Queensland studies authori ty Partnership and innovation

P12 syllabus design principles

Queenslands education system, like other education systems The syllabus is not the curriculum. The curriculum is the sum
nationally and internationally, is challenged with creating the total of the teaching and learning resources used in classrooms
conditions to achieve high-quality and high-equity educational and other learning environments. The syllabus sets the
outcomes for all students. parameters for the curriculum, aiming to shape and influence
the curriculum in use.
The Queensland Studies Authority (QSA) has been working in
partnership with school sectors towards achieving broad goals
for educational excellence and equity based upon: What is a school subject?
high expectations and standards for all students
improved educational outcomes for all students A school subject is a distinctive, purpose-built and targeted unit
of study. It is constructed by selecting from particular disciplines
improved public trust in schools and the education system. and applied fields of knowledge and by responding to different
These goals are becoming a reality through the introduction social, cultural and political demands and challenges. The
of the Early Years Curriculum Guidelines, the Queensland relationship between the school subject and disciplinary or
Curriculum, Assessment and Reporting (QCAR) Framework and applied fields of knowledge varies, depending on the phase of
the Queensland Certificate of Education (QCE). In this context, a learning.
key question for the QSA is:
How do the QSA syllabus documents help schools and school What syllabus design principles
systems meet these goals?
support high quality and high equity?
Current curriculum debates have focused on questions of
curriculum content variously interpreted as disciplinary The principle underpinning syllabus design for a high-quality
knowledge, cultural values, ideologies, specific skill sets and and high-equity system is a low-definition syllabus that balances
competencies. However, the technical form of the syllabus its informed prescription and informed professionalism.
shape and features has been neglected in these debates. Yet,
research shows the technical form, when properly supported, A low-definition syllabus outlines expected coverage and
can set up the school and classroom conditions to improve standards without attempting to script or control pedagogy
outcomes for all students. or instructional approach.

The syllabus principles and design elements described here are Following the principle of low-definition syllabuses, each
based on research commissioned by the QSA and undertaken by syllabus will:
Professor Allan Luke. This research, including an international be succinct the length will be determined by the task of
literature review and seven expert papers by leading curriculum mapping the school subject
scholars, found that high-quality and high-equity educational be written in teacher-accessible professional language
outcomes for students are achieved when the syllabus design
refer teachers to authorised resources on materials selection,
is based on a balance of informed prescription and informed
unit and lesson planning, assessment, pedagogical strategies
professionalism. That is:
and the specific needs for identifiable student groups,
a central, concise and consistent syllabus design applied to including Indigenous students, students with special needs,
all syllabuses from the Preparatory Year to Year 12 migrant, rural and socioeconomically marginalised students.
increased professionalism of teachers
From the schools perspective, this type of streamlined syllabus
accountability of the system. should do two things:
It should stand as an informed prescription. That is, the
What is a syllabus? syllabus should set out what is essential, in clear and plain
language. Informed prescription emphasises centralised
A syllabus is an official map of a school subject. It provides standards and syllabus mandates.
teachers with: It should establish the conditions for informed
a rationale and outline of the school subject professionalism. That is, teachers exercise their professional
judgment to shape and modify the syllabus, pedagogy and
an overview and specification of what should be taught and
teacher-based assessment.
learned
guidance on applying centralised standards to assess
students to ensure that classroom and school-level
assessment aligns with systemic practices.

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Queensland Studies Authority Ground floor, 295 Ann Street Brisbane. PO Box 307 Spring Hill Qld 4004
Phone: (07) 3864 0299 Fax: (07) 3221 2553 Email: [email protected] Website: www.qsa.qld.edu.au
The State of Queensland (Queensland Studies Authority) 2008 April 2008

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 Queensland Studies authority P12 syllabus design principles

Design elements for QSA syllabuses The required learning will be expressed as clear, simple and
concise statements that are useful for teachers. A teacher
prompt to illustrate the required learning will accompany
The following design elements for low-definition syllabuses set
each statement.
the enabling conditions for achieving high-quality and high-
equity educational outcomes. This is achieved by a balance Depending on the school subject and phase of learning, the
between informed prescription and informed professionalism. required learning may be expressed as content knowledge
statements, skills and behaviours, tasks and performances,
1. Syllabus coverage Phases of learning processes, competencies, capacities and experiences.
Across Prep to Year 12 there will be three phases of learning:
Early, Middle and Senior. Each phase will have a specific and
4. Syllabus standards
distinctive developmental focus that aligns with the overall Each syllabus will include the standards of learning and
systems goals of high quality and high equity. There will be a standards of assessment to guide teacher judgment. They
syllabus for each school subject for each phase of learning. will be framed as aspirational targets for students and
teachers to work towards, and will also be used for reporting
Early phase: Equity of access
achievement.
Early phase syllabuses will focus on proficiency in early
The standards statements will be based on an agreed model of
literacy and numeracy.
cross-curricular capabilities and be consistent across school
The developmental focus on access accommodates current subject and phase of learning. This will develop a common
early childhood philosophies that recognise the diverse vocabulary for teachers, students and parents for describing
cultural, experiential, cognitive and social resources that student performance in and across school subjects.
children bring to formal education.
Middle phase: Equity of engagement 5. Assessment
Middle phase syllabuses will continue the focus on literacy Each syllabus will include specific guidance on school-based
and numeracy through a broad and general education assessment practices and strategies appropriate to the school
including social, cultural, scientific, technological and subject and phase of learning.
aesthetic learning. Each syllabus will indicate where systemic standardised
The developmental focus on engagement accommodates testing programs and mandated moderated assessment are
issues of participation, motivation, identity, youth and linked to required learning. This will guide the development of
community cultures that research shows commonly arise in systemic, school and classroom assessment and moderation
the middle years. (where appropriate).

Senior phase: Equity of pathways

Alignment with systemic policies
Senior phase syllabuses will focus on the multiple pathways
through schooling to further education, work and gainful and The syllabus principles and design elements proposed here
active participation in democratic society. set enabling conditions for informed professionalism in
The developmental focus on pathways accommodates the pedagogy and assessment, aimed at high-quality and high-
different aspirations, orientations and capacities of students. equity student achievement. It is a design that aligns with
education and training reforms already underway.
2. Syllabus rationale However, it only sets the enabling conditions. The success of
Each syllabus will have a rationale which includes brief this syllabus design is contingent on the effective alignment of
statements about: other systemic policies and resources, including:
the school subject: a statement of the philosophy and the development of accessible teacher professional
logic of the school subject, noting key developments and resources
benchmarks in research on the subject a commitment to cross-sectoral and interagency
the educational goals: the overall purposes of the school collaboration
subject, noting benefits and value, associated learning ongoing comprehensive professional development
during the particular phase and links to earlier and later clearly aligned pre-service teacher education.
learning
the learners: a description of the phase, age and
developmental issues of the diverse communities of Conclusion
learners to whom the school subject will be taught (e.g.
by gender, language, cultural background, age, location, The principles and the syllabus design elements provide a
special needs). practical approach for syllabus writing and support the policy
directions of the Queensland Studies Authority and employing
authorities.
3. Syllabus content
This approach to the technical design of syllabuses low-
Each syllabus will identify the key components of the school
definition, balancing informed prescription with informed
subject (e.g. English might include writing, reading) and for
professionalism will contribute to delivering excellence and
each key component, the required learning (e.g. writing might
equity for all Queensland students, from Prep to Year 12.
include identifying topic, purpose and audience). The key
components and their required learning will be expected for all
students.

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