Characteristics of An Ideal School Syllabus

1. Characteristics of An Ideal School Syllabus What’s in a syllabus they say? Too often, and way too little? Very rarely you would come across a syllabus which gives the student more than merely listing the course title, number, class period as well as a cryptic list of reading assignments, and exam dates? The school with ideal curriculum should meet the following criteria: • Offer students a clear and concise statement of the course material. • Tell the students how the course will be taught and the purpose behind teaching the same. • Providing the logistical information, one needs to engage the course material easily. • Explain to them exactly what is required and when and why. • Lay-out for them the key elements of the social contract that one enters. The following are the key elements of what the syllabus should look like: 1. The clean framework of knowledge that provides a clear flame on which the teacher and learners work and contribute to the overall aim of imparting great education. 2. Continuity and sense of direction - syllabus should provide continuity for the users and can also provide in the classroom work of the students. 3. The syllabus should be self-explanatory for the other teacher to take the handover easily. 4. The appropriateness of the course in relation to the overall syllabus should be present before and during the course. 5. The harmonies of the three contexts - content appropriate to the broader language curriculum, and the class of the learners in which the aim is to identify the following: • Language curriculum • Classroom group • An educational - social situation The following content is incorporated into the curriculum based on sharing the common objectives: 1. Knowledge and capabilities being focused upon - the syllabus may give priority to the linguistic and cultural aspects. It should communicate knowledge and also focus upon

2. learning, studying, reading and writing, and even more broadly problem solving or negotiation capabilities. 2. Select appropriate content which is giving focus on a specific domain, as well as the syllabus, will cover the second principle for teaching and learning work like particular structures, sets of function or even range of communication events. 3. Subdivided so that the same can be dealt with the manageable units and in other words, it has to be selected or the constituent part for the ease of teaching and learning in real- time. 4. The syllabus or the curriculum must be sub-divided so it can be well-managed. In other words, it can be the sole constituent part of ease of teaching and learning in real-time. 5. The sequence of the syllabus is equally important which may be adopted step-by-step progression from the use of more complex knowledge and capabilities or it may be cyclic, but clear knowledge would be made for the capabilities and defined at later points.