Course: Lifelong Learning: Recognise and Articulate School Skills

In the video, we went from describing the task to describing what the student actually did. Using the scaffold: “Through this task, you demonstrated…” It’s a subtle shift that makes …

So far, you have explored how to make skills visible and how to begin building evidence of capability. The next step is understanding what makes that evidence something others can …

By now, you have explored a range of ideas and strategies. The challenge is not just understanding them. It is knowing where to begin. In this video, you will explore …

SkillSTAR can help us build detailed evidence. A capability statement helps us communicate it. The capability statement is a format you can use with your own students to help them …

As we begin to think about how evidence becomes credible, it can be helpful to draw on a structure that is widely used beyond education. You may have come across …

We have been exploring how to describe learning in ways that make capability visible and usable. Now we take the next step, making usable evidence credible. Usable evidence helps someone …

Making learning visible is important. But for it to be useful, it needs to do more than describe an activity. It needs to help someone else understand what a student …

In previous steps, we explored how to make skills visible. In this activity, we take that a step further. Not just visibility, but usability. Because the way learning is described …

The following prompts are designed to help students move beyond describing what they did, and begin to show what they can do. The first prompt is a text version of …

When Aisha reflected on her project, nothing about the task changed. What changed was how she was asked to think about it. Instead of describing what she had done, she …

Last week, Ms Rivera tried something small. She didn’t redesign her lesson or introduce a new framework. She simply rewrote one task. Instead of asking her students to “complete a …

Ms Rivera sets a familiar task. Write a 1,000-word essay exploring the causes of climate change. As you complete this task, focus on: explaining the key factors contributing to climate …

In the previous step, you explored how a classroom task can be rewritten to make skills more visible. In this step, we take that idea one step further. Rather than …

So far, you’ve explored how different frameworks describe similar capabilities, often using different language. The World Economic Forum’s Education 4.0 framework brings many of these ideas together into a single, …

Across the world, there is growing agreement that education needs to do more than deliver subject knowledge. Teachers are increasingly expected to develop broader capabilities such as collaboration, communication, critical …