Orientations for curriculum diversification

Orientations for curriculum diversification

1. All the students Peruvians have right to access to opportunities to achieve learnings common and also, learnings differentiated. in function of their own realities.

   • It's caracterized
     • flexible
     • open
     • diversified
     • integrator
     • evaluative
     • significant
     • participatory
   • The elements of the National Curriculum of Basic Education
     • The curricular approach by competencies
     • The graduation profile
     • The competencies
     • Learning standards

2. Considerations for curriculum diversification National Basic Education

   • At regional level
     • Necessarily include competencies
     • Contextualize the competences, that is, provide relevant information about the regional reality based on previous studies, according to the characteristics of the students
     • Include when necessary new competencies relevant to the characteristics specific needs and demands of students
     • Show respect for diversity and people with disabilities and talent
     • For the approval of the regional curriculum it is required:
       • Prepare a preliminary version that allows the review by the Ministry of Education.
       • Have the favorable opinion of the Ministry of Education

3. At the level of the public or private educational institution

   • Single teacher and multigrade educational institutions can formulate a project curriculum of the educational network to which they belong.
   • It is important to specify that educational institutions must develop all the competences required by the National Curriculum of Basic Education
   • Regarding the hours of free availability, educational institutions can implement workshops, laboratories, projects or other forms of curricular organization

4. Curriculum adaptation in Alternative Basic Education

   • serves vulnerable groups in rural and peri-urban areas, and responds to the diversity of the students it serves, with a specific offer that has take into account age criteria
     • At the curricular level
       • Elaboration of a curricular program that includes the learning demands of the National Curriculum of Basic and Regional Education
     • At a pedagogical level
       • Incorporation of methodologies and educational materials relevant to the population

5. Curricular adjustments for students with associated special educational needs disability, are directly related to the planning and implementation of the curriculum of the reference classroom

   • At the curricular level itself
   • At the access level
     • changes or modifications in the use of spaces educational that facilitate communication and mobility in the learning process
   • At the pedagogical level
     • It refers to the forms of grouping, interaction and relationship between the students