Adult and Community
Learning Service
Hot Topics for Tutors 7
Aims and Outcomes
Aims
..are the broad intentions of the tutor at the start of the session or course
Examples:
1. To teach various origami techniques and make a selection of objects
2. To research into our family history
3. To give the learners confidence
Outcomes
….relate to what the learner will be able to DO by the end of the lesson or
course because of what they have learned.
Broader course outcomes
Course outcomes, on which final success and achievement are usually
based, can be more general and can still be accomplished even if the learner
is absent from a particular lesson or lessons
In this example, the tutor has designed broad course outcomes giving the
learner plenty of chances to achieve them even if they are absent for a couple
of weeks
The learner will (be able to):
1. Create a range of objects applying recognised origami techniques
2. Research a variety of sources to discover new information about their
ancestors’ history
3. Use identified communication skills to present some information to the
group
Tip: Note that verbs like ‘learn’ or ‘understand’ are avoided as the tutor cannot
see or hear people ‘learning’ and ‘understanding’ – it is what the learner can
DO with their learning or understanding that can be more easily assessed
Narrower lesson or differentiated
Outcomes
Narrower, more detailed outcomes can be used for specific lessons and for
differentiating
The following examples are from individual lessons
Learners will (be able to)
1. Produce a bird, accurately applying the three main paper folding
techniques
2. Describe five suitable sources of family history, stating why they are
important
3. Read out their favourite poem using identified presentation and
communication skills with competence
In the next example, the learners in the origami class have a wide range of
ability, some with learning difficulties through to experienced learners, so the
tutor has decided that there needs to be numerous differentiated course
outcomes to cater for them all.
In this case the general course outcome is: Create a range of objects
applying recognised origami techniques






some will fold paper to change its shape, with support if needed
some will make very simple objects with support
some will make simple objects with basic folding techniques
some will make medium complexity objects
some will make advanced complexity objects
some will make objects of their own invention
Not only does this cover all the abilities in the group, it gives a sense of how
the learner can progress in the class which can really help with planning.
These differentiated criteria can be adapted to relate to course or lesson
outcomes
And another thing….
Success and achievement do not have to be based on learners satisfying
outside criteria. The tutor plots at what levels the learners start on the course
based on initial assessment, and helps them to a place of increased skill,
knowledge or understanding. Designed soundly, the only reason an outcome
would not be achieved is because of very low class attendance, too low even
for the learner to achieve generalised course outcomes
Where to pitch outcomes
Outcomes should be pitched in the learners’ ‘do-able but demanding’
zone, to ensure they are not learning something they already know but at
the same time the learning is not so hard they might fail. Good initial
assessment is crucial to gauge their starting point accurately
It’s OK to ask!
For more information or guidance on this “Hot Topic” please contact:
Julie Dye on 0115 9773082 or email:
julie.dye@nottscc.gov.uk