3. Content creation

Queensland Government employees create digital content every day to inform decisions, deliver services, communicate with stakeholders and support business operations.

Good digital content helps:

• Communicate information clearly
• Improve decision-making
• Support collaboration and knowledge sharing
• Reduce confusion and rework
• Improve customer and stakeholder experiences
• Increase accessibility and inclusion
• Improve productivity and efficiency

Digital content no longer consists solely of documents. Public servants increasingly create and maintain dashboards, online forms, presentations, collaboration spaces, visualisations, videos and AI-assisted content.

Strong content development skills help ensure information remains accurate, accessible, useful and appropriate for the intended audience.

You may be demonstrating this competency when you:

• Create a briefing package that combines written advice, visual information and supporting evidence for executive decision-making.
• Produce accessible digital content that meets government standards and can be used by diverse audiences.
• Develop content with assistance from approved AI tools while reviewing and refining outputs for accuracy and relevance.

Tool availability and configuration differ between agencies. Use only systems approved by your agency.

Common tools

Tools are the digital technologies used to create, edit and publish content.

Examples include:

• Microsoft Word
• Microsoft PowerPoint
• Microsoft Excel
• Microsoft Forms
• Microsoft OneNote
• SharePoint
• Power BI
• Microsoft Copilot
• Image, video and design tools approved by your agency
• Web content management systems

Common processes

Processes are the ways of working that help ensure content remains accurate, useful and fit for purpose.

Examples include:

• Planning content before creation
• Identifying audience requirements
• Applying accessibility principles
• Using approved templates and branding
• Reviewing and editing content
• Incorporating feedback
• Maintaining version control
• Applying plain language principles
• Testing content before publication
• Updating content when information changes

1. Select an existing document, presentation, form or other piece of content you recently created.
2. Review it from the perspective of its intended audience.
3. Identify whether the content is clear, accurate and easy to understand.
4. Check whether headings, formatting and structure support readability.
5. Consider whether the content is accessible and inclusive.
6. Identify one improvement that would make the content more useful.
7. Implement the improvement.
8. Ask a colleague for feedback on the revised version.

Hint: Good content development is not about creating more content. It is about creating content that helps people understand, decide, act or learn.

DigComp 3.0 describes eight proficiency levels grouped into four broad bands. For simplicity, this Hub presents the four bands: Basic, Intermediate, Advanced and Highly advanced. The descriptions below are practical workplace interpretations of DigComp 3.0 and are not verbatim reproductions of the official competence statements.

Basic

With guidance as needed, individuals can:

• Create simple digital content using common tools.
• Edit or update existing digital content.
• Understand that different types of content serve different purposes.
• Recognise basic principles of accessible and effective content creation.

Intermediate

Individuals can:

• Create digital content in a variety of formats.
• Adapt content for different audiences and contexts.
• Combine information from multiple sources to develop content.
• Use digital tools confidently to create and edit content.
• Improve existing content to make it more useful and effective.

Advanced

Individuals can:

• Develop high-quality content for complex needs and audiences.
• Select the most appropriate format for different communication purposes.
• Support others in developing digital content.
• Apply accessibility, usability and design principles.
• Improve content creation processes and outcomes.

Highly advanced

Individuals can:

• Design and lead complex digital content initiatives.
• Develop new approaches to creating and managing content.
• Guide others in advanced content development practices.
• Evaluate and improve organisational approaches to content creation.
• Support innovation in digital content development.

Content Improvement Challenge

Choose a document, presentation, form, SharePoint page or report that you regularly use.

Using the downloadable template:

• Identify the audience and purpose.
• Assess the structure and readability.
• Review accessibility and usability.
• Identify opportunities to improve clarity.
• Revise the content.
• Seek feedback from at least one colleague.
• Record lessons learned.
• Identify one content-development skill to improve further.

Download: Content Improvement Workbook (Word)

• Queensland Government Web writing and style guide
  Guidance for clear, consistent and accessible content.
• Queensland Government Design System
  Reusable styles, components and patterns for consistent digital experiences.
• Make digital services accessible
  Queensland Government accessibility expectations.
• Digital services policy
  Requirements for clear, secure and user-centred public-facing digital services.
• Accessibility tools for Microsoft 365
  Practical accessibility tools for Word, PowerPoint, Excel and other Microsoft 365 apps.
• DigComp 3.0 - Competency 3.1
  Competence statements and learning outcomes for developing digital content.

After completing this competency section, consider:

• How well does your content meet the needs of its audience?
• What content formats do you create most often?
• How do you ensure content is accessible and easy to understand?
• How often do you seek feedback on content you create?
• What content creation tools would you like to use more effectively?
• What is one improvement you could make to your content development practices?
• Which DigComp proficiency statement best reflects your current capability?

Queensland Government employees rarely start with a blank page.

Most work involves bringing together information, data, documents, policies, stakeholder input, research and lessons learned from multiple sources to create new outputs and insights.

Strong content integration skills help employees:

• Reduce duplication of effort
• Reuse existing knowledge effectively
• Create better quality work products
• Improve consistency across the organisation
• Save time and resources
• Produce evidence-based advice and recommendations
• Translate information for different audiences
• Generate new insights from existing information

As AI-powered tools become increasingly common, employees also need the ability to critically review, modify and improve content generated by digital technologies rather than simply accepting it as-is.

You may be demonstrating this competency when you:

• Combine information from multiple reports into a single resource tailored for a specific audience.
• Transform complex data into visual summaries that support decision-making and stakeholder understanding.
• Update existing guidance material to reflect policy changes while retaining important historical context.

Tool availability and configuration differ between agencies. Use only systems approved by your agency.

Common tools

Tools are the digital technologies used to combine, modify and improve content.

Examples include:

• Microsoft Word
• Microsoft PowerPoint
• Microsoft Excel
• Microsoft Copilot
• SharePoint
• OneNote
• Power BI
• Microsoft Loop
• Forms and survey platforms
• Approved design and content creation tools

Common processes

Processes are the ways of working that help ensure integrated content remains accurate, useful and appropriate.

Examples include:

• Reviewing existing content before creating new content
• Identifying authoritative sources
• Synthesising information from multiple sources
• Adapting content for different audiences
• Updating and improving existing resources
• Seeking feedback and incorporating improvements
• Validating AI-generated outputs
• Maintaining references and source information
• Checking consistency across documents and resources
• Applying accessibility and usability principles

1. Select a current work activity that requires information from multiple sources.
2. Identify at least three existing resources relevant to the task.
3. Review the information for accuracy, relevance and currency.
4. Identify common themes, key messages or insights.
5. Create a short summary, briefing, presentation or visualisation that combines the information.
6. Adapt the content for your intended audience.
7. Ask a colleague to review the final output.
8. Identify how the integrated content provides greater value than the individual sources.

Hint: Integrating content is not about combining everything you can find. It is about selecting, refining and connecting information so that it becomes more useful to the audience.

DigComp 3.0 describes eight proficiency levels grouped into four broad bands. For simplicity, this Hub presents the four bands: Basic, Intermediate, Advanced and Highly advanced. The descriptions below are practical workplace interpretations of DigComp 3.0 and are not verbatim reproductions of the official competence statements.

Basic

With guidance as needed, individuals can:

• Make simple modifications to existing digital content.
• Combine information from a small number of sources.
• Use templates or existing resources to create new content.
• Recognise that content can be adapted for different purposes.

Intermediate

Individuals can:

• Modify, refine and integrate content from multiple sources.
• Adapt digital content for different audiences and contexts.
• Create new content by building on existing information and resources.
• Combine data, information and content to support work activities.
• Improve content created by others, including AI-generated content.

Advanced

Individuals can:

• Create new knowledge and insights from diverse sources of information.
• Adapt and repurpose content for complex situations and audiences.
• Evaluate and improve integrated content for accuracy, quality and usability.
• Support others to combine and improve digital content effectively.
• Use digital technologies to create value from existing information and resources.

Highly advanced

Individuals can:

• Design new approaches for integrating and improving digital content.
• Lead activities that combine content, data and knowledge across multiple sources.
• Support innovation through creative reuse and adaptation of digital content.
• Guide others in advanced content integration practices.
• Contribute to improvements in organisational knowledge management and content reuse.

Content Transformation Challenge

Choose a current document, report, dataset or collection of resources relevant to your work.

Using the downloadable template:

1. Identify three existing sources of information.
2. Assess the strengths and limitations of each source.
3. Identify key themes or messages.
4. Create a new output tailored to a different audience or purpose.
5. Record what information was retained, modified or removed.
6. Review the content for clarity, relevance and accessibility.
7. Seek feedback from a colleague.
8. Reflect on how the new content adds value beyond the original sources.

Download: Content Transformation Workbook (Word)

• Queensland Online
  Guidance and standards for creating clear, user-focused and accessible digital content. Particularly useful when adapting information for different audiences.
• ForGov – Knowledge Sharing and Collaboration Resources
  Resources that support reuse of existing information, collaboration and effective sharing of knowledge across government.
• Digital Service Standard (Australian Government)
  Guidance on designing user-centred content and services that meet user needs while making effective use of existing information and evidence.
• Microsoft Learn – Get started with Microsoft Copilot
  Guidance on using AI-generated content responsibly, including reviewing, refining and improving outputs to meet business needs.
• Microsoft Learn – Create impactful content with Microsoft 365
  Practical learning resources covering how to create, adapt and improve content using Microsoft 365 applications.
• Queensland University of Technology – Academic and Professional Writing Resources
  Guidance on synthesising information, developing evidence-based arguments and creating new insights from multiple sources.
• European Commission – DigComp 3.0
  The official DigComp 3.0 framework and source of the competence descriptions and proficiency levels.

After completing this competency section, consider:

• How often do you create content from scratch versus adapting existing content?
• Do you routinely check whether useful content already exists before creating something new?
• How effectively do you tailor content for different audiences?
• How do you validate information when combining multiple sources?
• What role does AI play in your content development process?
• What is one way you could improve how you reuse and build upon existing knowledge?
• Which DigComp proficiency statement best reflects your current capability?

Queensland Government employees regularly create, adapt, share and publish digital content.

This may include:

• Reports
• Presentations
• Images
• Graphics
• Templates
• Videos
• Data
• Website content
• Training materials
• AI-assisted or AI-generated content

Not all digital content can be freely copied, changed or distributed. Copyright applies automatically to many types of original content, and licence conditions determine what others can do with that content. Australian copyright guidance explains that copyright protects original expression in forms such as writing, images, music, films and software code, and gives copyright owners exclusive rights such as copying, publishing and communicating the material.

Strong copyright and licence awareness helps employees:

• Use digital content lawfully and ethically
• Reduce legal and reputational risk
• Respect creators' rights and moral rights
• Attribute sources appropriately
• Understand when permission may be required
• Use Creative Commons and open government material correctly
• Avoid inappropriate reuse of third-party material
• Make better decisions when using AI-generated content

Queensland Government generally supports the distribution and reuse of government material, but some content is excluded from Creative Commons licensing, including logos, trademarks, third-party material and material with other specified licence conditions.

You may be demonstrating this competency when you:

• Confirm that images, datasets or documents can be reused before including them in a published government resource.
• Apply correct attribution requirements when incorporating third-party content into presentations or reports.
• Advise a project team on copyright considerations when using AI-generated or externally sourced material.

Tool availability and configuration differ between agencies. Use only systems approved by your agency.

Common tools

Tools are the digital systems, platforms or resources used to create, reuse, licence, attribute or publish content.

Examples include:

• Microsoft Word, PowerPoint and Excel
• SharePoint and intranet publishing platforms
• Website content management systems
• Microsoft 365 stock images, icons and templates
• Creative Commons licence information
• Queensland Government website copyright statements
• Australian Government and Queensland Government open data portals
• Approved AI tools
• Agency-approved image, design or media libraries
• Referencing and citation tools

Common processes

Processes are the checks and decisions that help ensure content is used lawfully, ethically and appropriately.

Examples include:

• Checking copyright and licence statements before reuse
• Confirming whether content is government-owned, third-party or open licensed
• Attributing sources when required
• Checking whether Creative Commons conditions allow the intended use
• Seeking permission where no licence or exception applies
• Reviewing whether content can be adapted, edited or redistributed
• Labelling AI-generated content where appropriate
• Keeping records of source material, permissions and licence conditions
• Checking whether logos, branding or trademarks are excluded from reuse
• Applying agency approval processes before publishing or distributing content

1. Choose a piece of digital content you want to reuse, such as an image, graphic, table, template, report extract or dataset.
2. Identify where the content came from.
3. Check whether the source includes a copyright or licence statement.
4. Determine whether the content is Queensland Government material, Australian Government material, third-party material, open licensed content or AI-generated content.
5. Check whether the licence allows your intended use, including copying, adapting, sharing or publishing.
6. Identify whether attribution is required.
7. Check whether any exclusions apply, such as logos, branding, trademarks, images or third-party material.
8. Decide whether you can use the content, need to attribute it, need permission or should choose a different source.

Hint: If content is publicly available online, that does not automatically mean it is free to reuse. Always check the copyright and licence conditions before copying, adapting or publishing content.

DigComp 3.0 describes eight proficiency levels grouped into four broad bands. For simplicity, this Hub presents the four bands: Basic, Intermediate, Advanced and Highly advanced. The descriptions below are practical workplace interpretations of DigComp 3.0 and are not verbatim reproductions of the official competence statements.

Basic

With guidance as needed, individuals can:

• Recognise general copyright and licence concepts in digital contexts.
• Recognise that original digital content is automatically protected by copyright.
• Identify that different types of copyright and licences may apply to digital content, including AI-generated content.
• Recognise that AI-generated content should be labelled as such where appropriate.
• Use and share digital content while following basic legal and ethical guidelines.

Intermediate

Individuals can:

• Recognise that copyright and licensing in digital environments can be complex and should be approached carefully.
• Distinguish between copyright, trademarks, patents, designs and other intellectual property concepts at a general level.
• Check licence terms before using, adapting or sharing digital content.
• Apply Creative Commons or similar open licence conditions correctly.
• Attribute sources and creators appropriately.
• Identify when permission may be required before reuse, adaptation or publication.

Advanced

Individuals can:

• Evaluate copyright and licence conditions across different types of digital content.
• Apply legal, ethical and organisational requirements when reusing or adapting content.
• Make informed decisions about using third-party, government, open licensed or AI-generated content.
• Support others to understand and apply copyright and licence requirements.
• Identify risks associated with inappropriate reuse, attribution or publication of digital content.

Highly advanced

Individuals can:

• Develop or improve approaches for managing copyright and licensing in digital content workflows.
• Guide teams in applying copyright, licence and attribution requirements consistently.
• Support responsible use of open licences, Creative Commons and government-owned content.
• Lead improvements in how digital content is sourced, attributed, reused and published.
• Contribute to organisational practices that support lawful, ethical and transparent content reuse.

Copyright and Licence Check

Choose a digital resource you are planning to use in a work product.

Using the downloadable template:

1. Record the content title, source and URL or location.
2. Identify the content type, such as image, document, data, video, template or AI-generated content.
3. Check the copyright or licence statement.
4. Identify what the licence allows.
5. Identify any restrictions, exclusions or attribution requirements.
6. Decide whether the content can be used as-is, adapted, shared or published.
7. Record the attribution statement you would use.
8. Identify whether permission, review or an alternative source is required.

Download: Copyright and Licence Check Template (Excel)

• Queensland Government - Use of copyright materials guideline
  Queensland Government guidance on rights, copyright material, moral rights, infringement and use of copyright materials. This is the most directly relevant Queensland Government source for public servants considering copyright use in government work.
• Queensland Government - Copyright
  Explains how Queensland Government website material can generally be reused under Creative Commons Attribution 4.0, and identifies important exclusions such as logos, trademarks, third-party content and material under other specified licences.
• Australian Government Attorney-General's Department - Copyright basics
  Explains the fundamentals of Australian copyright, including what copyright protects, copyright owners' rights, moral rights and copyright duration. Useful for understanding the legal foundation behind content reuse decisions.
• Australian Government Attorney-General's Department - For copyright users
  Provides guidance on using copyright material, including permission, exceptions, statutory licences and Australian Government material released under Creative Commons or other open content licences.
• Microsoft Support - What am I allowed to use premium creative content for?
  Explains how Microsoft 365 premium images, icons and creative content can be used within Microsoft 365 files and SharePoint, and highlights limits on using that content outside Microsoft 365 contexts.
• QUT Copyright Guide - Introduction
  Provides a plain-language overview of copyright, moral rights, Creative Commons licences and Indigenous Cultural and Intellectual Property considerations. Useful for building broader copyright awareness before reusing digital content.
• DigComp 3.0 - Copyright and licences 3.3
  Provides DigComp-aligned competence statements and learning outcomes for copyright and licences, including copyright, licensing, AI-generated content and ethical reuse of digital content.

After completing this competency section, consider:

• Do you usually check copyright or licence conditions before reusing digital content?
• How do you decide whether content can be copied, adapted or shared?
• What types of content do you reuse most often in your work?
• What licence conditions or exclusions are most relevant to your role?
• How confident are you in writing a correct attribution statement?
• How should AI-generated content be labelled or reviewed before reuse?
• What is one improvement you could make to your copyright and licensing practices?
• Which DigComp proficiency statement best reflects your current capability?

Programming is not only for software developers. For many public servants, this competency is about understanding how digital tools, automation, formulas and workflows can improve everyday work.

Queensland Government employees may use programming-related thinking when they:

• Break a process into logical steps
• Use formulas in Excel
• Create a Power Automate flow
• Build a simple Power App
• Set up rules, conditions or branching logic
• Use AI tools to help draft, test or explain logic
• Work with technical teams to describe business requirements
• Identify opportunities to automate low-value manual work

Strong programming and computational thinking skills help employees:

• Improve inefficient processes
• Reduce repetitive manual tasks
• Communicate more clearly with technical teams
• Understand how digital systems make decisions
• Test whether a digital workflow produces the expected result
• Build confidence with low-code and automation tools
• Identify where automation is useful and where human judgement is still required

Queensland Government's Digital Service Standard includes expectations relevant to building or significantly altering digital information, products and services, including understanding user needs, tools and systems, security, accessibility, open standards, testing and performance improvement.

You may be demonstrating this competency when you:

• Map a manual administrative process and identify steps that could be automated safely and efficiently.
• Break down a complex business problem into smaller components to design a digital solution.
• Create or refine a simple workflow, automation or script to improve consistency and reduce manual effort.

Tool availability and configuration differ between agencies. Use only systems approved by your agency.

Common tools

Tools are the digital technologies used to create, test or run instructions, workflows, formulas, automations or low-code solutions.

Examples include:

• Microsoft Excel formulas and functions
• Microsoft Forms branching logic
• Power Automate
• Power Apps
• Power BI calculations and transformations
• SharePoint lists
• Microsoft Planner and workflow integrations
• Approved AI tools
• Agency-approved scripting, automation or development tools
• Business process mapping tools

Common processes

Processes are the ways of working that help ensure digital instructions, formulas, automations and workflows are useful, reliable and safe.

Examples include:

• Breaking a problem into smaller steps
• Mapping inputs, actions, decisions and outputs
• Writing clear business rules
• Testing formulas, flows or workflows before use
• Checking results against expected outcomes
• Documenting how an automation works
• Reviewing errors and making improvements
• Considering security, privacy and access requirements
• Escalating complex or high-risk automation to technical specialists
• Monitoring whether a digital solution continues to work as intended

1. Choose one small repetitive work task.
2. Write down the task as a sequence of steps.
3. Identify the input, such as an email, form response, file, date or spreadsheet value.
4. Identify the action, such as saving a file, sending a notification, updating a list or calculating a result.
5. Identify any decision points, such as "if approved", "if overdue" or "if the value is above a threshold".
6. Identify the output you expect.
7. Test the steps manually using one example.
8. Consider whether the task could be improved using a formula, template, flow, form or other approved digital tool.
9. Record one risk or limitation that should be considered before automating it.

Hint: Programming starts with clear thinking. If you can describe the steps, decisions and expected outcomes clearly, you are already applying programming concepts.

DigComp 3.0 describes eight proficiency levels grouped into four broad bands. For simplicity, this Hub presents the four bands: Basic, Intermediate, Advanced and Highly advanced. The descriptions below are practical workplace interpretations of DigComp 3.0 and are not verbatim reproductions of the official competence statements.

Basic

With guidance as needed, individuals can:

• Recognise that digital systems follow instructions.
• Identify simple steps needed to complete a task.
• Understand that instructions must be clear and ordered.
• Use simple formulas, rules or automated functions in familiar tools.

Intermediate

Individuals can:

• Break a task or problem into logical steps.
• Create or modify simple digital instructions, formulas, workflows or automations.
• Use low-code or no-code tools to support routine work.
• Test whether instructions produce the expected result.
• Identify and fix simple errors in formulas, workflows or logic.

Advanced

Individuals can:

• Design more complex workflows, formulas or automations to meet a business need.
• Use conditions, variables, rules or structured logic to improve a digital process.
• Test and refine digital instructions across different scenarios.
• Support others to understand or use simple automation and programming concepts.
• Identify when technical or specialist support is required.

Highly advanced

Individuals can:

• Design or improve complex digital solutions using programming, automation or low-code approaches.
• Lead or contribute to initiatives that improve digital processes through automation or structured logic.
• Guide others in applying programming and computational thinking concepts.
• Evaluate risks, limitations and impacts of automated or programmed solutions.
• Contribute to organisational improvements in digital process design and automation.

Process-to-Automation Challenge

Choose a small, low-risk work process that is repetitive or rule-based.

Using the downloadable template:

1. Describe the current process.
2. Identify the trigger that starts the process.
3. Map each step in order.
4. Identify any decision points.
5. Identify the expected output.
6. Identify what could be automated using an approved tool.
7. Test the logic using an example.
8. Record risks, limitations and approval requirements.
9. Decide whether the process should remain manual, be simplified or be explored for automation.

Download: Process-to-Automation Planner (Excel)

• Queensland Government - Digital service standard
  Queensland Government standard for developing or significantly altering digital information, products and services. Relevant because programming, automation and low-code solutions should consider user needs, security, accessibility, open standards, testing and ongoing improvement.
• Australian Government - Digital Service Standard
  Australian Government guidance for designing and delivering digital services that are user-friendly, inclusive, adaptable and measurable. Relevant when programming or automation is used to support service delivery or business processes.
• Microsoft Learn - Power Automate
  Free Microsoft Learn resources on automating actions across common apps and services using Power Automate, including beginner modules on creating and managing automated processes.
• Microsoft Learn - Get started with Power Automate
  Beginner module that teaches users how to create simple flows, such as saving email attachments or sending reminders. Relevant for applying programming logic without writing traditional code.
• Microsoft Learn - Power Apps
  Free Microsoft Learn resources on building low-code apps to modernise processes and solve business problems. Relevant for public servants who want to move from manual forms or spreadsheets to simple digital solutions.
• Microsoft Learn - Get started with Power Apps canvas apps
  Beginner module that introduces canvas apps, data sources, controls and building apps from Excel. Relevant for understanding how low-code tools use structured logic and data to support work tasks.
• European Commission - DigComp 3.0
  The official DigComp 3.0 framework. It includes digital content creation, programming, problem solving and critical thinking as part of digital competence, and reflects the integration of AI across the framework.

After completing this competency section, consider:

• What routine tasks in your work follow clear steps or rules?
• Can you describe the task as inputs, steps, decisions and outputs?
• Which parts of the process require human judgement?
• Which parts could potentially be supported by a formula, flow, app or automation?
• What risks would need to be considered before automating the process?
• How confident are you in testing whether a digital workflow works as expected?
• What is one small automation or logic skill you could practise next?
• Which DigComp proficiency statement best reflects your current capability?