In recent years it seems every country has revised their curriculum articulating the knowledge and skills that students need for the new global workforce. With the close scrutiny that accompanies changes to current practice, the debate on quality and success follows. The consequence of such scrutiny has seen international comparative studies of student achievement, such as the Programme for International Student Assessment [PISA], been used as the performance reference. This focus is such that “a global competition in educational achievement in core subject matter areas like reading, arithmetic/mathematics and science” has emerged.
There has been much written on what students need to know and be able to do in the twenty-first century. The establishment of the Partnership for 21st Century Learning (P21) has guided the conversation to ensure that all learners acquire the knowledge and skills they need to thrive in a world where change is constant and learning never stops. Their learning framework is explicit in the fact that twenty-first century learning is to be built on a foundation of basic knowledge taught through the core subjects focusing on a significant set of twenty-first century skills. With the rise of globalization and the increased role of technology in both our personal and work life, students
have access to information at a faster rate than ever before.
A few years ago, as part of an educational refurbishment to attempt to meet the learning needs of the “millennials” as a means to develop the necessary capabilities and aptitudes to embrace the future, a personalised learning environment was created. This short video highlights our vision at the time. Time, and the explosion of personalised learning environments would indicate we were at the forefront of learning innovation.
