Report on the newly developed P-12 Curriculum, Assessment and Reporting Framework [P-12 CARF]
The Department of Education (DoE) has completed its review and updating of the P-12 CARF. To enable schools to review the new requirements, the new P-12 CARF was made available to schools from Term 3, with implementation to commence from 2022.
The QTU and DoE agreed in September 2020 that workload reduction negotiations would include a range of matters to be considered when developing the new P-12 CARF. The reduction in workload in the new P-12 CARF is apparent in a range of areas, including planning, differentiation, ICPs and reporting.
The new P-12 CARF reflects the majority of what was agreed in the joint DoE/QTU workload review agreement. For example, it includes clear statements about systematic curriculum delivery, homework, marking guides, planning expectations and ICPs. It is less clear on the specifics to do with refining models of inclusion - although this is implicit in the differentiated teaching section – and also lacks clear guidelines on how to support individual teachers in planning and resourcing for inclusion. This remains a tension point that the QTU will need to continue to work on with members, via workload campaigns and local action.
“P-12 Curriculum, assessment, and reporting framework” and “Minimum requirements for providing the Australian Curriculum in Prep to Year 10” sections
These documents outline the minimum requirements in:
- differentiated teaching
- health and wellbeing education
- risk assessments
- moderation and assessment and reporting.
They provide the minimum requirements for providing the curriculum, leading to a reduction in academic reporting
A whole-school approach to pedagogy
The pedagogical framework document in the P-12 CARF is replaced by “A whole school approach to pedagogy”. This section was developed as a supporting attachment of the P-12 CARF and in response to the Agreed Statement by Queensland Teachers’ Union (QTU) and the Department of Education published on 17 September 2020.
It promotes professional autonomy for schools to determine pedagogy that is appropriate for their context, learning areas and students. It negates the need for schools to have a Pedagogical Framework.
It supports schools to make decisions about effective pedagogical practices within the School Improvement Model and leverage the practices already being utilised at the school level.
It promotes the use of three new principles: the learner, the learning and the curriculum.
The Queensland Teachers’ Union (QTU) was consulted during workload reduction negotiations and we are supportive of the removal of the requirement for all schools to have a pedagogical framework.
Preparing for success in senior secondary
Remains almost identical to the previous iteration of the P-12 CARF.
A whole school approach to differentiated teaching and learning
The document has been edited to remove replication of resources published elsewhere. It supports a three-level planning as agreed with the QTU and outlines differentiation, focused and intensive teaching, and some ICP processes.
Individual curriculum plan for students in prep to year 10
The document has been revised in response to significant concerns with workload, the inappropriate use of individual curriculum plans (ICP) and misconceptions in providing ICPs. Greater precision of language has been included to prevent rules being created at the local level.
Proposed changes to this document are a result of significant consultation with key stakeholders. They include:
- renaming the document
- specifying that the provision of an ICP is for prep to year 10
- aligning information with OneSchool functionality to ensure essential processes are followed
- articulating when and how to provide an ICP using a visual decision-making flowchart
Assessment in prep to year 10
Previously, information about both assessment and moderation were in a single document. This supporting attachment has been renamed to provide greater clarity about the requirements of assessment. The content of the document is not significantly different to the previous version, however it addresses concerns raised by QTU about formative and summative assessment.
Unnecessary content that has either caused misconceptions or that is provided elsewhere, such as on the Assessment and Moderation Hub, has been removed.
Moderation processes in prep to year 10
This attachment provides greater clarity related to the requirements for moderation.
The content of the document is not significantly different to the previous version, however it clarifies the requirements that have previously led to some regions and schools creating additional work for teachers.
Reporting to parents
The document has been edited for accuracy of current information. It reiterates that written reports are only required twice a year and that schools can, via consultation, adjust their reporting protocols, such as the use of comments banks.