ABSTRACT
Children's thinking cannot take a great leap forward without their developing 'meta-thinking'. They must come to be not just thinkers, but thinkers about their own thinking. The major component in content is a number of worked lessons. The second component in content is an attempt to extend the range in less detail, over the curriculum, with ideas both for full lessons and for interventions within lessons. The precisely critical nature of the thinking in these will not be so evident, and will have to be derived from the more extensive treatments and from the process section. Process moves away from a subject or lesson focus, to a concern with the quality of pedagogy in any subject. The 'academic' refers to the conventions of a subject, its procedures and formal material; the 'intellectual' refers to the exercise of intelligence.
