institutional brochure

5

It gives us great pleasure to welcome you to

the CLIP - Oporto International School.

The education offered at CLIP instils self-confi-

dence, integrity and leadership in students. All

pupils are valued, encouraged, challenged and

supported through their development.They

are taught to become independent and critical

thinkers, responsible team players and princi-

pled citizens.

Emphasis is placed on the teaching of creative

and lateral thinking and all areas of the cur-

riculum are supported by the latest technol-

ogy. Our success as a school is dependent on

constant planning, research and evaluation.

Our teaching and learning methodologies are

regularly re-examined to provide better edu-

cational practice. Our teachers are highly qual-

ified, experienced, innovative and caring.

The wellbeing of the whole child is paramount

at CLIP. ‘We Are One’ (from our school song)

in nurturing and promoting an environment in

which children are pastorally secure and that is

welcoming, warm and positive. We firmly be-

lieve that student wellbeing is central to both

learning and school improvement.

At CLIP, education is viewed as a partnership

in which parents and the school work closely

together to ensure the success of each child.

It gives us great d pleasure to welcome d you to the CLIP - Oporto d International Schoold

6 CLIP . Institucional brochure

CLIP was established in 1990 (school year 1990-

91) and today has approximately 650 students,

aged 3 to 18, from 25 different countries. The

vast majority of our students, however, are Por-

tuguese. All students are provided with an edu-

cation which promotes the highest academic

standards within a learning culture that is ex-

plicitly international-minded.

In 2009 CLIP applied for candidate status for

accreditation by the Council of Intenational

Schools (CIS). The process of self-study is

well under way and we hope to see this pro-

cess completed in 2012-2013.

All students ared provided with and education whichd promotes the highestd academic standardsd

CLIP’s premises are situated in one of the most

desirable areas of Porto and constitute an im-

portant architectural project. With an area of

more than 25.000m2, CLIP offers excellent con-

ditions to accommodate its students.

7

Designed to be a multi-functional space, offer-

ing a wide range of uses, CLIP was built es-

sentially with the pursuit of excellence in mind.

The building boasts the most advanced tech-

nology, providing efficiency and comfort at the

highest level, and is fully adapted to users of

all ages.

Ground Floor: 200-seat Auditorium; 100-seat

Amphitheatres (2); Canteens (2) and Industrial

Kitchen; Café, Music Centre, Art Rooms (2),

Offices and Meeting rooms, Covered car park

(18 parking places), a 25 metre heated Indoor

swimming pool.

Floor 1: Entrance hall, Classrooms, 500-seat

Multi-purpose pavilion, Offices, Multimedia

laboratories, Physics laboratory, Photocopy

centre, CLIP Shop.

Floor 2: Administration offices, Staf room, Stu-

dents’ common room, Biology and Chemistry

laboratories, Libraries, Classrooms.

Outdoor facilities: Tennis courts (2), Football

pitch, Athletics track, Wall climbing and ab-

seiling.

CLIP was builtd essentiallyd with the pursuit ofd excellence in mindd

FOREVER A CLIPPER


The Vision for the International School of Opor-

to (CLIP) is to become an exemplary centre of

teaching and learning, which nurtures and pro-

motes open minds for the future through in-

novation, international-mindedness, academic

excellence and intellectual resilience.

The Vision for CLIP is tod become an exemplary centre of teaching andd learningd

OPEN MINDS

Inte

rnat

ionalm

indedness

I

nnovat

ion Intellectual Resilience

Aacademic Excellen

ce

9

CLIP believes the future will be shaped by indi-

viduals who will meet the challenges of the 21st

century through versatile intellectual compe-

tence, a passion for discovery, increased social

fairness and uncompromising commitment.

The Mission of the International School of

Oporto is to nurture and inspire such individu-

als through the provision of a challenging, in-

clusive international education through which:

All are Challenged All are Lifelong learners All are Internationally minded All are Principled citizens

The school experience is shaped by a spirit of

community, characterized by students, parents,

faculty and staff working together to achieve

our goal of developing independent learners

who possess the knowledge, values and skills

to make a difference in the world.

This education is provided by teams of out-

standing, well-resourced teachers, working in

world-class innovative learning environments

in a safe, secure campus.

CLIP offers a challenging, coherent programme

of academics, arts, sports and service, from Pre-

Kindergarten through Grade 12, through which:

All learners’ needs are supported, their per-

spectives sought and respected and their qual-

ities valued and nurtured;

All learners make annual learning progress

through the achievement of specific, appro-

priate learning targets;

All learners have multiple opportunities to

succeed and to secure their best future.

P

C I

L


All learners are equipped for success in a

challenging world. They are confident lead-

ers, skilled communicators, constructive team

players and efficient problem solvers. They

have a critical self-awareness and adapt suc-

cessfully to changing situations.

All learners develop a personal code of ethics,

respect for diversity of opinion and culture,

empathy for others, an age-appropriate under-

standing of global issues and a disposition to-

wards positive community participation.

All learners develop a d personal code of ethics,d respect for diversityd of opinion and culture,d empathy for othersd

Academic Excellence The attainment of

the highest academic standards through a

stringent and fully integrated curriculum

that stresses personal excellence and team

achievement.

Learning to Learn The content of the various

subjects is developing at such a rate that an

encyclopaedic approach to education is now

quite inappropriate. By focusing on how to

learn, our aim is to prepare students for a life-

time of learning and personal development.

Cooperative Learning: Our instructional pro-

gramme is based on the premise that students

can and should learn from each other, and that

they themselves must shoulder the greatest

responsibility for their education

Diversity and Cross-Cultural Education The

underlying concept of education is a learning

process that positions the study of the diverse

expressions of human life at the core of its

programme of studies.

Personal Needs and Concerns: The pro-

gramme focuses on the unique needs and

concerns of each student. Its central focus in

this regard is the Form Teacher or Tutor, who

monitors the academic and personal develop-

ment of each student.

Democracy: CLIP recognizes the role of pu-

pils, teachers and parents in the educational

process. Therefore, the governance of CLIP

is based on a democratic model for decision-

making.

Ethical and Moral Development: The over-

all development of students demands a solid

and dynamic ethical and moral education. The

following of standardised codes of behaviour

does not suffice; each student must learn to

reason and to decide on ethical and moral

grounds.

The Arts: The Arts are essential to a complete

understanding of our nature as human beings

and as members of cultural groups. In this

regard the Arts must be taught both as inde-

pendent subjects and as integral parts of the

programme of studies as a whole.

All areChallenged

Lifelong-Learners

Internationally-minded

Principled citizens

Tous sont Mis au défiDes apprenants à vieOuverts sur le MondeDes citoyens avec des principes

Todos sãoEstimuladosAprendem ao longo da vida

Têm uma mentalidade internacional

Agem como cidadãos de princípios

Alle Lernen Herausforderungen anzunehmen

lebenslang zu lernen

international zu denken

auBerordentliche Bürger zu sein

Todos sonDesafiadosIndividuos que continúan aprendiendo a lo largo de su vidaMentes internacionalesCiudadanos de principios


CLIP - The Oporto International School offers

an international school curriculum based on

the National Curriculum of England, with cer-

tain modifications to suit both the school’s

philosophical and pedagogical objectives, and

the local circumstances of CLIP, as an interna-

tional school in Porto, Portugal.

PORTO - PORTUGAL

THE

NATI

ONAL

CUR

RICU

LUM OF ENGLAND

The school has equivalence with the Portu-

guese educational system, and all local stu-

dents study the official curriculum in the sub-

jects of Portuguese language and Portuguese

History (Forms 5 to 9), thereby enabling stu-

dents to transfer to a state or private school in

Portugal, at any level, should they so desire.

15

These are:

Physical, Personal & Social DevelopmentStudents learn about themselves and their

place in society. They learn how to stay healthy

and active. Students develop skills in building

social relationships and working with others.

They take responsibility for their learning, and

learn about their rights and responsibilities as

global citizens.

Discipline-based Learning Students acquire the knowledge, skills and

behaviours in the Arts, Languages, Humani-

ties, Mathematics and Sciences.

Interdisciplinary Learning Students explore different ways of thinking,

solving problems and communicating. They

learn to use a range of technologies to plan,

analyse, evaluate and present their work. Stu-

dents learn about creativity, design principles

and processes.

Strands: The whole school curriculum

is designed around three connected areas of

learning called strands.

1

2

3


Standards & Benchmarks

Each of the three strands contains learning ar-

eas called domains. In each domain there are

standards and benchmarks that outline the es-

sential knowledge, skills and behaviours stu-

dents are expected to demonstrate. At CLIP

we believe that coherence of both teaching

and learning benefits from a framework of

standards. The frameworks for student learn-

ing, the development of units of study and the

assessment of student performance are in-

formed by these standards which, in one form

or another, articulate across all sectors of the

school from Pre-K – Form 12.

Curriculum Articulation

At CLIP, teaching and learning are guided by a

curriculum that reflects articulation as a means

of providing students with meaningful connec-

tions among and between disciplines and con-

tinuity within disciplines.

At CLIP we believed that coherence ofd both teaching andd learning benefitsd from a framework ofd standardsd

17

The whole school curriculum is given coherence through the articulation of learning standards.

The standards take into account research on the developmental stages of learning. This research

recognises that while student learning is a continuum from Pre-Kindergarten to Form 12, and differ-

ent students develop at different rates, students broadly progress through three stages of learning:

Lower School Pre-K | Form 4Laying the Foundations

The curriculum aims to promote pupils’ moral,

social and cultural development and prepare all

pupils for the opportunities, responsibilities and

experiences of life. By providing rich and varied

contexts for pupils to acquire, develop and ap-

ply a broad range of knowledge, understanding

and skills, the curriculum enables pupils to think

creatively and critically, to solve problems and

to make a difference for the better.

Middle School Form 5 | Form 8 Building Breadth

Students build on the foundations laid in the

Lower School (LS). An expanded curriculum

programme provides the basis for in-depth

learning within and across all domains.

Upper School Form 9 | Form 12Developing Pathways

The curriculum allows students to develop their

understanding of and connection to their com-

munity and the world around them. Students

begin to focus on areas of particular interest re-

lated to both their future schooling and intend-

ed pathways beyond school.


The Lower School fosters a very positive en-

vironment that shows itself in every aspect of

our school, and in the wider CLIP community.

We are committed to effective teaching and

learning for 3 to 10 year olds and the provision

of wide-ranging opportunities and support-

ive relationships that allow every student to

achieve his or her best.

We believe passionately in the value of a glob-

al education and international mindedness as

we also believe in the value of grounding our

students in the Portuguese language and cul-

ture. We therefore accept the responsibility to

teach our students how to develop skills which

enable them to solve problems in constructive

ways and to develop appreciation for cultures

and languages different from their own. Learn-

ing activities are designed to help students

learn tolerance, compassion and respect, not

only for members of our school community,

but for all.

Our educational programme is a modified

form of the National Curriculum of England,

with the inclusion of Portuguese Language

and Literacy as per the Portuguese National

Programme.We have enriched the curriculum

with elements of Global Citizenship, many as-

pects of which are woven into daily practice,

making the hidden curriculum an integral com-

ponent of our educational programme.

In the Lower School, students’ learning is cen-

tred in their own classroom. The Form Teacher

is responsible for all areas of the curriculum

except for the Portuguese component of Lan-

guage and Literacy. Other subject specialism

may include Physical Education, Music or Eng-

lish as an Additional Language. Information Lit-

eracy is integrated throughout the curriculum;

students learn to use multimedia resources to

enhance their learning both in the classroom

and in specific taught units.

19

Learning Through Research and Design (LTRD)

This is a crucial learning area in our Middle

School Curriculum. LTRD is a unified concep-

tual framework that promotes a pedagogy and

curriculum intent that is interdisciplinary and

seeks to connect and inter-relate perspectives

of information, media and technology within a

research and design cycle of learning.

Based on extensive brain research and in its

tenth year of existence at CLIP, LTRD is a pro-

gramme that aims to provide students with

the opportunity to develop long term study

and work skills, especially those directly linked

to research methodologies. Brain research

has shown that it is at the Middle School age

range, as students enter ‘hormone upheaval’

and reach a level of intellectual and concep-

tual maturity, that LTRD is most effective.

Students need to be equipped with many of

the skills now required to be successful. The

ability to work with others across an age group

(Co-operative Learning), to reason and debate,

to speak in public in at least two languages,

to develop organisational and problem solv-

ing skills, to develop higher order level think-

ing skills (Bloom’s Taxonomy) and the ability to

apply these skills across disciplines is the es-

sence of LTRD. A team of specialised teachers

act as facilitators by coordinating and assist-

ing students develop trans-disciplinary work,

using cooperative and concept-based learn-

ing methodologies. Students may be grouped

across different year classes.

The fundamental objective is that students be

autonomous, proficient and motivated learn-

ers when they enter the Upper School, taking

with them the necessary skills that will ensure

success, not only in exams but also in life.

Reception

Form 1

Form 2

Form 3

Form 4pre-K

Kindergaten

Form 9

Form 10

Form 11

Form 12

Form 5

Form 6

Form 7

Form 8


Tech nology

ICT knowledge, skills and understanding are

learnt as a discreet subject in the MS, and are

applied extensively in LTRD, where the ability

to find, develop, analyse and present informa-

tion, as well as problem solving, are essential.

All Middle School students have school based

email accounts as well as folders on the school

network for storing their electronic files.

CLIP is a “lighthouse” centre in Portugal for

the use of the Lego educational robotics pro-

gramme. This tech nology programme is de-

signed to support a four-step learning process;

connect, construct, contemplate and continue,

in which students are able to develop, build on

and reinforce their existing scientific knowl-

edge. In Form 5 students work on structures,

wheels, axles and pulleys; in Form 6, gears and

levers and in Form 7 they are introduced to

Robotics. This programme promotes creative

thinking and improves communication and co-

operation skills.

21

Form 9 & Form 10 – IGCSE Programme

The International General Certificate of Sec-

ondary Education (IGCSE) is an internationally

recognised qualification for school students.

The IGCSE is not a group award or “certificate

of education” but is a qualification based on

individual subjects of study, meaning a student

receives an “IGCSE” qualification for each sub-

ject taken. Cambridge IGCSE provides a broad

and flexible study programme and covers sub-

jects from a variety of areas. It is designed to be

suitable for students with varying levels of abili-

ty and whose first language may not be English.

English – first language

English Literature

English – second language

Portuguese

Portuguese – foreign language

Geography

History

Economics

Business Studies

Mathematics

Chemistry

Physics

Biology

Foreign Languages

ICT

Philosophy (not as an IGCSE subject)

PE (not as an IGCSE subject)

ElectivesArt / Drama

Biology / Economics

Chemistry / Geography / Business Studies

Physics/ History

Spanish / Mandarin / French / German

Form 9 Form 10

English – first languageEnglish LiteratureEnglish – second languagePortuguesePortuguese – foreign language

GeographyHistoryEconomicsBusiness Studies

MathematicsChemistryPhysicsBiology

Foreign Languages

ICT

PE (not as an IGCSE subject)

ElectivesArt / Drama

Geography / Economics / Business Studies

Spanish / Mandarin / French / German


Form 11 & Form 12AICE Diploma / AS / A Level

The AICE diploma is a group award diploma of

Cambridge University that requires the study

from three different areas: Mathematics and

Science; Languages; and Arts and Humani-

ties. The students have to pass 6 credits over

a period of 25 months. The diploma can be

achieved through different combinations of

subjects, as an A Level exam will provide 2

credits and an AS will provide 1 credit. There-

fore, students might decide to take, for in-

stance, 3 A Levels or 6 AS and still be able to

obtain their AICE diploma.

Group A: Mathematics and Sciences

Biology

Chemistry

Computing

Environmental Management

Mathematics

Physics

Psychology

Thinking Skills

Further Mathematics

Group B: Languages

English Language

Spanish Language

Portuguese Language

French Language

German Language

Group C: Arts and Humanities

Art and Design

Economics

Business Studies

History

English Literature

Portuguese Literature

Spanish Literature

German Literature

Music

Psychology

Thinking Skills

Environmental Management

General Paper

23

It is recognized that the demands upon students

in all subjects at this advanced level are consid-

erably higher than those experienced at IGCSE.

The complexity of the work combined with the

depth of knowledge required should not be

under estimated. The school aims for students

to achieve positive results and be motivated to

perform in those subjects of their choice.

Certain AS subjects (Psychology, Environmen-

tal Management, History, etc.) do not require a

student to have studied the subject in Form 9

and 10. However, in Mathematics and Sciences

it is a pre-requisite as a sound foundation is

essential to ensure success at AICE. Therefore,

in these subjects, students must obtain a “C”

grade at IGCSE exams.

210-120 points (13.8-10)

Merit(42%)

Distinction(55%)

Pass(3%)

AIC

E DIPLOMA 2011-20

12

360-320 points (20-18.3)

310-220 points (17.9-14.2)


To remain in Portugal a student has to achieve

equivalence to the 12º ano of the Portuguese

education system by passing the AICE diploma.

The Portuguese system enables our students to

enter university without sitting the Portuguese

exams, through the use of “Artigo 20-A”. Stu-

dents have to ensure they have in their diploma

subjects that are considered to be equivalent

by the Portuguese authorities to the national

“provas de ingresso”. For example, if a student

wants to enter

Economics, then they have to include Mathe-

matics and Economics in their AICE curriculum,

as “Matemática” and “Economia” are the sub-

jects required to enter this area in some uni-

versities. If a student chooses a university that

does not apply “Artigo 20-A”, then they have to

sit the appropriate Portuguese “prova de in-

gresso”. Each year, more and more universities

are accepting the use of “Artigo 20-A” in their

application.

MATHEMATICS CHEMISTRY

ECONOMICS

BIOLOGY

PHYSICS

CHEMISTRY BUSINESS

Engineering

Medicine

Economics and Business Studies

Mathematics, Physics and Chemistry

Mathematics, Physics and Chemistry,Biology and Environmental Management

Mathematics, Economics or Business

25

To go to the UK (and several other EU countries)

students have different routes they can take

and pay the same fees as UK students, which

are subsidised. The difference is that students

need to study A2s and do not follow the AICE

diploma requirements. Each university clearly

states its requirements for entry and students

apply by the 15th of October to Oxbridge and

Medical Schools and by the 15th of January to

other universities, in their last year of school,

long before they know their results. However,

by March they have CONDITIONAL offers from

the universities of their choice. When the A-

Level results arrive in August and the desired

results have been achieved, students are im-

mediately accepted. If they have not achieved

their grades there are other options.

Entry to a British university does not rely en-

tirely on marks but also on the student’s per-

sonal statement and the school’s reference

which accompany their application. In the case

of Art, the student’s portfolio is decisive and

for medicine, the interview is a deciding factor.

Furthermore, a student’s CV over the course

of their schooling has a great impact, and for

the competitive universities straight A grades

do not suffice, so students at CLIP are encour-

aged to work towards building a portfolio of

skills, competencies and activities to comple-

ment their academic training.

Access to University: Statistics

Since its inception, CLIP has consistently

achieved success with students gaining entry

to University in Portugal, the United Kingdom

and elsewhere. Between 1996 and 2009, 96%

of CLIP Form 12 leavers entered higher and

further education.

Currently some 47% of our graduates take up

university or equivalent courses in the United

Kingdom and 48% go to courses in Portu-

gal. Students follow a range of courses and

careers, from arts to teaching, but the most

popular choices of courses for our graduates

remain Engineering, Economics, Business and

Management Studies, Medicine and other Bio-

Medical degree studies.

In the Academic year of 2011-2012, 9 students

entered Medical school, 18 entered Econom-

ics, Business or Hotel Management schools,

and 4 opted for Engineering, amongst others.

Students at CLIP ared encouraged to workd towards building ad portfolio of skills d

Portugal

United Kingdom, Switzerland, Spain, China, France 33%

67%


All applicants to CLIP are considered, regard-

less of their ethnicity, religion, sex, or national

origin. Students with severe learning disabili-

ties, who require specialised instruction not

currently available at the school, cannot be con-

sidered for admission.

All applicants to CLIP are interviewed and as-

sessed by the respective Director of the rel-

evant School or their representative. A profile

of each candidate is developed, which includes

quantitative and qualitative data. The former in-

volves testing results and school records, such

as grade and progress reports, exam and test

results, psychological and/or psychiatric as-

sessments, etc. Qualitative data includes stu-

dent interviews, home assessments and per-

sonal observations made by staff. The above

notwithstanding, CLIP is a non-selective school.

All applicants tod CLIP are interviewedd and assessedd

27

English is the language of instruction at all

year groups. The ability to access the cur-

riculum successfully within a reasonable time

and to thrive in our English-language learning

environment is the guiding principles for ad-

mission to the school. English as Additional

Language (EAL) support is available for stu-

dents, but separate ESL (English as Second

Language) track is not offered within our aca-

demic programme.

Lower School – In the younger Lower School grades, immersion in the English language cur-

riculum is usually sufficient for children to quickly develop proficient English language skills. ESL

support is available for older students in the LS.

Middle School – Students entering Middle School must generally have a working knowledge

of English in order to benefit from our academic programmes. Should we have some concern re-

garding an applicant’s ability to access the curriculum, we may test Middle School applicants and/

or ask them to attend school on a trial basis without obligation.

Upper School – At the Upper School level (forms 9-12), we offer a challenging academic pro-

gramme geared toward students who are planning to go on to college or university in the United

Kingdom, Portugal and other areas of the world. At this level, students must have a fairly high de-

gree of competency in English.

English is the languaged of instruction atd all year groupsd


Special Educational NeedsCLIP does not have facilities and resources to

support students with significant learning,

physical or social/emotional disabilities. In par-

ticular, we are not able to accommodate stu-

dents requiring sustained one-to-one learning

or other individualised support. Applicants with

mild social/emotional issues, learning difficul-

ties or other special needs are referred to the

Special Educational Needs Department for eval-

uation. Admissions decisions are made by the

relevant Director based on the recommendation

of the Special Educational Needs Coordinator.

Academic Achievement Although CLIP offers a stimulating and chal-

lenging educational programme, we accom-

modate students with a range of academic

abilities, provided they are able to adequately

access and benefit from our curriculum. We

make this determination primarily by review-

ing applicants’ school records and teacher rec-

ommendations.

SiblingsPreference is given to siblings of students atten-

ding CLIP, to children of staff and to children of

families affiliated with CLIP. Transparency and

fairness in the process of admission of students

into CLIP is one of the values of CLIP.

ResidenceCLIP is a day school and does not have board-

ing facilities. Students must therefore reside

with their parent(s) or other legal guardian in

a location within commuting distance to the

school.

29

Students’ individual processSchool administrative assistants are respon-

sible for maintaining accurate and up-to-date

cumulative folders for each student. This data

is to be kept on the relevant area of the School

Database as well as in a file (hardcopy) kept by

the School Administration Office.

All important school documents relative to

the student should be filed in the cumulative

folder, including the following: report cards,

updated transcript from other schools, regis-

tration documents, immunization and other

health related information, copy of Birth Cer-

tificate and/or ID Card.

Information about health matters, like dia-

betes, should be available to teachers in the

shortest period of time.

Child protection CLIP fully recognises its responsibilities for

child protection. All children, whatever their

age, culture, disability, gender, language, racial

origin religious beliefs and/or sexual identity

have the right to protection from abuse, there-

fore any suspicions or allegations of abuse

Parent Communication English is the language of instruction at CLIP.

It is also the primary language for communicat-

ing with parents. At least one parent or guard-

ian should be able to communicate comfort-

ably with school personnel in English.

School FeesSchool fees are set by the Board of Directors

annually and parents are informed of the pre-

registration fee and tuition fees for the forth-

coming academic year, usually in the month of

April preceding the new academic year. The tu-

ition fees notice provides all the necessary doc-

umentation and outline on the fees and other

sundry charges.

CLIP has also in place policies, procedures, and

practices that are designed to reduce and elimi-

nate bullying and harassment as well as pro-

cesses and procedures to deal with incidents of

the same. Bullying and harassment of students

by students, school employees or volunteers

who have direct contact with students will not

be tolerated in the school.


LIFELO

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CHALLENG

ED

EVERY CHILD

MATTERS AT

CLIP

L

criticalthinker

problem solvers

creative

resilient

C

Cambridge exams

academicrigor

research bases

teaching

differentiation

I

cultural identity

eco conscious

respectful of

difference

multi lingual

P

internalizevalues

considerate

team players

ethical

Saí do Brasil com o 10º ano do ensino secundário

completo e vim para o CLIP, em 2010, após conhe-

cê-lo em uma viagem de passeio no ano anterior.

O colégio me deixou entusiasmado pelo currículo

oferecido, pelas instalações, pelos vários esportes

que poderia praticar, além das aulas de música,

mas acima de tudo, pela certeza que me transmiti-

ram de que eles tinham todo um trabalho eficiente,

que me ajudaria a entrar em uma universidade na

Inglaterra, meu grande sonho.

Nesse período, tive muitas aulas voltadas para os

exames A Level, recebi orientações constantemen-

te sobre o que estudar, exames anteriores para re-

solver e muito apoio de meus professores, colegas

e da coordenação, por quem fui muito bem recebi-

do e integrado no grupo.

Hoje sou aluno de Física no Imperial College Lon-

don. Sei que sem a orientação correta dos meus

professores e coordenadores, jamais conseguiria

chegar aonde cheguei.

Sinto-me honrado por ter sido um “clipper”! Meus

mais sinceros agradecimentos por tudo que fize-

ram por mim!

Guilherme Amaral (2011-2012)Physics - Imperial College London


O CLIP teve e continua a ter, um papel fundamental

na minha vida pessoal e académica.

Já saí do colégio há 2 anos e ainda verifico no meu

dia a dia a importância de todas as peças de teatro,

eventos de LTR, exercícios de teambuilding e out-

ras tantas atividades em que participei nos 8 anos

em que lá estudei.

Devido ao ensino distinto do CLIP sou hoje uma

jovem “open minded” que pensa “outside of the

box”, com um conjunto de aptidões fortemente

desenvolvidas que me ajudam a enfrentar os desa-

fios que a faculdade me tem lançado.

Acredito que o CLIP me formou e dotou das ferra-

mentas necessárias para enfrentar e progredir no

futuro com sucesso.

Catarina Tavares (2010-2011)Gestão - Universidade Católica Portuguesa, Porto

33

Thirteen years at CLIP have gone by while con-

stant change took its course unnoticeably during

everyday life. Only now, that I’ve completed my

academic pathway at CLIP, have I put thoughts in

retrospective. Looking back, it seems as if, rather

than a subtle change, I’ve suffered a complete

metamorphosis – I, who once was a young tod-

dler on her first day of school, left CLIP as a young

lady, and prepared to take on today’s globalized

world. Naturally, time and science are to blame for

physical change, but CLIP was there hand-in-hand

as I built strong foundations for life. I take with me

strong work ethics, integrity as a principled citizen

and the urge for continuous challenge, which are

pressingly important as I face Medical School. I’m

curious to see where life will take me but comfort-

ed to know that “once a Clipper, always a Clipper”.

Margarida Rosas Almeida (2011-2012)Medicina - Faculdade de Medicina, Universidade do Porto

CLIP provides an educationally enriching environ-

ment, where students develop a thirst for knowl-

edge and drive to succeed. As a current engineering

student in the United Kingdom, the Oporto Interna-

tional School helped me develop my multi-linguis-

tic skills – being fluent in English was very helpful

when moving to the UK - as well as my mathemati-

cal reasoning and leadership skills – both of which

are invaluable in industry. Furthermore, an interest

in general knowledge and debate is instilled early

on through Model United Nations and LTRD, in ad-

dition to an artistic mentality through music, theatre

and art, and a competitive spirit, which - although

imparted through sports - translates into a desire to

thrive in day-to-day. At CLIP, students develop a set

of fundamental life skills and are given the opportu-

nity to make the most of their potential, which can

only make me very grateful and thankful for what

I’ve learned as a student there.

Jocelino Rodrigues (2011-2012)Aeronautical Engineering - University of Bristol


Muitos associam o CLIP a uma excelente oportuni-

dade para estimular crianças e jovens, dando-lhes

a oportunidade de se tornem bi-(ou até tri)-língues.

Enquanto considero este aspecto cada vez mais

importante num mundo em constante expansão

como o nosso, devo dizer que encontrei o maior

valor do CLIP no contacto proporcionado com di-

ferentes culturas e com os professores de todos

os cantos do mundo (e não só ingleses), na partici-

pação em projectos vários, distintos dos da maio-

ria de outras escolas, obrigando os alunos a sair

da sua zona de conforto (e do país) desde o mais

cedo possível. O CLIP dotou-me de uma grande

versatilidade nas mais diversas áreas. Os valores

incutidos aos alunos do CLIP são sólidos e vitais

para uma vida em pleno na sociedade actual; valo-

res para com os quais nem todas as escolas mos-

tram a mesma preocupação. Por fim, a realização

de diversas iniciativas como a Science Fair, entre

outras, são um excelente espaço para testarmos e

fazermos ... e mesmo para errarmos! Em Portugal,

infelizmente, o erro é “uma marca”. Falhar é fatal e

potencialmente cataclísmico... Mas, na verdade, os

restantes 99.86% da população mundial encaram

o erro como uma oportunidade de aprendizagem e

melhoria. Tal como o CLIP. Uma postura que se re-

flecte no percurso formativo dos jovens, tornando-

-os mais capazes de criar, inovar e vingar no mun-

do profissional. Posso afirmar com toda a certeza

e gratidão que o CLIP foi uma chave essencial para

o desenvolver da minha personalidade de querer

fazer, de querer contribuir para um mundo melhor

e mais sustentável e de querer saber sempre mais

e mais sobre o máximo de áreas que me for possí-

vel abranger.

For me, who spent 13 years of my life at CLIP, it is a

challenging task to try and pinpoint how CLIP has

influenced my academic / professional life (as re-

quested). The reason I feel this exercise is so chal-

lenging (believe me, I tried), is because CLIP’s influ-

ence really goes so far beyond academics or career.

Without any doubt, those 13 years defined who I

am as a person - from my values and beliefs, to the

way I think, feel and act. In my opinion, this is where

CLIP’s “magic” lies: it does not strive to develop

only great students or professionals, but great hu-

man beings. It is a pleasure and honour to be part of

this big family.

Mariana Neves (2003-2004)Consultora na Jason Associates

João Pedro Príncipe (2000-2001)Gestão, Universidade Católica Portuguesa

35

After moving to England to study at University Col-

lege London (UCL), I find myself at a stage where I

look back at the last 13 years of my life. Having been

at CLIP since I was only 5 years old, it became my

second home, my second family. At CLIP I was able

not only to grow academically, but as a person too. I

was highly motivated by my teachers, enjoyed good

peer relationships, worked collaboratively with oth-

ers and excelled in my studies.

I was encouraged to make the most of CLIP’s extra-

curricular opportunities and that is definitely what I

did. I was actively involved in many different areas

including sport, music, organising events, debating

and community work. Taking part in all these activi-

ties did not prevent me from focusing on academ-

ics, but complemented them.

At the end of the day, I can most certainly say that

my happy days at CLIP prepared me for my future in

the outside world.

Inga Campos (2011-2012)Biomedical Sciences - University College London

CLIP has given me the opportunity to increase my

interpersonal skills and not only a good academic

preparation for university. All the extracurricular

activities like the Model United Nations, British Par-

liamentary Debates and Global Young Leaders con-

ferences during my last CLIP years increased my

social and leadership skills.

CLIP’s opportunities of extra curriculum activities

increase and develop essential skills. Being a pre-

fect, doing volunteer work, playing sports and per-

forming in the arts festival boosted my CV for later

internships and work experience applications.

The academic preparation for the A Levels gave me

an excellent preparation for university with no ma-

jor adaptation problems during the first year. Being

a true Clipper will definitely prepare you for univer-

sity life.

Mariana Coelho (2008-2009)Biomedical Sciences (BSc) - Edinburgh Napier University

Clipclubs are extracurricular activities that are erfectly integrated into the education and training Project Recommended by clip and offer exceptional opportunities for the student’s full development.

CLIP CLUBS WEBSITE: HTTP://WWW.CLIP.PT/CLIPCLUBS

Clipclubs stimulate and expand already existing aptitudes and explore new interests, and are areas for discovery, learning, leisure and the strengthening of values. Since clipclubs accompany the student’s school life, three clubs have been created: kinderclub (ages 4 to 6), explorerclub (ages 7 to 9) and teenclub (from the age of 10).

Property

CLIP, S.A. - Rua de Vila Nova, 1071

4100-506 Porto, Portugal

Tel. +351 226 199 160 | Fax + 351 226 199 169

[email protected]

CEO

Francisco Marques da Silva

General Coordination

Isabel Morgado

Photography

Ângela Azevedo | CLIP Media Club

Design

Moodystudio

Printing

Orgal Impressores

Edition

1000 exemplares

Se tiver dificuldaded em compreenderd a língua inglesa, por favord contacte a Assistented Administrativa.d

CLIP - The Oporto International School · Rua de Vila Nova, 1071 · 4100-506 Porto, Portugal

Tel. +351 226 199 160 | Fax +351 226 199 169 | [email protected] | www.clip.pt

institutional brochure

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