Craig Fielke – Principal

In 2020, Cornerstone College will celebrate the first 30 years of being a part of The Adelaide Hills community. The College has consistently been guided by the foundational mission of being “…. a caring Christian community nurturing within students a growing relationship with Christ which promotes individual excellence, learning and responsibility for life.”

This has been both an aspiration and inspiration as “We Love, We Learn, We Grow”, and underpinned by our strategic intentions and master planning. The decisions and directions taken to continue to be true to that enduring mission and to sustain the high-quality learning for which Cornerstone College is renowned does not occur by chance.

Amongst other elements, outstanding educators and continuous investigations and assessment of the world we live in now and will encounter into the future help guide and direct the future.

One such source of important information to reflect upon comes from my membership of AHISA (Association of Heads of Independent Schools of Australia).

I invite you to take the opportunity and time to browse and reflect upon the current landscape in which we make important decisions in how and what we do at Cornerstone College. I welcome your comments and thoughts as we journey into the next 30 years of Cornerstone College:

  • The OECD Future of Education and Skills 2030 project http://www.oecd.org/education/2030-project/ offers a range of resources to support policy shifts in education based on projected future skills needs, including the Learning Compass http://www.oecd.org/education/2030-project/teaching-and-learning/learning/ a framework that defines the knowledge, skills, attitudes and values that learners need to fulfil their potential and contribute to the wellbeing of their communities and the planet.
  • The OECD’s Centre for Educational Research Innovation hosts an ongoing project, Trends Shaping Education http://www.oecd.org/education/ceri/trends-shaping-education.html. Resources include a series of briefing papers.
  • Google for Education has published a report, Future of the Classroom: Emerging Trends in K-12 Education, https://edu.google.com/latest-news/future-of-the-classroom/?modal_active=none which identifies eight emerging trends: digital responsibility; life skills & workforce preparation; computational thinking; student-led learning; collaborative classrooms; connecting guardians and schools; innovating pedagogy and emerging technologies. The report offers links to research and further reading.
  • The 2018 NMC Horizon Report https://library.educause.edu/resources/2018/8/2018-nmc-horizon-report focuses on trends in higher education. Key trends identified in the short-term are a growing focus on measuring learning and redesign of learning spaces; mid-term trends are proliferation of open educational resources and the rise of new forms of interdisciplinary studies long-term trends are advancing cultures of innovation and cross-institution and cross-sector collaboration.
  • An article published by GettingSmart, Preparing all learners for an uncertain future of work https://www.gettingsmart.com/2019/02/preparing-all-learners-for-an-uncertain-future-of-work/ discusses a framework for work readiness developed by the KnowledgeWorks Foundation https://knowledgeworks.org/ and offers suggestions for how schools and tertiary institutions might ‘flip their focus’ to help students prepare for the future.
  • KnowledgeWorks has also published Forecast 5.0: Navigating the future of learning https://knowledgeworks.org/resources/forecast-5/ which identifies five trends likely to transform teaching and learning: the automation of choice; the rising power of engaged citizens and civic organisations; neuroplasticity; new measures of success and reshaping of communities.

Source: www.ahisa.edu.au