Home






SCHEME OF WORK
Creative Arts & Sports
Grade 4 2025
TERM III
School


To enable/disable signing area for H.O.D & Principal, click here to update signature status on your profile.




To enable/disable showing Teachers name and TSC Number, click here to update teacher details status on your profile.












Did you know that you can edit this scheme? Just click on the part you want to edit!!! (Shift+Enter creates a new line)


WK LSN STRAND SUB-STRAND LESSON LEARNING OUTCOMES LEARNING EXPERIENCES KEY INQUIRY QUESTIONS LEARNING RESOURCES ASSESSMENT METHODS REFLECTION
1 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 (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 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 the skill (stance) 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
1 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 (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
1 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 (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
1 4
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
1 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 (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
1 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 (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
2 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 (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
2 2
Performance and Display
Swimming
By the end of the lesson, the learner should be able 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
Appreciate your own and others' efforts in performing the standing surface dive.
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 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
2 3
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.
2 4
Performance and Display
Songs
By the end of the lesson, the learner should be able to:

Identify types of songs (patriotic songs)
Sing patriotic songs with accuracy in tempo, pitch, rhythm and dynamics
Have fun singing patriotic songs.
In groups, pairs or individually learners are guided to:
Identify types of songs (patriotic songs)
Sing patriotic songs with accuracy in tempo, pitch, rhythm and dynamics
What message do patriotic songs convey?
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs
Observation schedule, aural and oral tests.
2 5
Performance and Display
Songs
By the end of the lesson, the learner should be able to:

Identify types of songs (topical songs)
Sing topical songs with accuracy in tempo, pitch, rhythm and dynamics
Have fun singing topical songs.
In groups, pairs or individually learners are guided to:
Identify types of songs (topical songs)
Sing topical songs with accuracy in tempo, pitch, rhythm and dynamics
What message do topical songs convey?
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs
Observation schedule, aural and oral tests.
2 6
Performance and Display
Songs
By the end of the lesson, the learner should be able to:

Identify types of folk songs performed by indigenous Kenyan communities
Discuss the messages and mood of different types of folk songs (work, funeral and naming songs).
Value types of Indigenous folk songs from different Kenyan communities.
In groups, pairs or individually learners are guided to:
Identify types of folk songs performed by indigenous Kenyan communities
Discuss the messages and mood of different types of folk songs (work, funeral an, naming songs)
Which types of folk songs do you know?
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument
Observation schedule, aural and oral tests.
3 1
Performance and Display
Songs
By the end of the lesson, the learner should be able to:

Identify types of folk songs performed by indigenous Kenyan communities
Discuss the messages and mood of different types of folk songs(initiation, marriage and worship songs).
Value types of Indigenous folk songs from different Kenyan communities.
In groups, pairs or individually learners are guided to:
Identify types of folk songs performed by indigenous Kenyan communities
Discuss the messages and mood of different types of folk songs(initiation, marriage and worship songs)
What is mood in a folk song?
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument
Observation schedule, aural and oral tests.
3 2
Performance and Display
Songs
By the end of the lesson, the learner should be able to:

Identify the fabric decoration techniques used by the local community, (tie -dye or beadwork)
Decorate a costume for a folk song using an appropriate technique
Develop creativity as they decorate costumes for performing folk song.
In groups, pairs or individually learners are guided to:
Identify the fabric decoration techniques used by the local community, (tie -dye or beadwork)
Decorate a costume for a folk song using an appropriate technique
How do kikuyu, Kamba, luo communities decorate costumes for performing folk songs?
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument
Observation schedule, aural and oral tests.
3 3
Performance and Display
Songs
By the end of the lesson, the learner should be able to:

Identify the fabric decoration techniques used by the local community, (tie -dye or beadwork)
Decorate a costume for a folk song using an appropriate technique
Develop creativity as they decorate costumes for performing folk song.
In groups, pairs or individually learners are guided to:
Identify the fabric decoration techniques used by the local community, (tie -dye or beadwork)
Decorate a costume for a folk song using an appropriate technique
How do luhya, kisii, maasai communities decorate costumes for performing folk songs?
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument
Observation schedule, aural and oral tests.
3 4
Performance and Display
Songs
By the end of the lesson, the learner should be able to:

Identify songs from different communities and classify them as work songs.
Perform an indigenous Kenyan folk song on work.
Value performing Indigenous folk songs from different Kenyan communities
In groups, pairs or individually learners are guided to:
Identify songs from different communities and classify them as work songs.
Perform an indigenous Kenyan folk song on work.
What message does work songs contain?
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument
Observation schedule, aural and oral tests.
3 5
Performance and Display
Songs
By the end of the lesson, the learner should be able to:

Identify songs from different communities and classify them as funeral songs.
Perform an indigenous Kenyan folk song on funeral.
Value performing Indigenous folk songs from different Kenyan communities
In groups, pairs or individually learners are guided to:
Identify songs from different communities and classify them as funeral songs.
Perform an indigenous Kenyan folk song on funeral.
What message does funeral songs contain?
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument
Observation schedule, aural and oral tests.
3 6
Performance and Display
Songs
By the end of the lesson, the learner should be able to:

Identify songs from different communities and classify them as naming songs.
Perform an indigenous Kenyan folk song on naming.
Value performing Indigenous folk songs from different Kenyan communities
In groups, pairs or individually learners are guided to:
Identify songs from different communities and classify them as naming songs.
Perform an indigenous Kenyan folk song on naming.
What message does naming songs contain?
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument
Observation schedule, aural and oral tests.
4 1
Performance and Display
Songs
By the end of the lesson, the learner should be able to:

Identify songs from different communities and classify them as initiation songs.
Perform an indigenous Kenyan folk song on initiation.
Value performing Indigenous folk songs from different Kenyan communities
In groups, pairs or individually learners are guided to:
Identify songs from different communities and classify them as initiation songs.
Perform an indigenous Kenyan folk song on initiation.
What message does initiation songs contain?
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument
Observation schedule, aural and oral tests.
4 2
Performance and Display
Songs
By the end of the lesson, the learner should be able to:

Identify songs from different communities and classify them as marriage songs.
Perform an indigenous Kenyan folk marriage
Value performing Indigenous folk songs from different Kenyan communities
In groups, pairs or individually learners are guided to:
Identify songs from different communities and classify them as marriage songs.
Perform an indigenous Kenyan folk marriage
What message does marriage songs contain?
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument
Observation schedule, aural and oral tests.
4 3
Performance and Display
Songs
By the end of the lesson, the learner should be able to:

Identify songs from different communities and classify them as worship songs.
Perform an indigenous Kenyan folk song on worship
Value performing Indigenous folk songs from different Kenyan communities
In groups, pairs or individually learners are guided to:
Identify songs from different communities and classify them as worship songs.
Perform an indigenous Kenyan folk song on worship
What message does worship songs contain?
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument
Observation schedule, aural and oral tests.
4 4
Performance and Display
Songs
By the end of the lesson, the learner should be able to:

Name different percussion instruments
Practice playing percussion instruments to accompany a folksong using appropriate technique (hitting)
Appreciate the role of percussion instruments in performances.
In groups, pairs or individually learners are guided to:
Name different percussion instruments
Practice playing percussion instruments to accompany a folksong using appropriate technique (hitting)
Which percussion instruments are for hitting?
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument
Observation schedule, aural and oral tests.
4 5
Performance and Display
Songs
By the end of the lesson, the learner should be able to:

Name different percussion instruments
Practice playing percussion instruments to accompany a folksong using appropriate technique (shaking)
Appreciate the role of percussion instruments in performances.
In groups, pairs or individually learners are guided to:
Name different percussion instruments
Practice playing percussion instruments to accompany a folksong using appropriate technique (shaking)
Which percussion instruments are for shaking?
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument
Observation schedule, aural and oral tests.
4 6
Performance and Display
Songs
By the end of the lesson, the learner should be able to:

Name different percussion instruments
Practice playing percussion instruments to accompany a folksong using appropriate technique (plucking)
Appreciate the role of percussion instruments in performances.
In groups, pairs or individually learners are guided to:
Name different percussion instruments
Practice playing percussion instruments to accompany a folksong using appropriate technique (plucking)
Which percussion instruments are for plucking?
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument
Observation schedule, aural and oral tests.
5 1
Performance and Display
Songs
By the end of the lesson, the learner should be able to:

Describe the factors that contribute towards a good performance
Perform different folk songs with correct diction, accompanied by a percussion instrument
Appreciate the role of correct diction in performances.
In groups, pairs or individually learners are guided to:
Describe the factors that contribute towards a good performance
Perform different folk songs with correct diction, accompanied by a percussion instrument
How does correct diction contribute towards a good performance ?
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument
Observation schedule, aural and oral tests.
5 2
Performance and Display
Songs
By the end of the lesson, the learner should be able to:

Describe the factors that contribute towards a good performance
Perform different folk songs with appropriate facial expressions accompanied by a percussion instrument
Appreciate the role of appropriate facial expressions in performances.
In groups, pairs or individually learners are guided to:
Describe the factors that contribute towards a good performance
Perform different folk songs with appropriate facial expressions accompanied by a percussion instrument
How does good facial expression contribute towards a good performance ?
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument
Observation schedule, aural and oral tests.
5 3
Performance and Display
Songs
By the end of the lesson, the learner should be able to:

Describe the factors that contribute towards a good performance
Perform different folk songs with appropriate gestures accompanied by a percussion instrument
Appreciate the role of appropriate gestures in performances.
In groups, pairs or individually learners are guided to:
Describe the factors that contribute towards a good performance
Perform different folk songs with appropriate gestures accompanied by a percussion instrument
How does good gestures contribute towards a good performance ?
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument
Observation schedule, aural and oral tests.
5 4
Performance and Display
Songs
By the end of the lesson, the learner should be able to:

Identify safety, care and maintenance practices while handling percussion instruments
Handle percussion instruments with care, observe safety and maintenance practices.
Appreciate the role of percussion instruments in performances.
In groups, pairs or individually learners are guided to:
Identify safety, care and maintenance practices while handling percussion instruments
Handle percussion instruments with care, observe safety and maintenance practices.
How should percussion instruments be handled?
Creative Arts Curriculum Design Grade 4
Recording of sacred, patriotic and topical and Kenyan folk songs, resource person, pitching instrument
Observation schedule, aural and oral tests.
5 5
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
5 6
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
6 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, 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
6 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 (drawings)
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
How can previously created artworks such as drawings 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
6 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 (painting)
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 (painting)
Showcase own and peers’ artworks in a gallery
How can previously created artworks such as painting 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
6 4
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 (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 (photographs)
Showcase own and peers’ artworks in a gallery
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
Portfolio, observation schedule, exit tickets, analysis, display and critique
6 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 (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
6 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 (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
7 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 (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
7 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 (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
7 3
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.
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)
What is the importance of type of artwork 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
7 4
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 (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 (materials used)
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
7 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 (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
7 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 (craftsmanship)
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 (craftsmanship)
What is the importance of craftsmanship 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
8 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
8 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
8 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
8 4
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
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
How is teamwork 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
8 5
Appreciation in Creative Arts
Analysis of Creative Arts works
By the end of the lesson, the learner should be able 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
Appreciate the performances with focus on safety for self and others
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 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
8 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
9

ASSESSMENT AND CLOSING

Your Name Comes Here


Would You like to provide feedback on the scheme quality and the experience you had? Click on the feedback button below
Download

Feedback

School Name