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• VCCCTR038

  Consider how to settle matters of fact and matters of value and the degree of confidence in the conclusions

  Elaborations

  • exploring the extent to which agreement or consensus indicates certainty about matters of fact such as how the Pyramids were built; and value, such as the meaningfulness of an artwork
  • discussing whether the way something is indicates how it should be, for example choosing the least sustainable option in response to a market trial showing consumers prefer packaging that happens to be the least environmentally sustainable option
  • investigating how science knowledge and understanding is developed
  • exploring an issue and identifying areas that require technical expertise, those that require broader citizen input or both
  • evaluating different ways of negotiating an issue such as forums, information sheets or government panels

  VCCCTR038 | Capabilities | Critical and Creative Thinking | Levels 7 and 8 | Reasoning

• VCCCTQ011

  Explore reactions to a given situation or problem and consider the effect of pre-established preferences

  Elaborations

  • examining health messages about particular foods and reflecting on whether their reaction to the message is influenced by whether they like the food or not
  • examining how a particular win/loss record might establish expectations for future outcomes
  • making predictions, for example about the buoyancy of objects in different liquids, then posing questions such as ‘how did our previous knowledge about the buoyancy of an object affect our predictions?’

  VCCCTQ011 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Questions and Possibilities

• 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

• 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

• VCCCTQ045

  Challenge previously held assumptions and create new links, proposals and artefacts by investigating ideas that provoke shifts in perspectives and cross boundaries to generate ideas and solutions

  Elaborations

  • investigating changes to scientific understanding over time, including how new discoveries helped to shift understandings and considering how existing understandings might be shifted in the future
  • discussing how challenging assumptions and being open-minded can assist in developing enterprising behaviours, supported by research on specific entrepreneurs
  • investigating how food myths and fads have been challenged and community perspectives shifted, when planning a community health initiative
  • exploring change in scale as a way to shift perspective, for example beginning with asking ‘what if we could only buy and eat food grown locally’ and then asking ‘what if we could only buy and eat food grown regionally/nationally’ as part of a process for generating suggested responses to improve food security or mitigate an environmental challenge

  VCCCTQ045 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Questions and Possibilities