Introduction to CBC Schemes of Work

What is CBC (Competency-Based Curriculum)?

The Competency-Based Curriculum (CBC) is a learner-centered education
approach designed to emphasize the development of skills, knowledge,
values, and attitudes that will help students succeed in real life. Unlike the
traditional curriculum, which focuses primarily on theoretical knowledge, CBC
is built around competencies, allowing learners to actively engage in their own
education and develop practical skills.

Understanding Schemes of Work in Education

A scheme of work is a detailed plan that teachers use to outline the learning
objectives and structure of a specific subject for a certain period, usually a
term or year. In CBC, the scheme of work aligns with the curriculum’s goals,
helping teachers plan how to teach competencies while ensuring that the
learning objectives are met in an organized, structured way.

The Importance of Schemes of Work in CBC

Role of Schemes of Work in Guiding Teachers
The CBC schemes of work serve as a blueprint for teachers. They act as a
guide, ensuring that all the necessary topics and competencies are covered
throughout the term. Teachers use the scheme to plan lessons, allocate time
for different activities, and ensure they are addressing all the required learning
outcomes.

CBC Schemes of Work

How Schemes of Work Support Student Learning
Schemes of work provide a consistent framework for teaching and learning.
They allow teachers to structure lessons in a way that builds on previously
learned material while introducing new concepts. This consistency is essential
for supporting students as they progress through the CBC, helping them to
grasp and apply new competencies.

Ensuring Curriculum Coverage Through Schemes

One of the primary purposes of a scheme of work is to ensure that the
curriculum is fully covered within the given time frame. By having a well-
structured plan, teachers can avoid missing out on essential topics or
spending too much time on less critical areas. This is crucial in CBC, where
the development of specific competencies needs to be achieved by the end of
the course.

How to Develop CBC Schemes of Work

Key Elements of a Scheme of Work
When creating a CBC scheme of work, several key components must be
included:

 Learning objectives for each lesson or unit

 Competencies to be achieved
 Activities for engaging students in learning
 Assessment methods for measuring competency development
 Time allocation for each topic or activity
Objectives in CBC Schemes
Objectives in CBC schemes of work focus on the skills, knowledge, and
attitudes that learners are expected to develop. These objectives guide the
teaching process and are often framed in a way that aligns with the
competencies emphasized by the CBC.

Lesson Planning and Time Allocation

Time management is critical in developing a scheme of work. Teachers need
to allocate time for each topic or unit carefully, ensuring that each aspect of
the curriculum gets enough focus. In a CBC framework, lesson planning also
includes selecting appropriate activities that foster competency development.

Incorporating Competency-Based Assessments

Assessments in CBC focus not only on knowledge retention but on the
application of skills in real-life contexts. Teachers should plan formative and
summative assessments that measure competencies, such as critical thinking,
communication, and creativity, ensuring these are integrated into the scheme
of work.

Benefits of Using CBC Schemes of Work

Facilitating Consistent Learning Experiences
A well-developed scheme of work ensures that all students receive the same
quality of education, regardless of which teacher they have. This consistency
is key in maintaining high standards across the classroom, and in CBC, it
ensures that competencies are taught uniformly across different schools or
regions.

Enhancing Teacher Preparedness

CBC schemes of work prepare teachers by providing them with a clear
roadmap for the term. This preparation helps reduce the stress of daily lesson
planning, allowing teachers to focus more on delivering quality lessons that
engage students in active learning.

Tracking Student Progress Effectively

Schemes of work also play an essential role in tracking student progress. With
well-defined objectives and timelines, teachers can assess how well students
are meeting competency goals. Regular assessment and reflection allow for
adjustments in teaching strategies to better meet the needs of learners.

Challenges in Implementing CBC Schemes of Work

Common Obstacles Faced by Teachers
Implementing CBC schemes of work can be challenging for many educators,
particularly those new to the curriculum. The shift from content-based learning
to competency-based learning requires significant adjustments in teaching
methods and assessment strategies.

Time Constraints in Preparing Schemes

One of the most significant challenges is the amount of time required to
prepare detailed schemes of work. Teachers often find themselves balancing
between lesson planning, marking, and administrative duties, making it
difficult to dedicate enough time to developing comprehensive schemes.

Limited Resources and Support

Teachers may also struggle with a lack of resources or support when
preparing CBC schemes of work. This could include insufficient training in
CBC methods or a lack of materials to support competency-based learning in
the classroom.
How CBC Schemes of Work Foster Competency
Development
Linking Schemes of Work to Key Competencies
In CBC, each scheme of work is designed to foster specific competencies that
students need to develop. These competencies include critical thinking,
problem-solving, communication, and collaboration. By structuring the scheme
of work around these key areas, teachers can ensure that students are
consistently working towards competency development.

Fostering Critical Thinking and Problem-Solving

CBC schemes of work emphasize real-world applications of knowledge,
encouraging students to think critically and solve problems. Teachers use the
schemes to plan activities that challenge students to apply their learning in
practical situations, preparing them for future challenges.

Emphasizing Real-World Skills

The focus of CBC is on developing skills that students will use beyond the
classroom. By incorporating activities that mimic real-world situations, CBC
schemes of work help students develop skills such as teamwork, leadership,
and adaptability, all of which are essential for success in today’s fast-changing
world.

Best Practices for Effective CBC Schemes of Work

Collaboration Among Teachers
Collaboration is essential for developing effective CBC schemes of work.
Teachers should work together to share ideas, resources, and strategies that
will help in creating comprehensive and effective schemes. This collaboration
can take place within schools or across networks of educators.

Regular Review and Adaptation of Schemes

Schemes of work should not be static documents. Teachers need to review
and adapt them regularly to reflect the changing needs of students and the
curriculum. This process ensures that schemes remain relevant and effective
in helping students achieve their competencies.

Integrating Feedback from Students and Parents

 Involving students and parents in the learning process is another best
practice. Feedback from both groups can provide valuable insights into how
well the schemes of work are supporting student learning, allowing teachers to
make necessary adjustments.

Conclusion
CBC schemes of work are essential tools for guiding teaching and ensuring
that the goals of the Competency-Based Curriculum are met. They provide
structure, support consistent learning experiences, and play a crucial role in
developing student competencies. While challenges exist, with careful
planning and collaboration, CBC schemes of work can significantly enhance
the learning process and help students succeed.

Learning resources
These are materials and equipment used by the teacher in the teaching and learning
process.
They are also referred to as teaching and learning aids or materials. Learning occurs
when
multiplicity of senses is used.

Types of learning resources

 Visual aids: Images, photos, or videos that help students learn concepts
 Interactive tools: Tools that help students learn through activities and engagement
 Hands-on materials: Materials that help students learn through experience
 Presentations: Teaching materials that use text and multimedia to present concepts
 Quizzes and tests: Assessments that evaluate student knowledge and skills
 Reference materials: Materials similar to what you might find in a library reference area
 Simulations: Experiences that approximate real or imaginary situations
 Social networking tools: Websites and apps that allow users to share information and
communicate
Qualities of learning resources
 Clarity: The resource should be easy to understand with clear instructions and explanations
 Engagement: The resource should capture the learner's interest and maintain attention
 Relevance: The resource should be aligned with the learner's goals and interests
 Accuracy: The resource should meet the specific learning needs of the class
How learning resources can be used
 To create lessons that cater to different learning styles
 To co-construct knowledge as part of professional development
 To create workshops or training courses