COMPONENT ONE: KEY LEARNING
This component is of national observance. It includes the fundamental contents for the development of the Basic Education graduation profile and should serve as a reference both to standardized assessments applied to the school population and to in-service or training teachers (SEP 2016).
The key learnings are the set (content, skills, values …) that guides the development of the intellectual dimension for a life project, providing the strengthening of learning to learn which are organized in three training fields:
Language and communication
- Mother tongue and literature. Spanish
- Mother tongue and literature. Native languages
- Second language. Spanish.
- Foreign language. English
Exploration and understanding of the natural and social world.
- Knowledge of the environment: preschool, 1st and 2nd grades of primary school
- Natural Sciences and Technology: Grades 3-6 of Primary
- Science and Technology: Grade 1, Biology; 2nd grade high school, Physics and 3rd grade high school, Chemistry
- My entity. Cultural, historical and geographical diversity: 3rd grade of primary school
- History: Grades 4-6 of Primary and Grades 1-3 of Secondary
- Geography: 4th to 6th grades of primary and 1st grade of secondary
- Civic and ethical training: 4th to 6th grades of primary school and 1st to 3rd grades of secondary school
SECOND COMPONENT: PERSONAL AND SOCIAL DEVELOPMENT
The second component supports the integral development of the Basic Education student, providing the development of creativity, appreciation and artistic expression; a healthy and exercised body; and managing emotions. All this organized in three areas of development:
- Artistic development and creativity with the following axes and themes:
o Appreciation: plastic and visual arts, dance and corporal expression, music and sound experimentation, theater and corporal expression with voice.
o Expression: plastic and visual arts, dance and corporal expression, music and sound experimentation, theater and corporal expression with voice.
o Contextualization: plastic and visual arts, dance and corporal expression, music and sound experimentation, theater and corporal expression with voice.
- Body and physical development with the following axes and themes:
o Corporeity: scheme, body image and identity, perception of the world and of people.
o Motor skills: basic movement patterns, motor skills and abilities, body availability and motor autonomy.
o Creativity: free exploration and divergent thinking, problem solving and strategic thinking, motor and strategic creativity.
- Emotional development with the following areas: emotional awareness, emotional self-regulation, emotional autonomy, management of interpersonal relationships, skills for well-being.
In tutoring: knowledge of students and integration in school dynamics, monitoring of students’ academic process, orientation towards a life project.
The first component (key learning) encompasses the subjects to be taught, this second component will not be treated as a subject, but rather they are a contribution to the integral development of students, since it requires a specific pedagogical approach, as well as evaluation that makes a difference with key learning. In short, key learning is responsible for learning to learn; The personal and social development component will be responsible for promoting learning to be and learning to live together. It is necessary to note, although it does not have a pure treatment as a subject, it has topics according to national training priorities.
THIRD COMPONENT: CURRICULAR AUTONOMY
The third component is governed by principles of inclusive education to meet the specific educational needs of students. Within this component, a programmatic freedom is foreseen, with a flexibility for the school community to make decisions from the vision of the school to the center. Decisions will be made by the School Technical Council on the School Improvement Route and with the support of school supervision, considering the Social Participation Council (school).
Through the early warning system, students with educational risks will be detected through the following indicators: requires support in reading, mental calculation; does not get involved in class; registers alert in the evaluation report or missed frequently in a two-month period.
The teaching time available in each school for curricular autonomy is variable and depends on the calendar and schedule that each school establishes. As can be seen in the tables in the section Curriculum map and teaching hours, of this Proposal, the variation of teaching hours in preschool goes: from 25 to 62.5%; in primary: from 11.1 to 50% and in secondary: from 14.3 to 33.3%. Extended-day and full-time schools will have more decision-making space on their curriculum than regular schools, but all will have to be guided by the same regulations (SEP 2016).
These periods of time will be made up of the following five areas:
- Key Learning Deepening
- Expanding opportunities for personal and social development
- Relevant new content
- Knowledge of regional and local content
- Promotion of social impact projects
Finally, there is the possibility of an extension of activities with the summer schools, offering sports and cultural activities, as well as academic reinforcement to the children of those parents who so wish, being a voluntary act. The first summer schools were launched in the July 2016 pilot program.
SEP 2016. Curricular Proposal for Compulsory Education 2016. First Edition. Mexico: SEP