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Portugal:Single Structure Education (Integrated Primary and Lower Secondary Education)

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Overview Portugal

Contents

Portugal:Political, Social and Economic Background and Trends

Portugal:Historical Development

Portugal:Main Executive and Legislative Bodies

Portugal:Population: Demographic Situation, Languages and Religions

Portugal:Political and Economic Situation

Portugal:Organisation and Governance

Portugal:Fundamental Principles and National Policies

Portugal:Lifelong Learning Strategy

Portugal:Organisation of the Education System and of its Structure

Portugal:Organisation of Private Education

Portugal:National Qualifications Framework

Portugal:Administration and Governance at Central and/or Regional Level

Portugal:Administration and Governance at Local and/or Institutional Level

Portugal:Statistics on Organisation and Governance

Portugal:Funding in Education

Portugal:Early Childhood and School Education Funding

Portugal:Higher Education Funding

Portugal:Adult Education and Training Funding

Portugal:Early Childhood Education and Care

Portugal:Organisation of Programmes for Children under 3 years

Portugal:Teaching and Learning in Programmes for Children under 3 years

Portugal:Assessment in Programmes for Children under 3 years

Portugal:Organisation of Programmes for Children over 3 years

Portugal:Teaching and Learning in Programmes for Children over 3 years

Portugal:Assessment in Programmes for Children over 3 years

Portugal:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Portugal:Single Structure Education (Integrated Primary and Lower Secondary Education)

Portugal:Organisation of Single Structure Education

Portugal:Teaching and Learning in Single Structure Education

Portugal:Assessment in Single Structure Education

Portugal:Organisational Variations and Alternative Structures in Single Structure Education

Portugal:Upper Secondary and Post-Secondary Non-Tertiary Education

Portugal:Organisation of General Upper Secondary Education

Portugal:Teaching and Learning in General Upper Secondary Education

Portugal:Assessment in General Upper Secondary Education

Portugal:Organisation of Vocational Upper Secondary Education

Portugal:Teaching and Learning in Vocational Upper Secondary Education

Portugal:Assessment in Vocational Upper Secondary Education

Portugal:Organisation of Post-Secondary Non-Tertiary Education

Portugal:Teaching and Learning in Post-Secondary Non-Tertiary Education

Portugal:Assessment in Post-Secondary Non-Tertiary Education

Portugal:Higher Education

Portugal:Types of Higher Education Institutions

Portugal:First Cycle Programmes

Portugal:Bachelor

Portugal:Short-Cycle Higher Education

Portugal:Second Cycle Programmes

Portugal:Programmes outside the Bachelor and Master Structure

Portugal:Third Cycle (PhD) Programmes

Portugal:Adult Education and Training

Portugal:Distribution of Responsibilities

Portugal:Developments and Current Policy Priorities

Portugal:Main Providers

Portugal:Main Types of Provision

Portugal:Validation of Non-formal and Informal Learning

Portugal:Teachers and Education Staff

Portugal:Initial Education for Teachers Working in Early Childhood and School Education

Portugal:Conditions of Service for Teachers Working in Early Childhood and School Education

Portugal:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Portugal:Initial Education for Academic Staff in Higher Education

Portugal:Conditions of Service for Academic Staff Working in Higher Education

Portugal:Continuing Professional Development for Academic Staff Working in Higher Education

Portugal:Initial Education for Teachers and Trainers Working in Adult Education and Training

Portugal:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Portugal:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Portugal:Management and Other Education Staff

Portugal:Management Staff for Early Childhood and School Education

Portugal:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Portugal:Education Staff Responsible for Guidance in Early Childhood and School Education

Portugal:Other Education Staff or Staff Working with Schools

Portugal:Management Staff for Higher Education

Portugal:Other Education Staff or Staff Working in Higher Education

Portugal:Management Staff Working in Adult Education and Training

Portugal:Other Education Staff or Staff Working in Adult Education and Training

Portugal:Quality Assurance

Portugal:Quality Assurance in Early Childhood and School Education

Portugal:Quality Assurance in Higher Education

Portugal:Quality Assurance in Adult Education and Training

Portugal:Educational Support and Guidance

Portugal:Special Education Needs Provision within Mainstream Education

Portugal:Separate Special Education Needs Provision in Early Childhood and School Education

Portugal:Support Measures for Learners in Early Childhood and School Education

Portugal:Guidance and Counselling in Early Childhood and School Education

Portugal:Support Measures for Learners in Higher Education

Portugal:Guidance and Counselling in Higher Education

Portugal:Support Measures for Learners in Adult Education and Training

Portugal:Guidance and Counselling in a Lifelong Learning Approach

Portugal:Mobility and Internationalisation

Portugal:Mobility in Early Childhood and School Education

Portugal:Mobility in Higher Education

Portugal:Mobility in Adult Education and Training

Portugal:Other Dimensions of Internationalisation in Early Childhood and School Education

Portugal:Other Dimensions of Internationalisation in Higher Education

Portugal:Other Dimensions of Internationalisation in Adult Education and Training

Portugal:Bilateral Agreements and Worldwide Cooperation

Portugal:Ongoing Reforms and Policy Developments

Portugal:National Reforms in Early Childhood Education and Care

Portugal:National Reforms in School Education

Portugal:National Reforms in Vocational Education and Training and Adult Learning

Portugal:National Reforms in Higher Education

Portugal:National Reforms related to Transversal Skills and Employability

Portugal:European Perspective

Portugal:Legislation

Portugal:Institutions

Portugal:Glossary

Basic Education lasts for 9 years and is divided into three sequential cycles (see table below) starting at the age of 6 (by 31st December) for all children.


Cycles of Basic Education

Cycles

Years of Schooling

Age

1st cycle

1st – 4th

6 – 10 years old

2nd cycle

5th – 6th

10 – 12 years old

3rd cycle

7th – 9th

12 – 15 years old

 

The aims of Basic Education are:

  • To provide all Portuguese with a common general education that allows them to discover and develop interests, skills, the capacity for critical reasoning, memory, creativity, a moral sense and aesthetic sensitivity; to promote individual fulfilment in harmony with the values of social solidarity;
  • to ensure a balance between knowledge and know-how, between theory and practice, and between school culture and everyday culture;
  • to provide physical and motor development, promoting manual activities and artistic education to make pupils aware of the different forms of aesthetic expression, detecting and encouraging skills in these fields;
  • to teach a first foreign language and begin a second one;
  • to give pupils the basic knowledge that will allow them to pursue studies or join vocational training schemes, helping pupils to acquire and develop methods and tools for individual and group work, promoting the human dimension of work;
  • to encourage a national awareness open to universal humanism, solidarity and international cooperation;
  • to develop knowledge and appreciation of the key values of Portuguese identity, language, history and culture;
  • to provide pupils with experiences that encourage civic maturity and social and emotional maturity, creating positive attitudes and habits in their relationships and in cooperation with others, whether within the family or in conscientious, responsible intervention in the situations they find themselves in;
  • to help pupils acquire independent attitudes that make them citizens with a sense of their civic responsibilities and who act democratically in community life;
  • to provide children with special educational needs with conditions suitable for their development and for making full use of their skills;
  • to promote the constant updating of knowledge;
  • to participate in the educational information and guidance process alongside families;
  • to provide, with freedom of conscience, the acquisition of civic and moral education notions;
  • to create the conditions for school and educational success for all pupils.

Basic education includes the following educational provision and modes:

  1. General basic education;
  2. Recurrent Basic Education;
  3. Distance Learning;
  4. One-to-one and Home Schooling;
  5. Itinerant Education;
  6. Specialized Artistic Courses (in the areas of music and dance);
  7. Alternative Educational Routes;
  8. Integrated Education and Training Programme;
  9. Education and Training Courses.

Detailed information on the provision mentioned in no. 7 and the following items is presented in the chapter Other Educational Provision.

The principles guiding the organization and management of the Basic Education curriculum, as well as assessment and the curriculum development are more specifically outlined in Decree-Law no. 139/2012, 5th July, amended by Decree-Law no. 91/2013, 10th July 10, and Decree-Law no. 176/2014, 12th December and by  Decree-Law no. 17/2016, 4th April.


2016-2017 Academic Year

With the aim of reinforcing and consolidating schools’ and teachers’ pedagogical autonomy, thus encouraging them to adopt differentiating measures that facilitate didactic and pedagogical solutions that improve students’ learning conditions, the Ministry of Education advocates some general guidelines to be applied from school year 2016-2017 onwards through its Regulatory Dispatch no. 4-A/2016, 16th June.

In addition to some administrative simplification measures that will be explained in the respective chapter, it seeks to value the role of single teacher classroom, as advocated in the Comprehensive Law on the Education System, ensuring the possibility of closer work between teacher and student in a globalizing approach of all curricula components. As such, the following principles are established:

  • Define rules and procedures that allow regular teamwork among teachers, such as the preparation and joint execution of teaching activities, as well as the evaluation of the learning processes;
  • create stable pedagogical teams that follow the class through the entire cycle;
  • implement specific moments for teachers to share and think about the pedagogical practices and of interconnection between the different levels of education;
  • preventative intervention on factors/predictors of school failure and early leaving;
  • promote innovation and diversification of teaching and learning methodologies;
  • undertake close follow-up of students that change cycle and school;
  • identify students’ integration and learning issues;
  • undertake close follow-up of students that clearly have integration issues, a bad relationship with their peers and with teachers, and learning difficulties;
  • adjust teachers’ timetables to the school needs that arise during the school year, whenever justified.

Another innovation of this provision is specific tutorial support, which aims to encourage educational success in 2nd and 3rd cycle students that have been retained on two or more occasions during their time at school. This support is an additional hour credit that allows the tutor teacher to:

  • Meet with the students they are following;
  • follow-up and give support to the learning process, creating study habits and work routines;
  • give the student appropriate educational guidance at a personal, school and professional level, according to their skills, needs and interests;
  • encourage a learning environment that allows the development of personal and social skills;
  • get the family involved in the student’s educational process;
  • meet with the teachers of the class council to analyse the issues and work plans of these students.

It is also defined that, with the objective of preventing school failure and early leaving, the school should organize vocational guidance activities at certain times of the school year that are announced to the school community in a timely fashion.