CURRICULUM MAPPING

AND CURRICULUM
QUALITY AUDIT
 Curriculum Mapping
• Model for designing, refining, upgrading, and reviewing the
curriculum resulting in a framework that provides form, focus,
and function (Hale and Dunlap, 2010)
• It is a reflective process that helps teachers understand what
has been taught in a class, how it has been taught, and how
learning outcomes are assessed. (Heidi Hayes Jacobs, 2004)
• It is an ongoing process or “work-in-progress”.
• It is a continuing action which involves the teacher and other
stakeholders.
• It can done by teachers alone, a group of teachers teaching the
same subject, the department, the whole school or district or
the whole educational system.
 Common questions asked:
1. What do my students learn?
2. What do they study in the first quarter?
3. What are they studying in the school
throughout the 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 the other
subjects within the year? Next year?
 Benefits of Curriculum Mapping
• Ensures alignment of the desired learning outcomes,
learning activities, and assessment of learning.
• Addresses the gaps or repetitions in the curriculum
• Verifies, clarifies, and establishes alignment between
what students do in their courses and what is taught in the
classrooms and assessed their learning.
• Visually shows important elements of the curriculum and
how they contribute to student learning.
• Connects all initiatives from instruction, pedagogies,
assessment and professional development. It facilitates
the integration of cross-curricular skills.
Curriculum Mapping Process
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
textbooks, workbooks, module next to subject area.
6. Enter the teaching-learning methods to be used to
achieved the outcomes.
7. Alignand 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.
 For a degree program in college
1. Make a matrix or a spreadsheet
2. Identify the degree or program outcomes.
3. identify the subjects or courses under the degree
4. List the subjects along the vertical cells of the matrix in a
logical or chronological order
5. List the degree program outcomes along the horizontal cell and
use code as PO1. (Program Outcomes)
6. Cross the Subject and the Outcome, and determine if such
subject accomplishes the outcomes as either Learned (L),
Performed (P) or given Opportunity (O). Place the code in the
corresponding cell.
7. Fill up all cells.
8. After accomplishing the map, use it as a guide for all teachers
teaching the course.
 Curriculum Map
• Visual timelines that outline desired learning
outcomes to be achieved, contents, skills and
values taught, instructional time, assessment to
be used, and the overall student movement
towards the attainment of the intended outcomes.
• Provides quality control of what are taught in
schools to maintain excellence, efficiency, and
effectiveness.
• It is intended to improve instruction and quality
of education that all stakeholders need to be
assured of.
• It is always a work in progress that enables
the teacher or the curriculum review team
to create and recreate the curriculum
• It provides a good information for
modification of curriculum, changing of
standards and competencies in order to
find ways to build connections in the
elements of the curricula.
 Alignments
• Horizontal Alignment - sometimes called as
Pacing Guide will make all the teachers, teaching
the same subject in a grade level follo the same
timeline and accomplishing the same learning
outcomes.
• Vertical Alignment – will see to it that the
concept development will may be in hierarchy or
in spiral form does not overlap but building from
a simple to more complicated concepts and skills.
Sample of a Curriculum Guide
Sample of Curriculum Map
Curriculum map for BEED Prof
. Educ. Courses
• L – Learned Outcomes (knowledge, skills,
values) outcomes achieved in the subject
• P – Practiced the learned outcomes
(knowledge, skills, values)
• O – Opportunity to learn and practice
(opportunities to learn and practice
knowledge, skills, and values but not
taught formally)
 Program Outcomes (1-8)
• PO1 – Applied basic and higher 21st century skills
• PO2 – Acquired deep understanding of the learning process
• PO3 – Comprehended knowledge of the content they will teach
• PO4 – Applied teaching process skills (curriculum designing,
materials development, educational assessment, teaching
approaches)
• PO5 – facilitated learning of different types of learners in
diverse learning environments
• PO6 – Directed experiences in the field and classrooms
(observation, teaching, assistance, practice teaching)
• PO7 – Demonstrated professional and ethical standards of the
profession
• PO8 – Demonstrated creative and innovative thinking and
practice of alternative teaching approaches
 Curriculum Quality Audit
• A form of curriculum mapping.
• It is a process of mapping the
curricular program or syllabus against
established standards
• Requires a written curriculum and the
tested curriculum linked to both the
taught and the written curricula.
Questions worth considering…
1. Is the curriculum planned, executed, and
assessed in accordance with appropriate
standards?
2. How does the school system conform to the
standards of quality in instructional
organization like specificity, quality and scope
for teaching, learning, and assessment?
3. Are all students achieving success equally and
effectively? If not, what can be done about it?
 Benefits of Curriculum Quality
Audit
• Identify gaps, under and over
representation of the curriculum based on
the standards
• Ensures alignment of learning outcomes,
activities, and assessment to the standards
• Achieves an internationally comparable
curriculum as standards become the basis
of curriculum analysis
 Philippine Professional Standards for
Teachers (PPST)
• Can be used as anchor in curriculum quality audit
• It aims to clear expectations of teachers along
well-defined career stages of professional
development from beginning to distinguished
practice
• Teacher educators, program heads, curriculum
planners may refer to PPST to quality audit the
preservice teacher education curriculum as basis
for quality assurance provision of teacher
education.