Sareya Stephensen

Central Studies Report

Semester 1, 2016

Kerry-ann Graces Learning Studies Class

Year 11
Student Reflective Comment /
Before I started this semester I was very worried that I would fall into the bad Attendance
habits of last year but I have surprised myself. I have not waited until the night
before to complete tasks which is a huge improvement on last year. I am very Please see below for a summary
proud of myself for pushing harder to change my bad habits and live up to my of attendance statistics:
potential as a student and achieve my goals. I have only received one C on an
assignment this semester and the rest are higher than a C! I am concerned Total Days Absent 7.0
about some of the subjects that I am studying next semester but I am choosing
a positive attitude and going to do the best I can and continue to work hard to
Extra-Curricular Activities
achieve as much as possible. I can do this by asking for help from my peers and
teachers if I ever get stuck as well as looking at online resources for help. By
doing this, I expect to learn a lot and improve in all areas especially physics. Term 1 Adventure Space
Service Club

Learning Studies Teacher Comment / Term 2 Adventure Space

Sareya has been a joy to work in Learning Studies this semester. Her warmth, Service Club
kindness to others and willingness to share her experience and expertise are
Extra-Curricular Activities
valued by everyone in our group. She has commented herself on her mature
approach this year and this is reflected in her achievements in her Central Open Night Guide
Studies grades. She is a fantastic mentor for others as well as being an
ambassador for the school at events such as Open Nights. Keep up the
wonderful work Sareya!

Sareya Stephensen / Kerry-ann Graces Learning Studies Class / Year 11

2 Learning Studies Report: Semester 1, 2016
Subjects / Note: Grades are subject to moderation
Stage 1
Subject Name
Scientific Studies: Biodiversity
Scientific Studies: Concept and Create
Mathematics: Maths and Abstract Thinking
English
Integrated Learning
Central Studies Topic Descriptions
Biodiversity
English, Scientific Studies
In Biodiversity students will explore the origin, development
and diversity of life on planet Earth. There is a particular focus
on the understanding of these events in relation to geological
events that influenced the, or were influenced by them.
Students will explore the structure of healthy ecosystems and
explore human impact on them. Biodiversity is underpinned by
a philosophical basis where students explore issue in the
topics above using a range of philosophical frameworks.
Biodiversity is a powerful combination of ecology, biology,
geology, geography, philosophy, genetics and literacy. A
Concept and Create
English, Scientific Studies, Integrated Learning
The world is changing, with rapidly emerging opportunities for
innovation. This central study has as its focus the innovation
cycle, with students identifying a problem and designing,
prototyping and marketing a solution. This will culminate in an
Innovation Expo, where students will compete to market their
innovation. Students will explore a range of contents to
support this from materials and their properties at a range of
scales to historical views on innovation and its drivers, while
moving towards an understanding of the potential of current
developments and applications such as nanotechnology and
biomimicry. This Central Study will have a significant practical
component, with use of 3-d printers, laser cutters,
programming and technical drawing as students turn their
ideas into reality. B
Sareya Stephensen / Kerry-ann Graces Learning Studies Class / Year 11
3 Learning Studies Report: Semester 1, 2016
Subject Development as a
Grade
Coordinator Self-Directed Learner
Andrew Stone Excellent A
Andrew Stone Excellent B
Matt Verdon Good B
Terry O'Reilly A
Andrew Stone A
Maths and Abstract Thinking
Mathematics
The focus of this central study is for students to develop the
ability to apply mathematical reasoning and logic to so they
can engage with, explore, and explain, the intricate and at
times chaotic relationships found within mathematics and the
world. The program uses constructivist methodology and an
investigative approach to mathematics education. Students
are encouraged to explore alternative learning methodologies
throughout the course to develop their conceptual
understanding. A wide range of scaffolds and resources are
available to assist students to learn. Transferability of the
mathematical skills developed in Maths and Abstract Thinking
is emphasised through engaging with contextual and messy
problems. B
Learning Studies B
The Learning Studies program guides students 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 put on
Student Wellbeing, Exploring Capabilities, creating a
customised e-Portfolio and a Personalised Learning Plan.
During Semester 1, students have prepared for and
participated in some healthy competition with a Sports Activity
Day and Debating Challenges. They also focused on specific
topics such as Cognitive Neuroscience and strategies for
Successful Learning. Learning Studies also provides the time
and space for MMM (Mindfulness/Music/Movement),
catching up with study/homework/tutoring, and helping plan
our Student-Led Assemblies. The LS program is the glue
between our Interdisciplinary Curriculum and Real World Life
Skills beyond high school.
Grade Scheme Development as a Self Directed Learner

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
At the ASMS, significant emphasis is placed on students
developing their capacity as self-directed learners. This is
considered within four constructs: motivation, efficacy, effort,
and reflection.
Excellent
Always displays constructs of self-directed learning
Good
Mostly displays constructs of self-directed learning

B Good Achievement Satisfactory

Sometimes displays constructs of self-directed learning
C Satisfactory Achievement
Partial
D Partial Achievement Occasionally displays constructs of self-directed learning

E Minimal Achievement Minimal

Rarely displays constructs of self-directed learning
P Result pending

N No grade is recorded

W Withdrawn from Subject

Further information regarding student achievement can be

retrieved via your access to the ASMS portal.

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