The Teacher and The School Curriculum

THE TEACHER
AND THE
SCHOOL
CURRICULUM
EDUC 8
Contents
Chapter 1- CURRICULUM ESSENTIALS
Module 1- The Teacher and the School Curriculum
Lesson 1.1: The Curricula in School
Lesson 1.2: The Teacher as a Curricularist
Module 2- The Teacher as a Knower of Curriculum
Lesson 2.1: The School Curriculum: Definition, nature and
Scope
Lesson 2.2: Approaches to the School Curriculum
Lesson 2.3: Curriculum Development: Process and Models
Lesson 2.4: Foundations of Curriculum
Chapter 2- DESIGNING THE CURRICULUM

Module 3- The Teacher as a Curriculum Designer
Lesson 3.1: Fundamentals of Curriculum Design
Lesson 3.2: Approaches of Curriculum Designing
Lesson 3.3: Curriculum Mapping and Curriculum Quality Audit
Contents
Chapter 3- IMPLEMENTING THE CURRICULUM
Module 4- The Teacher as a Curriculum Implementer and a
Manager
Lesson 4.1: Implementing the Designed Curriculum as a
Change Process
Lesson 4.2: Implementing a Curriculum Daily in the Classroom
Lesson 4.3: The Role of Technology in Delivering the Curriculum
Lesson 4.4: Stakeholders in Curriculum implementation
MIDTERM EXAMINATION
Chapter 4- EVALUATING THE CURRICULUM

Module 5- Curriculum Evaluation and the Teacher
Lesson 5.1: What, Why and How to Evaluate a Curriculum
Lesson 5.2: Curriculum Evaluation Through Learning
Assessment
Lesson 5.3: Planning, Implementing and Evaluating:
Understanding the Connections
Contents
Chapter 5- CURRICULUM DEVELOPMENT REFORMS AND
ENHANCEMENT
Module 6- Gearing Up for the Future: Curriculum Reforms
Lesson 6.1- Reforms for Basic Education Curriculum
Module 7- Curricular Reforms in Teacher Education
Lesson 7.1: Outcome- Based Education for Teacher Preparation
Curriculum
Lesson 7.2: Enhanced Teacher Education Curriculum Anchored
on Outcome- Based Education
Module 8- Curricular Landscape in the 21st Century
Lesson 8.1: The 21st Century Curricular Landscape in the
Classrooms
Lesson 8.2: Education 4.0 in the School Curriculum
Lesson 8.3: Curricular Modification in Basic Education During
and Post Pandemic
Lesson 8.4: Curriculum Response of Higher Education for
teacher Education Amid the Pandemic and Beyond
FINAL EXAMINATION
Chapter 1 CURRICULUM ESSENTIALS
Module 1- The Teacher and the School
Curriculum
Lesson 1.1: The Curricula in School
 Discuss the different curricula that exist in the

schools
 Analyze the significance of curriculum and
curriculum development in the teacher’s
classroom
“The Sabre-Tooth Curriculum”- Harold Benjamin
(1939)
A man by the name of New- Fist- Hammer- Maker

knew how to do things his community needed to have done,
and he had the energy and the will to go ahead and do
them. By virtue of these characteristics, he was an educated
man. New- Fist was also a thinker. Then as now, there were
few lengths to which men would not go to avoid the labuor
and pain of thought…
New- Fist got to the point where he became strongly

dissatisfied with the accustomed ways of the tribe. He began
to catch glimpses of ways in which life might be made for
himself, his family and his group. By virtue of this
development, he became a dangerous man.
New- Fist thought about how he could harness the
children’s play to better the life of the community. He
considered what adults do for survival and introduced these
activities to children in a deliberate and formal way. These
included catching fish with bare hands, clubbing little woolly
horses, and chasing away- sabre- toothed- tigers- with- fire.
These then became the curriculum and the community
began to prosper with plenty of food, hides from attire and
protection from threat. “It is supposed that all would have
gone well forever with this good educational system, if
conditions of life in that community remained forever the
same. “ but conditions changed.
The glacier began to melt and the community could
no longer see the fish to catch with their bare hands, and
only the most agile and clever fish remained which hid
from the people. The woolly horses were ambitious and
decided to leave the region. The tigers got pneumonia and
most died. The few remaining tigers left. In their place,
fierce bears arrived who would not be chased by fire. The
community was in trouble.
One day, in desperation, someone made a net from

willow twigs and found a new way to catch fish and the
supply was even more plentiful than before. The
community also devised a system of traps on the path to
snare the bears. Attempts to change education system to
include these new techniques however encountered “stern
opposition”.
These are also activities that we need to know. Why
can’t the schools teach them? But most of the tribe
particularly the wise old men who controlled the school,
smiled indulgently at this suggestion. “That wouldn’t be
education…it would be training”. We don’t teach fish
grabbing to catch fish, we teach it to develop generalized
agility which can never be duplicated by mere training…
and so on.
“If you had any education yourself, you would know

that the essence of true education in timelessness. It is
something that endures through changing conditions like a
solid rock standing squarely and firmly in the middle of a
raging torent”
Education Levels
• Basic Education. (kindergarten, Grade 1 to Grade 6
for elementary; Grade 7 to Grade 10 for the Junior High
School and grade 11 and 12 for the Senior High School
• Technical Vocational Education. This is post-
secondary technical vocational educational and training
taken care of technical Education and Skills Development
Authority (TESDA)
• Higher Education. This includes the Baccalaureate or
bachelor Degrees and the Graduate Degrees (Master’s
and Doctorate) which are under the regulation of the
Commission on Higher Education (CHED)
Tell what you remember!
Hidden Supported
Learned
Taught
Written
Assessed
Recommended
Agree or Disagree
1. In the Sabre- tooth curriculum, learning is experiential and authentic.
2. There is a reality that more than one curriculum exist in the teachers
classroom.
3. A teacher can say with confidence that learning has occurred, if the
curriculum has been assessed.
4. Some curricula in the schools/classrooms are unwritten.
5. To establish national standards, teachers should be guided by
recommended curriculum in the basic and higher education.
6. Teachers should expect that school curricula are dynamic and changing.
7. Evaluated curriculum makes judgment about learning.
8. Textbooks and modules are written curricula that represent the
recommended curricula.
9. Only the DepEd can recommend a curriculum.
10. In the heart of all types of curricula, the teacher has a major role.

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THE TEACHER

Chapter 2- DESIGNING THE CURRICULUM

Chapter 4- EVALUATING THE CURRICULUM

Lesson 1.1: The Curricula in School

 Discuss the different curricula that exist in the

A man by the name of New- Fist- Hammer- Maker

New- Fist got to the point where he became strongly

One day, in desperation, someone made a net from

“If you had any education yourself, you would know

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