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• 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

• VCCCTQ001

  Identify, describe and use different kinds of question stems to gather information and ideas

  Elaborations

  • constructing questions with different stems (what, how, when, why) to match a given range of answers, for example about the seasons
  • responding to a prompt such as a historical image and using question stems to construct as many different questions as possible to gather information
  • discussing what types of question stems can be used, for example, to respond to an artwork, or to find out about someone’s personal strengths

  VCCCTQ001 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Questions and Possibilities

• 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

• VCCCTR016

  Identify and use ‘If, then…’ and ‘what if…’ reasoning

  Elaborations

  • using the sentence starter ‘What if…’ to explore possible consequences
  • using ‘what if…’ or ‘imagine that…’ to find examples to explore the strength of suggestions
  • identifying how ‘if, then…’ reasoning can be used to move from separate pieces of information to a conclusion, for example reasoning from historical sources (i) If a First Fleet convict in the colony were found guilty of a crime then they were punished; and (ii) this convict was found guilty of being disrespectful; to (iii) inferring the convict went on to be punished

  VCCCTR016 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Reasoning

• 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

• 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

• 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