Models of curriculum implementation – primary
These models offer guidance for a tailored and successful transition for K–6 teachers.
The NSW Curriculum Reform timeline (NESA) and the department’s phases of curriculum implementation present a comprehensive overview of upcoming syllabuses, and the corresponding years to engage, enact or embed them. This additional time and flexibility for planning and preparation should be supported with a systematic and strategic approach, involving whole-school planning for effective implementation.
Models for English and mathematics
The following examples serve as a flexible blueprint. They assist primary schools in devising an effective curriculum implementation strategy aligning with specific needs at the local level.
Primary schools were required to enact the English K–10 and Mathematics K–10 syllabuses for Early Stage 1 and Stage 1 from Term 1 2023.
For Stages 2 and 3, flexibility exists for various implementation models.
| Example model | 2023 | 2024 | 2025 |
|---|---|---|---|
Model A – all at once |
Years 3–6 engage with both syllabuses |
Years 3–6 enact both syllabuses |
Years 3–6 embed both syllabuses |
Model B – stage by stage |
Years 3–4 engage with both syllabuses |
Years 3–4 enact both syllabuses
|
Years 3–4 embed both syllabuses Years 5–6 enact both syllabuses |
Model C – odd and even years |
Years 3 and 5 engage with both syllabuses |
Years 3 and 5 enact both syllabuses Years 4 and 6 engage with both syllabuses |
Years 3 and 5 embed both syllabuses Years 4 and 6 enact both syllabuses |
Models for other syllabuses
In addition to English and mathematics, the Curriculum Reform extends to the other key learning areas – creative arts, HSIE (human society and its environment), PDHPE (personal development, health and physical education), and science and technology collectively known as CHPS.
NESA will release the CHPS syllabuses in 2024.
The following example models demonstrate various strategies for primary schools to effectively implement the CHPS syllabuses.
| Example model | 2025 | 2026 | 2027 | 2028 | ||
|---|---|---|---|---|---|---|
Model D – 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 E – odd and even years |
Years 1, 3 and 5 engage with all CHPS syllabuses |
Years 1, 3 and 5 continue to engage with all CHPS syllabuses
|
Years 1, 3 and 5 enact all CHPS syllabuses Years K, 2, 4 and 6 continue to engage with all CHPS syllabuses |
Years 1, 3 and 5 embed all CHPS syllabuses Years K, 2, 4 and 6 enact all CHPS syllabuses |
||
Model F – K–2, 3–6 |
Years K–2 engage with all CHPS syllabuses |
Years K–2 continue to engage with all CHPS syllabuses Years 3–6 engage with all CHPS syllabuses |
Years K–2 enact all CHPS syllabuses
|
Years K–2 embed all CHPS syllabuses
|
||
| Model G – dual syllabuses, whole-school Two CHPS syllabuses are implemented together across all stages. |
Years K–6 engage with Creative Arts K–6 and HSIE K–6 syllabuses | Years K–6 enact Creative Arts K–6 and HSIE K–6 syllabuses
|
Years K–6 embed Creative Arts K–6 and HSIE K–6 syllabuses Years K–6 enact PDHPE K–10 and Science and Technology K–6 syllabuses |
|
||
| Model H – dual syllabuses, K–2, 3–6 Two CHPS syllabuses are implemented together in Early Stage 1 and Stage 1, then Stages 2 and 3. |
Years K–2 engage with Creative Arts K–6 and HSIE K–6 syllabuses | Years K–2 enact Creative Arts K–6 and HSIE
|
Years K–2 embed Creative Arts K–6 and HSIE K–6 syllabuses Years 3–6 enact PDHPE K–10 and Science and Technology K–6 syllabuses |
Years 3–6 embed PDHPE K–10 and Science and Technology K–6 syllabuses |
Workload reduction
Collaboration offers a powerful pathway for schools to optimise curriculum implementation, notably by reducing workload for staff. Such approaches become particularly impactful when 2 or more schools form a partnership – either within a community of practice or a broader network – to jointly navigate the engage and enact phases.
Taking a collaborative approach across schools may increase the appeal of certain example models over others. Consider, for example, an individual primary school implementing CHPS syllabuses. Opting for ‘Model D – all at once’ may appear daunting. In this scenario, the school would have sole responsibility for all planning and preparation activities as part of the engage phase for all 4 CHPS syllabuses. However, by partnering with 3 other schools, each could specialise in one syllabus, effectively dividing the workload by 4. Staff across all schools would benefit from the planning and preparation activities for each syllabus ahead of enacting.
For such collaborative initiatives to succeed, a few key elements must be in place:
- a shared vision
- well-defined planning with measurable milestones
- transparent communication channels among all schools involved.