Narrator

Engage is the first phase of curriculum implementation

In this phase, school leaders and teachers explore aspects of the new syllabus to identify and plan changes required for effective implementation.

School leaders and teachers will participate in a variety of activities supported by new and existing resources. 

These include:

• understanding the research underpinning changes in the new syllabus
• accessing and leading evidence-based professional learning to familiarise school leaders and teachers with the new syllabus
• identifying staff and student needs
• aligning plans and resourcing to a School Excellence Plan (SEP).initiative.
• allocating time to evaluate, select, adapt and create resources to teach the new syllabus
• planning the school approach to student assessment and reporting to parents.

During the engage phase, you could consider these reflective questions with colleagues:

• Do staff understand the new syllabus and the evidence underpinning the changes?  
• How will the new syllabus affect classroom practice? 
• What resources are required to commence syllabus implementation and meet planning and programming, assessing and reporting requirements?
• Does the plan for implementation allocate time for reflection and evaluation?

Professional learning, resources and advice are available to support school leaders and teachers throughout curriculum implementation.

During the engage phase, it is important that school leaders and teachers are exploring and planning to effectively implement the syllabus.

The length of time for this phase may vary depending on your school context. It may be shorter or longer than a year. You may move in and out of this phase depending on the syllabus you are implementing.

To support you, role-specific curriculum implementation journeys have been created for principals, middle leaders and teachers with links to professional learning, resources and advice.

For more information visit the department’s phases of curriculum implementation web page.

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• To what extent do staff understand the syllabus and the evidence underpinning the new syllabus?
• How will the new syllabus affect classroom practice?

• What resources are required to commence syllabus implementation and meet planning and programming, assessing and reporting requirements?
• To what extent does the implementation plan allocate time for reflection and evaluation?