FILE

PEDAGOGICAL

Physical education
LEVEL Primary/Secondary

2023
PEDAGOGICAL FOLDER 2023

TEACHER

2023
 INFORMATIVE DATA

REGION :
REGIONAL DIRECTION OF EDUCATION:
UGEL :
EDUCATIONAL INSTITUTION :
LOCATION :
LEVEL :
MODALITY :
CYCLE :
GRADE AND SECTION :
SHIFT :
NUMBER OF STUDENTS :
CLASSROOM TEACHER :
 INSTITUTIONAL VISION

In the year 2023 we aspire to be an

Educational institution of excellence and in
the process of accreditation that provides
an optimal level of comprehensive training
to secondary level students, to
successfully face the challenges of human
development and globalization, exercise
their citizenship and continue learning
throughout life and with a cultural identity
.

INSTITUTIONAL MISSION

Teachers in permanent training and willing to change,

taking into account their problems, needs and potential,
prioritizing the practice of values and care for the
environment, respecting and strengthening their identity,
to guarantee their existence in this increasingly competitive
society.
NATIONAL EDUCATIONAL PROJECT TO 2036

Everyone develops their potential from early

childhood, accesses the literate world, solves
problems, practices values, knows how to continue
learning, assumes themselves as citizens with rights
and responsibilities, and contributes to the
development of their communities and the country by
combining their cultural and natural capital with the

GOAL 6
A society that educates its Goal 1 Educational
citizens and commits them opportunities and
to their community outcomes of equal
quality for all

Everyone develops their potential from

early childhood, accesses the literate world,
Objective 5 Quality solves problems, practices values, knows
how to continue learning, assumes
Objective 2
higher education themselves as citizens with rights and Educational institutions that
contributes to responsibilities, and contributes to the guarantee relevant quality
development and development of their communities and the learning
country by combining their cultural and
competitiveness
natural capital with the world advances

Objective 3 Well-
Objective 4 prepared teachers
who practice teaching
An education financed, professionally
governed with
transparency and that
“Our team is
achieves results
committed to
these objectives
 Profiles of Educational Actors

a) Ideal Profile of Our Students at the

end of the EBR.

The Basic Education graduation profile involves the following expected learning:
1. The student recognizes himself as a valuable person and identifies with his
culture in different contexts.

2. The student promotes life in democracy based on the recognition of their

rights and duties and the understanding of the historical and social
processes of our country and the world.

3. The student practices an active and healthy life for his well-being, takes
care of his body and interacts respectfully in the practice of different
physical, daily or sports activities.
4. The student appreciates artistic-cultural manifestations to understand the
contribution of art to culture and society, and creates artistic projects using
the various languages of art to communicate their ideas to others.

5. The student communicates in his or her native language, in Spanish as a

second language, and in English as a foreign language in an assertive and
responsible manner to interact with other people in various contexts and
for different purposes.

6. The student investigates and understands the natural and artificial world
using scientific knowledge in dialogue with local knowledge to improve the
quality of life and caring for nature.

7. The student interprets reality and makes decisions based on mathematical

knowledge that contributes to his or her context.

8. The student manages economic or social entrepreneurship projects in an

ethical manner, which allows them to articulate with the world of work and
with the social, economic and environmental development of the
environment.

9. The student responsibly takes advantage of information and

communication technologies (ICT) to interact with information, manage
their communication and learning.

10. The student develops autonomous learning processes on a permanent basis

for the continuous improvement of his or her learning process and its
results.

11. The student understands and appreciates the spiritual and religious
dimension in the lives of people and societies.
 b) Ideal Teacher Profile
Frame of the Good
Teaching Performance
DOMAIN I: Preparation for student learning

Competencies Performances

Competition 1 1. Demonstrates knowledge and understanding of the

individual, sociocultural and evolutionary characteristics
Knows and understands the
of their students and their special needs.
characteristics of all its students
and their contexts, the disciplinary 2. Demonstrates up-to-date knowledge and understanding of
content it teaches, the pedagogical
the fundamental concepts of the disciplines included in the
approaches and processes, with
curricular area taught.
the purpose of promoting high-
level capabilities and their 3. Demonstrates knowledge and understanding of the
comprehensive training.
individual, sociocultural and evolutionary characteristics
of their students and their special needs.

4. Prepares the curricular programming by analyzing with his

classmates the plan most relevant to the reality of his
Competition 2
classroom, coherently articulating the learning that is
promoted, the characteristics of the students and the
strategies and means selected.
It plans teaching in a collegial
manner, guaranteeing coherence 5. It selects the teaching contents, based on the fundamental
between the learning it wants to learning that the national curricular framework, the school
achieve in its students, the and the community seek to develop in the students.
pedagogical process, the use of
available resources and 6. Creatively designs pedagogical processes capable of
evaluation, in a curricular arousing curiosity, interest and commitment in students, to
programming that is constantly achieve the planned learning.
under review.
7. Contextualizes the design of teaching based on the
recognition of the interests, level of development, learning
styles and cultural identity of its students.

8. Create, select and organize various resources for students

to support their learning.

9. Design the evaluation in a systematic, permanent,

formative and differential manner in accordance with the
expected learning.

10. Design the sequence and structure of learning sessions in

coherence with the expected learning achievements and
appropriately distribute time.
 DOMAIN II: Teaching for student learning

Competencies Performances

11. Build, in an assertive and empathetic way, interpersonal relationships

with and between students, based on affection, justice, trust, mutual
Competition 3 respect and collaboration.

12. Guides your practice to achieve achievements in all your students, and
communicates high expectations about their learning possibilities.
Creates a climate conducive to learning,
democratic coexistence and the 13. Promotes a welcoming environment for diversity, in which it is
experience of diversity in all its expressed and valued as a strength and opportunity to achieve
expressions, with a view to forming learning.
critical and intercultural citizens.
14. Generates relationships of respect, cooperation and support for
students with special educational needs.

15. Resolves conflicts in dialogue with students based on ethical criteria,

agreed norms of coexistence, cultural codes and peaceful
mechanisms.

16. Organize the classroom and other spaces in a safe, accessible and
appropriate way for pedagogical work and learning, taking into account
diversity.

17. Permanently reflect, with their students, on lived experiences of

discrimination and exclusion, and develop attitudes and skills to
confront them.

Competition 4 1. It permanently controls the execution of its programming, observing its

level of impact on both the students' interest and their learning,
introducing timely changes with openness and flexibility to adapt to
unforeseen situations.
Conducts the teaching process with
mastery of disciplinary content and the 19. Provides opportunities for students to use knowledge to solve real
use of relevant strategies and resources problems with a reflective and critical attitude.
so that all students learn in a reflective
and critical manner everything that 20. Verifies that all students understand the purposes of the learning session
concerns the solution of problems and the expectations for performance and progress.
related to their experiences, interests
and cultural contexts. 21. Develops, when appropriate, theoretical and disciplinary content in an
updated, rigorous and understandable manner for all students.

22. Develops pedagogical strategies and learning activities that promote

critical and creative thinking in its students and motivate them to learn.

23. Use diverse and accessible resources and technologies, and the time
required depending on the purpose of the learning session.
 24. Manages various pedagogical strategies to individually serve students
with special educational needs.

Competition 5 25. Uses various methods and techniques that allow the expected learning
to be evaluated in a differentiated manner, according to the students'
learning style.
It permanently evaluates learning in 26. Develop valid instruments to evaluate the progress and achievements
accordance with the planned institutional in the individual and group learning of students.
objectives, to make decisions and
provide feedback to its students and the 27. Systematize the results obtained in the evaluations for decision making
educational community, taking into and timely feedback.
account individual differences and
diverse cultural contexts . 28. Evaluates the learning of all students based on previously established
criteria, overcoming practices of abuse of power.

29. Timely share the results of the evaluation with students, their families,
and educational and community authorities, to generate commitments
about learning achievements.

DOMAIN III: Participation in the management of the school articulated to the community

Competencies
Competition 6
Actively participates with a exchange experiences, organize pedagogical work, improve
democratic, critical and
collaborative attitude in the
management of the school,
contributing to the construction and
continuous improvement of the
Institutional Educational Project so
that it generates quality learning.
Competition 7
Establishes relationships of respect,
collaboration and co-responsibility
with families, the community and
other institutions of the State and
civil society.
Take advantage of their knowledge
and resources in educational
processes and report on the results.
Performances
30. Interacts with peers, collaboratively and with initiative, to
teaching and sustainably build a democratic climate in the school.
31. Participates in the management of the Institutional Educational
Project, the curriculum and the continuous improvement plans,
actively getting involved in work teams.
32. Develops, individually and collectively, research projects,
pedagogical innovation and improvement of the quality of the
school's educational service
33. Respectfully encourages collaborative work with families in
student learning, recognizing their contributions.
34. Critically integrates, in its teaching practices, the cultural
knowledge and resources of the community and its environment.
35. Shares with the families of its students, local authorities and
the community, the challenges of its pedagogical work, and reports
on its progress and results.

DOMAIN IV: Development of professionalism and teaching identity

Competencies Performances
Competition 8
36. Reflects in professional communities on their pedagogical and
They reflect on their practice and institutional practice and the learning of all their students.
institutional experience and develop
continuous learning processes 37. Participates in meaningful professional development experiences
individually and collectively, to build and consistent with his/her needs, those of the students, and those of the
school.
 38. Participates in the generation of educational policies at the local,
sign their identity and professional regional and national level, expressing an informed and updated
responsibility. opinion about them, within the framework of their professional work.

Competition 9 39. Acts in accordance with the principles of professional teaching ethics
and resolves practical and normative dilemmas of school life based on
He practices his profession from an ethic them.
of respect for the fundamental rights of
people, demonstrating honesty, justice, 40. Act and make decisions respecting human rights and the principle of
responsibility and commitment to his the highest good of the child and adolescent.
social function.

CROSS-CUTTING APPROACHES
OF THE NATIONAL CURRICULUM

1. RIGHTS APPROACH
Recognize the student Promotes participation and peaceful
as a person who practices coexistence, seeking to reduce
their citizenship. inequality

2. INCLUSIVE APPROACH 0 ATTENTION

TO DIVERSITY
Eradicates exclusion, discrimination and inequality of opportunities among
students.

3. INTERCULTURAL APPROACH
Respect differences and promote Promotes coexistence, as well as
exchange between culturally diverse respect for one's own identity
people.
 4. GENDER EQUALITY APPROACH
It recognizes that despite biological differences, men and women are equal in
rights, duties and opportunities.

5. ENVIRONMENTAL FOCUS
Trains students with critical Promotes the conservation of
awareness of environmental biodiversity and a healthy and
problems. sustainable lifestyle

6. COMMON GOOD ORIENTATION APPROACH

Promotes values, civic virtues and a sense of Justice for the construction of a
life in society.

7. FOCUS ON THE SEARCH FOR EXCELLENCE

Train students who are capable of adapting to changes to guarantee their
personal and social success

Educational principles declared in the

General Education Law
The educational principles are:

Quality, equity, ethics, democracy, environmental awareness,

interculturality, inclusion, creativity and innovation, as well as gender
equality and sustainable development .
 Characteristics of the National Curriculum of Basic
Education
- FLEXIBLE: because it offers a margin of freedom that allows adaptation to the diversity of
students and the needs and demands of each region;

- OPEN , since it can incorporate competencies according to the diagnosis of the natural,
cultural and economic-productive potential of each region, as well as its social demands and
the specific characteristics of the students;

- DIVERSIFIED, since in it each region offers local authorities the diversification guidelines,
which guide educational institutions in adapting the curriculum to the socioeconomic,
linguistic, geographical and cultural characteristics and demands of each region through
collegiate work. .

- INTEGRATIVE, because the graduation profile, competencies, abilities, learning standards and
curricular areas make up a system that promotes their implementation in schools.

- VALUABLE , as it responds to the harmonious and comprehensive development of the

student and promotes positive attitudes of social coexistence, democratization of society and
responsible exercise of citizenship.

- SIGNIFICANT , since it takes into account the experiences, prior knowledge and needs of the
students.

- PARTICIPATORY , because it is prepared by the educational community together with other

actors in society; Therefore, it is open to permanent enrichment and respects methodological
plurality.

School Management Commitments 2023

Commitment Aim Indicator Information sources The education we want for Peru

COMMITMENT 1. IE students improve their Percentage of students who achieve a Results of the All students achieve quality
Annual learning progress learning results compared to satisfactory level in the Student Census Student Census learning.
of all EI students. the previous year. Evaluation (ECE). Evaluation,
SICRECE

Percentage of actions to improve PAT application.

learning, established from the results of
the ECE, explained in the PAT that are
being implemented

COMMITMENT 2. The IE maintains the number Percentage of enrolled students reported Records of the EI, All students begin and complete
Annual retention of of students enrolled at the timely in SIAGIE. SIAGIE. their basic education on time.
students at IE. beginning of the school year.
Percentage of student attendance during EI records.
the school year
Percentage of enrolled students who EI records.
complete the school year. PAT Application
 COMMITMENT 3. EI carries out all planned
Compliance with the activities (learning
planned schedule in the EI. sessions, reflection days,
among others) for the
school year.
Percentage of teaching hours completed EI records The II.EE of the country fulfill all
by level. PAT Application their teaching hours and planned
activities.
Percentage of effective work days for Attendance records
teachers. of EI teachers.
PAT Application

COMMITMENT 4. The EI management team Indicator applicable in the IIEE where the Monitoring sheet, All teachers perform well in their
Accompaniment and provides support and director does not have a workload: PAT application. pedagogical work.
monitoring of pedagogical monitoring to teachers in
accordance with the Percentage of monitoring and
practice in the EI.
planning of the school year. accompaniment visits scheduled in the
PAT that have been executed.
Indicator applicable in the IIEE where the Meeting minutes,
director has a full schedule: PAT application.

Percentage of Interlearning meetings

scheduled in the PAT that have been
executed'
Inter-learning meetings can be held
between EI teachers or at the educational
network level.

COMMITMENT 5. The management team
Management of school develops actions to promote
coexistence at the EI. coexistence, prevention and
attention to violence in the
EI.
Consensual coexistence rules included in Regulation All II.EE. of the country are safe
the Internal Regulations, published in Internal. and welcoming spaces for students
some visible space of the EI.
Percentage of activities implemented with PAT application.
fathers and mothers, legal guardians
and/or guardians to provide guidance
(information about their daughters and
sons, learning, school coexistence, etc.)
planned in the PAT.

Percentage of cases attended to in a Incident book,

timely manner* of the total cases reported SíSeVe.
in SiSeVe and in the Incident Book.
* The timely attention of the case will be
defined in accordance with the actions of
the EI within the framework of the care
protocols
 Activities of the Educational Institution 2023
EI ORGANIZATION CHART “……………….”

MANAGEMENT TEAM ADDRESS CONEI

OWN RESOURCES APAFA

COMMITTEE

CLASSROOM
COMMITTEES

COORDINATORS TUTORING
COORDINATOR

DESNA
TEACHERS
 INITIAL EDUCATION
AUXILIARIES

SERVICE WORKERS

STUDENTS

STUDENT CHART

MANAGEMENT TEAM ADDRESS

TEACHER CLASSROOM DELEGATE

SCHOOL POLICE RED CROSS CIVIL DEFENSE ECOLOGICAL

BRIGADE

STUDENTS
 GRADE REPORT SCHEDULE TO SIAGIE AND GRADE REPORTS TO PARENTS

END REPORT OF DATE OF

QUARTER START
NOTES TO SIAGIE DELIVERY

--/03/2023 --/06/2023 --/06/2023

I TRIM

--/06/2023 --/09/2023 --/10/2023

II TRIM

--/10/2023 --/12/2023 --/12/2023

III TRIM

CLASSROOM BRIGADES

No. CHARGES SURNAMES AND NAMES

1
 2
3
4
5
6
Consider according to your need:

CLASSROOM COMMITTEE

No. NAME POST

1
2
3
4
5
6
7

PARENTS CLASSROOM COMMITTEE

No. CHARGES NAME AND SURNAME

1 PRESIDENT

2 SECRETARY

3 TREASURER

4 VOCAL

5
 TRANSCRIPT OF THE COMMITTEE INSTALLATION MINUTES

In the Educational Institution…….. the PPs present. FF of the ……………grade

level, at ..................................... .....days of the month .................................. of the
year 2023, at .......................................hours, the parents of family of the classroom
in question, under the direction of the teacher and
tutor................................. .................................................. ... and having the
regulatory quorum, the new board of directors of the classroom committee was
elected, whose members were the following, and was formed as follows:

 PRESIDENT
(A) .............................................. ..................................DNI............... ...........
 SECRETARY
(A................................................. ..................................DNI............... ...........
 TREASURER…................................................ ...................................DNI...........
... ............
 VOCAL(A)
………................................................. ....................................DNI....... .............

The same ones who presented the oath of style, committing to work to
improve the classroom and for the benefit of the boys and girls.

Being the................................................ ...................................the session

was adjourned and those attending the event signed.

TIME MANAGEMENT IN THE

CLASSROOM
(School Schedule)

Time Days

Tomorrow Late Monday Tuesday Wednesday Thursday Friday

Break
Scheduling according to the PAT of your IE
 STUDENTS OF MY GRADE AND
SECTION
Birthdate
Order No.

Student Code SURNAMES AND NAMES

M/F Sex

YEAR
MON
(Alphabetical order)

DAY
01.
02.
03.
04.
05.
06.
07.
08.
09.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29
30
31
32
33
34.
35.
36.
37.
38
39
40.
41
42
PARENT DIRECTORY
 ADDITIONAL DOCUMENTS

1. ANNUAL PROGRAMMING
2. LEARNING PROJECTS
3. LEARNING SESSIONS
4. EVALUATION INSTRUMENTS
5. NOTEBOOK OF INCIDENTS OR ANECDOTARY.