Curriculum Mapping Aligning Connecting Integrating

1. Curriculum Mapping Aligning Connecting Integrating Empowering and Aligning the Learning Journey

2. Where and How is Mapping Implemented? • Began with Heidi Hayes Jacobs in the USA to focus the school community on aligned and meaningful learning and assessment • Implemented across all level of learning institutions • Flexible to meet the requirements of particular school communities

3. Curriculum MappingProviding a Framework • Mapping to aligns key competencies and curriculum skills • Mapping to meet the ministry requirements and implement meet school goals for learning and achievement • Mapping to inform decision making across the school • Mapping to build learning communities with reflective teachers and students • Mapping to build on students experiences overtime • Mapping to give credence to student’s work from year to year • Mapping actual rather than planned focus of learning

4. Curriculum MappingProviding a Framework • Mapping the learning journey for teachers and students across the years • Mapping the big picture for school wide planning • Mapping to align curriculum and assessment across the school: Skills, Content Focus, Assessment Strategies and Data • Mapping to identify and manage a balance between curriculum planning that is too rigid and tight or too loose and vague • Mapping to identify gaps and overlaps - to highlight the big picture or the finer details. Identifying targeted next steps across the school or within a year level

5. Curriculum MappingProviding a Framework • Mapping for on going curriculum review • Mapping to deepen and enrich pedagogy and practice • Mapping to integrate across curriculum areas, departments etc • Mapping to connect learning across the levels, and from within levels

6. The New Zealand Curriculum Draft “These documents will set the direction for learning for all students while at school and will ensure that when they leave, they are equipped for life long learning and for living in a world where continual change is the norm”

7. The New Zealand Curriculum Draft Principles“…principles should guide each school as it designs and implements its own curriculum” • Excellence Empower students to learn and achieve to best of their abilities & seek personal excellence regardless of circumstances • Learning to Learn Experience a curriculum that enables them to become active, confident, creative and innovative learners and thinkers. • Cultural Heritage Experience a curriculum reflecting NZ’s bicultural heritage and multicultural society. Maori have opportunity to experience curriculum reflecting and valuing te ao Maori • Equity Identities, cultures, languages and talents recognised and affirmed. Learning needs recognised and addressed. • Connections Experience a curriculum that makes connections with their lives and engages support of families and communities • Coherence Experience a curriculum that provides a range of coherent transitions and pathways to further learning

8. The New Zealand Curriculum Draft Effective Pedagogy Students learn best when teachers: • Encourage Reflective thought and Action • Stand back form ideas or information and think objectively • Relate new learning to what they already know • Adapt for own purposes • Translate thought into action • Develop creativity, critical thinking and meta cognitive abilities • Make connections • Integrate new learning with current understanding • Maximise use of time • Anticipate learning needs • Avoid unnecessary duplication of time • Make connections across learning areas and to home practices and the wider world

9. The New Zealand Curriculum Draft Effective Pedagogy • Provide multiple opportunities to learn • Need time and opportunity to engage with, practice and transfer new learning • Encounter new learning a number of times and in varied tasks/contexts • Sequence students learning experiences over time • Allow students to monitor progress • Facilitate shared learning • Learning takes place in shared activities and conversations across school, family and wider world • Facilitate the process with learning environments that foster learning conversations and learning partnerships • Challenge, support feedback • Students build language they need to take learning further

10. The New Zealand Curriculum Draft Effective Pedagogy • Enhancing the relevance of new learning • Understand what and why they are learning and how they will use it • Learning experience stimulate curiosity, require searching for relevant information and ideas • Require students to use or apply what they discover in new contexts or ways • Creating a supportive environment • Accepting of others, form positive relationships with students and teachers • Active visible members of the community • A caring, inclusive, non discriminatory cohesive classroom • E learning and pedagogy: Use ICT to: • Enter and explore new learning environments • Join or create communities of learners • Experience customised learning that allows for individual difference • Use a range of tools to save time and take learning further • Open up new ways of learning

11. Designing a School Curriculum“Careful planningresults in a school curriculum that is connected , coherent, and balanced and that reflects the particular needs and interests of the school community” Significant themes for engaging students and integrating learning Sustainability Students investigate long term impact of social, scientific, technological, economic, or political practices. Consider the alternatives that might prove more durable for the economy, society, and the environment Citizenship Explore what it means to be a citizen. Participate to earn how to be active, informed, responsible citizens who contribute positively Enterprise Explore what it is to be innovative and entrepreneurial. Globilisation Explore what it means to be a part of the global community both within and outside of NZ Critical Literacies E.g Financial Literacy. Students build personal financial capabilities

12. Designing a School Curriculum Some considerations when schools design strategies to achieve the desired outcomes: • Planning with a focus on outcomes/ Prioritised outcomes give schools and teachers frames of reference for resourcing and guide program development • Planning for the development of key competencies Integrated across units of work and in combination • Planning for purposeful assessment Benefits Students, Involves students, Supports teaching and learning goals, Planned and communicated, Suited to the purpose, Valid and fair Classroom based to focus learning and School wide to measure impact of programmes on learning • Planning for coherent pathways Sum of learningshould form a coherent experience with clear links between each phase of learning

13. Curriculum MappingStrategies • Teams and teachers map as they plan, then edit and update as they teach • Planned is replaced by actual contexts as maps are updated each term supported by outcomes of evaluation of teaching and learning • Maps are ‘read through’ and reviewed each term to ensure feed forward into next term planning • Map by content or by themes, big ideas and concepts

14. Curriculum MappingStrategies • Phase 1: Collecting the Data • Processes and Skills • Content, Essential Concepts, Enduring Understandings, Essential Questions • Phase 2: The First Read Through (Improving quality) • Teachers individually reviews school wide maps. Highlight for further examination • New Information • Repetitions • Gaps • Meaningful assessment • Matches with expected outcomes/standards • Potential areas for integration • Review for Timeliness

15. Curriculum MappingStrategies • Phase 3: Mixed Group Review Sessions • Small mixed group reviews(6-8 members) • Each group member shares findings. Simply states findings. • Delay judgment: Red flag • Collect and report findings • Phase 4: Large Group Review • All staff • Small group findings collated and shared • Participants invited to comment on emerging patterns • Suspend judgment

16. Curriculum MappingStrategies • Phase 5: Determine those things that can be Revised Immediately - Sort and sift through data - Identify strategies for addressing areas flagged for attention e.g repetitions • Phase 6: Determine Those Points That Will Require Long-term Research And Development - Professional discussion about curriculum articulation and planning • Phase 7: the Review Cycle Continues - Curriculum Review should be active and ongoing

17. Curriculum MappingStrategies Task: Form four year level groupsYr1/2 Yr3/4 Yr5/6 Yr7/8 Each group identify typical term map for each of the following: • English: Written, Visual, Oral • Science • Social Science • Technology • Arts • Math’s • Health/PE • Maori Jigsaw to form groups that include one member at each level: Phase 1 and 2 and 3

18. Curriculum MappingWhat? • Map Curriculum Strands • Contexts • Values and Virtues • Competencies/skills • Assessment Tools and Tasks

19. Curriculum Concept Map

20. Curriculum Concept Skills Map

21. Curriculum Concepts Assessment Map

22. Science Curriculum Content and Assessment Map

26. Concepts Concepts: Broad, abstract notions that are relevant to a range of contexts, interests, environment, culture and experiences. Represented by one or two words Facilitates critical thinking for understanding rather than the memorization of fact Impacts their own and others lives now and in the future Concept Example: Identity, Force, Cause & Effect, Fantasy, Systems

27. Task • Using the maps you edited with your mixed group identify any common themes or “big ideas. What can you see that is common across the map? What essential questions might be the umbrella for this learning? • What Concepts would you identify for your school?

28. Enduring UnderstandingsThe “Big Ideas” • What do we want the student to know, understand and articulate by the end of the term? • Identifies the key understandings in a “big idea”. • Relevant and lasting across life. • Opportunity for in-depth inquiry • Applicable to environment, culture and experiences • Leads to the development of key skills and knowledge • Starting with the end in mind

29. Enduring Understandings • Effective communities rely on cooperation and communication. • Everybody and everything has an identity that classifies it as unique to itself. • A system is a chain or a process that develops efficiency

30. Essential Questions • The essence of what you believe the students should examine and know • Leads to investigation • Inquiry and Problem Based learning • Maintains focus throughout a study • A conceptual commitment

31. Essential Questions • What is community? • Why move? • What is the relationship between identity and uniqueness?

32. Mapping in New Zealand SchoolsSo What? • Empowers and engages teachers and students • Integration and inquiry is rich and stimulating • Learning is clearly scaffolded and aligned across the levels • Common language across the school • Rich connections within and across the levels and across the terms

33. Mapping an Integrated, Inquiry Based Unit • Concept • Enduring Understanding • Essential Questions • Curriculum Focus • Key Competencies • Contexts • Curriculum Skills • Learning Intentions • Assessment Strategies • Rubric Criteria • Culminating Task

34. Curriculum Mapping What is it? • Communicates curriculum content, contexts, skills, and strategies • Aligns teaching learning across the levels • Provides a framework for on going curriculum review • Identifies integration of learning