NSW SYLLABUS for the Australian curriculum A guide to whole school development of Scope and Sequence and Programming English K-6 August 2013 Why a scope and sequence? link to NSW BOS explanation 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. What’s been missing from our current scope and sequences? Generally in our schools our scope and sequence for English has been a ‘text type’ scope and sequence and has not included: Reading outcomes Speaking and listening outcomes duration of each unit Purpose Having a whole school scope and sequence means that educators are adhering to their professional responsibility to ensure that all students are taught all outcomes across K-6. It is a compliance requirement that reflects the syllabus outcomes and content and guides the whole school for planning teaching and learning for English over a year. From this document teachers can plan term overviews that will inform weekly programs for teaching and learning in English. Where to start? BOS samples BOS sample scope and sequences CAUTIONS….. These samples are organised in ‘units’ of work for English. Generally we do not teach English as a ‘unit’ or theme. The context for the teaching of English can be integrated with other KLA units. Reading outcomes are taught every day in shared text, small group instruction and independent tasks in English and across other KLA’s A Sample Access the word doc sample in the package This sample covers the reading outcomes as a ‘whole year’ statement. Types of Texts are covered for each grade for each term linked to other KLA units. Schools could begin the process by reviewing current scope and sequences and adjusting accordingly. Programming Recommended English Block Term overview Weekly Reading and Viewing/ Speaking and Listening Proforma Weekly Writing and Representing / Speaking and Listening proforma English Block Guide Lines Shared Text spoken print visual media multimedia digital Explicit Teaching to support the learning intention Task Board reading and viewing speaking and listening Grammar, punctuation and vocabulary Spelling Thinking imaginatively and creatively Expressing themselves Reflecting on learning Interdependent/Independent Tasks Speaking and listening Reading and viewing Writing and representing Grammar, punctuation and vocabulary Spelling Responding and composing Handwriting and digital technologies Thinking imaginatively and creatively Expressing themselves Reflecting on learning Learning Circle: (Time for further explicit teaching) Modelled writing and representing Small group instruction Interdependent/Independent Writing and representing writing and representing speaking and listening Responding and composing Thinking imaginatively and creatively Expressing themselves Reflecting on learning Planning Composing Reviewing Spelling Responding and composing Handwriting and digital technologies Thinking imaginatively and creatively Expressing themselves Reflecting on learning Learning Circle Speaking and Listening Assessment and Feedback Small group Instruction Year………….. W ee k Shared Text Spoken print visual media multimedia digital Term………….. English term overview Reading & viewing including Grammar Punctuation Vocabulary Speaking & listening Spelling Writing & representing Responding & composing Handwriting & digital Thinking imaginatively & creatively Expressing themselves Reflecting on learning technologies comprehension 1 2 3 4 5 6 7 8 9 10 This term overview is intended for teachers to use when planning teaching and learning experiences for the term. The NSW syllabus and school scope and sequence, must inform this planning. Once the overview is completed, the key skills and strategies are then transferred to the weekly programming proforma. It is anticipated that this overview will need to be adjusted throughout the term according to on-going assessment and feedback.