Private Primary School | St. Peter’s International School

At St. Peter's International School, Primary School offers a bilingual syllabus in Portuguese and English and bases its educational activities on the values of academic and moral excellence. Make sure that your child receives an outstanding education from childhood. Find out more about us!

This website uses cookies that have features that enhance your browsing . By continuing to browse, you consent to its use.  
 
 
Primary School
 
 
LANGUAGES
 
 
 
 
Chat
 
Virtual Tour
 
Pre-Registration
Assessment Criteria
Introduction
This document establishes the guiding principles of assessment, knowledge and skills to be acquired and developed by students in their Primary School education.

Guiding Principles
Assessment is based on the following principles:
a) Coherence and structure among the various levels of education (Kindergarten, Primary School and Junior School);
b) Diversity of educational experiences taking into account the students’ needs in order to ensure the acquisition of knowledge and the development of essential skills;
c) Reinforcement of teaching hours in fundamental subjects: Portuguese and Mathematics;
d) To integrate the theoretical and practical dimensions of knowledge, through experimental learning;
e) To value the school’s results and to reinforce the importance of external assessment;
f) To value the Portuguese and English languages and cultures in the curricular components.

Types of Assessment
1 - Assessment includes diagnostic assessment, formative assessment and summative assessment.

Diagnostic Assessment
Diagnostic assessment is carried out at the beginning of each school year or whenever it is considered appropriate and aims to facilitate the student's integration.

Formative Assessment
Formative assessment is continuous and systematic, using a variety of instruments appropriate to the diversity of learning and the circumstances in which they occur, generating pedagogical measures appropriate to the characteristics and skills to be developed. 

Summative Assessment
Summative assessment means the formulation of a global view of the student’s learning development, giving rise to a decision on the progression, retention or reorientation of the student's educational path, resulting in a classification and certification, and includes:
a) internal summative assessment that is the responsibility of the school;
b) summative external assessment that is the responsibility of the services or entities of the Ministry of Education and Science. 

In situations where the student does not acquire the knowledge or develop the capacities for his or her year of schooling, the class teachers shall propose the necessary measures to address the difficulties detected in the student's academic progress and / or possible extension of the school calendar.

If the student does not acquire the pre-defined knowledge for a school year, which is not the end of a cycle, the class teachers may, on an exceptional basis, determine the student's retention in the same year of schooling, unless this in the first year of schooling.

In the case of retention, it is the responsibility of the class teacher to identify the knowledge not acquired and the abilities not developed by the student, which must be taken into account in the preparation of the Class Plan in which the student is integrated.

The information from internal summative assessment is descriptive in all the curricular areas, except for Portuguese and Mathematics in grade 4, which is expressed in a scale of 1 to 5, in all subjects.

As such, the methodology proposed for our classes is based essentially on the work carried out by the student, therefore making the student the main agent of his/her own learning experience. It is the role of the teacher to organize and guide the learning activities, creating a pleasant working environment where empathy between the different elements in the classroom.

In this way, the classification obtained at the end of each period will be the result of the observation of three domains: learning, accomplishment of tasks and behaviour.

LEARNING:
a) Where we will take into account the acquisition and application of new knowledge in diverse situations, trying to develop the students’ ability to research and their creativity;
b) Where oral and written communication will be stimulated through activities that lead students to verbalize their reasoning, by analysing, confronting, discussing and explaining the experience they have and the results obtained.

Taking into account the fact that students with different motivations, interests and needs are found in the same classroom, a differentiated pedagogy should be practiced, with a view to the progression of each individual within their individuality, compensating for differences and respecting the learning pace of each child, never ceasing to keep in mind the reference of common acquisitions.
We also believe it is important to develop interdisciplinary work, which is why we establish links between the various subjects, promoting a more meaningful learning experience.

ACCOMPLISHMENT OF TASKS
a) The learning experiences carried out through class participation (spontaneous and requested), the accomplishment of classwork and homework that are aimed at consolidating the different subject contents and the acquisition of study habits;
b) The organization and presentation of materials will be developed, as these skills are essential elements of study and work, improving the structure and systematization of the contents.

BEHAVIOUR:
With regard to this area we intend to develop in the student:
a) behaviour that is appropriate to the different situations that the child will encounter both in the classroom and in social spaces. 

The importance of self-assessment 3rd and 4th grade students is encouraged, as it allows them to actively participate with their teacher in their own learning process, to become aware of their difficulties and progress, trying new paths and gaining more confidence. It also allows the teacher to develop new specific activities, namely, recovery, reinforcement and further development plans.

The following are the assessment criteria with the respective weightage:

- Learning Skills – 65%
Tests / quizzes /formal assessment

- Accomplishment of Tasks - 25%
Homework
Classroom participation (spontaneous and requested) 
Organisation and presentation of materials
Accomplishment of tasks

Behaviour – 10%
Behaviour in the classroom
Behaviour in social spaces

Retention Conditions
Summative assessment gives rise to a decision about the progression, retention or reorientation of the student's educational path.

In situations where the student does not acquire the knowledge or develop the capacities for his or her year of schooling, the class teachers shall propose the necessary measures to address the difficulties detected in the student's academic progress and / or possible extension of the school calendar.

If the student does not acquire the pre-defined knowledge for a school year, which is not the end of a cycle, the class teachers may, on an exceptional basis, determine the student's retention in the same year of schooling, unless this in the first year of schooling.

The progression or retention of the student is expressed through the references Passed (Transitou) or Not Passed (Não Transitou), at the end of each year, and of Approved or Not Approved, at the end of the cycle.
At the end of Primary School education, the student does not progress and obtains the indication of Not Approved, if one of the following conditions exists:

a) has simultaneously obtained a grade of less than 3 in the disciplinary areas or subjects of Portuguese (or Portuguese as a Foreign Language) and Mathematics;
b) has obtained a grade lower than 3 in Portuguese (or Portuguese as a Foreign Language) or in Mathematics and simultaneously a result of Not Satisfactory in the other subject areas.

Self-proposed pupils in Primary School education do not progress and are classified as ‘Not Approved’ if they meet the conditions referred to in the previous point.

Qualitative
Quantitative (points)
Portuguese & Mathematics (Grade 4)
Excellent
17.5 - 20
5
Satisfactory
9.5 – 13.4
3
Good
13.5 - 16.4
4
Very Good
16.5 - 17.4
4
Unsatisfactory
4.5 – 9.4
2
Poor
0 - 4.4
1