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

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: