Lesson plans in the format the Ministry expects

The annual lesson plan is a specific document: units in rows, and for each unit the objectives, the rationale, the prerequisite knowledge, the teaching aids, the textbook page range and the date window. Supervisors check it, inspectors ask for it, and teachers spend the first week of every year drawing its grid by hand. Temari carries the format natively: the same columns, the same order, printing as the official sheet with signature lines.

The dates do the calendar work: a unit planned for a window in October prints its Ethiopian month automatically, Tikimt, derived from the dates rather than typed, so the printed plan can never contradict its own schedule. Periods-per-week and total-periods are declared up front, which is what makes honest pacing arithmetic possible later.

The annual plan is the parent of everything below it: weekly plans draw their units from it, and daily plans inherit its objectives. It is typed once at the top and flows down from there.

The MoE daily format is pedagogically opinionated, and Temari keeps every part of it: topic and subtopic, rationale, prerequisites, objectives, and the three stages of the lesson (introduction, main lesson, conclusion), each with the teacher's activity, the students' activity, the assessment and the aids. Alongside sit the differentiation supports: what the slow, medium and fast learners in the same room will each do.

One daily plan serves every parallel section that sits the same lesson. 7A, 7B and 7C are one plan with three sittings, each sitting recording its own coverage. Reuse is one tap: duplicate a plan to repeat a lesson, or bump one that a holiday displaced to the next sitting.

The teacher's home screen is their timetable with plan-state painted on it: today's periods, each showing whether its lesson is planned, approved or missing. Planning stops being a separate chore done against a wall chart and becomes a property of the day the teacher already looks at.

Plans move from draft to submitted to approved, and every decline carries a written reason back to the teacher, so nobody resubmits into silence. The director and the principal each hold review authority; schools that delegate to departments can let department heads review their own department's plans (never their own), matching how supervision actually runs in larger schools.

The pacing gate is the honest-record mechanism: submitting next week's plan while this week has uncovered sittings prompts the teacher for a short justification. It is not a punishment, just a paper trail. Gaps surface in week two with a reason attached, instead of surfacing in a bureau inspection with none.

For the inspection itself, everything prints: the annual grid, weekly sheets and daily plans as official PDFs with signature lines, and approval history on record. The school walks into supervision with its plan book complete, current and internally consistent, because the system would not let it quietly become anything else.