Specific learning outcomes

There are four types of specific learning outcomes in technology:

• Predetermined curriculum driven
• Predetermined context driven
• Negotiated curriculum driven
• Negotiated context driven

Curriculum driven learning outcomes are derived from the achievement objectives. They reflect the intended technology learning that students will achieve as they participate in learning experiences. Context driven learning outcomes reflect additional knowledge and skills required by the context for students to participate successfully in the learning experiences. These learning outcomes may be technological in nature (for example, graphical knowledge and skills, knowledge of materials, skill in material manipulation, knowledge of existing technological products and systems), or may be derived from other disciplines (for example, science, mathematics, the arts, social sciences, language, psychology, etc.). The majority of learning outcomes will be predetermined before unit delivery. That is, they are identified by the teacher as being key to student learning in the planning stages. Additional learning outcomes may be identified and developed during the unit delivery. These are known as negotiated learning outcomes and are important in terms of recognising learning needs and/or opportunities that may arise from student participation in unit experiences. Specific learning outcomes should provide opportunity for all students to progress their learning in technology. Therefore, when developing specific learning outcomes, teachers will need to draw from their knowledge of where the students' current level of achievement is in relation to the intended learning, and what the next steps in their learning will be. The technology Indicators of Progression have been developed to help teachers develop and use Curriculum driven learning outcomes that are in keeping with the achievement objectives.