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Critical Thinking Years 4-6

UNIFY Series Year 4-6

Course Information

Critical Thinking equips students with the skills and metacognitive tools needed to evaluate and construct logical arguments. They learn to create sophisticated, well-justified cases that acknowledge complexity and possible alternative positions that exist on a range of topics.

Critical Thinking directly contributes to growth in persuasive writing skills and develops capabilities that transfer across the curriculum and into the real world. This program has delivered improved quantitative outcomes in class assessments and across multiple NAPLAN domains.

Target Group

Selection criteria are subjective - teacher judgement and student interest in the topic should assist selection.

Some schools use this project as an opportunity to extend mid-to-high achieving students and to build staff capability.

Data

Availability

ROUND 1 ROUND 2 ROUND 3
      

Lesson Overview

Lesson Content
1 Introduction to Critical Thinking and web conferencing skills
2 Pre-assessment: plan and write an argument on demand
3 Introduction to arguments, thinking concepts, ideas
4 Difference between contradictions, disagreements and arguments
5 Structured scenarios to focus on counter-arguments and rebuttals
6 Planning an argument with structure – the argument map
7 Focus on facts rather than opinions, plan an argument
8 Identify the 3 types of fairness and make moral choices about each type
9 Research and evidence, how to spot a fallacy
10 Reflecting on clarity, accuracy and significance
11 Post-assessment: plan and write an argument on demand
12 Evaluate, extend, reflect and celebrate

 

Assessment and Reporting

AssessmentReporting

A pre-assessment provides diagnostic data and identifies starting points, and a post-assessment measures distance travelled.

Both tests require students to plan and write an argument on demand in response to a stimulus.

Schools are provided with a report containing pre- and post-test results, attendance data and survey feedback as well as qualitative report card comments for inclusion as an OLA.
Last updated 22 June 2018
Last updated 22 June 2018