permanent special educational needs, under Decree-Law 3/2008 of 7 January) with direct intervention (by specialized teachers in special education) where specific learning difficulties are identified in a specialized assessment conducted for children, after referral by an educational stakeholders: parents, teachers, coaches, etc.).
Regarding the Specialist Educational Support, (for all students), this also seeks a direct and personal intervention by educational stakeholders considered relevant to the respective intervention (teachers, specialized support teachers and psychologists), which focuses mostly on specific learning disabilities or other difficulties stemmed from external factors that compromise students' difficulties.
Students can also benefit from the application of specific learning programs, developed by teachers, aimed at strengthening specific content in the context of the classroom that may or may not be supplemented with programs, usually proposed by the class teachers and those responsible for educational guidance and educational support of the students, including, or not, the direct intervention of the Child Psychology Department.
Groups of Relative Homogeneity
The school promotes the temporary creation of groups of students with the same characteristics, in order to overcome difficulties and build skills. These groups are made after careful evaluation by the teachers, with the main objective of levelling the difficulties encountered and the planning educational activities that allow progression in learning.
St. Peter's International School also promotes to assistance in the classroom, emphasizing the experiences and collaborative practices that lead to the improvement of education. This Collaboration is conducted by teachers from various areas in order to enrich the planned activities and can be developed per year, or between teaching levels. Teachers from primary and Junior School plan the sessions and collaborate by managing the content covered, as a means of facilitating a transition between the two levels.
Establishment of specific preparation workshops for Final Exams
The work to be carried out in each of these sessions is the responsibility of teachers in the Portuguese and Mathematics subjects and above all, aim to offer students training situations and improvement of skills that contribute to a more effective and consolidated performance. This work, conducted in parallel in the classroom, is of a systematic nature, which allows students to hold more secure and progressively more responsible positions.
The school offers workspaces (study halls), guided by teachers from different areas and geared for students wishing to consolidate and extend their knowledge, answer questions and receive support when carrying out homework.
Summer / Back to School Courses
The Summer / Back to School Courses run exclusively during the school holiday period, especially at the end and beginning of the year, respectively, and promote the consolidation of concepts for students who have been referred by their respective teachers, with carefully structured programs that help to integrate new students in the areas of Portuguese, English and Mathematics. The objective of the Summer / Back to School Courses is to acquire the proficiency required in order to proceed with quality in learning.
Educational Support Plan
The educational support plan for the class or individual is created, carried out and assessed, where necessary, in conjunction with other education professionals and in regular contact with the parents.
For students who have at any time shown learning difficulties in any subjects an educational support plan is designed by the class teacher in conjunction with the other teachers of the class, containing recovery strategies to help address the difficulties detected.
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