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• VCCCTQ032

  Consider how to approach and use questions that have different elements, including factual, temporal and conceptual elements

  Elaborations

  • identifying whether questions about a prequel or main film or written text should be answered first and explaining why
  • 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
  • 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

  VCCCTQ032 | Capabilities | Critical and Creative Thinking | Levels 7 and 8 | Questions and Possibilities

• VCCCTQ033

  Suspend judgements temporarily and consider how preconceptions may limit ideas and alternatives

  Elaborations

  • reflecting on whether any preconceptions such as safety or ‘price point’ can be used to test the quality of ideas
  • 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
  • investigating an issue such as improvements to liveability of another place, and exploring how differences in places mean that preconceptions should be suspended
  • 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
  • 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

  VCCCTQ033 | Capabilities | Critical and Creative Thinking | Levels 7 and 8 | Questions and Possibilities

• VCCCTR035

  Examine common reasoning errors including circular arguments and cause and effect fallacies

  Elaborations

  • 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’
  • 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’
  • investigating what the gambler’s fallacy is and how casinos exploit it as part of a financial literacy program
  • 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

  VCCCTR035 | Capabilities | Critical and Creative Thinking | Levels 7 and 8 | Reasoning

• VCCCTQ034

  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

  Elaborations

  • 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
  • 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
  • discussing how acquiring data from a range of sources can improve the range of proposed digital solutions
  • investigating the similarities between algorithms used for different purposes, and synthesising this information into a more general algorithm for broader applications

  VCCCTQ034 | Capabilities | Critical and Creative Thinking | Levels 7 and 8 | Questions and Possibilities