Outcome-based education (OBE) is a paradigm that is currently very influential in Australian educational institutions. We see it, for example, in curriculum frameworks both in schools and in terms of competencies in TAFE environments. In scope, outcome statements typically fall in scope between goals and learning objectives, although in some cases they may seem very similar. It can be said that an outcome statement can be addressed through several different units of work, whereas a learning objective is typically associated with one unit of work. However, in language education, where repetition and recycling of language is so important, learning objectives may also occur in multiple units of work. So for present purposes, we will just consider them as much the same.
1. In designing your programme template, include spaces (e.g. columns) for the following: unit name, unit type, unit duration, unit intended learning objectives, unit content, main learning activities and resources required (such as textbooks or technology), curriculum links, formative and summative assessments.
2. Make sure your intended learning objectives relate directly to the assessments. In other words, make sure your assessments assess the students’ achievement of the intended learning objectives.
. /gedmd/cs/eslcsskill.pdf” target=”_blank” data-saferedirecturl=”https://www.google.com/url?q=https://www.dllr.state.md.us/gedmd/cs/eslcsskill.pdf&source=gmail&ust=1623443073247000&usg=AFQjCNHVQfeeRMwsid6_Rm7t2B2aqlhmQQ” rel=”noopener”>https://www.dllr.state.md.
2. English sample stage 2 scope and sequence by the NSW Education Standards Authority. More samples available on their website: http://syllabus.nesa.
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