The Competency-Based Curriculum (CBC), now implemented as Competency-Based Education (CBE) in Kenya, requires teachers to prepare lesson plans that focus on learner competencies, values, and real-life application rather than content coverage only.
This article explains the official CBC lesson plan format used in Kenyan schools, its components, and provides a clear sample format that teachers can adapt for any grade or subject.
What Is a CBC Lesson Plan?
A CBC lesson plan is a structured guide that shows how a teacher will facilitate learning so that learners acquire specific competencies, values, and skills within a lesson.
Unlike the 8-4-4 system, CBC lesson plans emphasize:
- Active learner participation
- Inquiry-based learning
- Continuous assessment
- Real-life problem solving
Why the CBC Lesson Plan Format Is Important
Using the correct CBC lesson plan format helps teachers to:
- Align lessons with KICD curriculum designs
- Focus on specific learning outcomes
- Integrate core competencies and values
- Assess learners continuously and meaningfully
- Meet quality assurance expectations
Components of a CBC Lesson Plan (Kenya)
A standard CBC lesson plan should include the following sections:
- General Information
This section identifies the lesson.
- Grade / Level
- Subject
- Strand
- Sub-strand
- Topic
- Duration
- Date
- Specific Learning Outcomes (SLOs)
These state what learners should be able to do by the end of the lesson.
Example:
By the end of the lesson, learners should be able to identify real numbers and classify them correctly.
- Key Inquiry Question
This is a guiding question that promotes thinking and exploration.
Example:
How do we use real numbers in daily life?
- Core Competencies
Indicate the competencies developed during the lesson, such as:
- Communication and Collaboration
- Critical Thinking and Problem Solving
- Creativity and Imagination
- Learning to Learn
- Digital Literacy
- Values
State the values promoted, for example:
- Responsibility
- Respect
- Cooperation
- Integrity
- Pertinent and Contemporary Issues (PCIs)
These are cross-cutting issues integrated into learning, such as:
- Environmental conservation
- Gender equity
- Financial literacy
- Health and safety
- Learning Resources
List materials used during the lesson:
- Textbooks
- Charts
- Digital devices
- Locally available materials
Lesson Development (Three-Step Approach)
This is the core part of the CBC lesson plan.
Step 1: Introduction (5 minutes)
- Teacher introduces the lesson using questions, activities, or real-life examples
- Learners respond and share prior knowledge
Step 2: Lesson Activities (25 minutes)
- Learners work individually or in groups
- Teacher facilitates discussions and activities
- Learners explore, discover, and apply concepts
Step 3: Conclusion (10 minutes)
- Learners present findings
- Teacher clarifies key points
- Summary of learning outcomes
Assessment (Continuous Assessment)
Assessment in CBC is ongoing and learner-centered.
Examples:
- Oral questions
- Observation checklist
- Group presentations
- Short exercises
Reflection
The teacher reflects on:
- What worked well
- Challenges faced
- Improvements for future lessons
SAMPLE CBC LESSON PLAN GRADE 10
ADMINISTRATIVE DETAILS
School: xyz senior School
Subject: Mathematics
Grade: 10
Term: 2
Year: 2026
Date: ___ / ___ / 2026
Time: 8:00 – 8:40 a.m.
Roll: Boys: 24 Girls: 26 Total: 50
Teacher’s Name: __________________
TSC No.: __________________
STRAND DETAILS
Strand: Numbers and Algebra
Sub-strand: Real Numbers
Topic: Classification of Real Numbers
LESSON LEARNING OUTCOMES
By the end of the lesson, the learner should be able to:
a) identify different types of real numbers;
b) classify numbers into natural, whole, integers, rational and irrational numbers;
c) apply real numbers in solving simple daily-life problems.
QUESTIONS KEY INQUIRY
- Where do we encounter real numbers in our daily lives?
- Why is it important to classify numbers correctly?
CORE COMPETENCIES
- Critical thinking and problem solving
- Communication and collaboration
VALUES
- Responsibility
- Cooperation
PERTINENT AND CONTEMPORARY ISSUES (PCIs)
- Financial literacy
LEARNING RESOURCES
- Mathematics textbook
- Number charts
- Chalkboard / digital display
INTRODUCTION
The teacher guides learners to respond to the question:
“Where do we use numbers in our daily activities?”
Learners share experiences such as counting money, temperatures, and measurements.
LESSON DEVELOPMENT
Step 1
Learners observe numbers written on the board and identify similarities and differences among them.
This develops critical thinking as learners analyze number properties.
Step 2
In pairs, learners discuss and classify the numbers into groups such as natural, whole, integers, rational and irrational numbers.
This enhances communication and collaboration as learners justify their choices.
Step 3
Learners work in small groups to present their classifications, while peers listen, ask questions and give feedback.
This promotes confidence and cooperative learning.
CONCLUSION
Learners respond to the guiding question:
“Why is correct classification of numbers important?”
The teacher summarizes the key points of the lesson.
ASSESSMENT
- Oral questions
- Short written exercise on classification of real numbers
- Observation of group participation
EXTENDED ACTIVITY
Learners identify real numbers used at home (prices, measurements, temperatures) and record them for discussion in the next lesson.
This promotes responsibility and application of learning beyond the classroom.
REFLECTION
Most learners successfully classified real numbers and actively participated in group work.
However, a few learners required additional support on irrational numbers.
The teacher will revisit the concept briefly in the next lesson.
for more information refer KICD
