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• VCCCTQ043

  Investigate the characteristics of effective questions in different contexts to examine information and test possibilities

  Elaborations

  • identifying the distinctive characteristics of questions as part of an inquiry that draws on different learning areas
  • discussing how a question might change to suit different contexts, for example how questions about human wellbeing might change depending on scale of investigation, and evaluating proposed questions
  • examining a list of questions and identifying which are the most effective and why

  VCCCTQ043 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Questions and Possibilities

• Critical and Creative Thinking: Level A achievement standards

  By the end of Level A, students react to significant changes in their environment. Students generate ideas by using their senses to explore the characteristics of everyday objects and make choices between objects.

  Students begin to identify their personal preference and make choices about what...

  Level description | Capabilities | Critical and Creative Thinking | Level A

• VCCCTQ054

  Exposed to the concept of posing questions

  Elaborations

  • asked simple ‘yes’ and ‘no’ questions
  • using their senses to explore questions posed
  • exploring objects and their purpose and characteristics

  VCCCTQ054 | Capabilities | Critical and Creative Thinking | Level A | Questions and Possibilities

• VCCCTQ065

  Generate ideas and solutions about everyday objects and experience

  Elaborations

  • exploring objects, their characteristics and purpose through structured explorations
  • learning routine solutions and actions to everyday programs and activities
  • developing ideas about objects, their name, purpose and use

  VCCCTQ065 | Capabilities | Critical and Creative Thinking | Level B | Questions and Possibilities

• VCCCTQ010

  Construct and use open and closed questions for different purposes

  Elaborations

  • providing a range of sample questions about a text and asking students to classify them in terms of having one right answer and many different possibilities
  • constructing and using closed and open questions, for example to investigate the characteristics of a place and how people describe these characteristics
  • elaborating on closed questions to transform them into open questions, for example for the purpose of gathering a range of data

  VCCCTQ010 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Questions and Possibilities

• VCCCTR050

  Investigate use of additional or refined criteria when application of original criteria does not produce a clear conclusion

  Elaborations

  • discussing characteristics of criteria such as specific, measurable, agreed, time-bound and how refining original criteria based on these characteristics can make them more precise
  • using a range of examples to test the strength of given criteria, such as what counts as sustainable and justifying refinements or additions to criteria
  • evaluating the clarity of a proposed conclusion, discussing what role criteria played in reaching that clarity

  VCCCTR050 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Reasoning

• VCCCTQ063

  Explore questions about the world around them

  Elaborations

  • experiencing the sensory characteristics of familiar objects and exploring what is the same and different
  • actively exploring objects and materials in a wide variety of familiar contexts and structured environments
  • exploring the answer to questions related to their feelings and preferences in structured experiences and situations
  • answering questions by making choices and experiencing the consequences

  VCCCTQ063 | Capabilities | Critical and Creative Thinking | Level B | Questions and Possibilities

• 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

• 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

• VCCCTQ003

  Make simple modifications to known ideas and routine solutions to generate some different ideas and possibilities

  Elaborations

  • investigating how making one change to a characteristic such as shape, position, size or materials can make a significant difference, for example how changing the size and/or design of the school garden could reduce the amount of water it requires
  • reading a picture story book with two endings, and exploring how the author makes modifications to create different endings
  • using unifix blocks to explore number nbonds for addition and subtraction problems, making and breaking a given number as many ways as possible to generate different possibilities of equivalence for addition and subtraction problems, for example in response to prompts such as ‘How can you break 9?’ (8+1)

  VCCCTQ003 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Questions and Possibilities