God, revealed in Jesus, enters into a relationship with humankind and calls each person to respond.
Students in Year Nine can identify and explain how all of creation is intended to enjoy &rdquo...
Read full description ›
God, revealed in Jesus, enters into a relationship with humankind and calls each person to respond.
Students in Year Nine can identify and explain how all of creation is intended to enjoy ”fullness of life”. They can analyse and evaluate humanity’s responsibility to care for all of God’s creation. Students have a good understanding of the reign of God, identifying Kingdom stories, parables and the teachings of Jesus about the kingdom of God. Year Nine Students research the Church’s encyclicals, scripture and teachings on social justice that formulate a Catholic worldview. Students investigate the Eastern and Western traditions of the Church. How they are alike and how they are different. Students engage confidently in biblical criticism, using commentaries and study guides undergoing an in-depth study of Luke’s Gospel analysing the synoptic problem. Students research the Eucharist as a call to justice, healing and reconciliation. Students write their own prayers leading a variety of prayer forms with their peers. They construct class prayer services and prepare class masses. Students study ethical positions, values and understandings about the value of the dignity of the human person. Students develop approaches for decision making and discerning positive life choices. Mary and the prophets are studied as models for discipleship and Christian life. Students research monotheistic religions comparing the elements of religion with Christianity.
Students in Year Ten explore the mystery of God, investigating some philosophical perspectives for and against the existence of God. Students investigate and reflect how Jesus challenges us to change our lives and analyse what aspects of post-modern world need to be transformed. Students research the following teachings of the Catholic Church: the incarnation, the Paschal Mystery, the Resurrection and the importance of the impact of the Word of God on Christian life. Students investigate the diversity of religious expression and belief in the Eastern and Western traditions of the Church. By the end of Year Ten students have developed skills in biblical criticism sharing personal interpretations supported by evidence. They confidently use the historical critical method to interpret text from the Bible, Students use commentaries, concordances and other sources to form their reflections about scripture. Students research the sacraments as an invitation to search for meaning particularly through the gift of vocation in the sacraments of Holy Orders and Marriage. Through reflective journaling, meditation and a variety of prayer forms students explore how prayer draws us into an encounter with God throughout our lives and through creation. Students write and lead prayer services with their peers and in Christian meditation and Lectio Divina. Students read icons as sacramental and liturgical expressions of catholic culture. Mary is identified as having the unique relevance as the feminine iconic expression of humanity cooperating with God and a model for our lives. Students research a comparative study of Christianity with other world religions for example Buddhism. By the end of year ten students have a comprehensive understanding of Catholic Social Teaching demonstrating an understanding of the responsibility of the Christian to protect and advocate for the dignity of the most vulnerable in our world. Students construct and communicate informed arguments involving ethical choices.
The Content of this band level is organised into Three Strands: Religious Knowledge and Understanding, Inquiry and Communication, Discernment and Making Connections. These strands are interrelated and are taught in ways that are appropriate to specific Elements.
Key inquiry questions
A framework for developing students’ religious knowledge, understanding and communication skills and the capacity to discern life giving choices making connections in their lives between faith and lived experiences is supported by the inclusion of essential questions, specific inquiry skills, and opportunities to use and develop thinking skills.
The key inquiry questions for Year 9 are articulated below.
The key inquiry questions for Year 10 are articulated below.
Hide full description ›
God is always creating us, calling us to fullness of life (TCREK041)
The Incarnation is Jesus, present in the world, truly man and truly God. This is understood and portrayed in many ways in the rich history of the Christian Tradition (TCREK042)
The purpose of the Church in the world, in its history and structures, is to serve the world as God desires (TCREK043)
The Bible inspires and challenges Christians to live with compassion, love and service (TCREK044)
The Eucharist occupies a unique place as Sacrament of Sacraments: all the other Sacraments are ordered to it as their end (TCREK045)
Christian prayer and spirituality draw on the experiences and teachings of the spiritual writers from the Catholic Tradition (TCREK046)
God is a relationship of love and Christian life is about growing in right relationship (TCREK047)
The Church at the same time celebrates diversity yet seeks unity amongst all peoples (TCREK048)
Formulate their own questions that can be incorporated into theological or philosophical investigations of world-views including Christianity (TCREI016)
Use scripture and various forms of multimodal texts with attention to the etymology of significant terms, along with the author’s purpose and audience, to assist with seeking and making theological and philosophical meaning (TCREI017)
Communicate religious or spiritual ideas and information (oral, graphic and written) for particular purposes (TCREI018)
Detail experiences individually and collaboratively, and reflect in various forms to identify the questions which are important for living as persons and/or communities in a local, global or universal context (TCRED018)
Resolve personally or collectively, through stages of consideration and evaluation, what may be the most worthwhile and holistic principles for living as authentic persons and/or communities in a local, global or universal context (TCRED019)
Plan and take responsibility, personally and collectively, for a process that strategises commitments to seek the best outcomes in local, global or universal contexts, and, where possible, take some form of action.
(TCRED020)
By the end of Year Ten, students recognise the mystery of God as explored through the analogy of “a Triune relationship of love” as understood and taught in the Scriptures, Liturgy, and Tradition of the Catholic Church. They reflect upon right relationship with God and creation through prayer, Eucharist and compassionate service as lived by Jesus. Students understand that the basic meaning of the Incarnation of Jesus is that he is at once “divine and human”. The most important implication of the Incarnation is that by God’s love for us, we are becoming what Jesus is – one with the mystery we call “God” – and that this is the work of the Holy Spirit enabling us to grow in love.
Students critically evaluate
Read full description ›
By the end of Year Ten, students recognise the mystery of God as explored through the analogy of “a Triune relationship of love” as understood and taught in the Scriptures, Liturgy, and Tradition of the Catholic Church. They reflect upon right relationship with God and creation through prayer, Eucharist and compassionate service as lived by Jesus. Students understand that the basic meaning of the Incarnation of Jesus is that he is at once “divine and human”. The most important implication of the Incarnation is that by God’s love for us, we are becoming what Jesus is – one with the mystery we call “God” – and that this is the work of the Holy Spirit enabling us to grow in love.
Students critically evaluate how the Church strives (more or less well) to serve God’s desire for creation’s flourishing. They examine the Church’s scriptural and historical origins; its history of “trial and error”/success and failure; and represent sacramental and spiritual traditions. Students explore theological and philosophical issues, pose questions and reflect upon God’s purposes in the world.
Hide full description ›
God, revealed in Jesus, enters into a relationship with humankind and calls each person to respond.
Students in Year Nine can identify and explain how all of creation is intended to enjoy &rdquo...
Read full description ›
God, revealed in Jesus, enters into a relationship with humankind and calls each person to respond.
Students in Year Nine can identify and explain how all of creation is intended to enjoy ”fullness of life”. They can analyse and evaluate humanity’s responsibility to care for all of God’s creation. Students have a good understanding of the reign of God, identifying Kingdom stories, parables and the teachings of Jesus about the kingdom of God. Year Nine Students research the Church’s encyclicals, scripture and teachings on social justice that formulate a Catholic worldview. Students investigate the Eastern and Western traditions of the Church. How they are alike and how they are different. Students engage confidently in biblical criticism, using commentaries and study guides undergoing an in-depth study of Luke’s Gospel analysing the synoptic problem. Students research the Eucharist as a call to justice, healing and reconciliation. Students write their own prayers leading a variety of prayer forms with their peers. They construct class prayer services and prepare class masses. Students study ethical positions, values and understandings about the value of the dignity of the human person. Students develop approaches for decision making and discerning positive life choices. Mary and the prophets are studied as models for discipleship and Christian life. Students research monotheistic religions comparing the elements of religion with Christianity.
Students in Year Ten explore the mystery of God, investigating some philosophical perspectives for and against the existence of God. Students investigate and reflect how Jesus challenges us to change our lives and analyse what aspects of post-modern world need to be transformed. Students research the following teachings of the Catholic Church: the incarnation, the Paschal Mystery, the Resurrection and the importance of the impact of the Word of God on Christian life. Students investigate the diversity of religious expression and belief in the Eastern and Western traditions of the Church. By the end of Year Ten students have developed skills in biblical criticism sharing personal interpretations supported by evidence. They confidently use the historical critical method to interpret text from the Bible, Students use commentaries, concordances and other sources to form their reflections about scripture. Students research the sacraments as an invitation to search for meaning particularly through the gift of vocation in the sacraments of Holy Orders and Marriage. Through reflective journaling, meditation and a variety of prayer forms students explore how prayer draws us into an encounter with God throughout our lives and through creation. Students write and lead prayer services with their peers and in Christian meditation and Lectio Divina. Students read icons as sacramental and liturgical expressions of catholic culture. Mary is identified as having the unique relevance as the feminine iconic expression of humanity cooperating with God and a model for our lives. Students research a comparative study of Christianity with other world religions for example Buddhism. By the end of year ten students have a comprehensive understanding of Catholic Social Teaching demonstrating an understanding of the responsibility of the Christian to protect and advocate for the dignity of the most vulnerable in our world. Students construct and communicate informed arguments involving ethical choices.
The Content of this band level is organised into Three Strands: Religious Knowledge and Understanding, Inquiry and Communication, Discernment and Making Connections. These strands are interrelated and are taught in ways that are appropriate to specific Elements.
Key inquiry questions
A framework for developing students’ religious knowledge, understanding and communication skills and the capacity to discern life giving choices making connections in their lives between faith and lived experiences is supported by the inclusion of essential questions, specific inquiry skills, and opportunities to use and develop thinking skills.
The key inquiry questions for Year 9 are articulated below.
The key inquiry questions for Year 10 are articulated below.
Hide full description ›
God is always creating us, calling us to fullness of life (TCREK041)
The Incarnation is Jesus, present in the world, truly man and truly God. This is understood and portrayed in many ways in the rich history of the Christian Tradition (TCREK042)
The purpose of the Church in the world, in its history and structures, is to serve the world as God desires (TCREK043)
The Bible inspires and challenges Christians to live with compassion, love and service (TCREK044)
The Eucharist occupies a unique place as Sacrament of Sacraments: all the other Sacraments are ordered to it as their end (TCREK045)
Christian prayer and spirituality draw on the experiences and teachings of the spiritual writers from the Catholic Tradition (TCREK046)
God is a relationship of love and Christian life is about growing in right relationship (TCREK047)
The Church at the same time celebrates diversity yet seeks unity amongst all peoples (TCREK048)
Formulate their own questions that can be incorporated into theological or philosophical investigations of world-views including Christianity (TCREI016)
Use scripture and various forms of multimodal texts with attention to the etymology of significant terms, along with the author’s purpose and audience, to assist with seeking and making theological and philosophical meaning (TCREI017)
Communicate religious or spiritual ideas and information (oral, graphic and written) for particular purposes (TCREI018)
Detail experiences individually and collaboratively, and reflect in various forms to identify the questions which are important for living as persons and/or communities in a local, global or universal context (TCRED018)
Resolve personally or collectively, through stages of consideration and evaluation, what may be the most worthwhile and holistic principles for living as authentic persons and/or communities in a local, global or universal context (TCRED019)
Plan and take responsibility, personally and collectively, for a process that strategises commitments to seek the best outcomes in local, global or universal contexts, and, where possible, take some form of action.
(TCRED020)
By the end of Year Ten, students recognise the mystery of God as explored through the analogy of “a Triune relationship of love” as understood and taught in the Scriptures, Liturgy, and Tradition of the Catholic Church. They reflect upon right relationship with God and creation through prayer, Eucharist and compassionate service as lived by Jesus. Students understand that the basic meaning of the Incarnation of Jesus is that he is at once “divine and human”. The most important implication of the Incarnation is that by God’s love for us, we are becoming what Jesus is – one with the mystery we call “God” – and that this is the work of the Holy Spirit enabling us to grow in love.
Students critically evaluate
Read full description ›
By the end of Year Ten, students recognise the mystery of God as explored through the analogy of “a Triune relationship of love” as understood and taught in the Scriptures, Liturgy, and Tradition of the Catholic Church. They reflect upon right relationship with God and creation through prayer, Eucharist and compassionate service as lived by Jesus. Students understand that the basic meaning of the Incarnation of Jesus is that he is at once “divine and human”. The most important implication of the Incarnation is that by God’s love for us, we are becoming what Jesus is – one with the mystery we call “God” – and that this is the work of the Holy Spirit enabling us to grow in love.
Students critically evaluate how the Church strives (more or less well) to serve God’s desire for creation’s flourishing. They examine the Church’s scriptural and historical origins; its history of “trial and error”/success and failure; and represent sacramental and spiritual traditions. Students explore theological and philosophical issues, pose questions and reflect upon God’s purposes in the world.
Hide full description ›
God, revealed in Jesus, enters into a relationship with humankind and calls each person to respond.
Students in Year Nine can identify and explain how all of creation is intended to enjoy &rdquo...
Read full description ›
God, revealed in Jesus, enters into a relationship with humankind and calls each person to respond.
Students in Year Nine can identify and explain how all of creation is intended to enjoy ”fullness of life”. They can analyse and evaluate humanity’s responsibility to care for all of God’s creation. Students have a good understanding of the reign of God, identifying Kingdom stories, parables and the teachings of Jesus about the kingdom of God. Year Nine Students research the Church’s encyclicals, scripture and teachings on social justice that formulate a Catholic worldview. Students investigate the Eastern and Western traditions of the Church. How they are alike and how they are different. Students engage confidently in biblical criticism, using commentaries and study guides undergoing an in-depth study of Luke’s Gospel analysing the synoptic problem. Students research the Eucharist as a call to justice, healing and reconciliation. Students write their own prayers leading a variety of prayer forms with their peers. They construct class prayer services and prepare class masses. Students study ethical positions, values and understandings about the value of the dignity of the human person. Students develop approaches for decision making and discerning positive life choices. Mary and the prophets are studied as models for discipleship and Christian life. Students research monotheistic religions comparing the elements of religion with Christianity.
Students in Year Ten explore the mystery of God, investigating some philosophical perspectives for and against the existence of God. Students investigate and reflect how Jesus challenges us to change our lives and analyse what aspects of post-modern world need to be transformed. Students research the following teachings of the Catholic Church: the incarnation, the Paschal Mystery, the Resurrection and the importance of the impact of the Word of God on Christian life. Students investigate the diversity of religious expression and belief in the Eastern and Western traditions of the Church. By the end of Year Ten students have developed skills in biblical criticism sharing personal interpretations supported by evidence. They confidently use the historical critical method to interpret text from the Bible, Students use commentaries, concordances and other sources to form their reflections about scripture. Students research the sacraments as an invitation to search for meaning particularly through the gift of vocation in the sacraments of Holy Orders and Marriage. Through reflective journaling, meditation and a variety of prayer forms students explore how prayer draws us into an encounter with God throughout our lives and through creation. Students write and lead prayer services with their peers and in Christian meditation and Lectio Divina. Students read icons as sacramental and liturgical expressions of catholic culture. Mary is identified as having the unique relevance as the feminine iconic expression of humanity cooperating with God and a model for our lives. Students research a comparative study of Christianity with other world religions for example Buddhism. By the end of year ten students have a comprehensive understanding of Catholic Social Teaching demonstrating an understanding of the responsibility of the Christian to protect and advocate for the dignity of the most vulnerable in our world. Students construct and communicate informed arguments involving ethical choices.
The Content of this band level is organised into Three Strands: Religious Knowledge and Understanding, Inquiry and Communication, Discernment and Making Connections. These strands are interrelated and are taught in ways that are appropriate to specific Elements.
Key inquiry questions
A framework for developing students’ religious knowledge, understanding and communication skills and the capacity to discern life giving choices making connections in their lives between faith and lived experiences is supported by the inclusion of essential questions, specific inquiry skills, and opportunities to use and develop thinking skills.
The key inquiry questions for Year 9 are articulated below.
The key inquiry questions for Year 10 are articulated below.
Hide full description ›
God is always creating us, calling us to fullness of life (TCREK041)
The Incarnation is Jesus, present in the world, truly man and truly God. This is understood and portrayed in many ways in the rich history of the Christian Tradition (TCREK042)
The purpose of the Church in the world, in its history and structures, is to serve the world as God desires (TCREK043)
The Bible inspires and challenges Christians to live with compassion, love and service (TCREK044)
The Eucharist occupies a unique place as Sacrament of Sacraments: all the other Sacraments are ordered to it as their end (TCREK045)
Christian prayer and spirituality draw on the experiences and teachings of the spiritual writers from the Catholic Tradition (TCREK046)
God is a relationship of love and Christian life is about growing in right relationship (TCREK047)
The Church at the same time celebrates diversity yet seeks unity amongst all peoples (TCREK048)
Formulate their own questions that can be incorporated into theological or philosophical investigations of world-views including Christianity (TCREI016)
Use scripture and various forms of multimodal texts with attention to the etymology of significant terms, along with the author’s purpose and audience, to assist with seeking and making theological and philosophical meaning (TCREI017)
Communicate religious or spiritual ideas and information (oral, graphic and written) for particular purposes (TCREI018)
Detail experiences individually and collaboratively, and reflect in various forms to identify the questions which are important for living as persons and/or communities in a local, global or universal context (TCRED018)
Resolve personally or collectively, through stages of consideration and evaluation, what may be the most worthwhile and holistic principles for living as authentic persons and/or communities in a local, global or universal context (TCRED019)
Plan and take responsibility, personally and collectively, for a process that strategises commitments to seek the best outcomes in local, global or universal contexts, and, where possible, take some form of action.
(TCRED020)
By the end of Year Ten, students recognise the mystery of God as explored through the analogy of “a Triune relationship of love” as understood and taught in the Scriptures, Liturgy, and Tradition of the Catholic Church. They reflect upon right relationship with God and creation through prayer, Eucharist and compassionate service as lived by Jesus. Students understand that the basic meaning of the Incarnation of Jesus is that he is at once “divine and human”. The most important implication of the Incarnation is that by God’s love for us, we are becoming what Jesus is – one with the mystery we call “God” – and that this is the work of the Holy Spirit enabling us to grow in love.
Students critically evaluate
Read full description ›
By the end of Year Ten, students recognise the mystery of God as explored through the analogy of “a Triune relationship of love” as understood and taught in the Scriptures, Liturgy, and Tradition of the Catholic Church. They reflect upon right relationship with God and creation through prayer, Eucharist and compassionate service as lived by Jesus. Students understand that the basic meaning of the Incarnation of Jesus is that he is at once “divine and human”. The most important implication of the Incarnation is that by God’s love for us, we are becoming what Jesus is – one with the mystery we call “God” – and that this is the work of the Holy Spirit enabling us to grow in love.
Students critically evaluate how the Church strives (more or less well) to serve God’s desire for creation’s flourishing. They examine the Church’s scriptural and historical origins; its history of “trial and error”/success and failure; and represent sacramental and spiritual traditions. Students explore theological and philosophical issues, pose questions and reflect upon God’s purposes in the world.
Hide full description ›
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together...
Read full description ›
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.
In Years 9 and 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community, vocational and global contexts.
Students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss and perform a wide range of literary texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts, including newspapers, film and digital texts, fiction, non-fiction, poetry, dramatic performances and multimodal texts, with themes and issues involving levels of abstraction, higher order reasoning and intertextual references. Students develop a critical understanding of the contemporary media and the differences between media texts.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.
Literary texts that support and extend students in Years 9 and 10 as independent readers are drawn from a range of genres and involve complex, challenging and unpredictable plot sequences and hybrid structures that may serve multiple purposes. These texts explore themes of human experience and cultural significance, interpersonal relationships, and ethical and global dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts represent a synthesis of technical and abstract information (from credible/verifiable sources) about a wide range of specialised topics. Text structures are more complex and include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses, a high proportion of unfamiliar and technical vocabulary, figurative and rhetorical language, and dense information supported by various types of graphics presented in visual form.
Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, discussions, literary analyses, transformations of texts and reviews.
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Understand that Standard Australian English is a living language within which the creation and loss of words and the evolution of usage is ongoing (ACELA1550)
Understand that roles and relationships are developed and challenged through language and interpersonal skills (ACELA1551)
Investigate how evaluation can be expressed directly and indirectly using devices, for example allusion, evocative vocabulary and metaphor (ACELA1552)
Understand that authors innovate with text structures and language for specific purposes and effects (ACELA1553)
Compare and contrast the use of cohesive devices in texts, focusing on how they serve to signpost ideas, to make connections and to build semantic associations between ideas (ACELA1770)
Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes (ACELA1556)
Explain how authors creatively use the structures of sentences and clauses for particular effects (ACELA1557)
Understand how certain abstract nouns can be used to summarise preceding or subsequent stretches of text (ACELA1559)
Analyse and explain the use of symbols, icons and myth in still and moving images and how these augment meaning (ACELA1560)
Identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness (ACELA1561)
Understand how spelling is used creatively in texts for particular effects, for example characterisation and humour and to represent accents and styles of speech (ACELA1562)
Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts (ACELT1633)
Present an argument about a literary text based on initial impressions and subsequent analysis of the whole text (ACELT1771)
Reflect on, discuss and explore notions of literary value and how and why such notions vary according to context (ACELT1634)
Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635)
Analyse texts from familiar and unfamiliar contexts, and discuss and evaluate their content and the appeal of an individual author’s literary style (ACELT1636)
Investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels, and plays on similar themes (ACELT1637)
Analyse text structures and language features of literary texts, and make relevant comparisons with other texts (ACELT1772)
Create literary texts, including hybrid texts, that innovate on aspects of other texts, for example by using parody, allusion and appropriation (ACELT1773)
Experiment with the ways that language features, image and sound can be adapted in literary texts, for example the effects of stereotypical characters and settings, the playfulness of humour and pun and the use of hyperlink (ACELT1638)
Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts (ACELY1739)
Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways (ACELY1740)
Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811)
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (ACELY1741)
Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742)
Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension (ACELY1743)
Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)
Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)
Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)
Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features (ACELY1747)
Use a range of software, including word processing programs, flexibly and imaginatively to publish texts (ACELY1748)
By the end of Year 9, students analyse the ways that text structures can be manipulated for effect. They analyse and explain how images, vocabulary choices and language features distinguish the work of individual authors.
They evaluate and integrate ideas and information from texts to form their own interpretations. They select evidence from texts to analyse and explain how language choices and conventions are used to influence an audience. They listen for ways texts position an audience.
Students understand how to use a variety of language features to create different levels of meaning. They understand how interpretations can vary by comparing their responses to texts to the responses of others. In creating texts, students demonstrate how manipulating language features and images can create innovative texts.
Students create texts that respond to issues, interpreting and integrating ideas from other texts. They make presentations and contribute actively to class and group discussions, comparing and evaluating responses to ideas and issues. They edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using accurate spelling and punctuation.
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together...
Read full description ›
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.
In Years 9 and 10, students interact with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They experience learning in familiar and unfamiliar contexts, including local community, vocational and global contexts.
Students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss and perform a wide range of literary texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts, including newspapers, film and digital texts, fiction, non-fiction, poetry, dramatic performances and multimodal texts, with themes and issues involving levels of abstraction, higher order reasoning and intertextual references. Students develop critical understanding of the contemporary media and the differences between media texts.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.
Literary texts that support and extend students in Years 9 and 10 as independent readers are drawn from a range of genres and involve complex, challenging and unpredictable plot sequences and hybrid structures that may serve multiple purposes. These texts explore themes of human experience and cultural significance, interpersonal relationships, and ethical and global dilemmas within real-world and fictional settings and represent a variety of perspectives. Informative texts represent a synthesis of technical and abstract information (from credible/verifiable sources) about a wide range of specialised topics. Text structures are more complex and include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses, a high proportion of unfamiliar and technical vocabulary, figurative and rhetorical language, and dense information supported by various types of graphics and images.
Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, discussions, literary analyses, transformations of texts and reviews.
Hide full description ›
Understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve (ACELA1563)
Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564)
Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication (ACELA1565)
Compare the purposes, text structures and language features of traditional and contemporary texts in different media (ACELA1566)
Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567)
Understand conventions for citing others, and how to reference these in different ways (ACELA1568)
Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts (ACELA1569)
Analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction (ACELA1570)
Evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572)
Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571)
Understand how to use knowledge of the spelling system to spell unusual and technical words accurately, for example those based on uncommon Greek and Latin roots (ACELA1573)
Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)
Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (ACELT1640)
Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641)
Evaluate the social, moral and ethical positions represented in texts (ACELT1812)
Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642)
Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses (ACELT1643)
Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (ACELT1774)
Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814)
Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience (ACELT1815)
Create imaginative texts that make relevant thematic and intertextual connections with other texts (ACELT1644)
Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)
Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage (ACELY1750)
Use organisation patterns, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences (ACELY1813)
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)
Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752)
Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (ACELY1753)
Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)
Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)
Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1757)
Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (ACELY1776)
By the end of Year 10, students evaluate how text structures can be used in innovative ways by different authors. They explain how the choice of language features, images and vocabulary contributes to the development of individual style.
They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence used to support them. They listen for ways features within texts can be manipulated to achieve particular effects.
Students show how the selection of language features can achieve precision and stylistic effect. They explain different viewpoints, attitudes and perspectives through the development of cohesive and logical arguments. They develop their own style by experimenting with language features, stylistic devices, text structures and images.
Students create a wide range of texts to articulate complex ideas. They make presentations and contribute actively to class and group discussions, building on others' ideas, solving problems, justifying opinions and developing and expanding arguments. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.
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The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry...
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The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.
At this year level:
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Solve problems involving direct proportion. Explore the relationship between graphs and equations corresponding to simple rate problems (ACMNA208)
Apply index laws to numerical expressions with integer indices (ACMNA209)
Express numbers in scientific notation (ACMNA210)
Solve problems involving simple interest (ACMNA211)
Extend and apply the index laws to variables, using positive integer indices and the zero index (ACMNA212)
Apply the distributive law to the expansion of algebraic expressions, including binomials, and collect like terms where appropriate (ACMNA213)
Find the distance between two points located on the Cartesian plane using a range of strategies, including graphing software (ACMNA214)
Find the midpoint and gradient of a line segment (interval) on the Cartesian plane using a range of strategies, including graphing software (ACMNA294)
Sketch linear graphs using the coordinates of two points and solve linear equations (ACMNA215)
Graph simple non-linear relations with and without the use of digital technologies and solve simple related equations (ACMNA296)
Calculate areas of composite shapes (ACMMG216)
Calculate the surface area and volume of cylinders and solve related problems (ACMMG217)
Solve problems involving the surface area and volume of right prisms (ACMMG218)
Investigate very small and very large time scales and intervals (ACMMG219)
Use the enlargement transformation to explain similarity and develop the conditions for triangles to be similar (ACMMG220)
Solve problems using ratio and scale factors in similar figures (ACMMG221)
Investigate Pythagoras’ Theorem and its application to solving simple problems involving right angled triangles (ACMMG222)
Use similarity to investigate the constancy of the sine, cosine and tangent ratios for a given angle in right-angled triangles (ACMMG223)
Apply trigonometry to solve right-angled triangle problems (ACMMG224)
List all outcomes for two-step chance experiments, both with and without replacement using tree diagrams or arrays. Assign probabilities to outcomes and determine probabilities for events (ACMSP225)
Calculate relative frequencies from given or collected data to estimate probabilities of events involving 'and' or 'or' (ACMSP226)
Investigate reports of surveys in digital media and elsewhere for information on how data were obtained to estimate population means and medians (ACMSP227)
Identify everyday questions and issues involving at least one numerical and at least one categorical variable, and collect data directly and from secondary sources (ACMSP228)
Construct back-to-back stem-and-leaf plots and histograms and describe data, using terms including ‘skewed’, ‘symmetric’ and ‘bi modal’ (ACMSP282)
Compare data displays using mean, median and range to describe and interpret numerical data sets in terms of location (centre) and spread (ACMSP283)
By the end of Year 9, students solve problems involving simple interest. They interpret ratio and scale factors in similar figures. Students explain similarity of triangles. They recognise the connections between similarity and the trigonometric ratios. Students compare techniques for collecting data from primary and secondary sources. They make sense of the position of the mean and median in skewed, symmetric and bi-modal displays to describe and interpret data.
Students apply the index laws to numbers and express numbers in scientific notation. They expand binomial expressions. They find the distance between two points on the Cartesian plane and the gradient and midpoint of a line segment. They sketch linear and non-linear relations. Students calculate areas of shapes and the volume and surface area of right prisms and cylinders. They use Pythagoras’ Theorem and trigonometry to find unknown sides of right-angled triangles. Students calculate relative frequencies to estimate probabilities, list outcomes for two-step experiments and assign probabilities for those outcomes. They construct histograms and back-to-back stem-and-leaf plots.
The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry...
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The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.
At this year level:
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Connect the compound interest formula to repeated applications of simple interest using appropriate digital technologies (ACMNA229)
Factorise algebraic expressions by taking out a common algebraic factor (ACMNA230)
Simplify algebraic products and quotients using index laws (ACMNA231)
Apply the four operations to simple algebraic fractions with numerical denominators (ACMNA232)
Expand binomial products and factorise monic quadratic expressions using a variety of strategies (ACMNA233)
Substitute values into formulas to determine an unknown (ACMNA234)
Solve problems involving linear equations, including those derived from formulas (ACMNA235)
Solve linear inequalities and graph their solutions on a number line (ACMNA236)
Solve linear simultaneous equations, using algebraic and graphical techniques, including using digital technology (ACMNA237)
Solve problems involving parallel and perpendicular lines (ACMNA238)
Explore the connection between algebraic and graphical representations of relations such as simple quadratics, circles and exponentials using digital technology as appropriate (ACMNA239)
Solve linear equations involving simple algebraic fractions (ACMNA240)
Solve simple quadratic equations using a range of strategies (ACMNA241)
Solve problems involving surface area and volume for a range of prisms, cylinders and composite solids (ACMMG242)
Formulate proofs involving congruent triangles and angle properties (ACMMG243)
Apply logical reasoning, including the use of congruence and similarity, to proofs and numerical exercises involving plane shapes (ACMMG244)
Solve right-angled triangle problems including those involving direction and angles of elevation and depression (ACMMG245)
Describe the results of two- and three-step chance experiments, both with and without replacements, assign probabilities to outcomes and determine probabilities of events. Investigate the concept of independence (ACMSP246)
Use the language of ‘if ....then, ‘given’, ‘of’, ‘knowing that’ to investigate conditional statements and identify common mistakes in interpreting such language (ACMSP247)
Determine quartiles and interquartile range (ACMSP248)
Construct and interpret box plots and use them to compare data sets (ACMSP249)
Compare shapes of box plots to corresponding histograms and dot plots (ACMSP250)
Use scatter plots to investigate and comment on relationships between two numerical variables (ACMSP251)
Investigate and describe bivariate numerical data where the independent variable is time (ACMSP252)
Evaluate statistical reports in the media and other places by linking claims to displays, statistics and representative data (ACMSP253)
By the end of Year 10, students recognise the connection between simple and compound interest. They solve problems involving linear equations and inequalities. They make the connections between algebraic and graphical representations of relations. Students solve surface area and volume problems relating to composite solids. They recognise the relationships between parallel and perpendicular lines. Students apply deductive reasoning to proofs and numerical exercises involving plane shapes. They compare data sets by referring to the shapes of the various data displays. They describe bivariate data where the independent variable is time. Students describe statistical relationships between two continuous variables. They evaluate statistical reports.
Students expand binomial expressions and...
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By the end of Year 10, students recognise the connection between simple and compound interest. They solve problems involving linear equations and inequalities. They make the connections between algebraic and graphical representations of relations. Students solve surface area and volume problems relating to composite solids. They recognise the relationships between parallel and perpendicular lines. Students apply deductive reasoning to proofs and numerical exercises involving plane shapes. They compare data sets by referring to the shapes of the various data displays. They describe bivariate data where the independent variable is time. Students describe statistical relationships between two continuous variables. They evaluate statistical reports.
Students expand binomial expressions and factorise monic quadratic expressions. They find unknown values after substitution into formulas. They perform the four operations with simple algebraic fractions. Students solve simple quadratic equations and pairs of simultaneous equations. They use triangle and angle properties to prove congruence and similarity. Students use trigonometry to calculate unknown angles in right-angled triangles. Students list outcomes for multi-step chance experiments and assign probabilities for these experiments. They calculate quartiles and inter-quartile ranges.
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Define rational and irrational numbers and perform operations with surds and fractional indices (ACMNA264)
Use the definition of a logarithm to establish and apply the laws of logarithms (ACMNA265)
Investigate the concept of a polynomial and apply the factor and remainder theorems to solve problems (ACMNA266)
Solve simple exponential equations (ACMNA270)
Describe, interpret and sketch parabolas, hyperbolas, circles and exponential functions and their transformations (ACMNA267)
Apply understanding of polynomials to sketch a range of curves and describe the features of these curves from their equation (ACMNA268)
Factorise monic and non-monic quadratic expressions and solve a wide range of quadratic equations derived from a variety of contexts (ACMNA269)
Solve problems involving surface area and volume of right pyramids, right cones, spheres and related composite solids (ACMMG271)
Prove and apply angle and chord properties of circles (ACMMG272)
Establish the sine, cosine and area rules for any triangle and solve related problems (ACMMG273)
Use the unit circle to define trigonometric functions, and graph them with and without the use of digital technologies (ACMMG274)
Solve simple trigonometric equations (ACMMG275)
Apply Pythagoras’ Theorem and trigonometry to solving three-dimensional problems in right-angled triangles (ACMMG276)
Investigate reports of studies in digital media and elsewhere for information on their planning and implementation (ACMSP277)
Calculate and interpret the mean and standard deviation of data and use these to compare data sets (ACMSP278)
Use information technologies to investigate bivariate numerical data sets. Where appropriate use a straight line to describe the relationship allowing for variation (ACMSP279)
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement...
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The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Incorporating the key ideas of science
Over Years 7 to 10, students develop their understanding of microscopic and atomic structures, how systems at a range of scales are shaped by flows of energy and matter and interactions due to forces, and develop the ability to quantify changes and relative amounts.
In Year 9, students consider the operation of systems at a range of scales. They explore ways in which the human body as a system responds to its external environment and the interdependencies between biotic and abiotic components of ecosystems. They are introduced to the notion of the atom as a system of protons, electrons and neutrons, and how this system can change through nuclear decay. They learn that matter can be rearranged through chemical change and that these changes play an important role in many systems. They are introduced to the concept of the conservation of matter and begin to develop a more sophisticated view of energy transfer. They begin to apply their understanding of energy and forces to global systems such as continental movement.
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Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment (ACSSU175)
Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems (ACSSU176)
All matter is made of atoms that are composed of protons, neutrons and electrons; natural radioactivity arises from the decay of nuclei in atoms (ACSSU177)
Chemical reactions involve rearranging atoms to form new substances; during a chemical reaction mass is not created or destroyed (ACSSU178)
Chemical reactions, including combustion and the reactions of acids, are important in both non-living and living systems and involve energy transfer (ACSSU179)
The theory of plate tectonics explains global patterns of geological activity and continental movement (ACSSU180)
Energy transfer through different mediums can be explained using wave and particle models (ACSSU182)
Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community (ACSHE157)
Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries (ACSHE158)
People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities (ACSHE160)
Values and needs of contemporary society can influence the focus of scientific research (ACSHE228)
Formulate questions or hypotheses that can be investigated scientifically (ACSIS164)
Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS165)
Select and use appropriate equipment, including digital technologies, to collect and record data systematically and accurately (ACSIS166)
Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS169)
Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS170)
Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS171)
Critically analyse the validity of information in primary and secondary sources and evaluate the approaches used to solve problems (ACSIS172)
Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS174)
By the end of Year 9, students explain chemical processes and natural radioactivity in terms of atoms and energy transfers and describe examples of important chemical reactions. They describe models of energy transfer and apply these to explain phenomena. They explain global features and events in terms of geological processes and timescales. They analyse how biological systems function and respond to external changes with reference to interdependencies, energy transfers and flows of matter. They describe social and technological factors that have influenced scientific developments and predict how future applications of science and technology may affect people’s lives.
Students design questions that can be investigated using a range of inquiry skills. They design methods that include...
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By the end of Year 9, students explain chemical processes and natural radioactivity in terms of atoms and energy transfers and describe examples of important chemical reactions. They describe models of energy transfer and apply these to explain phenomena. They explain global features and events in terms of geological processes and timescales. They analyse how biological systems function and respond to external changes with reference to interdependencies, energy transfers and flows of matter. They describe social and technological factors that have influenced scientific developments and predict how future applications of science and technology may affect people’s lives.
Students design questions that can be investigated using a range of inquiry skills. They design methods that include the control and accurate measurement of variables and systematic collection of data and describe how they considered ethics and safety. They analyse trends in data, identify relationships between variables and reveal inconsistencies in results. They analyse their methods and the quality of their data, and explain specific actions to improve the quality of their evidence. They evaluate others’ methods and explanations from a scientific perspective and use appropriate language and representations when communicating their findings and ideas to specific audiences.
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The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement...
Read full description ›
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Incorporating the key ideas of science
In the Year 10 curriculum students explore systems at different scales and connect microscopic and macroscopic properties to explain phenomena. Students explore the biological, chemical, geological and physical evidence for different theories, such as the theories of natural selection and the Big Bang.
Students develop their understanding of atomic theory to understand relationships within the periodic table. They understand that motion and forces are related by applying physical laws. They learn about the relationships between aspects of the living, physical and chemical world that are applied to systems on a local and global scale and this enables them to predict how changes will affect equilibrium within these systems.
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Transmission of heritable characteristics from one generation to the next involves DNA and genes (ACSSU184)
The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence (ACSSU185)
The atomic structure and properties of elements are used to organise them in the Periodic Table (ACSSU186)
Different types of chemical reactions are used to produce a range of products and can occur at different rates (ACSSU187)
The universe contains features including galaxies, stars and solar systems, and the Big Bang theory can be used to explain the origin of the universe (ACSSU188)
Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere (ACSSU189)
Energy conservation in a system can be explained by describing energy transfers and transformations (ACSSU190)
The motion of objects can be described and predicted using the laws of physics (ACSSU229)
Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community (ACSHE191)
Advances in scientific understanding often rely on technological advances and are often linked to scientific discoveries (ACSHE192)
People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities (ACSHE194)
Values and needs of contemporary society can influence the focus of scientific research (ACSHE230)
Formulate questions or hypotheses that can be investigated scientifically (ACSIS198)
Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS199)
Select and use appropriate equipment, including digital technologies, to collect and record data systematically and accurately (ACSIS200)
Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS203)
Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS204)
Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS205)
Critically analyse the validity of information in primary and secondary sources, and evaluate the approaches used to solve problems (ACSIS206)
Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS208)
By the end of Year 10, students analyse how the periodic table organises elements and use it to make predictions about the properties of elements. They explain how chemical reactions are used to produce particular products and how different factors influence the rate of reactions. They explain the concept of energy conservation and represent energy transfer and transformation within systems. They apply relationships between force, mass and acceleration to predict changes in the motion of objects. Students describe and analyse interactions and cycles within and between Earth’s spheres. They evaluate the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. They explain the processes that underpin heredity and evolution. Students analyse
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By the end of Year 10, students analyse how the periodic table organises elements and use it to make predictions about the properties of elements. They explain how chemical reactions are used to produce particular products and how different factors influence the rate of reactions. They explain the concept of energy conservation and represent energy transfer and transformation within systems. They apply relationships between force, mass and acceleration to predict changes in the motion of objects. Students describe and analyse interactions and cycles within and between Earth’s spheres. They evaluate the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. They explain the processes that underpin heredity and evolution. Students analyse how the models and theories they use have developed over time and discuss the factors that prompted their review.
Students develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory experimentation. They explain how they have considered reliability, safety, fairness and ethical actions in their methods and identify where digital technologies can be used to enhance the quality of data. When analysing data, selecting evidence and developing and justifying conclusions, they identify alternative explanations for findings and explain any sources of uncertainty. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific purposes.
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The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. It was a period of industrialisation and rapid change in...
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The Year 9 curriculum provides a study of the history of the making of the modern world from 1750 to 1918. It was a period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism and imperialism, and the colonisation of Australia was part of the expansion of European power. The period culminated in World War I, 1914–1918, the ‘war to end all wars’.
The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.
The history content at this year level involves two strands: historical knowledge and understanding, and historical skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
Key inquiry questions
A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions for Year 9 are:
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Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164)
Use historical terms and concepts (ACHHS165)
Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS166)
Evaluate and enhance these questions (ACHHS167)
Identify and locate relevant sources, using ICT and other methods (ACHHS168)
Identify the origin, purpose and context of primary and secondary sources (ACHHS169)
Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS170)
Evaluate the reliability and usefulness of primary and secondary sources (ACHHS171)
Identify and analyse the perspectives of people from the past (ACHHS172)
Identify and analyse different historical interpretations (including their own) (ACHHS173)
Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS174)
Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175)
By the end of Year 9, students refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and make judgments about their importance. They explain the motives and actions of people at the time. Students explain the significance of these events and developments over the short and long term. They explain different interpretations of the past.
Students sequence events and developments within a chronological framework, with reference to periods of time and their duration. When researching, students develop different kinds of questions to frame a historical inquiry. They interpret, process, analyse and organise information from a range of primary and secondary sources and...
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By the end of Year 9, students refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and make judgments about their importance. They explain the motives and actions of people at the time. Students explain the significance of these events and developments over the short and long term. They explain different interpretations of the past.
Students sequence events and developments within a chronological framework, with reference to periods of time and their duration. When researching, students develop different kinds of questions to frame a historical inquiry. They interpret, process, analyse and organise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students examine sources to compare different points of view. When evaluating these sources, they analyse origin and purpose, and draw conclusions about their usefulness. They develop their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical interpretations. In developing these texts and organising and presenting their conclusions, they use historical terms and concepts, evidence identified in sources, and they reference these sources.
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The Year 10 curriculum provides a study of the history of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context...
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The Year 10 curriculum provides a study of the history of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its global context. The twentieth century became a critical period in Australia’s social, cultural, economic and political development. The transformation of the modern world during a time of political turmoil, global conflict and international cooperation provides a necessary context for understanding Australia’s development, its place within the Asia-Pacific region and its global standing.
The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.
The history content at this year level involves two strands: historical knowledge and understanding, and historical skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
Key inquiry questions
A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions for Year 10 are:
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Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS182)
Use historical terms and concepts (ACHHS183)
Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS184)
Evaluate and enhance these questions (ACHHS185)
Identify and locate relevant sources, using ICT and other methods (ACHHS186)
Identify the origin, purpose and context of primary and secondary sources (ACHHS187)
Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS188)
Evaluate the reliability and usefulness of primary and secondary sources (ACHHS189)
Identify and analyse the perspectives of people from the past (ACHHS190)
Identify and analyse different historical interpretations (including their own) (ACHHS191)
Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS192)
Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS193)
By the end of Year 10, students refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and explain their relative importance. They explain the context for people’s actions in the past. Students explain the significance of events and developments from a range of perspectives. They explain different interpretations of the past and recognise the evidence used to support these interpretations.
Students sequence events and developments within a chronological framework, and identify relationships between events across different places and periods of time. When researching, students develop, evaluate and modify questions to frame a historical...
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By the end of Year 10, students refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and explain their relative importance. They explain the context for people’s actions in the past. Students explain the significance of events and developments from a range of perspectives. They explain different interpretations of the past and recognise the evidence used to support these interpretations.
Students sequence events and developments within a chronological framework, and identify relationships between events across different places and periods of time. When researching, students develop, evaluate and modify questions to frame a historical inquiry. They process, analyse and synthesise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students analyse sources to identify motivations, values and attitudes. When evaluating these sources, they analyse and draw conclusions about their usefulness, taking into account their origin, purpose and context. They develop and justify their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical argument. In developing these texts and organising and presenting their arguments, they use historical terms and concepts, evidence identified in sources, and they reference these sources.
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There are two units of study in the Year 9 curriculum for Geography: ‘Biomes and food security’ and ‘Geographies of interconnections’.
‘Biomes and food security&rsquo...
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There are two units of study in the Year 9 curriculum for Geography: ‘Biomes and food security’ and ‘Geographies of interconnections’.
‘Biomes and food security’ focuses on investigating the role of the biotic environment and its role in food and fibre production. This unit examines the biomes of the world, their alteration and significance as a source of food and fibre, and the environmental challenges of and constraints on expanding food production in the future. These distinctive aspects of biomes, food production and food security are investigated using studies drawn from Australia and across the world.
‘Geographies of interconnections’ focuses on investigating how people, through their choices and actions, are connected to places throughout the world in a wide variety of ways, and how these connections help to make and change places and their environments. This unit examines the interconnections between people and places through the products people buy and the effects of their production on the places that make them. Students examine the ways that transport and information and communication technologies have made it possible for an increasing range of services to be provided internationally, and for people in isolated rural areas to connect to information, services and people in other places. These distinctive aspects of interconnection are investigated using studies drawn from Australia and across the world.
The content of this year level is organised into two strands: geographical knowledge and understanding, and geographical inquiry and skills. These strands are interrelated and have been developed to be taught in an integrated manner, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
Key inquiry questions
A framework for developing students’ geographical knowledge, understanding and skills is provided through the inclusion of inquiry questions and specific inquiry skills, including the use and interpretation of maps, photographs and other representations of geographical data.
The key inquiry questions for Year 9 are:
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Distribution and characteristics of biomes as regions with distinctive climates, soils, vegetation and productivity (ACHGK060)
Human alteration of biomes to produce food, industrial materials and fibres, and the use of systems thinking to analyse the environmental effects of these alterations (ACHGK061)
Environmental, economic and technological factors that influence crop yields in Australia and across the world (ACHGK062)
Challenges to food production, including land and water degradation, shortage of fresh water, competing land uses, and climate change, for Australia and other areas of the world (ACHGK063)
The capacity of the world’s environments to sustainably feed the projected future global population (ACHGK064)
The perceptions people have of place, and how these influence their connections to different places (ACHGK065)
The way transportation and information and communication technologies are used to connect people to services, information and people in other places (ACHGK066)
The ways that places and people are interconnected with other places through trade in goods and services, at all scales (ACHGK067)
The effects of the production and consumption of goods on places and environments throughout the world and including a country from North-East Asia (ACHGK068)
The effects of people’s travel, recreational, cultural or leisure choices on places, and the implications for the future of these places (ACHGK069)
Develop geographically significant questions and plan an inquiry that identifies and applies appropriate geographical methodologies and concepts (ACHGS063)
Evaluate sources for their reliability, bias and usefulness and select, collect, record and organise relevant geographical data and information, using ethical protocols, from a range of appropriate primary and secondary sources (ACHGS064)
Represent multi-variable data in a range of appropriate forms, for example scatter plots, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies (ACHGS065)
Represent spatial distribution of geographical phenomena by constructing special purpose maps that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS066)
Interpret and analyse multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS067)
Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS068)
Identify how geographical information systems (GIS) might be used to analyse geographical data and make predictions (ACHGS069)
Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS070)
Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS071)
By the end of Year 9, students explain how geographical processes change the characteristics of places. They analyse interconnections between people, places and environments and explain how these interconnections influence people, and change places and environments. They predict changes in the characteristics of places over time and identify the possible implications of change for the future. Students analyse alternative strategies to a geographical challenge using environmental, social and economic criteria.
Students use initial research to identify geographically significant questions to frame an inquiry. They evaluate a range of primary and secondary sources to select and collect relevant and reliable geographical information and data. They record and represent multi-variable data...
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By the end of Year 9, students explain how geographical processes change the characteristics of places. They analyse interconnections between people, places and environments and explain how these interconnections influence people, and change places and environments. They predict changes in the characteristics of places over time and identify the possible implications of change for the future. Students analyse alternative strategies to a geographical challenge using environmental, social and economic criteria.
Students use initial research to identify geographically significant questions to frame an inquiry. They evaluate a range of primary and secondary sources to select and collect relevant and reliable geographical information and data. They record and represent multi-variable data in a range of appropriate digital and non-digital forms, including a range of maps that comply with cartographic conventions. They use a range of methods and digital technologies to interpret and analyse maps, data and other information to propose explanations for patterns, trends, relationships and anomalies across time and space, and to predict outcomes. Students synthesise data and information to draw reasoned conclusions. They present findings, arguments and explanations using relevant geographical terminology and digital representations in a range of appropriate communication forms. Students propose action in response to a geographical challenge, taking account of environmental, economic and social factors, and predict the outcomes and consequences of their proposal.
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There are two units of study in the Year 10 curriculum for Geography: ‘Environmental change and management’ and ‘Geographies of human wellbeing’.
‘Environmental change...
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There are two units of study in the Year 10 curriculum for Geography: ‘Environmental change and management’ and ‘Geographies of human wellbeing’.
‘Environmental change and management’ focuses on investigating environmental geography through an in-depth study of a specific environment. The unit begins with an overview of the environmental functions that support all life, the major challenges to their sustainability, and the environmental world views – including those of Aboriginal and Torres Strait Islander Peoples – that influence how people perceive and respond to these challenges. Students investigate a specific type of environment and environmental change in Australia and one other country. They apply human–environment systems thinking to understand the causes and consequences of the change and geographical concepts and methods to evaluate and select strategies to manage the change.
‘Geographies of human wellbeing’ focuses on investigating global, national and local differences in human wellbeing between places. This unit examines the different concepts and measures of human wellbeing, and the causes of global differences in these measures between countries. Students explore spatial differences in wellbeing within and between countries, and evaluate the differences from a variety of perspectives. They explore programs designed to reduce the gap between differences in wellbeing. These distinctive aspects of human wellbeing are investigated using studies drawn from Australia, India and across the world as appropriate.
The content of this year level is organised into two strands: geographical knowledge and understanding, and geographical inquiry and skills. These strands are interrelated and have been developed to be taught in an integrated manner, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
Key inquiry questions
A framework for developing students’ geographical knowledge, understanding and skills is provided through the inclusion of inquiry questions and specific inquiry skills, including the use and interpretation of maps, photographs and other representations of geographical data.
The key inquiry questions for Year 10 are:
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Human-induced environmental changes that challenge sustainability (ACHGK070)
Environmental world views of people and their implications for environmental management (ACHGK071)
The Aboriginal and Torres Strait Islander Peoples’ approaches to custodial responsibility and environmental management in different regions of Australia (ACHGK072)
Select ONE of the following types of environment as the context for study: land (e.g. forests, deserts, grasslands, farmland), inland water, coast, marine or urban. A comparative study of examples selected from Australia and at least one other country should be included
The application of systems thinking to understanding the causes and likely consequences of the environmental change being investigated (ACHGK073)
The application of geographical concepts and methods to the management of the environmental change being investigated (ACHGK074)
The application of environmental economic and social criteria in evaluating management responses to the change (ACHGK075)
Different ways of measuring and mapping human wellbeing and development, and how these can be applied to measure differences between places (ACHGK076)
Reasons for spatial variations between countries in selected indicators of human wellbeing (ACHGK077)
Issues affecting development of places and their impact on human wellbeing, drawing on a study from a developing country or region in Africa, South America or the Pacific Islands (ACHGK078)
Reasons for, and consequences of, spatial variations in human wellbeing on a regional scale within India or another country of the Asia region (ACHGK079)
Reasons for, and consequences of, spatial variations in human wellbeing in Australia at the local scale (ACHGK080)
The role of international and national government and non-government organisations' initiatives in improving human wellbeing in Australia and other countries (ACHGK081)
Develop geographically significant questions and plan an inquiry that identifies and applies appropriate geographical methodologies and concepts (ACHGS072)
Evaluate sources for their reliability, bias and usefulness and select, collect, record and organise relevant geographical data and information, using ethical protocols, from a range of appropriate primary and secondary sources (ACHGS073)
Represent multi-variable data in a range of appropriate forms, for example scatter plots, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies (ACHGS074)
Represent spatial distribution of geographical phenomena by constructing special purpose maps that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS075)
Interpret and analyse multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS076)
Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS077)
Identify how geographical information systems (GIS) might be used to analyse geographical data and make predictions (ACHGS078)
Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS079)
Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS080)
By the end of Year 10, students explain how interactions between geographical processes at different scales change the characteristics of places. Students identify, analyse and explain significant interconnections between people, places and environments and explain changes that result from these interconnections and their consequences. They predict changes in the characteristics of places and environments over time, across space and at different scales and explain the predicted consequences of change. They evaluate alternative views on a geographical challenge and alternative strategies to address this challenge using environmental, economic, political and social criteria and draw a reasoned conclusion.
Students use initial research to develop and modify geographically significant questions...
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By the end of Year 10, students explain how interactions between geographical processes at different scales change the characteristics of places. Students identify, analyse and explain significant interconnections between people, places and environments and explain changes that result from these interconnections and their consequences. They predict changes in the characteristics of places and environments over time, across space and at different scales and explain the predicted consequences of change. They evaluate alternative views on a geographical challenge and alternative strategies to address this challenge using environmental, economic, political and social criteria and draw a reasoned conclusion.
Students use initial research to develop and modify geographically significant questions to frame an inquiry. They critically evaluate a range of primary and secondary sources to select and collect relevant, reliable and unbiased geographical information and data. Students record and represent multi-variable data in of the most appropriate digital and non-digital forms, including a range of graphs and maps that use suitable scales and comply with cartographic conventions. They use a range of methods and digital technologies to interpret and analyse maps, data and other information to make generalisations and inferences, propose explanations for significant patterns, trends, relationships and anomalies across time and space and at different scales, and predict outcomes. They analyse and synthesise data and other information to draw reasoned conclusions, taking into account alternative perspectives. Students present findings, arguments and explanations using relevant geographical terminology and graphic representations and digital technologies in a range of selected and appropriate communication forms. They evaluate their findings and propose action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations. They explain the predicted outcomes and consequences of their proposal.
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The Year 9 curriculum builds students’ understanding of Australia’s political system and how it enables change. Students examine the ways political parties, interest groups, media and...
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The Year 9 curriculum builds students’ understanding of Australia’s political system and how it enables change. Students examine the ways political parties, interest groups, media and individuals influence government and decision making processes. They investigate the features and principles of Australia’s court system, including its role in applying and interpreting Australian law. Students also examine global connectedness and how this is shaping contemporary Australian society.
The civics and citizenship content at this year level involves two strands: civics and citizenship knowledge and understanding, and civics and citizenship skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
Key inquiry questions
A framework for developing students’ civics and citizenship knowledge, understanding and skills at this year level is provided by the following key questions:
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The role of political parties and independent representatives in Australia’s system of government, including the formation of governments (ACHCK075)
How citizens’ political choices are shaped, including the influence of the media (ACHCK076)
The process through which government policy is shaped and developed, including the role of Prime Minister and Cabinet (ACHCK103)
The key features of Australia’s court system and how courts apply and interpret the law, resolve disputes and make law through judgements (ACHCK077)
The key principles of Australia’s justice system, including equality before the law, independent judiciary, and right of appeal (ACHCK078)
How and why individuals and groups, including religious groups, participate in and contribute to civic life (ACHCK079)
The influence of a range of media, including social media, in shaping identities and attitudes to diversity (ACHCK080)
How ideas about and experiences of Australian identity are influenced by global connectedness and mobility (ACHCK081)
Develop, select and evaluate a range of questions to investigate Australia's political and legal systems (ACHCS082)
Identify, gather and sort information and ideas from a range of sources and reference as appropriate (ACHCS083)
Critically evaluate information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS084)
Account for different interpretations and points of view (ACHCS085)
Recognise and consider multiple perspectives and ambiguities, and use strategies to negotiate and resolve contentious issues (ACHCS086)
Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that action (ACHCS087)
Present evidence-based civics and citizenship arguments using subject-specific language (ACHCS088)
Reflect on their role as a citizen in Australian, regional and global contexts (ACHCS089)
By the end of Year 9, students evaluate features of Australia’s political system, and identify and analyse the influences on people’s political choices. They explain the key principles of Australia’s system of justice and analyse the role of Australia’s court system. They analyse a range of factors that influence identities and attitudes to diversity. They reflect on how groups participate and contribute to civic life.
When researching, students analyse a range of questions to investigate Australia’s political and legal systems and critically analyse information gathered from different sources for relevance and reliability. They compare and account for different interpretations and points of view on civics and citizenship issues. When planning for action, students take into account multiple perspectives, use democratic processes, and negotiate solutions to an issue. Students develop and present evidence-based arguments on civics and citizenship issues using appropriate texts, subject-specific language and concepts. They analyse ways they can be active and informed citizens in different contexts.
The Year 10 curriculum develops student understanding of Australia’s system of government through comparison with another system of government in the Asian region. Students examine Australia...
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The Year 10 curriculum develops student understanding of Australia’s system of government through comparison with another system of government in the Asian region. Students examine Australia’s roles and responsibilities within the international context, such as its involvement with the United Nations. Students also study the purpose and work of the High Court. They investigate the values and practices that enable a democratic society to be sustained.
The civics and citizenship content at this year level involves two strands: civics and citizenship knowledge and understanding, and civics and citizenship skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
Key inquiry questions
A framework for developing students’ civics and citizenship knowledge, understanding and skills at this year level is provided by the following key questions:
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The key features and values of Australia’s system of government compared with at least ONE other system of government in the Asia region (ACHCK090)
The Australian Government’s role and responsibilities at a global level, for example provision of foreign aid, peacekeeping, participation in international organisations and the United Nations (ACHCK091)
The role of the High Court, including in interpreting the Constitution (ACHCK092)
How Australia’s international legal obligations shape Australian law and government policies, including in relation to Aboriginal and Torres Strait Islander Peoples (ACHCK093)
The challenges to and ways of sustaining a resilient democracy and cohesive society (ACHCK094)
Develop, select and evaluate a range of questions to investigate Australia's political and legal systems (ACHCS095)
Identify, gather and sort information and ideas from a range of sources and reference as appropriate (ACHCS096)
Critically evaluate information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS097)
Account for different interpretations and points of view (ACHCS098)
Recognise and consider multiple perspectives and ambiguities, and use strategies to negotiate and resolve contentious issues (ACHCS099)
Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that action (ACHCS100)
Present evidence-based civics and citizenship arguments using subject-specific language (ACHCS101)
Reflect on their role as a citizen in Australian, regional and global contexts (ACHCS102)
By the end of Year 10, students compare and evaluate the key features and values of systems of government, and analyse the Australian Government’s global roles and responsibilities. They analyse the role of the High Court and explain how Australia’s international legal obligations influence law and government policy. Students evaluate a range of factors that sustain democratic societies.
When researching, students evaluate a range of questions to investigate Australia’s political and legal systems and critically analyse information gathered from different sources for relevance, reliability and omission. They account for and evaluate different interpretations and points of view on civics and citizenship issues. When planning for action, students take account of multiple perspectives and ambiguities, use democratic processes, and negotiate solutions to an issue. Students develop and present evidenced-based arguments incorporating different points of view on civics and citizenship issues. They use appropriate texts, subject-specific language and concepts. They evaluate ways they can be active and informed citizens in different contexts.
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The Year 9 curriculum gives students the opportunity to further develop their understanding of economics and business concepts by exploring the interactions within the global economy. Students are...
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The Year 9 curriculum gives students the opportunity to further develop their understanding of economics and business concepts by exploring the interactions within the global economy. Students are introduced to the concept of an ‘economy’ and explore what it means for Australia to be part of the Asia region and the global economy. They consider the interdependence of participants in the global economy, including the implications of decisions made by individuals, businesses and governments. The responsibilities of participants operating in a global workplace are also considered.
The economics and business content at this year level involves two strands: economics and business knowledge and understanding, and economics and business skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
Students are expected to be taught the content through contemporary issues, events and/or case studies. Teachers will design programs that cover different contexts (personal, local, national, regional, global) and meet the needs of their students.
Key inquiry questions
A framework for developing students’ economics and business knowledge, understanding and skills at this year level is provided by the following key questions:
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Australia as a trading nation and its place within the rising economies of Asia and broader global economy (ACHEK038)
Why and how participants in the global economy are dependent on each other (ACHEK039)
Why and how people manage financial risks and rewards in the current Australian and global financial landscape (ACHEK040)
The nature of innovation and how and why businesses seek to create and maintain a competitive advantage in the market, including the global market (ACHEK041)
The changing roles and responsibilities of participants in the Australian or global workplace (ACHEK042)
Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES043)
Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES044)
Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES045)
Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES046)
Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES047)
Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES048)
Reflect on the intended and unintended consequences of economic and business decisions (ACHES049)
By the end of Year 9, students explain the role of the Australian economy in allocating and distributing resources, and analyse the interdependence of participants in the global economy. They explain the importance of managing financial risks and rewards and analyse the different strategies that may be used. They explain why businesses seek to create a competitive advantage, including through innovation, and evaluate the strategies that may be used. Students analyse the roles and responsibilities of participants in the workplace.
When researching, students develop questions and simple hypotheses to frame an investigation of an economic or business issue. They gather and analyse relevant data and information from different sources to answer questions, identify trends and explain relationships. Students generate alternative responses to an issue and use cost-benefit analysis and appropriate criteria to propose a course of action. They apply economics and business knowledge, skills and concepts to familiar, unfamiliar and hypothetical problems. Students develop and present evidence-based conclusions and reasoned arguments using appropriate texts, subject-specific language and concepts. They analyse the effects of economic and business decisions and the potential consequences of alternative actions.
The Year 10 curriculum gives students the opportunity to further develop their understanding of economics and business concepts by considering Australia’s economic performance and standard...
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The Year 10 curriculum gives students the opportunity to further develop their understanding of economics and business concepts by considering Australia’s economic performance and standard of living. The ways governments manage economic performance to improve living standards is explored, along with the reasons why economic performance and living standards differ within and between economies. Students explore the nature of externalities and why the government intervenes to ensure that prices reflect the depletion of resources or costs to society. Students examine the consequences of decisions and the responses of business to changing economic conditions, including the way they manage their workforce.
The economics and business content at this year level involves two strands: economics and business knowledge and understanding, and economics and business skills. These strands are interrelated and have been developed to be taught in an integrated way, and in ways that are appropriate to specific local contexts. The order and detail in which they are taught are programming decisions.
Students are expected to be taught the content through contemporary issues, events and/or case studies. Teachers will design programs that cover different contexts (personal, local, national, regional, global) and meet the needs of their students.
Key inquiry questions
A framework for developing students’ economics and business knowledge, understanding and skills at this year level is provided by the following key questions:
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Indicators of economic performance and how Australia’s economy is performing (ACHEK050)
The links between economic performance and living standards, and how and why variations exist within and between economies (ACHEK051)
The ways that governments manage economic performance to improve living standards (ACHEK052)
Factors that influence major consumer and financial decisions and the short- and long-term consequences of these decisions (ACHEK053)
The ways businesses respond to changing economic conditions and improve productivity through organisational management and workforce management (ACHEK054)
Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES055)
Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES056)
Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES057)
Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES058)
Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES059)
Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES060)
Reflect on the intended and unintended consequences of economic and business decisions (ACHES061)
By the end of Year 10, students explain why and how governments manage economic performance to improve living standards. They give explanations for variations in economic performance and standards of living within and between economies. They analyse factors that influence major consumer and financial decisions and explain the short- and long-term effects of these decisions. They explain how businesses respond to changing economic conditions and improve productivity. Students evaluate the effect of organisational and workforce management on business performance.
When researching, students develop questions and formulate hypotheses to frame an investigation of an economic or business issue or event. They gather and analyse reliable data and information from different sources to identify trends,
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By the end of Year 10, students explain why and how governments manage economic performance to improve living standards. They give explanations for variations in economic performance and standards of living within and between economies. They analyse factors that influence major consumer and financial decisions and explain the short- and long-term effects of these decisions. They explain how businesses respond to changing economic conditions and improve productivity. Students evaluate the effect of organisational and workforce management on business performance.
When researching, students develop questions and formulate hypotheses to frame an investigation of an economic or business issue or event. They gather and analyse reliable data and information from different sources to identify trends, explain relationships and make predictions. Students generate alternative responses to an issue, taking into account multiple perspectives. They use cost-benefit analysis and appropriate criteria to propose and justify a course of action. They apply economics and business knowledge, skills and concepts to familiar, unfamiliar and complex hypothetical problems. Students develop and present evidence-based conclusions and reasoned arguments incorporating different points of view. They use appropriate texts, subject-specific language, conventions and concepts. They analyse the intended and unintended effects of economic and business decisions and the potential consequences of alternative actions.
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In Dance, students:
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In Dance, students:
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Improvise to find new movement possibilities and explore personal style by combining elements of dance (ACADAM020)
Manipulate combinations of the elements of dance and choreographic devices to communicate their choreographic intent (ACADAM021)
Practise and refine technical skills to develop proficiency in genre- and style-specific techniques (ACADAM022)
Structure dances using movement motifs, choreographic devices and form (ACADAM023)
Perform dances using genre- and style-specific techniques and expressive skills to communicate a choreographer’s intent (ACADAM024)
Evaluate their own choreography and performance, and that of others to inform and refine future work (ACADAR025)
Analyse a range of dance from contemporary and past times to explore differing viewpoints and enrich their dance making, starting with dance from Australia and including dance of Aboriginal and Torres Strait Islander Peoples, and consider dance in international contexts (ACADAR026)
By the end of Year 10, students analyse the choreographer’s use of the elements of dance, choreographic devices, form and production elements to communicate choreographic intent in dances they make, perform and view. They evaluate the impact of dance from different cultures, places and times on Australian dance.
Students choreograph dances by manipulating and combining the elements of dance, choreographic devices, form and production elements to communicate their choreographic intent. They choreograph, rehearse and perform dances, demonstrating technical and expressive skills appropriate to the genre and style.
In Dance, students:
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In Dance, students:
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Improvise to find new movement possibilities and explore personal style by combining elements of dance (ACADAM020)
Manipulate combinations of the elements of dance and choreographic devices to communicate their choreographic intent (ACADAM021)
Practise and refine technical skills to develop proficiency in genre- and style-specific techniques (ACADAM022)
Structure dances using movement motifs, choreographic devices and form (ACADAM023)
Perform dances using genre- and style-specific techniques and expressive skills to communicate a choreographer’s intent (ACADAM024)
Evaluate their own choreography and performance, and that of others to inform and refine future work (ACADAR025)
Analyse a range of dance from contemporary and past times to explore differing viewpoints and enrich their dance making, starting with dance from Australia and including dance of Aboriginal and Torres Strait Islander Peoples, and consider dance in international contexts (ACADAR026)
By the end of Year 10, students analyse the choreographer’s use of the elements of dance, choreographic devices, form and production elements to communicate choreographic intent in dances they make, perform and view. They evaluate the impact of dance from different cultures, places and times on Australian dance.
Students choreograph dances by manipulating and combining the elements of dance, choreographic devices, form and production elements to communicate their choreographic intent. They choreograph, rehearse and perform dances, demonstrating technical and expressive skills appropriate to the genre and style.
In Dance, students:
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In Dance, students:
Hide full description ›
Improvise to find new movement possibilities and explore personal style by combining elements of dance (ACADAM020)
Manipulate combinations of the elements of dance and choreographic devices to communicate their choreographic intent (ACADAM021)
Practise and refine technical skills to develop proficiency in genre- and style-specific techniques (ACADAM022)
Structure dances using movement motifs, choreographic devices and form (ACADAM023)
Perform dances using genre- and style-specific techniques and expressive skills to communicate a choreographer’s intent (ACADAM024)
Evaluate their own choreography and performance, and that of others to inform and refine future work (ACADAR025)
Analyse a range of dance from contemporary and past times to explore differing viewpoints and enrich their dance making, starting with dance from Australia and including dance of Aboriginal and Torres Strait Islander Peoples, and consider dance in international contexts (ACADAR026)
By the end of Year 10, students analyse the choreographer’s use of the elements of dance, choreographic devices, form and production elements to communicate choreographic intent in dances they make, perform and view. They evaluate the impact of dance from different cultures, places and times on Australian dance.
Students choreograph dances by manipulating and combining the elements of dance, choreographic devices, form and production elements to communicate their choreographic intent. They choreograph, rehearse and perform dances, demonstrating technical and expressive skills appropriate to the genre and style.
In Drama, students:
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In Drama, students:
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Improvise with the elements of drama and narrative structure to develop ideas, and explore subtext to shape devised and scripted drama (ACADRM047)
Manipulate combinations of the elements of drama to develop and convey the physical and psychological aspects of roles and characters consistent with intentions in dramatic forms and performance styles (ACADRM048)
Practise and refine the expressive capacity of voice and movement to communicate ideas and dramatic action in a range of forms, styles and performance spaces, including exploration of those developed by Aboriginal and Torres Strait Islander dramatists (ACADRM049)
Structure drama to engage an audience through manipulation of dramatic action, forms and performance styles and by using design elements (ACADRM050)
Perform devised and scripted drama making deliberate artistic choices and shaping design elements to unify dramatic meaning for an audience (ACADRM051)
Evaluate how the elements of drama, forms and performance styles in devised and scripted drama convey meaning and aesthetic effect (ACADRR052)
Analyse a range of drama from contemporary and past times to explore differing viewpoints and enrich their drama making, starting with drama from Australia and including drama of Aboriginal and Torres Strait Islander Peoples, and consider drama in international contexts (ACADRR053)
By the end of Year 10, students analyse the elements of drama, forms and performance styles and evaluate meaning and aesthetic effect in drama they devise, interpret, perform and view. They use their experiences of drama practices from different cultures, places and times to evaluate drama from different viewpoints.
Students develop and sustain different roles and characters for given circumstances and intentions. They perform devised and scripted drama in different forms, styles and performance spaces. They collaborate with others to plan, direct, produce, rehearse and refine performances. They select and use the elements of drama, narrative and structure in directing and acting to engage audiences. They refine performance and expressive skills in voice and movement to convey dramatic action.
In Drama, students:
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In Drama, students:
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Improvise with the elements of drama and narrative structure to develop ideas, and explore subtext to shape devised and scripted drama (ACADRM047)
Manipulate combinations of the elements of drama to develop and convey the physical and psychological aspects of roles and characters consistent with intentions in dramatic forms and performance styles (ACADRM048)
Practise and refine the expressive capacity of voice and movement to communicate ideas and dramatic action in a range of forms, styles and performance spaces, including exploration of those developed by Aboriginal and Torres Strait Islander dramatists (ACADRM049)
Structure drama to engage an audience through manipulation of dramatic action, forms and performance styles and by using design elements (ACADRM050)
Perform devised and scripted drama making deliberate artistic choices and shaping design elements to unify dramatic meaning for an audience (ACADRM051)
Evaluate how the elements of drama, forms and performance styles in devised and scripted drama convey meaning and aesthetic effect (ACADRR052)
Analyse a range of drama from contemporary and past times to explore differing viewpoints and enrich their drama making, starting with drama from Australia and including drama of Aboriginal and Torres Strait Islander Peoples, and consider drama in international contexts (ACADRR053)
By the end of Year 10, students analyse the elements of drama, forms and performance styles and evaluate meaning and aesthetic effect in drama they devise, interpret, perform and view. They use their experiences of drama practices from different cultures, places and times to evaluate drama from different viewpoints.
Students develop and sustain different roles and characters for given circumstances and intentions. They perform devised and scripted drama in different forms, styles and performance spaces. They collaborate with others to plan, direct, produce, rehearse and refine performances. They select and use the elements of drama, narrative and structure in directing and acting to engage audiences. They refine performance and expressive skills in voice and movement to convey dramatic action.
In Drama, students:
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In Drama, students:
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Improvise with the elements of drama and narrative structure to develop ideas, and explore subtext to shape devised and scripted drama (ACADRM047)
Manipulate combinations of the elements of drama to develop and convey the physical and psychological aspects of roles and characters consistent with intentions in dramatic forms and performance styles (ACADRM048)
Practise and refine the expressive capacity of voice and movement to communicate ideas and dramatic action in a range of forms, styles and performance spaces, including exploration of those developed by Aboriginal and Torres Strait Islander dramatists (ACADRM049)
Structure drama to engage an audience through manipulation of dramatic action, forms and performance styles and by using design elements (ACADRM050)
Perform devised and scripted drama making deliberate artistic choices and shaping design elements to unify dramatic meaning for an audience (ACADRM051)
Evaluate how the elements of drama, forms and performance styles in devised and scripted drama convey meaning and aesthetic effect (ACADRR052)
Analyse a range of drama from contemporary and past times to explore differing viewpoints and enrich their drama making, starting with drama from Australia and including drama of Aboriginal and Torres Strait Islander Peoples, and consider drama in international contexts (ACADRR053)
By the end of Year 10, students analyse the elements of drama, forms and performance styles and evaluate meaning and aesthetic effect in drama they devise, interpret, perform and view. They use their experiences of drama practices from different cultures, places and times to evaluate drama from different viewpoints.
Students develop and sustain different roles and characters for given circumstances and intentions. They perform devised and scripted drama in different forms, styles and performance spaces. They collaborate with others to plan, direct, produce, rehearse and refine performances. They select and use the elements of drama, narrative and structure in directing and acting to engage audiences. They refine performance and expressive skills in voice and movement to convey dramatic action.
In Media Arts, students:
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In Media Arts, students:
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Experiment with ideas and stories that manipulate media conventions and genres to construct new and alternative points of view through images, sounds and text (ACAMAM073)
Manipulate media representations to identify and examine social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM074)
Develop and refine media production skills to integrate and shape the technical and symbolic elements in images, sounds and text for a specific purpose, meaning and style (ACAMAM075)
Plan and design media artworks for a range of purposes that challenge the expectations of specific audiences by particular use of production processes (ACAMAM076)
Produce and distribute media artworks for a range of community and institutional contexts and consider social, ethical and regulatory issues (ACAMAM077)
Evaluate how technical and symbolic elements are manipulated in media artworks to create and challenge representations framed by media conventions, social beliefs and values for a range of audiences (ACAMAR078)
Analyse a range of media artworks from contemporary and past times to explore differing viewpoints and enrich their media arts making, starting with Australian media artworks, including media artworks of Aboriginal and Torres Strait Islander Peoples, and international media artworks (ACAMAR079)
By the end of Year 10, students analyse how social and cultural values and alternative points of view are portrayed in media artworks they make, interact with and distribute. They evaluate how genre and media conventions and technical and symbolic elements are manipulated to make representations and meaning. They evaluate how social, institutional and ethical issues influence the making and use of media artworks.
Students produce representations that communicate alternative points of view in media artworks for different community and institutional contexts. They manipulate genre and media conventions and integrate and shape the technical and symbolic elements for specific purposes, meaning and style. They collaboratively apply design, production and distribution processes.
In Media Arts, students:
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In Media Arts, students:
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Experiment with ideas and stories that manipulate media conventions and genres to construct new and alternative points of view through images, sounds and text (ACAMAM073)
Manipulate media representations to identify and examine social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM074)
Develop and refine media production skills to integrate and shape the technical and symbolic elements in images, sounds and text for a specific purpose, meaning and style (ACAMAM075)
Plan and design media artworks for a range of purposes that challenge the expectations of specific audiences by particular use of production processes (ACAMAM076)
Produce and distribute media artworks for a range of community and institutional contexts and consider social, ethical and regulatory issues (ACAMAM077)
Evaluate how technical and symbolic elements are manipulated in media artworks to create and challenge representations framed by media conventions, social beliefs and values for a range of audiences (ACAMAR078)
Analyse a range of media artworks from contemporary and past times to explore differing viewpoints and enrich their media arts making, starting with Australian media artworks, including media artworks of Aboriginal and Torres Strait Islander Peoples, and international media artworks (ACAMAR079)
By the end of Year 10, students analyse how social and cultural values and alternative points of view are portrayed in media artworks they make, interact with and distribute. They evaluate how genre and media conventions and technical and symbolic elements are manipulated to make representations and meaning. They evaluate how social, institutional and ethical issues influence the making and use of media artworks.
Students produce representations that communicate alternative points of view in media artworks for different community and institutional contexts. They manipulate genre and media conventions and integrate and shape the technical and symbolic elements for specific purposes, meaning and style. They collaboratively apply design, production and distribution processes.
In Media Arts, students:
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In Media Arts, students:
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Experiment with ideas and stories that manipulate media conventions and genres to construct new and alternative points of view through images, sounds and text (ACAMAM073)
Manipulate media representations to identify and examine social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM074)
Develop and refine media production skills to integrate and shape the technical and symbolic elements in images, sounds and text for a specific purpose, meaning and style (ACAMAM075)
Plan and design media artworks for a range of purposes that challenge the expectations of specific audiences by particular use of production processes (ACAMAM076)
Produce and distribute media artworks for a range of community and institutional contexts and consider social, ethical and regulatory issues (ACAMAM077)
Evaluate how technical and symbolic elements are manipulated in media artworks to create and challenge representations framed by media conventions, social beliefs and values for a range of audiences (ACAMAR078)
Analyse a range of media artworks from contemporary and past times to explore differing viewpoints and enrich their media arts making, starting with Australian media artworks, including media artworks of Aboriginal and Torres Strait Islander Peoples, and international media artworks (ACAMAR079)
By the end of Year 10, students analyse how social and cultural values and alternative points of view are portrayed in media artworks they make, interact with and distribute. They evaluate how genre and media conventions and technical and symbolic elements are manipulated to make representations and meaning. They evaluate how social, institutional and ethical issues influence the making and use of media artworks.
Students produce representations that communicate alternative points of view in media artworks for different community and institutional contexts. They manipulate genre and media conventions and integrate and shape the technical and symbolic elements for specific purposes, meaning and style. They collaboratively apply design, production and distribution processes.
In Music, students:
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In Music, students:
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Improvise and arrange music, using aural recognition of texture, dynamics and expression to manipulate the elements of music to explore personal style in composition and performance (ACAMUM099)
Manipulate combinations of the elements of music in a range of styles, using technology and notation (ACAMUM100)
Practise and rehearse to refine a variety of performance repertoire with increasing technical and interpretative skill (ACAMUM101)
Plan and organise compositions with an understanding of style and convention, including drawing upon Australian music by Aboriginal and Torres Strait Islander artists (ACAMUM102)
Perform music applying techniques and expression to interpret the composer’s use of elements of music (ACAMUM103)
Evaluate a range of music and compositions to inform and refine their own compositions and performances (ACAMUR104)
Analyse a range of music from contemporary and past times to explore differing viewpoints and enrich their music making, starting with Australian music,including music of Aboriginal and Torres Strait Islander Peoples, and consider music in international contexts (ACAMUR105)
By the end of Year 10, students analyse different scores and performances aurally and visually. They evaluate the use of elements of music and defining characteristics from different musical styles. They use their understanding of music making in different cultures, times and places to inform and shape their interpretations, performances and compositions.
Students interpret, rehearse and perform solo and ensemble repertoire in a range of forms and styles. They interpret and perform music with technical control, expression and stylistic understanding. They use aural skills to recognise elements of music and memorise aspects of music such as pitch and rhythm sequences. They use knowledge of the elements of music, style and notation to compose, document and share their music.
In Music, students:
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In Music, students:
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Improvise and arrange music, using aural recognition of texture, dynamics and expression to manipulate the elements of music to explore personal style in composition and performance (ACAMUM099)
Manipulate combinations of the elements of music in a range of styles, using technology and notation (ACAMUM100)
Practise and rehearse to refine a variety of performance repertoire with increasing technical and interpretative skill (ACAMUM101)
Plan and organise compositions with an understanding of style and convention, including drawing upon Australian music by Aboriginal and Torres Strait Islander artists (ACAMUM102)
Perform music applying techniques and expression to interpret the composer’s use of elements of music (ACAMUM103)
Evaluate a range of music and compositions to inform and refine their own compositions and performances (ACAMUR104)
Analyse a range of music from contemporary and past times to explore differing viewpoints and enrich their music making, starting with Australian music,including music of Aboriginal and Torres Strait Islander Peoples, and consider music in international contexts (ACAMUR105)
By the end of Year 10, students analyse different scores and performances aurally and visually. They evaluate the use of elements of music and defining characteristics from different musical styles. They use their understanding of music making in different cultures, times and places to inform and shape their interpretations, performances and compositions.
Students interpret, rehearse and perform solo and ensemble repertoire in a range of forms and styles. They interpret and perform music with technical control, expression and stylistic understanding. They use aural skills to recognise elements of music and memorise aspects of music such as pitch and rhythm sequences. They use knowledge of the elements of music, style and notation to compose, document and share their music.
In Music, students:
Read full description ›
In Music, students:
Hide full description ›
Improvise and arrange music, using aural recognition of texture, dynamics and expression to manipulate the elements of music to explore personal style in composition and performance (ACAMUM099)
Manipulate combinations of the elements of music in a range of styles, using technology and notation (ACAMUM100)
Practise and rehearse to refine a variety of performance repertoire with increasing technical and interpretative skill (ACAMUM101)
Plan and organise compositions with an understanding of style and convention, including drawing upon Australian music by Aboriginal and Torres Strait Islander artists (ACAMUM102)
Perform music applying techniques and expression to interpret the composer’s use of elements of music (ACAMUM103)
Evaluate a range of music and compositions to inform and refine their own compositions and performances (ACAMUR104)
Analyse a range of music from contemporary and past times to explore differing viewpoints and enrich their music making, starting with Australian music,including music of Aboriginal and Torres Strait Islander Peoples, and consider music in international contexts (ACAMUR105)
By the end of Year 10, students analyse different scores and performances aurally and visually. They evaluate the use of elements of music and defining characteristics from different musical styles. They use their understanding of music making in different cultures, times and places to inform and shape their interpretations, performances and compositions.
Students interpret, rehearse and perform solo and ensemble repertoire in a range of forms and styles. They interpret and perform music with technical control, expression and stylistic understanding. They use aural skills to recognise elements of music and memorise aspects of music such as pitch and rhythm sequences. They use knowledge of the elements of music, style and notation to compose, document and share their music.
In Visual Arts, students:
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In Visual Arts, students:
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Conceptualise and develop representations of themes, concepts or subject matter to experiment with their developing personal style, reflecting on the styles of artists, including Aboriginal and Torres Strait Islander artists (ACAVAM125)
Manipulate materials, techniques, technologies and processes to develop and represent their own artistic intentions (ACAVAM126)
Develop and refine techniques and processes to represent ideas and subject matter (ACAVAM127)
Plan and design artworks that represent artistic intention (ACAVAM128)
Present ideas for displaying artworks and evaluate displays of artworks (ACAVAM129)
Evaluate how representations communicate artistic intentions in artworks they make and view to inform their future art making (ACAVAR130)
Analyse a range of visual artworks from contemporary and past times to explore differing viewpoints and enrich their visual art-making, starting with Australian artworks, including those of Aboriginal and Torres Strait Islander Peoples, and consider international artworks (ACAVAR131)
By the end of Year 10, students evaluate how representations communicate artistic intentions in artworks they make and view. They evaluate artworks and displays from different cultures, times and places. They analyse connections between visual conventions, practices and viewpoints that represent their own and others’ ideas. They identify influences of other artists on their own artworks.
Students manipulate materials, techniques and processes to develop and refine techniques and processes to represent ideas and subject matter in their artworks.
In Visual Arts, students:
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In Visual Arts, students:
Hide full description ›
Conceptualise and develop representations of themes, concepts or subject matter to experiment with their developing personal style, reflecting on the styles of artists, including Aboriginal and Torres Strait Islander artists (ACAVAM125)
Manipulate materials, techniques, technologies and processes to develop and represent their own artistic intentions (ACAVAM126)
Develop and refine techniques and processes to represent ideas and subject matter (ACAVAM127)
Plan and design artworks that represent artistic intention (ACAVAM128)
Present ideas for displaying artworks and evaluate displays of artworks (ACAVAM129)
Evaluate how representations communicate artistic intentions in artworks they make and view to inform their future art making (ACAVAR130)
Analyse a range of visual artworks from contemporary and past times to explore differing viewpoints and enrich their visual art-making, starting with Australian artworks, including those of Aboriginal and Torres Strait Islander Peoples, and consider international artworks (ACAVAR131)
By the end of Year 10, students evaluate how representations communicate artistic intentions in artworks they make and view. They evaluate artworks and displays from different cultures, times and places. They analyse connections between visual conventions, practices and viewpoints that represent their own and others’ ideas. They identify influences of other artists on their own artworks.
Students manipulate materials, techniques and processes to develop and refine techniques and processes to represent ideas and subject matter in their artworks.
In Visual Arts, students:
Read full description ›
In Visual Arts, students:
Hide full description ›
Conceptualise and develop representations of themes, concepts or subject matter to experiment with their developing personal style, reflecting on the styles of artists, including Aboriginal and Torres Strait Islander artists (ACAVAM125)
Manipulate materials, techniques, technologies and processes to develop and represent their own artistic intentions (ACAVAM126)
Develop and refine techniques and processes to represent ideas and subject matter (ACAVAM127)
Plan and design artworks that represent artistic intention (ACAVAM128)
Present ideas for displaying artworks and evaluate displays of artworks (ACAVAM129)
Evaluate how representations communicate artistic intentions in artworks they make and view to inform their future art making (ACAVAR130)
Analyse a range of visual artworks from contemporary and past times to explore differing viewpoints and enrich their visual art-making, starting with Australian artworks, including those of Aboriginal and Torres Strait Islander Peoples, and consider international artworks (ACAVAR131)
By the end of Year 10, students evaluate how representations communicate artistic intentions in artworks they make and view. They evaluate artworks and displays from different cultures, times and places. They analyse connections between visual conventions, practices and viewpoints that represent their own and others’ ideas. They identify influences of other artists on their own artworks.
Students manipulate materials, techniques and processes to develop and refine techniques and processes to represent ideas and subject matter in their artworks.
Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.
By the end of Year 10...
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Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.
By the end of Year 10 students will have had the opportunity to design and produce at least four designed solutions focused on one or more of the five technologies contexts content descriptions. There is one optional content description for each of the following: Engineering principles and systems, Food and fibre production, Food specialisations and Materials and technologies specialisations. There is an additional open content description to provide flexibility and choice. Students should have opportunities to experience creating designed solutions for products, services and environments.
In Year 9 and 10 students use design and technologies knowledge and understanding, processes and production skills and design thinking to produce designed solutions to identified needs or opportunities of relevance to individuals and regional and global communities. Students work independently and collaboratively. Problem-solving activities acknowledge the complexities of contemporary life and make connections to related specialised occupations and further study. Increasingly, study has a global perspective, with opportunities to understand the complex interdependencies involved in the development of technologies and enterprises. Students specifically focus on preferred futures, taking into account ethics; legal issues; social values; economic, environmental and social sustainability factors and using strategies such as life cycle thinking. Students use creativity, innovation and enterprise skills with increasing confidence, independence and collaboration.
Using a range of technologies including a variety of graphical representation techniques to communicate, students generate and represent original ideas and production plans in two and three-dimensional representations using a range of technical drawings including perspective, scale, orthogonal and production drawings with sectional and exploded views. They produce rendered, illustrated views for marketing and use graphic visualisation software to produce dynamic views of virtual products.
Students identify the steps involved in planning the production of designed solutions. They develop detailed project management plans incorporating elements such as sequenced time, cost and action plans to manage a range of design tasks safely. They apply management plans, changing direction when necessary, to successfully complete design tasks. Students identify and establish safety procedures that minimise risk and manage projects with safety and efficiency in mind, maintaining safety standards and management procedures to ensure success. They learn to transfer theoretical knowledge to practical activities across a range of projects.
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Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved (ACTDEK040)
Explain how products, services and environments evolve with consideration of preferred futures and the impact of emerging technologies on design decisions (ACTDEK041)
By the end of Year 10 students will have had the opportunity to design and produce designed solutions for one or more of the technologies contexts below.
Investigate and make judgments on how the characteristics and properties of materials are combined with force, motion and energy to create engineered solutions (ACTDEK043)
Investigate and make judgments on the ethical and sustainable production and marketing of food and fibre (ACTDEK044)
Investigate and make judgments on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating (ACTDEK045)
Investigate and make judgments on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions (ACTDEK046)
Investigate and make judgments, within a range of technologies specialisations, on how technologies can be combined to create designed solutions (ACTDEK047)
Critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas (ACTDEP048)
Develop, modify and communicate design ideas by applying design thinking, creativity, innovation and enterprise skills of increasing sophistication (ACTDEP049)
Work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make designed solutions (ACTDEP050)
Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability (ACTDEP051)
Develop project plans using digital technologies to plan and manage projects individually and collaboratively taking into consideration time, cost, risk and production processes (ACTDEP052)
By the end of Year 10, students explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used to produce products, services and environments. They identify the changes necessary to designed solutions to realise preferred futures they have described. When producing designed solutions for identified needs or opportunities, students evaluate the features of technologies and their appropriateness for purpose for one or more of the technologies contexts.
Students create designed solutions for one or more of the technologies contexts based on a critical evaluation of needs or opportunities. They establish detailed criteria for success, including sustainability considerations, and use these to evaluate their ideas...
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By the end of Year 10, students explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used to produce products, services and environments. They identify the changes necessary to designed solutions to realise preferred futures they have described. When producing designed solutions for identified needs or opportunities, students evaluate the features of technologies and their appropriateness for purpose for one or more of the technologies contexts.
Students create designed solutions for one or more of the technologies contexts based on a critical evaluation of needs or opportunities. They establish detailed criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions and processes. They create and connect design ideas and processes of increasing complexity and justify decisions. Students communicate and document projects, including marketing for a range of audiences. They independently and collaboratively apply sequenced production and management plans when producing designed solutions, making adjustments to plans when necessary. They select and use appropriate technologies skilfully and safely to produce high-quality designed solutions suitable for the intended purpose.
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Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.
By the end of Year 10...
Read full description ›
Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.
By the end of Year 10 students will have had the opportunity to design and produce at least four designed solutions focused on one or more of the five technologies contexts content descriptions. There is one optional content description for each of the following: Engineering principles and systems, Food and fibre production, Food specialisations and Materials and technologies specialisations. There is an additional open content description to provide flexibility and choice. Students should have opportunities to experience creating designed solutions for products, services and environments.
In Year 9 and 10 students use design and technologies knowledge and understanding, processes and production skills and design thinking to produce designed solutions to identified needs or opportunities of relevance to individuals and regional and global communities. Students work independently and collaboratively. Problem-solving activities acknowledge the complexities of contemporary life and make connections to related specialised occupations and further study. Increasingly, study has a global perspective, with opportunities to understand the complex interdependencies involved in the development of technologies and enterprises. Students specifically focus on preferred futures, taking into account ethics; legal issues; social values; economic, environmental and social sustainability factors and using strategies such as life cycle thinking. Students use creativity, innovation and enterprise skills with increasing confidence, independence and collaboration.
Using a range of technologies including a variety of graphical representation techniques to communicate, students generate and represent original ideas and production plans in two and three-dimensional representations using a range of technical drawings including perspective, scale, orthogonal and production drawings with sectional and exploded views. They produce rendered, illustrated views for marketing and use graphic visualisation software to produce dynamic views of virtual products.
Students identify the steps involved in planning the production of designed solutions. They develop detailed project management plans incorporating elements such as sequenced time, cost and action plans to manage a range of design tasks safely. They apply management plans, changing direction when necessary, to successfully complete design tasks. Students identify and establish safety procedures that minimise risk and manage projects with safety and efficiency in mind, maintaining safety standards and management procedures to ensure success. They learn to transfer theoretical knowledge to practical activities across a range of projects.
Hide full description ›
Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved (ACTDEK040)
Explain how products, services and environments evolve with consideration of preferred futures and the impact of emerging technologies on design decisions (ACTDEK041)
By the end of Year 10 students will have had the opportunity to design and produce designed solutions for one or more of the technologies contexts below.
Investigate and make judgments on how the characteristics and properties of materials are combined with force, motion and energy to create engineered solutions (ACTDEK043)
Investigate and make judgments on the ethical and sustainable production and marketing of food and fibre (ACTDEK044)
Investigate and make judgments on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating (ACTDEK045)
Investigate and make judgments on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions (ACTDEK046)
Investigate and make judgments, within a range of technologies specialisations, on how technologies can be combined to create designed solutions (ACTDEK047)
Critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas (ACTDEP048)
Develop, modify and communicate design ideas by applying design thinking, creativity, innovation and enterprise skills of increasing sophistication (ACTDEP049)
Work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make designed solutions (ACTDEP050)
Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability (ACTDEP051)
Develop project plans using digital technologies to plan and manage projects individually and collaboratively taking into consideration time, cost, risk and production processes (ACTDEP052)
By the end of Year 10, students explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used to produce products, services and environments. They identify the changes necessary to designed solutions to realise preferred futures they have described. When producing designed solutions for identified needs or opportunities, students evaluate the features of technologies and their appropriateness for purpose for one or more of the technologies contexts.
Students create designed solutions for one or more of the technologies contexts based on a critical evaluation of needs or opportunities. They establish detailed criteria for success, including sustainability considerations, and use these to evaluate their ideas...
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By the end of Year 10, students explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used to produce products, services and environments. They identify the changes necessary to designed solutions to realise preferred futures they have described. When producing designed solutions for identified needs or opportunities, students evaluate the features of technologies and their appropriateness for purpose for one or more of the technologies contexts.
Students create designed solutions for one or more of the technologies contexts based on a critical evaluation of needs or opportunities. They establish detailed criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions and processes. They create and connect design ideas and processes of increasing complexity and justify decisions. Students communicate and document projects, including marketing for a range of audiences. They independently and collaboratively apply sequenced production and management plans when producing designed solutions, making adjustments to plans when necessary. They select and use appropriate technologies skilfully and safely to produce high-quality designed solutions suitable for the intended purpose.
Hide full description ›
Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.
By the end of Year 10...
Read full description ›
Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.
By the end of Year 10 students will have had the opportunity to design and produce at least four designed solutions focused on one or more of the five technologies contexts content descriptions. There is one optional content description for each of the following: Engineering principles and systems, Food and fibre production, Food specialisations and Materials and technologies specialisations. There is an additional open content description to provide flexibility and choice. Students should have opportunities to experience creating designed solutions for products, services and environments.
In Year 9 and 10 students use design and technologies knowledge and understanding, processes and production skills and design thinking to produce designed solutions to identified needs or opportunities of relevance to individuals and regional and global communities. Students work independently and collaboratively. Problem-solving activities acknowledge the complexities of contemporary life and make connections to related specialised occupations and further study. Increasingly, study has a global perspective, with opportunities to understand the complex interdependencies involved in the development of technologies and enterprises. Students specifically focus on preferred futures, taking into account ethics; legal issues; social values; economic, environmental and social sustainability factors and using strategies such as life cycle thinking. Students use creativity, innovation and enterprise skills with increasing confidence, independence and collaboration.
Using a range of technologies including a variety of graphical representation techniques to communicate, students generate and represent original ideas and production plans in two and three-dimensional representations using a range of technical drawings including perspective, scale, orthogonal and production drawings with sectional and exploded views. They produce rendered, illustrated views for marketing and use graphic visualisation software to produce dynamic views of virtual products.
Students identify the steps involved in planning the production of designed solutions. They develop detailed project management plans incorporating elements such as sequenced time, cost and action plans to manage a range of design tasks safely. They apply management plans, changing direction when necessary, to successfully complete design tasks. Students identify and establish safety procedures that minimise risk and manage projects with safety and efficiency in mind, maintaining safety standards and management procedures to ensure success. They learn to transfer theoretical knowledge to practical activities across a range of projects.
Hide full description ›
Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved (ACTDEK040)
Explain how products, services and environments evolve with consideration of preferred futures and the impact of emerging technologies on design decisions (ACTDEK041)
By the end of Year 10 students will have had the opportunity to design and produce designed solutions for one or more of the technologies contexts below.
Investigate and make judgments on how the characteristics and properties of materials are combined with force, motion and energy to create engineered solutions (ACTDEK043)
Investigate and make judgments on the ethical and sustainable production and marketing of food and fibre (ACTDEK044)
Investigate and make judgments on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating (ACTDEK045)
Investigate and make judgments on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions (ACTDEK046)
Investigate and make judgments, within a range of technologies specialisations, on how technologies can be combined to create designed solutions (ACTDEK047)
Critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas (ACTDEP048)
Develop, modify and communicate design ideas by applying design thinking, creativity, innovation and enterprise skills of increasing sophistication (ACTDEP049)
Work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make designed solutions (ACTDEP050)
Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability (ACTDEP051)
Develop project plans using digital technologies to plan and manage projects individually and collaboratively taking into consideration time, cost, risk and production processes (ACTDEP052)
By the end of Year 10, students explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used to produce products, services and environments. They identify the changes necessary to designed solutions to realise preferred futures they have described. When producing designed solutions for identified needs or opportunities, students evaluate the features of technologies and their appropriateness for purpose for one or more of the technologies contexts.
Students create designed solutions for one or more of the technologies contexts based on a critical evaluation of needs or opportunities. They establish detailed criteria for success, including sustainability considerations, and use these to evaluate their ideas...
Read full description ›
By the end of Year 10, students explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used to produce products, services and environments. They identify the changes necessary to designed solutions to realise preferred futures they have described. When producing designed solutions for identified needs or opportunities, students evaluate the features of technologies and their appropriateness for purpose for one or more of the technologies contexts.
Students create designed solutions for one or more of the technologies contexts based on a critical evaluation of needs or opportunities. They establish detailed criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions and processes. They create and connect design ideas and processes of increasing complexity and justify decisions. Students communicate and document projects, including marketing for a range of audiences. They independently and collaboratively apply sequenced production and management plans when producing designed solutions, making adjustments to plans when necessary. They select and use appropriate technologies skilfully and safely to produce high-quality designed solutions suitable for the intended purpose.
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Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as precisely and accurately describing problems and the use of modular approaches...
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Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as precisely and accurately describing problems and the use of modular approaches to solutions. It also focuses on engaging students with specialised learning in preparation for vocational training or learning in the senior secondary years.
By the end of Year 10, students will have had opportunities to analyse problems and design, implement and evaluate a range of digital solutions, such as database-driven websites and artificial intelligence engines and simulations.
In Year 9 and 10, students consider how human interaction with networked systems introduces complexities surrounding access to, and the security and privacy of, data of various types. They interrogate security practices and techniques used to compress data, and learn about the importance of separating content, presentation and behavioural elements for data integrity and maintenance purposes.
Students explore how bias can impact the results and value of data collection methods and they use structured data to analyse, visualise, model and evaluate objects and events.
They learn how to develop multilevel abstractions, identify standard elements such as searching and sorting in algorithms, and explore the trade-offs between the simplicity of a model and the faithfulness of its representation.
When defining problems students consider the functional and non-functional requirements of a solution through interacting with clients and regularly reviewing processes. They consolidate their algorithmic design skills to incorporate testing and review, and further develop their understanding of the user experience to incorporate a wider variety of user needs. Students develop modular solutions to complex problems using an object-oriented programming language where appropriate, and evaluate their solutions and existing information systems based on a broad set of criteria including connections to existing policies and their enterprise potential. They consider the privacy and security implications of how data are used and controlled, and suggest how policies and practices can be improved to ensure the sustainability and safety of information systems.
Students progressively become more skilled at identifying the steps involved in planning solutions and developing detailed plans that are mindful of risks and sustainability requirements. When creating solutions, both individually and collaboratively, students comply with legal obligations, particularly with respect to the ownership of information, and when creating interactive solutions for sharing in online environments.
Hide full description ›
Investigate the role of hardware and software in managing, controlling and securing the movement of and access to data in networked digital systems (ACTDIK034)
Analyse simple compression of data and how content data are separated from presentation (ACTDIK035)
Develop techniques for acquiring, storing and validating quantitative and qualitative data from a range of sources, considering privacy and security requirements (ACTDIP036)
Analyse and visualise data to create information and address complex problems, and model processes, entities and their relationships using structured data (ACTDIP037)
Define and decompose real-world problems precisely, taking into account functional and non-functional requirements and including interviewing stakeholders to identify needs (ACTDIP038)
Design the user experience of a digital system by evaluating alternative designs against criteria including functionality, accessibility, usability, and aesthetics (ACTDIP039)
Design algorithms represented diagrammatically and in structured English and validate algorithms and programs through tracing and test cases (ACTDIP040)
Implement modular programs, applying selected algorithms and data structures including using an object-oriented programming language (ACTDIP041)
Evaluate critically how student solutions and existing information systems and policies, take account of future risks and sustainability and provide opportunities for innovation and enterprise (ACTDIP042)
Create interactive solutions for sharing ideas and information online, taking into account safety, social contexts and legal responsibilities (ACTDIP043)
Plan and manage projects using an iterative and collaborative approach, identifying risks and considering safety and sustainability (ACTDIP044)
By the end of Year 10, students explain the control and management of networked digital systems and the security implications of the interaction between hardware, software and users. They explain simple data compression, and why content data are separated from presentation. Students plan and manage digital projects using an iterative approach. They define and decompose complex problems in terms of functional and non-functional requirements.
Students design and evaluate user experiences and algorithms. They design and implement modular programs, including an object-oriented program, using algorithms and data structures involving modular functions that reflect the relationships of real-world data and data entities. They take account of privacy and security requirements when selecting and validating data. Students test and predict results and implement digital solutions. They evaluate information systems and their solutions in terms of risk, sustainability and potential for innovation and enterprise. They share and collaborate online, establishing protocols for the use, transmission and maintenance of data and projects.
Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as precisely and accurately describing problems and the use of modular approaches...
Read full description ›
Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as precisely and accurately describing problems and the use of modular approaches to solutions. It also focuses on engaging students with specialised learning in preparation for vocational training or learning in the senior secondary years.
By the end of Year 10, students will have had opportunities to analyse problems and design, implement and evaluate a range of digital solutions, such as database-driven websites and artificial intelligence engines and simulations.
In Year 9 and 10, students consider how human interaction with networked systems introduces complexities surrounding access to, and the security and privacy of, data of various types. They interrogate security practices and techniques used to compress data, and learn about the importance of separating content, presentation and behavioural elements for data integrity and maintenance purposes.
Students explore how bias can impact the results and value of data collection methods and they use structured data to analyse, visualise, model and evaluate objects and events.
They learn how to develop multilevel abstractions, identify standard elements such as searching and sorting in algorithms, and explore the trade-offs between the simplicity of a model and the faithfulness of its representation.
When defining problems students consider the functional and non-functional requirements of a solution through interacting with clients and regularly reviewing processes. They consolidate their algorithmic design skills to incorporate testing and review, and further develop their understanding of the user experience to incorporate a wider variety of user needs. Students develop modular solutions to complex problems using an object-oriented programming language where appropriate, and evaluate their solutions and existing information systems based on a broad set of criteria including connections to existing policies and their enterprise potential. They consider the privacy and security implications of how data are used and controlled, and suggest how policies and practices can be improved to ensure the sustainability and safety of information systems.
Students progressively become more skilled at identifying the steps involved in planning solutions and developing detailed plans that are mindful of risks and sustainability requirements. When creating solutions, both individually and collaboratively, students comply with legal obligations, particularly with respect to the ownership of information, and when creating interactive solutions for sharing in online environments.
Hide full description ›
Investigate the role of hardware and software in managing, controlling and securing the movement of and access to data in networked digital systems (ACTDIK034)
Analyse simple compression of data and how content data are separated from presentation (ACTDIK035)
Develop techniques for acquiring, storing and validating quantitative and qualitative data from a range of sources, considering privacy and security requirements (ACTDIP036)
Analyse and visualise data to create information and address complex problems, and model processes, entities and their relationships using structured data (ACTDIP037)
Define and decompose real-world problems precisely, taking into account functional and non-functional requirements and including interviewing stakeholders to identify needs (ACTDIP038)
Design the user experience of a digital system by evaluating alternative designs against criteria including functionality, accessibility, usability, and aesthetics (ACTDIP039)
Design algorithms represented diagrammatically and in structured English and validate algorithms and programs through tracing and test cases (ACTDIP040)
Implement modular programs, applying selected algorithms and data structures including using an object-oriented programming language (ACTDIP041)
Evaluate critically how student solutions and existing information systems and policies, take account of future risks and sustainability and provide opportunities for innovation and enterprise (ACTDIP042)
Create interactive solutions for sharing ideas and information online, taking into account safety, social contexts and legal responsibilities (ACTDIP043)
Plan and manage projects using an iterative and collaborative approach, identifying risks and considering safety and sustainability (ACTDIP044)
By the end of Year 10, students explain the control and management of networked digital systems and the security implications of the interaction between hardware, software and users. They explain simple data compression, and why content data are separated from presentation. Students plan and manage digital projects using an iterative approach. They define and decompose complex problems in terms of functional and non-functional requirements.
Students design and evaluate user experiences and algorithms. They design and implement modular programs, including an object-oriented program, using algorithms and data structures involving modular functions that reflect the relationships of real-world data and data entities. They take account of privacy and security requirements when selecting and validating data. Students test and predict results and implement digital solutions. They evaluate information systems and their solutions in terms of risk, sustainability and potential for innovation and enterprise. They share and collaborate online, establishing protocols for the use, transmission and maintenance of data and projects.
Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as precisely and accurately describing problems and the use of modular approaches...
Read full description ›
Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as precisely and accurately describing problems and the use of modular approaches to solutions. It also focuses on engaging students with specialised learning in preparation for vocational training or learning in the senior secondary years.
By the end of Year 10, students will have had opportunities to analyse problems and design, implement and evaluate a range of digital solutions, such as database-driven websites and artificial intelligence engines and simulations.
In Year 9 and 10, students consider how human interaction with networked systems introduces complexities surrounding access to, and the security and privacy of, data of various types. They interrogate security practices and techniques used to compress data, and learn about the importance of separating content, presentation and behavioural elements for data integrity and maintenance purposes.
Students explore how bias can impact the results and value of data collection methods and they use structured data to analyse, visualise, model and evaluate objects and events.
They learn how to develop multilevel abstractions, identify standard elements such as searching and sorting in algorithms, and explore the trade-offs between the simplicity of a model and the faithfulness of its representation.
When defining problems students consider the functional and non-functional requirements of a solution through interacting with clients and regularly reviewing processes. They consolidate their algorithmic design skills to incorporate testing and review, and further develop their understanding of the user experience to incorporate a wider variety of user needs. Students develop modular solutions to complex problems using an object-oriented programming language where appropriate, and evaluate their solutions and existing information systems based on a broad set of criteria including connections to existing policies and their enterprise potential. They consider the privacy and security implications of how data are used and controlled, and suggest how policies and practices can be improved to ensure the sustainability and safety of information systems.
Students progressively become more skilled at identifying the steps involved in planning solutions and developing detailed plans that are mindful of risks and sustainability requirements. When creating solutions, both individually and collaboratively, students comply with legal obligations, particularly with respect to the ownership of information, and when creating interactive solutions for sharing in online environments.
Hide full description ›
Investigate the role of hardware and software in managing, controlling and securing the movement of and access to data in networked digital systems (ACTDIK034)
Analyse simple compression of data and how content data are separated from presentation (ACTDIK035)
Develop techniques for acquiring, storing and validating quantitative and qualitative data from a range of sources, considering privacy and security requirements (ACTDIP036)
Analyse and visualise data to create information and address complex problems, and model processes, entities and their relationships using structured data (ACTDIP037)
Define and decompose real-world problems precisely, taking into account functional and non-functional requirements and including interviewing stakeholders to identify needs (ACTDIP038)
Design the user experience of a digital system by evaluating alternative designs against criteria including functionality, accessibility, usability, and aesthetics (ACTDIP039)
Design algorithms represented diagrammatically and in structured English and validate algorithms and programs through tracing and test cases (ACTDIP040)
Implement modular programs, applying selected algorithms and data structures including using an object-oriented programming language (ACTDIP041)
Evaluate critically how student solutions and existing information systems and policies, take account of future risks and sustainability and provide opportunities for innovation and enterprise (ACTDIP042)
Create interactive solutions for sharing ideas and information online, taking into account safety, social contexts and legal responsibilities (ACTDIP043)
Plan and manage projects using an iterative and collaborative approach, identifying risks and considering safety and sustainability (ACTDIP044)
By the end of Year 10, students explain the control and management of networked digital systems and the security implications of the interaction between hardware, software and users. They explain simple data compression, and why content data are separated from presentation. Students plan and manage digital projects using an iterative approach. They define and decompose complex problems in terms of functional and non-functional requirements.
Students design and evaluate user experiences and algorithms. They design and implement modular programs, including an object-oriented program, using algorithms and data structures involving modular functions that reflect the relationships of real-world data and data entities. They take account of privacy and security requirements when selecting and validating data. Students test and predict results and implement digital solutions. They evaluate information systems and their solutions in terms of risk, sustainability and potential for innovation and enterprise. They share and collaborate online, establishing protocols for the use, transmission and maintenance of data and projects.
The Year 9 and 10 curriculum supports students to refine and apply strategies for maintaining a positive outlook and evaluating behavioural expectations in different leisure, social, movement and...
Read full description ›
The Year 9 and 10 curriculum supports students to refine and apply strategies for maintaining a positive outlook and evaluating behavioural expectations in different leisure, social, movement and online situations. Students learn to critically analyse and apply health and physical activity information to devise and implement personalised plans for maintaining healthy and active habits. They also experience different roles that contribute to successful participation in physical activity, and propose strategies to support the development of preventive health practices that build and optimise community health and wellbeing.
In Years 9 and 10, students learn to apply more specialised movement skills and complex movement strategies and concepts in different movement environments. They also explore movement concepts and strategies to evaluate and refine their own and others’ movement performances. Students analyse how participation in physical activity and sport influence an individual’s identities, and explore the role participation plays in shaping cultures. The curriculum also provides opportunities for students to refine and consolidate personal and social skills in demonstrating leadership, teamwork and collaboration in a range of physical activities.
Focus areas to be addressed in Years 9 and 10 include:
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Evaluate factors that shape identities and critically analyse how individuals impact the identities of others (ACPPS089)
Examine the impact of changes and transitions on relationships (ACPPS090)
Plan, rehearse and evaluate options (including CPR and first aid) for managing situations where their own or others’ health, safety and wellbeing may be at short or long term risk (ACPPS091)
Propose, practise and evaluate responses in situations where external influences may impact on their ability to make healthy and safe choices (ACPPS092)
Investigate how empathy and ethical decision making contribute to respectful relationships (ACPPS093)
Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses (ACPPS094)
Critically analyse and apply health information from a range of sources to health decisions and situations (ACPPS095)
Plan, implement and critique strategies to enhance health, safety and wellbeing of their communities (ACPPS096)
Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural and built environments (ACPPS097)
Critique behaviours and contextual factors that influence health and wellbeing of diverse communities (ACPPS098)
Provide and apply feedback to develop and refine specialised movement skills in a range of challenging movement situations (ACPMP099)
Develop, implement and evaluate movement concepts and strategies for successful outcomes with and without equipment (ACPMP101)
Design, implement and evaluate personalised plans for improving or maintaining their own and others’ physical activity and fitness levels (ACPMP102)
Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences (ACPMP103)
Examine the role physical activity, outdoor recreation and sport play in the lives of Australians and investigate how this has changed over time (ACPMP104)
Devise, implement and refine strategies demonstrating leadership and collaboration skills when working in groups or teams (ACPMP105)
Transfer understanding from previous movement experiences to create solutions to movement challenges (ACPMP106)
Reflect on how fair play and ethical behaviour can influence the outcomes of movement activities (ACPMP107)
By the end of Year 10, students critically analyse contextual factors that influence identities, relationships, decisions and behaviours. They analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing. They evaluate the outcomes of emotional responses to different situations. Students access, synthesise and apply health information from credible sources to propose and justify responses to health situations. Students propose and evaluate interventions to improve fitness and physical activity levels in their communities. They examine the role physical activity has played historically in defining cultures and cultural identities.
Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgements about and refine their own and others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges.
The Year 9 and 10 curriculum supports students to refine and apply strategies for maintaining a positive outlook and evaluating behavioural expectations in different leisure, social, movement and...
Read full description ›
The Year 9 and 10 curriculum supports students to refine and apply strategies for maintaining a positive outlook and evaluating behavioural expectations in different leisure, social, movement and online situations. Students learn to critically analyse and apply health and physical activity information to devise and implement personalised plans for maintaining healthy and active habits. They also experience different roles that contribute to successful participation in physical activity, and propose strategies to support the development of preventive health practices that build and optimise community health and wellbeing.
In Years 9 and 10, students learn to apply more specialised movement skills and complex movement strategies and concepts in different movement environments. They also explore movement concepts and strategies to evaluate and refine their own and others’ movement performances. Students analyse how participation in physical activity and sport influence an individual’s identities, and explore the role participation plays in shaping cultures. The curriculum also provides opportunities for students to refine and consolidate personal and social skills in demonstrating leadership, teamwork and collaboration in a range of physical activities.
Focus areas to be addressed in Years 9 and 10 include:
Hide full description ›
Evaluate factors that shape identities and critically analyse how individuals impact the identities of others (ACPPS089)
Examine the impact of changes and transitions on relationships (ACPPS090)
Plan, rehearse and evaluate options (including CPR and first aid) for managing situations where their own or others’ health, safety and wellbeing may be at short or long term risk (ACPPS091)
Propose, practise and evaluate responses in situations where external influences may impact on their ability to make healthy and safe choices (ACPPS092)
Investigate how empathy and ethical decision making contribute to respectful relationships (ACPPS093)
Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses (ACPPS094)
Critically analyse and apply health information from a range of sources to health decisions and situations (ACPPS095)
Plan, implement and critique strategies to enhance health, safety and wellbeing of their communities (ACPPS096)
Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural and built environments (ACPPS097)
Critique behaviours and contextual factors that influence health and wellbeing of diverse communities (ACPPS098)
Provide and apply feedback to develop and refine specialised movement skills in a range of challenging movement situations (ACPMP099)
Develop, implement and evaluate movement concepts and strategies for successful outcomes with and without equipment (ACPMP101)
Design, implement and evaluate personalised plans for improving or maintaining their own and others’ physical activity and fitness levels (ACPMP102)
Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences (ACPMP103)
Examine the role physical activity, outdoor recreation and sport play in the lives of Australians and investigate how this has changed over time (ACPMP104)
Devise, implement and refine strategies demonstrating leadership and collaboration skills when working in groups or teams (ACPMP105)
Transfer understanding from previous movement experiences to create solutions to movement challenges (ACPMP106)
Reflect on how fair play and ethical behaviour can influence the outcomes of movement activities (ACPMP107)
By the end of Year 10, students critically analyse contextual factors that influence identities, relationships, decisions and behaviours. They analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing. They evaluate the outcomes of emotional responses to different situations. Students access, synthesise and apply health information from credible sources to propose and justify responses to health situations. Students propose and evaluate interventions to improve fitness and physical activity levels in their communities. They examine the role physical activity has played historically in defining cultures and cultural identities.
Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgements about and refine their own and others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges.
The Year 9 and 10 curriculum supports students to refine and apply strategies for maintaining a positive outlook and evaluating behavioural expectations in different leisure, social, movement and...
Read full description ›
The Year 9 and 10 curriculum supports students to refine and apply strategies for maintaining a positive outlook and evaluating behavioural expectations in different leisure, social, movement and online situations. Students learn to critically analyse and apply health and physical activity information to devise and implement personalised plans for maintaining healthy and active habits. They also experience different roles that contribute to successful participation in physical activity, and propose strategies to support the development of preventive health practices that build and optimise community health and wellbeing.
In Years 9 and 10, students learn to apply more specialised movement skills and complex movement strategies and concepts in different movement environments. They also explore movement concepts and strategies to evaluate and refine their own and others’ movement performances. Students analyse how participation in physical activity and sport influence an individual’s identities, and explore the role participation plays in shaping cultures. The curriculum also provides opportunities for students to refine and consolidate personal and social skills in demonstrating leadership, teamwork and collaboration in a range of physical activities.
Focus areas to be addressed in Years 9 and 10 include:
Hide full description ›
Evaluate factors that shape identities and critically analyse how individuals impact the identities of others (ACPPS089)
Examine the impact of changes and transitions on relationships (ACPPS090)
Plan, rehearse and evaluate options (including CPR and first aid) for managing situations where their own or others’ health, safety and wellbeing may be at short or long term risk (ACPPS091)
Propose, practise and evaluate responses in situations where external influences may impact on their ability to make healthy and safe choices (ACPPS092)
Investigate how empathy and ethical decision making contribute to respectful relationships (ACPPS093)
Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses (ACPPS094)
Critically analyse and apply health information from a range of sources to health decisions and situations (ACPPS095)
Plan, implement and critique strategies to enhance health, safety and wellbeing of their communities (ACPPS096)
Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural and built environments (ACPPS097)
Critique behaviours and contextual factors that influence health and wellbeing of diverse communities (ACPPS098)
Provide and apply feedback to develop and refine specialised movement skills in a range of challenging movement situations (ACPMP099)
Develop, implement and evaluate movement concepts and strategies for successful outcomes with and without equipment (ACPMP101)
Design, implement and evaluate personalised plans for improving or maintaining their own and others’ physical activity and fitness levels (ACPMP102)
Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences (ACPMP103)
Examine the role physical activity, outdoor recreation and sport play in the lives of Australians and investigate how this has changed over time (ACPMP104)
Devise, implement and refine strategies demonstrating leadership and collaboration skills when working in groups or teams (ACPMP105)
Transfer understanding from previous movement experiences to create solutions to movement challenges (ACPMP106)
Reflect on how fair play and ethical behaviour can influence the outcomes of movement activities (ACPMP107)
By the end of Year 10, students critically analyse contextual factors that influence identities, relationships, decisions and behaviours. They analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing. They evaluate the outcomes of emotional responses to different situations. Students access, synthesise and apply health information from credible sources to propose and justify responses to health situations. Students propose and evaluate interventions to improve fitness and physical activity levels in their communities. They examine the role physical activity has played historically in defining cultures and cultural identities.
Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgements about and refine their own and others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges.