The current research was made taking as a basis the situation of English teaching and learning at Prospero Pinzon Cooperative School. This is a private institution located in the municipality of Villapinzon, Cundinamarca, and it offers pre-school education, primary and baccalaureate to students who belong to the urban and rural area of this and other nearby municipalities. To identify the problematic situation, it was necessary to analyze some school documents: the Educational Institutional Project (PEI) and the English Area Programs. Also, surveys were applied to sixth to eleven grade students and English teachers. After analyzing this information, it was demonstrated that the Program of the English Area has different drawbacks that prevent it from having a suitable correspondence with the PEI, with national bilingualism policies, and with teachers’ and students’ needs, in order to achieve an efficient process of teaching and learning of the above-mentioned language in the Institution. In order to structure the research with pertinent theoretical bases, the following terms were considered: curriculum (Posner (2005), Grundy (1987), Gimeno Sacristan (1991, 2010), Garcia Santa-Cecilia (1995) and others), curricular design, (Fernandez, 2015), method (Richards y Rodgers, 1982) and foreign language curriculum (Nunez, 2008). Curriculum, as polysemic concept, was borne in mind from different currents and authors, so that we provide the development of this work an integration of different positions. To achieve the aims that they proposed, it was necessary to recognize the characteristics of the curriculum development in the frame of the foreign language curriculum. Therefore, this curriculum needs a method to be applied; a series of procedures that are given inside the environment of teaching and learning, and they involve aspects beyond the linguistic ones, such as contextual, social, economic ones, and the participation of the educational community in the curricular process. This research has a qualitative character; it takes an analytical approach inside a specific population and involves the development of a case study with the purpose of realizing the offer of the language curriculum guidelines directed to the Cooperative School. Therefore, the content of the mentioned limits is suggested with full knowledge of the environment in which the educational community is, their aims and needs. The curriculum guidelines are the product of this research. It is concluded that this product will be verified by the institution’s educational Administration, who will decide their later use for the curriculum innovation which is required.