Newark Central School District
Curriculum Map
Curriculum - A clear plan aligned with state standards that identifies what students should know and be able to do throughout a course/subject area
Department/Grade/Subject Area:
Developed by:
Date:
Unit / Approx. Time / Aligned Standards / Core Knowledge and Skills(What students need to know, understand and be able to do) / Resources
(Technology and Teaching Materials) / Assessments
(Balanced assessment approach)
Unit/Topic/Big Idea / 5 days / List of Standards that will be the framework for this unit / Breakdown of the aligned standards, that clearly outlines what the students need to know, understand and be able to do for a given unit/topic / List of materials that will be used for the implementation of this unit / Common pre-, formative, and summative assessments that measure the student’s level of competency
Required
Optional
Required
Optional
Guide to Using the Curriculum Map
Unit: List the major units to be taught throughout the course (e.g. “Dividing Fractions”)
Time: List the approximate number of school days that will be allotted to teach the given unit (e.g. “4 days”)
Aligned Standards: List the standards in full or provide the abbreviation (e.g. “6 NS.1”) for each and include or attach a corresponding document of the actual standards
Core Knowledge and Skills: List all of the knowledge, concepts and skills student will need to learn and demonstrate in order to achieve the standard/s within the unit (e.g. “to be able to use the reciprocal to divide fractions”, “to be able to show a model to divide fractions”, “to understand the meaning of the quotient”)
Resources: List all necessary materials to support instruction. Include websites, applications and software. (e.g. NYS Math Module 1, Topic A, Soapbox app, Goformative app, IXL L4). Separate “required” resources that are necessary in order to deliver the primary instruction from “optional” resources that may be included to supplement primary instruction (or to differentiate instruction).
Assessments: Label and attach assessments and list evidence and/or major data to be collected that will be used to measure students’ level of achievement
· What would you accept as evidence that students understand the "BIG IDEA", broad topic, and/or concept?
· What product or performance will the students produce?
· Do the assessments allow students to demonstrate their learning or understanding in multiple ways?
Please list those assessments that are common across a course and should be used. If other assessments are included, please label them as “optional”