The SaberTooth Curriculum is a curriculum that applies the survival needs of the communities according to the changes that they have to adapt to (The outcomes based education principle). I will be discussing the universal principles of the Saber-Tooth curriculum from the given extract. According to New Fist in the Chellean age, the survival requirements where; fish-grabbing with bare hands, wooly-horse clubbing and tiger scaring with fire (Peddiwell & Benjamin, 1939). Circumstances like the ice age forcefully changed this curriculum for survival. The tribesman, during that time had to develop a new curriculum method fit for essential survival.
Peddiwell (1939) suggests that from the Chellean age until now this curriculum always had its own development outcomes (learning outcomes and assessment standards) that need to be achieved before one can proceed to a higher level. This curriculum is still applicable in our educational system today. The survival requirements that needs to the adapted according to the OBE are; knowledge, quality, social transformation and efficiency. NCS aims to prepare learners for everyday life, when they have completed school. The link between all this curriculums is that all of them are focusing on equipping the learner for survival.
In this paragraph I will be exploring the different curriculum approaches advocated by Tyler, Stenhouse and Freire. I will also discuss the link between these three scholars with the OBE, NCS, CAPS and the Saber-tooth Curriculum. Ralph Tyler believed that one of the most vital aspects that need to be taken to consideration when designing a curriculum is that effective learning should take place. Hewett (2010:20) states that Tyler has four steps that should be followed wh...
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...nd pedagogical orientation of school teachers. Tribhuvan University: Makti Narayan Kafle.
Peddiwell, J., & Benjamin, H. (1939). The Saber-tooth curriculum. In J. Peddiwell, The Saber-tooth curriculum. New York: The McGrow book company.
peddiwelll, J. (1939). The Saber-tooth curriculum. New York: The Mc Graw book company.
Stols,Gerrit(dateunkown) http://schoolmaths.com/grade_8_12/sa_curriculum/index.html (Retrieved 20 March 2012)
Department of Education. 2002b. Revised National Curriculum Statement. (GET). Grades R-9. Pretoria: Government Printer.
Author unknown (15 March 2012) http://en.m.wikipedia.org/wiki/Outcome-based_education (Retrieved 20 March) Conley, L., De Beer, J., Dunbar-Krige, H., Du Plessis, E., Gravett, S., Lomofsky, L., Merckel
Petersen, N., Robinson, M., Van der Merwe, M. 2010. Becoming a teacher. Pearson Education South Africa
Connected to this theme is the development of a shared, lived experience, where students and teacher are involved in an ongoing negotiation of curriculum. In the first 13 chapters, Paley’s central focus is to develop a learning community within the safety of the classroom. In the second half of her book, Paley illustrates how the combination of these two themes in turn offers an opportunity for what we call an opening up of the definition of curriculum. This review is an analysis of these three themes within the organizational framework of Paley’s book. The theme of children and teachers as co-creators of curriculum is established in the first chapter when Paley says, “Each year I wait to be reawakened by a Reeny … something to ponder deeply and expand upon extravagantly” (p.10). Reeny responds to this call by asserting herself early on as a curriculum leader in Paley’s classroom. Because children themselves are curriculum makers and leaders, curriculum cannot be imposed upon the learner. Ultimately, this opening up of the discussion of what curriculum means is established by Reeny in the last lines of the book when she announces: “But I’m thinking, why don’t you stay and we’ll talk about it. Don’t fly away. See we can keep talking about it, okay?” (p. 99). It is in Reeny’s utterance that we understand—the curriculum conversation must necessarily begin with students’
middle of paper ... ... Australian Journal of Teacher Education, 25 (1), 45-51. Retrieved from http://ro.ecu.edu.au/ajte/vol25/iss1/5. Western Australian Department of Education. a.
Wallis, Claudia. “How to Make Great Teachers.” Time Online. 13 Feb. 2008. Web. 16 March 2011.
In modern democratic society school curriculum has become a prioritised concern for many citizens. It is a key factor in the shaping of future generations and the development of society. Decades have lapsed and numerous attempts have been made to produce a national curriculum for Australia. In 2008 it was announced that the Rudd government in collaboration with State and Territories would produce a plan to move towards a national curriculum (Brady & Kennedy, 2010). To date this has been realised in the deliverance of the Australian Curriculum v1.2 which will be examined in this paper.
Franklin Bobbitt in The Curriculum writes: ‘The central theory [of curriculum] is simple. Human life, however varied, consists in the performance of specific activities. Education that prepares for life is one that prepares definitely and adequately for these specific activities. People need the abilities, attitudes, habits, appreciations and forms of knowledge and these will be the objectives of the curriculum. The curriculum will then be that series of experiences which children and youth must have by way of obtaining those objectives.’ (Bobbit...
Rogers, C., Lyon, H., & Tausch, R. (2013). On Becoming an Effective Teacher. New York: Rutledge.
Marsh, C. (2010). Becoming a teacher: Knowledge, skills and issues. 5th Ed. Frenchs Forest, NSW: Pearson.
Examining outcomes-based educational evaluation through a critical theory lens. New Directions For Evaluation, (127), 59-69.
Cole, H., Hulley, K., & Quarles, P. (2009). Does assessment have to drive the curriculum?
I developed the interest to be a teacher in the early age of 12 when I observed my much-loved teacher conducting her lessons. Upon completion of my SPM (a Malaysian qualification equivalent to “O” Level), I took up A-Levels in Arts as guided by a few career counsellors to be the pathway of being a teacher. Then, I came across a great opportunity to enrol myself into a teacher training programme for a BA (Education) from a UK University where I was assigned as a teacher assistant in International School X, (the said international school and the university are not named for anonymity of the institution, students and staff). I am doing a module on professional issues which rationale states “......to develop knowledge and understanding of pupil behaviour and its potential impact on the learning environment within the school.” (Professional Issues: ECM,2011/2012).
Education is a life-long journey. As we sail along this learning expedition, we encounter diverse views, ideas and conceptions which we gather together, filter, analyze and assimilate to form a newer set of beliefs, values and knowledge. We continuously build upon these precepts until we have achieved a certain level of transformation and awareness of who we are in relation to the world around us (Anderson, 1998)....
This program has its own limitations. For example, Ono and Ferreira (2010) reported that running lesson study program relies on allocating appropriate time as working hours, advisors’ regular visiting from lesson study program, and sharing the findings regionally and provincially. They have investigated the role of the lesson study program in South Africa, and they have reported that the teachers who were involved in lesson study have improved their
In 1949, a small book had a big impact on education. In just over one hundred pages, Ralph W. Tyler presented the concept that curriculum should be dynamic, a program under constant evaluation and revision. Curriculum had always been thought of as a static, set program, and in an era preoccupied with student testing, he offered the innovative idea that teachers and administrators should spend as much time evaluating their plans as they do assessing their students.
Teach Like a Champion 2.0 San Francisco, Jossey-Bass, 2015. pp.451-452) I do not believe that anyone truly masters the art of teaching to completion, but I aspire to do just that. By continuously striving to grow and improve my practice – in essence to embody the number one ideal that I try to instill in my students – I am a lifelong learner. Professional development, collaboration with peers, reading research, and reflection on my own classroom experiences all contribute to this process for me. My love of learning keeps teaching fresh and motivates me to embrace the new challenges presented in teaching 21st century skills and in making the shifts brought about with the CCSS. With all the changes in education right now, it is imperative that I maintain a growth mindset as I try to garner and refine my best teaching practices with the focus always on helping my students succeed. For me, the snapshots in the newly published ELA ELD California Framework are providing a particularly, excellent resource, highlighting best practices and integrated
Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J. & Kleiner, A. (2012). Schools that Learn (pp. 32-69). Boston: Nicholas Brealey Publishing.