Clarity and Cohesion

Clarity and CohesionBuilding Inspirational Learning Teams with Curriculum Mapping

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 empower clarity and transparency in learning?

Why Map?

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

Cur

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Lear

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Curriculum Mapping …………IDENTIFIESDifferences between written and taught curriculum

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

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 Evi

denc

e B

ased

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

What structures and strategies are present in your school?

How might you use these to improve 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

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

Getting StartedQuality 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?

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 FooteHelix Consulting+ 64 21832646

chic.foote@helix.ac.nz