We’re thrilled to share some exciting news—our K-6 Thinking Routines Hub has grown! 

Initially designed to support teachers to align Project Zero’s thinking routines to the K-6 English and Mathematics syllabuses, we’ve now expanded to include links to the new HSIE syllabus.

This addition opens even more opportunities for teachers to inspire curiosity and critical thinking in their classrooms. By embedding thinking routines into HSIE lessons, students don’t just learn facts; they develop the skills to analyse, question, and reflect on both the past and present, making their learning more meaningful and engaging.

Below are a few examples of how these routines can align with HSIE outcomes.


Early Stage 1 - See, Think, Wonder

HSE-GEO-01 - Students identify and locate places they connect with, using geographical information.

In this activity, students identify their connections to special places. To guide their thinking, use the See, Think, Wonder routine to help them explore these places in more depth.

Prompt questions:

  • “What colour makes you think of your special place?”
  • “What symbol can you use to show why this place is special to you?”
  • “Can you draw a picture that shows what your special place looks like?”

These questions encourage students to visualise and reflect on the meaning of special places in their lives.


Stage 1 - Word, Phrase, Sentence

HS1-HIS-01 - Students describe the ancient past and changes in communication over time, using stories, images, objects, and sites as evidence.

After exploring how communication has changed, use the Word, Phrase, Sentence routine as a form of summative assessment. Show students images of an old rotary phone and a modern smartphone, asking them to choose a word, phrase, and sentence that encapsulates their learning.

Example:

  • Word: "Phone"
  • Phrase: "People used to dial numbers."
  • Sentence: "Now we can send messages and videos on our phones, but people used to only talk on them."

This routine helps students synthesise complex changes in communication into bite-sized reflections.

 

Stage 2 - Claim, Support, Question

HS2-GEO-01 - Students explain how people care for Australia’s environments and participate in Australian society, using geographical information.

Using satellite images from tools like Google Earth, have students observe settlement patterns in Australia. After a class discussion, guide them through the Claim, Support, Question routine to help them analyse what they see.

Example:

  • Claim: "Most people live close to the ocean."
  • Support: "Population rates are higher on the coast."
  • Question: "Are property costs the same inland?"

This routine encourages deeper investigation and critical thinking about the geography of settlement.

 

Stage 3 - Peel the Fruit

HS3-HIS-01- Students examine and describe the development of Australian colonies and Australia as a nation, using sources as evidence.

For Stage 3 students, the Peel the Fruit routine is perfect for exploring historical sources about migrants and free settlers in the colonies. This routine breaks down the learning process into layers, with students starting by identifying key facts and gradually uncovering more complex ideas about life in the colonies between 1825 and 1901.


Join the Hub

If you're passionate about fostering deep thinking in your classroom, we encourage you to join the Thinking Routines Hub. This community offers a wealth of resources, examples, and support for teachers at all stages of their thinking routine journey. Let’s work together to empower our students through thoughtful learning!

For more information contact AISNSW Education Consultant, Leah Gough.