Say "my school". Participate actively and committed to building the physical, cultural and symbolic spaces of learning. Feel and know the family involved in this process. Create empathy with learning through the spirit of belonging.
Autonomy
Being able to learn by their own means. Have will and tools for it. Have a "growth mentality". Self-regulation, self-esteem and resilience. Be able to develop and integrate collaborative learning networks.
Pedagogical project
Pedagogical project
Autonomy
Being able to learn by their own means. Have will and tools for it. Have a "growth mentality". Self-regulation, self-esteem and resilience. Be able to develop and integrate collaborative learning networks.
Participation
Say "my school". Participate actively and committed to building the physical, cultural and symbolic spaces of learning. Feel and know the family involved in this process. Create empathy with learning through the spirit of belonging.
Autonomy
Being able to learn by their own means. Have will and tools for it. Have a "growth mentality". Self-regulation, self-esteem and resilience. Be able to develop and integrate collaborative learning networks.
Participation
Say "my school". Participate actively and committed to building the physical, cultural and symbolic spaces of learning. Feel and know the family involved in this process. Create empathy with learning through the spirit of belonging.
Learning in the Autonomous Environment
What is the A3 Method?
The"Colégio de Benguela" has a clear and concise Pedagogical Project, formalized in a single word: Autonomy. Knowing where we want to guide the development of our students requires define a strategy and ensure the appropriate tools. The "Colégio de Benguela" has a way of doing that is yours, that distinguishes and values it. Guidance for the student, the central reason for everything we do. It guides the student to his future. How?
Collaborative learning
Students construct themselves and develop their autonomies supported by social and group dynamics. Giving meaning to what we learn means doing it with our peers, overcoming challenges, building knowledge in a supportive and participative way. Students are challenged to develop their own study materials, manuals, and tutorials. Research, discuss and structure in group but respond individually. Be collaborative to stay competitive.
Formative evaluation
To evaluate is to guide and build the future. Before each task, it is absolutely clear to the student and teacher what is intended of him. It is negotiated between both what should achieve, in what form and to what depth. Each student must achieve similar goals to those of his colleagues, but the way to achieve them is differentiated and adapted individually. The Method developed processes and tools to transform evaluation into a moment of liberation and growth, rather than a moment of stress, classification, and serialization.
Challenges
Transforming the "obligation to learn" into the "challenge of learning". Students are exposed to "crisis situations" that force them to overcome themselves and learnings gain meaning when they are built by the student himself. Such situations occur when students need to solve problems, construct mental maps or when the forms of evaluation go through the production of knowledge using means differentiated from traditional written tests.
Reading and calculation
To read with discernment and to be fluent in the mental calculus are transversal competences and that we consider absolutely structural for our students. Proficiency in reading, writing, speaking and calculus requires the means, strategies and extraordinary resources that the College makes available in a conscious and committed way. The A3 Method assigns time and has developed its own tools that support a specific program, intensive and oriented to these fundamental skills of its students.
Literacy
To develop the capacity, through guided research and dialectics, to build an opinion based on themes of importance and significance today. Through these skills, realize your place and role in the world. Students are challenged to reflect on "Big Questions", challenges of multiple and diverse responses, where the process is more important than the outcome.
Learning in the Autonomous Environment
What is the A3 Method?
The"Colégio de Benguela" has a clear and concise Pedagogical Project, formalized in a single word: Autonomy. Knowing where we want to guide the development of our students requires define a strategy and ensure the appropriate tools. The "Colégio de Benguela" has a way of doing that is yours, that distinguishes and values it. Guidance for the student, the central reason for everything we do. It guides the student to his future. How?
Students construct themselves and develop their autonomies supported by social and group dynamics. Giving meaning to what we learn means doing it with our peers, overcoming challenges, building knowledge in a supportive and participative way. Students are challenged to develop their own study materials, manuals, and tutorials. Research, discuss and structure in group but respond individually. Be collaborative to stay competitive.
Formative evaluation
To evaluate is to guide and build the future. Before each task, it is absolutely clear to the student and teacher what is intended of him. It is negotiated between both what should achieve, in what form and to what depth. Each student must achieve similar goals to those of his colleagues, but the way to achieve them is differentiated and adapted individually. The Method developed processes and tools to transform evaluation into a moment of liberation and growth, rather than a moment of stress, classification, and serialization.
Challenges
Transforming the "obligation to learn" into the "challenge of learning". Students are exposed to "crisis situations" that force them to overcome themselves and learnings gain meaning when they are built by the student himself. Such situations occur when students need to solve problems, construct mental maps or when the forms of evaluation go through the production of knowledge using means differentiated from traditional written tests.
Reading and calculation
To read with discernment and to be fluent in the mental calculus are transversal competences and that we consider absolutely structural for our students. Proficiency in reading, writing, speaking and calculus requires the means, strategies and extraordinary resources that the College makes available in a conscious and committed way. The A3 Method assigns time and has developed its own tools that support a specific program, intensive and oriented to these fundamental skills of its students.
Literacy
To develop the capacity, through guided research and dialectics, to build an opinion based on themes of importance and significance today. Through these skills, realize your place and role in the world. Students are challenged to reflect on "Big Questions", challenges of multiple and diverse responses, where the process is more important than the outcome.
"Ao teu filho, primeiro, dá-lhe as raízes. Depois, dá-lhe asas!"
"Ao teu filho, primeiro, dá-lhe as raízes. Depois, dá-lhe asas!"
"Ao teu filho, primeiro, dá-lhe as raízes. Depois, dá-lhe asas!"
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