Supervisor: Professor Hong

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5. Nguyn Thi Ninh

6. Phan Th Thy Linh
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8. Bi Th Mai

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1. Definition of curriculum

2. Definition of syllabus
3. Definition of course design

4. Difference between syllabus and curriculum,

course design

1. Definition of curriculum
Curriculum is a very general concept
which involves consideration of the
whole complex of philosophical, social
and administrative factors which
contribute to the planning of an
educational program. (Allen quoted in
Nunan, 2000: 6)

1. Definition of curriculum
It can be defined, as an educational program which states:
a) The educational purpose of the program (the ends)
b) The content teaching procedures and learning
experience which will be necessary to achieve this purpose
(the means)
c) Some means for assessing whether or not the educational
ends have been achieved.
( Richards, Platt and Platt 1993: 94)

1. Definition of curriculum
Curriculums (or curricula if you
prefer) do not usually prescribe how a
course will be taught; they merely
list what is to be taught and what the
learners should be able to do by the
end of a course (or series of courses
spread over considerable time such as
secondary school curricula).

MBA curriculum

2. Definition of syllabus
A syllabus is an expression of opinion on the nature of language
and learning; it acts as a guide for both teacher and learner by
providing some goals to be attained.
A syllabus consists of list of content to be taught through a
course of study. Key tasks for the syllabus designer are the
selection of the items and their sequencing and integration.
Nunan (1999:73)

2. Definition of syllabus
Stern (1984) defines syllabus as connected with content, structure,
and organization.
Syllabus is essentially a statement of what should be taught, year
by year through language syllabuses often also contain points
about the method of teaching and the time to be taken.
Syllabuses (or syllabi if you prefer) often do prescribe the
methodology even if only implicitly

3. Definition of course design

Course design are usually set out for a
period of days, weeks or months and are
more an overview of the timetable into
which day and lesson plans can be
inserted. They are often quite explicit
concerning the design of a lesson in terms
of methodology.

4.1. Difference between syllabus and

curriculum
Following Stern, Nunan (1988:3)
A curriculum is concerned with making general
statements about language learning, learning
purpose, and experience, and the relationship
between teachers and learners.
A syllabus is more localized and is based on the
accounts and records of what actually happens at the
classroom level as teachers and students apply a
curriculum to their situation.

4.1. Difference between syllabus and

curriculum
A syllabus is a specification of what takes place in the classroom,
which usually contains the aims and contents of teaching and
sometimes contains suggestions of methodology.
A curriculum, however, provides (1) general statements about the
rationale about language, language learning and language teaching,
(2) detailed specification of aims, objectives and targets learning
purpose, and (3) implementation of a program.
In some sense, a syllabus is part of a curriculum.
we can talk about a grammatical syllabus or a task-based syllabus,
but we dont have a grammatical curriculum or a task-based
curriculum.

4.2. Difference between syllabus

and course design
A course might be taken to mean a real series of lessons (the
particular course delivered last year to such and such a group of
students and to be repeated again this year).
The word design is concerned, it is fair to point out, that it too
may be tested and evaluated.
Course design is concerned precisely with how much design should
go into a particular course, that is, how much should be negotiated
with the learners, how much predetermined by the teacher, and how
much left to chance and the mood of the participants on the day.

4.2. Difference between

syllabus and course design
A syllabus can be taken to be something rather more abstract,
with fewer details of the blow by blow conduct of individual
lessons.
Thus we might quite properly write rather different courses, with
different materials, but based on the same syllabus.
It is possible to see that syllabus design as part of course design,
which in turn, forms part of the design of the curriculum as a
whole.