Curriculum Development Council Committee on Applied Learning
Stage 3: Assessment and Moderation
3.3 Creative thinking skills, such as visualising
consequences, thinking laterally, recognising
opportunities and potential, testing multiple options, and engaging with the artistic, cultural and intellectual work of others
- Understand how a service control plan can help management carry out daily business functions
- Cite the potential advantages and disadvantages in automating service provision
- Explore opportunities for expanding a customer base
3.4 Understanding interdependency and relationships between different areas of studies, societies and civilisations to form regional/global perspectives on social, economic and
technological changes, such as describing patterns, structures and relationships, and making and interpreting predictions
- Analyse the demographic patterns of customers
- Analyse the economic background of consumers of particular transport services in different cities/countries
- Relate the price of services with data generated from sales, e.g. use point-of-sale reports to maximise price and profits
4. People Skills 4.1 Self-reflection and
self-management skills, such as setting schedules of tasks for completion, and reflecting on goals and targets set
- Set out a team schedule for performing tasks, e.g. in front desk, room service or food serving operation in a hotel restaurant
- Identify and manage the resources involved in, e.g. planning a successful business convention, or designing a personal care programme to meet a specific client’s needs
4.2 Interpersonal skills, such as interacting with other people and cultures and contributing to the community
- Adopt communication approaches that are effective with people of diverse cultures
- Deal effectively with conflicting
Curriculum Components Area Specific Examples (Optional) situations and misunderstandings when interacting with customers and team members
- Create a positive, relaxed and pleasant atmosphere when providing services 4.3 Collaborative and team
building skills
- Demonstrate team spirit and principles in project work, in research exercises and in coaching peers
5. Values and Attitudes 5.1 Honesty and integrity, such
as understanding the
importance of perseverance and transparency
- Behave ethically when providing services and managing customer information and relationships
5.2 Dependability and responsibility, such as being trustworthy and behaving responsibly
- Provide safe and healthy services, with attention to after-sales services
5.3 Enthusiasm and motivation to participate actively in life
- Develop services that exceed the expectations of customers
- Research historical and new situations or circumstances that can lead to new service lines, or modern adaptations of old services to meet changing customer requirements
5.4 Willingness to learn, such as being self-motivated in learning
- Compare the personal skills, knowledge and attributes required in a service industry with their own skills, knowledge and attributes, and plan to rectify any identified gaps and weaknesses
5.5 Self-confidence and self-esteem, such as being confident in one’s own abilities and potential for personal growth and
developing attachment to the culture of a chosen group
- Develop and sustain the professional image and personal attributes that are required for specific services industries - Look for opportunities to extend their
experiences and skill sets
5.6 Respect for others and for law and authority, such as recognising the right of everybody to feel valued and be safe, and achieving a balance between rights and obligations
- Understand the legal responsibilities of a service provider and translate the responsibilities into policies and practices that promote quality
Annex E
Applied Learning Curriculum Framework
Focus: Applied Science
Applied Learning – Applied Science
Applied Science involves the application of knowledge and skills from one or more natural scientific fields to solve practical problems. Applied Learning courses in Applied Science provide students with opportunities to explore and develop their interests in science in workplace settings and in their daily life, and broaden their understanding of how science can be used to serve the well-being of the world.
In the context of Applied Learning, students studying courses in Applied Science understand how science can be used in a variety of occupational areas. They can apply scientific knowledge and the skills of scientific investigation to explain phenomena and observations, construct solutions to problems, and make decisions and judgements about a range of issues. Students also learn to be ethical and responsible in the use of science, and can develop their cognitive skills for further studies in a science-related discipline, and for employment or further training in science-related industries and professions.
Curriculum Components Area Specific Examples 1. Career-related Competencies
1.1 Understanding the context of the course within the wider area of studies
1.1.1 Cluster of professions/
trades/industries related to the course
Contexts could include but are not limited to:
- medical science (including Western and Chinese Medicine), where students learn about the structure and functions of the human body, basic principles of medical philosophy, causes of illnesses and potential illnesses, the nature and properties of medicines, basic principles of diagnosis, etc
- health care, where students learn about the health care system, the interplay of biological, psychological, social, ecological and economic factors that contribute to health and illness, the roles and responsibilities of the multi-disciplinary health care team, and basic knowledge and skills in nursing care, etc
- sports, where students apply scientific principles and techniques to improve their understanding of sports performance, covering areas such as human movement, fitness testing and assessment, exercise science and prescriptions, nutrition, human anatomy and physiology, coaching methods
- environmental science, where students learn about the interactions among physical, chemical, and biological components of the environment, covering areas such as climate change, conservation, biodiversity, use of natural resources, waste management, sustainable development, pollution, heritage protection
- astronomy and space science, where students learn about the observational features of the night sky, the structure,
Curriculum Components Area Specific Examples
formation and development of the universe, covering areas such as the evolution of the sun and other stars, planets, galaxies, motions and gravity, black holes
- psychology, where students learn to apply psychological theories in explaining human mental process and behaviour, covering areas such as research methods in psychology, various approaches and fields of psychology, memory, learning, personality, emotions, intelligence
1.1.2 Future global and local outlook
- Scientific knowledge and inquiry are essential for personal and career development in modern society
- Students learn to:
be aware of the use of science in a wide range of professions and occupations, either explicitly (e.g.
doctors, nurses, laboratory technicians) or implicitly (e.g.
information technology technicians, engineers, chefs, photographers, drivers)
be aware of how scientific development leads to significant changes in our daily life and lifestyle (e.g. mobile technologies, fibre technologies, medical technologies) and the impact of economic, technological and social development on applied science (e.g. how economic development affects the environment and the natural systems; how technological development leads to breakthroughs in sports science; how social development affects the health and lifestyle of humans; and how various interwoven factors affect industries using applied science)
recognise, from global and local developmental trends in the area, the further studies and career
Curriculum Components Area Specific Examples
opportunities available, and make informed decisions regarding future academic studies and occupational goals
1.1.3 Beginners’ skill set to facilitate entry to further studies and/or work
Students will be able to:
- understand the nature of science and the process of scientific inquiry - how scientific ideas are discovered, developed, tested and communicated
- identify how scientific knowledge and skills are applied in a wide range of essential functions in various industries, trades and professions
- demonstrate the application of scientific knowledge and skills in a range of work-related contexts and follow appropriate procedures, taking health and safety issues into account
- be aware of the social, legal and ethical responsibilities related to the application of science, and how science can be used to improve the well-being of humankind and the environment
- understand and explore careers in Applied Science and STEM 5-related fields
1.1.4 Foundation knowledge developed in junior secondary education and Secondary 4
Built upon the foundation acquired in:
- Science Education, for instance, fundamental scientific concepts, experimental and laboratory techniques, as well as skills in using scientific instruments and equipment acquired in Physics, Chemistry and Biology lay the foundation for further studies in environmental science, astronomy and space science, medical science, sports science, health care, psychology, etc - Technology Education, for instance,
concepts introduced in the Health Management and Social Care curriculum (e.g. the health care system, issues of health and illness) and Biology (e.g. genetics and evolution, organisms and environment) provide essential
5 STEM is an acronym that refers collectively to the academic disciplines of Science, Technology, Engineering and Mathematics.
Curriculum Components Area Specific Examples
knowledge for medical science. The Technology and Living curriculum (e.g.
nutrition) can also be applied in the study of sports science and health care
- Physical Education, for instance, body movement, nutrition and diet, and the role and social values of physical activities lay the foundation for the study of sports coaching and management
- Chinese Language/English Language Education, for instance, reading, writing, listening and speaking skills are used to acquire, apply and communicate knowledge
- Mathematics Education, for instance, the use of numbers and algebra, statistics, data handling and analysis are essential in scientific investigations
1.1.5 Possible further study and career pathways
medical science
- post-secondary courses in medicine and surgery, Chinese medicine, dentistry, pharmacy, biotechnology
- career development: doctor, Chinese medicine practitioner, dentist, pharmacist, researcher
health care
- post-secondary courses in nursing, food and nutritional science, physiotherapy, medical laboratory science
- career development: nurse, nutritionist, physiotherapist, laboratory technician, health care assistant
sports
- post-secondary courses in physical education and sports science, sports coaching, recreation management
- career development: physical education teacher, sports coach, fitness instructor, sports administrator
environmental science
- post-secondary courses in earth sciences, environmental protection, ecology and biodiversity
Curriculum Components Area Specific Examples
- career development: urban planner, geologist, environmental consultant, environmental engineer
astronomy and space science
- post-secondary courses in astronomy, applied physics
- career development: professional astronomer, practitioner in museums or weather services
psychology
- post-secondary courses in social sciences, psychology, cognitive science, education
- career development: clinical psychologist, educational psychologist, researcher
1.1.6 Relations with core
subjects and other elective subjects
enhancing and enriching, e.g.
- in-depth studies in astronomy and space science enhance the study of mass and weight, gravitation, force and motion, etc covered in Physics; practical experience in Applied Learning courses in health care enriches the study of Health Management and Social Care
cross-fertilisation, e.g.
- application of concepts such as health and diseases from Biology in the study of medical science consolidates and reinforces the learning of both subjects.
Applied Learning courses also provide work-related learning contexts to serve as a platform for conducting scientific investigations required in Science Education
expanding horizons, e.g.
- students specialising in humanities may broaden their horizons, explore their aptitudes and enhance their all-round development through enrolling in Applied Learning courses in Applied Science consolidating and synergising students’
Curriculum Components Area Specific Examples studies, e.g.
- students undertake an in-depth study into a topic/domain of their own choice, which is not limited to the area or any area(s) of Applied Learning, where they have the opportunities to draw upon and integrate the knowledge and skills acquired and developed in their prior learning
1.1.7 Relations with other areas of studies/courses of Applied Learning
Applied Learning courses in Applied Science can be enriched by the knowledge and skills from other areas, and vice versa. For instance,
- Engineering and Production - scientific knowledge can be applied to the development of new technologies in the engineering industry and production of goods and services; whereas innovations in machines, equipment and products benefit scientific investigations
- Business, Management and Law - various business organisations and industries use science in research and development; whereas the concepts of finance, accounting and management are necessary in running businesses related to the applications of science, e.g. clinics, sports clubs
- Creative Studies - concepts in environmental science can be applied in the design of products and art works;
creativity and openness to new ideas cultivated in design and performing arts are essential attributes in the process of scientific inquiry
1.2 Understanding and interpreting workplace requirements through practising the basic skills in an authentic or near authentic environment
1.2.1 Practice learning within at least one representative domain related to the course
Students are given hands-on experiences in an authentic or near authentic environment to explore at least one activity, product or service in depth. For example,
- in the study of health care, after acquiring a general understanding of the health care system and health issues, students may choose to further investigate nursing care for the elderly or persons with
Curriculum Components Area Specific Examples physical disabilities
- in the study of sports, after acquiring a general understanding of the various components of the sports industry (such as sports science, sports coaching, sports management), students may choose to explore fitness training, or basketball coaching, etc
- in the study of environmental science, after acquiring an overview of various environmental issues, students may explore managing and remedying air or water pollution, or focus on the human dimension of global environmental change, etc
1.2.2 Experiencing workplace requirements through practice
Students should be able to:
- discuss the roles, requirements and academic/professional qualifications of practitioners in an occupational area (e.g. sports nutritionist vs clinical
nutritionist; educational psychologist vs clinical psychologist), and identify the types of scientific activity that are carried out by them (e.g. sports coaching
requires knowledge of sports
psychology, sports science and coach ethics, etc before formulating a training plan for athletes). Students should also be able to identify the career progression ladder in the related field (e.g. sports coaches can acquire coaching accreditations at the local and international level)
- develop the awareness and scientific understanding of safety precautions and procedures in various work contexts (e.g.
measures to prevent sports injuries, and the safe and proper use of medicine and medical equipment)
1.2.3 Acquiring the knowledge and skills essential to enable further learning within the area
Students should be able to:
- acquire knowledge and skills in scientific inquiry (including making observations, forming hypotheses, making predictions, gathering information, interpreting and analysing empirical data, drawing conclusions, modifying or refuting
Curriculum Components Area Specific Examples
scientific theories, and identifying unresolved questions). They should also understand how scientific inquiry can solve practical problems related to a specific occupational context
- work on portfolios/projects on a chosen domain related to the course, and apply the processes of scientific inquiry, for instance,
in devising a training plan for athletes, factors such as fitness levels, trainee psychology, nutrition have to be identified, followed by the modification of the training programme. Testing then involves collecting empirical evidence on the factors contributing to the trainees’
success or lack of it
in environmental science, students can work on a project to gather water samples, calculate and analyse data related to water pollutants, identify types and sources of water contamination and draw conclusions 1.2.4 Transferring learning to
unfamiliar situations within related domains
Students should be able to:
- inquire, explore and scientifically explain natural and technological phenomena in their daily lives, and transfer such knowledge to unfamiliar situations (e.g.
explain the causes and treatment of an illness, using knowledge acquired in nursing care and medical science, and transfer such knowledge to the choice of personal health care services and products)
- transfer researching, critical thinking and reflection skills acquired in scientific investigations (e.g. the skills of investigating water pollution can be applied to air pollution and solid waste)
Curriculum Components Area Specific Examples
1.3 Developing and applying conceptual, practical and reflective skills to demonstrate entrepreneurship and innovation
Through elective studies, case studies, project, etc, some students, with the support of tutors, may be able to demonstrate their learning beyond the level of information, knowledge and skill development to the level of conceptualising and meta-understanding, by drawing upon and integrating their learning across the curriculum and applying it to solve daily problems.
For example, students can apply the knowledge and skills of scientific enquiry to organising extra-curricular activities in school. In the process, students:
identify the interests of their schoolmates (e.g. through observation and/or the collection of data through surveys)
identify the types of activities to be organised
design the activity in accordance with the needs of the participants
identify the constraints in time and resources, explore possible strategies for the implementation of the activity and managing risks, etc and learn to work with others collaboratively
understand the different complementary roles played by team members, and respect the opinions and values of others
1.3.1 Transferring learning to new environments
Students should be able to:
- transfer the skills of scientific enquiry, including researching, planning, analysis and evaluation to new environments (e.g. from investigations of various sources of environmental pollution to the factors affecting health and sports performance)
- explore new concepts in a particular occupational area (e.g. in environmental science, students explore new ways to conserve limited resources and build a more productive and ecologically sustainable environment)
1.3.2 Demonstrating the understanding of key issues in a chosen domain, including cultural aspects
Students should be able to:
- identify and describe current issues and trends in the various disciplines of Applied Science and how advances in science and technology have affected them
- discuss how the issues of cultural difference are reflected in different interpretations of the same fact, for instance,
Curriculum Components Area Specific Examples
students should recognise differences in the culture, philosophy and application of Western and Chinese medicine in diagnosing and curing the same illness
students should understand how cultural and individual differences relate to wellness and quality of life, and how these differences are reflected in society
- demonstrate key scientific knowledge and concepts in a specific domain to make sense of the world, for instance,
use medical science to explain the spread of diseases
use environmental science to explain climate change
1.3.3 Discussing the global and local environment in that particular domain
Students should be able to:
- articulate how personal beliefs, cultural tradition, technological advances, and current social, economic and political contexts influence the development of industries applying science (e.g. in health care, students learn the various factors affecting health care services in a society, including lifestyles, government policies, economics)
- appreciate and evaluate the social, economic and environmental impact that science has on society
1.3.4 Suggesting and illustrating opportunities for learning, development, etc related to the course
For example, students can be encouraged to:
- explore further study opportunities available and build up a career portfolio in a specific cluster in the area of Applied Science
- identify personal traits required for further studies and employment in related clusters, and identify the weaknesses they need to address
- explore the aptitudes and abilities needed in up to three selected career clusters and up to three pathways within these clusters, and identify a personal roadmap to these careers
- understand the ever-changing requirements of the workplace, the
Curriculum Components Area Specific Examples
development trends of the field and the relationship of lifelong learning to career development
Integration of foundation skills, thinking skills, people skills, and values and attitudes through application in the career competencies related to Applied Science
Curriculum Components Area Specific Examples (Optional) 2. Foundation Skills
2.1 Communication skills (including languages), such as understanding, developing and communicating ideas and information and interacting with others
- Demonstrate the use of appropriate language, including spoken, written, diagrammatic and symbolic forms, in communicating and understanding scientific concepts
- Present ideas and information to different audiences for a range of purposes (e.g. preparation of laboratory reports and presentation of experimental findings to classmates) - Master the technical language and
jargon commonly used in the profession to support effective communication and interaction (e.g.
use of medical terminology in the study of Chinese Medicine)
2.2 Mathematical skills, such as integrating and applying numerical and spatial concepts and techniques
- Recognise the importance of accurate calculations in scientific investigations - Calculate mathematical problems and
measurements with an appropriate degree of accuracy (e.g. calculation of the cost and nutritional value of a meal in the study of nutrition; measurement and conversion of common weights, temperatures, time, etc. in the study of health care)
- Use statistics, diagrams, charts to present findings (e.g. analyse statistics on disease and death in the study of medical science, report research data on sports performance)
- Interpret and analyse data in terms of scientific principles and concepts
Curriculum Components Area Specific Examples (Optional) 2.3 Information technology
skills, such as using and adapting technologies
- Develop awareness of the use and importance of information technology in scientific work (e.g. the use of computers and specialised equipment in fitness testing and designing sports training programmes)
- Make use of information technology for searching information/data from various sources, as well as presenting ideas
3. Thinking Skills 3.1 Problem-solving and
decision-making skills, such as identifying problems and providing appropriate solutions, taking into consideration social,
economic and technological developments
- Apply scientific ideas and techniques in planning, conducting and evaluating investigative work to solve problems in a work-related context
- Distinguish between scientific facts and opinion, and make informed and responsible decisions, taking into consideration health, safety and ethical issues
- Develop a global perspective on future social, economic and technological changes
3.2 Analytical skills, such as recognising when and what information is needed,
locating and obtaining it from a range of sources and evaluating, using and sharing it with others
- Describe, explain, interpret and evaluate quantitative and qualitative data in scientific work
- Select, organise, and clearly and logically present information from primary or secondary sources, and share the information with others
- Cultivate an inquisitive, reflective and critical mind, openly evaluate different viewpoints, arguments and values on scientific issues, and use scientific theories and logic to support arguments
3.3 Creative thinking skills, such as visualising
consequences, thinking laterally, recognising
opportunities and potential, testing multiple options, and engaging with the artistic, cultural and intellectual work of others
- Apply scientific knowledge innovatively to solve problems, and suggest creative approaches to test the proposed solutions
- Be imaginative, curious and creative in the process of scientific investigation