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• VCCCTM030

  Examine learning strategies, including constructing analogies, visualising ideas, summarising and paraphrasing information and reflect on the application of these strategies in different situations

  Elaborations

  • 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
  • discussing when to summarise or paraphrase as a learning strategy and constructing questions to help guide the decision

  VCCCTM030 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Meta-Cognition

• VCCCTM029

  Investigate thinking processes using visual models and language strategies

  Elaborations

  • drawing mind maps for different purposes, such as classifications or to identify connections
  • 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

  VCCCTM029 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Meta-Cognition

• VCCCTM031

  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

  Elaborations

  • identifying smaller elements within a design brief and constructing a plan for each element
  • 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

  VCCCTM031 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Meta-Cognition

• VCCCTQ021

  Examine how different kinds of questions can be used to identify and clarify information, ideas and possibilities

  Elaborations

  • 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
  • comparing two sets of survey questions on the same topic and identifying similarities and differences and discussing possible reasons for these
  • 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

  VCCCTQ021 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Questions and Possibilities

• VCCCTQ022

  Experiment with alternative ideas and actions by setting preconceptions to one side

  Elaborations

  • 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
  • identifying and then setting aside preconceptions on the impact of consumer choices, to consider other perspectives from the broader community
  • 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

  VCCCTQ022 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Questions and Possibilities

• VCCCTQ023

  Identify and form links and patterns from multiple information sources to generate non-routine ideas and possibilities

  Elaborations

  • discussing how looking for factors such as underlying skills, causes, or processes can assist in finding links across apparently unconnected sources
  • 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
  • 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
  • when creating a new game, exploring a comparison of invasion game movements as a strategy to construct a new movement sequence

  VCCCTQ023 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Questions and Possibilities

• VCCCTR027

  Examine the difference between valid and sound arguments and between inductive and deductive reasoning, and their degrees of certainty

  Elaborations

  • exploring the link between probability and inductive reasoning, for example when conducting chance experiments
  • 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
  • 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)
  • 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’

  VCCCTR027 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Reasoning

• VCCCTR026

  Consider when analogies might be used in expressing a point of view and how they should be expressed and evaluated

  Elaborations

  • considering a range of sample analogies and discussing possible sources for analogies, for example, personal experience
  • 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
  • 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

  VCCCTR026 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Reasoning

• VCCCTR024

  Investigate common reasoning errors including contradiction and inconsistency, and the influence of context

  Elaborations

  • using an example such as the statement: "I love chocolate and I hate chocolate" to discuss whether different contexts can explain apparent inconsistencies
  • 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

  VCCCTR024 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Reasoning

• VCCCTR028

  Explore what a criterion is, different kinds of criteria, and how to select appropriate criteria for the purposes of filtering information and ideas

  Elaborations

  • 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
  • developing a definition of a criterion as a consideration used to help make a decision
  • 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

  VCCCTR028 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Reasoning

• VCCCTR025

  Consider the importance of giving reasons and evidence and how the strength of these can be evaluated

  Elaborations

  • investigating different ways to evaluate reasons, for example presence of supporting evidence, logic (reasoning) involved, relevancy, clarity or precision
  • examining a set of reasons for completeness
  • investigating different ways to evaluate evidence, for example checking how data was collected, sources of funding and the appropriateness of selected criteria
  • discussing how reasons can be useful in helping make decisions for the future and/or to assess past decisions, and/or to mitigate risk

  VCCCTR025 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Reasoning

• VCECD012

  Explore the significance of ‘means versus ends’ by considering two ways to act when presented with a problem: one that privileges means and one ends

  Elaborations

  • investigating a choice such as posting an image of a friend and justifying why someone should or should not post the image, in terms of means and ends
  • responding to a range of ethical dilemmas and comparing responses that focus on means (where the most important consideration is the action itself, such as being honest regardless of the consequences) and responses that focus on ends (where the most important consideration is the likely outcome, such as making someone happy even if it means lying to them)
  • analysing the position 'the end justifies the means' and the tension between means and ends in different contexts, for example, experimentation on people or other animals, the collection and use of data, making consumer decisions, selecting/training teams in sport or making civic decisions such as removing homeless people from areas during an event

  VCECD012 | Capabilities | Ethical Capability | Levels 5 and 6 | Decision Making and Actions

• VCECD013

  Discuss the role and significance of conscience and reasoning in ethical decision-making

  Elaborations

  • defining conscience and discussing examples where conscience could influence reasoning and decision-making, such as when faced with an opportunity to gain by doing the wrong thing, with little likelihood of getting caught, for example acknowledging the use of someone else’s ideas, tampering with evidence or data, or accessing internet content without paying

  VCECD013 | Capabilities | Ethical Capability | Levels 5 and 6 | Decision Making and Actions

• VCECU009

  Examine the contested meaning of concepts including truth and happiness and the extent to which these concepts are and should be valued

  Elaborations

  • using ethical dilemmas, as a prompt for exploring whether it is ever desirable to lie, for example, lying to protect a friend from getting into trouble, to stop someone’s feelings being hurt, or about an injury in order to get picked for a team
  • asking a range of people what their views on happiness are, how important it is and what is necessary for happiness
  • investigating whether everyone should have the right to be happy and if so, whether this is possible, using as stimulus issues of treatment of prisoners or bullies, or how much the wealthy should help the poor or the strong the weak

  VCECU009 | Capabilities | Ethical Capability | Levels 5 and 6 | Understanding Concepts

• VCECU010

  Discuss how ethical principles can be used as the basis for action, considering the influence of cultural norms, religion, world views and philosophical thought on these principles

  Elaborations

  • investigating some common ethical principles, for example, ‘always treat people as ends not means’ (philosopher Immanuel Kant), and ‘actions are right in proportion to whether they promote happiness’ (philosopher John Stuart Mill), and comparing how they might be applied to a particular situation, for example, whether to participate in a fund raising event.
  • examining basic tenets of major world religions and non-religious worldviews and how they form the basis of a particular principle/s, such as ‘treat others as you would want to be treated’ (the Golden Rule)
  • investigating differing cultural norms concerning the importance of the individual relative to the family or wider community and how this may influence views on loyalty, obligation and responsibility and in turn views on guiding ethical principles

  VCECU010 | Capabilities | Ethical Capability | Levels 5 and 6 | Understanding Concepts

• VCECU011

  Examine how problems may contain more than one ethical issue

  Elaborations

  • exploring the nature of an ethical dilemma in which there is a choice to be made between at least two options, none of which gives an ethically acceptable result, for example, choosing who to put in a lifeboat when there are limited places, or whether someone should tell the shop owner that they their friend is shop-stealing expensive medicine for their poverty stricken mother, or, whether to stop and help someone and miss an entrance exam, or whether to quit a sport team in a small town knowing that then there will not be enough players and the team will fold
  • investigating a problem such as responding to a natural disaster and identifying the ethical issues involved immediately and into the future
  • researching an historical example such as Batman’s 'treaty' and its validity, identifying the different ethical issues involved and from whose point of view

  VCECU011 | Capabilities | Ethical Capability | Levels 5 and 6 | Understanding Concepts

• VCICCB010

  Explain how intercultural experiences can influence beliefs and behaviours, including developing a critical perspective on and respect for their own and others cultures

  Elaborations

  • using a range of overseas and national travel brochures to discuss different ideas about travel, including the notion that travel broadens peoples horizons, and create a list of reasons how and why Australians travel
  • creating a class list of what having an ‘open mind’ might look like and why it may be useful during intercultural experiences, such as in scenarios like student exchanges or overseas travel
  • exploring the meaning of terms such as tolerance, respect and acceptance and discussing a range of ways to show respect for different cultural practices
  • discussing how body language and gestures can influence communication and describing differences in meanings attached to body language and gestures in different cultures, such as giving a ‘thumbs up’, bowing or pointing

  VCICCB010 | Capabilities | Intercultural Capability | Levels 5 and 6 | Cultural Practices

• VCICCB009

  Analyse how aspects of their own and others lifestyle, behaviour, attitudes and beliefs can be culturally influenced

  Elaborations

  • comparing differences in a range of countries, such in legal driving or voting age, laws around alcohol consumption or school leaving age, and discussing these in relation to adolescent – adulthood rights of passages
  • identifying cultural connections between Australia and countries in the Asia region and the activities that facilitate these connections, such as travel, student exchange, storytelling formats, music and dance
  • exploring identity through economic, consumer and media practices and choices, and discussing these in relation to globalisation and/or American cultural influence, such a popular music, television or film
  • prompting students to explore and evaluate the source of a range of popular and traditional cultural practices or artefacts, for example, surfing in Australia, the notion of the larrikin, or Hip Hop

  VCICCB009 | Capabilities | Intercultural Capability | Levels 5 and 6 | Cultural Practices

• VCICCD011

  Identify barriers to and means of reaching understandings within and between culturally diverse groups

  Elaborations

  • exploring language variation within Australia, such as the different terms for a swimming costume (togs, cozzies or swimmers), or the practice of using diminutives, such as Aussie (Australian), sanga (sandwich) and footy (football)
  • exploring potential barriers to intercultural understanding, language for example, and discussing possible ways to address or reduce barriers, such as Government agencies using translation services including Auslan and closed captioning
  • brainstorming a list of questions students might ask a student in another country, and then identifying whether any of the questions may be uncomfortable for the person asking or responding
  • using a current global issue to investigate a range of positive and negative cultural stereotypes and generalisations and identifying how they can be challenged
  • exploring the view of Australia as a successful multicultural country and discussing potential impacts of the strengthening or weakening of this view, for example, events that help to foster inclusiveness or that may trigger an increase in racial intolerance

  VCICCD011 | Capabilities | Intercultural Capability | Levels 5 and 6 | Cultural Diversity

• VCICCD012

  Examine and discuss the variety of ways in which people understand and appreciate differing cultural values and perspectives, and the things which promote or inhibit effective engagement with diverse cultural groups

  Elaborations

  • examining laws that help to ensure that cultural difference is not a barrier to inclusion in society, for example, the Racial Discrimination Act 1975
  • discussing ways in which the school incorporates multicultural, anti-racism, and human rights perspectives into school practices, for example through inclusive classroom practices
  • exploring ways that people can gain a deeper knowledge and understanding of other cultural customs, for example, through historical sources, language learning, travelling abroad, art works or music
  • using a peer-to-peer interview to explore student understandings about how cultural institutions, such as museums or galleries, present different cultural perspectives
  • providing opportunities for students to explore and reflect on their learning about different cultural groups through journal prompts, such as ‘One interesting thing I now know is that…’ and ‘I am still curious about…’ and ‘One way I could satisfy my curiosity would be to…’

  VCICCD012 | Capabilities | Intercultural Capability | Levels 5 and 6 | Cultural Diversity