ASMS Development Plan 2018-2020

EXTRAORDINARY LEARNING DRIVEN BY CURIOSITY AND CHALLENGE INSPIRING PASSION AND CONFIDENCESTATEMENT OF 3 YEARDEVELOPMENT PRIORITIESAUSTRALIAN SCIENCE & MATHEMATICS SCHOOLwww.asms.sa.edu.au asms.edu @asms_edu

OUR VISION & VALUESEXTRAORDINARY LEARNINGDriven by curiosity and challenge Inspiring passion and confidenceVALUESRespect yourself, Respect each other, Respect our environment www.asms.sa.edu.au

STRATEGIC DIRECTION 2 www.asms.sa.edu.auThe ASMS Strategic Directions 2014-2023 guideour focus for the next three year developmentplan. The Key Priorities are determined fromanalysis of multiple data sources aligned with theStrategic Directions and Department for Educationvision of ensuring a world class education for all.

3WHAT IS OUR 3 YEAR DIRECTION? Key Priority 1 Key Priority 2 Key Priority 3 Key Priority 4Development of Students’ Partnerships Impact andlearner agency. development of enrich student influence capabilities for science and their future lives. learning. mathematics education.Page 5-6 Page 7-8 Page 9-10 Page 11-12 www.asms.sa.edu.au

www.asms.sa.edu.au

5KEY PRIORITY 1DEVELOPMENT OF LEARNER AGENCYStudents co-create and review learning and assessment designs with teachers, peers and others.Strategies Impact Evidence▪ Students working with teachers to personalise learning & assessment ▪ Learning and assessment design documented and exhibits in each Central Studies & South Australian Certificate of Education personalisation by the learner in response to the learner’s passion, (SACE) Stage 2 subject. needs & experiences.▪ Teaching teams designing and using a range of approaches to actively ▪ Learning & assessment design reflects current learning theories. seek out what students already know, can do and understand and working with students to determine needs and plan teaching ▪ Learning@ASMS statement guides learning design and is referenced strategies in response. by parents, students & teachers.▪ Deepening teachers understanding of how people learn and how to embed this in learning and assessment design through planned professional learning activities.▪ Collaboratively developing ASMS statement Learning@ASMS with staff, students and parents outlining the significance of co-design for engagement, growth, achievement, participation & equity www.asms.sa.edu.au

6All students plan and monitor their learning pathways.Strategies Impact Evidence▪ Ensuring students can access learning intentions for each Central ▪ Assessment task sheets include statements of learning intentions for Studies & SACE Stage 2 subject topic/module and they are aware of modules/topics Central Studies & SACE Stage 2. opportunities to develop and articulate growth in knowledge, skills and capabilities across the ASMS three year curriculum. ▪ ASMS curriculum mapped against Australian Curriculum/SACE including the General Capabilities.▪ Students using their own data and feedback to develop their learning goals which are enacted and reviewed. ▪ Students able to articulate their learning goals & plans for improvement.▪ Identifying and implementing programs and initiatives that build aspiration of specific under-represented student cohorts for Science, ▪ Increased enrolment of under-represented student cohorts in senior Technology, Engineering and Mathematics (STEM) pathways. secondary science and mathematics subjects and in SATAC application preferences.▪ Raising awareness and deepening understanding within the ASMS community through parent seminars & newsletters, teachers ▪ Targeted cohorts have learning pathways that provide STEM rich professional learning & student voice of pathways, including but not options. only Portfolio Admission in to Tertiary Education (PATE), capabilities and the knowledge and skills needed for a successful future. ▪ Increased use of PATE and the range of alternative accreditation options that support post school pathways used by ASMS students.▪ Learning Studies teachers supporting students to prepare and use PATE & accreditation pathways. ▪ Student written reports & Learning Conversations include student reflections of themselves as learners.▪ Learning Studies teachers supporting students to reflect on their development as a self-directed learner using the 4 constructs of effort, www.asms.sa.edu.au motivation, reflection & self-efficacy during mid and end semester reporting processes.

7KEY PRIORITY 2STUDENTS’ DEVELOPMENT OF CAPABILITIES FOR THEIR FUTURE LIVESStudents provide evidence of growth in learning and General Capability achievement.Strategies Impact Evidence▪ Supporting all students in using ePortfolios to provide evidence of ▪ Every student has an ePortfolio based on their development of learning achievement and growth in readiness for their future lives. capabilities that is regularly updated and central to their mid-semester Learning Conversations.▪ Staff engaging with action research focused on informing their practice to support the development of capabilities in students. ▪ Action Research data shared and recommendations for improving ASMS processes and practices considered by staff, students and▪ Aligning Capabilities with future focused careers through a range of parents. programs, including community and industry learning opportunities. ▪ Central Studies program designs include opportunities for students to▪ Ensuring pedagogical and content expertise in teaching teams to consider future work scenarios and how to prepare themselves. design and facilitate interdisciplinary Central Studies and SACE Stage 2 learning programs. ▪ Students access learning programs that ensure they are able to achieve their best. www.asms.sa.edu.au

8Each student receives feedback that supports their learning & the development of their knowledge, skills andthe General Capabilities.Strategies Impact Evidence▪ Teachers accessing professional learning programs that support the ▪ Students demonstrate that they understand themselves as learners in development & sharing of strategies for providing focused, timely & a variety of contexts including Learning Conversations and in end of personalised feedback. semester student written report comments.▪ Supporting students to reflect on their feedback as part of their ▪ Planned sessions include opportunities to focus on reflecting on learning programs. feedback provided.▪ Supporting students to capitalise on feedback to improve their ▪ Improvement in students understanding and achievement. understanding and move their learning forward. ▪ Consistency in assessment of student learning outcomes.▪ Regularly using in-school moderation processes to ensure consistency of assessment. www.asms.sa.edu.au

9KEY PRIORITY 3PARTNERSHIPS ENRICH STUDENT LEARNINGOpportunities to access specialised local and global expertise and experience evident in learning programs.Strategies Impact Evidence▪ Developing student’s knowledge, understanding and skills including, ▪ A range of community based and Adventure Space programs provide but not only, entrepreneurial skills through ASMS partnerships opportunities for students to develop and demonstrate knowledge, understanding, skills and capabilities.▪ Reviewing national and international education partnerships and realigning to ASMS vision & mission. ▪ Participation in national & international networks enhance student and staff learning▪ Providing opportunities for ASMS participation in International Student Science Network (ISSN) & International Student Science Fair ▪ Students participate in and drive international interactions, and (ISSF) beyond events to include extended collaborative student led present their findings from globally collaborative inquiry which is inquiry. acknowledged and/or accredited.▪ International students enrolled at ASMS contributing to ASMS ▪ Students demonstrating intercultural understanding in a range of development of intercultural understandings. contexts. www.asms.sa.edu.au

10Contemporary developments and applications of science and mathematics reflected in learning andassessment designs.Strategies Impact Evidence▪ Providing opportunities for staff and students to deepen their ▪ Authentic partnerships between ASMS and Flinders University, understanding of areas of interest and passion through our business, industry and other universities and organisations are relationship with Flinders University, business, industry, and other documented and shared as case studies on the ASMS website. universities and organisations ▪ Groups under-represented in science & mathematics participating,▪ Providing opportunities through community partnerships to address achieving, & progressing in SACE Stage 2 science, mathematics and low engagement levels of under-represented student groups in senior STEM subjects at secondary and tertiary levels. secondary and tertiary studies in science, mathematics and STEM. www.asms.sa.edu.au

11KEY PRIORITY 4IMPACT AND INFLUENCE SCIENCE AND MATHEMATICS EDUCATIONWork with educators to build pedagogical content knowledge in science, mathematics & STEM teaching andlearning across Department for Education schools.Strategies Impact Evidence▪ ASMS providing professional learning support for Department for ▪ Engagement, impact & influence of ASMS professional learning Education Learning Strategies including STEM Learning & Learning programs is monitored, evaluated and documented. Design Assessment and Moderation (LDAM) Strategies. ▪ Educators engage with ASMS platforms of innovation: learning▪ Facilitating a range of professional learning programs with programs, learning environment, teaching approaches, school Department for Education schools & partnerships and professional organisation and professional learning. leader & teacher associations. ▪ Educators are supported through targeted professional learning to▪ Documenting and sharing ASMS Learning Programs and learning adapt for their context. design principles through online learning programs accessible to all educators. www.asms.sa.edu.au

12Collaborate with leading state, national and international education research.Strategies Impact Evidence▪ Participating in Learning Environment Applied Research Network ▪ ASMS as a case study for innovative learning environment research (LEARN) supporting and sharing research into impact of innovative which is evident in materials and publications produced by LEARN. learning environments on teacher practice and student learning. ▪ Staff Professional Learning Plans outline inquiry focus with impact on▪ ASMS staff undertaking Action Research as part of their Professional practice & student learning monitored. Key findings shared with other Learning plans to build evidence base and inform future learning educators and influencing future learning design. design. ▪ A range of data and research findings gathered and shared with state,▪ Staff gathering evidence of impact and influence of ASMS approaches national and international educators and researchers through a range on student growth, engagement, achievement, challenge and equity. of forums. www.asms.sa.edu.au