Scope and Sequence

Definition 

Scope refers to the breadth and depth of content and skills to be taught across grade levels. The sequence is the ordering of the content and skills. In High Schools organized around the Carnegie Unit, a scope and sequence becomes an ordering of courses: Algebra, Geometry, or US History, World History. In a Mastery Learning System, a scope and sequence can refer to smaller units of learning, such as a set of modules or units, or even a set of Thematic Projects, Perofrmance Tasks, or Challenges.

Features 

  • Timely Support

Designer's Tips 

We believe that over time Mastery-Based Schools will significantly alter the frame of reference for a Scope and Sequence: at the far end of the continuum these could end up referin to a set of Content and Skill Learning Progressions. At the moment, this approach is challenging to adopt if you are operating within a set of district, state and federal policies that are primarily committed to the Carnegie Unit. The examples collected here organize the scope and sequence specifically to provide students with frequent choice, as they enroll in courses that are 10-13 weeks in duration (Bronx Arena's program is hosted entirely online, which allows students to move at their own pace through courses/modules that they enroll themselves in).

Tips for a Short Implementation Time-Line 

With a short timeline it's often helpful to begin with your State's graduation requirements. On the other hand, if you are attempting to organize teaching and learning around theme-based modules, or highly sequenced skills, it makes sense to take the time to design a scope and sequence for these.
Curated Resources: This collection of resources from the field includes models and exemplars, as well as “DIY” guidance to facilitate your exploration of this term. 

Urban Academy Course Catalog

Description 

Urban Academy in New York City breaks with the traditional approach to year or semester courses with names like ELA 9, US History, Algebra. This sample course catalog details some of the themed courses they have offered, from Modern South Africa to Geometry, illustrating how their flexible, inquiry-based approach to teaching and learning comes to life.

Resource Type 

  • Document

Publishing Organization 

Urban Academy

Type of Organization 

  • School or District

Terms 

Scope and Sequence

Bronx Arena Course Catalog

Description 

Bronx Arena High School in New York City hosts their teacher-developed, student-facing courses on their own Learning Management System. Student move through the courses at their own pace, and can begin and finish new courses whenever they are ready. Students typically work on three courses at a given time. Some courses have a particular sequence, while others do not.

Resource Type 

  • School-Developed Resources

Publishing Organization 

Bronx Arena High School

Type of Organization 

  • School or District

Terms 

Scope and Sequence

BDEA Roadmap to Graduation

Description 

Boston (Massachussetts) Day and Evening Academy frames their course sequence as a Roadmap to Graduation. As a school that serves over-age, under-credited students, the Roadmaps are highly individualized. See NMEF's "Making Mastery Work" and Springpoint's "Inside Mastery-Based High Schools: Profiles & Conversations" for a description of BDEA's practice and approach.

Resource Type 

  • School-Developed Resources

Publishing Organization 

Boston Day and Evening Academy

Type of Organization 

  • School or District

Terms 

Graduation Plan
Promotion Plan
Scope and Sequence

Making Mastery Accessible: Guide to Selecting Learning Assets

Description 

Identifying or developing high-quality learning assets to support mastery learning remains challenging, particularly at the secondary level. This design guide is organized as a set of check-lists that can be used to evaluate the quality and appropriateness of online learning assets. Using the checklists will help you reflect on issues such as the appropriateness for your students' knowledge and skills, alignment with your school's competencies and standards, the existence of embedded formative and summative assessments, and the asset's progress tracking capabilities.

Authors 

Antonia Rudenstine

Resource Type 

  • Tool

Publishing Organization 

reDesign

Type of Organization 

  • reDesign

Terms 

Blended Learning
Playlist
Course Management System (CMS)
Digital Teaching Environment
Learning Assets
Learning Management System (LMS)
Scope and Sequence