Effective teaching begins with effective planning. A well-prepared lesson note is more than a document written to satisfy school supervision requirements. It is a practical guide that helps teachers organise learning activities, communicate concepts clearly, assess learners' understanding, and achieve meaningful educational outcomes.
In Ghana, lesson preparation is an important professional responsibility of teachers. With the introduction of the Standards-Based Curriculum (SBC) and the Common Core Programme (CCP), lesson planning places greater emphasis on learner participation, competency development, critical thinking, creativity, and practical application of knowledge.
However, many teachers, especially newly trained educators, sometimes find it challenging to prepare lesson notes that properly align curriculum expectations with classroom activities.
This article by Rexford Educates provides a step-by-step guide to writing effective lesson notes using the curriculum-aligned approach commonly associated with Ghana Education Service (GES) lesson preparation.
It also provides practical examples, a sample JHS Mathematics lesson note, and useful tips for improving classroom delivery.
1. What Is a Lesson Note?
A lesson note, also called a lesson plan, is a structured document prepared by a teacher to guide teaching and learning during a particular lesson or series of lessons.
It outlines what learners are expected to achieve, the content to be taught, the instructional methods to be employed, the resources required, and the activities used to assess learning.
An effective lesson note answers five important questions:
- What am I teaching? — The topic, strand, sub-strand, and curriculum expectations.
- Why am I teaching it? — The intended learning outcomes and competencies.
- How will I teach it? — The instructional methods and learning activities.
- What resources will I use? — Teaching and learning materials.
- How will I know learners have understood? — Assessment activities and evidence of learning.
A lesson note therefore serves as a roadmap that connects curriculum expectations to actual classroom experiences.
Why are lesson notes important?
Properly prepared lesson notes help teachers to:
- Organise teaching activities systematically.
- Manage instructional time effectively.
- Select appropriate teaching and learning resources.
- Promote active learner participation.
- Address differences in learners' abilities and learning needs.
- Assess whether the intended learning outcomes have been achieved.
- Reflect on teaching effectiveness and identify areas for improvement.
Remember: A good lesson note is not necessarily the longest or most beautifully decorated document. It is one that provides clear direction for effective teaching and meaningful learning.
2. Understand the GES Standards-Based Lesson Planning Approach
Before preparing a lesson note, teachers must understand the structure of the approved curriculum.
Ghana's Standards-Based Curriculum and Common Core Programme organise learning around curriculum components that guide instructional planning and assessment.
These components include strands, sub-strands, content standards, indicators, exemplars, and core competencies.
A. Strand
A strand represents a broad area of knowledge or learning within a subject.
For example, Mathematics may include strands relating to numbers, algebra, geometry, and data.
B. Sub-Strand
A sub-strand is a specific learning area within a broader strand.
For example, a strand dealing with numbers may contain a sub-strand focusing on fractions or number operations.
C. Content Standard
A content standard describes the knowledge, skills, or attitudes learners are expected to develop within a particular curriculum area.
It provides a broader learning expectation against which progress can be assessed.
D. Indicator
An indicator describes an observable learning outcome or milestone that demonstrates progress towards achieving a content standard.
Indicators help teachers determine what learners should be able to demonstrate.
E. Exemplars
Exemplars provide suggested teaching and learning activities that support the achievement of curriculum indicators.
They can guide teachers in selecting instructional methods, examples, and learning experiences.
F. Core Competencies
Core competencies are transferable skills and abilities that learners develop through meaningful learning experiences.
These include:
- Critical thinking and problem-solving
- Creativity and innovation
- Communication and collaboration
- Personal development and leadership
- Cultural identity and global citizenship
- Digital literacy
Teachers should incorporate relevant competencies into classroom activities rather than simply listing them in the lesson note.
Important: Always obtain the exact content standards, indicator codes, and approved wording from the curriculum document for the relevant subject and class.
3. Essential Components of an Effective GES Lesson Note
Although lesson planning templates may vary according to the educational level, curriculum, and applicable school or district instructions, a comprehensive lesson note generally contains the following components.
Essential Components of an Effective GES Lesson Note
An effective lesson note should contain important information that guides the teacher throughout the teaching and learning process. The following components help ensure that lessons are properly organised, curriculum-aligned, and focused on achieving the intended learning outcomes.
1. School
The name of the school where the lesson will be delivered.
2. Teacher
The full name of the teacher responsible for preparing and delivering the lesson.
3. Date and Week
The date and week in which the lesson is scheduled to take place.
4. Class
The grade or educational level of the learners, such as Basic 4, Basic 7, or Basic 9.
5. Subject
The learning area or subject being taught, such as Mathematics, Science, English Language, or Social Studies.
6. Duration
The total amount of time allocated to the lesson, usually expressed in minutes.
7. Strand
The broad curriculum area under which the lesson topic falls.
8. Sub-Strand
The specific curriculum area or topic within the identified strand.
9. Content Standard
The expected knowledge, understanding, skills, or competencies learners should develop within the specified curriculum area.
10. Indicator
The specific curriculum learning outcome that learners are expected to demonstrate.
11. Performance Indicator
Observable evidence or measurable actions showing that learners have achieved the intended learning outcomes, where required by the applicable lesson planning template.
12. Core Competencies
The transferable skills learners are expected to develop, such as critical thinking, problem-solving, creativity, communication, collaboration, and digital literacy.
13. Teaching and Learning Resources
The instructional materials needed to support the lesson, including textbooks, charts, models, flashcards, mathematical instruments, and digital resources.
14. Lesson Activities
The planned teaching and learning experiences, generally organised into three phases:
- Introduction (Starter): Activities that activate learners' prior knowledge and introduce the lesson.
- Main Activities: Learner-centred experiences that develop the intended knowledge and skills.
- Conclusion (Plenary): Activities that summarise learning, reinforce important concepts, and check understanding.
15. Assessment
The questions, exercises, observations, practical tasks, or other activities used to determine whether learners have achieved the intended learning outcomes.
16. Reflection
The teacher's evaluation of the lesson, including achievements, challenges, learners' difficulties, and areas requiring improvement.
Important Note for Teachers
Although these components provide a comprehensive guide to lesson preparation, the exact arrangement and required fields may differ according to the educational level, curriculum, and applicable GES or school instructions.
Teachers should always consult the approved curriculum and the lesson planning template required by their supervising authority.
Remember: An effective lesson note should not merely contain all the required components. Each component must contribute meaningfully to effective teaching, active learner participation, and improved learning outcomes.
The precise arrangement of these fields should follow the approved lesson note or lesson planner template applicable to the teacher's school and educational level.
4. Step-by-Step Guide to Writing an Effective Lesson Note
Step 1: Study the Approved Curriculum
The first step is to identify the relevant curriculum expectations.
Teachers should consult the approved curriculum and determine the strand, sub-strand, content standard, indicator, and exemplars for the lesson.
This helps ensure that classroom instruction is aligned with the expected learning outcomes.
For example, a Basic 7 Mathematics teacher preparing a lesson on fractions should first identify the relevant curriculum indicator before selecting classroom activities.
Practical tip: Do not begin lesson planning by copying activities from a textbook without checking their relationship to the approved curriculum.
Step 2: Identify Clear Learning Outcomes
Learning outcomes describe what learners should be able to demonstrate by the end of the lesson.
Effective outcomes should be specific, observable, and measurable.
Consider these two examples:
Weak learning outcome:
"Learners will understand fractions."
Improved learning outcome:
"By the end of the lesson, learners will be able to identify the numerator and denominator of a given fraction and represent simple fractions using diagrams."
The second statement is more useful because it identifies actions that can be observed and assessed.
Teachers should use action verbs such as:
- Identify
- Explain
- Demonstrate
- Calculate
- Compare
- Construct
- Classify
- Solve
- Justify
Practical tip: Before writing a learning outcome, ask yourself: "What activity can learners perform to demonstrate that learning has taken place?"
Step 3: Identify Learners' Relevant Previous Knowledge
Effective teaching connects new concepts to what learners already know.
Teachers should consider the experiences, knowledge, and skills learners possess before introducing new material.
For example, before teaching equivalent fractions, a teacher may revise the meaning of fractions and the relationship between numerators and denominators.
This helps learners establish meaningful connections between existing knowledge and new concepts.
Step 4: Select Appropriate Teaching and Learning Resources
Teaching and learning resources help make lessons practical, engaging, and understandable.
Depending on the subject, teachers may use:
- Textbooks and workbooks
- Charts and diagrams
- Flashcards
- Mathematical instruments
- Locally available materials
- Models and real objects
- Videos and digital presentations
- Computers and interactive educational applications
For example, a teacher introducing fractions may use paper strips, bottle tops, or fraction diagrams to demonstrate parts of a whole.
Practical tip: Choose resources that directly support the learning outcomes. Expensive technology is not always necessary for effective teaching.
Step 5: Plan Learner-Centred Activities
A major feature of effective lesson planning is the active involvement of learners.
Instead of relying entirely on teacher explanations, teachers should design opportunities for learners to investigate, discuss, practise, demonstrate, and apply knowledge.
Useful learner-centred approaches include group discussions, guided discovery, problem-solving, demonstrations, think-pair-share activities, practical investigations, and project-based learning.
The instructional approach should depend on the learning outcome, the nature of the subject, and learners' needs.
5. The Three Main Phases of an Effective Lesson
A practical way to organise a lesson is to divide it into three phases: starter, main learning activities, and plenary or reflection.
Phase 1: Starter — Introduction
The starter introduces the lesson and prepares learners for the new learning experience.
It may involve:
- Reviewing previous knowledge.
- Asking thought-provoking questions.
- Presenting a familiar real-life situation.
- Introducing a problem for learners to investigate.
- Explaining the learning focus.
Example:
For a lesson on fractions, a teacher may display a diagram of a pizza divided into eight equal parts and ask:
"If three parts are taken, what fraction of the pizza has been removed?"
This activity activates prior knowledge and creates interest in the lesson.
Phase 2: Main — Teaching and Learning Activities
This phase contains the major learning experiences through which learners develop the intended knowledge and skills.
Activities may include:
- Teacher demonstration or guided explanation.
- Individual or group exploration.
- Learner discussion and presentation.
- Independent practice.
- Feedback and correction of misconceptions.
Example:
During a lesson on fractions, learners may use paper strips to represent one-half, one-quarter, and three-quarters.
They may then compare their representations and explain their observations to classmates.
The teacher facilitates learning, asks probing questions, and supports learners who experience difficulties.
Phase 3: Plenary — Conclusion and Reflection
The plenary brings the lesson to a meaningful conclusion.
Teachers should use this phase to:
- Summarise important concepts.
- Ask learners to explain what they have learned.
- Check whether the learning outcomes have been achieved.
- Correct remaining misconceptions.
- Introduce follow-up activities where appropriate.
Example:
Learners may be asked to draw a rectangle, divide it into four equal parts, shade three parts, and write the corresponding fraction.
This provides evidence of whether they can represent fractions correctly.
6. Sample GES-Aligned Lesson Note for JHS Mathematics
The following is an illustrative lesson note for a Basic 7 Mathematics class.
Note: This is a teaching example, not an official completed GES template. The exact strand, sub-strand, content standard, and indicator codes must be copied from the current approved Basic 7 Mathematics curriculum before the note is used for formal submission.
A. General Information
FieldDetailsSchool[Name of School]Teacher[Teacher's Name]SubjectMathematicsClassBasic 7 (JHS 1)Date[Insert Date]Duration60 minutes (illustrative)TopicIntroduction to FractionsStrand[Insert approved curriculum strand]Sub-strand[Insert approved curriculum sub-strand]Content standard[Insert exact curriculum standard and code]Indicator[Insert exact curriculum indicator and code]Core competenciesCritical thinking, communication and collaborationTeaching resourcesFraction charts, paper strips, marker board, textbooks
B. Illustrative Learning Outcomes
By the end of the lesson, learners should be able to:
- Explain the meaning of a fraction using examples.
- Identify the numerator and denominator of a given fraction.
- Represent simple fractions using diagrams.
These outcomes must be checked against the selected official curriculum indicator.
C. Lesson Development
Phase 1: Starter (10 minutes)
Teacher activities
- Display a diagram of a circle divided into four equal parts.
- Shade one part and ask learners to describe the shaded portion.
- Ask learners to identify everyday situations involving the sharing of objects into equal parts.
- Introduce the lesson topic.
Learner activities
- Observe the diagram.
- Respond to questions.
- Share examples from everyday life.
- Explain their existing understanding of fractions.
Assessment
Ask learners to identify the fraction represented by the shaded portion of the circle.
Phase 2: Main Activities (40 minutes)
Activity 1: Understanding fractions
The teacher explains that a fraction represents part of a whole or a quantity in relation to another quantity, depending on the context.
Using a diagram divided into four equal parts, the teacher demonstrates:
1/4 — One out of four equal parts.
Learners use paper strips to represent simple fractions.
Activity 2: Identifying fraction components
The teacher writes:
3/5
The teacher explains that:
- The numerator is 3.
- The denominator is 5.
- The fraction represents three of five equal parts of a whole.
Learners identify numerators and denominators in additional examples.
Activity 3: Collaborative practice
Learners work in small groups to draw shapes and represent fractions such as:
- 1/2
- 2/3
- 3/4
Each group presents its work and explains the representations.
Assessment
The teacher observes learners' work, asks questions, and provides feedback.
Phase 3: Plenary (10 minutes)
The teacher asks learners to:
- Explain what a fraction is.
- Identify the numerator and denominator of 4/7.
- Draw a rectangle and shade 3/4 of it.
The teacher reviews learners' responses, corrects misconceptions, and summarises the lesson.
D. Differentiated Learning
To accommodate different learning needs:
- Learners requiring additional support may use physical fraction strips and guided examples.
- Learners progressing steadily may work independently with diagrams.
- Learners ready for additional challenges may explain equivalent fraction representations.
E. Teacher Reflection
After the lesson, the teacher considers:
- Were the intended learning outcomes achieved?
- Which activities encouraged the greatest learner participation?
- What misconceptions did learners demonstrate?
- Which learners require additional support?
- What should be improved in the next lesson?
This reflection helps improve subsequent instructional planning.
7. How to Integrate Core Competencies into Lesson Notes
Core competencies should be demonstrated through classroom experiences.
For example, in a Mathematics lesson:
Critical thinking and problem-solving: Learners investigate different methods of solving a mathematical problem and explain their reasoning.
Communication and collaboration: Learners work in groups, exchange ideas, and present solutions.
Creativity and innovation: Learners develop original examples or visual representations of mathematical concepts.
Digital literacy: Learners use appropriate digital resources to explore mathematical ideas where technology is available.
Personal development and leadership: Learners take responsibility for assigned tasks and support their peers.
The important principle is to ensure that the listed competencies are reflected in the actual learning activities.
8. Common Mistakes Teachers Should Avoid When Writing Lesson Notes
Mistake 1: Copying Lesson Notes Without Adaptation
Lesson notes obtained from colleagues or online sources may not reflect the needs of a particular class.
Teachers should review and adapt every lesson note to suit their learners, resources, and curriculum expectations.
Mistake 2: Writing Vague Learning Outcomes
Statements such as "learners will understand the topic" are difficult to assess.
Use observable action verbs and clearly describe the expected learning performance.
Mistake 3: Making Lessons Entirely Teacher-Centred
Long explanations without meaningful learner participation can limit opportunities for active learning.
Include practical exercises, discussions, investigations, and learner presentations where appropriate.
Mistake 4: Ignoring Learners' Individual Differences
Students do not always learn at the same pace or require the same level of support.
Plan suitable activities for learners who need additional guidance and those ready for more challenging work.
Mistake 5: Failing to Align Assessment with Learning Outcomes
Assessment tasks should provide evidence of the knowledge or skills identified in the lesson outcomes.
For example, if learners are expected to construct geometric shapes, the assessment should include an opportunity to demonstrate construction skills.
Mistake 6: Poor Time Management
Teachers sometimes plan too many activities for the available lesson duration.
Allocate realistic time to each phase and prioritise activities that directly support learning.
Mistake 7: Neglecting Teacher Reflection
A lesson note should not become irrelevant immediately after classroom delivery.
Reflection helps teachers identify successful strategies, address learning gaps, and improve future lessons.
9. Using Technology to Prepare Professional Lesson Notes
Technology can make lesson planning more efficient, organised, and accessible.
Teachers may use applications such as Microsoft Word, Excel, PowerPoint, and suitable educational tools to prepare and organise instructional materials.
Microsoft Word
Microsoft Word can be used to create structured lesson note templates, insert tables, organise instructional activities, and maintain consistent formatting.
Microsoft Excel
Excel can help teachers organise weekly schemes of learning, track curriculum coverage, and maintain lesson preparation schedules.
Microsoft PowerPoint
PowerPoint can support lesson delivery through diagrams, illustrations, worked examples, and visual presentations.
Digital Learning Resources
Educational websites, interactive simulations, and instructional videos can support lesson preparation and classroom teaching.
Teachers should verify the accuracy, curriculum alignment, and suitability of digital resources before using them.
Important: Whether lesson notes are handwritten or electronically prepared, their educational quality, curriculum alignment, and compliance with applicable instructions remain essential.
10. A Practical Checklist Before Submitting Your Lesson Note
Before submitting a lesson note for vetting or using it in the classroom, ask yourself:
- Have I included the necessary teacher, class, subject, and date information?
- Have I selected the correct curriculum strand and sub-strand?
- Have I included the exact approved content standard and indicator?
- Are the intended learning outcomes clear and measurable?
- Have I identified suitable teaching and learning resources?
- Does the starter connect to learners' previous knowledge?
- Do the main activities encourage active learner participation?
- Have I provided appropriate support for different learning needs?
- Do my assessment activities match the learning outcomes?
- Have I allocated realistic time to each lesson phase?
- Have I included opportunities for reflection and improvement?
- Does the document follow the current template required by my school or supervising authority?
This checklist can help teachers identify important omissions before classroom delivery.
11. Frequently Asked Questions About GES Lesson Notes
What is the difference between a lesson note and a scheme of learning?
A scheme of learning provides a broader outline of the curriculum content and learning expectations to be covered over a specified period.
A lesson note provides a more detailed plan for teaching and assessing a particular lesson.
The scheme guides instructional coverage, while the lesson note guides classroom delivery.
Must every lesson note contain core competencies?
Teachers should identify and integrate relevant core competencies according to the requirements of the applicable curriculum and lesson planning template.
Competencies should be connected to meaningful classroom activities.
Can teachers prepare lesson notes electronically?
GES has communicated acceptance of both handwritten and electronically prepared lesson notes, including printed and emailed forms. Teachers should still follow current school and district submission procedures.
Should teachers copy lesson notes directly from the internet?
Online lesson notes can serve as useful references, but teachers should verify curriculum details, review the instructional activities, and adapt the materials to their learners.
What makes a lesson note effective?
An effective lesson note has clear learning outcomes, accurate curriculum references, appropriate resources, learner-centred activities, suitable assessment methods, and opportunities for reflection.
Conclusion: Effective Lesson Planning Leads to Meaningful Learning
Preparing an effective lesson note is an essential part of professional teaching.
A well-designed lesson note helps teachers transform curriculum expectations into engaging learning experiences that develop learners' knowledge, skills, values, and competencies.
To write an effective lesson note, teachers should begin with the approved curriculum, identify clear learning outcomes, select appropriate instructional methods, prepare suitable resources, and design meaningful assessment activities.
Most importantly, teachers should remember that the purpose of lesson planning is not simply to produce a document for inspection, but to improve the quality of teaching and learning.
When lessons are carefully planned and thoughtfully delivered, learners are more likely to participate actively, understand concepts, develop confidence, and make meaningful academic progress.
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