My first few syllabi were always jam-packed with readings, assignments, and pointless tasks that I thought my students would like/keep them from falling asleep. I haven’t fully adopted a less-is-more position, but there is something to be said for not including more material that you actually can get through in a term. I learned the hard way that, if you have assigned far more readings than you cover in class, your students will soon figure that out and adjust their behavior accordingly. In those first few classes, I would occasionally have negative teaching evaluations that began, “Professor assigned lots of readings but didn’t get to them.”
Along with jazzticity’s excellent suggestions, I would submit that you should sit down with a calendar and a rough estimate of how long it takes to actually do the work that you’d like to assign. Then subtract 10% (at minimum). You are, after all, at the next level and, therefore, presumably read and comprehend more quickly than your students will.
And then make sure you add the “This document is provisional” or “I reserve the right to make changes to the schedule, readings, etc.” disclaimer.