EDU 532: The Teacher and the School Curriculum

Module #8 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

Lesson title: Curriculum Mapping Process Materials:

Learning Targets: SAS
At the end of the module, students will be able to:
1. discuss the importance, steps and reasons of curriculum References:
mapping; Bilbao, Purita P., Dayagbil Filomena
2. analyze the essential parts of curriculum map; and T., Corpuz, Brenda B. (2015).
3. complete a curriculum map Curriculum Development for Teachers.
Cubao, Quezon City: Lorimar
Publishing Co., Inc.

Jacobs, H. H. (2010). Curriculum 21:

Essential education for a changing
world. Alexandria, VA: Association for
Supervision and Curriculum
Development.

A. LESSON PREVIEW/REVIEW

Introduction

Have you been to a place that you are not familiar with? Ever travelled to a strange place and
got lost? Exciting yet scary, isn’t? Did you try using a map to guide your way?

List down below the use of map and the advantage of having one when travelling.

1. __________________________
2. __________________________
3. __________________________
4. __________________________
5. __________________________
6. __________________________
7. __________________________
8. __________________________

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 EDU 532: The Teacher and the School Curriculum
Module #8 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

B.MAIN LESSON

I. Content Notes
Read carefully the content notes and try to highlight or underline the key terms for greater level
of understanding.

Curriculum Mapping: What is it? Why do it?

Curriculum mapping is a method to align instruction with a

degree’s learning outcomes. It can also be used to explore the
breadth and depth of content in a curriculum. The map or matrix:
• documents what is taught and when
• reveals gaps in the curriculum
• helps to refine the assessment plan
It is a process of procedure that follows curriculum
designing. It is done before curriculum implementation or
operationalization of the written curriculum.

Benefits:
• encourages reflective practice
• improves communication among teachers
• encourages a proactive approach to improving
learning outcomes
• supports the updated “major maps” that will be developed for each degree
• enhances program coherence

Curriculum Maps
These are the 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.

Types of Curriculum Maps

Although most curriculum maps will include the same elements, there are various methods of
creating curriculum maps, depending on the needs of your teachers and students:

1. Diary – A record of what was actually taught by a teacher in one subject in the school. Each teacher
records what they do for an agreed period of time. This can be used to adjust curriculum as necessary
for the following year.

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 EDU 532: The Teacher and the School Curriculum
Module #8 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

2. Projected – Created by an individual teacher for one course or subject before the term begins. Each
teacher maps out what they plan to do for the term or entire school year.
3. Consensus – Used as a personal map by teachers for curricula guidelines at a school or district level. All
designers agree on the course learning based on standards and it serves as the planned learning map.
Those who teach the course use the Consensus map as a foundation for their course learning and
instruction.
4. Essential – Entire school year of learning that is recorded by grading periods. These are district-level
maps, created by a team of educators that are representative of district learning expectations. This serves
as the base instruction map in which all who teach the course use the map to plan learning and create
collaborative Consensus and/or Projected maps.
Source: https://www.chalk.com/curriculum-mapping-guide/creating-a-curriculum-map/

What does a curriculum map/matrix look like?

It's a table with one column for each learning outcome and one row for each course or required
event/experience (or each row contains a course and each column lists a learning outcome).

Example: BIOLOGY PROGRAM CURRICULUM MATRIX

Key: "I"=Introduced; "D"= developed/reinforced, with opportunities to practice; "M"=mastery that is
demonstrated (often at the senior or exit level); "A"=assessment evidence collected

Source: [Outline modified from the University of Hawai’i-Mānoa Assessment How-to: Curriculum Mapping/Curriculum
Matrix and the University of Missouri-Kansas City Curriculum Mapping]

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 EDU 532: The Teacher and the School Curriculum
Module #8 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

Here is another Curriculum Map sample from the Department of Education

A basic curriculum map includes the following parts:

Standards – It refers to national, governmental or other standards related to the class.

Sequence – The order in which standards will be taught in the class.
Content – The subject matter itself. This includes the key concepts, facts and events that are being taught.
Skills – Strategies that students should be able to do. These are what teachers are assessing, observing, and
documenting. Skills are expressed as verbs (write, calculate).
Assessments – Any number of broad approaches to gauge student learning.
Activities – Specific actions conducted within a classroom to drive student mastery in skills and/or standards.
Resources – Additional information that can be accessed in order to enhance the student’s understanding of
content.
Essential Questions – Questions that students should be able to answer at the end of the class that indicate
their understanding of the content that was presented and their mastery of skills.
Timelines – The expected time that it will take to teach each unit within the class.
Pacing Guide – Help teachers stay on track and to ensure curricular continuity across schools in the district.
Units – Concepts and learning goals that are taught over a period of time.

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 EDU 532: The Teacher and the School Curriculum
Module #8 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

How is a curriculum map created?

1. Teachers begin with-

a) the program's intended student learning outcomes,

b) recommended and required courses (including
general education courses if appropriate) and
c) other required events/experiences (e.g.,
internships, department symposium, advising session, national licensure exams)

2. Create the "map" in the form of a table (just like the examples above). Please note that the format of the
curriculum map can vary by discipline/field.

3. Mark the courses and events/experiences that currently address those outcomes:
• "I" indicates that students are introduced to the outcome.
• "D" indicates the outcome is developed/reinforced and students are given opportunities to practice.
• "M" indicates that students have sufficiently practiced and can demonstrate mastery.
• "A" indicates where evidence might be collected and evaluated for degree-level
o assessment (collection might occur at the beginning and end of the program if
o comparisons across years are desired).

4. Teachers analyze the curriculum map. They discuss and revise so that each outcome is introduced,
developed, and then mastered. In addition, each outcome should have an "A" to indicate that evidence can
be collected for degree-level assessment.

Hale, J. A. (2008) shared the Ten Tenets of Curriculum Mapping

1. Curriculum mapping is a multifaceted, ongoing process designed to

improve student learning.
2. All curricular decisions are data-driven and in the students' best
interest.
3. Curriculum maps represent both the planned and operational learning.
4. Curriculum maps are created and accessible using 21st century
technology.
5. Teachers are leaders in curriculum design and curricular decision-
making processes.
6. Administrators encourage and support teacher-leader environments.
7. Curriculum reviews are conducted on an ongoing and regular basis.
8. Collaborative inquiry and dialogue are based on curriculum maps and
other data sources.
9. Action plans aid in designing, revising, and refining maps.
10. Curriculum mapping intra-organizations facilitate sustainability.

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 EDU 532: The Teacher and the School Curriculum
Module #8 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

One important thing to remember, curriculum maps are never considered “done”. They
are an ongoing development seeking to improve student learning and content
quality across schools. As long as teachers have new students, new classes, and new
school years, the content and structure should be continually assessed and revised
(if need be) to ensure students get the most out of their education, and for teachers to
use the most effective strategies in their lessons.

II. Skill-building Activity

Now that you’ve learned about curriculum mapping, it’s time to design one! Complete the given
Curriculum Map below about Science. Write your name as the teacher. Some examples are provided as
serve as your guide. Happy Mapping!

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 EDU 532: The Teacher and the School Curriculum
Module #8 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

III. Check for Understanding

It is time to check if you have fully understood our topic for today! Using your own words, explain the
concepts of the following terminologies below. Remember to express your own ideas.

Curriculum Mapping Projected Map

1 4

Standards Skills

2 5

Essential Questions Curriculum Map

3 6

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 EDU 532: The Teacher and the School Curriculum
Module #8 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

C. LESSON WRAP-UP

FAQs

Food for Thought!

If you have questions that you cannot ask to your teacher, this may help you clarify things out.

1. Why is curriculum mapping important?

Curriculum mapping is important because it allows teachers and administrators to focus on balance between
the content across curricula. It allows them to look into each classroom and see what children learn, and helps
them gather data on redundancies or gaps in the course content. Curriculum mapping also helps teachers and
administrators assess the structure of the course, and the time-scale plan of when specific lessons or concepts
are taught.

2. How may curriculum mapping aid in improving student learning and performance?
Curriculum mapping is a process of aligning resources, activities, assessments, instruction, and other
learning aspects in a school or college. It plays an important role to fill this gap as it reduces the chance that the
same course material is repeated at different grade levels. It also promotes collaboration among teachers,
allowing them to share lesson plans and teaching techniques, hence teaching instruction is improved and
students’ performance is increased.

THINKING ABOUT LEARNING

Congratulations for finishing this module! Shade the number of the module that you finished.

Great Job! Did you finish all parts of the module? Do you have any questions you may want to ask to
clarify the topic? You may write any question to further help you learn and your teacher will get to you
on the answers.

1. What part of the lesson seems difficult for you to understand?

____________________________________________________________________________

2. Is there a question you would like to ask your teacher about the lesson?
____________________________________________________________________________

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 EDU 532: The Teacher and the School Curriculum
Module #8 Student Activity Sheet

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

KEY TO CORRECTIONS

Answers on Skill-building Activity (answers may vary)

Answer on Check for Understanding Activity (answers may vary)

(see lecture-notes and compare your answers)

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