NORTH SYDNEY DEMONSTRATION SCHOOL
School Priority: Conceptual Learning 2013
Expected
Targets
What are we
aiming to
achieve?
All classes
will continue
to teach
quality
conceptual
units of work
that map
onto a NSDS
conceptual
programming
scope and
sequence
that supports
quality
teaching and
learning
programs.
In 2013, there
will be a
continued
focus on
Science.
Total Budget: $8520
Strategies
Indicators
Time Frame
Responsibility
Allocation
What will we do to achieve this?
How will we measure our
achievement?
When will we do it?
Who is
responsible for
it?
How much
will it cost?
T1
T2
T3
T4






Funding
Source
Chart of
accounts
Through monitoring K-6 conceptual
units and promoting quality teaching
and learning in the areas of HSIE and
Science, all students will engage in
quality conceptual learning programs
and will be able to demonstrate their
ability to question, discuss and
communicate their understanding of
concepts.
Whole School Based
 In teams, staff continue to
collaboratively program, evaluate
and modify existing conceptual
units of work
 Staff will engage in professional
development on quality teaching
pedagogies
 Action Learning project in Science,
on using the Predict, Observe and
Explain Model to enhance the
teaching of scientific investigation
skills within the conceptual learning
programs




Website: www.nthsyddem-p.schools.nsw.edu.au
2013 conceptual
units of works
will reflect an
equal
representation of
Science and
HSIE within each
grade
All conceptual
units of work
contain rich
tasks that reflect
quality teaching
pedagogies
Evidence of
reflection and
annotation on
Conceptual units
Team
evaluations of
Organised
through
RFF roster
Amanda &
Amy

Amy
(mentored
by Amanda)
Page 1 of 2
NORTH SYDNEY DEMONSTRATION SCHOOL
School Priority: Conceptual Learning 2013
Expected
Targets
What are we
aiming to
achieve?
Total Budget: $8520
Strategies
Indicators
Time Frame
Responsibility
Allocation
What will we do to achieve this?
How will we measure our
achievement?
When will we do it?
Who is
responsible for
it?
How much
will it cost?
T1


Committee Based
 Members to ensure documents are
updated and programs placed in
an easily accessible place (hard
copy also)
 Committee members to update the
scope and sequence to align to the
National Curriculum, with a focus
on Science for 2013
 Continue to monitor the changes to
National Curriculum and reflect on
how these changes impact on the
current scope and sequence and
Website: www.nthsyddem-p.schools.nsw.edu.au


T2
T3
T4
completed
programs with
necessary
changes made
Evidence of
teaching
strategies in
conceptual
programs
All grades will
collaboratively
design and
implement
quality science
programs using
the predict,
observe and
explain teaching
model
2013 Conceptual
units of work
easily accessible
on public and
provided in
paper form
2013 Conceptual
programming
scope &
sequence and
outcomes will be
up-to-date &
Funding
Source
Chart of
accounts
All team
members





Fiona



Amanda,
Amy, Nina,
Louise
1 day
release
for 3
teachers



Amanda,
Amy, Nina,
Louise
(3 x 360)
$1080
Page 2 of 2
NORTH SYDNEY DEMONSTRATION SCHOOL
School Priority: Conceptual Learning 2013
Expected
Targets
What are we
aiming to
achieve?
Total Budget: $8520
Strategies
Indicators
Time Frame
Responsibility
Allocation
What will we do to achieve this?
How will we measure our
achievement?
When will we do it?
Who is
responsible for
it?
How much
will it cost?
Amanda,
Amy, Nina,
Louise
1 day
release
for quality
teaching
guide
$360
T1




communicate necessary
information to staff
Continue to provide support with
collaborative planning sessions
through establishing a quality
teaching guide for programming
and effective pedagogy
Updating and organisation of
Science resources to support
quality teaching and learning
programs
Establishment of resource kits to
support conceptual learning in
classrooms
Committee to ensure all teams fulfil
and include authentic links to
Aboriginal Education



Website: www.nthsyddem-p.schools.nsw.edu.au
aligned to
National
Curriculum with
changes

highlighted to
staff
Scope and
sequence
document will
include key and
contributing
questions as well
as outline
curriculum
content across

grades
Staff have a
shared
understating of
any National
Curriculum
implications on
Conceptual
learning
programs
Quality
resources
(including
resource kits, online, quality texts
& quality
teaching guide)
used to teach
T2
T3
T4










Funding
Source
Chart of
accounts
Amanda,
Amy, Nina,
Louise


Nina to
create
moodle -all
team
members to
email Nina
with all
resources
used in
units
Heath, Mel,
Louise and
Emily
science
room and
resources
All team
members
2 days
release
for
resource
kits
$720
2 days
release
for
organisati
on &
purchasin
g of
science
resource
s
$720
Purchasi
ng of
Resource
s
Page 3 of 2
NORTH SYDNEY DEMONSTRATION SCHOOL
School Priority: Conceptual Learning 2013
Expected
Targets
What are we
aiming to
achieve?
Total Budget: $8520
Strategies
Indicators
Time Frame
Responsibility
Allocation
What will we do to achieve this?
How will we measure our
achievement?
When will we do it?
Who is
responsible for
it?
How much
will it cost?
T1

Through establishing shared
understanding and teacher consistency
in the spiral curriculum students will
build on their knowledge, make
connections and apply this to achieve a
deeper level of conceptual
understanding.
Whole School Based
 Support grade teams to
collaboratively program, implement
and evaluate units of work using
the conceptual framework and
quality teaching guide
 In class support provided to Early
Career teachers and new teachers
with the planning & implementation
of conceptual lessons
 Professional development provided
for new staff and committee
members on conceptual
Website: www.nthsyddem-p.schools.nsw.edu.au



conceptual
learning in all
classrooms
Authentic links to
Aboriginal
Education
evident in
conceptual
programs
particularly in the
area of HSIE
Conceptual
learning expert
present at all
grade planning
days
Evaluations of
completed
programs
conducted in
teams and
necessary
changes made
for future
programs
Conceptual
learning placed
on purposeful
grade meeting
agendas
T2
T3
Funding
Source
Chart of
accounts
T4
$4,200
(approx.
$300 for
each
grade for
2 science
units a
year)
Amanda to
organise
during days
off class
where
possible.









Amanda to
organise
during days
off class
Amy and
Amanda
Page 4 of 2
NORTH SYDNEY DEMONSTRATION SCHOOL
School Priority: Conceptual Learning 2013
Expected
Targets
What are we
aiming to
achieve?
Total Budget: $8520
Strategies
Indicators
Time Frame
Responsibility
Allocation
What will we do to achieve this?
How will we measure our
achievement?
When will we do it?
Who is
responsible for
it?
How much
will it cost?

programming theory
Ongoing professional development
on quality teaching, the spiral
curriculum and conceptual
programming theory through whole
school and grade meeting forums
Committee School Based
 Compile folders of past conceptual
programs (2010-2013) as a
resource to be used in planning to
discern what students have
learned in previous years
 Ensure conceptual programming is
on team meeting agendas
 Ensure continued collaboration
with all RFF programs
 Committee members to present
quality teaching guide and discuss
resources available in team
meetings and on planning days




Website: www.nthsyddem-p.schools.nsw.edu.au
T1
T2
T3
T4




Amy and
Amanda



Fiona



All team
members





Increased level
of understanding 
of learning
continuum and
conceptual
programming

theory, across
the school

All staff have
access to
previous
Conceptual units
(on line & hard
copies)
Explicit reference
to the learning
continuum
(spiral) evident in
all Conceptual
programs
Conceptual
programming on
Funding
Source
Chart of
accounts
Emily and
Ching
Nina &
Amanda to
create
packs
Page 5 of 2
NORTH SYDNEY DEMONSTRATION SCHOOL
School Priority: Conceptual Learning 2013
Expected
Targets
What are we
aiming to
achieve?
Total Budget: $8520
Strategies
Indicators
Time Frame
Responsibility
Allocation
What will we do to achieve this?
How will we measure our
achievement?
When will we do it?
Who is
responsible for
it?
How much
will it cost?
T1



By using a range of thinking tools and
effective assessment strategies within
conceptual units, students will utilise
range of tools to communicate, reflect
and evaluate their knowledge and
understanding of concepts.
Whole School Based
 Optional professional development
on the use of thinking diagrams,
concept maps and assessment
tools
 Embed thinking diagrams and
conceptual tools into programs
Website: www.nthsyddem-p.schools.nsw.edu.au


T2
T3
T4
grade meeting
agendas and
communicated in
grade
newsletters
Library lessons
integrated with
conceptual
programming
units
Mandarin
classes linked to
conceptual
framework
ESL staff present
at staff planning
days
Teaching and
learning
programs
embedded with
thinking
diagrams,
concept maps
and a range of
assessment
tools
Shared
understanding of
the use of
thinking tools
within the
Funding
Source
Chart of
accounts
All
Emily and
Ching
Ching
Fiona
All team
members

Amanda







All team
members
Page 6 of 2
NORTH SYDNEY DEMONSTRATION SCHOOL
School Priority: Conceptual Learning 2013
Expected
Targets
What are we
aiming to
achieve?
Total Budget: $8520
Strategies
Indicators
Time Frame
Responsibility
Allocation
What will we do to achieve this?
How will we measure our
achievement?
When will we do it?
Who is
responsible for
it?
How much
will it cost?
Resource
kits:
Melissa,
Elizabeth &
Michelle
2 day
release
for
updating
of
resource
packs
(thinking
diagrams
& assess
tools)
$720
Nina,
Amanda &
Amy
2 days
release
$720
T1



Committee School Based
 Collaboration with the G&T to
establish a shared understanding
of how to differentiate conceptual
units to extend students
 Committee members to share
knowledge of thinking diagrams
with their grade teams and ensure
they are effectively embedded into
all conceptual units of work K-6
 Committee members to ensure
assessment tools are evaluated to
allow students to effectively
Website: www.nthsyddem-p.schools.nsw.edu.au


T2
T3
T4
classroom
All conceptual
units to include
concept maps as
a means to
asses students
conceptual
understanding
Students will be
able to articulate
their thinking and
conceptual
understanding
using a range of
diagrams and
thinking tools
Explicit reference
to extending
students evident
in Conceptual
programs
Conceptual
programming on
grade meeting
agendas
Well established
resource kits
being used in
classrooms to
support the use
Funding
Source
Chart of
accounts





All team
members



All team
members
Page 7 of 2
NORTH SYDNEY DEMONSTRATION SCHOOL
School Priority: Conceptual Learning 2013
Expected
Targets
What are we
aiming to
achieve?
Total Budget: $8520
Strategies
Indicators
Time Frame
Responsibility
Allocation
What will we do to achieve this?
How will we measure our
achievement?
When will we do it?
Who is
responsible for
it?
How much
will it cost?
T1
demonstrate their learning
Regional Professional Learning –
Conceptual Programming Across the
School
Sharing the Journey of Transformation
Establishing quality teaching and learning
in the areas of Human Society & It’s
Environment and Science.
Website: www.nthsyddem-p.schools.nsw.edu.au
T2
T3
Funding
Source
Chart of
accounts
T4
of thinking tools
& in planning for
conceptual units

Staff within the
Region engaged
in professional
development on
Conceptual
learning theory
and establishing
quality teaching
across the
school.

Amanda
Page 8 of 2