Académique Documents
Professionnel Documents
Culture Documents
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
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
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
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:
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
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 &