Basic Education Study Program.

Second
Degree
Language and Literature Program
Presentation of the Language and Literature area

The functional importance of mastering the language as an instrument is evident.

through which human interaction is ensured, the foundation of personal changes,
social and cultural challenges posed by the dynamics of the current world. For this reason, the
the function that society assigns to the school has one of its basic principles
development of the communicative potentialities of the human being, essential for its
integral programming.
The previous statements establish an approach for the area of language and literature.
communicative function that differs from traditional frameworks, which are focused on theory
grammatical, historicism, and literary formalism. This approach addresses the development of
the student's communicative competence, understood not only as the knowledge of
linguistic system and non-verbal codes, but also, the adequacy of its
linguistic performance to different contexts and communicative situations.
The orientation of the area is based on theories related to development.
evolutionary and meaningful learning (Vygotsky, Piaget, Ausubel) and in the new ones
aportes de la lingüística. Entre estos aportes destacan las propuestas teóricas y
methodological approaches of Psycholinguistics that explain the processes of acquisition and development
of language; the variability derived from the use of the language in different contexts
communicative, the central axis of Sociolinguistics (Labov, Hymes), the attention to the diverse
language functions of children (Halliday). Likewise, attention is given to intentionality
communicative nature of every speech act, one of the topics of reflection in Pragmatics
and the text as the basic unit of human communication, center of propositions of
the Theory of Text.
The pedagogical implications of the previous ideas reaffirm the principle that the
the teaching of the language requires knowledge of genuinely functional variants within
a specific linguistic community. These ideas, further reinforced by approaches
ideological (evaluation of identity as Venezuelan) and psychological (respect for the)
prior knowledge that the child brings), impose the recognition of Spanish from
Venezuela, in its multiple varieties. In the indigenous communities, it will be considered,
also, the language varieties of the different ethnic groups.
Se propicia una didáctica que atiende no sólo a contenidos conceptuales, sino también a
procedural and attitudinal contents that promote learning to learn,
the reflection on the functioning of language and the student's approach to the
literature for your enjoyment and appreciation, as literary creation texts play a
fundamental role in the formation of autonomous readers. The area stimulates access to the
writing and reading as pleasurable actions that provide enrichment
personal. When addressing the processes of comprehension and production of both spoken language
as with writing, student participation in activities is considered essential
allow them to analyze, synthesize, opine, paraphrase, infer, anticipate, investigate,... to
build, thus, from their prior knowledge, their own learning process.
The language is conceived not only as an abstract system but also as an instrument.
of communication that can be used and in fact, is used, to achieve various objectives:
dialogue, investigate, inform oneself, write to family and friends, build a story,....
aspire with this for the child to put their abilities into play by discovering and internalizing not
not only the linguistic rules but also the social impositions of the community in the
that unfolds.
In the first stage of Basic Education, the child acquires the system of written language.
Literacy is a central objective in this period, therefore, it is essential that in a
an environment full of harmony and enjoyment, where one is given the opportunity to interact
permanently in reading and writing activities that allow him to grasp the
complexity and functionality of written language in various life situations
daily. One should not be literate 'from the outside' with prescriptive methods; the teacher must
to know and respect the various hypotheses that children pose for the construction of the
written language, and based on the levels of conceptualization in which they are found,
foster activities that allow them to write and read spontaneously and that facilitate them
to advance, structuring and restructuring their hypotheses until achieving the acquisition of
code. (Ferreiro, Teberosky, Kaufman, Lerner...)
Ultimately, the purpose of teaching and learning the language is to achieve development.
of the student's communicative competence addressing the processes of understanding and
production in oral and written language, taking into account the use of registers
suitable for each situational context. In this first stage of literacy, there
it will consider as its essential purpose the acquisition and progressive development of skills
for comprehensive reading and for appropriate expression and communicative interaction, to
through the orality and writing of various types of texts, as well as the approach and
gradual interaction with literature as a source of enjoyment and recreation.
Content Blocks
The Language and Literature program is organized into four content blocks of
agreement with the general goals of the area:

The Oral Exchange

To read and to write!

Reflections on language

Literature: the world of imagination

Oral exchange encompasses the content acquired in learning experiences.
related to the use of spoken language in text production activities (speaking) and
understanding (listening). The child enters school with prior knowledge in
area, consequently, the teacher must guide the pedagogical work to strengthen the
preexisting knowledge and incorporate new ones progressively within a
significant context.
Through the contents of this block, the child will develop their skills for
comprehension and production of oral texts for various purposes: to inform, to converse,
to tell, to describe, to argue, etc., according to the different situations
communicative situations that arise in the school, family, and community.
the child will practice the acquisition and use of intonation, articulation, and other resources
characteristic of orality, will begin the process of establishing logical relationships of
thought, and will make the corresponding transfers to new situations of
learning.
Let's read and write! It groups the contents acquired in learning experiences.
related to the use of written language in communication activities through the
comprehension (reading) and production (writing) of written texts.
The appropriation of the written language system is one of the fundamental objectives of
this stage, hence the emphasis on continuous interaction in acts of reading and writing. The
child learns to read, by reading and to write, by writing. In this sense, it is essential that the
teacher design strategies that allow the child to read and write even when there are none
acquired the system of conventional signs.
Motivating a child’s desire to read and write facilitates the process of acquiring the system.
At this stage of the child's development, there is the best opportunity to guide him towards the
appreciation of the written text and the appropriation of the code to meet their needs and their
desire to learn; therefore, the designed activities should start from real situations,
emphasizing its social function.
It is important to keep in mind the complexity of the system acquisition process. The
Learning to write is a bidirectional process; the child must follow their own
clues and strategies to formulate and verify your hypotheses and move from one level to another
building their learning, overcoming their mistakes and advancing in their development. In such
In this sense, it is necessary for the teacher to know the levels that characterize this process in order to
to guide them, respecting their individual evolution, and promoting their progress through the
different phases towards the acquisition of the conventional system.

The section Reflections on Language gathers the content that is acquired in

learning experiences related to normative and conventional aspects
those that require the use of language. According to the conception of this program, these
aspects will not be the subject of study in a decontextualized manner. That is to say, they will not be
studied as concepts, rules, and isolated definitions. On the contrary, they will be addressed
as they arise in school interaction situations or as a product of
planned strategies based on meaningful contexts for the child. Such content
they will be considered to the extent that the learning experiences require it through
processes of observation, inference, analysis, classification, generalization, problem solving
conflicts.… The purpose of this content block is to help the child discover,
gradually, the functioning of your tongue.
The block Literature: the world of imagination, refers to the experiences of
learning related to enjoyment and recreation that allows interaction with the
literature, and promotes creativity and the development of fantasy in production
spontaneous of imaginative texts. The importance of literature is undeniable and must
to assume oneself as one of the fundamental pillars for the formation of autonomous readers and
producers of creative texts. This content block offers an opportunity for the
recreation and aesthetic enjoyment, a space for daydreaming and the journey through countless
of possible worlds. It is the texts of imagination and fantasy, of a poetic nature, that
with greater naturalness fascinate children. The imaginative function of literature allows
to the child personal enrichment, knowledge of the cultural heritage of their context
social, the reaffirmation of their identity and contact with worlds that promote development
del pensamiento divergente.
These content blocks should not be interpreted as thematic units that
They are developed in sequences. The contents of each block are related to each other and cannot be
treated separately. The contents of the first two blocks participate at the level
cognitive, affective, aesthetic, and evaluative in the development of all subjects or
disciplines. Their specific characteristics require them to be present in all activities
what we do in the processes of comprehension and production, whether in oral form or
writing, for this reason, their learning is permanent and does not allow for a fragmented view of
contents or blocks. The last two blocks refer more specifically to the area already
that consider working with literary materials and reflecting on how it works
of the language.

The contents encompass everything that the student receives in the school environment and allow them to
increase their knowledge, develop their abilities, and their human training. Therefore, not
they must be conceived under the traditional scheme of definitions, classifications and
acquired characterizations and transcribed as a collection of information
decontextualized. Each of the activities carried out at school leads to a
aprendizaje, los contenidos procedimentales, actitudinales y conceptuales explicitan estos
learnings.
The progression from first to third grade in some content is not strict.
it is limiting, it will depend on the characteristics of the group. The development of the students in the
skills in the area and not the program will determine the progress in the degree of difficulty of
the contents. If a first-grade group is already reading and writing, it will be used to reinforce.
these knowledge and advance in the process with more complex materials.
All content is operationalized in the classroom through pedagogical projects of
class in an integrated form with other disciplines and based on the transversal axes, which are
those who guide pedagogical action, connect the school with its socio-cultural context and
they favor a globalizing approach to the educational phenomenon, in line with the guidelines
philosophical aspects of the proposed design.

The area of Language and Literature is integrated with the cross-cutting axes of language, development of
thought, values and work through the conception of all contents:

With the language axis, through the functional communicative approach that promotes the use
suitable language as an effective communication tool, obeying the
 fundamental purposes of the educational policy to form autonomous readers and
producers of creative texts.

•Con el eje transversal desarrollo del pensamiento, por ser el área lengua determinante
in the processes of building and developing competencies and skills
cognitive, and in the evaluative functions. The processes of understanding, analysis,
synthesis, reflection and problem solving, logical and heuristic reasoning, and
Creative thinking finds in language a means to fulfill itself.

With the transversal axis of values, since through communicative interaction we

highlight the values present in oral and written texts related to love, life, the
peace, and freedom. The development of activities in the area highlights the
solidarity, cooperation, respect, perseverance, and equity in work
of the group, as well as honesty, identity, respect for others,
responsibility and the reinforcement of self-esteem for coexistence at home, the
school and the community.

With the transversal axis of work, since it is found in the area of content that
they contribute to the child's formation for their incorporation and participation in their
socio-cultural environment that helps him/her to gradually acquire the sense of the
responsibility, the habits for presenting work and the evaluation of the
work done and duty fulfilled. The approach of life to activities
schoolchildren will allow them to connect with the labor field of their community, the
the completion of school work in an atmosphere of harmony and happiness will foster
the formation of a positive attitude towards the fulfillment of obligations that the
society demands. In the area of language and literature, the emphasis on processes of
comprehension and production of spoken and written language, provides the tools for
the social integration and community participation that will be necessary for them in their
future development in the labor field.

The intention of these guidelines regarding the program is to emphasize the meaning.
globalizer of the contents of the area with each other, their permanent relationship with the
other areas and with the cross-cutting axes based on a conception in which the
The teacher is defined not as a transmitter of content but as a collaborator.
permanent in the development of the potentialities of the subject that learns.

General Objectives of the Area

The Language and Literature area, at the end of the first stage of Basic Education Level,
aims for the student to:

Develop communication skills that favor interaction with the context

social and natural for the satisfaction of their needs.

Expresses orally with propriety and suitability consistent with the different.
communicative situations of the socio-cultural context.

Participate as a listener in processes of oral text comprehension by establishing

relationships with their experiences and opinions.
 Recognize the use of your community's lexicon as a reaffirmation of your identity.

Read diverse texts appropriate to their level of development that allow them to obtain
information and meaningfully integrate into their world.

Write meaningful texts suitable for different communicative contexts and to

the basic normative aspects of written language.

Develop a sense of responsibility and solidarity, and respect for ideas.

foreign, the ability to self-assess and evaluate others, to express their
personal ideas and dialogue as indispensable conditions of an individual
active, participatory, and democratic.

Recognize and properly use basic normative and conventional elements

of the system of oral and written language.

Discover in oral and written literature a source of enjoyment and recreation.

Manifest your creative possibilities in situations where you play with fantasy.
and the imagination.

Afiance your national identity through the reading of literary texts of your own.
cultural heritage of your region and your country.

Content Development
BLOCK GRADE
THE ORAL EXCHANGE SECOND
CONTENTS

CONCEPTUAL PROCEDURAL ATTITUDINAL

Differentiation of the speaker's role and Assessment of language as

from the listener when participating in middle of communication
The oral exchange in the conversations and discussions about effective.
life daily the general interest topics.
Respect for the turns of
conversation, the dialogue Differentiation and use of formulas
conversation.
and the discussion. Turns
courtesy and treatment in
in the conversation. various oral exchanges. (to Tolerance and respect for the
greet, say goodbye, upon arriving at a viewpoints of the
site...) interlocutors.

The communication with Adjustment of linguistic uses Assessment del management

simple oral texts oral and the tone of voice to various aware of the tone of voice in
 communicative situations. the communicative situations.

Organization of temporal sequences Valuation of the forms

when narrating. expressive, formals e
informal, characteristics of
texts narratives, Discrimination of characteristics the linguistic community to the
descriptive people, animals, objects,... that belongs.
instructional.
Identification and tracking of steps Assessment of capabilities
to participate in games, assemble oral expression as a means
objects, perform tasks, make a to reinforce self-esteem and
recipe,… self-confidence.

Identification of the changes that occur

and in oral expressions with
affirmative intonation, interrogative
imperative. Evaluation of gestures as
elements significant
Differentiation oral of syllables
indispensable in the
accented and unaccented.
oral communication.
Articulation of the
Participation in dramatizations and
sounds, the intonation, Acceptance of oral language
simulations.
the accentuation, the tone as a means to create and
of voice. Creation of games with riddles recreate.
riddles, jokes songs
•Attitude of solidarity in the
poems...
interaction at school, the
Participation in recreational activities in family and the community.
which make use of the
non-verbal communicative elements
(mime, gestures, body language).

BLOCK Degree
TO READ AND WRITE! SECOND
CONTENTS

CONCEPTUAL PROCEDURAL ATTITUDES

The code of the language Permanent and systematic interaction with Incorporation of reading and the
writing. various printed materials in writing to life for the
reading and writing activities. satisfaction of needs,
solution of problems,
Progressive acquisition of writing
 recreation and compression of
world and of oneself.

Valuation of the
alphabetical. graphic representations in
the communication.
Anticipation of reading from
images, statements, and titles. Reinforcementto thespirit of
research y a the
Identification of relationships of creativity.
similarities and differences between
various printed materials: Assessment of reading and the
newspapers, books, magazines, maps, writing as a means to
traffic signs and others. develop the potentials
creative beings of humans
Differentiation of types of books on the basis of the right to
agreement with its function: recreational, free and spontaneous expression
informative, for consultation. of the ideas.
Recognition of the parts of the book: Awareness of values
portada, título, autor, como recurso present in the texts
for compression. read.

Respect for habits of

presentation in the jobs
writings.

Various structures Oral reading in situations of Manifestation of attitudes of

informative text communicative interaction within a respect and collaboration towards
["instructional","narrative"] meaningful context. the people in the realization
descriptive, epistolary of teamwork.
expository. Understanding and producing texts that
respond to different purposes: Assessment of proper use of
narrate, write, expose. the written language as a medium
for personal expression, the
Reading and tracking of texts representation y the
instructions for carrying out tasks social interaction.
manuals and other activities.

Individual and team reading of texts

expository belonging to others
knowledge areas to achieve
information.

Differentiation between poems and texts

narratives.

Identification of elements of the

 narration characters time
space.

Sequential ordering of stories.

Reading and dramatization of dialogues.

•Writing of brief formed paragraphs

for simple sentences with attention to
the formal aspects of the language
writing: readability, handwriting, use of
uppercase and lowercase letters, punctuation marks
punctuation, presentation, indentation and
Formal aspects of the margin.
written language: form of
the letters, use of Written or graphic representation of the
uppercase y messages from the read texts
lowercase, punctuation marks (dramatization, composition, drawing).
score,
presentation sangria Preparation of various materials
margin,... writings for social campaigns
related to problems that
They pertain to the community: health,
environmental protection...

Acquisition and enrichment of

vocabulary.

BLOCK GRADE
REFLECTIONS ON LANGUAGE SECOND
CONTENTS

CONCEPTUAL PROCEDURAL ATTITUDINAL

Notions about the Analysis of simple texts produced Assessment of appropriate use of
operation of the collectively to determine the the language for achieving
language. sentences that integrate them and the an effective communication.
relationships of form and meaning between
them. Respect for the rules and
language conventions.
Analysis of simple sentences for
observe the words that make it up. Appreciation for the use of vocabulary
typical of Spanish from
Identification of elements that allow Venezuela like
 establish relationships between words and reaffirmation of identity.
sentences (and, but,...).
Appreciation for the multiple
Word segmentation into syllables for possibilities of expression
differentiate between unstressed and stressed syllables and what the language offers.
for its application at the end of the line.
Interest in expressing ideas in
Comparison of words that present organized form and
similarity in their initial syllable, comprehensible.
intermediate or final.
Valuation of cooperation and
Oral and written differentiation of syllables the solidarity of work in
frequent that present the structure team.
(vowel - consonant) and less
frequent (vowel - consonant, Respect for different viewpoints
consonant-vowel - consonant and of others in relationships
consonant - consonant - vowel. of communicative interaction
inside and outside the classroom.
Individual and team review of the
orthographic aspects of production
writing to observe and discriminate the
cases of correspondence and of not
correspondence between the sounds of the
oral language and the graphic elements of
the written language.

Attention to the separation of spaces between

words of written production.

Observation of relationships
agreement of gender and number
(article, noun, adjective) in the
written texts.

Differentiation of words that serve to

to name (nouns), to describe,
(adjectives), to indicate actions
(verbs), to locate in space
(adverbs of place) and to indicate
temporal sequences (adverbs of
time).

Identification and grouping of words

that belong to the same family.

Identification of compound words.

Classification of words according

 with the lexical field to which they belong:
animals, plants, places, trades...

Classification of similar words

lexical field according to different criteria
(animal classes, plant classes,
object classes,...
Review and reasoning about the
functioning of the tongue to reach
generalizations about elements
normative and conventional.

BLOCK GRADE
LITERATURE: THE WORLD OF INFORMATION SECOND
CONTENTS

CONCEPTUAL PROCEDURAL ATTITUDINAL

The imaginative function Reading of various manifestations Awareness of literature

of the language. literary works. (poems, stories, fables, as a source of recreation and
myths, legends). aesthetic pleasure.

Representation of literary texts through Respect and appreciation for the

from other artistic expressions. own creations and those of their
similar.
Classification of poems and stories according to
various criteria. Valuation of the function
imaginative for creation
Creation of stories from narratives of fantasy worlds.
read.
Valuation of literature as
Creation of imaginary characters and means to reaffirm the
fantastic from the world social and cultural identity of
surrounding. the Venezuelans.
Construction of endings different from stories Freedom and autonomy for the
read or told. selection of readings.
Selection among several title options
suitable for literary texts read.

Making comparisons by
association between elements of the context
 (clouds, animals, mountains, sand...)

Production of texts where attribution is made

human characteristics to elements of
nature.

Selection and recitation of poems in

various activities in the classroom.

Creation of verses, rhymes, riddles and

fiction stories.

Staging of theatrical works and

puppets.

Relationship of Competencies and Evaluation Indicators

COMPETENCIES INDICATORS

•Participa en intercambios comunicativos Participates in oral communicative exchanges as a speaker

oral communication with propriety and appropriateness. with greater mastery of fluency and coherence of
speech.

Participates in oral communicative exchanges as a listener.

with a greater development of attention and understanding of
oral texts.

Use courtesy formulas appropriately and spontaneously.

Relate intonation and tone of voice with different acts

of speech: affirmative, interrogative, exclamatory.

Organize sequences when narrating.

Follow instructions.

Discriminates characteristics of people, animals, and objects.

Adapts intonation and tone of voice to different situations

 communicative.

Participates in recreational activities following the rules of

group.

Adjust the gestures according to the intention and the situation

communicative.

Recognize oral exchange as a means of communication

effective, in coexistence in the school, the family and the
society.

Participates in reading events in permanent interaction with

various printed materials: books, maps, newspapers,
magazines, comics,...

Recognizes and differentiates types of books according to their

function.

Recognizes the parts of the book as a resource for greater

understanding.

Understanding oral readings within meaningful contexts,

attending to the intonation and accentuation of the texts.

Read instructional texts to perform tasks and others.

Read and produce meaningful texts of activities.
agreement with your level of approximation
to the alphabetical system.
Use the dictionary as a resource for understanding
texts.

Identify main and secondary ideas in written texts.

•Write short texts composed of simple paragraphs about

themes related to the various areas of knowledge.

Write with attention to the formal aspects of readability,

presentation, use of uppercase and lowercase letters.

Enriches his vocabulary.

Recognizes the importance of reading and writing for the

satisfaction of needs, problem solving
recreation and understanding of the world and of oneself.

Progress in recognition and use of Determine in simple texts the sentences that make them up.
some normative elements and
basic conventions of the system of •Analyze simple sentences to observe and determine the
the spoken and written language. words that integrate them.
 Use punctuation marks: the period and the comma.

Uses in oral and written language the relationships of

agreement of gender and number.

Recognizes and uses orally and in writing words that locate in

space and time.

Respect the norms and conventions of the language.

He/She perseveres in the elaboration and re-elaboration of his/her work.

according to the studied normative elements.

Demonstrates attitudes of cooperation and solidarity in the workplace

in a team.

Read imaginative texts and create new and multiple ones.

meanings.

Uses lived experiences in the creation of texts

imaginative.

Discover literature as a source of Select appropriate expressive forms for the various
enjoyment and recreation. textual structures.

It expresses its creative potential to Use comparison and humanization as resources to

through the imaginative function of create imaginative texts.
language. Build and recite poems.

Select your readings according to your tastes and

needs.

Recognizes literature as a source of recreation and enjoyment

aesthetic.

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Mathematics Program

Presentation of the Mathematics area

The study of mathematics in Basic Education is integrated into a changing world,
complex and uncertain, every day new information appears, new theories, new ways of
understanding life and different ways of social interaction. The new methods of
production requires a skilled workforce from a technological point of view,
which changes rapidly so it must be flexible, able to keep learning
for life. The individual, society, and the country face realities on a daily basis.
from change comes uncertainty. Successfully managing them is an unavoidable objective within
any educational program and constitutes a pillar of success.
Mathematics is a way of approaching reality. It provides elements of
importance for the vital process and allows the person to understand and, moreover, transform it,
why:

At its most basic level, it addresses practical concerns: the need to organize,
quantify and create a language for commercial transactions.

At its most articulated levels, it is a way of reasoning, of facing resolution of

problems and reaching the ultimate consequences of a supposition. It is not a body.
of knowledge disconnected from life experience, but one of the many ways
what the person has to understand their environment, to organize it and to draw out
benefit from it.

Contributes to the development of mathematical logical thinking, started at the level of

Preschool or created by the child without the intervention of formal education.

Communication between individuals is facilitated by mathematical language.

numbers and geometry, for example, are knowledge that allows individuals
of different cultures and even languages the ability to understand each other.
 Mathematics is the formal foundation of most disciplines. The success of
student in their academic studies and, it could be said, in their work life itself,
it is conditioned to be able to understand basic mathematical relationships, to be able
communicate them and follow their reasoning method.

Every effort of abstraction, of going a little further from everyday reality and
generating new ideas, new concepts and theories requires a discipline of
thought, an analytical rigor, and a mental training that can be
to strengthen through the study of mathematics.
Ultimately, mathematics is a means for better understanding the individual, their
reality and its relationships with its peers. In this sense, it is another tool in the
process of building ourselves, preparing for life in society and being able to
generate wealth (understood in its broad sense: economic, social, human). Master the
mathematics and even more, being able to teach it, constitutes one of the highest and most
transcendental aspects of any plan for vital training. As that perspective and the
enthusiasm that frames it remains within education, it will be possible to propose the
formation of a more proactive and capable individual for life in society.
The teacher is a fundamental part in achieving these goals. This program places it
even more as an important agent, for several reasons:

Recognizes the teacher as part of the vital construction process of the student. This
It means that what the teacher has done, what has been instilled during the classes, and the relationship
que crea en su aula, serán parte de la vida de sus alumnos. Quedará como profundas
Footprints at the beginning of life, which is why the teacher is a co-participant in success.
that the student will be able to achieve in the future.

Understand the teacher as a deserving agent of recognition who needs support.

Maestro is understood as a social leader, who manages a key variable within.
of life: knowledge. Respect for the teacher and their valuation are basic parts
of this entire project. In this sense, the program requires that the teacher be provided with
of materials, training, and seeks its integration as a fundamental agent
within the communities.

The new training plan requires the teacher's desire to investigate, to understand and
to respect the student. It requires much more from him than to be a simple transmitter of
knowledge, is an agent designed to study reality, suggest ways to
to face it and propose alternatives to a student endowed with critical capacity.

Based on this reasoning, where subject, teacher, and student are seen from the
from the perspective of vital experience, the entire body of systematized knowledge is constructed.
in this program.
General guidelines for the use of the Program
The proposed elements lead to establishing learning and teaching strategies.
wider than conventional ones.
First of all, the student is understood as pure potential for construction. It is
an individual who, upon entering school, has preconceived ideas about their reality,
perhaps vague, perhaps not very systematic, perhaps not very aware... but
basic stimuli, vivid impressions, and a sense of self remain in their
mind during the early years of his life, prior to the school experience. The
A teacher is an agent that suggests new ways to approach life, that is
they can reinforce with what the child already brings from home, from the community environment, and
contrast them. What results from this dynamic process will be decisive for life.
posterior. Believing that the student is a simple passive entity is a mistake; their success in the
life depends on its dynamism. For this reason, the first essential point is the teacher.
as an agent who respects the student, listens to him, and is willing to reflect with him,
to reason and draw conclusions based on a foundation very different from simple imposition.
In this sense, more patience from the teacher is required, more clarity in the rules.
that lead daily life in the classroom and more openness to the ideas of others. All of this
it poses a challenge, an understanding of the classroom as a society in
small, where the leader is the teacher due to their knowledge and charisma, and the center is
the student.

The student needs to quickly integrate their knowledge into everyday life.
He needs tools that prove to be effective in what interests the child the most, his
self-esteem, its relationship with others and its ability to achieve. Only by experiencing success
what is achieved in daily life with a basic level of knowledge, one is
willing to move forward. As long as what is conveyed in the classroom allows
great success in games, in business operations, in understanding with
others, in mental quickness, in liveliness, in recognition and in joy of
understand the world, it will be possible to stimulate curiosity and open a broader world
vast. But it is necessary to demonstrate in the early years that learning is useful and
that is why the most basic level of education involves meeting the
immediate needs for integration into social life.

Problem solving is the basic strategy for learning.

mathematics. It highlights characteristics and benefits that make it compatible
with the proposals that have been developed. The resolution strategy
of problems allows for consideration and respect for the reality of the student, it allows him/her
listen, you are invited to reason and come to conclusions on your own, and not by...
imposition of the teacher. This recommendation is valid and constant in each of
the steps or stages that constitute this strategy. Problem solving
poses challenges, demands perseverance, is a constant exercise of creativity and
creativity, which exercises self-esteem, motivation for achievement, and values that we have
declared essential in the child's education. The strategy is constructivist for
nature, the child proposes possible solutions, tests them, builds and rebuilds
about new hypotheses until reaching a valid solution. The resolution of
problems contribute to the integration of areas and curricular axes. By their nature,
the problems can be about any topic or block, achieving with their
statements any globalization that could be considered logical.

It is necessary to stimulate a set of processes and values simultaneously with the

 teaching. According to the idea of transversality, all areas of education,
including mathematics, are part of a broader pedagogical framework whose
cognitive axes are made up of four transversal axes: language,
development of thought, work, and values, in which education resides
the individual's role and his insertion as a proactive entity in social processes. The
the cross-cutting axis is defined as a global interdisciplinary dimension that permeates
all areas and is developed transversely throughout and across the entire
curriculum. Transversality constitutes the core of a cultural approach
renovadora, donde la educación está orientada hacia el ejercicio pleno de las
indispensable individual capacities for life experience. These four axes
they interact continuously in the educational process and therefore are integrated into the
development of all the programmatic content delivered in the classroom. The axis
transversal language manifests itself in contents that invite teamwork,
exalting respect for the agreed-upon rules in the group, oral expression and
writing of numbers, and the answer to the problems, as well as in the
incorporation of terms and symbols specific to mathematical language into situations
daily. The axis of thought development finds in the area of mathematics a
favorable field for developing processes such as: identifying characteristics,
properties and relationships between elements, sequencing events, establishing
priorities, use induction, deduction, and inference, etc. that allow the child
reason, evaluate and make appropriate decisions. The transversal axis work is done
present in the execution of processes such as: building, cutting, gluing, tracing,
measure, solve problems using instruments and operations properly,
as well as the improvement of achievement and quality in work. The axis
transversal values become tangible in contents that guide towards honesty, the
self-esteem, the practice of order habits, organization, perseverance, etc.

In the teaching of mathematics, during the early stages of Basic Education,

rushed abstraction should be avoided, references to what should be encouraged.
concrete as well as situations with cultural interest that allow appreciation of the
possibility of integrating mathematics with reality and with other areas. It is necessary to
use of attractive materials to support the teaching process. This includes
categories as broad and even disparate as everyday objects, material made
in the classroom and new technologies (calculator, computer, etc.), which do not incorporate
not only tools to simplify calculations but also the possibility of
experience
concepts and structuring of content. They all have in common that
they stimulate the concreteness of learning and reinforce the empirical content of the
training. The student can research, design games, solve problems,
integrate into the group of students and discover their abilities through methods of
teaching that relies on these teaching objects.
Description of the Content Blocks
The minimum contents represent the set of knowledge that every learner
Venezuelans must manage within their training process. In this sense, they constitute the
universal elemental category of academic topics to be covered in all schools in the country.
On this common basis, each federal entity may add the programmatic contents.
relevant for a curriculum design in line with regional characteristics.
The minimum contents have been structured into five 'blocks':

CONTENT BLOCKS

KNOWING THE NUMBERS

STARTING TO CALCULATE

BODIES AND FIGURES

HOW DO WE MEASURE?

STATISTICS AND PROBABILITY

This block-like structuring allows for the identification of the main areas.
to be considered for treatment, but it is necessary to take into account that:

The organization of the blocks does not constitute any type of order, neither hierarchical nor in
the treatment of the topics. While the content of each block is presented
with a logical order, the teacher, based on their training and experience,
has a lot of freedom for the development of the program.
The blocks are not conceived as isolated units; rather, it is necessary
integrate them systemically into any pedagogical program. For example, in
the block knowing the numbers presents the notion of number and there is
necessary contents to develop in the child the processes of classification and
required serializations for their consolidation, but this knowledge would not have
meaning if the child does not handle the spatial notions present in the contents of
block bodies and figures and the notion of present time in the block how
Do we measure? Likewise, when counting and ordering single-digit numbers (block knowing
the numbers), we can manipulate objects and make transformations on them:
add, remove, gather, with what we are starting the child in the acquisition of the
notions of addition and subtraction (starting to calculate), and we can also
graph the information (for example, how many children have birthdays in each of
the months?), so that this helps us remember our dates of
birthday, social interaction, and working on the statistics block
probability.
The content of each block, taking into account the areas of knowledge, know-how, and
to be, are grouped into conceptual, procedural, and attitudinal. These three
categories are differentiated for analysis purposes, but in the teaching task they are
always intertwined in the ways of working that the teacher chooses. Evidently,
In the first stage, there is no intention to formalize any of the concepts present in
 the program; the procedural contents that correspond to each content
conceptual are the indicators of what is aspired to be achieved within the framework of each
concept.
The following is a brief description of the content blocks.
Knowing the numbers

In the first stage of Basic Education, this block refers to the set of
natural numbers, fractions, and decimals. In pedagogical practice, support will be provided
permanently with the operation and measurement blocks.
It seeks to strengthen the understanding of the concept of number, continuing the process.
initiated in preschool education. The procedural contents of this block are
linked to the cognitive processes of reading, writing, counting, ordering, measuring, relating,
compare, understand and analyze patterns, and solve simple problems.
With the study of positional value, the student begins to understand the system of
decimal numbering, which will provide you with a code to represent the various types of
numbers and will allow you to address content from the operations block.

The content related to fractions and decimals, at this level, will be closely linked to
daily life situations of the child: measurements, use of money, etc.
Starting to calculate

The student must understand the meaning of the four basic operations (addition,
subtraction, multiplication and division) and the properties of addition and multiplication in
the set of natural numbers.
Upon completing the first stage of Basic Education, the student must prepare
simple problems that correspond to said operations and, given the operations,
build statements whose symbolism fits them. This will contribute to
understand that the same symbolic expression - 'mathematical model' - can represent
una gran diversidad de problemas.
It is important to have an idea of the degree of accuracy needed in a given
situation. Therefore, the estimates and the approximate calculation must be incorporated into the work.
in the classroom. Mental calculation is also important, as practice, due to its applications.
to everyday life and to consolidate the sense of number. On the other hand, the use of the
calculator, which has become popular both in the classroom and in daily life, does more
mental calculation and estimates are important to assess the reasonableness of the
results produced by the machine.
It is up to the teacher to decide when a calculator can be used in the classroom.
classes. In principle, it should be avoided when building and fixing the algorithms
of the calculation, but it could be allowed when it comes to solving some problems where it
more important is the development of solution strategies.
Bodies and figures

With the introduction of geometry concepts in the first stage of Basic Education, it
try to give the child the opportunity to position themselves in the space around them, to represent and
describe the shapes of the figures in your environment, and appreciate the figures and bodies
geometric models of reality. Emphasis will be placed on the meaning of these
contents to interpret everyday situations and solve simple problems.
The student will be able to use processes such as: classify, order, interpret, and perform
simple plans, build, draw, compare, describe, recognize, etc., through the
discovery and use of concepts and relationships.
How do we measure?

To perform a measurement, the selection of a unit and the use of a

instrument. At first, the student must estimate measurements from non-units
conventional ones, created by himself, and later use the conventional units
more frequent.
The contents of this block will be closely related to those of numbers, bodies and
figures, and operations.
Among other cognitive processes, the procedural contents of the measurement block
They encourage the student to identify magnitudes, estimate and verify, and develop strategies.
personal, relate, compare, organize, acquire the notion of time and solve problems
simple.
Statistics and probability

In the first stage of Basic Education, simple situations will be presented, based on
the everyday reality, where the student will be able to collect, organize, and classify data, and
interpret its meaning. With this, the student begins to understand content
that will be very useful for them in their daily life.

In addition, in a child's life there are a number of situations that depend on chance and can
to be interpreted with probabilistic thinking. Therefore, a
group of fundamental notions of probability.
Based on the guidelines presented and the content that appears in the different
blocks, the development of the program requires systematically carrying out a series of
actividades:

It is important to stimulate mental calculation by making use of the properties of the system.
decimal metric. The student develops their ability to perform quick calculations:
break down the numbers into units, tens, hundreds, and thousands;
decomposes the factors of a product; relates some operations to others
previous until making them routine. It is suggested to conduct transaction simulations.
commercial (food purchases, consumer goods, etc.); age calculations to
starting from the birth and death dates of famous figures; measurement of
time, internal agility calculation contests (Olympiads) with rewards
 for the winner (praise, placement of the name on the poster, among others). It is
I should also point out that a calculator is not always available and that the
the reliance on such instruments decreases the ability to perform operations
quick routines. The calculator must be presented as a support for
large operations but not as a substitute for basic arithmetic ability. In
the first stage of Basic Education, the calculator should be useful, above all, in
the experimentation and determination of patterns.

It is necessary to relate geometric figures and bodies with objects in life.

daily; understand the properties of shapes; understand their spatial relationships
basics and their use. Traditional activities of drawing, cutting, contests are proposed
to find the most practical figure to solve distribution problems
space (how to make better use of the living room space, house design, of a
furniture, a toy), puzzle, tangram, figure domino, to find
pairs of identical shapes, among others. Many of these activities can be
group activities.

The consistency of reasoning and the absence of should be encouraged.

contradictions. The problem statement involves starting from some data
objectives, add some assumptions and build logical reasoning It is important
solving problems that require not only arithmetic and spatial skills but also
the ability to search for information, verify it, organize it, create initial ideas and
arrive at a solution after logical reasoning. It is necessary that the
the student perceives how changes in the initial assumptions can modify
the solution, how to arrive at the same solution from different reasoning
and how can different response alternatives be offered to a situation
issue. It should be shown how unplanned solutions, generally,
they are not efficient in solving problems. The student should be taught that in
in some cases, there is limited information and time, so you have to choose the
best combination between accuracy and speed that I deem appropriate (for example,
estimate the answer to a problem, say that a sum cannot be less than
certain figures, that an alternative solution to a problem is not reasonable). These
mechanisms favor the student's development to face problems in their life
daily and in their later studies. It is also important to take advantage of the
innate curiosity and creativity in the child for him to create his own problems,
starting from elements that appear in a situation proposed by the teacher.

Mathematics can be a means for coexistence and interaction. It should be

propose group games. Learning should be stimulated through solutions
brought by others, the orderly and respectful discussion, the ability to
concentration, reflection before expressing opinions, the application of concepts
and the distribution of responsibilities. This type of activities also constitute
a mechanism for innovation, reconciled with the fun it means
confront day-to-day situations.
 General Objectives of the Mathematics Area

Develop mathematical logical thinking through mental operations

logics.

•Conoce y maneja el conjunto de los números naturales y aplica las operaciones básicas
in everyday life situations.

Manages situations in the environment susceptible to the use of fractions and decimal numbers.
up to the thousandths.

•Interprets situations taken from everyday life, based on the study of notions of
probability and statistics.

Identify and recognize geometric shapes in the surrounding world, build

models and is located in space using different points of view and systems of
reference, expressing interest in the environment that surrounds it.

Develop the measurement process and the related basic concepts.

most commonly used units of measure.

Solve socio-cultural environment problems that lead to developing one or several

appropriate solutions through a mathematical thinking process.

Demonstrates an attitude characterized by creativity, the search for alternatives and the
perseverance in problem-solving in the family, social, and school contexts.

Uses mathematical language to communicate, and as a support tool for

facilitate the study of other disciplines.

He/She shows a favorable attitude towards mathematics through satisfaction with the
discovery and the reinforcement of self-confidence through the feeling of achievement.

Development of Contents
BLOCK GRADE

Getting to Know the Numbers SECOND

CONTENTS

CONCEPTUAL PROCEDURAL ATTITUDINAL

Concept of number Construction and completion of series Assessment of the function of

natural progressive and alternate (coloring, number to count, name,
drawing,...) measure and order.

Completion and construction of series Assessment of knowledge of

 even and odd numbers
as a means of guidance and
progressive and regressive numerics: localization in execution
of tasks and in activities
•- Numeric series whose pattern is the playful.
addition and subtraction of two units.
(Even and odd numbers). Acceptance of the rules of
participation in activities
•- Numerical series whose pattern is the collectives (games): accept the
addition and subtraction of a fixed number result, play for fun
of units. (Counting by 1s, by 2s and learn.
2, in groups of 3,...).
Acquisition of habits of
Expression oral of the patterns cleaning and order in the
discovered or created in series presentation of the works.
numerical.
Curiosity to inquire and
Composition and decomposition of explore the regularities and
numbers in their basic combinations. relationships that appear in a
8 = 8 + 0; 8 = 7 + 1; 8 = 6 + 2; 8 = set of numbers.
5 + 3; 8 = 4 + 4.
Interest in the use of the
graphic representations.

Formation of the first unit of a thousand to

starting from the tens and the hundreds.

Formation of the units of a thousand.

Composition and decomposition of Job satisfaction

natural numbers in units, fulfilled.
Units of a thousand tens, hundreds and thousands. Acceptance of the rules of
Oral writing and reading of the number participation in activities
front and back of any unit playful
of a thousand.

Writing and reading of the numeral and name

of numbers up to four digits.

Position value Recognition of absolute value and

relative to a figure.

Decomposition of a number using the

positional value and the additive principle.

Selection of the ten or of the hundred

closest to a given natural number
 using the straight line (rounding).

Reading and writing natural numbers

using as a unit reference the
miles (2000 is equal to 2 thousand, ...).

Comparison of numbers up to four

numbers using the symbols "<"
Order in numbers (menor que), ">" (mayor que), "="
natural (equal to).

Resolution of simple problems based on

of everyday situations.

BLOCK GRADE

STARTING TO CALCULATE SECOND

CONTENTS

CONCEPTUAL PROCEDURAL ATTITUDINAL

Addition and subtraction of Performing additions and subtractions Acceptance of language

natural numbers with numbers up to four digits mathematician as a means of
using the respective algorithm. expression and representation of
situations.
Proper use of names that
they receive the elements of an addition: Confidence in oneself
addends and sum. abilities for the
execution of operations of
Proper use of names that mental calculation.
they receive the elements of a
sustracción: minuendo, sustraendo y Assessment of strategies
difference. Verification that the simplification of the
the difference plus the subtrahend gives as operations when applying the
result the minuend. commutative properties and
associative of addition
Use of mental calculation techniques natural numbers.
to carry out additions and subtractions
(ex: 349 + 101 = 349 + (100 + 1) = (349 Recognition of the
+ 100) + 1 = 449 + 1 = 450...). convenience of the
Oral expression of the strategy multiplication when solving
used. problems in which one can
requires making additions
Mental calculation and estimates of sums and repeated of the same
differences of natural numbers of
 number.

Evaluation of the use of the

up to three digits, using strategies arithmetic operations in the
based on the numbering system problem solving of the
decimal. daily life.

Recognition of the properties Development of self-confidence

commutative and associative of addition same.
from natural numbers through the
execution of exercises and of the Taste for the presentation
problem solving. ordered and clear of the
results of a problem.
Transformation of addition expressions
a subtraction and vice versa. Interest and perseverance in the
search for the different
ways to obtain the result
of a problem.

Multiplication of the Interpretation of multiplication as Tendency to explore the

natural numbers addition of equal addends, with significant elements in a
single-digit numbers. First in form problem.
concrete, then in graphical form and by
last in symbolic form. Interest in the preparation of
personal strategies for
Construction and fixing of the boards solve problems.
multiplication, starting from situations
concrete. Observation of the property Appreciation of quality
commutative. work.

Observation that when multiplying by one

any natural number is obtained by cl
same natural number.

Discovery of regularities in the

multiplication table. (E.g.: the table
twelve is obtained by multiplying by
dos la tabla del seis, por tres la tabla del
four...

Appropriate use of terms:

double, triple, quadruple,...

Proper use of names that

they receive the elements of a
multiplication: factors; and the result
from the operation: product.
 Interpretation of multiplication as
addition of equal addends with
two-digit numbers.

•Carrying out multiplications of a

number, up to two digits, by the
unit followed by zeros. Calculation
mental and written. Oral expression of the
strategy used.

Performing multiplications of a
one-digit number by one of two
numbers using the algorithm, "without
"to take" and "taking".

Performing multiplications applying

mental calculation. (e.g.: 5 x 40 = 200).

Completion of additions, subtractions

and multiplications in which one is missing
of the elements.

Problem solving of addition,

subtraction y multiplication
related to everyday life of the
child, considering:
- Reading e interpretation of
statements (oral, written, and graphic).

Selection and symbolization of the

Addition, subtraction and operations arithmetic
multiplication of corresponding.
natural numbers Obtaining the results, and
oral and written expression of the response
based on the requested information
in he problem.
Verification of reasonableness of
the results using the
estimation. Preparation and resolution
of addition, subtraction, and
multiplication from situations
relatives (by simple reflection, by a
to realize
con soluciones cualitativas,...).
BLOCK GRADE

BODIES AND FIGURES SECOND

CONTENTS

CONCEPTUAL PROCEDURAL ATTITUDES

Observation on the plane of bodies, Assessment of clarity in the

following simultaneous criteria of graphic representations.
spatial orientation.
Assessment of the utility of the
Free development of simple plans flat representations such as
Notion of space related to activities medium for transmission
daily in the classroom, the school and the information.
home. Comparison of distance
among the represented elements Interest in the preparation of
using the relationships: closer, more geometric constructions
far away, ... simple.

Recognition of the sphere, the cylinder,

the cone, the parallelepiped, the
pyramid.

Construction of objects in the shape of Appreciation of quality

geometric body using templates, work.
Geometric bodies
straws, skewers, ...
Interest in the environment.
Establishment of differences and
similarities between geometric bodies
based on the faces, bases, edges,
vertices.

Conducting tours on lines

straight lines, curves, 'zig-zag', ...through
playful activities. Drawing of the
routes.

Straight and curved lines Open polygonal line drafting and

closed using objects from the environment,
with appropriate geometric shapes.

Open polygonal line layout and

closed using the rule.

Flat figures Plotting polygons with different

number of sides, making use of:
 grid paper, ruler,...
Identification of the vertices.

Recognition of the figures

planes: rectangle, square and
triangle, are determined by
closed polygonal lines; and the
círculo por una línea curva cerrada.

Identification of a segment as
part of a straight line and as a side
of a polygon.

Comparison of flat figures.

Drawing of triangles, rectangles and

squares using paper
squared, the ruler,... and
discovery of the axes of symmetry
of these figures, in possible cases.
Resolution of simple problems
related to plane figures
studied.

BLOCK GRADE

HOW DO WE MEASURE? SECOND

CONTENTS

CONCEPTUAL PROCEDURAL ATTITUDINALS

Measures of length Measurement of object lengths Curiosity to find out the

located in the immediate environment. measurements of objects in the environment.
Expression of measurements in meters.
Assessment of the importance of the
Measurement of object lengths length measurements in the
where it is necessary to use a daily life.
smaller measure than the meter.
Curiosity to know new things
Use of the graduated ruler and of the units and instruments of
measuring tape to measure lengths. measure of length.
Use of the centimeter.
Personal affirmation in the choice
Determination of the measurement of the strategies to achieve
sides of triangles, rectangles and
 squares using the ruler
graduate. measurements.

Establishment of relationships between Assessment of the usefulness of estimating

the meter and the centimeter for your use the capacity of the containers.
suitable in different situations. Assessment of the usefulness of estimating
Applications practices of the the weight of objects.
half a meter, quarter of Assessment of punctuality in
metro, in different activities all activities of life.
using estimates.
Assessment of the utility of the
Development and execution of strategies coins in activities of
personnel to carry out exchange or purchase.
measurements.

•Making comparisons of
capacidad: "cabe más - cabe menos" Assessment of the usefulness of the
there is more - there is less coins in activities of
exchange or purchase.
Measurement of the capacity of different
containers using units of Assessment of the conventions of
unconventional measurement: glass, universal use.
cup, bottle, ... Satisfaction for the work
Capacity relationships Use of the capacity unit completed.
conventional in its own activities Appreciation of quality
of the children. Use of the liter, half
work.
liter and a quarter of a liter.
Teamwork evaluation
Establishment of relationships between the como una forma de compartir
liter, half a liter, and a quarter of a liter.
personal experiences and those of the
Conservation of quantity. others.
Estimates.

Conducting weight comparisons:

weighs more - weighs less
heavy - less heavy

Use of objects as units

Confidence in one's own ability
to weigh other objects in shape
Weight relationships to pose and solve problems
concrete. from their environment.

Use of the weight unit

conventional in its own activities
of the children. Use of the kilo, half a kilo
a quarter of a kilogram. Estimates.
 Sequential temporal orders
using ordinal numbers.

Interpretation, reading, and writing of the

hour, half hour, and quarter hour
the watch

Determination of time intervals

spending half an hour, a quarter of
time, using the clock or its
graphic representation.
Time measures
Identification, writing, and reading of the
sequence of the days of the week and
of the months of the year.

Relationship between the hour, the day, the

week, month and year.

Practical application of the calendar.

Resolution and problem-solving

simple references to relationships
temporales.

Monetary system Differentiation between currencies and the

paper money and the utility of each
one of them.

Identification of the bolívar as the

unit, the 10 bolívares like the
tens and the 100 bolívares like the
hundreds of the numbering system
decimal.

Establishment of relationships between

the coins and the different
denominations of banknotes.

Calculation of amounts, in bolivars,

estimating if the amount held is
enough to buy a product.

Determination of coins or paper

currency needed to gather a
specific amount.

Resolution and problem solving

 referred to situations of the environment
related to the child
measures of length, capacity,
weight, time and monetary system.

BLOCK Degree

STATISTICS AND PROBABILITY SECOND

CONTAINED

CONCEPTUAL PROCEDURAL ATTITUDINAL

Acquisition of habits of
Data collection and organization organization and representation
indicating the frequency through the of data.
expresiones: "más frecuente", "menos Discovery that the
Organization and analysis ["frequent","equally frequent"] Lazar's results are
of information
Construction and interpretation of tables and independent of desires or
simple
bar charts, pictograms,...for personal expectations.
organize information of interest Recognition of the value of the
group truth.

Discovery that an event can Evaluation of the improvement of

it may happen or it may not happen. achievement.

Concept of event Identification of the possibility of a Appreciation of quality

event: certain, impossible or possible in work
{"situaciones de: monedas, dado, ":"situations of: coins, dice,"}
little top, ... Job satisfaction.

Relationship of Competencies and Evaluation Indicators

COMPETENCIES INDICATORS

Applies the classification processes and Build and complete progressive and alternate series; coloring,
serialization, the notions of space, drawing,...
time and conservation of the
 Build and complete progressive and regressive numerical series
(count, count by jumps: 2 by 2, 3 by 3, ...).

Discover and orally express the rule that governs any series.

•Recognizes even and odd numbers when used as

medio de orientación en la realización de tareas y actividades
playful.

Establish relationships between numbers and objects: 'less than', 'greater than'
["what","equal to","weighs more","weighs less","fits more","fits"]
{"menos":"less","hay menos":"there is less","hay más":"there is more","más cerca":"closer","más lejos":"farther","más":"more"}

frecuente", "menos frecuente", "igualmente frecuente" en

meaningful situations.

Build series freely and verbally express the rule that governed.
the construction.
quantity, and the search for Accept the rules of participation in collective activities.
patterns in various situations.
• Shares constructively with their peers the execution
and work results.

•Represent bodies in the plane following simultaneous criteria of

spatial orientation (up and to the right, ...).

• Creates simple plans, considering the spatial location,

related to everyday activities in the classroom, the school, the
home.

•Uses flat representations spontaneously, as a

medium for transmitting information.

•Establece secuencias temporales, en forma oral y escrita, usando los

ordinal numbers.

Sequence the days of the week and the months of the year in expressions
oral or written.
 Compose and decompose natural numbers into units, tens,
hundreds and units of a thousand.

Write and read, correctly, the numeral and name of any

number up to four digits.

Write and express orally the previous and following number of

any number up to four digits.

Decompose any number up to four digits using the

Count, read, and write numbers additive principle (235 = 200 + 30 + 5).
natural numbers, up to four digits,
Select the nearest ten or hundred to a natural number
interpreting the absolute value and
given, using the straight line. (Rounding).
positional of each digit.
•Use the symbols correctly '>' (greater than), '<' (less than)
e "=" (equal to) when comparing numbers up to four digits.

Express, in appropriate situations, the positional value of the digits.

in numbers of up to four digits.

Read and write natural numbers in different situations using

as a unit reference, the thousands (2000 is 2 thousand).

Presents their work neatly and in order.

•Realiza adiciones y sustracciones con •Decomposes single-digit natural numbers into all their
numbers of up to four digits. combinaciones básicas (8=0+8; 8= 1 +7; 8=2+6; 8=3+5; 8=4+4).

Perform additions with numbers of up to four digits in the form

horizontal and vertical.

Arrange and perform subtractions with numbers up to four digits.

in horizontal and vertical form.

Mentally calculate additions and subtractions with numbers up to

three digits.

•Check, in written or verbal form, if the result of a

Subtraction is correct.

Estimate, in family situations, additions and subtractions

using rounding.

Use the commutative and associative properties of addition to

facilitate the calculation of additions with more than three addends.

Complete the additions and subtractions where an element is missing.

 Persevere in the search for different ways to achieve results
in additions and subtractions.

Show confidence when presenting the results of the operations.

Transform additions into subtractions and vice versa.

Shares its results constructively.

Uses mathematical language to express itself in situations

daily.

Use multiplication to represent additions of addends.

equal.

Build the multiplication table using concrete materials and

semiconcrete.

Memorize the multiplication tables (use the property

commutative to facilitate the fixation.
Manage the operation of Properly handles the terms double, triple, and quadruple, when
multiplication of a number of relate them to multiplication.
a figure for another one or two
figures: concept, tables. Complete the multiplications where an element is missing.

Perform multiplications of a one-digit number by a two-digit number.

figures.

Mentally calculate the product of a number, up to two digits,

by the unit followed by zeros, and by a one-digit number by
another two-digit number that ends in zero.

Present the results of an operation in an orderly and clear manner.

Solves problems related to Create problems with family situations.

its environment, in which it applies the
operaciones: adición, sustracción y Reads and orally interprets oral, written, and graphic statements.
multiplication.
Select, symbolize, and justify the operations that will allow you
solve a problem.

Estimate the order of execution of the operations.

You obtain the result of a problem by simple reflection, with

various solutions, with qualitative solutions,..., and expresses in
oral and written form the response based on the information
requested.

Show interest in exploring the significant elements of a

 statement.

Show interest in the work of others by sharing in a team.

Respect the opinions of others.

Persevere until you find the solution to a problem.

Suggest different alternatives to problem-solving.

Transfer the learned lessons to school situations or

relatives.

Identify the sphere, the cylinder, the cone, the parallelepiped and the
pyramid.

Compare geometric bodies based on faces, bases, edges.

and vertices.

Draw open and closed polygonal lines correctly.

the rule.

Recognizes polygonal lines in flat figures.

Compare flat figures based on their sides.

Express the measurements of the sides of triangles, rectangles, and

squares (using the ruler).

Draw triangles, rectangles, and squares based on the measurements.

Recognize y describe bodies from the sides and using grid paper and a ruler, with some
geometric shapes and flat figures. precision.

Cut out shapes of flat figures and geometric bodies.

•Express conclusions about triangles, rectangles, and squares when

listen to or read some of its characteristics.

Shows interest in the quality of construction development

geometric.

Appreciate the environment by maintaining and conserving it.

Share the work you do as a team using the language

adequate and respecting the opinions of others.

Follow the rules when participating in recreational or work activities.

Express orally the relationship between your work and it

learned.
 Perform and estimate measurements of length, weight, capacity, and time.
using conventional and non-conventional units of measurement
most suitable conventional ones. Use appropriately, and with some
precision, the centimeter, and the ruler to measure lengths.

•Express lengths using the meter as the unit or the

centimeter.

Convert measurements given in meters to centimeters and

vice versa (measures immersed in a context).

Use different measures of weight and length using non-standard units.

conventional.
Make and estimate measurements of Express the relationship between the hour, the day, the week, the month and
longitud, peso, capacidad y tiempo the year in a meaningful context.
using the units of measurement
conventional y no Read and write the hours, half hours, and quarters on the clock.
most suitable conventional ones. hours.

Build your own calendar to plan your activities.

Share the planning of school activities with the team.

the usefulness of planning.

Uses measurement units spontaneously and appropriately.

Estimate measures of mass and capacity.

Respect and consider the activities of others.

Use the expressions half a meter and one in practical situations.

quarter of a meter.

•Compare situations where honesty is highlighted and the

utility of money.

Estimate the amount of money required to carry out different

activities.
Establish monetary relationships with
coins or paper money. Establish relationships between different currencies and paper money to
gather specific amounts.

Relate the monetary system to the decimal metric system.

Compare and relate the currencies.

Organizes and analyzes information Collects and organizes data from their social, cultural, and family environment.
simple.
Interpret the information provided by a table, a graph.
 of bars, a pictogram,…

Build tables, bar charts, pictograms to organize

group interest information.

Share the information provided to you in a group setting.

table, a bar graph, a pictogram,...

Discover that an event can happen or not.

Identify the possibility of an event: certain, possible, and impossible.

Acquire notions of probability.
in playful and everyday situations.

Identify situations in your life that depend on chance.

Bibliography
BANDET AND OTHERS (1996). The Beginnings of Calculus. Kapelusz Editorial. Buenos
Aires, Argentina
BARODY, A., J. (1988).El Pensamiento Matemático de los Niñ[Link] Morata.
Madrid, Spain.
BRANDRETH, G. (1989).Juegos con Números. Editorial Gedisa. Barcelona, España.
BUSTILLO A., I (1996). Construction of Physical and Logical Mathematical Knowledge.
Editions of the U.N.E. Simón Rodríguez Foundation. Caracas, Venezuela.
CENAMEC (1993). Bank of Problems. Caracas, Venezuela.
CENAMEC (1995). Mathematics Folder for Basic Education Teachers.
Caracas.
CLEMENTE, C. de (1994). The Game as a Method of Teaching Mathematics.
Caracas, Venezuela.
FERRERO, L. (1991).El Juego y la Matemática. Editorial la Muralla. Madrid, España.
GIMENEZ, J. y GIRONDO, L. (1993).Cálculo en la Escuela. Editorial Graó. Barcelona,
Spain.
KAMI, C. (1987).El Niño y el Número. Editorial Siglo Veintiuno. España.
LAHORA, C. (1996). Mathematical Activities with Children Aged 0 to 6 Years. Editions
Narcea, S.A. Madrid, Spain.
NCTM (1989). Curriculum and Evaluation Standards for Mathematics Education
Mathematics. Translation: J. M. Álvarez. Spanish Edition: Andalusian Society of
Mathematics Education 'THALES'.
SÁNCHEZ, M. de (1992). Development of Thinking Skills. Editorial Trillas,
Mexico.
SPER'S, D. (1990). The Curriculum. Its Organization and Planning. Editorial
Hat. Brazil.
VILLARRASA, A. and FERRAN, C. (1988). Noon. Exploration Exercises
Representation of Space. Editorial Graó. Barcelona, Spain.

Social Sciences Program

Presentation of the Social Sciences Area

The study of Social Sciences is one of the fundamental pillars to promote and
promote the formation and consolidation of moral and civic values of solidarity,
social coexistence, tolerance, respect for the family, appreciation for work
environmental conservation and national identity, which contributes to comprehensive education
of the students. In addition, it provides knowledge, skills, and attitudes for the
responsible participation in the transformation of society. Promotes the formation of a
Venezuelan capable of socially constructing their scale of values so that, from it,
develop the construction of criteria for the analysis of reality, which allows its
intervention and transformation, in order to offer a better quality of life, without
disconnect from the changes that are taking place at the dawn of the 21st century, and
taking into account the links with Latin America and the World.
From this perspective, the area of Social Sciences prepares students to interpret
the society-nature relationships in a geohistorical and political dimension, helps them to
to know and to position oneself in the community, in the state, in the region, in the country, and in the world,
effectively integrating into society. Likewise, it provides the competencies
in the fields of being, knowing, and doing so that the learner is situated in the present,
understand the past and perceive the trends of future changes, and prepare for
assuming a social function in the community, aware of its possibilities of
protagonism and its ability to influence the future. This area contributes to the
understanding and analysis of the historical process as a constitutive element of reality
Venezuelan social. This globalizing vision allows for the formation of a thought
critical, the development of values necessary for the strengthening of state identity,
regional, national, and Latin American.
The area is based on the psychological and pedagogical principles that underpin the new
curriculum design for Basic Education, which responds to the developmental evolution of
child. In this way, the proposed content for the first three grades is
elaborated based on the concrete, the lived space, and the nearest spaces
to the experiences of the students. Starting from the study of what is close means the connection
of the students with the complex social world that they know in their daily practices.
Direct and systematic observation provides elements for construction of
notions and key concepts, however, indirect and unsystematic observation will allow
the incorporation of other more distant spaces in order to establish comparisons.
The spaces experienced by the child and their significant experiences occur in a time
historical and are associated with social, economic, and political interactions and changes.
Each child is immersed in a different family-community microsystem, unique to them.
social reality in a specific space and time, a reality that the teacher must consider
in their planning.
The Social Sciences area for Basic Education level includes content on
Geography, History, and Family and Citizenship Education, as well as the contributions of Folklore from
Sociology, Economics, Anthropology, and other disciplines that deal with
essentially from the study of man and social reality, in order to understand life of
human beings and their relationships in time and space. It has been organized for the
first stage with a unitary and globalizing character of knowledge, which allows for a
overview and entirety of reality and the historical processes that explain it.
As stated in the document from the Ministry of Education "Educational Project of
Basic Education: Challenge, Commitment and Transformation" (1995), will teach how to think with
logical rigor, with creativity and clear references in the consolidation of being, knowing and the
to do, in the training for life, aware of the role that he or she will have to play as
member of a democratic and pluralistic society that guarantees rights but demands of him
the duty to contribute to its improvement.
The proposed program is framed within a conception of education that values
the understanding of social reality in its dimensions of time and space, starting from
the premises of meaningful learning for autonomy, life, and coexistence. A
Based on these premises, the following guidelines are suggested for management of the
program:
Start from the motivations, the needs of the children, and the immediate environment. The class
it should be a place for social learning and communication. The teacher will emphasize on
the development of experiences in which the child is in direct contact with the environment
where he lives. He will use the environment where the child develops to learn and understand
its characteristics, its interactions, and the changes associated with everyday problems
that allow for understanding the complexity of society. From the present, it is going
progressively reconstructing the recent past to assist the child in
knowledge and understanding of the historical process. This is a slow process and
progressive. The teacher will promote the active participation of the child in the journey through the
community, in the search for explanations and the development of curiosity.
Foster experiences that promote a civic attitude using as a model
permanent to the teacher. The attitudinal contents proposed tend to
formation of a critical attitude, personal development, and community participation. The
experiences will be directed towards citizen behavior, environmental defense,
the respect and defense of historical and cultural heritage. The study of the family and respect
The rights of the child will be fundamental in this first stage. The role needs to be rethought.
of the teacher, from the perspective of expanding their pedagogical action towards spaces of dialogue
in which everyone can communicate, express themselves, agree, disagree, and commit to
a climate of freedom and respect.
Implement the integration of experiences. The Social Sciences program presents a
integrative character of the area. This approach will encourage interrelations between:

The different areas and the cross-cutting axes: language, development of thought,
work and values.

The procedural, conceptual, and attitudinal contents of the different blocks

which comprise the area of Social Sciences.

The physical and human elements that make up the geographic space.

The present, the past, and the future.

Develop cognitive abilities, not just memorization. The Science program
Social studies does not aim to encompass a large amount of knowledge, but rather to promote
acquisition of significant basic knowledge and useful intellectual processes for
make the conceptual content operational.
The teacher will encourage the children to work with models, sand tables, as well as in the
reconstruction of personal history and that of the family group. The observation, the
description, localization, the establishment of relationships, are mental processes
essential in the Social Sciences. During the tour of the community, the students
they begin in the understanding of the geographic space. The study of dates and characters such
employees in traditional history will not have a meaning by themselves, but rather in the
degree to which they explain economic, political, and social processes. The methodology
used must be active, which implies the child's participation; the transfer of the
learning in new situations must arise from the creativity of both the teacher and the student.

The success of this program depends on the skill, initiative, and creativity that the
teacher manifests to make it a true working tool in the classroom, in
function of the new Venezuelan that wants to be formed.

The teacher has the freedom to select the order of the content when preparing their
classroom project, according to the characteristics of the group and their interests. It
It is important that procedural, attitudinal, and conceptual contents are linked.
permanently among themselves, as well as the establishment of interrelations between the
contents of the different areas and the transversal axes of the study plan.
Content Blocks
BLOCK: CHILD, FAMILY, SCHOOL AND COMMUNITY

By introducing this block, importance is given to the family as a natural and primary agent of
education, and the school, as a pillar for personal, social, ethical, and
citizen of individuals, preparing them to act within society
 contemporánea, favoreciendo el mejoramiento de la calidad de vida. Se ha optado por
to prioritize the study of the family due to its importance as a sphere of
socialization of the child and how an educational agent. Only from the family can arise a
authentic and supportive society with humanity.
BLOCK: GEOGRAPHICAL SPACE

The aim is to introduce the student to the construction of key concepts for vision.
comprehensive of social reality. Geographical knowledge provides the elements
to encourage observation, awaken the imagination, develop creative ability
of the learners, the interpretation and explanation of the geographical space in its connections
complex and changing. It is about putting the child in meaningful contact with reality
that surrounds him, so that he values and appreciates geographical diversity, in a civic attitude and
participatory. This block from the 2nd grade is called 'The Geographic Space and
"diversity of landscapes" so that the child expands their knowledge of more distant spaces.
BLOCK: OUR HISTORICAL PAST

This block includes the management of the immediate past to introduce the learner to the
notion of time, in the analysis of the elements that allow one to understand the idea of
change and continuity, compare, recognize, and establish relationships between different facts
social, political, economic, and natural. It proposes to address the knowledge of the past
based on the reconstruction of the ways of life of the aborigines, allowing it to
educating to know their origins and value their history. From the material traces, the
customs, beliefs, the collective imagination... present in the community, are
reconstruct the past. The students together with the teachers participate
actively in the development and reorganization of the content referring to their history
personal and family. Gradually, the child's time horizon is expanding to
through the significance of national holidays and historical figures of the
local, regional, and national community.

FIRST GRADE SECOND GRADE THIRD GRADE

CHILD, FAMILY
CHILD, FAMILY, SCHOOL AND CHILD, FAMILY, SCHOOL AND
SCHOOL AND
COMMUNITY. COMMUNITY.
COMMUNITY.

GEOGRAPHICAL SPACE AND GEOGRAPHICAL SPACE AND

GEOGRAPHICAL SPACE.
DIVERSITY OF LANDSCAPES. DIVERSITY OF LANDSCAPES.

OUR PAST OUR PAST OUR PAST

HISTORICAL. HISTORICAL. HISTORICAL.

General Objectives of Social Sciences

Strengthens personal and family identity based on coexistence, the

solidarity, responsibility, collaboration, and respect towards the creation of a
citizen awareness.
 It expresses supportive attitudes towards the strengthening of human relationships.

Develops attitudes for the practice of their rights and duties as children and as
members of the regional, national, and global community.

It shows interest in understanding the social reality towards the strengthening of the
regional and national identity.

Interprets and represents the geographic space as a reflection of the interrelationships between
human activities and the physical environment.

Evaluate the facts and historical figures for the strengthening of local identity
regional and national.

Develops attitudes of defense of historical and cultural heritage, and contributes

actively in its conservation and improvement.

Begins the assimilation of temporal and spatial notions that allow it a

progressive approach to social and historical reality.

Development of Content
BLOCK GRADE

CHILD, FAMILY, SCHOOL AND COMMUNITY SECOND

CONTENTS

CONCEPTUAL PROCEDURAL ATTITUDINAL

Evocation and conversation about the Expression of attitude

family members. of cooperation and
understanding towards the
The family.
Representation of the responsibilities of others.
Responsibilities and
each member of the family,
functions of the group
through a simple simulation. Family assessment
familiar. as an area of
Oral expression about the functions of learning and cultivation of
family group. the virtues.

Family relationships, Verbal and written expression about experiences Internalization and practice
social coexistence: of family coexistence. of norms of
in the family and in the coexistence and of
school. Description of actions that demonstrate value family relationships.
of coexistence, responsibility and
solidarity. Appreciation for values
 that favor the
family coexistence and
Evocation and conversation about
social.
family relationship experiences and
social Manifestation of attitudes
of coexistence.

Appreciation for the importance

of the municipality as
participation center
Identification of the general characteristics community.
The municipal community. that define the municipality.
Critical attitude towards the
Description of the
positions and functions of Search for information related to the work carried out by the
characteristics of the municipality, through municipal council and for
the members the Mayor's Office.
principles of interviews with adult members of their
community and simple readings related to the Appreciation of
municipality.
importance of the municipality. work done by the
council employees
municipal and of the
Mayor's Office.

Narration of fables or related stories Responsibility

with responsibility, solidarity, the citizen.
respect, collaboration, others.
Manifestation of attitudes
Rights and duties of Reflection on the need for defense of the pro-defense of the
child in the community and children's rights and compliance with them rights in practice
in the state. homework. citizen.

Representation of rights and of the Interiorization and

duties of the child in the community and in the compliance with the
federal entity through dramatization. duties of the citizen.

BLOCK Degree

GEOGRAPHICAL SPACE AND DIVERSITY OF LANDSCAPES SECOND

CONTENTS

CONCEPTUAL PROCEDURAL ATTITUDINAL

Spatial orientation. Observation of the elements of the landscape and of Evaluation of the
the positional relationships between them importance of the
(inside - outside, near - far, dense - spatial orientation in
saw, in the middle – at the end). daily life.
 Sequencing of the order of position of the
elements of the landscape: alignment
bidirectional.

Recognition of different perspectives in

relationship with subjects placed in different situations
points. Appreciation for the elements
of the environment.
Spatial orientation based on landmarks
community as reference points.

Oral and written description of the position of

some elements of the landscape from
landmarks (on the hill, near the
river, at school, near the beach.

Direct and indirect observation of the space

geographical, through, visit, tour through the •Attitude of appreciation and
community, photographs. appreciation for the landscape
Description of tours through the community, geographical.
close to the school, taking into account Development of attitudes of
landmarks. solidarity and
The geographical landscape.
Elements that it Representation of the observed landscape in social coexistence.
they form. models, sand tables or others Expression of interest in
Interrelationships between simple procedures that allow a the representation
the elements. three-dimensional view of it. spatial.
Differentiation between new constructions Valuation for the work
and old, of vacant lots, of spaces what do the
greens, ... people from the
Discovery of interrelationships between the community and the state.
elements of the environment.

Analysis of the meaning of graphic language Language assessment

present in traffic signs. graphic and gestural,
Design and execution of a traffic light model related to the
and discussion about its importance from the road safety.
Road education.
civic point of view. Assessment of the signals
Evocation and conversation about accidents transit for the
related to the breach of the prevention of
traffic signs. accidents.

Public services and Identification of public services and Appreciation for usefulness
 and conservation of the
public services and
community privates in a model. privates.

Classification of assistance services Development of attitudes of

deprived of the sports, recreational, educational ... cooperation.
community and of the
federal entity Evocation and conversation about the Assessment for the work
assistance importance of the proper use of services that carry out the
educational, recreational, public and private of the community. people from the
sports shoes. community.
Evocation and conversation about the
operation of the services it offers •Critical attitude towards the
the community and the state. responsibilities of the
public organisms and
privates.

Design and execution of a simulation in the

that the risks and threats be addressed in the
community such as social risks, of •Evaluation and compliance
road conditions, earthquakes, landslides, floods
Education to act of the rules to follow
fires... in a situation of risk and
in situations of
risks and threats: Analysis and development of recommendations threat.
earthquakes, landslides, related to self-protection measures Assessment of services
floods against the detected dangers, through as a precaution against
fires... guided discussions. the risks of the
•Search for information about the regulations community.
safety measures that must be followed before, during
and after such situations have occurred.

Direct and indirect observation of landscapes

different geographic areas. Assessment of the
observation as
Description of the characteristics of each one process that allows the
Landscape density. of the observed landscapes. appreciation of the landscape.
Characteristics of
landscape. Comparison between the different landscapes. Local identity.
Recognition of different landscapes Curiosity about the
geographical, through sheets, films, geographical diversity.
conducting visits...

Conservation of Design of written and graphic materials Critical attitude towards the
environment. (posters, banners, billboards, prints, environmental problems
labels,) that raise awareness about the of the community.
environmental issues in the community.
Assessment of the
 responsibility in the
conservation of
Participation in actions that promote
citizen participation in the face of problems
environment.
environmental. Manifestation of attitudes
conservationists.

BLOCK GRADUATE

OUR HISTORICAL PAST SECOND

CONTENTS

CONCEPTUAL PROCEDURAL ATTITUDINAL

Description of what the local community was like

before our birth. Appreciation and valuing of the
Relationship between past community.
Inquiry and information search for
personal and the past the recognition that history and the Reaffirmation of the
historical. the existence of the world began a long time ago personal identity and
before our birth and that regional.
it will continue after us.

Appreciation for language

as a tool of
Recognition that the first communication.
inhabitants of the Venezuelan territory were
indigenous people. Attitude of appreciation for the
Indigenous people.
Communities indigenous people
Description of the way of life of the
from the pasty of grupos indígenas del pasado, mediante la Valuation and respect for
present. Forms of observation of drawings sheets, the manifestations
life. Indigenous culture. movies... cultural of the
indigenous.
Description of the changes that have been made
produced in indigenous communities Appreciation for the language of
from the past over the course of time. ethnicities as a
form of identity with
our culture.

Cultural contributions of the Identification of the cultural contributions of the Awareness towards the
ethnic groups (whites, different ethnic groups. cultural heritage that
Europeans, indigenous and they have provided us with the
blacks a the Inquiry and information search different groups
formation of the related to dances and typical dishes, ethnic groups that make up
 traditional festivals, crafts, music and Venezuelan culture.
community, state and games of the
different states of the country. Valuation of the
manifestations
Establishment of simple relationships between cultural for the
the current cultural manifestations and the formation of the
past. regional identity and
national.
Identification of rhythmic expressions and
motors of traditional dances of the Appreciation and value for the
Venezuelan culture.
locality and state. heritage cultural
music literature
Construction of calendars about the dance, craftsmanship ...
celebration of local festivals and of the
state. Affirmative attitudes
of identity.
Representation of the different
cultural manifestations of the locality Assessment of our
and the state through dramatizations, traditions as a form
staging, cultural events ... of identity.

Indirect observation of the characteristics of

the cities founded by the Spaniards in
Venezuela.
Interest in participation
Identification of recent changes of the tour through the
incorporated (buildings, roads of community.
communication, services ... )
Assessment by the
Notion of change. Recognition of material remnants of the conservation del
past in the communities of the present historical heritage.
(monuments, means of transportation
tools of work, housing ... ). Appreciation and criticism for the
historical legacy.
Collective writing of simple texts about
the changes that have recently occurred in the
community.

Historical characters Search for information about the Valuation of the

historical figures of the locality and of the importance of the
region. historical figures.

Preparation of brief biographies of

historical figures of the locality and of the
federal entity.

Recognition of the main ideas and

secondary aspects about the life of Simón
 Bolívar, based on readings.

Representation of Simón Bolívar through

drawings.

The patriotic dates Description of the processes followed to

means of identification to raise and store the National Flag.
with the country: 12 of Manifestation of respect
October 12, 1492 •Search for information and reflection on the before the symbols
national holidays. patriots.
February 12, 1812
March 1806, 19 of Ordering of national holidays (precedence Evaluation of symbols
April 18, 24 subsequently). and national holidays, such as
Junio de 1821, 5 de julio form of identity
July 24, 1811 Design and execution of simulations of the national.
1783 others. events that give meaning to
the patriotic dates.

Relationship of Competencies and Evaluation Indicators

COMPETENCIES INDICATORS

Identify and represent the family members.

Describe the functions of each family member.

Share experiences of coexistence in school, family and

community.
Recognizes the importance of the
family departing from their own Recite poems that reflect situations of interpersonal relationships.
reality.
Collaborate with other members of the family, school,.... in tasks.
daily.

Shows interest in the problems of their family and school environment.

Respect and practice coexistence norms.

Demonstrates autonomy in the Show confidence and self-assurance.

development of its activities
as a member of the group. Respect and accept rules for equal work development.

Participates in group activities in a supportive manner.

 Demonstrates emotional balance in overcoming difficulties.

Take the initiative in developing activities.

Participates in discussions about the duties and rights of the child in the
school and the community
•Assume critical attitudes in the It represents scenes where the duties and rights of the
defense of their duties and children.
rights as a child.
One accepts oneself and the group members.

He/She assumes the tasks assigned to him/her responsibly.

Observe and represent the elements of the geographical landscape.

Enjoy the geographical landscape.

Identify and classify the public services of the community.

Interpret and represent space
geographical and the diversity of Establish relationships between the elements of the environment.
landscapes.
Participates in the defense, conservation, and improvement of its space
geographical.

Comment on the experiences related to the different spaces

geographical.

•Describe the position of landscape elements based on criteria of

{"up":"arriba","down":"abajo","forward":"adelante","backward":"atrás","right":"derecha","left":"izquierda"}

Manages spatial notions Play games using landmarks.

that serve as a beginning in the
It represents the elements of the landscape in models, sand tables,
understanding of reality
drawings ...
social.
He/she orients in space based on reference points.

Shows interest in understanding their social reality.

Recognizes and values the contributions

Conversation about the way of life of indigenous groups.
cultural aspects of the groups
ethnic groups in the shaping of Describe the changes that have occurred in the communities.
indigenous people of the past.
Venezuelan culture.
Identify the dances, games, typical dishes, traditional festivals,
music,... of the community.

Dramatizes the different cultural manifestations of the locality and of the

state.
 Create a calendar for the celebration of local and state festivals.

Respect the cultural manifestations of ethnic groups

Venezuelans.

•Recognizes that the local community and history existed before its
birth.

Identify some physical and social changes that have occurred in your community.

Identify the historic center of your city.

Strengthens the notions of
Write simple texts about changes that have occurred in your social environment.
historical temporality.
natural.

Write biographies of illustrious figures from your region.

Recognizes the material traces of the past in their community.

Respects the historical legacy of your community.

Bibliography
ANDINA, M. (1985).Aprendizaje de las Ciencias [Link] Ateneo. Buenos
Airports. Argentina.

CÁRDENAS , J. M. (1991).El Pensamiento Político de los Niñ[Link] UCV

Caracas. Venezuela.
CARRETERO, M., POZO and ASCANIO, M. (1989). The Teaching of Sciences
Socials. Viewer. Madrid. Spain.
COMMAGER, H. S. (1967). History, its Nature, Didactic Suggestions.
Hispano America Editorial. Mexico.
FAURE, R. (1979).Medio Local y Geografía Viva. Editorial Laia. Barcelona España.
FINOCCHIO, S. (1993).El Desafío de Estudiar Ciencias [Link] Troquel.
Buenos Aires. Argentina.
FRANQUEIRO, A. (1986).La Enseñanza de las Ciencias Sociales. Editorial Ateneo.
Buenos Aires. Argentina.
KLIKSBERG, K. De. (1984). The Social Sciences in the Venezuelan Primary School.
Editions of the UCV Library. Caracas. Venezuela.
LUC, J. (1981)La Enseñanza de la Historia a Través del [Link] Cincel -
Hat. Madrid. Spain.
MENDOZA J., H., (1992). Social Sciences. Cultural Recreational Education, Bogotá.
Colombia.
MONTERO, L. (1996). Rights in Action. (International Convention on the
Children's Rights). Community Learning Centers. Caracas. Venezuela.
MONTOYA, M. de. (1969).Localización [Link] Kapelusz. Buenos Aires.
Argentina.
ORTEGA, D. (1995). Diagnostic and Qualitative Research on the
Temporary Representations made by Girls in first and second grades
third of the Elías Toro National Basic School. Lurus Magazine. Volume 1 (2), pp. 26-
29.
OSSANA, E. and others. (1984). The Teaching Material in the Teaching of History.
Editorial El Ateneo. Buenos Aires. Argentina.
PIAGET, J. (1978).El Desarrollo de la Noción del Tiempo en el Niñ[Link] de Cultura
Economic. Mexico.
SAMÁNEZ, K. (1996). How to Teach First Grade Children the Notions of
Past Present and Future for Building Temporal Sequences. Magazine
Laurus. Volume 2 (3), pp. 72-73.
TOVAR, R. (1969). The Program is Made by the Teacher. Villoria & Cruz Publishers. Caracas.
Venezuela.

Natural Sciences and Technology Program

Presentation of the Area of Natural Sciences and Technology
The teaching of Natural Sciences and Technology at the level of Education
Basic education fosters integral formation, vision, and global thinking in the student.
According to Delors (1992), the four fundamental pillars for the teaching of sciences are:
Learn to know, learn to do, learn to be in order to better understand the world and
learn to live together in order to live together.
Teaching Science and Technology in Basic Education is formative because:

It helps to understand the changes and interactions of the socio-natural world.

It helps to understand the problems related to prevention,

maintenance and promotion of bodily, mental, and social health.

It allows the acquisition of relevant knowledge, which connects what is learned in

the school with the child's environment.

It helps to understand problems and to form pro-social values in the diverse

 levels such as family, school, community, and planet.

It contributes to seeking logical solutions to problems and a perspective from which to

observe the advances of science and technology, based on true values
humans.

It contributes to shaping a human being sensitive to beauty, harmony, and diversity of

nature; supportive in the face of global problems, critical of the destruction of
environment and capable of acting at the different levels of its scope, thanks to the
consolidation of global thinking.

It contributes to the development of logical, creative, social, and reflective thinking.

•Transforms human life by generating social changes. This is observed in the impact
environmental produced by the Oil Industry and Agriculture.

It contributes to understanding the interaction of the components of the environment and how delicate it is.
balance of nature.

Addresses problems arising directly or indirectly from human activity that

they affect our natural and social environment.

Alert about the alterations that the unreflective use of technology produces in
the ecological balance.

Promotes a collaborative attitude towards conservation and improvement of

socio-cultural environment at the local, regional, and national level.

It is acknowledged that survival depends on harmonious connection with the

biopsychosocial environment.

It generates jobs that improve the quality of life on the planet and is a way of
human solidarity.

It fosters the acquisition for the formation and practice of flexible and critical attitudes.
tolerant.

Prepares the student to face the constant changes and challenges that occur in the
society and require their participation.
Science and Technology are in a continuous evolution. The arguments
epistemological issues arise from the different scientific disciplines and refer to the search
of the internal structure; how it is built and what the conception of Science is (Coll,
1987). At the end of the 19th century, the goal was to accumulate scientific knowledge, Science
cumulative. In 1950 the emphasis was on the scientific method. Popper and Bacon argue
that scientific theories are stronger the more they withstand the pressures of testing
they are false. They focus on using the scientific method to achieve a truth with
greater probability of being true. For Kuhn, paradigms are always truths, they can
other paradigms exist without disqualifying the existing ones. For Lakatos (1983), ideas
central theories and scientific theories are always strengthened by auxiliary scientific ideas
whose mission is to prevent the main theory from being refuted. (Nieda and Macedo, 1997)

When analyzing the previous statements, it is understood that in Science it deals with the
accumulation of knowledge, the method, doubt, paradigms, and theories. To
consider these ideas, the teacher can carry out their pedagogical practice by implementing
simple experiments, in which the processes of Science are learned and the
scientific knowledge according to their level; in the future, they will be able to understand the theories, laws
principles and concepts of Science.
To study the contents of Natural Sciences and Technology, in the First Stage of
Basic Education was organized into four blocks:
Space, Time and Movement; Living Beings; Sun, Earth, Moon and Food. In these
blocks have a vertical sequence from 1st to 3rd grade. These blocks do not
they cease to be a curricular artifice for the study of the contents of the different
disciplines that make up Science: Biology, Physics, Chemistry, and Earth Sciences.
They are adapted to the child's interests, psychological development, and respond to trends.
worldwide teaching of science, in which the child is the protagonist of
Curriculum. The student has prior knowledge about these topics, the purpose is
take advantage of that knowledge, maintain what is correct and promote the
cognitive restructuring of false conceptions. It is desirable for the child to transfer the
learnings acquired in school for everyday life and that the teacher handles Science
as Toulmin (1997) suggests, which holds that knowledge does not belong to a
Solo la disciplina no es un bloque cognitivo estático, con límites definidos. Sino que los
knowledge of any kind is a system of concepts both in individual planes
as collectives; therefore, it is desirable that they be studied from the perspective
transdisciplinary, with systemic analysis. The teacher must be a pedagogical artist, to
manage the disciplinarity, interdisciplinarity, and transversality, when using the
proposed blocks.
Currently, the conception of Science is characterized by: truths are relative, they
and in a time and historical space; there are multiple options to approach the
problems; it is very related to society and the humanization of man. For such
reasons it is desirable for the teacher to promote the use of the scientific method, so that
aborde problemas significativos del educando, como son los problemas del ambiente, la
health, technological and socio-natural.
Daniel Gil (1993). Emphasizes the need for a curriculum focused on relationships.
Science, Technology and Society. It also recognizes the emotional implications for the
learning. According to Claxton (1994), the teacher must take advantage of the child's curiosity to
teach Science and suggests that real-life social interest problems be selected as topics
from their immediate environment. Brunner (1966) proposes discovery learning in the
problem solving. It suggests that the active participation of the learner ensures success
of the instruction and knowledge transfer process. Simón Rodríguez used to say
AS THE PRINCIPLES ARE IN THINGS, THINGS ARE USED TO TEACH
THINKING. For the above arguments, we have selected the SCIENCE approach -
TECHNOLOGY AND SOCIETY.
Description of Content Blocks
Este programa está diseñado para la enseñanza y aprendizaje de conocimientos
conceptual, procedural, and attitudinal. Knowledge includes all the information
what we have about things, what we call knowledge, such as the statements that
a student can express about a specific area of knowledge. This is called
declarative or conceptual knowledge. Procedural knowledge refers to the
schemes or strategies of introspective or manifest action extensively by
educating. Currently, the existence of a transition stage (phase of
compilation), which considers the progressive transition from a descriptive representation of
knowledge to its practical application. (Orantes, A., 1988). Conceptual knowledge:
understand the paradigms, the principles, the concepts, the laws, the facts, and the data.
Procedural knowledge: it includes procedures, processes, techniques,
the introspective cognitive skills, the psychomotor skills (gross and fine), the
habits that are procedural learnings that become automatic, the
oral expression, writing, the ability to read, the applications of knowledge. The
attitudinal knowledge: It refers to the formation of attitudes, values, and internalization of
norms.
The following content blocks are presented, which maintain continuity in
this first stage. With them, it is hoped that the child acquires the skills that
they specify:
SPACE, TIME, AND MOVEMENT.

Start the acquisition of knowledge and processes of spatial-temporal orientation

Recognize its importance for everyday life.

Acquire basic knowledge about the motion of bodies, their trajectory.

and its applications in daily life.
LIVING BEINGS.

•Start knowledge of the external structure and functional organization of the body
human, its changes and interactions with the environment and its relationships with health
corporal and mental.

Know and understand environmental diversity, animal diversity, and plants,

danger of the disappearance of habitats and their importance in life
daily.
SUN, EARTH, AND MOON.

Start the knowledge of the diversity of materials, characteristics, types,

properties, changes and interactions, and uses in everyday life.

Learn to systematically observe the sky, during the day and night, and
 internalize that light, the rainbow, the rain, the clouds, and the wind are phenomena of the
nature that occurs on Earth, through interactions with the Sun.
FOODS.

Start the knowledge of foods, with the purpose of evaluating their variety and
quality and acquire eating habits for the promotion of maintenance and
improvement of family health.
CONTENT BLOCKS FIRST GRADE SECOND GRADE Third grade
SPACE, TIME AND
MOVEMENT Spatial Orientation. Time. Movement of Bodies.

The Human Body Birth and Human locomotion and

Health and the Growth of Animal Humans
Senses and Animals Body Health and Health
LIVING BEINGS
An Environment for Oral Health Mental
explore. The Animals The Plants

The Air Rain, Clouds and Wind The Air and Pollution
The Water The Materials Mix
SUN, EARTH AND MOON The Day and the Night The Light and the Rainbow. Sol, Tierra y Luna

The Foods in the Foods in the

FOOD. Food at School.
Kitchen Community
The selected topics focused on society, as it is the main source of
thematic situations to know and understand the socio-natural world. Bronfenbrenner,
in his ecological theory he proposes that the school microsystem and the community microsystem
they interact and constitute the mesosystems. For this reason, it is desirable for the teacher to design
activities aimed at the school, community, and family. Morín (1988) explains that the
the conjunction and interaction between theory and method produce scientific knowledge,
philosophical, aesthetic, and practical. This program integrates theoretical learning with
the methodological ones; immersed in a society with values and attitudes.

The contents of the area of Natural Sciences and Technology are of great
meaning and vital relevance for the child's world; this implies that we can foster
in the teaching of science, globalizing thematic situations, where the teacher
you can use the different disciplines, the interdisciplinary approach and the approach
transdisciplinary enriched with the emphasis of the transversal axes language, development
of thought, values, and work.
The teacher can select content of state and local interest, develop their project of
classroom and use globalization situations as integrating strategies for learning.
Likewise, having a broad repertoire of globalizing thematic situations
meaningful and interesting, progressive and differentiated. It is necessary to select the contents
according to their relevance and pertinence to these, the contents must be prioritized and
sequenced according to a gradient of complexity. It is desirable to develop a plot with
they. (González, H., and González, O., 1997). It is advisable for the teacher to study the rain,
when it is raining, the rainbow when it appears; the diseases of the region when
they strongly affect the population. It will guide your pedagogical practice to connect the
everyday reality with what is learned in school, will address health issues,
environmental, living beings of interest and use of technology. Finally, it will promote the
creativity and originality in technological and artistic construction works and about
everyone must insist that the child continuously transfer the knowledge acquired. He
recommend to schools that have access to computers to adapt the content
procedural, for the child to use.
Once the types of knowledge to be taught have been established, it is advisable that
the teacher emphasizes the science, technology, and society teaching approach, (which
includes oral health, nutritional health, mental health, road safety, sexual information
drug prevention, technology and environment), that is to say, that it works on useful knowledge
to have a better environmental, nutritional, health, comprehensive, scientific education
technological; for the development of thinking and cognitive functions, especially the
creativity and originality. In addition, promote the management of oral, written, and graphic language,
gestural and plastic expression as forms of communication and contribute to consolidating
ethical and moral values that shape the student comprehensively.
The appearance of the transversal axes in this educational proposal is perhaps the most
innovator of reform, because they are a way to address social problems and
current natural resources; the axes represent a positive and feasible assertion that allows
the educational system contributes to forming values and to the integral development of the Venezuelan
what we need. In addition, they establish the connection of the school or the school culture, with the
daily life. The transversal axes centered on language, the development of
thought, the cultivation of values, and the transcendence of work lead to the adoption of
a socio-educational-critical vision, which will contribute to cultural, social emancipation,
spiritual, scientific, and economic of Venezuelan Society.
As an example, the Transversal Axis Values are described below:
The values in the teaching of Science and Technology can be classified as values and
scientific attitudes, values and attitudes towards science and values that arise when
Science is taught. The central role of the teacher in education is indisputable.
of values, attitudes, and norms in the student.
When the teacher teaches science, they contribute to:

To form scientific attitudes. The appreciation of observation as a process is encouraged.

initiator of knowledge. Respect for scientific evidence. Interest is cultivated
for the understanding of phenomena.
Promote attitudes towards Natural Sciences and Technology. When one
learn science in meaningful contexts the child learns to value science and the
 technology. For example, in the construction of instruments, devices, techniques that
they solve health, social well-being, and quality of life issues.
Value the useful knowledge of science. In school.
Strengthen the value of health and pro-health attitudes. Shape values and attitudes for the
safety and accident prevention. Values oral health, that of the organs of the
senses and the body in general.
In addition to contributing to the formation of values and attitudes inherent to science, when one has
nature as an object of study cultivates: Solidarity values, Values that promote
the love for Venezuela, Aesthetic values and Values that promote behaviors
positive ecological.
General Objectives of the Area of Natural Sciences and Technology

Start the acquisition and understanding of conceptual and procedural knowledge.

referring to the notions of space, time and movement, living beings, solar system -
earth - moon, the foods and learn about their relationships with health, technology and the
society.

Start the progressive development of cognitive-conceptual structures that allow you to

explain and understand the scientific knowledge present in the environment that
surrounds.

Develop thinking skills so that they translate into thinking.

scientific and technological, through the daily practice of logical thinking,
motor skills, communication processes, imagination and creativity.

•Develop vital, aesthetic, social, intellectual, and moral attitudes and values.
spiritual, useful knowledge, and the preservation of ecological balance and the
social equity.

Value health as an optimal state of physical and mental well-being.

Recognize the value and immediate practical utility of scientific knowledge.

technological.

Understand and express attitudes characteristic of scientific work in everyday life.

Acquire skills of interaction, understanding, appreciation, and respect for viewpoints.

view of others, when participating in team work and in their actions
community.
 Development of the Contents
BLOCK DEGREE

SPACE, TIME AND MOVEMENT: TIME SECOND

CONTENTS

CONCEPTUAL ATTITUDINAL
PROCEDURAL

Location in time through the

Orientation temporal
creation of oral narratives of Assessment of oral expression and
hours, days, weeks
months, years, centuries.
the activities of the children that have the recording of the information.
short and long duration.

Assessment of the importance of

the construction of the devices
•Location in time through the to measure time.
Relationships temporaries: oral narrations
Short, medium and long about what they want to do tomorrow, Expression of interest for the
deadline. next Sunday or in the future. organization and distribution
Before, now and after. of time.
Fast and slow. Classification of activities according to the
time that is consumed. Evaluation del work
cooperative in construction
of devices.

Serializing from the activities most Assessment of observation and

Sequence of events. shorter, those that require more registration of phenomena
time for its realization. newspapers.

Periodic phenomena. Establishment of sequences Internalization of punctuality

temporaries through the preparation as behavior to avoid the
from the annual classroom calendar, wasted time of the
specifying some activities, such as involved in a situation.
like: children's birthdays,
local festival and others. Demonstration of responsibility
the deliver the tasks
Precise location of the number punctually.
weeks or days elapsed, or the
days remaining until an event Appreciation of the work of
relevant for children. watchmaker.

Observation of periodic phenomena

such as: drops falling, heartbeats of
heart, movement of a pendulum,
 sand falling through a funnel, outlet
and sunset...

Record of the frequency with which it occurs

a phenomenon. (fast, slow).

Application of sequential processes in

the construction of watches, based on
the periodic phenomena observed.

Measurement of duration time of

some activity with the clocks
built.

Imagination and storytelling

fantastic in travels through the tunnel
from the time from the 1st century to the 21st.
Establish a relationship between the
punctuality and the time of the
people.

BLOCK GRADE

LIVING BEINGS: BIRTH AND GROWTH OF HUMANS AND ANIMALS SECOND

CONTENTS

CONCEPTUAL PROCEDURAL ATTITUDINAL

Notion about:
Verbal expression of experiences
Birth of Humans related to mothers
pregnant women. Assessment of knowledge
and Animals.
that is acquired in the
Changes in the Description of the characteristics of experiences of school.
growth and some pregnant animals.
Manifestation free y
development in
Observations using sheets spontaneous experiences
humans and animals.
and photographs of the birth of some relatives, in relation to the
Change with the mother domestic animals. birth of animals and
pregnant and humans.
Sequential accounts of births in
domestic animals
animals, experienced by children.
pregnant.

Sequential changes in Sequential accounts of birth Assessment of differentiation

the newborn baby human beings from observations sexual determines the
 genders.

Exhibition of patterns of
behavior of
curiosity and affection in the
birth of a baby.
of images or lived experiences.
and newly born animals Assessment of transcendence
Comparison of external features
born. in professional performance
of boys and girls, with newborn animals
of those who exercise the
born males and females.
medicine and nursing.

Recognition of the
importance of talking with
our parents learned it
at school.

The work of the doctor and Establishment of analogies between

others professionals humans and animals in relation to the
related to the differences that determine their gender.
birth.
Search for information about what the
children made and ate when they were
babies.

Preparation of records using measurements

conventional, girl size and
children, throughout the school year.

Graphing of records and discussion of

results.

Comparison of what babies do and

young children, with what they
they do (students).

Sequential description of the changes that

occur in the growth of children,
until they become young, mature adults and
elderly adults.

•Observation and description of animals

short age.

Graphical temporal sequencing of the phases of

from birth to becoming young,
mature adults and elderly adults.

Information processing through

 read-alouds of stories and books
information about the birth and
growth of humans and animals.
Analysis of the readings.

Establishment of analogies between

animals and people in relation to how
they are born and grow.

Search for the meaning of words

pediatrician gynecologist obstetrician
dark-skinned, triplets..., and childbirth, through
the use of the dictionary, organize them in
cards in alphabetical order.

Organization and communication of it

learned.

BLOCK Grade

LIVING BEINGS: ORAL HEALTH SECOND

CONTENTS

CONCEPTUAL PROCEDURES ATTITUDINAL

Notion about: Observations of teeth in different Oral health assessment.
stages of teething (20 temporary or 32 permanent)
The teeth permanents). Using models or Manifestation of self-confidence to
Temporary teeth sheets. express their ideas.
y permanentes.
Functions of the Recognition of the number and type of Demonstration of respect for the
different types of tooth in one of his companions. opinions of others.
teeth.
The first molar Identification of the teeth using the Evaluation of the work of the
permanent. graphical pressure of what was observed. professionals in the area of
oral health.
The gums. Establishment of differences between
dentition temporary mixed y Manifestation of objectivity and
Oral hygiene. permanent. respect when we perform
observations on others.
Inadequate habits. •Search for information about the
functions of each of the types of Valuation of work in
The work del teeth. team.
dentist
Differentiation del first molar Exhibition of interest in the
 permanent. science.

Identification through the use of the Campaign evaluation that

plant-based colorants of the dental plaque. they contribute to educating the
community.
Application of the sweeping technique in the
tooth brushing. Appreciation of technologies
used by dentists
Application of mouthwash. in the prevention and treatment
of oral health.
Analysis of the importance of brushing
the teeth and rinse the mouth. Assessment of beauty
our teeth.
Design and execution of the simulation of
a cavity prevention campaign. Manifestation of joy and
happiness for having our
Design and execution of the simulation of healthy teeth, healthy gums and
visit to the dentist. good breath.
Observation on slides or models of the
characteristics of healthy gums and
sick.

Establishment of differences between

healthy and unhealthy gums.

Identification and alert within the group,

about bad habits for the
oral health.

Development of standards to prevent

malformations bucales previous
group discussion.

Search for information about the

importance of the dentist and their
helpers for conservation of
our oral health.

Conducting experiments for

demonstrate the influence of acids in
the calcium present in the teeth.

Representation of the sequences

temporarily of what happens in the
experiment with calcium and acids,
through drawings.

Elaboration of conclusions y
 recommendations based on the
observed.

BLOCK DEGREE

LIVING BEINGS: ANIMALS SECOND

CONTENTS

CONCEPTUAL PROCEDURAL ATTITUDINAL

Notion of diversity
the animals. Expression of interest for
to know the life of the
Vertebrates: Oral description of experiences animals.
personal relationships with animals.
mammals, birds
reptiles, amphibians and Demonstration of love and interest
Recognition of animal diversity. to conserve and protect the
fish.
Observation of sheets, drawings and animals and their habitat.
Invertebrates: photographs through the search for
insects, arachnids, information about animals from other Expression of interest in the
diplopods, mollusks regions of the world and about animals zoology.
and annelids. today extinct.
Enjoy the beauty and
Characteristics of these Identification of places where they live diversity of animals and
animals. their environments.
groups in relation to:
Shape, size
Oral and gestural description of shapes Reaffirmation of identity
extremities, regional and national upon knowing
animal movement.
displacement the animals of their region and
presence of bones, Classification of animals according to their of the country.
food, place body scheme, body cover
where they live, covered ways of moving and being born. Respect for life of the
corporal and forms of animals.
to grow. •Discriminación de semejanzas y
differences in external aspects Expression of attitudes of
Notion of fauna. among mammals, birds, reptiles, amphibians protection of nature.
and fish.
Notion of Zoology. Assessment of the importance of
Selection and graphic expression of a the animals for the
The work of the zoologist and
animal in its habitat. recreation, nutrition
other jobs medicine, transportation and
related to
dress
animals.

Knowledge of the Comparison, prior conversation, regarding Exhibition of habits of

 of the feeding functions,
defecation and excretion in animals.

Description of differences between males and

females in selected animals by
the children.

Serializing animals according to their responsibility in tasks of

tamaño, color de cubierta, número de maintenance and care of
legs and other criteria that are animals.
select.
Assessment of authenticity
Reflection on what happens to them the drawings that he creates.
animals when we burn and cut down
the vegetation. Manifestation of habits
hygienic and preventive in
Creation of stories and poems where manipulation and coexistence
manifest the fear and sadness of the with animals.
animals when humans
they destroy their environment. Assessment of authenticity
animals of the the drawings he makes.
locality. Systematic collection of small
invertebrates 'not invited to our Manifestation of habits
house hygienic and preventive in
manipulation and coexistence
Application of sequential processes in the with animals.
terrarium construction.
Assessment of the instruments
•Observation of animals through the product of technology that
use of instruments such as the magnifying glass. they allow us to study better
the animals.
Determination of the groups to which
belong to these animals using Appreciation of the work of the
taxonomic algorithms. people who care for, raise and
they keep the animals.
Reflection and discussion by team, about the
importance of animals in life
of humans and other animals.

Team conversation about work

what do veterinarians and others do
jobs related to animals.
BLOCK DEGREE

SUN - EARTH - MOON: RAIN, CLOUDS AND WIND SECOND

CONTENTS

CONCEPTUAL PROCEDIMENTALES ATTITUDINAL

Notion of rain, Conversation about their previous experiences Interest by to know the
drizzle and dew. in relation to what happens when atmospheric phenomena.
It's raining.
Notion of period of Assessment of the importance of
drought period y •Observation of the sky during the rainy season and the rain for the plants, the
rainy season. in times of drought. animals and people.

Shape and color of clouds. Prediction about the influence of rain and Security manifestation
the drought in living beings. when we hear the
The storm. thunder during a
Reflection on how the sky is storm.
Relationship between the before it rains, at the moment of the
lightning and thunder. rain and after the rain. Internalization and application of
safety rules: when
Relationship between clouds Oral description of the rain, the clouds and the it's raining, landslides
and the wind. wind. Sequential drawings of the floods and fall of
changes that occur in the sky before and rays.
Relationship of the flow rate after it rains.
the rivers with the
Internalization and application of
rains. Establishment of differences between rain, hygienic standards during the time
storm and drizzle. of rain.
Relationship of the rains
with some Relationship between the time it takes for the thunder with
Manifestation of sensitivity
diseases. the appearance of the lightning. upon observing in the sky the
diversity of forms and
Observation of the dew that forms during colors of the clouds, the fall
the dawn on some surfaces. of raindrops and the
Description of what happens to the presence of the wind.
rivers when it rains for a long time and
Valuation of the
prediction of consequences. manifestations artistic
Conversation referred to the danger of inspired by the phenomena
to bathe in the rivers when there is natural: clouds, rains
storms. lightning...

Seriation by the amount of water of the Demonstration of rejection to the

action of throwing away trash in
fenómenos: tormenta, lluvia y llovizna.
drainage.
Preparation of conclusions, prior
 conversation related to the
health problems that generate the
rainwater when mixed with water
black.

Communication on the bulletin board of what was learned

for its dissemination to the community.

Creation of poems and riddles

related to rain, the clouds and
the winds.

Imagination of figures and objects with the

shapes of the clouds and express it in
graphical form.

Establishment of correspondence between

the technology and the associated functions of
the rain, such as: sewers,
drains, lightning rodsumbrella e
waterproofs.

BLOCK GRADE

SUN - EARTH - MOON: THE MATERIALS SECOND

CONTENTS

CONCEPTUAL PROCEDURAL ATTITUDINAL

Materials of the Observation of toys, discussion about Evaluation of rational use of

nature. of the materials with which they are the resources that nature
Origin of the materials. manufactured. provides us.

Property of the Establishment of relationships between the Assessment of importance

natural materials and properties of materials and their use economic and social of the
what is given to them. materials from nature.
manufactured.
 Consideration of various situations
donde se usen materiales de
construction.

Conversation about the origin of

the materials and classify them accordingly
to its origin.
Respect for the rules of
Observation of the components of safety in performance
different types of housing (roofs, of various trades y
Oil and its walls, floors, windows, doors, grills, professions.
derivatives. The others).
plastics, solvents, Development of curiosity for
gomas,... Observation y description of the the materials and their usefulness.
construction of a house or building.
Reusability and recycling Assessment of the work of the
from the materials. •Establecimiento de relaciones entre los people when relating to it
materials from nature and their use in its execution and importance
Materials of the house construction. for social development.
nature for
build and decorate Classification of each of the materials •Valuation of recycling and
our house. according to its origin. reuse of the
materials as a form of
Security in the Determination of which materials make better use of
construction of at home, they are of oil origin. environmental resources.
housing.
Description of the use of each of the Assessment of the usefulness of
Professions and trades materials, listed in the list. oil for the
related to the improvement of quality
use of various Search for information about the of life.
materials. importance of construction of
housing following anti-seismic standards. Respect for the rules of
security for the
Establishment of relationships between the housing construction.
professions and trades related to the
use of various materials.

Application of sequential processes for the

construction of objects, models,
house model... with materials from
waste.

BLOCK GRADE

SUN - EARTH - MOON: THE LIGHT AND THE RAINBOW SECOND

CONTENTS
 CONCEPTUAL PROCEDURAL ATTITUDINAL

Evocation and conversation about the

previous experiences related to light
natural and artificial.

Establish differences between natural light and

artificial.
•Manifestation of curiosity about
Experimentation with transparent bodies to know which objects are left
Notion about: and opaque for the determination of their to pass the light and which do not.
ability to let light rays pass through
The Light Internalization of the costly value
Intensity of the Conducting experiences that demonstrate of electric light and display
light. that our vision depends on light. from habits to save it.
Relationship of light
with the meaning of the Seriation with opaque bodies y Exhibition of health habits
vision transparent. in relation to the lighting
suitable for protection
Natural and artificial light. Establishment of relationships between the arch of our vision.
iris with the rain and the Sun.
The bodies and the light: Manifestation of sensitivity
Opaque Bodies. Oral, written, and graphic description of the bow before the beauty of the rainbow.
Bodies iris.
Transparent. Demonstration of interest in the
Identification of the colors present in the science and by the phenomena
The colors of light. rainbow, in objects of the environment. from nature.

The rainbow. Experimentation with prisms and rays Assessment of technologies

luminous, to produce artificially related to the light of the
Relationship between the Sun, thethe colors of the rainbow. lamps, light bulbs, candles...
rain and the rainbow. Appreciation towards the
Evocation and conversation about where manifestations artistic
and when do we see phenomena that authentic.
they produce colors similar to those of
rainbow.

Plastic expression inspired by the rainbow,

through the organization of contests of
free painting.

BLOCK GRADE

FOOD: FOOD IN THE COMMUNITY SECOND

CONTENTS
CONCEPTUAL PROCEDURAL ATTITUDINAL
Notion about:
Respect for the opinions of the
Food products. Expression of ideas about the aspects that demás.
they must be considered for the purchase of
Valor nutritious foods. Valuation of teamwork.
exploitation and
Comparison of prices of the Assessment of the work that
cost of the
foods in different stores. the people in the area do
foods.
from production, preparation and
Budget familiar Planning for the purchase of the food distribution.
intended for the foods according to the budget
familiar. Valuation of food that
feeding. they are produced and consumed
Substitutes of the Participation with your family group in the traditionally in their region and
according to process of selection purchase in the country.
foods
cost y value preparation and preservation of the
food. Decision making regarding the
nutritious.
suitable purchase of food,
Natural foods and Establishment of relationships between the according to their nutritional value and

processed. nutritional value of foods and their cost.

cost.
•Contained information Critical and participatory attitude in
in the labeling of Comparison of costs among some the production processes,
foods natural and processed foods. selection, purchase, preparation
processed. and consumption of food.
Food planning and preparation
Foods and meals typical of their state or locality. Assessment of an adequate
typical of the region. nutrition for health.

Relationship between the Valuation of science and the

advertising and the
Interpretation of the information that
technology in processing
consumption of
they contain food labels
y conservation of the
processed.
foods. food products.

Devices used in
the markets y Communication of your works and
provisions scales experiences related to the •Manifestación de rechazo por la
refrigerators purchase and consumption of food, purchase of alcoholic beverages
mills oral, written, graphic, and gestural way. and cigarettes.
calculators, Application of the recommendations for the Assessment of the celebration of
computers preparation of the menu in your group day of feeding.
carts of familiar.
market...

Types of jobs Analysis of different campaigns Soil appraisal as

 advertising related to consumption of
food.

Application of different campaigns

advertising related to consumption of
food.

Application of hygiene standards and habits

in the selection preparation
conservation storage y
food consumption.

Reflection on the purchase of beverages fundamental resource for the

alcoholic beverages and cigarettes and their production of various types of
consequences for health, peace foods.
familiar, the economy and food Expression of respect towards the
of the family. diferentes trabajos que se
are carried out in the various
Preparation of recommendations, prior
conversation about the danger for the food businesses.
related to the
health of storing food, along Evaluation of the use of the dictionary
production
to cleaning products and biocides. for the acquisition of new
distribution and sale
of food. Design and execution of simulation of knowledge y
buying and selling activities of enrichment del
foods using the units of vocabulary.
appropriate measures. Assessment of the manifestations
Classification of technological equipment folkloric related to the
related to storage and national, state and
purchase of food. local as an expression of
identity.
Classification of related works
with the production purchase
storage, sale, and preparation
of food.

Search for the meanings of the

siguientes words: farmer
rancher fruit grower horticulturist
apicultor, vegetable sellerbutcher
fisherman cook warehouse worker
wholesaler...
 Relationship of Competencies and Evaluation Indicators
COMPETENCIES INDICATORS

Narrate experiences of daily life that have short and long durations
with the before, now and after.

Conversation about activities that can be done in the short, medium, and long term.
deadline.

Classify and organize activities according to the time they consume.

Build an annual calendar and record the activities that are carried out.
the classroom.

Specify the number of weeks or days that have passed or are remaining, in relation
to a relevant event.
•Understand and apply the
orientation processes Describe and record periodic phenomena such as falling drops, heartbeats.
spatial temporal y from the heart, the movement of a pendulum and the sunset.
recognizes its importance
for daily life. Build clocks based on observed periodic phenomena.

Identify the time on the built clocks.

It tells fantastic imagined stories and relates them to time.

Shows interest in punctuality and respects other people's time.

Communicates his/her experiences orally and in writing.

Distributes and organizes time for the completion of its activities.

Give importance to the recording of periodic phenomena.

Shows responsibility in the fulfillment of their tasks.

Describe the birth of Relates experiences related to pregnant mothers and animals
human beings and animals, pregnant.
sus changes en on
growth, development and Describe lived experiences related to the birth of animals.
their relationships with health domestic and of human beings.
corporal.
Establish similarities and differences between external characteristics of children and
girls with newborn male and female animals, feeding,
movements,...

Record sizes of boys and girls throughout the school year using measurements.
conventional and establish the difference.
Describe the changes that occur sequentially in growth.
children and animals until they become young, adults, and elderly.

•Freely and spontaneously expresses family experiences in relation to

knowledge of animals and humans.

Analysis of readings related to the birth and growth of humans

and animals.

•Establishes differences between how human beings are born and grow
animals.

Organize and communicate what you have learned.

Show interest in the professionals who practice medicine and the

nursing.

Observe and recognize the number and type of temporary and permanent teeth.
in the graphical representations.

Respect your classmates of the same and different sex.

Shows curiosity about the harmonious development of human life.

•Recognizes the equality of relationships and rejects the division of labor in

attention to sex.

It relates experiences from the conversations held with his/her parents about
from what was learned in school.

Establish differences between temporary, mixed, and permanent dentition.

•Describe the functions of each type of tooth.

Identify dental plaque using vegetable dyes.

Practice the sweeping technique while brushing your teeth.

Practice mouthwash.

Analyze the importance of brushing teeth and rinsing the mouth.

Establish differences between healthy and diseased gums.

Participate in group discussions about the consequences of habits

inadequate to prevent oral malformations.

Analyze the importance of the dentist and their assistants for oral health.

Conduct experiments to demonstrate the influence of acids on the

 soccer and represents them graphically.

Shows interest in the science and technology used by dentists in

the prevention and treatment of oral health.

Express joy and happiness for having healthy teeth and gums and good
breath.

It understands diversity Describe orally and in writing personal experiences related to

animal, its habitats and the animals.
importance they have in the
daily life. Conversation about animals from other regions of the world and those that have
extinguished.

Describe the places where animals live.

Comment orally and gesturally on the movement of animals.

Establish similarities and differences between mammals, birds, reptiles.

amphibians and fish.

Draw an animal in its habitat.

• Establish differences between the functions of feeding, defecation and

excretion of animals.

Classify animals according to selected criteria: size, number

on foot,...

Classify animals according to taxonomic algorithms.

Analyze the importance of animals in the life of human beings and

other animals.

Shows interest in the work that veterinarians do.

Create stories and poems where fear and sadness are manifested
animals when humans destroy their environment.

It shows interest and love for knowing the life of animals and the
preservation of their habitat.

Respect the life of animals and their environments.

Defend and protect animals and their habitats.

Practice hygienic habits and prevention in handling and living together

with the animals.

Describe the importance of animals for recreation, food,

 medicine, transportation, and clothing.

It highlights the importance of the people who raise, care for, and maintain the
animals.

Share your experiences related to natural phenomena that you have

observed such as: rain, dew, thunder,...

Describe the importance of rain in the life of living beings.

Shows interest in understanding atmospheric phenomena.

•Establish differences between rain, storms, and drizzles.

•Describe el cielo antes, en el momento y después de la lluvia.

•Represent through drawings the changes that occur during the rainy season and
drought.

•He narrates his experiences about what happens to the rivers when it rains.
Interprets phenomena of the a long time.
nature that occurs in the It points out the danger of swimming in rivers during storms.
earth as a consequence
from the interactions with it Specify the health problems that arise when waters of
sol. Rains mix with black water or stagnate.

Create problems and riddles related to rain, clouds and

winds from phenomena caused by the rains.

Identify some technologies that prevent water overflow and

provides protection such as: sewers, drains, lightning rods,
umbrellas, raincoats.

Shows interest in artistic works inspired by natural phenomena.

Apply safety standards that protect you from natural phenomena:

rains, thunders, lightning,...

Create drawings that highlight the shapes and colors of phenomena.

natural.

Describe the characteristics of Establish a relationship between the properties of materials and their use.
various materials, their the gives.
changes and uses in life
daily. Classify the materials according to their origin.

Specify the materials used in the construction of a rural house.

urban and indigenous.
 Build objects, models, house models,... with materials of
waste.

Relate professions and trades with the use of various materials

natural and manufactured.

Use the resources that nature provides us rationally.

It highlights the economic and social importance that materials provide.

what nature provides us.

Practice safety rules when working with materials.

Show interest in recycling and reusing materials.

Identify light as a natural phenomenon.

Relate light to the sense of vision.

•Discussion about the effects of light on living beings: plants, animals,

humans,...

Characterizes opaque bodies and transparent bodies.

Recognizes the importance of the Differentiate between natural light and artificial light.
natural light in the life of the
Determine the importance of rain and the sun in the appearance of the rainbow.
living beings.
Practice healthy habits to protect your vision from the effects of light.

Shows interest in science and natural phenomena.

Appreciates technology related to artificial light.

•Represent practical compositions the effects of light on plants.

Practice habits regarding electricity savings.

Recognizes the nutritional value of Indicate the nutritional value of different types of food.
the food for the
improvement of health Classify foods according to their nutritional value as natural and
familiar. processed.

Comment on the foods consumed in your region.

Relates experiences related to purchase, preparation and

food preservation.

Plan and prepare typical foods from your region at school.

 Interpret the information on food labels.
processed.

Create menus for the different meals that are held daily.

•Describe campañas de publicidad referidas al consumo de alimentos.

Practice hygiene habits and norms in preparation, preservation and

food consumption.

Participate in the celebration of World Food Day.

Simulate buying and selling activities of food using the units and
appropriate measures.

Appreciates the foods that are traditionally produced and consumed in your
region and country.

Relate the costs to the nutritional value of foods.

Specify the importance of proper nutrition for health.

Value science and technology in processing and preservation

food products.

Shows rejection for health harmful products: cigarette,

alcohol,...

Recognizes the importance of the work of individuals related to the

production, sale, and preparation of food.

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Aesthetic Education Program

Presentation of the Area of Aesthetic Education

Aesthetic Education is not, by principle, Artistic Education; it is not the study of a

particular artistic discipline, it is not a part of general aesthetics, nor is it the
study of philosophy viewed from the perspective of beauty. Understanding Education
Aesthetics implies conceiving it as the science that investigates the origin and the laws of
development and the specification of objectified sensitivity in artistic creation.
However, their considerations go beyond the work of art, as they study the
interaction of the work of art and the sensitivity of man in a given time period, the
objects of nature, utensils, tools, and any other product that give
meaning and support for human life, to the extent that they produce pleasure.
The area of Aesthetic Education encompasses various forms of expression such as the plastic arts,
music and the performing arts. They express and communicate various aspects of the
external reality and the child's inner world. Each of these expressions uses
common communicative elements that lead to the free expression of thought. The
music employs certain articulated qualities as a material element and mediator of the
sonority, timbre, tone, intensity, duration, and rhythm. The plastic, the images, through
the elements of expression: line, color, value, and texture, uses classic mediums and mediums
technologies like photography, film, tv, videos. The performing arts combine the
elements of body gesture, voice, space, and stage time.
Through this area, the child reconstructs the contents of their experience, their thinking and
his fantasy. The material elements and mediators of art can be understood as
languages as they use codes with representative and normative character,
and in a broad sense, linguistic. Realities and concepts such as: signifier, meaning,
emitter and receiver, which are common to verbal expression, can be understood as
languages. These languages are related to each other, and to verbal and numerical language. In the
Currently, the importance of artistic languages in personal development is recognized.
in the expression and communication of thoughts, experiences, and feelings. The
expressive activities are considered fundamental for the development of capacity
creator and for the process of socialization. This innate ability is used to express and
to solve the problems of life. Basic Education is obligated to propose
strategies to enhance the necessary capabilities for the execution of two processes
fundamentals: the perception of plastic, musical, and dramatic manifestations and the
expression of feelings and ideas through those same means.
The area of Aesthetic Education encompasses conventional codes, which enclose
formal and normative elements, units, principles, and rules that regulate and limit the
expression, thus contributing to the understanding of the artistic product. In them, the subjection to
established conventions are broad and flexible, open to breaks and the possibility of
incorporate new conventions, as these can vary according to the historical moment and
cultures. The knowledge of these codes is one of the contents of the Aesthetic area in
Basic Education. In that initiation, children must grasp meanings and values.
aesthetic. To achieve this, it is necessary to teach them to capture different levels of production.
artistic: the structural formal level, referring to compositional elements; the technical level
material, relating to the material supports and techniques that transform, organize and
they form units of meaning and the level of content represented and expressed in
the meaning of the work. The artistic phenomenon is open and plural, not only because of the different
material and stylistic realizations, but also because artistic objects often
they have a functional or symbolic instrumental use. In any case, the ability to discover
the values of beauty in an object, in a gesture, or in a sound constitute one of the objectives
of the area, incorporating an important social and cultural element, as it is society that
that develops the codes of artistic production as well as their meanings. In Education
Basically, the student must begin to appreciate both art and its diversity and the
different values and meanings. Every artistic representation has a meaning that is
extracts from its historical cultural context. Access to those representations is a way of
also approach the values and messages of different eras or societies.
Music, visual arts, and performing arts constitute well-defined artistic fields that,
they should also be distinguished in educational practice. However, in Education
Basic are integrated into a single area; the important thing is to ensure continuity in
analysis and reflection on artistic production. It is necessary to point out that music,
Plastic arts and performing arts should not exclude the initiation to other artistic expressions.
like dance, ballet, opera, and even the most advanced proposals of a space
scenic loaded with plastic and sound elements considering the architecture and the
urbanism. The important thing is to awaken in the child an appreciation for gardens, homes,
public buildings, the streets and incorporate in different ways and measures, components
belonging to different arts: space, volume, form, color, movement of
body, the musical sound and the rhythm.
Content Blocks of the Aesthetic Education Area
The Esthetic Education program consists of five content blocks in the
first stage of Basic Education, which maintains a sequence based on the
evolutionary development of the child and the interaction of the three disciplines that integrate the area:
music, visual arts, and performing arts.
DESCRIPTION OF THE BLOCKS

I.- The movement of the body, shapes and images

The body shapes and images (1st grade).

The movement of the body, shapes and images (2nd grade).

Body movement, forms and images as a means of expression and

communication (3rd grade).
Through this block, the student is intended to know their body and use it as a means.
to express ideas and feelings through the harmonious coordination of their
movements, according to rhythmic patterns. At the same time, be able to compare it with forms
natural, man-made, and with images born of his imagination.
II.- The rhythm and sound in artistic manifestations

Sound sources, rhythms, and graphics (1st grade).

The rhythm and sound in artistic representations (2nd grade).

The rhythm, the sound, and the movement in artistic manifestations (3rd grade).
The student must identify and classify the different sounds and incorporate them into their
artistic expression through gesture, rhythm, movement, and graphic as an element
of representation in order to use them to express ideas, feelings, and experiences in a way
personal and free.
III.- Relationship between time and space

Time and space (1st grade).

Time and space relationship (2nd grade).

Time, space, and volume (3rd grade).

At the end of the first stage, the student must be able to know their space.
relate it to time and orient themselves in it. When working on this block, the student
it will understand artistic spaces through movement in dances, theatrical games,
rounds, in musical movements according to intensity, speed, and utilization
from plastic spaces, in accordance with the principles of balance, proportion, and tension;
just as, it will appropriate the notion of volume through the knowledge of the three
dimensions: height, width, and depth.
IV- Elements and means of artistic expression

The line, the color, the value, and the texture (1st grade).

Elements and means of artistic expression (2nd grade).

 Elements of plastic expression, drawing, painting, music, and performing arts (3rd grade).
With the knowledge and experiences of the elements of plastic expression: line, color,
value and texture, the aim is for the student to acquire the necessary tools to
express themselves plastically, recognize the importance of these elements in a space
scenic and the free expression of artistic experiences, through the combination of the
music in creative work. This section will emphasize the distinction of the
elements of different artistic expressions.
V-. The artistic language and its everyday life

Artistic languages (1st grade).

Artistic language and everyday life (2nd grade).

Artistic language, the everyday and culture (3rd grade).

It is intended for the student to strengthen their knowledge and experiences about the different
elements and means of artistic expression, the diverse artistic languages so that the
incorpore a su cotidianidad y aprenda a apreciar, valorar, mantener y disfrutar su
artistic and cultural heritage.
Guidelines for Managing Content Blocks

The content blocks of the Aesthetic Education area gather a series of

characteristics that must be considered when designing situations of
learning. These are:

They start from the level of development of the students and their prior learning.

They promote the construction of meaningful learning through consideration of

your knowledge and previous experiences.

They promote the student's autonomy in their learning process.

They provide situations where students find themselves in need of updating.

your knowledge.

They are oriented towards the achievement of knowledge, processes, and attitudes characteristic of the
different artistic expressions.

They offer spaces where the student enjoys freedom to develop their
creative capacity.
On the other hand, the teacher can also take into account:
Active observation and manipulation of the elements of the environment, making
emphasis on the characteristics of the nearby reality.
 The development of the capacity for representation through guided activities and
of other more flexible ones that allow for the application of procedures in the area.

The importance of fostering student motivation, considering the following:

The multiple possibilities of expression of the students when establishing the
relationships between the concepts and procedures of the area

The encouragement of the creation of very varied forms of expression and the development of
the basic skills related to the arts.
The appropriate balance between the proposed exercises and the development of skills
and skills necessary to carry them out, which allows the effort
carried out and the result obtained is in line with expectations
of the learners.
The integration of the disciplines that comprise the area stimulates the students.
to advance in the explanation, experimentation, and establishment of
increasingly broad relationships between the different means of expression.
The playful approach of the activities, starting from situations and resources
motivators such as: narrations, theatrical games, dances, rounds, songs, shapes
musicals and the elements and means of plastic expression.
The profile of competencies that the student must demonstrate in knowledge, skills, and the
to be.
This block structure allows for the identification of the main areas.
regarding treatment to consider. It is important to emphasize that there is no hierarchical order in
this presentation. The blocks are not conceived as isolated units; it is necessary
integrate them systemically into any educational program
Content Blocks First Stage of Aesthetic Education
FIRST GRADE SECOND GRADE THIRD GRADE

Body displacement, forms

The movement of the body,
The body, shapes and images and images as a means of
shapes and images.
expression and communication.

Sound sources, rhythms and The rhythm and the sound in The rhythm, the sound, and the movement
graphics artistic manifestations. in artistic manifestations.

Time and space Relationship, time and space. Time, space, and volume.

Elements of plastic expression,

The line, the color, the value and theElements y means of
drawing, painting, music, arts
texture artistic expression.
scenic.

Artistic languages Language artistic y the Artistic language, the everyday and the
 everyday life. culture.

General Objectives of the Area

Raise the student's awareness to express themselves through the arts, analyze, critique, and
enjoy them; gain knowledge about the materials and means of
expression of plastic, musical, and scenic arts and develop skills and
skills for its management.

Develop in the student skills and abilities that strengthen their creative capacity
and allow the achievement of an individual sensitive to the manifestations of the arts
plastic arts, music, and performing arts.

Uses the voice and the body itself as instruments of representation and communication
plastic, musical and scenic, in order to contribute to emotional balance and the
relationship with the group.

It understands the capabilities of sound, image, gesture, and movement as

elements of representation, in order to use them to express ideas, feelings and
personal and free experiences in communication situations.

Explore the environment, diverse materials and instruments: musical, plastic, and of the
performing arts to understand their properties and possibilities of use for purposes
expressive, communicative, and playful.

Cooperatively carry out artistic productions that involve activities.

differentiated and complementary in the development of a final product for the
enjoyment and aesthetic pleasure.

Know, preserve and value the artistic cultural heritage of your state and your nation,
thus strengthening the national identity.

Development of Content Blocks

BLOCK GRADE

THE MOVEMENT OF THE BODY, FORMS AND IMAGES SECOND

CONTENTS

CONCEPTUAL ATTITUDINAL
PROCEDURAL
Body schema. Recognition of the body as a whole Assessment of your body
structured harmonic. as a means to express
Coordination of the your creative capacity.
body movements. Utilization of body movements
to interpret traditional dances, Appreciation of your voice as
Relation of your body with popular games y choreographies instrument of
natural forms. simple. communication of his
body.
•Characteristics of the Application of rhythmic patterns for
ways. coordinate the movements of the body in Enjoy their participation
harmonic form. in creative games.
Images.
Identification of body parts and their Respect for the activity
laterality through games of own artistic and of the
motor skills and songs that have group.
relationship with the body.
Follow norms and instructions
Use of hands and feet to in the preparation of
mark the rhythm in songs and movement exercises.
musical auditions.
Valuation of the work in the
Articulation of the voice to produce sounds and puppet construction.
interpret songs.
It maintains y take care his
Conducting breathing exercises, work environment.
relaxation and vocalization for interpretation
songs, poetry, dramatizations.

Comparison of your body with others

children, to differentiate them from other beings
living.

Identification of shapes present in the

classroom, home, and environment to determine their
characteristics: weight size y
configuration.

Identification of the large proportion,

pequeño, mediano, alto, bajo, ancho,
long in relation to the shape.

Construction of shapes to classify them and

organize them according to the proportion.

Organization of lines, rounds, and pairs in

relation to size.

Use of various materials for the

 construction of concrete forms.

Observation of geometric bodies for

determine the polygonal lines
open and closed.

Use of simple procedures

to draw triangles, rectangles,
squares and circles.

Construction of simple shapes using

modeling.

Manipulation of moldable materials and

waste materials for the
puppet construction.

Creation of stories and songs to be

used in theatrical games.

Creation of mental images to be

used in the representation of puppets.

Conversations related to the

mental images created.

BLOCK Degree

II. THE RHYTHM AND THE SOUND IN ARTISTIC MANIFESTATIONS SECOND

CONTENTS

CONCEPTUAL PROCEDURAL ATTITUDINAL

Identification and discrimination of sounds Enjoy participating in

natural: the singing of the birds, the group activities.
rain, the wind, the waves of the sea, the Assessment of sounds
EI sound flow of a river, the voice, the thunder.
natural and created by him
- Naturales.
Recognition and classification of the man.
Created by man.
sounds created by man, the Body evaluation of the
sound of a trumpet, a drum, a to carry out movements
horn. rhythmic.

The Rhythm: Classification of sounds by their Respect the rules e

 instructions when performing the
activities.

variable and invariable qualities: Respect group work.

shorts, longs, alternates. Cooperate and participate in
Identification of the walking rhythm, creative activities.
- Pulse, march, in our pulse to Enjoy participating in
- Time, accent. recognize the elements of rhythm. games dances y
Rhythmic sequences. choreographies.
Recognition of rhythmic sequences
talk, dance, sing, in auditions Keeps clean and tidy
simple musicals and choreographies for your work environment.
express them through body movements.
Acceptance of rules
participation en
playful activities.

Use of rhythmic sequences in

musical instruments according to their
sonority and materials.

Recognition of the musical timbre of

according to their intensity (sharp, grave)
in musical auditions and while singing.

Recognition of alternate rhythms,

repeated, symmetrical and asymmetrical in the
The rhythm
- In the music drawing and painting.
In the performing arts, Use of rhythm in compositions
In the visual arts. artistic applying contrasts of
colors, linear strokes, textures,
shapes and size.

Identification del rhythm in

own representations of the arts
scenic: words, gestures, costumes,
choreography.

Implementation of m
BLOCK DEGREE

III. RELATION OF TIME AND SPACE SECOND

CONTENTS

CONCEPTUAL PROCEDURAL ATTITUDINAL

Time relationships. Identification of activities that are Enjoy participating in

they are done in less or more time activities of
Space relationships. to determine the distances. displacement games
dances, dances.
Spatial orientation. Conversation about the weather yesterday,
today and tomorrow to understand the Creativity in placing objects
Displacement. time relationships. in space.
Time measurement. Object location in space Follow instructions in the
Musical movements. following instructions of actividades de orientación.
orientation and position: down, up,
under, above, in front of, behind, to the Sensitivity to music of
left, to the right, at the back, their locality.
["inside","outside","big","small"]
Assessment of work in
Making position changes group.
for orientation in games. Dances,
dance lines, circles, couples. Maintenance of your environment
work. Participatory and
Practical application, putting shapes collaborator
in the space in attention to:
different, similar, maximum and
minimum distance, overlap.

Practical application of expressions

{"cerca":"near","lejos":"far","al lado de":"next to","más cerca":"closer"}

further, here, now, later for

to locate oneself in time and space.

Creation of geometric shapes

simple from the line with
regarding a a plan for
relate them with forms
volumetrics of its surroundings.

Conversations about the notion of

volume in the interpretation of
time and space to determine the
depth.
 Use of waste materials
for the construction of shapes
three-dimensional with procedures
simple.

•Execution of quick movements,

moderate and slow as expression
of the performing and musical arts.

Exercise of displacements
temporal - spatial in games,
dances, dramatizations, dances and in
choreographies.

Recognition of movements
musicals according to the speed e
intensity in musical auditions
from your locality.

BLOCK GRADE

IV. ELEMENTS AND MEANS OF ARTISTIC EXPRESSION SECOND

CONTENTS

CONCEPTUAL PROCEDURAL ATTITUDINAL

Elements of expression Identification of the elements of I appreciate for the

plastic in drawing and the plastic expression in drawing and painting: artistic manifestations
painting. línea, color, valor, textura. from their community and region.

•Technological media: video, Recognition of technological means Evaluation of advances

cinema, TV, photography. like video, cinema, TV, photography that technological in the
they use color, line, movement, expressions artistic
Drawing techniques and the forms and hearing. current.
painting.
Use of techniques and materials for Enjoy in the participation
Materials. drawing and painting: tempera crayons, of the activities for
pencils, brushes, and waste material. to express oneself artistically.
Elements of expression
musical: timbre, tono, Differentiation between drawing and painting Appreciation for the different
intensity duration as plastic expressions. materials and means of
rhythm. artistic expression.
Conversation about experiences in
Musical instruments. relationship to natural and artificial light. Assessment of capacity
individual and creative of
 Conversations about relationships
of the rainbow with the rain and the sun and the
origin of colors.

Identification of the colors present in

the rainbow and its relationship with colors
materials.

Creating color mixtures for

achieve the colors of the rainbow.

Creation of songs, stories, and poems

that are related to the rainbow
as a motivating element in the
appreciation of color.

Identification of the elements of

musical expression in songs and
group.
musical auditions, to recognize the
timbre, intensity, duration, the Be participative, collaborative
Elements of expression of the rhythm and movements.
performing arts: gesture, voice, in the artistic work.
time and scenic space. Recognition de different Environmental preservation
musical instruments by their work.
materials, sounds and usage.
Preservation of culture.
Recognition of the elements of
expression of the performing arts: gesture,
voice, space and scenic time.

Execution of drawing exercises,

painting and printing as expressions
of the plastic arts.

Use of expressive elements

musical to participate in dances and
canciones.

Use of expressive elements

of the arts scenic in
dramatic performances and theatrical games.

Collection of various materials for the

production of the theater box.
BLOCK GRADE

V. THE ARTISTIC LANGUAGE AND ITS DAILY LIFE SECOND

CONTENTS

CONCEPTUAL Procedural ATTITUDINAL

Recognition of forms of expression

the plastic arts to express ideas
by managing their resources.

Expression of a content or idea through

of theatrical language: gesture, voice,
movement.

Musical expression through the resources of

the music.
I appreciate the
Identification of expression elements artistic manifestations.
plastic, music, and the arts
Artistic languages: Appreciation for the function of
scenic to classify them according to
Expression of ideas in art.
its manifestation.
integral form or by
Understanding of the
separate. Expression with bodily movements and
artistic manifestations.
The everyday. sound sequences using materials
Utilization of musical, popular, and traditional. Job evaluation
free time. artistic from your locality.
Identification of rhythm in a written text
to read it harmoniously. Be cooperative, collaborative
y
Incorporation into your everyday language
artistic languages.

Participation in artistic activities

developed at home, the community
and the school to make the most of the time
free.

Free expression of plastic language,

musical and scenic.
 Relationship of Competencies and Evaluation Indicators
COMPETENCIES INDICATORS

Participates in traditional dances, popular games, choreographers

making coordinated body movements.

Mark the rhythm with your hands and feet while listening to melodies.
Recognizes their body as a whole interpret songs.
harmonious and uses it to
to communicate. •Perform breathing and relaxation exercises aimed at
improvement in voice articulation for interpretation
songs and emit sounds.

•Compares its body with natural shapes and other living beings.

Differentiates environmental forms by their size and weight.

Build shapes from various materials and classify them according to

the proportion.

Draw triangles, squares, rectangles, circles with

simple procedures.
Identify shapes in your environment and
point out its characteristics in Model simple shapes in modeling clay and other materials.
attention a weight size
configuration and proportion. Create stories, songs, dialogues.

Build puppets to represent the characters from the stories.

created.

Participates in the staging of theatrical plays.

Appreciates the contributions of their peers in artistic productions.

•Differentiate rhythmic sequences in Establish differences and similarities between material sounds and
artistic expressions. artificial in relation to time, pulse, accent, and timbre.

Identify the rhythm of your pulse while walking and marching.

Recognizes the elements of musical rhythm in terms of pulse,

time and accent.

Recognizes alternating, symmetrical and asymmetrical repeated rhythms and

represents in plastic compositions.

Identify the rhythm of the words, gestures, costumes, and choreographies.

Shows satisfaction in participating in theatrical works, games, and dances.

 Participates in group artistic productions.

Describe events or actions that took place in the past (yesterday, today,
tomorrow).

Relate the distances with the time in activities of

displacement.

•Executes games, dances, circles, in pairs and lines, changing between them.
position and orientation.

•Represents shapes in a space considering distance and

overlap.

Represents spatial relationships in •Represent geometric shapes with respect to a plane and the
artistic productions. relates to volumetric shapes of its environment.

Build three-dimensional geometric shapes using procedures

simple.

•Difference in musical movements regarding intensity and

speed.

Shows interest in the creation of games, dances,

individual and group dramatizations.

Make the most of the obstacles in the production process.

artistic.

Uses materials, media, and techniques Identify the elements of plastic expression in the drawing and the
of artistic expression for purposes painting (line, color, value, texture).
communicative.
Distinguish in technological media (video, cinema, television, computing...)
elements of artistic expression.

Explore diverse materials: plastics, musical, dramatic that

They are used to communicate ideas.

Conversation about the effects of rain and sun on appearance

of the rainbow.

Relate the colors of the rainbow with material colors.

Graphically represent light and shadow in compositions

artistic (drawing, painting, and stage spaces).

Identify the timbre, intensity, duration, rhythm, and the

elements in musical additions.
 Recognizes musical instruments.

Identify in the performing arts gesture, voice, space, and time.

Communicates artistic messages through means of expression

plastic arts, music, and performing arts.

Build musical instruments with different materials from your

environment.

Collect accessories, clothing, materials, and instruments for the

theater box.

Shows interest in the creation of artistic productions.

Show confidence when creating artistic productions.

Express ideas through the use of plastic and musical resources.

dramatic.

Identify the rhythm in a written text, plastic productions,

musical and dramatic.

Classify of agreement a your Incorporates artistic language into their daily life.
manifestation elements of
He/She participates in artistic activities in his/her free time.
plastic expression musicals
dramatic events in their environment.
Use artistic language terms properly to
communicate ideas.

Know and appreciate the artistic manifestations of your locality.

Shows interest in the preservation and maintenance of heritage

cultural artistic of their environment.

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S.A. Barcelona. Spain

Physical Education Program

Presentation of the Physical Education Area

Physical Education as a pedagogical discipline has a significant influence on all
the aspects or dimensions that make up the human being. Uses its means and strategies
of learning acting on the bodily entity, but not paying attention to the movement of that
not only on the body or its biological development, but focuses its purpose on the total human,
how to be a holistic being. Body movement involves a process of acting
Complete of the individual. There is no separation between the physical and psychic aspects; they
they constitute a functional unit, just as development is functional.
Physical experiences through one's own body, self-learning, one's own
Feeling, the perceptive, constitute the very beginning of contact with the world. Cajigal
... attending to the body is attending to man. His organic, motor functions,
inner search, of great satisfactions, of enjoying one's own life, constitute
essential part of its development. Cultivating these functions is leading it toward the possibility
of psychological self-sufficiency of balancing, of recovering values, of
enrichment of personal life and the encounter with a satisfying sense of life.
In Physical Education classes, the student acts with their whole being, with their entire organism,
with all its substantive reality. It is at the same time and all the time, object and subject of
educational fact. The educational mission of Physical Education is realized by providing,
during class time, mainly, varied and enjoyable motor experiences that
they envelop the student in all manifestations or in the depth of their life,
transcending the movement itself, respecting each individual in their limitations and
potentialities, in order to address, develop and consolidate aspects such as: self-esteem,
self-discovery, self-confidence, autonomy, solidarity, friendship, sense of
well-being, respect, appreciation, responsibility, courage, among others.

Physical Education is part of the set of pedagogical disciplines, which is why it is

Before anything, education. Its most notable difference from other disciplines is that it does not
uses the same symbols, didactic resources, procedures, and means as they do. Their
A special condition is that it offers contextualized teachings, as it acts from the same.
reality of the students, as the proposed motor activities respond to ways of
everyday and natural actions of children and young people.

The educational potential of Physical Education lies in that it fosters experiences of

learning in which students act in an integral way; the bodily movement
playful, rhythmic and sports allows being, knowing, acting and coexisting. This Area deals with
total improvement of the human being, not only related to their capacity for movement or
whatever is related to their body, but rather their capabilities as a living being and as a person
cultural. Traditional games, sports, rounds, dances, and walks are
authentic cultural realities, which are offered to students through Education
Physics.
The pedagogical emphasis of this discipline is related to the intention of improving in the
student their integral health, to achieve the knowledge of their capacities and potentialities
body, improve self-esteem and help give a positive meaning to your free time.
Physical Education constitutes the process to optimally channel the
motor and bodily potentialities of the subjects in growth and in
training, so that they are useful both in their personal growth process and in the
requirements of social life, based on pedagogical situations, both of a sporting type
as expressive play. The term Physical Education is a compilation of actions
educational programs aimed at optimizing human 'physis' through a
"body" praxis, manifesting its expression in the pedagogical activity that impacts
total form in the education of the being. This is what constitutes the integral part of the being
human, in its relationship with nature, the world, and culture.
In the dimension concerning movement, all the interest of the others is absolutely included.
disciplines to be developed, which contribute to the total foundation of being. Since the
anatomical and physiological knowledge to understand the movements established by the body
human to generate the 'dynamis'; of history, sociology, and anthropology, to know
from the bodily dimension of motor expressions to the evolution of groups
humans (dances, games, sports).
The emergence of the human species would be closely related to the acquisition of complexes.
motor habits for the use of tools; but also with the ability to
to develop in an intricate web of social relationships, and to use very signals
structured that come to become language.
From a physiological point of view, physical activity becomes essential for the
maintenance, preservation, and improvement of the functions of the human body. The lack of
lack of physical work has generated a series of diseases known as sedentary illnesses or
from opulence; among them, obesity, stress, arthritis, diabetes, arteriosclerosis,
heart diseases and hypertension, respiratory and allergic problems, as well as
premature aging. Physical work is necessary at all ages.
Physical Education arises from the primitive man's need to be in condition to
protecting themselves from wild beasts and from more warlike peoples. The sedentary peoples
land cultivators used physical exercise as a magical-religious expression.
Various peoples placed importance on different physical exercises. In the modern era, in the
countries that joined the process of industrialization, educators included in the
Physical Education as an essential subject in the curriculum, because it
she intended to counteract the negative effects of sedentarism and the absence of
contact with natural life including a quantity and quality of movement that it
allowed the being to maintain better physical and mental health. Currently, organizations
international organizations have emphasized the importance of Physical Education, Recreation and
Sport as essential elements in the process of improving quality of life of
all human beings.
Physical Education is the part of Education that systematically uses
physical activities and the influence of natural agents: air, sun, water, etc., like
"specific means"... "The uniqueness of education through activities
Physical education is universally recognized" (World Manifesto on Physical Education, 1971).
This general concept issued by the International Federation of Physical Education is taken into account,
due to its full validity today, when the curricular design for Education
Básica proposes the 'globalization of learning' and the 'integration' of areas.
curricular.
The specific medium of Physical Education is systematic physical activity conceived for
to educate. It is not the nature of the activity that plays a decisive role here, but the
intention that drives the act, since this intention is what gives it its general orientation and
its particular forms, and the one that ultimately determines its results on the individual.
In this curricular design, four types of motor activities are used as means
specifics of the Physical Education Area: motor games, activities of
physical conditioning, rhythmic body activities, and motor activities to
open air. These are the starting point for the constitution of four large blocks of
content.
Description of the Content Blocks
The Physical Education Area in Basic Education encompasses four major blocks of
content, which corresponds to the types of motor activities indicated
previously. These blocks are the following: Motor Games, Physical Fitness, Rhythm
Corporal and Outdoor Life. Next, the most important characteristics will be described.
important aspects of each of them:
MOTOR GAMES

It includes all those motor activities that allow the student to develop their
innate skills and acquire movement skills based on the previous ones, everything
Hello with the purpose of enjoying them through play. With this, it is intended
that the student has comprehensive educational experiences during Education classes
Physics.
This block covers the following contents: kinesthetic perceptual-motor skills and
coordinative skills, sports skills, and games with perceptual-motor skills,
pre-sports and sports. In the first stage of Basic Education, only the
content related to perceptual-motor skills and the games where they are used
said skills.
Given the immense variety and complexity of the movements related to the
kinesthetic perceptual-motor skills and eye-hand and eye-foot coordination, and
the individual and group differences of the students in each of the grades of this
In the first stage, teachers should carefully select the content.
procedures to be used during the school year, gradually increasing the difficulty
of the same based on the individual and collective progress that is being detected.
2. PHYSICAL FITNESS

It encompasses a set of systematic, specific, and directed motor activities.

carried out with the fundamental purpose of maintaining and improving physical fitness levels
of the students, as well as creating the necessary habits and attitudes for their use during
all life. This block consists of the following contents: flexibility
articular, cardiorespiratory resistance, and speed, power, and muscular resistance.
In the first stage of Basic Education, this content block will not be developed in
direct form, but if indirectly, when developing the specific contents of Games
Motors, Body Rhythm, and Outdoor Life.
3.- BODY RHYTHM

It encompasses those motor activities performed under a rhythmic-musical pattern.

determined, to which the students freely adapt. Its fundamental purpose is
take advantage of the stimulating effects of music in relation to body movement.
With this, the student will have comprehensive educational experiences during the classes of
Physical Education.
This block is made up of the following contents: traditional, popular rounds
and modern, traditional dances, popular and modern, and traditional dances, popular and
modern. In the first stage of Basic Education, only content is developed.
related to the rounds and dances.
This block of content is closely related to the Aesthetic Education Area, only that the
emphasis in the Physical Education Area is on the effects of music as a stimulator of
movement, the quality and beauty of it. In this section, it is also proposed that the
rounds and dances are used on special occasions, on the occasion of the celebrations that
they take place in the classroom or on the campus; these celebrations can be on specific dates
international, national, state, local, of the school or simply the birthdays of
the students and teachers of each section.
4.- OUTDOOR LIFE

Understand some motor activities carried out in natural environments, with the
purpose of: fully enjoying them, understanding their importance for being
human and develop their physical and motor skills. With this, the student will have
comprehensive educational experiences during Physical Education classes.
This section covers the following contents: walks, excursions, and camping.
the first stage of Basic Education will only have outings within the school and in
its surroundings, in squares and parks of the locality, and with other natural environments
close to the team.
General Objectives of the Physical Education Area
The student, during the course of the three grades of the first stage of education
Basic:

Develops motor skills and abilities through activities

perceptual, playful, and rhythmic, that contribute to their comprehensive development, to their
physical development, to the improvement of their health and to the subsequent acquisition of
motor skills.

Carries out motor activities of orientation, exploration, and conservation in the

environment that surrounds him, contributing to the development of his personality and to
improvement of your interpersonal relationships.

Acquires and applies knowledge about their body, playful motor activities.
and rhythmic activities that it can perform and the benefits of them for development
integral to his/her personality.

Acquire and apply knowledge related to the environment that serves as a space for him/her.
vital for their motor experiences.

Participates in playful and rhythmic motor activities, enjoying them fully.

 same and understanding their importance in the integral development of their
personality.

It stimulates their self-esteem, creativity, self-confidence, and personal autonomy.

through their participation in playful, rhythmic motor activities,
exploration and conservation of the surrounding environment.

Development of Contents
BLOCK: SECOND

MOTOR GAMES GRADE

CONTENTS

CONCEPTUAL PROCEDURAL ATTITUDINAL

Compliance of
Evocation and conversation about games
instructions and rules in
and kinesthetic skills and
games and in the activities
known coordinatives.
Denomination of the kinesthetic and
kinesthetic skills Identification of the names of the coordinative.
and coordinative. joints and segments
Enjoy the games and
corporal, of the postures
the activities
corporal and the formations
kinesthetic and
group activities.
coordinative.

Directional notions and Recognition of the relationships Awareness of their

spatial. spatial and directional. possibilities and achievements.

Execution of postures, positions Cooperation with the

body and group formations companions.
various, in increasing order of
complexity. Recognition of the
importance and
Execution of displacements, manifestation of attitudes
static equilibria, equilibria positive towards the
dynamic, static equilibria with conservation of the
objects and dynamic balances with spaces, teams and
objects, in increasing order of work materials.
complexity.

Execution of combinations of
segmental and total exercises in
 in increasing order of complexity.

Execution of punches, receptions and

rebounds of objects with legs and feet
in order of increasing complexity.

Identification of the standards of the

practiced games.
Types and characteristics of Participation in traditional games
traditional games motor skills, skill games Expression of attitudes
motors and games with kinesthetic and skills games friendly towards the
kinesthetic skills oculomanual coordinatives and companions.
and coordinative. oculopodales, in order of
increasing complexity. Reflection
about the importance of play.

BLOCK: SECOND

CORPORAL RHYTHM GRADE

CONTENTS

CONCEPTUAL PROCEDURAL ATTITUDINAL

•Characteristics of rounds, Evocation and conversation about rounds, Compliance with

dances and celebrations. dances and celebrations in which instructions and rules.
have participated.
Enjoy rounds, dances and
Identification of the names of the celebrations.
rounds and dances practiced.
Cooperation and respect for
Recognition of the lyrics, the music and the companions.
the movements of the rounds and
practiced dances. Recognition of the
importance and
Execution of traditional rounds, manifestation of attitudes
popular and contemporary. positive towards the
conservation of the
Execution of traditional dances, spaces, teams and
popular and contemporary. work materials.
Description of the rounds and the dances. Awareness of their
possibilities and achievements.
Reflection on the forms of execution
 of the rounds and the dances.

Participation in celebration of festivals

national, regional, local and of the Expression of attitudes
squad. friendly towards their
companions.
Participation in celebrations of
birthdays and other similar occasions. Assessment of the rounds,
dances and celebrations
Conducting representations traditional.
plastic arts (drawing, painting and
modeling) about the dances and
rounds.

BLOCK: SECOND
LIFE IN THE GREAT OUTDOORS Degree

CONTENTS

CONCEPTUAL PROCEDURAL ATTITUDINAL

Features of walks. Evocation and conversation about Compliance with

previous experiences with walks instructions and rules.
carried out.
Enjoy the walks,
Identification of the characteristics and the activities of
activities carried out during walks. environmental conservation and
of spatial orientation.
Search for information about
parks, squares and other environments
natural resources of the locality.

Route design for excursions to be made.

Participation in pedestrian walks in the

surroundings of the campus and in squares and
locality parks.

Location of destinations by
simple plans.

Planning and execution of activities

of cleaning and reforestation.

Spatial orientation without the use of a compass

 in the surroundings of the campus and in the
squares and parks of the locality.

Recognition of the
importance and
demonstration of
positive attitudes towards
Identification and classification of the conservation of
natural and social components of environment and equipment
environment. and work materials.
Natural components and
social aspects of the environment. Reflection on spaces Expression of attitudes
natural resources of the locality. friendly towards the
companions.
Design and production of models
simple about the visited sites. Awareness of their
possibilities and achievements.

Evaluation of the environments

natural resources of the locality.

Competencies and Evaluation Indicators

COMPETENCIES INDICATORS

•Executes postures, body positions and Evokes and discusses body postures, positions
diverse group formations, in corporal and group formations known.
increasing order of complexity.
Identify the names and locations of the following
articulaciones: cuello, hombros, codos, muñecas, tronco,
hips, knees and ankles; and the following segments
body parts: head, trunk, arms, forearms, hands
thighs, legs, and feet.

Recognize the following directional and spatial elements:

arriba, abajo, adelante, atrás, derecha, izquierda, cerca, lejos,
bigger, smaller. In relation to your body, the
bodies of their companions and with other external objects.

•Identify the following body positions: standing, sitting,

{"de rodillas":"on knees","de cuclillas":"squatting","decúbito abdominal":"prone position","decúbito":"position"}
dorsal, lateral decubitus, and suspended.

Identify the following group formations: row, column,

 circle, semicircle, square, in chess.

Identify the correct postural forms when sitting, standing and

to walk.

Adopt correct body postures when sitting, standing and

walk, during their stay at the campus and at home.

Adopts different body positions, following

verbal instructions and auditory signals, in form
individual and collective.

Performs movements, balances •Executes different group trainings, following

static, dynamic balances verbal instructions and auditory signals. In form
static equilibria with objects and collective.
dynamic equilibria with objects, in
increasing order of complexity. Follow the instructions and rules in the activities in the
which participates.

Shows joy, personal autonomy, and creativity during

the activities in which he/she participates.

Be aware of your possibilities and achievements.

Cooperate with your classmates.

•Preserve the spaces, equipment, and work materials.

Expresses friendly attitudes towards their peers.

Evokes and discusses displacements and balances

practiced.

Identify the names of the displacements made.

Identify the names of the equilibria achieved.

•Execute the following movements: walk, jog, run,

jump, climb, scale, crawl and roll. At different distances
and addresses.

•Performs static, dynamic, and object balances; on

one to four points of body support, on the ground and
about implements of different heights and widths; with and
with objects in balance on the hands, feet, and head.

Recognize the following directional and spatial elements:

["up","down","forward","backward","right","left","near","far"]
bigger, smaller. In relation to their body, the
 bodies of their companions and with other external objects.

Follow the instructions and rules in the activities in the

which participates.

Shows joy, personal autonomy, and creativity during

the activities in which he/she participates.

Become aware of your possibilities and achievements.

Cooperate with your peers.

•Preserve the spaces, equipment, and work materials.

Expresses friendly attitudes towards their peers.

Evokes and discusses exercise combinations

practiced segmentals.

Execute combinations of various exercises, with movements

of all the joints and body segments, and with the
total movements: steps forward, steps backward,
side steps, turns (1/4, 1/2, 3/4, 1/1) to the right and
left. Following verbal instructions and signals
rhythmic auditory.

Identify the names of the segmental movements and

total completed.

Recognize the following directional and spatial elements:

Execute exercise combinations up, down, forward, backward, right, left, near, far
segmental and total, in order bigger, smaller. In relation to your body, the
increasing complexity. bodies of their companions and with other external objects.

Follow the instructions and rules in the activities in the

which participates.

Shows joy, personal autonomy, and creativity during

the activities in which he/she participates.

Become aware of your possibilities and achievements.

Cooperate with your peers.

Conserve the spaces, equipment, and work materials.

Expresses friendly attitudes towards their peers.

Executes strikes, receptions, and rebounds of Evokes and discusses the hits, receptions and
objects with legs and feet, in order
 object receptions carried out.

Hit balls and other objects of different shapes, weights and

sizes; to various places and distances, with one and both.
legs and feet, with and without total body movements.

Receives balls and other objects of different shapes, weights and

sizes; coming from different directions and distances,
with one and both legs and feet, without and with movements
total body.

Bounces balls of different weights and sizes against the wall and
other obstacles placed at different distances, with one and
another foot, with and without total body movements.

Identify the names of the hits, receptions, and rebounds

executed.
of increasing complexity.
•Recognize the following directional and spatial elements:
arriba, abajo, adelante, atrás, derecha, izquierda, cerca, lejos,
bigger, smaller. In relation to their body, the
bodies of their companions and with other external objects.

Follow the instructions and rules in the activities in the

which participates.

Shows joy, personal autonomy, and creativity during

the activities in which he/she participates.

Be aware of your possibilities and achievements.

Cooperate with your teammates.

•Keep the spaces, teams, and work materials.

Expresses friendly attitudes towards their peers.

•Executes throws, hits, receptions, •Evokes and discusses launches, hits, receptions,
rebounds and impulses of objects with the rebounds and impulses practiced.
arms and hands, in order of
increasing complexity. Throw balls and other objects of different shapes, weights and
sizes, to various sites and distances; with one and both
arms and hands, from above, at height and below
from the shoulders, with and without total displacements of the
body.

•Hits balls and other objects of different shapes, weights and

sizes, directing them to various sites and distances; with one
and both arms and hands, from above, at the height and by
 below the shoulders, with and without total displacements of
body.

Receives balls and other objects of different shapes, weights and

sizes, coming from various addresses and distances;
with one and both arms and hands, with and without movements
total body.

Bounces balls of different weights and sizes against the floor,

walls and other obstacles located at various distances; with
one and both arms and hands, with and without movements
total body.

Launch balls and other objects of different shapes, weights and

sizes, directing them to various sites and distances; with one
and both arms and hands, with and without total displacements
of the body.

Identify the names of the releases, hits,

receptions, rebounds and impulses carried out.

•Recognize the following directional and spatial elements:

arriba, abajo, adelante, atrás, derecha, izquierda, cerca, lejos,
bigger, smaller in relation to your body, the
bodies of their companions and with other external objects.

Follow the instructions and rules in the activities in the

which participates.

Shows joy, personal autonomy, and creativity during

the activities in which he/she participates.

Be aware of your possibilities and achievements.

Cooperate with your classmates.

•Keep the spaces, equipment, and work materials.

Expresses friendly attitudes towards their peers.

Participates in traditional motor games, Recall and talk about the games practiced.
games with kinesthetic skills and
games with coordination skills Identify and describe the rules of the games played.
oculomanual and oculopodal, in
order of increasing complexity Participates in all traditional games and with skills
kinesthetic and coordinative proposed.

Follow the instructions and rules of the games.

 Shows joy, personal autonomy, and creativity during
the games in which he/she participates.

Be aware of your possibilities and achievements.

Cooperate with your teammates.

Keep the spaces, equipment, and work materials.

Expresses friendly attitudes towards his/her classmates.

Reflect on the importance of games.

Recall and discuss the rounds practiced.

Identify the names of the rounds practiced.

Recognizes the lyrics, the music, and the movements of the

practiced rounds.

Participate in the proposed rounds.

Follow the instructions and rules of the rounds in which

participates.

•Executes traditional, popular rounds and Demonstrates joy, personal autonomy, and creativity during
the rounds in which he/she participates.
contemporary.
Be aware of your possibilities and achievements.

Cooperate with your colleagues.

•Keep the spaces, equipment, and work materials.

Expresses friendly attitudes towards their peers.

Shows interest and preference for traditional rounds.

Creates plastic representations (drawing, painting, and modeling)

about the rounds practiced.

•Performs traditional, popular dances and Evokes and discusses the dances practiced.
contemporary.
Identify the names of the dances practiced.

Recognizes the lyrics, the music, and the movements of the dances.
practiced.

Participates in all proposed dances.

 Follow the instructions and rules of the dances in which
participate.

It shows joy, personal autonomy, and creativity during

the dances in which he/she participates.

Be aware of your possibilities and achievements.

Cooperate with your teammates.

•Preserve the spaces, equipment, and work materials.

Expresses friendly attitudes towards their peers.

Shows interest and preference for traditional dances.

Makes plastic representations (drawing, painting, and modeling)

about the dances practiced.

Evokes and talks about the celebrations in which he/she has participated.
participated.

Identify the names of the celebrations in which

participate.

Participate in all proposed celebrations.

Follow the instructions and rules of the games.

Participates in party celebrations
national, regional, local, of the Demonstrates joy, personal autonomy, and creativity during
staff, and of students' birthdays and the games in which he/she participates.
teachers.
Become aware of your possibilities and achievements.

Cooperate with your colleagues.

Keep the spaces, equipment, and work materials.

He/she expresses friendly attitudes towards his/her peers.

Reflect on the importance of games.

 Recall and talk about outings taken.

Identify the characteristics and the activities carried out during

the walks.

Give ideas regarding possible routes for the walks.

Work together to create simple plans for the walking routes.

selected.

Plan and execute cleaning and reforestation activities.

•Performs spatial orientation without the use of a compass indoors and outdoors.
the surroundings of the campus, and in the squares and parks of the
locality.

Identify natural and social components of the environment.

Participates systematically in outings. Participate in games, rounds, and dances during walks.
pedestrians inside and in the surroundings
of the staff, and in squares and parks of the Reflect on the importance of natural spaces in the
quality. campus, in its surroundings and in the locality.

Draw conclusions and express them orally.

Follow instructions and rules during the outings in which

participate.

Shows joy, personal autonomy, and creativity during

the walks in which he/she participates.

Become aware of your possibilities and achievements.

He/She cooperates with his/her peers.

Maintain the spaces, equipment, and work materials.

Expresses friendly attitudes toward his/her peers.

Design and create simple models of the visited sites.

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