This document discusses developing curriculum materials and provides guidance on key elements to consider. It emphasizes that a curriculum should remain responsive to change, and outlines four important elements: content, teaching/learning strategies, assessment, and evaluation. It also discusses using a "curriculum artefact" - a tangible object or resource that can act as a focal point or inspiration for exploring a topic through student-led inquiry. Examples are provided of how a curriculum artefact can be selected and incorporated into a lesson sequence to engage students in deep thinking about geographical ideas.

1. Developing your
own curriculum
materials

2. 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)

3. “A curriculum, to be truly
educational, will lead the
students to unanticipated,
rather than predicted,
outcomes”
John McKernan

4. 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”

5. Learning line & competencies

6. Learning line & competencies
Tim Favier 2013
p.30 of literature
review
Teaching WITH rather
than ABOUT
And developing
INVESTIGATIONS

7. GeoCapabilities – ERASMUS funded
http://www.geocapabilities.org

8. 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….

9. A way in to enquiry – David Lambert
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.

10. Brendan Conway
https://notredamecobham.maps.
arcgis.com/apps/Cascade/index.ht
ml?appid=cee37df3d3ef411db2b2
e7a2d0a08309
Music of ‘The Beatles’

11. “Template”

12. Your own context
• A topic you want to teach with a spatial
angle
• Any existing data you have, or would
like to collect
• A series of enquiry questions which help
students explore the resource
• An outcome (which could be assessed?)
• A link to fieldwork / data collection
• Some sort of evaluation of the process

13. Where do you use GI at the moment?

15. Feedback
http://bit.ly/gentigi