“That ICPA Qld urgently lobbies the Department of Education (DoE) to provide a clear and immediate update on the development, availability and distribution of Curriculum Support Materials (CSMs), including confirmed timelines for all subject areas, and to ensure that high-quality, paper-based (printable) versions of these materials are consistently accessible to all Schools of Distance Education (SDE) students.”
The DoE has advised that, with the implementation of Australian Curriculum V9, ILMs will be phased out and replaced with CSMs. These materials are intended to support teaching, learning and assessment across a range of contexts and to assist Home Tutors in isolated learning environments.
ICPA Qld has consistently advocated for these resources to be available in high-quality, paper-based formats to ensure equitable access for rural and remote families, many of whom experience limited or unreliable internet connectivity.
Following consultation at the 2025 ICPA Qld State Conference, a CSMs Working Group was established, including representatives from the DoE, SDEs and ICPA Qld. This group provides ongoing feedback into the development of these materials, with ICPA Qld strongly reinforcing the need for printable, user-friendly resources.
Despite this, there has been limited visible progress at the family level. Many Home Tutors and families report that they have not yet received CSMs, nor clear communication from their SDE’s regarding access, availability or implementation timelines. This lack of information is creating uncertainty and concern.
While initial advice indicated that Unit 2 English materials for Prep to Year 2 would be available from Term 2, 2026, and that further units would follow, this has not translated into consistent access for families. The absence of clear communication and readily available resources is contributing to a growing perception among families that the needs of rural and remote students and their home tutors are not being prioritised. This is leading to a perception that the realities of isolated classrooms are not fully understood By the DoE or considered in current implementation.
The development of CSMs is acknowledged as ongoing; however, it is critical that the DoE provides transparent updates, clear timelines, and practical access to materials. Without this level of clarity and accessibility, students in geographically isolated settings risk being disadvantaged during the transition from ILMs to CSMs.
It is important to emphasise that reliance on digital delivery alone is not sufficient. Ensuring that all CSMs are designed for easy printing and effective offline use remains essential to supporting equitable educational outcomes for rural and remote students.
