Futures Thinking Teachers Pack - Futurelab

108 Pages·2010·2.92 MB·English

by  Sarah Payton, Futurelab

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