Syllabus Design to Curriculum Development

Syllabus is the subjects or contents in a course of study or teaching.A syllabus functions as a

contract between a teacher and his/her students. By enrolling in the course, students are agreeing
to the terms of the contract. It is crucial then that the terms of the contract are clear and students
know what is expected.
 Types of syllabus
In language teaching contexts, there are six types of language syllabus:
1.grammar syllabus, 2.situational syllabus, 3.notional syllabus,
4.task-based syllabus, 5.skill-based syllabus and 6.content- based syllabus.
Curriculum is the subjects comprising (consist of; be made up of.) a course of study ina
school or college.
Syllabus Design
A learning-centered syllabus focuses on the needs of the students and their learning
process. This provides resources for creating the best syllabus for your course.
Your syllabus is the first glimpse your students have of your course. (Actually, it’s the second,
but the course descriptions in the catalog certainly can’t do justice to your dynamic presentation
and intriguing subject matter.)

A syllabus is a basic contract between the instructor and students, laying out the responsibilities
and expectations on both sides. It’s also a road map that shows the general contours of the
course, important milestones, and the landmarks that will let students know they’re on the right
road. And, last but not least, it’s a marketing opportunity to show the students just how great the
course will be.
A learner-centered syllabus can take many forms, but it often includes one or more of
these features:
 A rationale for course objectives and assignments. ...

 Shared decision making. ...

 Warnings of potential pitfalls. ...

 An opportunity for students to set teacher expectations. ...

 Recommendations for staying on track.

Components that should be included in a course syllabus:

To do this, a syllabus should include the following: Basic course information (course by
number, section, title, semester, meeting times, days, place, format) Instructor’s information
(name, title, rank, office location, office phone number, e-mail) Description of the course
content or Lesson Plan
Elements of a Learning-centered Syllabus
So, what goes into a learning-centered syllabus? How do you design one? We’re glad you asked!
As you begin to design your syllabus, and more specifically your learning outcomes, activities,
and assessments, here are three questions to keep in mind: 1)Is it linked to the life of the
learner? 2)Is it challenging yet attainable? 3)Does it inspire both the learner and the
teacher?

With those thoughts in mind, here are the basic components of a learning-centered
syllabus:
1. Basic information. The course name and number, meeting times and location, credit
hours, and semester.
2. Instructor information. Office location and hours, appointment scheduling, phone
numbers, contact information for teaching or lab assistants.
3. Prerequisites. Courses, knowledge, or skills students should already have.
4. Required texts and materials. List of all required textbooks, technology, and other
materials (packets, programs, Internet access, and so on) with information about editions,
volumes, and other details; for difficult-to-find materials, hints on locating copies.
5. Course description. Summary of what the course covers, with more details than the short
catalog descriptions, to give the students a more complete picture of what you will (and
will not) include.
6. Course purpose. Explanation of why students should take this course, how it is relevant to
them, how it will help them now and in the future.
7. Course learning outcomes. List of three to five learning outcomes for the course—this is
what you want the students to really “get” from their experience, the ideas/experiences
they’ll remember 5 years from now. Remember, these should be linked to students’ lives,
challenging yet attainable, and inspiring.
8. Student learning goals. A space for students to record their own goals and hopes for the
course. Ask students to fill in these goals and refer to them often.
9. Classroom procedures. Summary of the basic routines and learning activities for the
course, how you’ll assess students’ knowledge and skills, what they can expect from you
and what you expect from them.
10. Participation. Explanation of how you expect students to participate in your class, how
they should prepare, and how you will assess their participation.
11. Recommended study habits and other tips. Helpful tips and hints for students about how
to get the most out of your course, how to study for the assignments and exams, and other
suggestions that will help them excel in your class.
12. Tips on using the syllabus. Explanation of how students can use the syllabus to best
advantage.
13. Grading procedures. A breakdown of each assignment and exam, what it’s worth, how
you weight scores, and percentages for each grade level. As with learning outcomes,
assessments should be linked to students’ lives, challenging yet attainable, and inspiring.
14. Assignment descriptions. Descriptions and directions for each type of assignment, quiz,
exam, and so on, or directions to more detailed directions; this is the information students
need to understand the course assessments. Again, assignments should be linked to
students’ lives, challenging yet attainable, and inspiring.
15. Course schedule. Calendar of class days, dates, topic titles, learning outcomes,
assignments, exams, and so on, with an explanation of how you’ll handle scheduling
changes if necessary.
16. Course policies. Policy statements and standards you expect the students (and yourself) to
meet. These may include standard statements from the University, college, or department.