Lesson 3.

3 – Curriculum
Mapping and Curriculum
Quality Audit
Presented by: Angelica Densing
Namira Germon
Jomari Maquilan
Angelica Montebon
Learning Outcomes:
• Define curriculum mapping and curriculum quality audit.
• Explain the benefits of curriculum mapping and curriculum quality
audit.
• Familiarize oneself of some examples of curriculum maps.
Curriculum Mapping
• A model for designing, refining, upgrading and reviewing the
curriculum resulting in a framework that provides form,
focus and function (Hale and Dunlap, 2010).
• It is a reflective process that helps teachers understand
what has been taught and how learning outcomes are
assessed.
• A mapping will produce a curriculum map, which is a very
functional tool in curriculum development.
Some curricularists would describe curriculum mapping as making a
map to success. There are common questions that are asked by
different stakeholders, like teachers, colleagues, parents, school
officials and the community as well. These questions may include:
1. What do my students learn?
2. What do they study in the first quarter?
3. What are they studying in the school throughout the year?
4. Do my co-teachers who handle the same 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?
The Curriculum Map
• Curriculum maps are visual timelines that outline desired learning
outcomes to be achieved, contents, skills and values taught,
instructional time, assessment to be used, and the overall student
movement towards the attainment of the intended learning
outcomes. Curricular maps may be simple or elaborate that can
be used by an individual teacher, a department, the whole school
or educational system.
• A map is geared to a school calendar. Curriculum maps provide
quality control of what are taught in schools to maintain
excellence, efficiency and effectiveness. It is intended to improve
instruction and maintain quality of education that all stakeholders
need to be assured of.
The Curriculum Map
• Sometimes, parents and teachers would ask questions like: “Why is
my friend’s son studying decimals in Mr. Bernardo’s class and my
own son is not studying the same in Miss Julia’s class when they are
of the same grade level?” or “Why do some of my students recognize
the parts of speech while others are totally lost? ” Parents, teachers
and the whole educational community can look at the curriculum map
to see what intended learning outcomes and content are covered.
• A map can reassure stakeholders specific information for pacing, and
alignment of the subject horizontally or vertically. It will also avoid
redundancy, inconsistencies and misalignment. Courses that are not
correctly aligned will allow teachers to quickly assess the mastery of
the skills in the previous grade to avoid unnecessary re-teaching.
• Horizontal alignment, called sometimes as "pacing 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 simple to more complicated concepts and skills.
• Alignment, either vertical or horizontal, will also develop
interdisciplinary connections among teachers and students, between
and among courses.
• "A curriculum map is always a work in
progress that enables the teacher or the
curriculum review team to create and receive
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."
Benefits of Curriculum Mapping
1. Ensures alignment of the desired learning outcomes,
learning activities and assessment of learning.
2. Addresses the gaps or repetitions in the curriculum.
3. Verifies, clarifies and establishes alignment between what
students do in their courses and what is taught in the
classrooms and assessed as their learning.
4. The curriculum maps visually show important elements of
the curriculum and how they contribute to student
learning.
5. Connects all initiatives from instruction, pedagogies,
assessment and professional development.
 Curriculum Mapping Process
• Make a matrix or a spread sheet.
• Place a timeline that you need to cover. (one quarter, one
semester, one year) This should be dependent on time
frame of a particular curriculum that was written.
• Enter the intended learning outcomes, skills needed to be
taught or achieved at the end of the teaching.
• Enter in the same matrix the content areas/subject areas to
be covered.
*Align and name each resource available such as text books,
workbooks, module next to subject areas.
*Enter the teaching-learning methods to be used to achieve the
outcomes.
*Align and enter the assessment procedure and tools to the
intended learning outcomes, content areas, and resources.
*Circulate the map among all involved personnel for their
inputs.
*Revise and refine map based on suggestions and distribute to
all concerned.
Curriculum Mapping Process
Example B (For a degree program in college)
• Make a matrix or a spreadsheet.
• Identify the degree or program outcomes (ex.
BEEd, or BSED)
• Identify the subjects or courses under the
degree (GenEd, Prof.Ed, and Major for BSEd)
• List the subjects along the vertical cells of the
matrix in a logical or chronological order.
• List the degree program outcomes along the horizontal
cell(use code as POI, PO2...if outcomes are too long to fit in
the cell) PO means Program Outcomes
• Cross the Subject and the Outcome, and determine if such
subject accomplishes the outcomes as cither Learned
(L),Performed (P) or given Opportunity (0). Place the code in
the corresponding cell.
• Fill up all cells.
• After accomplishing the map, use it as a guide for all teachers
teaching the course for students to complete the degree in
four years.
Example of a Curriculum Map

Here are two examples of a curriculum map.

Example A: Excerpt from DepEd Curriculum Guide for Science 3 shows a
samples a sample of a map for quarter 1 and 2. A column for code was
not included.
Elementary Science Grade 3
Note: For Quarter, there are still two major content which are 3. Living
things, plants and heredity: Inheritance and variation.
CONTENT CONTENT STANDARDS PERFORMANCE LEARNING LEARNING MATERIALS
STANDARDS COMPETENCY
GRADE 3- MATTER
FIRST QUARTER/FIRST
GRADINIG PERIOD

1. Properties The learners The learners should be The learners should be Learning Guide in
1.11 Characteristics of demonstrate able to.. able to… Science & Health
solids, liquids, gases understanding of …. Mixtures
Ways of sorting Group common objects Describe the different
materials and found at home and in objects based on their BEAM – Grade 3 Unit
describing them as school according to characteristics (e.g 4 Materials
solid, liquid or gas solid, liquid and gas. Shape, Weight , LG- Science 3 Materials
based on observable Volume , Ease or Flow) Module 1
properties Classify objects and
materials as solid,
liquid, and gas based on
some observable
characteristics
Describe ways on the
proper use and handling
of solid, liquid and gas
found at home and in
school.
Changes that effects of investigate the describe changes in BEAM-G3 Unit
materials undergo temperature on different changes in materials based on 3 materials-
materials materials as affected the effect of Distance Learning
by temperature temperature: Module
4.1 Solid to liquid BEAM-G3 Unit 3
4.2 Liquid to Solid Materials Module
4.3 Liquid to gas 44-49
4.4 Solid to gas
Content Content Standards Performance Standards Learning Competency Learning Materials

Grade 3- Living Things and

Their Environment
SECOND QUARTER/
SECOND GRADING
PERIOD
1. Living Things The learners demonstrate The learners should be The learners should be
1.1 Humans understanding of... able to... able to .....
1.2 A Sense Organs parts and function of the 1. describe the parts
sense organs of the practice healthful habits and function of the
human body in taking care of the sense sense organs of the
organs human body.
2. enumerate healthful
habits to protect the
sense organs.

2. Living Things parts and functions of enumerate ways of 3. describe the animals in BEAM -Grade 3- Unit 2
2.1 Animals animals and importance grouping animals based their immediate Animals DLP Science 3 DLP 19
to humans on their structure and surrounding BEAM- Grade 3- Unit 2
importance Animals DLP science 3 31-32
Learning Guide in Science &
4. Identify the parts and Health; The Body Guards
function of animal;
5. classify animals
according to their parts
and use; body

6. state the importance

of animals to humans;

7. describe the ways of

proper handling of
animals
Note:
1. Not all professional subjects are entered in the matrix.
2. Desired Outcomes for the professional Courses are:

• PO1 - Applied basic and higher 21st century skill.

• PO2 - Acquired deep understanding of the learning process.
• PO3 - Comprehended knowledge of the content they will
teach.
• PO4 - Applied teaching process skills ( curriculum designing,
materials development, educational assessment, teaching
approaches).
• PO5 - Facilitated learning of different types of
learners in diverse learning environments
• PO6 - Directed experiences in the field and
classrooms (observation, teaching, assistance,
practice teaching)
• PO7 - Demonstrated professional and ethical
standards of the profession.
• PO8 - Demonstrated creative and innovative
thinking and practice of alternative teaching
approaches.
• Legend:
L – Learned outcomes ( Knowledge, Skills, values) / outcomes
achieved in the subject
P- Practiced the learned outcomes (knowledge, skills, values)
O – Opportunity to learn and practice ( opportunities to learn
and practice knowledge skills and values but not taught
formally)
 Sample B – Curriculum Map for Bachelor of Elementary Education
(Professional Education Courses)
Outcomes PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
Sample Subjects
Child Dev P L L O L O O O
Facilitating Human P P L O L O L O
Learning
Social Development P L L O L O L O

Teaching Profession P P P P P O P P
Principles of Teaching P P P P L O P O

Assessment of P P P P L O P O
Learning
Educational P P P P L O P O
Technology

Curriculum P P P P O O P P
Development

Developmental P P P P O O P O
reading
Field Study P P O P O P P P
Practice teaching P P P P P P P P
Curriculum Quality Audit

• Curriculum Quality Audit (CQA) is a form of curriculum

mapping. It is a process of mapping the curriculum program
or syllabus against established standards. This process is
supported by Susan Rafe when she said that the best
practice in curriculum development and implementation
requires that discipline-based standards embody curricular
and program scopes and sequences (Arafeh, 2016, p. 585).
The curriculum quality audit required a written curriculum
and the tested curriculum linked to both the taught and the
written curricula.
Benefits of Curriculum Quality Audit

• Identify gaps, under and overrepresentations of the

curriculum based on the standards
• Ensures alignment of learning outcomes, activities
and assessment to the standards
• Achieves an internationally comparable curriculum as
standards become the basis of the curriculum
analysis.
For those who want to engage in curriculum quality audit, the
following questions are worth considering:
• Is the curriculum planned, executed and assessed in
accordance with appropriate standards?
• How does the school system conform to the standards of
quality in instructional organization like specificity, quality
and scope for teaching, learning and assessment?
• Are all students achieving success equally and effectively? If
not, what can be done about it?
• The Philippine Professional Standards for Teachers
(PPST) can be used as anchor in curriculum quality
audit. The PPST aims to set clear expectations of
teachers along well-defined career stages of
professional development from beginning to
distinguished practice. The Philippines has adopted
and implemented the PPST through the Department
of Education Order (DO) 42, s. 2017. Teacher
educators, program heads, curriculum planners may
refer to the PPST to quality audit the pre-service
teacher education curriculum as basis for quality
assurance provision of teacher education.
• CHED CMOs 74 to 82 are standards set by the
Commission on Higher Education, specific to the
degree program being offered and the teachers who
are the outcomes of the programs. They have both
the generic standards for all teacher-education degree
programs and specific standards for each degree
program. For example, CMO 74, s. 2017 contain the
standards for Bachelor of Elementary Education, or for
teachers who will teach in the secondary level.