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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
Revision |
||||||||
| 2 | 1 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Indigenous Kenyan percussion instruments
|
By the end of the
lesson, the learner
should be able to:
- Identify indigenous Kenyan percussion instruments by name and community - Describe the methods of playing percussion instruments - Show interest in learning about indigenous percussion instruments |
- Watch virtual or actual samples of percussion instruments to identify name, community and method of playing
-Discuss the characteristics of different percussion instruments -Draw and label parts of a percussion instrument |
How is a percussion instrument made?
|
KLB Visionary Creative Arts, pg. 2 Digital devices with internet access
|
Observation Oral questions Written assignments
|
|
| 2 | 2 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Classification of instruments
Picture Making (Percussion Instruments) - Parts of percussion instruments Picture Making (Percussion Instruments) - Rhythmic patterns Picture Making (Percussion Instruments) - Making charcoal sticks |
By the end of the
lesson, the learner
should be able to:
- Classify indigenous Kenyan percussion instruments as melodic and non-melodic - Identify examples of melodic and non-melodic percussion instruments - Appreciate diversity in musical instruments |
- Look at pictures of different indigenous percussion instruments
-Discuss the difference between melodic and non-melodic instruments -Group instruments based on their classification -Listen to sounds produced by different percussion instruments |
What are the differences between melodic and non-melodic percussion instruments?
|
KLB Visionary Creative Arts, pg. 4 Realia: indigenous percussion instruments
KLB Visionary Creative Arts, pg. 5 Realia: percussion instruments KLB Visionary Creative Arts, pg. 7 Indigenous percussion instruments KLB Visionary Creative Arts, pg. 9 Thin sticks, cutting tools, tin container, fire |
Observation Oral questions Written assignments
|
|
| 2 | 3 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Drawing with charcoal sticks
Picture Making (Percussion Instruments) - Tonal value in drawing Picture Making (Percussion Instruments) - Creating tone strips Picture Making (Percussion Instruments) - Drawing a percussion instrument |
By the end of the
lesson, the learner
should be able to:
- Draw lines of varied thickness using charcoal sticks - Experiment with pressure to create different line weights - Show creativity in using charcoal as a drawing medium |
- Experiment by drawing simple shapes and lines using charcoal sticks
-Practice applying different pressure to create varied line thickness -Create a variety of marks and textures using the charcoal sticks |
How can we use charcoal sticks to create different lines?
|
KLB Visionary Creative Arts, pg. 11 Charcoal sticks, drawing paper
KLB Visionary Creative Arts, pg. 13 Charcoal sticks, drawing paper KLB Visionary Creative Arts, pg. 14 Percussion instruments, charcoal sticks, drawing paper |
Observation Portfolio Practical test
|
|
| 2 | 4 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Adding details
|
By the end of the
lesson, the learner
should be able to:
- Add fine details to a percussion instrument drawing - Create surface textures using charcoal techniques - Show attention to detail in artwork |
- Study different surface textures on percussion instruments
-Practice drawing different textures using charcoal -Add detailed textures to percussion instrument drawings -Create shadows to ground the object |
How do details enhance a drawing?
|
KLB Visionary Creative Arts, pg. 14 Charcoal sticks, drawing paper
|
Observation Project work Display and critique
|
|
| 2 | 5 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Making a percussion instrument
Picture Making (Percussion Instruments) - Tuning a percussion instrument |
By the end of the
lesson, the learner
should be able to:
- Collect materials for making a percussion instrument - Assemble parts to make a simple percussion instrument - Observe safety when making an instrument |
- Collect materials for making percussion instruments
-Assemble materials to make a simple instrument -Test the sound produced by the instrument -Make adjustments to improve sound quality |
What materials can be used to make percussion instruments?
|
KLB Visionary Creative Arts Various materials for making instruments
KLB Visionary Creative Arts Percussion instruments |
Observation Project work Peer evaluation
|
|
| 2 | 6 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Performing rhythms
Picture Making (Percussion Instruments) - Environmental conservation |
By the end of the
lesson, the learner
should be able to:
- Create rhythmic patterns on a percussion instrument - Perform created rhythms to accompany a song - Show confidence when performing |
- Create rhythmic patterns on made percussion instruments
-Practice performing rhythms individually and in groups -Accompany songs with percussion rhythms -Record performances for evaluation |
How do percussion instruments enhance musical performances?
|
KLB Visionary Creative Arts Made percussion instruments
KLB Visionary Creative Arts Recyclable materials |
Observation Performance assessment Recording
|
|
| 3 | 1 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Creating a portfolio
Picture Making (Percussion Instruments) - Display and critique |
By the end of the
lesson, the learner
should be able to:
- Select best artworks for a portfolio - Create a decorated portfolio folder - Show pride in presenting artwork |
- Select best drawings and photographs of instruments
-Create a decorated portfolio folder -Organize artworks in the portfolio -Present portfolios to the class |
Why is it important to keep a portfolio of artworks?
|
KLB Visionary Creative Arts Colored paper, fabric, glue
KLB Visionary Creative Arts Display area, instruments, drawings |
Observation Portfolio Display and critique
|
|
| 3 | 2 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Percussion in cultural events
Picture Making (Percussion Instruments) - Community involvement |
By the end of the
lesson, the learner
should be able to:
- Explain the role of percussion in cultural events - Relate instruments to specific cultural ceremonies - Respect cultural diversity |
- Discuss the role of percussion instruments in cultural events
-Research specific cultural ceremonies where percussion is used -Present findings to the class -Appreciate cultural diversity |
Why are percussion instruments important in cultural ceremonies?
|
KLB Visionary Creative Arts Resource persons
KLB Visionary Creative Arts Poster materials |
Observation Oral presentation Written assignment
|
|
| 3 | 3 |
Creating and Execution
|
Picture Making (Percussion Instruments) - Technology in music
Picture Making (Percussion Instruments) - Assessment |
By the end of the
lesson, the learner
should be able to:
- Use digital devices to record percussion performances - Edit and share recordings - Appreciate technology in music preservation |
- Use digital devices to record percussion performances
-Learn basic editing of audio recordings -Share recordings with peers -Discuss how technology helps preserve cultural music |
How can technology help preserve traditional music?
|
KLB Visionary Creative Arts Digital recording devices
KLB Visionary Creative Arts Assessment tools |
Observation Project work Recording
|
|
| 3 | 4 |
Creating and Execution
|
Netball - Skills of passing in Netball
Netball - Chest pass technique |
By the end of the
lesson, the learner
should be able to:
- Describe the skills of passing in Netball - Demonstrate the chest pass technique - Value teamwork when practising passing skills |
- Observe demonstrations of chest pass technique
-Practice the stance, grip, release and follow through -Work in groups to practice passing skills -Discuss the importance of proper technique |
Why are the skills of passing important in the game of Netball?
|
KLB Visionary Creative Arts, pg. 16 Netballs or improvised balls Open space
KLB Visionary Creative Arts, pg. 17 Netballs or improvised balls Open space |
Observation Skills test Oral questions
|
|
| 3 | 5 |
Creating and Execution
|
Netball - Overhead pass
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the overhead pass technique - Execute proper finger position and arm movement - Show confidence in performing the skill |
- Observe demonstrations of overhead pass technique
-Practice holding the ball above the head with proper grip -Step forward while executing the pass -Follow through with hands pointing at target |
How is the overhead pass useful in Netball?
|
KLB Visionary Creative Arts, pg. 18 Netballs or improvised balls Open space
|
Observation Skills test Practical assessment
|
|
| 3 | 6 |
Creating and Execution
|
Netball - Underarm pass
Netball - Double-handed catching |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the underarm pass technique - Execute proper hand position and arm movement - Show perseverance in mastering the skill |
- Observe demonstrations of underarm pass technique
-Practice the stance and arm position for underarm pass -Execute the pass with proper follow-through -Practice in pairs at varying distances |
When is the underarm pass most effective?
|
KLB Visionary Creative Arts, pg. 19 Netballs or improvised balls Open space
KLB Visionary Creative Arts, pg. 20 Netballs or improvised balls Open space |
Observation Skills test Practical assessment
|
|
| 4 | 1 |
Creating and Execution
|
Netball - Standing shot
Netball - Shooting practice |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the standing shot technique - Execute proper hand position and arm movement - Show determination in developing shooting skills |
- Observe demonstrations of standing shot technique
-Practice the stance and arm position for shooting -Execute the shot with proper follow-through -Practice shooting at varying distances from the goal |
What is the correct technique for shooting in Netball?
|
KLB Visionary Creative Arts Netballs or improvised balls Goal posts
|
Observation Skills test Practical assessment
|
|
| 4 | 2 |
Creating and Execution
|
Netball - Combining skills
Netball - Identifying materials for ball making |
By the end of the
lesson, the learner
should be able to:
- Combine passing, catching and shooting skills - Execute skills in sequence - Show teamwork in skill practice |
- Practice passing, catching and shooting in sequence
-Work in small groups to create skill drills -Execute skill combinations at varying speeds -Give feedback to peers on skill execution |
How do we combine different skills in Netball?
|
KLB Visionary Creative Arts Netballs or improvised balls Open space
KLB Visionary Creative Arts, pg. 22 Old carrier bags, clothes, string |
Observation Skills test Peer assessment
|
|
| 4 | 3 |
Creating and Execution
|
Netball - Macramé technique
Netball - Making a ball |
By the end of the
lesson, the learner
should be able to:
- Explain the macramé technique - Demonstrate the overhand knot - Show interest in learning the technique |
- Demonstrate the overhand knot technique
-Practice tying overhand knots with string or rope -Create simple patterns using macramé -Discuss applications of macramé technique |
What is the macramé technique and how is it used?
|
KLB Visionary Creative Arts, pg. 22 String, rope, practice materials
KLB Visionary Creative Arts, pg. 23 Ball making materials |
Observation Practical assessment Project work
|
|
| 4 | 4 |
Creating and Execution
|
Netball - Testing improvised balls
Netball - Mini-game practice |
By the end of the
lesson, the learner
should be able to:
- Test improvised balls for functionality - Make adjustments to improve ball performance - Show persistence in creating functional balls |
- Test improvised balls for bouncing and handling
-Make adjustments to improve shape and firmness -Compare different improvised balls -Select best balls for use in practice |
How can we test and improve our improvised balls?
|
KLB Visionary Creative Arts Improvised balls
KLB Visionary Creative Arts, pg. 24 Netballs or improvised balls Open space |
Observation Practical assessment Peer evaluation
|
|
| 4 | 5 |
Creating and Execution
|
Netball - Classification of colours
Netball - Mixing primary colours |
By the end of the
lesson, the learner
should be able to:
- Identify primary and secondary colours - Classify colours as primary or secondary - Appreciate the role of colour in artwork |
- Identify colours in the surrounding environment
-Discuss the difference between primary and secondary colours -Classify various colours as primary or secondary -Create a colour wheel showing primary and secondary colours |
Why is colour classification important in painting?
|
KLB Visionary Creative Arts, pg. 27 Colour charts, paints, brushes, paper
KLB Visionary Creative Arts, pg. 28 Primary colour paints, palettes, paper |
Observation Written test Portfolio
|
|
| 4 | 6 |
Creating and Execution
|
Netball - Creating light tones
|
By the end of the
lesson, the learner
should be able to:
- Create light tones by adding white to secondary colours - Create tonal strips showing gradation - Show patience in creating gradual tonal changes |
- Draw rectangular strips on paper
-Mix secondary colours with varying amounts of white -Create gradual tonal strips from original to lightest shade -Compare tonal strips created |
How do we create lighter shades of colours?
|
KLB Visionary Creative Arts, pg. 28 Secondary colours, white paint, paper
|
Observation Project work Portfolio
|
|
| 5 | 1 |
Creating and Execution
|
Netball - Creating dark tones
Netball - Painting a ball |
By the end of the
lesson, the learner
should be able to:
- Create dark tones by adding black to secondary colours - Create tonal strips showing gradation - Value variety in colour tones |
- Draw rectangular strips on paper
-Mix secondary colours with varying amounts of black -Create gradual tonal strips from original to darkest shade -Compare light and dark tonal strips |
How do we create darker shades of colours?
|
KLB Visionary Creative Arts, pg. 28 Secondary colours, black paint, paper
KLB Visionary Creative Arts, pg. 29 Paint, brushes, paper, water containers |
Observation Project work Portfolio
|
|
| 5 | 2 |
Creating and Execution
|
Netball - Adding details to painting
Netball - Creating a montage |
By the end of the
lesson, the learner
should be able to:
- Add details to a ball painting - Create shadows and highlights - Show attention to detail in artwork |
- Add highlights to show light reflection
-Create shadow beneath the ball -Add texture details to the surface -Complete the painting with final touches |
How do highlights and shadows enhance a painting?
|
KLB Visionary Creative Arts, pg. 30 Paint, brushes, paper
KLB Visionary Creative Arts, pg. 31 Old newspapers, magazines, calendars |
Observation Project work Display and critique
|
|
| 5 | 3 |
Creating and Execution
|
Netball - Making a montage
Netball - Display and appreciation |
By the end of the
lesson, the learner
should be able to:
- Create a montage based on Netball - Arrange images in an appealing composition - Show pride in creative work |
- Select and cut out images related to Netball
-Arrange images on a stiff surface -Stick images using adhesive -Add titles or captions if necessary |
How can we arrange images to create an effective montage?
|
KLB Visionary Creative Arts, pg. 32 Cut-out images, adhesive, stiff paper
KLB Visionary Creative Arts, pg. 32 Display area |
Observation Project work Display and critique
|
|
| 5 | 4 |
Creating and Execution
|
Netball - Application in school
Netball - Community service |
By the end of the
lesson, the learner
should be able to:
- Identify ways to apply artistic skills in school - Create decorations for school spaces - Show willingness to contribute to school environment |
- Discuss ways to apply art skills in school
-Plan decorations for classroom or office -Create simple decorations using learned techniques -Display decorations in appropriate spaces |
How can we use our art skills to improve our school environment?
|
KLB Visionary Creative Arts Art materials
KLB Visionary Creative Arts Poster materials |
Observation Project work Display
|
|
| 5 | 5 |
Creating and Execution
|
Netball - Assessment
Rhythm and Pattern Making - French rhythm names |
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of Netball skills - Show skills in colour mixing and painting - Value the learning journey in this substrand |
- Complete assessment activities on Netball skills
-Demonstrate colour mixing and painting skills -Perform Netball skills for assessment -Reflect on learning journey |
What have we learned about Netball, colour and painting?
|
KLB Visionary Creative Arts Assessment tools
KLB Visionary Creative Arts, pg. 36 Audio recordings of rhythmic patterns |
Observation Written test Performance test
|
|
| 5 | 6 |
Creating and Execution
|
Rhythm and Pattern Making - Pulse and rhythm
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between pulse and rhythm - Maintain a steady pulse while clapping rhythms - Show consistency in maintaining pulse |
- Clap/tap the pulse of the clock and heartbeat
-Associate pulse with the crotchet (taa) -Maintain a steady pulse while clapping different rhythms -Practice tapping pulse with foot while clapping rhythms |
How are rhythms applied in daily life?
|
KLB Visionary Creative Arts, pg. 36 Audio recordings with clear rhythms
|
Observation Practical assessment Peer evaluation
|
|
| 6 | 1 |
Creating and Execution
|
Rhythm and Pattern Making - Identifying notes in songs
Rhythm and Pattern Making - Note values and rests |
By the end of the
lesson, the learner
should be able to:
- Identify crotchets and quavers in familiar songs - Clap the rhythm while reciting French rhythm names - Show accuracy in rhythm identification |
- Listen to familiar topical songs
-Identify crotchets and quavers in the songs -Clap the rhythm while reciting French rhythm names -Create visual representations of song rhythms |
How can we identify different note values in songs?
|
KLB Visionary Creative Arts, pg. 36 Audio recordings of familiar songs
KLB Visionary Creative Arts, pg. 37 Charts with note values and rests |
Observation Aural tests Practical assessment
|
|
| 6 | 2 |
Creating and Execution
|
Rhythm and Pattern Making - Letter formation
Rhythm and Pattern Making - Free hand lettering |
By the end of the
lesson, the learner
should be able to:
- Identify parts of letters (ascenders, descenders, body) - Write lowercase letters with correct proportions - Show neatness in writing |
- Identify parts of letters (ascenders, descenders, body)
-Draw guidelines for ascender, body, and descender -Practice writing lowercase letters with correct proportions -Identify which letters have ascenders and descenders |
Why is proper letter formation important?
|
KLB Visionary Creative Arts, pg. 38 Rulers, pencils, paper
KLB Visionary Creative Arts, pg. 38 Lined paper, pencils |
Observation Written work Portfolio
|
|
| 6 | 3 |
Creating and Execution
|
Rhythm and Pattern Making - Writing French rhythm names
Rhythm and Pattern Making - Rhythmic composition techniques |
By the end of the
lesson, the learner
should be able to:
- Write French rhythm names using free hand lettering - Form letters with correct proportions - Value neatness in written work |
- Draw guidelines for writing French rhythm names
-Practice writing 'taa' and 'ta-te' using free hand lettering -Ensure correct proportions of letters -Write rhythmic patterns using French rhythm names |
How can we write rhythmic patterns neatly?
|
KLB Visionary Creative Arts, pg. 39 Rulers, pencils, paper
KLB Visionary Creative Arts, pg. 39 Audio recordings of songs |
Observation Written work Portfolio
|
|
| 6 | 4 |
Creating and Execution
|
Rhythm and Pattern Making - Creating rhythmic patterns
Rhythm and Pattern Making - Dictation of rhythms |
By the end of the
lesson, the learner
should be able to:
- Create original rhythmic patterns - Apply compositional techniques in creating rhythms - Show integrity in creating original work |
- Apply composition techniques to create rhythmic patterns
-Use French rhythm names taa and ta-te -Share created rhythms with peers -Give constructive feedback on rhythms |
How do we create original rhythmic patterns?
|
KLB Visionary Creative Arts, pg. 40 Percussion instruments
KLB Visionary Creative Arts, pg. 41 Percussion instruments |
Observation Creative assessment Peer evaluation
|
|
| 6 | 5 |
Creating and Execution
|
Rhythm and Pattern Making - Block making
Rhythm and Pattern Making - Creating repeat patterns |
By the end of the
lesson, the learner
should be able to:
- Collect materials for making a printing block - Create a block from textured materials - Show creativity in block design |
- Collect materials with varied textures
-Create a block from banana stalk, wood or rubber -Prepare the block for printing -Test the block with a single print |
What materials can be used to make printing blocks?
|
KLB Visionary Creative Arts Textured materials (banana stalk, wood, rubber)
KLB Visionary Creative Arts Printing blocks, water colours, paper |
Observation Project work Practical assessment
|
|
| 6 | 6 |
Creating and Execution
|
Rhythm and Pattern Making - Hands and feet game
Rhythm and Pattern Making - Writing rhythmic patterns |
By the end of the
lesson, the learner
should be able to:
- Create a hands and feet hopscotch game - Associate movements with rhythm names - Show enjoyment in rhythm games |
- Make a playboard with hand and foot patterns
-Match hands and feet to the pictures on the ground -Associate foot steps with 'taa' and hand placements with 'ta-te' -Take turns playing the game |
How can games help us learn about rhythm?
|
KLB Visionary Creative Arts, pg. 43 Paper, materials for game board
KLB Visionary Creative Arts Paper, pencils |
Observation Practical assessment Peer evaluation
|
|
| 7 | 1 |
Creating and Execution
Performance and Display |
Rhythm and Pattern Making - Assessment
Athletics - Sprint starts |
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of rhythmic patterns - Show skills in free hand lettering - Value the learning journey in this substrand |
- Complete assessment activities on rhythmic patterns
-Demonstrate free hand lettering skills -Perform created rhythmic patterns -Reflect on learning journey |
What have we learned about rhythmic patterns and their notation?
|
KLB Visionary Creative Arts Assessment tools
KLB Visionary Creative Arts, pg. 63 Digital devices, open field |
Observation Written test Performance test
|
|
| 7 | 2 |
Performance and Display
|
Athletics - Medium sprint start
Athletics - Elongated sprint start Athletics - Sprinting technique Athletics - Sprint practice |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the medium sprint start technique - Execute proper body alignment in "on your marks" position - Show discipline in following commands |
- Demonstrate the medium sprint start technique
-Practice placing feet and hands in correct position -Execute proper body alignment in starting position -Practice responding to start commands |
How is the medium sprint start executed?
|
KLB Visionary Creative Arts, pg. 64 Open field, starting line markers
KLB Visionary Creative Arts, pg. 65 Open field, starting line markers KLB Visionary Creative Arts, pg. 66 Open field, markers KLB Visionary Creative Arts, pg. 67 Open field, markers, whistle |
Observation Skills test Peer assessment
|
|
| 7 | 3 |
Performance and Display
|
Athletics - Kenya National Anthem
Athletics - Singing the National Anthem Athletics - Kenyan flag Athletics - Sketching the flag |
By the end of the
lesson, the learner
should be able to:
- Read through the words of the Kenya National Anthem - Explain the meaning and message of the Anthem - Show respect when singing the National Anthem |
- Read through the words of the Kenya National Anthem
-Discuss the meaning and message of the Anthem -Learn proper etiquette when singing the Anthem -Relate the Anthem to national unity and patriotism |
Why is the Kenya National Anthem performed during an athletic event?
|
KLB Visionary Creative Arts Printed lyrics of the National Anthem
KLB Visionary Creative Arts Audio recording of the National Anthem KLB Visionary Creative Arts, pg. 68 Digital devices, images of the Kenyan flag KLB Visionary Creative Arts, pg. 69 Drawing paper, pencils, rulers |
Observation Oral questions Written assignment
|
|
| 7 | 4 |
Performance and Display
|
Athletics - Painting the flag
|
By the end of the
lesson, the learner
should be able to:
- Paint the Kenyan flag using correct colours - Apply paint neatly within outlined areas - Show pride in creating national symbols |
- Paint the white stripes and white sections first
-Apply red, green, and black colours in correct areas -Ensure neat application within outlined areas -Allow paint to dry between colours |
How can we accurately paint the Kenyan flag?
|
KLB Visionary Creative Arts, pg. 70 Paint, brushes, painted sketch of flag
|
Observation Project work Peer assessment
|
|
| 7 | 5 |
Performance and Display
|
Athletics - Making a flag handle
Athletics - Sprint competition |
By the end of the
lesson, the learner
should be able to:
- Identify suitable materials for a flag handle - Attach the flag to a handle securely - Show craftsmanship in construction |
- Select suitable materials for a flag handle
-Prepare the handle for attaching the flag -Attach the flag securely to the handle -Test the durability of the attachment |
How can we attach a flag to a handle securely?
|
KLB Visionary Creative Arts, pg. 71 Materials for handle, painted flag
KLB Visionary Creative Arts, pg. 71 Open field, markers, flags |
Observation Project work Practical assessment
|
|
| 7 | 6 |
Performance and Display
|
Athletics - Sprint relay
Athletics - Standing long jump |
By the end of the
lesson, the learner
should be able to:
- Explain the technique for baton exchange - Demonstrate proper baton exchange - Show teamwork during relay practice |
- Demonstrate proper baton exchange technique
-Practice baton exchange in pairs -Form relay teams for practice -Discuss the importance of teamwork in relays |
How does teamwork affect relay performance?
|
KLB Visionary Creative Arts Open field, batons or substitute items
KLB Visionary Creative Arts Open field, measuring tape, markers |
Observation Skills test Group assessment
|
|
| 8 |
Assessment and mid-term one break |
||||||||
| 9 | 1 |
Performance and Display
|
Athletics - Running long jump
Athletics - Ball throw |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the running long jump technique - Coordinate the approach run with takeoff - Show perseverance in mastering the skill |
- Demonstrate the running long jump technique
-Practice approach run with consistent strides -Focus on powerful takeoff and controlled landing -Measure and record jump distances |
How does the approach run affect jump performance?
|
KLB Visionary Creative Arts Open field, measuring tape, markers
KLB Visionary Creative Arts Open field, small balls, measuring tape |
Observation Skills test Performance assessment
|
|
| 9 | 2 |
Performance and Display
|
Athletics - Athletics games
Athletics - Analysis of performance |
By the end of the
lesson, the learner
should be able to:
- Participate in various athletics games - Apply learned techniques in games - Show enjoyment in athletic activities |
- Organize simple athletics games
-Apply learned techniques in game situations -Rotate through different activities -Emphasize fun and participation |
How can athletics be made enjoyable?
|
KLB Visionary Creative Arts Open field, various equipment
KLB Visionary Creative Arts Digital recording devices |
Observation Performance assessment Self-assessment
|
|
| 9 | 3 |
Performance and Display
|
Athletics - History of Kenyan athletics
Athletics - Athletics event planning |
By the end of the
lesson, the learner
should be able to:
- Identify famous Kenyan athletes - Describe Kenya's achievements in athletics - Show pride in Kenya's athletic heritage |
- Research famous Kenyan athletes
-Discuss Kenya's achievements in athletics -Create profiles of notable athletes -Relate athletics to national pride |
Why is Kenya known for its athletes?
|
KLB Visionary Creative Arts Resource materials, digital devices
KLB Visionary Creative Arts Planning materials |
Observation Oral presentation Written assignment
|
|
| 9 | 4 |
Performance and Display
|
Athletics - Cultural significance
Athletics - Assessment |
By the end of the
lesson, the learner
should be able to:
- Explain the cultural significance of athletics - Relate athletics to traditional activities - Value cultural heritage |
- Discuss the cultural significance of athletics
-Relate athletics to traditional activities -Research athletics in different cultures -Create presentations on findings |
How is athletics connected to culture?
|
KLB Visionary Creative Arts Resource materials, digital devices
KLB Visionary Creative Arts Assessment tools |
Observation Oral presentation Written assignment
|
|
| 9 | 5 |
Performance and Display
|
Gymnastics - Introduction
|
By the end of the
lesson, the learner
should be able to:
- Explain what gymnastics is - Identify different gymnastics activities - Show interest in gymnastics |
- Watch videos or demonstrations of gymnastics activities
-Discuss what gymnastics involves -Identify different types of gymnastics activities -Discuss the importance of safety in gymnastics |
How does performance of rolls and balances enhance gymnastics?
|
KLB Visionary Creative Arts, pg. 74 Digital devices, images of gymnastics
|
Observation Oral questions Written assignments
|
|
| 9 | 6 |
Performance and Display
|
Gymnastics - Warm-up activities
Gymnastics - Patriotic songs for warm-up |
By the end of the
lesson, the learner
should be able to:
- Perform appropriate warm-up exercises for gymnastics - Explain the importance of warming up - Show responsibility in preparing for activity |
- Demonstrate appropriate warm-up exercises
-Practice warm-up routines in groups -Discuss the importance of warming up -Learn simple stretching exercises |
Why is warming up important before gymnastics?
|
KLB Visionary Creative Arts Open space, mats
KLB Visionary Creative Arts Audio recordings of patriotic songs |
Observation Practical assessment Oral questions
|
|
| 10 | 1 |
Performance and Display
|
Gymnastics - Crab balance
Gymnastics - Crab balance technique |
By the end of the
lesson, the learner
should be able to:
- Explain the crab balance technique - Identify body parts used in the crab balance - Show interest in learning the skill |
- Observe demonstrations of the crab balance
-Identify body parts used in the crab balance -Discuss the progression of the skill -Identify safety considerations |
What are the key components of a crab balance?
|
KLB Visionary Creative Arts, pg. 74 Mats, open space
KLB Visionary Creative Arts, pg. 75 Mats, open space |
Observation Oral questions Written assignments
|
|
| 10 | 2 |
Performance and Display
|
Gymnastics - Crab balance practice
Gymnastics - Head balance |
By the end of the
lesson, the learner
should be able to:
- Practice the crab balance with proper technique - Maintain stability in the balance position - Show determination in mastering the skill |
- Review the progression for crab balance
-Practice the skill with focus on stability -Work in pairs to provide feedback -Practice maintaining the balance for increasing durations |
How can we improve our crab balance technique?
|
KLB Visionary Creative Arts, pg. 76 Mats, open space
KLB Visionary Creative Arts Mats, open space |
Observation Skills test Peer assessment
|
|
| 10 | 3 |
Performance and Display
|
Gymnastics - Head balance technique
Gymnastics - Side roll |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the head balance technique - Execute the progression steps correctly - Show body control during the balance |
- Demonstrate the starting position for head balance
-Practice supporting weight on the head and hands -Focus on maintaining a stable tripod position -Practice controlling the legs in the balance |
What are the key points for a successful head balance?
|
KLB Visionary Creative Arts Mats, open space
KLB Visionary Creative Arts, pg. 77 Mats, open space |
Observation Skills test Peer assessment
|
|
| 10 | 4 |
Performance and Display
|
Gymnastics - Side roll technique
Gymnastics - Side roll practice |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the side roll technique - Execute the progression steps correctly - Show body control during the roll |
- Demonstrate the starting position for side roll
-Practice the rolling phase with proper technique -Focus on maintaining body alignment -Practice completing the roll with proper finish |
What are the key points for a successful side roll?
|
KLB Visionary Creative Arts, pg. 77 Mats, open space
KLB Visionary Creative Arts, pg. 78 Mats, open space |
Observation Skills test Peer assessment
|
|
| 10 | 5 |
Performance and Display
|
Gymnastics - Backward roll
Gymnastics - Backward roll technique |
By the end of the
lesson, the learner
should be able to:
- Explain the backward roll technique - Identify body parts used in the backward roll - Show interest in learning the skill |
- Observe demonstrations of the backward roll
-Identify body parts used in the backward roll -Discuss the progression of the skill -Identify safety considerations |
What is the correct technique for a backward roll?
|
KLB Visionary Creative Arts Mats, open space
|
Observation Oral questions Written assignments
|
|
| 10 | 6 |
Performance and Display
|
Gymnastics - Combining skills
|
By the end of the
lesson, the learner
should be able to:
- Combine two or more gymnastics skills - Transition smoothly between skills - Show creativity in skill combinations |
- Demonstrate combinations of learned skills
-Practice transitioning between skills -Create short sequences of 2-3 skills -Present sequences to peers |
How can we create smooth transitions between gymnastics skills?
|
KLB Visionary Creative Arts Mats, open space
|
Observation Performance assessment Peer evaluation
|
|
| 11 | 1 |
Performance and Display
|
Gymnastics - Percussion accompaniment
Gymnastics - Rhythmic patterns |
By the end of the
lesson, the learner
should be able to:
- Play rhythmic percussion instruments to accompany gymnastics - Match rhythm to movement - Show creativity in musical accompaniment |
- Select appropriate percussion instruments
-Create simple rhythms to accompany movements -Practice playing instruments in time with gymnastics -Perform gymnastics with percussion accompaniment |
How does music enhance gymnastics performance?
|
KLB Visionary Creative Arts Percussion instruments, mats
KLB Visionary Creative Arts Mats, percussion instruments |
Observation Performance assessment Peer evaluation
|
|
| 11 | 2 |
Performance and Display
|
Gymnastics - Photography
Gymnastics - Photo portfolio |
By the end of the
lesson, the learner
should be able to:
- Use digital devices to photograph gymnastics - Focus on the center of interest - Show aesthetic awareness in photography |
- Learn basic photography techniques
-Use digital devices to photograph gymnastics performances -Focus on capturing the center of interest -Review and select best photographs |
Why is the center of interest important in photography?
|
KLB Visionary Creative Arts Digital devices, mats
KLB Visionary Creative Arts Digital devices, photograph printouts |
Observation Project work Photo critique
|
|
| 11 | 3 |
Performance and Display
|
Gymnastics - Gymnastic games
Gymnastics - Assessment |
By the end of the
lesson, the learner
should be able to:
- Participate in gymnastics-themed games - Apply learned skills in game situations - Show enjoyment in gymnastic activities |
- Learn simple gymnastics-themed games
-Apply learned skills in game situations -Rotate through different activities -Emphasize fun and participation |
How can gymnastics be made enjoyable through games?
|
KLB Visionary Creative Arts Mats, various equipment
KLB Visionary Creative Arts Assessment tools |
Observation Performance assessment Self-assessment
|
|
| 11 | 4 |
Performance and Display
|
Descant Recorder - Introduction
Descant Recorder - Parts |
By the end of the
lesson, the learner
should be able to:
- Identify the descant recorder as a musical instrument - Explain how the descant recorder is played - Show interest in learning the instrument |
- Observe the descant recorder
-Discuss how the instrument is played -Listen to recorder music -Discuss the role of wind instruments in music |
How can a good tone be produced on the descant recorder?
|
KLB Visionary Creative Arts, pg. 96 Descant recorders, audio recordings
KLB Visionary Creative Arts, pg. 97 Descant recorders, diagrams |
Observation Oral questions Written assignments
|
|
| 11 | 5 |
Performance and Display
|
Descant Recorder - Assembly
Descant Recorder - Care and maintenance |
By the end of the
lesson, the learner
should be able to:
- Assemble the descant recorder correctly - Disassemble the recorder properly - Show care in handling the instrument |
- Demonstrate correct assembly of the recorder
-Practice assembling and disassembling the recorder -Discuss proper handling of the instrument -Learn to hold the recorder correctly |
How is a descant recorder assembled correctly?
|
KLB Visionary Creative Arts, pg. 97 Descant recorders
KLB Visionary Creative Arts, pg. 98 Descant recorders, cleaning materials |
Observation Practical assessment Peer evaluation
|
|
| 11 | 6 |
Performance and Display
|
Descant Recorder - Holding position
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate correct holding position - Maintain proper posture while holding - Show discipline in following instructions |
- Demonstrate correct holding position
-Practice proper hand placement -Maintain correct posture -Check holding positions in pairs |
What is the correct way to hold a descant recorder?
|
KLB Visionary Creative Arts, pg. 99 Descant recorders
|
Observation Practical assessment Peer evaluation
|
|
| 12 | 1 |
Performance and Display
|
Descant Recorder - Blowing technique
Descant Recorder - Note B |
By the end of the
lesson, the learner
should be able to:
- Demonstrate correct blowing technique - Produce a clear tone on the recorder - Show persistence in developing technique |
- Demonstrate correct mouth position
-Practice gentle blowing technique -Focus on producing a clear tone -Avoid common errors in blowing |
How is a good tone produced on the recorder?
|
KLB Visionary Creative Arts, pg. 100 Descant recorders
KLB Visionary Creative Arts, pg. 102 Descant recorders, fingering charts |
Observation Practical assessment Self-assessment
|
|
| 12 | 2 |
Performance and Display
|
Descant Recorder - Note A
Descant Recorder - Note G |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the fingering for note A - Produce a clear A note on the recorder - Show patience in mastering the note |
- Demonstrate fingering for note A
-Practice covering the correct holes -Produce a clear A note -Play repeated A notes to develop consistency |
What is the correct fingering for note A?
|
KLB Visionary Creative Arts, pg. 102 Descant recorders, fingering charts
KLB Visionary Creative Arts, pg. 103 Descant recorders, fingering charts |
Observation Practical assessment Performance
|
|
| 12 | 3 |
Performance and Display
|
Descant Recorder - Combining notes B-A
Descant Recorder - Combining notes B-A-G |
By the end of the
lesson, the learner
should be able to:
- Play combinations of notes B and A - Transition smoothly between notes - Show perseverance in practice |
- Review fingerings for B and A
-Practice transitioning between the notes -Play simple patterns using B and A -Focus on smooth finger movements |
How can we transition smoothly between notes?
|
KLB Visionary Creative Arts, pg. 103 Descant recorders, simple music
KLB Visionary Creative Arts, pg. 104 Descant recorders, simple music |
Observation Practical assessment Performance
|
|
| 12 | 4 |
Performance and Display
|
Descant Recorder - Simple melodies
Descant Recorder - Materials for case |
By the end of the
lesson, the learner
should be able to:
- Play simple melodies using notes B, A, and G - Maintain steady rhythm while playing - Show pride in musical achievement |
- Learn simple melodies using B, A, and G
-Practice playing with steady rhythm -Focus on clear tone production -Perform melodies for peers |
How do we interpret simple melodies on the recorder?
|
KLB Visionary Creative Arts, pg. 104 Descant recorders, simple music
KLB Visionary Creative Arts, pg. 105 Fabric, leather, yarn, needles, thread |
Observation Performance assessment Peer evaluation
|
|
| 12 | 5 |
Performance and Display
|
Descant Recorder - Making a case
Descant Recorder - Decorating the case |
By the end of the
lesson, the learner
should be able to:
- Make a case using collected materials - Apply appropriate construction techniques - Show craftsmanship in case making |
- Demonstrate techniques for case construction
-Stitch fabric or crochet yarn for the case -Ensure appropriate size for the recorder -Add closures or fasteners as needed |
How is a recorder case constructed?
|
KLB Visionary Creative Arts, pg. 105 Case-making materials, tools
KLB Visionary Creative Arts, pg. 105 Decorative materials, adhesives |
Observation Project work Practical assessment
|
|
| 12 | 6 |
Performance and Display
|
Descant Recorder - Group practice
Descant Recorder - Performance preparation Descant Recorder - Assessment |
By the end of the
lesson, the learner
should be able to:
- Play simple melodies in a group - Maintain ensemble coordination - Show cooperation in group music-making |
- Practice playing melodies in unison
-Focus on starting and stopping together -Listen to balance within the group -Perform as an ensemble for peers |
How does playing in a group differ from playing alone?
|
KLB Visionary Creative Arts Descant recorders, simple music
KLB Visionary Creative Arts Descant recorders, performance music KLB Visionary Creative Arts Assessment tools |
Observation Performance assessment Group evaluation
|
|
| 13 |
REVISION and end term assessment |
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