Evaluacion de los cursos Bachillerato Bilingüe

RC-DA-142

REV 18-02/21

Bilingual Program

Evaluation of the 2nd. Semester

February – June 2021

RC-DA.142

Material produced by the academies and

supervised by heads of disciplinary area

Preparatoria 16 of UANL | Evaluación de los Cursos 3er. Semestre

Agosto - Diciembre 2017

0

INDEX

CONTENT

2 Introduction

3 Didactic Sequence

4 Credits per learning unit

5 Graduate Profile of High School Studies

11 Math Discipline Area

13 Management of Forms and Spaces

15 Experimental Science Discipline Area

17 The Science of Motion

19 The Matter and its Transformation

21 Biology in Healthcare

23 Discipline Area of Communication and Language

25 Composición Escrita

27 English in Action II

29 Introduction to Robotics

31 Área Disciplinar de Ciencias Sociales y Humanidades

33 Apreciación de las Artes

35 Área Disciplinar de Desarrollo Humano

37 Orientación Psicológica

39 Vida Saludable y Deporte

41 Formative Assessment

42 General Regulations on Assessments

43 Evaluation on the 2nd Opportunity Exam

44 SIASE

45 Nexus Platform

46 Microsoft Teams

47 School Activities Calendar

1

Material Prepared by Professors and Academy Coordinators, overseen

by Discipline Area Heads

INTRODUCTION

Congratulations!!

You have made a great decision by continuing your high school.

This first semester was a great challenge where you adapted to this new form of online

education using the platforms "SIASE", "Nexus" and "MS Teams". The new form of

university work according to the Estrategia Digital of the Educational and Academic Model

of the Universidad Autónoma de Nuevo León.

During the development of the activities you fulfilled each of the Learning Units completed

in the previous semester, there you understood that providing your best effort and

dedication to this great online educational challenge is the only direct way to achieve an

apprenticeship of excellence and quality in the face of this new educational age of greater

demand.

With your responsibility, you developed the ability to organize to fulfill team activities.

Your competencies allowed you to plan your study and concentrate to accredit the exams,

achieving qualification and accreditation; both necessary to enroll in the second semester.

In this way, I urge you to continue your striving to achieve excellence and live the challenge

that will allow you to successfully take the next semester, with new Learning Units, new

peers and teachers, as well as greater personal growth.

We share with you the pride of belonging to The 16th High School of the Universidad

Autónoma de Nuevo León, which is distinguished by seeking excellence and quality, with

trained teachers and state-of-the-art facilities, also gives you options to carry out not only

academic but artistic, cultural and sports activities that strengthen your integral

development; contributing to you creating a successful professional.

#SomosUni #SomosPrepa16

MEC MARTÍN MUÑIZ ZAMARRÓN

PRINCIPAL

Preparatoria 16 of UANL | Course Evaluations 2 nd . Semester

February-June 2021

2

DIDACTIC SEQUENCE

A DIDACTIC SEQUENCE is the set of educational activities that, together, allow

to address in different ways an object of study. All activities should share a

common thread that enables students to develop their learning in an articulate

and consistent way.

Learning Activities are part of the Formative Assessment and the Learning

Evidence is composed by the Portfolio of Evidence.

The learning activities of the didactic sequence of each Stage and of each

Learning Unit that you will take in this Semester, are:

DIMENSION 1 DIMENSION 2 DIMENSION 3

Recovery Comprehension Analysis

DIMENSION 4 DIMENSION 5 DIMENSION 6 PIA

Application Metacognition Self-Regulation

Integrative Learning

Product

SOME OF THEM OR ALL have a weighting established by the Academy, and that

in short compose the Formative Assessment for each Learning Unit.

FOLLOW YOUR PROFESSOR'S INDICATIONS on how to deliver and

evaluate your Learning Evidences.

The credits in the Educational Model of the UANL for each Learning Unit,

are focused on the recognition of the workload needed for the

achievement of the High School graduate profile, and are represented

in the form of a numerical value assigned to each Curriculum Learning

Unit.

3



CREDITS PER LEARNING UNIT

2nd. semester High school inperson

modality

Learning unit Credits

Management of Forms 4

and Spaces

Composición Escrita 2

English in Action II 3

Introduction to

1

Robotics

The Science of Motion 3

The Matter and its 3

Transformation

Biology in Healthcare 3

Apreciación de las Artes 3

Orientación Psicológica 1

Vida Saludable y Deporte 1

Total: 24

Minimum credits to

move foward

12


February-June 2021

4

Graduate Profile of High School Studies

At the end of your high school studies, you will have earned the following

skills that describe the knowledge, skills, attitudes and values needed to

continue with your higher education.

Generic competencies RIEMS TRAITS General competencies EM

1. Recognize and value yourself and

addresses problems and challenges

taking into account the objectives you

pursue.

ATTRIBUTES

• Face the difficulties presented to you

and you are aware of your values,

strengths, and weaknesses.

• Identify your emotions, manages them

constructively, and recognize the need to

seek support in a situation that exceeds

you.

• Choose alternatives and courses of

action based on supported criteria and

within the framework of a life project.

• Critically analyze the factors that

influence your decision-making.

• Assume the consequences of your

behaviors and decisions.

• Manage available resources based on

restrictions on achieving your goals.

Identity

Recognize yourself as a being with

inherent characteristics to your

personality, aware of your values,

strengths and weaknesses; able to

face the challenges presented to

take responsibility for the

consequences of your decisionmaking.

Apply autonomous learning strategies

at different levels and fields of

knowledge that allow you to make

timely and relevant decisions in the

personal, academic and professional

fields.

ATTRIBUTES

• Value with responsibility problems

and successes in different areas of

your environment.

• Analyze different alternatives that

have to do with the characteristics of

your personality.

• Recognize and request support in a

situation that hinder or restrict the

achievement of your goals.

• Choose possible solutions based on

your life and profession project.

• Assume the consequences of your

decision-making to reorder your

actions.

2. Sensitive to art and participate in the

appreciation and interpretation of your

expressions in different genres.

ATTRIBUTES

• Value art as a manifestation of beauty

and expression of ideas, sensations and

emotions.

• Experience art as a shared historical

fact that allows communication between

Sensitivity

Perceive emotionally or

intellectually the sensations,

impressions or affections that allow

you to approach, understand or

have a special vision to manifest

yourself through various artistic

expressions, with an ethical-social

commitment.

Use logical, formal, mathematical,

iconic, verbal and nonverbal

languages according to your stage of

life, to understand, interpret and

express ideas, feelings, theories and

currents of thought with an

ecumenical approach.

5



individuals and cultures in time and

space, while developing a sense of

identity.

• Participate in art-related practices.

ATTRIBUTES

• Recognizes art with a manifested

vision in multiple expressions.

• Express ideas and feelings with an

ethical-social commitment using

different languages.

3. Choose and practice healthy lifestyles.

ATTRIBUTES

• Recognize physical activity as a way for

your physical, mental and social

development.

• Make decisions based on the

assessment of the consequences of

different consumption habits and risky

behaviors.

• Cultivate interpersonal relationships

that contribute to your human

development and of those who around

you.

4. Listen, interpret, and deliver relevant

messages in different contexts using

appropriate means, codes, and tools.

ATTRIBUTES

• Express ideas and concepts through

linguistic, mathematical or graphic

representations.

• Apply different communicative

strategies according the interlocutors, the

context in which it is located and the

pursued objectives.

• Identify key ideas in a text or oral speech

and infer conclusions from them.

• Communicate in a second language in

everyday situations.

Healthy lifestyle

Acquire a positive and reflective

attitude in the achievement of good

habits in your good physical and

mental development that allow a

better quality of life.

Communication

Manage and understand

Information and Communication

Technology to apply them in a

critical and objective way, in the

different areas of knowledge.

Using linguistic codes in different

logical and mathematical contexts

that allow you to express ideas with

ethical sense.

• Use different artistic expressions to

communicate between people and

cultures.

Achieve the adaptability required by

the social and professional

environments of uncertainty of our

time to create better living conditions.

ATTRIBUTES

• Value good habits as an important

part of your development.

• Analyze possible consequences of

risky behaviors.

• Recognize that a good environment

allows a better quality of life.

• Make a commitment to good

physical and mental development.

Manage Information and

Communication Technology as a tool

for access to information and its

transformation into knowledge, as

well as for learning and collaborative

work with cutting-edge techniques

that allow its constructive participation

in society. Mastering your mother

tongue in oral and written form with

correctness, relevance, opportunity

and ethics adapting your message to

the situation or context, for the

transmission of scientific ideas and

findings. Using a second language,

preferably English, with clarity and

correctness to communicate in

everyday, academic, professional and

scientific contexts.


February-June 2021

6

• Manage Information and

Communication Technology to get

information and express ideas.

ATTRIBUTES

• Express concepts and ideas

correctly, orally and written in your

mother tongue.

5. Develop innovations and propose

solutions based on established methods.

ATTRIBUTES

• Follow instructions and procedures

thoughtfully, understanding how each of

your steps contributes to the scope of a

goal.

• Order information according to

categories, hierarchies, and

relationships.

• Identify the systems and rules or

fundamental principles underlying a

series of phenomena.

• Form hypotheses, design and apply

models to test their validity.

• Synthesizes evidence obtained through

experimentation to produce conclusions

and ask new questions.

• Use Technology of Information and

Communication to process and interpret

information.

Creativity

Design, analyze and explain

projects applying creativity and

innovation in problem solving

based on principles, laws and

concepts.

• Manage Information and

Communication Technology critically

in different areas of knowledge.

• Use linguistic, mathematical or

graphic representations as

communicative Strategies.

• Communicates in different contexts

clearly in a second language.

Use traditional and cutting-edge

research methods and techniques for

the development of academic work,

working practice and the generation of

knowledge.

ATTRIBUTES

• Choose the appropriate procedures

in solving a problem.

• Thoughtfully understand the phases

that will lead you to achieve your goal.

• Develop and design hypotheses

taking into account principles, laws

and concepts.

• Process information using

Technology of Information and

Communication.

• Formulate and conclude results

based on the evidence obtained.

7



6. Support a personal stance on subjects

of general interest and relevance,

considering other points of view in a

critical and thoughtful way.

ATTRIBUTES

• Choose the most relevant sources of

information for a specific purpose and

discriminate between them according to

their relevance and reliability.

• Evaluate arguments and opinions and

identifies prejudices and fallacies.

• Recognize one's own prejudices,

modify views by knowing new evidence,

and integrate new knowledge and

perspectives into the acquis you have.

• Structure ideas and arguments in a

clear, coherent and synthetic way.

7. Learn by initiative and self-interest

throughout life.

ATTRIBUTES

• Define goals and monitor your

knowledge construction processes.

• Identify activities that are of least and

greatest interest and difficulty to you,

recognizing and controlling your

reactions to challenges and obstacles.

• Articulate knowledge of various fields

and establishes relationships between

them and their daily life.

8. Participate and collaborate effectively

in diverse teams.

ATTRIBUTES

Reasoning

Process ideas, concepts and

arguments until a conclusion is

reached while maintaining a

personal and responsible stance,

to assume the consequences of it.

Autonomy

Develop and apply your freedom,

independence and organization, in

your learning process that allows

the construction of knowledge

throughout life.

Quality

Develop your learning process with

a high level of quality, which allows

facing the challenges that society

demands.

Cooperation

Participate in assigned tasks, both

individually and in groups with

respect to the diversity of ideas.

Uses logical, critical, creative and

purposeful thinking to analyze natural

and social phenomena that allow to

make relevant decisions in its sphere

of influence with social responsibility.

ATTRIBUTES

• Select information sources

according to responsible criteria.

• Form your point of view according to

its importance and relevance.

• Integrate and structure new

knowledge that allows you to make

decisions with social responsibility.

Solve personal and social conflicts

according to specific techniques in the

academic and professional field for

the proper decision-making.

ATTRIBUTES

• Choose goals according to your

personal and professional project.

• Build your learning process by taking

into account your own organization

and freedom.

• Develop learning techniques that

allow you both academically and

professionally facing the challenges

that are presented to you.

• Assume the relationships between

the knowledge acquired and its

environment.

Develop inter, multi and

transdisciplinary academic and

professional proposals according to

global best practices to promote and

consolidate collaborative work.


February-June 2021

8

• Propose ways to solve a problem or

develop a project in a team, defining a

course of action with specific steps.

• Provide points of view and considers

other people's opinions in a thoughtful

way.

• Assume a constructive attitude,

consistent with the knowledge and skills

it has within different work teams.

9. Participate with a civic and ethical

awareness in the life of your community,

region, Mexico and the world.

ATTRIBUTES

• Privilege dialogue as a mechanism for

conflict resolution.

• Make decisions in order to contribute to

the equity, well-being and democratic

development of society.

• Identify rights and obligations as a

Mexican and member of different

communities and institutions, also

recognize the value of participation as a

tool to apply them.

• Contribute to a balance between

individual interest and well-being and the

general interest of society.

• Act in a purposefully manner against

phenomena in society and remains

informed.

• Warn that local, national and

international phenomena occur within an

interdependent global context.

10. Maintain a respectful attitude towards

interculturality and diversity of social

beliefs, values, ideas and practices.

ATTRIBUTES

• Recognize that diversity takes place in

a democratic space of equal dignity and

Social Responsibility

Participates responsibly in social

problems, assuming an ethical

perspective in problem solving.

Social Commitment

Sensitive to the environment needs

and establish a commitment to

build a better society.

Integrity

Follow ethical principles about

what you think, and translate them

into actions through models and

examples, to live in harmony with

yourself, with society and nature.

ATTRIBUTES

• Identify the paths to follow in the

development of any problem through

collaborative work.

• Propose points of view respecting

your peers’ ones.

• Work and participate with a positive

attitude in the different roles of the

assigned tasks.

Build innovative proposals based on

holistic understanding of reality to

help overcome the challenges of the

interdependent global environment.

Assume leadership committed to

social and professional needs to

promote relevant social change.

ATTRIBUTES

• Remain informed on substantial and

well-being problems of society in

general.

• Propose dialogue as mediation in

conflict resolution.

• Provide decisions in solving

problems of general interest.

• Act responsibly in building a better

society.

Maintain an attitude of commitment

and respect towards the diversity of

social and cultural practices that

reaffirm the principle of integration in

the local, national and international

context with the aim of promoting

9



rights for all, and rejects all forms of

discrimination.

• Dialogue and learn from people with

different cultural views and traditions by

placing their own circumstances in a

broader context.

• Assume that respect for differences is

the principle of integration and

coexistence in the local, national and

international contexts.

environments of peaceful

coexistence.

Practice the values promoted by the

UANL: truth, equity, honesty,

freedom, solidarity, respect for life and

others, respect for nature, integrity,

professional ethics, justice and

responsibility, in their personal and

professional environment to

contribute building a sustainable

society.

11. Contribute to sustainable

development in a critical way, with

responsible actions.

ATTRIBUTES

• Assume an attitude that favors the

solution of environmental problems at the

local, national and international levels.

• Recognize and understand the

biological, economic, political and social

implications of environmental damage in

an interdependent global context.

• Contribute to achieving a balance

between short-term and long-term

environmental interests.

Respect for nature

Show interest towards nature by

taking a positive attitude to the

problems presented, prioritizing

the most significant and global

importance.

ATTRIBUTES

• Identify the diversity of social

beliefs, values and ideas.

• Learn and respect different points of

view.

• Live and practice values to live in

peace with yourself, society and

nature.

Intervene by facing the challenges of

contemporary society locally and

globally with a critical attitude and

human, academic and professional

commitment to help consolidate

general well-being and sustainable

development.

ATTRIBUTES

• Recognize the consequences of

environmental damage in a global

context.

• Assume with a positive attitude as a

teenager corresponds to the

environment.

• Design and promote solutions to

environmental problems in different

areas.


February-June 2021

10

Math Discipline

Area

11



Discipline Area Head

MEC Alma Rosa Vázquez Ortiz

Math Academy Coordinator

MA Christian Eusebio Charles Landeros


February-June 2021

12

Learning Unit: Management of Forms and Spaces

Semester

Frequencies by

semester

Frequencies per

week

Credit per

semester

SECOND 80 5 4

In the learning unit Management of Forms and Spaces the student applies

the elements of flat geometry and trigonometry for the modeling and resolution of

situations in the real world, for this, mathematical skills such as observation,

analysis and synthesis must be developed, and with the study of the properties of

geometric figures represented in the plane and trigonometric knowledge to

understand the physical world around us , the student's spatial mathematical

reasoning is largely developed.

The Shape and Space Management learning unit contributes to the spatial

development with which the mental representations of space objects, the

relationships between them, their transformations and their different material

representations are built and manipulated. For the learning of his studies will have

as background the learning unit Development of Algebraic Thought and as

consequent Functions and Relationships.

Synthetic Content

Stages

Number of

sessions

First Stage Angles and Triangles 22

Second Stage Polygon Properties 14

Third Stage Rectangle Triangles 21

Fourth Stage Oblique Triangles 23

Total 80

13



Assessment 1° Opportunity (Criteria)

Evaluation Percentage Content Date

From February 22

1st. partial exam 10% nd to

Stage 1

26 th , 2021.

Stage 2 From April 19

2nd. partial exam 10%

th to 23 rd ,

2021.

From May 24

Global exam 20% th to

Stages 1, 2, 3, 4

June 2 nd , 2021.

Formative 60% PORTFOLIO OF EVIDENCE During the semester

Total: 100 %

PORTFOLIO OF EVIDENCE (Formative)

Stage Evidence Description of evidence Percentage

1

2

3

4

PIA

Dimension:

1, 2, 3 and

learning

evidence

Dimension:

1, 2, 3 and

learning

evidence

Dimension:

1, 2, 3, 4 and

learning

evidence

Dimension:

1, 2, 3, 4 and

learning

evidence

Exercise of

laboratory

Guide Learning Activities. Math exercises

Solve problems using the properties of angles and triangles. 10%


Solve problems using polygon and circumference properties.


Solve problems by applying trigonometric reasons in different

contexts.


Solve problems by applying sine and cosine laws in different

contexts.

Note: It is a requirement for the percentage of evidence on NEXUS, getting a minimum average of 70 per stage

on the Platform for Strengthening Numerical Competencies.

It is necessary to attend the Numeric habilities curse 2 to evaluate the PIA.

10%

10%

10%

Numeric abilities curse and exercise of laboratory. Series

of exercises that integrate the content included in the learning

20%

unit

Total 60%


February-June 2021

14

Experimental Science

Discipline Area

15




MC Nancy Bustillos Garza

The Science of Motion Academy Coordinator

Ing. Braulio Marroquín García

Matter and its Transformation Academy

Coordinator

MI Irma Griselda Rangel Baldazo

Biology in healthcare Academy Coordinator

MC Linda Gracia Hernandez Rangel


February-June 2021

16

Learning Unit: The Science of Motion

Semester

Frequencies by

semester

Frequencies per

week

Credit per

semester

SECOND 64 4 3

In the learning unit The science of Motion the student applies the principles and laws

of classical mechanics, to situations of daily life through the development of both theoretical

and practical and experimental activities contributing to the formation of a critical thought

laying the scientific foundations underlying the systems and rules or core principles of one

of the most common phenomena that occurs in nature : the motion of objects; the student

also acquires skills to follow logical instructions and procedures, ordering and classifying

information to identify the principles and laws that underpin various physical phenomena.

In addition, it promotes skills-based learning and education-focused education, as

well as academic innovation, structuring axes and cross-cutting axis of the UANL

Educational Model and Academic Model respectively. This promotes meaningful learning

by considering the student as the center of the Teaching-Learning process. Innovative

strategies are also incorporated in and out of the classroom, reinforcing the student's

academic training.

Synthetic Content

Stages

Number of

sessions

First Stage The science of measurements 16

Second Kinematics and laws of object motion

Stage

18

Third Stage Laws, principles and concepts related to motion 16

Fourth Stage

Machines, an application of the principles and laws of

motion

14

Total 64

17




Evaluation Percentage Content

Date

1st. partial exam 10% Stage 1

From February 22 nd to 26 th ,

2021.

2nd. partial exam 10% Stage 2 From April 19 th to 23 rd , 2021.

Global exam 20% Stages 1, 2, 3, 4

From May 24 th to June 2 nd ,

2021.

Formative 60%

PORTFOLIO OF

EVIDENCE

Total: 100 %

During the semester


Stage Evidence Description of evidence Percentage

1 Application Laboratory practice and hand in a report 10%

2 Application Laboratory Practice Report 10%

3 Application Designing an experimental prototype 10%

4 Application Digital presentation 10%

PIA Prototype of a simple machine 20%

Total 60%

Note: The student must comply with 80% of the activities of the teaching sequence of each

stage in order to be entitled to the evaluation of the evidence portfolio in NEXUS.


February-June 2021

18

Learning Unit: Matter and its Transformations

Semester

Frequencies by

semester

Frequencies per

week

Credit per

semester

SECOND 64 4 3

BASIS: In the Learning Unit, “Matter and its transformations”, the student applies the basic principles that rule the

matter behavior by using methods and procedures that allow the comprehension and interpretation of some chemical

phenomena of the environment. It is a UANL’s basic training course of the General High School study program.

This LU is made according to the UANL’s Upper Middle Level Educational Model which structural axes; education

focused on learning and education based on competencies promote the student’s comprehensive education through

the autonomous learning, collaborative work, use of technology in information management, the reflexive, positive,

critical thinking and the decision making so the student can take a pro-positive and analytical role that allows him/her

interact in plural physical and symbolic contexts looking for general welfare and participating actively in the sustainable

development of his/her community.

Each stage of this learning unit expresses the competencies to develop, the general competencies form the Institution,

the ones mentioned in the UANL’s Upper Middle Level Academic Model as well as the generic ones with their attributes

and the disciplinary ones stablished in the Agreement 444. A Learning Guide is applied during the course that is

composed by a series of activities that will allow to developing and strengthen the proposed competences. Also, the

facilitator will watch over the learning process applying different strategies and types of evaluation such as diagnostic,

formative and summative. (Agreement 8 of the Management Committee of the Upper Middle Level Sub Secretariat

(SNB by its acronym in Spanish). The evaluation process is continuous and formative and is carried out through the

self, co and hetero-evaluation. Such process integrates the four attributes of a competency: knowledge, skills, attitudes

and values that allow to evaluate the development of the students’ learning using methods and resources like: projects,

experimental practices, learning based on documental research, exams and portfolio of evidences.

To take this learning unit the student requires basic knowledge of the scientific method of Experimental Sciences. This

topic was studied in the LU “The Path of knowledge” in first semester. This LU precedes the third semester’s unit,

“Chemical Phenomena in the Environment”, in order to continue with a chemistry culture that allows him/her to

observe, understand and explain the chemical phenomena in nature and daily life.

First Stage

Second Stage

Synthetic Content

Number of

Stages

sessions

Composition and properties of matter 16

Matter at the atomic level 16

Third Stage Chemical elements and periodic table 16

Fourth Stage

Inorganic chemical compounds 16

Total 64

19





1st. partial exam 10 %

2nd. partial exam 10 %

Global exam 20 %

Formative 60 %

Total: 100 %

Stage 1

From February 22 nd to

26 th , 2021.

Stage 2 From April 19 th to 23 rd ,

2021.

Stages 1, 2, 3, 4

From May 24 th to June

2 nd , 2021.

PORTFOLIO OF EVIDENCE

During the semester


Stage Evidence Descrition of evidence Percentage

1 Written report On “Natural and anthropogenic chemical phenomena”. 10 %

2 Written report From “The Evolution of Atomic Models and Theories”. 10 %

3

4

Digital

presentation

Digital

presentation

PIA

Of the Importance of chemical elements. 10 %

From the Classification of Chemical Compounds.

Prepare an Electronic Magazine that includes the main

aspects of each stage.

10 %

20 %

Total 60 %

Note: It is an essential requirement to comply with 80% of the activities of each stage in

the notebook for the evaluation of the activity in Nexus.

Note: It is an essential requirement to comply with the laboratory of each stage for the

evaluation of the PIA.


February-June 2021

20

Learning unit: Biology in healthcare

Semester

Frequencies by

semester

Frequencies per

week

Credit per

semester

SECOND 64 4 3

Basis: In the learning unit Biology in Healthcare the student applies the knowledge of basic concepts about

cell and the different organs systems of the human body as well as the risk factors related with health and

life preservation to make decisions that allow him/her adopting and keeping a healthy life style with a critical

and reflexive perspective. This Learning Unit (LU) has as predecessor the LU called Physical Activity and

Healthy Life covered in first semester and it develops the generic competence regarding the choosing and

practicing of healthy life styles. The LU Biology in Healthcare is divided in four stages. Stage 1, Introduction

to Biology of Healthcare that covers the basic knowledge about cell structure, homeostasis and gives an

introduction to the different organs systems making emphasis in risk factors that can lead to diseases,

injuries and health loss. Stage 2 covers specifically the different organs systems that made up the human

body, so the student, from the general knowledge of his/her body, identifies the risk factors of health

problems and make decisions that help him/her to have a healthy life style. This stage, Exchange with the

external environment, studies topics such as nutrition, digestive, excretory and respiratory systems. Stage

3, Support, movement, transportation and defense, covers topics such as skeletal, muscular,

integumentary, circulatory, lymphatic and immune system. Stage 4, Control, regulation and continuity of life

includes nervous, endocrine and reproductive systems. When studying every organ system, we emphasize

in the risk factors for diseases and injuries and how to prevent them to maintaining a healthy body. These

aspects are basic in the comprehensive formation of the student since adopting a healthy life style is

essential to achieve long term goals and to be part of the Upper Middle Level Graduate Profile.

First stage

Second stage

Third stage

Fourth stage

Synthetic Content

Stages

Number of

sessions

Introduction to Biology of Healthcare 16

Exchange with the external environment 16

Support, movement, transportation and defense 16

Control, regulation and continuity of life 16

Total 64

21







Global exam 20 %

Stage 1


26 th , 2021.

Stage 2 and topic 3.1 and 3.2 From April 19 th to 23 rd ,

2021.

Stages 1, 2, 3, 4

From May 24 th to June

2 nd , 2021.

Formative 60 % PORTFOLIO OF EVIDENCE During the semester

Total: 100 %



1

Model of the

eukaryotic

cell

Three-dimensional model showing the structures and

organelles of a eukaryotic animal cell. (NEXUS)

10 %

2

Report of

case studies

Written report on the case study assigned by the teacher.

(NEXUS)

10 %

3 Collage Collage of the knowledge acquired in Stage 3. (NEXUS) 10 %

4 Poster

Poster about risk factors, solutions and prevention for the

disease analyzed in the assigned case study. (NEXUS)

10 %

PIA Electronic magazine. (NEXUS) 20 %

Total 60 %

Note: It is essential to comply with 80% of activities and practices of each stage in the

notebook for the evaluation of activity on Nexus.


February-June 2021

22

Discipline Area of

Communication and Language

23




MDT Roxana Treviño López

Composición Escrita Academic Coordinator

MDT Roxana Treviño López

Foreign Language Academy Coordinator

MES Pompeyo González Alvarado

ICT Academy Coordinator

Ing. Diana Janeth Amaro Fernández


February-June 2021

24

Unidad de Aprendizaje: Composición Escrita

Semestre

Frecuencias por

Semestre

Frecuencias por

Semana

Valor en

Créditos

SEGUNDO 48 3 2

Fundamentación:

El estudiante del Nivel Medio Superior en esta unidad de aprendizaje de Composición Escrita, utiliza procesos

de producción textual con la finalidad de elaborar una Investigación documental, en la cual ubica los pasos

esenciales de la metodología pertinente para la realización de la misma; consolida sus habilidades de lectura y

escritura al seleccionar fuentes de información bibliográfica, hemerográfica y de otras fuentes de información

adecuadas.

Al lograr esta producción textual, además desarrolla su competencia comunicativa, considerada en general

como una de las competencias básicas para el desarrollo de las relaciones humanas en el mundo actual, en

donde es primordial usar apropiadamente la lengua materna. La lengua como sistema de signos se caracteriza

por ser instrumental y transversal, es decir, todo conocimiento y disciplina requiere de esta competencia

comunicativa, y no hay interacción humana que no haga uso de ella; está formada por un conjunto de

habilidades que posibilitan la participación apropiada en situaciones comunicativas específicas de la vida real.

La implementación de este programa permite desarrollar o incrementar habilidades discursivas, así como las

competencias genéricas y disciplinares señaladas en la Reforma Integral del Nivel Medio Superior y en el

Modelo Educativo de la UANL, el cual tiene entre sus ejes rectores la educación basada en competencias y el

aprendizaje centrado en el estudiante.

Para promover el aprendizaje significativo, el Modelo Educativo de la UANL considera al estudiante como centro

del proceso educativo. Para que sea integral el proceso, necesita adquirir las competencias que se desarrollan

cuando se llevan a cabo las actividades. Es indispensable que el docente, en el aula, en su rol de facilitador y

propiciador del proceso de aprendizaje, utilice estrategias que faciliten el proceso de aprender a aprender, para

que sea verdaderamente significativo, debe vincular la adquisición del aprendizaje con la actuación competente

así como crear situaciones de aprendizaje lo más apegadas a la realidad y privilegiar la construcción del

aprendizaje más que el de la enseñanza de manera que el estudiante desarrolle la capacidad de adaptación a

otros contextos.

Contenido Sintético

Etapas

Número de

sesiones

Primera Etapa Procesos de lectura y escritura 12

Segunda Etapa Redacción de Prototipos Textuales 12

Tercera Etapa Planeación de la estructura de la Investigación documental 12

Cuarta Etapa Redacción de la Investigación documental 12

Total 48

25



Evaluación de 1° Oportunidad (Criterios)

Evaluación Valor Contenido Fecha

10% Etapa 1 De 22 al 26 de febrero de

1er. Examen Parcial

2021

2do. Examen Parcial 10% Etapa 2 Del 19 al 23 de abril del 2021

Examen Global

20%

Todas las etapas

Del 24 de mayo al 2 de junio

de 2021

Formativa 60% PORTAFOLIO DE EVIDENCIAS Durante el semestre

Total: 100%

PORTAFOLIO DE EVIDENCIAS (Formativa)

Etapa Act. Evidencia Valor

1ª

2ª

3ª

4ª

Evidencia de Aprendizaje

Texto argumentativo


Texto funcional


Esquema de

investigación documental


Preliminar de la

investigación documental

Texto propio que refleje la postura personal del tema 10%

Redacta diferentes tipos de textos funcionales.

Esquema o bosquejo de trabajo de la investigación

documental que muestre el panorama del plan de trabajo a

desarrollar.

Preliminar de la investigación documental que muestre la

redacción de la monografía.

10%

10%

10%

Monografía. 20%

PIA

Curso Habilidades Verbales y Discursivas 2: Conectores Lógicos.

Es requisito indispensable cumplir con las actividades de la guía de estudio

para revisar las actividades de cada etapa.

TOTAL: 60%


February-June 2021

26

Learning Unit: English in Action II

Semester

Frequencies by

semester

Frequencies per

week

Credit per

semester

SECOND 64 4 3

In English in Action II the student develops linguistic competencies in a second language to

communicate effectively in daily life situations as well as in academic and sociocultural

contexts in a respectful and tolerant manner.

English in Action II is part of the Communication and Language area of the Bilingual

Program, which contributes to the development of communicative skills in a second

language. These abilities are vital for students’ academic life and contribute to the

internationalization and innovation plans of the UANL’s Educational Model. This learning unit

allows students to develop listening, reading, writing and speaking skills, as well as the subskills

of grammar and vocabulary that fulfill the complete language practice.

The “Sistema Nacional de Bachillerato” through its Agreements 442 and 444 establishes the

Competency-Based Approach, which is set in a scenario of diversity, and is reflected in the

“Reforma Integral para la Educación Media Superior (RIEMS)”. UANL’s Upper Middle Level,

aligned with the RIEMS, has set an Academic Model based on competencies with a

constructivist approach that strengthens the comprehensive, autonomous and responsible

education. This Academic Model of the UANL responds to needs and current challenges of

the society and provides effective tools for a successful performance in national and

international contexts. English in Action II connects English in Action I content and addresses

the development of generic and disciplinary competencies for English in Action III.

Synthetic Content

Stages

Number of

sessions

First Stage Practical Organization 16

Second Stage Relevant Interpretation 16

Third Stage Structured Process 16

Fourth Stage Creative Presentation 16

Total

64

27




Evaluation Value Content Date



Global exam 20 %

Stage 1 From February 22 nd to 26 th ,

2021.

Stage 2 From April 19 th to 23 rd , 2021.

Stages 1, 2, 3, 4 From May 24 th to June 2 nd ,

2021.

Formative 60 %

Total: 100 %

PORTFOLIO OF

EVIDENCE

During the semester



1st

M Informative paragraph

10%

2nd

M Definition paragraph

10%

3rd

M Process paragraph

10%

4th

M Reading paragraph

10%

PIA STEM Project or free topic oral presentation

20%

Total 60%

Note. As a requirement, the student will be asked to prepare the learning and

complementary activities according to the class plan for each stage.


February-June 2021

28

Learning Unit: Introduction to Robotics

Semester

Frequencies by

semester

Frequencies per

week

Credit per

semester

SECOND 32 2 1

Basis:

The second semester Introduction to Robotics course corresponds to one of the learning units of

the basic training area, the Curriculum of the high school of the Universidad Autónoma de Nuevo

León, where our Educational Model is based on the development of competences and also the

implementation of the Academic Model that allows to structure the didactic planning , application

of educational strategies and the realization of learning activities in students to complement their

egress profile. Working with robot programming software, students develop generic competencies

(with their corresponding attributes) and disciplinary competencies (Agreement 444) within the

Common Curriculum Framework established within the Comprehensive Educational Reform of

the Upper Middle Level (Agreement 442) that is integrated into the National Baccalaureate

System.

This Introduction to Robotics course through each of the topics strengthens knowledge to extend

or expand in students the skills and capacities of logical thinking through block programming; in

addition to providing the basic theoretical and practical foundations for further studies in the

programming area. This is the second course in the ICT area, the student enters for the first time

in the environment of programming software for robots. In the first stage and in the second stage

the basic concepts and graphic environment of the software is introduced, where a very simple

graphical interface is used. In the third stage and in the fourth stage we work with basic

programming structures and control structures, this leads the student to be creative and innovative

in problem solving.

29

Synthetic Content

Stages

Number of

sessions

First Stage Robotics environment in today's world 8

Second Stage Rogic graphic environment. 8

Third Stage Basic programming structures. 8

Fourth Stage Conditional and cyclic control structures. 8

Total 32







Global exam 20 %

Stage 1


26 th , 2021.

Stage 2 y 3 From April 19 th to 23 rd ,

2021.

Stages 1, 2, 3, 4 From May 24 th to June 2 nd ,

2021.

Formative 60 % PORTFOLIO OF EVIDENCE During the semester

Total: 100 %



1

2

3

4

Stage 1

Learning evidence 1

Stage 2

Learning evidence 2

Stage 3

Learning evidence 3

Stage 4

Learning evidence 4

PIA

Digital document: Essay. (NEXUS)

10%

Digital presentation. (NEXUS)

10%

Video. (NEXUS)

10%


10%


20%

Total 60%


February-June 2021

30

Área Disciplinar de Ciencias

Sociales y Humanidades

31



Jefe de Área Disciplinar

MLE Luis Alberto Gamboa Gutiérrez

Coordinadora de la Academia de

Artes y Ciencias Sociales

Lic. Gabriela Trejo Rodríguez


February-June 2021

32

Unidad de Aprendizaje: Apreciación de las Artes

Semestre

Frecuencias por

Semestre

Frecuencias por

Semana

Valor en

Créditos

SEGUNDO 64 4 3

Fundamentación:

En la unidad de aprendizaje Apreciación de las Artes, el estudiante produce conocimientos de la belleza

artística de nuestro entorno, lo que, a su vez, le permita una primera aproximación al análisis estético,

reflexión sensitiva y valoración artísticas de las formas del ambiente cotidiano donde el estudiante se

desenvuelve. Así mismo, se incorporan estrategias dentro y fuera del aula para reforzar la formación

académica del estudiante. Apreciación a las Artes, de segundo semestre, corresponde al área de

formación básica del plan de estudios del bachillerato general del Modelo Académico del Nivel Medio

Superior de la UANL. Es transversal con la UA de Ciencias Sociales y Humanidades, tiene como

antecedente las UA Los Caminos del Conocimiento e Introducción a las Ciencias Sociales, y a su vez,

sirve de antecedente para las UA de Literatura, Filosofía, La Vida en México: Economía, Política e

Historia y Ética, Sustentabilidad y Responsabilidad Social. Esta UA está organizada en cuatro etapas

secuenciadas didácticamente: en la primera de ellas el estudiante tiene un acercamiento a la disciplina

conocida como ESTETICA, en la cual debe explorar y determinar lo bello y lo feo en las Bellas Artes,

en las Artes Aplicadas y en las Artes Menores; en la segunda etapa logra un acercamiento a las (7)

BELLAS ARTES y el paso de la historia y su categorización hasta llegar a la contemporánea; en la

tercera etapa desarrolla un acercamiento a las ARTES APLICADAS Y LAS ARTES MENORES, las

cuales tienen en la contemporaneidad una aceptación como medio de expresión y modo de vida muy

aceptable en la sociedad y por último, en la cuarta etapa el estudiante debe aplicar sus conocimientos

obtenidos en las tres etapas anteriores y diseñar una obra de arte partiendo de los principios en la

segunda y tercera etapa, considerando la teoría estética revisada en la primera etapa de la UA.


Etapas

Número de

sesiones

Primera Etapa Fundamentos básicos de la estética: entre lo bello y lo feo 16

Segunda

16

Las diferentes categorías de las bellas artes

Etapa

Tercera Etapa Las artes visuales y las artes menores 16

Cuarta Etapa Sensibilización artística 16

Total 64

33





10% Etapa 1 De 22 al 26 de febrero de

1er. Examen Parcial

2021

2do. Examen Parcial 10% Etapa 2 Del 19 al 23 de abril del 2021

20%

Del 24 de mayo al 2 de junio

Examen Global

Todas las etapas

de 2021

Formativa 60% PORTAFOLIO DE EVIDENCIAS Durante el semestre

Total: 100 %


Etapa Evidencia Descripción de la Evidencia Valor

1ª EA

2ª EA

3ª EA

Cuadro comparativo entre las diferentes posiciones estéticas

en cuanto a lo feo y lo bello. (Nexus) 10%

Mapa conceptual con las diferencias entre las bellas artes y

sus diferentes clasificaciones a través de la historia. (Nexus) 10%

Análisis escrito de las diferencias entre las artes visuales y

las artes menores. (Nexus) 10%

4ª EA Producción de tu propia obra de arte. (Nexus) 10%

PIA Análisis de la producción de la obra de arte. (Nexus) 20%

Total 60%

*Es obligación y deber del estudiante realizar al 100% el portafolio de evidencias y demás actividades

que solicite el profesor para la evaluación formativa.


February-June 2021

34

Área Disciplinar de

Desarrollo Humano

35



Coordinadora de la Academia de Orientación

Lic. Luisana Cuello Escalante

Coordinador de la Academia de

Cultura Física y Salud

MC Hipólito Fernando Flores Olguín


February-June 2021

36

Unidad de Aprendizaje: Orientación Psicológica

Semestre

Frecuencias por

Semestre

Frecuencias por

Semana

Valor en

Créditos

SEGUNDO 32 2 1

Fundamentación:

El curso de Orientación Psicológica es una de las Unidades de Aprendizaje del área de formación básica, que se

imparte en segundo semestre del Plan de Estudios de Bachillerato General, modalidad presencial/escolarizada, del

Modelo Académico del Nivel Medio Superior de la UANL, en la cual se busca desarrollar en el estudiante el

reconocimiento de sí mismo como persona en desarrollo.

Asimismo, el Modelo Académico de la UANL promueve la Educación centrada en el aprendizaje y la Educación

basada en competencias, así como la Innovación académica, como ejes estructuradores. La Reforma Educativa de

Nivel Medio Superior promueve personas conscientes de su entorno y de su persona, se requieren estudiantes que

se conozcan así mismo, es por eso ésta unidad de aprendizaje tiene la intención de contribuir al desarrollo de la

formación integral y al ejercicio de un estilo de vida saludable. En cada etapa de esta unidad de aprendizaje se

expresan las competencias a desarrollar, las generales de la Institución, mencionadas en el Modelo Académico del

Nivel Medio Superior de la UANL, así como las genéricas con sus atributos y las disciplinares, establecidas en el

Acuerdo Secretarial 444. En el desarrollo del curso, se aplica una Guía de aprendizaje, la cual se compone de una

secuencia de actividades que permitirán desarrollar y fortalecer las competencias propuestas, además se aplicarán

diferentes estrategias y tipos de evaluación (diagnóstica, formativa y sumativa – Acuerdo 8 del Comité Directivo del

SNB)

Para efectos de evaluación las unidades de aprendizaje correspondientes al campo disciplinar de Desarrollo Humano,

solo tomarán en cuenta las actividades que conforman el portafolio, ya que, por su naturaleza y características

particulares, el instrumento de evaluación (examen) queda excluido por no ser el pertinente para valorar la

experiencia vivencial, única y personalizada de cada estudiante. Estas unidades de aprendizaje tienen la finalidad

de guiarlos en su proceso de maduración biopsicosocial que los conduzca con éxito a una vida productiva y saludable.

La evaluación final de cada una de ellas, se representarán en el Kárdex en forma numérica tomando en cuenta los

puntos obtenidos de las actividades propuestas en el portafolio de cada uno de los programas analíticos

correspondientes.


Etapas

Número de

sesiones

Primera Etapa Adolescencia 8

Segunda Etapa Desarrollo Psicológico 8

Tercera Etapa Desarrollo Social 7

Cuarta Etapa Desarrollo de la Sexualidad 9

Total 32

37





1er. Examen Parcial NA NO APLICA NA

Primer Indicativo NA NO APLICA NA

2do. Examen Parcial NA NO APLICA NA

Examen Global NA NO APLICA NA

Formativa 100 PORTAFOLIO DE EVIDENCIAS Durante el semestre

Total: 100 %


Etapa Evidencia Descripción de la evidencia Valor

1ª

Dimensión 3

Análisis:

CUADRO

COMPARATIVO

Organización de las características de cada una de las tres

etapas de la adolescencia en un cuadro de doble entrada.

15%

2ª

Dimensión 3

Análisis:

PRÁCTICA

REFLEXIVA

Elaboración de un escrito donde reconoce su grado de

autoestima, autonomía, madurez y responsabilidad para

relacionarlo con algún ejemplo o situación cotidiana.

20%

3ª

Dimensión 3

Análisis:

ESTUDIO DE

CASO

Redacción de un escrito reflexivo donde identifique la conducta

de riego planteada en el caso “El ala rota”, asimismo realizar una

opinión sobre la contribución del ambiente social al desarrollo

personal.

20%

4ª

Dimensión 3

Análisis:

REPORTE ABP

Elaboración de un reporte con base a una conducta de riesgo

planteada en una problemática y sus posibles soluciones para la

práctica de una sexualidad responsable.

20%

PIA

PROGRAMA DE

ESTILO DE VIDA

SALUDABLE

Representación de un estilo de vida saludable a través de un

documento escrito, video o álbum.

Total

100%

NOTA: El alumno tendrá derecho a revisión del Producto Integrador de Aprendizaje sobre el 100% de la

calificación asignada, solo si cumple con al menos el 80% de asistencia al Programa de Orientación

Educativa y Vocacional

25%


February-June 2021

38

Unidad de Aprendizaje: Vida Saludable y Deporte

Semestre

Frecuencias por

Semestre

Frecuencias por

Semana

Valor en

Créditos

SEGUNDO 32 2 1

Fundamentación:

En la unidad de aprendizaje Vida Saludable y Deporte el estudiante experimenta el desarrollo de

competencias necesarias para adoptar estilos de vida saludable, promoviendo la importancia del

impacto de la dieta y la actividad física en su salud, así como el tipo de alimentos, las acciones para

mantener un estilo de vida activo y la importancia del trabajo en equipo para el logro de objetivos. En

el Modelo Educativo de esta Máxima Casa de Estudios se contempla al estudiante como el principal

protagonista del aprendiz aje, un líder que adquiere y desarrolla capacidades que le permiten construir

su propio conocimiento. Este modelo se rige por seis ejes que promueven la educación centrada en el

aprendizaje, la educación basada en competencias, la flexibilidad curricular, la internacionalización, la

innovación académica y responsabilidad social. A su vez el Modelo Académico (MA) del Nivel Medio

Superior propone que el estudiante sea el principal protagonista del aprendizaje, se le reconoce como

un sujeto activo que aprende pero que se autoforma adquiriendo y desarrollando capacidades que le

permiten construir su propio conocimiento.

La unidad de aprendizaje de Vida Saludable y Deporte, se ubica en el área de desarrollo humano y

contribuye al perfil de egreso, el cual está bajo el enfoque por competencias por lo cual considera como

marco referencial las competencias genéricas y disciplinares de la Reforma Integral de la Educación

Media Superior (RIEMS).

El desarrollo del curso se orienta para que los estudiantes adquieran hábitos para la adquisición de

una vida saludable y habilidades para el trabajo en equipo por medio de la práctica de la actividad física

y el deporte, en donde estos aprendizajes les permitan un desarrollo armónico en su vida personal y

social. Esta unidad de aprendizaje tiene como antecedente la unidad de aprendizaje Actividad Física y

Desarrollo Personal en la que los estudiantes identifican el nivel de capacidad física y participan de

manera responsable en las actividades deportivas con una actitud ética.


Número de

Etapas

sesiones

Primera Etapa Salud y Ejercicio 6

Segunda Alimentación saludable 6

Etapa

Tercera Etapa El ejercicio y el cuerpo humano 9

Cuarta Etapa Trabajo en equipo 9

Total 30

39





1er. Examen Parcial NA No Aplica No Aplica

2do. Examen Parcial NA No Aplica No Aplica

Examen Global NA No Aplica No Aplica

Formativa

100% PORTAFOLIO DE

EVIDENCIAS

Durante el semestre

Total: 100 %


Etapa Evidencia Descripción de la Evidencia Valor

1ª Reporte escrito Descripción sobre las enfermedades

relacionadas con la vida sedentaria.

2ª Maqueta Elaboración de una maqueta del plato del

bien comer y la jarra del buen beber.

3ª Presentación digital Presentación digital sobre los beneficios de

la actividad física en el organismo.

20%

20%

20%

4ª Video Práctica de Trabajo en Equipo 20%

PIA

Producto integrador de la UA

Documento escrito, video o álbum.

Torneos interiores /Trotes /Activación

física

10%

10%

Total 100%


February-June 2021

40

Formative Assessment

41



GENERAL REGULATIONS ON ASSESSMENTS AND

UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN REGULATIONS

Chapter II. - Ordinary and Extraordinary Evaluations

ARTICLE

81

The student who does not pass the first opportunity, may only

participate in the second-chance evaluation process if he/she

fulfills at least 70% of the activities established in the analytical

program of the corresponding learning unit, otherwise the

acronym NC, which means no compliance, will be settled in the

second-chance minutes.

NOTE: The activities established in the analytical program of the

Learning Unit are the activities of the PORTFOLIO OF EVIDENCE.


February-June 2021

42

2ND OPPORTUNITY EVALUATION

Criteria

The final grade of 2nd Opportunity consists of:

2nd Opportunity EXAM:

PORTFOLIO OF EVIDENCE:

70 % (from the test result)

30 % (from the result after review)

PORTFOLIO OF EVIDENCE:

It consists of all the Evidences indicated in the Formative Assessment,

it is delivered COMPLETE to your class teacher at the beginning of the

application of the 2nd Opportunity exam.

In order to be entitled to the second exam. OPPORTUNITY, the student

must:

1) Cover the cost of the 2nd Opportunity exam at the Treasury

Department, at least 24 hours before its application.

2) Attend the exam on the date and time indicated in the 2nd

Opportunity Exam Schedule.

3) Within the classroom show the teacher who applies the exam, the

original of the "paid" CASH RECEIPT issued by the Treasury

Department.

4) Show a photo ID card (University Credential).

Examination will only be applied to students who meet the above

requirements.

The review of the 2nd Opportunity Exam grade will be made 72 hours after the

date of application of it, according to the REVIEW Schedule.

The student who does not attend gives by ACCEPTED THE GRADE.

43



SIASE Sistema Integral para la Administración de los Servicios

Educativos optimizes the administrative processes of the Institution’s

departments to obtain information in a timely and reliable manner.

Advantages of the system

Basic, Upper Secondary, Higher and Postgraduate Education Levels

Student, teacher and parents

Accessibility

PROCEDURES AND CONSULTATIONS OF PERSONAL DATA, KARDEX,

SCHEDULE, GRADES, account statement, notices in general, payment of

fees and scholarships, via the Internet.

You can log in with the link: http://www.uanl.mx/enlinea

FOLLOW YOUR TEACHER’S INSTRUCTIONS on how to consult the system.


February-June 2021

44

Nexus Platform

Nexus is a platform that facilitates collaboration between students and

teachers in the teaching and learning process, in its On site, Online and

Mixed Modality.

You can log in with the link: www.nexus.uanl.mx

FOLLOW YOUR TEACHER’S INSTRUCTIONS on how to capture on a

platform and evaluate your Learning Evidence.

45



Microsoft TEAMS

Microsoft teams is a collaborative tool that shares workspaces based on teams

designed to improve communication between teachers and students. With its use you

can integrate in a single space the most important and necessary applications for

teamwork (chats, video conferences, notes and access or office online content).


February-June 2021

46

47




February-June 2021

48

MEC Martín Muñiz Zamarrón

Principal

MES María Elena Macías Peña

Academic Vice Principal

MA Gabriela Marylú Salinas Flores

Administrative Vice Principal

MA Brenda Arriaga Galarza

Vice Principal of Scholar Services

Information:

Preparatoria 16 UANL

Castilla y Santander s / n Fracc. Iturbide,

San Nicolás de los Garza, N.L.

Commutator; 80420030

www.preparatoria16.uanl.mx

F / Preparatoria16

@ Prepa16_UANL

-GPEA 2018 World Quality Award.

-Asia Pacific Quality Organization (APQO)

-Gold Award at the 2016 Ibero-American

Quality Award

-National Quality Award 2014

-Platinum Recognition in the Nuevo León

Award for Competitiveness

-Certified in the ISO 9001: 2015 Standard

-PC SINEMS Level 1

49



Evaluacion de los cursos Bachillerato Bilingüe

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