Informed curriculum decision makingTrain-the-trainer workshop: Session 2, Conversation 2

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Intentional conversation 2

The purpose of this intentional conversation is to:• explore the five curriculum

decision‑making processes in the QKLG• examine what these curriculum

decision‑making processes might look like in practice

• engage in reflection on current decision‑making practices and compare them with the QKLG

• extend understandings of the relationship between the decision‑making processes and the decision-making elements.

Key messages of intentional conversation 2

The key messages to share are:• Teachers commonly use five

curriculum decision-making processes.

• As teachers engage in these decision-making processes, they consider a number of key elements.

• Informed curriculum decision making reflects the principles in the QKLG and contributes to quality learning and teaching.

Conversation process

1. Skim-read the handout of the decision-making processes.

2. Select a component of the diagram and jot down an example of what you currently do.

3. Take turns to explain your example to the group.

4. Read Figure 2: Informed decision making and compare the ideas with your current practices.

5. As a whole group, share your comments and insights.

6. Consider the reflective questions in the diagram and how you might use the decision-making elements.

Decision-making practice

Elements:• responsiveness to children• building inclusive partnerships• creating inclusive learning environments• developing learning contexts — play, real-life

engagements, and routines and transitions• promoting children’s learning and

development.

Processes:• planning and organising for learning• interacting and co-constructing learning• monitoring and documenting children’s

learning• assessing children’s learning• reflecting on learning and practice.

For more information

Visit the QKLG professional development material on the QCAA website: www.qcaa.qld.edu.au.