What is mind mapping?

Write the central topic or question in the middle of the page Draw branches for main subtopics, using a different colour for each Add smaller branches for details, examples and connections Use keywords, images and symbols rather than full sentences

Mind Mapping | Rainbow Curriculum

How it works

A mind map starts with a central idea and branches outward. Main branches represent key subtopics. Smaller branches extend from these with details, examples, and connections. The visual, branching structure mirrors how the brain naturally organises information, making mind maps effective for both generating and organising ideas.

Use colour deliberately. Each main branch should be a different colour so subtopics are visually distinct. Use images and symbols alongside keywords. Draw connections between branches that are related, even if they are on different sides of the map. These cross-connections are where the most interesting thinking happens.

Mind maps differ from concept maps in important ways. A mind map branches outward from a centre with no required labelling of connections. A concept map allows links in any direction and requires labels explaining each relationship. Mind maps are better for brainstorming and planning. Concept maps are better for showing precise relationships between ideas.

Mind maps work well for planning writing, revising for assessments, note-taking during lessons, brainstorming at the start of a project, and organising research findings. They are quick to create, easy to add to over time, and visually memorable.

Classroom example

A Year 9 Languages, Literacy and Communication class in a Gwynedd school is planning a discursive essay on social media. Each learner creates a mind map with "Social media: help or harm?" at the centre. Branches include "Mental health" (with sub-branches: self-esteem, cyberbullying, comparison), "Communication" (staying in touch, echo chambers, misinformation), and "Education" (research access, distraction, collaboration). The visual overview helps learners see that their essay needs balance across several strands. One learner notices a connection between "echo chambers" and "misinformation" and draws a cross-link, which becomes the strongest paragraph in her essay.

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Curriculum for Wales connection

Mind mapping develops the "Develop" strand of thinking skills through generating and organising ideas. It builds cross-curricular literacy through planning and structuring written work, and is valuable across all six AoLEs wherever learners need to organise complex information.

Rainbow Curriculum's Thinking Tools lens helps you plan where visual organisation tools are used across your curriculum, ensuring learners have strategies for managing complex thinking.

Tips

Use unlined paper and work in landscape orientation. This gives more space for branches.
Keywords only, not sentences. If learners write full sentences, the map becomes cluttered and loses its visual power.
A common pitfall: making mind maps too neat. The first draft should be messy and generative. Neatness comes later if needed.
Use mind maps collaboratively on large paper for group planning activities.
Digital mind mapping tools work well but do not replace the cognitive benefits of drawing by hand.

Related tools

Concept Map

A diagram showing how ideas in a topic are connected, with labelled lines explaining the relationship between each pair of concepts.

Double Bubbles

A visual organiser with two central bubbles connected by shared and unique idea bubbles, helping learners compare and contrast two concepts.

Jigsawing

A cooperative learning strategy where each group researches a different piece of a puzzle, then shares their findings so the whole class can solve the bigger problem.

KWL/KWHL Grids

A simple grid where learners record what they Know, what they Want to find out, How they will find out, and what they have Learned, structuring inquiry from start to finish.

Placemat Activities

A structured group discussion tool where each learner records their individual thinking in their own section of a shared sheet before the group synthesises ideas in a central shared space.