The approach to learning at the ASMS is research informed and future-focused. We recognise that our world is experiencing significant economic, social, environmental and technological change and that to help prepare our students we need to provide opportunities for them to develop the skills, understanding and capabilities they require for their future.

The design of the school’s learning and physical environments is based on pivotal beliefs about student-focused teaching and learning, lifelong learning, the relevance of science and mathematics to the world’s future, the interconnectedness of knowledge, and the importance of human communication in all its forms.

Ensuring learning has direct meaning and value to the learner by relating new ideas to previous understandings and connecting with and using real-world contexts and contemporary issues of relevance to the learner. Opportunities for thinking outside the boundaries of disciplinary knowledge in an interdisciplinary and collaborative way enable learners to see the relevance of discipline based knowledge.

Involving the learner in making meaningful decisions about their learning enables personalisation but the learner, not for the learner. Using information about their learning supports students to understand themselves as learners, developing the capacity to self-direct and self-regulate learning, identifying learning directions and goals that are personally challenging and encouraging a growth mindset.

Learning with insight and understanding enables the synthesis, transfer and stretch of new ideas and knowledge. Integrating diverse elements, perspectives and relationships and taking a broad view creates deeper understanding and ultimately enables progression from basic to more advanced concepts building an understanding of big ideas.

Wellbeing for Learning

At the ASMS we know that extraordinary learning cannot happen without recognition of the importance of the relationship between students, their parents/caregivers and the school and the essential role that this plays in each student’s wellbeing. This partnership is an integral factor in creating a positive learning culture and experience for students at the ASMS. It is a cornerstone of how students are empowered to develop strategies that support their wellbeing. These relationships are protective and along with connection, are key to supporting the wellbeing of all learners. As a school we are committed to working in partnership with students and their families to build a safe, inclusive learning environment that is accepting of all, supporting each to be curious and challenged as they follow their passions and build confidence as learners.

Our focus as a school is on learning programs that develop a growth mindset, build resilience and motivation for learning, and develop a student’s General Capabilities to the ASMS graduate level. Wellbeing for learning at the ASMS is underpinned by our commitment to students having agency in their learning through the development of self-awareness and self-directedness in both their learning and their out of school lives. An important part of enacting this is ensuring students take their learning personally and have a voice in the design of their learning, having the power and autonomy to drive their own learning journey.

The ASMS school values, underpinned by the Department for Education Learner Wellbeing Framework, guide our culture and our wellbeing for learning focus. Students, staff and families work collaboratively to ensure that pathways are personalised and opportunities maximised for success for each student.

Department for Education Learner Wellbeing Framework

Useful resources for students and families

The Centre for Clinical Interventions has a range of online information packs (InfoPax) that could be useful for students or families looking to get some information or explore particular conditions that affect their wellbeing. The Centre is based in Western Australia, so the culture and contexts are relevant. Resources can be found here and include InfoPax on assertiveness, coping with depression, building body acceptance, building self-compassion, facing feelings, helping health anxiety, improving self-esteem, keeping your balance and overcoming disordered eating.

Teaching Teams

ASMS teachers work in interdisciplinary teams to plan, teach, support and assess student learning. Collaboration enables teachers to share their expertise, experience and perspectives to design rich and engaging learning programs for our students.

Learning Environment

The ASMS is a purpose designed and built senior secondary facility. The building is designed to support students to develop as self-directed learners and engage in collaborative hands-on inquiry-based learning activities.

The learning commons are flexible learning spaces which can accommodate one or more groups of people. Flexible furniture, ICT workstations, data projectors and speaker systems mean that people can listen to a lecture, discuss ideas as a class, work in small groups, or work individually, depending on the task at hand.

Studios are specialized learning areas. Science, control technology, human movement, avionics, and audiovisual studios have been equipped with the latest learning tools. The Avionics Studio includes a Synthetic Flight Simulator. The Ideation Studio is a space for students and teachers to work both independently and collaboratively on projects that incorporate the skills of designing and making. Utilising technologies such as 3D printers, laser cutters and robotics, this innovative space empowers our students to take a hands-on approach to their learning and to experiment with boundless possibilities.