Search results

Result list

• Intercultural Capability: Foundation to Level 2 achievement standards

  By the end of Level 2, students begin to distinguish what is familiar and different in the ways culturally diverse individuals and families live. They describe their experiences of intercultural encounters, and identify cultural diversity in their school and/or community.

  Students explain how they...

  Level description | Capabilities | Intercultural Capability | Foundation to Level 2

• Intercultural Capability: Levels 7 and 8 achievement standards

  By the end of Level 8, students explain how cultural practices may change over time in a range of contexts. They understand how cultural groups can be represented, and comment on the effects of these representations.

  Students understand the challenges and benefits of living and working in culturally...

  Level description | Capabilities | Intercultural Capability | Levels 7 and 8

• 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

• VCPSCSO077

  Work with various peers, including participating in an activity they didn’t like

  Elaborations

  • cooperating with others when working or playing in groups
  • implementing some self-help skills when attempting to complete a task they didn’t like
  • developing some simple strategies to work with new team members

  VCPSCSO077 | Capabilities | Personal and Social Capability | Level D | Social Awareness and Management | Relationships and diversity

• 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

• Capabilities | Ethical Capability: Rationale and Aims

  Rationale

  The Ethical Capability curriculum explores what it means for both an individual and society to live well. Students examine what we ought to do, how we ought to live, what kind of society we should have and what kind of person one should be. These questions concern individuals alone and...

  Overview material | Ethical Capability

• 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

• Personal and Social Capability: Levels 9 and 10 description

  In Levels 9 and 10, the curriculum focuses on analysing factors that influence respectful relationships in a range of diverse settings and the importance of empathy and respect for diversity in creating a cohesive society. Students are provided with opportunities to engage in activities that promote...

  Level description | Capabilities | Personal and Social Capability

• 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

• VCCCTM007

  Consider ways to express and describe thinking activity, including the expression of feelings about learning, both to others and self

  Elaborations

  • identifying words to describe learning experiences, for example ‘learning looks like/sounds like/feels like’
  • drawing and displaying pictures or symbols to represent the meaning of words associated with thinking activities such as ‘watching, wondering, finding, trying’

  VCCCTM007 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Meta-Cognition

• VCCCTM008

  Explore some learning strategies, including planning, repetition, rewording, memorisation and use of mnemonics

  Elaborations

  • composing a simple song or rhyme to assist learning new words, such as greetings in another language
  • practising an oral presentation by intentionally rehearsing small parts of the presentation often

  VCCCTM008 | Capabilities | Critical and Creative Thinking | Foundation to Level 2 | Meta-Cognition

• VCCCTR046

  Examine a range of rhetorical devices and reasoning errors, including false dichotomies and begging the question

  Elaborations

  • identifying why a claim in a persuasive text such as ‘when will people stop being so greedy?’ or an interview question asked by a journalist such as ‘what are you afraid of?’ is begging the question and how begging the question is often used as a term for circular arguments
  • discussing how false dichotomies are used, for example by stakeholders in political issues when they try to persuade
  • analysing a range of examples to explore when particular forms of reasoning are legitimate and when they are fallacious, for example, ad hominin arguments and the relevance of criticising the person making the argument rather than the argument itself; or hasty generalisations and whether an evidence base is sufficient enough to generalise from

  VCCCTR046 | Capabilities | Critical and Creative Thinking | Levels 9 and 10 | Reasoning

• VCECU009

  Examine the contested meaning of concepts including truth and happiness and the extent to which these concepts are and should be valued

  Elaborations

  • using ethical dilemmas, as a prompt for exploring whether it is ever desirable to lie, for example, lying to protect a friend from getting into trouble, to stop someone’s feelings being hurt, or about an injury in order to get picked for a team
  • asking a range of people what their views on happiness are, how important it is and what is necessary for happiness
  • investigating whether everyone should have the right to be happy and if so, whether this is possible, using as stimulus issues of treatment of prisoners or bullies, or how much the wealthy should help the poor or the strong the weak

  VCECU009 | Capabilities | Ethical Capability | Levels 5 and 6 | 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

• VCECU014

  Explore the contested meaning of concepts including freedom, justice, and rights and responsibilities, and the extent they are and should be valued by different individuals and groups

  Elaborations

  • exploring the meaning of justice by proposing and evaluating criteria that might be used for justice, such as what is deserved, adherence to laws or maximising the common good
  • comparing and evaluating two conceptions of freedom: the absence of anything that prevents you achieving what you want, and the ability to control your own interests (self- determination); and whether the harm principle should be used to limit freedom, as part of a study of an issue concerning freedom of speech, or freedom of action (such as restrictions to gambling or alcohol consumption)
  • using a range of examples, such as drink driving, to examine whether there are more important rights and responsibilities than others, whether rights are means or ends and the extent to which reasons involving rights do and should outweigh other reasons for actions

  VCECU014 | Capabilities | Ethical Capability | Levels 7 and 8 | Understanding Concepts