Skip to main content Skip to navigation

Victorian Curriculum and Assessment Authority

Critical and Creative Thinking

  1. Introduction
  2. Curriculum
Filter
Filter
View
  1. View levels consecutively down the page
  2. View levels in columns across the page
  3. View one level per page with elaborations
Show
Print this page
  1. 3-4

Levels 3 and 4

Levels 3 and 4 Description

In Levels 3 and 4, the curriculum focuses on developing the knowledge, skills and understanding to improve and monitor thinking. Students learn and consider the advantages of different thinking techniques. Students learn there are different ways to respond to problems, visualise thinking and think more effectively.

Levels 3 and 4 Content Descriptions

Meta-Cognition

  1. Consider concrete and pictorial models to facilitate thinking, including a range of visualisation strategies (VCCCTM018)
    Elaborations
    1. 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
    2. 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
  2. Examine an increased range of learning strategies, including visualisation, note-taking, peer instruction and incubation, and reflect on how these can be applied to different tasks to reach a goal (VCCCTM019)
    Elaborations
    1. discussing different uses of visualisation as a learning strategy, for example to improve learning of a process or technique, to clarify a goal or to improve concentration
    2. experimenting with allowing different times between practising spelling lists and reflecting on what was more effective
  3. Investigate a range of problem-solving strategies, including brainstorming, identifying, comparing and selecting options, and developing and testing hypotheses (VCCCTM020)
    Elaborations
    1. 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
    2. 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

Levels 3 and 4 Achievement Standard

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, premises and conclusions. They use and explain a range of strategies to develop their arguments. They identify the need to make distinctions and apply strategies to make these.

Students use concrete and pictorial models to facilitate thinking, including a range of visualisation strategies. They practice and apply an increased range of learning strategies, including visualisation, note-taking, peer instruction and incubation. Students select and apply a range of problem-solving strategies.

.

Scroll to the top of the page