21 st century curriculum for 21 st century schools the value of applied learning
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21 st Century Curriculum for 21 st Century Schools The value of applied learning. Tom Bentley Director, Applied Learning, ANZSOG. Our 21 st century environment. Connections breed interdependence Networks multiply the value and growth of knowledge

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21 st Century Curriculum for 21 st Century Schools The value of applied learning

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21st Century Curriculum for 21st Century SchoolsThe value of applied learning

Tom Bentley

Director, Applied Learning, ANZSOG


Our 21st century environment

  • Connections breed interdependence

  • Networks multiply the value and growth of knowledge

  • Diversity and inequality can grow in tandem

  • We are overshadowed by the challenge of global sustainability


A new learning lifecycle

  • 0-4critical development

  • 5-13essential competences

  • 14-19pathways to adult roles

  • 20-80lifelong learners


A new curriculum era

  • Reduces content pressure

  • Greater flexibility for teaching

  • Values participation, progression, independent qualities

  • Has sections on enterprise, citizenship, creativity

  • Supports personalisation of learning pathways

  • Meets international operating standards


Personal, learning, thinking

  • Independent enquirers

  • Creative thinkers

  • Reflective learners

  • Team workers

  • Self-managers

  • Effective participators


Literacy and numeracy skills

Industry specific skills

Work related skills (including placement)

Personal development skills

VCAL and applied pathways


Disciplined

Creative

Ethical

Synthesising

Respectful

Howard Gardners’ 5 Minds for the future


The big shift: from bureaucratic hierarchies


To networks


Visible thinking

  • Thinking.mht


OhmyNews: reinventing journalism

creating content together


New ways to generate knowledge and potential

  • Barefoot College.htm 125,000 learners integrating applied learning with development


How does any of this apply to what schools, teachers, students do?

  • Interaction between curriculum, assessment, pathways

  • Failure to generate new organisational forms within schooling

  • Search to connect individual schools with networks of learning opportunity, services, communities

  • Families as learning environments and participants in learning systems


A new systemic focus?


Aligning elements of a whole system

Curriculum,

professional development,

regulation

Community and employer

contributions

Role of local

governance and

system design

Accreditation, evaluation,

measurement

New learning environments

and networks


The next set of challenges?

  • Assessment for understanding

  • Open organisational design

  • Portable learning pathways

  • Learning networks embedded in wider infrastructure, institutions

  • Curriculum as design for public expectation and aspiration


T.Bentley@anzsog.edu.au


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