EDUCATIONAL INSTITUTION

ANNUAL ENGLISH CURRICULAR PROGRAMMING

I. INFORMATIVE DATA
1.1 REGIONAL DIRECTION OF EDUCATION:
1.2 LOCAL EDUCATIONAL MANAGEMENT UNIT:
1.3 EDUCATIONAL INSTITUTION:
1.4 AREA: ENGLISH
1.5 CYCLE: VII
1.6 LEVEL: Secondary
1.7 GRADE AND SECTION: 4th “A” “B”
1.8 TEACHER:
1.9 PEDAGOGICAL COORDINATOR:
1.10 DIRECTOR):

II. GENERAL DESCRIPTION

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

The use of ICTs in different areas, and especially in the area of ENGLISH, is of vital importance, since they will help in a transcendental way to achieve significant
learning and for students to develop capabilities that allow them to reach the desired level. .
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 the language and the sociocultural perspective are incorporated by promoting and facilitating students to develop the following competencies:
 READ VARIOUS TYPES OF TEXTS WRITTEN IN ENGLISH AS A FOREIGN LANGUAGE.
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 EDUCATIONAL INSTITUTION
 WRITES VARIOUS TYPES OF TEXTS IN ENGLISH AS A FOREIGN LANGUAGE.
 COMMUNICATES ORALLY IN ENGLISH AS A FOREIGN LANGUAGE.
COMPETENCES CAPABILITIES
Read various types of texts
written in English • Obtains information from the written
text.
• Infers and interprets information from
the written text.
• Reflect and evaluate the form, content
and context of the written text.
Write various types of texts
in English .  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
Communicates orally in • Obtains information from oral texts.
English • 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.
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LEARNING STANDARDS OF COMPETENCES IN ENGLISH VII CYCLE
 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.
 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.
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 pronunciation and intelligible 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 para-verbal 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 on 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.
 EDUCATIONAL INSTITUTION

III. CALENDARIZATION:

1. Academic year : 2023

2. Start : March 13
3. Term : December 22th
4. Weeks : 39 weeks
5. BIMESTER : 4th bimester
6. Weekly hours : 3 hours per week

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 EDUCATIONAL INSTITUTION

I WEEK OF II WEEK OF III

Yo II III IV
BIMESTERS MANAGE MANAGEM MANAGEM
MENT BIMESTER BIMESTER ENT BIMESTER BIMESTER
ENT WEEK

EVE.
UNITS ------- DIAGNOST UNIT 01 UNIT 02 UNIT 03 UNIT 04 ---------- UNIT 05 UNIT 06 UNIT 07 UNIT 08 ---------
IC

From From
From From
From From From August October 16 December
From March From April 17 From May 15 From June From July 24 September November 20
DURATION March 1 to March 13 7 to to 25 to
20 to April 14 to May 12 to June 16 19 to July 21 to August 4 11 to to December
March 11 to March September 8 November December
October 13 22
17 17 29

WEEKS
2 weeks 1 weeks 4 weeks 4 weeks 5 weeks 5 weeks 2 weeks 5 weeks 5 weeks 5 weeks 5 weeks 1 week

Student 03 12 12 15 15 Student 15 15 15 15 Student

PEDAGOGIC
holidays pedagogic pedagogical pedagogical pedagogical pedagogical holidays pedagogical pedagogical pedagogica pedagogical holidays
AL HOURS
al hours hours hours hours hours hours hours l hours hours

IV. DIAGNOSTIC EVALUATION RESULT:

Description of Briefcase
General description of Recovery Folder
diagnostic evaluation Learning needs
registration at SIAGIE Development Overview
result

The results of the According to the grades Students need to achieve the abilities of
Diagnostic Evaluation achieved by SIAGIE, the area and fully reach the standards of

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show that students are at
the following levels of
achievement:
17.8% = AD
18.9 = A
34.4 = B
28.9 = C
The results show us that
it is necessary to provide
feedback on some basic
content to be able to
work on cycle VII.
students have graduated cycle VII, therefore the student's self-
from primary level with the esteem must be strengthened since in their
following levels of adolescence stage they will face many
achievement: physical and psychological changes. Let
us remember that in this stage the student
20.4% Outstanding
acquires greater independence and
Achievement = AD
assumes other responsibilities within his
family and community, therefore we must
79.8% Achieved = L
prepare him to assume an active role
using technological resources
appropriately.

V. ORGANIZATION OF LEARNING UNITS:

Distribution of
Unit 0 Unit 01 Unit 02 Unit 03 Unit 04 Unit 05 Unit 06 Unit 07 Unit 08
units

Knowing the
level of Work and Citizenship Work and
achievement of Citizenship and Citizenship and Citizenship and Health and
entrepreneurship and Discovery and entrepreneurs
Axis situations the coexistence in coexistence in coexistence in environmental
in the 21st coexistence in innovation hip in the 21st
competencies diversity diversity diversity conservation
century diversity century

Unit Names Evaluating our At a party We celebrate shopping Actions at Honesty We take care of Space and Christmas
competencies in mother's day school the planet around Peru
the area of

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English cycle VII

 Present  Object pronouns  shopping  Present  Verbs.  Present  present  Future

perfect  Possessive  Simple present progressive  Adjectives continuous perfect simple
 Be like and adjectives tense tense comparative  Question why  Comparative  Around of
look like  Adjectives.  Countable and  Eating well s and and because.  Superlative Peru:
 At the mall  Feelings uncountable  Comparison superlatives.  Around of  Quantifiers Ayacucho.
shopping  Time  Irregular 
 Cardinal of adjectives Peru: Use of
 noun verbs.
Thematic field/ numbers 1- 100  I like and I prepositions Arequipa. Which.
Sessions:  The numbers 1 don't like (at, in, on  Auxiliary can /  Use of
– 100  Use of A –  Verb "To can't – could / did /
AN. have" couldn't. didn't.
 Honesty  Question who  Christmas
(Reading
Simon
Bolivar).

 Read various  Read various  Read various  Read various  Read  Read various  Read various  Read
types of texts types of texts types of texts types of texts various types of texts types of texts various
written in written in written in written in types of written in written in types of
 Read various
English. English. English. English. texts written English. English. texts written
types of texts
 Write various  Write various  Write various  Write various in English.  Write various  Write various in English.
written in
types of texts in types of texts in types of texts in types of texts  Write types of texts types of texts  Write
Competencies: English.
English. English. English. in English. various in English. in English. various
 Write various
 Communicates  Communicates  Communicates  Communicate types of  Communicate  Communicate types of
types of texts
orally in orally in English. orally in s orally in texts in s orally in s orally in texts in
in English.
English. English. English. English. English. English. English.
 Communicat  Communicat
es orally in es orally in
English. English.
From September From
From March 13 From March 20 to From April 17 to From May 15 to From June 19 to From August 7 From October 16
Duration 11 to October November 20 to
to March 17 April 14 May 12 June 16 July 21 to September 8 to November 17
13 December 22

Weeks 1 weeks 4 weeks 4 weeks 5 weeks 5 weeks 5 weeks 5 weeks 5 weeks 5 weeks

Pedagogical 03 pedagogical 16 pedagogical 16 pedagogical 20 pedagogical 20 pedagogical 20 20 pedagogical 20 pedagogical 20

hours hours hours hours hours hours pedagogical hours hours pedagogical
hours hours

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VI. SITUATIONS FOR 2023

No. SITUATIO SUMMARY TITLE OF THE DATE I.B. IIB IIIB IVB MODALITY
N / AXES LEARNING
Q V
UNIT R Yo
AN R
D B T
Ye L O
s E R
AN N TO
D D l
N E
c D
Yo
TO
l

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0 Knowing the The situations are oriented towards the search and interpretation Evaluating our 01 x
level of of evidence for each of the competencies in order to identify the competencies in the WEEKS
achievement of achievements, advances and difficulties in the development of the area of English cycle 13/03/17
the students' competencies to propose the actions to be carried out VII TO THE
competencies that allow them to achieve the outstanding or expected level of 17/03/22
achievement throughout the 2023 school year.

1 Citizenship The situations are aimed at developing reflection on citizenship At a party x

and coexistence understood as the set of aspects linked to the defense of rights, 04 S
in diversity belonging to the Afro-Peruvian community, to an indigenous WEEKS
people, to a territory or country; as well as the way we relate to 20/03/22
each other in society, the quality of human relationships, TO THE
14/04/22
participation in the search for the common good and good living,
and an inclusive society, free of discrimination and violence.

These situations may consider social, political, economic,

historical, ethical, cultural or environmental dimensions; and
develop at a local, regional, national or global level.

2 Citizenship The situations are aimed at developing reflection on citizenship We celebrate mother's x
and coexistence understood as the set of aspects linked to the defense of rights, day 04 S
in diversity belonging to the Afro-Peruvian community, to an indigenous WEEKS
people, to a territory or country; as well as the way we relate to 17/04/22
each other in society, the quality of human relationships, TO THE
12/05/22
participation in the search for the common good and good living,
and an inclusive society, free of discrimination and violence.

These situations may consider social, political, economic,

historical, ethical, cultural or environmental dimensions; and
develop at a local, regional, national or global level.

Work and The situations are oriented towards a reflection of unmet needs or shopping x
entrepreneursh economic, social, environmental or other problems that affect 05 S
ip in the 21st people. WEEKS
century 15/05/22
These needs or problems are faced through social or economic TO THE
entrepreneurship, making sustainable use of the resources 16/06/22
3 provided by the context in a creative way, with efficiency and
effectiveness, together with techniques and strategies necessary
to achieve individual or collective objectives.

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These situations also imply the recognition and appreciation of

the arts and crafts that are practiced through community work
and intergenerational transmission.

4 Citizenship The situations are aimed at developing reflection on citizenship Actions at school x
and coexistence understood as the set of aspects linked to the defense of rights, 05 S
in diversity belonging to the Afro-Peruvian community, to an indigenous WEEKS
people, to a territory or country; as well as the way we relate to 19/06/22
each other in society, the quality of human relationships, TO THE
participation in the search for the common good and good living, 21/07/22
and an inclusive society, free of discrimination and violence.

These situations may consider social, political, economic,

historical, ethical, cultural or environmental dimensions; and
develop at a local, regional, national or global level.

5 Citizenship The situations are aimed at developing reflection on citizenship Honesty x

and coexistence understood as the set of aspects linked to the defense of rights, 05 S
in diversity belonging to the Afro-Peruvian community, to an indigenous WEEKS
people, to a territory or country; as well as the way we relate to 07/08/22
each other in society, the quality of human relationships, TO THE
participation in the search for the common good and good living, 08/09/22
and an inclusive society, free of discrimination and violence.

These situations may consider social, political, economic,

historical, ethical, cultural or environmental dimensions; and
develop at a local, regional, national or global level.

6 Health and The situations are aimed at promoting health from a We take care of the x
environmental comprehensive perspective, understanding it as a balance of planet 05 S
conservation physical, mental, emotional and social well-being; also WEEKS
considering the relationships and balance between the beings that 11/09/22
inhabit the planet from a perspective of environmental TO THE
sustainability, within the framework of good living. Furthermore, 13/10/22
health is also assumed as a right that must be guaranteed by the
State within a framework of equity.

Likewise, health from a perspective that includes and articulates

the different types of knowledge, worldviews and knowledge of
indigenous and native peoples, which allows understanding
health from a collective perspective, being well in community,

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the practice of intercultural health.

7 Discovery and The situations are oriented towards the exploration, observation, Space and around of x
innovation understanding and questioning of the world around us, in order to Peru 05 S
satisfy curiosity or solve a personal or collective problem or WEEKS
need. 16/10/22
TO THE
Likewise, addressing these situations generates a new way of 17/11/22
perceiving reality that leads to a paradigm shift, which in some
cases can lead to creating and designing some objects and/or
solutions that complement and recognize local knowledge. and
global, from its recreation, adaptation, or adaptation

8 Work and The situations are oriented towards a reflection of unmet needs or Christmas x
entrepreneursh economic, social, environmental or other problems that affect 05 S
ip in the 21st people. WEEKS
century 20/11/22
These needs or problems are faced through social or economic TO THE
entrepreneurship, making sustainable use of the resources 22/12/22
provided by the context in a creative way, with efficiency and
effectiveness, together with techniques and strategies necessary
to achieve individual or collective objectives.

These situations also imply the recognition and appreciation of

the arts and crafts that are practiced through community work
and intergenerational transmission.

VII. ORGANIZATION OF LEARNING PURPOSES (COMPETENCIES, PERFORMANCES AND CROSS-CUTTING APPROACHES)

(CYCLE VII – FOURTH YEAR)

LEARNING UNITS
C OMPETENCES CAPABILITIES 4TH YEAR PERFORMANCES I BIMESTER II BIMESTER III BIMESTER IV BIMESTER
UND 0 UND 1 UND 2 UND 3 UND 4 UND 5 UND 6 UND 7 UND 8

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Space and around of Peru

area of English cycle VII

We celebrate mother's
competencies in the

We take care of the

Actions at school
Evaluating our

Christmas
At a party

shopping

Honesty

planet
day
Read various  Identify explicit, relevant and x x x
types of texts  Obtains complementary information by integrating
written in information data found in different parts of the text or
English from written in different texts when performing an
text. intertextual reading, which contain several
 Infers and complex elements in their structure and
interprets varied vocabulary, in various types of texts
information written in English.
from written  Deduce various logical relationships
text. (addition, contrast, sequence, similarity-
 Reflect and difference, cause and consequence) and
evaluate the hierarchical relationships (main and
form, content complementary ideas, and conclusions) in
and context of texts written in English from explicit and
the written text. 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: Talk about ongoing,
temporary, and habitual activities; discuss
imaginary situations, obligations and rules
at home, attitudes and behaviors,
preferences, past habits, problems and
solutions, manufactured products,
inventions, plans and predictions; express
deduction, impossibility, possibility,
obligation and necessity; sequence events
and share personal interests. Distinguishes
the relevant from the complementary by
classifying and synthesizing the
information, linking the text with their
experience to construct the meaning of the
text written in English, and relating it to

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 EDUCATIONAL INSTITUTION

their experience and knowledge, and to

other texts, languages and contexts.
 Give their 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 their experience and
context. Compare texts with each other to
point out common characteristics of textual
types and discourse genres.

Write various  Adapt the text you write in English to the x x

types of texts in communicative situation considering the
English.  Adapt the text textual type, some characteristics of the
to the discourse genre, the format, the support
communicativ and the purpose. Example: Talk about
e situation. ongoing, temporary, and habitual activities;
 Organize and discuss imaginary situations, obligations
develop ideas and rules in the house, attitudes and
in a coherent behaviors, preferences, past habits,
and cohesive problems and solutions, manufactured
way. products, inventions, plans and predictions;
 Use12 express deduction, impossibility,
onventions of possibility, obligation and necessity;
written sequence events; share personal interests.
language in a  Produces written texts in English around a
relevant way. topic with coherence, cohesion and fluency
 Reflect and according to their level. It prioritizes them
evaluate the by establishing different logical
form, content relationships (addition, contrast, sequence,
and context of similarity-difference, cause and
the written consequence) and expanding information
text 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: Present continuous,
simple present, frequency adverbs, pre-sent
perfect, past simple, used to, second
conditional, phrasal verbs, present simple
passive, question tags, modals - must/ can't
(deduction), might, may (possibili-ty),
must/have to (obligation), futu-re conti-
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nuous. Use textual resources to clarify and

reinforce meanings in the text.
 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 appropriately to give meaning to the
text.
Communicates  Retrieves explicit, relevant and x x x
orally in •Obtains complementary information by selecting
English information from specific data in the oral texts they hear in
oral texts. English, with varied and relevant
vocabulary, recognizing the
•Infer and communicative purpose and relying on the
interpret context. It integrates information when it is
information from said at different times or by different
oral texts. interlocutors.
 Deduces information by pointing out
•Adapt, organize characteristics of beings, objects, places
and develop ideas and events. Deduce the meaning of words,
in a coherent and phrases and complex expressions in
cohesive way. context. Example: Present conti-nuous,
simple present, frquen-cy adverbs, pre-sent
•Use non-verbal perect, past simple, used to, se-cond
and paraverbal conditional, phrasal verbs, pre-sent simple
resources passive, question tags, modals —
strategically. must/can't (de-duction), might, may (pos-
sibility), must/have to (obliga-tion), future
•Interact continuous.
strategically with  Also deduce the meaning of logical
different relationships (addition, contrast, sequence,
interlocutors. similarity-difference, cause and
consequence) and hierarchical relationships
•Reflect and (main and complementary ideas) in oral
evaluate the form, texts in English.
content and  Explain the topic and the communicative
context of the purpose. Distinguishes what is relevant
oral text. 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.
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 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 in the
house, attitudes and behaviors, preferences,
past habits, 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 uses gestures, body
movements, eye contact and movement
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

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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.

TRANSVERSAL COMPETENCES

✔
It operates in  Customize x x x x x x x x
Access virtual platforms to
virtual virtual
environments environmen develop learning from various
generated by ts curricular areas by selecting options,
ICT:  Manage tools and applications, and
information making configurations autonomously
about the and responsibly.
virtual
✔ Uses various sources with criteria of
environmen
t. credibility, relevance and effectiveness
 Interact in using digital authoring tools when
virtual conducting research on a specific
environmen topic.
ts
 Create ✔ It applies various combined
virtual calculation functions to solve various
objects in situations when systematizing
various information in a database and
formats. representing it graphically.
✔ Share and rate their school
projects demonstrating skills related
to curricular areas when they propose
creative solutions and proposals in the
virtual communities in which they
participate.
✔ Document school projects when it
combines animations, videos and
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interactive material in different

formats with creativity and initiative.
✔ Publish school projects using diverse
information according to organization
and citation guidelines, combining
digital materials of different formats.
Program logical sequences by establishing
decision conditions that present solutions
in accordance with the problem posed
effectively.
Manage your  Define x x x x x x x x
✔ Determines viable learning goals
learning learning
autonomousl goals. based on their associated experiences,
y:  Organize needs, learning priorities, skills and
strategic attitudes for the achievement of the
actions to simple or complex task, asking
achieve questions reflectively and constantly.
your
✔ Organizes a set of actions based on
learning
goals. the time and resources available, for
 Monitor and which it establishes an order and
adjust their priority that allows it to achieve the
performanc goal in the given time with a
e during the considerable degree of quality in the
learning actions in a sequenced and articulated
process. 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

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decide whether or not to make

changes in the strategies for the
success of the learning goal.
Intercultural Approach
Approach to attention to diversity
CROSS-CUTTING

Gender Equality Approach

APPROACHES

Environmental Approach
Rights Approach
Pursuit of Excellence Approach

Common Good Orientation Approach

VIII. LINKS WITH OTHER AREAS

BIMESTER No. of units Relationship with another area

Unit 0

Unit 1 Personal Development, Citizenship and Civics

I BIMESTER

Unit 2 Communication - Personal Development, Citizenship and Civics

Unit 3
Personal Development, Citizenship and Civics
II BIMESTER
Unit 4
Art and culture

Unit 5 Communication
III BIMESTER Personal Development, Citizenship and Civics
Unit 6

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Personal Development, Citizenship and Civics

Unit 7

IV BIMESTER Communication
Unit 8

IX. EDUCATIONAL MATERIALS, MEDIA AND RESOURCES:

MATERIALS MEDIA EDUCATIONAL RESOURCES

 Activity sheets  Multimedia PPT  Projector
 Reinforcement tokens  Visual organizers  Tablet
 English books  Laptop
 CD  pc
 DVD  Cell phone

X. ASSESSMENT.
ASSESSMENT GUIDELINES
Diagnostic The entrance evaluation will be carried out, based on the skills, abilities and performances that will be developed at the
degree level.
Training Practice focused on student learning will be evaluated for timely feedback regarding their progress throughout the teaching
(For) and learning process; taking into account the assessment of the student's performance, the resolution of situations or
problems and the integration of abilities, creating continuous opportunities, which will allow them to demonstrate the
extent to which they are able to use their abilities.
Summative They will be evidenced through the evaluation instruments based on the achievement of the purpose and the products
(Of the) considered in each unit.

……. March 2023 ____________________________________

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