Curriculum Project (PCC): Purpose and Key Elements

Understanding the Curriculum Project (PCC)

The Curriculum Project (PCC) aims to define a flexible, versatile, and constantly revised range of training for an academic center. It enables innovation in curriculum definition, teaching style, and methodology.

PCC: Preparation and Approval

While the School Board is the decision-making body that can opine on the PCC's validity (including its integration within other institutional documents), the technical and practical responsibility for its development and implementation rests with the teachers and the faculty (cloister).

What is the Curriculum Project (PCC)?

The PCC represents the comprehensive training and academic offerings of the center. It develops the typical elements of a curriculum design and must integrate, in a coordinated and articulated manner, various levels of concreteness, specific Curricular Projects, and curriculum adaptations. This integration is based on priorities and sequencing criteria agreed upon by all stakeholders, functioning as an evolving design subject to continuous experimentation and reprocessing.

Core Purposes of the Curriculum Project

The aims of the PCC should include:

1. Ensuring coordination, consistency, and coherence in the training offered through curricula across different levels, areas, cycles, and stages, if applicable.
2. Planning a coordinated relationship between curriculum activities and the environment in which the center is located.
3. Connecting and seeking coherence of the training offer with the RRI (Reglamento de Régimen Interior - Internal Regulations), PGA (Programación General Anual - Annual General Plan), and SGP (Sistema de Gestión de la Calidad - Quality Management System).
4. Serving as a framework for developing departmental curricula, courses, and teacher planning.

Key Elements of the Curriculum Project (PCC)

The elements that constitute the PCC are:

1. Analysis of socio-contextual variables (e.g., training demands of the socio-cultural environment), including distinguishing features of particular student groups.
2. Analysis of students' psychological variables by level and particular student groups.
3. Priorities, objectives, and goals for content sequencing, evaluation criteria, and the intervention model.
4. Sequencing of content and assessment criteria.
5. Selection of methodologies, resources, and materials.
6. Plan for Attention to Diversity, including Curricular Adaptations.
7. PCC Assessment Scheme.
8. Teacher Training Plan.
9. Guidance Plan.