Chapter 5 Planning Goals and learning outcomes

PLANNING GOALS AND LEARNING OUTCOMES

A. INTRODUCTION
There are some crucial dimensions of decision making in curriculum planning. The
curriculum planners should know what language is, what teaching is, why learners study, how
they learn, in what condition they learn, how their teachers help them, what material used, etc.
Therefore, the planners need to collect the information that can be used to develop learners’
need and analyze the contextual factors where language is taught.
After all of information is completed, the planners start to determine the goal and
outcomes of a program. Several key assumptions about goals characterized the curriculum
approach to educational planning. These can be summarized as follows:
1. People are generally motivated to pursue specific goals.
2. The use of goals in teaching improves the effectiveness of teaching and learning.
3. A program will be effective to the extent that is its goal are sound and clearly described
Richard (2001)
Language programs describe their goal in terms of aims and objectives. Aims reflect
the ideology of curriculum and show how curriculum will seek to realize it. Aims statement
are generally derived from information gathered during a need analysis, and objective in
language teaching are based on understanding of the nature of the subject matter being taught
(e.g. listening, speaking reading, writing).
If we use the analogy of a journey, the goal is the destination, the different points we
pass through the journey to the destination are the objectives, the kinds of transportation we
use are the enabling activities, how to manage the journey to arrive at the destination is the
classroom management, and the course or program is the journey.

A. The Ideology of the Curriculum

An ideology is a set of ideas that constitute one's goals, expectations, and actions. An
ideology is a comprehensive vision, a way of looking at things (compare worldview) as in
several philosophical tendencies (see political ideologies), or a set of ideas proposed by the
dominant class of a society to all members of this society (a "received consciousness" or
product of socialization) (Wikipedia)
 There are five curriculum ideologies that shape the nature of the language curriculum and
the practice of language teaching in different way: academic rationalism, social and economic
efficiency, learner-centeredness, social reconstructionism, and cultural pluralism.
1. Academic rationalism
This justification of aims of curriculum stresses the intrinsic value of the subject matter and its
role in developing the learners’ intellect, humanistic, value, and rationality. A discipline is
accomplished through the transmission of its knowledge and ways of thinking to students.
Academic rationalism is sometimes used to justify of certain foreign languages in school
curricula, where they are taught not as tool of communication but an aspect of social studies.
2. Social and economic efficiency
The Social Efficiency ideology believes the essence of learners lies in their competencies and
the activities they are capable of performing. Learners achieve an education by learning to
perform the functions necessary for social productivity. Socioeconomic ideology stresses the
economic needs of society as a justification for the teaching of English
This educational philosophy emphasizes the practical needs of learners and society and the role
of an educational program in producing learners who are economically productive.
3. Learner-centeredness
Learner Centered educators believe people contain their own capabilities for growth, are the
agents who must actualize their own capabilities, and are essentially good in nature. Therefore,
learner-centeredness philosophies stress the individual needs of learners, the role of individual
experience, and the need to develop awareness, self reflection, critical thinking, learners’
strategies, and other qualities and skills that are believe to be important for learners to develop.
4. Social reconstructionism
Social Reconstructionists assume that education is the social process through which society is
reconstructed. They have faith in the ability of education, through the medium of curriculum,
to teach people to understand their society in such a way that they can develop a vision of a
better society and act to bring that vision into existence.
Thus, the curriculum derived from this perspective focuses on developing knowledge, skills
and attitudes which would create a word where people care about each other, the environment,
and the distribution of wealth, tolerance, the acceptance of diversity and peace will be
encouraged. Social injustices and inequality would be central issues in the curriculum (Morris,
1995)
5. Cultural pluralism
This philosophy argues that schools should prepare student to participate in several different
cultures and not merely the culture of the dominant social and economic group. Banks (1988)
argues that students in multicultural societies such as the United States need to develop cross-
cultural competency or what is sometimes termed intercultural communication.
Perspective on and understanding of curriculum ideologies can have several benefits.
a. When educators understand their own conceptual frameworks and the range of ideological
options available to them, it can help them to more effectively clarify and accomplish their own
curriculum and instructional goals
b. When educators have perspective on and understand the range of philosophical beliefs that
colleagues can hold, this can enable them to better understand the nature of curriculum
disagreements that inevitably take place in schools, be more accepting of others, and more
effectively work with people of differing opinions
c. When educators understand the way in which language is used differently in each of the five
ideologies, it can assist them in more effectively communicating and negotiating curriculum
decisions with colleagues, curriculum committees, school boards, and their communities.
d. When educators have perspective on and understand the differences between the curriculum
frameworks influencing the current public dialogue about education, it can facilitate their
ability to more effectively contribute to the public debate about educational issues.
e. When educators have an understanding of the ideological pressures exerted on them by society
and colleagues, this can help them put those pressures in perspective and minimize—as
warranted—their influence.
(Cotti & Schiro, 2004 at www.sagepub.com/schiroextensionactivities).

B. Stating Curriculum Outcomes

I. Aims
The terms of aims and objectives in curriculum design are two different things. Goal
and aim are used interchangeably to refer to a description of general purposes of a curriculum
while objective refers to a more specific and concrete description of purpose.
An aim refers to a statement of a general change that a program seeks to bring about in
learners. The purposes of aim statements are:
a. To provide a clear definition of the purposes of a program,
b. To provide guidelines for teachers, learners and materials writers,
c. To help provide a focus for instruction, and
 d. To describe important and realizable change in learning.
Generally, some aims of teaching English in Indonesia, as follows:
1. For the elementary stage:
a. Learn the basics of the English language that would form the foundation for its mastery in the
future.
b. Use the basic structures of English sentences.
c. Learn the core vocabulary assigned for this stage.
2. For the intermediate stage:
a. To develop the learners’ ability to listen, read and understand English.
b. To train learners’ ears to understand English uttered by speakers.
c. To teach learners to practice important writing techniques.
3. For the secondary stage:
a. To enable learners to survive in the real world using English.
b. To enable learners speak good English.
c. To teach the basic tenses of present, past and future.
In developing aim statements, it is important to describe more than simply the activities
that students will take part in. In other word the aim statements need to focus on the changes
in learners that will result. For example:
“The students will enable to develop to the full all their special abilities and talents.”

II. Objectives
Aims are very general statements of the goals of a program. They can be interpreted in
many different ways. Objective refers to the specific purpose statement of aim in order to give
a more precise focus to program goals. An objective is a statement of specific changes a
program seeks to bring about and results from an analysis of the aim into its different
components.
Generally, the characteristics of objectives, as follow:
Ø They describe what the aim seeks to achieve in terms of smaller unit of learning.
Ø They provide a basis for the organization of teaching activities.
Ø They describe learning in terms of observable behavior or performance.
 The advantages of describing the aims of a course in terms of objectives are:
- They facilitate planning, once objectives have been agreed on, course planning, materials
preparation, textbook selection, and related processes can begin
- They provide measurable outcomes and thus provide accountability given a set of objectives, the
success or failure of a program to teach the objectives can be measured.
- They are prescriptive; they describe how planning should proceed and do away with subjective
interpretations and personal opinions.
For example:
Aim: “The students will enable to develop to the full all their special abilities and talents.”
Objectives:
a. Children will enable to express themselves creatively and imaginatively as they become
enthusiastic and critical readers of stories, poetry and drama, as well as of non-fiction and
media texts.
b. Children will learn how to use their knowledge, skills and understanding in speaking and
writing across a range of different situations.
The characteristics of objective statements are:
 Objectives describe a learning outcome. Avoid to use some expressions like ‘will study, will
learn about, will prepare students’ because they don’t describe the result of learning but rather
what students will do during a course. Some phrases that describe objectives are ‘will have,
will learn how to, will be able to’
 Objective should be consistent with the curriculum aim.
 Objective should be precise. For example: ‘students will use conversation expressions for
greeting people, opening and closing conversation.’
® Objectives should be feasible. Objective should describe outcomes that are attainable in the
time available during a course. For example: ‘students will be able to get the gist of short
conversations in simple English on topics related to daily life and leisure.’
In developing language objectives one is doing more than creating a wish list off the
top of one’s head (though is real world this is what often happens). Sound objectives in
language teaching are based on an understanding of the nature of the subject matter being
taught (e.g. listening, speaking, reading, writing), an awareness of attainable levels of learning
for basic, intermediate, or advanced- level learners, and the ability to be able to describe course
aims in terms of logical and well-structured units of organization.
 Objectives are therefore normally produced by a group of teachers or planners who
write sample objectives based on their knowledge and experience and revise and refine them
over time. That’s why objectives cannot be regarded as fixed. In developing objectives, it is
necessary to make use of variety of sources, such as diagnostic information concerning
students’ learning difficulties, descriptions of skilled performance in different language
domains, information about different language levels as is found in the ACTFL proficiency
guidelines, as well as characterizations of the skills involved in different domains of language
use.

Criticisms of the use of objectives.

The major criticisms of the objectives use are:
1. Objectives turn teaching into a technology.
There is a danger that curriculum planning becomes a technical exercise of
converting statements of needs into objectives. In the process, the broader goals of teaching
and learning may be lost. To ensure that the curriculum addresses educationally important
goals, objectives should be included that address ‘meaningful and worthwhile learning
experience.’
2. Objectives trivialize teaching and are product-oriented
By assuming that every purpose in teaching can be expressed as an objective, the
suggestion is that only worthwhile goal in teaching is to bring about changes in student
behavior.
Objectives need not be limited to observable outcomes. They can also describe process
and experiences that are seen as an important focus of the curriculum.
3. Objectives are unsuited to many aspects of language use
Objectives may be suitable for describing the mastery of skills, but less suited to such
things as critical thinking, literary appreciation, or negotiation of meaning.
Objectives can be written in domains such as critical thinking and literary thinking but will
focus on the experiences the curriculum will provide rather than specific learning outcomes.
C. Competency based Program Outcomes
An alternative to use objectives in program planning is to describe learning outcomes in
terms of competencies, an approach associated with Competency-Based Language Teaching
(CBLT). CBLT seek to make a focus on the outcomes of learning a central planning stage in
the development of language programms (Schneck 1978; Grognet and Crandall 1982). CBLT
shifts the focus to the ends of learning rather than means. CBLT seeks to improve
accountability in teaching through linking instruction to measurable outcomes and performance
standards.
The characteristics of CBLT:
a. It has much in common with such approaches to learning as performance-based instruction,
mastery learning and individualized instruction
b. It is outcome based and is adaptive to the changing need of students, teachers and the
community
c. Competencies differ from other students goals and objectives in that they describe the student’s
ability to apply basic and other skills in situations that are commonly encountered in everyday
life
d. It is based on a set of outcomes that are derived from an analysis of tasks typically required of
students in life role situations
Schneck (1978)

The nature of competencies

Competencies refer to observable behaviors that are necessary for the successful
completion of real-world activities. These activities may be related to any domain of life,
though they have typically been linked to the field of work and social survival in a new
environment.
Competency can be defined as any attribute of individual that contribute the successful
performance of a task, job, function, or activity in academic setting and/or a work setting. This
includes specific knowledge, thinking process, attitudes, and perceptual and physical skills
(Docking, 1994)
Example of competences
Topic: housing
1) Identify common houesehold furniture/rooms
2) Answer simple questions about basic housing needss
3) Ask for simple information about housing, including rent, utilities, and date available
4) Report household problems and emergencies
5) Request repairs
6) Arrange time for repairs
Topic: Job-seeking
1) Can inquire about an employment opportunity
2) Can read and interpret advertisements for employment
3) Can prepare a job-aplication letter
As the examples above illustrate, competency descriptions are very similar to statements
of objectives. they can be regarded as objectives that are lined to specific domains or activities.

D.Conclusion
Teaching English Language have some purposes that based on level of learners or other
word based on learners’ need. Therefore the curriculum planners should collect the information
about it.
In designing of curriculum, the planner also state the goals of program and learning
outcomes. The terms of goal in curriculum encompasses aims and objectives. Aims are very
general statements of the goals of a program. It refers to a statement of a general change that a
program seeks to bring about in learners. Aims reflect the ideology of curriculum and show
how curriculum will seek to realize it. Aims statement are generally derived from information
gathered during a need analysis.
Whereas objective refers to the specific purpose statement of aim in order to give a
more precise focus to program goals. It describes a learning outcome which is expected the
learners has competencies. Objective in language teaching are based on understanding of the
nature of the subject matter being taught (e.g. listening, speaking reading, writing).
https://sirdanoe.wordpress.com/2012/07/11/planning-goals-and-learning-outcomes/

To teach English, it was necessary to find answers to much more specific questions:

 What kind of English?

 At what level of proficiency?
 And for what purposes?

Actually, ‘Need Analysis’ seeks to provide answers to these questions and also to identify the
role of contextual factors in implementing curriculum change. But then appear some other
questions:

 Should students study the literature and culture of speakers of the language they are
learning, or just learn to speak and use the language as a tool?
 Should teachers just prepare students to pass a flawed language exam, or should
teachers together seek ways of finding fairer methods of assessment?

That’s why, Eisner (1992) proposed five curriculum ideologies that shape the nature of
language curriculum and the practices of language teaching in different ways. They are:
academic rationalism, social and economic efficiency, learner-centeredness, social
reconstructionism, and cultural pluralism, in order to solve the previous questions.

1. 1. Academic rationalism

It is also known as classical humanism, and stresses the intrinsic value of the subject matter
and its role in developing the learner’s intellect, humanistic values, and rationality. It is
sometimes used to justify the inclusion of certain foreign languages in school curricula,
where they are taught not as tools for communication but as an aspect of social studies.
Furthermore, this ideology is also sometimes used as a justification for including courses on
literature in language program. In some parts of the world (e.g., Hong Kong, Singapore,
Malaysia), under colonial rule, the English curriculum was traditionally a literature-based
one.

1. 2. Social and economic efficiency

It emphasizes the practical needs of learners and society and the role of an educational
program in producing learners who are economically productive. It is also knwon as ends-
means approach, which one of whose founders is F. Bobbit. The practioner of this ideology is
called ‘educational engineer’ whose job is to discover the total range of habits, skills,
abilities, forms of thought, etc., which its members need for the effective performance of their
vocational labors.

It leads to an emphasis on practical and functional skills in a foreign or second language.

Therefore, it needs of society as a justification for the teaching of English. Successful
economies in the twenty first century are increasingly knowledge based, and the bulk of the
world’s knowledge is in the English language. Poor standards of English were cited as one
reason for Japan’s economic malaise in the late 1990s.

As the result, there comes a discourse upon this view. Critics of this view argued that it is
reductionist, because knowledge is seen as something external to the laerner that is
transmitted in pieces. Freire describes this as a ‘banking model’: “Education thus become an
act of depositing, in which the students are depositories and the teacher is depositor.” On
the other hand, advocates of this approach argue that the curriculum should above all focus
on knowledge and skills that are relevant to the learner’s everyday life needs and that the
curriculum should be planned to meet the practical needs of society.

1. 3. Learner-centeredness

It stresses the individual needs of learners, the role of individual experience, and the need to
develop awareness, self-reflection, critical thinking, learner strategies, and other qualities and
skills that are believed to be important for learners to develop. This view is also known as
constructivism.

Dewey (1934), one of the founders of this philosophy, observed that “there is no intelectual
growth without some reconstruction, some reworking”. Furthermore, Marsh (1986) pointed
out the characteristics of this view, such as:

 individualized teaching
 learning through practical operation or doing
 laissez faire

In language teaching, Clark (1987) saw this educational philosophy as leading to an

emphasis on process rather than product, a focus on learner differences, learner strategies,
and learner self-direction and autonomy.

1. 4. Social reconstuctionism

It emphasizes the roles schools aand learners can and should play in addressing social
injustices and inequality. This process is known as ‘empowerment’. Teachers must empower
their students so that they can recognize unjust systems of class, race or gender, and
challenge them.

Those who advocate this view are called criticalists. They conduct critical theory and critical
pedagogies. One of the best-known is Freire (1972), who argued that teachers and learners
are involved in a joint process of exploring and constructing knowledge. Furthermore,
Auerbach (1992) added that teaching had to empower students and helped them bring about
chnage in their lives.

However, critics of this position argue that teachers and students may not be able to change
the structure of the systems in which they work and that other channels are often available to
address such changes.

1. 5. Cultural pluralism

It argues that schools should prepare students to participate in several different cultures and
not merely the culture of the dominant social and economic group. One of the advocates,
Banks, says that students in multicultural societies such as United States, need to develop
cross-cultural competency or intercultural communication.
It seeks to redress racism, to raise the self-esteem of minority groups, and to help children
appreciate the viewpoints of other cultures and religions. In United States, ACTFL (the
American Council on the Teaching of Foreign Languages) has recently identified three
dimensions to intercultural competence in foreign language program, such as: the need to
learn about cultures, to compare them, and to engage in intercultural exploration.

Stating Curriculum Outcomes

Aims

An aim refers to a statement of general change that a program seeks to bring about in
learners. The purpose of aim statements are:

 to provide a clear definition of the purposes of a program.

 to provide guidelines for teachers, learners, and materials writers.
 to help provide a focus for instruction.
 to describe important and realizable changes in learning.

We can say that aims statements reflect the ideology of the curriculum and show how the
curriculum will seek to realize it. Aims statements are generally derived from information
gathered during a needs analysis.

In making ‘aim statement’, one has to describe more than simply the activities that students
will take part in. The following, are not aims:

 Students will learn about business-letter writing in English.

 Students will practice compostition skills in English.

For these to become aims, they need to focus on the changes in the learners that will result:

 Students will learn how to write effective business letters for use in the hotel and
tourism industries.
 Students will learn how to communicate information and ideas creatively and
effectively through writing.

Objectives

Although aim provides a clear description of the focus of a program, it does not describe
more precise focus to program goals. Hence, aims are often accompanied by statements of
more specific purposes. These are known as objectives or instructional/teaching objectives.
An objective refers to a statement of specific changes a program seeks to bring about and
results from an analysis of the aim into its different components.

Objectives have characteristics such as:

 describe what the aim seeks to achieve in terms of smaller units of learning.
 provide a basis for the organization of teaching activities.
 describe learning in terms of observable behavior or performance.

The advantages of describing objectives are:

 1. they facilitate planning, such as: materials preparation, textbook selection, etc.
2. they provide measurable outcomes and thus provide accountability. It means the
success or failure of a program to teach the objectives can be measured.
3. they are prescriptive: they describe how planning should proceed and do away with
subjective interpretations and personal opinions.

Statements of objectives have the following characateristics:

1. objectives describe a learning outcome. Expressions like: ‘will study, will learn about,
will prepare students for’, are avoided because they do not describe the results of
learning but rather what students will do during a course. Thus, phrases like:

‘will have, will learn how to, will be able to’ are obviously needed to replace the previous
ones.

1. objectives should be consistent with the curriculum aim.

If we state the aim, for example:

‘Students will learn how to write effective business letters for use in the hotel and tourism
industries.’, then the following objective (The student can understand and respond to
simple questions over the telephone) will be irrelevant.

1. objectives should be precise.

If we set: ‘Students will know how to use useful conversation expressions’ as our objective,
it is not precise. A more precise one would be: ‘Students will use conversation expressions
for greeting people, opening and closing conversations.’

1. objectives should be feasible. They describe outcomes that are attainable in the time
available during a course.

The following objective is probably not attainable in a 60-hour English course.

‘Students will be able to follow conversations spoken by native speakers.’

But, the following is a more feasible objective: ‘Students will be able to get the gist of short
conversations in simple English on topics related to daily life and leisure.’

Somehow, the difficulty of drawing up statements of objectives should not be

underestimated. In developing language objectives, one is doing more than creating a wish
list off the top of one’s head. Sound objectives in language teaching are based on:

 an understanding of the nature of the subject matter being taught (listening, speaking,
reading, writing)
 an awareness of attainable levels of learning for basic, intermediate, or advanced level
learners.
 the ability to be able to deescribe course aims in terms of logical and well-structured
units of organization.
That’s why the objectives are normally produced by a group of teachers or planners who
write sample objectives based on their knowledge and experience, revise and refine them
over time. Objectives cannot therefore be regarded as fixed. As instruction proceeds, some
may have to be revised, some dropped (grounded) because they are unrealistic, and others
added to address gaps.

Criticisms of the use of objectives

The use of objectives has also attracted some criticism. The major criticisms of their use are:

1. Objectives turn teaching into a technology.

In the process, the broader goals of teaching and learning may be lost. That’s why, behavioral
objectives should be included that address ‘meaningful and wothwhile learning experiences’.
One way to do this is to include objectives that cover both language outcomes and non-
language outcomes.

1. Objectives trivialize teaching and are product-oriented.

The only worthwhile goal in teaching is to bring about changes in student behavior. Hence,
objectives need not be limited to observable outcomes. They can also describe processes and
experiences that are seen as an important focus of the curriculum.

1. Objectives are unsuited to many aspects of language use.

Objectives may be suitable for describing the mastery of skills, but less suited for critical
thinking, literary appreciation, or negotiation of meaning. Objectives are supposed to be
written in domains such as critical and literary thinking but they will focus on the
experiences, the curriculum will provide rather than specific learning outcomes.

Competency-Based Program Outcomes

An alternative to the use of objectives is competencies. Actually, competency is an approach

associated with Competency-Based Language Teaching (CBLT). It seeks to make a focus on
the outcomes of learning a central planning stage in the development of language programs
(Schneck, 1978). Traditional approach focused on the content of teaching or on the process of
teaching. However, critics to this approach argue that this concern with content or process
focuses on the means of learning rather than it ends. CBLT shifts the focus to the ends of
learning rather than the means. CBLT was first emerged in the United States in 1970s, and
was widely adopted in vocationally oriented education and in adults ESL programs.

The Nature of Competencies

Competency refers to observable behaviors that are necessary for the successful completion
of real-world activities. These activities may be related to any domain of life, though they
have typically been linked to the field off work and to social survival in a new environment.

In 1926, Bobbit developed curricular objectives according to his analysis of the functional
competencies required for adults living in America. Later, the United States’ Office of
Education classified five knowledge areas and four basic skill areas. Through this analysis,
sixty-five competencies were identified. Furthermore, Mrowicki (1986) describes the process
of developing a competency-based curriculum for a refuge program designed to develop
language skills for employment, such as:

1. reviewing existing curricula, resource materials, and textbooks

2. need analysis
3. identifying topics for a survival curriculum
4. identifying competencies for each of the topics
5. grouping competencies into instructional units

Criticisms of the use of competencies

The use of competencies is not without its critics. These criticisms focus on:

1. Definition of competencies.

Tollefson (1986) argues that no valid procedures are available to develop competency
specifications. It means there is no way of knowing which ones are essensial from the list. In
addition, competencies related to effective performance on a job will tend to include such
things as ‘reading directions or following orders on a job’, but not ‘to change or question the
nature of the job.’

1. Hidden values underlying competency specifications.

Tollefson (1986) points out that competencies encourage refugees ‘to consider themselves
fortunate to find minimum-wage employment, regarless to their previous education.
Moreover, competencies attempt to inculcate attitudes and values that will make refugees
passive citizens who comply rather than complain, accept rather than resist, and apologize
rather than disagree.

As the result, competencies seem particularly suited to programs that seek to teach learners
the skills needed to perform specific tasks and operations, as found in many kinds of ESP
program.

The Standards Movement

The most recent ideology in teaching in United States is the ‘standards movement’. Second
and foreign language teaching in the United States has also embraced this approach. By
definition, standards are descriptions of the targets students should be able to reach in
different domains of curriculum content. These standards are stated in the form of
competencies.

Non-language outcomes and process objectives

If the curriculum seeks to reflect values realated to learner centeredness, social

reconstructionism, or cultural pluralism, outcomes related to these values will also need to be
included. They are called nonlanguage outcomes. But those that describe learning
experiences rather than learning outcomes are known as process objectives.

Jackson (1993) identifies eight broad categories of nonlanguge outcomes in teaching:

 1. social, psychological, and emotional support in the new living environment.
2. confidence.
3. motivation.
4. cultural understanding.
5. knowledge of the Australian community context.
6. learning about learning.
7. clarification of goals.
8. access and entry into employment, further study, and community life.

While objectives in these domains, related to the personal, social, cultural, and political needs
and rights of learners. If these are not identified, they tend to get forgotten or overlooked in
the curriculum planning process. Furhermore, Jackson (1993) states that they are essensial
prerequisites for on-going and meaningful involvement with the process of language learning
and learning in general.

Objectives are related closely to learning strategies. Learning strategy theory suggests that
effective learning involves:

 developing an integrated set of procedure and operations that can be applied to

different learning strategies
 selecting strategies appropriate to different tasks
 monitoring strategies for their effectiveness and replacing or revising them if
necessary

The English Language Syllabus for the Teaching of English at Primary Level (1991) in
Singapore, is a good sample which includes a number of categories of process objectives.
These are described as follows:

Thinking Skills

At the end of the course, pupils should be able to:

 explore an idea, situation, or suggested solution for a specific purpose

 think creatively to generate new ideas, to find new meanings, and to deal with
relationships
 analyze and/or evaluate an idea, a situation, or a suggested solution for a specific
purpose

Learning how to learn

At the end of the course, pupils should be able to:

 apply a repertoire of library, information, and study skills

 take some responsibility for their own learning
 use some of the basic skills relating to information technology

Language and Culture

At the end of the course, pupils should be able to:

  appreciate that there varieties of English reflecting different cultures and use this
knowledge appropriately and sensitively in communication
 adopt a critical, but not negative, attitude toward ideas, thoughts, and values reflected
in spoken and written texts of local and foreign origin

Thus, we can simply say that planning of learning outcomes for a language course is closely
related to the course planning process.