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SEMESTER V SEMESTER VI SEMESTER VII SEMESTER VIII SEMESTER IX SEMESTER X

• DCN: Application pro- • DCN: Application pro- • DCN: classroom teaching • DCN: classroom teaching job Take responsibility as a Take responsibility as a
gramming in English at gramming in English at job and her connection and her connection with the teacher of English in the teacher of English in the
secondary school level. secondary school level. with the investigation. investigation. cycles corresponding to the cycles corresponding to the
• English Learning Ses- • English learning ses- • English learning session • English Learning Session VI and level of secondary education level of secondary education
sion: sion for the sixth cycle for the seventh cycle EBR: VII to the cycles of EBR: and mentoring work that and mentoring work that
- Observation, pro- EBR: - Programming and im- - Programming and implementa- might require. might require.
gramming and imple- - Programming and im- plementation. tion. • DCN: Educational work in • DCN: Educational work in
mentation of teaching- plementation. - Development of educa- - Development of educational the classroom and its rela- the classroom and its rela-
learning process. - Development of educa- tional materials and re- materials and resources as well tionship to research through tionship to research through
- Factors that influence tional materials and sources as well as the as the evaluation system for the peer observation, use of peer observation, use of
learning in the area: resources as well as the evaluation system for the development of skills, abilities instruments and recording. instruments and recording.
- Identification and regis- evaluation system for development of skills, and skills of English for the se- • Characterization of the • Characterization of the
tration of cases. Inclu- the development of abilities and skills of Eng- venth cycle EBR: educational reality in which educational reality in which
sion policy. Diversity of skills, abilities and skills lish for the seventh cycle - Speaking. they will practice. Instru- they will practice. Instru-
the experience. of English for the sixth of EBR. - Listening. ments. Records manage- ments. Records management
• Criteria for organiza- cycle of EBR. - Factors that influence - Writing. ment and technical- and technical-pedagogical
tion of technical and learning in the area: - Reading comprehension. pedagogical officers. officers.
pedagogical work: Fold- • Factors that influence - Identification and regis- - Production of oral and written • Programming teaching • Programming teaching units
er, portfolio. learning in the area: tration of cases. Inclusion texts. units and learning sessions and learning sessions for the
• Workshops for syste- - Identification and regis- policy. Diversity of the - Use of ICT in teaching and for English in the different area of English in the differ-
matization. tration of cases. Inclu- experience. learning of English. stages of the level. ent stages of the level.
sion policy. Diversity of - Development of attitudes. • Criteria for the appropri- • Criteria for the appropriate
the experience. • Criteria for organization - Attention to diversity. ate implementation of the implementation of the
of technical and pedagogi- - Image analysis. planned democratic and planned democratic and re-
• Criteria for organiza- cal work: Folder, portfolio. - Analysis of the language of responsible attitude. sponsible attitude.
tion of technical and • Workshops for systema- social media and its impact on • Workshops for systemati- • Workshops for systematiza-
pedagogical work: Fold- tization. culture. zation. tion.
er, portfolio. • Tutoring: educational - Criteria for organization of • Tutoring: educational and • Tutoring: educational and
• Workshops for syste- and pedagogic guidance. technical and pedagogical work: pedagogic guidance. Case pedagogic guidance. Case
matization. And recording instru- Folder, portfolio. tracking. And recording tracking. And recording in-
• Observation in pairs. ments. • Workshops for systematization. instruments. struments.
And recording instru- • Relationship between • Tutoring: educational and pe-
ments. curriculum areas. dagogic guidance. Case studies.
And recording instruments.

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AREA APPLIED RESEARCH

SPECIALIZED TRAINING

SEMESTER V SEMESTER VI SEMESTER VII SEMESTER VIII SEMESTER IX SEMESTER X

Develop reflective and Develops reflective Provides the knowledge Orients students to the applica- Guiding the implementa- Provides the knowledge and
critical thinking through thinking and critical- and application of the tion of knowledge, the devel- tion of the relevant com- management of the formal
the selection of topics or up to develop the methodology of the re- opment of a research project to ponent techniques and structure of a research report
issues of educational theoretical framework search of the topic or address the problems identified instruments of data collec- for purposes of obtaining the
nature, to make studies of research research question chosen. in the professional practice. tion of the research professional title.
of descriptive, co- project.
relational or causal. Guides the use of different
techniques of presentation and
support of the final investiga-
tion report

Planning the research: • The theoretical Research Methodology: Scheme or plan of the research • Techniques and tools for • Analysis and interpretation of
• The research problem, framework: conceptual • Type and design re- project: data collection. Validity results.
characteristics, classes. Demarcation between: search. • Problem and reliability • Application of descriptive and
• Problem of research, theoretical framework, • Population and sample. • Theoretical framework • Coding, processing, inferential statistics for hypo-
development, situation referential, historical • Techniques and tools for • Methodology of the investiga- treatment and tabulation thesis testing
problems, objectives, and legal. data collection. Validity tion • Implementation. • Conclusions and recommen-
limitations, justification • Background to the and reliability. • Administrative aspects of the dations
and significance, limita- topic of research. • Hypothesis Testing: investigation. • Final report or thesis.
tions. • Theoretical basis. statisticians use descrip- • Design project.
• Implementation. Process of formulation. tive and inferential objec-
• System assumptions tives.
and variables. • Implementation.
• Implementation.

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AREA OPTIONAL V – X / ACTUALIZATION SEMINARS (*)

SPECIALIZED TRAINING
SEMESTER V SEMESTER VI SEMESTER VII SEMESTER VIII
Are aimed at developing the students' Are aimed at developing the students' criti- Are aimed at developing the students' Are aimed at developing the students' criti-
critical thinking and reflective approach cal and reflective thinking from "daje ad- critical thinking and reflective approach cal thinking and reflective approach from
from current affairs select them or dressed current issues and selected refer- from current affairs select-nated or current affairs select-nated or reference to
reference to the profession. ences for the profession. reference to the profession. the profession.

Allows students to analyze the group's Allows students to analyze the group's pre- Allows students to analyze the group's Allows students to analyze the group's
previous statements, generate pro- vious statements, generate proposals, or previous statements, generate propos- previous statements, generate proposals,
posals, or take a stand against them. take a stand against them. als, or take a stand against them. or take a stand against them.

Speaking and Listening Course Using IT (Information Technology) in a class. Adapting, Creating and Designing Material Reading and Writing Course
• The Importance of Learning a Foreign • behavioristic CALL (CALL Behavioural) vs. • Posters Reading:
Language Communicative CALL (CALL Communicative) • Pictures • Articles
• Español around the world • Internet in language teaching • Worksheets • Short stories
• Español Study • Using the basic technologies Inter- • Wordcards • Novels
• Flashcards • Newspaper
• Education net.Búsqueda of resources for teaching
• Handouts
• Global Warming learning, virtual libraries, virtual museums, Writing:
• Games (board games,
emails, blogs, internet resources, websites, competition games, etc) • Stories
chats, webquests, • Letters: formal/informal; e-mails;
résumés,
• Essays (narrative, descriptive, etc)

(*) The contents are suggested and are updated according to the demands of the context and the educational demands of the moment. Work is suggested in the form of seminars
and workshops.

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3.4 SUMMARIES AND CONTENTS

Below are the summaries of the areas that will be addressed in each of the academic semesters and the basic
contents they should address.

Every summary contains the purpose of the evaluation of the area and the character development which will be taken
into account in writing up the syllabi.

The teachers responsible for the semester must know what they will address in each area and together, working in
teams, should program projects and activities for the treatment of similar content. It is also important to consider
the local and regional needs and expectations.

FIRST ACADEMIC SEMESTER

ÁREA HOURS CREDITS

Social Sciences I 04 03

Mathematics I 02 02

Communications I 04 03

English I 04 02

Information Technology and Communications I 02 01

Physical Education I 02 01

Art 02 02

Environmental Scientific Culture I 02 01

Psychology I (General) 02 02

Career Development and Mentoring I 02 01

Practicum I 02 01

Optional I / Seminar 02 02

TOTAL 30 21

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SOCIAL SCIENCES I
(4 hours / 3 credits) S-I
SUMMARY CONTENT

To develop critical and reflective thinking, promote • Respects the social, cultural, economic, political
awareness of cultural heritage and history. and geographical realities expressed from the origin
and evolution of humanity to the fifth century C.E.
Encourage students to appreciate cultural diversity and in Peru and the world.
strengthen civic education and civic life. • Works of great importance in the social, cultural,
economic, political and geographical context arising
Deepen and broaden the study of political, between the sixth century and the fifteenth century
geographical, economic and cultural aspects of the in Peru and the world.
major western and eastern societies, from antiquity to
• More significant changes in different aspects of
the modern age.
the evolution of mankind during the seventeenth,
eighteenth and nineteenth centuries in Peru and the
world.
• Coexistence of human rights and civic values in
Peru as guaranteed by the constitution.

MATHEMATICS I
(2 hours / 2 credits) S-I
SUMMARY CONTENTS

Guides the development of • Propositional Logic

mathematical logical thinking Logical inference, rules of inference and demonstration, quantifiers.
through reasoning and proof,
mathematical communication and • Numerical Groups
problem-solving.
N, Z, Q, and R: Structure and property operations in R.
Promotes positive attitudes Numbering systems in other bases
towards mathematics. Solving exercises and problems

• Equations and Inequalities

Application exercises and problems of context situations.

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COMUNICATIONS I
(4 hours / 3 credits) S-I
SUMMARY CONTENT

Fosters in students the development of • Communication, elements, types, communicative situation.

linguistic-communicative skills for greater
• Language as a human faculty, language, and speech standard.
assertiveness in communication,
strengthening communicative competence in • Levels of language, functions, elements, sign language, double
the levels of expression and oral articulation of language
comprehension and written for the free • Verbal and nonverbal language.
expression of ideas, opinions and beliefs,
• General and diacritical accent. Punctuation.
encouraging their ability to listen , be
tolerant and respectful in various • Reading Comprehension: levels, strategies for identifying the
communicative contexts. main idea and details of the text.
Provides tools for improving study and • Oral narrative and description, stories, anecdotes, stories.
learning, in the production of oral and
written narrative, descriptive and • Study Skills: The summary and the underscore. Organization and
argumentative texts. Developing logical information management.
thinking and thoughtfulness for the • Plain language, characteristics and importance.
implementation of existing legislation • Strategies for the production of oral and written texts,
(spelling and orthology). descriptive, narrative and argumentative.

Introduces students to the semiotics of • Linguistic variety. Multilingualism.

communication. Stresses the importance of
plain language and readability.

ENGLISH I
(4 hours / 2 credits) S-I
SUMMARY CONTENT

Aims to introduce students to the use of the • Countries and nationalities; numbers; Jobs; personal possessions;
English language, providing them with the plurals
oral and written communication skills to
• Be: positive, negative, yes/no questions and short answers, Wh-
function at an elementary level. In addition,
questions; subjects pronouns and possessive adjectives.
students will be able to understand
• Adjectives; personal possessions; family; How many…?; How
authentic language, auditory and written,
much…?; things in a house; prepositions of place.
appropriate to their level of proficiency.
• Have got; possessive ´s.
• Daily routines; free time activities; frequency adverbs.
• Present Simple: positive, negative, yes/no question; subject and
object pronouns.
• Things you like and don’t like; verb+ing; food and drink; Countable
and Uncountable nouns.
• Present Simple: positive, negative, questions and short answers.
• Rooms and things in a house; shops; things to buy; clothes; plural
nouns.
• There is/there are; How much….?/How many…?; some, any, much,
many, a few
• Present Continuous for “now”.
• Present Simple vs Present Continuous;
• How often…?; frequency expressions; describing people’s

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appearance and character; seasons; weather.

INFORMATION TECHNOLOGY AND COMMUNICATION I

(2 hours / 1 credit) S-I
SUMMARY CONTENT

Encourages students to develop • Social Media: radio, television, film, paper and others.
independent learning through the • Internet: history, concept, characteristics.
appropriate use of technological tools.
• Basic rules of behavior in cyberspace.
Fosters efficient search for information and • Search Engines: concept, types, management.
research in virtual environments. • Email: creation of an account, the practice of sending.
• Web 2.0 in the channels of communication and Internet
publishing:
- Synchronous channels.

One-way radio, digital television.

Bi-directional: chat, instant messaging, audio
conferencing, video conferencing..
- Asynchronous Channels:

Unidirectional: web, books, records and newspapers.

Bi: e-mail, mail a letter and fax.

Limited multipath: telematics lists, forums, wiki.
• Open multi: blogs, podcasts, YouTube, Twitter.

PHYSICAL EDUCATION I
(2 hours / 1 credit) S-I
SUMMARY CONTENT

• Physical education: current approach, objectives

Aims at optimizing motor skills in many forms of and means.
expression (Physical Education, sports, physical and
mental health, recreation and aesthetic body) • Physicality and mobility: concept, importance for
human development. The human motor
development.
Investigates the development and functions of the
human body and promotes adequate care and health • Basic physical abilities: Concepts, methodological
maintenance. guidelines, activities.

Promotes ethical participation of students in activities

and educational events. • Motor learning: motor skills, general and specific.

• Body health, basic breathing techniques, rules of

hygiene.

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ART
(2 hours / 2 credits) S-I
SUMMARY CONTENT

Develops the sensory-perceptual sensitivity of the • Connection with the sources of creativity and
students in their relationship with nature and expression. Thoughtful self-discovery discovery.
aesthetic man-made works through visual, auditory
and body-based artistic expressions (music, theater,
• Ability to experience (perceive, feel and express)
dance and art).
integrated sensory reality (internal and external)

Includes the study of major art styles and trends at • The body as a source of creative expression,
local, national, and global levels. language, music, body, dance, plastic.

• Artistic language development

• Art styles and trends at local, national, global.

ENVIRONMENTAL SCIENTIFIC CULTURE I

(2 hours / 1 credit) S-I
SUMMARY CONTENT

• Topic: structure, properties, states, classification.

Develop scientific skills, using the scientific method:
Law of conservation.
observation, induction, hypothesis and experimental
• Energy: energy sources and classes.
approach; deduction of conclusions (theorizing) in the
treatment of the contents related to the first structural
levels of matter and energy, including processes for • Atomic models, biogenetic elements,
improving the quality of life. biomolecules, bioenergetics.

Aims to explain and understand natural, everyday • Natural phenomena and environmental
events and the application of the scientific method. improvement projects.

• Most common diseases of the region, their causes

and effects. Disease prevention and improving
quality of life.

• Hygiene and its practice.

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PSYCHOLOGY I (General)
(2 hours / 2 credits) S-I
SUMMARY CONTENT

Management of a conceptual framework that allows • Psychology as a science: Definition, Scope of Study
students to explain and justify the different and Methods of study.
manifestations of psychological processes in
• Trends in Psychology: structural and functional
themselves and in others.
Psicoanalysis, Behaviorism, Cognitivism, Humanism.
• Psychological Processes.
Presents concepts, theories and laws of psychology as a • Human Behavior: Biological, psychological and
science. social foundations,.

Facilitates the analysis and explanation of components

• Physical and mental health.
and mental processes involved in human behavior and
the relationship between the human being and
environment.

Favors the identification of basic conditions for an

optimal state of physical and mental health.

CAREER DEVELOPMENT AND MENTORING I

(2 hours / 1 credit) S-I
SUMMARY CONTENT

Fosters the capacity for personal development • Personal Development:

and strengthens students’ vocational - Self-esteem
motivation.
- Emotions. Types and emotional management techniques.
Guides the development and evaluation of life - Techniques to identify and deal with adverse situations
- Commitment: concept - levels.
- Triangle Berns. Role play.
- Transactional Analysis
• Career counseling:
- Vocational aptitude and attitude
- Calling and vocation, self-value
• Professional Development
- Professor: definition, characteristics, types, roles and
functions.
- Outcome Profile
• Life Project: definition utility,structure importance: vision,
values, mission and goals aspects or dimensions personal
resources potential threats scheduling of actions and
evaluation.

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PRACTICUM I
(2 hours / 1 credit) S-I
SUMMARY CONTENT

Strengthens students’ commitment to service and • Identification of demands and expectations of the
social awareness, bringing them closer to the community
knowledge and analysis of local and communal
• Organization, implementation and evaluation of
contexts.
social outreach activities
• Analysis of what worked, problems encountered,
possible solutions

OPTIONAL I / SEMINAR
(2 hours / 2 credits) S-I
SUMMARY CONTENT

Develop students' critical thinking and reflective The contents set below are suggested
approach from current affairs or specific references
selected for their speciality. • Jomtien World Conference (1990)
• The Delors Report
Allows students to analyze the group's previous
• Climate change conference in Copenhagen
statements, generate proposals, or take a stand against
them. • Institutional Rules

We suggest working this content in the form of

seminars and workshops.

The proposed contents should be updated according

to the educational demands of the moment.

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SECOND ACADEMIC SEMESTER

AREA HORAS CRÉDITOS

Social Sciences II 02 02

Mathematics II 02 02

Communication II 04 03

English II 04 02

Information Technology and Communication II 02 01

Physical Education II 02 01

Culture Environmental Scientist II 02 02

Psychology II (Developmental) 04 03

Career Development and Mentoring II 02 01

Practicum II 02 01

Research I 02 02

Option II / Seminar 02 02

TOTAL 30 22

SOCIAL SCIENCES II
(2 hours / 2 credits) S - II
SUMMARY CONTENT

Develop students’ critical and reflective thinking, • Strengths understanding of Peru and the world
promoting awareness for the conservation of cultural during the twentieth century - XXI, with special
heritage and history. attention to the political, geographic, socio-
Guiedes students to interpret and defend various economic and cultural influences.
analyses of the political, geographical, economic and
• The coexistence between different regions in the
cultural perspectives of major societies throughout the
global village.
western and eastern world, dating up until the
contemporary age. • Globalization: advantages and disadvantages.

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MATHEMATICS II
(2hours / 2 credits) S - II
SUMMARY CONTENT

Guides students in developing the capacities of • Plane geometry

abstraction, logical reasoning, problem solving, - Key elements of geometry.
mathematical communication.

Facilitates the analysis of geometric properties and • Polygons and circumference

relationships, identifying shapes and spatial
relationships involved. Encourages the student to • Movements and transformations in the plane
appreciate the beauty they create.

Study guides: Series, Sequences and progressions,

plane geometry, polygons and transformations in the
plane.

COMUNICATIONS II
(4 hours / 3 credits) S - II
SUMMARY CONTENT

• Communication skills: listening, speaking, reading and

Encourages students to exercise the linguistic-
writing. Its importance in the linguistic performance.
communicative skills necessary for better
performance of the academic staff: encouraging • Verbal and nonverbal language.
their listening skills, tolerance and respect in various • Morphosyntactic study of grammatical sentence.
communicative contexts.
Encourages the use of language reflective practice • Comprehension strategies: predicting, and the
of speaking and writing through discussions, production of oral and written texts.
interviews and presentations, using strategies to • The text and discourse.
develop understanding and speaking and writing
• Coherence and cohesion in text production.
instructional texts, expository and argumentative
and implementation of appropriate grammatical • Strategies for organizing and managing information.
resources to improve their quality. • Spelling: use of punctuation. Accentuation of
compounds. syllables, diphthongs, triphthongs,
Develop logical and thoughtful implementation of hiatus.
existing legislation (spelling and orthology).
• Dialogue, conversation and active listening.
Affects the use of plain language and readability. • The exposition and argumentation.
• Instructional texts.
• Shift of expressive intonation within the community
and region.

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ENGLISH II
(4 hours / 2 credits) S - II
SUMMARY CONTENT

Intended to be a phase of consolidation and • Comparative and Superlative Adjectives.

expansion of the knowledge acquired in the first • Making comparisons: comparatives, a lot, much, a
year. Therefore, will expand the expressive bit, (not) as….as; superlatives.
possibilities of certain language functions, related • Imperatives.
structures and vocabulary. It will extend the • Past Simple be; positive, negative, yes/no
knowledge of the English phonological system and questions.
increase linguistic accuracy and pronunciation. • Past Simple: regular and irregular verbs; positive
and Wh-questions; used to.
• Past time phrases with ago, last, in; question words;
irregular Past Simple forms.
• Past Simple; negative, yes/no questions and short
answers
• Prepositions of place and movement.
• Past Continuous: positive, negative, yes/no
questions, Wh-questions.
• Simple Past vs Past Continuous.

INFORMATION TECHNOLOGY AND COMMUNICSTIONS II

(2 hours / 1 credit) S - II
SUMMARY CONTENT

Allows for the processing of information and data • The Word processor:
collected by students in exercises and research carried - Text format.
out in the process of formation.
- Spelling and Grammar.
Promotes the use of word processing and application - Page layout.
of technological tools. - Tables.
- Styles.
- Templates.
- Images and Graphics.
- Impressions.
- Charts and diagrams.

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PHYSICAL EDUCATION II
(2 hours / 1 credit) S - II
SUMMARY CONTENT
• Quaity of life :
Encourages the development of a quality - Hygiene and health
physical education in the pursuit of physical
- Food
and psycho-social well-being as a basic human
need through learning, practice and - First Aid in the Physical Activities
management of leisure and recreational
activities, physical sports and rhythmic • Leisure and recreational activities
expression.
- recreational and traditional games
Offers strategies for dealing with students with
special educational needs in the hope of • Physical activities and sports
promoting the development of physical - Athletics, gymnastics, sports.
education for all.
• Rhythmic and expressive activities
- Rhythmic Gymnastics
- Basic steps of regional and national dances

• Organiztion of events :
- Recreation and sports in different educational spaces.

• Physical activities and special educational needs

- Types of Special Education Needs (SEN): sensory, motor
and cognitive skills.
- Strategies and physical activities to meet special
educational needs

ENVIRONMENTAL SCIENCE CULTURE II

(2 hours / 2 credits) S - II
SUMMARY CONTENT

Teaches students to deepen their ability to • The ecosystem components.

analyze, compare, clasify, relate, interpret, and
• Living things, taxonomy. Inter-and intraspecific
evaluate living organisms and their
relations.
environment.
• Energy: energy sources and classes.
Analyzes energy to explain its convertibility and • Pollution: Levels, causes and effects.
applications as well as the balance of the
• Study of current scientific contributions and technology
ecosystem, conservation and disease
for ecosystem conservation and the preservation of
prevention.
health and disease prevention

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PSYCHOLOGY II (Desarrollo)
(4 hours / 3 credits) S - II
SUMMARY CONTENT

Allows for a deeper understanding of the bio • Human Development. Definition. Factors involved
psychosocial characteristics of individuals at
different stages of life, framed in different • Theories of Development:
theories of development.
- Theories that explain the physical.
Describes the manifestations of these changes
- Theories that explain the intellectual
and explains why they occur and what factors
development - cognitive.
influence them.
- Theories explaining the psychosexual development
Students will identify their personal and socio-affective.
characteristics, guiding the planning of their
personal and professional development. • Milestones .- Characteristics.

CAREER DEVELOPMENT AND MENTORING II

(2 hours / 1 credit) S - II
SUMMARY CONTENT

Orients personal and professional development • Interpersonal Relations:

among students in their professional training. • Assertive behavior and communication.
• Active listening, tolerance and respect.
• Democratic coexistence and collective welfare.
Provides strategies to facilitate their interaction
Teamwork: definition, issues, importance,
with others to develop the resilience, capacity for
barriers, characteristic conditions, working
teamwork, participative leadership.
environment and techniques to develop
cohesion.
Presents techniques that promote management
and conflict resolution. • Leadership:
• Concept
• Types
• Values-based leadership
• Attributes of a Leader
• Motivation as a tool for leadership
• Positive Thinking
• Leadership skills.
• Conflict Management and Resolution of
Problems
• Definition
• Causes
• Areas that are
• Steps to resolve conflicts
• Mediation
• Conciliation
• Arbitration
• Implementation of problem-solving technique.

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PRACTICUM II
(2 hours / 1 credit) S - II
SUMMARY CONTENT

Strengthens students’ professional capabilities,

allowing them to exercise leadership in students to
connect them with different educational realities of • Characterization of the population of the
their local community. surrounding community development features
age group with which they are linked.
• Identification of institutions and public and private
programs that offer educational services
• Collecting and organizing information.
• Involvement and participation in alternative
proposals identified as volunteerism and
assistantship
• Analysis of what worked, problems encountered,
possible solutions

RESEARCH I
(2 hours / 2 credits) S - II
SUMMARY CONTENT

Allows students to develop reflective and critical

thinking. • Techniques and tools for data collection
(observation, interview and survey).
Directs the preparation and argument of a research • Research: concept, purpose, types, characteristics,
monograph based on topics related to curriculum fundamentals.
areas or issues identified in the educational reality • Monographic research scheme: stages and rules for
processing.

OPTION II/ SEMINAR

(2 hours / 2 credits) S - II
SUMMARY CONTENT

The contents are set out below are suggested:

Aimed at developing the students' critical and
• Law and Regulations 29394
reflective thinking by addressing pertinent issues
• The portfolio
selected for the profession.
• NLP and human relations
Allows students to analyze the group's previous
statements, generate proposals, or take a stand We suggest working this content in the form of seminars
against them. and workshops.

The proposed contents can be modified according to the

educational demands of the moment.

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THIRD ACADEMIC SEMESTER

ÁREA HORAS CRÉDITOS
Mathematics III 04 03

Communication III 02 02

English III 04 02

Information Technology and Communication III 02 01

Entrepreneurship Culture and Production I 02 02

Environmental Scientist III Culture 02 01

Religion, Philosophy and Ethics I 02 02

Diversity and Inclusive Education 02 02

Curriculum I 02 02

Intercultural Education 02 02

Practice III 02 01

Research II 02 01

Optional III / Seminar 02 02

TOTAL 30 23

MATHEMATICS III
(4 hours / 3 credits) S - III
SUMMARY CONTENT

Encourages students to develop personal strategies for • Binary Relations

2
analyzing situations, identifying and solving problems - Relations defined on R
using different resources and tools and evaluating their - Graphic real variable relationships
suitability. • Features
- Special Features
- Continuity and discontinuity.
- Growth and decline.
- Symmetry. Periodicity
• Descriptive statistics
- Measures of central tendency and position.

Measures of dispersion: variance, standard

deviation and standard deviation

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COMMUNICATIONS III
(2 hours / 2 credits) S - III
SUMMARY CONTENT

Critically analyze the language of social media and its • Theories of social communication. Critical Analysis of
impact on education and culture, using various theories the language used by the mass media: written press
of social communication. and broadcast, advertising and radio. Applications to
education and culture.

Students develop skills in language / communication

• Speaking strategies: the symposium, debate,
discussion, controversial discussion, panel,
and the reflexive use of language to generate oral and
roundtable, discussion, presentation and speech.
written texts, using strategies and resources to
organize ideas, produce coherent texts with relevance, • Strategies for organizing and managing information.
and use various types of oral and written texts, also for Application to the generation of research.
the symposium argument, debate, discussion, • Textual organization: hierarchy, analogy,
controversial discussion, panel, roundtable, discussion, classification. Coherence and cohesion in written
presentation and speech, promoting the free text production. Plain language.
expression of ideas, opinions and beliefs as well as
• Visual organizers and their application in oral
listening skills, tolerance and respect. Affects the use
presentations.
of plain language and readability.
• Punctuation. Use of the comma and period. The
accent in compound words.
• Strategies for understanding oral and written texts.
• Reading Comprehension: Control of the reading
process.

ENGLISH III
(4 hours / 2 credits) S - III
SUMMARY CONTENT

Takes into account grammatical, • Review: Present Continuous and Present Simple; activity and state
lexical, phonetical and cultural verbs.
aspects. Discusses English as a tool • Review: Past simple and Past Continuous.
to support science learning focusing • Nouns and verbs; -ed and –ing adjectives.
primarily on comprehension and • Present Simple and Present Continuous (future meaning)
production of structures and • Be going to; plans.
vocabulary expressions. Introduces • Will for prediction; might; will be able to; future plans and
more complex issues of everyday ambitions;
life and cultural interest for pre- • Will/Shall
intermediate level. • Will and Be going to.
• Future Continuous.
• Future Perfect.
• Connectors: when, while, before, as soon as, until, after.

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INFORMATION TECHNOLOGIES AND COM MUNICATIONS III

(2 hours / 1 credit) S - III
SUMMARY CONTENT

• Preparation of slides:
Develops students’ knowledge and management of - Work with text, tables, graphs, charts.
computer resources for the presentation of
- Movies and sounds.
information.
- Animations.
- Hyperlinks.
Promotes the use and development of educational
resources through the application of slides and other
• WEB page creation.
software.
- Incorporating text, images, videos and music.
- Hyperlinks.

• Preparation of documents circulated:

- Frills
- Posters
- Cards and others.

ENTERPRENEURIAL CULTURE AND PRODUCTION I

(2 hours / 2 credits) S - III
SUMMARY CONTENT

Strengthens students’ confidence by • Entrepreneurial culture and production in Peru and the
identifying and developing their world. Legal framework.
entrepreneurial potential to build, motivate
and create change in their community.
• Strategies for solving socioeconomic problems.
Entrepreneurial skills. Community problem.
• Principles of corporate governance, business, market,
Facilitates the identification and assessment of marketing, buying and selling of products. Techniques and
the social, cultural and economic areas to instruments for market research. Processing products.
define business ideas. Value. Marketing.
• Projects: types. Project methodology. Successful projects at
regional, national and global levels.
• Democratic participation, sector agreements, corporate
social responsibility.
• Social skills. Teamwork for institutional and community
development. Working environment.
• Design, implementation and evaluation of productive
projects.
• Innovative company. Personal business.

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ENVIRONMENTAL CULTURE SCIENCE III

(2 hours / 1 credit) S - III
SUMMARY CONTENT

Allows students to develop creative, reflective and

critical thinking. • Ecosystem dynamics. Food chain and food web.
Biogeochemical cycles. Ecosystem balance.

Applies theories and / or scientific principles to the

dynamic relationship between matter and energy • Natural resources and biodiversity. Food of the town
within the ecosystem, from proposals for projects that and region. Proposed technologies for rational use,
contribute to technology and form values and conservation and recycling.
commitments, to the maintenance and preservation of
the environment for a better balance and improvement
of the quality of human.
• Current environmental policies. A project proposal
for the conservation and environmental protection.

• Quality of life in the local and regional context.

Project proposal for improving the quality of life in
the community.

RELIGION, PHILOSOPHY AND ETHICS I

(2 hours / 2 credits) S - III
SUMMARY CONTENT

Contributes to the development of thought, attitudes

and ethical criteria in light of different religious views • The religious phenomenon
with an emphasis on Christianity, guiding personal and
professional development of the students.
• Religion
Provides key elements that allow the strengthening of • The religious attitude
ethical thought, philosophical and moral framework for
reflection on the teaching profession and its • Disclosure
relationship with the environment, from current issues
that arise in society. It aims to promote moral • The story of Salvation
autonomy.
- Creation
Area conceives of philosophy as a process of thought - the chosen people
and effort aimed at understanding and changing the
reality experienced by man, is praxis and action that • God and the New Covenant
requires answers to various problems of the
• The philosophical attitude
philosophy of human knowledge, courage and moral .
• The problem of man from Philosophy

• The problem of knowledge from philosophy

• The moral dimension of the person

• Ethics and moral similarities and differences.

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DIVERSITY AND INCLUSIVE EDUCATION

(2 hours / 2 credits) S - III
SUMMARY CONTENT

It is an area that provides students with the • Attention to diversity. Concept. Demonstration
theoretical basis for understanding and handling the fields (cultural, ethnic, social, linguistic, religious,
principles and foundations of care in the context of
diversity and special educational needs associated etc).
with sensory, physical or intellectual disabilities. • Human Rights.

Provides opportunities for analysis, reflection and • Inclusive Education: the education response to
awareness to help students develop the ability to differences.
accept diversity, respect "characteristics and different
learning rates" and the ability to provide conditions • Regulatory framework that supports national and
that allow educational system to meet the needs and international attention to diversity and inclusion.
interests of students with and without disabilities.
• Challenges to move towards inclusive education:
- Analysis of regional educational policies that
promote inclusion at all levels of education.
• Changes in attitudes and educational practices
- Valuing diversity as an element that enriches the
personal and social development.
• Adjustments in Education: infrastructure,
curriculum, materials, educational actors.

CURRICULUM I
(2 hours / 2 credits) S - III
SUMMARY CONTENT

• Concepts and Conceptions of Curriculum

Develops students’ the critical and reflective thinking
- Definitions, historical development.
that allows them to understand, differentiate and
explain the different approaches to teaching based on - Characteristics. Foundations and Bases.
the analysis of the theoretical framework and
- Types
curriculum that support them.
• Curriculum Pedagogical Models and Paradigms
Presents theories that allude to the various curricular
• Interest cognitive and curriculum theory
concepts, processes, elements and actors involved
educational, pedagogical models and educational • educational Actors
paradigms that support teaching and learning.
- Roles, functions, profiles
• Elements of curriculum
• Curricular planning processes

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INTERCULTURAL EDUCATION
(2 hours / 2 credits) S - III
SUMMARY CONTENT

• Diversity and multiculturalism .- Background and

Develops students’ ability to recognize and value the
concept
linguistic and cultural diversity on a mutual learning
and citizenship, to generate levels of dialogue and • Interculturalism, Multiculturalism and
construction of new knowledge to promote conditions
plurimulticulturalism, characteristics, definitions,
of equality and opportunity.
similarities and differences
Guiding students in building proposals to allow the
• Theoretical approach to identity and cultural diversity
different actors that are linked to operate with
autonomy in different cultural contexts. from a sociological, anthropological, linguistic and
philosophical
• The intercultural education
- Monolingual and bilingual educational systems
- Intercultural education in Latin America: overview
and linguistic and cultural situation.
- Role of teachers in intercultural education
• Treatment of multiculturalism .- pedagogical and
linguistic criteria for the development of
multiculturalism: teaching of languages as mother
tongue as a second language.

PRACTICUM III
(2 hours / 1 credit) S - III
SUMMARY CONTENT

Strengthens the academic training of students to • Tools for viewing the educational context.
promote analysis, reflection and theoretical - Actors: developmental characteristics, roles, profile
confrontation about pedagogical approaches, - Elements
educational roles of the actors and factors involved in - Processes
educational processes from observation and assistant
in educational institutions of their context . • Socialization of what worked, problems encountered,
possible solutions

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RESEARCH II
(2 hours / 1 credit) S - III
SUMMARY CONTENT

Allows to develop complex thinking. • Paradigms:

- The quantitative paradigm: The process of project
Guides students to know the purpose, nature and formulation and report writing (eg, correlational
research process to manage and differentiate the research).
design and development process through the collection - The qualitative paradigm: The process of project
and analysis of relevant data and information centers formulation and report writing (eg, ethnographic
using virtual and physical documentation research).

OPTIONAL III / SEMINAR

(2 hours / 2 credits) S - III
SUMMARY CONTENT

It aims to develop students' critical thinking and The contents are set out below are suggested:
reflective approach from current affairs or reference
selected for the profession • Intercultural Education in Latin America
• Legal framework that supports the attention to
Allows students to analyze the group's previous diversity
statements, generate proposals, or take a stand against • Environmental policies in the country.
them
We suggest working this content in the form of
seminars and workshops.

The proposed contents are updated according to the

demands of context and educational demands of the
moment

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CUARTO SEMESTRE ACADÉMICO

ÁREA HORAS CRÉDITOS

Mathemstics IV 04 03

Communicstions IV 02 02

English IV 04 02

Informational Technologies and COmmunications IV 02 01

Enterpreneurial Culture and Production II 04 03

Religión, Philosophy and Ethics II 02 02

Psychology III (Of learning) 04 03

Curriculum II 02 02

Practicum IV 02 01

Research III 02 01

Optional IV / Seminar 02 02

TOTAL 30 22

MATHEMATICS IV
(4 hours / 3 credits) S - IV
SUMMARY CONTENT

• Analysis of functions of real variable

Guides the development of - Growth of a variable, a function.
mathematical logical thinking - Limit of a function and basic rules.
of students, by reasoning, - Derivative of a function at a point.
abstraction, selection and use - General Derivative of a function.
of language and appropriate - Basic rules of derivation of functions in R in R.
mathematical tools to resolve • Space Geometry
situations in different - Concepts and basics
contexts with critical and - Polyhedra
reflective attitude. - Bodies of revolution round
• Trigonometry
- Resolution: triangles and rhomboid. Law of sines and cosines
- Circumference trigonometric
- Trigonometric Functions
- Correlation coefficient, statistical regression, co-efficient of correlation, line of
regression

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COMMUNICATIONS IV
(2 hours / 2 credits) S - IV
SUMMARY CONTENT

Critically analyzes the language of social media and its • Theories of social communication. Critical analysis of
impact on education and culture, from the various the language of mass media: television, Internet and
theories of social communication. film. Applications to education and culture.
• Strategies for implementing communication skills
Affects the use of plain language and readability. (listening, speaking, reading and writing) in academic
Promotes the students' linguistic skills and performance.
communicative reflexive use of language for text • Techniques for the development of oral expression:
generation as oral and written, using strategies and controversial discussion, oral presentation,
techniques for the production and oral and written management of the body, gestures and voice.
expression of functional texts, informative, • Strategies for reading comprehension, inferences and
argumentative and in practice more complex opinion formation, and production of spoken and
techniques such as oral symposium, panel and round written texts.
table ensuring a clear expression, fluid and consistent, • Textual Organization: coherence, cohesion, and
all to promote the free expression of ideas, opinions conciseness in written text production functional,
and beliefs, practicing active listening, tolerance and informative and argumentative.
respect • Spelling of words of dubious writing. Review
Exercises: Using uppercase and lowercase, the
spelling, accentuation and punctuation

ENGLISH IV
(4 hours / 2 credits) S - IV
SUMMARY CONTENT

It takes into account the grammatical, lexical, • Passive Voice: Present Simple, Past Simple, Past
phonetic and cultural. Directs the English Continuous.
language as a tool that supports science learning • Reporting with passive verbs: It is said….; He is
focusing primarily on comprehension and supposed…; He is said to…
production of structures and vocabulary • Zero Conditional, First conditional; Second Conditional,
expressions more complex issues of everyday life Third Conditional.
and cultural interest for pre-intermediate level. • Reported speech; tense choice in reporting; Reporting
offers, suggestions, intentions, questions.
• Questions tags.
• Gerunds and Infinitives.
• Would rather and prefer…

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INFORMATIONAL TECHNOLOGY AND COMMUNICATIONS IV

(2 hours / 1 credit) S - IV
SUMMARY CONTENT

• Using the worksheet

Oriented management software tools in order to
process information and interpret the results. - Data Files
- Data Editor
Advocates the application of statistical analysis, - Data Transformation
amounts, frequencies, contingency tables, cluster - Modify data files
analysis, descriptive statistics, factor analysis and - Output Files
regression. - Edit tables of results
- Statistical analysis
- Descriptive analysis
- Exploratory analysis
- Contrasts on average
- Analysis of variance of a factor
- Analysis of variance factorial
- Analysis of linear correlation
- Linear regression analysis
- Factor Analysis
- Cluster Analysis

ENTERPRENEURIAL CULTURE AND PRODUCTION II

(4 hours / 3 credits) S - IV
SUMMARY CONTENT

• Entrepreneurial culture and production in Peru and

Seeks to discover, strengthen and develop students the world. Legal framework.
social skills and investigative skills, preparing them in • Strategies for solving socioeconomic problems.
the design, validation and application of techniques Entrepreneurial skills. Community problem.
and research tools such as marketing and project • Principles of business management, business, market,
managers as entrepreneurs. marketing, buying and selling of products.
Techniques and instruments for market research.
Orients knowledge of the socio-economic reality of the Processing products. Value. Marketing.
region, the methodology and strategies to generate • Projects: types. Project methodology. Successful
proposals for dealing with the problems by seeking to projects at regional, national and global levels.
involve intersectional participation • Democratic participation, sectoral agreements,
corporate social responsibility.
• Social skills. Teamwork for institutional and
community development. Working environment.
• Design, implementation and evaluation of productive
projects.
• Innovative company. Personal business.

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RELIGION, PHYLOSOPHY AND ETHICS II

(2 hours / 2 credits) S - IV
SUMMARY CONTENT

Contributes to the development of thinking, attitudes

• The early church
and ethical criteria in the light of different religious
views with an emphasis on Christian, guiding personal • The early Christian communities
and professional development of students.
• The Church as the sacrament of salvation (the
Provides key elements that allow the strengthening of
ethical thought, philosophical and moral framework for Sacraments)
reflection on the practice and its relationship with the
• Overview of the history of the church
computing environment and context, from addressing
current issues that arise in society, aiming to achieve • The Church in the Modern World
autonomy moral.
• The Church in Latin America
The area conceives philosophy as a process of thought
and effort aimed at understanding and changing the • The social doctrine of the church
reality experienced by man, is praxis and action that
• The ethical problem
requires answers to various problems of the
philosophy of human knowledge, courage and • The problem of value
morality.
• The current moral problems
• The autonomous moral judgments
• Towards a professional ethics educator.

PSYCHOLOGY III (learning)

(4 hours / 3 credits) S - IV
SUMMARY CONTENT
• Learning concept, principles.
Features: processes and states.
Develops in students the ability to analyze and
explain the learning process within the framework of • Theories of Learning:
different theories. - Relational theory
- Cognitive Theories:
- Gestalt: Kofke, Köhler, Vhertheimer,
Maslow and Rogers
- Genetic Cognitive (Piaget, Bruner,
Ausubel, Inhelder)
- Genetic Dialectic: (Vygotsky, Luria, Leontiev,
Rubinstein, Wallon)
- Theory of Information Processing (Gagné, Newell,
Simon, Mayer).
• Learning styles and rhythms
• Learning Strategies
• Self and inter-learning

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CURRICULUM II
(2 hours / 2 credits) S - IV
SUMMARY CONTENT
• Concepts and Conceptions of Curriculum
It aims to develop students' critical and reflective - Definitions, historical development.
thinking that allows them to understand the
diversification of the curriculum emphasizing the - Characteristics, Foundations and Bases.
necessary dialogical relationship between the - Types
educational process and the context in which it
operates. • Curriculum Pedagogical Models and Paradigms
• Interest cognitive and curriculum theory
Analyzes guidance documents, national and
international agreements, educational policy, and its • Educational Actors
relationship to the particularities of context. - Roles, functions, profiles
• Elements of curriculum
• Curricular planning processes

PRACTICUM IV
(2 hours / 1 credit) S - IV
SUMMARY CONTENT

It brings the student closer to the roles and • Planning activities

functions of the career. Promotes student - Organization
interaction with the educational reality of its - Implementation
environment in institutional and educational - Evaluation
aspects, from its intervention in the conduct of
recreational and leisure activities or social • Socialization of what worked, problems encountered,
projection. possible solutions

RESEARCH III
(2 hours / 1 credit) S - IV
SUMMARY CONTENT

It develops analytical and reflective thinking. • Action research:

- Outline.
Guides students in formulating and developing an - Fundamentals
action research. - Processes
- Phases
- Project.

• Implementation of action research

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OPTIONAL IV / SEMINAR
(2 hours / 2 credits) S - IV
SUMMARY CONTENT

It aims to develop students' critical thinking and The contents set out below are suggested:
reflective approach from current affairs or reference
selected for the profession • Education Act
• Ethics in the profession.
Allows students to analyze the group's previous • Entrepreneurial culture and production in Peru.
statements, generate proposals, or take a stand against
them We suggest working this content in the form of
seminars and workshops.

The proposed contents are updated according to the

demands of context and educational demands of the
moment

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FIFTH ACADEMIC SEMESTER

AREA HOURS CREDITS

Foreign Language V 06 04

Phonetics and Phonology I 04 03

Applied Linguistics in Foreign Language 06 04

Curriculum and Teaching applied to English 04 03

Theory of Education I 04 04

I Pre-Professional Practice 02 01

Applied Research I 02 02

Optional V / Seminar Update 02 01

TOTAL 30 22

FOREIGN LANGUAGE V
(6H-4C) S-V
SUMMARY CONTENT
Area that will broaden and deepen the study of • Present Perfect Simple: experienced, unfinished past and
grammatical features and rules of communicative recent events;
interaction in the target language so that students • Present Perfect vs Simple Past
achieve greater communication capacity. It presents • Present Perfect Continuous: positive, negative,
English as a tool that supports scientific learning and interrogative.
helps students listen to and understand well- • Present Perfect Continuous vs Present Perfect Simple
organized and linguistically complex texts, of both • For and since
concrete and abstract topics articulated at a normal • Past Simple and Past Continuous; Used to;
speed for an intermediate level. • Past Perfect and Simple Past;
• Past Perfect Continuous
• The Future: will, be going to, Present Continuous;
• Future Perfect
• Future Perfect Continuous
• If and When…
• Phrasal Verbs

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PHONETICS AND PHONOLOGY I

(4H – 3C ) S-V
SUMMARY CONTENT
Area whose purpose is the description of English • Phonetics and Phonology.
phonological system components segmental (vowel • Phonetics and its branches.
and consonant phonemes) as well as discrimination, • The mechanism of Speech: Speech organs.
transcription and use of the international phonetic • The classification of English Vowels: The English vowels in
alphabet phonemes in order to make phonetic detail and compared to the Spanish vowels
transcriptions and to facilitate the acquisition of a • The English diphthongs / tripththongs
pronunciation correct English. • The Consonant System: Classification of English consonants
compared to the Spanish consonants.
• The English Plosive, Affricative, Fricative, Nasal and Lateral
Consonants.
• The Phonemic Chart.

LINGUISTICS APPLIED TO FOREIGN LANGUAGE

(6H – 4C) S-V
SUMMARY CONTENT
Explores the development and the field of study of • Applied Linguistics: The Development of Language. The
applied linguistics in the teaching of foreign
research field of applied linguistics.
languages. Just as the nature and description of the
language from the standpoint of structural and • Basics: Language, knowledge and language performance,
transformational. Grammar, Levels of Analysis, Aspects of language, origin,
evaluation, language and culture, language and
communication, spoken and written language.
• Nature and Description of Language: View traditional and
modern. Effects on Language Teaching. Critical.
• Structural Linguistics: Nature of Language, axioms, Keys.
Description of the tongue. Constituency immediate.
Syntactic Relations. Structuralist theory of language
acquisition: mechanisms. Structuralist approach and
language learning. Criticism.
• Transformational Generative Linguistics: Axioms keys.
Description and analysis of the language. Grammar. Rules.
Language acquisition from the transformational
perspective. Transformational approach and language
learning. Criticism.

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CURRICULUM AND TEACHING OF ENGLISH

(4H-3C) S-V
SUMMARY CONTENT
Deepens understanding of education as a socio- Guidance documents: the National Education Project,
cultural process that favors the development of the Regional Education Project, Local Education Project, Project-
personal dimension of leadership and autonomy. It PEI Institutional Education, Curriculum Project - PCI, National
for allows the development of skills necessary to do Curriculum Design - DCN.
the programming in the area of English in a
contextualized manner, taking into account the Annual programming diversified area. Organizers of the area
methods, approaches, and techniques of teaching and powers of the cycle and the level at which the student
and learning of English by providing future teachers will practice.
with the latest techniques, methodologies and
communication and their application in the field of Early Methods
foreign language teaching. • Approach, Method and Technique
• The Grammar Translation Method:
• The Direct Method:
• The Reading Method:
• Oral Approach or Situational Approach
• The Audio Lingual Method
Recent Methods
• The Total Physical Response
• Silent Way
• Community Language Learning
• Suggestopedia
• The Natural Approach
Communicative Approaches
• The Communicative Approach
• The Lexical Approach
• The Cognitive Academic Language Learning Approach
(CALLA)

THEORY OF EDUCATION I
(4H-4C) S–V
SUMMARY CONTENT
• Terminological delineation between paradigm, model,
Develops students’ critical and reflective thinking theory and curriculum.
through analysis, comparison and interpretation of
educational events ranging from old age to the • Relationship between humanization and education.
second decade of the twentieth century, from a • Input on the education of the thinkers and educators: -
historical, sociological, psychological, philosophical
and scientific point of view, revisiting the - Jewish culture, Egyptian, Greek and Roman (old age);
contributions of thinkers, theorists and teachers of - Andean societies (Chavin, Paracas, Moche, Inca)
universal impact to enrich and sustain their - middle age (Christian education);
pedagogical. - the modern age;
- the colonial period in Peru
- contemporary era (new school projects).

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PRE PROFESSIONAL PRACTICUM I

(2H-1C) S–V
SUMMARY CONTENT

Enables students to develop their creative, critical, • DCN: Application programming in the area of English at
and reflective thinking to design, implement (with
secondary school level.
active methodology, suitable materials), execute
and evaluate training sessions real autonomy, • English learning session:
based on psychological and pedagogical - Observation, programming and implementation of
foundations teaching-learning process
Orients the record of experience in classroom
teaching - learning process and provides an - Factors that influence learning in the area:
opportunity to generate research topics. • Identification and registration of cases. Policy of
It can identify factors that influence the learning of inclusion. Diversity.
English as well as cases of diversity and
inclusiveness. •
Systematization of the experience.
Contributes to the systematization of pre- • Criteria for organizing the technical-pedagogical work:
professional experience. Folder, portfolio.
• Systematization workshops.

APPLIED RESEARCH I
(2H-2C) S-V
SUMMARY CONTENT
Develop reflective and critical thinking through the Planning the research:
selection of topics or issues of educational nature, • The research problem: characteristics, classes.
to make studies of descriptive, co-relational or • Statement of the problem description, formulation,
causal. • Objectives, definition, rationale and importance, limitations.
• Application.

OPTIONAL V / SEMINAR (*)

Speaking and Listening Course
(2H-1C) S-V
SUMMARY CONTENT

Aims to develop students' critical and reflective

• The importance of learning a foreign language
thinking, starting by addressing current issues of
• English around the world
reference materials selected for the relevance to
• English Study
their profession.
• Education
Allows students to analyze the group's previous • Global Warming
statements, generate proposals, or take a stand
against them.

(*) The contents are suggested as updated according to the demands of the context and the educational demands of
the moment. Is suggested to work in the form of seminars and workshops.

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SIXTH ACADEMIC SEMESTER

AREA HOURS CREDITS

Foreign Language VI
06 04
Phonetics and Phonology II
04 03
Applied Linguistics in Foreign Language
04 04
ICT applied to The Teaching Of English
02 01
Curriculum and Applied Didactic To English
04 03

Theory Of Education II
04 04
Pre-Professional Practicum II
02 01
Applied Research II
02 02
Optional VI / Seminar (*)
02 02
TOTAL
30 24

FOREIGN LANGUAGE VI
(6H – 4C) S – VI
SUMILLA CONTENIDOS
• Review: Simple, Continuous and Perfect Tenses.
Area that will broaden and deepen the study of • Modal Verbs:
grammatical features and rules of communicative - Can, could, be able to
interaction in the target language so that students - Must/Can’t.
achieve greater communication capacity. It guides - May/Might
learning English as a learning tool that supports - Must/Have to
scientific and help students to listen and - Mustn’t/Don’t have to/Needn’t
understand longer texts, well organized and - Should/Ought to
linguistically complex of both concrete and • The Passive: Present Perfect, Past Perfect.
abstract topics articulated at a normal speed for an • Quantifiers: a bit of, too much/many, (not) enough,
intermediate level. plenty of.
• Connecting words: although, even though, despite, in
spite of, however.
• Relative clauses: who, that, where, which, whose,
where and when.
• Defining and Non-defining relative clauses
• First, Second Conditional.
• Wishes; third conditional.
• Phrasal Verbs.

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PHONETICS AND PHONOLOGY II

(4H – 3C) S – VI
SUMMARY CONTENT
• Aspects of connected speech: Assimilation, Elision,
Area whose purpose is the description of English
Linking, Rhythm.
phonological system components supra-segmental
(intonation, accent and rhythm), discrimination, • Stress: Stress in words, English Stress rules.
transcription and comparison of the phonological
systems of English and Castilian with emphasis on the • Intonation: Tone and pitch, The tone unit.
contrasts that give rise to problems of pronunciation, • The Nature of Stress.
the organization and operation of sounds in English and
Castilian in order to facilitate the acquisition of correct • Stress in English: Stress within the word / The Stress in
pronunciation and intonation of English. Spanish (comparative approach).
• Connected Speech: Accent, Rhythm in English/ Rhythm
in Spanish (Comparative approach).

• Segmental or Suprasegmental: differences, examples.

APPLIED LINGUISTICS IN FOREIGN LANGUAGE

(4H – 4C) S – VI
SUMILLA CONTENIDOS
• Cognitive Influences on Foreign Language Learning:
Deepen knowledge of applied linguistics to language
Intelligence or the factor "G". Aptitude for languages.
teaching. It focuses mainly on the different cognitive,
Cognitive Style. Learning Strategies
emotional, physical and psychological impact on
learning a second language. • Sociolinguistics Sociology of language. Communicative
competence. Pragmatism. Speech Acts. Description
and analysis of the English language.
• Functionalism in Linguistics, semantics, registers,
functions of language. Analysis.
• Influence of functional approach in teaching a second
language or foreign language. Analysis of texts.
Reviews.
• Psycholinguistics: Areas of study. Theories.

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ICT APPLIED TO THE TEACHING OF ENGLISH

(2H-1C) S – VI
SUMMARY CONTENT
Education in the Information Society.
Provides resources for understanding, use and • Knowledge Society.
evaluation of the various tools offered by information
technology and communication in the teaching of • Learning in the Digital Age: The English teacher and
Languages race. Promotes the development of creative pupils towards ICT.
thinking, critical and reflective from the research, • The prospects of ICT in teaching English.
production and implementation of relevant educational
programs for learning English.
• Critical analysis of media and technology resources.
Contributes to the assumption by the students, task- • Several projects for the use of computers as an
responsibility with the other, commitment and self educational resource.
discipline.
Selection of media and technology resources for
teaching English
• The educational use of the Internet for learning
English.
• Development of digital materials for teaching English.
• Implementation and evaluation of educational
software for teaching English.
Evaluation of technologies applied to teaching English.

Virtual Learning
Virtual communities and collaborative learning in
teaching English.

Design and Implementation of training sessions

• Organization of information and understanding
of texts on the development of motor skills in
humans.
• Interactive competition and communication
management in the classroom.
• Skills for receiving and producing messages.
• The development of critical thinking and
creative use of ICT in the area of English.
• Evaluation of skills development proposals in
the specialty of Languages.

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CURRICULUM AND APPLIED DIDACTIC TO ENGLISH

(4H-3C) S – VI
SUMMARY CONTENT

Deepens understanding of education as cultural and Guidance documents: the National Education Project,
social development process that encourages the Regional Education Project, Local Education Project, Project-
personal development, leadership capacity and PEI Institutional Education, Curriculum Project - PCI, National
autonomy. Curriculum Design - DCN.
Allows the development of skills necessary for
students to do the programming area as English in Annual programming diversified area. Organizers of the area
context, taking into account the methodological and powers of the cycle and the level at which the student
knowledge to improve the development and will practice.
teaching of these basic skills in learning a second
language as well as for driving the learning process Teaching Reading
of teaching English as a foreign language. • Kinds of reading, reading levels, reading skills, reading
principles, reading sequences, tasks for developing
reading and reading comprehension.

Teaching Writing
• Writing issues, writing sequences, correcting writing work,
tasks for developing writing.

Teaching Speaking
• Speaking sequences, correcting speaking, tasks for
developing speaking.

Teaching Listening
• Kinds of listening, listening levels, listening skills, listening
sequences, audio and video, tasks for developing listening
and listening comprehension.

• Integrating the Language Skills: Reading, Writing,

Speaking, Listening

THEORY OF EDUCATION II
(4H-4C) S - VI
SUMMARY CONTENT

Develops in students the critical and reflective • Input on the education of the thinkers and educators
thinking through analysis, comparison and worldwide.
interpretation of educational facts included since
the second decade of the twentieth century to the
present, from a historical, sociological, • Schools: behavioral, technological, humanistic
psychological, philosophical and scientific pedagogy of liberation, labor, personalized education,
contributions rescuing of thinkers, theorists and critical pedagogy.
educators of national and universal impact to enrich
and sustain their pedagogical.

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PRE-PROFESSIONAL PRACTICUM II
(2H-1C) S – VI
SUMMARY CONTENT
• DCN: Application programming in the area of English at
It enables students to develop their creative secondary school level.
thinking and critical reflective to design,
implement (using a methodology very active for • English learning session for the sixth cycle EBR:
each context and adapted material and assessed), • Programming and implementation.
execute and evaluate training sessions real
autonomy, based on psychological and
• Use of materials selected, adapted and educational
resources and the evaluation system for the development
educational foundations.
of skills, abilities and skills in the area of English for the
Allows the analysis, reflection and systematization
sixth cycle of EBR.
of the experiences in practice to detect
educational problems leading to investigate to • Factors that influence learning in the area:
propose and implement innovative situations. • Identification and registration of cases. Policy of inclusion.
Enables the development of institutional Diversity.
management. Contributes to the systematization
of pre-professional experience. • Of the experience.
• Criteria for organizing the technical-pedagogical work:
Folder, portfolio.
• Systematization workshops.
• Observation pairs, recording instruments.

APPLIED RESEARCH II
(2H-2C) S - VI
SUMMARY CONTENT
Develops reflective and critical thinking through • The theoretical framework: conceptual demarcation
the review and selection of relevant information between theoretical framework, referential, historical, and
that constitutes the theoretical framework of his legal.
research.
• Background to the research topic.
• Theoretical foundations. Formulation process.
• System assumptions and variables.
• Application.

OPTIONAL VI / SEMINAR (*)

Using IT (Information Technology) in a class
(2H-2C) S – VI
SUMMARY CONTENT
• Behavioristic CALL (CALL Behavioural)
It aims to develop students' critical thinking and • Comunicative CALL (CALL Communicative)
reflective approach from current affairs or • The Internet: The history of the Internet
reference selected for the profession. • Internet language learning
• Use of basic Internet technologies. Search the learning
Allows students to analyze the group's previous resources, virtual libraries, virtual museums, emails, blogs,
statements, generate proposals, or take a stand internet resources, websites, chats, webquests.
against them.

(*) The contents are suggested ys updated according to the demands of the context and the educational demands of
the moment. Is suggested to work in the form of seminars and workshops.

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SEVENTH ACADEMIC SEMESTER

AREA HOURS CREDITS

Foreign Language 06 04

Anglophone literatura 04 04

Culture and Civilization of the Anglophone countries 04 04

Grammar 04 03

Curriculum and Teaching applied to English 04 03

Pre Professional Practice III 04 03

Applied Research III 02 02

Optional VII / Update Seminar 02 01

TOTAL 30 24

FOREIGN LANGUAGE VII

(6H – 4C) S – VII
SUMMARY CONTENT
• Present and past habits; repeated actions and states; used
Area whose purpose is to broaden and deepen to; be used to; get used to;
students in prior knowledge, complete their • Modal verbs: be able to, be allowed to, be supposed to;
grammar, expand their vocabulary and increase • Prepositions (in/for/about…) + ing
their contact with the varieties, styles and accents • The Article: A/An/The
most common English, to express themselves • Countable and Uncountable Nouns; Quantifiers: much,
correctly and fluently and can use language learning may, little, few, a lot, plenty, some, any
with creativity for upper intermediate level. • All of…/Most of…/None of….
• Both of…/Neither of…/Either of…
• No, none, any
• Relative Clauses: whose, whom, where,
• Adjectives and Adverbs
• Connecting words: in spite of, even though, although,
though, in case,
• Phrasal Verbs

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ANGLOPHONE LITERATURE I
(4H – 4C) S – VII
SUMMARY CONTENT
Overview of American Literature, British and Canadian XX
Area seeks to familiarize students with the and XXI Centuries
Anglophone literature. Just as describing the • Predecessors of Modern Literature in England and
cultural and historical influences expressed in art
America.
and literature as social product. Also, attract the
interest of future language professionals and to the • Joseph Conrad - John Galsworthy - HG Wells
literature, and develop critical thinking, aesthetic Realism and the Story
sensibility and taste for reading literary texts • DH Lawrence: "The Rocking Horse Winner"
(poems, novels, dramas). Poetry
• William Butler Yeats: "The Lake Isle of Innisfree"
• Robert Frost: "A Prayer in Spring".
Drama
• George Bernard Shaw, "Pygmalion"
The Novel in America
Scott Fitzgerald: "The Great Gatsby"

CULTURE AND CIVILIZSTION OF ANGLOPHONE COUNTRIES I

(4H – 4C) S – VII
SUMMARY CONTENT
• England in the XX and XXI Centuries
Area whose goal is to provide students a broad
knowledge of the most important aspects of culture • Aspects: Geographical, historical, economic, social,
and civilization Anglophone as customs, cultural political and cultural.
traits. It includes the study of aspects such as • United States and Canada in the XX and XXI Centuries
history, geography, artistic accomplishments,
political, educational and religious countries
• Aspects: Geographical, historical, economic, social,
political and cultural.
Anglophones, and the values and beliefs they share
• Anglophone countries of the Third World in the XX and
with members of their community, contrasting with
XXI Centuries
it.
• Aspects: Geographical, historical, economic, social,
political and cultural.

GRAMMAR
(4H-3C) S – VII
SUMMARY CONTENT
• Grammar: Types of grammar, The parts of speech,
Area that provides the knowledge of the structure Traditional Grammar, Traditional categories, Traditional
of English grammar as it is a system of principles analysis, The Prescriptive and Descriptive Approach.
and rules that allow us to organize our words and
sentences to produce consistent and meaningful • The structure of Español: words, phrases, clauses and
messages. sentences, sentence structure problems.
• Word Formation: Borrowing, Compounding,
Backformation, Derivation, Prefixes and suffixes, etc.
• Morphology: Content Words and Function Words.
Morpheme, Morpheme Free and Bound, Derivational
versus inflectional, Morphological Description, Problems
in Morphological Description, Morphs and allomorphs.

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CURRICULUM AND APPLIED DIDACTICS TO TEACHING OF ENGLISH

(4H-3C) S - VII
SUMMARY CONTENT
Deepens understanding of education as Guidance documents: the National Education Project, Regional
cultural and social development process that Education Project, Local Education Project, Project-PEI Institutional
encourages the personal development, Education, Curriculum Project - PCI, National Curriculum Design - DCN.
leadership ability and autonomy. Annual programming diversified area. Organizers of the area and
Allows the development of skills necessary powers of the cycle and the level at which the student will practice.
for students to do the programming so
contextualized English area, taking in the Language Testing and Assessment
evaluation process as a means • Evaluation, Assessment and Testing: Concept.
multifunctional diagnostic, select, check, • Informal Assessment, Self-Assessment, Formal Assessment,
compare, communication and orientation Summative and Formative Assessment.
processes and outcomes so that allows you • Formal Assessment: test type according to the purpose
to make adjustments in a timely planned. Before course: Aptitude test; During course: Placement test,
Diagnostic test, Progress test, Achievement tests; After course:
Proficiency test.
Formal, Informal and Self-assessment Techniques
• Informal Assessment.
• Self-Assessment.
• Formal assessment: objective testing techniques.
• Integrative objective testing techniques: Multiple choice, Multiple
matching, Dictation, Information transfer, Cloze procedure.
Assessing Language Skills
. Assessment of Speaking, Writing, Reading, Listening.

PRE-PROFESSIONAL PRACTICE III

(4H-3C) S – VII
SUMMARY CONTENT
Guides students to develop their creative • DCN: classroom teaching job and her connection with the
thinking, reflective and critical to design,
investigation.
implement (using a methodology very active
for each context and adapted material and • English learning session for the seventh cycle EBR:
assessed), execute and evaluate training • Programming and implementation.
sessions real autonomy in rural and marginal
urban area, based in psychological and
• Development of educational materials and resources as well as
the evaluation system for the development of skills, abilities and
educational foundations.
skills in the area of English for the seventh cycle of EBR.
Allows the analysis, reflection and • Factors that influence learning in the area:
systematization of the experiences in • Identification and registration of cases. Policy of inclusion.
practice to detect educational problems Diversity.
leading to investigate to propose and
implement innovative situations. • Systematization of the experience.
• Criteria for organizing the technical-pedagogical work: Folder,
Enables the development of institutional portfolio.
management
• Systematization workshops.
Contributes to the systematization of pre- • Tutorial: educational and pedagogic guidance. Instruments and
professional experience. registration.
• Regarding the areas of the curriculum.

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APPLIED RESEARCH III

(2H-2C) S - VII
SUMMARY CONTENT
Allows students the knowledge of research • Research Methodology:
methodology and its application to the topic or
research problem selected. • Type and design research.
• Population and sample.
• Techniques and tools for data collection. Validity and
reliability.
• Hypothesis Testing: Using descriptive statistics and
inferential.
- Application.

OPTIONAL VII / SEMINAR (*)

Adapting, Creating and Designing Materials
(2H-1C) S - VII
SUMMARY CONTENT

It aims to develop students' critical thinking and - Posters

reflective approach from current affairs or - Pictures
reference selected for the profession. - Worksheets
- Wordcards
Allows students to analyze the group's previous - Flashcards
statements, generate proposals, or take a stand - Handouts
against them. - Games (board games, competition games, etc)

(*) The contents are suggested and updated according to the demands of the context and the educational demands of
the moment. It is suggested to work in the form of seminars and workshops.

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EIGHTH ACADEMIC SEMESTER

ÁREA HORAS CRÉDITOS

Foreign Language 06 04

Anglophone literature 02 02

Culture and Civilization of the Anglophone countries 04 04

Grammar 02 01

Curriculum and Teaching applied to English IV 04 03

Guidelines for Tutoring 02 01

Institutional Management 02 02

Pre Professional Practice IV 04 03

Applied Research IV 02 02

Optional VIII / Update Seminar 02 01

TOTAL 30 23

FOREIGN LANGUAGE VIII

(6H – 4C) S – VIII
SUMMARY CONTENT
• Review: Simple and Continuous aspects; activity and state
Area whose purpose is to broaden and deepen verbs.
students in prior knowledge, complete their • Wishes: I hope…/It’s time…; wishes: should have.
grammar, expand their vocabulary and increase • Have/get something done; get somebody to do something;
their contact with the varieties, styles and accents do something yourself.
most common English, to express themselves • Nouns + preposition (a cause of…; an invitation to…, etc).
correctly and fluently and can use language learning • Adjectives + preposition (angry about/with…; surprised
with creativity for upper intermediate level. at…, etc).
• Verb+ preposition (care about…; apply to…, etc)
• Phrasal Verbs.

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LITERATURE FROM ANGLOPHONE COUNTRIES II

(2H-2C) S – VIII
SUMMARY CONTENT
Literary Production of Great Britain and the United States
Aims to familiarize students with the literary history between the seventeenth and nineteenth centuries.
of the Anglophone countries. So as to develop • XVII Century: Historical and Cultural Setting. John Milton:
critical thinking, aesthetic sensibility and taste for
"Paradise Lost" (Paradise Lost)
reading literary texts (poems, novels, dramas). Also,
describe the origin of the English language and • Eighteenth century, Jonathan Swift: "Gulliver's Travels"
cultural influences and historical literature as • Romantic Poetry: Sir Walter Scott: "Lucy Ashton's Song"
expressed in artistic and social product.
• Victorian Era: Jane Austen: "Pride and Prejudice"
• Nineteenth Century American Poetry: Walt Whitman: "A
hand-mirror"
• The American Novel: Samuel Clemens: "Huckleberry Finn"

Literary Production in Great Britain from its origins to the

sixteenth century
• Celtic Great Britain: Beowulf.
• Medieval England: Geoffrey Chaucer: The Canterbury
Tales "
• Elizabethan era: William Shakespeare, "Hamlet"

CULTURE AND CIVILIZATION OF ANGLOPHONE COUNTRIES II

(4H-4C) S – VIII
SUMMARY CONTENT
• Seventeenth-century England: Formation of its colonial
Area will focus on providing students with
empire. Geographical, historical, economic, social,
comprehensive knowledge of the most important political and cultural.
Anglophone culture and civilization. The important
events, people, and the forces that have helped • The eighteenth-century England The Rise of colonial rule.
shape his ideals. Geographical, historical, economic, social, political and
cultural.
• Anglophone world of the nineteenth century and the
Industrial Revolution: Britain, the United States, Colonies.
Geographical, historical, economic, social, political and
cultural.
• England from its beginnings to the sixteenth century:
geographical, historical, economic, social, political and
cultural.

GRAMMAR
(2H-1C) S – VIII
SUMMARY CONTENT
Area that allows students to enter in the discipline • Syntax: The Sentence Patterns of Language. Generative
of linguistics related to the structure of sentences Grammar, Structural ambiguity, Transformational rules,
(syntactic) and analysis of the meaning of words Sentence Structure.
(semantics). • Semantics: Conceptual versus Associative meaning,
Semantic features, Semantic roles, Lexical relations,
Synonymy, Antonymy, Homophony, Homonomy and
polysemy, Collocation.

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CURRICULUM AND DIDACTIC APPLIED TO ENGLISH IV

(4H-3C) S - VIII
SUMMARY CONTENT

Deepens understanding of education as cultural and Guidance documents: the National Education Project,
social development process that encourages the Regional Education Project, Local Education Project, Proyecto
personal development, leadership capacity and Educativo Institucional - PEI; Curriculum Project - PCI,
autonomy. National Curriculum Design - DCN.

Allows the development of skills necessary for Annual programming diversified area. Organizers of the area
students to make the area of English programming and competencies of the cycle and the level at which the
contextualized way, taking into account the student does his practice.
importance of adaptation and use of various
materials for the teaching of foreign languages, Materials development
techniques for classroom management, and the • Commercial materials. Materials and methods. Materials
importance of the feedback process in a learning adaptation.
session. Classroom Management
• Classroom Interaction; Transactional vs. Interactional
Communication; Teacher Talk and Learner Talk:
importance, quantity.
Corrective Feedback
• Errors and mistakes; Views on errors and correction:
- Behaviourist learning theory and corrective feedback.
- Cognitive learning theory and corrective feedback
- Communicative approaches and corrective feedback.

GUIDELINES FOR MENTORING

(2H-1C) S - VIII
SUMMARY CONTENTS

Allows analysis of various intervention strategies in • Focus on educational guidance.

the classroom to collect and systematize • Fundamentals and characteristics of mentoring. Areas.
information on the personal, academic and career • Profile of the tutor.
of the students, using techniques and psycho- • Role of the tutor.
diagnostic instruments from current approaches to • mentoring schemes.
Psychology to establish the situational context and • Areas of intervention
mentoring plan needed to incorporate • methods of intervention by the Mentoring and counseling.
improvements in interpersonal relationships, • psychoeducational intervention strategies.
classroom climate and academic performance. • Techniques and tools for intervention and
psychoeducational evaluation.

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INSDTITUTIONAL MANAGEMENT
(2H-2C) S - VIII
SUMMARY CONTENT

Provides basic information for understanding, • Institutional Management. Approaches.

analysis and interpretation of the legal basis • Organization of the Educational Institution. Roles. Functions.
governing the Peruvian education. Allows the Profile.
handling of different approaches and institutional • Law No. 28044, General Education Act and its Regulations.
management tools, developing the skills necessary • Law No. 24029, Law Faculty.
for students to lead and lead effectively, • Law N º 29062, Law on Public Educator.
educational activities at the classroom level, school • Law N º 28740, Law SINEACE.
and community. • Institutional Educational Project: structure, size, schedule of
activities, participation, institutional climate. Administrative
procedures and functions: planning, organizing, directing,
evaluation and control.

PRE-PROFESSIONAL PRACTICUM IV
(4H-3C) S - VIII
SUMMARY CONTENT

Orients pedagogical work towards the design, • DCN: classroom teaching job and her connection with the
implementation and evaluation autonomy, real investigation.
learning sessions in rural and marginal urban, with • Session of learning English for the VI and VII EBR cycles:
active methodology, materials created, adapted • Programming and implementation.
and evaluated, considering the different learning • Development of educational materials and resources as well
styles. as the evaluation system for the development of skills,
abilities and skills in the area of English for the seventh cycle
Develops vocational guidance for preventive and EBR:
problem solving, conflict, discipline, low yield and • Verbal skills.
improve the climate in the classroom. • Listening.
Allows the analysis, reflection and systematization • Writing.
of the experiences in practice to detect • Reading Comprehension.
educational problems leading to investigate and • Produce oral and written texts.
propose to undertake innovative situations. • Use of ICT in teaching and learning English
Enables the development of institutional • Development of attitudes.
management • Attention to diversity.
• Image analysis.
Contributes to the systematization of pre- • Analysis of the language of social media and its impact
professional experience. on culture.
• Criteria for organization of technical and pedagogical work:
Folder, portfolio.
• Workshops for systematization.
• Tutoring: educational and pedagogic guidance. Case studies.
And recording instruments.

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APPLIED RESEARCH IV
(2H-2C) S - VIII
SUMMARY CONTENT

Guides the application of knowledge to the Scheme or plan of the research project:
development of a research project to address the • Problem statement.
educational problems identified in pre- • Theoretical framework.
professional practice. • Research methodology.
• Administrative aspects of the investigation.
• Design project.

OPTIONAL VIII / SEMINAR (*)

Reading and Writing Course
(2H-1C) S - VIII
SUMMARY CONTENT

It aims to develop students' critical thinking and Reading:

reflective approach from current affairs or • Articles
reference selected for the profession. • Short stories
• Novels
Allows students to analyze the group's previous • Newspaper
statements, generate proposals, or take a stand
against them. Writing:
• Stories
• Letters: formal/informal; e-mails; résumés,
• Essays (narrative, descriptive, etc)

(*) The contents are suggested ys updated according to the demands of the context and the educational demands of
the moment. Is suggested to work in the form of seminars and workshops.

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NINTH ACADEMIC SEMESTER

AREA HOURS CREDITS

Pre-Professional Practicum V 22 14

Applied Research V 08 06

TOTAL 30 20

PRE-PROFESSIONAL PRACTICUM V
(22H-14C) S - IX
SUMMARY CONTENT

Directs the technical mastery of the process of Take responsibility as a teacher of English in the area of cycles
assessing the actual learning sessions, in different corresponding to the level of secondary education and
contexts with the use of active methodology mentoring work that might require.
strategies, learning styles, educational materials • DCN: Educational work in the classroom and its relationship
created, adapted and evaluated. to research through peer observation, use of instruments
It develops the theory from practice in the and recording.
classroom so students are able to understand and • Characterization of the educational reality in which they
deepen their knowledge of different aspects of will practice. Instruments. Records management and
educational reality with prospective vision, technical-pedagogical officers.
innovative and involved in the design and • Programming teaching units and learning sessions for
execution of comprehensive development the area of English in the different stages of the level.
community through the educational institution. • Criteria for the appropriate implementation of the
Directs the update and complement their planned democratic and responsible attitude.
pedagogical with participation in seminars and • Workshops for systematization.
workshops. • Tutoring: educational and pedagogic guidance. Case tracking.
Contributes to the systematization of pre- And recording instruments.
professional experience.

APPLIED RESEARCH V
(8H-6C) S - IX
SUMMARY CONTENT

Guides the application of relevant techniques and • Techniques and tools for data collection. Validity and
data collection instruments to the research reliability.
project. • Implementation.
• Coding, processing and tabulation of facts.

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TENTH ACADEMIC SEMESTER

AREA HOURS CREDITS

Pre-Professional Practicum VI 22 14

Applied Research VI 08 06

TOTAL 30 20

PRE-PROFESSIONAL PRACTICUM VI
(22H-14C) S-X
SUMMARY CONTENT

Directs the technical mastery of the process of Take responsibility as a teacher of English in the area of cycles
assessing the actual learning sessions, in different corresponding to the level of secondary education and
contexts with the use of active methodology mentoring work that might require.
strategies, learning styles, educational materials • DCN: Educational work in the classroom and its relationship
created, adapted and evaluated. to research through peer observation, use of instruments
It develops the theory from practice in the and recording.
classroom so students are able to understand and - Characterization of the educational reality in which they
deepen their knowledge of different aspects of will practice. Instruments. Records management and
educational reality with prospective vision, technical-pedagogical officers.
innovative and involved in the design and - Setting or teaching units and learning sessions for the area
execution of comprehensive development of English in the different stages of the level.
community through the educational institution. - Criteria for the implementation or relevant planning with
Orients update and complement their pedagogical democratic and responsible attitude.
with participation in seminars and workshops. • Workshops for systematization.
Contributes to the systematization of pre- • Tutoring: educational and pedagogic guidance. Case tracking.
professional experience. And recording instruments.

APPLIED RESEARCH VI
(8H-6C) S-X
SUMMARY CONTENT

Allows the knowledge and use of the formal • Analysis and interpretation of results.
structure of a research report for purposes of • Application of descriptive and inferential statistics for
qualification. hypothesis testing.
• Conclusions and recommendations.
Guides the use of different techniques of exposure • Final report or thesis.
and supporting the final report of its investigation.

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CHAPTER IV
CURRICULUM DEVELOPMENT

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THE CURRICULUM DEVELOPMENT PROCESS

Using the perspective of a process approach, the social construction of curriculum should be developed with active
participation of all educational actors, especially the trainers and managers of the Institution of Higher Education from
a process of negotiation and critical reflection on own practice.

Curriculum development requires diversification of the curriculum, taken as a process of finding the relevance of the
curriculum, from the analysis involved in making decisions with the aim of obtaining a proposal that meets the
learning needs of students and social and educational demands of each particular context.

Curricular diversification can be done at two levels: adaptation and redesign, which is determined by reference to the
educational needs presented by each context.

ADAPTATION: A process is made by completing and resetting certain components of the curriculum, its
implementation must rely on philosophical arguments, scientific and technical.

REDESIGN: A process that affects every component of the curriculum.

Each of these levels requires a contextualization process which requires the review and analysis of the following
elements:

• CLASSROOM Students real profile, interactions, educational needs.

• INSTITUTION: Trainers, organizational culture.
• COMMUNITY: Educational demands, interpersonal relationships iInstitucionales.
• REGION: Regional Educational Project. Regional Curriculum Project.
• COUNTRY: Draft National Education regulations. National Curriculum.
• WORLD: International agreements and declarations.

Curriculum development includes measures of planning, organization, implementation and evaluation of the
curriculum building. For the consolidation will take place the following process:

4.1 CURRICULAR DIAGNOSIS

Involves an analysis of contextual and institutional conditions before the implementation of the curriculum, primarily
by identifying those factors that directly influence the educational reality. Requires:

4.1.1. Internal analysis is done at the institutional level, and involves:

Assessing organizational culture: identification of institutional and individual practices that operate as
hidden curriculum.

Trainer Update: identification of the trainer needs to update according to the requirements of Curriculum
and regional demands.

Review profiles: develop the real profie of students (students' characteristics on admission) in order to
contrast with the profile proposed in the National Basic Curriculum Design (characteristics of the graduates).

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4.1.2. External analysis, requires:

• Identification of Regional Claims.- It involves the prioritization of cultural demands, technological,

economic, productive, political-organizational, explicit in some studies and documents concluded at the
regional level:

- Regional Education Project and Regional Curriculum Project, if any. The analysis of such claims will
provide inputs to upgrade the pedagogical and articulate to the management proposal in the IEP and
also to identify learning needs and cross-cutting themes to update the PCI.

• National Curriculum Analysis.- It involves reflective and critical review of its foundations, profile,
curriculum and other components, to identify needs and national guidelines that must be addressed in
the proposal generated.

4.2 CURRICULAR PROGRAMMING

4.2.1. Update PEI and PCI

Involves the negotiation of socio actors to plan, implement and evaluate their own educational project and
consequently their own Institutional Curriculum Project.
The Curriculum Project must be assumed as the articulator of the proposed design and the proposed national
training institution.

From Curriculum Project and from the contextualization of the posters and syllabi, the training institution may make
a reflection of the needs and possibilities of care in different stages of the races (vertical and horizontal articulation)
and then arrive at a set Shared decision and relevant curriculum to students' socio-cultural context.

It should also be an internal organization (interdisciplinary and inter-area) and an external link (link with the
educational demands of the region above explicit).

4.2.2. Development of syllabi

The syllabi, such as documents that concretize the skills development proposals in the corresponding DCBN must:

• Responding to the graduate profile and educational needs diagnosed in each particular context.
• Specify the articulation inter-area in an appropriate way.
• Treating methodological approach cross-cultural and content.
• Show internal consistency (ratio basis, competencies, performance criteria, learning, methodology and evaluation).
• Provide for the processing of relevant content, relevant and updated with the depth that the case warrants it,
referring to different perspectives and approaches.
• Be evaluated at the end of each semester, in a participatory manner by the trainers responsible for the area,
students and others to weigh results, reflect and make decisions.

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• Considered in the evaluation:

• Internal Consistency
• Level of progress against schedule, planned and unplanned accomplishments.
• Proficiency level of learning.

4.3 CURRICULUM IMPLEMENTTION

It involves the implementation of diversified curricula, and involving all educational stakeholders according to the
corporate objectives set out in its document management.

In parallel, it is necessary to implement an internal monitoring system to help determine progress, innovations,
challenges and ensure timely treatment.

Also, according to the proposed curriculum approach, it is necessary to implement an evaluation with emphasis on
the training function to enable individuals constantly reflect and learn from your own experience. Therefore, be added
to each of the techniques and tools an evaluation report as evidence of the level of proficiency achieved by students
on an individual basis, which will indicate their achievements and areas requiring further work with suggestions and
recommendations on the subject.

4.3.1 Methodological guidance

• The comprehensive training from a competency-based approach requires the student to design a new role in the
learning process, the subject of their professional training, aimed at developing knowledge, skills, attitudes and
values that allow a performance ethic , appropriate and responsible.

• The teacher as a mentor must be able to generate, in an atmosphere of participation and dialogue, situations:
- enhance learning in students independent and responsible building skills
- student-centered assessment as learning subject

• The teacher should be aware that you need:

- Having a set of teaching strategies to be used as required by the situation, there is no single teaching strategy
for the multiplicity of learning, choice, adaptation and / or recreation of the same depends on the context,
"content" and "purpose" teaching.

- Implement strategies to encourage students in their autonomy, which involves a progressive and permanent
monitoring.

- Use the resources and the "available" in the workplace.

a) Strategies for teaching

• Strategies for approaching reality

This type of strategy is applicable to all academic areas, as easy to work with texts and other everyday items
that allow students to establish relationship between real situations and problem solving skills and consolidate
learning.

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Avoid isolation and theoretical excesses by direct contact with the conditions, problems and activities of daily
life and increase social awareness is the foundation of cognitive processes involved in establishing the
relationship between theory and reality.

For example: from the reading and analysis of an information sheet that addresses social and community
problems such as insecurity or lack of services, students can explore and analyze the theoretical support of
reference, enabling them to identify possible causes and consequences , which authorities seek to recognize
similar situations and propose possible solutions.

• Search strategies, organization and selection of information

Prepare students to identify, systematize and organize information and knowledge at their disposal, such as
medium-term research on currents, authors, text types, historical periods or scientific development.

Promote interdisciplinary learning and are an integrator of communication, allowing the understanding and use
of methodologies for the generation and application of knowledge, develop the objectivity and rationality, and
the capacity to understand, explain, predict and promote the transformation of reality.

• Discovery Strategies
The human being has the innate ability to learn experience and recognizing their environment. In light of this,
discovery strategies are best to strengthen the bridge between the desire to learn and activation of the
thought processes, leading to independent learning. However, it is essential to the support and motivation that
teachers give to the group. Example: webquest based on the use of Internet

• Problematization strategies
The profile of a college student in the DCBN affects academic training in which students apply the cognitive
processes that display innovation and research initiatives, while developing responsibility in teamwork.

Problematization strategies constitute a relevant tool to enable the review of portions of reality in three areas:
the causes, the facts and circumstances, and the alternative solutions, drive through reflection and critical
activities purposeful; allow group interaction and development of discursive and argumentative skills.

• Collaborative strategies
Professional skills required by contemporary society of advanced training required to develop the skills needed
for the joint and several proposals for attention to social problems.

That is why, collaborative strategies are a success, since that unite the group, increased solidarity, tolerance,
respect, argumentative capacity, openness to new ideas, procedures and ways of understanding reality,
multiply and alternative routes to address, analyze and solve problems.

b) Strategies for learning

The teacher to guide and advise on the training of their students, focuses on teaching and learning processes not
only in the products , therefore required to promote knowledge and application of learning strategies. 


Each student will be able to select, implement and evaluate the strategy best suited to their specific requirements
and an activity or task assigned by the teacher , helping to achieve better results. For the performance of a student
to be considered as strategic need to:

• Make a conscious reflection on the purpose or objective of the task.

• Plan what to do and how they performed.

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• Perform the task or activity assigned.

• Evaluate your performance.
• Accumulate knowledge about the situations in which you can reuse the strategy, how it should be used
and what are the advantages of this procedure .

• Testing strategies
Are those that involve the active repetition of content (say, writing), or focus on key parts of it, for example,
repeating words aloud, mnemonics, copy the material to learning, taking verbatim notes, underlining.

Involve making connections between new and familiar. For example, paraphrasing, summarizing, creating
analogies, non-literal take notes, answer questions (those included in the text or can be formulated by the
student), describe how it relates new information to existing knowledge.

• Organizational Strategies
Group information to make it easier to remember. Involving structurer learning content, identifying
relationships and hierarchies. Examples: summarizing a text, draw diagrams, highlight, develop summary
tables, concept maps, etc.

• Control strategies for undersanding

These strategies are related to metacognition. Involving remain aware of what you're trying to achieve, keep
track of the strategies used and the success achieved with them and adapt behavior accordingly.
They are a system supervisor of the action and the thinking of students, and are characterized by a high level of
awareness and voluntary control. Among the metacognitive strategies are: planning, regulation and evaluation

• Planning strategies
Are those by which direct and control student behavior. Therefore, they anticipate any action by students,
for which they are carried out activities such as:
• Set the objective and the goal of learning
• Select the background that are necessary to carry out
• Decompose the task in successive steps
• Set a timetable for implementation
• Provide the time and resources needed to accomplish this task
• Select the strategy to follow

• Regulation strategies, direction and supervison

These are used during the execution of the task. Indicates the capacity that the student have to follow the plan
layout and test their effectiveness. The activities involved in their development set the time and effort
required by the task. These can be modify and search for alternative strategies in case the previously selected
are not effective.

• Self-assessment strategies
Allow students to check their learning. Take place during and at the end. Hold activities such as:
• Review the steps.
• Assess whether or not to have achieved their objectives.
• To assess the quality of the final results.
• Deciding when to complete the process undertaken when to pause, duration, etc.

• Emotional support strategies

These strategies do not directly address the learning of content, but promote the improvement of the
conditions under which it occurs. For example: to establish and maintain motivation , focus attention , stay
focused, control anxiety, manage time effectively, and so on.

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4.3.2 Guidelines for the assessment of learning

The assessment of learning is a component of the educational process. It helps regulate the learning process,
which is to help understand feedback and improve it in its various dimensions. It provides teachers and faculty
the opportunity to view and reflect on progress results and its impact of their educational practices, all of which
leads, especially to improve the quality of learning constructed by students.

The competency assessment is the process which seeks to determine the proficiency level of competition based
on agreed criteria and evidence to establish the achievements and areas for improvement, looking for a person to
have the challenge of continuous improvement, through of meta-cognition (Tobon, 2006).

Competency assessment has the following characteristics:

1. is a dynamic and multidimensional process undertaken by different educational agents involved (teachers,
students, institutions and society itself);
2. takes into account both the process and learning outcomes;
3. provides results of qualitative feedback in a quantitative manner;
4. it has as a horizon to serve the ethical project of life (needs, personal goals, etc.) of students;
5. recognizes the potential, multiple intelligences and the zones of proximal development of each student
6. is based on criteria agreed objectives and social evidence, further recognizing the subjective dimension there
is always in the assessment process;
7. is linked to improving the quality of education because it is a process that feeds on the level of acquisition
and mastery of skills, to report on action needed to overcome weaknesses in them (Garcia, 2005; Tobon,
2005)

Principles of assessment

First principle: The evaluation is a moral phenomenon, not merely technical.

It is important to know which values it serves and who it benefits. It is not an aseptic phenomenon that can be
made without questioning the values, respect for people, the sense of justice. Evaluation is also a moral
phenomenon because it has important implications for individuals, for institutions and for society. The evaluation
has no power (which should be put t the service of the people) and it results unavoidable to comply with ethical
principles.

Second principle: The assessment is a process.

Evaluation is a process that accompanies the learning must be contextualized and take into account the
conditions under which training occurs. The assessment must be continuous and carried out by agents who share
the practice with students, as this can be guaranteed by a party that does not change the context and other
learning that will assimilate significantly. This principle requires that the evaluation be done as advanced training
on the same field in which it occurs.

Third principle: Assessment is a participatory process.

Participation in the evaluation process is multidimensional. If the evaluators and the evaluated have participated
in the design process will be easier to ride to practice in a rigorous and enthusiastic. On the other hand, have
much greater participation evaluated in the evaluation process, it will have more potential training. The
evaluation should be a dialogue, so will understand the nature of training and, through that understanding,
improve it.

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Fourth principle: The assessment is corroborated and other component attribute.

The evaluation is performed to check learning, but also tends to explain why it occurred. The assessment must be
holistic, if only considers the attitude, effort and achievement of assessed risk of becoming a domestic strength
and falsifying of reality.

Fifth principle: For an evaluation to be rigorous , it should use various instruments.

For there to be rigor requires the use of different methods. The observation may be misleading if it does not have
an explanation of the subject. The interview can hardly be valid if we do not contrast what the interviewee says
with what he really does .
It would be desirable to intervene because different evaluators in the evaluation process there are many
subjective factors conditioning. The assessment that two people make the same fact, the same work, in the same
sentence may be different. The contrast of opinion favors rigor.

Sixth principle: The content of evaluation is complex and globalizing

What you need to evaluate? Learning includes many facets, not all equally evaluated. It is not the same to assess
the acquisition of a concept that mastering a skill. The verification of both learning requires different methods.

Seventh principle: To evaluate, one needs to have a specialized knowledge of the teaching and learning
processes.
It is thought that the assessment is an elementary process that involves asking for what they have learned
evaluated. It is dangerous simplifications. From this stems the need that teachers have specific training in this
aspect, as a result of rigorous processes designed and developed from training budgets 


Eigth principle: The assessment serves the learning

The assessment serves not only to measure and classify but is used to understand and learn. In institutions in
which they evaluated a lot and changed a little, something goes wrong. Because if assessment helps you
understand, it is sinevitable that that understanding Hill produce changes.
The evaluated, the evaluators and the learning institution through assessment. A finding that is producing an
effective learning is amending certain approaches and activities.

Ninth principle: It is important to have meta-evaluation, to evaluate the evaluators.

This will help everyone to understand and change what you do. If change comes only from the requirements that
come from the hierarchy and not from the understanding and the demands of professionals who practice it, there
are serious difficulties to achieve a profound improvement.

Tenth principle: Assessment should not be an individual act but a collegial one.
Evaluation is not an isolated responsibility of a teacher about a student but a social fact which is responsible for
the entire institution. Doing good evaluation means that it improves the practice of training. When evaluation
becomes an individual act there is a double risk: The first concerns the fact that each teacher has criteria,
concepts and attitudes which it applies, share them with anyone. Neither he nor others learn better. The second
is that each student has to face evaluation as an individual activity which depends only on him. It aims to be
better than the others, not the best of himself. There is a competitive blocking shared learning and undermines
the ethical climate of the institution. 


The assessment should become a platform for discussion to help the school to improve their professional training
and implemented practices. Evaluate practice, reflect on it and to understand it gets in the way of improvement.
As this practice has elements that depend on organizational context, resources and management necessary to
require those responsible for the conditions necessary for that improvement is possible. The evaluation,
therefore, is a question of all and for all. There should be a practice that leads to individualism and
competitiveness.

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Evaluation functions

1. Pedagogical
According to Gimeno (2008) The educational function of the evaluation is the most explicit legitimacy for its
implementation, but not the most decisive reason for its existence. How are you are not the only function, it
would be every time you recommend a model or technique to evaluate from a pedagogical perspectiva, is to think
about what are the consequences for other functions.

• Feedback
This feature delivers the teacher information on the results of the methodology used in teaching to make
adjustments, corrections or changes. You should also provide information for teachers and students about
the achievements and difficulties that each and / or group goes through in their learning process.

• Reinforcement
The assessment should be strengthened in two respects: it should positively influence student motivation
towards learning, and help evoke, apply to transfer their learning.

• Decision -making
The information you give the evaluation should serve as criteria for decisions aimed at optimizing the
learning process, if we talk about formative assessment, or certify the educational process step to another,
when we speak of summative assessment. Analyze the causes of poor learning and take appropriate remedial
measures.

2. Social
Social functions that have to do with the certification of knowledge, accreditation, selection, promotion. The title
instruments are given by institutions of higher education, based on assessment results, socially symbolize the
quality of the possession of knowledge and competence, according to the dominant values in each society and
time. A meritocratic society is where individuals and institutions are sorted by their approach to excellence. A
closer, more individual merit. The greater the amount or level of qualifications makes a person worth more
socially.

From the point of view of educational policies that are expressed in the objectives of education systems, there is
evidence of increasing non-elitist aspiration expressed in the search for greater quality of education for more
people.

Evaluation features

Integral: components involving intellectual, social, emotional, motor and axiological students, and the elements,
processes and other stakeholders in the education system, taking into account the conditions of socio-economic
and cultural.

Continuous: Assessment is done throughout the educational process (beginning, middle and end), so the results
are known, permanently and provide timely feedback.

Systematic: being organized and well planned stages, articulate and dynamic, which previously formulated
considering learning to evaluate indicators, techniques and instruments valid and reliable. However, this does not
exempt the information gathering techniques occasional non-formal and casual observation or unplanned.
The indicators are defined according to performance criteria and competencies that are intended to develop
students. Indicate what quality assessment or watch collecting information on the domain of content and
developing skills and attitudes.

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Participatory: possible involvement of different stakeholders in the evaluation process (teachers, administrators,
students and parents).
It aims to promote self-evaluation (reflective practice on their own performance, in order to achieve autonomy in
the process of training), co-evaluation (assertively communicate findings on the performance of other actors and
develop listening skills to receive views on its performance.)
It is expected that students also develop metacognitive capacity, ie the ability to monitor their own learning
process, judging their performance to improve gradually.

Flexible: it takes into account the context where it develops the educational process, characteristics, needs,
opportunities and interests of each student to the appropriateness of techniques, tools and procedures.

Evaluation steps

Evaluation is a process that is planned and should not be performed in an improvised manner, since it involves the
review of how it has been doing the teaching and learning in view of the learning that has occurred or not.

The evaluation process goes through different stages, the same as in cyclical dynamics allow ongoing review of the
teaching and learning and full participation of educational actors,

The steps to follow are:

1.- Planning: Timing of defining the core elements of the evaluation: what, why, how and when to evaluate and
how. The selection of methods, techniques and instruments to collect information is to be in full correspondence
with the context in which assessment takes place and in order that we intend to achieve through its
implementation.
It is necessary to take into account three factors in selecting methods, techniques and assessment tools:

1st. An assessment system contains several methods that guarantee to be broad enough to reflect all areas
of competition
2nd. A proposal evaluative always has two levels of information. One, the feedback, while useful
information to students about their performance, and another that allows the accurate description and
the accompanying decision-making in terms of changes and new configurations that requires a program.
3rd. Is present in the choice or construction of assessment instruments, the quantity (number of tests) and
diversity. A greater number and variety of instruments, the more possibility of making accurate
judgments about student performance.

2.- Collection and selection of information: Collection and selection of information: It is done through
educational interactions, the application of tools, methods and other quantitative and qualitative assessment
situations deemed appropriate by selecting the information that is more reliable and meaningful. Use not only
traditional forms of assessment such as written and oral tests but include other alternatives from which include:
development of tests, report observations of various kinds (in pedagogical practices, workshops, laboratories,
etc), projects and advocacy work social where they can apply what they learned, etc.

3.- Interpretation and assessment of information: Interpretation and assessment of information: It is about
finding meaning and assign meaning to the results of the evaluation, determine whether or not consistent with
the proposals made and value judgments to make decisions. Is in terms of achievement of planned and
unplanned learning in each area and the situations or conditions in which they framed.
It should be explicit consensus and disagreements between teachers about the meaning of quality standards that
apply to students, it is recommended that the entire teaching staff to discuss the evaluation categories.

4.- Communication of results to studens and others: Communication of results to students and others: These
should be communicated with the intention of becoming aware of the progress and weaknesses to overcome.
The trainer should propose situations that allow reflection on the resulting information. assessment report is a

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requirement for teacher development while providing data on their actions, their own arguments multiple facets
of their students.
On the other hand, it is necessary to ensure real understanding of all recipients. It is essential to accompany the
process of returning results, with training activities that enable the exchange between teacher and student and
between student and peer group, so that the scope of the interpretations of the results is really possible, not limit
or exceeded.
All these actions allow recipients to appropriate the results both for personal reflection and sharing with others,
in successive approximations, so that new perspectives of reality evaluated, join those already available.

5.- Decision making. The analysis of the results of the assessment should guide the negotiation and
implementation of appropriate and timely measures to enhance or improve the learning process.
Is to make judgments, make decisions, summarize and disseminate assessment. It should also be an
establishment of strategies to overcome failures and mistakes, and reinforce the learning achieved by ensuring
that they are comprehensive.

In this sense, the evaluation meets the learning needs of students because it lets you readjust, consolidate the
pedagogical processes and finally, deciding on the promotion, recovery or recurrence.

4.4 CURRICULAR EVALUATION

The results can be partially evaluated at the end of each unit, semester, academic year and at the end of the major.
The important thing is to have orderly records to enable observation, qualitative indicators and quantitative decisions
about adjustments and improvement of the curriculum.
The results of the evaluation is important input for institutional spaces for discussion, the systematization of the
process experienced and decision making for the projection of the experience.

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ACKNOWLEDGEMENTS
The Director of Higher Pedagogical
Education acknowledges the
participation of consultants from the
Ministry of Education and the
institutions that contributed to the
drafting of this document.

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