What are outcomes?
Throughout your studies of English and your other subjects you will notice that when you are given your assignments and assessment tasks you will also receive a list of outcomes. Many students pay little attention to these and that is sometimes understandable, but if you take the time to consider what these outcomes mean they can be a great help to your own learning.
Quite often when we consider achieving at school we think about achievement through a system of marking such as A, B, C, D, E. These marks are based upon your rank in relation to the other students in your class and State. This does not always demonstrate how well you, as a student, are learning and therefore achieving.
The outcomes in the English syllabus are designed so that you, your parents and your teacher can track what you are learning as opposed to how you achieve the outcomes compared to other students. The idea is that if you are learning then this is a good thing and that individual students learn at different rates. The outcomes are parameters (guidelines) through which you can see what you are learning about and what you are learning to do. Even better is if you can see what you are learning, where you have improved and what you would like to improve.
You have already achieved all of the outcomes in the English syllabus to some degree. As you practise and explore these outcomes through responding to set texts and composing your own work you will continue to develop your understanding and proficiency (how well you do) with the outcomes. Consider, for example, work that you did three years ago. Can you remember any of it? Do you think you have improved much?
Still confused? Consider the following examples.
This idea is similar to sport or playing a musical instrument. How much better are you at playing your musical instrument? Are you doing anything different or have you just improved that same skill? How do you measure your improvement? Perhaps you have a better tone or a better sense of rhythm.
The same goes for sport. Are you a better bowler than you were three years ago? You are essentially doing the same thing but have improved your skills. Maybe you are more accurate, maybe you can bowl faster, perhaps you can move the ball or perhaps you have a better temperament.
Consider the following table that constitutes outcomes for cricket. The outcomes are the ideal, the objective is the general.
|
Objectives |
Level 1 Outcomes |
Level 2 Outcomes |
|
Through practising and playing cricket, a player will develop skills (generally) in order to: |
A player (ideally): |
A player: |
|
Bowl |
1 Uses a straight arm to deliver the ball |
1 Uses a straight arm to deliver the ball |
|
2 Can vary pace in order to deceive a batsman |
2 Can vary pace and swing or spin the ball to deceive batsmen | |
|
3 Bowls accurately at the stumps |
3 Bowls increasingly accurately, varying line and length in order to deceive batsmen | |
|
Bat |
4 Makes decisions about defensive and attacking shots |
4 Makes quality and sustained decisions about using defensive and attacking shots |
|
5 Can use a straight bat as well as a horizontal back |
5 Uses a wide variety of straight and horizontal bat shots | |
|
6 Moves their feet appropriately for shot choice |
6 Moves their feet quickly and effectively for shot choice. | |
|
Field |
7 Watches the ball closely most of the time |
7 Watches and predicts the direction of the ball |
|
8 Walks in as the bowler runs in |
8 Makes quick decisions in relation to their position in the field | |
|
9 Catches the ball with technical ability |
9 Catches the ball technically as well as spontaneously | |
|
10 Throws the ball with accuracy and distance |
10 Throws the ball accurately, with distance and on the run |
Notice, in particular, that much like English, the Level 1 outcomes are similar to the Level 2 outcomes. They change only in complexity and mastery.
