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• 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

• VCELA473

  Analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction

  Elaborations

  • considering how nominalisation affects the way in which events are constructed and explained, making some information more explicit and other information less so
  • analysing how logical relations between ideas are built up by combining main with subordinate clauses indicating cause, result, manner, concession, condition, and so on (for example, ‘Although his poems were not generally well received by critics during his life (concession), Keats’ reputation grew substantially after his death’)
  • noting how technicality allows for efficient reference to shared knowledge, indicating growing expertise in the field (for example, ‘The Romantic poetry of Keats is characterised by sensual imagery, most notably in the series of odes.’)
  • observing how abstraction allows for greater generalisation at a higher level (for example, ‘the political, religious, social and economic features of the society’ – which is an abstract noun group/phrase)

  VCELA473 | Curriculum content | English | Level 10 | Writing | Language

• VCZHU220

  Organise and express complex ideas in Chinese, for example, analysing and comparing active and passive sentence constructions

  Elaborations

  • organising information in a range of ways, and discussing the logical flow of the information and whether it suits the audience’s reading expectations, for example, comparing 目前陆地上的煤，石油等资源 由于长期开采，已经越来越少 and 由于长期开采陆地上的资源，比如煤和石油，目前已经越来越少
  • analysing the subtle differences between expressions with similar meanings conveyed using, for example, 除了…也 and 除了…都 and 虽然 and 尽管
  • exploring the particular functions of key grammatical forms and their correct context of use, for example, distinguishing between the uses of 的、 得、 地 and 可以、能、会
  • employing more complex syntactical features to enhance their own meanings, building on current knowledge, for example, making comparisons, expressing sequence, expressing cause and effect
  • using particular discourse features to extend and elaborate their own message, for example, 除此之外、尽管这样、同样

  VCZHU220 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHU076

  Analyse and examine how effective authors control sentence structure and use language to engage their audience

  Elaborations

  • comparing the use of words that rely on interpretation of context to convey the intended meaning (such as 让、给), for example, listening to and reading several extracts from texts which use the same word in a different way
  • expressing conditions (for example, 如果…就); expressing cause and effect (for example, 为了…); and expressing the condition, quality or result of an action, for example, 坐得下、 说得对、 做完、买到
  • justifying opinions and building logical arguments by expressing additional information and providing reasons (for example, using 不但…而且…；除了…以外；另外), and introducing contrasting views to others using elements such as cohesive devices, for example, 不是…而是…；不过；虽然…但是…
  • exploring the ways in which language can be manipulated to make ideas more objective, for example, removal of personal pronouns and opinions
  • examining the use of noun phrases in Chinese and experimenting with omitting nouns (zero subjects) in their own communication
  • experimenting with the use of 成语 and famous sayings to substantiate ideas in Chinese
  • experimenting with 的 as a subject modifier to express ideas that would contain relative clauses in English, for example, 我昨天买的书不太贵

  VCZHU076 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHU204

  Explore features of the Chinese grammatical system

  Elaborations

  • developing a metalanguage to talk about and compare features of grammar across languages
  • comparing the impact of sequencing choices (for example, 我不能按时交作业因为我感冒了 versus 我感冒了所以不能按时交作业) when explaining or justifying an action
  • exploring the multiple uses of frequently encountered features of Chinese syntax such as particles 的 and 了
  • exploring uses of cohesive devices such as 可是; 因为…所以…;如果…就… to sequence and order ideas and events (for example, …的时候、以后、以前;先…然后…; 完), to compare ideas (for example, 跟…一样/不同；比), and as simple connectives, for example, 不但…而且…；虽然…但是…
  • organising information in diverse ways and discussing the logical flow of the information, considering whether it meets the audience’s expectations, for example, comparing 目前陆地上的煤，石油等资源 由于长期开采，已经越来越少。 and 由于长期开采陆地上的资源，比如煤和石油，目前已经越来越少
  • comparing metaphorical and literal meaning in texts, for example, 远远的街灯明了，像是闪着无数的明星
  • analysing rhetorical devices in texts (for example, 比喻、夸张、排比), identifying culturally specific features such as 日月如梭，难于上青天, and experimenting with rhetorical devices in own texts

  VCZHU204 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language