The following table outlines an overall timeline for the QCIA process. Specific dates for QCIA procedures are published in the Senior Education Profile (SEP) calendar.
| Time | Steps of the QCIA process |
|---|---|
Before starting senior schooling | QCIA learning pathway |
| |
Term 1 in the first year of senior schooling | Curriculum |
Schools:
| |
Senior schooling | Teaching, learning and assessment |
Schools:
| |
Term 3 in the final year of senior schooling | Drafting QCIAs |
Schools:
| |
QCIA verification meetings | |
| Schools prepare for QCIA verification (see Section 3.4.3: QCIA verification). QCIA advisers attend scheduled meetings to quality assure students' draft QCIA statements using evidence provided by schools. Schools receive feedback from the QCAA (see Section 3.4.3: QCIA verification) and have two weeks to make the required changes. The due date is indicated in the feedback and published in the SEP calendar. | |
Term 4 in the final year of senior schooling | QCIA state review meeting |
Schools:
| |
Pre-production checks of the QCIA | |
| |
Certification | |
|
3.2.1 Registering students for a QCIA pathway
Schools register eligible students in the Student Management application at the start of senior secondary schooling. Schools must also identify students working towards a QCIA by selecting the intended learning outcome (ILO) as ‘QCIA’.
Starting a QCIA in Year 12
In exceptional circumstances, a student’s situation may change during their senior schooling and they may become eligible for a QCIA pathway (see Section 3.1: Eligibility for a QCIA). As the QCIA is an ILO chosen at the start of senior secondary schooling, any student whose ILO is changed to QCIA while in Year 12 must have their eligibility approved by the QCAA’s Manager, QCE and QCIA Unit, in writing by the end of Term 1. To apply for approval, the principal provides an explanation for the change in eligibility by email to qcia@qcaa.qld.edu.au.
3.2.2 Curriculum plans
The purpose of a curriculum plan is to identify 20–30 intended learning goals a student may achieve towards the end of senior schooling. Learning goals identify the highest level of knowledge or skill for each student. Schools do not choose every learning goal a student may achieve during senior schooling.
Schools develop a curriculum plan based on information from the GIL for each eligible student.
The GIL consists of curriculum organisers, learning focuses and learning goals for developing QCIA curriculum plans for students.
Curriculum organisers | ||||
|---|---|---|---|---|
Communication and technologies | Community, citizenship and the environment | Leisure and recreation | Personal and living dimensions | Vocational and transition activities |
CT | CCE | LR | PLD | VTA |
| 
| 
| 
| 
|
Learning for each of the five QCIA curriculum organisers is defined in the curriculum organiser descriptions. | ||||
Learning focuses | ||||
The learning focuses are identified and developed from the curriculum organisers and reflect the significant components of each curriculum organiser. | ||||
Learning goals | ||||
Learning goals are organised to reflect a range of learning, but the goals in a student’s curriculum plan need not cover all five curriculum organisers. Learning goals are designed to build from awareness or recognition through to use and application of knowledge, understanding and skills. | ||||
Building the QCIA curriculum plan
Schools create each student’s individual curriculum plan at the start of their senior secondary schooling. User roles are outlined in QCIA curriculum plans in Student Management: A guide for schools (PDF, 1.3 MB). The Access Management Organisation Administrator assigns the roles of QCIA coordinator and QCIA leader to appropriate staff (see Section 3.4.1: Internal quality assurance).
Each student’s QCIA curriculum plan is created and managed via the QCAA Portal. It incorporates:
- details of the school contact person for the QCIA
- eligibility criteria for the QCIA
- identification of the number of QCE-contributing studies likely to be completed by the student
- learning goals selected from the GIL
- approval of the curriculum plan by the school’s QCIA leader.
For more information about creating a curriculum plan see QCIA curriculum plans in Student Management: A guide for schools (PDF, 1.3 MB).
Amending an approved curriculum plan
During senior schooling, a student’s enrolment may change, and schools must update the details.
Any changes to learning or studies contributing to a QCE must be made through the Student Management application, accessed via the QCAA Portal.
Extending a year
A student may want to extend their senior secondary schooling beyond the regular pattern of two years, to a third year of senior schooling.
A QCIA is only issued at the completion of the academic year in which the quality assurance processes have been completed (evidence must be presented at all of the quality assurance processes in the year of the certificate issue). A student must remain enrolled at the school until the certificates are issued. A QCIA is not issued if a student withdraws or ceases enrolment within the third or extension year.
Schools are responsible for ensuring students and their parents/carers are aware of this before developing a curriculum plan that involves extending to a third year. Students who have already been issued with a QCIA, and who are completing an extended year, may work towards a QCE.
Ceasing or transferring enrolment with a school
If a student ceases enrolment at a school or is no longer eligible to receive a QCIA, schools must update the Student Management application as soon as possible.
Transfer students and curriculum plans
The new school must review, edit and approve the student’s previous curriculum plan in the Student Management application , ensuring that the appropriate learning experiences can be offered for the student at the new school.
For more information, email the QCAA at qcia@qcaa.qld.edu.au.
3.2.3 Gathering evidence of learning
Schools collect evidence of students’ learning throughout senior schooling. This evidence is used to report achievement and participation to students and parents/carers and to substantiate Statements of Achievement and Statements of Participation for the QCIA. Schools decide how evidence of students’ learning is collected and stored.
In the student’s exit year, the school generates draft QCIA information based on demonstrated learning and evidence of achievement and participation. This information should be discussed with students and parents/carers before the final submission of school data to the QCAA. See the GIL for suggestions about collecting different types of evidence.
