Increasingly, educators, psychologists, teachers, and parents recognize the importance and value of a smooth transition between educational cycles, acknowledging that this cannot be seen as a severe change in the school paradigm, nor as a break from what students already know and do. This change must be approached naturally, as another stage of growth\u2014demanding, yet calm and happy.<\/p>\n
In this regard, at Saint Daniel Brottier School we uphold the same philosophy in Primary and Lower Secondary, centered on each child, and the same pedagogical model that promotes differentiated learning for each student, recognizing that individual characteristics are the richness of a group and that together we can elevate their abilities. The transition to Lower Secondary, Years 5 and 6, is carried out gradually, continuing all the work that begins in Primary.<\/p>\n
If in Primary, students grow by planning, evaluating, and sharing their discoveries, and we promote meaningful learning, respecting the pace and abilities of each one, strongly motivated by their interests and preferences, it makes no sense for Lower Secondary to emerge as a break from this way of being and learning that is key to students’ success. To this end, we continue to develop study projects in Lower Secondary that contextualize what students learn, the timetable is presented in the form of work routines that structure learning, and planning and evaluation moments are maintained, helping us reflect and progress together.<\/p>\n
It is true that in Lower Secondary the number of subjects and teachers increases and, in the traditional model, this is synonymous with segregated and compartmentalized teaching across various subjects, with each teacher working only independently. In the educational model followed by Saint Daniel Brottier School, we reject this segregation and maintain in Lower Secondary the work process along constructivist lines, with curriculum convergence and experiencing true interdisciplinarity. A coherent, continuous, and differentiating work model within the education paradigm in Portugal!<\/p>\n
Vanessa Almeida – Master’s in Basic Education Primary and Lower Secondary<\/p>\n
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