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Victorian Curriculum and Assessment Authority

Critical and Creative Thinking

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  1. 3-4
  2. 5-6
  3. 7-8
  4. 9-10

Levels 3 and 4

Levels 3 and 4 Description

In Levels 3 and 4, the curriculum focuses on developing the knowledge, skills and understanding to improve and monitor thinking. Students learn and consider the advantages of different thinking techniques. Students learn there are different ways to respond to problems, visualise thinking and think more effectively.

Levels 3 and 4 Content Descriptions

Questions and Possibilities

  1. Construct and use open and closed questions for different purposes (VCCCTQ010)
    Elaborations
    1. providing a range of sample questions about a text and asking students to classify them in terms of having one right answer and many different possibilities
    2. constructing and using closed and open questions, for example to investigate the characteristics of a place and how people describe these characteristics
    3. elaborating on closed questions to transform them into open questions, for example for the purpose of gathering a range of data
  2. Explore reactions to a given situation or problem and consider the effect of pre-established preferences (VCCCTQ011)
    Elaborations
    1. examining health messages about particular foods and reflecting on whether their reaction to the message is influenced by whether they like the food or not
    2. examining how a particular win/loss record might establish expectations for future outcomes
    3. making predictions, for example about the buoyancy of objects in different liquids, then posing questions such as ‘how did our previous knowledge about the buoyancy of an object affect our predictions?’
  3. Investigate different techniques to sort facts and extend known ideas to generate novel and imaginative ideas (VCCCTQ012)
    Elaborations
    1. using a table to compare observable features of living, non-living and once living things; creating a checklist of what makes something living; and using the table and checklist to imagine a new living creature
    2. using a technique such as ‘SCAMPER’ to generate novel ideas for the use of particular objects, for example adapting an object originally intended for cooking to be a musical instrument
    3. exploring the technique of breaking down a movement sequence into its smaller parts and then rethinking the combination of those parts when creating a new movement sequence
    4. exploring strategies to determine the strength of rules to explain patterns of numbers or shapes

Reasoning

  1. Examine and use the structure of a basic argument, with an aim, reasons and conclusion to present a point of view (VCCCTR013)
    Elaborations
    1. drawing the structure of a basic argument using digital and non-digital technologies
    2. dropping and dragging jumbled sentences from an argument into order and explaining and comparing different orderings using digital technologies or hard copy cards
    3. providing a prompt and sentence starters to structure arguments for and against a claim, for example that “Ignoring teasing is the best response”
  2. Distinguish between main and peripheral ideas in own and others information and points of view (VCCCTR014)
    Elaborations
    1. annotating an argument with different colours or using a concept map to show the most important and less important information and explaining their annotations to others
    2. experimenting with arguments by changing the order of ideas and discussing effectiveness
    3. creating a bumper sticker or headline to show the main idea in a point of view
    4. comparing different responses to identify main ideas and information, for example on why people participate in community activities
  3. Investigate why and when the consequences of a point of view should be considered (VCCCTR015)
    Elaborations
    1. discussing consequences of different alternatives and why doing this is useful, for example, to enable a plan to minimise negative impacts on people or the environment
    2. considering when consequences of actions might need to be explicitly deliberated, for example when actions affect more than one group or individual; or, could involve risk or harm; or, are aimed at achieving a specific goal or design solution
    3. distinguishing between good and bad consequences from different points of view
  4. Identify and use ‘If, then…’ and ‘what if…’ reasoning (VCCCTR016)
    Elaborations
    1. using the sentence starter ‘What if…’ to explore possible consequences
    2. using ‘what if…’ or ‘imagine that…’ to find examples to explore the strength of suggestions
    3. identifying how ‘if, then…’ reasoning can be used to move from separate pieces of information to a conclusion, for example reasoning from historical sources (i) If a First Fleet convict in the colony were found guilty of a crime then they were punished; and (ii) this convict was found guilty of being disrespectful; to (iii) inferring the convict went on to be punished
  5. Explore distinctions when organising and sorting information and ideas from a range of sources (VCCCTR017)
    Elaborations
    1. discussing what things have in common and what is different and identifying the differences as distinctions, for example comparing music instruments from different cultures
    2. using a graphic organiser to identify the category that things have in common and the differences within the category and reporting on the distinctions, for example categorising materials as solid or liquid and identifying differences within each category
    3. discussing why distinctions may need to be made when developing a packaging design solution, for example to find the material that is the strongest or most durable; most environmental friendly; cheapest

Meta-Cognition

  1. Consider concrete and pictorial models to facilitate thinking, including a range of visualisation strategies (VCCCTM018)
    Elaborations
    1. drawing a picture to represent a descriptive text, such as a written description of a place, person or object, comparing pictures with others and discussing similarities and differences in interpretations
    2. suggesting and using pictorial modelling as a strategy to assist in drawing a conclusion, for example suggesting using a bar graph to show ranking of preferences in response to a survey
  2. Examine an increased range of learning strategies, including visualisation, note-taking, peer instruction and incubation, and reflect on how these can be applied to different tasks to reach a goal (VCCCTM019)
    Elaborations
    1. discussing different uses of visualisation as a learning strategy, for example to improve learning of a process or technique, to clarify a goal or to improve concentration
    2. experimenting with allowing different times between practising spelling lists and reflecting on what was more effective
  3. Investigate a range of problem-solving strategies, including brainstorming, identifying, comparing and selecting options, and developing and testing hypotheses (VCCCTM020)
    Elaborations
    1. identifying and applying techniques to improve brainstorming such as setting time limits or swapping notes part way through to then build on another’s ideas
    2. undertaking trials to develop an hypothesis about the relationship between two variables, for example between the angle of a boomerang and distance, and reflecting on how hypotheses can be used to make predictions for different purposes

Levels 3 and 4 Achievement Standard

By the end of Level 4, students explain how to construct open and closed questions and use them for different purposes. Students select and apply techniques to generate a range of ideas that extend how problems are solved.

Students describe and structure arguments with clearly identified aims, premises and conclusions. They use and explain a range of strategies to develop their arguments. They identify the need to make distinctions and apply strategies to make these.

Students use concrete and pictorial models to facilitate thinking, including a range of visualisation strategies. They practice and apply an increased range of learning strategies, including visualisation, note-taking, peer instruction and incubation. Students select and apply a range of problem-solving strategies.

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Levels 5 and 6

Levels 5 and 6 Description

In Levels 5 and 6, the curriculum focuses on developing the knowledge, skills and understanding to test the strength of thinking. Students develop their capacity to deliberately manage their thinking. Students explore common errors that can occur in thinking.

Levels 5 and 6 Content Descriptions

Questions and Possibilities

  1. Examine how different kinds of questions can be used to identify and clarify information, ideas and possibilities (VCCCTQ021)
    Elaborations
    1. exploring how different questions can change the focus of a topic, for example social , political, historical, economic questions, as part of a planning an inquiry
    2. comparing two sets of survey questions on the same topic and identifying similarities and differences and discussing possible reasons for these
    3. discussing questions designed to elicit quantitative responses and those designed to elicit qualitative responses and constructing both kinds of questions, for example as part of research into consumer decision-making
  2. Experiment with alternative ideas and actions by setting preconceptions to one side (VCCCTQ022)
    Elaborations
    1. using set brainstorming rules such as deferring judgment, or building on the ideas of others, as part of a small group creating a Rube Goldberg machine
    2. identifying and then setting aside preconceptions on the impact of consumer choices, to consider other perspectives from the broader community
    3. exploring how to set preconceptions aside by constructing an opposing view, for example writing a paragraph about their favourite book or movie and preparing possible ideas to oppose their original view
  3. Identify and form links and patterns from multiple information sources to generate non-routine ideas and possibilities (VCCCTQ023)
    Elaborations
    1. discussing how looking for factors such as underlying skills, causes, or processes can assist in finding links across apparently unconnected sources
    2. examining the approach to a particular problem in multiple sources and looking for patterns in approaches, for example in creating a text comparing written, spoken and multi-modal sources for patterns in how they represent a particular aesthetic effect or emotion
    3. exploring arts works from a particular movement unfamiliar to them, identifying links between the works to identify the style, and creating their own work using that style
    4. when creating a new game, exploring a comparison of invasion game movements as a strategy to construct a new movement sequence

Reasoning

  1. Investigate common reasoning errors including contradiction and inconsistency, and the influence of context (VCCCTR024)
    Elaborations
    1. using an example such as the statement: "I love chocolate and I hate chocolate" to discuss whether different contexts can explain apparent inconsistencies
    2. identifying an apparent contradiction in a point of view and discussing whether clarifying what is meant would resolve it; for example, clarifying that apparently having time to pay attention to the teacher but not to read the textbook is not a contradiction about wanting to learn but rather an indication of difficulty in understanding the textbook
  2. Consider the importance of giving reasons and evidence and how the strength of these can be evaluated (VCCCTR025)
    Elaborations
    1. investigating different ways to evaluate reasons, for example presence of supporting evidence, logic (reasoning) involved, relevancy, clarity or precision
    2. examining a set of reasons for completeness
    3. investigating different ways to evaluate evidence, for example checking how data was collected, sources of funding and the appropriateness of selected criteria
    4. discussing how reasons can be useful in helping make decisions for the future and/or to assess past decisions, and/or to mitigate risk
  3. Consider when analogies might be used in expressing a point of view and how they should be expressed and evaluated (VCCCTR026)
    Elaborations
    1. considering a range of sample analogies and discussing possible sources for analogies, for example, personal experience
    2. examining the form of an argument by analogy and constructing examples, for example ‘just as a machine goes rusty and stiffens if the parts don’t move, people’s bodies also need to move’ as part of a promotion strategy for exercise
    3. discussing the strength of an analogy by examining whether there is good reason to think that a particular characteristic is shared, for example that people’s bodies share an adequate degree of similarity with machines in an analogy about the need to keep machines maintained and exercise
  4. Examine the difference between valid and sound arguments and between inductive and deductive reasoning, and their degrees of certainty (VCCCTR027)
    Elaborations
    1. exploring the link between probability and inductive reasoning, for example when conducting chance experiments
    2. discussing how predictions in science can be based on inductive reasoning, for example making predictions based past observations; or deductive reasoning, for example making predictions based on general rules
    3. investigating how an argument can be logically valid but not sound for example All gladiators were men, the person in this historical source is a female, therefore, the person could not have been a gladiator, when some gladiators were female (premise one is false) and the person in the picture was actually male (premise two is false)
    4. examining the distinction between sound and valid arguments in the context of a topic such as stereotyping; for example ‘All boys can run faster than girls, we only need fast runners for this team, therefore boys should be picked for this team’
  5. Explore what a criterion is, different kinds of criteria, and how to select appropriate criteria for the purposes of filtering information and ideas (VCCCTR028)
    Elaborations
    1. discussing how criteria can be based on different considerations, such as goals/purpose, definitions/characteristics, standards/ideals and/or rules giving examples for each consideration
    2. developing a definition of a criterion as a consideration used to help make a decision
    3. identifying a purpose for a planned product such as a pencil case, and distinguishing between what is essential and desirable or both as a way of selecting and weighting criteria that will be used to evaluate how well the purpose is met

Meta-Cognition

  1. Investigate thinking processes using visual models and language strategies (VCCCTM029)
    Elaborations
    1. drawing mind maps for different purposes, such as classifications or to identify connections
    2. examining a range of sentence starters and identifying those associated with a thinking process such as planning or evaluating, and writing them on cards and creating a wall display
  2. Examine learning strategies, including constructing analogies, visualising ideas, summarising and paraphrasing information and reflect on the application of these strategies in different situations (VCCCTM030)
    Elaborations
    1. constructing an analogy to assist in learning, for example, the analogy of a park to represent some Australian landscapes at the time of First Contact, and reflecting on the strengths and weaknesses of the analogy
    2. discussing when to summarise or paraphrase as a learning strategy and constructing questions to help guide the decision
  3. Investigate how ideas and problems can be disaggregated into smaller elements or ideas, how criteria can be used to identify gaps in existing knowledge, and assess and test ideas and proposals (VCCCTM031)
    Elaborations
    1. identifying smaller elements within a design brief and constructing a plan for each element
    2. discussing the aims and parameters of an inquiry as a basis for developing criteria to identify gaps in existing knowledge for example a time period or geographical scale

Levels 5 and 6 Achievement Standard

By the end of Level 6, students apply questioning as a tool to focus or expand thinking. They use appropriate techniques to copy, borrow and compare aspects of existing solutions in order to identify relationships and apply these to new situations.

Students distinguish between valid and sound arguments and between deductive and inductive reasoning. They explain how reasons and evidence can be evaluated. They explain and apply basic techniques to construct valid arguments and test the strength of arguments.

Students represent thinking processes using visual models and language. They practice and apply learning strategies, including constructing analogies, visualising ideas, summarising and paraphrasing information. Students disaggregate ideas and problems into smaller elements or ideas, develop criteria to assess and test thinking, and identify and seek out new relevant information as required.

Levels 7 and 8

Levels 7 and 8 Description

In Levels 7 and 8, the curriculum focuses on developing the knowledge, skills and understanding to analyse thinking and the selection and application of a range of techniques to support effective thinking. Students learn strategies to assist them synthesise their thinking. Students develop an understanding that flexibility in thinking is often required and that certainty in thinking can be influenced by a range of factors.

Levels 7 and 8 Content Descriptions

Questions and Possibilities

  1. Consider how to approach and use questions that have different elements, including factual, temporal and conceptual elements (VCCCTQ032)
    Elaborations
    1. identifying whether questions about a prequel or main film or written text should be answered first and explaining why
    2. discussing the importance of defining key terms in a question, identifying them and explaining which should be defined first, for example when investigating daily lives of people in Ancient Greece
    3. using the purpose of an inquiry to consider choices that can be made when constructing questions about it, for example, sustainable food production techniques in Australia
  2. Suspend judgements temporarily and consider how preconceptions may limit ideas and alternatives (VCCCTQ033)
    Elaborations
    1. reflecting on whether any preconceptions such as safety or ‘price point’ can be used to test the quality of ideas
    2. challenging the inclusion of a feature of an object taken for granted, such as a lid on toothpaste tubes, and how this expands ideas for product innovations
    3. investigating an issue such as improvements to liveability of another place, and exploring how differences in places mean that preconceptions should be suspended
    4. identifying their preconceptions about a particular text and considering the influence of these preconceptions on how they react to an adaptation of the text, for example to a film adaptation of a novel
    5. exploring barriers and enablers for the greater inclusion of voices, for example in issues concerning lowering the voting age or setting gender quotas and how greater or less inclusion might affect the range of useful ideas
  3. Synthesise information from multiple sources and use lateral thinking techniques to draw parallels between known and new solutions and ideas when creating original proposals and artefacts (VCCCTQ034)
    Elaborations
    1. identifying how scientists collaborate and may use natural forms as an inspiration to solve a problem, for example using the structure of humpback whale fins to develop and improve wind turbines
    2. creating a set of words and images of simple objects that can be shuffled, selected at random and linked to the problem at hand, to stimulate thinking when experiencing a creativity block
    3. discussing how acquiring data from a range of sources can improve the range of proposed digital solutions
    4. investigating the similarities between algorithms used for different purposes, and synthesising this information into a more general algorithm for broader applications

Reasoning

  1. Examine common reasoning errors including circular arguments and cause and effect fallacies (VCCCTR035)
    Elaborations
    1. using examples to identify the nature of circular arguments, in which the conclusion has been included as a premise such as, ‘Gun control violates human freedom, because restricting the manufacture, sale, and use of firearms is a threat to our liberty’
    2. identifying reasoning errors such as circular arguments or tautologies and using these to help evaluate and redraft written responses, such as ‘The speaker is effective because they spoke well’
    3. investigating what the gambler’s fallacy is and how casinos exploit it as part of a financial literacy program
    4. discussing problems with reasoning ‘if P then Q; Q, therefore P'; for example, if someone is psychic then they should be able to correctly predict something, they correctly predicted something, therefore they must be psychic
  2. Investigate the difference between a description, an explanation and a correlation and scepticism about cause and effect (VCCCTR036)
    Elaborations
    1. identifying reasons for possible scepticism about cause and effect such as a sample size that is too small or an exaggerated claim, for example, a marketing claim that someone’s relationship success is due to one particular product
    2. examining maps to identify spatial patterns and discussing why a mere association, for example between liveability indicators such as housing density and access to shopping centres or train stations, does not in itself show a particular cause and effect
  3. Investigate when counter examples might be used in expressing a point of view (VCCCTR037)
    Elaborations
    1. 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
    2. identifying reasons for seeking counter examples in evaluating arguments, for example to mitigate confirmation bias, or to identify the limits of a claim
  4. Consider how to settle matters of fact and matters of value and the degree of confidence in the conclusions (VCCCTR038)
    Elaborations
    1. exploring the extent to which agreement or consensus indicates certainty about matters of fact such as how the Pyramids were built; and value, such as the meaningfulness of an artwork
    2. discussing whether the way something is indicates how it should be, for example choosing the least sustainable option in response to a market trial showing consumers prefer packaging that happens to be the least environmentally sustainable option
    3. investigating how science knowledge and understanding is developed
    4. exploring an issue and identifying areas that require technical expertise, those that require broader citizen input or both
    5. evaluating different ways of negotiating an issue such as forums, information sheets or government panels
  5. Examine how to select appropriate criteria and how criteria are used in clarifying and challenging arguments and ideas (VCCCTR039)
    Elaborations
    1. examining arguments for and against a proposal such as changes to the law related to compulsory wearing of a bike helmet and clarifying whether each argument uses the same or different criteria and how this affects the ability to meaningfully compare the arguments
    2. comparing the clarity of ideas formed with and without criteria and discussing their usefulness, for example comparing the quality of feedback that would be received against given criteria with an open response
    3. identifying considerations that influence selection of criteria, such as considering the nature of the “horror” genre when identifying criteria to compare works within the “horror” genre

Meta-Cognition

  1. Consider a range of strategies to represent ideas and explain and justify thinking processes to others (VCCCTM040)
    Elaborations
    1. identifying different ways to represent data and justifying a preferred way based on what will support purposeful thinking
    2. identifying different ways to represent ideas such as storyboards, mock-ups and/or symbolically, and discuss their different applications
  2. Examine a range of learning strategies and how to select strategies that best meet the requirements of a task (VCCCTM041)
    Elaborations
    1. discussing suitable learning strategies and how they should be used, for example when, why and how feedback should be sought and given
    2. reflecting on a learning strategy recently used and setting a goal for the future
  3. Consider how problems can be segmented into discrete stages, new knowledge synthesised during problem-solving and criteria used to assess emerging ideas and proposals (VCCCTM042)
    Elaborations
    1. discussing common stages in problem-solving or inquiry and proposing and justifying a particular sequence, for example for a fieldwork investigation
    2. adjusting problem-solving in light of new knowledge, for example finding evidence of vested interests in collected sources
    3. identifying an appropriate type of investigation, for example experimentation, fieldwork, or research of secondary sources and planning each of its stages, with annotations to justify the proposed plan

Levels 7 and 8 Achievement Standard

By the end of Level 8, students prioritise the elements of a question and justify their selection. Students demonstrate flexibility in thinking by using a range of techniques in order to repurpose existing ideas or solutions to meet needs in new contexts.

Students explain different ways to settle matters of fact and matters of value and issues concerned with these. They explain and apply a range of techniques to test the strength of arguments.

Students use a range of strategies to represent ideas and explain and justify thinking processes to others. They evaluate the effectiveness of a range of learning strategies and select strategies that best meet the requirements of a task. Students independently segment problems into discrete stages, synthesise new knowledge at intermediate stages during problem-solving and develop and apply criteria to assess ideas, proposals and emerging thinking.

Levels 9 and 10

Levels 9 and 10 Description

In Levels 9 and 10, the curriculum focuses on developing the knowledge, skills and understanding to recognise and manage what is often implicit in thinking. Students learn and apply techniques to progress, analyse and evaluate thinking. Students develop an understanding that it is often necessary to take a range of perspectives and to challenge assumptions.

Levels 9 and 10 Content Descriptions

Questions and Possibilities

  1. Investigate the characteristics of effective questions in different contexts to examine information and test possibilities (VCCCTQ043)
    Elaborations
    1. identifying the distinctive characteristics of questions as part of an inquiry that draws on different learning areas
    2. discussing how a question might change to suit different contexts, for example how questions about human wellbeing might change depending on scale of investigation, and evaluating proposed questions
    3. examining a list of questions and identifying which are the most effective and why
  2. Suspend judgements to allow new possibilities to emerge and investigate how this can broaden ideas and solutions (VCCCTQ044)
    Elaborations
    1. comparing a creative process that quickly follows initial judgements to one that intentionally suspends judgements over a period of time and reflecting on the quality of the ideas produced
    2. exploring optimum conditions for an ‘incubation period’ when problem-solving, for example ‘sleeping on it’, or undertaking a distracting menial task and then returning to the problem
    3. using technology for experimenting with the relationships between compositions of functions, such as resultant shapes and behaviours, which may then be used in modelling and understanding a range of real-world phenomena
  3. Challenge previously held assumptions and create new links, proposals and artefacts by investigating ideas that provoke shifts in perspectives and cross boundaries to generate ideas and solutions (VCCCTQ045)
    Elaborations
    1. investigating changes to scientific understanding over time, including how new discoveries helped to shift understandings and considering how existing understandings might be shifted in the future
    2. discussing how challenging assumptions and being open-minded can assist in developing enterprising behaviours, supported by research on specific entrepreneurs
    3. investigating how food myths and fads have been challenged and community perspectives shifted, when planning a community health initiative
    4. exploring change in scale as a way to shift perspective, for example beginning with asking ‘what if we could only buy and eat food grown locally’ and then asking ‘what if we could only buy and eat food grown regionally/nationally’ as part of a process for generating suggested responses to improve food security or mitigate an environmental challenge

Reasoning

  1. Examine a range of rhetorical devices and reasoning errors, including false dichotomies and begging the question (VCCCTR046)
    Elaborations
    1. 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
    2. discussing how false dichotomies are used, for example by stakeholders in political issues when they try to persuade
    3. 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
  2. Examine how to identify and analyse suppressed premises and assumptions (VCCCTR047)
    Elaborations
    1. analysing inferences and the assumptions they are based on and discussing if these are justified
    2. discussing a claim that an assumption is ‘self-evident’ and does not need to be separately argued for, for example that projected rapid population growth will decrease food security
    3. supplying a suppressed premise in order to fill a gap in an argument and justifying the selection
  3. Investigate the nature and use of counter examples structured as arguments (VCCCTR048)
    Elaborations
    1. 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.’
    2. 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’
  4. Consider ambiguity and equivocation and how they affect the strength of arguments (VCCCTR049)
    Elaborations
    1. 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
    2. discussing why ambiguity and/or equivocation might be deliberately used in a point of view, for example to express humour
    3. examining strategies to resolve ambiguities such as declaring a definition or making context clearer
  5. Investigate use of additional or refined criteria when application of original criteria does not produce a clear conclusion (VCCCTR050)
    Elaborations
    1. 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
    2. 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
    3. evaluating the clarity of a proposed conclusion, discussing what role criteria played in reaching that clarity

Meta-Cognition

  1. Critically examine their own and others thinking processes and discuss factors that influence thinking, including cognitive biases (VCCCTM051)
    Elaborations
    1. discussing examples of common cognitive biases and how to mitigate for these, such as confirmation bias, for example in the context of identifying sources when undertaking research; framing bias, for example in the context of advertising; clustering illusion, for example in the context of evaluation of gambling decisions
    2. researching, comparing and reflecting on thinking processes used by professionals in a range of areas, such as artists, designers and writers; academics; or political decision-making bodies
  2. Investigate how the use of a range of learning strategies can be monitored, evaluated and re-directed as necessary (VCCCTM052)
    Elaborations
    1. completing a journal to monitor and evaluate two strategies for a learning challenge and reflecting on what was effective and how they could be used in the future
    2. using given scenarios and famous quotes to reflect on the concepts of failure and persistence in relation to learning and learning strategies
  3. Investigate the kind of criteria that can be used to rationally evaluate the quality of ideas and proposals, including the qualities of viability and workability (VCCCTM053)
    Elaborations
    1. developing and applying criteria to assess a range of examples of proposals and justifying whether refinements are necessary
    2. developing and applying ethical considerations that should be taken into account for a research proposal or a performance
    3. assessing the workability of a response to an issue by examining practical implementation considerations
    4. assessing the viability of a solution by considering the risks associated with it

Levels 9 and 10 Achievement Standard

By the end of Level 10, students construct and evaluate questions, including their own, for their effectiveness. They demonstrate a willingness to shift their perspective when generating ideas, resulting in new ways of perceiving solutions.

Students structure complex valid arguments. They explain and apply a range of techniques to test validity within and between arguments. Students identify, articulate, analyse and reflect on their own and others thinking processes. They use, monitor, evaluate and redirect as necessary a range of learning strategies. Students develop, justify and refine criteria to evaluate the quality of ideas, proposals and thinking processes.

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