“That ICPA Qld lobbies the Department of Education (DoE) to urgently provide clear and transparent communication, along with a structured implementation plan, regarding the transition from Independent Learning Materials (ILMs) to Curriculum Support Materials (CSMs) under the Australian Curriculum, and to ensure the timely provision of comprehensive, user-friendly resources that clearly guide lesson delivery and support student understanding.”
Distance Education remains the only accessible form of schooling for many rural and remote families. For generations, ILMs have provided a consistent, reliable and structured foundation that allowed students to learn independently while being supported by their schools and families.
The transition to Curriculum Support Materials (CSMs), introduced alongside Version 9.0 of the Australian Curriculum, represents a significant shift in delivery. While the intent to modernise and align with mainstream schooling is understood, the rollout has been marked by a lack of communication, clarity and preparedness for Distance Education families.
At present, many DE families report limited to no access to the promised Curriculum Support Materials, minimal communication outlining the transition process and ongoing uncertainty regarding expectations and delivery methods.
It is acknowledged that the CSM model has been presented as a blended approach, combining both digital learning with hands-on, physical resources to support engagement and reduce screen fatigue. However, with the planned implementation of all eight Key Learning Areas (KLAs) in an online format by 2027, there is a clear and critical gap in the provision of structured physical support materials currently available to families, this model risks achieving the opposite outcome. Without comprehensive, user-friendly resources that clearly guide lesson delivery and support student understanding, the expectations placed on home tutors are unreasonable.
Immediate and transparent action is required to ensure Distance Education families are properly resourced, clearly informed, and genuinely supported throughout this transition, so that they are not disadvantaged by changes designed primarily for mainstream classroom environments.
