Speaker

Hello and welcome to our Term 2 professional learning workshop. My name is Courtney Frost and I'm a Curriculum Advisor for Science and Technology K-6. In this session, we're going to build knowledge and understanding of the Science and Technology K-6 2024 syllabus. We'll engage in the research supporting the new syllabus and explore opportunities for connecting content across content groups and focus areas.

Throughout this session, there'll be moments for you to pause the video to complete an activity in your workbook. You'll need a copy of the digital syllabus and a participant workbook to complete these tasks.

We are going to start by engaging with a hands-on task that will not only spark your curiosity but deepen your understanding of the science and design content in Stage 1. So, let's get loud.

In small groups, you'll work together to design and construct an instrument that meets specific criteria. Your instrument must produce three distinct pitches, be capable of producing two different volumes and be made using at least two different materials. You can use any materials that you have in your room, and you'll have 5 minutes to complete this task.

If you finish early, you may wish to demonstrate your instrument and how it works to your colleagues. Please pause the recording now while you make your instrument.

Thank you everyone. I would love to be able to see all your instruments, but for the purposes of this recording, I have an example of an instrument here that I created using materials in my room. I have got a tissue box with some rubber bands across them.

[Speaker holds up an empty tissue box with four rubber bands around the box, across the opening]

I have been able to change the pitch by doubling over one of my rubber bands to increase tension, as well as having different thickness rubber bands across my cardboard box.

I will play my instrument for you.

[Speaker plucks each of the four rubber bands]

I can vary the volume based on how far I pull the rubber bands back

[Speaker plucks two rubber bands at varying distances from the tissue box to change the volume]

I have used two different materials with the cardboard box and with the rubber bands. So how did you go? I'm going to get you to pause the recording again and spend 3 minutes discussing the following questions with your group.

Did you meet all three criteria? What was challenging as you undertook this task and what background knowledge would be needed for students to complete this task? Please pause the recording now.

Thank you for engaging in that discussion. I hope that you got a lot out of the activity and potentially talked about background knowledge around vocabulary, understanding of volume and pitch, and potentially materials.

Now we are going to explore the connections between science, design, and digital content that relate to the musical instrument activity. This will help us to identify key concepts and deepen our understanding of the syllabus. An extract from the Stage 1 syllabus is provided in your participant workbook.

In a moment, I'm going to ask you to highlight the content points that you feel could be addressed in the musical instrument activity. After identifying relevant content from the science, design and digital content groups, use any remaining time to add other connections. For example, with the creating written text content group, or even other key learning areas, you'll have to access the digital syllabus to look for these connections.

[Text on screen: discussion points:

• Science Content: What scientific principles or topics are covered?​
• Design Content: How does this activity incorporate design elements?​
• Digital Content: Explore the potential integration of digital tools or resources.​
• Additional Connections: Consider other relevant connections. E.g. data, Creating written texts, other KLAs etc. ​
• Surprises: Has anything surprised you?]

Annotate your workbook with your thoughts. You'll have 8 minutes to complete this task. Please pause the recording now.

Thank you for engaging in that task. I hope that you saw that a number of content points were addressed within the Science and Technology syllabus, and even across other key learning areas.

So, did you find it easy to find connections? On this slide, you can see some possible content points that relate to the activity. This is not a comprehensive list. You may have found other connections. It's important to note that some content points will lead into the activity and some content points will naturally flow from it.

In the science content group, light and sound interact with materials in different ways. The central content point addressed in this activity is test how different materials and actions affect the volume and pitch of sound. In the design content group, a design process is used to define user needs and create solutions.

The central content point addressed in this activity is apply one or more steps of a design process to make a product. The design process graphic on the right of your screen is introduced in the Stage 1 teaching advice.

[Graphic on screen: the elements of a design process are shown in a circular formation surrounding the element ‘Empathise by gathering user stories’. Starting at the top of the diagram and moving clockwise, the elements are ‘Define a need based on user needs’, ‘Research what you need to know’, ‘Generate ideas for possible solutions’, ‘Plan for production’, ‘Make a prototype or build solutions’, and ‘Test and evaluate’].

The teaching advice states that there are many design processes, but they're all similar and they are all iterative.

The design process may begin and end at different steps, and it is not necessary to cover all elements of the design process, and this will be quite freeing for some teachers.

The activity that we undertook with the musical instrument primarily focuses on the make step. However, you could adapt it to include more components such as generating ideas, planning, testing, and evaluating. Focusing on one or a few steps allows students to effectively develop their design skills.

Because we only gave you 5 minutes for the making activity, there was limited digital connections. Although there may be more connections within a broader unit. The content point on your screen could easily be addressed. Use the basic features of common digital tools to capture, save, and retrieve data to communicate and collaborate following agreed rules. For example, students could take photos or videos to record their instruments or even use a pitch detector app.

In Stage 1, students pose questions based on observations and information to investigate cause and effect. In this activity, students may have made an instrument using their drink bottle and may have questioned how the level of water could impact the pitch of the sound made.

Additional connections can also be made across key learning areas. There could definitely be connections with mathematics and English, and in particular, creative arts in music. In the content group performing, music is performed to communicate musical ideas through sound. There are two content points, one around exploring changes in pitch and another around experimenting with dynamic effects, including changes in volume.

Something that may have surprised you, may have been the total number of content points that you can cover in just one activity.

[Text on screen: Connecting scientific, design, and digital content]

Now let's explore some of the research that underpins the Science and Technology K-6 syllabus.

The syllabus highlights how science, design and digital technologies are related to each other. This is based on educational research that supports learning across different key learning areas and shows how these connections are relevant in everyday life. Please take a moment to read the key findings on your screen.

[Text on screen: Ofsted (2021) states that science should be curriculum-led and structured to show how disciplinary knowledge is embedded within substantive content, allowing students to engage with science meaningfully rather than treating skills as stand alone.​ Lewis (2005) explicitly explores how problem-solving, and design thinking are strengthened when disciplinary knowledge (like science content) is used within the design process.​]

When the Ofsted research paper talks about disciplinary knowledge, it's referring to the practices of science, methods thinking and inquiry. For example, designing an experiment or evaluating a prototype and what this is saying is that practice of science disciplinary knowledge needs to be embedded within the substantive content, the core content, the facts, concepts and information the students need to know. For example, understanding energy transfer and science.

Willingham supports this with his cognitive science research that shows that skills and knowledge are tightly linked and cannot be taught separately.

This is especially powerful when we look at design and technology. Lewis shows that creativity and innovation in design are strongest when students draw on disciplinary knowledge within the design process. So, for example, designing a sustainable home is much more meaningful when students apply their understanding of energy efficiency and material properties.

I'd like you to take just a moment to think about whether this research confirms or challenges your thinking.

So, what does connecting content look like in practice? As we program, we find logical and clear connections where the technologies and science support each other. Of course, it's not the case that we must make connections across every single content group. An important factor throughout the syllabus is the relevance to authentic and real-life contexts.

Applying scientific content within the design process can give students the opportunity to apply knowledge and practice skills in authentic way. This might look like students conducting fair tests to understand more about materials that they used in a design or collecting objective information as they seek to understand user needs.

As these scientific processes help students to identify new knowledge, that knowledge can be applied through the design process and lead to more effective products. When students come to evaluate their prototypes, they can again conduct scientific and objective testing to determine if the design meets the criteria.

So, the big question is, can content groups be taught without connections to other parts of the syllabus? And the answer is yes, of course. Some content groups could be taught without any connection to other parts of the syllabus or any other key learning area. However, one should consider the missed opportunities by not making those connections. Most content has natural connections and contexts. For example, saving and retrieving files could be applied to many other content groups, especially as students are observing scientific investigations, collecting and interpreting data.

Let's have a look at an example of connecting content in Early Stage 1.

[Text on screen: Early Stage 1 content group – Objects are made of materials that have observable properties]

In this example, students learn about the properties and materials and build a product based on those properties. For example, building a bridge to carry a toy. Opportunities for design are where students identify user needs and design and build a simple product.

In Early Stage 1, we need to be mindful that students are not introduced to the whole design process but are introduced to products that meet a user's need. They're becoming aware that products can be designed based on the properties and materials. In science, there's opportunities for students to pose questions about materials and observe and manipulate those materials to describe their properties.

Again, thinking that they're in Early Stage 1, they're only beginning to pose questions about what they observe. And in the case of designing a bridge to carry a toy, we would guide students to ask questions. Did I choose the material that was strong enough for a bridge? And are there different ways to use that material that might make the bridge stronger?

Let's have a look at a Stage 2 example.

[Text on screen: Stage 2 content group – Heat energy can be transferred]

In this Stage 2 example, students explore heat transfer, specifically how materials absorb and reflect heat energy.

[Graphic on screen: The elements of a design process are shown in a circular formation surrounding the element ‘Empathise by gathering user stories’. Starting at the top of the diagram and moving clockwise, the elements are ‘Define a need based on user needs’, ‘Research what you need to know’, ‘Generate ideas for possible solutions’, ‘Plan for production’, ‘Make a prototype or build solutions’, and ‘Test and evaluate’].

The design process on the slide shows the empathise phase at the centre. This highlights the strong focus on the user needs. Around the design cycle there are points where science content connects.

In the research phase, students investigate conduction and installation, developing fair tests and scientific vocabulary. During prototyping, they apply fair tests to materials to understand if the materials are suitable for the design. At the evaluate stage, fair testing is again used to assess if the final product works as intended. This approach supports deep learning. Students use scientific knowledge and skills to inform design thinking.

As we think about practical next steps, here are some key takeaways for the classroom. First, look for natural opportunities to connect science, design and digital technologies. These connections don't always exist, so don't force them. Some content in science and technology is best taught in isolation.

Secondly, try to frame tasks around real-world problems. This not only boosts engagement but also helps students see the relevance in what they're learning. For example, in Stage 3, students learn that a fixed amount of usable matter makes up all materials on earth. They could apply this knowledge and possibly identify a waste or energy problem in their school.

They might design an education campaign to raise awareness of sustainability and can then evaluate the effectiveness of their campaign through peer feedback and data collection. Finally, we need to encourage students to apply scientific knowledge actively, not just in theory, but by identifying problems, designing solutions, building prototypes, and testing them. This gives them a chance to think and work like scientists, designers, and engineers.

[Text on screen: Bringing it together]

We are now going to give you time to explore connections in a stage that is relevant to you.

Revisiting the Stage 1 content covered in the making an instrument activity. We have drawn out that there are connections between science, design and digital content, the posing questions and data outcomes.

[Text on screen:

Science content​ - Light and sound interact with materials in different ways:​

• Recognise that light and sound can travel through air, water and some solids and are affected by those materials​
• Recognise that sound is created and carried by vibrations​
• Test how different materials and actions affect the volume and pitch of sound​

Design content​ - A design process is used to define user needs and create solutions:​

• Recognise that a design process breaks large projects into manageable, logical steps​
• Pose questions and test how materials with different properties contribute to the effectiveness of a product​
• Apply one or more steps of a design process to make a product

Digital content​ - Digital systems use inputs and algorithms to produce an output:​

• Use the basic features of common digital tools to capture, save and retrieve data to communicate and collaborate following agreed rules

Posing questions​:

• poses questions based on observations and information to investigate cause and effect

Data:​

• collects, represents and uses data to identify patterns and relationships]

And we used a simple practical activity to show how these aspects of the syllabus connect.

We've only included three examples of practical activities here. You could make an instrument, test how the same sound travels through different materials, or use a digital pitch detector to explore the pitch of different materials.

However, there are many other learning activities that you could use to link related content. Connections to creating written texts and other key learning areas such as creative arts, English, and mathematics were also possible.

The participant workbook has selected content for Early Stage 1, Stage 2, and Stage 3. We would like you to choose a stage relevant to you other than Stage 1 which we have just modelled. Highlight natural connections between the science, design and digital content. Remember, you are not trying to force incompatible syllabus elements. Add the natural connections into the table in your participant workbook.

Then, go and look for connections in other areas, in posing questions, data, with creating written text, and possibly other key learning areas. Like with the musical instrument activity, you will need to use your digital syllabus to explore these connections.

Please add all of these connections into the table that is shown on the screen.

[Screenshot from participant workbook on screen: a blank table with room for participants to add notes under the headings of Science content, Design content, Digital content, Data, Posing questions, Additional connections and Classroom activities]

Finally, think about practical classroom activities that will bring your chosen content to life and add them to the table. Please spend 12 minutes completing this task. After you've explored possible connections, discuss with your colleagues your findings. Please share what connections you found, any classroom activities you identified, and what you're still wondering about making meaningful connections. Please pause the recording now to complete the activity for 12 minutes and have a discussion for 3 minutes.

Thank you for engaging in that activity. The facilitator guide has some possible connections for each stage. Please note that these are not an exhaustive list, but rather some examples of possible connections and activities, many other connections are possible.

We ask you now to think about what the implementation of the Science and Technology K-6 syllabus will look like in your context. How can you provide opportunities for content to be connected in a meaningful way in your classroom or school? And how can you use your knowledge about the way content is connected to enhance student understanding, to inform whole school planning?

You have a space in your participant workbook to record your thoughts.

That brings us to the end of the Science and Technology deep dive. If you have any further questions or would like to reach out to the Science and Technology team, please contact us by the email address or through the Statewide Staffroom.

[Text on screen: Contact us via the Primary Curriculum Statewide Staffroom or primarycurriculum@det.nsw.edu.au]

The QR code on your screen takes you to the enrolment page to join the Statewide Staffroom.

Thank you for joining me today.

[End of transcript]

Mel Tracy

Hello and welcome to our Term 3 professional learning workshop. My name is Mel Tracy, and I'm one of the curriculum advisors for Science and Technology K–6, working out of the Orange Office. I'm pleased to be joined in this workshop by several of my colleagues from the primary curriculum team. We are looking forward to working with you to build knowledge and understanding of the New South Wales Creative Arts, HSIE, PDHPE, and Science and Technology K–6 sample scope and sequences.

Throughout the presentation, you will hear the term CHPS. This is the acronym for the key learning areas you see on your screen.

[Text on screen: Creative arts, HSIE, PDHPE and science and technology]

I'd like to start by acknowledging the traditional custodians of the various lands on which our meeting is taking place, lands that always was, is, and will be Aboriginal land, land that forms part of the oldest continuous living culture in the world. I'm joining you from Wiradjuri Country in the beautiful central West of New South Wales, and I pay respect to Elders past and present and extend that respect to any Aboriginal and Torres Strait Islander peoples joining with us today.

Here are the Australian Professional Standards for teachers that today's presentation will address. Please take a moment to read through.

[Graphic on screen reads: (dark blue box) 2.2 – Content selection and organisations. (light blue box) 2.2.2 – Organise content into coherent, well-sequenced learning and teaching programs. (dark blue box) 6.2 – Engage in professional learning and improve practice. (light blue box) 6.2.2 – Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities. (dark blue box) 6.3 – Engage with colleagues and improve practice. (light blue box) 6.3.2 – Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice.]

In this session, we're learning to understand the structure and intent of the department's CHPS sample scope and sequences. By the end of this workshop, participants will understand the essential content and key features of the CHPS scope and sequences, identify the content connections across the sample scope and sequences, and determine the next steps for implementation. The primary curriculum team have worked in partnership with NESA to develop sample scope and sequences. Today we'll focus on unpacking each of the sample scope and sequences to strengthen your understanding and support you to determine next steps for implementation in your school context.

Each individual CHPS sample scope and sequence can be located on the four key learning area websites. Let's now look at how to access the sample scope and sequences and walk through navigating the documents. Throughout the professional learning, we will be exploring the four CHPS sample scope and sequences.

Please open your laptops and follow along as we conduct a walkthrough using the PDHPE scope and sequence as an example. From the homepage, once you click on Teaching and Learning, scroll down to the Curriculum tab. On the Curriculum page, you can see all of the syllabuses there for each of the key learning areas. Click on PDHPE. Once you're on the PDHPE page, scroll down to the planning and programming support link. You can see on the left there; both syllabuses are there. Please click on the 2024 syllabus. On that page, scroll down.

You can see the scope and sequence subheading, and underneath that, the excel document for the PDHPE scope and sequence. Let's take a closer look at the PDHPE scope and sequence and how this document is organised. This sample scope and sequence is aligned with the NESA sample whole-school curriculum plan. Here's the Introduction tab, and you can see the link to the syllabus in the centre of the page here. Across the bottom, you can see tabs for each of the stages. This learning is sequenced across 8 Terms for each stage, except Early Stage One, which is four terms across the year of learning, and here are quick tabs to each of the Terms from this introduction page. This allows teachers to identify how knowledge and skills are introduced, revisited, and built upon to support students to make vertical and horizontal connections between ideas and retain learning over time.

In the first column, we see the rows organised as term, focus area, outcome, content group, and content points. Moving across to another stage, we see there are bracketed timeframes that appear across the CHPS sample scope and sequences which indicate content taught each year, each term, each semester, or not planned for this term. You can see the content scope over the 8 terms here as it spans the two years. And the first column remains fixed, helping orientation as you scroll across. You may wish to filter the content, select sort and filter at the toolbar at the top, choose filter. You can see the dropdown arrows across the top row of the spreadsheet. To unselect all, just tick just what you want to view.

Press OK to filter. You may also wish to hide content and unhide content in rows and columns. To do this, select the row or column you wish to hide and right click to see your options. On that list, you'll be able to select Hide or Unhide. NESA recently released K-6 sample whole-school curriculum plans for creative arts, HSIE, PDHPE, and science and technology. This release included three key resources. A video explainer, this provided an overview of the curriculum planning approach. The K-6 sample whole-school curriculum plan, illustrating how curriculum content can be mapped across terms and stages, and the K-6 sample whole-school curriculum plan multistage, demonstrating how schools can align learning across stages.

These resources are designed to support schools in planning for curriculum implementation and can be accessed in the Teaching Resources tab on the NESA curriculum website. As we know, multistage settings are diverse and vary in complexity. NESA's multistage focus K-6 sample scope whole-school curriculum plan enables concurrent teaching and learning of focus areas across kindergarten to year six through content group organisation. The primary curriculum team have made a commitment to work with the New South Wales Primary Principals' Association on more support for teaching principals to help schools plan across K-6 multi-age setting for new syllabuses.

The primary curriculum team have worked in partnership with NESA to develop the CHPS sample scope and sequences, and this reflects the commitment to the New South Wales Primary Principals' Association for the department and NESA to work together to ensure consistency for schools. The department sample scope and sequences are aligned with the NESA sample whole-school curriculum plan reflecting the principles of a knowledge-rich curriculum. A knowledge-rich syllabus prioritises the explicit teaching of essential content that is selective, coherent, carefully sequenced, and specific and clear.

A well-designed whole-school plan helps students build mental frameworks or schemas for deeper understanding and retention. Schema building refers to how students organise and store information in long-term memory by connecting new knowledge to prior knowledge. The AERO paper from 2024, ‘A knowledge-rich approach to curriculum design,’ informed the development of the scope and sequences. The quote to the right of the slide comes from this paper. I'll give you a moment to read the quote.

[Text on screen: ‘Careful sequencing in a knowledge-rich curriculum enables students to master subject knowledge and related skills that are essential for their success and achievement in the classroom.’ (A knowledge-rich approach to curriculum design, AERO 2024)]

As we look at why connecting key learning areas when creating scope and sequences is so critical, there are several key benefits to keep in mind.

Supporting students to build mental frameworks or schemas enables them to develop a deeper understanding of concepts. When students make connections across subjects, they retain information more effectively because it's anchored to broader, more meaningful ideas.

Secondly, this approach reduces content gaps and duplication. By aligning and connecting curriculum areas, we ensure that students aren't missing essential content, and we're not also repeating the same content unnecessarily across different key learning areas.

Thirdly, it helps optimise teacher collaboration and planning time. When teams work together to integrate their teaching, planning becomes more efficient and purposeful. Teachers can share teaching strategies, align objectives, and create more cohesive learning experiences.

Finally, it reduces cognitive load for students. When students can connect new learning to what they already know from other areas, they're better able to process and apply that knowledge. What makes a scope and sequence effective? According to the Australian Education Research Organisation, a knowledge rich curriculum isn't just about covering content. It's about how that content is selected, structured, and taught.

A knowledge-rich curriculum is designed in line with the cognitive science evidence for how students learn best. AERO's review identified the four key features of a knowledge-rich curriculum that enable students to progressively build and master essential subject-specific knowledge and skills. Selective, content is chosen purposefully for each subject in alignment with a vision of education. Coherent, the curriculum ensures content is interconnected across topics, subjects, and stages.

A structured coherent curriculum design can reduce cognitive load and minimise both gaps and duplication in content. Curriculum design that reflects the links within and across subjects can also support teachers and students to understand how the curriculum builds cumulative learning and knowledge. Carefully sequenced. The curriculum is designed to develop deep and broad knowledge over time by building on prior content and gradually increasing complexity. The curriculum should establish a strong foundation in the early years and build complexity over time through sequencing and pacing content. In line with the evidence for how students learn. Specific and clear.

The curriculum explicitly outlines what students are expected to know, understand, and be able to do for subjects and topics across all stages.

We will now briefly review the steps of where to access the CHPS sample scope and sequences using all four key learning areas as an example. From the department's main page, navigate to the Teaching and Learning tab in the top banner, select Curriculum, scroll down to Key Learning Areas. Choose the key learning area you would like to explore. Use the breadcrumbs at the top of the image on the slide if you need to check the steps to locate the sample scope and sequences. I'll give you a moment to navigate to this page.

[Text on screen: (Links to the Department of Education webpages) Home , Teaching and learning, Curriculum, Creative Arts K–12, Planning, programming and assessing Creative Arts K–6 (2024)]

When you have selected your KLA of choice, click on the sample scope and sequence to download the excel document. Please take time now to access a sample scope and sequence of your choice. You will then be able to follow along over the next few slides as we explore the organisation and structure of the sample scope and sequences. Please pause this recording for a time to allow everyone to open a scope and sequence to explore. If you need a reminder, the breadcrumbs are on the screen for you to follow.

All CHPS sample scope and sequences have an introduction tab that has hyperlinks to the relevant syllabus and to each term for every stage allowing for ease of navigation. On this slide, you will see an example of the HSIE sample scope and sequence and the link to the HSIE syllabus. Here we can see the 8-term approach for Stages One, 2, and 3 to represent the two years of learning.

This term-by-term organisation supports the explicit teaching and assessment of concepts and skills. Please pause this recording for a couple of minutes to explore this tab in your chosen sample scope and sequence. CHPS sample scope and sequences are organised on an 8-term per stage basis, except for Early Stage One, which is comprised of four terms.

Syllabus content is organised by term under the relevant focus area, outcome, content groups, and content points. Sequencing learning across 8 terms allows teachers to identify how knowledge and skills are introduced, revisited, and built upon to support students to make connections between ideas and retain learning over time. Each term block represents approximately 10 weeks of learning, and the time allocation established by NESA is 8% for each CHPS key learning area per week.

The scope and sequence is a flexible planning tool that schools can adapt to their local context to support school-based curriculum decisions. Please pause the recording here for two minutes to explore this tab in your chosen sample scope and sequence. Let's briefly revisit some features of the CHPS sample scope and sequences using PDHPE as an example. At the top of the document, you will see the key learning area and stage. You can navigate between stages by using the tabs at the bottom of the spreadsheet.

As highlighted in the earlier navigation walkthrough, some content points within a stage have been labelled with bracketed information for further detail, including each year, each term, each semester, and not planned for this term. Please pause the recording and take two minutes to explore this feature in your chosen sample scope and sequence. Syllabus content is displayed consistently in all CHPS sample scope and sequences, and here is an example from the science and technology scope and sequence.

The left-hand column contains how the content is structured for all stages. This example shows Term one, Stage 2. Noting the focus area, for example, physical and living systems depend on energy. outcomes. There are three science outcomes in this example. Stage 2, science one, Stage 2, posing questions one, and Stage 2, data one. Content groups. The content group example is living things depend on energy and materials to survive. And content points. Content points for each content group sit below the content group. Please pause the recording for a few minutes to explore the content in your chosen sample scope and sequence.

Sara Lind

Welcome back. My name is Sara Lind and I am your K–6 Creative Arts advisor. We will now explore all four of the CHPS sample scope and sequences. Let's begin with Creative Arts. The creative arts syllabus encompasses learning in the focus areas of Dance, Drama, Music, and Visual Arts. The Creative Arts K–6 syllabus focuses on the essential knowledge and skills needed to develop understanding and practices in Dance, Drama, Music, and Visual Arts.

These focus areas each have a distinct body of knowledge with connections across the focus areas. There is a balance of syllabus content across each focus area. This means that all focus areas should be given approximately equal teaching time to support students in achieving syllabus outcomes. Schools can determine how to achieve this balance in a way that suits their unique context. This sample scope and sequence divides learning time equally amongst the focus areas.

In the sample scope and sequence, music and dance are scoped for Terms one and 2 and Terms 5 and 6. While drama and visual arts are scoped for Terms three and four and Terms seven and 8. Content is repeated across the 8 Terms. However, there are slight differences between Terms one to four and Terms five to 8. For example, safe arts practices, threads of content are introduced in the first term of each semester within a stage.

Another example is content related to reflecting on personal experiences of creative production. This is only included in the last term that a focus area is addressed in each stage. The creative art sample scope and sequence supports a whole-school planning approach by carefully sequencing content across the stages. This approach supports students in developing the required knowledge, understanding, and skills in the earlier years to successfully access content in the later years.

The content points from the music focus area on the slide are an example of how content has been carefully sequenced to show a clear progression of learning. We have highlighted where these content points have been included in the creative arts sample scope and sequence. This strategic design includes time for repetition, practise, and the application of knowledge.

This is just one example and is mirrored throughout the creative arts sample scope and sequence across all four focus areas. The content groups in creative arts highlight the interrelated practises of each focus area. These are not meant to be taught in a linear sequential way. Learning experiences should support students to make connections between content groups within each focus area. This will assist students to apply their learning in meaningful and creative ways.

The sample scope and sequence supports these connections across content groups. Let's look at an example of connected content from Stage One drama. The making content group contains content related to embodying a role or character and interacting with other characters while in a role. The performing content group involves opportunities for students to develop characters and roles as they improvise, rehearse, and perform drama.

In the appreciating content group, students use tier 2 and 3 vocabulary to describe how role and character are used in drama. By connecting this learning, students develop knowledge, understanding, and skills related to the dramatic elements as they explore the various ways they can interact with drama as a creator, performer, and as an audience member. This supports students to achieve the aim of the syllabus by developing curiosity, creativity, and imagination. As they express themselves and develop an understanding of how creative works convey meaning.

This content is scoped in Terms 3 and 7 of the sample scope and sequence. We will now turn our attention to PDHPE. Learning in PDHPE is the foundation for lifelong engagement in physical activity. Through studying PDHPE, students develop, evaluate, and apply a broad range of skills to build and maintain a sense of connection, identity, resilience, and respectful relationships. The diagram shows the organisation of the PDHPE K-6 syllabus under four focus areas. Each of the focus areas provides essential content for both the personal development and health, PDH, and the physical education, PE, elements of the syllabus. The PDHPE sample scope and sequence balances learning time equally between PDH and PE.

60 minutes of physical education counts towards the department sport and physical activity procedures, which require 150 minutes of planned, moderate to vigorous physical activity across the school week. PDH does not contribute to the 150 minutes unless it contains regular planned moderate to vigorous physical activity. Consent is taught from Early Stage One through to Stage 3 through the respectful relationships and safety focus area. Personal safety education, including child protection, must be taught in every stage of learning.

In the PDHPE sample scope and sequence, this is in Terms 3 and 7 across every stage each year. In Early Stage One, the consent content is in the content groups of respectful relationships contribute to personal safety and personal actions support safety. Here we can see the examples of content points. In Stage One, consent content is in the content groups of respectful relationships enhance personal safety and responsible choices, promote online safety.

Here we can see examples of content points. In Stage 2, consent is taught in the content groups of personal safety strategies strengthen respectful relationships and actions can enhance online safety. Here we can see examples of content points. In Stage 3, in the content groups of personal safety strategies enhance respectful relationships and informed decisions and strategies enhance online safety, we can see examples of content points.

The Respectful Relationships team are developing updated resources for child protection education, and these resources are due for release for use by schools at the commencement of the mandatory syllabus implementation in 2027. As per current advice, these are optional materials for schools to use. Just a reminder, personal safety education, including child protection in the PDHPE sample scope and sequence is in Terms 3 and 7 across every stage each year.

Please note the teaching of consent in K-6 focuses on permission, boundaries, bodily autonomy, help seeking, protective strategies, and support networks. Sexual consent is addressed in the PDHPE 7 to 10 syllabus. In Stage 3 in the focus area, identity, health, and wellbeing, Under the content group changes and factors can promote a positive identity, The first two content points are connected.

These content points are examine life changes and develop management strategies and investigate products and resources to manage changes associated with puberty. As you can see on the slide, the examples in the syllabus support how this learning can be connected. The PDHPE sample scope and sequence supports this connection through Term one teaching. The school community needs to be notified prior to this content being taught in schools.

Supporting resources and communication templates can be found in many different languages on the PDHPE communicating with Parents and Carers Department webpage. Financial wellbeing is new content that sits within the focus area of identity, health, and wellbeing, beginning in Stage One through to Stage 3 as indicated by the content thread on the slide. This content is scoped to be taught in one term across each stage of learning for Stage One in Term 8, Stage 2 in Term 5, Stage 3 in Term 2.

Take a moment to review the content increase in complexity over the Ss.

Okay, let's take a moment to get moving with a quick energizer.

[Screen shows: an animated figure jogging on the spot with high knees beneath the word yes and an animated figure lunging from side to side beneath the word number] 

Could everyone please stand up? I am going to read out three statements. If you answer true, please complete high knees or your own modified version. If you answer false, please complete side lunges or, again, your own modified version From 2027, you only need to implement one key learning area of your choice. True or false? False. From 2027, it is mandatory to have all four CHPS syllabuses implemented.

The department has published sample scope and sequences for each CHPS key learning area. True or false? True. The CHPS sample scope and sequences are mandatory. True or false? False. The CHPS sample scope and sequences are not mandatory. The only mandatory documents are the CHPS syllabuses. Schools are encouraged to contextualise scope and sequences where possible to meet the school's individual needs. Thank you for your engagement.

Please take your seats. We will now unpack key features of the HSIE sample scope and sequence. Figure one on the slide shows the organisation of the HSIE K–6 syllabus with four geography focus areas and four history focus areas. The HSIE sample scope and sequence balances learning time equally between geography and history. Aboriginal and Torres Strait Islander priorities are embedded as students learn about Aboriginal cultures and histories with opportunities to broaden every student's knowledge about Aboriginal peoples by building knowledge of the oldest living continuous cultures in the world.

Students explore the sustainable practises developed and implemented by Aboriginal and Torres Strait Islander peoples over millennia. The diversity of Aboriginal and Torres Strait Islander peoples, the interdependence with country and place, and understandings of past and present. The HSIE sample scope and sequence arranges the content over the 8 terms of learning. Throughout the cycle, history content and geography content, are focus areas for a term.

Each of the terms have content grouped as you can see with the arrangement of content for the Term 2 history section. For terms where content is not being covered, you will notice the following. Not planned for this term, or an indication of the focus area being taught. Assessment and reporting will cover the learning area of HSIE, both history and geography as part of this, and content needs to be covered within the two year cycle for Stages one, 2, and 3, and one year for early Stage One, Aboriginal cultures and histories is aligned within both geographical and historical content across all stages.

There is an Aboriginal cultures and histories outcome for each stage labelled with the code ACH. In early Stage One, Stage One, and Stage 2, and Stage 3. There is a content group in both history and geography. Additionally, there are also content points embedded within other content groups. On the screen, you can see geographical Aboriginal cultures and histories focus areas for each stage and the terms they covered in the scope and sequence.

[Text on screen: ES1 – Aboriginal Peoples are the Traditional Custodians of Country Term 1, Term 2. S1 – Aboriginal Peoples have a responsibility to Country Term 1, Term 3, Term 8. S2 – Aboriginal Peoples use and care for the environment sustainably Term 3, Term 5. S3 – Aboriginal Cultural Knowledges and Practices that care for Country Term 1, Term 5.]

Here you can see the history, Aboriginal cultures and histories focus area for each stage and the terms they are covered in the scope and sequence.

[Text on screen: ES1 – Aboriginal Peoples are connected to Country Term 1, Term 2, Term 3. S1 – Aboriginal Peoples have rich and diverse Cultures and Histories Term 3, Term 4. S2 – Aboriginal Peoples have the oldest living continuous Cultures in the world Term 3, Term 4, Term 6, Term 7. S3 – Aboriginal Peoples have diverse Languages Term 6]

Reviewing the scope and sequence to see where the Aboriginal cultures and history content is represented, as well as embedded, is an important part of unpacking the sequence of learning to ensure knowledge and understandings are built upon genuinely and authentically. Let's focus on the embedded content within the HSIE sample scope and sequence. Developing skills and geography and history enables students to engage with the content in deeper, more meaningful ways, and apply their knowledge and understanding increasingly complex contexts.

As stated in the HSIE syllabus aim, geographical and historical knowledge, understanding, and skills are what we are aiming for our students to develop. The verbs within the content points provide guidance on how to develop geographical and historical skills. These verbs guide our teaching of the content and contribute to the development of skills. In the 7 to 10 history and geography syllabuses, historical skills and geographical inquiry skills are explicitly called out.

When we backward map these skills, we can see the development we are aiming for with our K–6 students. In geography, students develop the skills to acquire information from sources, process the information sources provide, and communicate findings. And in history, students apply skills in comprehension and chronology, analysis and use of sources, perspectives and interpretations, research and communication. The development of geographical and historical skills is seen in the introduction of particular verbs over the course of the 28 weeks of learning in HSIE across history and geography content.

Geography and history are prioritised over different terms within the sample scope and sequence. One of the connections across the two are the verbs to teach the content that we use to develop the skills required to acquire knowledge and apply understandings. These verbs are the words you will see throughout the content points as the actions we want to see students demonstrating. We develop the skills through the verbs, which is how we teach the content. Here is some of the skills you may see. Let's have a closer look at how the verbs are shown in the HSIE sample scope and sequence.

As the skills are embedded in the content points as verbs, you will see evidence of these where the content has been grouped each term. Over and within the stages, the complexity of verbs will increase. In this example, the Stage 3 Term 4 geography focus is on protecting global environments and using sustainable practices for the future. In the grouping of content for this term, we can see that students are developing the ability to explain, draw conclusions, research, and examine. In the progression of learning in the scope and sequence, we can see in the Term 6 history focus in Stage 3 students are again researching and explaining as well as investigating as an extension of researching.

Understanding the skills that students have developed in previous terms helps us assess their current ability. These skills can then be used effectively in their learning. These skills build in complexity over the stages of learning, so students enter year seven, able to apply historical skills to understand the past and geographical inquiry skills to conduct geographical investigations. Let's take a look at the verbs, highlighting the skills through the content. In our sample scope and sequence in Stage 3, Term 2, history content, we have the content point, research how the discovery of gold changed colonial life in Australia using sources from the gold rush period from the 1850s to the 1890s.

To achieve this content point, students need to research to gather knowledge about the discovery of gold with the added complexity of identifying appropriate sources of information from the gold rush period. The historical skills being developed are research and analyse and the use of sources. We will now explore key features in the science and technology sample scope and sequence. This figure shows the organisation of the science and technologies focus areas.

Each of the focus areas includes essential content for both the science and technology elements of the syllabus. The science and technology sample scope and sequence outlines one way to programme learning for the science and technologies focus areas. In this scope and sequence, there are terms where one or the other, science or technology, has been scoped. In the example on the screen, we see in Stage 2 that Terms 2 and 6 do not have science content planned. Instead, these Terms have a technology's focus.

There is at least one term in each stage that does not have science content planned. Here you can see that there has been no science content scoped for early Stage One in Term 3, Stage One in Term 2, and Stage 3in Term 8. In the sample science and technology scope and sequence, each stage has at least one Term that does not have science content included. The samples on screen show how this is represented in early Stage One, Term 3, Stage One, Term 2, and Stage 3, Term 8. Please take a moment to read through these.

[Image on screen: screenshots from the scope and sequences indicating ‘Not planned for this term’ with red boxes.] 

The syllabus provides flexibility in how schools sequence learning and reporting on outcomes is dependent on the content taught. In this Stage 2 example from the sample scope and sequence, technologies has not been planned for Terms 3 and 4. Apart from the teaching and learning aspect, an important impact of not scoping technologies is that reporting will target the science outcomes. In this example, if schools choose to incorporate technologies content into Terms three and four, then reporting may address both technologies and science outcomes. In the science focus area, content points are scoped once in all stages.

Each content group is taught in a separate term. However, there are two occasions where a content group has been split across two terms. In Stage One, the content group of light and sound interact with materials in different ways has been split across Term 5 and Term 6. One Term will focus on sound and the other on light. In Stage 3, the content group, electrical energy can be transferred and transformed, has been split across Term 3 and Term 4. Creating written text content points are scoped multiple times across a stage.

For example, in Stage 2, the content point used tier 2 and tier 3 vocabulary and noun groups to enhance the specificity of texts is scoped four times. In the technologies focus area, most content points are scoped multiple times. For example, in Stage 1, the content point, apply one or more steps of a design process to make product, is included three times. In Early Stage 1, all content points are only scoped once.

Now you are going to have time to focus on the content in one stage in your chosen scope and sequence. This will help consolidate your understanding of the way the content has been scoped in this key learning area. To begin, select your chosen sample scope and sequence. Choose a stage. Review the 8 term approach for that Stage. Select a year of learning. For example, Terms one to 4 or 5 to 8, and identify the content groups scoped for that year. And record the KLA stage, year, content group scoped in that year, and list any similarities and differences to current scope and sequences.

After you've had some time to investigate this, you will have the opportunity to share back to your team. There is space in the workbook to record your findings. Please pause the video and complete the activity on your screen. Please allow approximately 20 minutes to engage in this activity.

Genevieve Hogg

My name is Genevieve Hogg, and I'm a Primary Curriculum Advisor here with you for this session. In this session, we will book at the connections across the key learning areas and sample scope and sequences. Aboriginal and Torres Strait Islander histories and cultures content is included in each CHPS sample scope and sequence across all stages.

The way that the content is embedded differs in each key learning area. In PDHPE, science and technology and creative arts, the content is embedded as content points within focus area content groups. In HSIE, the content is included as content groups, as well as in focus area content groups. On the screen, you will see a Stage One example of Aboriginal and Torres Strait Islander content that has been mapped across all CHPS key learning areas. This highlights the many connections. In the science and technology and PDHPE sample scope and sequences, the Aboriginal and Torres Strait Islander histories and cultures content has been embedded as content points within content groups.

In this Stage 2, science and technology sample scope and sequence example, you can see the embedded content points in Term 1, Term 3, and Term 5 sequences of learning. In this PDHPE sample scope and sequence example, highlighted is the embedded content point in the cooperate and communicate for teamwork in physical activities content group. It is important to consider connections with other key learning areas to enrich student learning within this content area. For example, when addressing the Stage 2 content point, research cultural references to the solar system, including Aboriginal and Torres Strait Islander knowledges of the night sky, a connection to HSIE could be made.

In the HSIE syllabus and scope and sequence, the Aboriginal and Torres Strait Islander content is organised as content groups in both History and Geography. As you can see in this Stage 1 example, the content group for Geography is Aboriginal peoples have a responsibility to country with a company and content point. This has been sequenced with the geography content point. People show their connection to places using geographical information for Term 1. In HSIE, Aboriginal and Torres Strait Islander histories and culture content is also embedded with other geography and history content groups. In this Stage 3 example, the content group for history is people in Australia have democratic roles and responsibilities.

The content point research how voting rights for Aboriginal and Torres Strait Islander peoples and women were obtained in Australia using timelines to sequence key events is shown. We can see clear connections across content groups. The example on screen shows how learning about Aboriginal and Torres Strait Islander music practises supports learning in both listening and composing content groups in the creative arts syllabus. We also see strong connections across content groups around content related to the elements of music. What students learn in one content group is applied to the others.

There are opportunities to strengthen your planning for CHPS sample scope and sequence implementation by reviewing the horizontal connections in the Aboriginal and Torres Strait Islander's histories and cultures content within specific learning areas, as well as across learning areas. Reflecting on how the advice, support, and collaboration with local, Aboriginal Elders, and knowledge holders can be best planned and utilised will strengthen authentic connections across the whole school. You will now have time to explore a selected CHPS sample scope and sequence and examine the Aboriginal and Torres Strait Islander content thread across those stages.

When exploring, please ponder these questions. What connections did you find? What did you notice about the increase in complexity over the stages? Once you have explored one of the CHPS sample scope and sequences, examine another CHPS sample scope and sequence. Take some time then to compare the two CHPS sample scope and sequences that you explored. What were some of the similarities and differences you noticed?

You can pause the video now for 20 minutes for this activity. There is space in your workbook to also record your thoughts.

This diagram provides an overview of the organisation of content for creating written text that is included in all CHPS syllabuses. In Early Stage 1 and Stage 1, the focus in PDHPE and Creative Arts is on developing students' subject-specific vocabulary to support communicating. In HSIE and Science and Technology, there are individual content groups. In Stage 2, for PDHPE and Creative Arts, opportunities are embedded within the content for students to create written texts.

In HSIE and Science and Technology, there is an individual content group. In Stage 3, there is a dedicated creating written text outcome for all CHPS Key learning areas with specific subject content. NESA highlights that various methods of transcription may be employed, and a student's preferred communication form should be considered when teaching writing. NESA also states creating written texts is a way of organising thoughts, explaining thinking, and making connections within and across learning areas.

The learning areas provide meaningful content for writing beyond the subject of English. In each of the CHPS sample scope and sequences, the Introduction tab explains that creating written text is embedded throughout the sequence as composing and constructing text helps students organise thinking, make connections across learning areas, and deepen understanding. Connections across key learning areas exist where they strengthen schema and reduce unnecessary cognitive load. Let's now explore some examples of where creating written text content is included in the science and technology sample scope and sequence.

For Early Stage 1 and Stage 1, these stages have specific content groups focusing on subject-specific text features in science. Looking at early Stage 1, there are two outcomes as you can see listed here. The focus area, observations and questions spark curiosity is supported with the content group, creating written sentences supports understanding of science and technology. There are three content points for this content group and we've highlighted two of them here on the slide. Take a moment to read those.

[Text on screen: Select adjectives to add precision when describing the properties of materials. Use nouns, adjectives and verbs to label pictures to describe the characteristics or movement of living things.]

This content is scoped for Terms 2 and 4 for Early Stage 1. For Stage 1, there are three outcomes as you can see listed here. The focus area, investigations of changes provide knowledge and understanding, is supported with the content group, creating written texts supports understanding of science and technology, and there are three content points for this content group. Please take a moment to read two of these on the slide. This content is scoped for Terms one, 3, 4, and 6 through to 8 for Stage 1.

[Text on screen: Use nouns, noun groups and verbs to create notes, annotations and labels to document observations. Use simple and compound sentences, flow charts and labelled diagrams to describe a process or function.]

Let's now explore some more examples of where creating written text content is included in the Science and Technology sample scope and sequence. As previously stated in sample scope and sequences, content is repeated, and this is indicated in the bracketed detail at the end of some of the content points. Looking at Stage 2, there are three outcomes as you can see listed here. The focus area, physical and living systems depend on energy, has the content group, creating written explanations of physical and living systems supports understanding of science and technology. There are four content points for this content group, and we've highlighted two of them here on the slide. This content is scoped for all terms except Term 6.

[Text on screen: Use Tier 2 and Tier 3 vocabulary and noun groups to enhance the specificity of texts. Use notes, diagrams, flow charts and annotations to support understanding and explain processes.]

For Stage 3, they've got this one outcome here. As we know, the creating written text outcome is introduced in Stage 3. The focus area, creating written text in science and technology, and our content group, creating written explanations of concepts and processes supports understanding of science and technology, and there are five content points for this content group. Take a moment and to read the two on the slide. This content is scoped for all terms except Term 5. Now we'll look at an example of the sequence of content in the sample scope and sequence in the focus area of Music.

[Text on screen: Use nominalisations to convey scientific and technological concepts and processes succinctly. Use notetaking, journalling, annotations and labelled images to create a multimodal text that documents the design processes involved in developing a solution.]

Creating written text content in creative arts reinforces the role of writing as a tool to deepen students' understanding of subject-specific learning. Students apply learning gained in English to their learning and creative arts. Music is not the time for the explicit teaching of English. However, there may be a need to revisit English content, depending on the time between it being explicitly taught in English and applied in creative arts. Let's look at the creating written text and vocabulary content example in Stages 2 and 3.

For both stages, the focus area in our example is Music. Here for Stage 2, we can see our music outcome. The content group is listening, musical ideas are conveyed in various ways using the elements of music. And our content point is tier two and tier three vocabulary and a combination of written sentences to give an opinion about, describe, or explain music. This content point is repeated in Terms 1, 2, and 5 in the sample scope and sequence. For Stage 3, creating written text outcome here, creates written text to communicate ideas and understanding in dance, drama, music, and visual arts, is supported with the content group for this example, understanding in music. Content points for this music example are on the screen. I'll give you a moment to read the slide. Content in the creating written text outcome is addressed in all Terms one to 8 through each focus area.

[Text on screen: Experiment with language, word order and repetition to adapt or create song lyrics. Use Tier 2 and Tier 3 vocabulary to create a written review of music, using the elements of music to reinforce an opinion. Acknowledge artists, titles, origins of music and sources of information to add authority to written texts.]

Before we move on, let's revisit how creating written text supports learning in CHPS. Creating written text is a learning entitlement for all students. Each syllabus includes new content that connects writing to the CHPS key learning area, instead of only linking to English as a subject. Writing and content knowledge are closely related. Writing about content enhances learning across subjects and stages, and the act of writing is a tool that students use to process information. We would now like you to examine a creating written text thread in a sample scope and sequence.

Consider how the content develops in complexity. Then compare this with another key learning area scope and sequence, noting similarities and differences in content across both key learning areas. To begin, select either the creative arts or PDHPE sample scope and sequence. Examine the creating written content embedded within Stage 2 and Stage 3 content groups. Then select either the HSIE or science and technology sample scope and sequence. Examine the creating written text content groups and explore the increase in complexity over the stages and also review the key learning areas, specific language skills, and knowledge required. Take around 10 minutes for the first scope and sequence, and then take another 10 minutes to explore the second CHPS sample scope and sequence.

Once you have explored both your selected chip sample scope and sequences, if you are working with a team today, discuss as a group the similarities and differences you noticed. If you are working alone, you could note these down and discuss them with staff at a later time.

Pause the video now to take 20 minutes for the exploration of creating written text content, and five minutes for the similarities and differences.

There is space in your participant workbook to take down some notes. We have explored the connections across all the CHPS syllabus with Aboriginal and Torres Strait Islander priorities and creating written texts. There are also horizontal connections within the content across the CHPS key learning areas. The alignment and sequence of content highlights opportunities to build schema in each learning area and make connections to other learning. An example of a connection is provided by NESA in the K–6 sample whole-school curriculum plan supporting video. In Term 2 of Stage 1, students learn about the ancient past in HSIE through reading and recounting ancient stories, myths, or legends.

Related content also appears in Term 3 of Creative Arts, enabling students to apply their understanding when learning about ancient and historical artworks and practises, as well as in PDHPE when learning how ancient and enduring cultures have moved to keep healthy. It is then built on by examining how ancient Roman, Greek, Egyptian, and Chinese stories, art, and music were used in the cultural representation of the sun, moon, and stars in science and technology.

This planned sequence is just one example of how knowledge and understanding can be built within and across learning areas. Connections between the CHPS sample scope and sequences enable content to support students building of schema. In this example, the connection between science and technology with the Terms 5 and 6 content for light and sound interact with materials in different ways links to the creative arts and music content in performing music is performed to communicate musical ideas through sound. The content is mapped for Term 1 and then again in Term 5.

The content in Music enables students to explore changes in pitch and pitch patterns and produce sounds using voice, body percussion, environmental sounds, instruments, or digital technologies to develop an awareness of timbre. This learning is supported with content in Terms five and six in science and technology where students are testing how different materials and actions affect the volume and pitch of sound. To support your strategic planning, the syllabus teaching advice calls out connections for related content across the different learning areas.

We have an example from the HSIE syllabus teaching advice in Stage 1, people are connected to places and groups. Within the teaching advice for people show their connection to places using geographical information, it connects related content with PDHPE in identity, health, and wellbeing, and mathematics, data A, data B, and geometric measure B. In the CHPS sample scope and sequences, we look at the arrangement of the content groups within the sequence of learning. If we follow with a HSIE content group, people show their connections to places using geographic information.

We can see it as Term 1 content. If we look at the PDHPE sample scope and sequence, the related content is factors and characteristics can shape identity in Term 3. In mathematics, connections can be made with the data B, identify a question of interest and gather relevant data in Terms 2 and 4. For connections in geometric measure B, position, we see the content group explore simple maps of familiar locations in Term 2 and Term 4. These connections across learning areas are identified in all the CHPS syllabus teaching advice and additional teaching advice downloads. When you begin focusing on contextualising the scope and sequences for your school, reviewing these cross-learning area connections is important to ensure a sequence of learning that students can build their schema within and across learning areas.

Here we will outline just a few of the many connections between the syllabus and supporting sample scope and sequences. HSIE and creative arts connections with the history content, sources show perspectives on how people establish colonies in Australia, connects to content in visual arts, appreciating, artists are influenced by context and make artworks that audiences can critique and interpret in various ways.

Signs and technology in HSIE, living things depend on energy and materials to survive content connects to geographical information is used to understand the world. PDHPE, Creative Art, Dance, and HSIE. The focus area of movement, skill, and physical activity content connects to dance, composing, dance is composed to communicate ideas through shapes and movements in Stage 1, as well as HSIE, people are connected to places and groups, and geography, people show their connection to places using geographical information. Further connections can be seen in PDHPE and Science and Technology.

Movement skill and physical activity and identity, health and wellbeing connects to content in the science and technology, Stage 3, body systems coordinate for survival. We also see connections in HSIE and mathematics with mapping content in geography, linking to position content across stages. There aren't many connections within the content mapped out in the sample scope and sequences. These examples will support you with the next activity. You now have time to explore the connections within and across the CHPS sample scope and sequences.

You may also choose to look at the teaching advice for further connections. Please look for a connection through the key learning areas and stages to identify how the content builds over time. Consider, how does the learning connect with other CHPS key learning areas? What connections can you see? How do these connections influence your school planning? There is space in your workbook to record the connections and considerations for whole-school planning.

We hope the opportunity to explore these connections in the sample scope and sequences allows you to see the many connections that have been included to support student learning. Now is a good time to pause the video and take 10 minutes for this activity. After you have explored the connections across the sample scope and sequences, share these with your colleagues. This knowledge of connections will assist you as you move into the school planning session next.

Jessica Townsing

Hello, my name is Jessica Townsing, and I'm a primary curriculum advisor. This afternoon, we will take our learning and thinking from today and begin planning for individual school context. This is a quote from AERO. ‘Adopting a whole-school approach to delivering the curriculum ensures teachers are effectively collaborating so that all students in the school have access to the same learning opportunities.’

NESA identified in their whole-school curriculum planning video that the primary curriculum is structured cohesively with careful consideration to the sequential building of knowledge and skills. The reformed New South Wales curriculum CHPS syllabuses represents an opportunity for schools to refresh their planning practises in line with the knowledge and skills explicit approach to curriculum content. the CHPS sample scope and sequences keep this rich curriculum at the core whilst managing the contextual needs of individual school settings.

As we know, there are 28 terms of learning from the beginning of kindergarten to the end of year six. Ensuring coherent planning and sequencing across those 28 terms, we'll maximise learning for students in your school. In the 2023 Grattan report, how to implement a whole-school curriculum approach, they unpack beneficial leadership decisions-making in curriculum design. The report states, ‘Having a clear vision helps school leaders provide an anchor for their decision-making, helping prioritise resources and overcome inevitable challenges’.

Whole-school planning is a collaborative process shaped by your students' contextual needs. When implementing a scope and sequence, you incorporate essential syllabus learning and map it into a plan tailored to your school. Many factors will vary across schools during implementation, including but not limited to what we have called out here. Let's unpack each of these considerations. Students' needs. Reflecting on your students' unique needs while aligning with the syllabus design, local cultural considerations, and planning for new content in a carefully sequenced way that caters for the needs of the students in higher grades who have not been exposed to prior learning.

Teaching staff.

The composition of your teaching team influences how the CHPS scope and sequences are implemented, and planning of professional learning prior and during implementation. Cross stage classes. Class structures often vary year to year. Whether cross stage classes are common or occasional, they affect planning approaches, and this may include identifying opportunities for the vertical connections that are manageable for your setting. Cohort sizes. Shape class structures which might include multistage classes. This impacts CHPS planning and may result in the scope and sequence needing to be carefully mapped out to ensure content is sequential. Resources and excursions.

To deliver rich syllabus content and carefully planning for the required resources will support successful implementation. For example, budgeting and even storage solutions. Camps often connect to CHPS content and should be considered in your planning. For example, advanced bookings, checking alignment with scope and sequences, and opportunities in local areas that may support the sequence of learning.

Community.

Authentic community connections enhance learning. For example, engaging with local elders and knowledge holders supports delivery of Aboriginal and Torres Strait Islander histories and cultures content. And review of scope and sequences for where opportunities exist to develop community partnerships to support learning, you now have time to participate in an activity. In task one, brainstorming, individually record considerations for your whole-school planning for CHPS implementation, using the sample scope and sequences.

Write your ideas on Post-it notes. Use one to 2 ideas for each factor. For example, staffing, timetabling, resources. Aim for 5 to 6 ideas that capture unique factors for your school. In task two, borrowing ideas. Take a gallery walk around the room and read your colleagues' ideas. Note down any ideas that you hadn't thought of. And task three, building on ideas. Add the borrowed ideas that you gathered on your gallery walk into your own planning notes. Share your refined list with the team you're working in in a group discussion.

You can pause here to complete this activity as a team.

When contextualising your whole-school plan for implementation of the CHPS sample scope and sequences, it is important to consider the many factors we discussed earlier in the workshop. For example, community and excursions. It is also important to ensure that you have considered all perspectives. Think about the whole-school level. What influences your decision-making for the whole school? Think about the size, stakeholders, staffing, leadership, and budgeting. The stage level, how will the stages be structured, staffed, and approach the 8 term model? Will it be a grade approach or a stage approach, or even cross stage? Classroom level. How does this plan look in the classroom? What needs to be planned for? Resources, accessibility.

And the student level. How will your students learn the content? What needs to be factored? We are going to use the whole-school planning matrix to support you in the school planning session. There is a copy of the matrix in your workbook. Please take a moment to familiarise yourself with the four sections of the matrix. Implementing the CHPS sample scope and sequences requires careful planning, time, collaboration, and consideration of impacting factors. You'll now have time to use the planning matrix to plan your next steps for implementing the CHPS sample scope and sequences in your school. We have provided prompts to guide your planning on the slide. Pause here for a moment to read these considerations.

[Text on screen: Top left box reads: Plan now, What high-priority areas should be planned for medium-long term? Top right box reads: Do Now What high impact quick-wins should be executed in the short term? Bottom left box reads: Park for Later What items should be parked for now and reviewed in the future? Bottom right box reads: Do Soon What low hanging fruit should be completed with or after the quick wins?]

In your workbook, there is space to record your planning and next steps. At the conclusion of this activity, I encourage you to discuss your ideas with your team. You can use the matrix scaffold to support sharing of your next steps for CHPS scope and sequence implementation in your school. For the activity, you can share one of the following. Plan now. What high priority areas should be planned for medium to long term? Do now. What high impact quick wins should be executed in the short term? Park for later. What items should be parked for now and reviewed in the future? And do soon. What low-hanging fruit should be completed with or after the quick wins? Thank you for your active engagement in the school planning session.

We hope that we have supported you to explore these scope and sequences and plan for implementation in your school context. The key takeaway messages for today are each CHPS key learning area has a unique sample scope and sequence that captures the nuances of that specific key learning area. Each scope and sequence have been carefully sequenced in a selective way to be coherent and specific for students learning over the 28 weeks.

There are connections across and within the scope and sequences, through Aboriginal and Torres Strait Islander content, creating written texts, and within content groups. Content has been selectively included across all the CHPS scope and sequences with vertical and horizontal connections. Having a clear understanding of how you will implement the sample scope and sequences in your school ensures your students' needs are being met. It is important that you review the CHPS sample scope and sequences for your school setting and needs. If you have any questions or would like to reach out to the primary curriculum team, please contact us via this email address or through the statewide staff room. This QR code takes you to the enrolment page to join the statewide staff room.

[Text on screen: primarycurriculum@det.nsw.edu.au]

[End of transcript]