TRANSDISCIPLINARY SKILLS SCOPE AND SEQUENCE - THINKING SKILLS

Preschool

Acquisition of knowledge /
  • Recall simple facts
  • Recall simple information from Unit of Inquiry
  • Remember new vocabulary and key words, including those from the central idea

Comprehension /
  • Understand the central ideas of Units of Inquiry taught
  • Begin to identify the main ideas
  • Begin to retell stories , information and events

Application /
  • Use and understand KWL, Venn diagrams, concept webs, retrieval charts with teacher assistance
  • Begin to participate in teacher directed brainstorm
  • Use knowledge gained to role play
  • Begin to act on knowledge learnt

Analysis /
  • Sort objects into 2 categories according to 1 attribute
  • Begin to explain relationships between objects
  • Sequence patterns with 2 changes
  • Begin to brainstorm key words

Synthesis /
  • Begin to present information

Evaluation /
  • Begin to set own criteria for self assessment

Dialectical thought /
  • Begin to listen to other people’s point of view

Metacognition /
  • Begin to self-assess learning, abilities, progress and behaviour

Reception

Acquisition of knowledge /
  • Remember and recall facts from Unit of Inquiry
  • Begin to express ideas from facts learnt
  • Continues to expand vocabulary
  • Recount new knowledge in own words
  • Begin to recall the central idea of Unit of Inquiry

Comprehension /
  • Understand central ideas of Units of Inquiry taught
  • Identify main ideas
  • Retell simple stories, information and events
  • Begin to understand why we learn
  • Begin to make generalizations and conclusion

Application /
  • Begin to use simple concept webs, Venn diagrams, retrieval charts and KWL’s
  • Participate in brainstorms
  • Use knowledge gained to role play
  • Begin to act on knowledge learnt
  • Begin to suggest consequences based on knowledge
  • Begin to predict outcomes and hypothesize with teacher assistance

Analysis /
  • Brainstorm key words from central idea
  • Categorize objects and information
  • Classify information under different headings
  • Explain relationships between objects and information (simple)
  • Continue a pattern with 3 different attributes
  • Begin to make statements about graphic data

Synthesis /
  • Begin to explain common features of things
  • Begin to present information
  • Draw conclusions with assistance
  • Make generalizations and summaries about information learnt

Evaluation /
  • Begin to set own criteria
  • Can self-assess work
  • Can set goals
  • Begin to assess peers
  • Begin to identify strengths and weaknesses
  • Begin to suggest ways to improve and begin to understand what they need to improve
  • Begin to work towards class/teacher standards

Dialectical thought /
  • Begin to understand that people can have different points of view
  • Begin to listen to other people’s point of view

Metacognition /
  • Begin to self-assess learning, abilities, progress and behaviour
  • Begin to question learning, abilities, progress and behaviour
  • Begin to self-correct own learning and behaviour

Grade 1

Acquisition of knowledge /
  • Remember and recall facts and central ideas from Units of Inquiry taught
  • Continue to expand own vocabulary
  • Recount new information in own words
  • Express ideas from facts learnt

Comprehension /
  • Understand the central ideas from Units of Inquiry taught
  • Identify main ideas
  • Begin to make inferences
  • Retell stories, information and events
  • Begin to understand why we learn
  • Begin to make generalizations and draw conclusions

Application /
  • Use and understand KWL, Venn diagrams, retrieval charts and concept webs
  • Begin to use and understand flow charts
  • Participate in brainstorms
  • Begin to use knowledge learnt to make informed choices
  • Suggest consequences based on knowledge
  • Begin to hypothesize

Analysis /
  • Brainstorm key words
  • Begin to branch off from key words with more than one idea
  • Categorize objects and information
  • Make statements about graphic data
  • Explain relationships between objects and between information (simple)
  • Continue patterns

Synthesis /
  • Begin to explain common features of things
  • Present information
    begin to plan to present
  • Begin to draw conclusions
  • Begin to make generalizations and summaries about information learnt

Evaluation /
  • Set own criteria
  • Can self-assess work
  • Can set goals
  • Begin to assess peers
  • Begin to identify strengths and weaknesses
  • Begin to suggest ways to improve and begin to understand what they need to improve
  • Work towards class/teacher standards

Dialectical thought /
  • Understand that people can have different points of view
  • Begin to listen to other people’s point of view
  • Begin to construct arguments for own point of view

Metacognition /
  • Begin to self-assess learning, abilities, progress and behaviour
  • Begin to question learning, abilities, progress and behaviour
  • Begin to self-correct own learning and behaviour

Grade 2

Acquisition of knowledge /
  • Remember and recall facts and central ideas from Units of Inquiry taught
  • Continue to expand own vocabulary
  • Recount new information in own words
  • Express ideas from facts learnt

Comprehension /
  • Understand the central ideas from Units of Inquiry taught
  • Identify main ideas
  • Begin to make inferences
  • Retell stories, information and events
  • Begin to understand why we learn
  • Begin to make generalizations and draw conclusions

Application /
  • Use and understand KWL, Venn diagrams, retrieval charts and concept webs
  • Begin to use and understand flow charts
  • Participate in brainstorms
  • Begin to see the interconnections within a concept web
  • Begin to use knowledge learnt to make informed choices
  • Suggest consequences based on knowledge
  • Begin to hypothesize

Analysis /
  • Brainstorm key words
  • Begin to branch off from key words with more than one idea
  • Categorize objects and information
  • Make statements about graphic data
  • Explain relationships between objects and between information (simple)
  • Continue patterns

Synthesis /
  • Begin to explain common features of things
  • Present information
    begin to plan to present
  • Begin to draw conclusions
  • Begin to make generalizations and summaries about information learnt

Evaluation /
  • Set own criteria
  • Can self-assess work
  • Can set goals
  • Begin to assess peers
  • Begin to identify strengths and weaknesses
  • Begin to suggest ways to improve and begin to understand what they need to improve
  • Work towards class/teacher standards

Dialectical thought /
  • Understand that people can have different points of view
  • Listen to other people’s point of view
  • Construct arguments for own point of view

Metacognition /
  • Self-assess learning, abilities, progress and behaviour
  • Question learning, abilities, progress and behaviour
  • Self-correct own learning and behaviour
  • Begin to ask questions about the requirement
  • Begin to analyse own and others’ thought processes

Grade 3

Acquisition of knowledge /
  • Acquire specific facts to gain further knowledge
  • Develop own ideas
  • Expand vocabulary across subject areas
  • Recall and recount new knowledge
  • Retell central idea in own words

Comprehension /
  • Understand the central ideas from Units of Inquiry taught
  • Identify main ideas
  • Make inferences
  • Retell stories, information and events in detail and in a variety
  • Understand why we learn
  • Make generalizations and draw conclusions

Application /
  • Choose, use and understand a variety of graphic organizers
  • Use and understand flow charts
  • Participate in brainstorms
  • Use knowledge learnt to make informed choices
  • Suggest consequences based on knowledge
  • Hypothesize and predict outcomes
  • Understand the interconnections within concept webs
  • Use visual representations to show understanding of concepts
  • Suggest alternative ideas

Analysis /
  • Classify and categorize according to specific criteria or information
  • Distinguish between relevant and irrelevant information

Synthesis /
  • Choose appropriate presentation form
  • Choose the best way to plan and design in order to present
  • Develop new ways of presenting information
  • Draw conclusions
  • Discuss in detail the process gone through

Evaluation /
  • Set own criteria
  • Can self-assess work
  • Can set goals
  • Assess peers
  • Identify strengths and weaknesses
  • Suggest ways to improve and understand what they need to improve
  • Work towards class/teacher standards

Dialectical thought /
  • Understand that people can have different points of view
  • Listen to other people’s point of view
  • Construct arguments for own point of view
  • Begin to construct arguments for opposing points of view
  • Begin to think about 2 different points of view at the same time and can justify these

Metacognition /
  • Self-assess learning, abilities, progress and behaviour
  • Question learning, abilities, progress and behaviour
  • Self-correct own learning and behaviour
  • Ask questions about the requirement
  • Analyse own and others’ thought processes
  • Begin to list other ways to approach a task
  • Self-assess and question own thinking
  • Begin to self-assess and question choice or strategy
  • Begin to self-correct own thinking

Grade 4

Acquisition of knowledge /
  • Acquire specific facts to gain further knowledge
  • Develop own ideas
  • Expand vocabulary across subject areas
  • Recall and recount new knowledge
  • Retell central idea in own words

Comprehension /
  • Understand the central ideas from Units of Inquiry taught
  • Identify main ideas
  • Make inferences
  • Retell stories, information and events in detail and in a variety
  • Understand why we learn
  • Make generalizations and draw conclusions

Application /
  • Choose, use and understand a variety of graphic organizers
  • Use and understand flow charts
  • Participate in brainstorms
  • Use knowledge learnt to make informed choices
  • Suggest consequences based on knowledge
  • Hypothesize and predict outcomes
  • Understand the interconnections within concept webs
  • Use visual representations to show understanding of concepts
  • Suggest alternative ideas and explore options
  • Begin to select appropriate strategies for tasks

Analysis /
  • Classify and categorize according to specific criteria or information
  • Distinguish between relevant and irrelevant information

Synthesis /
  • Choose appropriate presentation form
  • Choose the best way to plan and design in order to present
  • Develop new ways of presenting information
  • Draw conclusions
  • Discuss in detail the process gone through

Evaluation /
  • Set own criteria
  • Can self-assess work
  • Can set goals
  • Assess peers
  • Identify strengths and weaknesses
  • Suggest ways to improve and understand what they need to improve
  • Work towards class/teacher standards
  • Explain own criteria and justify choices

Dialectical thought /
  • Understand and respect that people can have different points of view
  • Listen to other people’s point of view
  • Construct persuasive arguments for own point of view
  • Construct persuasive arguments for opposing points of view
  • Think about 2 different points of view at the same time and can justify these

Metacognition /
  • Self-assess learning, abilities, progress and behaviour
  • Question learning, abilities, progress and behaviour
  • Self-correct own learning and behaviour
  • Ask questions about the requirement
  • Analyse own and others’ thought processes
  • Begin to list other ways to approach a task
  • Self-assess and question own thinking
  • Begin to self-assess and question choice or strategy
  • Begin to self-correct own thinking

Grade 5

Acquisition of knowledge /
  • Acquire specific facts to gain further knowledge
  • Develop own ideas
  • Expand vocabulary across subject areas
  • Recall and recount new knowledge
  • Retell central idea in own words
  • Begin to use specific technological/scientific language

Comprehension /
  • Understand the central ideas of Units of Inquiry taught
  • Make generalizations and draw conclusions
  • Summarize, paraphrase and expand information

Application /
  • Select appropriate strategies for tasks
  • Explore options

Analysis /
  • Find connecting relationships between ideas and facts
  • Identify relevant and irrelevant information

Synthesis /
  • Choose appropriate presentation form
  • Choose the best way to plan and design in order to present
  • Develop new ways of presenting information
  • Draw conclusions
  • Discuss in detail the process gone through

Evaluation /
  • Set own criteria
  • Can self-assess work
  • Can set goals
  • Assess peers
  • Identify strengths and weaknesses
  • Suggest ways to improve and understand what they need to improve
  • Work towards class/teacher standards
  • Explain own criteria and justify choices

Dialectical thought /
  • Understand and respect that people can have different points of view
  • Listen to other people’s point of view
  • Construct persuasive arguments for own point of view
  • Construct persuasive arguments for opposing points of view
  • Think about 2 different points of view at the same time and can justify these

Metacognition /
  • Self-assess learning, abilities, progress and behaviour
  • Question learning, abilities, progress and behaviour
  • Self-correct own learning and behaviour
  • Ask questions about the requirement
  • Analyse own and others’ thought processes
  • List other ways to approach a task
  • Self-assess and question own thinking
  • Self-assess and question choice or strategy
  • Self-correct own thinking
  • Select new strategies

Grade 6

Acquisition of knowledge /
  • Acquire specific facts to gain further knowledge
  • Develop own ideas
  • Expand vocabulary across subject areas
  • Recall and recount new knowledge
  • Retell central idea in own words
  • Begin to use specific technological/scientific language

Comprehension /
  • Understand the central ideas of Units of Inquiry taught
  • Make generalizations and draw conclusions
  • Summarize, paraphrase and expand information

Application /
  • Select appropriate strategies for tasks
  • Explore options

Analysis /
  • Find connecting relationships between ideas and facts
  • Identify relevant and irrelevant information

Synthesis /
  • Choose appropriate presentation form
  • Choose the best way to plan and design in order to present
  • Develop new ways of presenting information
  • Draw conclusions
  • Discuss in detail the process gone through

Evaluation /
  • Set own criteria
  • Can self-assess work
  • Can set goals
  • Assess peers
  • Identify strengths and weaknesses
  • Suggest ways to improve and understand what they need to improve
  • Work towards class/teacher standards
  • Explain own criteria and justify choices

Dialectical thought /
  • Understand and respect that people can have different points of view
  • Listen to other people’s point of view
  • Construct persuasive arguments for own point of view
  • Construct persuasive arguments for opposing points of view
  • Think about 2 different points of view at the same time and can justify these

Metacognition /
  • Self-assess learning, abilities, progress and behaviour
  • Question learning, abilities, progress and behaviour
  • Self-correct own learning and behaviour
  • Ask questions about the requirement
  • Analyse own and others’ thought processes
  • List other ways to approach a task
  • Self-assess and question own thinking
  • Self-assess and question choice or strategy
  • Self-correct own thinking
  • Select new strategies