Students develop the best version of themselves at Davy College.
The international dimension constitutes a fundamental attribute in the student’s integral formation, the curriculum management and teaching-learning process at Davy College.
It provides the learning of skills and abilities through a quality and excellent training process, allowing the student to achieve a high performance, and stand out within society, as a world citizen.
The Early Years level methodology is socio-constructivist. It places the student at the center of learning. The child creates his knowledge based on experiences he lives during lessons and on his interaction with his classmates. This approach suggests that the student lives and learns through his culture, hence the importance of contextualized activities. The teacher then becomes a facilitator, promoting student’s autonomy and initiative through inquiry.
To enhance the different skills of our students, the best practices of the Reggio Emilia Pedagogy and the Montessori Method are also adopted. Both focus on the exploration through the use of senses. Likewise, both refer that education must train the child in an integral way, developing skills, acquiring knowledge and promoting social values. Where both, the scientific approach and the development of creativity, are enhanced.
In Early Years, the Aucouturier psychomotor program is followed, in a space where children develop in an integral way, that is, a place in which they are allowed to consolidate and demonstrate their abilities, both physical and cognitive; socialize and show themselves as they are, through play.
As playing is one of the main activities of the psychomotor classroom, it allows them to freely and spontaneously express their experiences and emotions. The presence of the psychomotor teacher accompanying them without feeling invaded, help them recognize and validate their emotions. At the same time, it allows children to self-identify as a unique and important being, improving their communication and relationship with others.
A Language Development specialist, prevents, detects and monitors language and communication problems for each child at the level.
Prevention of the child's language problems, is provided by strengthening communicative-linguistic capacities, giving attention to difficulties in a timely manner, and integrating the rest of the student’s teachers and parents for an early intervention.
The Primary level works within a transdisciplinary framework that focuses on the development of the child as a researcher, both at school and beyond. Based on research on how students learn, how educators teach, and the principles and practice of effective assessment, the curriculum places a strong emphasis on inquiry-based learning.
Houghton Mifflin, is a series of books in the English language based on international standards that contains Fiction and Non-Fiction texts according to different student’s level. In this program, skills related to phonological awareness, grammar, vocabulary, production of various kinds of text, reading strategies and skills are developed improving reading comprehension, as well as children's communication skills.
This program provides tools for children so that through concrete activities of reflection, dialogue between peers, video analysis and recreational activities inside and outside the classroom, they develop social skills that will allow them to function and resolve assertively, real age and social environment situations. Families are involved at all times through activities they must do with their children.
The six aspects of writing are: Voice, Ideas, Presentation, Conventions, Organization, Word Choice, and Sentence Fluency. This program allows children to create the necessary vocabulary and common patterns to become familiar with the terms used in writing. At the same time, it develops consistency in writing production skills from one grade level to the next one.
Everyday Mathematics is a curriculum focused on the development of children's understanding and skills, which allows them to be able to solve different problems in their environment.
It also emphasizes the use of concrete examples from real life and the use of manipulatives, which are significant and serve as an introduction to abstract mathematical concepts, the frequent practice of basic calculation skills, to develop mastery of basic operations, through games and activities where children base their processes, and the use of multiple problem-solving methods and strategies to develop students' critical thinking and thus adapt to different learning styles.
Raz Kids is a virtual platform that provides comprehensive reading resources by levels for each student. It has a variety of e-books that are offered in 29 levels of reading difficulty. In addition, it allows the teacher to carry out a personalized reading assessment through the running record and provide the corresponding feedback.
Scholastics is a program that motivates children to enjoy reading; It also has a selection of books that are organized according to level and types of reading, such as fiction and non-fiction. These readings allow children to get to know different cultures, and other fields of learning such as literature, science, art, etc.
At Davy College we use Scholastics for our Guided Reading period, which is organized according to the reading level and interests of each child.
This program serves the purpose of giving support to students who need it, in facing the challenge of a bilingual education, which sometimes, being the first time they are immersed in this educational system, requires. It develops the learning of the new language in a differentiated way, in small groups with a modified curriculum and schedules adapted to their needs, which allows them to acquire the skills, tools and knowledge necessary to be able to insert themselves back into the grade level’s study dynamics.
The International Middle Years Curriculum (IMYC) is designed around the needs of the developing adolescent brain to improve the way 11-14 year old students learn. Addresses 5 key needs of the adolescent brain based on recent brain research.
Much of this research indicates that the brain learns associatively, that is, connecting new learning with previous learning and adapting previously learned concepts to incorporate new learning.
It is critical that students make sense of their learning to help strengthen new connections and ensure that those related to their knowledge or skills are not lost or excluded.
The community needs to create opportunities for adolescents to be active, practice decision-making skills, and be given the opportunity to take risks during learning. Peers play an increasingly important role in the validation of the adolescent as they accompany the passage from childhood to adulthood.
Adolescents need additional support on topics such as organization, decision-making, and self-control.
IMYC provides a challenging and rigorous learning curriculum that students in the middle years find relevant, inspiring, and enjoyable.
The IBO Diploma is a two-year program, which is an excellent preparation for college, for students in the last two years of high school. It is recognized nationally and internationally for being rigorous, stimulating and balanced. It encourages students to be informed, inquiring, caring, and compassionate, and to develop cross-cultural understanding and an open mind, as well as the necessary attitudes to respect and evaluate different points of view.
The program offers opportunities to develop understanding, both disciplinary and interdisciplinary, in order to meet the rigorous standards of higher education institutions around the world.
Because it provides a truly stimulating education, and constitutes the best preparation for university studies, preparing students to participate effectively in an increasingly globalized and rapidly evolving society.