Curriculum implementation case studies
These case studies were originally published 24 May 2023.
Summary
In 2022, 396 schools participated in a pilot project to trial the implementation of the K-2 section of the new K-10 English and Mathematics syllabuses. These early adopter schools implemented the new English and Mathematics syllabuses with their Year 1 cohorts, testing supports such as microlearning modules, scope and sequences, and sample units.
The Centre for Education Statistics and Evaluation (CESE) selected six of these early adopter schools to identify strategies they reported as having worked well in the first year of implementing the new syllabuses with their Year 1 cohorts. The case study schools represent the diverse settings of NSW public schools.
Across the six case studies, school leaders and teachers share strategies that helped them to effectively implement the new curriculum in their school’s context. These strategies are grouped into four themes:
using effective leadership and change management approaches
creating a school culture receptive to the new curriculum
adapting school structures and processes
developing quality classroom-based practices.
About this resource
In 2022, 396 schools across NSW participated in a pilot project to enhance the NSW Department of Education’s development and delivery of comprehensive support for implementation of the new English and mathematics K–10 syllabuses.
These early adopter schools implemented the new English and mathematics syllabuses with their Year 1 cohorts, testing supports such as microlearning modules, scope and sequences, and sample units. Implementation support developed and refined in 2022, as a result of feedback from participating schools, is available to all schools ahead of mandatory implementation of the new syllabuses for Kindergarten to Year 2 from 2023.
This series of case studies by the Centre for Education Statistics and Evaluation (CESE) are about how early adopter schools have begun implementing new curriculum. Each case study shares how the focus school has engaged with the new syllabuses and explores key themes in how they approached curriculum implementation responsive to their context. The evidence base for the case studies can be found in the department’s curriculum implementation research toolkit.
When and how to use
School leaders and teachers can read, consider, discuss and implement strategies highlighted in the case study and its accompanying discussion guide as part of school‑developed High Impact Professional Learning (HIPL).
The appropriate time to use this resource may differ for each school, leader and teacher.
School leaders can:
- unpack the case study and curriculum resources as part of whole-school professional development and/or stage or grade team meetings
- access the phases of curriculum implementation and role-specific resources to support reflection and planning for effective implementation of curriculum
- access their school’s data to lead discussions with staff about areas for improvement at a classroom and whole-school level.
Teachers can:
- read the case study and curriculum resources and reflect on current practice
- access the phases of curriculum implementation and role-specific resources to support reflection and planning for effective implementation of curriculum
- consider which practices could be implemented in the classroom to lift student achievement, and discuss their thoughts with colleagues
- reflect on the impact of implementation.
Contact
Email feedback about this resource to info.cese@det.nsw.edu.au. You can also subscribe to the CESE newsletter and connect with us on Yammer.
Alignment to system priorities and/or needs: NSW Curriculum Reform, NSW Department of Education Literacy and numeracy priorities, School Excellence in Action, Mathematics Strategy 2025
Alignment to School Excellence Framework: Learning domain – curriculum, assessment; Teaching domain – professional standards, effective classroom practice, data skills and use; Leading domain – educational leadership, school planning, implementation and reporting
Alignment with other existing frameworks: High Impact Professional Learning, What works best, Curriculum planning and programming, assessing and reporting to parents K–12, Literacy K–12, Numeracy K–12, Aboriginal Education, Inclusive Education for students with disability, High Potential and Gifted Education, Multicultural Education, Controversial Issues in Schools
Reviewed by: Curriculum and Reform; Educational Standards; Teaching Quality and Impact; Inclusion and Wellbeing
Created/last updated: Originally published 23 May 2023.
To be reviewed: CESE publications are prepared through a rigorous process. Resources are reviewed periodically as part of an ongoing evaluation plan.