Clarity and Cohesion Building Inspirational Learning Teams with Curriculum Mapping.

Clarity and Cohesion

Building Inspirational Learning Teams with Curriculum Mapping

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I want the light and sparkle that a five year old child has in their eyes - the joy and love of learning - to remain with them at all times, not to start to die and diminish at the age of six or seven. Karen Boyes. (2013)

Inspiring Our Learners Through Curriculum Mapping

1. How does Curriculum Mapping make a lasting difference for todays learners?

2. How can curriculum mapping lead to inspirational learning teams?

3. How can curriculum mapping empower clarity and transparency in learning?

Why Map?

CurriculumFrom this

• Wide ranging

• Complex

• Saved in a myriad of ways

• In a variety of places

• Updated in many different ways

• School centric

• Evidence Based• Actual V’s Intended• Accountable• Aligned & Scaffolded • Accessible• Cohesive & Transparent• Collaborative• Connected• Inclusive – Knowing the

Learner and their community• Regularly Reviewed, Revised

and Renewed

To This

1.

Purposeful

Relevant

Current

Connected

Aligned

2.

Social

Local

Global

Digital

3.

Reviewed

Revised

Renewed

Responsive

Direction

Strategic

School Vision

Curriculum MappingInspiring 21st C Learning Teams

Confident, Connected, Actively Involved, Lifelong Learners

Cu

rric

ulu

m

Learn

ing

C

om

mu

nit

y

Current Curriculum

What is Requ

ired?

How do we do

it?

Curriculum Mapping …………

IDENTIFIES

Differences between written and taught curriculum

DEEPENS

Professional dialogue that leads to revisions and adjustments for relevance, quality and alignment

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What do we Map?

Map Types

Essential

• Big Picture Requirements

Consensus

• School or System Wide• Department or Team

Collaborative

Individual

• Teacher• Student

What is taught

What is assessed

What is reported Evid

en

ce

Base

d

Essential Questions

Conceptual Understandings

Content Knowledge

Authentic Assessment

Skills

Reflections: Administration & Leaders, Teachers, Students

PLG’s Curriculum Teams

Review Processes & Outcomes

Minutes of school meetings School initiatives

Student VoiceCommunity Consultation

How do we Map?

• Actual• Detaile

d• Aligne

d

RecordCurriculu

m

• Timely• Assessment Focused• Mixed Groups

Embed

Review

• Purposeful Dialogue

• Consensus• Inform

decision making

School wide

Create or RenewMap

Action Curriculum

Map

Review Map Data

Analyse Review

Outcomes

Feed forwardPlan for Action

Upgrade MapCut? Keep? Create?

Immediate orLong Term

Development

Suspend all Judgment

Classroom Implementation

Individual Common or Mixed

Group

What does it tell us? What does this mean? What are we going to do with it?

Deep Professional

Inquiry

Purposeful Learning

Conversations

Collaborative

Suspend all Judgement

Professional Inquiry

Establish Systems

Support Structures

Time Honoured

Expectations – “End in Mind”

Commitment

NZC

School Wide/Department

Level

Teacher

Map Layers

Strategies• School wide

• Level Maps

• Teacher Maps

• All Staff• Core team

• Core Teams• Teams

• Individual Teachers

Analyse Current StructuresSupport Structures Gaps Overlaps

What structures and strategies are present in your school?

How might you use these to begin mapping?What would need to change?

How do these strategies align and inform school wide practice?

How do we ensure effective implementation?

Initiate Map Review Process

Individual

Mixed Group

Whole Group

Seven Steps

Initiate

What to Keep? What to Create?What to Cut?

Getting Started

Quality Mapping……Transferred to Life Situations

Deep, Conceptual Understanding

Transfer of Knowledge Skills and Values

Authentic Assessment Tasks

Criteria for Success

Problem Based/Inquiry Scenarios

Past

Present

Future

Making a StartBrainstorm Possible Concepts

Unpack – what do we want students to know and understand

Identify Essential Questions

What is the end in mind - Skills knowledge and application?

How would this change across the levels?

Earth Cycles• Observe and describe

local natural features and how they can change.

Astronomical cycles • Share ideas and

observations about the Sun and the Moon and their physical effects on Earth.

Interacting cycles • Describe how natural

events and human actions can affect the local environment.

Earth cycles • Investigate the cause,

rate, and signs of change of natural features

Astronomical cycles • Make observations of

the Moon, the Sun, and visible planets, starting to develop a sense of the vastness of the solar system.

Interacting cycles • Identify the conditions

that allow life to exist on Earth at this moment in time.

Earth cycles• Investigate the

processes that shape and change the surface features of planet Earth.

Astronomical cycles• Investigate the cycles

that result from interactions between the Sun, Moon, and Earth.

Interacting cycles• Investigate how

natural events and human actions can affect conditions for living on Earth.

Sci L1/2 Sci L 3/4 Sci L5

Concepts Enduring Understandings

Essential QuestionsKnowledge Skills Authentic

Assessment Authentic Tasks

Investigate the World, Perspective, Communication, Take Action

School wideConcepts Agreed across the levels

Unpacking the Requirements

Levels Standards/AO’s

Knowledge Skills Assessment

L1

L2

L3

L4

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Considerations

Choice

Curiosities

Teacher Interest

Resources

Strategies

Tools

Direction

Learner Focused

recservices.k-state.edu

Challenge

Maintaining Curriculum Integrity

Shifting Current Practice

Deep Purposeful Concepts

Authentic Application

Assessment

National Expectation

Establishing & Maintaining a Process

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Complexities

Time

Core Curriculum

Social & Emotional Well Being

School Systems

Other Initiatives

Schedules

Realisations Continuity

Alignment

Relevance

Student voice

Academic Vocabulary

Focus on skill development

Purposeful regular review

Connectivity

Community

Authentic

Relevant

Deep Understandings

Process and PracticesSteps Considerations

• Research to inform

• Identify an End in Mind

• Select facilitator

• Establish a core team

• Analayse Current situation

• Identify potential professional

inquiry foci & select

• Plan to build on strengths

and address gaps

• Establish a process and

structure

• Embed process in school

calendar

• Organisation • Best fit - core team• Reflective practice strategies • Systems for documenting maps• Consistency of

- Processes

- Protocols

- Messaging

- Expectations

• Expected outcomes

• Implementation Strategies

• Documenting all elements of the process

Chic Foote

Helix Consulting

+ 64 21832646

chic.foote@helix.ac.nz