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This unit emphasizes the fact that students should be a part of every step of the planning process, directly or indirectly. Before any planning begins, the teacher must test the students for levels and figure out their needs using a needs analysis. If a teacher is looking at a groups scores on a needs analysis while planning a syllabus, the students may not necessarily be actively forming it but they are still a part of the equation. Asking the students for their opinions and input on what should be included in the course is beneficial in many ways. This cooperation not only demonstrates a teacher?s interest in student needs but also increases motivation by incorporating more personally relevant teaching material for the students. In an ideal situation, the students would be very active in designing a thrilling curriculum that meets all their education needs. Unfortunately however, there are many factors that sometimes prevent such an ideal classroom situation from arising. The biggest of these are the curricula based requirements mandated by the school. Teachers must be wary of this however as this demand coupled with an already waning supply of time can lead teachers to forego the necessary student input. Whilst writing a syllabus, teachers need to consider the audience. Questions such as: ?is this syllabus for the students or for me?? and ?what is the function of this specific syllabus?? can really help a teacher write a syllabus effectively.
