In a clear departure from the 8:4:4 system of education, the Competency-Based Education (CBE) Schemes of Work represent a fundamental shift not only in format but in philosophy. Where the former system prioritised content coverage and examination preparedness, CBE schemes are designed to foreground the learner, the learning process and the demonstration of competencies. The inclusion of ten distinct components in the scheme of work is not a bureaucratic expansion but a deliberate attempt to align planning with outcomes-based, learner-centred education. Each element plays a specific role in ensuring coherence, relevance and accountability in teaching and learning.
The organisation of the scheme by week and lesson immediately signals a move away from rigid termly content blocks to flexible, responsive planning. Under 8:4:4, schemes often list topics to be “covered” within a term, with little regard to learner pace or depth of understanding. In CBE, breaking learning down into weeks and lessons allows teachers to plan progressively, monitor learner development more closely, and adjust instruction based on evidence of learning. Time is no longer just a constraint but a planning tool that supports mastery rather than hurried completion.
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The introduction of strands and sub-strands marks another significant departure. Instead of broad topics that bundle unrelated concepts, strands organise learning into coherent domains, while sub-strands break these domains into manageable and logically connected units. This structure promotes continuity and progression, helping learners build competencies gradually and meaningfully. It also supports vertical alignment across grades, ensuring that what is taught in one grade prepares learners for the next. For teachers, strands and sub-strands provide clarity on the scope and depth of learning without encouraging superficial coverage.
Specific learning outcomes sit at the heart of the CBE scheme of work and redefine what planning means. Unlike the general objectives of the 8:4:4 era, which often focused on teacher intentions, specific learning outcomes describe what learners should be able to demonstrate after instruction. They emphasise application, skills, values and attitudes alongside knowledge. By anchoring schemes of work on these outcomes, CBE ensures that teaching is purposeful and assessment is intentional. Every activity, resource and question is meant to trace back to these outcomes, creating strong internal alignment.
Learning experiences replace the traditional list of teaching methods and activities, reflecting a shift from teacher action to learner engagement. In the 8:4:4 system, schemes often described what the teacher would do, such as explaining, demonstrating, or dictating notes. CBE learning experiences describe what learners will actively engage in, including investigations, discussions, projects, simulations and problem-solving tasks. This component acknowledges that competencies are developed through experience and practice, not passive reception of information. It also encourages creativity and contextualisation, allowing teachers to design experiences that respond to learner needs and local realities.
The inclusion of key inquiry questions is one of the most transformative elements of the CBE scheme of work. These questions guide learning by provoking curiosity, critical thinking and deeper understanding. Rather than beginning lessons with definitions or notes, teachers are encouraged to frame learning around meaningful questions that learners can explore and answer with evidence and reasoning. This approach contrasts sharply with the 8:4:4 emphasis on recall and routine exercises. Inquiry questions position learners as active constructors of knowledge and promote a culture of thinking and dialogue in the classroom.
Learning resources in CBE schemes go beyond textbooks to include digital tools, community resources, real-life materials and learner-generated artefacts. This reflects an understanding that learning happens in multiple contexts and through diverse media. Under 8:4:4, the textbook often dictated the pace and scope of teaching. In CBE, resources are selected deliberately to support specific outcomes and learning experiences. This flexibility empowers teachers to innovate while also challenging them to be resourceful and reflective in their choices.
Assessment methods in the CBE scheme of work underscore the shift from summative testing to formative, continuous assessment. Rather than planning an evaluation at the end of a topic, teachers are expected to integrate assessment throughout the learning process. Methods such as observations, portfolios, projects, rubrics and peer assessment provide rich evidence of learner progress. This approach values growth, feedback and support over ranking and comparison, aligning assessment with the developmental nature of competencies.
The final component, reflections, is perhaps the clearest indicator that CBE is as much about teacher learning as learner learning. Reflections invite teachers to evaluate the effectiveness of their planning, teaching strategies, resources and assessment methods. They encourage honest consideration of what worked, what did not and why. This reflective practice was largely absent in the 8:4:4 scheme of work, where completion often mattered more than impact. By institutionalising reflection, CBE promotes continuous professional growth and adaptive teaching.
Taken together, the ten components of the CBE scheme of work represent a holistic reimagining of instructional planning. They move teaching away from routine coverage towards intentional design, inquiry and reflection. This clear departure from the 8:4:4 system challenges teachers to rethink long-held habits but also offers a more meaningful framework for supporting learner development. When implemented with understanding and commitment, the CBE scheme of work becomes not just a planning document but a roadmap for transformative learning.
By Ashford Kimani
Ashford teaches English and Literature in Gatundu North Sub-county and serves as Dean of Studies.
