Outcomes define what students are expected to know, understand and be able to do by the end of a grade or secondary level course in a particular area of study. Therefore, all outcomes are required. The outcomes provide direction for assessment and evaluation, and for program, unit and lesson planning.

Outcomes:

• focus on what students will learn rather than what teachers will teach;
• specify the skills, abilities, knowledge and/or attitudes students are expected to demonstrate;
• are observable, assessable and attainable; and
• are supported by indicators which provide the breadth and depth of expectations.

Indicators are representative of what students need to know and/or be able to do in order to achieve an outcome. When planning for instruction, teachers must comprehend the set of indicators to understand fully the breadth and the depth of learning related to a particular outcome. Based on this understanding of the outcome, teachers may develop indicators that are responsive to students' needs, interests and prior learning. Teacher-developed indicators must maintain the intent of the outcome.

The set of indicators for an outcome:

• provides the intent (breadth and depth) of the outcome;
• tells the story, or creates a picture, of the outcome;
• defines the level and types of knowledge required; and
• is not a checklist or prioritized list of instructional activities or assessment items.

Other Terms

Within curricula, the terms "including", "such as" and "e.g.," serve specific purposes:

• Including prescribes content, contexts or strategies that students must experience in their learning, without excluding other possibilities.
• Such as provides examples of possible broad categories of content, contexts or strategies that teachers or students may choose, without excluding other possibilities.
• E.g. offers specific examples of what a term, concept or strategy might look like.