Syllabus design

YOUJIL AMINE
Syllabus design
The basic differences between syllabus and curriculum are explained in the
point given below:
The syllabus is described as the summary of the topics covered or units to be
taught in the particular subject. Curriculum refers to the overall content,
taught in an educational system or a course.
Syllabus varies from teacher to teacher while the curriculum is same for all
teachers.
The curriculum has a wider scope than the syllabus.
The syllabus is provided to the students by the teachers so that they can take
an interest in the subject. On the other hand, normally the curriculum is not
made available to the students unless specifically asked for.
Syllabus is descriptive in nature, but the curriculum is prescriptive.
Syllabus is set for a particular subject. Unlike curriculum, which covers a
particular course of study or a program.
Syllabus is prepared by teachers. Conversely, a curriculum is decided by the
government or the school or college administration.
The duration of a syllabus is for a year only, but curriculum lasts till the
completion of the course
the definition of a syllabus:
a syllabus is a Greek word , it is an outline of a subject
of a course and it devised by the professor. a syllabus is
a document that defines the subject and outlines the
specific content , objectives, and structure of a course.
it provides details about the topics to be covered, the
schedule, assignments , grading policies and any other
guidelines related to the course.
In short we can say that a syllabus is a summary of
main lectures in a subject, and it is a clear and
structured plan that helps both teachers and students
achieve learning goals effectively.
 the definition of a syllabus:
a syllabus is a Greek word , it is an outline of a subject of a course and it
devised by the professor. a syllabus is a document that defines the
subject and outlines the specific content , objectives, and structure of a
course. it provides details about the topics to be covered, the schedule,
assignments , grading policies and any other guidelines related to the
course.
In short we can say that a syllabus is a summary of main lectures in
a subject, and it is a clear and structured plan that helps both teachers
and students achieve learning goals effectively.
key similarities :
- Both curriculum and syllabus are related to what is
taught.
- Both provide outlines.Curriculum is an outline of
particular course and syllabus is an outline of a subject
or a course .
- Both identify the specific concepts ( to be taught to
students) , techniques and schedule.
- Both curriculum and syllabus have their own
importance and are necessary in any academic
program.
Conclusion.
the two terms differ in a sense that curriculum is
a combination of some factors which helps in
the planning of an educational program,
whereas a syllabus covers the portion of what
topics should be taught in a particular subject.
It is important to know that making decisions
about the type of syllabus depends on the
nature of the course, the aim, and the needs of
learners
Grammatical syllabus
The grammatical syllabus is the most common type of syllabi used in
schools. The grammatical syllabus is defined as one that consists of a
list of grammatical items selected and graded in terms of simplicity
and complexity. The structures of the grammatical syllabus are
generally presented one by one, But sometimes it is explained in
contrasting pairs, for example, simple present versus simple past or
singular nouns versus plural nouns (Long & Crookes).
In short, the grammatical syllabus is a powerful device for enabling
language learners to master grammatical rules rather than to
communicate effectively, For example:
A: Do you mind if I open the window
B: Yes, I do.
We can see from the answer, that the learner is someone whose
knowledge of English grammar might be perfect, but who does not
know how to give socially appropriate replies.
Seen in another light, the grammatical syllabus, at its best, trains
learners to produce instances of language usage rather than
language use
The functional syllabus
It focuses on teaching language functions which are events about «
doing things » such as: inviting, promising, offering… So a functional
syllabus might look like this:
Offering
Requesting
Inviting
Agreeing and disagreeing
The syllabus designer then chooses exponents (ways of expressing) for
each function. For example in teaching the language function « offering
» the following exponents are highlighted:
Would you like me to…..?
Do you want some help?
I will help you if you want
Let me give you a hand
The designer here needs to choose and order the exponents for each
function based on learnability, and frequency.
The situational syllabus
A situational syllabus offers the possibility of selecting and
sequencing different real-life situations, or situations based on the
needs of learners in a course, ( a situation is a setting in which
particular communicative acts typically occur), for example:
At the bank
At the supermarket
At the restaurant
Situational syllabuses are often used in travel books, an example
of a recent situationally organized textbook contains the following
situational syllabus:

Situational syllabuses have the advantage of presenting language

in context and teaching the language of immediate practical use
introduction
A process oriented syllabus focues on the pedagogical
processes leading to the language outcome, or skills and
processes involved in learning language( that is to say
the focus is on the how ) ; this type of syllabi are
developed as a failure in product oriented syllabuses
with the aim of enhancing communicative language
skills. For instance, rather than focusing on the features
of the products of writings such as letters, compositions
reports, notes etc… a process writing syllabi would focus
on the processes writers use to complete their tasks like
collecting informations ,organizing ideas ,drafting and
revising.
Task based syllabus:
Task based syllabus has its origins in communicative language teaching
and it’s a subcategory of it .It can be defined as “interactions whose
purpose is to get something done .in other words it’s a way to promote
classroom learning that focused on the processes rather than products ,
and on meaning rather than the form.
language data (authentic data in a form of samples of spoken or written
language that have not been specifically written for the purpose of
language teaching

This syllabus uses activities that the learner have to do for non-
instructional purposes outside of the classroom as opportunities for
language learning . task based activities are a way of bringing the real
word into the classroom . designed when the purpose is to complete
some complex and meaningful tasks( for example describe childhood
memories) ,the learner performe various tasks together in more
cooporative environment( learning), and language learning is then
considered as dependent or subornite ,related to task performance , that
is to say the intent of TBS is is to use learner’s real life needs and
activities as learning experiences , language form is learned through
language use
Advantages:
 motivation
 Collaboration
 Discovery of hiddden skils
 Student will communicate and interact with the target
language
 Students are risk takers and innovators

Disadvantages:
 Cannot make that all students will be involvedin
doing the task
 Students might use theit first language rather
than the target language .
The skill based syllabus
Introduced by D. Nunan(1999) we can talk about skill based syllabus when one or more
of thre four skills is the organizing principle for a syllabus , which means that the
emphasis is on learning the skill itself , as a distinct from using the skill for another
purpose.in other words ,the content of language teaching is a collection of specific
abilities that may play a part in using language . while the situational syllabi group
functions together into specefic settings of language use , skill based syllabi group or
merge linguistic
competencies( pronounciation ,vocab,grammar,sociolinguistics,discourse) together into
generalized types of behavior, such as listening to spoken language for the M
idea ,writing well-formed paragraphs,giving effective oral presentations,reading texts
for M ideas or supporting details, and so on …(the primary purpose of SBS to learn the
specific language skill)
The skill based syllabi activities are mainly reading skills (skimming, scanning)
Writing skills (writing specific topics sentences and certain kinds of discourse : memos ,
research reports )
Speaking skills (giving instructions , delevering public talks, giving personal
information)
Listening skills ( getting specific information over the telephone , listening to foreign
radio broadcasts for news)
Another and a traditional way of viewing the SBS is what is called Competency based
instruction ,competencies are similar to behavioral objectives in that they define what a
learner is able to do as a result of instruction
It’s based on the development of language skills for example: listening to foreign radio
Advantages
 It is appropriate when learners need to develop
specific skills

 Relevance on student-fellt needs or wants

Disadvantages
 It is not appropriate for general purposes or beginner level
classes.

 Criticized for breaking downs skills into micro skills focusing

on discrete components of ability rather than on developing more
global and integrated communicative abilities ( do not reflect a
holistic view of language ).
Content based syllabus:
this type of syllabus combines language and content learning ny focusing on teaching
subject matter in the target language rather than separately teaching the languauge
itself Which means focusing on teaching content or informational subjects like math or
science alongside language
CBS have been used in ESL programs in schools and universities where english is
integrated with other subjects ( providing framework for sustained engagement with
both content mastery and language learnin)
designed mainly to teach Some content or information in a language , the learners
learn the language and they learn about the language,language learning occurs
concerently with content learning
for example the aim is to use english for studying other subjects ;drawing goeometrical
figures : circle , triangle , square) but the primary purpose of the instruction is to teach
some content or information using the language that students are also learnig .
The learners use the foreign language to study other subjects such as : science , maths
, biology etc...
In this way they learn not only the subject , but they improve their languauge use at the
same time
For example
Subject: biology
Topic : cells
• Vocabbulary : parts of the cell
• Sturcture : simple present and present continuous
Advantages :
 It allows
learners to subject matter
and language simultaniously
 Language is learned through the use
of context rather than the use of rules

Disadvantages
 Content based syllabus did not adress two key
question :
What content? And how much content?
Content based syllabi also risk frustration if students lack
the language skills needed for the content tasks
Conclusion
Based on all the types of syllabi , a good and valid syllabus is that
covers more or less all aspects of these types;therefore, proper and
appropriate implementation of syllabus in language teaching is
undeniable. without proper implementation of Syllabus , on one
hand , the desired objectives will be hard to obtain and on the other
hand students will suffer from the lack of appropriate syllabus which
could fullfil their immediate pedagogical requirements and sharpen
their abilities in different areas of language .
Components of a Syllabus design
. Instructor/ teacher Information**
All syllabi should provide essential contact details, including:
- Name**
- E-mail Address**
- Phone Number**
- Office Hours**

Additional details depend on the course type:

- Face-to-Face Courses: Include office location; students typically discuss
issues before/after or during the session /class .
- Online Courses: Provide alternative methods of communication (e.g.,
video conferencing) due to geographical and scheduling constraints.

2 Course Description
A concise summary outlining the course’s nature.
- Written using active voice and direct statements.
- Taken from the institution’s official catalog to maintain consistency across
sections.
Clearly defined goals for student performance, emphasizing:
- Specificity: Identify what students will learn.
- Measurability: Specify the skills or knowledge students must
demonstrate.
- **Clarity:** Summarize the scope of knowledge covered.
- **Relevance:** Ensure objectives logically relate and build on each
other.

4. Course Methodology
An explanation of the approaches used to facilitate learning, which may
include:
- Readings
- Case studies
- Tests and quizzes
- Discussions

This section helps students gauge the course's compatibility with their
learning preferences.
5. Grading Criteria
Provides clear, detailed guidelines for how students will be
assessed.
- Adult learners especially value transparency in grading
expectations.

6. Grade Computation
Outlines the weight of each graded item.
- Helps students prioritize their efforts based on the grading
breakdown.

7. Course Policies
Covers rules and expectations for students, which may differ for
face-to-face and online courses.
Examples:
-Attendance:
- For online courses, students must regularly access the learning
platform to stay updated.
- Attendance
Students must access the online course regularly to ensure that
they receive the most up-to-date + Students who access the
course / the session only one or two times per week may receive
less consideration if they request extensions or make-up exams.
- Standardized Policies: Institutions may provide templates, but
instructors or teachers must tailor policies to the course format.
Challenges in Syllabus Design
 Lack of Clarity in Learning Objectives:
Sometimes, syllabi state broad goals but lack specific, measurable,
achievable, relevant, and time-bound (SMART) learning objectives. This
makes it difficult for students to understand what they are expected to learn
and for instructors to assess learning outcomes effectively.
 Content Overload:
Trying to cram too much information into a single course can overwhelm
students and lead to superficial learning. It can also make it difficult to cover
all the material in the allotted time.
 Mismatch Between Assessment and Learning
Objectives:
Assessments should directly measure the learning objectives of the
course. If there is a mismatch, students may study the wrong things, and the
instructor won't get an accurate picture of student learning. This relates to
constructive alignment.
 Lack of Engagement and Relevance:
If the syllabus doesn't clearly demonstrate the relevance of the course
content to students' lives or future goals, they may be less motivated to learn.
Similarly, if the teaching methods are not engaging, students may become
bored and disengaged. Active learning is key here.
Inadequate Consideration of Student Diversity:
Students come from diverse backgrounds and have different
learning styles, needs, and abilities. A syllabus that doesn't
consider this diversity may not be effective for all students.
This calls for inclusive design.
Time Constraints:
Designing a comprehensive and effective syllabus takes time and effort,
which instructors may not always have.
Keeping Up with Changing Trends and Technologies

In today's rapidly changing world, it can be challenging to keep

course content and teaching methods up-to-date.
 Clearly Define Learning Objectives:
Start by identifying the key knowledge, skills, and attitudes that students should gain
from the course. Write these as specific, measurable learning objectives. Use action
verbs (e.g., analyze, evaluate, create) to make them more concrete. Bloom's Taxonomy
can be a helpful tool.
 Prioritize Content:
Focus on the most essential content that directly supports the learning objectives. Be
willing to cut out less important material to avoid content overload
 Align Assessments with Learning Objectives:
Ensure that all assessments (e.g., exams, papers, projects) directly measure the
learning objectives of the course. Use a variety of assessment methods to cater to
different learning styles. This is a core principle of constructive alignment.
 Emphasize Relevance and Engagement:
Explain why the course content is important and how it connects to students' lives and future goals.
Use active learning strategies (e.g., discussions, group work, problem-solving) to keep students
engaged.
 Incorporate Universal Design for Learning (UDL) Principles:
UDL is a framework for creating flexible learning environments that can accommodate diverse
learners. It emphasizes providing multiple means of representation, action and expression, and
engagement.
 Allocate Sufficient Time for Syllabus Design:
Recognize that syllabus design is an important task that requires adequate time and effort. Start
early and seek feedback from colleagues or experienced instructors
 Stay Current with Developments in the Field:
Conclusion
By addressing these challenges and
implementing the suggested
strategies, you can create a syllabus
that is clear, effective, engaging, and
inclusive, ultimately leading to better
learning outcomes for your students.
Steps of syllabus design

Introduction:

Designing a syllabus is like building a road map for a successful learning

journey. It starts with understanding what students need and setting clear
goals. Then, we carefully pick the topics and organize them in a logical
order. After that, we decide how to teach and assess students progress. At
the end, we listen to the feedback and make any necessary tweaks before
sharing the syllabus with everyone.

1-Need assessment.
*Conduct thorough research to understand the needs of the learners
consider factors such as their prior knowledge, skills, cultural background,
and learning preferences.
*Analyze any external requirements or standards that the course must
adhere to such as educational regulations, industry standards, or criteria.
*Gather input from stakeholders, including students, faculty members,
including students,and teachers to ensure that the syllabus addresses
relevant needs and expectations.
2.Objective setting
*Clearly identify the goals of the course, considering both the knowledge and
skills that students should acquire by the end of the course.
*break down these goals into specific ,measurable learning objectives that
articulate what students should be able to know, understand, or do.
*Ensure that the learning objectives are realistic, achievable, and aligned
with the overall mission of the educational institution or program.
3. Course content:
*Identify the key topics, concepts, and skills that need to be covered to
achieve the learning objective.
*Consider the relevance, significance, and currency of the content in relation
to the course goals and the needs of the learners.
Here’s the typed version:
*Balance, breadth, and depth in content selection, ensuring that the syllabus
provides a comprehensive overview of the subject matter.
4. Sequence Planning:
Determine the most effective sequence for presenting the content,
considering factors such as logical progression, building on prior knowledge,
and facilitating skill development.
*Organize the content into units, modules, or weeks, taking into account the
total duration of the course.
5. Instructional methods:
*Choose appropriate instructional methods and learning activities to effectively
deliver the content and achieve the learning objectives.
*Tailor the instructional methods to the needs, styles, and preferences of the
learners, as well as the nature of the content being taught.
*Integrate technology and multimedia tools where appropriate to enhance
engagement and facilitate learning.
6. Assessment strategies:
Here’s the typed version:
*Develop a range of assessment methods to evaluate student learning and
progress toward the learning objectives.
*Ensure that assessments are aligned with the content and provide opportunities
for students to demonstrate their understanding and skills.
*Include formative assessments(e.g:quizzes, homework assignments , class
participation)to provide ongoing feedback and support students learning.
*Incorporate summative assessments (e.g:exams, projects) to measure students
achievement of the learning objectives and assigned grades.
7. Review and revise:
*Seek feedback from students, colleagues, and other experienced educators to
evaluate the effectiveness of the syllabus.
*Make necessary revisions to the syllabus, content, or assessment based on
feedback and students outcomes for improvement.
*Regularly update this syllabus to align with changes in the field or curriculum.