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• 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

• 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

• 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

• VCNRC045

  Share experiences of learning and using the language being studied, and reflect on the effect of language learning on own identity

  Elaborations

  • preparing a class profile to exchange with students who speak the language being studied, showing language backgrounds and interests represented in the class, using captions and symbols such as flags and words from different languages
  • exploring the idea of stereotypes associated with languages and identities, and discussing how stereotypes affect attitudes and communication and can be inaccurate
  • exploring how their linguistic and cultural background, for example, languages spoken, key relationships and intercultural experiences, influence their sense of who they are
  • connecting various personal experiences of learning the language, and describing how learning the language has influenced own everyday behaviour and language use, for example, using the language outside the language classroom
  • considering whether learning and using the language impacts on their sense of identity either in or out of the classroom

  VCNRC045 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Reflecting

• Critical and Creative Thinking: 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.

  Level description | Capabilities | Critical and Creative Thinking

• Critical and Creative Thinking: Levels 5 and 6 achievement standards

  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...

  Level description | Capabilities | Critical and Creative Thinking | Levels 5 and 6

• 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

• 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

• 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

• 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

• VCNRC039

  Convey and present information about aspects of personal world, through prepared texts such as diagrams, dialogues and timelines

  Elaborations

  • constructing a visual, digital or narrative profile of the local community for people arriving from overseas, collecting information from public and community texts, such as fliers, newsletters, advertisements and brochures
  • preparing and giving simple oral presentations on personal world, for example, a timeline of growth and change, family celebrations and other special occasions
  • presenting the results of a class survey about aspects of personal world such as daily routines, for example, by creating a poster or digital presentation using diagrams, charts or timelines
  • conveying information to others using descriptive language, for example, producing a simple brochure or an advertisement about a city or tourist attraction in a country where the language is spoken
  • preparing a dialogue with a partner about self
  • using graphic organisers to convey information in particular ways, for example, to show priorities (list/table), to compare statistics or ideas (Venn diagram), or to highlight frequency (graphs)
  • reporting information based on own or group research, and supporting the information with photos, illustrations, captions or diagrams

  VCNRC039 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Informing