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W – Withdrawn from Subject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 email@example.com 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 Learner Attributes
|Can analyse data to extract critical information and interprets and presents outcomes in a considered, systematic and methodical manner
|Can create new possibilities, exploring, experimenting and investigating ideas to connect them with possibilities and produce a worthwhile outcome
|Adopts a questioning approach and has a desire to acquire knowledge by exploring topics, ideas and situations, and shows comfort with uncertainty and ambiguity
|Is aware of thoughts, feelings and actions as a learner and uses that awareness to take responsibility for, plan and manage learning processes
|Is intrinsically motivated to achieve goals with purpose, resulting in an ability to focus, be optimistic and driven
|Has an ability to show resilience and perseverance and a sense of self-efficacy and independence whilst building positive bonds with others
|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
|Considers, evaluates and acts in ways that are inclusive and for the betterment of society
|Is able to interpret, process and communicate and act on information in a variety of modes and ways of thinking
Research Project/Student Inquiry Project
In the Student Inquiry Project students undertook a detailed self-directed study in an area of interest. The Student Inquiry Project promotes the development of research, investigation and inquiry skills as well as the skills and abilities connected with organising and managing a sustained independent work effort.
Engineering a Monster
In this Central Study, we considered our ethical responsibilities for the ‘monsters’ that we engineer with a deep dive into the gothic novel Frankenstein. We explored our role as a curious creator in any engineering field of our choice, applying relevant mathematics along the way. The course culminated with a study of WWII history and film analysis. Students demonstrated their interdisciplinary learning journey in many creative ways at the FrankenFest Showcase.
In the Sustainable Futures Central Study, students considered the impact that human activities have on the environment and the importance of equitable access (or goals to achieve this) to the objectives from the UN Sustainable Development goals, around topics such as clean water and sanitation and education for all. Students explore human impact particularly around marine ecosystems through a historical and scientific lens and investigate modes of text that are used to reach a diverse range of audiences such as songs, stories and fables. Learning culminated in students representing a UN aligned country in the Earth Summit, considering the actions that developed and developing countries can take to address a selected UN Sustainable Development goal in a scientific context.
Learning Studies aimed to guide students across the whole year to become self-directed and responsible learners within their Learning Studies Group and the whole of the ASMS learning community. They developed 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 was placed on Wellbeing for Learning, developing learner attributes, and reflecting on their personalised growth through writing a series of growth reflection records. During Semester 2, students formed positive relationships and engaged in specific curriculum, participating in the Pathways Passport program, ISF week, community wellbeing focus days such as ‘Bullying, No Way’ and ‘R U OK?’ initiatives, inter-cultural observations and celebrations, colour team assemblies and the Term 4 movement program. Within Learner Space and Central Studies Connect, students developed strategies for learning including topics such as Beliefs about Learning, Metacognition and Neuroscience.
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.
In Communication Systems students studied electronic, biochemical, digital and language-based communication. They look at how humans interpret, change, adapt, transform and control communication systems. This learning was undertaken through a study of Macbeth in which students analyse how drama can be used to convey the human experience. They explored the chemical messaging system within the body and then investigated action potentials in muscles. This linked to exploring electronic communication both within and external to the body. Students utilised 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.
University Extension Studies Grade Scheme
University Extension Studies Grade Scheme Grades of HD to F are used to describe the level of achievement for each University Extension Studies Topic. Further information on the performance standards of these grades and their equivalence for Grade Point Averages can be found at www.flinders.edu.au.
High Distinction – Demonstrated the acquisition of an advanced level of knowledge/ understanding/ competencies/ skills required for meeting topic objectives
Distinction – Demonstrated advanced knowledge/ understanding/ competencies/ skills required for meeting topic objectives
Credit – Demonstrated a sound level of knowledge/ understanding/ competencies/ skills required for meeting topic objectives and completing assessment exercises at a proficient standard
Pass – Demonstrated at least an adequate level of knowledge/understanding/ competencies/skills required for meeting topic objectives and satisfactorily completing essential assessment exercises
Fail – Unable to demonstrate satisfactory academic performance in a topic or has failed to complete essential topic elements or required assessment tasks at an acceptable level