“That ICPA Qld lobbies the Department of Education (DoE) to urgently address the impacts of the Version 9 Curriculum implementation on Distance Education (DE) families, specifically the loss of flexibility in learning delivery and the lack of access to structured, appropriate learning materials.”
Distance Education families in rural and remote areas operate under significantly different conditions to their metropolitan counterparts. Everyday tasks such as accessing groceries or attending appointments can involve a two to five hour round trip on unsealed roads, often requiring families to be away from the schoolroom for an entire day. Under the previous Individual Learning Materials (ILM) model, students were able to take their work with them and continue learning while travelling or return home and resume from where they left off. This structured, self-paced approach aligned with the realities of rural life and supported continuity of learning.
The transition to Version 9 Curriculum delivery has led to greater reliance on recorded or teacher-led lessons. This model is based on the assumption that families have consistent internet connectivity, and available time to engage with screen-based learning. As a result, flexibility has been significantly reduced, placing additional pressure on families and increasing the risk of students falling behind.
Distance Education is not simply “school at home.” It relies heavily on parents and supervisors to facilitate learning, often without immediate teacher access. Without clear, structured, and accessible materials—both digital and physical—the burden placed on families becomes unreasonable and risks compromising student outcomes.
There is growing concern that the foundational principles of Distance Education—flexibility, accessibility, equity, and support—are being eroded through this transition. It is critical that DE families are not disadvantaged by curriculum changes designed primarily for mainstream classroom settings. Learning materials must be provided in full prior to implementation, and delivery models must reflect the realities of rural and remote life by allowing students to work flexibly, both online and offline, with reduced reliance on continuous screen time and connectivity.
