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"Global connectivity, smart machines, and new media are just some of the drivers reshaping how we think about work, what constitutes work, and the skills we will need to be productive contributors in the future. This report analyzes key drivers that will reshape the landscape of work and identifies key work skills needed in the next 10 years. It does not consider what will be the jobs of the future. Many studies have tried to predict specific job categories and labor requirements. Consistently over the years, however, it has been shown that such predictions are difficult and many of the past predictions have been proven wrong. Rather than focusing on future jobs, this report looks at future work skills-proficiencies and abilities required across different jobs and work settings."

This lesson introduces students to the concept of measurement focusing on centimetres and metres. It was designed for a year 3/4 composite class, has been tested and worked well as an introductory lesson to assess students current understanding and gaps in their learning to assist in the development of future lessons.

"n the Australian Curriculum, students develop ICT capability as they learn to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively in all learning areas at school, and in their lives beyond school. The capability involves students in learning to make the most of the digital technologies available to them, adapting to new ways of doing things as technologies evolve and limiting the risks to themselves and others in a digital environment. The Melbourne Declaration on the Educational Goals for Young Australians (MCEETYA 2008) recognises that in a digital age, and with rapid and continuing changes in the ways that people share, use, develop and communicate with ICT, young people need to be highly skilled in its use. To participate in a knowledge-based economy and to be empowered within a technologically sophisticated society now and into the future, students need the knowledge, skills and confidence to make ICT work for them at school, at home, at work and in their communities. Information and communication technologies are fast and automated, interactive and multimodal, and they support the rapid communication and representation of knowledge to many audiences and its adaptation in different contexts. They transform the ways that students think and learn and give them greater control over how, where and when they learn."

"Literacy is changing. It really is. Even in my grade one classroom as the students begin to learn their letters and sounds, as they start to put those letters and sounds together into words, and as they take their first hesitant steps to read and write. The change in our classroom was subtle at first. When my students began writing the word we with two i's, I smiled and talked about the more traditional spelling of the word. When students came to school with a clear understanding of what it meant to get to the next level or to have several lives, I took notice of the new vocabulary they had."