Under the Competency-Based Education (CBE) curriculum, the lesson has shifted from being a teacher-centred activity focused on content coverage to a learner-centred experience focused on competence development.
One of the clearest indicators of this shift is the way lesson learning outcomes are framed in the new schemes of work. Unlike the old objective-driven approach, where one broad objective could suffice, CBE requires that every lesson have at least three learning outcomes arranged hierarchically: the first targeting knowledge, the second targeting skills, and the third targeting attitudes and values.
This order is deliberate and pedagogically sound, reflecting how human learning progresses from knowing to doing, to becoming.
The first lesson learning outcome must address knowledge. Knowledge forms the foundation upon which skills and attitudes are built. In CBE, knowledge does not mean rote memorisation of facts but meaningful understanding of concepts, ideas, facts, or principles relevant to real-life contexts. For a learning outcome to be valid, it must contain three key elements: a verb, an object, and a context.
The verb describes what the learner should be able to do cognitively, the object specifies what the learner is acting upon and the context situates the learning in a real or simulated environment. For example, in a Grade 6 English lesson on descriptive writing, an appropriate knowledge-based learning outcome would be: “By the end of the lesson, the learner should be able to explain the features of descriptive paragraphs using examples from familiar objects in their immediate environment.” In this outcome, the verb is “explain,” the object is “the features of descriptive paragraphs,” and the context is “using examples from familiar objects in their immediate environment.” This outcome focuses on understanding, which is essential before learners can apply the knowledge.
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Once knowledge has been established, the second lesson learning outcome must focus on skills. Skills involve the ability to apply knowledge to perform a task, solve a problem, or produce something tangible. In CBE, skills are central because they demonstrate competence. Like the first outcome, the skills-based outcome must also have a verb, object and context, but the verb here should reflect action and performance.
Continuing with the same English lesson, a suitable skills-based learning outcome would be: “By the end of the lesson, the learner should be able to write a descriptive paragraph about a common household item using appropriate adjectives and sensory details.” In this case, the verb is “write,” the object is “a descriptive paragraph,” and the context is “about a common household item using appropriate adjectives and sensory details.” This outcome shows progression from knowing to doing, where learners actively use the knowledge gained to create something meaningful.
The third lesson learning outcome must target attitudes, values, or dispositions. This is a critical but often misunderstood component of CBE. Attitudes influence how learners apply their knowledge and skills in real-life situations. They shape character, citizenship, responsibility, and lifelong learning habits. Attitudinal outcomes help learners develop positive values such as cooperation, responsibility, respect, creativity, and confidence.
As with the other two outcomes, the attitude-based outcome must include a verb, an object, and a context. For the same lesson, an appropriate attitude-focused learning outcome would be: “By the end of the lesson, the learner should be able to demonstrate appreciation for descriptive language by confidently sharing their written paragraph during peer review activities.” Here, the verb is “demonstrate,” the object is “appreciation for descriptive language,” and the context is “by confidently sharing their written paragraph during peer review activities.” This outcome goes beyond academic performance and addresses the learner’s disposition towards learning and self-expression.
The hierarchical order of knowledge, skill, and attitude is important because it mirrors natural learning processes. A learner cannot effectively perform a skill without first understanding what is required and they cannot consistently apply that skill positively without the right attitude. For example, in a Grade 4 Mathematics lesson on fractions, the knowledge-based outcome might be: “By the end of the lesson, the learner should be able to identify fractions as parts of a whole using everyday objects such as fruits and shapes.” The skills-based outcome could then be: “By the end of the lesson, the learner should be able to represent simple fractions using drawings and physical objects in small group activities.”
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Finally, the attitude-based outcome might be: “By the end of the lesson, the learner should be able to show cooperation and persistence while working with peers to represent fractions correctly.” Each outcome builds on the previous one, ensuring holistic development.
Teachers must be careful to ensure that each learning outcome is distinct yet connected. A common mistake is repeating the same idea using different verbs or forcing an attitude outcome that is not naturally linked to the lesson.
Attitudinal outcomes should emerge authentically from the learning experience. In a Science lesson on environmental conservation, for instance, the knowledge outcome could focus on explaining causes of pollution, the skills outcome on sorting waste materials correctly, and the attitude outcome on showing responsibility towards keeping the school environment clean. This alignment ensures that learning is purposeful and transformative.
Another important consideration is assessment. In CBE, assessment is aligned to the learning outcomes. Knowledge outcomes are assessed through questioning, discussion, or short written tasks. Skills outcomes are assessed through performance tasks, projects, or demonstrations. Attitude outcomes are assessed through observation, peer assessment, and learner reflection. When learning outcomes are well written with clear verbs, objects and contexts, assessment becomes more meaningful and fair.
In conclusion, the requirement that every lesson under CBE have at least three lesson learning outcomes arranged in the order of knowledge, skill and attitude is not a bureaucratic demand but a pedagogical necessity. It ensures that teaching addresses the head, the hands and the heart of the learner. By carefully crafting learning outcomes that include a verb, an object and a context, teachers not only comply with curriculum expectations but also design lessons that are relevant, engaging, and transformative.
Ultimately, this approach prepares learners not just to pass examinations, but to apply what they learn meaningfully and ethically in real life.
By Ashford Kimani
Ashford teaches English and Literature in Gatundu North Sub-county and serves as Dean of Studies.
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