This document outlines the key elements and sources that inform curriculum design, including: - Sociological, epistemological, psychological, and pedagogical foundations that shape curriculum goals and content. - Objectives, competencies, conceptual/procedural/attitudinal content, methodology, resources, classroom organization, and evaluation systems. - Four levels of curriculum concretion from broad institutional guidelines to specific lesson plans tailored by teachers to their students' needs.

1. Sources and Elements of the curriculum
Sociological foundation: It refers to the set of demands that society makes to a
specific training project and its purpose is to adapt that project to the needs,
values and social expectations.
Epistemological Grounding: It refers to the requirements imposed on the
curricular design of the characteristics of the disciplines that are taken as a
reference when selecting and organizing the contents.
Psychological foundation: It considers the conceptions and theories about the
development and the learning that are taken as reference when deciding the
methodology, the selection and formulation of the objectives and the organization
of the contents
Pedagogical foundation: It has to do with the theoretical conceptions one holds
about how one must teach, both in general and in what affects a particular subject
or content.
Elements of the curriculum: We can consider basic elements of the curriculum
to the set of minimum components that integrate any educational curriculum.
OBJECTIVES; WHAT TO TEACH It is the intentions that preside over a given
educational project and the set of goals and purposes in which those intentions
are concretized.
They define what we want to achieve, the "why" of educational action.
Operational Objectives: They define the goals of teaching in terms of
observable and measurable behaviors that the student must show. Under the
influence of the behavioral paradigm for many to talk about objectives is exactly
the same as talking about behaviors that a student must show at the end of a unit
of learning.
Competencies and capacities; The evolution of the psychology of learning, as
the increasing complexity of society, have made our way of understanding the
objectives is modified substantially. Today we tend to talk about curriculum goals
not in terms of behaviors, but in terms of competencies and skills.
The formulation of the curricular objectives in terms of competences is a
necessity imposed by the demands of the present society to the processes of
formation
It implies a change in focus from content-centered instruction to another focused
on the development of particular cognitive, motor, interpersonal abilities that are
considered relevant by one reason or another.
CONTENTS What to teach when thinking about training in terms of a process
oriented towards the development of skills or competencies, the contents are
basically converted into tools or instruments for that purpose. They are the
components of a certain capacity that must be learned for the development of this
capacity.
The contents of teaching are not understood at present only as theoretical
knowledge, but as knowledge, know-how and know-how, as conceptual contents,
procedural contents and attitudinal contents.
Conceptual Content: they are the set of theoretical knowledge that we hope will
be acquired by the students of a given training process. Include both the concepts
themselves and the principles and theories in which these concepts are
organized. It also encompasses knowledge that is nothing more than data that
the student must memorize, factual in order to make clear their difference with
the previous ones

2. Procedural Contents: They constitute the set of practical knowledges that form
the subject of a particular training project, that is, they are nothing more than the
techniques, methods, strategies, skills or abilities that we pretend to acquire
through a teaching program.
What in the world of the company today is often called know how.
Actitudinal Contents: Habits, values and attitudes. required in any training
curriculum by: The instrumental character, needed during the learning process
and they are valuable in their own right from the point of view of personal and
social development,
METHODOLOGY How to teach, specifies the most appropriate activities and
experiences for different types of content to be learned properly and actually
serve the development of competencies and abilities that we intend to develop in
the students.
It includes: Methodological principles, Methods, Strategies, Techniques,
Activities and learning experiences, resources and materials to be used Teaching
organization, methodological principles,
They determine the activities that are carried out in any educational program.
Teaching means choosing and any choice of a material or a way of teaching
something is always done from a certain principle that one assumes as
appropriate.
Methods, strategies and didactic techniques, Methods, strategies and didactic
techniques.
The methodological principles give rise to diverse teaching methods, which will
use certain didactic strategies and techniques, that is to say, concrete teaching
procedures, activities and learning experiences.
They are the actions that are designed as constituent parts of a learning
experience, for example of a course, and serve to achieve the objectives of the
same.
Actions taken by a teacher to create an environment conducive to facilitate the
learning of the student, the design of learning experiences is an activity that is
not easy to plan, as it requires knowledge of didactics and learning theories.
Educational resources : Any material that, in a given educational context, is
used for a didactic purpose or to facilitate the development of training activities
They are didactic resources the concrete means that aid the work of instruction
and serve to facilitate the understanding of concepts during the teaching-learning
process,allow: Present the themes or concepts of a topic in an objective, clear
and accessible way. Provide a variety of learning tools. Stimulate the interest and
motivation of the group. The participants approach reality and give meaning to
what has been learned. Facilitate communication. They complement the didactic
techniques and Save time.
Didacticmaterials: it mean any material elaborated with the intention of facilitating
the processes of teaching and learning, for example a textbook or multimedia
program that allows to practice of chemical formulation.
Classroom organization: It is necessary to create an environment to learn, this
has its expression in the conditions of the classroom, in the decoration, in the
discipline of work, in the preparation of the teacher, in the social organization of
the school and, in the universal ideas that support education

3. Among the organizational elements has a particular interest in the distribution of
time and work, which will enable students in the organization responsible for their
activities, in the acquisition of learning, experience, skills and work skills.
EVALUATION :refers to the processes of control and reformulation of the
teaching and learning process, An authentic assessment can not be reduced to:
examine and qualify results obtained the "performance" of the students. On the
contrary, it should incorporate an analysis and assessment of the process that
has led to those results.
The evaluation can not be limited to what the student has done or not done. It
should also include, and at the same level of importance, the teaching itself, both
in terms of its planning and in terms of its practical development throughout the
course of training followed
FIRST CONCRETE LEVEL INSTITUTIONAL:
It has normative character. It reflects the educational intentions of the System as
well as the psychopedagogical principles that underlie it.
It is a document that includes large blocks of contents and orientations on the
methodology and evaluation. It is a guideline because it is not considered as a
finished product, but it will be the teachers who are responsible for making it
concrete for the educational reality in which they work. It is prescriptive, it is also
intended to prescribe certain objectives, contents or educational experiences to
be assured to all students in the course of their schooling .
SECOND CONCRECTION LEVEL STUDYPLAN: It is the normative document
that articulates in the long term the set of actions of the teaching team of an
Educational Institution. Its purpose is to reach the capacities foreseen in the
objectives of each of the stages, in coherence with the Educational Purposes.
THIRD CONCRECTION LEVEL SUBJECT PROGRAM: It is the pedagogical-
didactic instrument that articulates in the medium term the set of learning
experiences that will allow to reach the capacities foreseen by the Curriculum in
coherence with the Educational Purposes.
FOURTH CONCRECTION LEVEL TEACHER'S CLASS PLAN . It is a work
proposal related to a complete teaching-learning process. It is an instrument of
planning of the daily school tasks that facilitates the intervention of the teacher
because it allows him to organize his educational practice to articulate processes
of teaching-learning of quality and with the adjustment appropriate - pedagogical
aid - to the group and to each student who composes it.
TEACHER'S CLASS PLAN :Also called Didactic Unit. It is a set of activities that
are developed in a certain time for the achievement of some didactic objectives.
In the UD you answer all the curricular questions, ie what to teach (objectives and
contents), when to teach (orderly sequence of activities and contents) teaching
(activities, organization of space and time, materials and didactic resources) and
evaluation.
Didactic unit. It is considered as a vehicle of inquiry into the everyday reality of
the classroom. The Didactic Unit concretizes decisions about: Formulation of
objectives - why teach - learn ? Teaching content - what to teach - learn?
Teaching and learning - how to teach - learn Resources and means of teaching
and learning - with what? Organization of teaching and learning. Ways to
evaluate.
The last two levels of curricular concretion are levels of curricular adaptation. It
requires the teacher's responsibility and freedom of decision about the changes,
adaptations, that will allow to adjust the curriculum to the real needs. It is the

4. teachers who know the students best and who must make the necessary
adjustments in the exercise of their autonomy, thus contributing to their
professional development.