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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Foundation of Creative Arts and sports
|
Components of Creative Arts and Sports - Physical Fitness
|
By the end of the
lesson, the learner
should be able to:
-Define the components of physical fitness -Outline the components of physical fitness -Discuss the components of physical fitness -Recognize the components of physical fitness |
In groups or pairs, learners are guided to:
-Brainstorm the components of physical fitness -Search the Internet or print resources for information on power and reaction as components of fitness -Explain the components of fitness |
What are the components of physical fitness?
|
hummimg bird pg. 10
-Video clips -Digital devices |
- Practical activity
-Assessment rubrics
-Checklist
-Oral questions
|
|
| 1 | 2 |
Foundation of Creative Arts and sports
|
Components of Creative Arts and Sports - Physical Fitness
|
By the end of the
lesson, the learner
should be able to:
-Define the components of physical fitness -Outline the components of physical fitness -Discuss the components of physical fitness -Recognize the components of physical fitness |
In groups or pairs, learners are guided to:
-Brainstorm the components of physical fitness -Search the Internet or print resources for information on power and reaction as components of fitness -Explain the components of fitness |
What are the components of physical fitness?
|
hummimg bird pg. 10
-Video clips -Digital devices |
- Practical activity
-Assessment rubrics
-Checklist
-Oral questions
|
|
| 1 | 3 |
Foundation of Creative Arts and sports
|
Components of Creative Arts and Sports - Physical Fitness
|
By the end of the
lesson, the learner
should be able to:
-Perform activities demonstrating the components of fitness -Observe actual or virtual activities on performance activities demonstrating fitness -Enjoy performing the activities |
In groups or pairs, learners are guided to:
-Demonstrate fitness exercise -Practice activities that enhance power and reaction time |
How do you perform activities demonstrating the components of fitness?
|
humming bird pg. 12
-Digital devices -Lesson notes |
- Assessment rubrics
-Checklist
-Oral questions
|
|
| 2 | 1 |
Creating And Performing
|
Athletics and Mosaic - Triple Jump
|
By the end of the
lesson, the learner
should be able to:
-Describe the phases in Triple jump -Identify the facility for Triple jump -Describe how Triple jump is similar to Long jump -Appreciate Triple jump as a field event |
In groups, learners are guided to:
-Observe a live or virtual performance of Triple jump to identify the phases -Discuss the execution of the skills -Analyze the photos of Triple jump facilities -Compare Triple jump and Long jump facilities |
What are the phases in Triple jump?
|
humming bird pg. 54
-Digital devices -Video clips -Open field |
- Oral questions
-Written questions
-Observation
|
|
| 2 | 2 |
Creating And Performing
|
Athletics and Mosaic - Triple Jump
|
By the end of the
lesson, the learner
should be able to:
-Describe the phases in Triple jump -Identify the facility for Triple jump -Describe how Triple jump is similar to Long jump -Appreciate Triple jump as a field event |
In groups, learners are guided to:
-Observe a live or virtual performance of Triple jump to identify the phases -Discuss the execution of the skills -Analyze the photos of Triple jump facilities -Compare Triple jump and Long jump facilities |
What are the phases in Triple jump?
|
humming bird pg. 54
-Digital devices -Video clips -Open field |
- Oral questions
-Written questions
-Observation
|
|
| 2 | 3 |
Creating And Performing
|
Athletics - Approach and Take-off
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate the approach phase in Triple jump -Execute proper take-off technique -Maintain proper body position -Value correct technique in athletics |
In groups, learners are guided to:
-Practice running along the runway in long strides -Demonstrate proper alignment and upright posture -Practice taking off horizontally with speed -Provide feedback to peers on technique |
How do you execute the approach and take-off phases of Triple jump correctly?
|
humming bird pg. 55
-Open field -Cones -Markers -Digital resources |
- Practical activity
-Assessment rubrics
-Observation
-Peer feedback
|
|
| 3 | 1 |
Creating And Performing
|
Athletics - Hop and Step
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate the hop phase in Triple jump -Execute proper step technique -Maintain balance and momentum -Value sequential execution of phases |
In groups, learners are guided to:
-Practice hopping with one leg from take-off -Execute cycling movement midair -Land on the same foot used for take-off -Practice stepping with power after hop |
What techniques help maintain momentum through the hop and step phases?
|
humming bird pg. 56
-Open field -Markers -Digital resources -Video clips |
- Practical activity
-Assessment rubrics
-Observation
-Peer feedback
|
|
| 3 | 2 |
Creating And Performing
|
Athletics - Hop and Step
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate the hop phase in Triple jump -Execute proper step technique -Maintain balance and momentum -Value sequential execution of phases |
In groups, learners are guided to:
-Practice hopping with one leg from take-off -Execute cycling movement midair -Land on the same foot used for take-off -Practice stepping with power after hop |
What techniques help maintain momentum through the hop and step phases?
|
humming bird pg. 56
-Open field -Markers -Digital resources -Video clips |
- Practical activity
-Assessment rubrics
-Observation
-Peer feedback
|
|
| 3 | 3 |
Creating And Performing
|
Athletics - Hop and Step
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate the hop phase in Triple jump -Execute proper step technique -Maintain balance and momentum -Value sequential execution of phases |
In groups, learners are guided to:
-Practice hopping with one leg from take-off -Execute cycling movement midair -Land on the same foot used for take-off -Practice stepping with power after hop |
What techniques help maintain momentum through the hop and step phases?
|
humming bird pg. 56
-Open field -Markers -Digital resources -Video clips |
- Practical activity
-Assessment rubrics
-Observation
-Peer feedback
|
|
| 4 | 1 |
Creating And Performing
|
Athletics - Jump and Landing
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate the jump phase in Triple jump -Execute proper landing technique -Complete the full Triple jump sequence -Value proper technique and safety |
In groups, learners are guided to:
-Practice jumping from the opposite leg -Propel forward for maximum distance -Bring both legs together for landing -Practice the complete sequence (hop-step-jump) |
How can you maximize distance in the jump phase while maintaining control for landing?
|
humming bird pg. 56
-Sand pit -Open field -Markers -Digital resources |
- Practical activity
-Assessment rubrics
-Observation
-Peer feedback
|
|
| 4 | 2 |
Creating And Performing
|
Athletics - Jump and Landing
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate the jump phase in Triple jump -Execute proper landing technique -Complete the full Triple jump sequence -Value proper technique and safety |
In groups, learners are guided to:
-Practice jumping from the opposite leg -Propel forward for maximum distance -Bring both legs together for landing -Practice the complete sequence (hop-step-jump) |
How can you maximize distance in the jump phase while maintaining control for landing?
|
humming bird pg. 56
-Sand pit -Open field -Markers -Digital resources |
- Practical activity
-Assessment rubrics
-Observation
-Peer feedback
|
|
| 4 | 3 |
Creating And Performing
|
Athletics - Complete Triple Jump
|
By the end of the
lesson, the learner
should be able to:
-Perform Triple jump for skill acquisition -Integrate all phases of Triple jump -Execute with proper timing and coordination -Acknowledge own and others' efforts in performing |
In groups, learners are guided to:
-Mark a take-off line on the ground -Line up and practice complete Triple jump sequence -Take turns performing the full technique -Provide constructive feedback to peers |
How does proper sequencing of phases affect overall Triple jump performance?
|
- MENTOR pg. 57
-Open field -Sand pit -Markers -Digital recording devices |
- Complete performance assessment
-Observation
-Peer feedback
-Video analysis
|
|
| 5 | 1 |
Creating And Performing
|
Athletics - Long Distance Running
|
By the end of the
lesson, the learner
should be able to:
-Identify long distance races in athletics -Describe techniques used in long distance running -Recognize the importance of long distance running -Value Kenya's achievements in long distance |
In groups, learners are guided to:
-Discuss categories of long distance races -Research famous Kenyan long distance runners -Identify benefits of long distance running -Discuss Kenya's global standing in long distance |
How has long distance running benefitted Kenya?
|
- MENTOR pg. 58
-Digital resources -Textbooks -Pictures of famous runners -Videos of races |
- Oral discussions
-Written work
-Research presentations
-Group projects
|
|
| 5 | 2 |
Creating And Performing
|
Athletics - Long Distance Running
|
By the end of the
lesson, the learner
should be able to:
-Identify long distance races in athletics -Describe techniques used in long distance running -Recognize the importance of long distance running -Value Kenya's achievements in long distance |
In groups, learners are guided to:
-Discuss categories of long distance races -Research famous Kenyan long distance runners -Identify benefits of long distance running -Discuss Kenya's global standing in long distance |
How has long distance running benefitted Kenya?
|
- MENTOR pg. 58
-Digital resources -Textbooks -Pictures of famous runners -Videos of races |
- Oral discussions
-Written work
-Research presentations
-Group projects
|
|
| 5 | 3 |
Creating And Performing
|
Athletics and Mosaic - Starting Technique
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate proper starting position -Execute proper body positioning -Apply correct foot placement -Value good foundation for running |
In groups, learners are guided to:
-Practice proper starting position -Position feet correctly behind the starting line -Bend knees slightly and lean forward -Practice starting on command |
How does proper starting technique affect long distance performance?
|
- MENTOR pg. 58
-Running track -Markers -Stopwatch -Digital resources |
- Practical activity
-Assessment rubrics
-Observation
-Peer feedback
|
|
| 6 | 1 |
Creating And Performing
|
Athletics and Mosaic - Arm Action and Stride
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate proper arm action in running -Maintain consistent stride length -Coordinate arm and leg movements -Value efficient technique for endurance |
In groups, learners are guided to:
-Practice proper arm swing (hip to chest) -Maintain upright shoulders -Develop consistent stride pattern -Coordinate arm action with leg movement |
How do arm action and stride work together in long distance running?
|
- MENTOR pg. 58
-Running track -Markers -Stopwatch -Digital resources |
- Practical activity
-Assessment rubrics
-Observation
-Peer feedback
|
|
| 6 | 2 |
Creating And Performing
|
Athletics and Mosaic - Arm Action and Stride
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate proper arm action in running -Maintain consistent stride length -Coordinate arm and leg movements -Value efficient technique for endurance |
In groups, learners are guided to:
-Practice proper arm swing (hip to chest) -Maintain upright shoulders -Develop consistent stride pattern -Coordinate arm action with leg movement |
How do arm action and stride work together in long distance running?
|
- MENTOR pg. 58
-Running track -Markers -Stopwatch -Digital resources |
- Practical activity
-Assessment rubrics
-Observation
-Peer feedback
|
|
| 6 | 3 |
Creating And Performing
|
Athletics and Mosaic - Arm Action and Stride
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate proper arm action in running -Maintain consistent stride length -Coordinate arm and leg movements -Value efficient technique for endurance |
In groups, learners are guided to:
-Practice proper arm swing (hip to chest) -Maintain upright shoulders -Develop consistent stride pattern -Coordinate arm action with leg movement |
How do arm action and stride work together in long distance running?
|
- MENTOR pg. 58
-Running track -Markers -Stopwatch -Digital resources |
- Practical activity
-Assessment rubrics
-Observation
-Peer feedback
|
|
| 7 | 1 |
Creating And Performing
|
Athletics and Mosaic - Pacing and Breathing
|
By the end of the
lesson, the learner
should be able to:
-Maintain consistent pacing in running -Apply proper breathing techniques -Regulate energy expenditure -Value energy conservation strategies |
In groups, learners are guided to:
-Practice maintaining consistent pace -Develop rhythmic breathing techniques -Keep the body relaxed while running -Discuss strategies for energy conservation |
Why is proper pacing crucial in long distance running?
|
- MENTOR pg. 59
-Running track -Stopwatch -Digital resources -Training plans |
- Practical activity
-Assessment rubrics
-Observation
-Training log review
|
|
| 7 | 2 |
Creating And Performing
|
Athletics and Mosaic - Pacing and Breathing
|
By the end of the
lesson, the learner
should be able to:
-Maintain consistent pacing in running -Apply proper breathing techniques -Regulate energy expenditure -Value energy conservation strategies |
In groups, learners are guided to:
-Practice maintaining consistent pace -Develop rhythmic breathing techniques -Keep the body relaxed while running -Discuss strategies for energy conservation |
Why is proper pacing crucial in long distance running?
|
- MENTOR pg. 59
-Running track -Stopwatch -Digital resources -Training plans |
- Practical activity
-Assessment rubrics
-Observation
-Training log review
|
|
| 7 | 3 |
Creating And Performing
|
Athletics and Mosaic - Practice Run
|
By the end of the
lesson, the learner
should be able to:
-Perform techniques for long distance running -Apply all learned techniques in practice -Demonstrate proper recovery -Value discipline in running |
In groups, learners are guided to:
-Carry out warm-up activities -Practice long distance running techniques -Implement proper finishing technique -Perform cool-down and recovery activities |
How can all techniques be integrated for effective long distance running?
|
- MENTOR pg. 59
-Running track -Stopwatch -Water -First aid kit |
- Complete performance assessment
-Observation
-Self-evaluation
-Recovery assessment
|
|
| 8 | 1 |
Creating And Performing
|
Rugby - Different Passes
|
By the end of the
lesson, the learner
should be able to:
-Distinguish passes in Rugby -Identify the spin, pop and basic passes -Describe the execution of the passes -Appreciate passing as a fundamental skill in Rugby |
In groups, learners are guided to:
-Watch a live or virtual Rugby game to identify passes -Discuss how the passes are executed -Research using digital devices on different passes in Rugby |
What are the best ways to advance a ball in a game of Rugby?
|
- MENTOR pg. 84
-Digital resources -Rugby balls -Playing field -Video clips |
- Observation
-Oral questions
-Practical activity
|
|
| 8 | 2 |
Creating And Performing
|
Rugby - Different Passes
|
By the end of the
lesson, the learner
should be able to:
-Distinguish passes in Rugby -Identify the spin, pop and basic passes -Describe the execution of the passes -Appreciate passing as a fundamental skill in Rugby |
In groups, learners are guided to:
-Watch a live or virtual Rugby game to identify passes -Discuss how the passes are executed -Research using digital devices on different passes in Rugby |
What are the best ways to advance a ball in a game of Rugby?
|
- MENTOR pg. 84
-Digital resources -Rugby balls -Playing field -Video clips |
- Observation
-Oral questions
-Practical activity
|
|
| 8 | 3 |
Creating And Performing
|
Rugby - Basic Pass
|
By the end of the
lesson, the learner
should be able to:
-Describe the basic pass in Rugby -Demonstrate proper technique for basic pass -Execute passes accurately -Value fundamentals in sports |
In groups, learners are guided to:
-Study the technique for basic pass -Practice holding the Rugby ball with both hands -Execute the basic pass focusing on proper technique -Give feedback to peers on passing technique |
What makes the basic pass effective in Rugby?
|
- MENTOR pg. 85
-Rugby balls -Playing field -Digital resources -Video clips |
- Practical activity
-Technical assessment
-Peer evaluation
-Observation
|
|
| 9 | 1 |
Creating And Performing
|
Rugby - Spin Pass
|
By the end of the
lesson, the learner
should be able to:
-Describe the spin pass in Rugby -Demonstrate proper technique for spin pass -Execute passes with proper spin -Value specialized skills in sports |
In groups, learners are guided to:
-Study the technique for spin pass -Practice holding the ball with thumb on one side, fingers on other -Execute the flicking motion for proper spin -Practice the spin pass with partners |
How does the spin action improve pass effectiveness in Rugby?
|
- MENTOR pg. 86
-Rugby balls -Playing field -Digital resources -Video demonstrations |
- Practical activity
-Technical assessment
-Peer evaluation
-Observation
|
|
| 9 | 2 |
Creating And Performing
|
Rugby - Spin Pass
|
By the end of the
lesson, the learner
should be able to:
-Describe the spin pass in Rugby -Demonstrate proper technique for spin pass -Execute passes with proper spin -Value specialized skills in sports |
In groups, learners are guided to:
-Study the technique for spin pass -Practice holding the ball with thumb on one side, fingers on other -Execute the flicking motion for proper spin -Practice the spin pass with partners |
How does the spin action improve pass effectiveness in Rugby?
|
- MENTOR pg. 86
-Rugby balls -Playing field -Digital resources -Video demonstrations |
- Practical activity
-Technical assessment
-Peer evaluation
-Observation
|
|
| 9 | 3 |
Creating And Performing
|
Rugby - Spin Pass
|
By the end of the
lesson, the learner
should be able to:
-Describe the spin pass in Rugby -Demonstrate proper technique for spin pass -Execute passes with proper spin -Value specialized skills in sports |
In groups, learners are guided to:
-Study the technique for spin pass -Practice holding the ball with thumb on one side, fingers on other -Execute the flicking motion for proper spin -Practice the spin pass with partners |
How does the spin action improve pass effectiveness in Rugby?
|
- MENTOR pg. 86
-Rugby balls -Playing field -Digital resources -Video demonstrations |
- Practical activity
-Technical assessment
-Peer evaluation
-Observation
|
|
| 10 | 1 |
Creating And Performing
|
Rugby - Pop Pass
|
By the end of the
lesson, the learner
should be able to:
-Describe the pop pass in Rugby -Demonstrate proper technique for pop pass -Execute passes with proper timing -Value situational skills in sports |
In groups, learners are guided to:
-Study the technique for pop pass -Practice the short-range passing technique -Execute the pop pass with proper timing -Practice with partners to develop timing |
When is the pop pass most effective in Rugby gameplay?
|
- MENTOR pg. 87
-Rugby balls -Playing field -Digital resources -Video demonstrations |
- Practical activity
-Technical assessment
-Peer evaluation
-Observation
|
|
| 10 | 2 |
Creating And Performing
|
Rugby - Pass Demonstrations
|
By the end of the
lesson, the learner
should be able to:
-Perform passing skills in Rugby -Demonstrate all three pass types -Execute passes with proper technique -Value versatility in sports skills |
In groups, learners are guided to:
-Stand in pairs facing each other -Practice all three passes on command -Focus on proper technique for each pass -Take turns demonstrating each pass type |
How can you distinguish when to use each type of pass?
|
- MENTOR pg. 87
-Rugby balls -Playing field -Digital resources -Visual cue cards |
- Practical demonstration
-Technical assessment
-Response time assessment
-Observation
|
|
| 10 | 3 |
Creating And Performing
|
Rugby - Pass Demonstrations
|
By the end of the
lesson, the learner
should be able to:
-Perform passing skills in Rugby -Demonstrate all three pass types -Execute passes with proper technique -Value versatility in sports skills |
In groups, learners are guided to:
-Stand in pairs facing each other -Practice all three passes on command -Focus on proper technique for each pass -Take turns demonstrating each pass type |
How can you distinguish when to use each type of pass?
|
- MENTOR pg. 87
-Rugby balls -Playing field -Digital resources -Visual cue cards |
- Practical demonstration
-Technical assessment
-Response time assessment
-Observation
|
|
| 11 | 1 |
Creating And Performing
|
Rugby - Group Practice
|
By the end of the
lesson, the learner
should be able to:
-Practice passes in group formations -Apply passes in semi-game situations -Adapt passing based on positioning -Value teamwork in sports |
In groups, learners are guided to:
-Form semi-circles with one learner at front -Practice passing patterns between front player and semi-circle -Rotate positions to practice different angles -Provide feedback on passing accuracy |
How does positioning affect passing technique and decision making?
|
- MENTOR pg. 88
-Rugby balls -Playing field -Markers for positions -Digital resources |
- Group dynamics assessment
-Positional awareness evaluation
-Passing accuracy measurement
-Observation
|
|
| 11 | 2 |
Creating And Performing
|
Rugby - Group Practice
|
By the end of the
lesson, the learner
should be able to:
-Practice passes in group formations -Apply passes in semi-game situations -Adapt passing based on positioning -Value teamwork in sports |
In groups, learners are guided to:
-Form semi-circles with one learner at front -Practice passing patterns between front player and semi-circle -Rotate positions to practice different angles -Provide feedback on passing accuracy |
How does positioning affect passing technique and decision making?
|
- MENTOR pg. 88
-Rugby balls -Playing field -Markers for positions -Digital resources |
- Group dynamics assessment
-Positional awareness evaluation
-Passing accuracy measurement
-Observation
|
|
| 11 | 3 |
Creating And Performing
|
Rugby - Kicking Techniques
|
By the end of the
lesson, the learner
should be able to:
-Identify different kicks in Rugby -Describe the drop and place kick -Understand kick applications -Value diverse skills in sports |
In groups, learners are guided to:
-Watch demonstrations of different kicks -Discuss the technique for drop and place kicks -Identify game situations for each kick type -Research Rugby kicking strategies |
What factors determine kick selection in Rugby?
|
- MENTOR pg. 89
-Rugby balls -Kicking tees -Digital resources -Video demonstrations |
- Oral questions
-Written assessment
-Research presentation
-Class discussion
|
|
| 12 | 1 |
Creating And Performing
|
Rugby - Performing Kicks
|
By the end of the
lesson, the learner
should be able to:
-Perform kick techniques in Rugby -Demonstrate the drop and place kick -Practice kicking skills -Value own and others' efforts in applying kicking skills |
In groups, learners are guided to:
-Demonstrate kicking skills in Rugby -Practice the drop and place kick techniques -Use the skills of kicking in modified games -Observe safety during practice |
When are different kicks used in Rugby?
|
- MENTOR pg. 90
-Rugby balls -Playing field -Kicking tees -Digital resources |
- Practical activity
-Assessment rubrics
-Observation
|
|
| 12 | 2 |
Creating And Performing
|
Rugby - Performing Kicks
|
By the end of the
lesson, the learner
should be able to:
-Perform kick techniques in Rugby -Demonstrate the drop and place kick -Practice kicking skills -Value own and others' efforts in applying kicking skills |
In groups, learners are guided to:
-Demonstrate kicking skills in Rugby -Practice the drop and place kick techniques -Use the skills of kicking in modified games -Observe safety during practice |
When are different kicks used in Rugby?
|
- MENTOR pg. 90
-Rugby balls -Playing field -Kicking tees -Digital resources |
- Practical activity
-Assessment rubrics
-Observation
|
|
| 12 | 3 |
Creating And Performing
|
Rugby - Modified Game
|
By the end of the
lesson, the learner
should be able to:
-Apply passing and kicking in gameplay -Make appropriate skill selections -Demonstrate teamwork and strategy -Value application of skills in competition |
In groups, learners are guided to:
-Participate in modified Rugby games -Apply the skills of passing and kicking -Make strategic decisions during gameplay -Observe the rules of the game and safety |
How do skills practice translate to effective gameplay?
|
- MENTOR pg. 91
-Rugby balls -Playing field -Markers/cones -Safety equipment |
- Game performance assessment
-Strategic decision evaluation
-Teamwork assessment
-Observation
|
|
| 13 | 1 |
Creating And Performing
|
Rugby - Skill Review
|
By the end of the
lesson, the learner
should be able to:
-Evaluate personal skill development -Identify areas for improvement -Demonstrate selected skills for assessment -Value reflective practice in sports |
In groups, learners are guided to:
-Review all Rugby skills learned -Self-assess strengths and weaknesses -Demonstrate skills for peer feedback -Create personal improvement plans |
How can ongoing assessment improve Rugby skills?
|
- MENTOR pg. 92
-Rugby balls -Assessment checklists -Digital recording devices -Playing field |
- Self-assessment
-Peer evaluation
-Practical demonstrations
-Improvement plans
|
|
| 13 | 2 |
Creating And Performing
|
Rugby - Skill Review
|
By the end of the
lesson, the learner
should be able to:
-Evaluate personal skill development -Identify areas for improvement -Demonstrate selected skills for assessment -Value reflective practice in sports |
In groups, learners are guided to:
-Review all Rugby skills learned -Self-assess strengths and weaknesses -Demonstrate skills for peer feedback -Create personal improvement plans |
How can ongoing assessment improve Rugby skills?
|
- MENTOR pg. 92
-Rugby balls -Assessment checklists -Digital recording devices -Playing field |
- Self-assessment
-Peer evaluation
-Practical demonstrations
-Improvement plans
|
|
| 13 | 3 |
Creating And Performing
|
Rugby - Skill Review
|
By the end of the
lesson, the learner
should be able to:
-Evaluate personal skill development -Identify areas for improvement -Demonstrate selected skills for assessment -Value reflective practice in sports |
In groups, learners are guided to:
-Review all Rugby skills learned -Self-assess strengths and weaknesses -Demonstrate skills for peer feedback -Create personal improvement plans |
How can ongoing assessment improve Rugby skills?
|
- MENTOR pg. 92
-Rugby balls -Assessment checklists -Digital recording devices -Playing field |
- Self-assessment
-Peer evaluation
-Practical demonstrations
-Improvement plans
|
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