ANNUALPROGRAMMING OF EDUCATION FOR WORK - COMPUTINGAND INFORMATION TECHNOLOGY

I. INFORMATIONAL DATA

1.1. Regional Directorate Amazon

1.2. Ugel Utcubamba
1.3. Educational Institution Alonso de Alvarado
1.4. CurricularArea Education for Work
1.5. Grades and Sections According to A, B, and D
1.6. Weekly hours 4 hours
1.7. Cycle :VI
1.8. Director Donald Cubas Hurtado
1.9. School year : 2019
1.10. Responsible Teacher :José Rosvel Carrera Sánchez

II. GENERALDESCRIPTION
In the current year 2019, it is expected that second-year high school students will consolidate their learning by taking action on a creative idea, mobilizing efficiently and effectively.
the resources and actions necessary to achieve individual or collective objectives and goals in addressing an unmet need or an economic or social problem.
Understand that the student works cooperatively to create an alternative solution to a need or problem in their environment through a value proposition of a good or service.
Validate your ideas with potential users and select one of them based on relevance and feasibility; design the strategy that will allow you to implement your solution alternative by defining
the necessary resources and tasks, apply technical skills to produce or provide the conceived good or service and evaluate the processes and results in order to make decisions for improvement or
to innovate. During these processes, it acts permanently with ethics, initiative, adaptability, and perseverance.

III. PROPÓSITOS DEAPRENDIZAJE

ORGANIZATIONAND DISTRIBUTION OFTIME

1º Bimestre 2º Bimestre 3º Bimestre 4th Quarter
U1 U2 U3 U4 U5 U6 U7 U8
 COMPETENCIESAND
No. STANDARD PERFORMANCE BY GRADE.
CAPABILITIES

05 SEM05 SEM05 SEM05 SEM 05 SEM 05 SEM 05 SEM 04 SEM

Expected level at the end of project management: Conduct structured observations or interviews to X X
cycle VI: entrepreneurship investigate the possible factors that give rise to needs or
Manage projects economic or social problems of a group of users, to satisfy them or
economic entrepreneurship o resolve them from their field of interest.
social when questioned aboutüCreate proposals for
a situation that affects a value.
user group and explore their Creative alternative value proposition formulas X X
needs and expectations forüApply skills representing them through prototypes for validation
create a technical solution alternative. with potential users. Incorporate improvement suggestions and
viable y reconoce aspectos éticos select a value proposition based on its
and cultural, as well as the possibleüWork ethical, environmental and social implications, and of its result
social and environmental results cooperatively for economic.
what it implies. Implement your objectives and goals.
ideas using skills Select the necessary supplies and materials, and organize X
techniques, anticipates actions and üEvaluate the resultsactivities for its acquisition. Plan the actions that
resources that you will need and the project work of must execute to develop the value proposition and foresees
cooperatively fulfilling their undertaking. solutions alternatives to unforeseen situations or
roles y responsibilities accidents.
individuals for the achievement of a
common goal, proposes activities Employ technical skills to produce a good or provide X X X X X X X X
and facilitates the initiative and services being responsible with the environment, using
collective perseverance. Evaluate the sustainably the natural resources and applying standards
1
achievement of partial results occupational safety.
relating the amount of
supplies used with the
 social and environmental benefits Propose actions that the team should take, explaining X
generated; make improvements how to integrate the different points of view and defining them
considering also the roles associated with their proposals. Promotes the
user opinions and the perseverance to achieve the common goal despite the
lessons learned. difficulties and fulfills responsibilities in tasks
assigned to your role.

Formula indicators that allow you to evaluate the processes X X

of their project and make timely decisions to execute
the relevant corrective actions.

Formula indicators to evaluate social impact, X X

environmental and economic generated to incorporate improvements to
project.

Expected level at the end of The unfolds in Organize applications and digital materials according to their X
cycle VI: virtual environments utility and varied purposes in a virtual environment
It unfolds in the environments generated by the determined, such as television, personal computer,
virtual when integrating different ICT. mobile device, virtual classroom, among others, for personal use
activities attitudes y and educational needs. Example: Open more than two
knowledge of variousüCustomize application environments at the same time, open a video application and another one.
sociocultural contexts in their virtuals. word processor to generate the video summary.
personal virtual environment. Create
materials digitalüManages information Contrast information gathered from various sources and X X
(presentations, videos, of the virtual environment.
environments that respond to instructions and needs of
documents, designs, among others) research or school assignments, and summarize the information in
that responds to needsüInteract in environments a document with relevance and considering authorship.
concrete according to their virtual ones.
cognitive processes y the Process data using spreadsheets and databases X
manifestation of onüCreate virtual objects when graphically representing information with criteria and
2 individuality. in various formats. indications.

Participate in collaborative activities in communities and X

virtual networks for exchanging and sharing information about
individually or in work groups from perspectives
multicultural and according to their context.
 Creates animations, videos, and interactive material in X X
different formats with creativity and initiative, with
modeling and multimedia applications.

Solve problematic situations through the X

code programming with procedures and sequences
structured logics proposing creative solutions.

Expected level at the end of your management Set viable learning goals associated with your X
cycle VI: learning of potentialities, knowledge, learning styles
Manages his/her learning autonomously. skills, personal limitations, and attitudes for achievement
autonomously when given from the task, asking questions reflectively.
tell what should be learned atüDefine goals of
distinguish the simple or complex of learning.
a task, and therefore defines Organize a set of strategies and actions based on X
personal goals backing themselvesüOrganize actions of the time and resources available, for which
in suspicious strategic potentialities for Establish an order and a priority to achieve the goals
Understand that you must organize to achieve your [Link] learning.
as specifically as possible and learning.
that what is proposed includes the
better strategiesüMonitor and adjust yourReview the progress of the proposed actions, the election X
3 procedures, resources that I performed during the of the strategies and considers the opinion of their peers to
allow to carry out a task learning process. to achieve the expected results.
based on their experiences.
Monitor permanently Explain the results obtained according to your X X
its progress regarding the goals possibilities and based on their relevance for achieving
of learning and evaluates the the learning goals.
process, results, contributions of
his peers, their willingness to the
changes and adjustments of the tasks.

Approaches
Values Attitudes U1 U2 U3 U4 U5 U6 U7 U8
Transversals
Willingness to know, recognize, and value individual and collective rights that X X
Awareness of rights we have people in the private and public sphere

Approach of Willingness to democratically choose the way to act within an X X

Freedom and responsibility
Rights society
 Willingness to converse with other people, exchanging ideas or affections in a X manner X
Dialogue and Concertation alternative to build a common position together

Recognition of the inherent value of each person and their rights, above X X X X
Respect for differences any difference
Approach
inclusive or of Willingness to teach by providing students with conditions and opportunities X X X X
Equity in teaching that each one needs to achieve the same results
Attention to the
diversity
Willingness to place expectations on a person, genuinely believing in their X X X X
Trust in the person ability to overcome and grow above any circumstance

Recognition of the value of diverse cultural identities and relationships X X

Respect for cultural identity belonging of the students
_________________________ _________________________ _________________________
Approach ApprovedbytheDirector Willingness to act fairly,
VºBº respecting
COORDINATOR the rights of all, demanding their Responsible Teacher X X
Justice own rights and recognizing rights to those who correspond
Intercultural
Promoting equitable interaction between diverse cultures through dialogue and X X
Intercultural dialogue mutual respect

Recognition of the inherent value of each person, above all else. X

Equality and Dignity gender difference

Willingness to act in such a way that everyone receives what is due to them, X
Approach of Justice especially those who are harmed by gender inequalities
Equality of
genre Recognizes and values the emotions and affective needs of others and demonstrates X
sensitivity towards them in identifying situations of gender inequality,
Empathy thus highlighting the ability to understand or accompany people in such
emotions or emotional needs

Willingness to collaborate for the well-being and quality of life of future generations X
planetary fatherhood and intergenerational equity
present and future, as well as with nature taking on the care of the planet

Willingness to assess the environmental impacts and costs of actions and activities X
Approach daily, and to act for the benefit of all people, as well as the systems,
Justice and solidarity
Environmental institutions and shared resources that we all depend on

Appreciation, valuation, and willingness to care for all forms of life on Earth X
I respect all forms of life from a systemic and global perspective, revaluing ancestral knowledge

Willingness to recognize that different starting situations require X X X X

Equity and justice compensations for those with greater difficulties
 Willingness to unconditionally support people in compromised situations or X X X X
Approach Solidarity difficult
Guidance to
common good Affective identification with the feelings of others and willingness to support. X X X X
Empathy understand their circumstances

Responsibility Willingness to value and protect the common and shared goods of a collective X X X X

Willingness to adapt to changes, modifying oneself if necessary. X X

behavior to achieve certain objectives when difficulties arise,
Approach of unknown information or new situations.
Search for the Flexibility and openness
excellence Willingness to acquire qualities that will improve one's performance and increase X X
Overcoming state of satisfaction with oneself and with the circumstances
personal

IV. ORGANIZATION OFTEACHING UNITS

Bimester Units Nº de Semanas Start and End

Unit 1 5 weeks 11-03-19 al 11-04-19
1
Unit 2 5 weeks 12-04-19 al 17-05-19
Unit 3 5 weeks 20-05-19 al 25-06-19
2
Unit 4 5 weeks 26-06-19 al 24-07-19
Unit 5 5 weeks 12-08-19 al 11-09-19
3
Unit 6 5 weeks 16-09-19 al 18-10-19
Unit 7 5 weeks 21-10-19 to 21-11-19
4
Unit 8 4 weeks 22-11-19 al 20-12-19

General evidence of
Bimesters Unit Number Unit description
unit
 Unit name: “Editing management documents in Ms Word, respecting the rules of
coexistence
Significant situation: At the I.E 'A de A', a lack of empathy among peers is observed, attitudes
selfish individuals who hinder the conditions for teamwork and reaching consensus, which manifest themselves
in the little practice of values in the school family, ignorance of how to live in democracy, the lack of
empathy, etc. In this situation we assume the following right: How will we achieve coexistence?
Documents in the software
MSWord
1st Unit democratic within the I.E.? Why? What should I do to avoid the presence of conflicts?
4Curriculum vitae
(03-01-19 to 04-11-19) among the students? How to resolve conflicts assertively? To do this in the area of
4Comic strips
Education for Work - Computing and Informatics is proposed:
4Mother's Day card
The preparation of documents in the MSWord program such as: resumes, comic strips, and posters.
related to business themes and good coexistence; this way skills will be improved
social life of the students.

1st Semester
Nombre de unidad: “Utilizando asertivamente el medio informatico Open Project y redes sociales
for project management
Significant situation: The students of the I.E 'Alonso de Alvarado' make use of technology using
for this, technological means: cell phones, tablets, laptops, computers. However, they do not make proper use.
of these, using chat and games during class hours hinders the achievement of learning, finding themselves
in danger in situations of harassment, pornography, foreign calls. In light of this, we assume the following right:
¿Qué hacer para lograr el buen uso de las redes sociales en nuestros estudiantes? ¿Porque? ¿Qué File in OpenProject:
2nd Unit
strategies I can apply for students to develop critical thinking and learn to Preparation of diagrams of
(12-04-19 al 17-05-19)
make correct decisions that allow for the appropriate use of technological means and networks Gantt and Pert
social? For this, in the area of Education for Work - Computing and Informatics, it is proposed: To use the
OpenProject software and social networks for managing entrepreneurship projects; this way it is given
a pertinent use of information technology.

Unit name: 'Reaffirming our institutional or business identity by embodying it in the

image editing
Significant situation: Our educational institution Alonso de Alvarado is considered a leader in education.
secondary education in the province of Utcubamba, this recognition is being lost due to the lack of
Institutional Identity of the current educational actors. At the I.E., activities are carried out where it is noticeable that
little participation, especially from students and parents.
For this reason, we have considered it appropriate to involve the entire community in active participation. Gimp
educational, especially for students, it is important that they know and embrace their identity Retouched photos of the
3rd Unit
institutional, in this situation we assume the following right: How to make students Educational Institution
(20-05-19 al 25-06-19)
Do they identify with and feel love for the institution? What customs and traditions does my institution have?
How are they celebrated? What can we do to improve and value our institution? What role
What is my institution's role in society? For this reason, in the area of Education for Work - Computing and
Computer science proposes: Image editing related to institutional identity (Clonings,
montages, photo retouching, etc.) that will allow focusing and generating a sense of belonging to the institution.
2nd Bimester
 Nombre de unidad: “Diseñando afiches y tarjetas en Inkscape valoramos nuestro medio ambiente”
Significant situation: At the I.E 'Alonso de Alvarado', there is little awareness observed among the students.
environmental, as they pollute by throwing garbage, do not practice the three Rs and neglect the care of the areas
green, thus demonstrating ignorance of the negative effects that these attitudes produce; in the face of this
The Inkscape software
situation we take on the following challenge: How to develop environmental awareness in the student?
4th Unit What can we teach the student to develop an environmental awareness and to participate in 4Posters
(June26,2019toJuly24,2019) an active way? For this purpose, in the area of Education for Work - Computing and Informatics,4Cards one
propose: 4Giant photographs
The design of posters and/or advertising that promotes environmental care. The care of our
community.

Nombre de unidad: “Grabando videotutoriales, desarrollamos actitudes para disminuir el Bullyng”

Significant situation: In the students of the Alonso de Alvarado Educational Institution in the city of
Bagua Grande has shown a considerable rate of bullying. This manifests itself in
physical and verbal aggression, this situation arises due to a machista culture, low self-esteem,
5th Unit cases of homophobia, physical traits, disability, and low academic performance; in light of this situation, we assume the
The CamStudio software
(12-08-19 al 11-09-19) Next: How to prevent or minimize acts of bullying? What consequences does it generate? 4Tutorial videos
Bullying and what to do about it? For this, in the area of Education for Work - Computing and
Informatics is proposed:
Create tutorial videos on actions performed on the computer, adopting attitudes that allow
reduce bullying.
Nombre de unidad: “Diseñamos presentaciones de alto impacto sobre las actividades de una
company, fostering love for the homeland
Significant situation: In the Educational Institution Alonso de Alvarado, the problem of lack of...
3rd Bimester civism showing indifference towards the respect for national symbols and civic dates, little interest in
conocer las fechas cívicas, la poca práctica de actitudes positivas ante las personas adultas, por lo que los
teachers and students of the institution, being aware of the indifference, have found themselves in need of
development of identity which is a fundamental element for the comprehensive formation of students; in the face of
Presentations in MS Power
In this situation, we assume the following: What actions should we choose to respect civility?
6th Unit Point
What positive attitudes should we adopt towards adults? Why? For this, in the area
(16-09-19 al 18-10-19) 4Innovative slides and
from Education for Work - Computing and Informatics, it is proposed:
animated
Prepare a dynamic presentation on behavior in the workplace, focusing on respect and the
civism.
 Unit name: "We use Microsoft Excel in the design of documents on organization of
a local company, strengthening our cultural identity
Significant situation: It is observed in the students of the Alonso de Alvarado Educational Institution.
dance practices and various foreign stereotypes, including the negative influence of the media
communication with programs that encourage the practice of these stereotypes, generating in students
an attitude of rejection towards the customs and traditions of their region. Given this situation, we assume the following
Challenge: What activities will strengthen cultural identity? Is all fashion good? What Spreadsheets in MS Excel
7th Unit
4Payment receipts
What customs exist in your community? Do you practice them? Do you think they are present in local businesses?
(21-10-19 al 21-11-19)
do they emphasize the strengthening of cultural identity? For this in the area of Education for the 4Forms
Work - Computing and Computer Science, it is proposed: To design spreadsheets that allow managing processes of
business in companies in my locality, emphasizing the strengthening of cultural identity.

Unit name: “Editing educational and entrepreneurship videos, addressing consumption

of narcotics
4th Bimestre Significant situation: At I.E. Alonso de Alvarado, the consumption of alcoholic beverages is observed.
of some students when interacting in the community (very rarely at the educational institution).
Inadequate behaviors such as: physical aggression, hyperactivity, passivity, etc. To this
situation, we assume the following right: What are the effects on our physical and mental health, the
alcoholic beverage consumption? How to raise low self-esteem in our students? What
strategies I can apply for students to develop critical thinking and learn to
making assertive decisions in the face of peer pressure to abstain from drug use?
8th Unit For this purpose, in the area of Education for Work - Computing and Informatics, it is proposed: Power Director
(22-11-19 al 20-12-19) Edit videos about characters who have embarked on, facing many obstacles, videos about the Educational videos
consecuencias del consumos de drogas, videos sobre convivir en la navidad respetando a la familia.

V. METHODOLOGICAL STRATEGIES

Methods Techniques Strategies

Inductive-Deductive, demonstrative method and theObservation, brainstorming, presentation, dialogue, contests, Presentation of analogies, analysis of videos, use
creative method. laboratory demonstration, guided practices, and teamwork. software, creation of visual organizers.
VI. GUIDELINES FOR EVALUATION

The evaluation will be permanent, formative, integral, continuous, and at the end of the unit.
The evaluation is descriptive - twenty-point scale; 0-20.
The criteria are the competencies, capacities, and performances of the area.
Instruments such as development tests, checklists, recording guides, scoring rubrics, observation sheets, and rubrics will be used.
The types of evaluations to be used will be: diagnostic; which will allow us to evidence the learning needs of our students and from there initiate the teaching process.
formative; it will allow us to guide and improve the teaching process, and summative; we will use it at the end of the teaching process in order to know if the objectives were achieved.
proposed learnings.

VII. MATERIALS AND RESOURCES

MEDIA / RESOURCES MATERIALS

Laptops/PCs, multimedia projector, digital camera, devices of Separates / modules, practical worksheets, material prepared by teachers and students, virtual material (Programs:
removable storage, internet service Ms Word, Ms Excel, Ms PowerPoint, Inkscape, Gimp, CamStudio, OpenProjet and Power Director.

VIII. BIBLIOGRAPHIC REFERENCES

Office Automation Module.

• Tutoriales:
Gimp: [Link]
[Link]
Inkscape: [Link]
Camstudio: [Link]
OpenProject: [Link]
Power Director: [Link]
• General studies – basic computer science. Available at[Link]
• MINEDU (2010). Guidelines for the Pedagogical Work in the Area of Education for Work (4th ed.). Lima: Navarrete Graphic Corporation S.A.
• MINEDU (2016) National Curriculum for Basic Education. Lima
• MINEDU (2016) Secondary Education Curriculum Program. Lima
• Acción y desarrollo (2013). Guía Metodológica: Ideas y planes de negocio. Lima.
• Ramos, I. R. (2013) Gestionando tu propia empresa 1 . Lima, Perú. Editorial MACRO.
Bagua Grande, March 2019
 ANNUALPROGRAMMING OF EDUCATION FOR WORK - COMPUTINGAND INFORMATICS

I. INFORMATIVE DATA

1.1. Regional Office Amazon

1.2. Ugel Utcubamba
1.3. Educational Institution Alonso de Alvarado
1.4. CurricularArea Education for work
1.5. Grades and Sections Third D
1.6. Weekly hours 4 hours
1.7. Cycle VII
1.8. Director :Donald Cubas Hurtado
1.9. School year : 2019
1.10. Responsible Teacher José Rosvel Carrera Sánchez

II. GENERALDESCRIPTION
In the current year 2019, it is expected that third-year secondary students will consolidate their learning by putting a creative idea into action, mobilizing efficiently and effectively.
resources and actions necessary to achieve individual or collective objectives and goals in addressing an unmet need or an economic or social problem.
Understand that the student works cooperatively to create an alternative solution to a need or problem in their environment through a value proposal of a good or service.
Validate your ideas with potential users and select one of them based on relevance and feasibility; design the strategy that allows you to implement your alternative solution by defining
the necessary resources and tasks, apply technical skills to produce or provide the conceived good or service, and evaluate the processes and results in order to make decisions for improvement or
innovar. Durante estos procesos actúa permanentemente con ética, iniciativa, adaptabilidad y perseverancia.

III. LEARNING PURPOSES

ORGANIZATIONAND DISTRIBUTION OFTIME

1º Bimestre 2º Bimestre 3º Bimestre 4th Term
U1 U2 U3 U4 U5 U6 U7 U8
 COMPETENCIESAND
No. STANDARD PERFORMANCE BY GRADE.
CAPABILITIES

05 SEM05 SEM05 SEM05 SEM 05 SEM 05 SEM 05 SEM 04 SEM

Expected level at the end of Project Management: Select team needs or problems of a group. X X
cycle VII: entrepreneurship of users in your environment to improve or solve it
Manage projects economic or social starting from their field of interest. Determine the main
economic entrepreneurship o factors that originate them using information obtained from
social when actively integratingüCreate proposals for through observation y group interviews
information about a valuation situation. structured.
that affects a group of Design creative alternative value proposition options and X X
users, generates explanations andüApply skills innovative ones that it represents through prototypes, and the
define patterns about their techniques. validate with potential users by incorporating suggestions from
needs and expectations for improvement. Determine the value proposition based on its
create an alternative solutionüWork ethical, social, environmental, and economic implications.
viable that considers aspects cooperatively for
ethical and cultural and redefine their objectives and goals.
ideas to generate results Determine the resources required to develop a X
positive social and environmental aspects.üEvaluate the resultsvalue proposition and generate actions to acquire them.
Implement sus project ideas of Formulate an action plan to draft the proposal for
combining technical skills, entrepreneurship. value considering alternative solutions before
project based on scenarios contingencies or unforeseen situations.
the actions and resources that
will need y work Select production processes of a good or service, and X X X X X X X X
cooperatively recombined employs relevant technical skills and implements them.
their roles and responsibilities being responsible with the environment, using
1 individuals for the achievement of a sustainably managing natural resources and applying standards
common goal, coordinates activities occupational safety.
and collaborates with the initiative and
perseverancia colectiva
perseverance collective
Plan the activities of your team in a climate of dialogue X
resolving conflicts through
and respect for the ideas and opinions of others. Take on
of construction methods. Evaluates with responsibility for your role and collaborates with the tasks of your
the processes y results
companions sharing information, strategies and
partials, analyzing the balance resources for achieving the common objective.
between investment and benefit, the
user satisfaction, and the
social and environmental benefits Develop and apply information collection instruments in X X
generated. Incorporates improvements in function of indicators that allow you to improve the quality of
the project to increase the product or service, and the efficiency of the processes.
quality of the product or service and
the efficiency of processes.

Develop and apply information gathering instruments for X X

determine the economic benefits or losses, and the
social and environmental impact generated by the project for
incorporate improvements.

Expected level at the end of it unfolds in Build your personal profile when accessing applications or X
cycle VII: virtual environments are platforms for different purposes, and it integrates into
It unfolds in the environments generated by the virtual collaborative communities. Example: Add photos
virtual when interacting in ICT. and personal interests in their profile on the Peru Educa portal.
various spaces (such as portals
educational, forums, social networks,üPersonaliza entornos
between others) of virtual ways.
conscious y systematic Establish searches using filters in different environments X X
managing information andüManage information virtuals that respond to information needs.
creating digital materials in the virtual environment.
interaction with their peers of
different sociocultural contextsüInteract in environments
expressing you virtual identities.
personal. Classify and organize the information obtained according to X
üCreate virtual objects established criteria and cite the sources appropriately
in various formats. with efficiency and effectiveness.
 Applies calculation functions when solving problems. X
mathematicians using spreadsheets and databases.

Establish meaningful dialogues appropriate for their age in X X

the development of a project or identification of a problem
or an activity proposed with peers in environments
virtuales compartidos. Ejemplo: Participa en un foro.

Design virtual objects when representing ideas or others. X

elements through design modeling. Example:
Design the logo for your entrepreneurial project
student

Develop logical sequences or digital games that simulate X

processes or objects that lead to performing tasks of the world
real with criteria and creativity. Example: Develop a program
that simulates the movement of a pulley.

Expected level at the end of Manage your Set viable learning goals based on X X
Cycle VII: learning of their potentialities, knowledge, learning styles,
He/She manages his/her learning [Link] and attitudes for accomplishing the simple task or
autonomously when given complex, asking questions in a reflective manner and of
account of what one must learn,üDefine goals of constant form.
when establishing priorities in learning.
carrying out a task taking
take into account its viability forüOrganize actions
define your personal goals. strategic for
Understand that you must organize yourself to achieve your goals.
lo más realista y específicamente aprendizaje.
 the most realistic and specifically learning. Organize a set of actions based on time and X
possible and that what is proposed is
of the resources available to achieve the goals of
achievable, measurable and considerüMonitor and adjustlearning,
your for which it establishes an order and a priority
the better strategies, performance during the in the actions in a sequenced and articulated manner.
procedures, resources, learning process.
scenarios based on your
experiences and anticipating possible
changes in courses of action that
3 allow them to reach the goal.
Monitor permanently
its progress regarding the goals
of prior learning Continuously review the strategies, the progress X X
established when assessing the level of of the proposed actions, their previous experience and the
achievement of your results and the prioritization of your activities to achieve results
feasibility of the goal regarding expected. Evaluate the results and the contributions that it
his actions; if he believes it they provide their peers for achieving learning goals.
It is convenient to make adjustments to the
plans based on the analysis of
its advances and the contributions of the
work groups and your own
showing willingness to the
possible changes.

Approaches
Values Attitudes U1 U2 U3 U4 U5 U6 U7 U8
Transversals
Willingness to know, recognize, and value the individual and collective rights that X. X
Awareness of rights we have people in the private and public sphere

Focus of Willingness to democratically choose the way to act within an X X

Freedom and responsibility
Rights society
Willingness to converse with other people, exchanging ideas or affections in an X way X
Dialogue and Concertation alternative to build a common position together

Recognition of the inherent value of each person and their rights, above X X X X
Respect for differences any difference
Approach
inclusive or of Willingness to teach by providing students with the conditions and opportunities X X X X
Equity in teaching what each one needs to achieve the same results
Attention to the
diversidad
 diversity
Willingness to place expectations on a person, truly believing in their X X X X
Trust in the person ability to overcome and grow above any circumstance

Recognition of the value of diverse cultural identities and relationships X X

Respect for cultural identity belonging of the students

Focus Willingness to act fairly, respecting the rights of all, demanding their X X
Justice own rights and recognizing rights to those who correspond
Intercultural
Promoting equitable interaction between diverse cultures through dialogue and X X
Intercultural dialogue mutual respect

Recognition of the inherent value of each person, above anything else X

Equality and Dignity gender difference

Willingness to act in such a way that everyone receives what is due to them, in X
Approach of Justice especially those who are disadvantaged by gender inequalities
Equality of
gender Recognizes and values the emotions and affection needs of others and shows X
sensitivity towards them in identifying situations of gender inequality,
Empathy thus highlighting the ability to understand or accompany people in such
emotions or affective needs

Willingness to collaborate for the well-being and quality of life of future generations X
paternal planetary and intergenerational equity
present
and future, as well as with nature taking care of the planet

Willingness to assess the environmental impacts and costs of actions and activities X
Focus everyday, and to act for the benefit of all people, as well as the systems,
Justice and solidarity
Environmental institutions and shared resources that we all depend on

Appreciation, valuation, and willingness to care for all forms of life on Earth X
I respect all forms of life from a systemic and global perspective, revaluing ancestral knowledge
Willingness to recognize that, in the face of different starting situations, requirements are needed. X X X X
Equity and justice compensations to those with greater difficulties

Willingness to unconditionally support people in compromised situations or X X X X

Approach Solidarity difficult
Orientation to
common good Emotional identification with the feelings of others and willingness to support X X X X
Empathy understand their circumstances

Responsibility Willingness to value and protect the common and shared goods of a collective X X X X
 Willingness to adapt to changes, modifying oneself if necessary. X X
conduct to achieve certain objectives when difficulties arise,
Flexibility and openness unknown information or new situations.
Approach of
Search for the
excellence Willingness to acquire qualities that will enhance one's performance and increase X X
Overcoming state of satisfaction with oneself and with circumstances
personal

IV. ORGANIZATION OF DIDACTIC UNITS

Bimestre Unidades Number of Weeks Inicio y Término

Unit 1 5 weeks 11-03-19 al 11-04-19
1
Unit 2 5 weeks 12-04-19 al 17-05-19
Unit 3 5 weeks 20-05-19 al 25-06-19
2
Unit 4 5 weeks 26-06-19 al 24-07-19
Unit 5 5 weeks 12-08-19 al 11-09-19
3
Unit 6 5 weeks 16-09-19 al 18-10-19
Unit 7 5 weeks 21-10-19 to 21-11-19
4
Unit 8 4 weeks 22-11-19 al 20-12-19

General evidence of
Bimesters Nº de Unidad Unit description
unit

Unit name: 'Editing management documents in Ms Word, respecting the standards of

coexistence
Significant situation: In the I.E 'A de A', a lack of empathy among peers and attitudes is observed.
selfish individuals who hinder the conditions for teamwork and reaching consensus, which manifest themselves
in the little practice of values in the school family, ignorance of how to live in democracy, the lack of
empathy, etc. In this situation we assume the following right: How will we achieve coexistence
democratic within the I.E.? Why? What should I do to avoid the presence of conflicts? Documents in the software
among the students?, How to resolve conflicts assertively?. For this in the area of MSWord:
1st Unit
Education for Work - Computing and Informatics, is proposed: 4Curriculum vitae
(1-03-19 al 11-04-19)
The creation of documents in the MSWord program such as: Curriculum vitae, comics, and posters 4Historietas
related to business topics and good coexistence; in this way skills will be improved 4Mother's Day card
students' social

1st Semester
 Nombre de unidad: “Utilizando asertivamente el medio informatico Open Project y redes sociales
for project management
Significant situation: The students of the I.E 'Alonso de Alvarado' make use of technology by using
For this, technological means: cell phones, tablets, laptops, computers. However, they do not make proper use.
of these, using chat and games during class hours hinders the achievement of learning, finding themselves
in danger due to situations of harassment, pornography, foreign calls. In light of this, we assume the following right:
What to do to achieve the proper use of social media among our students? Why? What File in OpenProject:
2nd Unit
strategies I can apply for students to develop critical thinking and learn to Preparation of diagrams of
(12-04-19 to 17-05-19)
make correct decisions that allow for the proper use of technological means and networks Gantt and Pert
Social? To this end, in the area of Education for Work - Computing and Informatics, it is proposed: To use the
OpenProject software and social networks to manage entrepreneurship projects; this way it is given
a relevant use of computer media.

Unit name: “Reaffirming our institutional or business identity by reflecting it in the

image editing
Significant situation: Our educational institution Alonso de Alvarado is considered a leader in education.
secondary education in the province of Utcubamba, this recognition is being lost due to the lack of
Institutional Identity of the current educational actors. In the I. E. activities are carried out where it is noticeable the
little participation, especially from students and parents.
For this reason, we have deemed it appropriate to involve the entire community in active participation. Gimp
educational, especially for students, for this it is important that they know and take ownership of their identity
Retouched photos of the
3rd Unit institutional, in light of this situation we take on the following challenge: How to ensure that the students Educational Institution
(20-05-19 al 25-06-19) Do they identify with and feel love for the institution? What customs and traditions does my institution have?
How are they celebrated? What can we do to improve and value our institution? What role
What is my institution's role in society? For this, in the area of Education for Work - Computing and
Informatics, the following is proposed: Image editing related to institutional identity (Clonings,
mounts, photo retouching, etc.) that will allow focusing and generating a sense of belonging to the institution.

2nd Bimester
 Nombre de unidad: “Diseñando afiches y tarjetas en Inkscape valoramos nuestro medio ambiente”
Significant situation: In the I.E 'Alonso de Alvarado', there is little awareness observed among the students.
environmental, as they pollute by throwing garbage, do not practice the three Rs, and neglect the care of the areas
greens, thus demonstrating ignorance of the negative effects produced by these attitudes; in the face of this
situation we assume the following challenge: How to develop environmental awareness in the student?
What can we teach the student to develop an environmental awareness and for them to participate in The software Inkscape
4th Unit an active way? For this in the area of Education for Work - Computing and Informatics, it 4Posters is
(June26,2019toJuly24,2019) 4Cards
propose
The design of posters and/or advertising that promotes environmental care. The care of our 4Giant photographs
community.

Unit name: 'Recording Video Tutorials, We DevelopAttitudes to Reduce Bullying'

Significant situation: In the students of the Alonso de Alvarado Educational Institution in the city of
Bagua Grande has shown a considerable rate of bullying. This is manifested in
physical and verbal aggression, this situation arises due to a macho culture, due to low self-esteem,
cases of homophobia, physical traits, disability, and poor academic performance; in response to this situation we take on the
Next: How to prevent or minimize acts of bullying? What consequences does it generate?
Bullying and how to deal with it? For this, in the area of Education for Work - Computing and
5th Unit Information technology is proposed: The CamStudio software
(12-08-19 al 11-09-19) 4Tutorial videos
Crear videos tutoriales sobre acciones que se realizan en la computadora, adoptando actitudes que permitan
reduce bullying.
3rd Bimester Unit name: 'We design high-impact presentations about the activities of a
company, fostering love for the homeland
Significant situation: At the Alonso de Alvarado Educational Institution, the problem of lack of...
civility demonstrating indifference towards the respect of national symbols and civic dates, little interest in
to know the civic dates, the little practice of positive attitudes towards adults, therefore the
teachers and students of the institution, being aware of the indifference, have found themselves in the need of
development of identity, which is a fundamental element for the comprehensive training of students; in the face of
Presentations in MS Power
In this situation, we assume the following right: What actions should we take to respect civility?
6th Unit Point
What positive attitudes should we adopt towards adults? Why? For this in the area
(16-09-19 al 18-10-19) 4Novel slides and
from Education for Work - Computing and Informatics, it is proposed:
animated
Elaborar una presentación dinámica sobre la forma de comportarse en el trabajo, entorno al respeto y el
civic duty.

Unit name: 'We use Microsoft Excel in the design of documents on organization of'
a local company, strengthening our cultural identity
Significant situation: It is observed in the students of the Educational Institution Alonso de Alvarado
dance practices and various foreign stereotypes, including the negative influence of the media
communication with programs that encourage the practice of these stereotypes, generating in students
a rejection attitude towards the customs and traditions of their region. In light of this situation, we assume the following
Spreadsheets in MS Excel
7th Unit Challenge: What activities will help strengthen cultural identity? Is all fashion good? What 4Payment receipts
(21-10-19 to 21-11-19) What customs exist in your community? Do you practice them? Do you think that in local businesses... 4Forms
Do they emphasize the strengthening of cultural identity? For this, in the area of Education for the
Work - Computing and Informatics, it is proposed: To design spreadsheets that allow managing processes of
business in companies in my locality, emphasizing the strengthening of cultural identity.
 Unit name: 'Editing educational and entrepreneurial videos, addressing consumption'
4th Bimester of narcotics
Significant situation: At I.E. Alonso de Alvarado, the consumption of alcoholic beverages is observed.
de algunos estudiantes al interactuar en la comunidad (muy pocas veces en la institución educativa).
Inadequate behaviors are becoming evident such as: physical aggression, hyperactivity, passivity, etc.
situation we assume the following: What are the effects on our physical and mental health,
alcoholic beverage consumption? How to raise the low self-esteem in our students? What
8th Unit strategies can I apply for students to develop critical thinking and learn to Power Director
(November22,2019toDecember20,2019) make assertive decisions in the face of peer pressure to refrain from drug use? Educational videos
For this, in the area of Education for Work - Computing and Informatics, it is proposed:
Edit videos about characters who have embarked on, facing many obstacles, videos about the
consequences of drug use, videos about living together during Christmas while respecting the family.

V. METHODOLOGICAL STRATEGIES

Methods Techniques Strategies

Inductive-Deductive, demonstrative method and theObservation, brainstorming, presentation, dialogue, competitions, Presentation of analogies, video analysis, use
creative method. laboratory demonstration, guided practices, and teamwork. software, creation of visual organizers.

VI. GUIDELINES FOR EVALUATION

The evaluation will be permanent, formative, comprehensive, continuous, and unit-ending.

The evaluation is descriptive - out of twenty; 0-20.
The criteria are the competencies, capacities, and performances of the area.
Instruments such as development tests, checklists, registration guides, evaluation lists, observation sheets, and rubrics will be used.
The types of evaluations to be used will be: diagnostic; which will allow us to identify the learning needs of our students and from there begin the teaching process.
formative; it will allow us to guide and improve the teaching process, and summative; we will use it at the end of the teaching process to find out if the goals were achieved.
proposed learnings.

VII. MATERIALS AND RESOURCES

MEDIA / RESOURCES MATERIALS

Laptops/PCs, multimedia projector, digital camera, devices of Separates / modules, practical sheets, materials prepared by teachers and students, virtual materials (Programs:
removable storage, internet service Ms Word, Ms Excel, Ms PowerPoint, Inkscape, Gimp, CamStudio, OpenProject and Power Director.
VIII. BIBLIOGRAPHIC REFERENCES

Office Module.
• Tutorials:
Gimp: [Link]
[Link]
Inkscape: [Link]
Camstudio: [Link]
OpenProject: [Link]
Power Director: [Link]
• General studies - basic computer science. Available at[Link]
• MINEDU (2010). Guidelines for the Pedagogical Work in the Area of Education for Work (4th ed.). Lima: Navarrete Graphic Corporation S.A.
• MINEDU (2016) National Basic Education Curriculum. Lima
MINEDU (2016) Secondary Education Curriculum Program. Lima
• Action and Development (2013). Methodological Guide: Ideas and Business Plans. Lima.
• Ramos, I. R. (2013) Gestionando tu propia empresa 1 . Lima, Perú. Editorial MACRO.

Bagua Grande, March 2019

_________________________ _________________________ _________________________

VºBº DIRECTOR VºBº COORDINATOR Responsible Teacher
 ANNUALPROGRAMMING OF EDUCATION FOR WORK - COMPUTINGAND INFORMATION TECHNOLOGY

I. INFORMATIVE DATA

1.1. Regional Direction Amazon

1.2. Ugel Utcubamba
1.3. Educational Institution Alonso de Alvarado
1.4. CurricularArea Education for work
1.5 Grades and Sections Room D
1.6. Weekly hours 4 hours
1.7. Cycle :VII
1.8. Director Donald Cubas Hurtado
1.9. School year : 2019
1.10. Responsible Teacher José Rosvel Carrera Sánchez

II. GENERALDESCRIPTION
In the current year 2019, it is expected that fourth-year secondary students consolidate their learning by putting into action a creative idea, mobilizing efficiently and effectively the
resources and actions needed to achieve individual or collective objectives and goals in addressing an unmet need or an economic or social problem.
Understand that the student works cooperatively to create an alternative solution to a need or problem in their environment through a value proposal of a good or service.
Validate your ideas with potential users and select one of them based on relevance and feasibility; design the strategy that allows you to implement your solution alternative by defining
the resources and necessary tasks, apply technical skills to produce or provide the designed good or service and evaluate the processes and results in order to make decisions to improve or
to innovate. During these processes, it acts permanently with ethics, initiative, adaptability, and perseverance.

III. LEARNING PURPOSES

ORGANIZATIONAND DISTRIBUTION OFTIME

1º Bimestre 2º Bimestre 3º Bimestre 4th Semester
U1 U2 U3 U4 U5 U6 U7 U8
 COMPETENCIESAND
No. STANDARD PERFORMANCE BY GRADE.
CAPABILITIES

05 SEM05 SEM05 SEM05 SEM 05 SEM 05 SEM 05 SEM 04 SEM

Expected level at the end of Manage projects to collect information about needs in a team X X
cycle VII: entrepreneurship problems of a group of users in their environment based on
Manage projects economic or social their field of interest using group interviews
economic entrepreneurship o structured and other techniques. Organizes and integrates
social when actively integratingüCreate proposals for information, and proposes conclusions about the factors that
information about a value situation. they originate.
that affects a group of
users, generate explanations andüApply skills
define patterns regarding their techniques. Design creative alternatives for value propositions. X X
innovative solutions that it represents through prototypes, and the
needs and expectations for
create an alternative solutionüWorks validate with possible users. Define one of these by integrating
viable that considers aspects cooperatively for suggestions for improvement and their ethical, social implications
environmental and economic.
ethical and cultural and redefines their goals and objectives.
ideas to generate results
positive social and environmental.üEvaluate the resultsTake actions to acquire the necessary resources to X
Implement sus project ideas of develop the value proposition. Plan the activities that
combining technical skills, entrepreneurship. you must execute to develop the value proposition integrating
project based on scenarios solution alternatives in the face of contingencies or situations
the actions and resources that unexpected events.
will need y work
cooperatively recombined
Select production processes of a good or service X X X X X X X X
their roles and responsibilities
1 relevant, and skillfully employs technical skills,
individuals for the achievement of a
being responsible with the environment, using
common goal, coordinates activities
and contributes to the initiative and
sustainably the natural resources and applying standards
of safety at work.
perseverance collective
resolviendo los conflictos a través
 of construction methods. Evaluate Plan the activities of your team ensuring that the X
the processes results
y people establish priorities and roles according to their roles,
partials, analyzing the equilibrium objectives. Accompanies and guides his colleagues so that
between investment and benefit, the improve in their performances by taking on
user satisfaction, and the responsibility for different roles within the team and proposes
social and environmental benefits solutions alternatives to possible conflicts.
generated. Incorporates improvements in
the project to increase the
quality of the product or service and Develop instruments for collecting information for evaluation X X
the efficiency of processes. the process and the outcome of the project. Classify the
information collected. Analyze the relationship between investment and
benefit obtained, the satisfaction of the users, and the
social and environmental benefits generated, incorporating
improvements to increase the quality of the product or service and the
efficiency of processes.

Expected level at the end of Access virtual platforms to develop learnings X

Cycle VII: the virtual environments of various curricular areas selecting options,
It unfolds in the environments generated by the tools and applications, and making configurations of
virtual when interacting in ICT. in an autonomous and responsible manner.
various spaces (such as portals
educational, forums, social networks,üCustomize environments
between others) of virtual ways.
conscious y systematic It employs various sources with criteria of credibility. X X
managing information andüManage information relevance and effectiveness using digital tools of
creating digital materials in the virtual environment. author when conducting research on a specific topic.
interaction with their peers of
different sociocultural contextsüInteract in environments
expressing his virtual identities.
personal. Apply various combined calculation functions to X
üCreate virtual objects solve various situations when systematizing
in various formats. information in a database and represents it
graphically.

Share and evaluate their school projects demonstrating X

skills related to the curricular areas when
2 proposes creative solutions and proposals in the
virtual communities in which it participates. Example:
Join a comic programming community
interactive.
 Document school projects when combining X X
animations, videos, and interactive material in different
formatos con creatividad e iniciativa. Ejemplo: Crea un blog
to promote and spread your entrepreneurship project.

Publish school projects using diverse information X

according to guidelines for organization and citation combining
digital materials in different formats. Example: Create
a virtual album as an art gallery with images
obtained from various sources, or shows a virtual gallery
with text, videos, and photos of diverse cultures.

Program logical sequences establishing conditions of X

decision that presents solutions in accordance with the problem
effectively raised.

Expected level at the end of Manage your Set viable learning goals based on X
Cycle VII: learning of their associated experiences, needs, priorities of
Manages their learning autonomously. learning, skills and attitudes for task achievement
autonomously when giving simple or complex, asking questions in a way
account of what one must learn,üDefine goals of reflective and constantly.
when establishing priorities in learning.
carrying out a task taking
consider its feasibility forüOrganize actions
define your personal goals. strategic for
Understand that you must organize yourself to achieve your goals.
the most realistic and specifically learning. Organize a set of actions based on time and X
possible and that what is proposed is
of the resources available, for which it establishes a
achievable, measurable and considerateüMonitor and adjust an
your
order and a priority that allows them to reach the goal in the
the best strategies, performance during the determined time with a considerable degree of quality
procedures, resources, learning process. in the actions in a sequenced and articulated manner.
scenarios based on their
experiences and anticipating possible
changes in courses of action that
3 allow them to reach the goal.
Monitor permanently
their progress regarding the goals
 of prior learning Continuously review the application of strategies, X X
established when assessing the level of the progress of the proposed actions, their experience
achievement of their results and the previous, and the sequence and prioritization of activities that
viability of the goal regarding hacen posible el logro de la meta de aprendizaje. Evalúa los
his/her actions; if he/she believes it
results and the contributions that others provide to
it is convenient to make adjustments to the
decide whether or not to make changes to the strategies for the
plans based on the analysis of success of the learning goal.
his advances and the contributions of the
working groups and your own
showing willingness to the
possible changes.

Approaches
Values Attitudes U1 U2 U3 U4 U5 U6 U7 U8
Transverse
Willingness to know, recognize, and value the individual and collective rights that X X
Awareness of rights we have people in the private and public sectors

Approach of Willingness to democratically choose the way to act within an X X

Freedom and responsibility society
Rights
Willingness to converse with other people, exchanging ideas or affection in a X way X
Dialogue and Concertation alternative to build a common stance together

Recognition of the inherent value of each person and their rights, above X X X X
Respect for differences any difference
Approach
inclusive or of Willingness to teach by providing students with the conditions and opportunities X X X X
Equity in education what each one needs to achieve the same results
Attention to the
diversity
Willingness to place expectations on a person, sincerely believing in their X X X X
Trust in the person capacity for overcoming and growth regardless of any circumstance

Recognition of the value of diverse cultural identities and relationships of X X

Respect for cultural identity belonging of the students

Approach Willingness to act fairly, respecting the rights of all, demanding their X X
Justice own rights and recognizing rights to those who correspond
Intercultural
Promoting equitable interaction between diverse cultures through dialogue and X X
Intercultural dialogue mutual respect
 Recognition of the inherent value of each person, above anything else. X
Equality and Dignity gender difference

Willingness to act in such a way that everyone receives what they deserve, in X
Focus of Justice especially for those who are affected by gender inequalities
Equality of
gender Recognize and value the emotions and affective needs of others and show X
sensitivity towards them in identifying situations of gender inequality,
Empathy thus highlighting the ability to understand or accompany people in such
emotions or affective needs

Willingness to collaborate for the well-being and quality of life of future generations X
planetary fatherhood and intergenerational equity
present and future, as well as with nature taking care of the planet

Willingness to evaluate the environmental impacts and costs of actions and activities X
Approach daily, and to act for the benefit of all people, as well as the systems,
Justice and solidarity
Environmental shared institutions and media that we all depend on

Appreciation, valuation, and willingness to care for all forms of life on Earth X
Respect for all forms of life from a systemic and global perspective, revaluing ancestral knowledge

Willingness to recognize that, in the face of different starting situations, certain requirements are needed. X X X X
Equity and justice compensations to those with greater difficulties

Willingness to unconditionally support people in compromised situations or X X X X

Approach Solidarity difficult
Orientation to
common good Affective identification with the feelings of the other and willingness to support andX X X X
Empathy understand their circumstances

Responsibility Willingness to value and protect the common and shared goods of a collective X X X X

Willingness to adapt to changes, modifying oneself if necessary. X X

conduct to achieve certain objectives when difficulties arise,
Flexibility and openness unknown information or new situations.
Approach of
Search for the
excellence Willingness to acquire qualities that will improve one's performance and increase the X X
Overcoming state of satisfaction with oneself and with circumstances
personal

IV. ORGANIZATION OF DIDACTIC UNITS

Bimonthly Units Number of Weeks Inicio y Término

Unit 1 5 weeks from 11-03-19 to 11-04-19
1
Unit 2 5 weeks 12-04-19 al 17-05-19
 Unit 3 5 weeks May 20, 2019 to June 25, 2019
2
Unit 4 5 weeks June 26, 2019 to July 24, 2019

Unit 5 5 weeks 12-08-19 al 11-09-19

3
Unit 6 5 weeks 16-09-19 al 18-10-19
Unit 7 5 weeks 21-10-19 to 21-11-19
4
Unit 8 4 weeks 22-11-19 al 20-12-19

General evidence of
Bimesters Unit Number Unit description
unit

Unit name: "Editing management documents in Ms Word, respecting the rules of

coexistence
Significant situation: In the I.E 'A de A', a lack of empathy among peers is observed, attitudes
selfish individuals who hinder the conditions for teamwork and reaching consensus, which manifest themselves
in the little practice of values in the school family, ignorance of how to live in democracy, the lack of
empathy, etc. In this situation we assume the following right: How will we achieve coexistence?
democratic within the I.E.? Why? What should I do to avoid the presence of conflicts? Documents in the software
among the students?, How to resolve conflicts assertively?. For this in the area of MSWord:
1st Unit
Education for Work - Computing and Information Technology, is proposed: 4Curriculum vitae
(03-01-19 to 04-11-19)
The creation of documents in the MSWord program such as: resumes, comic strips, and posters. 4Comics
4Mother's Day card
related to business themes and good coexistence; in this way skills will be improved
students' social aspects.

1st Bimestre
Unit name: 'Assertively using the Open Project information medium and social networks'
for Project Management
Significant situation: The students of the I.E 'Alonso de Alvarado' make use of technology using
for this technological means: cell phones, tablets, laptops, computer. However, they do not make proper use.
from these, using chat and games during class hours hinders the achievement of learning, finding oneself
in danger from situations of harassment, pornography, overseas calls. In light of this, we assume the following right:
What to do to achieve the proper use of social networks among our students? Why? What File in OpenProject:
2nd Unit
strategies I can apply for students to develop critical thinking and learn how to Development of diagrams of
(04-12-19 to 05-17-19)
make correct decisions that allow for the proper use of technological means and networks Gantt and Pert
social? For this, in the area of Education for Work - Computing and Informatics, it is proposed: To use the
OpenProject program and social networks to manage entrepreneurship projects; in this way it is given
a pertinent use of information technology.
 Unit name: 'Reaffirming our institutional or business identity by embodying it in the
image editing and applying animations
Significant situation: Our educational institution Alonso de Alvarado is considered a leader in education.
secondary education in the province of Utcubamba, this recognition is being lost due to the lack of
Institutional Identity of the current educational actors. In the educational institution, activities are carried out where it is noticeable that
little participation, especially from students and parents.
For this reason, we have deemed it appropriate to involve the entire community in active participation. Gimp and Scratch
educational, especially for students, for this it is important that they know and take ownership of their identityRetouched photos and
3rd Unit institutional, in this situation we assume the following right: How to make students hallucinatory animations to the
(20-05-19 al 25-06-19) Do you identify with and feel love for the institution? What customs and traditions does my institution have? Educational Institution
How are they celebrated? What can we do to improve and value our institution? What role
Does my institution fulfill its role in society? For this, in the area of Education for Work - Computing and
Computer science proposes: Image editing and application of animations related to identity
institutional (transparency of images, gif images, custom movements) that will allow focusing and
generate a sense of belonging to the institution.
2nd Bimestre

Unit name: "We program animations about our culture, valuing the environment"
environment
Significant situation: At the I.E 'Alonso de Alvarado', there is little awareness observed in the students.
environmental, as they pollute by throwing trash, do not practice the three Rs and neglect the care of the areas.
greens, thus demonstrating ignorance of the negative effects that these attitudes produce; in the face of this
situation we take on the following challenge: How to develop environmental awareness in students? The Scratch software
4th Unit What can we teach students to develop environmental awareness and encourage them to participate in... 4Animations
(26-06-19 to 24-07-19) an active way? For this in the area of Education for Work - Computing and Informatics, we
proposes:
Creation of animations that promote environmental care. The care of our community.
 Unit Name: 'Creating a website in ExeLearning, we develop attitudes to reduce'
Bullying
Significant situation: In the students of the Alonso de Alvarado Educational Institution in the city of
Bagua Grande has shown a considerable rate of bullying. The same manifests in
physical and verbal aggression, this situation arises due to a macho culture, due to low self-esteem,
cases of homophobia, physical traits, disability, and low academic performance; in the face of this situation we assume the
Following this: How to prevent or minimize acts of bullying? What consequences does it generate?
5th Unit Bullying and how to deal with it? For this, in the area of Education for Work - Computing andExe Learning software
(12-08-19 al 11-09-19) Informatics is proposed: 4Website
Create a website about a business idea, adopting attitudes that allow for reducing bullying.

3rd Bimestre Unit name: 'We design high-impact presentations on the activities of a
company, fostering love for the homeland
Significant situation: In the Educational Institution Alonso de Alvarado, the problem of lack of
civism showing indifference towards the respect of national symbols and civic dates, little interest in
to know the civic dates, the little practice of positive attitudes towards adults, so that the
teachers and students of the institution being aware of the indifference have found themselves needing
development of identity which is a fundamental element for the comprehensive formation of students; in the face of
Presentations in MS Power
In this situation we assume the following rule: What actions should we take to respect civility?
6th Unit Point
What positive attitudes should we adopt towards adults? Why? For this reason in the area
(16-09-19 al 18-10-19) 4Novel slides and
from Education for Work - Computing and Informatics, it is proposed:
animated
Prepare a dynamic presentation on how to behave at work, centered around respect and
civism.
 Unit name: "We use Microsoft Excel in the design of documents on organization of
a local company, strengthening our cultural identity
Significant situation: It is observed in the students of the Alonso de Alvarado Educational Institution.
dance practices and various foreign stereotypes, including the negative influence of the media
communication with programs that encourage the practice of these stereotypes, generating in the students
a rejection attitude towards the customs and traditions of their region. In light of this situation, we take the following
Spreadsheets in MS Excel
7th Unit challenge: What activities will strengthen cultural identity? Is every trend good? What 4Payment receipts
(21-10-19 to 21-11-19) What customs exist in your community? Do you practice them? Do you think that local companies... 4Forms
they emphasize the strengthening of cultural identity? For this in the area of Education for the
Work - Computing and Information Technology, proposes: Design spreadsheets that allow managing processes of
business in companies in my locality, emphasizing the strengthening of cultural identity.

Nombre de unidad: “Editando videos educativos y de emprendimiento, haciendo frente al consumo

4th Semester of narcotics
Significant situation: In the I.E. Alonso de Alvarado, the consumption of alcoholic beverages is observed.
of some students when interacting in the community (very rarely in the educational institution).
Inadequate behaviors such as: physical aggression, hyperactivity, passivity, etc. To this
situation we assume the following right: What are the effects on our physical and mental health,
consumption of alcoholic beverages? How to raise the low self-esteem in our students? What
8th Unit strategies I can apply for students to develop critical thinking and learn to Power Director
(22-11-19 al 20-12-19) Making assertive decisions in the face of peer pressure to abstain from drug use? Educational videos
To this end, in the area of Education for Work - Computing and Informatics, it is proposed:
Edit videos about characters who have ventured, facing many obstacles, videos about the
consecuencias del consumos de drogas, videos sobre convivir en la navidad respetando a la familia.

V. METHODOLOGICAL STRATEGIES

Methods Techniques Strategies

Inductive-Deductive, demonstrative method and theObservation, brainstorming, presentation, dialogue, contests, Presentation of analogies, analysis of videos, use
creative method. laboratory demonstration, directed practices, and teamwork. software, creation of visual organizers.

VI. GUIDELINES FOR EVALUATION

 The evaluation will be permanent, formative, comprehensive, continuous, and unit closure.
The evaluation is descriptive - out of twenty; 0-20.
o Son criterios las competencias, capacidades y desempeños del área.
Instruments such as development tests, checklists, registration guides, rating scales, observation sheets, and rubrics will be used.
The types of assessments to be used will be: diagnostic; which will allow us to identify the learning needs of our students and from there begin the teaching process.
formative; it will allow us to guide and improve the teaching process, and summative; we will use it at the end of the teaching process in order to know if the objectives were achieved.
proposed learnings.

VII. MATERIALS AND RESOURCES

MEDIA / RESOURCES MATERIALS

Laptops/PCs, multimedia projector, digital camera, devices of Separates / modules, practical sheets, material prepared by teachers and students, virtual material (Programs:
removable storage, internet service Ms Word, Ms Excel, Ms PowerPoint, Gimp, Scratch, ExeLearning, OpenProject and PowerDirector.

VIII. BIBLIOGRAPHIC REFERENCES

Office Automation Module.

• Tutoriales:
Gimp: [Link]
[Link]
Scratch: [Link]
ExeLearning: [Link]
OpenProject: [Link]
Power Director: [Link]
• General studies – basic computing. Available at[Link]
• MINEDU (2010). Orientaciones para el Trabajo Pedagógico del Área de Educación para el Trabajo (4° ed.). Lima: Corporación Gráfica Navarrete S.A.
MINEDU (2016) National Curriculum of Basic Education. Lima
• MINEDU (2016) Secondary Education Curriculum Program. Lima
• Action and Development (2013). Methodological Guide: Business Ideas and Plans. Lima.
Ramos, I. R. (2013) Managing Your Own Business 1. Lima, Peru. Editorial MACRO.
 Bagua Grande, March 2019

_________________________ _________________________ _________________________

VºBº DIRECTOR VºBº COORDINATOR RESPONSIBLE TEACHER
 UNIT PROGRAMMING FOR THE SECOND YEAR OF SECONDARY SCHOOL

Editing management documents in Ms Word, respecting the rules of coexistence

Unit 1 (5 weeks)
Cycle VI - Second year of secondary school

I. INFORMATIVE DATA

Educational Institution Alonso de Alvarado

1.2. Director Donald Cubas Hurtado
1.3. Deputy Director Pedro Gonzáles Vílchez
1.4. Responsible Teacher :José Rosvel Carrera Sánchez
1.5. Curricular Area Education for work
1.6. Degrees and Sections According to A, B, and D

1.7. Academic year : 2019

II. LEARNING OBJECTIVES

COMPETENCIES/
PERFORMANCES
CAPABILITIES
Manage economic or social entrepreneurship projects
üApply skills Uses technical skills to produce a good or provide services while being responsible to the environment, using resources sustainably.
techniques. natural resources and applying safety regulations at work.

It unfolds in the virtual environments generated by ICT.

üCustomize environments Organize applications and digital materials according to their utility and varied purposes in a specific virtual environment, such as a television.
virtual personal computer, mobile device, virtual classroom, among others, for personal use and educational needs.

Manages their learning autonomously.

üDefine goals of Set viable learning goals associated with their potential, knowledge, learning styles, skills, limitations.
learning. personal and attitudes for task achievement, asking questions reflectively.

CROSSCUTTINGAPPROACHES VALUES ATTITUDES THATARE DEMONSTRATED

 Teachers and students create spaces for reflection and criticism on the exercise of rights.
individuals and collectives, especially in groups and vulnerable populations.
Awareness of rights
Los docentes promueven formas de participación estudiantil que permitan el desarrollo de
Rights-Based Approach citizen competencies, articulating actions with the family and community in the pursuit of the good
Freedom and responsibility común.
Teachers promote and students practice deliberation to reach agreements in the
Dialogue and Concertation
reflection on public matters, the drafting of regulations or others.
Teachers and students demonstrate tolerance, openness, and respect for each and every one, avoiding
any form of discrimination based on prejudice against any difference.
Respect for differences
Teachers plan and teach considering differentiated times, spaces, and activities.
Inclusive approach or Attention to according to the characteristics and demands of the students, which are articulated in situations
diversity significant linked to their context and reality.
Equity in teaching
Teachers demonstrate high expectations for all students, including those who
they have diverse styles and different learning rhythms or live in difficult contexts.
Trust in the person

III. SIGNIFICANT SITUATION

In the I.E 'A de A', a lack of empathy among peers is observed, with selfish attitudes that hinder the conditions for teamwork and reaching consensus.
they manifest in the little practice of values in the school family, ignorance of how to live in democracy, the lack of empathy, etc. In light of this situation, we take on the following
challenge How will we achieve democratic coexistence within the Educational Institution? Why? What should I do to prevent conflicts among the students? How
to solve conflicts assertively? For this, in the area of Education for Work - Computing and Informatics, it is proposed:
The creation of documents in the MSWord program such as: resumes, comics, and posters related to business themes and good coexistence; in this way
se mejoraran las habilidades sociales de los estudiantes.

IV. CRITERIA, EVIDENCES OF LEARNING AND ASSESSMENT INSTRUMENTS

EVIDENCE
EVALUATION CRITERIA EVIDENCES OF
COMPETENCIAS PERFORMANCES GENERALINSTRUMENTS
(SPECIFIED PERFORMANCES) LEARNING
UNIT
Use technical skills to produce a good or Use technical skills to produce4Uses tools Documents in Tests of
providing services while being environmentally responsible, a good while being environmentally responsible, editing in the MS Word program the software
development in
Manage projects sustainably using natural resources and using the computer and applying4Insert and apply formats in MS Word: laboratory.
of entrepreneurshipapplying safety standards at work. workplace safety regulations. images and shapes in MS WordüCurriculum
economic or social 4Prepare documents in MS Vitae Guide of
Word üComic strips registration.
 Organize applications and digital materials according to their Organize applications and digital materials4Organize worked files Checklist.
It unfolds in
utility and various purposes in a virtual environment according to their utility and various purposes in the MS Word program
virtual environments
determined, such as television, personal computer, computer. folders.
generated by the Rubric.
mobile device, virtual classroom, among others, for use
TIC
personal and educational needs.
Determine viable learning objectives associated with their viable learning objectives.4Show perseverance in
potentials, knowledge, learning styles, according to their potentials, styles of creating documents in MS
Manage your
skills, personal limitations and attitudes for learning and attitudes for achieving Word.
learning of
achievement of the task, asking questions while using the computer, asking oneself4Reflect about your
autonomously.
reflexive. reflective questions. learning when using the
computer.

V. SEQUENCES OF SESSIONS

Session 1: "Identifying the Session 2: "Describing the rules Session 3: "Exploring the market" Session 4: "Differentiating Goods"
rules of coexistence of security in the computer room in my community of the services
In this session as the continuation of the
In this session as the start of the unit previously the teacher will inform the In this session, the students will analyze In this session, continuing with what
the students and the teacher will give themselves the Students the rules to take into account ideas about the market in the locality. In learned, the students will differentiate
welcome, details will be provided later to interact in the computer classroom. this session aims for the students clearly the goods of the services;
classroom coexistence rules. recognize the importance of the new ones recognizing that these are created for
market environments. satisfy needs.

Session 5: "Introduction to MS Session 6: "Using the Session 7: "Working with shapes and Session 8: "Developing a
Word editing tools images Curriculum Vitae

In this session, continuing with what In this session, continuing with what In this session, continuing with what
In this session, the students will use learned, the students will manipulate the learned, the students will insert shapes learned, the students will edit a
the computer to know the use editing tools in the MS program and images to style a document. curriculum vitae, which is a document
basic of the MS Word program; in this it Word. As will also be mentioned The students will use the tools what is used when requesting a
they will study the parts of the environment of the general typing techniques. from the FORMAT tab. employment.
interface of such program.

Session 9: "Creating a comic" Session 10: "Presenting my

about the local market creative comic strip

In this session, continuing with what In this last session, the students
learned, the students will use forms they will present their work virtually,
and images to create a comic about this consolidates the learning of
the current market in the locality. all classes of the unit.

VII. MATERIALS AND RESOURCES

MEDIA / RESOURCES MATERIALS

Laptops / PCs, multimedia projector, devices of Separates / modules, practical sheets, materials prepared by teachers and students, virtual materials
removable storage (Programs: Ms Word).

_________________________
RESPONSIBLE TEACHER
 UNIT PROGRAMMING FOR THE THIRD YEAR OF HIGH SCHOOL

Editing management documents in Ms Word, respecting coexistence norms

Unit 1 (5 weeks)
Cycle VII - Third year of secondary school

I. INFORMATIVE DATA

1.1. Educational Institution Alonso de Alvarado

1.2. Director Donald Cubas Hurtado
1.3. Deputy Director Pedro Gonzáles Vílchez
1.4. Responsible Teacher José Rosvel Carrera Sánchez
1.5. Curricular Area Education for work
1.6. Degrees and Sections Third D
1.7. Academic year : 2019

II. LEARNING OBJECTIVES

COMPETENCIES/
PERFORMANCES
CAPABILITIES
Manages economic or social entrepreneurship projects
üApply skills Select production processes of a good or service, and use relevant technical skills and implement them being responsible with
techniques. the environment, sustainably using natural resources and applying safety standards in the workplace.

It develops in the virtual environments generated by ICT.

üCustomize environments Build your personal profile when accessing applications or platforms for different purposes, and integrate into collaborative communities.
virtual virtual

Manages their learning autonomously.

üDefine goals of Set achievable learning goals based on their potential, knowledge, learning styles, skills, and attitudes.
learning. for achieving the simple or complex task, by constantly formulating questions in a reflective manner.

CROSS-CUTTINGAPPROACHES VALUES ATTITUDES THATARE DEMONSTRATED

 Teachers and students create spaces for reflection and critique on the exercise of rights.
individuals and collectives, especially in groups and vulnerable populations.
Awareness of rights
Teachers promote forms of student participation that allow for development of
Rights-Based Approach citizen competencies, articulating actions with the family and community in the pursuit of the common good
Freedom and Responsibility común.
Teachers promote and students practice deliberation to reach consensus in the
Dialogue and Concertation
reflection on public affairs, the formulation of regulations or others.

Teachers and students demonstrate tolerance, openness, and respect to each and every one, avoiding
any form of discrimination based on prejudice against any difference.
Respect for differences
Teachers plan and teach considering differentiated times, spaces, and activities.
Inclusive approach or Attention to according to the characteristics and demands of the students, which are articulated in situations
diversity significant linked to its context and reality.
Equity in teaching
Teachers demonstrate high expectations for all students, including those who
They have diverse styles and different learning rhythms or live in difficult contexts.
Trust in the person

III. SIGNIFICANT SITUATION

In the I.E 'A de A', a lack of empathy among peers is observed, selfish attitudes that hinder the conditions for teamwork and reaching consensus, which
they manifest in the little practice of values in the school family, ignorance of how to live in democracy, lack of empathy, etc. In the face of this situation, we assume the following
challenge How will we achieve a democratic coexistence within the I.E.? Why? What should I do to prevent the presence of conflicts among students? How
resolve conflicts assertively? For this purpose, in the area of Education for Work - Computing and Informatics, it is proposed:
The preparation of documents in the MSWord program such as: resumes, comics, and posters related to business themes and good coexistence; in this way
The social skills of the students will be improved.

IV. CRITERIA, EVIDENCE OF LEARNING AND ASSESSMENT INSTRUMENTS

EVIDENCE
EVALUATION CRITERIA EVIDENCE OF
COMPETENCIES PERFORMANCES GENERALINSTRUMENTS
(SPECIFIED PERFORMANCES) LEARNING
UNIT
Select production processes of a good or service, Select production processes of a4Use tools of Documents in Tests of
and employs relevant technical skills well, y employ technical editing skills in the MS Word program development in
Manage projects implement being responsible with the environment, using appropriate practices when using the computer and the4Insert and apply formats in MS Word: laboratory.
of entrepreneurshipsustainably the natural resources and applying implementation being responsible with the images and shapes in MS WordüCurriculum
economic or social safety regulations in the workplace. environment. 4Prepare documents in MS vitae Guide of
WordüComics registration.
 You build your personal profile when you access Build your personal profile using4Register his information Lista de cotejo.
Unfolds in
applications or platforms for different purposes, and there are applications applications or platforms.
personal when working in the
virtual environments
integrate into virtual collaborative communities. MS Word program.
generated by the Rubric.
ICT
They determine viable learning objectives based on determining viable learning objectives.4Show perseverance in
its potentialities, knowledge, styles according to its potentialities, styles of creating documents in MS
Manage your
learning, skills and attitudes for achieving learning and attitudes for achieving Word.
learning of
simple or complex task, asking task questions when using the computer, asking oneself4Reflect about his
autonomously.
in a reflective manner and constantly. reflective questions. learning when using the
computer.

V. SECUENCIAS DE SESIONES

Session 1: "Identifying the Session 2: "Describing the rules Session 3: "Exploring the market" Session 4: "Differentiating goods"
rules of coexistence security in the computer room in my community of the services
In this session as the continuation of the
In this session as the beginning of the unit previously the teacher will inform the In this session, the students will analyze In this session, continuing with the
the students and the teacher will give themselves the students the rules to keep in mind ideas about the market in the locality. In learned, the students will differentiate
welcome, details will be provided later to interact in the computer lab. this session aims for the students clearly the goods of the services;
classroom coexistence rules. recognize the importance of the new ones recognizing that these are created for
market environments. satisfy needs.

Session 5: "Introduction to MS Session 6: "Using the Session 7: "Working with shapes and Session 8: "Preparing a
Word editing tools images Curriculum Vitae

In this session, continuing with what In this session, continuing with the In this session, continuing with what
In this session, the students will use learned, the students will manipulate the learned, the students will insert shapes learned, the students will edit a
the computer to know the use editing tools in the MS program and images to style a document. curriculum vitae, which is a document
basic of the MS Word program; in this it Word. As will also be mentioned The students will use the tools that is used when requesting a
they will study the parts of the environment of the general typing techniques. from the FORMAT tab. employment.
interface of said program.

Session 9: "Creating a comic strip" Session 10: 'Presenting my

about the local market creative comic

In this session, continuing with what In this last session, the students
learned, the students will use forms they will present their work virtually,
and images to create a comic about this consolidates the learning of
the current market in the locality. all the classes of the unit.

VII. MATERIALS AND RESOURCES

MEDIA / RESOURCES MATERIALS

Laptops/PCs, multimedia projector, devices of Separates / modules, practical sheets, materials prepared by teachers and students, virtual materials
removable storage (Programs: Ms Word).

_________________________
Responsible Teacher