Analyticalprograms

The CODESIGN process allows the analytical program to be completed through a process of
APPROPRIATION, INTERPRETATION, ARTICULATION AND CONTEXTUALIZATION.

It is part of recognizing that as teachers we have knowledge, skills, and experience.

developed over the years and this recognition allows the exercise of autonomy
professional.

In the co-design of the Analytical Program, we will contextualize the national contents and
incorporate content based on the individual context and characteristics of each school
environments and students. (To make it more understandable, it consists of the expected learnings.
Nationally now called Contents, we have to adjust and adapt them as realistically as possible.
similar to our environment context, that is to say, if we live in a livestock area, include for
example the production of milk in the region).(In preschool education there is only the program
analytical in draft, meaning it is not yet the final version. You can find this within the
email).

We start from a systematic diagnosis throughout the cycle of achieved learnings and what they are
those that remain to be achieved and from there we will develop the analytical program. Another element
It is important to place the community as the integrated core of the teaching processes.
learning Involving knowledge.

The organization of the curriculum must focus on the work of each teacher; therefore, this
the program must be carried out collectively and through dialogue within the CTE and groups.
It must include the entire Teaching Template.

In order to carry out the co-design of the analytical program, it is proposed that teachers do
a list of the priority learnings, these priority learnings are already in place
identified in the diagnostic results and in the results of the first quarter. These
Priority learnings are the areas of opportunity. Then make a list of the
contents of the preschool analytical program (which is sent in the email) in these contents
from the program the teacher has the opportunity to choose them, but they must be related,
they must be coherent with it with the priority learnings. We must remember that
let's address the issues of the environment, the issues of the school, the issues
from the colony, the issues that our students experience on a daily basis, those
We will address the issues and from there the projects will be determined, without forgetting
that these can also arise from the interests of the students, from the interests of the collective.
Para poder hacer el programa analítico también se debe contar con el listado de los recursos
didactic and technological resources available at the school, so that teachers can consider with what
Didactic and technological resources play a role in shaping their planning, and in this case
In this intensive workshop, shape your analytical program. Once we have these lists
we proceed to create a template for the co-design of the program (an example is given later)
reiterating that this format is a proposal). It should be remembered that for the moment it is only a
exercise, it's not to put it into practice right now. It's a way of gradually practicing in its development. And
For this reason, in this workshop, it will be built collectively with the teachers by grade.
 Example of CO-DESIGN OF THE ANALYTICAL PROGRAM phase 2 (preschool) BY GRADE

Learning Content Issue of the Resources Axis Methodology Proposal

community or interest
priority of the students
available articulator didactics.
According to the field The proposal that
It depends on the Take it up again according toThose
yourwho It is taken from that it will be resumed to carry out
choose one.
diagnosis of delete context tell the program of Remembering that each
during the
your group Program school and in I'm aware of the field already has project, by
established the example: a work
analytical the classroom. content methodology to of theater, a
resumed to work. program of
-C.F. Lenguajes:
LEARNING
radio, a
BASED ON campaign of
PROJECTS cleaning of the
COMMUNITY [Link] areas
- C. [Link] external of the
Technology, school, a
Engineering, Arts and
Mathematics:
garden, the care
LEARNING of health, to play
BASED ON to the journalists,
INQUIRY etc.
STEAM.
- C.F. Ethics,
Nature and
Society
LEARNING
BASED ON
PROBLEMS.
Y
- [Link] the human to
the community
LEARNING
SERVICE
 Dimension 2. Design of the analytical program.

School context
There must be consistency with the school context and the diagnosis of its group.
The school context is considered as a set of external factors, such as the physical, social, and cultural environment.
where the school inserts the characteristics and demands of the socioeconomic environment, of the students and their
families, their influence and relationship with other institutions, etc. which impact the school and condition in some way
way its management and organization as well as modifying the action of the school as a social and educational institution.
Regarding internal factors, this refers to history, culture, and school climate, in addition to resources.
infrastructure, school actors etc.
The internal context is everything the school can offer the student to encourage or hinder them.
their learning; these characteristics can be:
Type of school
Servicios con los que cuenta (Luz, agua, teléfono, internet, transporte...etc.)
Recursos que ofrece, Organización escolar, Infraestructura, Apoyo psicopedagógico, Enfermería
Library, Computer centers, Sports area, Dining area, Auditorium, Green areas
Cantidad de alumnos, Becas.
The external context is everything that the community, sector, or city offers to the student that can help them or
to harm his learning environment; the main characteristics may be:
Rol de los padres, Nivel socioeconómico, Libertad religiosa, Libertad lingüística (Se habla una o más lenguas),
Ubicación geográfica de la comunidad o ciudad, Problemas sociales (Violencia, drogadicción, alcoholismo,
gang violence, etc.), Health services, Transportation services, Basic services (Electricity, water, drainage, etc.), Services
Communication (Phone and internet), Recreational spaces (public court, park, etc.), Security.
 Example Community-Based Project Learning
Note: Remember that this is a first draft of the plan, and with the contributions of the girls and boys, it will be developed.
modifications, removing or adding, as the most important thing is that our students are the protagonists of the project, not
They should only have successes, if not, take advantage of the mistakes to make adjustments or corrections, in this way it goes
favoring metacognition.

School: Educator: Grado: tercero

Methodology: Diálogo 3: Spiral: 3
We produce, with personal writing resources, such as We produce various texts with
Learning based on drawings, symbols, marks, graphics and letters or words different purposes to strengthen interaction
community projects conventional, various texts to communicate with with the people from our families, schools and
other people from our family, school, and community, community. The
thus favoring inclusion and interculturality. we write with our own resources
of personal and conventional writing and, the
we correct or modify so that others
they can understand its meaning.
Training field: Articulating axes: Content 2
Promotion of reading and writing - We became familiar with reading and writing.
Languages Diversity - Inclusion - Thinking
through the exploration of diverse texts and,
we use these tools to communicate,
critical - Healthy life interact with other people and follow
learning.
Evaluation: Teaching orientation: Time
Observe the processes that Talk to the girls and boys about a topic
girls and boys have when writing of interest and generate them to write some message 2 weeks
short texts: they combine or information directed to the family and to the
grafías, usan algunas letras de
their name, they copy some community about that topic.
texts.

Project:let'splaytobejournalists.
Moment 1. Identification Moment 2. Moment 3.
Recovery Planning.
The students are Let's greet the colleagues after the period. The project is titled 'let's play to be journalists' and
returning from vacation and December vacation. We will respond to the following its main objective is the production of
they want to express their questions, to share our experiences of texts to inform topics of interest, so
as a final product they will participate in front of the
experiencias y vivencias. vacaciones: ¿Qué hicimos? ¿Con quién estuvimos? ¿Qué
It is presented as a question What new experiences did we live? Where did we go? school community to announce a news
through various means such as the newspaper and the
detonator: What can they Let's write those memories with our own resources. television, keeping a systematic record of its
make for many what we share with our colleagues in the process in the "project booklet" which
people know the Project horn, Sheet 1 "Our experiences in will support as an evaluation tool for
experiences they lived in vacation. evaluate at the end the knowledge, skills and
Your vacation? To invite. Rescue your previous sabers. students' attitudes.
What can we do? Revisit the ideas about how they can give rise to
for students to produce to know about your vacation.
How to mediate the process? Watch the video: Adventures
news, through the theme Comment on how we realize the
on winter vacation
of journalism through the [Link] where events that happen in our community or our
symbolic play, achieving They will observe the way to have fun using imagination. country, talking about the news and journalists.
to discover the structure of a Socialize about what they know about the subject and that
At the end of the audio, question. What can they do to
they need to learn to communicate news and express
news. that many people know the experiences that the ideas on a poster board.
Did they live on their vacation? Registrar What are you going to do to know about what
Register the contributions in a visible place for everyone What does the journalist do? Where?
like the blackboard or in a Will they search for the information? How are they going to do it?
sheet of paper and in case some arise learn how to make news?
related to text production, What resources and materials will you need?
we will highlight these contributions and enrich them. Prepare a list of activities to be carried out and
if possible, organize them in a calendar.
Agree on the closing activity of our project.
"School newspaper" and/or "News bulletin" as it is
will announce.

Moment 4. Moment 5. Moment 6.

Approach Understanding and production. Recognition
In the plenary, comment that there is Watch the video: What is a JOURNALIST? Video for Let's listen in a group to two or three pieces of news from a
people who work as CHILDREN newspapers can be about culture, sports, science
Journalists [Link] the social and let’s observe how it is written and if it has
they are dedicated to communicating events, Where images that accompany it.
events and experiences of others we will know and learn about the activities that this entails Let's talk about its characteristics, so
people through the in order to fulfill his job. like what they are communicating and register them
news publication on social media We solve a temporal exercise by ordering the participations in a visible place for everyone
social, television, radio and images that correspond to the like the board or sheet of
newspaper. journalist's work process. project booklet. paper.
Investigate examples of the work Worksheet 3 'The work of Organized in teams, we will hand out sheets of
what does a journalist do and "journalist" and let's evaluate the activity based on three newspaper with a cultural, sports news
let's register the information indicators. scientific or social and let's talk about what
found in the notebook of Comment that January 4 is celebrated for the journalist and we identify in them, for example, what does it have
project, Sheet 2 'What a does a register the commemorative in the classroom calendar. news? What will it be about? How is it similar to
journalist. To let you know that with help at home they will play as a family at The ones we read? What kind of images does it have?
The next day share the the journalists. (request support from the parents for them to What else do we observe?
research on work conduct interviews with different people in the community, We will complete or enrich the annotations.
from the journalist. characterizing themselves as journalists. previously made with the contributions
In class, express how you felt. new ones that have not been mentioned.
Let's record in the project notebook what
we learned from the news.
Suggest playing as a family so they can talk as a family.
about some events experienced during their vacation and
Draft a family news story with the help of an adult.
In the next class, share the news.
Moment 7. Concreteness
Ask the children what is the purpose of sharing news? Why should we learn to communicate ideas?
Write the news about your experience on vacation
Let's take a look at an infographic annex 1 about the structure of the news, which contains key questions that will help us in the production of our text.
Let's talk about the information and on a poster visible to everyone, let's record the parts of a news story.
Let's remember what happened during our vacation and we will choose an event that we would like to share as news.
Let's write our news individually using the information we already know from the project booklet Page 5 'My News'.
Let's resume the project planning and discuss what has been done, what we still need to do, what we have learned, what has been difficult for us, how we could improve; if
It is necessary for us to record some agreements.

Moment 8. Moment 9. Moment 10. Considerations.

Integration Diffusion
Evaluating my news. Let's organize our news. Present the news according to your choice.
Let's invite two students to Let's create a list on a poster board for everyone to see with Let's welcome the guests to our news program at
to participate with your news, each one two columns and rows of alive.
will carry out the reading and among everyone agreement with the students of the group. Let's observe the program that was prepared and where
let's identify if it has the parts Let's write our name individually on a piece of paper and we will present our news using the
from the news with support from the we will stick it on a materials developed during the project.
infographic. Example of news and part of the list and in the other column with support from the teacher Let's invite the community to read the newspaper
its parts, if any are missing, to them the name of the news will be written. school where we publish news about some
let's invite to complete the news. Let's analyze the complete list in a group and organize the other students of the school.
Let's review in pairs by doing news to form categories or themes and teams to decide Let's talk with families about their
use of the integrated checklist How will we announce our news. appreciations of the work done in the Project
in the project booklet, Let's watch the [Link]://[Link]/watch? The journalists.
page 6 'I review the news', each v=u6JjNtTsSlIHow do I spread the word about my news?
one will read his news and the A partir del video elijamos de manera individual si deseamos
the partner will be marking if he is publish (put your contribution in the school newspaper) or present
present or not, if the news of (in the format of a newscast) our news and we will carry out
partner complies with the order and a concentrate of our decisions.
structure (alternating roles). Journalist's Props Workshop.
Let's talk in pairs about Let's elaborate on the corresponding object or objects such as
those missing elements and supplements to present our news or text
we will enrich in a way informative using recycled materials (television,
individual our news microphone, newspaper.
considering the contributions of Let's organize in a group the order of participation in the news program.
our colleague. taking into account the topic or category chosen by each one
associating it with a journalistic section.
Let's prepare our invitation to place it outside the classroom.
and let's invite the school community to observe it as part of the
work done during the day.

Moment 11. Advances

What I learned.
Let's have a meeting to evaluate our project on the following topics.
puntos: ¿Qué hicimos en este proyecto? ¿Qué nos costó más trabajo y qué fue fácil? ¿Qué aprendimos al trabajar con la noticia? ¿Para qué nos
Will what we learned here be useful?
Let's rescue the contributions individually in the project booklet Sheet 7 "What I Learned". Conduct a self-evaluation of the project.
Carry out the self-assessment; let's observe the table My emotions in the Project the journalists (previously have the table prepared on cardboard)
(annex 2).
2. Let's answer the following questions: How did I feel when talking about my
vacation? How did I feel when writing my news? How did I feel when reviewing the
noticia de mi compañero? ¿Cómo me sentí al hacer los retos en familia? ¿Cómo me sentí
when presenting the news with my classmates? We will choose a color that
represent this emotion, we will talk about why we chose that color?
(previously place circles of paper of different colors at the center of the table).
3. Let's pick on the graph according to the emotion the circle of the color we chose.
If you want to acquire the plan for the complete project, it has a cost of
pre-sale of 70 pesos each grade and the pre-sale is until the 4th of
January, subsequently 85 pesos for each degree.
Reports via inbox or WhatsApp 55-85-87-16-37