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

2. 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 empower clarity and transparency in learning?

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

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

8. EssentialConsensusIndividual

9. What is taughtWhat is assessedWhat is reported

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

12. 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?

13. Collaborative Suspend all Judgement Professional Inquiry

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

15. NZCSchool Wide/DepartmentLevelTeacher

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

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

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

21. 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

22. 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?

25. Curiosities Teacher Interest Resources Strategies Tools Direction Learner Focused

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

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

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

29. 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

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