How to Write a CBC (now CBE) Lesson Plan — KICD Format with Free Template

Writing a CBC (now CBE) lesson plan is one of the most time-consuming tasks for Kenyan teachers — yet most teachers receive minimal training on what the KICD format actually requires. This guide walks through every section of a CBC (now CBE) lesson plan, explains what belongs in each field, and gives you a template you can use immediately.

Why CBC (now CBE) Lesson Plans Are Different

The old 8-4-4 lesson plan was relatively simple: topic, objectives, introduction, development, conclusion. A teacher could write one in 10 minutes.

CBC (now CBE) lesson plans are more detailed — by design. They are built around learner-centred activities rather than teacher instruction. The lesson plan is not a script for the teacher; it is a blueprint for what learners will do, discover, and produce.

KICD requires every lesson plan to show:

• The specific strand and sub-strand being covered (mapped to the curriculum design)
• Clear Specific Learning Outcomes (SLOs) — measurable, observable
• The Core Competencies being developed in the lesson
• Pertinent and Contemporary Issues (PCIs) integrated into the lesson
• Values the lesson reinforces
• Assessment criteria — how will you know the learner has achieved the SLOs?

The Complete KICD CBC (now CBE) Lesson Plan Format

Section 1: Lesson Header (The Facts)

Common mistake: Many teachers write a generic "Strand: Numbers" without cross-referencing the actual KICD curriculum design document for that grade. The strand names in the curriculum design must match exactly. Download the relevant curriculum design from the KICD website to verify.

Section 2: Specific Learning Outcomes (SLOs)

This is the most critical section. SLOs are copied (and slightly adapted for classroom context) from the KICD curriculum design document.

Format: Each SLO starts with an observable verb. By the end of the lesson, the learner should be able to:

• Identify integers on a number line
• Compare positive and negative integers using >, <, and = symbols
• Perform addition and subtraction of integers using real-life examples

How many SLOs? For a 40-minute lesson, 2–3 SLOs are realistic. For an 80-minute lesson, 3–5. Avoid overpacking a lesson — it is better to cover 3 SLOs deeply than 6 superficially.

Section 3: Key Inquiry Questions

These are the questions that drive the lesson's exploration. They should be open-ended and thought-provoking — not questions with a single correct answer.

Example (Maths — Integers):

• Where do we encounter negative numbers in daily life in Kenya?
• How would a farmer describe a debt of KSH 500 using numbers?
• What happens when you subtract a larger number from a smaller one?

The key inquiry question is what the lesson centres on. It is also the hook you use to introduce the lesson to learners — "Today we are going to answer the question: What happens when we go below zero?"

Section 4: Core Competencies

Every lesson should develop at least 2 of the 7 CBC (now CBE) Core Competencies. Tick the ones your lesson genuinely develops (don't tick all 7 just to fill space):

1. Communication & Collaboration — developed through group work, discussion, presentations
2. Critical Thinking & Problem Solving — developed through analysis, comparison, problem-solving tasks
3. Creativity & Imagination — developed through open-ended tasks, design, storytelling
4. Citizenship — developed through social relevance, environmental topics, governance
5. Digital Literacy — developed when ICT tools are used in the lesson
6. Learning to Learn — developed through metacognitive activities, self-assessment
7. Self-Efficacy — developed through tasks that build confidence, goal-setting

Example for a Maths lesson on integers: Critical Thinking & Problem Solving ✓, Communication & Collaboration ✓ (through group activity)

Section 5: Pertinent and Contemporary Issues (PCIs)

PCIs are real-world issues that KICD wants integrated into every subject. They include:

• Environmental Education
• Citizenship & Social Cohesion
• Financial Literacy
• HIV & AIDS Education
• Safety & Security
• Disaster Risk Reduction
• Gender & Life Skills
• Learner Support

How to integrate PCIs naturally: In a Maths lesson on profit and loss, Financial Literacy is a natural PCI. In a Science lesson on ecosystems, Environmental Education fits. Don't force irrelevant PCIs — choose 1–2 that genuinely fit the topic.

Section 6: Values

List 1–2 values the lesson promotes from this list: Love, Responsibility, Respect, Unity, Peace, Patriotism, Social Justice, Integrity.

Example: A lesson on sharing resources in Science can promote Social Justice. A lesson on team projects promotes Unity and Responsibility.

Section 7: Learning Resources

List every resource you and the learners will use. Be specific — not just "textbook" but "Longhorn Mathematics Grade 7 Textbook, p.45–47". Include:

• Textbooks (with page numbers)
• Locally available materials (bottle tops, stones, rulers — whatever you are using)
• Charts or posters
• Digital resources (if available)
• Learner's previous exercise books (if referencing prior work)

Section 8: Organisation of Learning

This is the main body of the lesson plan — the sequence of activities. It follows three stages:

a) Introduction (5–10 minutes)

Use this to:

• Activate prior knowledge ("What do we already know about numbers?")
• Pose the key inquiry question
• Create curiosity or relevance ("When has a shopkeeper told you that you owe them money?")

The introduction should not include new content. Its purpose is to prepare learners' minds and connect the lesson to what they already know.

b) Lesson Development (25–30 minutes)

This is where the main learning happens. In CBC (now CBE), activities must be learner-centred. The teacher guides, prompts, and facilitates — not lectures for 30 minutes straight.

Structure this section as a sequence of activities:

• Activity 1: Individual exploration (5 min) — e.g., "On a blank number line, mark where -3, -1, 0, 2, and 4 would go."
• Activity 2: Pair/group discussion (8 min) — "Compare your number lines with a partner. Discuss: which number is greater, -3 or -1? How do you know?"
• Activity 3: Guided class practice (10 min) — teacher demonstrates, learners attempt similar problems in exercise books
• Activity 4: Application (7 min) — real-world problem: "A shop owner has stock worth KSH 200 but owes KSH 350. Write this as a number sentence."

Write what the learner does in each activity, not what the teacher does. KICD inspectors and quality assurance officers look for learner-centred language.

c) Conclusion (5 minutes)

• Revisit the key inquiry question — can learners now answer it?
• Summary of key learning points (by learners, not teacher)
• Preview next lesson
• Optional: exit ticket — one question learners answer before leaving (feeds into your formative assessment data)

Section 9: Assessment

Describe how you will assess whether learners have met the SLOs. In CBC (now CBE), assessment should be continuous and varied:

• Observation: Walk around during activities, note which learners are struggling
• Oral questioning: Ask specific learners to explain their reasoning
• Written exercise: 3–5 questions at the end of the lesson for marking
• Peer assessment: Learners swap books and mark each other's work against the criteria
• Portfolio evidence: Keep one completed activity per learner as portfolio evidence

Reference the appropriate assessment rubric here. Example: "Assessment Rubric: Grade 7 Mathematics — Numbers Strand, Sub-Strand: Integers (BE/AE/ME/EE criteria as per KICD assessment tool)."

Section 10: Teacher Reflection

Completed after delivering the lesson. Be honest — this section exists to help you improve. Typical questions to answer:

• Were the SLOs achieved? Which learners are still at BE or AE level?
• Was the timing realistic? What would I adjust?
• Which activity worked best / least well, and why?
• What remediation do I need to plan for next lesson?

Common Mistakes in CBC (now CBE) Lesson Plans

Based on feedback from KICD quality assurance visits, these are the most common mistakes:

1. SLOs are too vague: "Learner will understand integers" is not measurable. "Learner will correctly compare two integers using > and < symbols" is measurable.
2. Activities are teacher-centred: "Teacher explains the concept and learners listen" is not a learner activity. "Learners sort number cards from smallest to largest, then justify their order to the group" is learner-centred.
3. Wrong strand names: Copying strand names from memory instead of from the curriculum design. Always cross-reference the actual KICD document.
4. PCIs forced in: Listing all PCIs regardless of relevance. Choose only those that genuinely fit.
5. No differentiation: CBC (now CBE) classrooms have mixed-ability learners. Your lesson plan should note what support BE learners receive and what extension tasks EE learners get.

Download CBC (now CBE) Lesson Plan Template

CBC Edu Kenya provides ready-made, KICD-format lesson plans for every learning area at every grade level. Each lesson plan is written by experienced Kenyan teachers, aligned to the current curriculum design, and available for instant download.

We have complete lesson plan sets for:

• All 13 Grade 7 learning areas (Term 1, 2, and 3)
• All Grade 8 and Grade 9 learning areas
• Grade 4–6 upper primary (all learning areas)
• Senior Secondary core subjects (Grade 10–12)

Browse Lesson Plans →

Summary: The 10-Step CBC (now CBE) Lesson Plan

1. Write the lesson header (school, grade, learning area, strand, sub-strand, date, duration)
2. Copy Specific Learning Outcomes from the KICD curriculum design
3. Write 2–3 open-ended Key Inquiry Questions
4. Identify 2–3 Core Competencies developed in this lesson
5. Select 1–2 relevant PCIs and values
6. List all learning resources with specific references
7. Write learner-centred Introduction activities (5–10 min)
8. Write learner-centred Development activities (25–30 min)
9. Write Conclusion activities (5 min)
10. Describe assessment methods and rubric reference

Complete the Teacher Reflection section after delivering the lesson. Over time, these reflections become the most valuable professional development resource you have.