Critical and Creative Thinking learning continuum
Sub-element
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Typically, by the end of
Foundation Year, students:
Typically, by the end of
Year 2, students:
Typically, by the end of
Year 4, students:
Typically, by the end of
Year 6, students:
Typically, by the end of
Year 8, students:
Typically, by the end of
Year 10, students:
Inquiring identifying, exploring and organising information and ideas element
Pose questions
pose factual and
exploratory questions
based on personal
interests and experiences
pose questions to identify
and clarify issues, and
compare information in
their world
pose questions to expand pose questions to clarify
their knowledge about
and interpret information
the world
and probe for causes and
consequences
Identify
and clarify
information and
ideas
identify and describe
familiar information and
ideas during a discussion
or investigation
identify and explore
information and ideas
from source materials
identify main ideas
and select and clarify
information from a range
of sources
Organise
and process
information
gather similar information
or depictions from given
sources
organise information
based on similar or
relevant ideas from
several sources
collect, compare and
categorise facts and
opinions found in a
widening range of
sources
pose questions to
probe assumptions and
investigate complex
issues
pose questions to
critically analyse complex
issues and abstract ideas
identify and clarify
relevant information and
prioritise ideas
clarify information and
ideas from texts or
images when exploring
challenging issues
clarify complex
information and ideas
drawn from a range of
sources
analyse, condense
and combine relevant
information from multiple
sources
critically analyse
information and evidence
according to criteria such
as validity and relevance
critically analyse
independently sourced
information to determine
bias and reliability
Generating ideas, possibilities and actions element
Imagine
possibilities and
connect ideas
Consider
alternatives
Seek solutions
and put ideas
into action
use imagination to view
or create things in new
ways and connect two
things that seem different
build on what they know
to create ideas and
possibilities in ways that
are new to them
expand on known ideas
to create new and
imaginative combinations
combine ideas in a variety
of ways and from a range
of sources to create new
possibilities
draw parallels between
known and new ideas
to create new ways of
achieving goals
create and connect
complex ideas using
imagery, analogies and
symbolism
suggest alternative
and creative ways
to approach a given
situation or task
identify and compare
creative ideas to think
broadly about a given
situation or problem
explore situations
using creative thinking
strategies to propose a
range of alternatives
identify situations where
current approaches do
not work, challenge
existing ideas and
generate alternative
solutions
generate alternatives and
innovative solutions, and
adapt ideas, including
when information is
limited or conflicting
speculate on creative
options to modify ideas
when circumstances
change
predict what might
happen in a given
situation and when
putting ideas into action
investigate options
and predict possible
outcomes when putting
ideas into action
experiment with a range
of options when seeking
solutions and putting
ideas into action
assess and test options
to identify the most
effective solution and to
put ideas into action
predict possibilities,
and identify and test
consequences when
seeking solutions and
putting ideas into action
assess risks and explain
contingencies, taking
account of a range of
perspectives, when
seeking solutions and
putting complex ideas
into action
Critical and Creative Thinking learning continuum
Sub-element
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Typically, by the end of
Foundation Year, students:
Typically, by the end of
Year 2, students:
Typically, by the end of
Year 4, students:
Typically, by the end of
Year 6, students:
Typically, by the end of
Year 8, students:
Typically, by the end of
Year 10, students:
Reflecting on thinking and processes element
Think about
thinking
(metacognition)
describe what they are
thinking and give reasons
why
describe the thinking
strategies used in given
situations and tasks
reflect on, explain and
check the processes
used to come to
conclusions
reflect on assumptions
made, consider
reasonable criticism and
adjust their thinking if
necessary
assess assumptions in
their thinking and invite
alternative opinions
give reasons to support
their thinking, and
address opposing
viewpoints and possible
weaknesses in their own
positions
Reflect on
processes
identify the main
elements of the steps in a
thinking process
outline the details and
sequence in a whole
task and separate it into
workable parts
identify pertinent
information in an
investigation and
separate into smaller
parts or ideas
identify and justify the
thinking behind choices
they have made
evaluate and justify the
reasons behind choosing
a particular problemsolving strategy
balance rational and
irrational components of
a complex or ambiguous
problem to evaluate
evidence
Transfer
knowledge into
new contexts
connect information from
one setting to another
use information from a
previous experience to
inform a new idea
transfer and apply
information in one setting
to enrich another
apply knowledge gained
from one context to
another unrelated context
and identify new meaning
justify reasons for
decisions when
transferring information
to similar and different
contexts
identify, plan and
justify transference
of knowledge to new
contexts
Analysing, synthesising and evaluating reasoning and procedures element
Apply logic and
reasoning
identify the thinking used
to solve problems in
given situations
identify reasoning used
in choices or actions in
specific situations
identify and apply
appropriate reasoning
and thinking strategies for
particular outcomes
assess whether there
is adequate reasoning
and evidence to justify
a claim, conclusion or
outcome
identify gaps in reasoning
and missing elements in
information
analyse reasoning used
in finding and applying
solutions, and in choice
of resources
share their thinking about
Draw
conclusions and possible courses of
design a course action
of action
identify alternative
courses of action or
possible conclusions
when presented with new
information
draw on prior knowledge
and use evidence when
choosing a course of
action or drawing a
conclusion
scrutinise ideas
or concepts, test
conclusions and modify
actions when designing a
course of action
differentiate the
components of a
designed course of
action and tolerate
ambiguities when drawing
conclusions
use logical and abstract
thinking to analyse and
synthesise complex
information to inform a
course of action
Evaluate
procedures and
outcomes
evaluate whether they
have accomplished what
they set out to achieve
explain and justify ideas
and outcomes
evaluate the effectiveness
of ideas, products,
performances, methods
and courses of action
against given criteria
explain intentions and
justify ideas, methods
and courses of action,
and account for expected
and unexpected
outcomes against criteria
they have identified
evaluate the effectiveness
of ideas, products and
performances and
implement courses of
action to achieve desired
outcomes against criteria
they have identified
check whether they
are satisfied with the
outcome of tasks or
actions
