PROFESSIONAL DOCUMENTS

APRIL, 2025
 Learning Outcomes
By the end of the session, participants will:
a) State the importance of various professional documents,

b) Outline the components of each professional document,

c) Develop and critique various professional documents

d) Appreciate the importance of preparing own professional

documents
 Schemes of Work
GROUP ACTIVITY 1

1. What document should guide the teacher when

developing schemes of work?
2. Why should we prepare schemes of work?
3. Outline the components of a schemes of work.
4. What are the gaps in the preparation and use of schemes
of work?
 Schemes of Work
Gaps
• Overreliance on online/commercial schemes of work. These
do not address the needs and situation of the learner.
• Failure to use recommended format
• Not aligning them to the curriculum design. Instead many
teachers indicate that they use coursebooks for scheming
purposes
• Failure to quote the exact reference being used including
title, page numbers, author, when using coursebooks and
other reference materials
 Schemes of Work
Gaps Cont’
• Stating lesson specific learning outcome using sub strand
instead of lesson.
• Reflection column is normally not updated. If so, it is
sketchy with remarks such as done, covered which cannot
inform teaching and improvement.
• Failure to update schemes of work over a period of time
 Schemes of Work
Gaps Cont’
• There`s disregard of the three levels of the specific learning
outcomes. Teachers tend to focus on mainly knowledge.
• Some specific learning outcomes lack the context
Sample Scheme of Work for English

Administrative Details

School Hope Junior School

Year 2025

Term 3

Subject English

Grade 8

Teacher’s Details Name: Mercy Kemi TSC. No: 000111

W Lsn Strand Sub strand Lesson Learning Out Learning Key Inquiry Learning Assessment Reflection
k. comes Experiences Question(s) Resources Methods
1 1 Listening Oral By the end of the lesson, the The learner is guided to: What do you computer observation Part of the lesson
and presentations: learner should be able to:  watch live or enjoy during a devices with was not fully
speaking Oral Narratives a) outline the oral narrative recorded oral storytelling audio-visual covered since the
performance techniques performances of session? recordings of performances were
for effective delivery, narratives as a narrations or engaging.
b) use oral narrative class, How can you dramatization of Arrangements will
techniques during the  discuss the oral become a good storytelling be made to ensure
performance, performance storyteller? sessions, all learners present
c) appreciate the importance techniques in resource their work
of performance groups, persons
techniques in the  perform oral
successful delivery of oral narratives in
material. groups while peers
watch, record and
then give feedback
 Activity
In groups:
• Select a subject of your choice.
• Pick one sub strand and prepare a one week scheme of
work. (Preferably a sub strand with 4-6 lessons)
• Present in a gallery walk.
• What lesson(s )have you learned regarding preparation of
S.O.W?
 Lesson Plan
GROUP ACTIVITY
• What are your experiences regarding preparation of lesson plans?
• What is the difference between the lesson plans in CBC and other
lesson plans that you are familiar with.
• What is the relationship between the lesson plan and S.O.W?
• Outline the components of a lesson plan in CBC.
• How are core competencies, values and PCIs addressed in a lesson
plan?
SAMPLE LESSON PLAN - ENGLISH

ADMINISTRATIVE DETAILS
School Hope junior School Date 7/9/2025
Subject/Learning English Time 8:00-8:40am
Area

Year 2025 Grade 8

Term 3 Roll Boys 25 Girls 30
TOTAL: 55

Teacher’s Details Name: Mercy Kemi TSC No. 000111

Strand: Listening and Speaking
Sub strand: Oral Presentations: Oral Narratives
Lesson Learning Outcomes
By the end of the lesson, the learner should be able to:
a) outline the oral narrative performance techniques for effective delivery,
b) use oral narrative techniques during the performance,
c) appreciate the importance of performance techniques in the successful delivery of oral material.
Key Inquiry Questions
What do you enjoy most during a storytelling session?
How can you become a good storyteller?
Learning Resources
Video, radio or phone recordings of narrations or dramatisation of storytelling, resource person
Introduction
The learner responds to the following question: ‘What do you enjoy most during a storytelling session?’
Lesson Development
Step 1
Perform (or watch live or a recorded oral performance of) a narrative as a class.
The core competency of self-efficacy will be developed as the learners perform or react to the performance.
Step 2: In pairs, learners discuss what they think made the session interesting.
This enhances Life Skills Education as a PCI and more specifically effective communication as the learner discusses the oral
performance.
Step 3. Learners perform oral narratives in groups while peers watch, record, and then give each other feedback on techniques
used.
This enhances communication and collaboration. It also enhances the value of unity as the learner collaborates with peers to
perform and record an oral narrative.
Conclusion
Learners are guided to discuss the following question:
How can you become a good story teller?
Extended Activity
The learner to retell the story as well as lessons learnt from the story to their parents, siblings or peers.
This promotes the value of responsibility as the learner takes up the assigned tasks. It also promotes the PCI of parental
engagement and empowerment.
Reflection
The lesson went on well as learners grasped the concepts as expected. Searching for content online however was slow due to
connectivity challenges.
 Activity 4
In groups:
• Prepare a lesson plan based on the scheme of work that had
prepared.
• Present your lesson plan during gallery walk.
• Discuss any emerging issues in a plenary e.g breaking of
specific learning outcomes into lesson specific learning
outcomes,
POINTS TO NOTE
1. Are the Learning outcomes well unpacked from broader sub strand to
bring out the intended knowledge, skill(s), attitudes and values?
2. Does the lesson plan have varied learning experiences?
3. Are the core competencies(s), value(s) and PCI(s) mainstreamed in the
lesson development?
4. Do the pedagogies employed foster active learning( learner centred)?
5. How does the teacher assess the learners (Assessment should be
integrated during the lesson e.g asking questions, responding to
questions, writing answers, taking notes, summarising)
6. Are all the components of a lesson plan well brought out and in the
correct format (e.g KIQ’s, learning resources, Lesson organisation etc)
7. Does the teacher provide a critical analysis of the lesson in the reflection
column? What went well? what did not work? How can future lessons be
improved?
 RECORD OF WORK

Activity 6
1. What are the components of a record of work?
2. Why should teachers prepare a record of work for each
subject?
3. Prepare a one-week record of work and present in a plenary.
 A Sample Record of Work Covered

Administrative Details
School Hope Junior School
Grade 8
Subject/Learning Area English
Year 2025
Term 2
Teacher’s Details Name: Mercy Kemi TSC No. 000111
Date Week Lesson Strand Sub strand Work Done
7/09/2025 1 1 Listening Oral Oral Narratives
and presentations
speaking