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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 |
Creating and Execution
|
Melody - Solfa syllables d r m
Melody - Identifying solfa syllables |
By the end of the
lesson, the learner
should be able to:
- Identify solfa syllables d, r, and m in a simple melody - Sing patterns using solfa syllables - Show interest in pitch discrimination |
- Sing familiar songs based on solfa syllables d r m
-Identify the solfa syllables in the songs -Recognize rising and falling of sounds in melodies -Practice singing patterns using d r m |
How can one create interesting melodies?
|
KLB Visionary Creative Arts, pg. 49 Tuned percussion instruments
KLB Visionary Creative Arts, pg. 49 Audio recordings of songs |
Observation Aural tests Practical assessment
|
|
| 1 | 3-4 |
Creating and Execution
|
Melody - Hand signs for solfa syllables
Melody - Practicing hand signs Melody - Writing solfa syllables Melody - Stepwise motion |
By the end of the
lesson, the learner
should be able to:
- Interpret hand signs for the solfa syllables d, r, m - Perform hand signs while singing - Appreciate the use of hand signs in music - Write solfa syllables using free hand lettering - Form letters with correct proportions - Show neatness in written work |
- Watch demonstrations of Kodaly hand signs for d r m
-Practice performing the hand signs for each solfa syllable -Sing simple melodies while using the correct hand signs -Play games using hand signs and singing - Draw guidelines for writing solfa syllables -Practice writing d, r, m using free hand lettering -Ensure correct proportions of letters -Write simple melodies using solfa syllables |
How do hand signs help in learning music?
How can we write solfa syllables neatly? |
KLB Visionary Creative Arts, pg. 50 Charts showing hand signs
KLB Visionary Creative Arts Rulers, pencils, paper KLB Visionary Creative Arts, pg. 51 Audio recordings of melodies |
Observation Performance assessment Peer evaluation
Observation Written work Portfolio |
|
| 1 | 5 |
Creating and Execution
|
Melody - Variation in melodies
Melody - Variation of sound duration |
By the end of the
lesson, the learner
should be able to:
- Explain how variation creates interest in melodies - Compare melodies with and without variation - Value variety in musical compositions |
- Sing melodies with and without variation of solfa syllables
-Discuss how variation creates interest -Identify variation in familiar songs -Create simple variations of given melodies |
How does variation make melodies more interesting?
|
KLB Visionary Creative Arts, pg. 52 Audio recordings of melodies
|
Observation Oral questions Creative assessment
|
|
| 1 | 6 |
Creating and Execution
|
Melody - Starting and ending on d
|
By the end of the
lesson, the learner
should be able to:
- Explain why melodies often start and end on d - Compare melodies that start/end on d with others - Show understanding of melodic structures |
- Sing melodies that start and end on d
-Compare with melodies that start/end on other notes -Discuss the sense of completion when ending on d -Create simple melodies that start and end on d |
Why do melodies often start and end on d?
|
KLB Visionary Creative Arts, pg. 53 Audio recordings of melodies
|
Observation Oral questions Creative assessment
|
|
| 2 | 1 |
Creating and Execution
|
Melody - Creating melodies
Melody - Collecting materials for modelling |
By the end of the
lesson, the learner
should be able to:
- Create short melodies using solfa syllables d, r and m - Apply the qualities of a good melody in composition - Show creativity in melody composition |
- Fill in spaces with solfa syllables to complete melodies
-Create original melodies using d r m -Apply good melodic qualities in composition -Share created melodies with peers |
How do we create interesting melodies?
|
KLB Visionary Creative Arts, pg. 54 Manuscript paper
KLB Visionary Creative Arts, pg. 55 Clay, tools for preparation |
Observation Creative assessment Peer evaluation
|
|
| 2 | 2 |
Creating and Execution
|
Melody - Modelling clay slabs
Melody - Modelling solfa syllables |
By the end of the
lesson, the learner
should be able to:
- Roll clay into flat slabs - Cut rectangular pieces of three different sizes - Show precision in clay work |
- Demonstrate rolling clay into flat slabs
-Use a rolling pin or bottle to flatten clay -Cut rectangular pieces of three different sizes -Prepare slabs for attaching solfa models |
How are clay slabs prepared for modelling?
|
KLB Visionary Creative Arts, pg. 56 Clay, rolling pins, cutting tools
KLB Visionary Creative Arts, pg. 56 Clay, modelling tools |
Observation Project work Practical assessment
|
|
| 2 | 3-4 |
Creating and Execution
|
Melody - Attaching solfa models to slabs
Melody - Drying clay models Melody - Painting clay models Melody - Performance preparation |
By the end of the
lesson, the learner
should be able to:
- Attach modelled solfa syllables to clay slabs - Use scoring and slip techniques for attachment - Show craftsmanship in joining clay pieces - Paint clay models using primary colours - Apply paint evenly and neatly - Show creativity in colour application |
- Scratch areas on slabs for attachment
-Apply clay slip to scratched areas -Attach modelled solfa syllables to slabs -Smooth joints between letters and slabs - Select primary colours for painting -Apply paint evenly to dried clay models -Use appropriate brush techniques -Clean brushes and work area after painting |
How are clay pieces securely attached together?
How can we enhance clay models through painting? |
KLB Visionary Creative Arts, pg. 57 Clay, modelling tools, clay slip
KLB Visionary Creative Arts Clay models, drying racks KLB Visionary Creative Arts Dried clay models, primary colour paints, brushes KLB Visionary Creative Arts Created melodies |
Observation Project work Practical assessment
|
|
| 2 | 5 |
Creating and Execution
Performance and Display |
Melody - Assessment
Athletics - Sprint starts |
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of melody composition - Show skills in clay modelling and painting - Value the learning journey in this substrand |
- Complete assessment activities on melody composition
-Demonstrate solfa syllable identification -Perform created melodies -Display completed clay models |
What have we learned about melody and modelling?
|
KLB Visionary Creative Arts Assessment tools
KLB Visionary Creative Arts, pg. 63 Digital devices, open field |
Observation Written test Performance assessment
|
|
| 2 | 6 |
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
|
|
| 3 | 1 |
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
|
|
| 3 | 2 |
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
|
|
| 3 | 3-4 |
Performance and Display
|
Athletics - Making a flag handle
Athletics - Sprint competition Athletics - Sprint relay Athletics - Standing long jump |
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 - Explain the technique for baton exchange - Demonstrate proper baton exchange - Show teamwork during relay practice |
- 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 - Demonstrate proper baton exchange technique -Practice baton exchange in pairs -Form relay teams for practice -Discuss the importance of teamwork in relays |
How can we attach a flag to a handle securely?
How does teamwork affect relay performance? |
KLB Visionary Creative Arts, pg. 71 Materials for handle, painted flag
KLB Visionary Creative Arts, pg. 71 Open field, markers, flags KLB Visionary Creative Arts Open field, batons or substitute items KLB Visionary Creative Arts Open field, measuring tape, markers |
Observation Project work Practical assessment
Observation Skills test Group assessment |
|
| 3 | 5 |
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
|
|
| 3 | 6 |
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
|
|
| 4 | 1 |
Performance and Display
|
Athletics - History of Kenyan athletics
|
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
|
Observation Oral presentation Written assignment
|
|
| 4 | 2 |
Performance and Display
|
Athletics - Athletics event planning
Athletics - Cultural significance |
By the end of the
lesson, the learner
should be able to:
- Plan a class athletics event - Assign roles and responsibilities - Show leadership in event organization |
- Discuss elements of an athletics event
-Plan a class athletics event -Assign roles and responsibilities -Create a schedule for the event |
How is an athletics event organized?
|
KLB Visionary Creative Arts Planning materials
KLB Visionary Creative Arts Resource materials, digital devices |
Observation Group work Oral presentation
|
|
| 4 | 3-4 |
Performance and Display
|
Athletics - Assessment
Gymnastics - Introduction Gymnastics - Warm-up activities Gymnastics - Patriotic songs for warm-up |
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of athletic techniques - Show skills in sprint starts and running - Value the learning journey in this substrand - Perform appropriate warm-up exercises for gymnastics - Explain the importance of warming up - Show responsibility in preparing for activity |
- Complete assessment activities on athletics techniques
-Demonstrate athletic skills for assessment -Perform the National Anthem and display the flag -Reflect on learning journey - Demonstrate appropriate warm-up exercises -Practice warm-up routines in groups -Discuss the importance of warming up -Learn simple stretching exercises |
What have we learned about athletics, the National Anthem, and the Kenyan flag?
Why is warming up important before gymnastics? |
KLB Visionary Creative Arts Assessment tools
KLB Visionary Creative Arts, pg. 74 Digital devices, images of gymnastics KLB Visionary Creative Arts Open space, mats KLB Visionary Creative Arts Audio recordings of patriotic songs |
Observation Written test Performance assessment
Observation Practical assessment Oral questions |
|
| 4 | 5 |
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
|
|
| 4 | 6 |
Performance and Display
|
Gymnastics - Crab balance practice
|
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
|
Observation Skills test Peer assessment
|
|
| 5 | 1 |
Performance and Display
|
Gymnastics - Head balance
Gymnastics - Head balance technique |
By the end of the
lesson, the learner
should be able to:
- Explain the head balance technique - Identify body parts used in the head balance - Show interest in learning the skill |
- Observe demonstrations of the head balance
-Identify body parts used in the head balance -Discuss the progression of the skill -Identify safety considerations |
What are the key components of a head balance?
|
KLB Visionary Creative Arts Mats, open space
|
Observation Oral questions Written assignments
|
|
| 5 | 2 |
Performance and Display
|
Gymnastics - Side roll
Gymnastics - Side roll technique |
By the end of the
lesson, the learner
should be able to:
- Explain the side roll technique - Identify body parts used in the side roll - Show interest in learning the skill |
- Observe demonstrations of the side roll
-Identify body parts used in the side roll -Discuss the progression of the skill -Identify safety considerations |
What is the correct technique for a side roll?
|
KLB Visionary Creative Arts, pg. 77 Mats, open space
|
Observation Oral questions Written assignments
|
|
| 5 | 3-4 |
Performance and Display
|
Gymnastics - Side roll practice
Gymnastics - Backward roll Gymnastics - Backward roll technique Gymnastics - Combining skills |
By the end of the
lesson, the learner
should be able to:
- Practice the side roll with proper technique - Execute the roll smoothly from start to finish - Show determination in mastering the skill - Demonstrate the backward roll technique - Execute the progression steps correctly - Show body control during the roll |
- Review the progression for side roll
-Practice the skill with focus on smooth execution -Work in pairs to provide feedback -Practice rolling from right to left and left to right - Demonstrate the starting position for backward roll -Practice the rolling phase with proper technique -Focus on maintaining tucked position -Practice completing the roll with proper finish |
How can we improve our side roll technique?
What are the key points for a successful backward roll? |
KLB Visionary Creative Arts, pg. 78 Mats, open space
KLB Visionary Creative Arts Mats, open space |
Observation Skills test Peer assessment
|
|
| 5 | 5 |
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
|
|
| 5 | 6 |
Performance and Display
|
Gymnastics - Photography
|
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
|
Observation Project work Photo critique
|
|
| 6 | 1 |
Performance and Display
|
Gymnastics - Photo portfolio
Gymnastics - Gymnastic games |
By the end of the
lesson, the learner
should be able to:
- Select appropriate photographs for a portfolio - Organize photographs in a logical sequence - Show pride in portfolio presentation |
- Review photographs of gymnastics performances
-Select best photographs for portfolio -Organize photographs in a logical sequence -Create captions for photographs |
How can we effectively document gymnastics through photography?
|
KLB Visionary Creative Arts Digital devices, photograph printouts
KLB Visionary Creative Arts Mats, various equipment |
Observation Portfolio Peer evaluation
|
|
| 6 | 2 |
Performance and Display
|
Gymnastics - Assessment
Descant Recorder - Introduction |
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of gymnastics techniques - Show skills in balances and rolls - Value the learning journey in this substrand |
- Complete assessment activities on gymnastics techniques
-Demonstrate gymnastics skills for assessment -Present photography portfolios -Reflect on learning journey |
What have we learned about gymnastics, music accompaniment, and photography?
|
KLB Visionary Creative Arts Assessment tools
KLB Visionary Creative Arts, pg. 96 Descant recorders, audio recordings |
Observation Skills test Portfolio assessment
|
|
| 6 | 3-4 |
Performance and Display
|
Descant Recorder - Parts
Descant Recorder - Assembly Descant Recorder - Care and maintenance Descant Recorder - Holding position |
By the end of the
lesson, the learner
should be able to:
- Identify the parts of a descant recorder - Explain the function of each part - Show care in handling the instrument - Explain the importance of caring for the recorder - Demonstrate cleaning and maintenance procedures - Show responsibility in instrument care |
- Examine the descant recorder
-Identify the head joint, middle joint, and foot joint -Discuss the function of each part -Practice handling the recorder correctly - Discuss the importance of instrument care -Demonstrate cleaning procedures -Practice proper storage -Discuss potential damage from improper care |
What are the different parts of a descant recorder?
Why is proper care and maintenance of the recorder important? |
KLB Visionary Creative Arts, pg. 97 Descant recorders, diagrams
KLB Visionary Creative Arts, pg. 97 Descant recorders KLB Visionary Creative Arts, pg. 98 Descant recorders, cleaning materials KLB Visionary Creative Arts, pg. 99 Descant recorders |
Observation Oral questions Labeling exercise
Observation Oral questions Practical assessment |
|
| 6 | 5 |
Performance and Display
|
Descant Recorder - Blowing technique
|
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
|
Observation Practical assessment Self-assessment
|
|
| 6 | 6 |
Performance and Display
|
Descant Recorder - Note B
Descant Recorder - Note A |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the fingering for note B - Produce a clear B note on the recorder - Show patience in mastering the note |
- Demonstrate fingering for note B
-Practice covering the correct holes -Produce a clear B note -Play repeated B notes to develop consistency |
What is the correct fingering for note B?
|
KLB Visionary Creative Arts, pg. 102 Descant recorders, fingering charts
|
Observation Practical assessment Performance
|
|
| 7 | 1 |
Performance and Display
|
Descant Recorder - Note G
Descant Recorder - Combining notes B-A |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the fingering for note G - Produce a clear G note on the recorder - Show patience in mastering the note |
- Demonstrate fingering for note G
-Practice covering the correct holes -Produce a clear G note -Play repeated G notes to develop consistency |
What is the correct fingering for note G?
|
KLB Visionary Creative Arts, pg. 103 Descant recorders, fingering charts
KLB Visionary Creative Arts, pg. 103 Descant recorders, simple music |
Observation Practical assessment Performance
|
|
| 7 | 2 |
Performance and Display
|
Descant Recorder - Combining notes B-A-G
Descant Recorder - Simple melodies |
By the end of the
lesson, the learner
should be able to:
- Play combinations of notes B, A, and G - Transition smoothly between notes - Show perseverance in practice |
- Review fingerings for B, A, and G
-Practice transitioning between the notes -Play simple patterns using B, A, and G -Focus on smooth finger movements |
How can we play a sequence of notes smoothly?
|
KLB Visionary Creative Arts, pg. 104 Descant recorders, simple music
|
Observation Practical assessment Performance
|
|
| 7 | 3-4 |
Performance and Display
|
Descant Recorder - Materials for case
Descant Recorder - Making a case Descant Recorder - Decorating the case |
By the end of the
lesson, the learner
should be able to:
- Identify materials for making a recorder case - Collect suitable materials from the environment - Show creativity in material selection - Embellish the recorder case with decorations - Apply appropriate decorative techniques - Show creativity in decoration |
- Discuss materials suitable for recorder cases
-Collect materials such as fabric, leather, yarn -Prepare materials for case construction -Design a case appropriate for the recorder - Collect items for case decoration -Embellish the case with found objects -Apply decorative stitching or other techniques -Ensure decorations are securely attached |
What materials can be used to make a recorder case?
How can we enhance our recorder cases through decoration? |
KLB Visionary Creative Arts, pg. 105 Fabric, leather, yarn, needles, thread
KLB Visionary Creative Arts, pg. 105 Case-making materials, tools KLB Visionary Creative Arts, pg. 105 Decorative materials, adhesives |
Observation Oral questions Project planning
Observation Project work Peer evaluation |
|
| 7 | 5 |
Performance and Display
|
Descant Recorder - Group practice
Descant Recorder - Performance preparation |
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 |
Observation Performance assessment Group evaluation
|
|
| 7 | 6 |
Performance and Display
|
Descant Recorder - Assessment
Swimming - Water safety |
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of the descant recorder - Show skills in playing notes B, A, and G - Value the learning journey in this substrand |
- Complete assessment activities on recorder knowledge
-Demonstrate playing skills for assessment -Present completed recorder cases -Reflect on learning journey |
What have we learned about the descant recorder, playing techniques, and case making?
|
KLB Visionary Creative Arts Assessment tools
KLB Visionary Creative Arts, pg. 111 Safety charts, pool area |
Observation Performance test Project assessment
|
|
| 8 | 1 |
Performance and Display
|
Swimming - Pool etiquette
Swimming - Water entry technique |
By the end of the
lesson, the learner
should be able to:
- Identify appropriate swimming attire - Explain proper pool behavior - Show discipline in following pool rules |
- Discuss appropriate swimming attire
-Explain proper behavior in and around the pool -Identify actions that are unsafe or discourteous -Practice proper pool entry and exit |
Why is proper conduct important in swimming areas?
|
KLB Visionary Creative Arts, pg. 111 Swimming costumes, pool area
KLB Visionary Creative Arts, pg. 112 Pool area, digital devices |
Observation Oral questions Role-play assessment
|
|
| 8 | 2 |
Performance and Display
|
Swimming - Feet first entry
Swimming - Crouch surface dive |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the feet first entry technique - Execute the entry safely - Show confidence in water entry |
- Demonstrate the feet first entry technique
-Practice the entry in shallow water -Focus on maintaining proper body position -Enter the water with increasing confidence |
What is the correct technique for feet first entry?
|
KLB Visionary Creative Arts, pg. 112 Pool area, shallow end
KLB Visionary Creative Arts Pool area, digital devices |
Observation Skills test Peer assessment
|
|
| 8 | 3-4 |
Performance and Display
|
Swimming - Crouch surface dive practice
Swimming - Standing surface dive Swimming - Standing surface dive practice |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the crouch surface dive technique - Execute the progression steps correctly - Show determination in mastering the skill - Explain the standing surface dive technique - Identify the progression steps - Show interest in learning the skill |
- Demonstrate the starting position for crouch surface dive
-Practice the skill progression in shallow water -Focus on proper body position and movement -Practice with increasing confidence - Observe demonstrations of the standing surface dive -Discuss the progression steps -Identify safety considerations -Discuss applications of the skill |
What are the key points for a successful crouch surface dive?
What is the technique for a standing surface dive? |
KLB Visionary Creative Arts Pool area
KLB Visionary Creative Arts Pool area, digital devices KLB Visionary Creative Arts Pool area |
Observation Skills test Peer assessment
Observation Oral questions Written assignment |
|
| 8 | 5 |
Performance and Display
|
Swimming - Water games
Swimming - Photography |
By the end of the
lesson, the learner
should be able to:
- Participate in water games - Follow rules of the games - Show enjoyment in water activities |
- Learn simple water games
-Participate in blowing bubbles game -Participate in pick up objects game -Focus on fun while observing safety |
How do water games help develop swimming confidence?
|
KLB Visionary Creative Arts, pg. 117 Pool area, sinking objects
KLB Visionary Creative Arts Digital devices, pool area |
Observation Participation assessment Self-assessment
|
|
| 8 | 6 |
Performance and Display
|
Swimming - Photo selection
Swimming - Photo presentation |
By the end of the
lesson, the learner
should be able to:
- Select appropriate photographs for a portfolio - Explain criteria for selection - Show critical thinking in selection |
- Review photographs of swimming activities
-Establish criteria for selection -Select best photographs based on criteria -Store selected photos in an e-folder |
What makes a good photograph of swimming activities?
|
KLB Visionary Creative Arts Digital devices, photographs
|
Observation Project work Oral presentation
|
|
| 9 |
Mid-term Break |
||||||||
| 10 | 1 |
Performance and Display
|
Swimming - Floating technique
Swimming - Mushroom float |
By the end of the
lesson, the learner
should be able to:
- Explain the concept of floating - Identify different types of floats - Show interest in learning floating techniques |
- Discuss the concept of floating
-Identify different types of floats -Observe demonstrations of floating techniques -Discuss factors affecting buoyancy |
What makes a body float in water?
|
KLB Visionary Creative Arts, pg. 117 Pool area, floating aids
KLB Visionary Creative Arts, pg. 117 Pool area |
Observation Oral questions Written assignment
|
|
| 10 | 2 |
Performance and Display
|
Swimming - Prone float
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the prone float technique - Execute the float with proper body position - Show relaxation during floating |
- Demonstrate the prone float technique
-Practice the body position in shallow water -Focus on relaxation and breath control -Hold the float position with increasing duration |
What is the correct technique for a prone float?
|
KLB Visionary Creative Arts, pg. 118 Pool area
|
Observation Skills test Peer assessment
|
|
| 10 | 3-4 |
Performance and Display
|
Swimming - Supine float
Swimming - Float practice Swimming - Gliding Swimming - Prone glide |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the supine float technique - Execute the float with proper body position - Show relaxation during floating - Explain the concept of gliding - Identify different types of glides - Show interest in learning gliding techniques |
- Demonstrate the supine float technique
-Practice the body position in shallow water -Focus on relaxation and breath control -Hold the float position with increasing duration - Discuss the concept of gliding -Identify different types of glides -Observe demonstrations of gliding techniques -Discuss factors affecting effective gliding |
What is the correct technique for a supine float?
What is gliding in swimming? |
KLB Visionary Creative Arts, pg. 119 Pool area
KLB Visionary Creative Arts, pg. 120 Pool area |
Observation Skills test Peer assessment
Observation Oral questions Written assignment |
|
| 10 | 5 |
Performance and Display
|
Swimming - Supine glide
Swimming - Glide practice |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the supine glide technique - Execute the glide with proper body position - Show streamlining in gliding |
- Demonstrate the supine glide technique
-Practice the body position and push-off -Focus on streamlining and extension -Glide for increasing distances |
What is the correct technique for a supine glide?
|
KLB Visionary Creative Arts Pool area
|
Observation Skills test Peer assessment
|
|
| 10 | 6 |
Performance and Display
|
Swimming - Assessment
Songs - Types of songs |
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of swimming techniques - Show skills in water entry, floating, and gliding - Value the learning journey in this substrand |
- Complete assessment activities on swimming techniques
-Demonstrate swimming skills for assessment -Present photography portfolios -Reflect on learning journey |
What have we learned about swimming techniques and photography?
|
KLB Visionary Creative Arts Assessment tools
KLB Visionary Creative Arts, pg. 82 Audio recordings of various songs |
Observation Skills test Portfolio assessment
|
|
| 11 | 1 |
Performance and Display
|
Songs - Patriotic songs
Songs - Sacred songs |
By the end of the
lesson, the learner
should be able to:
- Identify patriotic songs - Explain the purpose of patriotic songs - Show patriotism through song appreciation |
- Listen to examples of patriotic songs
-Discuss the purpose and message of patriotic songs -Identify characteristics of patriotic songs -Relate patriotic songs to national identity |
What messages do patriotic songs convey?
|
KLB Visionary Creative Arts, pg. 83 Audio recordings of patriotic songs
KLB Visionary Creative Arts, pg. 83 Audio recordings of sacred songs |
Observation Oral questions Written assignment
|
|
| 11 | 2 |
Performance and Display
|
Songs - Topical songs
|
By the end of the
lesson, the learner
should be able to:
- Identify topical songs - Explain the purpose of topical songs - Show awareness of social issues |
- Listen to examples of topical songs
-Discuss the purpose and message of topical songs -Identify characteristics of topical songs -Relate topical songs to current issues |
What messages do topical songs convey?
|
KLB Visionary Creative Arts, pg. 84 Audio recordings of topical songs
|
Observation Oral questions Written assignment
|
|
| 11 | 3-4 |
Performance and Display
|
Songs - Performance techniques
Songs - Tempo in singing Songs - Pitch in singing Songs - Rhythm in singing |
By the end of the
lesson, the learner
should be able to:
- Explain elements of good singing - Identify performance techniques - Show interest in improving singing - Explain the concept of pitch - Sing with accurate pitch - Show control in pitch variation |
- Discuss elements of good singing
-Identify proper diction, pitch, rhythm, and dynamics -Discuss the importance of facial expressions and gestures -Practice vocal warm-up exercises - Discuss the concept of pitch in music -Practice singing with accurate pitch -Identify appropriate pitch range for different songs -Match pitch with instrumental accompaniment |
What makes a good singing performance?
How does pitch affect a song's performance? |
KLB Visionary Creative Arts, pg. 84 Audio recordings of songs
KLB Visionary Creative Arts, pg. 84 Audio recordings, percussion instruments KLB Visionary Creative Arts, pg. 84 Pitch pipes, tuned instruments KLB Visionary Creative Arts, pg. 84 Percussion instruments |
Observation Oral questions Practical assessment
Observation Performance assessment Peer evaluation |
|
| 11 | 5 |
Performance and Display
|
Songs - Dynamics in singing
Songs - Diction in singing |
By the end of the
lesson, the learner
should be able to:
- Explain the concept of dynamics - Sing with appropriate dynamics - Show control in volume variation |
- Discuss the concept of dynamics in music
-Practice singing with varying dynamics -Identify appropriate dynamics for different songs -Apply dynamics to enhance song meaning |
How do dynamics affect a song's performance?
|
KLB Visionary Creative Arts, pg. 85 Audio recordings
KLB Visionary Creative Arts, pg. 85 Lyric sheets |
Observation Performance assessment Peer evaluation
|
|
| 11 | 6 |
Performance and Display
|
Songs - Facial expressions
Songs - Gestures in singing |
By the end of the
lesson, the learner
should be able to:
- Explain the role of facial expressions in singing - Use appropriate facial expressions - Show expressiveness in performance |
- Discuss the role of facial expressions in singing
-Practice using facial expressions to convey mood -Match expressions to song meaning -Apply expressions to enhance performance |
How do facial expressions enhance song performance?
|
KLB Visionary Creative Arts, pg. 85 Mirrors
KLB Visionary Creative Arts, pg. 85 Open performance space |
Observation Performance assessment Peer evaluation
|
|
| 12 | 1 |
Performance and Display
|
Songs - East African Community Anthem
|
By the end of the
lesson, the learner
should be able to:
- Identify the East African Community Anthem - Explain the message of the Anthem - Show respect for regional unity |
- Listen to the East African Community Anthem
-Discuss the purpose and message of the Anthem -Learn the words of the Anthem -Discuss occasions when the Anthem is performed |
What is the purpose of the East African Community Anthem?
|
KLB Visionary Creative Arts, pg. 87 Audio recording of the Anthem
|
Observation Oral questions Written assignment
|
|
| 12 | 2 |
Performance and Display
|
Songs - Singing the East African Anthem
Songs - Folk songs |
By the end of the
lesson, the learner
should be able to:
- Sing the East African Community Anthem - Apply performance techniques - Show respect during performance |
- Learn the melody of the East African Community Anthem
-Practice singing with proper technique -Apply appropriate performance etiquette -Discuss the values promoted in the Anthem |
How should we perform the East African Community Anthem?
|
KLB Visionary Creative Arts, pg. 88 Audio recording of the Anthem
KLB Visionary Creative Arts, pg. 89 Audio recordings of folk songs |
Observation Performance assessment Self-assessment
|
|
| 12 | 3-4 |
Performance and Display
|
Songs - Types of folk songs
Songs - Learning folk songs Songs - Costume decoration Songs - Decoration techniques |
By the end of the
lesson, the learner
should be able to:
- Identify different types of folk songs - Classify folk songs by function - Show appreciation for cultural diversity - Explain indigenous methods of costume decoration - Identify decoration techniques from different communities - Show interest in cultural crafts |
- Discuss different types of folk songs
-Classify songs as work, funeral, naming, initiation, marriage, or worship -Listen to examples of each type -Discuss the function of each type in community life - Explore indigenous methods of costume decoration -Identify tie-dye and beadwork techniques -Discuss the significance of patterns and colors -Relate decoration to cultural identity |
What are the different types of folk songs?
How do Kenyan communities decorate costumes for folk songs? |
KLB Visionary Creative Arts, pg. 90 Audio recordings of folk songs
KLB Visionary Creative Arts, pg. 91 Resource persons, audio recordings KLB Visionary Creative Arts, pg. 92 Sample costumes, decoration materials KLB Visionary Creative Arts, pg. 92 Fabric, dye, beads, string |
Observation Oral questions Classification exercise
Observation Oral questions Written assignment |
|
| 12 | 5 |
Performance and Display
|
Songs - Performance preparation
Songs - Group performance |
By the end of the
lesson, the learner
should be able to:
- Prepare for group folk song performance - Apply appropriate performance techniques - Show teamwork in preparation |
- Rehearse folk songs for group performance
-Apply appropriate diction, expressions, and gestures -Prepare percussion accompaniment -Organize roles for performance |
What preparations are needed for effective performance?
|
KLB Visionary Creative Arts, pg. 92 Performance space, instruments
KLB Visionary Creative Arts, pg. 93 Performance space, instruments |
Observation Performance assessment Group evaluation
|
|
| 12 | 6 |
Performance and Display
|
Songs - Assessment
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of different song types - Show skills in singing and performance techniques - Value the learning journey in this substrand |
- Complete assessment activities on song types
-Demonstrate singing skills for assessment -Present decorated costumes -Reflect on learning journey |
What have we learned about songs, performance techniques, and costume decoration?
|
KLB Visionary Creative Arts Assessment tools
|
Observation Performance test Project assessment
|
|
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