AIMS AND OBJECTIVES

Based on the definitions given

• statements 1, 5, 7 and 10 are aims;

• statements 2, 3 ,4, 6, 8 and 9 are objectives.

In each case the aims are what the teacher is intending to achieve and they cover wide general topics or skills: balance a diet; sharpening saws; weaving techniques; classification of soils. Each of these would take a whole session or more and would involve a range of knowledge, understanding and skills.

The objectives all tell us what students would be able to do, know or understand at the end of the session: to select the food; to change the oil; to know the names; to understand the need; to cut pandanus; to recognise different materials. Objectives, therefore, use verbs, usually verbs of action. Each objective would normally take only part of a session.

ACHIEVEMENT OF AIMS AND OBJECTIVES

At the end of a session you need to be able to judge if you have achieved your aims and objectives.

Aims may be more difficult to judge, especially if they involve understanding or attitudes. How can you tell whether students have developed an appreciation of something? Some aims may be possible to test, but may need another whole session to test e.g. sharpening of saws or classifying soils.

Objectives should normally be testable within the session. You can immediately test a skill like cutting pandanus or testing the level of the oil. By quick questioning you can find out if students have acquired knowledge or understanding: can they list foods suitable for diabetics or give reasons for keeping saws sharp?

CHOOSING AIMS AND OBJECTIVES

Aims and objectives should

• be clearly related to the overall teaching plan or syllabus;

• be related to the needs of the students and likely to be useful to them;

• be possible to achieve in the time available;

• be possible for most students to achieve given their present knowledge and ability.