The paper examines the issue of designing planned learning outcomes in the process of teaching Russian to school students. This problem became especially relevant after the adoption of the Federal State Educational Standards for primary, basic, and secondary general education. These standards define requirements for personal, meta-subject, and subject-related learning outcomes. Teachers had to respond to the need of specifying planned learning outcomes for an academic year, a topic, an academic period, a lesson taking into consideration the requirements of the system-activity approach as well as different levels of achieving these outcomes by different students. The paper analyses foreign and domestic experience in developing taxonomies for educational purposes and presents the taxonomy of planned learning outcomes developed for Moscow Electronic School. The research is based on theoretical and empirical methods. As a result, planned learning outcomes for the topics included in the course in Russian studied in the fifth form were defined. The obtained results were uploaded to the platform of Moscow Electronic School. Three types of learning outcomes were identified: reproductive, productive, and reflexive. Additionally, the paper describes the possibilities of using the «Planned learning outcomes» service of Moscow Electronic School by teachers. Planned learning outcomes are a methodological tool in teachers’ work. They help to specify lesson objectives, select lesson content, choose the forms of organising students’ activity aimed at producing subject and meta-subject outcomes.