This document outlines the components of a competency-based syllabus for a course. It discusses 9 main components: 1) administrative information, 2) a brief course description, 3) generic and specific competencies, 4) unit contents, 5) methodology, 6) evaluation/assessment, 7) ethics, 8) class rules and policies, and 9) bibliography. It provides examples of how each component could be structured, such as charts outlining competencies, unit outlines with learning outcomes and assessments, and descriptions of teaching methodology and assessment strategies. The conclusion references self-evaluation and improving the course based on feedback.

1. A Competency-based
Syllabus
Structure and Priorities
Lic. Rodolfo Chaviano
Lic. Carmen M. Barbosa
November 26th, 2009

2. Outline
I The Traditional syllabus e.g. Barbosa’s Syllabus 2009
Definitions for SYLLABUS
II Components for a Competency-based Syllabus
Chart 1 9 components
1 Administrative information
2 Abstract of Course Description (Descriptor 5 components)
3 Chart 2 Expected Competences of the University (Generic Competencies)
3.1 Competencies of the Subject Matter (Specific Competencies)
3.2 Chart 3 Structure for Specific Competencies
Specific competence + sub-competences + Indicators
Verb + what to do + to what extent
4 Chart 4 UNIT CONTENTS
Contents + Learning Outcomes + teaching resources + assessment
5 Methodology
Method or Approach + Type of class + use of technology +
class procedures and techniques + priorities in this class +
frequency and duration of class
6 Evaluation/ Assessment
6.2 Chart 5 Relationship between Generic and Specific Competencies
6.2 Chart 6 Assessment and Weights for the Course Competencies
7 School Rules
8 Class Policies
9 Bibliography
III Conclusion: Reference – Self Evaluation Chart

3. Currículo basado en
competencias
El currículo:
Basado en competencias
Estructura flexible: sistema de créditos académicos; asignaturas
obligatorias, electivas y de libre configuración
Balance entre asignaturas de formación general, básica y
específica
Introducción de Prácticas Profesionales
Integración de docencia, investigación y extensión
Programa innovador para desarrollo de competencias
comunicativas en Inglés
 Actividades educativas: deportivas, culturales y sociales

4. •Title of course and course number
•Day(s), time, and place class meets
•Name of instructor
•Day(s), time, and place of office hours
•Required and optional texts and readings
•General statement or purpose of the course (this course is designed to engage
you in an in-depth look at...)
•Course goals (as a result of taking this course, you will be aware of and informed
about...be conversant with...be able to articulate...be able to discuss, debate, and
develop...) Smith & Razzouk suggest that this is by far the most important element
of the course information document.
•Course policies (may include student responsibilities, as well as instructor
responsibilities in the areas of attendance, grading, makeups, assignments)
•Course schedule (may be chronological or topical; may include reading schedule,
holidays if no classes held, due dates for assignments, exam dates)
•Course evaluation procedures
•Campus resources for students (CeDRR, CAPS, see listserv for more complete
list of student services)
Content of the Course Information Document
(Traditional syllabus)
http://www.utc.arizona.edu/resources/thinkingseries/vol1_6.html

5. Traditional sample syllabus
 See Ms. Barbosa sample syllabus
2009
for Communicative English 2

6. Some
Definitions
syl·la·bus (sl-bs)
n.pl. syl·la·bus·es or syl·la·bi
(-b) 1. An outline or a summary of the main points of a text, lecture, or
course of study. http://www.thefreedictionary.com/syllabus
syllabus noun
/ˈsɪl.ə.bəs/ n [C] (plural syllabuses or syllabi)
(a plan showing) the subjects or books to be studied in a particular course,
especially a course which leads to an examination
Which novels are on the syllabus this year?
Compare: curriculum .
http://dictionary.cambridge.org/define.asp?key=80740&dict=CALD
Main Entry: syl·la·bus Pronunciation: -bəs
Function: noun
Inflected Form(s): plural syl·la·bi -ˌbī, -ˌbē or syl·la·bus·es
Etymology: Late Latin, alteration of Latin sillybus label for a book, from Greek sillybos
Date: circa 1656
1 : a summary outline of a discourse, treatise, or course of study or of examination requirements.
http://www.merriam-webster.com/dictionary/syllabi

7. Competency: the proven ability to use knowledge, skills and
personal, social and/ or methodological abilities, in work or study
situations and in professional and personal development. In the
context of the European Qualifications Framework (EQF),
competency is described in terms of responsibility and autonomy.
See EQF, for definitions of Knowledge, Skills and Abilities.
Competency Profile (CP): is a set of (acquired/required)
aggregated competencies with well defined co-relationships that,
together, act as a truthful knowledge representation for a specific
object type such as person, job, task, function, process, learning
objective and learning outcome.
Learning Outcomes: statements of what a learner knows,
understands and is able to do on completion of a learning
process. In other words, it is a combination of competencies a
learner should have (when successfully finishes a learning unit,
course or curriculum) which include knowledge, skills and personal,
social and/or methodological abilities. Learning outcomes is a type of
a person competency profile.
Qualifications: a formal outcome of an assessment and validation
process which is obtained when a competent body determines that
an individual has achieved learning outcome to given standards.
http://www.icoper.org/icoper-big-picture/needs-
analysis/Competency%20Development%20WG/

8. University experience with outcome (competency)-based education
by Jad Najjar — posted on Mar 15, 2009 02:35 PM — last modified Mar 16, 2009 02:10 PM
http://www.icoper.org/icoper-big-picture/needs-analysis/Competency%20Development%20WG/from-
learning-outcomes-to-competencies/university-experience-with-outcome-competency-based-
education-1
The Competency-Based Syllabus: Kern (1990) found that a
competency-based syllabus, in which student competencies required for
the course as well as competencies to be developed during the course
are outlined and explained, resulted in increased student performance.
http://www.utc.arizona.edu/resources/thinkingseries/vol1_6.html

9. SYLLABUS
 4.24 SYLLABUS: es un instrumento para la
gestión de los procesos de enseñanza-
aprendizaje en una asignatura. En este
documento se describe, detalladamente, la
estructura, contenido y organización de la
asignatura. Contiene información específica
sobre “qué”, “cómo” y “cuándo” se va a tratar en
ella: los propósitos educativos, los temas y
subtemas a abordar organizados en el tiempo,
las formas organizativas de la enseñanza, las
estrategias y tiempos para la evaluación de los
aprendizajes y el sistema de calificación, así
como los recursos documentales y
bibliográficos recomendados. Se incluyen
también las reglas o pautas específicas de
comportamiento en el aula.

10. A Competency-based Syllabus
9-Basic Components
1. Administrative Information
2. Brief Description of the course (Descriptor)
3. Generic Competencies and Specific
Competencies
4. Unit Contents
5. Methodology
6. Evaluation/Assessment
7. Ethics
8. Class Rules and Course Policies
9. Bibliography and Resources
Chart 1

11. DOMINIO COMPETENCIALCOMPETENCIAS
GENÉRICAS
UAM / GENERIC COMPETENCIES
DOMINIO COMPETENCIAL COMPETENCIAS GENÉRICAS
UAM
1.Competencias relacionadas
con el aprendizaje
1. Utiliza tecnologías de la información y comunicación para
aprender permanentemente, abstrae, analiza, sintetiza,
identifica, plantea, resuelve problemas, investiga y aplica los
conocimientos en la práctica.
1.1. Utiliza medios impresos, electrónicos o presenciales para aprender autónomamente,
comunicarse y actualizarse permanentemente en su profesión.
1.2. Identifica, formula y resuelve problemas simulados o reales sistemáticamente utilizando
métodos establecidos con validez técnica.
2.Competencias relacionadas
con las relaciones
interpersonales
2. Se comunica óptimamente en español y en un segundo
idioma, trabaja en equipo, motiva y conduce a metas
comunes y desarrolla habilidades para trabajar en contextos
internacionales.
2.1. Utiliza el idioma español y el inglés óptimamente.
2.2. Identifica claramente objetivos grupales y orienta su trabajo a la consecución de los
mismos.
2.3. Aplica las mejores prácticas de su profesión, acorde con los avances científicos y
tecnológicos.
3.Competencias relacionadas
con la autonomía y el
desarrollo personal
3. Se compromete con la calidad, actúa en nuevas
situaciones, toma decisiones, innova y trabaja
autónomamente.
3.1. Alcanza estándares y parámetros académicos, personales y profesionales
satisfactoriamente.
3.2. Actúa eficientemente en situaciones nuevas, proponiendo soluciones innovadoras.
3.3. Planifica, ejecuta y evalúa tareas formativas o desempeños profesionales
autónomamente.
4.Competencias relacionadas
con el ejercicio de los valores
4. Es responsable, ético, demuestra responsabilidad social y
compromiso ciudadano.
4.1. Actúa con integridad académica de acuerdo a las buenas costumbres y los valores
democráticos.
4.2. Propone, realiza o participa en un proyecto o propuesta sustentado en principios como
la democracia, inclusión, género, cultura de paz, desarrollo humano, ciudadanía, desarrollo
sostenible, transparencia y cuidado del medio ambiente.
Chart 2

12. Competency Development

13.  Competencies: What the course wants to
develop (first statement in italics)
 Contents
 Type of Subject (theoretical or theoretical-
practical)
 Type of Class (by units, projects or modules)
 Relationship with other subjects & within the
study plan (curriculum)
Course Description Components
Descriptor (5)

14. Chart 3
No. Specific Competencies Sub-competencias Indicators
Verb + what to do + to what extent
SPEAKING SKILLS
(Competencias de la
expresión oral: decir,
expresar, opinar)
Explaining how you do,
did or have done
things in your ordinary
life.
Tell me /us how to remedy a common sickness.
(Cold, headache, stomachache, sore throat)
At least 2 Suggestions
Giving Advice (using should or you’d better give 2
pieces of advice depending on the ailment
mentioned.)
Tell me/us what you typically do right after school.
3 things you do between arrival and before going to
bed
Telling others what you do on special occasions (job
interview, a car accident, getting a visa at the US
embassy.
Talk about changes, additions, and new things your
family has made at home in the last 5 years (3)
Explain positive and negative memories from a trip
you have made( 2 positive 1 negative)
Give 2 compliments on how the teacher is dressed
today.
Structure for Specific Competencies

15. Week/Sessión Contents Learning
Activity
Resources Assessment
1
1
UNIT I. Nice to you
Again. p.4
Introduction to Level IV.
Evaluation system.
Bibliographic references.
Unit 1: Unit structure
and follow up.
Expected Outcomes
(Course Competencies)
1. Outline Contents
and Evaluation
system of
Communicative
English IV
2. Outline the Unit
Structure
White board
Textbook
Handout with Expected
outcomes
Getting to know the
didactic structure of
Textbook World View III
Familiarization with the
main expected
communicative
Outcomes
(competencies) in Level
III
2 2.1 Nice to see you
again (Dialogue) List-
speaking
2.2 Pronunciation.
Importance of word
stress and intonation
2.3 Grammar focus.
Present Continuous for
extended present.
3- Listen and
Choose the
topic (multiple
choice)
4 Listen and say
phrases of compliment,
greeting and ending a
conversation
1. Listen to the
dialogue, and
copy phrases the
speakers sued to
start a small talk
2. Listen and
repeat, and use
proper rising
intonation
following the
model
White board
Textbook(Txbk)
Tape recorder
With CD
Workbook (Wkbk)
Homework
Exe.2 pag. 12
Exe. 5 pag 13
Chart 4 UNIT CONTENTS

16. Methodology
In this course sessions, the Communicative
Approach with technological support will be used
. We follow the teacher centered class
philosophy. Extra class assignments are really
important in this course. The use of pair and
group work should be encouraged by the
instructor. Since this is a communicative
language course; therefore, students
participation is very important, and essential
throughout the course. Using the oral language is
a priority over grammar and writing skills. The
study of the language system should be based
on the analysis of semantic structures, oral
presentations, and debates. Classes are
theoretical- practical, and last from 50 to100
minutes three times a week.

17. Assessment
See assessment charts
 6.2 Relationship between Generic and Specific
Competencies
 6.3 Assessment and Percentage Weights for the
Course Competencies

18. School Rules & Class Policies
See assessment charts
 7 School Rules
 8 Class Policies

19. Bibliography
 See
 Basic Textbook
 Complementary Textbooks
 Other resources

20. Self Evaluation Chart
 See
 Assessment Chart for Regular
courses
 Rubrics for Communicative English III

21. THANK YOU
VERY MUCH!
References:
Syllabus:
http://webhome.broward.edu/~jlarson/Web
CT_6/Syllabus/syllabus%20template6_05.
htm