Scope and sequence

Organizing a course into units or modules and sequencing them results in a syllabus. A syllabus is usually defined as a plan for what will be taught and the order in which it will be taught. The phrase scope and sequence is more often used with course books. A scope and sequence shows the different elements of language that are covered in the textbook and in what order. Scope and sequence is more descriptive of these two elements since scope is the what and sequence is the order. In this unit, the phrase “scope and sequence” will be used for its descriptive clarity.

READ: Graves, Chapter 7 “Organizing the course” to page 135.
Analyzing courses
Take some time to familiarize yourself with both the scope and sequence the integrated skills course based on the newspaper on pages 256-257.
Think about the following questions about how the course is organized.
1) What do the units seem to be organized around? Is there an organizing principle (or more than one) i.e. an aspect of language such as grammar, topic, genre or task around which each unit is organized?
2) What other aspects of language are integrated into each unit?
3) On what basis do the units appear to be sequenced?
4) List one or two things you found useful about the scope and sequence. List one or two things you didn’t find useful.
PART A (275 words)
Part 1. Write one or two things you found useful about any of the scope and sequences you analyzed above.
Part 2. Look over your responses to the different scope and sequences. What does this tell you about how you want to put together your own scope and sequence?
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Finish reading Graves, Chapter 7.
Sequencing is an art more than a science in that the way you decide the sequence for your course is a subjective process of deciding what makes sense to you based on common sense and your understanding of the subject matter. There is no ‘ objective’ or ‘correct’ way to sequence. The basic, common-sense principle of sequencing as described on pages 135 and 136 of the text is that A prepares for or teaches something needed for B. Variations on that idea are:
A is simpler, B is more complex
A is more controlled, B is more open-ended
A has a narrow or specific focus, B has a more general focus.

PART B (275 words)
Choose one of the lists drawn from English language textbooks on page 137 of Graves text. Number the items in the order you would teach them. Then explain your reasoning for the sequence
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