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
and assessments are anchored or based on the competencies for the subject provided by the

government. Also, materials and activities are authentic. Another element that can be considered

is that the assessments provided are already labelled if it were formative or summative. Lastly,

activities are also scaffold in preparation for the final performance task of the student. These are

considered to be strengths as they provide a clear outline of what the students can expect from

the teacher.

However, in terms of weakness or points that have been missed out, there are a number of

elements to consider. First, there is no indication of the time dedicated per week for the particular

subject. Secondly, there was no additional information provided regarding the subject teachers

which can use for consultation purposes. Thirdly, in the syllabus, the types of assessments

provided were only classified. However, the point system for all the said assessments could have

been already stated for early. Also, there were no references, recommended texts, or required

material stated in the syllabus. Lastly, the titles of the strategies or activities were provided and

not the details of such activities. 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.

In conclusion, if I were to make changes in the sample syllabus, I would provide a pool

of references or texts and materials with instructions that other teachers can utilize in the

classroom. This way, the preparation of each teacher can be done beforehand and they need not

depend on the syllabus designer to provide the materials. I would also provide the grading of

each assessment or task that the students will take in the subject. This way, the students can have

an idea on how they will be graded in the classroom. A well-written syllabus does not need long

information filled with charts or study suggestions, but it must include important and relevant
information. 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, 2006).
References:

Johnson, C. (2006). Best practices in syllabus writing: Contents of a learner-centered syllabus.

Journal of Chiropractic Education, 20(2), 139-144.

Matejka, K., & Kurke, L. B. (1994). Designing a great syllabus. College Teaching, 42(3), 115-

117.

Nunan, D. (2001). Aspects of task-based syllabus design. The English Centre, University of

Hong Kong, 6-7.

Robinson, P. (2001). Task complexity, cognitive resources, and syllabus design: A triadic

framework for examining task influences on SLA. Cognition and second language instruction,

288.

Wolfe, K. (2005). Course materialssyllabus and textbooks. Journal of Teaching in Travel &

Tourism, 4(4), 55-60.