BASICS

OF LEARNING PROGRESSIONS IN
SPIRAL
 FOUNDATIONS OF LEARNING PROGRESSIONS
SPIRAL

Principles of Inclusive Education and Diversification of Teaching

 Fundamentals of
Inclusive education
Yo _ _
Fundamentals of Basics
The education curricular
Special and

North Purpose
of the subject
TRAINING PURPOSE OR NORTH

It constitutes the horizon of meaning of the subject, towards which

the educational trajectory of the students is guided.
 It is assumed as the instrument that determines the course to follow,
provides meaning and significance to basic learning
essential

TRAINING PURPOSE OR NORTH

• The meaning refers to the cultural and contextual value of the

knowledge to deal with.

• Transcendence refers to the transfer of learning to various

situations, beyond the here and now of the educational situation.
 HOW THEY WERE BUILT
LEARNING PROGRESSIONS IN
SPIRAL
 TEAMS BY SUBJECT

Language Math Cs. Social Cs. Natural

• Disciplinary • Disciplinary •Disciplinary • Disciplinary

expert expert (2) expert expert
• terrain expert • terrain expert •terrain expert • Terrain expert
• Cognitive • Cognitive •Cognitive (2)
development development development • Cognitive
expert expert expert development
expert
 PROCESSES FOLLOWED FOR THE CONSTRUCTION OF THE
SPIRAL LEARNING PROGRESSIONS

2. Analysis of
1. Prioritization recursion of 3. Revision of 4. Definition of
of initial Axles
O.A.
O.A. prioritization

7. Elaboration of 8. Processes of
5. Construction of
6. Process of Document from validation and
North Purpose
initial validation Progressions adjustments to
and
and Initial document
of the axes
Guidance
 VALIDATION OF LEARNING PROGRESSIONS-
TEACHERS RAISED CHALLENGES

• Communication and dissemination to teachers in the country of

the meaning, purpose and possible uses of learning progressions.

• Professional skills (Curriculum/didactics/disciplines) - Training

needs.
WHAT WERE THE CRITERIA THAT WERE
WERE THEY USED TO PRIORITIZE THE OA?
 PRIORITIZATION CRITERIA

a) The OA includes skills and knowledge that, as a whole, allow for the development of practical skills , that is,
skills to function independently in daily life (e.g.: preparing food; eating; cleaning and organizing the house;
moving around on foot and in collective transportation, among others).

b) OA focuses on the acquisition of relevant knowledge to navigate life and make decisions in a self-
determined manner : communication and language skills; Reading and writing; use of numbers and
mathematical operations, among others.

c) The OA allows projecting the development of social and emotional skills (skills to establish interpersonal
relationships; emotional competencies, such as the recognition and management of emotions, frustration
tolerance, empathy, assertiveness, among others).
 PRIORITIZATION CRITERIA

d) The OA is oriented towards the development of self-care and/or the construction

of a satisfactory life project.
e) The LO allows projecting learning about the care of its natural, cultural and social
environment and its relevance.

f) The OA allows projecting the participation of students in life in society, oriented

towards the development of the full exercise of citizenship .

PRIORITIZED OA EXAMPLES
Distinguish some actors in the political and democratic organization of Chile, such as president, ministers, senators, deputies
and mayors, considering the institutions in which they serve and how they are appointed or elected. (5th grade)
Interact according to social conventions in different situations:
›introduce yourself and others
>greet
>ask
›express opinions, feelings and ideas
›situations that require the use of polite formulas such as please, thank you, sorry, permission. (6th grade)

Solve routine and non-routine problems that involve the four operations and combinations of them:
>that include situations with money
>using the calculator and the computer in numerical ranges greater than 10,000 (5th grade)

Recognize the benefits of performing physical activity on a regular basis and taking care of body hygiene during the period of
puberty. (6th grade)
 NUMBER AND % OF OA OF PRIORITIZED KNOWLEDGE

N°OA Curriculum No. prioritized OA

% of selected OAs
Bases
Language and 178 119 66%
communication
natural Sciences 88 73 82%

Math 146 94 64%

History, Geography 113 29 25%

and Social Sciences
SPIRAL LEARNING PROGRESSIONS
 FLEXIBILITY
CHALLENG
CURRICULAR –
DEVELOPMENT OF

Changingek
ES… RESUME

focus CHALLENGES
EDUCATION D.83/15
INCLUSIVE ESC. ESP. AND
FOOT

LEADERSHIP
PEDAGOGICAL: Improve
the EV RESULTS. TEACHER
teaching and 2017: Lack in
learning managing ALL.OAULA incorporation of focus
the resume and
pedagogy inson, of skills of
Hoh ,2009 curriculum and the
2019: “EVERYONE IN THE
e ) meaning of
CLASSROOM”:
subject .
debureaucratize
school. More timethe
for
system
accompany teachers
in the classroom and
learn
with them.
IMPORTANT CONSIDERATIONS
• IT'S A PROPOSAL.

• GRADUAL OA DEVELOPMENT PROPOSAL, WHICH CONSIDERS

COMPLEXIZATION OF SKILLS AND KNOWLEDGE.

• COLLECT THE OA OF THE CURRICULAR BASES FROM 1ST TO

6TH BASIC IN LC, MAT, SCIENCE AND HISTORY.
IMPORTANT CONSIDERATIONS

• THE OA ARE NOT MODIFIED IN THEIR WORDING, THEY WERE

NOT ADEQUATE (TECHNICAL-PEDAGOGICAL DECISION).

• THE SELECTED OA ARE THE BASIC ESSENTIALS .

WHAT ARE LEARNING PROGRESSIONS
SPIRAL?
OA sequences between 1 and 6th basic year prioritized from the National
Curriculum (Natural Sciences, History, Geography and Social Sciences,
Language and Communication, Mathematics)

They respond to the same thematic area or skills , so they can be taken
up at various points in the educational career.

They integrate relevant and pertinent OA , especially for students with

disabilities or multiple disabilities (Essential Basic OA)
 THE NOTION OF SPIRALITY
The iteration or return to certain knowledge and/or
skills related to each other makes it possible to
construct learning conceived as a spiral experience.

It occurs gradually over time and the understanding

of knowledge deepens, as well as the acquisition of
skills. of thought (elderly
complexity)
 NOTION OF RECURSIVITY
• It refers to the fact that there is a continuity of LOs at different
educational levels or courses.

• It implies that the different LOs develop the same skills and
knowledge.

Axis 1: Oral communication and other modalities

Oral production and other modalities
• Oral comprehension and other modalities

Axis 2: Reading
• Initial reading
• Reading comprehension
• Interest in reading

Axis 3: Writing
• Free writing Guided writing
• Language management

successive OA
-----discontinuous OA ............. Course year
TECHNICAL COMPONENTS OF THE PROGRESSIONS
OF
LEARNING
 EXAMPLE OF TOTAL PRESENCE OF RECURSIVITY IN THEME OF
LANGUAGE AND COMMUNICATION

Topic: Reading habits 1

essen Develop a taste for reading, exploring books and their illustrations.
tial
essen Develop a taste for reading, regularly reading various texts.
tial
essen Develop a taste for reading, regularly reading various texts.
tial
essen Develop a taste for reading, regularly reading various texts.
tial
essen Develop a taste for reading, regularly reading various texts.
tial
essen Develop a taste for reading, regularly reading various texts.
tial
 EXAMPLE OF ABSENCE OF RECURSIVITY IN SCIENCE TOPICS
NATURAL

forces on objects, considering changes in the shape, speed and direction of movement, among others.

Identify, through experimental research, different types of forces and their effects, in specific
situations: › friction force (dragging objects) › weight (force of gravity) › magnetic force (in magnets).

Design and build technological objects that use force to solve problems

5° essen
6° tial
essen
tial
 PROGRESSION LINE EXAMPLE Complexizatio
SUBJECT: MATHEMATICS of the HH n
AXI DATA AND PROBABILITIES and
knowledge
S:
1st 2nd basic 3rd grade 4th 5th grade 6th
basic
Build, read and
grade
Build, read and Build, read and Read and interpret Read, interpret
grade
I will read
interpret interpret interpret and pictograms and complete interpret
pictograms. pictograms pictograms and tables, bar graphs
with bar graphs bar charts simple bar charts with double and
scale and simple with and line graphs circular and
graphs scale, based on scale, and and communicate
single bar. information communicate their your
collected or communicate their conclusions. conclusions
conclusions.
Dadai
OA_20 OA_22 st. OA_27 OA_26 OA_24
OA_25
 EXAMPLE OF ANNUAL PROGRESSION OAs
“READING COMPREHENSION” 4TH BASIC YEAR
Reading an OA and its Conceptual rigor,
performance examples content management

UNDERSTAND TEXTS APPLYING COMPREHENSION STRATEGIES OA_2

READER
EXAMPLES:
V relate the information in the text with your experiences and knowledge
V reread what was not understood
V visualize what the text describes
V recapitulate
V ask questions about what you read and answer them
• underline relevant information in a text
 HOW CAN THIS INSTRUMENT BE USED?
Since the course or some
Expand to students can address
others new challenges.
CV OA

CONTEXT
Use the Since the proposal is
Progressions adjusts to needs
SE

without of the course

adapt or add OA

Adjust LO of Considering the

one or more needs of the group or
Progressions some students
PROGRESSIONS BY SUBJECT
Axis 1: Life science
• Living beings and ecosystem
• Human body and health

Axis 2: Physical and chemical sciences

• Matter, energy and their
transformations

Axis 3: Earth and universe sciences

Earth and universe

successive OA
discontinuous OA
■■ Year of course

Axis 1: Numbers and operations

• Natural Number Concept
• Addition and subtraction
• Multiplication and division
• Combined operations
• Fractions, decimals and percentages
Axis 2: Geometry
• Geometry
Axis 4: Data and probabilities

Axis 3:
Measurement
Measurement
 • Facts and probabilities
Axis 5: Patterns and algebra
• Patterns and algebra

-- - - successive OA
-- Discontinuous OA Course year

STRUCTURE OF LEARNING PROGRESSIONS DOCUMENTS

SPIRAL

SUBJECTS OF LANGUAGE AND COMMUNICATION, MATHEMATICS,

SCIENCE
AND HISTORY AND GEOGRAPHY AND SOCIAL SCIENCES
 RATIONALE E
INTRODUCTION TO THE
CHAPTER I PROGRESSIONS OF
SPIRAL LEARNING
DOC. OF PROGRESSIONS
OF AP IN SPIRAL (LC,
MAT, SCIENCES
HISTORY)
Basics
curricular

Fundamentals associated
with
Special education -

- How were they built?

- Variables in its construction -
Structure of the Spiral PA
( WHAT TO EXPECT P
WHAT THE
CHAPTER II
STUDENTS
LEARN FROM
1st to 6th
-H H
-CONTENTS
PURPOSE WHY-SOWORK
THAT… HOW TO WORK OA OF LEARNING
OA PROGRESSIONS
NORTH OF THISPRESENTED
PROGRESSION IN THIS PROGRESSION PRIORITIZED IN
BY AXIS
THE TABLES, FROM 1st TO 6TH PROGRESSION
SUBJECT BASIC, FOR EACH AXIS FROM 1ST TO 6TH
DEFINE THE BASIC
THEY FIND EACH OTHER
FOCUS
ABOUT DIDACTIC
AXES OF THE DEFINED THE ELEMENTS THAT
CONTENTS IN THE RELATED TO THE
SUBJECT PROGRESSIONS
WHICH PROGRESS FUNCTIONALITY AND
EXAMPLE:
THE AXIS: DATA ANDRELEVANCE
AP LINE
EXAMPLE ODDSFROM AP. FOR LIFE
- PROGRESSION
: 1: IT HAS 1 PROGRESSION
CONCEPT OF NO.
NATURA
L
 MULTIPLE
CHAPTER III
Inclusive Approach – Attention to
diversity from a Complex Vision:
ADDRESSED 1. Body functions and structures.
ESSENTIAL CURRICULUM 2. Activity carried out, individual
() KNOWLEDGE execution. of tasks.
3. Participation in society.
Decade Axis, for example:
GUIDELINES - 5 axes of mathematics.
STEPS AND EXAMPLES
FOR THE USE OF THE
FOR THE () - Focus of each of the 5 HH.
P. DE A. IN SPIRAL L
- Attitudes.
USE OF -Reflection from question. keys.
PROGRESSIONS DUA APPROACH - BASICS
- Examples of E. of Ap.
- Prioritized annual/OA hours.
LEARNING - Grouping of LOs into Didactic Units,
It contributes to diversifying
SPIRAL teaching.
selection of HH and Attitudes.
- Breakdown of OA into Ap goals.
Point out its principles: - Evaluation plan.
1. Multiple media of
commitment.
2. Multiple media of
representation.
3. Multiple means of action and
expression.
FUNCTIONING
AND DIVERSITY OF
STUDY WITH SEN
PROGRESSIONS SUBJECT LANGUAGE AND COMMUNICATION
 Northern purpose of the subject
(.
Upon reaching sixth grade, students are expected to participate and
put into action social language practices , through different modalities
(oral, written, gestural, pictorial, sound), in authentic situations of oral
communication and written culture, to actively integrate into society and
understand the world and its place
in the same
.

Different modalities
 Axis 1: Oral communication and other
modalities
• Oral production and other modalities

• Oral comprehension and other

modalities

Axis 2: Reading
• Initial reading

O Reading comprehension
• Interest in reading
Pro

Axis 3: Writing
•free writing

guided writing

• Language management

— Successive OA

discontinuous OA Course year

 PURPOSES BY AXES 1st TO 6TH BASIC
Axis: Oral communication and other modalities

Inte INTERACT WITH s pe PARTICIPATION IN shapes of

com
OTHER WAY
PEOPLE COMM towa t
DIVERSE
FROM SITUATIONS.
understanding and production of information expressed orally, gesturally orrd h
in
other modalities. The appreciation of various texts and the application of strategies
for c
EMPOWERMENT OF HH rogre
INTEGRATION IN NE LIFE to his
SOCIO-EMOTIONAL products , both IN SOCIETY will enhance socio-e tentative ,
daily and formal, and skills motional,
projecting them towards integration into life in society.
 PURPOSES BY AXES 1st TO 6TH BASIC
Axis:
Reading
Expand parti
Participation in different initiatives
4aut nt
é i Understanding the world for situations tion of
ture . authentic communicative curling the
code
with sign nes, g sion of
Various Strategies for
its made
Interest in reading one understand: literary and
function
for him non- athegias
texts
literary and non-literary, presented in different media (paper,literary
digital, audiobook,
etc.)
.
 PURPOSES BY AXES 1st TO 6TH BASIC
Axis: Writing

Comu
Communic
inter messages/interests these fun Authentic contexts tics
for (written, pictogram, braille) from and
to
the toward
frequent , free writing and On the other hand, express
Express your
creativity , and gradually to ified that suit
ideas-
the conventions Creativity is, understandable and rich
in
developed ideas. For this, communication systems can be used
alternatives and technological resources that respond to specific needs .
EXAMPLE AXIS ORAL COMMUNICATION AND OTHERS
MODALITIES
PROGRESSION 1: ORAL AND OTHER PRODUCTION
MODALITIES
 1st basic
Interact according to social
conventions in different situations:
introduce yourself and others
greet
ask
express opinions, feelings and
ideas
situations that require the use of
polite formulas such as please,
thank you, sorry, permission
OA_22
Actively participate in group
conversations about texts read or
heard in classes or topics of interest: heard in classes or topics of interest: heard in classes or topics of
expressing their ideas or opinions
showing interest in what was
heard
take turns
0A_21
2nd basic
Interact according to social
conventions in different situations:
introduce yourself and others
5salute
ask
> express opinions , feelings and
ideas
situations that require the use of
polite formulas such as please r
thank you, sorry, permission
0A_26
Actively participate in group
conversations about texts read or
maintaining the focus of the
conversation by expressing their
ideas or opinions
asking questions to clarify doubts
showing interest in what was
heard
> showing empathy in situations
expressed by others, respecting
turns
0A_25
3rd grade
Interact according to social
conventions in different situations:
introduce yourself and others
greet
ask
express opinions, feelings and
ideas
situations that require the use of
polite formulas such as please,
thank you, sorry, permission
0A_27
Actively participate in group
conversations , reading texts read or
interest: maintaining the focus of the
conversation by expressing their
ideas or opinions.
asking questions to clarify doubts
showing interest in what was
heard
showing empathy in situations
expressed by others, respecting
turns
0A_26
4th grade
Interact according to social
conventions in different situations:
introduce yourself and others
greet
ask
express opinions, feelings and
ideas
situations that require the use of
polite formulas such as please,
thank you, sorry, permission
0A_26
Actively participate in group
conversations using texts read or
heard in classes or topics of interest:
maintaining the focus of the
conversation by expressing their
ideas or opinions and substantiating
them by asking questions to clarify
doubts and verify understanding,
showing interest in what they heard,
showing empathy in the situations
expressed. by others taking turns
0A_25
5th grade
Interact according to social
conventions in different situations:
introduce yourself and others
•greet
ask
express opinions, feelings and
ideas
other situations that require the
use of polite formulas such as
please, thank you, sorry, permission
0A_27
Dialogue to share and develop ideas Dialogue to share and develop ideas
and seek agreements:
keeping focus on a topic
accepting suggestions making
comments at appropriate times
showing agreement or
disagreement with respect and
substantiating your
position
0A_26
6th grade
Interact according to social
conventions in different situations:
i introduce yourself and others
greet
-ask
i express opinions, feelings and
ideas in other situations that require
the use of polite formulas such as
please, thank you, sorry, permission
0A_28
and seek agreements:
keeping focus on a topic
Complementing another's ideas and
offering suggestions
accepting suggestions making
comments at appropriate times
i showing agreement or
disagreement with respect ifund
increasing your position
0A_27
 EXAMPLE: READING
PROGRESSION 4: READING
COMPREHENSION: AXIS
Students must be able to build comprehension of literary and non-literary texts, participating in
shared readings and progressively promoting independence in the use of various reading comprehension
strategies.

FROM THE FUNCTIONAL ECOLOGICAL APPROACH:

-Extract important information from texts for your context and personal situation (medical reports, news)

-Solve problems through instructional texts.

-Enjoy literature, poetry and drama.

-Understand texts addressed to them: letter, email, circulars.

2nd BASIC 3rd BASIC

LO 3 0A 2
 Context: in the PME of an EE, daily reading for everyone has been planned as an action
members of the educational community. The 3rd basic course has 2 students who
They have a word-by-word reading command at a slow pace.
2nd BASIC 3rd BASIC
Understand texts applying strategies
Understand texts applying strategies
reading comprehension; For example: reading comprehension; For example:
- Relate the information in the text with its Relate the information in the text with your
experiences and knowledge. experiences and knowledge.
Visualize what the text describes. Ask questions
- Visualize what the text describes. about what you read and answer them.
- Ask questions while reading. DOMAIN
READER
Recapitulate. Reread what was MORE
ADVANCED
not understood. …3rd BASIC
Underline relevant information in a text.

What is the Skill in the OA? - What is the knowledge/content?

- What is the Attitude?
How would you approach this OA?
AC using 2nd and 3rd Progression

IN THE OBJECTIVES
ACCESS OF
LEARNING

• Graduate level of
Presentation of complexity (CONTENT)
O. information.
the
• Prioritize aim of
A. Forms of response.
Learning and content.

• Timing.
KNOWLEDGE Organization of the
environment and
conditions in which the • Enrichment of
the
ABILITY Resume.
Organization of time,
schedules and space.
ATTITUD • Elimination of
Learnings.
E
MATHEMATICAL SUBJECT PROGRESSIONS
 Northern purpose of the subject
Upon reaching sixth grade, it is expected that the
Students are able to discover and experience different ways of
interpreting and acting in the environment , through solving
problems that involve the use of mathematical skills such as:
represent, to model , visualize,
argue and communicate, among others, through the use of
knowledge and reasoning associated with numeration , algebra,
geometry, measurement, the use of data and probabilities , thus
expanding the opportunities to participate autonomously and self-
determined in life in society .
Axis 1: Numbers and operations
Natural Number Concept
Addition and subtraction
Multiplication and division
Combined operations
Fractions, decimals and percentages

Axis 2: Geometry
Geometry

Axis 4: Data and probabilities

Axis 3:
Measurement

D Facts and probabilities

Axis 5: Patterns and algebra
Patterns and algebra

- - - - successive
OA
- - - -discontinuous OA Course year
 Amount of prioritized OA v distribution by course v axes

■ Numbers and operations ■ Geometry ■ Measurement ■ Data and probabilities ■ Patterns and algebra
 PURPOSES BY AXES 1st TO 6TH BASIC
FOR EACH OF THE AXES:
3x2 7 .
2+. ,*%
X9 = 7

1. Axis: Numbers and operations (5 progressions) @ 6 +70 6

4. Axis: Measurement (1)

2. Axis: Patterns and Algebra (1)

3. Axis: Geometry (1) Ac/ve

5. Axis: Data and probabilities (1)

 EXAMPLE:
PROGRESSION 1: CONCEPT OF NATURAL NUMBER

Students must be able to understand the cardinal and ordinal meaning of the natural number. Reading,
writing and various representations of numbers and quantities, SND, approximate quantification
(estimation), order, comparison, composition and decomposition.

FROM THE FUNCTIONAL ECOLOGICAL APPROACH:

- Understand and use personal information, such as date of birth, age, ID, address.
- Manage money efficiently.
- Interpret information presented numerically, such as bus routes, clothing sizes, footwear.
- Manage temporal information, use calendar and clock.

5th BASIC 6th BASIC

OA1 0A 1
 Context: 6th grade course, a student counts and reads numbers up to 1,000
POSITION YOURSELF AT OA OF THE LEVEL: 6th =x 5th =x 4th DEPROGRESS THE
RESUME
=x 3rd =
4th BASIC 6th BASIC
Represent and describe numbers from 0 to Represent and describe natural numbers up
- 10,000: to
Counting them 1,000
by 10s,inby 100s,
1,000. by 100s, by
Reading them and writing Identifying the place value of digits.
Representing them them.in concrete form, Composing and decomposing number in form
pictorial and symbolic. standard and expanded.
Comparing them and ordering them on Approximating
the line Comparing and ordering numbers in this
Identifying the place value of digits area.
up to ten thousand. Giving examples of these natural numbers in
Composing and decomposing No.
natural up to 10,000 in additive form,
according to its positional value.

What is the Skill in the OA? - What is the knowledge/content?

- What is the Attitude?
 How would you approach this OA?
AC using the 4th and 6th Progression
• Graduate level of IN THE OBJECTIVES OF
complexity ACCESS LEARNING

• Prioritize aim of
Learning and content.
• Presentation of
• Timing.
O. information.
the

• Enrichment
Resume.
A. of the • Forms of response.
(DEEPEN)
KNOWLEDGE • Organization of the
environment and
• Elimination of conditions in which the
Learnings.
ABILITY task is carried out.
Organization of time,
schedules and space.
ATTITUD
E
SCIENCE SUBJECT PROGRESSIONS
NATURAL
 Northern purpose of the subject

By reaching sixth grade, it is expected that students will have

advanced in their educational career by understanding the
phenomena of the natural world , that is, those that occur in living
beings and their various ways of interacting with the environment ;
matter, energy and their transformations; and the earth, the solar
system and its dynamics; through the development of scientific
research skills, which allow them to make informed decisions related
to the care of themselves, others and nature, thus expanding the
opportunities to participate autonomously and self-determined in the
life in society.
je 1: Science of life Contains
northern purpose
Living beings and (2
ecosystem
Progress.)
Human body and health
Axis 2: Physical and chemical Contains
sciences northern
purpose
• Matter, energy and their
transformations
(1 Progression)

Axis 3: Earth Sciences Contains

and the universe northern
purpose
Earth and universe
(1 progression)

Successive OA -- EVERY
Discontinuous OA
PROGRESSION
CONTAINS
DIFFERENT
AMOUNT OF OA
Course year
Number of prioritized LOs and distribution by course and axes

■ Life sciences •Physical and chemical Earth and Universe Sciences

sciences
 EXAMPLE AXIS LIFE SCIENCES
PROGRESSION 1: LIVING THINGS AND
ECOSYSTEM
 15 basic
Recognize and observe,
through exploration, that
living beings grow, respond
to environmental stimuli,
reproduce and need water,
food and air to live,
comparing them with non-
living things.
OA_1
Observe and compare
animals according to
characteristics such as size,
body cover, movement
structures and habitat,
among others.
OA_2
2nd basic 3 1 basic 4th grade 5* basic 6“ basic
Observe and describe, Recognize, through
through experimental exploration, that an
research, the needs of ecosystem is composed Recognize, through
Observe, describe and plants and their relationship of living elements exploration, that an Represent, through
classify vertebrates into with the root, stem and (animals, plants, etc.) and ecosystem is composed models, the transfer of
mammals, birds, reptiles, leaves. non-living elements of living elements energy and matter from
amphibians and fish, based (stones, water, earth, (animals, plants, etc.) photosynthetic organisms
on characteristics such as etc.) that interact with and non-living elements to other living beings
body cover, presence of each other. (stones, water, earth, through food chains and
breasts and breathing etc.) that interact with networks in different
structures, among others. each other. ecosystems.
OA_1 OA_1 OA_1 OA_1 (basic room) OA_2
Observe and describe Observe and compare
some changes in flowering adaptations of plants and
Observe, describe and plants during their life cycle animals to survive in
classify, through (germination, growth, ecosystems in relation to
exploration, the reproduction, flower and fruit their structure and
characteristics of animals formation), recognizing the behavior; for example:
without a backbone, such importance of pollination and body cover, camouflage,
as insects, arachnids, seed dispersal. type of leaves,
crustaceans, among others, hibernation, among
and compare them with others.
vertebrates.
0A_2 0A_3 OA_2
HISTORY SUBJECT PROGRESSIONS,
GEOGRAPHY AND SOCIAL SCIENCES
 Northern purpose of the subject

Upon reaching sixth grade, students are expected to

participate in the world as citizens committed to caring for
themselves, others, and their environment ; that they
understand that they have a personal and collective history and
that they operate in a geographical space that is modified by
their action and that of others ; and that they value democracy ,
Human Rights and diversity as a framework for action to live
together in society .
 Rights, institutions and political organization

Axis 1: Citizen training

* Coexistence and participation

Axis 2: History
© Temporal thinking

Analysis and working with sources skills*

Axis 3: Geography
O Analysis skills and
work with fonts*
Pro

Spatial thinking

- - - - successive
OA
-- - OAdiscontinuous

• Year of course

* Progression present in 2 axes at the

same time.
 PURPOSES BY AXES 1st TO 6TH BASIC AXIS :

CITIZEN Training

Recognize yourself as a citizen subject to rights who participates in decision-making

decisions, problem solving and the creation of norms of coexistence, from close contexts
such as home and school to broader contexts in society.
Demonstrate, through attitudes and actions , the development of citizen virtues, such as
respect for others, responsibility, empathy and honesty to contribute to democratic
coexistence . Value diversity as an expression of social wealth , from the observation and
recognition of differences between groups and people towards the understanding that
cultural and social diversity offers a range of alternatives to imagine and organize life in
society.
 E je : History

PURPOSES BY AXES 1st TO 6TH BASIC

Understand that people and communities have a history and that history is a result of the
conditions and decisions that people and communities have made in the past. Use
different ways of dimensioning and analyzing time , from the identification of temporal
sequences in your immediate past, that of your family and your environment, to the
recognition of causes and consequences, as well as continuities and changes, in historical
phenomena and processes. Compile and analyze information about historical and social
phenomena , from the closest, concrete and obvious ones to more distant, symbolic and
abstract ones. Value the historical , family and community heritage of which it is a part.
 PURPOSES BY AXES 1st TO 6TH BASIC
AXIS : GEOGRAPHY

Orient yourself in geographic space , from the concrete and local to the
abstract and global, gradually using categories of relative and absolute
location. Compile and analyze information about geographic space in
different media, to observe and describe places, landscapes and regions.
Understand that the space you inhabit has been transformed over time, and
that it can be modified by your actions and those of the community.
EXAMPLE AXIS CITIZEN TRAINING
PROGRESSION 1: COEXISTENCE AND
STAKE
 15 basic 2nd basic 3rd grade 4th
basic 55 basic 6® basic
Show attitudes and take Show attitude and take Show attitudes and carry out Demonstrate respect for all Demonstrate civic attitudes with actions in
concrete actions in your concrete actions in your concrete actions in your people through actions in your daily life, such as:
immediate environment immediate environment immediate environment (family, their daily lives , without act honestly and responsibly (examples :
[family, school and (family, school and school and community) that discriminating based on respect established agreements, respect
community) that reflect: community) that reflect: reflect civic values and virtues, physical , social , economic, the authorship of music and films, avoid
Respect for others ( respect for others such as: ethnic or cultural conditions . school plagiarism, etc.) respect all people
examples : listening carefully (examples: interact with Tolerance and respect for (examples: do not discriminate based on
to others , treating others with courtesy, take care of others (examples: respecting physical, social, cultural conditions Itu ra 1
courtesy, etc.) Empathy common spaces, respect opinions other than your own, are ethnic, listen respectfully to different
(examples: helping others property of others, etc.) showing willingness to opinions, respect the spaces and property
when necessary , not responsibility dialogue, respecting of others, etc.) i-contribute to good
discriminating against others (examples: completing expressions of diversity, such coexistence (examples: seek peaceful
based on their appearance or schoolwork, taking on tasks at as different customs , beliefs, solutions to solve problems, show empathy Demonstrate civic attitudes with actions in
customs, etc.) Responsibility home and in the classroom, ethnic origin, nationality, etc.) with others, etc.) i-care for and value your daily life, such as:
(examples: taking care of etc.) tolerance Empathy (examples: showing heritage and the environment (examples: respect all people (examples: act
tasks in your home and (examples: respect diverse courtesy to others, listening to carry out information campaigns and care considering equal rights, listen
classroom, taking care of your opinions, not discriminate others, helping those who need for our heritage, use energy efficiently, etc.) respectfully different opinions, etc.)
belongings and those of against others based on their it , etc. contribute to good coexistence
others, taking care of common appearance or customs, etc.) (examples: proposing possible solutions to
spaces , etc.) empathy (examples: integrate a problem, using dialogue to present ideas
others into their games and to peers, reaching agreements, actively
activities, help others, etc.). cooperating in achieving common goals,
etc.)
act with honesty and responsibility
(examples: speak the truth, act according to
your convictions and the responsibilities that
arise, fulfill assumed responsibilities , avoid
textual copying and plagiarism, etc.)
care for and value heritage and the
environment (examples: promote and
participate in recycling campaigns, carry out
actions at home and at school to save
electricity, water and gas, etc.)
OA_13 OA_12 OA_12 0A_14 OA_16 OA_20
 EXAMPLE:
AXIS: HISTORY
PROGRESSION #3: TEMPORAL THINKING

The purpose of this progression is for students to be able to locate themselves in time and get closer
to their personal history and that of the communities to which they belong.

OA 2nd BASIC OA 4th BASIC

Context: In the 4th grade course there is a student who manages to sequence
chronologically events in your family (OA 1st grade)
 Context: In the 4th grade course there is a student who manages to sequence
Chronologically events of your family (before and after)

PROGRESS IN THE
POSITION AT OA OF THE LEVEL: 4th =x 3rd =x 2nd
RESUME
=x
2nd BASIC 4th BASIC
OA: Chronologically sequence events OA: Read and represent chronological sequences
significant events that occurred at school and
or events of the past through lines of
community during the year and read lines time.
of
simple time.

• Progression also refers to the incorporation of concepts related to time (before,

after, past, future, ancient, modern)
• In this example content and skill progress
What is the Skill in the OA? - What is the knowledge/content?
- What is the Attitude?
How would you approach this OA?
AC using 2nd and 4th Progression
PROPOSAL FOR DECISION MAKING
IN THE OBJECTIVES
ACCESS OF
LEARNING

• Graduate level of
• Presentation of complexity
the
information. • Prioritize aim of
• Forms of response. Learning and content.

• Organization of the • Timing.

environment and
conditions in which the • Enrichment of
task is carried out. the
• Organization of time, Resume.
schedules and space.
• Elimination of
Learnings.
 AT THE LEVEL
SCHOOL AND/OR CLASSROOM

DETAILED DESCRIPTION; III CHAPTER

 V
PEDAGOGICA
L REFLECTION
' TEAM WORK
INTERDISCIPLINARY
 lldp Pedagogy in
Special Education
EDUCATION FACULTY

Thank you for your time

Governme
nt of Chile