FAQ

Definitions can be found below. A PDF version of these definitions can be found via this link

• Consistency: Resources maintain a uniform structure, approach, and level of difficulty across all materials. This includes ensuring that user guides accompanying resources follow a standardised format and provide clear, structured instructions for implementation.

• Reliability: Resources yield stable and consistent results when used in similar contexts. Example: A well-structured test produces similar outcomes when administered to different groups under the same conditions.

• Validity: Resources accurately measure or address the intended learning outcomes and employ research-backed pedagogies and evidence-based strategies for differentiation. Example: An assessment designed to evaluate critical thinking employs research-backed instructional methods to ensure it effectively measures critical thinking rather than rote memorisation.

• Accuracy: Resources contain correct and fact-checked information based on credible sources. Example: Science resources use the latest verified data from reputable institutions and peer-reviewed journal articles.

• Pedagogy: The art and science of teaching, encompassing instructional strategies, classroom management, and curriculum design to promote student learning. Effective pedagogy is evidence-based and adapts to diverse learning needs.

As a Public Company Limited by Guarantee, we must comply with governance and reporting obligations under the Corporations Act 2001. This includes maintaining a board of directors who serve voluntarily without remuneration and ensuring there are no shareholders so that our focus remains on benefiting the community rather than generating financial gain for individuals. Because members provide a financial guarantee rather than holding shares, liabilities remain limited in the event of dissolution.

As a registered Charity, we must comply with transparency requirements set by the Australian Charities and Not-for-profits Commission (ACNC). These include submitting annual reports and ensuring all assets are used solely for charitable purposes. Our constitution must also include a dissolution clause, ensuring that if the organisation ceases to operate, all financial assets and intellectual property (IP) must be transferred to another entity with a similar charitable purpose, remaining freely accessible to benefit the community.

Additionally, these structures help us qualify for Deductible Gift Recipient (DGR) status with the Australian Taxation Office (ATO), providing incentives for donors and corporate sponsors to support our mission.

The Australian Company Number (ACN) is assigned by Australian Securities and Investments Commission (ASIC) when registering the company structure, while the Australian Business Number (ABN) is the primary identifier for tax and regulatory purposes. The ABN allows us to claim Goods and Services Tax (GST) concessions, apply for DGR status, and be recognised by the ATO for tax exemptions. It is used for administrative and operational functions such as invoicing, contracts, and government reporting. The ACNC registers the charity based on its ABN because not all charities are companies—some are incorporated associations or trusts. This ensures that our interactions with government agencies are streamlined under a single identifier.

The term Organisation is not a legislated term but is used to describe a group of people working towards a common goal or purpose and  focused on a cause or mission rather than commercial profit. On our website, we use 'organisation' informally to refer to Curriculum Clarity, Syllabus Solutions Ltd. and our work.

These structures were carefully chosen to safeguard the integrity of our mission, ensure long-term sustainability, and provide legal protections against commercial influences. By structuring Curriculum Clarity, Syllabus Solutions Ltd. this way, we ensure that our resources remain freely accessible to educators, promoting equitable education for all.

There are commercial retailers creating resources to purchase for profit. There are also basic sample units of works available from organisations such as NESA. Other companies have also developed free resources aligning to services they offer. Some educators generously share their own developed resources for others to use at varying levels of reliability. However no one portal exists that covers everything:

• Every common component of every syllabus across the entire Australian and NSW Curricula

• Alignment to current evidence-based pedagogies

• Complete differentiation recommendations

• Provided as "ready-to-teach" materials with room for personalised and contextualised adaptations.

Although we don't yet have a complete suite of resources available, that is our goal by 2028.

Part of teacher training and accreditation is being able to create resources that are specific to each teacher, school, and student context. So we know teachers can already do this with professionalism. All our resources include suggestions for implementation and differentiation but can and should be adapted to suit each user's unique teaching and learning context.

Ultimately we want to support teachers at whatever stage of their career they are in. We hope that by providing high quality resources we can support teachers to enjoy fewer administrative tasks resulting in more time and energy for teachers to do what they do best: teach, inspire, and connect with the students in their care.

The work we do supports the following groups:

• Early Career Teachers

• Teachers with class allocations outside of their training and qualifications (i.e. teaching "out of area").

• Teachers in newer schools with limited resources

• Teachers working in areas with smaller faculties and fewer colleagues to collaborate with

• Teachers working "over load"

• Teachers with limited mentor relationships and support structures.

• Homeschooling parents

• University teacher training programs that want to use our resources as demonstration material for prospective teachers.

• Teachers looking to be inspired by new and different evidence-based pedagogies

In engaging employees, their specialist training areas and task lists will be determined by a quantitative set of 4 criteria, each weighted based on relative importance, and assigned a scoring rubric for scores of 1-10 where 1 = lowest priority, 10 = highest priority.

As these are quantitative valuations it removes the qualitative bias from the decision making process.

Once the weightings and rubrics are finalised, research will be undertaken to obtain data for each of the four criteria for each KLA and stage. Calculated scores will inform our Roadmap which will then be made available for public comment along with the research.

Scoring specifics can be found below.

After the calculations of these scores if we already have employees in these areas, resource creation will then be decided upon based on staff availability followed by score. For example, if we have two different KLAs and Stages that are sitting at the highest priority next in line, one in Languages has a score of 9.2, the other in Technologies has a score of 8.9, but we already have an employee trained in Technologies and have yet to bring on or obtain funding for an employee trained in Languages, then we would move forward with the Technologies resource and look to bring on someone with Languages training and experience to create that resource as soon as possible.

Occasionally there may be other criteria to consider based on caveats that donors may require before donating (such as a donation from a publishing company specifying their donation will go to creating resources for the Creative Arts key learning area). In these instances a donation may be enough to sustain a 3 month contract for an employee to develop 4 units of work at a stage 4 level at which point we will give the donor all the relevant information for consideration prior to accepting their donation.

Corporate sponsorships will not be considered if they include conditions about agenda teaching. This clause will be included in policy shortly. All sponsorship offers will be discussed in meetings with the board of directors and decided upon. Conditions of sponsorships (whether accepted or declined) will be minuted and publicly reported.

Scoring Specifics:

To calculate the score, we use the formula:

Total score = ∑ (criteria score x criteria weighting)

Total possible score = 10 (highest priority)

Criteria

Criteria are as follows (these need to be adaptable and require dynamic updates: as new data emerges, we update the inputs for each factor. For example: National needs might change with new government reports, availability of resources can evolve as new materials are published):

1. evidence-based statistics of areas of national need (e.g. current government priorities have identified numeracy and literacy as well as STEM are vital. This is only an example, not a fact).

2. the availability score of syllabus-aligned resources that already exist in that area

3. the proportionate number of students taking subjects in that area, and the proportionate number of teachers that are teaching outside their specialist area

4. the release and implementation timeline of syllabus materials. In NSW for example, not all curricula have been finalised and implemented yet.

Weighting

We then weight each criteria based on relative importance. These weightings are not yet finalised. Discussion will be concluded prior to onboarding:

• Evidence-based statistics of areas of national need: 30%

• Availability of syllabus-aligned resources: 25%

• Proportionate student numbers and out-of-field teachers: 40%

• Status of syllabus release and implementation: 15%

Rubric

Each criteria then obtains a scoring rubric on a 1-10 scale. These rubrics are not yet finalised. Discussion will be concluded prior to onboarding:

1: Evidence-Based National Need (30%)

• 9–10: Critical national need (e.g., identified by government policy or reports).

• 6–8: Moderate need with some supporting evidence.

• 1–5: Low or no evidence of critical need.

2: Availability of Resources (25%)

• • 9–10: Very few or no resources available.

  • 6–8: Moderate resources available but incomplete or outdated.

  • 1–5: Plenty of high-quality resources available.

3: Proportionate Out-of-Field Teachers to Student Base (40%)

• Combine statistics on student enrolment and out-of-field teaching:

  • 9–10: Large student base and significant out-of-field teaching.

  • 6–8: Moderate student base or moderate out-of-field teaching.

  • 1–5: Small student base or minimal out-of-field teaching.

4: Status of Syllabus Release and Implementation (15%)

• • 9–10: Curriculum recently updated or currently being implemented.

  • 6–8: Curriculum development underway but not finalised.

  • 1–5: Curriculum is stable or already well-supported.

Our primary objective is to develop high-quality, innovative, and adaptable resources. Unlike other resource providers, we are not driven by profit, allowing us to focus solely on usability and educational impact.

To ensure the highest quality, every resource undergoes a rigorous development and review process before being made available to members. For full details, refer to our Resource Quality Control Policy. Below is an overview of our process:

1. Strategic Syllabus Selection: Guided by our Roadmap, we prioritise syllabus areas based on educational need. Clear learning objectives are identified at the outset to ensure direct syllabus alignment throughout the resource development process.

2. Expert Development: Resources are created by qualified educators with tertiary qualifications and a minimum of five years (average 10+ years) of experience teaching in the relevant Key Learning Area (KLA) and stage.

3. Evidence-Based Frameworks: Each stage of development integrates research-backed best-practice pedagogies and validated instructional templates to ensure consistency, reliability, and validity in teaching methods. Resources undergo thorough content research and full referencing to maintain accuracy and reliability.

4. Multi-Layered Review Process: Drafts undergo multiple levels of internal review by our Curriculum Consultants and Team Leaders, ensuring alignment with educational standards, factual accuracy, and usability.

5. Final Approval: Before release, resources are reviewed and signed off by the Curriculum Director, following a structured compliance and quality assurance process.

6. Pilot Testing & Member Feedback: Resources are tested by a select group of volunteer members, who provide structured feedback through a curated questionnaire.

7. Continuous Improvement: Feedback is carefully reviewed, and modifications are made if needed before a broader release. Every resource includes a member login feedback link to facilitate ongoing improvements.

8. Ongoing Compliance & Best Practices: Our research team regularly evaluates resources to maintain compliance with the NSW and Australian Curricula and to incorporate emerging best-practice strategies.

By following this process, we ensure that our resources meet the highest standards of educational integrity, usability, and reliability.

ACARA, the Australian Curriculum, Assessment and Reporting Authority is an independent statutory authority in Australia. The work they do is endorsed by all Australian Education Ministers. The Australian Curriculum v9.0 was created by ACARA. It sets out a developmental sequence of learning from Foundation - Year 10 which ensures the same high standard curriculum content is available to every student, regardless of where they live. It reflects the priorities and expectations that Australia holds for its young people.

Foundation is the first year of full-time schooling. It is known by other names in different states as follows: Kindergarten (ACT and NSW), Preparatory (QLD, Tas and Vic), Pre-primary (WA), Reception (SA), Transition (NT).

Schools develop tailored local curricula that meet the needs of their students either directly from the Australian Curriculum, in some states and territories, or from curriculum documents incorporating the Australian Curriculum, in others. Each jurisdiction aligns with the Australian Curriculum to some extent, but NSW, VIC, QLD, and WA have more customised versions.

1. New South Wales – Uses the NSW Curriculum, developed by the NSW Education Standards Authority (NESA).

2. Victoria (VIC) – Uses the Victorian Curriculum, developed by the Victorian Curriculum and Assessment Authority (VCAA).

3. Queensland (QLD) – Uses the Queensland Curriculum, developed by the Queensland Curriculum and Assessment Authority (QCAA).

4. Western Australia (WA) – Uses the Western Australian Curriculum developed by the School Curriculum and Standards Authority (SCSA).

5. South Australia (SA) – Uses the Australian Curriculum with some state-specific elements managed by the South Australian Department for Education.

6. Tasmania (TAS) – Uses the Australian Curriculum overseen by the Department for Education, Children and Young People (DECYP).

7. Australian Capital Territory (ACT) – Uses the Australian Curriculum with local administration by the ACT Education Directorate.

8. Northern Territory (NT) – Uses the Australian Curriculum, with local adaptations overseen by the NT Department of Education.

To protect the integrity of the resources, we require them to only be accessed by people with the correct training and knowledge to use them. Using a registration/membership process allows us to block access to these resources by bots, students looking for answers to assessments, university students looking to use resources as examples of their own work, and commercial content creators looking to turn a profit. We also require all members to accept Terms and Conditions of Membership which includes abiding by the copyright licensing of all resources.

Technically, yes.

As required by the Corporations Act 2001, Section 145, the registered office of a public company must be open to the public:

• Each business day from at least 10 am to 12 noon and from at least 2 pm to 4 pm; or

• For at least 3 hours chosen by the company between 9 am and 5 pm each business day.

As Curriculum Clarity, Syllabus Solutions Ltd. is a newly established not-for-profit organisation, our registered office is currently located at a private residence. This allows us to channel any funds we raise directly to resource creation as opposed to being swallowed up by rent. To comply with these legal requirements while respecting privacy considerations, we have established the following public access hours:

Public Office Hours: Monday to Friday, 9 am – 12 pm

To ensure we can accommodate visitors appropriately, we kindly request that you schedule an appointment in advance. Please contact us at admin@curriculumclaritysyllabussolutions.org.au to arrange a suitable time and obtain our address. We are located in Coffs Harbour, NSW, Australia.

For general inquiries or assistance, we are readily available via email, phone, or virtual meetings. Please email us to book a virtual meeting or obtain our phone number.

As our organisation grows, we plan to establish a dedicated office space that will allow for greater accessibility and in-person engagement. We will provide updates regarding any changes to our office location or visiting hours on our website.

Thank you for your understanding and cooperation.

Yes, you can download and modify the resources provided by Curriculum Clarity, Syllabus Solutions to suit your specific needs, as long as you adhere to our terms of use agreed upon when accessing a membership.

Our resources are licensed under Creative Commons: Attribution-NonCommercial-ShareAlike (CC BY-NC-SA 4.0). This means:

• You must provide appropriate credit to Curriculum Clarity, Syllabus Solutions as the original source.

• You may not use the materials for commercial purposes.

• Any modifications or adaptations must be shared under the same CC BY-NC-SA license.

• The integrity and accuracy of the original content should be maintained.

The identifying license code marking is listed below and will be used on all 

The intellectual property of all resources created by Curriculum Clarity, Syllabus Solutions belongs to the company.

In the event of the organisation's dissolution, all intellectual property must be transferred to another not-for-profit organisation with similar charitable purposes, ensuring that the resources remain freely accessible, cannot be used for commercial gain, and that their ongoing use is maintained for the benefit of educators and students.

Our resources are designed to be flexible and adaptable for educational purposes. Additionally, we encourage feedback on how our resources are being adapted and used. If you have suggestions for improvements or adaptations that might benefit others, please let us know!

Absolutely! Every resource should come with a usage guide. So if you can't find that or don't understand it please fill out this request form and we will be in touch!

No, Curriculum Clarity, Syllabus Solutions does not provide hard copies of resources. All our materials are digital and designed to be accessed online. They are, however, formatted so that if printing suits your pedagogy you can make that decision. Digital access ensures that:

• Resources remain freely available to all eligible users without the added costs of printing and distribution.

• Updates and improvements can be made in real time, ensuring educators always have access to the most current versions.

• Sustainability is prioritised, reducing paper waste and supporting environmentally responsible practices.

If you require printed copies, you are welcome to download and print any of our resources for your own use or for use within your educational setting, as long as they comply with our terms of use.

For exceptional circumstances or if your situation requires printed copies, please get in touch with us. We may be able to arrange to provide printed copies at the cost price of printing and postage, which we will quote before proceeding. Please note that requests must be reasonable - we are unable to print excessive quantities or copies with regularity (e.g. class sets every year).

For any additional questions, please contact us at admin@curriculumclaritysyllabussolutions.org.au 

Absolutely. Once we start developing resources we will have a resource request form. All our resources will also include a feedback link to be able to give direct feedback on each individual resource. We will also be releasing a "Roadmap" which will give details of the types of resources we intend to create and the timeline in which we will release them. Keep an eye out for these features from mid-late 2025.