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A scope and sequence is a summary of what is to be taught, the sequence in which it will be taught and the syllabus outcomes that may be addressed in the intended learning.

Scope and sequences are flexible and fluid documents. They provide a brief overview of the key concepts and ideas addressed in a learning and teaching program for an individual stage or year.

There will be variations in scope and sequences arising from the differences in school contexts, student cohorts and syllabus requirements.

Elements of a scope and sequence for primary schools include:

  • the scope of learning in relation to the syllabus outcomes to be addressed
  • the sequence of learning in relation to the syllabus outcomes to be addressed
  • duration of the learning
  • syllabus outcomes addressed through the learning and related outcomes (from other KLAs) if the teaching program is integrated
  • relevant information for particular learning areas or particular school requirements.

There will be variations in scope and sequences reflecting the differences in school contexts and student needs, abilities and interests.

Elements of a scope and sequence for secondary schools 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.


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