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Sareya Stephensen

Central Studies Report

Semester 2, 2015

Doug Medwells Learning Studies Class

Year 10
Student Reflective Comment /
This semester has been very challenging for me, testing my abilities and Attendance
teaching me new skills. I have thoroughly enjoyed many of the tasks in this
semester, especially being a part of the organising committee for the Earth Please see below for a summary
Summit. I really enjoyed the Biochemistry section of Communication Systems, of attendance statistics:
and I found Organic Chemistry fascinating. However, I did not like learning about
the famous Shakespeare play "Macbeth" because it was quite boring to me. I Total Days Absent 7.5
know that I could have put in more effort during the semester, and I also could
have been more strict about homework instead of leaving things to the last
Extra-Curricular Activities
minute. I definitely agree that I need to fix this by the start of next year, due to
SACE. Observation Day Buddy, and Open
Night Guide
I am looking forward to the new topics I will get to study next semester, and also
the possibility of new teachers. I really enjoyed helping out at the Open Nights
and Science Fairs, as I like being able to interact with the public. I think I might
sign up to be an ambassador next year. I definitely think that I have changed as
a learner since I enrolled at the ASMS. I am more self-directed and more
accountable for my work, which has helped with the outcome of my studies. I
have thoroughly enjoyed my first year at the ASMS. I have discovered so many
new things that have intrigued me. I am very excited for Year 11 and I can't wait
to further my knowledge even more.

Learning Studies Teacher Comment /

Sareyas reflection above describes her personal views concerning her studies
across this last semester. She relates the intrigue encountered, and high level
of satisfaction she has enjoyed, from studying many of the topics in her courses.
It is indeed the case that Sareya has demonstrated noticeable improvement as
a self-directed learner, reflecting critically upon some aspects of the approach
she has taken to her studies. She has achieved good grades through the use of
solicitous and prudent strategies which have been effective and rewarding.
Sareya may be congratulated for completing her PLP this semester! (Passing
the PLP is a compulsory requirement for completing SACE.) Sareya has
maintained a sound attendance record and has been punctual to Learning
Studies classes. She has been a very friendly and sociable member of our
Learning Studies Group, always prepared to engage in a positive way with the
activities of the day. Most recently, Sareya has participated in the Learning
Studies curriculum that centres around the development of digital citizenship
with particular emphasis placed on raising the awareness of students about
online security and the protection of identity for internet users. The ASMS
acknowledges the support afforded by Sareya for school events such as
Observation Day (mentoring prospective new students) and Open Nights. I would
encourage her to participate in these types of activities again next year. Sareya
appears to be very excited about the subjects she will study at Year 11. She
seems keen and motivated to begin her studies at SACE level, and has
demonstrated an awareness of how important it will be for her to achieve at the
highest possible standard in each and every task. She has completed semester
two this year in a very heartening manner, so I look forward to noting her
accomplishments once again in 2016.

Sareya Stephensen / Doug Medwells Learning Studies Class / Year 10

2 Learning Studies Report: Semester 2, 2015
Subjects / Note: Grades are subject to moderation
Subject Development as a
Subject Name Coordinator Self-Directed Learner

Science: Communication Systems Andrew Stone Good C

English Terry O'Reilly Good B

Mathematics Jo Kellaway Good B

Research Practices (Stage 1) Lisa Pope Excellent C

Science: Sustainable Futures Andrew Stone Good B

Personal Learning Plan (Stage 1) Karla Pobke B

Central Studies Topic Descriptions

Communication Systems Student Inquiry Project

English, Scientific Studies Research Practices
In this Central Study students study different In the Student Inquiry Project students undertake a detailed
communication systems: electronic, biochemical, self-directed study in a area of interest. The Student Inquiry
geographical, digital and visual. They look at how humans Project promotes the development of research,
interpret, change, adapt, transform and control investigation and inquiry skills as well as the skills and
communication systems. There is a detailed focus on the abilities connected with organising and managing a
physics of electrical communication to understand sustained independent work effort. The Student Inquiry
electrical currents and micro processors, with a special Project can be related to and build on learning in an existing
focus on how this is applied in airborne communication. The area of study for the student, or can be with a separate
chemistry of biochemical communication is studied to declared area of interest. Completing the Student Inquiry
understand the structure and function of chemicals such as Project leads to a SACE subject result in either Research
neurotransmitters and hormones. Practices (Stage 1) or Research Project (Stage 2).

Maths and Abstract Thinking Sustainable Futures

Mathematics English, Scientific Studies
The focus of this central study is for students to develop the The sustainability of the Earth is explored in concert with
ability to apply mathematical reasoning and logic so they human systems and behaviour. Topics of interest include
can engage with, explore, and explain, the intricate and at population studies, food production, water quality and
times chaotic relationships found within mathematics and availability, waste management, environmental chemistry
the world. The program uses constructivist methodology and bioremediation. Students are encouraged to undertake
and an investigative approach to mathematics education. investigations that lead to action in their local area to
Students are encouraged to explore alternative learning counter degradation, scientific misconceptions and to
methodologies throughout the course to develop their promote sustainable practices. Responsible citizenship and
conceptual understanding. A wide range of scaffolds and global collaboration are key ideas encouraged to offer
resources are available to assist students to learn. solutions while respecting regional political, economical
Transferability of the mathematical skills developed in and cultural priorities.
Maths and Abstract Thinking is emphasised through
engaging with contextual and messy problems.

Sareya Stephensen / Doug Medwells Learning Studies Class / Year 10

3 Learning Studies Report: Semester 2, 2015
Grade Scheme Development as a Self Directed Learner

Grades of A to E are used to describe the level of achievement At the ASMS, significant emphasis is placed on students
for each subject in relation to the performance standards in developing their capacity as self-directed learners. This is
the appropriate subject outline. Subject outline documents considered within four constructs: motivation, efficacy, effort,
that contain detailed performance standard statements for and reflection.
the subjects that are relevant to this achievement report for
Year 11 can be found on the SACE Board website Excellent, and for Year 10 on the ACARA Always displays constructs of self-directed learning
A Excellent Achievement Mostly displays constructs of self-directed learning

B Good Achievement Satisfactory

Sometimes displays constructs of self-directed learning
C Satisfactory Achievement
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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