The proposed methodology seeks
two main objectives: i) to create incentives for the student to work on a
continuous basis along the term, and ii) to promote self-study strategies. With
this aim, the student is asked to:

a) On a weekly basis, solve the exercises and cases proposed by the teacher. Team work is highly recommended to discuss the
possible solutions.

b) Prepare a case to be presented in the classroom. Students are asked to work in group and following the guidelines provided by the teacher, who will also set the date of presentation.

c) Prepare, either individually or in
group, the questions designed by the teacher to be discussed in the classroom and to actively participate in the discussions held in the classroom and/or the virtual forum.
Both the strength of the arguments used and the ability to defend them in front
of the rest of the students are graded. The student can get up to 1 extra point
to be added to the mark obtained in the continuous evaluation. In the event a student, for whatever reason, cannot take one of the written continuous assessment tests (mid-term multiple choice test or practical tests), s/he will be graded zero in that test, but this grade can be substituted with the grade obtained by means of active participation in class. That is to say, out of the six elements taken into account in the continuous assessment (mid-term test, 4 practical tests and participation) the best six will be selected. The maximum final mark for the continuous evaluation, out of the oral presentation, is 5 points.

Part-time students. It is highly recommended that all students awarded part-time enrolment try to follow the classes regularly and take part in the continuous evaluation activities. When this is not possible, these students, and only these students, can take an exam designed to assess all the competences and content of the subject, instead of the different continuous assessment tests. This exam will be totally (or at least partially) oral and it will take place before the end of the term in a date on which all students in the same situation and teachers agree. The mark corresponding to this exam will be considered the continuous assessment mark for these students. Hence, they should take the final exam in the same date and conditions as the rest of students. Part-time students should contact the teacher before February, 28.

As for the final exam, students
should take into account the agreements of the Executive Committee of the
Faculty of Economics and Business (6th July 2011).

Absent qualification.
This qualification will be assigned, exclusively, to those students that had
participated in evaluation activities with a weighting lower than 20% of the
final qualification, independently of the mark obtained in these activities.

Final exam.
It is forbidden to access the classroom where the exam is held with any machine
that allows communication with the outside and/or the saving of information.

Evaluation in the July option.
The evaluation criteria used in the first option applies also in the July
option.

Finally, in the case (and
just in the case) students are awarded with an extra evaluation option
("avaliación adiantada"), they should take an oral (or partially oral) exam which will be
designed to evaluate all competencies and contents of the course.

Learning outcomes	Study programme competences
Know the accounting method and its output: the financial statements.	A1 A4 A5 A6 A7 A8 A9 A10 A12	B2 B7	C3
Record, present, and interpret any basic business transaction.	A1 A2 A3 A4 A5 A9		C3 C5
Learn in an autonomous manner; look for the solution for new problems by applying the acquired knowledge.	A7 A9	B1 B3 B5 B6 B8	C3 C6
Ability to work with others in a consultive way.	A7 A11 A13	B4 B9	C1 C7 C8
Have an ethical behaviour in business.	A1 A2		C4

Topic	Sub-topic
Section I: Foundations of Accounting
Lesson 1: Introduction to Accounting	1.1. Business activity and the need for information 1.2. Uses and users of financial and non-financial information 1.3. Accounting standards
Lesson 2: The balance sheet	2.1. Purpose of the balance sheet 2.2. Balance sheet components 2.3. Transactions and balance sheet
Lesson 3: The income statement and the cash flow statement	3.1. Purpose of the income statement 3.2. Income statement format 3.3. The link between the income statement and the balance sheet 3.4. Cash flows
Lesson 4: The accounting method	4.1. Analysis of transactions. Dual accounting 4.2. The recording process. Debit and credit approach
Lesson 5: Accounting records	5.1. The journal and the journal entry 5.2. Transfer from the journal to the ledger 5.3. The trial balance and the financial statements
Lesson 6: The accounting cycle	6.1. The accounting period 6.2. Recording transactions 6.3. End of period adjustments 6.4. Preparation of financial statements 6.5. Closing entries
Section II: Analysis and interpretation of financial information
Lesson 7: The content of the financial statements	7.1. Structure and content of the basic financials statements 7.2. Comparative financial statements and trend analysis 7.3. Common size financial statements
Lesson 8: Liquidity and efficiency	8.1. Current and non-current assets 8.2. Turnover ratios
Lesson 9: Solvency	9.1. Leverage 9.2. Interest coverage 9.3. Ability to generate cash flow
Lesson 10. Profitability analysis	10.1. Return on assets 10.2. Return on equity 10.3. Debt and profitability

Methodologies / tests	Competencies	Ordinary class hours	Student’s personal work hours	Total hours
Guest lecture / keynote speech	A1 A2 A3 A7 A8	8	12	20
Directed discussion	A4 A5 A9 A11 A13 B4 B6 B8 B9 C4 C6	7	12	19
Workshop	A6 A10 A12 B2 B1 B3 B5 B7 C1 C3 C5 C7 C8	12	24	36
ICT practicals	A7 A9 A10 B2 B3 C3	11	22	33
Oral presentation	A9 A10 A13 B2 B3 B4	3	12	15
Online forum	A13 B3 B4 C3	0	2	2
Multiple-choice questions	A4 B2	1	4	5
Practical test:	A9 A12 B2 B3 C3	2	4	6
Objective test	A4 B2	2	8	10

Personalized attention		4	0	4

(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies	Description
Guest lecture / keynote speech	The teacher presents the main concepts that students need to solve the accounting problems covered in the course.
Directed discussion	Preparation and discussion in the classroom of the topics proposed by the teacher.
Workshop	Work in groups to solve exercises and cases, both in the classroom and out of the classroom. The teacher will guide this work.
ICT practicals	Work with accounting software to keep accounting books and prepare financial statements, use of a worksheet to analyse the content of the financial statements, and employment of presentation tools in order to prepare the presentation in the classroom.
Oral presentation	Presentation (in the classroom) of a practical case prepared in group and following the guidelines provided by the teacher.
Online forum	Use of the forum in Moodle to ask questions and/or answer those formulated by other students dealing with any topic related to the subject, particularly, those arising when solving the exercises and cases.
Multiple-choice questions	Mid-term multiple choice test on an unspecified date.
Practical test:	Mini-written tests associated with both the workshop and ICT exercises and designed to assess the work done by students outside the classroom, in solving the exercises and cases.
Objective test	Final exam covers both theoretical and practical issues.

Methodologies	Competencies	Description	Qualification
Objective test	A4 B2	The final exam, covering both theoretical and practical issues, will be held on the date set by the Faculty.	30
Multiple-choice questions	A4 B2	Mid-term multiple choice test.	10
Oral presentation	A9 A10 A13 B2 B3 B4	Students are asked to present a case in the classroom. In marking this oral presentation the teacher will take into account how students have solved the case, the presentation in the classroom, and the answer to the questions formulated by the teacher and/or other students.	20
Practical test:	A9 A12 B2 B3 C3	At the beginning of each of the sessions dedicated to discuss the exercises and cases, the teacher will ask students to solve a mini-written exercise, similar to those designed to be solved out of the classroom. This mini-exercise must be solved individually and in the time slot set by the teacher. By the end of the term the teacher will randomly select four of these written exercises to be marked.	40

Assessment comments
The proposed methodology seeks two main objectives: i) to create incentives for the student to work on a continuous basis along the term, and ii) to promote self-study strategies. With this aim, the student is asked to: a) On a weekly basis, solve the exercises and cases proposed by the teacher. Team work is highly recommended to discuss the possible solutions. b) Prepare a case to be presented in the classroom. Students are asked to work in group and following the guidelines provided by the teacher, who will also set the date of presentation. c) Prepare, either individually or in group, the questions designed by the teacher to be discussed in the classroom and to actively participate in the discussions held in the classroom and/or the virtual forum. Both the strength of the arguments used and the ability to defend them in front of the rest of the students are graded. The student can get up to 1 extra point to be added to the mark obtained in the continuous evaluation. In the event a student, for whatever reason, cannot take one of the written continuous assessment tests (mid-term multiple choice test or practical tests), s/he will be graded zero in that test, but this grade can be substituted with the grade obtained by means of active participation in class. That is to say, out of the six elements taken into account in the continuous assessment (mid-term test, 4 practical tests and participation) the best six will be selected. The maximum final mark for the continuous evaluation, out of the oral presentation, is 5 points. Part-time students. It is highly recommended that all students awarded part-time enrolment try to follow the classes regularly and take part in the continuous evaluation activities. When this is not possible, these students, and only these students, can take an exam designed to assess all the competences and content of the subject, instead of the different continuous assessment tests. This exam will be totally (or at least partially) oral and it will take place before the end of the term in a date on which all students in the same situation and teachers agree. The mark corresponding to this exam will be considered the continuous assessment mark for these students. Hence, they should take the final exam in the same date and conditions as the rest of students. Part-time students should contact the teacher before February, 28. As for the final exam, students should take into account the agreements of the Executive Committee of the Faculty of Economics and Business (6th July 2011). Absent qualification. This qualification will be assigned, exclusively, to those students that had participated in evaluation activities with a weighting lower than 20% of the final qualification, independently of the mark obtained in these activities. Final exam. It is forbidden to access the classroom where the exam is held with any machine that allows communication with the outside and/or the saving of information. Evaluation in the July option. The evaluation criteria used in the first option applies also in the July option. Finally, in the case (and just in the case) students are awarded with an extra evaluation option ("avaliación adiantada"), they should take an oral (or partially oral) exam which will be designed to evaluate all competencies and contents of the course.

Basic	Sutton, T. (2004). Corporate Financial Accounting and Reporting. Prentice Hall Reverte Maya, Carmelo (2014). Exercises of Financial Accounting. Ecobook Phillips, F., Libby, R., and Libby, P.A. (2006). Fundamentals of Financial Accounting. McGraw Hill Larrán Jorge, Manuel (Coord.) (2009). Fundamentos de Contabilidad Financiera. Pirámide Muñoz Merchante, Ángel (2014). Introducción a la Contabilidad Financiera. Ediciones Académicas Arquero Montaño, J. L., Jiménez Cardoso, S.M. y Ruiz Albert, I. (2015). Introducción a la Contabilidad Financiera. Pirmámide

Complementary	Horngren, C.T.; Harrison, W.T y Bamber, L. S. (2003). Contabilidad. Pearson Camacho Miñano, M. M. y Rivero Menéndez, M.J. 2010 (2010). Introducción a la Contabilidad Financiera. Pearson Solà Tey, Magda y Vilardell Riera, Inmaculada (2009). Introducción a la Contabilidad General. McGraw Hill

Other comments
In this subject, documents will be delivered in digital format, through Moodle.