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Decision-making and organisational aspects of curriculum making Be clear about the purposes of the topics you study. This involves hav-ing a clear sense of direction, based on evident intentions shared and discussed with the children; keeping these uppermost and evaluating them together periodically; being open to additional lines of enquiry and/or a change in direction if the study rationally warrants these. Limit your planning. This involves planning for the medium term partially, not fully; identifying and setting lines of intent and goals; being open-minded to ideas, opportunities and possibilities; being flexible, ready to adapt the focus of study and open new avenues where this is potentially beneficial to do. Recognise and draw upon children’s subject potential and engage-ment. This involves using elicitation, sharing, planning and organi-sational activities to draw in children’s subject, for instance geographical, understanding to the topic of study; working with the children to consider, explain and justify what their knowledge can contribute and to provide insights into both what they know and their misconceptions, how these shape their sense of the subject and what uses their contributions can provide; raising with them new lines of subject enquiry, as well as the gaps in their knowledge, and encouraging them to investigate; and involving the children in reflecting on and evaluating their understandings of subjects and areas of learning. Look always to use and extend your repertoire of teaching skills. This involves choosing wisely to select effective teaching strategies and approaches; taking opportunities to trial approaches new to yourself and the children, being open with them that you want their feedback (as well as that of colleagues you share your ideas with), as well as undertaking self-evaluation; encouraging the children to offer ideas about and undertake teaching tasks and activities as part of the class topic; encouraging and supporting their ideas but engaging them in critical examination of their proposals; working with the children, to provide guidance and direction for their learning; ensuring they jus-tify and explain what they plan to do, reflect on it periodically and evaluate it afterwards; and seeking to make future use of, adapt or reject teaching techniques that you try out. Provide active and experiential learning. This involves teaching inside and outside the classroom, engaging the children practically with the topic; focusing to ensure that the topics studied have meaning for and impact on the children; and engaging the children in planning and risk assessment. Be open to discussion and debate. This involves making your curricu-lum a ‘conversation’, as an active dialogue; being responsive and