- Familiarise yourself with changes in content and pedagogy (see the department’s Professional learning – Curriculum K–12 and NESA Online LearningExternal link).
- Access NSW CurriculumExternal link to understand the evidence underpinning the new syllabus.
- Work in partnership with school 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.
Engage
In the engage phase, teachers:
- explore aspects of the new syllabus
- identify and plan for changes required for effective curriculum implementation.
Suggested activities
Explore
- 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?
Enact
In the enact phase, teachers:
- teach, assess and report using the new syllabus
- evaluate to refine practices and systems.
Suggested activities
Teach
- Access and apply professional learning to enhance student learning experiences (see Professional learning – curriculum K–12).
- Work with middle leaders to collaboratively plan teaching programs and optimise learning for all students (see Planning learning experiences for every student).
- Create opportunities to communicate with parents and carers about their child's engagement with the curriculum in line with agreed school processes.
- Implement changes to pedagogy and refine planning and programming while teaching the new syllabus (see Planning programming and assessing K–12).
- Use expertise to select the right explicit teaching strategy at the right time for the right purpose (see Explicit teaching).
- Engage with evidence-based models of collaborative inquiry to build capability for effective teaching and learning (see Guide to evidence based models of collaborative inquiry (staff only)).
- 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?
Embed
In the embed phase, teachers strengthen and scale to ensure sustainable practices and systems.
Suggested activities
Strengthen
- Work with the middle leaders to contribute to a culture of evidence-based reflective teaching and ongoing improvement (see Evaluating curriculum implementation).
- Access ongoing professional learning to ensure a high expectations culture for student learning.
- Participate in and contribute to collaboration, observations, co-teaching and planning, reviewing evidence and reflecting on practice.
- 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?
