Planning for effective learning and assessment is important when developing scope and sequences and teaching programs in science. Differentiated programming caters for the diversity of student needs and individual differences.

Sample scope and sequences

The following sample scope and sequences are fluid documents which can be easily adapted as information is gathered through ongoing assessment practices.

You can find further sample scope and sequences on the NSW Education Standards Authority (NESA) science programming page.

Teaching and learning programs

Teaching and learning programs should reflect students’ progression in relation to the stage content as well as the context of individual students and schools.

Developing contexts in learning units (DOC 49.6KB) explores the importance of both the local and global environment, student experience, teacher interests, using narrative as a tool for student engagement and learning through inquiry.

Teachers make connections, where relevant, across syllabus strands to assist students in seeing the connections between concepts and their real life applications. In science, units of work should focus on working scientifically and integrate knowledge and understanding outcomes across different strands to reflect the interconnectedness of science.

Teaching and learning cycle

When designing a unit of work the teaching and learning cycle suggests ongoing reflection on four key questions or stages of learning.

  • Where are my students now?
  • What do I want my students to learn?
  • How will my students get there?
  • How do I know when my students get there?

Further explanation of the teaching and learning cycle can be found in the Programming for quality teaching and assessing professional learning module.

The blank template (DOC 50KB) can be used to plan a science teaching program including an overview, outcomes, learning activities, registration and evaluation.

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