Curriculum Mapping and Curriculum Quality Audit Notes

Definition: Introduced by Heidi Hayes Jacobs in 2004, curriculum mapping is a model for designing, refining, or upgrading a curriculum to provide focus and function.
Nature: It is a reflective, ongoing "work-in-progress" that involves teachers and stakeholders in understanding what was taught, how it was taught, and how learning was assessed.
Curriculum Maps: Visual timelines or matrices that outline learning outcomes, contents, skills, instructional timelines, and assessments. They serve as a roadmap for the school year.

Alignment: Ensures consistency between desired learning outcomes, activities, and assessments.
Gap Identification: Addresses redundancies or gaps by identifying outcomes that are either under-attended or overly emphasized.
Quality Control: Provides vertical alignment (building concepts from simple to complex) and horizontal alignment (pacing guides to ensure all teachers in a level follow the same timeline).
Professional Integration: Connects instructional initiatives and facilitates cross-cultural skill integration to build high-performing learning communities (Nguyen, 2019).

Outcome-Based Education (OBE) Inspired Syllabus: * Create a matrix covering a specific timeline (quarter, semester, or year). * Enter intended learning outcomes and align them with content, resources, teaching-learning methods, and assessments.
Degree-Program Matrix: * Vertical cells list the subjects/courses (GenEd, Prof. Ed, Major). * Horizontal cells list Program Outcomes (e.g., $PO1$ , $PO2$ ). * Legend for Mastery: * $L$ — Learned outcomes (knowledge, skills, values achieved). * $P$ — Practices learned outcomes. * $O$ — Opportunity to learn/practice (not taught formally).

Concept: A form of curriculum mapping that evaluates programs or syllabi against established standards to match written, taught, and assessed curricula with recommended curricula.
Benefits: Identifies representation gaps and ensures international comparability based on standardized analysis.
Bases of Audit: * Philippine Professional Standards for Teachers (PPST). * CHED Memoranda (CMO 74 – 83 for Education Degrees; e.g., CMO 74 s. 2017 for BEEd and CMO 75 s. 2017 for BSEd). * Competency Framework for Teachers in Southeast Asia.

Mapping Reflection Questions:

What do my students learn?
What do they study in the first quarter and throughout the year?
Do co-teachers who handle the same subject cover the same content and achieve the same outcomes?
How do I help students understand connections between subjects across different years?

Curriculum Audit Questions:

Is the curriculum planned, executed, and assessed in accordance with appropriate standards?
How does the school system conform to quality standards regarding instructional organization?
Are all students achieving success equally and effectively? If not, what can be done?