Eleven visual organisers, one per thinking procedure. Dual-coded into decks and plans wherever a picture will carry more than words alone. A child meets the same shape in Year 2 and in Year 9, and recognises it instantly. That consistency is the whole point.
Big set down to small.
Classifying. What sits inside what.
What shows, and what sits beneath.
Inference. Surface, and what lies beneath.
One central idea everything connects to.
One central idea everything else hangs from.
A centre with ideas radiating out.
A centre with ideas radiating out.
A repeating cycle or process.
A repeating cycle. It returns to where it began.
Weighing two things side by side.
Comparison. Two things, side by side.
An ordered sequence over time.
An ordered sequence over time.
What you thought, and what you think now.
Replacing a wrong idea with a right one.
This causes this, which causes this.
Cause and effect. This BECAUSE that.
How strong is the evidence, really?
Evaluation. How strong is the evidence?
What counts, and what does not.
The edge of a concept. What counts, what does not.
1. The engine chooses. It never invents. Frames are thinking procedures, not decoration. Their value is recognition across years and subjects. If an engine improvised a new shape per lesson, that dies, and you have clip art rather than an architecture. The engine picks from these eleven, and it picks the one that matches the cognitive move.
2. No frame is a legitimate answer. If none of the eleven fits the thinking, the lesson uses none. A missing frame is honest. A bolted-on frame is a small lie, and it teaches children that the shapes mean nothing.