The Late Adolescence/Early Adulthood (typically Years 11-12) Phase of Schooling provides teachers with guidance about the curriculum experiences likely to support students, so the learning outlined in the WACE syllabuses is achieved and the aims of the The Alice Springs (Mparntwe) Education Declaration opens in new window are met.

In this phase, students have a stronger sense of their own strengths, interests and goals, and how these play a major role in determining the decisions that affect their lives and in shaping their learning experiences. They have a developing sense of themselves as active participants who have some responsibility for the direction of community life, and are often concerned about major social and environmental issues and the ethical implications of human activity and knowledge.

Curricula are influenced by the use of more formal assessment, such as external examinations together with accreditation and certification, and post-school aspirations of students. Increasingly students may achieve some of desired learning in school, vocational education and training or in the workplace.

Many students study particular fields in greater depth than others. As well as extending students' knowledge and skills in their chosen areas in ways that meet their personal aspirations, learning programs should emphasise the ways in which different forms of knowledge and representation are based on particular assumptions, values and world views, the nature of which is conditional, tentative or partial.

Learning and teaching programs provide opportunity for students to demonstrate a high level of responsibility in the management of a wide range of tasks and in the management of their own learning. Learning experiences should enable students to plan and manage complex tasks, both individually and collaboratively. Students should have the opportunity to show initiative, creativity and problem-solving skills.

Students should continue to develop high levels of language competence, including competence within specialised language demands of particular fields of endeavour. They should also have experience in using language in ways that enhance their abilities to interact successfully with others in a wide range of situations, both formal and informal. Language is used for practical and aesthetic purposes and as a means of learning.

Students should also have experiences that continue to develop their ability to seek, use and evaluate information for a range of purposes. They should be involved in tasks that require them to clarify goals and approaches in relation to the information they need, show initiative and perseverance in accessing appropriate information, compare and evaluate information and ideas from different sources, and critically select and synthesise information in ways relevant to different purposes.