Curriculum refers to the lessons and academic content taught in a language course. The knowledge and skills students are expected to learn, which includes the learning standards (CEFR) or learning objectives (Syllabus) they are expected to meet.
A language learning syllabus consists of a list of the learning objectives for your language learning program and the sequence in which you intend for them to be learned.
Curriculum is often used to describe the goals, objectives, or plans, methods, materials, and assessment. It usually refers to the means and materials with which students will interact for the purpose of achieving identified educational outcomes.
An Integrated Foreign Languages Curriculum is an effort to document its reference level descriptors (common for all languages and aligned to the illustrative descriptors provided by the CEFR), on the basis of precise linguistic elements making the levels explicit for individual languages.
Syllabus relates to the specification of content and the sequencing of what is to be taught.
A notional-functional syllabus is an approach where the materials are determined with Notions or ideas that learners expect to be able to express through the target language and the Functions acts learners expect to be able to accomplish. These types of syllabuses are different from conventional ones within the scope of organization. They include same teaching materials but organizes them around uses and functions. The functional-notional syllabus answers the question ‘what do users of the language need to express?’. The advantages of the notional syllabus include that it could consider the communicative facts of language from the beginning with concerning of grammatical and situational factors.