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

TwycrossSchool

http://www.geocapabilities.org

GeoCapabilitiesCurriculum Making

A workshop: “The significance of a well chosen artefact”

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

TwycrossSchool

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

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

TwycrossSchool

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)

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

TwycrossSchool

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).

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

TwycrossSchool

First: You need a base Map of the North Atlantic

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

TwycrossSchool

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

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

TwycrossSchool

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

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

TwycrossSchool

Here is an example, including extra ‘doodles’

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

TwycrossSchool

• Describe the map

• Analyse the patterns

• Apply the Push-Pull model

• Refine the model

Follow up Activities

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

TwycrossSchool

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.

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

TwycrossSchool

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).

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

TwycrossSchool

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.

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

TwycrossSchool

• 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?

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

TwycrossSchool

• 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?

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

TwycrossSchool

http://www.geocapabilities.org

SummaryIn 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

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

TwycrossSchool

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

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

TwycrossSchool

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

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

TwycrossSchool

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

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

TwycrossSchool

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