The Center for Innovation and Development of Distance Education (CIDEAD) through the Integrated Center for Distance Education (CIERD) provides educational support for primary, compulsory secondary, and baccalaureate levels within the framework of the Organic Law on Education 2/2006 of May 3rd.
The teaching and evaluation of academic content at CEEH are carried out according to the organizational and methodological criteria of CIERD, endorsed by the Ministry of Education and Vocational Training.
Each educational stage works with the curricula established by the LOE/LOMCE/LOMLOE with the support of didactic materials adopted or developed by CIERD (textbooks, teaching guides, and activities).
The academic year is divided into three terms, which, in the case of Secondary and Baccalaureate education, coincide with the regular assessments planned for a course. Primary education will conduct a single regular assessment at the end of the last term
For Primary Education, the quarterly assessment grades will be the marks recorded by the teaching staff of CEEH in personalized reports. In Secondary Education and Baccalaureate, the grades for each evaluation period result from the marks obtained in the quarterly exams and the academic reports of the systematic assessment activities established by CEEH.
By practicing active methodologies in our teaching-learning process, we aim to strengthen one of our main principles: 'Together we build knowledge.' Its implementation fosters a transformative spirit that aims to move away from rote memorization and generate interactive methods of continuous communication.
From a cooperative and competency-based approach in various teachings, we promote learning that places the student at the center of knowledge acquisition. The implementation of Project-Based Learning (PBL), flipped classrooms, cooperative work, role-playing, and simulation are examples of active methodologies applied in the school.
Adapting all these methodological innovations to the particularities of our students and their level of education has been a challenge. The merit of being able to adjust them to each scenario has been facilitated by constant dialogue of shared knowledge. Another distinctive element that consolidates our innovation drive has been the use of new technologies for teaching purposes.
By practicing active methodologies in our teaching-learning process, we aim to strengthen one of our main principles: 'Together we build knowledge.' Its implementation fosters a transformative spirit that aims to move away from rote memorization and generate interactive methods of continuous communication.
From a cooperative and competency-based approach in various teachings, we promote learning that places the student at the center of knowledge acquisition. The implementation of Project-Based Learning (PBL), flipped classrooms, cooperative work, role-playing, and simulation are examples of active methodologies applied in the school.
Adapting all these methodological innovations to the particularities of our students and their level of education has been a challenge. The merit of being able to adjust them to each scenario has been facilitated by constant dialogue of shared knowledge. Another distinctive element that consolidates our innovation drive has been the use of new technologies for teaching purposes.
The CEEH emphasizes its educational project on artistic development, taking advantage of the opportunities provided by being located in a country
with as much talent as Cuba.
By including in our curriculum and activities an innovative approach to dance, music, and visual arts, our students develop their creative skills.
The practice of sports is part of our daily routine. It benefits physical and mental development while guiding towards respect, teamwork, and the creation of a school environment of happiness and well-being.
On the court, we are all one team.
"In primary school, we are passionate about goals and baskets. I love practicing sports with my friends here at our headquarters; it helps me relax my mind. In school, we are all one big team!
Each year, students from various parts of the world come to our campuses. Learning a new foreign language is an exciting challenge for these students. The teaching team, in an environment of academic linguistic immersion and social interaction, implements working styles that promote the acquisition of curricular content while developing communicative skills in the Spanish language.
Tuong Cat Nguyen Ho
Estudiante 3 ESO
He estado acá en la escuela por más de diez años. Tengo dos hermanos que igual se han formado acá. En diez años espero formar parte de la selección nacional de fútbol de México y siempre recordaré todo lo aprendido acá en el CEEH, mi escuela, mi segunda casa.
Great O.Aluya
Estudiantes de 1 EP
Soy nigeriano y aquí en la escuela española he aprendido el español con ayuda de todos mis amigos y mis profes. ¡Ya puedo leer en español!
Gracious O.Aluya
Estudiantes de 2 EP
Mi lengua natal es el inglés, ayudo a mis amigos que hablan español a aprender mi idioma y yo he aprendido mucho también. Me he divertido también porque he aprendido mucho jugando.
The psycho-pedagogical intervention from the Guidance Department is a distinctive pillar in the school dynamics of CEEH across all educational levels. Its action constitutes an inseparable element of the educational activity itself.
This specialized body supports and distinguishes the work of the Center in all actions aimed at ensuring: the creation and implementation of the Tutorial Action Plan, career guidance, guidance to families, teachers, and students in teaching and learning processes, emotional education, attention to diversity, and guidance for prevention and human development.
Furthermore, the Department, considering the specific characteristics of each educational stage, places special emphasis on developing strategies that promote everything from self-awareness to guidance for discovering vocational inclinations. The Department, taking into account the characteristics of each educational stage, places special emphasis on developing strategies that foster self-awareness and guidance to discover vocational inclinations. The actions are aimed at arousing interest and aligning them with key competencies related to various professional paths and the individual skills of each student. Additionally, the Guidance Department serves as a vital support resource and collaborates on a personalized level to facilitate the coordination of the entire educational community: students, teachers, and families.
Extracurricular activities take place from 3:30 to 5:00 p.m. and constitute a more dynamic and flexible space for learning and developing multiple intelligences. The school offers a wide range of extracurricular proposals, including visual and plastic arts and the use of new technologies. For example, workshops in visual arts, ceramics, filigree, stop-motion animation courses, 3D printing, and modeling encourage students' interest in artistic activities and the educational use of new information technologies.
Similarly, in music and dance, classes are offered in piano, percussion, traditional Cuban dances, and Spanish dance, which encourage an approach to mastering musical instruments, creating rhythms, and bodily expression. Additionally, sports such as soccer, basketball, tennis, and taekwondo stimulate motor coordination, teamwork, and enjoyment of physical activity.
On the other hand, language activities and literary workshops are included to approach the learning of English as a lingua franca and Spanish as a foreign language, primarily based on the development of communicative competence and writing skills. Finally, psychomotor and intellectual skills are developed through the use of tangrams and cognitive stimulation.
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