• Description of Approach
Curriculum mapping is like a visual road map or plan of direction for the year. It helps form connections and relationships among grade levels regarding curriculum. By collecting data and studying the standards, it could be a functional tool to achieve goals. In order for mapping to continue to be effective, it must be viewed as a process, because updates are necessary.Furthermore, assessments are important to know whether or not the students learned the skills.

Curriculum Mapping Process
(Uchiyama, K. & Radin, J. 2008, pp. 273-274)
Step 1: Individuals develop maps of their courses in real time as they teach the standards.
Step 2: All individuals work together to aggregate the maps which are data-driven and standards-based.
Step 3: All members involved review the maps.
Step 4: The individuals or members meet to focus on areas in need of alignment, revision, and/or elimination.
Step 5: The group prioritizes and develops a plan.
Step 6: The process comes full circle in this stage due to changes over time.

In one study by Uchiyama and Radin, curriculum mapping with the use of technology made creating, storing, and sharing information smooth and easy to revise. It also help collaborate faster among the members. Another study by Laura Delgaty enabled partcipants to realize their interpretations of the standards were different.

Planning, communicating, and collaborating are keys to successful curriculum mapping. Furthermore, updating and assessing are crucial for effective maps throughout the school year. There is no question that it would help in regards to students moving from school to school within a district. For example, I had a student come to me from Telfair County. Well, if I knew we used the same map, then I wouldn't have to ask the child did she already know what makes up a complete sentence. In other words, we would all be on the same page in every school. "We all need to travel down the same road."(Benade, 2008, p. 101). Moreover, new teachers can use the curriculum maps as a guide to familarize themselves with what the students need to learn. "Curriculum maps enables us to create a data-base for making important decisions." (Hayes, 1997, p. 17). Maps also helps teachers understand what other grades have and haven't taught to the students. It is a way to relate and connect the curriculum among grades. "It identifies redundant drills of skills." (Hayes, 1997, p. 19). Finally, it adds a sense of purpose in regards to what students must know within their educational experiences.

  • Information Resources
Benade, L. (2008). Curriculum mapping-The road ahead, or more bumpy terrain? new Zealand Principals Federation Magazine, 23(1), 10-11.

Delgaty, L. (2009). Curriculum mapping: Are you thinking what I'm thinkning? A visual comparison of standardized, prescriptive programmes. Annual Review of Education, Communication, & Language Sciences Vol. 6, pp. 35-58.

Hayes, J., (1997). Mapping the big picture: Integrating curriculum & assessment K-12. Alexandria, VA: Association for supervision and curriculum development.

Uchiyama, K. & Radin, J. (2008). Curriculum mapping in higher education: A vehicle for collaboration. Springer Science & Business Media.

  • Strategies and Ideas for Implementation
Positives include:
-It is school-wide and even cluster-wide
-students and teachers co-operate with the same goals in mind
-data-base for making important decisions
-identifies repetitions among grade-levels which causes learners to become bored and less engaged in learning
-adds purpose through essential questions
Drawbacks might include:
-the indepthness is still the teachers' decision
-lack of team effort
  • Group Analysis