The curriculum map
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The document provides examples of curriculum maps at the elementary and college level. The elementary curriculum map shows the content, standards, competencies, materials and assessments for a Science course across two quarters. It outlines the topics of Matter and Living Things to be covered in each quarter. The college-level map shows the sequencing of core domains like Matter, Energy, Living Things and Earth Science across quarters for different grade levels. It is intended to help with horizontal and vertical alignment of the curriculum. Curriculum maps are tools that outline the intended learning outcomes, content, skills and assessments to guide instruction and ensure alignment within and across grades.
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1. Change is inevitable as societies and institutions must adapt to changing conditions.
2. The curriculum reflects and is a product of its time, influenced by social, philosophical, psychological and knowledge-based factors of the period.
3. Curriculum changes can exist concurrently as new changes are adopted while older changes still remain.
4. Curriculum change results from changes in people as their desires, beliefs and skills evolve.
5. Significant curriculum changes are most effective when brought about through cooperative group efforts rather than individually.
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@inproceedings {gch.20161407,
booktitle = {Eurographics Workshop on Graphics and Cultural Heritage},
editor = {Chiara Eva Catalano and Livio De Luca},
title = {{GRAVITATE: Geometric and Semantic Matching for Cultural Heritage Artefacts}},
author = {Phillips, Stephen C. and Walland, Paul W. and Modafferi, Stefano and Dorst, Leo and Spagnuolo, Michela and Catalano, Chiara Eva and Oldman, Dominic and Tal, Ayellet and Shimshoni, Ilan and Hermon, Sorin},
year = {2016},
publisher = {The Eurographics Association},
ISSN = {2312-6124},
ISBN = {978-3-03868-011-6},
DOI = {10.2312/gch.20161407}
http://diglib.eg.org/handle/10.2312/gch20161407
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The curriculum map
- 2. Are virtual timelines that outline desired learning outcomes to be achieved, contents, skills and values taught, instructional time assessment to be used, and the overall movement towards the attainment of the intended outcomes. It maybe simple or elaborate that can be used by individual teacher, a department, the whole school or educational system. A map is geared to a school calendar.
- 3. A map can reassure stakeholders specific information for pacing, and alignment of the subject horizontally or vertically. For horizontal alignment, called sometimes as “Pacing guide” will make all teachers, teaching the same subject in a grade level following the same timeline and accomplishing the same learning outcomes. This is necessary for state-mandated, standard-based assessment that we have in schools. Vertical alignment, will see to it that concept development which maybe in hierarchy or in spiral form does not overlap but building from a simple to more complicated concepts and skills. A curriculum map is always a work in progress, that enables the teacher or the curriculum review team to create an recreate the curriculum. It provides a good information for modification of curriculum, changing of standards and competencies in order to find ways to build connections in the elements of the curricula.
- 4. Example of a Curriculum Map Here are two examples of a curriculum map. Sample A is for Basic Education and Sample B is for a College Level. Example A: Excerpt from DepEd Curriculum guide for Science 3 shows a sample of a map for Quarter 1 and 2. A column for code was not included. ELEMENTARY SCIENCE GRADE 3 Note: For Quarter 2, there are still two major content which are 3. Living things 3.1 Plants and 4. Heredity: Inheritance and Variation
- 5. Content Content Standards Performance Standards Learning Competency Learning Materials Grade 3- Matter FIRST QUARTER/FIRST GRADING PERIOD 1.Properties 1.1 Characteristics of solids, liquids, gases The Learners demonstrate understanding of………… Ways of sorting materials and describing them as solid, liquid or gas based on observable properties The Learners should be able to… Group common objects found at home and in school according to solids, liquids and gas. The Learners should be able to…. Describe the different objects based on their characteristics(e.g. Shape, Weight, Volume, Ease or Flow) Learning guide in Science and Health: Mixtures BEAM-Grade 3 Unit 4 Materials LG-Science 3 Materials Module 1 Classify objects and materials as solid, liquid and gas based on same observable characteristics Describe ways on the proper use and handling solid, liquid and gas found at home and in school Changes that materials undergo Effects of temperature on materials Investigate the different changes in materials as affected by temperature Describe changes in materials based on the effect of temperature: 4.1 Solid to liquid 4.2 Liquid to solid 4.3 Liquid to gas 4.4 Solid to gas BEAM-G3 Unit 3Materials-Distance Learning Module BEAM G3 Unit 3 Materials Module 44-49
- 6. Grade 3-Living Things and Their Environment SECOND QUARTER/SECOND GRADING PERIOD 1.Living Things 1.1 Humans 1.2 A Sense Organs The learners demonstrate understanding of….. Parts and functions of the sense organs of the human body The Learners should be able to….. Practice healthful habits in taking care of the sense organs The Learners should be able to……. 1.Describe the parts and functions of the sense organs of the human body; 2.Enumerate healthful habits to protect the sense organs; 2.Living Things 2.1 Animals Parts and functions of animals and importance to humans Enumerate ways of grouping animals based on their structure and importance 3.Describe the animals in their immediate surrounding; BEAM-Grade 3 unit 2 Animals DLP Science 3 DLP 19 Beam-Grade 3- Unit 2 Animals DLP Science 3 31-32 Learning Guide in Science & Health: The Body Guards 4.Identify parts and function of animal; 5.Classify animal according arts and use; body 6.State the importance of animals to humans; 7.Describe ways of proper handling of animals
- 7. Sample A1 – Science Curriculum Map Showing the Sequence of Domain for the Year per Quarter Qtr G3 G4 G5 G6 G7 G8 G9 G10 1 Matter Matter Matter Matter Matter Force, Motion, Energy Living Things & Their Environment Earth and Space 2 Living Things & Their Environ ment Living Things & Their Environ ment Living Things & Their Environ ment Living Things & Their Environ ment Living Things & Their Environ ment Earth and Space Matter Force, Motion, Energy 3 Force, Motion, Energy Force, Motion, Energy Force, Motion, Energy Force, Motion, Energy Force, Motion, Energy Matter Earth and Space Living Things & Their Environm ent 4 Earth and Space Earth and Space Earth and Space Earth and Space Earth and Space Living Things & Their Environ ment Force, Motion, Energy Matter
- 8. Example B -