Is it quality writing instruction? A critical examination of centralised curriculum materials from the <scp>NSW</scp> English curriculum reform

Abstract The curriculum reform in New South Wales (NSW), Australia, focuses on implementing high‐quality, evidence‐based instruction, particularly explicit teaching and the gradual release of responsibility. This paper examines the ‘quality’ of writing instruction in the new curriculum materials for Kindergarten to Year 6 teachers. Our document analysis of four Stage 1 Narrative units of work reveals significant gaps in implementing the Gradual Release of Responsibility model, with inconsistencies in modelled, guided and independent writing instruction. These gaps emerge through ambiguous instructional techniques, minimal use of ‘think alouds’, few opportunities for guided writing interactions, and a predominant focus on decontextualised, skill‐driven independent writing. These inconsistencies contradict established research on pedagogical approaches and the principles underpinning NSW Curriculum reform. We argue that, without critical adaptation by teachers, these materials risk reinforcing inadequate writing instruction, impacting student learning and early career teachers' pedagogical development. This study highlights broader implications for educational contexts undergoing similar reform and emphasises the need for further research on implementing these curriculum materials and their impact on teachers' writing instructional practices.