EL CURRÍCULO EN EL PERÚ

Introduction to the National Curriculum

This section introduces the topic of the national curriculum and presents a case study.

Louis's Challenge in Planning his First Session

• Louis is a primary school teacher who is starting his first year teaching second-grade students.

• He is struggling with planning and organizing his first session.

• Help Louis by providing guidance on how to plan his session.

Exploring Different Curricula in Peru

• Peru has implemented various curricula over the years, including the National Curriculum for Regular Basic Education, Routes of Learning (2015), and the National Curriculum for Basic Education (2016).

• The current curriculum in use is the National Curriculum for Regular Basic Education, implemented in 2019.

Understanding Curriculum

• Curriculum refers to a set of planned experiences provided by schools to help students achieve their objectives.

• It encompasses cultural elements such as knowledge, values, customs, beliefs, and habits that form an educational proposal.

Historical Evolution of Curriculum in Peru

• In 1995, there was a traditional curriculum focused on content memorization and neglecting personal and social development.

• The Design Curricular Nacional (DCN) was introduced in 2005 but still emphasized memorization-based learning and lacked integration across different education levels.

• From 2010 to 2015, Routes of Learning were introduced as a tool that provided strategies for competency development across all education levels.

Current Curriculum: National Curriculum for Basic Education

• The current curriculum being analyzed is the National Curriculum for Basic Education.

• It is based on competency development and aims to respond to a diverse and interconnected world.

• There are significant changes compared to the previous DCN, including a reduction in competencies from 151 to 31 and from 5635 associated learnings to 81 capacities.

Comparing National Curriculum and Design Curricular Nacional

This section compares the National Curriculum with the previous Design Curricular Nacional.

Differences in Competencies and Capacities

• The Design Curricular Nacional had numerous competencies (151) and associated learnings (5635), which posed challenges for both students and teachers.

• The National Curriculum reduced the number of competencies to 31 and capacities to 81, making it more manageable.

Focus on Context and Interconnectedness

• The National Curriculum emphasizes competency development in response to a diverse world.

• It introduces the use of technology (tics) and aims to integrate competencies across different education levels.

Characteristics of Students

• The Design Curricular Nacional did not consider the characteristics of students at the end of their education.

• The National Curriculum includes specific characteristics that students should possess upon completion.

Conclusion

This section concludes by summarizing the changes between the National Curriculum and Design Curricular Nacional.

Summary of Changes

• The National Curriculum consolidates competency-based learning, reduces the number of competencies, and considers student characteristics.

• It aims to provide a well-designed curriculum regardless of socioeconomic context.

Timestamps are provided for each section based on available information.

Linking Work Skills to Education

The transcript discusses the importance of incorporating work skills into education and highlights the lack of emphasis on these skills in the curriculum. It also mentions the absence of standards for learning achievements and diverse grading scales.

Importance of Work Skills in Education

• The society does not demand the learning of necessary work skills, leading to a lack of focus on these skills in education.

• The curriculum lacked standards for learning achievements at different educational levels.

• Grading scales were diverse, indicating a lack of uniformity.

Standards and Qualitative Grading Scale

This section explains the concept of standards in education and highlights the inclusion of learning standards associated with graduate profiles in the national curriculum. It also mentions the use of a qualitative and unique grading scale.

Introduction of Learning Standards

• Previously, there were no standards for learning achievements at each educational level.

• Learning standards represent expected outcomes for each cycle and are included in the national curriculum.

• The grading scale is qualitative and unique, ensuring consistency across assessments.

Formative Assessment

This section briefly mentions formative assessment as another difference observed in the current curriculum compared to previous practices.

Formative Assessment

• Formative assessment is an additional aspect introduced in the current curriculum.

Expansion of Subjects Taught

This section discusses changes related to subjects taught, including English language instruction, integration of technology (ICT), research, communication skills, and orientation towards work-related education.

Expansion of Subjects Taught

• English language instruction was previously limited to secondary education but is now introduced at all levels.

• Integration of technology (ICT) and its management, research, and communication skills were not previously included.

• Work-related education for employability and entrepreneurship has been incorporated.

Importance of Native Language

This section emphasizes the importance of teaching children in their native language and highlights the inclusion of Spanish as a second language in the curriculum.

Teaching in Native Language

• The curriculum includes the development of Spanish as a second language.

• Children should be taught using their native language to ensure effective learning.

• Example given: In San Luis, Charcas, Quechua is the primary language used for teaching.

Purpose of National Curriculum

This section explains the purpose of the national curriculum document and its significance in planning educational activities.

Purpose of National Curriculum

• The national curriculum serves as a guide for planning educational activities.

• It helps with instrument management, annual planning, unit design, and lesson preparation.

• Understanding this document is crucial for educators.

Components of National Curriculum

This section provides an overview of the eight components that make up the national curriculum document.

Components of National Curriculum

1. Challenges for Basic Education and Graduate Profile

2. Transversal Approaches for Developing Graduate Profile

3. Key Definitions Supporting Graduate Profile

4. Competencies, Skills, and Standards

5. Curricular Organization

6. Evaluation Processes

7. Educational Resources

8. Management Instruments