1. Curriculum Making A workshop “The significance of a well chosen artefact”

2. 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 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) 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).

3. First: You need a base Map of the North Atlantic

4. 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

5. North America England Ireland YOU GET THE DATA FROM LISTENING TO THE SONG Click through using this link: GA curriculum making page.GA curriculum making page You can listen to versions with or without the text! You can down load the text. There are many different ways to get students to record the data on the map! One Family’s Migration Story

6. Here is an example, including extra ‘doodles’

7. Describe the map Analyse the patterns Apply the Push-Pull model Refine the model Follow up Activities

8. 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. 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). Brigitte, the sister, did not leave home (the 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.

9. Describe the map Analyse the patterns Apply the Push-Pull model Refine the model What additional teaching and learning resources are needed? 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 Where next? It would be possible to use a refined model of international migration to examine a current instance. Follow up Activities

10. 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 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

11. Curriculum Making as Curriculum Enactment Translating the syllabus into locally productive and sustainable events Curriculum artefact (tools) represent a key part of this process Task design is essential too. 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

12. 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