The Australian Curriculum provides teachers with the flexibility to respond to the range of learners within their classroom by offering opportunities for multiple means of engagement, representation, action and expression (ACARA. (2025). Planning for diversity. Australian Curriculum https://www.australiancurriculum.edu.au/student-diversity/planning-for-diversity).
A deep understanding of the three dimensions of the Australian Curriculum and knowledge of quality assessment design and current legislation are key to planning teaching and learning that responds to the needs of the range of learners in each classroom.
Intentional collaboration and partnerships between students, parents/carers, teachers and other professionals help students to progress in their learning and assist teachers to meet the needs of all learners.
Resources that support the use of equitable and inclusive planning and assessment processes can be found under the ‘Planning’ and ‘Assessment’ tabs of each Prep–Year 10 learning area.
CASE model
The Curriculum, Abilities, Standards, Evaluation (CASE) model is the Australian Curriculum’s suggested approach for teachers to use when planning inclusive curriculum. Using this model supports teachers to plan teaching, learning and assessment that is equitable, relevant and engaging.
Reasonable adjustments
All students have the right to an inclusive and challenging education appropriate to their needs (Human Rights Act 2019 (Qld) https://www.legislation.qld.gov.au/view/html/inforce/current/act-2019-005#sec.36).
Making adjustments to the curriculum, instruction, and /or environment creates the conditions that support equitable access to learning and assessment opportunities, and affirms each student’s capacity to succeed. This enables all students to engage meaningfully with the curriculum and demonstrate the fullness of their knowledge, understanding, and skills.
- Last updated:
- 17 November 2025
