CURRICULUM MAPPING

Prof. Ed 9

CURRICULUM MAPPING the process or procedure that follows curriculum designing. It is

done BEFORE curriculum implementation or the “operationalization” of the WRITTEN
CURRICULUM.

This approach is an ongoing process or “WORK-IN-PROGRESS”. It is not a one-time initiative

but a continuing action, which involves the TEACHER and other STAKEHOLDERS who the same
subject, the department, the whole school or district or the whole educational system.

Some “curricularist” would describe curriculum mapping a making a MAP TO SUCCESS.

COMMON QUESTIONS ASKED BY TEACHERS, STAKEHOLDERS, PTA’s and COMMUNITY

relative to CURRICULUM MAPPING:

1. What do my pupils learn?

2. What do they study in the first quarter/semester?
3. What are they studying in the school throughout the school-year?
4. Do my co-teachers who handle the same subject, cover the same content? Achieve the
same outcomes? Use similar strategies?
5. How do I help my students understand the connections between my subjects and
other subjects within the year? Next year?

THE CURRICULUM MAPPING PROCESS

There are many ways of doing things, according to what outcome one needs to produce.
This is also true with curriculum mapping. The following are suggested steps to follow in an
ideal curriculum mapping:

1. Make a MATRIX or a spread sheet.

2. Place a TIMELINE that you need to cover. This should be dependent on time frame of a
particular curriculum that was written.
3. Enter the INTENDED learning outcomes, skills needed to be taught or achieved at the
end of the teaching.
4. Enter in the same matrix the content areas/subject areas to be covered.
5. Align and name each resource available such as textbook, workbooks, module next to
subject areas.
6. Enter the teaching-learning methods to be used to achieve the outcomes.
7. Align and enter the assessment procedure and tools to the intended learning
outcomes, content areas, and resources.
8. Circulate the map among all involved personnel for their inputs.
9. REVISE and REFINE map based on suggestions and distribute to all concerned.

THE CURRICULUM MAP

Curriculum maps are visual timelines that OUTLINE desired learning outcomes to
be achieved, content, skills, and values taught, instructional time, assessment to be
 used, and the overall student movement towards the attainment of the intended
outcomes.
Curriculum maps provide QUALITY CONTROL OF WHAT ARE TAUGHT in schools to
maintain EXCELLENCE, EFFECIENCY, and EFFECTIVENESS. It is intended to IMPROVE
INSTRUCTION and maintains quality of education that all stakeholders need to be
assured.
CATEGORIES OF CURRICULUM CHANGE
1. SUBSTITUTION
The current curriculum will be REPLACED or substituted by a new one. We call
this a complete OVERHAUL.
2. ALTERATION
It is a MINOR change to the current or existing curriculum.
3. RECONSTRUCTING
Building a new structure would mean MAJOR change or modification in the
school system, degree program or educational system.
4. PERTURBATIONS
These are changes that are DISRUPTIVE, but teachers have to adjust to them
within a FAIRLY short period of time.
5. VALUE ORIENTATION
It is a type of curriculum change that will respond to SHIFT in the emphasis
that the teacher provides which are NOT WITHIN the mission or vision of the
school or vice versa.

Regardless of the kind of changes in the curriculum, the process of change may contain
three (3) important elements; to wit:

1. DEVELOPMENTAL
2. PARTICIPATORY
3. SUPPORTIVE
 It should be DEVELOPMENTAL in the sense that it should develop multiple perspectives,
increase integration and make learning autonomous, create a CLIMATE of openness and
trust, and appreciate, affirm strengths of the teacher. There should be teacher support
in trying new tasks, reflection on the new experiences and challenges.
ORIENTATION and PREPARATION are the simple stages in developmental change.
 For curriculum implementation to succeed, it should be PARTICIPATORY, especially
because other stakeholders like peers, school leaders, PTA’s and curriculum specialist
are necessary. Participation among key players within and outside the school system
encourages sense of ownership and accountability.
 SUPPORTIVE curriculum implementation is required in the process of change. Material
support like supplies, equipment, and conductive learning environment like classrooms
and laboratory should be made available. Likewise, human support is very much
needed.

LEONILO A. CAPELLAN
LSPU 2022