The sample scope and sequences incorporate advice from NSW Education Standards Authority (NESA) and include the following elements:
- 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 and related outcomes (from other KLAs) if the teaching program is integrated
relevant information for particular learning areas or particular school requirements.
Each document is a sample that schools may adapt to meet the needs of their students and local context.
Visual arts and music must be taught each year. Drama and dance should be included in each stage of learning. Not all four artforms must be taught at the same time.
Some learning experiences can connect the artforms. For example, teachers may establish connections between music and dance through moving in performing in music, the repertoire suggestions for movement in music, and the elements and contexts of dance. It is important that teachers are mindful of the syllabus outcomes in each of the artforms – other learning experiences will be needed to develop students’ understanding of the unique characteristics and content of each of the artforms.
Include the discrete skills, knowledge and understandings of each artform through learning experiences in:
visual arts – making and appreciating.
music – performing, organising sound and listening.
drama – making and appreciating.
dance – making, composing and appreciating.
NESA’s ‘School planning for Creative arts’ supports schools to consider a variety of ways to implement the syllabus.
Through all creative arts experiences it is important to consider the connections between:
artists – makers or performers such as artists, musicians, visual artists, dancers, actors, performers, composers, arrangers, choreographers, designers, producers, directors and so on.
audiences – the active role of the viewer or experiencer of the work of artists and/or their artworks such as teachers, students, the public, critics, curators and so on. Audience interpretation can change sue to time and place.
artworks – representations of ideas, interpretations and responses to the world through compositions, visual artworks, performances, productions, films and so on.
the world – the circumstances or influences upon the artist, artwork, and audience such as cultural and historical, and the existing codes and conventions of the time and place.
Six approaches for flexible organisation
The sample scope and sequences have been designed using 6 different approaches. They provide a range of flexible options and models for whole school organisation of science and technology. Each approach builds upon basic requirements and provides additional syllabus information to assist in planning and programming.
The 6 approaches include:
- Approach 1: Stage and semester-based connection across artforms through an overarching question
- Approach 2: Stage and semester-based visual arts and drama; music and dance.
- Approach 3: Stage and term-based focus on form, repertoire or context
- Approach 4: Stage and term-based focus on the subject matter, concepts or elements
- Approach 5: Stage and term-based resource linked
- Approach 6: Stage and semester-based visual and ‘performing’ arts
Every approach contains a full set of sample scope and sequence documents and blank templates for all stages (Early Stage 1 to Stage 3)..