Professional Documents

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Definition professional documents

These are the documents which are used by the teacher in the preparation, implementation and evaluation of teaching/learning process. They include schemes of work, lesson plans, records of work and progress records. They are meant to make teaching and learning more effective.

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Schemes of Work.

It is a detailed breakdown of the syllabus in terms of lessons, weeks, terms and year for the purpose of orderly and systematic teaching. The scheme of work is derived from the Life Skills Education Syllabus. The scheme of work details how the Life Skills Education content for each class is to be covered on a weekly, termly and yearly basis.

A scheme of work has the following components:

  • Week: This is the week of term in which a particular topic content is to be taught
  • Lesson: Specific Lesson in the week in which a particular topic/sub-topic is to be taught.
  • Topic/sub-topic: These are specific areas identified for study in the Life Skills Education syllabus. A sub topic is a sub division of topic for ease of study.
  • Specific Objective: This refers to what the teacher intends to achieve by the end of the lesson. They must be SMART, that is

S - Specific M - Measurable A - Attainable/achievable R - Realistic T - Time bound

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should point to the expected change of behaviour of the learner.
  • Teaching/Learning Experiences

The column clarifies the activities carried by the learner and the teacher for effective teaching and learning during and after the lesson. These experiences should be stated clearly using action verbs and be sequentially geared towards achieving the specific objectives.They guide the teacher to plan in advance the teaching/learning experiences, methods and the varied activities the class will be engaged in during the lesson.

  • Teaching/Learning Resources

These spells out the instructional materials the teacher intends to use to make the lesson effective.They include human and material resources. The teacher should creatively select, develop and assemble resources before the lesson such as; text books, newspaper cuttings, charts, audio and audio visual materials.

  • References

The teacher indicates text books, reference materials and documents which should be used to source content on specific topics. A variety of references should be used to enrich the content.

  • Remarks

These are comments that the teacher makes to show whether the set objectives have been achieved.


CLASS: FORM I …………….. TERM: ……………………… YEAR ………………………

  • Meaning of Life Skills Education
By the end of the lesson, the learners should be able to:
  1. explain the meaning of Life Skill Education
  2. identify everyday life’s challenges he/she encounters
  3. Relate Life Skill Education to the challenge of everyday life
*Meaning of Life Skills Education
  • Challenges of everyday life
  • Life skills as they relate to challenges of everyday life
#explaining the concepts/terms
  1. questioning and answering question
  2. discussing challenges of everyday life
  3. note taking
#Charts showing definition and importance of Life Skill Education
  1. learners’ experiences
Indicate author, year of publication (editions) Title publisher, Town and page(s) *Learners participated actively in the learning process
  • objectives achieved
  • Benefits of Life Skills Education
By the end of the lesson, the learner should be able to demonstrate clear understanding of the benefits of learning Life Skills Education row 2, cell 5 #explaining the terms
  1. brainstorming on the benefits of Life Skills Education
  2. note taking
  3. sharing of learners’ experiences
#Charts showing benefits of Life Skills Education
  1. Learners’ experiences
  2. Charts showing benefits of Life Skills Education

Learners’ experiences

Indicate author year of publication (editions) Title publisher, Town and page(s An adhoc staff meeting interrupted the lesson. To be taught during prep time.
  • Core-living values
By the end of the lesson, the learner should be able to:
  1. identify the core living values
  2. demonstrate a clear understanding of the relationship between living values and life skills
#Core-living values
  1. Relationship between living values and life skills|questioning and answering
  • explaining the term
  • role playing the living values
#Chart showing the meaning of living values
  1. The living values
Indicate author year of publication (editions) Title publisher, Town and page(s) Lesson was interesting objectives were achieved.

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It is a detailed account of what is to be covered in a lesson. It is extracted from the scheme of work.

Importance of Lesson Planning

A lesson plan is necessary in the effective teaching of Life Skills Education because it helps the teacher to:

  • focus clearly on the content to be covered and the way it should be taught thus avoiding vagueness and irrelevance
  • organise the content to be taught in advance
  • plan, prepare and assemble teaching/learning resources
  • take the opportunity to visualize and conceptualise in advance the teaching strategies and ethods.
  • select and design appropriate assessment methods.

Format of a lesson plan

A lesson plan should include the following components:

Administrative details

  • Date
  • Time
  • Class
  • Roll
  • Subject

Topic/Subtopic:It is derived from scheme of work

Specific Objective(s): It is a statement of what is intended to be achieved by the end of the lesson. It should be stated in simple clear language and should be measurable as in the syllabus.

Learning/teaching Experiences: This column contains the approaches/methods to be used in the lesson. These include discussion, observation, brainstorming among many. Learning/teaching experiences should aim at achieving the stated lesson objectives.

Learning/teaching Resources

These are the materials that will be used to enhance the learning/teaching process. They include: charts, videos and audio programmes, pictures and real objects. Teachers should improvise resources relevant that are and appropriate to the lesson.


This column gives the sources of information. These include textbooks, magazines, periodicals and journals.


The teacher should state if the lesson was taught successfully. If there were any difficulties observed, mention them. Remedies sought should also be indicated.


An outline of the stages followed in lesson presentation

It provides for the organisation of a favourable learning atmosphere. For example, to recapitulate salient points of previous lessons relevant to the new subject matter or material. It also aims at capturing the attention of the learners. In order to maintain this attention, the teacher will need to stimulate the learners’ imagination, interest and enthusiasm.

A good Introduction involves:

  • remembering relevant facts that link the previous topics to the current one.
  • providing an overview of the topic to be covered.

Lesson Development

This is the actual teaching of the Life Skills Education content. The subject matter is divided into steps. Each step should contain one main idea or experience. It should indicate clearly what and how to be taught and the learners activities. The teacher should vary the teaching/ learning activities as the need arises.


This is a summary of the lesson. This can be done by either one or a combination of the following:

  • asking questions to establish whether the lesson objectives have been achieved.
  • allowing learners to seek clarification
  • summarising the main points in the lesson
  • giving follow up activity(ies) such as a reading assignment or project.

Note that a lesson plan may not have all the details of the subject content, therefore the teacher should have lesson notes.

Lesson Evaluation

This should be made immediately after the lesson when the teacher still has a fresh memory of what transpired in class. The teacher should evaluate:

  • achievement of the objectives
  • quality and depth of content
  • appropriateness of method
  • adequacy and appropriateness of the resources
  • relevance and effectiveness of tool of assessment
  • strategies for improved future instruction on the topic

Sample Lesson plan format for Life Skills Education


18/7/08 9.20-10.00 am Form IA Life Skill Education 40

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It is a document where all details of the work covered/taught by the teacher is entered on a daily basis.

The entries are made by the individual teacher after every lesson. A record of work ensures:

  • accountability and transparency of work covered by the teacher
  • the continuity of teaching of a particular class
  • that a new teacher traces where to start teaching a class
  • the evaluation of schemes of work after a period of time for example four years
  • uniformity in content coverage in case of several streams.

A record of work should have the following components:

  • Time frame: It should indicate the day, date, week and lesson

The week and the lesson can be specified for example week 9 Lesson 1

  • Work covered: it takes the form of sub-topics derived from specific objective (s)
  • Remarks section

This is a statement reflecting the success and failures of the lesson and recommendations/way forward

  • Name/Sign/Initials

This is the identity of the teacher who taught the lesson. It helps in accountability and transparency.


SUBJECT: Life Skill Education CLASS FI TERM 1A YEAR 2008
  • Meaning of Life Skills Education
*Meaning of Life Skills Education
  • Challenges of everyday life
  • Life Skills as they relate to challenges of everyday life
Lesson well covered.Objectives achieved N.B.K