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Do we limit future possibilities by encouraging specialisation?

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Wecan integrate the 'C' skills into the curriculum without neglecting content. The two should complement each other. Let's work smarter not harder.

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Wecan integrate the 'C' skills into the curriculum without neglecting content. The two should complement each other. Let's work smarter not harder.

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So we must work hard to teach students to engage and relate authentically to themselves, others  and their community first before teaching content?

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Authentic audiences and tasks create meaningful value

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Talent implies that one's potential has been developed. As a school we have the responsibility to provide the environment that nurtures potential and develops talent. 

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Talent implies that one's potential has been developed. As a school we have the responsibility to provide the environment that nurtures potential and develops talent. 

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Does the word talent infer a fixed mindset?

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Serving the interests of our students is a matter of equity. We must know our students first and foremost-their interests, abilities and what motivates them. This is the basis of differentiation. 

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Serving the interests of our students is a matter of equity. We must know our students first and foremost-their interests, abilities and what motivates them. This is the basis of differentiation. 

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Who decides what's great?

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Solving the problems worth solving, and know that they have, in fact, been really solved, rather than just "Mission Accomplished" banners. Think Elon Musk...

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If individuals have specialised talents, collaboration and connectedness becomes pivotal

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We may not be in an age of abundance forever ... might we not need skills for an age of threat? Skills for genuine community engagement rather than individual consumption

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If we focus solely on the particular talents of an individual, there is the danger they may lose or fail to develop other skills thatmay  be necessary. Overspecialised individuals become obsolescent quickly

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Why are we perpetuating a system where academically intelligent students are basically valued over others?

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Why are we perpetuating a system where academically intelligent students are basically valued over others?

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Why does everyone need to be great in the new age?

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Everyone needs an opportunity to be great?

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Everyone needs an opportunity to be great?

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Many girls may think they are not 'talented' @ maths- does that mean we give up?

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How do we value kids who learn differently, who have talents that sit outside of an exam room

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Does focusing on particular talents in individuals mean that they fail to develop other skills that may be useful? Overspecialisation is an excellent path to obsolescence

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Let's look for more red noses and celebrate them.....

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Let's look for more red noses and celebrate them.....

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All subjects are creative

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At what age do we allow students to follow their passions and "opt out" of other subjects? What of developing basic skills like literacy and numeracy?

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Creative subjects teach us a lot about the relationships with ourselves and others. 

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Creative subjects teach us a lot about the relationships with ourselves and others. 

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S

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Is talent an innate ability?

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Teachers have to listen to the questions that children ask

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So exams and doing well on tests is bad?

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Bring wonderment, awe and curiosity into each and every lesson 

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Bring wonderment, awe and curiosity into each and every lesson 

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Side effects: self harm, anxiety, depression, no joy in learning, stifling creativity....

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students are smart- they will value what is needed in assessments. Need to change assessments first

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Do we really need band 6's across a broad range of subjects to be a "top student"? Or deeper achievement in areas that a student is passionate about? Which one would you employ?

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We are constantly teaching for tomorrow, what about today?

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We are constantly teaching for tomorrow, what about today?

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Are we brave enough as a staff to think big and move the structures to create learning that matters?

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How do we restructure our current factory style education model to build those cross-curricula skills across subject domains for the more technological world whilst still retaining the academic rigour that is demanded? Where are examples? What does this do to academic standing (ATAR ranking for example)?

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Let's start with our very young children and let them play and explore and be curious

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Are we able to stop teaching content and start teaching individuals

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Are we able to stop teaching content and start teaching individuals

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Are we teaching a curriculum that a robot can pass?

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Or or is the gift *why* to think - once they have that, they will think....

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Or or is the gift *why* to think - once they have that, they will think....

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In nsw we teach in stage/age based constraints (you're in year 9, you do "year 9 science"). Very different to America where highly able students move quickly through courses to AP level. Is this something we need to move to??

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The greatest gift we can give children is the opportunity to think... does our current curriculum allow this?

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The greatest gift we can give children is the opportunity to think... does our current curriculum allow this?

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Good HSC marks doesn't reflect deep knowledge

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Can we be creative and have the freedom and time to allow opportunities for deeper learning?

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Can we be creative and have the freedom and time to allow opportunities for deeper learning?

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How to go deeper with content given a crowded curriculum?

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How to go deeper with students who lack the 'basics' ?