At ASG, the learning that takes place in the classroom and beyond is intended to develop a better learner and a better person.

With a focus on identifying, nourishing and developing students’ strengths, our School’s holistic approach to learning aims to promote a growth mindset in every student. With a positive mindset, students can actively and meaningfully engage in the experiences and opportunities deliberately designed to shape their development into responsible, ethical individuals who appreciate learning and understand their place in broader society. 

At the core of our holistic and formative philosophy are the four domains that inform our practice: 

• intellectual rigour

• character values

• emotional balance

• cultural, social and spiritual connection.

The curriculum expertise that teachers deliver in our classrooms is complemented by the co-curricular opportunities offered to students throughout the year.  

A recent example of this was our students’ participation in camps over the past couple of weeks. 

Our Years 7 and 8 students were accompanied on their camps by the Peer Support Leaders in Years 10 and 11. As well as developing problem-solving and collaborative teamwork skills, students engaged in a number of activities intended to challenge them beyond their comfort levels, foster their leadership and socialisation skills and build their resilience.

Year 9s completed their practice hike, marking the beginning of their involvement in the Duke of Edinburgh’s International Award. No doubt they were challenged and came back very tired, both physically and emotionally. The many decades of investigating how people learn has taught us that, for learning to be long lasting, learning experiences must engage the learner at a cognitive and emotional level. The unforgettable experience of a three-day camp has provided our Secondary students with an enormous sense of success and pride.

There is significant evidence in the research (Bandura 1997; Collie, Martin, Nassar & Roberts, 2019; Denham 2006; Freeman 2005; Sewell and St George 2000) about the positive correlation between participation in activities such as camps or community service activities and the ability to develop a sense of belonging and self-regulation. In addition, engaging in these experiences increases students’ levels of self-concept, self-esteem, and self-efficacy, which, in turn, have a positive impact on their academic performance (O’Connor, Cloney, Kvalsvig & Goldfeld 2019).

As the year progresses and many more co-curricular experiences are offered to our students; they are encouraged to take advantage of these opportunities. All the benefits associated with involvement in these activities make the co-curricular program a significant part of the student experience at our School.

Pictured below are our Years 10 and 11 students on their Bronze Duke of Edinburgh hike. Congratulations on successfully completing your practice journey – we are proud of your perseverance and adoption of a positive growth mindset that helped you to overcome this challenge.


Jaime Rodriguez

Deputy Head of School/Head of Secondary