2. Our world is changing… Schools are being increasingly affected by: A sense that further adherence to standards-led drivers are unlikely to wrest any more significant improvements in performance Rising levels of adolescent disengagement The inability of ‘incrementalism’ in education policy formulation to match the technology-driven, and rapidly changing world our young people inhabit. “Learning Futures: Next Practice in Learning and Teaching” – Paul Hamlyn Foundation “Learning Futures: Next Practice in Learning and Teaching” – Paul Hamlyn Foundation (2008)

3. The Framework for 21st Century Learning describes the skills, knowledge and expertise students must master to succeed in work and life. 21 st Century Skills Framework http://www.p21.org/ Partnership for 21 st Century Skills

4. Core Subjects and 21st Century Themes Mastery of core subjects and 21st century themes is essential to student success. Core subjects include English, reading or language arts, world languages, arts, mathematics, economics, science, geography, history, government and civics. In addition, schools must promote an understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into core subjects: Global Awareness Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy Health Literacy Environmental Literacy http://www.p21.org/documents/P21_Framework.pdf Partnership for 21 st Century Skills

5. Learning and Innovation Skills Learning and innovation skills are what separate students who are prepared for increasingly complex life and work environments in today’s world and those who are not. They include: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration http://www.p21.org/documents/P21_Framework.pdf Partnership for 21 st Century Skills

6. Information, Media and Technology Skills Today, we live in a technology and media-driven environment, marked by access to an abundance of information, rapid changes in technology tools and the ability to collaborate and make individual contributions on an unprecedented scale. Effective citizens and workers must be able to exhibit a range of functional and critical thinking skills, such as: Information Literacy Media Literacy ICT (Information, Communications and Technology) Literacy http://www.p21.org/documents/P21_Framework.pdf Partnership for 21 st Century Skills

7. Life and Career Skills Today’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills, such as: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility http://www.p21.org/documents/P21_Framework.pdf Partnership for 21 st Century Skills

8. Stripling Inquiry Model Inquiry is a framework for learning Choosing Web 2.0 Tools to Support Teaching and Learning in a Digital World, Pam Berger, Sally Trexler, Libraries Unlimited, 2010

9. Stripling Inquiry Model Searching Managing and Organizing Social Bookmarking Content Collaboration Media Sharing Social Networking Choosing Web 2.0 Tools to Support Teaching and Learning in a Digital World, Pam Berger, Sally Trexler, Libraries Unlimited, 2010

10. Pedagogy Reframed EngagementIntegration Learning which is deep, authentic, and motivational © Paul Hamlyn Foundation & The Innovation Unit 2008

11. Engagement (through) Relevance: enterprise & inquiry led; knowledge & skills balance; learning through doing; thematic & project emphasis Co-Construction: negotiation of curriculum; content & delivery modes; location; timetabling Integration (of) In/out of school contexts: learning processes, settings & styles; informal, formal & virtual learning; family; business & community partnerships Learner/teacher mix: Peer tutors; teachers as learners; parents; external experts; mentoring, coaching & learning communities Learning which is deep, authentic, and motivational “Learning Futures: Next Practice in Learning and Teaching” – Paul Hamlyn Foundation“Learning Futures: Next Practice in Learning and Teaching” – Paul Hamlyn Foundation (2008)

12. Constructivism: learning by doing (Piaget, Dewey ) Multiple Intelligences: personalization of schooling; higher order cognitive skills (Howard Gardner – Project Zero David Perkins – Smart Schools) Inquiry-Based Learning: discovery learning better than didactic instruction (Helgeson 1992) Cooperative Learning: collaborative problem solving & communication (Johnson & Johnson 1989) Process Writing: Brainstorm, plan, organize, reflect, publish Research Shows Why PBL Works Connecting the Bits: NEA Foundation, 2000

14. Op-Chart; “ Where the Jobs Are” Michael Cox, NY Times (2004Op-Chart; “ Where the Jobs Are” Michael Cox, NY Times (2004)

16. A network of schools music labels An international platform to engage young people through music A work related environment for students of all learning styles to develop skills in Enterprise, ICT, Media and Music A secure place for students to develop a digital portfolio for assessment

17. Learning Skills The NUMU model encourages independent thinking, innovation and collaboration Students with different learning styles can easily contribute to different areas of the creative process Peer reviews encourage self assessment and development Listener's charts provide motivation to develop organization and communication skills

18. Easily manage your students and monitor their progress The digital portfolio provides a record of student development for assessment Integrated communication tools allow you to easily give feedback to students Supports the implementation of Musical Futures learning approaches The Right Tools

19. Extra Curricular Accessible anytime from any internet connection NUMU is ideal for dispersed learning Gifted and Talented students can develop their skills through work related enterprise activities The music business model engages young people excluded by standard learning environments NUMU provides an opportunity to develop links in the local community eg. media, retail, venues etc

20. How “dbass” Works  Each school/organization has their own ‘label’ to manage on NUMU  The label is managed by a ‘publisher’ who sets up and moderates the students or ‘artists’  Each ‘artist’ has their own page where they upload music, artwork and write their own blog  Anybody with web access can listen to the artists' music ‘trax’ Artists' can review and comment on each others work