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• VCCCTQ082

  Investigate how past experience influences thinking and reactions to situations and problems

  Elaborations

  • exploring similarities and differences in personal reactions to situations and problems
  • exploring problems and the various action/ options, and their preference
  • mapping reactions and thinking to situations and problems and exploring the link between reaction and thinking

  VCCCTQ082 | Capabilities | Critical and Creative Thinking | Level D | 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

• VCCCTM062

  Experience various problem solving approaches

  Elaborations

  • encountering their world through sensory experiences and sharing responses to solve a problem
  • beginning to develop preferences to people and objects through experiences
  • experiencing their wants and needs being interpreted and solved by an adult
  • experiencing a variety of strategies that can be used to assist them to solve a problem

  VCCCTM062 | Capabilities | Critical and Creative Thinking | Level A | Meta-Cognition

• 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

• VCCCTM052

  Investigate how the use of a range of learning strategies can be monitored, evaluated and re-directed as necessary

  Elaborations

  • completing a journal to monitor and evaluate two strategies for a learning challenge and reflecting on what was effective and how they could be used in the future
  • using given scenarios and famous quotes to reflect on the concepts of failure and persistence in relation to learning and learning strategies

  VCCCTM052 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Meta-Cognition

• VCCCTQ044

  Suspend judgements to allow new possibilities to emerge and investigate how this can broaden ideas and solutions

  Elaborations

  • comparing a creative process that quickly follows initial judgements to one that intentionally suspends judgements over a period of time and reflecting on the quality of the ideas produced
  • exploring optimum conditions for an ‘incubation period’ when problem-solving, for example ‘sleeping on it’, or undertaking a distracting menial task and then returning to the problem
  • using technology for experimenting with the relationships between compositions of functions, such as resultant shapes and behaviours, which may then be used in modelling and understanding a range of real-world phenomena

  VCCCTQ044 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Questions and Possibilities

• Critical and Creative Thinking: Level A description

  In Level A, the curriculum focuses on exposing students to choice making, reasoning and problem solving. Students encounter vocabulary and simple strategies used to structure and improve thinking. Students are learning how to attend to, explore and experience the world around them.

  Level description | Capabilities | Critical and Creative Thinking

• Critical and Creative Thinking: Level B description

  In Level B, the curriculum focuses on developing students understanding of the world around them, how to learn and solve everyday problems. Students become familiar with simple strategies to structure and understand the world and thinking. Students are exposed to thinking processes.

  Level description | Capabilities | Critical and Creative Thinking

• Critical and Creative Thinking: Levels 9 and 10 description

  In Levels 9 and 10, the curriculum focuses on developing the knowledge, skills and understanding to recognise and manage what is often implicit in thinking. Students learn and apply techniques to progress, analyse and evaluate thinking. Students develop an understanding that it is often necessary...

  Level description | Capabilities | Critical and Creative Thinking

• Critical and Creative Thinking: Levels 3 and 4 description

  In Levels 3 and 4, the curriculum focuses on developing the knowledge, skills and understanding to improve and monitor thinking. Students learn and consider the advantages of different thinking techniques. Students learn there are different ways to respond to problems, visualise thinking and think...

  Level description | Capabilities | Critical and Creative Thinking

• 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

• VCCCTM019

  Examine an increased range of learning strategies, including visualisation, note-taking, peer instruction and incubation, and reflect on how these can be applied to different tasks to reach a goal

  Elaborations

  • discussing different uses of visualisation as a learning strategy, for example to improve learning of a process or technique, to clarify a goal or to improve concentration
  • experimenting with allowing different times between practising spelling lists and reflecting on what was more effective

  VCCCTM019 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | 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

• 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

• Capabilities | Critical and Creative Thinking: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Critical and Creative Thinking

• Critical and Creative Thinking: Levels 3 and 4 achievement standards

  By the end of Level 4, students explain how to construct open and closed questions and use them for different purposes. Students select and apply techniques to generate a range of ideas that extend how problems are solved.

  Students describe and structure arguments with clearly identified aims,...

  Level description | Capabilities | Critical and Creative Thinking | Levels 3 and 4

• VCCCTM071

  Encounter everyday problems and learn how to solve them

  Elaborations

  • exploring objects and their appropriate use in structured situations
  • learning how to solve everyday problems through a set routine or process
  • learning to communicate their needs and request help

  VCCCTM071 | Capabilities | Critical and Creative Thinking | Level B | Meta-Cognition

• VCCCTM061

  Experience the implementation of learning strategies and use of repetition in their learning experiences

  Elaborations

  • reacting to repetition in their everyday routines
  • encountering adults’ modelling strategies and reasoning – using a think aloud
  • learning how to communicate their needs to others in the same way

  VCCCTM061 | Capabilities | Critical and Creative Thinking | Level A | Meta-Cognition

• Capabilities | Critical and Creative Thinking: Structure

  Critical and Creative Thinking is organised into three interrelated strands: Questions and Possibilities, Reasoning and Meta-Cognition.

  Strands	Questions and Possibilities	Reasoning	Meta-Cognition
  	Explore the nature of questioning and a range of processes and techniques to develop ideas	Explore...

  Overview material | Critical and Creative Thinking

• VCCCTM060

  Experience the world and react using emotions

  Elaborations

  • reacting to the sensory feedback of elements within the world
  • reacting to internal sensations they experience within their own body
  • beginning to link internal symptoms being addressed through a specific want or need, for example drink, food

  VCCCTM060 | Capabilities | Critical and Creative Thinking | Level A | Meta-Cognition