We are delighted to have launched an innovative programme to develop pupils’ thinking skills across our entire curriculum. Head Teacher, Dr Lorraine Earps, explains …
For the first time ever as educationalists we are attempting to prepare young people for a future we do not recognise.
A pupil moving into Year 7 this year is likely to enter the work of work in 2027 and continue to work until 2070 or maybe even longer.
With the rapidly changing face of our technological landscape it is hard to predict what the work place will look like in five years’ time let alone fifty. How many of the traditional roles will still exist in the world of tomorrow?
The predictions being made by futurists are wide and varied but the one thing they all seem to agree upon is that the world of work will look radically different in the future and young people will not be doing the same jobs in the future as their parents and grandparents did in the past.
So how do you go about preparing young people for an uncertain future? Well, you need to ensure that you concentrate on the things that you know they will need in order to navigate it.
For young people to be successful in a rapidly changing, uncertain and unpredictable landscape, they need to be creative thinking, risk taking, problem solvers who are resilient and adaptable, able to take opportunities when they present themselves.
At Queen’s College we have begun the process of embedding the cognitive acceleration methodology first developed by Philip Adey and Michael Shayer at King’s College in London across our curriculum and co-curriculum in order to teach our pupils how to think.
It has been demonstrated to raise young people’s reasoning from concrete to abstract thereby allowing them to answer more challenging examination questions as well as providing them with the reasoning skills to navigate an exciting, but uncertain future.
These lessons also help to promote intellectual resilience and risk taking, as it is less about getting the right answer and more about asking the right questions.
We hope that this will help our young people to have the belief in their own ability to tackle unfamiliar or unexpected situations and therefore give them the confidence to grasp opportunities when they present themselves in the future.