Curriculum Mapping Aligning Connecting Integrating

Empowering and Aligning the Learning Journey

Where and How is Mapping Implemented?

• Began with Heidi Hayes Jacobs in the USA to focus the school community on aligned and meaningful learning and assessment

• Implemented across all level of learning institutions

• Flexible to meet the requirements of particular school communities

Curriculum Mapping Providing a Framework

• Mapping to aligns key competencies and curriculum skills

• Mapping to meet the ministry requirements and implement meet school goals for learning and achievement

• Mapping to inform decision making across the school

• Mapping to build learning communities with reflective teachers and students

• Mapping to build on students experiences overtime

• Mapping to give credence to student’s work from year to year

• Mapping actual rather than planned focus of learning

Curriculum MappingProviding a Framework

• Mapping the learning journey for teachers and students across the years

• Mapping the big picture for school wide planning

• Mapping to align curriculum and assessment across the school: Skills, Content Focus, Assessment Strategies and Data

• Mapping to identify and manage a balance between curriculum planning that is too rigid and tight or too loose and vague

• Mapping to identify gaps and overlaps - to highlight the big picture or the finer details. Identifying targeted next steps across the school or

within a year level

Curriculum Mapping Providing a Framework

• Mapping for on going curriculum review

• Mapping to deepen and enrich pedagogy and practice

• Mapping to integrate across curriculum areas, departments etc

• Mapping to connect learning across the levels, and from within levels

The New Zealand Curriculum Draft

“These documents will set the direction for learning for all students while at school and will ensure that when they leave, they are equipped for life long learning and for living in a world where continual change is the norm”

• ExcellenceEmpower students to learn and achieve to best of their abilities & seek personal excellence regardless of circumstances

• Learning to LearnExperience a curriculum that enables them to become active, confident, creative and innovative learners and thinkers.

• Cultural HeritageExperience a curriculum reflecting NZ’s bicultural heritage and multicultural society. Maori have opportunity to experience curriculum reflecting and valuing te ao Maori

• EquityIdentities, cultures, languages and talents recognised and affirmed. Learning needs recognised and addressed.

• ConnectionsExperience a curriculum that makes connections with their lives and engages support of families and communities

• CoherenceExperience a curriculum that provides a range of coherent transitions and pathways to further learning

The New Zealand Curriculum Draft Principles“…principles should guide each school as it designs and implements its own curriculum”

Students learn best when teachers:• Encourage Reflective thought and Action- Stand back form ideas or information and think objectively- Relate new learning to what they already know- Adapt for own purposes- Translate thought into action- Develop creativity, critical thinking and meta cognitive abilities

• Make connections- Integrate new learning with current understanding- Maximise use of time - Anticipate learning needs - Avoid unnecessary duplication of time- Make connections across learning areas and to home practices and the wider world

The New Zealand Curriculum Draft Effective Pedagogy

• Provide multiple opportunities to learn- Need time and opportunity to engage with, practice and transfer new learning- Encounter new learning a number of times and in varied tasks/contexts- Sequence students learning experiences over time- Allow students to monitor progress

• Facilitate shared learning- Learning takes place in shared activities and conversations across school, family and

wider world- Facilitate the process with learning environments that foster learning conversations and

learning partnerships- Challenge, support feedback- Students build language they need to take learning further

The New Zealand Curriculum Draft Effective Pedagogy

• Enhancing the relevance of new learning - Understand what and why they are learning and how they will use it- Learning experience stimulate curiosity, require searching for relevant information and

ideas- Require students to use or apply what they discover in new contexts or ways• Creating a supportive environment- Accepting of others, form positive relationships with students and teachers- Active visible members of the community- A caring, inclusive, non discriminatory cohesive classroom• E learning and pedagogy: Use ICT to:- Enter and explore new learning environments- Join or create communities of learners- Experience customised learning that allows for individual difference- Use a range of tools to save time and take learning further- Open up new ways of learning

The New Zealand Curriculum Draft Effective Pedagogy

Designing a School Curriculum“Careful planning results in a school curriculum that is connected , coherent, and

balanced and that reflects the particular needs and interests of the school community”

Significant themes for engaging students and integrating learning

Sustainability

Students investigate long term impact of social, scientific, technological, economic, or political practices. Consider the alternatives that might prove more durable for the economy, society, and the environment

Citizenship

Explore what it means to be a citizen. Participate to earn how to be active, informed, responsible citizens who contribute positively

Enterprise

Explore what it is to be innovative and entrepreneurial.

Globilisation

Explore what it means to be a part of the global community both within and outside of NZ

Critical Literacies

E.g Financial Literacy. Students build personal financial capabilities

Some considerations when schools design strategies to achieve the desired outcomes:• Planning with a focus on outcomes/ Prioritised outcomes give schools and teachers frames of reference for resourcing and guide program development• Planning for the development of key competencies Integrated across units of work and in combination• Planning for purposeful assessment Benefits Students, Involves students, Supports teaching and learning goals, Planned and communicated, Suited to the purpose, Valid and fair Classroom based to focus learning and School wide to measure impact of programmes on learning• Planning for coherent pathways Sum of learning should form a coherent experience with clear links between each phase of learning

Designing a School Curriculum

Curriculum Mapping Strategies

• Teams and teachers map as they plan, then edit and update as they teach

• Planned is replaced by actual contexts as maps are updated each term supported by outcomes of evaluation of teaching and learning

• Maps are ‘read through’ and reviewed each term to ensure feed forward into next term planning

• Map by content or by themes, big ideas and concepts

• Phase 1: Collecting the Data- Processes and Skills- Content, Essential Concepts, Enduring Understandings, Essential Questions

• Phase 2: The First Read Through (Improving quality)- Teachers individually reviews school wide maps.

Highlight for further examination- New Information- Repetitions- Gaps- Meaningful assessment- Matches with expected outcomes/standards- Potential areas for integration- Review for Timeliness

Curriculum Mapping Strategies

• Phase 3: Mixed Group Review Sessions- Small mixed group reviews(6-8 members)- Each group member shares findings. Simply states findings.- Delay judgment: Red flag - Collect and report findings

• Phase 4: Large Group Review-All staff-Small group findings collated and shared-Participants invited to comment on emerging patterns-Suspend judgment

Curriculum Mapping Strategies

• Phase 5: Determine those things that can be Revised Immediately - Sort and sift through data

- Identify strategies for addressing areas flagged for attention e.g repetitions

• Phase 6: Determine Those Points That Will Require Long-term Research And Development- Professional discussion about curriculum articulation and planning

• Phase 7: the Review Cycle Continues- Curriculum Review should be active and ongoing

Curriculum Mapping Strategies

Task: Form four year level groups Yr1/2 Yr3/4 Yr5/6 Yr7/8

Each group identify typical term map for each of the following:• English: Written, Visual, Oral• Science• Social Science• Technology• Arts• Math’s• Health/PE• Maori

Jigsaw to form groups that include one member at each level: Phase 1 and 2 and 3

Curriculum Mapping Strategies

Curriculum MappingWhat?

• Map Curriculum Strands

• Contexts

• Values and Virtues

• Competencies/skills

• Assessment Tools and Tasks

Curriculum Concept MapCommunity Elements Exploration Celebration

Enduring Understanding

Belonging to a community involves roles & responsibilities

Enduring Understanding

Elements make up the wholeElements can change form

Enduring Understanding

Exploration is taking risks, solving problems and making new discoveries

Enduring Understanding

A new cycle develops as a result of change

Essential QuestionsWhat is community?How do actions affect communities?

Essential QuestionsWhat are elements?Why do elements change?

Essential QuestionsHow does exploration influence change?

Essential QuestionsWhy celebrate?

Curriculum FocusSS: Identity, Culture….Healthy communities, realtionshipsWL: RecountsVis Art:

Curriculum Focus Curriculum Focus Curriculum Focus

ContextsJnrs: School, famil, ,local animalsMidd: School, Local, Auck, InsectsSnr: School, NZ Global,Plants

Curriculum Concept Skills Map

Community Elements Exploration CelebrationCompetencies & Skills Thinking:QuestioningParticipating/Contributing

L1 Questioning:5W’s & H SharingL2 Fat & SkinnyGroup Roles: Report, RecordL3 InvestigativeGroup Roles: All rolesL4 Levels of questioningLeadership roles

Competencies & Skills

L1

L2

L3

L4

Competencies & Skills

L1

L2

L3

L4

Competencies & Skills

L1

L2

L3

L4

Strategies a & Tools

ALL: KWHLAQ

L1: Steps Programme

L2. Question Maps

L3: I.C.E

L4: Seven Steps

Strategies a & Tools Strategies a & Tools Strategies a & Tools

Curriculum Concepts Assessment Map

Term 1 Term 2 Term 3 Term 4

Community Elements Exploration CelebrationSummative School Assessment Requirements

Summative School Assessment Requirements

Summative School Assessment Requirements

Summative School Assessment Requirements

Wk 3: R Rec Writing SampleWk 5:PATsWk 6:PE SkillsWk 8:Culminating Task

Culminating TaskL1: Welcoming a new child to our school community. Principal asking for help to produce a take home pack etcL2: A refugee family joining our community. How to welcome,include assist.L3:How best to help? Kamhil lives in Uganda. His community lost everything during years of drought and civil war. What will they need to rebuild a strong community. How would we help to do this? What would be the most effective way to do this?

Science Curriculum Content and Assessment Map

Strands Term1 Term 2 Term 3 Term 4

Team 1 Content Assess

Skills

Content Assess

Skill

Content Assess

Skills

Content Assess

Skills

Living World

Material World

Physical World

Planet Earth & Beyond

School Wide Data Assessment Map: Community Comments:Identify specific chn who need extension or support in a specific skill development

Term 1 Team/Room: Year Level:

Social Science

Writing Health/PE Visual Art

Beginning

Developing

Achieved

Exceeding

Expected

Achievement

Total

Below

Meeting

Above

School Wide Data Assessment Map: Community Comments:Identify specific chn who need extension or support in a specific skill development

Term 1 School Wide:Social Science

Y1 Y2

L1

Y3 Y4

L2

Y5 Y6

L3

Beginning

Developing

Achieved

Exceeding

Expected

Achievement

Total

Below

Meeting

Above

Skills Focus: L1 Skills Focus: L2 Skills Focus: L3

Individual Assessment Map: Community Comments:Identify specific learning needed for extension or support in a specific skill development

Term 1 Name: Mary Year Level: Y1

Social Science Writing Health/PE Visual Art

Beginning

Developing

Achieved

Exceeding

Expected level of achievement for time at school

Expected Level:

Not Met:

Met:

Exceeded:

Expected Level:

Not Met:

Met:

Exceeded:

Expected Level:

Not Met:

Met:

Exceeded:

Expected Level:

Not Met:

Met:

Exceeded:

ConceptsConcepts: Broad, abstract notions that are relevant to a range of contexts, interests, environment, culture and experiences.

Represented by one or two words

Facilitates critical thinking for understanding rather than the memorization of fact

Impacts their own and others lives now and in the futureConcept Example: Identity, Force, Cause & Effect, Fantasy, Systems

Task

• Using the maps you edited with your mixed group identify any common themes or “big ideas. What can you see that is common across the map? What essential questions might be the umbrella for this learning?

• What Concepts would you identify for your school?

Enduring UnderstandingsThe “Big Ideas”

• What do we want the student to know, understand and articulate by the end of the term?

• Identifies the key understandings in a “big idea”.• Relevant and lasting across life.• Opportunity for in-depth inquiry• Applicable to environment, culture and

experiences• Leads to the development of key skills and

knowledge• Starting with the end in mind

Enduring Understandings

• Effective communities rely on cooperation and communication.

• Everybody and everything has an identity that classifies it as unique to itself.

• A system is a chain or a process that develops efficiency

Essential Questions

• The essence of what you believe the students should examine and know

• Leads to investigation

• Inquiry and Problem Based learning

• Maintains focus throughout a study

• A conceptual commitment

Essential Questions

• What is community?

• Why move?

• What is the relationship between identity and uniqueness?

Mapping in New Zealand SchoolsSo What?

• Empowers and engages teachers and students• Integration and inquiry is rich and stimulating• Learning is clearly scaffolded and aligned across

the levels• Common language across the school• Rich connections within and across the levels and

across the terms

Mapping an Integrated, Inquiry Based Unit

• Concept• Enduring Understanding• Essential Questions• Curriculum Focus• Key Competencies• Contexts• Curriculum Skills• Learning Intentions• Assessment Strategies• Rubric Criteria• Culminating Task

Curriculum Mapping What is it?

• Communicates curriculum content, contexts, skills, and strategies

• Aligns teaching learning across the levels• Provides a framework for on going curriculum

review• Identifies integration of learning