Students and teachers do not learn and teach in a vacuum - they learn and teach something! There is no trade-off to be made between learning knowledge and applying processes of learning, metacognition and the like because both are fundamental. However, particular pedagogies may be more appropriate than others for particular types of knowledge and competence areas. Hence, the report also explores questions about pedagogies for particular subjects or competence sets. Questions about what is worth learning and how best to teach it often lies at the heart of approaches termed “innovative”. Innovative approaches are inherently nested to content and may even be based on new content such as robotics, dance, design, or computation.