Learning outcomes: Some guidelines
Learning outcomes are brief, clear, specific statements of the knowledge, understanding and
skills, values and attitudes which it is expected students will be able to demonstrate as a
result of their learning. Learning outcomes should:
 convey a picture
Learning outcomes are written as short concise statements. Learning outcomes
should focus on the student. As you read through the learning outcomes you should
see a picture developing of a classroom and what students are doing. The learning
outcomes describe the kinds of activities that students are involved in, e.g.
discussing, describing, designing, presenting, creating.

provide the basis for a learning contract
The learning outcome is expressed in a manner in which it can be used to form the
basis of a ‘learning contract’ between the teacher and the students.

have a power beyond themselves
They influence not only what gets taught but how it is taught and how it is assessed.
Ask yourself the ‘So what’ question: Why does this learning outcome matter for
students in this short course?

represent the ‘right mix’
The aim is to write learning outcomes that will incorporate

different domains of learning (see Appendix 1)

lower- and higher-order thinking skills: a mix of learning outcomes is vital to
allow all students to achieve their potential (see Appendix 1).

help identify what should be assessed in the short course
What might be the kinds of evidence that students will be asked to gather and
present as evidence of their learning?

reflect the appropriate level indicators of the National Framework of
Qualifications ( see Appendix 2).
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Remember LESS is MORE

Keep learning outcomes short ( Giving examples or using ‘such as’ is not a good
idea!).

Don’t have too many learning outcomes – a maximum of four learning outcomes
per topic in the strand.

Ask yourself if the learning outcome is really needed? It may not need to be
explicitly stated.

Everything the students will do and learn does not have to be stated as a learning
outcome.
For example, consider this learning outcome in a CSPE short course:
The student should be able to assemble a basic needs basket representing the needs of an
average family unit.
In order to do this, the student will need to understand the difference between needs and
rights. They will have to appreciate that needs do not mean the same thing to everybody.
Three separate learning outcomes are not needed however. One well-composed outcome
serves the same purpose.
Avoid vague, general statements

Avoid verbs that are difficult to quantify such as know, study, learn, show an
understanding of.

Avoid lower-order learning outcomes such as recall, recite, list.
Learning outcomes can be

content-based (analyse an historical event)

product-based (design a media campaign for…)

process-based (conduct an experiment, conduct a role-play).
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The key skills of junior cycle
The key skills of junior cycle must be embedded in the short course learning outcomes.

Be familiar with the key skills overview

Check out the junior cycle key skills overview at www.juniorcycle.ie.

Read through the overview and highlight the learning outcomes that are
immediately relevant to your short course. You may not incorporate all of them but
they will be a useful reference point when you are devising your learning outcomes.

Make the key skills learning outcomes your own and adapt them to the particular
learning context of the short course that you are developing. The following table
includes some examples of how this can be done.
Key skill: Managing myself
SPHE short course
Element: Making considered decisions
Sample learning outcome: Students will be able
Learning outcome: I can understand the importance of
thinking through my decisions
to work collaboratively to design a tip sheet for
teenagers about good decision-making .
Key skill: Working with others
Element: Co-operating
Learning outcome: I can be flexible and willing to make
compromises to achieve a common goal
Key skill: Staying well
Digital media short course
Element: Being confident
Learning outcome: I can communicate my opinions and
Sample learning outcome: Students will be able
beliefs with confidence in a variety of ways
to debate the motion that ‘the threats posed
by the internet far outweigh the benefits for
young people’.
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Why not carry out an audit of the learning outcomes you have
included in the short course?
1. Circle the verb in each learning outcome.
2. Check to see if you have tended towards using the same verb or types of verbs.
3. Check that you have a balance between different domains of learning and higherand lower-order thinking (see Appendix 1).
4. Check that the learning outcomes are in line with the Level 3 indicators on the
National Framework of Qualifications (see Appendix 2).
Examples of using verbs in learning outcomes drawn from
different learning domains
Students should be able to

describe the aesthetic qualities of various movements within dance performances or
gymnastic sequences

apply feedback to refine their own performance and that of their group

assist another group in refining their performance.
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Appendix 1
Domains of learning and learning outcomes
Cognitive
Involving knowledge and the development of intellectual skills
Domain
Types of
Outcome
Lower Order
Remembering
Verbs
Define, describe,
duplicate, identify,
label, list, memorize,
name, quote, recall,
recite, recognise,
repeat, reproduce,
state
Classify, compare,
describe, discuss,
distinguish, explain,
Understanding identify, interpret,
locate, recognize,
report, select,
translate, paraphrase
Applying
Apply, calculate,
change, choose,
Examples
Students should be able to…
- list the main features of public companies
- describe the impact of the industrial revolution their locality
- use the correct terminology in discussing the performance of a gymnastics
sequence
- explain the causes of the outbreak of WW1
- summarise an article, speech or book in their own words.
- discuss the connection between structure of the landscape and function of
ecosystems within that landscape.
- interpret the outcome of a given set of circumstances based on previously
observed experimental data
- write a short summary of events portrayed in a documentary programme
- calculate the solution to a problem using a maths formula
- apply theoretical principles of advertising in a case study example.
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Cognitive
Involving knowledge and the development of intellectual skills
classify, construct,
- construct a model of a water pump to demonstrate how it works
discover, distinguish,
- apply concepts learned in class to implement a recycling program.
establish, experiment,
demonstrate,
illustrate, interpret,
produce, solve, use,
write.
Analysing
Evaluating
Analyse, appraise,
categorise, compare,
contrast, criticize,
differentiate,
discriminate,
distinguish, examine,
explain infer,
question, separate,
test.
Argue, appraise,
criticise, evaluate
justify, defend,
generalise, judge,
reorganise, select,
support, validate,
value,
-
explain why an understanding of weathering is important
explain how the choices they make in their own lives change the environment.
differentiate between the terms metamorphic and igneous
place important events in the order in which they happened.
- compose a poem to a given set of guidelines
- create a hypothesis that explain observed phenomena
- draw conclusions based on their knowledge of how a system works.
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Cognitive
Higher Order
Creating
Involving knowledge and the development of intellectual skills
Assemble, appraise,
- appraise a poem using accepted criteria
combine, compose,
- apply concepts learned in class to judge which of two methods is better
construct, conclude,
- design an album cover for their favourite group
create, develop,
- defend arguments in favour of or against social justice for refugees
design, explain,
formulate, grade,
modify, review, write.
Affective
Includes the manner in which we deal with things emotionally,
such as feelings, values, appreciation, enthusiasm, motivations and attitudes.
Domain
Lower Order
Types of
Outcome
Receiving
Responding
Verbs
Examples
Students should be able to…
Ask, listen, locate,
name, give, select
- listen to others with respect
- ask pertinent questions
- recognise the physical and emotional changes that take place at puberty and how
to manage these changes in a positive way
- participate in class discussion
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Affective
Includes the manner in which we deal with things emotionally,
such as feelings, values, appreciation, enthusiasm, motivations and attitudes.
Answer, assist,
- question new ideas
practice, present,
- communicate confidently with their peers and adults
greet, tell, help
- explain their strengths and preferences in different activities and roles
Valuing
Complete, initiate,
justify, propose,
report, select, join,
invite
- demonstrate belief in democratic process
- show sensitivity towards difference in class
- respect the differences between people as they develop their own sense of
identity
Adhere, arrange,
compare, organise,
integrate, prepare
- prioritise their own time to meet different responsibilities
- accept their own strengths and limitations
- cooperate and work well in teams, planning their approaches and strategies
together and adapting them to meet challenging needs
Organisation
Internalising
Act, discriminate,
influence, modify,
qualify, solve, verify,
- cooperate in group activities
- display safety consciousness
- make good choices and take decisions on what to do to improve their own and
others' work
- show objectivity in problem solving
Higher Order
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Affective
Includes the manner in which we deal with things emotionally,
such as feelings, values, appreciation, enthusiasm, motivations and attitudes.
Psychomotor
Includes physical movement, coordination and the use of motor skills
Domain
Lower Order
Types of
Outcome
Perception
Set
(closely related to
the Responding in
Affective domain)
Guided
response
Mechanism
Verbs
Examples
Students should be able to…
Choose, describe,
detect, relate,
adjust, isolate,
distinguish
- detect non-verbal communication
- adjust experimental techniques as a result of observing phenomena as they happen
- make drawings of objects that show a range of approaches
Begin, display,
proceed, volunteer,
move, show, state
- act upon a sequence of steps in a process
- show a desire to learn a new process
- take on a number of roles within a team including that of leader
Copy, trace, follow,
react, reproduce,
respond
- follow instructions to perform an experimental procedure
- perform a mathematical equation as demonstrated
- use a personal computer
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Affective
Includes the manner in which we deal with things emotionally,
such as feelings, values, appreciation, enthusiasm, motivations and attitudes.
Assemble, drives,
- perform music as part of a group
manipulate,
- swim 50 meters on their backs
perform, calibrate,
- calibrate an oxygen sensor
mend
- construct an apparatus to measure levels of ozone gas
Complex
response
(key words same
as mechanism, but
will have adverbs
or adjectives that
indicate
performance is
better)
Adaptation
Origination
Higher Order
Construct,
Assemble, drive,
manipulate,
perform, calibrate,
mend
Adapt, alter,
rearrange,
reorganise, revise
Arrange, build,
construct, compose,
initiate, create
- use personal computer quickly and accurately
- display competence while performing music
- Calibrate a data logger so that it will measure pressure accurately
- construct an original design
- perform improvised music
- alter an experimental technique to include environmental variables
- create a new gymnastic routine
- design a piece of furniture
- a model in response to a set task
-
10
Affective
Includes the manner in which we deal with things emotionally,
such as feelings, values, appreciation, enthusiasm, motivations and attitudes.
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Appendix 2
Learning indicators at Levels 2 and 3 of the National Framework of Qualifications
All short courses developed by schools and others will be aligned with the relevant level
indicators.
Learning
Level 2
Level 3
Knowledge
Knowledge that is narrow in
Knowledge moderately broad in
Breadth
range.
range.
Knowledge
Concrete in reference and basic
Mainly concrete in reference and
Kind
in comprehension.
with some comprehension of
relationship between knowledge
elements.
Know-How and
Demonstrate limited range of
Demonstrate a limited range of
Skill
basic practical skills, including
practical and cognitive skills and
Range
the use of relevant tools.
tools.
Know-How and
Perform a sequence of routine
Select from a limited range of
Skill
tasks given clear direction.
varied procedures and apply known
Selectivity
solutions to a limited range of
predictable problems.
Competence
Act in a limited range of
Act within a limited range of
Context
predictable and structured
contexts.
contexts.
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Learning
Level 2
Level 3
Competence
Act in a range of roles under
Act under direction with limited
Role
direction.
autonomy. Function within familiar,
homogenous groups.
Competence
Learn to learn in a disciplined
Learn to learn within a managed
Learning to
manner in a well-structured and
environment.
Learn
supervised environment.
Competence
Demonstrate awareness of
Assume limited responsibility for
Insight
independent role of self.
consistency of self-understanding
and behaviour.
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