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2021 - 2023
ASMS 3 Year Strategic Plan
Our values of Community, Agency and Curiosity guide our school learning culture and programs.
Strategic Direction
The ASMS Strategic Directions 2014 – 2023 guide our focus for the next three year Strategic Plan. The Key Goals are determined from analysis of multiple data sources aligned with the Strategic Directions and Department for Education vision
of ensuring a worlds class education for all.
What is our 3 year direction?
Goal One
A curriculum for the
future.
At the ASMS students learn
through interdisciplinary
studies based on the new
and emerging sciences with
a strong focus on developing
learner agency. The natural
extension to this is for
teachers and students to
work together to co-design
learning.
Goal Two
Innovative pathways to
get results.
Students at the ASMS have
several options to pursue
their preferred post-school
pathways. To be successful,
all students will be
supported to develop
relevant capabilities and
dispositions that support
them in their future
pathways.
Goal Three
Connected to
community, industry
and internationally.
Partnerships with the ASMS
community include Flinders
University, alumni, industry
& partner schools both
within and beyond Australia
providing a rich learning
environment at the ASMS for
students and staff.
Goal Four
Professional impact
and influence.
The ASMS provides
professional learning
services that support
curriculum and assessment
design, and pedagogical
practices to support
improved learning outcomes
for students in Science,
Mathematics & STEM
learning.
Our Targets
Probable• Documentation of Central Studies learning programs reflects key elements of Learning
@ASMS.
Stretch• Documentation of Year 12 learning programs reflects key elements of Learning @ASMS.
Imagine!• Documentation of all learning programs identify key elements of Connection, Coherence &
Agency.
Goal OneA curriculum for the future
Our Priority
Learning@ASMS guides our learning design year 10-12.
Our Targets
Probable• Big ideas (concepts) used to shape Central Studies learning design are evident in learning
materials and curriculum documentation.
Stretch• Learning intentions of Central Studies are clearly aligned to Big ideas.
Imagine!• Big ideas are mapped across year 10-12 programs enabling clear line of sight & build student
confidence in their readiness for chosen pathway.
Goal OneA curriculum for the future
Our Priority
Interdisciplinary learning programs enable students to
make meaningful connections across
disciplines and provide opportunities to transfer
knowledge, skills & understandings in a variety of
contexts.
Our Targets
Probable• Year 10-12 learning and assessment programs are differentiated to ensure every student is
supported to achieve their best.
Stretch• Every Year 10 & 11 student is involved in designing differentiated Central Studies learning
and assessment programs for at least 25% of the program each semester.
Imagine!• Year 12 students involved in designing differentiated learning and assessment programs in
50% of ASMS St 2 subjects.
Goal OneA curriculum for the future
Our Priority
ASMS students are supported to develop the
capacity for agency in their learning.
Our Targets
Probable• ASMS contribute to the development of DfE curriculum resources and learning design
materials.
Stretch• Commence work with SACE Board aligned to their Thrive Strategic Plan.
• ASMS online professional learning platform active and engaging participants.
Imagine!ASMS partners with DfE in initiatives for achieving World Class Education.
Goal OneA curriculum for the future
Our Priority
The ASMS aligns outreach professional learning
programs with DfE Strategic Plan for World Class
Education and School Improvement Actions.
Our Targets
Probable• Meaningful feedback on capability development is provided to students at all points through learning, and
students engage with continuous reflection and individual planning.
• Students can articulate their growth as learners from their formal education and their community service against the AC, SACE and ASMS capabilities.
• ASMS community is aware of a range of alternative pathways to access tertiary study.
Stretch• Students use feedback on their learning to set their goals.
• Students identify and seek opportunities to further develop capabilities aligned to their learning goals.
• Increased number of students planning to access a range of alternative pathways opportunities.
Imagine!• University and industry partners recognise the capability growth of ASMS students
• More than half ASMS students intentionally achieve their preferred post-school pathway through an alternative pathway.
Goal TwoInnovative pathways to get results
Our Priority
All ASMS students are supported to plan, monitor
and evaluate development of dispositions and capabilities that support them in their
future pathways.
Our Targets
Probable• Options to be involved in community service is designed into ASMS learning programs.
Stretch• Year 10 & 11 students take the equivalent of at least 30 hours of community service each
year.
• Students participate in social reform initiatives that address real-world problems
Imagine!• Students initiate social reform projects and provide leadership within these beyond the
school environment
Goal TwoInnovative pathways to get results
Our Priority
Students have opportunities to develop capabilities by
giving back to their community through
volunteering, community involvement & mentoring.
Our Targets
Probable• ASMS has impact & influence on key projects including Learner Profile project; Intercultural
understanding; Growing Global Citizens.
Stretch• ASMS expands partnerships and networks to collaborate with other thought-leading schools
• ASMS works with FU so that PATE is expanded to include other interested schools.
Imagine!• ASMS is actively sought as a presenter at state, national & international forums addressing
future-focussed education
Goal TwoInnovative pathways to get results
Our Priority
ASMS has impact and influence on building
educator's capacity to design learning that prepares
students for their future in a rapidly changing world.
Our Targets
Probable• Students are supported to access specialised expertise through partnerships to personalise
their learning.
• Students have work experience opportunities in STEM-related industries.
Stretch• Teachers have opportunities to work with partners to create rich and contemporary learning
design.
Imagine!• All students able to articulate contributions of partnerships to their learning throughout their
3 year program.
Goal ThreeConnected to community, industry and internationally
Our Priority
ASMS partnerships provide opportunities for staff and
students to extend and deepen their learning.
Our Targets
Probable• ASMS White Papers reflect collaboration with STEM related partnerships.
• ASMS contributes to DfE Further Education and Pathways initiatives.
Stretch• Professional learning programs engage educators focused on partnerships to strengthen
STEM learning outcomes.
Imagine!• ASMS is used as a exemplary industry link Case Study for DfE.
Goal ThreeConnected to community, industry and internationally
Our Priority
Through professional learning programs ASMS
enables educators to connect with key STEM related partners to design rich
learning programs.
Our Targets
Probable• Students and teachers connect with international educators in STEM related programs and
initiatives.
• A range of learning programs support development of intercultural understandings.
Stretch• ASMS contributes to development of DfE materials related to intercultural understandings
and global citizenship.
Goal ThreeConnected to community, industry and internationally
Our Priority
International partnerships enrich ASMS staff and
student learning experiences.
Our Targets
Probable• ASMS online Professional Learning platform offers programs and materials to support
Science, Mathematics & STEM educators.
• ASMS “Ignite+Impact” programs engage educators across DfE schools.
Stretch• ASMS online platform includes educator blog and interactive components.
Imagine!• PLC’s supported through ASMS online platform.
Goal FourProfessional impact and influence
Our Priority
ASMS influences and impacts Science, Mathematics &
STEM education, supporting teachers to have the skills &
knowledge they need to enable learner growth.
Our Targets
Probable• Strengthen staff support for Practitioner Research within ASMS PL Program.
• Participants in ASMS PL programs have the opportunity to undertake practitioner inquiry, publish their findings & potentially gain post graduate accreditation.
Stretch• Shared participation with Flinders staff in initiatives that respond to key policy priorities and
agendas.
Imagine!• Involved in quality education research programs with published results.
Goal FourProfessional impact and influence
Our Priority
ASMS staff collaborate with leading state, national and
international education research related to teaching
and learning in science, mathematics and STEM
education.