The 2030 Agenda is ambicious Portugal Education System

The 2030 Agenda is ambicious!

Portugal Education System

Compulsory Schooling • 12 years (since 2009) • Basic Education • 1 st Cycle – 4 years (from 6 to 9 years old) • 2 nd Cycle – 2 years (from 10 to 11 years old) • 3 rd Cycle – 3 years (from 12 to 15 years old) • Secondary Education • General courses – 3 years (from 16 to 18 years old) • Professional courses – 3 years (from 16 to 18 years old)

Student profile after leaving compulsory education

OECD 2016

Principles • • Humanist base Knowledge Learning Inclusion Coherence and flexibility Adaptability and daring Sustainability Stability

Competency Areas • • • Languages and texts Information and communication Critical and creative thinking Reasoning and problem solving Scientific, technical and technological knowledge Interpersonal relationship Personal development and autonomy Well-being, health and environment Aesthetic and artistic sensibility Awareness and mastery of the body

Values • • • Responsibility and integrity Excellence and exigency Curiosity, reflexion and onnovation Citizenship and participation Freedom

At Pedome school

Project of autonomy and curriculum flexibility • • Aims to promoting better learning Allows the management of the curriculum in a flexible and contextualized way.

Involving parents • • • Parental education – out to develope parental skills Parents meeting Parent Forum Parents Association Parents presence in school’s general council

Participatory budgeting At least 500€ for each school • • • Students from 3 rd Cycle can submit proposals Students assembly to present proposals Voting on proposals

Delegates Assembly • • • A meeting every quarter to discuss about school’s life This meeting should be prepared by each class They propose some changes, activities, projects. . .

School for the future • Defender of all – anyone can’t be left behind • Stimulating to cooperative and team work • Promoting meaningful learning – based on projects and solving challanges • Promoting the acquisition of multiple and significant competences • Building bridges between the school’s “pretend” and everyday reality