Generic Outcomes
'Generic' Outcome examples
`Generic Skills'
Mapping `generic skills' in K-6 syllabus outcomes

• investigate what 'generic' outcomes might look like, and
• gain feedback from practising teachers on the usefulness of these in planning learning experiences and assessing student progress.

This section commences with a set of draft 'generic' outcomes developed in 1998. A group of teachers has provided valuable feedback on these outcomes. Though useful as statements on the broad intentions to be found in primary syllabuses, the 'generic' outcomes were considered to be not particularly helpful in planning units and assessing progress.

As a result of the feedback from these teachers a framework of 'generic skills' was developed. This framework of 'generic skills' follows the section on 'generic' outcomes. The framework, which has been taken up by some schools in 1999 as part of some specific Linkages school-based projects, is still in development. Feedback from the schools that are using the framework will be used to add to, delete or modify aspects of the framework over the next twelve months. If you would like to comment on this component of the Linkages project, email the Linkages project on: ziems@boardofstudies.nsw.edu.au

Generic Outcomes

The following 'generic' outcomes and indicators were developed as examples only. They describe some of the broad intentions of the primary curriculum that can be identified following the linking of related outcomes from K-6 syllabus documents by a group of primary teachers.
These 'generic' outcomes have been drafted in accordance with Recommendation 8 of the Eltis Review, which states: that the Board of Studies ... investigate the possibility of developing a small number of generic outcomes across the primary curriculum, which would encompass all key learning areas' (p89)
They should not be seen as being equivalent to syllabus outcomes or indeed, a replacement for syllabus outcomes. As a set of K-6 outcomes, they illustrate in very broad terms how the key learning area syllabuses collectively contribute to students' learning.
The Board syllabus documents that were mapped in 1998 to arrive at these examples were: Mathematics K-6 Outcomes and Indicators (1998); English K-6 Syllabus (1998); Human Society and Its Environment K-6 Draft Syllabus (1998); Science and Technology K-6 Syllabus (1991); Personal Development, Health and Physical Education K-6 Draft Syllabus (1992); and the Creative Arts K-6 Draft Syllabus (1998).

'Generic' Outcome examples

LOCATES, SELECTS AND EVALUATES INFORMATION FROM A VARIETY OF SOURCES

• establishes a purpose for gathering information
• locates and organises information
• critically evaluates information, resources and information-gathering processes

• recognises purpose, context and audience
• selects appropriate form and style
• expresses meaning clearly, concisely and coherently
• revises and modifies
• responds to audience

• explores, discovers, predicts, identifies, clarifies, compares, classifies, questions, applies, adapts, interprets, analyses, synthesises, reflects, evaluates and innovates in order to solve problems

• analyses the task
• selects appropriate resources
• utilises a range of technologies
• evaluates the technology

• understands and respects the rights, responsibilities and diversity of themselves and others
• develops an awareness of personal, local, national and global needs

• critiques, appreciates and offers subjective responses
• justifies own ideas and opinions
• reflects on own performance

• sets goals
• establishes priorities
• implements plans

• explores creative artforms
• appreciates aesthetic qualities
• experiments with ideas and feelings
• responds emotionally

`Generic Skills'

The following framework of `generic skills' has been developed as an example only. As with the draft generic outcomes listed above, these `generic skills' have been derived from Board syllabus documents.
The Board syllabus documents that were mapped in 1999 to develop this framework were: Mathematics K-6 Outcomes and Indicators (1998); English K-6 Syllabus (1998); Human Society and Its Environment K-6 Syllabus (1998); Science and Technology K-6 Syllabus (1991); Personal Development, Health and Physical Education K-6 Syllabus (1999); and the Creative Arts K-6 Draft Syllabus (1998).
Current research has identified the notion of certain skills being both transferable and necessary to promote effective learning. The `generic skills' can broadly be described as Research, Communication, Solving Problems, Using Technology, Critical Thinking, Expression, Task Management, Cooperation and Citizenship. These skills are evident within each key learning area but they are not subject specific. Students use particular skills when working with the content of each key learning area.

Mapping `generic skills' in K-6 syllabus outcomes

This chart (in Acrobat PDF format)
is an attempt to identify where these `generic skills' are used and could be further developed by students while working on content in each of the key learning areas. This chart has used the draft Creative Arts K-6 and the draft revised Science and Technology K-6 Outcomes and Indicators documents. When these two documents have been finalised this chart will be amended.

Mapping Verbs in K-6 Syllabus Outcomes

Syllabus outcomes are derived from the content. They describe what students will know and be able to do. In addition to the other grammatical features in outcome statements, verbs and verb groups provide an indication of how achievement is to be demonstrated by a student.

Mapping Verbs in K-6 Syllabus Outcomes (in Acrobat PDF format)
Teachers may find the following table useful when selecting assessment strategies in and across the key learning areas. The table has been developed after mapping of the stage outcomes in the following syllabus documents: English K-6 Syllabus (1998), Mathematics K-6 Outcomes and Indicators (1998), Human Society and Its Environment K-6 Syllabus (1998), Personal Development, Health and Physical Education K-6 Syllabus (1999), Science and Technology K-6 Outcomes and Indicators (2000) and Creative Arts K-6 Syllabus (2000).

If you would like to comment on this component of the Linkages project, email the Linkages project at: ziems@boardofstudies.nsw.edu.au