Search results

Result list

• VCCCTQ073

  Explore how past experience influences thinking and reactions to situations

  Elaborations

  • using everyday problems and situations to explore personal reactions to situations and how this can affect their response
  • exploring how prior knowledge and past experience can be used to make predictions and understand the world around them
  • exploring how prior knowledge and past experience can be used to solve problems

  VCCCTQ073 | Capabilities | Critical and Creative Thinking | Level C | Questions and Possibilities

• VCCCTR037

  Investigate when counter examples might be used in expressing a point of view

  Elaborations

  • discussing whether exceptions to a rule affect its strength, for example in testing technological solutions and considering the number of times the solution failed and how it failed
  • identifying reasons for seeking counter examples in evaluating arguments, for example to mitigate confirmation bias, or to identify the limits of a claim

  VCCCTR037 | Capabilities | Critical and Creative Thinking | Levels 7 and 8 | Reasoning

• VCPSCSE002

  Identify their likes and dislikes, needs and wants, abilities and strengths

  Elaborations

  • discussing and listing individual likes, interests and dislikes
  • comparing needs and wants in daily life by asking the question ‘could you live without this?’
  • exploring abilities, strengths and achievements and share with others

  VCPSCSE002 | Capabilities | Personal and Social Capability | Foundation Level | Self-Awareness and Management | Development of resilience

• VCECU019

  Investigate the connections and distinctions between and the relative value of concepts including fairness and equality, and respect and tolerance

  Elaborations

  • discussing whether fairness and equality are the same thing, and if not, which is more important, using examples such as affirmative action, concessions for those with special needs, or differences in tax rates
  • discussing whether there are distinctions in attitudes of respect and tolerance, in relation to, for example, different views on child vaccination
  • discussing why punishments may be unequal and whether this is fair, for example, if applied to the same case in court or in a sporting tribunal

  VCECU019 | Capabilities | Ethical Capability | Levels 9 and 10 | Understanding Concepts

• VCECU004

  Explore the contested meaning of concepts including fairness and harm and how they can seem to differ in different situations

  Elaborations

  • testing a proposed definition of fairness as equal treatment by considering whether an older sibling should do more at home or whether there should be special parking places
  • testing a proposed definition of harm as involving a deliberate intention that caused mental or physical suffering, by considering whether an accidental injury to someone on the playground is harmful or whether taking offence to teasing or a joke is a choice
  • exploring the concept of fairness by setting a task where resources are distributed unevenly and reflecting on the desirability of the outcomes

  VCECU004 | Capabilities | Ethical Capability | Levels 3 and 4 | Understanding Concepts

• 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

• VCCCTR039

  Examine how to select appropriate criteria and how criteria are used in clarifying and challenging arguments and ideas

  Elaborations

  • examining arguments for and against a proposal such as changes to the law related to compulsory wearing of a bike helmet and clarifying whether each argument uses the same or different criteria and how this affects the ability to meaningfully compare the arguments
  • comparing the clarity of ideas formed with and without criteria and discussing their usefulness, for example comparing the quality of feedback that would be received against given criteria with an open response
  • identifying considerations that influence selection of criteria, such as considering the nature of the “horror” genre when identifying criteria to compare works within the “horror” genre

  VCCCTR039 | Capabilities | Critical and Creative Thinking | Levels 7 and 8 | Reasoning

• VCCCTR015

  Investigate why and when the consequences of a point of view should be considered

  Elaborations

  • discussing consequences of different alternatives and why doing this is useful, for example, to enable a plan to minimise negative impacts on people or the environment
  • considering when consequences of actions might need to be explicitly deliberated, for example when actions affect more than one group or individual; or, could involve risk or harm; or, are aimed at achieving a specific goal or design solution
  • distinguishing between good and bad consequences from different points of view

  VCCCTR015 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Reasoning

• VCECU006

  Discuss the ways to identify ethical considerations in a range of problems

  Elaborations

  • considering questions such as ‘does this matter and why?’, ‘is this about something where the outcome can be judged good, bad, right or wrong?’ for usefulness in identifying an ethical problem
  • identifying an ethical problem, such as whether to help a friend or stranger first and considering questions such as ‘Who is involved and how are they likely to be affected?’ and ‘Does this involve breaking a rule or other commitment?’
  • using if…then reasoning to identify possible consequences as an ethical consideration in a situation, for example, if animals thought to be cuter were protected ahead of other animals then…

  VCECU006 | Capabilities | Ethical Capability | Levels 3 and 4 | Understanding Concepts

• VCPSCSO030

  Define and recognise examples of stereotypes, discrimination and prejudice and discuss how they impact on the individual

  Elaborations

  • identifying the terms ‘stereotype’, ‘discrimination’ and ‘prejudice’ and giving examples of these
  • discussing how lack of understanding and respect for diversity can impact on people’s lives
  • presenting students with a range of newspaper articles and asking them to identify examples of stereotypes, discrimination and prejudice and reflect on how these could impact on the individual

  VCPSCSO030 | Capabilities | Personal and Social Capability | Levels 5 and 6 | Social Awareness and Management | Relationships and diversity

• VCPSCSO011

  Identify how families can have a range of relationships

  Elaborations

  • exploring the features of their family including who lives at home and name their relationships to each of these people
  • brainstorming what is a family’s role, such as providing love, support and food, and identify the family members who undertake these tasks
  • graphing class results showing the number of students who have brothers, sisters and pets

  VCPSCSO011 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Social Awareness and Management | Relationships and diversity

• VCECD018

  Discuss the role of context and experience in ethical decision-making and actions

  Elaborations

  • discussing the impact of experience on the decisions of a character in response to ethical problems over the course of a narrative, for example, Lockie Leonard
  • investigating why people may apply different reasoning in different circumstances , for example, in situations involving friends or strangers, work or leisure, or different places or cultures
  • using examples of acts to investigate whether there are exceptions to claims such as ‘failure is never good’, ‘fighting is always wrong’, ‘selfishness is never good’, ‘caring is always good’ and considering the importance of context and experience in justifications for exceptions, for example, failure of a physical challenge versus a medical operation, fighting a war versus fighting in a brawl, aiming to win a game versus maximising profit, and doing something for someone when they are injured versus not injured

  VCECD018 | Capabilities | Ethical Capability | Levels 7 and 8 | Decision Making and Actions

• 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

• 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

• VCICCD003

  Identify and discuss cultural diversity in the school and/or community

  Elaborations

  • recognising that others have different cultures and beliefs whilst also reflecting on student’s own cultural background, for example, by plotting the location of each student’s background on a world map
  • identifying and listing how many languages are spoken within the families of students within the classroom, and using the internet to learn some common terms, such as how to say ‘hello’, ‘goodbye’, ‘please’ and ‘thank you’ in each language identified
  • exploring cultural diversity by identifying visible elements, such as food and behaviour, and invisible elements, such as how people live and what they value, for example, households with three generations living together
  • using prompt questions to discuss cultural diversity within the classroom/school community, for example, were all students born in Australia? Were all Australians born here? If not, how did they become Australian?
  • discussing events acknowledged, celebrated and/or observed in the school and community, by whom and for what reasons, for example, Eid and Ramadan, Harmony Day or Easter

  VCICCD003 | Capabilities | Intercultural Capability | Foundation to Level 2 | Cultural Diversity

• VCICCB006

  Describe what they have learnt about themselves and others from intercultural experiences including a critical perspective on and respect for their own and others cultures

  Elaborations

  • examining the similarities and differences between their cultural practices and those of young people in a place outside Australia and discussing what it would be like to live in these places
  • asking students to describe an intercultural experience or event and prompting students to explore an intercultural experience or event from different perspectives
  • questioning students about their experience in a role-play, modelled or real-life situation which included an intercultural experience: were they excited, challenged, comfortable, curious?
  • exploring the different meanings of the national anthem, Waltzing Matilda and I am Australian or comparing the meanings associated with a range of national anthems from different countries
  • comparing different cultural norms that demonstrate respect, such as when using public transport, at religious events or in relation to grandparents

  VCICCB006 | Capabilities | Intercultural Capability | Levels 3 and 4 | Cultural Practices