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• 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

• 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

• 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

• 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

• 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

• 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

• VCNRC043

  Create bilingual texts and learning resources for the school community

  Elaborations

  • creating simple bilingual texts in print or digital form for specific audiences, such as school signs for visitors, invitations to parents for class or school events, posters for the school community to advertise an upcoming event, online bilingual story books including text and images for a younger audience, or a bilingual game, such as Snap, using words only
  • creating and posting versions of existing school signs or notices into the language, for example, staffroom, canteen, recognising difference in word order
  • constructing and maintaining a bilingual website for a sister school or a contact group of young learners of English in a target language-speaking community
  • creating a word bank which includes words, phrases and common expressions, as a classroom resource to reinforce learning

  VCNRC043 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Translating

• 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

• 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