The sample scope and sequence documents incorporate advice from NSW Education Standards Authority (NESA) and include the following elements:

• 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.

Please note that each document is a ‘sample’ that schools may adapt to meet the needs of their students and local context.

Five approaches for flexible organisation

The sample scope and sequence documents have been designed using five different approaches. They provide a range of flexible options and models for whole school organisation of science and technology. Each approach builds upon basic requirements and provides additional syllabus information to assist planning and programming.

The 5 approaches include:

1. Term-based with learning overview
2. Term-based with questions and content
3. Year-level based
4. Whole school
5. Semester-based, single strand.

Every approach contains a full set of sample scope and sequence documents and blank templates for all stages (Early Stage 1 to Stage 3).

The sample scope and sequences incorporate advice from NSW Education Standards Authority (NESA) and include the following elements:

• 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.
  

Each document is a sample that schools may adapt to meet the needs of their students and local context.

Key considerations

Visual arts and music must be taught each year. Drama and dance should be included in each stage of learning. Not all four artforms must be taught at the same time. 

Some learning experiences can connect the artforms. For example, teachers may establish connections between music and dance through moving in performing in music, the repertoire suggestions for movement in music, and the elements and contexts of dance. It is important that teachers are mindful of the syllabus outcomes in each of the artforms – other learning experiences will be needed to develop students’ understanding of the unique characteristics and content of each of the artforms.  

Include the discrete skills, knowledge and understandings of each artform through learning experiences in: 

• visual arts – making and appreciating. 
  

• music – performing, organising sound and listening. 
  

• drama – making and appreciating. 
  

• dance – making, composing and appreciating.  
  

NESA’s ‘School planning for Creative arts’ supports schools to consider a variety of ways to implement the syllabus.  

Through all creative arts experiences it is important to consider the connections between: 

• artists – makers or performers such as artists, musicians, visual artists, dancers, actors, performers, composers, arrangers, choreographers, designers, producers, directors and so on. 
  

• audiences – the active role of the viewer or experiencer of the work of artists and/or their artworks such as teachers, students, the public, critics, curators and so on. Audience interpretation can change sue to time and place. 
  

• artworks – representations of ideas, interpretations and responses to the world through compositions, visual artworks, performances, productions, films and so on. 
  

• the world – the circumstances or influences upon the artist, artwork, and audience such as cultural and historical, and the existing codes and conventions of the time and place. 
  

Six approaches for flexible organisation

The sample scope and sequences have been designed using 6 different approaches. They provide a range of flexible options and models for whole school organisation of science and technology. Each approach builds upon basic requirements and provides additional syllabus information to assist in planning and programming.

The 6 approaches include:

• Approach 1: Stage and semester-based connection across artforms through an overarching question
• Approach 2: Stage and semester-based visual arts and drama; music and dance.
• Approach 3: Stage and term-based focus on form, repertoire or context
• Approach 4: Stage and term-based focus on the subject matter, concepts or elements
• Approach 5: Stage and term-based resource linked
• Approach 6: Stage and semester-based visual and ‘performing’ arts

Every approach contains a full set of sample scope and sequence documents and blank templates for all stages (Early Stage 1 to Stage 3)..

Features:

• stage of learning
  

• semester (duration)
  

• syllabus outcomes
  

• overarching and focus questions
  

• content examples
  

This sample scope and sequence is most suitable for schools wishing to make connections across artforms. This is ideal for a whole-school approach. 

Features:

• stage of learning
  

• semester (duration)
  

• syllabus outcomes
  

• content overview
  

Features:

• stage of learning
  

• term (duration)
  

• syllabus outcomes
  

• content overview
  

This sample scope and sequence is most suitable for schools with one or more classes per stage. It focuses on form, repertoire and/or context in each artform. 

The scope of visual arts is described in terms of forms. The scope of music is described in terms of genres/forms or repertoire. The scope of drama is described in terms of drama forms. The scope of dance is described in terms of dance contexts.  

Features:

• stage of learning
  

• term (duration)
  

• syllabus outcomes
  

• content overview
  

This sample scope and sequence is most suitable for schools with one or more classes per stage. It focuses on subject matter, concepts or elements and allows schools to have flexibility in the way they approach teaching and learning in the creative arts. Elements and concepts are best taught in context and with other key components of the artform, not in isolation. 

Features:

• stage of learning
  

• semester (duration)
  

• all artforms Early Stage 1
  

• two-year cycle all artforms Stages 1-3
  

• syllabus outcomes
  

• links to resources
  

This scope and sequence is suitable for most schools. It is based on the curriculum-centred Ease series developed to support teaching and learning in the creative arts. This sample scope and sequence incorporates units from the Art Ease (visual arts), Vocal Ease MORE (Modules 1-2) (music), Act Ease (drama), and Move Ease (dance) resources. 

Features:

• stage of learning
  

• semester (duration)
  

• syllabus outcomes
  

• foundation statements
  

This scope and sequence is most suited to schools wanting to separate visual arts from the other ‘performing’ artforms of music, drama and dance.

The sample scope and sequence documents incorporate advice from NSW Education Standards Authority (NESA) and include the following elements:

• 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

Each document is a ‘sample’ that you may adapt to meet the needs of your students and local context.

Features

• NESA information
• NESA requirements for languages
• information for teachers of scripted and non-scripted languages
• learning overview
• syllabus content
• suggested tasks
• content for students with prior learning and/or experience

Suitable for all language teachers in NSW primary schools.

Features

• NESA information
• NESA requirements for languages
• advice on differentiation for teachers
• information about task-based language learning for teachers
• information for teachers of scripted and non-scripted languages
• learning overview
• outcomes to be addressed and outcomes to be assessed.
• details of suggested assessment tasks
  

Suitable for all language teachers in NSW primary schools.

Features

• stage of learning
• term (duration)
• odd and even years
• syllabus outcomes
• focus (syllabus content strands)
• learning overview
• inquiry/focus questions

Most suitable for large schools with one or more classes per year level.

Features

• stage of learning
• term (duration)
• odd and even years
• syllabus outcomes
• focus (syllabus content strands)
• inquiry/focus questions
• specific syllabus content

Most suitable for large schools with one or more classes per year level.

Features

• stage of learning
• term (duration)
• odd and even years
• year level
• syllabus outcomes (skills identified separately to knowledge and understanding)
• focus (syllabus content strands)
• inquiry/focus questions

Note: Kindergarten is broken into ‘earlier term’ and ‘later term’.

Most suitable for large schools with one or more classes per year level.

Features

• stage of learning
• duration
• odd and even years
• syllabus outcomes
• overarching question
• inquiry/focus questions

Samples

• Whole school approach 4 sample 1 – term-based, odd/even years, outcome-based (DOCX 54KB)
• Whole school approach 4 sample 2 – term-based, overarching question, odd/even years, skills, knowledge and understanding with inquiry/focus questions (DOCX 62KB)
• Whole school approach 4 sample 3 – term-based, odd/even years, outcomes linked to an overarching inquiry/focus question (DOCX 59KB)
• Whole school approach 4 sample 4 – semester-based, odd/even years, skills, knowledge and understanding (DOCX 52KB)

Most suitable for small schools with students from K-6 or multi-stage classes.

Features

• stage of learning
• semester-based
• odd and even years
• syllabus outcomes
• focus (syllabus content strands)
• inquiry/focus questions

Note there is no blank template for approach 5

Most suitable for schools wishing to integrate across strands and/or key learning areas.

These sample scope and sequences incorporate advice from NSW Education Standards Authority and include the following elements:

• 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).
• opportunities to address (content relating to department policies)

Schools require flexible options to support them in meeting the needs of their students and context. As a result, we have created a range of approaches building upon mandatory requirements and providing additional syllabus information.

All scope and sequence documents have been mapped to meet syllabus outcomes. You can clearly identify which outcomes have been covered in units of work. Use blank outcome mapping grids in the development of scope and sequences to ensure coverage of outcomes throughout the cycle of learning.

Reading the scope and sequence

Term – This sample scope and sequence includes units of work that are one school term in duration. Schools have the flexibility to deliver units of learning that vary in duration, sequence and include necessary adjustments that best meet the needs of their students.

Outcomes – All syllabus outcomes need to be taught, assessed and reported to parents in every stage of learning. It is recommended that all outcomes are addressed several times throughout a stage of learning. This ensures students have the opportunity to learn, develop and apply the knowledge, understanding and skills across multiple contexts for learning.

Learning overview – This column provides a description of the learning that has been designed to meet the needs of a particular cohort of students. This may need to be modified to suit your school context. This sample scope and sequence has been designed using the learning framework and processes applied in the 'Unpacking the PDHPE K-10 syllabus' face-to-face workshop and online course. Part of this process includes gathering relevant national, state and local evidence of student behaviour, needs and interests to form a 'big idea'.

The big idea:

• is the over-arching concept that is being addressed or challenged throughout the unit of learning
• considers all evidence gathered and how this can translate into a unit of learning that authentically meets the needs of students in a particular school and community context
• guides the selection of syllabus outcomes, key inquiry questions and content
• is also translated into an 'essential question'.

The essential question:

• has been used as the unit title in these samples
• is broad to be inclusive of all students
• guides both teaching and learning throughout the unit
• incorporates student-friendly language
• should apply a strengths-based approach.

Opportunities to address – supports schools to meet their legislative requirements by identifying opportunities to address department policies directly related to PDHPE. The unit of learning may not be exclusive to the content that addresses the identified policies and may include syllabus content from other contexts for learning.

This approach is stage-based and embeds syllabus content that addresses PDHPE-related policies across multiple units of learning. These policies relate to child protection education, road safety education, drug education and physical activity.

Features

• stage of learning
• term (duration)
• odd and even years
• syllabus outcomes
• unit description
• key inquiry questions
• opportunities to address department policies related to PDHPE

Features

• term (duration)
• odd and even years
• year level
• syllabus outcomes
• unit description
• key inquiry questions
• opportunities to address department policies directly related to PDHPE

Features

• stage of learning
• term (duration)
• odd and even years
• syllabus outcomes
• unit description
• key inquiry questions
• opportunities to address department policies directly related to PDHPE

Whole school sample PDHPE term-based, odd/even years scope and sequence templates are most suitable for small schools with students from K-6 or multi-stage classes

Features

• stage of learning
• term (duration)
• odd and even years
• syllabus outcomes
• unit description
• key inquiry questions
• opportunities to address department policies directly related to PDHPE

Sample PDHPE multi-stage scope and sequences are most suitable for small schools with students from K-6 or multi-stage classes.