Achievement Levels
Particular levels in the development of a learner towards a learning outcome; where the top level is the outcome.
Aims
Broad statement of what the curriculum or a syllabus hopes that learners will achieve as a result of the learning processes.
Assessment
Judging and describing the learning outcomes that learners have achieved.
Assessment event
An opportunity for a learner to demonstrate achievement on a specific learning indicator, usually recorded to give a record of learner’s progress.
Attitude
Ideas or beliefs in what is right and wrong, good or bad. The way you think or feel about something.
Competency Levels
Similar to achievement levels, but usually referring to a stage in the development towards command of a particular skill.
Curriculum
All learning opportunities planned, guided and supported by the school. The curriculum includes all subjects taught and all other activities, including extra-curricular activities, which the learners take part in.
Entrepreneurial thinking
Considering and planning to start or organize a commercial enterprise involving a financial risk.
Improvisation
The process of making something from whatever resources are available rather than relying on resources or equipment bought or supplied. Doing something without advanced planning or practice.
Specific Learning Outcomes
Statement of an observable behaviour which shows that a learner has achieved some level of competence on a learning outcome.
Key Learning Areas
The main areas of learning considered important for all learners to be exposed to throughout the whole curriculum. All or most subjects will make some contribution to the achievement of each of these Key Learning Areas.
Learner
A person who is in the process of learning something, in our case in a school situation. In the outcomes-based syllabuses Learner is used rather than Student or Pupil.
Learner – centred
An approach to supporting learning that focuses on an individual learner or a group of learners rather than on the teacher. The Outcomes approach is learner-centred.
Learning
The process of finding, exchanging or being given information which leads to changes in, or an increase in, our knowledge, abilities or feelings.
Learning material
The core textbooks or other written material that presents the sequenced content for an entire course of study at a given Year level, at a conceptual level appropriate for the learners.
General Learning Outcome
A statement which specifies what the learner is expected to know, understand or be able to do, or the attitude or values expected to have developed as a result of a learning process.
Lesson
A simple, planned segment of instruction that takes place within a certain time – usually part of a unit of work. The school day in Primary schools is divided into a certain number of Lessons, similar to Periods in Secondary schools.
Outcomes-based
A curriculum or syllabus based on the setting and achievement of Outcomes, as explained above.
Period
A unit of time within the school day in a Secondary school, equivalent to a Lesson in Primary schools. The recommended length of a period in Secondary schools is 40 minutes.
Process skill
An action or reaction which a person performs in a competent way – with four component activities namely; perception, planning, recall of pre–requisite knowledge and execution
Programme of study
Detailed plan for teaching a course over a period of time.
Programme Planner
A tool which gives the overview of the planned course of study – showing the strands and sub strands of the overall course.
Rationale
Statement of the principles or reasons for the inclusion of a particular subject in the curriculum.
Scheme of work
Similar to a programme of study – usually linked to the syllabus.
Scope
The extent of the understanding, concepts, skills and attitudes or values to be acquired by a learner as a consequence of a particular course of study at a particular grade level.
Sequence
The order of the introduction or teaching of concepts and skills with in a subject, which reflect the progression of understanding or competence over a period of time.
Strand
The areas of learning into which a course is divided. Each syllabus is divided into a number of Strands which continue throughout each year of the course. Each Strand concentrates on a different topic or theme within this area of learning each year. Each Strand is further divided into sub-strands.
Strand statement
Overall statement of the understanding, concepts, skills and attitudes intended to be acquired by learners for a particular strand of a course over the whole period of the course.
Strand year statement
Statement of understanding, concepts, attitudes and skills intended to be acquired by a learner within a particular strand during a specific year of study.
Strand theme statement
An alternative term for Strand Year Statement: statement of understanding, concepts, attitudes and skills intended to be acquired by a learner with in a particular strand during a specific year of study.
Subject
One of the traditional categories in to which the content of a school curriculum is sub – divided; subjects drive strongly from the range of disciplines of knowledge.
Sub-strand
A sub-division of a strand dealing with a particular topic within that strand.
Syllabus
A document which prescribes the course of the study by learners within a given curriculum area or subject. The syllabus presents the strands, sub strands and their intended learning outcomes, as well as other guidance for teachers.
Teaching material
Range of teaching materials utilized by teachers to assist with the process of facilitating learning.
Value
Moral standard of behaviour; principles which govern a person’s actions.
Vernacular Language
Language spoken by a group of people within a particular region or country. The vernacular languages of Solomon Islands are all the languages spoken by people as their first language or mother tongue. This now includes Pijin.