- Familiarise yourself with changes in content and pedagogy (see the department’s Professional learning – Curriculum K-12 and NESA Online Learning).
- Use the research toolkits to understand the evidence underpinning the new syllabus.
- Work in partnership with middle leaders to explore professional learning needs aligned to the Performance and development framework.
- Collaborate with other teachers and schools through local school networks (see Curriculum Reform Communities).
Curriculum implementation journey–classroom teacher
Guidance for 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 – classroom teacher (PDF 626 KB) graphic.
In the engage phase, teachers:
- explore aspects of the new syllabus
- identify and plan for changes required for effective curriculum implementation.
- To what extent do I have a deep understanding of the syllabus and the evidence underpinning the new syllabus?
- How will I work collaboratively to evaluate, select, adapt and create resources to teach the new syllabus?
- What resources do I need to implement the new syllabus to meet curriculum planning and programming, assessing and reporting requirements?
In the enact phase, teachers:
- teach, assess and report using the new syllabus
- evaluate to refine practices and systems.
- How will I teach the new syllabus to optimise learning for the full range of students?
- How am I contributing to planning effective learning experiences for the full range of students?
- How am I showing evidence of new syllabus outcomes, content and pedagogical changes in my planning and programming?
- To what extent are parents and the school community aware of the changes to the curriculum?
- How will I make changes to assessment and reporting?
- How will I work in partnership to evaluate the implementation of the new syllabus?
In the embed phase, teachers strengthen and scale to ensure sustainable practices and systems.
- How has my teaching led to improvements in student learning?
- How am I reflecting on my teaching practice?
- What are the enablers and barriers for future curriculum implementation in my classroom?