In English O’zbek tilida

Learning outcomes The totality of information, knowledge, understanding, attitudes, values, skills, competencies or behaviours a learner has mastered upon the successful completion of an education programme. (Adapted from:UIS 2012).
	Learning progression A description of increasing levels of difficulty and complexity in acquiring knowledge, skills and attitudes within a domain. It implies that learning is a process of increasing difficulty and complexity, rather than a body of content to be covered within specific grade levels. Teachers need to have in mind a continuum of how learning develops in any particular knowledge domain so that they are able to locate students’ current learning status and decide on pedagogical action to move students’ learning forward. Learning 37 progressions that clearly articulate a progression of learning in a domain can provide a comprehensive view of what is to be learned, support instructional planning, and act as a touchstone for formative assessment. (Adapted from:CCSSO 2008). See also ‘Formative assessment’.
	Learning resources Any resource – including print and non-print materials and online/open-access resources – which supports and enhances, directly or indirectly, learning and teaching. Typically the use of a learning resource in the classroom is subject to a process of evaluation and approval at the school, local or national level. Evaluation criteria may include relevance to the curriculum and expectations for learning, social considerations, and age or developmental appropriateness.