Teacher Expert Networks (TENs)

NESA has developed state-wide teacher expert networks (TENs) to ensure that the new curriculum connects with practice and works well in the classroom. TENs are networks of over 200 teachers from across NSW involved in curriculum reform.

The 'expert' in teacher expert networks highlights the fact that teachers are the experts in implementing curriculum, and that teachers are best placed to user-test new resources and provide feedback and advice to NESA on the new curriculum. They are 'expert networks'. The teachers are not necessarily more 'advanced' or 'expert' than their colleagues.

TENs teachers will also share knowledge about the new curriculum in their schools, regions and sectors.

TENs Teachers

There are more than 200 primary and secondary classroom teachers from across NSW and from across all sectors (Government, Catholic and Independent) who are recognised as TENs Teachers. These teachers have a range of backgrounds and experiences including work with Aboriginal and Torres Strait Islander students, students with disability, and students with English as an additional language or dialect (EAL/D).

Curriculum Reform and TENs - Why?

Feedback from public consultation confirmed that many syllabuses have too much content, and that contemporary-issues content and topics, and compliance requirements, are crowding out teaching and learning time.

The NSW Curriculum Reform is starting with the foundations for our youngest students.

What TENs Do

Provide a network for over 200 teachers across NSW to support teacher engagement in curriculum reform.
Provide teacher expertise during development and implementation of the new curriculum and support material.
User-test the new curriculum and support material.
Provide feedback to NESA to ensure the new curriculum connects with practice.

CEDoW TENs Teachers

Michelle Heffernan

St Michael's Catholic Primary School, Nowra

Alexandra Hingston

Education Officer - Literacy Curriculum

CEDoW K-12 ILW

Eliza Treble

Stella Maris Catholic Primary School, Shellharbour

Angela Crandell (2021-2022)

Stella Maris Catholic Primary School, Shellharbour

Our ongoing work of the TENs has been rewarding and provided opportunities to work closely with teachers in order to implement the new K – 2 Curriculum for English and Mathematics. This year we have participated in cross-sector collaboration with passionate teachers engaging in professional dialogue around pedagogy, observing lessons and furthering our knowledge on evidenced based approaches to user-testing.

At St Michael's we have been able to user-test support materials for the K – 2 English Syllabus and provide feedback to NESA. The teachers have found this a great opportunity for learning, particularly to assess support materials used in the classroom and what this means for their daily teaching practice. With the ongoing support from NESA and the Catholic Education office TENs has helped to strengthen connections between all schools as we work towards a common goal of streamlining the curriculum focusing on the foundations for future learning success.

Michelle Heffernan

TENs Friends

The diocese have three schools classified as 'TENs Friends' schools. St Brigid's, Gwynneville, St Michael's, Thirroul, and Stella Maris, Shellharbour, have been engaged in user-testing our K-2 English and Mathematics syllabuses during 2022 and 3-6 English and Mathematics syllabuses in 2023.

These schools have been expertly lead by Amy Sammut (Gwynneville 2022/Thirroul 2023), Nichole Benoit (Gwynneville 2023) and Vanessa Hanns (Shellharbour 2023) providing NESA with timely feedback throughout the user-testing process. 'TENs Friends' schools have received system support at points of need from Kylie Phillips (Professional Officer EAL/D) and Genevieve Cook (Professional Officer Curriculum and System Support).

I have been so fortunate to have been a Friends of TENS leader across two schools in 2022 and now 2023. Working with the K-2 teachers at St Brigid's in Gwynneville and the 3-6 teachers at St Michael's in Thirroul, learning how the English and Mathematics syllabuses can be used to guide the teaching, learning and assessment of students has been an enriching experience for me and my colleagues. The teachers have felt a sense of empowerment and freedom to be able to 'user test' the new syllabuses, delving deeper into the focus areas, outcomes, content groups and content each time we meet for collaborative planning.

The changes I have seen that have had a profound impact on teachers and their teaching are their language and open dialogue using syllabus terms, their programming and showing how the outcomes and content are connected. The teachers have also reported increased student engagement because their teaching has been more precise. The teachers have had many opportunities to work and learn together, to tackle challenges and to inquire into ways they can use the new syllabuses to respond to student learning needs. Currently, the 3-6 teachers feel ready for implementation in 2024 as they have found the opportunities to collaborate and delve deeper into the syllabuses and plan together a positive and rewarding experience.

Amy Sammut

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