Familiarise yourself and other teachers with the new syllabus by prioritising professional learning from the department’s syllabus-specific Professional learning – Curriculum K-12 and NESA Online Learning hub. Identify your professional learning needs to effectively lead change in your school.
Explore the evidence underpinning the new syllabus.
Create opportunities for networking with other teaching principals and formal/informal networks of schools (see Curriculum Reform Communities).
Curriculum implementation journey – teaching principal
Guidance for teaching principals 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 – teaching principal (PDF 1.5 MB) graphic.
In the engage phase, teaching principals:
explore aspects of the new syllabus
identify and plan for changes required for effective curriculum implementation.
To what extent do I and/or my team have a deep understanding of the syllabus and the evidence underpinning the new syllabus?
What resources are required to commence syllabus implementation to meet curriculum planning and programming, assessing, and reporting requirements?
To what extent does the implementation plan allocate time for reflection and evaluation
To access further reflective questions for the engage phase see the Leading collaboration for school improvement toolkit.
In the enact phase, teaching principals:
teach, assess and report using the new syllabus
evaluate to refine practices and systems.
Connect with other schools to plan effective learning experiences for the full range of students?
To what extent are parents and the school community aware of the changes to the curriculum?
How effective are the processes in place to support changes to assessing and reporting?
How effective are the processes and structures in place to evaluate the implementation of new curriculum?
To access further reflective questions for the enact phase see the Leading collaboration for school improvement toolkit.
In the embed phase, teaching principals strengthen and scale to ensure sustainable practices and systems.
What has been the impact of curriculum change on student learning?
To what extent has the implementation of the new syllabus led to improvements in teaching practice?
What are the enablers and barriers for future curriculum implementation?
To access further reflective questions for the embed phase see the Leading collaboration for school improvement toolkit.