Part A - Questions

Students construct and evaluate questions, including their own, for their effectiveness. 

Students construct effective questioning sequences.  They can pull apart questioning sequences and consider alternative approaches.

Students have a clear purpose in the sequence of their questioning and can prioritise the key elements to explore new knowledge.

Students use questioning as a way to both focus their thinking and expand their thinking to explore future possibilities or ideas.

Students use questioning as a way to focus their thinking.

Part B - Solutions

They demonstrate a willingness to shift their perspective when generating ideas, resulting in new ways of perceiving solutions.

Students demonstrate flexibility in their thinking by using a large range of strategies in different contexts.

They demonstrate flexibility in thinking by using some different strategies to develop solutions.

Students critically analyse new situations to identify and consider the core issues or problems and apply the appropriate techniques to solve them.

Students use appropriate techniques to copy, borrow and compare aspects of existing solutions.

Students structure complex valid arguments.

Students pull apart different aspects of an argument, consider alternative responses to the argument and justify these.

Students explain different ways to settle matters of fact and matters of value and issues concerned with these.

Students analyse all aspects of an issue and make justifications for their argument.

Students distinguish between valid and sound arguments and between deductive and inductive reasoning.

Students identify, articulate and reflect on their own and others thinking processes. They use, monitor, evaluate and redirect as necessary a range of learning strategies.

Students identify and articulate their own and others thinking processes. They regulate and monitor their own learning through a range of strategies.

Students use a range of strategies to represent ideas and explain and justify thinking processes to others. They evaluate the effectiveness of a range of learning strategies and select strategies that best meet the requirements of a task.

Students articulate and apply a range of learning strategies, including constructing analogies, visualising ideas, summarising and paraphrasing information.

Students represent thinking processes using visual models and language. They practice and apply learning strategies, including constructing analogies, visualising ideas, summarising and paraphrasing information.