TYPES OF

SYLLABUS

Ricky Eka Sanjaya

 TABLE OF CONTENTS
01 What is a Syllabus? 05 Structural Syllabus
02 Syllabus vs. Curriculum 06 Notional-Functional Syllabus
03 Criteria for Syllabus Design 07 Situational Syllabus

04 Overview of Syllabus Types 08 Topic-based Syllabus

 TABLE OF CONTENTS
09 Task-based Syllabus 12 Mixed/Hybrid Syllabus
10 Skills-based Syllabus 13 Comparative Summary Table
11 Content-based Syllabus 14 Conclusion
01 What is a Syllabus?
A syllabus in the context of language
teaching is a carefully structured document
that outlines what will be taught and how it
will be delivered in a specific language
course. It includes details such as the
content (topics, grammar, vocabulary), the
sequence in which the material will be
introduced, and the methods used to
evaluate students’ progress. Essentially, it
acts as a roadmap or blueprint for both
teachers and students, ensuring that
everyone understands the goals and the
steps required to achieve them.
 Functions and Significance of a Syllabus
Guidance for Teachers Expectations for Students

▪ It helps teachers plan their lessons and ▪ Provides transparency on what students
teaching strategies more effectively. will learn.
▪ Offers a clear structure that aligns ▪ Helps students prepare for classes and
instructional activities with learning goals. assessments.
▪ Serves as a teaching framework to ▪ Clarifies what outcomes are expected by
ensure coherence throughout the the end of the course.
course.

Consistency Evaluation Reference Planning Tool

▪ Ensures uniformity across ▪ Acts as a foundation for test ▪ Facilitates the allocation of time,
different instructors or class creation and performance materials, and instructional
sections. evaluation. resources.

▪ Makes standardization possible in ▪ Aligns learning assessments with ▪ Helps anticipate challenges and
institutions with multiple teachers. instructional content. adapt content if needed.
 Distinction Between Curriculum and Syllabus

Curriculum Syllabus
▪ A broader term that refers to the entire ▪ A component of the curriculum, focusing on
educational program. specific course content.

▪ Includes philosophical underpinnings, overall goals, ▪ More practical and teacher-focused, used to
learning standards, and subject integration across organize day-to-day instruction.
grade levels or institutions.
▪ Created at the micro level, usually by teachers or
▪ Designed at the macro level by ministries or course designers.
curriculum developers.
02 Syllabus vs. Curriculum
Aspect Curriculum Syllabus
Broad and comprehensive, covers Narrow and specific, deals with one
Scope entire educational program. course or subject.

Philosophy, goals, content standards, Topics, grammar, vocabulary, skills,

Components teaching methods, policies. and assessments.

Macro-level (national, institutional, Micro-level (classroom, course-

Level program-wide). specific).

Long-term, general learning outcomes Short-term, instructional targets within a

Focus across years or levels. course.

Designed by curriculum developers, Designed by teachers or instructional

Responsibility government bodies. designers.
03 Criteria for Syllabus Design
Learning Goals and Objectives Learner Needs and Background
▪ Define what students should be able to do by the end
of the course. ▪ Understand students’ age, interests, cultural
▪ Must be aligned with course outcomes and student background, and learning styles.
expectations.
▪ Should follow SMART principles:
▪ Consider students’ prior knowledge and language
✓ Specific: Clearly states what is to be achieved.
✓ Measurable: Can be assessed through tasks/tests. proficiency.
✓ Achievable: Realistic within the course timeframe.
✓ Relevant: Meaningful to student needs. ▪ Design content relevant to future use:
✓ Time-bound: Set to be completed within a specific academic, professional, or daily communication.
period.

Sociocultural and Institutional Context Time Constraints and Resources

▪ Adapt the syllabus to local cultural norms and ▪ Take into account the total number of class
social values. hours and class frequency.

▪ Align with institutional goals and national ▪ Consider available resources such as
educational policies. textbooks, multimedia, or teaching technology.

▪ Consider stakeholders’ expectations, including ▪ Ensure the syllabus is feasible within existing
parents and administration. limitations.
04 Overview of Syllabus Types
There are eight major types of syllabus used in language teaching,
each based on a different organizing principle:
1. Structural Syllabus – Focuses on grammar structures.
2. Notional-Functional Syllabus – Organized around language
functions and concepts.
3. Situational Syllabus – Based on specific real-life contexts.
4. Topic-based Syllabus – Centers on broad themes or topics.
5. Task-based Syllabus – Uses tasks as the core unit of
organization.
6. Skills-based Syllabus – Focused on the four language skills.
7. Content-based Syllabus – Uses academic or subject content to
teach language.
8. Mixed/Hybrid Syllabus – Combines elements from two or more
types above.

Note: Each syllabus type caters to different learners,

purposes, and settings.
05 Structural Syllabus
Definition Sub-Points

▪ Organizes language teaching based on

▪ Often follows a linear sequence, usually
grammar structures.
mirroring a textbook.

▪ Follows a progression from simple to

▪ Structures are taught systematically
more complex rules (e.g., Present Simple
and often isolated from context.
→ Past Tense → Conditionals).

Strengths Weaknesses
▪ Straightforward for teachers to
implement. ▪ Often neglects communication and
meaning.
▪ Easy to evaluate student progress
through grammar-focused assessments. ▪ Learners may memorize rules
without being able to use them in real
▪ Especially effective for beginners needing conversation.
foundational grammar knowledge.
06 Notional-Functional Syllabus
Definition Sub-Points

Organized around notions (abstract ▪ Emphasizes the purpose behind language

concepts like time, space, use.
frequency) and functions (practical
language use such as greeting, ▪ Content reflects daily communication
apologizing, suggesting). situations and social interactions.

Strengths Weaknesses

▪ Functions can be difficult to organize

▪ Enhances communicative competence.
sequentially.

▪ Encourages learners to use language

▪ Assessment of communicative
meaningfully in real-life contexts.
outcomes can be subjective.
07 Situational Syllabus
Definition Sub-Points

Centers instruction around specific ▪ Language is taught in realistic contexts,

social situations (e.g., at a promoting practical usage.
restaurant, in a bank, during an
▪ Vocabulary, expressions, and dialogues
interview).
are tied to the situation.

Strengths Weaknesses

▪ Increases learners’ readiness to ▪ May not include enough grammar

function in real situations. instruction.

▪ Highly relevant for courses like Travel ▪ Similar vocabulary may repeat across
English or Workplace English. situations, limiting linguistic range.
08 Topic-based Syllabus
Definition Sub-Points

▪ Integrates grammar, vocabulary, and

Content is organized around themes skills within a single theme.
or topics, such as Environment,
Technology, or Health. ▪ Topics are often chosen based on
students’ interests or societal
relevance.

Strengths Weaknesses

▪ Encourages learner engagement ▪ Grammar instruction may be

through meaningful content. unsystematic.

▪ Promotes integrated learning of ▪ Risk of focusing more on the topic

language and content. than language development.
09 Task-based Syllabus
Definition Sub-Points

▪ Tasks simulate authentic activities,

Learning is organized through the
promoting language use.
completion of real-life tasks (e.g.,
planning a trip, designing a ▪ Emphasizes problem-solving, creativity,
brochure). and collaboration.

Strengths Weaknesses

▪ Requires significant teacher

▪ Highly motivating and interactive.
preparation.

▪ Encourages language use for

▪ Can be difficult to evaluate with
communication, not just form.
traditional tests.
10 Skills-based Syllabus
Definition Sub-Points

▪ Skills may be taught independently or in

Divides instruction by the four main
combination.
language skills: Listening, Speaking,
Reading, Writing. ▪ Can be adjusted to learner goals (e.g.,
TOEFL, IELTS).

Strengths Weaknesses

▪ Skills may feel fragmented if not

▪ Ensures balanced development of each
integrated.
skill.

▪ May overlook real-world language use

▪ Enables teachers to target
and meaningful communication.
weaknesses and tailor instruction.
11 Content-based Syllabus
Definition Sub-Points

▪ Combines academic content with

Language learning is embedded language instruction.
within subject matter content, such
▪ Often used in ESP (English for Specific
as Business, Science, or Nursing.
Purposes) and CLIL (Content and
Language Integrated Learning)
programs.

Strengths Weaknesses

▪ Requires teachers to be proficient in

▪ Highly relevant and engaging for
both language teaching and the
learners.
subject matter.

▪ Supports simultaneous development of

▪ Students with weak subject
content knowledge and language skills.
background may struggle.
12 Mixed/Hybrid Syllabus
Definition Sub-Points
▪ Example: A course may combine
grammar lessons (structural), real-life
Combines features from two or tasks (task-based), and specific topics
more syllabus types to create a (topic-based).
customized approach.
▪ Offers flexibility to shift or adapt
based on student progress or
institutional goals.

Strengths Weaknesses

▪ Enables teachers to meet varied ▪ Complex to plan and implement

learner needs. effectively.

▪ Encourages well-rounded development ▪ May lack coherence without clearly

of knowledge and skills. defined learning outcomes.
13 Comparative Summary Table
Syllabus Type Main Focus Strengths Weaknesses Best Context
Limited communicative Grammar-based beginner
Structural Grammar structures Easy to design and assess
application classes

Functions and meanings in Difficult to organize and Conversational English

Notional-Functional communication
Reflects real-life usage
assess settings

Repetitive and limited

Situational Real-life situations Practical and contextual
grammar
Travel, Survival English

Engaging, integrates skills May neglect systematic General English with broad
Topic-based Themes or subjects
and language grammar themes

Language through task Promotes authentic use of High planning demand, hard ESP, Project-based learning
Task-based completion language to assess environments

Listening, Speaking, Focused development of May lack cohesion with real- Test preparation (e.g.,
Skills-based Reading, Writing skills world context IELTS, TOEFL)

Academic or professional Requires dual teacher ESP, CLIL, academic

Content-based content
Motivating, content-rich
expertise programs

Potentially inconsistent and General English, ESP,

Mixed/Hybrid Combined approach Customizable, adaptable
complex flexible classrooms
❑ Each syllabus type addresses different instructional goals, learner needs, and teaching
environments.

❑ The selection of a syllabus type should be guided by:

✓ The learners’ background and proficiency,
✓ The course goals (academic, professional, communicative),
✓ The teaching resources and time available.

❑ Teachers are encouraged to be adaptive and reflective, sometimes combining elements

from multiple types for greater effectiveness.

❑ A well-structured and thoughtful syllabus ultimately enhances:

✓ Teaching clarity and effectiveness,
✓ Student engagement,
✓ Learning outcomes.
1. Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language
Pedagogy (3rd ed.). Pearson Education.

2. Richards, J. C. (2001). Curriculum Development in Language Teaching. Cambridge University

Press.

3. Nunan, D. (1988). Syllabus Design. Oxford University Press.

4. Hutchinson, T., & Waters, A. (1987). English for Specific Purposes: A Learning-Centered
Approach. Cambridge University Press.

5. Graves, K. (2000). Designing Language Courses: A Guide for Teachers. Heinle & Heinle.
THANK
YOU!
“”It is impossible for man
to learn what he thinks
he already knows””
- Epictetus