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OBJETIVOS DE APRENDIZAJE INTEGRADORES
SEGUNDO TRIMESTRE 2018 – 2019
Grado 7
Trabajos de alumnos de bachillerato - octavo grado
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ENGLISH
READING
● Explore how different audiences choose and respond to texts
● Make relevant notes when researching different sources, comparing and
contrasting information.
● Identify relevant points, synthesizing and summarizing ideas from
different parts of a text.
● Use a range of reading strategies to find relevant information and main
points in texts, distinguishing between fact and opinion where
appropriate.
● Comment on implied meaning, e.g. writer’s viewpoint, relationships
between characters, ironic effect
● Demonstrate understanding of the effects created by features of diaries,
magazines and newspaper reports.
WRITING
● Identify the most appropriate approach to planning their writing in order
to explore, connect and shape ideas
● Develop ideas to suit a specific audience, purpose and task
● Demonstrate controlled use of a variety of simple and complex
sentences to achieve purpose and contribute to overall effect
● Write in a range of forms for a variety of purposes, including:informative
, argumentative, persuasive, descriptive, narrative and comparative
texts.
SPEAKING AND LISTENING
● Give short presentations and answer questions, maintaining effective
organisation of talk
● Take part in a simple debate following formal rules (proposer, seconder,
etc.)
● Engage with more demanding material through perceptive responses to
other students’ talk, showing awareness of the speaker’s aims and
extended meanings.
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SPANISH
LITERATURA
● Identifica en los textos poéticos el concepto de subjetividad y
connotación enmarcados en la emoción.
● Interpreta el sentido que adquiere el lenguaje por medio del uso
consciente de las figuras literarias.
● Adapta de modo creativo algunas obras poéticas; vinculando eventos
significativos y cotidianos.
PRODUCCIÓN ESCRITA
● Comprende que todas las formas verbales se agrupan en tiempos y
modos verbales.
● Analiza el propósito comunicativo que tiene la oración teniendo en
cuenta la clase de verbo que aparece en ésta.
● Aplica las distintas formas verbales en la redacción de textos literarios y
no literarios.
COMPRENSIÓN E INTERPRETACIÓN TEXTUAL
● Conoce la estructura que tienen los argumentos.
● Distingue argumentos, de opiniones y explicaciones.
● Desarrolla la capacidad de generar argumentos para apoyar una idea.
COMUNICACIÓN
● Explica la evolución que han tenido los medios masivos de información.
● Analiza las ventajas y las desventajas en términos de la difusión e
impacto social de la información.
MATHEMATICS
Numeracy, Variation and Problem Solving
● Properly use the properties of exponents and the order of operations to be
applied in mathematical contexts as well as in other sciences and real-life
situations.
● Use the concept of percent to extend it to daily situations involving percent
increase or decrease applications such as taxes, simple interest, tips,
commissions and discounts.
● Apply the concept of proportion to divide quantities into given ratios as well
as to find the most favorable option depending on the situation provided
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● Use multi-step equations involving variables and the distributive property on
both sides in order to find the solution to word problems as part of problem-
solving skills.
● Draw linear functions in the coordinate plane using the slope and the y-
intercept or a table of ordered pairs.
Geometry, Measurement and Problem solving
● Accurately find the area of two and three-dimensional figures starting from
basic constructions using instruments, a coordinate plane and material
manipulation as well as the features of such shapes.
● Find the areas and volumes of compound 2D and 3D shapes using
decomposition and composition.
● Use the circumference and area of a circle in finding areas and volumes of
compound shapes as well as properly using units in one, two and three
dimensions (length, area and volume).
Handling Data and Problem Solving
● Properly draw circle graphs comparing different totals and percents, using instruments accurately and carefully.
● Properly count and display all the possible outcomes of simple and compound real-world situations in simulated scenarios in the classroom.
● Differentiate among arrangements, combinations and permutations as part of combinatory and counting principles.
TECHNOLOGY
STRAND 1: Understanding of the World
● Evaluate a design solution, with critical insights into relevant issues (e.g.
aesthetic, social, economic, technical, legal and ethical issues).
● Consider the social responsibilities (e.g. user-centred design, health and
safety, professional ethics, and disposal of products) of designers (e.g.
from individual, corporate, and collective perspectives).
● Understand the principles of legal protection of design (e.g. intellectual
property rights,copyright, patents, and trademarks).
● Make critical comments on manufactured products (e.g. appropriate
technology and resources, balancing criteria, and exercising value
judgment).
STRAND 2: ICT tools and coding
● Describe the relationship among text, sounds, static and dynamic
images/graphics and animation/video in communication via digital
media.
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● Create ideas for conveying messages and information efficiently and
effectively/meaningfully.
● Apply the general rules of visual composition in digital media design.
● Evaluate the usability, readability and interactivity of different digital
media products by referring to the basic principles of communication
design.
STRAND 3: Design and creativity developing thinking skills
● Design purposeful, functional, appealing products for themselves and
other users based on design criteria.
● Generate, develop, model and communicate their ideas through talking,
drawing, templates, mock-ups and, where appropriate, information and
communication technology.
● Recognise the need for continuous appraisal of their own progress,
thinking and decision making, in order to provide themselves with
opportunities for review.
● Explore and evaluate a range of existing products.
● Recognise that different forms of energy sources exist, namely, fossil
fuels, nuclear, renewable.
SCIENCE
STRAND 1
SCIENTIFIC ENQUIRY
● Make predictions using scientific knowledge and understanding
● Plan investigations to test ideas identify important variables; choose
which variables to change, control and measure
● Identify trends and patterns in results (correlations)
● Interpret data from secondary sources
● Discuss explanations for results using scientific knowledge and
understanding. Communicate these clearly to others
● Present conclusions to others in appropriate ways
STRAND 2
BIOLOGICAL PROCESSES
● Recognise the organs of the alimentary canal and know their functions,
nutrients functions and the effects of nutritional deficiencies
● Understand the function of enzymes as biological catalysts in breaking
down food to simple chemicals
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● Recognise and model the basic components of the circulatory system
and know their functions
● Explain the role of the main cells, organs and systems involved in
immunity.
● Describe the Lymphatic system relating it to the process of circulation.
● Explore the role of the skeleton and joints and the principle of
antagonistic muscles.
● Discuss how conception, growth, development, behaviour and health
can be affected by diet, drugs and disease
STRAND 3
PHYSICO.CHEMICAL PROCESSES
● Explain the properties of sound in terms of movement of air particles.
● Recognise the link between loudness and amplitude, pitch and
frequency, using an oscilloscope.
● Use light travelling in a straight line to explain the formation of shadows
and other phenomena.
● Describe how non-luminous objects are seen.
● Describe reflection at a plane surface and use the law of reflection
Investigate refraction at the boundary between air and glass or air and
water.
● Explain the dispersion of white light
GLOBAL PERSPECTIVE
Research, Analysis and Evaluation
Construct relevant research questions
Identify and begin to reference a range of print and multimedia sources and use them to locate relevant information and answer research questions
Select an appropriate method and conduct research to test predictions and begin to answer research questions
Select, organise and record relevant information from a range of sources and findings from research, using appropriate methods
Identify ideas and evidence from different perspectives within different sources, on a given topic
Explain how graphical or numerical data supports an argument
Explain causes of a local or global issue and consequences on others
Suggest and justify different actions to make a positive difference to a national or global issue
Evaluate sources, considering the author and purpose, recognising that some sources may be biased
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Discuss the effectiveness of a source, making explicit reference to its development of an argument
Reflection
Explain personal contribution to teamwork and identify targets for improvement
Consider the benefits and challenges of teamwork experienced when working together to achieve a shared outcome
Consider ways that personal perspective on an issue may have changed as a result of conducting research or exploring different perspectives
Identify skills learned or improved during an activity and relate to personal strengths and areas for improvement
Collaboration and Communication
The team assigns roles and divide tasks fairly, considering skills of team members and time available, and work together to achieve a shared outcome
The team member introduces useful ideas to help achieve a shared outcome and works positively to resolve conflict, solve problems and encourage other team members to participate, when required
Present information and arguments clearly with some reasoning, referencing sources where appropriate
Listen to ideas and information and offer relevant and well-judged contributions that demonstrate understanding of the issue.
ARTS
STRAND #1 APPRECIATION (APRECIACIÓN ARTÍSTICA)
Understands and applies methods of visual appreciation in the description and
meaning of some visual art referents and cultural show concept.
Interprets the principal artistic influences in some places of their country.
STRAND #2 ART SKILLS (TÉCNICAS ARTÍSTICAS)
Consolidates an specific technique to develop advanced skills in plastic arts
according to significant, pleasure and emotional statements.
Explore and consolidates artistic techniques of plastic and visual arts in
painting sculpture.
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STRAND #3 EXPRESSION (EXPRESIÓN ARTÍSTICA)
Consolidates and develops a visual thinking that allows a critical lecture of
themselves and their environment through art.
INSTRUMENTAL MUSIC
STRAND #1 APPRECIATION (APRECIACIÓN ARTÍSTICA)
● Perform written music as well as improvisation using a variety of
articulation to enhance the expression of the song.
● Perform varied repertoire of literature from various cultures and genres
on a basic level.
STRAND #2 ART SKILLS (TÉCNICAS ARTÍSTICAS)
● Identify major and chromatic scales.
● Identify and perform major, minor chords and chromatic scale patterns.
STRAND #3 EXPRESSION (EXPRESIÓN ARTÍSTICA)
● Play chords and solos in a 12-bar blues pattern.
VOCAL MUSIC
STRAND #1 APPRECIATION (APRECIACIÓN ARTÍSTICA)
● Describe and demonstrate audience skills of listening attentively and
responding appropriately in classroom, rehearsal, and performance
settings.
● Listen and identify different kinds of music from different cultures and
different times.
● Analyse at a beginning level: composition or performance using musical
elements.
STRAND #2 ART SKILLS (TÉCNICAS ARTÍSTICAS)
● Understand and execute notions of basic vocal technique.
● Sing expressively with appropriate dynamics, phrasing and
interpretation.
● Use appropriate vocal techniques by responding to the cues of a
conductor.
● Comprehend the use of standard notation symbols in order to practice
reading in clefs.
● Determine strengths and weaknesses in musical performances
according to specific criteria.
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STRAND #3 EXPRESSION (EXPRESIÓN ARTÍSTICA)
● Sing with expression and technical accuracy in accompanied and a
capella selection.
● Perform using enhanced musical techniques.
● Perform music written in unison and two parts at the first reading.
● Perform simple patterns with the voice.
THEATER
3. STRAND #1 APPRECIATION (APRECIACIÓN ARTÍSTICA)
● Ejecutar desplazamientos laterales y verticales en unidades rítmicas
relacionado con animales.
● Utiliza la voz apropiadamente para interpretar sonidos propios de su
entorno y de su imaginación.
STRAND #2 ART SKILLS (TÉCNICAS ARTÍSTICAS)
● Uso consciente de la memoria emotiva y la imaginación.
● Construye escenas en equipo asociadas a la jerigonza. (LENGUAJE
INVENTADO)
● Juega con la transformación y formas de Interpretar a un personaje
● Estructura el Método de la Creación Colectiva y creación de un corto
para video sobre historia original creada por ellos según su entorno
personal, escolar y familiar.
STRAND #3 EXPRESSION (EXPRESIÓN ARTÍSTICA)
● Estructura e impulsa creativamente acciones intuitivas que confronten
un texto dramático.
● Fortalecer la concentración durante tiempos determinados manejando
control en la palabra y la intención
● Define su intervención en una puesta en escena del Colegio según los
temas tratados.
DANCING
STRAND #1 APPRECIATION (APRECIACIÓN ARTÍSTICA)
● Explain deeply the topic of the dance and its historical context according
to the theme of the show
● Know and tell in a text, using their words any kind of dance and its
origin, form the specific searches of the performance.
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STRAND #2 ART SKILLS (TÉCNICAS ARTÍSTICAS)
● Identify and applies the choreographic intent on effective and proper use
of the elements of dance (space, time and energy)
● Execute clearly proposed stagings, working in team and coordinating
their movements with the group.
STRAND #3 EXPRESSION (EXPRESIÓN ARTÍSTICA)
● Demonstrate performance skills in different basic styles of dance (ballet,
modern dance, jazz, tap)
● Develop awareness of respect and appreciation of art as spectator and
artist
● Know and use technical vocabulary of the dance.
PHYSICAL EDUCATION
Strand 1: Desarrollo físico motriz y ubicación temporo-espacial.
● Ejecuta actividades de coordinación dinámica general, utilizando los
diferentes segmentos corporales.
● Domina uno o varios elementos ejecutando de forma consciente
coordinación viso manual y viso-pédica.
Strand 2: Formación y realización de la técnica.
● Desarrolla y aplica correctamente los fundamentos técnicos tácticos
cada deporte en situación de juego.
● Realiza test físicos intentando mejorar sus registros.
Strand 3: Fundamentación teórica y disciplinar.
● Ejecuta y aplica juegos pre-deportivos respetando las diferencias
individuales y grupales.
● Investiga y aplica actividades adecuadas de los juegos pre-deportivos
trabajados en clase.
● Cumple debidamente con las normas de respeto, puntualidad y
presentación personal en la clase de Educación Física.
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EQUITACIÓN
Asiento
Strand 1: Desarrollo físico motriz y ubicación temporo-espacial.
● Controla y guía al caballo por medio de las riendas.
● Mantiene una postura apropiada sobre el caballo en movimiento.
Strand 2: Formación y realización de la técnica.
● Realiza cambios de aire en sincronía con el caballo.
● Acompaña la batida del caballo en los tres aires.
Strand 3: Fundamentación teórica y disciplinar.
● Realiza paso, trote, y galope a la mano del caballo.
● Reconoce la simetría del picadero siguiendo el orden de las pistas de
obstáculos.
TENIS
Nivel Intermedio
Strand 1: Desarrollo físico motriz y ubicación temporo-espacial.
● Desarrolla resistencia aeróbica y anaeróbica en l práctica del tenis de
campo.
Strand 2: Formación y realización de la técnica.
● Realiza los gestos técnicos de los golpes especiales en sus tres fases
de preparación, impacto y terminación.
● Aplica los fundamentos técnico- tácticos del nivel Intermedio en
situación real de juego.
Strand 3: Fundamentación teórica y disciplinar.
● Cumple debidamente con las normas de respeto y puntualidad en la
clase.
XXI CENTURY SKILLS
SALUD MENTAL:
Es capaz de promover habilidades interpersonales relacionadas al trabajo en grupo y comunicación efectiva.
Reconoce en sí mismo la importancia de la salud mental.
Identifica varios aspectos de salud mental asociados a la calidad y permanencia de sus relaciones interpersonales.
Es capaz de distinguir cómo a nivel social la salud mental está implicada en aspectos positivos y negativos.
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