The Process


Curriculum Mapping could be done by using commercial curriculum mapping software (e.g. internet based). These include:

  • Curriculum Mapper
  • Rubicon Atlas
  • Tech Paths
  • Database softwares like MS ACCESS could be used but requires someone with sufficient knowledge to create the mapping database and maintaining it.
  • Individual teachers enter the required inputs for their own classrooms, month by month or at agreed time. These include:
    • What content will be covered throughout the year
    • When (Indicate month or grading period. Include both time frame and sequence.)
    • Activities the students engage in
    • Assessments to be used for each activity
    • Links to state or other standards
    • Resources used
    • Links to lesson plans
  • At regular intervals, assigned group(s) monitor the maps to ensure key criteria are met and implement an ongoing review and adjustment
  • Curriculum Mapping is best done in a multi-step process over a period of two or three years.

Review Process


After the data collection has begun, the review process begins. The review process includes first read‐through, small group review, large group
review, determining areas for immediate revision and determining areas for long‐term planning.

The first read‐through occurs as each teacher reads the entire grade level, discipline, or school‐wide map as an editor. As an editor, the teacher is assessing his/her ability to read the map. No professional judgment/evaluation is made.

A small‐group review consists of five to eight faculty members with some diverse configuration (i.e., grade levels, departments).
Each meeting is 60‐90 minutes in length and the goals are to share individual findings and record questions based on the first read‐through. The
importance of a diverse configuration must be highlighted. It is these diverse groups that assist us in moving from teacher isolation to professional learning communities (i.e., teacher collaboration and reflection).

The large‐group review provides an opportunity for the entire faculty to come together and examine the findings of the curriculum maps. This session is facilitated by members of the leadership team.

Questions that are appropriate for this review include:


  1. Are we happy with the skills and knowledge we impart?
  2. Do they reflect what we believe our students need for success?
  3. Do we assess what we value?
  4. Do we use a variety of assessments of increasing sophistication?
  5. Can we identify areas that need our combined efforts to create smoother coordination for our students’ learning?