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• VCCCTM029

  Investigate thinking processes using visual models and language strategies

  Elaborations

  • drawing mind maps for different purposes, such as classifications or to identify connections
  • examining a range of sentence starters and identifying those associated with a thinking process such as planning or evaluating, and writing them on cards and creating a wall display

  VCCCTM029 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Meta-Cognition

• VCCCTR013

  Examine and use the structure of a basic argument, with an aim, reasons and conclusion to present a point of view

  Elaborations

  • drawing the structure of a basic argument using digital and non-digital technologies
  • dropping and dragging jumbled sentences from an argument into order and explaining and comparing different orderings using digital technologies or hard copy cards
  • providing a prompt and sentence starters to structure arguments for and against a claim, for example that “Ignoring teasing is the best response”

  VCCCTR013 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Reasoning

• Capabilities | Critical and Creative Thinking: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Critical and Creative Thinking

• 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

• VCNRC044

  Engage in intercultural experiences, comparing ways of communicating in Australian and speaking contexts of the language being studied and identifying ways that culture influences language use

  Elaborations

  • investigating aspects of own language use that reflect own cultural perspective and experiences, for example, using colloquialisms and idioms such as g’day, howzat, this arvo, mozzie
  • reflecting on situations where interactions in the target language have felt awkward or difficult, discussing own reactions and adjustments
  • considering what linguistic or cultural information they would need to know in order to visit a school in a country where the target language is spoken and talking about adjustments they may need to make in language use and behaviour

  VCNRC044 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Reflecting