Education 2.0
Caterham School welcomed speakers from PwC, Deutsche Bank and Apple for the School’s first Education 2.0 conference which explored the future of education and how rapid changes in industry and commerce might impact our pupils’ futures. Caterham used the conference to unveil their response to the changing educational and corporate landscapes – a new course for Sixth Form pupils entitled Digital Inquiry. The course requires pupils to learn a digital skill, such as programming, graphic design, app development or film production, and apply this to a real-life problem which they solve, or aim to, to complete their qualification.
The conference was attended by over 70 delegates from a wide range of backgrounds, covering state, independent and primary schools, as well as those in higher education and industry. There were keynote presentations from Apple, PwC, Deutsche Bank and Steam School, and seminars delivered by a range of professionals working in education on topics as diverse as coaching, design thinking and leadership in the digital age. One delegate commented that this was ‘one of the most interesting and thought-provoking insets I have ever been on’. Keith Budge, headmaster of Bedales School noted that the conference’s theme was on an ‘area Caterham has so much to offer.’
The Digital Inquiry course which Caterham School will offer from September 2018 comes not only in response to meeting the demands of an increasingly digital world, but builds upon a long history of encouraging and celebrating independent research and in more recent years, innovation and entrepreneurship.
Caterham’s Director of Innovation, Adam Webster said ‘We have created a course which celebrates the best of tradition and innovation, with pupils beginning the course by learning more about how to conduct high level research, critical thinking, ethics and logic. They will move on to explore the influences and importance of social responsibility and wellbeing, before embarking on a module entitled ‘Design Thinking’, which will challenge them to problem solve, create and develop ideas in new ways. The final module is about developing a digital skill which can then be used to solve a problem the student has identified.
We want our students to take what they are already passionate and interested in and develop their thinking and understanding of these things. What this means in reality, is that a passionate historian, or budding chemist will be able to leverage the skills and tools made available through the Digital Inquiry course so that it enhances their A level courses, and gives them an outlet through which to actively engage with, and contribute to the understanding of their areas of interest.’
Whilst not every pupil taking this course will be a fully-fledged programmer, film director or designer upon its completion, every pupil will have a more thorough understanding of the complex decision-making process behind developing a new idea, they will know more about the different strategies which can be employed to problem solve, and about how digital literacy will enable them to create change and innovation in any industry.
Digital Inquiry will be delivered online, through a bespoke website, which will monitor and assess student progress, but there will also be opportunities for face-to-face interactions with staff, external speakers and mentors, and students will be encouraged to collaborate and learn together.
One delegate commented that at Education 2.0 she felt she had met a ‘real-life disruptor’ and that Digital Inquiry was an ‘interesting initiative’ which was ‘creative and relevant’.
Parents or those simply interested in attending or speaking at the next Education 2.0 should contact Adam Webster email: [email protected]
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