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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Explain the concept of appreciation in creative arts. Describe the concept of appreciation in Creative Arts (behaviour, aesthetic) Appreciate the concept of appreciation in creative arts. |
In groups, pairs or individually learners are guided to:
Explain the concept of appreciation in creative arts. Describe the concept of appreciation in Creative Arts (behaviour, aesthetic) |
How does behaviour describe the concept of appreciation in Creative Arts?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 1 | 2 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Explain the concept of appreciation in creative arts. Describe the concept of appreciation in Creative Arts (skills, message) Appreciate the concept of appreciation in creative arts. |
In groups, pairs or individually learners are guided to:
Explain the concept of appreciation in creative arts. Describe the concept of appreciation in Creative Arts (skills, message) |
How does message describe the concept of appreciation in Creative Arts?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 1 | 3 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Explain the concept of appreciation in creative arts. Describe the concept of appreciation in Creative Arts (behaviour, feedback, care) Appreciate the concept of appreciation in creative arts. |
In groups, pairs or individually learners are guided to:
Explain the concept of appreciation in creative arts. Describe the concept of appreciation in Creative Arts (behaviour, feedback, care) |
How does behaviour describe the concept of appreciation in Creative Arts?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 1 | 4-5 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Prepare previously created artworks for display (drawings) Showcase own and peers’ artworks in a gallery Critique displayed artworks for appreciation Prepare previously created artworks for display (photographs) Showcase own and peers’ artworks in a gallery Critique displayed artworks for appreciation |
In groups, pairs or individually learners are guided to:
Prepare previously created artworks for display (drawings) Showcase own and peers’ artworks in a gallery In groups, pairs or individually learners are guided to: Prepare previously created artworks for display (photographs) Showcase own and peers’ artworks in a gallery |
How can previously created artworks such as drawings be recreated?
How can previously created artworks such as photographs be recreated? |
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue Creative Arts Curriculum Design Grade 4 Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 1 | 6 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Prepare previously created artworks for display (musical instruments) Showcase own and peers’ artworks in a gallery Critique displayed artworks for appreciation |
In groups, pairs or individually learners are guided to:
Prepare previously created artworks for display (musical instruments) Showcase own and peers’ artworks in a gallery |
How can previously created artworks such as musical instruments be recreated?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 2 | 1 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Prepare previously created artworks for display (balls) Showcase own and peers’ artworks in a gallery Critique displayed artworks for appreciation |
In groups, pairs or individually learners are guided to:
Prepare previously created artworks for display (balls) Showcase own and peers’ artworks in a gallery |
How can previously created artworks such as balls be recreated?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 2 | 2 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Prepare previously created artworks for display (clay slabs) Showcase own and peers’ artworks in a gallery Critique displayed artworks for appreciation |
In groups, pairs or individually learners are guided to:
Prepare previously created artworks for display (clay slabs) Showcase own and peers’ artworks in a gallery |
How can previously created artworks such as clay slabs be recreated?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 2 | 3 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Prepare previously created artworks for display (recorder cases) Showcase own and peers’ artworks in a gallery Critique displayed artworks for appreciation |
In groups, pairs or individually learners are guided to:
Prepare previously created artworks for display (recorder cases) Showcase own and peers’ artworks in a gallery |
How can previously created artworks such as recorder cases be recreated?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 2 | 4-5 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Discuss the importance of analysis in Creative Arts Describe a Kenyan folk song performance using appropriate terminologies such as (type of artwork) Value appreciation of Creative Arts works through analysis. Discuss the importance of analysis in Creative Arts Describe a Kenyan folk song performance using appropriate terminologies such as (materials used) Value appreciation of Creative Arts works through analysis. |
In groups, pairs or individually learners are guided to:
Discuss the importance of analysis in Creative Arts Describe a Kenyan folk song performance using appropriate terminologies such as (type of artwork) In groups, pairs or individually learners are guided to: Discuss the importance of analysis in Creative Arts Describe a Kenyan folk song performance using appropriate terminologies such as (materials used) |
What is the importance of type of artwork in Creative Arts?
What is the importance of materials used in Creative Arts? |
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 2 | 6 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Discuss the importance of analysis in Creative Arts Describe a Kenyan folk song performance using appropriate terminologies such as (media used) Value appreciation of Creative Arts works through analysis. |
In groups, pairs or individually learners are guided to:
Discuss the importance of analysis in Creative Arts Describe a Kenyan folk song performance using appropriate terminologies such as (media used) |
What is the importance of media used in Creative Arts?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 3 | 1 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Identify Kenyan music of various genres Describe how to undertake critical analysis of Kenyan folk songs focusing on community of origin and type/occasion Appreciate critical analysis in creative arts |
In groups, pairs or individually learners are guided to:
Identify Kenyan music of various genres Describe how to undertake critical analysis of Kenyan folk songs focusing on community of origin and type/occasion |
What is the importance of community of origin in analysis of Creative Arts?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 3 | 2 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Sing Kenyan music of various genres Describe how to undertake critical analysis of Kenyan folk songs focusing on instrumentation. Appreciate critical analysis in creative arts |
In groups, pairs or individually learners are guided to:
Sing Kenyan music of various genres Describe how to undertake critical analysis of Kenyan folk songs focusing on instrumentation. |
What is the importance of instrumentation in analysis of Creative Arts?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 3 | 3 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Identify Kenyan music of various genres Describe how to undertake critical analysis of Kenyan folk songs focusing on participants (soloist, instrumentalist, singers) Appreciate critical analysis in creative arts |
In groups, pairs or individually learners are guided to:
Sing Kenyan music of various genres Describe how to undertake critical analysis of Kenyan folk songs focusing on participants (soloist, instrumentalist, singers) |
What is the importance of participants in analysis of Creative Arts?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 3 | 4-5 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Explain how teamwork is important in games and sports event Participate in netball events for fun and for inter class/inter school championships Appreciate the performances with focus on teamwork Explain how safety for self and others is important in games and sports event Participate in athletics events for fun and for inter class/inter school championships Appreciate the performances with focus on safety for self and others |
In groups, pairs or individually learners are guided to:
Explain how teamwork is important in games and sports event Participate in netball events for fun and for inter class/inter school championships In groups, pairs or individually learners are guided to: Explain how safety for self and others is important in games and sports event Participate in athletics events for fun and for inter class/inter school championships |
How is teamwork important in games and sports event?
How is safety for self and others important in games and sports event? |
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 3 | 6 |
Appreciation in Creative Arts
|
Analysis of Creative Arts works
|
By the end of the
lesson, the learner
should be able to:
Explain how sportsmanship is important in games and sports event Participate in gymnastics events for fun and for inter class/inter school championships Appreciate the performances with focus on sportsmanship |
In groups, pairs or individually learners are guided to:
Explain how sportsmanship is important in games and sports event Participate in gymnastics events for fun and for inter class/inter school championships |
How is sportsmanship important in games and sports event?
|
Creative Arts Curriculum Design Grade 4
Audio visual equipment, display boards, display props, mounting papers, masking tapes/glue |
Portfolio, observation schedule, exit tickets, analysis, display and critique
|
|
| 4 | 1 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Explore the descant recorder and identify the parts (head joint, middle joint and foot joint, finger holes) Practice holding and blowing the descant recorder Enjoy exploring the descant recorder. |
In groups, pairs or individually learners are guided to:
Explore the descant recorder and identify the parts (head joint, middle joint and foot joint, finger holes) Practice holding and blowing the descant recorder |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 2 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Brainstorm on ways of caring for and maintaining a descant recorder and its importance; - observing hygiene - proper storage - proper handling Care for and maintain a descant recorder Appreciate care and hygiene for a descant recorder. |
In groups, pairs or individually learners are guided to:
Brainstorm on ways of caring for and maintaining a descant recorder and its importance; - observing hygiene - proper storage - proper handling Care for and maintain a descant recorder |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 3 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Brainstorm on ways of caring for and maintaining a descant recorder and its importance; - observing hygiene - proper storage - proper handling Care for and maintain a descant recorder Appreciate care and hygiene for a descant recorder. |
In groups, pairs or individually learners are guided to:
Brainstorm on ways of caring for and maintaining a descant recorder and its importance; - observing hygiene - proper storage - proper handling Care for and maintain a descant recorder |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 4-5 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Explain how to hold and blow the descant recorder with appropriate fingering Practice holding and blowing the descant recorder with appropriate fingering Have fun holding and blowing the descant recorder with appropriate fingering. Explain how to hold and blow the descant recorder with appropriate fingering Practice holding and blowing the descant recorder with appropriate fingering Enjoy holding and blowing the descant recorder with appropriate fingering. |
In groups, pairs or individually learners are guided to:
Explain how to hold and blow the descant recorder with appropriate fingering Practice holding and blowing the descant recorder with appropriate fingering |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 6 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Collect recyclable materials such as yarns, pieces of cloth, leather. Make a descant recorder case by stitching the fabric/ leather or crocheting the yarns considering colour variation Appreciate own and others work. |
In groups, pairs or individually learners are guided to:
Collect recyclable materials such as yarns, pieces of cloth, leather. Make a descant recorder case by stitching the fabric/ leather or crocheting the yarns considering colour variation Embellish the case with found objects |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 1 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Collect recyclable materials such as yarns, pieces of cloth, leather. Make a descant recorder case by stitching the fabric/ leather or crocheting the yarns considering colour variation Appreciate own and others work. |
In groups, pairs or individually learners are guided to:
Collect recyclable materials such as yarns, pieces of cloth, leather. Make a descant recorder case by stitching the fabric/ leather or crocheting the yarns considering colour variation Embellish the case with found objects |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 2 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Use digital devices to search and watch recordings on how to play notes G A and B on the descant recorder Practice playing notes G A and B using appropriate techniques (posture, fingering and blowing), individually and in groups. Enjoy playing notes G A and B on the descant recorder |
In groups, pairs or individually learners are guided to:
Use digital devices to search and watch recordings on how to play notes G A and B on the descant recorder Practice playing notes G A and B using appropriate techniques (posture, fingering and blowing), individually and in groups. |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 3 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Use digital devices to search and watch recordings on how to play notes G A and B on the descant recorder Practice playing notes G A and B using appropriate techniques (posture, fingering and blowing), individually and in groups. Enjoy playing notes G A and B on the descant recorder. |
In groups, pairs or individually learners are guided to:
Use digital devices to search and watch recordings on how to play notes G A and B on the descant recorder Practice playing notes G A and B using appropriate techniques (posture, fingering and blowing), individually and in groups. |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 4-5 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Use digital devices to search and watch recordings on how to play notes G A and B on the descant recorder Practice playing notes G A and B using appropriate techniques (posture, fingering and blowing), individually and in groups. Enjoy playing notes G A and B on the descant recorder. Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups. Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement. Enjoy playing melodies on the descant recorder. |
In groups, pairs or individually learners are guided to:
Use digital devices to search and watch recordings on how to play notes G A and B on the descant recorder Practice playing notes G A and B using appropriate techniques (posture, fingering and blowing), individually and in groups. In groups, pairs or individually learners are guided to: Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups. Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement. |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 6 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups. Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement. Enjoy playing melodies on the descant recorder. |
In groups, pairs or individually learners are guided to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups. Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement. |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 1 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups. Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement. Enjoy playing melodies on the descant recorder. |
In groups, pairs or individually learners are guided to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups. Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement. |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 2 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups. Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement. Enjoy playing melodies on the descant recorder. |
In groups, pairs or individually learners are guided to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups. Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement. |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 3 |
Performance and Display
|
Descant Recorder
|
By the end of the
lesson, the learner
should be able to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups. Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement. Enjoy playing melodies on the descant recorder. |
In groups, pairs or individually learners are guided to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups. Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement. |
How can a good tone be produced on the descant recorder?
|
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 4-5 |
Performance and Display
|
Descant Recorder
Swimming |
By the end of the
lesson, the learner
should be able to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups. Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement. Enjoy playing melodies on the descant recorder. Discuss why swimming is an essential life skill. Watch an actual or virtual performance/illustration of crouch surface dive Appreciate swimming as an essential skill. |
In groups, pairs or individually learners are guided to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups. Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement. In groups, pairs or individually learners are guided to: Discuss why swimming is an essential life skill. Watch an actual or virtual performance/illustration of crouch surface dive |
How can a good tone be produced on the descant recorder?
Why is Swimming an essential life skill? |
Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque fingering chart, Recorder melodies based on G, A B. Creative Arts Curriculum Design Grade 4 Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 6 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain/demonstrate the crouch surface dive considering the progression (push-off) Perform the skills of crouch surface dive in swimming Appreciate your own and others' efforts in performing the crouch surface dive. |
In groups, pairs or individually learners are guided to:
Explain/demonstrate the crouch surface dive considering the progression (push-off) Perform the skills of crouch surface dive in swimming |
Why is Swimming an essential life skill?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 1 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain/demonstrate the crouch surface dive considering the progression (descent) Perform the skills of crouch surface dive in swimming Appreciate your own and others' efforts in performing the crouch surface dive. |
In groups, pairs or individually learners are guided to:
Explain/demonstrate the crouch surface dive considering the progression (descent) Perform the skills of crouch surface dive in swimming |
Why is the centre of interest important in photography?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 2 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain/demonstrate the crouch surface dive considering the progression (entry). Perform the skills of crouch surface dive in swimming. Appreciate your own and others' efforts in performing the crouch surface dive. |
In groups, pairs or individually learners are guided to:
Explain/demonstrate the crouch surface dive considering the progression (entry). Perform the skills of crouch surface dive in swimming. |
Why is the centre of interest important in photography?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 3 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain/demonstrate the crouch surface dive considering the progression (transition) Perform the skills of crouch surface dive in swimming. Appreciate your own and others' efforts in performing the standing surface dive. |
In groups, pairs or individually learners are guided to:
Explain/demonstrate the crouch surface dive considering the progression (transition) Perform the skills of crouch surface dive in swimming. |
Why is Swimming an essential life skill?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 4-5 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain/demonstrate the crouch surface dive considering the progression (stance, push-off, descent, entry, transition) Perform the skills of crouch surface dive in swimming Appreciate your own and others' efforts in performing the crouch surface dive. Discuss why swimming is an essential life skill. Watch an actual or virtual performance/illustration of standing surface dive Appreciate swimming as an essential skill. |
In groups, pairs or individually learners are guided to:
Explain/demonstrate the crouch surface dive considering the progression (stance, push-off, descent, entry, transition) Perform the skills of crouch surface dive in swimming In groups, pairs or individually learners are guided to: Discuss why swimming is an essential life skill. Watch an actual or virtual performance/illustration of standing surface dive |
Why is the centre of interest important in photography?
Why is Swimming an essential life skill? |
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 6 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain/demonstrate the standing surface dive considering the progression (stance) Perform the skills of standing surface dive in swimming Appreciate your own and others' efforts in performing the standing surface dive. |
In groups, pairs or individually learners are guided to:
Explain/demonstrate the standing surface dive considering the progression (stance) Perform the skills of standing surface dive in swimming |
Why is the centre of interest important in photography?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 1 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain/demonstrate the standing surface dive considering the progression (descent) Perform the skills of standing surface dive in swimming Appreciate your own and others' efforts in performing the standing surface dive. |
In groups, pairs or individually learners are guided to:
Explain/demonstrate the standing surface dive considering the progression (descent) Perform the skills of standing surface dive in swimming |
Why is the centre of interest important in photography?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 2 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain/demonstrate the standing surface dive considering the progression (entry) Perform the skills of standing surface dive in swimming Appreciate your own and others' efforts in performing the standing surface dive. |
In groups, pairs or individually learners are guided to:
Explain/demonstrate the standing surface dive considering the progression (entry) Perform the skills of standing surface dive in swimming |
Why is Swimming an essential life skill?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 3 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain/demonstrate the standing surface dive considering the progression (transition) Perform the skills of standing surface dive in swimming Appreciate your own and others' efforts in performing the standing surface dive. |
In groups, pairs or individually learners are guided to:
Explain/demonstrate the standing surface dive considering the progression (transition) Perform the skills of standing surface dive in swimming |
Why is the centre of interest important in photography?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 4-5 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain/demonstrate the standing surface dive considering the progression (stance, push-off, descent, entry, transition) Perform the skills of standing surface dive in swimming Appreciate your own and others' efforts in performing the standing surface dive. Explain the standing surface dive considering the progression (stance) Demonstrate the standing surface dive considering the progression (stance,) Appreciate your own and others' efforts in performing the standing surface dive. |
In groups, pairs or individually learners are guided to:
Explain/demonstrate the standing surface dive considering the progression (stance, push-off, descent, entry, transition) Perform the skills of standing surface dive in swimming In groups, pairs or individually learners are guided to: Explain standing surface dive considering the progression (stance) Perform the skills (stance) of standing surface dive in swimming Use digital device to take several photographs of a person performing a crouch and standing surface dives |
Why is Swimming an essential life skill?
Why is the skill (stance) essential in swimming? |
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Oral questions Oral Report Observation
Written exercise
Portfolio, observation schedule, exit tickets, skill progression charts, swimming performance analysis |
|
| 8 | 6 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain the standing surface dive considering the progression (push-off) Demonstrate the standing surface dive considering the progression (push-off) Develop responsibility as they observes own and others safety while performing standing surface dive |
In groups, pairs or individually learners are guided to:
Explain standing surface dive considering the progression (push-off) Perform the skills (push-off) of standing surface dive in swimming Use digital device to take several photographs of a person performing a crouch and standing surface dives |
Why is the skill (push-off) essential in swimming?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Portfolio, observation schedule, exit tickets, skill progression charts, swimming performance analysis
|
|
| 9 | 1 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain the standing surface dive considering the progression (descent) Demonstrate the standing surface dive considering the progression (descent) Appreciate your own and others' efforts in performing the standing surface dive. |
In groups, pairs or individually learners are guided to:
Explain standing surface dive considering the progression (descent) Perform the skills (descent) of standing surface dive in swimming Use digital device to take several photographs of a person performing a crouch and standing surface dives |
Why is the skill (descent) essential in swimming?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Portfolio, observation schedule, exit tickets, skill progression charts, swimming performance analysis
|
|
| 9 | 2 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain the standing surface dive considering the progression (entry) Demonstrate the standing surface dive considering the progression (entry) Develop responsibility as they observes own and others safety while performing standing surface dive |
In groups, pairs or individually learners are guided to:
Explain standing surface dive considering the progression (entry) Perform the skills (entry) of standing surface dive in swimming Use digital device to take several photographs of a person performing a crouch and standing surface dives |
Why is the skill (entry) essential in swimming?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Portfolio, observation schedule, exit tickets, skill progression charts, swimming performance analysis
|
|
| 9 | 3 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain the standing surface dive considering the progression (transition) Demonstrate the standing surface dive considering the progression (transition) Develop responsibility as they observes own and others safety while performing standing surface dive |
In groups, pairs or individually learners are guided to:
Explain standing surface dive considering the progression (transition) Perform the skills (transition) of standing surface dive in swimming Use digital device to take several photographs of a person performing a crouch and standing surface dives |
Why is the skill (transition) essential in swimming?
|
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Portfolio, observation schedule, exit tickets, skill progression charts, swimming performance analysis
|
|
| 9 | 4-5 |
Performance and Display
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
Explain the standing surface dive considering the progression (transition) Demonstrate the standing surface dive considering the progression (transition) Develop responsibility as they observes own and others safety while performing standing surface dive Explain the skills of crouch and standing surface dives in swimming Take a photograph of the crouch and standing surface dives with focus on centre of interest Appreciate your own and others' efforts in performing the standing surface dive. |
In groups, pairs or individually learners are guided to:
Explain standing surface dive considering the progression (transition) Perform the skills (transition) of standing surface dive in swimming Use digital device to take several photographs of a person performing a crouch and standing surface dives In groups, pairs or individually learners are guided to: Explain the skills of crouch and standing surface dives in swimming Take a photograph of the crouch and standing surface dives with focus on centre of interest |
Why is the skill (transition) essential in swimming?
Why is the centre of interest important in photography? |
Creative Arts Curriculum Design Grade 4
Swimming facility, inflatable pool clothing and gear, safety equipment swimming aids |
Portfolio, observation schedule, exit tickets, skill progression charts, swimming performance analysis
|
|
| 9 | 6 |
Performance and Display
|
Songs
|
By the end of the
lesson, the learner
should be able to:
Identify types of songs (sacred songs) Sing sacred songs with accuracy in tempo, pitch, rhythm and dynamics Have fun singing sacred songs. |
In groups, pairs or individually learners are guided to:
Identify types of songs (sacred songs) Sing sacred songs with accuracy in tempo, pitch, rhythm and dynamics |
What message do sacred songs convey?
|
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs |
Observation schedule, aural and oral tests.
|
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