1. Implementing the Guideline for individual learning
Part 1: Developing QCIA curriculum plans
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2. Workshop goals This workshop is delivered in three parts.
The learning goals for Part 1: Developing QCIA curriculum plans are to know and understand:
the curriculum framework provided by the Guideline for individual learning (GIL)
how to use the GIL to prepare individualised curriculum plans for students working towards the QCIA
the process for developing and submitting curriculum plans using the QCIA Curriculum plan builder.

3. Activity 1: Identifying learning goals
See Participant Booklet
Activity 1: Identifying learning goals
Let’s pause and think about using the GIL to develop QCIA curriculum plans and planning for teaching, learning and assessment.
What do you already KNOW?
What do you WANT to learn today?
What have you LEARNT?

4. What is the GIL?
The GIL provides a curriculum, assessment and reporting framework for schools to use when developing individualised curriculum plans for senior secondary students working towards the QCIA. From 2016, all new QCIA curriculum plans will be developed using the GIL. The GIL can be accessed from:

5. Amended version available now!
Using the GIL
The GIL consists of five sections, which outline the processes for planning teaching, learning, assessment and certification:
Section 1: Curriculum
Section 2: Planning for teaching, learning and assessment
Section 3: Developing assessment
Section 4: Moderation
Section 5: Certification.
Amended Nov 2015
Amended version available now!

6. Curriculum framework
Figure 2: Curriculum structure from p.3 of the GIL

7. Curriculum organisers
Used to gather and record student achievement for the QCIA
Not all curriculum organisers need to be used – select only those relevant to the individual student
No changes are to be made to the curriculum organisers

8. Learning focuses
Identified and developed from the curriculum organiser descriptions
For each relevant curriculum organiser, select at least one learning focus
When a learning focus is broken down further, select at least one subcategory
No changes are to be made to the learning focuses

9. Activity 2: Purpose of each curriculum organiser
See Participant Booklet
Activity 2: Purpose of each curriculum organiser
Think
Read each of the curriculum organiser descriptions and learning focuses in the GIL (pp.4–5). Make some notes about the purpose of each curriculum organiser.
Pair
What is something new or interesting you learned about the curriculum organisers and learning focuses? Share with a partner.
Share
Is there anything that you will need to change about the way you currently use the curriculum organisers when developing future QCIA curriculum plans?

10. Learning goals
Describe the knowledge, understanding and skills of the learning focuses
Reflect a range of learning that caters for all students
For each learning focus, select at least one learning goal
No changes are to be made to the learning goals

11. How do you select learning goals?
Consider:
the individual student, e.g. strengths, goals, interests
data that indicates the student’s current level of learning, e.g. literacy, numeracy, communication
pathways planning
SET plan
individual planning, e.g. PATH planning
conversations with families
conversations with outside agencies and therapists.

12. Learning goals and Statements of Achievement
Selected from the GIL – refer to Appendix 1 (p.11)
Inform teaching and learning experiences the student will be provided
Implemented over Years 11 and 12
Learning goals
Collected from teaching and learning experiences
Demonstrates progress towards learning goals
Used to inform future teaching and learning
Evidence
Records the specific knowledge, understanding and skills the student has demonstrated
Substantiated by evidence
Refer to QCIA Handbook for writing protocols
Statements of Achievement

13. Examples: Aligning learning goals and Statements of Achievement

14. QCIA Eligibility form and curriculum plan
From 2016, the QCIA Curriculum plan builder (CPB) replaces the QCIA Eligibility form and curriculum plan.
Information about using the CPB is available at

15. Example 1: Preparing a QCIA curriculum plan
Curriculum organiser
Learning focus/es
Learning goal/s
Communication and technologies (CT)
Language comprehension
Listening
Listen and respond to one- and two-step instructions.
Community, citizenship and the environment (CCE)
Leisure and recreation
(LR)
Preferred leisure and recreation activities
Participating in activities
Performing Arts activities – dance, drama, music
Identify and take up opportunities to access local community resources that support participation in artistic and cultural activities.
Share dance, drama or music with peers to communicate emotions, experiences, ideas and stories.
Personal and living dimensions
(PLD)
Health and wellbeing
Understanding and managing emotions
Interacting with others
Identify strategies to manage and moderate emotions in increasingly familiar situations.
Describe characteristics of cooperative behaviour and identify evidence of these in group activities.
Everyday numeracy skills
Applying concepts of time
Using money
Read digital and analogue clocks to the hour, half hour, quarter hour and minute.
Use terminology for measuring time, e.g. ‘o’clock’, ‘half past’, ‘quarter to’, 'am' and 'pm'.
Identify and use combinations of coins and notes for simple purchases.
Vocational and transition activities
(VTA)
Post-school pathways
Vocational and transition options
Accessing local and community resources
Participate in different vocational and transition options, such as volunteering, supported employment, community participation, simulated work environments.
Engage in and reflect on support work and community placements
Identify and access agencies that provide information, products and services that support transition to life beyond school.
Skills for life beyond school
Independence skills
Identify and practise strategies to complete tasks.
Select curriculum organises relevant to the student’s needs
Record the learning focus and the subcategory
Learning goals are selected directly from the GIL
More than one learning focus can be selected for each curriculum organiser
More than one learning goal can be selected for each learning focus

16. Example 2: Preparing a QCIA curriculum plan
Learning goals are selected directly from the GIL
Record the learning focus and the subcategory
More than one learning focus can be selected for each curriculum organiser
More than one learning goal can be selected for each learning focus

17. Activity 3: Preparing a QCIA curriculum plan
See Participant Booklet
Activity 3: Preparing a QCIA curriculum plan
Identify a student requiring a QCIA curriculum plan.
Use the GIL to identify and record relevant curriculum organisers, learning focuses and learning goals, based on the student’s learning needs.

18. Creating and submitting QCIA curriculum plans
To create and submit a QCIA curriculum plan, use the QCIA Curriculum plan builder in the School Portal.

19. Example 1: QCIA curriculum plan

20. Example 2: QCIA curriculum plan

21. Review and reflect
The learning goals for Part 1 of this workshop series were to know and understand:
the curriculum framework provided by the GIL
how to use the GIL to prepare individualised curriculum plans for students working towards the QCIA
the process for developing and submitting curriculum plans through the QCIA Curriculum plan builder.

22. 3-2-1 Reflect Take a moment to reflect on:
3 things you recall from this workshop session
2 connections or changes to your current practice of developing QCIA curriculum plans
1 question you need answered.

23. Contact details Queensland Curriculum and Assessment Authority
Information about the amendments to the Guideline for individual learning —
Curriculum plans, moderation or certification —