It is when teachers and educationalists come to derive their syllabi from a given curriculum that they can exercise choice and creativity. The most important consideration here, perhaps, being to answer local need as closely as possible within the accepted curriculum framework. All syllabi would have to address the same three Attainment Targets, even the same Strands, but not necessarily in the same way.

Syllabi might be said to fall into four categories, according to the way they are structured or approached. Each category may be more suited to certain types of delivery system rather than others.

i) Traditional: This type of syllabus would very closely match the pattern and structure of the curriculum document itself, with subject headings listed as they appear in the programmes of study, as given in section nine. There would, of course, be much more detail and a definite order in which the subjects were to be taught. This would be a formal syllabus, content-based and centred in traditional classroom practice. This type of syllabus would probably best suit children of junior and lower secondary age (7 - 14), and would be most at home in the setting of a Community School or a very regular and formal Sunday School class. It is a very valuable method of introducing stability, continuity, thoroughness and regularity in a situation where education provision has been patchy and erratic.

ii) Theme-based: This type of syllabus breaks free of the subject-based approach and uses themes which cross over the Attainment Targets and Strands. It offers greater flexibility and allows the teacher to be much more creative, though it is much more difficult to monitor the balance of Strands covered. In some ways it needs much more careful preparation and evaluation to avoid losing sight of the original aims of the curriculum. This type of syllabus would probably best suit children of infant and lower junior age (4 - 8) and would be quite at home in the setting of children’s classes held at regional or national events where a more rigorous treatment of subject matter would not be so appropriate.

iii) Activity based: This type of syllabus also breaks free of the traditional approach. Elements of the curriculum are delivered through a range of activities or projects. Again, this is a more flexible model than subject-based syllabi, allowing far greater creativity, and again it is more difficult to monitor the balance of strands covered and so also requires more care in preparation and evaluation. This type of syllabus would probably best suit both the youngest of the age groups (2½ - 4) and the oldest (14 - 16). The restraints of formal education are inappropriate for most pre-school children, and youth often respond better to activity rather than formal study, particularly if they can see concrete results for their efforts. This type of syllabus can be adapted for use within a formal classroom setting, but its greatest potential lies in the realm of youth clubs, especially those organised in a similar way to the Scouts, the Red Cross, Boys Brigades, Girl Guides etc. Where formal classes do not gain the interest of a group of local youth, the Bahá’í communities in that area should consider setting up a peace club, a community service club or one more resembling other youth organisations. Many elements of the curriculum can be delivered through a syllabus of varied activities that would engage the interest of Bahá’í youth and perhaps be of benefit to a wider circle of people.

iv) Composite: This type of syllabus makes use of elements of all three types described above. In a sense, all good teachers make use of formal instruction by subject content, less formal facilitation through thematic approaches and also through use of singing, music, art, drama, community service project and so on. This approach, depending upon its actual make-up, might well be suited to the widest age-range and the broadest settings.

In all syllabus models it is important to ensure a balance of the three Attainment Targets and the fourteen Strands, either within a given year or within a rolling programme of 2, 3 or 4 years.

When drawing up a syllabus, the teachers and educational administrators involved need to:

* Choose which model or type best suits their circumstances

* List what they wish to teach in what order and in what way to the children or youth concerned

* Decide whether this applies to a single year’s work or is part of a longer rolling programme

* Cross-check the list they have made against the three Attainment Targets and the fourteen strands to ensure every aspect of the curriculum is addressed, making changes where necessary. As a rough guide, each Attainment Target should comprise roughly one third of the lesson contents over a year - the temptation is to allow Knowledge and Understanding to dominate, but at the most it should not be more than 6 out of 14 as a proportion of the whole syllabus

* Take into account that such subjects as PRAYER can address several Strands simultaneously, each in a different Attainment Target, e.g.:

Prayer as a spiritual activity - AT 1a = Spirituality

Obligatory prayer as a law of God - AT 2a = Knowledge and Understanding of Laws

Practising individual prayer as a personal skill - AT 3a = Individual Skills

* Evaluate the syllabus at the end of the year to examine how closely original intentions met the requirements of the curriculum in practice, and make the necessary adjustments.