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Great Teaching, Inspired Learning update

1 Dec 2014

The NSW Government is implementing the Great Teaching, Inspired Learning (GTIL) reforms to further improve the high standards of teaching and create greater awareness of the contribution teachers make to the NSW community.

Work on these significant reforms is continuing.

Current teachers

Amendments to the Teacher Accreditation Act 2004 were passed by the NSW Parliament requiring all NSW school and early childhood teachers to be accredited.

For NSW school teachers, BOSTES will work with stakeholders during 2015 to finalise a process for initially accrediting pre-2004 school teachers. School teachers who are new or have returned to the workforce since 2004 are already required to be accredited.

For early childhood teachers working in pre-schools, long day care centres and other childhood settings, BOSTES is consulting with stakeholders to determine a suitable timeframe for their accreditation.

Teacher education students

Raising university entry standards

From 2016 prospective teaching students will need to meet increased academic standards to be offered a place on an accredited undergraduate teaching degree.

They include:

  • a minimum of three Band 5 HSC results (one must be in English)

Or the completion of:

  • bridging units equivalent to a minimum of three Band 5 results (approved by BOSTES); or
  • an alternative pathway advised by the university (and approved by BOSTES)

For 2015, existing entry requirements will apply.

Literacy and numeracy tests 

From 2016 teacher education students will need to pass literacy and numeracy tests prior to beginning their final professional experience placement.

To pass, students will require literacy and numeracy skills equivalent to those of the top 30 per cent of the population.

Professional Experience Framework 

In a first for NSW, the Professional Experience Framework provides:

  • Best Practice Guidelines for a quality professional experience arrangement
  • an Evidence Guide for Supervising Teachers to make consistent assessments of a student’s teaching practice

For more information, visit