JAMES LEIGH, HOUSEMASTER, CANFORD SCHOOL, UK
In an era of rapid professional change, it is essential that young people develop the skills necessary to thrive in both the workplace and wider society. However, this is not a new concern: just over 20 years ago, Barnett (2004) reflected on the need to prepare young people for an unknown future, stressing that we must build ‘human qualities’. Rather, it is an evolving concern, and with the rise of artificial intelligence and unpredictable career paths, this challenge is perhaps more urgent than ever. The World Economic Forum (2025) argues that education must move beyond memorisation and high-stakes exams and instead help students to develop a deeper self-awareness of how their skills can transfer to new contexts, careers and technologies. Teachers have a vital role to play in modelling this adaptability and guiding students to understand and articulate the skills that they gain. A curriculum that combines academic rigour with co-curri
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