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Futures Thinking Teachers Pack - Futurelab PDF

108 Pages·2010·2.92 MB·English
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Futures Thinking Teachers Pack Education is about the future. The pack, which is closely linked to National Educators aim to prepare young Curriculum requirements, engages Key Stage 3 and Curriculum relevance Key Stage 4 students in grounded inquiry into current __ National Curriculum links for each activity people for the future and to support trends and possible futures. The activities in the pack with reference to the Scottish Curriculum them to fully participate in all encourage students to critically examine their place for Excellence for Excellence in the world, the structures and features that bring aspects of civic, cultural, social, about the societies they live in, their own beliefs and intellectual and economic life. It their agency in shaping their preferable future. Activities is therefore important for young The pack consists of 15 classroom activities, each of which is a free-standing resource, with supporting people to be given opportunities to About the Futures Thinking Teacher Pack materials and curriculum links. The activities are think carefully about that future and designed to be adaptable for use with both KS3 and KS4 students and are flexible enough that teachers their role in it. The Futures Thinking Pack in brief may adapt them to suit their subject area and the needs of their students. 15 classroom activities The Futures Thinking Teaching Pack __ Designed to be adaptable for KS3 and KS4 Suggestions for developing the activities for different supports teachers and learners to __ Non-sequential and can be used as age ranges and students with varying levels of standalone resources support needs are provided, as are ideas for develop approaches to exploring __ Can be grouped by four subject areas: independent learning/homework. Each activity may the future that are not about Geography, English, PSHE, Citizenship be condensed for the purpose of a single lesson or making predictions, but about __ Cross-curricular activities can be grouped expanded to cover a series of lessons. together for an off-timetable/collapsed considering possible, probable ‘Futures Day’ Four activities are defined as cross-curricular and and preferable futures in order may be use individually or grouped together to Resources provide a set of resources for a whole-school or key to support action and decision- __ Central resources: six Future Worlds stage off-timetable day. making in the present.1 Webcasts, Future Worlds: In Brief, Future Worlds: Summarised and the Be Prepared: Future Trends document __ Resources to support each activity __ All resources can be used online or downloaded to be used offline 1. The activities and resources in the pack have been developed from the Beyond Current Horizons programme, a three year Futurelab research project funded by the DCSF, which explored how social and technological change might impact on education over the next 15-20 years and beyond www.beyondcurrenthorizons.org.uk The other activities are grouped into four subject All activities and supporting materials are available areas: PSHE, Citizenship, English and Geography, Using the Three Future Worlds2 online and can be downloaded, as can the central which have been identified as having particularly resources. In the few activities that are supported strong curriculum links with the concept of It is important for both teachers and learners by specially created interactive resources available futures thinking (discussed in further detail in the to understand that the three future worlds only online, an offline alternative is suggested so curriculum relevance section). These grouped described are not predictions. They are that it is not essential to have internet access in activities can be accessed and downloaded possible futures which may develop around the classroom. separately as discreet subject resource packs. the year 2025 and beyond, if current trends continue. For teachers and learners keen to explore the use of Alternatively teachers may wish to use the whole digital technology to support their futures thinking pack as the basis for a cross-curricular day or series The worlds are neither dystopian nor utopian and the creative communication of their ideas, there of lessons or simply incorporate a single activity into and it is important that teachers encourage are suggestions for using online tools throughout existing planning. students to critically analyse the potential the pack. upsides and downsides of each. They are Resources intended to challenge assumptions and A useful listing of other web 2.0 tools which may As well as providing materials to support each stereotypical visions of the future and spark be used in addition or as an alternative to the ones activity, the Futures Thinking Teacher Pack has a debate and discussion. suggested within the activity can be found at set of core central resources that are used for all activities. These are based around the concept of The activities in the pack support teachers Web 2.0: three possible future worlds that have been created and learners to use the three worlds to make Cool Tools for Schools to prompt discussion and debate. explicit links between the past, present and cooltoolsforschools.wikispaces.com future and to use them as a springboard for These are a set of webcasts in which young people developing their ideas about what the future explain what life might be like in the three possible might mean for individuals and society. future worlds and written overviews of each of those worlds. There is also a Be Prepared document that contains details of some of the current trends which have been used as a basis for proposing the three future worlds. 2. The three possible future worlds are adapted from those proposed by the Beyond Current Horizons research programme. The original material can be accessed here www.beyondcurrenthorizons.org.uk/scenarios Curriculum relevance Each activity has an accompanying table detailing __ PSHE: All the activities in the Futures Thinking Teachers its relevance to specific National Curriculum The PSHE programme of study aims to support Pack support the core, statutory aims of the National subjects, Cross-Curriculum Dimensions, Personal, students to develop as mature and confident Curriculum which are are to enable students to Learning and Thinking Skills (PLTS) and the Scottish people who can manage risk, make informed become successful learners, confident individuals Curriculum for Excellence. decisions, and lead happy and fulfilled lives both and responsible citizens. financially and emotionally. Students learn to The curriculum subject links for each activity are recognise their strengths and weaknesses in a outlined in the Index. variety of fields and to develop the self-esteem needed to make necessary changes. Activities Links to Futures Thinking in the The four subjects with the strongest curriculum links in the futures thinking teachers pack supports National Curriculum aims3 to futures thinking and the activities in the pack are students to consider the future in a grounded and detailed below: evidence based way and explore what their lives Successful learners might be like in three different futures. Projecting __ have enquiring minds and think for __ Citizenship: themselves into future settings allows students to themselves to process information, reason, Citizenship education aims to equip students with assess what skills they have now, and what skills question and evaluate the knowledge and understanding to become and plans they may need to develop in order to __ know about big ideas and events that shape active members of society who will take an follow their chosen paths. our world effective role in public life. Knowledge of the Law, the rights and responsibilities of citizens, the Example of curriculum links: Confident individuals structure of democracy and an understanding Investigate the main trends in employment and __ who are able to live safe, healthy and and acceptance of diversity allows students to relate these to their career plan fulfilling lives participate in local, national and global debates. (KS3, Exploration, 2.2c) __ have secure values and beliefs, and have Engagement with futures thinking is essential for principles to distinguish right from wrong students to start making connections between their place in the world and how decisions made Responsible citizens now will affect the development of the future and __ who make a positive contribution to society future generations __ take account of the needs of present and future generations in the choices Example of curriculum link: they make Assess critically the impact of their actions on communities and the wider world, now and in the future, and make recommendations to others for further action (KS4, Taking informed and responsible action, 2.3c) 3. Full details of the Secondary National Curriculum aims can be found online at curriculum.qcda.gov.uk/key-stages-3-and-4/aims-values-and- purposes/index.aspx __ English: __ Geography: Acknowledgements As a core subject, the study of English encourages The study of geography encourages students to This pack has been created by Futurelab from the students to develop critical awareness and the realise that although the world is challenging, original outputs of the Beyond Current Horizons language of analysis. These central skills can be complex and ever-changing, we are all research programme. applied to a wide variety of texts, including the interconnected on many different levels. This multimodal nature of media texts – texts which subject shows students how people and their The curriculum links were explored and the activities are likely to proliferate in the future. The ability environments, both locally and globally, are were developed and reviewed in collaboration with to articulate ideas and opinions and to listen intrinsically linked and forever interacting. The a small group of secondary school teachers who and respond appropriately to those of others is diversity of peoples and places, societies and attended a participatory, ideas generating workshop central to students’ engagement with this critical economies are all critical elements in how the in November 2009. analysis. These vital skills will enable students to future will evolve. Exploring what might happen challenge, question and articulate as they move in the future if current trends continue allows Futurelab would like to thank the teachers involved: from the present into the future. The activities students to make the connection between in the pack support students to critically engage decisions being made now and future scenarios. Vivienne Agostan, Niamh Black, Pete Brealey, with the concept of the future and to challenge Charmaine Collins, Deb McKinney, Duncan Potts, assumptions by interrogating the ways in which  E xampleofcurriculumlinks: Richard Wells, Susan White and Darren Wilson. the future is portrayed. Understand how sequences of events and activities in the physical and human worlds lead Futurelab would also like to thank Alison Woodiwiss  Exampleofcurriculumlinks: to change in places, landscapes and society (KS3, of TeacherText who collaborated with us to develop Question and reflect on different ideas, opinions, Physical and human processes, 1.5a) and write the activities and Jon Turney who re- assumptions, beliefs and values when exploring purposed the Beyond Current Horizons material to topical and controversial issues and problems create the central resources. (KS4 Critical Thinking and Enquiry, 2.1a) Digital Vision developed and produced the video scenarios. SarahPayton with ClaireDenney,MarisaHarlington, GrahamHopkinsandDuncanThomson Futures Thinking Index This pack comprises of 15 activities which map to subject requirements of the National Curriculum, PLTS, or are suitable for cross-curricular days. Further mapping information is given at the end of each activity. Please click a title below to open the activity, and to print individual activities. You can return to this matrix at any time by clicking the ‘Index’ button on each page. Cross Activity PSHE Citizenship English Media Geography History Maths PLTS Curricular TTaallkkiinngg TTeeeennss TThhee WWoorrlldd AAoruounndd U Uss WWhhaatt IIff?? AA DDaayy iinn tthhee LLiiffee FFuuttuurree VViissiioonnss WWhheerree aAmm II gGooiningg?? WWhhoossee FFuuttuurree TThhee FFuuttuurreess GGaammee WWhhaatt’’ss LLiikkeellyy? MMeeddiiaa MMaasshh -UUpp DDeeccooddiinngg DDaattaa LLeeaarrnniinngg LLiivveess TThhee SSuurrvviivvaall GGaammee TEhnete Sruprrvisiveal Game ECnatmerpparigisneing To print all activities for a particular subject click the print button above. Talking Teens Curriculum links Purpose Resources Talking Teens asks students to consider Citizenship developments and trends in society and how these Future Worlds webcasts changes might manifest themselves in the future. PSHE During the activities students identify changes that are occurring now and how these might develop over Suggested web tools English the next 20-30 years of their lives. This supports students to make links between present actions and JayCut PLTS: independent enquirers, creative the future rather than thinking of the future as a pre- F ree online movie editing software. thinkers, reflective learners, team workers, defined space and time. jaycut.com effective participators Preparation Movie Maker Cross-curriculum dimensions: identity You may wish to collate information about developing M icrosoft’s free movie editing tool. and cultural diversity, global dimension and trends which cover the ten themes identified in w ww.microsoft.com/windowsxp/ sustainable development, creativity and the main activity: the role of the citizen; the role downloads/updates/moviemaker2.mspx critical thinking of the state; geography; society; family; work and employment; leisure; media, the arts and V IDDIX See the section at the end of this activity technology; education; politics. Upload your video and publish to any web page. This information may take the shape of newspaper www.viddix.com stories, news items, surveys etc. Kids’ Vid I nstructional website to help teachers and students to use video production in class, includes scripting, making the video, editing and showtime. kidsvid.4teachers.org www.futurelab.org.uk/futures-thinking Talking Teens 1 Main Activity Suggested starter activity As a class or in pairs, ask students to identify 1. Show students the Future Worlds webcasts which now and what might happen in the future. They things in their lives that have changed or detail the experiences of teenagers in three should describe their current experiences of evolved in the last three to five years. This possible futures. Explain that these are written the world using some or all of the ten themes could be personal or something that they have based on the possible outcomes of current trends. already discussed and suggest changes that may been aware of happening at a local, national or take place in those areas of life over the next international level that has directly __ What obvious differences can students identify 20-30 years. affected them. between life now and life in each of the possible futures? __ What current trends or decisions happening Tips for creating a webcast: now in society might lead to some aspects __ Students may wish to use online editing of the possible futures they have been tools suggested on the previous page to edit presented with? and sequence their webcasts, add sound and graphics and publish to the web 2. As a class discuss what is meant by the ten __ _Support students to consider who the following themes: the role of the citizen; the role audience will be for their webcast. This will of the state; geography; society; family; work help them carefully choose content and employment; leisure; media, the arts and technology; education; politics. 5. Students show their webcast to an audience. 3. In groups, allocate students one of the themes This could be watching each others’ if another just discussed. audience is not available but it is important that this is decided at the beginning. Students should __ Each group of students then has to identify reflect on the needs of their audience throughout three changes/trends that are happening now the creation of their webcasts or presentations. in the theme they have been allocated. __ Do any of the trends they have identified 6. Students peer review each others’ work against appear in the worlds described in the criteria set by the whole class or invite comments webcasts? from their audience. __ Each group feeds back to the class. 4. In their groups, ask students to create their own webcasts or presentations to communicate their thoughts on the links between what is happening www.futurelab.org.uk/futures-thinking Talking Teens 2 Differentiation and extended learning Talking Teens can be adapted for the range of learners in both Key Stage 3 (Years 7-9) and Key Stage 4 (Years 10-11). Below are some suggestions for both younger and older students, as well as those needing extra support and extension. There are also suggestions for independent learning outside the classroom. Supported/younger learners Extended/older learners Independent learning For lower Key Stage 3 students or students For Key Stage 4 students or students needing Suggested ideas for activities outside needing more support try the following: extension work try the following: the classroom: __ Choose one of the themes as a focus eg __ Create a webcast montage of different __ Choose one representative from our ‘education’ or ‘geography’ representative members of our current current society and script and film a __ Create a series of ten questions for the society eg a politician; a retired person; webcast of this representative explaining chosen theme designed to focus students a teenager; an environmental activist; an what life is like now on what is happening now and what changes asylum seeker; etc. __ What changes does each representative might happen over the next 30 years __ Discuss how these roles might develop over think may happen over the next 20-50 __ Focus on clips from the webcasts which the next 30 years years? match your chosen theme __ Create webcasts which focus only one theme Notes www.futurelab.org.uk/futures-thinking Talking Teens 3 Talking Teens National Curriculum links Subjects KEy STAgE 3 KEy STAgE 4 Citizenship Range and content: Critical thinking and enquiry: Critical thinking and enquiry: ___Helps students make sense of the world today and equips ___Engage with and reflect on different ideas, opinions, beliefs and ___Question and reflect on different ideas, opinions, assumptions, them for the challenges and changes facing communities in the values when exploring topical and controversial issues and problems beliefs and values when exploring topical and controversial issues future (2.1a) and problems (2.1a) ___Analyse and evaluate sources used, questioning different values , ___ Research, plan and undertake enquiries into issues and problems, Curriculum opportunities: ideas and viewpoints and recognising bias (2.1c) using a range of information, sources and methods (2.1b) ___ Helps students evaluate the extent to which a partial view of ___Analyse and evaluate sources used, questioning different values , events and issues is presented ideas and viewpoints and recognising bias (2.1c) ___Evaluate different viewpoints, exploring connections and relationships between viewpoints and action in different contexts (2.1d) PSHE (Personal wellbeing) Range and content: Diversity: Diversity: ___ Allows students to express diversity in their values and see ___ Appreciating that, in our communities, there are similarities as well ___Appreciating that, in our communities, there are similarities as examples of others’ diverse values as differences between people (1.5a) well as differences between people (1.5a) Curriculum opportunities: Critical reflection: Critical reflection: ___Work as members of groups and teams, taking on different roles ___ Reflect critically on their own and others’ values (2.1a) ___Reflect critically on their own and others’ values and change and responsibilities their behaviour accordingly(2.1a) Developing relationships and working with others: ___ Use the social skills of communication, negotiation, assertiveness Developing relationships and working with others: and collaboration (2.3c) ___ Use the social skills of communication, negotiation, assertiveness and collaboration (2.3c) English Range and content: Competence: Competence: ___Varieties of discussion and presentation ___Being clear, coherent and accurate in spoken and written ___Expressing complex ideas and information clearly, precisely and ___Varieties of purposes communication (1.1a) accurately in spoken and written communication (1.1a) ___Varieties of writing opportunities Creativity: Creativity: Curriculum opportunities: ___Making fresh connections between ideas, experiences, texts and ___ Making fresh connections between ideas, experiences, texts and ___ Develop speaking and listening skills through work that makes words (1.2a) words ((1.2a) cross-curricular links with other subjects ___ Using creative approaches to answer questions, solving problems and ___Using creative approaches to answer questions, solving problems ___ Develop reading skills through work that makes cross-curricular developing ideas (1.2d) and developing ideas (1.2d) links with other subjects ___ Develop writing skills through work that makes cross-curricular Critical understanding: Critical understanding: links with other subjects ___Assessing the validity and significance of information and ideas from ___Connecting ideas, themes and issues, drawing on a range of texts (1.4b) different sources (1.1b) ___Forming independent views and challenging what is heard or read on the ___Exploring others’ ideas and developing their own (1.1c) grounds of logic, evidence or argument (1.4c) Speaking and listening: Speaking and listening: ___ Engage an audience, using a range of techniques to explore, enrich ___Speak fluently, adapting talk to a wide range of familiar and and explain ideas (2.1d) unfamiliar contexts and purposes (2.1a) ___Engage an audience, using a range of techniques to explore, enrich ___Reflect and comment critically on their own and others’ and explain ideas (2.1d) performances (2.1d) ___Make different kinds of relevant contributions in groups, responding appropriately to others, proposing ideas and asking questions (2.1g) www.futurelab.org.uk/futures-thinking Talking Teens 4

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The worlds are neither dystopian nor utopian and it is important . What If? Talking Teens. The World Around Us. Activity. PSHE. Citizenship. English .. learning and a new balance of education .. Brave New World – Aldous Huxley. Woman
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Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.