Course: Lifelong Learning: Recognise and Articulate School Skills

In the previous step, you explored how students demonstrate capability through everyday tasks. The next challenge is naming those skills clearly. When we talk about skills, we often use different …

In this video , you’ll explore what is happening when Jake is working on a robotics task. At first glance, this might look like a typical STEM activity. But as …

In this short video, we introduce the idea of weak and strong signals of skill. You will explore the difference between: completing a task demonstrating capability being able to recognise …

Think about a typical lesson. Students are working on a task. Some are collaborating, some are stuck, some are revising their work after feedback. You move around the room, checking …

One approach that makes the cumulative nature of learning more visible is phenomenon-based learning, developed and widely used in Finland. Rather than organising learning by subject, phenomenon-based learning starts with …

Global frameworks provide a compelling vision for the future of education. But for many educators, the challenge lies in translating these ideas into everyday classroom practice. Terms like transformative competencies, …

Across the world, there is growing agreement that education needs to do more than deliver subject knowledge. Schools are increasingly expected to prepare students for a future that is uncertain, …

Credible evidence is not just understandable. It is something others can trust and use with confidence. This is what allows learning to be recognised beyond the classroom. From Usable to …

So far, you’ve explored how skills are already developing in everyday learning, and how different frameworks describe similar capabilities using different language. The next step is making sense of this …

When we talk about transferable or durable skills, it can be tempting to think of them as something students either have or don’t have. In reality, skills develop over time. …