Curriculum and syllabus design
Woods, Annette F., Luke, Allan, & Weir, Katie (2010) Curriculum and syllabus design. In Peterson, P., Baker, E., & McGaw, B. (Eds.) International Encyclopedia of Education. Elsevier, Oxford, pp. 362-367.
The terms curriculum and syllabus are often conflated within education. This has lead to a situation where the debates in the field of curriculum have ignored important ground related to the technical form of syllabus documents - the categories, grids, shape, structure and purposes of the syllabus – instead tending to focus on cultural and ideological debates about content. Two fields: English language teaching and higher education have dealt with issues of syllabus design, but little work related to school system syllabus has been completed. For a system to achieve high quality and high equity an effective balance of professionalism and prescription must be achieved, with the form of the syllabus playing a key role in setting the level of specification and locus of control and authority required.
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|Item Type:||Book Chapter|
|Additional Information:||For more information about this book please refer to the publisher's website (see link) or contact the author.|
|Keywords:||curriculum, syllabus, policy|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)|
|Divisions:||Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2010 Elsevier|
|Deposited On:||15 Aug 2008|
|Last Modified:||05 Dec 2014 20:54|
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