Stephen M. Putman, Superintendent of Schools

VISIONA learning community where all are challenged to meet or exceed high educational, moral and ethical standards. MISSIONProvide a safe, orderly and positive environment. Prepare students for citizenship, productive employment and lifelong learning.Value learning and accept differences.Allow students to develop and progress intellectually, socially, creatively, physically and spiritually.Produce responsible individuals who respect his/her self and others.Enable students to achieve mastery of essential skills.

The Framework for 21st Century Learning describes the skills, knowledge and expertise students must master to succeed in work and life.

21st Century Skills Framework

Stripling Inquiry Model

Inquiry is a framework for learning

Choosing Web 2.0 Tools to Support Teaching and Learning in a Digital World, Pam Berger, Sally Trexler, Libraries Unlimited, 2010

Stripling Inquiry Model

Searching

Managing and Organizing

Social Bookmarking

Content Collaboration

Media Sharing

Social Networking

Choosing Web 2.0 Tools to Support Teaching and Learning in a Digital World, Pam Berger, Sally Trexler, Libraries Unlimited, 2010

Core Subjects and 21st Century Themes

• Mastery of core subjects and 21st century themes is essential to student success. Core subjects include English, reading or language arts, world languages, arts, mathematics, economics, science, geography, history, government and civics.

• In addition, schools must promote an understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into core subjects:

• Global Awareness• Financial, Economic, Business and Entrepreneurial Literacy• Civic Literacy• Health Literacy• Environmental Literacy

http://www.p21.org/documents/P21_Framework.pdfPartnership for 21st Century Skills

Learning and Innovation Skills

• Learning and innovation skills are what separate students who are prepared for increasingly complex life and work environments in today’s world and those who are not. They include:

• Creativity and Innovation• Critical Thinking and Problem Solving• Communication and Collaboration

http://www.p21.org/documents/P21_Framework.pdfPartnership for 21st Century Skills

Information, Media and Technology Skills

• Today, we live in a technology and media-driven environment, marked by access to an abundance

• of information, rapid changes in technology tools and the ability to collaborate and make individual

• contributions on an unprecedented scale. Effective citizens and workers must be able to exhibit a range of

• functional and critical thinking skills, such as:• • Information Literacy• • Media Literacy• • ICT (Information, Communications and Technology)

Literacyhttp://www.p21.org/documents/P21_Framework.pdfPartnership for 21st Century Skills

Life and Career Skills• Today’s life and work environments require far more

than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills, such as:

• Flexibility and Adaptability• Initiative and Self-Direction• Social and Cross-Cultural Skills• Productivity and Accountability• Leadership and Responsibility

http://www.p21.org/documents/P21_Framework.pdfPartnership for 21st Century Skills

• A network of schools music labels

• An international platform to engage young people through music

• A work related environment for students of all learning styles to develop skills in Enterprise, ICT, Media and Music

• A secure place for students to develop a digital portfolio for assessment

Learning Skills

• The NUMU model encourages independent thinking, innovation and collaboration

• Students with different learning styles can easily contribute to different areas of the creative process

• Peer reviews encourage self assessment and development

• Listener's charts provide motivation to develop organization and communication skills

• Easily manage your students and monitor their progress

• The digital portfolio provides a record of student development for assessment

• Integrated communication tools allow you to easily give feedback to students

• Supports the implementation of Musical Futures learning approaches

The Right Tools

Extra Curricular

• Accessible anytime from any internet connection NUMU is ideal for dispersed learning

• Gifted and Talented students can develop their skills through work related enterprise activities

• The music business model engages young people excluded by standard learning environments

• NUMU provides an opportunity to develop links in the local community eg. media, retail, venues etc

How “dbass” Works Each school/organization has their

own ‘label’ to manage on NUMU The label is managed by a

‘publisher’ who sets up and moderates the students or ‘artists’

Each ‘artist’ has their own page where they upload music, artwork and write their own blog

Anybody with web access can listen to the artists' music ‘trax’ Artists' can review and comment on each others work