Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-organising-a-ks3-geography-curriculum/1-2-4-further-considerations

[Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [Teacher CPD](https://senecalearning.com/en-gb/revision-notes/teacher-cpd.md) › [CPD: Organising a KS3 Geography Curriculum](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-organising-a-ks3-geography-curriculum.md) › Further Considerations

# Further Considerations

CPD: Organising a KS3 Geography Curriculum (by Kate Stockings), topic 1.2.4

## From Concrete to Abstract

In addition to the discussion of what geography’s key concepts are, it is also important to consider where various geographical concepts sit on a continuum of ‘concrete’ to ‘abstract’.

### Concrete vs abstract

![Concrete vs abstract](https://image-v2.cdn.app.senecalearning.com/2018-09/1f418b9f-fb80-499f-b59d-361b92c33964/wave-surf-surfer-sea-sport-.jpg)

- Concrete concepts relate to things / events / phenomena that we can experience through our senses whereas abstract concepts we cannot (Roberts, 2013).

### Student interpretation

![Student interpretation](https://image-v2.cdn.app.senecalearning.com/2018-08/519f28eb-0bdc-4219-a0f7-505686d8ee8f/kid-child-naughty.jpg)

- However, what is a concrete concept to one student can be highly abstract for another (Brooks, 2018) depending on their previous geographical learning and the everyday geographies they bring to the classroom. 
- For example, ‘place’ will mean different things to different people.

### Dynamicism

![Dynamicism](https://image-v2.cdn.app.senecalearning.com/2018-09/12ae049e-19eb-4afb-bfed-1e4adad3f336/time-clocks.jpg)

- As mentioned previously, the concepts of your curriculum cannot be static in the long-term. Geography is a discipline that is in a constant state of becoming and involves creating new concepts in response to changes in the nature of the world (Lambert & Morgan, 2010).
- New concepts need to be accounted for.

## Well done!

Thank you for completing our CPD course.
We hope you've enjoyed it and that it has given you some ideas for your own classroom.

[GIF: ](https://i.giphy.com/media/v1.Y2lkPTc5MGI3NjExNzNjYmVuY29hdGwyMHNycGFheGI0a29mNjA4ZGVtanF2ZTh0NTZ3OSZlcD12MV9pbnRlcm5hbF9naWZfYnlfaWQmY3Q9Zw/l0MYCn3DDRBBqk6nS/giphy.mp4)

## Test yourself on Further Considerations

[Practise this topic for free](https://app.senecalearning.com/classroom/course/4d12da32-8f03-4512-bc14-ba4befec0562/section/07b04003-e12f-4c0d-8b02-fe481a355f0f/session)

- Previous topic: [1.2.3 More Key Concepts](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-organising-a-ks3-geography-curriculum/1-2-3-more-key-concepts.md)

## CPD: Organising a KS3 Geography Curriculum (by Kate Stockings) contents

### 1 Organising a KS3 Geography Curriculum
- 1.1 Introduction
  - [1.1.1 Organising a Key Stage 3 Geography Curriculum](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-organising-a-ks3-geography-curriculum/1-1-1-organising-a-key-stage-3-geography-curriculum.md)
  - [1.1.2 Regional Vs Systematic Geography](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-organising-a-ks3-geography-curriculum/1-1-2-regional-vs-systematic-geography.md)
- 1.2 Concepts in Curriculum Making
  - [1.2.1 The Value of Using Concepts in Curriculum Making](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-organising-a-ks3-geography-curriculum/1-2-1-the-value-of-using-concepts-in-curriculum-making.md)
  - [1.2.2 What are Geography's Key Concepts?](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-organising-a-ks3-geography-curriculum/1-2-2-what-are-geographys-key-concepts.md)
  - [1.2.3 More Key Concepts](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-organising-a-ks3-geography-curriculum/1-2-3-more-key-concepts.md)
  - [1.2.4 Further Considerations](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-organising-a-ks3-geography-curriculum/1-2-4-further-considerations.md)