[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-593980-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-593980-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","curriculum-alignment-after-reforms-a-systematic-review-with-considerations-for-queensland-pre-and-in-service-teachers-article-3","Curriculum Alignment After Reforms: A Systematic Review with Considerations for Queensland Pre-and In-service Teachers - Article 3","","This systematic review synthesises research on curriculum alignment to guide the implementation of Queensland’s Senior secondary curriculum reform in Australia. It examines the coherence of cognitive skills across the prescribed and enacted curriculum, identified as the least aligned components. Using PRISMA-based search methods, the review synthesises 108 relevant articles. Findings indicate alignment after reforms is often low, while educational taxonomies can strengthen alignment; further research is needed on enacted cognitive skills curricula in Queensland.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/curriculum-alignment-after-reforms-a-systematic-review-with-considerations-for-queensland-pre-and-in-service-teachers-article-3/593980/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/curriculum-alignment-after-reforms-a-systematic-review-with-considerations-for-queensland-pre-and-in-service-teachers-article-3/593980.png","ImageObject",300,407,{"name":42,"@type":43},"Franzy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the review focus on when examining curriculum alignment after reforms?","Question",{"text":63,"@type":64},"The review focuses on the coherence of cognitive skills between the prescribed and enacted curriculum, since these are typically the least aligned components.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were relevant studies selected for the systematic review?",{"text":68,"@type":64},"Search methods followed the PRISMA model, resulting in 108 relevant articles for qualitative synthesis.",{"name":70,"@type":61,"acceptedAnswer":71},"What do the review results suggest about alignment after curriculum reforms?",{"text":72,"@type":64},"Alignment after curriculum reforms is typically low, indicating the need for strategies to improve consistency across curriculum components.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},593980,1792167001,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 45  Issue 11 | Article 3 |\n| --- | --- |\n| 2020\u003Cbr>Curriculum Alignment After Reforms: A Systematic Review with Considerations for Queensland Pre-and In-service Teachers\u003Cbr>Claudia Elisabeth Johnson\u003Cbr>James Cook University, [claudia.pudelko@my.jcu.edu.au](claudia.pudelko@my.jcu.edu.au)\u003Cbr>Helen J. Boon\u003Cbr>James Cook University, [helen.boon@jcu.edu.au](helen.boon@jcu.edu.au)\u003Cbr>Maree Dinan Thompson\u003Cbr>James Cook University, [maree.dinanthompson@jcu.edu.au](maree.dinanthompson@jcu.edu.au)\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Curriculum and Instruction Commons, Secondary Education Commons, and the Secondary Education and Teaching Commons |  |\n\nRecommended Citation  \nJohnson, C. E., Boon, H. J., & Dinan Thompson, M. (2020) . Curriculum Alignment After Reforms: A Systematic Review with Considerations for Queensland Pre-and In-service Teachers. Australian Journal of Teacher Education, 45(11) .  \nRetrieved from [https://ro.ecu.edu.au/ajte/vol45/iss11/3](https://ro.ecu.edu.au/ajte/vol45/iss11/3)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol45/iss11/3](https://ro.ecu.edu.au/ajte/vol45/iss11/3)  \nCurriculum Alignment After Reforms: A Systematic Review with Considerations for Queensland Pre-and In-service Teachers  \nClaudia E. Johnson  \nHelen J. Boon  \nMaree Dinan Thompson  \nJames Cook University  \nAbstract: This systematic review synthesises research on curriculum alignment to suggest considerations for the implementation of the  \nSenior secondary curriculum reform in Queensland, Australia. It  \nfocuses on the coherence of cognitive skills in the prescribed and enacted curriculum as these are typically the least aligned curriculum components. Search methods, which followed the PRISMA model, resulted in 108 relevant articles for qualitative synthesis. Results show that alignment after curriculum reforms is typically low. The use of educational taxonomies can support curriculum alignment. Marzano and Kendall’s (2007) New Taxonomy of Educational Objectives underpins the new Queensland Senior secondary syllabi which, in line with other Australian policy, encourage the explicit teaching of  \ncognitive skills. Research is needed on the enacted cognitive skills  \ncurriculum in Queensland and its alignment with the reformed prescribed curriculum. To promote the successful implementation of the new Queensland Senior system, pre-and in-service teachers could engage with the New Taxonomy and best practice for teaching  \ncognitive skills.  \nIntroduction and Context  \nA major curriculum reform has taken place in Australia, namely the introduction of Queensland’s new Certificate of Education (QCE) (QCAA, 2017a) . Since 2019, Queensland’s secondary teachers are implementing new syllabi for Senior secondary subjects and are preparing students for external assessments in subjects leading to tertiary study pathways (QCAA, 2018b). The goal of the new QCE is to advance Queensland’s current Senior secondary assessment and tertiary entry procedures (QCAA, 2018b) .  \nThe implementation of the new syllabi means that teachers need to be expert at understanding and ensuring that curriculum alignment takes place in their classrooms. Curriculum alignment is the coherence between all components of an educational system, particularly between (1) learning objectives,(2) assessment and (3) teaching (Anderson, 2005) . These three curriculum components are inconsistently referred to in the body of literature. Thus for the purpose of this review, learning objectives written by an educational authority for use in schools are defined as the ‘prescribed curriculum’, knowledge and skills in summative assessment tasks as the ‘assessed curriculum’, and teachers’ classroom instructions as the ‘enacted curri","cbCailAWmKj4uFdO","https://ap.wps.com/l/cbCailAWmKj4uFdO","pdf",369144,23,"English","# Abstract\n# Introduction and Context\n## Defining prescribed, assessed, and enacted curriculum\n## Impact of alignment on student outcomes\n## Prior research and methods for measuring alignment","[{\"question\":\"What does the review focus on when examining curriculum alignment after reforms?\",\"answer\":\"The review focuses on the coherence of cognitive skills between the prescribed and enacted curriculum, since these are typically the least aligned components.\"},{\"question\":\"How were relevant studies selected for the systematic review?\",\"answer\":\"Search methods followed the PRISMA model, resulting in 108 relevant articles for qualitative synthesis.\"},{\"question\":\"What do the review results suggest about alignment after curriculum reforms?\",\"answer\":\"Alignment after curriculum reforms is typically low, indicating the need for strategies to improve consistency across curriculum components.\"}]","Curriculum Alignment After Reforms: A Systematic Review with Considerations for Queensland Pre-and In-service Teachers - Article 3 | PDF",1792078305,58]