Reflecting on this discussion, there are features of engagement and practice in curriculum making which emerge for teachers generally to take into account in their curriculum making. These are drawn from the approach advocated by the GA and from the curriculum dynamics which were identified in the teachers’ perspectives on their practice. The first four reflect particular aspects of teachers’ attitudes as essential underpin-nings for curriculum making. The second six emphasise decision-making and organisational aspects as essential to effective curriculum making practices. While not suggested to be original, these features support sev-eral aspects of the UK Teaching, Learning and Research Programme’s espoused 10 principles (James & Pollard, 2012), characteristics of active learning (Monk & Silman, 2011) and a range of elements of effective ped-agogic practice (Hattie, 2009, 2012; Leach & Moon, 2008). The 10 fea-tures are expressed directly to reflect the potentially important role they contribute to effective curriculummaking. Attitudes underpinning curriculum making Be confident in yourself as a curriculum maker. This involves appreci-ating the value of working from the focus and plan of a topic to look for the opportunities it presents; seeking proposals and ideas from all in the class to discuss and lead to decisions, to appreciate that being open-minded involves a capacity to take risks, and to remain flexible to exploit thoughtfully unrecognised possibilities that arise; and being active as a curriculummaker. Be confident in yourself as a teacher. This involves using the skills of listening, hearing, observing and seeing as well as of leading and responding, in order to be able to direct and intervene to encourage and promote understanding of subject ideas and to support child-ren’s ways of learning. Be confident in and inclusive of the children. This involves valuing what children bring to the classroom and the topics they study; har-nessing their enthusiasm and interests; engaging them in discussion and decision-making; involving them in planning and organising themes, foci for study and activities for investigation, analysis, evalu-ation and communication; and working with them as active curricu-lum agents. Be active in your development of your subject understanding. This involves developing and deepening your knowledge of the subject areas and topics you teach; responding to children’s enquiries by investigating with them to broaden your knowledge, understanding and skills; and being an appreciative learner of knowledge, to encourage its reflection by the children.

DOI link for Reflecting on this discussion, there are features of engagement and practice in curriculum making which emerge for teachers generally to take into account in their curriculum making. These are drawn from the approach advocated by the GA and from the curriculum dynamics which were identified in the teachers’ perspectives on their practice. The first four reflect particular aspects of teachers’ attitudes as essential underpin-nings for curriculum making. The second six emphasise decision-making and organisational aspects as essential to effective curriculum making practices. While not suggested to be original, these features support sev-eral aspects of the UK Teaching, Learning and Research Programme’s espoused 10 principles (James & Pollard, 2012), characteristics of active learning (Monk & Silman, 2011) and a range of elements of effective ped-agogic practice (Hattie, 2009, 2012; Leach & Moon, 2008). The 10 fea-tures are expressed directly to reflect the potentially important role they contribute to effective curriculummaking. Attitudes underpinning curriculum making Be confident in yourself as a curriculum maker. This involves appreci-ating the value of working from the focus and plan of a topic to look for the opportunities it presents; seeking proposals and ideas from all in the class to discuss and lead to decisions, to appreciate that being open-minded involves a capacity to take risks, and to remain flexible to exploit thoughtfully unrecognised possibilities that arise; and being active as a curriculummaker. Be confident in yourself as a teacher. This involves using the skills of listening, hearing, observing and seeing as well as of leading and responding, in order to be able to direct and intervene to encourage and promote understanding of subject ideas and to support child-ren’s ways of learning. Be confident in and inclusive of the children. This involves valuing what children bring to the classroom and the topics they study; har-nessing their enthusiasm and interests; engaging them in discussion and decision-making; involving them in planning and organising themes, foci for study and activities for investigation, analysis, evalu-ation and communication; and working with them as active curricu-lum agents. Be active in your development of your subject understanding. This involves developing and deepening your knowledge of the subject areas and topics you teach; responding to children’s enquiries by investigating with them to broaden your knowledge, understanding and skills; and being an appreciative learner of knowledge, to encourage its reflection by the children.

Reflecting on this discussion, there are features of engagement and practice in curriculum making which emerge for teachers generally to take into account in their curriculum making. These are drawn from the approach advocated by the GA and from the curriculum dynamics which were identified in the teachers’ perspectives on their practice. The first four reflect particular aspects of teachers’ attitudes as essential underpin-nings for curriculum making. The second six emphasise decision-making and organisational aspects as essential to effective curriculum making practices. While not suggested to be original, these features support sev-eral aspects of the UK Teaching, Learning and Research Programme’s espoused 10 principles (James & Pollard, 2012), characteristics of active learning (Monk & Silman, 2011) and a range of elements of effective ped-agogic practice (Hattie, 2009, 2012; Leach & Moon, 2008). The 10 fea-tures are expressed directly to reflect the potentially important role they contribute to effective curriculummaking. Attitudes underpinning curriculum making Be confident in yourself as a curriculum maker. This involves appreci-ating the value of working from the focus and plan of a topic to look for the opportunities it presents; seeking proposals and ideas from all in the class to discuss and lead to decisions, to appreciate that being open-minded involves a capacity to take risks, and to remain flexible to exploit thoughtfully unrecognised possibilities that arise; and being active as a curriculummaker. Be confident in yourself as a teacher. This involves using the skills of listening, hearing, observing and seeing as well as of leading and responding, in order to be able to direct and intervene to encourage and promote understanding of subject ideas and to support child-ren’s ways of learning. Be confident in and inclusive of the children. This involves valuing what children bring to the classroom and the topics they study; har-nessing their enthusiasm and interests; engaging them in discussion and decision-making; involving them in planning and organising themes, foci for study and activities for investigation, analysis, evalu-ation and communication; and working with them as active curricu-lum agents. Be active in your development of your subject understanding. This involves developing and deepening your knowledge of the subject areas and topics you teach; responding to children’s enquiries by investigating with them to broaden your knowledge, understanding and skills; and being an appreciative learner of knowledge, to encourage its reflection by the children.