ATL Thinking Skills Report Comments, Ages 14-16

Thinking covers critical thinking (questioning, analysing evidence, recognising assumptions, reaching reasoned conclusions), creative thinking (generating ideas, considering new perspectives, taking intellectual risks) and transfer (applying skills and knowledge across subjects and in unfamiliar situations).

Below are 13 sample sentences for Ages 14-16: two strengths and one next step for each of the 4 comment levels (Expert / Practitioner / Learner / Novice), plus a tip for families. They are a small selection from the 173 thinking sentences in the full pack. Copy one, then add a detail only you know about the student.

Jump to: Expert · Practitioner · Learner · Novice · Writing tips

Student name Pronouns

Fills in the name and pronouns on this page. Nothing is sent anywhere.

Expert E

Strengths

[Name] transfers analytical skills confidently between subjects, a valuable foundation for the final two years of school.
[Name] independently connects learning across subjects, for example applying a method from one unit to solve a problem in another.

Next step

To prepare for the final two years of school, [Name] could practise applying familiar methods to unseen problems under timed conditions.

Practitioner P

Strengths

In assessment preparation, [Name] generally applies [his/her/their] knowledge to unfamiliar questions rather than relying only on memorised answers.
[Name] regularly makes connections between units, recognising when an earlier skill will help with a new task.

Next step

Setting a goal to take one considered creative risk in each independent project will help [Name] produce more original work.

Learner L

Strengths

[Name] is developing the ability to transfer skills between subjects, which will matter more in the final two years of school.
With reminders, [Name] can select a skill from an earlier unit and try it on a new task.

Next step

For independent projects, [Name] would benefit from testing an early idea with a classmate and noting one change to make.

Novice N

Strengths

With one-to-one support, [Name] is starting to use a skill from one subject in another, such as a way of checking answers.
With teacher check-ins, [Name] is beginning to recognise when a skill from a previous lesson could help.

Next step

For a substantial independent project, [Name] could use regular check-ins to brainstorm two options before settling on an idea.

Support at home

In your home language, you could ask [Name] to describe a problem solved in class and the steps taken to work it out.

How to write thinking comments for Ages 14-16

For critical thinking, describe how the student uses evidence: supporting a claim, weighing a counter-argument, or reaching a conclusion that matches the evidence. A claim-evidence-reasoning frame makes a clear next goal.
Comment on recognising assumptions, including the student's own. Asking older students to explain what an argument takes for granted separates flexible, independent thinking from routine analysis.
Transfer at this age means applying learning to unfamiliar problems and real situations, such as service activities or the personal project. Name the new context where the student used a skill independently, or could next.

Watch out: Avoid mistaking fast, confident answers for strong thinking. Some students think best in writing or after time to reflect, so base the comment on the reasoning shown in their work, not on speed in discussion.

Show the stage through what the student does rather than writing the stage name. Expert language is independent, flexible and used in unfamiliar tasks, often modelled for others; Practitioner fits usually and with few reminders in familiar work; Learner fits with guidance, a model or a checklist; Novice describes what is emerging with close support, which is normal for many students new to secondary school.

What Thinking covers

ATL clusters covered for thinking:

critical-thinking skills: analysing and evaluating issues and ideas (questioning, using evidence, recognising assumptions, drawing reasoned conclusions, solving problems)
creative-thinking skills: generating new ideas and considering new perspectives (brainstorming, taking intellectual risks, designing original solutions)
transfer skills: using skills and knowledge in multiple contexts (connecting subjects, applying learning to unfamiliar problems and real situations)

More ATL skills ages 11-16 comments

How these sentences were made, and what has been checked: About these comments.