Selecting and sequencing
Selecting and sequencing
Planning for student learning is the process of selecting and sequencing content and designing learning experiences which enable students to engage with syllabus outcomes and develop subject specific skills and knowledge.
Planning is typically shared. It offers an opportunity for:
- collaboration
- professional reflection
- evaluation.
Teachers select and sequence content to design effective learning experiences that develop students’ knowledge, understanding and skills, allowing all students to make progress. They make decisions about:
- the type and sequence of instruction
- the emphasis to be given to particular areas of content
- any adjustments or support required based on the needs, interests and abilities of their students.
Teachers may design the learning experience by taking into account:
- students’ past and current learning experiences
- students’ past and current achievement in relation to outcomes and content
- students’ interests, learning needs and cultural background
- other factors, such as local resources.
When designing learning opportunities, teachers consider whether the activity:
- shows a clear relationship between the syllabus outcomes and the targeted content
- is integral to the teaching and learning program/cycle
- provides opportunities for students to demonstrate the extent of their knowledge, skills and understanding across a range of familiar and unfamiliar contexts
- offers the ability to gather information on what further teaching and learning is required for students to progress
- represents fair and reasonable expectations for all students
- includes tasks that have the potential to engage students in discussion and/or reflection about their:
- strengths
- areas to develop
- learning goals.
- includes strategies appropriate to the outcomes and content being addressed
- includes how students can improve their learning as a result of teaching and feedback
- provides opportunities to monitor valid and reliable evidence of student learning.
Scopes and sequences
A scope and sequence is a:
- summary of what is to be taught
- the sequence in which it will be taught
- the syllabus outcomes that may be addressed in the intended learning.
Scope and sequences are flexible and dynamic documents. They provide a brief overview of the key concepts and ideas addressed in learning and teaching programs for an individual stage or year.
Scope and sequences will vary according to:
- different school contexts
- student cohorts
- syllabus requirements
- course structures
- student needs, abilities and interests.
Elements of a scope and sequence include:
- title of each unit
- sequence of each unit for the year/stage
- duration of each unit
- 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
- any specific-subject requirements. For example:
- text requirements
- student research projects
- a site study, or
- time allocated to aspects of a course.
- relevant information for particular learning areas or particular school requirements.
Where Life Skills outcomes are being integrated or taught concurrently, they should also be included in the scope and sequence.
Units
A unit is a plan of the intended teaching and learning for a particular class for a particular period of time. It is a record of planned learning experiences. A unit reflects the thoughtful planning and collaboration between teachers delivering the learning. It reflects teachers careful consideration of their students needs, interests and abilities. A unit is a flexible and dynamic document that changes in response to student learning needs, school context, teacher evaluation and feedback.
The duration of a unit could be for a:
- number of weeks
- term, or
- semester.
A unit provides engaging and valuable learning experiences for students. It can begin from many starting points and can take various forms. The organisation of the content in a unit may vary according to the:
- school
- teacher
- class
- learning context.
Teachers make decisions about how the following elements are shared, either in units or through other means relevant to their context:
- unit description
- syllabus outcomes
- duration
- stage or year
- range of relevant syllabus content
- if relevant, the connections between syllabus focus areas
- differentiation catering to the range of student abilities and interests
- opportunities to collect evidence of student achievement
- subject-specific requirements
- resources
- reflection and evaluation
- adjustments for students with disability, where appropriate.
In developing a unit, teachers will:
- reflect the needs, interests and abilities of students
- include a variety of teaching, learning and embedded monitoring opportunities and strategies to address the learning needs of all students
- design teaching and learning activities that are inclusive of the full range of students
- reflect school and sector priorities, values and initiatives
- record how syllabus outcomes and syllabus requirements are met.
In Kindergarten to Year 6, the unit may involve outcomes and content from more than one learning area. A unit can be framed around a broader concept or focus which demonstrates connections to other learning areas.
The K–10 syllabuses promote an approach to programming that focuses on syllabus outcomes. During the planning process, teachers identify the syllabus outcomes that inform the organisation of content and learning experiences for each unit. The syllabus outcomes are central to decisions about the required evidence of learning.
With syllabus outcomes forming the focus of a unit, it is necessary to identify specific evidence of learning. Evidence of learning is gathered through the intended learning and teaching activities. It provides the basis for the selection of content and the planning of the learning experiences within the units. Evidence enables teachers to monitor student learning in relation to the syllabus outcomes and identified content. It then informs ‘where to next’ in terms of future planning.
Learning and teaching experiences should:
- build on prior learning
- be sequenced appropriately to provide opportunities for students to:
- develop knowledge, understanding and skills
- demonstrate achievement of syllabus outcomes.
- provide authentic learning opportunities to meet the interests, abilities and backgrounds of students
- provide a sound basis for students to move to the next stage of learning
- include adjustments for students with disability where appropriate and/or necessary
- consider the resources available
- develop general capabilities as part of the intended learning.
Teachers evaluate the extent to which the planning of the unit has remained focused on the syllabus outcomes. During and after the teaching of a unit, teachers and students should have the opportunity to reflect on and evaluate the degree to which students have progressed as a result of their experiences. They should also consider what should be done next to assist them in their learning.
For example, there should be opportunities for teachers to:
- identify which teaching and learning experiences were effective and what might be included in the future
- suggest modifications for future learning and teaching experiences
- describe additional or alternative teaching and learning activities and resources that could be used in the future.
Differentiation
Students are individuals who learn at different rates and in different ways. These individual differences may influence how students respond to instruction. They may also influence how students demonstrate what they know, understand and can do. Individual differences may include:
- cognitive abilities, including students’ current level of understanding and ability in relation to a particular topic or skill
- prior learning experiences
- learning preferences
- motivation and engagement with learning
- interests and talents.
Differentiation is a targeted process that involves forward planning, programming and instruction. It involves the use of teaching, learning and assessment strategies that are:
- fair and flexible
- provide an appropriate level of challenge
- engage students in learning in meaningful ways.
Differentiated programming recognises a relationship between teaching, learning and monitoring that informs future teaching and learning.
Differentiated programming:
- provides teaching, learning and monitoring for learning experiences that cater for the diversity of learners so that all students can learn effectively
- provides alternative methods and choices for students to demonstrate their knowledge, understanding and skills
- considers what resources and stimulus materials will assist students
- includes a range of activities and resources appropriate for students with different learning needs and levels of achievement
- promotes flexible learning experiences and encourages students to work at their own pace to develop their knowledge, understanding and skills
- monitors student learning over time using evidence of student achievement to guide future teaching and learning opportunities
- considers how individualised feedback to students can help identify student strengths and areas for improvement.
Differentiated programming provides students with opportunities to:
- demonstrate, in different ways, what they know, understand and can do at different points of the learning cycle
- discuss with their teachers how they learn best
- explore, experiment and engage with the concepts and principles underpinning what they learn
- develop higher-order thinking and creative and critical thinking skills.
Differentiation strategies
Most students will participate fully in learning experiences based on the regular syllabus outcomes and content. Some students may require additional support or adjustment to teaching, learning and assessment for learning activities.
Teachers may differentiate the delivery of content where appropriate. It may include a range of resources to support student learning.
Differentiation strategies may include:
- curriculum compacting
- providing key vocabulary
- developing individual learning goals
- including learning centres to facilitate guided or independent learning
- providing a variety of stimulus materials in a range of mediums.
Teachers may differentiate the learning activities by making modifications to instruction and student groupings.
Differentiation strategies may include providing opportunities for:
- tiered and levelled activities
- interest centres
- learning contracts
- problem-solving and challenge-based learning opportunities
- open-ended questioning
- group and independent study.
Teachers may differentiate the ways students demonstrate their learning based on their learning needs, interests, abilities and prior learning.
Differentiation strategies may include providing opportunities for:
- collaborative and individual learning
- project-based work
- student choice
- teacher/student dialogue around learning activities.
Teachers may differentiate the learning environment by considering the physical, virtual and social context where learning takes place.
Differentiation strategies may include consideration of the:
- structure and organisation of the classroom, including class routines
- ways students interact with and work with others by providing opportunities for individual, collaborative and whole class group work.
Teachers can differentiate assessment experiences. They can do this by considering different types of assessment strategies. Teachers can cater to students different learning needs, interests and abilities by offering different ways for students to demonstrate their understanding.
Teaching and learning support
NESA publishes a range of teaching and learning support materials. They include sample scope and sequences and sample units. Some sample units demonstrate how teaching and learning programs can be differentiated to meet the needs of the diversity of learners. Find sample scope and sequences and sample units with the syllabuses.