This page contains past curriculum documents. For current curriculum resources, visit the P–10 Australian Curriculum section.
A guide to implementing Queensland Curriculum
This guide supports teachers to implement Queensland Curriculum.
Information statements
Planning advice and templates
Cross-curriculum priority: ICTs
These resources support planning within and across year levels for the Information and Communication Technologies ( ICT s) cross-curriculum priority key learning area.
Professional development
These materials were developed to help schools implement Queensland curriculum.
Teaching
Catering for diversity
Inclusive strategies should be considered when planning, developing and documenting the adjustment of learning experiences and assessment. Information statements about inclusive strategies are available on the student diversity page.
Assessment resources
Principles of assessment
Assessment for learning
For fact sheets about assessment for learning see:
- Assessment for learning: A new perspective (DOCX, 231 kB)
- Assessment for learning: Developing student understanding (DOCX, 251 kB)
- Assessment for learning: Improving assessment pedagogy (DOCX, 228 kB)
- Assessment for learning: Inclusive practice (DOCX, 124 kB)
- Assessment for learning: School improvement (DOCX, 233 kB)
- Assessment for learning: Student achievement (DOCX, 231 kB)
Developing assessments
For fact sheets about developing assessment see:
- Scaffolding: Supporting student performance (DOCX, 222 kB)
- Thinking like an assessor vs activity designer (DOCX, 317 kB)
Making judgments
Building student success: A guide to the Queensland Curriculum, Assessment and Reporting Framework provides advice about how to develop quality assessment that is aligned with the Essential Learnings and Standards. See Chapter 7: Developing quality school-based assessment.
Using feedback
Assessment alone will not contribute to improved learning. It is what teachers and students do with assessment and other available information that makes a difference.
For factsheets about feedback see:
Moderation
The achievement standards guide teacher judgment about how well children have achieved. The most effective way to build consistent and comparable on-balance teacher judgment is through planned activities when teachers — in partnership or team situation — engage in focused professional dialogue to discuss and analyse the quality of children's work, compare their judgments about children's achievement and determine the match between the evidence in children's work and standards. This process is known as moderation.
See the following fact sheets for more information: