creative and critical thinking past papers

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Cambridge international as & a level thinking skills (9694).

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Thinking Skills 9694 AS and A Level Past Papers

12/01/2023 : thinking skills 9694 october november 2022 past papers of a levels are updated., 15/08/2022 : thinking skills 9694 past papers of feb march and may june 2022 are now available. .

Cambridge International AS and A Level Thinking Skills (9694)

PapaCambridge provides  Cambridge International AS and A Level Thinking Skills (9694) latest past   papers  and resources that includes  syllabus, specimens, question papers, marking schemes, resource booklet, FAQ’s , Teacher’s resources and a lot more. Past papers of Cambridge International AS and A Level Thinking Skills (9694) are available from 2002 up to the latest session. It’s the guarantee of PapaCambridge that you will find the latest past papers and other resources of Cambridge International AS and A Level Thinking Skills (9694) before any other website. All the content offered here is absolutely for free and is provided in the most convenient way so that you don’t face any issue.

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Cambridge International AS and A Level Thinking Skills (9694) Yearly Past Papers

Thinking Skills develops a set of transferable skills, including critical thinking, reasoning and problem solving, that students can apply across a wide range of subjects and complex real world issues. 

The syllabus enables students to develop their ability to analyse unfamiliar problems, devise problem solving strategies, and evaluate the diverse ways a problem may be solved. During a Thinking Skills course, students learn to put their personal views aside in favour of examining and evaluating the evidence. Students learn how to make informed and reasoned decisions and construct evidence-based arguments. 

These independent thinking skills build confidence and equip students with a toolkit for tackling complex and unfamiliar subjects, essential for successful progression to higher education or into professional employment.

You may find the part useful :p  

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In this qualification, ‘Thinking Skills’ consist of  Critical Thinking  and  Problem Solving . Critical Thinking  is the analytical thinking which underlies all rational discourse and enquiry. It is characterised by a meticulous and rigorous approach. As an academic discipline, it is unique in that it explicitly focuses on the processes involved in being rational. These processes include: analysing arguments; judging the relevance and significance of information; evaluating claims, inferences, arguments and explanations; constructing clear and coherent arguments; forming well-reasoned judgements and decisions.

Problem Solving  is analytical thinking using data and techniques to solve real-world problems. Problem-solving processes include: identifying which data are relevant when faced with a mass of data, most of which is irrelevant; combining pieces of information that may not appear to be related to give new information; relating one set of information to another in a different form – this involves using experience: relating new problems to ones we have previously solved.

What is the AS and A Level in Thinking Skills?

AS and A Level Thinking Skills is designed as an academic one or two year course for students in schools and colleges who are taking other AS and A Level examinations. It has the same value as any other AS and A Level in terms of university entrance or acceptance by employees.

The AS consists of two papers. Paper 1 consists of multiple-choice questions testing Problem Solving skills. Paper 2 consists of structured answers and short essays concerned with evaluating evidence and presenting argument.

For the A Level, candidates must also take two other papers. Paper 3 consists of four structured questions testing more advanced Problem Solving skills. Paper 4 comprises questions on credibility of statistics, analysis and evaluation of an argument, and the construction of a reasoned argument using a number of given documents.

How many hours contact time do you recommend?

Four hours per week of teaching time is adequate. Students will need to do individual work outside of this time. Students with good understanding of language and problem-solving abilities may require less formal teaching.

What knowledge of mathematics is required by students?

The AS Level papers assume that students are familiar with the basic techniques of mathematical manipulation to junior school level. The questions are all based on scenarios and the candidate will need to be able to extract and process data using addition, subtraction, multiplication and division. Knowledge of percentages, fractions and ratios is also necessary. In addition, candidates will need to be able to understand information in the form of graphs, tables, scale drawings, etc.

The A Level papers assume that students are familiar with techniques of mathematical manipulation to Mathematics IGCSE/O Level standard. Reference should be made to the syllabus for a list of particular skills that are required at A Level (e.g. numerical probability, calculation of mode/mean/median, etc.).

Do candidates need to have English as a first language to be able to study Thinking Skills?

The level of language used is similar to that of other AS and A Level courses offered by us. Every effort is made to simplify the language where possible. Candidates will need to be able to understand fairly lengthy pieces of text in some parts of the examination, particularly in the Applied Reasoning paper at A Level. Their understanding will need to be sufficiently good to identify and understand the meaning, relevance, significance and function of the text as a whole or in part. In assessing argument, the language has to be precise. In this context an argument is ‘a number of reasons put forward as grounds for a conclusion’. Therefore candidates must have sufficiently good understanding of English to be able to identify and draw conclusions, as well as being able to identify flaws and assumptions in arguments. They also need to be able to clearly grasp the underlying logical structure in Problem Solving questions.

Can calculators be used in the Thinking Skills examinations?

Yes, non-programmable calculators may be used. At A Level it is recommended that candidates should have a non-programmable calculator for Paper 3 of the assessment.

What support materials are available?

• Example Candidate Response booklet showing examiner marks and comments on real candidate answers
• Specimen Question Papers and mark schemes
• Past Question Papers and mark schemes for the last 5 years
• Scheme of Work for teachers
• Online discussion group for asking questions and sharing ideas and resources
• Support materials list

What other resources are there?

The resource list can be found on our website  here .

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11/01/2024 :, may / june 2023 and oct / nov 2023 past papers are updated., 24/08/2023 :, caie a levels, o levels and igcse 2023 past papers of march and may /june are updated, 24/03/2023 :, caie a levels have new 2022 updated topical past papers with answers. exclusively available on papacambridge, 12/01/2023 :, october and november 2023 past papers of caie are updated., 2022 and 2023 updates :, 17/10/2022 past papers section is upgraded., may june 2022 and feb march 2022 past papers are updated..

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KVS LIBRARY

Critical and Creative Thinking (CCT) Question Papers

Introduction.

Critical and Creative Thinking program has been taken up by CBSE in the year 2020. The main objective behind this program is to inculcate critical and creative thinking among the learners. Generally, students solve those questions which they have solved in the past or teachers have solved for them but through these high-order thinking questions, students can think around with 360 views.

CBSE has provided certain sets of questions to meet the needs of this program. Teachers have instructed to put those questions at the beginning of the class or give those questions as homework.

In this article, we are going to share the list of question papers that have been framed by the teachers towards the creative and critical thinking among the students of Kendriya Vidyalaya. Critical and Creative Thinking (CCT) Question Papers will play a pivotal role in the life of the students. In this article, we are concentrating on the Critical and Creative Thinking (CCT) KVS Question Papers. CCT Practice question papers and CCT Sample question papers are also available here for students and teachers.

CCT Question Papers

Critical and Creative Thinking(CCT) ability can be improved among the students by solving the previous year’s question papers and practice papers. Find below the list of class-wise and subject-wise question papers for the students.

These papers are very helpful for the teachers and the students of any board like CBSE, ICSE, or state board.

Practice Paper Set 1 Practice Paper Set 2 Practice Paper Set 3 Practice Paper Set 4 Practice Paper Set 5 Practice Paper Set 6 Practice Paper Set 7 Practice Paper Set 8 Practice Paper Set 9 Practice Paper Set 10 Practice Paper Set 11 Practice Paper Set 12 Practice Paper Set 13 Practice Paper Set 14 Practice Paper Set 15

Practice Paper Set 1 Practice Paper Set 2 Practice Paper Set 3 Practice Paper Set 4 Practice Paper Set 5 Practice Paper Set 6 Practice Paper Set 7 Practice Paper Set 8 Practice Paper Set 9 Practice Paper Set 10 Practice Paper Set 11 Practice Paper Set 12 Practice Paper Set 13 Practice Paper Set 14 Practice Paper Set 15 Practice Paper Set 16 Practice Paper Set 17 Practice Paper Set 18 Practice Paper Set 19

Practice Paper Set 1 Practice Paper Set 2 Practice Paper Set 3 Practice Paper Set 4 Practice Paper Set 5 Practice Paper Set 6 Practice Paper Set 7 Practice Paper Set 8 Practice Paper Set 9 Practice Paper Set 10 Practice Paper Set 11 Practice Paper Set 12 Practice Paper Set 13 Practice Paper Set 14 Practice Paper Set 15 Practice Paper Set 16 Practice Paper Set 17

AS and A level Thinking Skills Past Papers

Complete as and a level thinking skills past papers.

Thinking Skills develops a set of transferable skills, including critical thinking, reasoning and problem solving, that students can apply across a wide range of subjects and complex real world issues.

The syllabus enables students to develop their ability to analyse unfamiliar problems, devise problem solving strategies, and evaluate the diverse ways a problem may be solved. During a Thinking Skills course, students learn to put their personal views aside in favour of examining and evaluating the evidence. Students learn how to make informed and reasoned decisions and construct evidence-based arguments.

These independent thinking skills build confidence and equip students with a toolkit for tackling complex and unfamiliar subjects, essential for successful progression to higher education or into professional employment.

Thinking Skills – 9694 – AS and A level – Syllabus

Thinking Skills – 9694 – AS and A level – 2013

Thinking Skills – 9694 – AS and A level – 2014

Thinking Skills – 9694 – AS and A level – 2015

Thinking Skills – 9694 – AS and A level – 2016

Thinking Skills – 9694 – AS and A level – 2017

Thinking Skills – 9694 – AS and A level – 2018

Thinking Skills – 9694 – AS and A level – 2019

Thinking Skills support: 417947-support-for-cambridge-international-as-a-level-thinking-skills-9694

Thinking Skills FAQ:  Thinking-skills-frequently-asked-questions

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Part Two: You are the President and CEO of You

Thinking Critically and Creatively

Dr. andrew robert baker.

Critical and creative thinking skills are perhaps the most fundamental skills involved in making judgments and solving problems. They are some of the most important skills I have ever developed. I use them everyday and continue to work to improve them both.

The ability to think critically about a matter—to analyze a question, situation, or problem down to its most basic parts—is what helps us evaluate the accuracy and truthfulness of statements, claims, and information we read and hear. It is the sharp knife that, when honed, separates fact from fiction, honesty from lies, and the accurate from the misleading. We all use this skill to one degree or another almost every day. For example, we use critical thinking every day as we consider the latest consumer products and why one particular product is the best among its peers. Is it a quality product because a celebrity endorses it? Because a lot of other people may have used it? Because it is made by one company versus another? Or perhaps because it is made in one country or another? These are questions representative of critical thinking.

The academic setting demands more of us in terms of critical thinking than everyday life. It demands that we evaluate information and analyze a myriad of issues. It is the environment where our critical thinking skills can be the difference between success and failure. In this environment we must consider information in an analytical, critical manner. We must ask questions—What is the source of this information? Is this source an expert one and what makes it so? Are there multiple perspectives to consider on an issue? Do multiple sources agree or disagree on an issue? Does quality research substantiate information or opinion? Do I have any personal biases that may affect my consideration of this information? It is only through purposeful, frequent, intentional questioning such as this that we can sharpen our critical thinking skills and improve as students, learners, and researchers. Developing my critical thinking skills over a twenty year period as a student in higher education enabled me to complete a quantitative dissertation, including analyzing research and completing statistical analysis, and earning my Ph.D. in 2014.

While critical thinking analyzes information and roots out the true nature and facets of problems, it is creative thinking that drives progress forward when it comes to solving these problems. Exceptional creative thinkers are people that invent new solutions to existing problems that do not rely on past or current solutions. They are the ones who invent solution C when everyone else is still arguing between A and B. Creative thinking skills involve using strategies to clear the mind so that our thoughts and ideas can transcend the current limitations of a problem and allow us to see beyond barriers that prevent new solutions from being found.

Brainstorming is the simplest example of intentional creative thinking that most people have tried at least once. With the quick generation of many ideas at once we can block-out our brain’s natural tendency to limit our solution-generating abilities so we can access and combine many possible solutions/thoughts and invent new ones. It is sort of like sprinting through a race’s finish line only to find there is new track on the other side and we can keep going, if we choose. As with critical thinking, higher education both demands creative thinking from us and is the perfect place to practice and develop the skill. Everything from word problems in a math class, to opinion or persuasive speeches and papers, call upon our creative thinking skills to generate new solutions and perspectives in response to our professor’s demands. Creative thinking skills ask questions such as—What if? Why not? What else is out there? Can I combine perspectives/solutions? What is something no one else has brought-up? What is being forgotten/ignored? What about ______? It is the opening of doors and options that follows problem-identification.

Consider an assignment that required you to compare two different authors on the topic of education and select and defend one as better. Now add to this scenario that your professor clearly prefers one author over the other. While critical thinking can get you as far as identifying the similarities and differences between these authors and evaluating their merits, it is creative thinking that you must use if you wish to challenge your professor’s opinion and invent new perspectives on the authors that have not previously been considered.

So, what can we do to develop our critical and creative thinking skills? Although many students may dislike it, group work is an excellent way to develop our thinking skills. Many times I have heard from students their disdain for working in groups based on scheduling, varied levels of commitment to the group or project, and personality conflicts too, of course. True—it’s not always easy, but that is why it is so effective. When we work collaboratively on a project or problem we bring many brains to bear on a subject. These different brains will naturally develop varied ways of solving or explaining problems and examining information. To the observant individual we see that this places us in a constant state of back and forth critical/creative thinking modes.

For example, in group work we are simultaneously analyzing information and generating solutions on our own, while challenging other’s analyses/ideas and responding to challenges to our own analyses/ideas. This is part of why students tend to avoid group work—it challenges us as thinkers and forces us to analyze others while defending ourselves, which is not something we are used to or comfortable with as most of our educational experiences involve solo work. Your professors know this—that’s why we assign it—to help you grow as students, learners, and thinkers!

Foundations of Academic Success: Words of Wisdom Copyright © 2015 by Thomas Priester is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

Writing to Think: Critical Thinking and the Writing Process

“Writing is thinking on paper.” (Zinsser, 1976, p. vii)

Google the term “critical thinking.” How many hits are there? On the day this tutorial was completed, Google found about 65,100,000 results in 0.56 seconds. That’s an impressive number, and it grows more impressively large every day. That’s because the nation’s educators, business leaders, and political representatives worry about the level of critical thinking skills among today’s students and workers.

What is Critical Thinking?

Simply put, critical thinking is sound thinking. Critical thinkers work to delve beneath the surface of sweeping generalizations, biases, clichés, and other quick observations that characterize ineffective thinking. They are willing to consider points of view different from their own, seek and study evidence and examples, root out sloppy and illogical argument, discern fact from opinion, embrace reason over emotion or preference, and change their minds when confronted with compelling reasons to do so. In sum, critical thinkers are flexible thinkers equipped to become active and effective spouses, parents, friends, consumers, employees, citizens, and leaders. Every area of life, in other words, can be positively affected by strong critical thinking.

Released in January 2011, an important study of college students over four years concluded that by graduation “large numbers [of American undergraduates] didn’t learn the critical thinking, complex reasoning and written communication skills that are widely assumed to be at the core of a college education” (Rimer, 2011, para. 1). The University designs curriculum, creates support programs, and hires faculty to help ensure you won’t be one of the students “[showing]no significant gains in . . . ‘higher order’ thinking skills” (Rimer, 2011, para. 4). One way the University works to help you build those skills is through writing projects.

Writing and Critical Thinking

Say the word “writing” and most people think of a completed publication. But say the word “writing” to writers, and they will likely think of the process of composing. Most writers would agree with novelist E. M. Forster, who wrote, “How can I know what I think until I see what I say?” (Forster, 1927, p. 99). Experienced writers know that the act of writing stimulates thinking.

Inexperienced and experienced writers have very different understandings of composition. Novice writers often make the mistake of believing they have to know what they’re going to write before they can begin writing. They often compose a thesis statement before asking questions or conducting research. In the course of their reading, they might even disregard material that counters their pre-formed ideas. This is not writing; it is recording.

In contrast, experienced writers begin with questions and work to discover many different answers before settling on those that are most convincing. They know that the act of putting words on paper or a computer screen helps them invent thought and content. Rather than trying to express what they already think, they express what the act of writing leads them to think as they put down words. More often than not, in other words, experienced writers write their way into ideas, which they then develop, revise, and refine as they go.

What has this notion of writing to do with critical thinking? Everything.

Consider the steps of the writing process: prewriting, outlining, drafting, revising, editing, seeking feedback, and publishing. These steps are not followed in a determined or strict order; instead, the effective writer knows that as they write, it may be necessary to return to an earlier step. In other words, in the process of revision, a writer may realize that the order of ideas is unclear. A new outline may help that writer re-order details. As they write, the writer considers and reconsiders the effectiveness of the work.

The writing process, then, is not just a mirror image of the thinking process: it is the thinking process. Confronted with a topic, an effective critical thinker/writer

• asks questions
• seeks answers
• evaluates evidence
• questions assumptions
• tests hypotheses
• makes inferences
• employs logic
• draws conclusions
• predicts readers’ responses
• creates order
• drafts content
• seeks others’ responses
• weighs feedback
• criticizes their own work
• revises content and structure
• seeks clarity and coherence

Example of Composition as Critical Thinking

“Good writing is fueled by unanswerable questions” (Lane, 1993, p. 15).

Imagine that you have been asked to write about a hero or heroine from history. You must explain what challenges that individual faced and how they conquered them. Now imagine that you decide to write about Rosa Parks and her role in the modern Civil Rights movement. Take a moment and survey what you already know. She refused to get up out of her seat on a bus so a White man could sit in it. She was arrested. As a result, Blacks in Montgomery protested, influencing the Montgomery Bus Boycott. Martin Luther King, Jr. took up leadership of the cause, and ultimately a movement was born.

Is that really all there is to Rosa Parks’s story? What questions might a thoughtful writer ask? Here a few:

• Why did Rosa Parks refuse to get up on that particular day?
• Was hers a spontaneous or planned act of defiance?
• Did she work? Where? Doing what?
• Had any other Black person refused to get up for a White person?
• What happened to that individual or those individuals?
• Why hadn’t that person or those persons received the publicity Parks did?
• Was Parks active in Civil Rights before that day?
• How did she learn about civil disobedience?

Even just these few questions could lead to potentially rich information.

Factual information would not be enough, however, to satisfy an assignment that asks for an interpretation of that information. The writer’s job for the assignment is to convince the reader that Parks was a heroine; in this way the writer must make an argument and support it. The writer must establish standards of heroic behavior. More questions arise:

• What is heroic action?
• What are the characteristics of someone who is heroic?
• What do heroes value and believe?
• What are the consequences of a hero’s actions?
• Why do they matter?

Now the writer has even more research and more thinking to do.

By the time they have raised questions and answered them, raised more questions and answered them, and so on, they are ready to begin writing. But even then, new ideas will arise in the course of planning and drafting, inevitably leading the writer to more research and thought, to more composition and refinement.

Ultimately, every step of the way over the course of composing a project, the writer is engaged in critical thinking because the effective writer examines the work as they develop it.

Why Writing to Think Matters

Writing practice builds critical thinking, which empowers people to “take charge of [their] own minds” so they “can take charge of [their] own lives . . . and improve them, bringing them under [their] self command and direction” (Foundation for Critical Thinking, 2020, para. 12). Writing is a way of coming to know and understand the self and the changing world, enabling individuals to make decisions that benefit themselves, others, and society at large. Your knowledge alone – of law, medicine, business, or education, for example – will not be enough to meet future challenges. You will be tested by new unexpected circumstances, and when they arise, the open-mindedness, flexibility, reasoning, discipline, and discernment you have learned through writing practice will help you meet those challenges successfully.

Forster, E.M. (1927).  Aspects of the novel . Harcourt, Brace & Company.

The Foundation for Critical Thinking. (2020, June 17).  Our concept and definition of critical thinking . https://www.criticalthinking.org/pages/our-concept-of-critical-thinking/411

Lane, B. (1993).  After the end: Teaching and learning creative revision . Heinemann.

Rimer, S. (2011, January 18).  Study: Many college students not learning to think critically . The Hechinger Report. https://www.mcclatchydc.com/news/nation-world/national/article24608056.html

Zinsser, W. (1976).  On writing well: The classic guide to writing nonfiction . HarperCollins.

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Creativity and Critical Thinking

• First Online: 31 January 2022

Cite this chapter

• Peter Ellerton 6 &
• Robert Kelly 7  

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The twenty-first century has seen a rapid growth of curriculum initiatives that consider the development of cross-curriculum competencies as a core issue, and significant for every discipline area. Both because of such cross-curriculum developments and because of the nature of STEM itself, the integration of the particular core competencies of ‘creativity’ and ‘critical thinking’ across the STEM disciplines has also grown rapidly in educational importance. Creativity and critical thinking in education are best viewed from the perspectives of both learner development and teacher expertise, with the attributes specific to each concept appropriately seen as increasing in sophistication or complexity over time. A broad examination of each of the two concepts and their interrelatedness, and the consequent implications for educational practice concerned with developing them, creates a lens through which to view the application of creativity and critical thinking across the complexity and diversity of the STEM disciplines and their integrated forms.

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Ellerton, P., Kelly, R. (2021). Creativity and Critical Thinking. In: Berry, A., Buntting, C., Corrigan, D., Gunstone, R., Jones, A. (eds) Education in the 21st Century. Springer, Cham. https://doi.org/10.1007/978-3-030-85300-6_2

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Teaching, Learning and Assessing Creative and Critical Thinking Skills

Creativity and critical thinking prepare students for innovative economies and improve wellbeing. However, educators often lack guidance on how to equip students with creativity and critical thinking within subject teaching. Education systems have likewise rarely established ways to systematically assess students’ acquisition of creativity and critical thinking.

Select a language

The project explores new approaches to equip people with the skills required for innovation and to support radical innovation and continuous improvement in education systems.

Creativity and critical thinking are key skills for the complex and globalized economies and societies of the 21st century. There is a growing consensus that education systems and institutions should cultivate these skills with their students. However, too little is known about what this means for everyday teaching and assessment practices.

This project at the OECD Centre for Educational Research and Innovation (CERI) aims to support education institutions to innovate in their teaching and nurture students’ creative and critical thinking.

The project builds an international community of practice around teaching, learning and assessing creativity and critical thinking. It seeks to identify the key contextual factors and effective approaches to foster these skills in education settings, develop and implement example instructional practices and assess the effects of innovative pedagogies on students and educators

.The project works across primary, secondary and higher education. It includes a strong focus on initial teacher education and continuing professional learning. 

Networks of institutions and educators experience professional learning and change their teaching to more explicitly develop students’ creativity and critical thinking along with disciplinary content and skills.

This redesign of teaching relies on a shared definition of creativity and critical thinking made visible through a common international rubric. Beyond this common goal, institutions and educators preserve full pedagogical freedom.

The OECD developed a monitoring system to assess the impact of re-designed teaching using both quantitative and qualitative data. Questionnaires were designed to measure the progression of related skills, beliefs and attitudes.

Questionnaires are also administered to control groups for comparison and to better evaluate the outcomes of the pedagogical changes. Qualitative data collection based on interviews, focus groups and observations, complements the quantitative data to provide comprehensive evidence of the effects of the different pedagogies tested.

Participating countries and institutions

Countries (primary and secondary education).

• The Netherlands
• Russian Federation
• Slovak Republic
• United States
• United Kingdom (Wales)

Institutions (Higher Education)

• Monash University  - Australia                            
• Ontario Tech University  - Canada
• McGill University  - Canada
• University College Copenhagen  - Denmark
• Aalto University  - Finland
• NISE (University of Limerick + Mary Immaculate College)  - Ireland
• Politecnico di Torino  - Italy
• Sophia University  - Japan
• International Christian University  - Japan
• KEDI  (national coordinator) - Korea
• Universidad de Guadalajara  - Mexico
• Universidad Pedagogica Nacional  - Mexico
• Shanghai Normal University  - People's Republic of China
• Northeast Normal University  - People's Republic of China
• Central China Normal University  - People's Republic of China
• Escola Superior de Saude de Santa Maria  - Portugal
• Instituto Politécnico de Viana do Castelo  - Portugal 
• Tecnico Lisboa  (Lisbon University) - Portugal
• Universidade Lusófona de Humanidades e Tecnologias  - Portugal
• University of Porto  - Portugal
• Universidade de Aveiro  - Portugal
• Universidade de Trás-os-Montes e Alto Douro  - Portugal
• Politecnico de Leiria  - Portugal 
• Universidad Camilo Jose Cela  - Spain
• University of Winchester  - United Kingdom

Project outputs

Conceptual rubrics.

• Comprehensive domain general rubric
• Class friendly domain general rubric
• Class friendly science rubric
• Class friendly maths rubric
• Class friendly music rubric
• Class friendly visual arts rubric
• Class friendly language arts rubric
• Blank rubric template

ASSESSMENT RUBRICS

Class friendly assessment rubric creativity (available in spanish/español )

Class friendly assessment rubric critical-thinking (available in spanish/español )

Design criteria

Lesson plans, interdiciplinary.

• My region past and future
• The Vinland Map
• Smart clothes
• Digging for Stories 
• Telling the world what we are learning
• The bicycle
• Mapping the future 
• Journey into space
• The interdisciplinary world
• Healthy eating and suspended vegetable garden
• The garbage 
• Worms: How is a worm like a first grader?

Language and literacy

• The 50 word mini epic
• Do you believe in dragons?
• The debate that multiplies
• Alternative books
• Musical poetry  (version with adaptatation for online teaching)
• Create a movie Score
• Haiku composition
• Discover the sounds of your school SECONDARY
• Discover the sounds of your school PRIMARY
• Folk song with word chains
• Scotland's burning song revision
• Making music without instruments: sounds from water
• Body percussion
• Shoes as musical inspiration  (version with adaptatation for online teaching)
• Harry Potter Ostinato

Visual Arts

• Symbolic Self Portrait
• The Duke of Lancaster: a graffiti case-study
• Graffiti art Styles, iconography and message
• Graffiti Perceptions and historical connections
• Integrity in art
• Curate your own exhibition
• The world through the eyes of colour
• How can everyday objects and living beings become art
• Attachment and junk challenge
• Painting with tape
• Hybrid creatures of the subconscious
• Memory maps
• Perspective in drawing and beyond
• Useless object redesign
• Glow in the dark: design a multi-functional product
• Building buildings
• Revitalizing the school environment with Modern Art
• The Mystery of the Disappearing Water
• Should we replace our power station
• Rivers full of Water
• When is a Mammal not a Mammal
• Ant Communication
• Molecules-workshop
• Forces and Motion
• What Controls My Health  (version with adaptatation for online teaching)
• Evaporative-Cooling  (version with adaptatation for online teaching)
• Dynamic Earth: How is this place on Earth going to change over 10, 100, 1 000, 10 000, and 1 000 000 years?
• How can we help the birds near our school grow up and thrive?
• Why do I see so many squirrels but I can’t find any stegosauruses?
• How to classify an alien
• 3D printing
• Cells on t-shirts
• Negative climatic events
• Building ecosystems
• Animal cell creation
• Prepare for a natural disaster
• How is human activity and carbon dioxide in the atmosphere changing our oceans?
• How we can prevent a chocolate bar from melting in the sun?
• Does Rubbish disappear?
• If fire is a hazard, why do some plants and animals depend on fire?
• What makes a good environment for fungi? How do fungi make a good environment for us? 
• How do farmed animals affect our world?
• When are rain events a problem for people, and what can we do about them?
• London Bridge is Falling Down
• Mathematics for a new Taj Mahal  (version with adaptatation for online teaching)
• How happy are we  (version with adaptatation for online teaching)
• Create a lesson for the year above
• How much will the school trip cost
• The math-mystery of the Egyptian Pyramids
• A world of limited resources
• The probability games
• The pie of life
• How can I use mathematics for painting?
• Paper airplanes
• Geometrical architecture and artwork
• Improving sport performance with maths
• Cutting and enlarging art
• Refresher bomb
• Should this be in the Guinness book of records?
• The great cookie bake
• Crime scene investigation
• Area of a dream place

Professional learning resources

Supporting teachers to foster creativity and critical thinking: a draft professional learning framework for teachers and leaders .

This  professional learning framework  offers professional learning activities to help teachers, institutional leaders and policy-makers consider what planning, teaching, assessment and school practices can support students to develop creativity and critical thinking as part of subject learning.

It provides a flexible framework, with separate modules on creativity and critical thinking, which can be adapted and implemented to address the needs of local contexts, participants, disciplines, and education levels according to the time and resources available.

The OECD CERI creativity and critical thinking app

The  app  brings together the pedagogical resources developed in the primary and secondary phase of the project with the aim of supporting changes in teaching and learning.

Please register as a teacher to ensure you have access to all resources (whatever your status).

Main publications

All publications

Primary and secondary education, fostering students' creativity and critical thinking: what it means in schools.

What are the key elements of creativity and critical thinking? What pedagogical strategies and approaches can teachers adopt to foster them? How can school leaders support teachers' professional learning? To what extent did teachers participating in the project change their teaching methods? How can we know whether it works and for whom? These are some of the questions addressed in this book, which reports on the outputs and lessons of this international project.

Skills for Life: Fostering Creativity

In an age of innovation and digitalization, creativity has become one of the most valued skills in the labor market. This brief shows how policymakers and teachers can empower students to innovate and improve their education by developing students creativity.

by Stéphan Vincent-Lancrin

Skills for Life: Fostering Critical Thinking

Critical thinking has become key to the skill set that people should develop not only to have better prospects in the labor market, but also a better personal and civic life. This brief shows how policymakers and teachers can help students develop their critical thinking skills. 

How do girls and boys feel when developing creativity and critical thinking?

Do girls and boys report different feelings during teaching and learning for creativity and critical thinking? This document highlights differences between the emotions reported by male and female secondary students in a project about fostering creativity and critical thinking run by the Centre for Educational Research and Innovation at the OECD.

Progression in Student Creativity in School

The paper suggests a theoretical underpinning for defining and assessing creativity along with a number of practical suggestions as to how creativity can be developed and tracked in schools. 

by Bill Lucas, Guy Claxton and Ellen Spencer

Intervention and research protocol for OECD project on assessing progression in creative and critical thinking skills in education

This paper presents the research protocol of the project of school-based assessment of creative and critical thinking skills of the OECD Centre for Educational Research and Innovation (CERI). 

Higher Education

Fostering higher-order thinking skills online in higher education: a scoping review.

This scoping review examines the effectiveness of online and blended learning in fostering higher-order thinking skills in higher education, focussing on creativity and critical thinking. The paper finds that whilst there is a growing body of research in this area, its scope and generalisability remain limited. 

by Cassie Hague

The assessment of students’ creative and critical thinking skills in higher education across OECD countries. A review of policies and related practices

This paper reviews existing policies and practices relating to the assessment of students’ creativity and critical thinking skills in higher education across OECD countries.

by Mathias Bouckaert

Fostering creativity and critical thinking in university teaching and learning. Considerations for academics and their professional learning

This paper focuses on ways in which students’ creativity and critical thinking can be fostered in higher education by contextualising such efforts within the broader framework of academics’ professional learning.

by Alenoush Saroyan

Does Higher Education Teach Students to Think Critically?

There is a discernible and growing gap between the qualifications that a university degree certifies and the actual generic, 21st-century skills with which students graduate from higher education. By generic skills, it is meant literacy and critical thinking skills encompassing problem solving, analytic reasoning and communications competency. As automation takes over non- and lower-cognitive tasks in today’s workplace, these generic skills are especially valued but a tertiary degree is a poor indicator of skills level.

Conferences and session replays

17 October 2024 : IIEP–UNESCO, Paris

18 October 2024 : OECD Conference centre, Paris

Creativity in Education Summit 2024

The 2024 Creativity in Education Summit on 'Empowering Creativity in Education  via Practical Resources' is a premier gathering designed to address the critical  role of creativity in shaping the future of education.

Co-organised by the OECD , UNESCO anf the Global Institute of Creative Thinking .

CREATIVITY IN EDUCATION SUMMIT 2023 (Paris, 23-24 November 2023)

The 2023 Creativity in Education Summit was the stage for the launch of the  OECD’s Professional Learning framework  for fostering and assessing creativity and critical thinking, an initiative that seeks to enhance the teaching of creative and critical thinking skills in schools internationally. 

Watch the recordings of the sessions at  this link . 

• 23 November 2023 -  all sessions
• 24 November 2023 -  morning sessions
• 24 November 2023 -  afternoon sessions

Read the  brochure  about the conference and its highlights.

CREATIVITY EDUCATION SUMMIT 2022 (London, 17 October 2022 and Paris, 18 October 2022)

The theme of this year’s event was “Creative Thinking in Schools: from global policy to local action, from individual subjects to interdisciplinary learning”.

Download the  agenda  and the  brochure .

ONLINE EVENT: HOW CAN GOVERNMENTS AND INSTITUTIONS SUPPORT STUDENTS’ SKILLS DEVELOPMENT? (12-13 January 2022)

Download the  agenda .

CREATIVITY AND CRITICAL THINKING SKILLS IN SCHOOL: MOVING A SHARED AGENDA FORWARD (London, 24-25 September 2019)

The conference took place at the innovation foundation  nesta  and it brought together policy makers, experts and practitioners to discuss the importance of creativity and critical thinking in OECD economies and societies – and how students can acquire these skills in school.

Rewatch the videos and the interviews at  this link .

Check the  agenda , the  bios of the speakers  and the  presentations .

The Creative Classroom: Rethinking Teacher Education for Innovation

Evaluating ideas: navigating an uncertain world with critical thinking 

Playing with ideas: Cultivating student creativity, innovation and learning in schools

Embedding creativity in education: Ireland’s whole-of-government approach

Teaching, learning and assessing 21st century skills in education: Thailand’s experience

Empowering students to innovate:India's journey towards a competency-based curriculum

Why and how schools should nurture students' creativity

Engaging boys and girls in learning: Creative approaches to closing gender gaps

Illustrations by Grant Snider for OECD/CERI

No adaptations of the original Art are permitted.

Download the high resolution version of the Comics in:

More facts, key findings and policy recommendations

Create customised data profiles and compare countries

For any information about the project, you can contact via email Stéphan Vincent-Lancrin (Project lead),  Cassie Hague (Analyst) and Federico Bolognesi (Project Assistant).

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Critical Logic Thinking Past Papers Exam Questions

Guess paper 1: critical logic thinking fall – 2020 past papers.

Time Allowed:  3 hours

Total Marks:     70, Passing Marks (35)

Q 1: What is logic? Define arguments, premises and conclusions.

Q 2: What is language? Define discourse serving multiple functions.

Q 3: How do you explain these terminologies: emotive words, validity & truth?

Q 4: What is symbolic language? Elaborate with examples.

Q 5: Briefly define informal Fallacies.

Q 6: Briefly explain standard form categorical syllogisms.

Q 7: Write short notes on the following: a. Deduction & validity b. Induction & probability

Guess Paper 2: Critical Logic Thinking Spring – 2020 Past Papers

Q 1: Describe the following with reference to uses of languages and disputes: i. Discourse serving Multiple Functions ii. Arguments, Premises and Conclusions iii. Emotive Words

Q 2: Define informal fallacies with types and examples.

Q 3: What are modern logic and its symbolic language?

Q 4: Define in your own words syllogistic rules and syllogistic fallacies.

Q 5: What is argument by analogy? How do you appraise analogical arguments?

Q 6: What is your opinion about limitation of inductive techniques?

Q 7: Write short notes on the following: a. Emotively neutral Language b. Fallacies of ambiguity

Guess Paper 3: Critical Logic Thinking Spring – 2019 Past Papers

Q1. Differentiate between validity and truth. Support your answer with examples.

Q2. Explain exclusively kinds of agreements and disagreements.

Q3. Elaborate three basic functions of language.

Q4. Logical thinking and arguments are effective for learning. Comment.

Q5. State casual laws and methods of casual analysis.

Q6. What is various limitations of inductive techniques? Explain.

Q7. How can we test validity of arguments by using truth tables? Comment.

Q8. Write short notes on any two of the following: i. Emotive words ii. Fallacies of Relevance iii. The forms of Discourse

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