Description
Sequencing learning within and across year levels is a foundational step in whole-school curriculum planning. It involves sequencing what is taught, when and in what order, so that students' knowledge, understanding and skills build logically and become increasingly sophisticated over time.
A whole-school curriculum plan makes this sequence visible. Aligned to the Australian Curriculum, it outlines the progression of content and achievement standards for each subject. It shows how learning connects across years and learning areas. It serves as a high-level planning tool that informs unit planning, lesson planning and classroom delivery.
In practice, sequencing learning is a collaborative process. It is shaped by the school’s context – its values, student cohorts and available resources – and strengthened through shared planning and regular review. When thoughtfully developed and refined over time, curriculum planning improves coherence, reduces duplication of topics across year levels and lightens teacher workload by providing clarity and reusable structures for planning.
Key points
- Coherent planning reduces duplication, improves learning continuity and supports improved student outcomes while reducing teacher workload.
- School and curriculum leaders lead a whole-school approach to sequencing learning by establishing the conditions for coherent curriculum planning across year levels and learning areas.
- Leaders support this by building curriculum expertise in teaching teams, guiding collaborative planning, and privileging opportunities for teachers to reflect. They align curriculum decisions with operational matters such as timetabling, staffing and resource allocation.
- Aspect overview
- Guiding questions and AITSL standards
- Support resources
- Research and further reading
Overview
“Careful sequencing of topics leads to clearer connections between different topics, fewer things for students to remember, and therefore more effective learning. But this kind of careful sequencing takes planning and is best done as a collaborative venture between teachers."
(Wiliam, 2013)
A crucial step in developing a whole-school approach to curriculum planning is the sequencing of learning within and across year levels for each learning area. Carefully sequencing curriculum content helps students progressively build understanding and engage with more challenging material. This process works best when contextualised for each school. School and curriculum leaders support teachers in making decisions about what they teach, when and in what order. This ensures knowledge and skills build logically and progressively within and across learning areas and year levels.
A whole-school curriculum map forms the overarching school-based plan that teachers use when engaging in unit planning, classroom planning and planning for individual student learning. The development of shared sequences reduces teacher workload, enabling them to focus on core teaching tasks. These sequences are revisited and adjusted as needed each year.
“A whole-school curriculum map. Guided by the Australian Curriculum … this is generally organised by subject area and details each unit to be taught, including the knowledge and skills students are expected to learn, and how and when learning will be assessed. This map sets out the ‘backbone’ learning sequence for every subject and shows how knowledge and skills become increasingly sophisticated over time.”
(Grattan 2023)
Sequencing curriculum and learning requires deep thinking, discussion and dedicated time which can be enhanced through collaboration. School and curriculum leaders can develop and implement school-based systems and tools that support teachers by enabling them to work together to effectively plan and sequence curriculum and learning. This builds teacher capability by identifying and responding to teachers’ professional learning needs within a supportive and collaborative environment where reflective and responsive practices are the norm.
- Review existing practice: gather feedback from teachers to determine what curriculum planning practices are working well and identify what changes to approach or focus may be necessary. School and curriculum leaders may then use this information and additional research to design professional learning that guides curriculum decisions.
- Build teacher capability: strengthen teacher capability through providing targeted professional learning. This should build teachers’ understanding of the purpose, structure and content of the Australian Curriculum, along with best practices in the sequencing of curriculum and learning.
- Develop school-based approaches: establish an overarching school-based curriculum plan to equip teaching teams with clear structures for developing, communicating, implementing, monitoring and evaluating collaborative curriculum and learning sequences. These sequences are tailored to their context and student cohort.
- Promote collaborative planning: encourage ongoing collaboration by building time into the school schedule for teachers to work together to discuss, design and refine curriculum and learning sequences. Promote collaborative exploration of ideas, decision-making and problem-solving to address curriculum challenges.
- Establish a supportive environment: build a culture of shared responsibility by creating a continuous support system that enables teachers to offer guidance, share insights and exchange successful practices.
- Enable reflective and responsive practice: establish a system for ongoing monitoring and evaluation of the effectiveness of curriculum and learning sequences. Support teaching teams in using data and feedback to make necessary adjustments.
Practical considerations
When developing a whole-school approach to sequencing curriculum and learning, there are practical considerations that need to be addressed by leaders. Practical considerations include timetabling, resource allocation, yearly plans, collaborative approaches to sequencing learning and use of classroom materials. When school leaders address practical considerations, they support teachers to make informed decisions about what content to teach and when to teach it.
Consideration may also need to be given to specialist teachers working part-time or across multiple schools in specialised subjects. These teachers may need more support to foster collaboration within and between learning areas, including provision of dedicated planning time with other teachers when developing sequences for their learning area or subject.
School and curriculum leaders may also consider other curriculum leadership aspects to support the development of a whole-school approach to sequencing learning. The following questions support reflection on existing approaches and staff needs when developing a whole-school approach to implementing the Australian Curriculum.
Building teacher capability
Do the approaches to building teacher capability include opportunities for teachers to collaborate on the development of learning sequences for their year levels and learning areas?
Using the Australian Curriculum
How is the development of effective learning sequences improved by teachers’ knowledge of the Australian Curriculum?
Including all learners
How will teachers be supported to sequence the curriculum to ensure all learners have equitable access to the content?
Aligning curriculum and assessment
What additional support will teachers need to ensure their assessment design is aligned to learning sequences?
Planning for multi-age classes
Are teachers supported to collaborate to sequence learning when planning for multi-age classes?
Engaging with community
How would engaging with different community groups in your area influence the approach to sequencing learning?
Evaluating resources
How does having agreed sequences of learning developed across year levels and learning areas enable teachers to select effective resources for use in classrooms?
Reflect–Act–Evaluate cycle
The Reflect–Act–Evaluate cycle is a practical framework designed to support continuous improvement. It encourages thoughtful engagement by guiding leaders through 3 key phases.
Reflect: this phase invites leaders to pause and consider current practices, beliefs and outcomes. It promotes deeper understanding by asking, “What is happening?” and “Why is it happening?” before moving to action.
Act: based on insights gained through reflection, this phase focuses on intentional decision-making and implementation. It asks, “What will we do?” and “How will we do it?” to ensure actions are purposeful and aligned with school priorities.
Evaluate: after action is taken, this phase supports review and learning. It prompts leaders to ask, “What changed?” and “What did we learn?” to assess impact and inform future cycles of improvement.
Figure 1: The Reflect–Act–Evaluate cycle
Guiding questions
The guiding questions in the accordions below are structured around the ‘Reflect–Act–Evaluate' cycle to help school and curriculum leaders reflect on current approaches to curriculum implementation and lead discussions with teachers. School and curriculum leaders should select from these questions to support decision-making and discussions when reflecting on, actioning and evaluating a whole-school approach to implementing the Australian Curriculum.
Reflect Do our plans clearly show how teachers sequence the introduction of concepts for logical progression and deeper understanding?
Act What is the best order to introduce new concepts for logical progression and deeper understanding?
Evaluate What evidence shows that our sequencing of concepts in yearly plans supports deeper understanding and logical progression?
Reflect What are our processes for reviewing yearly learning sequences? Do they allow for consideration of:
- the aims of each learning area
- why certain content is taught at specific times
- how different learning areas or subjects connect
- where the order is essential and where flexibility is possible?
Act How and when will we document and review yearly learning sequences, considering:
- the aims of each learning area
- why certain content is taught at specific times
- how different learning areas or subjects connect
- where the order is essential and where flexibility is possible?
Evaluate How effectively did our review processes demonstrate consideration of learning sequences and:
- the aims of each learning area
- the rationale for timing of content
- connections between learning areas or subjects
- where order is essential and where flexibility is possible?
Reflect How do known and regular school events (including extracurricular activities, incursions and excursions) influence curriculum planning and sequencing?
Act How can our yearly curriculum plan most effectively accommodate school events while maintaining coherent learning sequences?
Evaluate How effectively did our curriculum planning anticipate and accommodate known school events while maintaining coherent sequencing and continuity of learning?
Reflect Is our curriculum sequencing responsive to changes in enrolments, staffing and new initiatives?
Act What flexible planning processes can we establish to adjust curriculum sequencing when enrolments, staffing or priorities shift?
Evaluate How effectively did our curriculum sequencing adapt to changes in enrolments, staffing and new initiatives?
Reflect How well do our teachers understand effective sequencing, and how confident are they in applying it across learning areas?
Act How will we build teacher capability in sequencing learning?
Evaluate What evidence indicates that teachers have strengthened their understanding and confidence in planning effective learning sequences?
Reflect What systems and supports are available to help teachers plan, document and implement effective learning sequences?
Act How will we strengthen the systems and supports that enable teachers to design and deliver coherent learning sequences?
Evaluate To what extent have our support structures provided the necessary conditions for teachers to plan, document and implement effective learning sequences?
AITSL Standards
School and curriculum leaders ensure that teachers are supported to develop their curriculum expertise and collaborate to design curriculum sequences suitable for their context.
The information that follows outlines the relevant standards from the Australian Institute for Teaching and School Leadership (AITSL) Australian Professional Standard for Principals, Australian Professional Standards for Middle Leaders and the Australian Professional Standards for teachers: Lead career stage. These standards have been identified to support school and curriculum leaders in implementing whole school approaches to building teacher capability.
Professional Practice: Leading teaching and learning
- Principals create a positive culture of challenge and support, enabling effective teaching that promotes enthusiastic, independent learners, committed to lifelong learning. Principals have a key responsibility for developing a culture of effective teaching, for leading, designing and managing the quality of teaching and learning and for students’ achievement in all aspects of their development. They set high expectations for the whole school through careful collaborative planning, monitoring and reviewing the effectiveness of learning. Principals set high standards of behaviour and attendance, encouraging active engagement and a strong student voice.
Professional Practice: Leading improvement, innovation and change
- Principals work with others to produce and implement clear, evidence-based improvement plans and policies for the development of the school and its facilities. They recognise that a crucial part of the role is to lead and manage innovation and change to ensure the vision and strategic plan is put into action across the school and that its goals and intentions are realised.
Professional Practice: Leading the management of the school
- Principals use a range of data management methods and technologies to ensure that the school’s resources and staff are efficiently organised and managed to provide an effective and safe learning environment as well as value for money. This includes appropriate delegation of tasks to members of the staff and the monitoring of accountabilities. Principals ensure these accountabilities are met. They seek to build a successful school through effective collaboration with school boards, governing bodies, parents and others. They use a range of technologies effectively and efficiently to manage the school.
Core Standards
Standard 4 Coordinating high-impact teaching and learning
- Middle leaders can have responsibilities for coordinating the delivery of quality programs of instruction to build students’ content knowledge and skills with high expectations of student progress and achievement. Practices within this standard align curriculum, pedagogy and assessment to meet learner needs and maximise learning progress for all learners. In demonstrating the practices described in this standard the middle leader will draw, in particular, on deep knowledge of evidence-based teaching practices combined with educational insights from cognitive science and other research on how students learn. They will also draw on their knowledge of curriculum content, progressions and assessment to enable student learning progress to be monitored and improved over time.
4a Curriculum
- Providing a clear, structured and knowledge rich curriculum with high expectations of systematically building students’ content knowledge, skills and understandings to enable learning progress for all students.
4b Pedagogy
- Prioritising the use of effective, evidence-based teaching strategies and application of insights from cognitive science and other research on how students learn, to optimise systematic deep learning through effective pedagogical practices.
Standard 5 Leading improvement in teaching practice
- Leading improvement through collaboration and teamwork is central to the work of middle leaders. Middle leaders are often key to implementing the school’s instructional improvement agenda, using their understanding of research evidence about improvement combined with their deep knowledge of school data. They work collaboratively with staff to implement actions to improve teaching and learning and cultivate a sense of collective efficacy. Middle leaders have a strong focus on continuous professional learning for themselves and their staff, with a focus on supporting classroom implementation of evidence-based practice. They provide support and challenge through provision of constructive feedback while collaborating with staff to improve practice and amplify impact which may occur through a model of mentoring, coaching and professional inquiry.
5c Collaborative practice
- Leveraging collaborative practice to monitor and improve the impact of teaching on student learning and wellbeing.
Professional Knowledge
Standard 2 Know the content and how to teach it
2.1 Content and teaching strategies of the teaching area
- Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs.
2.2 Content selection and organisation
- Lead initiatives that utilise comprehensive content knowledge to improve the selection and sequencing of content into coherently organised learning and teaching programs.
2.3 Curriculum, assessment and reporting
- Lead colleagues to develop learning and teaching programs using comprehensive knowledge of curriculum, assessment and reporting requirements.
Professional Practice
Standard 3 Plan for and implement effective teaching and learning
3.2 Plan, structure and sequence learning programs
- Exhibit exemplary practice and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs to develop students’ knowledge, understanding and skills.
Australian Professional Standards for Teachers Lead Career Stage
Staff meeting resources
These resources provide a structured starting point for collaborative discussion and reflection on current approaches to whole-school curriculum planning. They include facilitator notes, activity documents and supporting presentation slides designed to guide whole-school reflection and planning.
The materials are flexible and can be adapted to suit different school contexts, priorities and focus areas for discussion.
The facilitator notes and accompanying presentation slides have been developed to support whole group discussions when reflecting on current approaches to sequencing learning.
Presentation materials
Sequencing learning facilitator notes
Sequencing learning PowerPoint presentation
Documents
Sequencing learning reflection
Professional learning for school and curriculum leaders
ACARA has developed a professional learning course to support school and curriculum leaders to develop a deeper understanding of the advice, resources and research in the Sequencing learning aspect. This course will support leaders to:
- apply a process to implement a whole-school approach to sequencing learning
- support staff to effectively sequence learning within and across year levels.
This course supports school and curriculum leaders to reflect on current practice and initiate planning a whole-school approach to curriculum implementation.
Access to this course is through ACARA’s Professional Learning Hub.
A whole-school approach to sequencing learning
Sequencing curriculum and learning requires deep thinking, discussion and dedicated time which can be enhanced through collaboration. School and curriculum leaders play a pivotal role in easing the burden on individual teachers by creating the conditions and systems that foster collective planning and shared responsibility.
This 6-step process supports school and curriculum leaders establish and implement collaborative school-based approaches to sequencing learning. It suggests possible activities for supporting teachers and highlights advice and resources from the Australian Institute for Teaching and School Leadership (AITSL) and the Australian Education Research Organisation (AERO).
The process includes the following steps:
- Review existing practice.
- Build teacher capability.
- Develop school-based approaches.
- Promote collaborative planning.
- Establish a supportive environment.
- Enable reflective and responsive practice.
Learning area advice and sample sequences
A whole-school curriculum plan requires the development of sequences of learning for each learning area. Effective sequencing of learning is more than the development of proformas and checklists. It requires:
- an understanding of the current levels of attainment of students and identification of their learning needs
- planning to ensure concepts and ideas are continuously revisited, remembered and built on
- teacher collaboration to agree upon approaches to recording and sharing decisions.
To support schools as they develop sequences of learning within their own contexts, sample sequences and advice have been developed for English, Mathematics and Science in Years 3, 6, 7 and 10. These samples may be used by school and curriculum leaders to initiate discussions with staff and guide decision making. They are not intended to represent the only approach to sequencing learning for each learning area. Rather, they illustrate one possible approach and provide information explaining the selections made.
Each sample includes a heat map of coverage of content description using two colour codes. Dark blue highlights when new content is being introduced. Light blue indicates that whilst the content is not new to the students, teachers should be planning opportunities for them to consolidate and apply their knowledge of this content.
General advice
- Teachers determine how much time to devote to each content description, understanding that this will vary according to the content itself and students’ needs. They identify which content descriptions introduce new skills or understanding or will require just a limited number of lessons. They also identify which content descriptions will be re-visited and developed continuously throughout the year
- Teachers use their professional judgement to decide how the 3 inter-related strands of the English curriculum may be integrated authentically and consistently, and how to connect English content with other learning areas, the general capabilities and the cross-curriculum priorities.
- Content may be grouped together in various ways. For example, when studying a text, students will engage with reading, speaking and listening. They will draw on content from all 3 strands, focusing on the Literature strand but also engaging with aspects of the Language strand including examining language features and text structures and the Literacy strand such as understanding the influence of contexts on texts.
- It is important to ensure that students engage with a range of texts.
- Teachers understand the role of English in developing literacy across other learning areas. The Australian Curriculum Literacy general capability can help teachers to scaffold this learning.
The English curriculum is recursive and cumulative
The English curriculum builds on concepts, skills and processes developed in earlier years. Content is revisited, consolidated and developed, using more complex texts and more abstract concepts as students progress through each year of schooling.
The constrained and unconstrained skills in the English curriculum
Constrained skills are those that can typically be learnt in a limited amount of time, and once they are achieved require no further teaching. Examples include phonological awareness and phonic knowledge. Unconstrained skills continue to be developed throughout each year and from year to year. Examples include vocabulary and comprehension. Constrained and unconstrained skills are developed in parallel in the early years of the English curriculum.
Sample sequence of learning English Year 3
Sample sequence of learning English Year 6
Sample sequence of learning English Year 7
General advice
- Mathematics learning is sequential, with skills and concepts developed over time. The scope and sequence of learning from Foundation to Year 10 builds students' proficiency in mathematics, including their thinking, reasoning, and problem-solving skills. When sequencing the Mathematics curriculum at each year level, teachers need to look at the scope of content within and across the years to see how skills and concepts have been developed and what key future learning they are supporting.
- Mathematics is both a theoretical and applied subject. It requires students to see mathematics applied authentically to real-world contexts and learning across the curriculum. This will develop students’ numeracy capabilities and their disposition towards learning mathematics.
- Teachers use their professional judgement to determine where students are at in their learning of skills, concepts and processes in mathematics. This shows how much time they need to devote to teaching content, understanding that this will vary according to the content itself and students’ needs. Some students may need to develop the prior learning necessary to access the content at their year level. The Australian Curriculum Numeracy general capability can help teachers to scaffold this learning.
Connected strands and sub-strands
- Mathematics content can be grouped within and across the strands to show key connections, develop students' mathematical proficiency and promote deep learning. For example, in Measurement when students learn about the relationship between cents and dollars in Australian currency, they apply their multiplicative thinking. They can then apply their knowledge of money when modelling additive or multiplicative situations in financial contexts. They will draw on content from all 3 strands of Number, Statistics and Probability when engaging with the content relating to repeated chance experiments and simulations.
- Teachers may make additional connections to deliver content in ways that best meet the needs, abilities and interests of their students. For example, a mathematical modelling task situated in a real-world context may draw on students' knowledge, understanding and proficiency with Number, Measurement and Algebra content to arrive at a solution.
Key considerations when planning:
- ensuring opportunity for students to develop a deep understanding of concepts, procedures, techniques and strategies and consolidate prior learning
- recognising fluency comes from understanding, spaced retrieval practice, different representations and application to a variety of contexts
- identifying which content descriptions introduce new concepts, skills or understanding, and allowing time to develop these
- identifying which content descriptions benefit from being developed continuously throughout the year
- integrating within and across the strands authentically and consistently, making conceptual connections between ideas and developing ways of thinking and reasoning
- understanding the underpinning role of Mathematics in the development of numeracy across other learning areas.
Sample sequence of learning Mathematics Year 3
Sample sequence of learning Mathematics Year 6
Sample sequence of learning Mathematics Year 7
General advice
- The 3 interrelated strands of Science should be planned and taught together to provide a holistic learning experience. This integrated approach supports students to build science knowledge, understand the nature and influence of science, and use inquiry practices to investigate, evaluate and communicate.
- Teachers use their professional judgement to determine how Science content can be sequenced across the year in ways that support progressive development of understanding, provide opportunities to revisit and consolidate learning, and connect science concepts and practices through meaningful contexts.
- The core concepts can support planning by helping teachers identify how important science ideas develop within and across year levels. They provide a basis for building coherence in learning and supporting students to make connections between concepts, phenomena and scientific practices.
- Science learning should provide opportunities for students to apply their understanding to everyday phenomena and contemporary issues, and to develop the inquiry practices needed to ask questions, plan and conduct investigations, analyse evidence, evaluate claims and communicate explanations.
Connected strands
- The 3 strands of the Science curriculum can be meaningfully connected at each year level.
- Science Understanding provides the conceptual focus for learning.
- Science as a Human Endeavour helps students explore how science develops and influences society.
- Science Inquiry enables students to investigate questions, work with evidence and communicate findings.
- Content may be grouped and sequenced in different ways. For example, students investigating changes in materials, ecosystems or energy transfer may simultaneously develop conceptual understanding, consider how scientific knowledge is applied in real-world contexts, and use inquiry practices to generate, analyse and evaluate evidence.
- Sample inquiry questions in the year level overviews may support teachers to connect content across the 3 strands and provide context and motivation for learning.
Banded content
- In Science, the content descriptions for Science as a Human Endeavour and Science Inquiry Skills are covered in a 2-year band, with the expectation that these strands are taught each year and the achievement standard represents this expectation.
- When sequencing learning, teachers should provide repeated and developmentally appropriate opportunities for students to strengthen and consolidate their understanding of the nature of science and their science inquiry practices through a range of Science Understanding contexts.
Safety and ethical considerations
- Teachers must ensure the safety of students during science investigations, following appropriate safety guidelines and protocols. This includes managing risks associated with the use of equipment and materials, as well as considering ethical and cultural issues in scientific investigations.
Sample sequence of learning Science Year 3
Sample sequence of learning Science Year 6
Sample sequence of learning Science Year 7
Research
AERO (Australian Education Research Organisation) (2024) A knowledge-rich approach to curriculum design, accessed 7 February 2025.
Almond N (2020) "Curriculum coherence: How best to do it?" in C Sealy (Ed), The ResearchED guide to the curriculum: An evidence-informed guide for teachers, John Catt Educational.
Ashbee R (2021) Curriculum: Theory, culture and the subject specialisms, Routledge.
Hunter J and Haywood A (2023) How to implement a whole-school curriculum approach: A guide for principals, Grattan Institute, accessed 7 February 2025.
Hunter J, Haywood A and Parkinson N (2022) Ending the lesson lottery: How to improve curriculum planning in schools, Grattan Institute, accessed 7 February 2025.
Hunter J, Sonnemann J and Joiner R (2022) Making time for great teaching: How better government policy can help, Grattan Institute, accessed 7 February 2025.
van der Kleij F, Taylor-Guy P and Rogers C (2023) School Improvement Tool: Literature review, ACER (Australian Council for Educational Research ), doi:10.37517/978-1-74286-613-0
Wiliam D (2013) Redesigning schooling—3: Principled curriculum design, The Schools Network, accessed 13 January 2026.
Research summary - Sequencing learning
Further reading
ACER (Australian Council for Educational Research) (2023) School Improvement Tool, Australian Council for Educational Research, doi:10.37517/978-1-74286-700-7
AERO (Australian Education Research Organisation) (2025) Develop a teaching and learning plan, https://www.edresearch.edu.au/sites/default/files/2025-03/aero-practice-guide-develop-teaching-learning-plan-aa.pdf, accessed 10 June 2025.
Doan S, Kaufman JH, Woo A, Tuma AP, Diliberti MK and Lee S (2022) How States Are Creating Conditions for Use of High Quality Instructional Materials in K–12 Classrooms: Findings from the 2021 American Instructional Resources Survey, RAND Corporation.
Guisasola J, Zuza K, Ametller J and Sarriugarte P (2024) Research in teaching and learning sequence design. To what extent do designers theoretical orientations about learning and the nature of science shape design decisions, (pre-print) doi:10.48550/arXiv.2404.13623
Muller J and Young M (2019) "Knowledge, power and powerful knowledge re-visited", The Curriculum Journal, 30(2):196–214, doi:10.1080/09585176.2019.1570292
Rata E (2019) "Knowledge-rich teaching: A model of curriculum design coherence", British Educational Research Journal, 45(4):681–697, doi:10.1002/berj.3520