The Saber-Tooth Curriculum (1939)

1. Does the Saber-Tooth curriculum still exist at the present? Give examples of your
evidences.
Saber-tooth curriculum still exist at the present since the education system is
open most especially when it helps students to progress and excel in their studies.
Ex. Education system teaches students how to complete specific task on their own
and encourages them to participate in activities that help them to exercise both
minds and abilities.
2. Describe the kind of curriculum that exist as described in the article.
It is the kind of curriculum that focuses on practicality most especially in
livelihood matters. The saber-tooth curriculum is focusing completely in survival
courses. It teaches a lifelong skill that is definitely helpful back then. This curriculum
is more on strength and critical thinking skills. This curriculum applied in a daily life
situation.
3. what does it mean they say “a curriculum should be timeless”? Explain.
“a curriculum should be timeless” curriculum is where students depend on in
order to earn knowledge and have learnings. A curriculum should be timeless as it is
being taught in every period of time. It is useful every now and then. It is unchanging
and should remain because it serves as the central guide of teachers and a blueprint
for students learning.
4. what is the difference between education and learning?
Education is incurred in various level studies. Education is the passage of
knowledge, values, and skills in each generation while the learning is a lifelong
process where we transform a specific matter in each time compare and contrast the
right or wrong. It is a lot of realizations which become our experience all through
enhancing and challenging our knowledge, skills, behaviors, and consciousness.
 TYPES OF CURRICULA SIMULTANEOUSLY
OPERATING IN SCHOOLS
Recommended Curriculum

This type of curriculum stems from what experts in education suggest.

Recommended curriculum can come from a variety of different sources, including
nationally recognized researchers, policy makers and legislators, and others. It
focuses on the content, skill sets and tools educators should prioritize in the
classroom.

Example: The curriculum implemented by DepEd or even the CHED.

Written Curriculum

A written curriculum is what is formally put down in writing and documented

for teaching. These materials can include an educator’s instruction documents, films,
text and other materials they need. These materials come from the larger school
district or the school itself. Often, they contract or employ a curriculum specialist to
develop a plan that meets specific goals and objectives.

Example: Modules, books, lesson plans, and instructional guides.

Taught Curriculum

This type of curriculum refers to how teachers actually teach. This is a less
predictable and less standardized type of curriculum because how an educator
delivers material can vary from one to the next. It can also change based on the
types of tools a teacher has at their disposal. This can include experiments,
demonstrations and other types of engagement through group work and hands-on
activities. Taught curriculum is extremely critical for students in special education or
those who require another kind of specialized support.

Example: The Teacher implemented an activity in the classroom to attain the

instructional objectives, teaching pedagogies employed by the teacher.

Supported Curriculum
 A supported curriculum involves the additional tools, resources and learning
experiences found in and outside a classroom. These include textbooks, field trips,
software and technology, in addition to other innovative new techniques to engage
students. Teachers and other individuals involved with the course are also a
component of the supported curriculum.

Example: Teacher guides, library books, laboratory equipment, textbooks,

workbooks. Software, and technology.

Assessed Curriculum

An assessed curriculum is also known as a tested curriculum. It refers to

quizzes, tests and other kinds of methods to measure students’ success. This can
encompass a number of different assessment techniques, including presentations, a
portfolio, a demonstration as well as state and federal standardized tests.

Example: Teacher give summative test to monitor or to assess the progress of their
learners.

Learned Curriculum

A learned curriculum refers to what students walk away with from a course.
This includes the subject matter and knowledge they learned from a course, but it
can also include additional changes in attitude and emotional wellbeing. Teachers
need to shrink the gap between what they expect students to learn and what
students actually do learn.

Example: The teacher give activities to the learners and the learners apply their own
skills in the specific activities given.

Hidden/Implicit Curriculum

A hidden curriculum is not planned, but it has a significant impact on what

students learn. This type of curriculum is not always communicated or formally
written down and includes implicit rules, unmentioned expectations, and the norms
and values of a culture. A hidden curriculum is often challenging for students from
different backgrounds or cultures, who can struggle to adjust or feel negatively
judged. A hidden curriculum can also be influenced by how money, time and
resources are allocated within a school or school district.
Example: If students are taught French as part of their coursework, instead of
Spanish or Arabic, their takeaway may be that French is a more valuable language
to learn.

The Teacher as a Curricularist

A classroom teacher is involved with curriculum continuously all day. But very
seldom has a teacher been described as curricularist. Curricularists in the past, are
referred only to those who developed curriculum theories. A TEACHER'S role is
broader and inclusive of other functions and so a teacher is a curricularist. The
classroom is the first place of curricular engagement. The first school experience
sets the tone to understand the meaning of schooling through the interactions of
learners and teachers that will lead to learning. Hence, curriculum is at the heart of
schooling. The teacher as a curricularist.
1. knows the curriculum. Learning begins with knowing. The teacher as a learner
starts with knowing about the curriculum, the subject matter or the content. As a
teacher, one has to master what are included in the curriculum. It is acquiring
academic knowledge both formal (disciplines, logic) or informal (derived from
experiences, vicarious, and unintended). It is the mastery of the subject matter.
(KNOWER)
2. writes the curriculum. A classroom teacher takes record of knowledge
concepts, subject matter or content. These need to be written or preserved. The
teacher writes books, modules, laboratory manuals, instructional guides, and
reference materials in paper or electronic media as a curriculum writer or reviewer.
(WRITER)
3. plans the curriculum. A good curriculum has to be planned. It is the role of the
teacher to make a yearly, monthly or daily plan of the curriculum. This will
serve as a guide in the implementation of the curriculum. The teacher
takes into consideration several factors in planning a curriculum. These factors
include the learners, the support material, time, subject matter or content, the
desired outcomes, the context of the learners among others. By doing this, the
teacher becomes a curriculum planner. (PLANNER)
4. initiates the curriculum. In cases where the curriculum is recommended to the
schools from DepEd, CHED, TESDA, UNESC0, UNICEF or other educational
agencies for improvement of quality education, the teacher is obliged to
implement it. Implementation of a new curriculum requires the open mindedness
of the teacher, and the full belief that the curriculum will enhance
learning. There will be many constraints and difficulties in doing things
first or leading, however, a transformative teacher will never hesitate to try
something novel and relevant. (INITIATOR)
5. innovates the curriculum. Creativity and innovation are hallmarks of an excellent
teacher. A curriculum is always dynamic, hence it keeps on changing. From the
content, strategies, ways of doing, blocks of time, ways of evaluating, kinds of
students and skills of teachers, one cannot find a single eternal curriculum that
would perpetually fit. A good teacher, therefore, innovates the curriculum and thus
becomes a curriculum innovator. (INNOVATOR)
6. implements the curriculum. The curriculum that remains recommended or
written will never serve its purpose. Somebody has to implement it. As mentioned
previously, at the heart of schooling is the curriculum. It is this role where
the teacher becomes the curriculum implementor. An implementor gives life to
the curriculum plan. The teacher is at the height of an engagement with the
learners, with support materials in order to achieve the desired outcome. It
is where teaching, guiding, facilitating skills of the teacher are expected to the
highest level. It is here where teaching as a science and as an art will be observed. It
is here, where all the elements of the curriculum will come into play. The success of
a recommended, well written and planned curriculum depends on the
implementation. (IMPLEMENTOR)
7. evaluates the curriculum. How can one determine if the desired learning
outcomes have been achieved? Is the curriculum working? Does it bring
the desired results? What do outcomes reveal? Are the learners
achieving? Are there some practices that should be modified? Should the
curriculum be modified, terminated or continued? These are some few questions
that need the help of a curriculum evaluator. That person is the
teacher. (EVALUATOR)

Curriculum
Curriculum is a standards-based sequence of planned experiences where
students practice and achieve proficiency in content and applied learning skills.
Curriculum is the central guide for all educators as to what is essential for teaching
and learning, so that every student has access to rigorous academic experiences.
The structure, organization, and considerations in a curriculum are created in order
to enhance student learning and facilitate instruction. Curriculum must include the
necessary goals, methods, materials and assessments to effectively support
instruction and learning.

Traditional
 School is a preparation for life.
 Learners are passive absorbers of information and authority.
 Teachers are sources of information and authority.
 Parents are outsiders and uninvolved.
  The program is determined by external criteria, particularly test results.
 Knowledge is absorbed through lectures, worksheets, and texts.
 Success is competitively based, derived from recall and memory, and specific
to a time/place.
 School is a task to be endured.

Progressive
 School is a part of life.
 Learners are active participants, problem solvers, and planners
 Teachers are facilitators, and guides who foster thinking.
 Parents are partners in goal setting, and planning, and serve as resources.
 The program is determined by its mission, philosophy, and goals for
graduates.
 Knowledge is constructed through play, direct experience, and social
interaction.
 Success is determined through application over time, and through
collaboration.
 School is a challenging and fun part of life.
Traditional is more dwelling on what is in curriculum while the progressive is
circulating around students interest, letting students to learn at their own pace of
learning. Growth and individuality.
STUDY NOTES
Diana Rose M. Lad
FIL-3B