1. Copyright Keith Morrison, 2004 CURRICULUM DESIGN AND DEVELOPMENT

2. Copyright Keith Morrison, 2004 WHY SET OBJECTIVES? To provide a clear focus on outcomes. To prevent problems occurring. To allow for practical planning. To prepare for effective evaluation; to use past experience. To empower people. To help an organisation deal with imposed changes in its own way. To make change a conscious process, as opposed to drift or crisis management.

3. Copyright Keith Morrison, 2004 TYPES OF OBJECTIVES Behavioural (Outcome) Expressive (Process) ‘Type three’ (Learning) A = Audience B = Behaviour C = Context D = Degree of completion Connoisseurship Problem-solving

4. Copyright Keith Morrison, 2004 TAXONOMIES Cognitive Affective Psychomotor

5. Copyright Keith Morrison, 2004 Low order: knowledge, recall, comprehension; Middle order: application, analysis, synthesis; High order: evaluation, judgement, autonomous thinking. COGNITIVE DOMAIN

6. Copyright Keith Morrison, 2004 Low order: receiving; Middle order: responding; valuing; organisation; High order: characterisation. AFFECTIVE DOMAIN

7. Copyright Keith Morrison, 2004 Low order: observing; Middle order: imitating; practising; High order: adapting. PSYCHOMOTOR DOMAIN

8. Copyright Keith Morrison, 2004 EMERGING ISSUES In curriculum building, we need to specify: –Intended learning outcomes (objectives). –The field of study or activity. –The processes and outcomes. –The order of the activity (low to high). –The main focus of the activity (e.g. cognitive, affective, psychomotor). –The criteria for successful performance. –The assessment of achievement of the objective.

9. Copyright Keith Morrison, 2004 SMART OBJECTIVES Specific Measurable Achievable/attainable/advantages Realistic/relevant/result-oriented/ resourced Timely/time-limited

10. Copyright Keith Morrison, 2004 Specific1.Is the objective precise and well-defined? 2.Is it clear what is required of individuals? 3.Can everybody understand it? Measurable1.How will the individual know when the objective has been achieved? 2.What evidence is needed to confirm it? 3.Have you stated how you will judge whether it has been completed or not? Achievable1.Is it within their capabilities? Too easy/too difficult? 2.Are there sufficient resources to let this happen? 3.Can it be done? Are they challenging but achievable? Realistic1.Is it possible for the individual to perform the objective, and within the time scale? Timely1.Is there a deadline? Is it feasible? 2.Is it appropriate to do this work now? 3.Are there review dates? When will the learner achieve the objective?

11. Copyright Keith Morrison, 2004 OBJECTIVES AND ACTION PLANNING Identify where you are now, where you want to be, and how you will get there. Specify targets (objectives) in operational, maybe measurable, terms. Specify how you will know if the targets have been achieved (success criteria and evidence). Specify how you will reach the targets (routes to achievement). Specify resources required to achieve the targets. Specify leadership and management responsibilities in achieving the targets (including individual people for taking action on each item). Specify initial and ongoing tasks to achieve the targets. Set time frames for different stages and overall achievement.