Bound for Success Scope and Sequence Statements

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How to use Scope and Sequence StatementsIntroductionTeaching is a complex craft. Whereas once teaching involved reading a document which outlined what had to be taughtand then teaching this content in ways that we were familiar with and that had worked for us, it now involves makingcomplex decisions, during the initial planning stages, as each lesson progresses, and at the conclusion of each lesson andgroup of lessons.This change has come about largely as a result of what research has revealed in the past 20-30 years about how childrenlearn and about what in fact they learn and don’t learn as a result of the teaching they are exposed to. It is also a result ofa greater degree of close public scrutiny of what occurs in classrooms and an increased demand by the public for teachersto be accountable for the learning of their children.There are many factors that influence the learning of students in our classrooms and many of these are external factorsbeyond the control of teachers and schools. Teachers can only be held accountable for presenting every student with anappropriate curriculum. It is in deciding how to do this to best meet the needs of every student that sets the craft ofteaching apart as a profession.Features of the Scope and Sequence StatementsThe sequencesThe sequences have been written to cover 10 years of schooling from year 1 through to year 10. It is essential thatstudents have multiple opportunities to learn – and as a result to know, understand and be able to do, what is describedunder each year heading by the end of the indicated year of schooling. In particular, the learning descriptions outlinewhat is essential for students to know, understand and be able to do by the end of years 3, 5, 7, and 9 and are critical forfuture learning and progress. The learning descriptions for years 1, 2, 4, 6, 7, and 8 provide essential scaffolding forlearning required by the end of year 3, 5, 7 and 9 respectively.The fact that the sequences have been written to cover 10 years of schooling from year 1 through to year 10, does notmean that students cover what is written under each year heading during the school year in which they are enrolled.The learning descriptions indicate what students are expected to be able to do, know and understand by the end of theindicated year. It is likely however, that some students will begin the year and already be able to do what is described thatthey should be able to do by the end of the school year. These students should not be held back and made to repeat thiswork but should be given opportunities to both consolidate their learning and progress onto what it described underfollowing year(s). Similarly, if students enter a schooling year and it becomes obvious to the classroom teacher that theyare unable to do, know and understand what they should have been able to do by the end of the previous year, theyshould be given multiple opportunities to revisit this work so that they don’t get further behind. It is inappropriate, forexample, for a student to be taught, without scaffolding, what is described under ‘year 4’ if they do not know orunderstand what is described as essential under ‘year 3’ in the sequence.In summary, it is essential that students who are not able to access the learning presented under each year heading in theScope and Sequence are given scaffolding to do so using what is described under previous year headings. Similarly it isessential that students who are already able to do, know and understand what is described for the school year in whichthey are enrolled, are given opportunities to progress through subsequent years at a rate appropriate for them.The learning descriptionsThe learning descriptions that make up the sequences are student-centred. This means that they describe what the studentshould be able to do as a result of the learning opportunities and environments created and presented to them by theteacher. They do not describe what the teacher teaches, but rather the learning that the student should demonstrate as aresult of what is presented/taught by the teacher.This approach will be new for many teachers. It requires teachers to focus on the learning rather than the teaching. Howto do this is explained below.Curriculum Consistency Outcomes, and what is likely to be included in the Queensland Curriculum Assessment andReporting Framework (QCARF).Many of the KLAs have an identified process strand. These include Working Mathematically in Mathematics, WorkingScientifically in Science, Technology Process in Technology, Inquiry in Studies of Society and Environment, and Create-Present-Respond in the Arts. It is essential that these processes, or ways of working, are embedded in the learning of theknowledge, skills and understandings of the content strands of the KLAs. It would be inappropriate for example, to teachthe content of Number in Mathematics without simultaneously Working Mathematically, or Information in Technologywithout simultaneously using the Technology Process, or Drama without attending to Create-Present-Respond in TheArts. Focussing on the process strands will support students’ literacy learning and enable students to use the contentknowledge and understandings they have learned in other contexts both within and beyond the school environment.Some important principles1. High expectationsWe must assume that every child can and will be able to know, do and understand what is written in the statementsby the end of the indicated year of schooling and that many will know, do and understand well beyond this. It isinappropriate to decide that any student will ‘never be able to….’.Research has shown that the majority of students who are unable to learn what is being presented/taught in aclassroom have simply not had sufficient scaffolding for them to access it. The Scope and Sequence documentsprovide the scaffolding so that the teacher can ‘go back’ along the sequence to what the child does know andunderstand and move them forward from that point.We have a fundamental belief that all children are able to learn to levels well beyond our highest expectations.2. Don’t assume anythingIt is inappropriate to assume that a student knows something or is able to do something merely because they havepreviously been taught it. For many students there is a wide gap between what has been taught and what has beenlearned. It is the role of the classroom teacher to support every student to learn what is critical. This may meanteaching and presenting the same concepts and skills in multiple and various ways in order to give every studentaccess through their preferred learning styles.3. Multiple opportunities to learnAll students must have multiple opportunities to learn what is indicated in the learning descriptions. This does notnecessarily mean they should be taught them repeatedly. It means that they should be immersed in a teaching andlearning environment that facilitates the learning of these knowledges, skills and understandings. They might bepresented through a variety of pedagogical approaches including explicit teaching, tasks, activities, group challengesand presentations. These clearly cannot occur in one sitting but should occur over a period of time and in differentcontexts. They could also occur at spaced intervals throughout the year. This might mean that students who mayalready have learned can more deeply consolidate their learning, others might refine their learning, while othersmight learn for the first time as a result of more appropriate scaffolding.Using the Scope and Sequence learning descriptions to planThe learning descriptions describe what the student does as a result of the learning opportunities and environments thatthe teacher presents to them. Hence, they describe the outcome of the learning process:INPUT OUTCOMEThe Key Learning Areas (KLAs)The Scope and Sequences have been organised using seven KLAs: English, Mathematics, Science, Studies of Societyand Environment, The Arts, Health and Physical Education, and Technology. The statements that describe what isessential learning in the Scope and Sequences address what is critical from the Queensland Syllabuses, the NationalLearning opportunitiespresented by teacherresulting inLearning Description ofwhat the student knows,understands, is able to doBound for Success Scope and Sequence Statements V2 Page 1 Working Document Semester One 2007
How to use Scope and Sequence StatementsHence, in order to plan a lesson or series of lessons, the following procedure should occur:1. Read the learning description and understand exactly what the learning is that is described; what is it that you wantthe student to know, understand and be able to do, as a result of what you do. (Note, beware of placing your owninterpretation on the description. It is important that you read the description in an holistic way – do not focus onindividual words or content that is familiar to you at the expense of the processes in the description. If unsure consulta colleague or group of colleagues).2. Make some decisions about what you will need to teach/present in order that the student demonstrates their learningas indicated in the learning description. (You will need to ensure that students have learned what is described in thescaffolding for previous years that precedes the description. If not, you may need to revisit these). There may be anumber of different things you might need to teach as parts of the description before addressing the description in anholistic way. This will ensure the learning is scaffolded.3. Consider how you might teach and present the content and processes. Remember that students in your class willhave a variety of different learning styles so you will need to use a range of pedagogical strategies in order tomaximise the learning opportunities for each student. You might teach through an activity, use some explicit didacticteaching, support students to do some investigatory research, and/or use a combination of these and otherapproaches.4. Consider how you might decide whether your students know, understand and can do what is presented in thelearning description. In other words, if this is a description of the learning that you require, how will you give yourstudents the opportunity to demonstrate this learning? This might be described as ‘assessing the learning’ or‘gathering evidence of learning’. If students are unable to demonstrate the learning you require as indicated in thelearning description, you will need to plan for and provide further opportunities for the learning to occur.1. What do I wantmy students toknow, do andunderstand?2. What will Ineed to teach/present for themto demonstratethis learning?4. How will I assess tofind out whether theyhave learned it or not?3. How will I teach tomaximise theopportunities for allstudents to learn what Iwant them to learn?These complex decisions must be made by every classroom teacher as part of the planning process for every lesson andgroup of lessons. The process focuses on the desired student learning, not on the teaching. It is this complexity, based onan assumption that the classroom teacher is the person best-placed to know each student that they teach (that is, whatthey know, understand and can do as well as their preferred learning styles) that sets teachers apart from parents andmakes them professionals.Planning using the Scope and Sequence Statements must also occur in phases at school level. This means that theteachers of Prep, Year 1, Year 2 and Year 3 must plan together to ensure that all students will be able to know,understand and do what is described in the Year 3 descriptions by the end of Year 3. Similarly, the Year 3, Year 4 andYear 5 teachers will plan together, the Year 5, Year 6 and Year 7 teachers will plan together, and the Year 7, Year 8,Year 9 and Year 10 teachers will plan together. This will ensure for example, that achievement of what is described in theYear 3 descriptions by students in Year 3 is not the sole responsibility of the Year 3 teacher, and similarly for the Years5, 7, and 9 teachers. Of course, if you are teaching a multi-age group of students you will not need to do this unless thereare other teachers teaching students in similar year groups in the school. In this case it would be appropriate to plan withteachers from other schools where possible, to ensure comparability of the curriculum.Planning with teachers of the same level in large schools is also encouraged in order to ensure shared understanding ofthe learning descriptions (the intended curriculum).These processes will maximise student access to a rigorous curriculum and facilitate continuity and ‘seamlessness’ forevery student between and across schools. They will also facilitate sharing of ideas and resources relating to teachingand assessment.KLA and cross-curriculum opportunitiesEvery learning experience in every KLA is an opportunity for developing the literacy skills for all students. All teachersare responsible for maximising the literacy achievement of all their students by capitalising on these opportunities.There are also many links between the KLAs that provide opportunities for enhancing the learning of one KLA throughanother. For example, both the Technology KLA and the Science KLA have a strand about Materials. Whilst the focusof each strand is different there is no reason why students learning about designing and making an artefact in aTechnology class should not also be working towards developing deep understandings required about materials aspresented in the Science KLA. Teachers should maximise these links and opportunities wherever possible. To this end,some of these opportunities have been highlighted throughout the Scope and Sequence Statements using the followingcodes:N numeracy/mathematicsSc ScienceICT Interactive Communications TechnologiesHPE Health and Physical EducationT TechnologySS Studies of Society and EnvironmentA The ArtsIn conclusionThe approach embodied in the Scope and Sequence Statements, the learning descriptions and the model for their use inplanning, focuses on deep learning by students of what is essential rather than superficial coverage of facts and skills inorder to ‘get through the course’. It relies on teachers deeply understanding what it is that they want their students tolearn (the intended curriculum) and subsequently setting up multiple opportunities and environments to maximise thatlearning for every student in their class.Dr Thelma PersoDirector CurriculumEducation QueenslandDecember 2006Bound for Success Scope and Sequence Statements V2 Page 2 Working Document Semester One 2007
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Page 7 and 8: ENGLISHReading, Viewing and Interpr
Page 9 and 10: ENGLISHReading, Viewing and Interpr
Page 11 and 12: ENGLISHWriting Imaginative TextsIn
Page 13 and 14: ENGLISHWriting Information and Argu
Page 15 and 16: ENGLISHSpeaking and ListeningIn Yea
Page 17 and 18: SPELLINGAbout spellingWhile English
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Page 21 and 22: Vowel patterns inunaccented syllabl
Page 23 and 24: HEALTH AND PHYSICAL EDUCATIONPromot
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Page 27 and 28: MATHEMATICSWorking Mathematically(N
Page 29 and 30: MATHEMATICSSpaceConcept In Year 1th
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Page 33 and 34: MATHEMATICSNumberConcept In Year 1t
Page 39 and 40: MATHEMATICSMeasurementConcept In Ye
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Page 43 and 44: MATHEMATICSChance and DataConcept I
Page 45 and 46: MATHEMATICSPatterns and AlgebraConc
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SCIENCEEarth and BeyondConcept In Y
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SCIENCEEnergy and ChangeConcept In
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SCIENCEEnergy and ChangeConcept In
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SCIENCELife and LivingConcept In Ye
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SCIENCELife and LivingConcept In Ye
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SCIENCENatural and Processed Materi
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SCIENCENatural and Processed Materi
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STUDIES OF SOCIETY AND ENVIRONMENTI
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STUDIES OF SOCIETY AND ENVIRONMENTP
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STUDIES OF SOCIETY AND ENVIRONMENTC
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STUDIES OF SOCIETY AND ENVIRONMENTS
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THE ARTSPresents and Communicates t
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THE ARTSThe role of the Arts in Soc
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TECHNOLOGYTechnology PracticeNote t
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TECHNOLOGYInformationMany forms of
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