- Understanding the curriculum
- Syllabuses A–Z
- Curriculum development
- K–10 syllabus development
- Creative Arts K–10 syllabus development
- Languages K–10 development
- Syllabus development process
- School Developed Board Endorsed Courses
- Equivalent and Alternative Courses of Study
- Awarding grades
Advice on scope and sequences
A scope and sequence is an important step in the design of effective teaching and learning programs for a course. It summarises what is to be taught and the sequence in which it will be taught.
A scope and sequence shows the order of the units within a year or stage, and the syllabus outcomes that each unit addresses. Generally, a subject scope and sequence plan for a year should be captured on a single page.
Elements of a scope and sequence include:
- title of each unit
- sequence of each unit for the year/stage
- duration of each unit
- syllabus outcomes included in each unit (these are commonly represented by outcomes codes)
- any specific-subject requirements (for example, text requirements, student research projects, a site study or time allocated to major aspects of a course)
- additional information based on common practice in particular subject areas or particular school requirements.
Where Life Skills outcomes are being integrated or taught concurrently, they should also be included in the scope and sequence.
There will be variations in scope and sequences arising from the differences in course structures and syllabus requirements.
The scope and sequences for the following subjects should include:
- the types of texts studied during the unit to illustrate how syllabus requirements are met for Kindergarten to Year 6 and for Years 7 to 10
- when the student research projects are to be covered in both Stage 4 and Stage 5
- how the overview (10% of the total course time) has been addressed separately or integrated into the depth studies
- when the site studies in both Stage 4 and Stage 5 are to be covered.
- when fieldwork is to be undertaken in each stage.
Also in programming: