******** teaching methodology 14- The Role of Syllabus

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The Role of Syllabus/Curriculum

"Syllabus" is a word customarily used in the The United Kingdom, identical to the concept of a "curriculum" in the United States. A syllabus outlines the sequence and content of a ******** program, and how ******** learning is to be "carried out". Syllabus and Curriculum are also referred to as "designs" within a teaching methodology - not a method unto themselves but a kind of map of how the material is to be delivered to the learners. They are seen as embodying the general and specific objectives of ******** learning course. A syllabus/curriculum can be as simple as a sequential order of textbooks to be studied, or it can be more elaborate and include types of testing, learning objectives according to level, accompanying Phonics materials, teaching aids, homework schedule and assignments. Unfortunately, syllabus/curriculum is all too often seen as a "progress indicator" unto itself - that is, the ability and progress of students are dictated by what "stage" in the syllabus/curriculum they have reached or about to advance to.

Syllabus/Curriculum Orientated Around Linguistic Features
A syllabus of this nature focuses on grammatical features as the "organisers" of a ******** learning program. The linguistic elements that are construed as being simpler/easier come first, and are followed by a sequence of ******** items that become progressively harder/more complex. Methods that typically have a high emphasis on form (note the Grammar Translation Method and the Audiolingual Method) more than likely sequence their ******** items according to this model. A curriculum of this type may be quite stringent, and its designers/advocates are likely to resent any perceived "jumping ahead" to more complex structures, even if it "fits in" with the communicative needs/desires of the students. As an example, a teacher instructing students in the present simple tense would be discouraged from teaching them past tense forms (even if the students are attempting to communicate about things they did yesterday/last week), as this represents a "jump" to a kind of linguistic structure the students are not "ready" for.

Notional-Functional Syllabuses
These syllabuses began appearing in the 1970s, and are also known as NFS. This kind of syllabus moves away from grammatical form and concentrates instead on "functions" and the pragmatic purposes to which we apply ********. This might include such functions as indentification, asking permission, advice, offers, invitations, apologies, etc as the "organizing" elements of the syllabus. Textbooks that advocate "communicative" ******** learning are usually organized according to a Notional-Functional Syllabus.