Level 6 (Years 9 and 10)

Physical, Personal and Social Learning		Discipline-based Learning		Interdisciplinary Learning
Health and Physical Education		The Arts		Communication
Interpersonal Development		English		Design, Creativity and Technology
Personal Learning		Humanities - Economics		ICT
Civics and Citizenship		Humanities - Geography		Thinking Processes
		Humanities - History
		LOTE - Pathway 1
		LOTE - Pathway 2
		Mathematics
		Science

Physical, Personal and Social Learning				Discipline-based Learning				Interdisciplinary Learning
	Standards	Learning focus			Standards	Learning focus			Standards	Learning focus
Health and Physical Education				The Arts				Communication
Interpersonal Development				English				Design, Creativity and Technology
Personal Learning				Humanities - Economics				ICT
Civics and Citizenship				Humanities - Geography				Thinking Processes
				Humanities - History
				LOTE - Pathway 1
				LOTE - Pathway 2
				Mathematics
				Science

Learning focus

As students work towards the achievement of Level 6 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.

Further examples of arts discipline-specific learning approaches for Level 6 will be published soon.

Standards

Creating and making

At Level 6, within and across areas of specialisation, students apply decision making skills to find the most effective way to implement ideas, design, create and make arts works devised from a range of stimuli, demonstrating development of a personal style. They evaluate, reflect on, refine and justify their work’s content, design, development and their aesthetic choices. Students realise their ideas, represent observations and communicate their interpretations by effectively combining and manipulating selected arts elements, principles and/or conventions to create the desired aesthetic qualities. Independently and collaboratively, they apply their knowledge and understanding to design, create and produce arts works influenced by the style of particular artists or cultures. They vary the content, structure and form of their arts works to suit a range of purposes, contexts, audiences and/or the conventions of a specific style, and demonstrate technical competence in the use of skills, techniques and processes. They effectively use a range of traditional and contemporary media, materials, equipment and technologies. They maintain a record of how ideas develop in the creating, making and presenting of their arts works.

Exploring and responding

At Level 6, students observe, research and critically discuss a range of contemporary, traditional, stylistic, historical and cultural examples of arts works in the disciplines and forms in which they are working. They analyse, interpret, compare and evaluate the stylistic, technical, expressive and aesthetic features of arts works created by a range of artists and made in particular times and cultural contexts. They describe and discuss ways that their own and others’ arts works communicate and challenge ideas and meaning. They use appropriate arts language and, in the arts works they are exploring and responding to, refer to specific examples. They comment on the impact of arts works, forms and practices on other arts works and society in general.

Learning focus

As students work towards the achievement of Level 6 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.

National Statements of Learning

This learning focus statement, with the following elaborations and in conjunction with the learning focus statements for Interpersonal Development, Communication and History, incorporates the Year 9 National Statement of Learning for Civics and Citizenship.

Elaborations:

They compare Australia’s democracy with other democracies.

They consider the development of Australian citizenship over time and reasons why people choose to become Australian citizens.

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.

Standards

Civic knowledge and understanding

At Level 6, students describe the origins and nature of Australia’s federal political system and present a considered point of view on an issue about change in the political system and the law. They explain how the Australian Constitution affects their lives, and human rights issues, both national and international. They explain how citizens influence government policy through participation in political parties, elections and membership of interest groups. They explain the development of a multicultural society and the values necessary to sustain it. They describe the election processes in Australia and how to vote. They explain the roles and responsibilities of courts at state and federal levels and evaluate a change in the law. They analyse how well democratic values are reflected in aspects of the Australian political system. They take a global perspective when analysing an issue, and describe the role of global organisations in responding to international issues.

Community engagement

At Level 6, students draw on a range of resources, including the mass media to articulate and defend their own opinions about political, social and environmental issues in national and global contexts. They contest, where appropriate, the opinions of others. They develop an action plan which demonstrates their knowledge of a social or environmental issue and suggest strategies to raise community awareness of it. They participate in a range of citizenship activities including those with a national or global perspective, at school and in the local community.

Learning focus

As students work towards the achievement of Level 6 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.

National Statements of Learning

This Learning focus statement incorporates aspects of the National Statements of  Learning for Civics and Citizenship, Year 9.

Standards

Listening, viewing and responding

At Level 6, students identify the ways in which complex messages are effectively conveyed and apply this knowledge to their communication. When listening, viewing and responding, they consider alternative views, recognise multiple possible interpretations and respond with insight. They use complex verbal and non-verbal cues, subject-specific language, and a wide range of communication forms. Students use pertinent questions to explore, clarify and elaborate complex meaning.

Presenting

At Level 6, students demonstrate their understanding of the relationship between form, content and mode, and select suitable resources and technologies to effectively communicate. They use subject-specific language and conventions in accordance with the purpose of their presentation to communicate complex information. They provide constructive feedback to others and use feedback and reflection in order to inform their future presentations.

Learning focus

As students work towards the achievement of Level 6 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.

Standards

Investigating and designing

At Level 6, students identify considerations and constraints within a design brief. They undertake research relevant to the design brief. They locate and use relevant information to help their design thinking and identify the needs of a variety of client/user groups. When designing, they generate a range of alternative possibilities, use appropriate technical language, and justify their preferred option, explaining how it provides a solution to the problem, need or opportunity. They make critical decisions on materials/ingredients, systems components and techniques based on their understanding of the properties and characteristics of materials/ingredients and/or of the relationship between inputs, processes and outputs. They effectively use information and communications technology equipment, techniques and procedures to support the development of their design and planning. Students take account of function and performance, energy requirements, aesthetics, costs, and ethical and legal considerations that address the requirements of design briefs. They identify a range of criteria for evaluating their products and/or technological systems. Students plan a realistic and logical sequence of the production stages, incorporating time, cost and resources needed for production.

Producing

At Level 6, students implement a range of production processes accurately, consistently, safely/hygienically and responsibly, and select and use personal protective clothing and equipment when necessary. They produce products/systems using complex tools, equipment, machines, materials/ingredients and/or systems components with precision. They clearly explain decisions about the suitability of materials/ingredients, systems components, energy requirements and production techniques based on their understanding of the properties and characteristics of materials/ingredients, and the inputs, processes and outputs of systems.

In response to changing circumstances, they adapt their methods of production and provide a sound explanation for deviation from the design proposal. They make products/systems that meet the quality, aesthetic, functionality and performance requirements outlined in the design brief.

Analysing and evaluating

At Level 6, students use evaluation criteria they have previously developed, and critically analyse processes, materials/ingredients, systems components and equipment used, and make appropriate suggestions for changes to these that would lead to an improved outcome. They use a range of suitable safe testing methods in this analysis. They relate their findings to the purpose for which the product and/or system was designed and the appropriate and ethical use of resources.

They synthesise data, analyse trends and draw conclusions about the social, cultural, legal and environmental impacts of their own and others’ designs and the products/systems, and evaluate innovative new technology in the manufacturing industry.

Learning focus

As students work towards the achievement of Level 6 standards in English, they produce, study and respond critically to spoken, written, and visual texts created for a wide range of audiences and purposes. Their focus is on a close examination of the critical and sociocultural dimensions of language, and they learn to be critical and independent users of texts and language appropriate to situations in school, in their daily lives and in the workplace.

Students read and respond to a range of classic, contemporary and popular texts, including literary texts such as novels, short stories, plays and poetry; informative and persuasive texts including everyday texts; media texts and workplace texts. They develop a critical understanding of the contemporary mass media and the difference between different media texts, such as current affairs, news articles, features, editorials, documentaries and reviews. They explore and interpret different perspectives on complex issues, analysing how different texts are likely to be interpreted by different groups. They develop a critical understanding of the contextual factors involved in the construction and interpretation of texts, including the role of audience in shaping meaning. They extend their use of metalanguage to encompass explicit discussion of the style and tone of a text.

Students use writing to explore different perspectives on complex and challenging issues. They develop their skills in writing appropriately and effectively in a range of text types for a variety of purposes and audiences. They practise writing expressively about thoughts, feelings, opinions and ideas, and constructing considered arguments to persuade others to share a point of view. Through an increasing use and control of complex linguistic structures and features, students develop their skills in conveying meaning and meeting the demands of purpose, context and audience.

Students listen to and are provided with opportunities to produce a range of spoken texts in a variety of formal and informal situations characterised by complexity of purpose, and subject matter. They critically examine the variety of ways in which spoken language influences audiences and, in their own presentations, experiment with a range of persuasive techniques.

In spoken, written and multimodal texts students apply their skills to planning and developing formal arguments about complex issues, and use evidence systematically to justify points of view and develop logical conclusions. They make increasingly effective use of a range of word-processing and editing software to produce texts that incorporate digital still images, digital audio and video, and print.

National Statements of Learning

This learning focus statement, in conjunction with aspects of the Communication Level 6 learning focus statement, incorporates aspects of the Year 9 National Statement of Learning for English.

Standards

Reading

At Level 6, students read, view, analyse, critique, reflect on and discuss contemporary and classical imaginative texts that explore personal, social, cultural and political issues of significance to their own lives. They also read, view, analyse and discuss a wide range of informative and persuasive texts and identify the multiple purposes for which texts are created. They explain how texts are shaped by the time, place and cultural setting in which they are created. They compare and contrast the typical features of particular texts and synthesise information from different texts to draw conclusions.

Writing

At Level 6, students write sustained and cohesive narratives that experiment with different techniques and show attention to chronology, characterisation, consistent point of view and development of a resolution. They write persuasive texts dealing with complex ideas and issues and control the linguistic structures and features that support the presentation of different perspectives on complex themes and issues. They select subject matter and begin to use a range of language techniques to try to position readers to accept particular views of people, characters, events, ideas and information. They compose a range of other texts, such as feature articles, webpages and workplace texts. They plan and deliver presentations, sequencing and organising complex ideas. They write accurately punctuated, grammatically sound and complex sentences with embedded clauses and phrases. They are able to maximise the effects of rhythm and tone, and write with developing fluency. They proofread and edit their own writing for accuracy, consistency and clarity.

Speaking and listening

At Level 6, students analyse critically the relationship between texts, contexts, speakers and listeners in a range of situations. When engaged in discussion, they compare ideas, build on others’ ideas, provide and justify other points of view, and reach conclusions that take account of aspects of an issue. In their presentations, they make effective use of the structures and features of spoken language to deal with complex subject matter in a range of situations.

They draw on a range of strategies to listen to and present spoken texts, including note-taking, combining spoken and visual texts, and presenting complex issues or information imaginatively to interest an audience.

Learning focus

As students work towards the achievement of Level 6 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.

Standards

Movement and physical activity

At Level 6, students demonstrate proficiency in the execution of manipulative and movement skills during complex activities. They demonstrate advanced skills in selected physical activities. They use training methods to improve their fitness level, and participate in sports, games, recreational and leisure activities that maintain regular participation in moderate to vigorous physical activity. They employ and devise skills and strategies to counter tactical challenges in games situations. They assume responsibility for conduct of aspects of a sporting competition in which roles are shared and display appropriate sporting behaviour.

Health knowledge and promotion

At Level 6, students identify and describe a range of social and cultural factors that influence the development of personal identity and values. They identify and explain the rights and responsibilities associated with developing greater independence, including those related to sexual matters and sexual relationships. They describe mental health issues relevant to young people. They compare and evaluate perceptions of challenge, risk and safety. They demonstrate understanding of appropriate assertiveness and resilience strategies. They analyse the positive and negative health outcomes of a range of personal behaviours and community actions. They identify the health services and products provided by government and non-government bodies and analyse how these can be used to support the health needs of young people. They identify and describe strategies that address current trends in the nutritional status of Australians. They analyse and evaluate the factors that affect food consumption in Australia.

Learning focus

As students work towards the achievement of Level 6 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.

Standards

Economic knowledge and understanding

At Level 6, students describe how markets, government policies, enterprise and innovation affect the economy, society and environment in terms of employment, economic growth, the use of resources, exports and imports, and ecological sustainability.

They analyse how goods and services are produced and how markets work. They predict how prices will change when there is either a surplus or shortage, and explain how this might influence the behaviour of consumers and producers. They analyse the role and significance of exchange, trade and globalisation in influencing Australia’s standard of living. They discuss and explain what it means to be an ethical consumer and producer and identify examples of ways values can affect the economic decision making of consumers, producers and governments.

Students analyse the role that governments and other institutions such as banks, the Australian Council of Trade Unions (ACTU) play in the economy, and evaluate their performance in achieving appropriate economic outcomes for individuals and for society. They explain the role and significance of savings and investment for individuals and for the economy, and demonstrate the skills required to successfully plan and manage personal finances.

Students predict the economic consequences of proposed government policies and make informed choices among alternative public policy proposals. Students explain the impact of macroeconomic and microeconomic policies on themselves and others, including businesses.

Students analyse vocational pathways and education and training requirements and identify possible career paths and opportunities. They demonstrate skills required for moving from school to employment or further education.

Economic reasoning and interpretation

At Level 6, students use economic reasoning, including cost-benefit analysis, to research and propose solutions to economic issues and problems of global significance, and to clarify and justify values and attitudes. They plan and conduct investigations in order to research an economic problem and/or argue the validity or otherwise of their own hypotheses. They use relevant economic concepts and relationships to evaluate economic propositions, proposals and policies, and debate the costs and benefits of contentious economics-related issues of local, national or international concern.

Students interpret reports about current economic conditions, both national and global, and explain how these conditions can influence decisions made by consumers, producers and government policymakers. Students demonstrate an awareness of the impact of values and beliefs on economic issues, and how differences may be identified, negotiated, explained and possibly resolved.

Learning focus

As students work towards the achievement of Level 6 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.

Standards

Geographic knowledge and understanding

At Level 6, students explain the operation of a major natural system and its interaction with human activities. They evaluate the consequences of the interaction and develop a policy to address an issue related to it. Students describe global patterns of development from a range of perspectives and identify and describe the factors that determine these patterns. They analyse development issues and formulate and evaluate comprehensive policies, including those for sustainable use and management of resources, to alter development patterns at a range of scales. They use evidence based on their inquiries and geographical language and concepts.

Geospatial skills

At Level 6, students accurately interpret information on different types of maps and photographs at a range of scales, and use map evidence to support explanations, draw inferences and predict associated outcomes. They collect and collate information gathered from fieldwork observations and present their findings observing geographical presentation conventions.

Learning focus

As students work towards the achievement of Level 6 standards in History, they investigate how Australia developed in terms of social, political and cultural structures and traditions. Students examine the impact of European colonisation of Australia, including the representation of that settlement as invasion. They learn about the struggles and successes of the Aboriginal and Torres Strait Islander communities to gain political and social rights, and their campaigns for land rights and self-determination. They learn about the impact of significant issues and events in Australia’s development; for example, European settlement; the development of the colonies; self-government in the colonies; the gold rushes; the development of trade unions; the events leading to Federation; World War I; World War II; post-World War II immigration; the development of multiculturalism; and the Gulf Wars. They investigate the contribution of significant Australians such as Lachlan Macquarie, Peter Lalor, Edith Cowan, Sir Howard Florey, Edward (Weary) Dunlop, Captain Reg Saunders, Margaret Tucker and Charles Perkins.

Students analyse significant events and movements which have resulted in improvements in civil and political rights for groups of Australians such as the eight-hour day and the right to vote for women, and describe the contributions of key participants and leaders in these events.

Students also learn about key events, ideologies and social and cultural movements that have shaped the contemporary world. They consider the impact of war on people and countries in the twentieth and twenty-first centuries. They learn about the increasingly global interconnections in the twentieth century, international organisations such as the United Nations, and challenges to global security. Key events could include the Russian and Chinese revolutions; the world wars; the Cold War and Cold War conflicts such as the Korean and Vietnam wars; Middle East conflicts; the break up of the Union of Soviet Social Republics; the emergence of the United States as a dominant world power; and conflicts in the late twentieth and the twenty-first centuries. Ideologies could include communism, fascism, capitalism and democracy. Social and cultural movements could include civil rights, feminism, environmentalism and the development of the film and music industries. Key leaders could include Lenin, Hitler, Churchill, Mahatma Gandhi, F D Roosevelt, Mao Tse Tung, Martin Luther King, Nelson Mandela and Aung San Suu Kyi.

Students investigate the impact of changes in technology, medicine and communication on their lives, and make links in their study of history to contemporary issues and the world today.

In their study of history, students become aware of the importance of historiography and that there are competing interpretations and contested narratives in history. They recognise the significance of different events within an historical context and learn how evidence and values produce different interpretations of events, people and institutions. They discover that history is not only a narrative but also a means of participating in the broader society. They use historical language and demonstrate understanding of the broad concepts of causation, motivation, continuity and change. They represent the past in a variety of forms.

Students frame research questions and locate relevant resources, including contemporary media and online resources. They continue to expand the range of primary and secondary sources they consult, and evaluate them in terms of origin, context, information, reliability, completeness, objectivity and bias. They use historical conventions to document sources including quotes, bibliographies and footnotes. They present their understanding in a variety of oral, written and electronic forms.

National Statements of Learning

This Learning focus statement incorporates aspects of the National Statements of Learning for Civics and Citizenship, Year 9.

Standards

Historical knowledge and understanding

At Level 6, students analyse events which contributed to Australia’s social, political and cultural development. These events could include: European colonisation, the growth of the colonies, self-government, the gold rushes, the development of trade unions, the events leading to Federation, Federation, World War I, World War II, immigration, and the Gulf Wars. Students evaluate the contribution of significant Australians to Australia’s development.

Students evaluate the impact of colonisation on Aboriginal and Torres Strait Islander communities and the fight for civil and political rights and land rights. They analyse significant events and movements which have resulted in improvements in civil and political rights for other groups of Australians such as the eight-hour day and the right to vote for women, and evaluate the contributions of key participants and leaders in these events. They compare different perspectives about a significant event and make links between historical and contemporary issues.

Students analyse the impact of some key wars and conflicts in the twentieth and twenty-first centuries. These could include the world wars, revolutions, the Cold War and post Cold War conflicts. They explain aspects of increasing global interconnections in the twentieth and twenty-first centuries. They demonstrate understanding of key ideologies and explain their influence on people’s lives, national events and international relations. They explain why significant social and cultural movements have developed and evaluate their influence on societies. They analyse changes in technology, medicine and communication.

Historical reasoning and interpretation

At Level 6, students frame research questions and locate relevant resources, including contemporary media and online resources. They identify, comprehend and evaluate a range of primary and secondary sources, including visual sources and use historical conventions such as footnotes and bibliographies to document sources. They critically evaluate sources of evidence for context, information, reliability, completeness, objectivity and bias. They recognise that in history there are multiple perspectives and partial explanations. They use appropriate historical language and concepts in historical explanations. They use evidence to support arguments and select and use appropriate written and oral forms to communicate develop historical explanations in a variety of oral, written and electronic forms.

Learning focus

As students work towards the achievement of Level 6 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 diagrams and 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.

National Statements of Learning

This learning focus statement incorporates the Year 9 National Statement of Learning for ICT.

Standards

ICT for visualising thinking

At Level 6, students use a range of ICT tools and data types to visualise their thinking strategies when solving problems and developing new understanding. They use visualising thinking tools and apply ICT techniques to support causal reasoning and to model and describe the dynamic relationship between variable and constant data values to test hypotheses.

Students are efficient and effective in their use of appropriate ICT tools and editing techniques for assisting in visualising thinking. When solving problems, students discriminate between such tools and strategies based on their suitability for problem solving in new situations.

ICT for creating

At Level 6, students appraise different strategies for organising and managing resources involved in problem solving and creating information products. They use ICT to devise detailed plans that sequence tasks to be done, resources needed, and timelines for completion. They annotate their plans to explain changes made during the project.

Individually, and as team members, students apply a range of techniques, equipment and procedures that minimise the cost, effort and time of processing ICT solutions and maximise the accuracy, clarity and completeness of the information. They apply strategies that protect their files from being corrupted, stolen or accidentally lost. Their products demonstrate a clear sense of purpose and respect for the audience. Students apply processing practices that take into account their legal obligations and ethical considerations. They compare their own solutions with others and justify suggestions to improve quality.

ICT for communicating

At Level 6, students exchange ideas and considered opinions with others through online forums and websites. Students apply techniques to locate more precise information from websites, including searching general and specialised directories, and applying proximity operators. They use accepted protocols to communicate regularly online with peers, experts, and others, expressing their messages in language appropriate to the selected form of communication, and demonstrating respect for cultural differences.

Learning focus

As students work towards the achievement of Level 6 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.

National Statements of Learning

This Learning focus statement incorporates aspects of the National Statements of Learning for Civics and Citizenship, Year 9.

Standards

Building social relationships

At Level 6, students demonstrate awareness of complex social conventions, behaving appropriately when interacting with others. They describe how local and global values and beliefs determine their own and others’ social relationships. They evaluate their own behaviour in relationships, identify potential conflict and employ strategies to avoid and/or resolve it.

Working in teams

At Level 6, students work collaboratively, negotiate roles and delegate tasks to complete complex tasks in teams. Working with the strengths of a team they achieve agreed goals within set timeframes. Students describe how they respect and build on the ideas and opinions of team members and clearly articulate or record their reflections on the effectiveness of learning in a team. They develop and implement strategies for improving their contributions to achieving the team goals.

Learning focus

As students work towards the achievement of standards in LOTE at Pathway 1 Level 6, they compare and contrast aspects of life in the LOTE-speaking country with those in multicultural Australia and other countries, and the impact of some of these aspects on the way people behave and use language.

They explore the extent and limitations of the language that they have learnt. They develop strategies for maximising and extending the skills and knowledge and cultural understanding they have acquired. They understand that language is a complex system with rules, and differences from English. They realise that words and concepts may not have a direct equivalent in another language.

Students extend their interactions to exchange information and opinions on topics such as leisure, relationships, study, careers and the media, and issues of concern to young people such as environmental issues, the impact of technology, and globalisation. They employ strategies for broadening their language awareness, and repertoire of script, structures and vocabulary, from reading materials. They draw on knowledge and skills from other domains to inform ways of applying language in new contexts.

They practise using language in an increasing range of contexts; for example, in the community, and begin to manipulate language to express their own personal meanings. They understand a range of spoken and written conventions in the language, and they initiate and participate in class and chat room discussion, conduct research using print and electronic resources, and reorganise information to produce effective extended spoken and written discourses in a range of forms.

Students become increasingly aware of the distinctive cultural, social and linguistic nature of the study of a language and acknowledge the need to extend and reinforce their own learning in a sequential and systematic way. They contribute to decisions about the context for learning and the sequencing of topics according to their interests and needs, including future studies and career goals.

Activities include a wide range of listening, speaking, reading and writing tasks as well as tasks that integrate these macro skills with intercultural understandings and language awareness.

Students communicate, referring to implicit and some explicit language modelling and in response to prompting. They learn to manage open-ended communications with effective approximations of accurate language for the context. They use a range of strategies for varying and extending language applications, expressing opinion and organising information with careful consideration of audience, purpose and appropriate language for each communication task.

Standards

Communicating in a language other than English

At Pathway 1 Level 6, students identify relevant information and ideas from spoken texts. They spontaneously participate in interactions related to a specific topic, and employ insights from previous language learning in oral interactions.

Students effectively discriminate and use pronunciation, tone, intonation and metre. They initiate and maintain interactions to give and receive information and impressions.

Students reproduce the main features of grammar in the language, and identify differences between English and other languages. They identify ways in which intentions and ideas are expressed differently in different languages. They communicate information in translation and interpretation activities, demonstrating careful consideration of the needs of the listener or reader, and sensitivity to cultural similarity and differences in meaning and intent.

Students deduce relationships, mood, attitudes and social context from visual stimuli. They identify characteristics in the individual style of writers of the language in relation to the audiences and purposes for a particular text.

Students read texts and effectively extract main ideas and detailed information for use in new contexts.

• Roman alphabetical languages
• Students read selected texts with fluency. They read for meaning and to communicate information. They express themselves through extended writing in the language in print and electronic form. They recognise and use the conventions of a range of text types.

• Non-Roman alphabetical languages
• Students read selected passages with fluency. They read for meaning and to communicate information. They apply their knowledge of accents and punctuation in both reading and writing. They express themselves in extended passages and linked paragraphs in print and electronic form.

• Character languages
• Students read modified texts with fluency. They read for meaning and understand ways of using ideographic cues to extend understanding. They apply knowledge of characters and punctuation in new contexts and extend their range of familiar characters. They use a range of techniques for remembering and acquiring new character knowledge. They write linked paragraphs and some extended passages in print and electronic form. They use strategies for checking and self-correcting their character use, including using information and communications technology applications.

• Sign language
• Students identify opinions, events, roles and themes in descriptive and informative signed texts, and present them in another format in order to provide personal reflection, a solution or a comparison. They synthesise and present information on topics of social and cultural importance in narratives, discussions and conversations in order to persuade an audience of a point of view. They use information and communications technology applications for research and recording and communicating in signed language.

Intercultural knowledge and language awareness

Students demonstrate skills and knowledge in this dimension by the choices they make in formulating their response to, or use of, the language.

At Pathway 1 Level 6, students demonstrate an awareness of the extent and limitations of the language through creation of realistic applications of knowledge and skills in a range of situations. They demonstrate knowledge of the effect of word order and context on meaning.

Through accurate and context-sensitive language use, students demonstrate understanding of cultural influences on the ways people behave and use language. They use illustrative examples in the language to explain the differences and similarities between languages.

They demonstrate understanding of language as a complex system through strategies such as reflection, drafting, questioning linguistic relationships, observing and hypothesising. They test the validity of their understanding by referring to other speakers of the language, research and/or observation.

Students contribute to discussions about the general concept of culture, and the relationships between cultures, including the effects of migration and travel, by presenting illustrative examples. They identify general cultural patterns that flow across specific settings and times. They recognise nuances in meaning and demonstrate an awareness of the dynamic nature of language through the language and mannerisms they use in interactions in a range of cultural settings. They demonstrate an understanding of variations in cultural perspectives between speakers of the language in different settings, by effectively interacting with members of the language community in Australia.

In the language, students describe some of their present personal values and opinions, and compare them with previously held views.

Learning focus

As students work towards the achievement of standards in LOTE at Pathway 2 Level 6, they compare and contrast aspects of life in the LOTE-speaking countries with those in Australia and other countries, and identify similarities and differences.

Students learn to recognise the extent and limitations of their language proficiency and develop strategies for maximising and extending their language skills, knowledge and cultural understanding. They understand that language is a complex system with rules, and that there are subtle differences between languages. They appreciate that direct transposition from English cannot occur. They reflect on their own learning styles and strategies.

Students interact to exchange information and opinions on topics related to the world of adolescence including leisure, relationships, study, careers and the media, and issues of general interest to young people. They draw on knowledge and skills from other areas of the curriculum to inform their application of the language in new contexts. They communicate their own personal meanings through the language. They adapt their language to the task and reduce abstract ideas to the personal and concrete.

By initiating and participating in class and chat room discussion and writing tasks, students expand their knowledge of spoken and written conventions. They conduct research and reorganise information to present to others in a range of spoken and written forms.

Students understand the cumulative nature of language learning, and contribute to decisions about the sequencing of topics according to their interests and needs. They are aware of the distinctive cultural, social and linguistic nature of the study of a language. They acknowledge the need to extend and reinforce their own learning in a sequential and systematic way. They contribute to decisions about the context for learning and the sequencing of topics according to their interests and needs, including future studies and career goals.

Students consider the audience, purpose and appropriate language for a range of listening, speaking, reading and writing tasks, thereby gaining language awareness and intercultural understanding. They use a range of communicative tools and information and communications technology applications in their own research and development of original language.

Students communicate, referring to implicit and some explicit language modelling and in response to prompting. They extend their knowledge of language and cultural understanding and use this knowledge for self expression in oral and written communication. They experiment with language and approximate accurate applications in new contexts and in open-ended situations. They use a variety of strategies for varying and extending language applications, expressing opinion and organising information.

Standards

Communicating in a language other than English

At Pathway 2 Level 6, students recall most of the main ideas, objects and details presented in a topic. They reproduce the main features of grammar in the language and identify differences with English and other languages. They identify ways in which intentions and ideas are expressed in different languages.

Students identify relevant information and ideas from spoken texts. They discriminate and use appropriate pronunciation, tone, intonation and metre. Students use a range of strategies to assist in listening comprehension. They participate in interactions related to a specific topic and recycle language to express information and impressions effectively in oral interactions.

Students demonstrate awareness of the language requirements of a range of situations associated with the topics being studied, and adapt language and gesture appropriately for the role, audience and purpose of the interaction. Students communicate information in translation and interpretation activities, demonstrating careful consideration of the needs of the listener or reader, and sensitivity to cultural aspects (similarity and differences in meaning and intent).

Students read texts and identify and extract main ideas and detailed information for use in new contexts. For a particular text, they identify characteristics of the writing style in relation to the audience/s and purpose/s.

Students create simple original text for specific audiences and purposes. They use appropriate script and accurate language related to the topic. They create draft materials in writing and locate information in the language from a variety of sources.

• Roman alphabetical languages
• Students read selected texts with fluency, both silently and aloud. They write and edit in the language in print and electronic form. They identify and use appropriate accent markers and punctuation. They write in linked paragraphs and produce extended text.

• Non-Roman alphabetical languages
• Students read short passages for meaning, silently and aloud. They read short selected passages with fluency. They apply their knowledge of a range of accent markers and punctuation in both reading and writing. They express themselves in extended passages and linked paragraphs related to specific text types in print and electronic form.

• Character languages
• Students read short, modified texts related to a topic, silently and aloud, with fluency. They apply knowledge of characters and punctuation in new contexts, and extend their range of familiar characters. They use a range of techniques for remembering and acquiring new character knowledge. They write linked paragraphs and short passages in specific contexts. They use strategies for checking and self-correcting their character use, including using informatin and communications technology applications. They employ strategies for broadening their language awareness and repertoire of script, structures and vocabulary from reading materials. They read for meaning and show an understanding of ways of using ideographic cues to extend understanding.

• Sign language
• Students identify ideas, opinions and themes in signed texts from other domains by outlining, summarising and classifying the information presented. They engage in conversation and/or negotiation in order to make choices, resolve a problem, plan an event, or make arrangements with others. They use information and communications technology applications for recording and communicating in signed language.

• Classical languages For Classical languages, the complete standard is provided below:
• Students read and interpret modified texts for meaning and identify complex linguistic structures, language use, content and context. They analyse modified seen and unseen texts, identifying and extracting main ideas and detailed linguistic information (using resources including information and communications technology). For a particular text, they identify characteristics of the writing style in relation to audience and purpose.
  
  Students manipulate modelled language at the level of complex sentences. They demonstrate an understanding of grammar through analysis of syntax and manipulation of morphology.
  
  They demonstrate an understanding of the use of mood in both main and subordinate clauses. They identify particular case-dependent structures such as the ablative absolute in Latin and the genitive absolute in Classical Greek.

Intercultural knowledge and language awareness

Students demonstrate skills and knowledge in this dimension by the choices they make in formulating their response to, or use of, the language.

At Pathway 2 Level 6, students generate their own applications for their language knowledge and skills in a range of realistic situations. They demonstrate understanding of cultural influences on the ways people behave and use language, through approximating accurate and context-sensitive language use. They use illustrative examples in the language to explain the differences and similarities between languages.

Through reflection, drafting, questioning linguistic relationships, observations and hypothesising, students demonstrate an understanding that language is a complex system. They test the validity of their understanding by referring to other speakers of the language, by research and by observation.

Students contribute to discussions about the general concept of culture, and the relation of cultures to each other, including the effects of migration and travel, by presenting illustrative examples in the language. They identify general cultural patterns that flow across specific settings and times. They identify nuances in meaning, and demonstrate awareness of the dynamic nature of language through the language and mannerisms they use in interactions in a range of cultural settings.

In the language, students describe some of their present personal values and opinions, and compare them with previously held views.

Students of a Classical Language describe and analyse aspects of social and political structures in ancient society and the development of these structures from a contemporary perspective. They identify issues of genre and purpose in writing by explaining, comparing and commenting on aspects of the historical and cultural background.

Learning focus

As students work towards the achievement of Level 6 standards in Mathematics, they extend their use of mathematical models to a wide range of familiar and unfamiliar contexts. They recognise the role of logical argument and proof in establishing mathematical propositions.

In Number, students investigate familiar and unfamiliar situations and contexts involving the use of all types of real numbers. They use irrational numbers such as φ , π, and common surds in calculations in both exact and approximate form. They apply mental, written or technology-assisted forms of computation as appropriate, using estimation to validate their answers. They compute using large or small numbers expressed in scientific notation. They evaluate and use factorials in relevant contexts. They apply the concepts of rounding to either a given number of decimal places or significant figures to check the accuracy of computations.

In Space, students investigate the possible orientation of lines in space. They investigate the properties of angles formed when lines (including parallel lines) intersect. They learn how space is enclosed in two and three dimensions, and systematically investigate the properties of boundaries and regions on surfaces with shapes such as polygons and circles, prisms and polyhedra (including the platonic solids). They learn to use the concepts of congruency and similarity to compare the size and shape of polygons. They investigate the properties of similar triangles.

Students investigate the relationship between position, length and angle using the pythagorean relationship and trigonometry of right-angled triangles. They explore simple combinations of rotations, translations and reflections as transformations of geometric shapes in the plane. They investigate the paths (loci) formed by points, lines and shapes as they move in space according to various rules, conditions and/or constraints involving transformations. They use symmetry and other properties to create tessellations in two and three dimensions from regular and composite shapes. They investigate the effects of changing the scale of one characteristic of a geometric shape (for example, length or angle) on the size of related characteristics (for example, area and volume).

Students use maps and globes to investigate location and distances between places.

In Measurement, chance and data, students measure and estimate perimeter, area, surface area, mass, volume, capacity, angle, and the rates of speed, density and concentration. They use and convert units to suit the purpose of the measurements. They make judgments about errors in measurement. They use formulas (including trigonometry) to calculate perimeters, areas, angles in shapes, and the surface areas and volumes of solids. They use degrees and radians, as applicable, for units of measurement of angles.

Students apply probability concepts to aspects of chance and risk in everyday life. They represent event spaces that show the nature of events and their probabilities, and use these representations to assist in the computation of the probabilities of compound, independent and dependent events. They apply the concept of mathematical expectation to describe expected gain or loss in games of chance.

Students collect and use uni-variate and bi-variate data samples. They select appropriate representations to display data distributions, centrality, spread, and association between bi-variate data sets.

In Structure, students learn to categorise natural, integer, rational and irrational numbers in relation to real numbers. They use the concepts of order, discrete and continuous, and finite and infinite in relation to these sets of numbers.

Students apply algebraic properties (for example, closure, associative, commutative, identity, inverse and distributive) to expressions, formulas and equations.

They relate sets with one, two or three attributes, in four ways:

• diagrams and grids
• the logical connectives and, or, not, implication and equivalence
• the quantifiers none, some and all
• the set operations complement, intersection, union and inclusion.

Students work with functions (for example, linear, quadratic, reciprocal, exponential), simple transformations of these functions, their graphs and related algebraic properties. They solve equations of the form f(x) = k, where k is a real constant. They solve simultaneous linear equations using algebraic, numerical and graphical approaches.

When Working mathematically, students develop generalisations by abstracting the features from situations, expressing these in words and symbols. They test propositions, and use formal mathematical arguments to test their truth, modifying them as required.

Students choose, use and develop mathematical models and procedures with attention to assumptions and constraints (for example, they test the suitability of the results of data analysis in terms of the context being modelled).

They solve problems in a wide range of practical, theoretical and historical contexts and communicate the results of these investigations. They extend their problem solutions by generalising, or changing the initial constraints of a situation for further investigation.

Students use technology (for example, geometry software, graphics calculators, spreadsheets and computer algebra systems) to develop mathematical ideas and solve problems.

They describe the major features of mathematical structure, and use of logical argument in mathematical discourse and applications of mathematics.

National Statements of Learning

This learning focus statement, with the following elaboration, incorporates the Year 9 National Statement of Learning for Mathematics.

Standards

Number

At Level 6, students comprehend the set of real numbers containing natural, integer, rational and irrational numbers. They represent rational numbers in both fractional and decimal (terminating and infinite recurring) forms
(for example, 14/25 = 1.16, 0.47 = 47/99). They comprehend that irrational numbers have an infinite non-terminating decimal form. They specify decimal rational approximations for square roots of primes, rational numbers that are not perfect squares, the golden ratio φ , and simple fractions of π correct to a required decimal place accuracy.

Students use the Euclidean division algorithm to find the greatest common divisor (highest common factor) of two
natural numbers (for example, the greatest common divisor of 1071 and 1029 is 21 since 1071 = 1029 × 1 + 42,
1029 = 42 × 24 + 21 and 42 = 21 × 2 + 0).

Students carry out arithmetic computations involving natural numbers, integers and finite decimals using mental and/or written algorithms (one- or two-digit divisors in the case of division). They perform computations involving very large or very small numbers in scientific notation (for example, 0.0045 × 0.000028 = 4.5 × 10⁻³ × 2.8 × 10⁻⁵ = 1.26 × 10⁻⁷).

They carry out exact arithmetic computations involving fractions and irrational numbers such as square roots
(for example, √18 = 3√2, √(3/2) = (√6)/2) and multiples and fractions of π (for example π + π/4 = 5/4). They use appropriate estimates to evaluate the reasonableness of the results of calculations involving rational and irrational numbers, and the decimal approximations for them. They carry out computations to a required accuracy in terms of decimal places and/or significant figures.

Space

At Level 6, students represent two- and three-dimensional shapes using lines, curves, polygons and circles. They make representations using perspective, isometric drawings, nets and computer-generated images. They recognise and describe boundaries, surfaces and interiors of common plane and three-dimensional shapes, including cylinders, spheres, cones, prisms and polyhedra. They recognise the features of circles (centre, radius, diameter, chord, arc, semi-circle, circumference, segment, sector and tangent) and use associated angle properties.

Students explore the properties of spheres.

Students use the conditions for shapes to be congruent or similar. They apply isometric and similarity transformations of geometric shapes in the plane. They identify points that are invariant under a given transformation (for example, the point (2, 0) is invariant under reflection in the x-axis, so the x axis intercept of the graph of y = 2x − 4 is also invariant under this transformation). They determine the effect of changing the scale of one characteristic of two- and three-dimensional shapes (for example, side length, area, volume and angle measure) on related characteristics.

They use latitude and longitude to locate places on the Earth’s surface and measure distances between places using great circles.

Students describe and use the connections between objects/location/events according to defined relationships (networks).

Measurement, chance and data

At Level 6, students estimate and measure length, area, surface area, mass, volume, capacity and angle. They select and use appropriate units, converting between units as required. They calculate constant rates such as the density of substances (that is, mass in relation to volume), concentration of fluids, average speed and pollution levels in the atmosphere. Students decide on acceptable or tolerable levels of error in a given situation. They interpret and use mensuration formulas for calculating the perimeter, surface area and volume of familiar two- and three-dimensional shapes and simple composites of these shapes. Students use pythagoras’ theorem and trigonometric ratios (sine, cosine and tangent) to obtain lengths of sides, angles and the area of right-angled triangles.

They use degrees and radians as units of measurement for angles and convert between units of measurement as appropriate.

Students estimate probabilities based on data (experiments, surveys, samples, simulations) and assign and justify subjective probabilities in familiar situations. They list event spaces (for combinations of up to three events) by lists, grids, tree diagrams, venn diagrams and karnaugh maps (two-way tables). They calculate probabilities for complementary, mutually exclusive, and compound events (defined using and, or and not). They classify events as dependent or independent.

Students comprehend the difference between a population and a sample. They generate data using surveys, experiments and sampling procedures. They calculate summary statistics for centrality (mode, median and mean), spread (box plot, inter-quartile range, outliers) and association (by-eye estimation of the line of best fit from a scatter plot). They distinguish informally between association and causal relationship in bi-variate data, and make predictions based on an estimated line of best fit for scatter-plot data with strong association between two variables.

Structure

At Level 6, students classify and describe the properties of the real number system and the subsets of rational and irrational numbers. They identify subsets of these as discrete or continuous, finite or infinite and provide examples of their elements and apply these to functions and relations and the solution of related equations.

Student express relations between sets using membership, ∈, complement, ′ , intersection, ∩, union, ∪ , and subset, ⊆ , for up to three sets. They represent a universal set as the disjoint union of intersections of up to three sets and their complements, and illustrate this using a tree diagram, venn diagram or karnaugh map.

Students form and test mathematical conjectures; for example, ‘What relationship holds between the lengths of the three sides of a triangle?’

They use irrational numbers such as, π, φ and common surds in calculations in both exact and approximate form.

Students apply the algebraic properties (closure, associative, commutative, identity, inverse and distributive) to computation with number, to rearrange formulas, rearrange and simplify algebraic expressions involving real variables. They verify the equivalence or otherwise of algebraic expressions (linear, square, cube, exponent, and reciprocal,
(for example, 4x − 8 = 2(2x − 4) = 4(x − 2); (2a − 3)² = 4a² − 12a + 9; (3w)³ = 27w³; (x3y/xy2 = x²y⁻¹; 4/xy = 2/x × 2/y).

Students identify and represent linear, quadratic and exponential functions by table, rule and graph (all four quadrants of the Cartesian coordinate system) with consideration of independent and dependent variables, domain and range. They distinguish between these types of functions by testing for constant first difference, constant second difference or constant ratio between consecutive terms (for example, to distinguish between the functions described by the sets of ordered pairs
{(1, 2), (2, 4), (3, 6), (4, 8) …}; {(1, 2), (2, 4), (3, 8), (4, 14) …}; and {(1, 2), (2, 4), (3, 8), (4, 16) …}). They use and interpret the functions in modelling a range of contexts.

They recognise and explain the roles of the relevant constants in the relationships f(x) = ax + c, with reference to gradient and y axis intercept, f(x) = a(x + b)² + c and f(x) = ca^x.

They solve equations of the form f(x) = k, where k is a real constant (for example, x(x + 5) = 100) and simultaneous linear equations in two variables (for example, {2x − 3y = −4 and 5x + 6y = 27} using algebraic, numerical (systematic guess, check and refine or bisection) and graphical methods.

Working mathematically

At Level 6, students formulate and test conjectures, generalisations and arguments in natural language and symbolic form (for example, ‘if m² is even then m is even, and if m² is odd then m is odd’). They follow formal mathematical arguments for the truth of propositions (for example, ‘the sum of three consecutive natural numbers is divisible by 3’).

Students choose, use and develop mathematical models and procedures to investigate and solve problems set in a wide range of practical, theoretical and historical contexts (for example, exact and approximate measurement formulas for the volumes of various three dimensional objects such as truncated pyramids). They generalise from one situation to another, and investigate it further by changing the initial constraints or other boundary conditions. They judge the reasonableness of their results based on the context under consideration.

They select and use technology in various combinations to assist in mathematical inquiry, to manipulate and represent data, to analyse functions and carry out symbolic manipulation. They use geometry software or graphics calculators to create geometric objects and transform them, taking into account invariance under transformation.

Learning focus

As students work towards the achievement of Level 6 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.

Standards

The individual learner

At Level 6, students work independently to implement a range of strategies, as appropriate, to maximise their learning. They monitor and reflect on and discuss their progress as autonomous learners, identifying areas for improvement in their learning and implementing actions to address them. Students seek and respond to feedback from peers, teachers and other adults to develop and refine their content knowledge and understanding, identifying areas for further investigation. They evaluate the effectiveness of their learning strategies, study techniques and learning habits, and make appropriate modifications. They identify their interests, strengths and weaknesses and use these to determine future learning needs, especially in relation to the post-compulsory pathways.

Students identify the ethical frameworks that underpin their own and others’ beliefs and values and describe how the conflicts and dilemmas they identify may affect learning. They determine, monitor and modify learning improvement goals, taking into account current and future learning needs. They determine the factors that contribute to the creation of positive learning environments and establish, follow and monitor protocols for a variety of learning situations.

Managing personal learning

At Level 6, students initiate personal short-term and long-term learning goals and negotiate appropriate courses of action to achieve them. Students allocate appropriate time and identify and utilise appropriate resources to manage competing priorities and complete tasks, including learner-directed projects, within set timeframes. They initiate and negotiate a range of independent activities with their teachers, providing progress and summative reports for teachers and stakeholders. They monitor and evaluate the effectiveness of their task and resource management skills, reflecting on their progress and suggesting and implementing appropriate management strategies for improvement. They take responsibility for their learning environments, both at school and at home, anticipating the consequences of their actions. They demonstrate control of impulses and mood modulation. Students review and modify the criteria they use to check that their work is relevant, accurate and meets task objectives and make appropriate changes to completed tasks using these criteria. They identify and refine the strategies they use to study, organise and revise their work, both at school and at home.

Learning focus

As students work towards the achievement of Level 6 standards in Science, they extend their concept of science as a way of knowing to include an understanding of how scientific theories and models drawn from traditional and emerging sciences are based on evidence that may initially be tentative and limited. Examples include atomic structure, natural selection and evolution, development of medicines, genetic inheritance, and the genesis of the Universe. They explore the ways in which scientific theories are both powerful (in guiding thinking and investigation) and tentative (in being open to change) at the same time. They understand that the features of science as a way of knowing lead to it being: empirical and non-empirical, creative and methodical, and speculative and logical.  They appreciate that people of diverse cultures have contributed to and shaped the development of science.

Students develop a qualitative and quantitative understanding of the relationships between force, mass and movement. They consider how coordination and regulation of functions occurs in plants and animals. They investigate the adaptive behaviours which enable plants and animals to survive in their environments, and consider possible adaptive behaviours which may be needed for future survival. They explore the role of DNA and genes in determining patterns of inheritance. They investigate how energy may be responsible for the changes observed in biological, chemical and physical processes and applications. Examples include electromagnetism; polarisation of light; the operation of electronic systems; endothermic and exothermic reactions; rate of reaction; production of new materials; photosynthesis and respiration; cell division (mitosis and meiosis); action of micro-organisms; global atmospheric changes; plate tectonics; optics; photonics; transmission of nerve impulses; energy flow through ecosystems; population dynamics; and the cycling of matter (including water, carbon and minerals) in ecosystems.

Students investigate sources of waste generated within the community and consider waste treatment and management options. They learn how wastes are generated in the processing of natural materials (for example, oil, water, brown coal and ores), and how the procedures used to manage these wastes contribute to environmental sustainability. They investigate, create and produce a range of strategies and products that explore, encourage and communicate the responsible use and management of natural and processed resources.

Students make links across related areas of science; for example, biotechnology (biology and chemistry); communication satellites (physics and astronomy); neuroscience (psychology, biology and chemistry); synchrotron science (biology, chemistry and physics); resource management and green chemistry (chemistry and earth and environmental science); and habitat renewal (earth and environmental sciences and biology). They explore the opportunities for employment in science-related occupations and industries in their community, and consider the dynamic and collaborative nature of these roles.

Students learn that scientific theories are both powerful and never final, that clarity is always assumed to be a significant attribute of science theories, and that the use of a theory to successfully predict the consequences of changes to situations is important in the validation of the theory. Students design and conduct scientific investigations of their choice in ways that lead to the collection, interpretation and presentation of valid data. They explain trends and patterns in data, identify discrepancies in experimental results and suggest improvements to their investigations. They learn to use correct units of measurement when recording quantities. They use Material Safety Data Sheets (MSDS). when appropriate. Using a variety of formats, students prepare investigation reports learning to use symbols and diagrams extensively to illustrate procedures and data analysis, and support the conclusions drawn and presented.

Students develop an understanding of the constancy of the 'big’ ideas of science (matter, energy, time and space) and science methodologies across different areas and contexts. They debate, from the basis of scientific knowledge, the merits and problems of science-related issues that are reported in the popular media, particularly those that embrace a clear ethical dimension. They also explore the ways in which science concepts, language and perspectives can be misunderstood and misrepresented.  Students cite instances in which social priorities have had an impact on or have been influenced by society.  This involves students applying their conceptual understandings to the consideration of issues significant to themselves as individuals and to the broader society in which they live; for example, stem cell research, ecotourism, tourism in space, personal safety, a clean and healthy environment, energy use, ecological footprints, electronic gadgets, robotics, the history and philosophy of science, ethics and science research.

National Statements of Learning

This learning focus statement, with the following elaborations, incorporates the Year 9 National Statement of Learning for Science. Some aspects of the Year 9 Statement of Learning are incorporated in the Level 5 learning focus statement.

Elaborations:

• They appreciate that people of diverse cultures have contributed to and shaped the development of science.
• They investigate how energy may be responsible for the changes observed in biological, chemical and physical processes and applications. Examples include … global atmospheric changes; plate tectonics; … population dynamics….
• They explain trends and patterns in data, identify discrepancies in experimental results and suggest improvements to their investigations.
• Students cite instances in which social priorities have had an impact on or have been influenced by society.

Care and Use of Animals in Victorian Schools

If your school uses animals for teaching then the following site will assist your school fulfil the requirements of the Prevention of Cruelty to Animals Act and the Australian Code of Practice for the Care and Use of Animals for Scientific Purposes.
www.education.vic.gov.au/management/schooloperations/animalcare/

Standards

Science knowledge and understanding

At Level 6, students explain the behaviour and properties of materials in terms of their constituent particles and the forces holding them together. They explain how similarities in the chemical behaviour of elements and their compounds and their atomic structures are represented in the way the periodic table has been constructed. They use the periodic table to write electronic configurations for a range of elements representative of the major groups and periods in the periodic table. They use atomic symbols and balanced chemical equations to summarise chemical reactions, including neutralisation, precipitation and combustion. They identify and classify the sources of wastes generated, and describe their management, within the community and in industry. They use a specific example to explain the sustainable management of a resource.

Students explain change in terms of energy in a range of biological, chemical and physical contexts. They demonstrate the link between natural selection and evolution. They explain the role of DNA and genes in cell division and genetic inheritance. They explain how the coordination and regulatory functions within plants and animals assist them to survive in their environments. They explain how the action of micro-organisms can be both beneficial and detrimental to society. Students apply concepts of geological time to elaborate their explanations of both natural selection and evolution, and the origin and evolution of the Universe. They give both qualitative and quantitative explanations of the relationships between force, mass and movement.

Science at work

At Level 6, students describe the science base of science-related occupations in their local community. They use the relevant science concepts and relationships as one dimension of debating contentious and/or ethically based science-related issues of broad community concern. They demonstrate an awareness of the ways in which scientific vocabulary is used incorrectly in the mass media, distinguishing between the intended meaning of such terms and their meaning in non-scientific contexts. They provide two examples of the work of scientists that demonstrate different approaches to developing scientific knowledge or solving a scientific problem.

Students formulate their own hypotheses and plan and conduct investigations in order to prove or disprove them. They use chemicals (including biomaterials), equipment, electronic components and instruments responsibly and safely. They select appropriate equipment and measurement procedures that will ensure a high degree of reliability in data collected and enable valid conclusions to be drawn. They construct working models and visual aids that demonstrate scientific ideas. They present experimental results using appropriate data presentation formats, and comment on the nature of experimental errors. They use Material Safety Data Sheets (MSDS) and risk assessment to evaluate the safety of their investigations. They evaluate the appropriateness of the experimental design and methodology used to investigate their predictions.

Learning focus

As students work towards the achievement of Level 6 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.

Standards

Reasoning, processing and inquiry

At Level 6, students discriminate in the way they use a variety of sources. They generate questions that explore perspectives. They process and synthesise complex information and complete activities focusing on problem solving and decision making which involve a wide range and complexity of variables and solutions. They employ appropriate methodologies for creating and verifying knowledge in different disciplines. They make informed decisions based on their analysis of various perspectives and, sometimes contradictory, information.

Creativity

At Level 6, students experiment with innovative possibilities within the parameters of a task. They take calculated risks when defining tasks and generating solutions. They apply selectively a range of creative thinking strategies to broaden their knowledge and engage with contentious, ambiguous, novel and complex ideas.

Reflection, evaluation and metacognition

At Level 6, when reviewing information and refining ideas and beliefs, students explain conscious changes that may occur in their own and others’ thinking and analyse alternative perspectives and perceptions. They explain the different methodologies used by different disciplines to create and verify knowledge. They use specific terms to discuss their thinking, select and use thinking processes and tools appropriate to particular tasks, and evaluate their effectiveness.