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 The Learning Futures: Next Practice in Learning and Teaching booklet sets out the reasons why innovation in pedagogy is needed in order to inspire young people, and enable all of them confidently to meet the challenges of the 21st Century. It argues that some key emergent (and some well-known) practices, taken together, might transform learners' (and teachers') experience of schooling. Learning Futures proposes a way of thinking about these approaches. It is offered both as a contribution to the increasingly urgent debate and it also issues an invitation to secondary schools wishing to develop and extend their work in this direction more profoundly, to engage with the Learning Futures project, commencing in 2008.
Download Learning Futures: Next Practice in Learning and Teaching
Horizon Scanning Guide
This guide was commissioned by the Paul Hamlyn Foundation and The Innovation Unit to support the development of the Learning Futures project. Since our project is investigating next practice in learning and teaching, it is important to look for examples of innovative pedagogy which are at the edges of current practice. This is what we mean by ‘horizon scanning'.
Download Horizon Scanning Guide
Next Steps
Becoming involved in 'Learning Futures: Next Practice in Learning and Teaching'
 The Paul Hamlyn Foundation, in partnership with The Innovation Unit, is delighted to invite you to work with us on this exciting project that aims to look at Next Practices in curricular or cross-curricular models of learning and pedagogy.
How to become involved in this project:
Become a member of our community of interest. You will be kept updated on the progress and developments of the project. Make sure that 'Learning Futures - community of interest' is in the e-mail header to register your details (please include your name, organisation, preferred e-mail address and telephone number) and return to
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Creative Events - Outcomes
Two creative events with school leaders were held on 20 and 21 May 2008. Output from these events can be viewed here.
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