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This article is a great example of bridging curriculum design and curriculum practice. While this learning environment's curriculum learning expectations (design) is discipline-specific, a collaborative teacher team--through hard work and collegial dialogue and decision-making--create interdisciplinary units that integrate relational discipline-specific learning via universal theme [conceptual lens]-based units of study (practice).

Curriculum mapping is an ongoing process which asks teachers to develop curriculum goals, identify essential content, skills and concepts, and reflect on the taught curriculum. Some school districts make the mistake of diving into curriculum mapping and attempting to complete a product. When teacher teams become satisfied with the product, then the process is at risk. If a principal or superintendent asks teachers to change their focus from curriculum mapping to test item development or writing across the curriculum, then teachers soon realize that curriculum mapping was a fad and is no longer "the main thing.""