Why Map Your Curriculum?

Bill Blynt
Jun 30, 2008

In the 1970's and 1980's Dr. Fenwick English introduced the mapping process as a component of his curriculum development process. Since that time, numerous individuals have encouraged schools to develop curriculum maps as part of their curriculum review process.

The purpose of maps is to clearly articulate for teachers what is to be taught in their particular course or grade-level. For many years teachers were provided extensive course syllabi and textbooks that would frame their instruction. Teachers were left to determine the importance of each component of their curriculum, develop lessons to address each element and utilize 'approved' textbooks and materials with their students. Without state standards and universal state assessments, this system seemed to work.

With the implementation of No Child Left Behind, all states were required to develop core state standards and common state assessments. This standards movement heightened the awareness that a common curriculum must be taught to every student. It was no longer acceptable for each teacher to determine the priorities within a given subjects. A common curriculum was essential for student to be adequately prepared for their summative state assessment. Mapping emerged as the endorsed process to identify this 'core' curriculum. Aligning instruction to state standards became critical to the success of a school in terms of state expectations. Mapping was a process that attempted to identify what specific content should be taught at each level.

Mapping requires that groups of teachers assemble to discuss and dissect each state standard to determine what their students must know or be able to do in order to master the intended content. Once maps have been developed at each grade-level or course, teachers have a clear understanding of the outcomes expected of students in their course. Maps also enable a teacher to quickly ascertain an understanding of what is taught at a previous grade-level or course.

Curriculum mapping needs to be focused on what is best for students and to be standards driven. Teachers can utilize maps to reflect on their instructional practices as they relate to student performance. Instruction must be seamlessly aligned to state standards. A mapped curriculum can be easily adjusted after analysis of student performance data or a change in state standards. Curriculums are ever changing. Mapping provides a forum to reflect on these changes and efficiently adjust course curriculums as needed to address these changes.