Modification History
Not applicable.
Unit Descriptor
Unit descriptor |
This unit describes the performance outcomes, skills and knowledge required to use fundamental critical thinking skills. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. |
Application of the Unit
Application of the unit |
This unit applies to all individuals who need the capacity to think critically and apply that thinking to a range of situations and challenges. It is relevant to all work and life situations, and focuses on the conscious development of skills to ask essential questions and to consider answers to those questions. 'A mind with no questions is a mind that is not intellectually alive. No questions (asked) equals no understanding (achieved).' Foundation for Critical Thinking |
Licensing/Regulatory Information
Not applicable.
Pre-Requisites
Prerequisite units |
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Employability Skills Information
Employability skills |
This unit contains employability skills. |
Elements and Performance Criteria Pre-Content
Elements describe the essential outcomes of a unit of competency. |
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
1. Examine the value of curiosity and questioning |
1.1. Appraise the value of curiosity and questioning in both work and life situations 1.2. Consider how different types of questions and styles of questioning apply in diverse situations |
2. Develop the habit of asking questions and wondering why |
2.1. Reflect on and wonder about issues and situations 2.2. Ask questions of self to challenge and expand individual thinking 2.3. Ask questions of others in a constructive way to seek broader knowledge and understanding 2.4. Identify situations when too much wondering and questioning may be inappropriate or ineffective 2.5. Assess the best ways to structure questions for different situations |
3. Contribute to answers as well as questions |
3.1. Take responsibility for answering questions as well as for asking them 3.2. From many possible questions, determine the key question to be answered 3.3. Identify and access information needed to answer the question 3.4. Sort the facts from other information in developing a response 3.5. Check own preconceptions and assumptions and determine their validity 3.6. Reach a well-considered conclusion or answer, without ruling out more questions or further exploration 3.7. Use conclusions and answers in positive, practical and timely ways |
Required Skills and Knowledge
REQUIRED SKILLS AND KNOWLEDGE |
This section describes the skills and knowledge required for this unit. |
Required skills |
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Required knowledge |
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Evidence Guide
EVIDENCE GUIDE |
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The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. |
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Overview of assessment |
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Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Evidence of the following is essential:
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Context of and specific resources for assessment |
Assessment must ensure:
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Method of assessment |
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
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Guidance information for assessment |
Critical thinking always occurs in a specific context. Therefore holistic assessment with other units relevant to the industry sector, workplace and job role is highly recommended. Assessors must, however, retain a strong focus on the critical thinking skills as described in this unit. |
Range Statement
RANGE STATEMENT |
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The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. |
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Value of curiosity and questioning might relate to: |
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Different types of questions may include questions about: |
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Questions of self may include: |
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Questions of others may include: |
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Situations when too much wondering or questioning may be inappropriate or ineffective may relate to: |
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Responsibility for answering questions may involve: |
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Key question to be answered may be determined by: |
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Information needed to answer the question may be: |
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Other information may be: |
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Preconceptions and assumptions may relate to: |
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Unit Sector(s)
Unit sector |
Competency field
Competency field |
Creativity and Innovation - Creative Thinking |
Co-requisite units
Co-requisite units |
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