The Victorian Curriculum F–10


According to the Principles of learning and Teaching (PoLT) "Lipman's philosophical inquiry approach asserts that what is taught in schools is not (and should not be) subject matter but rather ways of thinking. He believes that 'people of any age can reflect and discuss philosophical issues profitably'; and explore a set of ideas that leads to questioning, exploring concepts and values, and posing problems. The classroom SHOULD be converted into a 'community of inquiry': a group (social setting) of individuals who use dialogue to search out the problematic borders of a puzzling concept."

4.1 - Teaching sequences promote sustained learning that builds over time and emphasises connections between ideas
4.2 - The teacher promotes substantive discussion of ideas
4.3 - The teacher emphasises the quality of learning with high expectations of achievement
4.4 - The teacher uses strategies that challenge and support students to question and reflect
4.5 - The teacher uses strategies to develop investigating and problem solving skills
4.6 - The teacher uses strategies to foster imagination and creativity


Find out more from the following link to VCAA curriculum documentation:

The 'Ethical' Capability will sit alongside three other general capabilities in the Victorian F-10 curricululum; 'Critical and Creative Thinking, 'Intercultural' and 'Personal and Social'.

The 'scope and sequence' document (with content descriptions and associated achievement standards) will be helpful for assistance in planning teaching and learning programs for 2016.