Episode 46 Curriculum reforms, reviews and some fantastic directions to move us forward

In this episode, Dan talks about some of the highlights of the reforms recommended, including the emphasis on understanding, inquiry-based learning, application, skill and providing time for teachers.

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Curriculum reforms, reviews and some fantastic directions to move us forward is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Video show

Show notes


This was our first review in almost 30 years… on this scale

The aim is “to equip students for the challenges and opportunities of the 21st century”

Reforms include:

  • building strong foundations for future learning by 2022 with new English and Mathematics syllabuses for Kindergarten to Year 2
  • more time for teaching by 2022 by reducing the hours teachers spend on extra-curricular topics and issues and compliance requirements
  • strengthening post school pathways by 2022 with new learning areas for Years 11 and 12 that clearly link learning to future employment and study options
  • a new curriculum from 2024 with new syllabuses focused on what is essential to know and do in early and middle years of schooling, and key learning areas in the senior years. (copied from NESA’s website here)

Curriculum Changes Aim

Prioritise core knowledge, understanding and skills and give teachers time to focus on depth of learning. 

Key features include: 

  • Learn with understanding
  • Build skills in applying knowledge
  • Make excellent and ongoing progress


Leave a comment below and tell me your thoughts on the NSW curriculum reforms!


  1. Gregory Dutton

    Thanks Dan, an interesting insight into the reforms. Like most teachers I support change but I am extremely nervous about the time frames for making the changes and the real Resources that will be offered to support change. The support for change in PDHPE 7-10 came too late in my opinion and in particular the PL available to actually program the change. I keep getting informed that programming is part of my job, which is fine I guess in theory. But the hours spent over the last two years Coordinating programming have taken from my own teaching, particularly in terms of student feedback. There are only so many hours in the day. NESA need to provide quality learning programs for teachers to use as a guide at the outset so everyone doesn’t feel the need to reinvent the wheel. It is much easy to modify in most cases than work from scratch. I am nervous about going through that process again so quickly – there is a strong desire from staff to consolidate and improve what we have created, not start again. Still way too much content in PDHPE in my opinion…

    Thanks for your podcasts.. I enjoy them.
    Cheers Greg

  2. Gregory Dutton

    Sorry, I did also wish to mention the need for consideration to physical literacy as a concept. This has been last in stage 1-3 in many cases and students often have poor physical literacy when entering HS. The issues of a large range of student ability in a class is experienced by PDHPE teachers every day, because basic competencies are often not instilled in students in Primary School. It makes our task extremely difficult.

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