PRIMER SEMESTRE Traducidofinal

RC-DA-042

REV.17-08-20

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

Agosto - Diciembre 2017

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Material Prepared by Professors and Academy Coordinators, overseen

by Discipline Area Heads

INDEX

CONTENT

3 Introduction

4 Didactic Sequence

5 Credits per learning unit

6 Graduate Profile of High School Studies

12 Math Discipline Area

14 Development of Algebraic Thinking

16 Experimental Science Discipline Area

18 The Paths of Knowledge

20 Discipline Area of Communication and Language

22 Expresión Oral y Escrita

24 English in Action I

26 ICT I

28 Área Disciplinar de Ciencias Sociales y Humanidades

30 Introducción a las Ciencias Sociales

32 Área Disciplinar de Desarrollo Humano

34 Orientación Educativa

36 Actividad Física y Desarrollo Personal

38 Formative Assessment

39 General Regulations on Assessments

40 Evaluation on the 2nd Opportunity Exam

41 SIASE

42 Nexus Platform

43 Microsoft Teams

44 School Activities Calendar

Preparatoria 16 of UANL | Course Evaluations 1st Semester

August - January ( 2020-2021)

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INTRODUCTION

Welcome to Preparatoria 16!

Today is a special day for our new students, it marks the beginning of a new life with new routines,

new challenges and new opportunities. Your commitment to a professional and personal future

will be reflected in your results through your presence and participation in Preparatoria 16 of

UANL. It is a pleasure to welcome and congratulate you all for being part of this new Virtual Age

in this semester August 2020 – January 2021. Rest assured that we will support you on your way.

We are convinced that this digital challenge will lead us to transcend and transform ourselves

personally and socially. Remain determined and adaptive to grab this opportunity of learning by

taking classes through the virtual world.

Following, we provide the document "Course Evaluations" that aims to guide you on the following

aspects:

• Partial and global exam dates

• Activities to be carried out in the semester

• Credits per learning unit

• Information about SIASE and use of NEXUS and Microsoft TEAMS platforms

Among other general aspects, we want to express how proud we are for choosing to share with

us the true colors of our Preparatoria 16 and encourage you to get involved in this great

institution and being part of this great family. We invite you to elicit your willpower, giving your

best effort, being ambitious in your studies, and create a commitment with your family, with

society and mostly to yourself. Your academic success and well-being is as important to us as it

is to you. Now, it’s your turn to set out on this exciting journey.

#SomosUni #SomosPrepa16

MEC MARTÍN MUÑIZ ZAMARRÓN

PRINCIPAL

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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.



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CREDITS PER LEARNING UNIT

1st semester General High

School Onsite Modality

Learning Unit

Credits

Development of

Algebraic Thinking

4

Expresión Oral y Escrita 2

English in Action I 4

Information and

Communication

2

Technology 1

The Paths of Knowledge 4

Introducción a las

Ciencias Sociales

3

Orientación Educativa 1

Actividad Física y

Desarrollo Personal

1

TOTAL: 21

Minimum Credits

to move forward

10

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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.

ATTRIBUTES



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individuals and cultures in time and

space, while developing a sense of

identity.

• Participate in art-related practices.

• 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.

ATTRIBUTES

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• Manage Information and

Communication Technology to get

information and express ideas.

• 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.



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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.

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• 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



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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.

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Math Discipline

Area



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Discipline Area Head

MEC Alma Rosa Vázquez Ortiz

Math Academy Coordinator

MA Christian Eusebio Charles Landeros

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Learning Unit: Development of Algebraic Thinking

Semester

Frequencies per

semester

Frequencies per

week

Credit Value

First 96 6 4

Didactic Basis:

In the Development of Algebraic Thinking Learning unit, the student uses algebraic

thinking, based on general operational properties of numbers and their symbolization,

to model and resolve a situation in real contexts.

Development of Algebraic Thinking Learning unit strengthens as a platform of

knowledge, skills, competencies, required and necessary for the development of any of the

areas of knowledge in general, but mainly aims to the acquisition of knowledge for later

application, both Analytical Geometry, Trigonometry, Differential and Integral Calculation, as

well as probability and Statistics. The proper acquisition and application of the

conceptualization of this Learning Unit and the appropriate connection with the knowledge of

the other branches of Mathematics, allows the student the consolidation of the competencies

he needs, and the development of others, to enter the labor market, to contribute to personal

and social development in today’s world.

Concise Content

First Stage

Second Stage

Third Stage

Fourth Stage

Stages

Operations with polynomials

Notable Products, factoring of polynomials and

algebraic fractions

Linear equations in one and two variables and

fractional equations

Quadratic Equations

Number of

sessions

18

30

30

18

Total 96



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Evaluation of 1st Opportunity (Criteria)

Evaluation Value Content Date

1st Partial Exam 10% Stage 1

September 21st -

October 2nd, 2020.

2nd Partial Exam 10% Stage 2

November 2nd – 13th,

2020.

Global Exam 20% Stages 1 – 4

December 7th- 18th,

2020.

Formative 60% Portfolio of Evidence During the semester

Total: 100 %

Portfolio of Evidence (Formative)

Stage Dimension Evidence Value

1st

Learning

Evidence

Laboratory. Applies different operations with polynomials in

mathematical context situations. 10 %

2nd

Learning

Evidence

Laboratory. Apply the different types of Notable products and

factoring to solve problems in mathematical contexts.

10 %

3rd

Learning

Evidence

Laboratory. Solve systems of linear equations using analytical

methods and the graphical method for application in formal and real

contexts. 10 %

4th

Learning

Evidence

Laboratory. Apply the different methods of solving a quadratic

equation to solve problems in formal and real contexts.

10 %

PIA

Algebraic

booklet

Propaedeutic course and Algebraic booklet. Series of

exercises that integrate the content included in the learning unit. 20 %

Total 60%

Note: It is a requirement for the evidence grade on NEXUS, get a minimum average of 70

per stage in the Fortalecimiento a las competencias Numéricas platform.

It is a requirement to attend the propaedeutic course to evaluate the ILP.

15



Experimental Science

Discipline Area



16


MEC María de Lourdes Rojas Pedraza

The Paths of Knowledge Academy Coordinator

MC Nancy Bustillos Garza

17



Learning Unit: The Paths of Knowledge

Semester

Frequencies per

semester

Frequencies per

week

Credit Value

First 80 5 4

Didactic Basis:

The learning unit (LU) called The Paths of Knowledge, generally applies the paths of knowledge

generation, from a multidisciplinary perspective, which allows the student a first approximation to the

analysis, reflection and assessment of the ways in which knowledge is built, and at the same time to

recognize and analyze cases of the process of building and generating scientific knowledge in the

experimental sciences, in the social sciences and humanities. The Paths of Knowledge, first semester,

corresponds to the basic training area of the general high school curriculum of the Academic Model of

the Upper Middle Level of the UANL. It is transversal with the LU Introducción a las Ciencias Sociales

and serves as a precedent for the LU of the fields of Experimental Sciences, Ciencias Sociales y

Humanidades.

This LU is organized into four didactically sequenced stages: Fundamentals and development of human

knowledge, where the background of the scientific method is addressed; Logic and knowledge, where

the importance of logic in scientific research is analyzed; The scientific method in experimental sciences,

where the principles of the method for the resolution of experimental problems are analyzed and finally

the Scientific Method in the Social Sciences, where the solutions given to existing social problems are

tested through the application of this method. In the context of today's knowledge society, people are

required to face challenges and solve problems, build and re-build knowledge, propose innovative

solutions and/or make high-value decisions that translate into courses of action characterized by their

relevance, social commitment and ethical approach.

Concise Content

Number of

Stages

sessions

First Stage Fundamentals and development of human knowledge 20

Second Stage Logic and knowledge 20

Third Stage The scientific method in experimental sciences 20

Fourth Stage

The Scientific Method in the Social Sciences

20

Total 80



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1st Partial Exam 10 % Stage 1 & Stage 2 (2.1 y 2.2) September 21st -

October 2nd, 2020.

2nd Partial Exam 10 % Stage 2 (2.3 y 2.4) & Stage 3 November 2nd – 13th,

2020.

Global Exam 20 % Stages 1, 2, 3 & 4 December 7th- 18th,

2020.

Formative 60 %

Portfolio of Evidence During the semester

Total: 100 %



1st

2nd

3rd

4th

Dimension 2

(Comprehension)

Dimension 2

(Comprehension)

Dimension 3

(Analysis)

Dimension 4

(Application)

Timeline: Epistemology and Technological

Development.

10 %

Mind map: Logical principles. 10 %

Written analysis: a case study using the experimental

scientific method.

10 %

Flowchart: Social problems of your environment. 10 %

PIA Report: Research project applying the scientific method.

20 %

Total 60 %

Note: The student must comply with at least 80% of the didactic sequence activities in order to be

entitled reviewing the learning evidence for each stage on the NEXUS platform.

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Discipline Area of

Communication and Language



20


MDT Roxana Treviño López

Foreign Language Academy Coordinator

MES Pompeyo González Alvarado

ICT Academy Coordinator

MT Lisbeth Cortez Hernández

21



Unidad de Aprendizaje: Expresión Oral y Escrita

Semestre

Frecuencias por

Semestre

Frecuencias por

Semana

Valor en

Créditos

Primero 48 3 2

Fundamentación:

A través de las actividades de esta unidad de aprendizaje el estudiante de nivel medio superior aplica estrategias

que propician el desarrollo o incremento de su competencia comunicativa para expresarse con eficiencia en forma

oral y escrita tanto en el ámbito escolar (con maestros, condiscípulos y autoridades) como en su vida social al

interrelacionarse con miembros de su comunidad, mediante la expresión clara y variada de sus ideas ante

diferentes auditorios y con una diversidad de propósitos.

La Unidad de Aprendizaje de Expresión Oral y Escrita de primer semestre, corresponde a una de las unidades de

aprendizaje del Área de Formación Básica, del Plan de Estudios del Bachillerato General, del Modelo Académico

del Nivel Medio Superior de la UANL. Los conocimientos que adquiera en esta unidad de aprendizaje tanto del

proceso de la comunicación como de aspectos sintácticos (oraciones y párrafos), gramaticales (categorías de

palabras), semánticos (los conceptos y sus relaciones) y ortográficos, le serán útiles al estudiar las formas diversas

de expresión (descripción, diálogo y narración). Al abordar los diferentes tipos de textos e investigar en diferentes

fuentes para elaborar sus trabajos académicos, mostrará el dominio en el manejo de conceptos, aplicará

estrategias de comunicación oral y escrita y logrará una correcta redacción en su producción de textos.

Además, este curso promueve la Educación centrada en el aprendizaje y la Educación basada en competencias,

así como la Innovación académica, Ejes estructuradores y Eje transversal del Modelo Educativo de la UANL

respectivamente. Con ello se promueve un aprendizaje significativo, al considerar al estudiante como centro del

proceso de enseñanza- aprendizaje. Así mismo, se incorporan estrategias innovadoras dentro y fuera del aula, lo

que refuerza la formación integral del estudiante.

Contenido Sintético

Etapas

Número de sesiones

Primera Etapa Desarrollo de procesos cognitivos 12

Segunda Etapa De la oración al párrafo 12

Tercera Etapa Tipologías textuales 12

Fourth Stage Expresión oral 12

Total 48



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Evaluación de 1° Oportunidad (Criterios)

Evaluación Valor Contenido Fecha

1er. Examen Parcial

10% Etapa 1

Del 21 de septiembre al 2

de octubre del 2020

2do. Examen parcial

10%

Examen Global 20%

Etapa 2 y 3

(Solamente tema de

tipologías textuales)

Todas las etapas

Del 2 al 13 de noviembre

del 2020

Del 7 al 18 de diciembre

del 2020

Portafolio 60% PORTAFOLIO DE

EVIDENCIAS

TOTAL 100%

Durante el semestre

PORTAFOLIO DE EVIDENCIAS (Formativa)

Etapa Dimensión Evidencia Valor

1ª

2ª

3ª

4ª

Evidencia de

aprendizaje

Mapa

conceptual

Evidencia de

aprendizaje

Texto con

estructura IDC

Evidencia de

aprendizaje

Texto escrito

Evidencia de

aprendizaje

Debate y

reporte escrito

Mapa conceptual sobre un texto de alguna de las UAC que

llevan en primer semestre.

Texto escrito, con estructura IDC, en el que se incluyan

diferentes tipos de párrafo atendiendo a su función.

Texto escrito, acorde a la tipología textual vista en clase.

Debate y reporte escrito sobre el mismo que integre

concusión por equipo..

10%

10%

10%

10%

PIA Texto escrito, acorde a la tipología textual. 20%

Total 60%

Nota: ES REQUISITO INDISPENSABLE CUMPLIR CONLAS ACTIIVADES DE LA GUÍA INSTRUCCIONAL

PARA LA REVISIÓN EN NEXUS DE CADA ETAPA.

23



Learning Unit: English in Action I

Semester

Frequencies per

semester

Frequencies per

week

Credit Value

First 120 5 4

Didactic Basis:

In English in Action I 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 I 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 sub-skills 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.

Concise Content

Stages

Number of

sessions

First Stage Fundamental Purpose 30

Second Stage Strategic Analysis 30

Third Stage Powerful Structures 30

Fourth Stage Creative Production 30

Total

120



24




2nd Partial Exam 10% Stages 2 & 3

Global Exam 20% Stages 1,2,3 & 4

September 21st - October 2nd,

2020.

November 2nd – 13th, 2020.

December 7th- 18th, 2020.

Formative 60% Portfolio of Evidence During the semester

Total: 100 %



LE Written dialogue (NEXUS)

1st

10%

2nd

LE

Strategic communication and public presentation worksheet (NEXUS)

10%

3rd

LE

Narrative paragraph (NEXUS)

10%

4th

LE

Reading presentation (NEXUS)

10%

PIA

Oral Presentation about the free-topic or STEM project

20%

Total 60%

25



Learning Unit: Information and Communication

Technology 1

Semester

Frequencies per

semester

Frequencies per

week

Credit Value

First 48 3 2

Didactic Basis:

Nowadays, the use of information and communication technologies is of great relevance and importance

in any area in which human beings unfold. It is useful to create and manipulate information, for decisionmaking

and to be in constant communication with the local, national and global environment. It does this

through different means, such as electronic devices, computers, email, web pages and social networks,

just to mention a few. It should be borne in mind that it is important to take advantage of all the benefits

they offer and not to be excluded from technological advancement and progress. It is therefore essential

to learn how to use them in a responsible, ethical way, and to make the most of them. In this Learning

Unit, students use the information and communication technologies at their disposal to obtain, interpret

and process information, so that they produce materials and transmit information with ethics and

responsibility.

This First Semester Information and Communication Technology Learning Unit corresponds to one of the

learning units in the Basic Training Area, the General High School Curriculum, the Academic Model of the

Upper Middle Level of the UANL. In this course the student makes use of the technological tools at his

disposal, both hardware and software, which allows him to carry out his daily activities, such as

researching, manipulating electronic devices, handling software to obtain information, interpreting it and

processing it, and this helps him in the elaboration of tasks, projects, as well as working collaboratively

with his peers.

In addition, it promotes Education focused on learning and skills-based education and academic innovation,

structuring axes and cross-cutting axis of the UANL Educational Model respectively. This promotes

meaningful learning by considering the student as the center of the teaching-learning process.

Concise Content

Stages

Number of sessions

First Stage Mobile and Desktop Devices 12

Second Stage Electronic Documents 12

Third Stage Electronic Presentations 12

Fourth Stage Spreadsheet 12

Total 48



26




2nd Partial Exam 10% Stages 2 & 3 (until 3.1 y 3.2)

Global Exam 20% All stages

September 21st - October

2nd, 2020.

November 2nd – 13th,

2020.

December 7th- 18th, 2020.

Portfolio 60% Portfolio of Evidence During the semester

TOTAL 100%



1st

Interactive Presentation

Preparation of an interactive presentation in the Prezi

application, containing relevant information from

Stage 1. It also includes a link to the graphic organizer

created in Cmaptools.

10 %

2nd

Research Project

Develop a research project in a Word document

relating to the most popular social networks.

10 %

3rd

Electronic Presentation

Electronic presentation in Microsoft PowerPoint, on a

topic assigned by the teacher.

10 %

4th

Case Study

Preparation of a workbook in Microsoft Excel on a

case study assigned by the teacher.

10 %

PIA

Presentation

Preparation of an electronic document and a

presentation on "A social problem from the

perspective of young people".

20 %

Total 60%

NOTE: IT IS ESSENTIAL TO COMPLY WITH THE RECOVERY ACTIVITIES OF EACH STAGE OF THE TEXTBOOK AND SELF-

ASSESSMENT OF EACH STAGE ON NEXUS.

27



Área Disciplinar de Ciencias

Sociales y Humanidades



28

Jefe de Área Disciplinar

MLE Luis Alberto Gamboa Gutiérrez

Coordinadora de la Academia de

Artes y Ciencias Sociales

Lic. Gabriela Trejo Rodríguez

29



Unidad de Aprendizaje: Introducción a las Ciencias Sociales

Semestre

Frecuencias por

Semestre

Frecuencias por

Semana

Valor en

Créditos

Primero 64 4 3

Fundamentación:

El estudiante utiliza a las Ciencias Sociales para fortalecer el análisis, la discusión y el debate

de las ideas sobre los asuntos que competen a la sociedad, por lo que el conocimiento de las

diferentes áreas que comprenden a las Ciencias Sociales y sus objetos de estudio, ayudan a

conformar una sociedad más consciente y participativa, mediante la comprensión de las

problemáticas sociales y sus posibles soluciones.

Es prioritario que al joven se le arrope con estos conocimientos que le permitirán tener una

conciencia social incluyente, con competencias tanto generales, genéricas y disciplinares

mencionadas tanto en el modelo académico del Nivel Medio Superior de la UANL, y

establecidas en el acuerdo secretarial 444 de la RIEMS, en las que valore la importancia del

contexto en el que se desenvuelve. Estos aprendizajes refuerzan lo visto en el curso

propedéutico de convivencia escolar que lo sensibiliza y lo hace participe mediante las

diferentes actividades propuestas en la guía de aprendizaje y le sirven de antecedente para la

unidad de aprendizaje La Vida en México: Política, Economía e Historia.

El curso ha sido diseñado en cuatro etapas en la que incluye en la etapa 1 la construcción y

proceso del conocimiento en ciencias sociales, en ella se analizan los conceptos básicos del

estudio en Ciencias Sociales, en la etapa 2, identifica el campo de acción de las Ciencias Sociales,

en la etapa 3, interpreta los conceptos básicos para el estudio de los fenómenos sociales,

realizando una visualización de las principales teorías sociales, por último en la etapa 4 se aborda

una interacción del individuo con la sociedad en un marco de interculturalidad, para ello investiga

la función y los programas de algunas instituciones gubernamentales.

Primera Etapa


Etapas

Proceso de construcción del conocimiento en

ciencias sociales

Número de

sesiones

16

Segunda Etapa Campo de acción de las ciencias sociales 16

Interpretaciones científicas y conceptos básicos 16

Tercera Etapa

para el estudio de los fenómenos sociales.

Cuarta Etapa

Interacción del individuo con la sociedad en un

marco de interculturalidad.

16

Total 64



30



10% Etapa 1 Del 21 de septiembre al 2 de

1er. Examen Parcial

octubre del 2020

2do. Examen Parcial

Examen Global

10% Etapa 2 y 3 Del 2 al 13 de noviembre del

2020

20% Etapas 1, 2, 3, 4 Del 7 al 18 de diciembre del

2020

Formativa

60% PORTAFOLIO DE

EVIDENCIAS

Total: 100 %

Durante el semestre


Etapa

Dimensió

n

Evidencia

Valor

1ª

Evidencia de

aprendizaje

Cuadro sinóptico de un tema de la etapa.

10%

2ª

Evidencia de

aprendizaje

Diagrama de árbol de las teorías sociales.

10%

3ª

4ª

Evidencia de

aprendizaje

Evidencia de

aprendizaje

PIA

Mapa conceptual del impacto de las ciencias

sociales. 10%

Presentación digital de una problemática social

usando la estrategia ABP. 10%

Ensayo y presentación digital de una

problemática social. 20%

Total 60%

NOTA: DEBERÁS REALIZAR TODAS LAS EVIDENCIAS QUE INDIQUE TU MAESTRO PARA PODER

EVALUARTE LAS QUE APARECEN CON VALOR.

31



Área Disciplinar de

Desarrollo Humano



32

Jefa de Área Disciplinar

MA Nora Cantú Cavazos

Coordinadora de la Academia de Orientación

Lic. Luisana Cuello Escalante

Coordinador de la Academia de

Cultura Física y Salud

MC Hipólito Fernando Flores Olguín

33



Unidad de Aprendizaje: Orientación Educativa

Semestre

Frecuencias por

Semestre

Frecuencias por

Semana

Valor en

Créditos

Primero 32 2 1

Fundamentación:

En la Unidad de Aprendizaje de Orientación Educativa el estudiante practica estrategias de aprendizaje que le

permiten llevar a cabo elecciones académicas y personales adecuadas a sus necesidades y de manera

satisfactoria, lo cual favorece su aprovechamiento y fortalece su preparación. Corresponde a una de las

unidades de aprendizaje del Área de Formación Básica, del Plan de estudios del Bachillerato General, del

Modelo Académico del Nivel Medio Superior de la UANL. En Orientación Educativa se generan competencias

que potencializan el desempeño académico del estudiante, pues se trata de un pilar fundamental para su

porvenir.

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 serie de actividades que permitirán desarrollar y

fortalecer las competencias propuestas, además el docente cuidará el proceso de aprendizaje, aplicando

diferentes estrategias y tipos de evaluación, tales como la diagnóstica, la formativa y la sumativa (Acuerdo 8 del

Comité Directivo del SNB), así como la autoevaluación, coevaluación y heteroevaluación, donde él guiará y

orientará a los jóvenes en cada una de las actividades, retroalimentando y dando sugerencias tantas veces sea

necesario, utilizando diversos instrumentos de evaluación, hasta lograr el aprendizaje en el estudiante.

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.


Etapas

Número de

sesiones

Primera Etapa Desarrollo Cognitivo 8

Segunda Etapa Inteligencias Múltiples 7

Tercera Etapa Hábitos de estudio 8

Cuarta Etapa Estrategia de aprendizaje 9

Total 32



34

35



1er. Examen Parcial

2do. Examen Parcial

No Aplica No Aplica No Aplica

No Aplica No Aplica No Aplica

Examen Global No Aplica No Aplica No Aplica

100% PORTAFOLIO DE

Formativa

Durante el semestre

EVIDENCIAS

Total: 100 %



1ª

2ª

3ª

4ª

PIA

Dimensión 3 Análisis:

MAPA MENTAL

Dimensión 3 Análisis:

COLLAGE

Dimensión 4 Aplicación:

TABLA DE HORARIO

SEMANAL

Dimensión 4 Aplicación:

MATRIZ DE

ESTRATEGIAS DE

APRENDIZAJE

TRÍPTICO

Elaboración de un mapa mental donde identifique

fortalezas y áreas de oportunidad en relación al

propio desarrollo intelectual a través del

reconocimiento de su estilo de aprendizaje y

hemisferio cerebral dominante.

Elaboración de un collage en el que represente a

través de recortes de revistas, periódicos, etc.; sus

inteligencias múltiples más predominantes y

reconoce capacidades más sobresalientes.

Organizar y definir metas, tiempos y actividades

para el seguimiento de nuevos hábitos de estudio

y personales; así también plasmar retos y

objetivos..

Integración de los contenidos del libro de texto,

relacionando las competencias, las estrategias y

su aplicación durante el semestre

Representación de las evidencias realizadas y

competencias logradas a través de las etapas de

la Unidad de Aprendizaje de Orientación

Educativa.

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.

Unidad de Aprendizaje: Actividad Física y Desarrollo Personal



20%

15%

20%

20%

25%

Semestre

Frecuencias por

Semestre

Frecuencias por

Semana

Valor en

Créditos

Primero 32 2 1

Fundamentación:

En la unidad de aprendizaje Actividad física y Desarrollo personal el estudiante analiza

su situación física a través del diagnóstico de sus capacidades, mismas que le permitan

adquirir un estilo de vida saludable, el uso adecuado del tiempo libre y la práctica de

los valores para una convivencia sana. 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 la Reforma Integral

del Nivel Medio Superior

En la unidad de aprendizaje de Actividad física y Desarrollo personal, se ubica en el área

de desarrollo humano y contribuye al perfil del 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). Esta

unidad de aprendizaje tiene como consecuente la unidad de aprendizaje Vida Saludable

y Deporte en la que los estudiantes identifican las enfermedades de una vida sedentaria

y los beneficios del trabajo en equipo a través del deporte.

Este curso fue diseñado con el objetivo principal de iniciar en los estudiantes el interés

por la práctica de actividades deportivas y por ende mejorar su estado físico que les

ayuden en su vida personal, social y profesional. Los estudiantes que ingresan al Nivel

Medio Superior en este Campo Disciplinar tienen como antecedente el haber cursado

la asignatura de Educación Física en Educación Básica.

Etapas


Número de sesiones

Primera Etapa Evaluación de las capacidades físicas 8

Segunda Etapa

Beneficios físicos de la práctica de la actividad

8

física

Tercera Etapa Fair Play ( juego limpio ) 8

Cuarta Etapa Torneos Intra-Grupos 8

Total 32



36



1er. Examen Parcial No Aplica No Aplica

2do. Examen Parcial

Examen Global

No Aplica

No Aplica

No Aplica

No Aplica

No Aplica

No Aplica

No Aplica

Formativa 100% Portafolio de Evidencias Durante el semestre

Total: 100 %



1ª Reporte Escrito

Evidencia de Nexus Reporte escrito sobre su

valoración física. 20%

2ª Cuadro

Comparativo

3ª Reporte

Escrito

4ª Cartel

Informativo

Evidencia de Nexus Cuadro comparativo sobre las

capacidades físicas.

Evidencia de Nexus Reporte escrito sobre el Fair

Play.

Evidencia de Nexus cartel informativo de Torneos

intra - grupos por realizar.

20%

20%

20%

PIA

Actividad extra

aula

Actividad extra

aula

Mapa Mental 10%

Activación Física 10%

TOTAL: 100%

37



Formative Assessment



38

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.

39



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.



40

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.

41



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.



42

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).

43





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