In addition to core subjects, students at the school are also able to enjoy music, drama, dance, visual arts, physical education and probotics, a subject that combines robotics and programming, alongside curriculum enriching activities to promote artistic expression.
The school has a team of teachers who are specialised in different curricular areas, and who work together to plan and organise interdisciplinary classes. This team promotes activities and tasks that stimulate children’s creativity and willingness to learn throughout the school year.
In classes, children have the opportunity to express themselves freely, in conversations between colleagues and teachers. This helps students explore possibilities and creative answers to their questions, while actively promoting communication.
Playful-pedagogical materials are also essential for child development and at the school there are several possibilities for learning and promoting intellectual enrichment.
The Colégio Bernardette Romeira aims to train researchers and communicators who are knowledgeable, creative, participative, responsible and autonomous beings. It is important that students acquire skills in citizenship, communication, research, critical thinking, self-regulation and social skills.
The School promotes the integration of children, while promoting respect for differences in each other and other cultures, thus enhancing and adding value to the diversified learning of all children.
For Colégio Bernardette Romeira, the involvement of parents and families is essential in the development of children, so the school promotes multiple activities and tasks that provide this involvement, inviting families to participate in certain activities. At the same time, families can follow their students’ daily activities on the ClassDojo online platform, where teachers share photos, events and information related to activities and tasks from various subjects. The Microsoft Teams platform is another tool used by the educational team, in order to keep connected to students and with the aim of promoting communication between the school community.
As a strategy to enable a closer relationship with the community in general, the school also promotes activities in the areas of sports, arts and foreign languages, which are open to the community and help to establish partnerships with entities in the areas of sports and social solidarity.
Regarding the pedagogical model used by teachers, this is a model that is essentially based on cooperative work, project work and the exploration of children’s creativity, responsibility and autonomy.
When it comes to project work, it has been found that when a student proposes the topic themselves, that they then become more involved at every level, while this level of interest is also maintained throughout the project and is even noticeable when communicating the project to the class. The successful development of a project, when it is implemented in the early years of the 1st cycle, requires time and the regular development of this methodology, as usually in the second period students are already more autonomous in the formulation of questions that reveal their desire to learn or understand a specific subject. In this context, teachers promote research capacity, whether at home, in the classroom or in the school library, in a way that provides a promising tool for their investigations. The teachers also emphasise the importance of working with families, who sometimes play a fundamental role in carrying out the project. Families get involved by collaborating in class through presentations or communications on various topics related to the projects.
In the context of cooperative work, the school team encourages students to undertake collaborative work between peers, allowing learning to be promoted as a way of learning through others.
1st cycle teachers sometimes use some tools in the classroom, such as the Class Diary, Class Assembly/Council, the PIT (Individual Work Plan) and the MEM (Modern School Movement) methodology.
The Class Diary and the Class Assembly/Council aims to streamline the conscious and collaborative active participation of students. When children perceive and experience events that are considered significant, they need to communicate them, it is at this point that the role of the Class Diary becomes evident. The diary allows what happened to be transformed into a window of expression so that it can be later read and debated. The fact of having to wait for the moment of the Class Council for the public reading of the subjects registered in the Class Diary requires an emotional distancing on the part of those who experienced it. Therefore, it improves awareness and ethical clarification of the occurrences and, consequently, enhances the debate and shared and collective resolution of situations. These are seen as two fundamental strategies in the regulation of group life, as they stimulate social intelligence and prevent the repetition of possible inopportune actions for the community. It is a collective way of promoting mental health and emotional development, through dialogue, in which students learn to empathise with others and to understand themselves.
The PIT aims to guide the students’ work over the weeks, which is designed, managed and evaluated by the students themselves. “Individual Work Plans” are privileged instruments of differentiation, they organise, support and regulate the student’s school work. It allows students to become more responsible, autonomous and aware of what has been done and what remains to be done. A PIT is part of an Autonomous Study Time.
Creativity, involvement, communication, research and production helps all students to become citizens of the world.
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