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This project has been funded with support from the European Commission. This Web site reflects the views only of the autho...
This project has been funded with support from the European Commission. This Web site reflects the views only of the autho...
This project has been funded with support from the European Commission. This Web site reflects the views only of the autho...
This project has been funded with support from the European Commission. This Web site reflects the views only of the autho...
This project has been funded with support from the European Commission. This Web site reflects the views only of the autho...
This project has been funded with support from the European Commission. This Web site reflects the views only of the autho...
This project has been funded with support from the European Commission. This Web site reflects the views only of the autho...
This project has been funded with support from the European Commission. This Web site reflects the views only of the autho...
This project has been funded with support from the European Commission. This Web site reflects the views only of the autho...
This project has been funded with support from the European Commission. This Web site reflects the views only of the autho...
This project has been funded with support from the European Commission. This Web site reflects the views only of the autho...
This project has been funded with support from the European Commission. This Web site reflects the views only of the autho...
This project has been funded with support from the European Commission. This Web site reflects the views only of the autho...
This project has been funded with support from the European Commission. This Web site reflects the views only of the autho...
This project has been funded with support from the European Commission. This Web site reflects the views only of the autho...
This project has been funded with support from the European Commission. This Web site reflects the views only of the autho...
This project has been funded with support from the European Commission. This Web site reflects the views only of the autho...
This project has been funded with support from the European Commission. This Web site reflects the views only of the autho...
This project has been funded with support from the European Commission. This Web site reflects the views only of the autho...
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GeoCapabilities: curriculum making workshop Slide 1 GeoCapabilities: curriculum making workshop Slide 2 GeoCapabilities: curriculum making workshop Slide 3 GeoCapabilities: curriculum making workshop Slide 4 GeoCapabilities: curriculum making workshop Slide 5 GeoCapabilities: curriculum making workshop Slide 6 GeoCapabilities: curriculum making workshop Slide 7 GeoCapabilities: curriculum making workshop Slide 8 GeoCapabilities: curriculum making workshop Slide 9 GeoCapabilities: curriculum making workshop Slide 10 GeoCapabilities: curriculum making workshop Slide 11 GeoCapabilities: curriculum making workshop Slide 12 GeoCapabilities: curriculum making workshop Slide 13 GeoCapabilities: curriculum making workshop Slide 14 GeoCapabilities: curriculum making workshop Slide 15 GeoCapabilities: curriculum making workshop Slide 16 GeoCapabilities: curriculum making workshop Slide 17 GeoCapabilities: curriculum making workshop Slide 18 GeoCapabilities: curriculum making workshop Slide 19
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This presentation is a worshop to be carried out with teachers and trainee teachers which introduces the significance of a well chosen curriculum artefact.

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GeoCapabilities: curriculum making workshop

  1. 1. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project partners Twycross School http://www.geocapabilities.org GeoCapabilities Curriculum Making A workshop: “The significance of a well chosen artefact”
  2. 2. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project partners Twycross School http://www.geocapabilities.org The practical process of curriculum making A case study Aims • To explore the function of a curriculum artefact • To discuss the characteristics of curriculum enactment
  3. 3. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project partners Twycross School http://www.geocapabilities.org Curriculum making Curriculum making enables ‘curriculum enactment’. According to Walter Doyle, teachers should strive for this: “The highest form of professional practice is to create one’s own curriculum” (Doyle)
  4. 4. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project partners Twycross School http://www.geocapabilities.org Curriculum making Curriculum making therefore requires autonomy, adaptation and creativity. It enables ‘principled resistance’ (Doyle) to settling for less productive forms of curriculum experience. Elsewhere we call these Future 1 or Future 2 curriculum scenarios. Curriculum making enables a Future 3 curriculum. (However, on its own does not guarantee this).
  5. 5. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project partners Twycross School First: You need a base Map of the North Atlantic
  6. 6. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project partners Twycross School North America England Ireland This is your base map on which to record data about one family’s migration story (in the nineteenth century) Even a simple generalised one will do! It will be sufficient to Have this A4 size on plain white paper
  7. 7. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project partners Twycross School North America England Ireland YOU GET THE DATA FROM LISTENING TO THE SONG Click through using this link: GA curriculum making page. You can listen to versions with or without the text! You can download the text. There are many different ways to get students to record the data on the map! One Family’s Migration Story
  8. 8. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project partners Twycross School Here is an example, including extra ‘doodles’
  9. 9. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project partners Twycross School • Describe the map • Analyse the patterns • Apply the Push-Pull model • Refine the model Follow up Activities
  10. 10. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project partners Twycross School http://www.geocapabilities.org Among the main points to emerge are: • The potato failure over successive years was a main ‘push’ factor. • Michael went to England and got into trouble (not difficult for outsiders in (possibly) an unwelcoming new country). • He made money though (not sure how)! • He returned and with his money prospered.
  11. 11. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project partners Twycross School http://www.geocapabilities.org Among the main points to emerge are: • John was never seen again (crossing the Atlantic was an enormous step to take). • He was sadly missed - but he sent money home. • There was great anxiety at home as to the kind of job he would get (the railways were very dangerous. John never divulged his work).
  12. 12. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project partners Twycross School http://www.geocapabilities.org Among the main points to emerge are: • Brigitte, the sister, did not leave home (migration opportunities were not shared equally by gender - or age). The students‘maps contain all these data! After analysing this case study, it would be possible to then make connections with contemporary international migration, for example possibly focusing on the importance of remittances in the global economy.
  13. 13. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project partners Twycross School • Describe the map • Analyse the patterns • Apply the Push-Pull model • Refine the model Follow up Activities • Historical context, including information on the potato famine • Historical context, including journey times. • Statistical data from nineteenth century to present on population change in Ireland • Data on the current Irish diaspora What additional teaching and learning resources are needed?
  14. 14. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project partners Twycross School • Describe the map • Analyse the patterns • Apply the Push-Pull model • Refine the model Follow up Activities • It would be possible to use a refined model of international migration to examine a current instances. Where next?
  15. 15. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project partners Twycross School http://www.geocapabilities.org Summary In this case study, the Irish folk song becomes a curriculum artefact. • The teacher has seen its potential as a rich source of data that can be interrogated • It can be used – with historical and possibly spatial ‘distance’ - to introduce a complex and emotionally charged (‘controversial’) topic
  16. 16. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project partners Twycross School http://www.geocapabilities.org Summary • It can be referred to over many lessons as a memorable story • It therefore helps ‘anchor’ the topic. • It helps introduce a generalisation or model (Push-Pull) as a reliable explanation, but which nevertheless can be challenged and refined
  17. 17. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project partners Twycross School http://www.geocapabilities.org Curriculum Making as Curriculum Enactment • Translating the syllabus into locally productive and sustainable events • Curriculum artefacts (tools) represent a key part of this process
  18. 18. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project partners Twycross School http://www.geocapabilities.org Curriculum Making as Curriculum Enactment • Task design is also essential. • Tasks are the product of a teacher’s theory (interpretation) of the content • Failure to be sensitive to context (the students) risks loss of control and loss of curriculum
  19. 19. This project has been funded with support from the European Commission. This Web site reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project partners Twycross School Curriculum Making in Geography Student Experiences School Geography Teacher Choices Underpinned by Key Concepts Thinking Geographically Which learning activity ? Does this take the learner beyond what they already know ? In the context of the discipline of geography
  • geoghunt

    Nov. 20, 2018

This presentation is a worshop to be carried out with teachers and trainee teachers which introduces the significance of a well chosen curriculum artefact.

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