Education of the republic of uzbekistan

Curriculum encompasses more extensive scope than syllabus. This is because syllabus remains confined to a particular subject while curriculum provides the structure for the whole course.

Syllabus is only provided for a year while the curriculum covers the whole course.

Curriculum contains all the subjects and outlines how they will be studied during the course while syllabus is more detailed version for each subject under the course.

The Differences between Syllabus and Curriculum
What is Syllabus?
“Learning is not attained by chance, it must be sought for with ardour and attended to with diligence.” – Abigail Adams.
In simple terms, a syllabus is a document containing the information about the different topics or the portion that needs to be covered for a particular subject or a course. This document is determined by the board of examination and created by different professors. While forming a syllabus, the professors ensure that the fundamentals of a particular subject or course are added in a unique combination of theoretical and practical learning methods. A syllabus is provided to students and teachers at the beginning of an academic session.Discussing syllabus vs curriculum, it’s important to understand that the syllabus of a subject is considered as a guide for the subject teacher as well as the students. It helps the students understand the subject in detail and why it is a part of their course. It also helps students to anticipate what is expected from them and the consequences in case of failing the subject. It also contains the general policies, rules, topics to be covered, instructions, assignments, test dates, projects, etc.
Davidson and Ambrose suggest that a syllabus is similar to a research proposal, in that they are both written after much thought and planning. Well written materials, whether it is a syllabus, research proposal, or another course document such as an assignment or worksheet, demonstrates that the author is organized, committed, and enthusiastic about the topic. It is important that a syllabus convey these attributes to the students, because the syllabus serves as a means to introduce the instructor and course to the students. The syllabus sets the tone for the course and lets students know the standards and expectations set for them. A well-written syllabus can also make the instructor’s job easier. Once the students understand what is expected of them, it is easier for the instructor and students to communicate with one another. An effective syllabus can improve the student success rate by delineating the instructor’s philosophy and expectations (University of Minnesota Center for Teaching and Learning Services, N.D.).
The syllabus acts as the table of contents for the course. It informs students about the purpose and objectives of the course (i.e., the final destination). The syllabus also indicates how the objectives will be obtained (i.e., the directions on how to get there), such as what materials will be covered, classroom procedures, assignments and processes, as well as policies. It presents a plan of topics to be covered based on the time frame for the course and serves as a contract between the instructor and students. The syllabus could also describe the role of the course within the curriculum and how the course content relates to other courses or workforce applications. Another important aspect of the syllabus is that it requires the instructor to ponder the time limitations for the course and be realistic in what materials will be covered.
Items usually included in a syllabus are:
a. Heading–This section includes the course number and title, credits, semester, time and location of the class, the instructor’s name and contact information, as well as office hours and information regarding teaching assistants, if applicable to the course
b. Course description–The description in the University catalog can be used if it accurately depicts what will be covered throughout the course.
c. Prerequisites–This sets some expectations of knowledge and skills needed for the course. This section can also include suggestions on how students can prepare for the course by reviewing previous class materials.
d. Course goals or objectives–These describe what the students will know by the end of the semester. Try to list three to five objectives identifying the competencies students will gain by successfully completing the course.
e. Text and reading materials–Title, author, edition, and publisher of the textbook should be provided. If other reading materials will be used, details such as where to obtain the materials (e.g., course packet) and how much it will cost, or how to acquire library reserves, should be included in the syllabus.
f. Course format and assignments–Tell students the methods that will be used to cover the topics (e.g., lecture or discussion). Also, describe assignments and activities that will be used throughout the course (e.g., worksheets, fam tours/field trips, and research projects).
g. Grading or evaluation procedures–Describe what students will be graded on (e.g., participation, worksheet) and how (e.g., 5 points for answering a question during class when called upon). List how many assignments, tests, and activities will be used and the points for each, as well as the total number of points possible in the course. Also, include grading procedures, such as whether or not tests will be graded on a curve or if extra credit is allowed.
h. Course policies–Include a statement regarding attendance (e.g., is it required), tardiness, and make-up exams (e.g., whether the make-up exam will be the same test or an alternate format).
i. University policies–Include any policies that the department and/or university mandates, such as Academic Honesty (i.e., cheating and plagiarism policies) and accommodation policy (i.e., students who meet the Americans with Disabilities Act (ADA) requirements can request appropriate accommodations or assistance).
j. Course schedule–Provide students with a calendar of events for the semester, such as topics to be covered each day, assignment due dates, test days, and drop/withdraw deadlines.
k. Caveat–It is recommended that a sentence be included to state that modifications may be made throughout the semester. For example, “this syllabus outlines a tentative course schedule, however the instructor reserves the right to make changes as needed.”
l. Other considerations–With the emergence of professional note-takers and students selling notes to companies, many instructors include copyright statements, such as “the instructor reserves all copyrights to the content of this course. Reproduction of class notes for monetary gain or commercial purposes is prohibited”. Also, remember to be creative (e.g., use color and pictures) and try to motivate the students by using exciting, active language. Students have diverse learning preferences, so by including visuals such as pictures and charts , the syllabus may appeal to more students and actively engage them in the learning process.
It is up to the instructor to choose what s/he wants to include. However, by including more information, it is likely to have less questions by students. This can be important in more populated classes or classes with multiple sections where consistency is important, or in online classes where there might be limited communication between the students and instructor. When developing a course syllabus, instructors can get ideas from the department, peers, and sources like the International Council on Hotel, Restaurant, and Institutional Education (iCHRIE) Special Interest Groups (SIGs). For example, at the 58th Annual iCHRIE conference (Palm Springs, CA) the Lodging SIG handed out a booklet with compiled syllabi from several hospitality academics.