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Director, Global Marketing Ben Schmidt, Director, International Network  \nBreakout session  \nCambridge Schools Conference, December 2025  \nFuture-ready: preparing learners to thrive  \n\n| \u003Cbr>Session outline\u003Cbr>1. Researching the future\u003Cbr>2. Disruptors\u003Cbr>3. Provocations\u003Cbr>4. Discussion\u003Cbr>5. Preferred futures | |\n| --- | --- |\n\n\n| When you imagine the future of education…\u003Cbr>|  |  |\n| --- | --- | --- |\n| \u003Cbr>\u003Cbr>Do you feel positive? | \u003Cbr>\u003Cbr>Do you feel negative?\u003Cbr>Cambridge Schools Conference, December 2025\u003Cbr>Future-ready: preparing learners to thrive | 3 |\n\nThe Futures of…projects  \nAsking educators, students and parents:  \n• What current changes are influencing learning, teaching and assessment?  \n• What is the impact of these changes?  \n• What positive and negative outcomes could arise in education?  \nCambridge Schools Conference, December  \nFuture preparing  \n\n| How we use the research\u003Cbr>|  |  |  |\n| --- | --- | --- | --- |\n| | Understand the high-level trends driving change in education | | Know what to do between now and 2050 to shape our preferred futures |\n| | Design curricula, assessments, learning resources and teacher guidance to support our schools | | Understand what we still need to research |\n| Cambridge Schools Conference, December 2025\u003Cbr>Future-ready: preparing learners to thrive |  |  |  |\n\nDisruptors  \nCambridge Schools Conference, December 2025  \nFuture-ready: preparing learners to thrive  \n\n| Futures thinking is about change\u003Cbr>|  |  |  |\n| --- | --- | --- | --- |\n| \u003Cbr>Irreversible or reversible | \u003Cbr>Gradual or sudden | \u003Cbr>Out of our control or\u003Cbr>within our control | \u003Cbr>Unexpected or expected |\n| Cambridge Schools Conference, December 2025\u003Cbr>Future-ready: preparing learners to thrive 7 |  |  |  |\n\n\n| \u003Cbr>| |\n| --- | --- |\n| Cambridge Schools Conference, December 2025\u003Cbr>Future-ready: preparing learners to thrive |  |\n\n\n| Examples of disruptors\u003Cbr>|  |\n| --- | --- |\n| | What are the consequences of each disruptor?\u003Cbr>Consider the question from the perspectives of:\u003Cbr>a) learning, teaching and assessment\u003Cbr>b) managing a school\u003Cbr>Cambridge Schools Conference, December 2025\u003Cbr>Future-ready: preparing learners to thrive |\n\n\n| Examples of disruptors: climate change\u003Cbr>|  |\n| --- | --- |\n| What it means for schools:\u003Cbr>Teachers may need to integrate sustainability themes into the curriculum and prepare for sudden shifts in teaching environments.\u003Cbr>Extreme weather events and resource shortages could disrupt school operations and learning continuity.\u003Cbr>Leaders must plan for resilient infrastructure and flexible approaches to learning, including remote or hybrid options. | |\n| Cambridge Schools Conference, December 2025\u003Cbr>Future-ready: preparing learners to thrive |  |","cbCaithzDOUMZvVO","https://ap.wps.com/l/cbCaithzDOUMZvVO","pdf",1526826,"English","# Session outline\n## Researching the future\n## Disruptors\n## Provocations\n## Discussion\n## Preferred futures\n# How we use the research","[{\"question\":\"What changes in education does the session focus on?\",\"answer\":\"It asks what current changes are influencing learning, teaching, and assessment, and what impact those changes have on education.\"},{\"question\":\"How does the session define “futures thinking”?\",\"answer\":\"It frames futures thinking as understanding change through different dimensions, such as irreversible vs reversible, gradual vs sudden, and expected vs unexpected outcomes.\"},{\"question\":\"How are disruptors and their consequences handled?\",\"answer\":\"Participants examine examples of disruptors and consider consequences for learning, teaching, assessment, and school management.\"}]","Futures thinking in your classroom - Breakout session - Cambridge Schools Conference December 2025 | PDF",1792722961]