Whichever methods of curriculum design you use, it is important to set objectives before you list and design individual learning activities. Objectives define the framework that gives purpose and direction to specific tasks. They will form the basis of your ongoing and end-of-program evaluation.

Information from the needs assessments will help you assign priorities for the program and organize subject matter by broad categories such as communication or math skills (speaking, writing, fractions, etc.), job-related skills, personal development, or themes.

Objectives can be performance based or they can lead to inquiries into themes and topics. In the latter form, as shown in the participatory model, performance-based tasks such as oral presentations or letter writing may emerge.

Achievement of objectives can be shown or measured by products (as with portfolios), by performance at work or in the classroom, or by testimony. For example, meeting the objective of increasing self-confidence can be demonstrated by self-assessment, commentary from supervisors and instructors, and reports of events that indicate positive change.

A statement of program objectives can serve as a basis for discussion with participants in the program, with the advisory or education committee, and with the management and union personnel directly connected with the participants. Their collaboration and confirmation of the objectives is important for ongoing support.

You can then design tasks or activities to help learners reach the objectives through practice, monitoring, inquiry, analysis, and action.