ANNUAL CURRICULAR PROGRAMMING -

THIRD GRADE OF PRIMARY

[Link] DATA:

1.1 UGEL : SAINT

1.2 EDUCATIONAL INSTITUTION : No. 88031 'Peruvian Republic'

1.3 CYCLE GRADE SECTION : IV, THIRD, “A, B”

1.4 DIRECTOR : SECOND LEYVA FERREL

1.5 Deputy Director : GLADYS RODRIGUEZ MARTINEZ

1.6 RESPONSIBLE TEACHERS : SARA OLASCUAGA CARRERA

AURORA HORNA DE LA CRUZ

II. GENERAL DESCRIPTION OF LEARNINGS IN THE 3RD CYCLE OF PRIMARY SCHOOL

In this new year 2023, where 3rd grade students return to classes with great needs, the teacher highlights those difficulties, which is why it is expected that the
students consolidate knowledge, performances, and skills, as well as progress in the development of learning competencies based on different
close and everyday situations of their immediate environment. The challenge lies in transforming the classroom and the school into spaces where students can unfold
their abilities as interpreters and producers of oral and written texts, as well as solving various mathematical problems by mastering and applying
various strategies in their development. In relation to the progress of each of the competencies, it is expected that the student: Understand texts on various topics
identifying explicit information; infers facts and themes in a communicative situation. Share opinions on listened texts relating information from them with their
Knowledge of the subject. Produce various types of oral texts based on your prior knowledge, with the purpose of interacting with one or more interlocutors.
in a communicative situation. Organize your ideas while generally staying on topic; use connectors as well as commonly used vocabulary. In a
exchange, participate and respond appropriately to what they say. Read comprehensively simple structured texts that deal with real or imaginary topics in the
that predominates known words and illustrations that support the central ideas. Interpret the text by relating recurring information. Share your opinion on events and
important ideas from the text based on one's own experience. Write various types of texts on diverse topics considering the purpose and the audience.
based on your prior experience. Establish relationships between ideas through the proper use of certain types of connectors and use commonly used vocabulary.
Use some basic spelling resources to give clarity to your text. Explain the purpose and the recipient to whom you are addressing in the texts you produce.
Recognize their personal characteristics and integrate appropriately into society, and be able to exercise their citizenship in harmony with the environment. Know their
physical characteristics and personal qualities, learn to regulate your emotions, express your tastes, preferences, particular skills, and achievements.
Express your reasons for acting in everyday situations; establish rules and agreements to improve coexistence in the classroom; promote the knowledge of your
rights based on concrete actions. Identify the causes and consequences of the environmental problems that affect your daily space and develop.
simple activities to take care of it. Represent its everyday space in various ways using reference points; use and save responsibly the
goods and services available in your family, school, and community. Explore objects or phenomena based on questions, hypotheses, and activities proposed. Continue
the steps of a procedure to make comparisons between your essays and use them to provide possible explanations. Express it orally, in writing, or graphically.
carried out, learned and the difficulties of your inquiry. Establish relationships based on your observations and previous experiences, between: the characteristics of the
materials and the changes they undergo due to the action of light, heat, and movement; between the structure of living beings with their functions and their development; between the
Earth as a planet, its components, its movements, and the beings that inhabit it; or among other scientific understandings. Detect a problem and its causes.
propose ideas or technological solution alternatives. Solve problems related to the actions of adding, removing, comparing, and equating, using schemes.
concrete material and various calculation strategies. Recognize the hierarchical inclusion of a number and perform various representations and decompositions.
understanding the decimal numbering system. Solve problems using equalities to establish equivalences with the balance. Recognize and create patterns with
objetos y dibujos, y patrones numéricos, utilizando las operaciones básicas. Reconozca formas y cuerpos geométricos en objetos de su entorno, describa elementos
as the number of faces, sides, and vertices; measure and estimate the length using your body or other reference objects. Read and develop statistical graphs with data that
collect, based on a topic of interest.
All the previous objectives must be framed under a formative evaluation approach and strengthening the socioemotional aspect of the students during
all of the present year 2023.

III. LEARNING PURPOSES POSTER OF THE IV CYCLE

PERFORMANCE CHART FOR THE COMMUNICATION AREA

COMPETENCE
LEARNING STANDARD PERFORMANCES 3°
CAPACITY

If communicateIf communicateOrally • Recovers explicit information from the oral texts he/she listens to, selecting specific data.
orally in his/her through various types of (names of people and characters, actions, events, places, and dates), and that present vocabulary of
mother tongue. texts; identifies frequent use and synonyms.
explicit information; infers • Explains the topic, the communicative purpose, the emotions and the moods of the people and the
• Obtain information
and interprets facts, themes, and characters, as well as the lessons that emerge from the text; for this, it resorts to information.
of the oral text.
purpose. Organizes and relevant to it.
Infer and interpret
develops its ideas around • Deduces some logical relationships between the ideas of the oral text, such as temporal sequences, cause-
information from the text
to a topic and relate it through effect or similarity-difference, as well as the characteristics of people, characters, animals, objects,
oral.
through the use of some facts and places, the meaning of words according to the context and expressions with figurative sense
Adjust, organize and connectors and referents, such as (riddles, proverbs), based on the explicit and implicit information of the text.
develop the ideas like a vocabulary
coherently and varied. It relies on resources Adapts its oral text to the communicative situation, according to the communicative purpose, as well as to the
cohesive. non-verbal and paraverbal most common characteristics of the discursive genre. Distinguish between formal and informal register by resorting to
to emphasize what he/she says. to their experience and to some complementary sources of information.
Use non-resources
Reflect about texts • Expresses ideas and emotions orally around a topic, and avoids reiterating information.
verbals and
heard from their unnecessarily. Organize these ideas and develop them to expand the information. Establish relationships.
paraverbals of
knowledge and experience. logical connections between ideas (especially of addition, sequence, and cause-effect), through some references
strategic form.
It is expressed by adapting to and connectors. It incorporates a vocabulary that includes synonyms and some specific terms from the fields of
Interact
situations communicative to know
strategically with formal and informal. In a • Explain the actions and motivations of people and characters, as well as the use of adjectives and
different
exchange, begin a personifications; for this, relate verbal, non-verbal, and paraverbal resources based on the text.
interlocutors. adapt what it says to the oral and of his experience.
Reflect and evaluate needs and viewpoints • Uses gestures and body movements that emphasize what he says. Maintains eye contact with his
the form, the content of the one who listens, through interlocutors. He relies on the volume of his voice to convey emotions, characterize characters or
and context of the textof comments and questions to clarify what it says.
oral. relevant. Participates in various oral exchanges alternating roles of speaker and listener, asking questions.
explaining their answers and making relevant comments on the topic. It refers to norms and modes of
courtesy according to the sociocultural context.
•Opine as a speaker and listener about ideas, facts, and themes of oral texts, in the school environment.
social or media, based on their experience and the context in which they operate.
COMPETENCE AND
STANDARD PERFORMANCES 3rd
CAPACITY
Read various types of texts • Identify explicit information found in different parts of the text. Distinguish information.
of texts in their simple structure in those of another upcoming and similar one, in which specific data is selected (for example, the location of an event in
mother tongue. that predominate words in a news article), in various types of texts with a simple structure, with some complex elements (for
• Obtain known and illustrations such as, without close references, dialogue scripts, illustrations), with known words and,
information They support the central ideas. Occasionally, with varied vocabulary, according to the themes addressed.
written text. Obtains little information • Deduces implicit characteristics of characters, animals, objects, and places, and determines the meaning
• Infer It is evident by distinguishing it from words according to the context and making comparisons; as well as the subject and the recipient. It establishes
interpret another similar one and make logical relationships of cause-effect, similarity-difference, and teaching and purpose, based on the
information from local inferences based on relevant explicit and implicit information from the text.
text. of explicit information. • It says what the text will be about, based on some clues such as the silhouette of the text, words, phrases,
• Reflect and evaluate Interpret the text colors and dimensions of the images; likewise, contrast the information of the text being read.
the form, the recitals information • Explain the topic, the purpose, the teaching, the text-illustration relationships, as well as adjectivization and
content and recurring to build the motivations of people and characters.
context of the text global sense. Opinion about • Share your opinion about the content of the text, explain the meaning of some textual resources (illustrations,
 important events and ideas font size, etc.) and justifies their preferences when choosing or recommending texts based on their
from the text starting from its experience, needs and interests, in order to reflect on the texts they read.
own experience.

STANDARD OF
COMPETITION PERFORMANCES 3rd
LEARNING
Write various Write various types of • Adapt the text to the communicative situation considering the communicative purpose, the recipient, and the
types of texts in reflective texts. most common characteristics of this type of text. Distinguish between formal and informal registers; for this, refer to
his/her mother tongue. Adapt his text to their experience and to some complementary sources of information.
recipient, purpose and • Write texts coherently and cohesively. Organize ideas around a theme and develop them.
Adjust the text to the
Record from your end to expand the information, without contradictions, unnecessary reiterations, or digressions. It establishes
situation
previous experience and relationships between ideas, such as cause-effect and sequence, through some references and connectors.
communicative.
some source It incorporates a vocabulary that includes synonyms and some specific terms from various fields of knowledge.
Organize and information. Organize y • Use grammatical and punctuation resources (for example, the period and exclamation marks and
develop the ideas
logically develop the questions that help give meaning to your text. Use some rhetorical figures (for example,
coherently ideas around a theme. the adjectives) to characterize people, characters, and settings, and create rhymes and verbal games
and cohesive.
It establishes relationships by appealing to the rhythm and musicality of words, in order to express their experiences and emotions.
Use conventions ideas through use • Review the text to determine if it fits the communicative situation, if there are contradictions or
of written language appropriate for some types of unnecessary repetitions that affect the coherence between ideas, or if the use of connectors and
in a way connectors and references; references ensure cohesion between them. Also, review the use of the spelling resources employed
relevant. Use varied vocabulary in your text and check if anything is missing (such as question marks) to improve it.
Reflect and evaluate Use resources • Explain the effect of your text on readers after sharing it with others. Also, review the use of
the form, the basic spelling for the orthographic resources used in your text and some grammatical aspects.
content and give clarity and meaning to your
context of the text text. Reflect on the
written. coherence and cohesion of the
ideas in the text that
write, and explain about the
use of some resources
textuals to reinforce
senses and produce effects
in the reader according to the

communicative situation.

PERFORMANCE CHART FOR THE MATHEMATICS AREA

 COMPETENCE AND
STANDARD PERFORMANCES 3°
CAPACITY
Solve problems related to one or - Establish relationships between data and one or more actions of adding, removing, comparing, equating,
Solve problems of more actions to add, remove, reiterate, group, distribute amounts, and combine different collections of objects, for
quantity equalize, repeat or divide them into numerical expressions (model) of addition, subtraction, multiplication and
Translate quantities to amount, combine two collections of division with natural numbers up to three digits.
numerical expressions objects, as well as splitting a unit in - Express with various representations and numerical language (numbers, symbols, and expressions
Communicates his/her equal parts; translating them into verbal forms) their understanding of the hundred as a new unit in the numbering system
understanding about the additive and multiplicative expressions decimal, their equivalences with tens and units, the positional value of a digit in numbers
numbers and the with natural numbers and expressions of three digits and the comparison and order of numbers.
operations Additive with usual fractions. - Express with various representations and numerical language (numbers, signs, and expressions)
Usa estrategias y Express their understanding of the verbal value of their understanding of multiplication and division with natural numbers up to 100, and the
procedures of positional in numbers up to four commutative property of addition.
estimation and calculation figures and represents them through - Uses strategies and procedures such as the following:
Arguments equivalences like thisalso Heuristic Strategies.
affirmations about the understanding of the notions of mental calculation strategies, such as additive and multiplicative decompositions, doubling or
numerical relationships and multiplication, its properties dividing by 2, multiplication and division by 10, rounding to the nearest hundred and
the operations. commutative and associative and the notions of approximations.
of division, the notion of fraction as - Written calculation procedures, such as additions or subtractions with exchanges and the use of associativity.
part - all and the equivalences between - Measures and compares the mass of objects (kilogram) and time (exact hours) using
usual fractions; using conventional and unconventional unit language.
numeric and various representations. Make statements about the comparison of natural numbers and the formation of the
hundred, and explains them with concrete material.
Make statements about the use of the commutative property and explain them with examples.
concretes. It also explains why subtraction is the inverse operation of addition, because
what should be multiplied or divided in a problem, as well as the inverse relationship between both
operations; also explain their resolution process and the results obtained.
COMPETENCE AND STANDARD OF
PERFORMANCES 3rd
CAPACITY LEARNING
Solve problems of Solve problems that present two
regularity equivalences, regularities or relationship Establish equivalence relationships between two groups of up to twenty objects and the
equivalence and change. of change between two magnitudes and transform into equations that contain additions, subtractions, or multiplications.
Translate data and expressions; translating them a Establish relationships between recurring data (objects, colors, designs, sounds or
conditions to equalities that contain operations movements) or between quantities that increase or decrease regularly, and transforms them into
algebraic expressions additive or multiplicative, to tables of patterns of repetition (with numbers of up to 3 digits).
and graphs. • Communicates itsvalues and patterns of repetition that • Describe, with some expressions of algebraic language (equality, pattern, etc.) and
 they combine criteria and additive patterns representations, their understanding of equality as equivalence between two collections or
o multiplicative. It expresses their quantities, as well as that a pattern can be represented in different ways.
understanding about the Understanding the formation rule • Describe the change of a magnitude with respect to the passage of time, supported by tables or
algebraic relations. of a pattern and the equal sign for drawings. Example: The student represents the same pattern in different ways: triangle,
Use strategies and express equivalences. Likewise, rectangle, triangle like ABA, ABA, ABA.
describe the relationship of change between • Employs heuristic strategies and calculation strategies (additive decomposition and)
procedures for
one magnitude and another; using multiplicative language, add or subtract on both sides of the equality, inverse relationships between
find equivalences
and general rules. mathematician y various operations and others), to find equivalences, maintain equality ('balance'),
representations. It employs strategies to find relationships of change between two magnitudes or to continue, complete, and create patterns
Arguments
affirmations about the decomposition of numbers, the Makes statements and explains what happens when modifying the quantities involved in a
exchange relationships and mental calculation, to create, continue or relationship of equality and how to equate two amounts, as well as what should be considered for
complete repetition patterns. continue or complete the pattern and the similarities you find in two versions of the same
equivalence.
It makes claims about patterns, the boss, through concrete examples. Likewise, explain your process of resolution. Example:
equivalence between expressions and theirThe student might say: "If I remove 2 kilos from this side of the scale, it will be lost.
variations and the properties of the balance.
equality, justifies it with arguments
and concrete examples.
COMPETENCE AND
STANDARD PERFORMANCES 3°
CAPACITY
Solves problems of Solves problems in which it models • Establishes relationships between the characteristics of the objects in the environment, associates them and
shape, movement and characteristics and location data represented with two-dimensional geometric shapes (regular or irregular figures), their
localization of the objects a shapes, elements, and their measurements of length and area; and with three-dimensional shapes (bodies
bidimensional and tridimensional, round and compound), their elements and their capacity.
Model objects with its elements, properties, it establishes relationships between the location and movement data of objects and people
geometric shapes and movement and location in the surrounding plane, and expresses it in a graph, having fixed objects as
its transformations. Cartesian. Describe with reference language; also, consider the axis of symmetry of an object or a figure.
geometric you are forms • Express with drawings your understanding of the elements of three-dimensional shapes and
Communicate your understandingrecognizing right angles, two-dimensional numbers (number of sides, vertices, axis of symmetry).
about the shapes andof sides and vertices of the polygon, thus • Expresses with concrete material its understanding of the measures of lengths of the same
geometric relationships. how lines parallel and object with different units. Likewise, their understanding of the measurement of the surface of
perpendiculares, identifica formas objetos planos de manera cualitativa con representaciones concretas, estableciendo "es más
symmetrical and performs translations, in extensive that", "is less extensive than" (surface associated with the notion of extension) and its
Use strategies y
procedures for grids. It also develops conservation.
orient oneself in space. sketch, where it traces and describes • Expresses its understanding of capacity as one of the properties that can be measured
Argue statements displacements and positions, using some containers, establishes 'contains more than', 'contains less than' and identifies that the
about relationshipspoints of reference. The amount contained in a container remains unchanged even if it is distributed into others.
 strategies and procedures for different forms and sizes (preservation of capacity).
to move and construct shapes through • Express with graphics the displacements and positions of objects or people in relation to
of composition and decomposition, and fixed objects as reference points; it makes use of some expressions of the language
to measure length, surface, and geometric.
capacity of objects, using • Employs heuristic strategies and procedures such as composition and decomposition, the
units conventional y not bending, cutting, visualization, and various resources to build shapes and figures
conventional resources and symmetrical (based on written or oral instructions). Likewise, it uses various strategies
geometric. Measuring instruments. They are designed to measure accurately or approximately (estimate) the length (centimeter, meter) and the
affirmations about the contour shapes of a figure, and comparing the capacity and surface area of the objects using the
composed; as well as relationships between units of measurement, non-conventional or conventional, as needed, as well as some
a three-dimensional shape and its measuring instruments.
development in the plane; explains it with• Makes claims about some relationships between elements of shapes, their composition or
concrete and graphic examples. decomposition, and explains it with concrete examples or drawings. Likewise, it explains the process
followed. Example: The student could say: "All squares can be formed with two
equal triangles.
COMPETENCE AND
STANDARD PERFORMANCES 3rd
CAPACITY
Solve problems related to • Represents the characteristics and behavior of qualitative data (for example, color
data management and qualitative or quantitative data of the eyes: brown, black; favorite dish: ceviche, rice with chicken, etc.) and quantitative
uncertainty (discrete) about a study topic, discrete (for example: number of siblings: 3, 2; number of goals: 2, 4, 5, etc.) of a
collects data through surveys population, through vertical and horizontal pictograms (the symbol represents more than one
Represents data with and simple interviews, records in unit) and horizontal bar graphs (simple and given scale of 2 by 2, 5 by 5, and 10 by 10),
graphics and measurementssimple frequency tables and the in situations of their interest or a subject of study.
statistics o represent in pictograms, graphs Express the occurrence of everyday events using the notions 'certain', 'possible' and
probabilistic. simple bar with scale (multiples) impossible
Communicate from ten). Interprets information
abdominal • Read simple frequency tables (absolute), simple horizontal bar graphs with
understanding of the contained in bar graphs scale and frequency pictograms with equivalences, to interpret the information
concepts simple and double and double tables explicit from the data contained in different forms of representation.
statistical y entry, comparing frequencies and Collect data through simple surveys or short interviews with appropriate questions.
using the meaning of fashion of a using procedures and resources; it processes and organizes them into data lists or tables of
probabilistic.
dataset; based on this simple frequency, to describe and analyze them.
Use strategies y
information, prepare some Selects and employs procedures and resources such as counting, diagrams or others, to
procedures for
conclusions and decision making. determine all possible outcomes of the occurrence of everyday events.
recopilar y procesar Express the occurrence of events Predicts the occurrence of a daily event or incident. It also explains its
data. daily using the notions of decisions based on the information obtained from data analysis.
Supports conclusions {"seguro":"sure","más probable":"more likely","menos probable":"less likely"}

or decisions based on and justify your answer.

 in the information
obtained.

SCIENCE AND TECHNOLOGY

Competencias /
Standards 3rd Performance
Capabilities
Investigate when establishing the causes of a • Asks questions about facts, phenomena, or natural and technological objects that it explores and
Investigate through the fact or phenomenon to formulate observations in their environment. Proposes possible answers based on the recognition of
scientific methods for questions and possible answers about regularities identified in similar situations. Example: The student might ask:
build knowledge. these based on your "Why does a lit candle melt but a lighter does not?" And it could
It problematizes situations and experiences. It proposes strategies to respond: 'The wax burns faster than kerosene.'
to make an inquiry. obtain information about the fact or • Proposes a plan where it describes the actions and procedures it will use to respond
Design strategies for the phenomenon and its possible causes, to the question. Select the materials and instruments needed for your inquiry, thus
make inquiry. records data, analyzes it like the sources of information that allow him to verify the response.
Generate and register data establishing relationships and evidence • Obtain qualitative or quantitative data by carrying out the plan you proposed to respond
information. of causality. Communicate the question orally. Use conventional and unconventional units of measurement, record the data and
Analysis data and the graphic writing of its procedures, represents them in organizers. Example: When the student observes how some melt
information. difficulties, conclusions and doubts. ice cubes, it can measure the temperature at which they are initially and then measure the
Evaluate and communicate the liquid temperature, the time it took to melt, as well as making a
process and results of graphic representation of what happened.
his investigation. Establish relationships that explain the studied phenomenon. Use the obtained data and the
compare with the response that was proposed, as well as with the scientific information you have.
Draw your conclusions. Example: When the student says 'on a hot day, the cubes of '
ice melts faster; and on a cold day, it takes longer to melt
taken to confirm their assertions, as well as the summaries that explain the topic.
communicates the conclusions of his Inquiry and what he learned using knowledge
scientists, as well as the procedure, the achievements and the difficulties they had during their
development. Propose some improvements. Present your investigation orally or in writing.
Explain the physical world. Explain, based on evidence. • Describe the organs that make up the systems of plants and animals.
based on documented with scientific backing, • Compares various species and recognizes similarities and differences.
knowledge about the relationships that it establishes between: it classifies materials according to their physical characteristics (hard, soft, fragile,
living beings, matter sources of energy or etc.)
and energy, biodiversity, their manifestations with the types of displacement, the change of modification of the shape of objects by
Earth and change what they producein the application of forces on them. Example: The student relates the deformation suffered
universe. materials; between the forces with a ball and the force generated on it when someone presses it with the soles of their feet.
movement of bodies; Compare the different manifestations of the climate over the course of a year and in the different
• Understand y use the structure of living systems with areas on the Earth's surface. Example: The student differentiates the characteristics of the
knowledge about their functions and their grouping in the season when it rains and another when it does not.
living beings, matter, and species; the radiation of the sun with the • Describe how the habitat provides organisms with resources to meet their
energy biodiversity, climatic zones basic needs. Example: The student describes how animals are fed in the
Earth and universe. from the Earth and the adaptations of the jungle.
Evaluate the implications living beings. Opine on the impacts • Describe the interactions between living beings and non-living beings in their habitat. Example: The
of knowledge and of action various technologies in the student solution points out that herbivores eat grass, that some animals feed on
scientific and technological. of problems herbivores and that plants need soil to live.
related to needs and styles • Argue why the creation of technological objects to meet needs requires
of collective life. of people who have different occupations or specialties, and opines on how the use of
Technological products change people's lives and the environment. Example: The student
Explain that the production of canned food requires the production of raw materials.
containers, processing plant, etc., so that people can consume them, and expresses opinions about
the advantages and disadvantages of this type of products, in relation to the quality of life and of
environment.
Design and build Design y build solutions • Identify the technological problem and its underlying causes. Propose alternatives for
technological solutions to establish possible solutions based on scientific knowledge or local practices, as well as the requirements
to solve problems causes that generate problems that must be met and the resources available to build them. Example: The student proposes
from his environment technological; proposes alternatives to build an irrigation system for the garden of the educational institution using material
solution with scientific knowledge. recyclable, in order to reduce water consumption, based on the knowledge of the
Determine an alternative. Represent one of them, including irrigation techniques and the methods of watering gardens, parks, or farms observed in their
of technological solution. parts or stages, through local schemes.
or drawings; establishes characteristics • Represents its alternative technological solution with drawings and texts; describes its parts,
Design the alternative of form, structure, and function and the sequence of steps for its implementation, and select tools, instruments, and
technological solution. Explain a sequence of steps for materials based on their physical properties. Example: The student creates graphs of their system.
implement it using tools and irrigation, it presents and describes how it will be built and how it will work.
Implement and validate the materials; verify the operation • Build your alternative technological solution by manipulating materials, instruments and
alternative solution to the technological solution and creates tools according to their usefulness; complies with safety standards and considers measures of
technological adjustments. Explain the procedure, eco-efficiency.
applied scientific knowledge and • Uses conventional units of measurement. Makes changes or adjustments to comply with
Evaluate and communicate the benefits of the technological solution; requirements or improve the functionality of its alternative technological solution. Example:
functioning yevaluates its functioning considering the student builds their irrigation system using recyclable materials (disposable bottles and
impacts of its alternative the established requirements and hoses) and tools (scissors, adhesive tape, punches, etc.), following the
of technological solution propose improvements. Recommendations for your safety and the cleaning of the work table. Water the garden of the
educational institution using the irrigation system and making the necessary modifications
until it works and meets the established requirements.
Conduct tests to verify if the technological solution meets the requirements.
established. Explain how it built its technological solution, its operation, the
scientific knowledge or applied local practices and the difficulties overcome. Example: The
student activates their irrigation system for two months (previously, determines
how much water volume was used to irrigate the area corresponding to the garden and make a
initial reading of the water bill). After that time, compare the water bills and indicate
if consumption decreased. Finally, mention what materials and tools you used to
build your irrigation system, if it was easy, where you got the ideas for its construction, so
what I like most and what I didn't like.
PERSONAL SOCIAL
Competencies /
Standards Performances 3rd
Capabilities
 Build your identity by describing those personal characteristics, qualities, skills, and achievements that make you
awareness of the aspects that make him proud of himself; he recognizes himself as a valuable person with unique characteristics.
they make unique, when one recognizes oneself
Share the cultural expressions, traditions, and customs that are unique to your family.
same based on its characteristics they make him proud of his origin.
physical qualities skills
Describe your emotions in everyday situations; recognize their causes and consequences. Apply
interests and achievements and values their
Build your identity self-regulation strategies (putting oneself in the other's shoes, breathing and relaxation).
family belonging school y
One values oneself Distinguish its various emotions and Identify situations and behaviors that cause you pleasure or displeasure, and explain them.
simple way why.
Self-regulate their behaviors, mention the causes
emotions and the consequences of these and theExplain that boys and girls can assume the same responsibilities and tasks, and that
Reflect and argue regularly using diverse strategies. they can establish friendships based on respect.
Ethically explain with your own you can turn to
Recognize which people arguments.
in risky situations or situations where you...
Live your sexuality according to what you consider good or bad it undermines your privacy.
way full and certain actions. It is related to
responsible with girls and boys equally,
recognizing what everyonethey have
various abilities. Develop
behaviors that strengthen the
friendship relations. Identify
situations that affect your privacy
or that of others and seek help when
someone does not respect her.
Live and participate Live and participate democratically. Show respectful and inclusive treatment with classmates and express disagreement.
democratically in the cuando se relaciona con los demás en situaciones de maltrato en su institución educativa. Cumple con sus deberes.
search for the common good. respecting the differences, Describe some cultural manifestations of your locality or your hometown.
Interact with everyone expressing their disagreement towards refers to himself as a member of a specific locality or an indigenous people.
the people. situations that undermine coexistence
Participates in the development of agreements and coexistence rules in the classroom, taking into account
• Build norms and and fulfilling their duties. Knows
assume agreements and laws.
the duties and rights of the child, and listens to the proposals of their peers; explains the
the cultural manifestations of their
• Manages conflicts of importance of the participation of everyone in this development.
locality, region or country. Build and
constructive manner. evaluate agreements and norms taking into consideration Intervenes upon observing a conflict between peers: resorts to dialogue or an adult.

Deliberates on matters consider the perspective of others. close by to intervene if necessary.

public. Resort to dialogue to manage It deliberates on public interest matters to propose and participate in activities.
Participates in actions that conflict. Proposes and carries out actions. collectives oriented towards the common good (road safety, among others), based on situations
promote well-being collectives oriented towards well-being daily, and acknowledges that there are opinions different from his own.
common. common from the deliberation
on public interest matters, in the
that realizes there are opinions
different from yours.
Construye Build historical interpretations • Obtain information about the process of American settlement and the early bands
interpretations in which it narrates facts and processes about the first villages in Peru, in short texts, as well as in ancient buildings or complexes.
historical related to the history of their region, archaeological of the locality.
Critically interpret in which it incorporates more than one • Explain the importance of historical sources, such as texts, ancient buildings, or ensembles.
various sources. dimension and recognizes various causes archaeological findings of the locality; identifies the author or human collective that produced them.
Understand the time and consequences. Use information
historical. • Sequence images, objects, or events using temporal categories (before, now and
from various sources based on
after; years, decades and centuries); describes some characteristics that show the changes in
Elaborate explanations identify the most relevant for
various aspects of everyday life and the history of American settlement until the
about processes respond to your questions. Organize
process of sedentarization.
historical. sequences to understand changes
occurring over time, It narrates historical processes, such as the American settlement and sedentarization;
recognizes more than one cause and some consequences.
applying terms related to the
time.
Manage Manage the space responsibly Distinguish the natural and social elements of your locality and region; associate natural resources.
responsibly the environment when carrying out activities
with economic activities.
space and the environment. specific for their care from
Identify the cartographic elements that are present in plans and maps, and use them.
recognize the causes and consequences
to locate elements of the geographic space of your locality.
• Understand the ones of the problems environmental.
relationships between He recognizes them as his daily actions. Describe the environmental problems of your locality and region; propose and carry out activities.
aimed at solving them and improving environmental conservation from their school,
natural elements and impact the environment, in the
evaluating their effectiveness in order to carry them out.
social issues. global warming and their wellbeing,
• Manage sources and identify vulnerable places and Identify in your school the safe and vulnerable places in the face of various types of disasters, and
information for your school's participate in prevention
insurance againstactivities (drills,
risks signage, etc.).
understand the disaster space. Describe the Identify the safe and vulnerable places in your educational institution in the face of disasters, and
characteristics
geographic and the environment. of the spaces participate in activities for prevention (drills, signage, etc.).
Generate actions for geographical and environmental aspects of your
preserve the environment locality o
region. Use
local and global. representations cartographic
simple, taking into account the
cardinal points and other elements
cartographic, to locate elements
of space.
Manage Manage responsibly It explains that the work done by their relatives and other people enables the obtaining of
responsibly economic resources when differentiating money for the acquisition of certain goods and services in order to satisfy the
economic resources between needs and desires, and when using consumption needs.
Understand the relationships of public services in your area • Use resources responsibly, as they are finite, and take action
among the elements of everyday life, recognizing that they have daily savings in the use of goods and services consumed in their home and institution
system economic and cost. Acknowledges that the educational members.
financial on community himself
they link to
Take to perform decisions different activities
economic and financial. economic and that these activities
affect their well-being and that of the
other people.

ART AND CULTURE

Competencies /
Standards Performance 3rd
Capabilities
Appreciate in a way Appreciate of way criticism • Identify and describe the basic elements of art that you find in your environment and in
criticism of demonstrations artistic and cultural manifestations to diverse artistic and cultural manifestations. It recognizes that elements can convey
artistic-cultural. observe, listen and describe the multiple sensations.
•Perceives characteristic manifestations keys of He speculates about the processes that the artist has followed to create their work and identifies the
artistic-cultural. artistic-cultural manifestation, its various uses and purposes of artistic-cultural manifestations in their community (ritual,
Contextualizes forma, los medios que utiliza, su recreativo, comercial, decorativo, utilitario, etc.).
artistic-thematic manifestations; describe the ideas or • Comment on the possible meanings of a work of art, based on what is observed and the
cultural. feelings it communicates. Research researched about the author, and issue a personal opinion about it.
• Creative reflection and the contexts where it originates
critically infers information about the place, the
artistic manifestations - the era and the culture in which it was created.
cultural. Integrates the collected information and
describe how a
artistic-cultural manifestation
communicateideas feelings e
intentions.
Create projects from the Create artistic projects in a • Improvise and experiment with ways to use the elements of art and recognize the effects that
artistic languages. variedad de lenguajes que comunican puede lograr combinando diversos medios, materiales, herramientas y técnicas para comunicar
experiences, ideas, feelings and ideas. Example: The student makes color mixtures with tempera to create different
• Explore and experiment with observations. Explore, select, and tones of color that resemble your skin color when creating your self-portrait.
the languages of art. combine the elements of art and • Plan their projects based on the ways in which other artists have used them
Apply processes used media, materials, elements of art and techniques (for example, in traditional artistic practices of their
creative. tools and techniques of the community) to communicate their own experiences or feelings. Improvise, experiment and
Evaluate and communicate its various languages of art to combine different elements, media, materials, and techniques to discover how it can
processes and projects express in different ways to communicate an idea.
ideas and solving creative problems. • Describe the specific idea or theme developed in their improvisation processes and
Demonstrates the ability to plan experimentation. Explains the techniques he/she has used and the ways he/she feels that his/her work
jobs using their knowledge is successful. Example: The student explains why they chose to stretch their arms and move.
art and adapts its processes slowly to represent the wind in a dance.
adjust to different intentions,
that are based on observations or
problems del environmentnatural
artistic and cultural.

RELIGION
 Competencies /
Standards Performances 3rd
Capabilities

Build your identity Describe the love of God present in

As a human person, creation and the Plan of Salvation. •Identifies the action of God in various events of the History of Salvation.
beloved of God, worthy, Builds his identity as a son of
free and transcendent, God through the message of Jesus • Know God the Father, who manifests Himself in the Holy Scriptures, and accept the message that He
understanding The presence in the Gospel. Participate in making known to live in harmony with Him and with others.
doctrine of its own Church as a community of faith and of
religion, open to love, respecting human dignity and • Expresses his faith by participating in his community and respects his peers and those who profess
dialogue with those who are the various manifestations of different beliefs.
closer. religious. Promotes cohabitation
Know God and embrace His harmony based on dialogue, He commits to a Christian coexistence based on dialogue and mutual respect.
religious identity and respect, tolerance and love
spiritual as a fraternal person.
worthy free y
transcendent.
Cultivate y value the
religious manifestations
from their environment

arguing their faith of

understandable way and
respectful.
Assume the experience of expressing coherence between what you believe,
personal encounter and says and does in his daily life in the light • Shows his faith through concrete actions in everyday coexistence, in coherence with
community with God in the teachings of the Bible and in the biblical stories and the life of the saints.
your life project in Santos. Understand its dimension
coherence with religious, spiritual, and transcendent
religious belief that allows him to set goals • Discover God's love by proposing actions to improve his relationship with his family and the
of change in the light of the Gospel. educational institution.
Transform your environment Internalize the presence of God in your
from the personal life encounter and in its closest environment
personal and communal with close, celebrating their faith with • Participates in moments of encounter with God, personally and communally, and celebrates their faith
God and from faith, what gratitude. Assume your leading role with gratitude.
professor. respecting and taking care of what has been created.

Act coherently in
reason of your faith according to the • Participate responsibly in taking care of oneself, others, and nature as
principles of their conscience creation of God.
moral in situations
concrete aspects of life.

VI. MATRIX OF ORGANIZATION OF LEARNING EXPERIENCES 2023

NO. NAME OF THE

BIMESTER DURACIÓN PRODUCTS SIGNIFICANT SITUATION
EXPERIENCE EXPERIENCE
Experience We met again The third-grade boys and girls begin a new school stage, in which
1 to share they will live experiences that will allow them to reconnect with their peers,
First 3 weeks Good start posters
experiences from the school year 2023. getting accustomed to a new environment after the holidays, promoting the
bimester socio-emotional support and reaching agreements for new coexistence. To achieve
lived during the
all of this promotes activities aimed at ensuring that children
holidays and living Agreements for a
dialogue, express your viewpoints, listen to the other, propose alternatives,
harmoniously Of better coexistence.
assume responsibilities using oral expression and comprehension, as well as the
20 of understanding and production of written texts in a thoughtful manner, seeking
March to Text from you that the child's participation becomes increasingly autonomous. In this context of
vacation Good start to the 2023 school year, we are setting the following challenges:
07 of
What should we take into account to organize ourselves, organize the space and
April How can we live better democratically in the classroom? How can we regulate it?
Anecdote text our emotions to achieve better coexistence? What did we do in
vacation?
 We reflect on 3 weeks In our daily life, we always make decisions. Daily, we participate
Suggestions and carrying out various activities at home and in our locality; for example, in
the disasters
recommendations for this new return to the classrooms, we are always attentive to decisions about
events and
FROM 10 take the best who to work with in a group, who to play with during recess, what foods
we make decisions
TO THE 28 OF decisions and living together in consume for our well-being, what to do to be emotionally well
to strengthen the
APRIL despite the rains and landslides occurring in various areas of Peru, etc.
harmony
school coexistence It is important to pay attention and care to the decisions we make, as
Experience many of them favor our personal and collective well-being, but others
2 they can harm us. In the face of this situation that makes us reflect on
Posters to prevent the In our actions in this new coexistence, we ask ourselves:
How are decisions made? What criteria should we take into account for
Bullying
Making decisions? How can we maintain a harmonious coexistence in the classroom?
What can we do to be emotionally well despite the
Resolution of natural disasters that have occurred in various parts of Peru? How to face the
conflicts coastal El Niño phenomenon?

We celebrate the day 2 weeks The third grade elementary students observe that the students do not
of the mother Mothers value the work.
Proposal of actions
strengthening the DEL 01 AL Aware of this, in the present learning experience we will highlight the
family coexistence 12 OF the role of the mother within the family and society, being a reason for improvement and
Craft for the day of personal fulfillment as children and citizens, as well as highlighting their virtues and the
Experience MAY
the mother significance of their presence in the family for that effort to be rewarded and
3
dedication with love, respect, and study fulfilling their role as children. In this regard, we
we pose the following challenge: What actions allow us to demonstrate the
They recite poems
valuation of mothers as a fundamental part of the family unit
Poster
in society?

Experience We participated in the 3 weeks Students explore and observe in their immediate space the practices of
Poster
4 care and actions that harm our immediate surroundings and environment, actions such as
Second Infographic
preservation of FROM THE 15TH OF
littering in the surroundings, soil, rivers, seas, green areas, burning of
bimester litter, the poor maintenance of green areas, among other daily actions
environment where MAY 2
Proposal of actions that call into question our work. In light of this, a challenge arises. What
we live OF JUNE we can propose to raise awareness among the population to take care of our environment
for the care of the
environment?
environment

Experience Let's take care of our 3 weeks List of foods Third-grade students are exposed to various influences from
5 nutrition for healthy customs, beliefs of other countries, as well as the consumption of foods
genetically modified organisms that can harm your health forgetting that in their environment
to be healthy FROM 5 OF Infographic on the
there are countless indigenous products that can enhance the quality of life
JUNE TO nutritional value of
 23 OF of people. For this reason, they must investigate and know the nutritional value that
JUNE they contribute the foods from their environment, as well as appropriate hygiene measures
to consume them safely.
For this reason, we :
What actions should we practice to preserve our individual health and
some foods. collective?
How can we spread the nutritional value of the foods from my country?
Why is it important to consume nutritious foods?
Why is hygiene important for some foods before consuming them?
What food portions should I consume to stay healthy?
What would happen if I don't feed properly?
Experience We know our 4 weeks It is important that our students know what happened in the past
6 history and us in our country, so that they can understand the current situation in which
we feel proud Develop your plan of we live, in this way we will not make the same mistakes and thus we can
FROM 26 OF
action and prevention improve in the present to build a fairer homeland in the future, also
of being Peruvians. JUNE TO it is important for students to understand that it is part of our culture and
21 OF customs were inherited from our ancestors. Therefore, the challenge responds
JULIO to the following question: What events occurred to achieve our
independencia? ¿Qué acciones contribuirían al bienestar de nuestro país?

Third We know 3 weeks In our country, it is very common for various agricultural fairs to be held.
bimonthly customs and handcrafted items themed around the various festivities celebrated throughout the
Mural of customs and
traditions of year. Although we know that due to the pandemic these have been suspended in the
FROM 7 TO traditions previous years, it does not mean that they have disappeared, as they are part of
Experience our country and
25 OF our culture and we are currently losing the appreciation of it.
7 we respect the For this reason, we ask ourselves the following:
AUGUST Timeline of the
cultural diversity What proposals can we make to resolve this type of situations and that,
history of Peru
furthermore, let us assess
and respect the diverse cultural manifestations?
Experience Knowing and 3 weeks Signal album of To move from one place to another means being attentive because streets,
8 complying with regulations transit avenues and places we will move to and under what conditions we will do it (walking,
in transit Diptique about the in a car, on a bicycle, etc.) to avoid accidents, for this reason it is important
learn about Road Safety to promote and ensure respect and
we will avoid traffic accidents
From the 28th of preservation of one's own life and that of others on public roads; whether in
accidents.
to drive, to walk on the sidewalks or to board a vehicle as passengers.
August to
Therefore, it is necessary for students to participate in various activities to
15 of understand the following challenges:
September Why should we know what road education is?
What should be the role of a passenger, pedestrian, or driver?
Why should we practice traffic laws and rules?
 What would be the consequences if we do not respect traffic education rules?
We grow in 4 weeks Students have started to notice some changes in their lives.
family getting to know At this age, they begin to claim their rights, they tend to judge and
Mural of Rights
our rights question the actions of others, especially those of adults, but also
they begin to feel great concerns about good and evil, they talk a lot about it
and practicing
Experience what is just and what is unjust. In this context, questions arise with
our duties
9 From the 18th of
relationship to justice and its rights: what are our rights?
What duties do our rights impose on others? What can we do?
September to promote our rights?
to the 13th of

October
Fourth We know and 3 weeks The students have learned about elements of our natural and cultural wealth, without
bimester we use embargo, they still do not know the importance of natural resources, such as air,
water and soil, which are available to all people. These resources many
rationally the sometimes we are not utilized properly as we should, which is considered
resources From 16 Infographic as a risk that threatens the development of social activities and
Experience economic. In that sense, it is important for students to know the
natural October Poster
10 measures for responsible use and awareness of the risks to which one is
on the 3rd of Mural
they are exposed to pollution and global warming. In the face of this
November situation, we ask ourselves: What natural resources are found in our
community? How can we contribute to care and proper use? What can we
to raise awareness in the community about the proper use of resources
natural resources and energy?

We preserve the 3 weeks Many households maintain an inadequate eating culture and this is evidenced
because they consume foods high in calories from lipids, carbohydrates and
wonderful
carbohydrates. At the same time, they consume processed and genetically modified foods.
biodiversity Proposal of actions To reverse this problem, it is important to develop activities where the and
EXPERIENCE
Peruvian Promotion posters students can learn about the nutritional value of food and thus have a
A 11 healthy lifestyle
From the 06 to
To achieve this, the following challenges are proposed:
24 of How to develop a healthy lifestyle for myself
November family and community?
Experience We prepare ourselves 4 weeks Create a altarpiece of the During these four bimester periods, the students have achieved many accomplishments.

12 for the arrival of birth of Jesus what actions will be reflected on and remembered in this experience
child Jesus and with messages that they did to achieve it or identify the difficulties they had and how they
evidence it they excelled. In this last month, they are not only filled with emotions such as nostalgia,
we celebrate
importance of the joy, pride, motivation, in addition to that it is a month to reflect on the
exposing
Christmas birth and arrival of our child Jesus as the Savior, Christmas is a
our achievements celebration of faith, solidarity, peace, joy, love for others and above all of
hope to look to the future with excitement, for a better and more united country.
 From the 27th of In light of these situations, we pose the following challenge: What challenges do we face?
this year 2023? Which of those learnings were the most significant?
November Exhibition of your How could we communicate what we learned? What actions demonstrate the
al 22 de achievements Christmas spirit? What is the true meaning of Christmas?
December
VII. PLANNING OF PRIORITIZED COMPETENCIES

AREA COMPETITION CAPABILITIES E1 E2 E3E4E5E6E7E8 E9 E10 E11 E12

Obtiene información del texto oral
X X X X X X X X X X X X
Infers and interprets information from
X X X X X X X X X X X X
oral text
IT IS COMMUNICATED
Adapt, organize, and develop the
ORALLY
text in a coherent form and X X X X X X X X X X X X
cohesive
Use non-verbal resources and for
X X X X X X X X X X X X
strategic verbal statements
Interact strategically with
X X X X X X X X X X X X
different interlocutors.
Reflect and evaluate the way, the
X X X X X X X X X X X X
content and context of the oral text.
READ VARIOUS Get information from the text
TYPES OF TEXTS X X X X X X X X X X X X
written
WRITINGS
Infers and interprets information from
X X X X X X X X X X X X
written text
Reflect and evaluate the way, the
content and context of the text X X X X X X X X X X X X
written
WRITE DIVERSE Adapt the text to the situation
TYPES OF TEXTS X X X X X X X X X X X X
communicative
Organize and develop the ideas of
X X X X X X X X X X X X
coherent and cohesive form
Use language conventions
X X X X X X X X X X X X
written in a relevant way
Reflect and evaluate the way, the X
content and context of the text X X X X X X X X X X X
written.
 E1
AREA COMPETITION CAPABILITIES E1 E2 E 3 E4 E 5 E6 E 7 E8 E9 E10 E11
2
Translate quantities into expressions
numerical. X X X X X X X X X X X X

Communicates his understanding of the

X X X X X X X X X X X X
numbers and operations
SOLVE
Use strategies and procedures of
PROBLEMS OF X X X X X X X X X X X X
estimation and calculation.
QUANTITY
Arguments affirm statements about the
numerical relationships and the X X X X X X X X X X X X
operations.
Translate data and conditions to
algebraic expressions X X X X X X X X X X X X

Communicate your understanding about the

RESOLVE X X X X X X X X X X x
algebraic relationships
PROBLEMS OF
Use strategies and procedures
REGULARITY, X X X X X X X X X X x
to find general rules
EQUIVALENCE AND
CHANGE Argue assertions about
X X X X x
relationships of change and equivalence

Represent data with graphs and

statistical measures or X X X X X X X X X x x
SOLVE probabilistic.
PROBLEMS OF Communicate the understanding of the
MANAGEMENT OF statistical concepts and X X X X X X X X X x
DATA AND probabilistic
UNCERTAINTY Use strategies and procedures
X X X X X X X X X x
to collect and process data
Supports conclusions or decisions
X X X X X X X X X x
in obtained information.
RESOLVE Model objects with shapes
X X X X X x x
PROBLEMS OF geometric shapes and their transformations. X X X X
FORM, Communicate your understanding of the X X X X X X X X X x x
MOVEMENT AND
 geometric shapes and relationships.
Use strategies and procedures
X X X X X X X X X x x
to orient oneself in space.
LOCATION Argue statements about
geometric relationships X X X X X X X X X x x

AREA COMPETENCE CAPABILITIES E1 E2 E3 E 4 E5 E 6 E7 E8 E9 E10 E11 E12

Problematic situations to address

X x x x x x x x x X x
inquiry
Design strategies to do
INQUIRY THROUGH x X x x x x x x X x x
inquiry.
MÉTODO S
Generate and register data and
CI ENTÍFI CTHE, FOR x x X x x x x x x x
BUILD YOURS information.
KNOWLEDGE Analyze data or information. x x x X x x x x X X x
Evaluate and communicate the process and the
x x x x X x x x x
results of your inquiry.
EXPLAIN THE WORLD
Understand and use knowledge
PHYSICAL, BASED
about living beings, matter and
EN X X X X X X X X X X X X
KNOWLEDGE energy, biodiversity, land and
SCIENTISTS universe.
ABOUT BEINGS
LIVING, MATTER Evaluate the implications of knowledge and
ENERGY, BIODIVERSITY of scientific work and X X X X X X X X X X X X
SIDAD, LAND AND technological.
UNIVERSE.
DESIGN AND Determine an alternative for
BUILD X X X X X
technological solution.
SOLUTIONS
Design alternative solutions
TECHNOLOGICAL X X X X X
technological.
TO SOLVE
Implement and validate alternatives of
YOUR PROBLEMS X X X X X
ENVIRONMENT. technological solution.
Evaluate and communicate the operation X X X X
of your alternative solution
technological.
AREA COMPETENCE CAPABILITIES E1 E2 3 E4 E5 E6 E7 E8 E9 E10 E11 E12

He values himself.
X X X X X X X X X X X X

Self-regulates his emotions

BUILD YOUR X X X X X X X X X X X X
IDENTITY
Reflect and argue ethically. X X X X X X X X X X X X
Live your sexuality fully and
X X X X X X X X X X X X
responsible
Interact with all people. X X X X X X X X X X X X
LIVE AND Establish rules and assume agreements
X X X X X X X X X X X X
PARTICIPATE and laws
DEMOCRATICALLY Handles conflicts in a way
X X X X X X X X X X X X
NTE IN THE constructive
SEARCH OF Deliberates on public affairs X X X X X X X X
COMMON GOOD Participate in actions that promote
X X X X X X X X X X X X
the common good
Critically interpret sources X X X X X X
BUILD various
INTERPRETATION Understand historical time X X X X X X
THEY ARE HISTORICAL
Develop explanations about processes X X X X X X
historical.
Understand the relationships between the
X X X X X
natural and social elements
MANAGE
Maneja fuentes de información para
HOLD ME ACCOUNTABLE
understand the geographic space and
NTE THE
the environment
X X X X X
ENVIRONMENT AND THE

SPACE
Generate actions to conserve the X X X X X
local and global environment
MANAGE Understand the relationships between the X X X X X
elements of the economic system and
HOLD ME ACCOUNTABLE
NTE THE financial
 RESOURCES Awareness that it is part of
X X X X X
ECONOMIC an economic system.

AREA COMPETENCE CAPABILITIES E1 E2 E 3 E 4 E5 E 6 E 7 E8 E9 E10 E11 E12

BUILD YOUR Meet God and assume His identity

IDENTITY AS religious and spiritual as a person X X X X X X X X X X X X
HUMAN PERSON worthy, free, and transcendent
Loved by God
DIGNIFIED, FREE AND

TRANSCENDENT, CO
LEARNING THE Cultivate and value the manifestations
DOCTRINE OF HIS religious figures from their environment
OWN X X X X X X X X X X
arguing their faith in a way
RELIGION, OPEN
comprehensible and respectful
TO THE DIALOGUE WITH
THOSE THAT ARE
CLOSE
ASSUME IT Transform your environment from the
EXPERIENCE OF personal and community meeting with X X X X X X X X X X X X
MEETING God and from the faith that he professes
PERSONAL AND
COMMUNITY WITH
Act coherently according to your faith
GOD IN HIS
according to the principles of his conscience
LIFE PROJECT X X X X X X X X X X X X
IN COHERENCE moral in concrete situations of a
WITH YOUR BELIEF life.
RELIGIOUS

AREA COMPETENCE CAPABILITIES E1 E2 And 3 E 4 E 5 E 6 E 7 E8 E9 E10 E11 E12

APPRECIATES FROM
Perceives artistic manifestations
CRITICAL WAY X X X X X X X X X X
cultural
MANIFESTATIONS
ARTISTIC Contextualize the protests
CULTURAL X X X X X X X X X X
artistic cultural

Reflect creatively and critically X X X X X X X X X X

about artistic manifestations
cultural.
 Explore and experiment with languages
X X X X X X X X X X X X
CREATE PROJECTS of the arts
FROM THE Apply creation processes X X X X X X X X X X X X
LANGUAGES Evaluate and communicate its processes and
ARTISTIC projects. X X X X X X X X X X X X
.
E1
AREA CROSS-CUTTING APPROACHES E1 EE2 E3 E4 E5 E6 E7 E8 E9 E10 E 11
2

X X
INTERCULTURAL APPROACH
GENDER EQUALITY APPROACH X X

INCLUSIVE APPROACH OR ATTENTION TO DIVERSITY X X X X X

FOCUS ON COMMON GOOD X X X X

ENVIRONMENTAL ENFORCEMENT
X X X

RIGHTS APPROACH X

SEARCH FOR EXCELLENCE APPROACH X X

Tutoring and Educational Guidance X X X X X X X X X X

VIII. MATERIALS AND RESOURCES:

I.1. For the student:

Concrete materials structured and unstructured.
Teaching materials: Base Ten, abacus, geoboard, color rods
 Digital materials: books, sheets, readings, etc.
Library
Audiovisual materials, videos
Work sheets, workbooks
I.2. For the teacher:
National Curriculum of Basic Education, approved in June 2016 by Ministerial Resolution No. 281-2016. The modification of this Curriculum
National approved by Ministerial Resolution No. 159-2017.
Primary Education Curriculum Program 2016. MINEDU. [Link]
Curriculum Planning Primary Level 2021
Diagnostic evaluation booklets for Communication, Mathematics, Social Personal, and Science and Technology 2021
Texts and booklets of worksheets in the areas of personal communication, Science and Technology, Mathematics 3rd and 4th - Minedu.
What and how do our students learn? Grade V Area Communication, Mathematics, Social Personal, and Science and Technology. Learning pathways
MINEDU 2015
Guidelines for teaching the curricular area of Science and Technology. Primary. Guide for Teachers Primary Level. MINEDU 2018
Guidelines for the teaching of the curricular area of Art and Culture. Primary. Guide for teachers Primary Level. MINEDU 2018

IX. EVALUATION
Formative

Basic Education proposes a formative approach to the evaluation of learning. From this approach, evaluation is a systematic process in which
collects and assesses relevant information about the level of development of skills in each student, in order to timely contribute to improving their
learning.

[Link]ÍA:
I.3. From the teacher

I.4. From the student