Key Takeaways
- Nine Queensland schools taught the incorrect subject for a year 12 ancient history exam due to a "perfect storm" of systemic and school-based control gaps.
- The error affected approximately 140 students, but none failed the exam, with over 40% receiving an A grade.
- The Queensland Curriculum and Assessment Authority (QCAA) was found to have communication gaps that contributed to the mistake.
- Staff transitions, unexpected absences, and challenging handovers were also identified as contributing factors.
- The government has implemented changes to the QCAA Board and is working to establish strong risk mitigation protocols to prevent similar errors in the future.
Introduction to the Incident
A recent investigation has revealed that nine schools in Queensland, Australia, taught the incorrect subject for a year 12 ancient history exam, resulting in approximately 140 students being affected. The error occurred due to a combination of systemic and school-based control gaps, which created a "perfect storm" of risk. The incident has sparked widespread concern and has led to a thorough review of the circumstances surrounding the mistake. The review, led by Dr. Grant Webb, identified multiple factors that contributed to the error, including staff transitions, unexpected absences, and challenging handovers.
Background to the Error
The topic for the ancient history exam had changed in 2025 for the first time since the introduction of the 2019 syllabus, with the new topic focusing on Roman dictator Julius Caesar, rather than Roman Emperor Augustus. Despite being notified of the change, the nine schools continued to teach students about Emperor Augustus, resulting in the error. The QCAA had sent memos to schools in August 2023 and April 2024, advising principals to ensure that teachers were aware of the external assessment topic notifications published in the QCAA Portal. However, the review found that the QCAA’s communication with schools did not effectively anticipate and mitigate the risk of misalignment between teaching and the external examination topic in all schools.
Investigation Findings
The review identified that staffing transitions around the time of the memos and when the content was taught contributed to the error by eroding institutional knowledge and creating critical information disparities. The investigation also noted that practices such as providing students with a curriculum overview and an assessment schedule at the start of each school year, as used in another jurisdiction, could help reduce similar exam blunders in the future. The affected schools included Flagstone Community College, Meridan State College, Redcliffe SHS, Yeronga SHS, St Theresa’s Catholic College, West Moreton Anglican College, James Nash SHS, Kuranda District State College, and Brisbane State High School.
Impact on Students
Despite the error, every student involved achieved a pass (C or above), and more than 40% received an A grade, according to the Crisafulli government. The Minister for Education, John-Paul Langbroek, stated that the welfare of the impacted students was the highest priority and that the support provided to both staff and students was "second to none." The incident has left many students feeling "angry" and "crazy" about the mistake, with some seeking answers and reassurance about the impact on their academic futures.
Government Response
In response to the incident, the government has implemented changes to the QCAA Board, which was deemed to be in need of renewal. The Minister for Education has requested written advice on the next steps to ensure that strong risk mitigation protocols are in place well in advance of the 2026 external examinations. The government has also acknowledged that the incident was "completely unacceptable" and has apologized for the mistake. The review’s findings and recommendations are expected to inform future improvements to the education system, with a focus on preventing similar errors from occurring in the future.
Conclusion
The incident highlights the importance of effective communication, robust risk management, and strong institutional knowledge in the education sector. The "perfect storm" of factors that led to the error serves as a reminder of the need for vigilance and attention to detail in ensuring that students receive the correct education and support. The government’s response to the incident, including the implementation of changes to the QCAA Board and the establishment of risk mitigation protocols, demonstrates a commitment to addressing the issues that led to the error and preventing similar incidents from occurring in the future.
