Fishbone Diagram

A graphical organiser shaped like a fish skeleton where causes branch off a central spine leading to an effect, helping learners map cause-and-effect relationships.

Visual organisers
Fishbone Diagram diagram

A fishbone diagram diagram

What is fishbone diagram?

  • Draw a horizontal line (the spine) with the effect or outcome at the head
  • Add diagonal "bones" branching off the spine for each main cause
  • Break each main cause into smaller contributing factors on sub-bones
  • Discuss how the causes connect and which are most significant

How it works

A fishbone diagram (also called an Ishikawa diagram) is a graphical organiser that allows learners to visually map the causes that lead to a particular effect. The effect sits at the "head" of the fish on the right. The central spine runs horizontally to the left. Major causes branch off the spine as diagonal bones, and each major cause can be broken down into smaller contributing factors.

The visual structure makes complex cause-and-effect relationships manageable. Instead of listing causes in a paragraph, learners can see how multiple factors connect and contribute to an outcome. This is especially useful when an effect has several categories of cause, each with sub-causes.

To use it, start with the effect and work backwards. Ask: "What caused this?" For each answer, ask again: "And what caused that?" This chain of questioning builds the diagram outward from the spine and develops increasingly sophisticated causal thinking.

Fishbone diagrams work particularly well in humanities and science, where understanding cause and effect is fundamental. They can also be used for problem-solving: put the problem at the head and brainstorm possible causes.

Classroom example

Year 9 Humanities learners in a Swansea school are studying the effects of flooding in Wales. The "head" of the fishbone is labelled "Flooding in Boscastle." Main bones include "Weather" (with sub-bones: heavy rainfall, saturated ground), "Geography" (steep valleys, river confluence), "Human factors" (deforestation, building on floodplains), and "Infrastructure" (inadequate drainage, narrow bridges). Groups build their fishbone diagrams and then rank which category of cause was most significant, leading to a whole-class debate.

Curriculum for Wales connection

Fishbone diagrams develop the "Develop" strand of thinking skills, specifically thinking about cause and effect and making inferences. They build cross-curricular literacy through analytical writing about causation and are particularly powerful in Humanities and Science and Technology.

Rainbow Curriculum's Thinking Tools lens lets you map where cause-and-effect tools are used across your curriculum, ensuring learners build causal reasoning progressively from Year 3 to Year 9.

Tips

  • Start with the effect already written. Learners should focus their thinking on causes, not on defining the outcome.
  • Encourage sub-bones. The deeper learners go, the more sophisticated their causal thinking becomes.
  • A common pitfall: accepting vague causes. "Bad weather" is not enough. Push for specifics: "Three inches of rain fell in two hours."
  • Use large paper so there is room for the diagram to grow. Small diagrams limit thinking.
  • Combine with diamond ranking to prioritise which causes were most significant.

Source: Adapted from "How to develop thinking and assessment for learning in the classroom", Welsh Assembly Government, Guidance 044/2010.