Curriculum developers and teachers are producers. Maybe not of the Hollywood variety, but they design, curate and produce educational experiences for their students. What students take from these productions is not always easy to say, but I want to focus on the activities of curricular production. These activities might include: looking for an ideal example to illustrate some significant principle; selecting an image, headline or artefact because it is expected to generate some animated discussion; moving swiftly through some tricky piece of text that does not quite seem to work; and so on. These activities involve teacherly judgements about how to contextualise subject matter and engage students. Those judgements are informed by knowledge of the subject domain, but also the pedagogical knowledge and experience of what works in particular classroom contexts.
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