Educational Offer

Preschool Education

The development of the curriculum in early childhood education is based on the Curriculum Guidelines for Early Childhood Education (Decree No. 9.180/2016), which constitute a set of general pedagogical and organizational principles to support early childhood educators in conducting the educational process with children.

Being a common reference for all early childhood educators, this document does not intend to be a program, since, being general and comprehensive, it includes the possibility for educators to base their pedagogical choices on various options.

The Curriculum Guidelines for Early Childhood Education identify three content areas: Area of ​​Personal and Social Development, Area of ​​Expression and Communication, and Area of ​​Knowledge of the World:

Area of ​​Personal and Social Development

This transversal and integrative area structures and supports all the others, implying a process that facilitates the development of attitudes and the acquisition of values, and promotes the ability to solve everyday problems.

Area of ​​Knowledge of the World

The area of ​​articulation of knowledge encompasses all knowledge and its relationship with people, objects, and the natural and built world. 

Area of ​​Expression and Communication

The basic content area focuses on essential aspects of development and learning, encompassing learning related to symbolic activity and the progressive mastery of different forms of language.

Curriculum management is carried out by the early childhood education teacher, who defines strategies for the implementation and operationalization of the curriculum guidelines, adapting them to the context and taking into account the interests and needs of the children.

Basic Education

Assessment is an integral part of curriculum development, allowing for the regulation and monitoring of the adequacy and relevance of decisions made in relation to different curricular and organizational dimensions, with the aim of creating quality learning environments.

Formative assessment is, according to current legislation, a fundamental element for educational success.

In this sense, it will be an integral part of teaching and learning, contributing to the improvement of teaching and learning processes, since it prioritizes:

• Self-assessment and self-regulation of learning by students;

• The use of a diversity of assessment strategies and instruments;

• The participation of students and the various actors involved in the assessment process;

• The transparency of procedures;

• The definition of criteria relating to the competencies to be developed;

• The feedback that teachers should provide to students systematically.

The methods and instruments of assessment in each school year must be appropriate to the diversity of learning that is intended to be promoted and to the nature of each one, in accordance with the "Students' Profile by the End of Compulsory Schooling".

The assessment considers the following aspects:

• Self-assessment and self-regulation of learning by students;

• Use of various instruments;

• Primary focus on the progress made by the student;

• Consideration of the individual characteristics of each student;

• Consideration of any permanent special educational limitations/needs, duly proven by professionals in the field of special education and/or health;

• Consideration of all the work done by the student.

DIAGNOSTIC ASSESSMENT

Conducted at the beginning of the school year, it gathers elements that underpin curricular choices, namely:

• The content that needs reinforcement due to an evident lack of prerequisites and/or fundamental prior skills and knowledge; and

• Definition of planning and pedagogical strategies.

SELF-ASSESSMENT

With a view to developing students' self-regulation in relation to learning, there will be moments of self-assessment throughout the school year.

Secondary Education

Assessment is an integral part of curriculum development, allowing for the regulation and monitoring of the adequacy and relevance of decisions made regarding different curricular and organizational dimensions, aiming to create quality learning environments.

Formative assessment is, according to current legislation, a key element in the development of educational success.

In this sense, it will be an integral part of teaching and learning, contributing to the improvement of teaching and learning processes, since it prioritizes:

• Self-assessment and self-regulation of learning by students;

• The use of a diversity of assessment strategies and instruments;

• The participation of students and various stakeholders in the assessment process;

• Transparency of procedures;

• The definition of criteria relating to the competencies to be developed;

• The feedback that teachers should provide to students systematically.

The methods and instruments of assessment in each school year should be appropriate to the diversity of learning that is intended to be promoted and to the nature of each one, in accordance with the "Profile of Students Leaving Compulsory Education".

Assessment considers the following aspects:

• Self-assessment and self-regulation of learning by students;

• Relying on diverse instruments;

• Focusing primarily on the progress made by the student;

• Taking into account the individual characteristics of each student;

• Considering any permanent special educational limitations/needs, duly proven by professionals in the field of special education and/or health;

• Considering all work done by the student.

DIAGNOSTIC ASSESSMENT

Conducted at the beginning of the school year, it gathers elements that support the curricular choices, namely:

The content that needs to be reinforced due to a clear lack of prerequisites and/or fundamental prior skills and knowledge; and

The definition of planning and pedagogical strategies.

SELF-ASSESSMENT

With a view to developing students' self-regulation in relation to learning, there will be moments of self-assessment throughout the school year.

Clubs and Projects

The Professor Armando de Lucena School Cluster (AEPAL) promotes a dynamic program that combines arts, technology and civic values.

Artistic and Cultural Projects

• MusicARTE & Tubo d'Ensaio: Focused on musical expression and performing arts, promoting shows that involve the entire school community.

• Songbook: A project that works with local and international musical heritage.

• School Libraries: Promote reading contests, philosophy workshops, and the Top Reader award.

Inclusion and Citizenship

• Day for Diversity (May 21st): A central celebration in the group that marks the World Day for Cultural Diversity for Dialogue and Development, with diverse activities that promote the celebration of multiculturalism and respect for differences, encouraging tolerance, inclusion, and dialogue among all members of the educational community.

• Erasmus+: International mobility programs that allow the exchange of experiences with European educational systems.

• STAR & SIGReP Project: Initiatives focused on preventing risky behaviors and promoting the well-being and safety of students.

Innovation and Science

• CRIA: Center that articulates Mathematics, Experimental Sciences and Robotics.

• AMJ: Students who lead the digital transition and participate in citizenship projects such as the Youth Municipal Assembly.

• PADDE: Action Plan for the Digital Development of Schools, which includes various technology workshops.

School Support and Success

• School+ Project: Pedagogical support focused on learning recovery and knowledge consolidation.

• Taking the Leap: Initiative to facilitate the transition between educational cycles.

Featured Events

• Patron’s Day (December 2nd): Events that open the school to families and honor the memory of the painter Armando de Lucena.

• Community Day: An annual event with workshops and activities that open the school to the participation of families and local partners.