Expressive (written and visual domains)

Knowledge creation and problem solving (scientific and social domains)

Written

Visual

Social

Scientific

Generate diverse ideas

The student writes different captions, titles or story ideas for a given stimulus (e.g. cartoon or comic strip, picture or illustration), which suggest a different interpretation of the stimulus.

The student combines given shapes or stamps in multiple ways to produce distinct visual products (e.g. logo or customisation designs), or the student visually represents data in different ways (e.g. infographics).

The student finds multiple, different solutions to a social problem (e.g. water shortage), which rely on different actors, instruments or methods to achieve the desired outcome.

The student develops multiple, different mathematical methods to solve an open problem (e.g. most consistent player on a team); or the student generates multiple, different hypotheses or experiment ideas to investigate an observation (e.g. animals that suddenly become aggressive).

Generate creative ideas

The student produces an original title for some artwork that is somehow related to the art.

The student produces an original poster for a school exhibition that effectively conveys the theme of the exhibition.

The student can think of an original strategy to effectively market a product (where effective simply requires that the strategy, if implemented properly, could result in increased awareness of the product among the target audience).

The student generates an effective and original solution to an engineering problem (where effective simply requires that the solution, if properly implemented, could represent a possible solution to the problem).

Evaluate and improve ideas

The student makes an original improvement to a title for some artwork in light of new information (e.g. the artist’s inspiration behind the illustration), where the student retains elements of the given title but incorporates elements relating to the artist’s inspiration in an original way.

The student makes an original improvement to a poster for an exhibition, where the student retains the images included in the given poster but makes a clearer connection to the theme of the exhibition in an original way.

The student makes an original improvement to a suggested solution (e.g. reducing the amount of household waste), where the student’s solution effectively (i.e. if properly implemented, could represent a possible solution) builds upon the given solution in an original way.

The student makes an original improvement to a suggested experiment (e.g. testing properties of materials), where the student’s response is a valid and original experiment idea and builds upon the given experiment.