WHAT IS SYLLABUS?

Syllabus is a detailed and operational statement of teaching and learning elements which translates the philosophy of the curriculum into a series of planned steps leading towards more narrowly defined objectives at each level. The single most important instrument of structure in a course is the SYLLABUS, which outlines the goals and objectives of a course, prerequisites, the grading/evaluation scheme, materials to be used (textbooks, software), topics to be covered, a schedule, and a bibliography. Each of these components defines the nature of the learning experience. Goals and objectives identify the expected outcomes and scope of the course as determined by the instructor or course designer, restricting the domain of knowledge for the learner. Prerequisites limit the student population to those with certain kinds of learning experiences, usually other courses. The grading or evaluation scheme tells students what kind of learning activities are to be valued (e.g., assignments, tests, papers, projects), that is, the currency of learning in this particular course. Topics to be covered specify the content that the instructor feels is important. The schedule provides a timetable for learning, usually with milestones in the form of due dates or tests.
Why Syllabus must be developed?
• To address students’ needs
• To actualize the institutional goals and objectives
• To develop content standard (standard competencies and basic competencies into teachable materials used in teaching and learning process in related schools

Who Develop Syllabus?
• A group of teachers in one school
• National Council of Teachers of English (MGMP)
• Curriculum developer and other related resource persons
• Supervisor
THE PRINCIPLE OF DEVELOPMENT OF SYLLABUS
There are a series of principals that help in creation of such an important document like syllabus:
- principle of selection and cultural structures: this principle is active in institutions of higher education and lack in the school curriculum. As the result of this principle subjects have been grouped, completed and corrected.
- Principle of functionality: allows combination of different subjects and curricular domains in dependence on psychology and age;
- principle of coherence: determine the homogeny character of academic year. This principle determines how deep curricular domains have infiltrated in educational process;
- principle of possibilities and chances equality: this principle assures equal rights to all students who participate in educational process. This principal determines the obligatory character of the general education;
- principle of flexibility: allows passage from obligatory education to other kinds of educations. This can happen in case of curricular decentralization;
- principle of connection to social area: it helps to plan educational process in a way that will result in needed knowledge accumulation. In this sense there were created following types of schools:
1. theoretical high schools;
2. technological high schools;
3. vocational high schools;
4. professional school.
• High school represents an educational institution which has the following objectives:
- preparing for university studying;
- preparing for post high school education;
- fulfillment of labor market
• High schools are institutions that provide high quality knowledge that allow continuing education in any kind of institutions of higher education. All achievements of a student are recorded in an official document called bachelor that is a clear evidence of the student's successes.
THE COMPONENTS OF SYLLABUS ARE
Introductory information
• Complete Course Title
• Semester
• * Class meeting time and location(s)
• Instructor name
• Instructor contact information- office, phone, email
Major sections
• Course Description
o Course description from district course bank
o Course overview
o Course prerequisite(s)
o Course competencies and / or objectives
o Required course text and supplies
o Optional text or items
o Class delivery methods
• Course Policies
o Attendance
o Class behavior –
 Departing early or arriving late,
 Food and drinks in the classroom.
 Cell phones, pagers, notebook computers
 Use of computers during non-computer times and / or for non class related items.
o Withdrawal policy / Reinstatement policy:
o Incomplete policy
o Software usage
o Academic dishonesty - cheating and/or plagiarism
o Students with special needs
o Recording (audio or video) lectures
• Student Responsibilities
• Evaluation
o What types of items will be required – papers, tests, speeches, projects etc.
o Policies for late work and makeup examinations
o How will final course grade be determined
o Final grade options
• Other information
o Semester schedule
o Outside resources
o GCC Catalog
o Financial Aid considerations
o Syllabus Acknowledgement
What to do after you have distributed the syllabus –
• Syllabus quiz
• Personal introductions
• Study / class buddies
STEP OF DEVELOPING SYLLABUS
HOW TO DEVELOP SYLLABUS?
• Ideally, syllabus is developed based on needs analysis conducted by a group of teachers in collaboration with needs analysts/experts and a team of curriculum development
• Approaches used in developing syllabus can be analytic or synthetic approach
Technically, the steps of syllabus design cover the following:
• Planning
• Dissemination
• Implementation
• Evaluation
• Revision
The steps in developing syllabus:
A. Planning and Specification stage:
1. Identify existing content standard, resourceful materials, and textbooks
2. Use the information collected through needs analysis related to students’ background knowledge and expectation
3. Identify competencies given in the content standard (competence standard and basic competencies/SK KD)
4. Identify contents in basic competencies (instructional contents and competencies)
5. Analyze core contents, using ‘learning task analysis’, to identify both grammatical elements/textual meanings and Ideational meanings (main ideas, supporting ideas etc.) by considering: three learning domains as suggested in the goals of teaching English (cognitive/intellectual skills, psycho-motor, and affective domains); supporting competencies, e.g. linguistic, socio-cultural, and discourse competencies explicitly or implicitly covered in instructional content mandated in KD/basic competencies students’ prior knowledge and skills ( use information collected through need analysis) the existing learning resources including teacher’s competencies
6. Decide evaluation tools by considering the formulated indicators
7. Determine time allocation by considering, indicators, material coverage, students ‘prior knowledge/level, etc.
8. Determine learning resources used
B. Dissemination and Implementation stage:
1. Develop testing (e.g. Pre-test, Formative test, and Achievement test)
2. Develop teaching materials
3. Train teachers or socialize the syllabus and its components
4. Conduct on-going evaluation of the program implementation
C. Evaluation and Revision Stage
Evaluation is conducted by a team of curriculum development or related experts The result of evaluation is used to reconstruct the syllabus