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• VCCCTQ010

  Construct and use open and closed questions for different purposes

  Elaborations

  • providing a range of sample questions about a text and asking students to classify them in terms of having one right answer and many different possibilities
  • constructing and using closed and open questions, for example to investigate the characteristics of a place and how people describe these characteristics
  • elaborating on closed questions to transform them into open questions, for example for the purpose of gathering a range of data

  VCCCTQ010 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Questions and Possibilities

• VCCCTQ044

  Suspend judgements to allow new possibilities to emerge and investigate how this can broaden ideas and solutions

  Elaborations

  • comparing a creative process that quickly follows initial judgements to one that intentionally suspends judgements over a period of time and reflecting on the quality of the ideas produced
  • exploring optimum conditions for an ‘incubation period’ when problem-solving, for example ‘sleeping on it’, or undertaking a distracting menial task and then returning to the problem
  • using technology for experimenting with the relationships between compositions of functions, such as resultant shapes and behaviours, which may then be used in modelling and understanding a range of real-world phenomena

  VCCCTQ044 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Questions and Possibilities

• VCCCTR006

  Consider how reasons and examples are used to support a point of view and illustrate meaning

  Elaborations

  • comparing a reason supported by an example and one without an example to show how examples help to clarify meaning
  • identifying how curiosity about the past compared to the present, can lead to seeking reasons and supporting examples
  • investigating how reasons can assist in decision-making between alternatives, for example discussing preferences for different data displays and how giving reasons for preferences assists with the final decision

  VCCCTR006 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Reasoning

• VCCCTR036

  Investigate the difference between a description, an explanation and a correlation and scepticism about cause and effect

  Elaborations

  • identifying reasons for possible scepticism about cause and effect such as a sample size that is too small or an exaggerated claim, for example, a marketing claim that someone’s relationship success is due to one particular product
  • examining maps to identify spatial patterns and discussing why a mere association, for example between liveability indicators such as housing density and access to shopping centres or train stations, does not in itself show a particular cause and effect

  VCCCTR036 | 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

• VCPSCSO013

  Describe ways of making and keeping friends, including how actions and words can help or hurt others, and the effects of modifying their behaviour

  Elaborations

  • creating a list of strategies, including words and actions, which students have used to make friends in their life
  • discussing what friendships require to be maintained such as kindness, support, acceptance, respect
  • providing examples of respect to one another showing both words and actions and discussing how negative words and actions can hurt and making suggestions about how to modify behaviours

  VCPSCSO013 | Capabilities | Personal and Social Capability | Levels 1 and 2 | Social Awareness and Management | Relationships and diversity

• VCCCTQ003

  Make simple modifications to known ideas and routine solutions to generate some different ideas and possibilities

  Elaborations

  • investigating how making one change to a characteristic such as shape, position, size or materials can make a significant difference, for example how changing the size and/or design of the school garden could reduce the amount of water it requires
  • reading a picture story book with two endings, and exploring how the author makes modifications to create different endings
  • using unifix blocks to explore number nbonds for addition and subtraction problems, making and breaking a given number as many ways as possible to generate different possibilities of equivalence for addition and subtraction problems, for example in response to prompts such as ‘How can you break 9?’ (8+1)

  VCCCTQ003 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Questions and Possibilities

• 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

• VCECD022

  Discuss issues raised by thinking about consequences and duties, in approaches to decision-making and action, and arguments for and against these approaches

  Elaborations

  • defining and comparing ethical terms such as deontology and consequentialism, identifying the main contestabilities and applying findings to discuss the costs and benefits of a proposal such as diverting money from a planned pedestrian crossing to a hospital, or from the foreign aid budget to domestic farmers, or from programs that respond to health problems to those that claim to prevent health problems
  • using hypothetical ethical dilemmas to compare consequential and duty-based approaches to decision-making and their contestabilities, for example the trolley problem, where a switch can be flipped to divert a runaway carriage that would crash into five railway workers, but would instead kill one person standing on the other line (from Philippa Foot), or whether to stay and look after a family member or go and fight evil forces (from Sartre), or a politician lying in an attempt to protect citizens from harm (from Machiavelli - the problem of Dirty Hands)
  • examining issues in fiction that show problems with consequence and duties-based approaches to decision-making, such as conflicts between rights or duties or potentially causing the suffering of the few for the sake of the majority, for example, in “The Hunger Games” or “Les Miserables”, for example, when Jean Valjean faces the decision of whether to save the person mistakenly identified as him

  VCECD022 | Capabilities | Ethical Capability | Levels 9 and 10 | Decision Making and Actions