Level 10

By the end of Level 10, students demonstrate the following skills in English.

By the end of Level 10, students recognise the effect of approximations of real numbers in repeated calculations.

Students use mathematical modelling to solve problems involving growth and decay in financial and other applied situations, applying linear, quadratic and exponential functions as appropriate, and solve related equations, numerically and graphically. They make and test conjectures involving functions and relations using digital tools. Students substitute into formulas, find unknown values, manipulate linear and quadratic algebraic expressions, expand binomial expressions and factorise monic and simple non-monic quadratic expressions, with and without the use of digital tools. They solve...

By the end of Level 10, students analyse and evaluate how the elements of dance, choreographic devices and style-specific techniques are manipulated in dance they create and present to audiences and in works they experience. They evaluate how and why choreographers across contexts and cultures present and challenge ideas and meaning through dance. They evaluate how dance is used to celebrate and challenge perspectives in relation to Australian identity, including the dances of Aboriginal and Torres Strait Islander Peoples. Students work individually and collaboratively to create dances that communicate ideas, perspectives and meaning. They document, reflect on,...

By the end of Level 10, students analyse and evaluate how the elements of drama, expressive and performance skills, and conventions of styles are manipulated in drama they create, present and experience. They evaluate how and why theatre-makers across contexts and cultures use drama to challenge ideas and make meaning. Students evaluate how drama and theatre is used to celebrate and challenge perspectives in relation to Australian identity, including through the drama of Aboriginal and Torres Strait Islander Peoples. They work individually and collaboratively to apply and manipulate the use of the elements of drama and theatre...

By the end of Level 10, students analyse and evaluate how and why media arts concepts are manipulated to construct representations in media arts works they produce and experience. They evaluate how and why media artists across cultures, times, places and/or other contexts use media arts concepts to represent and/or challenge ideas, perspectives and/or meaning, including the practices of Aboriginal and Torres Strait Islander creators and producers. They evaluate how media arts are used to celebrate and challenge perspectives of Australian identity, including the media arts works of Aboriginal and Torres Strait Islander Peoples.

Students use media...

By the end of Level 10, students analyse and evaluate ways the elements of music and compositional devices are exploited to engage audiences in music they compose, perform and experience. They investigate ways music from across cultures, times, places and other contexts communicates ideas, perspectives and meaning, including the practices of Aboriginal and Torres Strait Islander musicians. They evaluate how music is used to celebrate and challenge perspectives of Australian identity, including those of Aboriginal and Torres Strait Islander Peoples.

Students demonstrate listening skills relevant to the styles in which they are working when composing, arranging and...

By the end of Level 10, students analyse and evaluate how and why visual conventions, visual arts processes and materials are manipulated in artworks they create and experience. They evaluate how and why artists from across cultures, times, places and other contexts use visual conventions, visual arts processes and materials in their visual arts practice and/or artworks to communicate and/or challenge ideas, perspectives and meaning, including the practices of Aboriginal and Torres Strait Islander artists. They evaluate how visual arts are used to represent, celebrate and challenge perspectives of Australian identity, including artworks by Aboriginal and Torres...

By the end of Level 10, students analyse and evaluate how and why ideas and information are communicated in visual communication designs and solutions they design or experience. They evaluate the way designers across fields of design practice from different cultures, times, places and other contexts communicate ideas and information, including evaluating the practices of Aboriginal and Torres Strait Islander designers. They evaluate how designers celebrate and challenge perspectives of Australian identity in visual communications across fields of design practice and in different contexts.

Students select and apply visual language, methods, media and materials to generate design...

By the end of Level 10, students construct, use and adapt questions to support thinking in different contexts. They select, justify, use and reflect on a range of strategies to generate new ideas and possibilities and critically reflect on suspension of judgement when generating and evaluating alternative ideas and possibilities from different perspectives.

Students analyse and critically reflect on the structure, clarity, consistency and coherence of a conclusion and its justification in different contexts. They identify the qualities required when communicating a claim and grounds for a claim in different contexts and they analyse, evaluate and refine...

By the end of Level 10, students analyse distinctions, connections and tensions between ethical concepts in different situations or contexts. They analyse how ethical perspectives develop and can be challenged and change, and how an ethical perspective can be negotiated.

Students identify and analyse an ethical issue, comparing ethical perspectives involved. They identify and analyse a range of actions and their consequences in response to an ethical issue, with reference to ethical concepts. Students explain and reflect on decision-making between competing actions, with reference to a range of ethical frameworks and ethical concepts, and they analyse and...

By the end of Level 10, students propose and evaluate personal strategies to manage their identities and responses to change and transitions. They evaluate how attitudes and beliefs about equality, respect, diversity and inclusion influence the nature and quality of relationships. They evaluate personal strategies to manage emotional responses to different situations and reflect on the impact of their ability to manage these responses on health and wellbeing. Students propose and evaluate strategies to manage online and offline situations where their own or others’ health, safety, relationships or wellbeing may be negatively impacted. They synthesise health information...

By the end of Level 10, students evaluate the Australian government’s roles and responsibilities at a regional and a global level, including its international legal obligations. They analyse the Australian Constitution as the basis of the Australian system of government, the process for constitutional change and the role of parliaments and the High Court of Australia in protecting rights. Students compare this system of government with at least one other system in the Asia-Pacific region. They evaluate the roles of key democratic institutions in public discourse and ways of sustaining a resilient democracy. Students discuss individual and...

By the end of Level 10, students can analyse the circular flow model of the economy and assess the appropriateness of specific government and Reserve Bank of Australia economic interventions through fiscal and monetary policy. They explain the interdependence of the different sectors of the economy, identify and analyse the economic indicators used to measure economic performance, and assess the implications of Australia’s participation in the global economy via international trade.

They explain how and why businesses can seek to create and maintain a competitive advantage and the role of entrepreneurship, marketing and public relations strategies in...

By the end of Level 10, students evaluate the significant events, developments and ideas that shaped the modern world, including histories of Australia, the world wars and the Holocaust, and Aboriginal and Torres Strait Islander Peoples’ rights and freedoms over the period between 1750 and the early 21st century.

Students formulate and adapt historical questions to support the development of historical investigations and their use of historical sources and concepts to interpret the modern world. They organise historical narratives of events, ideas and developments in chronological order to explain varied patterns and forms of continuity and...

By the end of Level 10, students explain a range of ways in which diverse cultures influence one another, and analyse how this impacts identity and a sense of belonging and inclusion. They explain how institutions influence intercultural relations and experiences in different contexts, and analyse the challenges and benefits of building and maintaining a cohesive, culturally diverse society.

Students evaluate worldview community inclusion in addressing social and environmental challenges, analysing the contribution of diverse worldviews.

By the end of Level 10, students analyse and evaluate emotional complexity in personal and social contexts from different perspectives. They analyse a range of ways to support themselves and others, make selections and adaptations and justify their decisions, taking into consideration other perspectives, enablers and barriers, as appropriate to different needs and contexts. They identify, analyse and reflect on strategies for responding to challenges and for supporting independence and responsible decision-making, considering personal and social enablers of and barriers to success, and making adaptations.

Students analyse different perspectives on social issues and the benefits and challenges...

By the end of Level 10, students analyse the importance of different scientific methods, critique, replication, publication and peer review in the development of scientific knowledge. They examine the relationship between science, engineering and technologies. They examine how different projected outcomes of the application of scientific knowledge to a selected socio-scientific issue may lead to varied support from individuals and groups in society. They discuss how scientific information and misinformation may inform personal and social decision-making and influence priorities for scientific research.

Students describe how the processes of sexual and asexual reproduction enable survival of the...

By the end of Level 10, students contribute to and extend interactions in Chinese in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by identifying and evaluating information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They apply and use complex sentences and structures to create and respond to spoken and written texts. They use a variety of tenses to sequence events and use language...

By the end of Level 10, students initiate and sustain Chinese to exchange and compare ideas and experiences about their own and others’ personal worlds. They communicate using spoken and written language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate their understanding of different perspectives. They identify and evaluate information and respond in Chinese or English, adjusting their language to convey meaning and to suit context, purpose and audience. They use structures and features of non-verbal, spoken and written Chinese to create texts. They use...

By the end of Level 10, students contribute to and extend interactions in French in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by identifying and evaluating information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They apply and use complex sentences and structures to create and respond to spoken and written texts. They use a variety of tenses to sequence events and use language...

By the end of Level 10, students initiate and sustain French to exchange and compare ideas and experiences about their own and others’ personal worlds. They communicate using spoken and written language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate their understanding of different perspectives. They identify and evaluate information and respond in French or English, adjusting their language to convey meaning and to suit context, purpose and audience. They use structures and features of non-verbal, spoken and written French to create texts.

Students apply...

By the end of Level 10, students contribute to and extend interactions in Italian in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by identifying and evaluating information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They apply and use complex sentences and structures to create and respond to spoken and written texts. They use a variety of tenses to sequence events and use language...

By the end of Level 10, students initiate and sustain Italian to exchange and compare ideas and experiences about their own and others’ personal worlds. They communicate using spoken and written language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate their understanding of different perspectives. They identify and evaluate information and respond in Italian or English, adjusting their language to convey meaning and to suit context, purpose and audience. They use structures and features of non-verbal, spoken and written Italian to create texts.

Students...

By the end of Level 10, students contribute to and extend interactions in Japanese in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by identifying and evaluating information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They apply and use complex sentences and structures to create and respond to spoken and written texts. They use a variety of tenses to sequence events and use language...

By the end of Level 10, students initiate and sustain Japanese to exchange and compare ideas and experiences about their own and others’ personal worlds. They communicate using spoken and written language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate their understanding of different perspectives. They identify and evaluate information and respond in Japanese or English, adjusting their language to convey meaning and to suit context, purpose and audience. They use structures and features of non-verbal, spoken and written Japanese to create texts. They use...

By the end of Level 10, students explain how people consider factors that affect design decisions, and the technologies used to design and produce products, services and environments that address ethical considerations. They explain and critique the contribution of innovation, enterprise skills and emerging technologies to sustainability and worldviews. For one or more of the Technologies Contexts sub-strands, students discuss the features of technologies and their appropriateness for purpose, and use design thinking to develop and co-develop designed solutions based on an analysis of identified needs or opportunities. Students create, adapt and refine design ideas, processes and...

By the end of Level 10, students explain how digital systems manage, control and secure access to data in networks. They model and evaluate cyber security threats and vulnerabilities.

Students describe a range of data compression techniques. They represent documents as content, structure and markup. Students acquire, manipulate and validate data using spreadsheets and relational databases. They interpret, model and visualise data using spreadsheets, and relational databases using queries, to draw conclusions and identify trends. Students use advanced features of digital tools to create and communicate interactive content for an audience. They use project management tools to...

By the end of Level 10, students explain how the interactions of people and environmental processes at different scales change the characteristics of places. Students explain the impacts of human activity on environments, and the effect of environments on human activity, over time. They evaluate the distribution of a geographical phenomenon and its implications. Students evaluate interconnections between people and places and environments. They analyse changes that result from these interconnections and their consequences. They analyse sustainability and how it can be considered to understand environmental issues. Students evaluate strategies to address a geographical phenomenon, issue or...