iRubric: Curriculum Design /Analysis Rubric

There is strong evidence of integration of other disciplines and/or technology throughout the unit. Integration is explicitly stated.

There is some evidence of integration, and it is explicitly stated.

There is some evidence of integration, but it is not explicitly stated.

There is poor or no evidence of integration.

A clear description is made of the main ideology or mix of ideologies represented in the curriculum.

Some mention is made of ideology from which the curriculum is written.

Few references to any ideology upon which the curriculum is written.

No ideology reference made with respect to the curriculum.

Grade levels begin and end with content that can easily be continued the following academic year. Each level begins with a concise review re-introducing students to content key concepts. Ends the year with a clear goal in mind for the following academic year.

Grade level curriculum references previous knowledge and attempts to make connections between lprevious year's curriculum and current year's curriculum. Does not set expectations for following year's curriculum.

Grader level curriculum refers to previously learned content but does not provide opportunity to re -enage in content material. Does not set expectations for following year's curriculum.

Grade level curriculum introduces new content without making any connection to previously learned concepts.