- Familiarise yourself and lead the faculty’s understanding of the new syllabus (see the department’s Professional learning – Curriculum K-12 and NESA Online Learning hub).
- Support and lead teachers to understand the evidence underpinning the new syllabus (see the research toolkits).
- Provide opportunities for networking and collaboration with other head teachers, faculties, and schools (see Curriculum Reform Communities).
Curriculum implementation journey – head teacher
Guidance for head teachers implementing a new syllabus. Suggested activities, reflective questions and useful resources can be used flexibly across a range of schools for each phase of curriculum implementation.
Download the curriculum implementation journey – head teacher (PDF 624 KB) graphic.
In the engage phase, head teachers:
- explore aspects of the new syllabus with their faculty
- identify and plan for changes required for effective curriculum implementation.
- To what extent does my faculty have a deep understanding of the syllabus and the evidence underpinning the new syllabus?
- What resources do my faculty and I need to commence syllabus implementation to meet curriculum planning, programming, assessing, and reporting requirements?
- To what extent does the implementation plan allocate time for evaluation and reflection?
In the enact phase, head teachers:
- lead and support their faculty to teach, assess and report using the new syllabus
- evaluate to refine faculty practices and systems.
- How are all staff planning effective learning experiences for the full range of students?
- What processes and structures are in place to support staff to collaboratively plan and teach the new curriculum?
- How effective are the processes in place to support changes to assessing and reporting?
- To what extent are parents and the school community aware of the changes to the curriculum?
- How will the faculty evaluate the implementation of the new curriculum?
In the embed phase, head teachers lead and support their faculty to strengthen and scale to ensure sustainable practices and systems.
- What has been the impact of curriculum change on student learning?
- In what ways are staff supported to reflect on their teaching practice?
- What are the enablers and barriers for future curriculum implementation?