ICPA Qld lobbies to ensure all children in Queensland recieve a high standard of curriculum, which will promote their development and ensure they are well prepared for their present and future life roles.

Kelly Ostwald 2017 wsKelly Ostwald – Portfolio Leader
Susi Bellingham
Kylie Camp
Michelle Freshwater
Kate Bradshaw



The latest ICPA Qld Curriculum report can be found here - CURRICULUM PORTFOLIO MID-YEAR REPORT – NOVEMBER 2018



NAPLAN is an annual assessment for all students in Years 3, 5, 7 and 9. The tests cover skills in reading, writing, spelling, grammar and punctuation, and numeracy. The assessments are undertaken every year in the second full week in May. For more information click here.


The Queensland Curriculum and Assessment Authority (QCAA) is a statutory body of the Queensland Government who provides Kindergarten to Year 12 syllabuses, guidelines, assessment, reporting, testing and certification services for Queensland schools. The QCAA was established on 1 July 2014, replacing the Queensland Studies Authority (QSA).


The Queensland Tertiary Admissions Centre (QTAC) operates a centralised tertiary application service for:

• publicly-funded Queensland universities
• Bond University Medicine
• TAFE Queensland
• Australian Maritime College
• some courses at publicly-funded universities in Northern New South Wales
• some private tertiary education providers.
• Our institutions have complete control in determining their own entry requirements.

QTAC assess applications using these entry requirements and then make offers to successful applicants during our offer rounds.

As well as managing applications for the above institutions, QTAC publish course information for some institutions that accept their own applications directly. 


Design and Technologies/ Digital Technologies

The Australian Curriculum: Technologies describes two distinct but related subjects:
• Design and Technologies - students use design thinking and technologies to generate and produce designed solutions for authentic needs and opportunities.
• Digital Technologies - students use computational thinking and information systems to define, design and implement digital solutions.
The Design and Technologies subject is comprised of two related strands:
• Design and Technologies knowledge and understanding – the use, development and impact of technologies and design ideas across a range of technologies contexts.
• Design and Technologies processes and production skills – the skills needed to create designed solutions.
Students develop knowledge and understanding across a range of technologies contexts. The contexts provide a progression of learning across P-10 and are optional in Years 9 and 10. The four contexts are:
• Engineering principles and systems
• Food and fibre production
• Food specialisations
• Materials and technologies specialisations.
The Food and fibre production context focuses on the human-produced or harvested resources used to directly sustain human life and are produced in managed environments such as farms and plantations or harvested from wild stocks. Challenges for world food and fibre production include an increasing world population, an uncertain climate and competition for resources such as land and water. Students need to engage in these challenges by understanding the processes of food and fibre production and by investigating innovative and sustainable ways of supplying agriculturally produced raw materials. Students will progressively develop knowledge and understanding about the managed systems that produce food and fibre through creating designed solutions. (Food and fibre production includes food specialisations from Foundation to Year 6.)

The Technologies curriculum is a banded curriculum and content descriptions are written for Prep-Year 2, Years 3-4, Years 5-6, Years 7-8, Years 9-10.
Examples of the content descriptions are provided below:
• In Prep-Year 2, students explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating.
• In Years 3-4, students investigate food and fibre production and food technologies used in modern and traditional societies.
• In Years 5-6 students, investigate how and why food and fibre are produced in managed environments and prepared to enable people to grow and be healthy.
The Materials and technologies specialisations may also be linked to primary production contexts for learning via the units of work a school devises.
To view the curriculum, go to: