Maps a course's scope and sequence across a term or year – units, weeks, standards coverage with introduced/developed/mastered notation, and Bloom's-level progression – and flags gaps and redundancy.
Maps a course's scope and sequence across a term or year - units, weeks, standards coverage with introduced/developed/mastered notation, and Bloom's-level progression - and flags gaps and redundancy. Use when someone asks "map my curriculum for the year", "build a scope and sequence for this course", "audit my course for standards gaps", or is deciding unit order for a semester. Do NOT use for planning a single lesson - use lesson-plan-builder instead; for adapting one lesson to mixed readiness levels in one classroom, use differentiated-instruction.This is the skill's description: the text your AI reads to decide when the skill applies.
curriculum-mapper/SKILL.md
---
name: Curriculum Mapper
description: Maps a course's scope and sequence across a term or year - units, weeks, standards coverage with introduced/developed/mastered notation, and Bloom's-level progression - and flags gaps and redundancy. Use when someone asks "map my curriculum for the year", "build a scope and sequence for this course", "audit my course for standards gaps", or is deciding unit order for a semester. Do NOT use for planning a single lesson - use lesson-plan-builder instead; for adapting one lesson to mixed readiness levels in one classroom, use differentiated-instruction.
---
# Curriculum Mapper
Curriculum mapping makes the invisible visible: what is taught, when, in what order, and whether the sequence actually serves learning. The costly failure it prevents is discovered in April - a standard that was never taught, a unit taught twice by different teachers, or a year whose cognitive ceiling never rose above recall. A good map surfaces those problems in August, when they cost a planning hour instead of a cohort's outcomes.
## Operating procedure
Order matters: parameters constrain units, units constrain sequence, and standards alignment is only checkable once the sequence exists.
### Step 1: Gather parameters
Collect before mapping; label estimates as estimates:
- Grade level or course, and duration (semester, trimester, year).
- Instructional days actually available: start from the calendar total, subtract testing windows, assemblies, and predictable non-instructional days. Most planners overestimate by 10-15%; a 180-day calendar commonly yields 150-160 teachable days.
- The standards set or framework in force.
- Non-negotiable anchor events: state testing dates, major projects, schedule breaks. These are fixed points the sequence must route around.
### Step 2: Identify the big units
- Break the course into four to eight major units. Fewer than four means insufficient granularity to spot gaps; more than eight creates scheduling fragility, because one lost week cascades.… load the full skill through Skill MeClick to play with sound.