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Primary Resources | EYLF F-2 Year 3-10 | Twinkl Teacher-made

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Check out our interactive series of lesson plans, worksheets, PowerPoints and assessment tools today! All teacher-made, aligned with the Australian Curriculum.

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EDIT: Borrowed from Annalees Jackson - A Beginners Guide to PowerPoint. This is a great presentation to help with beginning to use PowerPoint. This helps with my focus for this assessment: PowerPoint!!!

https://www.youtube.com/watch?v=DzPhjLPLLeg

Create presentations from scratch or start with a professionally designed, fully customizable template from Microsoft Create.

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Microsoft PowerPoint - Presentation Tutorial in 13 MINS!  [ COMPLETE ]

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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Nearpod: Foster a love of learning in every student

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Create active learning experiences students can’t wait to be a part of.

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What are Wikis? And should you use them? A Wiki can be defined as ''a system that allows one or more people to build up a corpus of knowledge in a set of interlinked web pages, using a process of creating and editing pages" (p.5) (6).

Simply put, a Wiki can be defined as a web-based tool on which users collaboratively add/delete/modify content directly from the web browser. The most famous wiki is Wikipedia. Wikis are webpages that encourage user collaboration, allowing them to create, edit, delete, and publish information. For this reason, they are useful for a number of synergistic educational activities, including study guide creation and collaborating on group presentations and assignments.

Adopting technology in education can be very challenging. Research studies document many barriers (lack of resources, lack of education, etc). Wikis have become an increasingly popular form of technology use in classrooms. Educators and teachers are using Wikis as an effective teaching and learning tool to enhance the learning process. Collaboration is an important part of teaching and learning. And Wikis can facilitate collaboration. Wikis can be used to engage learners in learning with others.

In the traditional classroom setting, teachers provide most of the classroom information. With wikis, students can collaboratively create a great deal of that classroom information. Wikis allow students to become the authors of knowledge rather than the consumers of it, making wikis an excellent resource for inspiring students to form critical thinking techniques, to learn from their peers, and to become better contributors in group settings.

The principal advantages of wikis are similar in traditional classrooms and in hybrid or online courses as a mode of gathering information, a mode of assessment, and a way to foster collaboration and engagement among students.

Using wikis in the classroom allows for a unique online experience for students. It basically allows them to exercise control. By allowing more authority over the outcome of a project or assignment, teachers can encourage students to produce content rather than just consume it. This role reversal encourages students to truly learn from and absorb the information.

In order to effectively employ wiki use in your classroom, you must first determine which wiki website is best for you and your class.

Why?

Wikis can increase educational productivity:

Wikis support collaborative learning because Wikis can enable groups of students to work together to solve a problem, complete a project, etc.

Using Wikis effectively may help your students reach Bloom's higher-order skills, e.g., creating, evaluation, etc.

Wikis promote active learning where students can actively participate in educational activities like writing, discussing, etc.

Wikis can help you create interactive learning environments

Wikis can help you promote open dialogue and encourage community building

Wikis can help you prepare your students for the 21st-century marketplace by developing digital literacy skills

Wikis can improve students' writing skills

Advantages of wikis include:

Offer content access at all times, no matter where the user is located

Support many forms of media, including URLs, photos, videos, and music

Let the user view every change and entry for group assignments

Collect information from student groups

Allow for collaboration in writing of assignment or course reviews

Offer a highly useful resource for teamwork and conversation at a low cost

Allow for detailed reading, modification, and recording of each draft

Foster collaboration between teachers and students in the design and implementation of uncomplicated webpages

Encourage peer review and editing in group assignments

Allow for collaborative authoring of projects and assignments

Offer an alternative to traditional presentation tools like PowerPoint

Provide an environmentally-friendly alternative to paper-based assignments

Allow for easy tracking of deadline compliance thanks to date and time stamps

Show all revisions, offering options like reverting to former versions and ability to undo changes

How to use Wikis in teaching and learning

If you are an educator and want to use Wikis, here some tips for you:

Set clear rules and expectations

Let students know what you expect and how students' work will be evaluated (perhaps design a rubric)

Include detailed instructions

Give authentic assignments

Clearly define students' roles and activities

Closely monitor students' activities

Ask students to review and comment on each other's entries

Encourage interaction

Become familiar with Wikis yourself

Teaching methods
Options for using wikis in traditional or hybrid/online classes include ( how to design a course):

Develop a data bank complete with definitions, descriptions, research information, encyclopedia entries, and more

Utilize as a hub for group assignments, offering options for revision, tracking contributor participation, and providing a cooperative platform

Employ as a data bank between classes or semesters

Use as a training guide with specific directions, like how to complete an exercise

Allow students to make changes to the training guide in an effort to make it better for future students

See also: Just In Time Teaching

Wikis can be used in MOOCs
How to make wikis work for your classroom

Offer initiation, directions, and rules for students on wiki use. Make yourself available to answer questions and troubleshoot.

Form a plan for the layout and structure of the wiki. It may be best to design a simple template yourself, allowing students to add their own information and pages.

Some wikis limit editing access to one student at a time. Familiarize yourself with the functionality of the wiki site and make a plan for handling this potential roadblock to avoid issues.

Create an assessment plan to evaluate student participation in the wiki.

Think about how the wiki will interact or overlap with other classroom assignments and collaborations. Adjust as needed to account for any conflicts.

Initiate and support hyperlinking to your students.

Most learning management systems support wiki features and comment functionality. How does this correlate and fit in with the usual discussion board?

Include the wiki project in your classroom syllabus.

Talk about cooperative edits before the project begins.

Be mindful that some wikis might require firewalls and pop-up blockers to be disabled in order to function properly.

When?

You can use Wikis for the following types of activities:

A white paper

Research projects

Student e-portfolios

Reading comments

Class summaries

Notebooks

Discussion activities

Creating collaborative stories

Peer feedback

Resource repository

Teachers can publish instructional materials

See also: Concept maps

What to avoid

Do not assume that your students have previous Wiki experience

Structure and guidance is necessary

Research

Wikis can develop teachers' knowledge management processes and fulfil student's satisfaction while collaborating in designing interdisciplinary projects. [1]

If effectively deployed, wikis, blogs and podcasts could offer a way to enhance students', clinicians' and patients' learning experiences, and deepen levels of learners' engagement and collaboration within digital learning environments. [2]

Wiki technology provides new opportunities to foster collaborative writing in teacher education. [3]

This study demonstrates that while wikis can be a tool for post-secondary collaborative learning, appropriate pedagogical supports are required for successful implementation.[4]

We believe that wiki technology offers a number of potential benefits for administrators, students and instructors, including the ability to share information online, to construct knowledge together, to facilitate collaboration and to enable social learning and peer feedback.[5]

References

1. Biasutti, M., & Heba, E. D. (2012). Using Wiki in teacher education: Impact on knowledge management processes and student satisfaction. Computers & Education, 59(3), 861-872.

2. Boulos, M. N. K., Maramba, I., & Wheeler, S. (2006). Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education. BMC medical education, 6(1), 41.

3. Hadjerrouit, S. (2014). Wiki as a collaborative writing tool in teacher education: Evaluation and suggestions for effective use. Computers in Human Behavior, 32, 301-312.

4. Zheng, B., Niiya, M., & Warschauer, M. (2015). Wikis and collaborative learning in higher education. Technology, Pedagogy and Education, 24(3), 357-374.

5. Rasmussen, A., Lewis, M., & White, J. (2013). The application of wiki technology in medical education. Medical teacher, 35(2), 109-114.

6. Franklin, T., & Van Harmelen, M. (2007). Web 2.0 for content for Learning and Teaching in Higher Education. Bristol: JISC.

See also: ADDIE model

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Wikis in Education: How Wikis are Being Used in the Classroom - Educational Technology

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What are Wikis? And should you use them? A Wiki can be defined as ''a system that allows one or more people to build up a corpus of knowledge in a set of interlinked web pages, using a process of creating and editing pages" (p.5) (6).

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Coggle is online software for creating and sharing mindmaps and flowcharts. It works online in your browser: there's nothing to download or install. Log in to start diagramming!

Whether you're taking notes, brainstorming, planning, or doing something awesomely creative, it is super simple to visualise your ideas with Coggle. Share with as many friends or colleagues as you like. Changes you make will show up instantly in their browser, wherever they are in the world

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The clear way to share complex information. Coggle is a collaborative mind-mapping tool that helps you make sense of complex things. Create unlimited mind maps and easily share them with friends and colleagues.

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Beyond lecture capture: alternative ways of engaging with video in education

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An overview of the potential role of video in learning and teaching

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Tinkercad | From mind to design in minutes

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Tinkercad is a free, easy-to-use app for 3D design, electronics, and coding.

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Sustainable Food and Fibre Production | Primezone Lesson Plans

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Sustainable Food and Fibre Production | A Nutrien Ag Solutions Initiative YEAR 7-12 Supporting students to learn about Australian agriculture's role in sustainability.Explore a series of sustainable agriculture-focused educational materials and resources designed for secondary-aged students (Years 7-12) in Australia.

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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#1 Virtual workplace tool

The most highly reviewed virtual meeting tool on G2! Help your remote or hybrid team feel more productive today.

The Kumospace Virtual Office App

Join a virtual meeting from anywhere

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Walk the floor-just like if you were in the office. See how your team is getting their work done.

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Kumospace explained

See how your online workspace and virtual events come to life to help build team collaboration and company culture.

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Virtual Office Software for Teams & Events - Kumospace

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Kumospace is the go-to virtual office and event hosting platform. Remote teams can communicate, collaborate, and meet online in our virtual workspace.

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ClassPoint | The #1 Student Engagement Tool in PowerPoint.

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ClassPoint is an all-in-one teaching and student engagement tool integrated seamlessly with PowerPoint. It helps educators, trainers to engage students in class as convenient and effortless as possible.

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easy environment-themed resources to help with understanding sustainability etc

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Cool.org (Cool Australia) supports primary and secondary teachers with high-quality, downloadable education resources like lesson plans, worksheets, activities and professional learning courses.

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CSIRO - Partnership - STEM professionals at school - food and fibre.

STEM Professionals in Schools - CSIRO

https://www.csiro.au/en/research/natural-environment/water/waterwise

https://www.space.gov.au/news-and-media/homegrown-agtech-using-space-to-benefit-farmers

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STEM Food and Fibre Resources - growing sugarcane to create our own sweet snack

https://canegrowersburdekin.com.au/wp-content/uploads/2024/03/Planting-Sugar-Cane.pdf

https://canegrowersburdekin.com.au/wp-content/uploads/2024/05/Growing-Sugar-Cane.pdf

https://sweetdayshotnights.com.au/

https://canegrowersburdekin.com.au/burdekins-sweetest-school/

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STEM Food and Fibre Resource -

Virtual Tour of Sugarcane Mill

Digital Inspection of Pioneer Mill - Powered By Little Hinges

Wilmar Sugar Australia Macknade Mill

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The SAMR model lays out four tiers of online learning, presented roughly in order of their sophistication and transformative power: substitution, augmentation, modification, and redefinition.

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Good technology integration isn't about using the fanciest tool, it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

The biggest obstacle to teaching online probably isn't the technology. Teachers seek out educational technology, in fact, because it "can have considerable positive impacts on student performance," according to a 2016 study -improving test scores and allowing teachers to assess student achievement more efficiently. The big problem is how to integrate it: Beyond the sheer number of tech tools available, the same researchers identified "inadequate professional development and training" as the primary obstacle to using technology productively in classrooms.

Understandably, the emergence of the coronavirus has dramatically accelerated the process of integrating edtech, as educators around the country race to get online as fast as they can. But as many of our teachers have noted, the current state of K-12 online learning is more like triage-a form of crisis management-and not at all like skillfully managed distance education.

What's missing from the conversation right now, which makes sense given the immediacy of the need, is a focus on the bigger question of what the highest quality technology integration actually looks like. That's an important conversation to have, because in a post-coronavirus world there's likely to be a greater emphasis on digital learning, even as we return to physical schools and take advantage of face-to-face opportunities.

A Hierarchy of Tech Uses

A powerful conceptual tool to think about technology integration-and edtech's best uses-is the SAMR model, developed in 2010 by education researcher Ruben Puentedura, who was the 1991 recipient of a Phi Beta Kappa teaching award.

The SAMR model lays out four tiers of online learning, presented roughly in order of their sophistication and transformative power: substitution, augmentation, modification, and r edefinition. When switching to an online format, teachers often focus on the first two levels, which involve replacing traditional materials with digital ones: converting lessons and worksheets into PDFs and posting them online, or recording lectures on video and making them available for asynchronous learning, for example.
Creative Commons
Those are important steps, especially when teaching online for the first time, but in classrooms where tech integration has moved to the mastery level, the last two levels of the SAMR model-modification and redefinition-should also be in the mix. Students in classes where this kind of mastery is embedded find more novel and immersive uses for technology. They are creators and publishers of their own work across multiple forms of media, for example, or they are inviting professionals to provide feedback on their work products, or participating in digital forums with other peers around the world.

It's tempting to think of SAMR as a mountain to be summited. But good technology integration isn't about living at the top of the SAMR model; it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

Here's a closer look at good classroom practices at each level in the model:

Substitution

"Substitution" means replacing traditional activities and materials-like in-class lectures or paper worksheets-with digital versions. There is no substantial change to the content, just the way that it is delivered.

The goal here is to keep things simple: there's no need to reinvent the wheel. Scan your lessons and worksheets, convert them into PDFs, and post them online using Microsoft OneDrive, Google Drive, or a similar file-sharing service. Think about the information you have on your walls, such as the classroom norms, the daily schedule, or vocabulary lists, and convert them into digital formats that students can easily reference.

It may also help to provide synchronous as well as asynchronous versions of your lectures. If you're holding class meetings over a videoconferencing service like Zoom or Skype, provide a recording for students who can't attend. You can also create your own instructional videos for students to view at their own pace.

Augmentation

This level involves incorporating interactive digital enhancements and elements like comments, hyperlinks, or multimedia. The content remains unchanged, but students can now take advantage of digital features to enhance the lesson.

For example, students can create digital portfolios to create multimedia presentations, giving them more options to demonstrate their understanding of a topic. And instead of handing out paper quizzes, you can gamify your quizzes with tools like Socrative and Kahoot.

Teachers can also create virtual bulletin boards-using an app like Padlet -where students can post questions, links, and pictures.

Modification

At this level, teachers can think about using a learning management system like Google Classroom, Moodle, Schoology, or Canvas to handle the logistical aspects of running a classroom, like tracking grades, messaging students, creating a calendar, and posting assignments.

Teaching online opens up new channels of communication, many of which can help students who have traditionally been marginalized. Research shows that girls may be less likely to speak up in class, for example, so they may benefit from backchannels -alternative conversations that can run alongside instruction-that encourage participation.

Zoom's text chat feature, meanwhile, gives students an opportunity to write their questions out, which can feel less intrusive if there are dozens of students participating in the call. Also, students who prefer to collect their thoughts may benefit from slower-paced, asynchronous discussions in an online forum or email threads.

Redefinition

Learning is fundamentally transformed at the "redefinition" level, enabling activities that were previously impossible in the classroom.

For example, virtual pen pals can connect students to other parts of the world, whether it's with other students or experts in a field. Virtual field trips enable students to visit locations like the Amazon rainforest, the Louvre, or the Egyptian pyramids. After reading a book in class, you can invite the author to chat about their work and answer questions.

Technology also provides an opportunity to bring authentic audiences into your virtual classroom, and can make publishers out of your students. Kids can write their own wikis or blogs for public consumption and feedback-and platforms like Quadblogging can connect distant classrooms together so students both write and respond. Students can tackle local problems-like investigating the water quality of a nearby river-and invite members of the community to assess their digital proposals.

Going Beyond SAMR

Finally, consider how technology can be used not just as a way to deliver content, but also to strengthen relationships with your students. For elementary school teacher John Thomas, Seesaw and Flipgrid allow him to share a daily greeting, which his students then respond to-or to each other-with a typed or voiced comment. It's a good way to provide some stability while they're isolated.

How can my lesson be improved using technology?

How can I engage and empower students through technology?

How can online learning more closely resemble authentic, real-world learning?

Remember, again, that SAMR is sometimes thought of as a mountain to summit, but it's really more like a toolbox. The goal isn't to use the most sophisticated tool, but to find the right one for the job. More importantly, however, it's a way to reflect on your technology integration by thinking about a few key questions:

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A Powerful Model for Understanding Good Tech Integration

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Good technology integration isn't about using the fanciest tool, it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

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The Australian Professional Standards for Teachers help you understand and develop your teaching practice and expertise across 4 career stages. By demonstrating the Standards you can have maximum impact on all learners.

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Australian Professional Standards for Teachers

The Australian Professional Standards for Teachers help you understand and develop your teaching practice and expertise across 4 career stages. By demonstrating the Standards you can have maximum impact on all learners.

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australian professional standards for teachers

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Australian Professional Standards for Teachers

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The imparting of knowledge (content) and the development of thinking skills are accepted today as primary purposes of education. The explicit teaching and embedding of critical and creative thinking throughout the learning areas encourages students to engage in higher order thinking. By using logic and imagination, and by reflecting on how they best tackle issues, tasks and challenges, students are increasingly able to select from a range of thinking strategies and use them selectively and spontaneously in an increasing range of learning contexts.

Activities that foster critical and creative thinking should include both independent and collaborative tasks, and entail some sort of transition or tension between ways of thinking. They should be challenging and engaging, and contain approaches that are within the ability range of the learners, but also challenge them to think logically, reason, be open-minded, seek alternatives, tolerate ambiguity, inquire into possibilities, be innovative risk-takers and use their imagination.

Critical and creative thinking can be encouraged simultaneously through activities that integrate reason, logic, imagination and innovation; for example, focusing on a topic in a logical, analytical way for some time, sorting out conflicting claims, weighing evidence, thinking through possible solutions, and then, following reflection and perhaps a burst of creative energy, coming up with innovative and considered responses. Critical and creative thinking are communicative processes that develop flexibility and precision. Communication is integral to each of the thinking processes. By sharing thinking, visualisation and innovation, and by giving and receiving effective feedback, students learn to value the diversity of learning and communication styles.

The learning area or subject with the highest proportion of content descriptions tagged with Critical and Creative Thinking is placed first in the list.
F-6/7 Humanities and Social Sciences (HASS)
In the F-6/7 Australian Curriculum: Humanities and Social Sciences, students develop critical and creative thinking capability as they learn how to build discipline-specific knowledge about history, geography, civics and citizenship, and economics and business. Students learn and practise critical and creative thinking as they pose questions, research, analyse, evaluate and communicate information, concepts and ideas.

Students identify, explore and determine questions to clarify social issues and events, and apply reasoning, interpretation and analytical skills to data and information. Critical thinking is essential to the historical inquiry process because it requires the ability to question sources, interpret the past from incomplete documentation, assess reliability when selecting information from resources, and develop an argument using evidence. Students develop critical thinking through geographical investigations that help them think logically when evaluating and using evidence, testing explanations, analysing arguments and making decisions, and when thinking deeply about questions that do not have straightforward answers. Students learn to critically evaluate texts about people, places, events, processes and issues, including consumer and financial, for shades of meaning, feeling and opinion, by identifying subjective language, bias, fact and opinion, and how language and images can be used to manipulate meaning. They develop civic knowledge by considering multiple perspectives and alternatives, and reflecting on actions, values and attitudes, thus informing their decision-making and the strategies they choose to negotiate and resolve differences.

Students develop creative thinking through the examination of social, political, legal, civic, environmental and economic issues, past and present, that that are contested, do not have obvious or straightforward answers, and that require problem-solving and innovative solutions. Creative thinking is important in developing creative questions, speculation and interpretations during inquiry. Students are encouraged to be curious and imaginative in investigations and fieldwork, and to explore relevant imaginative texts.

Critical and creative thinking is essential for imagining probable, possible and preferred futures in relation to social, environmental, economic and civic sustainability and issues. Students think creatively about appropriate courses of action and develop plans for personal and collective action. They develop enterprising behaviours and capabilities to imagine possibilities, consider alternatives, test hypotheses, and seek and create innovative solutions, and think creatively about the impact of issues on their own lives and the lives of others.
7-10 History
In the Australian Curriculum: History, critical thinking is essential to the historical inquiry process because it requires the ability to question sources, interpret the past from incomplete documentation, develop an argument using evidence, and assess reliability when selecting information from resources. Creative thinking is important in developing new interpretations to explain aspects of the past that are contested or not well understood.
7-10 Geography
In the Australian Curriculum: Geography, students develop critical and creative thinking as they investigate geographical information, concepts and ideas through inquiry-based learning. They develop and practise critical and creative thinking by using strategies that help them think logically when evaluating and using evidence, testing explanations, analysing arguments and making decisions, and when thinking deeply about questions that do not have straightforward answers. Students learn the value and process of developing creative questions and the importance of speculation. Students are encouraged to be curious and imaginative in investigations and fieldwork. The geography curriculum also stimulates students to think creatively about the ways that the places and spaces they use might be better designed, and about possible, probable and preferable futures.
7-10 Civics and Citizenship
In the Australian Curriculum: Civics and Citizenship, students develop critical thinking skills in their investigation of Australia's democratic system of government. They learn to apply decision-making processes and use strategies to negotiate and resolve differences. Students develop critical and creative thinking through the examination of political, legal and social issues that do not have obvious or straightforward answers and that require problem-solving and innovative solutions. Students consider multiple perspectives and alternatives, think creatively about appropriate courses of action and develop plans for action. The Australian Curriculum: Civics and Citizenship stimulates students to think creatively about the impact of civic issues on their own lives and the lives of others, and to consider how these issues might be addressed.
7-10 Economics and Business
In the Australian Curriculum: Economics and Business, students develop their critical and creative thinking as they identify, explore and determine questions to clarify economics and business issues and/or events and apply reasoning, interpretation and analytical skills to data and/or information. They develop enterprising behaviours and capabilities to imagine possibilities, consider alternatives, test hypotheses, and seek and create innovative solutions to economics and business issues and/or events.
The Arts
In the Australian Curriculum: The Arts, critical and creative thinking is integral to making and responding to artworks. In creating artworks, students draw on their curiosity, imagination and thinking skills to pose questions and explore ideas, spaces, materials and technologies. They consider possibilities and make choices that assist them to take risks and express their ideas, concepts, thoughts and feelings creatively. They consider and analyse the motivations, intentions and possible influencing factors and biases that may be evident in artworks they make to which they respond. They offer and receive effective feedback about past and present artworks and performances, and communicate and share their thinking, visualisation and innovations to a variety of audiences.
Technologies
In the Australian Curriculum: Technologies, students develop capability in critical and creative thinking as they imagine, generate, develop and critically evaluate ideas. They develop reasoning and the capacity for abstraction through challenging problems that do not have straightforward solutions. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking. They identify, explore and clarify technologies information and use that knowledge in a range of situations.

Students think critically and creatively about possible, probable and preferred futures. They consider how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed. Experimenting, drawing, modelling, designing and working with digital tools, equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and environments.
Health and Physical Education
In the Australian Curriculum: Health and Physical Education (HPE), students develop their ability to think logically, critically and creatively in response to a range of health and physical education issues, ideas and challenges. They learn how to critically evaluate evidence related to the learning area and the broad range of associated media and other messages to creatively generate and explore original alternatives and possibilities. In the HPE curriculum, students' critical and creative thinking skills are developed through learning experiences that encourage them to pose questions and seek solutions to health issues by exploring and designing appropriate strategies to promote and advocate personal, social and community health and wellbeing. Students also use critical thinking to examine their own beliefs and challenge societal factors that negatively influence their own and others' identity, health and wellbeing.

The Australian Curriculum: Health and Physical Education also provides learning opportunities that support creative thinking through dance making, games creation and technique refinement. Students develop understanding of the processes associated with creating movement and reflect on their body's responses and their feelings about these movement experiences. Including a critical inquiry approach is one of the five propositions that have shaped the HPE curriculum.
English
Critical and creative thinking are essential to developing analytical and evaluative skills and understandings in the Australian Curriculum: English. Students use critical and creative thinking through listening to, reading, viewing, creating and presenting texts, interacting with others, and when they recreate and experiment with literature, and discuss the aesthetic or social value of texts. Through close analysis of text and through reading, viewing and listening, students critically analyse the opinions, points of view and unstated assumptions embedded in texts. In discussion, students develop critical thinking as they share personal responses and express preferences for specific texts, state and justify their points of view and respond to the views of others.

In creating their own written, visual and multimodal texts, students also explore the influence or impact of subjective language, feeling and opinion on the interpretation of text. Students also use and develop their creative thinking capability when they consider the innovations made by authors, imagine possibilities, plan, explore and create ideas for imaginative texts based on real or imagined events. Students explore the creative possibilities of the English language to represent novel ideas.
Languages
Learning in the Australian Curriculum: Languages enables students to interact with people and ideas from diverse backgrounds and perspectives, which enhances critical thinking and reflection, and encourages creative, divergent and imaginative thinking. By learning to notice, connect, compare and analyse aspects of the target language, students develop critical, analytical and problem-solving skills.
Mathematics
In the Australian Curriculum: Mathematics, students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking solutions. Engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions are core parts of the Australian Curriculum: Mathematics.

Students are encouraged to be critical thinkers when justifying their choice of a calculation strategy or identifying relevant questions during a statistical investigation. They are encouraged to look for alternative ways to approach mathematical problems; for example, identifying when a problem is similar to a previous one, drawing diagrams or simplifying a problem to control some variables.
Science
In the Australian Curriculum: Science, students develop capability in critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In the science learning area, critical and creative thinking are embedded in the skills of posing questions, making predictions, speculating, solving problems through investigation, making evidence-based decisions, and analysing and evaluating evidence. Students develop understandings of concepts through active inquiry that involves planning and selecting appropriate information, evaluating sources of information to formulate conclusions and to critically reflect on their own and the collective process.

Creative thinking enables the development of ideas that are new to the individual, and this is intrinsic to the development of scientific understanding. Scientific inquiry promotes critical and creative thinking by encouraging flexibility and open-mindedness as students speculate about their observations of the world and the ability to use and design new processes to achieve this. Students' conceptual understanding becomes more sophisticated as they actively acquire an increasingly scientific view of their world and the ability to examine it from new perspectives.
Work Studies
In the Australian Curriculum: Work Studies, Years 9-10, students develop an ability to think logically, critically and creatively in relation to concepts of work and workplaces contexts. These capabilities are developed through an emphasis on critical thinking processes that encourage students to question assumptions and empower them to create their own understanding of work and personal and workplace learning.

Students' creative thinking skills are developed and practised through learning opportunities that encourage innovative, entrepreneurial and project-based activities, supporting creative responses to workplace, professional and industrial problems. Students also learn to respond to strategic and problem-based challenges using creative thinking. For example, a student could evaluate possible job scenarios based on local labour market data and personal capabilities.

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Higher Order Thinking Skills (HOTS) Strategies

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Primary Industries PDF

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Teaching Resources

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Australian Curriculum V9 - Food and fibre production

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Teacher Strategies for Today's Classrooms

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Teacher Strategies for Today's Classrooms

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7 Strategies

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7 Effective Teaching Strategies for Today’s Classrooms [2024]

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Did you know that the selection of teaching strategies can greatly impact the success of your classroom instruction? It’s true! At Teacher Strategies™, we understand the importance of using effective…

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https://www.globalgoals.org/goals/15-life-on-land/

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What is design thinking? Teaching Strategies

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What is Design Thinking? A Handy Guide for Teachers | Makers Empire

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What is Design Thinking is and why is it important? What are the phases of the Design Thinking process and how can you teach students to use Design Thinking to solve real-world problems?

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Great resources for brain break activity ideas

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A collection of our popular articles and videos illuminating the benefits of taking breaks on student productivity, creativity, well-being, and more!

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Teachers Assistant AI is an Australian innovation, developed by Australian educators. This platform provides teachers with access to the most powerful large language models and much more.

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A platform that provides curriculum-aligned videos and resources for teachers.

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Access impactful educational videos and supporting classroom resources anywhere, at any time to enhance teaching and learning at all levels.

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Always a good idea to have this close by.

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The Australian Curriculum, Version 9.0 sets the expectations for what all young Australians should be taught, regardless of their background or where they live.

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CQU University - Embedding General Capabilities

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CQU University - Embedding General Capabilities

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This link has been borrowed from Annalees Jackson's Padlet. What a great idea to have this link filed under our Curriculum Tab.

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Some information about me ☺

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A wonderful resource to help design a STEM unit of work.

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Figma helps design and development teams build great products, together.

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Bring design and dev closer

Introducing Dev Mode, a new space in Figma for developers. Bring clarity to designs and give developers the tools they need to translate them into code.

Explore Dev Mode

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Figma: The Collaborative Interface Design Tool

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Figma is the leading collaborative design tool for building meaningful products. Seamlessly design, prototype, develop, and collect feedback in a single platform.