A review of international and Australian trends in applied ...

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A review of international and Australian trends in applied learning July 2021

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Electronic version: 978-1-74378-152-4

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Queensland Curriculum & Assessment Authority PO Box 307 Spring Hill QLD 4004 Australia 154 Melbourne Street, South Brisbane

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Contents

Glossary _________________________________________________ 1

List of figures _____________________________________________ 2

List of tables _____________________________________________ 2

1 Purpose _____________________________________________ 3 1.1 Background ....................................................................................................... 4 1.2 Methodology ...................................................................................................... 6

2 Applied learning ______________________________________ 7 2.1 Authentic learning experiences and assessment .............................................. 9 2.2 Community connections .................................................................................... 9 2.3 Student-centred and flexible approach .............................................................. 9 2.4 Hands-on learning in a collaborative environment ........................................... 10

3 Jurisdictional scan ___________________________________ 12 3.1 Overview ......................................................................................................... 12

4 Analysis of applied learning ___________________________ 20 4.1 Authentic learning experiences and assessment ............................................ 20 4.2 Community connections .................................................................................. 24 4.3 Student-centred and flexible approach ............................................................ 27 4.4 Hands-on learning in a collaborative environment ........................................... 30

5 Conclusion _________________________________________ 32 5.1 Limitations ....................................................................................................... 32

6 References _________________________________________ 34

7 Appendixes _________________________________________ 39 Appendix 1 Definitions of applied learning in the literature ................................................ 39 Appendix 2 Applied subjects offered in different jurisdictions ............................................ 40 Appendix 3 Definitions of applied subjects ........................................................................ 45 Appendix 4 Examples of curriculum and assessment documents .................................... 47 Appendix 5 Assessment of applied learning ...................................................................... 61 Appendix 6 Underpinning factors of applied subjects ........................................................ 63 Appendix 7 Dimensions/objectives of applied subjects ..................................................... 65

A review of international and Australian trends in applied learning Queensland Curriculum & Assessment Authority July 2021

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Glossary Abbreviations and acronyms

Term Explanation

ATAR Australian Tertiary Admissions Rank

CDC Curriculum Development Council

CEC NESA Content Endorsed Courses

COAG Council of Australian Governments

CPDD Curriculum Planning and Development Division (Singapore)

CSfW Core Skills for Work Developmental Framework

GCE General Certificate of Education

HKEAA Hong Kong Examinations and Assessment Authority

HSC New South Wales Higher School Certificate

MOE Ministry of Education

NCEE National Center on Education and the Economy

NESA New South Wales Education Standards Authority

OECD Organisation for Economic Co-operation and Development

PISA Programme for International Student Assessment (OECD)

QA quality assurance

QCAA Queensland Curriculum and Assessment Authority

QCE Queensland Certificate of Education

QSA Queensland Studies Authority

SACE South Australian Certificate of Education

VCAA Victorian Curriculum and Assessment Authority

VCAL Victorian Certificate of Applied Learning

VCE Victorian Certificate of Education

VET Vocational Education and Training

WACE Western Australian Certificate of Education


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List of figures Figure 1: Post-secondary directions of Australian students

Figure 2: Methodology of the current study

Figure 3: The main factors of applied learning as a pedagogical approach

Figure 4: Education pathways in Finland

Figure 5: A sample pathway in Ontario’s education system

Figure 6: Education pathways in Hong Kong

Figure 7: Common features of applied learning

Figure 8: Core Skills for Work (derived from QCAA Applied syllabuses)

List of tables Table 1: Common subjects offered (by learning area)

Table 2: Certification across Australia

Table 3: Certification processes in selected international contexts

Table 4: Assessment techniques in applied senior syllabuses — Australia

Table 5: Assessment techniques in applied senior syllabuses — international

Table 6: Alignment between the 21st century skills and the CSfW

Table 7: Comparison of general capabilities and NESA CEC key competencies

Table 8: Moderation of applied subjects — Australia

Table 9: Moderation of applied subjects — international


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1 Purpose This literature review focuses on defining applied learning and examining how applied learning is implemented across local and international educational jurisdictions. The conversation surrounding applied learning is currently active in many educational jurisdictions. There have been three major Australian reports published in the past year (2020): the Shergold report, the Masters report and the Firth report. Each of these papers calls for a reform of vocational education and a rethinking of the role of applied learning in senior secondary schooling. This report seeks to summarise these conversations and present an account of the implementation of applied learning in Australia and overseas.

Within Australia, the 2020 report Looking to the Future: Report of the review of senior secondary pathways into work, further education and training (the Shergold report) highlighted the importance of applied learning in providing meaningful learning for students on a vocational pathway as they complete senior secondary schooling. It brought to the foreground the disparity between the reputation, resource allocation and support for students on a vocational pathway versus those progressing to tertiary education.

Concurrently, Nurturing Wonder and Igniting Passion: Designs for a new school curriculum (the Masters report, 2020), reviewing the design of the New South Wales school curriculum, solidified this stance and called for equality between applied and academic learning as a progressive step toward the future. Drawing on international examples of applied learning in high-performing countries in Europe and Asia, Masters demonstrated that applied learning can and should be seen as different, but equally valuable, learning for students.

Finally, the most recent review of vocational and applied learning pathways in senior secondary school was conducted by Firth (2020) as part of the Victorian Certificate of Applied Learning (VCAL) review. In that report, Review into Vocational and Applied Learning Pathways in Senior Secondary Schooling (the Firth report), Firth also highlighted the disparity between vocational and academic learning in both perceptions and resources, citing this as an under-representation of the potential value of vocational and applied learning for the economy.

In each of these three reports, the authors called for major reform to bring the status of Australian Tertiary Admissions Rank (ATAR) subjects and applied subjects into closer alignment. Queensland is in a unique situation in that the Queensland Curriculum and Assessment Authority (QCAA) offers Applied syllabuses aimed at students on a vocational pathway who are completing senior secondary. One Applied subject can be used in the calculation of an ATAR. However, these syllabuses are often subject to the same perception as other examples of applied learning around Australia. They are seen as separate to, and/or less than, ATAR subjects (Masters 2020; Shergold et al. 2020). As Firth (2020) outlines, there is a ‘general widespread bias towards university education’, which is contributed to by decreased quality assurance (QA) or accountability for applied subjects; reduced resourcing in schools, such as teacher allocation and timetabling; and a lack of detail in policy and curriculum documents (pp. 43–44).

In the 2020–2024 review and revision of senior syllabuses, the QCAA has an opportunity to ensure:

• Applied syllabuses contain learning that is valuable for students on a vocational pathway and distinct from the learning found in General subjects

• Applied subjects have a valued place in the QCAA offerings, continuing trends such as including Applied subjects in the QCE and QCIA Policy and Procedures Handbook


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• curriculum and assessment guidance and resources in Applied syllabuses match those provided in General syllabuses

• QA mechanisms are robust and warrant the inclusion of Applied subjects in the calculation of the ATAR.

Consequently, this syllabus review and revision cycle has the potential to raise the status of Applied syllabuses in Queensland.

To facilitate a robust conversation about the learning that is valuable for students on a vocational pathway, this paper begins with a literature review of applied learning as found in current educational texts, studies and journals. Numerous sources were analysed and compared to draw together a common definition of applied learning as a pedagogical approach. QCAA Applied syllabuses currently include applied learning as an underpinning factor, however there are rich opportunities available to draw on applied learning as a pedagogical approach that guides teaching and learning in Applied syllabuses. This would not only strengthen these syllabuses but raise the status of these subjects as valuable and dependable learning.

Next, a jurisdictional scan was conducted to analyse the role of applied learning in a range of Australian and international educational contexts. This scan focused on Australian states and territories as well as high-performing international education systems overseas, primarily based on Programme for International Student Assessment (PISA) results and National Center on Education and the Economy (NCEE) rankings. The scan begins with a report on the subjects offered in these contexts and the pathways students take on completion of these subjects. As each system is idiosyncratic, this scan aims to provide a context for applied learning within each system.

Finally, the applied subjects (those identified as equivalent to the QCAA Applied subjects) offered in each jurisdiction were analysed according to how they integrate the factors of applied learning as a pedagogical approach drawn from the literature.

It is anticipated that the findings of this literature review will be used to inform the review and revision of QCAA Applied syllabuses. This paper is a starting point for an important conversation about the role of applied learning in Queensland and the structure of Applied syllabuses.

1.1 Background There is an emerging agenda in Australia’s educational landscape to determine whether senior schooling offerings in each state provide students with access to quality learning suited to their chosen pathway. With around a half of all Australian students moving into non-university pathways on completion of secondary schooling, Shergold et al. (2020) posit that it is important that schools offer valuable learning for those students who are not university bound (see Figure 1). As the Council of Australian Governments (COAG) set a target to lift the Year 12 (or equivalent) attainment rate to 90% by 2020, it is imperative that all students have access to meaningful learning throughout senior schooling (Shergold et al. 2020).


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Figure 1: Post-secondary directions of Australian students

Data sourced from Shergold et al. 2020.

The three Australian reviews into vocational education and applied learning indicate in general that there is a hierarchical delineation between University/ATAR and VET subjects and pathways, described in the Shergold report (2020) as,

The dominance of a ranking score, the Australian Tertiary Admission Rank (ATAR), privileges academic capability over the value of vocational education and training. Many students believe that those headed for university are accorded higher status at school than those who prefer to pursue a trade apprenticeship or traineeship (p. 6).

There is the notion that applied learning is inferior to more academic learning (Firth 2020; Masters 2020; Polesel & Clarke 2011; Shergold et al. 2020; Scott, Hundloe & Jackson 2019). Applied subjects are often given fewer resources, less guidance and support and less credibility than ATAR subjects (Polesel & Clarke 2011). Masters (2020) has called for a major shift in thinking to reduce the perceived divide between academic and vocational pathways.

This division is not consistent across all international educational contexts. In jurisdictions such as Finland, Germany and Singapore, applied learning is a different but valued pathway that sits beside academic learning (Scott, Hundloe & Jackson 2019). In different contexts, such as in Hong Kong, applied learning is seen as a valuable complement to academic learning, viewed as a place to apply and further develop academic learning.

Applied learning is different to academic or theoretical learning and it has an important place in schools as they work to support practical intelligence, enhance a range of skills, and encourage excellence in students who can fulfil a range of societal roles (Education Bureau (Hong Kong) 2020). The Masters and Firth reports (2020) both highlight the need for Australia to migrate toward this approach. The Shergold report (2020) advocates a VET pathway for ‘students who have the interests, strengths and passions that align to the offerings of the VET sector’ (p. 83).

The QCAA’s Applied subjects, therefore, are unique. They are aimed at students on a vocational pathway and successful completion contributes toward the achievement of the QCE. Further, one Applied subject can be used in the calculation of an ATAR. The QCAA states that ‘Applied subjects are suited to students who are primarily interested in pathways beyond senior secondary schooling that lead to vocational education and training or work.’ Applied subjects cater for students who cannot or do not wish to study General subjects for a variety of reasons. They are also an alternative for students who cannot access VET courses while at school.


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The Shergold report (2020) identifies several reasons VET participation rates are falling, including:

• funding arrangements

• staffing arrangements

• regulatory requirements

• wage rates for graduates

• employer satisfaction with students’ skill levels

• community perceptions about the worth or quality of VET courses.

Applied subjects are not a substitute for a VET qualification. Where Applied subjects contain knowledge or skills that significantly overlap with VET qualifications, only one can contribute toward the QCE (QCAA 2020b).

This research paper provides a review of applied learning in the literature and across various contexts to help determine the role of applied learning and the QCAA Applied syllabuses in senior schooling.

It is timely for the QCAA to consider these significant research papers in the current review and revision of Applied syllabuses to ensure we are meeting the needs of students on a vocational pathway.

1.2 Methodology This paper used three main investigative techniques:

1. a literature review of recent educational reports, publications and peer-reviewed articles, including the exploration of applied learning as a pedagogical approach

2. a jurisdictional scan of Australian and selected overseas educational contexts to further define applied learning and determine its role within other educational systems

3. an analysis of curriculum and assessment in Australian and selected overseas educational contexts to determine how applied learning is taught and assessed.

Together, these considerations will influence the direction of the review and revision of Applied syllabuses (see Figure 2).

Figure 2: Methodology of the current study


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2 Applied learning Applied learning as a construct is not new; it has its roots in experiential learning and constructivism (Blake 2006; Campbell, Faulkner & Pridham 2010; Dewey 1938; Pridham & Deed 2012). It has evolved over the years including facets of authentic learning, situated learning, problem-based learning and project-based learning (Herrington & Oliver 1995; Pridham & Deed 2012). Applied learning is not confined to applied subjects or vocational learning. For example, the recent review of New South Wales senior schooling acknowledges that there is a need for schools to prepare students on all pathways for the workplace, through the cultivation of 21st century skills in applied learning and work-integrated learning (Masters 2020). Furthermore, some aspects of the ideology of applied learning permeates a range of QCAA General syllabuses as students learn by doing in a hands-on, practical and authentic way.

However, educational bodies and researchers are increasingly recognising that applied learning is more than an ideology. Rather, it is a powerful pedagogical approach that seeks to value practical intelligence and engage students who may not suit a more traditional model of education (Bagnall & Wong 2014; Blake 2006; Downing & Herrington 2013; Pohlen 2015; Pridham, O’Mallon & Prain 2012; Schulz 2016). It draws on experiential learning, constructivism and the principles of adult learning, such as acknowledgement of personal history, relevance of learning, flexibility and independence and problem-centred learning, to draw students toward learning as a way of acquiring knowledge through solving problems in authentic situations (Blake 2006; Campbell, Faulkner & Pridham 2010; Downing & Herrington 2013; Knowles 1984).

A formal definition of applied learning has not yet been adopted (Campbell, Faulkner & Pridham 2010; Pridham, O’Mallon & Prain 2012). Applied learning is typically defined according to its attributes (see Appendix 1 for a range of definitions of applied learning drawn from the literature). It is most often associated with authentic learning and assessment, it is student-centred and based on hands-on learning experiences, and it is delivered in coordination with the community. Applied learning is continuous and occurs through active, practical experiences whereby students apply their learning in authentic contexts and are assessed through authentic tasks (Blake 2007; Schulz 2016).

In a study of an Australian teacher education program designed for teachers of applied subjects, Downing & Herrington (2013) developed a definition which includes:

1. provide authentic contexts and applied learning activities that connect theory and practice

2. recognise and incorporate the lived experience of students

3. provide opportunities for meaningful, collaborative construction of knowledge within the learning community

4. encourage the development of a reflective, professional identity through collegial interactions in a variety of settings

5. provide authentic assessment tasks that reflect real work settings

6. encourage student ownership of learning and increasing professional autonomy.

This framework is underpinned by Downing and Herrington’s (2013) research on applied learning and builds on the work of Herrington, Reeves and Oliver (2010) who developed a framework for authentic learning.

An example of recent classroom research seeking to define applied learning was conducted by Pohlen (2015) in his doctoral research. Through taking a phenomenological approach to studying senior secondary school students taking two American applied subjects, he found that the elements that most appealed to students were student independence and choice when collaborating and creating to solve complex and open-ended problems, real-world relevance


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when producing or performing for authentic audiences and the shifted role of the teacher as a facilitator of learning.

Teachers spend more time designing alternative forms of authentic assessment and authentic evaluation and spend less time on transmission and testing memorisation (Duckett 2010). McDonough (2017) confirms that testing does not always relate to applied learning and is not an effective way of assessing students in applied subjects.

Not only do most types of students report their satisfaction of applied learning, data also shows that applied learning as a pedagogical approach improves student outcomes (Downing & Herrington 2013; McDonough 2017).

After conducting a review of numerous research papers, including studies with primary and secondary data sources, common themes of applied learning as a pedagogical approach (see Figure 3) are:

• authentic learning experiences and assessment

• community connections through workplace learning, where appropriate

• a student-centred and flexible approach

• hands-on learning in a collaborative environment.

These themes are consistent with the findings of the Firth report (2020), where real-life learning, flexibility, community engagement and partnerships, work-based learning and work readiness were noted as the most valued aspects of Victoria’s applied subjects. These themes are also identifiable in the current underpinning factors of the QCAA Applied syllabuses, however they are reportedly not always the driving factors for teaching, learning and assessment.

Each of the major components of applied learning is discussed in turn here, drawing on information gained from a range of studies. These four main factors are interrelated, and it is easy to see how they weave together and complement each other.

Figure 3: The main factors of applied learning as a pedagogical approach


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2.1 Authentic learning experiences and assessment Applied learning involves authentic, real-world experiences, activities or contexts (Blake 2006; Downing & Herrington 2013; Herrington, Reeves & Oliver 2010; Schulz 2016). Theory is learnt and consolidated through application to authentic situations (Downing & Herrington 2013; Schulz 2016). Authentic experiences allow for students to learn through complex and open-ended problems which require a solution and involve the natural complexity of the real world (Calder 2000; Herrington & Oliver 1995; Pohlen 2015).

Assessment of applied learning is also authentic and open-ended, suited to the content and context and often leads to the documentation and development of products and performances rather than the assessment of academic merit via an examination (Calder 2000). Applied learning is strongly associated with project-based or problem-based learning (McDonough 2017; Pridham & Deed 2012). Products are created to solve real problems for real people or performances are presented to authentic audiences (Downing & Herrington 2013; Pohlen 2015).

Assessment should not be viewed as an add-on to learning, rather as an authentic and integral part of learning that occurs across the learning journey (Herrington & Oliver 1995). McDonough (2017) shows that students enjoy authentic assessment and it is positively correlated with student outcomes. Critics consider one success of the VCAL is that assessment is developed to best fit the learning content and context.

2.2 Community connections Applied learning is often linked to workplace learning and the development of employability skills (Schulz 2016). Workplace learning is important because students need access to experts who can model skills and processes at critical junctures in their learning (Herrington & Oliver 1995). Learners are not dependent on the teacher for instruction but should be offered guidance and help throughout the learning process (Knowles 1984; Pridham, O’Mallon & Prain 2012).

Most researchers advocate for applied learning to occur in an out-of-school context (Campbell, Faulkner & Pridham 2010). These contextualised experiences are made possible through community connections, which are relationships formed with departments within the school or organisations and businesses outside of the school. They are central to the success of applied learning as students learn through applying their knowledge in real-life situations and developing relationships with peers and adults in workplace situations (Blake 2006; Pridham & Deed 2012).

Student engagement with the adult community can trigger the need and desire for learning (Calder 2000; Knowles 1984). A skilled professional models expert performance and processes, allowing students to demonstrate their skill, coaching students and scaffolding learning at critical times (Herrington, Reeves & Oliver 2010; Pohlen 2015). Where community connections are not easy to forge, such as in remote locations, simulations that are close to real life are valuable. Herrington and Oliver (1995) acknowledge that interactive, technology-based simulations have the potential to provide students with these connections for authentic assessment if they are constructed correctly.

2.3 Student-centred and flexible approach Applied learning must be flexible enough to start with the needs and interests of the student (Blake 2006; Schulz 2016). A ‘one size fits all approach’ is not suited to the typical student drawn to applied subjects (Blake 2006; Campbell, Faulkner & Pridham 2010). Applied learning is often referred to as an alternative to traditional pedagogical approaches, such as direct instruction. There is a commitment to the education of the ‘whole person’ through applied learning and


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researchers acknowledge that students who are disenfranchised, disengaged or have challenging behaviours are drawn to these subjects (Blake 2006; Downing & Herrington 2013; Holdsworth 2005; Pohlen 2015; Schulz 2016; VCAA 2019. Research in Hong Kong shows that applied learning benefits academically weaker students (Bagnall & Wong 2014). However, research also shows applied learning benefits students on all pathways, with a range of backgrounds, and thus caters for most students who enrol in applied subjects (McDonough 2017; Pridham & Deed 2012). This is important for Queensland’s Applied subjects as they may be used in the calculation of an ATAR and thus may attract students with a range of academic ability.

Knowles (1984) purports that the recognition of students’ experience and background is central to adult learning. Applied learning should take into account students’ prior learning, interests and the learning context. Flexibility can derive from subject matter, curriculum design and assessment requirements, especially where students are given choice and independence at different stages in the process (Pohlen 2015). The VCAA (2019) principles of VCAL subjects begin with the learners and encourages the negotiation of the curriculum (Downing & Herrington 2013). Aligned with the principles of personalised learning, applied learning as student-centred is designed to provide all students with opportunities and resources that meet their needs and aptitudes (Duckett 2010).

Applied learning should be self-directed as it relies on a readiness to learn (Knowles 1984). This readiness is encouraged when leaners are presented with authentic and hands-on learning that leads to the immediate use of knowledge (Knowles 1984).

2.4 Hands-on learning in a collaborative environment Pridham, O’Mallon and Prain (2012) emphasise that applied learning involves active learners in supportive environments who develop knowledge in collaboration with others. Applied learning involves hands-on, practical approaches to learning whereby students develop, build, create or produce something (Blake 2007; Calder 2000; Holdsworth 2005; Schulz 2016). Applied learning is, therefore, both ‘embodied and social’ (Pridham, O’Mallon & Prain 2012).

Herrington, Reeves and Oliver (2010) advocate for collaborative learning as students work through an applied learning inquiry together. Relationships and collaboration are central to constructing knowledge (Downing & Herrington 2013; Pohlen 2015) along with drawing knowledge together from a range of disciplines (Calder 2000). In relating applied learning pedagogy to Science education, McDonough (2017) found that applied learning involving hands-on learning increases achievement, attitude, skill proficiency and language development, especially when it occurs within a context of cooperative learning and is object mediated.

Summary While applied learning as an ideology is not new, there is movement toward applied learning being developed as a pedagogical approach that guides teaching and learning for students on a vocational pathway. This approach values the practical intelligence that underpins applied learning and gives students a way of acquiring knowledge through solving problems in authentic situations.

A formal definition of applied learning has not yet been adopted globally, however after analysing and comparing a range of research and studies related to applied learning, it was determined that applied learning as a pedagogical approach involves four main factors:

• authentic learning experiences and assessment, whereby theory is learnt and demonstrated through application to problem-solving in real-life situations

• community connections formed with skilled professionals who can model and scaffold learning through workplace learning and the development of employability skills, where appropriate

• a flexible approach that is student-centred, committed to the education of the whole person and acknowledges that students bring a reservoir of knowledge and experiences to new learning


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• hands-on learning in a collaborative environment whereby students work with others in a supportive environment that ensures learning is an embodied and social experience.

While these factors could be presented in a range of combinations and formats, these four interconnected components were selected as pillars that guide this pedagogical approach. While most of these elements are present in the underpinning factors of the current QCAA Applied syllabuses, they are not always the guiding force for teaching and learning in these subjects. Adopting applied learning as a pedagogical approach would strengthen this way of teaching and learning in Applied syllabuses. It is unsurprising that the Firth report (2020) identified a similar list of features of applied learning as the most valued features of the VCAL system and he has used these as a basis for the future development of applied subjects in Victoria.


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3 Jurisdictional scan Senior subjects offered in Australian and selected international educational contexts were analysed to develop a common understanding of how applied learning is implemented through senior subjects.

A list of Applied subjects that are offered in each jurisdiction was compiled for each educational context studied in this report (see Appendix 2) along with a definition of Applied learning within these systems (see Appendix 3). The number of subjects offered ranges from between 7 and 10 in New South Wales, Victoria, South Australia, Finland, Germany and Singapore, to more than 20 in Queensland and Ontario, and more than 50 subjects in the Australian Capital Territory, Western Australia and Hong Kong. Common subjects are listed in Table 1.

Table 1: Common subjects offered (by learning area)

Technology Arts Humanities Health/Sports Science

Home economics Media/Film & TV Work skills Exercise/Sports science

Environmental science

Hospitality Theatre/Drama Accounting/Finance Physical education

Primary industries/Agriculture

Woodworking/ Manufacturing

Music Marketing/Business Childcare/Early childhood

Interdisciplinary science

ICT/Computing Art Retail Food/Health studies

Robotics Dance Tourism

Design

Before analysing the offerings of each jurisdiction, an overview of each system and how it operates is provided. Where possible, permission has been sought from jurisdictions to include images and direct references to curriculum documents in this report.

3.1 Overview 3.1.1 Australia Across the jurisdictions of Australia, there is no direct comparison to QCAA Applied syllabuses. The ACTBSSS A courses and the WASCSA General courses (distinct from QCAA General syllabuses) are configured similarly to the QCAA Applied syllabuses. However, both course types are closely aligned with an ATAR course or VET equivalent and are not necessarily designed around applied learning or workplace preparation. They feature less challenging assessment and are designed for students who do not intend to apply for an ATAR, but who may not necessarily be on a vocational pathway.

In Victoria and New South Wales, there are specific subjects or courses that are similar enough to draw a comparison to QCAA Applied syllabuses. For example, in the VCAA VCAL subjects, assessment is sustained and lengthy in time and duration only in senior level units, thus only those units are featured in this report. Selected units from the VCAL subjects can contribute toward university entry when students complete an additional examination (Schulz 2016). NESA Board Endorsed Courses include Content Endorsed Courses and School Developed Endorsed


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Courses, however only the former are reviewed here as their content and assessment are developed by NESA. If students choose to complete a Higher School Certificate (HSC) examination for some of these subjects, they can also be used towards the calculation of an ATAR.

Comparing subjects is not straightforward, since academic rigour, flexibility in subject matter selection and sequencing, time allocations, assessment requirements, certification processes, quality assurance processes and pathways differ across educational contexts. It is also problematic that some subjects aimed at students on a vocational pathway integrate VET qualifications, however the QCAA Applied subjects do not. Table 2 outlines the subjects across Australia that contribute to certification and the calculation of an ATAR for students on a path to university and those that contribute to certification only.

In some contexts, such as New South Wales, students of applied subjects may sit an additional examination or complete alternative scaling assessment if they wish to use applied learning to contribute toward university entrance. All SACE Board subjects can count towards an ATAR, however, students must apply for it specifically.

Table 2: Certification across Australia

ATAR and certification Certification only Duration QLD General subjects

Senior External Examinations Alternative sequence One Applied subject One VET Cert III qualification

General subjects Applied subjects Senior External Examinations Alternative sequence VET Short Courses

55 hours per unit (4 units)

NSW Stage 6 Board Developed Courses VET courses (with HSC exam) Board Developed Courses (with HSC exam)

Stage 6 Board Developed Courses Board Developed VET Courses Board Endorsed Courses (Content Endorsed Courses)

60 hours per unit

VIC VCE study designs VCE VET (scored Unit 3 and 4)

VCE study designs VCE VET VCAL

50 scheduled hours per unit

WA ATAR courses ATAR General Foundation VET Endorsed programs

55 hours per unit

ACT T courses (Higher education prep) H courses (accredited by Higher education institution)

A courses (General) T courses H courses M courses (students with disability) C courses (accredited voc. education) E courses (nationally recognised voc. qualification)

55 hours per unit

SA Tertiary admission subjects (request an ATAR)

Tertiary admission subjects Community studies Modified studies Recognised studies

55 hours per unit

Broad definitions of these courses included in this review and their roles, drawn from relevant curriculum and assessment documents published by state and territory authorities, are available in Table 3.1 in Appendix 3.


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This review will compare:

• QCAA Applied subjects • NESA Board Endorsed Courses • VCAA VCAL subjects • WASCSA General courses • ACTBSSS A courses • SACE Board Community Studies subjects.

Which subjects are taught?

Most Australian educational contexts offer a narrow range of applied subjects. One reason may be due to low student numbers, as these subjects cater for a specific section of students who are on a vocational path, are not interested in obtaining an ATAR or are not able to access VET. Less than 25% of students in most contexts select this pathway (see Figure 1). In New South Wales and Victoria, student numbers in these subjects have increased in recent years, but they still involve relatively low student uptake.

Australian Capital Territory and Western Australia offer comparatively high numbers of subjects. These subjects run parallel to ATAR subjects; therefore, schools can combine students on different pathways in the one class. It is not uncommon for the ATAR and non-ATAR subjects in these states to draw on the same curriculum documents and/or teach the same content in the same classroom but assess students differently, through alternative assessment instruments or instruments that require shorter responses.

In South Australia, all subjects can be used to calculate an ATAR. Community Studies subjects are the focus of this review as they relate to workplace preparation and involve community connections.

Queensland offers a moderate number of subjects between that of other states and territories. The QCAA offers 23 Applied syllabuses plus Applied (Essential) English and Applied (Essential) Mathematics. These subjects are distinct from General subjects and VET, and students may use one of these subjects in the calculation of an ATAR.

3.1.2 International Selected international educational contexts were reviewed for this report. Countries were selected based on their PISA results, NCEE rankings, education system and subject offerings. The countries chosen are:

• Finland • Germany • Canada (Ontario) • Singapore • Hong Kong.

Table 3.2 in Appendix 3 contains a description of applied subjects, courses or applied learning in each international context reviewed. In each case, information and descriptions have been drawn from ministerial or governmental sources. In some cases, English translations were not available, therefore web-based translation services were used and may contain translational errors. Where permission was not granted for the publication of materials, links to documents have been provided.


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In the international contexts studied for this report, applied learning is viewed as practical, authentic, hands-on and different to academic or theoretical learning. In most countries studied, there is a delineation between academic subjects, applied subjects and VET. Setting VET aside, students study general or academic subjects which prepare them for university, or they study applied subjects which prepare them for Universities of Applied Sciences or Polytechnic colleges. Curriculum, assessment and certification information is available in Table 3.

Table 3: Certification processes in selected international contexts

Finland Germany Ontario Singapore Hong Kong

Certification Upper secondary school leaving certificate and Matriculation examination certificate. Upper secondary school diploma

Abitur (Secondary school diploma) Secondary school leaving certificate

Ontario Secondary School Diploma

O-Level Cambridge School Certificate (MOE)

Hong Kong Diploma of Secondary Education

Applied subjects developed by:

National Board of Education Service providers

Regional Ministries of Education

Ontario Ministry of Education

Polytechnics in partnership with secondary schools

Education bureau Stakeholders Quality assurance agencies

Assessed by:

Matriculation Examination Board

School Ontario Ministry of Education Assessments

Polytechnics through MOE CPDD exams (GCE O-Level aggregate scores)

Course providers and the Hong Kong Examinations and Assessment Authority

Moderated by:

Finnish Education Evaluation Centre

No information found

No information found

Singapore Examinations and Assessment Board MOE Cambridge Assessment International Education

Hong Kong Examinations and Assessment Authority

Which subjects are taught?

Internationally, Finland and Germany feature schools that specifically cater for students on a vocational pathway. They offer a narrow range of subjects to students to fulfil the requirements of the school leaving certificate but acknowledge that students will carry on to future studies to specialise in a field of interest.

Similarly, Singapore offers a narrow range of Applied Subjects. This may be due to their development and delivery by specialist schools or the need for these subjects to align with the O-Level examinations that lead to certification. Hong Kong offers the widest range of subjects, which are developed and offered by education providers, thus there is wider scope for industries


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to develop specific courses. Often, these courses are offered on Saturdays and work to complement school-based learning.

3.1.3 Country overviews As international systems vary, a brief summary of each system follows, with a diagrammatical representation.

Finland Students in Finland choose between general secondary programs which lead to university studies and applied programs that integrate general studies and work-based learning and lead to Universities of Applied Sciences (see Figure 4). Up to 60% of students choose to begin their vocational education during secondary schooling (Scott, Hundloe & Jackson 2019). Around a quarter of secondary school students choose to gain a VET qualification instead.

The Australia Institute’s Nordic Policy Centre research shows academic and applied study streams in Finland are viewed as ‘different, but equal’ (Scott, Hundloe & Jackson 2019). This equity is underpinned by the mindset that students on a vocational pathway may possess a different intelligence to academic students, but all students can and should strive for excellence.

Finland has a higher rate of vocational enrolment than Australia and Universities of Applied Sciences work closely with workplaces. Long-term youth unemployment in Finland in 2017 was 65% lower than in Australia, which many attribute to the value placed on applied learning in Finland and the support for students on a vocational path (Scott, Hundloe & Jackson 2019).

Applied learning involves site-based training and experiences where students apply their learning in a workplace (Ministry of Education and Culture (Finland) 2019). Degrees from Universities of Applied Sciences provide students with practical professional and technical skills, and students can move between these universities and academic or theoretical universities as they progress through their studies.

Figure 4: Education pathways in Finland


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Source: Ministry of Education and Culture (Finland) 2020, 'Education system in Finland' diagram in The Finish Education System https://minedu.fi/en/education-system. Used with permission.

Germany In Germany’s education system, students choose the type of study they wish to complete from early in their schooling. Students on a vocational path may choose to attend a Hauptschule, which is a pre-vocational school that provides applied learning to prepare students for the workplace. Around 25% of students enrol in these programs. These programs are described as being a field for testing professional inclinations rather than being vocational education (Hessisches Kultusministerium 2020).

Students may also choose to attend a Realschule, schools which integrate general and applied learning (NCEE 2015). In recent years, some Hauptschule programs have been combined with Realschule programs or eliminated altogether as students seek a more balanced education. All Realschule programs lead students toward VET qualifications, which they can then use to gain entry to Universities of Applied Sciences.

Finally, students may choose to attend Gymnasium programs, which aim to provide students with an academic education that leads to university. Around 25% of students attend Gymnasium programs. These programs are delivered by schools, and each school may offer a range of these programs.

Ontario Before entering secondary school, Grade 8 students in Ontario choose between applied courses, focused on practical, concrete application of concepts, and academic courses, which focus on abstract applications of concepts. Applied subjects have a poor perception in that they are believed to limit students’ prospects (Schulz 2016). These subjects are prerequisites for Open courses, which are Grade 11 (or occasionally Grade 12) courses with multiple pathway options. These Open courses are generally prerequisites to Workplace courses, which are Grade 12 subjects focused on the workplace as students’ postsecondary destination (see Figure 5).

Figure 5: A sample pathway in Ontario’s education system

Source: Ontario Public Service 2018/The Ontario Curriculum Grades 9 to 12 (2018): Course Descriptions and Prerequisites, (p. 7). © Queen’s Printer for Ontario, 2018 http://www.edu.gov.on.ca/eng/document/curricul/secondary/descript/descri9e.pdf. Used in accordance with terms at https://www.ontario.ca/page/copyright-information-c-queens-printer-ontario.


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Hong Kong In Hong Kong, students select Applied Learning courses as electives alongside Core Subjects. Applied Learning courses are viewed as complementary to Core Subjects as they involve practical learning linked to professional and vocational fields (CDC & HKEAA 2017).

Students may take one Applied Learning course in combination with other elective subjects to enrich their learning, or students on a vocational or professional pathway and who learn better in practical contexts may take two Applied Learning courses. Applied Learning courses are viewed as electives and are studied beside Core Subjects (see Figure 6). Research indicates that student outcomes are improving for all students, and this model particularly increases students’ engagement and commitment to lifelong learning (Bagnall & Wong 2014).

Figure 6: Education pathways in Hong Kong

Source: 'Learning to Learn 2+ The Hong Kong School Curriculum' in Applied Learning Curriculum and Assessment Guide (Senior Secondary Level) (c) Education Bureau (Hong Kong), 2020. https://www.edb.gov.hk/attachment/en/curriculum-development/renewal/ApL/ApL_C&A_Guide_E_2017.pdf. Used with permission.

Singapore In Singapore, students experience applied learning through specific applied subjects. Applied subjects are seen to complement academic learning and broaden students’ educational experience and cater for a range of pathways. Ministry of Education (MOE) Applied subjects are assessed via GCE O-Level certification examinations and lead students toward junior colleges or polytechnic institutions.

Summary To determine the role of applied learning in senior schooling, a range of educational jurisdictions were examined. Each jurisdiction has idiosyncrasies; therefore, the context of each system was also examined. While there are no direct comparisons to the QCAA Applied subjects available, the closest subjects offered across jurisdictions were examined.

Within Australia, QCAA Applied subjects were compared to NESA Board Endorsed Courses, VCAA VCAL subjects, WASCSA General courses, ACTBSSS A courses, and SACE Board Community Studies subjects. Internationally, applied subjects offered in Finland, Germany, Canada (Ontario), Singapore and Hong Kong were examined.

There are two main approaches to supporting vocational learning in schools: • separate certification systems for academic and applied subjects


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• certification systems which integrate academic and applied subjects. In the former approach, students select a pathway from an early point in their schooling and they complete subjects that lead them on this pathway. For example, in Germany, students select an academic or vocational pathway after mandatory elementary schooling. The vocational pathway can lead them to universities of applied sciences, which are held in the same esteem as academic universities.

In the latter, students can choose to study academic and applied subjects which complement each other. Both subjects are perceived to offer valuable learning, and both contribute toward certification. Hong Kong implements this approach, however, most applied subjects are offered by private providers. There is also an acknowledgement in most jurisdictions that applied subjects offered in schools are not a replacement for VET courses. Students wishing to gain a vocational qualification are required to study their trade further after completing school, thus it is not always appropriate for schools to offer highly specific trade-based subjects.


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4 Analysis of applied learning Applied subjects offered to senior secondary school students in Australia and selected international contexts were identified and curriculum documents were analysed (see Appendix 4 for excerpts from syllabuses related to each educational context studied). For each context, overarching curriculum and assessment documents developed by the relevant department, ministry or authority were analysed according to the common features of applied learning derived from the literature and articulated in Section 2 (see Figure 7).

Figure 7: Common features of applied learning

4.1 Authentic learning experiences and assessment 4.1.1 Australia There is agreement across Australian jurisdictions that applied learning involves real-world, authentic learning experiences. This entails students engaging in learning experiences or completing assessment that replicates what they might encounter in the world outside of school.

QCAA Applied syllabuses are underpinned by five factors, one of which relates directly to authentic experiences: applied learning. Applied learning is defined in these syllabuses as ‘the acquisition and application of knowledge, understanding and skills in real-world or lifelike contexts’ which is more akin to the ‘authentic learning experiences and assessment’ component of applied learning as a pedagogical approach proposed in this paper.

A key tenet of applied learning as a pedagogical approach is that assessment is also authentic. Authentic assessment is open-ended, suited to the content and context and often leads to the documentation and development of products and performances rather than the assessment of academic merit via an examination (Calder 2000). This includes real-life applications of skills and knowledge to solving problems, developing products and implementing projects (NSW Department of Education 2020; SACE Board 2020; VCAA 2019). The Firth report (2020) shows that authentic assessment is one of the most highly valued aspects of Victoria’s VCAL subjects.


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In Queensland, New South Wales, Western Australia and Australian Capital Territory, teachers have the scope to select from a wide range of assessment techniques to develop school-based assessments that can effectively document students’ knowledge and skill development (see Table 4). These jurisdictions most commonly require students to complete a project, an extended response, investigation or presentation.

Table 5.2 in Appendix 5 provides a more detailed look at the assessment techniques offered in each Australian jurisdiction studied.

Table 4: Assessment techniques in applied senior syllabuses — Australia

QCAA Applied subjects

NESA Board Endorsed Courses

VCAA VCAL subjects

WASCSA General subjects

ACTBSSS A courses

SACE Board Community Studies subjects

Project

Portfolio

Examination

Performance/ demonstration

Product/artefact/ prototype

Extended response/essay

Investigation/ research

Presentation

Assessment in applied subjects also often involves authentic situations. For example, while SACE Board Community Studies subjects involve more prescribed assessment, where students compile a portfolio, demonstrate their works skills and present their findings, this is based on students’ work in authentic situations.

4.1.2 International Internationally, all contexts studied have the option to assess applied learning via projects (see Table 5). These take on a broader definition than that adopted in the QCAA Applied syllabuses and include the development of evidence of research, a portfolio documenting the development of a product or performance, evidence of the product or performance, an evaluation of the product or performance and a presentation of findings. Following an inquiry-based model to develop products or performances, projects detail the full cycle of learning from the inception of an idea to the development or creation of a product or performance and the reflection on this.


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Table 5: Assessment techniques in applied senior syllabuses — international


Project

Portfolio

Examination

Performance/ demonstration

Product/artefact/ prototype

Extended response/essay

Investigation/ research

Presentation

Applied learning in Finland and Germany features authentic, practical, real-life training and work experience fully integrated within programs of study. In Finland, students play an important role in determining their goals for learning, and they compile evidence, in the form of a project, toward the completion of these goals in authentic situations. Self-assessment against these goals is an important aspect of assessment. Assessment occurs during authentic learning experiences, often within the workplace or organisations external to the school.

In Germany, the Core Curriculum for Hauptschule (or schools that teach Work Theory subjects aimed at students on a vocational path) outlines that learning should be as close to real life as possible, and it should have direct practical relevance to the world outside of school (Hessisches Kultusministerium 2020). Learning and assessment is practical and authentic, with direct relationships between learning, assessment and application to real-world situations (Hessisches Kultusministerium 2020). Learners acquire skills such as organisation, material and resource-conserving procedures and observance of legal requirements through developing authentic assessment in workplace situations.

Internationally, there is a movement toward ePortfolios as a tool for documenting and assessing project-based learning (Boesch, Reynolds & Patton 2016). ePortfolios provide a digital platform to capture evidence of the process, the product and the reflection on learning. Teachers can manage the development of ePortfolios by setting sub-tasks and checkpoints throughout the learning process. Assessing learning in this way is both formative and summative as it can be used to guide learning and assess learning.

In Ontario, Singapore and Hong Kong, schools strive to provide students with authentic learning experiences, whereby students apply their knowledge in real-world contexts (CDC & HKEAA 2017; Ontario Public Service 2020; Ministry of Education (Singapore) 2021a). In Hong Kong and Singapore, students are assessed by the education provider through practical assessments throughout the course. These generally take the form of projects or extended responses. Students complete common assessment tasks in Hong Kong or O-Level tasks in Singapore for comparability.

Table 5.2 in Appendix 5 provides a more detailed look at the assessment techniques offered in each international educational context studied.


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Summary Applied learning as a pedagogical approach involves authentic learning experiences and authentic assessment. A common goal across applied subjects is for students to learn the skills required for real-life application of knowledge and, as such, authentic learning and assessment is central to applied learning across all jurisdictions.

It is most common across educational jurisdictions for students to demonstrate their learning in applied subjects through the development of a real-world project or the compilation of a portfolio of work for a purpose. It is common for an inquiry process to underpin this work, as students work through an authentic experience of learning from the inception of an idea to the development and evaluation of a product, performance or extended response.

There is a difference between jurisdictions regarding work experience or work placement. In Germany and Finland, for example, work experience is integrated into the learning program. There is a requirement here, then, for applied subjects to operate in conjunction with workplaces.


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4.2 Community connections 4.2.1 Australia In most applied learning subjects, there is an acknowledgement of the important role that workplaces and organisations play in applied learning. QCAA Applied syllabuses and VCAL subjects encourage schools to include workplace activities in the course of study, including visiting a business or community organisation or agency, working with community groups in a range of activities, participating in mentoring programs and work shadowing, and gaining work experience in industry.

Work skills are located in the underpinning factors of syllabuses or in the subject matter where learning experiences are described (see Table 6.1 in Appendix 6 for key underpinning factors in each Australian jurisdiction studied). QCAA Applied syllabuses are underpinned by the 2013 Core Skills for Work (CSfW) which relates to the development of skills needed in the workplace (see Figure 8). These skills are more evident in some syllabuses than others.

Figure 8: Core Skills for Work (derived from QCAA Applied syllabuses)

Skill cluster 1: Navigate the world of work

Skill cluster 2: Interacting with others

Skill cluster 3: Getting the work done

Skill areas

• Manage career and work life

• Work with roles, rights and protocols

• Communicate for work • Connect and work with

others • Recognise and utilise

diverse perspectives

• Plan and organise • Make decisions • Identify and solve problems • Create and innovate • Work in a digital world

VCAA VCAL courses are also underpinned by the CSfW along with the Employability Skills for the Future framework (Department of Education, Science and Training (Australia) 2002). The QCAA Applied subjects and VCAL courses are heavily based in authentic experiences, especially those related to the workplace, which aligns with their goal of suiting students on a vocational pathway.

A comparison of the 21st century skills and the CSfW (see Table 6) shows that duplication exists between these two frameworks, however the individual competencies should be reviewed to determine whether one serves as a replacement of the other. While CSfW are specifically tailored to the workplace, this approach could be applied to the general capabilities as well.

Table 6: Alignment between the 21st century skills and the CSfW 21st century skills Skill cluster 1:

Navigate the world of work

Skill cluster 2: Interacting with others

Skill cluster 3: Getting the work done

Critical thinking Creative thinking Communication Collaboration and teamwork

Personal & social skills ICT skills


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WACSCSA General subjects, ACTBSSS A courses and SACE Board Community Studies syllabuses are all underpinned by the general capabilities and/or cross-curriculum priorities as set out in the Australian Curriculum.

This is congruent with the role of WACSCSA General subjects, in that they are a simplified version of ATAR subjects, with less rigorous assessment and do not necessarily have a strong focus on workplace preparation.

Along with being underpinned by the general capabilities and/or cross-curriculum priorities, ACTBSSS A courses also have specific unit goals and content descriptors that heavily reflect workplace learning. This suits their role in providing opportunities for students on a vocational path.

While SACE Board Community Studies courses are not necessarily focused on workplace preparation, they have the most involved approach to authentic learning, as most learning experiences are based in community contexts or the workplace. The learning requirements of these studies are heavily focused on students completing a contract of work. Students are expected to develop challenging and achievable individual goals for the contract of work, learn in a range of settings, including the school and the local or wider community, take practical action in the community, seek feedback from the community and present the activity to the community.

QCAA Applied syllabuses are underpinned by community connections — the awareness and understanding of life beyond school through authentic, real-world interactions by connecting classroom experience with the world outside the classroom. Projects and presentations in some syllabuses are developed through community connections.

NESA Content Endorsed Courses (CEC) are unique in that they are underpinned by a range of key competencies. These competencies are comparable with the general capabilities (see Table 7). This may be simply due to the fact that the NESA CEC subjects have not been revised since the early 2000s, before the development of the Australian Curriculum. These key competencies are not focused on workplace preparation, which suits their role as they are not directly aimed at preparing students for the workplace.

Table 7: Comparison of general capabilities and NESA CEC key competencies

Australian Curriculum general capabilities NESA CEC key competencies

• Literacy • Communicating of ideas and information

• Numeracy • Using mathematical ideas and techniques

• Information and communication technology capability

• Using technology

• Critical and creative thinking • Collecting, analysing and organising information • Solving problems

• Personal and social capability • Planning and organising activities • Working with others and in teams

• Ethical understanding • Collecting, analysing and organising information • Solving problems

• Intercultural understanding • Working with others and in teams


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4.2.2 International It is common for applied subjects to feature authentic learning experiences as well as ‘soft skills’ or factors similar to the Australian Curriculum general capabilities and/or cross-curriculum priorities in in Finland, Germany, Ontario, Singapore and Hong Kong (see Table 6.2 in Appendix 6 for the factors that underpin the curriculum in the international contexts studied in this review).

Finnish education providers have strong connections with workplaces and businesses, and all students engage in authentic learning in the workplace throughout a course of study (Scott, Hundloe & Jackson 2019). The transversal competencies that underpin Finnish applied subjects mimic the general capabilities and include ‘working life competence and entrepreneurship’ as well as ‘participation, involvement and building a sustainable future’ (ACARA 2018). There is a focus on authentic learning experiences that prepare students for working life and citizenship.

In the Arbeitslehre (or Work Theory) curriculum taught in Hauptschule (schools for students on a vocational path) in Germany, students are encouraged to transfer their knowledge to practical situations, where they can apply their knowledge to a real-world scenario. Work practice occurs at school (in areas such as specialist kitchens, workshops or computer rooms) or in the community. These subjects are underpinned by personal and social competences, language skills and work skills.

In Ontario, Singapore and Hong Kong, workplace learning is achieved through connections with workplaces or organisations in selected subjects only. In Ontario, work habits underpin some applied subjects. In Hong Kong, applied subjects are built on five competencies: career-related competencies, foundation skills, thinking skills, people skills, and values and attitudes. The career-related competency has a detailed focus on preparation for the workplace.

While the ‘Framework for 21st century competencies and student outcomes’ (Ministry of Education (Singapore) 2021b) underpins applied subjects in Singapore, the focus on work skills or workplace preparation is found within the subject matter of in these subjects, rather than as an underpinning factor.

Learning in context ensures students access authentic learning experiences that match the workplace. As a result, work-integrated learning partnerships were identified as a key component to applied learning in most educational contexts.

Summary Applied learning as a pedagogical approach places workplace learning as an important goal of applied subjects. Most applied subjects, therefore, aim to prepare students for the workplace and are underpinned by skills that are valued in the workplace. Further, students are generally encouraged to develop these skills in authentic workplace situations.

Across jurisdictions, skills and capabilities that prepare students for the workplace are exemplified through the Core Skills for Work, Australian Curriculum general capabilities, QCAA 21st century skills, VCAL Employability skills or other similar frameworks. These interrelated frameworks involve skills such as roles and responsibilities in the workplace, communication, working with others, planning and organising, making decisions, creating and innovating and digital literacy.

Across jurisdictions, there is an acknowledgement that these skills are best developed in authentic situations. It is imperative, then, that community connections with organisations and businesses are formed to support students in their learning.

Work experience opportunities may not be possible for all students in all situations. Alternatives should be developed to support the preparation of students for a vocational pathway.


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4.3 Student-centred and flexible approach 4.3.1 Australia Applied learning as a pedagogical approach begins with students. Applied subjects should be flexible enough to cater for the needs, interests, context, location and prior knowledge of the students. As the students drawn to these subjects prefer practical learning in context, and may be ill-suited to traditional educational contexts, the student is at the centre of the learning. Flexibility can make it difficult to compare student learning within and across jurisdictions. Applied subjects differ according to whether assessment is moderated and/or whether students complete an external or common assessment to scale their scores (see Table 8).

Table 8: Moderation of applied subjects — Australia



VCAA VCAL subjects

WASCSA General subjects

ACTBSSS A courses

SACE Board Community Studies subjects

Moderated units

Moderated assessment

As required

Moderated work samples

As required

External assessment

Most QCAA Applied syllabuses involve core concepts or subject matter and elective concepts or subject matter, all of which can be delivered through a range of contexts. These syllabuses contain prescriptive core learning and flexibility for teachers to tailor learning to students’ needs and interests, as well as the school context. This does, anecdotally, present issues for schools in developing study plans. These include ensuring that all core components of the curriculum are taught, especially when the core is extensive, and the range of rules for developing modules of work, which vary significantly across syllabuses. There is also variance in the use of terms such as core topics/units, elective topics/units and contexts. It is planned that QCAA Applied assessment will undergo moderation as samples of student work are compared across the state. Currently, the Applied (Essential) subjects — Essential English and Essential Mathematics — contain a common internal assessment and are quality assured.

In Victoria, VCAL courses are built upon four curriculum strands: Literacy and numeracy skills, Industry specific skills, Work related skills and Personal development skills. These strands are taught through curriculum gleaned from VCAL, VCE and VET courses. VCAL subjects include a high degree of flexibility, which enables teachers to tailor learning to their students’ needs and interests as well as their context. In Victoria, quality assurance processes develop a common understanding among teachers, as VCAL Quality Assurance Panel in each region assist in establishing regional benchmarks for consistency in assessment of VCAL levels and VCAL learning.

In New South Wales, Western Australia and the Australian Capital Territory, however, core learning is specified and occupies the majority of teaching and learning time (see Appendix 4 for


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excerpts from selected syllabuses). There can be scope for schools to select from units of work or develop modules or units of work from a list of topics in New South Wales and the Australian Capital Territory. Teachers of NESA CEC subjects are encouraged to moderate their assessment and student work samples within their schools, however no formal moderation process takes place. In the Australian Capital Territory moderation encompasses a structured, consensus-based peer review of student results. Assessment portfolios with marked student work samples are reviewed and advice is then given to schools regarding their judgments. Schools’ judgements of practical performances are supported by visual evidence. This model is similar to the QCAA confirmation process.

WACSCSA General subjects contain four units of work across Years 11 and 12. The subject matter is outlined in the syllabus. However, schools have scope to deliver this through their choice of context. These courses involve compulsory tasks set by the WASCSA, which are weighted at 15% of the final two units. These tasks are used by schools to guide their assessment and marking of school-developed tasks and a sample are marked independently by the Authority.

In contrast to the other syllabuses, SACE Board Community Studies subjects include little subject matter. Students prepare a contract of work to undertake a community activity in one of six areas of study in order to achieve the syllabus objectives. These courses contain a high degree of flexibility and are the most student-centred of all subjects studied in this review. Assessments and student work samples for the Stage 2 Community Studies subjects are moderated to ensure consistency of judgments, as they can be used to calculate an ATAR.

4.3.2 International Student-centredness and flexibility are key to applied subjects in most international contexts studied here. In Finland and Germany, the core curriculum for applied subjects and Hauptschule subjects is flexible enough that schools can select content and contexts that meet the needs and experiences of students (Hessisches Kultusministerium 2020; Opetushallitus 2019).

In Finland, applied courses are set by education providers in local regions. The curriculum is highly flexible in that knowledge and skills are outlined but can be developed using a range of contexts or learning materials from other subjects. Students graduate with a high school diploma, which complements the subjects they complete for their upper secondary school leaving certificate. Moderation of student learning and assessment is not common (see Table 9).

Table 9: Moderation of applied subjects — international


Moderated units

Moderated assessment

In schools

Moderated work samples

In schools

External assessment

Student responses to external assessment

In Germany, the Arbeitslehre (or Work Theory) applied subjects that form the basis of the curriculum taught in schools for students on a vocational path, such as Economics, Computing


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and Home Economics, have a core curriculum. In each case, however, there are opportunities for teachers to tailor the context through which students learn these. Moderation of student learning and assessment is not common, however external assessment is commonly used for comparability.

Ontario’s applied subjects contain a highly detailed curriculum but allow flexibility in contextualisation of learning. The Ministry of Education in Ontario sets the curriculum and summative assessment for courses and moderation occurs within schools only.

Applied subjects in Hong Kong include learning that is heavily specified and by course providers and assessment includes a common external assessment. Course providers are encouraged to provide opportunities to discover the capabilities, prior knowledge and skills of students before teaching begins (CDC & HKEAA 2017). Each course provider can develop and adapt courses to suit the students in the cohort. Students complete practical assessment within their learning environment. Quality assurance occurs through Common Assessment Task results. These can be used to adjust or moderate the students’ results in other assessment tasks conducted by course providers. Student results and samples responses are submitted to the HKEAA (see Table 9).

In Singapore, applied syllabuses contain units of work. Each unit of work is taught within the course of study and O-Level exams are undertaken by all students, therefore learning must be fairly uniform. Applied Learning in Singapore is therefore less flexible. Units of work and assessment are set or heavily scaffolded through syllabuses and practical assessment occurs within schools.

Summary Applied learning as a pedagogical approach is student-centred, which by its nature involves a certain amount of flexibility. Across national and international examples, there is variation regarding the amount of flexibility teachers have to tailor learning to the needs, interests, context, location and prior knowledge of the students.

Flexibility can be achieved through the selection and sequencing of subject matter and the development of assessment. There is wide variation between the amount of guidance provided in these sections of syllabuses across jurisdictions, however the most common approach is for a certain level of subject matter to be outlined, with the potential for schools to contextualise this to suit their situation.

Increased flexibility has ramifications for ensuring comparability across contexts and consistency of teacher judgments. In most Australian contexts, some level of moderation within and/or between schools occurs to ensure consistent learning and achievement across the country. In contrast, most international contexts do not involve moderation of student learning or assessment. There is, however, a more prominent use of external assessment in overseas contexts, which should reveal any inconsistencies across contexts. External assessment, however, can counteract the flexibility that is important to applied subjects.


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4.4 Hands-on learning in a collaborative environment 4.4.1 Australia Applied learning emphasises learning by doing. This emphasis is evident in learning experiences, syllabus objectives and assessment. Hands-on learning is often associated with collaborative learning as students engage with peers, teachers, experts and other stakeholders while undertaking projects and developing products or performances. Working on a long-term assessment response, such as developing a project, is a key way for students to engage in hands-on learning. Often, these are collaboratively developed, or the learning experiences leading to the development of a product are collaborative.

All QCAA Applied syllabuses consist of three dimensions and associated syllabus objectives, which include cognitive verbs such as apply, plan, produce and create (see Table 7.1 in Appendix 7 for a summary of common dimensions or objectives in Australian applied syllabuses). Most QCAA Applied subjects require students to complete a project for assessment of learning. Only the Sciences learning area does not require students to develop a project for their Year 12 exit folio. Collaborative learning is included in the CSfW in QCAA Applied syllabuses.

VCAL courses and SACE Board Community Studies subjects similarly value practical ways of learning, whereby students apply what they have learnt by doing (SACE Board 2020; VCAA 2019). In the VCAL subjects, students are taught cognitions such as plan, design, build an external partnership, carry out a project, apply and communicate. In SACE Board Community Studies subjects, students prepare a contract of work as they undertake a community activity in one of six areas of study. The syllabus objectives include plan, interact, reflect, fulfil contract and communicate. Collaboration, particularly with external stakeholders, is integral to learning in each of these courses.

The New South Wales Department of Education (2020) states that students who engage in applied learning demonstrate mastery and practical application of skills and knowledge. These subjects are built on key competencies, such as planning and organising activities, working with others and in teams, using mathematical ideas and techniques, using technology and solving problems. Syllabus objectives include implement strategies, influence others and communicate and interact with others, and emphasise hands-on learning and collaboration. In the recent review of New South Wales senior schooling, Masters (2020) confirms that applied learning should be demonstrated through the development of a product or the implementation of a project, which involves multi-step planning, development and execution of a practical skill.

A courses in the Australian Capital Territory focus on skills application, effective management and work practices, communication, and innovation and creativity. There is a focus in these vocational preparation subjects on hands-on applications of learning and collaboration.

Common objectives in Western Australia General subjects include apply, plan, interpret, solve, control skills and techniques, reflect and report. Collaboration is developed through the general capabilities that underpin the General subjects.

4.4.2 International Internationally, the emphasis of applied learning is also on the acquisition of knowledge through hands-on, practical experience. In Germany and Finland, students engage with hands-on learning in specialised school classrooms or work areas, or through work practice with an organisation or business (Hessisches Kultusministerium 2020; Ministry of Education and Culture (Finland) 2020).

Finnish subjects are focus on hands-on learning and collaboration through the underpinning transversal competencies of interaction and expression, working life competence and


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entrepreneurship, and participation, involvement and building a sustainable future (see Table 7.2 in Appendix 7 for a summary of common objectives in selected international applied syllabuses). Similarly, German subjects focus on personal and social competence, which includes cooperation and teamwork, consideration and solidarity and work skills.

In Ontario, applied subjects are underpinned by learning skills, including teamwork, cooperation and work habits. Specific subjects include hands-on objectives, such as developing creativity, and collaborative objectives, such as communicating and making connections.

Students of applied subjects in Hong Kong ‘learn more by doing than conceptualising’ (CDC & HKEAA 2017). Hands-on learning is evidenced through career-related competencies and collaboration is developed through the People skills competency.

Similarly, in Singapore, schools provide students with hands-on and authentic learning experiences (Ministry of Education (Singapore) 2021a). Learning is underpinned by the ‘Framework for 21st century competencies and student outcomes’, which includes social awareness, relationship management, communication and collaboration.

Summary Applied learning as a pedagogical approach involves students learning by doing as they work on hands-on tasks. The syllabus objectives, learning experiences and assessment provide opportunities for students to access hands-on learning. The Masters report (2020) affirms that applied learning should be demonstrated through the hands-on development of a product or the implementation of a project, which involves multi-step planning, development and execution of a practical skill.

In most Australian and international contexts studied here, hands-on learning is key to applied subjects, as evidenced through the syllabus objectives, learning experiences and assessment. This hands-on learning is often collaborative as students work with peers, teachers, experts, community members and other stakeholders across the lifecycle of a project. The skills required to manage a hands-on project and work with others are also integral to the work skills or capabilities that underpin most applied subjects.


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5 Conclusion This literature review was developed as a precursor to the review and revision of QCAA Applied syllabuses. The main purpose of the paper was to investigate the nature of applied learning and determine how applied learning is implemented in Australia and overseas as a way of informing the review and revision of syllabuses.

Initially, a literature review of applied learning was conducted using current educational texts, studies and journals. Numerous sources were analysed and compared to draw together a common definition of applied learning as a pedagogical approach. While the QCAA Applied syllabuses currently include three aspects of this approach — applied learning, community connections and CSfW — as underpinning factors, they do not necessarily guide teaching and learning in a way that makes learning in these subjects robust and valuable. Embedding applied learning as a pedagogical approach within and throughout the Applied syllabuses would strengthen these syllabuses, ensure they are distinct from General subjects and potentially raise the status of these subjects within schools and the community.

Further, a jurisdictional scan was conducted to analyse the role of applied learning in a range of Australian and international educational contexts. This scan began with a discussion of the idiosyncratic nature of each educational system and the role of applied learning within each system. The applied subjects offered in each context were then viewed according to the definition of applied learning as a pedagogical approach drawn from the literature. This solidified the main tenets of applied learning as a pedagogical approach and has provided a vision for the future development of QCAA Applied syllabuses.

This paper shows there is an important conversation to be had about the role of applied learning as part of the review and revision of QCAA Applied syllabuses and the role of Applied subjects within the QCE system.

5.1 Limitations There are several limitations that should be considered when viewing this report. Firstly, applied learning is not yet a formalised pedagogical approach. Rather, it has been developed here from an identification of the key factors of applied learning gleaned through a literature review. The four main factors are not just complementary, they are deeply interconnected and often discussing one factor leads to a discussion of one or more of the other factors.

Next, as each jurisdiction is unique, it is not always easy to compare the system and the subject being offered in a one-for-one relationship. Through the compilation of this report, curriculum officers in some jurisdictions were consulted where possible and practicable. Considerable effort has been made to compare jurisdictions accurately. However, insider knowledge cannot be underestimated and is not possible to glean a fully nuanced understanding as an outside observer of the system.

Next, in drafting this report, it was common to receive feedback that some QCAA General subjects meet the criteria for applied learning as a pedagogical approach. It is accurate to state that that applied learning is a key tenet of good pedagogical practice. However, Applied subjects should meet the full list of components of applied learning as a pedagogical approach. Rather than calling the pedagogical approach outlined here into question, readers are encouraged to consider whether certain General subjects are more suited to being defined as an Applied subject. A small number of Applied subjects (e.g. Religion and Ethics) do not meet the full range of factors identified in applied learning as a pedagogical approach. These considerations were put forward in the complementary report, A Review of QCAA Applied Syllabuses (QCAA 2021).


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Finally, there are limitations to the scope of the revision of Applied subjects for historical systemic reasons. For example, the Australian university system does not align with some of the overseas examples shown in this paper. There is no differentiation between academic and applied learning at a tertiary level in Queensland, therefore it would be a considerable shift to develop all QCAA Applied subjects to a standard equivalent to the General subjects. Further, numerous international examples show that innovative practices, such as interdisciplinary learning, hold promise for learning. It is suggested that developments in this area be monitored and considered at a later stage in the development of Applied subjects.


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7 Appendixes

Appendix 1 Definitions of applied learning in the literature Schulz (2016) Pohlen (2015) Downing and

Herrington (2013) VCAA (2019) Herrington (2010) Holdsworth (2005) Calder (2000)

• Applying theory to practice

• Authentic contexts, such as workplaces

• Preparation for work • Development of

generic employability skills

• Complex, open ended problem-solving

• Choice and creativity • Student

independence • Real-world relevance • Products or

performances for authentic audiences

• Relationship and collaboration skill development

• Shifted role of the teacher

• Provide authentic contexts and applied learning activities that connect theory and practice

• Recognise and incorporate the lived experience of students

• Provide opportunities for meaningful, collaborative construction of knowledge within the learning community

• Encourage the development of a reflective, professional identity through collegial interactions in a variety of settings

• Provide authentic assessment tasks that reflect real work settings

• Encourage student ownership of learning and increasing professional autonomy

• Start where learners are at

• Negotiate the curriculum

• Share knowledge • Connect with

communities and real-life experiences

• Build resilience, confidence and self-worth; consider the whole person

• Integrate learning, the whole task and the whole person

• Learning should reflect the integration that occurs in real- life tasks

• Diverse learning styles and methods

• Value experiential, practical & hands-on ways of learning

• Assess appropriately; use the assessment method that best ‘fits’ the learning content and context

• Provide authentic contexts that reflect real life

• Provide authentic tasks and activities

• Provide access to expert performances and the modelling of processes

• Provide multiple roles and perspectives

• Support collaborative construction of knowledge

• Promote reflection to enable abstractions to be formed

• Enable tacit knowledge to be made explicit

• Provide coaching and scaffolding by the teacher at critical times

• Provide for authentic assessment of learning within the tasks

• Size does matter (small class sizes)

• Caring and challenging relationships are extremely important

• Holistic approaches must be adopted; pay attention to educating the ‘whole student’

• Hands-on and applied learning is crucial

• Listening to young people is vital

• Hope and future pathways must be built in

• Links to community services, both in terms of the ‘authentic tasks’ and also to enable continuity of holistic care

• Approaches must make direct and overt connections with students’ culture and context

• Students working on what they see as real-life problems that are open-ended and require a solution to be generated

• Students integrate knowledge from a variety of disciplines and sources

• Effective communication

• Students achieve some tangible result rather than a ‘grade’ that represents an assessment of academic merit

• Students engage with the adult community

• Hands-on or practical learning experiences


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Appendix 2 Applied subjects offered in different jurisdictions Table 2.1 — Applied subjects offered in Australia



VCAA VCAL subjects WASCSA General subjects

ACTBSSS A courses SACE Community Studies

• Essential English • Early Childhood Studies • Sport and Recreation • Business Studies • Religion and Ethics • Social and Community

Studies • Tourism • Essential Mathematics • Agricultural Practices • Aquatic Practices • Science in Practice • Building and

Construction Skills • Engineering Skills • Fashion • Furnishing Skills • Hospitality Practices • Industrial Graphics

Skills • Industrial Technology

Skills • Information and

Communication Technology

• Arts in Practice • Dance in Practice • Drama in Practice

Content Endorsed Courses • Aboriginal Languages • Ceramics • Computing

Applications • Exploring Early

Childhood • Marine Studies • Photography, Video

and Digital Imaging • Sport, Lifestyle and

Recreation Studies • Visual Design • Work Studies Board Developed Courses • Agriculture • Design and

Technology • Engineering Studies • Food Technology • Industrial Technology • Information Processes

and Technology • Software Design and

Development

Curriculum strands • Literacy and

Numeracy Skills • Industry Specific Skills • Work Related Skills • Personal Development

Skills

Curriculum can be drawn from • VCAL units • VCE units - English - Mathematics - Chemistry - Environmental

Science - Physics - Accounting - Industry and

Enterprise - Technology studies - Visual

Communication Design

- Studio Arts - Business

Management

• Aboriginal and Intercultural Studies

• Aboriginal Languages of WA

• Accounting and Finance

• Ancient History • Animal Production

Systems • Applied Information

Technology • Automotive

Engineering and Technology

• Aviation • Aviation • Biology • Building and

Construction • Business and

Financial Services • Business

Management and Enterprise

• Career and Enterprise • Chemistry • Children, Family and

the Community

• Accounting • Advanced Modern

Languages • Agriculture • Ancient History • Australian and Global

Politics • Automotive

Technology • Beginning Modern

Languages • Behavioural Science

Integrated • Big Picture Education • Biology • Business • Business Services • Commerce Integrated • Connected Learning • Construction

Pathways • Contemporary English • Contemporary

Mathematics • Continuing Modern

Languages • Dance • Data Science

Community Studies A • Arts and the

Community • Communication and

the Community • Foods and the

Community • Health, Recreation,

and the Community • Science, Technology,

and the Community • Work and the

Community Community Studies B • Humanities and the

Community • Science, Technology,

Engineering, and Mathematics (STEM) and the Community

• Interdisciplinary Learning and the Community


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• Media Arts in Practice • Music in Practice • Visual Arts in Practice

• Textiles and Design - Media - Product Design and

Technologies - Systems

Engineering - Agricultural and

Horticultural Studies • accredited curriculum

from VET - Industry and

Enterprise - Outdoor and

Environmental Studies

- Product Design and Technologies

- Systems Engineering

- Agricultural and Horticultural Studies

- Industry and Enterprise (Unit 1 only)

- Studio Arts

• Chinese: First Language

• Community Services and Health

• Computer Science • Construction

Industries • Creative Industries • Dance • Design • Design • Drama • Earth and

Environmental Science

• Economics • Engineering • Engineering Studies • English • Food Science and

Technology • Geography • Health Studies • Hospitality and

Tourism • Human Biology • Indonesian: First

Language • Information and

Communications Technology

• Integrated Science

• Design & Emerging Technologies

• Design & Graphics • Design & Technology • Design & Textiles • Designed

Environments • Digital Products • Digital Technologies • Drama • Earth and

Environmental Science

• Economics Electronics and Mechatronics

• Engineering Studies • ESL • Essential English • Essential Mathematics • Exercise Science • Flight • Food for Life • Forestry • Furniture Making • Geography • Global Studies • Health and Wellbeing • History Integrated • Hospitality • Human Biology


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• Japanese: First Language

• Marine and Maritime Studies

• Materials Design and Technology

• Media Production and Analysis

• Modern History • Music • Outdoor Education • Philosophy and Ethics • Physical Education

Studies • Physics • Plant Production

Systems • Politics and Law • Primary Industries • Psychology • Religion and Life • Visual Arts

• Indigenous Culture and Languages

• Information Technology

• Interdisciplinary Inquiry

• Interdisciplinary Science

• Legal Studies • Media • Metal Products • Modern History • Music • Networking and

Security • Outdoor and

Environmental Education

• Pathways to Work and Learning

• Philosophy • Photography • Physical Education

Studies • Pre-Modern History • Psychology • Religious Studies • Robotics &

Mechatronics • Social and Community

Work


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• Sport, Recreation and Leadership

• Sports Development • Timber Products • Tourism and Event

Management • Visual Arts

Table 2.2 — Applied subjects offered overseas


• Exercise • Fine arts • Music • Theatre • Media • Crafts • Dance • Home economics

• Mathematics • Science • Humanities • Music • Art • Physical education • Arbeitslehre - Economics - Work - Technical practice - Home economics - Computing

• Dance, Drama, Music • Media arts • Visual arts • Accounting essentials • Accounting for small

business • ICT in the workplace • International business

essentials • Marketing: Retail and

service • Business leadership • Adventures in world history • Understanding Canadian

law • English • World views and aspirations

of First Nations • Mathematics for work and

everyday life

• Exercise and Sports Science

• Drama • Electronics • Computing • Smart Electrical Technology • Mobile Robotics • Retail Operations

Subjects include (not all listed): • Fashion Image Design • Computer Game and

Animation Design • Digital Comic Design and

Production • Film and Transmedia • Creative Advertising • Accounting for e-Business • Entrepreneurship for SME • Law Enforcement in Hong

Kong • Performing Arts • Accounting and Finance • Business Studies • Legal Studies • Pâtisserie and Café

Operations


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• Science • Environmental science • Food and healthy living • Computer technology • Construction technology • Custom woodworking • Green industries • Hairstyling and Aesthetics • Hospitality and tourism • Manufacturing technology

• Child Care and Development

• Animal Care • Health Care Practice • Applied Psychology • Exercise Science and

Health Fitness • Food Services and

Management • Electrical and Energy

Engineering


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Appendix 3 Definitions of applied subjects Table 3.1 — Applied subjects defined: Australia


NESA Content Endorsed Courses



Applied subjects are suited to students who are primarily interested in pathways beyond senior secondary schooling that lead to vocational education and training or work.

Results in Applied subjects contribute to the award of a QCE and one Applied subject result may contribute to an ATAR.

Applied learning is an area of continued research and understanding, with many definitions and approaches.

A common feature is that applied learning sees students use knowledge and skills to solve real world problems.

It involves engaging in meaningful and authentic experiences both in the classroom and later in life. Students who engage in applied learning can demonstrate mastery of skills in new ways and gain practical application of new skills and knowledge.

VCAL is a hands-on senior secondary certificate of education that provides students with practical work-related experience, and develops literacy, numeracy and personal skills.

The certificate is a pathway to many careers and educational opportunities. VCAL students have gone on to start small businesses, change careers or pursue further study at a TAFE or university.

General courses are for students who are typically aiming to enter vocationally based training or the workforce straight from school. General courses may be used for alternative entry to some university courses.

These courses are not externally examined. However, they each have an externally set task (EST) which is set by the Authority.

Accredited courses are designed to introduce students to studies. It is assumed that students entering the A course have little or no prior experience in studying this subject or may elect to study this course for personal enjoyment.

Students studying accredited A courses have the opportunity to study units of work that allow them to gain the experience, knowledge and skills in order to pursue an area of interest in the industry at a non-tertiary level.

Community Studies offers students the opportunity to learn in a community context, both within and beyond the school environment.

At Stage 1, and in Community Studies A (Stage 2), students complete a contract of work, including a community activity, and a reflection on their learning experiences.

In Community Studies B (Stage 2), students complete a folio of evidence of their learning in a field of study, and report and reflect on a community application activity.


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Table 3.2 — Applied subjects defined: international

Finland (European Commission 2020)

Germany (Hessisches Kultusministerium 2020)

Ontario (Ontario Public Service 2016)

Singapore (Ministry of Education 2019)

Hong Kong (CDC & HKEAA 2017)

The applied courses are integrative courses, including elements from various subjects, methodological courses, or other school-specific courses. There are national and local applied courses. Applied courses are: • methodology courses • vocational courses offered

by the same or other education provider

• integrating courses containing elements of different subjects

• other studies within the remit of the upper secondary school.

[Translation]

The aim of this subject is to impart skills that enable students to actively and consciously participate in the critical and constructive design of the working and living environment, and to develop a professional self-concept.

Work is at the centre of the considerations and is both the subject of the lesson and the subject-related didactic framework. Technical, economic and socio-ecological aspects are always discussed in the context of work.

Applied courses (Year 9 and 10) focus on the essential concepts of a subject and develop students’ knowledge and skills through practical applications and concrete examples.

Familiar situations are used to illustrate ideas, and students are given more opportunities to experience hands-on applications of the concepts and theories they study.

Workplace preparation courses (Year 11 and 12) are designed to equip students with the knowledge and skills they need to meet the expectations of employers, if they plan to enter the workforce directly after graduation, or the requirements for admission to certain apprenticeship or other training programs.

• Our schools provide students with hands-on and authentic learning experiences. This way, knowledge can be applied in real-world contexts, and 21st century competencies and values can be developed.

• Applied learning experiences are incorporated in the national curriculum, and these can be found in the various subjects and co-curricular programmes such as CCA.

• Applied Subjects broaden students’ educational experience in secondary school and expand their range of postsecondary education options. E.g. Electronics, Exercise and Sports Science, Drama, Mobile Robotics and Retail Operations.

• They cater to students who have the interest in, and aptitude for, specific fields of applied study. At the upper secondary level, some schools offer MOE Applied Subjects which are O-Level subjects.

• Applied Learning aims to: - enable students to

understand fundamental theories and concepts through application and practice, and to develop their generic skills in authentic contexts

- provide students with opportunities to explore their career aspirations and orientation for lifelong learning in specific areas.

• Designed to engage and motivate students who learn more by doing than conceptualising.

• Applied Learning courses complement other senior secondary subjects.

• The courses can offer new content and pedagogical approaches to attract students, effectively adding to the senior secondary menu of subjects.

• They can deepen students’ understanding of a senior secondary elective subject by significantly extending that subject through practical applications.


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Appendix 4 Examples of curriculum and assessment documents Queensland Sport and Recreation Applied Senior Syllabus 2019 v1.0


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New South Wales

Sport, Lifestyle and Recreation (2000) Source: Board of Studies, New South Wales 2000/Sport, Lifestyle, and Recreation - Content Endorsed Course Stage 6 Syllabus © NSW Education Standards Authority for and on behalf of the Crown in right of the State of New South Wales, 2000. Used with permission..


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Victoria

Industry Specific Skills Strand and Work Related Skills Strand (2020–2024) Source: VCAA 2020/VCAL Industry Specific Skills Strand and Work-Related Skills Strand, 2020-2024: Advice for Teachers (VCAA, 2020) pp. 9 & 47. Used with permission..


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Australian Capital Territory

Furniture Making (2017) Source: Australian Capital Territory BSSS 2017/ACT Education Directorate, Furniture Making (2017) © Australian Capital Territory. Used under a Creative Commons Attribution 4.0 licence https://creativecommons.org/licenses/by/4.0/.

https://creativecommons.org/licenses/by/4.0/


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Western Australia Health Studies (2019) Source: WASCSA 2017/School Curriculum and Standards Authority. (2019). Health Studies General Course, Year 12 Syllabus. The School Curriculum and Standards Authority does not endorse this publication or product..


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South Australia

Community Studies Source: SACE Board 2021/Copyright SACE Board of South Australia. Excerpts from Community Studies: 2021 Subject outline – Stage 1 and Stage 2. Used with permission. Current as at May 2021. Please check the current subject outline on the SACE website (www.sace.sa.edu.au) for any changes..


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Finland

High school curriculum criteria Source: Opetushallitus 2019/Finnish National Agency for Education 2019, Lukion Opetussuunnitelman Perusteet (High School Curriculum) pp. 355-356 https://www.oph.fi/sites/default/files/documents/lukion_opetussuunnitelman_perusteet_2019.pdf Used with permission..

High school diploma Translation

GENERAL OBJECTIVES OF HIGHER DIPLOMA TEACHING The goal that unites all high school diplomas is that the student: • sets their own starting points and goals for completing a

high school diploma • works with a purposeful approach independently and

interacts with others • explores and expresses cultural reality in ways specific

to different disciplines • applies special skills and self-interest acquired during

high school • utilises and deepen the wide-ranging competence

developed in high school studies • selects appropriate learning environments, working

methods and means of expression • evaluates the achievement of set goals, work, outcome

and whole • strengthens one’s own and others’ involvement, agency

and overall wellbeing in the high school community.

Assessment The assessment of a high school diploma is based on the student or a group of students independently implementing special skills and hobbies during high school. The high school diploma completed by the student is assessed as a whole. The evaluation of a high school diploma provides feedback on the achievement of the goals set for the high school diploma. The assessment of a high school diploma is varied and reliable, and it corresponds to the competence demonstrated by the student in the subject group or subject level. Completing a high school diploma involves student self-assessment.

Objectives The aim of the module is for the student • gives special evidence of his/her high school skills and

expresses his/her volunteers • hobbies in the household • is able to communicate and communicate the goals and

starting points set for a high school diploma • provide evidence of household competence by

demonstrating exploratory and applied • learning, interactive activities, community knowledge

building and • knowledge sharing and critical evaluation of knowledge

and work • is able to produce an entity whose content selection,

task idea and planning and implementation process support each other.

Key contents: • are based on the goals set for the upper secondary

school diploma and the theme, task idea and planning and implementation process chosen by the student

• consist of high school diploma work, essay as well as self-assessment and household knowledge portfolio.

https://www.oph.fi/sites/default/files/documents/lukion_opetussuunnitelman_perusteet_2019.pdf


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Ontario

Manufacturing Technology, Grade 12 Workplace Preparation Source: Ontario Public Service 2009/The Ontario Curriculum Grades 11 and 12 (2009): Technological Education (pp. 281-287) © Queen’s Printer for Ontario, 2009 http://www.edu.gov.on.ca/eng/curriculum/secondary/2009teched1112curr.pdf.


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Hong Kong

Computer Game and Animation Design (2018–2020) Source: Education Bureau (Hong Kong) 2020/Hong Kong curriculum: Computer game and animation design (2018-2020) (c) Education Bureau (Hong Kong), 2020. Used with permission. https://www.edb.gov.hk/attachment/en/curriculum-development/cross-kla-studies/applied-learning/course-information/2021-2023/2a_Computer%20Game(21-23)_e.pdf.


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Singapore

Computing Source: Ministry of Education (Singapore) 2016. Used with permission.

Assessment


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Appendix 5 Assessment of applied learning Table 5.1 — Assessment techniques — Australia




ACTBSSS A courses SACE Board Community Studies

• Project • Investigation • Practical

demonstration • Performance • Collection of work • Extended response • Examination • Product

(Subject specific) • Short answer tests • Essay test • Portfolio of useful

resources • Problem-solving

assignments • Interviews/talks • Diary/learning log • Internet research

assignments • Critical reviews • Physical products • Observation reports • Stimulus questions • Multiple-choice tests • Research projects • Written reports on case

studies, excursions, • Field trips, surveys,

investigations • Lesson plans • Role plays • Debates • Oral reports • Individual/group reports • Mock interviews • Practical demonstration

• Project • Portfolio • Presentation • Research presentation • Oral presentation • Extended response

(Literacy)

• Investigation • Production project • Test • Practical/Performance • Response

(Subject specific) • Short answer • Multiple choice • Extended response • In class essay • Research report • Essay • Experimental reports • Design task • Field study report • Self-evaluation of

practical work • Web Quest design • Seminar • Discussion • Debate • Seminar presentation • Discussion • Role Plays • Debate • Self-evaluation • Portfolio • Artefact • Workshop • Prototype

Community studies A • Contract of work with

folio and presentation - logbook - journal entries - photographs with

captions - records - scripts of interviews - minutes of meetings - emails - blogs - wikis - video or multimedia

• Reflection Community studies B • Folio • Community application

activity

A–E A–E S (satisfied) N (not yet complete)

A–E A–E


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Table 5.2 — Assessment techniques — international


• Project • Portfolio • Product • Production

• Folio • Group presentation • Publications • Product • Project • Demonstration • Research investigation

• Performance • Demonstration • Project • Essay • Examination • Portfolio • Presentation

• Written examination - Short answer questions - Long questions - Unseen text analysis - Essay

• Project - Project plan - Portfolio - Research - Project hardware - Evaluation report - Presentation

• Video project • Design project

• Presentation • Role play • Project assessments • Written assignment • Written tests • Video-taped presentations • Practical assessment • Prototype making


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Appendix 6 Underpinning factors of applied subjects Table 6.1 — Underpinning factors of applied subjects in Australia





• Literacy skills • Numeracy skills • Applied learning • Community

connections • Core Skills for Work - Skill cluster 1:

Navigate the world of work

- Skill cluster 2: Interacting with others

- Skill cluster 3: Getting the work done

Key competencies • Collecting, analysing

and organising information

• Communicating of ideas and information

• Planning and organising activities

• Working with others and in teams

• Using mathematical ideas and techniques

• Using technology • Solving problems

• Employability Skills Framework (2002) - Communication - Teamwork - Problem-solving - Initiative and

Enterprise - Planning and

Organising - Self-management - Learning - Technology

• Core Skills for Work Developmental Framework (2013)

General capabilities Cross-curriculum priorities

Learning Principles • Prior knowledge • Deep knowledge and

connectedness • Metacognition • Self-concept • High expectations • Individual differences • Socio-cultural effects • Collaborative learning • Explicit expectations

and feedback General capabilities Cross-curriculum priorities

The SACE identifies seven capabilities: • literacy • numeracy • information and

communication technology capability

• critical and creative thinking

• personal and social capability

• ethical understanding • intercultural

understanding.


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Table 6.2 — Underpinning factors of applied subjects overseas


Transversal competencies • Thinking and learning to

learn • Cultural competence,

interaction and expression • Taking care of oneself

managing daily life • Multiliteracy • ICT competence • Working life competence

and entrepreneurship • Participation, involvement

and building a sustainable future

• Personal competence - Self-perception - Self-concept - Self-regulation

• Social competence - Intercultural understanding - Social responsibility - Dealing with conflict - Cooperation and

teamwork - Consideration and

solidarity • Metacognition/thinking skills - Problem-solving skills - Media literacy - Work skills

• Language skills

Learning Skills • Works independently • Teamwork • Organisation • Work habits • Initiative • Critical thinking • Cooperation • Literacy • Numeracy • ICTs Learning area specific

Arts • Developing creativity • Communicating • Understanding culture • Making connections

Science • Relate science to

technology, society and the environment

• Develop … scientific inquiry • Understand basic concepts

• Framework for 21st Century Competencies and Student Outcomes

• Foundation Skills • Thinking Skills • People Skills • Values and Attitudes • Career-related

Competencies


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Appendix 7 Dimensions/objectives of applied subjects Table 7.1 — Dimensions/objectives — Australia





Dimension 1 • Knowing and

understanding • Acquiring Dimension 2 • Analysing and

applying • Applying • Applying and

examining • Applying and

analysing Dimension 3 • Planning and

evaluating • Evaluating • Producing and

evaluating • Evaluating and

creating • Creating and

evaluating

Key competencies • Collecting, analysing

and organising information

• Communicating of ideas and information

• Planning and organising activities

• Working with others and in teams

• Using mathematical ideas and techniques

• Using technology • Solving problems

Literacy • Use and respond to Numeracy • Design • Develop • Apply • Communicate Personal development • Research, analyse and

evaluate • Establish or build an

external partnership • Plan, organise and

carry out a … project • Present and

communicate • Demonstrate effective

teamwork skills Work related skills • Demonstrate initiative/

enterprise in planning • Investigate, analyse

and demonstrate • Identify, analyse, solve • Work cohesively • Analyse and evaluate • Deliver presentation

Subject specific, e.g. • Interpret • Explore • Experiment • Apply • Reflect • Control skills and

techniques • Use language • Analyse • Solve • Plan • Present data • Explain • Calculate • Report • Conduct research

• Knowledge and understanding

• Skills application • Effective management

and work practices • Communication • Innovation and

creativity

• Planning and organisation

• Communication and interaction

• Fulfilment of contract of work

• Reflection


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Table 7.2 — Dimensions/objectives — international


Subject specific

Crafts • Gives evidence of skills • Demonstrates competence

in the design, manufacture and assessment of products

• Demonstrates mastery of the steps and requirements for goal setting, ideation, and design involved in production

• Manages, monitors and evaluates the resources

• Is able to solve the requirements of functionality, economy, ergonomics, innovation and technical implementation of a product or work in its operating environment.

• Describe • Organise • Analyse • Plan • Implement • Present • Document • Assess • Judge • Evaluate

• Knowledge and understanding

• Thinking • Communication • Application

Subject specific

Computing • Knowledge with

understanding • Handling information and

solving problems • Practical skills

Media studies • Knowledge with

understanding • Analysis and interpretation • Video production skills

Design studies • Design knowledge with

understanding • Application of design

knowledge • Design analysis and

evaluation

Biotechnology • Knowledge with

understanding • Handling information and

solving problems • Experimental skills and

investigations

• Students who have studied an Applied Learning course are able to - demonstrate that they

have acquired knowledge about the context of the course, which can be codified and described

- apply knowledge acquired effectively in meaningful tasks.

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