Learning continuum
Inquiring – identifying, exploring and organising information and ideas
Typically by the end of Foundation Year, students:
Pose questions
- pose factual and exploratory questions based on personal interests and experiences
Examples:
- asking why events make people happy or sad
Identify and clarify information and ideas
Examples:
- identifying what led to a decision being made
Organise and process information
- gather similar information or depictions from given sources
Examples:
- collecting a variety of representations of particular action(s)
Generating ideas, possibilities and actions
Typically by the end of Foundation Year, students:
Imagine possibilities and connect ideas
- use imagination to view or create things in new ways and connect two things that seem different
Consider alternatives
- suggest alternative and creative ways to approach a given situation or task
Examples:
- considering alternative uses for a familiar product
Seek solutions and put ideas into action
- predict what might happen in a given situation and when putting ideas into action
Reflecting on thinking and processes
Typically by the end of Foundation Year, students:
Think about thinking (metacognition)
- describe what they are thinking and give reasons why
Transfer knowledge into new contexts
- connect information from one setting to another
Analysing, synthesising and evaluating reasoning and procedures
Typically by the end of Foundation Year, students:
Apply logic and reasoning
Examples:
- asking how dilemmas in narratives were solved
Draw conclusions and design a course of action
- share their thinking about possible courses of action
Evaluate procedures and outcomes
- check whether they are satisfied with the outcome of tasks or actions
Examples:
- asking whether their work sounds and looks right and makes sense
Inquiring – identifying, exploring and organising information and ideas
Typically by the end of Year 2, students:
Pose questions
Examples:
- asking how and why certain actions and events occurred
Identify and clarify information and ideas
- identify and explore information and ideas from source materials
Examples:
- exploring patterns and similarities
Organise and process information
- organise information based on similar or relevant ideas from several sources
Examples:
- finding examples of kindness or change in several sources
Generating ideas, possibilities and actions
Typically by the end of Year 2, students:
Imagine possibilities and connect ideas
- build on what they know to create ideas and possibilities in ways that are new to them
Examples:
- using a flow chart when plotting actions
Consider alternatives
Examples:
- considering ways of conserving water in their environment
Seek solutions and put ideas into action
- investigate options and predict possible outcomes when putting ideas into action
Examples:
- exploring identified problems and ways of overcoming them
Reflecting on thinking and processes
Typically by the end of Year 2, students:
Think about thinking (metacognition)
- describe the thinking strategies used in given situations and tasks
Examples:
- describing how they approach tasks when they are not sure what to do
Reflect on processes
- outline the details and sequence in a whole task and separate it into workable parts
Examples:
- using logic to sort information in graphic organisers or musical segments
Transfer knowledge into new contexts
- use information from a previous experience to inform a new idea
Examples:
- applying reasons for actions previously given to similar new situations
Analysing, synthesising and evaluating reasoning and procedures
Typically by the end of Year 2, students:
Apply logic and reasoning
- identify reasoning used in choices or actions in specific situations
Examples:
- asking what course of action was most logical and why
Draw conclusions and design a course of action
- identify alternative courses of action or possible conclusions when presented with new information
Examples:
- describing how an outcome might change if a character acted differently
Evaluate procedures and outcomes
- evaluate whether they have accomplished what they set out to achieve
Examples:
- asking whether they listened to a peer's answer well or used a suitable procedure
Inquiring – identifying, exploring and organising information and ideas
Typically by the end of Year 4, students:
Pose questions
- pose questions to expand their knowledge about the world
Examples:
- asking who, when, how and why about a range of situations and events
Identify and clarify information and ideas
Examples:
- establishing a sequence during investigation of artefact, image or text
Organise and process information
- collect, compare and categorise facts and opinions found in a widening range of sources
Examples:
- processing relevant depictions of an event
Generating ideas, possibilities and actions
Typically by the end of Year 4, students:
Imagine possibilities and connect ideas
- expand on known ideas to create new and imaginative combinations
Examples:
- exchanging or combining ideas using mind maps
Consider alternatives
- explore situations using creative thinking strategies to propose a range of alternatives
Examples:
- asking 'What if..?' when conducting an investigation
Seek solutions and put ideas into action
- experiment with a range of options when seeking solutions and putting ideas into action
Examples:
- using a graphic organiser to suggest alternative solutions
Reflecting on thinking and processes
Typically by the end of Year 4, students:
Think about thinking (metacognition)
- reflect on, explain and check the processes used to come to conclusions
Examples:
- explaining ways they check their thinking and deal with setbacks
Reflect on processes
- identify pertinent information in an investigation and separate into smaller parts or ideas
Examples:
- examining the significant aspects of an historical event
Transfer knowledge into new contexts
- transfer and apply information in one setting to enrich another
Examples:
- using visual or numerical representations to clarify information
Analysing, synthesising and evaluating reasoning and procedures
Typically by the end of Year 4, students:
Apply logic and reasoning
Examples:
- using logical or predictive reasoning when problem solving
Draw conclusions and design a course of action
- draw on prior knowledge and use evidence when choosing a course of action or drawing a conclusion
Examples:
- assessing the worth of elements of a planned approach or solution
Evaluate procedures and outcomes
Examples:
- evaluating whether specified materials or calculations were appropriate for set goals or evidence presented
Inquiring – identifying, exploring and organising information and ideas
Typically by the end of Year 6, students:
Pose questions
Examples:
- inquiring into cause and effect of significant events in their lives
Identify and clarify information and ideas
- identify and clarify relevant information and prioritise ideas
Examples:
- giving reasons for a preferred pathway when problem solving
Organise and process information
- analyse, condense and combine relevant information from multiple sources
Examples:
- establishing opinion versus fact in literature and film
Generating ideas, possibilities and actions
Typically by the end of Year 6, students:
Imagine possibilities and connect ideas
- combine ideas in a variety of ways and from a range of sources to create new possibilities
Examples:
- by matching ideas from science and history
Consider alternatives
- identify situations where current approaches do not work, challenge existing ideas and generate alternative solutions
Examples:
- examining the environmental impact of transporting goods
Seek solutions and put ideas into action
- assess and test options to identify the most effective solution and to put ideas into action
Examples:
- using role plays to test and refine approaches when initial ideas do not work
Reflecting on thinking and processes
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
Examples:
- identifying where methods of investigation and inquiry could be improved
Reflect on processes
Examples:
- explaining why particular musical notations or mathematical sequences were selected
Transfer knowledge into new contexts
Examples:
- using statistics to interpret information from census data about migration
Analysing, synthesising and evaluating reasoning and procedures
Typically by the end of Year 6, students:
Apply logic and reasoning
- assess whether there is adequate reasoning and evidence to justify a claim, conclusion or outcome
Examples:
- comparing and contrasting interpretations of information or image
Draw conclusions and design a course of action
- scrutinise ideas or concepts, test conclusions and modify actions when designing a course of action
Examples:
- charting progress of an argument or investigation and proposing alternatives
Evaluate procedures and outcomes
- evaluate the effectiveness of ideas, products, performances, methods and courses of action against given criteria
Examples:
- assessing their own and peer responses to an issue, performance or artefact
Inquiring – identifying, exploring and organising information and ideas
Typically by the end of Year 8, students:
Pose questions
- pose questions to probe assumptions and investigate complex issues
Examples:
- questioning causes and effects of local and world events
Identify and clarify information and ideas
- clarify information and ideas from texts or images when exploring challenging issues
Examples:
- identifying the strengths and weaknesses of different approaches
Organise and process information
- critically analyse information and evidence according to criteria such as validity and relevance
Examples:
- scrutinising the accuracy of depicted events
Generating ideas, possibilities and actions
Typically by the end of Year 8, students:
Imagine possibilities and connect ideas
- draw parallels between known and new ideas to create new ways of achieving goals
Examples:
- using patterns and trends in Mathematics to arrive at possible solutions in other learning areas
Consider alternatives
- generate alternatives and innovative solutions, and adapt ideas, including when information is limited or conflicting
Examples:
- negotiating a solution to a community dispute
Reflecting on thinking and processes
Typically by the end of Year 8, students:
Think about thinking (metacognition)
- assess assumptions in their thinking and invite alternative opinions
Examples:
- reflecting on the accuracy of their own and others' thinking
Reflect on processes
Examples:
- choosing images that best represent an idea or product
Transfer knowledge into new contexts
- justify reasons for decisions when transferring information to similar and different contexts
Examples:
- explaining choices, such as the use of a soundtrack to accompany a performance
Analysing, synthesising and evaluating reasoning and procedures
Typically by the end of Year 8, students:
Apply logic and reasoning
- identify gaps in reasoning and missing elements in information
Examples:
- finding wrong rationales or assumptions made and/or illogical conclusions drawn when seeking outcomes
Draw conclusions and design a course of action
- differentiate the components of a designed course of action and tolerate ambiguities when drawing conclusions
Examples:
- assessing the success of a formula for a product or management of an event
Inquiring – identifying, exploring and organising information and ideas
Typically by the end of Year 10, students:
Pose questions
- pose questions to critically analyse complex issues and abstract ideas
Examples:
- questioning to uncover assumptions and inferences and provoke debate about global events
Identify and clarify information and ideas
- clarify complex information and ideas drawn from a range of sources
Examples:
- scrutinising contrasting positions offered about events or findings
Organise and process information
- critically analyse independently sourced information to determine bias and reliability
Examples:
- critiquing data from known and unknown sources
Generating ideas, possibilities and actions
Typically by the end of Year 10, students:
Imagine possibilities and connect ideas
- create and connect complex ideas using imagery, analogies and symbolism
Examples:
- developing hypotheses based on known and invented models and theories
Consider alternatives
- speculate on creative options to modify ideas when circumstances change
Examples:
- submitting designed and developed ideas or products for further investigation
Seek solutions and put ideas into action
- assess risks and explain contingencies, taking account of a range of perspectives, when seeking solutions and putting complex ideas into action
Examples:
- expressing difficult concepts digitally, kinaesthetically or spatially
Reflecting on thinking and processes
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
Examples:
- reflecting on justifications for approaching problems in certain ways
Reflect on processes
Transfer knowledge into new contexts
Examples:
- demonstrating ways ideas gained in an historical or literary context could be applied in a different scenario
Analysing, synthesising and evaluating reasoning and procedures
Typically by the end of Year 10, students:
Apply logic and reasoning
Draw conclusions and design a course of action
- use logical and abstract thinking to analyse and synthesise complex information to inform a course of action
Examples:
- using primary or secondary evidence to support or refute a conclusion
Evaluate procedures and outcomes
- evaluate the effectiveness of ideas, products and performances and implement courses of action to achieve desired outcomes against criteria they have identified
Examples:
- strengthening a conclusion, identifying alternative solutions to an investigation