1. Clarity and Cohesion Building Inspirational Learning Teams with Curriculum Mapping

2. ernestkoe ernestkoe http://www.flickr.com/photos/blinkerfish/3868225439 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)

3. 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 curriculum mapping empower clarity and transparency in learning?

6. Curriculum From this Wide ranging Complex Saved in a myriad of ways In a variety of places Updated in many different ways School centric Evidence Based Actual V’s Intended Accountable Aligned & Scaffolded Accessible Cohesive & Transparent Collaborative Connected Inclusive – Knowing the Learner and their community Regularly Reviewed, Revised and Renewed To This

7. 1. Purposeful Relevant Current Connected Aligned 2. Social Local Global Digital 3. Reviewed Revised Renewed Responsive Direction Strategic School Vision

9. Differences between written and taught curriculum Professional dialogue that leads to revisions and adjustments for relevance, quality and alignment

12. EssentialConsensusIndividual

13. What is taughtWhat is assessedWhat is reported

15. Reflections: Administration & Leaders, Teachers, Students PLG ’ s Curriculum Teams Review Processes & Outcomes Minutes of school meetings School initiatives Student Voice Community Consultation

17. Actual Detailed Aligned Record Curriculum Timely Assessment Focused Mixed Groups Embed Review Purposeful Dialogue Consensus Inform decision making School wide

18. Create or Renew Map Action Curriculum Map Review Map Data Analyse Review Outcomes Feed forward Plan for Action Upgrade Map Cut? Keep? Create? Immediate or Long Term Development Immediate or Long Term Development Suspend all Judgment Classroom Implementation Individual Common or Mixed Group Individual Common or Mixed Group What does it tell us? What does this mean? What are we going to do with it? What does it tell us? What does this mean? What are we going to do with it?

19. Collaborative Suspend all Judgement Professional Inquiry

20. Establish SystemsSupport StructuresTime HonouredExpectations – “End in Mind”

21. NZCSchool Wide/DepartmentLevelTeacher

22. Strategies School wide Level Maps Teacher Maps All Staff Core team Core Teams Teams Individual Teachers

23. Support Structures Gaps Overlaps

24. What structures and strategies are present in your school? How might you use these to begin mapping? What would need to change? How do these strategies align and inform school wide practice?

26. Initiate Map Review Process Individual Mixed Group Whole Group Seven Steps

28. Getting Started Quality 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

30. Making a Start Brainstorm 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?

31. Earth Cycles Observe and describe local natural features and how they can change. Astronomical cycles Share ideas and observations about the Sun and the Moon and their physical effects on Earth. Interacting cycles Describe how natural events and human actions can affect the local environment. Earth cycles Investigate the cause, rate, and signs of change of natural features Astronomical cycles Make observations of the Moon, the Sun, and visible planets, starting to develop a sense of the vastness of the solar system. Interacting cycles Identify the conditions that allow life to exist on Earth at this moment in time. Earth cycles Investigate the processes that shape and change the surface features of planet Earth. Astronomical cycles Investigate the cycles that result from interactions between the Sun, Moon, and Earth. Interacting cycles Investigate how natural events and human actions can affect conditions for living on Earth. Sci L1/2 Sci L 3/4 Sci L5 Concepts Enduring Understandings Essential Questions Knowledge Skills Authentic Assessment Authentic Tasks Investigate the World, Perspective, Communication, Take Action

32. School wide ConceptsAgreed across the levels

33. Unpacking the Requirements

34. file://localhost/Users/Chic/Desktop/untitled folder 2/Turangawaewae.doc

37. Curiosities Teacher Interest Resources Strategies Tools Direction Learner Focused

38. recservices.k-state.edu Maintaining Curriculum Integrity Shifting Current Practice Deep Purposeful Concepts Authentic Application Assessment National Expectation Establishing & Maintaining a Process

39. DomaiKnowledge.png Time Core Curriculum Social & Emotional Well Being School Systems Other Initiatives Schedules

41. Continuity Alignment Relevance Student voice Academic Vocabulary Focus on skill development Purposeful regular review Connectivity Community Authentic Relevant Deep Understandings

42. Process and Practices Steps 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

43. Chic Foote Helix Consulting + 64 21832646 chic.foote@helix.ac.nz