INTRODUCTION

When preparing and using this lesson plan, the teacher is always urged to consider the following:
(a) The child’s cognitive ability and background
(b) Content derived from the syllabus and the prepared scheme of work
(c) Teaching and learning resources
(d) The time allocated
(e) Child centred approach

Explanations for stages of the lesson plan

For a successful teaching and learning aimed at making a pupil a centre of learning in building
competence (knowledge, skills and attitudes), four (04) teaching and learning stages have been
presented in this lesson plan. These include introduction, competence development, design and
realisation.
Introduction
The purpose of this stage is to get the child’s prior knowledge of the target lesson. At this stage,
the teacher should arouse the child’s interest, generate curiosity, and get them involved in the
lesson through different techniques, such as discussion on how they can use the knowledge they
expect to gain, KWL Chart, songs, and games. The teacher should identify any misconceptions
and let the children connect the past (what they know) and the present experiences. Generally, this
stage recognises that a child is not a tabula rasa. Thus, teachers should give the pupils an
opportunity to give what they know about what they are going to learn during the lesson. It is,
therefore, important for teachers to provide activities that relate to new knowledge and skills that
the child is expected to develop.
Competence Development

This stage has a great relationship with the introduction stage. As the introduction promotes mental
focus on the lesson, this stage now provides children with a concrete learning experience. The
pupil is provided with activities aimed at developing what has been demonstrated at the
introduction stage about the target lesson. Provide the children with several activities that enable
them to build understanding/competence through reading texts, watching videos, listening to audio
sources, conducting discussions, investigating, observing, questioning, communicating with peers,
interviewing, and the like. Let them work together to promote sharing and communicating among
themselves, and give them opportunity to present and clarify what they have learnt.
Design
Normally, if a child has built the target competence, he/she is able to apply it in various contexts.
For instance, a child can draw pictures and narrate/tell stories based on a particular competence.
The children can use the acquired knowledge and skills to design new models. At this stage, guide
the children through performing activities aimed at applying their understandings (the acquired
knowledge and skills) to address challenges they face in real-life situation.
Realisation
This stage focuses on assessment. Assessment of the child’s achievement is important in learning
and teaching process. In this case, design activities that focus on providing opportunities for
children to assess themselves and assess each other to determine the gap between their prior
knowledge and their current level of knowledge. Thus, teachers are encouraged to use different
forms of assessment, such as portfolios, performance assessments, interviews, preparation of
physical models, quizzes, and many others. During this time, teachers should observe and assist
pupils as they apply the new knowledge and skills, and collect evidence of their understanding.
Teachers are therefore encouraged to fully understand the requirements of each stage of the lesson
and make necessary preparations. TIE expects that through this approach, students are expected
to effectively develop their knowledge, skills, and attitudes that enable them to acquire the
necessary skills for the 21st century which will enable them to manage their lives in different ways.

Assessment Criteria
This part focuses on formative assessment and it indicates performance indicators in doing learning
activities during the teaching and learning process. The aim of formative assessment is to measure
children’s/pupils’ understanding and adjusting the instruction accordingly. Thus, in a lesson plan, a criterion
for assessment should be prepared at each stage of the lesson development before entering the classroom.
Each criterion should show clearly the expected performance from a pupil in doing the activities during
teaching and learning process. The information obtained at this part will finally help a teacher to provide
remarks about the lesson. Examples of how to state an assessment criterion, “A picture of a cat is drawn.”
Name of School: ……………………………….. Teacher’s Name: ………………………
Class: ………………………………………… Date: …………………………………..
Time: ………………………………..
Main Competence: ……………………………………………………………………………………….

Number of Children/Pupils
Registered Present
Girls Boys Total Girls Boys Total

Specific Competence: …………………………………………………………………………………….

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Main Activity: ……………………………………………………………………………………………..
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Specific Activities: …………………………………………………………………………………………
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Teaching and Learning Resources: …………………………………………………………………
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References: ………………………………………………………………………………………………….
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 Teaching and Learning Process

Stage Time Teaching Activities Learning Activities Assessment Criteria

(Minutes)

Introduction

Competence
Developement

Design

Realisation

Remarks: …………………………………………………………………………………………………………

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