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
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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.