EDUCATION

RESOURCES

Hexis21 Education Resources for Schools

We offer a range of educational resources for schools to help support the teaching and learning of 21st century skills.

It can be difficult to carve out time in already packed timetables to create opportunities for students to understand and practise the core competencies of creativity, critical thinking, collaboration and communication. While these skills may feature in a number of academic curricula, there is often precious little time to really provide the opportunities that students need to develop and become future proof.

It is the case that the majority of academic courses are content-heavy. This is difficult to change given the exam-driven systems that many schools are led by. It is also the case, however that while knowledge acquisition is valuable, this skill and knowledge is diminishing in importance as employers and organisations such the World Economic Forum (WEF) project the future world of work.

In October 2020 the WEF published the following findings in its Future of Jobs report:

  • Critical thinking and problem-solving top the list of skills employers believe will grow in prominence in the next five years.

  • Newly emerging this year are skills in self-management such as active learning, resilience, stress tolerance and flexibility.

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It is clear from the projections of the WEF and organisations such as LinkedIn which in 2019 named creativity as 'the most important skill in the world' that schools need to pivot their offering in order to ensure that their students are ready to survive beyond school.

Demands for those able to think creatively will drive the insatiable desire for innovation. This is all the more significant when we consider the unstoppable dominance of Artificial Intelligence. Robots currently can’t compete with humans on creative thinking and so developing creativity among students is going to help them to find a place in the world.

The WEF placed creativity in the top three of the '10 skills you need to thrive in the Fourth Industrial Revolution' and it is clear that developing creativity leads to the development of the character qualities of curiosity, initiative, persistence/grit, adaptability, leadership, emotional intelligence and social and cultural awareness.

The British Council asked the fundamental question:

How do we educate our children to take their place in the economies of the 21st century, given that we can’t anticipate what those economies will look like?

 

Their researchers identified creativity and imagination as two 'deep learning skills' which would foster economic and social entrepreneurialism, considering and pursuing novel ideas and leadership for action. Hexis21 is committed to crafting educational content that can be used online and in-person classrooms to allow such 'deep learning skills' to flourish.

What can we offer you?

We understand that secondary school teachers are busy and have competing priorities, many of which are driven by the academic subjects that they teach. With this in mind we have developed a range of comprehensive stand-alone courses that do not require any prior knowledge or resource development on the part of the classroom or online teacher.

Hexis21 provides teacher training in the field of creative thinking and problem solving.

All units of work include video content, worksheets and tasks. There are physical workbooks for some of the schemes of work. The courses available are free.

 

Hexis21 is committed to UN Sustainable Development Goal 4: Quality Education and believes that equitable access to high quality education is a means to achieve upward socioeconomic mobility and is a key to escaping poverty. 

Take a look at the free courses that develop creative and critical thinking, collaboration and communication skills while addressing real world issues. Click on the images below for immediate access.

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The tasks and skills contained within these courses can help schools to meet national and international education targets such as:

Learning for Sustainability (GTCS Professional Standards Framework):

  • Equality and justice and recognising the rights and responsibilities of future as well as current generations

  • Committing to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation.

  • Valuing as well as respecting social, cultural and ecological diversity and promoting the principles and practices of local and global citizenship for all learners.

  • Demonstrating a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future.

  • Respecting the rights of all learners as outlined in the United Nations Convention on the Rights of the Child (UNCRC) and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their well-being developed and supported.

UN Sustainable Development Goal 4:

  • 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and Goal-4 effective learning outcomes

  • 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.

  • 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.

  • 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development