Education of the republic of uzbekistan

What is the difference between curriculum syllabus and scheme of work?

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  These 3 terms are highly interlinked and interdependent. Scheme of work is derived from syllabus and syllabus is derived from the curriculum. A curriculum enlists the topics, activities and subjects covered in an academic program. These topics and activities become the syllabus for a particular subject and then gets divided into terms or semesters. The subtopics you cover in a particular term are actually scheme of work.
  
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  Thus, educational terms like syllabus and curriculum seem similar but have different elements and definitions. Once you comprehend the key points of syllabus vs curriculum, you will see the academic plan of a program or a course in an entirely different manner. If you are confused about any other educational terms or are looking for career guidance, Leverage Edu experts can assist through every step from profile and interest analysis to help you settle down in the country of your choice. Call today for the best career advice.
  

details of what is to be done in the classroom. Thestructure suggested above requires workable principlesand criteria in most of the slots and not detaileddescriptions or lists. For example, it demands ‘principles’on the basis of which content could be selected andorganised for students but does not require ‘selected andorganised content’ that is to be taught. However, workingin a classroom most definitely requires selected andorganised content and detailed ways of interacting withthe children and classroom organisation. One needs actualteaching learning material and not only the criteria onwhich it could be developed or chosen, which means thatfurther detailing on the basis of this curriculum would beneeded to complete the picture.On the basis of ‘stage-specific objectives’ and‘principles of content selection and organisation’, a selectionof well-connected concepts, information, principles ofknowledge construction, validation criteria, skills, values,attitudes, etc. could be made and formed into an organisedbody of knowledge suitable for the particular stage forwhich it is being planned.
Thus, a syllabus for a particularstage could be generated from a given/accepted curriculum.It must be emphasised here that what is to beincluded and what is not to be included in the syllabuswill also be informed by the methods of teaching thatare going to be used, or in other words, decisions onmethods of teaching would have to be madesimultaneously with the choice of content.

But then,there can also be occasions when it might seem to bedesirable that a particular topic should be taught (onthe basis of implication of objectives and/or principlesof content organisation) at a certain stage, andsubsequently one looks for selection of appropriateways of teaching it. If there is a situation where a topicX is seen as desirable to be taught at stage Y, but thereare no appropriate methods available to introduce it tothat age group of children, then perhaps the bettercourse of action would be to wait for development ofappropriate methods rather than insisting onintroducing the topic.In a similar manner, actual teaching would requiredetails of methods, a variety of teaching–learningmaterial, and a suitable evaluation system. The newpicture would be somewhat like the diagram below: