Our school’s ‘Educational Project’ acknowledges diversity in the classroom and the need to embrace every child’s skills set with its unique range of strong points and capabilities. To make the most of all the facets that make our pupils, not just pupils, but individuals, we have looked to Howard Gardner and his model of “Multiple Intelligences” (1985-1995) which recognises that there are not only traditional ‘linguistic and mathematical’ intelligences but eight intelligences or capacities. Under this approach success in different fields varies depending on the individual’s dominance in the different intelligence; in every field we use a different intelligence, this does not imply that dominance in any one intelligence is better than another, purely that if we are aware of our strengths and weaknesses, we are more able to make effective use of skills.
The teaching staff in the classroom recognize that all pupils are unique and have varying inherent capacities and levels of development depending on the environment, experiences, stimulation and education received etc. understanding that intelligence is an ability and a skill that can be developed.
Some ways in which the theory of multiple intelligences is put into practice in the classroom include ensuring that learning objectives are made relevant to pupils so that they may develop their skills in all areas of intelligence; timetabling cross-curricular learning and implementing various means of assessment so that pupils are given optimum chances of demonstrating their abilities.

Those pupils who need to improve their performance or have difficulties in English, Spanish German or Chinese will be able to receive free tutoring with teachers from the School; these classes are held from 16:30 to 17:30 Monday to Thursday.

Each pupil is a single educational project. The role of the tutor is a characteristic feature of our school. A monthly evaluation of each pupil’s academic progress improves communication between families and teachers.

The structure of our school makes it possible for parent- teacher meetings to be held in Spanish, English, Chinese or German.

Each year our school prepares pupils for the Cambridge: STARTERS, MOVERS and FLYERS young learners’ exams. Colegio Europeo Daos have been authorized as a centre for sitting these exams. Furthermore the school also prepares pupils for higher level KET, PET and FCE exams.

Each year more than 3 million people take these exams. Cambridge ESOL exams are known worldwide. The obtained qualifications have international recognition by schools, colleges, universities, ministries, international agencies and corporations, as evidence of language proficiency.

The purpose of these exams is to provide access to a wide range of international high quality exams, tests and certificates. Our aim is to help the pupils achieve their individual goals and to provide a positive influence in their learning experience and prepare for their professional development.

We prepare pupils for the official Chinese exam YCT (Youth Chinese Test). The first exams will take place during May of the academic year 2013-2014.
These tests of language proficiency assess our pupils’ abilities to use Chinese in their daily and academic lives.

Each year the school prepares the pupils for these official exams. Colegio Europeo Daos have been authorised as a centre for sitting these exams.

The Goethe Institut exams are well known throughout the world and the associated certificates are accepted as qualifications by employees and education institutions in many countries as evidence of qualification. The Goethe-Institut’s German language examinations correspond to the levels of the Common European Framework of Reference for Languages (CEFR) and range from A1 for beginners to C2 for language skills at the highest level.

In March during the academic year 2010-2011, the cultural trip to Berlin took place for the pupils of Years 5 and 6. The following year 2011-2012, our pupils travelled to London. In both capitals they were able to increase their knowledge of these countries. The pupils were able to experience the contrast between a rural environment and a big city as they were based in the outskirts and visited the city centres during the day.
These enriching life experiences play a very important part of our pupils’ education; enabling them to put into practice what they have learned during their academic career. This of course includes completing pre-trip projects as well as presentations upon their return to school.