Welcome to Curriculum Consultants Australia

Our team of experienced English language teachers and curriculum developers specialise in setting up, operating and improving English language centers. We specialise in developing NEAS and ASQA compliant curriculum documents and policies and procedures. Our consultants also understand that ELICOS schools need to be more than just compliant, you need to attract students and can help with business planning, pricing and marketing strategy.


Our consultants are experts in the ESOS Act 2000, ELICOS Standards 2018 and the National Code 2018. Our packages will enable you to put in your application as soon as you have secured your space. We develop courses for General English, English for Academic Purposes, IELTS Preparation, PTE Academic Preparation and Cambridge Exam Preparation. We provide a range of services in addition to initial application preparation including: market strategy, recruitment of teachers and marketing staff, pricing, audit preparation, professional development, adding to scope and general business development.  


Our team are fully qualified ELICOS teachers and Academic Managers who have previously owned and/or operated ELICOS schools. Their experience ranges from small private stand alone ELICOS centers to large University English language programs. We help providers with curriculum documents, policies and procedures, branding, marketing strategy /business plans, training and development of staff.

Focus on the student’s learning experience

When we strip away all of the branding, the administration, the assessments, the compliance, at the heart of every ELICOS provider is the student and their development. Successful schools facilitate students’ improvement across the four skills of Speaking, Listening, Reading and Writing as well as the enabling skills of Grammar and Vocabulary. Aligning  the curriculum with the needs and expectations of the students and empowering teachers to meet those needs and expectations are always the key indicators of success for us as curriculum consultants.


All curriculum, supporting documents, assessments, policies and procedures place the student’s development and welfare front and center as the main overarching focus.  

We work with consultants who have:

  • Have a Masters degree or higher

  • Have taught General English, EAP and IELTS

  • Have been an Academic Manager and or School Owner

  • Are a current IELTS or Cambridge examiner

  • Speak English as a native speaker and are fluent in a second language

We approach all projects with a number of values:

  • Focus on the student’s learning experience

  • Efficiency of administration for teachers

  • Effective assessments

  • Compliance

Effective Assessments


Assessments are a critical part of education. The big question is, “how can we know that the students are actually learning?” There is an inherent tension in all forms of testing between having too much or too little assessment. If there is too little then teachers, administrators and students themselves are left in the dark. Conversely, too much assessment reduces the time students spend learning and naturally increases administration.

There are other challenges all assessments must answer to, reliability and validity.  Luckily in the ESL world there is a wealth of research and high quality assessment models to choose from.



Being non-compliant is an existential threat for any ELICOS provider. Curriculum documents and courses need to ensure that regulators can clearly see how all aspects of the course and it’s delivery live up to the 2018 ELICOS Standards, the 2018 National Code and the 2000 ESOS Act. All of our documents are designed in reference to both ASQA and NEAS standards. If any part of the curriculum or policies and procedures are found to be non-compliant, we rectify without any extra charge to our clients.  

At the end of the day compliance is about first, being a genuine provider and sincerely wanting to do the best for your students and staff. Second, it is about having the technical expertise and experience to set out that vision in documentation so that an external auditor can recognise that sincerity and ability. Australia has a reputation to protect and develop and the standards are there first and foremost to ensure and encourage high quality.

Efficiency of administration for teachers


Before and after classes, teachers want to focus on preparing materials and structuring their lessons efficiently. During classes, they want to focus on delivering their class and inspiring their students. Similarly, professional staff want to focus on running the school and supporting students and partners, they don’t want to spend any more time than necessary on administration.


Our courses and supporting administrative documents are designed efficiently to reduce the organisational burden.


Curriculum Development

During the initial consultation we get to understand your requirements and how you want to run the school. Depending on the number of courses and levels your require, it will take one to two months to develop the curriculum. Just as no two schools are the same, no two curricula are the same.


All of our curriculum is designed to comply with NEAS and is written by former and current teachers from both their perspective, and with the student as the core focus. All documents are checked thoroughly before they are finalised to ensure that there all documents meet the relevant standards.


For urgent cases we do have off-the-shelf options but most schools prefer to have a custom course developed from scratch.

We begin at the end of the students journey, where their proficiency will be at the end of their course. These are the learning outcomes. From there we work backwards to delineate a clear path toward attaining those goals. Syllabuses can be organised around weekly or daily learning outcomes, and those are detailed with the sub-skills, performance indicators and supplementary resources.


For teachers, especially those new to the industry, having a number of extra resources to build lesson plans is critical. Extra resources from other textbooks, photocopiable resource books, reference books and online printable activities will ensure that teachers are adequately resourced and supported to engage students and hit their learning goals.


The reality is that textbooks can only give so much content to work from on each topic that they cover. It is up to teachers to recognise which areas of the course content their particular cohort are struggling with and provide students more resources and learning activities focused on those areas of need. As a result, the syllabus needs to provide relevant supplementary activities for each area of the course and be the first port of call for teachers looking for explore any given topic in more depth than it is covered in the core text.    


Initial ELICOS Applications

Whether it is a stand alone or linked to a VET/Higher education program, setting up an ELICOS provider requires a lot of preparation and there are a number of moving parts. Our consultants have personally been through the process of finding suitable space, financing, planning, applying for and operating ELICOS centers. Curriculum and policies and procedures are just one part of the whole puzzle, but they are the core part of any CRICOS application to either NEAS or ASQA.


In addition to helping with the NEAS or ASQA application we can help you with:

  • Writing a business plan for your application

  • Lodging your application through ASQAnet or to NEAS

  • Audit preparation including a mock audit

  • Marketing strategy and branding

  • Attracting and keeping quality marketing staff

  • Teacher recruitment strategies and solutions

  • Graphic design/ website development

  • Advice about long-term strategy including exit strategies

  • General industry knowledge and other queries


If you get our curriculum and policies package, then we provide 5 hours of free consulting time on any area of need for each course. We can guide  you through each stage from planning through to hiring teachers and reviewing your operations for continuous improvement.

Policies and Procedures


For initial registration to comply with the 2000 ESOS Act, 2018 ELICOS Standards and the 2018 National Code providers need to show that they have the policies and procedures necessary to run a compliant college. Compliance is an important by product of having efficient policies, these documents are the groundwork of the day to day management of an effective college.


The following documents can be used as a starting point from which to customise the operations of the college. As per the requirements of the college, additional policies and procedures can be produced.


Some of the documents include:​

  • Transfer of Provider Policy

  • Student Fees and Charges Policy

  • Student Support Policy

  • Refund Policy

  • Critical Incident Response Policy

  • Privacy Policy

  • Education Agents Policy

  • Recognition and Credit Transfer Policy

  • Overseas Student Health Cover Policy

  • Deferral, Suspension and Cancellation Policy

  • Progress, Attendance and Completion Policy

  • Complaints and Appeals Policy

  • Assessment Policy

  • Continuous Improvement Policy

  • Work Health and Safety Policy

  • Financial Management Policy

  • Change of Level Policy

  • Teacher and Staff Recruitment Policy

  • Placement Testing Policy

  • Letter of Release Granted

  • Letter of Release Denied

  • Attendance Warning Letter

  • Intention to Report Letter

  • Offer Letter sample

  • DSC Letter

  • ELICOS Teacher's Handbook

  • Student's Pre-Arrival Information

  • Education Agent Application Form

  • Student Feedback (End First Week)

  • Student Feedback (End Enrolment)

  • Teacher Feedback



There are a number of English courses that ELICOS providers typically offer. Each have differing markets. Courses are divided into 10 week blocks that equate to levels. It is possible to extend each level to 15 weeks. Each of these levels correspond to a level of the Common European Framework of Reference (CEFR).

General English


No. of Levels: 4 - 8 Levels

Core and Optional Levels: (Beginner)*, Elementary, Pre-Intermediate, Intermediate, (Intermediate plus), Upper Intermediate, (Pre-Advanced), (Advanced)


*Optional levels are in (brackets)

General English is the foundational course that extends from the lowest levels up to Advanced. In most courses, the students can begin at an A1 level and reach a level either at or very close to C1. The course covers Speaking, Listening, Reading and Writing in equal measure and have a strong vocabulary and grammar focus. Students generally leave General English at either the end of the Intermediate or Upper Intermediate level to take one of the other courses. Students rarely go from other courses back to General English.


For many students who are planning to return to their home country at the end of their English course, General English is their only course while they are in Australia. For many students who want to  go into a VET course at the end of their English studies, General English Upper Intermediate is the exit point.

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PTE Academic Preparation


No. of Levels: 3 Levels


Core Levels: Intermediate (B1), Upper Intermediate (B2) and Advanced (C1)*


*The Advanced course can be structured as a short course or 10 week course


The Pearson Test of English (PTE) is a test of English for Academic Purposes (EAP) and can be used for both higher education entrance and immigration. The test in digitally based and has a number of structural differences to IELTS. Students who take the PTE Academic Preparation course have varying target scores. At the B1 level are aiming for an overall score of 59 (IELTS 6.5 equivalent), and B2 level students aim for 65 overall (IELTS 7.0 equivalent).


At the Advanced C1 level, students are aiming for 79 (IELTS 8.0 equivalent) aren’t always looking for a 10 week course and depending on the school we can craft a short or extended course.

Common European
Framework of Reference


There are six levels: A1 (Beginner), A2 (Elementary), B1 (Intermediate) & B2 (Upper Intermediate) and C1 (Advanced) and C2 (Proficiency).

These descriptions also apply to people learning languages other than English, that allows us to have an understanding of someone’s level if they say they are a B2 in Spanish, or a C1 in Chinese for example.

These CEFR levels are typically benchmarked to IELTS bands. All of our courses are categorised based on the CEFR and have IELTS equivalents for ease of reference.

English for Academic Purposes (EAP)


No. of Levels: 3 Levels


Core Levels: Intermediate, Upper Intermediate, Advanced

English for Academic Purposes is for students who want to take study in Australia either in the Higher Education sector or the VET sector. All students seeking to undertake a Bachelor or Masters degree will need to take EAP.  Students preparing for these courses need to develop academic skills such as: avoiding plagiarism, note taking in lectures, signposting in oral presentations, researching and referencing.


The course has a greater focus on reading and writing skills than the General English course. Listening is focused towards listening to lectures, and speaking geared towards participation in group work, tutorials and academic presentations.

IELTS Preparation


No. of Levels: 3 Levels


Core Levels: Intermediate, Upper Intermediate, Advanced


The IELTS test is a English language proficiency test recognised all over the world and can be used for entrance into higher education and immigration. The course develops students skills and proficiency across Speaking, Listening, Reading and Writing as well as test taking strategies designed to maximise test scores. Students take mock exams at regular intervals throughout the entire course to ensure that they are fully prepared to take the test.


There are General and Academic versions of the test, however the majority of students need to take the Academic module, and the test is most easily understood as a test of EAP.

Cambridge Exam


No. of Levels: 2 Levels


Core Levels: First (FCE), Advanced (CAE)

Cambridge has a range of exams of which First (FCE) and Advanced (CAE) are the most common. They equate to a B2 and C1 proficiency respectively and Advanced can be used for immigration purposes in Australia.


The exams are General English focus and can be best understood as a test of students General English. As a result, it is common for students to go from Upper Intermediate in General English to FCE, then back into General English Advanced before returning to Cambridge for the CAE course. This really solidifies students’ grasp of the language and allows them to shift focus at the same level and consolidate their proficiency more holistically.


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For more information about any of our services or to make an appointment for an initial meeting with a consultant, please get in touch.

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