Randolph School District Curriculum

2.0
Lisa DiAgostino, Humanities Supervisor
You truly understand and excel
when you can take what you have
learned
in one way or context
and use it in another,
on your own.
Grant Wiggins

History: 2007-2008

Study Group: 2007-2008

Research reviewed: Grant Wiggins,
Heidi Hayes Jacobs, Ralph Tyler,
Daniel Tanner
Reality in 2007: 37 different
templates for writing curriculum in
Randolph
No established K-12 Curriculum
Review Cycle

Rationale for change:

A common template and common

language was and is essential to
our future
Elements of UBD, Mapping and
Curriculum Review regarded by
NJDOE as Best Practices
State monitoring includes these
elements

Study Group 2007-08

Results: A New Curriculum
Template
Essential
Questions
(Wiggins
& McTighe
2004)

Enduring Understandings
Knowledge
Skills
Standards
Pacing Chart
Resources

Establishment of 5 Year Curriculum Review

Revised Template2013

Pilot in Social Studies Courses grades 6-8

(Wiggins & McTighe, 2011)

Transfer: Student use of learning for an

independent, long term outcome (Wiggins 16)
Goals: Common Core and NJCCCS listed and
annotated
Vocabulary and Key Terms: Identify domain specific
vocabulary and terms
Assessment Evidence : Common assessments/rubrics
Key Learning Events and Instruction: Common
learning activities

Rationale for change

Transfer is the fundamental purpose of learning and

should frame a unit
Transfer goals support 21st century skills,
interdisciplinary approaches and authentic assessment
Current best practice approach to curriculum design
Curriculum documents should serve as unit/lesson
plans
Learning Plan promotes uniformity in instruction among
teachers and schools.
Annotation of standards provides focus on their
intention.
Key terms/ tier words by unit that must be taught
supports Common Core

PRE-2009 Curriculum Format

This is an OUTLINE!

2010 Template

2013 Template

Transfer Goals aligned to

Social Studies department
missionthe So What?

Lessons from history can be applied

to current and future events and to
other historical events and issues.
Units anchored in a transfer goal
conceived in relation to our favorite
student question: Why do I need to
know this?The So What!

Write a mission statement for

your course

Consider your mission

statement.
What

assessments will reveal

progress
What instruction must happen to
support your mission

You truly understand and excel when you

can take what you have learned in one
way or context and use it in another, on
your own. (Wiggins 14)
Wiggins, Grant . The Understanding by Design Guide to
Creating High-Quality Units, Virginia: ASCD 2011. Print.