Practices for leading self and others to support effective curriculum implementation.

Completing Module 1 will contribute 3 hours of NSW Education Standards Authority (NESA) Accredited PD in the priority area of 'leadership to support the learning outcomes of students and children' of the NSW Curriculum/Early Years Learning Framework addressing standard descriptors 6.2.3 and 6.3.3 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher or Highly Accomplished Accreditation in NSW.

Register for Module 1 of Leading Effective Curriculum Implementation – AC00725 (staff only).

Identifying changes to the curriculum and developing a plan to implement and evaluate the change.

Completing Module 2 will contribute 3 hours of NSW Education Standards Authority (NESA) Accredited PD in the priority area of 'delivery and assessment' of the NSW Curriculum/Early Years Learning Framework addressing standard descriptor 2.3.3 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher or Highly Accomplished Accreditation in NSW.

Register for Module 2 of Leading Effective Curriculum Implementation – AC00923 (staff only).

Leading teaching and learning through effective curriculum implementation. Leading collaborative inquiry to create conditions that focus on the core business of explicit teaching and the teaching and learning cycle.

Module 3 contributes 3 hours of NSW Education Standards Authority (NESA) Accredited PD in the priority area of 'delivery and assessment' of the NSW Curriculum/Early Years Learning Framework addressing standard descriptors 1.2.3, 2.1.3 and 3.2.3 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher or Highly Accomplished Accreditation in NSW.

Register for Module 3 of Leading Effective Curriculum Implementation – AC00980 (staff only).

Leading collaborative assessment and reporting practices aligned to the new curriculum.

Module 4 will contribute 3 hours of NSW Education Standards Authority (NESA) Accredited PD in the priority area of 'delivery and assessment' of the NSW Curriculum/Early Years Learning Framework addressing standard descriptors 5.1.3 and 5.2.3 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher or Highly Accomplished Accreditation in NSW.

Register for Module 4 of Leading Effective Curriculum Implementation – AC01037 (staff only).

Triangulating internal and external data to determine the impact of curriculum change on staff and students.

Module 5 will contribute 3 hours of PD addressing Standard 5 from the Australian Professional Standards for Teachers. This contributes to maintaining Proficient Teacher or Highly Accomplished Teacher accreditation in NSW.

Register for Module 5 of Leading Effective Curriculum Implementation – AC01087 (staff only).

Identifying and developing leadership capabilities in others to strengthen and scale effective curriculum implementation.

Module 6 will contribute 2 hours of PD addressing standard descriptors 6.1.3 and 6.3.3 from the Australian Professional Standards for Teachers. This contributes to maintaining Proficient Teacher or Highly Accomplished Teacher accreditation in NSW.

Register for Module 6 of Leading Effective Curriculum Implementation - AC01102 (staff only).

Middle leaders are ideally positioned to lead curriculum development and implementation collaboratively, fostering trust among leaders and teachers. In this session Kylie Lipscombe explores the importance of identity, positionality, and relational leadership practices as key considerations for middle leaders leading curriculum.

Available on MyPL – Meet the expert – a partnership approach to curriculum leadership with Kylie Lipscombe (staff only).

Megan Kelly, Executive Director, Curriculum and Reform and Jennifer Buckingham, Executive Director, Centre for Education Statistics and Evaluation (CESE) are joined by Nuella Flynn, Principal Policy Analyst from Australian Education Research Organisation (AERO) to discuss why explicit teaching is a priority for the department and the research driving this important work.

Available on MyPL – Meet the experts – explicit teaching and how learning happens (staff only).

Assessment is one of, if not the most powerful way to improve student learning. However, adopting formative assessment is far more than adding a few 'quick fixes' to teachers’ classroom repertoires. It involves a fundamental shift in focus, from what the teacher is putting into the process to what the students are getting out of it. Participants will learn about the five key strategies and practical techniques for implementing formative assessment. This is a valuable opportunity for middle leaders to hear directly from Dylan Wiliam and explore his research into formative assessment.

Available on MyPL – Meet the expert – embedding formative assessment with Dylan Wiliam (staff only).

This session with Viviane Robinson is based on her book ‘Virtuous Educational Leadership: Doing the Right Work, the Right Way’ which explores what it is to be virtuous and how virtues are essential for leading curriculum implementation. A series of activities will deepen your understanding of leadership, problem-solving and interpersonal virtues.

Available on MyPL – Meet the expert – leading effective curriculum implementation with Viviane Robinson (staff only).

This session with Dylan Wiliam explores practical strategies for sustaining effective formative assessment through teacher learning communities. Dylan highlights five key elements of impactful professional development: choice, flexibility, incrementalism, accountability, and support. He unpacks how these elements can be embedded into school practice to strengthen collaboration and improve teaching effectiveness over time.

Available on MyPL – LECI and CRC Meet the expert with Dylan Wiliam (staff only).

This session with Dr Nathaniel Swain explores one of the most impactful 'Game Changers' in explicit teaching: Checking for Understanding, which supports teachers and school leaders to verify whether students are learning what is being taught —while it is being taught. Grounded in Cognitive Load Theory, it empowers teachers to design learning that is sequenced, responsive and aligned with how students best process information.

Available on MyPL – LECI and CRC Meet the expert with Dr Nathaniel Swain (staff only).

This session with Eddie Woo, leader of the Mathematics Growth Team focuses on equipping school leaders and teachers with the mindset, knowledge and strategies to foster effective curriculum implementation and sustainable change.

Available on MyPL – LECI and CRC Meet the expert with Eddie Woo (staff only).