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• 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

• 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

• VCCCTQ012

  Investigate different techniques to sort facts and extend known ideas to generate novel and imaginative ideas

  Elaborations

  • using a table to compare observable features of living, non-living and once living things; creating a checklist of what makes something living; and using the table and checklist to imagine a new living creature
  • using a technique such as ‘SCAMPER’ to generate novel ideas for the use of particular objects, for example adapting an object originally intended for cooking to be a musical instrument
  • exploring the technique of breaking down a movement sequence into its smaller parts and then rethinking the combination of those parts when creating a new movement sequence
  • exploring strategies to determine the strength of rules to explain patterns of numbers or shapes

  VCCCTQ012 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Questions and Possibilities

• VCNRU017

  Recognise that the languages people use reflect their culture, such as who they are, where and how they live, and find examples of similarities and differences between the language being studied and their own ways of communicating

  Elaborations

  • exploring the meaning of ‘culture’, considering different lifestyles and symbols such as flags, including the Aboriginal flag and the Torres Strait Islander flag
  • exploring the significance of different cultural practices, activities and games
  • recognising words that reflect aspects of the culture of the language
  • understanding that particular Australian English terms and expressions have no equivalent in the language, for example, billabong, corroboree, the bush
  • recognising features of the target language interactions which may be similar or different to own ways of communicating

  VCNRU017 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Understanding | Role of language and culture

• 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

• Critical and Creative Thinking: Level B achievement standards

  By the end of Level B, students use their senses and cause and effect to explore and understand the world around them. Students generate ideas based on their experiences and make choices in structured situations.

  Students begin to become aware of their own point of view through their emotions...

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

• 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

• VCCCTQ055

  React to the world around them

  Elaborations

  • exposed to information through the sensory exploration of objects and beginning to identify this information by reacting to the sensory elements of objects
  • using sensory awareness to react to the world around them
  • experiencing different reactions through everyday experiences
  • experiencing and developing some consistency in their reactions to everyday experiences, objects and people

  VCCCTQ055 | Capabilities | Critical and Creative Thinking | Level A | Questions and Possibilities

• Critical and Creative Thinking: Level D achievement standards

  By the end of Level D, students answer simple questions related to their own investigation, their feelings or concept. They identify and describe an event or scientific experiment. They generate ideas based on past experience and make choices based on their personal preferences.

  Students can...

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

• VCNRU015

  Recognise that the greetings and forms of address in the language being studied may vary according to such things as the time of day, age, gender and relationship of participants

  Elaborations

  • using appropriate form of address or greeting with peers when speaking to adults and appropriate greeting depending on the time of day
  • recognising that there can be different forms of address for the same person, for example, mum, mother

  VCNRU015 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Understanding | Language variation and change

• Capabilities | Critical and Creative Thinking: Rationale and Aims

  The VCAA has published the Victorian Curriculum F–10 Version 2.0. To view the curriculum, familiarisation resources and support material, go to the Victorian Curriculum F–10 Version 2.0 website.
  
  Go to the VCAA website to explore the timeline for familiarisation and implementation of...

  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

• VCCCTR017

  Explore distinctions when organising and sorting information and ideas from a range of sources

  Elaborations

  • discussing what things have in common and what is different and identifying the differences as distinctions, for example comparing music instruments from different cultures
  • using a graphic organiser to identify the category that things have in common and the differences within the category and reporting on the distinctions, for example categorising materials as solid or liquid and identifying differences within each category
  • discussing why distinctions may need to be made when developing a packaging design solution, for example to find the material that is the strongest or most durable; most environmental friendly; cheapest

  VCCCTR017 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Reasoning

• VCCCTQ083

  Generate different ideas and possibilities

  Elaborations

  • brainstorming ideas and solutions and investigating and evaluating them in structured situations
  • investigating situations, possible solutions and consequence
  • generating some different ideas and possibilities to problems and situations

  VCCCTQ083 | Capabilities | Critical and Creative Thinking | Level D | Questions and Possibilities

• VCCCTM080

  Investigate everyday problems and exploring possible solutions and their outcomes

  Elaborations

  • learning to have a go at something new or different and persevere when they have a problem before seeking help
  • using simple strategies and learnt processes to address routine problems and situations
  • identifying a problem and possible solutions from a range of options

  VCCCTM080 | Capabilities | Critical and Creative Thinking | Level C | Meta-Cognition

• Capabilities | Critical and Creative Thinking: Learning in Critical and Creative Thinking

  The Critical and Creative Thinking capability focuses on the development of increasingly complex and sophisticated processes of thinking. Critical and creative thinking processes are fundamental to effective learning across the curriculum. The knowledge and skills set out in this capability should...

  Overview material | Critical and Creative Thinking

• 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

• VCCCTR048

  Investigate the nature and use of counter examples structured as arguments

  Elaborations

  • using a clearly absurd case to construct a counterexample that shows the faulty form of an argument, for example criticising an argument by showing that it is of a similar form to ‘if cats are amphibians, then cats are animals; cats are animals, therefore cats are amphibians.’
  • using ‘if…then’ reasoning to construct a counterexample, for example ‘But if this (other industry) tried this innovation strategy, it would be much more expensive and so not all industries could do it so easily’

  VCCCTR048 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Reasoning

• VCNRU014

  Recognise features of familiar spoken, written and visual texts

  Elaborations

  • listening to, reading and viewing different simple texts in the language, understanding that texts can be short or long, spoken, written, digital, visual or multimodal, for example songs, chants, labels, captions, stories and dialogues
  • identifying the language being studied from a selection of spoken or written texts from other languages represented in the classroom or in the school
  • comparing similar texts in the language with English and noticing how they are the same or different, for example, a counting song, street signs or labels at a market

  VCNRU014 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Understanding | Systems of language