2025 Learning, teaching, and assessment programs

Learning goals and progression criteria

Learning goals

The curriculum standards are summarised as 18 learning goals.

The learning goals articulate what trainees need to be, do, and know, and are assessed throughout training on a five-point scale. This scale determines the expected standard for each learning goal at the end of each training phase. Trainees must meet these standards to progress to the next phase or complete the program.

Learning and assessment tools are linked to the learning goals which allows trainees to demonstrate competence across each learning goal.

Be: Competencies (professional behaviours)

Level 1

Needs to work on behaviour in more than 5 domains of professional practice

Level 2

Needs to work on behaviour in 4 or 5 domains of professional practice

Level 3

Needs to work on behaviour in 2 or 3 domains of professional practice

Level 4

Needs to work on behaviour in 1 or 2 domains of professional practice

Level 5

Consistently behaves in line with all 10 domains of professional practice

Do: Entrustable Professional Activities (EPAs)

Level 1

Is able to be present and observe

Level 2

Is able to act with direct supervision

Level 3

Is able to act with indirect supervision (e.g. supervisor is physically located within the training setting)

Level 4

Is able to act with supervision at a distance (e.g. supervisor available to assist via phone)

Level 5

Is able to provide supervision

Know: Knowledge guides

Level 1

Has heard of some of the topics in this knowledge guide that underpin specialty practice (heard of)

Level 2

Knows the topics and concepts in this knowledge guide that underpin specialty practice (knows)

Level 3

Knows how to apply the knowledge in this knowledge guide to specialty practice (knows how)

Level 4

Frequently shows they can apply knowledge in this knowledge guide to specialty practice (shows how)

Level 5

Consistently applies sound knowledge in this knowledge guide to specialty practice (does)

Learning goals

Progression criteria

Specialty foundation

Specialty consolidation

Completion criteria

Transition to fellowship

Click or tap on the buttons below to find more information:

Know

Be

Learning goals	Progression criteria		Completion criteria
Learning goals	Specialty foundation	Specialty consolidation	Transition to fellowship

1. Professional behaviours

Do

Learning goals	Progression criteria		Completion criteria
Learning goals	Specialty foundation	Specialty consolidation	Transition to fellowship

2. Team leadership: Lead a team of health professionals
3. Supervision and teaching: Supervise and teach professional colleagues
4. Quality improvement: Identify and address failures in health care delivery
5. Clinical assessment and management: Clinically assess and manage the ongoing care of patients
6. Management of transitions from paediatric to adult care: Manage transition of patient care from paediatric to adult medicine
7. Acute paediatric cardiac care: Assess and manage the care of acutely unwell patients
8. Management of cardiac conditions from fetal to adolescence, including end-of-life care: Manage and coordinate the longitudinal care of patients with complex cardiac conditions, including end-of-life
9. Communication with patients: Discuss diagnoses and management plans with patients
10. Prescribing: Prescribe therapies tailored to patients’ needs and conditions
11. Procedures: Plan, prepare for, perform, and provide aftercare for important practical procedures and investigations
12. Investigations: Select, organise, and interpret investigations

Know

Learning goals	Progression criteria		Completion criteria
Learning goals	Specialty foundation	Specialty consolidation	Transition to fellowship

13. Scientific foundations of paediatric cardiology
14. Acute paediatric cardiac care
15. Structural heart disease, including valvular and congenital heart disease
16. Acquired heart disease
17. Arrhythmias
18. Genetic cardiac disorders