1. A case for change REDESIGNING LEARNING AND TEACHING Futures Learning Unit

2. Think about your most significant learning experience. Where did it happen? Who was involved? Why was it significant? What did it change for you? ????

3. Turn to your neighbour and share your experiences. What do you notice about the similarities and differences?

4. Are we giving our young people the best chance of success and happiness in a changing economy and society?

5. We must start by considering: The futures young people will inhabit; Their characteristics and needs. Is there a compelling case for change?

6. How is our future – and indeed our present – unlike the past?

7. 20 th Century 1-2 jobs, mastery of one field 21 st Century 10-15 jobs, breadth, depth in several fields

8. Excerpt from The New Work Order, a research report from the Foundation for Young Australians, 2015

9. “Nao” meeting customers

10. Currently around 25% of Australia’s students are leaving school without a Year 12 qualification......and are 9 times more likely not to be able to enter the workforce as a result

11. Mitchell Institute, Educational opportunity in Australia, 2015 Just over one quarter of all young Australians at the age of 24 are not engaged in full time work, training or study. This translates into annual cohorts of over 90,000 young Australians in their mid- 20s struggling to establish stable study and work careers. “ ”

12. In 2014, 1 out of 3 employers reported difficulties finding skilled workers. World Economic Forum, Disrupting Unemployment, 2014

13. In many countries, it is well understood that education systems are failing to teach the skills needed for a 21st century economy to the broad base of workers entering the labor market each year… McKinsey Global Institute, 2013

14. …Primary and secondary education must be improved in many countries, not just by changing institutional structures or adding resources, but also by modifying curricula and changing how teachers teach and how principals lead. McKinsey Global Institute, 2013

15. Generation X – 1 in 4 Generation Y – 1 in 3 Generation Z – 1 in 2 University degrees

16. Beware. Your degree is not a proxy for your ability to do any job. The world only cares about - and pays off on - what you can do with what you know (and it doesn’t care how you learned it). And in an age when innovation is increasingly a group endeavor, it also cares about a lot of soft skills - leadership, humility, collaboration, adaptability and loving to learn and re-learn. This will be true no matter where you go to work. Laszlo Bock Senior Vice President of People Operations, Google New York Times, Feb 2014 “ ”

17. Greater sense of entitlement and narcissism, yet also strong sense of community and civic fairness, pragmatic idealism Socially always connected Entrepreneurial Facing greater inequality Living in greater diversity What do we know about Generation Z?

18. FYA Unlimited Potential Report, 2015

19. Unless something is done, inequality will gather pace, and return to levels of the 19 th century – where 1% of the population owned around 65% of all wealth in Europe for example – by 2050 Thomas Piketty (2013) “ ”

20. Note 3 ways in which you think that the students you teach differ from previous generations/cohorts Note 3 ways in which you think their family/community circumstances are different What are we noticing about learners? GENERATION Z Ways your students are different from previous generations Ways in which family/community circumstances are different

21. The extent to which young people are engaged in schooling and learning

22. Operative engagement: Working well; Affective engagement: Feeling good; Cognitive engagement: Thinking hard. What do we mean by ‘engagement’?

23. Operative engagement: Participation in learning and school activities, and the development of learning behaviours that are essential for high performance (such as collaboration). Affective engagement: Having positive feelings about schools, classrooms, teachers and peers. Students feel included and have an emotional bond with their school, their teachers and their peers. Cognitive engagement: The thinking and willingness to tackle challenging ideas and skills. When cognitively engaged, students concentrate, focus on achieving goals, are flexible and cope with failure. What do we mean by ‘engagement’?

24. Research from Australia

25. Young people from the lowest SES backgrounds not achieving Year 12 or Certificate III Young people from very remote communities not achieving Year 12 or Certificate III Educational Opportunity in Australia, 2015 Average of young people not attaining a Year 12 or Certificate III equivalent by 19 Young people from remote communities not achieving Year 12 or Certificate III 26%44%57%40%

26. Children’s interest and engagement in school influences their prospects of educational and occupational success 20 years later, over and above their academic attainment and socio- economic background. Joan Abbott – Chapman et al (2013) “ ”

27. Each unit of school engagement was independently associated with a 10% higher chance of achieving a post-compulsory school education at some point during the next 20 years, including as a mature student

28. Australian Engagement Survey, 2013 I like being at school I try hard at school I take pride in my schoolwork and feel pleased when I do well

29. I’m usually bored at school I do not like being at school I don’t talk to other people, such as family members, about what I am learning at school I really don’t care about school anymore Australian Engagement Survey, 2013 38% 23% 15%

30. I can’t remember what I learnt at school at the end of each day I stop thinking about a lesson once it’s over I do as little work as possible at school Australian Engagement Survey, 2013 22%38%15%

31. Activities at school are not hands-on What I learn in school is irrelevant to my life I don’t receive useful feedback on my progress 26%24%39% Why is this?

32. I exhibit positive behaviour 80% 83% I regularly attend school Tell Them From Me Pilot A study of student engagement in NSW secondary schools, 2013

33. Tell Them From Me Pilot I feel a sense of belonging at school I experience ‘flow’ I’m interested and motivated 63%40%25%

34. Invite your parent community to a viewing evening and start the conversation about their case for change by asking: What was your most significant learning experience? Use the animation as stimulus for building upon your own school’s case for change at a PL day Ask students to contribute to your case for change: What can we learn from their perspectives? What else? How might you use the case for change?

35. Contact Futures Learning Unit: futures_unit@det.nsw.edu.au Futures Learning Unit