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Curriculum Making:
why it matters more
than ever
Alan Parkinson @GeoBlogs
Head of Geog: King’s Ely
Junior & freelance geog...
What have you
taught today?
A curriculum can exist at three levels—what is
planned, what is delivered and what is
experienced.
A curriculum must remai...
“A curriculum, to be truly
educational, will lead the
students to unanticipated,
rather than predicted,
outcomes”
John McK...
Margaret Roberts
Curriculum as music…
Michael Young: “powerful knowledge”
“Music excites when it is performed…”
Benjamin Britten
After Margaret Roberts
A challenge from Tim Oates (2011)
“…a curriculum document is, in
itself, neither boring nor
exciting, neither inspirationa...
Article by Mary
Biddulph on
curriculum
enactment
as a responsibility of
teachers…
….also from Mary…
“Ultimately it is up to
teachers and students
to take what the
discipline has to offer,
work it into
som...
Curriculum as process
An active not a technical process –
students engage critically with
geographical ideas and knowledge...
GeoCapabilities – ERASMUS funded
http://www.geocapabilities.org
Curriculum Making
“the creation of interesting,
engaging and challenging
educational experiences which
draw upon teacher (...
The curriculum artefact
• Bigger than a resource
• Smaller than a scheme of work
• Something to ‘hang’ knowledge around, a...
A way in to enquiry
The curriculum artefact becomes yours!
You “invest it with special significance”
You do this as a geog...
#edutwitter
• Knowledge is king
• The ‘sage on the stage’ is
back…
• Desks in rows
• Dual coding
• The ‘Michaela’ way…
• F...
What will you
teach tomorrow?
References
• “a different view” – the GA Manifesto (produced
during the Action Plan for Geography 2006-11)
• Margaret Robe...
References
• GeoCapabilities project website:
http://www.geocapabilities.org/ - ERASMUS+
funded project
• Mission:Explore ...
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  1. 1. Curriculum Making: why it matters more than ever Alan Parkinson @GeoBlogs Head of Geog: King’s Ely Junior & freelance geographer @KingsElyGeog
  2. 2. What have you taught today?
  3. 3. A curriculum can exist at three levels—what is planned, what is delivered and what is experienced. A curriculum must remain responsive to changing values and expectations if it is to remain relevant and useful. A curriculum has at least four important elements: content; teaching and learning strategies; assessment processes; and evaluation processes (Prideaux, 2003)
  4. 4. “A curriculum, to be truly educational, will lead the students to unanticipated, rather than predicted, outcomes” John McKernan
  5. 5. Margaret Roberts Curriculum as music… Michael Young: “powerful knowledge”
  6. 6. “Music excites when it is performed…” Benjamin Britten After Margaret Roberts
  7. 7. A challenge from Tim Oates (2011) “…a curriculum document is, in itself, neither boring nor exciting, neither inspirational nor dull. But teachers can be a of these things…”
  8. 8. Article by Mary Biddulph on curriculum enactment as a responsibility of teachers…
  9. 9. ….also from Mary… “Ultimately it is up to teachers and students to take what the discipline has to offer, work it into something tangible and realise the opportunities it offers…”
  10. 10. Curriculum as process An active not a technical process – students engage critically with geographical ideas and knowledge All knowledge is socially constructed, but some knowledge is more reliable than other knowledge, and has been tested in social communities called disciplines. Direct instruction / Scripted lessons??!! Prof David Lambert My old boss…
  11. 11. GeoCapabilities – ERASMUS funded http://www.geocapabilities.org
  12. 12. Curriculum Making “the creation of interesting, engaging and challenging educational experiences which draw upon teacher (and disciplinary) knowledge and skills, the experiences of students and the subject resource”
  13. 13. The curriculum artefact • Bigger than a resource • Smaller than a scheme of work • Something to ‘hang’ knowledge around, and act as a way in to a topic… something tangible perhaps, or with a personal connection…. @Asperatus07 The classroom… a museum
  14. 14. A way in to enquiry The curriculum artefact becomes yours! You “invest it with special significance” You do this as a geography specialist who can see the potential wrapped up in the artefact. You understanding it as a source of data and inspiration to think deeply about a topic or geographical idea. It is highly unlikely that the artefact will be the only resource used in a sequence of lessons, but it will be the key or signature material. It may become a kind of memorable reference point for the topic.
  15. 15. #edutwitter • Knowledge is king • The ‘sage on the stage’ is back… • Desks in rows • Dual coding • The ‘Michaela’ way… • Find your own path…
  16. 16. What will you teach tomorrow?
  17. 17. References • “a different view” – the GA Manifesto (produced during the Action Plan for Geography 2006-11) • Margaret Roberts seminar at the IoE – critiquing Powerful Knowledge - https://www.youtube.com/watch?v=DyGwbPmim7o • David Gardner on textbooks and their use: https://mediacentral.ucl.ac.uk/Player/2098 • Secondary Geography Handbook – 3rd edition (2017) • Debates in Geography Education – 2nd edition – David Lambert and Mark Jones (Ed) (2017) • Margaret Roberts: ‘Powerful knowledge and geography education’ – Policy and Practice (March 2014)
  18. 18. References • GeoCapabilities project website: http://www.geocapabilities.org/ - ERASMUS+ funded project • Mission:Explore books – available online under CC license • http://livinggeography.blogspot.com - blog • http://geographyteacher2point0.blogspot.com • ‘Effective innovation in the Secondary Geography Curriculum – Charles Rawding (2013) • Claire Kyndt’s GA presentation 2015: https://www.slideshare.net/misskyndt/curious- connections-curating-a-geographical-museum

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