K-6 SCOPE AND SEQUENCES
AUSTRALIAN CURRICULUM v9 + NSW 2022-2023 SYLLABUS +
GENERAL CAPABILITIES v9 / NUMERACY PROGRESSION v3
All research- and curriculum-based Scope and Sequences have both an Empirical and a Logical Basis, and explicitly uncover links between concepts to ensure that related concepts are taught and investigate simultaneously.
The Empirical Basis means that later Levels are both harder than and also include earlier Levels.
The Logical Basis means that specific earlier Levels are prerequisites for specific later Levels.
NB: Scope and Sequences – cross-grade advice – see bottom of page.
FOUNDATION KINDERGARTEN PREP RECEPTION SCOPE AND SEQUENCE *NEW 16 July 2023 version
YEAR 1 SCOPE AND SEQUENCE *NEW 16 July 2023 version
YEAR 2 SCOPE AND SEQUENCE *NEW 16 July 2023 version
NB: BELOW are the *NEW* Year 3, Year 4, Year 5, and Year 6 Scope and Sequences, based on the Australian Curriculum v9, NSW Syllabus 2023 & Numeracy Progression V3
linked to the Teaching Resources on the NEW site.
YEAR 3 SCOPE AND SEQUENCE * NEW SYLLABUS 3 September 2023
YEAR 4 SCOPE AND SEQUENCE * NEW SYLLABUS 3 September 2023
YEAR 5 SCOPE AND SEQUENCE * NEW SYLLABUS 3 September 2023
YEAR 6 SCOPE AND SEQUENCE * NEW SYLLABUS 3 September 2023
NB: BELOW are the Year 3, Year 4, Year 5, and Year 6 Scope and Sequences, based on the 2012 NSW Mathematics Syllabus.
YEAR 3 SCOPE AND SEQUENCE * 2012 + 2023 NSW – 6 August 2023 version We have begun updating Year 3 Resources!!!
YEAR 4 SCOPE AND SEQUENCE * 2012 NSW – 31 Jan 2023 Version
YEAR 5 SCOPE AND SEQUENCE * 2012 NSW – 31 Jan 2023 Version
YEAR 6 SCOPE AND SEQUENCE * 2012 NSW– 31 Jan 2023 Version
Scope and Sequences – cross-grade advice
Because the syllabus, curriculum, and so our Scope and Sequences have both an empirical and logical basis (empirical base = every later element is both harder than and includes earlier elements; logical base = specific earlier elements are pre-requisites for specific later elements), even with a straight grade, concepts need to be differentiated – we recommend the first element explicitly taught (while collaboratively constructing an Anchor Chart) is the lowest element in the concept, for example, when teaching a multiplicative concept, start with the Year 3 element, and when teaching an additive concept, start with the Year 1 element.
This serves 2 purposes (i) it allows students to identify where the concept begins (ii) it allows our students to select this element to investigate before moving on to higher (ultimately grade) elements. Remember, grade level outcomes are end-of-year expectations.
So regardless of whether we have a straight grade or cross-grade, the explicit teaching will be the same.
For a cross-grace class, we recommend opening the Scope and Sequence for the higher grade, because every element in it will be differentiated back to the start of the concept, and then progressing up – so the prior grade will be included in the teaching.
I am happy to zoom with you if you’d like a demonstration of how to do this using the teaching resources! Let me know by emailing me at email@example.com!