Curriculum Architecture
Development & Performance Mapping

Upper Elementary Cross-Framework Curriculum Design 

Project Context
Weaving siloed standards from multiple curriculum frameworks into coherent transdisciplinary thematic units with clear vertical and horizontal alignment presents significant planning challenges for teachers. This prototype demonstrates how I align vertical and horizontal standards across various frameworks and curricula (such as the IB PYP, IPC, UK National Curriculum, CCSS, NGSS, and AERO) within multilingual international learning environments. 

Curriculum Challenge
Mapped conceptual understandings, national standards, performance tasks, interdisciplinary learning experiences into coherent learning progressions that maintain instructional integrity across multiple frameworks simultaneously.

Design Strategy
Applied backward design, concept-based inquiry, and UDL principles to operationalize transdisciplinary learning across multiple frameworks while aligning standards, assessment evidence, and learner outcomes into coherent learning progressions. 

Systems Thinking
Designed as a practical planning and curriculum review tool to surface progression logic, interdisciplinary connections, standards gaps, and redundancies often missed when curriculum is developed in isolation.

Assessment & Alignment
Designed as a scalable curriculum planning tool aligning standards, inquiry goals, instructional experiences, and assessment evidence through backward design. Student-friendly success criteria support both formative assessment for learning and summative assessment of learning across learning progressions. 

Standards-to-Transdisciplinary Inquiry: Assessment Design G5

Project Context
Siloed discipline-based standards often reduce assessment to compliance and recall rather than genuine conceptual understanding and learner agency. This prototype demonstrates past work in which I designed a criterion-referenced assessment system within a transdisciplinary Grade 5 inquiry unit integrating UK National Curriculum standards, thinking skills, and inquiry-based, competency-based assessment frameworks. 

Instructional Challenge
Standards-aligned learning outcomes required translation into learner-centered success criteria capable of supporting authentic assessment, metacognitive reflection, and visible evidence of conceptual understanding beyond rote recall. 

Design Strategy
Applied backward design, inquiry-based learning, and formative assessment principles to align standards, inquiry questions, ATL skills, performance tasks, and criterion-referenced rubrics into a coherent instructional feedback system. Student-facing language, visible thinking routines, and self-assessment structures were intentionally designed to strengthen learner agency and metacognitive awareness.

Learner & Systems Thinking
Designed assessment as an ongoing instructional feedback loop rather than a terminal evaluation event. Success criteria, reflection prompts, and rubric structures were developed to support formative assessment for learning, student self-monitoring, and instructional responsiveness across diverse learner needs.

Evaluation & Iteration
Structured as a scalable assessment framework supporting continuous refinement of instructional practice, standards alignment, learner reflection, and evidence-informed curriculum design across inquiry-based learning environments.