The teacher and the school curriculum

1. Krizza Fellizar Grimaldo
20
Buangan, Torrijos
Marinduque
krizzagrimaldo@gmail.com “Don’t Dream Your Life,
Live Your Dream”

2. "Be yourself"
Iris L. Sadiwa
20
Banuyo, Gasan Marinduque
sadiwairis@gmail.com
09658170266

3. Fix
Me!!
URRUCICMU
L

4. Fix
Me!!
URRUCICMU
L CURRICULU
M

5. Fix
Me!!
DAUIT

6. Fix
Me!!
DAUIT
AUDIT

7. Fix
Me!!
IMAPNG
P

8. Fix
Me!!
IMAPNG
P
MAPPING

9. Fix
Me!!
MENTGNAI
L

10. Fix
Me!!
MENTGNAI
L ALIGNMEN
T

11. CURRICULUM
MAPPING AND
CURRICULUM
QUALITY AUDIT
By : Grimaldo, Krizza F.
Sadiwa, Iris L.

12. Learning Objectives
Define curriculum mapping and
curriculum quality audit
Explain the benefits of curriculum
mapping and curriculum quality
audit
Familiarize oneself of some
examples of curriculum maps

13. What is curriculum
mapping?

14. Curriculum Mapping
• a model of designing, refining,
upgrading and reviewing the
curriculum resulting in a
framework that provides form,
focus, and function (Hale and
Dunlap, 2010).

15. Curriculum Mapping
• It is a reflective process that helps
teachers understand what has
been taught in class, how it has
been taught and how learning
outcomes are assessed.
• an ongoing process or “work-in-
progress”

16. Some curricularists would describe curriculum
mapping as making a map to success. There
are common questions that are asked by
different stakeholders, like teachers, colleagues,
parents, school officials and the community as
well. These questions may include:

17. • What do my students learn?
• What do they study in the first quarter?
• What are they studying in the school throughout the year?
• Do my co-teachers who handle the same subject cover the
same content? Achieve the same outcomes? Use similar
strategies?
• How do I help my students understand the connections
between my subjects and other subjects within the year?
Next year?
Curriculum Mapping Approach

18. Benefits of Curriculum
Mapping

19. Benefits of Curriculum Mapping
• Curriculum mapping ensures alignment of
the desired learning outcomes, learning
activities and assessment of learning.

20. Benefits of Curriculum Mapping
2. Curriculum mapping
addresses the gaps or
repetitions in the
curriculum.

21. Benefits of Curriculum Mapping
3. Curriculum mapping
verifies, clarifies and
establishes alignment
between what students
do in their courses and
what is taught in the
classrooms and
assessed as their
learning.

22. Benefits of Curriculum Mapping
4. The curriculum maps
visually show important
elements of the
curriculum and how they
continue to student
learning.

23. Benefits of Curriculum Mapping
5. Curriculum mapping
connects all initiatives
from instruction,
pedagogies,
assessment and
professional
development. It
facilitates the
integration of cross-
curricular skills.

24. Curriculum Mapping
Process

25. Curriculum Mapping Process
Example A
1. Make a matrix or spread sheet.
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 outcomes, skills needed to
be taught or achieved at the end of the teaching.
4. Enter in the same matrix the content areas/subject
areas to be covered.
5. Align and name each resource available such as
textbooks, workbooks, module next to subject areas.

26. Curriculum Mapping Process
6. Enter the teaching-learning methods to be used to
achieve the outcomes.
7. Align and enter the assessment procedure and tools
on the intended learning outcomes, content areas, and
resources.
8. Circulate the map among all involved personnel for
their outputs/
9. Revise and refine map based on suggestions and
distribute to all concerned.

27. Curriculum Mapping Process
Example B (For a degree program in college)
1. Make a matrix or a spreadsheet.
2. Identify the degree or program outcomes (ex. BEEd, or
BSEd)
3. Identify the subjects or courses under the degree
(GenEd, ProfEd, and major for BSEd)
4. List the subjects along the vertical cells of the matrix in
a logical or chronological order

28. Curriculum Mapping Process
5. List the degree program outcomes along the
horizontal cell (use code as PO1, PO2… if outcomes are
too long to fit in the cell) PO means Program Outcomes.
6. Cross the Subject and the Outcome, and determine if
such subject accomplishes the outcomes as either
Learned (L), Performed (P) or given Opportunity (O).
Place the code in the corresponding cell.
7. Fill up all cells.
8. After accomplishing the map, use it as a guide for all
teachers teaching the course for students to complete
the degree in four years.

29. The Curriculum Map
• are visual timelines that outline desired learning
outcomes to be achieved, contents, skills and values
taught, instructional time, assessment to be used, and
the overall student movement towards the attainment
of the intended outcomes.

30. Sometimes, parents and teachers would ask
questions like: “Why is my friend’s son studying
decimals in Mr. Bernardo’s class and my own son is
not studying the same in Miss Julia’s class when
they are of the same of the same grade level?” or
“Why do some of my students recognize the parts of
speech while others are totally lost?”

31. Alignment
• Alignment, either vertical or
horizontal, will also develop
interdisciplinary connections
among teachers and students,
between and among courses.

32. Vertical
Alignment
• 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.
• “pacing guide”
• make all teachers, teaching
the same subject in grade
level follow the same timeline
and accomplishing the same
learning outcomes.
Horizontal
Alignment

33. Sample Curriculum
Mapping

34. Background
Example A.

35. Background
Sample A1- Science Curriculum Map Showing the Sequence of Domain for Year
per Quarter

36. Sample B.

37. CURRICULUM
QUALITY AUDIT

38. Curriculum Quality Audit (CQA) is a
form of curriculum mapping. It is a
process of mapping the curricular
program or the syllabus against
established standards.
CURRICULUM QUALITY
AUDIT

39. This process is supported by Susan Rafe
when she said that the best practice in
curriculum development and implementation
require that based standard discipline
embody certain circular and program
scopes and sequences.
CURRICULUM QUALITY
AUDIT

40. Is the curriculum planned,
executed, and assessed in
accordance with
appropriate standards?
FOR THOSE WHO WANT TO ENGAGE IN CURRICULUM
QUALITY AUDIT , THE FOLLOWING QUESTIONS ARE WORTH
CONSIDERING :
How does the school system conform to the
standards of quality instructional organization
like specifity, quality and scope for teaching ,
learning and assessment?
Are all students achieving
success equally and
effectively ? If not, what
can be done about it?

41. BENEFITS OF CURRICULUM
QUALITY AUDIT

42. BENEFITS
1. Identify gaps,
under and over
representation of
the curriculum based
on standards

43. BENEFITS
2. Ensures alignment
of learning outcomes,
activities and
assessment to the
standards.

44. BENEFITS
3. Achieves an
internationally
comparable curriculum
as standards become
the basis of curriculum
analysis.

45. The Philistine Professional Standard for
Teachers (PPST) can be used as an achor in
curriculum quality audit.
The Philippines has adopted and
implemented the PPST through the
Department of Education Order (DO) 42, s
2017.

46. The first CQA in teacher education
curriculum in the Philippines was initiated by
the Research Center for Teacher Quality
(RCTQ)
-the Philippine Normal University,
-Cebu Normal University,
-West Visayas University, Western -
Mindanao State University
and other member university of the
National Network of Normal School (3Ns).

47. There are other standards that can be
used in the CQA aside from PPST. CHED
CMOs 74 to 83 are standards set by
Commission on Higher Education specific to
the degree program being offered and the
teachers who are the outcomes of the
programs.

48. Conclusion
Curriculum Mapping
• on going process
• reflective approach
• a model of designing,
refining, upgrading
and reviewing the
curriculum resulting in
a framework
Curriculum Map
• visual timelines
Alignment
• either vertical or
horizontal
• develop
interdisciplinary
connections

49. Conclusion
Horizontal alignment
• “pacing guide”
• teaching the same
subject in grade level
follow the same timeline
and accomplishing the
same learning outcomes.
Verticalalignment
• concept development
which may be in
hierarchy or in spiral
form

50. Conclusion
Curriculum Quality Audit
• a form of curriculum
mapping.
• a process of mapping
the curricular program
or the syllabus against
established standards.
Curriculum Quality Audit
• a process supported
by Susan Rafe.

51. References
• Bilbao, Purita P. Ed.D., Dayagbil, Filomena, Ed.D.,
Corpuz, Brenda B. Ph.D., (2020). The Teacher and
The School Curriculum. Curriculum Mapping and
Curriculum Quality Audit. The Teacher and the
School Curriculum, 63-74. Manila: Lorimar
Publishing Inc.

52. “Curriculum Mapping is not a
spectator sport. It demands
teachers ongoing preparation
and active participation. There
must also be administrators
who have a clear
understanding of the process.”
- J.A. Hale, 2008

53. THANKYOU
By : Ingoude Company