The school of tomorrow phase 1

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The School of Tomorrow in Gladsaxe Phase 1

August - December 2016

Index

The School of Tomorrow............................................................3 Learning and creative problem solving.................................... 4 The phases of The School of Tomorrow................................... 6

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The working groups..................................................................10 Two inspirational days ............................................................. 18 Vision seminars....................................................................... 20 Youth educations and the business sector..............................22 Practice experiments ............................................................. 24 The media................................................................................ 26

Redaktion: Kirsten Haase (ansvarshavende) / Catrine GuillouĂŤt Layout: Catrine GuillouĂŤt Februar 2017

The School of Tomorrow We live in times with incredible inventions and growth in information, communications and production technologies. Knowledge is the key driving force for innovation and economic growth. When knowledge becomes a key growth factor, so does learning. First and foremost, my ambitions on behalf of the pupils build on offering each of them the opportunity to prosper and be an active part of society, but they also build on the fact that each individual and the community need as many as possible to actively contribute to the positive development of our local as well as the global society.

Never before has the ability to keep on learning new things been more crucial. Our school leavers should be motivated for lifelong learning; they prepare for jobs that do not yet exist, to use technologies not yet invented and to solve problems not yet considered problems. Talented knowledge employees, independent thinkers and leaders who are capable of handling complex information, think systematically and critically, who are create, who know how to be innovative, to communicate and cooperate at a high level in order to find solutions to complex problems already are and will be even more in demand in future. People who have competencies to solve the tasks of the 21st century society will be the ones in demand. That makes demands on our schools, and we therefore have to keep on developing the framework in which we work with learning.

How do we create the best framework for pupils’ learning? We are working on figuring that one out.

Last autumn, four working groups started work. One group worked with ‘Competencies of the 21st century, another one with ‘Physical learning environments of the schools’, one with ‘School structure’ and one with ‘Economy and management’. Along the way, the working groups received input from a number of sub-working groups, meeting fora, a vision seminar and a pupils’ council day.

The purpose of working with the competencies of the 21st century is to find out how we in Gladsaxe should understand and describe the set of competencies that the school leavers should take with them when they leave school. Our level of ambition for the professional level has not decreased, and legislation has not changed, but to a great extent, school leavers also have to master the set of competencies that we call the competencies of the 21st century. In addition, the groups ‘Learning environment’ and ‘School structure’ worked with the way that the physical environment and structures can support learning in the most optimal way. The last group - the economy group - will not get started until there are specific proposals on which they can base their calculations.

It is important for me to emphasise that when we talk learning environment, we talk about our entire local area and the surrounding society. The 21st century school must teach pupils to relate to the real world challenges. Therefore, a good school is made together with associations, the business community and organisations that will then become key collaborators in the creation of the future learning environment.

I would like to thank you all for the contributions that you have offered so far. I hope that you will all participate in the further work to ensure that our good schools will continue to develop and be future-proof for the benefit of our pupils and Gladsaxe.

Kind regards, Karin Søjberg Holst Mayor 3

Learning and creative problem solving Research and - which might be just as important - the business sector are telling us that in addition to subjects of the Folkeskole (municipal primary and lower secondary school), we also have to teach our children and young people to solve complex problems so that they will be ensured a job in the future labour market. I agree. I therefore believe that it is important for our daycare institutions, schools and youth facilities to take on the responsibility of giving children and young people the versatile, personal, social and professional competencies that they need for the 21st century. In a digitised world, we have a central task in providing children and young people with digital skills and the digital culture they need in order to gain insight into the way technologies and media work and influence us. Not all children come from homes with parents who make sure that their children get the knowledge that may decide whether they will manage in their further eduction or in the labour market. That is the Danish Folkeskole’s task.

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Future competencies Gladsaxe’s schools have come a far way in developing critical thinking, creativity, problem solving and project work. This is in keeping with tradition, and it is an element in working with the vision that ’all children must learn to learn more’. We provide the children with learning strategies to analyse, relate and put things into perspective, but we have just started. We are not yet working in a systematic way to teach children and young people the competencies of the 21st century and to utilise the technologies in those regards. We have to work on that, and that requires for the technologies and their possibilities to find their way into the learning environment, not simply as search engines and gaming machines, but as multimodal production tools and illustration tools and media that support and motivate learning.

In order for us to realise our municipal goals for all young people to have an education and a job, we must pay attention to the demand from the youth educations and the business sector. They have a demand for professional and personal competencies and possibly especially for the young people to be able to and to be motivated to cooperate, communicate, analyse, reflect, put things into perspective and be creative in their problem solving.

We have currently initiated a number of practice experiments with focus on creative problem solving.

The practice experiments contain at least as much analogue as digital production, and my point is that none of these elements can be left out. We must create even more room for the students to spend more school hours on solving complex problems in a creative manner.

Digital education

There is much talk about programming and robots, but it is at least as important to teach children and young people to create and innovate - analogously as well as digitally. Technologies and media should not be part of all learning processes, nor at all costs, but I do believe that they should be available and be a meaningful part of the learning environment and learning processes of the schools. We should use them where they make sense and where they contribute to pupils’ learning. That is something we need to discuss to ensure that the professional level and our level of ambition for analogue as well as digital learning are of the best quality.

The schools are responsible for teaching pupils to know how to behave as well as communicate digitally. They need to know when things they see online could be specifically chosen for them, how they can create a detailed view of the things they want to learn. Together with their parents, we need to teach them how to act and treat others online. We need to teach them how to live in a digitised society.

Embrace challenges Seen from a positive angle, digitisation and the demand of the competencies of the 21st century provide us with the opportunity to further develop our schools; however, it also means that we should embrace the digitisation and follow development. In other words: we have to develop the school of tomorrow together. Inevitably, this will challenge our �use to�. I hope you are on the same page.

I look forward to the continued work with developing our common future schools.

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Kind regards, Thomas Berlin Hovmand Children and Culture Chief Executive

The phases of The School of Tomorrow By headmaster Michael Mariendal

Phase 1 The school system has been given a task from our politicians. Am ambitious task of creating the best future school imaginable to ensure the individual’s and our welfare. This requires for us to keep focus on the things that will be necessary for our school leavers to master once they leave school. Therefore, we have established a number of working groups for Phase 1 of the School of Tomorrow. Their task is to provide the politicians with input for the content. Phase 1 has been relatively brief and intensive, and the purpose was to create a basis for the further debate and development of the school of tomorrow. The working groups worked from August to December 2016, and their proposals will form part of a number of meetings with Børne- og Undervisningsudvalget (the Children’s and Education Committee) during the spring of 2017.

The motivation to initiate work is therefore a political effort of being at the forefront of the school of tomorrow. The schools should be professional, ambitious and live up to the legislation of primary and lower secondary education as well as local objectives. Some of these local objectives and the conditions to meet them are exactly what we would like to further develop.

Working groups and sub-working groups are working with this - the groups are described in this booklet.

The future phases When the working groups have provided their suggestions for preliminary guiding principles, there will be a process during which the program secretariat will select some of the working groups’ recommendations for strategic guiding principles and further process. This work will form the basis for the guiding principles that will be presented to the Children’s and Education Committee on 25 April 2017. Based on the decision of the Children’s and Education Committee regarding strategic guiding principles, Børne- og Kulturforvaltningen (the Children and Culture Administration) will work on clarifying the guiding principles and make them specific proposals for e.g. school structure and organisation. The specific proposals for future school structure and organisation are expected to be approved by the city council in September 2018 after a consultation of the relevant parties.

At the time of writing, further work with the development of the School of Tomorrow is being politically considered. Therefore, I can only encourage you to follow these discussions; they will probably continue for the rest of 2017. However, this does not mean that the development work is at a standstill. We set the stage for the schools to implement a number of practice experiments which should provide us with more knowledge about the way we can create even better learning environments to support development of pupils’ competencies.

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All minutes from meetings at the Children’s and Education Committee at which The School of Tomorrow is discussed are

available here

The following dates and items at the agenda concern the School of Tomorrow: 21 June 2016, item 63 30 August 2016, items 82 and 83 27 September 2016, item 103 25 October 2016, item 109 17 January 2017, item 1

Steering committee for The School of Tomorrow: Thomas Berlin Hovmand, Chief Executive of Children and Culture (president) Nanna Krog-Meyer, Finance Director Ingelise Damm, Vice-President Michael Mariendal, Manager of the School Department Margit Gleerup, Manager of Dagtilbud og Sundhed (public day-care facilities and health) Steen Knuhtsen, Financial Manager

The working groups’ work from August to December 2016 What we should learn More than half of the pupils in the current preschool class will have jobs that do not exist today. In future, pupils must be able to master the competencies of the 21st century where cooperation, creativity and innovation will be some of the key competencies in demand in the labour market, and they should therefore be reflected in the school day on an equal basis with subjects and learning of the subject skills. Especially digitisation - locally as well as globally - causes many changes and makes increasing demands on the pupils’ digital and communicative competencies. We, the municipality, therefore have to work for our pupils to achieve the competencies and skills necessary for them to prosper and do well in society and in the labour market.

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Social balance, inflow of residents and alliances In Gladsaxe Municipality, we work for all pupils to have equal opportunities in order to achieve a school in social balance. This means that no pupil should be dependent on where they grow up or on their parents’ job or lack of job or on whether there are attractive companies in the local area in order to develop the competencies of the 21st century. The school therefore has to be opened up by moving the learning framework and activities out of the school and into town and by creating alliances and partnerships so that the school will become integrated in society. Many competencies are best learned in learning environments where it is possible to practice and train in practice. We can become much better at that, but how do we do it so that our talented employees and headmasters at the schools do not simply get a task for which there is not enough time?

Gladsaxe Municipality is an attractive municipality, and we therefore have to count on a further increase in population. This means that the need for school capacity will increase in future years. At the moment, we have schools for which the room capacity has been utilised beyond the number of classes for which the school was originally intended, but we also have schools with available capacity.

How can we use the available capacity for the good of the community? The working group ”School structure” took a look at that.

Phases in the work with the School of Tomorrow The work with developing the school of tomorrow has been planned to occur in several phases. In Phase 1, we took a look at the changes in society that create a need for change in what we teach the pupils, the way we teach them and the way we organise our schools and utilise the structural opportunities that we have in our municipality.

Four working groups The four working groups’ task was to discuss the way we understand the competencies of the 21st century, which considerations we should have if we are to organise the schools so that the organisation of the learning environments and the utilisation of the school structure and capacity support learning the best way possible and what economic consequences there will be due to specific initiatives. The economy group will not start work until the late phases when calculations must be made for some of the specific proposals.

During the autumn of 2016, three out of four working groups had meetings and discussed various topics within the matter and discussed the many inputs from the sub-working groups that are linked to each working group.

The working groups worked out a number a guiding principles for the School of Tomorrow which will be presented to the politicians in Gladsaxe in the spring of 2017. The guiding principles are an expression of how far the working groups got in their work and are therefore expected to be further processed in connection with the political consideration.

The guiding principles will not be normative until they have been and in the form they will be politically adopted.

What are guiding principles?

Guiding principles are visions that express the change aimed at.

For example:

All children should have school in social balance

Terms of reference for the working groups As is the case for all good processes, we have become wiser along the way. In the beginning of the process, we tried to compose some terms of reference to guide work in the working groups.

They did guide work, but we also had to change them along the way. We thought that it would be possible to work concurrently with each area, but it quickly turned out that it did not make sense to separate the discussion about the definition of the competencies of the 21st century from the discussion about the way the learning environments and structures that should support the learning of the competencies should look.

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The working groups The Learning Environment working group Members of the working group Vice-President, Gladsaxe Lærerforening (teachers’ association), Lone Hegn Union Secretary, BUPL, Randi Tielbo Headmaster, Annette Smidt Jørgensen, Enghavegård school AC principal, Emil Bagger Nielsen, Economy and Analysis President: Team Manager, Kirsten Haase, School Department Coordinator: Consultant Dorte Mondrup, UK Gladsaxe Coordinator: Team Manager, Maj-Brit Frisk Sørensen, School Department Tasks of the working group The working group has prepared a number of strategic guiding principles for ways to develop the school structure so that it will support the school reform, visible learning and work with the competencies of the 21st century. Work is done on the way the physical learning environment of the schools can be developed to support pupils’ learning and development of the competencies of the 21st century. In that sense, the term learning environment should be interpreted widely and can be at the school as well as in alliances with the local community, companies, associations and the facilities that the local area offers. In that context, the learning environment should also be interpreted as the physical as well as the digital learning environment that the digitisation of society has entailed. The learning environment should contribute to the pupils learning to learn more, that they can learn in a way so that they develop the competencies of the 21st century and last, but not least, so that they are persistently motivated to learn.

Process The working group’s basis is on the six competencies that the ‘Competencies of the 21st century’ working group is working with and asked the question: ‘How can the physical learning environment at or outside the school contribute to pupils having the best conditions for their learning?’. Furthermore, the group discussed how a changed learning environment can create a better framework for the employees’ work with pupils’ learning.

A school for all In its discussions, the working group attached importance to establishing guiding principles covering all pupils at school. You therefore will not find guiding principles that are specifically aimed at specific groups of pupils but rather guiding principles aimed at creating a learning environment for all. Among other things, there should be options for each pupil (irrespective of whether the choice is made alone or with an adult) so that the pupil will e.g. have the possibility of changing workplaces if and when needed. Some need peace and quiet and to sit in a chair while others want to be close to others and be able to move about without disturbing, for example by lying on the floor.

The working group established sub-working groups and invited the sub-working groups to contribute with their knowledge, experience and viewpoints in relation to the competencies they found necessary to develop in order for our pupils to prosper and do well in a future society.

See the contributions to the working groups from the sub-working groups and various fora here

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The working group should support development in the school system of Gladsaxe Municipality so that children and young people will acquire the competencies that will be in demand in the future labour market. The working group will do that by contributing to the basis for the strategic guiding principles that the Children’s and Education Committee will adopt in April 2017.

The School Structure working group Members of the working group President of GLF, Thomas Agerskov Union Secretary, BUPL, Randi Tielbo President of the headmaster association, Johan Rønne Vice-President Ingelise Damm Youth Chief Executive, Brian Brønd Team Manager, Economy and Analysis, Thomas Gjedde President: Headmaster, Michael Mariendal Coordinator: Consultant, Kirsten Tuxen Romsdal, Kultur, Fritid og Unge (Culture, Leisure and Youth) Coordinator: Consultant, Vibeke Schneider, Børne- og Kulturforvaltningen Tasks of the working group The working group has prepared a number of strategic guiding principles for ways to develop the school structure so that it will support the school reform, visible learning and work with the competencies of the 21st century. Among other things, they work on the way that schools can be professionally and socially sustainable and economically stable. The working group will also look at the way the physical framework of the schools and the after-school centres can be better connected so that the overall competencies and facilities can be transversally utilised.

The working group established sub-working groups and invited the sub-working groups to contribute with their knowledge, experience and viewpoints in relation to the competencies they find necessary to develop in order for our pupils to prosper and do well in a future society.

Process The working group discussed various topics and presented data which led to the strategic guiding principles. In the beginning, the members of the group somewhat sounded each other out in relation to the choice of topics, but they succeeded in preparing a number of strategic guiding principles which have been thoroughly discussed in the working group and which all members agree on.

Feedback from other groups, input from the pupils’ council day and the vision workshop etc. formed part of the work in the group.

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Competencies of the 21st Century working group Members of the working group Chairman of the school board, Torsten Laursen, Søborg school Headmaster, Carsten Bott, Grønnemose school Area Manager, Marianne Milbo, Dagområdet Professional Manager, Henning Neerskov, Ungeområdet Manager, Kristina Velser, Gladsaxe Pædagogiske Videncenter (Gladsaxe Educational Knowledge Centre) President: Team Manager, Kirsten Haase, School Department Coordinator: Consultant, Marie Fjordside, School Department Tasks of the working group The working group supports development in Gladsaxe’s school system in relation to children and young people acquiring the competencies that will be in demand in the future labour market.

The working group will do that by contributing to the basis for the strategic guiding principles that the Children’s and Education Committee will adopt in April 2017.

The working group will support children, young people, managers and employees in being a part of developing the school system in the light of the competencies of the 21st century. The group will incorporate the inputs they get from the sub-working groups in a number of strategic guiding principles.

The working group established sub-working groups and invited the sub-working groups to contribute with their knowledge, experience and viewpoints in relation to the competencies they find necessary to develop in order for our pupils to prosper and do well in a future society.

See the contributions to the working groups from the sub-working groups and various fora here Provisions from the working group •• Guiding principles for the development of the educational practice in relation to meeting the competencies of the 21st century, including the understanding of a digitally supported learning environment.

•• A description of any problems in relation to working with the competencies of the 21st century and the Act on primary and lower secondary education (Folkeskoleloven).

•• Proposals for the project group about setting up guiding principles in relation to the work with educational practice •• Proposals for the project group about setting up guiding principles in relation to developing a digital learning environment 13

Competencies of the 21st century The competencies of the 21st century is a concept that is being used to describe the competencies that future citizens should possess in order to do well and contribute positively to the development of society. The OECD’s definition is as follows:

“The skills and competencies young people will be required to have

in order to be effective workers in the knowledge society of the 21st century. .

A number of governments from western countries have described and incorporated these in their educational strategies. Most countries and organisations use the concept competencies, but there is an implicit understanding that work is also done on pupils’ courage and will to not be afraid of making mistakes, of learning something new, cooperating and participating.

Based on a set of competencies that the school system in Ontario, Canada, has worked with, the working group worked out descriptions of six key competencies for which we add importance to their development:

•• Citizenship •• Personal character •• Communication •• Cooperation •• Creativity (creative as well as innovative) •• Critical thinking

Caption: Next page: The members of the ‘Competencies of the 21st century’ working group each provided their suggestions for the essence of the various competencies - here: Communication.

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School leader seminar, September 2016

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Two inspirational days Pre-kick-off for leaders and consultants On 17 August 2016, a start-up event for school managements, employees and leaders in Børne- og Kulturforvaltningen was held. The day consisted of an introductory setting of the framework of and the visions for the process and a description of future tasks in the School of Tomorrow.

The purpose was to give the participants the best possible starting point for being able to share the visions for the School of Tomorrow and to share how the processes of the development were intended and organised.

The meeting was opened by Thomas Berlin Hovmand, Children and Culture Chief Executive, who talked about the changed conditions in the future labour market and the resulting future need for educating our pupils to prosper and do well in the best possible way.

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Kick-off for politicians, collaborators, employees and leaders The inspirational day was held on 7 September 2016 in the banquet hall at Grønnemose school. A number of key players were invited from the school and Børne- og Kulturforvaltningen, i.a. headmasters, Local Impact Coaches (LIC), learning agents, area managers, Økonomi- og Ejendomscenteret, the professional organisations and the Children’s and Education Committee.

Chief Executive for Børne- og Kulturforvaltningen, Thomas Berlin Hovmand, talked about the visions for the School of Tomorrow after which Ole Sejer Iversen, professor with special responsibilities, took over and talked about the competencies of the 21st century. He also provided insight into the way the technological changes and possibilities will influence our future.

See clip from Ole Sejer Iversen’s presentation here

Subsequently, owner of Konsulenthuset Autens, Lene Jensby Lange, talked about the way we can work with the learning environments of the schools so that they will support the pupils’ learning in the best way possible. For inspiration, she presented an example of a different organisation of the learning environment in which the employees at Høsterkøb school in Rudersdal Municipality had organised a new learning environment split into zones.

See the video from Høsterkøb school here

The day ended with a presentation about learning environments and architecture in the school of tomorrow by Søren Nielsen who is an architect at Tegnestuen Vandkunsten.

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Vision seminars Pupils’ visions On Tuesday, 15 November 2016, 110 pupils’ council members from Gladsaxe Municipality’s 5th class - 10th class gathered for a vision workshop in the banquet hall of Grønnemose school to contribute to the development of the School of Tomorrow.

The pupils worked together across schools and years with a challenge they themselves had chosen.

General topics which the pupils could choose between had been presented to them in advance: Physical learning environment (indoors and outdoors), Citizenship, The school in the local community and Digital learning environment.

The pupils worked together digitally and analogously to develop ideas, and they tested new methods for working with creative and experimental problem solving. The groups of pupils circulated between various workshops, and among other things, they tried Virtual Reality (to get on digital glasses so that you experience being present in a different, virtual reality), digital production, to ‘pitch’ ideas and give feedback. Afterwards, the pupils drew, built and filmed a prototype of their idea which was presented to the rest of the participants at the end of the day. Finally, the best idea of the day was elected through a balloon vote.

See a video from the Pupils’ Council’s day here

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Vision workshop On 5 November 2016, children, young people, parents, employees, leaders and politicians were invited to a vision seminar at Grønnemose school to contribute with ideas for the School of Tomorrow. The purpose was to create room for politicians and citizens - adults as well as children and young people to meet in a dialogue of equal standing.

The day had been planned as a practice future workshop where the participants were to work together on developing and making their suggestions for the school of tomorrow and learning environments specific. Each group worked with the topics Citizenship, The school in the local community, Digital learning environment and Physical learning environment (indoors and outdoors). At first, status was made of the initiatives that are already well underway, and new ideas for the future school were developed. Finally, the groups had to use straws, lolly sticks, glue guns, markers, 3D pens and stop motion films to illustrate their suggestions.

The productions of the groups offered inspiration for and suggestions to the way we can organise schools and local areas to contribute to shaping children’s and young people’s competencies based on the principles of abstract, critical thinking and the ability to create in collaboration.

Subsequently, there has been some difference of opinion regarding the vision workshop. Some felt that employees and leaders from the municipality were overrepresented and that it did not live up to some parents’ expectations of also being able to discuss requests for change at their children’s school.

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Youth educations and the business sector Youth educations In December 2016, Gladsaxe Gymnasium, Technical Education Copenhagen (TEC) and the social and health care assistant education in Gladsaxe attended a meeting with headmaster Michael Mariendal about the School of Tomorrow.

At the meeting, TEC attached importance to the competencies of the 21st century - citizenship, vitality, communication, cooperation, creativity and critical thinking - being particularly relevant. After 20 weeks, pupils at TEC will have work experience at a company where they need the six competencies. It often is of a lack of these competencies that makes the pupils not succeed, and it will help the pupils at their youth education if they master the competencies to a higher degree.

That could be anything from being better at cooperating and communicating with others to having self-confidence, good work habits and digital work skills. The pupils experience that being at a technical vocational education is very different than the safe environment of the Folkeskole, and it is therefore relevant to strengthen the transition between the Folkeskole and youth education.

In the same way, there are also initiatives that can make the transition to upper-secondary school less challenging, for example focus on being able to study, cooperate and concentrate.

Collaboration with the business sector The business sector and collaboration with local companies play an important part in the School of Tomorrow. The companies have much knowledge about the competencies that young people should bring with them and that are therefore crucial to the development of a Folkeskole that equips children and young people to do well in their future working life.

For example, the companies in the School of Tomorrow emphasise the ability to manage in a changeable and digital future where the ability to think critically, cooperate and communicate in various media are of great importance. Furthermore, the ability to learn new things and to adapt is crucial because the labour market is under constant development. That development will continue and gather pace.

Collaboration between schools and the business sector provides insight into the way we work at companies, and solving real problems for others and seeing the result of the work are important to young people’s motivation.

Meeting about future competencies Gladsaxe Municipality’s trade council had a meeting in the middle of January 2017. Chief Executive for Børne- og Kulturforvaltningen, Thomas Berlin Hovmand, attended the meeting to discuss future competencies with the local business sector.

Thomas Berlin Hovmand had a presentation about the process and the guiding principles that the municipality had identified at the time in relation to the competencies of the 21st century.

Subsequently, the representatives of the companies had the opportunity of offering their input to the guiding principles.

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Practice experiments As part of the development of the School of Tomorrow, Gladsaxe Municipality wanted to examine how work with a digitally supported learning environment can develop pupils’ in-depth learning of the competencies of the 21st century. The wish is to identify the challenges necessary to create authentic learning environments in which pupils can practice and develop the competencies.

It was therefore decided that a number of practice experiments should be realised to form the basis for the development of the schools’ digital support of pupils in 21st century learning.

In collaboration with the local education authority and the technology company Hippomini, the first practice experiment was implemented in fourth class at Bagsværd school during the autumn of 2016.

Teachers and social educations restructured their teaching for four weeks and worked with digitally supported problem solving and communication through projects about citizenship formulated by pupils.

It was the pupils’ own ideas that were pursued all the way to the point of the prototypes - analogue or digital - of the solution to those problems which their ideas were to solve. Employees and leaders at that year had compiled four rubrics for the process based on Common goals.

Purpose of the practice experiments There are four general purposes of the practice experiments. These are to obtain: •• Knowledge of the changes that are necessary to create in the physical learning environment at the schools in order to being able to create authentic and digitally supported learning environments, including knowledge of the way the learning technologies used in the practice experiment together with existing platforms and purchased solutions can form part of a learning strategy that promotes digital culture.

•• Knowledge of the way that work with a digitally supported learning environment can develop pupils’ in-depth learning of the competencies of the 21st century.

•• Capacity strengthening of employees and leaders in relation to the support of learning processes with digital media and technologies - digital education and culture.

•• Knowledge of what a prototype of a makerspace that supports Gladsaxe Municipality’s objectives for learning contains.

The four objectives will be evaluated after each practice experiment and will therefore become the knowledge based on which the next practice experiment will be developed. A total of 12 practice experiments are expected to be implemented. Some of these will be implemented at daycare institutions and in the work with young people, respectively.

The first practice experiment was to strengthen the capacity of key employees and pupils who can implement the next practice experiment in the long term.

The next practice experiment will be during the spring of 2017 at Bagsværd school.

Find more information about Practice experiment 1 here

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The media

Gladsaxe Bladet 20. september 2016

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Gladsaxe Bladet 18. oktober 2016 Gladsaxe Bladet 29. november 2016

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Gladsaxe Municipality Rådhus Allé 7 2860 Søborg gladsaxe.dk/fremtidensskole Telephone: +45 30 54 07 77 E-mail: bkdkha@gladsaxe.dk