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 childrens learning and development. Processes: planning and organising for learning interacting and co-constructing learning monitoring and documenting childrens learning assessing childrens learning reflecting on learning and practice.
For more information Visit the QKLG professional development material on the QCAA website: www.qcaa.qld.edu.au.