The rubrics aim to help teachers be more systematic and intentional about the teaching and learning of creativity and/or critical thinking. The examples of lesson plans provided to the project teachers included a mapping of the different steps of the lesson against the sub-skills of the conceptual rubrics. Teachers were requested to do the same for their own lesson plans, at least those they submitted to their local project co-ordinator before possible further transmission to the OECD. Building a professional language around creativity and critical thinking actually requires more than just good definitions and descriptors of the skills to develop.