2. INTRODUCTION A syllabus is an extremely important document because it will likely be the most viewed document in our course by our students. DEFINITION OF SYLLABUS  A syllabus (pl. syllabi or syllabuses; from Latin syllabus "list", in turn from Greek sillybos/sittybos "parchment label, table of contents")  Generally, a syllabus is defined as “a course of study offered by a learning institution in a specific period of time” (Debin and Olshtain, 1986).  Farrant (1980: 173) defined a syllabus as “a series of statements of what is to be learned”.  For the purposes of this unit, a syllabus will be defined as a course outline comprising a collection of topics on the same subject matter and a series of statements of what is to be learned within a given time frame. INTRODUCTION A syllabus is an extremely important document because it will likely be the most viewed document in our course by our students. DEFINITION OF SYLLABUS  A syllabus (pl. syllabi or syllabuses; from Latin syllabus "list", in turn from Greek sillybos/sittybos "parchment label, table of contents")  Generally, a syllabus is defined as “a course of study offered by a learning institution in a specific period of time” (Debin and Olshtain, 1986).  Farrant (1980: 173) defined a syllabus as “a series of statements of what is to be learned”.  For the purposes of this unit, a syllabus will be defined as a course outline comprising a collection of topics on the same subject matter and a series of statements of what is to be learned within a given time frame.

3. OBJECTIVES  The teacher can determine what topics are to be taught at each level: class, grade or form  It gives the teacher the basis for evaluation  it tells the teacher what pupils should learn.  The teacher can easily prepare materials needed to deliver lessons. , the syllabus may suggest the skills to be evaluated and the weighting of each skill OBJECTIVES  The teacher can determine what topics are to be taught at each level: class, grade or form  It gives the teacher the basis for evaluation  it tells the teacher what pupils should learn.  The teacher can easily prepare materials needed to deliver lessons. , the syllabus may suggest the skills to be evaluated and the weighting of each skill DIFFERENT BETWEEN SYLLABUS AND CURRICULUM SYLLABUSCURRICULUM Is a more detailed and operational document of teaching and learning elements. Contains a broad description of general goals. Translates the philosophy of the curriculum. Indicates overall philosophy of education that applies across subjects. Is a collection of related topics on the same subject. Reflects national and political trends.

4. ELEMENTS OF SYLLABUS Course Objectives outline the learning that pupils should be able to demonstrate at the end of the course. Course Content. In each subject area, there are certain topics that should be included at each level. Methods of Evaluation. This indicates the means and strategies of evaluation, the skills to be evaluated and the number of test papers, including the nature of the papers. ELEMENTS OF SYLLABUS Course Objectives outline the learning that pupils should be able to demonstrate at the end of the course. Course Content. In each subject area, there are certain topics that should be included at each level. Methods of Evaluation. This indicates the means and strategies of evaluation, the skills to be evaluated and the number of test papers, including the nature of the papers.

5. TYPES OF SYLLABUS APPROACH TYPES OF SYLLABUS APPROACH Product-Oriented Syllabuses Process-Oriented Syllabuses The Structural Approach The Situational Approach The Notional/Functional approach The Proportional Approaches Learner-Led Syllabuses Procedural/Task-Based Approaches

6. HOW TO DEVELOP SYLLABUS Ideally, syllabus is developed based on needs analysis conducted by a group of teachers in collaboration with needs analysts/experts and a team of curriculum development. The steps of syllabus design cover the following: 1. Planning 2. Dissemination 3. Implementation 4. Evaluation 5. Revision The steps can be reflected in the following figure: Systematic Model for Syllabus Design. (Adapted from Brown, 1996) HOW TO DEVELOP SYLLABUS Ideally, syllabus is developed based on needs analysis conducted by a group of teachers in collaboration with needs analysts/experts and a team of curriculum development. The steps of syllabus design cover the following: 1. Planning 2. Dissemination 3. Implementation 4. Evaluation 5. Revision The steps can be reflected in the following figure: Systematic Model for Syllabus Design. (Adapted from Brown, 1996)

7. STEPS OF DEVELOPING SYLLABUS STEPS OF DEVELOPING SYLLABUS Planning and SpecificationDissemination and Implementation stage Evaluation and Revision Stage Identify existing content standard, resourceful materials, and textbooks Develop testingEvaluation is conducted by a team of curriculum development or related experts the result of evaluation is used to reconstruct the syllabus. Use the information collected through needs analysis Develop teaching materials Identify competencies given in the content standard Train teachers or socialize the syllabus Identify contents in basic competencies Conduct on-going evaluation of the program Analyze core contents, using ‘learning task analysis’ Determine learning resources used