CEDoW Curriculum Reform News
Preparing for Implementation of the K–6 PDHPE, Science and Technology Syllabuses
School instructional leaders and teachers are invited to engage in professional learning: Introduction to the syllabus and support material (via face-to-face or Zoom), which will provide an introduction to the syllabus, NESA support material and CEDoW support material.
Please complete this form to register your interest in the PDHPE and Science and Technology introductory sessions by 27 August 2025, Week 6, Term 3.
Schools can also request in-situ support in collaboration with the CEDoW Learning team in preparation for implementation of Personal Development, Health and Physical Education, and Science and Technology through professional learning opportunities in 2025 and 2026. To register your interest, please complete this form.
Science and Technology Working Party
On Friday 15 August 2025, members of the K-6 Science and Technology working party met to continue their work in deepening their knowledge of the Science and Technology (2024) syllabus and design units of work to support teachers in the implementation of the syllabus in 2026.
The day started with a presentation from Danielle Grados, who shared valuable knowledge to support teachers in ensuring units of work continue to build all students' knowledge and understanding of Aboriginal and Torres Strait Islander People. Thank you to the working party for your time and commitment in creating these valuable resources for our teachers. These resources will be shared with schools in Term 4.
Effective Pedagogical Practices in the Mathematics Classroom K–6 Mathematics Day 3 – Reflection and Feedback
On Wednesday 13 August 2025, educators and leaders from 17 primary schools across the Diocese came together for K-6 Mathematics Day 3 Professional Learning, focused on Effective Pedagogical Practices in the Mathematics Classroom. The day was facilitated by the CEDoW K–12 Learning team alongside Dr Christine Mae and provided a rich opportunity for deep learning, collaboration, and reflection.
Throughout the day, participants engaged in targeted sessions designed to:
- Deepen understanding of syllabus content, its connections, and the continuum of learning
- Build a collective understanding of how effective learning intentions and success criteria drive teaching and learning (observed through a modelled lesson)
- Practise, reflect on, and refine learning intentions and success criteria for greater impact on student outcomes
- Collaborate with knowledgeable others to explore how this learning supports the ‘embed’ phase of the NSW Mathematics Syllabus
Feedback from participants was overwhelmingly positive. They found the continuum of learning and modelled lesson highly effective in demonstrating how learning intentions and success criteria enhance quality Mathematics instruction. This affirmed the value of seeing theory in action. They also reported a strong understanding of how to craft and use learning intentions and success criteria effectively.
Improvement, Learning and Wellbeing, Learning K-12 is committed to providing targeted and impactful professional learning experiences that empower our teachers to confidently implement the NSW K-10 Mathematics Syllabus.
The way in which participants engaged in the day highlighted the value of ongoing collaboration and reflection in achieving professional growth.