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

Informed curriculum decision making Train-the-trainer workshop: Session 2, Conversation 2. Intentional conversation 2. The purpose of this intentional conversation is to: explore the five curriculum decision ‑ making processes in the QKLG

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

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

  2. 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.

  3. 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.

  4. Conversation process • Skim-read the handout of the decision-making processes. • Select a component of the diagram and jot down an example of what you currently do. • Take turns to explain your example to the group. • Read Figure 2: Informed decision making and compare the ideas with your current practices. • As a whole group, share your comments and insights. • Consider the reflective questions in the diagram and how you might use the decision-making elements.

  5. Decision-making practice • Elements: • responsivenessto children • building inclusive partnerships • creating inclusive learning environments • developing learning contexts — play, real-life engagements, and routines and transitions • promoting children’slearning and development. • Processes: • planningand organising for learning • interactingand co-constructing learning • monitoringanddocumenting children’s learning • assessingchildren’s learning • reflectingon learning and practice.

  6. For more information Visit the QKLG professional development material on the QSA website: <www.qsa.qld.edu.au>.

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