0$,*,%/010 -,2#,3% ’45678097:;780?0$:

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Profesora: María José López ViñasDepartamento de Administración de Empresas

./,#0(1232433

-1-

35(%'$,0*/..%&'

Tal y como está regulado el módulo profesional, la asignatura se impartirá a razón de 5 horas semanales. Es conveniente una distribución temporal en tres módulos en días alternos, de dos horas de duración cada uno y otro de una hora, lo que permitiría cierta continuidad en el trabajo, imprescindible desde un punto de vista metodológico.

Para impartir este módulo profesional, dado el tiempo de que se dispone, sería conveniente y aconsejable aplicar la siguiente metodología:

• Activa, participativa y amena, favoreciendo las técnicas de estudio y el autoaprendizaje.

• Grupal e individualizada, y con una atención especial para aquellos alumnos/as que no alcancen el nivel exigido.

• Motivadora, que tenga en cuenta los intereses y necesidades de los alumnos/as.

Se sugieren las siguientes formas metodológicas para la impartición de las Unidades:

! Explicaciones breves y esquemáticas de los contenidos.

! Ejemplificación de casos prácticos.

! Resolución de actividades.

! En el tercer trimestre del curso se emplearán el ordenador y aplicaciones informáticas.

Las aplicaciones informáticas, de gran importancia en la preparación del alumnado de cara a su proyección e inserción laboral, no deben considerarse como contenidos del currículo ya que constituyen una herramienta de trabajo y por tanto han de contemplarse como un aspecto metodológico.

Los materiales didácticos que se aconseja emplear durante el curso son:

! Plan General de Contabilidad: cuadro de cuentas.

! Libro de texto.

! Calculadoras.

! Ordenadores.

! Aplicaciones informáticas: Contaplus.

Se realizará una evaluación continua, basada en tratar de alcanzar los objetivos que se pretenden, tanto de tipo teórico como de tipo práctico, que han sido desarrollados en los contenidos de la programación.

La evaluación se puede fundamentar en:

! La observación sistemática de los trabajos realizados por los alumnos/as, en relación a:

• resolución de ejercicios prácticos.• hábito de orden, método y limpieza en el trabajo.• utilización del ordenador.

! La realización de pruebas objetivas, basadas en:

-2-

• una parte teórica, referente a terminología, conceptualización y sistematización de conocimientos.

• una parte práctica, referida a resolución de casos, ejercicios y supuestos.

Se sugiere realizar tres evaluaciones haciéndolas coincidir con los trimestres del curso y al final efectuar una prueba de suficiencia. Las posibles recuperaciones, de materia evaluada previamente, se calificarán con la nota de 5 o Suficiente.

En cada evaluación se pueden realizar varios controles, siendo la calificación la nota media de las obtenidas en los mismos.

-3-

15(#"./"'.%).%&'(*"(.0'$"'%*0#

CONTABILIDAD GENERAL Y TESORERÍA

I. La contabilidad: sus normas y sus métodos1. La actividad empresarial y la contabilidad.2. El patrimonio empresarial.3. Metodología contable. 4. Libros contables5. Una aproximación al ciclo contable.

II. Hechos contables y tratamiento de las cuentas en el PGC6. Mercaderías y existencias en almacén. 7. El inmovilizado.8. Acreedores y deudores.9. La financiación.10. Gastos e ingresos. 11. Operaciones de fin de ejercicio.

III. El Plan General de Contabilidad. Ciclo contable. Cuentas anuales12. El Plan General de Contabilidad.13. Legislación mercantil y fiscal que afecta a la Contabilidad.14. Ciclo contable. Cuentas anuales.15. Simulación de un proceso contable informatizado.

IV. La tesorería y su gestión. 16. El servicio de tesorería. Documentación relativa a su gestión administrativa.17. Procedimientos de control y registro en la gestión de tesorería.

-4-

65(7,0!,)+).%&'(*"()/8)

Bloque I: La contabilidad: sus normas y sus métodos

!"#$%&'($)*#%+,'-(./ 0'1+)2Unidad didáctica 1: La actividad empresarial y la contabilidad.

Objetivos didácticos y criterios de evaluación Estructura de contenidos

OBJETIVOS CRITERIOS CONCEPTOS PROCEDIMIENTOS ACTITUDES

Al finalizar esta unidad didáctica, los alumnos y alumnas serán capaces de:! 3,$4*#5#6+1 ( 7+) ( 6+1+6*$18)*#6+) ( ,$ ( 7+(

+6*#9#,+,($6'4:%#6+(;(,$(7+($%&1$)+<

! =7+)#5#6+1(7+)($%&1$)+)(&'1(,#5$1$4*$)(

6'46$&*')<

! >$)61#?#1(7+(+6*#9#,+,($%&1$)+1#+7(;($7(

,$)+11'77'(,$()@(&1'6$)'<

! >#)*#4A@#1 ( $4*1$ ( &+A'B ( A+)*'B(

#49$1)#:4B(6'?1'($(#4A1$)'<

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1$6'4'6#$4,'()@)('?E$*#9')(;(67+)$)<

Al finalizar esta unidad, el alumnado demostrará que es capaz de:! Explicar de forma relacionada la

actividad económica y la empresa.

! Analizar el proceso de la actividad empresarial.

! Distinguir entre el ciclo de negocio de una empresa comercial y el ciclo de una empresa indus-trial.

! Explicar las diferencias entre pago, gasto, inversión, cobro, e ingreso.

! Definir la contabilidad, especificando sus objetivos.

! Precisar los tipos de contabilidad existentes y la conveniencia de su aplicación a un tipo de

! empresa u otras.

! Suponiendo una serie de operaciones sencillas de la actividad empresarial:– Determinar si hay pago, gasto, inversión, cobro o ingreso.– Especificar el tipo de contabilidad que reflejarían estos hechos.

1. La actividad económica y la em-presa.

2. La actividad empresarial.3. La contabilidad: objetivos y

clasificación.

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!"#$%&'($)*#%+,'-(./ 0'1+)2Unidad didáctica 2: El patrimonio empresarial.


OBJETIVOS CRITERIOS CONCEPTOS PROCEDIMIENTOS ACTITUDESAl finalizar esta unidad didáctica, los alumnos y alumnas serán capaces de:! CD&7#6+1 ( 7') ( 6'46$&*')- ( &+*1#%'4#'B(

$7$%$4*') ( &+*1#%'4#+7$)B ( ?#$4$)B(

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&+*1#%'4#+7$)B(M6*#9'(;(L+)#9'<

! M4+7#F+1 ( 7+) ( 1$7+6#'4$) ( 5@4,+%$4*+7$)(

$4*1$ ( 7+) ( ,') ( A1+4,$) ( %+)+)(

&+*1#%'4#+7$)-(M6*#9'(;(L+)#9'<

! >#)*#4A@#1($4*1$(7+)(,#5$1$4*$)(67+)$)(,$(

M6*#9'(;(L+)#9'<

! M&7#6+1(7+(1$7+6#:4($4*1$(M6*#9'(;(L+)#9'(

&+1+ (0+77+1 ( $7 (4$*' (&+*1#%'4#+7 (,$ (@4+(

$%&1$)+('(4$A'6#'<

! =7+)#5#6+1 ( *',' ( *#&' ( ,$ ( $7$%$4*')(

&+*1#%'4#+7$)<

Al finalizar esta unidad, el alumnado demostrará que es capaz de:! Precisar los conceptos de patrimonio,

elemento patrimonial y masa patrimonial.

! Definir los conceptos de Activo, Pasivo exigible y Neto, y explicar su relación fundamental.

! Saber determinar el neto patrimonial a partir de una relación de elementos patrimoniales.

! Analizar las submasas patrimoniales que componen el Activo, Pasivo y Neto.

! Precisar los conceptos de liquidez disponibilidad, exigibilidad, realización, circulación, y permanencia o inmovilización.

! Ordenar y clasificar elementos patrimoniales en masas y submasas patrimoniales.

! Utilizar con precisión los términos contables.

! En un ejercicio, en el que se propone una relación de elementos patrimoniales:– Hallar el total de Activo.– Hallar el total de Pasivo.– Hallar el Neto, en función del Activo y del Pasivo.– Clasificar, de forma completa, los elementos en masas y submasas patrimoniales.

1. El Patrimonio.2. Masas patrimoniales: activo

y pasivo.3. Relación entre activo y

pasivo.

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!"#$%&'($)*#%+,'-(.Q 0'1+)2Unidad didáctica 3: Metodología contable.


OBJETIVOS CRITERIOS CONCEPTOS PROCEDIMIENTOS ACTITUDESAl finalizar esta unidad didáctica, los alumnos y alumnas serán capaces de:! M4+7#F+1 ( H@K ( $) ( @4+ ( 6@$4*+ ( ; ( )@(

$)*1@6*@1+<

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)+7,+1 ( 6@$4*+T ( 6$11+1 ( 6@$4*+T ( 1$+?1#1(

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Al finalizar esta unidad, el alumnado demostrará que es capaz de:! Explicar el concepto de cuenta, su

estructura y elementos.

! Clasificar cuentas por masas y submasas patrimoniales y por grupos del PGC.

! Abrir cuentas, liquidarlas, saldarlas y cerrarlas.

! Describir el método de contabilización por partida doble.

! Precisar y aplicar el convenio de cargo y abono de las cuentas.

! Analizar registros contables de operaciones de la práctica empresarial, interrelacionando las cuentas que intervienen.

! Presentar con orden y limpieza los ejercicios y actividades.

! Utilizar con precisión la terminología contable.

! En un supuesto práctico, en el que se proponen una serie de operaciones o de hechos contables:– Abrir las cuentas necesarias.– Registrar contablemente.– Clasificar las cuentas que intervienen por masas patrimoniales.– Explicar la aplicación del convenio de cargo y abono.

1. Metodología contable.2. La cuenta: definición,

estructura y elementos.3. Clasificación de las cuentas y

su tratamiento.4. Convenio de cargo y abono

de las cuentas: su aplicación.5. Principios del sistema de

partida doble.

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-7-


!"#$%&'($)*#%+,'-(./ 0'1+)2Unidad didáctica 4: Libros contables


OBJETIVOS CRITERIOS CONCEPTOS PROCEDIMIENTOS ACTITUDESAl finalizar esta unidad didáctica, los alumnos y alumnas serán capaces de:! N$6'4'6$1 ( 7') ( 7#?1') ( ,$ ( 7+(

6'4*+?#7#,+,-(>#+1#'B(P+;'1(;(7#?1'(

,$(#49$4*+1#')(;(6@$4*+)(+4@+7$)B(+)8(

6'%'(7+(5@46#'4+7#,+,(,$(6+,+(@4'(

,$($77')<

! 3,$4*#5#6+1 ( ; ( ,#5$1$46#+1 ( 7+(

,#)&')#6#:4(A1W5#6+('(1+;+,'(,$(7')(

7#?1')(6'4*+?7$)($)*@,#+,')<

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6'4*+?7$) ( )$46#77+) ( $4 ( $7 ( X#?1'(

>#+1#' ( ; ( $4 ( $7 ( X#?1' ( P+;'1B(

1$6'4'6#$4,' ( 7+ ( 6'46'1,+46#+(

'&$1+*#9+($4*1$($77')<

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6'4*1+&+1*#,+)<

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#4#6#+7$)B ( ; ( *1+4)61#?#1 ( )@%+) ( ;(

)+7,')(,$(7+)(6@$4*+)(+7(Y+7+46$(,$(

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Al finalizar esta unidad, el alumnado demostrará que es capaz de:! Distinguir el Libro Diario del Libro Mayor en

cuanto a: forma de registro, obligatoriedad, utilidad y disposición gráfica.

! Registrar o formalizar hechos contables en el Libro Diario, conociendo y consignando los diferentes tipos de asientos.

! Transcribir las anotaciones del Libro Diario al Libro Mayor.

! Comprobar la concordancia o coincidencia numérica entre los Libros Diario y Mayor.

! Elaborar inventarios o balances iniciales.

! Transcribir sumas y saldos de las cuentas al balance de comprobación, a partir del registro o anotación de hechos contables sencillos.

! Conseguir que los balances cuadren y descubrir los posibles errores que presenten.

! Presentar los trabajos y actividades con claridad, orden y limpieza.

! En un supuesto práctico, en el que se proponen la creación de una empresa individual y una serie de operaciones:– Realizar el inventario o balance inicial.– Anotar en el Libro Diario el asiento de apertura.– Registrar en el Libro Diario el resto de las operaciones.– Elaborar los libros mayores de las cuentas.Hacer el Balance de Comprobación de sumas y saldos.

1. El Libro Diario. Su disposición práctica.

2. El Libro Mayor. Su disposición gráfica.

3. El libro de Inventarios y Cuentas Anuales.

4. Balance de Comprobación de sumas y saldos.

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-8-


!"#$%&'($)*#%+,'-(./ 0'1+)2Unidad didáctica 5: Una aproximación al ciclo contable.


OBJETIVOS CRITERIOS CONCEPTOS PROCEDIMIENTOS ACTITUDESAl finalizar esta unidad didáctica, los alumnos y alumnas serán capaces de:! >#)*#4A@#1 ( 7') ( ,') ( )#)*$%+) ( H@$(

$D#)*$4 ( &+1+ ( 77$9+1 ( 7+) ( 6@$4*+)-(

+,%#4#)*1+*#9' ( ; ( $)&$6@7+*#9'B ( ; ( 7')(

&')#?7$)()+7,')(H@$(6'11$)&'4,$4(+(7+)(

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6@$4*+) ( ,$ ( A$)*#:4 ( ' ( ,$ ( A+)*') ( $(

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$7(R$*'(&+*1#%'4#+7<

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Al finalizar esta unidad, el alumnado demostrará que es capaz de:! Definir el concepto de hecho

contable.

! Analizar los diferentes tipos de hechos contables.

! Identificar los diferentes procedimientos de llevar las cuentas de Activo y de Pasivo.

! Explicar las cuentas de gestión y sus características.

! Precisar la función de la cuenta de pérdidas y ganancias.

! Explicar el proceso de regularización contable, especificando las cuentas que intervienen en el mismo.

! Describir el ciclo contable de un ejercicio económico y sus registros en los libros de la contabilidad.

! Suponiendo una serie de hechos contables:– Registrarlos.– Analizarlos y clasificarlos.

1. Sistemas o formas de llevar una

2. cuenta.3. Cuentas de gestión.4. Resultados de la

contabilidad: Pérdidas5. y ganancias.6. Una aproximación al ciclo

contable.

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@4 ( $E$16#6#' ( 6'%&7$*'(

1$)@$7*'<

! M6$&*+1 ( 7+ ( $D#)*$46#+ ( ,$(

,#5$1$4*$) ( &1'6$,#%#$4*')(

&+1+(77$9+1(7+)(6@$4*+)<

! 34*$1K) ( &'1 ( 7+ ( #,$4*#5#6+6#:4(

,$ ( ,#5$1$4*$) ( 0$60')(

6'4*+?7$)<

! L1$'6@&+1)$ ( &'1 ( 9$1(

6'4*+?#7#,+,$)(;+(1$)@$7*+)<

! J+7'1+1 ( 7+ ( A7'?+7#,+, (,$ (@4(

6#67'(6'4*+?7$<

-9-

Bloque II: Hechos contables y tratamiento de las cuentas en el PGC

!"#$%&'($)*#%+,'-(./ 0'1+)2Unidad didáctica 6: Mercaderías y existencias en almacén.


OBJETIVOS CRITERIOS CONCEPTOS PROCEDIMIENTOS ACTITUDESAl finalizar esta unidad didáctica, los alumnos y alumnas serán capaces de:! 3,$4*#5#6+1(7+)(%$16+,$18+)(6'4(

7+ ( +6*#9#,+, ( &1#46#&+7 ( ,$ ( @4+(

$%&1$)+ ( ' ( 4$A'6#' ( ,$ ( *#&'(

6'%$16#+7<

! >#)*#4A@#1 ( $4*1$ ( 7+ ( +&7#6+6#:4(

,$7 ( &1'6$,#%#$4*'(

+,%#4#)*1+*#9' ( ; ( $)&$6@7+*#9'(

&+1+($7(6+)'(,$(7+)

! %$16+,$18+)<

! CD&7#6+1 ( $7 ( ,$)A7')$ ( ,$(

%$16+,$18+) ( ; ( )@) ( &1#46#&+7$)(

6@$4*+)<

! M&7#6+1 ($)*$ ( *#&' (,$ (6@$4*+) (+(

0$60') ( 6'4*+?7$) ( H@$(

,$)+11'77$4 ( '&$1+6#'4$)(

1$7+6#'4+,+)(6'4(7+)

! %$16+,$18+)<

! CD&7#6+1 ( 7+ ( 6'4*+?#7#F+6#:4 ( ,$(

7+)($D#)*$46#+)($4(+7%+6K4(;()@)(

6'11$66#'4$)(9+7'1+*#9+)<

! 3,$4*#5#6+1($7(A1@&'(Z(,$7(LS=-(

$D#)*$46#+)B (; ()@) (6@$4*+) (%W)(

1$&1$)$4*+*#9+)<

Al finalizar esta unidad, el alumnado demostrará que es capaz de:! Relacionar las mercaderías con el objeto de

compraventa habitual en una empresa o negocio de tipo comercial.

! Precisar el procedimiento empleado para el registro de las mercaderías.

! Explicar el desglose de las mercaderías y la clasificación de cuentas que realiza el PGC en los grupos 6 y 7.

! Describir el movimiento de las mercaderías y sus reflejos contables.

! Explicar el problema de valoración de las existencias en almacén.

! Explicar las correcciones valorativas por medio de las provisiones.

! Definir el grupo 3 del PGC: existencias y sus cuentas más representativas.

! En un supuesto práctico, con las cuentas convenientemente codificadas, registrar en el Libro Diario hechos contables relacionados con:–Existencias iniciales de mercaderías.

–Compras y ventas de mercaderías.

–Devoluciones de compras y ventas de mercaderías.

–Rebajas y descuentos por volumen y por pronto pago de compras y ventas de mercaderías.–Existencias finales de mercaderías.

–Correcciones valorativas de mercaderías: provisiones.–Otras existencias, y sus compras y ventas.

1. La cuenta de mercaderías.2. Desglose y registro de

mercaderías.3. Existencias en almacén y

correcciones valorativas.4. Otras existencias.

! G?)$19+1(6:%'()$(+4'*+4(7+)(

%$16+,$18+) ($4(7') (7#?1') (,$(

+7AU4(&$H@$I'(4$A'6#'<

! C7+?'1+1 ( @4+ ( 1$7+6#:4 ( ,$(

6@$4*+) ( ,$ ( ,$)A7')$ ( ,$(

%$16+,$18+)(;B($4(6+,+(6+)'B(

1$,+6*+1 ( @4+ ( &')#?7$(

'&$1+6#:4<

! G?)$19+1 ( 7+ ( 5'1%+ ( ,$(

1$A#)*1+1 ( 7+) ( $4*1+,+) ( ;(

)+7#,+)(,$(%$16+,$18+)($4(@4(

+7%+6K4 ( ,$ ( $D#)*$46#+) ( H@$(

)$(&@,#$1+(9#)#*+1<

! 34*$1K) ( &'1 ( 6'4'6$1 ( 7' ( H@$(

)@&'4$4(7+)(%$16+,$18+)(&+1+(

@4+($%&1$)+(6'%$16#+7<

! J+7'1+1 ( &')#*#9+%$4*$ ( 7+(

+6*#9#,+, ( 6'%$16#+7 ( ,$ ( 7+)(

$%&1$)+)<

! M6$&*+1 ( 7') ( %K*',') ( ,$(

9+7'1+6#:4(,$($D#)*$46#+) ($4(

+7%+6K4<

-10-


!"#$%&'($)*#%+,'-(.Q 0'1+)2Unidad didáctica 7: El inmovilizado.


OBJETIVOS CRITERIOS CONCEPTOS PROCEDIMIENTOS ACTITUDESAl finalizar esta unidad didáctica, los alumnos y alumnas serán capaces de:! 3,$4*#5#6+1($7(#4%'9#7#F+,'(6'4(7+(

#49$1)#:4 ( $4 ( 7+ ( $)*1@6*@1+ ( ):7#,+(

,$(7+($%&1$)+<

! >#)*#4A@#1 ( $4*1$ ( 7') ( *#&') ( ,$(

#4%'9#7#F+,'- ( %+*$1#+7B ( #4%+*$O

1#+7B ( A+)*') ( +%'1*#F+?7$) ( $(

#49$1)#'4$) ( 5#4+46#$1+) ( &$1%+O

4$4*$)<

! M4+7#F+1 ( 7+) ( 6@$4*+) ( %W)(

1$&1$)$4*+*#9+) ( ,$7 ( A1@&' ( [ ( ,$7(

LS=-(#4%'9#7#F+,'<

! M&7#6+1 ( $)*$ ( *#&' ( ,$ ( 6@$4*+) ( +(

0$60')(6'4*+?7$)(H@$(,$)+11'77$4(

'&$1+6#'4$) ( ,$ ( 6'%&1+9$4*+B(

,$&1$6#+6#'4$)(;(1$9+7'1#F+6#'4$)(

,$7(#4%'9#7#F+,'<

Al finalizar esta unidad, el alumnado demostrará que es capaz de:! Relacionar el inmovilizado con la inversión

en estructura sólida o básica de la empresa.

! Definir el grupo 2 del PGC: inmovilizado.

! Precisar las definiciones y relaciones contables de las cuentas más representativas del grupo 2 del PGC.

! Explicar la clasificación que realiza el PGC de las cuentas del grupo 2 en subgrupos.

! Describir la depreciación y sus motivos.

! Diferenciar entre depreciación reversible e irreversible.

! Explicar el sentido de la amortización y los procedimientos de amortización existentes.

! Diferenciar entre amortización contable y fiscal.

! Calcular y elaborar tablas de amortización por los métodos más empleados en las empresas.

! En un supuesto práctico, con las cuentas convenientemente codificadas, registrar en el Libro Diario hechos contables relacionados con:– Compra de inmovilizado.– Venta de inmovilizado que suponga beneficio o pérdida en la operación.– Amortizaciones.– Provisiones.– Revalorizaciones.

1. Concepto de inmovilizado y clases.

2. Inmovilizado material e inmaterial.

3. Gastos amortizables.4. Depreciaciones y revalori-

zaciones del inmovilizado.5. Métodos o tipos de amor-

tización.

! C7+?'1+6#:4 ( ,$ ( @4+ ( 7#)*+ ( ,$(

#49$1)#'4$) ( $4 ( $)*1@6*@1+(

):7#,+ ( ,$ ( @4+ ( $%&1$)+(

)@&@$)*+<

! G?)$19+6#:4 ( 6'%$4*+,+ ( ,$7(

A1@&' ( [- ( 34%'9#7#F+,'B ( H@$(

&1$)$4*+($7(6@+,1'(,$(6@$4*+)(

,$7(LS=<

! M4W7#)#) ( ,$ ( 7+) ( 6+@)+) ( H@$(

&@$,$4 ( )@&'4$1 ( ,$O

&1$6#+6#'4$) ( ' ( 1$9+7'O

1#F+6#'4$) ( ,$ ( 7') ( $7$%$4*')(

H@$ ( )$ ( 6'4'6$4 ( 6'%'(

#4%'9#7#F+,'<

! 34*$1K) ( &'1 ( 6'4'6$1 ( 7+(

$)*1@6*@1+ ( ):7#,+ ( ,$ ( @4+(

$%&1$)+ ( $4 ( )@ ( $D*$4)#:4 ( ;(

9+1#$,+,<

! M6$&*+6#:4 (,$7 ( 0$60' (,$ ( 7+(

,$&1$6#+6#:4 ( H@$ ( )@51$4 ( 7')(

$7$%$4*') ( ,$7 ( #4%'9#7#F+,'(

&'1(,#5$1$4*$)(%'*#9')<

! J+7'1+6#:4(,$(7') ($7$%$4*')(

H@$ ( 6'4)*#*@;$4 ( $7(

#4%'9#7#F+,' ( ; ( ,$ ( )@(

+%'1*#F+6#:4B(6'%'(5'1%+(,$(

+)$A@1+1 ( 7+ ( &$1%+4$46#+ ( ,$(

@4+($%&1$)+(;()@(6+&+6#,+,(

1$4'9+,'1+<

-11-


!"#$%&'($)*#%+,'-(./ 0'1+)2Unidad didáctica 8: Acreedores y deudores.


OBJETIVOS CRITERIOS CONCEPTOS PROCEDIMIENTOS ACTITUDESAl finalizar esta unidad didáctica, los alumnos y alumnas serán capaces de:! 3,$4*#5#6+1 ( + ( 7') ( +61$$,'1$) ( 6'4(

6@$4*+) ( &$1)'4+7$) ( &+)#9+) ( H@$(

*#$4$4()@('1#A$4($4(7+)('?7#A+6#'4$)(

;(,$@,+)(,$(7+($%&1$)+<

! 3,$4*#5#6+1 ( + ( 7') ( ,$@,'1$) ( 6'4(

6@$4*+) ( &$1)'4+7$) ( +6*#9+) ( H@$(

*#$4$4()@('1#A$4($4(7')(,$1$60')('(

61K,#*')(+(5+9'1(,$(7+($%&1$)+<

! M4+7#F+1 ( 7+) ( 6@$4*+) ( %W)(

1$&1$)$4*+*#9+) ( ,$7 ( A1@&' ( \ ( ,$7(

LS=- ( +61$$,'1$) ( ; ( ,$@,'1$) ( &'1(

'&$1+6#'4$)(,$(*1W5#6'<

! M&7#6+1 ( $)*$ ( *#&' ( ,$ ( 6@$4*+) ( +(

0$60') ( 6'4*+?7$) ( H@$ ( ,$)+11'77$4(

'&$1+6#'4$) ( ,'4,$ ( #4*$19$4A+4(

6@$4*+) ( &$1)'4+7$) ( ; ( $5$6*')(

6'%$16#+7$)(+6*#9')(;(&+)#9')<

! ]+?$1(1$A#)*1+1 (7+)('&$1+6#'4$)(H@$(

)$(1$+7#F+4-($7($4,')'B(7+(A$)*#:4(,$(

6'?1'(;($7(,$)6@$4*'<

Al finalizar esta unidad, el alumnado demostrará que es capaz de:! Relacionar las cuentas de los acreedores con

cuentas personales pasivas que tienen su origen en las obligaciones y deudas de la empresa.

! Relacionar las cuentas de los deudores con cuentas personales activas que tienen su origen en los derechos o créditos en favor de la empresa.

! Definir el grupo 4 del PGC: acreedores y deudores por operaciones de tráfico.

! Precisar las definiciones y relaciones contables de las cuentas más representativas del grupo 4 del PGC.

! Explicar la clasificación que realiza el PGC de las cuentas del grupo 4 en subgrupos.

! Describir la letra de cambio por sus características y sus funciones.

! Explicar el sentido del endoso y del aval en la letra de cambio.

! Diferenciar entre las operaciones que se realizan en las entidades bancarias con las letras de cambio: gestión de cobro y negociación o descuento.

! En un supuesto práctico, con las cuentas convenientemente codificadas, registrar en el Libro Diario hechos contables relacionados con:– Operaciones con cuentas de acreedores.– Operaciones con cuentas de deudores.– Operaciones con letras de cambio.

1. El grupo 4 del PGC: Acreedores y deudores por operaciones de tráfico.

2. Cuentas de Acreedores.3. Cuentas de deudores.4. La letra de cambio:

características y funciones.5. Operaciones con la letra de

cambio: La gestión de cobro y la negociación o descuento.

! C7+?'1+1 ( @4 ( $)H@$%+O

1$)@%$4(,$(*',+)(7+)(&')#?7$)(

,$@,+)(; (,$1$60')(,$ (6'?1'(

&'1(6'46$&*')(,#5$1$4*$)<

! G?)$19+1 ( ; ( 6'%$4*+1 ( $7(

S1@&' ( \- ( M61$$,'1$) ( ;(

,$@,'1$)(&'1('&$1+6#'4$)(,$(

*1W5#6'(H@$(&1$)$4*+($7(6@+,1'(

,$(6@$4*+)(,$7(LS=<

! G?)$19+1 ( $4 ( @4+ ( 7$*1+ ( ,$(

6+%?#' ( *',') ( 7') ( ,+*') ( H@$(

6'4*#$4$<

! 34*$1K) ( &'1 ( 6'4'6$1 ( 7+(

9+1#$,+, ( ,$ ( ,$@,+) ( ;(

,$1$60')(,$(6'?1'(H@$(O$4(7+(

1$+7#,+,O(*#$4$(@4+(C%&1$)+<

! M&1$6#+1 ( 7+ ( #%&'1*+46#+ ( ,$7(

&+A'('(6'?1'(+&7+F+,'(6'%'(

U*#7(;(0+?#*@+7($4(7+(&1W6*#6+(

6'%$16#+7('($%&1$)+1#+7<

! J+7'1+6#:4 ( &')#*#9+ ( ,$ ( 7+(

7$*1+ ( ,$ ( 6+%?#' ( 6'%'(

#4)*1@%$4*' ( 5'1%+7 ( H@$(

+&'1*+ ( A+1+4*8+) ( ,$ ( 6'?1' (;(

6'%'(#4)*1@%$4*'(,$(61K,#*'(

&'1 ( 7+ ( '&$1+6#:4 ( ,$(

,$)6@$4*' ( $4 ( $4*#,+,$)(

?+46+1#+)<

-12-


!"#$%&'($)*#%+,'-(./ 0'1+)2Unidad didáctica 9: La financiación.


OBJETIVOS CRITERIOS CONCEPTOS PROCEDIMIENTOS ACTITUDESAl finalizar esta unidad didáctica, los alumnos y alumnas serán capaces de:! 3,$4*#5#6+1 ( $7 ( A1@&' ( . (,$7 ( LS=-(

^#4+46#+6#:4 ( ?W)#6+B ( 6'4 ( 7')(

1$6@1)')(&1'&#')(;(7+(5#4+46#+6#:4(

+E$4+(+(7+1A'(&7+F'(,$(7+($%&1$)+<

! 3,$4*#5#6+1 ( $7 ( A1@&' ( Q (,$7 ( LS=-(

=@$4*+) ( 5#4+46#$1+)B ( 6'4 ( 7+)(

,$@,+)(;(61K,#*')(&'1('&$1+6#'4$)(

H@$ (4'()'4(,$( *1W5#6'(;(6'4( 7')(

%$,#')(,#)&'4#?7$)<

! M4+7#F+1 ( 7+) ( 6@$4*+) ( %W)(

1$&1$)$4*+*#9+)(,$(7')(A1@&')(.(;(

Q(,$7(LS=<

! M&7#6+1 ( $)*$ ( *#&' ( ,$ ( 6@$4*+) ( +(

0$60')(6'4*+?7$)(H@$(,$)+11'77$4(

'&$1+6#'4$) ( ,$ ( 7+ ( +6*#9#,+,(

$%&1$)+1#+7<

! ]+?$1 ( 1$A#)*1+1 ( 7+) ( '&$1+6#'4$)(

H@$ ( )$ ( 1$+7#F+4 ( 6'4 ( 9+7'1$)(

%'?#7#+1#')(;(6'4(%'9#%#$4*')(,$(

*$)'1$18+<

Al finalizar esta unidad, el alumnado demostrará que es capaz de:! Distinguir, como fases fundamentales del

proceso de la actividad empresarial, entre la financiación propia y la ajena.

! Precisar las definiciones y relaciones contables de las cuentas más representativas de los grupos 1 y 5 del PGC.

! Explicar el registro de la concesión y devolución de un préstamo.

! Diferenciar entre valores de renta variable y renta fija y entre inversiones financieras temporales y permanentes.

! Describir el Activo disponible y el ciclo de sus movimientos.

! Registrar las cuentas estudiadas en la unidad convenientemente codificadas de acuerdo al PGC.

! En un supuesto práctico, registrar en el Libro Diario hechos contables relacionados con:– Recursos financieros propios iniciales.– Subvenciones de capital.– Creación de reservas.– Concesión y devolución de préstamos.– Cuentas que se relacionan del grupo 1 (por su vencimiento a largo plazo) con cuentas del grupo 5 (por su vencimiento a corto plazo).– Compra-venta y rendimientos de valores mobiliarios.– Movimiento y valoración de cuentas de tesorería.– Otras cuentas financieras.

1. La financiación básica: grupo 1 del PGC.

2. El grupo 5 del PGC: cuentas financieras.

3. Los valores mobiliarios.4. El Activo disponible.5. Otras cuentas financieras.

! 34*$1&1$*+1 ( 7+ ( #45'1%+6#:4(

H@$

! &1'&'16#'4+4(7')(,'6@%$4*')(

;($D*1+6*')(?+46+1#')<

! Y@)6+1(#45'1%+6#:4()'?1$(7')(

&1K)*+%') ( H@$ ( 6'46$,$4 ( 7+)(

$4*#,+,$) ( ?+46+1#+) ( ;(

$)*+?7$6$1 ( ,#5$1$46#+) ( ;(

)#%#7#*@,$)<

! G?)$19+1(7+(#45'1%+6#:4(H@$(

)$ ( ,+ ( $4 ( %$,#') ( ,$(

6'%@4#6+6#:4 ( )'?1$ ( 7+(

6'*#F+6#:4(,$(7')(*8*@7')($4(7+(

Y'7)+(;()'?1$($7(%$16+,'(,$(

,#9#)+)<

! J+7'1+1 ( 7+) ( &')#?7$) ( 5'1%+)(

H@$ ( *#$4$ (@4+ ($%&1$)+ (&+1+(

5#4+46#+1)$<

! M&1$6#+1(7+(#%&'1*+46#+(,$(7+(

+6*#9#,+, ( ?+46+1#+ ( +7 ( +6*@+1(

6'%' ( #4*$1%$,#+1#' ( 5#4+4O

6#$1'(&+1+(7+)($%&1$)+)<

! 34*$1K) ( &'1 ( 6'%&1$4,$1 ( 7')(

%$6+4#)%')(,$7(%$16+,'(,$(

9+7'1$) ( ; ( ,$7 ( %$16+,' ( ,$(

,#9#)+)<

-13-


!"#$%&'($)*#%+,'-(./ 0'1+)2Unidad didáctica 10: Gastos e ingresos.


OBJETIVOS CRITERIOS CONCEPTOS PROCEDIMIENTOS ACTITUDESAl finalizar esta unidad didáctica, los alumnos y alumnas serán capaces de:! 3,$4*#5#6+1(7')(A+)*')(6'4(7+)(6'%&1+)(;(

7') ( A+)*') ( ,$1#9+,') (,$ ( 7+ ( +6*#9#,+, ('(

A$)*#:4(&1#46#&+7(,$(7+($%&1$)+<

! 3,$4*#5#6+1(7')(#4A1$)')(6'4(7+)(9$4*+)(;(

7')(#4A1$)')(,$1#9+,')(,$(7+(+6*#9#,+,('(

A$)*#:4(&1#46#&+7(,$(7+($%&1$)+<

! M4+7#F+1(7+)(6@$4*+)(%W)(1$&1$)$4*+*#9+)(

,$7(A1@&'(_(,$7(LS=-(6'%&1+)(;(A+)*')B(

; ( ,$7 ( A1@&' ( ` ( ,$7 ( LS=- ( 9$4*+) ( $(

#4A1$)')<

! >#)*#4A@#1($4*1$(7')(,#5$1$4*$)()@?A1@&')(

H@$ ( #4*$A1+4(6+,+(@4'(,$ ($)*')(A1@&')(

,$(6@$4*+)<

! M&7#6+1 ( $)*$ ( *#&' (,$ ( 6@$4*+) ( + ( 0$60')(

6'4*+?7$) ( H@$ ( ,$)+11'77$4 ( '&$1+6#'4$)(

,$ ( 7+ ( +6*#9#,+, ( $%&1$)+1#+7 ( H@$(

)@&'4A+4(A+)*')($(#4A1$)')<

Al finalizar esta unidad, el alumnado demostrará que es capaz de:! Precisar la función y movimientos

de las cuentas de gestión hasta finalizar un ejercicio económico.

! Relacionar los gastos con las compras y gastos que se originan en la actividad o gestión principal de la empresa.

! Relacionar los ingresos con las ventas e ingresos derivados de la actividad o gestión principal de la empresa.

! Definir el grupo 6 del PGC: compras y gastos, y el grupo 7: ventas e ingresos.

1. El grupo 6 del PGC: compras y gastos.

2. Significado y funcionamiento de las cuentas de gastos.

3. El grupo 7 del PGC: ventas e ingresos.

4. Significado y funcionamiento de las cuentas de ingresos.

! C7+?'1+6#:4 ( ,$ ( @4+ ( &')#?7$(

1$7+6#:4(,$(A+)*')($(#4A1$)')(

,$ (@4+()@&@$)*+ ($%&1$)+(,$(

&$H@$I+)(,#%$4)#'4$)<

! G?)$19+6#:4 ( 6'%$4*+,+ ( ,$7(

A1@&'(_-(6'%&1+)(;(A+)*')B(;(

,$7 ( A1@&' ( `- ( 9$4*+) ( $(

#4A1$)')B ( H@$ ( &1$)$4*+ ( $7(

6@+,1'(,$(6@$4*+)(,$7(LS=<

! N$A#)*1' ( ,$ ( '&$1+6#'4$)(

$%&1$)+1#+7$) ( H@$ ( '1#A#4$4(

A+)*') ($ ( #4A1$)')B (@*#7#F+4,'(

&+1+($77'($7(LS=<

! N$6'4'6$1 ( ; ( 9+7'1+1 ( 7+(

@*#7#,+, ( ,$ ( 7+) ( 6@$4*+) ( ,$(

A$)*#:4 ( &+1+ ( 1$&1$)$4*+1 ( 7')(

6+%?#')(H@$()$(&1',@6$4($4(

$7(4$*'(&+*1#%'4#+7<

! M&1$6#+1 ( 7+ ( #%&'1*+46#+ ( ,$(

7') ( A+)*') ( $ ( #4A1$)') ( $4 ( 7+(

,$*$1%#4+6#:4 ( ,$ ( 7')(

1$)@7*+,')(,$(7+)($%&1$)+)<

! M6$&*+1 ( 7+ ( 67+)#5#6+6#:4 ( ;(

6',#5#6+6#:4 (,$ ( 6@$4*+) ( H@$(

&1$)$4*+ ( $7 ( LS= (&+1+ ( $)*')(

A1@&')B(6'4($7(5#4(,$(5+6#7#*+1(

7+(#45'1%+6#:4(+(*$16$1')<

! L1$'6@&+1)$ ( &'1 ( @4+(

&1$)$4*+6#:4 ( 6@#,+,')+ ( ;(

'1,$4+,+ ( ,$ ( 7') ( 1$A#)*1')(

6'4*+?7$)<

-14-


!"#$%&'($)*#%+,'-(./ 0'1+)2Unidad didáctica 11: Operaciones de fin de ejercicio.


OBJETIVOS CRITERIOS CONCEPTOS PROCEDIMIENTOS ACTITUDESAl finalizar esta unidad didáctica, los alumnos y alumnas serán capaces de:! 3,$4*#5#6+1(7+(6@$4*+(!.[a2(LK1,#,+)(

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,$(A$)*#:4<

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Al finalizar esta unidad, el alumnado demostrará que es capaz de:! Precisar la función y origen de la cuenta

(129) Pérdidas y ganancias.

! Explicar la función de la periodificación contable.

! Analizar el proceso de regularización contable, especificando las cuentas que intervienen en el mismo.

! Explicar la función de los asientos de cierre y apertura de la contabilidad.

! Describir el proceso de aplicación de resultados para diferentes tipos de empresas.

! En un supuesto práctico en el que se propone una situación patrimonial inicial y una serie de operaciones básicas de una empresa correspondientes a un ejercicio económico:– Registrar la información en asientos contables, aplicando lo establecido, para cada caso, en el PGC.– Realizar asientos de ajustes por periodificación.– Efectuar el traspaso de las cuentas al Libro Mayor.– Obtener el resultado mediante el proceso de regularización.– Realizar el asiento de cierre.– Registrar la posible aplicación de resultados.

1. Pérdidas y ganancias como cuenta de resultados.

2. Ajustes por periodificación.3. Regularización.4. Cierre de libros.5. Aplicación de resultados.

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-15-

Bloque III: El Plan General de Contabilidad. Ciclo contable. Cuentas anuales

!"#$%&'($)*#%+,'-(a 0'1+)2

Unidad didáctica 12: El Plan General de Contabilidad.


OBJETIVOS CRITERIOS CONCEPTOS PROCEDIMIENTOS ACTITUDESAl finalizar esta unidad didáctica, los alumnos y alumnas serán capaces de:! CD&7#6+1(7+(5@46#:4(,$7(L7+4(S$4$1+7(,$(

='4*+?#7#,+, ( 6'%' ( 5'1%+ ( ,$(

4'1%+7#F+6#:4(6'4*+?7$<

! C4@%$1+1(7+)(&+1*$)(H@$(#4*$A1+4($7(L7+4(

S$4$1+7 (,$ (='4*+?#7#,+,B (,#)*#4A@#$4,'(

7+)(H@$()'4(,$(+&7#6+6#:4('?7#A+*'1#+(,$(

7+)(H@$(4'(*#$4$4(6+1W6*$1(9#46@7+4*$<

! =7+)#5#6+1(7+)(6@$4*+)(&1#46#&+7$)(&'1()@(

&$1*$4$46#+ ( + ( A1@&') ( ; ( )@?A1@&') ( ,$7(

LS=B()+?#$4,'(,$5#4#17+)(;(1$7+6#'4+17+)(

6'4*+?7$%$4*$<

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6'%' ( ,$)+11'77' ( ,$ ( 7') ( &1#46#&#')(

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Al finalizar esta unidad, el alumnado demostrará que es capaz de:! Precisar la función del Plan General de

Contabilidad en la normalización contable.

! Diferenciar en el PGC los apartados preceptivos de los no vinculantes.

! Interpretar el sistema de codificación establecido en el PGC y su función en la asociación/desglose de la información contable.

! Precisar las definiciones y relaciones contables fundamentales establecidas en los grupos del PGC y en sus subgrupos y cuentas.

! Interpretar las normas de valoración fundamentales que desarrollan los principios contables establecidos en el PGC.

! Ejercicios que permitan:– Clasificar cuentas por grupos del PGC.– Diferenciar cuentas por ser de regularización o de asiento de cierre, o bien por ir al balance de situación o a la cuenta de pérdidas y ganancias.– Determinar los modelos de cuentas anuales (abreviado o normal) a formular en empresas que presentan situaciones diversas.

1. El Plan General de Contabilidad. Principios contables.

2. Cuadro de cuentas.3. Definiciones y relaciones

contables.4. Cuentas anuales.5. Normas de valoración.

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S$4$1+7(,$(='4*+?#7#,+,<

-16-


!"#$%&'($)*#%+,'-(a 0'1+)2

Unidad didáctica 13: Legislación mercantil y fiscal que afecta a la Contabilidad.


OBJETIVOS CRITERIOS CONCEPTOS PROCEDIMIENTOS ACTITUDES

Al finalizar esta unidad didáctica, los alumnos y alumnas serán capaces de:! CD&7#6+1 ( 7+ ( 7$A#)7+6#:4 (%$16+4*#7(

; ( 5#)6+7 ( ?W)#6+ ( H@$ ( 1$A@7+ ( 7+(

6'4*+?#7#,+,<

! 34*$1&1$*+1 ( +H@$77+) ( 4'1%+) ( ,$7(

=:,#A'(,$(='%$16#'(H@$(1$A@7+4(

$7 ( &1'6$)' ( ,$ ( 7+ ( #45'1%+6#:4O

,'6@%$4*+6#:4(6'4*+?7$<

! 3,$4*#5#6+1 ( +H@$77') ( +)&$6*')(

7$A+7$) ( ?W)#6') ( ,$7 ( 3%&@$)*'(

)'?1$($7(J+7'1(MI+,#,'<

! M&7#6+1 (+( 7+ (&1W6*#6+(6'4*+?7$ ($7(

1$A#)*1' ( ,$ ( 7+) ( '&$1+6#'4$) ( 6'4(

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,$*$1%#4+,')(*#&')(#%&')#*#9')<

Al finalizar esta unidad, el alumnado demostrará que es capaz de:! Identificar la legislación mercantil que

regula el proceso de elaboración-documentación contable y la legislación fiscal que afecta a la contabilidad.

! Especificar cómo deben ser llevados los libros y documentos contables.

! Precisar los libros contables obligatorios y su procedimiento de legalización.

! Describir las normas que regulan la conservación, el valor probatorio y el secreto de la información contable.

! Explicar las normas de formulación de las cuentas anuales.

! Definir el Impuesto sobre el Valor Añadido (IVA).

! Describir aquellos aspectos legales básicos del IVA que pueden afectar a los registros de la información contable.

! Ejercicios que permitan:– Identificar operaciones por estar sujetas al IVA, no estar sujetas o estar exentas.– Diferenciar operaciones de la actividad empresarial por el tipo impositivo a aplicar en cadacaso.– Registrar la información de la práctica empresarial en asientos contables, con las correspondientes anotaciones del IVA.

1. Legislación mercantil que regula el tratamiento de la do-cumentación contable.

2. Legislación fiscal que afecta a la Contabilidad. El Impuesto sobre el Valor Añadido.

3. El IVA en contabilidad.

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-17-


!"#$%&'($)*#%+,'-(/c 0'1+)2

Unidad didáctica 14: Ciclo contable. Cuentas anuales.


OBJETIVOS CRITERIOS CONCEPTOS PROCEDIMIENTOS ACTITUDESAl finalizar esta unidad didáctica, los alumnos y alumnas serán capaces de:! >$)61#?#1 ( 7+) ( 5+)$) ( ,$7 ( 6#67'(

6'4*+?7$(,$(@4($E$16#6#'($6'4:%#6'B(

)+?#$4,' ( 1$A#)*1+1 ( 6'4 ( $7 ( ,$?#,'(

'1,$4(7')(0$60')(;(,'6@%$4*')(H@$(

6'11$)&'4,$4($4(6+,+(%'%$4*'<

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,'6@%$4*') ( H@$B ( 5'1%+4,' ( @4+(

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&+*1#%'4#'B ( ,$ ( 7+ ( )#*@+6#:4(

5#4+46#$1+(;(,$(7')(1$)@7*+,')(,$(7+(

$%&1$)+<

! >$)61#?#1 ( ; ( +4+7#F+1 ( $7 ( ?+7+46$ (,$(

)#*@+6#:4(;(7+(6@$4*+(,$(&K1,#,+)(;(

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,'6@%$4*')(H@$(*',+($%&1$)+($)*W(

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,$*$1%#4+,')<

Al finalizar esta unidad, el alumnado demostrará que es capaz de:! Describir las fases del ciclo contable del

ejercicio económico.

! Explicar la función general de las cuentas anuales.

! Precisar la función concreta del balance de situación y de la cuenta de pérdidas y ganancias.

! Elaborar las cuentas anuales según las normas del PGC.

! En un supuesto práctico, en el que se propone una situación patrimonial determinada, al finalizar un ejercicio económico, y una serie de asientos resueltos correspondientes a las últimas operaciones del año:– Efectuar, en el Libro Diario, la regularización y el asiento de cierre.– Formular las cuentas anuales: balance de situación y cuenta de pérdidas y ganancias.

! En un supuesto práctico, en el que se propone una situación patrimonial inicial y una serie de operaciones básicas de una empresa correspondientes a un ejercicio económico:– Registrar la información en asientos contables aplicando lo establecido, para cada caso, en el PGC.– Efectuar el traspaso de las cuentas al Libro Mayor.– Obtener el resultado mediante el proceso de regularización.– Realizar el asiento de cierre.– Elaborar el balance de situación y la cuenta de pérdidas y ganancias.

1. Ciclo contable del ejercicio económico.

2. El balance de situación.3. La cuenta de Pérdidas y

ganancias.

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-18-


!"#$%&'($)*#%+,'-(./ 0'1+)2

Unidad didáctica 15: Simulación de un proceso contable informatizado.


OBJETIVOS CRITERIOS CONCEPTOS PROCEDIMIENTOS ACTITUDESAl finalizar esta unidad didáctica, los alumnos y alumnas serán capaces de:! M4+7#F+1 ( 7') ( #46'49$4#$4*$)(

,$7(&1'6$,#%#$4*'(%+4@+7(,$(

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&+1+(77$9+1(7+(6'4*+?#7#,+,-($7(

'1,$4+,'1(;( 7+)(+&7#6+6#'4$)(

#45'1%+*#F+,+)(6'4*+?7$)<

! S$4$1+7#F+1 ( )'?1$ ( 7+)(

5@46#'4$) ( ; ( &1'6$,#%#$4*')(

,$(7+)(+&7#6+6#'4$)(6'4*+?7$)<

! M&7#6+1(+(7+(&1W6*#6+(6'4*+?7$(

$7(1$A#)*1'(,$(7+)('&$1+6#'4$)(

@*#7#F+4,'B($4(+7A@4')(6+)')B(

6'%'(5@$4*$ (,$ ( #45'1%+6#:4(

,'6@%$4*') ( H@$ ( E@)*#5#H@$4(

7')(0$60')<

! d*#7#F+1 ( +&7#6+6#'4$)(

#45'1%WO*#6+) ( $4 ( 7+(

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Al finalizar esta unidad, el alumnado demostrará que es capaz de:! Precisar los objetivos de toda organización contable.

! Explicar los inconvenientes del procedimiento manual de registro contable y las ventajas que se derivan del uso de un procedimiento informático para llevar la contabilidad.

! Analizar las funciones y los procedimientos fundamentales de las aplicaciones contables.

! Describir, en un orden lógico, las rutinas generales de las aplicaciones informáticas para la práctica contable.

! Interpretar adecuadamente la información presentada en los documentos mercantiles propuestos.

! Registrar contablemente operaciones utilizando como fuente de información documentos que justifican los hechos.

! En un supuesto práctico en el que se proporciona información sobre un ciclo contable convenientemente caracterizado de una empresa simulada, registrar por el procedimiento informático realizando las siguientes rutinas:– Dar de alta a la empresa. – Definir el archivo del plan contable.– Crear un fichero de cuentas.– Registrar los apuntes contables en el Libro Diario.– Corregir errores en los apuntes contables.– Traspasar apuntes al Mayor.– Obtener el balance de comprobación.– Obtener la cuenta de pérdidas y ganancias.– Obtener el balance de situación.– Realizar la copia de seguridad.– Realizar las operaciones de fin de ejercicio: regularización y asiento de cierre.

1. Informatización contable.2. Información y documentos

simulados para el desarrollo de un proceso contable.

3. Registro informatizado del proceso contable simulado.

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-19-

Bloque IV: La tesorería y su gestión.

!"#$%&'($)*#%+,'-(/[ 0'1+)2Unidad didáctica 16: El servicio de tesorería. Documentación relativa a su gestión administrativa.


OBJETIVOS CRITERIOS CONCEPTOS PROCEDIMIENTOS ACTITUDESAl finalizar esta unidad didáctica, los alumnos y alumnas serán capaces de:! CD&7#6+1(7+(6'%&')#6#:4(,$(7+(*$)'1$18+(;(

7+(#%&'1*+46#+(,$()@(A$)*#:4<

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*+1$+)(,$7()$19#6#'(,$(*$)'1$18+<

! M4+7#F+1 ( 7+) ( 1$7+6#'4$) ( #4*$14+) ( ;(

$D*$14+)(,$7()$19#6#'(,$(*$)'1$18+(,$(@4+(

$%&1$)+<

! >$)61#?#1($7(&1'6$)'(,$(6'?1')(;(&+A')(

0+?#*@+7$)($4(7+(+6*#9#,+,($%&1$)+1#+7<

! ='4'6$1 ( 7') ( ,'6@%$4*') ( 1$7+6#'4+,')(

6'4($7(6'?1'(;($7(&+A'<

Al finalizar esta unidad, el alumnado demostrará que es capaz de:! Precisar la composición de la

tesorería de una empresa.

! Describir el ciclo fundamental de tesorería y las razones fundamentales para mantener saldos en efectivo.

! Analizar las funciones del servicio de tesorería.

! Explicar las relaciones del servicio de tesorería con los demás departamentos y servicios de la empresa y con las empresas y entidades externas.

! Describir el proceso de cobros y pagos habituales de la actividad empresarial.

! Identificar los documentos relacionados con el cobro y pago.

! En un supuesto práctico, convenientemente caracterizado, registrar en el libro Diario operaciones de acuerdo a la documentación que se aporta.

1. La tesorería y la importancia de su gestión.

2. El servicio de tesorería en la empresa: sus relaciones internas y externas.

3. Procesos de cobros y pagos habituales en la actividad empresarial.

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-20-

Bloque IV: La tesorería y su gestión.

!"#$%&'($)*#%+,'-(/[ 0'1+)2Unidad didáctica 17: Procedimientos de control y registro en la gestión de tesorería.


OBJETIVOS CRITERIOS CONCEPTOS PROCEDIMIENTOS ACTITUDESAl finalizar esta unidad didáctica, los alumnos y alumnas serán capaces de:! N$7+6#'4+1 ( 7+ ( #45'1%+6#:4 ( H@$(

)@%#4#)*1+( 7+( *$)'1$18+(6'4($7 (A1+,'(,$(

7#H@#,$F(,$(7+($%&1$)+<

! >$)61#?#1 ( 7') ( 7#?1') ( +@D#7#+1$) ( ,$(

*$)'1$18+-(6+E+(;(?+46')<

! M4+7#F+1(7')(&1'6$,#%#$4*')(,$(6'4*1'7(;(

&1$9#)#:4($4(7+(A$)*#:4(,$(*$)'1$18+<

! L7+4#5#6+1 ( 7+) ( 5@*@1+) ( )#*@+6#'4$)(

5#4+46#$1+) (+(*1+9K)(,$7 (&1$)@&@$)*'(,$(

*$)'1$18+<

Al finalizar esta unidad, el alumnado demostrará que es capaz de:! Precisar la función de los registros

y libros auxiliares de tesorería.

! Analizar la información que registran los libros auxiliares de tesorería y sus relaciones con el proceso contable.

! Describir los factores a tener en cuenta en la gestión de la tesorería.

! Explicar los procedimientos de control y previsión de flujos de tesorería.

! Especificar el método de elaboración de presupuestos de tesorería.

! Diferenciar entre flujo de caja financiero y flujo de caja económico.

! En un supuesto práctico, en el que se proporcionan los saldos de tesorería y las estimaciones previstas para cobros y pagos en un período determinado:

! Elaborar los presupuestos de tesorería.

1. La tesorería y sus libros auxiliares.

2. La gestión de tesorería: procedimientos de control y previsión.

3. El presupuesto de tesorería.

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-21-

'#*-,*(+#20-"%*2B,"2%/,2

Una de las grandes novedades del nuevo sistema educativo es la inclusión en los currículos de una serie de saberes actualmente demandados por la sociedad: son los llamados temas transversales. Esto es así porque muchos de los problemas que padece nuestra sociedad tienen que ver con la falta de educación en valores.Pensamos que si con nuestros materiales educamos a los alumnos y a las alumnas en una serie de valores, contribuiremos a la existencia de una sociedad mejor, más comprensiva y tolerante con los problemas sociales.Debemos abordar, entre otros, el fomento de hábitos de comportamiento democrático, propiciando situaciones de trabajo en equipo acordes con la posición que alumnos y alumnas ocuparán en el futuro, como Técnicos de Gestión Administrativa pertenecientes a grupos de trabajo actuando bajo determinadas directrices. Estos valores se desarrollan fundamentalmente en las unidades didácticas referidas a la legislación y organización de la economía y a los procedimientos históricos, en las que se explica que una actitud de respeto hacia la opinión de los demás y una aceptación de la decisión de la mayoría, sin menoscabo de las normas o legislación comúnmente aceptadas, son fundamentales para vivir en una sociedad tolerante.Los principios de igualdad de derechos entre los sexos y de educación para la paz, están presentes en las propuestas de actividades de las unidades didácticas. Los criterios de agrupamiento y las directrices para proceder a la búsqueda de soluciones, alimentan las actitudes de respeto y tolerancia que deben prevalecer en las relaciones sociales y profesionales.La inclusión armónica y equilibrada de estos contenidos con los del resto que componen el currículo se ha realizado a través de la continua referencia a los mismos, tanto en el desarrollo teórico como en la planificación de las actividades de todas y cada una de las unidades.

&,-#+#/#$3%010!"#',+(&(,*-#20+,0,B%/C%'()*

La metodología didáctica de la Formación Profesional Específica promoverá la integración de contenidos científicos, tecnológicos y organizativos, favoreciendo en el alumno la capacidad para aprender por sí mismo y para trabajar en equipo.Por otro lado, la metodología debe estar dirigida a la adquisición de todas y cada una de las capacidades terminales del módulo profesional objeto de estudio, adaptándose en todo caso a los distintos tipos de contenidos (conceptuales, procedimentales y actitudinales) y siempre que favorezca el aprendizaje significativo.Diferenciando las actividades a desarrollar en el aula, su organización y secuenciación, de las actividades propiamente dichas realizadas por los alumnos y alumnas con la finalidad de adquirir determinados aprendizajes, cada unidad didáctica o de trabajo se desarrollará de conformidad con las siguientes pautas:

L+1*#1(,$(7')(6'4'6#%#$4*')(&1$9#')(,$7(+7@%4+,'<

^+9'1$6$1(7+(%'*#9+6#:4(&'1($7(+&1$4,#F+E$<

M,'&*+1(@4(&7+4*$+%#$4*'(%$*','7:A#6'(57$D#?7$B(+,+&*+4,'(7+)($)*1+*$A#+)($4(

6+,+(6+)'<

N$+7#F+1 (@4+ ($9+7@+6#:4 ( 5'1%+*#9+ (,$7 (&1'6$)' ($4 ( 5@46#:4 (,$ ( 7') ( 1$)@7*+,')B(

%+4*$4#$4,'(;(+%&7#+4,'(6@+4,'()$+(4$6$)+1#+(7+(+;@,+(&$,+A:A#6+<

Las estrategias didácticas dependerán del momento y grado de aprendizaje, pudiéndose destacar las siguientes:

=7+)$($D&')#*#9+<

CD&7'1+6#:4 ( ?#?7#'A1W5#6+B ( $4*1$ ( 7+) ( H@$ ( 6+?$ ( ,$)*+6+1- ( C)*@,#' ( ,$(

,'6@%$4*+6#:4<

-22-

>#)6@)#:4 ( $4 ( A1@&' ( ,$ ( 6+)') ( ; ( )#*@+6#'4$)B ( 6'4 ( '?E$*' ( ,$ ( 6'%&1'?+1 ( 7+(

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N$+7#F+6#:4(,$(+6*#9#,+,$)B(6'4(@*#7#F+6#:4(,$(*$D*')(,$(+&';'(;(6+)')(&1W6*#6')<

"1+?+E')(,$(6+%&'<

C7+?'1+6#:4(,$(#45'1%$)<

Deben ser las propias actividades de enseñanza aprendizaje las que seleccionen la estrategia didáctica más adecuada, distinguiéndose a lo largo del proceso tres tipos de actividades:

+A04D454<54ED-(>#1#A#,+)(+($D&7#6#*+1(7+)(6'46$&6#'4$)(,$7(+7@%4'('(+7@%4+(;(+(&1'&#6#+1(7+(%'*#9+6#:4(&'1($7(*$%+('?E$*'(,$($)*@,#'<

+A0@A8<::7667-(>#1#A#,+)(+(7+(6'4)*1@66#:4(,$7(+&1$4,#F+E$()#A4#5#6+*#9'(,$(7')(6'4*$4#,')(H@$($)*1@6*@1+4($7(*$%+<

+A0<5<F<@7-(e@$(*$4,1W4(&'1('?E$*'(7+($7+?'1+6#:4(,$()84*$)#)(;(7+($9+7@+6#:4()@%+*#9+(,$(7+(@4#,+,<

En resumen, la metodología a seguir ha de ser eminentemente activa y participativa, con objeto de desarrollar nuevas habilidades y la adquisición de nuevas actitudes.

El proceso de evaluación deberá ser continuo y se basará en los criterios y directrices del Departamento y del profesor del módulo, ponderando las diversas tareas que se propongan.

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! N$)'7@6#:4(,$(6@$)*#'4$)(1$7+6#'4+,+)(6'4(6+,+(@4+(,$(7+)(@4#,+,$)($9+7@+,+)<

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! M)#)*$46#+(+(67+)$(!#./($%-#"(%2<! M6*#*@,(;(6'%&'1*+%#$4*'($4($7(+@7+<

! d)'(,$7(%+*$1#+7(,#,W6*#6'(;(,$7(*+77$1(,$(#45'1%W*#6+<

! L+1*#6#&+6#:4($4(67+)$<

! M6*#9#,+,$)(,$(67+)$<

Se realizará una prueba escrita para realizar una evaluación sumativa al final de cada bloque temático. Para la superación de cada una de las evaluaciones será necesario tener una evaluación positiva en cada uno de los bloques correspondientes al trimestre. Para ello se tendrán en cuenta los criterios de evaluación enunciados en cada unidad didáctica, considerando la nota media de todos los bloques. Las notas de clase supondrán un 30% de la nota final. Se considerará una evaluación positiva aquella que sea calificada como igual o superior a 5.

'%/,*+%"(#010%'-(B(+%+,20+,0",'C!,"%'()*

='4(1$)&$6*'(+7(H6<D0@A0:A5GHA:<54EDB()$(1$+7#F+1W4(&1@$?+)($)61#*+)(,#1#A#,+)(+(7')(+7@%4')(6'4($9+7@+6#'4$)(&$4,#$4*$)B(6'4($7()#A@#$4*$(6+7$4,+1#'-

b !"#$%&'()'*#+)#,)-.)./-(1$6@&$1+6#:4(,$(@4#,+,$)(,$7(.$1(*1#%$)*1$<

b !"#$%&'()'*#+)#0-.&1-(1$6@&$1+6#:4(,$(@4#,+,$)(,$7([g(*1#%$)*1$<

-23-

b 2"#$%&'()'*#+)#3*4/-(1$6@&$1+6#:4(,$(@4#,+,$)(,$7(Z$1( *1#%$)*1$(;(&1@$?+(

5#4+7<

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,$(67+)$('($4(6@+7H@#$1(0'1+(7#?1$(+6@,#$4,'(+7(>$&+1*+%$4*'(,$(M,%#4#)*1+*#9'<

&%-,"(%/,2010",'C"2#20+(+I'-('#2

La cantidad de materiales y recursos diversos a utilizar serán variados debido a la heterogeneidad de los temas a tratar. Se observarán y comentarán casos y datos reales que se estén dando en la sociedad con orientación eminentemente práctica. Así mismo, se desarrollarán las actividades en el aula a partir de los conocimientos explicados y de los materiales que desde el profesorado se entiendan necesarios. Para algunas unidades didácticas, el profesor podrá facilitar, a su entender, material previamente elaborado, que tendrá la consideración de material evaluable en las pruebas correspondientes. En todo caso, se recomiendan el siguiente texto:

Contabilidad General y Tesorería. R. Pérez. EDITEX.

%'-(B(+%+,20'#&!/,&,*-%"(%2010,J-"%,2'#/%",2

En la medida en que el desarrollo de las actividades del aula lo permitan, se gestionarán y facilitarán visitas a entidades y empresas que favorezcan, por parte del alumno, la comprensión y los procesos de enseñanza-aprendizaje que se pretenden en el módulo.En caso de que tales actividades complementarias y extraescolares se pudieran desarrollar, entrarían a ser evaluables, y la falta de asistencia injustificada del alumno a las mismas sería motivo de calificación negativa de la evaluación del trimestre en que se desarrollen.

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Para poder realizar una adaptación curricular se procederá a considerar las siguientes etapas:

N$+7#F+1 ( @4+ ( $9+7@+6#:4 ( #4#6#+7 ( 6'4 ( '?E$*' ( ,$ ( ,$*$6*+1 ( 7') ( &1'?7$%+) ( ,$(

+&1$4,#F+E$(H@$()$(&1$*$4,$4B(;(,$*$1%#4+1($7('?E$*#9'(+(6@?1#1(6'4(K7<

L1'&'4$1 ( @4+ ( &1'&@$)*+ ( 6@11#6@7+1 ( 6'4 ( 7') (%$,#') ( &+1+ ( 7'A1+1 ( 7') ( '?E$*#9')(

+4*$1#'1$)B(;($4(6+)'(H@$(K)*')(0+;+4(,$()$1(%',#5#6+,')B(5'1%@7+4,'(+6*#9#,+,$)(

6'%&7$%$4*+1#+)(&+1+(7'A1+1(7+(6'4)$6@6#:4(,$(7')('?E$*#9')(&1'&@$)*')<

En todo caso, la atención a la diversidad vendrá dirigida por una actuación hacia las acciones que potencien los intereses socio-laborales del alumno, así como hacia las capacidades adquiridas con anterioridad.

-24-

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