If individuals need to be brought together as a group and an idea needs to be neatly summarised and decisions made, then Buzan’s Mind Mapping provides a fun way to organise information.

For example if the children are working in the curriculum area of Technology. Where they are planning a class vegetable garden “planning for practice” they will need to identify and make decisions on a range of different contexts i.e. vegetables to plant, resources needed, seasonal planting etc. This is where Group Mind Mapping could be integrated.
"In Technological Practice strand, students examine the practice of others and undertake their own. They develop a range of outcomes, including concepts, plans, briefs, technnological models, and fully realised products or systems"(Ministry of Education, 2007, p.32).

The children as a whole class could discuss and Mind Map all the possible vegetables to plant. Then using further branches decided on the positive/negative aspects of planting these into their own garden (i.e. costs, seasons etc). This could help them narrow down the possible vegetables to plant and make decisions from there.
Buzan’s Mind Mapping is also a great way to group brain storm. Using the example above the children could brain storm as to what resources will be needed and possible sources to find them. For example the children could have Vegetable Garden as their central image and then branch out from this all the possible resources needed i.e. seeds, fertiliser, gardening tools etc. This could then further branch out to possible suppliers of these resources. A further branch from this could discuss time frames and so on.
Social Studies

Buzan’s Mind Mapping can be used in the area of Social Sciences. A Mind Map can be used on a given concept e.g. belonging, responsibilities, participation etc. By having a Mind Map students can ask questions, gather information and background ideas and examine this concept in greater detail. By using Mind Maps in this curriculum area the ideas that can spring from one concept are endless.
Using Mind Maps in a given curriculum area Buzan (1993) suggests the ideas/concepts are likely to be better structured, more focused, creative and original, than those based on laborious traditional methods of linear note-taking. Therefore, basing a Mind Map on a Social Sciences concept will enhance the relevance and significance of the concept and will be better understood.


It is evident the skill of Mind Mapping would benefit students within the curriculum area of English. The process of expanding from a central idea relates to the practice of planning before writing. An example of taking this approach outside the classroom could be that of descriptive writing from an object around the playground e.g. a slide. The slide would be the object that is being described and the ideas of the features of the slide would be the branches expanding from the central image.

One of the processes relating to English that Buzan (1993) talks about is storytelling. This source of oral language is said to be for entertainment or study purposes. Done within a family setting teaches students about the Key Competencies of relating to others and participating and contributing “It can also strengthen and enhance your relationships with each other” (Buzan, 1993, p.199).