Map the curriculum by grading periods to eliminate gaps and redundancy and enable interdisciplinary planning¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The authors use a modified curriculum-mapping process in which subject-area committees identify their purpose in terms of the board design, their standards, and how the area teaches general learning skills, then outline content and skills on worksheets arranged by nine-week grading periods. They assert that "If nothing else were done in establishing middle schools, this mapping experience would be worth the effort," because gaps and redundancy are eliminated and teaching and testing are coordinated.

Design Implications¶

Context¶

Requirements¶

• Subject-area committees working from the board-adopted design
• Worksheets arranging the 6-7-8 time frame by grading periods

Constraints¶

• The authors note participants realize there is more to do in daily instruction but without additional time — the puzzle of the middle school

Target Learners¶

• Middle school students in grades 6-8

Target Learning Goals¶

• Coordinated, gap-free curriculum coverage across subjects

Affordances¶

• Wiles Bondi Curriculum Management Plan

Related Strategies¶

• Conduct a needs assessment combining baseline district data and projective opinion data before designing a middle school
• Use percentage-consensus opinionnaires to locate shared values before redesign

Examples¶

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Key Sources¶

• Wiles, Jon W.; Bondi, Joseph W. (1986). Making Middle Schools Work. Association for Supervision and Curriculum Development. https://eric.ed.gov/?id=ED277147