Writing a CBE lesson plan is one of the most common challenges Kenyan teachers face after the transition from 8-4-4. The format is different. The language is different. The focus has shifted from content delivery to competency development. Many teachers are still writing 8-4-4-style plans and calling them CBE.
This guide explains exactly what a CBE lesson plan must contain, why each section exists and how to write one that actually reflects what the curriculum requires.
Why CBE Lesson Plans Are Different
In the 8-4-4 system, a lesson plan focused on what the teacher would teach. The objective was typically written as "by the end of the lesson, learners will know..." CBE shifts the focus entirely to what the learner will be able to do. The objective is written as a competency: a demonstrable skill or behaviour, not a piece of knowledge.
This is not a cosmetic change. It changes how you plan activities, how you assess during the lesson and what evidence you look for to confirm that learning has happened. A CBE lesson plan that uses 8-4-4 language in the objectives section is not a CBE lesson plan, regardless of what it says at the top.
The Required Components of a CBE Lesson Plan
| Section | What It Contains | Common Mistake |
|---|---|---|
| School and teacher details | School name, teacher name, date, grade, learning area, strand, sub-strand | Leaving strand and sub-strand blank |
| Time and roll | Lesson duration, number of boys, number of girls, total | Using class total only without gender breakdown |
| Learning outcomes | What learners will be able to do by end of lesson, written as observable competencies | Writing knowledge objectives instead of competency outcomes |
| Key inquiry questions | Two to three questions that drive the lesson and provoke thinking | Writing factual recall questions instead of inquiry questions |
| Learning resources | All materials, tools, textbooks, digital resources needed | Writing "textbook" only without specifying page or resource |
| Introduction | How you will activate prior knowledge and introduce the lesson, 5 to 10 minutes | Skipping this section or writing "revision of previous work" |
| Lesson development | Step-by-step activities with teacher actions and learner actions clearly separated | Writing only teacher actions, no learner activities |
| Assessment | How you will check competency during and after the lesson | Writing "oral questions" without specifying what you are assessing |
| Conclusion | How you will summarise learning and link to next lesson, 5 minutes | Leaving this section blank |
| Reflection | Teacher notes after the lesson on what worked, what did not and what to adjust | Leaving reflection blank or writing it before the lesson |
How to Write CBE Learning Outcomes
The learning outcome is the most important section of a CBE lesson plan and the one most commonly written incorrectly. A CBE learning outcome must describe an observable, measurable competency using an action verb.
The wrong way: "Learners will understand photosynthesis."
The right way: "Learners will be able to draw and label a diagram showing the process of photosynthesis and explain the role of each component."
The difference is that the second outcome can be observed and assessed. You can see whether a learner has drawn the diagram correctly. You can hear whether they can explain the role of each component. "Understand" cannot be observed or measured directly.
Use action verbs from Bloom's Taxonomy appropriate to the grade level. For junior secondary, verbs like identify, describe, explain, demonstrate, compare, analyse and evaluate are all appropriate depending on the complexity of the topic.
Writing Good Key Inquiry Questions
Key inquiry questions are not comprehension questions. They are open questions that provoke thinking, discussion and investigation. A good key inquiry question has no single correct answer and requires learners to think rather than recall.
Poor key inquiry question: "What is photosynthesis?"
Good key inquiry question: "How would plants and animals be affected if photosynthesis stopped happening?"
The second question requires learners to apply their understanding, make connections and think about consequences. That is what CBE is designed to develop.
Structuring the Lesson Development Section
The lesson development section should show a clear progression from introduction through exploration to consolidation. Each activity should specify what the teacher does, what learners do and how long the activity takes.
The Assessment Section
The assessment section of a CBE lesson plan must specify what you are assessing, how you are assessing it and what evidence you will accept as proof of competency. Writing "oral questions" is not sufficient. Write "oral questions to assess whether learners can explain the three conditions required for photosynthesis, using the BE/AE/ME/EE rubric."
For a deeper understanding of how CBE assessment rubrics work and how to apply them consistently, read our guide on CBE grading explained.
The Reflection Section
The reflection section is written after the lesson, not before. It is the most valuable professional development tool in the lesson plan because it forces you to evaluate what actually happened against what you planned. Write what worked, what did not work, which learners struggled and what you will do differently next time. A blank reflection section is a missed opportunity to improve your teaching.
A Plan That Reflects the Curriculum
A well-written CBE lesson plan is not a bureaucratic exercise. It is a thinking tool that forces you to be clear about what you want learners to be able to do, how you will help them get there and how you will know they have arrived. Take the time to write it properly and your lessons will be more focused, your assessments more meaningful and your learners more engaged.