Scope and Sequence
In this section of the curriculum website you will find some information about how to scope and sequence learning and why developing a scope and sequence is important.
|The breadth and depth of content to be covered in a curriculum at any one time (e.g. week, term, year, over a student’s school life).All that you do in a given period.|
|sequence||The order in which content is presented to learners over time. The order in which you do it.|
|Together a scope and sequence of learning bring order to the delivery of content, supporting the maximising of student learning and offering sustained opportunities for learning. Without a considered scope and sequence there is the risk of ad hoc content delivery and the missing of significant learning.|
The new curriculum framework is a scope of learning. You might want to add to that scope in terms of the worthwhile learning your school wishes to include.
The framework also offers a sequence of learning developed across four bands of development.
The task of schools is to decide which part of the scope of learning happens at what point within a band of development, i.e. what content is for what year level or group of students. Teachers must decide the sequence of the learning within years, courses and units of work.
The scope of learning in a school (all the content to be learned and
experienced) is usually organised into what we call ‘curriculum
organisers’ – e.g. KLAs, or integrated themes.
· Do the ELAs fit into your curriculum organisers?
· Do you need to evaluate your curriculum organisers?
Once there is agreement on appropriate curriculum organisers you need
to map where the ELAs sit. Examples and
templates of different ways to map your curriculum are included
in this section. Doing this ensures that the essential content is embedded
into your school documents and that all areas of learning sit in the
appropriate place in terms of scoping and sequencing learning.
Are the curriculum principles addressed in how you sequence learning?
Having established where the ELAs sit the next step is to look at the essential content for each band of development and year group within your school. The reason this work is important is because much learning depends on prior learning e.g. in order to understand a concept in geography or science it may be that some particular numeracy skills are needed. In order for effective learning to occur, this content must be in the right sequence. This involves careful sequencing across KLAs as well as within them.
Schools approach the process of creating a scope and sequence of learning differently depending on the sector, structure and school size.
Template for Scope and Sequence - Later Adolescence (Word, 177kb)
Template for Scope and Sequence - Primary (Word, 69kb)
Sample of ELA Mapping - Melba High (Word, 774kb)
Sample of ELA Mapping - O'Connor Cooperative School (Word, 755kb)
Sample of ELA Mapping - Torrens Primary (Word, 60kb)