THE ANNUAL

TEACHING
PLAN
What is the annual
teaching plan?
The annual plan consists of a process of global didactic forecasting based on
the conclusions of the diagnosis, which provides a first vision of the most
important problems of the group of students and the possible alternative
solutions to be implemented in the grade; supported by the agreements made,
which allow the formulation of the pedagogical-didactic guidelines of the
cycle to ensure coherent actions; taking as a frame of reference the
expectations of achievement of the cycle, which express the competencies to
be achieved by the students at the end of this educational stage.
What are the main The main difference between the template of the annual teaching

differences between 01 plan and the CLIL annual teaching planning, is that in the first one
the objectives with the language skills are carried out in a general
the two templates? way, however, in the CLIL the objectives of them are made based
on the 4 Cs that represent it, that is, content, communication,
cognition.

On the other hand, among the differences found, there are the
02 contents while in the annual teaching plan the skills/topics are
presented; in the CLIL annual teaching plan, the functions are
proposed.

The methodological strategies are different in both templates, while

03 in the annual teaching plan language skills are generally taken into
account, in the CLIL annual teaching plan, this point is done based
on the 4 Cs that represent it.
 Describe the main components of an annual
teaching plan.

01 02 03
General information Objectives Contents
Area:/ School / institute:/ For each type of competency and Time Frame, Skill/Topic,
School year: / target group component and skills Grammar, Vocabulary

04 05 06
Methodology/ Assessment
Strategies Resources
For each language proficiency Needed/ or used to All types of evaluation
(Listening, Reading, Speaking, accomplish the plan throughout the year
Writing, Writing)
Explain where the information is taken from to complete the
annual teaching plan.

• Educational institutions, within the framework of flexibility and autonomy,

determine the pedagogical principles that allow the implementation of the
national curriculum.

• Distributing the contents to be developed and attending to the interests and

learning needs of their students.

• These guidelines must be included in the Institutional Curricular Planning (ICP),

with the objective of guiding the didactic proposal at the micro-curricular level.

• The purpose is to guide directors and teachers in the elaboration of the annual
curriculum planning (PCA) to facilitate the guidelines to be implemented in
educational institutions at the national level.