Maboresho (Improvements) ya Lesson Plan 2025/2026 & Sample

Maboresho (Improvements) ya Lesson Plan 2025/2026 & Sample

Welcome to our website darasahuru.ac.tz. In this article you will find mabadiliko katika Lesson Plan According to the revised 2023 Curriculum. Improvements in the Lesson Plan According to the revised 2023 Curriculum by Tanzania Institute of Education (TIE), Maboresho (Improvements) ya Lesson Plan 2025/2026 & Sample

IMPROVEMENTS IN THE LESSON PLAN

The Revised 2023 curriculum has introduced significant changes across all aspects of education, particularly in its core components.  These essential elements encompass the syllabus:

• The scheme of work, and
• The lesson plans.

COMPONENTS OF THE LESSON PLAN

PRELIMINARY INFORMATION

1. Teacher’s Name
2. Subject
3. School Name
4. Class
5. Time
6. Date

COMPETENCE INFORMATION

1. Main Competence
2. Specific Competence 
3. Main activity
4. Specific activities
5. Teaching and Learning Resources
6. References 

TEACHING AND LEARNING PROCESS

These components result from four letters of IDDR modal as shown in Attachment No. 04

REMARKS 

Use the information obtained from the assessment criteria to remark the performance of the specific activity.

In all stages of lesson preparation, at least three main things should be observed: –

1. Methods; 
2. Activities; 
3. Assessment; and 
4. Teaching and learning resources

LESSON STAGES

The revised lesson plan has been designed using the IDDR framework

• I - stand for Introduction 
• D - stand for Competence Development
• D - stand for Design 
• R - stand for Realisation

1. Introduction (Utangulizi)

Activities in this stage engages a learner into learning. 

i. The purpose of this stage is to get the learner’s prior knowledge based on the lesson to be taught. 

ii. Use questions or activities that arouse the child’s interest, generate curiosity, and get them involved in the lesson. 

iii. Provide activities that relate to the new knowledge and skills that the child is expected to develop.     

iv. Integrate assessment  to identify any misconceptions, what students know, do not know and needs in learning the intended competence  

v. Use the assessment evidences obtained in developing competence in a second stage

vi. Example of how to fill this step:

vii. Using periodic table chart, engage the students using the song to identify the elements, names and symbols. 

viii. Repeat the song and listen to students carefully

2. Competence Development (Kuendeleza ujenzi wa umahiri)

This stage has a great relationship with the introduction stage. 

i. Provide with activities that enable learner to develop understanding/competence (i.e., reading texts, watching videos, listening to audio sources, conducting discussions, investigating, observing, questioning, communicating with peers, interviewing, and the like. 

ii. Let them work together to promote sharing and communication among themselves, and give them opportunity to present and clarify what they have learnt. 

iii. Continue to assess students’ progress in learning and use the evidences to support them in learning

iv. As, you engage them, they get chance to explore and explain new things in learning processes

Example of how to fill this step:

Using periodic table chart assist students through group discussions to determine the atomic mass and atomic number of elements.

Guide students to present their work and make clarification where necessary.

3. Design (Kubuni)

This stage deepens learning

i. Allow a learner to apply the knowledge leant in other contexts. 

ii. Use activities that guide the learner through performing activities aimed at applying their understandings (the acquired knowledge and skills) to address challenges they face in real-life situation

iii. As students engage in the activities, they get chance to elaborate their learning in depth.

Example of how to fill this step:

Assist students through group discussions to draw the periodic table chart with the 20 elements.

Guide students to present their work and make clarification where necessary.

4. Realisation (Kutathmini)

This stage allow assessment and evaluation of students’ achievement. 

⇨ Design activities that provides opportunities for the teacher to assess learning achievement and students to assess themselves 

⇨ Use different forms of assessment, such as portfolios, performance assessments, interviews, preparation of physical models, quizzes, and many others. This will allow students also to self-assessment and peer assessment

⇨ Use assessment evidences as feedback to improve learning if it is required.

Assessment Criteria

Criterion should show clearly the expected performance from a pupil in doing the activities during teaching and learning process. 

Criterion of assessment has to focus on specific task given on regards to learning intents.

Example of how to state an assessment criterion

“A picture of a cat is drawn.

A criterion for assessment should be prepared before entering the classroom. 

Remarks

Remarks  should be reflective comments and observations based on performance of the specific activity.

Therefore, a teacher is expected to do the following at this stage:

Explain the strength or weakness on performing the specific learning activity. 

Note areas where students excelled and areas where they may need further support or clarification or consider what went well and what could be improved upon for future lessons.

Use the information obtained from the assessment criteria to remark the performance of the specific activity. 

Conclusion

TIE expects that through this approach, students are expected to effectively develop their knowledge, skills, and attitudes that enable them to acquire the necessary skills for the 21st century which will enable them to manage their lives in different ways. 

5Es Model