Models of curriculum implementation – primary
These models offer guidance for school leaders and teachers to effectively implement the curriculum.
The NSW Curriculum Reform timeline (NESA) and the department’s phases of curriculum implementation provide essential information to support school leaders and teachers in their efforts to engage, enact, and embed the curriculum. This guidance supports schools to strategically plan for effective whole-school implementation.
Models for syllabus implementation
In line with the NSW Curriculum Reform timeline (NESA), all primary schools should be implementing the English K–10 and Mathematics K–10 syllabuses.
In 2024, NESA released the creative arts, HSIE (human society and its environment), PDHPE (personal development, health and physical education), and science and technology syllabuses. These are collectively known as CHPS.
The following example models demonstrate various strategies for primary schools to effectively implement the CHPS syllabuses.
| Example model | 2025 | 2026 | 2027 | 2028 | ||
|---|---|---|---|---|---|---|
Model A – all at once |
Years K–6 engage with all CHPS syllabuses |
Years K–6 continue to engage with all CHPS syllabuses |
Years K–6 enact all CHPS syllabuses |
Years K–6 embed all CHPS syllabuses | ||
| Model B – dual syllabuses, whole-school Two CHPS syllabuses are implemented together across all stages. |
Years K–6 engage with 2 syllabuses (example: creative arts and HSIE) | Years K–6 enact 2 syllabuses (example: creative arts and HSIE) Years K–6 engage 2 syllabuses (example: PDHPE and science and technology) |
Years K–6 embed 2 syllabuses (example: creative arts and HSIE) Years K–6 enact 2 syllabuses (example: PDHPE and science and technology) |
Years K–6 embed 2 syllabuses (example: PDHPE and science and technology) |
Workload reduction
Collaboration offers a powerful pathway for schools to optimise curriculum implementation by reducing workload for staff. This approach is especially effective when 2 or more schools partner together – either in a community of practice or a larger network – to navigate the engage, enact and embed phases. For example, if a single primary school opted for 'Model A – all at once' the school would have to manage planning and preparation for all 4 syllabuses in isolation. However, if the school collaborates with 3 other schools, each can specialise in one syllabus. This way, the workload is shared, and all staff can benefit from the planning and preparation for each syllabus before enacting.
To support the success of these collaborative efforts, it’s important to have a few key elements in place:
- a shared vision
- clear planning with measurable milestones
- open communication among all schools involved.