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Syllabus Design

A syllabus provides goals and guidelines for both teachers and learners. It outlines the content to be taught in a course. While similar to a curriculum, a syllabus is more limited in scope, focusing on the content of a specific subject for a particular class. When designing a syllabus, factors like learnability, coverage, usefulness, and frequency should be considered to meet learners' needs and the objectives of the course. A well-designed syllabus is needed to ensure effective and efficient language instruction and classroom teaching.

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375 views13 pages

Syllabus Design

A syllabus provides goals and guidelines for both teachers and learners. It outlines the content to be taught in a course. While similar to a curriculum, a syllabus is more limited in scope, focusing on the content of a specific subject for a particular class. When designing a syllabus, factors like learnability, coverage, usefulness, and frequency should be considered to meet learners' needs and the objectives of the course. A well-designed syllabus is needed to ensure effective and efficient language instruction and classroom teaching.

Uploaded by

Urooj Arsh
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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SYLLABUS DESIGN

WHAT IS SYLLABUS?
 Clarifying the concept of syllabus is extremely
problematic. There seem to be as many
definitions as definers, each apparently
covering similar ground while comparing
various nuances and differences in emphasis.
 A syllabus is an expression of opinion on the
nature of language and learning. It acts as a
guide for both teacher and learner by
providing some goals to be attained.
 Hutchinson and waters define syllabus as
follows:
 “At it’s simplest level a syllabus can be described as
a statement of what is to be learnt.”
 Nunan refers to syllabus as:
“A syllabus consists of list of content to be taught
through a course of study. Key tasks for the syllabus
designer are the selection of items and their sequencing
and integration.”
 Stern defines syllabus as connected with
content, structure and organization.
 For Lee syllabus is, “essentially a statement of
what should be taught, year by year through
language, syllabuses often contain points bout the
method of teaching and time to be taken.”
 A syllabus is an expression of opinion on the
nature of language and learning; it acts as a
guide for both teacher and learner by
providing some goals to be attained.
CURRICULUM
 The term curriculum is open to a variety of
definitions; in its narrowest sense it is
synonymous with the term syllabus as in the
specification of the content and the ordering of
what is to be taught. (Finney)
 In the wider sense it refers to all the aspects of
planning, implementation and evaluation of
educational program. The why, how and how
well together with the what of teaching-
learning process.
Difference b/w syllabus and
curriculum
 Curriculum is wider term as compared with
syllabus.
 Curriculum covers all the activities and
arrangements made by the institution
throughout the academic year to facilitate the
learners and the instructors.
 Syllabus is limited to particular subject of a
particular class.
“WHY” SYLLABUS
 Generally every examination has it’s ‘syllabus’,
that is a statement of the subject matter, topics
or areas to be covered by the course leading to
the particular examination.
 Students and teachers consult the syllabus in
preparation for an examination and very often
the teaching of a course will be strictly guided
by the syllabus in question.
 The term ‘course of study’, ‘curriculum’, or
‘program’ often cover more or less the same
matter.
 It is thus a necessity in terms of providing
educational services to the community to
which the teacher is responsible. It thus
replaces the concept of ‘method’, and the
syllabus is now seen as an instrument.
Ideas to keep in mind when
choosing a syllabus
 “No single type of syllabus is appropriate for
all teaching setting”. (Mohseni)
 “ When choosing a syllabus design, take into
account all the potential factors that may affect
the teachability of a specific syllabus”.
(Mohseni)
 “Syllabus design concerns the selection of
items to be learnt and the grading of those
items into an appropriate sequence”. (Harmer)
Four major factors
 Learnability
 Coverage

 Usefulness

 Frequency

A syllabus requires the following prerequisites to


fulfill the objectives and goals of a course
 learner’s age, background and capability.
The need for a syllabus
 The concept of the syllabus for second- language
teaching has been widely recognized because of the
initiation of mere complicated theories of language
and language learning, as well as detection of the
variety of learners’ needs, wants and aspirations.
 Accordingly a syllabus is needed in order to produce
pragmatic efficiency and pedagogical efficiency.
 The syllabus is needed for classroom instructions
and because a teacher needs a particular syllabus for
a particular class to fulfill the aims and objectives.

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