Learning and Innovation Skills – 4Cs Key Subjects – 3Rs and 21st Century Themes Critical thinking • Communication Collaboration • Creativity 21st Century Student Outcomes and Support Systems21st Century Student Outcomes and Support Systems Framework for 21st Century Learning The Partnership for 21st Century Learning (P21) has developed a vision for student success in the new global economy. One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 www.P21.org 2 1 S T C E N T U R Y S T U D E N T O U T C O M E S To help practitioners integrate skills into the teaching of core academic subjects, P21 has developed a unified, collective vision for learning known as the Framework for 21st Century Learning. This Framework describes the skills, knowledge and expertise students must master to succeed in work and life; it is a blend of content knowledge, specific skills, expertise and literacies. Every 21st century skills implementation requires the development of core academic subject knowledge and understanding among all students. Those who can think critically and communicate effectively must build on a base of core academic subject knowledge. Within the context of content knowledge instruction, students must also learn the essential skills for success in today’s world, such as critical thinking, problem solving, communication and collaboration. When a school or district builds on this foundation, combining the entire Framework with the necessary support systems—standards, assessments, curriculum and instruction, professional development and learning environments—students are more engaged in the learning process and graduate better prepared to thrive in today’s global economy.Publication date: 05/15 One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 www.P21.org Key Subjects and 21st Century Themes Mastery of key subjects and 21st century themes is essential to student success. Key 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 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 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 collab ...

1. Learning and
Innovation Skills – 4Cs
Key Subjects – 3Rs
and 21st Century Themes
Critical thinking • Communication
Collaboration • Creativity
21st Century Student Outcomes
and Support Systems21st Century Student Outcomes and
Support Systems
Framework for
21st Century Learning
The Partnership for 21st Century Learning (P21) has developed
a vision for
student success in the new global economy.
One Massachusetts Avenue NW, Suite 700 Washington, DC
20001 202-312-6429 www.P21.org
2 1 S T C E N T U R Y S T U D E N T O U T C O M E S
To help practitioners integrate skills into the teaching of core
academic subjects, P21 has developed
a unified, collective vision for learning known as the
Framework for 21st Century Learning. This
Framework describes the skills, knowledge and expertise
students must master to succeed in work
and life; it is a blend of content knowledge, specific skills,
expertise and literacies.

2. Every 21st century skills implementation requires the
development of core academic subject
knowledge and understanding among all students. Those who
can think critically and communicate
effectively must build on a base of core academic subject
knowledge.
Within the context of content knowledge instruction, students
must also learn the essential
skills for success in today’s world, such as critical thinking,
problem solving, communication and
collaboration.
When a school or district builds on this foundation, combining
the entire Framework with the
necessary support systems—standards, assessments, curriculum
and instruction, professional
development and learning environments—students are more
engaged in the learning process and
graduate better prepared to thrive in today’s global
economy.Publication date: 05/15
One Massachusetts Avenue NW, Suite 700 Washington, DC
20001 202-312-6429 www.P21.org
Key Subjects and 21st Century Themes
Mastery of key subjects and 21st century themes is essential to
student success. Key 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

3. 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
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
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) Literacy
Life and Career Skills

4. 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
2 1 S T C E N T U R Y S U P P O R T S Y S T E M S
Developing a comprehensive framework for 21st century
learning requires more than identifying specific
skills, content knowledge, expertise and literacies. An
innovative support system must be created to help
students master the multi-dimensional abilities that will be
required of them. The Partnership has identified
five critical support systems to ensure student mastery of 21st
century skills:
• 21st Century Standards
• Assessments of 21st Century Skills
• 21st Century Curriculum and Instruction
• 21st Century Professional Development
• 21st Century Learning Environments
For more information, visit P21’s website at www.P21.org.
Member
Organizations

5. • AFT
• American Camp
Association
• Apple Inc.
• Asia Society
• Bahcesehir K-12 Schools
• Cable Impacts
Foundation
• The College Board
• Common Sense Media
• Crayola
• Destination Imagination
• Duck Learning
• EdLeader21
• EF Education First
• ENA
• Fisher-Price
• Ford Motor Company

6. Fund
• Future Problem Solving
Program International
• Gale Cengage Learning
• The Goddard School
• Intel Corporation
• Learning.com
• LEGO Education
• National Board for
Professional Teaching
Standards
• National Education
Association
• PBS
• Pearson
• Project Management
Institute Educational
Foundation

7. • US Fund for UNICEF
• VIF International
Education
• The Walt Disney
Company
Running Head: Wk 6 Final Assignment Text

8. Homepage
Welcome All!! My name is Marcus Coleman and I am the
creator of this site of at-risk youth in our community and how to
best serve these young adults. With the creation of this site , it
is my intention to not only have a website for educational use,
but also as a way to inform my classmates and colleagues on
how we all can do our part through community resources and
ideas to help tomorrow’s future, today! Basically, gender
difference for example women are the most vulnerable group at
risk specialization. The reality this quality is longer implies that
it in the long run causes side effects of Huntington's illness.
Thus, the quality can be depicted as 'expanded'. Normally an
individual with Huntington's malady has one extended quality
and one ordinary quality. An offspring of somebody with
Huntington's malady will either acquire the extended or the
ordinary quality from that parent - and a typical quality from
the other guardian (Crouse, 2010).
That is the reason there is a 50/50 risk (50% risk) of acquiring
Huntington's malady. Whether an individual acquires the
extended or typical quality is simply down to risk, and that is
the reason you may hear individuals contrast the danger for
Huntington's sickness with the flip of a coin. This concept
definitely is influenced by social conflict theory as it enhances
discrimination and inequality on distribution of resources,
politics and economics in the society. Risk and poverty are
highly related components as exposure to prejudice absolutely
enhances poverty (Lerner, Lowenthal & Egan, 2003).
Definition of at-risk
My definition of an at-risk youth is any person under the age of
18 that has a need for community out-reach help through social

9. services, or has experienced any issues in life leading to a loss
in personal development. Specialization strategies definitely are
techniques conceptualized in order to enhance sustainable and
effective social, economic and political environment.
Enhancements of equality in education in the society
appropriately constitute achievement of socioeconomic status,
through conceptualization of education skills and innovative
techniques are developed among the learners. This is an
economic pillar and therefore it should traverse across all
gender divide. Predisposition of cultural believes and
allegations that women should not access quality and equal
education in the society as male child should be discouraged as
education definitely constitute research thus promoting
effective socioeconomic status in the society. Education breaks
cultural barriers existing in the society as families develop
concerted efforts towards achieving family responsibilities and
goals as women will not be exposed to poverty risk (Pincus,
2012).
Moreover, psychological health is another key component of
specialization strategy. Based on articulation of this aspect,
negativity and challenges affecting socioeconomic status in the
society is encountered in an appropriate manner. This concept
encourage households to equally share responsibilities equally
as this will avert case of subjecting only female to social
stress. Through this resilience exposure to poverty risk and
vulnerabilities are addressed resolutely at households (Abrams,
2003).
Additionally, welfare and social protection are other component
which articulates risk and poverty specialization in the society.
Appropriate rules and policies should be constituted which
enhances equality in the society. Based on this resilience all
groups are entitled to employment equality as strategic
mechanisms to address social inclusion and exclusion, the main
core objective to this engagement is accountability and equality
to job opportunities (Taylor, Phillips & Joseph, 2002).
Based on Rubin, exploration and discovery is part of

10. specialization strategy, this approach actually encompassing
capitalization of entrepreneurial and innovative skill as
mechanism of achieving citizen’s welfares and prosperity.
Definitely with these key concepts, individuals are vibrantly
inspired to be self-reliant in the society. Globally, challenges
interfering with achievement of socioeconomic status should
definitely be ascertained. Backward believes and theories that
perceive female as inferior should be avoided and otherwise,
universal health competition should be encouraged in the
society (Albert, Flournoy & LeBrasseur, 2009).
Homelessness
The current economic climate for a lot of people has left
them wondering how close they are to experiencing an economic
meltdown. According to the National Alliance to End
Homelessness, an advocacy group for homelessness and
poverty, the increase in homelessness as defined by the group as
increasing. According to statistics, women in most countries are
absolutely exposed to poverty risk as there are many female
youths unemployed compared to their fellow male collogues.
Moreover, gender gap as per statistics indication shows that
youth females are deprived education ascertain ability and
hidden unemployment due to insinuation of household
responsibilities enhancing risk to poverty. For example in
Poland and Slovenia rural population basically women are
highly vulnerable to poverty risk due to unemployment as
policies instituted aimed at protection of such kind of social
exclusion is articulated (Grobler & Prinsloo, 2012).
Poverty
According to the website, Poverty USA, poverty is a lack
of material possessions or acceptable amount of cash socially.
In the US, poverty is mostly measured by the use of poverty
thresholds that is normally set by the US govt. The stats show
that children living in poverty are approximately 16.7 million
children. Some of the American citizens are being without

11. shelter. It is unfortunate that some of these children are living
in abandoned buildings or in places that are not meant for
habitation of humans. The most common implication based on
this context is poverty and stress as their counter parts socially
isolates them. Stress is risk to human health and can moreover
result to one engaging on crime activities in order to make ends
meet. Statistics definitely indicates that in many countries
women are vulnerable and highly exposed to poverty risk
through in equal employment and distribution of opportunities.
For example in Poland, women are subjected to social exclusion
as men do not participate on household responsibilities thus
exposing women to higher magnitudes of poverty (Qerimi,
2012).
Students at risk
In 2015 a recent article written in the Philadelphia
Tribune, that the current graduation rate in America is 81
percent, which is the highest in the nation’s history. Although
the nation has seen increases in overall graduation rates many
students in low-income and lacking stable housing, continue to
suffer. Basically, gender difference for example women are the
most vulnerable group at risk specialization. This concept
definitely is influenced by social conflict theory as it enhances
discrimination and inequality on distribution of resources,
politics and economics in the society. Risk and poverty are
highly related components as exposure to prejudice absolutely
enhances poverty (Lerner, Lowenthal & Egan, 2003).
Inequality is another relevant aspect that contributes to risk
specialization amongst women population in the society.
Working time for women absolutely is streamed as they have to
attend household responsibilities also, this approach definitely
exempt men from main crucial parental responsibilities in the
homestead. Income for women definitely reduce hence
exposing them to poverty vulnerabilities in the society.
Indicators definitely attest that based on inequality in household
woman bears household budget which definitely expose them to

12. poverty and social exclusion (Robert, 2005).
Conclusion
In conclusion, the intersection of gender is another extreme
specialization risk which definitely constitute to poverty in the
society. Based on this context female children and ageing
population are the most common individuals under poverty risk
propensity in the society. Women definitely are perceived from
inferiority point of view in the society, it is believed that their
main core responsibilities are household duties and procreation.
This is the main factor that critical trigger poverty to this group
as they do not participate on active economic activities.
Problems attributed to poverty and social exclusion to this
population definitely is crimes and prostitution activities in the
society. Based on statistics, most countries definitely do not
restructure mechanism through which these disparities are
approached amicably in the society. The only dynamic process
through which this problem can be solved is by enhancing
equality to education, economical activities and employment
across all gender divides (Jarvis, 2012). All in all, Being at risk,
and the stress that accompanies it, can likewise have an effect
on individuals' close to home lives, whether that be
instructively, vocation shrewd or connections. On the off
chance that you viewed the feature cut above you would have
heard Raphael discussing how he feels being at-danger
"squares" him vocation insightful. Raphael doesn't say whether
this is because he could call his own sentiments and stresses
over being at-risk, or the perspectives of others that he may
work with, however this is not a surprising feeling for someone
at risk to have. Website Link-
https://sites.google.com/site/edu644wk2/homepage
References
Taylor, G. R., Phillips, T., & Joseph, D. (2002). Assessment
strategies for individuals with disabilities. Lewiston, N.Y:
Edwin Mellen Press.

13. Abrams, R. M. (2003). The successful business plan: Secrets &
strategies. Palto Alto, Calif: Planning Shop.
Pincus, D. (2012). Growing up brave: Expert strategies for
helping your child overcome fear, stress, and anxiety. New
York: Little, Brown and Co.
Albert, S., Flournoy, D., & LeBrasseur, R. (January 01, 2009).
Strategies for Community Development.
Robert, H. W. (September 01, 2005). Does Inequality Matter?.
Challenge, 48, 5, 12-38.
Jarvis, S. (January 01, 2012). Lexical Challenges in the
Intersection of Applied Linguistics and ANLP.
Grobler, E., & Prinsloo, J. (January 01, 2012). Risk factors
contributing to police criminality. Acta Criminologica, 25, 1,
41-57.
Qerimi, Q. (January 01, 2012). Technology and Development:
Universalizing Access to and Protection of Information and
Communication Technology. International Journal of Social
Ecology and Sustainable Development (ijsesd), 3, 1, 1-21.
Lerner, J. W., Lowenthal, B., & Egan, R. (2003). Preschool
children with special needs: Children at risk and children with
disabilities. Boston: Allyn and Bacon.
Crouse, J. (2010). Children at risk the precarious state of
children's well-being in America. New Brunswick: Transaction
Publishers
FrontLine Service. (2015). Retrieved from
http://www.frontlineservice.org/about-
us/missionhistoryhttp://www.frontlineservice.org/about-
us/missionhistory/
Dvcac. (2015). Domestic Violence & Child Advocacy Center.
Retrieved from http://dvcac.org/