Whose bag is it? (Need to use evidence and make assumptions).

Generations project: need to gather information and come up with conclusions to answer the guiding research questions.

• Recognise unstated assumptions and bias
Learning Experience: Whilst discussing and watching fairytales students will analyse the assumptions that are made regarding gender: young females to be rescued; males protectors; older women to be feared or revered; the concept of happily ever after.

• Interpret data

• Test generalizations and conclusions
Learning Experience: Through the process of conducting their lab reports into the relationship between force, mass and acceleration, students learn how to interpret different motion graphs through mathematical analysis. Students also learn how to make 'generalizations' in thier hypothesis against which their conclusions to the investigation can be tested.

Generating novel ideas and considering new perspectives
• Create original works and ideas; use existing works and ideas in new ways
Learning experiences:
Students have to use an existing story of a picture book and create new ways of telling it in form of a script/performance.

Analysing and evaluating issues and ideas
• Practise observing carefully in order to recognise problems
• Recognise unstated assumptions and bias

Learning experiences:
While reading this novel, students need to infer certain facts (for example, in that dystopian society the ruling class is black and they keep whites as slaves; this is not explicitly stated in the first 50 pages in the book). They also need to recognize bias displayed by different characters.

Analysing and evaluating issues and ideas• Gather and organize relevant information to formulate an argument• Interpret data• Evaluate evidence and arguments• Draw reasonable conclusions and generalizations• Revise understanding based on new information and evidence

IX. Creative thinking skills

Generating novel ideas and considering new perspectives• Use brainstorming and visual diagrams to generate new ideas and inquiries

Learning Experiences:

Position poster: using different sources to form their argument

- sources with charts to learn how to use data in their arguments

-create an end brainstorm of all evidence from activities to help draw their own conclusion and argument

-take notes from the sources and keep this organised

Utilizing skills and knowledge in multiple contexts
• Combine knowledge, understanding and skills to create products or solutions
Learning experience:
Students will use their knowledge of conventions, structure and style of review to design their product for the summative assessment.

Analysing and evaluating issues and ideas• Draw reasonable conclusions and generalizations

Learning Experiences:

Case Study- students will have to make reasonable conclusions based on development indicators and how prepared the country was to handle the impact of a natural disaster.

Analysing and evaluating issues and ideas• Gather and organize relevant information to formulate an argument• Recognise unstated assumptions and bias• Evaluate evidence and arguments• Consider ideas from multiple perspectives• Develop contrary or opposing arguments

Learning Experiences:

Preparation for the debate- teaching how to structure arguments and getting students to make sure they are gathering information to understand the other side's argument as well.

Utilizing skills and knowledge in multiple contexts• Change the context of an inquiry to gain different perspectives

Learning Experiences

Changing to space exploration to gain a different perspective

Analysing and evaluating issues and ideas• Gather and organize relevant information to formulate an argument• Recognise unstated assumptions and bias• Draw reasonable conclusions and generalizations• Consider ideas from multiple perspectives

Learning Experiences:

Essay- must make argument from a variety of sources and look at different perspectives

Skill Indicator: Critical thinking skills
Analysing and evaluating issues and ideas

• Interpret data

• Draw reasonable conclusions and generalizations

• Evaluate and manage risk 
Through the process of creating their lab report, student are taught how to interpret data through different types of analysis. They are then shown how different conclusions can be reached using the same data and why the difference occurs. Students are also taught how to mitigate risks when working with chemicals.

Analysing and evaluating issues and ideas
• Practise observing carefully in order to recognise problems
Learning experiences:
While reading, students need to carefully observe techniques the author is using to be able to recognise themes and draw conclusions about the different culture of the Igbo people.

Analysing and evaluating issues and ideas• Evaluate and manage risk• Propose and evaluate a variety of solutions

Learning Experiences:

Case study- evaluate risks associated with tourism and come up with solutions

Generating novel ideas and considering new perspectives
• Create original works and ideas; use existing works and ideas in new ways
Learning experiences:
In the summative assessment students need to use existing knowledge about the story and the Igbo culture to be able to produce a text (talk show) that shows the ideas in a new way.

Generating novel ideas and considering new perspectives• Use brainstorming and visual diagrams to generate new ideas and inquiries

Learning Experiences

Formulating research questions work

Analysing and evaluating issues and ideas• Evaluate evidence and arguments• Draw reasonable conclusions and generalizations

Learning Experiences

Socratic debate: must make arguments backed by evidence

Analysing and evaluating issues and ideas• Recognise unstated assumptions and bias• Consider ideas from multiple perspectives

IX. Creative thinking skills

Generating novel ideas and considering new perspectives• Create novel solutions to authentic problems

Learning Experiences

Primary sources on factories: must consider from different perspectives and recognise bias of source

Proposal: will have to come up with their own innovative solution to a problem at EIS.

Analysing and evaluating issues and ideas• Recognise unstated assumptions and bias• Interpret data• Consider ideas from multiple perspectives• Use models and simulations to explore complex systems and issues

Presentation: They must analyse a number of models of how their chosen crime is dealt with to come to their own conclusion/argument of punishment