What is an Expected Learning Outcome (ELO)?
Official KICD Definition
An Expected Learning Outcome (ELO) is a clear, precise, and measurable statement that describes what a learner should be able to know, do, or value by the end of a lesson, unit, strand, or sub-strand — expressed in terms of observable learner behaviour, not teacher activity.
In Kenya's CBC framework, ELOs are written at the lesson level (Specific Learning Outcomes/SLOs) and at the curriculum design level (General Learning Outcomes/GLOs). KICD requires all ELOs to be learner-centred, observable, measurable, and achievable within the specified timeframe.
The Core Distinction: GLOs vs SLOs
Broad statements written at strand or sub-strand level by KICD curriculum designers. They describe the overall competency targets for a subject across a grade band. Teachers do not write GLOs — they are provided in the curriculum design documents.
Precise, lesson-level statements written by the teacher in the lesson plan. SLOs must be directly derived from the relevant GLO, limited in number (typically 2–4 per lesson), and achievable within the lesson period. This is what most CBC teachers write daily.
🔑 Why ELOs matter in CBC
- They guide the teacher's choice of learning activities, resources, and assessment tools from the 13 KICD instruments.
- They define exactly what evidence will show that learning has occurred — making formative assessment purposeful.
- They ensure alignment between curriculum design (KICD), instruction (teacher), and assessment (TSC portfolios and KPSEA/KJSEA/KCSE).
- They protect learners from teacher-centred lessons where teaching happens but learning is not verified.
- They form the starting point of backward design — you plan assessment first, then design activities that lead to the outcome.
Characteristics of a Well-Written ELO
KICD's curriculum framework prescribes that every Expected Learning Outcome must meet the following quality standards to be considered valid and usable.
Learner-Centred
Must begin with "The learner should be able to…" or "By the end of the lesson, the learner will…" — never describe what the teacher will do.
Observable
Must use an action verb from Bloom's Taxonomy that can be seen and measured — avoid vague verbs like "understand", "know", or "appreciate".
Measurable
Must specify a performance criterion or degree (e.g. "correctly", "at least 3 out of 4", "with reference to a diagram") so teachers can assess attainment.
Achievable
Must be realistic for the learner's level (grade, age, prior knowledge) and attainable within the allotted lesson time — not too easy, not too demanding.
Aligned to GLO
Every SLO must be a logical narrowing of the relevant General Learning Outcome from the curriculum design — direct curriculum alignment is non-negotiable in CBC.
Contextualised
Good ELOs situate learning in a real, familiar, or locally relevant context — connecting classroom knowledge to the community, career world, or everyday life.
Competency-Based
Must reflect at least one of the 7 CBC core competencies (e.g. Communication, Critical Thinking, Digital Literacy) — not just content recall.
Appropriately Numbered
KICD lesson plan format recommends 2–4 SLOs per lesson. Too few risk shallow coverage; too many indicate a lesson that is overloaded and undeliverable in one period.
The VOC Model — Verb · Object · Context
The simplest and most widely used ELO writing model in Kenya's CBC classrooms
The VOC model produces a learning outcome in a single, well-structured sentence containing exactly three elements: a Bloom's Taxonomy Verb (the observable action), an Object (the specific content or concept), and a Context (the real-world or classroom condition). It is the preferred model for daily CBC lesson plans at all grade levels.
Worked Examples Across Subjects
"Calculate [V] the percentage increase of commodity prices [O] using data from the local market survey [C]."
Verb: Calculate — a Bloom's Application level verb, observable through workings and final answer.
Object: Percentage increase of commodity prices — specific enough for one lesson; derived from the GLO on percentage applications.
Context: Local market survey data — connects to real community life, makes learning relevant and CBC-aligned.
"Classify [V] ten locally found organisms [O] into the five kingdoms using observable features [C]."
Verb: Classify — Bloom's Comprehension/Analysis; observable through the classification chart produced.
Object: Locally found organisms — narrow and specific, achievable in one lesson using field specimens.
Context: Using observable features — situates learning in hands-on inquiry, supporting CBC's PBL approach.
"Write [V] a formal letter of complaint [O] in response to a school canteen quality issue [C]."
Verb: Write — Bloom's Application; observable through the written letter produced by the learner.
Object: A formal letter of complaint — specific genre, not just "a letter" in general.
Context: School canteen quality issue — a familiar, age-relevant situation that gives the task authentic purpose.
"Design [V] a flowchart for a sorting algorithm [O] to solve a real inventory management scenario [C]."
Verb: Design — Bloom's Synthesis/Creation; observable through the drawn/digital flowchart submitted.
Object: Flowchart for a sorting algorithm — precise enough for one lesson; maps directly to the STEM pathway CS curriculum.
Context: Inventory management scenario — real-world business application, reinforcing Digital Literacy competency.
"Label [V] the major relief features of Kenya [O] on an outline map of East Africa [C]."
Verb: Label — Bloom's Knowledge/Comprehension; observable through the completed annotated map.
Object: Major relief features of Kenya — specific sub-strand content, not all of geography.
Context: An outline map of East Africa — specifies the instructional tool and connects to regional geography.
⚠️ VOC Model — Teacher Tips
- Never split the VOC into three separate bullet points. Write it as one complete, grammatically correct sentence.
- The context does not have to be a physical place — it can be a tool ("using a calculator"), a source ("from the textbook data"), or a scenario ("given a patient case study").
- For affective/values outcomes, VOC still works: "Demonstrate [V] respect for diverse cultural practices [O] during a class community mapping activity [C]."
- One lesson may have 2–4 VOC-based SLOs — one at knowledge level, one at application, and optionally one at values/attitudes level (KSV/A alignment).
The ABCD Model — Audience · Behaviour · Condition · Degree
A four-component instructional design model widely used in curriculum planning and teacher training
The ABCD model, developed in instructional design theory and adopted by KICD for curriculum development and teacher training contexts, extends the VOC by explicitly naming the learner (Audience) and adding a performance standard (Degree). It is especially useful when writing outcomes for diverse learning populations or when a specific pass criterion must be stated.
"Grade 9 learners [A] will solve simultaneous linear equations [B] using the substitution method, given two equations and a worked example [C], correctly solving at least 3 out of 4 problems [D]."
Biology (Grade 11 · STEM · Cell Division):
"The learner [A] will draw and label the four stages of mitosis [B] from memory, without reference to a textbook [C], correctly labelling all stages with accurate descriptions of chromosomal behaviour [D]."
Kiswahili (Grade 7 · Uandishi):
"Wanafunzi wa Darasa la 7 [A] wataweza kuandika barua rasmi [B] kwa kutumia muundo sahihi wa KICD [C], wakipata angalau alama 12 kati ya 20 kwenye rubric ya tathmini [D]."
💡 When to prefer ABCD over VOC
- When writing outcomes for curriculum documents, schemes of work, or teacher induction materials — the Degree makes accountability explicit.
- When planning differentiated instruction — stating the Audience allows writing separate outcomes for learners at different ability levels.
- When designing summative assessment tasks where a pass mark or rubric threshold must be stated in the task brief.
- The ABCD model is the recommended format for CBC Teacher Performance Standards documentation submitted to TSC.
The SMART Model — Specific · Measurable · Achievable · Relevant · Time-bound
A goal-setting framework adapted for curriculum and lesson planning in CBC contexts
Originally developed in management and goal-setting literature, the SMART framework is used in CBC to audit and verify the quality of already-written ELOs, and as a planning checklist during unit and scheme-of-work development. A well-written ELO should satisfy all five SMART criteria simultaneously.
SMART audit:
❌ S: "Colonial period" is far too broad — multiple lessons' worth of content.
❌ M: "Understand" cannot be measured with any KICD tool.
✅ A: Colonial history is grade-appropriate content.
❌ R: No connection stated to core competencies or the learner's community.
❌ T: No time frame specified.
Revised ELO (SMART-compliant):
"By the end of this lesson, the learner will compare the economic impacts of colonial land policies on Kenyan communities using textbook sources and local oral history, identifying at least three specific effects."
Mager's Performance Objective Model — Performance · Condition · Criterion
Robert Mager's classic model, emphasising strict performance specifications and measurable criteria
Robert Mager introduced this model in Preparing Instructional Objectives (1962), and it remains one of the most precise ELO writing frameworks adopted in KICD's assessment and curriculum documentation. It is particularly suited to technical, vocational, and psychomotor outcomes — making it ideal for CBC's STEM, Arts & Sports, and TVET pathways where specific performance standards must be stated.
"Draw a first-angle orthographic projection of a cylindrical bracket [P], given a 3D isometric view and drawing instruments but without a template [C], with all dimensions correctly labelled to ±0.5mm accuracy and full title block completed [Cr]."
Physical Education / Sports Science (Grade 11 · Arts & Sports):
"Demonstrate the correct technique for a basketball lay-up shot [P], from a live-ball dribble situation in a 3-vs-2 defensive drill [C], achieving a successful basket in at least 4 out of 6 attempts [Cr]."
Agriculture (Grade 9 · STEM/Practical):
"Prepare a seedbed for transplanting tomato seedlings [P], using locally available materials and without supervisor assistance [C], completing all 7 steps on the KICD practical checklist within 40 minutes [Cr]."
🔧 Mager Model — Best Use Cases in CBC
- Psychomotor domain outcomes (lab experiments, sports techniques, art production, music performance).
- TVET pathway assessments where industry-standard precision is required in lesson planning.
- Practical examination preparation — where exact conditions and criteria must be communicated to learners in advance.
- Writing rubric anchor descriptors — the Criterion directly translates into rubric performance level descriptors.
The KSV/A Framework — Knowledge · Skills · Values/Attitudes
The KSV/A framework is KICD's three-domain taxonomy for categorising what CBC learning outcomes target. Every well-rounded CBC lesson should include outcomes across all three domains — not just cognitive knowledge.
Why KICD Uses KSV/A
The 8-4-4 curriculum was criticised for producing learners rich in knowledge but lacking in practical skills and positive values and attitudes. CBC addresses this directly through the KSV/A framework — requiring that lesson planning, instruction, and assessment address all three learning domains in every sub-strand. A lesson plan with only knowledge-level ELOs is considered incomplete under KICD standards.
Knowledge
Cognitive DomainWhat the learner will know, understand, and recall — facts, concepts, principles, theories, and information. Knowledge outcomes target the mind and are assessed through written tests, oral Q&A, interviews, and questionnaires. They correspond to the lower-to-middle levels of Bloom's Taxonomy (Remembering → Analysing).
Skills
Psychomotor + Higher CognitiveWhat the learner will be able to do, apply, create, and perform — practical, communication, analytical, and technical skills. Skills outcomes are assessed through projects, portfolios, observation schedules, peer assessment, and practical demonstrations. They correspond to the upper levels of Bloom's (Applying → Creating).
Values & Attitudes
Affective DomainWhat the learner will internalise, value, believe, and consistently demonstrate in behaviour — moral, civic, and interpersonal dispositions. Values/Attitudes outcomes are often the most neglected but are central to CBC's citizenship competency. Assessed through anecdotal records, self-assessment, observation schedules, and portfolios over time.
KSV/A Balance in a CBC Lesson Plan
KICD recommends that a standard lesson plan (2–4 ELOs) includes at least one Knowledge outcome, one Skills outcome, and one Values/Attitudes outcome. This ensures learners develop as whole persons — cognitively, practically, and morally — fulfilling the CBC holistic education mandate.
Bloom's Revised Taxonomy — The Verb Source for ELOs
Bloom's Revised Taxonomy (Anderson & Krathwohl, 2001 — a revision of Bloom's 1956 original) is the primary source for action verbs in CBC ELO writing. KICD explicitly requires teachers to select verbs from Bloom's levels appropriate to the learner's grade and lesson purpose.
The taxonomy organises cognitive learning into six hierarchical levels — from simple recall at the base to complex creative synthesis at the apex. CBC's competency-based approach demands outcomes across all six levels, with higher-order outcomes (Analysis, Evaluation, Creation) especially valued because they reflect real-world problem-solving and not just memorisation.
🚫 Bloom's Forbidden Verbs in CBC ELOs
The following verbs are not acceptable in CBC ELO writing because they describe internal, unobservable mental states that cannot be directly assessed using any of the 13 KICD tools:
Exception: Values/Attitudes (V/A) outcomes may use words like "appreciate" or "develop" only when combined with observable behavioural indicators — e.g. "Appreciate the importance of water conservation by consistently participating in the school water-saving campaign."
Learning Theories Underpinning CBC ELOs
The ELO writing models and the CBC curriculum are not arbitrary — they are grounded in well-established educational theories. Understanding these theories helps teachers write better ELOs and design more effective lessons.
Constructivism
Learners actively construct knowledge by connecting new experiences to prior knowledge. Knowledge is not passively received — it is personally built through interaction with the environment and social engagement.
Experiential Learning Theory
Learning is a cycle: Concrete Experience → Reflective Observation → Abstract Conceptualisation → Active Experimentation. Learners learn best when they experience, reflect, conceptualise, and then test in new contexts.
Social Learning Theory
Learners learn by observing, modelling, and imitating others in social contexts. Self-efficacy — a learner's belief in their own ability — is a crucial predictor of learning success and persistence.
Competency-Based Education (CBE) Theory
Learners must demonstrate mastery of defined competencies before progressing — time is variable, but learning standards are fixed. This contrasts directly with the 8-4-4 time-fixed, standard-variable model.
Backward Design (UbD)
Effective curriculum design begins with the end in mind: first define the desired outcomes and assessment evidence, then design the learning activities. This is the opposite of "coverage-first" teaching.
Multiple Intelligences Theory
Learners have multiple distinct intelligences: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist. Schools historically over-valued only the first two.
// 10 · Quick Comparison of All Four Models
When to use each ELO writing model in Kenya's CBC context
| Model | Components | Best for | Assessment link | CBC level |
|---|---|---|---|---|
| VOC | Verb + Object + Context | Daily lesson plans at all grade levels; fastest to write; most teacher-friendly | All 13 KICD tools; best paired with Observation Schedule, Written Test, Checklist | Gr 1–12 |
| ABCD | Audience + Behaviour + Condition + Degree | Curriculum design documents, schemes of work, teacher induction, differentiated instruction | Best with Rubrics, Rating Scales, Portfolio; Degree maps directly to rubric levels | Gr 7–12 |
| SMART | Specific + Measurable + Achievable + Relevant + Time-bound | Auditing and improving existing ELOs; unit planning; quality assurance; CPD workshops | Used as a meta-checklist — does not prescribe assessment tools but verifies measurability | All levels |
| Mager's | Performance + Condition + Criterion | Technical subjects, TVET, STEM practicals, Arts & Sports, psychomotor tasks | Best with Observation Schedule, Checklist, Project, Rubric; Criterion becomes rubric descriptor | Gr 10–12 |
Common ELO Writing Mistakes — and How to Fix Them
These are the most frequently observed errors in CBC lesson plans inspected by KICD curriculum support officers and TSC quality assurance teams.
"The learner will understand photosynthesis."
Problem: "Understand" is an unobservable verb; no assessment tool can directly measure it.
"The learner will explain the process of photosynthesis using a labelled diagram of a leaf cell."
Fix: Replaced with observable verb "explain"; object and context added.
"The learner will study all of algebra."
Problem: Not specific; covers multiple sub-strands and many lessons' worth of content.
"The learner will solve two-step linear equations involving one variable using the balancing method."
Fix: Narrowed to a specific skill with a clear method specified.
"The teacher will teach the water cycle using a diagram."
Problem: Describes teacher activity, not learner outcome — violates the learner-centred principle.
"The learner will trace the water cycle and label its four stages on a blank diagram."
Fix: Re-centred on the learner; two observable outcomes clearly stated.
"The learner will write an essay, do a group presentation, complete a portfolio, conduct a survey, and create a model about climate change."
Problem: Five separate tasks in one lesson — unachievable and unfocused.
"The learner will write a structured 3-paragraph opinion essay on the effects of climate change on Kenyan farming communities."
Fix: One achievable task with specific parameters; others moved to subsequent lessons.
ELO 1: "Define erosion." ELO 2: "State three causes of erosion." ELO 3: "Name two types of soil erosion."
Problem: All three outcomes are at Bloom's Level 1 (Remember) — no skills or values dimension; typical 8-4-4 legacy planning.
K: "Define soil erosion and identify its causes." S: "Construct a soil conservation model using local materials." V/A: "Show commitment to soil conservation practices in the school compound."
Fix: One outcome per KSV/A domain; progressive Bloom's levels.
Step-by-Step: How to Write CBC ELOs for Your Lesson Plan
Follow this seven-step process every time you write Expected Learning Outcomes for a CBC lesson plan — from curriculum consultation to final verification.
Consult the KICD Curriculum Design Document
Open the relevant KICD curriculum design document for your subject, grade, strand, and sub-strand. Identify the General Learning Outcome (GLO) for the sub-strand you are teaching. Your SLOs must be directly derived from this GLO — never invented independently. The curriculum document is your non-negotiable starting point.
Determine What Can Be Achieved in One Lesson Period
Break the GLO into smaller, lesson-sized chunks. Ask: "What is the single most important thing learners must be able to do after this 40-minute lesson that they could not do before?" This discipline prevents overloaded lesson plans and ensures realistic ELOs. A single lesson should contribute to — but not fully achieve — a broad GLO.
Plan for KSV/A Coverage
Decide which domains you will address in this lesson — Knowledge, Skills, and/or Values/Attitudes. Plan at least one outcome per domain. Remember: it is acceptable to have a stronger Knowledge + Skills lesson if a previous lesson covered Values/Attitudes deeply — balance can be achieved across a unit, not necessarily every single period.
Select Your Bloom's Taxonomy Verbs
For each planned outcome, choose one precise, observable Bloom's verb at the correct cognitive level for the learner's grade and prior knowledge. Progression within a unit should move upward through Bloom's levels — start lower-order early in a unit and progress to higher-order by the end. Avoid defaulting to Levels 1–2 only.
Choose Your Writing Model and Draft the ELO
Select the most appropriate model — VOC for daily lessons; ABCD for differentiated or formal planning; Mager's for technical/practical outcomes. Draft each ELO as one complete, grammatically correct sentence. Begin each with the standard stem: "By the end of the lesson, the learner should be able to…" followed immediately by your Bloom's verb.
Run the SMART Audit on Each ELO
Check each draft ELO against the five SMART criteria. Ask: Is it Specific enough? Can I measure it with a KICD tool? Is it Achievable for all my learners? Is it Relevant to the sub-strand and core competencies? Is the time frame stated? Edit until all five criteria are satisfied. This step prevents common errors before you finalise the lesson plan.
Select Your Assessment Tool(s) and Design Backward
For each finalised ELO, select the appropriate KICD assessment tool (e.g. Rubric for the Skills outcome; Observation Schedule for the Values/Attitudes outcome; Written Test for the Knowledge outcome). Then design your learning activities specifically to prepare learners to succeed in those assessments. This is backward design — assessment drives instruction, not the reverse.
GLO: The learner should be able to apply algebraic methods to model and solve real-life situations.
ELO 1 (K · VOC · Bloom's L2): "By the end of the lesson, the learner should be able to explain the meaning of a variable and a coefficient in a linear equation using examples from daily spending."
Assessment tool: Oral Questions & Answers
ELO 2 (S · VOC · Bloom's L3): "By the end of the lesson, the learner should be able to solve two-step linear equations involving positive integers using the balancing method, given three word problems based on market pricing."
Assessment tool: Written Test (3-question exercise)
ELO 3 (V/A · VOC · Affective): "By the end of the lesson, the learner should be able to demonstrate patience and perseverance when solving multi-step problems during pair work."
Assessment tool: Observation Schedule (teacher records behaviour during pair work)