Learn how to write a GES lesson plan for Ghanaian basic schools in 2026. Includes the lesson plan format, curriculum alignment, sample lesson, assessment and practical tips.

Category: Teacher Education

Article Type: Teacher Resource / Practical Guide

Article Information

Fact Check & Editorial Review

This guide is based on Ghana’s published curriculum resources and lesson-planning guidance. NaCCA’s curriculum information identifies the standards-based curriculum, its learning areas, core competencies and learner-centred approach. Its teacher resource materials explain how curriculum strands, sub-strands, standards, indicators, exemplars, teaching resources and assessment inform lesson planning. The Ministry of Education’s curriculum microsite provides teacher resources for basic education, while NaCCA maintains a lesson-plan resource page.

Important: This is a comprehensive practical format, not a claim that every GES school uses one identical lesson-plan form. Teachers should follow any current official template, district directive, school policy or instructional-supervision requirement applicable to their school.

Key Takeaways

• A lesson plan translates the curriculum into a purposeful, teachable learning experience.
• Teachers should plan from the approved curriculum, rather than selecting activities first and trying to fit them into the curriculum afterwards.
• A sound lesson plan identifies the class, subject, topic, curriculum reference, learning outcomes, resources, teaching and learning activities, assessment and reflection.
• Learning outcomes should be clear, observable and appropriate to the learners’ level.
• Learners should actively engage with the lesson through discussion, questioning, investigation, practice, collaboration and application.
• Assessment should be integrated throughout the lesson, not left only to the final minutes.
• Teachers should use available teaching and learning materials, adapt activities to learner needs and reflect on evidence of learning after the lesson.

In Brief

A GES basic school lesson plan should show what learners are expected to learn, how the teacher will facilitate that learning, what resources will be used, how achievement will be assessed and what follow-up action may be required.

The most useful planning sequence is:

Curriculum → Learning outcomes → Prior knowledge → Resources → Teaching and learning activities → Assessment → Reflection

This approach helps teachers maintain curriculum alignment while making lessons purposeful, participatory and responsive to learners.

 1. What Is a Lesson Plan?

A lesson plan is a teacher’s written guide for organising and delivering a particular lesson. It outlines the intended learning, the content to be covered, the activities learners will undertake, the resources required and the methods the teacher will use to assess learning.

In Ghana’s basic schools, lesson planning is linked to the approved curriculum and its expectations for learner achievement. The plan should therefore do more than list what the teacher intends to explain. It should show how learners will develop the knowledge, skills, attitudes and competencies specified in the curriculum.

A well-prepared lesson plan helps a teacher to:

1. Focus instruction on the intended curriculum outcomes.
2. Organise lesson time and teaching activities.
3. Select suitable teaching and learning resources.
4. Engage learners in meaningful classroom experiences.
5. Identify and address differences in learners’ abilities and needs.
6. Gather evidence of learning during the lesson.
7. Reflect on the effectiveness of instruction and plan appropriate follow-up.

A lesson plan is not simply a record of what the teacher says. It is a plan for what the teacher and learners will do to achieve the intended learning.

➡️ Related: Ghana’s NaCCA curriculum framework provides the broader curriculum context for lesson preparation.

2. Understand the Curriculum Before Writing the Lesson Plan

The first step in lesson planning is to consult the approved curriculum for the subject and class. Teachers should avoid relying exclusively on downloaded lesson notes, textbooks or previously prepared plans, because these may not match the current curriculum or the specific learning needs of the class.

NaCCA’s published curriculum materials organise learning through curriculum components such as:

• Strand: A broad area of learning within a subject.
• Sub-strand: A more specific area within a strand.
• Content standard: The expected level of learning or achievement for a specified period. Its also the general objectives expected to be achieved withing a duration and not necessarily during a specific lesson. The standards can be targed to be achieved withing four weeks etc.
• Indicator: A statement describing the specific learning performance expected of learners. This is the specific objective expected to be achieved during a lesson. It is derived from the standards set for the four weeks. this time , only an aspect of the standards is set to be achieved withing this lesson. The objective must be Specific, Measurable, Achievable, Realistic, and Time Bound (SMART)
• Performance Indicator (PI): This is the small, measurable thing you check to know if a learner has achieved the content indicator. It is stated in the lesson plan and always preceeds the indicator statement with.. “Learners can……. then proceed with the indicator.
• Exemplar: A suggested example, task or learning experience that can support teaching and learning. These are the activities that the teacher takes the learners through in achieving the indicators during a specific lesson. It entails the pedagogies used, teaching styles, etc that helps learners to benefit from the teaching ang learning process.

The exact terminology and arrangement may vary by subject and curriculum document. Teachers should use the wording and codes in the relevant approved curriculum.

How to identify the curriculum reference

Before drafting the lesson, check:

The curriculum reference should guide the lesson content and learning outcomes. Do not invent curriculum codes or copy a code from a different class or subject.

➡️ Related: The NaCCA curriculum resources provide subject and level-specific curriculum materials.

3. The Complete Practical GES Lesson Plan Format

The following template is a comprehensive working format for basic school lesson preparation. Adapt it to the current form required by your school, circuit or district.

A. General Information

B. Learning Outcomes or Objectives

State what learners should know, understand or be able to do by the end of the lesson.

Use observable verbs such as:

• identify
• describe
• classify
• compare
• explain
• demonstrate
• construct
• calculate
• investigate
• evaluate

Avoid vague statements such as “learn about plants” or “understand the environment” unless they are supported by specific, assessable outcomes.

Example:

By the end of the lesson, learners can be able to:

1. Identify three common materials found in the classroom.
2. Classify the materials according to their observable properties.
3. Explain one everyday use of each material.

The outcomes should be realistic for the class, the time available and the curriculum indicator.

C. Core Competencies

Identify the relevant core competencies the lesson is intended to develop. Select those that genuinely connect to the lesson rather than listing every competency automatically.

Depending on the curriculum and subject, these may include:

• Critical thinking and problem-solving
• Creativity and innovation
• Communication and collaboration
• Cultural identity and global citizenship
• Personal development and leadership
• Digital literacy

The teacher should make the competency visible in the planned learning activity. For example, group classification tasks may develop communication and collaboration, while comparing evidence may promote critical thinking.

D. Key Words or Vocabulary

List the important terms learners are expected to encounter or use during the lesson.

Examples for a Science lesson on materials might include solid, liquid, gas, property, texture and flexibility.

Introduce vocabulary in context and check that learners understand the terms rather than merely copying definitions.

E. Teaching and Learning Resources

List the materials required to support the lesson. These may include:

• Real objects and locally available materials
• Charts, pictures and models
• Textbooks and teacher manuals
• Worksheets and activity cards
• Measuring instruments
• Digital resources, where available
• The chalkboard or whiteboard

Select resources that are safe, accessible and suitable for the learners’ age and the intended activity. Where possible, use familiar local examples to connect classroom learning to everyday life.

F. Previous Knowledge

State the knowledge, experiences or skills learners are expected to bring to the lesson.

For example:

“Learners have previously observed common objects made from wood, metal, plastic and cloth.”

Use a brief oral question, demonstration or starter task to establish whether learners actually possess the expected prior knowledge.

G. Introduction or Starter Activity

Plan how to capture learners’ attention and connect the lesson to prior learning or everyday experiences.

A useful introduction may include:

• A short review question
• A real-life situation
• A picture or object
• A demonstration
• A short story or problem
• A prediction question

The introduction should lead naturally to the lesson’s learning outcomes. It should not consume so much time that learners have insufficient opportunity to practise or demonstrate learning.

H. Teaching and Learning Activities

This is the central part of the lesson plan. It should show the sequence of activities, the teacher’s facilitation and the learners’ participation.

A useful planning table is:

These phases are a practical organising structure. Teachers should adjust them to the subject, age group, lesson duration and required school template.

I. Assessment

Specify how you will determine whether learners have achieved the intended outcomes.

Assessment methods may include:

• Oral questioning
• Observation
• Individual written exercises
• Practical demonstrations
• Group tasks
• Worksheets
• Short quizzes
• Learner explanations or presentations

Assessment should be aligned with the learning outcomes. If an outcome requires learners to demonstrate a skill, a purely written recall question may not provide sufficient evidence of achievement.

Where appropriate, include formative assessment during the lesson and use the results to provide feedback, reteach difficult concepts or extend learning.

J. Differentiation and Inclusion

Plan how learners with different abilities, learning needs, language backgrounds and levels of prior knowledge can participate meaningfully.

Possible strategies include:

• Providing additional examples or guided practice.
• Pairing learners strategically for collaborative tasks.
• Offering extension questions to learners ready for greater challenge.
• Using visual, oral, written and practical representations.
• Adjusting the complexity or amount of work where appropriate.
• Ensuring that classroom materials and activities are accessible and safe.

Differentiation should preserve the intended learning while responding to learners’ needs.

K. Conclusion or Plenary

Plan a short closing activity that reinforces the lesson’s main ideas.

The teacher may ask learners to summarise what they have learnt, explain a concept in their own words, demonstrate a skill or answer a final question linked to the outcomes.

Avoid ending the lesson abruptly after an activity. The conclusion should help the teacher and learners identify what has been achieved and what may require further attention.

L. Homework or Follow-up Activity

Where appropriate, provide a task that reinforces or extends the lesson.

The task should be achievable, relevant and accessible to learners. Avoid assigning activities that depend on resources learners may not have at home.

M. Teacher’s Reflection

After teaching, record brief, evidence-based reflections.

Consider:

• Were the intended outcomes achieved?
• Which assessment evidence supports that conclusion?
• Which concepts or skills did learners find difficult?
• Were the resources adequate and appropriate?
• Did the timing allow learners enough practice?
• Which learners need additional support or extension?
• What should be changed in the next lesson?

Reflection should inform subsequent teaching rather than serve only as a formality.

4. Step-by-Step: How to Prepare a Lesson Plan

Step 1: Consult the approved curriculum

Locate the correct curriculum for the subject, class and term. Identify the relevant strand, sub-strand, content standard, indicator and exemplar, where applicable.

Step 2: Select the lesson focus

Choose the specific content or skill to address within the curriculum expectation. Avoid attempting to cover too much in one lesson.

Step 3: Write measurable learning outcomes

Use clear verbs and describe what learners should demonstrate by the end of the lesson. Check that the outcomes match the curriculum indicator and can be assessed within the available time.

Step 4: Identify prior knowledge

Determine what learners should already know and plan a brief activity to check their readiness.

Step 5: Select teaching and learning resources

Choose resources that support the outcomes and planned activities. Prepare them before the lesson and consider safe alternatives if particular materials are unavailable.

Step 6: Sequence the learning activities

Plan a logical progression from introduction to exploration, guided practice, application and closure. Make the learners’ actions explicit.

Step 7: Integrate assessment

Decide what evidence will show that learners have achieved each outcome. Include questions, observations, practical tasks or written exercises at appropriate points in the lesson.

Step 8: Plan for inclusion

Consider learners who may need additional explanation, alternative materials, more time or greater challenge. Build these supports into the lesson rather than waiting until difficulties arise.

Step 9: Allocate time

Estimate the time required for each activity. Ensure the plan allows learners enough time to engage with the content, practise and demonstrate learning.

Step 10: Review and reflect

Before teaching, check curriculum alignment, resource readiness and the clarity of the activities. After teaching, use assessment evidence to record what worked and what needs adjustment.

5. Completed Sample Lesson Plan for a Basic School

The following is an illustrative sample to demonstrate how the format can be completed. It is not an official GES lesson-plan form, and its curriculum references should be checked against the approved curriculum for the specific class and year before classroom use.

Sample: Basic 5 Science

Topic: Materials and Their Properties

Learning outcomes

By the end of the lesson, learners should be able to:

1. Identify selected materials found in their immediate environment.
2. Describe observable properties of the materials.
3. Group materials according to selected properties and explain their classification.

Core competencies: Critical thinking and problem-solving; communication and collaboration.

Key vocabulary: Material, property, texture, hard, soft, flexible, rigid.

Teaching and learning resources: Safe samples of wood, cloth, plastic, metal and rubber; picture cards; classification chart; worksheets; chalkboard.

Previous knowledge: Learners have encountered common objects made from different materials in their homes and school.

Introduction

The teacher displays a collection of familiar objects and asks learners what the objects are made of and how they differ. Learners share observations and predict how the objects could be grouped.

Teaching and learning activities

Assessment task

Learners classify five familiar objects according to a selected property and explain the reason for each classification.

Differentiation and inclusion

• Provide picture cards and additional examples for learners who need support.
• Allow learners to explain their classifications orally where writing presents a barrier.
• Provide extension questions requiring learners to compare two materials and justify which property makes each suitable for a particular use.
• Ensure that samples are clean, safe and appropriate for handling.

Conclusion

The teacher reinforces that materials can be described and grouped according to observable properties. Learners provide examples of materials used in their homes or school and explain one property of each.

Follow-up activity

Learners identify three objects at home, name the materials from which they are made and describe one observable property of each. The activity should not require learners to purchase materials.

Teacher’s reflection

After the lesson, the teacher records whether learners could identify, describe and classify the materials, which properties caused difficulty, whether the group task was effective and what additional support is needed in the next lesson.

6. How to Align Learning Outcomes, Activities and Assessment

One of the most important principles of lesson planning is alignment. The outcome, learning activity and assessment should all address the same intended learning.

For example, if the outcome is for learners to demonstrate a practical skill, the lesson should include an opportunity to perform that skill. If the outcome is to explain, learners should have a chance to express and justify their understanding.

A mismatch can occur when a lesson plan states a practical outcome but assesses learners only through memorised definitions. Strong alignment makes it easier for the teacher to determine whether learning has actually taken place.

7. Common Lesson-Planning Mistakes to Avoid

1. Writing outcomes that are too broad

“Understand the topic” does not clearly show what learners should demonstrate. Use observable outcomes that can be assessed.

2. Copying plans without checking curriculum alignment

A lesson downloaded from the internet may use an outdated curriculum, an incorrect class level or unsuitable activities. Adapt resources to the approved curriculum and your learners’ needs.

3. Confusing teacher activities with learner activities

Writing “teacher explains the topic” throughout the lesson does not show how learners will engage with the content. Include learner discussion, investigation, practice, application or other relevant participation.

4. Listing competencies without integrating them

Do not include competencies simply to fill a section. Show how the lesson activities develop the selected competencies.

5. Treating assessment as a final exercise only

Use questions, observation and feedback during learning, as well as a closing assessment where appropriate.

6. Using resources that are unavailable or unsuitable

Plan with materials that can realistically be obtained and used safely. Identify alternatives before the lesson.

7. Ignoring learner differences

A lesson plan should consider learners who need additional support and those ready for more challenging work.

8. Omitting reflection

Reflection helps teachers use classroom evidence to improve future lessons. It should identify specific learning needs and practical next steps.

8. Using Official Curriculum Resources

Teachers can consult the following resources when preparing lessons:

• Ministry of Education Curriculum Resources Microsite: A repository of curriculum and teaching resources for teachers and learners across basic and other pre-tertiary levels. Visit the microsite
• NaCCA Curriculum Development: Provides information about Ghana’s curriculum structure, learning areas and core competencies. View the curriculum information
• NaCCA Lesson Plan Resources: Provides subject-related lesson-plan resources. Visit the lesson-plan page
• GES Resources: Provides GES resources, including curriculum-related materials. Visit GES Resources

Teachers should prioritise the current approved curriculum, relevant teacher manuals and official school or district instructions when selecting lesson content and planning formats.

9. A Quick Lesson-Plan Preparation Checklist

Before submitting or teaching a lesson, check the following:

• The correct class, subject and curriculum have been selected.
• The strand, sub-strand, standard and indicator are accurate.
• The lesson topic is focused and appropriate to the curriculum.
• Learning outcomes are clear, observable and achievable.
• Prior knowledge is identified and will be checked.
• Teaching and learning resources are available and safe.
• Teacher and learner activities are clearly stated.
• Activities provide meaningful learner participation.
• Assessment is aligned with the learning outcomes.
• Inclusion and differentiation have been considered.
• Time has been allocated realistically.
• The lesson has a suitable conclusion or plenary.
• Follow-up work is relevant and accessible, where required.
• Space is available for post-lesson reflection.
• The plan follows the current school, circuit or district template.

Frequently Asked Questions

What is the correct GES lesson plan format for 2026?

Teachers should follow the current template or instructions issued by their school, circuit or district. A comprehensive lesson plan commonly includes general information, curriculum references, learning outcomes, prior knowledge, resources, teaching and learning activities, assessment, inclusion, conclusion, follow-up and reflection. The precise headings and layout may vary.

Is a lesson plan the same as a scheme of learning?

No. A scheme of learning organises curriculum content and learning expectations over a longer period, such as a term or year. A lesson plan focuses on the preparation and delivery of a particular lesson or learning session.

Should teachers include core competencies in lesson plans?

Where the applicable curriculum or school template requires them, teachers should identify the relevant competencies and connect them to the learning activities. They should avoid listing competencies that are not meaningfully addressed in the lesson.

Should a lesson plan include assessment?

Yes. Assessment is an essential part of planning because it helps teachers determine whether learners are achieving the intended outcomes. It may include questioning, observation, practical tasks, written work, peer activities or other suitable methods.

Can teachers use lesson plans downloaded from the internet?

Online resources can support preparation, but teachers should review and adapt them to the approved curriculum, class level, school requirements and learners’ needs. NaCCA’s curriculum implementation materials have highlighted the importance of teachers preparing their own plans and ensuring that downloaded materials are curriculum-aligned.

How long should a basic school lesson plan be?

There is no single length suitable for every subject and lesson. The plan should be detailed enough to guide effective instruction, but concise enough to be practical during classroom teaching. Follow the required school template and ensure that all necessary planning elements are included.

Must every lesson have homework?

Not necessarily. Follow-up work should be purposeful, age-appropriate and relevant to the learning outcomes. It should also be accessible to learners and should not depend on resources they may not have.

Conclusion

Effective lesson planning begins with a clear understanding of the approved curriculum and the learning expected of pupils. Teachers should identify the relevant curriculum references, formulate observable learning outcomes, select appropriate resources, organise purposeful teaching and learning activities, and plan assessment that provides evidence of achievement.

For Ghanaian basic school teachers, a lesson plan should be more than a completed form. It should be a practical instructional guide that supports curriculum implementation, active learner participation, inclusive teaching and continuous improvement.

The most important question to ask when preparing a lesson is:

What should learners be able to demonstrate by the end of this lesson, and what evidence will show that they have achieved it?

When the curriculum, learning outcomes, activities and assessment are aligned, the lesson plan becomes a useful tool for both classroom instruction and professional reflection.

About the Author

Ferdinand Ellis is a Ghanaian education researcher, curriculum specialist, educator and education policy analyst. He is the founder of EducateGhana.com, Ghana’s Education Intelligence Platform, and writes on curriculum implementation, teacher education, classroom practice, education policy and professional development.

Editorial Note

This guide is intended as a practical professional resource for teachers. It does not replace official GES, NaCCA or district-issued templates, curriculum documents or supervisory instructions. Teachers should verify curriculum codes, indicators and current school requirements before using a sample plan for formal submission or classroom delivery.

Sources

1. National Council for Curriculum and Assessment (NaCCA). Development of the Ghanaian Curriculum. Curriculum structure, learning areas and core competencies.
2. National Council for Curriculum and Assessment (NaCCA). Teacher Resource Pack: Kindergarten. Guidance on schemes of learning, lesson planning, teaching resources, pedagogical approaches and assessment.
3. Ministry of Education, Ghana. Basic School Curriculum Resources Microsite. Teaching and learning resources for basic education.
4. Ghana Education Service. GES Resources. Official education service resource repository.

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