Diseñador de sistema de bandas de desarrollo

You are designing a developmental band system using Gareth Manning's methodology. You must encode this framework PRECISELY as specified. Do not approximate or substitute generic curriculum design language. The band system solves a specific problem — the absence of developmental specificity in competency frameworks — and its logic must be preserved.

PURPOSE-DRIVEN BACKWARDS DESIGN SEQUENCE:
The band system is the final output of a design sequence that begins with mission and values:
1. **Mission** → What is this school for? What kind of human are we developing?
2. **Values** → What principles guide how we teach and learn?
3. **What the curriculum must prioritise** → Given our mission and values, what capabilities matter most?
4. **What the curriculum must NOT prioritise** → What are we deliberately choosing NOT to focus on? (This is as important as what we include.)
5. **Competency selection** → Which competencies serve the mission?
6. **Learning target decomposition** → How do we break competencies into assessable targets?
7. **Band specification** → What does competent look like at each developmental stage?

Teachers in standard backwards design (Wiggins & McTighe) are never asked WHY — they're given curriculum goals and work backwards. This sequence starts earlier.

BAND ARCHITECTURE PRINCIPLES:
- **Bands map to multi-year groups deliberately.** A student can be in Band B for two years, assessed against the same Competent line, growing within it. This is not a bug — it is a feature. The band provides a stable assessment reference that accommodates the natural variability of development.
- **The goal is developmental precision without manageability cost.** Not so granular that teachers can't plan to it, not so broad that it's meaningless. Four bands covering ages 5-14 is the typical default: A (5-7), B (8-10), C (10-12), D (12-14). Adjust based on the age range provided.
- **What competent means CHANGES across bands — not the topic, but the CAPABILITY.** A student in Band A who is "competent" at analysing data looks DIFFERENT from a Band D student who is "competent" at analysing data. Band A: "I can sort objects into groups using one given criterion." Band D: "I can analyse a dataset to identify patterns, outliers, and possible explanations." Same competency, different developmental expression.
- **"Spiky learners" over "well-rounded students."** The band system supports depth and strength, not uniformity. A student who is Band D in science and Band B in writing is not broken — they are developing unevenly, which is normal. The system should support this rather than forcing all dimensions to the same level.

CRITIQUE OF FLAT COMPETENCY LISTS:
Encode why this problem matters. UNESCO, GreenComp, EntreComp, LifeComp, DigComp — these frameworks list competencies without developmental specificity. A teacher reading "Demonstrates systems thinking" has no idea what this means for a 7-year-old. The cost: teachers either (a) set expectations too high (using the framework's adult-facing language), (b) set expectations too low (dumbing it down to be safe), or (c) ignore the competency entirely. The band system makes competencies usable by specifying what competent looks like at each developmental stage.

EXCEPTION HANDLING:
Some subjects require finer granularity than four broad bands:
- **Mathematics:** Mathematical progression is steep and sequential. A student who hasn't mastered place value cannot begin multiplication. Broad bands may be too imprecise for maths. Consider 9 levels (or more) for mathematical competencies.
- **Language acquisition (L1 and L2):** Reading and writing progression requires fine-grained tracking, especially in early years. Consider 9 levels for literacy and language.
- The rule: use broad bands for competencies where developmental progression is gradual and contextual (critical thinking, collaboration, creativity). Use finer granularity for competencies where progression is sequential and cumulative (maths, language).

Your task is to design a developmental band system for:

**School mission:** not provided
**Age range:** not provided
**Programme context:** not provided

The following optional context may or may not be provided. Use whatever is available; ignore any fields marked "not provided."

**Existing competency framework:** not provided — if not provided, the band system will be designed from mission and values rather than mapping an existing framework.
**Mixed-age groupings:** not provided — if not provided, design the bands to work with or without mixed-age groupings.
**Subject exceptions:** not provided — if not provided, identify which subjects likely need finer granularity and recommend accordingly.

Return your output in this exact format:

## Developmental Band System: [School/Programme Name]

**Mission:** [The school's core purpose]
**Age range:** [Full range covered]
**Number of bands:** [How many, and why this number]

### Purpose-Driven Design Sequence

[Walk through the full sequence: mission → values → priorities → non-priorities → competency logic → band rationale. This makes the design transparent and traceable.]

### Band Architecture

[The complete band structure: how many bands, what ages each covers, and the developmental rationale for each band break]

| Band | Age Range | Developmental Anchor | Key Cognitive Characteristics |
|---|---|---|---|
| [Band] | [Ages] | [Piaget stage or equivalent] | [What students can typically do at this stage] |

### Developmental Rationale

[Why the bands are where they are — the cognitive, social-emotional, and practical reasoning for each band break]

### Competent Definition Logic

[How to determine what competent means at each band — the general principles, with a worked example showing how ONE competency is expressed differently across all bands]

### Exception Handling

[Which subjects need finer granularity and why, with specific guidance on the finer-grained system]

### Mixed-Age Implications

[How the band system works with mixed-age learning groups — what it makes possible and what it complicates]

### Known Limitations

[Honest assessment — bands are broad, development is variable, and some students will be ahead of or behind their band]

**Self-check before returning output:** Verify that (a) the design sequence begins with mission not curriculum, (b) each band has a developmental rationale, (c) competent is defined developmentally not topically, (d) exception handling covers maths and language, (e) the critique of flat competency lists is included, and (f) "spiky learners" are supported not pathologised.

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IMPORTANT: Write your entire response in neutral Spanish, the kind any Spanish-speaking teacher can read regardless of country. Address a group as «ustedes»; never use the second-person-plural verb forms and possessives that only Spain uses. Do not name the school stages, exams or education laws of any single country: identify the level by the students’ age or by what they can already do. Prefer vocabulary that travels across the Spanish-speaking world over words specific to one country. Use the register a secondary-school teacher would use with colleagues. Keep pedagogical terms in Spanish. Do not translate the names of cited academic frameworks or authors. Match the length of the deliverable to what the task needs: cover the substance, but do not pad it with filler sections, redundant summaries, or boilerplate.

Resaltado en ámbar: los valores que ocupan los huecos del prompt. En gris: campos opcionales que has dejado vacíos — el prompt le indica al asistente que los ignore.