Lesson 3

CURRICULUM
MAPPING
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Desired
Learning 1. Define curriculum mapping as part of
curriculum designing.
Outcome 2. Identify the purposes of curriculum
maps.
3. Familiarize oneself of some
examples of curriculum maps.
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CURRICULUM MAPPING
It is a process or procedure that follows
curriculum designing.

It is an ongoing process or “ work-in-

progress”.
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CURRICULUM MAPPING CAN

BE DONE BY:
 Teachers alone
 A group of teachers teaching the same subject

The department

The whole school or district or the whole

educational system.
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1. What do my students learn?
There are
common 2. What do they study in the first quarter?
questions that 3. What are they studying in the school
are asked by throughout the year?
different
4. Do my co-teachers who handle the same
stakeholders:
subject, cover the same content?
Achieve the same outcomes? Use similar
strategies?
5. How do I help my students understand
the connections between my subjects
and other subjects within the year? Next
year?
 Suggested steps to follow in making 6

curriculum map: (Example A)

CURRICULUM
1. Make a matrix or a spread sheet.
PROCESS
2. Place a timeline that you need to
cover. (one quarter, one semester,
one year).This should be dependent
on time frameof a particular
curriculum that was written.
 . 3. Enter the intended learning
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Cont. outcomes, skills needed to be

taught or achieved at the end of
CURRICULUM teaching.
PROCESS 4. Enter the same matrix the
content areas/subject areas to
be covered.
5. Align and name each resource
available such as textbooks,
workbooks, module next to
subject areas.
 6. Enter the teaching-learning methods8

to be used to achieve the outcomes.

Cont. 7. Align and enter the assessment
CURRICULUM procedure and tools to the intended
PROCESS learning outcomes, content areas,
and resources.
8. Circulate the map among all involved
personnel for their inputs.
9. Revise and refine map based on
suggestions and distribute to all
concerned.
 “
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Example B( For a degree program in college
1. Make a matrix or a spreadsheet.
2. Identify the degree or program outcomes (ex. BEEd, or
BSED)
3. Identify the subject or courses under the degree (GenEd,
Prof.ED and Major for BSEd)
4. List the subjects along the vertical cells of the matrix in a
logical or chronological order.
5. List the degree program outcomes along the horizontal cel!
(Use code as PO1, PO2....if outcomes are too long to fit in
the cell) PO means Program Outcomes
 “
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Example B( For a degree program in college)
cont.
6. Cross the subject and the outcome, and determine if
such subject accomplishes the outcomes as as either
Learned (L), Performed (P) or given (O) . Place the code
in the corresponding cell.
7. Fill up all cells.
8. After accomplishing the map, use it as a guide for all
teachers teaching the course for students to complete
the degree in four years.
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 are visual timeless that outline desired
learning outcomes to be achieved,
THE contents, skills, and values taught
CURRICULUM instructional time, assessment to be used
MAP and the overall student movement
towards the attainment of the intended
outcomes.
 simple or elaborate that can be used by
individual teacher, the department, the whole
school or district or the whole educational
system
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 A map is geared to a school calendar.
 It provide quality control of what are
THE taught in schools to maintain excellence,
CURRICULUM efficiency and effectiveness.
 It is intended to improve instruction and
MAP
maintain quality of education that all
stakeholders need to be assured.
 A map can reassure stakeholders
specific information for pacing, and
alignment of the subject horizontally or
vertically.
  It will also avoid redundancy, 13

inconsistencies and misalignment.

THE
CURRICULUM Horizontal alignment, called sometimes as “pacing
MAP guide”, will make all teachers, teaching the
same subject in a grade level follow the same
timeline and accomplishing the same learning
outcomes.
Vertical alignment, will see to it that concept
development which may be in hierarchy or in
spiral form does not overlap but building from a
simple to more complicated concepts and skills.
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○ Alignment, either vertical or horizontal,
will also develop interdisciplinary
THE connections among teachers and
CURRICULUM students, between and among
MAP courses.
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A curriculum map is always a work in progress,
that enables the teacher or the curriculum
review team to create and 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.
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ELEMENTARY SCIENCE GRADE 3

Note: For Quarter 2, there are still two major content
which are 3. Living Things 3.1 Plant and 4. Heredity:
Inheritance and Variation.
 Content Content Standards Performance Standards Learning Competency Learning Materials
Grade 3- matter ( First Quarter/First grading period) 17

Properties I.I The Learners The learners should The learners should be able to.. Learning guide in
Characteristic demonstrate be able to… Describe the different objects based Science & Health:
s of solids, understanding of……. Group common on their characteristics (e.g. Shape, Mixtures
liquids, gases Ways of sorting materials object found at home Weight, Volume, Ease o Flow ) BEAM-Grade 3 Unit
and describing them as in school according 4 Materials LG-
solid, liquid or gas based to solids, liquids and Science 3 Materials
on observable properties gas. Module 1
Classify objects and materials as solid,
liquid, and gas based on some
observable characteristics
Describe ways on the proper use and
handling solid, liquid and gas found at
home and in school
Changes that Effects of temperature on Investigate the Describe changes in materials based BEAM-G3 Unit
materials materials different changes in on the effect of temperature: 3materials-
undergo materials as affected 4.1 Solid to Liquid Distance Learning
by temperature 4.2 Liquid to Solid Module BEAM G3
4.3 Liquid to Gas Unit Materials
4.4 Solid to Gas Module 44-49
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Grade 3-living Things and Their Environment

Second Quarter/Second grading period
I. Living The learners The learners should able The learners should be able
Things demonstrate to…. to……
II. Humans understanding of. . Practice healthful habits 1.describe the part and function 19
I.2 A Sense Parts and functions in taking care of the of the sense organs of the human
Organs of the sense organs sense organs body;
of the human body.

2.Enumeratc healthful habits to Beam –Grade 3-unit 2

protect the sense body; Animals DLP Science 3 DLP
19 Beam –Grade 3-unit 2
2.Living Things Parts and functions Enumerate ways of 3. describe the animals in their
animals DLP science 3
2.I Animals of the animals and grouping animals based immediate surrounding;
31-32
importance to on their structure and
Learning Guide in Science &
humans importance
Health:
4. Identify the parts and function
The body Guards
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
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Thanks!
Any questions?
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