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    Curriculum Mapping

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    Rose Dumayac
    1) Curriculum mapping is a process that follows curriculum design to plan how content, skills, and assessments will unfold over the course of a year. It is an ongoing process that involves teachers and other stakeholders. 2) Curriculum mapping can be done by individual teachers, groups of teachers teaching the same subject, departments, entire schools or districts. Common steps include creating a matrix with timelines, intended learning outcomes, content, resources, teaching methods, and assessments. 3) The curriculum map provides a visual outline of desired learning outcomes, content, skills, values, instructional time, and assessments. It allows for quality control and alignment within and across grades to avoid inconsistencies.

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    Curriculum Mapping

    Uploaded by

    Rose Dumayac
    1K views20 pages
    1) Curriculum mapping is a process that follows curriculum design to plan how content, skills, and assessments will unfold over the course of a year. It is an ongoing process that involves teachers and other stakeholders. 2) Curriculum mapping can be done by individual teachers, groups of teachers teaching the same subject, departments, entire schools or districts. Common steps include creating a matrix with timelines, intended learning outcomes, content, resources, teaching methods, and assessments. 3) The curriculum map provides a visual outline of desired learning outcomes, content, skills, values, instructional time, and assessments. It allows for quality control and alignment within and across grades to avoid inconsistencies.

    Original Description:

    curriculum

    Original Title

    CURRICULUM MAPPING (2)

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    1) Curriculum mapping is a process that follows curriculum design to plan how content, skills, and assessments will unfold over the course of a year. It is an ongoing process that involves teachers and other stakeholders. 2) Curriculum mapping can be done by individual teachers, groups of teachers teaching the same subject, departments, entire schools or districts. Common steps include creating a matrix with timelines, intended learning outcomes, content, resources, teaching methods, and assessments. 3) The curriculum map provides a visual outline of desired learning outcomes, content, skills, values, instructional time, and assessments. It allows for quality control and alignment within and across grades to avoid inconsistencies.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    1K views20 pages

    Curriculum Mapping

    Uploaded by

    Rose Dumayac
    1) Curriculum mapping is a process that follows curriculum design to plan how content, skills, and assessments will unfold over the course of a year. It is an ongoing process that involves teachers and other stakeholders. 2) Curriculum mapping can be done by individual teachers, groups of teachers teaching the same subject, departments, entire schools or districts. Common steps include creating a matrix with timelines, intended learning outcomes, content, resources, teaching methods, and assessments. 3) The curriculum map provides a visual outline of desired learning outcomes, content, skills, values, instructional time, and assessments. It allows for quality control and alignment within and across grades to avoid inconsistencies.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 20

    Lesson 3

    CURRICULU
    M MAPPING
    2

    CURRICULUM MAPPING
    It is a process or procedure that follows
    curriculum designing.
    It is a planning tool, a procedure for examining
    and organizing curriculum that allows educators to
    determine how content, skills and assessments will
    unfold over the course of the year.
    3

     It 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 have common concerns
    4

    CURRICULUM MAPPING CAN


    BE DONE BY:
     Teachers alone
     A group of teachers teaching the same subject
    The department
    The whole school or district or the whole
    educational system.
    1. What do my students learn? 5

    There are 2. What do they study in the first quarter?


    common questions 3. What are they studying in the school
    that are asked by throughout the year?
    different
    stakeholders: 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?
    Suggested steps to follow in making 6

    curriculum map:
    CURRICULUM
    1. Make a matrix or a spread sheet.
    PROCESS
    2. Place a timeline that you need to cover.
    (one quarter, one semester, one
    year).This should be dependent on time
    frame of a particular curriculum that
    was written.
    . 3. Enter the intended learning
    7

    Cont. outcomes, skills needed to be taught


    or achieved at the end of teaching.
    CURRICULUM 4. Enter the same matrix the content
    PROCESS areas/subject areas to be covered.
    5. Align and name each resource
    available such as textbooks,
    workbooks, module next to subject
    areas.
    6. Enter the teaching-learning methods to be
    8

    used to achieve the outcomes.


    Cont. 7. Align and enter the assessment procedure
    CURRICULUM and tools to the intended learning
    PROCESS 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.
    9
     are visual timeless that outline desired
    learning outcomes to be achieved, contents,
    THE skills, and values taught instructional time,
    CURRICULUM assessment to be used and the overall student
    MAP movement towards the attainment of the
    intended outcomes.
     simple or elaborate that can be used by
    individual teacher, the department, the whole
    school or district or the whole educational system
    10
     A map is geared to a school calendar.
     It provide quality control of what are taught
    THE in schools to maintain excellence, efficiency
    CURRICULU and effectiveness.
     It is intended to improve instruction and
    M MAP
    maintain quality of education that all
    stakeholders need to be assured.
     A map can reassure stakeholders specific
    information for pacing, and alignment of
    the subject horizontally or vertically.
     It will also avoid redundancy, inconsistencies
    11

    and misalignment.
    THE
    CURRICULUM Horizontal alignment, called sometimes as “pacing
    MAP guide”, will make all teachers, teaching the same
    subject in a grade level follow the same timeline
    and accomplishing the same learning outcomes.
    Vertical alignment, will see to it that concept
    development which may be in hierarchy or in
    spiral form does not overlap but building from a
    simple to more complicated concepts and skills.
    12

    THE ○ Alignment, either vertical or horizontal,


    CURRICULUM will also develop interdisciplinary
    MAP connections among teachers and
    students, between and among courses.
    13
    A curriculum map 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.
    14

    CURRICULUM MAP/GUIDE
    15

    ELEMENTARY SCIENCE GRADE 3


    Note: For Quarter 2, there are still two major content
    which are 3. Living Things 3.1 Plant and 4. Heredity:
    Inheritance and Variation.
    Content Content Standards Performance Standards Learning Competency Learning Materials
    Grade 3- matter ( First Quarter/First grading period)
    16
    Properties I.I The Learners demonstrate The learners should The learners should be able to.. Learning guide in
    Characteristic understanding of……. be able to… Describe the different objects based Science & Health:
    s of solids, Ways of sorting materials Group common on their characteristics (e.g. Shape, Mixtures
    liquids, gases and describing them as object found at home Weight, Volume, Ease o Flow ) BEAM-Grade 3 Unit
    solid, liquid or gas based in school according to 4 Materials LG-
    on observable properties solids, liquids and Science 3 Materials
    gas. Module 1
    Classify objects and materials as solid,
    liquid, and gas based on some
    observable characteristics
    Describe ways on the proper use and
    handling solid, liquid and gas found at
    home and in school
    Changes that Effects of temperature on Investigate the Describe changes in materials based BEAM-G3 Unit
    materials materials different changes in on the effect of temperature: 3materials-Distance
    undergo materials as affected 4.1 Solid to Liquid Learning Module
    by temperature 4.2 Liquid to Solid BEAM G3 Unit
    4.3 Liquid to Gas Materials Module
    4.4 Solid to Gas 44-49
    17

    Grade 3-living Things and Their Environment


    Second Quarter/Second grading period
    I. Living The learners The learners should able The learners should be able to……
    Things demonstrate to…. 1.describe the part and function
    II. Humans understanding of. . Practice healthful habits of the sense organs of the human 18
    I.2 A Sense Parts and functions in taking care of the body;
    Organs of the sense organs sense organs
    of the human body.

    2.Enumeratc healthful habits to Beam –Grade 3-unit 2


    protect the sense body; Animals DLP Science 3 DLP
    19 Beam –Grade 3-unit 2
    2.Living Things Parts and functions Enumerate ways of 3. describe the animals in their
    animals DLP science 3
    2.I Animals of the animals and grouping animals based immediate surrounding;
    31-32
    importance to on their structure and
    Learning Guide in Science &
    humans importance
    Health:
    4. Identify the parts and function
    The body Guards
    of animal;

    5. classify animal according arts


    and use; body

    6. state the importance of


    animals to humans;

    7. Describe ways of proper


    handling of animals
    19

    Thanks!
    Rosalina Dumayac
    Reporter
    20
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