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fully. Secondly, curriculum making is about ‘enacting geography’ through its teaching, the point of which is to give it ‘purpose’. Purpose includes the intention to develop geographical understanding, as well as to be pur-poseful for children, which involves studies making sense to them, provid-ing insight and being pertinent to their lives. A key teaching and learning approach to employ through curriculum making is ‘enquiry’, which requires teachers to ‘perform a delicate balancing act’, drawing upon the students’ experiences, the subject resource and their own knowledge and craft skills. Third children’s experiences, attitudes and understandings should be brought to the subject and their learning, such as their geographical experiences in their personal, daily lives. The GA states that through ‘curriculum making’ these three aspects are held in balance (GA, 2009a, 2012). Its key ingredients are the approaches and techniques teachers use, their expertise and practical skills, students’ needs, interests and ways of learning, and geography as a dynamic, evolving subject and its role and value. Within this vision of curriculum making teachers are to use their pas-sion and enthusiasm for geography to create motivating and engaging, even surprising, studies, based in the school’s or department’s geography schemes of work. At the heart of the GA’s case is that curriculum making is a professional activity, the purview of ‘confident, autonomous teachers’. It is argued that:

Designing the curriculum is not just a technical matter, specifying objectives and a course of study to meet them. It is a moral concern, and should reflect what we think we should be teaching. (GA, 2009a, p. 27)

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