Outcomes are statements of what students are expected to know 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.

Critical characteristics of an outcome include the following:

• focus on what students will learn rather than what teachers will teach;
• specify the skills and abilities, understandings, knowledge and/or attitudes students are expected to demonstrate;
• are observable, assessable and attainable;
• are written using action-based verbs and clear professional language (educational and subject-related);
• are developed to be achieved in context so that learning is purposeful and interconnected;
• are grade and subject specific;
• are supported by indicators which provide the breadth and depth of expectations; and,
• have a developmental flow and connection to other grades where applicable.

Indicators are representative of what students need to know and/or be able to do in order to achieve an outcome. When teachers are planning for instruction, they 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 their own indicators that are responsive of students' interests, lives and prior learning. These teacher-developed indicators must maintain the intent of the outcome.

Within the outcomes and indicators in this curriculum the terms "including", "such as" and "e.g.," commonly occur. Each term serves a specific purpose:

• The term "including" prescribes content, contexts or strategies that students must experience in their learning, without excluding other possibilities. For example, an indicator might say that students should evaluate the relevance, reliability and adequacy of data collection methods, including identifying and explaining sources of error and uncertainty in measurements. This means that, although other methods can be considered, it is mandatory to identify and explain sources of error and uncertainty.
• The term "such as" provides examples of possible broad categories of content, contexts or strategies that teachers or students may choose, without excluding other possibilities. For example, an indicator might include the phrase "such as transportation, sport science or space science" as examples of different motion-related fields. This statement provides teachers and students with possible fields to consider, while not excluding other fields.
• Finally, the term "e.g.," offers specific examples of what a term, concept or strategy might look like. For example, an indicator might include the phrase "e.g., methane, propane, butane, octane, methanol, ethanol and glucose" to refer to the names of common molecular and organic compounds.