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• Critical and Creative Thinking: Foundation to Level 2 description

  From Foundation to Level 2, the curriculum focuses on developing the knowledge, skills and understanding to express reasoning and to problem solve and learn more effectively. Students become familiar with key vocabulary and simple strategies to structure and improve thinking. Students develop...

  Level description | Capabilities | Critical and Creative Thinking

• Capabilities | Critical and Creative Thinking: Structure

  Critical and Creative Thinking is organised into three interrelated strands: Questions and Possibilities, Reasoning and Meta-Cognition.

  Strands	Questions and Possibilities	Reasoning	Meta-Cognition
  	Explore the nature of questioning and a range of processes and techniques to develop ideas	Explore...

  Overview material | Critical and Creative Thinking

• Capabilities | Critical and Creative Thinking: Rationale and Aims

  Rationale

  Responding effectively to environmental, social and economic challenges requires young people to be creative, innovative, enterprising and adaptable, with the motivation, confidence and skills to use critical and creative thinking purposefully. Explicit attention to and application of...

  Overview material | Critical and Creative Thinking

• Critical and Creative Thinking: Foundation to Level 2 achievement standards

  By the end of Level 2, students use and give examples of different kinds of questions. Students generate ideas that are new to them and make choices after considering personal preferences.

  Students identify words that indicate components of a point of view. They use reasons and examples for different...

  Level description | Capabilities | Critical and Creative Thinking | Foundation to Level 2

• 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

• VCNRC039

  Convey and present information about aspects of personal world, through prepared texts such as diagrams, dialogues and timelines

  Elaborations

  • constructing a visual, digital or narrative profile of the local community for people arriving from overseas, collecting information from public and community texts, such as fliers, newsletters, advertisements and brochures
  • preparing and giving simple oral presentations on personal world, for example, a timeline of growth and change, family celebrations and other special occasions
  • presenting the results of a class survey about aspects of personal world such as daily routines, for example, by creating a poster or digital presentation using diagrams, charts or timelines
  • conveying information to others using descriptive language, for example, producing a simple brochure or an advertisement about a city or tourist attraction in a country where the language is spoken
  • preparing a dialogue with a partner about self
  • using graphic organisers to convey information in particular ways, for example, to show priorities (list/table), to compare statistics or ideas (Venn diagram), or to highlight frequency (graphs)
  • reporting information based on own or group research, and supporting the information with photos, illustrations, captions or diagrams

  VCNRC039 | Capabilities | Critical and Creative Thinking | Levels 5 and 6 | Communicating | Informing