Educational Project

I. Concepts and fundaments 2

II. The School and the environment

2.1. A School with History 3
2.2. The community 5
2.3. Organizational Structure 6
2.4. Human resources of the School 9
2.5. Result of learning 13
2.6. Activities and projects 14
2.7. Support services, school facilities and equipment 14

III. Educational proposal

3.1. Principles and values 16
3.2. Objectives and Aims 17
3.3. Attitudes and strategies to achieve these objectives: 19

IV Assessment 23
 Educational Project

I. Concepts and fundaments

"The educational project is the document that establishes the educational orientation of the school
within a horizon of three years and clarifies the principles, values, goals and strategies with which
the school proposes to fulfil its educational function.(...)".

The working up of the School Educational Project allows the interested and committed intervention
of the educational community in general and of the organs of the School Administration and
Management, in particular.

In response to recent legislation, it became clear the urge to reform the School Educational Project
in course. With the Educational Project we intend to lay the groundwork for an effective school,
which means a "good school" or one that achieves its purposes.

As J. SCHEERENS refers, the conditions that would enhance the effectiveness of the School are: a
strategy aimed at results, closely linked to a high level of expectations; asserted leadership at the
school level; appropriate physical and material characteristics of the school; experience, consensus
and cohesion within the staff; quality of the syllabuses; disciplined environment; friendliness;
evaluative potential; parental involvement; frequent monitoring; time for effective learning.

Responding to these challenges involves developing a school culture of responsibility, work,

demand, strictness and discipline, contributing, in the words of M. S. Guerra, for the “improvement
of society through the formation of critical, responsible and honourable citizens", which we seek to
achieve.

In short: more than a guiding document, the Educational Project of the School presupposes the
existence of an implicit pact between the actors in the teaching/learning process, namely: teachers,
students and parents or carers. The first are required to fulfil their duty with competence,
responsibility, justice and fairness; the students are required to understand that the school, though
being a space of freedom, is also a place of demand, discipline, study and responsibility, where
their success or failure depend largely on themselves and their own understanding of what a school
is; the parents or carers are required to take more part in school matters, to monitor the activities of

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their children outside it and to convey them the message that school is a place of enormous
importance for their full education and for their future.

II. The School and the environment

2.1. A School with History

On May 2nd, 1919, it is published in the “Diário do Governo”, the Decree No. 5490, from the
Ministry of Commerce, General Directorate of the Industrial and Commercial Education, which,
after justifying the need to spread the Technical Industrial and Commercial Education, creates in
Chaves an Industrial School and a Commercial Class. The decree is signed by the President of the
Republic, Canto e Castro, the President of the Ministry, Domingos Leite Pereira, and all the
ministers, which include: the Minister of Justice, Dr. António Granjo, the Minister of Instruction,
Dr. Leonardo Coimbra, the Minister of the Colonies, Dr. João Lopes Soares and, of course, the
Minister of Commerce, Dr. Júlio do Patrocínio Martins.

The Industrial School and the Commercial Class started their activity in 1919-1920, in premises
located, respectively, near Senhor do Calvário and in Rua Direita, operating the Secretariat of the
School in Liceu Nacional of Chaves. Right at the first meeting of the Board, on June 27, 1919, the
proposal to give the school the name of Júlio Martins was unanimously approved.

The initial courses were of Mechanic Locksmiths and Civil Carpentry. The Course of Women’s
Work begins in 1922. The Commercial Course is integrated in 1924 and, consequently, the minute
of the School Council of October 17th, 1924, refers, for the first time, the Julio Martins Industrial
and Commercial School.

The 1948 major reform of Technical Education establishes, in the then called Chaves Industrial and
Commercial School, the following courses: 1. - Preparatory Level; 2. - Complementary Learning
Courses: Trade; 3. - Training Courses: Locksmith; Carpenter; Sewing and Embroidery. In 1957, it is
added the Complementary Learning Course of Electrician.

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From 1961 on, already in the current building, the school began to include other courses, while
keeping up growing and serving the school population that the dominant ideology intended for this
type of education.

With the implementation of the democratic regime that came out on April, 25th 1974, the
educational system undergoes deep changes, emphasising the principles of democracy and
consequent opportunities of access and success to all citizens, enshrined in the Basic Law of the
Educational System. Our School adapts to this new reality and is considered the one that best
translates these principles, being the first choice of the surrounding community.

During the subsequent period there were significant changes, especially the adaptation of the
physical structures and teaching/learning methods to the new demands caused by the processes of
unification of the 3rd Level and the extension of compulsory education.

In 1978 the school accepts, without hesitation and consensually, the name of Dr. Júlio Martins as its
patron, having it written on one of the facades of its physical structure.

Reforms keep happening, both in the nature of the courses and their several options, with an
emphasis on the alternative, in secondary education, between Knowledge-based courses (aiming at
the preparation for higher education) and professional courses (technical, vocational and
technological courses).

The school faces problems of overcrowding and feels the need to invest on its pedagogical
organization and restructuring, the results of which were recognized by the community.

The decrease of pupils, caused by birth rates, forced the school to rethink its organization, offering
them new opportunities, in order to make it possible to combine the common student with the one at
normal risk of dropping out, asserting its tradition of inclusive school.

Nowadays there is an increase of students in the 3rd Level and a balance in Secondary Education,
with the creation of CEF and professional courses.

The changes introduced by the current reform, the aim of which is the educational and personal
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success of all, require a new attitude from the whole community. May all the actors in the process
be able to understand the changes under way and adapt them to the local context.

2.2. The community

Secondary School Dr. Júlio Martins serves primarily the county of Chaves, but also receives
students from other counties bordering the Alto Tâmega, with emphasis on those of Boticas and
Valpaços.

The County, which extends for more than 600km2, distributed in 51 parishes and occupied by more
than 150 settlements, currently has a population of around 44,000 inhabitants, concentrated
primarily in the city and in neighbouring villages.

The spaces more marked by rurality appear, as one leaves the valley and begins to walk along the
slopes towards the uplands.

Chaves should take a strategic position in the peninsular northwest context, as it is the node where
major international roads converge, fact that allows it to take up, inside northern frontier, as a centre
for the dissemination of economic and cultural flows for the entire surrounding space.

The county to which the school belongs presents some worrying demographic characteristics
because, according to data from 2001, the population has been decreasing due to the fall in the birth
rate. The consequent population ageing thus interferes in the school population.

The level of illiteracy has decreased, but mostly keeps at the first level of Elementary Education
(former 4th grade). The percentage of attendance at higher levels of education is still very low.

The City Council has looked at education as a decisive factor for sustainable development and for a
better future, investing today in the implementation of the Educational Chart and in dynamic
projects such as the partnership Portuguese Network of Educational Cities.

The structure of the workforce reflects, in recent decades, a significant reduction in the primary
sector (agriculture, forestry, livestock...). More noticeable is the tertiary sector (trade and services),
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 Educational Project

in important expansion, followed, at some distance, by the secondary sector (industry). It should be
noted that urban parishes are major contributors to the growing weight of the tertiary sector, as it is
the commerce that absorbs the largest number of workers.

Nowadays the unemployment rate is low, close to the European average for the population under 25
years of age and becoming worse in the older population and among women. However, emigration
is growing again and, as a recent phenomenon, there are immigrants coming with their families.

Recent data suggests, however, a relevant lack of qualification of workers, and many companies in
the region have been presenting to the responsible authorities their major needs concerning qualified
professionals. The problems are still mainly in technological areas (professional qualification of
level III). It is also recognized that any sector of the economy needs not only professionals in their
specific activity but also other qualified professionals (middle and upper), in the areas of
administrative support, marketing, distribution, etc...

Up to the mid-80s of the last century, the school was characterized by a largely rural population,
keeping some continuity with the previous distinction between Grammar School and Industrial and
Commercial School. Gradually, the social recognition of their specific courses and enhancement of
the image of the school, have reversed the situation. To this change has also contributed the urban
development of the surrounding area, including nearby parishes, namely, Santa Cruz/Trindade and
Outeiro Seco, and the creation of a new Secondary School, which has received the majority of the
students from countryside parishes. For all these reasons, today, our school population is
predominantly urban.

2.3. Organizational Structure

The organizational structure of the School is according to current legislation and is stated in the
Internal Rules, synthesized in the organization chart below.

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 Educational Project

Organs of Administration and Management:

The Assembly is the body responsible for setting the guidelines for the activity of the School and for
the participation and representation of the school community. It consists of 7 teachers, 2 non-
teachers, 2 students, two representatives of parents and a representative of the City Council. The
Chairman of the Executive Board and Chairman of the Pedagogical Council participate in the
Assembly meetings, without voting rights.

The Executive Board is the organ of direction and management of the school in pedagogical,
cultural, administrative and financial areas, consisting of a president, two vice-presidents and two
teachers.

The Pedagogical Council is the organ of coordination and educational guidance of the school and is
composed by 18 members, including non-teaching staff, parents and students.

The Administrative Board is the deliberative body on administrative and financial matters of the
School.

Structures of educational guidance:

There are seven Curricular Departments: Languages, Social Sciences, Social-Economic Sciences,
Mathematics, Physics / Chemistry and Nature Sciences, Technological and Visual Sciences and
Physical Education and Sport, which integrate all school subjects and areas, as well as a teacher of
Special Education, with the task of ensuring the curricular articulation, supporting the Pedagogical
Council and the Executive Board and accomplishing pursue the remaining legal tasks.

Pedagogical Coordination:

For the tutoring of students and organizing, monitoring and evaluating the activities of the forms
there are the Councils of Form and their Form Tutor. There are two structures for the Coordination
of the Form Tutors, one for the 3rd level and one for the secondary.
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Coordination of technological courses, professional training and education:

Their coordinators are appointed by the President of the Executive Board, after having heard the
Pedagogical Council, preferably among those who teach the subjects of the technological training
component and are supported in their duties by the Directors of Course / Form that they coordinate.

Specialized services of educational support:

They are designed to promote conditions which ensure the full integration of school pupils and
should combine their activity with the structures of educational guidance. There are the Psychology
and Guidance Services and Support Service for pupils with special needs.

Educational development projects:

For the development of various activities that are considered important in the development of our
students, the school has a coordinator of the School Sports, a Coordinator for the Project of
Education for Health; a coordinator of BE / CRE, a ICT Coordinator, a Coordinator for Security and
Protection, a Secretariat of Examinations and Directors of Sports Facilities, Electricity, Mechanics,
Biology and Physics / Chemistry.

The Parents / Carers participate in the life of the school through their representatives in the
Association of Parents / EE, Assembly; Pedagogical Council; Form Council and the Assembly for
the Election of the Executive Board. The Parents / Carers of a specific form can hold meetings with
the Form Tutor.

Students have their rights and obligations enshrined in the law in the School Rules. Students
participate in the organization of the School through the Form Delegate and Sub-delegate, Assembly
of Delegates, Form Assembly, representatives of Secondary Education in the Elective Assembly,
School Assembly and Pedagogical Council, and also, through the Students Association.

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2.4. Human resources of the School

Statistics
School year Students Teachers Administrative Offices Auxiliaries of
Education
2005/06 680 105 12 31
2006/07 661 96 13 29
2007/08 663 97 13 31

A-The Students 2007/2008

Number of Students
3rd Cycle 309
Education/Training Inst. Electrical 19
Regular Secondary Education 282
Professional Education 53
Total 663

3rdCycle 2007/2008
7thYear 123
8thYear 102
9thYear 84

Education Training 2007/2008

Electrical Installations Level II 19

Secondary 2007/2008
Courses 10th 11th 12th
Science and Technology 66 61 57
Social Science and Humanities 21 14 24
Technological Administrative 24 15
Professional-Management-Technical/Maintenance-Ind./Elect.Inst. 38 12

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In the academic year 2007/2008, 204 students, benefit from the Social School Support.

In basic education, distribution by sex is very balanced, although slightly higher the number of male
students. In secondary education, the female with 54% is the dominant. If we restrict only to
Technological and Professional courses, male is prevailing with 69%.

In basic education, 11% of the students have repeated at least a year along their educational
background, and in the secondary, approximately 12%.

This school, whose population was once more rural, has now an essentially urban population. Most
students take 15 minutes or less to get to school and only a reduced number takes about 30 minutes.
It should be noted that 135 students of basic education and 110 from the secondary education use
school transport.

B-Parents

Profession 7thyear 8thyear 9thyear 10thyear 11thyear 12thyear

Trade-and-industry 38 40 58 75 60 47
Domestic-services 19 37 33 57 46 45
Education 21 - 7 12 15 12
Transport 6 6 11 7 8 4
Health 14 2 6 6 11 5
Unemployment-and-Disability- 20 8 7 11 14 13
Agriculture 12 9 13 23 13 17
Services 23 16 35 34 53 38
Unknown 55 10 41 37 11 26

On what concerns the level of education of Parents / Carers, we can see that in Elementary
Education 14% only have the 1st level of elementary education, in some cases incomplete, and in
Secondary Education 18% are in these conditions.

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 Educational Project

It appears that the Parents and Carers show short engagement with the school. The reasons given
regarding to contacts with the DTs (Form Tutor) are: reduced availability and interest; incompatible
schedules; lack of reasons which justify it.

Many Parents / Carers keep the idea that coming to school is associated with their children’s
behaviour or learning problems, considering that in the absence of such problems, their presence in
the educational establishment is not justified, which explains their high absenteeism in school life.

The reduced presence at meetings of Parents and Carers is related to the several factors: reduced
ability to resolve the problems; lack of motivation on matters presented; lack of availability and
spirit of partnership and distance to school.

C-Teachers 2007/2008

Professional status
(QE) list of permanent teaching staff 83
(QZP) list of educational zone teaching staff 4
Hired 10

Academic Qualifications
PhD --
Masters 4
Degree 89
Bachelor 4

Ages
Up to 25 years 1
26 to 35 years 7
36 to 45 years 20
46 to 55 years 53
56 to 65 years 16

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The vast majority of teachers of the QND have worked in this establishment for ten or more
consecutive years, while the number of teachers who teach here for the first time represents about
10% of the total. The number of teachers with teaching service time between 15 and 25 years is 40,
and over 25 is 41. There is also a teacher of Special Education.

D-Administrative Offices 2007/2008

Ages
26 to 35 years 2
36 to 45 years 3
46 and 55 years 5
56 to 65 years 3

Academic Qualifications
Graduate
High school 7
3rd Level of Elementary Education 6

Professional status
Permanent Non-Teaching Staff 10
Temporary Contract Provisions 3

E-Auxiliaries of Education 2007/2008

Ages
26 to 35 years 7
36 to 45 years 10
46 and 55 years 9
56 to 65 years 5

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Academic Qualifications
Secondary School 7
3rd Level of Elementary Education 11
2nd Level of Elementary Education 3
1st Level of Elementary Education 10

Professional status
Permanent non-teaching staff 17
Individual Contract 6
Fixed-term contract 5
Others 3

The list of non-teaching staff is a group of professionals with many years of service, since the vast
majority has already served for more than 10 years.

The shortages of personnel are a constant concern of the organs of the School. It is above all a need
felt by teachers, students, parents/carers, and even by the non-teaching staff who are faced with
working hours, that in the lack of a better term, are defined as disconnected and irregular, a situation
that is aggravated by sick leaves or forced absences due to major reasons.

2.5. Result of learning

Rates of transition Dropout-rates

2004/05 2005/06 2006/07 2004/05 2005/06 2006/07

7th year 72% 81% 79% 6% 2.9% 1.8%
8th year 65% 85% 87% 13% 2% 6.3%
9th year 75% 67% 76% 12.5% 3.9% 1.1%
10th year 51% 60% 65% 17% 13% 23%
11th year 82% 80% 78% 5% 3.2% 10%

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Rates of conclusion Rates of Enrolment in

Higher Education
2004/05 2005/06 2006/07 2004/05 2005/06 2006/07
12th year 31% 36% 75% 26% 44% 73%
CEF courses - - 87.5%
Course Technology 39% 19% 39%

2.6. Activities and projects

The school develops activities and projects that look for the support of career guidance, learning and
full training of students. Today we have the School Newspaper, School Sports, Library / CRE,
National Plan for Reading, Action Plan for Mathematics, School Health, Tobacco-Free Schools,
ICTs Plan, Safety / Civil Protection, School page-http://www2.esb3-drjuliomartins.edu.pt, ICTs in
School; in addition there are other activities of short duration developed in the framework of the
class project or of the Curricular Departments.

The school develops partnerships with several organizations, social and political structures
representative of the community, with the aim of contributing to an increase of the extra- curricular
activities organization, of the school network and other activities of interest to the school and to the
development of students.

This way, there are partnerships or agreements with the City Council of Chaves, Employment
Centre, Police, Health Centre No. 2, ACISAT and Ex-students’ Association, Professional Training
Centre, Aquae Flaviae Group and several local businesses.

2.7. Support services, school facilities and equipment

The school has been working for 47 years in a building with three floors, with 4 outdoor playing
fields. It has 34 classrooms with non-specific characteristics. However, there are some specific
rooms:

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Laboratories of Electrotechnics and Electronics, Mechanics, Biology, Physics, Chemistry and

Informatics;

Electricity, Carpentry and Mechanics workshops;

Specific rooms for Mathematics, Secretariat and Administration;

Sports facilities: gymnasium, outdoor multipurpose fields and tracks;

Space and support resources: School Library / CRE, Auditorium, mini-auditorium 3.2, Study Room,
Office of the SPO, Laboratory of Photography, Multimedia room 2.3, Lounge to receive Parents
/Carers, Repro and Stationery;

Specific facilities for teaching intermediate structures: room 2.2;

Spaces for Administration Services: Office of the Executive Board and Services of School
Administration;

Places of conviviality: teachers' room, non-teaching staff room, students’ pavilion, bar, outdoor
playgrounds, Students’ Association room.

There are still working on the premises of the School the Training Centre of the Association of the
Schools of Chaves and Boticas and the support schools’ team.

The improvement of material resources is important in order to endow the School of essential tools
for the development of an appropriate work and leading to success and well-being of the entire
school community.

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III. Educational proposal

The Secondary School Dr. Júlio Martins is a public school and, as such, it is an educational
institution through which the education system according to the 1st Article of the Law on the
Educational System, "gives the right to education, that is expressed by the guarantee of a permanent
formative action guided by encouraging the overall development of personality, social progress and
democratization of society ".

3.1. Principles and values

Consistent with its high aspirations the Secondary School Dr. Júlio Martins assumes, as part of its
action, to guide its Educational Project, by the following principles, which are considered essential:

1. Creating conditions that allow the development of a democratic and pluralistic spirit among
the school community, as well as the existence of an environment of discipline, hard work,
participation, involvement and welfare;

2. Contribution to the development of our students’ intellectual, ethical, physical and aesthetic
abilities, taking into account their level of development and their cultural capital, binding
them to the observance of internal rules of the law;

3. Ensuring equal opportunities for students with special educational needs;

4. Recognition of teachers as autonomous and responsible professionals, engaged in a constant

improvement of their teaching practices, aiming at the success of their student;

5. Co-responsibility of parents and / or responsible for education in the educational success of

their students;

6. Maintenance and improvement of the materials and physical structures of the school;

7. Integration of the school in an increasingly wider educational community;

8. Recognition of the non-teaching staff as professionals with relevant roles in the school
community;

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9. Awareness of environmental issues and healthy lifestyles;

10. Implementation of practices of individual, departmental and school self-assessment.

3.2. Objectives and Aims

For the improvement of educational practices and school results, everyone should be mobilized to
achieve the school goal: a full training of the student as a free person, democratic-minded, open to
dialogue, creative, committed to his progressive transformation, conscious, independent, tolerant,
solidary and socially involved.

1. The students must be aware of the need to have attitudes of effort, attention and discipline, to
improve their participation (written / oral / graphic / motor)and strengthen at home the
teaching of classes, because these individual contributions are essential to their success or
school failure;

2. Increasing by 5% over a period of three years, the levels of educational success of students
in various subjects, in the different years of schooling;

3. Increasing by 9%, over three years, the levels of educational success of students in various
subjects, of the 10th year of schooling;

4. Maintaining and / or overcoming in the 9th form the average of the results of Portuguese
Language and achieving and / or exceeding the national average in the Maths examination of
the 3rd level of elementary education, in a period of 3 years;

5. Achieving and / or exceeding national averages in the exams in the national secondary
education, within a period of 3 years;

6. Fighting the dropout of school of students aged between 12 and 15, alerting, where
necessary, the competent authorities and reducing by 5% the school dropout in secondary
education in a period of three years;

7. Improving by 10%, in 2010, the number of students in professional secondary education and
ensuring a success rate of at least 80%;

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8. Promoting diversified experiences of life, greater autonomy and socialization of students

with special educational needs, increasing by 15% the educational success of students in
elementary and secondary education by 2010;

9. Informing students of different methods of teaching / educational provision of school to

ensure continuity of 90% of students enrolled in secondary school, in the 3rd level of
elementary education;

10. Creating conditions so that, within 3 years, all planned classes may be actually taught;

11. Involving parents and / or cares in the educational process to ensure the contact of all those
in charge of education in the school, at least once in each period;

12. Developing methods to support distance education through the use of the platform Moodle,
included in the school site;

13. Extending the relations of cooperation with the world of work, to enable, on one hand, a
better understanding of labour and business reality and, on the other hand an answer to their
needs;

14. Encouraging the growth rates of participation of different sectors of the educational
community in events whose purpose is to strengthen interpersonal relations of cordiality,
mutual respect, tolerance and sociability;

15. Holding in all departments / groups in each period of two years, at least a share of 35 hours
of training focused on specific teaching, taking into account the available supply;

16. Fostering the professional development of staff through the identification of training needs.

17. Giving all students an education for citizenship in their interpersonal, cultural aspects,
respecting spaces and common property, as well as an effective sex education in its various
dimensions;

18. Increasing by 10% the rates of use of new technologies provided by the School;

19. Increasing by 10% the number of home requests of different books in the Library / CRE;

20. Increasing by 10% the number of students who practise different modalities of Sports
School;

21. Providing a canteen and a buffet according to the principles of healthy eating, increasing the
number of users of the dining hall;

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22. Optimizing the consumption of water and electricity, without affecting the quality and
comfort of users and sending, at least two thirds of the unused paper, for recycling;

23. Promoting a culture of safety among all elements of the educational community, reducing
the possibility of accidents;

24. Achieving a process of self-evaluation as a means to improve the school by fostering a

culture of honest and open discussion among all members of the School Community.

3.3. Attitudes and strategies to achieve these objectives:

Establishment of an Annual Plan of Activities, in accordance with the strategic objectives,

the functional tasks of the organic unity and the human and financial resources available;

Planning, setting targets for learning and assessment procedures, taking into account the
level of students, the requirements of the subject and even what was settled by the Form
Council in drafting the Curricular Class Project as well as the provisions of law;

Diversification of methods and teaching techniques to enable a better adaptation to the

contents and characteristics of students, particularly active methods, research and discovery,
and also to develop attitudes of participation, cooperation and solidarity;

Analysis of the results of learning per subject, comparing the initial stage with the progress
obtained;

Information to the students and the students’ carer about the general / specific evaluation
criteria and the objectives to be achieved in each subject, in each year and each course of
studies, and the number of classes planned;

Information to the parents, according to the deadlines set out in the Internal Rules, of their
students’ attendance;

Exercise of an effective supervision and discipline in school and in the classroom that is the
reflection of the seriousness of the objectives and importance of school work;

Creation of a student's file, whose responsibility belongs to the Form Tutor, with as much
individualized information as possible, allowing an adequate knowledge of the students in a
particular level of intellectual, affective and psychomotor development, and their socio-
cultural background;
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Carrying out evaluations of diagnosis in each class in order to meet the initial state of
learning of the students;

Preparation of recovery plans appropriate for students with learning difficulties, developing
mechanisms to re-teach the subject to students who still fail to dominate it;

Training assessments to get feed-back on learning;

Enabling the students to self-assess his performance and progress;

Keeping terms of correction and delivery of works and evaluation tests;

Not to overcharge students with homework and, when necessary, take into account the
weekly working hours for students;

Development of efforts and promotion of meetings that enable collaboration with the School
of Technicians, specialists and other figures representing the Community Education;

Diffusion of teaching materials with quality for the different levels of education (observation
and evaluation scales, work-sheets, evaluation tests, educational texts, games ...);

Application, in the different forms of the same year, of tests organized in the disciplinary
group and of the intermediate tests of the ME;

Promotion and development of reading habits through BE / CRE team;

Priority of organizing forms schedules in the beginning of the school year;

Development and implementation of specific guidelines, both educational and organizational

in nature, in what concerns students with SEN;

Setting each class in a room and each student in a place, if not on a permanent basis, at least
over the largest possible number of days per week;

Distribution of the teachers’ schedules in order to ensure the continuity of teaching the same
classes in each cycle, except if any obvious incompatibility or impossibilities are noticed;

Ensuring the continuity of Form Tutors over the same course of study, except for cases of
obvious and potential conflict or impossibility;

Implementation of interim Form meetings, particularly in the 1st term, at the beginning of
November, and in the 2nd term at the time of Carnival, in order to promote effective
interdisciplinary and define strategies depending on the development of learning;

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Clarification of the educational character of all curricular or extra-curricular activities

incorporating its achievement in the process of teaching / learning objectives and not as
occasional activities;

Valuation of non-disciplinary curriculum areas in order to be a space for the development of

interdisciplinary, training, and implementation of projects particularly in the area education
for health;

Development of the School Sport integrating the largest possible number of students and
making its formative virtues prevail on the possible competitive temptations;

Support the creation and development of leisure clubs, valuing the educational function of
different extra curricular activities;

Creation of the figure of "personal tutor" to follow students with learning difficulties and
with SEN;

Promotion, in addition to the mechanisms of participation in the different organs, of spaces

for dialogue, particularly through the holding of regular meetings of Teachers, of Staff, of
Form Delegates and of Parents / Carers;

Promotion of partnerships with the Parents / Carers increasing their co-responsibility,

valuing their knowledge and experience and involving them in the literacy processes and
educational tasks in general;

Promoting an efficient flow of information, organizing and increasing the existing facilities
and developing others, including a school magazine printed and digital, website, digital
platform, exhibitions, dissemination of news in the local media;

Support the work of the Students’ Association;

Creation of a box for collecting suggestions, criticisms and congratulations in order to know
the teachers, students, parents or carers and non-teaching staff’s opinions;

Development of a network of services to be used by all the school community;

Cooperation with the Coordinator of ICT and with other responsible for the fields of new
technologies in the development of an intelligent online and digital citizenship in the school
population;

Guarantee of the improvement of educational equipment of classrooms, both in quantity and

quality keeping it operational;

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Affirmation of an environment and a quality service in the canteen as well as in the students,
teachers and other staff’s cafeteria with a different range of available products offering a
consistent healthy diet;

Ensuring the best conditions for the access to the school in terms of comfort and safety,
particularly for students with SEN;

Prevention of all kinds of situations that pose a risk to hygiene, health and safety of the
school community;

Implementation of protocols to improve and / or build sports facilities, workshops or others

in exchange for their use, outside the school time, by entities not belonging to the school;

Development of collaboration with former students, through their association, bearing in

mind that they represent the clearest manifestation of the importance of school and are an
important part of their connection to the environment;

Achievement on May 2nd of the event "School Day" commemorating its creation in 1919;

Promotion of a greater number of opportunities for relationships and coexistence between

the school community, mainly through the use of the cafeteria, participation in sports and
recreational activities, meetings related to special dates or other holidays (Christmas,
beginning of school year, graduates’ party) etc;

Implementation of protocols with local companies in order to place the trainees of the
educational training courses and professional courses;

Development of practices for evaluating quality that check the standard of proficiency of
training offered, their adaptation to the public and the community needs and that allow to
introduce on time corrections and updates;

Teachers training in the field of working in partnership with businesses and other institutions
in order to meet the needs of the school;

Held in each school year, a wide-ranging debate on the published legislation and structuring
documents of the School in educational and organizational terms, in order to make its
assessment and make any corrections;

A survey of needs and drawing up a plan for the Teacher's Training School, in collaboration
with the Training Centre that the school belongs to, improving the practices in the
classroom;

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 Educational Project

Dissemination of good practices in the field of key skills / knowledge held in the school or
related with it;

Availability of training for employees contributing to solve detected problems;

Creation of a working group to make clear the results / data in search of patterns and
weaknesses leading to an effective self-evaluation of the school, using the CAF (Common
structure of evaluation);

Development of practices for evaluating the school using the model PAVE (Profile of the
school self-evaluation);

Formation of a working team to organize and manage the process of application of the
autonomy of the school.

IV Assessment

The evaluation of the Educational Project will be coordinated by the Executive Board which will
prepare interim and final reports that after the favourable assent of the Pedagogic Council will be
submitted to the approval of the Assembly.

The monitoring and evaluation of the implementation of the Educational Project is therefore a
responsibility of the community through its Assembly, where it is represented, but it should still be
understood that each board or school structure is particularly responsible for monitoring the areas /
activities that concern them.

To give effect to the above, the Coordinator of each one of the nucleus of the curricular and
extracurricular activities developed during the school year, must prepare an annual report outlining
the developed activities, their frequency and attendance of participants involved; degree of
appropriateness related to the Educational Project objectives; satisfaction of the recipients as well as
and the degree of achievement of those objectives, including suggestions for the next stage of
development of the Educational Project.

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