Syllabus Sequence and Order
There are many ways to sequence and order a syllabus:
Simple to Complex: the simple topic is presented first. It means that the most difficult topic will be presented at the end of syllabus. There are some
Example:
While discussing about tenses, an English teacher usually teaches simple present tense first, then followed by simple
Chronology: The topic is presented step by step. Sequencing by chronology may also be constructed based on the time, the first to happen should be taught earlier.
Example:
While teaching writing skills, the topics of brainstorming is presented before drafting, then writing, after that revising. It follows the sequence of writing.
Sequencing by using chronology by time is usually used while teaching history. The history which happened earlier, such as the topic of the Indonesian war against the Dutch should be presented earlier before the topic of the Indonesian Independence day.
Need: The topic which is urgently needed by the participants should be presented earlier. An ESP Class usually follows this sequence. That is why, needs analysis is conducted before designing the syllabus.
Example:
Based on needs analysis conducted to several taxi drivers who want to take an English course, it is found out that they must give directions to the passengers. It turns out that they don't really need to talk about the currency and numbers, though it is needed. The topic of giving directions, then, should be presented earlier, though the topic of numbers may be easier.
Prerequisite learning: The topics which may be the bases for another topic should be presented earlier.
Example:
The topics of tenses are usually taught earlier before teaching passive voice since the bases of passive voice is tenses.
Whole to part or part to whole: The general topic is presented earlier, followed by the more specific topics. On the other hands, it is also possible that the specific topics are presented first before the
Simple to Complex: the simple topic is presented first. It means that the most difficult topic will be presented at the end of syllabus. There are some
Example:
While discussing about tenses, an English teacher usually teaches simple present tense first, then followed by simple
Chronology: The topic is presented step by step. Sequencing by chronology may also be constructed based on the time, the first to happen should be taught earlier.
Example:
While teaching writing skills, the topics of brainstorming is presented before drafting, then writing, after that revising. It follows the sequence of writing.
Sequencing by using chronology by time is usually used while teaching history. The history which happened earlier, such as the topic of the Indonesian war against the Dutch should be presented earlier before the topic of the Indonesian Independence day.
Need: The topic which is urgently needed by the participants should be presented earlier. An ESP Class usually follows this sequence. That is why, needs analysis is conducted before designing the syllabus.
Example:
Based on needs analysis conducted to several taxi drivers who want to take an English course, it is found out that they must give directions to the passengers. It turns out that they don't really need to talk about the currency and numbers, though it is needed. The topic of giving directions, then, should be presented earlier, though the topic of numbers may be easier.
Prerequisite learning: The topics which may be the bases for another topic should be presented earlier.
Example:
The topics of tenses are usually taught earlier before teaching passive voice since the bases of passive voice is tenses.
Whole to part or part to whole: The general topic is presented earlier, followed by the more specific topics. On the other hands, it is also possible that the specific topics are presented first before the