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Writer's pictureMu Mei Hsueh
Nov 21, 20223 min read

Planning and Preparation for Backwards Mapping (Curriculum Map)

Updated: Jan 9

M6 U1 Activity 2: Backwards Mapping



Project Description


Overview One proven method for organizing curriculum over the course of the year is called Backwards Mapping (based on the work of Grant Wiggins and Jay McTighe). They propose that we begin planning with the end product--what students should know and be able to do at the end of a lesson or unit. Backwards mapping or backwards design is a process used by teachers to create assessments and learning experiences to help students meet goals or standards. In this process, the teacher begins at the end--what is the desired result (i.e., the goals or standards that students should accomplish). The second step is to determine how you will know students are meeting the goal or standard (i.e., assessment). The third step is to plan the learning experiences or activities that will help students meet the goal or standard. In this activity you will use backwards mapping to plan a 12 week or 3 month period of the annual curriculum, to determine what you will need to do to help students meet a standard. Performance Outcomes

  • Candidates will utilize the backwards mapping process to design a curriculum map What will you do?

  1. Download the Curriculum Map template from Activity Resources and customize it for the subject area you will be teaching during the clinical practice portion of the program. In the VC, discuss with your cohort the components of the curriculum map and look at examples of what to do and not to do.

  2. Write the sequence of three units on the Curriculum Map, including the unit for the standard you unpacked, the unit preceding it and the unit following it.

  3. Write the following details for the three units on the Curriculum Map:

    • Prerequisite skills - from the previous unit

    • Proficiencies - what students will be able to do by the end of the unit

    • Literacy skills - what vocabulary and other literacy skills will the students learn by the end of the unit

    • Assessments - how will you monitor progress and evaluate mastery (formative and summative assessments)

    • Projects & Activities - how will students learn the topic (both in-person and online) in order to achieve mastery, including at least one innovative project or activity

    • Next Steps - what will you do after completing the unit, such as review, re-teach, extend or move to the next topic

Report Requirements

  • Curriculum Map

Notes Try to create a map that you will be able to use during your own 12-week clinical practice in the program. If you are an early childhood or elementary teacher, examine the resource related to the Science of Reading and be certain that the prerequisite skills are clearly defined, the proficiencies are clear, the literacy skills are taught in the appropriate sequence, and the assessments, projects, and activities will allow you to determine whether the student has attained mastery of the skills. If you are a secondary teacher, examine resources specific to your content area and be certain that the prerequisite skills are clearly defined, the proficiencies are clear, the literacy skills are taught in the appropriate sequence, and the assessments, projects, and activities will allow you to determine whether the student has attained mastery of the skills.

(The above information was cited from the TEACH-NOW Teacher Preparation Certificate Program)



Activity Resources




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