The document discusses the backward mapping framework for curriculum design. It begins with identifying the desired results and establishing clear learning goals, then determines how student learning will be assessed through performance tasks and other evidence. Finally, it plans learning experiences and instruction that align with the goals and assessments. The framework aims to improve curriculum design and student understanding by taking a backward approach from the desired learning outcomes.

1. BACKWARD MAPPING:
B e g in n in g wit h t h e
e n d in min d
Tracy Considine  Middle Years ICT Consultant  South Western Sydney Region

2. What is it?
A framework used to improve
curriculum design in order to
develop and deepen students’
understanding.
Tracy Considine  Middle Years ICT Consultant  South Western Sydney Region

3. Where did it come from?
Jay McTighe & Grant Wiggins
“Understanding by Design”
The “Twin Sins” of curriculum design:
aimless activity
superficial coverage
Tracy Considine  Middle Years ICT Consultant  South Western Sydney Region

4. In the words of Covey
“To begin with the end in mind means to start
with a clear understanding of your destination.
It means to know where you’re going so that
you better understand where you are now so
that the steps you take are always in the right
direction.”
Stephen R Covey, The seven habits of highly effective people
Tracy Considine  Middle Years ICT Consultant  South Western Sydney Region

5. Backward mapping framework
• Identify desired results
Standard(s):
Understandings Essential Questions
Unpack the content and focus on
the big ideas s
t
a
• Determine acceptable STAGE 1
g
e
1
evidence
Analyse and design multiple sources Assessment Evidence
of evidence aligned with Stage 1 s
t
Performance Task(s): Other Evidence:
• Plan learning experiences STAGE 2
a
g
e
and instruction
2
Plan the learning experiences that Activities
Learning
align to Stages 1 and 2 s
STAGE 3
t
a
g
e
3

6. Backward mapping framework
• Adolescents share common struggles in Standard(s):
growing up. Understandings Essential Questions
• Writers use a variety of stylistic s
techniques to persuade readers. t
• Novelists can provide insight about
a
g
e STAGE 1
1
human experience. Identify desired results
What’s wrong with Holden? Students Assessment Evidence
assume the role of a staff member at s
Performance Task(s): Other Evidence:
the psychiatric hospital and write a
t
a
g
e
STAGE 2
letter to Holden’s parents explaining his 2
Determine acceptable
behaviour. evidence
Activities
Learning
Wiggins & McTighe
STAGE 3
s
t
a
g
e
3 Plan learning experiences
and instruction

7. Why the backward mapping framework?
Without building courses ‘backward’ from key
tasks, big ideas and performance standards,
there are no clear priorities.
Wiggins & McTighe ‘05
By thinking through the assessment upfront,
we ensure greater alignment of our goals,
and therefore teaching is focused on the
desired results.

8. Links to key DET planning documents

9. Links to key DET planning documents
Curriculum planning and programming,
assessing and reporting to parents K-12 Policy
Curriculum Planning and Programming
• Teaching programs will incorporate assessment
as an integral component.
• Teaching programs will indicate the outcomes
being addressed, the teaching activities planned
and the intended assessment strategies.

10. Links to key DET planning documents
Curriculum planning and programming,
assessing and reporting to parents K-12 Policy
Assessing
Schools plan assessment so that:
• students can demonstrate achievement of
outcomes for the relevant stage of learning;
• valid and reliable assessment strategies are used.

11. Links to key DET planning documents
Curriculum planning and programming,
assessing and reporting to parents K-12 Policy
Assessing
• Teachers plan assessment strategies when
developing teaching programs.
• Teachers use a variety of appropriate
assessments for judging student achievement.

12. Links to key DET planning documents
K-4 Strategy
1.0 Learning confidently
• provide learning opportunities which encourage
students to use their imagination and to
investigate and actively explore their environment
• increase the use of different technologies as tools
to stimulate inquiry and innovation and to
broaden children’s understanding of the complex
world in which they live

13. Links to key DET planning documents
K-4 Strategy
1.0 Learning confidently
• assist teachers to make more consistent
judgements about student achievement,
monitor the progress and achievement of each
young learner in order to inform the direction
of teaching and learning

14. Links to key DET planning documents
Middle Years Strategy
1.0 Reaching higher
• strengthen the implementation of quality teaching
and raise the level of student expectations,
engagement and achievement.
• provide a challenging, cohesive curriculum across
Years 5-9 that builds on prior learning and
strengthens the relationship between quality
teaching, learning and assessment
• …expand opportunities for students to apply their
learning in a real world context

15. Links to key DET planning documents
Middle Years Strategy
2.0 Growing towards independence
• expand the range of opportunities
available for all students to access
and engage in learning experiences
that are challenging, relevant and
meaningful

16. Links to key DET planning documents
Later Years Strategy
1.0 Aiming higher
• continue to find innovative and effective ways of
engaging students in courses that have
particular significance for university entrance.
• identify ways to foster critical thinking and
reflection, creative thinking and develop the skills of
entrepreneurship linked to curriculum outcomes and
to the skills that industry wants such as problem
solving, team work and communication.

17. Links to key DET planning documents
Review of Statewide Assessments
in the context of National
Developments
An assessment framework for New South
Wales schools
3. High-quality school-based assessment that
reflects current pedagogy and curriculum, and
that emphasises assessment for learning.

18. Links to key DET planning documents
Review of Statewide Assessments
in the context of National
Developments
An assessment framework for New South
Wales schools
6. Appropriate professional learning programs
on all aspects of assessment…integrating assessment
and pedagogy, and using information from both school-
based assessment and formal tests for student and
school improvement.

19. Links to key DET planning documents
Review of Statewide Assessments
in the context of National
Developments
An assessment framework for New South
Wales schools
9. An ongoing program of research and development in
innovative assessment methods and the integration of
new technologies, and the provision of support material
for schools.

20. Links to key DET planning documents
Corporate Plan 2006-2008
NSW Department of Education and Training
GOAL: To deliver education and training that
inspires students to succeed, fosters high
expectations and prepares them for
participation in a democratic and sustainable
society.
Strategy: Create learning environments that
are relevant and engaging and that prepare
students, in all their diversity, to succeed in the
modern world.

21. Links to key DET planning documents
State Literacy Plan 2006–2008
School-based and state-wide literacy assessment
data will be used to inform teaching and to evaluate
the impact of teaching and learning programs on
student achievement
Regions will support schools by…coordinating professional
learning support and encouraging schools to access state and
regional programs which assist teachers to implement quality,
syllabus based literacy assessment and teaching practices on entry
to school and throughout the subsequent years of schooling

22. Links to key DET planning documents
State Numeracy Plan 2006–2008
Schools will support teachers by…supporting teachers in
developing and applying optimum teaching practices and to
share and reflect on successful and unsuccessful approaches
Implementing teaching programs that develop students’
numeracy through building upon what they currently know.
Regions will support schools by…engaging regional
consultants to support numeracy networks and providing
focused support on optimum numeracy teaching practices

23. Links to key DET planning documents
NSW model of pedagogy
1. What do I want my students to learn?
2. Why does it matter?
3. How will they demonstrate their learning?
4. What is the quality that I want them to
produce?

24. Students as the experts…
Allowing students opportunities to play
an ‘expert’ role and engage in authentic
tasks for different audiences using a
range of appropriate technologies, will
assist in maximising engagement,
relevance and deep understanding.