The thirteen OLOs describe the outcomes that all students need to attain across all learning areas. The outcomes of all learning areas contribute to the achievement of the OLOs. All the OLOs are literacy related. For example, students may: • In Outcome 1, write a set of directions for using a machine.
• In Outcome 7, pose questions about the habitat of an animal.
• In Outcome 12, cooperate in small groups to make a construction from small blocks
THE ARTS
The four outcomes in the
Arts learning area are interrelated and inter-connected.
The outcomes can be achieved through the arts forms of dance, drama, media, music and visual arts, and combinations of these forms. All outcomes are literacy related. For example, students may:
• In Arts Ideas, create a song or improvise a play about playground experiences.
• In Arts Skills and
Processes, use specific arts form skills and techniques to create and recreate a song, play, cartoon strip, painting, dance etc.
• In Arts Responses, use a journal or visual diary to explore and analyse their observations in relation to their arts works and the arts works of others.
ENGLISH
The nine outcomes in the
English learning area are inter-related. The first four outcomes relate to understandings and skills.
The last five are specific to the language modes of listening, speaking, viewing, reading and writing.
All outcomes are literacy related. For example, students may:
• In Understanding Language, discuss the ways that people with certain attitudes might interpret a television program.
• In Attitudes, Values & Beliefs, show how the use of passive voice in a news report avoids attributing responsibility for an action.
• In Viewing, analyse the use of colour and symbolism in a magazine article.
HEALTH AND PHYSICAL EDUCATION
The five outcomes in the H&PE learning area are inter-related.
They describe the essential knowledge, attitudes and values and skills in an integrated manner. All these outcomes are literacy related and require communication skills such as conflict resolution, cooperation, collaboration and assertiveness to achieve the development of healthy, active lifestyles for students.
For example, students may:
• In Interpersonal Skills, cooperatively plan and implement an overnight bush walk that caters for all students in the group.
• In Self-management Skills, plan and set short and long-term goals to maintain and enhance their personal health and physical activity.
• In Skills for Physical
Activity, plan strategically to determine factors such as the best route, mode of transport and necessary safety equipment when on an expedition.
LANGUAGES OTHER THAN ENGLISH
The LOTE learning area has six learning outcomes which are both inter-related and support literacy learning. The first three outcomes describe the different ways in which students will use the target language. The other three describe knowledge and skill areas that will be demonstrated through the first three.
For example, students may:
• In Cultural
Understandings, record information about target language speaking communities from reading or viewing authentic text.
• In Writing, write a postcard in the target language.
• In Viewing, Reading and Responding, plan a holiday from a travel brochure in the target language.
MATHEMATICS
The nineteen outcomes in the Mathematics learning area are divided into seven clusters.
Judgments can be made about the success of student learning in each of these clusters.
All outcomes are literacy related in that students should learn to read, write and speak Mathematics in a variety of contexts and forms. For example, students may: • In Appreciating Mathematics / Chance & Data, sketch a graph to help understand a paragraph in a textbook that describes a relationship between unemployment and immigration.
• In Working Mathematically/ Number/ Chance & Data, given a problem of six hungry children and only three apples, they respond to a suggestion that the children draw ‘lots’ for the apples by querying whether having an equal chance of getting an apple makes this a ‘fair’ or ‘good’ solution and ask, ‘Is there a better way?’
• In Space/ Measurement, explain why some shapes are not widely used as floor tiles, why milk cartons are the shape they are, why some shapes are suitable for building purposes and others not
RELIGIOUS EDUCATION
The Religious Education learning area develops students’ knowledge, skills, understandings and values as they:
• learn the teachings of the Gospel
• develop ‘a sense of the nature of Christianity’
• understand ‘how Christians are trying to live their lives’.
Religious Dimension of Education in a Catholic School #67
All outcomes in the Religious Education learning area are literacy related.
For example, students may:
• keep a diary of what their experiences reveal about God
• develop tables or lists of ways in which society would be different if people turned to Jesus as Saviour
• perform a play exploring a particular scripture story
• write prayers of praise, thanks, petition, sorrow
SCIENCE
The nine outcomes in the Science learning area are divided into two parts – Working Scientifically and Understanding Concepts. All the Science learning area outcomes are literacy related and can be achieved in either an integrated way or traditionally. For example, students may:
• In Earth & Beyond, describe water consumption in their community.
• In Science in Society, give examples of how Science is used in different workplaces.
• In Communicating Scientifically, debate the arguments for and against establishing an abalone or crocodile farm, or write a story about a snail or lizard, conveying what a snail or lizard is like from a science point of view, rather than what it feels like to be a snail or lizard.
SOCIETY AND
ENVIRONMENT
The Society & Environment learning outcomes are interrelated in that understandings and values are developed through enquiry learning that results in students demonstrating behaviours and practices of active citizenship.
All outcomes are literacy related.
For example, students
may:
• In Investigation,
Communication and
Participation, the study of an environmental issue might result in an official report, a press release, journal article or a talk.
• In Active Citizenship, participate in community service and volunteer activities by writing letters, lobbying and representing interests.
• In Culture, identify changing roles within families and kinship groups and analyse the effects of information technology on a particular cultural group.
TECHNOLOGY AND ENTERPRISE
The Technology Process outcome is fundamental and integral to the achievement of all seven Technology & Enterprise outcomes.
All outcomes are literacy related as students apply knowledge, skills, experience and resources in the development of solutions to problem.
For example, students may:
• In Technology Process, identify a need, design and implement modifications to the classroom environment to reduce the effect of heat from the afternoon sun.
• In Information, survey residents then design and present to the local council
a proposal, with plans, for upgrading a public recreation area.
• In Systems, describe the basic parts of systems, their functions and the relationships between their components
