REGULAR BASIC EDUCATION

Secondary Education Curriculum Program

2016

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PERU Ministry of Education
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CONTENT MINE DU
PRESENTATION OF THE SECONDARY EDUCATION CURRICULAR PROGRAM

BASIC EDUCATION GRADUATION PROFILE

I. THE LEVEL OF SECONDARY EDUCATION

1.1 The cycles served by the Secondary Education level

II. CROSS-CUTTING APPROACHES AT THE SECONDARY EDUCATION LEVEL

2.1 How are transversal approaches addressed?

III. GUIDELINES FOR PLANNING THE TEACHING AND LEARNING PROCESS

AND FORMATIVE EVALUATION
3.1 What do we mean by planning the teaching, learning process and its relationship with
formative evaluation?

3.2 What to consider when planning?

3.3 What types of planning are there?

3.4 how to plan?

IV. TUTORING AND EDUCATIONAL GUIDANCE AT THE EDUCATION LEVEL

SECONDARY
4.1 How is Tutoring and educational guidance related to Transversal Approaches?

4.2 How is tutoring and educational guidance related to the development of skills?

4.3 How to identify the guidance needs of the group of students?

4.4 How do we work with Tutoring in Secondary Education?

4.5 How to work with families?

V. EDUCATIONAL SPACES AND MATERIALS AND ROLE OF THE ADULT

5.1 In relation to educational spaces

5.2 In relation to educational materials

5.3 In relation to the role of the adult

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VI. CURRICULAR AREAS

6.1 Area of Personal Development, Citizenship and Civics

6.2 Areaof Social Sciences

6.3 Areaof Physical Education

6.4 Areaof Art and Culture

6.5 AreaCommunication

6.6 AreaSpanish as a Second Language

6.7 English as a Foreign Language Area

6.8 Mathematics Area

6.9 Science and Technology Area

6.10 Work Education Area

6.11 Religious Education Area

VII. TRANSVERSAL COMPETENCES

7.1 It operates in virtual environments generated by ICT.

7.2 Manage your learning autonomously

GLOSSARY

CONSULTED BIBLIORAPHY

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PRESENTATION OF THE LIVEi CURRICULAR PROGRAM. OF EDUCATION
SECONDARY

For some years now, the Ministry of Education undertook the task of updating the curriculum to respond to the
demands of 21st century society. Within this framework, consultations were carried out with various actors, in
different work tables and in a decentralized manner. These contributions allowed the National Curriculum to
progressively take shape and become a reflection of the desire of all Peruvians for education to contribute to the
formation of active citizens committed to the sustainable development of their country.

The National Curriculum maintains, redirects and strengthens the meaning of the approaches that were part of the
curricula that preceded it, mainly that of competencies, learning, teaching and evaluation. This situation poses an
evolution, that is, a progress aimed at contributing to the pedagogical task of developing students' skills in
accordance with the demands of today's society. These changes pose the challenge of articulating institutional
management, the work of the teacher, educational materials and evaluation with what students are expected to
learn in the educational institution.

By virtue of the above, the curricular programs for the levels of Initial, Primary and Secondary Education are made
available. These programs are intended to contribute with specific guidelines, according to the characteristics of the
students at each educational level, in the process of concretizing the National Curriculum in the educational
institution.

The Secondary Education level program that we present below contains the characterization of the students of the
level according to the educational cycles, as well as guidelines for the treatment of transversal approaches, for
planning, and for Tutoring and Educational Guidance. Likewise, the theoretical and methodological frameworks of
the competencies organized in curricular areas and degree performances aligned with competencies, capabilities
and national learning standards are presented.

The National Curriculum and its curricular programs will only be implemented in educational institutions if teachers
are able to read them, reflect critically on their content and turn them into instruments of their pedagogical work. To
do this, it is important to understand the Graduation Profile, its links with transversal approaches, competencies,
capabilities, learning standards and their performance by grade to plan and evaluate formatively.

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BASIC EDUCATION GRADUATION PROFILE

The National Curriculum proposes Graduation Profile 1 as the common and comprehensive version of the
learning that students must achieve at the end of Basic Education. This vision allows us to unify criteria and
establish a route towards common results that respect our social, cultural, biological and geographical
diversity. It is expected that from the beginning of schooling and progressively throughout Basic Education,
the learning of the profile will be developed and put into practice, in various situations linked to social
practices.

'The student recognizes himself

as a valuable person and

' identifies with their culture in 4■' itu

different contexts. , ' di
of the their
The student understands
reconc
and appreciate the
dimension
spiritual and religious in
the lives of people and
of the societies.
The student practices a
active and healthy life
your well-being, take care of your body
and Interact respectfully
• in the practice of different
The student develops physical activities,
autonomous learning everyday or sports.
processes on a permanent
basis for the continuous
improvement of his or her
learning process and its
results.

erfe:

"He communicates in his native language." in Spanish as a second language" and in English as a foreign language in an assertive and A onsable
manner to interact with othersa4, people in diverse contextsA k_ and with different weA *Mk purposestA

The student •

in
manages "economic or social
entrepreneurship" projects an ethical

M.
manner, which allows articulate

My
with the world of work and with

d Eh
social, economic and >

development. ("j J<,-,1,, :lf>f<•ndÍ7.il J í'. t•,; p.irn :H}lll'lln^

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^cac;J;^\ 1 For more information about the profile read chapter I of the National Curriculum: Challenges for Education $ - , ;."^};\
Basic and Graduation Profile
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I. THE LEVEL OF SECONDARY EDUCATION

Secondary Education constitutes the third level of Regular Basic Education and has a regular duration of five years.
It offers students a humanistic, scientific and technological education, whose knowledge is constantly changing.
Strengthens the personal and social identity of students. In this sense, it is aimed at developing skills for life, work,
democratic coexistence and the exercise of citizenship, and allowing access to higher levels of studies.

Secondary Education provides continuity to the development of the skills of students promoted from Initial and
Primary Education. It seeks, thus, for students to progress towards more complex levels of development of
competencies. Students' attention considers the rhythms, styles and levels of learning, as well as their linguistic and
cultural plurality. At this level, the risks to which pubescent children and adolescents are exposed and that may
interrupt their schooling are taken into account, with the aim of taking preventive and relevant measures according
to their characteristics and needs. In that sense, permanent and coordinated work between students, families,
managers and teachers is vital.

1.1 The cycles served by the Secondary Education level

The Secondary Education level serves cycles VI and VII of Regular Basic Education. Cycle VI serves the first and
second grades of Secondary Education; and cycle VII, to the third, fourth and fifth grade of Secondary Education.

CYCLE VI

What In this cycle, students are experiencing significant internal and external bodily changes
characteristics typical of puberty and adolescence, which exert a decisive influence on socio-emotional
do students and cognitive processes. These changes require the school to adapt the educational
have in this process by creating spaces that allow students to express their needs, and communicate
cycle? with freedom, confidence and respect.

Furthermore, students face a new educational environment, new methodologies and

multi-teaching, which gives rise to different teaching styles. These factors mean that
students require permanent support from teachers to adequately adapt to this
educational level, since adolescence is a stage of potentialities that are activated or not
depending on the learning contexts that are provided to adolescents. .

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What interests In this stage, the adolescent progressively builds abstract thinking; That
and skills are is, their concerns, from a cognitive point of view, are related to
emerging? questions that require rational explanations of the facts, phenomena
and processes of reality. As a result of this type of thinking, he is able
to deduce and interpret situations from observation, so the adolescent
has the potential to self-regulate his learning, and to learn from himself
and his environment permanently.

From a socio-emotional point of view, he recognizes himself as a

person and his feelings of cooperation are predominant in his
relationships with others. Evidence of progressive inclination towards
art and the practice of physical and sports activities, due to the concern
they have for their identity and body image and the need to find means
to express their emotions, interests, ideas, etc. A process of attraction
and sexual interest begins as a result of the maturation of the sexual
glands.

VILE CYCLE

What Students in this cycle experience a series of transitions on a physical,

characteristics emotional, psychological, social and mental level that entail changes in
do students the way they process and construct knowledge and interact with others.
have in this
cycle? The physical changes that adolescents experience consolidate their
identity and body image, and generate in them more awareness of their
body and how they appear to others. Their thinking is more abstract in
relation to the previous stage, which means that they are able to
develop deeper and more complex learning. Socially and emotionally,
adolescents tend to form heterogeneous groups, in which they can
express themselves and feel good. They also experience periods of
emotional instability and the experience of greater intensity in the
expression of feelings. Therefore, this stage implies a gap between the
physical, the emotional and the cognitive; That is, students have a
biological maturity that does not always correspond to emotional
maturity and cognitive changes that are not mastered. They are in the
process of reaffirming their personality, they recognize their need for
independence and reaffirmation of their own "I", and they feel the need
to increase their self-confidence to assume
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responsibilities as young people and citizens.

The adolescent consciously assumes the results of his creativity and

shows interest in scientific experiences. Furthermore, he communicates
freely and autonomously in the various contexts where he interacts.

At this stage, the adolescent strengthens his identity and personality

What interests regarding his tastes and interests. You become aware that you are about
and skills are to enter an adult world and where you must make decisions regarding
emerging? your future, whether educational or work-related. He begins to question
various aspects of his life: personal, family, social, school. The adolescent,
at a cognitive level, strengthens his critical thinking and metacognition
based on his levels of abstract and contextual thinking, which allows him
to reflect on the implications and consequences of his actions and develop
a sense of ethics.

From a socio-affective point of view, adolescents are in a constant search

for acceptance and belonging in which they must face various scenarios
and make decisions. Likewise, he rediscovers the type of relationships he
maintains with others, questions authority and lives his emotional life with
intensity.

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II. CROSS-CUTTING APPROACHES AT THE SECONDARY EDUCATION LEVEL

The transversal approaches defined in the National Curriculum are based on the principles established
in Article 8 of the General Education Law: quality, equity, ethics, democracy, environmental awareness,
interculturality, inclusion, creativity and innovation. These approaches provide important conceptions
about people and their relationships with others, with the environment and with the common space, and
are translated into specific ways of acting (Minedu 2016:22). In this sense, transversal approaches are
the observable concretion of the values and attitudes that teachers, students, managers, administrative
and service personnel are expected to demonstrate in the daily dynamics of the educational institution,
and that extend to the different personal and social spaces in which they operate.

These approaches make it possible to foster the conditions for the construction of ethical positions and
guide the meaning of the civic exercise of educational actors, where values and attitudes acquire their
most comprehensive meaning. Likewise, they serve as a theoretical and methodological framework that
guides the educational process. The 2 transversal approaches are as follows:
It is important to highlight that transversal approaches operate in different interactions: principal-teacher,

INCLUSIVE OR
ATTENTION TO 9
DIVERSITY

OF RIGHTS INTERCUITURAL
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administrators-parents, teacher-student, school-community, among others. From this perspective, we

must consider differentiated and consensual strategies between the different educational actors
according to the interactions.

fvi - ^ - !^^
! 'Review chapter 11 of the National Curriculum of Basic Education, regarding Transversal Approaches.

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Thus, specifically in the teacher-student relationship, transversal approaches operate in an

interrelated manner in the competencies that students are expected to develop, guide pedagogical
work at all times, and imprint characteristics on the various teaching and learning processes.

For example, when considering the development of a project related to the cultivation and trade of
transgenic products, the purpose may be to develop the following competencies: mainly
"Responsibly manages space and the environment", but also "Builds its identity"; "Live together
and participate democratically in the search for the common good"; and, finally, "Explains the
physical world based on knowledge about living beings, matter and energy, biodiversity, Earth and
the universe." Simultaneously, the following transversal approaches are promoted: Rights,
Environmental, Intercultural, Orientation to the common good, among others. That is, the values
and attitudes inherent to these approaches are the main reference to address the development of
the aforementioned competencies. With this, we make evident the values and principles that
society defends or wants to defend when developing competencies, that is, how these values and
principles are expressed in pedagogical practice.

The implementation of values and attitudes from the educational institution affects the solution of
the challenges, problems and social and environmental demands that arise in the students'
environment, in the country and in the contemporary world. It will thus allow the construction of
solid positions regarding ethical problems and will give meaning to the exercise of citizenship.

To integrate transversal approaches into pedagogical practice, it is necessary to clarify some

ideas:

·7
Yo

Yo
•
The treatment of transversal approaches demands a training response from the school as a
whole, which involves all its members, who must generate conditions for the school to be
a promoter of justice, equity, inclusion, environmentally responsible, among others.
;

Yo
1
It is not enough to name transversal approaches in curricular documents. Challenge is of
greater depth: its treatment requires reflection on values and ! attitudes, since these are
built and strengthened in daily interactions. [ Yo
It is a misconception to think that transversal approaches are developed through isolated
themes or activities. The treatment of these is carried out based on the analysis of the
needs and problems of the local and global context in which the students operate, in
relation to the values and attitudes interrelated in the । competencies. ¡
1
· -·-·-·-·- ·- ·- ·- ·- ·- ·- ·- ·- ·- ·- ·- ·

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2.1 How are transversal approaches addressed in school life?

Transversal approaches are addressed both from unplanned or emerging situations and from planned or
anticipated situations and from the organization of educational spaces. In these situations, some
students' skills and values are mobilized to address problems, needs or interests.

a. Unplanned or emerging situations:

They are those that arise on a daily basis in coexistence within the educational institution or outside it,
and can occur at any time during school life. Addressing these situations involves promoting analysis and
individual or collective reflection that allows values and attitudes to be strengthened. These situations can
occur, for example, between two students, between groups of students, between a teacher and his
students, between administrative staff and parents, etc.

Stated in this way, these situations propose challenges or demands that could be addressed at the time
they occur or require additional information for their treatment.

Below are some considerations that members of the educational institution should keep in mind when
addressing these emerging situations:

• Be attentive to situations that emerge on a daily basis: in these moments, the values and attitudes
related to transversal approaches become evident.
• Consider emerging situations: all can be an opportunity to learn.
• Value all students by treating them with dignity and respect, and giving them the opportunity to
express their point of view or version of events.
• Be empathetic with students, seek to understand their feelings and respond appropriately to them.
• Dialogue and reflect on what happened, on the values and attitudes at stake, how else one should
have acted, what are the consequences of what happened, what are the agreements to resolve them,
among others.
• Be genuine people, self-aware and capable of behaving in accordance with the values and attitudes
promoted in educational institutions. Especially when we recognize that we have made an error or
excess as teachers. Rectifying oneself and reflecting on the fact is a testimony of integrity.

Addressing moral dilemmas and emerging conflicts is of great importance at the level of transversal
approaches. In these cases, the following is recommended:

• The teacher must suspend judgment at first and create supportive conditions for the affected or
violated people without having to wait to resolve the problem.

To make decisions, the teacher must previously establish conditions for a dialogue between the
relevant educational actors (students, parents or community), in coherence with the values proposed
in transversal approaches.

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• To have more references to act in these cases, it is recommended to use the various tutoring materials
posted at the following link: tutoría.minedu.gob.pe.

b. Planned or anticipated situations:

They are those actions that the members of the educational institution anticipate to address the values and
attitudes related to transversal approaches. As in the case of emerging situations, they also respond to the
needs and interests of the students, as well as to everyday reality and the sociocultural context.

Everything that is generated or planned from the educational institution must show a direct connection with
the attitudes and values related to transversal approaches. These must be reflected in the management of
the educational institution; in human relationships; times and routines; and in planning the teaching and
learning process. Each of them is explained below:

• Management of the educational institution: democratic practices are demanded that allow the
participation of the entire educational community and, especially, students. For transversal approaches
to be truly experienced in the educational community, and to be present in each and every one of the
spaces that make it up, they must be reflected in:
The institutional educational project.
The annual work plan.
The institutional curricular project.
The internal regulations of the educational institution.

• Human relations within the school: school management is required to promote a climate favorable to
learning and to foster:
A pleasant, inclusive and respectful coexistence.
A spirit of integration and collaboration between the people who make up the educational
community.
The respectful and democratic solution to conflicts through the exchange of ideas in a climate of
respect.
Respect for the role of the family in the learning process of their children and the valuation of
personal and social experiences as a learning opportunity.

• The teacher's curricular planning: begins by defining the learning purposes (transversal
competencies and approaches). These are revealed from significant situations. This, from the
perspective of transversal approaches, implies the following: Promote affective communication in
which teachers and students feel respected, and students feel that teachers care about them and their
learning. A climate of trust must be sought where attentive listening, mutual acceptance of ideas, etc.
are promoted. For this, the teacher's attitudes are fundamental for his action as a model for the
students.
Provide spaces for students for dialogue, debate, discussion and decision-making, in relation to the
way they or other people act in various situations. In interaction with others, the student learns to be tolerant, to
accept the ideas of others and to be responsible for their actions in a climate of collaboration.

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Organize spaces, times and routines for discussion, cooperative work and responsible access to
group materials, among others. It involves ensuring a safe, motivating and supportive environment.
Routines protect students' learning time.

The planned approach to conflicts or moral dilemmas is very important to strengthen the
autonomous construction of values and the ethical position of students through units and learning
sessions. To do this, it is important to consider the complexity of the conflict or moral dilemma to plan the
times and resources necessary to address them. Both the unit and the possible sessions should consider
the following phases to strengthen the critical construction of values and the strengthening of principles:

Present the dilemma or conflict: present the situation, collect prior knowledge and sensitize the
students.

Information collection: make students aware of what transversal approaches and what competencies
are at stake. From this, jointly design strategies to address them and to work with arguments and
counterarguments.

Analyze the dilemma or conflict with arguments: observe, classify, compare and contrast different
arguments or perspectives in work groups based on dialogue. The teacher provokes appropriate
cognitive conflicts.

Build and present argued positions: provide spaces for students, in groups or individually, to share
their positions and arguments, and to generate open reflections with the entire class from them.

Disseminate conclusions and adopt commitments: design strategies together with students to share
reflections with the educational community, and to build initiatives to improve or transform the
community.

c. The organization of educational spaces

The organization of educational spaces must also be seen as opportunities to develop transversal
approaches and be able to experience them. This organization can respond to various criteria, as
exemplified below:

• They reflect and respect the cultural diversity of the communities by organizing their spaces
without imposing criteria foreign to the area that generate new barriers. They represent the
collective identity of the school, generating a sense of belonging and promoting democratic
coexistence.
• Inclusive, that is, the spaces can encourage the participation of all students without exclusion,
allowing them to deploy, in the best way, all their potential.
• Promotes environmentally responsible lifestyles through concrete actions and measures. For
example, the recovery of disused green areas or vacant areas of the educational institution to use them as
pedagogical resources and socialization spaces, the use of differentiated bins for solid waste,
the application of the 3Rs (reduce, reuse and recycle), the responsible consumption, the
appropriate use of water resources, soil, etc.

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III. GUIDELINES FOR PLANNING THE TEACHING, LEARNING AND FORMATIVE EVALUATION
PROCESS

3.1 What do we understand by planning the teaching and learning process, and its relationship with
formative assessment?

Planning is the art of imagining and designing processes for students to learn. It starts by clearly determining
the purpose of learning (transversal competencies and approaches). In this process it is important to consider
the skills, needs, interests, experiences, contexts, among other factors, of students, as well as anticipate,
organize, reflect and decide on: resources and materials, pedagogical and didactic processes, interactions,
differentiated strategies, classroom climate, socio-environmental contexts, among others that make the
teaching, learning and evaluation process possible to achieve this purpose.

Evaluating is a systematic process in which relevant information is collected and evaluated about the level of
development of competencies in each student, in order to timely improve their learning or improve teaching
processes. In this sense, planning is flexible, because it is a working hypothesis that can consider planned or
emerging situations. It should not be rigid, but rather it should enable the changes that are required. It can be
reviewed and modified whenever necessary based on the evaluation of the teaching and learning process,
with the aim of making it more relevant and effective to the established learning purpose. That is why it is said
that planning and evaluation are sides of the same coin.

Planning and evaluating are closely related processes and are developed intrinsically to the teaching and
learning process. This can be seen, for example, when the learning purposes are defined based on the
diagnosed learning needs of the group of students with whom we are going to work; or when students and
teachers get involved in identifying progress and difficulties in the teaching and learning process in order to
provide feedback and reorient this process to achieve the stated purposes.

From this perspective, the planning process must be reflective, flexible and focused on the learning purposes
that students must develop. To do this, information must be generated and used, from the beginning and at all
times, to make timely and relevant decisions that allow students to meet their learning needs and help them
progress. Thus, evaluation is considered a prior, permanent process at the service of learning and should not
only be seen at the end to certify what a student knows.
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3.2 What to consider when planning?

When planning from a competency approach, the following is considered:

3.3 What types of planning are there?

Planning can be:

• Annual planning: It consists of organizing sequentially and chronologically the teaching units that will be
developed during a school year to achieve the expected levels of competencies. It shows in a general way what
will be done during the year and the great learning purposes.

• Didactic units: It consists of organizing the sessions sequentially and chronologically or

learning activities that will allow the development of the skills and abilities foreseen in the annual
planning. They set out learning purposes, how they will be achieved and how they will be evaluated, the
approximate time that this work will last and the materials that will be used.

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3.4 How to plan?

Regardless of the planning schemes or structures, it is important to conceive a logic when planning, which we
describe below organized in three processes:

• Determine the learning purpose based on identified learning needs.

• Establish criteria to collect evidence of learning about progress.
• Design and organize situations, strategies and conditions relevant to the purpose of
learning.

As the following graph shows, these processes can occur simultaneously, recursively or iteratively. These processes
are developed to a greater or lesser extent depending on the type of planning carried out.

Next, what each process consists of is explained, considering the pedagogical guidelines for the development of
competencies and for formative evaluation contained in the
._ National Curriculum 3 .
Planning processes
88)%,,

Determine the learning purpose

based on identified learning needs.

Establish criteria to collect evidence of

learning about progress.

Design and organize situations,

strategies and conditions relevant to
the learning purpose.

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 __ _____________-........ 6 4 9- 2016- MlNE DU DETERMINE THE
LEARNING PURPOSE BASED ON THE IDENTIFIED LEARNING NEEDS

In planning from a competency-based approach, it is essential to start from the identification of the learning
needs of adolescents. This identification requires understanding the competencies, the expected level of learning
described in the learning standards or grade performances, and identifying where adolescents are with respect to
these references.

In that sense, when planning long or short term, we must reflect on three key questions:

• What learning are adolescents expected to develop in relation to the competencies of the curriculum?
• What prior learning do adolescents have?
• At what level of competence development are adolescents? How close or far are they from the learning
and/or performance standards for age or grade?

The three questions are then developed:

What learning are adolescents expected to develop in relation to the competencies of the curriculum?

To understand what learning adolescents are expected to achieve, it is recommended:

• Analyze the competencies and capabilities of the National Curriculum, and transversal approaches to
understand the meaning of learning.
• Identify in the learning standards the expected level and/or performance of the grade or age, to determine the
characteristics and complexity of learning

What prior learning do adolescents have?

After analyzing the competencies, abilities, learning standards and grade performance, it is necessary to
diagnose the prior learning that adolescents have. For it:

• Compile the available evidence on adolescents' learning, that is, the students' productions or work, tangible or
intangible, through which they can observe or interpret what they are capable of doing with respect to the
competencies.
_6) Analyze and interpret the evidence of learning, that is, describe what capabilities it puts into iA^ 5 i
15) the student plays a game to organize his response, the relationships he establishes, correct answers, e$ i
$$/ strategies you use, frequent mistakes you make and their possible causes. To carry out this "analysis and
interpretation, it is necessary to have criteria for evaluating the evidence, to

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which the learning standards or grade performances are taken as a reference, in order to determine
how close or far the students are from them.
• At the beginning of the year, the available evidence may be the report of the previous year's progress
reports or the information that the teacher who was in charge of the students can offer.
• Each teaching unit generates evidence of learning that serves as a diagnosis for the next one.
• Obtain evidence of learning through various techniques and instruments, such as direct or indirect
observation, anecdotes, interviews, written tests, portfolios, experiments, debates, exhibitions, among
others.

Below, evidence of learning by a second-year high school student is presented as a product of reading two
essays: "What is Mistura?", published on the blog Mistura Apega-2011, and "Mistura: the power of
cooking" , a fragment of Gastón Acurio's opening speech for the Mistura gastronomic fair. This evidence is
accompanied by a comment that interprets what the student is capable of doing:

1. What relationship does Peruvian gastronomy and its Mistura fair have with the concepts of
emotional colonization and emotional independence of Peruvian society?

EmGogc125_dECL1nennn_oladl.wesr_Cxe€y9sS..N rre h f Yo ié
Es±s.gebúuQue_Cilomloclan_émgannks£#9—4u2L—4rdtn- esentimiznka.ds Jne&n9odos.

Sues&_mamenka_edondeMee____________________________________________________

Estüt COnL Ko Giesh2DEC ceKeli

___________________________________________________________________________

uuddte_Caaaidoqa.ca________________________________________________________

XeNokayhusskoSultMxs_tahschyewel QundedyidLz—•1____________________________

fuxlo—telakrotlaindependendin

___________________________________________________________________________

Cmnothave)__________________________________________________________________
_
— t a

i - y ■ .vtetar.

that hs kenda, I have been able to uwvnws pore ogcdecovY celebratev

o lo 045tonümjo Qve wog w ablert los °,0% YM' 00s2" & vsloternos “ qve tenévw) as wsras
poslbhdodes (eMS • ove woVe, per,, poder yvnoy

The student interprets the text based on the relationship between the concepts of colonization and emotional
independence with the main theme of the text: Peruvian gastronomy. This leads him to affirm that Peruvian gastronomy
has allowed us to have emotional independence, that is, it teaches us to value what is ours, to believe that we can, [which
has allowed the disappearance of the] feeling of inferiority (emotional colonization). Likewise, it links the previous ideas
with the meaning of the Mistura fair: a party to celebrate our food, to value our culture and [to celebrate] emotional
independence. Furthermore, it supports its foundation by integrating complementary information from the text and its prior
knowledge: with so many achievements and recognitions that [the fair] has had; has been able to unite us to thank and -
^celebrate gastronomy that has opened our eyes and teaches us to value ourselves and that we have the same
'chances (or more) than any person, to be able to succeed.
%°

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At what level of competence development are adolescents? How close or far are they from the learning
and /or performance standards for age or grade?

This information is obtained by comparing the expected level of learning standards and/or grade performance
in relation to adolescents' learning. To do this, it is recommended:
• Contrast the learning that adolescents have with the levels of learning standards and/or grade or age
performances to know what they manage to do in relation to the expected levels.
• Identify learning needs and state the learning purpose in a certain time, without losing sight of the
expected level of learning standards.

ESTABLISH CRITERIA TO COLLECT EVIDENCE OF LEARNING ABOUT PROGRESS

Once the learning purpose to be achieved in a given time has been determined—in a year, in a unit, in a
session or activity—taking into account the identified learning needs of adolescents, it is necessary to define
the evidence in advance. of learning and the criteria we will use to collect information about students' learning
progress in relation to the defined purpose. The following questions will guide this process:
• How to establish criteria to assess evidence of learning?
• According to the established learning purpose, how to establish evidence of learning?

Below, what this process consists of is detailed by developing the two questions:

How to establish criteria to assess evidence of learning?

In the example above, the task is designed based on the level expected at the end of the VI cycle described in
the learning standards, which says: "Read various types of text written in the native language." These criteria
allow, on the one hand, to develop a task that requires students to demonstrate their level of learning and, on
the other hand, serves to interpret the student's response in relation to what they are expected to be able to
do.

To determine the criteria for evaluating the evidence, the learning standards and/or performance of grade or
age are taken as references because these offer descriptions of learning in progression.

X—assessing the evidence means contrasting the learning that the adolescent shows with teas 5 i
L — hs established criteria, contained in the evaluation instruments, which will allow
 6 49-2016-
identify the student's level of learning progress relative to proficiency. These instruments can be checklists,
rating scales, rubrics, among others.

The productions or tasks that the students will perform and their criteria must be communicated to
adolescents in a language close to them. This information will allow them to know what is expected of them in
advance and face the challenge with better chances of achieving the learning purpose.

Having explicit and agreed criteria with students is important because it favors their autonomy and self-
regulation in the learning process. In the case of teachers, it allows them to assess the progress of students
and offer them timely feedback on key aspects of learning, and also allows them to adapt activities and
strategies for the progress of learning.

According to the established learning purpose, how to establish evidence of learning?

Depending on the learning purposes and the established criteria, the evidence of learning is determined, that
is, reflecting on what significant situation should be offered to students so that they put certain levels of their
competencies into play and demonstrate their performance.

This analysis will allow us to select or establish the most relevant or representative learning evidence of
adolescents, so that the combination of the capabilities of a competence is observed in a significant situation.
Also, it is possible that the same learning evidence allows collecting information on the combination of more
than one competence or grade performance. In this sense, the teacher must previously determine what he or
she wants to observe.

For example, in the previous learning evidence, the significant situation was in relation to the Mistura fair and
its meanings. Let us remember that this fair is a real-life event and that it mobilizes many people from our
country and other countries around Peruvian food. And it makes sense to the kids because they listen to and
read news about it. Within the framework of this situation, students are given the task of reading two texts: an
essay about the fair published on the Mistura Apega-2011 blog, whose author is the association that
organizes the fair; and "Mistura: the power of cooking", a fragment of Gastón Acurio's opening speech for the
first Mistura gastronomic fair and answer the following question: "What relationship does Peruvian gastronomy
and its Mistura fair have with the concepts of emotional colonization and emotional independence of Peruvian
society?"

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________________________64 9- 2 016-MINEDU
DESIGN AND ORGANIZE SITUATIONS, STRATEGIES AND CONDITIONS RELEVANT TO THE
LEARNING PURPOSE.

Having clear learning purposes, the learning needs of adolescents, the criteria and evidence to be collected,
significant situations, diverse resources and materials, relevant pedagogical and didactic processes,
differentiated strategies, and interactions are designed and organized that allow for a favorable climate for
learning. Thus, students will have the opportunity to display their abilities to act competently in complex
situations to achieve the learning purpose.

Developing skills poses a pedagogical challenge that involves accompanying boys and girls in a permanent
and relevant manner, according to their needs. This involves implementing the pedagogical guidelines and
formative evaluation of the National Curriculum. These guidelines must be addressed in a recurring and
flexible manner, therefore, they should not be presented in a linear manner or as static lists. The
implementation of these guidelines proposes the implementation of the following pedagogical practices:

Pose significant situations that have a

context, recipient and products relevant
to the learning purpose.

Select or create strategies,

Ask and re-ask about the validity of their educational materials or resources
hypotheses, statements and appropriate and relevant to the learning
conclusions, so that they can reflect and purposes.
evaluate a problem from various
perspectives.

Toast spaces of
Practices Toast opportunities
descriptive and timely feedback formally
pedagogical differentiated to the students of
or informally in the learning process,
-——— agree with the needs
according to established criteria and
individual learning
through co-evaluation, the
heteroevaluation and the
self appraisal.
(Trigger evidence of

and learning that allows

TO___________• ___ observe and interpret the progress and difficulties of adolescents during the

8 9/ learning process.

Consider various educational spaces, and their organization and

reorganization to favor the learning purpose.
 6 4 9~ 2 016 -MINEDU

IV. TUTORING AND EDUCATIONAL GUIDANCE AT THE SECONDARY EDUCATION LEVEL

At the Secondary Education level, tutoring is developed in a permanent and planned manner,
guaranteeing the socio-affective support of adolescents throughout the school year. This
accompaniment is defined as the interaction between the teacher and the student, which is based on
the construction of an emotional bond.

Through this support, the teacher seeks the well-being of the students by guiding them to make
autonomous decisions, to build their life project, to develop socio-affective and cognitive skills, among
others.

It is important to highlight that, during secondary school, adolescents are in a process of physical,
psychological and social changes. This stage is full of possibilities, challenges and dreams, but also
risk situations (bullying, sexual abuse, teenage pregnancy, drug use, etc.) that can affect your well-
being. Therefore, it is necessary for the adolescent to find an adult figure at school who provides
security and affection, and guides him in the different aspects of his life.

4.1 How is Tutoring and Educational Guidance related to transversal approaches?

Transversal approaches translate into specific ways of acting, which, as long as they are considered
valuable and desirable for everyone, constitute values and attitudes that both students, teachers and
authorities must strive to demonstrate in the daily dynamics of the school.

.____In the previous graph, it can be seen how transversal approaches are impregnated in the competencies
that students are expected to develop, guide the tutor's work in the classroom at all times and imprint
characteristics on the various pedagogical processes.
“ —*c I
4/
6 4 9 - 2 016 - MINEDU
Tutoring promotes the recognition of students as people with their own characteristics and seeks
to provide them with personalized guidance according to their needs, interests and expectations,

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 addressing diversity and promoting the inclusion of all.

It also contributes to the recognition of the different cultural identities present at school, promoting
respect and appreciation of these differences, and preventing all types of discrimination (due to
ethnicity, language, customs, sexual orientation, beliefs, etc.).

Tutoring promotes the construction of equitable relationships and mutual respect between men
and women in the educational community, and encourages the equal participation of students.
Likewise, it generates spaces for reflection on the causes and consequences of gender inequality
and carries out actions to prevent violence and all forms of discrimination based on gender identity
or sexual orientation.

Tutoring guides the practice of responsible and reflective behaviors on environmental problems
and the condition of climate change, and encourages the appropriation of healthy and sustainable
lifestyles in the educational community. It also seeks the development of values in students, such
as solidarity, empathy, justice, intergenerational equity, respect for all forms of life, among others,
oriented to the common good. And, finally, it promotes the practice and reflection of these values in
your daily life.

To achieve these goals, the tutorial action is carefully planned in each classroom based on the
diagnosis of the students' orientation needs, interests and expectations. This planning takes into
account the general aspects of reality, as well as those specific to the school and classroom.

4.2 How is Tutoring and Educational Guidance related to the development of skills?

Mentoring is inherent to the curriculum. Although tutoring is not a curricular area nor does it
propose additional competencies to those presented in the National Curriculum, it contributes to
the development of these and the values and attitudes related to transversal approaches, by
promoting reflective practice in the spaces of orientation.

Mentoring involves promoting and strengthening socio-affective skills that will contribute to the
development of their autonomy and that will enhance their interactions with others and self-
esteem.

/40 M hsecondary, tutoring is structured on the basis of three dimensions:

S—7-2,%
• VX$NGION 8
{8 —/------ po
X, , Y/Personal dimension: It is related to knowledge and acceptance of oneself; with the -strengthening of
the expression of feelings, affections and desires; with the full and responsible experience of sexuality; with
ethical reflection; with the identification of your interests

649-2016 - MINEDU

vocational; among others. These aspects will contribute to achieving healthy lifestyles and building
your life project.

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b) Social dimension: Considers the student's relationships with the people around him and the
environment to establish a harmonious coexistence that promotes equality, a sense of belonging and
participation, seeking the common good. Specifically, it contemplates the development of
interpersonal skills, prosocial skills, pro-environmental skills and skills to prevent risk situations.

c) Learning dimension: It is linked to the strengthening of learning management and the

development of students' cognitive processes, taking into account their evolutionary development.
The tutor must be attentive to the rhythms and learning styles of his students to accompany them in
a relevant way.

4.3 How to identify the guidance needs of the group of students?

It is important to prepare a diagnosis of the school, which must take into account the following:

• Identify the most relevant difficulties that will be addressed this year at the school based on the
review of the management documents at the educational institution.
• Identify, according to the indicators of national, regional and local plans, those related to
psychosocial and environmental problems.
• Identify, in the tutoring report from the previous grade or other school documents, the
characteristics and critical nodes that require attention.

It is necessary to collect information on the characteristics of our classroom students through:

• A questionnaire in which the interests, expectations and needs of the students are collected.
• The review of enrollment records to identify relevant aspects of the student's personal and family
life.
• The review of the final evaluation minutes to identify the results of the student's learning
achievements that need improvement.
• Observation of the student at different times and spaces of the school day to collect information
about their behavior and interactions with others.
• Classroom teacher meetings where we collect information on the student's learning
achievements and development.

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 6 4 9- 2 016 -MINEDU
4.4 How do we work with tutoring at the Secondary Education level?

Tutoring at the Secondary Education level is worked through two modalities: group tutoring and
individual tutoring. These are complemented by orientation to families. All of which is defined in a
mentoring plan.

a) Group tutoring
It is a modality through which socio-affective support is provided to the group of students
simultaneously. Their needs and interests are attended to from the meeting with their tutor, in a climate
of trust and respect that encourages open and democratic dialogue, critical reflection, participation,
comprehensive training in values, interest in others, solidarity in the group, collaborative work, among
others. Although the student has a leading role and can express themselves freely, it is up to the tutor to
channel their reflections and provide them with the relevant guidance within a framework of rights and
duties.

It is carried out in the two hours of weekly tutoring considered in the schedule of hours, through
assemblies, projects and other activities. It is also carried out through sports days, activities at the
beginning of the school week, field visits, among others.

Tutoring planning is flexible and open, and may be modified when the needs of the group so demand.
This planning must respond to the characteristics of adolescents.

It is important to take advantage of other spaces and moments to accompany and guide adolescents:
entry, exit, recess, training, extracurricular activities, among others.

b) Individual tutoring
In this modality, personal aspects are addressed that cannot be adequately addressed as a group or
that go beyond the group's guidance needs. In this sense, the tutor constitutes an essential support for
the student.

To do this, a space for dialogue is implemented in which the tutor can know and guide the student
confidentially, showing empathy, listening skills, interest, ethics and other characteristics that favor the construction
of emotional ties. It allows the student to know and feel that they have a person willing to support them, and
reinforce their self-esteem and personal security. It requires, therefore, that tutors develop basic skills related to
counseling and emotional support.

To carry out individual tutoring, the following elements must be taken into account:

Guiding intention: it is the disposition, desire and will that the tutor has to meet the needs, interests
or expectations of the students. The guiding intention strengthens emotional ties.

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 6 49- 2 016. -MINEDU
• Observation: it is the action through which verbal and non-verbal messages are captured. It helps to
perceive the feelings that each student experiences at a given moment.
• Significant orientation space and time: it is any place and time dedicated, within the educational
institution, to assisting and accompanying the student. The important thing is that each student feels
accompanied. This accompaniment can occur in the classroom, in the playground, in the library, at
recess time, at entry time, at exit time, etc.
• Presence: means that students perceive the tutor as a person close to them, not only physically but
also emotionally, so that the socio-affective bond is established between the teacher and the student.

4.5 How to work with families?

Family orientation is a tutoring strategy aimed at fathers, mothers or guardians responsible for students.
We define it as the accompaniment process that aims to involve families in the educational process of
their children, and provide guidelines to improve their educational function by strengthening their internal
dynamics. This orientation to families is basically carried out through training and participation activities,
which are detailed below:

Training activities: these are activities that seek to promote the strengthening of families' capacities
regarding the education of their sons and daughters, and improve their internal dynamics, so that they
become an ideal factor of socialization. They are done through:

• Classroom meetings
• Individual interviews
• family school
• Other activities

Participation activities: these are activities that arise from the articulation and coordination of the
Tutoring and Educational Guidance Committee with the family organizations that exist in the school, with
the purpose of strengthening the family-school bond. They promote the involvement of families in the
various activities that the educational institution carries out. The following actions can be performed:

• Meetings with Apafa (Parents Association)

• Meetings with Conei (Institutional Educational Council)
• Meetings with the classroom committee and other committees of the educational institution.
cc/0
'&\ • Other activities.
c*)
Family participation in school, and a good relationship of cooperation and trust between them and
teachers are important factors for the comprehensive development of our students. In this way, their
participation helps adolescents respond better to their needs and establish a harmonious coexistence in
the educational institution.

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 6 4 9“ 2016 -MINEDU
V. EDUCATIONAL SPACES, MATERIALS AND ROLE OF THE ADULT AT THE
SECONDARY EDUCATION LEVEL

The organization of educational spaces, the appropriate and relevant use of educational materials and
resources, as well as the teaching role, provide environments and interactions that allow for a
favorable climate for learning. These are key conditions that favor and guarantee the development of
students' potential. Below we provide some recommendations:

5.1 About educational spaces

Educational spaces must be organized in such a way that:

Facilitate the free interaction of students, as well as the possibility of carrying out individual and
collaborative activities, in a comfortable and safe way.
The teacher can have a broad record of what happens in the space, allowing him to follow the
activities carried out by the students.
Be safe to avoid accidents and protect health, protecting elements or objects that may cause
danger (sockets, stairs, cabinets or other elements that are not well secured).
They are according to the different ages and characteristics of the students. For example, having
furniture according to the size of the students, spaces for socialization, among others.
They are naturally illuminated and ventilated, so that the windows and/or doors can be opened and
closed, and avoid covering them with posters or other objects that prevent the passage of light and
air. Remain clean and well maintained to ensure a welcoming and healthy space. This means that
the surfaces with which there is direct contact are free of dust, food residues or others that
contaminate the space.
Have surfaces to organize materials, works, posters or others that contribute to the learning
purpose. Avoid overloading the walls with bright colors, images or others that do not contribute to
maintaining harmony and calm in the spaces.
Promote a sense of belonging by encouraging the personalization of spaces with student
productions.

5.2 About educational materials and resources

These must be designed and/or selected taking into account the maturational characteristics of the
students, their needs and learning styles. They must respond to their context, promote cultural
diversity, as well as eco-efficiency in which the application of the 3Rs is reinforced.
88 VyACON-5 Not be toxic, remain clean and stored in adequate hygienic conditions that k 5 -A I—• either}
g, ,8/ allow them to be kept in good condition.
B--.- Be easy to manipulate to promote exploration and learning.
Be varied -structured and unstructured materials-, so that they offer various possibilities of use to
students.
Be organized and located within reach of students, so that they can use them independently,
transport them, take them out and store them easily.

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 649-2016-MINEDU
5.3 About the role of the adult

A fundamental aspect for pedagogical practice is that the teacher builds a bond based on respect, care
and interest in the student's well-being. In this sense we provide some recommendations:

Address the student with respect, looking him in the eye and calling him by name in a warm manner
during interactions.
Avoid using diminutives or words that replace your name, while maintaining a cordial and horizontal
treatment.
Be attentive and available to respond in a timely and caring manner to the needs of students.
Permanently accompany students, observing and listening to them to get to know them, understand
their development, identify their strengths, needs and interests and intervene in a pertinent and
timely manner.
Notify students in advance of the action or activity that is going to be carried out, as well as its end
and the start of a new one.
Allow the student to decide and choose, based on reflection on the consequences of their actions.
Maintain a flexible, cordial and respectful attitude to interact with students. This is evident through
the voice, gestures, looks and body disposition.
 6 4 9- 2016-

SAW. CURRICULAR AREAS

Curricular areas are a form of organization that articulates and integrates the competencies that are sought
to be developed in students and related learning experiences.

Next, we present the organization of the competencies according to the curricular areas of the Curriculum
at the Secondary Education level:

Cross-cutting approaches: Rights, Attention to diversity, Intercultural, Gender equality, Environmental, Orientation
to the common good and Search for excellence.
Transversal skills across areas: Performs in virtual environments generated by ICT and manages their learning
autonomously.
Areas Secondary level skills
Development Staff,
Build your identity.
Citizenship and Civics
Live together and participate democratically in the search for the common good.
Build historical interpretations.
social Sciences Responsibly manage space and environment.
Responsibly manage economic resources.
Education for work Manage economic or social entrepreneurship projects.
He develops autonomously through his motor skills.
Physical education Assume a healthy life.
He interacts through his sociomotor skills.

He communicates orally in his native language.

Communication Read various types of texts written in the native language.

Write various types of texts in your native language.

Critically appreciates artistic-cultural manifestations.
Art and culture
Create projects from artistic languages.

Spanish as a Second He communicates orally in Spanish as a second language.

Language Read various types of texts written in Spanish as a second language.

Write various types of texts in Spanish as a second language.
Communicates orally in English as a foreign language.
English as a foreign language Read various types of texts written in English as a foreign language.
Write various types of texts in English as a foreign language.

Solve quantity problems.

Solve problems of regularity, equivalence and change.
Math
Solve problems of shape, movement and location.
Solve data management and uncertainty problems.
Inquire using scientific methods to build knowledge.
Explains the physical world based on knowledge about living beings, matter and
energy, biodiversity. Earth and universe.

Science and Technology Design and build technological solutions to solve problems in your environment.

•
He builds his identity as a human person, loved by God, worthy, free and
$)
/Religious education
transcendent, understanding the doctrine of his own religion, open to dialogue with
those close to him.
Assume the experience of a personal and community encounter with God in your
life project in coherence with your religious belief.
11 areas 31 skills

3
2c9> \, /X 0
( VIMATION
55 — F.V.----
\** ", c X* .
g
 6 49-2016-
About the skills

• It is important to note that the competencies are linked to each other and do not belong exclusively to the
curricular area in which their development is emphasized. In this way, students will make use of them
according to their relevance to be able to face the challenges and learning situations, reinforcing what
they have learned according to their relevance and linking different competencies they possess. For
example, students will use the "Solve data management problems" competency each time they
investigate their environment to identify the problem or need raised. To then "Design technological
prototypes" or "Manage entrepreneurial projects", which cover that need, since in both cases, with similar
purposes. These links can become evident spontaneously and also through collegiate planning between
teachers from different curricular areas to make the most of the opportunities for linking and applying
skills.

• The development and learning of boys and girls under six years of age is more integrative and holistic, in
that sense the competencies identified at this level respond to the characteristics of this development.
Likewise, these skills constitute the basis for the development of other skills in their school training.

Inside each of the areas, you will find:

• A presentation of the competencies that will be developed in each curricular area.

• The focus of the area as the theoretical and methodological framework that aims to guide the
teaching and learning process of the competencies to be developed.

• The definitions of competencies and their capabilities.

• The national learning standards that describe in eight levels the development of each competence
throughout the school career and define expected levels at the end of each school year.

• Performances by grade, which are specific descriptions of what students do regarding the levels of
development of competencies (learning standards). These performances, on some occasions, are
the same in two successive grades because they require more time for a more complex
development.

It is recommended to review the key definitions that support the Graduation Profile of the National Basic
Education Curriculum, chapter III.

FoCN}- :
4N Below are the curricular areas of the Secondary Education level.

64 9- 2 016 -MINEDU

6.1 Area of Personal Development, Citizenship and Civics

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Democracy in the 21st century demands that the School play an important role in the civic education of
our students, with the aim of turning them into social agents of change, who are capable of thinking
and acting in a purposeful manner in the face of the demands and challenges that arise. They appear
in their school, town and country.

Social demands and challenges are an opportunity to form people who are self-confident and identified
with their culture and their country, as well as active and committed citizens, capable of proposing
improvements in their school, community and country. Therefore, through the area of Personal
Development, Citizenship and Civics, it is intended that students develop a personal identity and an
active citizenship committed to civic values, which contribute to the construction of a democratic,
institutional and participatory society.

Achieving the Graduation Profile of Basic Education students requires the development of various
competencies. In particular, the area of Personal Development, Citizenship and Civics is responsible
for promoting and facilitating students to develop the following skills:

• Build your identity

• Live together and participate democratically in the search for the common good.

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 6.1.1 Approaches that support the development of skills in the area of Personal Development,
Citizenship and Civics

The area of Personal Development, Citizenship and Civics assumes the approaches of personal
development and active citizenship. These approaches provide the theoretical and methodological framework
that guides the teaching and learning of this area.

• Personal development emphasizes the process that leads human beings to build themselves as people,
and reach the maximum of their potential in a continuous process of biological, cognitive, affective,
behavioral and social transformations that occurs throughout life. . This process allows people not only to
know themselves and others, but also to connect with the natural and social world in a more integrative
way. Likewise, reflection processes and the construction of a critical and ethical point of view to relate to
the world are emphasized.

• Active citizenship promotes that all people responsibly assume their role as citizens with rights and duties
to actively participate in the social world and in the different dimensions of citizenship, promoting life in
democracy, the disposition for mutual enrichment and the learning of other cultures, as well as a
harmonious relationship with the environment. To achieve this, processes of critical reflection are
promoted about life in society and the role of each person in it. Likewise, it promotes deliberation on the
issues that involve us as citizens and action on the world, so that it becomes, increasingly, a better place
for coexistence and respect for rights.

Both approaches are complementary and are essential for the full fulfillment of the person in a changing
society. Thus, personal development is the basis for active citizenship. Self-regulation of emotions is
essential to manage conflicts in a non-violent way, and to develop agreements and rules of coexistence.
Valuing ourselves and consolidating our identity, for their part, allow us to live together democratically and
participate in our community through deliberation on public issues that involve us.

Likewise, ethics, understood as commitment to moral principles and care for others, is essential to generate
a harmonious coexistence that recognizes and respects others and seeks the common good. On the other hand, active
citizenship enriches personal development through the recognition of people as subjects of law and the

principles of freedom and human dignity, and through the opportunities for personal growth that social
participation offers. The search to strengthen a more equitable society in which human rights are in full force
and compliance with the " 55)
Citizen duties will allow each person to develop fully.

64 9-i 016-MINEDU
6.1.2 Competencies, abilities, learning standards and their performance by grade

BUILD YOUR IDENTITY Competence: The student knows and values his body, his way of feeling,
thinking and acting from the recognition of the different identities that define him (historical, ethnic, social,
sexual, cultural, gender, environmental, among others). others) as a product of continuous interactions
between individuals and the various contexts in which they operate (family, school, community). It is not
about students building an "ideal" identity, but rather that each student can - at their own pace and criteria -
be aware of the characteristics that make them unique and those that make them similar to others. In that
sense, this competence implies the combination of the following capabilities:

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 6 4 9- 2 016. -MINEDU
• He values himself: that is, the student recognizes his characteristics, qualities, limitations and
potentialities that make him who he is, that allow him to accept himself, feel good about himself and be
able to take on challenges and achieve his goals. Furthermore, they recognize themselves as a
member of a specific sociocultural community and have a sense of belonging to their family, school,
community, country and world.

• Self-regulates their emotions: it means that the student recognizes and becomes aware of their
emotions, in order to be able to express them appropriately according to the context, the diverse
cultural patterns and the consequences that these have for themselves and for others. This allows you
to regulate your behavior, in favor of your well-being and that of others.

• Reflect and argue ethically: it means that the student analyzes everyday situations to identify the
values that are present in them and assume a position supported by reasoned arguments and ethical
principles. It also involves becoming aware of one's own decisions and actions, reflecting on whether
these respond to the ethical principles assumed, and how the results and consequences influence
oneself and others.

• Live your sexuality fully and responsibly: it means becoming aware of yourself as a man or woman,
starting from the development of your body image, your sexual and gender identity, and through the
exploration and appreciation of your body. It involves establishing equal relationships between women
and men, as well as harmonious emotional relationships free of violence. It also involves identifying
and putting into practice self-care behaviors in situations that put your well-being at risk or violate your
sexual and reproductive rights.

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 Learning standards for the "Build your identity" competition

Level Description of the levels of competence development

You build your identity by becoming aware of the aspects that make you unique, when you recognize yourself and value yourself and are able to
achieve your goals. It is recognized as part of a globalized world and that it can intervene in it. Evaluates your own emotions and behaviors based
Featured level on your well-being and that of others. In a situation of moral conflict, he reasons based on ethical principles, which he tries to universalize.
Justifies the importance of considering dignity, human rights and responsibility for actions, as well as reciprocity in human relationships. Sets
ethical life goals25 and articulates his actions based on them. Live your sexuality responsibly, respecting diversity within a framework of rights.
Establishes positive emotional relationships based on reciprocity, respect, consent and care for the other. Identify signs of violence in friendship or
couple relationships. It argues the importance of making responsible decisions in the experience of sexuality in relation to your life project.
Builds your identity by becoming aware of the aspects that make you unique, when you recognize yourself and value your identities 26 , their
achievements and the changes that occur in their development. It is recognized as part of a globalized world. Manifests their emotions, feelings,
Expected achievements and ideas by distinguishing the context and people, and understanding their causes and consequences. It assumes an ethical
position in the face of a situation of moral conflict, integrating ethical principles, fundamental rights, and the dignity of all people into its argument.
level at the
He reflects on the consequences of his decisions. Behaviors are proposed that include ethical elements of respect for the rights of others and the
end of the search for justice, taking into account the responsibility of each person for their actions. It relates to others under a framework of rights, without
VII cycle discriminating based on gender or sexual orientation and without violence. Develop emotional relationships, friendships or couples, based on
reciprocity and respect. It identifies situations that violate sexual and reproductive rights and proposes guidelines to prevent and protect against
them.

He builds his identity by becoming aware of the aspects that make him unique, when he recognizes himself based on his personal, cultural and
Expected social characteristics, and his achievements, valuing the contribution of families in his personal formation. He works with pleasure and confidence
in various groups. Selects and uses the most appropriate strategies to regulate their emotions and behavior, and understands the reasons for
level at the
their own and others' behaviors. It argues its position in situations of moral conflict, considering the intentions of the people involved, the ethical
end of cycle principles and established norms. He analyzes the consequences of his decisions and proposes behaviors in which ethical criteria are present. It
VI is related to equality or equity and critically analyzes situations of gender inequality in different contexts. It demonstrates respect and care for
others in their emotional relationships, and proposes guidelines to prevent and protect themselves from situations that affect their integrity in
relation to sexual and reproductive health.
He builds his identity by becoming aware of the aspects that make him unique, when he recognizes himself based on his personal characteristics,
his abilities and limitations, recognizing the role of families in the formation of these characteristics. He appreciates his cultural belonging to a
Expected diverse country. Explains the causes and consequences of their emotions, and uses strategies to regulate them. He expresses his point of view in
level at the situations of moral conflict, depending on how they affect him or others. Examines their actions in situations of moral conflict that arise in everyday
end of cycle life and considers behaviors that take ethical principles into account. Establishes equal relationships between men and women, and explains their
V importance. It creates positive emotional bonds and overcomes when these change. Identify behaviors to protect yourself from situations that put
your integrity at risk in relation to your sexuality.

Expected He builds his identity by becoming aware of the aspects that make him unique, when he recognizes himself based on his physical characteristics,
level at the qualities, abilities, interests and achievements and values his family and school belonging. Distinguishes their various emotions and behaviors,
mentions the causes and consequences of these and regulates them using various strategies. Explain with your own arguments why you consider
end of cycle
certain actions good or bad. It relates to people equally, recognizing that everyone has different abilities. Develop behaviors that strengthen
IV friendship relationships. Identify situations that affect your privacy or that of others and seek help when someone does not respect it.

Expected
He builds his identity by becoming aware of the aspects that make him unique, when he recognizes himself based on his physical characteristics,
level at the
skills and tastes. He realizes that he is capable of carrying out tasks and accepting challenges. He enjoys being part of his family, school and
end of cycle community. Recognizes and expresses their emotions and regulates them based on the interaction with their classmates and teacher, and the
III rules established jointly. Explains with simple reasons why some daily actions cause discomfort to him or others, and why others produce well-
being for everyone. He recognizes himself as male or female and explains that both can carry out the same activities. He shows affection to the
people he cares about and identifies the people who make him feel protected and safe and turns to them when he needs them.
Expected Build your identity by becoming aware of the aspects that make you unique. It is identified in some of its physical characteristics, as well as its
level at the qualities and interests, tastes and preferences. He feels like a member of his family and the classroom group to which he belongs. Practice
healthy habits, recognizing that they are important to him. He acts autonomously in the activities he carries out and is capable of making
end of cycle
decisions, based on his possibilities and considering others. Express your emotions and identify the reason that causes them. Seek and accept
II the company of a significant adult in situations that make them feel vulnerable, insecure, angry, sad or happy.

Expected Build your identity by becoming aware of the aspects that make you unique. He identifies with some of his physical characteristics, his likes,
level at the dislikes and interests, his name and his family members. Participate in personal care and in various activities based on your initiative and
possibilities. He seeks and accepts the comfort and company of his significant adult when he feels vulnerable and insecure, as well as when some
end of cycle
of his actions affect another.
I

25^.We understand ethical life goals such as: being fair, being responsible, among others.
26 These identities are family, cultural, sexual, gender, ethnic, political, among others.

3
5
 649-2016-
Performance by grade

Competition "Build your identity" CYCLE VI

When the student builds his identity, he combines the following capabilities:
• He values himself.
• Self-regulate your emotions.
• Reflect and argue ethically.
• Live your sexuality fully and responsibly.

Description of the level of competence expected at the end of cycle VI

He builds his identity by becoming aware of the aspects that make him unique, when he recognizes himself based on his personal, cultural and
social characteristics, and his achievements, valuing the contribution of families in his personal formation. He works with pleasure and
confidence in diverse groups. Selects and uses the most appropriate strategies to regulate their emotions and behavior, and understands the
reasons for their own and others' behaviors. It argues its position in situations of moral conflict, considering the intentions of the people
involved, the ethical principles and established norms. He analyzes the consequences of his decisions and proposes behaviors in which ethical
criteria are present.
FIRST GRADE SECONDARY PERFORMANCE
When the student builds his identity and is in the process towards protection strategies against risk situations.
the expected level of cycle VI, he performs performances such as • Explains the importance of participating, safely and
the following: confidently, in different cultural and social groups (religious,
• Explains the changes inherent to their stage of development, environmental, animal rights, gender, youth organizations,
valuing their personal and cultural characteristics, and etc.) to enrich your identity and feel part of your community.
recognizing the importance of avoiding and preventing risk • Explains the causes and consequences of your emotions,
situations (addictions, crime, gangs, eating disorders, among feelings and behaviors, and those of others in various
others). situations. Use emotional self-regulation strategies according
• Describes the main cultural practices of the various cultural to the situation that arises, and explain the importance of
and social groups to which you belong and explains how expressing and self-regulating your emotions.
these cultural practices help you enrich your personal • Argues its position on moral dilemmas that involve situations
identity. of coexistence at school and in the community, taking into
• Describes the causes and consequences of their emotions, account the intentions of the people involved, the ethical
feelings and behaviors, and those of their classmates in principles and established norms.
coexistence situations at school. Use emotional self- • Explains the consequences of their decisions and proposes
regulation strategies according to the situation that arises. actions in which ethical criteria are present to improve their
• He argues his position on moral dilemmas that involve behavior.
coexistence situations in his family and in the classroom, • Relates to colleagues with equity or equality, and critically
taking into account the norms and intentions of people. analyzes situations of gender inequality and family, sexual
• Explains the consequences of their decisions and proposes and violence against women. Promotes care for others and
actions based on ethical principles. reciprocity in friendship and couple relationships.
• He relates to his colleagues with equity, reflects on the • It proposes prevention and protection guidelines for
effects of social norms on the lives of women and men, and situations that affect your sexual and reproductive integrity,
shows rejection of those that generate inequality. Expresses recognizing the importance of self-care.
arguments in favor of mutual respect and care in
relationships of friendship and love.
• Discusses the importance of self-care in relation to sexual
and reproductive health, and identifies situations that put it at
risk.
SECOND GRADE PERFORMANCE
When the student builds his identity and achieves the expected
level of cycle VI, he performs performances such as the following:
• Explains your personal, cultural and social characteristics,
and your achievements. He values his family's participation
in his training and recognizes the importance of using
 6 4 9- 2 016. -MINEDU

Competition "Build your identity" VILE

CYCLE
When the student builds his identity, he combines the following capabilities:
• He values himself.
• Self-regulate your emotions.
• Reflect and argue ethically.
• Live your sexuality fully and responsibly.
Description of the level of competence expected at the end of cycle VII
Builds your identity by becoming aware of the aspects that make you unique, when you recognize yourself and value your identities 27 , their
achievements and the changes that occur in their development. It is recognized as part of a globalized world. Manifests their emotions, feelings,
achievements and ideas in a regulated manner, distinguishing the context and people, and understanding their causes and consequences. It
assumes an ethical position in the face of a situation of moral conflict, integrating ethical principles, fundamental rights, and the dignity of all people
into its arguments. He reflects on the consequences of his decisions. Behaviors are proposed that include ethical elements of respect for the rights of
others and the search for justice, taking into account the responsibility of each person for their actions. It relates to others under a framework of rights,
without discriminating based on gender or sexual orientation and without violence. Develop emotional relationships, friendships or couples, based on
reciprocity and respect. It identifies situations that violate sexual and reproductive rights and proposes guidelines to prevent and protect against them.
THIRD SECONDARY GRADE PERFORMANCE FOURTH GRADE SECONDARY PERFORMANCE
When the student builds his identity and is in the process towards When the student builds his identity and is in the process towards the
the expected level of the VII cycle, he performs performances such expected level of the VII cycle, he performs performances such as the
as the following: following:
• Explains and values their personal, cultural and social • Explains personal, cultural and social characteristics
characteristics, and their achievements and potential. It that make it unique. Describes its potential limitations, and an
explains that each person has their own development process shows willingness to use them in risky situations. d
and recognizes their abilities to overcome adversity and face Reflectively expresses his opinion on the country's cultural in
situations of risk and opportunity. practices and identifies with them. Explain the importance his
• He reflects reflectively on the cultural practices of his people, of
and shows appreciation for his cultural and natural heritage identify with the social groups (family, school, religious,
and that of the country, feeling part of it. environmental, ecological associations, etc.) that make up their
• Expresses his emotions, feelings and behavior according to the identity and that contribute to their development and that of
situation that arises. Explains its causes and consequences, others.
and uses self-regulation strategies that allow you to establish Express your emotions, feelings and behaviors, and analyze their
assertive relationships. causes and consequences. Use self-regulation strategies that
• Supports, with reasoned arguments, an ethical position in a allow you to establish empathic relationships.
situation of moral conflict that involves human rights. Supports, with reasoned arguments, an ethical position in a
• Expresses opinions on the consequences of their decisions situation of moral conflict considering ethical principles and
and proposes actions based on ethical principles and human human dignity.
rights. Expresses reasoned opinions about the consequences of their
• It relates to women and men with equity. Critically analyzes decisions, and proposes actions based on ethical principles and
stereotypes related to sexuality and those that are a source of the dignity of people.
discrimination. Recognizes violent behavior in family It relates to women and men with equity and respect, rejecting all
friendships or relationships, and shows rejection of them. forms of discrimination based on gender identity or sexual
Explains the importance of respect, consent, care for others orientation. Explains the importance of establishing positive
and reciprocity. emotional bonds based on reciprocity, care for others and
• It proposes guidelines to prevent and protect themselves from consent. Rejects family, sexual and violence against women, or
situations that violate their sexual and reproductive rights, any other form of violence.
considering the dignity of people. Take actions to prevent and protect yourself from situations that
may affect your sexual integrity and that of others. Example:
Faced with a situation of street harassment, with the help of a
trusted adult, report the aggressor to the police.

27'These identities are family, cultural, sexual, gender, ethnic, political, among others.
3
7
Competition "Build your identity" VILE CYCLE
When the student builds his identity, he combines the following capabilities:
• He values himself.
• Self-regulate your emotions.
• Reflect and argue ethically.
• Live your sexuality fully and responsibly.

Description of the level of competence expected at the end of cycle VII

Builds your identity by becoming aware of the aspects that make you unique, when you recognize yourself and value your identities 28 , their
achievements and the changes that occur in their development. It is recognized as part of a globalized world. Manifests their emotions, feelings,
achievements and ideas in a regulated manner, distinguishing the context and people, and understanding their causes and consequences. It
assumes an ethical position in the face of a situation of moral conflict, integrating ethical principles, fundamental rights, and the dignity of all
people into its argument. He reflects on the consequences of his decisions. Behaviors are proposed that include ethical elements of respect for
the rights of others and the search for justice, taking into account the responsibility of each person for their actions. It relates to others under a
framework of rights, without discriminating based on gender or sexual orientation and without violence. Develop emotional relationships,
friendships or couples, based on reciprocity and respect. It identifies situations that violate sexual and reproductive rights and proposes guidelines
to prevent and protect against them.

FIFTH GRADE SECONDARY PERFORMANCE

When the student builds his identity and achieves the expected level of the Vil cycle, he performs performances such as the following:
• Evaluate the personal, cultural, social and ethical characteristics that make you unique considering your project and meaning of life. Describe
your achievements, potential and limitations. Shows willingness to use their potential in risk situations (for example, drug addiction).
• It expresses a critical stance on its cultural practices, those of the country and those of the world, values its cultural and natural heritage and
explains how belonging to various groups (cultural, religious, environmental, gender, ethnic, political, etc.) influences the construction of your
identity.
• Manifests his emotions, feelings and behaviors according to the context and people. It explains its causes and consequences, and uses self-
regulation strategies that allow it to establish fair relationships.
• Supports, with reasoned arguments, an ethical position in situations of moral conflict considering ethical principles, human rights and human
dignity.
• Expresses reasoned points of view on the consequences of their decisions, and, to improve their behavior, proposes actions based on ethical
principles, responsibility and justice.
• Interact with others showing respect for the ways of living and thinking about sexuality of women and men within a framework of rights.
Explains the importance of accepting and understanding your sexuality for your personal development, and of making responsible decisions
in your life project. Rejects any expression of discrimination based on gender identity or sexual orientation that violates the dignity of people.
• Evaluates the friendship or relationship bonds that people establish as an expression of their sexuality.
• Carry out prevention and protection actions against situations that may violate sexual and reproductive rights in
your school and community.

6 4 9- 2016.-

Competence LIVES TOGETHER AND PARTICIPATES DEMOCRATICLY IN THE SEARCH OF THE COMMON
GOOD: The student acts in society by relating to others in a fair and equitable manner, recognizing that all people have
the same rights and duties. Shows a willingness to know, understand and be enriched by the contributions of diverse
cultures, respecting differences. Likewise, it takes a position on those issues that involve it as a citizen and contributes
to the construction of general well-being, the consolidation of democratic processes and the promotion of human rights.

28 These identities are family, cultural, sexual, gender, ethnic, political, among others.
This competence involves combining the following capabilities:

• It interacts with all people: that is, it recognizes everyone as valuable people with rights, shows concern for
others, respects differences and is enriched by them. It acts against different forms of discrimination (gender,
phenotype, ethnic origin, language, disability, sexual orientation, age, socioeconomic level, among others) and
reflects on the various situations that violate democratic coexistence.

• Builds norms and assumes agreements and laws: the student participates in the construction of norms, respects
them and evaluates them in relation to the principles that support them, as well as complies with the agreements
and laws, recognizing their importance for coexistence; For this purpose, it handles information and concepts
related to coexistence (such as equity, respect and freedom) and endorses democratic principles (self-foundation,
secularity, uncertainty, ethics, complexity and the public).

• Manage conflicts constructively: the student acts with empathy and assertiveness towards them and puts into
practice guidelines and strategies to resolve them peacefully and creatively, contributing to building democratic
communities; for which it starts from understanding conflict as inherent to human relationships, as well as
developing criteria to evaluate situations in which they occur.

• Deliberates on public issues: it involves participating in a process of reflection and dialogue on issues that involve
everyone, where diverse points of view are raised and consensus is sought aimed at the common good. It involves
building one's own position on these issues based on reasoned arguments, institutions, the rule of law and
democratic principles, as well as evaluating and contrasting the various positions.

• Participates in actions that promote common well-being: it proposes and manages initiatives linked to the
common interest and the promotion and defense of human rights, both at school and in the community. To do this,
it appropriates and uses channels and mechanisms of democratic participation.
 6 4 9- 2 016 -MINEDU
Learning standards of the "Live and participate democratically" competition
in the pursuit of the common good" 8

. ; , , ,3 . 4 te , ,, 4 ,7"{ , r.!,1 YO" you, , . 1‘ , . , (4,

Level Description of the levels of competence development

Live together and participate democratically, relating to others, respecting human rights and recognizing the law as a guarantee of freedom
and justice. Values diversity and interacts interculturally with people from different cultures. It reflexively uses various legal instruments to
propose rules applicable at different scales. Appropriately handles conflicts in various scenarios. It assumes a leading role to propose,
Featured level
organize and execute actions that promote and defend human rights, justice and the recognition of cultural diversity. Deliberates on public
issues based on multidimensional analysis, supporting his position on reliable sources and democratic principles, and being willing to
readjust his position based on reasoned arguments, to contribute to the construction of consensus.

Lives together and participates democratically, relating to others, respecting differences and promoting the rights of all, as well as fulfilling
Expected their duties and evaluating their consequences. He interacts with people from different cultures, respecting their customs and beliefs.
level at the Evaluates and proposes norms for social coexistence based on democratic principles and current legislation. Use negotiation and dialogue
end of the VII strategies to manage conflicts. Assume duties in the organization and execution of collective actions to promote their rights and duties in
cycle situations that involve their community. Deliberates on public issues with arguments based on reliable sources, democratic principles and
institutions, and contributes to the construction of consensus. Reject positions that legitimize violence or the violation of rights.

Lives together and participates democratically when interacting with others, respecting the differences and rights of each person, fulfilling
their duties and seeking that others also fulfill them. He interacts with people from different cultures, respecting their customs. Collectively
Expected
builds and evaluates the norms of coexistence in the classroom and at school based on democratic principles. He plays the role of mediator
level at the
in his group, using negotiation and dialogue to manage conflicts. Proposes, plans and executes actions in a cooperative manner, aimed at
end of cycle
promoting the common good, defending their rights and fulfilling their duties as a member of a community. Deliberates on public issues by
VI
asking questions about their causes and consequences, analyzing arguments contrary to their own, and arguing their position based on
sources and other opinions.

Lives together and participates democratically when interacting with others, respecting differences, the rights of each person, fulfilling and
evaluating their duties. He is interested in interacting with people from different cultures and learning about their customs. Build and
Expected
evaluate rules of coexistence taking into account their rights. Manages conflicts using dialogue and mediation based on criteria of equality
level at the
or equity. It proposes, plans and carries out collective actions aimed at the common good, solidarity, the protection of vulnerable people and
end of cycle V
the defense of their rights. Deliberates on matters of public interest with arguments based on sources and takes into account the opinions of
others.

Lives together and participates democratically when interacting with others, respecting differences, expressing disagreement in situations
Expected
that violate coexistence and fulfilling their duties. Learn about the cultural manifestations of your locality, region or country. Build and
level at the
evaluate agreements and norms taking into account the point of view of others. Use dialogue to manage conflicts. He proposes and carries
end of cycle
out collective actions aimed at the common well-being based on deliberation on matters of public interest, in which he realizes that there are
IV
opinions different from his own.

Expected
Lives together and participates democratically when interacting with others, respecting differences and fulfilling their duties. Know the
level at the
customs and characteristics of the people of your town or region. Collectively build agreements and norms. Use simple strategies to resolve
end of cycle
conflicts. Carry out specific actions for the benefit of everyone based on deliberation on matters of common interest, taking their previous
III
experiences as a source.

He coexists and participates democratically when he interacts respectfully with his colleagues on his own initiative, fulfills his duties and is
Expected
interested in learning more about the different customs and characteristics of the people in his immediate environment. Participate and
level at the
propose agreements and rules of coexistence for the common good. Carry out actions with others for the good use of common spaces,
end of cycle II
materials and resources.

Expected
level at the
He lives together and participates when he interacts with children and adults in his daily life on his own initiative. He expresses through
end of cycle 1
movements, gestures or words the situations that please or bother him. Collaborate in the care of materials and common spaces.

SEeucag),,_______________________________________
/8 "*(
/'N % \
/ ),_______ *s levels 1 and 2 of the development of this competence are the basis for the development of the "Build
8 vypcbNhfyhistorical pretations", "Responsibly manage space and the environment" and "Responsibly manage the 87 economic resources".
\ “S./11 4> /
8 $$/ 39
 6 4 9- 2 016. -MINEDU

649-2016-MINEDU
Description of the level of competence expected at the end of cycle VI
Lives together and participates democratically when interacting with others, respecting the differences and rights of each person, fulfilling their
duties and seeking that others also fulfill them. He interacts with people from different cultures, respecting their customs. Collectively builds
and evaluates the norms of coexistence in the classroom and at school based on democratic principles. He plays the role of mediator in his
group, using negotiation and dialogue to manage conflicts. Proposes, plans and executes actions in a cooperative manner, aimed at
promoting the common good, defending their rights and fulfilling their duties as a member of a community. Deliberates on public issues by
asking questions about their causes and consequences, analyzing arguments contrary to their own, and arguing their position based on
sources and other opinions.
FIRST GRADE SECONDARY PERFORMANCE SECOND GRADE PERFORMANCE
When the student coexists and participates democratically in the When the student coexists and participates democratically in the
search for the common good, and is in the process towards the search for the common good, and achieves the expected level of
expected level of cycle VI, he/she performs performances such cycle VI, he or she performs performances such as the following:
as the following: • Demonstrates attitudes of respect for his colleagues,
• Establishes relationships based on respect and dialogue defends his rights in situations of violation, and questions the
with your colleagues, questions the most common most common prejudices and stereotypes based on
prejudices and stereotypes that occur in your ethnicity, gender, life cycle or disability in his environment.
environment, and fulfills his duties at school. He fulfills his duties at school and in the area, and
Exchange customs showing respect for differences. the encourages others to fulfill them as well.
Evaluate the agreements and rules that regulate • Exchange customs showing respect for differences.
coexistence in your school based on whether they are the • It proposes rules that regulate coexistence at school and the
based on the rights and duties of the child and in responsible use of public roads in your locality. It critically
adolescent. evaluates these norms based on democratic principles and
Intervenes in conflicts close to him using dialogue and modifies them when they conflict with its rights.
negotiation. • Acts as a mediator in conflicts between his colleagues using
He deliberates on public issues when he obtains information social skills, dialogue and negotiation.
from various sources, supports his position based on • He deliberates on public issues when he investigates their
arguments and contributes to the construction of consensus causes and consequences, examines arguments contrary to
that contributes to the common good. his own, and supports his position based on democratic
It proposes collective actions at school to support vulnerable principles and civic values. It contributes to the construction
groups in situations of social and economic disadvantage of consensus that contributes to the common good.
based on the rights of the child. • Participates cooperatively in the planning and execution of
actions in defense of children's rights. Likewise, he
responsibly fulfills his duties and responsibilities.

tducaci;

Performance by grade
Competition "Live together and participate democratically in the search for the common good" CYCLE
VI
When the student coexists and participates democratically in the search for the common good, he or she combines the following capabilities:
• Interacts with all people.
• Builds norms and assumes agreements and laws.
• Handles conflicts constructively.
• Deliberates on public issues.
• Participate in actions that promote common well-being.

4
1
Competition "Live together and participate democratically in the search for the common VILE
good" CYCLE
When the student coexists and participates democratically in the search for the common good, he or she combines the following
capabilities:
• Interact with all people.
• Build norms and assume agreements and laws.
• Handles conflicts constructively.
• Deliberates on public issues.
• Participate in actions that promote common well-being.____________________________________________________________
Description of the level of competence expected at the end of cycle VII
Lives together and participates democratically, relating to others, respecting differences and promoting the rights of all, as well as fulfilling their
duties and evaluating their consequences. He interacts with people from different cultures, respecting their customs and beliefs. Evaluates and
proposes norms for social coexistence based on democratic principles and current legislation. Use negotiation and dialogue strategies to manage
conflicts. Assume duties in the organization and execution of collective actions to promote their rights and duties in situations that involve their
community. Deliberates on public issues with arguments based on reliable sources, democratic principles and institutions, and contributes to the
construction of consensus. Reject positions that legitimize violence or the violation of rights. .'
THIRD SECONDARY GRADE PERFORMANCE FOURTH GRADE SECONDARY PERFORMANCE
When the student coexists and participates democratically in the When the student coexists and participates democratically in the
search for the common good, and is in the process towards the search for the common good, and is in the process towards the
expected level of the VII cycle, he/she performs performances such expected level of the VII cycle, he/she performs performances such
as the following: as the following:
• Carry out actions in the classroom and school that promote • It justifies the need to reject behaviors of violence,
integration of all your classmates, and question the most marginalization and exploitation that may affect certain
common cultural prejudices and stereotypes among adolescents vulnerable groups of all ages and life cycles due to ethnic,
that occur in public spaces. He fulfills his duties towards his gender, origin, language, disability, among other factors.
peers and evaluates his actions taking into account civic values Recognizes these groups as subjects of rights. He fulfills his
and the common good. duties and evaluates the consequences of his actions taking
• Exchange cultural practices in relation to lifestyles, showing into account human dignity.
respect for differences. • Exchange cultural practices in relation to the sense of authority
• Evaluates agreements and rules of coexistence based on the and government, showing respect for differences.
criteria of the common good and accepts them. Expresses • It evaluates agreements and norms for harmonious coexistence
arguments in favor of respect for traffic rules and signs to and the promotion of road safety in its region, and proposes
promote the safe use of public roads. norms based on democratic principles and human rights.
• Differentiates conflicts caused by the dynamics of human Expresses arguments about the importance of the State as an
relationships from those generated by their stagnation. Use institution that guarantees compliance with the laws and
diverse and creative strategies to prevent and confront conflicts. national defense within the framework of the rule of law.
• He deliberates on public issues when he supports his position • Explains the characteristics of the various types of conflict that
based on the contrast of points of view other than his own and occur in school and the community, and the procedures that
the analysis of the various positions and possible interests must be followed to manage them. It uses mechanisms such as
involved. It contributes to the construction of consensus that mediation, conciliation and arbitration.
contributes to the common good of the Peruvian nation and the • Deliberates on public issues that affect the democratic system,
world. institutions and the rule of law when it supports its position
• Participates in collective actions aimed at the common good of based on the contrast of points of view other than its own, and
the Peruvian nation, and the promotion and defense of human on the basis of the analysis of the various positions and
rights (civil, political, economic, social, cultural, environmental, possible interests involved. It contributes to the construction of
among others). consensus that contributes to the common good based on
• Use student participation mechanisms to evaluate the democratic principles.
management of your school authorities. • Participates in collective actions aimed at the common good
through the promotion of the rights of certain vulnerable groups
(older adults, disabled people, members of indigenous peoples)
and citizen participation mechanisms.
• Supports the relevance of resorting to the corresponding
authorities in cases of violation of rights.
• It evaluates the exercise of power by its authorities considering
human rights and using citizen participation mechanisms.

4
2
 6 4 9- 2 016. -MINEDU

Competition "Live together and participate democratically in the search for the common VILE
good" CYCLE
When the student coexists and participates democratically in the search for the common good, he or she combines the following
capabilities:
• Interact with all people.
• Build norms and assume agreements and laws.
• Handles conflicts constructively.
• Deliberates on public issues.
• Participate in actions that promote common well-being.________________
Description of the level of competence expected at the end of cycle VII
Lives together and participates democratically, relating to others, respecting differences and promoting the rights of all, as well as fulfilling
their duties and evaluating their consequences. He interacts with people from different cultures, respecting their customs and beliefs.
Evaluates and proposes norms for social coexistence based on democratic principles and current legislation. Use negotiation and
dialogue strategies to manage conflicts. Assume duties in the organization and execution of collective actions to promote their rights and
duties in situations that involve their community. Deliberates on public issues with arguments based on reliable sources, democratic
principles and institutions, and contributes to the construction of consensus. Reject positions that legitimize violence or the violation of
rights. ______________________________________________________________________________________________________
FIFTH GRADE SECONDARY PERFORMANCE
When the student coexists and participates democratically in the search for the common good, and achieves the expected level of the VII
cycle, he or she performs performances such as the following:
• Demonstrates attitudes of respect for people with special educational needs and for people belonging to cultures different from their
own. Rejects situations of discrimination that may affect the rights of vulnerable groups. He fulfills his duties at school and evaluates
his actions taking into account democratic principles.
• Exchange cultural practices in relation to conceptions of the world and life, showing respect and tolerance for differences.
• It proposes rules that regulate coexistence and seek to avoid discrimination problems, based on current regulations at the national
and global level.
• He explains that the State, to guarantee coexistence, must always administer justice within the framework of legality.
• Explains how the dynamics of conflict develop and points out the attitudes that are the source of it. Put your role into practice
mediator for conflict management.
• Deliberates on public issues that affect human rights, security and national defense when it supports its position based on the
contrast of points of view other than its own, and on the basis of the analysis of the various positions and possible interests involved.
It contributes to the construction of consensus that contributes to the common good based on democratic principles.
• Carry out participatory actions to promote and defend human rights and social and environmental justice. Explains the functions of
the organizations and institutions that ensure human rights in Peru and the world.
• Evaluates the procedures of State institutions and organizations considering respect for human dignity, and proposes alternatives for
their improvement.

4
3
 6 4 9- 2 016 -MINEDU
6.2. Social Sciences Area

We live in a world in which changes are continuous, and where new challenges are constantly posed
and new opportunities for personal and social development provided. The social demands to form
critical and proactive citizens in the face of the social, environmental and economic problems of their
community have caused the area to take on more and more importance in school curricula.

Therefore, through the area of Social Sciences, it is intended that students be formed as citizens
aware of the society where they live and their role as historical subjects so that they assume
commitments and become agents of change in social reality. through the management of
environmental and economic resources.

Likewise, the area promotes that students identify with their country; That is, it seeks to make them
aware that they are part of a community that, being diverse, shares the same history and participates
in the construction of a common future.

Achieving the Graduation Profile of Basic Education students requires the development of various
competencies. The Social Sciences area is responsible for promoting and facilitating students to
develop the following skills:

• Build historical interpretations.

• Responsibly manage space and environment.

• Responsibly manage economic resources.

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 6 4 9- 2016-
6.2. YO. Approach that supports the development of competencies in the area of Social
Sciences

The theoretical and methodological framework that guides teaching and learning corresponds to the
active citizenship approach. This approach promotes that all people responsibly assume their role as
citizens with rights and duties to actively participate in the social world and in the different dimensions
of citizenship, promoting life in democracy, the disposition for mutual enrichment and learning from
others. cultures, as well as a harmonious relationship with the environment. To achieve this,
processes of critical reflection are promoted about life in society and the role of each person in it.
Likewise, it promotes deliberation on the issues that involve us as citizens and action on the world, so
that it becomes, increasingly, a better place of coexistence and respect for rights. Within the
framework of this approach, students will be trained as citizens aware of the society where they live
and their role as historical subjects, so that they assume commitments and become agents of change
in social reality, through the resources environmental and economic.

The purpose of the Social Sciences area is for students to understand the reality of the world in which
they live, past and present collective experiences, as well as the space in which life in society
develops. Furthermore, it seeks to ensure that they recognize the processes of change in historical
time and their influence on the present moment, that is, that they learn to think historically in order to
be able to assume the improvement of the society where they develop. This learning allows them to
strengthen the development of a critical, supportive and respectful conscience that allows them to
participate in society from the knowledge of their rights and responsibilities.

On the other hand, the area aims for our students to assume that they are part of the past, but that,
from the present, they are building their future. It also implies understanding that space is a social
construction, where people interact and that it is transformed according to their needs. For this reason,
it is important to promote a harmonious relationship with the environment that allows them to take
advantage of what nature offers in a rational and respectful manner, promoting sustainable
development. The area also includes the relationships between the elements of the economic and
financial system at different levels to contribute to sustainable economic development and build
economic citizenship in students.
 6 4 9- 2 016. -MINEDU

6.2.2. Competencies, abilities, learning standards and their performance by grade

BUILD HISTORICAL INTERPRETATIONS Competence : The student maintains a critical position on

historical facts and processes that help understand the present and its challenges, articulating the use of
different sources; understanding temporal changes29 and the explanation of the multiple causes and
consequences of these. It means recognizing oneself as a historical subject, that is, as a protagonist of
historical processes and, as such, a product of a past, but who, at the same time, participates in the
collective construction of the future of the Peruvian nation and humanity.

This competence involves the combination of the following capabilities:

• Critically interpret diverse sources: it is recognizing the diversity of sources and their different
usefulness to address a historical fact or process. It means placing them in their context and
critically understanding that they reflect a particular perspective and have different degrees of
reliability. It also involves resorting to multiple sources.

• Understand historical time: it means using notions related to time in a relevant way,
recognizing that temporal measurement systems are conventions that depend on different
cultural traditions and that historical time has different durations. Likewise, it implies ordering
historical events and processes chronologically and explaining the changes, permanences and
simultaneities that occur in them.

• Prepare explanations about historical processes: it is to prioritize the causes of historical

processes by relating the motivations of their protagonists with their worldview and the time in
which they lived. It is also establishing the multiple consequences of the processes of the past
and their implications in the present, as well as recognizing that this is building our future.

29 Temporal changes: permanences, simultaneities and temporal sequences.

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 649-2016-MINEDU
Learning standards of the competition "Build historical interpretations"

Level Description of the levels of competence development

It constructs historical interpretations in which it recognizes that the present is a consequence of a set of social dynamics
that developed simultaneously in the past and that the actions of the various social actors have consequences in the
Featured level
future. He argues that the perception of time depends on the perspective of cultural groups, both in the past and in the
present. Justifies and values the usefulness of the sources for the construction of historical knowledge.

Builds historical interpretations based on the historical problems of Peru and the world in relation to the great changes,
permanences and simultaneities throughout history, using abstract and complex social, political and economic concepts.
Expected level at It hierarchizes multiple causes and consequences of historical events or processes. Establishes relationships between
the end of the VII these historical processes and current situations or processes. Explains how human actions, individual or group, shape
cycle the past and present and can shape the future. Explains the perspective of the protagonists, relating their actions to their
motivations. Contrasts various interpretations of the past, from different sources evaluated in their context and
perspective. Recognize the validity of sources to understand various points of view.

Builds historical interpretations on events or processes in Peru and the world, in which it explains historical events or
processes, based on the classification of causes and consequences, recognizing their changes and permanence, and
Expected level at
using historical terms. Explains their relevance based on the changes and permanence they generate over time,
the end of cycle
identifying simultaneities. It uses different temporal references and conventions, as well as concepts related to
VI
sociopolitical institutions and the economy. Compares and integrates information from various sources, establishing
differences between the narratives of events and the interpretations of the authors of the sources.

Constructs historical interpretations in which it explains, in a general way, Peruvian historical processes, using some
temporal categories. It identifies the immediate and distant causes that triggered these processes, as well as the
Expected level at consequences whose effects are seen immediately or in the long term. It chronologically orders Peruvian historical
the end of cycle V processes and describes some changes, permanences and simultaneities produced in them. It uses information from
various sources by identifying its origin and distinguishing some differences between the versions they give about
historical processes.

Expected level at
It constructs historical interpretations in which it narrates events and processes related to the history of its region, in which
the end of cycle
it incorporates more than one dimension and recognizes various causes and consequences. It uses information from
IV various sources to identify the most relevant ones to answer your questions. Organize sequences to understand changes
that have occurred over time, applying terms related to time.

Expected level at Constructs historical interpretations in which he describes the changes that have occurred in his family and community by
comparing the present and the past, and recognizing some causes and consequences of these changes. Obtains
the end of cycle
information about the past from various types of sources, as well as temporal expressions typical of everyday life.
III
Sequence everyday events or actions that occur in short periods of time and identify simultaneous actions.

Expected level at
the end of cycle II This level is based on level 2 of the "Live and participate" and "Solve quantity problems" competencies.

Expected level at
the end of cycle 1 This level is based on level 1 of the "Live together and participate" and "Solve quantity problems" competencies.

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 6 4 9- 2016.MINEDU
Performance by grade

Competition "Build historical interpretations" CYCLE

When the student constructs historical interpretations, he combines VI the following capabilities:
• Critically interpret diverse sources.
• Understand historical time.
• Prepare explanations about historical processes.
Description of the level of competence expected at the end of cycle VI
Builds historical interpretations on events or processes in Peru and the world, in which it explains historical events or processes, based
on the classification of causes and consequences, recognizing their changes and permanence, and using historical terms. Explains
their relevance based on the changes and permanence they generate over time, identifying simultaneities. It uses different temporal
references and conventions, as well as concepts related to sociopolitical institutions and the economy. Compares and integrates
information from various sources, establishing differences between the narratives of events and the interpretations of the authors of
the sources.
FIRST GRADE SECONDARY PERFORMANCE SECOND GRADE PERFORMANCE
When the student constructs historical interpretations and is in When the student constructs historical interpretations and
the process towards the expected level of cycle VI, he/she achieves the expected level of cycle VI, he or she performs
performs performances such as the following: performances such as the following:
• Use historical sources to obtain information about a historical • Explains the differences between narratives and
fact or process, from the origin of humanity to the civilizations interpretations of a historical event or process, from
of the classical world and from the first settlers to the regional barbarian invasions to European expansion (ss. XV and
states in the central Andes. XVI) and from the origins of Tahuantinsuyo to the
• Classifies different types of historical sources and obtains beginning of the viceroyalty (s. XVI).
information from them regarding historical events or • It uses various historical sources on certain historical
processes, from the origin of humanity to the civilizations of events or processes, from barbarian invasions to European
the classical world and from the first settlers to the regional expansion (ss. XV and XVI) and from the origins of
states in the central Andes. Tahuantinsuyo to the beginning of the viceroyalty (s. XVI).
• It places in successive order different historical events or To do this, it identifies the historical context (characteristics
processes ranging from the origin of humanity to the of the time) in which these sources were produced and
civilizations of the classical world and from the first settlers to complements one with another.
the regional states in the central Andes. To this end, it • Use conventions and temporal categories to explain the
establishes the temporal distance and simultaneity between importance of historical events or processes from the
them, using temporal conventions and periodifications. barbarian invasions to European expansion (ss. XV and
• Explains historical events or processes ranging from the XVI) and from the origins of Tahuantinsuyo to the
origin of humanity to the civilizations of the classical world beginning of the viceroyalty (s. XVI). Take into account
and from the first settlers to the regional states in the central simultaneities, aspects that change and others that remain.
Andes on the basis of their causes and consequences, and • Explains historical events or processes from the barbarian
social, political and economic concepts. invasions to European expansion (ss. XV and XVI) and
• Explains the causes and consequences of historical events or from the origins of Tahuantinsuyo to the beginning of the
processes ranging from the origin of humanity to the viceroyalty (s. XVI) based on the classification of its causes
civilizations of the classical world and from the first settlers to and consequences (social, political, economic, cultural,
the regional states in the central Andes and uses social, etc.). To do this, it uses sociopolitical and economic
political and economic concepts when developing its historical concepts, and various historical terms.
explanations. • Classifies the causes and consequences of historical
events or processes from barbarian invasions to European
expansion (ss. XV and XVI) and from the origins of
Tahuantinsuyo to the beginning of the viceroyalty (s. XVI)
to develop historical explanations. To do this, it uses
sociopolitical and economic concepts as well as various
historical terms.
 649-2016-MINEDU
Competition "Build historical interpretations" VILE
CYCLE
When the student constructs historical interpretations, he combines the following capabilities:
• Critically interpret diverse sources.
• Understand historical time.
• Prepare explanations about historical processes.
Description of the level of competence expected at the end of cycle VII
Builds historical interpretations based on the historical problems of Peru and the world in relation to the great changes and permanences
throughout history, using abstract and complex social, political and economic concepts. It hierarchizes multiple causes and
consequences of historical events or processes. Establishes relationships between these historical processes and current situations or
processes. Explains how human actions, individual or group, shape the past and present and can shape the future. Explains the
perspective of the protagonists, relating their actions to their motivations. Contrasts various interpretations of the past, from different
sources evaluated in their context and perspective. Recognize the validity of sources to understand various points of view.

THIRD SECONDARY GRADE PERFORMANCE FOURTH GRADE SECONDARY PERFORMANCE

When the student constructs historical interpretations and is in the
process towards the expected level of the VII cycle, he performs
performances such as the following:
It identifies coincidences and contradictions between various
sources and complements the information they provide on the
same aspect of a historical fact or process, since the
development of absolutism (ss. XVII and XVIII) until the liberal
revolutions (s. XIX) and since the organization of the viceroyalty
(s. XVII) until the emergence of the Peruvian Republic.
Identify the characteristics (reliability and purpose) of various
historical sources that allow us to understand the periods from
the development of absolutism (ss. XVII and XVIII) until the
liberal revolutions (s. XIX) and since the organization of the
viceroyalty (s. XVII) until the emergence of the Peruvian
Republic.
Explains the changes and permanences that occur in people's
way of life as a consequence of certain historical events or
processes since the development of absolutism (ss. XVII and
XVIII) until the liberal revolutions (s. XIX) and since the
organization of the viceroyalty (s. XVII) until the emergence of
the Peruvian Republic.
Identify various historical events or processes that occur at
similar times, since the development of absolutism (ss. XVII and
XVIII) until the liberal revolutions (s. XIX) and since the
organization of the viceroyalty (s. XVII) until the emergence of
the Peruvian Republic.
■ Explains historical events, processes or problems that occurred
since the development of absolutism (ss. XVII and XVIII) until
the liberal revolutions (s. XIX) and since the organization of the
viceroyalty (s. XVII) until the emergence of the Peruvian
Republic, based on the formulation of questions and the
distinction between triggers, causes (structural and conjunctural)
and consequences, using historical terms.
• Ask questions, distinguish between triggers, causes (structural and
conjunctural) and consequences and use historical terms when
elaborating explanations about historical events, processes or
problems that occurred since the development of absolutism (ss.
XVII and XVIII) until the liberal revolutions (s. XIX) and since the
organization of the viceroyalty (s. XVII) until the emergence of
the Republic
When the student constructs historical interpretations and is in
the process towards the expected level of the VII cycle, he
performs performances such as the following:
Explains that resorting to a valid source on historical events
or processes, from the Second Industrial Revolution to the
First World War and from the first militarism in Peru to the
Aristocratic Republic, contributes to a reliable interpretation
of that source.
Contrasts the interpretations presented in various historical
sources on historical events or processes, from the Second
Industrial Revolution to the First World War and from the first
militarism in Peru to the Aristocratic Republic.
Explains the changes, permanence and relationships of
simultaneity generated by relevant historical events or
processes, from the Second Industrial Revolution to the First
World War and from the first militarism in Peru to the
Aristocratic Republic, using social, political and economic
concepts.
Establishes relationships between various historical events
or processes, from the Second Industrial Revolution to the
First World War and from the first militarism in Peru to the
Aristocratic Republic, with others today, taking into account
the political, social, economic, and cultural aspects. and
environmental.
Explains historical events, processes or problems from the
Second Industrial Revolution to the First World War and from
the first militarism in Peru to the Aristocratic Republic, based
on diverse evidence and the formulation of hypotheses,
using historical terms.
- Poses hypotheses, and uses historical terms and various
evidence when developing explanations about historical
events, processes or problems ranging from the Second
Industrial Revolution to the First World War and from the first
militarism in Peru to the Aristocratic Republic.
Explains the ideas and behaviors of people and societies
from the context of the time, which occurred from the Second
Industrial Revolution to the First World War and from the first
militarism in Peru.

erGaAa__________________

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 .64 9- 2 016 -MINEDU
• Identifies the ideas, behaviors and circumstances that historical until the Aristocratic Republic as well as the influence of such
figures or social groups experienced in a historical context ideas and behaviors on later events.
understood since the development of absolutism (19th century).
XVII and XVIII) until the liberal revolutions (s. XIX) and since the
organization of the viceroyalty (s. XVII) until the emergence of
the Peruvian Republic to explain its importance in the time in
which they lived.

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 6 4 9- 2 016.MINEDU
Competition "Build historical interpretations" VILE
When the student constructs historical interpretations, he combines CYCLE
the following capabilities:
• Critically interpret diverse sources.
• Understand historical time.
• Prepare explanations about historical processes._______________________________________________________________
Description of the level of competence expected at the end of cycle VII
Builds historical interpretations based on the historical problems of Peru and the world in relation to the great changes, permanences and
simultaneities throughout history, using abstract and complex social, political and economic concepts. It hierarchizes multiple causes and
consequences of historical events or processes. Establishes relationships between these historical processes and current situations or
processes. Explains how human actions, individual or group, shape the past and present and can shape the future. Explains the
perspective of the protagonists, relating their actions to their motivations. Contrasts various interpretations of the past, from different
sources evaluated in their context and perspective. Recognize the validity of sources to understand various points of view.____________
FIFTH GRADE SECONDARY PERFORMANCE
When the student constructs historical interpretations and achieves the expected level of the VII cycle, he performs performances such as
the following:
• He constantly uses a variety of sources, including those produced by him (interviews or testimonies with people who experienced
recent events), to investigate a historical fact, process or problem spanning from the period between the wars to the economic crises
of the beginning of the 21st century and from the Oncenio of Leguía to recent history in Peru (s. XXI), evaluating the relevance and
reliability of these sources.
• Contrasts the interpretations presented in various historical sources based on the evaluation of their reliability (perspective of the
author, intentionality and context in which the source was produced), from the period between the wars to the economic crises of the
beginning of the 21st century and from the Eleventh of Leguía until recent history in Peru (s. XXI).
• Explains the changes, permanence and relationships of simultaneity of historical events or processes at a political, social,
environmental, economic and cultural level, from the period between wars to the economic crises of the beginning of the 21st century
and from the Oncenio of Leguía to recent history in Peru (s. XXI), and recognizes that these changes do not necessarily lead to
progress and sustainable development.
• Explains the existing relationships between various historical events or processes, from the period between wars to the economic
crises of the early 21st century and from the Leguía Oncenio to recent history in Peru (s. XXI), with current events, using abstract and
complex social, political and economic concepts.
• Prepares explanations about historical events, processes or problems, from the period between wars to the economic crises of the
early 21st century and from the Leguía Oncenio to recent history in Peru (s. XXI) in which it establishes hierarchies between its
multiple causes and recognizes that its consequences trigger new historical events or processes.
• Explains the ideas, behaviors and motivations of the protagonists of historical events or processes, from the period between wars to
the economic crises of the early 21st century and from the Leguía Eleventh to recent history in Peru (s. XXI), to understand the
reasons for their actions or omissions, and how these have shaped the present and intervene in the construction of the future.

6 4 9- 2 016 -
Competence RESPONSIBLY MANAGES THE SPACE AND THE ENVIRONMENT . The student makes decisions
that contribute to the satisfaction of needs from a critical position and a sustainable development perspective - that is,

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without putting future generations at risk - and participates in actions to mitigate and adapt to climate change and
reduce of society's vulnerability to different disasters. It means understanding that space is a dynamic social
construction, that is, a space of interaction between natural and social elements that is transformed over time and
where the human being plays a fundamental role.

This competence involves the combination of the following capabilities:

■ It includes the relationships between natural and social elements: it is explaining the dynamics and
transformations of the geographical space and the environment, based on the recognition of the natural and
social elements that compose them, as well as the interactions that occur between both at a local scale. ,
national or global.

■ Manage sources of information to understand the geographical space and the environment: it means
using different sources: georeferenced, cartographic, photographic and various images, statistical tables and
graphs, among others, to analyze the geographical space and the environment, orient yourself, move and
locate in he.

■ Generates actions to conserve the local and global environment: it means proposing and implementing
actions aimed at caring for the environment, contributing to the mitigation and adaptation to climate change,
and disaster risk management. This means analyzing the impact of environmental and territorial problems on
people's lives.

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 6 4 9-2 016.-
Learning standards for the "Responsibly manage space" competency
and the environment"

Level Description of the levels of competence development

Responsibly manages space and the environment by proposing actions related to public policies aimed
at solving environmental and territorial problems. Prepares and communicates climate change mitigation
Featured level
and adaptation measures, and a disaster risk management plan. It explains geographical space as a
complex system and recognizes its importance for the development of society. It uses various sources of
information available for the comprehensive analysis of geographical space and the environment.

Responsibly manages the space and environment by proposing alternatives and promoting
Expected level at
environmental sustainability, mitigation and adaptation to climate change and disaster risk prevention,
the end of the VII
considering multiple dimensions. Explains the different ways in which geographical space and the
cycle
environment are organized as a result of the decisions (actions or intervention) of social actors. Use
information sources and digital tools to represent and interpret geographic space and the environment.

Responsibly manages the space and environment by carrying out activities aimed at caring for its
Expected level at locality, considering the care of the planet. Compare the causes and consequences of various situations
the end of cycle at various scales to propose risk management measures. Explains changes and permanence in
VI geographic space at different scales. Explains socio-environmental and territorial conflicts, recognizing
their multiple dimensions. It uses information and various cartographic and sociocultural tools to locate
and orient different elements of the geographical space and the environment, including itself.
Responsibly manages the space and environment by frequently carrying out activities to care for it and
by reducing vulnerability factors to climate change and disaster risks in its school. It uses different
Expected level at cartographic and sociocultural sources and tools to locate elements in the geographic space and
the end of cycle environment, and compares these spaces at different scales considering the action of social actors. It
V explains environmental and territorial problems based on their causes, consequences and their
manifestations at various scales.

Responsibly manages the space and environment by carrying out specific activities for its care based on
Expected level at recognizing the causes and consequences of environmental problems. Recognize how your daily
the end of cycle actions impact the environment, global warming and your well-being, and identify vulnerable and safe
IV places in your school, in the face of disaster risks. Describes the characteristics of the geographical
spaces and the environment of your locality or region. It uses simple cartographic representations, taking
into account the cardinal points and other cartographic elements, to locate elements of space.
Expected level at Responsibly manage the space and environment by developing simple activities in the face of the
the end of cycle problems and dangers that affect it. It explains in a simple way the direct relationships that occur
III between the natural and social elements of your daily space. It uses reference points to locate itself,
move around and represent its space.

Expected level at
the end of cycle II This level is based on level 2 of the skills "Live and participate" and "Solve problems of shape,
movement and location."

Expected level at This level is based on level 1 of the skills "Live and participate" and "Solve problems of shape,
the end of cycle 1 movement and location".

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 649-2016-
Performance by grade

Competition "Responsibly manage space and the environment" CYCLE

When the student responsibly manages the space and the environment, he VI
or she combines the following capabilities:
• Understands the relationships between natural and social elements.
• Manage sources of information to understand geographic space and the environment.
• Generates actions to conserve the local and global environment.■
Description of the level of competence expected at the end of cycle VI
Responsibly manages the space and environment by carrying out activities aimed at caring for its locality, considering the care of the
planet. Compare the causes and consequences of various situations at various scales to propose risk management measures. Explains
changes and permanence in geographic space at different scales. Explains socio-environmental and territorial conflicts, recognizing their
multiple dimensions. It uses information and various cartographic and sociocultural tools to locate and orient different elements of the
geographical space and the environment, including itself.
FIRST GRADE SECONDARY PERFORMANCE SECOND GRADE PERFORMANCE
When the student responsibly manages the space and the When the student responsibly manages the space and the
environment, and is in the process towards the expected level of environment, and is in the process towards the expected level of
cycle VI, he or she performs performances such as the following: cycle VI, he or she performs performances such as the following:
• Describes the natural and social elements of the large spaces • Explains the changes and permanences in the eight natural
in Peru: sea, coast, mountains and jungle, considering the regions of Peru and the large spaces in America, considering
economic activities carried out by social actors and their the influence of economic activities on the conservation of the
demographic characteristics. environment and the living conditions of the population.
• Use information and cartographic tools to locate various natural • It uses information and cartographic tools to locate and orient
and social elements of geographic spaces. various natural and social elements of the geographical space,
• Recognizes the causes and consequences of environmental including itself in it.
and territorial problems and the condition of climate change • Explains the causes and consequences of socio-
(water, air and soil pollution, inappropriate use of neighborhood environmental conflicts related to the management of natural
public spaces in urban and rural areas, among others). resources, environmental quality and pollution, management
• It proposes activities aimed at caring for your school of forest resources in agricultural areas, management of
environment and sustainable use of natural resources in your watersheds, among others; and recognizes its political,
school and home, considering the care of the planet and economic and social dimensions.
sustainable development. • Participate in activities aimed at caring for the environment,
• It identifies situations of vulnerability to disasters that occur in a and mitigating and adapting to climate change in your locality,
certain geographical space at different scales (local, national or from school, considering the care of the planet and sustainable
global) to propose a contingency plan. development.
• Compares the causes and consequences of various disaster
risk situations that occur at different scales (local, national or
global), and proposes alternatives to improve school risk
management.

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 649-2016
Competition "Responsibly manage space and the environment" VILE
When the student responsibly manages the space and the environment, he or she CYCLE
combines the following capabilities:
• Understands the relationships between natural and social elements.
• Manage sources of information to understand geographic space and the environment.
• Generates actions to conserve the local and global environment.___________________________________________________
Description of the level of competence expected at the end of cycle VII
Responsibly manages the space and environment by proposing alternatives and promoting environmental sustainability, mitigation and
adaptation to climate change and disaster risk prevention, considering multiple dimensions. Explains the different ways in which
geographical space and the environment are organized as a result of the decisions (actions or intervention) of social actors. Use information
sources and digital tools to represent and interpret geographic space and the environment.
THIRD SECONDARY GRADE PERFORMANCE FOURTH GRADE SECONDARY PERFORMANCE
When the student responsibly manages the space and the When the student responsibly manages the space and the
environment, and is in the process towards the expected level of environment, and is in the process towards the expected level of
the VII cycle, he/she performs performances such as the following: the VII cycle, he/she performs performances such as the following:
• Explains the influence of social actors in the configuration of • It explains how social actors intervene in the configuration of
the ecoregions of Peru and large spaces in Europe, and their the protected natural areas and borders of Peru and the large
impact on the quality of life of the population. spaces in Asia and Oceania, and points out the potential they
• Use information and cartographic tools to describe geographic offer.
spaces and their natural resources. • Use information and cartographic tools to represent
• Explains how the actions of social actors can generate geographic space and the environment.
environmental and territorial problems and the condition of • Explains the political, economic, social and cultural dimensions
climate change (degradation or exhaustion of soil, water and of environmental, territorial problems, and the condition of
natural resources, predation of natural resources, climate change (loss of biodiversity, retreat of glaciers,
consumption patterns of society, desertification and territorial demarcation, transportation in large cities, among
fragmentation of the Peruvian territory, among others) that others) and its consequences in the living conditions of the
violate and affect the living conditions of the population and population.
sustainable development. • It proposes concrete actions for the sustainable use of the
• It proposes alternatives to mitigate or prevent environmental environment, and for the adaptation and mitigation of climate
problems in order to improve people's quality of life and change, based on the environmental legislation in force in
achieve sustainable development. Peru.
• Explains how the actions or omissions of social actors • It proposes prevention or mitigation measures in disaster risk
increase vulnerability to disaster risk situations. situations considering the social, economic, political and
cultural dimensions.

Competition "Responsibly manage space and the environment" VILE

When the student responsibly manages the space and the environment, he orCYCLE
she combines the following capabilities:
• Understands the relationships between natural and social elements.
• Manage sources of information to understand geographic space and the environment.
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 • Generates actions to conserve the local and global environment. ___________________________________________________
Description of the level of competence expected at the end of cycle VII
Responsibly manages the space and environment by proposing alternatives and promoting environmental sustainability, mitigation and
adaptation to climate change and disaster risk prevention, considering multiple dimensions. Explains the different ways in which
geographical space and the environment are organized as a result of the decisions (actions or intervention) of social actors. Use information
sources and digital tools to represent and interpret geographic space and the environment._____________________________________
_____________________________________________________________________
FIFTH GRADE SECONDARY PERFORMANCE
When the student responsibly manages the space and the environment, and achieves the expected level of cycle VI, he/she performs
performances such as the following:
• It explains the ways of organizing the Peruvian territory, and the spaces in Africa and Antarctica based on the changes made by social
actors and their impact on the living conditions of the population.
• Use cartographic and digital information and tools to represent and interpret geographic space and the environment.
• Explains the impact of environmental and territorial problems and the condition of climate change (society's consumption patterns,
transportation in large cities, gas emissions, oil spills, watershed management, among others) on the quality of life. of the population
and how these problems can lead to a socio-environmental conflict.
• It carries out concrete actions for the sustainable use of the environment, and for the mitigation and adaptation to climate change,
based on the environmental legislation in force in Peru and the world.
• Proposes alternatives for improvement to the school and community disaster risk management plan considering the social, economic,
political and cultural dimensions.

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Competition RESPONSIBLY MANAGES ECONOMIC RESOURCES . The student is able to manage
resources, both personal and family, by assuming a critical stance on their management, in an informed and
responsible manner. This means recognizing oneself as an economic agent, understanding the role of
economic resources in satisfying needs and the functioning of the economic and financial system.

This competence involves the combination of the following capabilities:

■ Understands the relationships between the elements of the economic and financial system: it
involves identifying the roles of the various agents that intervene in the system, analyzing the
interactions between them and understanding the role of the State in these interrelationships.

■Make economic and financial decisions: it means planning the use of your economic resources in a
sustainable way, based on your needs and possibilities. It also involves understanding production and
consumption systems, as well as exercising your rights and duties as an informed consumer.
 649-2016-
Competency learning standards "Responsibly manages
economic resources"

Level Description of the levels of competence development

Manage financial resources by preparing personal budgets considering your life project and various economic
factors. Explains how the State and companies make economic and financial decisions considering microeconomic
Featured level
and macroeconomic indicators. It argues that the omission or implementation of certain economic practices by the
various economic agents can affect the development conditions of the country.

Responsibly manages economic resources by promoting savings and investment of resources considering their
objectives, risks and opportunities. It assumes a critical position regarding illicit and informal economic and financial
Expected level
activities, production and consumption practices that deteriorate the environment and affect human rights, non-
at the end of the
compliance with tax responsibilities and financial decisions that do not consider a social security purpose. Analyzes
VII cycle
the interrelationships between the agents of the global economic and financial system taking into account the
market and global trade. Explains the role of the State as a supervisory agent of the financial system.

Responsibly manages economic resources by promoting savings and investment of resources. It promotes informed
Expected level consumption regarding economic resources and financial products and services, assuming a critical position
at the end of regarding advertising and rejecting all informal and illegal financial activity. Explains the interrelationships between
cycle VI the agents of the national economic and financial system (family, company, State) with the market as a reference.
Explains the role of the State in financing the national budget.

Responsibly manage economic resources by using money and other resources as an informed consumer and by
Expected level carrying out savings, investment and care actions. Explains the role of advertising in consumer decisions and in the
at the end of planning of personal and family budgets, as well as the importance of complying with the payment of taxes, tributes
cycle V and debts as a means for common well-being. Explains the roles that companies and the State play in satisfying the
economic and financial needs of people.

Responsibly manage economic resources by differentiating between needs and desires, and by using public
Expected level
services in your daily space, recognizing that they have a cost. It recognizes that the members of its community are
at the end of
linked by carrying out different economic activities and that these activities affect their well-being and that of other
cycle IV
people.

Expected level
at the end of Responsibly manages economic resources by using the goods and services available in his family and at school.
cycle III Recognizes that people and institutions in their community develop economic activities to satisfy their needs and
that contribute to their well-being.

Expected level
at the end of This level is based on level 2 of the "Live together and participate" and "Build your identity" competencies.
cycle II

Expected level
at the end of This level is based on level 1 of the "Live together and participate" and "Build your identity" competencies.
cycle 1

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 6 4 9- 2 016.-MINEDU
Performance by grade

Competence "Responsibly manage economic resources" CYCLE

When the student responsibly manages economic resources, he or she VI
combines the following capabilities:
• Understands the relationships between the elements of the economic and financial system.
• Make economic and financial decisions.________________________________________________________
Description of the level of competence expected at the end of cycle VI

Responsibly manages economic resources by promoting savings and investment of resources. It promotes informed consumption
regarding economic resources and financial products and services, assuming a critical position regarding advertising and rejecting all
informal and illegal financial activity. Explains the interrelationships between the agents of the national economic and financial system
(family, company, State) with the market as a reference. Explains the role of the State in financing the national budget.
FIRST GRADE SECONDARY PERFORMANCE SECOND GRADE PERFORMANCE
When the student responsibly manages economic resources and is When the student responsibly manages economic resources and
in the process of reaching the expected level of cycle VI, he or she achieves the expected level of cycle VI, he or she performs
performs the following: performances such as the following:
• Explains the roles played by the family, companies and the • It explains that the role of the State is to guarantee the
State in the face of economic processes in the market common good of the people and to ensure financing from the
(production, distribution, consumption and investment) and in national budget.
the economic and financial system. • It explains how the scarcity of resources influences the
• It explains that economic resources are scarce and that, faced decisions made by economic agents and that, in response to
with this, economic agents must make decisions about how to this, interactions occur in the market.
use them (choice and opportunity cost). • Formulate personal budgets considering individual or
• It proposes actions for the responsible use of money, the household income and expenses to execute savings or
incentive to save and investment as a way to achieve goals in investment actions in order to improve your well-being and
the family economy. that of your family.
• It proposes responsible consumption alternatives regarding • Make decisions as a responsible consumer when exercising
products and services considering that advertising seeks to your rights and responsibilities. Recognize that each choice
influence people's decision making. implies giving up other needs that have to be covered with the
• It argues a critical position regarding informal and illegal same resources.
economic activities that harm their well-being, that of other • It expresses a position of rejection of the risk that opting for
people and that of families. informality and illegality poses for society when making
financial decisions.

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 6 4 9- 2 016.-MINEDU
Competence "Responsibly manage economic resources" VILE
CYCLE
When the student responsibly manages economic resources, he or she combines the following capabilities:
• Understands the relationships between the elements of the economic and financial system.
• Make economic and financial decisions.___________________________
Description of the level of competence expected at the end of cycle VII

Responsibly manages economic resources by promoting savings and investment of resources considering their objectives, risks and
opportunities. It assumes a critical position regarding illicit and informal economic and financial activities, production and consumption
practices that deteriorate the environment and affect human rights, non-compliance with tax responsibilities and financial decisions that do
not consider a pension purpose. Analyzes the interrelationships between the agents of the global economic and financial system taking
into account the market and global trade. Explains the role of the State as a supervisory agent of the financial system.
THIRD SECONDARY GRADE PERFORMANCE FOURTH GRADE SECONDARY PERFORMANCE
When the student responsibly manages economic resources and is in When the student responsibly manages economic resources and
the process of reaching the expected level of cycle VI, he or she is in the process of reaching the expected level of cycle VI, he or
performs the following: she performs the following:
• Explains the role of the State in monetary policy and fiscal • Explains the roles played by the agents of the economic and
policy, and the functions of the supervisory and regulatory financial system in Latin America, and expresses the
bodies of the national financial system. importance that these agents have for the development of
• Explains how companies and families make economic and the market and regional trade.
financial decisions considering economic indicators, and what • It explains that the State takes economic policy measures,
factors influence supply and demand. and that it sanctions economic and financial crimes to
• Formulate personal budgets considering needs, debts and future guarantee the sustainability and economic development of
savings and investment projects. the country.
• It argues a position of rejection regarding production and • It spreads the importance of complying with tax and credit
consumption practices that degrade the environment and violate obligations, and the benefits of opting for a pension fund to
human rights. Describes the role of economic citizenship in guarantee the economic and social well-being of the people
building a sustainable economic growth model. and the country.
• It argues in favor of choosing the consumption of products
and goods whose production, distribution and use preserve
the environment and ecosystem services and respect human
rights.
• Use the Consumer Protection and Defense Code to analyze
and enforce consumer rights.

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 649- 2016-

Competence "Responsibly manage economic resources" VILE

CYCLE
When the student responsibly manages economic resources, he or she combines the following capabilities:
• Understands the relationships between the elements of the economic and financial system.
• Make economic and financial decisions.______________________________________________________________________
Description of the level of competence expected at the end of cycle VII

Responsibly manages economic resources by promoting savings and investment of resources considering their objectives, risks and
opportunities. It assumes a critical position regarding illicit and informal economic and financial activities, production and consumption
practices that deteriorate the environment and affect human rights, non-compliance with tax responsibilities and financial decisions that do
not consider a social security purpose. Analyzes the interrelationships between the agents of the global economic and financial system
taking into account the market and global trade. Explains the role of the State as a supervisory agent of the financial system.

FIFTH GRADE SECONDARY PERFORMANCE

When the student responsibly manages economic resources and achieves the expected level of cycle VI, he or she performs
performances such as the following:
• Explains the relationships between the agents of the global economic and financial system (financial organizations and international
cooperation organizations), recognizing the challenges and opportunities they offer for the development of Peru within the framework
of economic globalization.
• Describes the dynamics of global economic blocks and the role of international financial organizations. Explain the importance of the
market and international trade in this dynamic.
• Explains how the State plays a regulatory and supervisory role within the national financial system, and defines the country's fiscal
and monetary policy.
• It proposes alternatives for the responsible use of the country's economic and financial resources, taking into account the risks and
opportunities offered by the global economic context.
• Use regulations that protect consumer rights to make informed and responsible economic and financial decisions.
• It maintains a critical position regarding illicit and informal economic and financial practices, and production and consumption
practices that affect the environment and human rights, as well as failure to comply with tax responsibilities and financial decisions
that do not take into account a pension purpose.

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 6.3. Physical Education Area

The evolution of Physical Education is currently determined by social, scientific and technological
advances in the world. Social demands regarding the formation of habits related to the achievement
of physical, psychological and emotional well-being have caused the area to take on increasing
importance in school curricula. Therefore, through Physical Education, it is intended that students
develop a critical awareness about caring for their health and that of others, seeking to make them
autonomous and capable of making their own decisions to improve the quality of their lives. life.

Achieving the Graduation Profile of Basic Education students requires the development of various
competencies. In particular, the area of Physical Education is responsible for promoting and
facilitating students to develop the following skills:

• He develops autonomously through his motor skills.

• He interacts through his sociomotor skills.

• Assume a healthy life.

 cl a6 -4 2016 -MINEDU 0 4 •
9- 2 016.-MINEDU "
6.3.1. Approach that supports the development of skills in the area of Physical Education

The area is based on the approach of corporeality, which understands the body in the construction
of its being beyond its biological reality because it involves doing, thinking, feeling, knowing,
communicating and loving. It refers to the assessment of the student's condition to move
intentionally, guided by their particular needs and interests, and taking into account their
possibilities of action in permanent interaction with their environment. It is a dynamic process that
develops throughout life based on the autonomous actions of students, and is manifested in the
progressive modification or reaffirmation of their body image, which is integrated with other
elements of their personality in the construction of their personal and social identity.

The area also places emphasis on the acquisition of learning related to the generation of healthy
lifestyle habits and responsible consumption, not only in the practice of physical activity, but also in
the development of a socio-critical awareness towards health care. which begins from the
assessment of the quality of life. That is, these learnings imply a set of knowledge related to health
care and personal well-being, which will allow said learning to be put into practice. Another central
axis is the relationship that students establish in interaction with others, through the practice of
physical activity and from the roles assumed and assigned in different contexts. The boy, girl and
adolescent interact exercising their social practice; establish rules of coexistence; They incorporate
rules, behavioral guidelines, agreements and consensus; and they assume attitudes towards the
challenges that are presented to them, whether social, environmental, emotional, personal,
interpersonal or physical.

In addition, the area uses knowledge consistent with and related to sciences applied to education,
which develops not only the physical capabilities of our students, but also identity, self-esteem,
critical and creative thinking, decision making, and problem solving in contexts of physical activity
and everyday life. That is, it seeks to contribute to the process of training and human development
of students for their well-being and that of their environment.

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6.3.2. Competencies, abilities, learning standards and their performance by grade

Competence DEVELOPS AUTONOMOUSLY THROUGH ITS MOTOR SKILLS . The student

understands and becomes aware of himself in interaction with the space and people in his
environment, which contributes to building his identity and self-esteem. He internalizes and organizes
his movements effectively according to his possibilities, in the practice of physical activities such as
games, sports and those that take place in daily life. Likewise, he is able to express and communicate
through his body: ideas, emotions and feelings with gestures, postures, muscle tone, among others.

This competence involves the combination of the following capabilities:

■ Understands your body: that is, you internalize your body in a static state or in movement in
relation to space, time, objects and other people in your environment.

■Expresses bodily: uses body language to communicate emotions, feelings and thoughts. It
involves using tone, gestures, mimicry, postures and movements to express oneself,
developing creativity by using all the resources that the body and movement offer.
 649-2016-MINEDU

Learning standards for the "Develops autonomously" competency

through their motor skills"

Level Description of the levels of competence development

He develops autonomously through his motor skills when he critically evaluates physical processes in
relation to social, emotional, affective and cognitive aspects, linking them with the characteristics of his
Featured level
development and his body identity. Demonstrates skills in the execution of complex movements when
practicing physical activity. Creates, appropriates and evaluates corporal and expressive practices from
different contexts, fusing expression characteristics of their culture and other cultures through movement.

Expected
They develop autonomously through their motor skills when they become aware of how their body image
level at the
contributes to the construction of their identity and self-esteem. Organizes your body in relation to actions
end of the
VII cycle and motor skills according to the physical activity you want to do. Produces body dialogues with his
companions30 that combine movements in which they express emotions, feelings and thoughts on topics of
interest in a certain context.

Expected
He develops autonomously through his motor skills when he relates how his body image and the acceptance
level at the
end of cycle of others influence his self-concept. They perform specific motor skills, regulating their tone, posture, balance
VI and taking as reference the trajectory of objects, others and their own movements. Produces sequences of
body movements and gestures to express their emotions based on rhythm and music and using different
materials.
Expected He develops autonomously through his motor skills when he accepts his possibilities and limitations
level at the according to his development and body image. Perform sequences of coordinated movements applying the
end of cycle alternation of their body sides according to their usefulness. Produces sequences of expressive body
V movements with peers31 or rhythmic in relation to an intention.

Expected
He develops autonomously through his motor skills when he understands how to use his body by exploring
level at the
the alternation of his body sides according to their usefulness and adjusting the position of the body in space
end of cycle
IV and time in different stages of motor actions, with a positive attitude and a willingness to experience diverse
situations. You experience new expressive possibilities of your body and use them to relate and
communicate ideas, emotions, feelings, thoughts.
Expected He develops autonomously through his motor skills when he understands how to use his body in the different
level at the actions he performs using his dominant side and makes coordinated movements that help him feel safe in
end of cycle the practice of physical activities. He orients himself spatially in relation to himself and other reference points.
III He expresses himself physically with his peers using rhythm, gestures and movements as resources to
communicate.

Expected He develops autonomously through his motor skills when he explores and discovers his dominant side and
level at the his possibilities of movement on his own initiative in everyday situations. It performs basic motor actions in
end of cycle which it coordinates movements to move safely and uses objects with precision, orienting itself and
II regulating its actions in relation to them, people, space and time. Physically expresses sensations, emotions
and feelings through tone, gesture, posture, rhythm and movement in game situations.

Expected He develops autonomously through his motor skills when he explores and discovers his possibilities of
level at the movement and the parts of his body. Performs basic motor actions in which it coordinates movements to
end of cycle move and manipulate objects. Expresses bodily through gesture, tone, postures and movements their
1 sensations and emotions in everyday situations.32

xo68

30 We understand by body dialogues the rhythmic sequences of movement, gestures, choreography, images, etc.
31 These movements can express ideas, emotions, feelings, thoughts, etc.
32 They can be moments of care, exploration and/or play.

65
 Performance by grade 6 4 9'2016 -MINEDU
Competence "Develops autonomously through motor skills" CYCLE
VI
When the student develops autonomously through his motor skills, he combines the following abilities:
• Understand your body.
• It is expressed bodily.___________________________________ ___________________________________________________
Description of the level of competence expected at the end of cycle VI

He develops autonomously through his motor skills when he relates how his body image and the acceptance of others influence his self-
concept. They perform specific motor skills, regulating their tone, posture, balance and taking as reference the trajectory of objects, others
and their own movements. Produces sequences of body movements and gestures to express their emotions based on rhythm and music
and using different materials.
FIRST GRADE SECONDARY PERFORMANCE SECOND GRADE PERFORMANCE
When the student develops autonomously through his motor skills When the student develops autonomously through his motor skills
and is in the process towards the expected level of cycle VI, he and achieves the expected level of cycle VI, he performs
performs performances such as the following: performances such as the following:
• Shows coordination (body adjustment, fluidity and • It regulates its muscle tone, posture and balance, taking
harmony in movements, among others) when carrying out as reference the trajectory of objects and other people,
recreational, recreational, pre-sports and sports activities and its own movements when performing specific motor
to strengthen their specific motor skills and improve the skills in recreational, recreational, pre-sports and sports
quality of response in different actions. activities.
• He resolves motor situations 13 through mastery and • Coordinates your body safely and confidently when
alternation of his sides, orienting himself in a given space performing various movements in different situations and
and time, in interaction with objects and others, becoming environments.
aware of his body in action. • He performs sequences of movements and body
• Performs motor expression techniques (mime, gestural gestures, adapting his body to express his emotions
and postural) to express their emotions in game situations based on the rhythm and music of his region.
and various physical activities. It represents sequences of • Create motor actions or movement sequences using
movement and body gestures typical of the cultural different materials (ribbons, balls, canes, ropes, etc.),
manifestations of its region. expressing yourself through your body and your
• Expresses emotions, ideas and feelings through his body movements to find yourself and others.
and movement, using different materials (ribbons, balls,
canes, ropes, etc.) to find himself and others.

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 6 4 9- 2 016.-MINEDU

Competence "Develops autonomously through motor skills" VILE

When the student develops autonomously through his motor skills, he combines the followingCYCLE abilities:
• Understand your body.
• It is expressed bodily. ____________________________________________________________________________________
Description of the level of competence expected at the end of cycle VII
They develop autonomously through their motor skills when they become aware of how their body image contributes to the construction of
their identity and self-esteem. Organizes your body in relation to actions and motor skills according to the physical activity you want to do.
They produce body dialogues with their peers 14 that combine movements in which they express emotions, feelings and thoughts on topics
of interest to them in a certain context.
THIRD SECONDARY GRADE PERFORMANCE FOURTH GRADE SECONDARY PERFORMANCE
When the student develops autonomously through his motor skills When the student develops autonomously through his motor skills
and is in the process of moving towards the expected level of the and is in the process of moving towards the expected level of the VII
VII cycle, he performs performances such as the following: cycle, he performs performances such as the following:
15
• It effectively combines specific motor skills and regulates • He coordinates his body autonomously with precision in motor
your body in pre-sports and sports situations. It takes as actions of his preference to achieve a given goal and acts
reference the trajectory of objects and its companions. according to his possibilities and limitations.
• It adapts to the changes that your body experiences in relation • Analyzes the control and execution of your specific motor skills to
to your body image during puberty during the practice of improve them during the practice of different physical activities.
recreational, recreational, pre-sports and sports activities. • Creates corporal-expressive practices for the production of
• Create individual rhythmic sequences, communicating your individual choreographic sequences related to stories, myths,
ideas and emotions, and accepting and valuing your legends, native tales, etc.
contributions and that of your classmates. • With his peers, he creates rhythmic, musical, recreational and
• Create collective movement routines (drills, choreography, etc.) sports sequences based on those typical of his region, other
incorporating different materials (ribbons, balls, canes, ropes, regions and other parts of the world, as a means of
etc.). communicating ideas and emotions.

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 6 4 9- 2 016.-MINEDU

Competence "Develops autonomously through motor skills" VILE

When the student develops autonomously through his motor skills, he combines the followingCYCLE abilities:
• Understand your body.
• It is expressed bodily.__________________________________________________________________________________________
Description of the level of competence expected at the end of cycle VII
They develop autonomously through their motor skills when they become aware of how their body image contributes to the construction of
their identity and self-esteem. Organizes your body in relation to actions and motor skills according to the physical activity you want to do.
They produce body dialogues with their companions 16 that combine movements in which they express emotions, feelings and thoughts on
topics of interest to them in a certain context.__________________________________________________________________________
FIFTH GRADE SECONDARY PERFORMANCE
When the student develops autonomously through his motor skills and achieves the expected level of cycle VII, he performs performances
such as the following:
• Coordinates your body and provides effective motor responses during the practice of various physical activities, monitoring
improvements in the control of your body where the understanding of the phases of movement is applied, and the preparation and
execution of actions, with safety and confidence. .
• It adapts to the changes that your body experiences in relation to your body image in adolescence during the practice of recreational,
recreational, pre-sports and sports activities.
• Create body dialogues with your classmates with security and confidence (rhythmic sequences of movement, gestures, choreography,
images, expressive body figures, etc.), which combine movement and representation of emotional and affective expressions, in a
certain historical and cultural context.

6
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 649-2016-
Competition ASSUME A HEALTHY LIFE. The student has reflective awareness about his or her well-being,
which is why he or she incorporates autonomous practices that lead to an improvement in his or her quality of
life. This means that it includes the relationship between healthy living and well-being, as well as the practice of
physical activity for health, appropriate body postures, healthy eating and personal and environmental hygiene,
according to their resources and sociocultural and environmental environment, promoting the prevention of
diseases. .

This competence involves the combination of the following capabilities:

■ Understands the relationships between physical activity, nutrition, posture and personal and
environmental hygiene, and health: it is understanding the processes linked to nutrition, posture,
body hygiene and the practice of physical activity and how these influence the state. of comprehensive
well-being (physical, psychological and emotional).

■ It incorporates practices that improve your quality of life: it means assuming a critical attitude
about the importance of healthy habits and their benefits linked to improving quality of life. This
involves planning routines, diets or plans that put into practice their knowledge about nutrition, body
hygiene, posture and physical activity for health according to their own needs, resources and
environment.

6
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 6 4 9- 2 016 -MINEDU
Learning standards for the "Assume a healthy life" competency

Level Description of the levels of competence development

Assume a healthy life when you investigate the causes that generate the main problems and postural disorders of
the musculoskeletal system and understand how eating disorders, bad habits and the intake of harmful substances
Featured level
influence your health and well-being. Organizes events in order to promote physical activity and health in the
educational community; develops physical activity plans aimed at improving your quality of life, including healthy
eating practices and responsible consumption.

You assume a healthy life when you evaluate your caloric needs and take into account your daily caloric
Expected level at
expenditure, the foods you consume, their origin and safety, and the characteristics of the physical activity you
the end of the cycle
practice. Develop a physical activity and healthy eating program, interpreting the results of physical fitness tests,
Vile
among others, to maintain and/or improve your well-being. Regularly participates in physical activity sessions of
different intensities and promotes campaigns that promote health integrated with collective well-being.

Assume a healthy life when you understand the benefits that practicing physical activity produces on your health, to
improve your quality of life. Know your nutritional status and identify the nutritional benefits and origin of foods,
Expected level at promote the consumption of foods from your region, analyze the appropriate intake proportion to improve your
the end of cycle VI physical and mental performance. Analyze habits that are harmful to your body. Perform personal and
environmental hygiene practices. Adopt appropriate postures to avoid injuries and accidents during physical activity
and in daily life. Perform practices that help improve your physical abilities with which you regulate your effort by
controlling your heart and respiratory rate, by participating in physical activity sessions of different intensities.
Assume a healthy life when you use instruments that measure physical fitness and nutritional status and interpret
the information from the results obtained to improve your quality of life. Rethink your healthy, hygienic and eating
habits taking into account the physical changes typical of age, avoid performing exercises and postures
Expected level at
contraindicated for health in the practice of physical activity. Incorporate healthy practices for your body by
the end of cycle V
consuming foods appropriate to personal characteristics and avoiding drug use. It proposes activation and relaxation
exercises before, during and after practice and participates in physical activity of different intensity, regulating its
effort.

You assume a healthy life when you differentiate the foods in your personal, family and region diet that are healthy
Expected level at from those that are not. Prevent risks related to posture and hygiene by knowing those that favor and do not favor
the end of cycle IV your health and identify your strength, resistance and speed in the practice of recreational activities. Adapt your
effort in the practice of physical activity according to the characteristics of the activity and its possibilities, applying
knowledge related to heart rate, breathing and sweating. Perform physical and psychological activation practices,
and incorporate self-care related to the rhythms of activity and rest to improve the functioning of your body.

Assume a healthy life when you differentiate healthy foods from your personal and family diet, the appropriate times
Expected level at
to eat them and the postures that help you perform well in the practice of physical, recreational and daily life
the end of cycle III
activities, recognizing the importance of self-care. Regularly participate in recreational activities, identifying your
heart rate, breathing and sweating; uses physical and psychological activation practices before recreational activity.
Expected level at This level is mainly based on level 2 of the competence "Develops autonomously through motor skills."
the end of cycle II

This level is mainly based on level 1 of the competence "Develops autonomously through motor skills."
rNiyel expected ai
fiñá)qel cycle
-—----- —j-
SATION 81

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 6 4 9" 2016,-
Performance by grade
Competition "Assume a healthy life" CYCLE
When the student assumes a healthy life, he/she combines VIthe following capabilities:
• Understands the relationships between physical activity, nutrition, posture and personal and environmental hygiene, and health.
• It incorporates practices that improve your quality of life.____________________________________________________________
Description of the level of competence expected at the end of cycle VI

Assume a healthy life when you understand the benefits that practicing physical activity produces on your health, to improve your quality
of life. Know your nutritional status and identify the nutritional benefits and origin of foods, promote the consumption of foods from your
region, analyze the appropriate intake proportion to improve your physical and mental performance. Analyze habits that are harmful to
your body. Perform personal and environmental hygiene practices. Adopt appropriate postures to avoid injuries and accidents during
physical activity and in daily life. Perform practices that help improve your physical abilities with which you regulate your effort by
controlling your heart and respiratory rate, by participating in physical activity sessions of different intensities.

FIRST GRADE SECONDARY PERFORMANCE SECOND GRADE PERFORMANCE

When the student assumes a healthy life and is in the process
towards the expected level of cycle VI, he/she performs
performances such as the following:
• Explains about the well-being (predisposition, availability and
motivation) that the practice of physical activity produces in
relation to health (physical, emotional, psychological, etc.)
before, during and after the practice.
• Explains the importance of performing specific exercises and
movements for activation and relaxation, pointing out their
usefulness before, during and after practicing physical
activity and establishes cause-effect relationships between
the main postural, movement and eating disorders to
prevent them. 17
• Perform exercises and movements that do not harm your
health in the practice of physical activity and use the results
obtained in tests that evaluate physical fitness to improve
your quality of life and in relation to your personal
characteristics. Example: Students hydrate before, during
and after physical activity.
• It incorporates personal and environmental hygiene practices
by becoming aware of the changes (physical, organic and
psychological) that your body experiences in the practice of
physical activity and in the activities of daily life inside and
outside of school.
• It recognizes your nutritional status and eating habits, and
how they impact your overall health, and proposes
improvements to enhance your physical and mental well-
being.
When the student assumes a healthy life and achieves the
expected level of cycle VI, he or she performs performances such
as the following:
• Explains the benefits that practicing physical activity of your
choice produces on your health (physical, emotional,
psychological, etc.) to improve your physical fitness and quality
of life.
• Recognizes the cultural and social food practices of their
community, and reflects on their impact on health, the
environment, and local and national agrobiodiversity.
• Explains the amount of carbohydrates, proteins, fats, vitamins
and minerals that are necessary to stay healthy and to practice
physical activity of your choice and that help improve your
physical and mental performance. Avoid habits that are harmful
to your body, such as the consumption of unhealthy foods,
alcohol, tobacco, drugs, among others.
• Adopt appropriate postures when moving, jumping and
throwing to avoid injuries and accidents while practicing
physical activity and in activities of daily life.
• Perform physical activity to improve your conditional abilities
(strength, endurance and speed) by controlling your heart and
respiratory rate before, during and after physical activity.
Perform specific exercises and movements for activation and
relaxation, explaining their usefulness and identifying the
intensity of the effort 18 required.
• Promotes activities to promote personal and environmental
hygiene habits (hand washing, oral cleaning, body hygiene,
cleaning of educational spaces, among others) among their
school classmates.

8/17 Postural disorders are understood to include scoliosis, kyphosis and lordosis; displacement, falling, knee joints, and valgus - flat foot); and
nutritional disorders, bulimia, anorexia and obesity.
18
"Effort intensity identification" is the ability to recognize in people the energetic use of physical force against some impulse or
resistance.

7
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Competition "Assume a healthy life" VILE
When the student assumes a healthy life, he/she combinesCYCLE the following capabilities:
• Understands the relationships between physical activity, nutrition, posture and personal and environmental hygiene, and health.
• It incorporates practices that improve your quality of life. ___________________________________________________
Description of the level of competence expected at the end of cycle VII
You assume a healthy life when you evaluate your caloric needs and take into account your daily caloric expenditure, the foods you
consume, their origin and safety, and the characteristics of the physical activity you practice. Develop a physical activity and healthy eating
program, interpreting the results of physical fitness tests, among others, to maintain and/or improve your well-being. Regularly participates
in physical activity sessions of different intensities and promotes campaigns that promote health integrated with collective well-being.
THIRD SECONDARY GRADE PERFORMANCE FOURTH GRADE SECONDARY PERFORMANCE
When the student assumes a healthy life and is in the process When the student assumes a healthy life and is in the process
towards the expected level of cycle VI, he/she performs towards the expected level of cycle VI, he/she performs
performances such as the following: performances such as the following:
• It evaluates your daily caloric needs based on the energy • It explains with substance the importance of maintaining or
expenditure required by practicing physical activity to maintain improving your well-being (physical, psychological and
your health. Explains the consequences that a sedentary emotional) taking into account your nutritional status, your daily
lifestyle and harmful habits (consumption of fast food, alcohol, caloric expenditure, your eating practices and the physical
tobacco, drugs) have on your health. activities you practice.
• Explains the impact that practicing physical activity has on your • Explains the negative effects caused by the abuse of physical
mood and emotions. Measure your effort and learn to observe activity, as well as the use of substances used to avoid fatigue
it in your peers when participating in pre-sports and sports and increase physical performance, and avoids their
activities. consumption.
• Perform physical activity to improve your conditional abilities, • It incorporates healthy practices (activities in nature,
which contribute to the improvement of your performance and recreational activities, sports, etc.), avoiding a sedentary
health according to your physical fitness. Autonomously lifestyle and excessive use of technology, and developing as a
executes specific exercises and movements for activation and team an activity plan for health promotion.
relaxation, explaining their usefulness and identifying the • Participates in physical activities of different intensity according
intensity of the effort before, during and after practicing to their personal interests, developing their conditional
physical activity. capacities and autonomously executing activation and
• Carry out actions for the promotion and care of health that help relaxation activities.
prevent habits that are harmful to the body, such as the • Participate in activities to promote personal hygiene habits and
consumption of unhealthy foods, alcohol, tobacco, drugs, the environment in your community.
among others.
• Conduct an analysis and critical reflection on the food outlets
inside and outside the educational institution, choosing those
foods that are beneficial for your health and the environment.
 649- 2 016.
Competition "Assume a healthy life" VILE
When the student assumes a healthy life, he/she combinesCYCLE the following capabilities:
• Understands the relationships between physical activity, nutrition, posture and personal and environmental hygiene, and health.
• It incorporates practices that improve your quality of life.___________________________________________________________
Description of the level of competence expected at the end of cycle VII
You assume a healthy life when you evaluate your caloric needs and take into account your daily caloric expenditure, the foods you
consume, their origin and safety, and the characteristics of the physical activity you practice. Develop a physical activity and healthy
eating program, interpreting the results of physical fitness tests, among others, to maintain and/or improve your well-being. Regularly
participates in physical activity sessions of different intensities and promotes campaigns that promote health integrated with collective
well-being._____________________________________________________________________________________________________
FIFTH GRADE SECONDARY PERFORMANCE
When the student assumes a healthy life and has achieved the expected level of cycle VI, he/she performs performances such as the
following:
• Argues the importance of physical activity that should be performed according to their individual characteristics to improve quality of
life.
• Organize and execute campaigns that promote health (physical, psychological and emotional) integrated with collective well-being
and regularly participate in physical activity sessions that are in accordance with your needs and interests.
• Develops an activity plan to maintain or improve your well-being (physical, psychological and emotional) taking into account your
nutritional status, your daily caloric expenditure, your eating practices and the characteristics of the physical activity you practice, and
interpreting the test results. that measure your physical fitness.
• Participates in activities to promote healthy and sustainable eating habits, optimally consuming and combining local and available
foods, evaluating their characteristics and caloric needs, and including comprehensive hygiene habits, daily physical activity and
environmentally friendly practices, for their optimal daily performance.

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 6 49-2016.-MINED-
Competition INTERACTS THROUGH THEIR SOCIOMOTOR SKILLS in the practice of different physical activities
(games, sports, pre-sports activities, etc.). It involves putting personal resources into play for appropriate social
interaction, inclusion and coexistence, properly inserting oneself into the group and resolving conflicts in an
assertive, empathetic and pertinent manner to each situation. Likewise, it applies strategies and tactics to achieve a
common goal in the practice of different physical activities, showing a proactive attitude in the organization of
recreational and sporting events.

This competence involves the combination of the following capabilities:

• They relate using their sociomotor skills: it involves interacting assertively with others in recreational
and sports practice, experiencing the pleasure and enjoyment that it represents. On the other hand, it
develops skills such as respect for the rules of the game, leadership, tolerance, proactive attitude,
resolution of interpersonal conflicts, positive belonging to a group, among others.

• Create and apply game strategies and tactics: it involves using the personal resources and potential of
each team member to achieve a common objective, developing and applying game rules and tactical
solutions in physical activities of collaboration, cooperation and opposition.

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 6,9-2016.-
L) "{ % 6

Competency learning standards "Interact through their skills

sociomotor”
Level Description of the levels of competence development

He interacts through his sociomotor skills when he organizes and promotes recreational and sporting projects and
events that respond to the problems of his environment in alternative spaces, integrating all the people in the
Featured level
educational community. Create, modify and adapt relevant tactical strategies, taking into account the weaknesses and
strengths of your own team and the opposing team.
Interacts through its sociomotor skills, integrating all people in the educational community in recreational-sports
events and promoting the practice of physical activity based on enjoyment, tolerance, gender equality, inclusion and
Expected level respect, assuming responsibility throughout the process. It proposes tactical game systems in solving problems and
at the end of the adapts them according to the needs of the environment, assuming and assigning roles and functions under a game
VII cycle system that links the skills and abilities of each of the team members in the practice of different activities. physical.

He interacts through his sociomotor skills with autonomy in situations that are not favorable to him and assumes with
Expected level
a leadership attitude the challenges of practicing physical activities, experiencing the pleasure and enjoyment that
at the end of
they represent. Formulates and applies strategies to solve individual and collective problems, incorporating relevant
cycle VI
technical and tactical elements and adapting to the changes that occur in practice. Analyze the possible successes
and difficulties that occurred during practice to improve the game strategy.
Interacts through their sociomotor skills proactively with a sense of cooperation, taking into account the adaptations or
Expected level modifications proposed by the group in different physical activities. It makes use of cooperation and opposition
at the end of strategies, selecting the different technical and tactical elements that can occur in the practice of recreational and pre-
cycle V sports activities, to resolve the game situation that gives a better result and that responds to the variations that arise.
in the environment.

He interacts through his sociomotor skills by making agreements about the way of playing and the possible changes
or conflicts that may arise and proposes adaptations or modifications to favor the inclusion of peers in recreational
Expected level activities, accepting the opponent as a playmate. Adapt the game strategy by anticipating the intentions of your
at the end of teammates and opponents to meet the set objectives. Proposes rules and modifies them according to the needs of
cycle IV the context and the interests of the group in the practice of physical activities.

Interacts through his sociomotor skills by accepting the other as a playmate and seeks consensus on the way to play
to achieve common well-being and shows an attitude of respect by avoiding violent and humiliating games; expresses
Expected level his position in the face of a conflict with the intention of resolving it and listens to the position of his classmates in
at the end of different types of games. Resolves motor situations through collective strategies and participates in the construction of
cycle III game rules adapted to the situation and the environment, to achieve a common objective in the practice of
recreational activities.

Expected level
at the end of
cycle II This level is mainly based on level 2 of the competence "Develops autonomously through motor skills."

Expected level This level is mainly based on level 1 of the competence "Develops autonomously through motor skills."
at the end of
cycle 1
 6 4 9- 2 016 - MINEDU

Competition "Interact through sociomotor skills" CYCLE

When the student interacts through his sociomotor skills, he combines the VI
following capabilities:
• He relates using his sociomotor skills.
• Create and apply game strategies and tactics.__________________________________________________________________
Description of the level of competence expected at the end of cycle VI

He interacts through his sociomotor skills with autonomy in situations that are not favorable to him and assumes with a leadership attitude
the challenges of practicing physical activities, experiencing the pleasure and enjoyment that they represent. Formulates and applies
strategies to solve individual and collective problems, incorporating relevant technical and tactical elements and adapting to the changes
that occur in practice. Analyze the possible successes and difficulties that occurred during practice to improve the game strategy.
FIRST GRADE SECONDARY PERFORMANCE SECOND GRADE PERFORMANCE
When the student interacts through his sociomotor skills and is in When the student interacts through his sociomotor skills and has
the process towards the expected level of cycle VI, he performs achieved the expected level of cycle VI, he performs performances
performances such as the following: such as the following:
• Interacts with peers in diverse environments, interacting • Acts assertively in motor situations that are not favorable to
assertively. It values play as a social and cultural him, assuming difficulties and challenges. In addition,
manifestation of people, and avoids all types of discrimination participate with enthusiasm in games
in the practice of physical activities (play, sports and others). traditional or popular, and sports, as well as in the collective
• Shows attitudes of responsibility, solidarity, respect, care for organization of physical activities in nature showing an attitude
oneself and others, taking into account non-discrimination in of care towards the environment from their own initiative.
the practice of different physical activities (play, sports and • Build games and physical activities that adapt to the needs and
others), and promotes the integration of peers of different possibilities of the group, integrating peers of different genders
genders and with development. different. or with different development, with a critical attitude towards all
• Collectively applies offensive and defensive strategies in pre- types of discrimination inside and outside the educational
sports and sports games using the tactical and technical institution.
foundations appropriate to variations in the environment and • Together with his peers, he proposes strategic solutions
rules. incorporating technical and tactical elements, adapting to the
changes that occur in the environment and the proposed rules
of the game, and evaluating the group's performance through
possible successes and difficulties that serve to offer
alternatives. solution and improvement of their performances in
the practice of pre-sports and sports games.

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 649-2016-MINEDU
Competition "Interact through sociomotor skills" VILE
CYCLE
When the student interacts through his sociomotor skills, he combines the following capabilities:
• He relates using his sociomotor skills.
• Create and apply game strategies and tactics.__________________________________________________________________
Description of the level of competence expected at the end of cycle VII
Interacts through its socio-motor skills, integrating all people in the educational community in recreational-sports events and promoting the
practice of physical activity based on enjoyment, tolerance, gender equality, inclusion and respect, assuming responsibility throughout the
school year. process. It proposes tactical game systems in solving problems and adapts them according to the needs of the environment,
assuming and assigning roles and functions under a game system that links the skills and abilities of each of the team members in the
practice of different activities. physical.
THIRD SECONDARY GRADE PERFORMANCE FOURTH GRADE SECONDARY PERFORMANCE
When the student interacts through his sociomotor skills and is When the student interacts through his sociomotor skills and is in the
in the process towards the expected level of cycle VI, he process towards the expected level of cycle VI, he performs
performs performances such as the following: performances such as the following:
• Actively and pleasantly participates in traditional or • Works as a team showing attitudes of respect based on the
popular, pre-sports, and sports games. In their integration of his colleagues. Share with peers of different genders
participation, they show a positive and integrative attitude and include peers with different developments. Assume
when working as a team, reconciling different interests responsibility throughout the entire process by practicing different
among their colleagues, sharing with their peers of physical activities.
different genders and including peers with different • He actively participates with his community in sports, traditional or
developments. popular games in nature. Avoid all types of discrimination based on
• Explains the importance of group agreements for the gender, ethnicity, different abilities, social status and religion.
elaboration and construction of democratic norms, • Distributes roles and functions to team members according to their
showing a critical attitude towards all types of strengths and personal characteristics to improve the game
discrimination based on gender, ethnicity, different strategy and provide solutions to problematic situations.
abilities, social status and religion, during the practice of
recreational, pre-sports and sports activities, within and
outside the educational institution.
• Poses and executes solutions in recreational and sports
situations by using technical and tactical elements typical
of a game strategy that allow greater effectiveness in
sports practice. It takes into account the characteristics of
each member, and improves their sense of belonging and
identity to the group.

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 649-2 016..
Competition "Interact through sociomotor skills" VILE
When the student interacts through his sociomotor skills, he combines the followingCYCLEcapabilities:
• He relates using his sociomotor skills.
• Create and apply game strategies and tactics._____________________________________________________________
Description of the level of competence expected at the end of cycle VII
Interacts through its socio-motor skills, integrating all people in the educational community in recreational-sports events and promoting the
practice of physical activity based on enjoyment, tolerance, gender equality, inclusion and respect, assuming responsibility throughout the
school year. process. It proposes tactical game systems in solving problems and adapts them according to the needs of the environment,
assuming and assigning roles and functions under a game system that links the skills and abilities of each of the team members in the
practice of different activities. physical.___________________ 1 ____________________________
FIFTH GRADE SECONDARY PERFORMANCE
When the student interacts through his or her sociomotor skills and has achieved the expected level of cycle VI, he or she performs
performances such as the following:
• It organizes sporting events integrating all people in the educational community and promotes the practice of physical activity based
on the enjoyment of the game, tolerance and respect. Assume responsibility throughout the entire process. Share with peers of
different genders and include peers with different developments.
• Promotes the rejection of all types of discrimination based on gender, ethnicity, different abilities, social status and religion during the
practice of recreational, recreational, pre-sports and sports activities.
• Develops and communicates tactics and strategies in sports games and activities of collective interest. Assume roles and functions
under a game system that links the skills and abilities of each of the team members.

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 649-2016.-
6.4. Art and Culture Area

Since the beginning of humanity and throughout history, men and women have symbolically represented their
reality through words, sounds, images, actions and objects, expressing ideas about their environment, their
ways of life, their values. , their worldviews and their identities. The arts are an integral part of everyday life and
are present in all cultures and societies. They range from the most traditional forms incorporated into the life of
a community, such as rituals, celebrations, music, ornaments and utilitarian arts, to the most emerging and
contemporary forms such as digital animations, art involved with ecology, the performances, etc.

Through the arts, people have been able to express ourselves, develop our creativity, understand our reality
and navigate it, imagining new possibilities. Likewise, we have been able to recognize the cultural influences
that surround us, and investigate who we are and how we relate to others. They are also an important record of
the past and the way our societies have evolved over time, and a vehicle for understanding how people have
dealt with ideas, needs and values that can be found in all times and places. " (Chalmers 2003: 32).

Achieving the Graduation Profile of Basic Education students requires the development of various
competencies. The Art and Culture area is responsible for promoting and facilitating, throughout Basic
Education, that students develop and interrelate the following competencies:

• Critically appreciates artistic-cultural manifestations.

• Create projects from artistic languages.

6 4 9 - 2 016. -MINEDU
6.4.1. Approach that supports the development of skills in the area of Art and Culture

In this area, the theoretical and methodological framework that guides teaching and learning corresponds to a
multicultural and interdisciplinary approach that recognizes the social and cultural characteristics of artistic
production. It recognizes that all people have a creative potential that must be fully developed, and seeks to
reaffirm the right of every student to participate in the artistic and cultural life of their country (Unesco, 2006),

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as a tool of personal and territorial identity.

We define artistic-cultural manifestations as all practices that respond to the aesthetic needs and expressions
of a society. In this approach, any manifestation, including that generated or disseminated in a popular or
virtual space, can be a subject of study in school and is valued for its own existence and for the aesthetic
experience it entails.

This approach has given rise to more inclusive curricular experiences that are closer to the multicultural reality
that characterizes our country, where local artistic-cultural manifestations are revalued. In this way, the student
knows and becomes sensitive to the world based on his or her close reality but in relation to the global world. It
incorporates indigenous, urban, rural, migrant or youth artistic-cultural manifestations, among others, and the
transmission of their knowledge in teaching. It develops attitudes of self-knowledge, openness and recognition
of our own cultural codes and the cultural codes of others, which reinforces personal and collective identities
and values, and, consequently, intercultural dialogue that will allow us to better coexist. Likewise, it seeks to
support the safeguarding of the material and intangible heritage of cultures that may be being lost because
they are not valued in the educational system. These ideas are especially relevant in the context of Latin
American countries that have found themselves tied to the hegemonic discourse of the great Western powers.

At the same time, it promotes the construction of own or collective discourses that are communicated through
different modes of artistic creation—among them, dance, theater, music, literature, poetry, oral storytelling,
crafts, heritage, visual arts, film, photography and media. Since there are modes of creation that cannot be
limited to a single artistic language, the approach highlights the interdisciplinary nature of the arts. This
perspective leads, on the one hand, to an integrated and simultaneous use of different artistic languages. On
the other hand, it also leads to the integration of art with other disciplines and knowledge for the treatment of
local or global themes or issues.

Placing the teaching and learning process in the student's cultural and natural environments favors the
comprehensive formation of creative, critical and participatory citizens of local development, and increases the
possibility of building people with sensitivity to reality.

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 649-2016
6.4.2. Competencies, abilities, learning standards and their performance by grade

Competence CRITICALLY APPRECIATES ARTISTIC-CULTURAL MANIFESTATIONS . It is defined as the

interaction between the student and the artistic-cultural manifestations, so that they can observe them, investigate
them, understand them and reflect on them. It allows the student to develop skills to perceive, describe and analyze
its aesthetic qualities, to help him appreciate and understand the art he observes and experiences. It involves
understanding and appreciating the specific contexts in which these manifestations originate, and understanding
that having knowledge about these contexts improves our ability to appreciate, produce and understand ourselves,
others and the environment. It also implies making increasingly informed value judgments, based on the knowledge
obtained in the process of critical appreciation.

This competence implies, on the part of the students, the combination of the following capabilities:

• Perceive artistic-cultural manifestations: it consists of using the senses to observe, listen, describe
and analyze the visual, tactile, sound and kinesthetic qualities of various artistic-cultural manifestations.

• Contextualize artistic-cultural manifestations: it is to learn about the culture in which an artistic

manifestation originates to understand how its social, cultural and historical context influences its
creation and the way in which it transmits its meanings.

• Reflect creatively and critically on artistic-cultural manifestations: it involves interpreting the

intentions and meanings of artistic-cultural manifestations that they have seen or experienced and
making value judgments, interweaving information obtained through perception, analysis and
understanding of contexts.

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 6 4 9- 2 016 -MINEDU
Learning standards for the "Critically appreciate" competency
artistic-cultural manifestations”

Level Description of the levels of competence development

Critically appreciate artistic-cultural manifestations by interpreting the codes, principles and elements of the languages of art,
by participating experientially and virtually in experiences that expand their evaluative parameters and link them to cultural
references from their community and other contexts. Investigates the interrelationships between artistic-cultural
Featured level manifestations and other fields of knowledge. Generate hypotheses about the repercussions and legacy of the work.
Evaluates the relevance and interprets the intentions and meanings of artistic-cultural manifestations and recognizes the
impact that an artist or a group of artists can have on the beliefs, values and attitudes of a group of people or a society.

Critically appreciates artistic-cultural manifestations when it recognizes in them the communicative function of the elements
and codes of the languages of the arts from different times and places; understands that they generate different reactions in
people and that there are different ways of interpreting them according to the sociocultural references of the people who
Expected level at appreciate them. Investigates the impact of the media, social and technological changes on contemporary artistic-cultural
the end of the manifestations and compares the various functions that art has fulfilled in a variety of social, cultural and historical contexts. It
cycle integrates the information collected and describes how an artistic-cultural manifestation challenges us to interpret its ideas
Vile and meanings. Evaluates the effectiveness of the use of the techniques used in comparison with the intention of the work,
other works and related artists and comments on the impacts that a manifestation may have on those who observe or
experience it.

Critically appreciates artistic-cultural manifestations when describing the fundamental characteristics of the various languages
of art and the cultures that produce them, and associates them with experiences, messages, emotions and ideas, being
aware that they generate different reactions and interpretations in the people. Investigates the beliefs, worldviews, traditions
Expected level at and social function of artistic-cultural manifestations from various times and places and distinguishes the different ways in
the end of cycle which art is used to represent and reflect the identity of a group of people. It integrates the information collected to describe
VI the complexity and richness of the work, as well as to generate hypotheses about the meaning and intention of the artist.
Evaluate the effectiveness of the use of the techniques used in relation to the specific intentions.

Critically appreciate artistic-cultural manifestations by interpreting the expressive qualities of the elements of art, structure and
Expected level at media used in an artistic-cultural manifestation and explain how it transmits messages, ideas and feelings. It investigates the
the end of cycle V contexts where traditional and contemporary artistic-cultural manifestations originate and identifies how changes, traditions,
beliefs and values reveal the way in which a specific person or society has lived. It generates hypotheses about the meaning
and the various intentions that a manifestation created in different historical and cultural contexts may have.
Critically appreciates artistic-cultural manifestations by observing, listening and describing the key characteristics of an
Expected level at artistic-cultural manifestation, its form, the media used, its theme; describes the ideas or feelings it communicates. Investigate
the end of cycle the contexts where it originates and infer information about the place, time and culture where it was created. It integrates the
IV information collected and describes how an artistic-cultural manifestation communicates ideas, feelings and intentions.

Critically appreciates artistic-cultural manifestations by observing, listening and describing the visual, tactile, sound and
Expected level at kinesthetic characteristics of these manifestations, describing the sensations they transmit. Participates in conversations
the end of the about the contexts where artistic-cultural manifestations originate and recognizes that they respond to the characteristics of a
cycle group of people, from different times and places. Expresses his preferences about artistic manifestations that he observes or
III experiences and talks about the themes, ideas and feelings they communicate.

This level is mainly based on level 2 of the "Create projects from artistic languages" competition.
Expected level at
the end of cycle II

Expected level at This level is mainly based on level 1 of the "Create projects from artistic languages" competition.
the end of cycle I
 Performance by grade
649-2016-MINEDU
Competition "Critically appreciate artistic-cultural manifestations" CYCLE
When the student critically appreciates artistic-cultural manifestations, he or she VI
combines the following abilities:
• Perceives artistic-cultural manifestations.
• Contextualizes artistic-cultural manifestations.
• Reflects creatively and critically on artistic-cultural manifestations. _____________________________________________
Description of the level of competence expected at the end of cycle VI
Critically appreciates artistic-cultural manifestations when describing the fundamental characteristics of the various languages of art and
the cultures that produce them, and associates them with experiences, messages, emotions and ideas, being aware that they generate
different reactions and interpretations in the people. Investigates the beliefs, worldviews, traditions and social function of artistic-cultural
manifestations from various times and places and distinguishes the different ways in which art is used to represent and reflect the identity
of a group of people. It integrates the information collected to describe the complexity and richness of the work, as well as to generate
hypotheses about the meaning and intention of the artist. Evaluate the effectiveness of the use of the techniques used in relation to the
specific intentions.
FIRST GRADE SECONDARY PERFORMANCE SECOND GRADE PERFORMANCE
When the student critically appreciates artistic-cultural When the student critically appreciates artistic-cultural
manifestations and is in the process towards the expected level of manifestations and achieves the expected level of cycle VI, he or
cycle VI, he/she performs performances such as the following: she performs performances such as the following:
• Describes the aesthetic qualities of diverse artistic-cultural • It describes the aesthetic qualities of diverse artistic-cultural
manifestations. Example: the texture of a fabric, the color manifestations using the language of the arts (elements,
contrasts of a painting or the timbre of a musical instrument) principles and codes) and links them to the individuals,
associating them with one's own emotions, sensations and contexts and times in which they were produced. Example:
ideas, and recognizing that they can generate different The student describes the symbols that appear on a cloak,
reactions in other people. belonging to the Asháninka Marankiari Bajo - Perené native
• Obtains information about the contexts in which artistic-cultural community, and explains how these are linked to the place and
manifestations are produced or presented, and associates them community where the cloak was created.
with the aesthetic qualities that they observe. • Establishes correspondence relationships between artistic-
• Generates hypotheses about possible meanings and intentions cultural manifestations and their worldviews. It indicates the
based on the information and relationships established between intentions and functions they fulfill in a certain context.
artistic-cultural manifestations and the contexts in which they Example: The student points out that, in the upper part of a
are produced or presented. Sarhua Tablet, the apus (Andean deities) are represented and,
in the lower part, a Catholic saint. He explains that, currently,
in the community of Sarhua (Ayacucho), both deities are
honored. He explains that the Sarhua tables have the function
of serving as a record of family history.
• Generates hypotheses about the meaning of an artistic-cultural
manifestation from the information collected and explains the
relationship between the elements that compose it and the
ideas it communicates. Evaluate the effectiveness of the
techniques applied based on their impact on oneself or the
audience.
Competition "Critically appreciate artistic-cultural manifestations" VILE
When the student critically appreciates artistic-cultural manifestations, he combines the CYCLE
following abilities: • Perceives artistic-cultural
manifestations.
• Contextualizes artistic-cultural manifestations.
• Reflects creatively and critically on artistic-cultural manifestations. ______________________________________________
Description of the level of competence expected at the end of cycle VII

Critically appreciates artistic-cultural manifestations when it recognizes in them the communicative function of the elements and codes
of the languages of the arts from different times and places; understands that they generate different reactions in people and that there
are different ways of interpreting them according to the sociocultural references of the people who appreciate them. Investigates the
impact of the media, social and technological changes on contemporary artistic-cultural manifestations and compares the various
functions that art has fulfilled in a variety of social, cultural and historical contexts. It integrates the information collected and describes
how an artistic-cultural manifestation challenges us to interpret its ideas and meanings. Evaluates the effectiveness of the use of the
techniques used in comparison with the intention of the work, other works and related artists and comments on the impacts that a
manifestation may have on those who observe or experience it.
THIRD SECONDARY GRADE PERFORMANCE FOURTH GRADE SECONDARY PERFORMANCE
When the student critically appreciates artistic-cultural When the student critically appreciates artistic-cultural
manifestations and is in the process towards the expected level of manifestations and is in the process towards the expected level of
the VII cycle, he/she performs performances such as the the VII cycle, he/she performs performances such as the
following: following:
• It describes how the elements, principles and codes of an • Explains the role that the elements, principles and codes of
artistic-cultural manifestation are used to communicate the artistic-cultural manifestations of various cultures play in
messages, ideas and feelings. Example: The student hears transmitting meanings.
that there are low and high sounds in the melody of the • Compare the artistic-cultural manifestations of various
sikuris. It identifies three groups of musicians: children, contexts and periods, establishing similarities and differences
young people and adults, to whom different sounds and in styles, themes, intentions and aesthetic qualities. Give your
instrument sizes correspond: small reeds for children (high- opinion on the contribution of the arts and artists to society.
pitched sounds), medium ones for young people and large Example: The student makes comparisons between street
reeds for adults (low sounds). He explains that the melody is dancers from different historical periods or cultures.
built from the combination of the sounds produced by the • Explains the meaning of an artistic-cultural manifestation and
three groups, in a kind of dialogue or braiding. justifies it using the language of the arts. Contrast your
• It compares various styles, modes of production or personal position with the opinions of your peers.
technologies associated with the artistic-cultural
manifestations of various places and times that it observes or
experiences to identify their transformations.
• It explains the meaning of an artistic-cultural manifestation
based on its own criteria and information collected (in that
sense, a melody performed by the sikuris is a dialogue
between three generations of men). He gives his opinion on
the impact of that demonstration on himself and on the
audience.
 6 4 9- 2 016. . MINEDU

Competition "Critically appreciate artistic-cultural manifestations"

VILE
When the student critically appreciates artistic-cultural manifestations, he or she combines CYCLE
the following abilities:
• Perceives artistic-cultural manifestations.
• Contextualizes artistic-cultural manifestations.
«Reflects creatively and critically on artistic-cultural manifestations.____________________________________________ Description
of the level of competence expected at the end of cycle VII

Critically appreciates artistic-cultural manifestations when it recognizes in them the communicative function of the elements and codes of
the languages of the arts from different times and places; understands that they generate different reactions in people and that there are
different ways of interpreting them according to the sociocultural references of the people who appreciate them. Investigates the impact of
the media, social and technological changes on contemporary artistic-cultural manifestations and compares the various functions that art
has fulfilled in a variety of social, cultural and historical contexts. It integrates the information collected and describes how an artistic-
cultural manifestation challenges us to interpret its ideas and meanings. Evaluates the effectiveness of the use of the techniques used in
comparison with the intention of the work, other works and related artists and comments on the impacts that a manifestation may have on
those who observe or experience it.

FIFTH GRADE SECONDARY PERFORMANCE

When the student critically appreciates artistic-cultural manifestations and achieves the expected level of the VII cycle, he or she performs
performances such as the following:
• Describes the effects that the elements, principles and codes associated with each artistic language have on the audience. Example:
Students observe a series of posters about bullying and analyze how the principles of contrast (colors and texture) are used,
recognizing the peculiarities of the message.
• Obtains and selects information on how social and technological changes affect the production, dissemination and consumption of
artistic-cultural manifestations throughout history. Give your opinion on the way in which these reflect the contexts in which they were
created. Example: The student explains how and why altarpieces in the 17th century represented Catholic scenes, while, today, artists
who create altarpieces represent testimonies and narratives related to current social issues.
• Makes a value judgment using arguments about the effectiveness of an artistic-cultural manifestation, according to the influence or
impact it may have on the public. Explains the artist's intentions based on the elements, principles and context in which his work was
created.

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 6 4 9- 2 016 -MINEDU
Competition CREATE PROJECTS FROM ARTISTIC LANGUAGES . The student uses various artistic languages
(visual arts, music, dance, theater, interdisciplinary arts and others) to express or communicate messages, ideas
and feelings. Puts into practice imaginative, creative and reflective skills to generate ideas, plan, specify proposals
and evaluate them continuously, for which he makes use of resources and knowledge that he has developed in his
interaction with the environment, with diverse artistic-cultural manifestations and with the various artistic languages.
Experiment, investigate and apply different materials, techniques and elements of art with a specific intention.
Likewise, he reflects on his processes and creations and communicates them to others, in order to continue
developing his critical and creative abilities.

This competence involves the combination of the following capabilities:

• Explore and experience artistic languages: it means experimenting, improvising and developing skills in
the use of media, materials, tools and techniques of the various languages of art.

• Apply creative processes: it involves generating ideas, researching, making decisions and putting their
knowledge into practice to develop an individual or collaborative artistic project in relation to a specific
intention.

• Evaluate and communicate your processes and projects: it means recording your experiences,
communicating your discoveries and sharing your creations with others, to delve deeper into them and
reflect on your ideas and experiences.
 6 4 9- 2 016 -MINEDU
Learning standards for the "Create projects from languages" competition
artistic"

Level Description of the levels of competence development

Create projects that integrate the arts or disciplines to find the most effective way to develop your ideas and demonstrate the development
of a personal style. Selects and combines elements and codes from the various languages of art in order to enhance their communicative
and expressive resources. Investigates and displays increasing proficiency in using traditional and contemporary artistic media, materials,
tools, techniques and procedures. It generates innovative ideas and concretizes them into interdisciplinary creative productions that
Featured level
propose transformative solutions for specific cultural, social and environmental problems. During the creation process, you innovate and
take risks to communicate your ideas more effectively considering different perspectives and contexts. You keep a record of how your
ideas have been formed and developed and how you have chosen and applied means, materials and techniques to achieve your
intentions. He presents his projects using circulation strategies and articulating different actors in his community.

Creates artistic projects that effectively communicate ideas or issues relevant to their reality and particular audiences. Select and try new
ways of combining elements of various artistic languages to achieve their communicative and expressive purposes. Experiments with
conventional and unconventional media, materials and techniques according to your intentions and shows mastery in their use and the
Expected level
initial development of a personal style. He innovates and takes risks to realize his ideas and modifies his work according to discoveries that
at the end of
arise in the process of artistic creation. Generate ideas in an interdisciplinary manner and plan artistic projects individually or
the VII cycle
collaboratively. It uses a variety of cultural references, taking into account both traditional practices and new technologies. Make decisions
by combining and manipulating the elements of art to find the most effective way to communicate messages, experiences, ideas and
feelings. Records visually and in writing the processes used in the development of their own work. Plan and adapt your presentations
according to the audience. Evaluates the effectiveness of his project, describing the impact of the project for himself and the community.
Create individual or collaborative art projects that represent and communicate specific ideas and intentions. Selects, experiments and uses
the elements of art, media, materials, tools, techniques and procedures appropriate to their needs of expression and communication.
Generates or develops ideas by investigating a series of resources associated with concepts, techniques or specific personal or social
Expected level problems. He plans, designs, improvises and manipulates elements of the various languages of art to explore the potential of his ideas and
at the end of incorporates influences from his own and other cultures. Record the stages of your creation processes and reflect on the effectiveness of
cycle VI your projects, continually modifying them to achieve your intentions. Establish improvement strategies so that your projects have a greater
impact in the future. Plan the presentation of your projects considering your intention and the audience you are addressing.

Create individual or collaborative art projects by exploring alternative ways of combining and using elements, media, materials and artistic
techniques and technologies for creative problem solving. Generate ideas by researching a variety of sources and manipulating elements
of the various languages of the arts (dance, music, theater, visual arts) to evaluate which ones best fit your intentions. Plan and produce
Expected level
work that communicates personal and social ideas and experiences and incorporates influences from your own community and other
at the end of
cultures. It records its processes, identifies the essential aspects of its work and modifies them to improve them. Plan presentation spaces
cycle V
considering your intentions and present your discoveries and creations to a variety of audiences. Evaluate whether you achieve your
intentions effectively.

Create artistic projects in a variety of languages that communicate experiences, ideas, feelings and observations. Explores, selects and
combines the elements of art and uses media, materials, tools and techniques from the various languages of art to express their ideas in
different ways and solve creative problems. Demonstrates the ability to plan works using their knowledge of art and adapt their processes
Expected level
to fit different intentions, which are based on observations or problems of the natural, artistic and cultural environment. Communicate your
at the end of
findings, identifying elements or techniques or processes that you have used to enrich your creations and improve your work based on
cycle IV
feedback. Plan how and what you need to share your experiences and discoveries with the educational community.

Create art projects that demonstrate early artistic skills to communicate ideas, feelings, observations, and experiences. Experiment, select
and freely explore the expressive possibilities of the elements, media, materials and techniques of the various languages of art. You
Expected level explore ideas that arise from your imagination, your experiences or your observations and materialize them in works of visual arts, music,
at the end of theater or dance. Share your experiences and creations with your colleagues and family. Describes and discusses the characteristics of
cycle III their own jobs and those of their colleagues and answers questions about them.

Expected level Create artistic projects by freely experimenting and manipulating various media and materials to discover their expressive properties.
at the end of Explore the basic elements of art languages such as sound, colors and movement. He explores his own imaginative ideas that he builds
cycle II from his experiences and transforms them into something new through symbolic play, drawing, painting, construction, music and creative
movement. Spontaneously share your experiences and creations.

Expected level This level is mainly based on level 1 of the inquiry competence.
at the end of
cycle 1
 649-2016 .MINEDU
Performance by grade

Competition "Create projects from artistic languages" CYCLE

When the student creates projects from artistic languages, they combine the VI
following capabilities:
• Explore and experience artistic languages.
• Apply creative processes.
• Evaluate and communicate your processes and projects. ___________________________
Description of the level of competence expected at the Anal of cycle VI
Create individual or collaborative art projects that represent and communicate specific ideas and intentions. Selects, experiments
and uses the elements of art, media, materials, tools, techniques and procedures appropriate to their needs of expression and
communication. Generate or develop ideas by researching a series of resources associated with concepts, techniques or specific
personal or social problems. He plans, designs, improvises and manipulates elements of the various languages of art to explore
the potential of his ideas and incorporates influences from his own and other cultures. Record the stages of your creation
processes and reflect on the effectiveness of your projects, continually modifying them to achieve your intentions. Establish
improvement strategies so that your projects have a greater impact in the future. Plan the presentation of your projects considering
your intention and the audience you are addressing.

FIRST GRADE SECONDARY PERFORMANCE SECOND GRADE PERFORMANCE

When the student creates projects from artistic languages and is
in the process towards the expected level of cycle VI, they
perform performances such as the following:
• Use the elements of artistic languages to explore their
expressive possibilities and try different ways of using
materials, tools and techniques to obtain various effects.
• Develops a plan to develop an artistic project and executes
it incorporating elements of artistic languages to
communicate their ideas more clearly. Selects information
from various artistic-cultural references related to your
project and includes technological resources when
considered necessary. Example: A group of students
creates an Amazonian cumbia in which they incorporate
constructive and expressive elements typical of Amazonian
music from Peru.
• Record the sources of your ideas (for example, sketches or
images) and communicate what your creative process was
like, reflecting with your peers on the aesthetic qualities of
your project, the use of tools and techniques, and your role
in the creative process.
When the student creates projects from artistic languages and
achieves the expected level of cycle VI, they perform
performances such as the following:
• Uses and combines elements of artistic languages,
materials, tools, procedures and techniques, to explore
their expressive possibilities and achieve specific
intentions.
• Prepare and execute a plan to develop an artistic project:
obtain and select information from various artistic-cultural
or other types of references. Use elements, materials, tools
and procedures to communicate messages and ideas more
clearly. Includes technological resources when considered
necessary.
• Record the sources of your ideas visually or in writing. He
communicates the decisions he made in his creative
process in relation to his intention, and reflecting on the
aesthetic qualities of his project, the use of tools and
techniques, and his role in the creative process. Explain
the possibilities of improvement for future creations.
Example: The student describes the movements and
elements he or she has used in creating a dance. He
explains the reason for his decisions, the meaning of the
dance, and identifies the dances studied that inspired its
creation. Explain what you like about your creation and
what could be improved.

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 /g- 2 016 MINEDU

Competition "Create projects from artistic languages" VILE

When the student creates projects from artistic languages, they combine CYCLE
the following capabilities:
• Explore and experience artistic languages.
• Apply creative processes.
• Evaluate and communicate your processes and projects.______________________________________
Description of the level of competence expected at the end of cycle VII
Creates artistic projects that effectively communicate ideas or issues pertinent to their reality and particular audiences. Select and try new
ways of combining elements of various artistic languages to achieve their communicative and expressive purposes. Experiments with
conventional and unconventional media, materials and techniques according to your intentions and shows mastery in their use and the
initial development of a personal style. He innovates and takes risks to realize his ideas and modifies his work according to discoveries
that arise in the process of artistic creation. Generate ideas in an interdisciplinary manner and plan artistic projects individually or
collaboratively. It uses a variety of cultural references, taking into account both traditional practices and new technologies. Make decisions
by combining and manipulating the elements of art to find the most effective way to communicate messages, experiences, ideas and
feelings. Records visually and in writing the processes used in the development of their own work. Plan and adapt your presentations
according to the audience. Evaluates the effectiveness of his project, describing the impact of the project for himself and the community.

THIRD SECONDARY GRADE PERFORMANCE FOURTH GRADE SECONDARY PERFORMANCE

When the student creates projects from artistic languages and is
in the process towards the expected level of the VII cycle, he/she
performs performances such as the following:
• Uses and combines elements of artistic languages in
different ways to enhance their communicative or expressive
intentions. He rehearses the expressive possibilities of
media, techniques and technologies, and practices with
those that are not familiar to him, in order to apply them in
his creations.
• Develop and execute a plan to develop an artistic project
with a specific purpose (for example, to solve a problem of
gender violence). Obtains, selects and uses information that
is significant to them from various artistic-cultural or other
types of references. Apply techniques and means to
effectively communicate the message or idea.
• It records the various sources of information you have used
to generate ideas, as well as the images and documents
that illustrate the development process of your artistic
project. It assumes various roles in the presentation of its
projects and participates in some dissemination strategies to
attract the target audience.
When the student creates projects from artistic languages and is in
the process towards the expected level of the VII cycle, he/she
performs performances such as the following:
• Uses and combines conventional and unconventional elements,
media, tools and techniques in different ways to enhance their
communicative or expressive intentions and to enrich their forms
of representation. Example: The student experiments with ways
to manipulate photographs and combine them with painting
techniques that will be used to create a mixed media landscape.
• Prepare and execute a plan to develop an interdisciplinary artistic
project that provides innovative solutions to solve collectively
posed problems. Collect relevant information from various
sources for a specific purpose. Applies traditional and non-
traditional techniques and media to effectively communicate the
message or idea.
• Maintain a visual or written record of the processes used to
create your projects throughout the year. It assumes different
roles in the organization and presentation of its projects, taking
into account its purposes, the target audience and the context, to
enhance the effect it hopes to generate. Evaluates the impact of
his projects on himself and others.

9
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 64 9- 2 016-MINEDU
Competition "Create projects from artistic languages" VILE
When the student creates projects from artistic languages, they combine theCYCLE
following capabilities:
• Explore and experience artistic languages.
• Apply creative processes.
• Evaluate and communicate your processes and projects.
Description of the level of competence expected at the end of cycle VII

Creates artistic projects that effectively communicate ideas or issues pertinent to their reality and particular audiences. Select and try new
ways of combining elements of various artistic languages to achieve their communicative and expressive purposes. Experiments with
conventional and unconventional media, materials and techniques according to intentions and shows mastery in their use and the initial
development of a personal style. He innovates and takes risks to realize his ideas and modifies his work according to discoveries that arise
in the process of artistic creation. Generate ideas in an interdisciplinary manner and plan artistic projects individually or collaboratively. It
uses a variety of cultural references, taking into account both traditional practices and new technologies. Make decisions by combining and
manipulating the elements of art to find the most effective way to communicate messages, experiences, ideas and feelings. Records
visually and in writing the processes used in the development of their own work. Plan and adapt your presentations according to the
audience. Evaluates the effectiveness of his project, describing the impact of the project for himself and the community.________________
____________________________________________________________________________________________
FIFTH GRADE SECONDARY PERFORMANCE
When the student creates projects from artistic languages and achieves the expected level of the Vil cycle, he or she performs
performances such as the following:
• He proposes new ways to combine elements of art, and practices with a variety of media, materials and techniques to continue
developing and enhancing his communicative and expressive skills, with which he begins to develop a personal style.
• Develop ideas that reflect knowledge of the artistic languages that you are going to use, and select particular artistic and cultural
references according to your intentions. He carries out interdisciplinary artistic projects where he combines elements and principles of
art to achieve his intentions, and improves them in response to the self-assessment and feedback he receives during the creation
process.
• Maintains a visual or written record of processes demonstrating how you have selected elements, media, materials and techniques to
develop your ideas. It selects the presentation formats for its projects taking into account its purposes, the target audience and the
context, to enhance the effect it hopes to generate. Evaluates the impact of his projects on himself and others. Record what you
learned in the process and in the presentation of your projects to apply it in new ventures.

9
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 6 4 9 - 2 016- MINEDU

6.5. Communication area

The purpose of the Communication area is for students to develop communicative skills to interact with other people,
understand and construct reality, and represent the world in a real or imaginary way. This development occurs
through the use of language, a fundamental tool for the formation of people as it allows us to become aware of
ourselves by organizing and giving meaning to our experiences and knowledge. The learning provided by the
Communication area contributes to understanding the contemporary world, making decisions and acting ethically in
different areas of life.

Achieving the Graduation Profile of Basic Education students requires the development of various competencies.
Through the communicative approach, the Communication area promotes and facilitates students to develop the
following competencies:

He communicates orally in his native language.

Read various types of texts written in the native language.

Write various types of texts in your native language.

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 649-2016-MINEDU

6.5.1. Approach that supports the development of skills in the area of Communication

The theoretical and methodological framework that guides the teaching and learning of the area
corresponds to the communicative approach. The approach guides the development of communicative
competencies based on social uses and practices of language, located in different sociocultural contexts:

• It is communicative because its starting point is the use of language to communicate with others.
When communicating, students understand and produce oral and written texts of different textual
types, formats and discursive genres, with different purposes and in various media, such as print,
audiovisual and digital, among others.
• Considers the social practices of language because communication is not an isolated activity, but
occurs when people interact with each other by participating in social and cultural life. In these
interactions, language is used in different ways to construct meanings in the texts.
• It emphasizes the sociocultural because these language uses and practices are situated in
specific social and cultural contexts. Oral and written languages adopt their own characteristics in
each of these contexts and generate individual and collective identities. Therefore, we must take
into account how language is used in various cultures according to their historical moment and
their sociocultural characteristics, especially in a country like ours where 47 native languages are
spoken, in addition to Spanish.

Likewise, the area contemplates reflection on language based on its use, not only as a means to learn in
the various fields of knowledge, but also to create or appreciate different literary manifestations, and to
function in different facets of life. This reflection is carried out considering the impact of technologies on
human communication. In this way, the comprehensive appropriation of the language is ensured.

9
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 PROPOSIO S,9c2(Ag.s 20Le.
6.5.2. Competencies, abilities, learning standards and their
performances
degree

/ Competence COMMUNICATES ORALLY IN HIS MOTHER TONGUE . It is defined as a dynamic interaction between one or
more interlocutors to express and understand ideas and
emotions. It involves an active process of constructing the meaning of the various types of oral texts as the student

alternates the roles of speaker and listener in order to achieve his or her communicative purpose.
This competence is assumed as a social practice where the student interacts with different individuals or sociocultural
communities, whether in person or virtually. To the
doing so, you have the possibility of using oral language in a creative and responsible way,
considering the impact of what was expressed or heard, and establishing a critical position
with audiovisual media. Oral communication is a fundamental tool for the constitution of identities and personal
development . This competence involves the combination of the following capabilities:

Obtains information from the oral text: the student recovers and extracts explicit information expressed by the
interlocutors.
Infers and interprets information from the oral text: the student constructs the meaning of the text. To do this,
it infers by establishing various relationships between explicit and implicit information in order to deduce
information and fill in the gaps in the oral text. From these inferences, the student interprets by integrating
explicit and implicit information, verbal, non-verbal and paraverbal resources to construct the global and deep

meaning of the oral text, and explain the purpose, the aesthetic use of language, the intentions and ideologies of
the interlocutors, as well as their relationship with the sociocultural context.
• Adapt, organize and develop ideas in a coherent and cohesive way: the student expresses his
j^¿as^datfáQdgsg_al_pro^ó¿jio^«tertiaaÍg ñg> characteristics of the type of text, discourse genre and register, considering
the norms and modes of courtesy, as well as the sociocultural contexts that frame communication. Likewise, it expresses the
ideas around a topic logically, relating them through various cohesive resources to construct the meaning of
different types of texts and discursive genres.
• Uses non-verbal and paraverbal resources strategically: the student uses various non-verbal resources (such
as gestures or body movements) or paraverbal resources (such as tone of voice or silence) depending on the
communicative situation to emphasize or qualify meanings and produce certain effects on the interlocutors.
• Interact strategically with different interlocutors: the student exchanges the roles of speaker and listener
alternately and dynamically, participating in a pertinent, timely and relevant way to achieve their communicative
purpose.
• Reflect and evaluate the form, content and context of the oral text: the reflection and evaluation processes
are related because they both require the student to distance himself from the
oral texts in which he participates. To do this, he reflects as a listener and speaker, which means distancing himself
from the oral texts in which he participates in person or through audiovisual media, comparing and contrasting formal
and content aspects, with experience, context, formal knowledge and various information sources. Likewise, '^^valúa,
which involves analyzing and evaluating the oral texts produced to construct an opinion
A 'personal or critical judgment on its formal aspects, contents and ideologies, and its relationship with the
sociocultural context , considering the effects they produce on the interlocutors.

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 649-2016 -
Learning standards for the competency "Communicates orally in their native language"

Level Description of the levels of competence development

Featured level Communicates orally through various types of texts; It interprets the intention of the interlocutor and power relations based
on the inferences made in speeches that contain biases, fallacies and ambiguities. He expresses himself by adapting his
style to formal and informal communicative situations and to the oral discourse genres in which he participates. Organizes
and develops ideas around a topic and relates them through the use of various cohesive resources, with a specialized
vocabulary33 and precise; emphasizes or qualifies meanings through the use of non-verbal and paraverbal resources with
the intention of producing effects on the interlocutors. Reflect on the text and evaluate the validity of the information and its
effect on the interlocutors, according to their knowledge, sources of information and the sociocultural context. In an
exchange, he articulates and synthesizes the interventions of a variety of discourses; Likewise, evaluate the ideas of others
to counterargue, strategically choosing how and when to participate. |
Expected Communicates orally through various types of texts; infers relevant information and conclusions and interprets the
level at the interlocutor's intention and power relations in speeches that contain biases, fallacies and ambiguities. It is expressed by
end of the VII adapting to formal and informal communicative situations and the oral discursive genres in which it participates. Organizes
cycle and develops his ideas around a topic and relates them through the use of various cohesive resources; It incorporates
specialized vocabulary and emphasizes meanings through the use of non-verbal and paraverbal resources. Reflect on the
text and evaluate the validity of the information and its effect on the interlocutors, according to their knowledge, sources of
information and the sociocultural context. In an exchange, you make relevant contributions and evaluate others' ideas to
counterargument, strategically choosing how and when you participate . _
Expecte be communicated orally through various types of texts; infers the topic, purpose, facts and conclusions from explicit and
d level at the implicit information, and interprets the interlocutor's intention in speeches that contain irony and bias. Organizes and
end of cycle develops their ideas around a topic and relates them through the use of various connectors and references, as well as a
VI varied and relevant vocabulary. Emphasizes meanings through the use of non-verbal and paraverbal resources. Reflect on
the text and evaluate its reliability according to your knowledge and the sociocultural context. It is expressed by adapting to
formal and informal communicative situations. In an exchange, ask questions and use the answers
rtqr^ijps overwhelm your ideas, and your contributions taking into account the points of view of others. _____—
Expected Communicates orally through various types of texts; infers the topic, purpose, facts and conclusions from explicit
level at the information, and interprets the interlocutor's intention in speeches that contain irony. It is expressed by adapting to formal
end of cycle V and informal communicative situations. He organizes and develops his ideas around a topic and relates them through the
use of connectors and some referents, as well as a varied and relevant vocabulary. Use non-verbal and paraverbal
resources to emphasize what you say. Reflect and evaluate the texts heard based on their knowledge and the sociocultural
context. In an exchange, you ask relevant questions and contributions that respond to the ideas and points of view of
others, enriching the topic discussed.
Expected Communicates orally through various types of texts; identifies explicit information; infers and interprets facts, theme, and
level at the purpose. He organizes and develops his ideas around a topic and relates them through the use of some connectors and
end of cycle references, as well as a varied vocabulary. It relies on non-verbal and paraverbal resources to emphasize what it says.
IV Reflect on texts heard based on their knowledge and experience. It is expressed by adapting to formal and informal
communicative situations. In an exchange, you begin to adapt what you say to the needs and points of view of the listener,
through relevant comments and questions.
Expected Communicates orally through various types of texts; identifies explicit information, infers and interprets facts and themes.
level at the Develop your ideas, generally staying on topic; uses some connectors, as well as frequently used vocabulary. His
end of cycle pronunciation is understandable34 and relies on non-verbal and paraverbal resources. Reflect on texts heard based on their
III knowledge and experience. It is expressed in accordance with its communicative purpose. In an exchange, he participates
and responds appropriately to what he is told.
Expected Communicates orally through various types of texts; identifies explicit information; makes simple inferences from this
level at the information and interprets non-verbal and paraverbal resources of the people around them. Give your opinion on what you
end of cycle II liked most/least about the content of the text. He expresses himself spontaneously based on his previous knowledge, with
the purpose of interacting with one or more known interlocutors in a communicative situation. Develop your ideas by
generally staying on topic; uses frequently used vocabulary35 and an understandable pronunciation is supported by
gestures and body language. In an exchange, you generally participate and respond appropriately to what you are told.

Expected He communicates orally, listens to what others tell him, asks and answers. He expresses himself spontaneously through
level at the verbal language, relying on gestures and body language, with the purpose of interacting with other people in his
end of cycle 1 environment.

33 (6)) 19 Refers to the terms used in academic-scientific texts that belong to a specific discipline; Likewise, it includes expert knowledge
on specific topics.
34$8 82) The appropriateness of pronunciation and intonation considers the student's dialect variety; That is to say, its variety, whether from the coast,
mountains or jungle, must be respected.
35 (821 This vocabulary corresponds to the words that the child uses on a daily basis in his family, school and local environment, according to his dialect
variety.

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Competence "Communicates orally in his/her native language" CYCLE
VI
When the student communicates orally in his native language, he combines the following abilities:
• Obtains information from oral text.
• Infers and interprets information from oral text.
• Adapt, organize and develop ideas in a coherent and cohesive way.
• Use non-verbal and paraverbal resources strategically.
• Interact strategically with different interlocutors.
• Reflect and evaluate the form, content and context of the oral text.

Description of the level of competence expected at the end of cycle VI

Communicates orally through various types of texts; infers the topic, purpose, facts and conclusions from explicit and implicit information, and
interprets the interlocutor's intention in speeches that contain irony and bias. They organize and develop their ideas around a topic and relate
them through the use of various connectors and references, as well as a varied and relevant vocabulary. Emphasizes meanings through the
use of non-verbal and paraverbal resources. Reflect on the text and evaluate its reliability according to your knowledge and the sociocultural
context. It is expressed by adapting to formal and informal communicative situations. In an exchange, you ask questions and use the
responses you hear to develop your ideas and contributions taking into account the points of view of others.

FIRST GRADE SECONDARY PERFORMANCE SECOND GRADE PERFORMANCE

When the student communicates orally in his or her native language When the student communicates orally in his or her native language
and is in the process of moving towards the expected level of cycle and achieves the expected level of cycle VI, he or she performs the
VI, he or she performs performances such as the following:
• Retrieves explicit information from the oral texts you hear by •
selecting specific data. It integrates this information when it is
said at different times, or by different interlocutors, in oral texts
that present synonyms and expressions with figurative
meaning.
• Explain the theme and communicative purpose of the text. •
Distinguish what is relevant from what is complementary by
classifying and synthesizing information. Establishes
conclusions about what is understood by linking the text with its
experience and the sociocultural contexts in which it operates.
• Deduces various logical relationships between the ideas of the •
oral text (cause-effect, similarity-difference, among others)
from explicit information and presuppositions of the text. Point
out the implicit characteristics of beings, objects, events and
places. Determine the meaning of words in context and of
expressions with figurative meaning.
• Explains the intentions of his interlocutors considering the use of •
verbal, non-verbal and paraverbal resources. Explains different
points of view, contradictions and stereotypes, as well as the
plot and motivations of characters in literary texts, and some
rhetorical figures (such as hyperbole).
• Adapt the oral text to the communicative situation considering
the communicative purpose, the textual type and some •
characteristics of the discursive genre. Maintains the formal or
informal record, adapting to the interlocutors and their
sociocultural contexts.
• Orally expresses ideas and emotions in a coherent and •
cohesive way. It orders and prioritizes the ideas around hbffha; and
develops them to expand or specify the
'P
following:
Retrieves explicit information from the oral texts you hear by
selecting specific data and some details. It integrates this
information when it is said at different times, or by different
interlocutors, in oral texts that present conflicting information,
biases, synonyms and expressions with figurative meaning.
Explain the theme and communicative purpose of the text.
Distinguishes what is relevant from what is complementary,
classifying and synthesizing the information. Establishes
conclusions about what is understood, linking the text with its
experience and the sociocultural contexts in which it operates.
Deduces various logical relationships between the ideas of the oral
text (cause-effect, similarity-difference, among others) from
conflicting information, presuppositions and biases of the text.
Point out the implicit characteristics of beings, objects, events and
places. Determine the meaning of words in context and of
expressions with figurative meaning.
Explains the intentions of his interlocutors considering the use of
some discursive strategies and non-verbal and paraverbal
resources. It explains different points of view, contradictions,
biases, stereotypes, some rhetorical figures (such as simile,
among others), the plot, and the motivations and evolution of
characters according to the global meaning of the text.
Adapt the oral text to the communicative situation considering the
communicative purpose, the textual type and some characteristics
of the discursive genre. Maintains the formal or informal record,
adapting to the interlocutors and their sociocultural contexts.
Orally expresses ideas and emotions in a coherent and cohesive
way. Orders and prioritizes ideas around a topic, and develops
them to expand or specify the information.
 649-2016-
649 MINEDU
Performance by grade

co8.8
•)
48/
. 94
information. Establishes logical relationships between ideas,
such as comparison, simultaneity and disjunction, through
various references and connectors. It incorporates a relevant
vocabulary that includes synonyms and terms specific to the
fields of knowledge.
Use gestures and body movements that emphasize what you are
saying. He maintains the physical distance he maintains with his
interlocutors. Adjust the volume, intonation and rhythm of your
voice to convey emotions, characterize characters or produce
effects on the audience, such as suspense, entertainment,
among others.
Participates in various oral exchanges alternating the roles of
speaker and listener. Use previous knowledge and provide new
information to argue, clarify and contrast ideas, considering
norms and modes of courtesy according to the sociocultural
context.
Give your opinion as speaker and listener about the content of
the oral text, the stereotypes and values it raises, the intentions
of the interlocutors, and the effect of what is said on the speaker
and listener. Justify your position on what the text says
considering your experience and the sociocultural contexts in
which you operate.
Evaluates the adequacy of oral texts from the school and social
environment and the media to the communicative situation, as
well as the coherence of the ideas and the cohesion between
them. Evaluates the effectiveness of verbal, non-verbal and
paraverbal resources. Determine if the information is reliable by
contrasting it with other texts or sources of information.
Establishes logical relationships between ideas, such as
comparison, simultaneity and disjunction, among others, through
various types of referents and connectors. It incorporates a
relevant vocabulary that includes synonyms and terms specific to
the fields of knowledge.
Use gestures and body movements that emphasize or attenuate
what you say. Regulates the physical distance you keep with
your interlocutors. Adjust the volume, intonation and rhythm of
your voice to convey emotions, characterize characters or
produce effects on the audience, such as suspense,
entertainment, among others.
Participates in various oral exchanges alternating the roles of
speaker and listener. He resorts to previous knowledge, uses
what his interlocutors say and provides new information to argue,
persuade and contrast ideas, considering norms and modes of
courtesy according to the sociocultural context. Give your opinion
as speaker and listener about the content of the oral text; about
the stereotypes, beliefs and values that it raises; and about the
intentions of the interlocutors and the effect of what was said on
the speaker and the listener. Justify your position on what the
text says considering your experience and the sociocultural
contexts in which you operate.
Evaluates the adequacy of oral texts from the school and social
environment and the media to the communicative situation, as
well as the coherence of the ideas and the cohesion between
them. Evaluates the effectiveness of verbal, non-verbal and
paraverbal resources, as well as the relevance of the most
common discursive strategies. Determine if the information is
reliable by contrasting it with other texts or sources of
information.
 649-2016-
Competence "Communicates orally in his/her native
language"
When the student communicates orally in his native language • erna, combines the following capabilities:
Obtains information from the oral text.
• Infers and interprets information from oral text.
• Adapt, organize and develop ideas in a rapid way entity and cohesive.
• Use non-verbal and paraverbal resources in an e strategic.
• Interact strategically with different interlocutors is.
• Reflect and evaluate the form, content and context of the oral text.
Description of the level of competence expected at the end of Iklo VII
the
relevant nation and conclusions and interprets the intention of the interlocutor
Communicates orally through various types of texts; It infers power and the facts. He expresses himself by adapting to formal communicative
relations in discourses that contain biases, fallacies and informalities and situations and develops his ideas around a topic and relates them through the
in the oral discursive genres in which it participates. Organizes diverse use of meanings through the use of non-verbal and paraverbal resources, in
cohesive resources; It incorporates specialized vocabulary and Reflects the interlocutors, according to their knowledge, sources of information and
on the text and evaluates the validity of the information and its effect on raise and evaluate the ideas of others to counterargue, choosing
the sociocultural context. In an exchange, you make contributions
strategically
THIRD how and when you participate.
SECONDARY GRADE PERFORMANCE ' FOURTH GRADE SECONDARY PERFORMANCE
When the student communicates orally in his or her native When the student communicates orally in his or her native language and
language and is in the process of reaching the expected level of is in the process of moving towards the expected level of cycle VII, he or
cycle VII, he or she performs performances such as the following: she performs performances such as the following:
• Retrieves explicit information from the oral texts you hear by • Retrieves explicit information from the oral texts you hear by
selecting specific details and data. Integrates this information selecting specific details and data. Integrates this information when
when it is said at different times , or by different interlocutors, in it is said at different times, or by different interlocutors, in oral texts
texts that present conflicting and ambiguous information, fallacies,
• Oral statements that present conflicting and ambiguous paradoxes, synonyms, specialized vocabulary, and expressions
information, biases, synonyms, and expressions with with figurative meaning.
figurative meaning. • Explains the theme and communicative purpose of the text when it
• Explains the topic and communicative purpose of the text presents specialized or abstract information. Distinguish what is
when it presents specialized information. Distinguish what is relevant from what is complementary by classifying and
relevant from what is complementary, classifying and synthesizing information. Establishes conclusions about what is
synthesizing the information. Establishes conclusions about understood by contrasting their experience and knowledge with the
what is understood by contrasting their experience and sociocultural context of their interlocutors.
knowledge with the sociocultural context of their interlocutors. • Deduces various logical relationships between the ideas of the oral
• Deduces various logical relationships between the ideas of text (cause-effect, similarity-difference, among others) from implied,
the oral text (cause-effect, similarity-difference, among detailed, conflicting or ambiguous information, and from
others) from implied, contrasting or detailed information, and presuppositions and biases of the text. Point out the implicit
from presuppositions and biases of the text. Point out the characteristics of beings, objects, events and places. Determine the
implicit characteristics of beings, objects, events and places. meaning of words in context and of expressions with figurative
Determine the meaning of words in context and of meaning.
expressions with figurative meaning. • Explains the intentions of his interlocutors considering the use of
• Explains the intentions of his interlocutors considering the use various discursive strategies, and non-verbal and paraverbal
of some discursive strategies, and non-verbal and paraverbal resources. It explains different points of view, fallacies, ambiguities,
resources. It explains different points of view, contradictions, counterarguments and various rhetorical figures, as well as the plot
biases, stereotypes and various rhetorical figures, as well as and the evolution of characters. It also explains the social
the plot, motivations and evolution of characters according to representations presented according to the global meaning of the
the overall meaning of the text. Adapt the oral text to the text.
communicative situation considering the communicative • Adapt the oral text to the communicative situation considering the
purpose, the textual type and the characteristics of the communicative purpose, the textual type and the characteristics of
discursive genre. Maintains the formal or informal record, the discursive genre. Strategically choose the formal and informal
adapting to the interlocutors and their sociocultural contexts. register, adapting to the interlocutors and their sociocultural
• E8a, orally ideas and emotions in an Ad°cqhereht, and contexts.
cohesive way. Order and prioritize ideas • Orally expresses ideas and emotions in a coherent and cohesive
way. Orders and prioritizes ideas around a topic, and develops
them to expand or specify the information.
 649-2016-MINEDU
around a topic, and develops them to expand or specify the
information. Establishes various logical relationships between
ideas through various types of referents, connectors and other
textual markers. It incorporates relevant vocabulary that
includes synonyms and some specialized terms.
• Strategically employs gestures and body movements that
emphasize or attenuate what he says. Regulates the physical
distance you keep with your interlocutors. Adjust the volume,
intonation and rhythm of your voice to convey emotions,
characterize characters or produce other effects on the
audience, such as suspense and entertainment.
• Participates in various oral exchanges alternating the roles of
speaker and listener. Decide how and when to participate,
resorting to prior knowledge, using what your interlocutors
said and providing new information to persuade,
counterargument and contrast ideas. Employ discursive
strategies, and norms and modes of courtesy according to the
sociocultural context.
• Give your opinion as speaker and listener about the content of
the oral text, the stereotypes, beliefs and values it raises, the
intentions of the interlocutors, and the effect of what is said on
the speaker and listener. He justifies his position on the power
relations present in the texts considering his experience and
the sociocultural contexts in which he operates.
• Issues a critical judgment on the adequacy of oral texts from
the school and social environment and the media to the
communicative situation, as well as the coherence of the
ideas and the cohesion between them. Evaluates the
effectiveness of verbal, non-verbal and paraverbal resources,
as well as the relevance of discursive strategies. Determines
the validity of the information by contrasting it with other texts
or sources of information.
Establishes various logical relationships between ideas through
the precise use of various types of referents, connectors and other
textual markers. It incorporates a relevant and precise vocabulary
that includes synonyms and some specialized terms.
Strategically employs gestures and body movements that
emphasize or attenuate what he says. Control the physical
distance you keep with your interlocutors. Adjust the volume,
intonation and rhythm of your voice, as well as pauses and
silences, to convey emotions, characterize characters or produce
other effects on the audience, such as suspense and
entertainment.
Participates in various oral exchanges alternating the roles of
speaker and listener. Decide strategically how and when to
participate, resorting to prior knowledge, using what your
interlocutors said and providing new information to persuade,
counterargument and reach consensus. Employ discursive
strategies, and norms and modes of courtesy according to the
sociocultural context.
Give your opinion as speaker and listener about the content of the
oral text, the social representations it raises, the intentions of the
interlocutors, and the effect of what is said on the speaker and
listener. He justifies his position on the power relations and
ideologies present in the texts considering his experience and the
sociocultural contexts in which he operates.
Issues a critical judgment on the adequacy of oral texts from the
school and social environment and the media to the
communicative situation, as well as the coherence of the ideas and
the cohesion between them. Evaluates the effectiveness of verbal,
non-verbal and paraverbal resources, as well as the relevance of
discursive strategies. Determines the validity of the information by
contrasting it with other texts or sources of information.
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 649-2016
6 4 9- 2016-
Competence "Communicates orally in his/her native language"
VILE
When the student communicates orally in his native language, he combines the
CYCLE
following abilities:
• Obtains information from oral text.
• Infers and interprets information from oral text.
• Adapt, organize and develop ideas in a coherent and cohesive way.
• Use non-verbal and paraverbal resources strategically.
• Interact strategically with different interlocutors.
• Reflect and evaluate the form, content and context of the oral text._________________________________________________
Description of the level of competence expected at the end of cycle VII
Communicates orally through various types of texts; infers relevant information and conclusions and interprets the interlocutor's intention
and power relations in speeches that contain biases, fallacies and ambiguities. It is expressed by adapting to formal and informal
communicative situations and the oral discursive genres in which it participates. Organizes and develops his ideas around a topic and
relates them through the use of various cohesive resources; It incorporates specialized vocabulary and emphasizes meanings through
the use of non-verbal and paraverbal resources. Reflect on the text and evaluate the validity of the information and its effect on the
interlocutors, according to their knowledge, sources of information and the sociocultural context. In an exchange, you make relevant
contributions and evaluate the ideas of others to counterargument, strategically choosing how and when you participate.______________
FIFTH GRADE SECONDARY PERFORMANCE
When the student communicates orally in his or her native language and achieves the expected level of cycle VI, he or she performs the
following:
• Retrieves explicit information from the oral texts you hear by selecting specific details and data. Integrates this information when it is
said at different times, or by different interlocutors, in oral texts that present conflicting and ambiguous information, fallacies,
paradoxes, nuances, synonyms, specialized vocabulary, and expressions with figurative meaning.
• Explains the theme and communicative purpose of the text when it presents specialized or abstract information. Distinguish what is
relevant from what is complementary by classifying and synthesizing information. Establishes conclusions about what is understood
by contrasting their experience and knowledge with the sociocultural context of their interlocutors.
• Deduces various logical relationships between the ideas of the oral text (cause-effect, similarity-difference, among others) from
implied, detailed, ambiguous and conflicting information, and from presuppositions and biases of the text. Point out the implicit
characteristics of beings, objects, events and places. Determine the meaning of words in context and of expressions with figurative
meaning.
• Explains the intentions of his interlocutors considering the use of various discursive strategies and non-verbal and paraverbal
resources. It explains different points of view, fallacies, ambiguities, paradoxes and nuances, counterarguments, and various
rhetorical figures, as well as the plot and the evolution of characters. It also explains social representations and levels of meaning
according to the global meaning of the text.
• Adapt the oral text to the communicative situation considering the communicative purpose, the textual type and the characteristics of
the discursive genre. Strategically choose the formal and informal register, adapting to the interlocutors and their sociocultural
contexts.
• Orally expresses ideas and emotions in a coherent and cohesive way. Orders and prioritizes ideas around a topic, and develops
them to expand or specify the information. Establishes various logical relationships between ideas through the precise use of various
types of referents, connectors and other textual markers. Incorporates relevant and precise vocabulary that includes synonyms and
specialized terms.
• Strategically employs gestures and body movements that emphasize or attenuate what he says. Control the physical distance you
keep with your interlocutors. Adjust the volume, intonation and rhythm of your voice, as well as pauses and silences, to convey
emotions, characterize characters or produce other effects on the audience such as suspense and entertainment.
• Participates in various oral exchanges alternating the roles of speaker and listener. Decide strategically how and when to participate,
resorting to prior knowledge, using what your interlocutors said and providing new information to persuade, counterargument and
reach consensus. Employ discursive strategies, and norms and modes of courtesy according to the sociocultural context.
• Give your opinion as speaker and listener about the content of the oral text, the social representations it raises, the intentions of the
interlocutors, and the effect of what is said on the speaker and listener. Justifies his position on the power relations and ideologies
present in the texts considering his experience and the sociocultural contexts in which he operates.
• Issues a critical judgment on the adequacy of oral texts from the school and social environment and the media to the communicative
situation, as well as the coherence of the ideas and the cohesion between them. Evaluate speakers' styles; the effectiveness of verbal, non-
verbal and paraverbal resources; and the relevance of discursive strategies. Determines the —--validity of the information by contrasting it
with other texts or sources of information.
--------------------------------------------------------------------------------------------------------------------------------------------------------

/ISion & i

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Competence READS VARIOUS TYPES OF TEXTS WRITTEN IN MOTHER LANGUAGE. This
competence is defined as a dynamic interaction between the reader, the text and the sociocultural contexts
that frame reading. For the student, it involves an active process of construction of meaning, since the
student not only decodes or understands the explicit information of the texts he reads but is also able to
interpret them and establish a position on them.

When the student puts this competence into play, he uses different types of knowledge and resources from
his reading experience and the world around him. This implies becoming aware of the diversity of purposes
that reading has, the use that is made of it in different areas of life, the role of literary experience in the
formation of readers and the intertextual relationships that are established between texts. read. This is
crucial in a world where new technologies and multimodality have transformed the ways of reading.

To construct the meaning of the texts you read, it is essential to assume reading as a social practice located
in different groups or communities of readers. By getting involved with reading, the student contributes to
his personal development, as well as that of his own community, in addition to knowing and interacting with
sociocultural contexts other than his own.

This competence involves the combination of the following capabilities:

• Obtains information from written text: the student locates and selects explicit information in
written texts for a specific purpose.
• Infers and interprets information from the text: the student constructs the meaning of the text.
To do this, it infers by establishing various relationships between explicit and implicit information in
order to deduce new information and fill in the gaps in the text. From these inferences, the student
interprets by integrating explicit and implicit information, as well as textual resources, to construct
the global and deep meaning of the text, and explain the purpose, the aesthetic use of language,
the author's intentions, the ideologies of the texts as well as their relationship with the sociocultural
context of the reader and the text.
• Reflect and evaluate the form, content and context of the text: the reflection and evaluation
processes are related because they both require the student to distance himself from written texts
located in different times and places, and that are presented in different supports and formats.
Reflecting involves comparing and contrasting formal and content aspects of the text with the
reader's experience, formal knowledge, and various sources of information. Evaluating involves
analyzing and evaluating written texts to build a personal opinion or a critical judgment on formal,
aesthetic, content and ideologies of the texts, considering the effects they produce, the relationship
with other texts, and the sociocultural context of the text and the reader. .

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 1. and- 649-2016
016-MINEDU
Learning standards for the competence "Read various types of texts written in the native language"
Level Description of the levels of competence development
Featured level
Read various types of texts with complex structures, mainly analytical and reflective in nature, with varied and
specialized vocabulary. Interprets and reinterprets the text based on the analysis of emphasis and intentional
nuances, using other texts and recognizing different positions and meanings. Reflect on the forms and contents
of the text and assume a position on the ideologies and power relations that it presents. Evaluates the use of
language, the validity of information, the style of the text, the intention of discursive strategies and textual
resources. It explains the effect of the text on the reader as well as the influence of the author's values and
positions in relation to the sociocultural context in which the text was written.
Expected level at the Read various types of texts with complex structures, varied and specialized vocabulary. Integrates conflicting
end of the VII cycle
and ambiguous information that is in different parts of the text. Interprets the text considering relevant and
detailed information to construct its global meaning, using other texts and recognizing different positions and
meanings. Reflect on the forms and contents of the text and assume a position on the power relations it
presents. Evaluates the use of language, the validity of information, the style of the text, the intention of
discursive strategies and textual resources. Explains the effect of the text on the reader based on their
knowledge and the sociocultural context in which it was written.

Expected level at the

end of cycle VI Read various types of text with complex structures and varied vocabulary. Integrates conflicting information that
is in different parts of the text. Interprets the text considering relevant and complementary information to
construct its global meaning, using other texts. Reflects on forms and contents of the text based on their
knowledge and experience. Evaluates the use of language, the intention of textual resources and the effect of
the text on the reader based on their knowledge and the sociocultural context.
Expected level at the Read various types of texts with several complex elements in their structure and with varied vocabulary. Obtains
end of cycle V
information and integrates data that are in different parts of the text. Make local inferences from explicit and
implicit information. Interprets the text considering relevant and complementary information to construct its global
meaning. Reflect on various aspects of the text based on your knowledge and experience. Evaluates the use of
language, the intention of textual resources and the effect of the text on the reader based on their knowledge
and the sociocultural context.
Expected level at the
end of cycle IV Read various types of texts that have a simple structure with some complex elements and varied vocabulary.
Obtains information that is not very obvious, distinguishing it from other nearby and similar ones. Make local
inferences from explicit and implicit information. Interprets the text considering relevant information to construct
its global meaning. Reflect on important events and ideas in the text and explain the intention of the most
common textual resources based on their knowledge and experience.
Expected level at the Read various types of texts with a simple structure in which familiar words and illustrations that support the
end of cycle III
central ideas predominate. Obtains inconspicuous information by distinguishing it from other similar information
and makes local inferences from explicit information. Interprets the text considering recurring information to
construct its global meaning. Give your opinion on important events and ideas in the text from your own
experience.
Expected level at the Read 22 different types of texts that deal with real or imaginary topics that are common to him/her, in which
end of cycle II
familiar words predominate and are accompanied by illustrations. Build hypotheses or predictions about the
information contained in the texts and demonstrate understanding of the illustrations and some written symbols
that convey information. Expresses his tastes and preferences in relation to the texts read from his own
experience. Use some basic conventions of written texts.

Expected level at the

end of cycle 1
This level is mainly based on level 1 of the competence "Communicates orally in their native language."

. 22 Reading, at this level, refers to non-conventional reading - the reading that children do without having acquired the "alphabetic literacy"
system - that is, children who read "without knowing how to read." This is possible given that boys and girls read texts on their own by developing various
hypotheses about what the texts say and relating their prior knowledge to elements they recognize in the texts: images, clues, words, letters. , among
others.

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 Performance by grade 6 4 9- 2 016 -MINEDU

Competition "Read various types of texts written in the mother tongue" CYCLE
When the student reads various types of texts written in the native language, he or she VI
combines the following abilities:
• Obtains information from written text.
• Infer and interpret information from the text.
• Reflect and evaluate the form, content and context of the text. ____________________________
Description of the level of competence expected at the end of cycle VI

Read various types of text with complex structures and varied vocabulary. Integrates conflicting information that is in different parts of the
text. Interprets the text considering relevant and complementary information to construct its global meaning, using other texts. Reflects on
forms and contents of the text based on their knowledge and experience. Evaluates the use of language, the intention of textual resources
and the effect of the text on the reader based on their knowledge and the sociocultural context.
FIRST GRADE SECONDARY PERFORMANCE SECOND GRADE PERFORMANCE
When the student reads various types of texts written in the mother When the student reads various types of texts written in the mother
tongue and is in the process of moving towards the expected level of tongue and achieves the expected level of cycle VI, he or she
cycle VI, he or she performs performances such as the following: performs performances such as the following:
• Identifies explicit, relevant and complementary information by » Identifies explicit, relevant and complementary information by
selecting specific data and some details in various types of text selecting specific data and some details in various types of text
with several complex elements in its structure, as well as varied with a complex structure and with conflicting information and
vocabulary. Integrates explicit information when it is found in varied vocabulary. Integrates explicit information when it is found
different parts of the text, or in different texts when performing in different parts of the text, or in different texts when performing
an intertextual reading. an intertextual reading.
• Explains the topic, subtopics, and communicative purpose of the • Explains the topic, subtopics and communicative purpose of the
text. Distinguish what is relevant from what is complementary by text. Distinguish what is relevant from what is complementary by
classifying and synthesizing information. Establishes classifying and synthesizing information. Establishes
conclusions about what is understood by linking the text with its conclusions about what is understood by linking the text with its
experience and the sociocultural contexts in which it operates. experience and the sociocultural contexts in which it operates.
• Deduce various logical relationships between the ideas of the » Deduce various logical relationships between the ideas of the
written text (cause-effect, similarity-difference, among others) written text (cause-effect, similarity-difference, among others)
from relevant and complementary information in the text, or by from conflicting information in the text or by performing an
performing an intertextual reading. It indicates the implicit intertextual reading. It indicates the implicit characteristics of
characteristics of beings, objects, events and places, and beings, objects, events and places, and determines the meaning
determines the meaning of words in context and of expressions of words in context and of expressions with figurative meaning.
with figurative meaning. » Explains the author's intention, the different points of view,
• Explains the author's intention, the different points of view, stereotypes, and the information provided by graphics and
stereotypes, and the information provided by organizers or illustrations. Explains the plot, and the characteristics and
illustrations. Explains the plot, and the characteristics and motivations of people and characters, in addition to some
motivations of people and characters, in addition to some rhetorical figures (for example, the simile), according to the
rhetorical figures (for example, hyperbole), considering some overall meaning of the text, considering some characteristics of
characteristics of the textual type and discourse genre. the textual type and discourse genre.
• Give opinions on the content, textual organization, the meaning » Give your opinion on the content, textual organization, the meaning
of various textual resources and the author's intention. Evaluate of various textual resources and the author's intention. Evaluates
the effects of the text on readers based on their experience and the effectiveness of the information considering the effects of the
the sociocultural contexts in which it operates. text on readers based on their experience and the sociocultural
• Justifies the choice or recommendation of texts of your contexts in which it operates.
preference when you share them with others. Support your position » Justifies the choice or recommendation of texts of your preference
on stereotypes, beliefs and values present in the texts. Contrast texts when you share them with others. Support your position on
with each other, and determine the characteristics of the authors, the stereotypes, beliefs and values present in the texts. Contrast
textual types and the discursive geMet,gs._________________________ texts with each other, and determine the characteristics of the
authors, textual types and discursive genres.__

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 6 49-2 016.-

Competition "Read various types of texts written in the mother tongue" VILE
CYCLE
When the student reads various types of texts written in the native language, he or she combines the following abilities:
• Obtains information from written text.
• Infer and interpret information from the text.
» Reflect and evaluate the form, content and context of the text._________________________________________________________
Description of the level of competence expected at the end of cycle VII
Read various types of texts with complex structures, varied and specialized vocabulary. Integrates conflicting and ambiguous information that is in different parts of the
text. Interprets the text considering relevant and detailed information to construct its global meaning, using other texts and recognizing different positions and meanings.
Reflect on the forms and contents of the text and assume a position on the power relations it presents. Evaluates the use of language, the validity of information, the style
of the text, the intention of discursive strategies and textual resources. Explains the effect of the text on the reader based on their knowledge and the sociocultural context
in which it was written.

THIRD SECONDARY GRADE PERFORMANCE FOURTH GRADE SECONDARY PERFORMANCE

When the student reads various types of texts written in the
mother tongue and is in the process of reaching the level
expected from the VII cycle, performs the following the
performances:
• Identifies explicit, relevant complementary information by
selecting specific data
details in various types of text with a complex structure and
with conflicting information and specialized vocabulary.
Integrates explicit information when it is found in different parts
of the text, or in different texts when performing an intertextual
reading.
• Deduces various logical relationships between the ideas of the
written text (cause-effect, similarity-difference, among others)
from conflicting information or details of the text, or by
performing an intertextual reading. It indicates the implicit
characteristics of beings, objects, events and places, and
determines the meaning of words in context and of
expressions with figurative meaning.
• Explains the topic, subtopics and communicative purpose of
the text when it presents specialized information. Distinguish
what is relevant from what is complementary by classifying
and synthesizing information. Establish conclusions about
what is understood by contrasting your experience and
knowledge with the sociocultural context of the text.
• Explains the author's intention considering some discursive
strategies used, and the characteristics of the textual type and
discursive genre. It explains different points of view, some
biases, contradictions, the use of statistical information, the
social representations present in the text, and the way in which
various rhetorical figures together with the plot and the
evolution of characters construct the meaning of the text.
• Give your opinion on the content, textual organization,
discursive strategies and the author's intention. Make a critical
judgment about the effectiveness and validity of the
information considering the effects of the text on readers, and
When the student reads various types of texts written in the mother
tongue and is in the process of moving towards the expected level of
cycle VII, he or she performs performances such as the following:
• Identifies explicit, relevant and complementary information by
selecting specific data and details in various types of text with a
complex structure and with conflicting and ambiguous information,
as well as specialized vocabulary. Integrates explicit information
when it is found in different parts of the text, or in different texts
when performing an intertextual reading.
• Deduce various logical relationships between the ideas of the
written text (cause-effect, similarity-difference, among others) from
detailed, conflicting or ambiguous information in the text, or by
performing an intertextual reading. It indicates the implicit
characteristics of beings, objects, events and places, and
determines the meaning of words in context and of expressions
with figurative meaning.
• Explains the topic, subtopics and communicative purpose of the
text when it presents specialized or abstract information.
Distinguish what is relevant from what is complementary by
classifying and synthesizing information. Establish conclusions
about what is understood by contrasting your experience and
knowledge with the sociocultural context of the text.
• Explains the author's intention considering various discursive
strategies used, and the characteristics of the textual type and
discursive genre. Explains different points of view, biases,
contradictions, fallacies, counterarguments, the use of statistical
information, the social representations present in the text, and the
way in which various rhetorical figures together with the plot and
the evolution of characters construct the meaning of the text. text.
• Give your opinion on the content, textual organization, discursive
strategies, social representations and the author's intention. Makes
a critical judgment about the effectiveness and validity of the
information, considering the effects of the text on readers, and
contrasting their experience and knowledge.

contrasting their experience and knowledge with the h

sociocultural context of the text. e with the sociocultural context of the text.
Justifies the choice or recommendation of preferred texts hi Justifies the choice or recommendation of preferred texts his
when sharing them with others. Sustains s when sharing them with others. Supports position on power his
position on stereotypes and power relations present in the hi relations and ideologies of texts. Contrast texts with each th
texts. Contrast texts with each other, and determine sthe other, and determine e
characteristics of the authors, the types ^^tÓé^yJqs discursive characteristics of textual types and discursive genres, or of literary
th
genres. movements. e

$,474 '
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Competition "Read various types of texts written in the native language" VILE
When the student reads various types of texts written in the native language, he or she combines CYCLE the following abilities:
• Obtains information from written text.
• Infer and interpret information from the text.
• Reflect and evaluate the form, content and context of the text. _______________________________________________________
Description of the level of competence expected at the end of cycle VII
Read various types of texts with complex structures, varied and specialized vocabulary. Integrates conflicting and ambiguous information that is
in different parts of the text. Interprets the text considering relevant and detailed information to construct its global meaning, using other texts
and recognizing different positions and meanings. Reflect on the forms and contents of the text and assume a position on the power relations it
presents. Evaluates the use of language, the validity of information, the style of the text, the intention of discursive strategies and textual
resources. Explains the effect of the text on the reader based on their knowledge and the sociocultural context in which it was written.
____________________________________________________________________________ :_____________ _______
FIFTH GRADE SECONDARY PERFORMANCE
When the student reads various types of texts written in the mother tongue and achieves the expected level of cycle VII, he or she performs
performances such as the following:
• Identify explicit, relevant and complementary information by selecting specific data and details in various types of text with a complex
structure and with conflicting and ambiguous information, as well as fallacies, paradoxes, nuances and specialized vocabulary. Integrates
explicit information when it is found in different parts of the text, or in different texts when performing an intertextual reading.
• Explains the topic, subtopics and communicative purpose of the text when it presents specialized or abstract information. Distinguish what
is relevant from what is complementary by classifying and synthesizing information. Establishes conclusions about what is understood by
contrasting their experience and knowledge with the sociocultural context of the text and the author.
• Deduces various logical relationships between the ideas of the written text (cause-effect, similarity-difference, among others) from detailed,
contrasting and ambiguous information in the text, or by performing an intertextual reading. It indicates the implicit characteristics of
beings, objects, events and places, and determines the meaning of words in context and of expressions with figurative meaning.
• Explains the author's intention considering various discursive strategies used, and the characteristics of the textual type and discursive
genre. It explains different points of view, biases, fallacies, ambiguities, paradoxes, nuances, and counterarguments, and the use of
statistical information, as well as the social representations present in the text. Likewise, it explains the way in which the text constructs
different meanings or interpretations considering the plot, various rhetorical figures used or the evolution of characters.
• Give your opinion on the content, textual organization, discursive strategies, social representations and the author's intention. Makes a
critical judgment about the effectiveness and validity of information, and about an author's style, considering the effects of the text on
readers, and contrasting their experience and knowledge with the sociocultural context of the text and the author.
• Justifies the choice or recommendation of texts of your preference when you share them with others. It supports its position on the power
relations and ideologies of the texts. Contrast texts with each other, and determine the characteristics of textual types and discursive
genres, or literary movements.

Competition: WRITE VARIOUS TYPES OF TEXTS IN MOTHER LANGUAGE. This competence is defined as the
use of written language to construct meanings in the text and communicate them to others. It is a reflective process
because it involves the adaptation and organization of the texts considering the contexts and the communicative
purpose, as well as the permanent review of what is written with the aim of improving it.

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In this competition, the student puts into play different types of knowledge and resources coming from his
experience with written language and the world around him. Uses the alphabetic system and a set of writing
conventions, as well as different strategies to expand ideas, emphasize or qualify meanings in the texts they write.
With this, you become aware of the possibilities and limitations offered by language, communication and meaning.
This is crucial in an era dominated by new technologies that have transformed the nature of written communication.

To construct the meaning of the texts you write, it is essential to assume writing as a social practice that allows you
to participate in different groups or sociocultural communities. In addition to participating in social life, this
competence involves other purposes, such as the construction of knowledge or the aesthetic use of language. By
getting involved with writing, you are offered the possibility of interacting with other people using written language in
a creative and responsible way, taking into account its impact on others.

This competence involves the combination of the following capabilities:

• Adapt the text to the communicative situation: the student considers the purpose, recipient, type of
text, discourse genre and register that will be used when writing the texts, as well as the sociocultural
contexts that frame written communication.
• Organizes and develops ideas in a coherent and cohesive way: the student logically orders ideas
around a topic, expanding and complementing them, establishing cohesive relationships between them
and using relevant vocabulary.

• Uses written language conventions appropriately: the student appropriately uses textual, grammatical,
and orthographic resources to ensure clarity, aesthetic use of language, and meaning of the written text.
• Reflect and evaluate the form, content and context of the written text: the student distances himself
from the text he has written to permanently review the content, coherence, cohesion and adaptation to the
communicative situation with the aim of improving it. It also involves analyzing, comparing and contrasting
the characteristics of the uses of written language and its possibilities, as well as its impact on other people
or its relationship with other texts according to the sociocultural context.

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Learning standards for the competence "Write various types of texts in

mother tongue"
Level Description of the levels of competence development
Featured level Write various types of texts reflectively. Adapt your text to the recipient, purpose, register and style based on your previous experience,
complementary and divergent sources of information, and your knowledge of the historical and sociocultural context. Organize and logically develop
ideas around a topic36 , and structures them into paragraphs, chapters and sections, according to different discursive genres. Establishes
relationships between ideas through the precise use of various cohesive resources. It uses varied, specialized and precise vocabulary, as well as a
variety of spelling and textual resources to give clarity and meaning to your text. Permanently reflects and evaluates the validity of the information,
the use of syntactic structures for communicative purposes and the style in the text he writes; controls language to critically analyze various positions,
position ideas, counterargument, reinforce, qualify or suggest meanings and produce various effects on the reader depending on the communicative
situation.
Expected level at Write various types of texts reflectively. Adapt your text to the recipient, purpose and register based on your previous experience, complementary
the end of the VII and divergent sources of information, and your knowledge of the historical and sociocultural context. It logically organizes and develops ideas around
cycle a topic, and structures them into paragraphs, chapters or sections according to different discursive genres. Establishes relationships between ideas
through the precise use of various cohesive resources. It uses rich, specialized and precise vocabulary, as well as a variety of spelling and textual
resources to give clarity and meaning to your text. Permanently reflects and evaluates the validity of the information, the coherence and cohesion of
the ideas in the text he writes; controls language to counterargument, reinforce or suggest meanings and produce various effects on the reader
depending on the communicative situation.
Expected level at Write various types of texts reflectively. Adapt your text to the recipient, purpose and register based on your previous experience and complementary
the end of cycle VI sources of information. It logically organizes and develops ideas around a topic, and structures them into paragraphs and subtitles according to some
discursive genres. Establishes relationships between ideas through the appropriate use of various types of connectors, referents and uses varied
vocabulary. Use orthographic and textual resources to separate and clarify expressions and ideas, as well as differentiate the meaning of words with
the intention of giving clarity and meaning to your text. He permanently reflects and evaluates the coherence and cohesion of the ideas in the text he
writes, as well as the use of language to argue, reinforce or suggest meanings and produce various effects on the reader depending on the
communicative situation.
Expected level at Write various types of texts reflectively. Adapt your text to the recipient, purpose and register, based on your previous experience and some
the end of cycle V complementary sources of information. Organizes and logically develops ideas around a topic and structures them in paragraphs 37 - Establishes
relationships between ideas through the appropriate use of some types of connectors and referents; uses varied vocabulary. Use spelling resources
to separate expressions, ideas and paragraphs3839 with the intention of giving clarity and meaning to your text. He permanently reflects and evaluates
the coherence and cohesion of the ideas in the text he writes, as well as the use of language to argue or reinforce meanings and produce effects on
the reader according to the communicative situation.
Expected level at Write various types of texts reflectively. Adapt your text to the recipient, purpose and register based on your previous experience and some source of
the end of cycle IV information. Organize and logically develop ideas around a topic. Establishes relationships between ideas through the appropriate use of some types
of connectors and referents; uses varied vocabulary. Use basic spelling resources to give clarity and meaning to your text. He reflects on the
coherence 25 and cohesion of the ideas in the text he writes, and explains the use of some textual resources to reinforce meanings and produce
effects on the reader according to the communicative situation.
Expected level at
the end of cycle III Writes40 various types of texts in a reflective manner. Adapts to the purpose and the recipient based on previous experience. Organize and logically
develop ideas around a topic. Establish relationships between ideas through the appropriate use of some types of connectors 41 and uses frequently
used vocabulary. Separate the words properly and use some basic spelling resources 42 to give clarity and meaning to your text. Reflect on the most
important ideas in the text you write and explain the use of some spelling resources according to the communicative situation.
Expected level at Writes43 Based on their hypotheses of writing various types of texts on varied topics, considering the purpose and the recipient based on their
the end of cycle II previous experience. Develop your ideas around a topic with the intention of transmitting ideas or emotions. Follow the linearity and directionality of
writing.

Expected level at This level is mainly based on level 1 of the competence "Communicates orally in their native language."
the end of cycle 1

36 To evaluate the coherence of a text, at all levels of the map, some criteria are considered related to the vices that writers should avoid: unexpected jumps of
information, digressions (adding non-relevant information), repetition and contradiction of ideas, as well as information gaps.
37 The skill "paragraph structure" refers to the distribution of ideas in texts, such as stories, novels, essays, descriptions, among others. They also refer to the
production of other types of texts, such as posters, notices, information organizers, among others.
38 It refers to the use of the full stop to express expressions and ideas, and the full stop to separate paragraphs.
39 To evaluate the coherence of a text, at all levels of the map, some criteria are considered related to the vices that writers should avoid: unexpected jumps of
information, digressions (adding non-relevant information), reiteration and contradiction of ideas, as well as as information gaps.
40 Writing, from this level, refers to conventional writing. Students are expected to begin this writing in the first grade and consolidate it in the second grade of
primary school.
41 The abilities described by grade specify some of the relationships between the ideas that students establish and the connectors they use when writing.
42 The basic orthographic resources considered are: capital letters in names of people and at the beginning of a text, full stop, colon, commas, bullets or hyphens in
enumerations, and question and exclamation marks (in cycle III only underlines are considered) .
43 Writing at this level refers to unconventional writing; That is, students produce texts in which they put their writing hypotheses into play: quantity hypothesis ("a
certain number of characters is needed when trying to write something"), variety hypothesis ("to be able to read different things there must be an objective difference in the
writings"), syllabic hypothesis ("each letter is worth one syllable"), syllabic-alphabetic hypothesis("because the syllable is composed of several minor elements:
sometimes he writes the letters corresponding to the syllable and sometimes continues 8 éqxiblehdo one letter per syllable") and alphabetic hypothesis ("understands
that each of the characters in writing correspond to sound values " : "Chenos the syllable, and systematically carries out a sound analysis of the phonemes of the
words you are going to write") (Ferreiro and Teberosky, 2005).

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Performance by grade
Competition "Write various types of texts in your native language CYCLE
When the student writes various types of texts in their native language, they combine the VI
following abilities:
• Adapt the text to the communicative situation.
• Organize and develop ideas in a coherent and cohesive way.
• Use written language conventions appropriately.
• Reflect and evaluate the form, content and context of the written text.
Description of the level of competence expected at the end of cycle VI
Write various types of texts reflectively. Adapt your text to the recipient, purpose and register based on your previous experience and complementary sources of information.
It logically organizes and develops ideas around a topic, and structures them into paragraphs and subtitles according to some discursive genres. Establishes relationships
between ideas through the appropriate use of various types of connectors, referents and uses varied vocabulary. Use orthographic and textual resources to separate and
clarify expressions and ideas, as well as differentiate the meaning of words 1 with the intention of giving clarity and meaning to your text. He permanently reflects and
evaluates the coherence and cohesion of the ideas in the text he writes, as well as the use of language to argue, reinforce or suggest meanings and produce various effects
on the reader depending on the communicative situation.

FIRST GRADE SECONDARY PERFORMANCE SECOND GRADE PERFORMANCE

When the student writes various types of texts in their native
language and is in the process of moving towards the expected
level of cycle VI, they perform performances such as the following:
• Adapt the text to the communicative situation considering the
communicative purpose, the textual type and some
characteristics of the discourse genre, as well as the format
and support. Maintains the formal or informal record, adapting
to the recipients and selecting various sources of
complementary information.
• Write texts in a coherent and cohesive way. It organizes the
ideas around a topic, prioritizes them into subtopics and main
ideas, and develops them to expand or specify the information
without digressions or gaps. Establishes logical relationships
between ideas, such as consequence, contrast, comparison or
disjunction, through some referents and connectors. It
pertinently incorporates vocabulary that includes synonyms
and various terms specific to the fields of knowledge.
• Use grammatical and spelling resources (for example, full
stops to separate paragraphs) that contribute to the meaning
of your text. It uses some textual resources and rhetorical
figures (for example, hyperbole) for different purposes: to
clarify ideas, and reinforce or suggest meanings in the text; to
characterize people, characters and settings; and to develop
rhythmic patterns and free verses, in order to produce effects
on the reader, such as entertainment or suspense.
• Permanently evaluate the text determining whether it fits the
communicative situation; if there are contradictions,
digressions or gaps that affect the coherence between the
ideas; or if the use of connectors and referents ensures
cohesion between them. Determines the effectiveness of the
spelling resources used and the relevance of the vocabulary to
improve the text and guarantee its meaning.
• Evaluate the effect of your text on readers based on the textual
and stylistic resources used, considering its purpose at the time of
writing it. Compare and contrast grammatical and orthographic
aspects, some characteristics of textual types and discourse
genres, as well as other conventions linked to written language,
when referring to text.
When the student writes various types of texts in their native language
and achieves the expected level of cycle VI, they perform performances
such as the following:
• Adapt the text to the communicative situation considering the
communicative purpose, the textual type and some characteristics
of the discourse genre, as well as the format and support.
Maintains the formal or informal record, adapting to the recipients
and selecting various sources of complementary information.
• Write texts in a coherent and cohesive way. It orders the ideas
around a topic, prioritizes them into subtopics and main ideas, and
develops them to expand or specify the information without
digressions or gaps. Establishes logical relationships between
ideas, such as comparison, simultaneity and disjunction, through
various types of referents and connectors. It pertinently
incorporates a vocabulary that includes synonyms and various
terms specific to the fields of knowledge.
• Uses grammatical and orthographic resources (for example,
diacritical marks) that contribute to the meaning of your text. It uses
some textual resources and rhetorical figures (for example, the
simile) for different purposes: to clarify ideas, and reinforce or
suggest meanings in the text; to characterize people, characters
and settings; and to develop rhythmic patterns and free verses, in
order to produce effects on the reader, such as entertainment or
suspense.
• Permanently evaluate the text determining whether it fits the
communicative situation; if there are contradictions, digressions or
gaps that affect coherence between the ideas; or if the use of
referent connectors ensures cohesion between them. Determines
the effectiveness of the spelling resources used and the
relevance of the vocabulary to improve the text and ensure itsla
meaning. a
Evaluate the effect of your text on readers based on the textualn
and stylistic resources used, considering its purpose at the timed
of writing it. Compares and contrasts grammatical and la
orthographic aspects, some characteristics of textual types and la
discourse genres, as well as other conventions linked to written
language, when evaluating the text.

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••^11••1
Competition "Write various types of texts in your native language" 1 11

When the student writes various types of texts in their native language, they combine the following abilities:
• Adapt the text to the communicative situation.
• Organize and develop ideas in a coherent and cohesive way.
• Use written language conventions appropriately.
• Reflect and evaluate the form, content and context of the written text.
Description of the level of competence expected at the end of cycle VII
Write various types of texts reflectively. Adapt your text to the recipient, purpose and register based on your previous experience, complementary and divergent sources of information, and
your knowledge of the historical and sociocultural context. It logically organizes and develops ideas around a topic, and structures them into paragraphs, chapters or sections according to
different discursive genres. Establishes relationships between ideas through the precise use of various cohesive resources. It uses varied, specialized and precise vocabulary, as well as a
variety of spelling and textual resources to give clarity and meaning to your text. Permanently reflects and evaluates the validity of the information, the coherence and cohesion of the ideas in
the text he writes; controls language to counterargument, reinforce or suggest meanings and produce various effects on the reader depending on the communicative situation.

THIRD SECONDARY GRADE PERFORMANCE
When the student writes various types of texts in their native language
and is in the process of moving towards the expected level of cycle
VII, they perform performances such as the following:
• Adapt the text to the communicative situation considering the
communicative purpose, the textual type and the characteristics
of the discourse genre, as well as the format and support.
Strategically choose the formal or informal record, adapting to the
recipients and selecting various sources of complementary
information.
• Write texts in a coherent and cohesive way. It organizes ideas
around a topic, prioritizes them into subtopics and main ideas,
and develops them to expand or specify the information without
digressions or gaps. Establishes various logical relationships
between ideas through various types of referents, connectors and
other textual markers. It pertinently incorporates a vocabulary
that includes synonyms and some specialized terms.
• Uses grammatical and orthographic resources (for example,
diacritical marks) that contribute to the meaning of your text. Use
some figures of speech (for example, metaphor) to characterize
people, characters, and settings, as well as to create rhythmic
patterns and free verse. It uses some discursive strategies
(paratexts, visual design of the text, among others) to clarify
ideas, reinforce or suggest meanings in the text, in order to
produce effects on the reader, such as suspense or persuasion,
among others.
• Permanently evaluate the text determining whether it fits the
communicative situation; if there are contradictions, digressions
or gaps that affect the coherence between the ideas; or if the use
of various types of connectors, referents and other textual
markers ensures cohesion between them. Determines the
effectiveness of the spelling resources used and the relevance of
the vocabulary to improve the text and guarantee its meaning.
• Evaluate the way in which language reinforces or suggests
meanings in your text and produces effects on readers
considering its purpose at the time of writing it. Compares and
contrasts grammatical and orthographic aspects, various
characteristics of textual types and discourse genres, as well as
other conventions linked to written language, when evaluating the
text.
FOURTH GRADE SECONDARY PERFORMANCE
When the student writes various types of texts in their native language
and is in the process of moving towards the expected level of cycle
VII, they perform performances such as the following:
• Adapt the text to the communicative situation considering the
communicative purpose, the textual type and the characteristics
of the discourse genre, as well as the format and support.
Strategically choose the formal or informal record, adapting to the
recipients and selecting complementary and divergent sources of
information.
• Write texts in a coherent and cohesive way. It organizes ideas
around a topic, prioritizes them into subtopics and main ideas,
and develops them to counterargument or specify the information
without digressions or gaps. Establishes various logical
relationships between ideas through the precise use of referents,
connectors and other textual markers. It pertinently incorporates
vocabulary that includes synonyms and some specialized terms.
• Use grammatical and orthographic resources (for example, verb
tenses) that contribute to the meaning of your text. It uses various
rhetorical figures to characterize people, characters, settings and
represented worlds, as well as to develop rhythmic patterns and
free verses. It employs various discursive strategies (rhetoric,
paratexts, visual design of the text, among others) to
counterargument, reinforce or suggest meanings in the text, in
order to produce effects on the reader, such as persuasion or
verisimilitude, among others.
• Permanently evaluate the text determining whether it fits the
communicative situation; if there are contradictions, digressions
or gaps that affect the coherence between the ideas; or whether
the precise use of various types of connectors, referents and
other textual markers ensures cohesion between them. It
determines the effectiveness of the spelling resources used, as
well as the relevance of the vocabulary and specialized terms to
improve the text and guarantee its meaning.
• Evaluate the way in which language reinforces or suggests
meanings in your text and produces effects on readers
considering its purpose at the time of writing it. Compares and
contrasts grammatical and orthographic aspects, various
characteristics of textual types and discourse genres, as well as
other conventions linked to written language, when evaluating the
text.

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Competition "Write various types of texts in your native language" VILE

CYCLE
When the student writes various types of texts in their native language, they combine the following abilities:
• Adapt the text to the communicative situation.
• Organize and develop ideas in a coherent and cohesive way.
• Use written language conventions appropriately.
• Reflect and evaluate the form, content and context of the written text.

Description of the level of competence expected at the end of cycle VII

Write various types of texts reflectively. Adapt your text to the recipient, purpose and register based on your previous
experience, complementary and divergent sources of information, and your knowledge of the historical and sociocultural
context. It logically organizes and develops ideas around a topic, and structures them into paragraphs, chapters or sections
according to different discursive genres. Establishes relationships between ideas through the precise use of various cohesive
resources. It uses varied, specialized and precise vocabulary, as well as a variety of spelling and textual resources to give
clarity and meaning to your text. He permanently reflects and evaluates the validity of the information, the coherence and
cohesion of the ideas in the text he writes; controls language to counterargument, reinforce or suggest meanings and produce
various effects on the reader depending on the communicative situation.
FIFTH GRADE SECONDARY PERFORMANCE
When the student writes various types of texts in the mother tongue and achieves the expected level of cycle VII, he or she
performs performances such as the following:
• Adapt the text to the communicative situation considering the communicative purpose, the textual type and the
characteristics of the discourse genre, as well as the format and support. Strategically choose the formal or informal
record, adapting to the recipients and selecting complementary and divergent sources of information.
• Write texts in a coherent and cohesive way. It orders the ideas around a topic, prioritizes them into subtopics and main
ideas, and develops them to counterargument or specify the information without digressions or gaps. Establishes
various logical relationships between ideas through the precise use of referents, connectors and other textual markers.
It pertinently incorporates vocabulary that includes synonyms and specialized terms.
• Use grammatical and orthographic resources (for example, verb tenses) that contribute to the meaning of your text. It
uses various rhetorical figures to characterize people, characters and settings, as well as to develop rhythmic patterns
and free verses. It employs various discursive strategies (rhetoric, paratexts, visual design of the text, among others) to
counterargue, and reinforce or suggest meanings in the text, in order to produce effects on the reader, such as
persuasion or verisimilitude, among others.
• Permanently evaluate the text determining whether it fits the communicative situation; if there are contradictions,
digressions or gaps that affect the coherence between the ideas; or if the precise use of connectors and referents
ensures cohesion between them. It determines the effectiveness of the spelling resources used, as well as the
relevance of the vocabulary and specialized terms to improve the text and guarantee its meaning.
• Evaluate the way in which language reinforces or suggests meanings in your text and produces effects on readers
considering its purpose at the time of writing it. Compares and contrasts grammatical and orthographic aspects, various
characteristics of textual types and discourse genres, as well as other conventions linked to written language, when
evaluating the text.

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6.6. Spanish as a Second Language Area 31

Our country has great linguistic and cultural diversity; Therefore, in our classrooms, we have students who, as
part of their cultural and linguistic heritage, speak a native or indigenous language, which is usually their mother
tongue. Depending on the linguistic context in which they are located, in addition to consolidating the learning of
their own language, they will do so in a second language, Spanish. This will be the bridge of intercultural
communication between speakers of different languages, as well as a way to access new knowledge.

While there are similarities between first language and second language acquisition, the processes are
different. In the case of second language acquisition at school, the student has to develop communicative skills
in a second language based on the gradual achievement of skills in their mother tongue.

Therefore, with the aim of respecting the acquisition process of both languages, we have an area of Spanish
as a second language. This area would help students establish social relationships with other people in different
areas of their lives, communicate, and exercise their citizenship in public and private contexts, beyond the school
environment.

Achieving the Graduation Profile of Basic Education students requires the development of various
competencies. In particular, the area of Spanish as a Second Language is responsible for promoting and
facilitating throughout Basic Education that students of bilingual intercultural educational institutions who have a
mother tongue other than Spanish develop the following competencies:

• He communicates orally in Spanish as a second language.

• Write various types of texts in Spanish as a second language.

• Read various types of texts written in Spanish as a second language.

231 The Area of Spanish as a Second Language is developed in those educational institutions that are bilingual and • whose students
have one of the forty-seven native languages or sign languages as their mother tongue, and that learn Spanish as a second
language.

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6.6.1. Approach that supports the development of skills in the area of Spanish as a Second Language

In this area, the theoretical and methodological framework that guides teaching and learning corresponds to the
communicative approach, and incorporates the social practices of language and the sociocultural perspective.

• Second language learning is based on the communicative approach fed by the sociocultural approach
that conceives written or oral discourse as a social practice, a form of action between people that is
articulated from the use of the language in various communicative situations. In this sense, it is based
on the development of communicative competence that implies knowing how to adapt the language in
any context or communicative situation, use the formal —grammatical— system of the language in a
pertinent way, use various types of written and oral texts, and use a series of resources and strategies
to achieve your communicative purposes. This communicative competence is achieved by carrying out
different language activities, which include oral and written comprehension and production.
• It incorporates the social practices of language because communicative situations are not isolated, but
are part of the interactions that people carry out when they participate in social and cultural life. From
these practices, students permanently experience the uses and possibilities of the language to
progressively master it.
• It is sociocultural because these language practices are located in diverse social and cultural contexts,
and generate individual and collective identities. Orality and written language adopt their own
characteristics in each of these contexts, which implies taking into account how language is used in
various cultures according to their historical moment and their sociocultural characteristics.

This proposal contemplates reflection on language based on its use not only as a means to learn in various
fields of knowledge, but also to create or appreciate different literary manifestations, as well as to understand the
current world, make decisions and act ethically. , which demands the development of critical thinking.

Based on the development of communicative skills, students establish social relationships through which they
build their identities; recognize and value different forms of communication; and participate in communities based
on agreement and dialogue, where democracy is consolidated and knowledge and power are equitably
distributed.

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6.6.2. Competencies, abilities, learning standards and their performance by grade

Competence COMMUNICATES ORALLY IN SPANISH AS A SECOND LANGUAGE. It is defined as a

dynamic interaction between one or more interlocutors to express and understand ideas and emotions. It involves
an active process of constructing the meaning of the various types of oral texts, since the student alternates the
roles of speaker and listener in order to achieve their communicative purpose. The student brings into play different
types of knowledge and resources from oral language and the world around him. This means considering the
modes of courtesy according to the sociocultural context, as well as the non-verbal and paraverbal resources and
the various strategies in a relevant way to express oneself, exchange information, persuade, reach consensus,
among other purposes. Likewise, it means becoming aware of the impact of new technologies on orality.
Oral communication is a fundamental tool for the constitution of identities and personal development. This
competence is assumed as a social practice in which the student interacts with different individuals or sociocultural
communities, either in person or virtually. By doing so, you have the possibility of using oral language in a creative
and responsible way, considering the impact of what is expressed or heard, and establishing a critical position
towards audiovisual media. This competence involves the combination of the following capabilities:
• Obtains information from the oral text: the student recovers and extracts explicit information expressed by
the interlocutors.
• Infers and interprets information from the oral text: the student constructs the meaning of the text by
relating explicit and implicit information to deduce new information or fill in the gaps in the oral text. From these
inferences, the student interprets the meaning of the text, the verbal, non-verbal and gesture resources, the
aesthetic use of language and the intentions of the interlocutors with whom he or she interacts in a specific
sociocultural context.
• Adapts, organizes and develops the ideas in a coherent and cohesive way: the student expresses his
ideas adapting to the purpose, recipient, characteristics of the type of text, discursive genre and register,
considering the norms and modes of courtesy, as well as the sociocultural contexts that frame communication.
Likewise, it expresses ideas around a topic logically, relating them through various cohesive resources to
construct the meaning of different types of texts and discursive genres.
• Uses non-verbal and paraverbal resources strategically: the student uses various non-verbal resources
(such as gestures or body movements) or paraverbal resources (such as tone of voice or silence) depending
on the communicative situation to emphasize or qualify meanings and produce certain effects in the
interlocutors.
Interact strategically with different interlocutors: the student alternates the roles of speaker and listener
alternately and dynamically, participating in a pertinent, timely and relevant way to achieve their communicative
purpose.
Reflect and evaluate the form, content and context of the oral text: the reflection and evaluation processes
are related because they both require the student to distance himself from the oral texts in which he participates. To do
this, compare and contrast the formal and content aspects with your experience, the context where you are located and
various sources of information. Likewise, he expresses a personal opinion on the formal aspects, content and intentions
of the interlocutors with whom he interacts, in relation to the sociocultural context where they are located.

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Learning standards 32 of the competency "Communicates orally in
Spanish as a second language

Level Description of the levels of competence development

Communicates orally through various types of texts. Interpret the intentions of the interlocutor. It is expressed
by adapting to the purpose, the interlocutor, the discursive genre and the registers; uses figurative language
and specialized vocabulary. Organizes and develops ideas around a topic and relates them through cohesive
resources. Use non-verbal and paraverbal resources to ensure the meaning of the text with the intention of
Featured level
producing an effect on the interlocutor. Reflects and evaluates what he hears according to his knowledge of
the topic and the sociocultural context. In an exchange, they contribute relevant information.

Communicates orally through various types of texts. Interpret the intentions of the interlocutor. It is expressed
by adapting to the purpose, the interlocutor, the discursive genre and the registers; use specialized
Expected level at vocabulary. Organizes and develops ideas around a topic and relates them through cohesive resources. Uses
the end of the VII
non-verbal and paraverbal resources to produce an effect on the interlocutor. Reflects and evaluates what he
cycle
hears according to his knowledge of the topic and the sociocultural context. In an exchange, participate by
supporting your ideas.

Communicates orally through various types of texts. Infer the theme and interpret the purpose, recognizing the
communicative intention of the interlocutor. He expresses himself by adapting his oral text to formal and
informal communicative situations; use varied vocabulary. Organize and develop your ideas around a topic,
Expected level at the
end of cycle VI incorporating various sources of information. Use non-verbal and paraverbal resources in different contexts.
Evaluate and give your opinion on a text justifying your position. In an exchange, participate spontaneously to
contribute effectively to the topic.

It communicates orally through various types of texts in formal and informal registers. Infers the topic and
interprets the communicative purpose of the interlocutor and recognizes relevant information. He expresses
himself by adapting his oral text to formal and informal communicative situations using varied vocabulary.
Expected level at the
end of cycle V Organize and develop ideas around a topic, relating them through the use of some connections and
references. Use non-verbal and paraverbal resources. Give your opinion on a text justifying your position. In
an exchange with his peers he expresses his ideas, expanding them and linking them to a topic.

Communicates orally through simple oral texts with varied vocabulary. Interprets the communicative purpose
of the interlocutor, recognizes and relates relevant information. It expresses itself briefly by organizing
Expected level at the information around a topic using everyday vocabulary. Use non-verbal and paraverbal resources. Briefly
end of cycle IV comment on a text. In an exchange, you ask and answer questions to your interlocutor.

Communicates orally through short, simple texts with frequent vocabulary. Infers the communicative purpose
and recognizes the non-verbal and paraverbal resources of the interlocutor. It is expressed briefly by
organizing the information through everyday phrases to communicate tastes, basic needs, emotions and
Expected level at the specific actions. Use non-verbal, gestural and physical resources to make the communicative situation
end of cycle III effective. Indicate what you like or dislike about what you heard. In an exchange, you ask questions (based on
taking turns from your cultural environment) and respond in a basic way to your interlocutor using some
phrases from your native language if necessary.

Communicates orally using words or short phrases. Obtains information from texts accompanied by body
Expected level at the expressions, gestures and tone of voice of the interlocutor. Responds through some isolated words, supported
end of cycle II by gestures and body expressions and their native language.

Expected level at the This level is mainly based on level 1 of the competence "Communicates orally in their native language."
end of cycle 1

(z'eConsidered the levels of language proficiency as input for the development of learning standards.
1
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Competence "Communicates orally in Spanish as a second language" 8100KeXn
MINEDU
When the student communicates orally in Spanish as a second language, he/she combines the following abilities:
• Obtains information from oral text.
• Infers and interprets information from oral text.
• Adapt, organize and develop ideas in a coherent and cohesive way.
• Use non-verbal and paraverbal resources strategically.
• Interact strategically with different interlocutors.
• Reflect and evaluate the form, content and context of the oral text.
Description of the level of competence expected at the end of cycle VI
Communicates orally through various types of texts. Infer the theme and interpret the purpose, recognizing the communicative intention of
the interlocutor. He expresses himself by adapting his oral text to formal and informal communicative situations; use varied vocabulary.
Organize and develop your ideas around a topic, incorporating various sources of information. Use non-verbal and paraverbal resources in
different contexts. Evaluate and give your opinion on a text justifying your position. In an exchange, participate spontaneously to contribute
effectively to the topic.
FIRST GRADE SECONDARY PERFORMANCE SECOND GRADE PERFORMANCE
When the student communicates orally in Spanish as a second When the student communicates orally in Spanish as a second
language and is in the process of moving towards the expected level language and achieves the expected level of cycle VI, he/she
of cycle VI, he/she performs performances such as the following: performs performances such as the following:
• Retrieves explicit information from oral texts, both those that • Retrieves explicit information from oral texts, both those that use
use formal and informal registers, selecting specific data from formal and informal registers, selecting specific data from the
the text they hear. Integrates information said by different text they hear. Integrates information said by different
interlocutors. interlocutors.
• Deduce logical relationships between ideas in oral text, such as • Deduce logical relationships between the ideas of the oral text,
temporal sequences, and relationships of similarity and such as temporal sequences, relationships of similarity and
difference and cause-effect. difference and cause-effect, among others.
• Point out the implicit characteristics of people, characters, • Point out the implicit characteristics of people, characters,
animals, objects, places, as well as the meaning of words animals, objects, places, as well as the meaning of words
based on explicit information in the oral text. based on explicit information in the oral text.
• Explains the theme and communicative purpose of the oral text • Explains the theme and communicative purpose of the oral text
from its sociocultural context, distinguishing what is relevant from its sociocultural context, distinguishing what is relevant
from what is complementary. from what is complementary.
• He gives his opinion on the content, the communicative • He gives his opinion on the content, the communicative purpose
purpose of the oral text and the intentions of the interlocutors of the oral text and the intentions of the interlocutors based on
based on his experience and the sociocultural contexts of the his experience and the sociocultural contexts of the
interlocutors. interlocutors.
• He justifies his position based on what he hears, his experience • He justifies his position based on what he hears, his experience
and the sociocultural contexts in which he operates. and the sociocultural contexts in which he operates.
• Adapt the oral text to the communicative situation, considering • Adapt the oral text to the communicative situation, considering
your interlocutors and the purpose. Use a formal or informal your interlocutors and the purpose. Use a formal or informal
register depending on the situation. register depending on the situation.
• Expresses ideas around a topic and stays on it. • Expresses ideas around a topic and stays on it.
• Order the ideas by relating them through various cohesive • Order the ideas by relating them through various cohesive
resources, such as connectors, referents, among others. resources, such as connectors, referents and textual markers
33
• Incorporates a varied vocabulary. .
• Includes in its oral production various sources of information, • Incorporates a varied vocabulary.
both oral and written. • Includes in its oral production various sources of information, both
• Strategically use non-verbal resources (gestures and oral and written.
• Strategically use non-verbal resources (gestures and

Performance by grade

yEucaci, ---------------------------------------------------------
/ ¿9 ' or <
/ ........ Textual markers are linguistic elements to establish relationships between ideas. They can add ideas (also,
2%e• BEven, what's more, etc.), they can establish cause-consequence relationships (since, for this reason, consequently, of 8 2-- that, etc.), relations of 1
comparison (in the same way, equally, etc.), relations of opposition-(despite everything, at 1
Not the same time, etc.), of order (to begin, to summarize, on the other hand). 6
 6 4 9- 2016.MINEDU
body movements) and paraverbal (intonation) to emphasize body movements) and paraverbal (intonation) to emphasize or
information in various sociocultural contexts. qualify information in various sociocultural contexts.
Participates in oral exchanges with native Spanish speakers, Participates in oral exchanges with native Spanish speakers
respecting their points of view and needs, conversational turns, respecting their points of view and needs, conversational turns,
and adding pertinent and relevant information to the topic. and adding pertinent and relevant information to the topic.

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Competence "Communicates orally in Spanish as a second language" VILE

CYCLE
When the student communicates orally in Spanish as a second language, he/she combines the following abilities:
• Obtains information from oral text.
• Infers and interprets information from oral text.
• Adapt, organize and develop ideas in a coherent and cohesive way.
• Use non-verbal and paraverbal resources strategically.
• Interact strategically with different interlocutors.
• Reflect and evaluate the form, content and context of the oral text.

Description of the level of competence expected at the end of cycle VII

Communicates orally through various types of texts. Interpret the intentions of the interlocutor. It is expressed by adapting to the purpose,
the interlocutor, the discursive genre and the registers; use specialized vocabulary. Organizes and develops ideas around a topic and
relates them through cohesive resources. Uses non-verbal and paraverbal resources to produce an effect on the interlocutor. Reflects
and evaluates what he hears according to his knowledge of the topic and the sociocultural context. In an exchange, participate by
supporting your ideas.
THIRD SECONDARY GRADE PERFORMANCE FOURTH GRADE SECONDARY PERFORMANCE
When the student communicates orally in Spanish as a second When the student communicates orally in Spanish as a second
language and is in the process of moving towards the expected language and is in the process of moving towards the expected
level of cycle VII, he/she performs performances such as the level of cycle VII, he/she performs performances such as the
following: following:
• Retrieves explicit information from oral texts by selecting specific • Retrieves explicit information from oral texts by selecting
data from the text you hear. Integrates information said by specific data from the text you hear. Integrates information
different interlocutors. said by different interlocutors.
• Deduce logical relationships between the ideas of the oral text, • Deduce logical relationships between the ideas of the oral text,
such as temporal sequences, relationships of similarity and such as temporal sequences, relationships of similarity and
difference and cause-effect, among others. difference and cause-effect, among others.
• Point out the implicit characteristics of people, characters, • Point out the implicit characteristics of people, characters,
animals, objects, places, as well as the meaning of words based animals, objects, places, as well as the meaning of words
on explicit information in the oral text. based on explicit information in the oral text.
• Deduces implicit information in the text by relating explicit • Deduces implicit information in the text by relating explicit
information and their knowledge of their sociocultural context. information and their knowledge of their sociocultural context.
• Explains the topic and communicative purpose of the oral text to • Explains the theme and communicative purpose of the oral text
from its sociocultural context, distinguishing what is relevant
from what is complementary and synthesizing the information.
from its relevant sociocultural context of distinguishing it • He gives his opinion on the content, the communicative
complementary and information. synthesizing purpose of the oral text and the intentions of the interlocutors
• Give your opinion on the content, purpose based on his experience and the sociocultural contexts of the
communicativ of interlocutors.
e based on their
oral text and the intentions of the interlocutors the • He justifies his position based on what he hears, his
experience and the sociocultural contexts of the interlocutors. experience and the sociocultural contexts in which he
operates.
• He justifies his position based on what he hears, his experience • Determine if the information provided is reliable considering
non-verbal (gestures and body expression) and paraverbal
and the sociocultural contexts in which he operates.
(rhythm, intonation, voice volume, pauses) resources.
• Determine if the information provided is reliable considering non- • Evaluate the adequacy of the text to the communicative
situation based on your experience, the relationship with other
verbal (gestures and body expression) and paraverbal (rhythm,
texts and the sociocultural contexts.
intonation, voice volume, pauses) resources.
• Adapt the oral text to the communicative situation, considering
• Evaluate the adequacy of the text to the communicative situation
the interlocutors, the purpose and the characteristics of the
discursive genre. Maintains a formal or informal record
based on your experience, the relationship with other texts and
according to the situation.
the sociocultural contexts.
• Express ideas while staying on topic.

• Adapt the oral text to the communicative situation, considering

your interlocutors and the purpose. Maintains a formal or
informal record according to the situation.
• /EXpressaideas staying on topic.
$/ the ideas relating them through
y^rdena7Y?|ep^

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various cohesive resources, such as connectors, referents and

textual resources.
Incorporates a varied vocabulary.
Includes in its oral production various sources of information,
both oral and written.
Strategically uses non-verbal (gestures and body movements)
and paraverbal (intonation) resources to maintain the attention
of the interlocutor in various sociocultural contexts.
Participates in oral exchanges with various interlocutors in
debates and conversations, providing relevant and timely
information, which is developed in the oral text.
Respect the points of view and needs of your interlocutor.
Respect the turns in the conversation.
Order and prioritize ideas by relating them through various
cohesive resources, such as connectors, references and
textual resources.
It incorporates a varied and specialized vocabulary.
Includes in its oral production various sources of information,
both oral and written.
Strategically uses non-verbal (gestures and body movements)
and paraverbal (intonation) resources to maintain the attention
of the interlocutor in various sociocultural contexts.
Participates in oral exchanges with various interlocutors in
debates and conversations, providing relevant and timely
information, which is developed in the oral text.
Respect the points of view and needs of your interlocutor.
Respect the conversation's turns to timely present your
position.

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Competence "Communicates orally in Spanish as a second language"
VILE
CYCLE
When the student communicates orally in Spanish as a second language, he/she combines the following abilities:
• Obtains information from oral text.
• Infers and interprets information from oral text.
• Adapt, organize and develop ideas in a coherent and cohesive way.
• Use non-verbal and paraverbal resources strategically.
• Interact strategically with different interlocutors.
• Reflect and evaluate the form, content and context of the oral text. __________________________________________________
Description of the level of competence expected at the end of cycle VII
Communicates orally through various types of texts. Interpret the intentions of the interlocutor. It is expressed by adapting to the purpose,
the interlocutor, the discursive genre and the registers; use specialized vocabulary. Organizes and develops ideas around a topic and
relates them through cohesive resources. Uses non-verbal and paraverbal resources to produce an effect on the interlocutor. Reflects and
evaluates what he hears according to his knowledge of the topic and the sociocultural context. In an exchange, participate by supporting
your ideas._____________________________________________________________________________________________________
FIFTH GRADE SECONDARY PERFORMANCE

When the student communicates orally in Spanish as a second language and achieves the expected level of cycle VI, he/she performs
performances such as the following:

• Retrieves explicit information from oral texts by selecting specific data from the text you hear. Integrates information said by different
interlocutors.
• Deduce logical relationships between the ideas of the oral text, such as temporal sequences, relationships of similarity and difference
and cause-effect, among others.
• Point out the implicit characteristics of people, characters, animals, objects, places, as well as the meaning of words based on explicit
information in the oral text.
• Deduces implicit information in the text by relating explicit information and their knowledge of their sociocultural context.
• Explains the theme and communicative purpose of the oral text from its sociocultural context, distinguishing what is relevant
of the complementary and synthesizing the information.
• He gives his opinion on the content, the communicative purpose of the oral text and the intentions of the interlocutors based on his
experience and the sociocultural contexts of the interlocutors.
• Justifies his position on the power relations and ideologies present in the interaction or in the texts he hears.
• Determines if the information provided is reliable considering the non-verbal resources (gestures and expression
corporal) and paraverbal (rhythm, intonation, voice volume, pauses).
• Evaluates the adequacy of the text to the communicative situation based on its experience, the relationship with other texts and the
sociocultural contexts, to assume and justify a position regarding ideologies and power relations present in the text.
• Adapt the oral text to the communicative situation, considering the interlocutors, the purpose and the characteristics of the discursive
genre. Maintains a formal or informal record according to the situation.
• Express ideas while staying on topic.
• Order and prioritize ideas by relating them through various cohesive resources such as connectors, references and textual resources.
• Incorporates a specialized vocabulary.
• Includes in its oral production various sources of information, both oral and written.
• Strategically uses non-verbal (gestures and body movements) and paraverbal (intonation) resources to maintain the attention of the
interlocutor in various sociocultural contexts.
• Participates in oral exchanges with various interlocutors in debates and conversations, providing relevant and timely information,
which is developed in the oral text.
• Respect the points of view and needs of your interlocutor.
• Respect the turns in the conversation to counterargument the position of your interlocutors.

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Competence: READ VARIOUS TYPES OF TEXTS WRITTEN IN SPANISH AS A SECOND

LANGUAGE. This competence is defined as a dynamic interaction between the reader, the text and the
sociocultural contexts that frame reading. It involves an active process of construction of meaning, since
the student not only decodes or understands the explicit information of the texts he reads but is also able
to interpret them and establish a position on them.

In this competition, the student puts into play different types of knowledge and resources coming from their
reading experience and the world around them. This implies becoming aware of the diversity of purposes
that reading has, the use that is made of it in different areas of life, the role of literary experience in the
formation of readers and the intertextual relationships that are established between texts. read. This is
crucial in a world where new technologies and multimodality have transformed the ways of reading.

To construct the meaning of the texts they read, it is essential that the student assume that reading in
Spanish as a second language is a social practice located in different groups or communities of readers
that contributes to their personal development, as well as that of their own community. , in addition to
knowing and interacting with sociocultural contexts different from their own.

This competence involves the combination of the following capabilities:

■ Obtains information from written text: the student locates and selects explicit information in
written texts for a specific purpose.

■ Infers and interprets information from the written text: the student constructs the meaning of
the text. To do this, it establishes relationships between its explicit and implicit information to
deduce new information or fill in the gaps in the written text. From these deductions, the student
interprets the relationship between implicit information and explicit information, as well as textual
resources, to construct the global and deep meaning of the text, and explain the purpose, the
aesthetic use of language, the intentions of the author, as well as the relationship with the
sociocultural context of the reader and the text.

■ Reflect and evaluate the form, content and context of the written text: the processes of
reflection and evaluation are related because they both require the student to distance himself
from written texts located in different times and places, and that are presented in different
supports and formats. . To do this, compare and contrast formal and content aspects of the text
with the reader's experience, formal knowledge, and various sources of information. Likewise, it
expresses a personal opinion on formal, aesthetic and content aspects of the texts, considering
the effects they produce, the relationship with other texts, and the sociocultural context of the
text and the reader.

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Learning standards for the competency "Read various types of written texts
in Spanish as a second language"

Level Description of the levels of competence development

Read various types of texts with complex structures, varied and specialized vocabulary. Interpret the
global meaning of the text. Evaluate the effectiveness of the text content and explain the intention of
Featured level the formal elements. Critically reflects on the text and relates it to the sociocultural and ideological
context in which it was written.

Read various types of complex texts that have varied and specialized vocabulary. Interprets by
integrating information to construct the global meaning of a text by contrasting it with other texts that
Expected level at present different ideas and their sociocultural context. Evaluate the effectiveness of the text content
the end of the VII
and explain the intention of various formal elements. It reflects on different events and ideas in the
cycle
text, and relates it to the sociocultural and ideological context in which it was written.

Read various types of complex texts that have varied vocabulary. Relates information located in
different parts of the text, infers the communicative purpose, the central theme and the main ideas.
Expected level at Interprets by integrating information to construct the meaning of a text by relating it to other texts and
the end of cycle VI its sociocultural context. Explains the intention of formal elements of the text. Give your opinion on
events and ideas in the text, and relate it to the sociocultural context in which it was written.

Read various types of texts with some complex elements that present varied vocabulary. Relates
information located in different parts of the text, infers the communicative purpose, the central theme
Expected level at and the main ideas. Interprets by integrating explicit and implicit information to construct the meaning
the end of cycle V of a text by relating it to its sociocultural context. Recognize the usefulness of formal elements. Give
your opinion on events and ideas in the text, justifying your position.

Read various types of texts with a simple structure that present varied vocabulary. Identify and relate
information located in different parts of the text (similarities and differences), infer the purpose and
Expected level at central theme and interpret the meaning of a text by relating it to some situation in its sociocultural
the end of cycle IV
context. Recognize the usefulness of basic formal elements in the text. Briefly comment on the ideas
of the text.

Reads various types of short texts with a simple structure that deal with everyday topics, in which
Expected level at familiar vocabulary and illustrations predominate. Identify and relate information located in different
the end of cycle III parts of the text. Expresses their tastes and preferences about the content of a text in their native
language.

Expected level at This level is based on level 2 of the competence "Communicates orally in their native language."
the end of cycle II

Expected level at This level is based on level 1 of the competence "Communicates orally in their native language."
the end of cycle 1

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Performance by grade
Competition "Read various types of texts written in Spanish as a second language" CYCLE
VI
When the student reads various types of texts written in Spanish as a second language, he or she combines the following abilities:
• Obtains information from written text.
• Infers and interprets information from written text.
• Reflect and evaluate the form, content and context of the written text._______________________________________________
Description of the level of competence expected at the end of cycle VI
Read various types of complex texts that have varied vocabulary. Relates information located in different parts of the text, infers the
communicative purpose, the central theme and the main ideas. Interprets by integrating information to construct the meaning of a text by
relating it to other texts and its sociocultural context. Explains the intention of formal elements of the text. Give your opinion on events
and ideas in the text, and relate it to the sociocultural context in which it was written.__________________________________________
FIRST GRADE SECONDARY PERFORMANCES SECOND GRADE SECOND HIGH SCHOOL
PERFORMANCES
When the student reads various types of texts written in Spanish as When the student reads various types of texts written in Spanish as
a second language and is in the process of moving towards the a second language and achieves the expected level of cycle VI,
expected level of cycle VI, he or she performs performances such he/she performs performances such as the following:
as the following:
• Identify relevant information from complex texts with varied
• Identify relevant information from complex texts with varied vocabulary. Example: texts with expressions of figurative
vocabulary. Example: texts with expressions of figurative meaning.
meaning. • Integrates explicit information located in different parts of the
• Integrates explicit information located in different parts of the text.
text. • Deduces information in complex texts (for example, in
• Deduces information in complex texts (for example, in continuous and discontinuous texts) and topics from various
continuous and discontinuous texts) and topics from various fields of knowledge, in which varied vocabulary predominates.
fields of knowledge, in which varied vocabulary predominates. • Explains the topic and the communicative purpose by relating
• Explains the topic and the communicative purpose by relating information from the text with their knowledge of their
information from the text with their knowledge of their sociocultural context.
sociocultural context. • He gives his opinion on ideas, facts and characters, and
• He gives his opinion on ideas, events and characters, and relates and contrasts them with their sociocultural context.
relates them to their sociocultural context. • Explains the author's intention considering the characteristics
• Explains the author's intention considering the characteristics of the textual types, the structure of the text and the genre
of the textual types and the structure of the text. used.

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Competition "Read various types of texts written in Spanish as a second language" VILE
CYCLE
When the student reads various types of texts written in Spanish as a second language, he or she combines the following abilities:
• Obtains information from written text.
• Infers and interprets information from written text.
» Reflect and evaluate the form, content and context of the written text. _____________________■____________________________
Description of the level of competence expected at the end of cycle VII
Read various types of complex texts that have varied and specialized vocabulary. Interprets by integrating information to build the global
meaning of a text by contrasting it with other texts that present different ideas and their sociocultural context. Evaluate the effectiveness
of the text content and explain the intention of various formal elements. Reflects on different events and ideas in the text, and relates it to
the sociocultural and ideological context in which it was written.
THIRD SECONDARY GRADE PERFORMANCE FOURTH GRADE SECONDARY PERFORMANCE

When the student reads various types of texts written in Spanish as When the student reads various types of texts written in Spanish as
a second language and is in the process of moving towards the a second language and is in the process of moving towards the
expected level of cycle VII, he or she performs performances such expected level of cycle VII, he or she performs performances such
as the following: as the following:

• Identify relevant information from complex texts with varied
vocabulary. Example: texts that contain ambiguities, humor and
irony, with expressions of figurative meaning.
• Integrates explicit information located in different parts of the
text.
• Deduces information in complex texts and topics from various
fields of knowledge, in which varied and specialized vocabulary
predominates.
• Explains the topic and the communicative purpose by relating
information from the text with their knowledge of their
sociocultural context.
• Give your opinion on ideas, facts and characters, arguing your
position regarding the text, and identifying the social and
historical context where it occurred.
• Explain the different points of view, stereotypes, and biases of
various types of text by contrasting them.
• Explains the author's intention considering the type of text, the
discursive genre and the discursive strategies 34 used in the
text.
• Identify relevant information from complex texts with varied
and specialized vocabulary. Example: texts that contain
ambiguities, humor and irony.
• Integrates explicit information located in different parts of the
text.
• Deduces information in complex texts and topics from various
fields of knowledge, in which varied and specialized
vocabulary predominates.
• Explains the topic and the communicative purpose by relating
information from the text with their knowledge of their
sociocultural context and contrasting the information with other
written sources of information, in order to present their own
position.
• Give your opinion on ideas, facts and characters, arguing your
position regarding the text, and identifying the social and
historical context where it occurred.
• Explain the different points of view, stereotypes, and biases of
various types of text by contrasting them.
• Explains the author's intention considering the type of text, the
discursive genre and the discursive strategies used in the text.

cacacig,

e\0B 77
2....,s4/They refer to all the linguistic and extralinguistic procedures that the author uses to achieve his purpose
;\ ^communicative or ensure its effectiveness. For example, the use of capital letters in newspaper headlines or posing a question at 38/0 - .start a text to draw
the reader's attention and establish a closer relationship with it.

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Competition "Read various types of texts written in Spanish as a second language" VILE
CYCLE
When the student reads various types of texts written in Spanish as a second language, he or she combines the following abilities:
• Obtains information from written text.
• Infers and interprets information from written text.
• Reflect and evaluate the form, content and context of the written text._______________________________________________
Description of the level of competence expected at the end of cycle VII
Read various types of complex texts that have varied and specialized vocabulary. Interprets by integrating information to construct the
global meaning of a text by contrasting it with other texts that present different ideas and their sociocultural context. Evaluate the
effectiveness of the text content and explain the intention of various formal elements. Reflects on different events and ideas in the text,
and relates it to the sociocultural and ideological context in which it was written.

FIFTH GRADE SECONDARY PERFORMANCE

When the student reads various types of texts written in Spanish as a second language and achieves the expected level of cycle VII,
he/she performs performances such as the following:

• Identify relevant information from complex texts with varied and specialized vocabulary (for example, texts containing
ambiguities, humor and irony).
• Integrates explicit information located in different parts of the text.
• Deduces information in complex texts and topics from various fields of knowledge, in which varied and specialized vocabulary
predominates.
• Explains the topic and the communicative purpose by relating information from the text with their knowledge of their
sociocultural context and contrasting the information with other written sources of information, in order to present their own
position.
• Give your opinion on ideas, facts and characters, arguing your position regarding the text, and identifying the social and
historical context where it occurred.
• Explains the different points of view, stereotypes and biases of various types of text by contrasting them.
• Explains the author's intention considering the type of text, the discursive genre and the discursive strategies used.
in the text.

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Competence WRITE VARIOUS TYPES OF TEXTS IN SPANISH AS A SECOND LANGUAGE. This competence
is defined as the use of written language to construct meanings in the text and communicate them to others. It is a
reflective process because it involves the adaptation and organization of the texts considering the contexts and the
communicative purpose, as well as the permanent review of what is written with the aim of improving it.

The student brings into play different types of knowledge and resources coming from his experience with written
language and the world around him. He uses the alphabetic system and a set of writing conventions, as well as
different strategies to expand ideas, emphasize or qualify meanings in the texts he writes. With this, you become
aware of the possibilities and limitations that language and communication offer. This is crucial in an era
dominated by new technologies that have transformed the nature of written communication.

To construct the meaning of the texts you write, it is essential to assume writing as a social practice that allows
you to participate in different groups or sociocultural communities. In addition to participating in social life, this
competence involves other purposes, such as the construction of knowledge or the aesthetic use of language. By
getting involved with writing, you are offered the possibility of interacting with other people using written language
in a creative and responsible way, taking into account its impact on others.

This competence involves the combination of the following capabilities:

■ Adapt the text to the communicative situation: the student considers the purpose, recipient, type of
text, discourse genre and register that will be used when writing the texts, as well as the sociocultural
contexts that frame written communication.

■ Organizes and develops ideas in a coherent and cohesive way: the student logically orders ideas
around a topic, expanding and complementing them, establishing cohesive relationships between them
and using relevant vocabulary.

■ Uses conventions of written language appropriately: the student appropriately uses textual resources
to ensure clarity, aesthetic use of language, and meaning of the written text.

■ Reflect and evaluate the form, content and context of the written text: the student distances himself
from the text he has written to permanently review the content, coherence, cohesion and adaptation to the
communicative situation with the aim of improving it. It also involves analyzing, comparing and contrasting the
characteristics of the uses of written language and its possibilities, as well as its impact on other people or its
relationship with other texts according to the sociocultural context.

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Learning standards for the competence "Write various types of texts in
Spanish as a second language

Level Description of the levels of competence development

Write various types of texts reflectively. Adapt your text to the recipient, purpose and register using
sources of information that are complementary and/or divergent from each other and in relation to
other sociocultural and historical contexts. Organize and develop your ideas around the discourse
genre and topic, using specialized vocabulary. Relates ideas from the text through grammatical
Featured level
resources and spelling resources to give it clarity and meaning. Reflect on the content of the text, the
organization and the context where it develops; evaluates the uses of language to persuade and
influence.

Write various types of texts reflectively on various topics. Adapt your text to its recipient, purpose and
register; uses various sources of information that are complementary and/or divergent from each
other, which come from various sociocultural and historical contexts. Organize and develop your
Expected level at the end ideas around the discourse genre and theme, using varied and specialized vocabulary. Relates ideas
of the VII cycle from the text through the use of grammatical resources and spelling resources to give it clarity and
meaning. Reflect on the content of the text, the organization and the context where it is developed,
evaluate the uses of language, justifying your position.

Write various types of texts reflectively on various topics. Adapt your text to the recipient, purpose
and register, use various sources of information that are complementary and/or divergent from each
other, which come from various sociocultural contexts. Organizes and develops his ideas in
Expected level at the end paragraphs around various topics and uses varied and specialized vocabulary. Relates ideas from
of cycle VI the text through the use of various grammatical references, using different spelling resources to give
clarity to the text. Reflect on the content of the text, the organization and the context where it is
developed, and evaluate by comparing your text with other similar texts.

Write various types of texts reflectively on various topics. Adapt your text to the recipient, purpose
and record, based on various sources of information. Organizes and develops his ideas in
Expected level at the end paragraphs around a topic and uses varied vocabulary. Establishes relationships between ideas
of cycle V through the use of different resources (connectors, pronouns), using various spelling resources to
give clarity to the meaning of the text. Reflect and evaluate your written text.

Writes various types of texts on everyday topics, responding to their purpose based on their previous
experience and a source of information. Organize and develop ideas in paragraphs around a topic
Expected level at the end
and use frequently used vocabulary. Establish relationships between ideas by using some
of cycle IV
connectors to add specific information, and use some spelling resources. Reflect and evaluate your
written text.

Write phrases and sentences to form a text on everyday topics that respond to their purpose based
Expected level at the end on their previous experience. Relate ideas linked to a topic and use frequently used vocabulary.
of cycle III Establish relationships between ideas by using some connectors to add specific information and use
some spelling resources.

Expected level at the end

This level is based on level 2 of the competence "Communicates orally in their native language."
of cycle II

This level is based on level 1 of the competence "Communicates orally in their native language."
Expected level at the
end of the cycle 1 cid,.
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Performance by grade

Competition "Write various types of texts in Spanish as a second language" CYCLE

VI
When the student writes various types of texts in Spanish as a second language, he or she combines the following abilities:
• Adapt the text to the communicative situation.
• Organize and develop ideas in a coherent and cohesive way.
• Use written language conventions appropriately.
• Reflect and evaluate the form, content and context of the written text. ______________________________________________
Description of the level of competence expected at the end of cycle VI
Write various types of texts reflectively on various topics. Adapt your text to the recipient, purpose and register, use various sources of
information that are complementary and/or divergent from each other, which come from various sociocultural contexts. Organizes and
develops his ideas in paragraphs around various topics and uses varied and specialized vocabulary. Relates ideas from the text through the
use of various grammatical references, using different spelling resources to give clarity to the text. Reflect on the content of the text, the
organization and the context where it is developed, and evaluate by comparing your text with other similar texts.
FIRST GRADE SECONDARY PERFORMANCE SECOND GRADE PERFORMANCE
When the student writes various types of texts in Spanish as a When the student writes various types of texts in Spanish as a
second language and is in the process towards the expected level second language and achieves the expected level of cycle VI,
of cycle VI, he/she performs performances such as the following: he/she performs performances such as the following:
• Adapt your text to the recipient, the formal and informal • Adapt your text to the recipient, the formal and informal
register, and the communicative purpose on varied topics, register, and the communicative purpose on varied topics,
considering various sources of information, complementary to considering various sources of information, complementary to
the idea that you want to defend in the text, or divergent, that the idea that you want to defend in the text, or divergent, that
is, contrary to the idea that should be defended. defend. is, contrary to the idea that is being defended. must defend.
• Write texts around a topic. Order the ideas by using different • Write texts around a topic. Order the ideas through the varied
connectors and grammatical references. use of connectors and grammatical references.
• He organizes his text in paragraphs around various topics and • Organize your text into paragraphs around various topics.
occasionally presents some digression. • Use different spelling resources, formulaic expressions, and
• Use different spelling resources, formulaic expressions and varied and specialized vocabulary so that your text is clear.
varied vocabulary to make your text clear. • Evaluate whether the text you write fits, in terms of both its
• Evaluate whether the text you write fits, in terms of both its content and its organization, to the communicative situation.
content and its form, to the communicative situation. • Evaluate the effect of your text on readers. Compare your
• Evaluate the effect of your text on readers. Compare your produced text with others to see the effectiveness of the
produced text with others to see the effectiveness of the resources used in each of the texts.
resources used in each of the texts.

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Competition "Write various types of texts in Spanish as a second language VILE

CYCLE
When the student writes various types of texts in Spanish as a second language, he or she combines the following abilities:
• Adapt the text to the communicative situation.
• Organize and develop ideas in a coherent and cohesive way.
• Use written language conventions appropriately.
• Reflect and evaluate the form, content and context of the written text.
Description of the level of competence expected at the end of cycle VII
Write various types of texts reflectively on various topics. Adapt your text to your recipient; purpose and registration; uses various sources of
information that are complementary and/or divergent from each other, which come from various sociocultural and historical contexts.
Organize and develop your ideas around the discourse genre and theme, using varied and specialized vocabulary. Relates ideas from the
text through the use of grammatical resources and spelling resources to give it clarity and meaning. Reflect on the content of the text, the
organization and the context where it is developed, evaluate the uses of language, justifying your position.

THIRD SECONDARY GRADE PERFORMANCE FOURTH GRADE SECONDARY PERFORMANCE

When the student writes various types of texts in Spanish as a
second language and is in the process of moving towards the
expected level of cycle VII, he or she performs performances such as
the following:
• Adapt your text to the recipient, the formal and informal register,
and the communicative purpose on varied topics, using various
sources with opposing oral or written information, which come
from various sociocultural contexts.
• Write texts around a topic. Order the ideas through the varied
use of connectors and grammatical references.
• Organize your text into paragraphs around various topics.
• Use different spelling resources and various formulaic
expressions to make your text clear.
• Evaluate whether the text you write fits, in terms of both its
content and its organization, to the communicative situation.
• Evaluate the language uses of the text by comparing and
contrasting grammatical and orthographic aspects, in addition to
the characteristics of the textual types and discourse genres
used.
When the student writes various types of texts in Spanish as a
second language and is in the process of moving towards the
expected level of cycle VII, he or she performs performances such
as the following:
• Adapt your text to the recipient, the formal and informal
register, and the communicative purpose on varied topics,
strategically using various sources with opposing oral or
written information, which come from various sociocultural
contexts.
• Write texts around a topic. Order the ideas through the varied
use of connectors and grammatical references.
• Organize your text into paragraphs around various topics.
• Use different spelling resources and various formulaic
expressions to make your text clear.
• Evaluate whether the text you write fits, in terms of both its
content and its organization, to the communicative situation.
• Evaluate the language uses of the text by comparing and
contrasting grammatical and orthographic aspects, in addition
to the characteristics of the textual types and discourse genres
used.

scaión
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Competition "Write various types of texts in Spanish as a second language" VILE

CYCLE
When the student writes various types of texts in Spanish as a second language, he or she combines the following abilities:
• Adapt the text to the communicative situation.
• Organize and develop ideas in a coherent and cohesive way.
• Use written language conventions appropriately.
• Reflect and evaluate the form, content and context of the written text._____________________________________
Description of the level of competence expected at the end of cycle VII
Write various types of texts reflectively on various topics. Adapt your text to its recipient, purpose and register; uses various sources of
information that are complementary and/or divergent from each other, which come from various sociocultural and historical contexts.
Organize and develop your ideas around the discourse genre and theme, using varied and specialized vocabulary. Relates ideas from the
text through the use of grammatical resources and spelling resources to give it clarity and meaning. Reflect on the content of the text, the
organization and the context where it is developed, evaluate the uses of language, justifying your position._______________
FIFTH GRADE SECONDARY PERFORMANCE
When the student writes various types of texts in Spanish as a second language and achieves the expected level of cycle VII, he/she
performs performances such as the following:
• Adapt your text to the recipient, the formal and informal register, and the communicative purpose on varied topics, strategically using
various sources with opposing oral or written information, which come from various sociocultural and historical contexts.
• Write texts around a topic. Order the ideas through the varied use of connectors and grammatical references.
• Organize your text into paragraphs around various topics.
• He uses different grammatical and spelling resources to give clarity and meaning to the text he writes.
• Evaluate whether the text you write is appropriate, in terms of both its content and organization, to the
communicative situation.
• Evaluate the language uses of the text by comparing and contrasting grammatical and orthographic aspects, in addition to the
characteristics of the textual types and discourse genres used.

6.7. English as a Foreign Language Area

The English language is one of the most spoken in the world and has managed to become an international language used in

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various areas. It is called a lingua franca due to its use as a vehicle of communication between a large number of speakers of
other languages, which has shortened gaps between countries worldwide.

The importance of learning the English language is recognized since it is considered a global communication tool that
facilitates access to information and cutting-edge technologies. Mastery of the English language allows you to connect with
diverse realities and contexts, expanding access to better academic, technological, scientific, cultural and work opportunities.

Due to the characteristics of the context, the National Curriculum proposes the learning of English as a foreign language
since it is not the language used as a means of communication among Peruvians. This situation implies that students are not
exposed to its frequent use outside the educational institution. Therefore, the use of the English language is proposed in a
communicative and active context for the student in the classroom. Its teaching is aligned not only with the new competency-
based approach, but also with international standards such as the Common European Framework of Reference for
Languages.

Achieving the Graduation Profile of Basic Education students requires the development of various competencies. In the area
of English as a Foreign Language, the social practices of language and the sociocultural perspective are incorporated by
promoting and facilitating students to develop the following competencies:

• Communicates orally in English as a foreign language.

• Read various types of texts written in English as a foreign language.

• Write various types of texts in English as a foreign language.

6.7.1. Approach that supports the development of competencies in the area of English as a Foreign Language

The area is based on the communicative approach, incorporating the social practices of language and the sociocultural
perspective.

• It starts from authentic situations to develop communicative skills through which students understand and produce
oral and written texts in English of different types, formats and textual genres, with different purposes and in various
media, including audiovisual and virtual media.

• It incorporates the social practices of language because communicative situations are not isolated: they occur when
people participate in their social and cultural life. Based on these practices, students experience the uses of
language in a contextualized way to understand and master it progressively.

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• It is sociocultural because these language practices are located in diverse social and cultural contexts, and generate
individual and collective identities. Thus, orality and written language adopt their own characteristics in each of these
contexts, which means taking into account how the language is used according to the sociocultural characteristics of
the speaker.

Thus, the treatment of the English language as a foreign language is proposed, whose teaching and learning situation differs
from the first and second language because it is not present in all areas of daily social activity. Therefore, it is necessary to
create social learning environments that compensate for their extracurricular absence.

In this sense, the permanent use of the English language in the classroom is promoted to optimize students' exposure time to
the foreign language considering the limited possibilities that students have to interact in English outside the educational
institution.

This approach points out the importance of communicating, and not focusing on grammatical rules or isolated vocabulary;
That is, it highlights the use made of the language and not the theoretical knowledge one has of it. Students develop four
English language skills: listening comprehension, oral expression, reading comprehension and written expression. And this
development is carried out through simulated and meaningful communicative activities that begin in the classroom and are
transferred to various social contexts.

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6.7.2. Competencies, abilities, learning standards and their performance by grade

COMMUNICATE ORALLY IN ENGLISH AS A FOREIGN LANGUAGE Competence : It is defined as a dynamic

interaction between one or more interlocutors to communicate their ideas and emotions. It is an effective understanding and
production because it involves an active process of constructing the meaning of the various types of texts that are
expressed or heard, to achieve their purposes. In this process, the student brings into play skills, knowledge and attitudes
from oral language and the world around him.

This competence also implies the appropriate use of different conversational strategies considering the modes of politeness
according to the sociocultural context, such as taking turns opportunely, enriching and contributing to the topic of a
conversation and maintaining the thematic thread in order to negotiate, persuade, cooperate. , among others.

To construct the meaning of oral texts, it is essential to assume orality as a social activity in which the student interacts with
different groups or sociocultural communities. By doing so, you have the possibility of using oral language in a creative and
responsible way, taking into account the impact of what is said.

This competence involves the combination of the following capabilities:

■ Obtains information from oral texts: it consists of recovering and extracting explicit information expressed by the
interlocutors.

■ Infers and interprets information from oral texts: the student constructs the meaning of the text by relating explicit and
implicit information to deduce new information or fill in the gaps in the oral text. From these inferences, the student
interprets the meaning of the text, the verbal, non-verbal and gesture resources, the aesthetic use of language and the
intentions of the interlocutors with whom he or she interacts in a specific sociocultural context.

■ Adapt, organize and develop ideas in a coherent and cohesive way: it consists of developing ideas adapting them to
the purpose, recipient, characteristics of the type of text, register and context, considering the rules and modes of
courtesy. Organize information around a topic and use various cohesive resources to relate the ideas of the oral text.

■ Uses non-verbal and paraverbal resources strategically: the student uses various non-verbal resources (such as
gestures or body movements) or paraverbal resources (such as tone of voice or silence) depending on the communicative
situation to emphasize or qualify meanings and produce certain effects in the interlocutors.

■ Interact strategically with different interlocutors: the student alternates the roles of speaker and listener alternately
and dynamically, participating in a pertinent, timely and relevant way to achieve their communicative purpose.

■ Reflect and evaluate the form, content and context of the oral text: the reflection and evaluation processes are
related because they both require the student to distance himself from the oral texts in which he participates. To do this,
compare and contrast the formal and content aspects with your experience, the context where you are located and various
sources of information. -''Likewise, express a personal opinion on the formal aspects, the content, and the 3 •X, l

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intentions of the interlocutors with whom they interact, in relation to the sociocultural context where they are located.

Learning standards for the competency "Communicates orally in English

as a foreign language"

. Level Description of the levels of competence development

Communicates orally through various types of texts in English. Interpret the intention of the interlocutor. It is expressed by adapting the text to formal
and informal communicative situations with intelligible pronunciation and intonation; organizes and develops ideas around a topic and relates them
using cohesive resources, specialized vocabulary and varied and relevant grammatical constructions. Use non-verbal and paraverbal resources to
Featured emphasize the message. Reflect and evaluate what you heard, justifying your position according to your knowledge of the topic and the context. In
level an exchange, participate actively and pertinently on various topics and evaluate the ideas of others to counterargue when required.

Communicates orally through various types of texts in English. Infers the topic, purpose, facts and conclusions from implicit and explicit information
and interprets the interlocutor's intention. It is expressed by adapting the text to formal and informal communicative situations using intelligible
Expected pronunciation and intonation; organizes and develops ideas around a topic and relates them using some cohesive resources, varied vocabulary and
level at the specific and relevant grammatical constructions. Use non-verbal and paraverbal resources to guarantee the relevance of the message. Reflect and
end of the VII evaluate what you heard using your knowledge on the topic. In an exchange, he participates by asking and answering questions about topics that
cycle are familiar or common to him and evaluates the answers heard to give his contributions taking into account the points of view of others.

Communicates orally through various types of texts in English. Infers the topic, purpose, facts and conclusions from explicit information and
interprets the interlocutor's intention. It is expressed by adapting the text to everyday communicative situations using appropriate pronunciation and
Expected intonation 35 ; organizes and develops ideas around a central theme using some coordinated and subordinate connectors, including everyday
level at the vocabulary and specific and relevant grammatical constructions. Use non-verbal and paraverbal resources to give emphasis to your text. Give your
end of cycle opinion on what you heard using your knowledge of the subject. In an exchange, participate by asking and answering questions about daily
VI activities, past events, and topics of personal interest.

Communicates orally through simple oral texts in English. Gets explicit information from the text you hear. Infers facts, theme and purpose and
interprets the interlocutor's intention. It is expressed by adapting the text to everyday communicative situations using appropriate pronunciation;
Expected organizes and develops ideas around a topic using some coordinated connectors including frequently used vocabulary and specific grammatical
level at the constructions. Use non-verbal resources such as gestures and body expressions, appropriate tone and volume of voice. Give your opinion on the
end of cycle oral text you hear in English, expressing your position with simple sentences. In an exchange, ask and answer questions using frequently used
V phrases and sentences on familiar, personal interest, and everyday life topics in a relevant way.

Communicates orally through simple oral texts in English. Obtains explicit information with audiovisual help and body expressions of the sender.
Expected Make simple inferences and interpret the interlocutor's intention. He expresses himself by organizing his ideas about himself, daily activities,
level at the preferences and immediate environment using vocabulary and simple grammatical constructions. Use non-verbal resources such as gestures and
body expressions, appropriate tone and volume of voice. Give your opinion on the oral text you hear in English, expressing your position with simple
end of cycle
sentences. In an exchange, ask and answer questions using everyday English phrases and sentences in a relevant way.
IV

Communicates orally through short oral texts 36 in English. Obtains explicit information with audiovisual help and body expressions of the sender.
Make simple inferences and interpret explicit information from the interlocutor. He expresses himself spontaneously by organizing his ideas about
Expected himself, his family, and his immediate environment using vocabulary and simple grammatical constructions. Use non-verbal resources such as
level at the gestures and body expressions. Give your opinion on the oral text you hear in English, making your preferences known through the use of
end of cycle illustrations according to the context. In an exchange, respond using simple English words, phrases, or sentences.
III

Expected This level is based on level 2 of the competence "Communicates orally in their native language."
level at the
end of cycle II

Expected This level is based on level 1 of the competence "Communicates orally in their native language."
level at the
end of cycle 1

6:N35 Appropriate pronunciation and intonation according to the level they are at. 3 136 Words and phrases.

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Competence "Communicates orally in English as a foreign language" CYCLE

When the student communicates orally in English as a foreign language, he/she combines VI the following abilities:
• Obtains information from oral texts.
• Infers and interprets information from oral texts.
• Adapt, organize and develop ideas in a coherent and cohesive way.
• Use non-verbal and paraverbal resources strategically.
• Interact strategically with different interlocutors.
• Reflect and evaluate the form, content and context of the oral text.____________________________■_____________________
Description of the level of competence expected at the end of cycle VI
Communicates orally through various types of texts in English. Infers the topic, purpose, facts and conclusions from explicit information
and interprets the interlocutor's intention. It is expressed by adapting the text to everyday communicative situations using appropriate
pronunciation and intonation 37 ; organizes and develops ideas around a central theme using some coordinated and subordinate
connectors, including everyday vocabulary and specific and relevant grammatical constructions. Use non-verbal and paraverbal
resources to give emphasis to your text. Give your opinion on what you heard using your knowledge of the subject. In an exchange,
participate by asking and answering questions about daily activities, past events, and topics of personal interest.
FIRST GRADE SECONDARY PERFORMANCE SECOND GRADE PERFORMANCE
When the student communicates orally in English as a foreign When the student communicates orally in English as a foreign
language and is in the process towards the expected level of cycle language and achieves the expected level of cycle VI, he or she
VI, he/she performs performances such as the following: performs the following:
• Retrieves explicit and relevant information by selecting specific • Retrieves explicit and relevant information by selecting specific
data in the oral texts heard in English, with everyday and data in the oral texts heard in English, with everyday and
relevant vocabulary. Recognizes the communicative purpose relevant vocabulary. Recognizes the communicative purpose
based on the context. Integrates information when it is said at based on the context. Integrates information when it is said at
different times. different times.
• Deduces information by pointing out characteristics of beings, • Deduces information by pointing out characteristics of beings,
objects, places and events. Deduce the meaning of words, objects, places and events. Deduce the meaning of words,
phrases and expressions of medium complexity in context. phrases and expressions of medium complexity in context.
Example: Verb to be; wh-questions —what, how, where, what, Example: Present simple and continuous, past simple and
when, what time, how often, whose, how many, how much; continuous, prepositions of time and place — in, on, at;
possessive adjectives and nouns; personal and object modals —can, could, should, have to; connectors and, or, so,
pronouns; demonstrative pronouns; adverbs of frequency; because; future with going to, adverb clauses of time —after,
dog; present simple and continuous; quantifiers; comparative before, as soon as, when; zero conditional, would like to, want
and superlative adjectives. Also deduce the meaning of logical to, like + Ing, future with will, first conditional. Also deduce the
relationships (addition, contrast, sequence, similarity- meaning of logical relationships (addition, contrast, sequence,
difference, cause) and hierarchical relationships (main ideas) similarity-difference, cause and consequence) and hierarchical
in oral texts in English. relationships (main ideas) of simple structure in oral texts in
• Explain the topic and the communicative purpose. English.
Distinguishes what is relevant from what is complementary by • Explain the topic and the communicative purpose.
linking the text with your experience using verbal, non-verbal Distinguishes what is relevant from what is complementary by
and paraverbal resources to construct the meaning of the oral linking the text with your experience using verbal, non-verbal
text in English. and paraverbal resources to construct the meaning of the oral
• Adapts the oral text to the communicative situation, text in English.
maintaining the register and cultural modes, and considering • Adapts the oral text to the communicative situation,
the type of text, the context and the purpose. Example: maintaining the register and cultural modes, and considering
Exchange personal information; talk about skills, possessions, the type of text, the context and the purpose. Example: Talk
preferences, sports and places; talk about current, past, and about people, places, accidents; express feelings and moods;
daily activities; describe work, school; identify accidents describe future possibilities, obligations, technology, events,

Mwcucaci, ___________________________________________
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geographical; buy food.
Expresses his ideas and emotions around a topic with
coherence, cohesion and fluency according to his level,
organizing them to establish logical relationships (addition,
contrast, sequence, similarity-difference and cause) and
expanding the information in a relevant way with vocabulary
appropriate.
Strategically use gestures, body movements, and eye contact
to emphasize what you say. Adjust the volume and intonation
with appropriate pronunciation, relying on concrete and
audiovisual material.
Participates in various communicative situations alternating the
roles of speaker and listener to ask, respond and explain, and
to complement ideas and make relevant comments in English
with everyday and relevant vocabulary. Respect the modes of
courtesy according to the context.
Give your opinion in English as a speaker and listener about
the content and communicative purpose of the oral text, and
about the intentions of the interlocutors based on your
experience and the context in which it occurs.
news, current and past activities; make requests, suggestions
and plans; ask and give advice; suggest and plan an activity;
express cause and effect; discuss your own and others'
preferences; describe and recommend movies; provide
directions to get to some point.
Expresses ideas and emotions around a topic with coherence,
cohesion and fluidity according to their level, organizing them
to establish logical relationships (addition, contrast, sequence,
similarity-difference, cause and consequence) and expanding
the information in a pertinent way. with appropriate vocabulary.
Strategically use gestures, body movements, and eye contact
to emphasize what you say. Adjust the volume and intonation
with appropriate pronunciation, relying on concrete and
audiovisual material.
Participates in various communicative situations alternating the
roles of speaker and listener to ask, respond and explain, and
to complement ideas, make relevant comments and adapt their
responses to the interlocutor in English, with everyday and
relevant vocabulary. Respect the rules and modes of courtesy
according to the context.
Give your opinion in English as a speaker and listener about
the content and communicative purpose of the oral text, and
about the intentions of the interlocutors based on your
experience and the context in which it occurs.
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Competence "Communicates orally in English as a foreign language" VILE

When the student communicates orally in English as a foreign language, he/she CYCLE
combines the following abilities:
• Obtains information from oral texts.
• Infers and interprets information from oral texts.
• Adapt, organize and develop ideas in a coherent and cohesive way.
• Use non-verbal and paraverbal resources strategically.
• Interact strategically with different interlocutors.
• Reflect and evaluate the form, content and context of the oral text.__________________________________________________
Description of the level of competence expected at the end of cycle VII
Communicates orally through various types of texts in English. Infers the topic, purpose, facts and conclusions from implicit and explicit
information and interprets the interlocutor's intention. It is expressed by adapting the text to formal and informal communicative situations
using intelligible pronunciation and intonation; organizes and develops ideas around a topic and relates them using some cohesive
resources, varied vocabulary and specific and relevant grammatical constructions. Use non-verbal and paraverbal resources to
guarantee the relevance of the message. Reflect and evaluate what you heard using your knowledge on the topic. In an exchange, he
participates by asking and answering questions about topics that are familiar or common to him and evaluates the answers heard to give
his contributions taking into account the points of view of others.

THIRD SECONDARY GRADE PERFORMANCE
When the student communicates orally in English as a foreign
language and is in the process towards the expected level of cycle
VII, he/she performs performances such as the following:
• Retrieves explicit, relevant and complementary information by
selecting specific data in the oral texts heard in English, with
varied and relevant vocabulary, recognizing the
communicative purpose and relying on the context. It
integrates information when it is said at different times or by
different interlocutors.
• Deduces information by pointing out characteristics of beings,
objects, places and events. Deduce the meaning of words,
phrases and complex expressions in context. Example:
Present simple, past simple; past continuous; subordinating
conjunctions: when, while, so, as, because; past participle
verbs —regular, irregular; present perfect, past participle verbs
—regular and irregular; comparative and superlative
adjectives; future with will and going to, adverbs —ever, twice,
once, already, yet, just, too, enough, so, such; prepositions—
for, since. Also deduce the meaning of logical relationships
(addition, contrast, sequence, similarity-difference, cause and
consequence) and hierarchical relationships (main and
complementary ideas) in oral texts in English.
• Explain the topic and the communicative purpose.
Distinguishes what is relevant from what is complementary by
classifying and synthesizing the information, and linking the
text with their experience using verbal, non-verbal and
paraverbal resources to construct the meaning of the oral text
in English.
• Adapts the oral text to the communicative situation, maintaining
the register and cultural modes, and considering the type of
text, the context and the purpose. Example: Exchanging
personal information by introducing someone and yourself;
talk about people, media
FOURTH GRADE SECONDARY PERFORMANCE
When the student communicates orally in English as a foreign
language and is in the process towards the expected level of cycle
VII, he/she performs performances such as the following:
• Retrieves explicit, relevant and complementary information by
selecting specific data in the oral texts heard in English, with
varied and relevant vocabulary, recognizing the
communicative purpose and relying on the context. It
integrates information when it is said at different times or by
different interlocutors.
• Deduces information by pointing out characteristics of beings,
objects, places and events. Deduce the meaning of words,
phrases and complex expressions in context. Example:
Present continuous, simple present, frequency adverbs,
present perfect, past simple, used to, second conditional,
phrasal verbs, present simple passive, question tags, modals
—must/can't (deduction), might, may (possibility) , must/have
to (obligation), future continuous. Also deduce the meaning of
logical relationships (addition, contrast, sequence, similarity-
difference, cause and consequence) and hierarchical
relationships (main and complementary ideas) in oral texts in
English.
• Explain the topic and the communicative purpose.
Distinguishes what is relevant from what is complementary by
classifying and synthesizing the information, and linking the
text with their experience using verbal, non-verbal and
paraverbal resources to construct the meaning of the oral text
in English.
• Adapts the oral text to the communicative situation, maintaining
the register and cultural modes, and considering the type of
text, the context and the purpose. Example: Talk about
ongoing, temporary, and habitual activities; discuss imaginary
situations, obligations and rules at home, attitudes and
behaviors, preferences, past habits,

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• transportation, sports, entertainment; discuss customs, habits,
news, trips and experiences; describe historical events,
vehicle accidents, travel conditions, news; exchange personal
information; compare lifestyles; make plans; complain and
apologize.
Expresses ideas and emotions around a topic with coherence,
cohesion and fluidity according to their level, organizing them to
establish logical relationships (addition, contrast, sequence,
similarity-difference, cause and consequence) and expanding the
information in a pertinent way. with appropriate vocabulary.
Strategically use gestures, body movements, and eye contact to
emphasize what you say. Adjust the volume and intonation with
appropriate pronunciation, relying on concrete and audiovisual
material.
Participates in various communicative situations alternating the
roles of speaker and listener to ask, respond, clarify, contrast, and
to complement ideas, make relevant comments, adapt their
responses to the needs of the interlocutor in English, with varied
and relevant vocabulary. Respect the rules and modes of courtesy
according to the context.
Give your opinion in English as a speaker and listener about the
content and communicative purpose of the oral text, and about the
intentions of the interlocutors and the effect of what is said on them
based on their experience and the context in which it occurs.
problems and solutions, manufactured products, inventions, plans
and predictions; express deduction, impossibility, possibility,
obligation and necessity; sequence events; share personal
interests.
Expresses their ideas, emotions and experiences around a topic
with coherence, cohesion and fluidity according to their level,
hierarchizing them to establish logical relationships (addition,
contrast, sequence, similarity-difference, cause and consequence)
and expanding the information of relevant form with appropriate
vocabulary.
Strategically use gestures, body movements, eye contact, and
shifting to emphasize what you say and maintain the listener's
interest. Adjust the volume and intonation with appropriate
pronunciation, relying on concrete and audiovisual material.
Participates in various communicative situations alternating the
roles of speaker and listener to ask, respond, clarify, contrast, and
to complement ideas, make relevant comments, adapt their
responses to the needs of the interlocutor in English, with varied
and relevant vocabulary. Respect the rules and modes of courtesy
according to the context.
Give your opinion in English as a speaker and listener about the
content and communicative purpose of the oral text, and about the
intentions of the interlocutors and the effect of what is said on them
based on their experience and the context in which it occurs.
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Competence "Communicates orally in English as a foreign language" VILE
When the student communicates orally in English as a foreign language, he/she combinesCYCLE the following abilities:
• Obtains information from oral texts.
• Infers and interprets information from oral texts.
• Adapt, organize and develop ideas in a coherent and cohesive way.
• Use non-verbal and paraverbal resources strategically.
• Interact strategically with different interlocutors.
• Reflect and evaluate the form, content and context of the oral text. _________________________________________________
Description of the level of competence expected at the end of cycle VII
Communicates orally through various types of texts in English. Infers the topic, purpose, facts and conclusions from implicit and explicit
information and interprets the interlocutor's intention. It is expressed by adapting the text to formal and informal communicative situations
using intelligible pronunciation and intonation; organizes and develops ideas around a topic and relates them using some cohesive
resources, varied vocabulary and specific and relevant grammatical constructions. Use non-verbal and paraverbal resources to guarantee
the relevance of the message. Reflect and evaluate what you heard using your knowledge on the topic. In an exchange, he participates by
asking and answering questions about topics that are familiar or common to him and evaluates the answers heard to give his contributions
taking into account the points of view of others._________________________________________________________________________
FIFTH GRADE SECONDARY PERFORMANCE
When the student communicates orally in English as a foreign language and achieves the expected level of cycle VI, he or she performs
the following:
• Retrieves explicit, relevant and complementary information by selecting specific data in the oral texts heard in English, with varied,
relevant and precise vocabulary, recognizing the communicative purpose and relying on the context. It integrates information when it
is said at different times or by different interlocutors.
• Deduces information by pointing out characteristics of beings, objects, places and events. Deduce the meaning of words, phrases and
complex expressions in context. Example: Embedded questions; present perfect continuous; past perfect, connecting words; reported
speech—range offenses; perfect modals —should, might, may, could; conditionals 2nd and 3rd. Also deduce the meaning of logical
relationships (addition, contrast, sequence, similarity-difference, cause and consequence) and hierarchical relationships (main and
complementary ideas, and conclusions) in oral texts in English.
• Explain the topic and the communicative purpose. Distinguishes what is relevant from what is complementary by classifying and
synthesizing the information, and linking the text with their experience using verbal, non-verbal and paraverbal resources to construct
the meaning of the oral text in English.
• Adapts the oral text to the communicative situation, maintaining the register and cultural modes, and considering the type of text, the
context and the purpose. Example: Discuss manners, books, body language, inventions, job skills, natural disasters and
emergencies; report an emergency; express regret; report news.
• Expresses their ideas, emotions and experiences around a topic with coherence, cohesion and fluidity according to their level,
hierarchizing them to establish different logical relationships (addition, contrast, sequence, similarity-difference, cause and
consequence) and expanding the information of relevant form with vocabulary (fields of work, skills, phrasal verbs, literary genres,
qualifying adjectives, newspaper sections, emergencies, natural disasters, inventions, and expressions of empathy, surprise and
social interaction).
• Strategically employ gestures, body movements, eye contact, and shifting to emphasize or attenuate what you say and maintain the
listener's interest. Adjust the rhythm, volume and intonation with appropriate pronunciation based on concrete and audiovisual
material.
• Participates in various communicative situations alternating the roles of speaker and listener to ask, respond, clarify, contrast, and to
complement ideas, make relevant comments, adapt their responses to the needs of the interlocutor and persuade in English, with
varied and relevant vocabulary. Respect the rules and modes of courtesy according to the context.
• Give your opinion in English as a speaker and listener about the content and communicative purpose of the oral text, and about the
intentions of the interlocutors and the effect of what was said on them. Justify your position on what the text says based on your
experience and the context in which it occurs.

6492016 -MINEDU
COMPETENCE READING VARIOUS TYPES OF TEXTS IN ENGLISH AS A FOREIGN LANGUAGE: It is defined

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as a dynamic interaction between the reader, the text and the sociocultural contexts that frame the reading. It is a
critical understanding because it involves an active process of constructing the meaning of the various types of texts
that you read through processes of literal and inferential understanding, interpretation and reflection. In such
processes, the student brings into play skills, knowledge and attitudes coming from his reading experience and the
world around him, becoming aware of the possibilities and limitations offered by language, communication and
meaning.

This competence also implies that the student is aware that reading texts fulfills specific purposes, such as enjoying,
solving a problem or doubt, following instructions, investigating, defending a position, among others.

Likewise, the competition considers the reading of various types of texts, that is, these texts belong to different
genres, periods and authors, and are located in specific spaces and times. This textual diversity is presented in
different formats and supports, such as print, digital and multimodal, each with its characteristics and particularities.

To construct the meaning of the texts they read, it is essential that the student participate in social reading practices
in English that occur in different groups or sociocultural communities. By participating in such reading practices, the
student contributes to his or her integral development, as well as that of his or her own community, in addition to
knowing and interacting with sociocultural contexts other than his or her own.

This competence involves the combination of the following capabilities:

• Obtains information from written text: the student locates and selects explicit information in written texts for a
specific purpose.

• Infers and interprets information from the written text: the student constructs the meaning of the text. To do
this, it establishes relationships between its explicit and implicit information to deduce new information or fill in
the gaps in the written text. From these deductions, the student interprets the relationship between implicit
information and explicit information, as well as textual resources, to construct the global and deep meaning of
the text, and explain the purpose, the aesthetic use of language, the intentions of the author, as well as the
relationship with the sociocultural context of the reader and the text.

• Reflect and evaluate the form, content and context of the written text: the processes of reflection and
evaluation are related because they both require the student to distance himself from written texts located in
different times and places, and that are presented in different media and formats. To do this, compare and
contrast formal and content aspects of the text with the reader's experience, formal knowledge, and various
sources of information. Likewise, it expresses a personal opinion on formal, aesthetic and content aspects of the
texts, considering the effects they produce, the relationship with other texts, and the sociocultural context of the
text and the reader.
 6 4 9- 2 016. MINEDU
Learning standards of the competence "Read various types of texts in English
as a foreign language"
Description of the levels of competence development
Level

Read various types of text in English with complex structures and varied and specialized vocabulary. Integrates
ambiguous or conflicting information located in different parts of the text. Interprets the text to construct its global
meaning based on relevant and complementary information. Reflect on the forms and content of the text, assuming a
Featured level
position; evaluates the use of language, textual resources, as well as the effect of the text based on its knowledge and
the sociocultural context in which it was written.

Read various types of text in English with some complex structures and varied and specialized vocabulary. Integrates
conflicting information located in different parts of the text. Interprets the text by integrating the main idea with specific
Expected level information to construct its global meaning. Reflect on the forms and contents of the text. Evaluates the use of language
at the end of and textual resources as well as the effect of the text on the reader based on their knowledge and the sociocultural
the VII cycle context.

Read various types of text in English that present simple structures and some complex elements with everyday
vocabulary. Obtains information and integrates data that are in different parts of the text. Make local inferences from
Expected level
explicit and implicit information and interpret the text by selecting relevant and complementary information. Reflect on
at the end of
various aspects of the text, evaluating the use of language and the intention of the most common textual resources
cycle VI
based on their knowledge and experience.

Read various types of text in English that have a simple structure with frequently used vocabulary. Obtains information
Expected level
at the end of that is not very obvious, distinguishing it from other nearby and similar ones. Makes local inferences from explicit and
cycle V implicit information, interprets the text by relating relevant information to construct its global meaning. Give your opinion
on important events and ideas in the text from your own experience.

Read various types of text in English that have a simple structure in which familiar expressions and illustrations that
support the central ideas predominate. Obtains explicit and relevant information located in obvious places in the text.
Expected level Make local inferences from explicit information and interpret the text by relating recurring information. Give your opinion
at the end of on what you liked most about the text you read.
cycle IV

Expected level This level is based on level 3 of the competence "Communicates orally in English as a foreign language."
at the end of
cycle III

Expected level This level is based on level 2 of the competence "Communicates orally in their native language."
at the end of
cycle II

Expected level This level is based on level 1 of the competence "Communicates orally in their native language."
at the end of
cycle 1

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___________Performance by grade________________________
Competition "Read various types of texts in English as a foreign language" CYCLE
VI combines the following abilities:
When the student reads various types of texts in English as a foreign language, he or she
• Obtains information from written text.
• Infers and interprets information from written text.
• Reflect and evaluate the form, content and context of the written text. ________________________________________________
Description of the level of competence expected at the end of cycle VI
Read various types of text in English that present simple structures and some complex elements with everyday vocabulary. Obtains
information and integrates data that are in different parts of the text. Make local inferences from explicit and implicit information and
interpret the text by selecting relevant and complementary information. Reflect on various aspects of the text, evaluating the use of
language and the intention of the most common textual resources based on their knowledge and experience.
FIRST GRADE SECONDARY PERFORMANCE SECOND GRADE PERFORMANCE
When the student reads various types of texts in English as a When the student reads various types of texts in English as a
foreign language and is in the process of moving towards the foreign language and achieves the expected level of cycle VI, he or
expected level of cycle VI, he or she performs performances such she performs performances such as the following:
as the following: • Identify explicit, relevant and complementary information by
• Identify explicit, relevant and complementary information by distinguishing details scattered in the text that contain some
distinguishing details scattered in the text that contain some complex elements in their structure and everyday vocabulary,
complex elements in their structure and everyday vocabulary, in various types of texts written in English.
in various types of texts written in English. • Deduce various logical relationships (addition, contrast,
• Deduce various logical relationships (addition, contrast, sequence, similarity-difference, cause and consequence) and
sequence, similarity-difference and cause) and hierarchical hierarchical relationships (main and complementary ideas) in
relationships (main and complementary ideas) in texts written texts written in English from explicit and implicit information.
in English from explicit and implicit information. Point out the Point out the characteristics of beings, objects, places and
characteristics of beings, objects, places and events, and the events, and the meaning of words, phrases and expressions in
meaning of words, phrases and expressions in context. context.
• Explain the topic and the communicative purpose. Example: • Explain the topic and the communicative purpose. Example:
Exchange personal information; talk about skills, possessions, Talk about people, places, accidents; express feelings and
preferences, sports and places; talk about current, past, and moods; describe future possibilities, obligations, technology,
daily activities; describe work, school; identify geographical events, news, current and past activities, make requests,
features and buy food. Distinguishes what is relevant from suggestions and plans; ask and give advice; suggest and plan
what is complementary by linking the text with their experience an activity; express cause and effect; discuss your own and
to construct the meaning of the text written in English and others' preferences; describe and recommend movies and
relating it to their experience and knowledge, and to other provide directions to get somewhere. Distinguishes what is
texts. relevant from what is complementary by linking the text with
• Give your opinion in English orally or in writing about the their experience to construct the meaning of the text written in
content and organization of the text written in English, as well English and relating it to their experience and knowledge, and
as the communicative purpose and intention of the author to other texts.
based on your experience and context. • Give your opinion in English orally or in writing about the
content and organization of the text written in English, as well
as the communicative purpose and intention of the author
based on your experience and context.

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 649-2016-
Competition "Read various types of texts in English as a foreign language" VILE
When the student reads various types of texts in English as a foreign language, he or CYCLE
she combines the following abilities:
• Obtains information from written text.
• Infers and interprets information from written text.
• Reflect and evaluate the form, content and context of the written text._____________________________________________
Description of the level of competence expected at the end of cycle VII
Read various types of text in English with some complex structures and varied and specialized vocabulary. Integrates conflicting
information located in different parts of the text. Interprets the text by integrating the main idea with specific information to construct its
global meaning. Reflect on the forms and contents of the text. Evaluates the use of language and textual resources, as well as the effect
of the text on the reader based on their knowledge and the sociocultural context.
THIRD SECONDARY GRADE PERFORMANCE FOURTH GRADE SECONDARY PERFORMANCE
When the student reads various types of texts in English as a When the student reads various types of texts in English as a
foreign language and is in the process of moving towards the foreign language and is in the process of moving towards the
expected level of cycle VII, he or she performs performances such expected level of cycle VII, he or she performs performances such
as the following: as the following:
• Identifies explicit, relevant and complementary information by • Identify explicit, relevant and complementary information by
integrating data found in different parts of the text that contain integrating data found in different parts of the text or in
several complex elements in their structure and varied different texts when performing an intertextual reading, which
vocabulary, in various types of texts written in English. contain several complex elements in their structure and varied
• Deduce various logical relationships (addition, contrast, vocabulary, in various types of texts written in English.
sequence, similarity-difference, cause and consequence) and • Deduce various logical relationships (addition, contrast,
hierarchical relationships (main and complementary ideas) in sequence, similarity-difference, cause and consequence) and
texts written in English from explicit and implicit information. hierarchical relationships (main and complementary ideas, and
Point out the characteristics of beings, objects, places and conclusions) in texts written in English from explicit and implicit
events, and the meaning of words, phrases and expressions in information. Point out the characteristics of beings, objects,
context. places and events, and the meaning of words, phrases and
• Explain the topic and the communicative purpose. Example: expressions in context.
Exchanging personal information by introducing someone and • Explain the topic and the communicative purpose. Example:
yourself; talk about people, transportation, sports, Talk about ongoing, temporary, and habitual activities; discuss
entertainment; discuss customs, habits, news, trips and imaginary situations, obligations and rules in the house,
experiences; describe historical events, vehicle accidents, attitudes and behaviors, preferences, past habits, problems
travel conditions, news; exchange personal information; and solutions, manufactured products, inventions, plans and
compare lifestyles; make plans; complain and apologize. predictions; express deduction, impossibility, possibility,
Distinguishes what is relevant from what is complementary by obligation and necessity; sequence events and share personal
classifying and synthesizing information, linking the text with interests. Distinguishes what is relevant from what is
their experience to construct the meaning of the text written in complementary by classifying and synthesizing information,
English, and relating it to their experience and knowledge, and linking the text with their experience to construct the meaning
to other texts and languages. of the text written in English, and relating it to their experience
• Give your opinion in English orally or in writing about the and knowledge, and to other texts, languages and contexts.
content and organization of the text written in English, as well • Give your opinion in English orally or in writing about the
as the communicative purpose and intention of the author content and organization of the text written in English, as well
based on your experience and context. Compare texts with as the communicative purpose and intention of the author
each other to point out common characteristics of textual types based on your experience and context. Compare texts with
and discourse genres. each other to point out common characteristics of textual types
and discourse genres.

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 649-2016-
Competition "Read various types of texts in English as a foreign language" VILE
When the student reads various types of texts in English as a foreign language, he or CYCLE
she combines the following abilities:
• Obtains information from written text.
• Infers and interprets information from written text.
• Reflect and evaluate the form, content and context of the written text._________________________ ______________________
Description of the level of competence expected at the end of cycle VII
Read various types of text in English with some complex structures and varied and specialized vocabulary. Integrates conflicting
information located in different parts of the text. Interprets the text by integrating the main idea with specific information to construct its
global meaning. Reflect on the forms and contents of the text. Evaluates the use of language and textual resources, as well as the effect
of the text on the reader based on their knowledge and the sociocultural context.______________________________________________
FIFTH GRADE SECONDARY PERFORMANCE
When the student reads various types of texts in English as a foreign language and achieves the expected level of cycle VII, he/she
performs performances such as the following:
• Identify explicit, relevant, complementary and contrasting information by integrating data found in different parts of the text or in
different texts when performing an intertextual reading, which contain complex elements in their structure and specialized
vocabulary, in various types of texts written in English.
• Deduce various logical relationships (addition, contrast, sequence, similarity-difference, cause and consequence) and
hierarchical relationships (main and complementary ideas, and conclusions) in texts written in English from explicit and implicit
information. Point out the characteristics of beings, objects, places and events, and the meaning of words, phrases and
expressions in context.
• Explain the topic and the communicative purpose. Example: Discuss manners, books, body language, inventions, job skills,
natural disasters and emergencies; report an emergency; express regret; report news. Distinguishes what is relevant from what
is complementary by classifying and synthesizing information, linking the text with their experience to construct the meaning of
the text written in English, and relating it to their experience and knowledge, and to other texts, languages and contexts.
• Give an opinion in English orally or in writing about the content, textual resources and organization of the text written in English,
as well as the communicative purpose and intention of the author based on their experience and context. Compare texts with
each other to point out common characteristics of textual types and discourse genres.

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 649-2016-
Competence: WRITE VARIOUS TYPES OF TEXTS IN ENGLISH AS A FOREIGN LANGUAGE: This competence is
defined as the use of written language to construct meanings in the text and communicate them to others. It is a
reflective process because it involves the adaptation and organization of the texts considering the contexts and the
communicative purpose, as well as the permanent review of what is written with the aim of improving it.

The student brings into play different types of knowledge and resources coming from his experience with written
language and the world around him. He uses the alphabetic system and a set of writing conventions, as well as
different strategies to expand ideas, emphasize or qualify meanings in the texts he writes. With this, you become
aware of the possibilities and limitations offered by language, communication and meaning. This is crucial in an era
dominated by new technologies that have transformed the nature of written communication.

To construct the meaning of the texts you write, it is essential to assume writing as a social practice that allows you to
participate in different groups or sociocultural communities. In addition to participating in social life, this competence
involves other purposes, such as the construction of knowledge or the aesthetic use of language. By getting involved
with writing, you are offered the possibility of interacting with other people using written language in a creative and
responsible way, taking into account its impact on others.

This competence involves the combination of the following capabilities:

• Adapt the text to the communicative situation: the student considers the purpose, recipient, type of text,
discourse genre and register that will be used when writing the texts, as well as the sociocultural contexts that
frame written communication.

• Organizes and develops ideas in a coherent and cohesive way: the student logically orders ideas around a
topic, expanding and complementing them, establishing cohesive relationships between them and using relevant
vocabulary.

• Uses conventions of written language appropriately: the student appropriately uses textual resources to
ensure clarity, aesthetic use of language, and meaning of the written text.

• Reflect and evaluate the form, content and context of the written text: the student distances himself from the
text he has written to permanently review the content, coherence, cohesion and adaptation to the communicative
situation with the aim of improving it. It also involves analyzing, comparing and contrasting the characteristics of
the uses of written language and its possibilities, as well as its impact on other people or its relationship with other
texts according to the sociocultural context.

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 6 4 9- 2 016 .MINEDU
Learning standards for the competence "Write various types of texts in
English as a foreign language"

Description of the levels of competence development

Level

Write various types of texts in English reflectively. Adapt your text to the recipient, purpose and register based on your
previous experience, sources of varied information and your sociocultural context. Organizes and develops his ideas
logically on a central theme, avoiding digressions, contradictions and repetitions. He relates his ideas through the use of
Featured level various cohesive resources with varied and precise vocabulary related to the topic covered and varied grammatical
constructions. Uses spelling resources that allow clarity and variety in their texts. Reflect on the text you write and
evaluate the uses of language in order to improve the text you write in English.

Writes various types of long texts reflectively in English. Adapt your text to the recipient, purpose and register based on
your previous experience and various sources of information. He organizes and develops his ideas around a central
theme and structures them into paragraphs and subheadings. Relates his ideas through the use of some cohesive
Expected level at resources (synonyms, antonyms, pronominalization and additive, adversative, temporal, conditional, disjunctive and
the end of the VII causal connectors) with varied vocabulary relevant to the topic discussed and grammatical constructions of medium
cycle complexity. Use orthographic resources that allow clarity in your texts. Reflect on the text you write and evaluate the
uses of language in order to improve the text you write in English.

Writes various types of medium-length texts in English. Adapt your text to the recipient, purpose and register based on
your previous experience and sources of basic information. Organize and develop your ideas around a central theme
and structure them in one or two paragraphs. Relates his ideas through the use of some cohesive resources
Expected level at
the end of cycle (synonyms, pronominalization and additive, adversative, temporal and causal connectors) with everyday and relevant
VI vocabulary and simple and medium-complex grammatical constructions. Use orthographic resources that allow clarity in
your texts. Reflect on the content of the text and evaluate the use of some formal resources.

Write various types of short texts in English. Adapt your text to the recipient and purpose based on your previous
Expected level at experience. Organize and develop your ideas around a central theme and structure them in a paragraph. Relates his
the end of cycle ideas through the use of some cohesive resources (synonyms, pronominalization and additive, adversative and
V temporal connectors) with everyday vocabulary and simple grammatical constructions. Use some spelling resources
that allow clarity in your texts. Reflect and evaluate your written text.

Expected level at Write various types of short and simple texts in English. Adapt your text to the purpose of the text based on your
the end of the previous experience. Organize and develop your ideas around a topic. It relates its ideas through the use of some basic
cycle connectors with frequently used vocabulary and simple grammatical constructions. Uses basic spelling resources that
IV allow clarity in your texts. Reflect and evaluate your written text.

Expected level at This level is based on level 3 of the competence "Communicates orally in English as a foreign language."
the end of cycle
III

This level is based on level 2 of the competence "Communicates orally in their native language."
Expected level at
the end of cycle II

Expected level at This level is based on level 1 of the competence "Communicates orally in their native language."
the end of cycle 1

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 6 49-2016-
___________Performance by grade_________________________________
Competition "Write various types of texts in English as a foreign language" CYCLE
VI
When the student writes various types of texts in English as a foreign language, he or she combines the following abilities:
• Adapt the text to the communicative situation.
• Organize and develop ideas in a coherent and cohesive way.
• Use written language conventions appropriately.
• Reflect and evaluate the form, content and context of the written text._______________________________________________
Description of the level of competence expected at the end of cycle VI
Writes various types of medium-length texts in English. Adapt your text to the recipient, purpose and register based on your previous
experience and sources of basic information. Organize and develop your ideas around a central theme and structure them in one or two
paragraphs. Relates his ideas through the use of some cohesive resources (synonyms, pronominalization and additive, adversative,
temporal and causal connectors) with everyday and relevant vocabulary and simple and medium-complex grammatical constructions. Use
orthographic resources that allow clarity in your texts. Reflect on the content of the text and evaluate the use of some formal resources.
FIRST GRADE SECONDARY PERFORMANCE SECOND GRADE PERFORMANCE
When the student writes various types of texts in English as a When the student writes various types of texts in English as a
foreign language and is in the process towards the expected level foreign language and achieves the expected level of cycle VI, he or
of cycle VI, he/she performs performances such as the following: she performs the following:
• Adapt the text you write in English to the communicative • Adapt the text you write in English to the communicative
situation considering the textual type, some characteristics of situation considering the textual type, some characteristics of
the discourse genre, the format, the support and the purpose. the discourse genre, the format, the support and the purpose.
Example: Exchange personal information; talk about skills, Example: Talk about people, places, accidents; express
possessions, preferences, sports and places; talk about feelings and moods; describe future possibilities, obligations,
current, past, and daily activities; describe work, school; technology, events, news, current and past activities; make
identify geographical features and buy food. requests, suggestions and plans; ask and give advice; suggest
• Produces written texts in English around a topic with and plan an activity; express cause and effect; discuss your
coherence, cohesion and fluency according to their level. It own and others' preferences; describe and recommend
organizes them by establishing logical relationships (addition, movies; provide directions to get to some point.
contrast, sequence, similarity-difference and cause) and • Produces written texts in English around a topic with
expanding information in a pertinent way with appropriate coherence, cohesion and fluency according to their level. It
vocabulary. organizes them by establishing logical relationships (addition,
• It uses conventions of written language such as orthographic contrast, sequence, similarity-difference, cause and
and grammatical resources of medium complexity that give consequence) and expanding information in a pertinent way
clarity and meaning to the text. Example: Verb to be; wh- with appropriate vocabulary.
questions—what, how, where, what, when, what time, how • It uses conventions of written language such as orthographic
often, whose, how many, how much; possessive adjectives and grammatical resources of medium complexity that give
and nouns; personal and object pronouns; demonstrative clarity and meaning to the text. Example: Present simple and
pronouns; adverbs of frequency; dog; present simple and continuous, past simple and continuous, prepositions of time
continuous; quantifiers; comparative and superlative and place —in, on, at; modals —can, could, should, have to;
adjectives. Use textual resources to clarify and reinforce connectors and, or, so, because; future with going to, adverb
meanings in the text. clauses of time —after, before, as soon as, when; zero
• Evaluates your text in English to improve it considering conditional, would like to, want to, like + Ing, future with will,
grammatical and spelling aspects, and the characteristics of first conditional. Use textual resources to clarify and reinforce
textual types and discourse genres, as well as other meanings in the text.
conventions linked to written language. • Evaluates your text in English to improve it considering
grammatical and spelling aspects, and the characteristics of
textual types and discourse genres, as well as other
conventions linked to written language.

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Competition "Write various types of texts in English as a foreign language" VILE
When the student writes various types of texts in English as a foreign language, he or she combines the CYCLE
following abilities:
• Adapt the text to the communicative situation.
• Organize and develop ideas in a coherent and cohesive way.
• Use written language conventions appropriately.
• Reflect and evaluate the form, content and context of the written text. ___________________________________________________
Description of the level of competence expected at the end of cycle VII
Writes various types of long texts reflectively in English. Adapt your text to the recipient, purpose and register based on your previous
experience and various sources of information. He organizes and develops his ideas around a central theme and structures them into
paragraphs and subheadings. Relates his ideas through the use of some cohesive resources (synonyms, antonyms, pronominalization
and additive, adversative, temporal, conditional, disjunctive and causal connectors) with varied vocabulary relevant to the topic discussed
and grammatical constructions of medium complexity. Use orthographic resources that allow clarity in your texts. Reflect on the text you
write and evaluate the uses of language in order to improve the text you write in English.
THIRD SECONDARY GRADE PERFORMANCE FOURTH GRADE SECONDARY PERFORMANCE
When the student writes various types of texts in English as a When the student writes various types of texts in English as a
foreign language and is in the process of moving towards the foreign language and is in the process of moving towards the
expected level of cycle VII, he or she performs performances such expected level of cycle VII, he or she performs performances such
as the following: as the following:
• Adapt the text you write in English to the communicative • Adapt the text you write in English to the communicative
situation considering the textual type, some characteristics of situation considering the textual type, some characteristics of
the discourse genre, the format, the support and the purpose. the discourse genre, the format, the support and the purpose.
Example: Exchanging personal information by introducing Example: Talk about ongoing, temporary, and habitual
someone and yourself; talk about people, transportation, activities; discuss imaginary situations, obligations and rules in
sports, entertainment; discuss customs, habits, news, trips and the house, attitudes and behaviors, preferences, past habits,
experiences; describe historical events, vehicle accidents, problems and solutions, manufactured products, inventions,
travel conditions, news; exchange personal information; plans and predictions; express deduction, impossibility,
compare lifestyles; make plans; complain and apologize. possibility, obligation and necessity; sequence events; share
• Produces written texts in English around a topic with personal interests.
coherence, cohesion and fluency according to their level. It • Produces written texts in English around a topic with
prioritizes them by establishing logical relationships (addition, coherence, cohesion and fluency according to their level. It
contrast, sequence, similarity-difference, cause and prioritizes them by establishing different logical relationships
consequence) and expanding information in a pertinent way (addition, contrast, sequence, similarity-difference, cause and
with appropriate vocabulary. consequence) and expanding information in a pertinent way
• It uses conventions of written language such as complex with appropriate vocabulary.
spelling and grammatical resources that give clarity and • It uses conventions of written language such as complex
meaning to the text. Example: Present simple, past simple; spelling and grammatical resources that give clarity and
past continuous; subordinating conjunctions: when, while, so, meaning to the text. Example: Present continuous, simple
as, because; past participle verbs —regular, irregular; present present, frequency adverbs, present perfect, past simple, used
perfect, past participle verbs (regular and irregular); to, second conditional, phrasal verbs, present simple passive,
comparative and superlative adjectives; future with will and question tags, modals - must/can't (deduction), might, may
going to, adverbs —ever, twice, once, already, yet, just, too, (possibility) , must/have to (obligation), future continuous. Use
enough, so, such; prepositions — for, since. Use textual textual resources to clarify and reinforce meanings in the text.
resources to clarify and reinforce meanings in the text. • Evaluates your text in English to improve it considering
• Evaluates your text in English to improve it considering grammatical and orthographic aspects, and the characteristics
grammatical and orthographic aspects, and the characteristics of textual types and discourse genres, as well as other
of textual types and discourse genres, as well as other conventions linked to written language used appropriately to
conventions linked to written language used appropriately to give meaning to the text.
give meaning to the text.

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Competition "Write various types of texts in English as a foreign language" VILE
When the student writes various types of texts in English as a foreign language, he or CYCLE
she combines the following abilities:
• Adapt the text to the communicative situation.
• Organize and develop ideas in a coherent and cohesive way.
• Use written language conventions appropriately.
• Reflect and evaluate the form, content and context of the written text._______________________________________________
Description of the level of competence expected at the end of cycle VII
Writes various types of long texts reflectively in English. Adapt your text to the recipient, purpose and register based on your previous
experience and various sources of information. He organizes and develops his ideas around a central theme and structures them into
paragraphs and subheadings. Relates his ideas through the use of some cohesive resources (synonyms, antonyms, pronominalization
and additive, adversative, temporal, conditional, disjunctive and causal connectors) with varied vocabulary relevant to the topic discussed
and grammatical constructions of medium complexity. Use orthographic resources that allow clarity in your texts. Reflect on the text you
write and evaluate the uses of language in order to improve the text you write in English. _______________________________________
__________________________________________________________________
FIFTH GRADE SECONDARY PERFORMANCE
When the student writes various types of texts in English as a foreign language and achieves the expected level of cycle VII, he/she
performs performances such as the following:
• Adapt the text you write in English to the communicative situation considering the textual type, some characteristics of the
discourse genre, the format, the support and the purpose. Example: Discuss manners, books, body language, inventions, job
skills, natural disasters and emergencies; report an emergency; express regret; report news.
• Produces written texts in English around a topic with coherence, cohesion and fluency according to their level. It prioritizes them
by establishing different logical relationships (addition, contrast, sequence, similarity-difference, cause and consequence) and
expanding information in a pertinent way with appropriate vocabulary.
• It uses conventions of written language such as complex spelling and grammatical resources that give clarity and meaning to the
text. Example: Embedded questions; present perfect continuous; past perfect, connecting words; reported speech—range of
tenses; perfect modals —should, might, may, could; conditionals 2nd and 3rd. Use textual resources to clarify and reinforce
meanings in the text in order to produce effects on the reader.
• Evaluates your text in English to improve it considering grammatical and orthographic aspects, and the characteristics of textual
types and discourse genres, as well as other conventions linked to written language used with relevance and precision to give
meaning to the text.

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6.8. Mathematics Area

Mathematics is a human activity and occupies a relevant place in the development of knowledge
and culture of our societies. It is in constant development and readjustment, and, therefore,
supports a growing variety of research in science and modern technologies, which are fundamental
for the comprehensive development of the country.

The learning of mathematics contributes to forming citizens capable of searching, organizing,

systematizing and analyzing information to understand and interpret the world around them, function
in it, make relevant decisions, and solve problems in different situations using, in a flexible manner,
strategies. and mathematical knowledge.

Achieving the Graduation Profile of Basic Education students requires the development of various
competencies. Through the Focused on Problem Solving approach, the area of Mathematics
promotes and facilitates students to develop the following competencies:

• Solve quantity problems.

• Solve problems of regularity, equivalence and changes.

• Solve problems of shape, movement and location.

• Solve data management and uncertainty problems.

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6.8.1. Approach that supports the development of competencies in the area of
Mathematics

In this area, the theoretical and methodological framework that guides teaching and learning
corresponds to the Problem-Solving Focused approach.44 , which has the following characteristics:

• Mathematics is a dynamic, changing cultural product, in constant development and

readjustment.
• All mathematical activity has as its scenario the resolution of problems posed from
situations, which are conceived as significant events that occur in various contexts. The
situations are organized into four groups: quantity situations; situations of regularity,
equivalence and change; situations of form, movement and location; and data management
and uncertainty situations.
• When posing and solving problems, students face challenges for which they do not know
the solution strategies in advance. This situation requires them to develop a process of
social and individual inquiry and reflection that allows them to overcome the difficulties or
obstacles that arise in the search for a solution. In this process, the student constructs and
reconstructs his or her knowledge by relating and reorganizing mathematical ideas and
concepts that emerge as optimal solutions to problems, which will increase in degree of
complexity.
• The problems that students solve can be posed by themselves or by the teacher to promote
creativity and the interpretation of new and diverse situations.
• Emotions, attitudes and beliefs act as driving forces of learning.
• Students learn by themselves when they are able to self-regulate their learning process and
reflect on their successes, errors, progress and difficulties, which arose during the problem-
solving process.

44 This approach has been built taking as reference the following theoretical frameworks: The Theory of Teaching
Situations described in Brousseau, G. (1986). Fundamentals and methods of Mathematics Didactics. Mathematics Work NO
19.; Realistic Mathematics Education described by Bressan, A., Zolkower, B., & Gallego, M. (2004). Realistic mathematical
education: Principles on which it is based. tSacaci School,, winter in Didactics of Mathematics, 1-13; and the Theory of Problem
1— by Schoenfeld, A. (1985). Mathematical Problem Solving. Orlando: Academic Press; and by Trigo, L.
Solving described
(2008). The c 8 1 ^solution of mathematical problems: Advances and perspectives in the construction of an agenda of
4/ research and practice. Research in mathematics education XII (p. 8). Spanish Society for Research in Mathematics
Education, SEIEM.

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6.8.2. Competencies, abilities, learning standards and their performance by grade

Competition SOLVE QUANTITY PROBLEMS, It consists of the student solving problems or posing new
problems that require them to construct and understand the notions of quantity, number, numerical systems, their
operations and properties. Additionally, give meaning to this knowledge in the situation and use it to represent or
reproduce the relationships between your data and conditions. It also involves discerning whether the solution
sought requires an estimate or exact calculation, and to do so select strategies, procedures, units of
measurement and various resources. Logical reasoning in this competence is used when the student makes
comparisons, explains through analogies, induces properties from particular cases or examples, in the process of
solving the problem.

This competence involves the combination of the following capabilities:

• Translate quantities into numerical expressions: it is transforming the relationships between the data and
conditions of a problem into a numerical expression (model) that reproduces the relationships between them;
This expression behaves like a system composed of numbers, operations and their properties. It is posing
problems based on a situation or a given numerical expression. It also involves evaluating whether the result
obtained or the formulated numerical expression (model) meets the initial conditions of the problem.

• Communicates your understanding of numbers and operations: it is expressing your understanding of

numerical concepts, operations and properties, units of measurement, and the relationships established
between them; using numerical language and various representations; as well as read their representations
and information with numerical content.

• Uses estimation and calculation strategies and procedures: is to select, adapt, combine or create a
variety of strategies, procedures such as mental and written calculation, estimation, approximation and
measurement, comparing quantities; and use various resources.

• Argues statements about numerical relationships and operations: it is making statements about the
possible relationships between natural, integer, rational, real numbers, their operations and properties; based
on comparisons and experiences in which properties are induced from particular cases; as well as explain
them with analogies, justify them, validate them or refute them with examples and counterexamples.

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Learning standards for the "Solve quantity problems" competition

Level Description of the levels of competence development

Solve problems related to relationships between quantities or carry out financial exchanges, translating them into numerical and operational expressions with
rational and irrational numbers, and financial models. Expresses your understanding of rational numbers, their properties and operations, the notion of
irrational number and density in Q; uses them in the interpretation of scientific, financial and mathematical information. Evaluate and determine the level of
Featured level accuracy necessary when expressing quantities and measurements of time, mass and temperature, combining and integrating a wide repertoire of
strategies, procedures and resources to solve problems, opting for the most optimal ones. Make statements about the general validity of relationships
between numerical expressions and operations; supports them with demonstrations or arguments.

Solve problems related to the relationships between very large or very small quantities, magnitudes or financial exchanges, translating them into numerical
and operational expressions with irrational or rational numbers, scientific notation, intervals, and simple and compound interest rates. Evaluate whether these
expressions meet the initial conditions of the problem. Expresses your understanding of rational and irrational numbers, their operations and properties, as
well as scientific notation; establishes equivalence relationships between multiples and submultiples of units of mass, and time, and between temperature
Expected level at
scales, using mathematical language and various representations; Based on this, it interprets and integrates information contained in various sources of
the end of the VII
information. Selects, combines and adapts various resources, strategies and mathematical calculation and estimation procedures to solve problems,
cycle
evaluates them and chooses the most suitable ones according to the conditions of the problem. Make and compare statements about rational numbers and
their properties, formulate opposite statements or special cases that hold between numerical expressions; justifies, checks or discards the validity of the
statement using counterexamples or mathematical properties.

Solve problems related to the relationships between quantities or magnitudes, translating them into numerical and operational expressions with natural,
integer and rational numbers, successive percentage increases and discounts, verifying whether these expressions meet the initial conditions of the problem.
Expected level at Expresses their understanding of the relationship between the orders of the decimal number system with powers of base ten, and between operations with
integers and rational numbers; and uses them to interpret statements or various texts with mathematical content. It represents equivalence relationships
the end of the
between decimal, fractional and percentage expressions, between mass, time and monetary units; using mathematical language. Selects, uses and
cycle
combines resources, strategies, procedures, and properties of operations and numbers to estimate or calculate with integers and rationals; and convert
SAW
between units of mass, time and temperature; verifying its effectiveness. Make statements about integers and rational numbers, their properties and
relationships, and justify them using examples and your knowledge of operations, and identify errors or gaps in your own or others' arguments and correct
them.
Solve problems related to one or more actions of comparing, equalizing, reiterating or distributing quantities, dividing and distributing an amount in equal
parts; translates them into additive, multiplicative expressions and square and cubic potentiation; as well as expressions of addition, subtraction and
multiplication with fractions and decimals (up to the hundredth). Expresses their understanding of the decimal number system with natural numbers up to six
figures, divisors and multiples, and the positional value of decimal numbers up to hundredths; with numerical language and diverse representations. It
Expected level at represents in various ways your understanding of the notion of fraction as an operator and as a quotient, as well as the equivalences between decimals,
the end of cycle V fractions or usual percentages.45 . Selects and uses various strategies, mental or written calculation to operate with natural numbers, fractions, decimals and
percentages exactly or approximately; as well as to convert units of measurement for mass, time and temperature, and measure exactly or approximately
using the relevant unit. Justify your resolution processes as well as your statements about the relationships between the four operations and their properties,
based on examples and your mathematical knowledge.

Solve problems related to one or more actions of adding, removing, comparing, equalizing, reiterating or distributing a quantity, combining two collections of
objects, as well as dividing a unit into equal parts; translating them into additive and multiplicative expressions with natural numbers and additive expressions
Expected level at with usual fractions46 . Expresses his or her understanding of positional value in numbers up to four figures and represents them through equivalences, as
the end of the well as the understanding of the notions of multiplication, its commutative and associative properties and the notions of division, the notion of fraction as part
cycle - whole and equivalences between usual fractions; using numerical language and various representations. Use strategies, mental or written calculations to
IV operate accurately and approximately with natural numbers; Likewise, they also use strategies to add, subtract and find equivalences between fractions.
Measure or estimate mass and time, selecting and using unconventional and conventional units. Justify your resolution processes and your statements about
inverse operations with natural numbers.
Expected level at Solves problems47 referring to actions of joining, separating, adding, removing, equaling and comparing quantities; and translates them into expressions of
the end of cycle III addition and subtraction, double and half. Expresses understanding of place value in two-digit numbers and represents them using equivalences between
ones and tens. Likewise, he expresses through representations his understanding of double and half of a quantity; use numerical language. Employs various
strategies and procedures for calculating and comparing quantities; measures and compares time and mass, using unconventional units. Explains why you
should add or subtract in a situation and its resolution process.
Expected level at
the end of cycle II Solve problems related to relating objects in their environment according to their perceptual characteristics; group, order up to fifth place, serialize up to 5
objects, compare quantities of objects and weights, add and remove up to 5 elements, making representations with their body, concrete material or drawings.
Express the quantity of up to 10 objects, using strategies such as counting. Use quantifiers: "many", "few", "none", and expressions: "more than", "less than".
Express the weight of objects "weighs more", "weighs less" and time with temporal notions such as "before or after", "yesterday", "today" or "tomorrow".
Expected level at He explores on his own initiative the objects and situations in his daily environment using his senses, his own strategies and criteria, recognizing some
the end of cycle 1 characteristics and establishing relationships or groupings between them and understands some simple expressions related to quantity and time.

4510%, 25%, 50%, 75%, 100%.

46Acn 40 With denominators 2,4, 8, 3, 6, 5 and 10.
47• '641 We understand that a problem is always framed in a phenomenological situation.
6;!

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Performance by grade
Competition "Solve quantity problems CYCLE VI
When the student solves quantity problems, he or she combines the following abilities:
• Translate quantities into numerical expressions.
• Communicates understanding of numbers and operations.
• Use estimation and calculation strategies and procedures.
• Argue statements about numerical relationships and operations.
Description of the level of competence expected at the end of cycle VI
Solve problems related to the relationships between quantities or magnitudes, translating them into numerical and operational
expressions with natural, integer and rational numbers, successive percentage increases and discounts, verifying whether these
expressions meet the initial conditions of the problem. Expresses their understanding of the relationship between the orders of the
decimal number system with powers of base ten, and between operations with integers and rational numbers; and uses them to
interpret statements or various texts with mathematical content. It represents equivalence relationships between decimal, fractional
and percentage expressions, between mass, time and monetary units; using mathematical language. Selects, uses and combines
resources, strategies, procedures, and properties of operations and numbers to estimate or calculate with integers and rationals; and
convert between units of mass, time and temperature; verifying its effectiveness. Make statements about integers and rational
numbers, their properties and relationships, and justify them using examples and your knowledge of operations, and identify errors or
gaps in your own or others' arguments and correct them.

FIRST GRADE SECONDARY PERFORMANCE
When the student solves quantity problems and is in the process
towards the expected level of cycle VI, he/she performs performances
such as the following:
• Establishes relationships between data and actions of winning,
losing, comparing and matching quantities, or a combination of
actions. It transforms them into numerical expressions (models)
that include addition, subtraction, multiplication, division with whole
numbers, fractional or decimal expressions; and establishment and
potentiation with integers, and their properties; and percentage
increases or discounts. In this grade, the student expresses data in
units of mass, time, temperature or monetary units.
• Check if the numerical expression (model) presented represented
the conditions of the problem: data, actions and conditions.
• Express, with various representations and numerical language,
their understanding of the positional value of the figures of a
number up to millions by ordering, comparing, composing and
decomposing natural numbers and integers, to interpret a problem
according to its context, and establishing relationships between
representations. In the case of decomposition, it understands the
difference between a polynomial decomposition and another into
prime factors.
• Expresses with various representations and numerical language
their understanding of the fraction as a measure and the meaning
of the positive and negative sign of an integer to interpret a problem
according to its context and establishing relationships between
representations.
^--'■Example: The student recognizes that the expression "the number
of men is the number of
s as 2 is 3" is equivalent to saying that, for each
SECOND GRADE PERFORMANCE
When the student solves quantity problems and achieves the expected
level of cycle VI, he or she performs performances such as the
following:
• Establishes relationships between data and actions of winning,
losing, comparing and matching quantities, or a
combination of actions. It transforms them into
numerical expressions (models) that include
operations of addition, subtraction, multiplication,
division with integers, fractional or decimal expressions, and
powers with integer exponents, exponential notation, as well as
successive percentage increases and discounts. In this grade, the
student expresses data in units of mass, time, temperature or
monetary units.
• Check if the numerical expression (model) presented represented the
conditions of the problem: data, actions and conditions.
• Expresses with various representations and numerical language their
understanding of the positional value of the figures of a number up
to millions when ordering, comparing, composing and decomposing
whole numbers and rational numbers in their fractional and decimal
form, as well as the usefulness or meaning of expressing numbers
natural in its exponential notation, to interpret a problem according
to its context and establishing relationships between
representations. Recognize the difference between a polynomial
decomposition and an exponential notation.
• Expresses with various representations and numerical language his
understanding of the fraction as a reason and operator, and the
meaning of the positive and negative sign of integers and rationals,
to interpret a problem according to its context and establishing
relationships between representations.
• Expresses with various representations and numerical language his
understanding of the equivalence between two
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two men, there are 3 women. • Select, use and combine calculation strategies, estimation and
• Expresses with various representations and numerical language their various procedures to perform operations with whole numbers,
understanding of the properties of operations with integers and fractional expressions, decimals and percentages, interest rates,
decimal and fractional expressions, as well as the inverse relationship income tax, and simplify processes using properties of numbers
between the four operations. Use this understanding to associate or and operations, according to the conditions of the situation posed.
sequence operations, and to interpret a problem according to its • Select and use relevant units and instruments to measure or estimate
context and establishing relationships between representations. mass, time, and temperature, and to determine equivalences
• Selects and uses calculation, estimation strategies and various between mass, temperature, time, and monetary units and subunits
procedures to perform operations with whole numbers, fractional of measurement in different countries.
expressions, decimals and percentages, as well as to calculate • Select, use and combine calculation and estimation strategies, and
percentage increases and discounts, and simplify processes using various procedures to determine equivalences between fractional,
properties of numbers and operations, in accordance with the decimal and percentage expressions.
conditions of the situation presented. • It makes statements about the properties of potentiation and
• Selects and uses relevant units and instruments to measure or radiation, the order between two rational numbers, and the
estimate mass, time, or temperature; perform conversions between equivalences between successive percentage discounts, and about
units; and determine equivalences between the units and subunits of the inverse relationships between operations, or other relationships
mass, temperature, time and monetary measurement. that it discovers. Justifies or supports them with examples and
• Select and use calculation and estimation strategies, and various properties of numbers and operations. Infer relationships between
procedures to determine equivalences between fractional, decimal, these. Recognizes errors or gaps in his or her justifications and
and percentage expressions. those of others, and corrects them.
• Make statements about the properties of numbers and operations
with whole numbers and decimal expressions, and about inverse
relationships between the operations. Justifies or supports them with
examples and properties of numbers and operations. Infer
relationships between these. Recognizes errors in his or her
justifications and those of others, and corrects them.
successive percentage increases or discounts and the meaning of
the VAT, to interpret the problem in the context of financial and
commercial transactions, and establishing relationships between
representations.
• Expresses with various representations and numerical language their
understanding of the properties of integer exponent potentiation,
the inverse relationship between radiation and potentiation with
integers, and rational and fractional expressions and their
properties. Use this understanding to associate or sequence
operations.

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THIRD SECONDARY GRADE PERFORMANCE simple and compound interest rates. It transforms them
Competition "Solve quantity problems" VILE
When the student solves quantity problems, he or she combinesCYCLE
the following abilities:
• Translate quantities into numerical expressions.
• Communicates your understanding of numbers and operations.
• Use estimation and calculation strategies and procedures.

• Argue statements about numerical relationships and operations.________________________________________

Description of the level of competence expected at the end of cycle VII
Solve problems related to the relationships between very large or very small quantities, magnitudes or financial
exchanges, translating them into numerical and operational expressions with rational or irrational numbers, scientific
notation, intervals, and simple and compound interest rates. Evaluate whether these expressions meet the initial conditions
of the problem. Expresses your understanding of rational and irrational numbers, their operations and properties, as well
as scientific notation; establishes equivalence relationships between multiples and submultiples of units of mass, and time,
and between temperature scales, using mathematical language and various representations; Based on this, it interprets
and integrates information contained in various sources of information. Selects, combines and adapts various resources,
strategies and mathematical calculation and estimation procedures to solve problems, evaluates them and opts for those
most suitable according to the conditions of the problem. Make and compare statements about rational numbers and their
properties, formulate opposite statements or special cases that hold between numerical expressions; justifies, checks or
discards the validity of the statement using counterexamples or mathematical properties.

When the student solves quantity problems and is in the
process towards the expected level of the VII cycle, he
performs performances such as the following:
• Establishes relationships between data and actions of
comparing, equaling quantities or working with simple
interest rates. It transforms them into numerical
expressions (models) that include operations of addition,
subtraction, multiplication, division with fractional or
decimal expressions and exponential notation, as well as
simple interest. In this grade, the student expresses data
in units of mass, time, temperature or monetary units.
• Compare two numerical expressions (models) and
recognize which of them represents all the conditions of
the problem, pointing out possible improvements.
• Expresses with various representations and numerical
language his understanding of the positional value of the
figures of a number up to millions, when ordering,
comparing, composing and decomposing a rational
number, as well as the usefulness of expressing very
large quantities in exponential notation and scientific
notation. positive exponent.
• Expresses with various representations and numerical
language their understanding of the rational as a pure or
mixed periodic decimal, or equivalent to a fraction, as
well as the orders of the decimal number system and how
it determines the positional value of the figures.
• Expresses with various representations and numerical
language their understanding of simple interest rates and
financial terms (monthly rate, annual rate and tax on financial
transactions - ITF) to interpret the
FOURTH GRADE SECONDARY PERFORMANCE
When the student solves quantity problems and is in the
process towards the expected level of the VII cycle, he
performs performances such as the following:
• Establishes relationships between data and actions of
comparing and equaling quantities or working with
into numerical expressions (models) that include
operations with rational numbers, inexact roots,
exponential and scientific notation, as well as simple and
compound interest financial models.
• Evaluate numerical expressions (models) posed for the
same problem and determine which of them best
represented the conditions of the problem.
• Expresses with various representations and numerical
language their understanding of the orders of the decimal
number system when expressing a very large or very small
quantity in scientific notation, as well as when comparing
and ordering quantities expressed in scientific notation.
Express your understanding of the differences between
scientific notation and exponential notation.
• Expresses with various representations and numerical
language his understanding of the irrational number as a
non-periodic decimal obtained from inexact roots and the
notion of density in rational numbers by identifying at least
one new rational number between two other rational
numbers.
• Expresses with various representations and numerical
language their understanding of compound interest and
financial terms (income tax, simple and compound interest
rate, and capitalization) to interpret the problem in its
context and establishing relationships between
representations.

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 649-2016-MINEDU
problem in its context and establishing relationships
between representations.
Expresses with various representations and numerical
language his understanding of the connections between
operations with rationals and their properties. Use this
understanding to interpret the conditions of a problem in
context. Establish relationships between
representations.
Selects, uses and combines calculation and estimation
strategies, resources and various procedures to
perform operations with rational numbers; to determine
interest rates and the value of financial transactions tax
(ITF); and to simplify processes using the properties of
numbers and operations, as appropriate to the
conditions of the situation. Selects and uses relevant
units and instruments to measure or estimate mass,
time or temperature, and make conversions between
units and subunits, according to the conditions of the
situation at hand.
Select, use and combine calculation and estimation
strategies, resources, and various procedures to
determine equivalences between fractional and decimal
expressions, and vice versa. It makes statements about
the properties of operations with rational numbers, the
equivalences between interest rates, or other
relationships it discovers, as well as the numerical
relationships between operations. Justify these
statements using examples and properties of numbers
and operations, and check the validity of your
statements.
Expresses with various representations and numerical
language his understanding of the properties of
operations with inexact roots by deducing special
properties. Use this understanding to interpret the
conditions of a problem in context. Establish
relationships between representations.
Selects, combines and adapts calculation strategies,
estimation, resources, and various procedures to
perform operations with inexact roots, compound
interest rates, quantities in scientific notation and
intervals, and to simplify processes using the properties
of numbers and operations, according to adapt to the
conditions of the situation.
Selects and uses relevant units and subunits and
instruments to estimate and measure derived
magnitudes (velocity and acceleration), according to the
level of accuracy required in the given situation.
Poses and compares statements about the properties
of operations with rational numbers and inexact roots,
its notion of density in Q, the equivalences between
compound interest rates, or financial exchanges or
other numerical relationships that it discovers, and
justifies them with examples and counterexamples. and
properties of numbers and operations. Check or rule
out the validity of a statement using a counterexample,
or inductive or deductive reasoning.
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 6,9-2016
VILE CYCLE

When the student solves quantity problems, he or she combines the following abilities:
• Translate quantities into numerical expressions.
• Communicates understanding of numbers and operations.
• Use estimation and calculation strategies and procedures.
Argue statements about numerical relationships and operations.
Description of the level of competence expected at the end of cycle VII
Solve problems related to the relationships between very large or very small quantities, magnitudes or financial exchanges,
translating them into numerical and operational expressions with irrational or rational numbers, scientific notation, intervals,
and simple and compound interest rates. Evaluate whether these expressions meet the initial conditions of the problem.
Expresses your understanding of rational and irrational numbers, their operations and properties, as well as scientific
notation; establishes equivalence relationships between multiples and submultiples of units of mass, and time, and
between temperature scales, using mathematical language and various representations; Based on this, it interprets and
integrates information contained in various sources of information. Selects, combines and adapts various resources,
strategies and mathematical calculation and estimation procedures to solve problems, evaluates them and opts for those
most suitable according to the conditions of the problem. Make and compare statements about rational numbers and their
properties, formulate opposite statements or special cases that hold between numerical expressions; justifies, checks or
discards the validity of the statement using counterexamples or mathematical properties.
FIFTH GRADE SECONDARY PERFORMANCE
When the student solves quantity problems and achieves the expected level of the VII cycle, he or she performs
performances such as the following:
• Establishes relationships between data and actions of comparing and equaling quantities or working with compound
interest rates. It transforms them into numerical expressions (models) that include operations with rational numbers
and some irrational numbers, such as n, e, d, or inexact roots; Scientific notation; and compound interest or other
models available to you.
• Evaluates whether the numerical expression (model) proposed reproduced the conditions of the situation, and
modifies and adjusts it to solve similar problems and their variants.
• Expresses with various representations and numerical language their understanding of the orders of the decimal
number system when expressing a very large or very small quantity in scientific notation, as well as when comparing
quantities expressed in scientific notation and making equivalences between irrational numbers using approximations
or rounding.
• Expresses with various representations and numerical language his understanding of fractional expression as a
general way of expressing a rational number and of the notion of density in rational numbers when associating the
points of a line with rational numbers.
• Expresses with various representations and numerical language their understanding of interest rates and financial
terms (capital, amount, time, operating expenses, income tax, per capita index) to interpret the problem in its context
and establishing relationships between representations. .
• Expresses with various representations and numerical language their understanding of operations with rational and
irrational numbers using rounding or approximations, as well as operations between quantities expressed in
exponential notation. Use this understanding to interpret the conditions of a problem in context. Establish relationships
between representations.
• Select, combine and adapt various calculation strategies, estimation, resources and procedures to perform operations
with approximate inexact rationals and roots, interest rates, quantities in scientific notation and intervals, and to
simplify processes using the properties of numbers and operations, opting for the most suitable ones.
Select and use relevant units and subunits and instruments to estimate or express the value of a derived magnitude
(velocity, acceleration, etc.) according to the level of accuracy required in the problem. --,gMakes and compares statements
about the properties of operations with approximate inexact roots, and/about the appropriateness or otherwise of certain
interest rates or other numerical relationships that it discovers, and - justifies them with examples, counterexamples, and
properties of the numbers and operations. Test the validity of one statement opposed to another or a special case using
examples, counterexamples, your knowledge, and inductive and deductive reasoning. 1 =e
 6 4 9- 2 016 -MINEDU

Competition RESOLVE PROBLEMS OF REGULARITY, EQUIVALENCE AND CHANGE .

It consists of the student being able to characterize equivalences and generalize regularities and the change of one
magnitude with respect to another, through general rules that allow them to find unknown values, determine
restrictions and make predictions about the behavior of a phenomenon. To do this, it poses equations, inequalities
and functions, and uses strategies, procedures and properties to solve them, graph them or manipulate symbolic
expressions. Likewise, he reasons inductively and deductively, to determine general laws through various examples,
properties and counterexamples.

This competence involves the combination of the following capabilities:

• Translate data and conditions into algebraic and graphic expressions: it means transforming the data,
unknown values, variables and relationships of a problem into a graphic or algebraic expression (model) that
generalizes the interaction between them. It also involves evaluating the result or the formulated expression with
respect to the conditions of the situation; and formulate questions or problems based on a situation or an
expression.

• Communicates your understanding of algebraic relationships: means expressing your understanding of the
notion, concept or properties of patterns, functions, equations and inequalities by establishing relationships
between them; using algebraic language and various representations. As well as interpreting information that
presents algebraic content.

• Use strategies and procedures to find equivalences and general rules: it is to select, adapt, combine or
create, procedures, strategies and some properties to simplify or transform equations, inequalities and symbolic
expressions that allow you to solve equations, determine domains and ranges, represent lines, parables, and
various functions.

• Arguing claims about exchange relations and equivalence: means making claims about variables, algebraic
rules, and algebraic properties, reasoning inductively to generalize a rule and deductively testing and verifying
properties and new relations.

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 649-2 016-MINEDU
Learning standards of the competition "Solves problems of regularity,
equivalence and change

Level Description of the levels of competence development

Featured level
Solve problems related to analyzing discontinuous changes or regularities, between magnitudes, values or expressions; translating them into algebraic
expressions that may include the rule for the formation of convergent or divergent sequences, periodic sine and cosine functions, or exponential equations that
best fit the behavior. Expresses their understanding of the properties or elements of systems of linear inequalities, exponential equations and functions defined
in sections; using formal language and various representations; and uses them to interpret scientific, financial and mathematical information. Combines and
integrates a wide repertoire of mathematical resources, strategies or procedures to interpolate, extrapolate values or calculate the maximum or minimum value
of notable sequences and summations, as well as trigonometric functions and evaluate or define functions by sections; opting for those most relevant to the
situation. Make statements about the general validity of relationships between concepts and algebraic procedures, as well as predict the behavior of variables; It
supports them with demonstrations or arguments that demonstrate their conceptual solvency.
Expected level
at the end of Solve problems related to analyzing continuous or periodic changes, or regularities between magnitudes, values or expressions, translating them into algebraic
the VII cycle expressions that may contain the general rule of geometric progressions, system of linear equations, quadratic and exponential equations and functions.
Evaluate whether the algebraic expression reproduces the conditions of the problem. Expresses your understanding of the rule of formation of geometric
sequences and progressions; the solution or solution set of systems of linear equations and inequalities; the difference between a linear function and a
quadratic and exponential function and their parameters; uses them to interpret statements or texts or sources of information using mathematical language and
graphics. Select, combine and adapt various mathematical resources, strategies and procedures to determine unknown terms in geometric progressions, solve
linear or quadratic equations, simplify expressions using algebraic identities; evaluates and chooses the most suitable ones according to the conditions of the
problem. Make statements about opposite statements or special cases that hold between algebraic expressions; as well as predict the behavior of variables;
checks or rules out the validity of the statement using counterexamples and mathematical properties.
Expected level
at the end of Solve problems related to interpreting constant changes or regularities between magnitudes, values or between expressions; translating them into numerical
cycle VI patterns and graphs 42 , arithmetic progressions, equations and inequalities with one unknown, linear and affine functions, and direct and inverse proportionality
relationships. Check if the algebraic expression used expressed or reproduced the conditions of the problem. Express your understanding of: the relationship
between linear function and direct proportionality; the differences between a linear equation and inequality and their properties; the variable as a value that
changes; the set of values that an unknown term can take to verify an inequality; You use them to interpret statements, algebraic expressions or various texts
with mathematical content. Select, use and combine resources, strategies, graphic methods and mathematical procedures to determine the value of unknown
terms in an arithmetic progression, simplify algebraic expressions and solve linear equations and inequalities, and evaluate linear functions. Makes statements
about properties of arithmetic progressions, equations and inequalities as well as a linear, affine linear function based on their experiences, and justifies them
through examples and mathematical properties; Finds errors or gaps in one's own and others' arguments and corrects them.
Expected level Solve problems of equivalences, regularities or exchange relationships between two magnitudes or between expressions; translating them into equations that
at the end of combine the four operations, expressions of inequality or relationships of direct proportionality, and repetition patterns that combine geometric criteria and
cycle V whose formation rule is associated with the position of its elements. Expresses your understanding of the general term of a pattern, the conditions of inequality
expressed with the signs > and <, as well as the proportional relationship as a constant change; using mathematical language and various representations. Use
resources, strategies and properties of equalities to solve equations or find values that meet a condition of inequality or proportionality; as well as procedures for
creating, continuing or completing patterns. Make statements from your concrete experiences, about patterns and their non-immediate elements; justifies them
with examples, procedures, and properties of equality and inequality.

Expected level Solve problems that present two equivalences, regularities or relationship of change between two magnitudes and expressions; translating them into equalities
at the end of that contain additive or multiplicative operations, to tables of values and repetition patterns that combine criteria and additive or multiplicative patterns. Express
cycle IV your understanding of the rule for forming a pattern and the equal sign to express equivalences. Likewise, it describes the relationship of change between one
magnitude and another; using mathematical language and various representations. Use strategies, number decomposition, mental calculation, to create,
continue or complete repetition patterns. It makes claims about patterns, the equivalence between expressions and their variations, and the properties of
equality, justifying them with concrete arguments and examples.
Expected level
at the end of Solve problems that present equivalences or regularities, translating them into equalities that contain addition or subtraction operations and patterns of repetition
cycle III of two perceptual criteria and additive patterns. Expresses their understanding of equivalences and what a pattern is like, using concrete material and various
representations. Use strategies, number decomposition, simple calculations to find equivalences, or to continue and create patterns. It explains the relationships
you find in patterns and what you must do to maintain "balance" or equality, based on concrete experiences and examples.
This level is based on level 2 of the competencies "Solve quantity problems" and "Solve problems of shape, movement and location."
Expected level
at the end of
cycle II
Expected level This level is based on level 1 of the competencies "Solve quantity problems" and "Solve problems of shape, movement and location"
at the end of
cycle 1

1
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 Performance by grade
1
Competition "Solve problems of regularity, equivalence and change CYCLE
VI
When the student solves problems of regularity, equivalence and change, he/she combines the following abilities:
• Translate data and conditions into algebraic and graphical expressions.
• Communicate your understanding of algebraic relationships.
• Use strategies and procedures to find equivalences and general rules.
• Argue claims about exchange relations and equivalence._____________________________________________________
Description of the level of competence expected at the end of cycle VI
Solve problems related to interpreting constant changes or regularities between magnitudes, values or between expressions; translating
them into numerical patterns and graphs 43 , arithmetic progressions, equations and inequalities with one unknown, linear and affine
functions, and direct and inverse proportionality relationships. Check if the algebraic expression used expressed or reproduced the
conditions of the problem. Express your understanding of: the relationship between linear function and direct proportionality; the differences
between a linear equation and inequality and their properties; the variable as a value that changes; the set of values that an unknown term
can take to verify an inequality; You use them to interpret statements, algebraic expressions or various texts with mathematical content.
Select, use and combine resources, strategies, graphic methods and mathematical procedures to determine the value of unknown terms in
an arithmetic progression, simplify algebraic expressions and solve linear equations and inequalities, and evaluate linear functions. Makes
statements about properties of arithmetic progressions, equations and inequalities as well as a linear, affine linear function based on their
experiences, and justifies them through examples and mathematical properties; Finds errors or gaps in one's own and others' arguments
and corrects them.

FIRST GRADE SECONDARY PERFORMANCE It also transforms them into graphic patterns that combine
When the student solves problems of regularity, equivalence and translations, rotations or magnifications. Example: A student
change, and is in the process towards the expected level of cycle VI, expresses the fixed salary of S/700 and the commissions of S/30
he/she performs performances such as the following: for each item he sells, using the expression y = 30x + 700. That is,
• Establishes relationships between data, regularities, unknown it models the situation with a linear function.
values, or relationships of equivalence or variation between two • Check if the algebraic or graphic expression (model) that you
magnitudes. Transform these relationships to algebraic proposed allowed you to solve the problem, and recognize which
expressions (model) that include the rule for forming arithmetic elements of the expression represent the conditions of the problem:
progressions with integers, to linear equations (ax + b = ex + d, data, unknown terms, regularities, relations of equivalence or
ayce Z), to inequalities (x > aox < b), to functions linear, direct variation between two magnitudes.
proportionality or Cartesian graphs. It also transforms them into • Expresses, with various graphic, tabular and symbolic
graphic patterns (with translations, rotations or magnifications). representations, and with algebraic language, its understanding of
• Check if the algebraic or graphic expression (model) that you the rule of formation of graphic patterns and arithmetic
proposed allowed you to solve the problem, and recognize which progressions, and of the sum of its terms, to interpret a problem in
elements of the expression represent the conditions of the its context and establishing relationships between said
problem: data, unknown terms, regularities, relations of representations.
equivalence or variation between two magnitudes. • Expresses, with various graphic, tabular and symbolic
• Expresses, with various graphic, tabular and symbolic representations, and with algebraic language, its understanding of
representations, and with algebraic language, its understanding of the solution of a linear equation and
the formation of a graphic pattern or an arithmetic progression, to
interpret a problem according to its context and establishing
relationships between representations.
• Expresses, with various graphic, tabular and symbolic
representations, and with algebraic language, its understanding of
the solution of a linear equation and the solution of the solution set
of an inequality condition, to interpret a problem according to its
context and establishing relationships between representations. .
éceuclñterrelates graphic, tabular and
SECOND GRADE PERFORMANCE
When the student solves problems of regularity, equivalence and
change, and achieves the expected level of cycle VI, he/she performs
performances such as the following:
• Establishes relationships between data, regularities, unknown
values, or relationships of equivalence or variation between two
magnitudes. Transform these relationships into algebraic or
graphical expressions (models) that include the rule for forming
arithmetic progressions with integers, to linear equations
(ax + b = ex + d, ayce Q), to inequalities of the form (ax >
b, ax < b, ax > by ax < b V a * 0), to linear and affine
functions, to direct and inverse proportionality with
fractional or decimal expressions, or to Cartesian graphs.

1
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2
 MINEDU
algebraic to express the behavior of the linear function mathematical procedure to the conditions of a problem to
and its elements: intercept with the axes, slope, domain determine unknown terms or the sum of "n" terms of an
and range, to interpret and solve a problem according to arithmetic progression, simplify algebraic expressions using
its context. properties of equality and properties of operations, solve
Example: A student can recognize from the graph the linear equations and inequalities, and evaluate the set of
prices of three types of rice, represented by the following values of a linear function.
functions: y = 3x; y = 3.3x; y = 2.80. Recognize the It makes claims about the relationship between the position of
cheapest and most expensive type of rice from the given a term in an arithmetic progression and its rule of formation,
expressions or their corresponding graphs. or other relations of change that it discovers. Justify the
• Establishes the correspondence relationship between the validity of your statements using examples and your
rate of change of a linear function and the proportionality mathematical knowledge. Recognize errors in your own or
constant to solve a problem according to its context. others' justifications, and correct them.
Selects and employs resources, heuristic strategies, and Make statements about the properties that support the
procedures relevant to problem conditions, such as equality or simplification of algebraic expressions to solve
determining unknown terms in a graphical pattern or linear equations and inequalities, or other relationships that
arithmetic progression; simplify algebraic expressions, you discover. Justify the validity of your statements using
solve equations and determine the set of values that examples and your mathematical
satisfy an inequality using properties of equality and knowledge. Recognize errors in
operations; and determine values that comply with a your own or others' justifications,
relationship of direct and inverse proportionality between and correct them.
magnitudes. Make statements about the
Make statements about the properties of equality that differences between the linear
support the simplification of both sides of an equation. He function and an affine linear
justifies them using examples and his mathematical function, and about the difference between direct
knowledge. Recognize errors in your own or others' proportionality and inverse proportionality, or other
justifications, and correct them. relationships you discover. Justify the validity of your
Make statements about the conditions for two equations statements using examples and your mathematical
to be equivalent or for a possible solution to exist. He knowledge. Recognize errors in your own or others'
justifies them using examples and his mathematical justifications, and correct them. ‘
knowledge. Recognize errors in your own or others'
justifications, and correct them.
Make statements about the characteristics and properties
of linear functions. He justifies them with examples and
his mathematical knowledge. Recognize errors in your
own or others' justifications, and correct them.
on the solution set of an inequality condition, to interpret and
explain them in the context of the situation. Establishes
connections between these representations and moves from
one representation to another when the situation requires it.
Expresses, using mathematical language and graphic, tabular
and symbolic representations, their understanding of the
correspondence relationship between the constant of change
of a linear function and the value of its slope, the differences
between affine function and linear function, as well as their
understanding of the differences between direct and inverse
proportionality, to interpret and explain them in the context of
the situation. Establishes connections between these
representations and moves from one representation to
another when the situation requires it.
Example: A student observes the changes in the slope of a
graph that represents the movement of a car relating time and
distance. Describe, for example, that the car travels 240 km in
three hours, then stops for four hours and returns to the
starting point also in three hours. Selects and combines

resources, heuristic strategies and the most convenient

1
6
3
 6 49-2016
Competition "Solve problems of regularity, equivalence and change" VILE
When the student solves problems of regularity, equivalence and change, he/she combines CYCLE
the following abilities:
• Translate data and conditions into algebraic and graphical expressions.
• Communicate your understanding of algebraic relationships.
• Use strategies and procedures to find equivalences and general rules.
• Argue claims about exchange relations and equivalence.________________________________________________
Description of the level of competence expected at the end of cycle VII
Solve problems related to analyzing continuous or periodic changes, or regularities between magnitudes, values or
expressions, translating them into algebraic expressions that may contain the general rule of geometric progressions, system
of linear equations, quadratic and exponential equations and functions. Evaluate whether the algebraic expression
reproduces the conditions of the problem. Expresses your understanding of the rule of formation of geometric sequences and
progressions; the solution or solution set of systems of linear equations and inequalities; the difference between a linear
function and a quadratic and exponential function and their parameters; uses them to interpret statements or texts or sources
of information using mathematical language and graphics. Select, combine and adapt various mathematical resources,
strategies and procedures to determine unknown terms in geometric progressions, solve linear or quadratic equations,
simplify expressions using algebraic identities; evaluates and chooses those most suitable according to the conditions of the
problem. Make statements about opposite statements or special cases that hold between algebraic expressions; as well as
predict the behavior of variables; checks or rules out the validity of the statement using counterexamples and mathematical
properties.

THIRD SECONDARY GRADE PERFORMANCE FOURTH GRADE SECONDARY PERFORMANCE

When the student solves problems of regularity, equivalence
and change, and is in the process towards the expected level of
the VII cycle, he/she performs performances such as the
following:
• Establishes relationships between data, unknown values,
regularities, conditions of equivalence or variation
between magnitudes. Transform these relationships into
algebraic or graphic expressions (models) that include the
rule for forming a geometric progression, to systems of
linear equations with two variables, to inequalities (ax + b
< c, ax + b > c, ax ± b < cy ax + b > c, V ae Q ya * 0), to
quadratic equations (ax 2 = c) and to quadratic functions
(f(x) = x 2 , f(x) = ax 2 + c, V a * 0 ) with integer coefficients
and compound proportionality.
• Evaluate whether the algebraic or graphic expression
(model) that you proposed represented all the conditions
of the problem: data, unknown terms,
regularities, relations of equivalence or variation between
two magnitudes.
• Expresses, with various graphic, tabular and symbolic
representations, and with algebraic language, its
understanding of the rule of formation of a geometric
progression and recognizes the difference between an
arithmetic growth and a geometric one to interpret a
problem in its context and establishing relationships
between said representations.
• Expresses, with various graphic, tabular and symbolic
representations, and with algebraic language, its
^'iTca^riQunderstanding about the solution of a system of
When the student resolves regularity, problems are in
equivalence and change, and processes the Vile cycle,
towards the expected level of perform
performance such as the following: •
Establishes relationships between data, values
unknowns, regularities, and conditions
equivalence or variation between magnitudes.
Transform those relations to expressions
algebraic or graphical (models) that include the
deformation rule of a geometric progression, to systems
of linear equations with two unknowns, to inequalities
(ax + b < ex + d, ax + b > ex + d, ax + b < ex + dy ax +
b > ex + d, V ayc * 0), to quadratic equations (ax 2 + bx
+ c = 0, a^Oya, byc£Q) and to quadratic functions (f(x)=
ax 2 + bx + c, V a + 0 and € Q). It also transforms them
into proportional distributions 44 .
Evaluate algebraic or graphic expressions (model)
posed for the same problem and determine which best
represented the conditions of the problem.
Expresses, with various graphic, tabular and symbolic
representations, and with algebraic language, its
understanding of the sum of terms of a geometric
progression to interpret a problem in its context and
establishing relationships between said representations.
Expresses, with various graphic, tabular and symbolic
representations, and with algebraic language, its
understanding of the solution or solutions of a system of
linear equations and a quadratic equation, and of the
solution set of

Mixture, alloy.

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 6 4 9 - 2 016 - MINEDU
linear equations and the quadratic equation and linear
inequality, to interpret their solution in the context of the
situation and establishing connections between said
representations. • Expresses, with various graphic, tabular and symbolic
• Expresses, with various graphic, tabular and symbolic
representations and with algebraic language, its
understanding of the graphic behavior of a quadratic function,
its maximum, minimum and intercept values, its symmetry
axis, vertex and orientation, to interpret its solution in the
context of the situation and establishing connections between
these representations.
• Select and combine the most convenient heuristic strategies,
graphical methods, resources and mathematical procedures to
determine unknown terms, simplify algebraic expressions, and
solve quadratic equations and systems of linear equations and
inequalities, using notable products or properties of equalities.
Recognize how the variation of the coefficients in a quadratic
function affects a graph.
• It makes statements about the relationship between the
position of a term and its rule of formation in • a geometric
progression, and the differences between arithmetic and
geometric growths, or other relations of change that it
discovers. Justify and check the validity of your statements
using examples, mathematical properties, or inductive and
deductive reasoning.
• Makes statements about the meaning of the points of
intersection of two linear functions that satisfy two equations
simultaneously, the correspondence relationship between two
or more systems of equivalent equations, or other
relationships that you discover. Justify and check the validity
of your statements using examples, mathematical properties,
or inductive and deductive reasoning.
• Make statements about the change in the • sign of the
quadratic coefficient of a quadratic function on its graph,
relationships between coefficients and variation on the graph,
or other relationships you discover. Justify and check the
validity of your statements using examples, mathematical
properties, or inductive and deductive reasoning.
linear inequalities, to interpret a problem in its context
and establishing relationships between
such representations.
representations and with algebraic language, its
understanding of the domain and range of a quadratic
function, the relationship between the variation of
its coefficients, and the changes observed in its graphic
representation, to interpret a problem in its context and
establishing relationships between said
representations.
Example: A student looks
at the graph and
identifies that the Income
can be achieved with a
discount of 15 dollars. In
this way, it determines
that the range of income
in dollars is from 0 to
10,125 dollars greater or and that, for dollar
less than discounts, the income is
minor.
Combines and adapts heuristic strategies, resources,
graphical methods, procedures and most optimal
algebraic properties to determine unknown terms and
the sum of terms of a geometric progression, simplify
algebraic expressions, and solve systems of linear
equations and inequalities using algebraic identities or
properties of the equalities and inequalities.
It makes statements about the characteristics that
distinguish geometric growth, or relationships that it
discovers in a graphic or numerical sequence, or other
relationships of change that it discovers. Justify or rule
out the validity of your claims using a counterexample,
mathematical properties, or inductive and deductive
reasoning.
Make statements about possible solutions to a system
of linear equations, quadratic equations, or linear
inequalities, or other relationships you discover. Justify
or rule out the validity of your claims using a
counterexample, mathematical properties, or inductive
and deductive reasoning.
It makes statements about exchange relationships that
it observes between the variables of a quadratic
function and in proportional distributions, or other
relationships that it discovers. Justify or rule out the
validity of statements using a
counterexample, mathematical properties, or inductive
and deductive reasoning.
16
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 6 49-2016.-MINEDU
Competition "Solve problems of regularity, equivalence and change" VILE
CYCLE
When the student solves problems of regularity, equivalence and change, he/she combines the following abilities:
• Translate data and conditions into algebraic and graphical expressions.
• Communicate your understanding of algebraic relationships.
• Use strategies and procedures to find equivalences and general rules.
• Argue claims about exchange relations and equivalence. ________________________________________________________
Description of the level of competence expected at the end of cycle VII
Solve problems related to analyzing continuous or periodic changes, or regularities between magnitudes, values or expressions,
translating them into algebraic expressions that may contain the general rule of geometric progressions, system of linear equations,
quadratic and exponential equations and functions. Evaluate whether the algebraic expression reproduces the conditions of the problem.
Expresses your understanding of the rule of formation of geometric sequences and progressions; the solution or solution set of systems
of linear equations and inequalities; the difference between a linear function and a quadratic and exponential function and their
parameters; uses them to interpret statements or texts or sources of information using mathematical language and graphics. Select,
combine and adapt various mathematical resources, strategies and procedures to determine unknown terms in geometric progressions,
solve linear or quadratic equations, simplify expressions using algebraic identities; evaluates and chooses the most suitable ones
according to the conditions of the problem. Make statements about opposite statements or special cases that hold between algebraic
expressions; as well as predict the behavior of variables; checks or rules out the validity of the statement using counterexamples and
mathematical properties.

FIFTH GRADE SECONDARY PERFORMANCE

When the student solves problems of regularity, equivalence and change, and achieves the expected level of the VII cycle, he/she
performs performances such as the following:
• Establishes relationships between data, unknown values, regularities, and conditions of equivalence or variation between
magnitudes. Transform these relationships into algebraic or graphical expressions (models) that include increasing or
decreasing sequences, systems of linear equations with two unknowns, inequalities, quadratic functions with rational
coefficients and exponential functions.
Example: The student solves the following situation: "If I add 1000 soles to double the amount of 5 sole coins I have, I will
collect more than 3700 soles. How many 5-sole coins do I have at least?" To do this, set up linear inequalities and find the
minimum number of coins.
• Makes adjustments or modifications to the proposed algebraic or graphic expression (models) when it does not meet all the
conditions of the problem or, if considered necessary, adjusts it to new conditions in similar problems.
• Expresses, with various graphic, tabular and symbolic representations, and with algebraic language, its understanding of the
rule of formation of an increasing and decreasing sequence, to interpret a problem in its context and establishing
relationships between said representations.
• Expresses, with various graphic, tabular and symbolic representations, and with algebraic language, its understanding of the
solution or solutions of a quadratic equation and the meaning of its maximum or minimum values and intercepts, in the
context of the problem. Interrelate these representations and select the most convenient one.
• Expresses, with various graphic, tabular and symbolic representations, and with algebraic language, its understanding of
dilation, contraction, horizontal and vertical displacements, intersections with the axes of a quadratic function, and the
exponential function by varying its coefficients.
• Combine and adapt heuristic strategies, resources, graphical methods or more optimal procedures to find unknown terms of
an increasing or decreasing sequence, and to solve systems of linear equations, quadratic and exponential equations, using
algebraic identities or properties of inequalities.
• Make statements about characteristics of an increasing and decreasing sequence, or other relations of change that you
discover. Justify and check the validity of a statement opposed to another or a special case using examples,
counterexamples, geometric knowledge, or inductive and deductive reasoning.
• Makes statements about the possibility or impossibility of solving a quadratic equation based on the analysis of its
coefficients or the value of the discriminant. Justify and check the validity of a statement opposite to

another or a special case through examples, counterexamples, geometric knowledge, or

inductive and deductive reasoning.
• Make statements about change relationships observed between the variables of an 80
00
exponential function or quadratic functions. Justify and check the validity of one statement 60
opposed to another or of a special case using examples, such as geometric knowledge, or 00
40
inductive and isbdeductive reasoning. Example : The student looks at the graph and describes that, after 13 hours, the bacteria 00
will have exceeded the number of 10,000 and that the growth accelerates as time passes._________________________ 20
00
40 20 20
2000
40

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Competition SOLVE PROBLEMS OF FORM, MOVEMENT AND LOCATION. It consists of the student orienting
himself and describing the position and movement of objects and himself in space, visualizing, interpreting and
relating the characteristics of objects with two-dimensional and three-dimensional geometric shapes. It involves
making direct or indirect measurements of the surface, perimeter, volume and capacity of objects, and being able
to construct representations of geometric shapes to design objects, plans and models, using instruments,
strategies and construction procedures and extent. Also describe trajectories and routes, using reference systems
and geometric language.

This competence involves the combination of the following capabilities:

• Models objects with geometric shapes and their transformations: it is building a model that reproduces
the characteristics of the objects, their location and movement, through geometric shapes, their elements and
properties; the location and transformations in the plane. It is also evaluating whether the model meets the
conditions given in the problem.

• Communicates your understanding of geometric shapes and relationships: is to communicate your

understanding of the properties of geometric shapes, their transformations, and location in a reference
system; It is also establishing relationships between these forms, using geometric language and graphic or
symbolic representations.

• Uses strategies and procedures to orient yourself in space: it is selecting, adapting, combining or creating
a variety of strategies, procedures and resources to construct geometric shapes, trace routes, measure or
estimate distances and surfaces, and transform two-dimensional and three-dimensional shapes.

• Arguing statements about geometric relationships: it is making statements about the possible
relationships between the elements and properties of geometric shapes based on their exploration or
visualization. Likewise, justify, validate or refute them, based on your experience, examples or
counterexamples, and knowledge about geometric properties; using inductive or deductive reasoning.

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 Learning standards of the competition "Solve problems of form,
movement and location"
Level Description of the levels of competence development
Featured level Solve problems in which you model the characteristics and location of objects with geometric shape properties, as well as their location
and displacement using Cartesian coordinates, the ellipse and circumference equation, or a composition of two-dimensional shape
transformations. Expresses your understanding of the metric relationships between the elements of the circumference and elements of
inscribed polygons; as well as the trajectory of objects using the ellipse equation, using various representations. Classifies composite
geometric shapes, based on own criteria and geometric properties. Combines and integrates strategies or procedures to determine the
equations of the line, parabola and ellipse, as well as instruments and resources to construct geometric shapes. It makes statements
about relationships between geometric concepts, deduces properties and supports them with arguments that demonstrate their
conceptual solvency.
Expected level at
the end of the VII Solve problems in which you model characteristics of objects with compound geometric shapes, bodies of revolution, their elements and
cycle properties, lines, notable points, metric relationships of triangles, distance between two points, equation of the line and parabola; the
location, inaccessible distances, movement and complex trajectories of objects using Cartesian coordinates, trigonometric ratios, maps
and scale plans. Expresses his understanding of the relationship between the measurements of the sides of a triangle and its
projections, the distinction between geometric transformations that preserve the shape of those that preserve the measurements of
objects, and how bodies of revolution are generated, using constructions with ruler and compass. Classifies polygons and geometric
bodies according to their properties, recognizing the inclusion of one class in another. Select, combine and adapt various strategies,
procedures and resources to determine the length, perimeter, area or volume of compound shapes, as well as construct scale maps,
homothecies and isometries. Make and compare statements about opposite statements or special cases of the properties of geometric
shapes; justifies, checks or discards the validity of the statement using counterexamples or geometric properties.
Expected level at the
end of cycle VI Solve problems in which characteristics of objects are modeled using prisms, pyramids and polygons, their elements and properties, and
the similarity and congruence of geometric shapes; as well as location and movement through coordinates in the Cartesian plane, scale
maps and plans, and transformations 45 . Expresses their understanding of congruent and similar shapes, the relationship between a
geometric shape and its different perspectives; using drawings and constructions. Classify prisms, pyramids and polygons, according to
their properties. Selects and uses strategies, procedures, and resources to determine the length, area, or volume of geometric shapes in
conventional units and to construct geometric shapes to scale. Makes statements about the similarity and congruence of shapes,
relationships between areas of geometric shapes; justifies them through examples and geometric properties.
Expected level at the
end of cycle V Solve problems in which you model the characteristics and location of objects to two-dimensional and three-dimensional shapes, their
properties, their enlargement, reduction or rotation. Describe and classify right prisms, quadrilaterals, triangles, circles, by their elements:
vertices, sides, faces, angles, and by their properties; using geometric language. It performs turns in quarters and half turns, translations,
enlargement and reduction of two-dimensional shapes, in the Cartesian plane. Describe routes and locations on plans. Use procedures
and instruments to enlarge, reduce, rotate and construct shapes; as well as to estimate or measure the length, surface and capacity of
objects, selecting the appropriate conventional unit of measurement and performing conversions. Explains his statements about
relationships between elements of geometric shapes and their measurable attributes, with concrete examples and properties.
Expected level at the Solve problems in which you model characteristics and location data of objects to two- and three-dimensional shapes, their elements,
end of cycle IV properties, their movement and location in the Cartesian plane. Describes these shapes with geometric language, recognizing right
angles, number of sides and vertices of the polygon, as well as parallel and perpendicular lines, identifies symmetrical shapes and
performs translations, in grids. He also creates sketches, where he traces and describes displacements and positions, using reference
points. Employs strategies and procedures to translate and construct forms through composition and decomposition, and to measure the
length, surface and capacity of objects, using conventional and unconventional units, resources and measuring instruments. Make
statements about the composite figures; as well as relationships between a three-dimensional shape and its development in the plane;
explains them with concrete examples and graphics.
Expected level at the
end of cycle III Solve problems in which you model the characteristics and location data of objects in the environment into two- and three-dimensional
shapes, their elements, position and displacements. Describe these shapes using their elements: number of sides, corners, curved and
straight sides; number of pointed faces, shapes of their faces, using concrete representations and drawings. Likewise, it also traces and
describes displacements and positions, in grids and reference points using some terms of geometric language. Use strategies and
procedures based on manipulation to construct objects and measure their length (width and length) using unconventional units. Explains
similarities and differences between geometric shapes, as well as their resolution process.
Expected level at the
end of cycle II Solve problems by relating objects in the environment with two-dimensional and three-dimensional shapes. Expresses the location of
people in relation to objects in space: "near", "far from", "next to", and displacements: "forward", "backward", "to the side", " towards the
other." This is also how it expresses the comparison of the length of two objects: "it is longer than", "it is shorter than". Use strategies to
solve problems, when building objects with concrete material or moving in space.
Expected level at the Explores space in everyday situations using their senses and their own strategies, moves and recognizes their position or the location of
end of cycle 1 objects and understands some simple expressions related to their location.

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Tra5ÍaEÍón, rotation, enlargement and
reduction.
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Performance by grade

Competition "Solve problems of shape, movement and location CYCLE

VI
When the student solves problems of shape, movement and location, he/she combines the following abilities:
• Model objects with geometric shapes and their transformations.
• Communicate your understanding of geometric shapes and relationships.
• Use strategies and procedures to measure and orient yourself in space.
» Argue statements about geometric relationships.____________________ ______________________________________
Description of the level of competence expected at the end of cycle VI
Solve problems in which characteristics of objects are modeled using prisms, pyramids and polygons, their elements and
properties, and the similarity and congruence of geometric shapes; as well as location and movement through coordinates in the
Cartesian plane, scale maps and plans, and transformations. Expresses their understanding of congruent and similar shapes, the
relationship between a geometric shape and its different perspectives; using drawings and constructions. Classify prisms,
pyramids and polygons, according to their properties. Selects and uses strategies, procedures, and resources to determine the
length, area, or volume of geometric shapes in conventional units and to construct geometric shapes to scale. Makes statements
about the similarity and congruence of shapes, relationships between areas of geometric shapes; justifies them through examples
and geometric properties.

FIRST GRADE SECONDARY PERFORMANCE • It describes the location or route of a real or imaginary object, and
When the student solves problems of shape, movement and location, represents them using Cartesian coordinates, plans or scale maps.
and is in the process towards the expected level of cycle VI, he/she Describes the transformations of an object in terms of combining
performs performances such as the following: two to two magnifications, translations, rotations or reflections.
• Establishes relationships between the characteristics and • Expresses, with drawings, constructions with ruler and compass,
measurable attributes of real or imaginary objects. Associate these with concrete material and with geometric language, his
characteristics and represent them with two-dimensional composite understanding of the properties of similarity and congruence of two-
and three-dimensional shapes. It also establishes similarity dimensional shapes (triangles), and of prisms, pyramids and
relationships between triangles or plane figures, and between the polygons. It expresses them even when they change position and
properties of volume, area and perimeter. views, to interpret a problem according to its context and
• It describes the location or route of a real or imaginary object, and establishing relationships between representations.
represents them using Cartesian coordinates, plans or scale maps. • Expresses, with drawings, constructions with ruler and compass,
Describes the transformations of an object in terms of with concrete material and with geometric language, his
magnifications, translations, rotations or reflections. understanding of the characteristics that distinguish a rotation from a
• Expresses, with drawings, constructions with ruler and compass, translation and a translation from a reflection. These distinctions are
with concrete material and with geometric language, his made in two-dimensional ways to interpret a problem according to
understanding of the properties of perpendicular and secant lines, its context and establishing relationships between representations.
and of quadrilaterals, triangles, and circles. • Read texts or graphics that describe characteristics, elements or
even when they change position and views, to interpret a problem properties of two-dimensional and three-dimensional geometric
according to its context and establishing relationships between shapes.
representations. Expresses, with drawings, constructions
with ruler and compass, with concrete material and with about the
geometric language, his understanding of the relationship parallels, the
of similarity between two-dimensional forms when they prisms, He
are expanded or reduced, to interpret the conditions of a expresses
problem and establishing relationships between representations. them
Read text or graphics that describe characteristics, elements, or
properties of two-dimensional geometric shapes and
SECOND GRADE PERFORMANCE
When the student solves problems of shape, movement and location,
and achieves the expected level of cycle VI, he/she performs
performances such as the following:
• Establishes relationships between the characteristics and
measurable attributes of real or imaginary objects. Associate these
characteristics and represent them with two-dimensional
shapes
composite and three-dimensional.
Establishes,
also, properties of similarity and congruence
between polygonal shapes, and between the
properties of volume, area and perimeter.

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• three-dimensional images, as well as their transformations, to
extract information. It reads scale plans and uses them to locate
itself in space and determine routes.
Selects and uses heuristic strategies, resources or procedures to
determine the length, perimeter, area or volume of prisms, quadrilaterals
and triangles, as well as compound two-dimensional areas, using
conventional units (centimeter, meter and kilometer) and non-
conventional units ( balls, breads, bottles, etc.).
Selects and uses heuristic strategies, resources or procedures to
describe the movement, location or perspectives (views) of objects, using
conventional units (centimeter, meter and kilometer) and non-
conventional units (for example, steps).
It makes claims about the relationships and properties it discovers
between objects, between objects and geometric shapes, and between
geometric shapes, based on simulations and case observations. He
justifies them with examples and his geometric knowledge. Recognize
errors in the justifications and correct them.
Recognizes properties of similarity and congruence, and the composition
of transformations (rotation, expansion and reduction) to extract
information. Reads plans or scale maps and uses them to locate oneself
in space and determine routes.
Selects and uses heuristic strategies, resources or procedures to
determine the length, perimeter, area or volume of prisms, pyramids,
polygons and circles, as well as compound or irregular two-dimensional
areas, using Cartesian coordinates and conventional units (centimeter,
meter and kilometer) and unconventional (balls, breads, bottles, etc.).
Selects and uses heuristic strategies, resources or procedures to
describe the movement, location or perspectives (views) of objects on
scale plans, using conventional units (centimeter, meter and kilometer)
and non-conventional units (for example, steps).
It makes claims about the relationships and properties it discovers
between objects, between objects and geometric shapes, and between
geometric shapes, based on simulations and case observations. He
justifies them with examples and his geometric knowledge. Recognizes
errors in his or her justifications and those of others, and corrects them.

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Competition "Solve problems of form, movement ito and location" Aleile

ing and location, combine the following
When the student solves form problems, mov abilities:
• Model objects with geometric shapes and their transfers armaments.
• Communicates understanding of shapes and geometric nes.
relationships • Uses strategies and procedures to measure arse in space.
and orient • Argues claims about geometric relationships ace.
Description of the level of competence expected at the to the Vile cycle
end; Solve problems in which you model object characteristics, with compound geometric shapes, bodies of revolution, metric
their elements and properties, lines, notable points, relationship of figures of triangles, distance between two points, equation >,
the line and parabola; the location, inaccessible distances, movement and complex trajectories of objects using scale years.
Cartesian coordinates, trigonometric ratios, maps and Expresses his/her understanding of the relationship between
measurements of the sides of a triangle and its projections, the geometric transformations that preserve the figures, and how they
shape of those that preserve the measurements of the objects generate bodies of revolution, using geometric bodies according to
constructions with ruler and compass. Classifies polygons and their properties, recognizing the various strategies, procedures and
includes one class in another. Select, combine and adapt the resources to determine s, as well as construct maps. to scale,
length, perimeter, area or volume of composite shapes. Make and homothecies and isometries. special cases of the properties of
compare statements about opposite statements or justify, check geometric shapes; before counterexamples or geometric
or discard the validity of the statement. properties.
THIRD SECONDARY GRADE PERFORMANCE FOURTH GRADE SECONDARY PERFORMANCE
When the student solves problems of shape, movement and When the student solves problems of shape, movement and
location, and is in the process towards the expected level of location, and is in the process towards the expected level of
the VII cycle, he/she performs performances such as the the VII cycle, he/she performs performances such as the
following: following:
• Establishes relationships between the characteristics • Establishes relationships between the characteristics and
and measurable attributes of real or imaginary objects. measurable attributes of real or imaginary objects.
Associate these relationships and represent, with Represents these relationships with two-dimensional and
compound two-dimensional and three-dimensional three-dimensional composite shapes or bodies of
shapes, their elements and properties of volume, area revolution, which can combine prisms, pyramids, cones or
and perimeter. regular polyhedra, considering their elements and
• It describes the location or path of a real or imaginary properties.
object, and represents them using Cartesian • Describes the location or movements of a real or imaginary
coordinates and scale plans. It also represents the object, and represents them using maps and scale plans,
distance between two points from its algebraic form. as well as the equation of the line, trigonometric ratios,
Describes the transformations of objects by combining angles of elevation and depression. Describes the
magnifications, translations, rotations or reflections. transformations that generate shapes that allow a plane to
• Expresses, with drawings, constructions with ruler and be tiled.
compass, with concrete material, and with geometric • Expresses, with drawings, constructions with ruler and
language, his understanding of the properties of the compass, with concrete material, and with geometric
trigonometric ratios of a triangle, polygons, prisms and language, his understanding of the properties of
the cylinder, as well as their classification, to interpret a polyhedra prisms, bodies of revolution and their
problem according to its context and establishing classification, to interpret a problem according to its
relationships between representations. context and establishing relationships between
• Expresses, with drawings, constructions with ruler and representations.
compass, with concrete material, and with geometric • Expresses, with drawings, constructions with ruler and
language, his understanding of the equivalence between two compass, with concrete material, and with geometric
sequences of geometric transformations to a figure, to language, his understanding of the properties of
interpret a \ problem according to its context and establishing homothecy in plane figures, to interpret a problem
$) relationships between representations . according to its context and establishing relationships
8 Read texts or graphics that describe geometric 9/ shapes between representations.
and their properties, and relationships. • Read texts or graphs that describe the properties of
similarity and congruence between geometric shapes,
trigonometric ratios, and angles of elevation or
depression. Read maps at different scales, and integrate
their information to locate places,

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similarity and congruence between triangles, as well as reasoning.
trigonometric ratios. Read maps at different scales and depths, heights or determine routes.
compare their information to locate places or determine • Combines and adapts heuristic strategies, resources
routes. and procedures more convenient to determine the
• Selects and adapts heuristic strategies, resources or length, area and volume of polyhedra and composite
procedures to determine the length, area and volume of bodies, as well as to determine inaccessible distances
prisms and polygons, and to establish metric and irregular surfaces in planes using Cartesian
relationships between sides of a triangle, as well as to coordinates and conventional units (centimeter, meter
determine the area of irregular two-dimensional shapes and kilometer).
using conventional units (centimeter , meter and • Combines and adapts heuristic strategies, resources or
kilometer) and Cartesian coordinates. procedures to describe the different views of a
• Selects and adapts heuristic strategies, resources or composite three-dimensional shape (front, profile and
procedures to describe the different views of a three- base) and reconstruct its development in the plan
dimensional shape (front, profile and base) and based on these, using conventional units (centimeter,
reconstruct its development on the plan based on these, meter and kilometer) and unconventional (e.g. steps).
using conventional units (centimeter, meter and • It makes statements about the relationships and
kilometer) and not conventional (e.g. steps). properties it discovers between objects, between
• It makes claims about the relationships and properties it objects and geometric shapes, and between geometric
discovers between objects, between objects and shapes, based on direct experiences or simulations.
geometric shapes, and between geometric shapes, Check or rule out the validity of a statement using a
based on simulations and case observations. Check or counterexample, geometric properties, and inductive
rule out the validity of the statement using examples, or deductive reasoning.
geometric properties, and inductive or deductive

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Competition "Solve problems of shape, movement and location" VILE

CYCLE
When the student solves problems of shape, movement and location, he/she combines the following abilities:
• Model objects with geometric shapes and their transformations.
• Communicate your understanding of geometric shapes and relationships.
• Use strategies and procedures to measure and orient yourself in space.
• Argue statements about geometric relationships.___________________________________________________________
Description of the level of competence expected at the end of cycle VII
Solve problems in which you model characteristics of objects with compound geometric shapes, bodies of revolution, their elements
and properties, lines, notable points, metric relationships of triangles, distance between two points, equation of the line and
parabola; the location, inaccessible distances, movement and complex trajectories of objects using Cartesian coordinates,
trigonometric ratios, maps and scale plans. Expresses his understanding of the relationship between the measurements of the sides
of a triangle and its projections, the distinction between geometric transformations that preserve the shape of those that preserve
the measurements of objects, and how bodies of revolution are generated, using constructions with ruler and compass. Classifies
polygons and geometric bodies according to their properties, recognizing the inclusion of one class in another. Select, combine and
adapt various strategies, procedures and resources to determine the length, perimeter, area or volume of compound shapes, as
well as build scale maps, homothecies and isometries. Make and compare statements about opposite statements or special cases
of the properties of geometric shapes; justifies, checks or discards the validity of the statement using counterexamples or geometric
properties. _______________________________________________________________________________________________
FIFTH GRADE SECONDARY PERFORMANCE
When the student solves problems of shape, movement and location, and achieves the expected level of the VII cycle,
he/she performs performances such as the following:
• Establishes relationships between the measurable characteristics and attributes of real or imaginary objects. Represent
these relationships with two-dimensional, three-dimensional or composite shapes, and with bodies of revolution, which
can combine three-dimensional geometric shapes. It also establishes metric relationships between triangles and
circles.
• Describes the location or movements of a real or imaginary object, and represents them using scale maps and plans,
trigonometric ratios, and the equation of the parabola and circle. Describes the possible sequences of successive
transformations that gave rise to a two-dimensional shape.
• Expresses, with drawings, with constructions with ruler and compass, with concrete material, and with geometric
language, his understanding of the properties of bodies of revolution or composite three-dimensional shapes, as well
as their classification, to interpret a problem according to its context and establishing relationships between
representations.
• Expresses, with drawings, with constructions with ruler and compass, with concrete material, and with geometric
language, his understanding of geometric transformations and the classification of geometric shapes by their
characteristics and properties, to interpret a problem according to its context and establishing relationships between
representations.
• Read texts or graphs that describe the properties of bodies of revolution, compounds, and truncates, as well as the
classification of geometric shapes by their common or distinctive characteristics and properties. Read maps at
different scales, and integrate the information they contain to locate places, depths, heights or determine optimal
routes.
• Combines and adapts heuristic strategies, resources or procedures to determine the length, area and volume of
compound and revolution geometric bodies, as well as irregular areas expressed on plans or maps, using Cartesian
coordinates and conventional units (centimeter, meter and kilometer). .
• Combines and adapts heuristic strategies, resources or procedures to describe the different views of a composite three-
dimensional shape (front, profile and base) and reconstruct its development in the plan based on these, using
conventional units (centimeter, meter and kilometer) and unconventional (e.g. steps).
• Make and contrast statements about the relationships and properties you discover between objects, between objects
and geometric shapes, and between geometric shapes, based on direct experiences or X simulations. Check the validity of
one statement opposed to another, or of a special case using counterexamples, geometric knowledge, and inductive or
deductive reasoning.

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Competition SOLVES DATA MANAGEMENT AND UNCERTAINTY PROBLEMS . It consists of the student
analyzing data on a topic of interest or study or random situations, which allows him or her to make decisions,
develop reasonable predictions and conclusions supported by the information produced. To do this, the student
collects, organizes and represents data that provides input for the analysis, interpretation and inference of the
deterministic or random behavior of the situation using statistical and probabilistic measures.

This competence involves the combination of the following capabilities:

• Represents data with graphs and statistical or probabilistic measures: it is representing the behavior of
a set of data, selecting statistical tables or graphs, measures of central tendency, location or dispersion.
Recognize variables of the population or sample when proposing a study topic. It also involves the analysis of
random situations and representing the occurrence of events through the value of probability.

• Communicates your understanding of statistical and probabilistic concepts: is communicating your

understanding of statistical and probabilistic concepts in relation to the situation. Read, describe and interpret
statistical information contained in graphs or tables from different sources.

• Uses strategies and procedures to collect and process data: is selecting, adapting, combining or creating
a variety of procedures, strategies and resources to collect, process and analyze data, as well as the use of
sampling techniques and the calculation of statistical measures and probabilistic.

• Supports conclusions or decisions based on the information obtained: it is making decisions, making
predictions or drawing conclusions and supporting them based on the information obtained from the
processing and analysis of data, as well as the review or assessment of the processes.

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Learning standards of the competency "Solves management problems
data and uncertainty"

Level Description of the levels of competence development

Featured level Solve problems related to random situations and situations related to characterizing a population based on a representative
sample. Employs stratified sampling techniques and collects data, using various strategies and procedures; determines the
quintile. Represents the behavior of the data using relevant graphs and tables, statistics, relationships between measures of
central tendency and the coefficient of variation, identifying the most optimal. Interprets information about data behavior and
conditional probability. Contrast conclusions about the relationship between variables.

Expected level at the

end of the VII cycle Solve problems in which study topics are raised, characterizing the population and the sample and identifying the variables to be
studied; using random sampling to determine a representative sample. Collects data through surveys and records it in tables,
determines tertiles, quartiles and quintiles; the standard deviation, and the range of a data set; represents their behavior using
graphs and statistical measures most appropriate to the variables under study. Interprets the information contained therein, or the
information related to the topic of study from various sources, making use of the meaning of the standard deviation, the location
measures studied and the statistical language; Based on this, contrast and justify conclusions about the characteristics of the
population. Expresses the occurrence of dependent, independent, simple or compound events of a random situation through
probability, and determines its sample space; interprets the basic properties of probability according to the conditions of the
situation; Justifies your predictions based on the results of your experiment or properties.
Expected level at the Solve problems in which study topics are raised, identifying the relevant population and continuous quantitative variables, as well
end of cycle VI as nominal and ordinal qualitative variables. It collects data through surveys and records it in grouped data tables, and also
determines the arithmetic mean and median of discrete data; represents its behavior in histograms, frequency polygons, pie
charts, frequency tables and measures of central tendency; uses the meaning of measures of central tendency to interpret and
compare the information contained therein. Based on this, it raises and contrasts conclusions about the characteristics of a
population. Expresses the probability of a random event as a decimal or fraction, as well as its sample space; and interprets that a
certain, probable and impossible event is associated with values between 0 and 1. Makes predictions about the occurrence of
events and justifies them.
Expected level at the
end of cycle V Solve problems related to study topics, in which it recognizes discrete qualitative or quantitative variables, collects data through
surveys and various sources of information. Select double entry tables, double bar graphs and line graphs, selecting the most
appropriate one to represent the data. Use the meaning of mode to interpret information contained in graphs and in various
sources of information. Perform random experiments, recognize their possible results and express the probability of an event by
relating the number of favorable cases and the total number of possible cases. Prepare and justify predictions, decisions and
conclusions, based on the information obtained from data analysis or the probability of an event.
Expected level at the
end of cycle IV Solve problems related to qualitative or quantitative (discrete) data on a study topic, collect data through simple surveys and
interviews, record in simple frequency tables and represent them in pictograms, simple bar graphs with scale (multiples of ten) .
Interprets information contained in single and double bar graphs and double-entry tables, comparing frequencies and using the
meaning of the mode of a data set; From this information, draw some conclusions and make decisions. Express the occurrence of
everyday events using the notions of certain, most probable, least probable, and justify your answer.
Expected level at the Solve problems related to qualitative data in situations of interest, collect data through simple questions, record it in lists or simple
end of cycle III count tables (frequency) and organize it in horizontal pictograms and simple bar graphs. Read the information contained in these
tables or graphs, identifying the data or data that had greater or lesser frequency and explain your decisions based on the
information produced. Express the occurrence of everyday events using the notions of possible or impossible and justify your
answer.
Expected level at the
end of cycle II This level is based on level 2 of the "Solve quantity problems" competition.

Expected level at the This level is based on level 1 of the "Solve quantity problems" competition.
end of cycle 1

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Performance by grade

Competition "Solve data management and uncertainty problems" CYCLE

VI
When the student solves data management and uncertainty problems, he or she combines the following capabilities:
• Represent data with graphs and statistical or probabilistic measures.
• Communicates your understanding of statistical and probabilistic concepts.
• Use strategies and procedures to collect and process data.
• Supports conclusions or decisions based on the information obtained.______________________________________
Description of the level of competence expected at the end of cycle VI
Solve problems in which study topics are raised, identifying the relevant population and continuous quantitative variables, as well
as nominal and ordinal qualitative variables. It collects data through surveys and records it in grouped data tables, and also
determines the arithmetic mean and median of discrete data; represents its behavior in histograms, frequency polygons, pie
charts, frequency tables and measures of central tendency; uses the meaning of measures of central tendency to interpret and
compare the information contained therein. Based on this, it raises and contrasts conclusions about the characteristics of a
population. Expresses the probability of a random event as a decimal or fraction, as well as its sample space; and interprets that
a certain, probable and impossible event is associated with values between 0 and 1. Makes predictions about the occurrence of
events and justifies them.

FIRST GRADE SECONDARY PERFORMANCE
When the student solves data management and uncertainty problems,
and is in the process towards the expected level of cycle VI, he or she
performs the following:
• It represents the characteristics of a study population by
associating them with nominal and ordinal qualitative variables,
or discrete quantitative variables, and expresses the behavior of
the population data through bar graphs, circular graphs and
measures of central tendency.
• Determines the conditions of a random situation, compares the
frequency of its events and represents its probability through
Laplace's rule (decimal value) or represents its probability
through its frequency given in percentages. From this value,
determine whether one event is more or less probable than
another.
• Expresses with various representations and mathematical
language its understanding of the mean, median and mode for
ungrouped data, according to the context of the population under
study, as well as the value of probability to characterize the
occurrence of events as more or less probable. events of a
random situation.
• Read tables and bar or pie charts, as well as various texts that
contain measurement values of central tendency, or descriptions
of random situations, to compare and interpret the information
they contain. From this, it produces new information.
Example: The student compares data contained in the same
graph by pointing out: "There are more girls who like soccer in
the first year of secondary school than in the third year of
secondary school."
• Collects data on discrete qualitative or quantitative variables
through surveys, selecting and using procedures and
SECOND GRADE PERFORMANCE
When the student solves data management and uncertainty problems,
and achieves the expected level of cycle VI, he or she performs the
following:
• It represents the characteristics of a population under study
associating them with nominal and ordinal qualitative
variables, or discrete and continuous quantitative
variables. Expresses the behavior of population data through
histograms, frequency polygons and measures of central
tendency.
• Determine the conditions and sample space of a random situation,
and compare the frequency of its events. It represents the
probability of an event through Laplace's rule (decimal value) or
represents its probability through its relative frequency expressed
as a decimal or percentage. From this value it determines whether
an event is certain, probable or impossible to happen.
• Expresses with various representations and mathematical
language their understanding of the relevance of using the mean,
median or mode (ungrouped data) to represent a set of data
according to the context of the population under study, as well as
the meaning of the value of the probability to characterize the
occurrence of events in a random situation as certain or
impossible.
• Read tables and graphs such as histograms, frequency polygons,
as well as various texts that contain values of measures of central
tendency or descriptions of random situations, to compare and
interpret the information they contain and deduce new data. From
this, it produces new information.
• Collects data on nominal or ordinal qualitative variables, and
discrete or continuous quantitative variables through surveys, or
by selecting and using procedures, strategies and resources
appropriate to the type of study. Processes them and organizes
them in tables with

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• resources. It processes them and organizes them into tables for
the purpose of analyzing them and producing information.
• Select and use procedures to determine the median and mode of
discrete data, the probability of simple events in a random situation
using Laplace's rule or the calculation of their relative frequency
expressed as a percentage. Review your procedures and results.
• It makes statements or conclusions about the qualitative and
quantitative information of a population, or the probability of
occurrence of events. He justifies them using the information
obtained and his statistical knowledge. Recognize errors in your
justifications and correct them.
the purpose of analyzing them and producing information. Reviews
the procedures used and adapts them to other study contexts.
• Select and use procedures to determine the median, mode and
mean of discrete data, the probability of events in a random
situation using Laplace's rule or the calculation of their relative
frequency expressed as a percentage. Review your procedures
and results.
• It makes statements or conclusions about the characteristics, data
trends of a population or the probability of occurrence of events
under study. He justifies them using the information obtained, and
his statistical and probabilistic knowledge. Recognizes errors in his
or her justifications and those of others, and corrects them.

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17
9
Competition "Solves data management problems and ii uncertainty" 32EJSD

When the student solves data management problems • os and uncertainty, combines the following capabilities:
Represents data with graphs and statistical measures op • robobilistic.
Communicates his or her understanding of statistical concepts • and probabilistic.
Uses strategies and procedures to collect and processes • >ar data.
Supports conclusions or decisions based on the information obtained nation.
the vile cycle
Description of the level of competence expected at the end characterizing the population and the sample and identifying the
d Solve problems in which it raises study topics, variables to to determine a representative sample. Collect data iles, quartiles
study; Using random sampling through surveys and recording and quintiles; the standard deviation, and the range or of these
them in tables, determines the data from a set of data; using graphs and statistical measures more tion contained in
represents the behavior appropriate to the variables under study. them, or the information related to its use of the meaning of the
Interprets the information on the subject of study from various standard deviation, the measurements ado in this contrasts and
sources, location data studied and statistical language; basic justifies conclusions about the dependent, independent events ,
characteristics of the population. Expresses the occurrence of simple or compounds, determines its sample space; interprets
suc of a random situation through probability, and d basic the properties of the situation; Justify your predictions based on
probability according to the conditions, results of its experiment the
or properties.
THIRD SECONDARY GRADE PERFORMANCE FOURTH GRADE SECONDARY PERFORMANCE
When the student solves data management and uncertainty When the student solves data management and uncertainty
problems, and is in the process towards the expected level of problems, and is in the process towards the expected level of
cycle VII, he/she performs performances such as the following: cycle VII, he/she performs performances such as the following:
• It represents the characteristics of a population under study • It represents the characteristics of a population through the
through qualitative or quantitative variables, selects the study of qualitative and quantitative variables, and the
variables to be studied, and represents the behavior of the behavior of the data of a representative sample through
data of a sample of the population through histograms, measures of central tendency, location measures
frequency polygons and measures of central tendency or (quartile), standard deviation or statistical graphs, selecting
standard deviation. the most appropriate ones. for the variables studied.
• Determines the conditions and sample space of a random • Determines the conditions and restrictions of a random
situation, and discriminates between independent and situation, analyzes the occurrence of independent and
dependent events. It represents the probability of an event dependent events, and represents its probability through
through its decimal or fractional value. From this value, the rational value from 0 to 1. From this value, it
determine whether an event is likely, very likely, or almost determines the greater or lesser probability of one event
certain to occur. compared to another.
• Expresses with various representations and mathematical • Expresses with various representations and mathematical
language its understanding of the standard deviation in language their understanding of the standard deviation in
relation to the mean for ungrouped data and according to relation to the mean for grouped data and the meaning of
the context of the population under study. It also quartiles in a data distribution according to the context of
expresses the meaning of the probability value to the population under study. It also expresses the meaning
characterize the occurrence of independent and of the probability value to characterize the occurrence of
dependent events of a random situation. dependent and independent events in a random situation,
• Reads tables and bar graphs, histograms, etc., as well as and how they are distinguished from each other.
various texts that contain values on statistical measures or • Read, interpret and infer tables and graphs, as well as
descriptions of random situations, to deduce and interpret various texts that contain values on measures of central
the information they contain. Based on this, it produces tendency, dispersion and position, and on the probability of
new information. random events, to deduce new data and predict them
• Collects data on qualitative and quantitative variables according to the observed trend. Based on this, it produces
through surveys or observation, combining and adapting new information and evaluates whether the data has any
procedures, strategies - and resources. Processes them and bias in its presentation.
organizes them in tables with the
 649-2016-MINEDU
purpose of analyzing them and producing information.
Determines a random sample of a population relevant to
the objective of the study and the characteristics of the
population studied.
Select and use procedures to determine the mean and
standard deviation of discrete data, and the probability of
independent events in a random situation using Laplace's
rule and its properties. Review your procedures and
results. It makes statements, conclusions and inferences
about the characteristics or trends of a population, or
about random events under study based on its
observations or data analysis. He justifies them with
examples, and using information obtained and his
statistical and probabilistic knowledge. Recognizes errors
or gaps in his or her justifications and those of others, and
corrects them.
Collects data on qualitative or quantitative variables
through surveys or observation, combining and adapting
procedures, strategies and resources. It processes them
and organizes them into tables for the purpose of
analyzing them and producing information. Determines a
random sample of a population relevant to the objective of
the study and the characteristics of the population studied.
Select, use, and adapt procedures to determine the mean
and standard deviation of continuous data, and the
probability of independent and dependent events in a
random situation. Adapt the procedures used to other
study contexts.
Pose and contrast statements about the characteristic or
tendency of a studied population, as well as about
random events in a random situation. He justifies them
with examples, and using information obtained and his
statistical knowledge. Recognize errors or gaps in your
conclusions or those of other studies, and propose
improvements.
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Competition "Solve data management and uncertainty problems" VILE
CYCLE
When the student solves data and uncertainty management problems, he or she combines the following abilities: •
Represents data with graphs and statistical or probabilistic measures.
• Communicates your understanding of statistical and probabilistic concepts.
• Use strategies and procedures to collect and process data.
• Supports conclusions or decisions based on the information obtained.________________________________________
Description of the level of competence expected at the end of cycle VII
Solve problems in which study topics are raised, characterizing the population and the sample and identifying the variables
to be studied; using random sampling to determine a representative sample. Collects data through surveys and records it in
tables, determines tertiles, quartiles and quintiles; the standard deviation, and the range of a data set; represents their
behavior using graphs and statistical measures most appropriate to the variables under study. Interprets the information
contained therein, or the information related to the topic of study from various sources, making use of the meaning of the
standard deviation, the location measures studied and the statistical language; Based on this, contrast and justify
conclusions about the characteristics of the population. Expresses the occurrence of dependent, independent, simple or
compound events of a random situation through probability, and determines its sample space; interprets the basic
properties of probability according to the conditions of the situation; Justifies your predictions based on the results of your
experiment or properties.______________________________________________________________________________
FIFTH GRADE SECONDARY PERFORMANCE
When the student solves data management and uncertainty problems, and achieves the expected level of cycle VI, he or
she performs performances such as the following:
• It represents the characteristics of a population through the study of variables and the behavior of the data of a
sample, through measures of central tendency, location measures (tertile and quintile), standard deviation for
grouped data and statistical graphs. To do this, select the most appropriate ones for the variables studied.
• Determines the conditions and restrictions of a random situation, analyzes the occurrence of simple and
compound events, and represents it with the value of its probability expressed as a rational from 0 to 1. From this
value, determine the greater or lesser probability of one compound event compared to another.
• Expresses with various representations and mathematical language its understanding of the value of tertiles and
quintiles of a data distribution, as well as the relevance of measures of central tendency in relation to the standard
deviation, according to the context of the population under study. Likewise, it expresses the value of the
probability of simple and compound events in a random situation and how simple events are distinguished from
compound events.
• Reads, interprets, and explains a variety of tables and graphs, as well as various texts that contain values about
the statistical measures of a population and probabilistic measures under study, to deduce new data and predict
future behavior. Based on this, it produces new information and evaluates the data or data that produce some bias
in the behavior of others.
• Collects data on qualitative or quantitative variables from a population through surveys or observation. It collects
them for the purpose of analyzing them and producing information about data behavior. Determines a
representative sample of a population relevant to the objective of the study and to the characteristics of the
population studied.
• Adapts and combines procedures to determine measures of central tendency, standard deviation of continuous
data, measures of location, and probability of simple or compound events from a random situation. Adapt the
procedures used to other study contexts.
• Make and contrast statements or conclusions about the characteristics or trends of a population or random events
based on your observations or data analysis. He justifies them with examples and counterexamples using his
knowledge and the information obtained in his research. Recognize errors, gaps or biases in your conclusions or
those of other studies, and propose improvements.

6.9. Science and Technology Area

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Science and technology are present in various contexts of human activity, and occupy an important place in
the development of knowledge and culture of our societies, which have been transforming our conceptions of
the universe and our ways of life. This context requires citizens who are capable of questioning themselves,
seeking reliable information, systematizing it, analyzing it, explaining it and making decisions based on
scientific knowledge, and considering the social and environmental implications. It also requires citizens to use
scientific knowledge to constantly learn and have a way of understanding the phenomena that occur around
them.

Achieving the Graduation Profile of Basic Education students requires the development of various
competencies. Through the scientific and technological inquiry and literacy approach, the Science and
Technology area promotes and facilitates students developing the following competencies:

• Inquire using scientific methods to build knowledge.

• Explains the physical world based on knowledge about living beings, matter and energy, biodiversity,
Earth and the universe.

• Design and build technological solutions to solve problems in your environment.

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6.9.1. Approaches that support the development of competencies in the area of Science
and Technology

The theoretical and methodological framework that guides the teaching and learning process in this
area corresponds to the approach of inquiry and scientific and technological literacy, supported by
the active construction of knowledge based on curiosity, observation and questioning carried out by
students. interact with the world. In this process, they explore reality; they express, dialogue and
exchange their ways of thinking about the world; and contrast them with scientific knowledge. These
skills allow them to deepen and build new knowledge, resolve situations and make scientifically
based decisions. Likewise, they allow them to recognize the benefits and limitations of science and
technology and understand the relationships that exist between science, technology and society.

What is proposed through this approach is that students have the opportunity to "do science and
technology" from school, so that they learn to use scientific and technological procedures that
motivate them to explore, reason, analyze, imagine and invent. ; to work as a team; and encourage
their curiosity and creativity; and to develop critical and reflective thinking.

To inquire scientifically is to know, understand and use the procedures of science to construct or
reconstruct knowledge. In this way, students learn to pose questions or problems about the
phenomena, structure or dynamics of the physical world. They mobilize their ideas to propose
hypotheses and actions that allow them to obtain, record and analyze information that they then
compare with their explanations, and structure new concepts that lead them to new questions and
hypotheses. It also involves a reflection on the processes that are carried out during the
investigation, in order to understand science as a human process and product that is built
collectively.

Scientific and technological literacy implies that students use scientific and technological knowledge
in their daily lives to understand the world around them, and the way of doing and thinking of the
scientific community. It also means proposing technological solutions that satisfy needs in their
community and the world, and exercising their right to training that allows them to function as
responsible, critical and autonomous citizens in personal or public situations associated with science
and technology. That is, what we seek is to train citizens who influence the quality of life and the
environment in their community, country and planet.

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6.9.2. Competencies, abilities, learning standards and their performance by grade

Competence INQUIRIES THROUGH SCIENTIFIC METHODS TO BUILD KNOWLEDGE. The student is able to build
his knowledge about the functioning and structure of the natural and artificial world that surrounds him, through scientific
procedures, reflecting on what he knows and how he came to know it, putting into play attitudes such as curiosity,
amazement, skepticism, among others.

The exercise of this competence involves the combination of the following capabilities:

• Problematizes situations: raises questions about natural facts and phenomena, interprets situations and
formulates hypotheses.

• Design strategies to carry out inquiry: propose activities that allow building a procedure; select materials,
instruments and information to prove or refute the hypotheses.

• Generates and records data and information: obtains, organizes and records reliable data based on variables,
using instruments and various techniques that allow hypotheses to be verified or refuted.

• Analyzes data and information: interprets the data obtained in the investigation, contrasts it with the hypotheses
and information related to the problem to draw conclusions that prove or refute the hypotheses.

• Evaluates and communicates the process and results of your inquiry: identify and make known the technical
difficulties and knowledge achieved to question the degree of satisfaction that the answer gives to the inquiry
question.

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Learning standards for the "Inquire using scientific methods" competency
to build knowledge"
Description of the levels of competence development
Level

It investigates through questions about a situation and argues the influence of the variables, formulates one or more
hypotheses based on scientific knowledge and previous observations. Prepares the investigation plan based on scientific
Featured principles and the stated objectives. Carry out systematic measurements and comparisons that show the behavior of the
level variables. Analyzes trends and relationships in the data taking into account the theory of errors, reproducibility and
representativeness of the sample, interprets them with scientific principles and formulates conclusions. Evaluate the reliability
of methods and interpretations. Argue your conclusions based on your results and scientific knowledge. Based on its results,
it formulates new questions and evaluates the degree of satisfaction that the answer to the inquiry question gives.
Inquires through questions and poses hypotheses based on scientific knowledge and previous observations. Prepares the
plan of observations or experiments and argues them using scientific principles and the stated objectives. Carry out
Expected systematic measurements and comparisons that show the action of various types of variables. It analyzes trends and
level at the relationships in the data taking into account error and reproducibility, interprets them based on scientific knowledge and
end of the VII formulates conclusions, arguing them based on its results and reliable information. Evaluates the reliability of the methods
cycle and interpretations of the results of your inquiry.

Inquires using questions and hypotheses that are experimentally or descriptively verifiable based on scientific knowledge to
explain the causes or describe the identified phenomenon. Design a data collection plan based on observations or
Expected experiments. Collect data that contributes to proving or refuting the hypothesis. Analyzes trends or relationships in the data,
level at the interprets them taking into account error and reproducibility, interprets them based on scientific knowledge and formulates
end of cycle conclusions. Evaluate whether your conclusions answer the inquiry question and communicate them. Evaluates the reliability
VI of the methods and interpretations of the results of your inquiry.

It investigates the causes or describes an object or phenomenon that it identifies to formulate questions and hypotheses in
which it relates the variables that intervene and that can be observed. It proposes strategies to observe or generate a
Expected controlled situation in which it records evidence of how an independent variable affects another dependent one. Establishes
level at the relationships between data, interprets it and contrasts it with reliable information. Evaluates and communicates its
end of cycle
conclusions and procedures.
V

Investigates by establishing the causes of a fact or phenomenon to formulate questions and possible answers about them
Expected
based on their experiences. Proposes strategies to obtain information about the fact or phenomenon and its possible causes,
level at the
records data, analyzes them, establishing relationships and evidence of causality. Communicate orally, written or graphically
end of cycle
your procedures, difficulties, conclusions and doubts.
IV

Inquires by exploring objects or phenomena, asking questions, proposing possible answers and activities to obtain
Expected
information about the characteristics and relationships established about them. He follows a procedure to observe,
level at the
manipulate, describe and compare his essays and uses them to draw conclusions. Express orally, in writing or graphically
end of cycle
what you have done, learned and the difficulties of your investigation.
III

Expected Explores objects, space and events that occur in its environment, asks questions based on its curiosity, proposes possible
level at the answers, obtains information by observing, manipulating, describing; compares aspects of the object or phenomenon to
end of cycle check the answer and expresses orally or graphically what he or she did and learned.
II

Expected He explores objects, space and events that occur in his environment, observes and manipulates them with all his senses to
level at the obtain information about their characteristics or uses, experiments and observes the effects that his actions cause on them.
end of cycle
1

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Performance by grade

Competition "Inquire through scientific methods to build knowledge" CYCLE

VI
When the student investigates through scientific methods to build his knowledge, he combines the following capabilities:
• Problematize situations.
• Design strategies to carry out research.
• Generates and records data and information.
• Analyze data and information.
• Evaluates and communicates the process and results of your inquiry. _______ ■ _______________________________________________
Description of the level of competence expected at the end of cycle VI
Inquires based on questions and hypotheses that are experimentally or descriptively verifiable based on scientific knowledge to explain the
causes or describe the identified phenomenon. Design a data collection plan based on observations or experiments. Collect data that
contributes to proving or refuting the hypothesis. Analyzes trends or relationships in the data, interprets them taking into account error and
reproducibility, interprets them based on scientific knowledge and formulates conclusions. Evaluate whether your conclusions answer the
inquiry question and communicate them. Evaluates the reliability of the methods and interpretations of the results of your inquiry.
FIRST GRADE SECONDARY PERFORMANCE When the student investigates using scientific methods to build
When the student investigates through scientific methods to build knowledge and achieves the expected level of cycle VI, he or she
knowledge and is in the process towards the expected level of cycle performs the following:
VI, he/she performs performances such as the following: • Ask questions about the variables that influence a fact,
• Ask questions about the variables that influence a fact, phenomenon or natural or technological object and select the one
phenomenon or natural or technological object, and select the that can be investigated scientifically. Pose hypotheses in which
one that can be investigated scientifically. Pose hypotheses in you establish causal relationships between the variables.
which you establish causal relationships between the variables. Consider the variables involved in your investigation.
• It proposes procedures to observe, manipulate the independent • It proposes procedures to observe, manipulate the independent
variable, measure the dependent variable and control aspects variable, measure the dependent variable and control the
that modify the experimentation. Select tools, materials and intervening variable. Select tools, materials and instruments to
instruments to collect qualitative/quantitative data. Plan for time collect qualitative/quantitative data. Plan for time and personal
and personal and workplace safety measures. and workplace safety measures.
• Obtains qualitative/quantitative data from the manipulation of the • Obtains qualitative/quantitative data from the manipulation of the
independent variable and repeated measurements of the independent variable and repeated measurements of the
dependent variable. Control aspects that modify the dependent variable. Make adjustments to your procedures and
experimentation. Organizes the data and makes calculations of control the intervening variables. Organizes the data and makes
the mode, median, proportionality or others, and represents them calculations of measures of central tendency, proportionality or
in graphs. others, and represents them in graphs.
• Compares the data obtained (qualitative and quantitative) to • Compares the data obtained (qualitative and quantitative) to
establish relationships of causality, correspondence, equivalence, establish relationships of causality, correspondence, equivalence,
membership, similarity, difference or others; contrasts the results membership, similarity, difference or others; contrasts the results
with your hypothesis and scientific information to confirm or refute with your hypothesis and scientific information to confirm or refute
your hypothesis, and draws conclusions. your hypothesis, and draws conclusions.
• Support whether your conclusions answer the inquiry question, • Support whether your conclusions answer the inquiry question,
and whether the procedures, measurements and adjustments and whether the procedures, measurements, calculations and
made contributed to demonstrating your hypothesis. adjustments made contributed to demonstrating your hypothesis.
Communicate your inquiry through virtual or in-person means. Communicate your inquiry through virtual or in-person means.
SECOND GRADE PERFORMANCE

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Competition "Inquire through scientific methods to build knowledge" VILE

When the student investigates through scientific methods to build knowledge, he or she combinesCYCLE
the following capabilities:
• Problematize situations.
• Design strategies to carry out research.
• Generates and records data and information.
• Analyze data and information.
» Evaluates and communicates the process and results of your investigation._______________________________________________
________________________________________________________________
Description of the level of competence expected at the end of the VII cycle
Inquires through questions and poses hypotheses based on scientific knowledge and previous observations. Prepares the plan of
observations or experiments and argues them using scientific principles and the stated objectives. Carry out systematic measurements and
comparisons that show the action of various types of variables. It analyzes trends and relationships in the data taking into account error and
reproducibility, interprets them based on scientific knowledge and formulates conclusions, arguing them based on its results and reliable
information. Evaluates the reliability of the methods and interpretations of the results of your inquiry.

THIRD SECONDARY GRADE refute your hypothesis, and draw

PERFORMANCE conclusions.
When the student investigates through • It supports, on the basis of scientific
scientific methods to build knowledge and is in knowledge, its conclusions, procedures,
the process towards the expected level of the measurements, calculations and
VII cycle, he/she performs performances such adjustments made, and whether they
as the following: allowed it to demonstrate its hypothesis
• Formulate questions about the natural or and achieve the objective. Communicate
technological fact, phenomenon or object your inquiry through virtual or in-person
to delimit the problem to be investigated. means.
It determines the behavior of the
variables, and poses hypotheses based
on scientific knowledge, in which it /8
establishes causal relationships between
the variables that will be investigated.
Consider the intervening variables that
may influence your investigation and
develop the objectives.
• It proposes and substantiates, based on
the objectives of its investigation and
scientific information, procedures that
allow it to observe, manipulate and
measure the variables and the time to be
used, the security measures, and the
tools, materials and instruments for data
collection. qualitative/quantitative to
confirm or refute the hypothesis.
• Obtains qualitative/quantitative data from
the manipulation of the independent
variable and repeated measurements of
the dependent variable. Make
adjustments to your procedures and
control the intervening variables.
Organizes the data and makes
calculations of measures of central
tendency, proportionality or others, and
represents them in graphs.
• Compare the data obtained (qualitative
and quantitative) to establish relationships
of causality, correspondence,
equivalence, membership, similarity,
difference or others. Identify regularities or
trends. Contrast the results with your
hypothesis and information to confirm or 18
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FOURTH GRADE SECONDARY or in-person means.

PERFORMANCE
When the student investigates through
scientific methods to build knowledge and is in
the process towards the expected level of the
VII cycle, he/she performs performances such
as the following:
• Ask questions about the fact, phenomenon
or natural or technological object that you
are investigating to define the problem. It
determines the behavior of the variables,
and poses hypotheses based on scientific
knowledge, in which it establishes causal
relationships between the variables that
will be investigated. Consider the
intervening variables that may influence
your investigation and develop the
objectives.
• It proposes and substantiates, based on
the objectives of its investigation and
scientific information, procedures that
allow it to observe, manipulate and
measure the variables; the time to be
spent; security measures; the tools,
materials and instruments for collecting
qualitative/quantitative data; and the
margin of error. These procedures will
also allow you to provide a control group
to confirm or refute the hypothesis.
• Obtains and organizes
qualitative/quantitative data from the
manipulation of the independent variable
and repeated measurements of the
dependent variable. Make adjustments to
your procedures or instruments and
control the intervening variables; It makes
calculations of measures of central
tendency, proportionality or others,
obtains the margin of error, and
represents its results in graphs.
• Compare the data obtained (qualitative
and quantitative) to establish relationships
of causality, correspondence,
equivalence, membership, similarity,
difference or others. Identify regularities or
trends. Contrast the results with your
hypothesis and scientific information to
confirm or refute your hypothesis, and
draw conclusions.
• It supports, on the basis of scientific
knowledge, its conclusions, procedures
and the reduction of error through the use
of the control group, repetition of
measurements, calculations and
adjustments made to obtain valid and
reliable results to demonstrate the
hypothesis and achieve the aim.
Communicate your inquiry through virtual 18
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 6 4 9-201® - MINEDU

Competition "Inquire through scientific methods to build knowledge" VILE

CYCLEcapabilities:
When the student investigates using scientific methods to build knowledge, he or she combines the following
• Problematize situations.
• Design strategies to carry out research.
• Generates and records data and information.
• Analyze data and information.
» Evaluates and communicates the process and results of your investigation,_______________________________________
Description of the level of development of the competence expected at the end of the VII cycle
Inquires through questions and poses hypotheses based on scientific knowledge and previous observations. Prepares the plan of
observations or experiments and argues them using scientific principles and the stated objectives. Carry out systematic
measurements and comparisons that show the action of various types of variables. It analyzes trends and relationships in the data
taking into account error and reproducibility, interprets them based on scientific knowledge and formulates conclusions, arguing
them based on its results and reliable information. Evaluates the reliability of the methods and interpretations of the results of your
inquiry.__________________________________________________________________________________________________
FIFTH GRADE SECONDARY PERFORMANCE
When the student inquires through scientific methods to build knowledge and achieves the expected level of the VII cycle, he
performs performances such as the following:
• Formulate questions about the natural or technological fact, phenomenon or object to delimit the problem to be investigated.
Observe the behavior of the variables. Poses hypotheses based on scientific knowledge in which it establishes relationships
between the variables that will be investigated. Consider the intervening variables that may influence your investigation and
develop the objectives.
• It proposes and substantiates, based on the objectives of its investigation and scientific information, procedures that allow it to
observe, manipulate and measure the variables; the time to be spent; security measures, tools, materials and instruments for
collecting qualitative/quantitative data; and the margin of error. These procedures will also allow you to provide a control group
to confirm or refute the hypothesis.
• Obtains and organizes qualitative/quantitative data from the manipulation of the independent variable and repeated
measurements of the dependent variable. Make adjustments to your procedures or instruments. Control the intervening
variables. Perform calculations of measures of central tendency, proportionality or others. Obtains the margin of error and
represents your results in graphs.
• Compare the data obtained (qualitative and quantitative) to establish relationships of causality, correspondence, equivalence,
membership, similarity, difference or others. Identify regularities or trends. Predict the behavior of the variables and contrast
the results with your hypothesis and scientific information, to confirm or refute your hypothesis. Draw conclusions.
• It supports, on the basis of scientific knowledge, its conclusions, procedures and error reduction through the use of the control
group, repetition of measurements, calculations and adjustments made to obtain valid and reliable results to demonstrate the
hypothesis and achieve the objective. Your inquiry can be reproduced or generate new questions that give rise to other
inquiries. Communicate your inquiry with a written report or through other means.

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Competition EXPLAINS THE PHYSICAL WORLD BASED ON KNOWLEDGE ABOUT LIVING THINGS,
MATTER AND ENERGY, BIODIVERSITY, EARTH AND UNIVERSE . The student is able to understand
scientific knowledge related to natural facts or phenomena, their causes and relationships with other
phenomena, building representations of the natural and artificial world. This representation of the world allows
you to evaluate situations where the application of science and technology is in debate, to build arguments
that lead you to participate, deliberate and make decisions in personal and public matters, improving your
quality of life, as well as conserving the environment.

This competence involves the combination of the following capabilities:

• Understands and uses knowledge about living beings, matter and energy, biodiversity, Earth and
the universe: establishes relationships between various concepts and transfers them to new situations.
This allows you to build representations of the natural and artificial world, which are evident when the
student explains, exemplifies, applies, justifies, compares, contextualizes and generalizes their
knowledge.

• Evaluates the implications of scientific and technological knowledge and work: when it identifies
the changes generated in society by scientific knowledge or technological development, in order to
assume a critical stance or make decisions, considering local knowledge, empirical and scientific
evidence, with the purpose of improving their quality of life and preserving the local and global
environment.

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 Learning standards for the competency "Explain the physical world based on
knowledge about living beings, matter and energy, biodiversity, Earth and
universe"
Description of the levels of competence development
Level

It explains, based on scientifically supported evidence, the qualitative and quantifiable relationships established between:
the four fundamental forces, the interconversions of energy with the organization of the universe; between DNA, the
regulated expression of genes with biochemical functions; the physical-chemical changes of the Earth with changes in
Featured level biodiversity. It argues its position regarding the social and environmental implications of socio-scientific situations or
changes in the worldview caused by the development of science and technology.

Explains, based on scientifically supported evidence, the qualitative and quantifiable relationships between: the
microscopic structure of a material and its reactivity with other materials or with fields and waves; genetic information, the
Expected level at
functions of cells with the functions of systems (homeostasis); the origin of the Earth, its composition, its physical,
the end of the VII
chemical and biological evolution with fossil records. It argues its position regarding the ethical, social and environmental
cycle
implications of socio-scientific situations or changes in the worldview caused by the development of science and
technology.
Explains, based on scientifically supported evidence, the qualitative and quantifiable relationships between: the electric
field with the structure of the atom, energy with work or movement, the functions of the cell with its energy and matter
Expected level at the requirements, the natural or artificial selection with the origin and evolution of species, the flows of matter and energy on
end of cycle VI Earth or meteorological phenomena with the functioning of the biosphere. It argues its position regarding the social and
environmental implications of socio-scientific situations or changes in the worldview caused by the development of
science and technology.

Explains, based on scientifically supported evidence, the relationships between: macroscopic properties or functions of
bodies, materials or living beings with their microscopic structure and movement; sexual reproduction with genetic
Expected level at the diversity; ecosystems with the diversity of species; the relief with the internal activity of the Earth. Relate scientific
end of cycle V discovery or technological innovation to its impacts. It justifies its position in the face of controversial situations regarding
the use of technology and scientific knowledge.

It explains, based on documented evidence with scientific support, the relationships established between: energy sources
or their manifestations with the types of changes they produce in materials; between forces with the movement of bodies;
Expected level at the
the structure of living systems with their functions and their grouping into species; the radiation of the sun with the climatic
end of cycle IV
zones of the Earth and the adaptations of living beings. Give your opinion on the impacts of various technologies in
solving problems related to collective needs and lifestyles.
Explains, based on his observations and previous experiences, the relationships between: the characteristics of materials
Expected level at the with the changes they undergo due to the action of light, heat and movement; the structure of living beings with their
end of cycle III functions and development; the Earth, its components and movements with the beings that inhabit it. Give your opinion on
the impacts of the use of technological objects in relation to your needs and lifestyle.

Expected level at the

This level is based on level 2 of the "Inquire using scientific methods" competition.
end of cycle II

Expected level at the

This level is based on level 1 of the "Inquire using scientific methods" competition.
end of cycle 1

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 Performance by grade 649-2016.
Competition "Explain the physical world based on knowledge about living beings, matter and energy, biodiversity, Earth and the
universe" CYCLE
When the student explains the physical world based on knowledge VI about living beings, matter and energy, biodiversity, Earth and the
universe, he or she combines the following capabilities:
• Understand and use knowledge about living beings, matter and energy, biodiversity, Earth and the universe.
• Evaluates the implications of scientific and technological knowledge and work.____________________________________________
Description of the level of competence expected at the end of cycle VI
Explains, based on scientifically supported evidence, the qualitative and quantifiable relationships between: the electric field with the
structure of the atom, energy with work or movement, the functions of the cell with its energy and matter requirements, the natural or
artificial selection with the origin and evolution of species, the flows of matter and energy on Earth or meteorological phenomena with the
functioning of the biosphere. It argues its position regarding the social and environmental implications of socio-scientific situations or
changes in the worldview caused by the development of science and technology.
FIRST GRADE SECONDARY PERFORMANCE SECOND PRIMARY GRADE PERFORMANCE
When the student explains the physical world based on knowledge When the student explains the physical world based on knowledge
about living beings, matter and energy, biodiversity. Earth and about living beings, matter and energy, biodiversity, Earth and the
universe, and is in the process towards the expected level of cycle universe, and achieves the expected level of cycle VI, he or she
VI, performs performances such as the following: performs performances such as the following:
• Describes the properties of matter, and explains physical and • It qualitatively and quantitatively explains the quantum leap as a
chemical changes based on its interactions with energy transfer. manifestation of the interaction between matter and energy in
• It maintains that visible light is a region of the electromagnetic the electronic cloud of the atom.
spectrum composed of waves of different lengths and • Explains the periodic properties of chemical elements from the
frequencies. organization of their electrons. Example: The student explains
• Explains the current model of the structure of the atom, based on that metals such as iron, copper and others conduct heat and
the comparison and evolution of previous models. Evaluate the electricity because each atom of the metal gives up one or more
role of science and technology in this process. of its valence electrons, forming a sea of free electrons that
• It qualitatively and quantitatively describes the movement of a have the possibility of moving through all the material before a
body from the application of forces by contact or at a distance. stimulus such as voltage.
Example: The student describes the movement of a cyclist on a • Describes how reflection, refraction and dispersion of waves
horizontal track: "The contact force that initiates the movement occur.
of the bicycle is applied to the pedal. The bicycle travels in a • Explain that heat can be quantified and transferred from a body
straight line in a north-south direction. "It travels 2 m every with a higher temperature to another with a lower temperature.
second." Example: The student explains that the clinical thermometer
• It explains that the inorganic substances and biomolecules that receives heat upon contact with the body and this causes the
make up the structure of the cell allow it to fulfill functions of agitation of the mercury molecules, which increases the
nutrition, relationship and reproduction for its own survival or repulsive force between them, and causes them to dilate and
that of the organism of which it is a part. Example: The student rise through the capillary of the thermometer until 39°C, which is
explains that the cytoskeletal proteins of the amoeba can a sign of fever.
assemble and reorganize quickly to form pseudopods that • Describes movement qualitatively and quantitatively relating
stretch their cell membrane to move and trap their food, distance, time and speed.
surrounding it and phagocytosing it. • Explains qualitatively and quantitatively the relationship between
• Explains that the dynamics and sustainability of an ecosystem energy, work and movement. Example: The student explains
depends on the flow of matter and energy through food chains that the use of simple machines (inclined plane, pulleys and
or networks. levers) modifies the force applied to perform work.
• It describes protected natural areas as ecosystems where • It describes how, through the processes of photosynthesis and
biodiversity and its interrelationships are conserved, and respiration, the energy that the cell uses to produce organic
describes the various ecosystem services they provide to substances is produced.
society. • Establishes similarities and differences between the structures
He explained how the current organisms of the various that unicellular and multicellular beings have developed to
"kingdoms"?, from
common ancestors through perform the nutrition function.
• Establish similarities and differences between the reproductive
structures that unicellular beings have developed and

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natural selection.
Explains how the conditions that are considered favorable for life
on Earth were generated, from the evolution of the universe.
Describes the modifications of the hydrosphere, lithosphere and
atmosphere approximately 4.5 billion years ago. Example: The
student explains that plants caused oxygen in the atmosphere to
increase. Atmospheric CO2 causes the greenhouse effect and
increases temperature. The greenhouse effect and the water vapor
in the atmosphere make the temperature more regular, that is, less
changeable, and, therefore, the weathering of the rocks occurred
until they were converted into particles, which gave rise to the soil
that could offer support and nutrients for plant development.
Explains how the factors and elements that generate the climatic
variety that influence the development of the diversity of life on
Earth are related.
Explains how scientific and technological development has
contributed to changing ideas about the universe and people's lives
at different historical moments.
It bases its position regarding situations where science and
technology are questioned due to their impact on society and the
environment.
multicellular for the perpetuation of the species.
It establishes similarities and differences between the structures
that various unicellular and multicellular beings have developed
that allow them to fulfill coordination or relationship functions for
survival.
Explains how natural selection gives rise to different species from a
common ancestor and how artificial selection takes advantage of
the diversity within each species to modify organisms for different
purposes.
It justifies that life in the biosphere depends on the flow of energy
and biogeochemical cycles. Example: The student explains that the
destruction of the Amazon forests alters the carbon cycle by
increasing its concentration in the atmosphere and contributes to
global warming and climate changes that threaten sustainability.
Justifies how the causes of climate change can be mitigated
through the use of clean energy sources in the generation of
electrical energy.
Explains how scientific and technological development has
contributed to changing ideas about the universe and people's lives
at different historical moments.
It bases its position regarding situations where science and
technology are questioned due to their impact on society and the
environment, and explains how they are an opportunity to
overcome certain social and environmental problems.

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Competency "Explain the physical world based on knowledge nts about living beings, matter and energy, biodiversity,
Earth and universe" •l0KeX
When the student explains the physical world based on € biodiversity.
Earth and universe, combines the following abilities • Understands n knowledge about living beings, matter and energy, des:
and uses knowledge about living beings, matter • Evaluates the oh energy, biodiversity, Earth and universe.
implications of knowledge and scientific work and chnological.
Description of the level of competence expected at the end of the Vile
the cic Explains, based on scientifically supported evidence, material qualitative and quantifiable between: the microscopic structure of genetic
relationships and its reactivity with other materials or with fields and information, the functions of cells with the functions of physical, chemical
waves; the systems (homeostasis); the origin of the Earth, its and biological evolution with fossil records. Argues against socio-scientific
composition, its position regarding the ethical, social and environmental situations or changes in worldview
implications raised by the development of science and technology.
FOURTH GRADE SECONDARY PERFORMANCE
When the student explains the physical world based on knowledge
about living beings, matter and energy, biodiversity, Earth and the
universe, and is in the process towards the expected level of the VII
THIRD SECONDARY GRADE PERFORMANCE
cycle, he/she performs performances such as the following:
When the student explains the physical world based on knowledge
• Explains the formation and degradation of natural and synthetic
about living beings, matter and energy, biodiversity, Earth and the
substances based on the tetravalence and self-saturation
universe, and is in the process towards the expected level of the VII
properties of the carbon atom. Describes the structure and
cycle, he/she performs performances such as the following:
environmental conditions that enable the degradation of these
• It explains qualitatively and quantitatively that substances are
substances.
generated by forming or breaking bonds between atoms, which
• It qualitatively and quantitatively supports that thermal energy is
absorb or release energy while conserving their mass.
conserved, transferred or degraded in solids and fluids.
Evaluates the environmental and social implications of the use
• Explains how the cell, through chemical reactions, transforms
of inorganic substances.
nutrients and obtains the energy necessary to carry out the vital
• Explains qualitatively and quantitatively that the degradation of
functions of the human being.
materials depends on their chemical composition and
• Justifies the regulatory mechanisms in the systems (regulation of
environmental conditions.
temperature, glucose, hormones, fluids and salts) to maintain
• Explains the generation of electric fields from the existence of
the homeostasis of the human organism.
positive or negative charges, and the generation of magnetic
• Explains that the synthesis of proteins, which fulfill various
fields from the movement of these electric charges.
functions in the body, is a product of the transcription and
• It explains quantitatively that, in nuclear fission and fusion
translation of the nucleotide sequence of nucleic acids.
reactions, elements are produced with the exchange of large
• He explains that the conservation of the number of haploid
amounts of energy. Analyzes the implications of nuclear energy
chromosomes of each species is maintained through the
in the generation of electrical energy.
production of sexual cells (gametogenesis) and relates this
• Qualitatively and quantitatively supports the properties of gases
process to inheritance, diversity and genetic diseases.
according to the kinetic molecular theory.
• It explains that the evolution of species was influenced by
• It explains qualitatively and quantitatively the behavior of liquids
environmental changes that occurred in the past.
at rest due to the action of pressure.
• It supports that the speciation of living beings can be influenced
• Establishes similarities and differences between the structures
by geographic isolation or reduction in gene flow.
that various unicellular and multicellular beings have developed
• It bases its ethical position, using scientific evidence, in the face
to perform the function of locomotion.
of paradigmatic events and situations where science and
• Explains the growth and reproduction of the cell through the cell
technology are questioned due to their impact on society and
cycle.
the environment.
• Explains the transmission of characters from parents to
• Provides rationale for situations in which social demands and
descendants through genes.
particular interests are put into play regarding scientific and
• It justifies that the relief of the Earth is due to seismic
technological work that impact society and the environment.
movements, volcanism and the formation of rocks produced by
the internal energy of the Earth.
• Establishes relationships between scientific and technological
development with the demands of society at different historical
moments.
• It bases its position, using scientific evidence, regarding
paradigmatic events and situations where science and
technology are questioned due to their impact on society and
the environment.

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Competence "Explains the physical world based on knowledge about living beings, matter and energy, biodiversity. Earth and
universe" VILE
When the student explains the physical world based on knowledge CYCLEabout living beings, matter and energy, biodiversity, Earth and the universe,
he or she combines the following capabilities:
• Understand and use knowledge about living beings, matter and energy, biodiversity, Earth and the universe.
• Evaluates the implications of scientific and technological knowledge and work. _____________________________________________
Description of the level of competence expected at the end of the VII cycle
Explains, based on scientifically supported evidence, the qualitative and quantifiable relationships between: the microscopic structure of a
material and its reactivity with other materials or with fields and waves; genetic information, the functions of cells with the functions of systems
(homeostasis); the origin of the Earth, its composition, its physical, chemical and biological evolution with fossil records. It argues its position
regarding the ethical, social and environmental implications of socio-scientific situations or changes in the worldview caused by the
development of science and technology.______________________________________________________________________________
FIFTH GRADE SECONDARY PERFORMANCE
When the student explains the physical world based on knowledge about living beings, matter and energy, biodiversity, Earth and the universe,
and achieves the expected level of the VII cycle, he or she performs performances such as the following:
• Explains the property of conservation of matter and energy from the conversion of matter-energy and vice versa, as in nuclear fission and
fusion reactions. Evaluates the implications of the use of nuclear radiation in the food, agricultural, and health industries, among others.
• It explains qualitatively and quantitatively that variable magnetic fluxes in a conductive loop produce direct or alternating electric current
following the laws of electromagnetic induction.
• Explains qualitatively and quantitatively the relationship between mechanical work (inclined plane, pulleys and levers), energy and power,
and the equilibrium conditions in physical systems.
• It explains qualitatively and quantitatively the behavior of mechanical and electromagnetic waves from simple harmonic vibratory motion.
• It qualitatively and quantitatively supports the independent and simultaneous performance of two movements in a movement composed of a
mobile.
• It explains qualitatively and quantitatively that, when the total force acting on a body is zero, this body remains at rest or moves with
constant speed.
• It maintains that the genetic material of a species can be isolated and transferred for the expression of certain characteristics. Support your
position by considering the ethical, social and environmental implications.
• It argues that the universality of the genetic code allows the transfer of genes between species in a natural and artificial way.
• It explains that genetic diseases have their origin in DNA abnormalities that can affect the functionality of specific genes or their regulation.
• Foundations the relationships between the physical and chemical factors that intervene in the phenomena and situations that
threaten the sustainability of the biosphere, and evaluates the scientific relevance of agreements and mechanisms for conservation and
the fight against climate change for sustainable development.
• It maintains that, shortly after the origin of the universe, the elementary particles gave rise to H and He, from which,
and with the action of fundamental forces (gravity and nuclear attraction force), the diversity of chemical elements present on Earth and
the universe originated.
• It bases the ethical, social and environmental implications of scientific knowledge and technologies on people's worldview and way of life.
• It bases a vision of oneself, of the human being and of the world in the face of paradigmatic events, using various evidence.

Competency DESIGNS AND BUILDS TECHNOLOGICAL SOLUTIONS TO SOLVE PROBLEMS IN YOUR

ENVIRONMENT. The student is able to build objects, processes or technological systems, based on scientific and
technological knowledge and various local practices, to respond to contextual problems, linked to social needs,
putting creativity and perseverance into play.

This competence involves the combination of the following capabilities:

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• Determines an alternative technological solution: by detecting a problem and proposing creative alternative
solutions based on scientific, technological knowledge and local practices, evaluating their relevance to select
one of them.

• Design the technological solution alternative: it is to graphically or schematically represent the structure and
operation of the technological solution (design specifications), using scientific and technological knowledge and
local practices, taking into account the requirements of the problem and the available resources.
• Implements and validates the technological solution alternative: it is carrying out the solution alternative,
verifying and testing compliance with the design specifications and the operation of its parts or stages.

• Evaluates and communicates the operation and impacts of its technological solution alternative: it is
determining how well the technological solution managed to respond to the requirements of the problem,
communicating its operation and analyzing its possible impacts, on the environment and society, both in its
manufacturing process and use.

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Competency learning standards "Design and build solutions
technologies to solve problems in their environment"

Level Description of the levels of competence development

Designs and builds technological solutions by justifying the scope of the technological problem and its alternative solutions based
on scientific knowledge. It proposes a mathematical expression to estimate the efficiency and reliability of its alternative solution,
representing it through diagrams or structured drawings to scale, with views and perspectives, which include aspects of operation
or maintenance. Explains the characteristics of form, structure, function and explains the procedure, as well as the resources, tools
Featured level and materials selected. Verifies the operation of the technological solution considering the requirements, detects inaccuracies in
the construction of the technological solution and makes adjustments or redesigns its alternative. Explains scientific knowledge,
applied procedure and operation, as well as the difficulties of design and implementation, performs tests to verify the range of
operation and efficiency of the technological solution. Infers impacts of the technological solution, as well as mitigation strategies
or methods.

Designs and builds technological solutions by justifying the scope of the technological problem, determining the interrelationship of
the factors involved in it and justifying its alternative solution based on scientific knowledge. It represents the alternative solution
through diagrams or structured drawings to scale, with views and perspectives, including its parts or stages. Establishes
Expected level at
characteristics of form, structure, function and explains the procedure, the resources to implement them, as well as the selected
the end of the VII
tools and materials. Verifies the operation of the technological solution considering the requirements, detects errors in the selection
cycle
of materials, inaccuracies in dimensions and procedures and makes adjustments or redesigns its alternative solution. It explains
the scientific knowledge and the applied procedure, as well as the difficulties of design and implementation, evaluates its
operation, efficiency and proposes strategies to improve it. Infers impacts of the technological solution and develops strategies to
reduce possible negative effects.
Designs and builds technological solutions by delimiting the scope of the technological problem and the causes that generate it,
and proposes alternative solutions based on scientific knowledge. Represents the alternative solution, through diagrams or
drawings including its parts or stages. Establishes characteristics of form, structure, function and explains the procedure, the
Expected level at resources to implement them, as well as the selected tools and materials; verifies the operation of the technological solution,
the end of cycle VI considering the requirements, detects errors in the selection of materials, inaccuracies in dimensions, procedures and makes
adjustments. It explains the procedure, applied scientific knowledge, as well as the difficulties in design and implementation,
evaluates the scope of its operation through tests considering the established requirements and proposes improvements. Infer
impacts of the technological solution.
Designs and builds technological solutions by identifying the causes that generate technological problems, and proposes
alternative solutions based on scientific knowledge. Represents one of them including its parts or stages through diagrams or
structured drawings. Establishes characteristics of form, structure and function and explains the procedure, implementation
Expected level at resources, executes them using selected tools and materials, verifies the operation of the technological solution detecting
the end of cycle V inaccuracies and makes adjustments to improve it. Explains the procedure, applied scientific knowledge and limitations of the
technological solution, Evaluates its operation through tests considering the established requirements and proposes
improvements. Infer impacts of the technological solution.
Designs and builds technological solutions by establishing the possible causes that generate technological problems, and
proposes alternative solutions with scientific knowledge. Represents one of them, including the parts or stages, through diagrams
Expected level at or drawings, establishes characteristics of form, structure and function and explains a sequence of steps to implement it using
the end of cycle IV tools and materials, verifies the operation of the technological solution and makes adjustments. Explains the procedure, applied
scientific knowledge and benefits of the technological solution, evaluates its operation considering the established requirements
and proposes improvements.
Designs and builds technological solutions by establishing the causes of a technological problem and proposing alternative
Expected level at
solutions, represents one, including its parts, through diagrams or drawings and describes the sequence of steps to implement it,
the end of the
using selected tools and materials. Make adjustments to the technological solution construction process. Describes the procedure
cycle
and benefits of the technological solution, evaluates its operation according to the established requirements, and proposes
III
improvements.
Expected level at
the end of cycle II
This level is based on level 2 of the "Inquire using scientific methods" competition.

Expected level at
This level is based on level 1 of the "Inquire using scientific methods" competition.
the end of cycle 1
 6 4 9- 2 016rMINEDU
Performance by grade
Competition "Design and build technological solutions to solve problems in your environment" CYCLE
When the student designs and builds technological solutions to solve problems in their environment,VIthey combine the following
capabilities:
• Determines an alternative technological solution.
• Design the alternative technological solution.
• Implements and validates the alternative technological solution.
• Evaluates and communicates the operation and impacts of your technological solution alternative._____________________________
Description of the level of competence expected at the end of cycle VI
Designs and builds technological solutions by delimiting the scope of the technological problem and the causes that generate it, and
proposes alternative solutions based on scientific knowledge. Represents the alternative solution, through diagrams or drawings including
its parts or stages. Establishes characteristics of form, structure, function and explains the procedure, the resources to implement them,
as well as the selected tools and materials; verifies the operation of the technological solution, considering the requirements, detects
errors in the selection of materials, inaccuracies in dimensions, procedures and makes adjustments. It explains the procedure, applied
scientific knowledge, as well as the difficulties in design and implementation, evaluates the scope of its operation through tests
considering the established requirements and proposes improvements. Infer impacts of the technological solution.

FIRST GRADE SECONDARY PERFORMANCE SECOND GRADE PERFORMANCE

When the student designs and builds technological solutions to solve
problems in their environment, and is in the process towards the
expected level of cycle VI, they perform performances such as the
following:
• Describe the technological problem and the causes that generate
it. Explains your alternative technological solution based on
scientific knowledge or local practices. Make known the
requirements that this alternative solution must meet and the
resources available to build it.
• Represent your alternative solution with structured drawings. It
describes its parts or stages, the sequence of steps, its
characteristics of form and structure, and its function. Select
instruments, tools, resources and materials considering their
environmental impact and safety. Anticipate possible costs and
execution time.
• Execute the sequence of steps of your alternative solution by
manipulating materials, tools and instruments, considering safety
standards. Verifies the operation of each part or stage of the
technological solution, detects errors in procedures or in the
selection of materials, and makes adjustments or changes
according to established requirements.
• Check the operation of your technological solution according to
the established requirements. It explains its construction, and the
changes or adjustments made based on scientific knowledge or
local practices, and determines the environmental impact during
its implementation and use.
When the student designs and builds technological solutions to solve
problems in their environment, and achieves the expected level of
cycle VI, they perform performances such as the following:
• Describe the technological problem and the causes that generate
it. Explains your alternative technological solution based on
scientific knowledge or local practices. It discloses the
requirements that this alternative solution must meet, the
resources available to build it, and its direct and indirect benefits.
• Represent your alternative solution with structured drawings. It
describes its parts or stages, the sequence of steps, its
characteristics of form and structure, and its function. Select
instruments, tools, resources and materials considering their
environmental impact and safety. Anticipate possible costs and
execution time.
• Execute the sequence of steps of your alternative solution by
manipulating materials, tools and instruments, considering safety
standards. Verifies the operation of each part or stage of the
technological solution, detects errors in procedures or in the
selection of materials, and makes adjustments or changes
according to established requirements.
• Checks the operation of your technological solution according to
the established requirements and proposes improvements. It
explains its construction and the changes or adjustments made
based on scientific knowledge or local practices, and determines
the environmental impact during its implementation and use.

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Competition "Design and build technological solutions to solve problems in your environment" VILE
When the student designs and builds technological solutions to solve problems in their environment, they combine CYCLE
the following capabilities:
• Determines an alternative technological solution.
• Design the alternative technological solution.
• Implements and validates the alternative technological solution.
• Evaluates and communicates the operation and impacts of your technological solution alternative.________________________________
Description of the level of competence expected at the end of the VII cycle
Designs and builds technological solutions by delimiting the scope of the technological problem and the causes that generate it, and
proposes alternative solutions based on scientific knowledge. Represents the alternative solution, through diagrams or drawings including
its parts or stages. Establishes characteristics of form, structure, function and explains the procedure, the resources to implement them, as
well as the selected tools and materials; verifies the operation of the technological solution, considering the requirements, detects errors in
the selection of materials, inaccuracies in dimensions, procedures and makes adjustments. It explains the procedure, applied scientific
knowledge, as well as the difficulties in design and implementation, evaluates the scope of its operation through tests considering the
:
established requirements and proposes improvements. Infer impacts of the technological solution.

THIRD SECONDARY GRADE PERFORMANCE FOURTH GRADE SECONDARY PERFORMANCE

When the student designs and builds technological solutions to
solve problems in their environment, and is in the process of
reaching the expected level of the VII cycle, they perform
performances such as the following:
• Describe the technological problem and the causes that
generate it. Explains your alternative technological solution
based on scientific knowledge or local practices. It discloses
the requirements that this alternative solution must meet, the
resources available to build it, and its direct and indirect
benefits.
• Represent your alternative solution with structured drawings to
scale. It describes its parts or stages, the sequence of steps,
its characteristics of form and structure, and its function. Select
instruments, tools, resources and materials considering their
environmental impact and safety. Anticipate possible costs and
execution time. Proposes ways to test the operation of the
technological solution.
• Execute the sequence of steps of your alternative solution by
manipulating materials, tools and instruments considering their
degree of precision and safety standards. Verifies the
operation of each part or stage of the technological solution,
detects errors in procedures or in the selection of materials,
and makes adjustments or changes according to established
requirements.
• Performs repetitive tests to verify the operation of the
technological solution according to the established
requirements and substantiates its improvement proposal. It
explains its construction, and the changes or adjustments
made based on scientific knowledge or local practices, and
determines the environmental and social impact.
When the student designs and builds technological solutions to solve
problems in their environment, and is in the process towards the
expected level of the VII cycle, they perform performances such as
the following:
• Describe the technological problem and the causes that generate
it. Explains your alternative technological solution based on
scientific knowledge or local practices. It discloses the
requirements that this alternative solution must meet, the
resources available to build it, and its direct and indirect benefits.
• Represent your alternative solution with scale drawings including
views and perspectives, or flowcharts. It describes its parts or
stages, the sequence of steps, its characteristics of form and
structure, and its function. Select instruments according to their
margin of error, tools, resources and materials considering their
environmental impact and safety. Anticipate possible costs and
execution time. Proposes ways to test the operation of the
technological solution taking into account its efficiency and
reliability.
• Execute the sequence of steps of your alternative solution by
manipulating materials, tools and instruments considering their
degree of precision and safety standards. Verifies the operating
range of each part or stage of the technological solution, detects
errors in procedures or in the selection of materials, and makes
adjustments or changes according to established requirements.
• Performs repetitive tests to verify the operation of the
technological solution according to the established requirements
and bases its improvement proposal to increase efficiency and
reduce environmental impact. Explains its construction, and the
changes or adjustments made based on scientific knowledge or
local practices.

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Competition "Design and build technological solutions to solve problems in your environment"
VILE
When the student designs and builds technological solutions to solve problems in their environment, they
CYCLE
combine the following capabilities:
• Determines an alternative technological solution.
• Design the alternative technological solution.
• Implements and validates the alternative technological solution.
• Evaluates and communicates the operation and impacts of your technological solution alternative.____________________________

Description of the level of competence expected at the end of the VII cycle
Designs and builds technological solutions by delimiting the scope of the technological problem and the causes that generate it, and
proposes alternative solutions based on scientific knowledge. Represents the alternative solution, through diagrams or drawings including
its parts or stages. Establishes characteristics of form, structure, function and explains the procedure, the resources to implement them,
as well as the selected tools and materials; verifies the operation of the technological solution, considering the requirements, detects
errors in the selection of materials, inaccuracies in dimensions, procedures and makes adjustments. It explains the procedure, applied
scientific knowledge, as well as the difficulties in design and implementation, evaluates the scope of its operation through tests
considering the established requirements and proposes improvements. Infer impacts of the technological solution.___________________
FIFTH GRADE SECONDARY PERFORMANCE
When the student designs and builds technological solutions to solve problems in their environment, and achieves the expected level of
cycle VI, they perform performances such as the following:
• Describe the technological problem and the causes that generate it. Explains your alternative technological solution based on
scientific knowledge or local practices. It discloses the requirements that this alternative solution must meet, the resources available
to build it, and its direct and indirect benefits in comparison with similar technological solutions.
• Represent your alternative solution with scale drawings, including views and perspectives or flowcharts. It describes its parts or
stages, the sequence of steps, its characteristics of form and structure, and its function. Select materials, tools and instruments
considering their margin of error, resources, possible costs and execution time. Proposes ways to test the operation of the
technological solution considering its efficiency and reliability.
• Execute the sequence of steps of your alternative solution by manipulating materials, tools and instruments considering their degree
of precision and safety standards. Verify the operating range of each part or stage of the technological solution. Detects errors in
procedures or in the selection of materials, and makes adjustments or changes according to established requirements.
• Performs repetitive tests to verify the operation of the technological solution according to the established requirements and bases its
improvement proposal to increase efficiency and reduce environmental impact. Explains its construction, and the changes or
adjustments made based on scientific knowledge or local practices.

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6.10. Work Education Area

The technological, social and economic changes of the last two decades have significantly
transformed the characteristics of the world of work. Thus, the way of accessing or generating
employment and performing successfully in this sphere of human life is different today and will
continue to constantly change, reconfiguring and proposing new challenges for Basic Education
graduates. In this scenario, the purpose is to promote students' access to higher education or the
world of work through dependent, independent or self-generated employment, and through the
development of skills, knowledge and attitudes that allow the student to propose and put into practice
alternative solutions to economic or social needs or problems. To this end, it develops the
management of entrepreneurial projects in which they deploy general soft and technical skills that
allow them to strengthen their potential and increase their employability possibilities based on their
personal interests and seeking the development of their environment.

Achieving the Graduation Profile of Basic Education students requires the development of various
competencies. In particular, the area of Education for Work is responsible for promoting and
facilitating, throughout Secondary Education, that students develop the following competence:

• Manages economic or social entrepreneurship projects.

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6.10.1. Approach that supports the development of competence in the area of Education for
Work

In this area, the theoretical and methodological framework that guides teaching and learning
corresponds to an approach that includes the theoretical principles of entrepreneurial pedagogy,
social and financial education, and education for employment and practical life. These frameworks
consider the student an active social and economic agent who is capable of creating and managing
positive impacts on their environment by designing and carrying out a collective initiative through an
entrepreneurship project. In this he puts his employability skills into practice.

Entrepreneurship projects include the implementation of relevant solution alternatives with high

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potential for transformation, which are reflected in a value proposal. 48 of a good or service designed to
solve an unmet need or economic, environmental or social problem that affects a group of people
considering ethical and cultural frameworks. An entrepreneurial project can be aimed at achieving a
purely social benefit (for example, starting a school volunteer program that teaches dance and theater
to younger children), a purely economic benefit (producing baskets for harvesting coffee, rescuing
ancestral technologies from community and offer them for sale), or a purely environmental benefit
(start a comprehensive solid waste management program in the school and community, with the
participation of the municipality and local recyclers organizations), or benefits that combine social,
environmental value and the economic one (producing shelves for classroom books using recycled
fruit boxes to generate budget savings that can be invested in more books or producing coffee filters
using the production of small farmers as raw materials to improve their income). It is considered that
the project undertaken always seeks a positive impact and is aligned, from practical ethics, to the
common good and sustainable development as it is designed to solve a real problem or need in the
environment by providing a creative solution that generates value and benefits. economic, social or
environmental.

To achieve the objectives and goals proposed in the entrepreneurship project, students work
cooperatively, playing a role within the team with excellence and responsibility. They value the
contributions and roles played by their colleagues, and integrate profiles and skills of team members.
These interactions, added to the design and implementation of alternative solutions, require the
deployment of technical skills and soft or socio-emotional skills, which, when put into play in a
concrete and real situation, allow students to later replicate them in a work context to strengthen their
employability.

This proposal is built on the basis of the DCN 2009, integrating into the proposed productive technical
development approach an approach focused on the development of complex design skills, economic
and social management, evaluation and innovation, and socio-emotional skills, with the objective to
provide Basic Education students with the necessary resources to unleash their potential and achieve
their professional and employment goals.

48 The value proposition applies to both economic and social and mixed ventures. It is what is offered to users or clients to generate value,
which can be a good or service. It also includes g/moltias mitigaters and joy generators. These three elements make up the value proposition. This is
aligned to the needs and expectations of the users or clients, and makes the entrepreneurial project unique.

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6.10.2. Competence, capabilities, learning standards and their performance by grade

Competence MANAGES ECONOMIC OR SOCIAL ENTREPRENEURSHIP PROJECTS It is when

the student takes a creative idea into action by efficiently and effectively mobilizing the resources and
actions necessary to achieve individual or collective objectives and goals in order to solve an
unsatisfied need or an economic problem or social.

It involves the student working cooperatively to create an alternative solution to a need or problem in
their environment through a value proposition of a good or service, validating their ideas with potential
users and selecting, based on relevance and viability, one of them ; Design the strategy that allows
you to implement your alternative solution by defining the necessary resources and tasks, apply
technical skills to produce or provide the good or service designed and evaluate the processes and
results in order to make decisions to improve or innovate. During these processes he permanently
acts with ethics, initiative, adaptability and perseverance.

This competence involves the combination of the following capabilities:

• Create value propositions: generate creative and innovative solution alternatives through a
good or service that solves an unsatisfied need or a social problem that is investigated in its
environment; evaluates the relevance of your solution alternatives by validating your ideas with
the people you seek to benefit or impact, and the viability of the solution alternatives based on
criteria to select one of them and designs a strategy that allows you to launch your solution. dea
defining objectives and goals and dimensioning resources and tasks.
• Applies technical skills: it is operating tools, machines or software programs, and developing
methods and strategies to execute the production processes of a good or the provision of a
service by applying technical principles; It involves selecting or combining those tools, methods or
techniques based on specific requirements, applying quality and efficiency criteria.
• Work cooperatively to achieve objectives and goals: it is integrating individual efforts to
achieve a common objective, organizing teamwork based on the different skills that each member
can contribute, responsibly assuming their role and the tasks it involves, performing with
effectiveness and efficiency. It is also reflecting on your work experience and that of the team
members to generate a favorable climate, showing tolerance for frustration, accepting different
points of view and agreeing on ideas.
• Evaluates the results of the entrepreneurship project: it is determining to what extent the
partial or final results generated the expected changes in addressing the identified problem or need;
uses information to make decisions and incorporate improvements to the project design. It is also to
analyze the possible impacts on the environment and society, and formulate strategies that allow the
sustainability of project x over time.
±2. Ai I

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 Competency standards "Manage economic entrepreneurship projects or
social"

Level Description of the levels of competence development

Featured level Manages economic or social entrepreneurship projects when you empathize with the needs and
expectations of a group of users, reinterpreting the situation from different perspectives to create an
innovative alternative solution that integrates ethical and cultural aspects and optimizes its design to
generate positive social and environmental results. Implements your ideas by innovating technical skills,
strategically designs the actions and resources you will need based on complex scenarios and works
cooperatively by aligning your individual efforts and actions to achieve a common goal, leads activities
and encourages collective initiative and perseverance, generating negotiation actions based on different
interests. Evaluates the different stages of the project, optimizing the investment-profit relationship,
interprets the results, makes adjustments and incorporates innovations to the project to achieve its
sustainability.

Expected level at Manages economic or social entrepreneurship projects when it actively integrates information about a
the end of the VII situation that affects a group of users, generates explanations and defines patterns about their needs
cycle and expectations to create a viable alternative solution that considers ethical and cultural aspects and
redefines their ideas. to generate positive social and environmental results. Implement your ideas by
combining technical skills, project the actions and resources you will need based on scenarios and work
cooperatively, combining your individual roles and responsibilities to achieve a common goal, coordinate
activities and collaborate with collective initiative and perseverance, resolving conflicts through of
construction methods. Evaluates the processes and partial results, analyzing the balance between
investment and profit, user satisfaction, and the social and environmental benefits generated.
Incorporates improvements into the project to increase the quality of the product or service and the
efficiency of processes.

Expected level at Manages economic or social entrepreneurship projects when questioning a situation that affects a group
the end of cycle of users and explores their needs and expectations to create a viable alternative solution and recognizes
VI ethical and cultural aspects as well as the possible social and environmental results that it implies.
Implements your ideas using technical skills, anticipates the actions and resources you will need and
works cooperatively, fulfilling your individual roles and responsibilities to achieve a common goal,
proposes activities and facilitates collective initiative and perseverance. Evaluates the achievement of
partial results by relating the amount of inputs used with the social and environmental benefits
generated; makes improvements also considering user opinions and lessons learned.

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Competition "Manage economic or social entrepreneurship projects CYCLE
When the student manages economic or social entrepreneurship projects, he or she combines VI the following capabilities:
• Create value propositions.
• Apply technical skills.
• Work cooperatively to achieve objectives and goals.
• Evaluate the results of the entrepreneurship project.__________________________________________________________
Description of the level of competence expected at the end of cycle VI
Manages economic or social entrepreneurship projects when questioning a situation that affects a group of users and explores
their needs and expectations to create a viable alternative solution and recognizes ethical and cultural aspects as well as the
possible social and environmental results that it implies. Implements his ideas using technical skills, anticipates the actions and
resources he will need and works cooperatively, fulfilling his individual roles and responsibilities to achieve a common goal,
proposes activities and facilitates collective initiative and perseverance. Evaluates the achievement of partial results by relating
the amount of inputs used with the social and environmental benefits generated; makes improvements also considering user
opinions and lessons learned.

FIRST GRADE SECONDARY PERFORMANCE
When the student manages economic or social
entrepreneurship projects, and is in the process towards
the expected level of cycle VI, he or she performs
performances such as the following:
• Conduct individual observations or interviews to
explore as a team the needs or problems of a
group of users, to satisfy or solve them from your
field of interest.
• It proposes creative value proposition alternatives
and represents them through prototypes for
validation with potential users. Select a value
proposition based on its ethical, environmental
and social implications, and its economic result.
• Select the necessary supplies and materials, and
organize activities to obtain them. Plan the actions
that must be carried out to develop the value
proposition and foresee alternative solutions in the
event of unforeseen situations or accidents.
• Use technical skills to produce a good or provide
services while being responsible for the
environment and taking into account safety
regulations at work.
• Proposes actions that the team must take,
explaining their points of view and defining roles.
Promotes perseverance to achieve the common
goal despite difficulties and responsibly fulfills the
tasks assigned to their role.
• Formulate indicators that allow you to evaluate your
project processes and make timely decisions to
execute the relevant corrective actions.
• Formulate indicators to evaluate the üc2h.social,
environmental and economic impact generated for "N .
dñporporate improvements to the project.
SECOND GRADE PERFORMANCE
When the student manages economic or social
entrepreneurship projects, and achieves the expected
level of cycle VI, he or she performs the following:
• Conduct observations or structured interviews to
investigate the possible factors that cause the
needs or problems of a group of users, to satisfy or
solve them from their field of interest.
• Formulate creative value proposition alternatives,
representing them through prototypes for validation
with potential users. It incorporates suggestions for
improvement and selects a value proposition based
on its ethical, environmental and social
implications, and its economic result.
• Select the necessary supplies and materials, and
organize activities to obtain them. Plan the actions
that must be carried out to develop the value
proposition and foresee alternative solutions in the
event of unforeseen situations or accidents.
• Use technical skills to produce a good or provide
services while being responsible for the
environment, sustainably using natural resources
and applying safety standards at work.
• Proposes actions that the team must carry out,
explaining how it integrates the different points of
view and defining the roles associated with its
proposals. Promotes perseverance to achieve the
common goal despite difficulties and responsibly
fulfills the tasks assigned to their role.
• Formulate indicators that allow you to evaluate your
project processes and make timely decisions to
execute the relevant corrective actions.
• Formulates indicators to evaluate the social,
environmental and economic impact generated to
incorporate improvements to the project.

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 Competition "Manage economic or social entrepreneurship projects VILE
When the student manages economic or social entrepreneurship projects, he or she combines
CYCLE the following capabilities:
• Create value propositions.
• Apply technical skills.
• Work cooperatively to achieve objectives and goals.
• Evaluate the results of the entrepreneurship project.__________________________________________________________
Description of the level of competence expected at the end of cycle VII
Manages economic or social entrepreneurship projects when it actively integrates information about a situation that affects a group of users,
generates explanations and defines patterns about their needs and expectations to create a viable alternative solution that considers ethical
and cultural aspects and redefines their ideas. to generate positive social and environmental results. Implement your ideas by combining
technical skills, project the actions and resources you will need based on scenarios and work cooperatively, combining your individual roles
and responsibilities to achieve a common goal, coordinate activities and collaborate with collective initiative and perseverance, resolving
conflicts through through constructive methods. Evaluates the processes and partial results, analyzing the balance between investment and
profit, user satisfaction, and the social and environmental benefits generated. Incorporates improvements into the project to increase the
quality of the product or service and the efficiency of processes.

THIRD SECONDARY GRADE the ideas and opinions of others.

PERFORMANCE Assume their role responsibly and
When the student manages economic or collaborate with their colleagues'
social entrepreneurship projects, and is in tasks by sharing information,
the process towards the expected level of strategies and resources to achieve
the VII cycle, he/she performs the common objective.
performances such as the following: •___Develops and applies information
• As a team, you select needs or collection instruments based on indicators
problems of a group of users in your that allow it to improve the quality of the
environment to improve or solve product or service, and the efficiency of
them based on your field of interest. the __processes.
Determine the main factors that M4a develops and applies information
cause them using collection instruments to determine the
information obtained through
economic benefits or losses, MOthe
observation structured group social and environmental impact
interviews. generated by the project to incorporate
improvements.
Designs innovative creative value
FOURTH GRADE SECONDARY
proposition alternatives that it
PERFORMANCE
represents through prototypes, When the student manages economic or
validates them with potential users social entrepreneurship projects, and is in
incorporating suggestions for the process towards the expected level of
improvement. Determine the value the VII cycle, he/she performs
proposition based on its ethical, performances such as the following:
social, environmental and economic • As a team, collect information about
implications. the needs or problems of a group of
• Determines the resources required users in your environment based on
to develop a value proposition and your field of interest using structured
generates actions to acquire them. group interviews and other
Formulate an action plan to develop techniques. Organizes and integrates
the value proposition considering information, and proposes
alternative solutions to conclusions about the factors that
contingencies or unforeseen cause them.
situations. • Designs creative and innovative value
• Selects production processes for a proposition alternatives that it
good or service, and uses relevant represents through prototypes, and
technical skills and implements validates them with potential users.
them being environmentally Define one of these by integrating
responsible, sustainably using suggestions for improvement and
natural resources and applying their ethical, social, environmental
BM$ workplace safety standards. and economic implications.
• Plan your team's activities in a • Take actions to acquire the resources
climate of dialogue and respect for
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necessary to develop the value

proposition. Plan the activities that
must be carried out to develop the
value proposal, integrating alternative
solutions to contingencies or
unforeseen situations.
• Selects production processes for a
relevant good or service, and expertly
employs technical skills, being
responsible with the environment,
sustainably using natural resources
and applying workplace safety
standards.
• Plan your team's activities by getting
people to establish, according to their
roles, priorities and objectives.
Accompanies and guides his
colleagues to improve their
performance, responsibly assuming
different roles within the team and
proposes alternative solutions to
possible conflicts.
• Develops information collection
instruments to evaluate the process
and results of the project. Classify the
information collected. Analyzes the
relationship between investment and
profit obtained, user satisfaction, and
the social and environmental benefits
generated, incorporating
improvements to increase the quality
of the product or service and the
efficiency of the processes.

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Competition "Manage economic or social entrepreneurship projects" VILE
When the student manages economic or social entrepreneurship projects, he or CYCLE
she combines the following capabilities:
• Create value propositions.
• Apply technical skills.
• Work cooperatively to achieve objectives and goals.
• Evaluate the results of the entrepreneurship project._____________________________________________________________
Description of the level of competence expected at the end of cycle VII
Manages economic or social entrepreneurship projects when it actively integrates information about a situation that affects a group
of users, generates explanations and defines patterns about their needs and expectations to create a viable alternative solution that
considers ethical and cultural aspects and redefines their ideas. to generate positive social and environmental results. Implement
your ideas by combining technical skills, project the actions and resources you will need based on scenarios and work
cooperatively, combining your individual roles and responsibilities to achieve a common goal, coordinate activities and collaborate
with collective initiative and perseverance, resolving conflicts through of construction methods. Evaluates the processes and partial
results, analyzing the balance between investment and profit, user satisfaction, and the social and environmental benefits
generated. Incorporates improvements into the project to increase the quality of the product or service and the efficiency of
processes._______________________________________________________________________________________________
FIFTH GRADE SECONDARY PERFORMANCE
When the student manages economic or social entrepreneurship projects, and achieves the expected level of the VII cycle, he or
she performs performances such as the following:
• As a team, collect information about the needs or problems of a group of users in your environment based on your field of
interest using techniques such as structured group interviews and others. Organize and integrate information by recognizing
patterns among the factors of those needs and problems.
• Design creative and innovative value proposition alternatives. It represents them through prototypes and validates them with
possible users. Define one of these by integrating suggestions for improvement and their ethical, social, environmental and
economic implications.
• Take actions to acquire the necessary resources to develop the value proposition. Schedule the activities that must be carried
out to develop the value proposal, integrating alternative solutions to contingencies or unforeseen situations.
• Selects production processes for a relevant good or service, and expertly employs technical skills. It is responsible with the
environment, sustainably using natural resources and applies safety standards at work.
• Plan your team's activities by getting people to establish, according to their roles, priorities and objectives. Accompanies and
guides his colleagues to improve their performance by responsibly assuming different roles within the team and proposes
alternative solutions to unexpected conflicts.
• Develops information collection instruments to evaluate the process and results of the project. It classifies the information it
collects and analyzes the relationship between investment and profit, user satisfaction, and the social and environmental
benefits generated, and incorporates improvements to guarantee the sustainability of your project over time.

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6 4 9-2016 MINED-
6.11. Religious Education Area

The content of the Religion area has been prepared by the National Catholic Education Office
(ONDEO) and is incorporated in compliance with the concordat signed between the Peruvian State
and the Vatican49 .

The human being possesses, thanks to his spiritual condition, the gift of perceiving the sacred, the
ability to grasp the foundation of all things, their transcendent root and destiny as creatures, that is,
coming from a universal Creator. Every person searches in their life for the truth that gives meaning
to their existence to achieve happiness. This dimension of spiritual depth explains the religious
phenomenon in the history of humanity, past and present. The religious fact is part of the set of
expressions of the real as a specific human experience, beyond the limited reality available to the
rest of beings in the mineral, plant and animal world.

Therefore, in education, it is as fundamental as it is necessary for people to discover and assume

the existence of a Being and a Truth that provide us with human identity and dignity; that they
become aware of being children of God, created in his image and likeness, recognizing him as the
one who acts providently in their lives and gives meaning to the events of human history; and that
they learn to reasonably explain their faith and project their life plan as a responsible response to
the love of God.

The achievement of the Graduation Profile of Basic Education students is based on the
development of various competencies. Through the spiritual, religious and transcendent approach,
Religious Education promotes and facilitates students to develop the following competencies:

• Assume the experience of a personal and community encounter with God in your life
project in coherence with your religious belief.

• He builds his identity as a human person, loved by God, worthy, free and transcendent,
understanding the doctrine of his own religion, open to dialogue with those close to him.

49In accordance with the Regulations of the General Education Law (art. 42) and the Religious Freedoms Law
(art. 8) in educational institutions at all levels and modalities, the right to be exempt from teaching about religion
will be respected.
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6.11.1. Approaches that support the development of competencies in the area of Religious
Education
In this area, the theoretical and methodological framework that guides teaching and learning
corresponds to the Christian humanist, Christocentric and community approach.

• The Christian humanist approach allows the student to understand and explain their faith by
applying it to reality, and integrating faith and life. The student, thus, will be able to find himself
deeply and sincerely, and discover his true identity as a human being called to live in love, to
crystallize, in this way, the transcendent vision of life in education. Furthermore, it allows you to
understand that the model and horizon of a full life is Jesus Christ, who proposes an experience
from the Gospel and its values in accordance with God's project for all humanity: human dignity,
truth, freedom, peace, solidarity, the common good, kindness, justice, and the primacy of the
person above all things. This approach contemplates the relevance that religion has in the lives
of students, and takes into account that an education focused on experience and training for life
must seek and provide appropriate instruments to cultivate, interpret, value and act from what
religious and spiritual, privileging the inclusion of all students, whether or not they have a
religious option. In the context of your membership in society, it will also provide you with a
vision of Christian humanism and its validity in today's world in relation to ethics, morality,
respect and dialogue with followers of other religions, and it will provide you, also, Christian
social teaching to understand the vision of man and the world.
• The Christ-centered approach is aimed at promoting the student's actions in the world in the
style of Jesus Christ. We consider that, between God the Father and the student, there is a filial
relationship that is natural, having been created in his image and likeness. In this approach,
faith is presented to us as a theological virtue by which we believe in God and everything He
has revealed to us. We propose to the student to look at the history of humanity and their
personal history understood as History of Salvation. History is the place of dialogue between
God and man, and man can then recognize what God's actions have been and are in his own
existence and in universal history. It also allows you to recognize that God is not a stranger in
the world or in your life, but, rather, has a leading role in it, from the moment he is its Creator
and continues to permanently accompany humanity through Jesus Christ and his Church.
• In the community approach, religious education aims for the student to contribute to creating,
in his family, school and social community, an environment of fraternal and supportive life,
animated by the evangelical spirit of love, which will help him in his self-realization, and putting
exercising his innate capacity to relate responsibly with himself, with the divine Being, with
others and with nature. Likewise, it aims to exercise responsible freedom in the face of all
expressions of human culture, so that the student, enlightened by faith, converts the knowledge
he acquires about the world, life and man - in the various situations of life—in possibilities of
human and spiritual fulfillment in favor of their community in the name of God.

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6.11.2. Competencies, abilities, learning standards and their performance by grade

Competence BUILDS YOUR IDENTITY AS A HUMAN PERSON, LOVED BY GOD, WORTHY, FREE AND
TRANSCENDENT, UNDERSTANDING THE DOCTRINE OF YOUR OWN RELIGION, OPEN TO DIALOGUE
WITH THOSE WHO ARE CLOSE TO YOU.

The student discovers and assumes that there is a transcendent Being and Truth, which gives him a human
identity and dignity and becomes aware that he is a child of God, created in his image and likeness, recognizing
his provident action in his own life through of the reflective search for the meaning of existence. From this
consciousness, the student, as a worthy, free and transcendent person, will learn to relate to himself, with others,
with nature and with God as the origin and ultimate goal of everything created.

This competence allows the student to understand Christian doctrine in its spiritual, religious and transcendent
dimension, establishing an interdisciplinary dialogue between faith and culture, faith and science, faith and life,
and faith and other worldviews to act with freedom, autonomy and responsibility in the face of life. It allows
respect and dialogue with other beliefs present in society. This promotes the moral, ethical, spiritual, religious,
psychological and cultural development of the student.

This competence involves the combination of the following capabilities:

• Know God and assume his religious and spiritual identity as a worthy, free and transcendent person:
the student understands the different manifestations of God in his life from the encounter with Him, based on
Christian tradition, to build a meaningful and full.

• Cultivate and value the religious manifestations of their environment, arguing their faith in an
understandable and respectful way: the student knows, values and celebrates their faith by participating in
the different religious manifestations present in their community. Likewise, it disseminates religious and
cultural heritage by giving reasons for its faith, and respecting the diverse beliefs and religious expressions of
others.

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Competency standards "Build your identity as a human person,
loved by God, worthy, free and transcendent, understanding the doctrine of her own
religion, open to dialogue with those close to him"
Level Description of levels of competence development

It maintains with conviction that God is the beginning and end of everything created and that he gives meaning and fullness
to human existence, developing a personal relationship with Him. He argues his faith in an understandable and respectful
Featured level way in critical dialogue with culture, science and other religious manifestations. It acts with freedom, autonomy and
responsibility, promoting the practice of the common good, respect for life in all its forms and different cultural and religious
expressions.

It grounds the presence of God in creation, in the Plan of Salvation and in the life of the Church. He assumes Jesus Christ
as Redeemer and model of man who teaches him to live under the action of the Holy Spirit, participating in the evangelizing
mission in coherence with his religious belief. He argues his faith in critical dialogue with culture, science, and other religious
Expected level at the end
and spiritual manifestations. It proposes alternative solutions to problems and needs of its community, the country and the
of the VII cycle
world, which express the values of its Christian and Catholic tradition, the common good, the promotion of the dignity of the
person and respect for human life. Internalize the message of Jesus Christ and the teachings of the Church to act
consistently with your faith.

It argues the presence of God in creation and its manifestation in the Plan of Salvation described in the Bible, as someone
close to human beings, who seeks, challenges and welcomes them. It includes the fulfillment of the promise of salvation and
Expected level at the end the fullness of revelation from the teachings of the Gospel. It proposes actions that promote respect for human life and the
of cycle VI practice of the common good in society. He participates in the different manifestations of faith typical of his community in
dialogue with other religious beliefs. Demonstrate sensitivity to the needs of others based on the teachings of the Gospel
and the Church.

Understands the love of God since creation, respecting the dignity and freedom of the human person. Explains the action of
Expected level at the God present in the Plan of Salvation. He demonstrates his love for God and neighbor by participating in his community and
end of the cycle carrying out charitable works that help him in his personal and spiritual growth. It promotes a Christian coexistence based
V on dialogue, respect, tolerance and fraternal love, strengthening your identity as a child of God.

Describes the love of God present in creation and in the Plan of Salvation. Build your identity as a child of God from the
Expected level at the
message of Jesus present in the Gospel. Participate in the Church as a community of faith and love, respecting human
end of the cycle
dignity and the various religious manifestations. It promotes a harmonious coexistence based on dialogue, respect,
IV
tolerance and brotherly love.

He discovers the love of God in creation and relates it to the love he receives from the people around him. Explains the
Expected level at the end presence of God in the Plan of Salvation and the relationship that He establishes with human beings. Live in a fraternal
of cycle III manner with others, respecting different religious expressions. He assumes the consequences of his actions responsibly,
committing to be a better person, following the example of Jesus Christ.

Experience adherence and love to God through care for creation, kindness towards your family and your environment,
Expected level at the according to biblical stories. He expresses himself spontaneously with gestures, words, prayers and other forms related to
end of the cycle his religious experience. Spontaneously thank God for life and for everything you receive from Him. Practice tolerance with
II yourself and with others by spontaneously apologizing when you make a mistake or cause harm to other people. He freely
expresses his love for his neighbor through concrete actions.

Expected level at the end This level is based on level 1 of the "Build your identity" competition.
of cycle 1

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 Performance by grade

Competence "Builds his identity as a human person, loved by God, worthy, free and transcendent, Cycle VI
understanding the doctrine of his own religion, open to dialogue with those close to him"

When the student constructs his identity as a human person, loved by God, worthy, free and transcendent, understanding the
doctrine of his own religion, open to dialogue with those closest to him, he combines the following capacities:
• He knows God and assumes his religious and spiritual identity as a worthy, free and transcendent person.
• He cultivates and values the religious manifestations of his environment, arguing his faith in an understandable and
respectful way.
Description of the level of competence expected at the end of cycle VI
It argues the presence of God in creation and its manifestation in the Plan of Salvation described in the Bible, as someone
close to human beings, who seeks, challenges and welcomes them. It includes the fulfillment of the promise of salvation and
the fullness of revelation from the teachings of the Gospel. It proposes actions that promote respect for human life and the
practice of the common good in society. He participates in the different manifestations of faith typical of his community in
dialogue with other religious beliefs. Demonstrate sensitivity to the needs of others based on the teachings of the Gospel and
the Church.
FIRST GRADE SECONDARY PERFORMANCE SECOND GRADE PERFORMANCE
When the student constructs his identity as a human person, When the student constructs his identity as a human person,
loved by God, worthy, free and transcendent, understanding the loved by God, worthy, free and transcendent, understanding
doctrine of his own religion, open to dialogue with those closest the doctrine of his own religion, open to dialogue with those
to him, and is in the process towards the expected level of the closest to him, and achieves the expected level of cycle VI, he
cycle VI, perform performances such as the following: performs as the following:
• It explains that God reveals himself in the History of • It argues that God reveals himself in the History of
Salvation described in the Bible, understanding that the Salvation described in the Bible and in his personal
dignity of the human person resides in the knowledge and history, understanding that the dignity of the human
love of God, oneself, others and nature. person resides in the knowledge and love of God,
• Analyzes in the teachings of Jesus Christ the fulfillment of himself, others and nature.
the promise of salvation and the fullness of revelation. • Understand that Jesus Christ is the fullness of revelation
• Promotes the practice of actions that foster respect for and the fulfillment of the promises of salvation, in the light
human life and the common good. of the Gospel.
• It welcomes expressions of faith typical of its Christian and • It proposes alternative solutions to the different problems
Catholic identity present in its community and respecting and needs that affect life and the common good.
diverse religious beliefs. • He expresses his faith by participating in his community's
• Become aware of the needs of others to act in accordance own celebrations with an attitude of dialogue and mutual
with the teachings of the Gospel and the Church. respect between various religious beliefs.
• Act in accordance with the teachings of the Gospel and the
Church regarding the needs of others and those around
them.

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Competition "Build your identity as a human person, loved by God, worthy, free and transcendent, Vil cycle understanding the doctrine
of your own religion, open to dialogue with those close to you"

When the student constructs his identity as a human person, loved by God, worthy, free and transcendent, understanding the doctrine of
his own religion, open to dialogue with those closest to him, he combines the following capacities:
• He knows God and assumes his religious and spiritual identity as a worthy, free and transcendent person.
• He cultivates and values the religious manifestations of his environment, arguing his faith in an understandable and respectful way.

Description of the level of competence expected at the end of cycle VII

It grounds the presence of God in creation, in the Plan of Salvation and in the life of the Church. He assumes Jesus Christ as Redeemer
and model of man who teaches him to live under the action of the Holy Spirit, participating in the evangelizing mission in coherence with
his religious belief. He argues his faith in critical dialogue with culture, science, and other religious and spiritual manifestations. It proposes
alternative solutions to problems and needs of its community, the country and the world, which express the values of its Christian and
Catholic tradition, the common good, the promotion of the dignity of the person and respect for human life. Internalize the message of
Jesus Christ and the teachings of the Church to act consistently with your faith.
THIRD SECONDARY GRADE PERFORMANCE FOURTH GRADE SECONDARY PERFORMANCE
When the student constructs his identity as a human person, loved by When the student constructs his identity as a human person, loved
God, worthy, free and transcendent, understanding the doctrine of his by God, worthy, free and transcendent, understanding the doctrine
own religion, open to dialogue with those closest to him, and is in the of his own religion, open to dialogue with those closest to him, and
process towards the expected level of the cycle Vil, performs is in the process towards the expected level of the cycle Vil,
performances such as the following: performs performances such as the following:
• He analyzes God's intervention in the Plan of Salvation and in the • It argues the action of God in the history and life of the Church
history of the Church and his presence in creation, thereby finding and of humanity, confronting facts and events present in its
meaning in his life and that of humanity. environment that allow its participation in the mission of the
• Reflect on the message of Jesus Christ and the teachings of the Church.
Church for a change in your personal life. • He confronts the message of Jesus Christ and the teachings of
• Accept Jesus Christ as Redeemer and model of man to live the Church with his personal and community experiences,
consistently with Christian principles. demonstrating an attitude of permanent conversion.
• He gives reasons for his faith with gestures and actions that • He welcomes Jesus Christ as Redeemer and model of man
demonstrate a critical coexistence with culture, science and other who teaches how to live under the action of the Holy Spirit, to
religious and spiritual manifestations. express the principles and teachings of the Church in his
• He analyzes the reality of his environment in light of the message daily life.
of the Gospel that leads him to propose alternatives for change • He explains, with coherent arguments, his faith in a
consistent with the values of religious tradition. harmonious relationship between culture and science, and
valuing the various religious manifestations closest to his
environment.
• Interprets the reality of its local and national environment in
light of the message of the Gospel and the Tradition of the
Church.
 649- 2016-MINED-
Competition "Build your identity as a human person, loved by God, worthy, free and transcendent, Vil cycle understanding the
doctrine of your own religion, open to dialogue with those close to you"___________________________________________________
When the student constructs his identity as a human person, loved by God, worthy, free and transcendent, understanding the doctrine
of his own religion, open to dialogue with those closest to him, he combines the following capacities:
• He knows God and assumes his religious and spiritual identity as a worthy, free and transcendent person.
• He cultivates and values the religious manifestations of his environment, arguing his faith in an understandable and respectful
way.
Description of the level of competence expected at the end of cycle VII
It grounds the presence of God in creation, in the Plan of Salvation and in the life of the Church. He assumes Jesus Christ as
Redeemer and model of man who teaches him to live under the action of the Holy Spirit, participating in the evangelizing mission in
coherence with his religious belief. He argues his faith in critical dialogue with culture, science, and other religious and spiritual
manifestations. It proposes alternative solutions to problems and needs of its community, the country and the world, which express the
values of its Christian and Catholic tradition, the common good, the promotion of the dignity of the person and respect for human life.
Internalize the message of Jesus Christ and the teachings of the Church to act consistently with your faith.__
FIFTH GRADE SECONDARY PERFORMANCE
When the student constructs his identity as a human person, loved by God, worthy, free and transcendent, understanding the doctrine
of his own religion, open to dialogue with those who are closest to him, and achieves the expected level of the Vil cycle, he performs
performances. as the following:
• It grounds the presence of God in the history and life of the Church and humanity to act responsibly towards all creation.
• He internalizes the message of Jesus Christ and the teachings of the Church with his personal and community experiences, acting
in coherence with his faith.
• He assumes Jesus Christ in his life as Redeemer and model of man who teaches how to live under the action of the Holy Spirit in
the evangelizing mission.
• He demonstrates with conviction his faith in critical dialogue between culture and science in the face of other religious and spiritual
manifestations.
It proposes alternative solutions to local, national and global problems in light of the message of the Gospel and the Tradition of the
Church.

64 9- 2 016. .MINEDU
Competence ASSUMES THE EXPERIENCE OF THE PERSONAL AND COMMUNITY ENCOUNTER

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WITH GOD IN YOUR LIFE PROJECT IN CONSISTENCY WITH YOUR RELIGIOUS BELIEF . The student
seeks God in such a way that he expresses the spiritual and religious dimension in a testimonial way in his
daily life to consolidate his significant life project. The student assumes Jesus Christ as a model for
strengthening his own faith and shaping his life according to the values and virtues of the Christian tradition
and the ideals of the Gospel in critical dialogue with the teachings of other confessions.

This competence involves the combination of the following capabilities:

• It transforms its environment from the personal and community encounter with God and from
the faith it professes: the student expresses his faith spontaneously and freely in the construction of a
just, supportive and fraternal society, based on his integrative life project and significant that favors a
harmonious life with others based on the values of the Gospel.

• Acts coherently based on his faith according to the principles of his moral conscience in
concrete situations of life: the student acts according to the principles of Christian ethical and moral
conscience in concrete situations of human coexistence. They make reasonable decisions consistent
with evangelical principles.

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 Competency standards "Assume the experience of personal encounter and
community with God in his life project in coherence with his religious belief"
Level
Description of levels of competence development

He acts by bearing witness to his faith in the various situations of life, seeking the common good in coherence
with his faith and life project. Assume a leading role to propose, organize and execute actions that transform
Featured level their community and social environment in the light of the Gospel and the teachings of the Church.

Demonstrates coherence between what he believes, says and does in his personal life project, in light of the
biblical message and the documents of the Magisterium of the Church. Live its religious, spiritual and
transcendent dimension, which allows you to cooperate in the transformation of yourself and your environment
Expected level at the in the light of the Gospel, seeking solutions to current challenges. It promotes a personal and community
end of the VII cycle encounter with God in various contexts from a spiritual discernment, with actions aimed at building a community
of faith guided by the teachings of Jesus Christ and the Church. It assumes its leading role in the transformation
of society based on the teachings of Jesus Christ in a Christian ethical and moral framework.

It expresses coherence between what you believe, say and do in your personal life project, in light of the biblical
message. It understands its spiritual and religious dimension that allows it to cooperate in the transformation of
itself and its environment in the light of the Gospel. Reflects on the personal and community encounter with
Expected level at the
end of cycle VI God in various contexts, with actions aimed at building a community of faith guided by the teachings of Jesus
Christ. Assume the teachings of Jesus Christ and the Church, playing its leading role in the transformation of
society.

Expresses coherence between what he believes, says and does in his personal commitment in light of biblical
texts. It understands its religious, spiritual and transcendent dimension that allows it to assume behavioral
Expected level at the changes in various contexts in the light of the Gospel. Internalize the presence of God by living the personal
end of cycle V and community encounter, to collaborate in the construction of a community of faith guided by the teachings of
Jesus Christ. He assumes his leading role through concrete attitudes in the image of Jesus Christ, collaborating
in the change that society needs.

It expresses coherence between what you believe, say and do in your daily life in light of the biblical teachings
and the saints. It understands its religious, spiritual and transcendent dimension that allows it to establish
Expected level at the purposes of change in the light of the Gospel. He internalizes the presence of God in his personal life and in his
end of cycle IV closest environment, celebrating his faith with gratitude. Assume your leading role, respecting and caring for
what is created.

Express coherence in your daily actions, discovering the love of God. It understands its religious, spiritual and
Expected level at the transcendent dimension that allows it to put into practice evangelical attitudes. Internalize the presence of God
end of cycle III in your closest environment by developing evangelical virtues. Assume attitudes of gratitude to God, respecting
what is created.

Expected level at the This level is based on level 1 of the "Build your identity" competition.
end of cycle II

Expected level at the This level is based on level 1 of the "Build your identity" competition.
end of cycle 1

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 649-2016-MINEDU
Performance by grade

Competence "Assume the experience of the personal and community encounter with God in his cycle VI
life project consistent with his religious belief"
When the student assumes the experience of the personal and community encounter with God in his life project in coherence
with his religious belief, he combines the following capacities:
• He transforms his environment from the personal and community encounter with God and from the faith he professes.
• Acts coherently based on his faith according to the principles of his moral conscience in concrete situations
of the life.
Description of the level of competence expected at the end of cycle VI
It expresses coherence between what you believe, say and do in your personal life project, in light of the biblical message. It
understands its spiritual and religious dimension that allows it to cooperate in the transformation of itself and its environment
in the light of the Gospel. Reflects on the personal and community encounter with God in various contexts, with actions aimed
at building a community of faith guided by the teachings of Jesus Christ. Assume the teachings of Jesus Christ and the
Church, playing its leading role in the transformation of society.
FIRST GRADE SECONDARY PERFORMANCE SECOND GRADE PERFORMANCE
When the student assumes the experience of the personal When the student assumes the experience of the personal and
and community encounter with God in his life project in community encounter with God in his life project in coherence
coherence with his religious belief, and is in the process with his religious belief, and achieves the expected level of
towards the expected level of cycle VI, he performs cycle VI, he performs performances such as the following:
performances such as the following: • In his personal and community life project, he expresses
• It proposes a personal and community life project coherence between what he believes, says and does in
according to God's plan. light of the biblical message.
• He recognizes his spiritual and religious dimension that • It understands its spiritual and religious dimension that
allows him to cooperate in the personal transformation, of allows it to cooperate in the personal transformation of its
his family and of his school in the light of the Gospel. family, its school and its community in the light of the
• Cultivate a personal and community encounter with God, Gospel.
valuing moments of prayer and celebrations typical of • He internalizes the personal and community encounter
your Church and community of faith. with God, valuing moments of silence, prayer and
• Act in a manner consistent with faith according to the celebrations typical of his Church and community of faith.
teachings of Jesus Christ for the transformation of • Assume its leading role in the transformation of society
society. according to the teachings of Jesus Christ and the
Church.

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Performance by grade

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Competence Assume the experience of the personal and community encounter with God in your project of ., , .. . „
Vile Cycle
life in coherence with your religious belief
When the student assumes the experience of the personal and community encounter with God in his life project in coherence with his
religious belief, he combines the following capacities:
• He transforms his environment from the personal and community encounter with God and from the faith he professes.
• He acts coherently based on his faith according to the principles of his moral conscience in concrete life situations.
Description of the level of competence expected at the end of the VII cycle
Demonstrates coherence between what he believes, says and does in his personal life project, in light of the biblical message and the
documents of the Magisterium of the Church. Live its religious, spiritual and transcendent dimension, which allows you to cooperate in
the transformation of yourself and your environment in the light of the Gospel, seeking solutions to current challenges. It promotes a
personal and community encounter with God in various contexts from a spiritual discernment, with actions aimed at building a
community of faith guided by the teachings of Jesus Christ and the Church. It assumes its leading role in the transformation of society
based on the teachings of Jesus Christ in a Christian ethical and moral framework.

THIRD SECONDARY GRADE PERFORMANCE FOURTH GRADE SECONDARY PERFORMANCE

When the student assumes the experience of the personal and When the student assumes the experience of the personal and
community encounter with God in his life project in coherence with his community encounter with God in his life project in coherence
religious belief, and is in the process towards the expected level of the with his religious belief, and is in the process towards the
VII cycle, he performs performances such as the following: expected level of the VII cycle, he performs performances such
• In his personal life project, he expresses coherence between what as the following:
he believes, says and does in light of the biblical message and • In his personal and community life project, he expresses
the documents of the Magisterium of the Church. coherence between what he believes, says and does,
• Cultivate your religious, spiritual and transcendent dimension that contrasting it with reality in light of the biblical message
allows you to cooperate in the transformation of yourself and your and the documents of the Magisterium of the Church.
environment in the light of the Gospel. • Cultivate your religious, spiritual and transcendent
• He discerns the events of life from the personal encounter with dimension through the celebration of your faith, which
God in his family and in his school, with actions aimed at building allows you to cooperate in the transformation of yourself
a community of faith, inspired by Jesus Christ. and your environment in the light of the Gospel, seeking
• Accept your role in the transformation of society based on the solutions to current challenges.
teachings of Jesus Christ. • It proposes situations of personal encounter with God, in
your family, in your school and in your community from a
spiritual discernment, with actions aimed at building a
community of faith guided by the teachings of Jesus Christ
and the Church.
• It exercises, from Christian ethics and morality, its leading
role in the transformation of society based on the
teachings of Jesus Christ and the Church.

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 649-2016-MINEDU

Competence "Assume the experience of the personal and community encounter with God in his Vile cycle of life project in
coherence with his religious belief" _____________________ :____________________________________________________
When the student assumes the experience of the personal and community encounter with God in his life project in coherence with
his religious belief, he combines the following capacities:
• He transforms his environment from the personal and community encounter with God and from the faith he professes.
• He acts coherently based on his faith according to the principles of his moral conscience in concrete life situations.______
__________________________________________________________________
Description of the level of competence expected at the end of the VII cycle
Demonstrates coherence between what he believes, says and does in his personal life project, in light of the biblical message and
the documents of the Magisterium of the Church. Live its religious, spiritual and transcendent dimension, which allows you to
cooperate in the transformation of yourself and your environment in the light of the Gospel, seeking solutions to current challenges. It
promotes a personal and community encounter with God in various contexts from a spiritual discernment, with actions aimed at
building a community of faith guided by the teachings of Jesus Christ and the Church. It assumes its leading role in the
transformation of society based on the teachings of Jesus Christ in a Christian ethical and moral framework.________________
_______________
FIFTH GRADE SECONDARY PERFORMANCE
When the student assumes the experience of the personal and community encounter with God in his life project in coherence with
his religious belief, and achieves the expected level of the Vil cycle, he performs performances such as the following:
• Demonstrates coherence between what he believes, says and does in his personal and community life project, responding to
the challenges of reality in light of the biblical message and the documents of the Magisterium of the Church.
• He lives his religious, spiritual and transcendent dimension through the community celebration of his faith, which allows him to
cooperate in the transformation of himself and his environment in the light of the Gospel and the teachings of the Church,
proposing solutions to current challenges. .
• It promotes a personal and community encounter with God in various contexts from a spiritual discernment, with actions aimed
at building a community of faith guided by the teachings of Jesus Christ and the Church.
• It assumes its leading role, committing itself ethically and morally to the transformation of a peaceful, just, fraternal and
supportive society, based on the teachings of Jesus Christ and the Church.

649-2016-
VIII. TRANSVERSAL COMPETENCES TO THE AREAS

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 In the National Curriculum, transversal competencies are those that can be developed by students through
various significant situations promoted in the different curricular areas.

The development and formative evaluation of these competencies are the responsibility of all teachers of the
degree. These, together, must agree on the learning purposes for the school year and the units, and must
define common evaluation criteria, along with the design of relevant activities that complement the work of
teachers in the curricular areas. in your charge.

The qualification of this competition at the end of the two-month period or quarter, or at the end of the year,
and its descriptive conclusions are the product of a meeting of grade teachers. The teacher who coordinates
these activities is the innovation classroom teacher together with the degree tutor. If there is no innovation
classroom teacher, the tutor is responsible for coordinating these activities.

7.1 Transversal Competence "Develops in virtual environments generated by ICT"

Today, it is possible to access multiple cultural, social, scientific and labor horizons. This situation is typical
of a globalized society in which all human groups establish links and are interdependent. To a large extent,
the development of information and communication technologies has made this possible thanks to virtual
environments in which people interact with information and manage their communication, which is
manifested in various educational activities, such as investigating previous eras through virtual visits to
museums; understand natural phenomena through an interactive simulation based on a story or a story, in
which students can participate directly or indirectly; associate sounds with images and have immediate
feedback; use video games to develop associations between animals and their qualities; among many.

Likewise, one of the potentialities of ICT is that it provides opportunities for people with different or special
needs to access virtual environments, and opens possibilities for expression, communication and interaction,
with equality and inclusion.

In this sense, we propose that virtual environments are scenarios, spaces or objects made up of information
and communication technologies. These are characterized by being interactive (because they allow communication
with the environment), virtualized (because they propose representations of reality), ubiquitous (because they can be
accessed from anywhere with or without an Internet connection) and hybrid (because they integrate various
communication media and technologies). Some examples of virtual environments are the virtual forum, the virtual
classroom, the computer with a braille writing interface, the messaging application on a cell phone, the interactive
panel, and the video game console. In this context, e8Earsonas seek to take advantage of virtual environments in their
personal, work, social and O life.

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 6 4 9- 2 016, -MINEDU

culture I, and it is important that they can do it from the educational institution and taking advantage of
information and communication technologies in an ethical and responsible way.

The development and evaluation of this competence by students is the responsibility of the grade teachers
in the case of all areas of Secondary Education.

The achievement of the Graduation Profile of Basic Education students can be facilitated through the
development of various competencies. The "Use of ICT" model promotes and facilitates students to
develop the transversal competence "Develops in virtual environments generated by ICT."

7.1.1 Approach to transversal competence "Develops in virtual environments generated by ICT"

From a curricular perspective, it is proposed to incorporate ICT as a transversal competence within a "Use
48
of ICT" model , which seeks to optimize learning and educational activities in the environments provided
by ICT. This competence is based, first of all, on digital literacy, whose purpose is to develop in individuals
the skills to search, interpret, communicate and construct information, working with it efficiently and in a
participatory manner to perform in accordance with the demands of the actual society. Secondly, it is
based on the interactive mediation typical of virtual environments, which includes familiarity with digital
culture and the interactive interfaces included in all technology, the adoption of everyday practices in virtual
environments, and the selection and production of knowledge through from the complexity of data and
large volumes of information. This proposal reflects on ICT from social practice and personal experience to
learn in the various fields of knowledge, and to create and experience, from a user experience, with a
creative and innovative vision, understanding the current world to make decisions and act. ethically.

48
_______ This demand is included in the General Education Law no. 28044, which points out as one of the objectives of Education /gbduc,>. Basic is the
development of learning that "allows the student to make good use and enjoyment of new technologies" (article 31, k '9Ninsection c). Likewise, the National
Educational Project proposes that this use makes it possible to "optimize learning" ® and-*and "make pedagogical work in the classroom more effective" by
being carried out in an "effective, creative and culturally relevant" manner 5 M1* 08 M(Policy 7.4), since the use of ICT requires both an innovative attitude and
attentiveness to social and cultural changes to % N ^-/adapt to them and propose creative responses.
Not W

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 64,9-2 016

Competition DEVELOPS IN VIRTUAL ENVIRONMENTS GENERATED BY ICT

It consists of the student interpreting, modifying and optimizing virtual environments during the development
of learning activities and social practices. This involves the articulation of the search, selection and
evaluation processes of information; modification and creation of digital materials, communication and
participation in virtual communities, as well as the adaptation of virtual environments according to their
needs and interests in a systematic way.

This competence involves the student's combination of the following capabilities:

• Personalize virtual environments: consists of adapting the appearance and functionality of virtual
environments according to activities, values, culture and personality.
• Manage information from the virtual environment: it consists of organizing and systematizing
information from the virtual environment in an ethical and pertinent manner, taking into account its
types and levels as well as the relevance to its activities.
• Interact in virtual environments: it consists of organizing and interpreting interactions with others to
carry out joint activities and build coherent links according to age, values and socio-cultural context.
• Create virtual objects in various formats: it is building digital materials with various purposes. It is the
result of a process of successive improvements and feedback from the school context and in your
daily life.
 6 4 9- 2 016 -MINEDU

Performance by grade

Competition "Develops in virtual environments generated by ICT" CYCLE VI

When the student develops in virtual environments generated by ICT, he or she combines the following capabilities:
• Customize virtual environments.
• Manage information about the virtual environment.
• Interact in virtual environments.
• Create virtual objects in various formats.
Description of the level of competence expected at the end of cycle VI
You develop in virtual environments when you integrate different activities, attitudes and knowledge from various
sociocultural contexts in your personal virtual environment. Create digital materials (presentations, videos, documents,
designs, among others) that respond to specific needs according to your cognitive processes and the manifestation of
your individuality.
FIRST SECONDARY PERFORMANCES
When the student develops in virtual environments
generated by ICT and achieves the expected level of cycle
VI, he/she performs performances such as the following:
• Navigate through various recommended virtual •
environments, adapting basic functionalities according
to your needs in a relevant and responsible manner.
• Classifies information from various sources and
environments taking into account the relevance and
accuracy of the content, recognizing copyright.
Example: Access multiple digital books by obtaining
information from each of them in a document and
citing the source.
• Record data using a spreadsheet that allows you to
order and sequence relevant information.
• Participates in interactive and communicative activities
in a relevant manner when expressing their personal
and sociocultural identity in specific virtual
environments, such as virtual networks, educational
portals and online groups. Example: Participate in a
virtual collaborative environmental education and •
technology project, and collect evidence (photos,
videos and proposals) using forums and groups.
• Uses multimedia and interactive tools when developing
skills related to various areas of knowledge. Example:
Solve quantity problems with interactive software
through videos, audios and evaluation.
• Prepare school projects for your community and locality
using digital documents and presentations.
• Develop logical and sequential procedures to propose
solutions to specific statements with programming
languages written in graphic blocks. Example: Create a flow
diagram to explain the preparation of a cake.
SECOND SECONDARY PERFORMANCES
When the student develops in virtual environments
generated by ICT and achieves the expected level of cycle
VI, he/she performs performances such as the following:
• Organizes digital applications and materials according
to their usefulness and varied purposes in a given
virtual environment, such as television, personal
computer, mobile device, virtual classroom, among
others, for personal use and educational needs.
Example: Open more than two applications at a time,
open a video application and a word processing
application to generate the video summary.
Contrast information collected from various sources
and environments that respond to research
instructions and needs or school tasks, and
summarize the information in a document with
relevance and considering authorship.
• Processes data using spreadsheets and databases
when graphically representing information with criteria
and indications.
• Participate in collaborative activities in virtual
communities and networks to exchange and share
information individually or in work groups from
multicultural perspectives and according to their
context.
• Create animations, videos and interactive material in
different formats with creativity and initiative, with
modeling and multimedia applications.
Resolves problematic situations by programming code
with structured logical procedures and sequences,
proposing creative solutions.

/S—%N
3 VIQ\CION 8)
No . $$/ 231
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Performance by grade

V,........... 289/

No . $$/ 232
 6 4 9- 2 016, -MINEDU
6,9-2016
Competition "Develops in virtual environments generated by ICT" CYCLE Vil_____________________________
When the student develops in virtual environments generated by ICT, he or she combines the following capabilities:
• Customize virtual environments.
• Manage information about the virtual environment.
• Interact in virtual environments.
• Create virtual objects in various formats._______________________________________________________
Description of the level of competence expected at the end of cycle VII
They operate in virtual environments when they interact in various spaces (such as educational portals, forums, social
networks, among others) in a conscious and systematic manner, managing information and creating digital materials in
interaction with their peers from different sociocultural contexts, expressing their personal identity.

THIRD SECONDARY PERFORMANCES SECONDARY FOURTH PERFORMANCE

When the student develops in virtual environments generated by
ICT and achieves the expected level of cycle VI, he/she performs
performances such as the following:
• Build your personal profile when you access applications or
platforms for different purposes, and join virtual collaborative
communities. Example: Add photos and personal interests to
your profile on the Perú Educa portal.
• Establish searches using filters in different virtual
environments that respond to information needs.
• Classifies and organizes the information obtained according to
established criteria and cites sources appropriately with
efficiency and effectiveness.
• Apply calculation functions when solving mathematical
problems using spreadsheets and databases.
• Establish meaningful and age-appropriate dialogues in the
development of a project or identification of a problem or
activity with their peers in shared virtual environments.
Example: Participate in a forum.
• Design virtual objects when they represent ideas or other
elements using design modeling. Example: Design the logo
for your student entrepreneurship project.
• Develop logical sequences or digital games that simulate
processes or objects that lead to performing real-world tasks
with judgment and creativity. Example: Create a program that
simulates the movement of a pulley.
MB,
When the student develops in virtual environments generated by
ICT and achieves the expected level of cycle VI, he or she
performs performances such as the following:
• Access virtual platforms to develop learning in various
curricular areas by selecting options, tools and applications,
and making configurations in an autonomous and responsible
manner.
• Uses various sources with criteria of credibility, relevance and
effectiveness using digital authoring tools when conducting
research on a specific topic.
• It applies various combined calculation functions to solve
various situations when systematizing information in a
database and representing it graphically.
• Share and evaluate their school projects, demonstrating skills
related to curricular areas when proposing creative solutions
and proposals. in the communities
virtual ones in which he participates. Example: Participate in
an interactive comics programming community.
• Documents school projects when it combines animations,
videos and interactive material in different formats with
creativity and initiative. Example: Create a blog to promote
and disseminate your entrepreneurship project.
• Publish school projects using diverse information according to
organization and citation guidelines, combining digital
materials of different formats. Example: Create a virtual album
as an art gallery with images obtained from various sources,
or display a virtual gallery with text, videos and photos from
various cultures.
• Program logical sequences by establishing decision conditions
that present solutions in accordance with the problem posed
effectively.

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Competition "Develops in virtual environments generated by ICT" CYCLE Vil

When the student develops in virtual environments generated by ICT, he or she combines the following capabilities:
• Customize virtual environments.
• Manage information about the virtual environment.
• Interact in virtual environments.
• Create virtual objects in various formats._________________________________________________________
Description of the level of competence expected at the end of cycle VII
They operate in virtual environments when they interact in various spaces (such as educational portals, forums, social
networks, among others) in a conscious and systematic manner, managing information and creating digital materials in
interaction with their peers from different sociocultural contexts, expressing their personal identity.
FIFTH OF SECONDARY PERFORMANCE
When the student develops in virtual environments generated by ICT and achieves the expected level of the Vil cycle,
he/she performs performances such as the following:
• Optimizes project development when you configure various virtual software and hardware environments according
to certain needs when you recognize your digital identity, with responsibility and efficiency.
• Manage databases by applying filters, query criteria and organization of information to display reports that
demonstrate analysis and synthesis capacity.
• Develop productive and entrepreneurship projects by ideally applying ICT tools that improve results.
• Create virtual objects with 3D modeling applications when developing innovation and entrepreneurship projects.
Example: Model the prototype of your product in 3D.
• Manage virtual communities assuming different roles, establishing links according to their needs and interests, and
valuing collaborative work.
• Build robotic prototypes that allow you to solve problems in your environment.
• Publish and share projects or research in various virtual media, and generate collaboration and dialogue activities
in different virtual communities and networks.

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6 4 9 “ 2 016.-
7.2 Transversal competence "Manages their learning autonomously"

Currently, we live in a society where information and knowledge are constantly changing. Students are
immersed in this society and receive, through various physical and virtual media, enormous volumes of
information. It is therefore necessary for people to develop skills that allow them to become aware of how,
what and why they should learn. In this sense, it is sought that the student in formal education learns to
learn on his own and with autonomy, using his resources and applying strategies to successfully develop a
certain task or situation. In this way, it will facilitate and enhance the development of other skills.

Achieving the Graduation Profile of Basic Education students requires the development of various
competencies. Through the metacognitive and self-regulated approach, the development of the
competence "Manages their learning autonomously" is promoted and facilitated.

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7.2.1 Approach that supports the development of transversal competence "Manages their learning autonomously"

The competence is based on the metacognitive and self-regulated approach. These two aspects are intrinsic to the
approach, since they not only complement each other but also make up the same process that the person carries out when
learning to learn. Therefore, metacognitive is understood as the conscious reflection that every student must carry out about
how, what and why they learn, which contributes to the learning becoming meaningful. Furthermore, it implies that, when
faced with a task, you are able to become aware of what you know and what you need to know, to organize your resources,
and to apply strategies to solve the assigned task for the development of learning. But this is not enough since self-
regulation is required, that is, activating the mental process that allows the student to contrast and adjust their knowledge,
and evaluate how they have organized their resources and whether the strategies applied are efficient before, during and
after the learning process. learning, to autonomously achieve the achievement of a task.

Competence MANAGE YOUR LEARNING AUTONOMOUSLY . The student is aware of the process he or she
carries out to learn. This allows you to participate autonomously in the learning process, manage the actions to be
carried out in an orderly and systematic manner, evaluate your progress and difficulties, as well as gradually assume
control of this management.

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This competence involves the combination of the following capabilities:

• Define learning goals: it is realizing and understanding what needs to be learned to solve a given task. It is
recognizing the knowledge, skills and resources that are within your reach and whether these will allow you
to achieve the task, so that from this you can set viable goals.

• Organize strategic actions to achieve your learning goals: it implies that you must think and plan how to
organize yourself by looking at the whole and the parts of your organization and determine how far you must
go to be efficient, as well as establish what to do to establish the mechanisms that allow you to achieve your
learning goals.

• Monitor and adjust your performance during the learning process: it means monitoring your own
degree of progress in relation to the learning goals you have set, showing self-confidence and the ability to
self-regulate. Evaluate whether the selected actions and their planning are the most relevant to achieve your
learning goals. It involves the willingness and initiative to make timely adjustments to your actions in order to
achieve intended results.

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"Manage your learning effectively" competency learning standards
autonomous"

Level Description of the levels of competence development

Manages his learning autonomously and systematically by realizing what he must learn, by establishing priorities in
carrying out a set of tasks taking into account their viability and sustainability over time, and therefore, defining personal
goals based on this analysis. considering their potential and learning opportunities. Understand that it must be
organized as realistically and specifically as possible, considering the times; and that what is proposed is achievable,
measurable and considers various strategies, procedures, resources and scenarios that allow it to achieve its goals,
taking into account its successful experiences, foreseeing possible changes in courses of action and the linking of other
Featured level
agents to carry out the goal. Permanently monitors their progress with respect to previously established learning goals
by evaluating the level of achievement of their results and the viability of the goal to be achieved, in addition to
consulting other peers with greater experience, adjusting plans and actions, considering the whole and the parts of your
organization, based on your progress, showing self-confidence, willingness and flexibility to possible changes.

They manage their learning autonomously by realizing what they should learn, by establishing priorities in carrying out a
task taking into account its feasibility, and therefore defining personal goals based on their potential and learning
opportunities. You understand that it must be organized as realistically and specifically as possible and that what is
proposed is achievable, measurable and considers the best strategies, procedures, resources, scenarios based on your
Expected level at
experiences and foreseeing possible changes in courses of action that allow you to achieve the goal. Permanently
the end of cycle VII.
monitors their progress with respect to previously established learning goals by evaluating the level of achievement of
their results and the viability of the goal with respect to their actions; If you deem it appropriate, you make adjustments
to the plans based on the analysis of your progress and the contributions of the working groups and your own, showing
willingness for possible changes.

They manage their learning autonomously by realizing what they should learn by distinguishing how simple or complex
a task is, and therefore define personal goals based on their potential. You understand that you must organize yourself
. Expected level at
as specifically as possible and that what is proposed includes the best strategies, procedures, and resources that allow
the end of cycle VI
you to carry out a task based on your experiences. Permanently monitors their progress with respect to the previously
established learning goals by evaluating the process of carrying out the task and makes adjustments considering the
contributions of other work groups, showing willingness to possible changes.

He manages his learning by realizing what he must learn by specifying what is most important in carrying out a task and
defining it as a personal goal. You understand that it must be organized as specifically as possible and that what is
Expected level at the
proposed includes more than one strategy and procedures that allow you to carry out the task, considering your
end of cycle V
previous experience in this regard. Permanently monitors their progress with respect to the previously established
learning goals by evaluating their implementation processes in more than one moment, based on this and the advice or
comments of a classmate, they make the necessary adjustments, showing willingness to possible changes.

You manage your learning by realizing what you need to learn by asking yourself how far you want to go with a task and
Expected level at the defining it as a learning goal. Understand that you must organize yourself and that what is proposed includes at least
end of cycle IV one strategy and procedures that allow you to carry out the task. Monitor your progress with respect to the learning
goals by evaluating the process at a time of work and the results obtained, based on this and comparing the work of a
colleague, consider making an adjustment, showing willingness to possible change.
You manage your learning by realizing what you need to learn by asking yourself what you will learn and establishing
what you can achieve to complete the task. Understand that it must be organized and that what is proposed includes
Expected level at the
short actions to carry out the task. Monitors their progress with respect to the task by evaluating, with external
end of cycle III
facilitation and feedback, a work process and the results obtained, being helped to consider the required adjustment
and prepare for change.
Manages his learning by realizing what he must learn by naming what he can accomplish regarding a task, reinforced
by listening to adult facilitation, and incorporates what he has learned into other activities. Understands that he must act
Expected level at the
by including and following a strategy that is modeled or facilitated for him. Monitors what has been done to achieve the
end of cycle II
task by evaluating with external facilitation the results obtained, being helped to consider the required adjustment and
prepare for change.

. Expected level at
This level is mainly based on level 1 of the "Build your identity" competition.
the end of cycle 1

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Performance by grade

Competence "Manage your learning autonomously" CYCLE

When the student manages his learning autonomously, he combines VI
the following capabilities:
• Define learning goals.
• Organize strategic actions to achieve your learning goals.
• Monitor and adjust their performance during the learning process.______________
Description of the level of competence expected at the end of cycle VI
They manage their learning autonomously by realizing what they should learn by distinguishing how simple or complex a task is, and
therefore define personal goals based on their potential. You understand that you must organize yourself as specifically as possible and
that what is proposed includes the best strategies, procedures, and resources that allow you to carry out a task based on your
experiences. Permanently monitors their progress with respect to learning goals and evaluates the process, results, contributions from
their peers, their willingness to change and adjust tasks.
FIRST GRADE SECONDARY PERFORMANCE SECOND GRADE PERFORMANCE
When the student manages his learning autonomously and is in the When the student manages their learning autonomously and
process towards the expected level of cycle VI, he performs achieves the expected level of cycle VI, they perform performances
performances such as the following: such as the following:
• Determines viable learning goals associated with their • Determines viable learning goals associated with their potential,
knowledge, learning styles, skills and attitudes to achieve the knowledge, learning styles, abilities, personal limitations and
task, asking questions in a reflective manner. attitudes to achieve the task, asking questions in a reflective
• Organizes a set of strategies and procedures based on the time manner.
and resources available to achieve learning goals according to • Organizes a set of strategies and actions based on the time and
their possibilities. resources available, for which it establishes an order and
• Reviews the application of strategies, procedures, resources priority to achieve learning goals.
and contributions from peers to make adjustments or changes in • Review the progress of the proposed actions, the choice of
their actions that allow them to achieve the expected results. strategies and consider the opinion of your peers to reach the
• Explains the actions carried out and the resources mobilized expected results.
based on their relevance to achieving the learning goals. • Explains the results obtained according to their possibilities and
based on their relevance to achieving the learning goals.

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Competence "Manage your learning autonomously" VILE
When the student manages his learning autonomously, he combines CYCLE
the following capabilities:
• Define learning goals.
• Organize strategic actions to achieve your learning goals.
• Monitor and adjust their performance during the learning process.
Description of the level of competence expected at the end of cycle VII
Manages his learning autonomously by realizing what he must learn, by establishing priorities in carrying out a task, taking into account
its feasibility to define his personal goals. You understand that it must be organized as realistically and specifically as possible and that
what is proposed is achievable, measurable and considers the best strategies, procedures, resources, scenarios based on your
experiences and foreseeing possible changes in courses of action that allow you to achieve the goal. Permanently monitors their progress
with respect to previously established learning goals by evaluating the level of achievement of their results and the viability of the goal
with respect to their actions; If you deem it appropriate, you make adjustments to the plans based on the analysis of your progress and
the contributions of the working groups and your own, showing willingness for possible changes.

THIRD SECONDARY GRADE PERFORMANCE FOURTH GRADE SECONDARY PERFORMANCE

When the student manages his learning in a way
autonomous and is in process towards the expected level
of the Vil cycle, performs performances such as the following:
• Determines viable learning goals based on their potential,
knowledge, learning styles, skills and attitudes to achieve the
simple or complex task, asking questions reflectively and
constantly.
• Organizes a set of actions based on the time and resources
available to achieve the learning goals, for which it establishes
an order and priority in the actions in a sequenced and
articulated manner.
• It permanently reviews the strategies, the progress of the
proposed actions, its previous experience and the prioritization
of its activities to achieve the expected results. Evaluates the
results and contributions provided by peers to achieve learning
goals.
When the student manages his learning autonomously and is in the
process towards the expected level of cycle VI, he performs
performances such as the following:
• Determines viable learning goals based on their associated
experiences, needs, learning priorities, skills and attitudes for
the achievement of the simple or complex task, asking
questions reflectively and constantly.
• Organizes a set of actions based on the time and resources
available, for which it establishes an order and priority that
allows it to achieve the goal in the given time with a
considerable degree of quality in the actions in a sequenced
and articulated manner. .
• Permanently review the application of strategies, the progress of
the proposed actions, your previous experience, and the
sequence and prioritization of activities that make it possible to
achieve the learning goal. Evaluates the results and
contributions provided by others to decide whether or not to
make changes in the strategies for the success of the learning
goal.

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Competence "Manage your learning autonomously" VILE

When the student manages his learning autonomously, he combines the CYCLE following capabilities:
• Define learning goals.
• Organize strategic actions to achieve your learning goals.
• Monitor and adjust their performance during the learning process._________________________________________________________
Description of the level of competence expected at the end of cycle VII
Manages his learning autonomously by realizing what he must learn, by establishing priorities in carrying out a task, taking into account its
feasibility to define his personal goals. You understand that it must be organized as realistically and specifically as possible and that what is
proposed is achievable, measurable and considers the best strategies, procedures, resources, scenarios based on your experiences and
foreseeing possible changes in courses of action that allow you to achieve the goal. Permanently monitors their progress with respect to
previously established learning goals by evaluating the level of achievement of their results and the viability of the goal with respect to their
actions; If you deem it appropriate, you make adjustments to the plans based on the analysis of your progress and the contributions of the
working groups and your own, showing willingness for possible changes.
FIFTH GRADE SECONDARY PERFORMANCE
When the student manages his or her learning autonomously and achieves the expected level of cycle VIL, he or she performs performances
such as the following:
• Determines viable learning goals based on their potential, knowledge, learning styles,
abilities, personal limitations and attitudes to achieve the simple or complex task with skill, asking questions reflectively and constantly.
• It organizes a set of actions based on the time and resources available, for which it establishes a high
precision in the order and priority, and considers the demands faced in the actions in a sequenced and articulated manner.
• Permanently evaluates the progress of the proposed actions in relation to their effectiveness and the efficiency of the
strategies used to achieve the learning goal, based on results, time and use of resources. Accurately and quickly evaluate the results
and whether the input provided by others will help you decide whether or not to make changes in strategies for the success of the
learning goal.

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 GLOSSAR 649-2016-MINEDU
Y
Personal Development, Citizenship and Civics

Social actors
They are the protagonists of the actions that build the different spaces or territories. It refers to the
subjects of social life; whether they are individual or collective, public or private, community or
institutional. These social actors can be: grassroots social organizations, unions, political parties,
churches, government institutions, students, among others.

public affairs
They are issues concerning all citizens, that is, they affect the community, and for this reason they are
distinguished from those that only matter to specific groups or people. These are issues that can have a
tremendous impact on the quality of life of the population, so deliberating about them enriches and
deepens our knowledge of reality.

Autonomy
It is the power of a person that allows them to make decisions and act according to their personal
criteria. It allows people to better manage social pressure, regulate their behavior, clarify their purpose in
life and promote their personal growth by taking others into account.

It is important to remember that both well-being and autonomy are personal processes, but also cultural
constructions. Therefore, training from school must start from the recognition and appreciation of
different traditions and worldviews in the key of interculturality.

Citizenship
It is a condition of the person that is built permanently, in this process the person is constituted as a
subject of rights and responsibilities, through which he or she develops a sense of belonging to a political
community (from the local to the national and the global). ). The citizen is committed, from an
autonomous and critical reflection, to the construction of a more just society, with respect and
appreciation of social and cultural diversity. They are also capable of establishing intercultural dialogue
from the recognition of differences and conflict as something inherent to human relationships.

Coexistence
It involves the construction of a political community. It means being attentive to the way in which the
different ways of relating and recognizing each other are produced and reproduced, and, at the same
time, to the experiences of tolerance, collaboration and management of differences, diversity and
conflicts, inherent to any human coexistence. This coexistence must also generate opportunities for
personal growth that affirms and enhances the individuality of the subject (León, 2001), from which one
can plan to participate.

Democracy
It is a system of government that is framed in respect for the rule of law and is based on the full validity of
the Political Constitution and individual and collective human rights. It is also a way of life that has its origin in

the harmonious coexistence between two human beings, and involves an authentic partnership between
people for the good progress of public affairs within the framework of intercultural dialogue.

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Gender
Gender is understood as the set of characteristics and ways of being, feeling and acting that are
attributed to men and women in various societies and cultures. These translate into power relations
that are exercised by one gender over the other. That is, the ways of acting, thinking, feeling and
relating that we consider "proper" to women and men are learned, can vary according to the historical
and social context, and do not necessarily depend on the biological sex of the people.

Identity
It alludes to the sense of sameness and continuity over time and the various changes experienced. It
develops from birth and generally consolidates towards the end of adolescence and continues its
development throughout the life cycle. The achievement of identity involves the possibility of feeling
that we remain "the same person" in the face of various situations that we face and that require
dissimilar behaviors from us.

It is the awareness that a person has to be themselves and different from others. It involves the notion
of singularity, which makes each person unique and different, and alludes, at the same time, to what is
shared with others, which allows a person to be placed as part of a reference group. Identity is built
through a process of differentiation of the person with respect to others and a process of integration
that allows belonging and identification with a group. Identity is both a personal construction and a
social construction.

Gender equality
It is the equal valuation of the different behaviors, aspirations and needs of men and women. In a
situation of real equality, the rights, responsibilities and opportunities of men and women do not
depend on their biological nature and, therefore, they have the same conditions and possibilities to
exercise their rights and expand their capacities and opportunities for personal development. In this
way, social development is contributed and the people themselves benefit from its results.

Citizen participation
It is the coordinated action of citizens in the search for the common good from a democratic
perspective. It involves taking action in public decision-making processes that have an impact on their
lives, based on the recognition of their duties and rights. It implies not only respecting the legislation
but also enforcing it, which may involve reporting ecological crimes. It seeks to generate capacities and
dispositions for active participation, both individual and collective, in the maintenance and conservation
of ecosystems and environmental management decision-making to contribute to the construction of an
environmental culture that serves as a basis for sustainable societies.

Sexuality
It is the set of characteristics inherent to the human person that integrate the biological-reproductive,
socio-affective, ethical and moral dimensions. It is important to note that sexuality is not only biological.
Rather, it is a social and symbolic construction that different societies have developed based on the
incontrovertible evidence of sexual differences between men and women. People are sexual beings not
only because of bodily characteristics, but also because of all the social, cultural and guclitic meanings that
societies
have built throughout history around sex.

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social Sciences

Adaptation to climate change

Adjustments in human or natural systems in response to climatic stimuli or their effects, which can
moderate damage or take advantage of benefits.

Atmosphere
It includes the physical, chemical and biological elements of natural or anthropogenic origin that,
individually or in association, make up the environment in which life develops. They are the factors that
ensure the individual and collective health of people and the conservation of natural resources,
biological diversity and the cultural heritage associated with them, among others.

Climate change
Climate change attributed directly or indirectly to human activity, which alters the composition of the
global atmosphere and which is added to natural changes in climate.

Sustainable development
It is a continuous process of change aimed at satisfying the needs of the present generation, without
compromising the ability of future generations to satisfy their own needs. This process contemplates
four dimensions: society, the environment, culture and economy, which are interconnected, not
separated.

Climate change mitigation

Set of human interventions that seek to reduce the sources or improve the sinks of greenhouse gases.

Economic system
It includes the agents that participate in a country's economy and the activities they carry out, as well
as their interrelationships. Furthermore, it is a system that distributes scarce resources among their
possible uses.

Finance system
The financial system of a country is the set of public and private organizations through which the
financial resources that are negotiated between the various economic agents of the country are
captured, managed and regulated.

Historical time
It is a cultural construction that allows us to order and understand the changes and permanence in
human development. It includes the use of a system of conventions (calendars, decades, cycles,
millennia, among others) and temporal categories (succession, simultaneity, duration, rhythms,
changes and permanence) that allow historical processes to be ordered and explained.

Physical education

motor action
It is the set of physical activities through which the human being manifests himself in a

Physical activity
McGc; given context.

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Physical activity is considered to be any body movement produced by skeletal muscles and that
requires energy expenditure, and that represents a personal experience for interaction with others and
the environment, and can be classified as:

• Utilitarian physical activity: work activities and domestic tasks.

• Playful activities: all forms of play: board games, parlor games, traditional games, etc.
• Recreational activities: activities carried out by the subject in their free time, freely chosen and
that provide pleasure.
• Activities in nature or outdoors: recreational practices in full contact with the natural
environment, such as walks, excursions, camping, cantonments.
• Sports activities: any physical activity subject to certain rules, in which basic and specific motor
skills are tested, with or without competition.

Healthy nutrition
It is a varied diet, preferably in its natural state or with minimal processing, that provides energy and
all the essential nutrients that each person needs to stay healthy, allowing them to have a better
quality of life at all ages.

Physical abilities
They are those abilities whose potential is congenital and genetically determined. They are internal in
nature, they are manifested through motor actions, and they are developed and improved with
practice. There are different types of capabilities:

• Conditional: they are functional qualities of the organism that depend on metabolic and energy
processes. Its presence is an essential condition for movement to be possible in an intentional
motor action. The individual possesses and develops these capabilities, and maintains them in a
limited way according to genetic, structural, physiological, biomechanical, psychological and
energetic factors. Conditional abilities are strength, endurance and speed.
• Coordinative: these are the abilities determined by the regulation and control processes of the
nervous system. They are rhythm, reaction, coupling, differentiation, adaptation, spatio-temporal
orientation, balance, relaxation and regulation of movement.
• Range of motion or flexibility: it is the ability to make the maximum range of joints in various
positions based on joint mobility and muscle elasticity.

Corporeity
It is the process of constitution of the person through motor skills as an experience of doing, knowing,
thinking, feeling, communicating and loving in interaction with their environment. This process
recognizes the integral dimension of the human being in its motor, affective and cognitive aspects.

Body
It is the set of parts that make up a living being in all its dimensions: biological, psychological, species,
personal and social history and the circumstances of each one, that is, everything we see about
ourselves.

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It is a physical activity exercised as a game or competition, the practice of which involves training
and subjection to rules (Blázquez, 1999). Depending on the purpose pursued,
classifies into:
• Recreational sport: one that is practiced for pleasure, enjoyment or enjoyment, without any
intention of competing or overcoming an opponent.
• Competitive sport: one that is practiced with the intention of beating an opponent or surpassing
oneself.
• Educational, training or school sport: whose fundamental objective is the comprehensive
education of the child and the harmonious development of his personality. Educational sports
must allow the development of motor and psychomotor skills in relation to the affective, cognitive
and social aspects of their personality, respecting the stages of human development.

Psychomotor development
It corresponds to the development of the psychological, motor and affective aspects that condition
the construction of the personality of the boy, girl and adolescent. Psychological evolution, the
development of motor skills and affectivity are cause-effect of the individual's corporeality.

Physical education
Physical education is a pedagogical area that contributes to the integral development of the person
through the construction of corporeality, the generation of socio-critical awareness towards health
care and the development of socio-motor skills.

Physical exercise
It is a variety of voluntary, systematic, planned, structured and repetitive physical activity whose
objective is to maintain, develop and perfect all the psychological and physical qualities of people.

Body scheme
For Ballesteros (2002): "The body schema can be defined as the global intuition or immediate
knowledge of our body, both in a state of rest and in movement based on the interaction of its parts
and, above all, its relationship with the body." space that surrounds it."

It is a complex construction process in which neurological and sensory maturation, social

interaction, and language development intervene. The body schema is closely linked to cognitive,
perceptual and motor aspects that begin at birth and that, under normal conditions, end at puberty.

Body expression
It is a unique and particular way for each human being to express, communicate, express feelings
and sensations through the body.

Motor skills
According to Durand (1988), it is the ability to respond to a situation efficiently and economically,
with the aim of achieving a precise objective. It is the result of learning acquired by the individual in
relation to the environment. Motor skills are classified into:
Basic esdGa: they are basic elemental movements that the child develops naturally. NyA.
-Some of these involve movement of the body, such as walking, running, jumping, crawling,

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climbing, walking on all fours, making turns and maintaining balance. Others involve object manipulation,
such as catching, throwing, drawing, and writing.
• Specific: they are the combined basic motor skills that seek efficiency in movements to solve a specific
motor situation, for example, running with wide strides and performing the long jump.

Sociomotor skills
They are the result of the interactions that occur between people in the practice of physical activity, which
contributes to the development of personality and the improvement of social, emotional and communication
factors among students.

Body image
It is the broad mental representation of our body, in its shape and size. This representation is influenced by
cultural, social, individual and biological factors that change over time (Slade).

Sports initiation
For Hernández Moreno (1988), sports initiation is the teaching and learning process that students follow to
acquire knowledge of the structure of sports, from the moment they come into contact with them until they are
able to play them.

Game
It is a spontaneous, pleasant, free and educational activity, which favors the interactions that occur in the
environment and maintains a certain order given by rules. The game constitutes a vital element in students
since it enables the bases of the person's social behavior.

Motor skills
Motor skills are a manifestation of corporeality put into action in a thoughtful, intentional and emotional way.

Body posture
It is the symmetrical and proportional alignment of body segments around the axis of gravity. It is considered
the reflex activity of the body in relation to space, as well as the basis of motor actions and related learning
processes.

Health
According to the definition of "health" proposed by the World Health Organization (WHO, 1946), health is not
only the absence of disease, but the state of complete physical, mental and social well-being of the individual.

Tone
According to Berruezo (2003), the tonic function is important in psychomotor development, since it organizes
the body scheme, balance, position and posture, which are the bases of performance and directed and
intentional movement. Tone depends on a neuromotor, neurosensory and emotional regulation process.

• Art and culture

Animation
' I$ ■

0497 2-1b-MINEDU
It is the process of creating the illusion of movement through a series of images (e.g., cutouts,
drawings, digital images, paper, photographs, puppets, sculpted figures) that show slight
progressive and sequential changes over time using various techniques (e.g. clay, cutout animation,
stop motion, and other digital processes).

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visual arts
They are the manifestations that include a wide range of forms, genres and styles of traditional arts
such as drawing, painting, sculpture, engraving, architecture and photography, as well as
commercial art, traditional and plastic crafts, industrial design, performance art and electronic media.

Cultural codes
They are the ways of doing and thinking performed by a people or group of people in a specific way
(for example, the ritual of greeting each other with a hand or a kiss) and that have a common and
distinctive meaning for that group of people.

Composition
It is the structure that combines the elements of languages with a meaning, concept or logic.

Elements of dance
They are the body, space, time, energy, relationship.

elements of music
They are duration, tone, dynamics, timbre, texture/harmony, form.

Elements of visual arts

They are line, shape and form, space, color, texture and value.

Elements of art
They are the fundamental components of artistic languages.

Elements of theater
They are character or role, relationship, time and place, tension, focus, and emphasis.

Esthetic
It is the discipline that contemplates the nature of art and its function in the human experience. It has
to do with the need to introduce the notion of beauty and the principles that support it.

Style
It is a particular or distinctive way in which an artistic work (a dance or a painting) is created or
performed. It is often associated with a particular artist, performance group, choreographer, or time
period.

Gender
It is a category that presents common characteristics, and is defined by a tradition and way of
carrying it out (experimental theater, contemporary dance, classical music, etc.).

Improvisation
The act of spontaneously creating a movement or performance in response to

p ,,9-2016-
LI °vt/ 6”
a stimulus. It can be individual or group.

Kinesthetic
This is what we perceive or feel in relation to movement in the body or the environment.
Etymologically, it means 'sensation or perception of movement'.

Artistic languages
They are those artistic disciplines with their own codes, forms or symbols to communicate and
interpret visually, sonically or kinesthetically. They include visual arts, dance, music and theater.

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 Artistic-cultural manifestations
They are all those creations or creative acts of a person or culture that respond to their needs for
aesthetic expression or communication.

Materials
They are the substances from which something is made or can be made. It includes the media
(crayons, clay, ink), surfaces (paper, wood, cardboard) and found objects (such as leaves, badges,
branches) with which objects or instruments can be made.

Audiovisual media
They are tools, devices and technology used to carry out a work or production where image, video,
text, animation and sound intervene. They include cameras, video or digital editing equipment,
televisions, audio recorders, projectors, computers, and any software required to use them.

Tangible and intangible heritage

They are hereditary cultural elements, recognized mainly for their exceptional value within their own
communities, from a point of view not only historical, but also artistic, scientific and technological.
Material cultural heritage includes monuments (architectural works, sculptures, paintings and works
of an archaeological nature), ensembles (isolated or grouped constructions), places (works of man
and nature) and cultural artifacts. The intangible refers to the set of knowledge of traditions,
techniques and customs that is practiced and learned from one generation to another, keeping alive
the expressions and identity of a community (oral practices, performing arts, traditions, rituals,
festivities, craft techniques, knowledge and practices related to nature and the universe) 49 .

Performance
It is a live performance exhibition, usually linked to conceptual art, where the art object is no longer
central, but rather the subject that performs it. It is also known as "performance art."

Principles of art or design

They are the generally accepted ideas about the qualities that contribute to the effectiveness of an
artistic work. They are used as guidelines to compose an image (usually a visual image) and
analyze it. These qualities include balance, emphasis, harmony, movement, proportion, rhythm,
unity, and variety.

/$_ Symbolic

\W „4997/49 UNESCO (2011). What is Intangible Cultural Heritage? Recovered from

* http://www.unesco.org/culture/ich/index.php?lg=es&pg=00002

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It is the image (for example, a drawing) that is used to represent or express something else (an idea,
a state of mind, a person or an animal).

Technique
It is the method or procedure of using a tool, medium, or material to produce an artistic work or
achieve an expressive effect (for example, using a pencil to create light or dark tones).

Communication, Spanish as a Second Language and English as a Foreign Language

Sociocultural context
It refers to the social and cultural characteristics (social, political or ethnic stratum, roles, language,
customs, morals, beliefs, among others) in which the various types of texts are written and read.

Emphasis and intentional nuances

Emphases are expressions that the author deliberately highlights through repetitions, modalizers,
metaphors, among other resources, according to the communicative intention. The reader
recognizes these emphases from understanding the text. Nuances are specific clarifications about
topics or facts that give variety to the descriptions in the texts through, for example, the change of
tones or expressive turns.

Style
It is a particular characteristic present in literary texts based on a selection between the different
possibilities and uses of language, which tend to constitute distinctive features of certain authors or
literary movements.

Discursive strategies
It refers to the use of linguistic and extralinguistic procedures to construct the meaning of the text
and ensure its communicative purpose. Example: The design of a poster or the use of capital letters
to attract the reader's attention, or the use of exemplification in a debate to persuade interlocutors.

Complex structure
It is one that breaks with the uniformity and linearity in the composition of the text. Complex
structures usually group the following elements: a) a varied number of textual sequences (the same
text describes, narrates, explains, etc.); b) a varied range of discursive strategies, for example, the
use of techniques such as flashback in literary texts, or rhetorical questions in argumentative texts;
and c) a discontinuous format that breaks the linearity of the text. Furthermore, the type of
vocabulary, the amount of information or the syntax are elements that can add complexity to the
structure of a text.

Simple structure
It refers to the uniform and homogeneous conformation of a text, for example, when a single textual
sequence is proposed or one of them clearly predominates (such as when the text describes an
animal). Likewise, it presents a linear logical, spatial and temporal sequence (for example,
beginning, middle and end, in the case of narrative literary texts).

——-Format and support

681} is | how information is presented in a text. It can be continuous if it respects the
e
linearity of the text (sentence after sentence, paragraph after paragraph), discontinuous if the —-
mMqulebra when introducing images or graphic organizers, mixed if the text combines both types,

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or multiple if it includes two texts from two different sources or authors that are framed in the same
communicative situation. The support is the medium in which the texts are presented; It can be physical (paper,
cardboard, board, blankets) or virtual-digital.

Discursive genre
It is each diverse form that a text can take, such as the story, the debate, the infographic, among
others. These forms present a set of relatively stable characteristic features; For example, the story
genre is usually composed of a beginning, middle and end. People use the characteristics of discourse
genres as shared elements between readers and writers, which contributes to communication. These
characteristics also allow texts to be subdivided and classified, for example, fantastic story, detective
story, political debate, academic debate, etc.

Writing hypothesis
They are ideas or conceptualizations to build the writing system in a process of constructivist
assimilation and accommodation. These hypotheses have been described by the psychogenetic
approach to writing supported by Emilia Ferreiro. For example, quantity hypothesis: you cannot read
something if there is not a minimum number of letters (at least three).

Ideology
It is a system of ideas, beliefs and values that allow the understanding of reality and that intervenes in
reading, writing and oral communication.

ambiguous information
A text contains ambiguous information when its author - involuntarily or voluntarily - does not use the
necessary elements to protect the meaning of the text (for example, by dispensing with connectors).
This problematizes the interpretation work of the reader, who can make different interpretations about
the same event, place, state.

Conflicting information
It refers to opposite or contrary information on the same topic, present in one or more texts. For
example, two texts can refer to the same topic - such as GMOs - and maintain opposite positions, for
or against it.

Not obvious information

It is that explicit information that is located inside the text; That is, it is not found at the beginning of the
text or at the beginning of the paragraphs.

Relevant and complementary information

Relevant information is that which is essential for understanding the text; The complementary, for its
part, specifies, expands or explains the main idea or ideas throughout the text.

Courtesy modes
It is the set of verbal, non-verbal and paraverbal mechanisms used to regulate the behavior of the
interlocutors in the conversation and thus establish a relationship based on mutual cordiality and
cooperation. They can vary according to different cultures, so they usually depend on the context.

/Q/9 Levels of meaning

3 7,
cizé refers to the capacity of some texts to present various meanings or levels of -'Sigmification. For
6)
example, a first reading of Franz Kafka's The Metamorphosis reveals the
&9 and;

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story of a man who turns into an insect. But it can also be interpreted as a representation of the
complex family relationships or alienation of human beings in modern times.

Cohesive resources
They are words or groups of words used to relate ideas. These relationships can be addition,
opposition, distribution, among others. Cohesive resources can be different types of words and
expressions, such as connectors (however, in addition, etc.) or referents (personal, relative pronouns,
etc.).

Non-verbal and paraverbal resources

They are elements that contribute to constructing the meaning of oral texts. Non-verbal resources are
those that are related to gestures and movements (kinesics), or to the way we operate in space
(proxemics). Paraverbal resources are related to everything that accompanies and regulates the verbal,
such as the volume, intonation or rhythm of the voice.

Textual resources
They are elements used to build, reinforce or attenuate the meaning of the text. These are
conventionally accepted by readers and writers, and include the use of paratexts (underlining, bold,
type and font size) and syntactic structures, as well as rhetorical figures or certain lexical formulas such
as "Once upon a time" to start a story

Record
It is the use of language determined by the context in which a text is produced. The record can be
formal or informal depending on the topic addressed, the interlocutors or recipient, and the
communicative purpose.

Bias
It occurs when in a text the information is presented in an interested manner towards a marked
tendency or position.

Validity and effectiveness of information

Effectiveness refers to the quality of the information to achieve its intended purpose or to produce
desired effects on the public. Validity refers to whether the information is true or logical. It is possible to
determine validity by taking into account the approaches of the text, the experience and knowledge of
the reader, other texts or sources of information, and the sociocultural context of the text itself or the
author.

Frequently used vocabulary

It is a set of everyday words that the student uses orally or in writing as a product of their interaction in
the school, family and local environment. Therefore, it is linked to its dialect variety. For example, in the
north of the country, the word "churre" is used to refer to children.

Specialized vocabulary
It is the set of technical terms specific to a discipline or science. These appear in academic texts or
popular science texts.
Vde Ek/c,
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gs-—Precise vocabulary
-M2EOAE§ a set of words that the student uses to transmit his ideas accurately and punctually ; That is, choose
the most appropriate meaning for the communicative situation and the topic. By

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 016 - MINEDU
For example, when we speak or write, we not only use different expressions to communicate the same idea (vain
vocabulary), but also precise terms to mark the nuances of meaning that distinguish them according to a certain
circumstance.

Varied vocabulary
It refers to the ability to alternate a variety of words with the same meaning to avoid repetitions and
achieve its communicative purpose, for example, by using synonyms or a variety of adjectives that
modify the noun, such as North American slavery, exemplary man, etc.

Math

Affirmations
They are concepts that assume "something" is true based on observations. They may be:
• Predictions: given by intuition or guesses.
• Assumptions: given from evidence.
• Hypothesis: given based on the possible or impossible that entails affirming or denying its validity.

Measurable attributes
They are observable and measurable properties of two-dimensional and three-dimensional shapes that
are expressed numerically, for example, perimeter, area, volume, weight, force, speed, etc.

Context
This is the name given to the space of life and cultural social practices.

Equivalence
It is the equality in the value or estimate of two expressions and whose verification of one expression is
linked to the verification of the other expression.

Scale
It is the proportion relationship that exists between the measurements expressed in a graphic
representation with their original measurements. For example, a map shows the scale 1:1000, which
means that 1 cm on the map is equivalent to 10 m in reality.

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 016 - MINEDU
Establish equivalences in the SND50
It is a process that consists of composing and decomposing a number and that can be carried out in two
different ways (Minedu, 2009, p. 5):
• Express a natural number composed of units of different order of the decimal number system, such
as units, tens and hundreds.
• Express a natural number using multiple compositions of a quantity, in addition to conventional units.
For example, 64 = 50 + 14 is interpreted as 64 is the same as saying 5 tens and 14 ones. Or, for
example, 7428 = 6M + 14C + 2D + 8U, so also express 64 = 2x2x2x2x2x2.

Heuristic strategies
They are systematic procedures that serve to transform a problem by making it simpler, understanding it
better and making progress towards its solution (Koichu, Berman and More, 2003), using creativity and
divergent or lateral thinking. Its execution does not

os Edüg,
$° AP%necessarily guarantees the achievement of an optimal result. They are examples of strategies

50 SND: Decimal Numbering System.

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heuristics the following: (1) trial-error; (2) look for a pattern; (3) make a diagram, drawing or table; (4)
look for an analogous problem; (5) start from the end; (6) divide the problem into parts; (7) decompose
and recompose the problem; among other.

Estimate
It is predicting the order of magnitude of a value or a numerical result, as well as approximately
quantifying some measurable characteristic of an object or event (Ipeba, 2013, p.43.)

Evaluate strategies
It is assessing or determining the degree of effectiveness of a set of strategies or procedures based
on their coherence or applicability in other situations (Ipeba, 2013).

algebraic expression
It is the mathematical expression made up of unknown numbers and values expressed by icons or
letters that are linked to each other through operations. These represent relations of equality or
inequality, relations of exchange, or general rules. For example, the expression p = 0.50 k + 2
represents the relationship between the price and the number of kilos carried considering a fixed
price of 2 soles for the purchase.

Numerical expression
It is the mathematical expression that relates numbers and operations that reproduce the conditions
of a problem. For example, the numerical expression 450-1/4(450) reproduces the situation: I
earned 450 soles and spent a quarter of it on books.

Equality
It is an expression that indicates that two numerical or algebraic expressions have the same value. It
is expressed with the equal sign (=). Examples of equalities are 2/3 = 4/6; 3 + 4 = 7; L = 2.nR

Interpret
It is attributing meaning to mathematical expressions, so that they acquire meaning based on the
mathematical object itself, or the real phenomenon or problem in question. It involves both encoding
and decoding a problem (Hernández et al., 1999, pp. 69-87).

Magnitude
It is the characteristic of an object or phenomenon that can be measured, such as length, surface
area, volume, speed, cost, temperature, weight, etc. (Ipeba, 2013, p. 44).

Pattern
A pattern is a succession of signs (oral, gestural, graphic, geometric, numerical, etc.) that are
constructed following a rule or algorithm (Rabino, Bressan and Gallego, 2010).

Additive pattern
It is a pattern of numbers whose formation rule is the addition or subtraction of the same value along
g0E, throughout the entire sequence (Bressan, 2010). This characteristic determines that they can be (9
'perishing or decreasing. For example, 1, 3, 5, 7, 9,11...; or also 30, 25, 20,15,10...
$VM--g)
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It is a graphic or numerical pattern in which two or more of its elements occur periodically (Bressan,
2010). They have a base or core structure that expresses how the pattern is built. For example, 1, 2,
3, 1, 2, 3, 1, 2..., or square, triangle, triangle, square.

Multiplicative pattern
It is a pattern of numbers whose formation rule is the multiplication or division of the same value
throughout the entire sequence. This characteristic determines whether they can be ascending or
descending. For example, 4, 8,16, 32, 64,128...

Situation
It is a significant contextual event, within which problems are identified or raised that allow
mathematical ideas to be constructed.

Random situation
A situation is random if it is not possible to predict the results it will have.

Deterministic situation
A situation is deterministic if we know in advance what results it will have.

Variable
It is a symbol, usually a letter, that can be placed in place of any element of a set, whether numbers
or other objects. Variables serve to express, in an effective way, regularities and general relationships
between objects. The main variables in mathematics described by Godino (2003) are:
• The variable as an unknown: use of the variable to represent the value of an unknown number or
object that is manipulated as if it were known. For example, in the equality 4x + 2 = 3x + 5, "x"
represents the number 3.
• Variables as indeterminate or expression of general patterns: use of the variable to express
statements that are true for a certain set of numbers. For example, for all real numbers, it holds
that ab = ba
• Variables to express values that vary together: use of the variable to express a dependence
relationship between two magnitudes. For example, in the expression y = 5x + 6, when "x"
changes, so does "y."

Statistical variable
It is any characteristic of the elements of the population being investigated that can assume one or
more values. It is divided into two groups:
• Qualitative variables: those that express different qualities, characteristics or modality. They can
be ordinal (mild, moderate, strong) or nominal (white, red, black).
• Quantitative variables: those that are expressed through numerical quantities. They can be
discrete because they assume a countable number of elements (number of children or number of
students in a classroom) or continuous because they have an infinite number of values (the weight
of a person).
.By

Science and Technology

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Atmosphe
Itreincludes the physical, chemical and biological elements of natural or anthropogenic origin that,
individually or in association, make up the environment in which life develops, and are the factors that
ensure the individual and collective health of people, and the conservation of natural resources,
biological diversity and the cultural heritage associated with them, among others.

Argue scientifically
Make a judgment in a reasoned manner and supported by evidence. The argument is directed at an
interlocutor with the objective of convincing him or her.

Science
Human activity that allows generating a type of knowledge, obtained in a methodical, systematized
and verifiable way. It is developed as a collective practice that occurs through different currents and
research techniques.

Scientific knowledge
Theoretical construction that refers to the knowledge of science. This is subject to change, as a result
of scientific and technological advances.

Worldview
Set of beliefs, values, opinions and ways of proceeding internalized by the members of a group of
people.

Socioscientific issues
Complex social situations linked to science and technology that generate controversies and debates.
They have implications in different fields, such as social (including economic and political), ethical and
environmental.

Mistake
It is the difference between the measured value and the actual value of the object being measured;
That is, there is a probability that the real value is in the range of that difference. Error is associated
with limitations of instruments, techniques, measurement methods, and the observer.

Paradigmatic event
It is a highly relevant event in which knowledge, theory or method generates a way of seeing and
understanding the world around us during a specific period.

Empirical evidence
It is the information obtained through observation or experimentation, and that serves to support or
oppose a scientific hypothesis or theory.

Accuracy
It is the real or true value, or the closest to it.

Explain scientifically
It consists of understanding scientific laws and principles about natural facts and phenomena that are
the basis, together with evidence, to build arguments, representations or models, as well as predictions
of possible changes in situations that may arise in everyday life.
*2 ",

Explore
It consists of finding out or carefully examining a place or thing to know it or discover what is found in
it.

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 Base
It is giving reasons to justify a proposition, a decision or an action. These reasons pose a cause-effect
relationship.

Tools
They are objects made to facilitate the performance of any task that requires the application of
physical force. Hand tools use human muscle power (lever, clamp, hammer) and power tools use
other sources of energy, such as electricity.

Instruments
It is the set of devices or devices specifically designed and built to help in the search and collection of
data that have a degree of accuracy and precision.

Scientific methods
It is the set of procedures used during the inquiry that allow knowledge to be constructed. In scientific
methods, observation, logical thinking, imagination, the search for evidence, analysis and socialization
of the knowledge produced are present.

physical world
It is the space that includes aspects related to the natural (elements provided by nature without
human intervention) and the artificial (result of human action).

Precision
It is the variation that occurs as a result of different measurements using the same conditions and is
expressed numerically through dispersion measurements. Describes the agreement between the
results of all the measurements carried out. It is not necessarily related to the real or true value.

Technological solution
It is the response that puts available resources into play and meets the established requirements to
achieve the greatest efficiency when responding to a technological problem.

Technology
It is the set of scientifically based techniques that seek to transform reality to satisfy needs in a
specific context.

Education for work

Agency capacity
It is the person's ability to recognize themselves and exercise transformative actions in a general context.
The capacity for agency allows the citizen to successfully confront the '$ g different forms of inequality, social
exclusion and poverty. Likewise, it allows you to participate effectively in the elections and political decisions that
govern your own life; intervene, (7/together with their fellow citizens, in decisions about what, how and for whom it
is produced; X 06/

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and establish the social links required to act on their environment and transform it with a spirit of
tolerance, respect and negotiated resolution of differences.

Entrepreneurship
Entrepreneurship is the capacity and agency that a person has to define and conduct the necessary
actions to carry out a personal or collective proposal that transforms a given reality. In that sense,
entrepreneurship is a way of being and acting that drives positive changes in the community by
generating value, whether in the personal, social, or business context.

There are mixed entrepreneurship projects, which seek to achieve social and economic value at the
same time.

Economic entrepreneurship
It refers to entrepreneurial projects that generate income by focusing on addressing an unmet need in
a specific environment known as a market.

Social entrepreneurship
It refers to entrepreneurial projects that generate social value by focusing on solving a social problem
(environmental pollution, gender violence, poverty, access to sports or culture, etc.) in a specific
environment.

Specific technical skill

They are those skills specific to a particular profession or trade, and are related to the use of specific
techniques and tools. These skills, with the exception of the management and use of ICT, are usually
exclusive to the profession or trade to which they belong. For example, the specific technical skills of
carpentry are different from those of the food industries or the skills to develop a reading promotion
venture will be different from a sports promotion.

Socio-emotional skills
They are the set of skills and abilities necessary to understand, express and appropriately regulate
emotions in interaction with others (interpersonal skills) and in the development of oneself
(intrapersonal skills).

Innovation
It involves generating novel ideas and original approaches to improve the development of new
processes, methods, systems or others.

Value proposal
It is the description of the product or service that we provide to cover a market need or solve a social
problem to generate a positive result: income or social value.

Prototype
Concrete simulation that materializes possible ideas for solving a problem. It allows us to interact with
potential users to obtain answers that bring us closer to the final solution. It can also help us evaluate
the final solution or better understand potential users.

*4
0‘___
54(/ó/, /'Transversal competencies

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It operates in virtual environments generated by ICT

Exploitation of ICT
It consists of the acquisition of strategies and their application to generate experiences that allow people
to consolidate significant and lasting learning.

Virtual community
It is the set of people and groups that live their citizenship by exercising rights and responsibilities, and
sharing information, activities and interests in virtual environments.

Connections
They are oriented towards data exchange. It involves both the scope of connectivity and its quality.

Content curation
It is the search, comparison and analysis of diverse types and sources to synthesize them into new
digital material, which is shared and presented with an explanation or comment respecting good
authorship practices.

Design of virtual spaces

It is the creation of a navigable, structured and coherent virtual space to present content and
communicate, for example, with websites, wikis, blogs, among others.

Device
It is the piece or set of pieces that serve to perform a specific function and that, generally, are part of a
more complex set. It is aimed at controlling the processes that the person carries out with the device. It
considers aspects such as processing capacity and data storage capacity.

Virtual environment
They are scenarios, spaces or objects made up of Information and Communication Technologies (ICT).
They are characterized by being interactive (they allow communication with the environment), virtualized
(they propose representations of reality), ubiquitous (they can be accessed from anywhere with or
without an Internet connection) and hybrid (they are integrated into various means of technologies and
communication).

Gamification
It is participation in games in virtual environments by manipulating applications and conducting
processes aimed at desired behaviors, taking advantage of the psychological predisposition to participate
in games to develop persistence, anticipation of results, attention to details and problem solving.

Digital identity
It is an activity that a person develops according to their value system, their culture and their personality.
This personalization is manifested through a set of particular traits that identify a person (or group) and
define their digital identity in virtual environments. N
c interactive
,6s the relationship of participation between users and computer systems. It is a • communication
process that allows for dialogue.

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Interface
It is oriented towards the person's activities with ICT elements and so that they can manipulate them. It
refers to the set of screen elements that allow the user to perform actions on the virtual environment
where they are browsing. It is what allows a person to communicate with any machine or device.

Information mapping
It is organizing the understanding of a topic to interactively generate a graphic or spatial representation
that adapts by adding new information or modifying its understanding.

Digital narrative
It is the design and construction of multimedia and interactive virtual objects to describe or record events
or happenings.

Design thinking
It is designing new patterns, concepts and proposals in virtual environments to address facts and
problems, integrating understanding and reflection on new and creative solutions.

Virtual portfolio
It is the storage of evidence of the teaching and learning process in the form of virtual objects in a
systematic way and to share them respecting good authorship practices.

Programming
It is the generation of logically organized sequences to automate tasks or support the development of
activities in virtual environments.

Virtual collaborative project

It is a product or service generated from the systematization of its interactions and resources in a process
of collaborative information exchange based on virtual environments.

Ubiquitous
It means that it is present in many places and situations, and gives the impression that it is everywhere.

Virtual
It is the opposite of reality. In the field of computing and technology, it refers to reality constructed through
digital systems or formats.

Manage your learning autonomously

Autonomous Learning
It is the ability that a person has to direct, control, regulate and evaluate their way of learning, consciously
and intentionally.

2 Et/Criteria
) They are elements that allow you to verify that the proposed task has been carried out successfully and
-EC/ów that the product of your activity agrees with the expected result.

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649-2016.-MINED-
It iseness
the ability to achieve the effect that is expected or desired after carrying out an action based on a
certain time.

Efficiency
It is the ability to rationally use means to achieve a predetermined objective (i.e., accomplish an objective
with the optimal available resources and time).

Learning strategies
They are procedures that are applied in an intentional and controlled way to face problems of increasing
complexity, where the situation is changing and intelligent decisions must be made to select the steps to
follow according to the new situation of the problem.

Motivation in the self-regulated learning process

It refers to the belief that the student has about his or her ability to learn, the value he or she places on the
learning task, the interest he or she has in it, and the feelings of satisfaction or dissatisfaction that arise after
completing the task.

Precision
It is the ability to distinguish the differences in one thing and another, prior to an adequate identification.

Priority
It is the advantage or preference that one person or thing has over another, based on a specific criterion or
situation.

Procedure
It is the set of ordered actions that are aimed at achieving a goal. They have been assessed as effective
within a certain situation and can be reproduced in a situation of the same type.

Processes
They are the elements of a learning strategy that has been put into practice on a temporary basis,
depending on favorable circumstances.

Know how to ask

Mediation process strategy that allows students to consciously elaborate their thinking and go deeper into
their responses.

Sequenced
A set of elements arranged successively in such a way that their elements maintain a certain order
relationship among themselves.

Task
It is the object into which the student's activity must lead. To effectively implement an activity, the task must
be accurately represented; It must be accompanied by criteria that take into account its functional success
(effectiveness) and academic success. A distinction must be made between authentic task (challenging,
challenging and in context) and routine task.

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^g^see chapter VI and VII of the National Curriculum of Basic Education.

KC10 which are generated by applying reflections or rotations.

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