DESIGN

CURRICULAR
NATIONAL
1. PREVIOUS REFLECTIONS
2. NORMATIVE FRAMEWORK
3. NATIONAL CURRICULAR DESIGN
4. EDUCATIONAL APPROACH
5. FUNDAMENTALS
6. EDUCATIONAL ACHIEVEMENTS

7. Educational Purposes as of 2021

8. CHARACTERISTICS OF STUDENTS UPON COMPLETION OF BASIC EDUCATION.
9. CROSS-CUTTING THEMES AND VALUES
10. ORGANIZATION OF AREAS BY EDUCATIONAL LEVEL
11. CURRICULUM OF THE E.B.R.
12. ORGANIZATION OF AREAS
13. MINIMUM HOURS DISTRIBUTION IN SECONDARY EDUCATION
14. HOURS OF FREE AVAILABILITY
15. INSTANCES IN WHICH THE DCN DIVERSIFIES
16. LEARNING EVALUATION
17. VALIDATION CONSULTATIONS OF THE D.C.N.
1. PRIOR REFLECTIONS

Articulation elements between the three levels:

A common framework and learning achievements.

Elements that needed articulation: purposes

B educational and common organization of the areas
(skills, knowledge and attitudes)

Curricular categories with different conceptions

C
(components, capabilities)
 PREVIOUS REFLECTIONS

Priority in the technical debate on the

D competencies: how to formulate them or what are they
What should be considered in the school curriculum?

Need to emphasize training

E
citizen and civic.
 2. NORMATIVE FRAMEWORK

GENERAL LAW OF EDUCATION

Article 80, Section c. "The Ministry of Education

is responsible for designing the basic curricula
nationals.
Article 13, section b. The national curricula
they must be "articulated among the different
levels and modalities.
 NORMATIVE FRAMEWORK

REGULATION OF REGULAR BASIC EDUCATION

The MED is responsible for ensuring

the educational articulation of the different levels
of Basic Education.
The National Curriculum Design of Basic Education
it contains the learnings that must be achieved by the
students upon completing each level.
 REGULATORY FRAMEWORK

NATIONAL EDUCATIONAL PROJECT

Strategic Objective 2, Result 1

In all basic education institutions
the students engage in effective learning and
they deploy the skills they require for
develop as individuals, contribute to the
development of the country and make cohesion a reality
that overcomes exclusions and discriminations.
 3. NATIONAL CURRICULUM DESIGN

IS DIVERSIFIABLE
Summarize the intentions
educational and contains the
expected learnings IT IS FLEXIBLE
that every student of
Educación Básica
IT IS OPEN
Regular must develop.

Article 33 of LGE-The Ministry of Education is responsible for

design the national basic curricula. At the regional and local level, they
they diversify in order to respond to the characteristics of the students and
of the environment; within this framework, each Educational Institution builds its proposal
curricular, which has official value.
NATIONAL CURRICULUM DESIGN

MINISTERIAL RESOLUTION N° 0440-2008-ED

SOLUTION:

Approve the National Curriculum Design of Basic Education

Regular.
The National Curriculum Design of Regular Basic Education
aprobado se aplicará desde el inicio del año escolar 2009.
The Ministry of Education, through the DRE and the UGEL
they will provide technical support for its proper application.

Render ineffective the legal provisions that oppose the

present resolution.
 4. EDUCATIONAL APPROACH

SEE THE CHILDREN

AND ADOLESCENTS

PERSONAS
COMPETENT

PEOPLE WITH
RIGHTS

WITH NEEDS OF
LEARNING AND GREAT
HUMAN POTENTIAL

The Education Sector in Peru is working on the construction of a

Quality and equity in education centered on the person and the characteristics
specific to their life cycle.
 5. FUNDAMENTALS
CENTRALITY THE PERSON AND EVALUATION OF LEARNING
FROM THE SU LEARNINGS INTERACTIVE
PERSONA DEVELOPMENT AS DONE
HOLISTIC EDUCATIONAL

THE TEACHER
HOW LEARNING
MEDIATOR SIGNIFICANT
Educational AND FUNCTIONAL

EMPHASIS ON METACOGNITION THE

THE NEW ONES
PROCESSES CONTEXTS Y INTELLIGENCES
PEDAGOGICAL FROM THE MULTIPLES
SOCIETY SELF-EVALUATION

HUMANIST SOCIO COGNITIVE AFFECTIVE

The DCN is based on foundations that clarify what the

for what and how to teach and learn.
6. LOGROS EDUCATIVOS

Explicit the competencies, capabilities,

knowledge and attitudes for each area and grade
7. EDUCATIONAL PURPOSES BY 2021

Development of personal, social, and cultural identity in the

1 framework of a democratic, intercultural, and ethical society in the
Peru.

Mastery of Spanish to promote communication among

2
all Peruvians.

Preserve the mother tongue and promote its development.

3
practice.

4 Knowledge of English as an international language.

5
Development of mathematical thinking and scientific culture
and technology to understand and act in the world.
EDUCATIONAL PURPOSES BY 2021

Understanding and appreciation of the geographic environment, history, the present and the
6 future of humanity through the development of critical thinking.

Understanding the natural environment and its diversity, as well as the development of a
7 environmental awareness oriented towards risk management and the rational use of
natural resources, within the framework of a modern citizenship.

Development of productive, innovative, and entrepreneurial capacity; as

8
part of building the life project of every citizen.

9 Body development and preservation of physical and mental health.

1 Development of creativity, innovation, appreciation, and expression through

0 of the arts, humanities, and sciences.

1
Mastery of Information and Communication Technologies (ICT).
1
8. CHARACTERISTICS OF STUDENTS
ON COMPLETING THE EBR
 9. CROSS-CUTTING THEMES AND VALUES
Education for coexistence, peace and
citizenship.

Educación en y para los derechos humanos.

RESPONSE TO
PROBLEMS
CIRCUMSTANTIAL Education in values or ethical training.
DE
TRANSCENDENCE
Education for risk management and awareness
environmental.

Education for gender equity.

VALUES
LIFE - RESPECT - DEMOCRACY
 10. ORGANIZATION OF AREAS BY LEVEL
EDUCATIONAL

Mathematics

Mathematics

Mathematics Communication

Comunicación English

Communication Art Art

Relationship with oneself
Personal Social Personal Social
History, Geography and
Physical Education
Economy
Religious Education Citizen Training and
Science and Civic
environment
Persona, Family and Relations.
Science and Environment Humans
Physical Education
Religious
Science, Education
Technology and
Environment
Education for the
Work
 11. STUDY PLAN OF THE EBR
EDUCATION EDUCATION EDUCATION
LEVELS
INITIAL PRIMARY SECONDARY
Cycles I II III IV V VI VII
years years 1st 2nd 3rd 4th 5th 6th 1st 2nd 3rd 4th 5th
Degrees
0-2 3–5
Mathematics Mathematics Mathematics
Communication
Communication
Communication English
Art Art
Citizen Training and
Civic Before
area
History, Geography and of
Personal Social
Economy Science
Personal Social as
Person, Family and
Human Relationships Social
is
Physical Education Physical Education
Religious Education Religious Education
Science Technology and
Science and Science and Environment Environment
Environment
Education for Work
Tutoring and Educational Guidance
 12. ORGANIZATION OF THE AREAS

PURPOSES OF Learning achievements that are expected to be reached

THE EBR IN 2021 students at the end of the EBR

COMPETENCIES Learning achievements expected to be reached

students at the end of each cycle of the EBR
for each curricular area

CAPABILITIES Learning achievements that are expected to be reached

students at the end of each grade for each
curricular area
 ORGANIZATION OF THE AREAS

They describe the achievements that students will reach in each cycle of the EBR.
COMPETENCIES expressed in suitable actions or know-how, according to the area
curricular.

They describe the learnings that are They present the data, theories, laws,
CAPABILITIES wait for the students to catch up facts, etc. coming from the
each degree based on the disciplines involved in the area
competencies of the area. They can be curricular, which serve as a means
cognitive, motor or social for the development of capacities.
affective.

KNOWLEDGE
They describe the behavior of students based on values.
foreseen and the competencies of the curricular area.
ATTITUDES
 COMMUNICATION AREA

Produce texts of different types, in an appropriate, fluid, original, and coherent manner, in
function of various purposes and recipients; using reflectively the
linguistic and non-linguistic elements to achieve better quality texts.
COMPETENCIES
- Plan the production of texts, - The central theme and the main ideas and
identifying the theme and the secondary.
recipients to whom it will be addressed. - Temporary connectors.
- Use the spelling rules and - Punctuation marks. Functions. The
grammatical for granting coherence comma: classes and uses.
CAPABILITIES and correction to the texts that Stress and accentuation. Words
produce, including those that tonic and atonic.
sent by email. Spelling of the letter: phoneme relationship
- Edit the text to make it innovative. lyrics. General rules.

KNOWLEDGE
Value reading as a source of enjoyment and lifelong learning.
ATTITUDES He is interested in the creative use of language and other communication codes.
 13. MINIMUM HOUR DISTRIBUTION IN
SECONDARY EDUCATION

LEVEL OF STUDIES
Curricular Areas
1st 2nd 3rd 4th 5th
MATHEMATICS 4 4 4 4 4
COMMUNICATION 4 4 4 4 4
ENGLISH 2 2 2 2 2
ART 2 2 2 2 2
HISTORY, GEOGRAPHY AND ECONOMY 3 3 3 3 3
Civic and Citizen Education 2 2 2 2 2
PERSONA, FAMILY AND RELATIONSHIPS
2 2 2 2 2
HUMAN
PHYSICAL EDUCATION 2 2 2 2 2
Religious Education 2 2 2 2 2
SCIENCE, TECHNOLOGY AND ENVIRONMENT 3 3 3 3 3
EDUCATION FOR WORK 2 2 2 2 2
Tutoring and Educational Guidance 1 1 1 1 1
FREE AVAILABILITY HOURS 6 6 6 6 6
TOTAL HOURS 35 35 35 35 35
 14. HOURS OF FREE AVAILABILITY

The Primary and Secondary Education Institutions make use of a minimum of 10

and 06 hours of free availability respectively.

Levels Initial Primary Secondary

25 20 29
Mandatory hours Includes one hour of exclusive dedication
for Tutoring and Educational Guidance

Hours of free availability 10 06

Total established hours 25 30 35

IN SECONDARY EDUCATION
The available hours should prioritize the areas of communication, mathematics and
education for work, according to the needs of the students.

In the case of Educational Institutions that have teachers, material resources

specialized and other favorable conditions for teaching the English area, this may be
prioritized in the use of available free hours.
 FREE AVAILABLE HOURS FOR
SECONDARY (R.M. N° 0441-2009 ED)

National Mobilization for Reading Comprehension

. In 2nd, 3rd, and 4th grades of Public Educational Institutions are considered to
the hours of free availability are mandatory 3 hours per week for the
development of reading comprehension skills in the area of Communication.
Of the 4 hours assigned to Communication in the Curriculum Plan, they will be used
Additionally, 2 hours for reading comprehension. A specific directive will be issued.
. Grades 1 and 5 will be governed by the curriculum.
b) Teaching of the English Language
. The IE will be able to use these hours of free availability for their teaching, as long as
when they have competent language teachers in sufficient numbers.
. Private IE can teach another foreign language in addition to English.
• Teaching of indigenous languages
. The IE that operate in bilingual intercultural contexts will be able to dedicate hours of
free availability for the teaching of an indigenous language.
d) Education for Work
. The public IE that was previously the Technical Variant College must prioritize the area
of Education for Work, as long as determined by the diagnosis of the
pedagogical needs and the conditions established in this regulation.
15. INSTANCES IN WHICH DIVERSIFICATION OCCURS
DCN
16. LEARNING EVALUATION
EVALUATION OF LEARNING IN THE
EBR

INITIAL EDUCATION

27
EVALUATION OF LEARNING IN THE
EBR

PRIMARY EDUCATION

28
EVALUATION OF LEARNING IN THE
EBR

SECONDARY EDUCATION

29