Dina Jedidah C.

Alulod March 20, 2017
Eng604M – Curriculum Development and Materials Production
Syllabus Critique

Syllabus design is based on the decision about the units of activity in the classroom and

the sequence which they are to be done (Robinson, 2001). The sample syllabus is an example of

a task-based syllabus. Task-based syllabuses are designed with varieties of tasks as the basic

blocks, focusing on using the language in ‘real world’ setting rather than focusing on the isolate

grammatical topic (Nunan, 2001). Authentic materials are used as samples of spoken or written

language. Types of task-based activities focus on language exercises or communication activities.

The sample syllabus is clear with its purpose as it is anchored to the mission and vision of

the institution. The each task provided is patterned to a competency provided by the Curriculum

Guide of the Department of Education. Each assessment is also noted if it is formative or

summative paired with the assigned strategy or activity to assess it.

The syllabus sends a symbolic message to the stakeholders regarding the amount of

preparation the teacher has invested to make the syllabus. It gives the first impression to the

students (Matejka and Kurke, 1994). The syllabus, along with the textbook, sets the tone of the

subject. Therefore, careful planning must be done in designing a syllabus (Wolfe, 2005). In

designing a great syllabus, there are necessary distinct elements or components that have to be

provided (Johnson, 2006). In the sample syllabus, there are a number of strengths that can be

considered. First, the syllabus designer provided the teachers’ names and the schedule of the

term. Secondly, a list of topics to be covered in that term was also provided. Thirdly, the Content

Standard, Performance Standard, and Lasallian Guiding Principles, Transfer Goals, Essential

Questions, and Enduring Understanding are explicitly stated in the syllabus to guide the teachers

and students in the objectives of the subject. Another strength that can be noted is all activities

there were no references. in the syllabus. I would provide a pool of references or texts and materials with instructions that other teachers can utilize in the classroom. This way. However. the students can have an idea on how they will be graded in the classroom. These can be considered to be weaknesses of this sample syllabus because other teachers who would be using the document might feel lost in executing or implementing it to his or her respective classes. there are a number of elements to consider. These are considered to be strengths as they provide a clear outline of what the students can expect from the teacher. but it must include important and relevant . A well-written syllabus does not need long information filled with charts or study suggestions. This way.and assessments are anchored or based on the competencies for the subject provided by the government. or required material stated in the syllabus. However. there was no additional information provided regarding the subject teachers which can use for consultation purposes. activities are also scaffold in preparation for the final performance task of the student. the preparation of each teacher can be done beforehand and they need not depend on the syllabus designer to provide the materials. Lastly. recommended texts. there is no indication of the time dedicated per week for the particular subject. Also. I would also provide the grading of each assessment or task that the students will take in the subject. Secondly. the types of assessments provided were only classified. if I were to make changes in the sample syllabus. the titles of the strategies or activities were provided and not the details of such activities. In conclusion. Thirdly. materials and activities are authentic. the point system for all the said assessments could have been already stated for early. Lastly. First. Another element that can be considered is that the assessments provided are already labelled if it were formative or summative. in terms of weakness or points that have been missed out. Also.

information. 2006). It is true that providing a well-written syllabus will help students in the learning process and will assist the teachers in teaching the subject (Johnson. .

20(2). 4(4).. B. 288. Course materials—syllabus and textbooks. P. K. Cognition and second language instruction. Robinson. Nunan. 55-60. (2006). University of Hong Kong. & Kurke. and syllabus design: A triadic framework for examining task influences on SLA. Matejka. Best practices in syllabus writing: Contents of a learner-centered syllabus. L. C. 42(3). . (1994). Aspects of task-based syllabus design. D. Wolfe. 139-144.References: Johnson. 115- 117. Journal of Chiropractic Education. K. 6-7. Task complexity. (2005). Designing a great syllabus. (2001). cognitive resources. (2001). College Teaching. The English Centre. Journal of Teaching in Travel & Tourism.