Grade Scheme
Grades of A to E are used to describe the level of achievement for each subject in relation to the performance standards in the appropriate subject outline. Subject outline documents that contain detailed performance standard statements for the subjects that are relevant to this achievement report for Year 11 can be found on the SACE Board website www.saceboard.sa.edu.au, and for Year 10 on the ACARA website www.acara.edu.au.
A – Excellent Achievement
B – Good Achievement
C – Satisfactory Achievement
D – Partial Achievement
E – Minimal Achievement
P – Result pending
I – Insufficient evidence provided
N – No grade is recorded
W – Withdrawn from Subject
Further information regarding student achievement can be retrieved via your access to the ASMS portal. If you are having difficulties logging in, please contact ASMS ICT services via email at ict@asms.sa.edu.au or by phone on 08 8201 5686 to troubleshoot the matter.
You can ask the school to provide you with written information that clearly shows your child’s achievements in the subjects studied in comparison to that of other children in the child’s peer group at school. This information will show you the number of students in each of the five achievement levels.
ASMS graduate outcomes
| Graduate outcome | Description |
| Analytical thinking | Can analyse data to extract critical information and interprets and presents outcomes in a considered, systematic and methodical manner |
| Creativity | Can create new possibilities, exploring, experimenting and investigating ideas to connect them with possibilities and produce a worthwhile outcome |
| Curiosity | Adopts a questioning approach and has a desire to acquire knowledge by exploring topics, ideas and situations, and shows comfort with uncertainty and ambiguity |
| Mindful agency | Is aware of thoughts, feelings and actions as a learner and uses that awareness to take responsibility for, plan and manage learning processes |
| Motivation | Is intrinsically motivated to achieve goals with purpose, resulting in an ability to focus, be optimistic and driven |
| Resilience | Has an ability to show resilience and perseverance and a sense of self-efficacy and independence whilst building positive bonds with others |
| Community | Works with others in the learning community and feels a sense of belonging, and understands the importance of connections with others to effective learning and achievement of goals |
| Humanitarianism | Considers, evaluates and acts in ways that are inclusive and for the betterment of society |
| Operational capabilities | Is able to interpret, process and communicate and act on information in a variety of modes and ways of thinking |
Central Studies
Learning Studies
Learning Studies (LS) aims to guide students to become self-directed and responsible learners. This is done by developing skills and knowledge to answer questions such as ‘How can I make the ASMS learning environment work for me?’, ‘How can I be an effective lifelong learner?’, ‘What pathways am I interested in for the future?’, and ‘How can I be an active citizen?’ Emphasis is placed on Wellbeing for Learning, developing learner attributes and creating personalised growth reflection reports to enable students in developing as self-directed learners. During Semester 1, students have formed positive relationships, interacted with the curriculum, participated in Activities Day, CiC week, Debating Challenges and the Child Protection Curriculum. They also focused on specific topics such as Beliefs about Learning, Cognitive Neuroscience and strategies for successful learning.
Body in Question
In Body in Question, students examined the nature of health and disease from physiological, mental, social, emotional and immunological perspectives. They investigated biomechanics including the structures, functions and physics involved when explaining body movement. An excursion to the Flinders Tonsley campus allowed us to learn about the fields of biokinetics and biomedical engineering. Students also chose an area of specialised interest (Nutrition, Psychology, Exercise Science, Reproductive & Sexual Health, or ‘Student-Led’) and took a deep dive to maximise their health and wellbeing learning with agency.
Communication Systems
In Communication Systems students study electronic, biochemical, digital and language-based communication. They look at how humans interpret, change, adapt, transform and control communication systems. This learning is undertaken through a study of Macbeth in which students analyse how drama can be used to convey the human experience. They explore the chemical messaging system within the body and then investigate action potentials in muscles. This then linking to exploring electronic communication both within and external to the body. Students utilise their understandings to create their own mini documentary communicating a scientific concept to a wider audience.
The Energy Equation
In The Energy Equation students engaged with a hands-on approach to the exploration of energy; where we source our energy needs from, the efficiency of these sources and the approaches we use to harness it for our energy needs. Using the lens of history, students investigated a range of different fuels that have been used as well as the ethical issues associated with nuclear energy. They worked in groups to investigate contemporary trends in energy production using an inquiry approach to explore the science of renewable and other energy sources.