PLANNING FOR INSTRUCTION
It involves the creativity and imaginativeness of the teacher in his/her preparations before teaching that
calls upon him/her to interact with the design and innovatively generate scheme of work and lesson
plan.
A design: Is the prescribed course of study showing the scope, the appropriate information data and the
timeframe within which the coverage has to be achieved.
Factors for Consideration in Designing a design
I. National Goals of education: What are the goals of education in the country where the syllabus
will be used. Goals reflect needs of the nation
II. Aims of education: Is a general aim of education system at various levels clear e.g primary,
secondary , tertiary, or university
III. Aims of teaching the subject: of what importance is a given subject in the curriculum? How
does it fulfill or contribute towards achieving educational aims?
IV. Adequacy of content in relation to time available. How much content can be covered within
the time specifies at different levels of education
V. The level at which the design will be operated is it at primary, secondary etc
VI. Intellectual level or development of learners; at what level are the learners/
VII. Resources available: these refers to both physical and human resources which will make the
design operational
VIII. The needs of the learners: this include the physical, psychological and emotional needs of the
students who will be exposed to the design
PROFESSIONAL DOCUMENTS
Teaching professionals use a variety of documents to plan, deliver, and assess teaching and learning
effectively. These documents help ensure that lessons are organized, that educational standards are
met, and that student progress is tracked. There are several teaching professional documents the major
ones are;
A. CURRICULUM GUIDE OR CURRICULUM FRAMEWORK
Is a document outlining the educational goals, objectives, and the content that needs to be covered
during the academic year It often includes grade-level expectations and competencies for each learning
area. It is a very crucial document because;
[Link] Consistency and Alignment
A curriculum guide ensures that all teachers are teaching the same key content and skills across
different classrooms and grade levels. It aligns lessons with state or national standards, ensuring that
students receive a consistent education, regardless of the teacher or school.
2. Clarifies Learning Objectives
The guide outlines specific learning objectives or goals for each subject or grade level. This helps
teachers focus their lessons on what students are expected to know and be able to do by the end of the
course or unit.
3. Helps with Resource Selection
A curriculum guide often recommends resources, materials, and teaching strategies. This saves teachers
time by providing resources that align with the curriculum, ensuring that teaching is effective and
efficient.
4. Promotes Structured Progression
The guide organizes the content into a logical sequence, helping teachers to build on students' prior
knowledge and gradually increase the complexity of topics. It provides a roadmap for the year or term,
helping teachers avoid gaps or overlaps in content.
5. Supports Differentiation
Curriculum guides may offer suggestions on how to differentiate instruction for students with varying
abilities. This ensures that all students, regardless of their learning needs, can engage with the material
and progress at their own pace.
6. Encourages Assessment Alignment
The curriculum guide typically includes recommendations for assessments that measure whether
students have met the learning objectives. This helps teachers design fair and effective assessments that
align with what has been taught.
7. Saves Time and Reduces Stress
Teachers can spend less time figuring out what to teach and more time focusing on how to teach
effectively. A curriculum guide provides a clear plan, making it easier for teachers to stay organized and
on track.
8. Improves Accountability and Outcomes
By following a curriculum guide, schools can track whether students are meeting academic standards
and goals. It ensures accountability and helps identify areas where students may need additional
support.
B. SCHEME OF WORK
Is a detailed, logical and sequential plan that interprets the design into units that can be used in a
teaching/learning situations
It is a breakdown of the design into manageable units which could be covered in a specific period of
time lasting for a week(s), months or a whole year.
Or a period of what the teacher intents to cover within a specified period
Importance of SoW
1. Structured Learning: It provides a clear roadmap for what needs to be taught and when,
ensuring that both teachers and students stay focused on the essential objectives.
2. Curriculum Alignment: It ensures that teaching content aligns with the prescribed curriculum
(such as CBC in Kenya) and covers all necessary learning outcomes.
3. Time Management: Helps in planning the pacing of lessons, ensuring that there is enough time
allocated for each topic and that lessons progress logically.
4. Resource Planning: Assists in determining what resources (textbooks, technology, etc.) are
needed and when, helping with efficient use of available materials.
5. Assessment Preparation: Allows teachers to plan for ongoing assessments to track student
progress and provide necessary interventions.
6. Reflection and Evaluation: The scheme of work can be used to reflect on what worked well and
what didn’t, offering insight into how the teaching process can be improved for future terms.
The Process of Scheming
The effective scheming, the following processes should be followed:
1. Read the curriculum design to know the content from which schemes of work will be planned
2. Calculate the approximate number of teaching periods in term, taking into consideration
holidays, school activities, revision, tests, and examination
3. Allocate time to the strands to be taught so that there is sequence of instruction
4. Find out what previous background knowledge and skills students require to be ready for the
new content
5. Indicate at what time of the term continuous assessment tests will be given. This will depend on
the policy of the school. E.g. weekly, monthly etc
2025 GRADE 7 COMPUTER AND INFORMATION TECHNOLOGY
SCHEME OF WORK TERM 3
SCHOOL GRADE LEARNING AREA TERM
GRADE 7 COMPUTER SCIENCE 3
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Explanation of the Importance of Each Component
1. Learning area: Knowing the learning area ensures that the lesson is focused on the correct
content area and that the teacher adheres to the curriculum structure.
2. Grade: Helps the teacher target age-appropriate content, ensuring lessons match the cognitive
and developmental abilities of students.
3. Term: Helps in distributing content evenly over the academic year, ensuring a balanced
curriculum load across all terms.
4. Week/Date: Provides a timeline for teaching, allowing the teacher to plan lessons and pace the
design. It helps avoid cramming at the end of the term.
5. Lesson number; this stands for the number of lesson either in a given week or in the entire term
in a continuous way e.g 1,2,3,4,-----
6. Strand/Sub strand; refers to the subject matter to be taught on that day and should be inferred
from the schemes of work. The teacher should ensure that is familiar with the content when it
comes to delivery.
7. Learning Outcomes: These specify what students should be able to do by the end of the lesson.
They focus on skills and competencies that students will develop, which is central to the
Competency-Based Curriculum (CBC) model. They are usually written using active verbs. They
are usually enumerated in order in which the lesson material will be presented
8. Learning experience; specifies the knowledge that students need to learn. It ensures that the
sub strand is covered and helps the teacher stay focused.
9. Key inquiry questions: This specifies the knowledge that students need to learn. It ensures that
all necessary topics are covered and helps the teacher stay focused.
10. Teaching and Learning Activities; is a description of what the students will be involved in during
the teaching/learning process. Each learning activity should be indicated in the schemes of
work. The activities ought to be:-
Varied and involving use of most senses
Related to and helping in achieving the objectives of the lesson
Appropriate in keeping the learners meaningfully occupied in learning some skills
In writing activities, you should be guided by such questions as:-
What learning activity should you provide in order to achieve the indented learning
outcomes?
How should you sequence the content so as to ensure continuity in the schemes of
work/
i.e these activities guide the teacher on how to effectively deliver the content. They are
essential in ensuring that the learning process is active, engaging, and hands-on, fostering the
development of skills
11. Resources/Materials: Specifies the resources needed for the lesson. These resources are crucial
for helping students grasp concepts and engage in active learning. Without the right materials,
lessons may be ineffective.
During teaching/learning process, teaching materials are used in order to simplify the the
content being taught. The resources may include non-reading materials such as charts, maps,
pictures and objects. In selecting the resources, the teacher is guided by such questions:-
What resources, facilities and equipment will be required?
How much time will be available
What is the accessibility of the available resources?
What other alternatives for the selected resources could be made?
References:
These are printed materials used by both the teacher and learners to facilitate classroom
instruction. They include text books, teachers, guides, notes, news-papers, journals etc
12. Assessment: Helps monitor student progress and understanding. Assessment drives learning by
providing feedback to both the teacher and students. It ensures that the learning outcomes are
being met.
13. Reflection: After teaching, the reflection section allows teachers to critically evaluate the lesson.
It’s a process of continuous improvement where the teacher can note what went well, what
needs to be adjusted, and how they can enhance future lessons.
Advantages of Scheming
1. Makes teaching both systematic and orderly since it ensures that topics in the design are taught
in orderly manner starting with simplest to the most complex
2. Ensures coverage of each topic in the design
3. Enables the teacher to budget appropriately giving room for school events that might interfere
with school calendar
4. Gives the teacher an insight in teaching by enabling the teacher to identify content, methods
and relevant instructional materials which she/he is going to use in the lesson thus giving
enough time to sort out the requirements
5. Guides the teacher in making a lesson plan
6. It checks the teacher’s pace of teaching
7. It is useful during transition, when a teacher is transferred, the incoming teacher easily take over
from where she/he had reached thus avoiding repetitions or omission ensuring continuity
C. LESSON PLAN
Format
Name of school Grade Learning Area Date Time Roll
Strand: --------------------------------------------------------------------------
Sub strand: -----------------------------------------------------------------------
Specific Learning outcomes:
1. ------------------------------------------------------------------------------------------------------------------------------
2. -----------------------------------------------------------------------------------------------------------------------------
3. ------------------------------------------------------------------------------------------------------------------------------
4. --------------------------------------------------------------------------------------------------------------------------------
Key Inquiry Question(s) ----------------------------------------------------------------------------------------------------------
Learning Resources: ---------------------------------------------------------------------------------------------------------------
Core competencies: ---------------------------------------------------------------------------------------------------------------
Link to Value (s); -------------------------------------------------------------------------------------------------------------------
Pertinent and Contemporary Issues (PCIs): --------------------------------------------------------------------------------
Organization of Learning: -------------------------------------------------------------------------------------------------------
Introduction:
------------------------------------------------------------------------------------------------------------------------------------
Lesson Development:
Step 1 (time)
------------------------------------------------------------------------------------------------------------------------------------
Step 2 (time)
---------------------------------------------------------------------------------------------------------------------------------
Step 3 (time)
Extended Activities: -------------------------------------------------------------------------------------------------------------
Conclusion: --------------------------------------------------------------------------------------------------------------------------
reflection on the Lesson: --------------------------------------------------------------------------------------------------------
A lesson plan is a detailed guide created by educators to outline the structure, content, and teaching
strategies for a specific lesson or class session. It serves as a roadmap for the teacher to ensure that
learning objectives are met, time is effectively managed, and the material is delivered in an organized
and engaging way.
A typical lesson plan includes the following elements:
1. Learning outcomes: The specific skills or knowledge students should gain by the end of the
lesson.
2. Materials and Resources: Any tools, books, technology, or other resources needed for the
lesson.
3. Introduction/Set Induction: An opening activity or discussion that engages students and
introduces the topic.
4. Instructional Activities: The teaching methods or activities that will be used during the lesson,
such as lectures, group work, discussions, or hands-on tasks.
5. Assessment/Assessment Criteria: How students' understanding will be measured (e.g., quizzes,
assignments, observations).
6. Closure: A review or summary to reinforce key concepts and provide closure to the lesson.
7. Time Management: A breakdown of how much time will be spent on each activity or section of
the lesson.
As teachers develop a lesson plan we must include the
CORE VALUES
Core values serve as the ethical, moral, and social guidelines for behavior in CBE. They ensure that
education is not only about cognitive skills (competencies) but also about molding character.
The Eight Core Values in Kenyan CBE (CBC):
Love: Promoting care and concern for others.
Unity: Fostering cohesion and working together.
Respect: Honoring self and others.
Responsibility: Taking ownership of actions and duties.
Social Justice: Promoting fairness, equality, and equity.
Integrity: Maintaining high moral standards and honesty.
Patriotism: Cultivating love for one's country.
Peace: Promoting harmony.
THE SEVEN CORE COMPETENCIES
Communication and Collaboration: The ability to exchange information, thoughts, and ideas effectively,
while working together with others to achieve common goals.
Critical Thinking and Problem Solving: The capacity to analyze, reason, make judgements, and apply
knowledge to solve practical problems.
Imagination and Creativity: Using one's imagination to create new ideas or materials, fostering
innovation and adaptability.
Citizenship: Developing a sense of belonging, responsibility, and respect for others, preparing learners
to contribute to society.
Digital Literacy: The ability to use technology to access, manage, create, and communicate information
responsibly.
Learning to Learn: Developing the ability to acquire new knowledge and skills independently throughout
life.
Self-Efficacy: Building confidence, persistence, and belief in one's ability to succeed in various tasks.
PERTINENT AND CONTEMPORARY ISSUES
These are critical, real-world topics integrated across all learning areas to equip students with practical
skills, values, and knowledge to handle modern challenges. Key issues include digital safety,
environmental stewardship, mental health, health education, and citizenship.
Health and Well-being: Management of HIV and AIDS, alcohol/substance abuse, lifestyle diseases, and
personal hygiene.
Safety and Security: Disaster Risk Reduction (DRR), cyberbullying, and general security awareness.
Citizenship and Social Cohesion: Patriotism, human rights, anti-corruption (integrity), peace education,
and environmental protection.
Social and Economic Issues: Poverty eradication, gender equality, and financial literacy.
Life Skills and Values: Promoting empathy, resilience, responsibility, and critical thinking.
A teacher writing learning outcomes must use active verb, SMART follow Bloom’s Taxonomy i.e from
low to high order
Remember understand apply analyze evaluate create
In each category below are verbs that a teacher could use.
COMPUTER AND INFORMATION TECHNOLOGY LESSON PLAN TERM 3
SCHOOL LEARNING AREA GRADE DATE TIME ROLL
EXCEL Computer and information 7 3 / 2 /2025 2.00-2.40 Pm 52
technology
STRAND: COMPUTER NETWORKS
SUB STRAND: Internet concepts – internet as a resource that runs on a global network of computers
SPECIFIC LEARNING OUTCOMES: by the end of the lesson, the learner should be able to:
1. List types of network connectivity
2. Describe the internet as a resource that runs on global network of computers
3. Connect to the internet to search for topical issues
4. Appreciate the use of internet as a computer network resources
KEY INQUIRY QUESTION (S)
Why do you use the internet?
How do you connect to the internet?
LEARNING RESOURCES
KLB Computer Science Learner’s Book Grade 7 pg. 157
Pictures, computing devices Digital devices, models
ORGANISATION OF LEARNING
Learning will take place in an actual classroom. Learners will work individually, in pairs and small groups
INTRODUCTION
Lesson presentation
This is the process of arranging and presenting the lesson material in an orderly and systematic manner,
so that the student’s behaviour can be changed it involves;
1. The lesson introduction; s (5-7min) strive to tap or capture student’s interest/attention
2. Strive to relate or link the new work with the previous work
3. May give a challenging problem relevant to everyday life which is to be solved
The following are some ways of starting a lesson;
Start with a surprise
Starting with an activity
Starting with a case study
Starting from known to unknown (Review the previous lesson)
Starting from difficulties (common mistakes)
Starting with revision
Starting with comparison
Guide the learners to study the pictures in the learner’s book page 141
Let them describe how the computer users in different countries are connecting
Lesson development
This is the core of the lesson in which learning outcomes of the lesson are achieved.
The material of the lesson should be broken down into steps each of which are related to the LO of the
lesson and to each other.
The teacher integrates various teaching skills such as discussion, explanation etc
Appropriate use of writing board and other teaching resources should be observed
Students may be organized in various ways such as whole class, for theory lesson/ small groups for
fieldwork, practical and discussion
DEVELOPMENT
STEP 1
Ask learners to use available resources to find the meaning of internet
Digital literacy will be acquired
Evaluate their answers and guide them accordingly
STEP 2
Ask learners to list how many people are connected to the internet in the world
This will promote critical thinking
STEP 3
In groups, learners to carefully read the paragraph in the learner’s book page 142 in turns
Ask learners to list what made it possible for Halima to connect with her parents using her computer
This activity will enable them to improve their communication and collaboration skills as they
discuss and shares ideas
STEP 4
Ask learners to list the ways in which Halima made new friends from Italy.
This will promote critical thinking and self-efficacy
STEP 5
Ask the class to list what the internet enables us to do
Evaluate their answers and correct them where necessary
Ask learners to read the notes at the Fact Bank section in the learner’s book page 142
CONCLUSION:
Lesson conclusion
This should reflect the achievement or failure to achieve the stated learning outcome.
It is the summary of the points set the particular lesson by the use of the questions and answer
techniques or by solving a problem that requires the application in of the learnt skills or completion of
an exercise like map work the teacher could;
Highlight the main points of the lesson
Elaborate on the learners’ main points
Make a recapitulation of the lesson as you focus on learners’ attention to the next lesson
Teacher to conclude the lesson by asking oral question
EXTENDED ACTIVITIES:
Ask learners to find out who owns the internet
REFLECTION ON THE LESSON:
Did the learners successfully identify types of networks?
Lesson preparation and lesson preparation notes
Before setting down a lesson plan make sure you have a very clear mental view of what you are going to
teach by considering the following;
1. Learn the topic thoroughly well from all available sources such as textbooks, newspapers ,
resources person etc
2. Think of some ideas of how best you will teach the said topic interestingly with the help of
available or improvised resources
3. If demonstration of field work is part of the lesson, perform it or survey in advance, checking the
time taken
4. If solving problems is part of the lesson, solve all the problems beforehand
In the course of lesson preparation, there is always need to extract notes from reference materials. Such
notes should be orderly and neatly written down in a lesson preparations note book and not in a lesson
plan. Sources where information is collected should be clearly documented for future or present
reference.
Usefulness of lesson learning outcome
1. Provide clearly about the purpose of the course
2. Guide in the development of appropriate content, methods and materials by teachers
3. Establish accountability between the teacher and teacher
4. Help teachers to articulate exactly what they want students to learn by the end of teaching
5. Assist teachers in designing appropriate assessment and evaluation
6. Ensure that the desired program and goals are achieved
7. Provide a framework for organizing teaching
Relationship between lesson plan, schemes of work and design
Design- a condensed outline or statement of all the main points (topics) of a course of study to be
covered within specified timing
Schemes of work- is a systematically planned arrangement on how that teaching of a part of the design
is to be covered over a specified period.
Lesson plan- an actual teaching outline of a lesson arranged in the order in which they are to be
presented.
It indicates step and time, content (concepts and skills), methods (teacher/learner activities)and
teaching /learning resources.
The lesson number of the week is extracted from the lesson written in the scheme of work
[Link] OF WORK
It is a key teaching professional document that provides a detailed account of what has been taught
during a specific period, such as a term, semester, or school year. It serves as a record of the curriculum
coverage and helps teachers track progress in relation to the syllabus.
Key Features of Records of Work:
1. Content Coverage: It outlines the topics, units, or lessons that have been taught over a period.
This helps to ensure that all required curriculum areas are covered.
2. Learning Outcomes: For each lesson or unit, the specific learning outcomes or objectives that
students are expected to achieve are recorded. This helps ensure that lessons are aligned with
the curriculum and that students are making progress in developing required skills and
knowledge.
3. Dates and Timeline: The dates for when specific lessons or topics were taught are included. This
is useful for tracking the pacing of the curriculum and for reflecting on whether the teaching
schedule is being followed.
4. Teaching Methods: Sometimes, the methods or activities used in teaching each lesson or unit
are recorded, helping to provide insight into the variety of teaching strategies employed.
5. Assessment Information: Records of work may include details about formative or summative
assessments related to the topics taught. This could include tests, quizzes, assignments, or
projects, along with notes on student performance.
6. Student Engagement and Reflection: Teachers may also note any observations regarding
student engagement, participation, or difficulties with specific topics. This reflection helps in
planning for future lessons and addressing any gaps in understanding.
Importance of Records of Work:
Curriculum Planning: Ensures that all required content is covered and helps teachers plan ahead
to fill any gaps in the syllabus.
Accountability: Provides documentation for school administrators, inspectors, or parents
regarding what has been taught.
Tracking Progress: Helps teachers monitor both their teaching progress and student learning
over time.
Reflection and Improvement: Teachers can look back at the records to evaluate the
effectiveness of their teaching and make adjustments if needed.
E. PROGRESS RECORD OF WORK
Student progress work refers to the ongoing process of tracking, documenting, and evaluating students’
academic performance, skills development, and behavioral growth over a period of time. It includes
various forms of assessment, such as assignments, tests, projects, observations, and other evidence of
student learning. The goal is to measure how well students are achieving learning outcomes, mastering
content, and developing critical thinking and problem-solving skills.
Types of student progress work include:
Formative assessments: These are informal and often ongoing assessments such as quizzes,
homework, class activities, and discussions.
Summative assessments: These assessments evaluate overall achievement at the end of a
learning unit or course, such as exams, final projects, or essays.
Observations and feedback: Teachers observe students' engagement, participation, and
behavior to assess their progress.
Portfolios: A collection of student work that shows their development over time.
Importance of Student Progress Work Important
1. Informs Instruction: By tracking student progress, teachers can identify areas where students
are excelling and areas where they may need additional support. This information allows
educators to tailor their teaching methods, materials, and approaches to better meet the needs
of their students.
2. Supports Differentiated Instruction: Every student has a unique learning pace and style.
Through monitoring progress, teachers can implement differentiated instruction—providing
personalized learning experiences and adapting resources and strategies for individual learners,
ensuring all students have the opportunity to succeed.
3. Encourages Student Reflection and Growth: When students receive regular feedback on their
progress, they can reflect on their strengths and areas for improvement. This can motivate them
to take responsibility for their learning and work on their weaknesses, fostering a growth
mindset.
4. Promotes Accountability: Tracking student progress holds both the teacher and the students
accountable for learning outcomes. It ensures that students are meeting the established
learning goals and that teachers are delivering effective instruction.
5. Provides Data for Communication: Documenting student progress allows teachers to share
clear, evidence-based information with parents or guardians about their child's development.
This enables more effective parent-teacher conferences and helps build a partnership between
the school and home to support student success.
6. Identifies Gaps in Learning: If a student is consistently struggling in certain areas, it signals to
the teacher that there might be gaps in the student’s understanding. This allows the teacher to
take proactive measures to address these gaps before they widen.
7. Supports Emotional and Social Development: Monitoring progress isn’t only about academics.
Teachers also track students' social and emotional growth, which is just as important in overall
development. It helps in identifying students who may need support in building social skills,
managing emotions, or improving self-esteem.
8. Guides Long-Term Planning: Student progress data helps educators plan not only for immediate
needs but also for future instruction. It provides insights into long-term trends, helping schools
to set curriculum goals and make decisions on interventions or enrichment programs.