Structural Learning Universal Thinking Framework

Move their thinking forward

The Universal Thinking Framework helps students and teachers understand the 'how' of learning. Use it for developing the confidence your pupils need to become lifelong learners.

Create engaging learning journeys.
Develop independent thinking.
Enhance curriculum outcomes.
Explore Thinking Guides
Secondary students using the universal thinking framework
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Universal thinking framework front cover

With the right sort of thinking, any challenge is achievable

The Universal Thinking Framework’s purpose is to help children understand how to think and learn effectively. It’s easy to adopt and provides classrooms with a clear language for learning. It helps teachers design deeper learning experiences and children understand their next steps.

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Each of the frameworks five sections starts with a question to help the user identify the most appropriate thinking action.

How do I get started?

Initiating a learning task.

How should I organise my ideas?

Connecting and relating ideas.

How do I know this?

Explaining and evidencing.

How can I communicate my understanding?

Integrating language.

What can I do with my new knowledge?

Doing something purposeful with the knowledge.

“The secret of getting ahead is getting started. The secret of getting started is breaking your complex overwhelming tasks into small manageable tasks, and then starting on the first one.” Mark Twain

"We use the framework for teacher training, curriculum planning and 'on the fly' delivery during lessons. It keeps students thinking and gives teachers 'cognitive ammunition'!"

Phil Burgess, Teaching School Director, Bottisham Village College
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"‘The framework provides teachers with a tool to devise specific learning sequences."

Simon Tresidder, Senior Lecturer, Birmingham City University
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TESTIMONIALS

What do schools think?

Over the last year, we have been collaborating with a wide range of educational providers. Their feedback has helped shape the taxonomy into what it is today.

Skill progression can now be monitored in your schools assessment tracker. Contact us to find out how this works.

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FAQs

Is it like SOLO or Blooms taxonomy?

Not really. There is no implied hierarchy with this taxonomy. Fundamentally, it is a learning design tool. Knowledge has to be carefully constructed before you can use it creatively. We have used up-to-date ideas about cognition and knowledge. In many classrooms, Blooms has been taken out of context and distracted staff away from the core of their subject.

How do we use it?

It helps teachers think through instructional tasks and children understand what they are being asked to do. It can be used in powerpoints, worksheets, books and planning meetings.

Is it about thinking or knowledge?

Both. This sensible approach embraces the idea that we cannot think with nothing. Knowledge is both a cause and effect of thinking. We need a new generation of expert thinkers and at the very least, this will help children to become independent, lifelong learners.

As a school, is this for us?

If you tick any of these boxes the answer is yes:
a) You want your pupils to do more of the thinking.
b) You use knowledge organisers but think you could get more out of them.
c) You are looking further ahead than just test results.

Is it for primary or secondary?

Both. If you are in the business of learning you are in the business of making thinking happen.

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School Membership

Sensible pricing for every school

Our annual school membership offer means that your classrooms have the tools to plan, deliver and assess classroom thinking and learning.
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What's in your school membership?

School memberships are calculated on the size of your school

£3 per pupil per year + £1 for learner stickers

Minimum of £400 and a maximum of £2500 per school.

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Curriculum Support Materials

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£199 per pack

Physical Cards

£5 per pack

Professional Development
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Access to all of the of the CPD Modules and induction sessions

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Interactive Guide Builder

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User Created Thinking Guides

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