Models of curriculum implementation – primary

These models offer guidance for a tailored and successful transition for K–6 teachers.

The NSW Curriculum Reform timeline (NESA) and the department’s phases of curriculum implementation present a comprehensive overview of upcoming syllabuses, and the corresponding years to engage, enact or embed them. This additional time and flexibility for planning and preparation should be supported with a systematic and strategic approach, involving whole-school planning for effective implementation.

Models for English and mathematics

The following examples serve as a flexible blueprint. They assist primary schools in devising an effective curriculum implementation strategy aligning with specific needs at the local level.

Primary schools were required to enact the English K–10 and Mathematics K–10 syllabuses for Early Stage 1 and Stage 1 from Term 1 2023.

For Stages 2 and 3, flexibility exists for various implementation models.

Example model 2023 2024 2025

Model A – all at once
Both syllabuses are implemented together across Stages 2 and 3.

Years 3–6 engage with both syllabuses

Years 3–6 enact both syllabuses

Years 3–6 embed both syllabuses

Model B – stage by stage
Both syllabuses are implemented together in Stage 2 followed by Stage 3.

Years 3–4 engage with both syllabuses

Years 3–4 enact both syllabuses


Years 5–6 engage with both syllabuses

Years 3–4 embed both syllabuses

Years 5–6 enact both syllabuses

Model C – odd and even years
Both syllabuses are implemented together in first the ‘odd’ years of Stages 2 and 3 (Years 3 and 5) followed by the ‘even’ years (Years 4 and 6).

Years 3 and 5 engage with both syllabuses

Years 3 and 5 enact both syllabuses

Years 4 and 6 engage with both syllabuses

Years 3 and 5 embed both syllabuses

Years 4 and 6 enact both syllabuses

Models for other syllabuses

In addition to English and mathematics, the Curriculum Reform extends to the other key learning areas – creative arts, HSIE (human society and its environment), PDHPE (personal development, health and physical education), and science and technology collectively known as CHPS.

NESA will release the CHPS syllabuses in 2024.

The following example models demonstrate various strategies for primary schools to effectively implement the CHPS syllabuses.

Example model
2025
2026 2027 2028

Model D – all at once
All CHPS syllabuses are implemented together across all stages.


Years K–6 engage with all CHPS syllabuses


Years K–6 continue to engage with all CHPS syllabuses

Years K–6 enact all CHPS syllabuses

Years K–6 embed all CHPS syllabuses
Model E – dual syllabuses, whole-school
Two CHPS syllabuses are implemented together across all stages.

Years K–6 engage with Creative Arts K–6 and HSIE K–6 syllabuses

Years K–6 enact Creative Arts K–6 and HSIE K–6 syllabuses


Years K–6 engage with PDHPE K–6 and Science and Technology K-6 syllabuses

Years K–6 embed Creative Arts K–6 and HSIE K–6 syllabuses

Years K–6 enact PDHPE K–6 and Science and Technology K–6 syllabuses






Years K–6 embed PDHPE K–6 and Science and Technology K–6 syllabuses

Workload reduction

Collaboration offers a powerful pathway for schools to optimise curriculum implementation, notably by reducing workload for staff. Such approaches become particularly impactful when 2 or more schools form a partnership – either within a community of practice or a broader network – to jointly navigate the engage and enact phases.

Taking a collaborative approach across schools may increase the appeal of certain example models over others. Consider, for example, an individual primary school implementing CHPS syllabuses. Opting for ‘Model D – all at once’ may appear daunting. In this scenario, the school would have sole responsibility for all planning and preparation activities as part of the engage phase for all 4 CHPS syllabuses. However, by partnering with 3 other schools, each could specialise in one syllabus, effectively dividing the workload by 4. Staff across all schools would benefit from the planning and preparation activities for each syllabus ahead of enacting.

For such collaborative initiatives to succeed, a few key elements must be in place:

  • a shared vision
  • well-defined planning with measurable milestones
  • transparent communication channels among all schools involved.

Category:

  • Teaching and learning

Topics:

  • All primary schools
  • Creative Arts
  • Curriculum and Reform
  • English
  • HSIE
  • Kindergarten
  • Mathematics
  • PDHPE
  • Principals
  • School executive
  • Science
  • Science and Technology K-6
  • TAS
  • Teaching and learning
  • Web page
  • Year 1
  • Year 10
  • Year 11
  • Year 12
  • Year 2
  • Year 3
  • Year 4
  • Year 5
  • Year 6
  • Year 7
  • Year 8
  • Year 9

Business Unit:

  • Curriculum and Reform
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