Years 7 and 8 scope and sequence snapshot
Overview
The scope and sequence is designed to give teachers an overview of Years 7 and 8
programming for all students. It also provides teachers with opportunities to allow their
students to learn topics according to their current levels of development. Three
pathways, 5.1, 5.2 and 5.3, are given to indicate an appropriate Stage and amount of
work to be covered by students at varying levels of ability.
Why do it?
It is recognised that there will be variations in ability among the students in each
pathway. In general, Pathway 5.1 will enable students to complete Stage 5.1 by the end
of year 10; Pathway 5.2 will enable students to complete Stage 5.2 by the end of year
10; whilst Pathway 5.3 will enable students to complete Stage 5.3 by the end of year 10.
The horizontal lines between the stages in the scope and sequence charts below are
dashed to indicate that students can move up and down through pathways as needed.
For example, more time has been given for students on the 5.1 pathway to develop skills
and confidence in operations with whole numbers. If a student who typically falls into the
5.1 pathway does not need this amount of time, the teacher can provide the student with
the same number work that the students on the 5.2 pathway are learning at that time.
An example of the scope and sequence with possible paths is shown on the next page.
At the beginning of year 7 all students will begin the same units of work. During this time
they will be assessed and reorganised into three broad levels of classes:
1. students needing a lot of work at Stage 3 or below (5.1 pathway).
2. students working at Stages 3 and 4 (5.2 pathway).
3. students who have demonstrated a high achievement of Stage 3 outcomes and
have begun Stage 4 outcomes (5.3 pathway).
Teachers will then have an idea of the most appropriate path to plan for their class. This
also makes it easier to cater for individual student needs and program modification.
As much as possible units of work are indicated by the same length of time and relate to
the same strand as those in other pathways. For example, in year 8, students on the 5.1
path will work on MS4.1, circumference and areas of circles, students on the 5.2 path
will work on MS4.2, surface area, while students on the 5.3 path will work on MS4.2,
volume and capacity and MS3.4, mass.
Strathfield Girls HS
Stage 4 program
1
Year 7 scope and sequence
TERM 1
Week
2
Week
3
Week
4
Week
5
Week
6
Week
7
Week
8
Week
9
Week
10
Week
11
5.1
Staggered starts on SGS3.1 and MS3.5,MS4.3
with roman numerals (NS3.1)
NS3.1, NS3.2, NS3.3
excluding roman numerals
(Note: More in term 3)
Staggered starts on SGS3.1, SGS4.1 and MS3.5, MS4.3
with roman numerals (NS3.1)
NS3.1, NS3.2, NS3.3 excluding
5.2
Staggered starts on SGS3.1, SGS4.1 and MS3.5, MS4.3
with roman numerals (NS3.1)
Last 4 points of NS4.1
+ NS4.2
5.3
roman numerals + last 4 points of
NS4.1
Note: Due to late start and interruptions, week 1 term 1 is not included
TERM 2
Week
1
Week
2
Week
3
Week
4
5.1
SGS3.2b, SGS3.2a
include parts of circles
from end of SGS4.3
5.2
SGS3.2b, SGS3.2a,
SGS4.2 include parts of
Week
5
Week
6
Week
7
Week
8
Week
9
NS3.4 units 1 and 2 NS4.3 fractions to students
ability
+ use of calculators
NS4.1
except last 4 points
NS3.4 units 1 and
2 fractions
circles from end of SGS4.3
SGS4.2 and SGS4.3
5.3
notation, parts of circles and
angles sums of triangles and
quadrilaterals
Indicates a student who
struggles with geometry and
who has good number skills and
is completing more number
work.
Week 10
NS4.1 except last 4 points +
NS5.1.1 excluding scientific notation
Indicates a student
coping in geometry, working at a
faster pace in number and
completing more complicated
number work.
NS4.3
Indicates a student
who is strong in number and
taking a slower pace in
geometry.
The process
We looked at the sample program overviews given in the Advice on Programming and
Assessment document from the Board of Studies (2001). The overview that we felt best
catered for the majority of students coming to our school was for students who have not
completed Stage 3 by the end of Year 6 but who can be expected to achieve Stage 5.2
outcomes by the end of year 10. (See page 10 Advice on Programming and
Assessment). We have, at present, many students completing Advanced Mathematics in
the School Certificate and Extension 1 Mathematics in the HSC but felt that the current
students coming into year 7 still needed some of the Stage 3 work. This may need to
change, in the future, as students begin the new syllabus in primary school.
Strathfield Girls HS
Stage 4 program
2
Initially we developed topic overview pages, often with a Stage 3 and 4 overlap. These
contained the main content (for each Stage), prerequisite knowledge and skills,
similarities or differences between the Stages, possible flow into Stage 5 or other work
from Stage 4 in the same strand and links to other strands. An example of this is on
page 4.
We have bolded important concepts and aspects we needed to consider when
programming. In particular, the outcomes in bold in the prerequisite column are Stages 3
and 4 outcomes, the same Stages that we were programming. We needed to consider
whether to incorporate these concepts into the teaching of the unit we were working on
or whether to teach the prerequisite concepts earlier in the program. Our decisions are
listed at the bottom of the table.
Topic overview pages were not developed for each topic. We had printed all pages from
the syllabus as listed in the Year 7 and Year 8 columns of the overview and cut any
large topics into smaller topics. For example, the Syllabus page containing NS4.3
Fractions, Decimals and Percentages was cut into the sub-topics fractions; decimals;
percentages; and ratios and rates. This enabled us to look at the content, consider
aspects from the topic overview pages and move the pieces of paper around to get a
picture of the flow of the topics. The K-10 Mathematics continuum issued to all DET
schools by the Professional Support and Curriculum Directorate, NSW Department of
Education and Training, was used to look for links across strands or between different
strands.
While developing the scope and sequence we used the topic overview pages and
syllabus pages to concentrate on the 5.2 pathway. When we were satisfied with this we
looked at modifying this program to cater for students on the 5.1 and 5.3 pathways. As
we completed the Year 8 scope and sequence we started planning for Years 9 and 10 to
ensure continuity of the content.
After completing the Years 7 and 8 scope and sequence we referred to the new Year 7
textbooks for content that matched our program. The comparisons are listed on page 11.
Insufficient numbers of Year 8 textbooks were available to make this comparison.
The scope and sequence and program order with pathway modifications for Years 7 and
8 are shown on pages 6 to 13.
Strathfield Girls HS
Stage 4 program
3
Topic overview – Sample page
Outcome topic: Area/Perimeter and area
Outcome code(s): MS3.2/MS4.1
Prerequisite knowledge
and skills









understanding of area
units for measurement
estimating area
understanding of length,
breadth, (perpendicular)
height, width, base,
distance
using scales
understanding of surface
area  nets and types of
solids
substitution




understanding of
perimeter
Pythagoras’ Theorem??

Strathfield Girls HS




Outcome
code or
Stage
Stage 1
Stage 2
Stage 2
MS2.1
Knowledge and skills for that Stage
Stage 3:


realising need for km2  ha

selection of appropriate units


finding relationship between length and
breadth for area of squares and
rectangles and between base and
perpendicular height for area of triangles

in words

using map scales to calculate area

finding surface area of rectangular
prisms by counting unit squares
SGS3.3
MS4.2,
SGS3.1,
SGS2.1
PAS3.1a,
PAS4.1
Stage 4:
MS2.1

developing and using area formulae

finding composite areas of triangles and
MS4.1
rectangles

developing formula for area of
parallelograms

converting area units

solving problems combining area and
perimeter information

using Pythagoras’ Theorem to find
areas of right triangles??
Stage 4 program
Similarities and differences
between stages
4
Stage 3 uses words to
describe areas where as
Stage 4 develops formulae
Stage 3 finds area of
squares, rectangles and
triangles where as Stage 4
adds parallelograms
MS4.1 does not mention
surface area where as
MS3.2 does. Surface area is
covered in MS4.2
Possible flow into Stage 5 or
other Stage 4 work in this
strand

MS5.1.1 developing
formulae for areas of
trapeziums, kites and
rhombuses

MS4.2 surface area of
three-dimensional shapes


Topics to be taught within this unit
MS4.2 to level required to understand
concept of surface area
MS4.1 Pythagoras’ Theorem to be
taught during term 1 year 8
Strathfield Girls HS
Stage 4 program
Topics to be taught prior to this unit
SGS3.3 position using a variety of
mapping skills

SGS3.1 nets and types of solids to be
taught in year 7

PAS3.1a and PAS4.1 algebraic
techniques to be taught in year 7

5
Links to other outcomes
SGS3.1 and SGS4.1 nets
and types of solids

PAS3.1a, PAS4.1, PAS4.2
algebra and substitution

STRATHFIELD GIRLS HIGH SCHOOL
TERM 1
Week 2
Week 3
Week 4
Year 7 scope and sequence
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10 Week 11
5.1
Staggered starts on SGS3.1 and MS3.5,MS4.3
with roman numerals (NS3.1)
NS3.1, NS3.2, NS3.3 excluding
roman numerals (Note: More in term 3)
5.2
Staggered starts on SGS3.1, SGS4.1 and MS3.5, MS4.3
with roman numerals (NS3.1)
NS3.1, NS3.2, NS3.3 excluding
roman numerals + last 4 points of
NS4.1
5.3
Staggered starts on SGS3.1, SGS4.1 and MS3.5, MS4.3
with roman numerals (NS3.1)
Last 4 points of NS4.1
+ NS4.2
Note: Due to late start and interruptions, week 1 term 1 is not included
TERM 2
Week 1
Week 2
Week 3
Week 4
SGS3.2b, SGS3.2a
5.1
5.2
5.3
include parts of circles from end of
SGS4.3
SGS3.2b, SGS3.2a, SGS4.2
include parts of circles from end of
SGS4.3
SGS4.2 and SGS4.3 notation,
parts of circles and angles sums of
triangles and quadrilaterals
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
NS3.4 units 1 and 2, NS4.3 fractions to students ability
+ use of calculators
NS4.1
except last 4 points
NS3.4 units 1 and 2
fractions
NS4.1 except last 4 points + NS5.1.1 excluding scientific
notation
NS4.3
NOTE: ADDITIONAL WEEKS HAVE BEEN INCLUDED IN THE SCOPE AND SEQUENCE TO ALLOW FOR ASSESSMENT AND DISRUPTIONS SUCH AS EXCURSIONS OR ASSEMBLIES.
Strathfield Girls HS
Stage 4 program
6
STRATHFIELD GIRLS HIGH SCHOOL
Year 7 scope and sequence
TERM 3
Week 1
Week 2
Week 3
Week 4
NS3.3+NS4.1 excluding special
5.1
NS4.3
fractions
5.3
include some of PAS4.1 for
simple algebraic fractions
Week 6
Week 7
NS4.3 fractions
Week 8
NS4.1
DS4.1 (graphs)
include picture graphs
groups of numbers
(note additional to term 1)
5.2
Week 5
Week 9
Week 10
PAS3.1a, PAS4.2
Special groups of
numbers
DS4.1 (graphs)
include picture graphs
NS4.2
PAS3.1a, PAS4.2
DS4.1
include picture graphs
Additional
number content
PAS3.1a, PAS4.2
TERM 4
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
5.1
PAS4.1
NS3.4 units 1 and 2-NS4.3
decimals
PAS3.1b
5.2
PAS4.1
NS3.4 units 1 and 2, NS4.3
decimals
PAS3.1b
PAS4.1+ PAS3.1b
5.3
extend to harder
fractional questions
Strathfield Girls HS
NS4.3 decimals
and NS5.1.1 scientific notation
Stage 4 program
Week 10
PAS4.3 and
PAS5.1.1 index laws
7
Year 8 scope and sequence
TERM 1
Week 2
Week 3
Week 4
MS3.1, MS4.1
5.1
length, perimeter
5.2
MS3.1, MS4.1
length, perimeter,
circumference
5.3
length, perimeter,
circumference
MS4.1
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10 Week 11
NS4.3
percentages
MS4.1
Pythagoras
NS4.3
ratios and rates
NS4.3
percentages
MS4.1
Pythagoras
NS4.3
ratios and rates
NS4.3
percentages
MS4.1
Pythagoras
ratios and rates
+ additional content
NS4.3
Note: Due to late start and interruptions, week 1 term 1 is not included
TERM 2
Week 1
Week 2
5.1
SGS3.3
5.2
SGS3.3
5.3
SGS3.3
+ additional content
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
PAS3.1b,
PAS4.3, PAS4.4
simplified
MS4.1
circle work
area including circles
PAS4.3, PAS4.4
MS4.2
surface area
MS4.1 area including
circles, MS4.2
surface area, MS5.1.1
PAS4.4, PAS4.5
volume and capacity
MS3.2
MS3.2, MS4.1
Week 10
MS4.2, MS3.4
Note: Additional weeks have been included in the scope and sequence to allow for assessment and disruptions such as excursions or assemblies.
Strathfield Girls HS
Stage 4 program
8
TERM 3
Week 1
Week 2
5.1
DS4.1
statistical graphs
5.2
DS4.1
statistical graphs
5.3
DS4.2
statistics
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
harder PAS4.3,
PAS4.4
SGS4.2
SGS4.3
PAS4.5
PAS5.1.2
SGS4.3, SGS4.4
midpoint, gradient,
length
(notation, angle sums completed in Year 7)
Week 9
Week 10
MS4.2 surface area,
MS3.3, MS3.4
volume and capacity
MS3.3, MS4.2,
MS3.4
volume and capacity
MS5.2.2
volume of prisms
and pyramids
TERM 4
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
5.1
DS4.2
simplified
NS3.5
SGS4.1
5.2
DS4.2
NS3.5, NS4.4
SGS4.4
5.3
DS5.1.1
NS3.5, NS4.4
NS5.1.3
SGS5.2.2
Strathfield Girls HS
Stage 4 program
9
Week 9
Week 10
Program order Year 7
5.2 Pathway
1. Three-dimensional Space
(SGS3.1), Properties of
Solids (SGS4.1).
2. Time (MS3.5, MS4.3) and
roman numerals from NS3.1.
Modifications to 5.1 Pathway
To ease sharing
of practical
materials, some
classes will start
topic 2 first.
3. Whole Numbers (NS3.1).
4. Addition and Subtraction (NS3.2).
5. Multiplication and Division (NS3.3) and last 4
points of Operations with Whole Numbers
(NS4.1).
6. Two-dimensional Space (SGS3.2b, SGS3.2a),
Angles (SGS4.2) and include parts of circles
from end of SGS4.3.
7. Operations with Whole Numbers (NS4.1 except
for last 4 points).
8. Fractions and Decimals (Fractions NS3.4 units 1
and 2), Fractions, Decimals and Percentages
(Fractions NS4.3).
9. Data Representation (Graphs DS4.1 and picture
graphs from DS3.1).
10. Integers (NS4.2).
11. Patterns and Algebra (PAS3.1a), Number
Patterns (PAS4.2), Algebraic Techniques
(PAS4.1).
Strathfield Girls HS
Stage 4 program
Modifications to 5.3 Pathway
All classes will begin on the same work while assessment
and rearrangement of classes is taking place. Teachers will
need to cater for individual needs while getting to know the
students. Some students may not complete SGS4.1.
3, 4, 5. More time is given for this in
term 3. Last four points of NS4.1
to be included then.
6. Doesn’t include SGS4.2.
3, 4, 5. Problem solving
relating to operations along
with NS4.2 and the last four
points of NS4.1.
6. SGS4.3 notation, angle
sums of triangles and
quadrilaterals are included
in place of SGS3.2a and
SGS3.2b.
7. Not treated here allowing for
7. NS5.1.1 index laws,
extra time for fractions.
excluding scientific
notation is.
8. Not treated here. Students revisit 8. Simple algebraic fractions
NS3.3 and include NS4.1 without
are included (PAS4.1).
special groups of numbers.
9. No modification.
9. Students complete all of
DS4.1.
10. Students complete NS4.1.
10. Students complete
Special groups of numbers only.
additional number content
as on p14 syllabus.
11. No modification.
11. PAS3.1b added.
10
12. Fractions and Decimals (Decimals SGS3.4 units
1 and 2), Fractions, Decimals and Percentages
(Decimals SGS4.3).
13. Patterns and Algebra (PAS3.1b).
12. No modification.
14. Length (MS3.1), Perimeter and Area (Length and
perimeter MS4.1 including decimal and fractional
lengths). [If time, otherwise, first topic for year 8.]
14. See year 8 program order.
13. No modification.
12. NS5.1.1 scientific notation
is included in place of
NS3.4.
13. PAS4.3 is included in place
of PAS3.1b.
14. See year 8 program order.
.
The following outcomes could not be located in the comparison of Year 7 topics to new texts:







New Insight Maths
New Century Maths
Spectrum
Connections
Maths Quest
Signpost
Maths Zone
NS3.1 and PAS3.1b
PAS3.1b
DS4.1 (graphs)
DS4.1 (graphs)
DS4.1 (graphs)
DS4.1 (graphs) and PAS3.1b
PAS3.1b
All other outcomes listed in our Year 7 program seem to be in these Year 7 text books.
Strathfield Girls HS
Stage 4 program
11
Program order Year 8
5.2 Pathway
1. Length (MS3.1) and Perimeter and area (Length
and Perimeter including circumference MS4.1).
Revise work on year 7 fractions and decimals by
including these in length and perimeter problems.
2. Fractions, Decimals and Percentages
(Percentages NS4.3).
3. Perimeter and area (Pythagoras’ Theorem
MS4.1). Relate back to perimeter.
4. Fractions, Decimals and Percentages (Ratios
and Rates NS4.3).
Modifications to 5.1 Pathway
1. Circumference is not included.
Modifications to 5.3 Pathway
1. No modifications.
2. Simplify to meet students needs.
5. Position (SGS3.3).
5. No modifications.
6. Area (MS3.2) and Perimeter and area (Area
including circles MS4.1).
6. MS4.1 is not included.
7. Algebraic Techniques (PAS4.3 and PAS4.4).
7. PAS3.1b is included. Simplified
versions of PAS4.3 and PAS4.4
are included.
8. MS4.1 Circumferences and
Areas of Circles is included in
place of MS4.2.
9. No modifications.
2. Extend to meet students
needs.
3. Extend to meet students
needs.
4. Additional content, p 14
syllabus, such as Golden
Ratio to be included.
5. Additional content, p 14
syllabus, such as
navigation and orienteering
to be included.
6. MS4.2 surface area and
MS5.1.1 are included in
place of MS3.2.
7. PAS4.5 is included in place
of PAS4.3.
8. Surface Area and Volume (Surface area MS4.2).
9. Data Representation (Statistical graphs DS4.1).
10. Properties of Geometrical Figures (SGS4.3).
Strathfield Girls HS
Stage 4 program
3. Simplify to meet students needs.
4. Simplify to meet students needs.
10. SGS4.2 is included in place of
SGS4.3
12
8. Volume and Capacity are
included in place of surface
area. MS3.4 is included.
9. DS4.2 is included in place
of DS4.1.
10. SGS4.3 notation, angle
sums of triangles and
quadrilaterals completed in
Year 7. SGS4.4 and
SGS5.2.1 are included.
11. Linear Relationships (PAS4.5)
12. Volume and Capacity (MS3.3), Surface Area and
Volume (Volume and capacity MS4.2) and Mass
(MS3.4).
11. Harder versions of PAS4.3 and
PAS4.4 are included in place of
PAS4.5.
12. Surface Area is included in place
of volume and capacity from
MS4.2.
13. Data Analysis and Evaluation (DS4.2).
13. Simplified version.
14. Chance (NS3.5) and Probability (NS4.4).
15. Properties of Geometrical Figures (SGS4.4).
14. NS4.4 is not included.
15. SGS4.1 is included in place of
SGS4.4.
11. PAS5.1.2 is included in
place of PAS4.5.
12. Volume of square and
triangular pyramids and
other right prisms from
MS5.2.2 is included in
place of MS3.3, MS3.4 and
MS4.2.
13. DS5.1.1 is included in
place of DS4.2.
14. NS5.1.3 is included.
15. SGS5.2.2 is included in
place of SGS4.4.
Stage 4 topics to be completed in year 9 by students completing the minimum work on the Stage 5.1 pathway:










NS4.2
revision of NS4.3 combining all components, fractions, decimals, percentages, rates and ratios rather than treating them
separately
NS4.4
PAS4.3 harder applications
PAS4.4 harder applications
PAS4.5
MS4.1 area
MS4.2 volume and capacity
SGS4.3 except for parts of circles
SGS4.4
Strathfield Girls HS
Stage 4 program
13
References
New South Wales Board of Studies (2001), Mathematics Years 7-10 Syllabus: Advice on
Programming and Assessment, Sydney.
Strathfield Girls HS
Stage 4 program
14