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Curriculum Development and Objectives Guide

This document provides guidance on developing the aims, goals, and objectives for a curriculum program. It explains that aims provide direction and reflect values, while goals are more specific and determine the scope of the program. Objectives are even more specific and should match the aims and goals. The document categorizes objectives as behavioral, cognitive, affective, and psychomotor. It outlines levels within the cognitive, affective, and psychomotor domains to help curriculum developers define clear and understandable objectives at different levels for learners and participants.

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ArashiMiyuki
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77 views3 pages

Curriculum Development and Objectives Guide

This document provides guidance on developing the aims, goals, and objectives for a curriculum program. It explains that aims provide direction and reflect values, while goals are more specific and determine the scope of the program. Objectives are even more specific and should match the aims and goals. The document categorizes objectives as behavioral, cognitive, affective, and psychomotor. It outlines levels within the cognitive, affective, and psychomotor domains to help curriculum developers define clear and understandable objectives at different levels for learners and participants.

Uploaded by

ArashiMiyuki
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

ESEB3063 CURRICULUM AND PEDAGOGY

ENACTING CURRICULUM DEVELOPMENT


CURRICULUM PROGRAMME: _____________________________________________________
ABOUT THE PROGRAMME:

CHECKLIST:-

GENERATING
AIMS

AIMS-provide direction and reflect value judgements

GENERATING
GOALS

GOALS answer the questions: what destination you have in mind for learners as a particular
curriculum or subject is concerned?
GOALS are more specific than AIMS
GOALS determine the scope of the programme.
GOALS address current times but also relevant to the future.
GOALS are sometimes rank-ordered in terms of importance.

GENERATING
OBJECTIVES

OBJECTIVES more specific


than AIMS and GOALS
GUIDELINES TO DESIGN
OBJECTIVES:OBJECTIVES match stated
goals and aims
OBJECTIVES should be

BEHAVIORAL
Learner demonstrate that they have acquired particular skills /
knowledge
COGNITIVE (Based on BLOOM TAXONOMY-Cognitive Domain)
Factual knowledge objectives:Address knowledge of specifics, such as facts and terminology.
Identify basic elements that students must grasp to indicate they

clear and easy to


understand
OBJECTIVES should be
grouped according to the
levels of subjects /
students
OBJECTIVES help
learners / participants
proceed to the next part
of unit / topic

know a discipline or content area


Conceptual Knowledge objectives:Learner comprehend how basic bits and cluster of facts relate to
each other
Focus on knowledge of classifications and categories; principles and
generalizations; theories, models and organizational structures.
Procedural knowledge objectives:Addresses those processes and methods that enable learners to
work with factual and conceptual knowledge.
Also include the knowledge of criteria in order to determine what
procedures are most productive in processing information
AFFECTIVE
Five levels of achievement
1. Receiving objectives refer to the learners sensitivity to stimuli.
Includes;(a)awareness (b)willingness to receive, and (c) selected
attention
2. Responding objectives refer to the learners active attention to
stimuli such as (a)willing responses (b)feelings of satisfaction
3. Valuing objectives refer to the learners beliefs and attitudes of
worth which involves (a) acceptance (b) preference and (b)
commitment
4. Organization objectives refer to internalization of values and
beliefs which involves (a)conceptualization of values (b) organization
of a value system
5. Characterization (highest level) Relate to behavior that reflects (a)
generalized set of values (b) philosophy of life
PSYCHOMOTOR
SIX levels
1. Reflex movements. Include (a)segmental reflexes
(b)intersegmental reflexes
2. Fundamental movements. Objectives at this level address
behaviours related to (a) walking (b) running (c) jumping (d) pushing
(e) pulling (f) manipulating
3. Perceptual abilities. Objectives at this level address (a) kinesthetic
(b) visual (c) auditory (d) tactile (e) coordination abilities
4. Physical abilities. Objectives at this level address (a) endurance
(b) strength (c) flexibility (d) agility (e) reaction time, and (f) dexterity
5. Skilled movements. Objectives at this level are concerned with (a)
games (2) sports (3) dances (4) the arts
6. Nondiscursive communication. Objectives at this level relate to
expressive movement through (a) posture (b) gestures (c) facial

expressions (4) creative movements.

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