What is the difference between a synthetic and an analytic syllabus (curriculum)?

Synthetic and analytic are terms that get thrown around a lot. They are applied to all levels in every field of studies and can make a big difference in how things are done.

When looking at these terms in regards to a syllabus (curriculum), they refer to two polar opposite approaches to informing the sequence of learning experiences an educator may create and deploy.

A synthetic syllabus (curriculum) refers to content and skills that are selected prior to the learning experiences. the pace and pedagogy may also be decided in advance with expected outcomes in mind. This type of syllabus (curriculum) can be more systematic and easier to see the direction and destination of the learning. These can be important for learners (and learners’ parents) and teachers alike. However, it is prescriptive in nature and can limit what can be taught by making the scope narrower. It can also be less efficient if items already understood are still taught for the sake of ‘following the curriculum’.

An analytic syllabus (curriculum) refers to the adaptation of content and skills taught based on student performance during the learning experiences. this could mean learners who find the content are challenged more, items that are already known are skipped or expanded on accordingly and areas of challenge are given the additionally time and attention required.

There are benefits to both approaches to learning, however, an experienced educator should be confident enough to adapt a syllabus long -term and even on-the-spot to maximise engagement and learning. Teaching and learning is synchronous and therefore extremely dynamic.