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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)
  2. Explore reactions to a given situation or problem and consider the effect of pre-established preferences (VCCCTQ011)
  3. Investigate different techniques to sort facts and extend known ideas to generate novel and imaginative ideas (VCCCTQ012)

Reasoning

  1. Examine and use the structure of a basic argument, with an aim, reasons and conclusion to present a point of view (VCCCTR013)
  2. Distinguish between main and peripheral ideas in own and others information and points of view (VCCCTR014)
  3. Investigate why and when the consequences of a point of view should be considered (VCCCTR015)
  4. Identify and use ‘If, then…’ and ‘what if…’ reasoning (VCCCTR016)
  5. Explore distinctions when organising and sorting information and ideas from a range of sources (VCCCTR017)

Meta-Cognition

  1. Consider concrete and pictorial models to facilitate thinking, including a range of visualisation strategies (VCCCTM018)
  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)
  3. Investigate a range of problem-solving strategies, including brainstorming, identifying, comparing and selecting options, and developing and testing hypotheses (VCCCTM020)

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)
  2. Experiment with alternative ideas and actions by setting preconceptions to one side (VCCCTQ022)
  3. Identify and form links and patterns from multiple information sources to generate non-routine ideas and possibilities (VCCCTQ023)

Reasoning

  1. Investigate common reasoning errors including contradiction and inconsistency, and the influence of context (VCCCTR024)
  2. Consider the importance of giving reasons and evidence and how the strength of these can be evaluated (VCCCTR025)
  3. Consider when analogies might be used in expressing a point of view and how they should be expressed and evaluated (VCCCTR026)
  4. Examine the difference between valid and sound arguments and between inductive and deductive reasoning, and their degrees of certainty (VCCCTR027)
  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)

Meta-Cognition

  1. Investigate thinking processes using visual models and language strategies (VCCCTM029)
  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)
  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)

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...

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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)
  2. Suspend judgements temporarily and consider how preconceptions may limit ideas and alternatives (VCCCTQ033)
  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)

Reasoning

  1. Examine common reasoning errors including circular arguments and cause and effect fallacies (VCCCTR035)
  2. Investigate the difference between a description, an explanation and a correlation and scepticism about cause and effect (VCCCTR036)
  3. Investigate when counter examples might be used in expressing a point of view (VCCCTR037)
  4. Consider how to settle matters of fact and matters of value and the degree of confidence in the conclusions (VCCCTR038)
  5. Examine how to select appropriate criteria and how criteria are used in clarifying and challenging arguments and ideas (VCCCTR039)

Meta-Cognition

  1. Consider a range of strategies to represent ideas and explain and justify thinking processes to others (VCCCTM040)
  2. Examine a range of learning strategies and how to select strategies that best meet the requirements of a task (VCCCTM041)
  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)

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)
  2. Suspend judgements to allow new possibilities to emerge and investigate how this can broaden ideas and solutions (VCCCTQ044)
  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)

Reasoning

  1. Examine a range of rhetorical devices and reasoning errors, including false dichotomies and begging the question (VCCCTR046)
  2. Examine how to identify and analyse suppressed premises and assumptions (VCCCTR047)
  3. Investigate the nature and use of counter examples structured as arguments (VCCCTR048)
  4. Consider ambiguity and equivocation and how they affect the strength of arguments (VCCCTR049)
  5. Investigate use of additional or refined criteria when application of original criteria does not produce a clear conclusion (VCCCTR050)

Meta-Cognition

  1. Critically examine their own and others thinking processes and discuss factors that influence thinking, including cognitive biases (VCCCTM051)
  2. Investigate how the use of a range of learning strategies can be monitored, evaluated and re-directed as necessary (VCCCTM052)
  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)

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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