Writing an excellent outcome Essay Example for Free

Writing an pure outcome EssayAlways remember that the experiences and outcomes should draw an impact on classroom practice and learning. The outcomes should non be written in the form of assessment criteria, nor should they constrain learning. Every outcome should therefore be tested against the pursuit criteria 1. It should express learning that is clear to the teacher, and where possible the young person. This will promote the practical application of formative assessment strategies. 2.It should indicate the purpose of the outcome and/or direct the selection of learning activities for totally children and young people. 3. It should allow evaluation of the outcome. In other words, it should be clear from the outcome what evidence susceptibility be observed to demonstrate progress by the child or young person. Also take hold in mind that there is no intention to produce an elaborated curriculum. Outcomes should therefore offer and congest opportunities for enrichment an d development for those young people with additional support needs who may not progress beyond the first take aims.As you complete blocks of work a further test is to consider the extent to which you have prioritised and simplified existing guidance and to ask yourself if any changes argon robust and justifiable. As a superior general rule outcomes should begin with the I can stem. Experiences describe purposeful and worthwhile tasks, activities or events that contribute to motivation, in-person development and learning. As a general rule they should be signalled using the I have stem. The following additional general parameters will help you get started. Simplification and prioritisation should result in time and plaza being made to operate the seven principles of curriculum design. For example, teachers should have time for greater depth of study, to kick off topics or ideas in a relevant context or to respond to local events or draw and to ensure progression. Assume your o utcomes can be taught within the time allocations typically applied in schools at present. Some outcomes should ask young people to draw together, consolidate and synthesise their earlier learning in some way e. g.by summarising, generalising or applying earlier learning. You should aim to embed cross-curricular aspects, including skills, within the outcomes. To help you a cross curricular skills set is being identified. The Core Skills of Communication, Numeric, Information Technology, Problem Solving and Working with Others are part of the National Qualifications framework. In due course the two sets will be assimilated. Skills will be embedded in the outcomes using the skills reference set. Progression within and between levels will be indicated with the chosen content or context.During the next stage you will be refining the outcomes and experiences in set out of feedback and these will be built up into a database. This is under development, and may include the following palm Curriculum area and level, Outcomes, Links with the 4 capacities, Links with cross-cutting themes, Links with other curriculum areas and Links with the skills set. at that place will be important work to ensure that cross-curricular aspects including skills development are being addressed in a consistent and coherent way across the entire curriculum.The quality assurance process cheer remember that until final versions of the guidelines are prepared, all work is works in progress and therefore causa to scrutiny and change. While work is in preparation for engagement it should be treated with an appropriate level of confidentiality. Opportunities will be found to bring all writers together from time to time to compare notes on progress to allow debate and challenge and to ensure everyone feels supported as part of a large team.