Uruguay Primer Grado (1st Grade) School Syllabus - Geography

This information is based on the official program provided by the Administración Nacional de Educación Pública (ANEP) of Uruguay for Geography in Tramo 2 (1st and 2nd Grade).

General Tramo 2 (1st & 2nd Grade) Profile:

Upon completing this stage, students will experience and enjoy the environment and cultural and natural heritage. They will investigate the individual-environment relationship and the basic relationships of ecosystems in their immediate surroundings. They will identify socio-environmental problems and seek their causes. Students will participate in and develop collaborative, cooperative, and supportive activities. They will listen to the opinions of others, recognize other points of view, and attend to differences in mediated situations. They will understand rules, follow them, and participate in their creation, assume assigned responsibilities, and identify problems in coexistence. They will progressively incorporate the cultural foundation of norms, begin to differentiate fair from unfair situations when involved, and contribute their own opinion in a mediated way.

With guidance, they will select and use the most appropriate digital resource available in their environment to fulfill a given task. They will investigate digital content of interest in the school environment.

They will communicate beliefs and feelings through different forms of expression, guided by the adult towards the search for assertiveness of their ideas and in empathetic interaction with their peers.

They will give their opinion through simple statements and reasons on topics of interest in the everyday context.

Through play, artistic expression, and experimentation, they are in the process of recognizing their integral corporeality. They identify that their body image is constituted in interaction with the environment, building bonds of trust. They acquire habits of care and respect for the image of their own body and that of others.

They recognize the expression of their emotions, feelings, thoughts, interests, and motivations and the implications of their actions in the bond they develop with others autonomously and mediated when their characteristics and circumstances so require. They begin to build confidence in themselves and their personal characteristics, as well as in the possibility of acquiring other skills and abilities. They explore their preferences, tastes, and needs and express them.

They formulate general questions about topics of interest and their surroundings and build affective networks for learning. On specific situations, they ask questions to build interpretations and seek answers that encourage them to propose and implement actions. They investigate, recognize, anticipate, and try to give explanations in new situations, empowered by curiosity, mediation, and interaction with their environment. They express their agreement or disagreement, elaborating reasons to explain their opinion when questioned by others, in an argumentative context. Based on doubt, they explore the environment, ask new questions, confronting their opinion with the information gathered, with the support of the adult. They progressively acquire the habit of observing, thinking, and acting, controlling some aspect of their activity: time management, concentration, self-observation with mediation. They describe what they learned, how they learned it, and what it was useful for.

They interact in different communicative situations with various supports to develop different languages (verbal, non-verbal, expressive, multimedia, iconic, and numerical) and engage in dialogue, constructing meanings. They make inferences from other language systems through paratextual elements, according to the context, according to their communicative interests and characteristics. They compare characteristics of computational language with other languages. In another language, they interpret simple instructions accompanied by gestures to perform actions and respond verbally with concrete and known statements.

They order the expression of their opinions, feelings, and emotions. They modify various materials from their environment to give them new forms or purposes. They propose play experiences in different contexts in which they actively participate. They combine their own ideas and those of others to generate original alternatives in everyday environments, to offer variations of responses to diverse problems, and put them to the test.

They observe and describe concrete phenomena of daily life, through data and variables that they obtain through perceptual processes linked to scientific knowledge, establishing sequences. They question events and concrete statements about phenomena in their environment, seek and anticipate explanations with or without technological mediation, anticipating possible effects. They understand and follow instructions to obtain an expected or desired result.

In addressing problems, they identify information, use useful data, and identify simple patterns. They explore computer tools to obtain, store, and retrieve information.

They propose solutions and anticipate results to simple computational problems, putting them to the test. They use problem decomposition as a strategy. They develop instructions in playful or everyday situations, identifying the importance of order in algorithms. They review the resolution processes; if they find errors, they recognize them and value them as part of the process. In this process, they explore, in a mediated way, and express themselves through basic programming notions in playful activities.

Specific Competencies for 1st Grade Geography:

• CE1: Explores, anticipates, perceives, and investigates in playful and everyday situations the elements and characteristics of their environment for enjoyment, according to their own interests and motivations and those of and with others.
• CE2: Experiments, follows instructions, raises, and builds spatial relationships with respect to themselves, objects, and routes, to apprehend a comprehensive vision of space and the notion of place.
• CE3: Distinguishes, interprets, writes, and links the natural and cultural assets of the environment and their uses, to interact with the environment harmoniously.
• CE4: Infers, questions, gathers information, and describes characteristics of different territories (school, neighborhood, locality, community) to construct spatial representations.
• CE5: Identifies environmental situations in their environment, proposes questions and alternative answers, combines their own ideas and those of other people to find provisional explanations, exchanging information.
• CE6: Selects, makes decisions, and uses available technological resources to gather information, communicate, express, and represent facts, concepts, and processes of the socio-natural environment.
• CE7: Listens to opinions, dialogues, and participates in collaborative, cooperative, and supportive activities, mediated by the teacher to recognize diversity.

1st Grade Content:

• Orientation and location in plans, models, and dioramas.
• Cartographic language: conventional and non-conventional references.
• Environmental common goods: Uses and management of local water resources. Environmental impact. The consequences of human activities on changes in atmospheric weather: Floods and droughts. Productive and cultural activities in the place: Artisanal work and cooperative organization.
• The dynamics of the landscape: influence of environmental and anthropic factors in its configuration.

Evaluation Criteria for 1st Grade:

• Infers, interprets, recognizes, and communicates the location of objects in the environment in plans, models, and dioramas.
• Identifies, makes decisions, and creates, combining their own ideas and those of other people, conventional and non-conventional references in individual and collaborative spatial representations with mediation.
• Distinguishes, values, enjoys, and uses environmental common goods in daily and group inquiry activities.
• Proposes and participates in actions aimed at the care and enjoyment of environmental common goods in their environment with mediation.
• Collects information and communicates collected data, choosing between multiple modes of representation and supports.
• Explores, experiments, and identifies landscape dynamics in relation to environmental and anthropic factors with or without mediation.