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• VCCCTR013

  Examine and use the structure of a basic argument, with an aim, reasons and conclusion to present a point of view

  Elaborations

  • drawing the structure of a basic argument using digital and non-digital technologies
  • dropping and dragging jumbled sentences from an argument into order and explaining and comparing different orderings using digital technologies or hard copy cards
  • providing a prompt and sentence starters to structure arguments for and against a claim, for example that “Ignoring teasing is the best response”

  VCCCTR013 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Reasoning

• VCCCTR086

  Use examples and past experience to illustrate understanding and point of view

  Elaborations

  • drawing conclusions and designing a course of action by acting out and identifying alternatives with teacher support
  • evaluating procedures and outcomes by investigating whether their work sounds and works right or makes sense with teacher support
  • identifying the main ideas and concepts developed as the result activity or investigation

  VCCCTR086 | Capabilities | Critical and Creative Thinking | Level D | Reasoning

• VCCCTR057

  Exposed to the application of reasoning and conclusions

  Elaborations

  • sharing words that show a conclusion has been reached
  • exposed to the reasoning by adults as they make choices between two options
  • adults explain everyday events and occurrences to show reasoning

  VCCCTR057 | Capabilities | Critical and Creative Thinking | Level A | Reasoning

• VCCCTR046

  Examine a range of rhetorical devices and reasoning errors, including false dichotomies and begging the question

  Elaborations

  • identifying why a claim in a persuasive text such as ‘when will people stop being so greedy?’ or an interview question asked by a journalist such as ‘what are you afraid of?’ is begging the question and how begging the question is often used as a term for circular arguments
  • discussing how false dichotomies are used, for example by stakeholders in political issues when they try to persuade
  • analysing a range of examples to explore when particular forms of reasoning are legitimate and when they are fallacious, for example, ad hominin arguments and the relevance of criticising the person making the argument rather than the argument itself; or hasty generalisations and whether an evidence base is sufficient enough to generalise from

  VCCCTR046 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Reasoning

• VCCCTR085

  Identify own reasoning and explore ideas, information and options with others

  Elaborations

  • identifying the elements of a problem which is broken down by a teacher and comparing feelings and solutions
  • identifying what they are thinking and their decision while attempting to solve a problem when prompted
  • identifying what they think about two possible actions from a field and possible consequences

  VCCCTR085 | Capabilities | Critical and Creative Thinking | Level D | Reasoning

• VCCCTR084

  Explore reasons and conclusions through investigation

  Elaborations

  • recording their understanding through images and words
  • beginning to explain the reasons for their choice, conclusion or decision
  • exploring and investigating and establishing ideas and understandings during and at the conclusion of this process

  VCCCTR084 | Capabilities | Critical and Creative Thinking | Level D | Reasoning

• VCCCTR050

  Investigate use of additional or refined criteria when application of original criteria does not produce a clear conclusion

  Elaborations

  • discussing characteristics of criteria such as specific, measurable, agreed, time-bound and how refining original criteria based on these characteristics can make them more precise
  • using a range of examples to test the strength of given criteria, such as what counts as sustainable and justifying refinements or additions to criteria
  • evaluating the clarity of a proposed conclusion, discussing what role criteria played in reaching that clarity

  VCCCTR050 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Reasoning

• VCCCTR048

  Investigate the nature and use of counter examples structured as arguments

  Elaborations

  • using a clearly absurd case to construct a counterexample that shows the faulty form of an argument, for example criticising an argument by showing that it is of a similar form to ‘if cats are amphibians, then cats are animals; cats are animals, therefore cats are amphibians.’
  • using ‘if…then’ reasoning to construct a counterexample, for example ‘But if this (other industry) tried this innovation strategy, it would be much more expensive and so not all industries could do it so easily’

  VCCCTR048 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Reasoning

• VCCCTR067

  Experience information and ideas by participating in routine experiences

  Elaborations

  • exploring the world around them by attempting different courses of actions
  • experiencing step by step activities and experiencing teachers explaining course of action
  • evaluating procedures and outcomes by experiencing the effect of their actions throughout daily activities
  • sharing ideas about what keeps you safe during routine experiences

  VCCCTR067 | Capabilities | Critical and Creative Thinking | Level B | Reasoning

• VCCCTR005

  Compare and contrast information and ideas in own and others reasoning

  Elaborations

  • sharing points of view and discussing information and ideas used to help reach each point of view
  • talking about two arguments with similar conclusions and identifying the information or ideas used in each identifying similarities and differences

  VCCCTR005 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Reasoning

• VCCCTR037

  Investigate when counter examples might be used in expressing a point of view

  Elaborations

  • discussing whether exceptions to a rule affect its strength, for example in testing technological solutions and considering the number of times the solution failed and how it failed
  • identifying reasons for seeking counter examples in evaluating arguments, for example to mitigate confirmation bias, or to identify the limits of a claim

  VCCCTR037 | Capabilities | Critical and Creative Thinking | Levels 7 and 8 | Reasoning

• VCCCTR049

  Consider ambiguity and equivocation and how they affect the strength of arguments

  Elaborations

  • identifying phrases or words in an argument that are misleading because they do not contain a single meaning and discussing which meaning serves the argument better
  • discussing why ambiguity and/or equivocation might be deliberately used in a point of view, for example to express humour
  • examining strategies to resolve ambiguities such as declaring a definition or making context clearer

  VCCCTR049 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Reasoning

• VCNRC035

  Initiate interactions and exchange information with peers, describing feelings and preferences, aspects of daily life, school, friends and hobbies

  Elaborations

  • asking and responding to questions to exchange information about shared interests, hobbies or friends
  • sharing experiences and feelings, such as weekend activities and likes/dislikes using set phrases
  • using communication strategies such as active listening skills, turn-taking cues and requests for clarification or more detail to support the exchange of information
  • comparing routines, interests and hobbies, using language associated with time, sequence and location

  VCNRC035 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Socialising

• VCNRC045

  Share experiences of learning and using the language being studied, and reflect on the effect of language learning on own identity

  Elaborations

  • preparing a class profile to exchange with students who speak the language being studied, showing language backgrounds and interests represented in the class, using captions and symbols such as flags and words from different languages
  • exploring the idea of stereotypes associated with languages and identities, and discussing how stereotypes affect attitudes and communication and can be inaccurate
  • exploring how their linguistic and cultural background, for example, languages spoken, key relationships and intercultural experiences, influence their sense of who they are
  • connecting various personal experiences of learning the language, and describing how learning the language has influenced own everyday behaviour and language use, for example, using the language outside the language classroom
  • considering whether learning and using the language impacts on their sense of identity either in or out of the classroom

  VCNRC045 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Reflecting

• VCNRC040

  Listen to, read and view imaginative texts and respond by expressing feelings and opinions about the storyline, themes and characters

  Elaborations

  • responding to stories, myths, fables and films, using modelled language to describe themes, characters and actions
  • producing storyboards to represent key events in different types of imaginative texts, including captions or word bubbles to capture moods or feelings
  • introducing and comparing favourite characters in stories, myths, fables and films, listing associated key words or expressions
  • commenting on elements of humour and drama, and the use of sound effects and facial expressions relating to the characters depicted in stories, myths and fables

  VCNRC040 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Creating

• VCNRC042

  Translate simple texts from the language being studied to English and vice versa, identifying words and expressions that do not always translate literally and may have more than one meaning

  Elaborations

  • comparing translations of written texts such as advertisements, websites, food packaging and menus, and considering how meanings may be interpreted from a different cultural perspective
  • translating simple sentences, noticing that there is not always word-for-word equivalence
  • recognising that some words cannot be translated into English without losing some of the meaning, or cannot be translated using only one word
  • identifying and explaining expressions and idioms that do not make sense when translated word-for-word
  • explaining to the teacher, peers and family how some words may have many different meanings

  VCNRC042 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Translating

• VCNRC036

  Collaborate in group tasks and shared experiences which involve planning, making suggestions and completing transactions

  Elaborations

  • planning and organising an event, such as inviting a special guest to speak to the class about celebrations or to share a traditional recipe
  • working with another group, for example, by reading books to younger students, or teaching a skill, such as dyeing eggs, to another class
  • planning and organising an activity such as an excursion or party, using expressions related to place, time and numbers
  • creating displays, presentations or performances for family, friends or the school community to showcase their progress in learning the target language or to promote the learning of the target language and culture

  VCNRC036 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Socialising

• VCNRC039

  Convey and present information about aspects of personal world, through prepared texts such as diagrams, dialogues and timelines

  Elaborations

  • constructing a visual, digital or narrative profile of the local community for people arriving from overseas, collecting information from public and community texts, such as fliers, newsletters, advertisements and brochures
  • preparing and giving simple oral presentations on personal world, for example, a timeline of growth and change, family celebrations and other special occasions
  • presenting the results of a class survey about aspects of personal world such as daily routines, for example, by creating a poster or digital presentation using diagrams, charts or timelines
  • conveying information to others using descriptive language, for example, producing a simple brochure or an advertisement about a city or tourist attraction in a country where the language is spoken
  • preparing a dialogue with a partner about self
  • using graphic organisers to convey information in particular ways, for example, to show priorities (list/table), to compare statistics or ideas (Venn diagram), or to highlight frequency (graphs)
  • reporting information based on own or group research, and supporting the information with photos, illustrations, captions or diagrams

  VCNRC039 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Informing

• VCNRC037

  Interact in class activities, using questions, statements and responses to enhance, demonstrate and share understanding

  Elaborations

  • collaborating with peers during individual or group activities
  • checking on progress during learning tasks or activities
  • asking peers politely to do something and responding to requests, for example, giving and receiving things
  • talking about the experience of learning and using the language, comparing what they can and cannot do

  VCNRC037 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Socialising

• VCNRC041

  Create and perform imaginative texts such as stories, skits or rap, using familiar language

  Elaborations

  • producing short scripted plays with teacher support, to perform to class, younger students or the school community
  • creating and performing simple songs, rhymes and rap to teach vocabulary and word patterns to younger language classes
  • creating and using own texts, such as storyboards, digital stories, booklets or board games, based on characters, settings and events from a myth or commonly told story

  VCNRC041 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Creating