Measuring+the+Impact


 * Measuring the Impact - What is the current impact?**

Curriculum Content Balance:
 * Analysis of different content skills - picking up on gaps, red flags, repetitions
 * Micro-review of each concept to provide feedforward to the next concept
 * Core curriculum areas kept separate to ensure integrity of individual curriculum areas because when linked to the concept skills were not being covered well enough - Devonport
 * Map all core areas into Atlas, so all learning experiences connect to the concept - Titirangi

Structures and Organisation: Resourcing:
 * Variety of structures - mixed vertical teams, leveled teams, sydicate teams, core mapping teams have input into the mapping
 * Staff meeting time for some planning; options for either staying late or using a syndicate CRT day to complete the collaborative part of maps - Devonport
 * //**Sustainability**// is a challenge - new staff, teachers new to teaching. What do we need to have in place when we bring new people on board with the curriculum mapping process? Western Heights
 * Developing Curriculum 101 as a group of school who are in the midst of the process? Differentiated process
 * Can be so focused on going forward that we might overlook how to bring people with us along the way
 * If curriculum mapping is a defining habit for a school, there are core elements of mapping that are essential from the beginning, and other elements that you would bring people to at a point of readiness
 * Resource towards schoolwide concept
 * Trying to ensure that projects the school gets involved in have been identified as an area of need through the mapping process
 * Using the structures of mapping to make decisions around engaging in contracts and initiatives

Teaching Practices
 * Freedom to explore different contexts to meet the needs of students
 * Enduring understanding gives all teachers a focus - all learning links back to it
 * Cross school conversations; common language
 * Aligning and development of a skills-based focus, across teams, school and students
 * What might the gaps be? Could become complacent about the great things, and not identify the gaps
 * ESOL programme links directly to what is happening in classrooms. Strong links with the concept and mapping process - Pomaria
 * Opportunities to meet in vertical teams - a lot more discussion about where students have come from and where they are going to
 * Conversations where people are talking about the same thing at different levels - more ideas, thoughts challenged
 * Wouldn't have got to vertical groups without curriculum mapping where everyone is an equal stakeholder - colleagues looking at data and identifying trends, not top down from leadership - Stella Maris
 * Conversations happen with depth and purpose
 * CM as a process and Atlas as a software engine has made everything more accessible and honest
 * Vertical grouping means your peers are calling you to account
 * PODs - teachers and learners across the school working together to achieve the culminating task - Pap Sth
 * PLGs - Discussions from Yr 0-6 using the assessment and identifying where to next - different organisational structure. Perspectives on what happens in different classes in different areas of the school - Pomaria

Learning and Achievement
 * Quality of professional learning conversations and how they feedforward into shifting practice, identifying gaps
 * Real time conversations/Rapid response change - creates urgency around teaching and learning - it requires a response for "the child in the chair"
 * The essence of curriculum mapping is teacher inquiry - feeding into the review structure


 * What is the current impact? How might we increase the constructive outcomes of implementing the mapping technology?**
 * Distance of the provider, although Atlas are very good at replying
 * Develop a professional community and network - learning community portal
 * Learning intentions - trialling a bank of learning intentions for Maths strands to select from - Titirangi?