Co-Design for Curriculum Planning (CDCP) Outcomes

The Co-Design for Curriculum Planning (CDCP) is an approach to quality teacher professional development. In our 2017/18 “Education Horizons” project, funded by the Queensland Department of Education, the CDCP model was developed through working with teachers preparing for the Digitech curriculum.

On this page you can find some outputs from the project in terms of:

  • A white paper summarising the outcomes
  • Publications resulting from the work
  • Examples of teacher artefacts
  • Examples of student work
  • Examples of the co-design toolkit

White paper

You can read about the CDCP and the results of this pilot project in our white paper.

The white paper, written by the project team, provides a summary of the CDCP approach. It also presents preliminary results from the pilot study with two schools, including teacher and school leader opinions, and an evaluation of costing, scalability and impact for adopting the approach as policy.


Published outcomes to date include:

Two journal articles describing the approach, the pilot study and results are in progress.

  • A pre-print of the journal paper (i.e., prior to peer review) with a full description of the pilot study is available here (paper currently under review with the Australian Journal of Teacher Education)
  • The second paper investigates the effectiveness of using personas in co-design

Teacher artefacts

In the CDCP model, the project team works side-by-side with teachers to facilitate co-design of a term of work. In the pilot study we used OneNote software to manage this collaboration between participants. The following snapshots show examples of the emergent structure that was developed that had flexibility to allow for teacher autonomy while having enough information to help even a new teacher coming to Digitech for the first time.

  • The term of teaching is organised into modules. These include some fully fleshed out lessons, some project planning work, some technical skills, and some supporting resources. This image shows a sample overview of a term of work.

  • The CDCP approach ensures that students are always the focus of design: will what we’re doing engage the learners? For this reason, the main project was presented to students in two stages: a first project brief with clear language and a clear authentic purpose; and, later, a full brief with information about criteria for assessment. This image shows an example of the first of these.

  • The design also paid close attention to the goals of the school for the whole year of student learning in Digitech, and the way that the term of learning aligned with ACARA curriculum objectives.

Student work

Two examples of student work give an indication of the kind of results that were garnered through the CDCP approach. Given that Digitech is still being implemented, students (in year nine during the pilot) are coming into class with a wide range of skills. The advantages of using a well-resourced project-based approach are that:

  1. Teachers had a fully worked and customisable template for students to use, with corresponding technical lessons for how the template could be adapted by the students.
  2. All students were able to work using these materials with no assumption of prior coding experience.
  3. Students who were adept at coding were able to show others (including the teachers) how the template might be adapted to take the project work in new directions.

Two examples of student are shown work here for an assignment to produce a fully featured well-designed HTML page.

  • An example that stayed close to the template with minor colour design changes


  • An example where the students created their own template while still meeting project criteria.

Co-design toolkit

A full toolkit for use in the co-design workshops has been partly developed during the project. Some example images show flashcards of curriculum content, personas (created by teachers) and possible ideas as stimuli.



The work on Digitech for Design and the CDCP programme has been made possible by funding through the Queensland Department of Education‘s Education Horizons grant scheme. We are grateful for this funding allowing us to develop this important research to support teachers’ professional development.


Contact the project team using the form below for more information: