Search results

Result list

• 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

• 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

• VCCCTR035

  Examine common reasoning errors including circular arguments and cause and effect fallacies

  Elaborations

  • using examples to identify the nature of circular arguments, in which the conclusion has been included as a premise such as, ‘Gun control violates human freedom, because restricting the manufacture, sale, and use of firearms is a threat to our liberty’
  • identifying reasoning errors such as circular arguments or tautologies and using these to help evaluate and redraft written responses, such as ‘The speaker is effective because they spoke well’
  • investigating what the gambler’s fallacy is and how casinos exploit it as part of a financial literacy program
  • discussing problems with reasoning ‘if P then Q; Q, therefore P'; for example, if someone is psychic then they should be able to correctly predict something, they correctly predicted something, therefore they must be psychic

  VCCCTR035 | Capabilities | Critical and Creative Thinking | Levels 7 and 8 | Reasoning

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• VCNRC039

  Convey and present information about aspects of personal world, through prepared texts such as diagrams, dialogues and timelines

  Elaborations

  • constructing a visual, digital or narrative profile of the local community for people arriving from overseas, collecting information from public and community texts, such as fliers, newsletters, advertisements and brochures
  • preparing and giving simple oral presentations on personal world, for example, a timeline of growth and change, family celebrations and other special occasions
  • presenting the results of a class survey about aspects of personal world such as daily routines, for example, by creating a poster or digital presentation using diagrams, charts or timelines
  • conveying information to others using descriptive language, for example, producing a simple brochure or an advertisement about a city or tourist attraction in a country where the language is spoken
  • preparing a dialogue with a partner about self
  • using graphic organisers to convey information in particular ways, for example, to show priorities (list/table), to compare statistics or ideas (Venn diagram), or to highlight frequency (graphs)
  • reporting information based on own or group research, and supporting the information with photos, illustrations, captions or diagrams

  VCNRC039 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Informing

• 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

• VCCCTM018

  Consider concrete and pictorial models to facilitate thinking, including a range of visualisation strategies

  Elaborations

  • drawing a picture to represent a descriptive text, such as a written description of a place, person or object, comparing pictures with others and discussing similarities and differences in interpretations
  • suggesting and using pictorial modelling as a strategy to assist in drawing a conclusion, for example suggesting using a bar graph to show ranking of preferences in response to a survey

  VCCCTM018 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Meta-Cognition

• VCCCTM087

  Experience ways to express their thinking, including expression of ideas and feelings about learning

  Elaborations

  • persisting when trying something new or solving a problem and attempting different ideas and solutions
  • reflecting on knowledge and learning and communicating what is new
  • initiating how they feel about different learning experiences and what they found hard
  • reflecting on their work and indicating when they are finished, how they have improved and what they are proud of

  VCCCTM087 | Capabilities | Critical and Creative Thinking | Level D | Meta-Cognition

• VCCCTR024

  Investigate common reasoning errors including contradiction and inconsistency, and the influence of context

  Elaborations

  • using an example such as the statement: "I love chocolate and I hate chocolate" to discuss whether different contexts can explain apparent inconsistencies
  • identifying an apparent contradiction in a point of view and discussing whether clarifying what is meant would resolve it; for example, clarifying that apparently having time to pay attention to the teacher but not to read the textbook is not a contradiction about wanting to learn but rather an indication of difficulty in understanding the textbook

  VCCCTR024 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Reasoning

• 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

• VCCCTM030

  Examine learning strategies, including constructing analogies, visualising ideas, summarising and paraphrasing information and reflect on the application of these strategies in different situations

  Elaborations

  • constructing an analogy to assist in learning, for example, the analogy of a park to represent some Australian landscapes at the time of First Contact, and reflecting on the strengths and weaknesses of the analogy
  • discussing when to summarise or paraphrase as a learning strategy and constructing questions to help guide the decision

  VCCCTM030 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Meta-Cognition

• VCCCTM020

  Investigate a range of problem-solving strategies, including brainstorming, identifying, comparing and selecting options, and developing and testing hypotheses

  Elaborations

  • identifying and applying techniques to improve brainstorming such as setting time limits or swapping notes part way through to then build on another’s ideas
  • undertaking trials to develop an hypothesis about the relationship between two variables, for example between the angle of a boomerang and distance, and reflecting on how hypotheses can be used to make predictions for different purposes

  VCCCTM020 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Meta-Cognition

• VCCCTM053

  Investigate the kind of criteria that can be used to rationally evaluate the quality of ideas and proposals, including the qualities of viability and workability

  Elaborations

  • developing and applying criteria to assess a range of examples of proposals and justifying whether refinements are necessary
  • developing and applying ethical considerations that should be taken into account for a research proposal or a performance
  • assessing the workability of a response to an issue by examining practical implementation considerations
  • assessing the viability of a solution by considering the risks associated with it

  VCCCTM053 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Meta-Cognition

• VCCCTM051

  Critically examine their own and others thinking processes and discuss factors that influence thinking, including cognitive biases

  Elaborations

  • discussing examples of common cognitive biases and how to mitigate for these, such as confirmation bias, for example in the context of identifying sources when undertaking research; framing bias, for example in the context of advertising; clustering illusion, for example in the context of evaluation of gambling decisions
  • researching, comparing and reflecting on thinking processes used by professionals in a range of areas, such as artists, designers and writers; academics; or political decision-making bodies

  VCCCTM051 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Meta-Cognition