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Senior school

The senior school curriculum is comprised of the school’s own unique senior curriculum learning areas. These learning areas provide a structure for the delivery of a curriculum that is personalised to our students’ learning goals based on the content of three student-centred planning documents. These learning areas provide a balanced curriculum that aims to provide students with targeted experiences, knowledge and skills to prepare them for transition to their post-school lives.
 
The curriculum enacted in the senior school is a result of the interaction between three student-centred planning documents and units of work from the senior school curriculum learning areas. The student-centred planning documents identify the learning pathway and explicit goals for each of our students whilst the units of work from the senior curriculum learning areas provide topics and a context in which these goals can be targeted.
 
Planning Alternative Tomorrows with Hope (PATH)
The PATH is a powerful person-centred, team-facilitated, graphic planning process used at our school to help plan the future pathways of our senior students. The Path Process involves bringing together important people in the student’s life and completing a large, visual planning template by following a carefully ordered sequence of questions and prompts.  The school aims to ensure that every student in the senior school completes the PATH process in year 10 and that these plans are reviewed annually. Upon completing the PATH process, our students have a set of clear goals to aim for by the end of their senior schooling. These goals, and the other content of a student’s PATH plan, help to inform the goals that are identified on a student’s QCIA curriculum plan.
 
Guidelines for Individual Learning (GIL)
The GIL is a supporting document in the QCIA process. The GIL provides a curriculum, assessment and reporting framework for schools when developing individualised curriculum plans for senior secondary students working towards the QCIA. Teachers at Aspley Special School use the GIL to identify and structure goals that will appear in a student’s QCIA curriculum plan. All learning goals that appear on this plan must be linked to a curriculum organiser and a learning focus of that organiser. The GIL provides a wide range of possible learning goals for students though other appropriate goals can be created as long as they fit inside a curriculum organiser and learning focus.
 
Senior Education Training
  The SET plan is a mandated departmental document which maps out a student’s plan of action for his or her education and training through the compulsory participation phase of schooling.  SET plans are created for students once they reach year 10 and are collaboratively developed with students, parents/carers and other important stakeholders. Each student’s SET plan includes a signed agreement outlining roles and responsibilities and the plan is revised and updated where necessary every semester. At Aspley Special School, the SET plan is used to document; the QCIA learning goals that the student is focusing on each semester, which learning areas the student will work on these goals and, the action and support that will be provided in relation to these goals. The SET plan is updated each semester using the topics and context provided by the units of work from the senior curriculum learning areas.
 
          QLD Certificate of Individual Achievement
 
 The QCIA is a certificate awarded by the Queensland curriculum and assessment authority (QCAA) which recognises the achievements of students who are on individualised learning programs. The certificate is an official record that provides students with a summary of their skills and knowledge that they can present to employers, training/service providers and other stakeholders.
 
 In order to achieve a QCIA, a student must first have a QCIA curriculum plan. This plan identifies clear learning goals for the student over their senior years and these will likely be influenced by aspects of the student’s PATH plan. The student’s QCIA curriculum goals are organised under QCAA’s five curriculum organisers for the purpose of certification. Evidence of a student’s achievement against these goals is collected by teachers over the senior years. Prior to certification, each student’s achievement towards their goals is considered and statements of achievement (which will appear on the QCIA) are prepared by teachers and validated via a verification process. The goals on the QCIA curriculum plan are used on a student’s SET plan.
 
Senior Curriculum and Learning Areas
The senior curriculum learning areas and units of work are a structural framework used by teachers to integrate the individual learning goals of their students. The learning areas and units provide a structure that enables the curriculum to be planned, delivered, assessed and reported on. Staff from Aspley Special School collaboratively developed the school’s senior learning areas based upon; the needs of our student as outlined in their PATH and SET plans, our school’s motto and vision, the programs previously offered at the school, the QCIA curriculum organisers and the unique setting, resources and context of our school.
 To provide additional structure, the staff collaboratively developed a sequential series of units for each of these learning areas. These units contain a topic and suggested content which can be integrated with student learning goals to create a personalised, meaningful unit of work. The topics and suggested content for these units were derived from a synthesis of all our previous student’s PATH and QCIA curriculum plans.
This provided the school with guidance as to what parents and carers want for their children and has enabled us to create a meaningful, balanced and flexible curriculum structure that help teachers plan and deliver a personalised curriculum. For a small number of classes, these unit topics and suggested content may not be suitable due to the high support needs of the students.  In these cases, teachers design highly individualised units of work based on the learning goals in the students’ QCIA curriculum plans.