Year of unity, peace, and development

SCHOOL ENHANCEMENT PROGRAM

SCHOOL ENHANCEMENT PLAN 2023

The first semester

1. INFORMATIONAL DATA:

[Link] institution:

1.2 Professor (a):

1.3. Grado y sección: 5° GRADO

1.4. Duración: Del 03 de abril al 12 de mayo

1.5. Areas: Communication and Mathematics

[Link]ÓN

According to RVM 045 - MINEDU, the National School Reinforcement Strategy consists of developing pedagogical and management actions from an approach
territorial, in order for students to develop their competencies at the expected level for the V cycle. In the classroom, it begins with the identification of the level
learning profile of the students at the moment of the diagnostic evaluation and in the process, when the pedagogical activities are developed in
the classroom. Furthermore, the aforementioned strategy seeks to promote equal learning opportunities for students. School reinforcement is
a planned and differentiated pedagogical process, aimed at responding to the identified learning needs regarding development
of the skills related to the areas of Communication and Mathematics.
The National School Reinforcement Strategy is aimed at improving learning that allows students to develop competencies for.
continue learning, which involves managing their learning and developing their autonomy. Likewise, strengthening self-esteem which implies
strengthen, recover or develop the trust and self-esteem in the student. One effective way is to provide socio-emotional support during the
development of learning that is suited to their learning needs.

[Link] BASES
Law No. 28044 General Education Law.
 Law No. 28628 Law that regulates the participation of the PPFF.
Law No. 28988 Law that declares EBR as an essential public service.
D.S. N° 011-2012-ED Regulation of the General Education Law.
Supreme Resolution No. 004-2013-ED Regulation of the Teacher Reform Law.
R.M No. 0547-2012-ED, which approves the guidelines called 'Framework for Good Teaching Performance for Regular Basic Education Teachers.'
R.S.G No. 304-2014-MINEDU, which approves the guidelines called 'Good Performance Framework for Management.'
R. M N ° 281-2016, which approves the 'National Basic Education Curriculum.'
R. M No. 649-2016, which approves the curriculum program for early childhood education, the curriculum program for primary education, and the curriculum program for secondary education.

R. M N ° 159-2017-MINEDU, which modifies the National Curriculum and the curricular programs of initial, primary, and secondary education.
R.M. No. 474-2022-MINEDU "Provisions for the provision of educational services in educational institutions and programs of basic education for the year"
school 2023
R.V.M. No. 045 - 2022 - MINEDU "Provisions on the National Strategy for School Reinforcement for Primary and Secondary Education Students"
of regular basic education, national mobilization for the progress of learning
R.V.M. No. 094 -2020- MINEDU.
Supreme Decree No. 013-2022 'Guidelines for the promotion of socio-emotional well-being'

[Link] COMPETENCIES
The National School Reinforcement Strategy aims to ensure that students develop competencies for continuing to learn, as well as to strengthen their ...
socio-emotional dimension (management of emotions and time organization) transversally. For the School Reinforcement actions, the following have been considered
following competencies:

CURRICULAR AREA PRIMARY

COMMUNICATION Write various types of texts in your mother tongue.
Escribe diversos tipos de textos en castellano como segunda lengua.
He reads various types of texts written in his native language.
MATHEMATICS Solve quantity problems.
Solve problems of regularity, equivalence, and change.
Solves problems of shape, movement, and location.
Solves data management and uncertainty issues.

5. STAGES FOR THE PEDAGOGICAL IMPLEMENTATION OF SCHOOL TUTORING

STAGE DESCRIPTION
Diagnosis Stage First moment: Identification of learning needs and selection of students participating in the
National School Reinforcement Strategy. To start the School Reinforcement Strategy, each classroom teacher applied the
diagnostic assessment, with the purpose of identifying the strengths and learning needs of its students,
to serve them within the framework of diversity care.

Segundo momento: Organización de los estudiantes, horarios a ser atendidos. Considerando los resultados de la
diagnostic evaluation, the classroom teachers will form groups for differentiated attention considering the
diversity of students for the development of activities and the use of resources. Promoting that they develop a
collaborative and cooperative learning; in such a way that leaderships can be identified, and they are promoted
exchanges that help strengthen the self-esteem of each of the students. For this, the teacher of
The classroom has identified students with the greatest learning needs and particularities. In addition, it organizes
the moments when differentiated attention is given to students, in order for them to have greater
attention regarding teaching, learning, use of resources and materials and others that contribute to the
The student achieved the expected levels in the cycle and/or grade.
Third moment: Communication with families or guardians. The director of the educational institution, or whoever acts on their behalf, summons
meetings to inform families or guardians about the development of the Reinforcement strategy
School, its purpose, the participation and organization of students, as well as their schedules. In addition, it generates
commitments regarding the improvement of their children's learning, in accordance with the established protocol.

Development stage Analysis of results and projection of learning goals The classroom teacher implements the Reinforcement strategy
Schooling through the development of learning activities, making use of various resources and materials, such
such as: worksheets, sessions and others, taking into account the identified learning needs for their students.

Development of learning activities The learning activities of School Reinforcement respond to the
communication and/or mathematics skills, which will serve to address the identified learning needs
in the various evaluations. Transversally, activities related to the socio-emotional aspect are developed, which
Allow students to feel safe and motivated to learn as outlined in the protocol.
The School Reinforcement Strategy implements formative assessment, which takes place during the development of the
learning activities and through various activities that generate evidence in which the level of is observed
development of competencies. This allows for identifying progress, making timely decisions, and setting new challenges.
of learning and teaching, for continuous improvement.

Meetings with families and/or guardians are monthly meetings to inform about the progress of learning.
and the students, taking into account the diagnostic and process evaluations, as well as the identified needs
in their children in the development of the activities planned in the Educational Reinforcement, includes developmental actions
 socioemotional. The processes outlined in the teacher's protocol are considered.

Closing stage At this stage, the exit assessment is applied to the students. This assessment allows us to understand the progress made.
relation to the results of the diagnostic evaluation, as well as identifying those students who need
continue receiving School Reinforcement. The results obtained as a product of the exit evaluation will be part
from the information provided to parents, teachers, and the director of the Educational Institution. For the IIEE
belonging to the sample, the results are recorded in the report on school reinforcement in SIAGIE or another
system that will be proposed in the protocol.

6. RESULTS OF THE DIAGNOSTIC EVALUATION 2023

MATHEMATICS LEVEL OF PERFORMANCE

ACHIEVED PROCESS START

COMPETENCIES Total % Total % Total %

SOLVE QUANTITY PROBLEMS.

SOLVE PROBLEMS DE REGULARITY,

EQUIVALENCE AND CHANGE.

SOLVE PROBLEMS OF FORM, MOVEMENT AND

LOCATION.
SOLVES DATA MANAGEMENT PROBLEMS AND
UNCERTAINTY.

COMMUNICATION LEVEL OF PERFORMANCE

ACHIEVED PROCESS START

COMPETENCIES
Total % Total % Total %
READ VARIOUS TYPES OF WRITTEN TEXTS IN HIS
MOTHER TONGUE.
WRITE VARIOUS TYPES OF TEXTS IN YOUR
MOTHER TONGUE.

7. IDENTIFICATION OF STUDENTS REQUIRING SUPPORT FOR ACHIEVING LEARNING OUTCOMES

Level No. LAST NAMES AND FIRST NAMES

01

02

03

04

05

06

07

08

09

10

11

12

13

14

15

16

17

18
 19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

8. PROGRAMMING OF ACTIVITIES FOR THE FIRST BIMESTER - EXPERIENCE 2

AREA COMPETENCY ACTIVITY CAPABILITIES PERFORMANCE CRITERIA EVIDENCE

MATHEMATICS We represent Solve Translate amounts 5TH GRADE Express quantities Resolved file
quantities of problems from a expressions - Establishes relationships between data and one or until
more numbers of for the
various forms quantity numerical. actions of adding, removing, comparing, equalizing, five digits.
 Communicates its reiteration, grouping, and distribution of amounts. Represents quantities students
understanding about - Express with various representations four and digits
numbers and numerical language (numbers, signs and using the material
operations. verbal expressions. base ten.
Use strategies and Represent the
procedures of THOUSAND UNIT
estimation and calculation. how a new
Argument unit.
affirmations about
the relationships
numerical y the
operations.

COMMUNICATION We read for Lee diverse -Obtains 5TH GRADE Anticipate of what Resolved sheet
understand and types of informative texts del Identify relevant information from the text will address the story about
for los
identify written in your written text. with some complex elements and starting from the image.
students
our mother tongue. Inferences e varied vocabulary.
emotions interpret Integrates information located in different Infer the causes of
information del parts of the text. the different
text. -Deduce characteristics of characters, emotions of the
Reflect and evaluate animals, objects, and places, as well as the characters en the
the shape, the meaning of words according to the context. history.
content y the Explain the subject and purpose of the text.
context of the text. -Share your opinion on the content of the text and Infer the relationships
justifies their position. of cause and effect,
similarity and difference
problem solving of
the different
emotions in the
characters of the
history.
MATHEMATICS We break down Solve Translate quantities 5th GRADE Express of Solved form
natural numbers problems of a Expressions - Establishes relationships between data and actions different ways a for the
quantity numerical. to divide the unit or an amount into parts number for students
Communicate they are equal, and transforms them into expressionsdecomposition.
understanding of numerical (model) fractions and addition, -Uses the
the numbers and the subtraction and multiplication of these. equivalences between
operations. - Express with various
units representations
for and
Use strategies and numerical language (numbers, signs and decompose a
 procedures of verbal expressions) their understanding of:number.
estimation and calculation. The positional value of a digit in numbers
Argument up to six digits, when making equivalences
affirmations about tens of thousands, thousands units,
the hundreds, tens, and units relationships; as well as of
numerical y the positional value of decimals up to the tenths,
operations. its comparison and order.

COMMUNICATION We read a Lee various - Obtains 5TH GRADE Ubique information Resolved file
history types of informational texts deleteIdentify relevant information from the text explicit in various for the
solidarity and writings in its written text. with some complex elements and parts of the text students
varied vocabulary. Antushca and the
gratitude mother tongue. -Infers e
Integrates information located in different mystery of the auqui
interpret
parts of the text. I selected the
information del information of the text
-Deduce characteristics of characters,
text. animals, objects, and places, as well as the from other places
- Reflect y meaning of words according to the context. similar (phrases or)
evaluate the form, theExplain the topic and purpose of the text. images) for
content y the -Give your opinion on the content of the text and answer questions.
I deduced them
context of justifies his position.
text. Explain the usefulness of the elementscharacteristics of the
basic language norms that promote characters from the
understanding. reading. I did it. I
I am trying. In
What do I need to improve?
I reflected on the
drought and the ways of
prevent damage from its
cause.

FIRST BIMESTER ACTIVITY SCHEDULE - EXPERIENCE 3

AREA ACTIVITY COMPETITION CAPACITY PERFORMANCE CRITERIA EVIDENCE
We express the Resuelve Translate amounts 5th GRADE Understand how Card
MATHEMATICS positional value problems of the expressions Establish relationships between data and one or represent numbers solved by
of the numbers quantity numerical. more actions to add, remove, compare, different the
equalize, reiterate, group, and distribute shapes.
Communicates his students
quantities, to transform them into Use the
understanding about the
numerical expressions. decomposition
numbers y the
 operations. Express with various representations and positional and the
Use strategies and numerical language (numbers, signs and equivalences of
procedures of verbal expressions) their understanding of: appropriate way.
estimation and calculation. The positional value of a digit in numbers -Carry out the activity
up to six digits, when making equivalences proposal.
-Argument
among tens of thousands, units of
affirmations about thousands, hundreds, tens and units; thus
the relationshipsas for the positional value of decimals
numerical y the up to the tenth, its comparison and order.
operations.
COMMUNICATION We read Lee various types -Obtains information 5th GRADE Identify File
birthday of the written texts of the written text. - Identify relevant information from the explicit information resolved by
Ana in his text with some complex elements and
language - Infers and interprets that is found in the
varied vocabulary. different parts of the
maternal. information del students
Integrates information located in text.
text. -Explain the topic and the
different parts of the text.
Reflect and evaluate purpose of the
Deduce character traits,
the form, the content animals, objects, and places, as well as the texts that I will read by
and the context of meaning of words according to the context. myself or for me
text. Explain the topic and purpose of the text. same, just like the
Share your opinion about the content of the text and relationships text-
justifies his position. illustration.
I will determine the
meaning of the
words according to the
context of the
reading.

MATHEMATICS We add and Solve Translate amounts 5TH GRADE Understand what Card
we subtract of problems of a expressions Establish relationships between data and one or operations I must resolved by
way quantity numerical. more actions to add, remove, compare, to carry out in each the
equalize, reiterate, group, and distribute
strategic Communicate su situation students
quantities, to transform them into
understanding about the problem.
numerical expressions (model) of addition
numbers y the and subtraction. Find it
operations. Establish relationships between data and strategy that I
Use strategies and actions of dividing the unit or a quantity helped to carry out
procedures of in equal parts, and transforms them into better the activity.
estimation and calculation. numerical expressions (model) of Carry out the
 Argumenta fractions and addition, subtraction. activity
affirmations about proposal.
the relationships
numerical y the
operations.
COMMUNICATION We read the gift Lee various types - Get information 5TH GRADE Infer the causes of Card
precious of written texts of the written text. Identify relevant information from the different solved by
in your language - Infers and text with some complex elements and
interprets emotions of the the
varied vocabulary. characters in the
maternal. information del students
Integrate information located in history.
text.
different parts of the text.
Reflect and evaluate Opine y offers
-Deduce character traits,
the form, the content animals, objects, and places, as well as the reasons about the
and the context of meaning of words according to the context. content of the text
text. Explain the topic and the purpose of the text. about emotions.
Give your opinion about the content of the text and

justify his position. Identify the idea

-Comment on the content of the text and central to the story
justifies his position. read.
Explain the usefulness of the elements
basic norms of the language that
they favor understanding.
MATHEMATICS We represent Solve Translate amounts 5TH GRADE Establish relationships Card
quantities problems of the expressions Establish relationships between data and one or among the objects resolved by
using Your amount numeric. more actions to add, remove, compare, that groups and redeems, the
equalize, reiterate, group and distribute to compose y
equivalences Communicate su students
amounts, to achieve their equivalences. decompose the
understanding about the
Express with diverse representations and hundred y
numbers y the numeric language (numbers, signs and represent the value
operations. verbal expressions) their understanding of: of each digit of a
Use strategies and The positional value of a digit in number of three
procedures of numbers of up to six digits, when making figures.
estimation and calculation. equivalences between tens of thousands, Perform
Argument thousands, hundreds, tens and affirmations about
affirmations about units; as well as the positional value of the equivalences
decimals up to the tenth, their comparison among the hundreds,
the relationships
and order. tens and units.
numerical y the
operations.
COMMUNICATION Peter en He reads various types - gets information 5TH GRADE Share your opinion about the Card

birthday of the written texts of the written text. Identify relevant information from attitude of one of the resolved by
Sara in text with some complex elements and
your Language - Infers and interprets characters of the the
varied vocabulary. history.
maternal. information del students
Integrate information located in Infer the
text. cause-and-effect relationships
different parts of the text.
Reflect and evaluate effect similarity
-Deduce character traits,
the form, the content animals, objects, and places, as well as the difference y
and the context of the
meaning of words according to the context. problem solution of
text. Explain the topic and purpose of the text. the different ones
Share your opinion about the content of the text and emotions in the
justifies his position. characters of the
history.

[Link] ACTIONS AND RESOURCES

What you should do before the What resources or materials

activity? they will be used in these
activities?
 • Review the evaluation criteria, it can be adapted according to the
students'needs. • Printed cards
• Base ten material (cubes,
• Review the activities on the sheet and deepen your understanding of
the concepts that have been considered for each activity. bars and plates
10 and 100 sole bills, and
• Propose playful strategies for organizing your students.
sol coins 1
• Organize the specific materials that will be used, such as the • Additional work sheets if
material base ten, the bills, the coins, etc.
it is deemed appropriate, pencil and
• Create an atmosphere of kindness and motivation. Use a melody. notebook
smooth and pleasant.

SIMULTANEOUS ACTIVITIES
• Greet your students with attitudes of kindness and warmth.

• Ask them to comment on how they feel and what excites them about being here. Listen to them carefully in order to take action.
in a timely manner with empathy and assertiveness.

• Then, communicate the purpose of each activity.

• He comments that today they will carry out an activity that will interest them a lot. To do this, they will read their cards, participate in the understanding and
resolution of this.

• Ask them: 'How should we behave so that everyone can learn?' Write down the ideas they mention.
mode of "rules of coexistence", and read the question again in case they want to add any other idea.

10. FINAL CONSIDERATIONS

SIMULTANEOUS ACTIVITIES

Create a space to discuss the task completed. Ask your students how they are feeling.
Promotes reflection on the development of the activity:
What did they learn?
What difficulties did they encounter? How did they resolve them?

How can you use what you've learned in daily life?

[Link] AND MATERIALS FOR THE STUDENT

Student Work Notebooks 2023
glues
Paper bags
Markers
Bond Paper
Markers

12. SOURCES OF CONSULTATION

National Curriculum of Basic Education. Lima. MINEDU
Primary Education Curriculum Program. Lima. MINEDU
CNEB[Link]
RM 747 – 2022 – MINEDU
[Link]
RM 045 - 2022 - MINEDU
[Link]

13. REFLECTIONS ON LEARNING:

What progress did the students make in their learning?
What are the main difficulties observed in students at the end of this teaching unit?
What learnings should I reinforce in the next learning experience?
What activities, strategies, and materials worked and which did not?
Other observations

Vº Bº DIRECTION Classroom Teacher

ANNEXES
 RVM No. 474 - 2022 MINEDU
[Link]
v=1669906268
 RVM No. 045 - 2022 MINEDU
[Link]
Unique contacts:
Miss Wendy III CYCLE 998591174 III CYCLE[Link]
Miss Yessenia IV CYCLE 933623393 IV CYCLE[Link]
Miss Jezabel IN CYCLE 978387435
IN CYCLE[Link]

[Link]
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