Critical Thinking Skills for Primary and Secondary Students

At the heart of this curriculum is the development of critical thinking skills. This involves the ability to perform analysis and evaluation to make a judgment. Key skills include analysis, brainstorming, lateral thinking, interpretation, and problem-solving. These are higher-order thinking skills that go beyond basic observation and memorization. Programs like “Learn to Think” have demonstrated the potential to improve thinking ability and learning motivation in students.

Key Themes for Curriculum Development

Based on our research, we have identified several key themes that form the foundation of this curriculum:

  • Information Verification: Teaching students how to critically evaluate sources and identify misinformation.
  • Media Literacy: Understanding how media frames narratives and influences perceptions.
  • Ethical Digital Citizenship: Addressing cyberbullying, plagiarism, and responsible online behavior.
  • Cognitive Flexibility: Fostering the ability to unlearn outdated information and relearn new concepts.
  • Analytical and Evaluative Skills: Developing strong critical thinking abilities to dissect complex information.
  • Sociological and Political Contexts: Understanding the broader implications of information and its dissemination.

Primary School Curriculum

This curriculum is designed to introduce primary school students to the fundamental concepts of digital literacy in a fun and engaging way. The focus is on building a strong foundation of critical thinking and responsible online behavior. The lessons are designed to be interactive and activity-based, using age-appropriate language and examples.

Module 1: Navigating the Digital World Safely

  • Lesson 1: What is the Internet?
    • Objective: To understand what the internet is and how it connects people and information.
    • Activities: Create a classroom web of strings to represent the internet, draw pictures of what they think the internet looks like.
  • Lesson 2: My Digital Footprint
    • Objective: To understand that their online actions leave a lasting trail.
    • Activities: Use a “digital footprint” worksheet where students trace their foot and write down online activities they do. Discuss how this footprint can be seen by others.
  • Lesson 3: Keeping Personal Information Private
    • Objective: To learn the importance of not sharing personal information online.
    • Activities: Role-playing scenarios where students are asked for personal information online and practice saying “no” and telling a trusted adult.

Module 2: Thinking Critically About Online Information

  • Lesson 1: Is it a Fact or an Opinion?
    • Objective: To differentiate between factual statements and personal opinions.
    • Activities: “Fact or Opinion?” game with statement cards, creating their own fact and opinion statements.
  • Lesson 2: Super Source Sleuths
    • Objective: To learn how to identify the source of online information.
    • Activities: “Source Detective” activity with different websites and online content, creating a checklist for what makes a source trustworthy.
  • Lesson 3: Spotting Fake News
    • Objective: To recognize the characteristics of fake news and misinformation.
    • Activities: Analyzing silly or obviously fake news headlines, creating their own “fake news” stories to understand how they are made.

Module 3: Being a Good Digital Citizen

  • Lesson 1: Online Kindness and Respect
    • Objective: To understand the importance of being kind and respectful to others online.
    • Activities: Creating a “Kindness Pledge” for online interactions, discussing the impact of cyberbullying through stories and scenarios.
  • Lesson 2: Teamwork and Collaboration Online
    • Objective: To learn how to work together effectively in a digital environment.
    • Activities: Collaborative online projects like creating a class blog or a digital storybook.
  • Lesson 3: What to Do When Something Feels Wrong
    • Objective: To know how to respond when they encounter something online that makes them feel uncomfortable or unsafe.
    • Activities: Creating a “Safety Plan” with steps to take, such as telling a trusted adult, logging off, or blocking someone.