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Portugal:Teaching and Learning in General Upper 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

Curriculum, Subjects, Number of Hours

The curriculum, subject syllabuses and curriculum objectives are determined at national level. The Ministry of Education also defines guidelines for adoption of teaching methods, which are adapted in each school by the teachers, in close relation with the school educational project.

For Scientific-Humanistic Courses of upper Secondary Education, each school provides courses from a list of four which are nationally proposed. In principle the school provision is mainly determined by the balance between the choice of students and the demand of local and regional socioeconomic development needs.

There are four Scientific-Humanistic Courses:

  • Sciences And Technologies;
  • Socioeconomic Sciences;
  • Languages and Human Sciences;
  • Visual Arts.

These courses are aimed primarily at students who wish to enter Higher Education studies (University or Polytechnic).

All Scientific-Humanistic Courses have a general component and a specific component.

The general training component is common to all courses and in articulation with other educational components aims at developing a wider general knowledge, by integrating a humanistic, social, artistic, scientific and technological dimension, and includes the following subjects: Portuguese, Foreign Language, Philosophy and Physical Education.

The syllabi for all science-humanities courses also include a specific training component designed to provide solid scientific preparation in the study area of each course.

This component includes a set of structuring core subjects that provide identity to the course. Students may still choose one annual subject (12th grade) from a set of subjects related with other fields.

The study plans include:

  • The subjects;
  • the minimal taught time allocated for each subject;
  • the total taught time;
  • the curricular documents for the subjects, elaborated and approved at ministerial level.

A special emphasis is given to improving oral and written expression in Portuguese. For students who have another mother language the teaching of Portuguese as Non-Native Language may be provided.

The minimum taught time per subject is defined in terms of total amount of minutes per week.

In the scope of their autonomy, school are free to organize lesson times in any way they see fit, providing they respect the minimum weekly teaching time and time spent.

 

Studies Plan for Scientific-Humanistic Courses

Educational Components

Subjects

Minutes per week

10th Grade

11th Grade

12th Grade

General

Portuguese

Foreign Language (I, II or III)

Philosophy

Physical Education

180

150

150

150

180

150 

150

150

200

-

-

150

Subtotal

630

630

350

Specific subjects

Common Core

One triennial subject

250

250

270

Two biennial subjects

Biennial subject I

Biennial subject II

 

270 or 315

270 or 315

 

270 or 315

270 or 315


Specific Options

Two annual subjects:

 

150

150

- One related to the scientific nature of the course– Annual 1

- The other can be related to the nature of the course or other knowledge areas – Annual 2

Moral and Religious Education (optional)

90

90

90

Total

1530-1620
(1620-1710)

1530-1620
(1620-1710)

1035
(1125)

 

Teaching Methods and Materials

Taking into consideration the objectives and contents as defined in the syllabuses of the curricular subjects, schools make options as far as methodologies are concerned, through the pedagogic body, which integrates representatives of all curricular departments.

Experimental teaching is valued in all subjects.

Pedagogical practices are contextualised, departing from real contexts to the concepts, and using materials that will allow a strong involvement of students.

Pedagogical practices also promote the capacity to search and organise information and the development of critical thinking through various activities, such as: reading, taking notes, research on a topic, writing a résumé, oral presentation of a product, etc.

An emphasis is given to tasks that promote the development of reflection and varied forms of interaction in the classroom, creating opportunities for the students to exchange and discuss ideas.

Syllabuses were designed for all upper secondary subjects and are presently available for download on the Directorate-General of Education, website, a central service of the Ministry of Education responsible for curricular development.

In addition to this, a number of syllabuses and curriculum standards are being defined for certain subjects, which are being implemented gradually.

 

Textbooks

Textbooks are an important didactic-pedagogic resource in the teaching and learning process, the reason why schools use them in accordance with current legislation.

Their importance as a didactic-pedagogic resource meant the implementation of assessment and certification procedures, in order to ensure their scientific, pedagogical and didactic quality.

As such, textbooks are generally subjected to assessment and certification procedures, according to a timeframe established for the purpose. These procedures involve bodies previously accredited by the Ministry of Education and, where necessary, the assessment committees, as well as teachers within the coordinating and educational bodies of schools or school clusters.

Assessment, certification and adoption procedures occur in two phases:

  • A stage of evaluation and certification of the textbooks, headed by bodies previously accredited by the Ministry of Education, namely, higher education institutions (public, private or with public recognition), official teacher organizations, scientific associations or bodies and also specifically set up evaluation committees providing scientific-pedagogic quality certification;
  • a stage of assessment, selection and adoption of textbooks, undertaken by teachers in schools, considering the assessment criteria defined for the purpose, as well as the suitability of the certified textbooks to their respective educational project.

The selection process for textbooks for students with permanent special educational needs must involve special needs teachers.

Primary and secondary education textbooks typically remain in use for a period of six years and must follow the subject syllabus closely.

In addition to the textbook, teachers and schools are free to use other teaching-learning resources, which are not subject to procedures of assessment, certification or formal adoption.