Prescribed Learning Outcomes
Learning outcome statements are content standards for the provincial education system. Prescribed learning outcomes set out the knowledge, enduring ideas, issues, concepts, skills, and attitudes for each subject. They are statements of what students are expected to know and be able to do in each grade. Learning outcomes are clearly stated and expressed in observable terms. All learning outcomes complete the stem: "It is expected that students will . . . . ". Outcome statements have been written to enable teachers to use their experience and professional judgment when planning and evaluating. The outcomes are benchmarks that will permit the use of criterion-referenced performance standards. It is expected that actual student performance will vary. Evaluation, reporting, and student placement with respect to these outcomes depend on the professional judgment of teachers, guided by provincial policy.
Achievement Indicators
To support teachers in assessing provincially prescribed curricula, new I.R.P.s now include sets of suggested achievement indicators in relation to each learning outcome. Achievement indicators define the specific level of attitudes demonstrated, skills applied, or knowledge acquired by the student in relation to a corresponding prescribed learning
outcome.
Integrated Resource Package
The prescribed learning outcomes as outlined in the Integrated Resource Package (I.R.P.) set the learning standards for the provincial K-12 education system and form the prescribed curriculum for British Columbia. They are statements of what students are expected to know and do at the end of an indicated grade or course.
Schools have the responsibility to ensure that all prescribed learning outcomes in each IRP are met; however, schools have flexibility in determining how delivery of the prescribed learning outcomes can best take place. It is expected that student achievement will vary in relation to the prescribed learning outcomes. Evaluation, reporting, and student placement with respect to these outcomes are dependent on the professional judgment and experience of teachers, guided by provincial policy.
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