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Published online by Cambridge University Press: 07 September 2010
Introduction
Any syllabus is a plan of what is to be achieved through teaching and learning. It is part of an overall language curriculum or course which is made up of four elements: aims, content, methodology and evaluation. The syllabus identifies what will be worked upon by the teacher and students in terms of content selected to be appropriate to overall aims. Methodology refers to how teachers and learners work upon the content, whilst evaluation is the process of assessing outcomes from the learning and judging the appropriateness of other elements of the curriculum.
A syllabus may be formally documented, as in the aims and content of a national or institutional syllabus for particular groups of learners or (less explicitly perhaps) in the content material of published textbooks. Every teacher follows a syllabus, but it may vary from being a pre-designed document to a day-to-day choice of content which the teacher regards as serving a course's particular aims. In the latter case, the syllabus unfolds as lessons progress.
Any syllabus ideally should provide:
a clear framework of knowledge and capabilities selected to be appropriate to overall aims;
continuity and a sense of direction in classroom work for teacher and students;
a record for other teachers of what has been covered in the course;
a basis for evaluating students' progress;
a basis for evaluating the appropriateness of the course in relation to overall aims and student needs identified both before and during the course;
content appropriate to the broader language curriculum, the particular class of learners, and the educational situation and wider society in which the course is located.
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