Frequently asked questions

Curriculum networks can have a multitude of purposes. CRC are an example of a curriculum network. Curriculum Reform Communities (CRC) K-12 are specifically designed to support schools with the implementation of NESA syllabuses and the development of school-contextualised curriculum. CRC are led by the department’s Educational standards – Learning Improvement curriculum advisors and appointed school-based leaders. 

Teacher Expert Networks (TENs) were established by NESA to user-test resources and provide feedback on the new syllabuses directly to NESA. CRC are a way for NSW Department of Education to communicate information from both NESA and the department to schools and teachers regarding curriculum reform and new syllabuses.

Principals may choose to attend meetings as the school coordinator for their school. It is not a requirement that the principal is the school coordinator. The school coordinator is responsible for disseminating information to their school to ensure school leadership teams and teachers are updated with curriculum reform information. They represent their school as the teacher voice with consultation and discussion on curriculum reform.

Yes, your Principal must endorse your expression of interest. This is to ensure that the principal is aware of the additional workload, responsibilities and casual relief that may be a part of this role.

CRC leaders are required to:

  • attend meetings with Curriculum and Reform advisors (1-2 per term).
  • prepare and plan for their Curriculum Reform Community meeting
  • lead their CRC meetings.

This time commitment is approximately ten hours per term.

A range of support is available to CRC leaders, including:

  • professional learning to support leading CRC
  • casual relief
  • resources for CRC meetings to assist with planning
  • mentors and co-mentors from Educational standards – Learning Improvement for every CRC leader
  • strong communication through a dedicated Teams space which enables timely support for CRC leaders and school coordinators, as well as collaboration opportunities between and across communities.

No, CRC leaders are not renumerated for their role. Casual relief will be provided to CRC leaders to enable them to prepare and facilitate meetings.

Yes, teacher experts who are part of NESA TENs can also be CRC leaders.

Yes, in most instances, it would be appropriate for a CRC leader to fill the school coordinator role within their school. Principals may however, nominate a different school coordinator if teacher workload is a concern, or to facilitate the professional development of other staff members.

Each principal is asked to nominate one school coordinator who will lead curriculum reform within the school and be the point of contact for CRC leaders.

School coordinators or their delegates will be required to attend all meetings as scheduled by the CRC leader. It is anticipated that this will be 1-2 meetings each term. Meeting frequency will be determined as needed to communicate key messages on curriculum reform.

If you are a CRC leader, and the change in schools is within the same geographical area, you may be able to continue your role, subject to the endorsement of your new principal.

If you are a school coordinator, your role will be relinquished and the principal will be requested to nominate an appropriate replacement.

Professional Development Plans (PDPs) are designed to be fluid documents and can be adjusted according to professional development opportunities. Leaders and coordinators should discuss updates to their PDPs to reflect the commitment and professional development associated with these roles.

School coordinators are expected to attend meetings as scheduled by the CRC leader. It is anticipated that this will be a commitment of 1-2 meetings per term. In addition, school coordinators will be responsible for leading curriculum reform in their schools. This workload and commitment will be determined in collaboration with the school leadership team.

CRC will give the same key messages irrespective of their location. School coordinators may choose to attend networks closer to home, however; this may reduce their ability to network with school representatives in their local school communities. Decisions about which network to attend should be made in consultation with your principal.

A virtual network is being supported to enable access to CRC for teachers and schools in all locations across the state. Where possible, schools should connect with local CRC to facilitate connections and collaborations. If this is not possible, the virtual Curriculum Reform Community is available for you.

The Assistant Principal, Curriculum and Instruction position is a leadership role dedicated to ensuring that literacy and numeracy knowledge and skills are embedded in curriculum and assessment and high quality teaching practices are enhanced. Therefore, the AP C&I could represent their school in the school coordinator role. The decision is a school based decision which should be made in consultation with the principal.

There are three initiatives that the Department of Education are implementing to support schools with curriculum reform.

Curriculum Reform Communities (CRC)

The CRC will support all schools from Kindergarten to Year 12 with curriculum reform to improve teacher practice and student learning. The communities have been created to provide consistent and equitable support across NSW through the dissemination of curriculum reform related information, resources and professional learning. School-based CRC leaders will work in partnership with the department’s Learning Improvement curriculum advisors to provide this support.

Accelerated Adopter (AA) schools

Around 200 AA schools were selected based on system-wide data and evidence, in consultation with Directors, Educational Leadership. They will help the department to ‘test and learn’ with resources and models of support for the K-2 English and mathematics syllabuses. They will implement the new syllabuses with their Year 1 cohort in 2022 whilst providing feedback, co-designing models of support and sharing their experience and expertise. This initiative is helping to inform the support and resources available to all schools for the mandatory rollout of the K-2 English and mathematics syllabuses in 2023.

Self-Selector (SS) schools

Schools were given the opportunity to ‘self-select’ to implement the new K-2 English and mathematics syllabuses with year 1 in 2022. They may provide feedback on the department’s implementation support resources.

The principal or their delegate should email so that the school coordinator details can be updated.


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