Scope and sequences

A range of examples of how schools can organise a K-6 creative arts scope and sequence and the elements that could be included.

Introduction

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.

Key considerations

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)..

Sample stage and semester-based scope and sequences with connection across artforms through an overarching question

Approach 1: Stage and semester-based connection across artforms through an overarching question

Features:

  • stage of learning

  • semester (duration)

  • syllabus outcomes

  • overarching and focus questions

  • content examples

This sample scope and sequence is most suitable for schools wishing to make connections across artforms. This is ideal for a whole-school approach. 

Stage and semester-based scope and sequences – visual arts and drama, music and dance.

Approach 2: Stage and semester based visual arts and drama, music and dance.

Features:

  • stage of learning

  • semester (duration)

  • syllabus outcomes

  • content overview

Stage and term-based scope and sequences focusing on form, repertoire or contexts.

Approach 3: Stage and term-based focus on form, repertoire or contexts

Features:

  • stage of learning

  • term (duration)

  • syllabus outcomes

  • content overview

This sample scope and sequence is most suitable for schools with one or more classes per stage. It focusses on form, repertoire and/or context in each artform. 

The scope of visual arts is described in terms of forms. The scope of music is described in terms of genres/forms or repertoire. The scope of drama is described in terms of drama forms. The scope of dance is described in terms of dance contexts.  

Stage and term-based scope and sequences focusing on subject matter, concepts or elements.

Approach 4: Stage and term-based focus on subject matter, concepts or elements

Features:

  • stage of learning

  • term (duration)

  • syllabus outcomes

  • content overview

This sample scope and sequence is most suitable for schools with one or more classes per stage. It focusses on subject matter, concepts or elements and allows schools to have flexibility in the way they approach teaching and learning in the creative arts. Elements and concepts are best taught in context and with other key components of the artform, not in isolation. 

Stage and semester-based visual arts and ‘performing’ arts focused scope and sequences.

Approach 6: Stage and semester-based visual arts and ‘performing’ arts focus

Features:

  • stage of learning

  • semester (duration)

  • syllabus outcomes

  • foundation statements

This scope and sequence is most suited to schools wanting to separate visual arts from the other ‘performing’ artforms of music, drama and dance.

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