SYLLABUS DESIGN

Presented by :
Dhimni hajar youjil amine
HAJAR MANSOR soufiane
gharbaoui
Nawal guedar oumaima
chabouri
I. Definition of syllabus
II. Key differences /similarities between syllabus and
curriculum
III. Types of syllabus
IV. Components of a syllabus
V. Steps of syllabus design
VI. Challenges in syllabus design
I. 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.
II. The Difference between
syllabus and curriculum :
 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.

 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.
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.
A sample
of a
syllabus :
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
III. Types of syllabi:
A. Product oriented syllabus
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
B. Process oriented syllabi
Introduction
A process oriented syllabus focuses 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 ) ; these types
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 information, 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 perform various tasks
together in more cooperative learning environment and
language learning is then considered as dependent or
subordinate ,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
The skill based syllabus:
Introduced by D. Nunan(1999), we can talk about skill based syllabus
when one or more of the three 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 specific settings of
language use , skill based syllabi group or merge linguistic
competencies( pronunciation ,vocabulary
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 .
in addition to that skill based syllabi are used in adult
education programs, especially for emigrants and refugees
programs in the united states.
Content based syllabus:
this type of syllabus combines language and content learning by
focusing on teaching subject matter in the target language rather
than separately teaching the language 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
learning).
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 concurrently
with content learning
for example the aim is to use English for studying other
subjects such as mathematics ,biology… or drawing
geometrical 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
learning .
The learners use the foreign language to study these
subjects ,
In this way they learn not only the subject , but they improve
their language use at the same time.
For example
Subject: biology
Topic : cells
Vocabulary : parts of the cell
Structure : simple present and present continuous
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 fulfil their immediate
pedagogical requirements and sharpen their abilities in different areas of
language .
IV.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.
3 course objectives ( outcomes) :
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.
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.
V. 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
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.
VI.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
 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
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.
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.
 Overcoming these challenges:
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:
Keep up with new research, trends, and technologies in your
field. Attend conferences, read journals, and network with
other professionals.
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
Thank you for
your
attention
