Citizenship Education Curriculum Induction Training

Manual

Grade 9th and 10th

September, 2023/2016

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 Table of Contents
Contents…………………………………………………………………………………………..Page
1. Training Outcomes...................................................................................................................................... 31
2. Background of Citizenship Education .................................................................................................... 31
3. Citizenship Education In Ethiopia ...................................................................................................... 32
4.3.1. Weaknesses of Civic and Ethical Education .................................................................................. 33
5. Rationales for the New Citizenship Education ....................................................................................... 36
5.1. Major changes in the new Citizenship Education Curriculum ........................................................... 36
5.2. Goals of Citizenship Education .......................................................................................................... 37
5.3. Objectives of Citizenship Education .................................................................................................. 37
5.4. Learning Areas of Citizenship Education........................................................................................... 38
6. Curriculum Documents of the New Citizenship Curriculum ................................................................. 38
6.1.1. Content Flowchart of Citizenship Education ........................................................................ 39
6.1.2. Learning Competencies of Grade 9 & 10 Citizenship Education ........................................ 40
6.1.3. Syllabus of Grades 9 & 10 Citizenship Education ................................................................ 41
6.1.4. Student Textbook ..................................................................................................................... 42
6.1.5. Teacher Guide .......................................................................................................................... 42
6.2. Alignment of the TLM (syllabus, textbook and teacher guide)................................................ 31
6.3. Teaching Methodologies .................................................................................................................... 31
6.4. Lesson Planning ................................................................................................................................. 30

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1. Overview
The subject of Moral and Citizenship education as a subject delivered in various countries with
different nomenclatures such as: citizenship education, human right education, moral education,
character education, political science education etc. In Ethiopia also the subject has been
delivered having different nomenclature in the past regimes. Nowadays civics and ethics
education is being offered to create active, competent and responsible citizens. Certainly, the
subject achieved some positive results such as: raising the awareness level of students on
human and democratic rights i.e. many citizens who have good civic knowledge that enable
them to enjoy their own rights, the students scoring highest mark in the subject at regional and
national level exams. However, the subject has not met the intended objective of creating ethical
and responsible citizens due to limitations such as: more values on civics rather than ethics
values, less emphasis on social and moral values, repetition of contents in all grade levels, lack
of qualified teachers, poor assessment methods, and inadequate teaching and learning resources
and external factors are the major challenges of the subject.

To alleviate the above problems it has become very imperative to revise the content of subject
by incorporating moral and social values, indigenous knowledge in Moral and Citizenship
curriculum. To this end, the nomenclature of the subject also named as moral and citizenship at
primary level, middle level and secondary school and its content areas should be aligned with
the newly intended goal and objectives.

The rationality of Moral and Citizenship Education at all levels of education is founded on the
development of citizens' civic knowledge, skills, competence and active citizenship to change
their civic attitude and behavior which enable them to contribute for the development of
democracy and their country. The ultimate goal of the proposed Moral and Citizenship
Education is building democratic society that demonstrates democratic and moral values that
promotes democratic culture. Besides the main objective of Moral and Citizenship education is
to produce good citizens who have a civic knowledge, skills and disposition in the vast areas
of Moral and Citizenship education; who could effectively participate in the socio-economic
and political problems of the country and abide by the moral values of the society.

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The newly proposed Moral and Citizenship education has different learning areas, teaching and
assessment method that enable students to be critical thinkers, problem solvers, develop the
skills how to live together with others. At Pre Primary Level the subject should be offered being
integrated the moral development issues with other subjects. At the primary level (1-6) Moral
Education, middle level (7-8) and secondary (9-10) Citizenship Education.

The learning areas at primary level includes morality, respecting the rules and regulations of the
school, integrity, democracy, citizenship, loyalty, honesty, basic rights and responsibilities,
feeling of patriotism, respecting oneself and others, caring for others, empathy, collaboration
and team work, tolerance, respecting cultural diversity, peace education, humanity and telling
the truth.

At middle level and secondary level the learning areas of the subject are identified keeping of
their level of complexity, width and depth. Learning areas at this level includes peace education
and indigenous conflict resolution, national unity and proud within diversity, self-reliance, rule
of law, tolerance, voluntarism, responsibility, justice, equality, creativity, critical thinking and
problem solving skills, good governance, virtue ethics, moral and Civic Virtues, Humanity,
Tolerance, State, Democracy and Human right, Multiculturalism, Constitution, Conflict
Resolution, Peace Building, and Contemporary global issues.

Teaching Moral and Citizenship education should be revitalized to help the learners acquire civic
knowledge, skills and disposition in an interactive environment. The teaching of Moral and
Citizenship education must adopt methods that promote reasoning, critical thinking, and enable
children to develop social cohesion and to learn how to live harmoniously within diversified
society. Problem solving, debate, case study, role play, field trip and role model are some of the
proposed teaching methods that could be implemented in a way that enhances the students’
active learning. Based on objectives of the lessons the subject should also employ both formative
assessment method (Assessment for learning) and summative assessment method (Assessment
of learning).

Based on the proposed solution of different researches in order to achieve the desired goal and
objectives of the subject, the contents of the subject should be focused on moral and virtue
ethics in the curriculum, teachers training program in Colleges and universities should be aligned

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with the general education program of civics and ethics education curriculum to build the
capacity of teachers, the curriculum should include values that enhance unity within diversity,
revise the contents and teaching methods, to cultivate the behavior of students in a proper
manner the government is very expected to work along with parents, religious institutions, media
and other pertinent stakeholders, and the government should consolidate free democratic
institutions that enable students to exercise their rights.

Finally, the MOE and Oromiya National Regional Education Bureaus expected to establish
monitoring and evaluation mechanisms so as to ensure the effective implementation of
citizenship education.

1. Training Outcomes
At the end of this training, trainees will be able to:
 understand the new curriculum reform;
 put the knowledge they get into practice;
 aware the way how the new curriculum reformed;
 internalize the major shifts of Citizenship Education in the new curriculum;
 understand how curriculum documents are aligned(syllabus, STB, TG)
 get familiar with the 21 century skills addressed in Citizenship Education.

2. Background of Citizenship Education

Citizenship Education is a field of study that develops knowledge, skills and understanding that
pupils need to play a full part in democratic society, as active and responsible citizens.
Citizenship Education is the training of effective and active citizens. It is the training of citizens
who question, evaluate and present creative solutions and know their responsibilities and rights.
It is the training of effective citizens by centralizing the components of social participation,
social and moral responsibility. Citizenship Education is a process of impacting on the citizen the
acquisition of their right, value and development of total knowledge, skill and attitude toward the
affairs of their States.

Some of the names used in schools are “citizenship, civics, social sciences, social studies, studies
of society, life skills and moral education” and there are links to subjects such as “history,

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economics, law, politics, environmental studies, values education, religious studies, languages
and science” (Kerr, 1991, p. 202). Gross and Dynneson (1991) say Citizenship Education is a
societal means of enabling the youth to acquire knowledge, skills and values needed to maintain
and perpetuate the republic.

Citizenship Education emerged as a subject in the areas of social science and relies on the
country’s issue which has different nomenclature in different countries. But there is no
significant difference in their essence and purpose. Examples:

• Citizenship Education--- -------America and Germany

• Right Education--- ---------------South Africa
• Character Education--- ----------Singapore

3. Citizenship Education In Ethiopia

In Ethiopia the name, contents and methods of Citizenship Education have been changing from
regime to regime. It was influenced by the deep-rooted religious and the political philosophy of a
particular political system.
4.1. Citizenship Education under the reign of Hailesillasie
Citizenship Education was introduced into the Ethiopian school curriculum during the reign of
Emperor Haile Selassie as Moral Education/Gebregeb/, which has been aimed at producing
ethical and loyal citizens pertinent to the feudal system and was partisan to religion.
4.2. Citizenship Education under Derg regime
During the Derg regime, it was also included in the curriculum, as Political Education, and aimed
primarily at inculcating socialist ideology into citizens and was affiliated with that ideology.
4.3. Citizenship Education under EPRDF
After the collapse of Derg regime, since 1986 E.C it has been introduced as Civics Education in
the curriculum from grade 1-4 integrated with environmental science and grades 5-8 in
combination with social science education. After 1991 E.C, in the secondary schools (Grade 9-
12), it was given as independent subject named as Civics Education, and according to the
amendment made in 1996 EC, the title was renamed as Civics and Ethical Education.
Accordingly, since 1996 EC, it has been offered in combination with other subjects in
preprimary and primary schools (1- 4), and Grades 5-12 separately based on 11 values. These

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values were chapterized as: Building a democratic system, Rule of law, Equality, Justice,
Patriotism, Responsibility, Industriousness, Self-reliance, Saving, Active community
participation and the Pursuit of wisdom.

In general Civics and Ethical Education has been given in Ethiopia at different levels of schools
with the intention of creating good citizens; i.e. competent, active, informed, responsible and
exemplary citizens who are equipped with virtuous characters and active participant in the
overall affairs of their country. However, Civics and Ethical Education couldn’t bring the desired
learning out comes/ behavior from citizens.

4.3.1. Weaknesses of Civic and Ethical Education

The contemporary research findings on the impact of the implementation of
civics and ethical education has revealed that the gap between the desired
objectives of civic and ethical education and its achievement or actual
implementation on the ground. The researches were being carried out by
different institutions such as: FDRE Policy and Research Center (2009), House
of Federation (2006), FDRE Ministry of Education (2009) and Cambridge
International Assessment (2019). The strength, weakness, opportunities and
threats of the subject thoroughly discussed in the following sections.

According to the above stated research findings, it is undeniable fact that civic
and ethical education is playing a pivotal role in raising the awareness level of
students on human and democratic rights so that today there are many
citizens who have good civic knowledge that enable them to enjoy their own
rights. In other words, it has been producing citizens who could ask their
constitutional rights that enable them to participate in government decisions,
polices and strategies. In addition, the students scoring highest mark in the
subject at different schools and national examinations can be taken as the
main achievement of the subject.

On the other hand there are several kinds of drawbacks of the subject to mention
them: poor social and moral values, repetition of contents in all grade levels,
more values on civics, poor qualified teachers and teaching methods are the

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major problems that hinder to attain the ultimate goals of civics and ethical
education. Furthermore, lack of the necessary institutional structure is one of
the obstacles to effectively address and implement civics and ethical education
at different levels of regional education offices, colleges and universities across
the country (FDRE Policy and Research Center, 2017).

With regard to civic and ethical education curriculum, it lacks valuable

contents such as: social values, morality and ethics in the primary as well as
secondary school levels. To be specific, the content of the subject highly
focused on cognitive domain rather than affective and psycho motor domain.
The contents of the subject are overloaded and redundant at each grade level.
This means that ethical issues and societal values were not adequately
incorporated in the curriculum of civic and ethical education in the primary
and secondary education level. Besides, it does not give room for indigenous
moral values that society has developed a number of social and moral values
through time. Therefore, indigenous social values and philosophy is
undermined. These factors led the youth to lose their own social values and
influenced by western social and cultural values (Tamirat, 2019; Endalkachew,
2016).

The existing contents of civics and ethical education at all grade levels were
designed based on spiral curriculum approach. However its contents across all
grade levels are more or less similar in its scope and depth (FDRE Policy and
Research Center, 2009). Moreover, the limitation of civics and ethical education
is not only the imbalance between civics and ethics, but also there is high
degree of imbalance between the citizenship rights and responsibilities. The
contents of civics and ethical education are inclined to citizenship rights than
responsibilities. In overall course syllabus and students text books possibly in
all grade levels rights have got much attention than responsibilities. The
examples written in the student text books focused on explaining rights than
duties (FDRE Policy Study and Research Center, 2017).

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In addition, the research findings explicitly stated the pervasive problems
associated with teaching methods. Methods of teaching are mainly depended
on teacher centered approach. i.e most of the time the subject is delivered
through lectures method. The mode of delivery of lecture is prevalent at all
primary, secondary and tertiary levels. Lecture method is not always
appropriate method with the nature and objectives of the subject. As a result,
this method of teaching has never changed the deviant behavior of students.
The appropriate teaching method of the subject supposed to be helping
students to discuss each other on principles and values that enable them to
internalize the civics and ethics values and to exercise them in their
classrooms (Tamirat, 2019).

The assessment method is also mostly depends on classroom activities that

have hampered many students from learning through field visit and at the
same time it has been precluding them from knowing and perceiving the real
life and values of the society. Similarly, the assessment technique
predominantly focused on evaluating the knowledge level of students instead of
evaluating the attitudes and behavior of students. Consequently, its
implementation is so sluggish which in turn hinders the proper realization of
the goal of civic and ethical education (Tamirat, 2019).

The current National Education and Training Road Map at the primary school
level also pinpointed that civic and ethical education contributed little to the
socialization of students’ behavior and do not strongly advocate about unity
with diversity in the primary schools. Besides, problem solving skills which
promote critical and livelihood skills are not given due attention. Co-curricular
activities which are instrumental to promote social competence and moral
development are not part of the curriculum (MOE Road Map, 2018). In addition
to this, the existing civic and ethical education does not give attention on the
social and health well-being issues of the society.

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Despite the curricula have been revised in different times in Ethiopia, it hadn’t
been effective in terms of achieving the desired behavioral and attitudinal
change in the mind of students. As a result the curriculum had a gap to
prepare students for productive participation in the society. Moreover, research
findings pointed out that altruism, integrity, and cooperation spirit is declining
in students. In addition, most youths have been influenced by irresponsible
media. Hence they have lost their own moral values (Birhanu, 2012). As a
result, these days many students are behaving beyond the social norms and
values of the society.

5. Rationales for the New Citizenship Education

The major rationale of Citizenship Education is exposing learners to much more advanced
concepts and practices of citizenship including integrity, honesty, trustworthiness, loyalty and
peaceful coexistence of people of diverse ethnic, linguistic, and cultural backgrounds,
understanding of government systems and processes, appreciation of democratic values and
governance, altogether enabling learners to understand and live a socially desirable way of life
both in school and in the society afterwards. It also enables citizens to participate actively in the
political, social and economic affairs of the society. Citizenship also enables citizens think
critically, and make decisions based on evidence.

Generally the rationale of Citizenship Education is to enable citizens developing common values
of Ethiopia which help us to strengthen unity in diversity and live together peacefully.

5.1. Major changes in the new Citizenship Education Curriculum

 Preprimary level------------------ by integrating with other subjects

 Primary school level (1-6)--------Moral Education
 Middle school level (7-8)----------Citizenship Education
 Secondary schools (9-10)----------Citizenship Education
 Objective based--- Competency based
 Teaching methodology--- teacher centered to student centered
 Free from political bias-------based on only actual facts
 Unit contents varied across grade levels-----quite different from value based approach

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  Assessment method----not only based on written exams, practical implementation has
been included.
 Incorporating cross cutting issues and national pressing issues

Incorporating the 21st Century Skills

Critical Thinking and Problem Solving
Creative Thinking and Innovation
Communication
Collaboration
Leadership and Decision Making
Digital Literacy
Cultural Identity and Global Citizenship

5.2. Goals of Citizenship Education

The main goal of Citizenship Education is to provide political socialization and equip the youth
people with knowledge, skills and values to participate effectively in a democratic society (Kisby
& Sloam, 2009). Along the same lines, Davies (2001) views the functions of citizenship
education as socialization into norms and citizen duties and promotion of autonomy and critical
thinking. The other goal of Citizenship Education is to enlighten citizen who possesses the
necessary minimum knowledge about the mechanism of democracy. This citizen should also be
convinced of the values and advantages of a democratic life, has the qualities of an independent,
critical-minded person.
In general the ultimate goal of Moral and Citizenship Education is building democratic society
that demonstrate democratic and moral values that promotes democratic culture, tolerance and
peaceful resolutions of differences, citizens who stand for democratic unity, liberty, equality,
dignity and justice, and who are endowed with all rounded personality in terms of affective,
psycho motor and cognitive domains.

5.3. Objectives of Citizenship Education

• Promoting the essence of tolerance, cooperation and mutual-understanding
in the minds of citizens that enables them to solve conflict peacefully by
accommodating differences.

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 • Producing citizens who have democratic outlook from the national and
international perspectives.
• Cultivating citizens on the notions of character building
• Producing young people who are responsible to the moral and ethical values
of the society.
• Inculcating ethical and moral values of the society in the minds of the
learners.
• Producing citizens who develop and practice the sense of unity, critical
thinking, peaceful co-existence and tolerance to live together peacefully.
• Producing citizens who develop and practice basic indigenous values.

5.4. Learning Areas of Citizenship Education

Ethics
Democracy
The culture of using digital technology
Constitution and Constitutionalism
Good Governance
Indigenous Knowledge
Federalism in and multiculturalism
National Unity and Diversity
Human Rights
Problem Solving Skills
Patriotism
Globalization, Global Issues and foreign relations

6. Curriculum Documents of the New Citizenship Curriculum

Position Paper
Curriculum Framework
Content flow chart
Learning Competencies
Syllabus
Student text book
Teacher guide
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 6.1.1. Content Flowchart of Citizenship Education
A content flowchart is a document that presents contents listed in a sequence they are
to be taught across grade levels by arranging them in such a way that they build on
each other in a spiral progression. It issued to select, organize, and integrate contents
horizontally and vertically. In curriculum development there should be vertical and
horizontal integration of subjects and contents across grade levels. Unless contents are
integrated vertically and horizontally, subjects couldn’t achieve the intended
objectives.
Grade 9 Grade 10
UNIT 1: ETHICAL VALUES UNIT 1: DEMOCRACY AND
1.1. The meaning of ethics DEMOCRATIZATION
1.2. Major ethical values 1.1. The concept of democracy and
1.3. The importance of ethical values of citizens democratization
1.4. Aspects of applied ethics 1.2. Definitions and actors of democratization
process
1.3. Institutionalizing democracy
1.4. The role of democracy for social
transformation
1.5. Democratic values
1.6. Aspects of democracy
UNIT 2: THE CULTURE OF USING UNIT 2: CITIZENS IN THE AGE
DIGITAL TECHNOLOGY DIGITAL TECHNOLOGY
2.1. The concept of digital technology 2. Effects of digital technology on citizens
2.2. Culture and digital technology 2.1. The ethics of using digital technology
2.3. The Purpose of digital technology 2.2. Opportunities digital technology provides
2.4. Codes of conduct for using digital technology for young citizens
2.5. Effective communication through digital media 2.3. Impacts of unethical use of digital
2.6. Challenges of using digital media technology on young citizens

UNIT 3: CONSTITUTIONALISM UNIT 3: UNDERSTANDING GOOD

3.1. Understanding constitution GOVERNANCE
3.2. Understanding constitutionalism 3.1. The concepts of governance
3.3. Constitutional experiences of Ethiopia 3.2. The concept of good governance
3.3. Elements of good governance
3.4. The role of good governance
3.5. Challenges of good governance
3.6. Impacts of lack of good governance
3.7. Understanding and fighting corruption

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UNIT 4: UNDERSTANDING UNIT4: INDIGENOUS CONFLICT
INDIGENOUS KNOWLEDGE RESOLUTION MECHANISMS
4.1. The concept of indigenous knowledge 4.1. The concepts of peace
4.2. The role of indigenous knowledge in producing 4.2. Impacts of absence of peace
responsible citizens 4.3. The notion of peace building
4.3. The role of indigenous social institutions in solving 4.4. Indigenous conflict resolution mechanisms
problems of communities 4.5. The roles of indigenous social institutions in
ensuring sustainable peace
UNIT 5: MULTICULTURALISM IN UNIT 5: FEDERALISM IN ETHIOPIA
ETHIOPIA 5.1. The meaning of federalism
5.1. Understanding culture 5.2. Types of federalism
5.2. The concept of multiculturalism 5.3. Key features of federalism
5.3. Pillars of multiculturalism societies 5.4. Advantage and disadvantage of federalism
5.4. Major forms of diversity demonstrating 5.5. The roles of federalism in accommodating
multiculturalism diversity in Ethiopia

UNIT 6: NATIONAL UNITY THROUGH UNIT 6: HUMAN RIGHTS

DIVERSITY 6.1. The concept of human right
6.1. Unity in diversity 6.2. Citizens and state obligations in realizing
6.2. Elements of diversity human rights
6.3. Accommodation of diversity
6.4. The importance of diversity management in
Ethiopia
UNIT 7: PROBLEM SOLVING SKILLS UNIT 7: PATRIOTISM
7.1. Meaning of problem-solving skills 7.1. The meaning of patriotism
7.2. The importance of problem-solving skills 7.2. Types of patriotism
7.3. Characteristics of good problem solver 7.3. The bases of patriotism
7.4. Ways to improve one’s problem solving skills 7.4. The importance of patriotism
7.5. Duties expected of patriots
UNIT 8: ETHIOPIA’S FOREIGN UNIT 8: GLOBALIZATION AND
RELATIONS IN EAST AFRICA GLOBAL ISSUES
8.1. The concepts of foreign relations 8.1. The meaning of globalization
8.2. Instruments of foreign policy 8.2. Advantages and disadvantages of globalization
8.3. The roles of foreign policy 8.3. Fighting the impact of globalization
8.4. Major global issues
6.1.2. Learning Competencies of Grade 9 & 10 Citizenship Education
Competency is that a student must learn and apply in each grade level and subject in
terms of knowledge, skills, and attitudes. The grade-level and subject-specific
competencies consist of clear expectations for what each learner is anticipated to know
and be able to do and the basis for assessment.
In Citizenship Education the general learning competencies expected from students
are;
 Appreciate the diversity of Ethiopian society

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  Demonstrate the ethical values expected from an ideal citizens
 Know the characteristics of a good citizen and practice in their day today life.
 Understand the values and principles of democracy and practice them in their
practical lives.
 Develop critical thinking and problem solving skills.
 Develop powers of reasoning and systems of evaluation.
 Enjoy their rights and freedom, respect the freedom of others,
 consciously discharge their duty and responsibility,
 respect the rule of law, and try to solve the problem of the society.
 Demonstrate indigenous democratic values in their community
 Practice the elements of good governance in their daily life
 Demonstrate the values of peace in their daily life
 Appreciate the beauty of unity in diversity
 Rectify the deviant and violent behaviors that are observed within the divergent
societal groups throughout the country.
6.1.3. Syllabus of Grades 9 & 10 Citizenship Education
A syllabus is a plan for a course of study or a subject to be taught and learnt. The
syllabus is developed by including the following elements;
Competencies
Contents
 Scope
 Organization–vertical and horizontal
Activities
 Methods
 Approaches
Materials of Teaching and Learning
 Teaching support materials
 Learning support materials
Assessment Technique

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Citizenship Education syllabus aims to inspire a set of cultural and universal values in
students. It enables them to interact and work with people from different social and
cultural groups.
6.1.4. Student Textbook
A textbook is an official and comprehensive print or electronic teaching and learning material
designed to help students in the learning process and enhance the effort exerted to achieve
minimum learning competencies in school subjects. Textbooks should be prepared in such a way
that would make it possible to meet the needs of all students including those with special needs
and the talented. Moreover, the development of textbooks should observe standard procedures
related to such elements as illustration, size, paper quality, organization of contents, alignment of
contents with syllabuses, space for activity, etc.

Student textbook is organized by units. Each unit is further divided in lessons and organized as
follows;

Unit Introduction
Key words and concepts
Learning outcomes
Unit Lessons
Unit Summary
Glossary
Unit Review Exercises

Lesson Organizations

Objectives of the lesson

Brainstorming questions,
Explanation about the contents of the lesson
Case studies/Activities
Illustrations.
Remember/Main Points of the lesson

6.1.5. Teacher Guide

Teacher’s guide contains supplementary resources that can foster effective and efficient teaching
and learning process of the subject matter. The guide is intended to assist in the successful
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accomplishment of the subject objectives through elaborating and developing concept and skills
encompassed all the chapters that are presented in the student text book and by clearly defining
teachers and students’ activities in each lesson of the subject matter.

Farther more the guide also includes directions and important guidelines for teachers as to how
to manage brainstorming pre-lesson question activities and group tasks and how to define the
role of the teachers and the students during these activities.

It is obvious that the teacher guide can play a significant role in the accomplishment of subject
objectives and to attain the desired results. In this regard the teacher is highly encouraged to
make use of the approaches and techniques of the lesson delivery presented in the guide taking in
to account the local context and the background of the students so as to make their respective
lesson interactive and interesting. Likewise, the role of the teachers in any teaching and learning
Endeavour is of the paramount importance.

The teacher guide organized in units and each unit contains;

Period allowed for the unit

Introduction of the unit
Learning outcomes of the unit
Lessons of the unit
Answers for unit review exercises

Lesson Organization

Time allowed for the lesson

Competencies of the lesson

Contents of the lesson

Overview of the lesson

Teachers are expected to bring the guide in the classroom and do not share teacher guide for
students. Teachers are also expected to use brain storming questions to enable learners activate
their prior knowledge about the topic of the lesson. Similarly, teachers should use activities and

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case studies properly to measure the students understanding of the lesson/contents. It should be
noted that methodologies for contents at each topic are indicated in the teacher guide.

However, we will like to draw the attention of teachers to the fact that these methodologies are
not exhaustive and meant to serve only as models. Teachers need to be creative to come up with
their own methodologies which they deem fit for the accomplishment of their tasks.

6.2. Alignment of the TLM (syllabus, textbook and teacher guide)

To achieve the intended learning outcomes, student textbook, teacher guide and syllabus should
be aligned in terms of;

Competencies Learning outcomes

Content Activities
Methodology Assessments, etc.

6.3. Teaching Methodologies

Teaching methods are the broader techniques used to help students achieve learning outcomes,
while activities are the different ways of implementing these methods. Teaching methods help
students:
 Master the content of the subject
 Learn how to apply the content in particular contexts

Teaching methods vary in their approach, some are more student-centered while others are more
instructor centered, and you will see this reflected in the chart. Choose methods that will best
guide your students to achieve the learning outcomes you’ve set and remember that your
teaching approach, teaching methods and activities all work together.

Teaching Methods: the general set of principles, procedures, strategies, pedagogy and
management strategies used for classroom instruction to be implemented by the teacher. It is a
series of related and progressive acts performed by a teacher and students to achieve the
objective of the lesson. Methods are the most important link in the teaching-learning process. It
is an overall plan for the systematic presentation of knowledge based on a selective approach.

Method is a targeted plan or set of orderly procedures that are based on a credible approach. It
reveals what needs to be done systematically and how to focus on achieving those goals.

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  The teaching method is a systematic way of doing something. It implies an orderly
logical arrangement of steps. It is more procedural.
 A method is a way something is done. Perhaps used for routine tasks. Teaching Method:
Refers to how you apply your answers from the questions stated in Teaching Approaches
to your day-to-day instruction in front of your students.

Qualities of good teaching methods

It should rose a large range of interest in the minds of student

It must inculcate a love of work or the habit of work
It should emphasize facilitated learning than teaching (How to learn)
It should experiment based
It should provide students with “apple “opportunities for participation.

Then the most selected teaching methods for secondary schools are; simulation (roleplay, drama,
simulated legislative, legislative hearing, mock election, mock trial), inquiry learning (field trip,
survey, opinion poll, interview), and social recitation methods :( panel, discussion, workshop,
symposium, and seminars). It is also called the socialization technique, cooperative learning
method/collaborative learning (group and team based), independent work: project
work/individual work, research teaching method, storytelling: peer tutoring, inquiry learning;
inviting gusts, jigsaw: role model: mind map, demonstration: problem solving: snowball, think-
pair-share method: fishbowl, field trip/community-based methods and brainstorming method.

6.4. Lesson Planning

Lesson planning is a selection of topics, determining instructional objectives, selection of

teaching methods and instructional materials and determining the evaluation instruments for the
assessment of the teaching. Lesson preparation (i.e., writing lesson notes) will be taken in this
paper to mean lesson planning. Lesson planning involves much more than making arbitrary
decisions about what to teach and how to teach it.

Lesson plan is important to;

 Gives the teacher a sense of direction when he/she enters the classroom.

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  Helps the teacher to know when and where to start and where to stop.
 Allows the teacher to know which materials would be needed so that they are collected
before the class.
 In case of illness, the lesson plan of a teacher could be used by another teacher to teach
the class.
 Serves as a record for the teacher in future.
 Guides the teacher as to what instrument to use for evaluation.

Steps to developing a quality lesson plan

This guide is a general overview that highlights the key points of creating a lesson plan. It is
worth noting that there is no one “best way” to plan lessons. Below is a list of the steps involved
in developing a lesson plan as well as a description of what each component should be.

Knowing what you want to teach (content): This should be developed based on the standard of
the school, the grade level you want to teach and the time allocated for the subject on the
timetable.

The nature of the learners: having known what to teach, you should know the characteristics of
your learners in terms of their ability, their previous knowledge and experiences.

Developing clear objectives: this is, where you ask yourself what you want to achieve or
accomplish at the end of the lesson. The lesson objectives should be stated in measurable terms
using action verbs. Words like “know”, “understand” and “enjoy” should be avoided while
formulating instructional objectives, as they cannot be measured.

Understanding the methodologies to be used and activities to be employed: whatever method

used must lead to the achievement of the stated competency. In case the curriculum guide
prescribed a particular method of teaching, this should be adhered to. This is necessary because
curriculum planners must have considered the pros and cons of other methods.

Knowing the material that you are going to use to teach: this is necessary if someone else
were going to use your lesson plan. Materials may include reading materials, apparatus, maps,

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charts, models, living materials and other relevant materials. In selecting materials, you have to
consider factors like relevance, appropriateness, variety and availability as stated in the lesson
plan format.

Presentation is the core of the lesson plan. The procedure should include everything that the
teacher plans to do including his plan for the pupils. While planning the procedure, it is
important to note; the planned activities for the students must follow the established objectives of
the lesson and students should not be expected to do the same thing; that is there should be a
variety of activities for the students during the teaching.

Knowing the evaluation procedure to use: this should be determined at the planning stage. In
selecting an evaluation procedure, the teacher should make sure there is a direct correlation
between the objectives and the evaluation. While planning for evaluation, the following
examples could be used- the teacher asks the students the following questions; ask the students
the following questions;

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 Sample Competency Based Lesson Plan Template
Name of the school____________________
Name of teacher: ______________
Subject: __________________: Grade _____________________
Unit of lesson: ________________
Lesson: _______ Topic of lesson: ________________(Page numbers in TB__)
Date of lesson: ____________
Rationale of the lesson/ Key competency in focus)_______________________
MLCs: During & at the end of the lesson, the students will be able to:
……………………………………………………

Stage Contents Time Teacher’s Student’s Activities Learning

activities Assessment

Teaching and learning methods:__________________

TLM Materials (include the materials that you will use in your
lesson):___________________________________________
Learner support (for slow-learner, fast-leaner, students with disability, etc.):_______
Giving further activities / assignments to fast-learners such as:_______________
Name & signature of the teacher___________________________
Comments and signature of department head____________________________
Lesson evaluation:
Strong side of the lesson________________________________________________________
The weaknesses observed that should be improved
________________________________________________________
Activity : Group work
Being with your subject teachers, select a lesson and develop a competency based lesson plan and present it to the class for
discussion.

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