Curriculum Making – issues for using teacher created resources effectively GTE Conference Bristol 2008

What do we mean by ‘Curriculum making’ the creative act of interpreting a curriculum specification (such as the KS3 ‘programme of study’), and turning it into a coherent scheme of work.

Curriculum making courses Three interconnecting experiences Face to face conference On-line and telephone support An evaluation meeting

The importance of “curriculum making” It is Creative - engagement v delivery - leading v following It is Responsive - to young people’s interests/needs - to events and real world issues - to the changing subject

Curriculum making and CPD High Quality Continuous Professional Development is achieved through curriculum making

Teaching Ideas Teacher created resources are provided to demonstrate how teachers have localised the activities and underpinned what has been done with careful, purposeful thought.

Curriculum making Teachers draw from their teaching repertoire, their knowledge of their students and their knowledge of the subject to create lessons that engage and inspire.

Examples of teachers work From a Y2 class teacher the activities engage pupils in real and active experience within the school grounds, i.e. the most accessible environment to use when 'Learning Outside the Classroom‘ and then later into a more distant place.

How well do you know our playground? Can you think what is hidden behind here?

Development of Lesson 5 using 4 senses Having familiarised the children with the technique for gaining a ‘sense of place’ verbally in the field and subsequently in literacy where their use of ‘describing’ words was encouraged, the 4 senses frame was now used as a paired activity in the ICT suite. A range of photographs of Coll were used to ‘stimulate’ the children’s senses.

Geography Teachers’ Tool Kit Geography Teaching Today Moving stories (why is the population of the changing?) A thorny issue (should I buy a Valentine’s rose?) Into Africa (how are our lives connected with ?) Look at it this way (What are your views on landscapes?) Who do you think you are? (British or European?) Water works (do we have equal rights to resources?) Future floods (how can geography make a difference?) The rise and rise of (where does go from here?) The day I changed the world (what difference can we make to the climate?) Faster, Higher, Stronger (Is the Olympics the best way to regenerate ?) www.geographyteachingtoday.org.uk

Issues Content, rather than concepts, is the best starting point for curriculum making. Enquiry is the key to unlock the potential in the geographical content and concepts you select.

Curriculum making - Issues Conceptual understanding of geography is likely to differ from teacher to teacher Prior to serious curriculum making it is be helpful to clarify conceptual understanding.

3. Living Geography Valuing diverse perspectives Understanding change Engaging young people Envisioning ‘futures’ Developing critical understanding

Living Geography embraces young people’s geographies is current and futures oriented is often ‘local’ but always set in wider (global) contexts investigates changing environments encourages a critical understanding of geographical concepts e.g. ‘sustainable development’

Issues What is the ultimate goal? Editing Copyright Teachers personal CPD CPD for other groups Sharing resources Editing Copyright Geographical accuracy Consistency