Sri Lanka Teachers' Service Efficiency Bar (EB) Exam study plan

Map Domain 1 into its sub-areas (learning theories, lesson planning, classroom management, questioning and assessment-for-learning techniques) and rate your confidence in each on a 1-5 scale

Summarise the key claims of behaviourist, cognitivist, constructivist and social-learning theories in your own words, and state one classroom application for each

Draft a 40-minute lesson plan for a class you actually teach, explicitly labelling the introduction, development, consolidation and evaluation stages and the questioning technique used at each

List ten classroom-management routines you currently use and mark which are preventive, supportive or corrective

Compare teacher-centred and learner-centred approaches and write a short justification of when each is appropriate in a Sri Lankan classroom context

Design three differentiated tasks for a single lesson objective so that struggling, average and advanced learners each have an achievable entry point

Write five higher-order questions on one topic and classify each by Bloom's revised taxonomy level

Explain how formative feedback differs from summative judgement and draft feedback comments for two sample student answers

Outline the structure of the Sri Lankan education system from primary through secondary and list which authority is responsible for each level

Describe the roles and reporting lines of the Ministry of Education, the Provincial Departments of Education, the Zonal Education Offices and the school principal

Summarise the main provisions of the national education policy framework and the Education Ordinance as they affect a classroom teacher's duties

Identify five legal or administrative obligations a teacher must fulfil (records, attendance, examinations, child protection reporting) and note the deadline or trigger for each

Explain the teacher transfer, appointment and promotion framework, including the role of the Teachers' Service and efficiency bar provisions

Distinguish the rights and duties of teachers under service conditions and describe the disciplinary procedure in outline

List the professional-ethics expectations covering confidentiality, impartiality, punctuality and conduct with students, parents and colleagues

Draft three short written communications (a parent note, a request to the zonal office, a staff circular summary) in clear formal register in the language of instruction

Define school-based assessment and distinguish it from term tests and national examinations

Construct a table of assessment methods (observation, project, practical, oral, portfolio, written test) mapped to the skills each best measures

Design a marking rubric with four performance levels for a project or practical task in your subject

Explain how continuous assessment marks are recorded, moderated and reported, and identify two common validity threats

Summarise the legal and policy basis for child protection in schools and list the categories of abuse a teacher must recognise and report

Describe the step-by-step response a teacher should follow on receiving a disclosure, including what to record and whom to inform

Explain the principles of inclusive education and identify adaptations for learners with visual, hearing, physical and learning difficulties

List the school-level support structures for student welfare (counselling, health, nutrition, safety) and the teacher's referral role in each

Identify the digital tools available for lesson delivery, record-keeping and assessment and state one realistic classroom use for each

Create a simple spreadsheet that computes term marks, averages and grade boundaries for one class

Explain safe and responsible internet use, data privacy and cyberbullying response in a school setting

Evaluate two educational software or online resources against cost, offline availability and curriculum alignment

Plan a co-curricular activity that links to a curriculum objective and specifies roles, resources, risk management and parent communication

Describe strategies for building school-community relations, including parent-teacher meetings and community resource mobilisation

Complete two timed mock papers under exam conditions and self-mark against the syllabus

Compile your weakest twenty concepts from the mock papers into a revision sheet and re-test yourself on them