Progression Levels for the Advanced Cognitive Performance Characteristics (ACPs)

Stage 1 (KG) Stage 2 (Gr 1&2) Stage 3 (Gr 3, 4 & 5) Stage 4 (Gr 6-8) Stage 5 (Gr 9-12)
• are aware of the thinking skills used to solve a problem • are able to describe the thinking skills used to solve a problem • are able to select appropriate thinking skills to solve a problem • evaluate the range of possible approaches and select the most appropriate • use the full range of thinking skills fluently and comprehensively, including
Meta-cognition
META-THINKING

one(s) to improve efficiency unconventionally

• recognise that making errors is part of learning • identify things that worked well and those that did not • are aware of own general strengths and weaknesses • evaluate outcomes of changes and justify amendments/ improvements to • make insightful observations and comments to continually refine and improve
Self-regulation • begin to suggest goals for improvement • make improvements to own practice and set future goals for improvement the strategy own personal best

• recognise it is possible to consciously select a given approach to • are aware of the main approaches that could be deployed • choose an appropriate approach to solve a problem or address an issue • choose the most appropriate strategy and be able to justify the approach • Use strategy-planning idependently as a way to solve problems or issues
Strategy-planning
solve a problem

Intellectual • begin to communicate own views based on experiences • explain own views using examples and reasons • present and justify own views using a diverse range of evidence • evaluate the views of others and incorporate relevant evidence to construct • synthesise a wide range of viewpoints and evidence to make a coherent and
confidence persuasive arguments including those they do not agree with compelling personal argument

• recognise simple patterns or similarities through observations • use patterns, similarities and connections to make simple predictions • identify and explain the connections between events, objects or ideas • analyse similarities and differences between events, objects or ideas • understand the complexity of generalisations and apply these to a range of
Generalisation • develop generalisations • develop generalisations, recognising complexity different situations with caution and justification
• apply generalisations to an existing situation • apply generalisations to more complex situations

• be aware that different facts may be connected • make simple and obvious connections, but do not grasp their significance • make a number of connections, although miss the meta connections and the • actively seek out connections when learning • make connections not only within the given subject area, but also between
significance for the whole • transfer principles and ideas underlying one instance to another and beyond subjects in inventive ways
Connection finding
• use prior knowledge to explain those links • make novel, insightful and innovative connections which help to
reconceptualise
LINKING

‘Big picture’ • begin to recognise that there are big ideas • recognise there are big ideas and holistic concepts and begin to use them to • use big ideas and holistic concepts and make connections within and • start new learning by focusing on big questions and/or locate new learning • explore the complexities and uncertainties in big ideas and holistic concepts
thinking make sense of things between them to make sense of experiences within a bigger picture and accept they have limitations

• conduct processes in the head as opposed to using concrete materials • take ideas, issues, problems or events and apply them to theoretical • work with a range of ideas, issues, problems or events in order to explain • evaluate a range of ideas, issues, problems or events, develop and combine
Abstraction situations abstract, theoretical situations or models them and apply them to complex imagined or theoretical situations

• form plausible solutions to simple problems, by asking ‘what if?’ • envisage and create solutions in the mind to solve problems • create novel solutions by drawing on prior knowledge • picture solutions that are plausible but not common, linking together • explore alternative or new plausible solutions using extensive interconnected
Imagination extensive prior knowledge prior knowledge

• recognise that different people have different perspectives • consider different interpretations or views and distinguish between facts, • weigh up the viewpoints of others, explain the influences that have shaped • critically evaluate the validity of viewpoints or arguments and objectively judge • recognise that alternative viewpoints can be equally valid and be open to ambiguity
Seeing alternative beliefs and opinions them, challenge or adopt different ideas appropriately the evidence on which they are based, synthesising ideas where appropriate • question assumptions
perspectives • are open to novelty

• use information given to ask simple questions • ask relevant questions and select and organise appropriate information from • identify questions and begin to refine them to clarify and deepen • prioritise questions to explore and develop relevant hypotheses • ask perceptive and insightful questions and develop relevant hypotheses
• begin to use information to explore ideas a range of sources to find answers and develop understanding understanding • judge the reliability, validity and limitations of evidence • critically analyse and synthesise evidence and assess it for validity
Critical or logical • use selected information to explore ideas and make proposals • select and organise evidence to explore questions and test hypotheses • critically evaluate different sources of evidence • use robust evidence to develop compelling new ideas and hypotheses
ANALYSING

thinking • suggest answers based on evidence • use evidence to challenge assumptions

• process and manipulate evidence and assess it for validity

• begin to use simple symbols, conventions, vocabulary and language • use simple symbols, conventions, vocabulary and language for the domain • use skills, symbols, conventions and vocabulary for the domain with few • use advanced skills, symbols, conventions and vocabulary effectively to reach • select appropriate skills and conventions and use effectively to reach strong
Precision for the domain with some errors and omissions errors or omissions strong outcomes outcomes

• use a given approach to solve simple problems, ideas or tasks • are aware that complex tasks can be broken down and understand the • select and use appropriate methodologies to solve more complex problems, • evaluate the effectiveness of different aproaches and identify a preferred • use a broad range of approaches effectively, selecting those most appropriate
Complex and multi-
techiniques for achieving this explore more complex ideas or complete more complex tasks personal repertoire for particular problems
step problem solving

Intellectual • are aware that there are rules in different domains • recognise the rules and conventions of different domains and choose some • understand the complex rules and conventions of different domains and choose • imaginatively adapt and bend the rules of a domain for a specific purpose, • use the rules flexibly, bending them where appropriate to create novel, fun or
playfulness • ask ’what if…? rules to disregard or change some rules to modify, recognising some of the consequences outcome or consequence interesting outcomes

• be aware there are often different solutions to a problem • be willing to abandon one idea in favour of another on the basis of reason • adopt new ideas easily in response to convincing reason and evidence and • expect to look beyond first ideas and seek others in order to select a best fit • routinely think beyond the accepted approach and consider multiple ideas so
Flexible thinking and evidence recognise some consequences as to create best-fit solutions
CREATING

• brainstorm ideas, with help, in response to simple problems • independently generate multiple solutions and ideas in response to more • frequently propose to others solutions resulting from brainstorming ideas for • routinely seek to explore a wide range of possibilities before posing a solution • create compelling ideas which demonstrate originality
Fluent thinking complex problems complex problems, evidence or issues to complex problems, evidence or issues

• create a slight variation to accepted ideas • create several new ideas to address a problem, seeing possibilities others • create a range of new and unique modifications to address a problem or • create and model a range of new and unique ideas to address a problem • insightfully create and model innovative and unique ideas and evaluate them
Originality have not seen create an item recognising practical implications and conflicting demands

• create a new idea by building on existing ideas or diverting from • create several new ideas to address a problem by building on existing ideas • create a range of new ideas to address a problem, recognising limitiations • create and model a range of new ideas to address a task recognising • create and model innovative ideas – both evolutionary and revolutionary, and
Evolutionary and
them or diverting from them and suggesting solutions by building on existing ideas or diverting from them practical implictions and conflicting demands by building on existing ideas or evaluate them by building on existing ideas or diverging from them
revolutionary
• choose a completely different way to address the task diverting from them
thinking

• recall simple key facts, concepts and ideas relevant to the stage of • recall more complex key facts, concepts and ideas relevant to the stage of • independently recall complex key facts, concepts and ideas relevant to the • easily recall advanced key facts, concepts and ideas relevant to the stage of • effortlessly use key facts, concepts and ideas relevant to the stage of learning
REALISING

learning with some support learning and with increased independence stage of learning learning • draw upon a range of skills without the need to think or process
Automaticity • show fluency in basic age-related tasks so they can be done without thinking, • exhibit fluency in an increasing range of key skills • acquire new rules and use them fluently
e.g. times tables

• begin to develop relevant skills and use with some accuracy • use relevant skills with increasing accuracy • actively seek accuracy in work and understand its importance • achieve good levels of accuracy in work • strive for and achieve excellent levels of accuracy in work
Speed and accuracy • mostly work to the speed required for the task • consistently complete work on time • plan work and pace speed needed to complete it – even with multi-step tasks • work rapidly without errors