In my 25 years of teaching, I have had syllabi imposed upon me, I have had coursebooks given to me with no syllabus guidelines, I have been given a class and no syllabus and told to make up my own, and I have been involved in major syllabus development projects for general English and English for specific purposes.
Regardless of who the syllabus is for, writing a syllabus will still follow certain guidelines and involve similar considerations.
Types of syllabi
Syllabi can be divided into two different types: Product-oriented and process-oriented. Product-oriented syllabi focus on what learners will know as a result of instruction and they typically list a selection of graded items to be 'learnt' by the learners.
Product-oriented syllabi
Grammatical
One of the most common type of syllabus and still today we can see the contents pages of many course books set out according to grammatical items. This type of syllabus presents structures, which are graded according to grammatical complexity, one by one and are supposedly internalised by learners before moving on to the next item.
Functional/Notional
Because of criticism surrounding the structural/grammatical syllabus, syllabi were designed around functions and notions of language. The functional-notional syllabus focused on what the learner needed to do with the language. It was suggested by Finocchiaro and Brumfit that this type of syllabus placed 'the students and their communicative purposes at the centre of the curriculum'. (Nunan 1988)
Lexical
A lexical syllabus uses vocabulary as the building blocks. Usually stemming from an analysis of high frequency vocabulary and phrases they work from language in use and build up vocabulary areas.
Process-oriented syllabi
More recently, applied linguists have become more concerned with the pedagogic processes of how we achieve our outcomes.
Task-based
Because of this we saw the advent of the task-based syllabus planned around a sequence of tasks which learners have to carry out in the classroom, with emphasis being placed on the communication of meaning. This provides learners with the necessary skills to cope with real-life situations. They are involved in real communication and all which that incurs: Checking understanding, restructuring to aid comprehension, etc. as well as allowing space for both planned and unplanned discourse.
Learner-centred
Most recently the learner-centred syllabus with strong emphasis on learner training has become fashionable. This takes into account differing learning styles and aims to make the learner independent. They see language learning as being only a part of a lifelong learning process. Thus self-evaluation, learning how to learn and training in how to develop skills become central.
Nunan asserts that 'any curriculum which fails to give due consideration to both product and process will be defective.' Product- and process- oriented syllabuses are seen on a continuum where we should be aiming to take the process into account, but we should also have objectives, that is, we need to state what our learners will be able to do as a result of instruction.
Before you start to write a syllabus
First the teaching situation and the intended learner group should be analysed:
Teaching situation
What constraints are you working under that you cannot change? These might include:
Type of assessment
If external this could have tremendous impact on your syllabus.
Resources/staffing available
Are there 50 children in a class with only a blackboard? Are there computers? Can students have access to a computer lab for independent and class Computer Assisted Language Learning (CALL) work.
Learner geography
How much exposure will students get outside of the class? Time period and/or intensive vs. spread out. This impacts on the amount of material you could cover and also the structure of the individual weekly plan.
Books
Does a core course book exist that the syllabus must be built round or are you writing a syllabus from scratch?
Consult with the people involved in teaching the syllabus. Teachers and heads of departments must be involved from the beginning so that they do not feel that the syllabus is being imposed on them and thus gives them a sense of ownership.
Intended learner group
There is quite a lot of information you need and decisions you can make about your intended learners:
Learner needs
Based on learner profile (age, level, interests, reasons for learning), do a needs analysis. This can range from a full-blown formal multiple-choice computer test and oral interview to an informal chat at the beginning of the course where you ask the class what their needs are.
Strengths and weaknesses
Does the nationality as a group or the group as a group of learners have common problems? Do they have a different script and therefore find writing a problem? Are there sounds in English that they don't have in the L1?
Setting learning objectives
From the above, learning objectives must be written. These may be externally enforced or ideally come from learner needs but in the real world they are usually a mix of both. They may also be restricted by resources. Objectives might come from the course book although the course book should not be seen as the syllabus.
These can be written in terms of 'can do' statements:
- The learner can talk about likes and dislikes.
- The learner can narrate a story in the past tense.
- etc.
With the list of 'can do' statements and the course book or the materials you will develop, you can start developing the structure of the syllabus. The ones above become in the syllabus; "Expressing likes and dislikes" and "Narrating a story set in the past." Decisions must then be taken on the following:
Balance of skills vs. grammar and vocabulary
You need to make sure there is balance in the syllabus, taking into consideration the strengths and weaknesses of the group and their aims in studying.
New language vs. practice opportunities
You should ensure a balance of input vs. revision. This should be about one third to two thirds.
Outcomes
Make sure you know what you want the learners to be able to do by the end of the course.
Suitability of topics
Are some topics in the course book culturally inappropriate or just considered boring?
Once you have the ways in which you will achieve the learning objectives written down, you could also consider the following:
Independent skills training
Some learner training both within the syllabus, in and outside of class: e.g. dictionary use, vocabulary recording, introduction to independent study resources.
Space
Leave blank spaces to cater for individual teacher and learner styles and to allow for flexibility to catch up or extra lessons on identified weak areas.
Homework
Once the syllabus is written
The work isn't over when you finish writing the syllabus. You'll still need to:
- Pilot it with at least one class. Get feedback from the teachers and the learners and then adapt it.
- Make sure teachers know about it and do not think it is just another piece of paper that can be shelved.
- Make sure teachers receive training in how to use it and also training in any new methodology that has been incorporated in it. This will give the syllabus project credibility.
- Involve the teachers again. Encourage feedback so it can be changed. The first draft will never be perfect and can only be finalised once it has been trialled and tested. Feedback should be taken on board and changes made accordingly.
Conclusion
Syllabus writing is a long process and one which requires constant reflection and revision. You may have to accept that some people will never be happy with it and that it won't suit everyone. It does however, remain an essential part of the teaching and learning process.
References
Nunan, D., (1988). The learner-centred curriculum. Cambridge: Cambridge University Press.
Finocchiaro, M., & Brumfit, C. (1983). The functional-notional approach: from theory to practice. New York: Oxford University Press.
Comments
Thanks
Hi Aivi
Thanks for your feedback - it's great to hear that this has been useful for you and your secondary class! Remember we have plenty of free lesson plans and other resources for secondary learners, here: https://www.teachingenglish.org.uk/teaching-resources/teaching-secondary
Cath
TeachingEnglish team
opinion of the students
I agree with the claim that teachers should be looking into the opinion of the students to perform better educational contents. By integrating the feedbacks, educators then can increase the willingness in students to participate and have higher engagements which can result in better learning performance. However, it is also necessary to draw the line from over-emphasizing requirement from students. Any adjustments should be aim for the increase of efficiency or interests, rather than sacrificing other contens which is as important as any other ones.
Lesson plan
I'm sure there are many teachers in a similar position and it can be frustrating when you are tried to a write a perfect syllabus that doesn't meet your learners' needs.
The Importance of Syllabus Preparation
As a pre-service English teacher, I find this article extremely useful due to its relevance to students' needs and teacher training in how a syllabus works. The concern of keeping these necessary features in the syllabus is relevant and crucial for both student and teacher development.
Development of a syllabi.
It has been a great learning experience; this is the first time that I'm considering the students' needs and socio-cultural context; when you adopt a textbook most of the time it doesn´t fulfil at all to the students’ needs and development stage.
Syllabi vs Course Book !?
I would suggest the teacher made syllabi as it reflects the needs and learning styles and habits of the learners. Whereas a course book, despite it's designed to fulfill class's overall needs and goals, however, only the teacher conducts the needs' analysis and be aware of the learners' needs, motivations, goals and achievments.
Syllabus
It's interesting for me to read about syllabus production as it's something that I have probably done, but have never given it a "fancy" name or much thought.
I generally work with one client in a class which will often lead to reactive teaching where the client asks a question or demonstrates a lack of clarity and I will attempt to fill in the gap, or generative, when the subject can be integrated in to a subsequent class.
I will have done the language needs assessment myself and I will have selected the material I need from the books that I have accumulated over the years and up-to-date open sources such as the internet.
As part of the new client process, I produce a "syllabus", generally grammar-based, to help the client express themselves with more certainty and clarity when using the target grammar.
Specific vocabulary learning is not generally necessary as the client will often do this for themselves during their daily use of English as doubts appear. Clarification of vocabulary that occurs in the material being studied its obviously a
I really love this topic.
As a teacher,this write out has really exposed me.Thank you for the write out.
Creating our own syllabus vs following course books
Thanks! Very englightening. I absolutly prefer a syllabus created by the teacher based on "can do" statements and then choose the appropriate material considering the students' interests. We sometimes tend to simply follow the course book and forget these points that are the basis. Of course we have to balance the curriculum constraints and our wished tailored learning syllabus. Thanks for helping us to keep these points in mind.
Thank you , I got more…
Thank you , I got more information about it
But , I've a question, should we have more attention on age or gender?
Syllabus
Hi Teacher zohreh
Thanks for your comment. I would say it is essential to take into account the profile of your class when planning a syllabus, but of course, age will always be an important factor, as it will determine your learners' interests, cognitive abilities and motor skills in the case of very young learners. In the case of older secondary or adult learners this is perhaps less important, and in a mixed-age class, it will be important to ensure there are activities and topics that appeal to as many learners as possible. What do other teachers think?
Cath
TeachingEnglish team
Ludmila Nadalin
This article is interesting to take special considerations before writing the syllabus. It is really useful for me to take a diagnostic test, play introductory games and interview your students in order to know their interests, background experience, weaknesses and stregths.
Creating an effective syllabus
I do agree the comments from other teachers regarding the fact that creating a foolproof syllabus is not easy. My view is that it is a never ending process, because it needs to be devised and adaptable to the learner group specific learning needs. As an English language teacher, I am always aware of that fact and at times the syllabus I've created (in conjunction with other teachers, management ) might be out dated, hence I need to alter its content.
Syllabus
Hello
Thanks for your comment. I'm sure there are many teachers in a similar position - and it can be frustrating when you are tied to a rigid syllabus that doesn't meet you or your learners' needs. I wonder if other teachers have any advice for teaching in that kind of situation?
Cath
TeachingEnglish team
Readiness to learn
As many ESOL learners come to learning with difference experiences of the class room and different life experiences many experiencing trauma, room setting or getting ready to learn is as important as the learning methods and tools themselves. Making sure the expectations of how you want your learner to respond is inbuilt into the process of learning. For example class duration, course length and onward progression.
English and Social Studies
Before writing a syllabus teachers need to take a diagnostics kind of test to understand learners current level of language knowledge and skills. For English the test should cover all four strands Reading, writing, speaking and listening. For Social studies test should cover these themes (topography , history , and humanities) .This will help to caters and incorporate learning needs in the syllabus and under which skills teacher need to focus more.
Second : Syllabus needs to have time framework to complete learning objectives.
This lesson has really opened my eyes to the reason behind the challenges I have been having in the secondary class I was recently assigned to teach. Thank you for this lesson!