Phases of curriculum implementation
The phases of engage, enact and embed can be used as a guide for effective curriculum implementation in schools.
Watch 'Phases of curriculum implementation – overview' (3:22).
Narrator
Have you been wondering how the NSW Curriculum Reform might strengthen teaching and learning in your school?
The NSW Government is reforming the curriculum to streamline and strengthen what is taught in every classroom in NSW, so every student is prepared and ready for their future.
A new curriculum provides an opportunity for all of us to examine what we do and how we do it, in the classroom, in a school and as a system.
So, what might the curriculum implementation journey look like?
The 3 phases of curriculum implementation guide school leaders and teachers to effectively implement a new syllabus.
Grouping activities into 3 phases makes it easier to understand the curriculum implementation journey and how to access the professional learning, resources and advice most relevant to you.
The 3 phases of curriculum implementation are:
Engage – Enact – Embed
The phases apply across the range of school contexts. They are informed by effective curriculum implementation practices and aligned to Department of Education policies.
The first phase of curriculum implementation is ‘Engage’.
In the engage phase school leaders and teachers explore aspects of new syllabuses.
They identify and plan for changes required for effective curriculum implementation.
The length of time for this phase may vary depending on your school context. It may be shorter or longer than a year.
The second phase of curriculum implementation is ‘Enact’.
In the enact phase, teachers teach, assess and report using the new syllabus.
School leaders and teachers evaluate their implementation of the curriculum to refine new practices and systems.
The length of time in this phase may vary depending on your school context and the stage you are teaching.
The third phase of curriculum implementation is ‘Embed’.
In the embed phase, school leaders and teachers strengthen and scale to ensure sustainable practices and systems.
Embedding effective implementation is ongoing.
You may move in and out of phases depending on the syllabus you are implementing .
By considering the key activities in the 3 phases, the curriculum implementation journey can be more responsive to staff and student needs.
Professional learning, resources and advice are available to support teachers and school leaders throughout all 3 phases of curriculum implementation.
For more information visit the department’s phases of curriculum implementation web page.
[End of transcript]
Effective curriculum implementation is an iterative process for school leaders and teachers, rather than a singular event. The phases of curriculum implementation are:
The phases of curriculum implementation:
- can be used as a guide to support activities and reflective thinking in schools when implementing a new syllabus
- are informed by evidence for effective implementation in schools and are aligned to department syllabuses
- can be used flexibly across a range of schools and a variety of specific roles.
Curriculum implementation journeys
The curriculum implementation journeys provide role-specific suggested activities, reflective questions and resources to support effective implementation.
The curriculum implementation journeys could support individual planning and reflections using the Performance and development framework. They could support collaborative teaching and leadership activities that underpin work for School Excellence in Action, Strategic Improvement Plans and Implementation and Progress Monitoring.
Select the journey for your role to find out more.
Examples of curriculum implementation
Examples of practice highlight the curriculum implementation journeys of early adopter schools:
- Leading effective curriculum implementation (LECI) Illustration of Practice K–6
- Leading effective curriculum implementation (LECI) Illustration of Practice 7–12
- Curriculum implementation case studies (CESE)
- Leading a whole school curriculum process – illustration of practice a key resource to showcasing leadership practices and processes to foster continuous growth and improvement in curriculum implementation 7–12.
Purpose of resource
The phases of curriculum implementation (Engage, Enact, Embed) can be used as a guide to support activities and reflective thinking in schools when implementing a new syllabus. They are informed by evidence for effective implementation in schools and aligned to department policies. These phases can be used flexibly across a range of schools and in variety of specific roles to guide effective curriculum implementation.
Target audience
The audience for this resource is school principals, school leadership teams and school staff.
When and how to use
Curriculum implementation is core and ongoing business in schools and effective curriculum implementation drives student growth and attainment, and school improvement.
New syllabuses provide schools with a unique opportunity to re-focus and place curriculum at the heart of school planning. This resource can be used to highlight the thinking schools may consider during each phase of curriculum implementation. Reflective questions and suggested activities are included to support this process for specific roles in both primary and secondary schools.
Research base
This resource was developed by the Curriculum Directorate. The research base used was NESA’s NSW Curriculum and the department's What works best in practice.
In addition the following research was considered:
- Albers, B and Pattuwage, L. (2017). ‘Implementation in Education: Findings from a Scoping Review. Melbourne: Evidence for Learning
- Dao L, (2021) ‘Challenges and enablers encountered by a curriculum leadership team in implementing the national curriculum in one Australian school’, Leading and Managing, 27 (1): 77-98
- Gouëdard P, Pont B, Hyttin S, Huang P (2020) ‘Curriculum reform: A literature review to support effective implementation’ OECD working paper, no. 239 20-45. OECD Publishing [Organisation for Economic Co-operation and Development], Paris
- Jones, C and Anderson M (2001) ‘Managing curriculum change. Learning and Skills Development Agency, London
- Sharples J, Albers B, Fraser S, Deeble M, Vaughan T. (2019) ‘Putting Evidence to Work: A School’s Guide to Implementation, Evidence for Learning.
Alignment
Alignment to system priorities and/or needs – NSW Curriculum Reform.
Alignment to School Excellence Framework:
- Learning domain – Curriculum, Assessment, Reporting
- Teaching domain – Effective classroom practice, Learning and development
- Leading domain – Educational leadership
Alignment with the Australian Professional Standards for Teachers – 2.3, 6.3, 7.2
Contact
Email questions, comments, and feedback about this resource to contactcurriculumimplementation@det.nsw.edu.au using the subject line ‘Phases of curriculum implementation’.
