Our Philosophy
Education based on the construction of knowledge is one of the clearest cornerstones of the Vilamoura International School’s educational philosophy and methodology. This means that its projects are designed according to the school as a learning space for students, teachers, parents and others.
In line with the ideas of Vygotsky, Goodlad, Gardner, Bourdieu and Bernstein, CIV's educational programme is, above all, a learning process conducted by the students themselves, taking into consideration their cognitive developmental stages (Piaget) and the areas of their development/potential (Vygotsky). It is essential to provide the necessary environment for students’ and teachers’ creative ability.
CIV’s education philosophy promotes cognitive-developmental philosophies associated with the foundations of international education. Students and teachers are encouraged to develop projects that are more open to global issues, viz. humanitarian projects, multiligualism and cultural awareness. The learning processes will always have a special focus on linguistic, intra and interpersonal skills (Gardner).
Early language learning should also be considered as an opportunity to understand the world of others (it is known today that the early learning of languages is also transferable to other learning).
CIV’s philosophy is related to the contribution of renowned education philosophers and sociologists.
a more balanced relationship between emotions and learning;
the promotion of learning from sources other than textbooks;
learning through self-discovery;
the creation of exchange programmes with schools from different countries and group work, linked to research projects.
The assessment of the student’s skills considers the importance of cognitive-developmental educational philosophies that have highlighted the internal processes of the student in his or her own learning process.
Philosophy for children and youngsters
Vilamoura International School has established itself, throughout its history, as an outstanding innovative school and a pioneer in educational projects. As an international school, in addition to teaching two curricula, the National Curriculum (Portuguese Ministry of Education and Science) and the British National (adapted) / Cambridge Curriculum (Cambridge International Examination), it has also focused on the development of the cognitive and socio-affective skills of students.
During the 1990s, CIV introduced Philosophy for Children and Youngsters, currently part of the curriculum from Kindergarten to 9º ano. Teacher training focused on Mathew Lipman’s philosophy, applied in over 30 countries around the world.
Today, with national recognition and great international prestige, CIV regards Philosophy for Children and Youngsters as a core structural area of the school’s curriculum. Students who are able to apply philosophical thought in order to question the world; get to know it in all its diversity; understand its conflicting realities; make informed decisions and seek creative solutions to problem solving, see their ability translated in their academic results.
Philosophy for Children and Youngsters also aims to develop independent, critical and creative thinking, whilst promoting intra and interpersonal thought. From an early age, children are encouraged in public speaking and develop articulated logical thinking.
Research Projects
Research projects are used as a methodology to promote students’ learning. Teachers develop various research projects in the field of science, mathematics, the arts, philosophy, literature and first and foreign languages.
The research projects at CIV emerge from a dynamic research environment created by staff which has resulted in reflection and a consequent paradigm shift. CIV´s proposal for a twenty-first century school includes the encouragement of a cross curricula approach; the organisation of skills and the application of current knowledge. This is promoted through autonomy, cooperative learning, committing to life-long learning and keeping updated with information and communication technologies.
Through individual and group research projects students ask questions, research, consult and challenge various sources of information, test hypotheses, summarise information and present their findings through various media. The formal presentation of the projects reinforces cooperative learning whilst promoting the overall development and enhancing the entire learning process.
The teacher has the role of mediator/advisor, which is essential in defining the student's research route in order to build knowledge.
Problem Solving
CIV's Educational Programme is aimed at the development of mathematical and language thinking, which complement and enhance each other across the entire curriculum.
In 2011, the Problem-Solving Programme emerged in CIV’s Kindergarten, aiming to develop the student's ability to think and activate complex cognitive processes, skills considered necessary in becoming a conscious and critical citizen.
Problem solving is a productive activity which involves the ability to explore, understand verbal and written statements, paraphrase, formulate hypotheses, organise knowledge from various fields, reconsider solutions, share information and work together in a group. The implementation of a project of this nature requires that staff and students engage in permanent discussion.
This is a productive and rigorous programme confirmed by the quality of teaching practices, which encourage verbal communication, leading students to verbalise their reasoning, analysing, explaining and systematically confronting processes and results.
Besides the many challenges faced by students and staff, this project develops trust and a positive attitude towards Mathematics, promoting autonomy and cooperation amongst peers.
Currently the project is active throughout Kindergarten, 1º Ciclo and Primary School and is being considered for secondary school.