Number patterns and algebraic thinking description
Figuring out how a pattern works brings predictability and allows the making of generalisations. This sub-element describes how a student becomes increasingly able to identify a pattern as something that is a discernible regularity in a group of numbers …
Number patterns and algebraic thinking | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Reflecting on thinking and processes element - Think about thinking (metacognition) Critical and Creative Thinking Reflecting on thinking and processes Level 1
describe what they are thinking and give reasons why
Reflecting on thinking and processes element - Think about thinking (metacognition) | Level 1 | Learning Continuum | Critical and Creative Thinking | General capabilities | F-10 curriculum
Reflecting on thinking and processes element - Think about thinking (metacognition) Critical and Creative Thinking Reflecting on thinking and processes Level 2
describe the thinking strategies used in given situations and tasks
Reflecting on thinking and processes element - Think about thinking (metacognition) | Level 2 | Learning Continuum | Critical and Creative Thinking | General capabilities | F-10 curriculum
Reflecting on thinking and processes element - Think about thinking (metacognition) Critical and Creative Thinking Reflecting on thinking and processes Level 5
assess assumptions in their thinking and invite alternative opinions
Reflecting on thinking and processes element - Think about thinking (metacognition) | Level 5 | Learning Continuum | Critical and Creative Thinking | General capabilities | F-10 curriculum
Reflecting on thinking and processes element - Think about thinking (metacognition) Critical and Creative Thinking Reflecting on thinking and processes Level 4
reflect on assumptions made, consider reasonable criticism and adjust their thinking if necessary
Reflecting on thinking and processes element - Think about thinking (metacognition) | Level 4 | Learning Continuum | Critical and Creative Thinking | General capabilities | F-10 curriculum
Reflecting on thinking and processes element - Reflect on processes Critical and Creative Thinking Reflecting on thinking and processes Level 1
identify the main elements of the steps in a thinking process
Reflecting on thinking and processes element - Reflect on processes | Level 1 | Learning Continuum | Critical and Creative Thinking | General capabilities | F-10 curriculum
Reflecting on thinking and processes element - Reflect on processes Critical and Creative Thinking Reflecting on thinking and processes Level 4
identify and justify the thinking behind choices they have made
Reflecting on thinking and processes element - Reflect on processes | Level 4 | Learning Continuum | Critical and Creative Thinking | General capabilities | F-10 curriculum
Critical and Creative Thinking - Foundation Year
Reflecting on thinking and processes connect information from one setting to another use information from a previous experience to inform a new idea Analysing, synthesising and evaluating reasoning and procedures share their thinking about possible …
Critical and Creative Thinking - Foundation Year | Conservation and sustainability | Dimensions | Curriculum connections | Resources
Reflecting on thinking and processes element - Think about thinking (metacognition) Critical and Creative Thinking Reflecting on thinking and processes Level 6
give reasons to support their thinking, and address opposing viewpoints and possible weaknesses in their own positions
Reflecting on thinking and processes element - Think about thinking (metacognition) | Level 6 | Learning Continuum | Critical and Creative Thinking | General capabilities | F-10 curriculum
Critical and Creative Thinking - Years 9 and 10
Reflecting on thinking and processes identify, plan and justify transference of knowledge to new contexts Analysing, synthesising and evaluating reasoning and procedures use logical and abstract thinking to analyse and synthesise complex information …
Critical and Creative Thinking - Years 9 and 10 | Conservation and sustainability | Dimensions | Curriculum connections | Resources
Critical and Creative Thinking - Years 1 and 2
Reflecting on thinking and processes connect information from one setting to another use information from a previous experience to inform a new idea
Critical and Creative Thinking - Years 1 and 2 | Conservation and sustainability | Dimensions | Curriculum connections | Resources
Critical and Creative Thinking - Level 1 (Foundation Year)
Typically by the end of Foundation Year, students: Identify and clarify information and ideas identify and describe familiar information and ideas during a discussion or investigation Organise and process information gather similar information or …
Critical and Creative Thinking - Level 1 (Foundation Year) | Digital media literacy | Dimensions | Curriculum connections | Resources
Critical and Creative Thinking - Level 1 (Foundation Year)
Typically by the end of Foundation Year, students: Identify and clarify information and ideas identify and describe familiar information and ideas during a discussion or investigation Organise and process information gather similar information or …
Critical and Creative Thinking - Level 1 (Foundation Year) | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources
Critical and Creative Thinking - Years 3 and 4
Reflecting on thinking and processes transfer and apply information in one setting to enrich another Analysing, synthesising and evaluating reasoning and procedures identify alternative courses of action or possible conclusions when presented with …
Critical and Creative Thinking - Years 3 and 4 | Conservation and sustainability | Dimensions | Curriculum connections | Resources
Critical and Creative Thinking - Years 7 and 8
Reflecting on thinking and processes justify reasons for decisions when transferring information to similar and different contexts Analysing, synthesising and evaluating reasoning and procedures differentiate the components of a designed course …
Critical and Creative Thinking - Years 7 and 8 | Conservation and sustainability | Dimensions | Curriculum connections | Resources
Critical and Creative Thinking - Level 1e (Foundation Year)
Typically, by the end of Foundation Year, students: Identify and clarify information and ideas identify and describe familiar information and ideas during a discussion or investigation Organise and process information gather similar information …
Critical and Creative Thinking - Level 1e (Foundation Year) | Competencies and skills | Dimensions | Curriculum connections | Resources
Critical and Creative Thinking - Years 5 and 6
Reflecting on thinking and processes apply knowledge gained from one context to another unrelated context and identify new meaning Analysing, synthesising and evaluating reasoning and procedures draw on prior knowledge and use evidence when choosing …
Critical and Creative Thinking - Years 5 and 6 | Conservation and sustainability | Dimensions | Curriculum connections | Resources
Respect matters: Critical and Creative Thinking
Young people develop critical and creative thinking to respond to complex relationship challenges and pressures of the 21st century. Students develop this capability as they learn to generate and evaluate knowledge, clarify concepts and ideas, seek possibilities, …
Respect matters: Critical and Creative Thinking | General capabilities | Dimensions | Curriculum connections | Resources
Online safety: Critical and Creative Thinking
Students identify, explore and clarify online information and use that knowledge in a range of situations. They think broadly and deeply using skills, behaviours and dispositions such as critical reasoning, logic, resourcefulness, imagination and innovation …
Online safety: Critical and Creative Thinking | General capabilities | Dimensions | Curriculum connections | Resources
Outdoor learning: Critical and Creative Thinking
Outdoor learning can develop students’ ability to think logically, critically and creatively in response to a range of issues, ideas and challenges in relation to nature. Students can learn how to critically evaluate evidence related to the outdoors and …
Outdoor learning: Critical and Creative Thinking | General capabilities | Dimensions | Curriculum connections | Resources