Advanced Level subject logbooks — what they are, how they are prepared, and their content and structure — for every subject taught in Form Six.
A subject logbook is a teacher's official, ongoing record of exactly what has been taught in a subject, class by class and topic by topic, across the school year. Where a scheme of work sets out what should be taught and a lesson plan sets out how a single lesson will be delivered, the logbook records what was actually covered and when — it is the evidence trail that syllabus coverage happened, not just the plan for it.
The logbook is prepared and updated by the subject teacher as teaching progresses, not written in advance. After each topic or block of lessons is completed, the teacher enters the competencies covered, the date the topic was started, and the date it was completed. This turns the logbook into a live, chronological record rather than a static document, which is what makes it useful for tracking whether teaching is on pace with the school calendar.
In structure, a subject logbook is organised as a table with columns for the Main Competence and Specific Competence being taught (matching the language of the syllabus and scheme of work), the Content Covered for that entry, the Date Started and Date Ended, and three comment columns — one for the Teacher's own remarks, one for the Head of Department's comments, and one for the Head of School's (H/M) comments. This three-tier comment structure is what gives the logbook its supervisory role: it is checked not only by the teacher who keeps it, but reviewed periodically by departmental and school leadership as part of normal academic monitoring.
Form Six is the final year of Advanced Level, leading directly to the ACSEE national examination. Here, the logbook takes on a more consequential role: it becomes one of the key pieces of evidence a school uses to confirm, subject by subject, that the full syllabus has actually been completed in good time before the examination period. Reviewing the Form Six logbook lets Heads of Department and school leadership identify any topics that are behind schedule early enough to plan catch-up lessons or revision sessions, rather than discovering a gap once the exam timetable is already set.