The ASMS provides opportunities for young people to develop capabilities, knowledge and perspectives which enable them to make a positive contribution to our world. Our learning programs are designed to encourage students to be creative, critical, informed and motivated contributors responding to professional, personal and social issues in their world and future. 

Year 10 & 11 learning programs at the ASMS are:

  • Aligned with Australian Curriculum and SACE
  • Interdisciplinary
  • Inquiry rich
  • Connected to emerging sciences

Learning Studies

Our Learning Studies program supports students to develop their attributes as learners. The program ensures that students feel a sense of belonging within our school, and are able to develop strong relationships with their Learning Studies teacher and students. 

Each Learning Studies Group is vertically grouped with up to 20 students from Years 10 to 12 who meet for 40 minutes every day with their teacher. The student / teacher relationship is an essential part of our school’s high-quality learning environment and students work with the same Learning Studies teacher for their whole time at the school where possible. Through their expertise and experience, teachers support and mentor students to plan and achieve their goals, and advocate for students. 

The Learning Studies teacher is the first point of contact between school and home and consistently monitors student progress and achievement.

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Central Studies

In Years 10 and 11, the learning program is based on a series of unique, interdisciplinary subjects called Central Studies. Developed by the ASMS, each Central Study has a solid underlying theme and then individual subjects are strategically woven together to bring this theme to life. 

For example, in Communication Systems, the theme is about ‘sending and receiving information’. We are able to cover the SACE/ACARA English curriculum requirements through a study of Shakespeare’s Macbeth, where information is transmitted via the script of the play. We cover the Mathematics curriculum through a study of linear equations, where the information communicated is used to storm the castle and capture Macbeth from the Great Hall. We cover the Science curriculum through a study of neural biochemistry, where messages of elation, fear, anxiety, and joy are transmitted through the characters in the play, as they experience success and defeat in the story.

The Central Studies program provides opportunities for personal choice and in-depth studies in the school, university, workplace and community.  Central Studies are taught in a two-year cycle, each spanning one semester, with three Central Study subjects per semester. 

Central Studies include:

In Biodiversity students 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 the interruptions and changes brought about by man’s impact. One component of the course is working in the field to experience and develop an understanding of the work of a field scientist. There is also a major focus on understanding genetic inheritance and the role played in the development of difference and variety amongst living organisms. 

Biodiversity gives students the opportunity to explore the depictions and relationship man has with nature through an exploration of poetry dating from before the Industrial Revolution to the Modern Era. 

Biodiversity is a powerful combination of ecology, biology, geology, geography, philosophy, genetics and literacy.

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In Body in Question, students examine the nature of health and disease from each of physiological, mental, social, emotional and immunological perspectives and investigate the biomechanics involved in describing and explaining the human body. Students choose an area of interest as a specialisation and undertake extensive learning within this context.

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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, which is linked to the biochemical communication that occurs through nerves and hormones. Students investigate action potentials in muscles which then links to electronic communication. This Central Study concludes with an option where students can pursue a passion regarding communication and the production of a Rube Goldberg machine.

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In this course, students examined how the world of work is changing dramatically now and in the future. What will work look like for individuals, what skills will be needed, and how might our youth prepare for productive work in a future where they may have many jobs and even multiple careers over a lifetime? A number of experts see the human-machine interface as being a major focus for future jobs, as translators of technology for users and productive ways we can work with machines rather than compete with them (100 Jobs of the Future, 2019). 

This course provided students with the opportunity to DREAM up the possible career opportunities afforded to us in the 4th Industrial Revolution, DESIGN a personalised learning program to gain the skills/knowledge/capabilities needed for these occupations, and DEVELOP a company/service/product that will add value to our future communities.

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Explore understandings of the sun, moon and stars and their social, cultural, and technological roles. Examine the structure and size of the universe, understandings of time and space, the composition of the solar system, the evolution of the Earth’s atmosphere, oceans and the history and hazards of space exploration.

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In The Energy Equation students engage 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 investigate a range of different fuels that have been used as well as the ethical issues associated with nuclear energy. They work in groups to investigate contemporary trends in energy production, using an inquiry approach to explore the science of renewable and other energy sources.

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As students of language, philosophy and science we not only describe the world as we see it, but also challenge others by asking “Why” and “What if?”

In Truth and Perception, students will examine some of the theories about light, enzymatic chemical reactions, mathematical proofs and conjectures, cellular respiration/photosynthesis and the purpose of language/stylistic features in film. They will explore philosophical and psychological concepts related to ‘what is truth’, ‘what is perception’, and how we can use evidence to define our realities.

  • Light can be modelled as particles or waves corresponding with different evidence (truth can depend on perception)
  • Themes are communicated by writers/directors through film, exposing different truths and perceptions
  • Different ways of sensing, measuring, using and interpreting data evidence, to attempt to discover new truths
  • Rates of chemical reactions (photosynthesis/respiration) can be manipulated by changing conditions, to derive evidence for conclusions that may lead to food security truths
  • There is an interplay between ethical, social and psychological perspectives that lead to what the media claims as ‘truths’

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The underlying themes in this Central Study are largely ethical – how can we ensure that the creations that we engineer are ethical?

Beginning with a study of Mary Shelley’s Frankenstein, students are given the opportunity to derive deep and meaningful connections between the themes this novel explores and their role as creators within an engineering field of choice, culminating in an Expo during which they can showcase their creations to the public.

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Humanity seeks, uses and creates order in the form of systems and patterns to function in a seemingly chaotic universe. In this central study students examined both order and chaos within human society and the natural world. 

The initial focus is on social order and governance with a focus on political systems and persuasion. Students developed and analysed their own persuasive speeches and explored the role statistics plays in influencing voter behaviour. Humans as pattern makers is the focus of a study examining the natural world utilising mathematical sequences and series to describe, analyse and artistically emulate the patterns seen in nature. The final module has students investigating complex systems in the modern world, how resistant they are to chaos and how humans and machines are increasingly learning to control them.

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Student Inquiry Project (incorporating Research Project) requires students to hone their skills and capability in managing information.  The subject gives students the opportunity to research an area of interest (STEM related at the ASMS), through both active research methods such as experimentation and prototyping as well as via methods such as literature review.  The subject is one of the subjects for which students must achieve a passing grade of C- or better in order to obtain their SACE qualification.  At the ASMS Research Project is undertaken in semester two of a student’s year 11 programme.  Year 10 students working concurrently with the year 11 students undertake a range of research activities in relation to a chosen inquiry topic to prepare them for the requirements of the Research Project.  The work undertaken by the Year 10s is accredited against Stage 1 Research Practices for SACE.

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In Sustainable Futures, students explore possible futures for Earth. They do this by considering current situations from a range of perspectives and determine ways that creativity, information and technology can bring about a preferred future.

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