Learning Continuum of Critical and Creative Thinking

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This element involves students reflecting on, adjusting and explaining their thinking and identifying the thinking behind choices, strategies and actions taken.

Students think about thinking (metacognition), reflect on actions and processes, and transfer knowledge into new contexts to create alternatives or open up possibilities. They apply knowledge gained in one context to clarify another. In developing and acting with critical and creative thinking, students:

  • think about thinking (metacognition)
  • reflect on processes
  • transfer knowledge into new contexts.

Level 4

Typically by the end of Year 6, students:

Think about thinking (metacognition)

reflect on assumptions made, consider reasonable criticism and adjust their thinking if necessary

Reflect on processes

identify and justify the thinking behind choices they have made

Transfer knowledge into new contexts

apply knowledge gained from one context to another unrelated context and identify new meaning

Level 5

Typically by the end of Year 8, students:

Think about thinking (metacognition)

assess assumptions in their thinking and invite alternative opinions

Reflect on processes

evaluate and justify the reasons behind choosing a particular problem-solving strategy

Transfer knowledge into new contexts

justify reasons for decisions when transferring information to similar and different contexts

Level 6

Typically by the end of Year 10, students:

Think about thinking (metacognition)

give reasons to support their thinking, and address opposing viewpoints and possible weaknesses in their own positions

Reflect on processes

balance rational and irrational components of a complex or ambiguous problem to evaluate evidence

Transfer knowledge into new contexts

identify, plan and justify transference of knowledge to new contexts