Year Long Context

Goals

• Plan to prepare for building a YLC
• Shared understanding of the three types of maps on Atlas and the purpose of the YLC maps
• Hands on opportunity to create Yearlong Context maps

Pre-Work

Mission

Learning

Philosophies

Three Key Components:
1. Beliefs
2. Long Term Transfer Goals
3. Common Agreements

Standards

1. Search standards from various schools and nations
2. Reach common agreements on standards

Curriculum Maps

Curriculum Maps

• Year-Long Context
• Consensus or Grade Level
• Teacher

Movie

Year Long Context

Year Long Context

• Standards for the grade/course organized by time, e.g. quarter, months or Beginning, Middle, End.
• Agreed upon by divisional or course teams. Only changed in response to student data.
• Minimum, guaranteed curriculum content and skills. Each standard is entered only once; at a maximum twice.
• Every standard on the YLC needs some type of evidence - formal or informal, diagnostic, formative or summative
• Does not mean mastery or the only place a standard is addressed

YLC Benefits

• They provide an agreed upon progression of standards that aligns with the developmental needs of our students
• They limit the number of standards to be addressed and assessed during any one period of time - into which standards are we really “diving deep” at any one time?
• They foster alignment between grades
• They foster discussion of, and familiarity with, the standards

Grade Level

Grade Level

• Intended and agreed upon curriculum, organised by units
• Developed and agreed upon by divisional or course teams
• Represents roughly 70% of instructional time
• Reviewed and revised as appropriate by teams

Teacher

Teacher

• Consensus map PLUS individual teacher choices for content, instruction and resources
• Teacher guided by learning needs of the students in the class
• Represents roughly 30% of instructional time.
• Reviewed and revised as appropriate by individual teacher.

Curriculum Maps

Creating a YLC

Creating a YLC

• Individual familiarity with the standards
• Division level sequence of standards
• Grade level sequence of standards

Step One: Individual familiarity with the standards

• Individual read through of standards
• Note where and how you would collect evidence - through observations or assessments
• Try to put time concerns and current units to one side in your mind

Step Two: Division level sequence of standards

• Take each standard and place it where:
• It best fits developmentally - Grade R1, R2, G1, G2
• It best fits with other standards (bundling)
• Try to put time concerns and current units to one side in your minds

Step THREE: Grade level sequence of standards

• Take each standard and place it where:
• It best fits developmentally in the year
• It best fits with other standards (bundling)
• Try to put time concerns and current units to one side in your minds
• Review the sequence of standards

Next Steps:
Unpacking of standards into Content and Learning Targets

Untitled Slide