“That ICPA Qld State Council lobbies the Queensland Department of Education to provide increased and ongoing support—both financial and staffing—for Schools of Distance Education, to enable the timely and effective implementation of Version 9 of the Australian Curriculum. This includes the urgent development of sufficient high-quality paper-based Independent Learning Materials (ILMs) to support home tutors and ensure equitable access for geographically isolated students who face limitations with internet connectivity.”
Schools of Distance Education play a vital role in delivering high-quality education to rural and remote students. The implementation of Version 9 of the Australian Curriculum presents a significant workload for teaching and curriculum teams, particularly where development of Independent Learning Materials (ILMs) is concerned. Many rural families rely heavily on these paper-based ILMs, as internet access is often unreliable or inconsistent, and the expectation that students spend prolonged hours learning solely through digital platforms is not developmentally or practically appropriate.
Education Queensland’s Equity and Excellence: realising the potential of every student (2023) policy commits to ensuring all students—no matter their location—receive a high-quality education and equitable access to the curriculum. This must include Distance Education students. In order to deliver on this commitment, additional targeted support is essential.
Longreach School of Distance Education (LSODE):
At LSODE, the burden of Version 9 implementation has fallen on a small number of already stretched staff. Currently, two teachers have been tasked with redeveloping the core learning programs, while simultaneously supporting home tutors and classroom teachers. These staff are overworked, with limited capacity to keep up with curriculum deadlines and the volume of ILMs required. Without increased support, rural students risk falling behind their peers in metropolitan and better-resourced settings.
