ANNUAL PLAN KINDER “B” NEW SPAIN SCHOOL

.- IDENTIFICATION .
Name: New Spain School.
Location: Quinchilca 599, Los Lagos.
Supporting Institution: Illustrious Municipality of Los Lagos.
RBD
Levels served: Kindergarten and Basic.
Phone: 461226.
City: Los Lagos.
Region: Tenth.
Kindergarten levels: Kinder A, enrolls 33 students.
Kinder B, enrolls 33 students. (Course
Combined)
31 girls and boys from the second transition level and 2 from the first level
Day: Kinder B, 1:30 p.m. to 6:30 p.m.
Boys and girls: 1:30 p.m. to 5:30 p.m.
Kinder A, 8:00 a.m. to 1:00 p.m.
Boys and girls: 08:30 a.m. to 12:30 p.m.
Teaching staff: 2 early childhood educators
Maria de la luz Marqués Rosa, preschool teacher, afternoon shift
Edeltaud Álvarez H, Early Childhood Educator, tomorrow
Contract schedule: 30 chronological hours.
Parateaching Staff: 2 nursery assistants.
Cecilia Torres Cordova, Morning Assistant
Patricia Delgado, Afternoon Assistant
Contract schedule: 30 chronological hours.
 - OPERATION OF THE EDUCATIONAL ESTABLISHMENT “ESCUELA NEW ESPAÑA”

Our establishment has taught the full-day school system since 2003, serving in this modality from the third basic year
to the eighth basic year.
The establishment's day begins at 8:10 a.m. and ends at 4:10 p.m., providing a period of 80 minutes for students to serve their
lunch or snack. The first and second year courses end their day at 1:20 p.m.

- ESTABLISHMENT MISSION

The New Spain School provides education at the nursery and basic level, with 18 courses, with an enrollment of
approximately 628 students.
The educational project of the New Spain School, within the value and philosophical framework, has managed over time to
outline the school's learning process at the level of teachers and students. In the latter, their participation and development
of values such as creativity and self-confidence are more reflected, overcoming what was previously deficient.

The vision .
The school as a formal educational institution seeks, in the immediate future, to be an educational unit, where the
student, through the curriculum, can develop their communication, socio-affective, psychophysical and technical-artistic
potential, so that upon graduating from the eighth year they can continue their training in secondary education and later in
society.

The mission .
The Nueva España School is an institution whose reason for being is to educate girls and boys of the commune of Los
Lagos, satisfying the need for the educational service required by the family and the community. For the above, a student and
student profile has been designed that, when they leave their classrooms, have the characteristics that emerge from the
strategic objectives of this institutional educational project (PEI).
 Pedagogically.
That they know how to express themselves correctly in our language, orally and in writing.
- Master the four arithmetic operations and their complementary and essential notions.
- To know, with the depth of the level, the history and geography of Chile, universal history and the elementary notions of
the natural sciences.

In personal development.
- Be creative, participatory, responsible, supportive, disciplined and good with others.

-MISSION AND VISION OF THE PRE-SCHOOL LEVEL OF THE NEW SPAIN SCHOOL .

MISSION.
Promote quality, timely, relevant and continuous education that promotes relevant and significant learning based on the
development of democratic practices and the formation of values, together with the family and the educational community,
with our boys and girls being the protagonists of their learning.

VISION.-
We, as nursery educators at Escuela Nueva España, hope that our boys and girls can, through our teaching practices, develop
potential, abilities and skills that allow them to communicate, relate and develop autonomously, recognizing themselves as a
person. capable of sharing, expressing and developing in the social and cultural environment in which it is inserted.

CURRICULAR EMPHASIS
The nursery level of the Nueva España school uses the Self-Determination curricular modality. This curricular choice is based
on the needs of the children who come to this educational establishment, the incident factors being social vulnerability,
rurality and the institutional educational project of our educational community.
From the different curricular modalities (comprehensive, Monte Soriano and personalized) We have rescued those pedagogical
strategies and procedures that are useful to be able to carry out the classroom educational project, according to the
material, human and technological resources to which we have access.
Given the above, preschool levels will use methodological strategies according to the interests and needs of the boys and girls
and their families.

Methodological strategies:
- Learning units
- Landmarks
- Work areas (language, mathematics, art, computer science and dramatization)
- Classroom project.

The evaluation system will depend on the modality used to address the pedagogical needs of the level.
- Being for the learning units, the evaluation instrument to be used, checklist and appreciation scale, this will depend on the
activities carried out.
- For the centers of interest, the appreciation scale will be used given the short time that this strategy requires in its
application.
- The system to be used in the work corners will be the participation record, direct observation and self-evaluation.
- And finally, for classroom projects, the success or failure of the goals proposed for said project will be used as evaluation.

START
DIAGNOSTIC PERIOD
WITH BOYS AND GIRLS

GOALS STRATEGIES/ACTIVITIES ASSESSMENT

Determine the entry behaviors of Conversations Observation log
toddlers through a diagnostic group games
evaluation Drawings

Establish emotional bonds with children Stories Observation log

so that communication between adults Puppetry
and children flows without difficulty directed games

Know the general characteristics of Direct observation Interview record

each child (affection, fears, etc.) Interview with parents

Identify the tastes and preferences of Brainstorming flipchart

the group

Perform anthropometric evaluation Weigh and measure Pedagogical technical record book

Perform visual and hearing evaluation Visual and auditory diagnosis School health program report

Organize together with the children Establish written rules and sanctions Rules Poster
the rules and regulations to work on
throughout the year

PEDAGOGICAL DIAGNOSIS.
 To carry out the diagnosis of the children, different activities were carried out referring to the expected learning
selected to specify the diagnosis, recording levels of achievement, main deficits and observations that were synthesized in
a written comment that was given to each parent so that they could know the income situation of your son – daughter and
thus be able to support the educational process

Scope Personal social Learning Strategy

training Expected

Autonomy core Acquire skill in the use of some sharp instruments, Focused learning experiences
carpentry and gardening cutters in their respective (variable periods)
employment contexts, taking the necessary safeguards to Constant period learning
its proper and safe use experiences
Progressively recognize the possibilities and characteristics
of your body to achieve body awareness and define your
laterality. (6)
Persevere in carrying out your activities, seeking
the appropriate means that allow you to complete the projects
that starts. (12
identity Positively appreciate their gender and respect others in everyday Focused learning experiences
life situations, expanding knowledge of feminine and masculine (variable periods)
characteristics in different cultural contexts. (5) Constant period learning
experiences
Coexistence Apply some peaceful strategies in conflict resolution Focused learning experiences
everyday with other children, trying to understand the position, (variable periods)
rights and feelings of the other. (4) Constant period learning
experiences

Scope: Communication Expected learning Strategy

 Express yourself orally in conversations, stories, Focused learning experiences
Core: Verbal Language anecdotes, jokes, collective games and others, increasing (variable periods)
their vocabulary and using grammatical forms that enrich Constant period learning
their communication skills. (3) experiences
Communicate for different purposes, in different contexts,
with diverse interlocutors, using arguments in their
conversations, respecting turns and listening attentively.
(7)
Reproduce different strokes: curved, straight and mixed of
different sizes, extension and direction, respecting the basic
conventional characteristics of writing. (5)
Recreate images, rhymes, songs or stories by completing Focused learning experiences
Core: Artistic Languages the whole from some elements or parts that are presented to (variable periods)
it.(8) Constant period learning
experiences

Scope Relationship with the Expected learning Strategy

natural and cultural environment
Identify needs, characteristics and changes in the growth Focused learning experiences
Core: Living beings and their processes and stages of development of people and other (variable periods)
environment living beings in different environments. Constant period learning
experiences
Core: Human Groups, their ways of Represent different events from your personal, family and Focused learning experiences
life and relevant events community history through different forms of expression. (variable periods)
(8) Constant period learning
experiences
Core: Logical Mathematics Establish increasingly complex relationships of similarity Focused learning experiences
Relationships and Quantification and difference through the classification and serialization (variable periods)
between objects, events and situations of their daily life, Constant period learning
thus expanding their understanding of their environment. experiences
(3)
Use numbers to identify, count, classify, add, subtract,
inform and order elements of reality. (8)

WITH PARENTS
During the diagnosis period, the first meeting of parents will be held, in which a survey is carried out that collects the
expectations of the parents in relation to: the level, the school and themselves as a family. Likewise, a presentation of the
curricular Bases is made.

GOALS STRATEGIES ASSESSMENT

Know what expectations they have about Survey Results of the test
the level and work done here
Establish conversations and interviews Quote personal interviews Pedagogical technical record
with parents as required
Spread the reform of the level and Informative talks Meeting attendance
curricular bases Flip charts and diagrams Minutes of the assembly
Inform about the curricular modality used Information delivery Compliant receipt record
at the level
Define roles within educational spaces Democratic agreements by vote Registration of agreements in pedagogical
(father's duties) technical book

Inform the meaning of concepts such as Information delivery Compliant receipt record
expected learning and achievement
indicators
Jointly draw up strategies to achieve the Draw up a work plan Minutes of the assembly
proposed goals. Establish educational agents

In relation to the results of the diagnosis, it can be commented that the parents have high expectations in relation to the
level and the school, showing themselves willing to cooperate throughout the process. This can be concluded by collecting the
survey that was applied in the first meeting. With respect to the curricular bases, they state that they are aware of the
curricular reform of the level, showing interest in knowing its characteristics and the way of carrying out classroom work.

WITH THE COMMUNITY (work team)

Organizational meetings are held to define work strategies.

GOALS STRATEGIES ASSESSMENT

Define the general guidelines of the work Technical meetings with kindergarten Minutes of holding technical meetings
to be carried out assistant
Work scheduling
Define roles and functions Mutually agree on roles and functions Incorporation of these into the annual
plan
Inform about the curricular modality Technical meetings Minutes of holding technical meetings
that will be used
Guide the work based on the needs that Conversations and reorganization Modifications to the annual plan
arise
Maintain a close dialogue that allows for Daily conversations Administrative Assistance Record
teamwork that benefits the toddlers. Teamwork
Permanently report on changes and Work in collaboration hours
modifications made to planning

In relation to the results, it can be commented that the immediate community such as the work team is willing to carry out
organized, structured, innovative and creative work, which is highly positive for the group of infants who are served.

SURROUNDING COMMUNITY
GOALS STRATEGIES ASSESSMENT
Define the general guidelines of the work Technical meetings with kindergarten Minutes of holding technical meetings
to be carried out assistant
Work scheduling
Determine where they are and what are Cadastre of spaces and institutions Record of results
the institutions and spaces with which
networks can be established

EDUCATIONAL SPACES AND TIME DISTRIBUTION

This line of action is studied together with the entire work team.

GOALS STRATEGIES ASSESSMENT

Distribute time within the work day Reorganize time according to the Daily schedule
group

Organize educational spaces guiding Observation Areas reorganized, eliminated or

their use Resource Maximization reinvented
The classroom space is reorganized, making it possible to create three work areas that are added to the existing ones (library
and mathematics), these being art, computing and dramatization. In addition, the distribution of time is ordered so that the
periods that were infertile are translate into time in which boys and girls can live meaningful experiences.

SUMMARY OF DIAGNOSTIC RESULTS 2007

In relation to parents, of 30 surveys received:
 What is the reason you had for enrolling your child in this establishment?
1. infrastructure: 2
2. educational quality: 20
3. discipline: 2
4. family tradition: 6
5. commitment and professional delivery: 2
6. trust and security: 1
 What do you expect from the nursery level in relation to your child's education?
1. norms and habits: 1
2. personality development: 3
 3. good basis for entering basic education: 19
4. independence and autonomy:3
5. relate to others:4
 How do you commit to working on your child's education?
1. teaching values: 1
2. meet your materials: 3
3. support and reinforce it: 12
4. participating in school activities: 10
5. attend meetings: 1
6. demanding good behavior: 1
 What do you hope your child learns?
1. to see school as a source of learning: 1
2. independence, responsibility and content: 18
relevant to the level
3. letters and numbers: 2
4. preparation for first: 6
5. to read: 1
6. learn to listen: 1

 Consider the nursery level as a determining factor in your child's future learning
1. yes: 29
2. no: 2
 Consider that nursery education is a stage that depends on the school
1. yes: 16
2. no: 12
DIAGNOSIS OF HEALTH CONDITIONS
WEIGHT
 Girls: Boys:
8 normal 5 normal
 13 about weight 7 about weight
HEIGHT
 Girls: Boys:
8 normal 9 normal
13 over height 1 over normal
2 short stature

PEDICULOSIS
5 Cases of pediculosis
ASTHMA: 2
ALLERGIES: 5
FLAT FOOT: 7

BEHAVIORAL DIAGNOSIS
 very restless: 4
 restless: 12
 normal: 14
 don't worry: -
 very calm:-

HEARING
 normal: 29
 abnormal: 1

VISION
 normal: 28
 abnormal:2

FOOD NEED
 IF YOU NEED: 5
DON'T NEED: 25
EACH RATION ALLOCATED WILL BE A COMMITMENT BY THE PARENTS, TO GIVE UP FOR WHATEVER REASON, MUST
BE DONE IN WRITING AT THE ADDRESS OF THE ESTABLISHMENT.

PEDAGOGICAL DIAGNOSIS
PREVIOUS EDUCATIONAL EXPERIENCES
WITH PRE-KINDER: 10
WITHOUT PRE KINDER: 20

SCOPE- CORE EXPECTED LEARNING ACHIEVEMENT ACHIEVEMENT LEVELS

INDICATOR
Social person Acquire skill in the use of some sharp, cutting carpentry Level 1: Use 1 1 student
Autonomy and gardening instruments in their respective contexts scissors to cut 2 8 students
of use, taking the necessary precautions for their proper straight and curved 3 22 students
and safe use. lines in your work, be 2 absent
careful not to hurt
 yourself or your
other colleagues.
Progressively recognize the possibilities and Level 1: Draw his 1 -
characteristics of your body to achieve body awareness body 2 -
and define your laterality. (6) 3 33 students
Persevere in carrying out your activities, seeking Level 1: Carry out 1 2 students
the appropriate means that allow you to complete the the experiences or 2 7 students
projects you start. (12) jobs, carrying them 3 22 students
out to the end. 2 absent
Social person 1. Positively appreciate their gender and respect others Level 1: Says you 1 -
Identity in everyday life situations, expanding knowledge of are a woman or a 2 -
feminine and masculine characteristics in different man, naming 3 33 students
cultural contexts. (5) characteristics of
your sex.
Social person 1. Apply some peaceful strategies in resolving everyday Level 1: Apologizes 1 17 students
Coexistence conflicts with other children, trying to understand the spontaneously in 2 12 students
position, rights and feelings of the other. (4) conflict situations in 3 4 students
which he has been
responsible
Communication 1. Express themselves orally in conversations, stories, Level 1: Relates 1 9 students
Verbal language anecdotes, jokes, collective games and others, increasing facts, using simple 2 19 students
their vocabulary and using grammatical forms that enrich sentences with 3 5 students
their communicative skills. (3) subject, verb and
predicate and using
new words.
2. Communicate with different purposes, in different Level 1: Converses 1 12 students
contexts, with diverse interlocutors, using arguments in in an understandable 2 17 students
their conversations, respecting turns and listening way with his 3 4 students
attentively. classmates, in
 (7) relation to topics
that he initiates,
listening and taking
turns.
Communication 2. Reproduce different strokes: curved, straight and Level 1: Draw 1 -
Written mixed of different sizes, extension and direction, straight lines, 2 -
language respecting the basic conventional characteristics of segmented lines, 3 28 students
writing. (5) circles and 5 absent
semicircles in
meaningful contexts
(drawings, murals or
games) following
certain instructions
Communication 1. Recreate images, rhymes, songs or stories by Level 1: Make a 1 2 students
Artistic completing the whole from some elements or parts that composition from 2 7 students
Languages are presented. given images. 3 24 students
(8)
Relationship 1. Identify needs, characteristics and changes in the Level 1: Mention two 1 2 students
with the growth processes and stages of development of people characteristics of a 2 -
environment and other living beings in different environments and baby and/or an adult. 3 29 students
Living beings and places. (5) 2 absent
their
environment
Relationship 2. Represent different events from your personal, Level 1: Represents 1 15 students
with the family and community history through different forms familiar situations in 2 18 students
environment of expression. (8) their collective 3 -
Human groups games.
Relationship 1. Establish increasingly complex relationships of Level 1: Tells 1 2 students
with the similarity and difference through the classification and similarities and 2 1 student
environment serialization between objects, events and situations of differences between 3 29 students
Mathematical their daily life, thus expanding the understanding of two collections that 1 absent
logician their environment. (3) are presented (for
example: stones,
shells, sticks,
leaves).
3. Use numbers to identify, count, classify, add, Level 1: Count up to 1 2 students
subtract, inform and order elements of reality. (8) 5 objects, touching 2 9 students
them and without 3 22 students
skipping objects or
numbers.

ACHIEVEMENT CRITERIA:
LEVEL 1 : THE BEHAVIOR IS MANIFESTED WITH DIFFICULTY, THE CHILD REQUIRES THE ADULT'S SUPPORT, IS
VERY UNSECURE AND UNABLE TO CARRY OUT THE ACTION REQUESTED OF THEM
LEVEL 2 : THE BEHAVIOR IS MANIFESTED WITH DIFFICULTY, THE CHILD NEEDS THE GUIDANCE OF THE ADULT,
THEY TRY AND EFFORT
LEVEL 3 : THE BEHAVIOR MANIFESTS SPONTANEOUSLY, THE CHILD (A) PERFORMS THE REQUESTED ACTION
WITHOUT THE NEED FOR SUPPORT OTHER THAN THE DELIVERY OF GROUP INSTRUCTIONS

SWOT ANALYSIS

Strengths Weaknesses
EDUCATIVE COMMUNITY
Stable teaching staff Teachers resistant to innovations
Stable parateacher at the level Lack of information on curricular bases (basic teachers)
Technical team and management open to change Communication difficulties with basic teachers
Willingness to formulate an articulation plan
Willingness of teachers to receive the toddlers
Incorporate the family into the classroom
PLANNING
Interest in formulating plans in accordance with the curriculum Lack of knowledge about new technical languages
Motivation to present topics of interest to children Little information about evaluation
Interest in incorporating new strategies and methodologies Difficulty articulating expected learning and achievement
that promote quality learning indicators
Interest in providing feedback on planning work Little time to plan properly
EDUCATIONAL SPACES
Physical spaces in the classroom that allow the implementation Shared room which makes work difficult
of work areas
Arrival of new MINEDUC and EU materials. Interest in making educational spaces pleasant, welcoming
and motivating areas
Good lighting and ventilation
Good heating system
TIME DISTRIBUTION
Interest in taking advantage of classroom hours Difficulty organizing the day
Taking advantage of all instances to achieve significant learning Insufficient day to carry out the planned activities
Time reorganization Repeated delays in the arrival of children
ASSESSMENT
Evaluation of routine activities
Progress record Difficulty visualizing objective and relevant achievement
indicators
Feedback through continuous and permanent evaluations
Preparation of guidelines for each thematic axis and work areas
DEVELOPMENT PERIOD
WITH BOYS AND GIRLS

General objective
Promote timely, relevant and meaningful learning for boys and girls, which strengthens their willingness to learn in an active,
creative and permanent way; thus achieving better progress in the areas of personal and social training, communication and
the relationship with the natural and cultural environment.

The thematic axes and centers of interest will be selected according to :

 The interests of children, with a democratic vote being carried out to establish the order of succession of
the topics
 The anniversaries that the establishment's faculty council decided to develop this year
 The determination of weaknesses in some areas or learning nuclei in particular
 Emerging situations that arise from the personal experience of the boys and girls at the level

GENERAL OBJECTIVES BY AREAS

 Personal social sphere
Acquire autonomy that allows you to function adequately and comprehensively in your environment, developing confidence,
physical, socio-emotional and intellectual skills.
Develop a positive assessment of oneself and others, based on emotional ties
Communication Area
Develop the ability to relate to others by listening, understandingly receiving and producing messages, through the
progressive and appropriate use of non-verbal and verbal language, in oral and written expressions.
Develop the creative capacity to communicate, represent and express reality, through different artistic manifestations.
Scope Relationship with the natural and cultural environment
Develop the ability to discover and understand, through interaction with the environment, the characteristics and attributes
of living beings and their environment.
Discover and progressively understand the characteristics of human groups, their ways of life and organization of their
immediate and mediate environment, giving meaning to people's lives.
Become progressively introduced to the language of mathematics and the applications that arise from it.

Expected learning selected for variable periods (thematic axes, focused experiences and classroom projects)
This selection of expected learning was based on the evaluative reference “Evaluation guideline for the second level of
Transition”, an instrument developed by the Ministry of Education. This decision was adopted based on a deep analysis that is
related to the Institutional educational project and the psychosocial characteristics of the boys and girls that make up the
2007 group.
Personal social sphere
Core: Autonomy
EXPECTED LEARNING STRATEGY ASSESSMENT
Acquire skill in the use of some sharp, Fine motor activities with He combines the use of two tools in carrying out
cutting carpentry and gardening implements his work, taking care not to harm himself or
instruments in their respective (Classroom project ”Let's other colleagues
employment contexts, taking the explore the world of art)
necessary safeguards to
its proper and safe use
Progressively recognize the possibilities Teaching Learning Unit Point out in drawings or on pictures three
and characteristics of your body to “Knowing our body) distinctive characteristics of your body (For
achieve body awareness and define your example: I am tall, I am short, muscular, strong
laterality. (
Identify objects and risk situations that Field visits Discriminates risk situations when asked and
may threaten your well-being and safety, proposes how to avoid or solve them
looking for some alternatives
to face them. (8)

Propose ideas and strategies to help Planning learning experiences, Invite and organize the other children to play
resolve situations brainstorming games and work of their choice, creating
that allow you to carry out your initiatives settings and distributing roles.
and proposals.
(4)

Persevere in carrying out your activities, Teaching Learning Unit Carry out experiences of your interest by facing
seeking the appropriate means that allow “The water cycle” the search for resources yourself.
you to complete the projects you start. and solving problems that arise.
(12)

Core: Identity
EXPECTED LEARNING STRATEGY ASSESSMENT
Positively appreciate their gender and Teaching Learning Unit Says gender differences and equalities by
respect others in everyday life situations, (“Knowing our body) making comparisons (for example: sex,
expanding knowledge of feminine and motherhood, attitudes) (they are people, they
masculine characteristics in different like to have fun, they make food, they cry, they
cultural contexts. (5) work)
Express your internal world through the
externalization of your dreams, fantasies
and emotions. (4)
Core: Coexistence
EXPECTED LEARNING
Contribute to others, contributing to
people or groups of them with their
company, their knowledge, their
affections, their expressions.
(6)
Appreciate and incorporate significant
elements of Chilean culture in everyday
practices and artistic expressions. (4)
Appreciate diversity in people, within a
framework of respect for their personal,
ethnic, physiognomic, uniqueness,
linguistics. (6
Apply some peaceful strategies in
resolving everyday conflicts with other
children, trying to understand the position,
rights and feelings of the other. (4)
Get started in democratic practices by
pointing out your opinions, respecting
Circle, Closing of the week
STRATEGY
Planning learning experiences,
brainstorming
Celebration of Easter, national Recognizes Chilean cultural celebrations and
holidays, anniversaries
Circle, Closing of the week
Team or group work
Democratic votes
Verbally expresses feelings and emotions
ASSESSMENT
Proposes ideas in the preparations and during
the development of birthday celebrations, visits
to other children or community groups.
representations that take place in the group.
They interact through conversation, in work or
in games without discriminating based on skin
color, way of speaking, physical characteristics
or sex.
Resolves relationship problems with others by
talking or other gestures and without violence
Give opinions, suggestions or try to influence
decisions while respecting other children
those of others and contributing to the (talking, listening, without imposing their
development of opinions).
common good projects with their peers
and the community. (5)

Scope: Communication
Core: Verbal language
EXPECTED LEARNING STRATEGY ASSESSMENT
Express yourself orally in conversations, Dissertations Relates facts by constructing sentences,
stories, Conversations correctly using articles, adverbs, pronouns and
anecdotes, jokes, collective games and stories tenses and using new words
others, increasing their vocabulary and
using grammatical forms that enrich their
communicative skills. (
Communicate for different purposes, in Field visits Talk to different people in different contexts,
different contexts, with diverse Classroom visits arguing for different purposes
interlocutors, using arguments in their
conversations, respecting turns and
listening attentively.
(7)

Orally produce your own stories, poems, The traveler's notebook, a Produces texts for the creation of collective
jokes, scripts, riddles, dramatizations, compilation of authentic texts stories
personally or collectively.
(9)

Differentiate the sound of the syllables language games Says or marks words that begin with the same
that make up spoken words, advancing in Shared readings syllable.
the development of phonological
awareness.
(11)

. Get started in the interpretation of Shared readings Read posters without associated images that
written signs in meaningful contexts, Reading walks are in the room or other areas
associating phonemes with their
corresponding ones.
graphemes advancing in the learning of
phonics. (4)

Reproduce different strokes: curved, Label your name Copies letters in meaningful contexts (for
straight and mixed of different sizes, Label date example, when producing their own texts, in
extension and direction, respecting the Label titles drawings or games).
basic conventional characteristics of Copy texts
writing. (5)

Interpret information from different Shared readings It says what could be the content of different
texts, considering some key aspects such texts shown to it. (For example: a letter, a label,
as format, layout, typography, illustrations a diary).
and known words. (8)

Get started in the graphic representation Label your name Copy words and small phrases
of words and simple texts that meet Label date
different purposes of interest, using Label titles
different layouts for this. (9) Copy texts

Core: Artistic Languages

EXPECTED LEARNING STRATEGY ASSESSMENT
. Recreate images, rhymes, songs or musical games Change the lyrics of a song while keeping its
stories by completing the whole from some melody
elements or parts that are presented
. Innovate in their creative possibilities Individual projects associated He creatively uses unused materials in his
through the use of various techniques, with the thematic axes creations, joining different elements through
materials, instruments, perfecting different techniques (tying, folding, assembly).
themselves
in the use of them. (9)

Enjoy artistic works by distinguishing and art projects Recreate an image or work of art that you like
appreciating basic elements of forms of by incorporating new elements.
expression: color, shape, line,
movement, volume, textures, rhythms,
melodies, timbres, among others, that
allow you to develop your aesthetic
sensitivity.
(15)
 Scope: Relationship with the natural and cultural environment
Core: Living beings and their environment
EXPECTED LEARNING STRATEGY ASSESSMENT
. Identify needs, characteristics and Knowing our body Mention three stages of people's lives when
changes in the growth processes and My family asking what happens to them over time (for
stages of development of people and How children are born example: first people are... and then they are...
other living beings in different Let's visit the nursing home and then...).
environments and places. (5) Let's visit the hospital
Represent natural phenomena and their Our sea Draw or model the stages in the growth of a
changes in space, using your imagination in My city plant or animal.
drawings, models, diagrams, plans,
photographs, maps, or others. (13)
. Begin formulating hypotheses, seeking Because the leaves fall Apply your knowledge to choose among several
answers and explanations, to anticipate Why do we get sick in winter? explanations that are most appropriate to
probable effects that could What is healthy eating? respond to a problem posed.
occur as a consequence of daily life
situations and some experiments carried
out. (16)

Core: Human groups, their ways of life and relevant events

EXPECTED LEARNING STRATEGY ASSESSMENT
. Appreciate different works and My favorite games Mention the usefulness that some elements of
inventions created in the technological and What do we have at home? the technology that are named have for people,
scientific fields, distinguishing the What is it for? for example: magnifying glasses, computer,
functions that televisions, juicer.
They work for people. (6)

Represent different events from your Knowing our body Incorporate family or community situations in
personal, family and community history My family drawings or dramatizations (for example:
through different forms of expression. (8)
Distinguish characteristics of the
different forms of urban and rural life in
their different manifestations. (9)
How children are born
Let's visit the nursing home
Let's visit the hospital
Our sea
My city
walks, birthdays, sports club, the square).
It discriminates between a situation typical of
the city and the countryside, or the city and
the mountain range, or the city and the sea.

Core: Logical mathematical relations and quantification

EXPECTED LEARNING STRATEGY ASSESSMENT
Establish increasingly complex Environment element Classifies elements according to different
relationships of similarity and difference classification criteria and bases their decision
through the classification and serialization Creation of collections of
between objects, events and situations of objects, according to the
their daily life, thus expanding their contents
understanding of their environment. (3)
. Recognize certain attributes, properties Associations of figures with Draws geometric figures that he recognizes:
and notions of some bodies and geometric objects in the environment circle, square, triangle and rectangle
figures in two dimensions, in Construction with blocks
objects, drawings and constructions. (4) (boxes), activities according to
the themes and contents
Use numbers to identify, count, classify, Counts Count up to 10 objects starting from a given
add, subtract, inform and order elements Reading walks number that is not 1 (for example: 5, 6, 7, 8,...).
of reality. (8) Field visits
Word games
. Graphically represent quantities, Resolution of daily life problems Write the number no greater than 20 that
establishing their relationship with associated with the thematic represents the result of a problem
numbers to organize information and solve axes mathematician (for example: there was ........
simple problems of everyday life. pigeons and one flew away).
 EVALUATION OF EXPECTED LEARNING
The learning expected for this year will be evaluated in 4 moments of the process, diagnosis, end of the first semester,
middle of the second semester and at the end of the school year.
GOALS STRATEGY ASSESSMENT
Determine the levels of achievement Development of relevant activities with Activity notebook
achieved by boys and girls in the the thematic axes Observation log
development process of the different Videos
units, centers of interest and/or Photos
projects carried out. Checklists
Appreciation scales
Pedagogical technical book
Determine achievement levels at the Summary test application Test
end of the first semester and mid- Evaluation pattern
second semester. Report to home
Determine the degree of acquisition of Math and Communication Quiz App Evidence
the minimum competencies to enter the Individual results
first basic year Final report
CONSTANT PERIODS
The constant activities are carried out daily and are the following:

 Greeting
 Zone game
 Conversation and memory
 Attendance, date, weather of the day and responsibilities
 Bathroom (hand washing and evacuation)
 Farewell

EXPECTED LEARNING FOR CONSTANT ACTIVITIES

Personal social sphere
Core: Autonomy
EXPECTED LEARNING STRATEGY EVALUATION (Evaluation Indicator)
Regulate and adapt their behavior based Coexistence manual prepared Comply with agreed rules
on the needs of others and the norms of jointly  Raise your hand
group functioning, progressively achieving  Listen to your partner
self-regulation of their actions.  throw the trash in its place
 use water properly
 put away the toys
Know and discriminate foods beneficial for Collation Name healthy foods
your health
Gradually take responsibility for their Coexistence manual Takes responsibility for his actions
actions, establishing relationships between
their actions and their consequences on
people or the environment.
Identify objects and risk situations that conversations name risk situations
threaten your well-being and safety

Core: Identity
Positively appreciate your gender and evacuation Use the bathroom when it corresponds to your
respect others in everyday life situations. group (sex)
Take care of your personal presentation, Self-care, blow your nose, Take care of your grooming and presentation
hairstyle, order, etc. wash your hands  sounds when required
 wash your hands
 fixes his clothes

Core: Coexistence
Determine and accept certain norms for group games Accept the agreed rules
functioning and coexisting with your peer Zone game  respect turns
group in different situations  don't push in line
accept the aunt's guidance
Expand your social coexistence practices Coexistence manual Relates appropriately to peers

Share with other children, inventing games Zone game Propose games by inventing rules
with rules and procedures based on their Playground
needs.
Appreciate the importance of values such Birthday  Tells the truth in situations where it is
as solidarity, truth, peace and justice in Lack of materials required
people's lives, applying them in actions. Loss of objects  He is supportive and helps his teammate
Everyday when needed.
 Scope: Communication
Core: Verbal language
Express yourself orally in conversations Remembrance time Expresses himself orally, clearly and
and others, increasing your vocabulary and Greeting understandably
using sentence structures that improve Voting
your communication Group conversations
Attendance
Express yourself in a clear and Conversations Expressed using complete sentences
understandable manner using grammatical Snack time
patterns and sentence structures Zone game
appropriate to your native language. Attendance
Progressively expand your vocabulary by Conversations Expand your vocabulary and the meaning of new
exploring the phonemes and meaning of Kind regards, words
new words that are part of your Explanations of particular
experiences situations
Get started in the interpretation of Copy of recipes Interprets written signs
written signs in contexts with meanings, Invitations
associating phonemes with their Correspondences
corresponding graphemes.
Discover the functions that written texts Library and home Discover text functions
can offer

Core: Artistic Languages

Expand the expressive possibilities of your Playground Incorporate balance, speed and control into your
body, incorporating balance, direction, movements
speed, control into your movements.
Create your own settings using various Room setting Create your settings
elements. and organizing the space role play
according to your projects and games Dramatizations

Scope: Relationship with the natural and cultural environment

Core: Living beings and their environment

Identify the changes that occur during Date and weather Identify changes that occur during the day
the day, months and seasons of the year:
lightness, darkness, shadow length and
atmospheric characteristics
Relate changes of different kinds in Seasons Relate changes
people, animals, environments, climate and Weather of the day
others

Core: Logical mathematical relations and quantification

Orient yourself temporally in everyday Attendance It is temporally oriented
situations, using different notions and Date of the day
relationships such as: sequences
(yesterday- today and tomorrow), duration
(more- less) and speed (fast- slow)
Recognize and name numbers, developing Attendance count Recognize and name numbers
mathematical language to establish Mark on calendar
relationships, describe and quantify their Routine time (clock)
environment and enrich their
communication
 EVALUATION OF CONSTANT ACTIVITIES
Constant activities are planned on a monthly basis, keeping a different record than variable activities. A selection of learning
will be made for each month, which will be evaluated piecemeal, that is, what was observed in each child will be recorded in a
differentiated way, information that will be emptied into an evaluative record.

GOALS STRATEGY ASSESSMENT

Know the degree of acquisition of Conversations Check list
values, habits and security in personal Collective games Direct observation
management Distribution of functions Appreciation scales
Heteroevaluation

Know the tastes and preferences of Zone game Participation Registration

boys and girls (play and work)

WITH PARENTS
GENERAL OBJECTIVE
Promote the permanent participation of the family based on carrying out joint, complementary, consistent educational work
that optimizes the growth, development and learning of boys and girls.

AIM STRATEGY ASSESSMENT

Hold bimonthly meetings, where a report Meeting summons Attendance record pedagogical technical
on the children's progress will be Proposal of interesting topics book
delivered. Joint scheduling
Schedule different activities that allow Define goals together Sub-center secretary record
you to jointly achieve goals and objectives. Suggest activities
See feasibility
Plan calendar carefully
Jointly plan outings and visits Organize commissions Proposed schedule
Delegate responsibilities
Inform about the methodology that is Meeting of representatives Meeting attendance record
being used to improve the learning of boys
and girls
Conduct personal interviews whenever Call parents for a personal interview Record of personal interviews endorsed
necessary in order to solve small individual with signature.
problems
Train parents to be able to support the Transfer tools to parents at meeting Minutes of meeting topics and
pedagogical work carried out at the level Hours of attention to agreements
representatives
Encourage parents to participate in each Invite parents to participate Videos
of the proposed activities Encourage children to invite their Photos
parents
Invite parents to join the activities at the Incorporate parents and guardians in Videos
level different ways Photos

WITH WORK TEAM

GENERAL OBJECTIVE
Generate the necessary instances to maintain fluid and permanent communication that promotes teamwork.

AIM STRATEGY ASSESSMENT

Provide quick and timely information on Teachers Council Minutes of holding council and reflection.
the topics and projects to be carried out Pedagogical reflection days
at the level Level meetings
Jointly organize the proposal that will be Cycle technical meetings Minutes of meetings and agreements
delivered to the boys and girls of the level Level technical meetings
Show and talk about the planning so that Joint planning Planning in pedagogical technical record
there is an understanding of what is book
expected to be achieved at the end of
each thematic axis
Maintain fluid communication with other Permanent conversations Joint feedback
levels of the community so that there is a Team work
channel that facilitates the subsequent
transit of boys and girls.
Implement at the educational unit level an Technical pedagogical unit Technical meeting minutes
articulation plan that makes it possible to coordination
carry out harmonious, relevant and Schedule articulation meetings
meaningful work for boys and girls
Maintain fluid and permanent Joint work in collaboration hours Daily attendance administrative record.
communication with the parallel level in Permanent support
order to carry out team work that
facilitates our pedagogical work.

WITH THE COMMUNITY

GENERAL OBJECTIVE
Generate contacts with institutions and community organizations that allow the educational needs and interests of boys and
girls to be met, allowing them to receive comprehensive training.

AIM STRATEGY ASSESSMENT

Establish contact with the different Sending letters and telephone Offices sent
institutions present in the community contacts
Visit different community spaces, Telephone contacts, sending requests Photographic record
museums, state departments, etc.
Invite different people belonging to Invitations Record of visits
various private and public institutions

Completion Period.
With the kids
Goals Strategy Assessment
Determine the achievement of the Test application Test results
expected learning for the year Language and mathematics test
(performances to be achieved)
Determine the general state at the end of Evaluation board report Report delivered
the process
Produce interaction between children and Classroom visits Observation
first-year teacher
Visualize sensations and lived experiences Drawings Explanation of the drawings
through children
Plan year-end activities together Brainstorming Photographic record
Democratic votes

With parents

Goals Strategies Assessment

Make known the general state in which
the infants graduate from the level
Jointly evaluate the results achieved
during the year
Jointly organize end-of-year activities
Quantitative report in meeting Report
Application of a survey Results of the test
Meeting of representatives Realization certificate
 With work team

Goals Strategies Assessment

Organize as a team the strategies that Technical meetings held during Attendance record book
will be used to carry out the evaluation collaboration hours
of the boys and girls
Determine the guidelines for the best Technical meeting Logbook
and worst results in the year and
develop a guideline that allows you to
clearly visualize it.
Hold a level team meeting to evaluate Level meeting Written record
the strategies, roles and functions
performed during the year

WITH THE COMMUNITY

AIM STRATEGY ASSESSMENT
Determine with which institutions links Contact registration Number of institutions contacted
were established
Determine how many field visits were Log of field trips Number of visits outside the
carried out establishment
Determine the number of people who Record of visits Number of people who visited the
attended the classroom to transfer their classroom
knowledge.
SURVEY FOR KINDERGARTEN PARENTS YEAR 2007

STUDENT'S NAME:.............................................. .............

BIRTHDATE............................................... ...........
MOTHER STUDIES:................................................ ...........
FATHER STUDIES:................................................ ..............
OCCUPATION OF THE HEAD OF HOUSEHOLD:.................................
STUDIES OF THE HEAD OF HOUSEHOLD:..............................................
STUDENT RECEIVES FAMILY SUBSIDY (MUNICIPALITY SOCIAL DEPARTMENT): YES - NO
HEALTH SYSTEM: FONASA A- B- C- D. ISAPRE OTHER
IS THERE ANY MENTAL ILLNESS IN THE FAMILY YES - NO
THE FAMILY INCOME IS $....................
NUMBER OF PEOPLE IN THE FAMILY GROUP................................................
THE FAMILY PARTICIPATES IN: CHURCH CENTER OF MOTHERS BOARD OF
NEIGHBORS SPORTS CLUBS, CULTURAL, POLITICAL OR RECREATIONAL GROUPS
(CHECK ALL APPLICABLE ALTERNATIVES)
NUMBER OF SLEEPING PIECES:.................................
NEEDS POWER YES - NO
STUDENT ATTENDED PRE-KINDERGARTEN YES - NO WHERE...................................
YOUR HOUSING IS: OWN - LEASED - ASSIGNED
THE CONDITION OF THE HOUSING IS: GOOD - REGULAR - BAD
IT HAS:
ELECTRIC LIGHT – YES NO
DRINKING WATER _YES NO
SEWER YES NO

IN RELATION TO YOUR SON –A:

PRESENTS SOME HEALTH HISTORY SUCH AS:
 FLATFOOT
  ASTHMA
 ALLERGIES TO MEDICINE, FOOD, OTHER WHICH?.............................................. ....................
 OTHER………………………………………………………………………………………………..
HAVE YOU OBSERVED ANY KIND OF DIFFICULTY LISTENING? WHICH?

HAVE YOU OBSERVED ANY KIND OF DIFFICULTY IN SEEING? WHICH?

ACCORDING TO YOUR APPRECIATION YOUR CHILD IS:

 VERY RESTLESS
 RESTLESS
 NORMAL
 DON'T WORRY
 VERY CALM
WHAT IS THE REASON YOU HAD FOR ENROLLING YOUR CHILD IN THIS ESTABLISHMENT?

WHAT DO YOU EXPECT FROM THE PRICE LEVEL IN RELATION TO YOUR CHILD'S EDUCATION?

HOW DO YOU COMMIT TO WORKING ON YOUR CHILD'S EDUCATION?

WHAT DO YOU HOPE YOUR CHILD LEARNS?

DO YOU CONSIDER THE EARLY LEVEL AS A DETERMINANT IN THE FUTURE LEARNING OF YOUR CHILD? BECAUSE?

DO YOU CONSIDER THAT EARLY EDUCATION IS A STAGE THAT DEPENDS ON THE SCHOOL? BECAUSE?
 ………………………………………………………………………
NAME AND SIGNATURE OF THE ATTORNEY
.
OBSERVATION RECORD FOR CONSTANT PERIODS OF THE DAY
In relation to attitudes
EXPRESS INTEREST IN Child Child Child Child Child Child Child Child

Request more information

When you do not achieve what you want,

ask to repeat the activity
He doesn't mind not going to recess and
continues working.
Repeat with others what he did,
demonstrating his skills
IN FACE OF PERSONAL OR GROUP
SUCCESS
Ask for more work, want to repeat or
continue
Rejoices in the face of success (laughs,
makes jokes,...)
He gives himself importance (annoys,
makes fun of others,…)
FACING A DIFFICULTY

Look for alternatives, try to go out alone.

Ask for help, either from a peer or an

adult
Gets distressed, stops working
FACING OWN FAILURE

It starts again, it's persistent

Becomes distressed, cries, or throws a

tantrum
Stop working, lose interest and apply for
another activity
IN RELATION TO THE PROCESSES

You can explain what you have done, the

materials used and the steps taken
He struggles to find words to explain how
he thought or how he did it.
Can discriminate between correct and
incorrect procedures.
OBSERVATION RECORD FOR CONSTANT PERIODS OF THE DAY
In relation to abilities and skills
RECEPTION AND GREETING Child Child Child Child Child Child Child Child

Say hello spontaneously upon arrival

He takes off his clothes and hangs them in

their place.
Take out your snack, putting it where it
belongs
Choose material according to your interest

Sort and save the material

Spontaneously located in the rectangle

Verbally express your experiences

Verbally expresses prior knowledge

ASSISTANCE AND ORGANIZERS

Request or ask for responsibility

Play reading using an appropriate voice

volume
Associate the letters with the names of
your classmates
Associate the letters with the names of
the days of the week
Associate the letters with the climate
signs
Counts consecutively

Associate the quantity with the

corresponding numeral
Identify the predecessor and successor of
a number
BATH AND SNACK

He dresses and undresses himself

Cleans his genitals alone

Use soap and water properly

Use the napkin to serve the snack

Remains seated during snacks and rest

He takes out his snack, uncovers it and

serves himself without help.
Food is served according to good manners
(mouth closed, with spoon)
Throw the papers in the trash can

Rest for the suggested time

Clean and organize your table

FREE PLAY (RECREATION)

Share game materials

Start group or shared games

It is only incorporated into group games

Respects the activity of his colleagues,

does not interfere
Save and organize the material I use

GETTING READY AND GOODBYE

Store your materials in the backpack (case

and colors)
Sing the farewell song

Stay seated until called

Spontaneously saying goodbye to your

aunts when leaving
Pick up your belongings from the hanger

APPRECIATION SCALE FORMULATED TO EVALUATE CLASSROOM PROJECTS

BOYS AND GIRLS Child Child Child Child Child Child Child Child Child Child
Boys and girls have the
opportunity to plan the
learning experience
The boys and girls make their
planning proposals
Boys and girls are protagonists
in the acquisition of new
knowledge
Boys and girls evaluate their
learning by determining the
degree of success or failure
Boys and girls develop
democratic attitudes and
values
Children's ability to think and
work in teams is challenged.

Children's ability to face and

resolve problematic situations
is challenged.

APPRECIATION SCALE FORMULATED TO EVALUATE DISSERTATIONS

CHILD'S NAME:
ISSUE:
DATE:
BOYS AND GIRLS Child

The above is related to the

proposed topic.
The development of the
exhibition is fluid, orderly,
with meaning
The support material is
adequate, it facilitates the
presentation
The tone or pitch of voice is
appropriate.

Use complete sentences,

incorporating new words

Master the topic and present

with confidence

Is able to answer questions

asked by colleagues

BRIEFCASE
The portfolio will be an instrument that compiles the material produced by each of the children. This will have value to the
extent that both boys and girls, as well as their parents, can evaluate the degree of learning that the children have acquired.
This instrument will be found inside the classroom and within reach of each of the children, a situation that will allow them to
keep evidence of their work and carry out a self-assessment in relation to their progress.
Portfolio self-assessment

March April May June July August September October Novembe Decembe
r r

I like my job, I have improved

My job is nice, but I can improve

I can improve, I will try harder

WORK ZONE FREQUENCY REGISTRATION

EXPECTED LEARNING: Regulate and adapt your behavior based on the needs of others and the norms of group
functioning, progressively achieving self-regulation of your actions
CHILDREN

IT area art zone reading costume math zone

area area
PEDAGOGICAL TECHNICAL RECORD BOOK

PHOTOGRAPHIC RECORD