Whether its “a rapidly changing world” or “the 21st Century”, “children of the Millennials” or “Generation Alpha”, our curriculum design has a target audience. As educators we have always been committed to preparing the young people in our care for the world they inhabit now and for that which they will meet beyond their time in formal education.
For me, this begs the question: Can a techno-centric curriculum be reconciled with a values-led approach delivering the learning experiences for the future we want and our children will inhabit?
Curriculum design & subject leadership can come together to deliver learning that satisfies the needs of the head and the heart. It doesn’t require everyone to be immersed in systems thinking to establish a holistic approach to learning. What is needed is some straightforward joined up thinking that connects learning at school with the purpose of living a full and productive life outside and beyond it.
- Learning to code but have no interest in programming? Understand that inside an increasing number of everyday objects (the “internet of things”) will be devices which someone somewhere has made do something really clever – for you. Its not magic, it can be understood along with its relevance to you.
- Learning about ecosystems but hate biology? Understand that living things are interconnected and that the flow of energy, carbon, water, etc is a continuous cycle. You are a part of an enormous whole.
- Learning about settlements but can’t wait for Games? Understand that planning for humans in an ever growing global population has to take into consideration health and well-being, amenities, parks & open spaces as well as sustainable resource management.
By asking questions, like these and others, and committing to the journey of trying to find answers, we can deliver more purposeful, exciting and dynamic learning experiences for our pupils and more interesting and relevant places to work.