Tag Archives: Future

Curriculum for the Future

30 Apr


The future of teaching in schools is a current, very complex education issue. Teaching is being informed that it must change and retain a focus on core skills to develop students who can participate in our 21st century society. Transformation of practice is often cited as a key goal for teachers’ and their curriculum to achieve these expectations.

Last year I attended an online webinar around future curriculum. This in-turn set underway our future curriculum review.

There are 3 important drivers of this conversation;

    1. LwDT; over the past 25 years technology has been used to amplify our teaching methods, engage students with their learning and make educational infrastructure more efficient. Today, technology can transform teaching, classrooms and schools in ways we never considered possible 25 years ago. Individual teachers and some schools are exploring breathtaking innovations…educational innovation is as diverse as it is spontaneous and irregular currently.
    2. Brain science; growth mindset, mindfulness, the science of learning has revealed significant new insights into how students learn best and the unique nature of each students learning. We need to focus on developing the intellect of each individual and concede that the teach content and test content academic model falls well short in the 21st century.
    3. The future needs of students; to ensure they can be active participants in a 21st century society where citizenship, career and communication are envisaged to be so different to existing contexts.  We need to understand and cater for students, perhaps our brightest students, can now genuinely consider creating their own job rather than go to university or follow a traditional career path.

In order to develop students who are best equipped for the future a new core set of skills have been identified as being essential for successful participation in the 21st century economy and society. They are usually identified as;

1. being creative and innovative in their thinking

2. being able to collaborate, sometimes over distance

3. being able to problem solve

4. being able to communicate well in a different modes

5. being entirely comfortable and innovative with LwDT.

A key to this thinking has been Michael Fullan’s work around the 6Cs. Watch this space.


In the good old days…

27 May

As we wait for quicker network connections at school I’ve been reflecting on the things that we have grown up but are becoming out-of-date and why:

  1. Letterboxes (people relying on email/text/twitter)
  2. Fixed phone lines (everybody has a mobile phone)
  3. Car keys (sensor locks)
  4. Wallets (credit card details can be on the iPhone, as well as virtual cash)
  5. Television sets (replaced by iPad/iPhone/computers/ Internet television ITV)
  6. Diaries (iPhones)
  7. Cash (ATM’s, credit cards)
  8. DVD, CD’s (replaced by iPad/laptops/computers/ITV)
  9. Bricks and mortar schools (replaced by e-learning, distance education)
  10. Retail shops (replaced by online shopping)

I hope we don’t see schools heading the same way.

The world students are growing up in is very different to the world we experienced.  I think it’s important to reflect on this and how pervasive technology is in their lives.  The things they use each day don’t disappear, they just become smaller, faster and more powerful.

Society seems to have been able to adapt to these changes, perhaps with a little nostalgic yearning for the good old days. We shouldn’t see these as threats but as opportunities to enhance our lives. It has to be the same for schools. ICT is only an extension of the teacher’s toolkit; its how we use the tools to support learning will determine students’ futures.


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