Core standards

After examining the core standards of a grade 7 English subject I would categorize the outcome as intellectual. This category is comprised of the results which are directly associated with the gaining and application of the offered knowledge as well as understanding. This type of learning is the most common in the majority of learning institutions (Craighead, & Nemeroff, 2004).  A cognitive outcome is also divided into six different sections. To start with, evaluation deals with judgments that are grounded on the agreed procedure.  Synthesis involves the gathering of different elements in ensuring that a fresh rationale is developed while analysis involves the breakdown of different components for easier understanding.  On the other hand, the application is where processes or rules are utilized in appropriate scenarios while knowledge involves remembering and comprehension is the ability to interpret and understand the offered concepts (Craighead, & Nemeroff, 2004).

Intellectual skills are the capability of applying procedural information. This involves being able to differentiate different objects or matters and categorize them accordingly.  This can be accomplished through differentiating their features or even dimensions and then making a response.  This involves using the acquired knowledge in learning about relationships understanding the meaning of every element and applying the differential rules for better understanding.  This type of outcome is more objected at solving issues since it assesses the capability of an individual in applying knowledge, policies, and rules in ensuring that the underlying issue has been handled fully (Avis, Fisher & Thompson, 2014). In another word, it’s a form of discovery where fresh things are learned and applied as solutions to different issues. Intellectual skills is a form of communication that best informs individuals about different concepts which are categorized as complex by breaking them down as simplified knowledge.

            References

Avis, J., Fisher, R., & Thompson, R. (2014). Teaching in lifelong learning: A guide to theory and practice. McGraw-Hill Education. Print.

Craighead, W. E., & Nemeroff, C. B. (2004). The concise Corsini encyclopedia of psychology and behavioral science. Hoboken, N.J: John Wiley & Sons.