Critical and creative thinking represent 2 important ways of thinking that work together to help students inquire into the world around them.

Critical thinking involves students analysing and assessing possibilities against criteria for judgement. They construct and evaluate arguments, and use information, evidence and logic to draw reasoned conclusions and to solve problems.

Creative thinking involves students learning to generate and apply new ideas, and see existing situations in new ways. They identify alternative explanations and possibilities, and create new links to generate successful outcomes.

Dispositions such as inquisitiveness, reasonableness, intellectual flexibility, open- and fair-mindedness, and a readiness to try new ways of doing things are enhanced by critical and creative thinking. Students consider alternatives and develop persistence throughout the learning continuum.

Structure

The Critical and Creative Thinking learning continuum is organised into 4 elements, as shown in Figure 1:

Inquiring

Generating

Analysing

Reflecting.

Circle with lightbulb in middle and text in 4 sections

Figure 1: Critical and Creative Thinking elements

Inquiring

This element is organised into 2 sub-elements:

Develop questions – students narrow or expand the focus of their thinking and explore ideas and concepts critically and creatively. When they develop different kinds of questions, students can further their inquiry. They can find more information about a topic and form a better understanding of how something works or why something is the way it is.

Identify, process and evaluate information – students seek information from a range of sources, make decisions about expert or personal opinion and understand which sources are trustworthy, relevant and useful.

Generating

This element is organised into 3 sub-elements:

Create possibilities – students explore and combine ideas to create innovative solutions, and adapt and present ideas in new ways, as they engage with learning area content.

Consider alternatives – students examine different and creative ways to approach tasks, and make recommendations on preferred options and actions.

Put ideas into action – students experiment with ideas, modify and adapt approaches, and evaluate options and actions in a range of situations.

Analysing

This element is organised into 3 sub-elements:

Interpret concepts and problems – students interpret concepts, ideas, theories and problems, and deconstruct them into their component parts, to gain a deeper understanding of the context or situation.

Draw conclusions and provide reasons – students reach a conclusion or make a choice for action by connecting to learning area knowledge and understanding. The act of justifying a conclusion also requires the provision of a reason or the development of an argument in support of the conclusion or action.

Evaluate actions and outcomes – students consider the choices made when they solve problems or attempt learning area tasks, and evaluate solutions and outcomes to help plan for future action.

Reflecting

This element is organised into 2 sub-elements:

Think about thinking (metacognition) – students identify, describe and evaluate the thinking and learning strategies that they use to complete activities. They reflect on the ways that their thinking, and the approaches they take, may be influenced by external contributions or viewpoints.

Transfer knowledge – students make connections between their current knowledge and skills, and new contexts where they can adapt and use what they already know and can do. Both critical and creative thinking are involved, and new contexts can include other learning areas of the curriculum.

Key connections

General capabilities support and deepen student engagement with learning area content and are best developed within the context of learning areas. 

English

Humanities and Social Sciences

Health and Physical Education

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