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Ausvels Thinking Processes Concepts Skills Chart
Ausvels Thinking Processes Concepts Skills Chart
THINKING PROCESSES
Reasoning, processing and inquiry Concepts and skills chart
This chart identifies and, in some cases, elaborates the key concepts and skills in the standards.
Key
concepts
and skills
Questioning
/
Methodolog
y of inquiry
Managing
information
Levels F2
Standards for
assessment
are
introduced
from Level 3
onward.
The learning
focus
statements
for levels F-2
http://ausvels
.vcaa.vic.edu.
au/ThinkingProcesses/Cur
riculum
suggests
appropriate
learning
experiences
from which
teachers can
plan relevant
teaching and
learning
activities that
Levels 34
Use their own, teacher or peer
questions when seeking
information.
Levels 56
Develop their own questions as a
guide for investigation.
Levels 78
Use a range of question types,
including more complex
questions, when undertaking
investigations.
Use a range of discipline-based
methodologies (strategies, skills,
techniques, procedures relevant
to a discipline) when undertaking
investigations.
VCAA 2013
This material is derived from AusVELS, VCAA, Australia. For more information visit http://ausvels.vcaa.vic.edu.au/
Levels 910
Generate questions that allow
exploration of issues from multiple
perspectives.
Employ appropriate methodologies
for creating and verifying
knowledge in different disciplines.
Communication
Problem
solving
Decision
making
support
students to
develop the
concepts and
skills.
Levels F-2
advice
identifies how
key concepts
and skills can
be developed.
analysis of sometimes
contradictory information.
Thinking Processes
THINKING PROCESSES
Creativity Concepts and skills chart
This chart identifies and, in some cases, elaborates the key concepts and skills in the standards.
Key
concepts
and skills
Generating
ideas
Generating
solutions
Testing and
exploring
ideas
Levels F2
Standards for
assessment are
introduced from
Level 3 onward.
The learning
focus
statements for
levels F-2
http://ausvels.vca
a.vic.edu.au/Thin
kingProcesses/Curricu
lum
suggests
appropriate
learning
experiences from
which teachers
can plan relevant
teaching and
learning activities
that support
students to
develop the
concepts and
skills.
Levels 34
Levels 56
Levels 78
Levels 910
Thinking Processes
THINKING PROCESSES
Reflection, evaluation and metacognition Concepts and skills chart
This chart identifies and, in some cases, elaborates the key concepts and skills in the standards.
Key
concepts
Using the
language of
thinking
Levels F2
Standards for assessment
are introduced from Level
3 onward.
Levels 34
Use appropriate
language to explain
their thinking.
Levels 56
Articulate their thinking
processes, by using appropriate
language.
Levels 78
Use specific language to describe
their thinking.
Levels 910
Use specific terms to discuss
their thinking.
Thinking Processes
Evaluating
effectivene
ss
Examining
change
Identify strategies to
organise their ideas.
Identify and provide
reasons for their
point of view.
Justify changes in
their thinking.