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Youth literacy development through applied learning and the national curriculum

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posted on 2011-01-01, 00:00 authored by Damian BlakeDamian Blake, B Bowling
The introduction of a national curriculum into Australian schools coincides with an increasing body of research emphasising the importance of completing Year 12 or its equivalent if young people are to achieve successful transitions beyond school. This research is reflected in Australian government policy targets to achieve secondary school completion rates to at least 90% by 2015. State governments across the country have also embraced these targets, with some states already achieving above this level thanks to innovative curriculum and pedagogical initiatives that are more attuned to applied ways of learning.

In this chapter we examine the challenges faced by school leaders and teachers as they re-conceptualise approaches to youth literacy development through applied learning pedagogy. We begin by exploring definitions and applications of applied learning and examining the relatively recent growth of applied learning in secondary schools. We discuss the impetus for using applied learning approaches to literacy development and consider the challenges manifest in the day-to-day professional practices of secondary school teachers who use applied learning to engage young people who may otherwise leave school early. We conclude by exploring tensions emerging from the use of applied learning approaches to youth literacy development in Australia and the new demands created by a national curriculum.

History

Title of book

Creating an Australian curriculum for English : national agendas, local contexts

Chapter number

10

Pagination

139 - 154

Publisher

Phoenix Education

Place of publication

Putney, N.S.W.

ISBN-13

9781921586538

ISBN-10

1921586532

Language

eng

Publication classification

B1.1 Book chapter

Copyright notice

2011, Phoenix Education

Extent

16

Editor/Contributor(s)

B Doecke, G Parr, W Sawyer

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