Explore Ghana’s education budget and its powerful impact on schools, teachers, infrastructure, Free SHS, and learning outcomes across the country.
Introduction
Ferdinand Ellis, June 2026: Education remains one of the most critical sectors in Ghana’s national development agenda. Each year, the government allocates substantial financial resources to support schools, teachers, infrastructure, and major education programmes such as Free Senior High School.
Despite these investments, questions continue to emerge about efficiency, equity, and whether funding levels are sufficient to meet growing educational demands. The Ghana education budget therefore remains a central topic in policy discussions and public debate.
This article provides a structured breakdown of how education funding works in Ghana and its real impact on learning outcomes.
Understanding Ghana Education Budget Allocation and National Priorities
The education budget refers to the annual financial allocation made by government to support all levels of education. It is implemented through the Ministry of Education Ghana and the Ghana Education Service (GES).
The budget covers teacher salaries, infrastructure development, learning materials, curriculum implementation, scholarships, and administrative operations.
Education consistently receives one of the largest shares of public expenditure, reflecting its importance to national development priorities.
School Infrastructure Gaps and Urban–Rural Inequality
Despite increased funding, disparities remain between urban and rural schools. Many rural schools still face inadequate classrooms, limited furniture, and poor ICT access.
These gaps directly affect teaching quality and learner engagement.
Ferdinand | EducationGhana | June 22 | Classroom Management Techniques in Basic Schools: Powerful Strategies for Effective Teaching and Learning in Ghana
This article explains practical classroom management techniques in basic schools, focusing on behaviour control, learner engagement, instructional routines, and effective teaching strategies for improved learning outcomes in Ghana.
Introduction: Why Classroom Management Matters in Basic Schools
Classroom management remains a central factor in determining the success of teaching and learning in basic schools. It refers to the strategies teachers use to create an orderly, respectful, and productive learning environment.
In Ghana, where large class sizes and diverse learner needs are common, effective classroom management is essential for achieving the goals of the Standards-Based Curriculum (SBC).
Research shows that student behaviour, teacher preparedness, and classroom organisation influence academic achievement significantly more than many content-based factors.
Classroom management refers to the process of organising classroom activities, regulating learner behaviour, and establishing systems that support effective instruction.
It includes routines, rules, relationships, and instructional structures that guide daily teaching and learning.
In basic schools, it extends beyond discipline to include:
Time management during lessons
Learner participation systems
Seating arrangements
Communication rules
Behaviour expectations
Importance of Classroom Management Techniques in Basic Schools
Effective classroom management contributes to several key outcomes in Ghanaian schools.
Improved Academic Performance
When classrooms are well managed, teachers spend more time teaching and less time correcting behaviour.
Increased Learner Engagement
Orderly classrooms encourage participation and reduce anxiety among learners.
Positive Teacher–Learner Relationships
Respectful interaction builds trust and improves cooperation.
Efficient Use of Instructional Time
Clear routines reduce delays and interruptions.
Safe Learning Environment
Learners feel secure and are more willing to participate actively.
Key Classroom Management Techniques for Teachers
Establishing Clear Classroom Rules and Procedures
Teachers should introduce simple, realistic rules at the beginning of the term.
These may include:
Entry and exit routines
Classroom communication rules
Assignment submission procedures
Group work expectations
Rules should be consistent and explained in learner-friendly language.
Effective Lesson Planning for Classroom Control
A well-structured lesson reduces confusion and misbehaviour.
Conclusion: Strengthening Classroom Management for Better Learning Outcomes
Classroom management is essential for effective teaching and learning in basic schools. It goes beyond discipline to include planning, communication, engagement, and learner support.
Teachers who apply structured classroom management techniques create environments where learners feel safe, engaged, and motivated to learn.
Strong classroom management ultimately leads to improved academic performance and better learning outcomes across Ghanaian basic schools.
Ferdinand | EducationGhana | June 22| Understanding Continuous Assessment in Ghana’s Education System: A Powerful Guide for Teachers
Learn how continuous assessment works in Ghana’s education system. This guide explains formative assessment, classroom practices, recording methods, and effective strategies under the Standards-Based Curriculum.
Introduction: Why Continuous Assessment Matters in Ghanaian Classrooms
Assessment plays a central role in teaching and learning. It helps teachers determine whether learners understand what has been taught and whether instructional goals are being achieved.
In Ghana’s Standards-Based Curriculum(SBC), assessment is not limited to end-of-term examinations. Instead, it is embedded throughout teaching and learning through continuous assessment.
This approach helps teachers identify learning gaps early, improve instruction, and support learner development before challenges become serious.
Despite its importance, many teachers still misunderstand how continuous assessment should be applied in real classrooms. This guide explains it clearly with practical Ghanaian examples.
What Continuous Assessment Means in Ghana’s Education System
Continuous assessment refers to the systematic evaluation of learners throughout the teaching and learning process rather than relying only on final examinations.
It involves regular monitoring, feedback, and instructional adjustment based on learner performance.
Ferdinand | EducationGhana | June 22 | How to Dramatically Improve Student Performance in Ghanaian Basic Schools: Proven Classroom Strategies That Deliver Real Results
Discover practical and proven strategies to dramatically improve student performance in Ghanaian basic schools. This guide explains teaching methods, assessment systems, classroom management, and learner support techniques with real classroom examples.
Improving student performance remains one of the most important goals in Ghana’s basic education system. Despite reforms such as the Standards-Based Curriculum (SBC), many learners still struggle to achieve expected outcomes.
In most cases, low performance is not caused by lack of intelligence, but by weak instructional strategies, limited learner engagement, and inconsistent assessment practices in classrooms.
This guide provides practical, classroom-tested strategies that teachers can apply immediately to improve learning outcomes. It aligns with expectations from the Ghana Education Service (GES) and curriculum frameworks developed by the National Council for Curriculum and Assessment (NaCCA).
Understanding Student Performance in Basic Schools
Student performance refers to how well learners achieve expected learning outcomes in knowledge, skills, and attitudes.
It includes academic achievement, participation in class activities, and the ability to apply knowledge in real-life situations.
In many Ghanaian classrooms, differences in performance are often linked more to teaching methods than to student ability.
A structured classroom environment improves concentration and learning outcomes.
Clear routines and respectful communication help learners focus and participate effectively.
Proven Teaching Strategies to Improve Student Performance
Improving performance requires deliberate instructional strategies that connect learning to real-life experiences.
Activity-Based Learning for Better Understanding
Learners understand concepts better when they participate actively in lessons.
For example, instead of explaining evaporation theoretically, a teacher can demonstrate the process using water placed under sunlight. Students observe changes directly, making learning meaningful.
Use of Teaching and Learning Materials (TLMs)
Concrete materials help learners understand abstract concepts more easily.
For example, using bottle tops or stones to teach counting in Mathematics helps learners connect ideas to real objects.
Differentiated Instruction in Mixed-Ability Classrooms
Learners have different learning speeds and abilities.
Teachers must adjust instruction to ensure that both fast and slow learners receive appropriate support.
Questioning Techniques That Promote Critical Thinking
Many schools continue to experience poor performance due to avoidable issues such as:
Over-reliance on rote learning
Ignoring individual learner differences
Lack of meaningful feedback
Weak lesson planning practices
Addressing these issues improves classroom outcomes significantly.
Building a School-Wide Improvement Strategy
School leaders play a critical role in improving performance.
They must support teachers with resources, encourage collaboration, and monitor instructional quality.
Sustainable improvement requires consistent leadership and shared responsibility.
Conclusion: A Practical Path to Improving Student Performance in Ghana
Improving student performance in Ghanaian basic schools requires consistent application of effective teaching strategies, meaningful assessment practices, and strong classroom management.
When teachers adopt learner-centred approaches and schools provide structured support systems, measurable improvements in student outcomes become achievable.
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The production used theatre and performance to portray aspects of the painful history of the transatlantic slave trade while highlighting the resilience of African people and the continuing relationship between Africa and the global African diaspora.
The performance has been praised for its historical significance, artistic quality and ability to communicate a difficult chapter of African history through live performance.
University of Ghana Performance Brings Enslavement History to Life
The reenactment presented audiences with a dramatic representation of the experiences associated with the transatlantic enslavement of Africans.
Staging the production atOsu Castle added considerable historical significance to the presentation. The site is closely associated with Ghana’s history of European trade, colonialism and the movement of enslaved Africans through the Atlantic slave trade.
Through theatre, the performers created an opportunity for audiences to engage with the history through visual and emotional storytelling.
The production also placed emphasis on African resilience and the continuing efforts of people of African descent around the world to reconnect with the continent.
➡ Related: Ghana’s Heritage Sites: History, Education and Cultural Significance
The School of Performing Artshas reportedly received growing international attention following the presentation, with invitations emerging from outside Ghana.
The available information indicates that interest has come from several countries, although the specific countries and details of the invitations have not been publicly identified in the information available for this report.
The development points to the potential for Ghanaian theatre and performance scholarship to contribute to international conversations about African history, slavery, identity and the African diaspora.
It also demonstrates how cultural institutions can use artistic productions as a means of communicating historical knowledge to audiences who may engage with history differently from those using conventional academic formats.
Ghanaian Performing Arts Gain International Recognition
The response to the production has also drawn attention to the wider contribution of Ghana’s creative and performing arts sector.
Its work demonstrates the relationship between higher education and cultural preservation, particularly where artistic practice is used to explore Ghanaian and African histories.
The Osu Castle production therefore represents more than a theatrical presentation. It also illustrates how university-based artistic practice can contribute to public education and international cultural exchange.
➡ Related: Performing Arts Education in Ghana: Programmes, Careers and Opportunities
➡ Related: University of Ghana: Programmes, Admission and Academic Opportunities
The choice of Osu Castleas the venue gave the performance a direct connection to Ghana’s historical memory.
Historic coastal sites in Ghana have become important locations for education about the transatlantic slave trade and the experiences of Africans who were forcibly transported to the Americas and other parts of the Atlantic world.
Presenting a reenactment at such a location allows historical interpretation to take place within a physical environment connected to the country’s past.
For students, visitors and members of the African diaspora, this combination of place, history and performance can provide a distinctive form of heritage education.
Juneteenth and Ghana’s Connection With the African Diaspora
Juneteenth commemorates the emancipation of enslaved African Americans in the United States and has developed into a broader celebration of freedom, African American history and Black identity.
Ghana has increasingly served as an important meeting point for members of the African diaspora seeking to explore their historical and cultural connections with Africa.
Events such as Juneteenth commemorations can therefore create opportunities for dialogue between Ghanaian communities and people of African descent from different parts of the world.
The University of Ghanaperformance fits within this wider conversation by using Ghanaian artistic talent to explore shared historical experiences.
Fatherhood and the Celebration of Ghanaian Families
The wider celebration also provides an opportunity to recognise fathers and father figures whose contributions shape families and communities.
Father’s Day messages often draw attention to the responsibilities, sacrifices and support provided by fathers in raising and guiding younger generations.
Such reflections complement broader discussions about heritage and intergenerational identity, particularly when communities use cultural events to connect history with contemporary life.
EducateGhana Analysis
The University of Ghana production demonstrates the educational potential of the performing arts.
Historical subjects such as the transatlantic slave trade can be difficult to communicate through conventional classroom instruction alone. Theatre can provide another avenue through which learners and members of the public encounter historical events, human experiences and questions of identity.
The use of Osu Castle as the setting further connects artistic interpretation with Ghana’s physical heritage.
There is also a wider policy implication. Ghana’s universities, museums, heritage institutions and creative practitioners have considerable potential to work together on productions that combine historical scholarship, heritage education, tourism and artistic practice.
Such collaborations can strengthen public understanding of Ghana’s history while giving Ghanaian performers opportunities to reach international audiences.
However, claims concerning specific international invitations should be supported by official announcements from the School of Performing Arts or the University of Ghana before the names of countries, institutions or events are published as confirmed facts.
Frequently Asked Questions
1. What did the University of Ghana School of Performing Arts perform at Osu Castle?
The School presented a theatrical reenactment portraying aspects of the transatlantic enslavement experience during a Next Steps Juneteenth commemoration.
2. Where was the performance held?
The performance was held at Osu Castle in Accra, Ghana.
3. What is the significance of Osu Castle?
Osu Castle is an important Ghanaian historical site associated with European trade, colonial history and the wider history of the transatlantic slave trade.
4. What is Juneteenth?
Juneteenth is an American commemoration of the emancipation of enslaved African Americans and has become an important celebration of freedom, history and African American heritage.
5. Why is Ghana important to African diaspora engagement?
Ghana has significant historical links to the transatlantic slave trade and has developed numerous heritage and cultural initiatives that facilitate engagement between Ghana and the African diaspora.
6. What is the University of Ghana School of Performing Arts?
It is an academic institution at the University of Ghana involved in education, research and practice in areas of the performing arts, including theatre, music and dance.
7. Has the performance received international attention?
Yes. The production has reportedly attracted international interest and invitations. Specific details of the reported invitations should be confirmed through official sources.
8. Why are historical reenactments important?
Historical reenactments can help audiences understand past events by presenting historical experiences through visual, dramatic and human-centred storytelling.
9. Can performing arts support education?
Yes. Theatre, music and other performance forms can complement conventional teaching by helping learners engage with historical, cultural and social issues.
10. What does the performance mean for Ghana’s cultural sector?
It highlights the potential of Ghanaian performing artists and academic institutions to contribute to international cultural exchange, heritage education and historical storytelling.
Conclusion
The University of Ghana School of Performing Arts has placed Ghanaian performance and historical storytelling before an international audience through its reenactment of the transatlantic enslavement experience at Osu Castle.
The production demonstrates how Ghana’s universities and creative institutions can use performance to preserve historical memory, educate the public and strengthen connections with the African diaspora.
As international interest in Ghana’s heritage and cultural history continues, productions of this nature could become an important part of the country’s broader heritage education and cultural diplomacy efforts.
Article Information
Item
Details
Article Type
Education, Culture & Heritage News
Primary Topic
University of Ghana School of Performing Arts
Event
Next Steps Juneteenth Commemoration
Location
Osu Castle, Accra
Institution
University of Ghana
Focus
Performing Arts, Heritage Education and African Diaspora
Ferdinand Ellis is an education blogger, curriculum specialist, researcher and education policy analyst. He is the Founder and Editor of EducateGhana.com. His work focuses on curriculum studies, teacher education, education policy, assessment and evidence-based educational reform.
Source
University of Ghana School of Performing Arts / event information supplied for publication.
Editorial note: The supplied material does not identify the specific countries or institutions that reportedly extended international invitations. Those details should be added only after confirmation from the University of Ghana or the School of Performing Arts.
Ferdinand | EducationGhana | June 21 | Urgent Opportunity: St. Monica’s College of Education Announces Lecturer and Administrative Vacancies for 2026
St. Monica’s College of Education, Mampong-Ashanti, is recruiting lecturers and administrative staff for 2026. Applications close on June 30, 2026. See eligibility requirements, vacant positions, and how to apply.
St. Monica’s College of Education Opens Recruitment for Academic and Administrative Staff
The collegehas announced vacancies for both academic and non-academic staff positions, offering qualified professionals an opportunity to join one of Ghana’s leading teacher education institutions.
The recruitment exercise covers lecturer positions in five academic disciplines as well as key administrative roles. Interested applicants are required to submit their applications before 4:00 p.m. on June 30, 2026.
The College is a female-only institution located in Mampong-Ashanti and is affiliated with for the delivery of teacher education programmes.
Why This Recruitment Matters
The announcement comes at a time when Colleges of Education across Ghana are strengthening their academic and administrative capacity to support the delivery of quality teacher education.
Successful applicants will contribute to the preparation of future teachers and support the broader development of Ghana’s education sector.
Academic Staff Vacancies Available
The College is seeking qualified lecturers in the following subject areas:
English Language
Mathematics
Information and Communication Technology (ICT)
Education
Chemistry
Academic Staff Requirements
Applicants must:
Hold a PhD in the relevant specialization
Possess a Teacher Education Certificate or Postgraduate Diploma in Education (PGDE)
Demonstrate evidence of publication in reputable academic journals
Have at least three years of tertiary-level teaching experience
Present an impeccable service record
Be not more than 45 years old
The College notes that only highly qualified candidates who meet all requirements will be considered.
Administrative Vacancies Available
Assistant Accountant / Internal Auditor
Applicants should possess:
A First Degree in Accounting, Finance, Auditing, or a related field
A Master’s Degree in a relevant discipline
Membership of a recognized professional body such as ICAG, ACCA, CIMA, CIA, or equivalent
At least three years of post-qualification experience in accounting, auditing, risk management, or related fields
Assistant Registrar
Candidates must have:
A Master’s Degree in Administration, Management, Human Resource Management, Public Administration, Higher Education Administration, or a related field
At least four years of relevant post-qualification experience
Membership of a professional administrative body will be an advantage
Assistant Librarian
Applicants should possess:
A PhD and MPhil in Library and Information Science or a related discipline
At least four years of post-qualification experience in a recognized library, preferably within a tertiary institution
Membership of a professional librarianship or information science association
Evidence of scholarly publications
Strong ICT and library software management skills
Documents Required for Application
Applicants are required to submit four copies of the following documents:
Failure to provide the required documents may affect consideration for the position.
How to Apply
Applications must be submitted through registered courier services and addressed to:
The Secretary, Search Committee St. Monica’s College of Education P.O. Box M 250 Mampong-Ashanti
The College has not indicated any provision for online or email submissions.
Applicants are therefore encouraged to use recognized courier services such as Ghana Post EMS, DHL, FedEx, or equivalent services to ensure timely delivery.
Important Deadline Applicants Must Not Miss
The deadline for submission of applications is:
Tuesday, June 30, 2026, at 4:00 p.m.
Applications received after the deadline may not be considered.
The College has also indicated that only shortlisted applicants will be invited for interviews.
Key Things Prospective Applicants Should Know
Academic Positions Require Strong Research Credentials
Unlike many pre-tertiary teaching positions, lecturer roles in Colleges of Education now place significant emphasis on:
PhD qualifications
Academic publications
Professional teacher education credentials
GTEC Evaluation Is Mandatory
Applicants with qualifications obtained outside Ghana must ensure that their certificates have been evaluated by the before applying.
Hard Copy Submission Only
Candidates should note that the College requires physical submission through registered courier services and has not provided an online application option.
EducationGhana is not conducting this recruitment exercise. Interested applicants should submit their applications directly to St. Monica’s College of Education and verify all requirements before applying.
Ferdinand | EducationGhana | June 21 | Major Boost for Teacher Education as PRINCOF Meets President Mahama
Principals of Ghana’s 49 Public Colleges of Education, led by PRINCOF, paid a courtesy call on President John Mahama to discuss teacher education, institutional development, and the future of Ghana’s education sector.
PRINCOF Delegation Meets President Mahama
Principals from Ghana’s 49 Public Colleges of Education, led by the leadership of the , have paid a courtesy call on the President of the Republic of Ghana, to discuss critical issues affecting teacher education and institutional development.
The meeting formed part of ongoing efforts to strengthen collaboration between government and Colleges of Education as the country seeks to improve the quality of teacher preparation and educational outcomes.
Focus on Strengthening Teacher Education
During the engagement, the principals highlighted the important role Colleges of Education play in producing qualified and competent teachers for Ghana’s basic education system.
Discussions reportedly focused on:
Enhancing teacher education and training
Strengthening institutional capacity in Colleges of Education
Improving infrastructure and learning resources
Supporting policy reforms in teacher preparation
Expanding opportunities for research and innovation in education
The meeting also provided an opportunity for the college leaders to share concerns and recommendations aimed at improving the delivery of teacher education nationwide.
Colleges of Education Remain Critical to National Development
The principals emphasized that Colleges of Education continue to serve as the foundation of Ghana’s teacher education system by preparing professional teachers for basic schools across the country.
With Ghana implementing major reforms such as the Standards-Based Curriculum and ongoing teacher professional development initiatives, the role of Colleges of Education has become increasingly important in ensuring quality teaching and learning.
The institutions are also expected to contribute significantly to the development of a skilled workforce capable of supporting national growth and transformation.
Dialogue on Institutional Development
A key aspect of the discussions centered on institutional development and strategies for strengthening the capacity of Colleges of Education.
Such interventions are expected to enhance the ability of Colleges of Education to meet evolving educational demands.
President Mahama Reaffirms Commitment to Education
The engagement provided a platform for constructive dialogue on the future of teacher education in Ghana.
The meeting underscored the shared commitment of government and educational institutions to improving teaching standards, strengthening Colleges of Education, and advancing quality education for all learners.
Education stakeholders continue to view investment in teacher preparation as one of the most effective ways of improving learning outcomes across the country.
Why the Meeting Matters
The meeting is significant because Colleges of Education remain central to Ghana’s educational transformation agenda.
As institutions responsible for preparing future teachers, their success directly affects:
Quality of classroom instruction
Learner achievement
Curriculum implementation
National human capital development
Strengthening these institutions is therefore viewed as a critical investment in Ghana’s future.
This powerful guide explains Exemplars in Ghana’s Standards-Based Curriculum (SBC). Learn their meaning, use in lesson planning, and how they improve classroom delivery and learner outcomes.
Introduction
Exemplars are a key but often misunderstood part of Ghana’s Standards-Based Curriculum (SBC). They provide practical classroom guidance that helps teachers translate curriculum expectationsinto meaningful learning activities.
While Content Standards and Indicators define what to teach, Exemplars show how to teach it effectively in real classroom situations.
What Exemplars Mean in the SBC
Exemplars are suggested teaching and learning activities that guide teachers in delivering lessons.
They are not rigid instructions. Instead, they serve as flexible examples that show how a Content Indicator can be achieved in the classroom.
In simple terms:
Exemplars explain how learning should happen.
Key Features of Exemplars
They are practical classroom activities
They are linked directly to Content Indicators
They are flexible and adaptable
They encourage learner participation
They support competency-based learning
Why Exemplars Are Important
Exemplars play a vital role in improving teaching and learning outcomes.
Exemplars are apowerful instructional tool in Ghana’s Standards-Based Curriculum. They bridge the gap between curriculum design and classroom practice by showing teachers how to deliver lessons effectively.
Teachers who understand and apply Exemplars properly can transform classroom learning into more interactive, practical, and meaningful experiences for learners.
Ferdinand | EducationGhana | June 21 | Comprehensive Guide to Assessment Types in Ghana’s Standards-Based Curriculum (SBC)
This comprehensive guide explains the types of assessment in Ghana’s Standards-Based Curriculum. Learn about assessment for, as, and of learning, categories of assessment, and when each is used in classroom practice.
Introduction
Assessment is a central component of Ghana’s Standards-Based Curriculum (SBC). It is not limited to examinations but forms an ongoing process that guides teaching, supports learning, and evaluates outcomes.
Under the SBC, assessment is designed to capture what learners know, what they can do, and how they apply knowledge in real-life situations. It is therefore continuous, structured, and competency-based.
Teachers are expected to integrate assessment into every stage of instruction to improve learner achievement and support effective decision-making.
Understanding Assessment in the SBC
Assessment refers to the process of collecting, interpreting, and using information about learners’ performance to improve teaching and learning.
It answers key questions such as:
What do learners know?
What can they do?
How well are they progressing?
In the SBC, assessment is not an end process but part of instruction itself.
Assessment FOR Learning
Assessment for learning is used to support and improve learning during instruction.
It is continuous and diagnostic in nature.
Purpose of Assessment for Learning:
Identify learning gaps
Provide immediate feedback
Improve teaching strategies
Support learner progress
When It Is Used:
During lesson delivery
After introducing a new topic
While learners are practicing tasks
Examples:
Class exercises
Oral questioning
Group discussions
Homework assignments
Teacher observation
Assessment for learning helps teachers adjust instruction in real time.
Assessment AS Learning
Assessment as learning focuses on learners actively monitoring their own learning process.
It promotes self-assessment and reflection.
Purpose of Assessment as Learning:
Develop learner independence
Encourage self-reflection
Build responsibility for learning
Improve metacognitive skills
When It Is Used:
During group work
While learners evaluate their own work
During peer assessment activities
Examples:
Self-assessment checklists
Peer review activities
Reflection journals
Group presentations with feedback
Assessment as learning helps learners take ownership of their progress.
Assessment OF Learning
Assessment of learning evaluates what learners have achieved at the end of a learning period.
It is summative in nature.
Purpose of Assessment of Learning:
Measure overall achievement
Grade learner performance
Provide accountability
Inform promotion decisions
When It Is Used:
End of term examinations
End of unit tests
National assessments (e.g., BECE)
Examples:
Written exams
Standardised tests
Final projects
End-of-term assessments
Assessment of learning provides a final judgment of performance.
Categories of Assessment in the SBC
Assessment in the SBC can also be grouped into broader categories.
Formative Assessment
Formative assessment is ongoing and used during instruction to improve learning.
Key Features:
Continuous
Diagnostic
Feedback-oriented
Examples:
Quizzes
Class exercises
Oral questioning
Homework
It mainly supports Assessment for Learning.
Summative Assessment
Summative assessment is used at the end of a learning period.
Key Features:
Evaluative
Final judgement
Score-based
Examples:
End-of-term exams
BECE
End-of-unit tests
It mainly reflects Assessment of Learning.
Diagnostic Assessment
Diagnostic assessment is conducted before instruction begins.
Purpose:
Identify prior knowledge
Detect learning difficulties
Plan instruction effectively
Examples:
Entry tests
Pre-assessment quizzes
Baseline assessments
Continuous Assessment in the SBC
Continuous Assessment (CA) is a structured process that combines formative and summative elements.
It runs throughout the term and contributes to final grading.
Key Features:
Ongoing throughout instruction
Includes tests, assignments, and projects
Tracks learner progress over time
Performance-Based Assessment
This form of assessment evaluates learners based on their ability to apply knowledge in real-life or practical situations.
Examples:
Projects
Experiments
Role plays
Presentations
It strongly aligns with competency-based learning.
When Each Type of Assessment Is Used
Assessment Type
When It Is Used
Purpose
Diagnostic
Before teaching
Identify readiness
Formative
During teaching
Improve learning
Summative
After teaching
Evaluate achievement
Continuous
Throughout term
Track progress
Performance-based
During/after instruction
Apply knowledge
Role of Teachers in SBC Assessment
Teachers are expected to:
Integrate assessment into every lesson
Provide timely and constructive feedback
Use multiple assessment methods
Track learner progress continuously
Support learner reflection and improvement
Assessment is no longer separate from teaching.
Common Challenges in Assessment Implementation
Teachers may face challenges such as:
Large class sizes
Heavy workload in recording assessments
Limited time for feedback
Difficulty balancing teaching and assessment
Despite these challenges, structured planning can improve efficiency.
Practical Tips for Teachers
To improve assessment practices:
Use short assessments frequently
Combine written, oral, and practical tasks
Encourage peer and self-assessment
Keep clear records of learner progress
Align assessment with Content Indicators and Performance Indicators
Assessment in Ghana’s Standards-Based Curriculum is a continuous, structured, and learner-centred process. The integration of Assessment for, as, and of learning ensures that teaching is responsive, inclusive, and focused on real learner development.
Teachers who effectively apply different forms of assessment are better positioned to improve learning outcomes and support holistic student development.
Lesson planning under Ghana’s Standards-Based Curriculum (SBC) follows a structured format designed to ensure clear progression, consistency, and effective delivery.
Two commonly misunderstood elements in the lesson plan template are Periods and Lessons. While they appear similar, they serve different planning purposes and help teachers organise instruction over time.
A proper understanding of these sections ensures accurate pacing, better curriculum coverage, and improved learner outcomes.
What Are Periods in the SBC Lesson Plan?
Periods refer to the number of teaching sessions allocated to a specific topic or sub-strand within a unit of work.
Each period represents a single classroom session, usually lasting about 30 to 60 minutes depending on the school level and timetable.
Key Features of Periods:
They represent teaching time allocation
They are part of a sequence of lessons
They show how a topic is spread over time
They support curriculum pacing and coverage
Example:
If a topic is planned for 4 periods, it means:
The topic will be taught across 4 separate class sessions
Each period builds on the previous one
Learning is gradual and structured
What Are Lessons in the SBC Lesson Plan?
Lessons refer to the specific instructional sessions within a sequence of periods, each focusing on a particular objective derived from the Content Standard.
Each lesson is usually numbered to show progression.
Example:
Lesson 1 of 4
Lesson 2 of 4
Lesson 3 of 4
Lesson 4 of 4
This structure shows that a broader Content Standard has been broken into smaller, teachable parts.
Relationship Between Periods and Lessons
Periods and Lessons work together to structure teaching over time.
Periods = Time allocation
Lessons = Instructional progression
Simple Explanation:
Periods show how long teaching will take
Lessons show what is taught in each session
Example Relationship:
A Content Standard may require 4 periods:
Period 1 → Lesson 1 of 4
Period 2 → Lesson 2 of 4
Period 3 → Lesson 3 of 4
Period 4 → Lesson 4 of 4
Each lesson focuses on a specific Content Indicator.
Why Periods Are Important in Lesson Planning
Periods help teachers to:
Manage instructional time effectively
Ensure full coverage of the curriculum
Avoid rushing or overloading lessons
Maintain lesson sequence and continuity
They support proper pacing of teaching and learning activities.
Why Lessons Are Important in the SBC Template
Lessons help teachers to:
Break down complex topics into manageable parts
Focus on one specific learning objective at a time
Track learner progress step by step
Align teaching with Content Indicators and Performance Indicators
They ensure clarity and structure in classroom instruction.
Lesson Progression: “Lesson 1 of 4” Explained
The phrase “Lesson 1 of 4” means:
The topic is divided into four instructional sessions
This is the first step in the learning sequence
It focuses on one specific Content Indicator
The lesson could be meant for four weeks hence each week has a particular specific objective to be achieved. The 4 stands for the four weeks and that’s the content standard or general objective to be achieve whilst the 1 stands for the first objective (indicator) for that particular week out of the four objectives.
Example:
A topic on “Fractions” may be divided as:
Lesson 1: Introduction to fractions
Lesson 2: Types of fractions
Lesson 3: Comparing fractions
Lesson 4: Application of fractions in real life
This ensures gradual learning progression.
In this context, the General Objective (Content standards ) will be to achieve all the four objectives within four weeks whilst the specific objectives (indicator) will be to achieve one for each week etc.
Common Mistakes Teachers Make
Teachers often struggle with:
Treating each period as an independent topic
Teaching all content in one lesson instead of spreading it
Ignoring the lesson sequence (1 of 4, 2 of 4, etc.)
Failing to align lessons with Content Indicators
These mistakes affect curriculum delivery and learner understanding.
Practical Tips for Teachers
To use Periods and Lessons effectively:
Always follow the lesson sequence provided in the curriculum
Do not overload a single period with multiple objectives
Ensure each lesson focuses on one clear Indicator
Maintain continuity from Lesson 1 to the final lesson
Periods and Lessons are essential components of the SBC lesson plan template that ensure structured and progressive teaching. While Periods focus on time allocation, Lessons focus on instructional sequencing.
Teachers who properly apply both components are better able to deliver well-paced lessons, achieve curriculum objectives, and improve learner understanding.
