Students develop the best version of themselves at Davy College.
Recent studies have shown that children and young people who learn a second language stimulate their memory, develop a greater degree of attention and acquire greater confidence and development, among many other benefits that have an impact on their personal and professional training.
Recent studies have shown that children and young people who learn a second language stimulate their memory, develop a greater degree of attention and acquire greater confidence and development, among many other benefits that have an impact on their personal and professional training. .
Other benefits that can be mentioned, in terms of acquiring a second language are:
It is no secret to anyone that English has become the predominant language in scientific, commercial, business and even tourist activities, to name a few. Learning it guarantees greater possibilities for the individual, at all levels.
Davy College promotes the mastery of English as a second language in students, a commitment that is complemented by subjects whose instruction is given in that language, workshops, cultural and study trips, among others that bring the student closer to the English language.
Early Years:, children are immersed in English from an early age, arriving in Kindergarten (5 years) to develop their academic activities up to 65% of the time in English.
Primary level: students are exposed to an average of 15-20 hours of academic instruction per week, in English.
Secondary level: learning and exposure to English depends on the grade being taken, as well as on the subjects that the student has chosen as part of the International Baccalaureate Diploma Program (PD BI).
This level of exposure to the language is sufficient to guarantee a very good level in those students that joined the school at an early age.
Although the English taught by the school is British, the students are exposed, through their interaction with different foreign teachers who work at the Davy College, to different versions of it, depending on the place of origin of the teacher in question. This is of great value, since it prepares students to understand the different pronunciations originating from the Commonwealth countries (community of nations), and thus function in an international environment, with greater ease.
Multiculturalism is one of the characteristics of Davy College . Having teachers and students from different origins guarantees that students value, and integrate into multiculturalism.
The Cambridge Assessment English provides the most widely used certification system in the English language in the world. Its standards are recognised worldwide.
Davy College prepares its students so that, if they consider so, they can choose to take the exam corresponding to their level of preparation, and thus be able to become internationally certified.
International certification exams can be applied, as from the second grade of Primary school. It is each family’s option to register their child in the corresponding exam for the student’s level and progress. The school guides families on what exam the student should take.
In grades 10 and 11, within the International Baccalaureate Diploma, French is taught as an elective option.
In the face of any sign of discomfort, or an accident, our students are referred to the pre-school, or primary-secondary infirmaries. There, they are assisted by professional health personnel.
Each case is evaluated, and acted upon according to medical protocols, which are strictly adhered to.
The school has a fully equipped dining room, which maintains the required hygiene and food safety standards. In this environment, students can eat their food, either bought from the concessionaire, or brought from home.
Aspects in terms of safety, that are common to all levels:
The school provides instruction in three levels: Early Years, Primary and Secondary. Students can start their training from the age of 2. Our program considers a total of 15 grade levels.
The methodology used by the school is socio-constructivist, having the student as the protagonist of their own learning and discovery, generating his knowledge based on previous experiences and/or what they experience during the lessons.
In Early Years and Primary, Davy College ’s approach is aimed at generating interaction skills and collaborative work. The use of units of inquiry forms the basis for learning. In Secondary, the focus is moved into content and project development, students should be able to express their knowledge fluently and in a structured way.
The number varies, depending on the grade level.
EC2 (2 years old): 16 students per classroom.
EC3 (3 years old) and EC4 (4 years old): 18 students per classroom.
Kindergarten: 25 students per classroom.
Primary and secondary 30 students per classroom.
EC2: entry: 8:00 AM, exit 1:00 PM
EC3 y EC4: entry 8:00 AM, exit 1:30 PM
Kindergarten: entry 7:45 AM, exit 2:45 PM (Wednesdays 1:30 PM)
Elementary: entrance 7:30 AM, exit 3:05 PM (Monday y Wednesdays 4:20)
Secondary: entrance 7:30 AM, exit 3:10 PM (Tuesday y Thursday 4:20 PM)
Early Years: In Development
First Break (Snack) from 9:15 am to 9:45 am
Second Break (Lunch) from 12:00 pm to 12:45 pm
First Break (Snack) from 10:30 am to 10 : 50 am
Second Break (Lunch) from 12:50 pm to 1:50 pm
Early Years: the acquisition and development of speech, psychomotor skills, mathematics and inquiry.
Primary: the acquisition of languages (English and Spanish), mathematics, humanities and inquiry.
Secondary: the curriculum is comprehensive, based on languages (English and Spanish), mathematics, humanities and sciences (Physics, Chemistry and Biology).
All levels complement their curriculum with sports, visual and performing arts, music and information technology.
Our curriculum respects the minimum number of hours required by the national curriculum and in some subjects it exceeds them, especially with regard to the acquisition of the English language.
Davy College develops international curricula that complements/enriches the national curriculum. From kindergarten to grade 8 implements the British International Fieldwork Education programs, and in the upper grades the International Baccalaureate Diploma Program (IB DP).
The Davy College is a secular school, which does not provide Religious Education courses as such, this area of knowledge is convalidated by MINEDU (Ministry of Education) into values education courses (Second Step and Personal & Social Education programs).
The main values of the school, which are the axis of the school’s educational model, are: Respect, Responsibility and Rights. Along with the learning community profile attributes of the International Baccalaureate, and the personal goals of the Fieldwork programs.
The International Baccalaureate Organization (IBO) is an international educational foundation, created in 1968 in Geneva, Switzerland, which has now spread world-wide.
Among its programs we can find the International Baccalaureate Diploma Program (IB DP), aimed at students between the ages of 16 to 19, which is part of the Davy College’s curriculum in the last two years of high school. At the end of the two year program, students can apply to be internationally evaluated, obtaining the corresponding certification, the IB Diploma.
This diploma is usually accepted by several private universities, as a sufficient condition for the student's access to higher studies, not having to face entrance exams or attend pre-university centers. With regard to international universities, the benefits of having this certification varies from one university to another, but in all of them it constitutes an excellent presentation letter.
International Early Years Curriculum - Fieldwork Education
International Primary Curriculum - Fieldwork Education
International Middle Years Curriculum - Fieldwork Education
International Baccalaureate Organization Diploma Program
The Duke of Edinburgh's International Award
BSP – British Schools of Peru (Association of British Schools of Peru), allows students to interact with peers from other British schools in the country. Various academic and sports activities are organized for this purpose..
LAHC – Latin American Heads Conference, allows teachers and students to interact with those of other schools in Latin America. The school participates by sending representatives (students and teachers) to conferences, training, academic and sporting events.
It also contributes through member schools cooperation to maintain educational excellence with international parameters.
CISV – It is an international organization that promotes peace education. It organizes meetings and exchanges for children and/or young people, through its various intercultural programs.
Founded after the Second World War, under the belief that lasting peace is possible, through teaching how to live together as friends, it moves thanks to the work of its volunteers in different countries of the world.
Davy College shares the values involved in these programs, therefore it promotes them, but it is its volunteers who bring children and young people closer to these programs, with enrollment in the selection process and subsequent participation being a family decision.
IB ANDES: Every year students have the possibility of taking part in other IB Diploma linked programs. An example of them is the IB Andes, a program in which students of different IB World Schools and nationalities participate. It focuses on a leadership, camping and developing activities in high mountains, around two of the components of the core of the Diploma: Creativity, Activity and Service (CAS), and Theory of Knowledge (TOK).
Students are prepared right from the beginning, at an early age, through both their Primary and first years of Secondary education, to face the challenge required by the Diploma Program at the end of Grade 11.
The international programs developed in early stages prior to the IB DP are fully aligned, in order to achieve the skills, attitudes and content necessary to develop the Diploma Program.
The Davy College selected the PD BI, for being the most world demanding pre-university program, for the last two years of high school. It allows a student's entry and success in any university and country of his choice, in addition to providing him with the necessary tools for university life, later as a professional and a good citizen.
The IB DP prepares students, allowing the acquisition of organizational, communicational and study skills; forming them as inquiring persons, high-minded, good communicators, thoughtful, bold, informed and educated, balanced, caring, and open-minded.
The school promotes this type of trip. According to the offer in the market, the school presents the families with the different options that it considers most attractive, and it is in the power of each family to participate or not to participate in them.
For some time now, the school has participated in a cultural trip to the UK through Independent Schools Cultural Alliance (ISCA). This program is an immersion experience, where students participate together with other peers from the world, in groupal and cultural activities.
This type of trip is generally carried out in the months of July - August, although invitations may also appear in the months of December - January.
The official celebrations which include student performances are:
There are also spaces for student interaction in activities such as:
Additional activities are part of the school curriculum. They seek to develop new or existing skills in the student, through sports or non-sports activities.
Sports teams represent the school in different disciplines and inter-school competition, while others are meant to introduce new sports that are not well known or yet practiced by students.
The non-sporting activities are proposed by school teachers and revolve around new skills’ development. From origami, through choir, orchestra, theater, and chess among others.
There are orchestra, choir and violins’ ensemble workshops. Different wind, string, and percussion instruments are taught.
The visual arts develops painting, collage, sculpture, engraving workshops among others.
The main sports practiced at Davy College are: basketball, football, volleyball, soccer, and athletics.
In addition, the school promotes in introductory mode: gymnastics, handball, rugby, field and table tennis, and badminton.
Davy College teams participate in tournaments promoted at national and international level, through its LAHC membership. Student participation in these tournaments is optional.
In addition, these teams participate annually in the National School Games, being successful in all stages, obtaining several medals at national level.
Local championships, involving other Cajamarca school’s are organized by Davy College , which also receives invitations from them to participate in tournaments offered by other institutions.
The students are incorporated, when joining the school, to one of four Houses: AFRICA, AMERICA, ASIA, EUROPE. These function as teams, which allow to internally carry out, during the school year, sports and academic activities, aimed at developing the spirit of healthy competition and teamwork.
Students are distributed in Houses randomly, following the British tradition of boarding schools, where students share / live in the same House. Brothers are assigned to the same House.
Students of the three levels participate in these activities, separated into categories according to the event. Scores for each House are derived from each competition. The total obtained at the end of the year, allows to determine the Champion.
At Davy College , each level has a psychologist/counselor. The work of the Counseling and Welfare Team constantly monitors students. It also provides advice to families, through individualized meetings and parent’s workshops on typical problems presented by each age.
Study visits are scheduled within the Cajamarca city and surroundings. They are oriented to the visit of the city’s main institutions, monuments, archaeological sites, among others. Visits must be consented by the parents.
In the Secondary school, different study trips are presented to families, to destinations within the country, for students from grades 6 to 9. The objectives of these trips are linked to the curricular contents of each grade.
Discipline is an inherent part of human formation at Davy College. The school has an exhaustive internal regulation on disciplinary matters, and consequent with a coexistence manual.
Students are constantly guided by teachers, to reinforce the values promoted by the family nucleus. Through a curriculum inspired by the values of: Respect, Responsibility and Rights, they are exposed to activities that seek to present and strengthen training in values, and skills such as self-government, negotiation, collaborative work, among others.
Students can become, if interested, to be part of the Student Council, which allows them to acquire democratic and leadership values.
Finally, supervision and regulations discourage inappropriate behaviors such as: bullying, insubordination, practical jokes, lack of ethics and any alike one.
It is paid only once, in case of withdrawal or transfer of the student, the admission fee will be refundable, and the calculation of the refund amount will be made taking into account the time the student remains in the school.
The College does not require purchase of books, as it lends them at no additional cost. For this purpose, DC has a Book Bank, from which books are delivered at the beginning of each school year as a loan, and students must return them at the end of the cycle.
The books used by the students are recently published books (average age less than eight years after being printed), and they are mostly foreign, although there are also some national ones.
The value of the annual educational service includes the complete service, the loan of books and work material, which will be delivered to students at the beginning of each academic year, with the exception of school supplies.
No, the school does not sell uniforms, parents are free to buy them wherever they see fit.
No, during the admission process families are interviewed to confirm that parents share the values and are aware of the educational proposal offered by Davy College.
Families that would like to be considered in the financial aid process, must meet the requirements requested by the school. This process of financial aid also includes the participation of a DC’S Social Worker and requires the families to disclose and hand-in specific information.