Curriculum as a syllabus to be transmitted
Many people still equate a curriculum with a syllabus. Syllabus, naturally, originates from the Greek (although there was some confusion in its usage due to early misprints). Basically it means a concise statement or table of the heads of a discourse, the contents of a treatise, the subjects of a series of lectures. In the form that many of us will have been familiar with it is connected with courses leading to examinations - teachers talk of the syllabus associated with, say and exam. What we can see in such documents is a series of headings with some additional notes which set out the areas that may be examined.
A syllabus will not generally indicate the relative importance of its topics or the order in which they are to be studied. Thus, an approach to curriculum theory and practice which focuses on syllabus is only really concerned with content. Curriculum is a body of knowledge-content and/or subjects. Educations in these sense, is the process by which these are transmitted or 'delivered' to students by the most effective methods that can be devised (Blenkin et al 1992:23).
Where people still equate curriculum with a syllabus they are likely to limit their planning to a consideration of the content or the body of knowledge that they are wish to transmit.