Level 9

As students work towards the achievement of Level 10 standards in the Arts, they design, make and present arts works. In doing so, they develop skills in making decisions about creative ways of generating and implementing ideas. They reflect on their experiences and observations, consider what they have learned about styles and forms and explore issues and concrete and abstract concepts to generate ideas. They keep their intended aesthetic qualities in mind when they experiment with, select, vary combinations of and manipulate arts elements, principles and/or conventions to effectively realise their ideas, represent their observations and communicate their interpretations of issues and concepts. For example:

• in Music, in response to learning and performing songs, that reflect the &lsquo...

As students work towards the achievement of Level 10 standards in the Arts, they design, make and present arts works. In doing so, they develop skills in making decisions about creative ways of generating and implementing ideas. They reflect on their experiences and observations, consider what they have learned about styles and forms and explore issues and concrete and abstract concepts to generate ideas. They keep their intended aesthetic qualities in mind when they experiment with, select, vary combinations of and manipulate arts elements, principles and/or conventions to effectively realise their ideas, represent their observations and communicate their interpretations of issues and concepts. For example:

• in Music, in response to learning and performing songs, that reflect the ‘human spirit’ students, individually or collaboratively, compose and using conventional or unconventional notation, write down, then present their musical response to an issue holding personal interest for them.

Students consider others’ perspectives when seeking solutions and contributing to collaborative arts tasks. For example:

• in Art, students research installation artists who use natural settings as their gallery, then collaboratively design and present an Installation art work that uses found forms and works in harmony with the selected site.

Students begin to develop a personal style and become more independent in their approach to exploring, developing and refining arts works. For example:

• in Dance, students individually develop their own dance sequence and teach it to others, then, working collaboratively, they combine the sequences and present as one work.

Within and across specific arts disciplines and arts forms, students experiment with imaginative and innovative ways of using traditional and contemporary skills, techniques and processes and a variety of media, materials, equipment and technologies drawn from a range of contexts. For example:

• in Visual Communication, students develop a website home page for a fictitious organisation.

Students consider the purpose and presentation context when they prepare and present arts works to different audiences. For example:

• in Drama, students devise, rehearse, and design an ensemble performance. They construct sets, costumes and props suitable for a selected performance space, and present the performances.

Students use evaluation and reflection on their arts experiences to improve the making and presenting of their arts works. They maintain a record of their exploration, development and refining of ideas, use of elements and principles and/or conventions and application of techniques and processes when making and presenting their arts works.

When exploring and responding, students focus on the development of knowledge and understanding of key concepts, techniques, processes and practices associated with particular arts forms. They develop aesthetic and critical awareness through observation, research, discussion and analysis of arts works from different social, historical and cultural contexts. They compare arts works to consider similarities and differences in the styles, themes, intentions and aesthetic qualities of works by particular artists and arts works made at a particular time within specific cultural contexts. They develop skills in presenting and justifying personal interpretations of, and opinions about, arts works using appropriate arts language. They investigate and discuss the contribution of the arts to society and other disciplines, such as Mathematics and History, focusing on ways contemporary, and traditional arts disciplines, forms and works reinforce and challenge social, cultural, personal and artistic practices and values. For example:

• in Media, students research issues related to ‘body image’ and the visual media’s role in the construction of the ‘ideal body form’, then they identify, analyse and discuss images found in popular magazines that contribute to ‘body image’ issues.

As students work towards the achievement of Level 10 standards in Civics and Citizenship, they explore the development of Australia’s democracy from Federation, the development of the Australian Constitution and the federal system of government. They investigate some historical and contemporary issues, such as the republican debate, the inclusion of a bill of rights in the Australian Constitution, the design of the Australian flag, Aboriginal and Torres Strait Islander (ATSI) recognition in the Australian Constitution, and the division of federal and state powers. They compare Australia’s democracy with other democracies.

Students investigate the nature and history of the concept of human rights. They become aware of national and international legislation designed to protect...

As students work towards the achievement of Level 10 standards in Civics and Citizenship, they explore the development of Australia’s democracy from Federation, the development of the Australian Constitution and the federal system of government. They investigate some historical and contemporary issues, such as the republican debate, the inclusion of a bill of rights in the Australian Constitution, the design of the Australian flag, Aboriginal and Torres Strait Islander (ATSI) recognition in the Australian Constitution, and the division of federal and state powers. They compare Australia’s democracy with other democracies.

Students investigate the nature and history of the concept of human rights. They become aware of national and international legislation designed to protect those rights. They explore human rights issues at the national and international level, including an investigation of the human rights of ATSI communities and other groups within Australia.

They explore key elements of modern democracy, such as the origins, purposes, objectives and constituencies of political parties, and the characteristics and operation of the electoral system. Students consider the ways that these allow citizens to participate in governance and how well these elements support democratic principles and values. They consider other processes for influencing the views and actions of others; for example, through participation in organisations such as unions, environmental and other interest groups. They consider the role of the media in a democratic society and the importance of a free press.

Students explore Australia’s multicultural society. They learn about the past and present policies of government in relation to ATSI people and immigration, and the values and beliefs which support a harmonious multicultural society. They explore the concept of Australian identity and the contributions of various cultural groups. They consider the development of Australian citizenship over time and reasons why people choose to become Australian citizens. They link their understanding of multiculturalism to contemporary issues, such as the global refugee problem and population growth.

Students evaluate the role of the Australian Government in the global community including Australia’s role in the United Nations, through contexts such as government responses to environmental concerns such as global warming or other issues of environmental sustainability, natural disasters, peacekeeping operations, world poverty and national and global security issues.

Students explore the roles and responsibilities of state and Commonwealth courts and the High Court of Australia. They learn about the differences between different types of law including statute, common, ATSI and international law. They examine case studies of changes in the law such as Mabo, the Franklin Dam, or combating terror or other contemporary examples. They consider the views of individuals and groups in the community about the change and the effects of the change. They examine the processes for bringing about change in Australia’s legal and political systems including the role of open debate in a democracy. They evaluate the effectiveness of democratic processes in bringing about changes in the law.

Students apply their knowledge about representative democracy and systems of government by researching and proposing possible action on an issue relevant to them at the local, state or national level. They explore the potential impact of the issue on different groups within the community, and the effectiveness of the democratic process in balancing individual and community rights in resolving the issue.

Students understand the regional, global and environmental implications of being a citizen in a democracy. They explore Australia’s relationship with other nations and examine the influence of global events and issues on these relationships. They examine how people’s views on the environment influence government policy and non-government organisations and the ways in which governments attempt to address issues of development and sustainability. They investigate ways in which citizens can influence government and consider opportunities to take civic action on issues, including the environment.

 Students explore what it means to be a leader, considering different leadership styles and learn how they can lead by example. Students are provided with opportunities to participate in leadership activities and projects that contribute to the wellbeing of others and which may have a local, national or global focus.

As students work towards the achievement of Level 10 standards in Communication, they listen to speakers in a range of contexts, including the school, the wider community and workplaces. They develop their skills in interpreting meaning; for example, by identifying inferences and assumptions. They know what it means to effectively respond both verbally and non-verbally in different contexts and are able to demonstrate this. Students elaborate on and clarify content of presentations, using pertinent questions to explore explicit and implicit meaning. In discussion with their peers, they evaluate the effectiveness of these presentations and note how they can apply the findings to their own presentations.

In structured activities, students explore the relationship between language and power...

As students work towards the achievement of Level 10 standards in Communication, they listen to speakers in a range of contexts, including the school, the wider community and workplaces. They develop their skills in interpreting meaning; for example, by identifying inferences and assumptions. They know what it means to effectively respond both verbally and non-verbally in different contexts and are able to demonstrate this. Students elaborate on and clarify content of presentations, using pertinent questions to explore explicit and implicit meaning. In discussion with their peers, they evaluate the effectiveness of these presentations and note how they can apply the findings to their own presentations.

In structured activities, students explore the relationship between language and power; for example, by interpreting and analysing significant speeches. As their understanding of this concept develops, they apply their understanding when making meaning of a variety of media messages and when developing their own presentations.

Students respond to a range of aural, written and visual texts, reflecting on how cultural and societal norms and ideology influence the production of the material; for example, research papers and news items. They explore how effectively meaning has been communicated, analyse alternative interpretations and develop a rationale for their preferred opinion.

Students develop a high level of expertise and fluency in the language, forms and communication strategies of particular subjects across the curriculum as well as those associated with a range of occupations and career pathways. They reflect on why it is important to have this knowledge, how it enables more precise communication, but also how it can exclude audiences who are not familiar with the language of particular subjects.

Students experiment with communicating complex ideas in a variety of ways. They increasingly use metaphor and symbol to communicate. They organise their information, ideas and opinions into a coherent structure, select and adjust their mode of presentation to suit purpose and audience, and make appropriate adjustments in response to an audience. They use agreed criteria to reflect on the effectiveness of their own communications and articulate means by which they could be improved.

As students work towards the achievement of Level 10 standards in Design, Creativity and Technology, they specialise in a specific area of design and technology. Specialisations could focus on specific materials areas (such as wood, metal, plastics, food, ceramics or textiles) or technological systems (such as computer-controlled systems, electronics or mechanisms or combinations of these), or particular design/technology areas (such as home economics, fashion, robotics, furniture, agriculture and horticulture).

They continue to pose and define design problems by working with a variety of design briefs within various contexts including those that have transferability into the workplace and broader community.

Students develop design briefs within open-ended design guidelines. Referring...

As students work towards the achievement of Level 10 standards in Design, Creativity and Technology, they specialise in a specific area of design and technology. Specialisations could focus on specific materials areas (such as wood, metal, plastics, food, ceramics or textiles) or technological systems (such as computer-controlled systems, electronics or mechanisms or combinations of these), or particular design/technology areas (such as home economics, fashion, robotics, furniture, agriculture and horticulture).

They continue to pose and define design problems by working with a variety of design briefs within various contexts including those that have transferability into the workplace and broader community.

Students develop design briefs within open-ended design guidelines. Referring to the design brief, they consider and investigate aspects of function and aesthetics. Students become discerning and discriminating thinkers, able to address controversial, complex and ethical design and technology issues and dilemmas, such as trade-offs in the selection and use of materials. They further develop the capacity to model, assemble and disassemble products and systems, and communicate their ideas verbally, and with two-dimensional drawing and three-dimensional modelling, including computer-aided design (CAD).

Students, individually and in teams, investigate systematic and creative and critical thinking approaches for generating innovative technological products (for example, educational games, toys or equipment for a local kindergarten, or a solar model car), including time and resource management. They explore and assess the past, and potential future, consequences of technology on society, culture and the environment.

Using annotations (including the use of appropriate technical language) and through discussion, students explain and justify design features, characteristics and properties of selected materials/ingredients, systems components and their interrelationships, performance, energy requirements and production techniques in relation to the design brief. Students at this level are open to the iterative nature of the design process and the importance of continuous reflection when addressing design and technology situations and problems. They develop an increasing range of investigation (including testing), questioning and checking techniques when investigating, designing, planning and evaluating products and systems.

Students safely and efficiently construct products, models or prototypes to specifications and standards. They make decisions about safety precautions and wear personal protective clothing and equipment when necessary. Students further develop skills in using a range of techniques, equipment, tools, some of which are complex; for example, the lathe, computer-aided milling machine, and vacuum former. They also develop skills in using suitable materials/ingredients and/or systems components (or combine simple sub-systems to produce more complex systems) to specified levels of accuracy and precision, and with consideration to risk assessment processes. They are encouraged to make adjustments to tools and equipment and carry out basic maintenance. They learn to use time and resources economically and try to minimise waste.

Students are encouraged to document their design, production and evaluation activities in an electronic or manually-produced portfolio. They participate in and lead discussions on evaluating their own and other people's thinking in relation to creative and innovative products. Through creative processes, reflection and evaluation, they examine and acknowledge a range of perspectives, and consider the value of diverse opinions about design and technology.

Students develop appropriate evaluation criteria and use them to assess design ideas, choice of materials/ingredients and/or systems components, production techniques and/or performance of a system. They learn to analyse and evaluate a new material or process and discuss innovation and emerging technologies in primary industry or the manufacturing industry.

As students work towards the achievement of Level 10 standards in Health and Physical Education, they develop proficiency in a range of high-level movement and manipulative skills such as a smash in tennis, and focus on identifying and implementing ways of improving the quality of their performance during games, physical activities and sports. They may be introduced to new sports, games or activities which will require them to learn new skills or adapt previously learnt skills in a new context.

They investigate different components of fitness, how these vary between activities and how they contribute to the wellbeing of people at different stages of their lives. Students learn to set personal physical activity and/or fitness goals, develop an activity and/or fitness program and evaluate...

As students work towards the achievement of Level 10 standards in Health and Physical Education, they develop proficiency in a range of high-level movement and manipulative skills such as a smash in tennis, and focus on identifying and implementing ways of improving the quality of their performance during games, physical activities and sports. They may be introduced to new sports, games or activities which will require them to learn new skills or adapt previously learnt skills in a new context.

They investigate different components of fitness, how these vary between activities and how they contribute to the wellbeing of people at different stages of their lives. Students learn to set personal physical activity and/or fitness goals, develop an activity and/or fitness program and evaluate its success. They investigate community facilities available for health and physical fitness activities, engage in a variety of recreational and outdoor adventure activities, and develop skills, knowledge and behaviours for enhancing safe participation in these activities.

They learn and practise tactics and strategies relevant to the sports and activities in which they are participating, including the development of strategies to counter tactical challenges in game situations. Students participate in peer teaching or coaching situations with a focus on skill development and improvement. They discuss sporting conduct, and implement fair play and good sporting behaviours. They undertake a variety of roles in team games (for example, player, coach, umpire and administrator) and assume responsibility for the organisation of aspects of a sporting competition.

Students extend their learning about the major tasks in establishing personal identity. They describe social and cultural factors, such as family, the media, community expectations influencing the development of personal identity, including the development of identity as it relates to gender. They discuss ways to express independence and the rights and responsibilities associated with the development of increasing independence. They rehearse strategies for being assertive when protecting their own and others’ health.

Students discuss relationships and how the different aspects of relationships vary between people and over time. They consider how the different roles and responsibilities in sexual relationships can affect their health and wellbeing. They explore a range of issues related to sexuality and sexual health such as safe sex practices, sexual negotiation, same sex attraction and the impact of alcohol on sexual and personal safety. Students explore assumptions, community attitudes and stereotypes about young people and sexuality. They learn strategies for supporting themselves and other young people experiencing difficulties in relationships or with their sexuality, and learn about the community services available to assist. Students investigate and evaluate the policies and practices in their school in relation to sexual and racial harassment, homophobia and/or discrimination, and consider their rights and responsibilities in these areas.

Students examine mental health issues relevant to young people and consider the importance of family and friends in supporting their mental health and emotional health needs. They consider the stigma of mental illness as well as the challenges for those with a mental illness and for those caring for them.

Students examine perceptions of challenge, risk and safety in a variety of settings such as in the home, school, the workplace and the community. They contrast risks that promote personal and social growth with those that endanger health. They discuss ways to balance risk and safety, and refine and evaluate harm-minimisation strategies. They examine strategies to promote safety such as those associated with occupational health and safety. Students examine the concept of adventure in outdoor activities as well as perceived and actual risk. They learn basic first aid skills such as cardiopulmonary resuscitation (CPR), asthma management and sports injury management.

Students explore assertiveness and resilience strategies that could be used in a range of situations. Using techniques such as role-play or simulation games, students are provided with opportunities to practise and reflect on the usefulness of these strategies.

Students learn to use simple health data to identify the major causes of illness, injury and death in Australia. They investigate personal behaviours and community actions that may contribute to the health of specific groups. Students investigate the work of government departments and non-government bodies in promoting and protecting the health of young people, including laws, policies and provision of health services. They identify the services provided through Medicare.

Students examine the relationship between nutrition and stages of growth and development, and the eating practices associated with different stages in life. They learn to analyse the links between diet and current community health issues, and consider special dietary needs, and ways of improving their own diet. They research patterns of food consumption in Australia and investigate factors that influence food choice, such as changes in family life.

As students work towards the achievement of Level 10 standards in Economics, they develop their understanding of how the Australian economy is managed, particularly within the international economic context. They analyse how macroeconomic and microeconomic policies and programs advanced by governments and other institutions affect them and their fellow citizens. They examine the role of exchange, trade and globalisation in influencing Australia’s standard of living. They develop an understanding of enterprise attributes and skills, and describe the impact of innovation and enterprise on the economy and society.

Students investigate the relationship between economic growth, ecological sustainability and the standard of living, and explore what it means to be an ethical producer...

As students work towards the achievement of Level 10 standards in Economics, they develop their understanding of how the Australian economy is managed, particularly within the international economic context. They analyse how macroeconomic and microeconomic policies and programs advanced by governments and other institutions affect them and their fellow citizens. They examine the role of exchange, trade and globalisation in influencing Australia’s standard of living. They develop an understanding of enterprise attributes and skills, and describe the impact of innovation and enterprise on the economy and society.

Students investigate the relationship between economic growth, ecological sustainability and the standard of living, and explore what it means to be an ethical producer and consumer. They begin to reflect on the role of values in the economic decision making of producers, consumers and governments.

They develop skills in using economic reasoning, including cost-benefit analysis, to research economic issues and propose solutions for economic problems of global significance. They research economic problems and argue the validity or otherwise of their own hypotheses. Economic problems could include examples such as why the price of a can of soft drink varies depending on where it is sold; whether welfare is a right or a privilege; and whether tolls should be charged on new freeways. Such research assists students in understanding, clarifying and justifying values and attitudes about issues affecting the economy, society and the environment.

Students extend their personal financial literacy skills and understanding about the role of savings and investment. They examine vocational pathways and education and training requirements, considering possible work and career options. They develop skills and strategies for transition to employment and further education and training, including job seeking, job application and interview skills.

As students work towards the achievement of Level 10 standards in Geography, they develop knowledge about the operation of one of the major natural systems that are part of the biosphere and atmosphere; for example, the hydrologic cycle, plate tectonics or the weather. Students investigate the interaction of human activities with the natural environment through a study of issues such as global warming and climate change, land degradation and desertification, and air and water pollution. Students develop skills to evaluate the factors contributing to the development of these issues, identify strategies to address them and explore ways of managing them.

Students investigate the characteristics of development that occur across the globe. They use an inquiry-based approach to explore how...

As students work towards the achievement of Level 10 standards in Geography, they develop knowledge about the operation of one of the major natural systems that are part of the biosphere and atmosphere; for example, the hydrologic cycle, plate tectonics or the weather. Students investigate the interaction of human activities with the natural environment through a study of issues such as global warming and climate change, land degradation and desertification, and air and water pollution. Students develop skills to evaluate the factors contributing to the development of these issues, identify strategies to address them and explore ways of managing them.

Students investigate the characteristics of development that occur across the globe. They use an inquiry-based approach to explore how combinations of various physical and human factors interact to produce observable and sometimes predictable patterns at local, regional and global scales. Students examine global patterns of development, considering classifications used by United Nation agencies, Non Government Organisations (NGOs) and other organisations, and evaluating the relevance of such classifications at global, national, regional and local scales.

Students research at least two development topics and the impact of globalisation in creating and reducing differences in development levels, for example, through technology transfers, resource use, and indebtedness. Examples of development topics include: poverty; the links between food, hunger and technology; and the social and economic consequences of development in creating rapidly growing cities, mega cities, informal settlements and rural depopulation.

Students investigate and learn to evaluate the impact and/or effectiveness of development-related projects, policies and strategies (such as large-scale water projects, tourism, the use of foreign aid, social reform and population control) on physical and human landscapes, locally, nationally and globally. They apply their knowledge and understanding to provide explanations and justify recommendations about local, national and global situations related to development, and their impact on living standards. They reflect on plans of action and past actions, considering the value positions underlying them, including a commitment to the principles of sustainability.

Students undertake field investigations in the local area to gather, collate, analyse and evaluate data relating to the natural environment. They collect evidence from the fieldwork site to explain and predict the effects of natural processes and human activities on the environment, including consideration of the ways people respond to change. Students develop a policy for the management of a local issue, including consideration of Aboriginal and Torres Strait Islander communities. Students apply geographical techniques, including representation of multi-variable data and complex mapping operations, to interpret environmental change and research, discriminate, evaluate and present arguments using electronic and other formats.

As students work towards the achievement of Level 10 standards in Information and Communications Technology, they use complex ICT tools and techniques to visually represent, model, reframe and refine their thinking to assist in developing new understanding. For example, they can represent causal reasoning by using graphic organisers such as cause-and-effect diagrams, influence diagramsand explore and represent the interdependence between different components of a situation by using expert systems, spreadsheets and microworlds. By changing the values of some variable components, students can visualise the effect of these on the constant components to assist their understanding.

In addition to recording and evaluating the decisions and actions taken when developing new understanding and...

As students work towards the achievement of Level 10 standards in Information and Communications Technology, they use complex ICT tools and techniques to visually represent, model, reframe and refine their thinking to assist in developing new understanding. For example, they can represent causal reasoning by using graphic organisers such as cause-and-effect diagrams, influence diagramsand explore and represent the interdependence between different components of a situation by using expert systems, spreadsheets and microworlds. By changing the values of some variable components, students can visualise the effect of these on the constant components to assist their understanding.

In addition to recording and evaluating the decisions and actions taken when developing new understanding and solving problems, students learn to assess their suitability for new situations and make adaptations where necessary.

Working in real and virtual teams, students collaboratively develop conventions for storing and presenting information (such as style guides, filenames, file structure, file access rights) to create information products and solve problems set in real-world contexts in all areas of the curriculum. They investigate threats to data security, such as accidental loss (failure to follow file management procedures), stealing (files from a network), and data corruption by viruses and hackers. This investigation could focus on the preventative actions taken by businesses within the local community to protect their data and information. They apply ICT techniques and privacy law principles to protect individual and team files from unauthorised access and accidental damage.

Students, individually and in teams, use ICT to make detailed project plans that sequence tasks to be done, resources needed and timelines for completion. They annotate these plans to explain changes made during the execution of tasks. When selecting hardware and software for each task, students consider the capabilities and limitations of these tools and recognise that their choice is influenced by the characteristics of the data to be manipulated. Students consider new or emerging ICT used in workplaces, and how their new capabilities would change the way students process data and information when developing information products.

Students consistently apply commonly accepted ict presentation conventions and use efficient procedures and techniques to solve problems, and create quality information products that fulfil their purpose. For example, templates, macros and keyboard shortcuts reduce the time taken to process data and increase the accuracy of creating solutions and products. Also, using checklists helps confirm the completeness of products and proofreading assists in detecting typographical and readability errors.

Students accept and respect differences in others’ approaches to using ICT for solving problems and designing products, and respect cultural diversity among users of ICT; for example, using icons on a website to indicate functions such as print and mail, which are universally recognised, and using symbols that are not offensive to different cultures. Students use ICT techniques to make their information products accessible to a wide audience, taking into account special needs. For example, providing options to view a website in different font sizes assists visually impaired people, and transcripts of audio material assist the hearing impaired.

Students develop criteria to evaluate their own and others’ work and use them to assess quality and the extent to which the purpose is fulfilled. For example, students compare the quality of their website with a commercial one, taking into account the knowledge and skills typical of professional website designers.

Students build on skills developed in previous levels to share ideas with the teacher and others through a range of electronic communication means such as email, contributing to forums, SMS messaging, and interacting with websites such as Wikipedia (http://en.wikipedia.org/wiki/Main_Page), which allow viewers to make modifications to the content. Students expand their skills in locating information on websites by using general and specialised directories. They refine their searching techniques to get more precise results by using within suitable search engines, proximity operators, which specify where one term in a document must appear in relation to another term. They develop knowledge and understanding about the ethical use of ICT through practical experience, observation of their own and others’ behaviour, and by researching strategies for protecting vulnerable users from accessing or receiving unwanted information from the Internet.

As students work towards the achievement of Level 10 standards in Interpersonal Development, they develop their knowledge of local and global values and beliefs and consider the idea of values as social constructs and principles. They explore barriers to achieving positive relationships, especially between groups with differing values and beliefs, and discuss the importance of empathy. They explore strategies that they and others could use to overcome these barriers, and practise using such strategies and reflecting on their effectiveness.

They learn to consider feelings and behaviour in a broader context that is influenced by social conventions and cultures. They understand individual and group behaviour in the context of motivating factors when students participate in activities, including...

As students work towards the achievement of Level 10 standards in Interpersonal Development, they develop their knowledge of local and global values and beliefs and consider the idea of values as social constructs and principles. They explore barriers to achieving positive relationships, especially between groups with differing values and beliefs, and discuss the importance of empathy. They explore strategies that they and others could use to overcome these barriers, and practise using such strategies and reflecting on their effectiveness.

They learn to consider feelings and behaviour in a broader context that is influenced by social conventions and cultures. They understand individual and group behaviour in the context of motivating factors when students participate in activities, including role-plays, which allow them to explore the impact of peers on relationships. They explore strategies to manage peer influence and to develop positive relationships with a wide range of peers, gaining confidence in stating clearly their own views and opinions, and the rationale for these. They develop specific skills and a variety of strategies to prevent or resolve conflict, and explore the nature of conflict resolution in a range of contexts. They learn to recognise when conflict, including conflict in workplaces, is likely to occur, and learn to be proactive in initiating strategies to avoid and/or resolve it.

Students take opportunities to work in diverse teams within and beyond school, including the workplace, to complete tasks with several interrelated components. Some of these tasks are managed by the team, with limited teacher input. This allows students to take responsibility for selecting a team that is likely to function effectively, allocating tasks, assigning and taking leadership roles, determining timelines and action plans, and monitoring and evaluating task achievement. Where required, students initiate strategies to deal with any problems they encounter. They assess their own contribution to the team and provide useful feedback to peers. Students also reflect on the success of team management and learning in achieving agreed goals.

Students may be involved in acting as peer mediators for younger students with minimal guidance once initial training is completed.

As students work towards the achievement of Level 10 standards in Personal Learning, they demonstrate increasing independence in the completion of tasks as they work towards becoming autonomous learners. They participate in reflective activities that enable them to consider the progress they are making with their learning and to acknowledge their potential for learning beyond the post-compulsory school years.

Students are encouraged to use appropriate strategies to maximise their learning in a range of contexts and to review and refine their study habits. They complete projects that require them to work both independently and as part of a team, and are actively encouraged by their teachers to initiate learner-directed projects.

Using an ethical framework, students address ambiguous and...

As students work towards the achievement of Level 10 standards in Personal Learning, they demonstrate increasing independence in the completion of tasks as they work towards becoming autonomous learners. They participate in reflective activities that enable them to consider the progress they are making with their learning and to acknowledge their potential for learning beyond the post-compulsory school years.

Students are encouraged to use appropriate strategies to maximise their learning in a range of contexts and to review and refine their study habits. They complete projects that require them to work both independently and as part of a team, and are actively encouraged by their teachers to initiate learner-directed projects.

Using an ethical framework, students address ambiguous and hypothetical situations and gain insights and skills for exploring conflicts and dilemmas. They control their emotions, understanding the negative impact of mood swings and impulsive behaviour on learning and behaviour. They participate in activities that require them to make informed and responsible choices, considering the impact on themselves and others; they may, for example, explore choices for their future pathways. They are proactive in contributing to the creation of positive learning environments, with the expectation that learning continues beyond the post-compulsory school years.

Students initiate and negotiate long-term goals, recognising the constraints of competing needs and priorities, and acknowledging the need for responsible risk-taking in some situations. They work with their teacher or a mentor to develop measures for evaluating achievement of goals. They select from the range of planning and organisational skills and processes they have developed, and use those which best meet the needs of particular tasks. They develop their time-management, resource management and task-completion strategies, by undertaking learner-directed projects which are related to their areas of interest and future pathways. They use, evaluate and modify the criteria they use to check that their work is relevant, accurate and meets task objectives. Students review and amend, as appropriate, their study and revision strategies.

As students work towards the achievement of Level 10 standards in Thinking Processes, they become discriminating thinkers, capable of making informed decisions about controversial and complex issues. They are supported to put effort into sustained thinking in order to construct deep understanding of key concepts across the curriculum. They continually reflect on their own thinking and identify assumptions that may influence their ideas. They seek to develop coherent knowledge structures and recognise gaps in their understanding. They are challenged to identify, use, reflect on, evaluate and modify a variety of effective thinking strategies to inform future choices.

Students begin to formulate and test hypotheses, contentions and conjectures and to collect evidence to support or reject...

As students work towards the achievement of Level 10 standards in Thinking Processes, they become discriminating thinkers, capable of making informed decisions about controversial and complex issues. They are supported to put effort into sustained thinking in order to construct deep understanding of key concepts across the curriculum. They continually reflect on their own thinking and identify assumptions that may influence their ideas. They seek to develop coherent knowledge structures and recognise gaps in their understanding. They are challenged to identify, use, reflect on, evaluate and modify a variety of effective thinking strategies to inform future choices.

Students begin to formulate and test hypotheses, contentions and conjectures and to collect evidence to support or reject them. They develop their skills in synthesising complex information and solving problems that include a wide range of variables. Students develop questioning techniques appropriate to the complexity of ideas they investigate, to probe into and elicit information from varying sources. They work with others to modify their initial questions and to develop further their understanding that sources of information may vary in their validity.

Students explore differing perspectives and issues in depth and identify a range of creative possibilities. They are encouraged to examine and acknowledge a range of perspectives on an issue and to accommodate diversity. They engage positively with novelty and difference and are innovative in the ways they define and work through tasks, and find solutions. They practise creative thinking behaviours and strategies to find solutions, synthesise information and understand complex ideas.

In inquiry projects, students select appropriate strategies and connect existing knowledge and new knowledge to process and organise information. They begin to analyse the relationships between ideas, and synthesise these to form coherent knowledge.

Students recognise that different disciplines use different methodologies to create and verify knowledge. They investigate a variety of discipline-based methodologies and reflect on their usefulness in different contexts; for example, the application of the scientific methodology of hypothesis, observation, data collection and conclusion in contexts other than science. They continue to evaluate their solutions using appropriate criteria and identify assumptions that may underpin a particular line of reasoning.