Syllabus Design

Course and Syllabus Design

Course and Syllabus Design

Syllabus Design Terms

  1. Syllabus: The syllabus is a document and a critical piece of communication between instructors and students.
  2. Syllabus Design: It is process to design a syllabus which includes:
    • Name
    • Course requirements
    • Logistics (Name, contact information, meeting place)
    • Course contents
    • Learning objectives
    • Course topics
    • Methodology
    • Learning Activities
    • Evaluation
    • Course Policies and Values
    • Assignments, projects and exams
    • Schedule of Topics and Evaluations
  3. Approaches to Syllabus Design: There are six types of language teaching syllabus:
    1. Structural or formal syllabus
    2. Notional/  functional Syllabus
    3. Situational Syllabus
    4. Skill-Based Syllabus
    5. Task- Based Syllabus
    6. Content-Based Syllabus

Curriculum Development in Language Teaching

  1. Need Analysis: Needs are often described in terms of a linguistic deficiency, that is, as describing the difference between what a learner can presently do in a language and what he or she should be able to do.
  2. Situational Analysis: Situation analysis is an analysis of factors in the context of a planned or present curriculum project that is made in order to assess their potential impact on the project. These factors may be politic, social, economic, or institutional.
  3. Course Planning: A number of different levels of planning and development are involved in developing a course or set of instructional materials based on the aims and objectives that have been established for a language program.
  4. Teaching Materials: Teaching materials are a key component in most language programs. Whether the teacher uses a textbook, institutionally prepared materials, or his or her own materials, instructional materials generally serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom.
  5. Effective Teaching: Quality teaching is achieved not only as a consequence of how well teachers teach but through creating contexts and good environments that can facilitate good teaching.

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