Science and technology sample scope and sequences
A range of examples of how schools can organise a K-6 science and technology scope and sequence and the elements that could be included.
Introduction
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:
- Term-based with learning overview
- Term-based with questions and content
- Year-level based
- Whole school
- 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).
Sample scope and sequences with a learning overview for syllabus content strands.
Approach 1 – term-based – learning overview
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.
Sample scope and sequences with inquiry/focus questions and specific syllabus content.
Approach 2 – term-based – questions and content
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.
Sample scope and sequences organised by year levels with inquiry and focus questions and an overview of intended learning.
Approach 3 – year-level based
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.
Sample scope and sequences with overarching questions to guide inquiry across all stages.
Approach 4 – whole school
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.
Sample scope and sequences with digital technologies integrated every semester over a two-year cycle.
Approach 5 – semester-based
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.