gail dyer

The uncertainty that this question conjures in me, a settled mature adult, is deep. How then can we expect our students and children to know what the future holds given the exponential rate of change we are experiencing in the field of information. The 19th and 20th Century core values are being clutched at by many to combat the uncertainty. To be able to spell, punctuate, recite tables and rote learn facts is a great skill. However, they are not skills that will stand our future citizens in good stead and allow them to adapt to a world not yet conceived.

There is a quotation from the Australian Commission for the Future (1989), that has been a guide.
The future is not some place we are going to, but one we are creating.
The paths to it are made, not found, and the activity of making them changes both the maker and destination.

To help our students on their quest for the future we need to develop a timeless and timely curriculum which allows them to think, explore and wonder. A curriculum which provides structure but allows for the pursuit of passion and depth of understanding. This curriculum needs to be negotiated, co constructed and co created with teacher learners and at times the learner teachers.

The aim of this curriculum is to enable young people to become:
Successful learners who enjoy learning nd know how to learn,
Confident individuals who will be able to live fulfilling lives, and
Responsible citizens who will be capable of making positive contributions to their world.