Scope & Sequence
In this section, we are providing links to a range of Scope and Sequence documents that have proved very useful to teachers in articulating the language demands of the curriculum.
We have included documents that variously describe the scope of the range of genres of the curriculum and others which articulate both the scope and sequence, not only in terms of genre but in terms of register and importantly language itself.
In each case, a brief summary of each document is provided along with a link where it can be freely downloaded. They include the following:
| Formal name of genre mapping |
Genres, purposes, stages & phases |
|---|---|
| Source |
From Teacher Resource Book 2: Selecting and Analysing Texts. Reading to Learn: Accelerating learning and closing the gap. Sydney: Reading to Learn |
| Author |
David Rose, University of Sydney |
| Audience | Teachers and students |
| Description |
A key for identifying the written genres of school curricula, and analysing their structures. Designed as a curriculum and lesson planning guide for primary and secondary teachers. Based on genres described in Martin, J.R. & Rose, D. (2008). Genre Relations: Mapping Culture. London: Equinox. Genres are grouped in families, followed by their purposes, names for their stages, and typical types of phases. The rubric is a key for the activities that follow in the teacher resource book, in which teachers are guided to identify and analyse exemplars of each genre in the families. |
| Formal name of genre mapping |
How language works genre mapping |
|---|---|
| Author |
Lexis Education |
| Audience |
Educators working at all levels of schooling |
| Description |
This document maps out the key genres taken up in schooling contexts. Based principally on the work of Jim Martin, Joan Rothery , Fran Christie and David Rose among others, it organises genres into two broad categories: constructing and responding. These categories reflect the fundamental features of the genres in each category with the first category focused on the genres that construct reality and the second the genres that typically are a reaction to the constructing genres. Within each of these sets of genres there is potential for greater complexity as we move down from the top of each set. An understanding of these patterns across families of genres is very useful for teachers in setting up possible sequences of teaching programs in a principled way. |
| Formal name of genre mapping |
Learning English: Achievement and Proficiency (LEAP) |
|---|---|
| Author |
Department for Education, South Australia |
| Audience |
Teachers should use the LEAP Levels to support English as an additional language or dialect (EALD) student learning at all levels of schooling |
| Description |
Learning English Achievement and Proficiency (LEAP) is the South Australian tool for assessing Standard Australian English (SAE) and designing learning that accelerates students’ language development. LEAP is used to: · assess SAE proficiency, focusing on the development of academic language for learners of English as an additional language or dialect (EALD) · determine students’ level of language learning need · identify key teaching points in formative and summative assessments and set learning goals · inform learning design using targeted teaching strategies. |
| Formal name of genre mapping |
Language & Learning Developmental Continuum (LLDC) |
|---|---|
| Author |
John Polias Lexis Education |
| Audience |
Educators working with students in the age groups 7-10 years and 11-15 years. |
| Description |
The LLDC is a resource for helping teachers to support their students achieve the learning outcomes of the curriculum, and to report on those achievements. The LLDC outlines the language demands that need to be addressed in supporting students’ learning and they should be used in conjunction with the benchmarks or standards of the various disciplines that comprise a school’s curriculum. The LLDC is organised according to Genre, Field, Tenor and Mode with each of these categories then organised and described according to ‘Texts and Contexts’ and ‘Language’. The continuum is organised also according to developmental phases and the relationship between ‘Texts and Contexts’ and ‘Language’ is essentially that, for any phase, the former is describing the kinds of texts a student is comprehending and composing in the various described contexts, while the latter is describing the kinds of language resources that a student has developed to be able to comprehend and compose those texts in those contexts. |
| Formal name of genre mapping |
Mapping Genre and Register |
|---|---|
| Author |
Brian Dare Lexis Education |
| Audience |
Educators working at all levels of schooling. |
| Description |
The first section of the Mapping Genre and Register resource articulates a scope and sequence for the most common school genres from the early years of schooling to the upper middle years. These genre descriptions are grouped according to their broad social purposes: instructing, recounting, describing and organising, explaining, narrating and reacting and arguing. There is some attempt to articulate the notion of macro-genre, which may be composed of more than one of the more iconic genres. The second section provides a scope and sequence of what might be taught and what might be learnt about language across schooling, which is divided into three broad stages: early, middle and later. The register variables; field, tenor and mode provide the framework for describing in some detail the aspects of language related to each register variable. It describes what aspects of language the teacher can focus on at any given level and describes the learning outcomes we can expect from students at the various stages of development. |
| Formal name of genre mapping |
Scope & Sequence of Genres from Teaching Language in Context (3rd edition) |
|---|---|
| Author |
Beverly Derewianka Pauline Jones University of Wollongong |
| Audience |
Preservice teachers; experienced teachers; teacher educators and curriculum and policy makers. |
| Description |
This scope and sequence summarises the description of school genres presented in Teaching Language in Context (3rd Edition rev) (TLIC). The purpose is to provide an overview of major genres in different curriculum areas from foundation to year 10. In organising our textbook around the different ways of using language such as describing, explaining, persuading, we emphasise the place of curriculum in driving school literacy programs. In our view, genres emerge from these various purposes for using language thus providing teachers with very useful ways of planning for both content and language teaching. For example, in learning about language for appreciating and creating story worlds in English, the focus is on development within narratives. Similarly, in language for observing and describing the world in science, we focus on development within and different kinds of reports. Where relevant we have attempted to capture the increasing complexity of texts as students come to grips with greater conceptual demands of the school curriculum. |
| Formal name of genre mapping |
WIDA English Language Development Standards Framework |
|---|---|
| Author |
University of Wisconsin-Madison |
| Audience |
Teachers and educators |
| Description |
The WIDA English Language Development (ELD) Standards Framework, 2020 Edition provides a comprehensive guide for supporting multilingual learners in K–12 settings. Emphasizing equity and access, the framework integrates language and academic content, fostering collaboration among educators. It identifies five ELD standards and introduces four Key Language Uses—Narrate, Inform, Explain, and Argue—to guide instruction. Language Expectations define learning goals, while Proficiency Level Descriptors chart language growth across six levels. The framework is rooted in sociocultural understanding, multimodal communication, and a functional approach to language. It serves educators, policymakers, and communities in creating linguistically and culturally sustaining learning environments. |