Curriculum Mapping Workshop

Link of CM to WASC Categories

Curriculum,
Organization for
Instruction &
Student Learning
Assessment

Support for
Resource
Student Personal
Management &
& Academic
Development
Growth

B1. What Students Learn Criterion

The school provides a challenging, coherent and relevant international
curriculum for each student that fulfills the school’s purpose and results in
student achievement of the schoolwide learner outcomes through successful
completion of any course of study offered.

B2. How Students Learn Criterion

The professional staff a) uses research-based knowledge about teaching and
learning; and b) designs and implements a variety of learning experiences
that actively engage students at a high level of learning consistent with the
school’s purpose and schoolwide learner outcomes.

B3. How Assessment is Used Criterion

Teacher and student uses of assessment are frequent and integrated into the
teaching/learning process. The assessment results are the basis for (a)
measurement of each student’s progress toward the schoolwide learner
outcomes and academic standards, (b) regular evaluation, modification, and
improvement of curriculum and instructional approaches, and (c) allocation of
resources.

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Curriculum Mapping: The Basics Questionnaire

A. Attempt to answer all the questions and statements on your own.

B. Then work in teams of two or three to compare and share answers.

Please do not use personal notes or handouts for Round A and B.

Remember, this is an Assessment For Learning and designed to aid you in

self-evaluation of your current level concerning some of curriculum mapping’s
basic-concepts understanding.

1. What is a personal, one sentence definition of Curriculum Mapping?

2. What is a personal statement that describes the key purpose(s) for

Curriculum Mapping?

3. What is your definition of “Projected Map” and its purpose?

4. What is your definition of “Diary Map” and its purpose?

5. What is your definition of “Consensus Map” and its purpose?

6. What is your definition of “Essential Map” and its purpose?

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7. Whether your school is using CCSS or AERO, how you develop Power
Standards?

8. What is the difference between a Skill and an Activity?

9. How do Curriculum Maps differ from Lesson Plans?

10. Define each type of the following curricular integration:

Horizontal:
Vertical:

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Key Concepts of Curriculum Mapping

Standards
Generic term for national, state, local, or self-generated proficiency targets

CCSS
Common Core State Standards is a US education initiative to align diverse
state curricula with each other. The initiative started in the early 1990s in
accordance with the principles of standard-based education reform. This
effort was sponsored by the National Governors Association (NGA) the
Council of Chief State School Officers (CCSSO).

AERO
American Education Reaches Out is another initiative that started in 2002
(after almost a decade from CCSS implementation) that takes the standard-
based education into the next level. Lessons learnt from implementing the
CCSS inside the US and international experiences were the main drivers of
the initiative.

Understanding the Standards

Standards What should I teach?

Descriptors How much should I teach?
Objectives What should my students know?
Assessments How I will measure proficiency?

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Organization of Standards

Sequential Curriculum
Each standard is addressed differently based on the grade level (K-12)

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Curriculum Structure

Alignment

Mapping Pacing

Alignment
Interpreting standards & developing learning objectives

Pacing
Planning to cover all topics prior to SOL tests

Mapping
Keeping track of what really happened during the academic year

The 4 Types of Maps

Projected Before-instruction month or months within a teacher’s

personal map that represent students’ planned learning.
Diary After-instruction month or months within a teacher’s
personal map that represent students’ operational
learning.
Consensus A school-site planned-learning map designated by months
or grading periods and designed by collaborative
agreement. Alternative names include Master Map,
Collaborative Core Map, and Benchmark Map.
Essential A district wide planned-learning map designated by
months or grading periods and designed by a districtwide
task force. Depending on a learning organization’s
configuration, a diocese wide or county wide planned
learning map is also referred to as an Essential Map.

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Skill Versus Activity Exercise

A skill is what students must be able to do.

An activity provides practice concerning a particular skill or skill set.

Categorize each statement as a skill or an activity using a T-Chart

configuration. The initial verb in each statement may aid in determining the
correct category.

Look at artwork to see if Evaluate orally and in Research using the

the pieces incorporate
religious icons
Keep a daily personal
fitness journal for 1
month
Interview, in person, by
phone, or via e-mail
3 biochemists using
personal pre-generated
questions
Self-evaluate in writing
personal physical
activities that promote
lifelong involvement,
well-being
writing technological Internet the president’s
developments that have political arenas: state,
influenced how humans national, international in
work with genetically teams of 3
engineered crops
Practice rotations using Describe visually and in
polygons writing historical
examples of recession
in United States history
Draw transformational Make a chart board
figures using rigid body display of ebb and flow
movement while of USA economic
keeping point fixed in factors for 20th century
2-D plane and onset of 21st
century
Relate visually wooden Analyze in writing
art works to religious similarities and
beliefs in 2 geographic differences in political
regions: Africa, Asia contributions of 3
presidents: Washington,
Lincoln, Roosevelt

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Skills Versus Activities Exercise

Skills Activities

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Curriculum Mapping Template

# of
Month SOLs Strand Content Skills Activities Assessments
Days

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Grade Level (8) Subject: English Literature Prepared by: Mrs. Natalie Dahdal

The following Curriculum Map provides detailed set of skills targeted to be acquired through specific text(s). The skills shall be
applied for both LOT and HOT. However, by end of this year, students will demonstrate mastery of 10 key reading skills as follows:
1. Predict what will happen
2. Respond to what they read
3. Sequence the events of a story
4. Infer the implicit meaning
5. Find the main idea
6. Interpret the text
7. Visualize the contents of the text
8. Summarize the main idea of important events
9. Draw conclusions of the text
10. Evaluate what they have read

# of
Month SOLs Strand Content Skills Activities Assessments
Days
Short Story  Understand and
Reading (RL)

Oct. The Gift of the Magi identify plot structure 1- The class will be 1- The accuracy of the
RL-1  Understand and divided into 2 groups. internet research and
RL-3 Key Definitions identify the elements Each group will have professional
RL-4 Plot Structure of short stories 4 items from the Key presentation of Key
RL-8 Setting  Identify tone and Definitions. Internet Definitions
RL-9 Situational Irony mood and research and PP 2- Successful drawing
Simile understanding the presentation of their of Plot Structure
Metaphor difference findings Diagram (with
Allusion  Explore human 2- The top 5 things in events)

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# of
Month SOLs Strand Content Skills Activities Assessments
Days
Theme nature, self identity, my life sheet. 3- Correct prediction of
Symbolism and perception (of Individual exercise possible events
self and others) then group 4- Reasonable
discussion response to other
3- Plot Structure events (not
Diagram necessarily from the
4- The Sacrifice Game story)
(In pairs, each
student will decide on
something to
sacrifice to their
partners)
5- Who Lives There (a
collection of pictures
for homes and
students are required
to determine what
kind of people live in
these settings)

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