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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
Opening and Reporting |
||||||||
| 1 | 2 |
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
|
|
| 1 | 3 |
Performance and Display
|
Gymnastics - Warm-up activities
|
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
|
Observation Practical assessment Oral questions
|
|
| 1 | 4-5 |
Performance and Display
|
Gymnastics - Patriotic songs for warm-up
Gymnastics - Crab balance |
By the end of the
lesson, the learner
should be able to:
- Learn patriotic songs for warm-up - Sing with proper diction - Show patriotism in performance - Explain the crab balance technique - Identify body parts used in the crab balance - Show interest in learning the skill |
- Learn relevant patriotic songs for warm-up
-Practice singing with proper diction -Perform songs while warming up -Discuss the meaning of the songs - Observe demonstrations of the crab balance -Identify body parts used in the crab balance -Discuss the progression of the skill -Identify safety considerations |
How does music support the performance of gymnastics?
What are the key components of a crab balance? |
KLB Visionary Creative Arts Audio recordings of patriotic songs
KLB Visionary Creative Arts, pg. 74 Mats, open space |
Observation Performance assessment Oral questions
Observation Oral questions Written assignments |
|
| 1 | 6 |
Performance and Display
|
Gymnastics - Crab balance
|
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
|
Observation Oral questions Written assignments
|
|
| 2 | 1 |
Performance and Display
|
Gymnastics - Crab balance technique
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the crab balance technique - Execute the progression steps correctly - Show body control during the balance |
- Demonstrate the starting position for crab balance
-Practice lifting hips while supporting on hands and feet -Focus on distributing weight evenly -Practice maintaining the balance position |
What are the key points for a successful crab balance?
|
KLB Visionary Creative Arts, pg. 75 Mats, open space
|
Observation Skills test Peer assessment
|
|
| 2 | 2 |
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
|
|
| 2 | 3 |
Performance and Display
|
Gymnastics - Head balance
|
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
|
|
| 2 | 4-5 |
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 - Explain the side roll technique - Identify body parts used in the side roll - Show interest in learning the skill |
- 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 - Observe demonstrations of the side roll -Identify body parts used in the side roll -Discuss the progression of the skill -Identify safety considerations |
What are the key points for a successful head balance?
What is the correct technique for a side roll? |
KLB Visionary Creative Arts Mats, open space
KLB Visionary Creative Arts, pg. 77 Mats, open space |
Observation Skills test Peer assessment
Observation Oral questions Written assignments |
|
| 2 | 6 |
Performance and Display
|
Gymnastics - Side roll technique
|
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
|
Observation Skills test Peer assessment
|
|
| 3 | 1 |
Performance and Display
|
Gymnastics - Side roll practice
|
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 |
- 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 |
How can we improve our side roll technique?
|
KLB Visionary Creative Arts, pg. 78 Mats, open space
|
Observation Skills test Peer assessment
|
|
| 3 | 2 |
Performance and Display
|
Gymnastics - Side roll practice
|
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 |
- 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 |
How can we improve our side roll technique?
|
KLB Visionary Creative Arts, pg. 78 Mats, open space
|
Observation Skills test Peer assessment
|
|
| 3 | 3 |
Performance and Display
|
Gymnastics - Backward roll
|
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
|
|
| 3 | 4-5 |
Performance and Display
|
Gymnastics - Backward roll technique
Gymnastics - Combining skills |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the backward roll technique - Execute the progression steps correctly - Show body control during the roll - Combine two or more gymnastics skills - Transition smoothly between skills - Show creativity in skill combinations |
- 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 - Demonstrate combinations of learned skills -Practice transitioning between skills -Create short sequences of 2-3 skills -Present sequences to peers |
What are the key points for a successful backward roll?
How can we create smooth transitions between gymnastics skills? |
KLB Visionary Creative Arts Mats, open space
|
Observation Skills test Peer assessment
Observation Performance assessment Peer evaluation |
|
| 3 | 6 |
Performance and Display
|
Gymnastics - Percussion accompaniment
|
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
|
Observation Performance assessment Peer evaluation
|
|
| 4 | 1 |
Performance and Display
|
Gymnastics - Rhythmic patterns
|
By the end of the
lesson, the learner
should be able to:
- Perform the side roll to a rhythmic pattern - Recite French rhythm names during performance - Show coordination in movement and speech |
- Create rhythmic patterns for gymnastics movements
-Practice reciting French rhythm names during performance -Coordinate movement with rhythm -Perform side roll to rhythmic patterns |
How can rhythm enhance gymnastics movements?
|
KLB Visionary Creative Arts Mats, percussion instruments
|
Observation Performance assessment Coordination assessment
|
|
| 4 | 2 |
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
|
|
| 4 | 3 |
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
|
|
| 4 | 4-5 |
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 - Participate in gymnastics-themed games - Apply learned skills in game situations - Show enjoyment in gymnastic activities |
- Review photographs of gymnastics performances
-Select best photographs for portfolio -Organize photographs in a logical sequence -Create captions for photographs - Learn simple gymnastics-themed games -Apply learned skills in game situations -Rotate through different activities -Emphasize fun and participation |
How can we effectively document gymnastics through photography?
How can gymnastics be made enjoyable through games? |
KLB Visionary Creative Arts Digital devices, photograph printouts
KLB Visionary Creative Arts Mats, various equipment |
Observation Portfolio Peer evaluation
Observation Performance assessment Self-assessment |
|
| 4 | 6 |
Performance and Display
|
Gymnastics - Assessment
|
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
|
Observation Skills test Portfolio assessment
|
|
| 5 | 1 |
Performance and Display
|
Descant Recorder - Introduction
|
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
|
Observation Oral questions Written assignments
|
|
| 5 | 2 |
Performance and Display
|
Descant Recorder - Parts
|
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 |
- Examine the descant recorder
-Identify the head joint, middle joint, and foot joint -Discuss the function of each part -Practice handling the recorder correctly |
What are the different parts of a descant recorder?
|
KLB Visionary Creative Arts, pg. 97 Descant recorders, diagrams
|
Observation Oral questions Labeling exercise
|
|
| 5 | 3 |
Performance and Display
|
Descant Recorder - Assembly
|
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
|
Observation Practical assessment Peer evaluation
|
|
| 5 | 4-5 |
Performance and Display
|
Descant Recorder - Care and maintenance
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of caring for the recorder - Demonstrate cleaning and maintenance procedures - Show responsibility in instrument care |
- Discuss the importance of instrument care
-Demonstrate cleaning procedures -Practice proper storage -Discuss potential damage from improper care |
Why is proper care and maintenance of the recorder important?
|
KLB Visionary Creative Arts, pg. 98 Descant recorders, cleaning materials
|
Observation Oral questions Practical assessment
|
|
| 5 | 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
|
|
| 6 | 1 |
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 | 2 |
Performance and Display
|
Descant Recorder - Note B
|
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
|
|
| 6 | 3 |
Performance and Display
|
Descant Recorder - Note A
|
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
|
Observation Practical assessment Performance
|
|
| 6 |
TRIAL 1 |
||||||||
| 7 | 1 |
Performance and Display
|
Descant Recorder - Note G
|
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
|
Observation Practical assessment Performance
|
|
| 7 | 2 |
Performance and Display
|
Descant Recorder - Combining notes B-A
|
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
|
Observation Practical assessment Performance
|
|
| 7 | 3 |
Performance and Display
|
Descant Recorder - Combining notes B-A
|
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
|
Observation Practical assessment Performance
|
|
| 7 | 4-5 |
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 - Play simple melodies using notes B, A, and G - Maintain steady rhythm while playing - Show pride in musical achievement |
- 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 - Learn simple melodies using B, A, and G -Practice playing with steady rhythm -Focus on clear tone production -Perform melodies for peers |
How can we play a sequence of notes smoothly?
How do we interpret simple melodies on the recorder? |
KLB Visionary Creative Arts, pg. 104 Descant recorders, simple music
|
Observation Practical assessment Performance
Observation Performance assessment Peer evaluation |
|
| 7 | 6 |
Performance and Display
|
Descant Recorder - Materials for 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 |
- 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 |
What materials can be used to make a recorder case?
|
KLB Visionary Creative Arts, pg. 105 Fabric, leather, yarn, needles, thread
|
Observation Oral questions Project planning
|
|
| 8 | 1 |
Performance and Display
|
Descant Recorder - Making a 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
|
Observation Project work Practical assessment
|
|
| 8 | 2 |
Performance and Display
|
Descant Recorder - Decorating the case
|
By the end of the
lesson, the learner
should be able to:
- Embellish the recorder case with decorations - Apply appropriate decorative techniques - Show creativity in decoration |
- Collect items for case decoration
-Embellish the case with found objects -Apply decorative stitching or other techniques -Ensure decorations are securely attached |
How can we enhance our recorder cases through decoration?
|
KLB Visionary Creative Arts, pg. 105 Decorative materials, adhesives
|
Observation Project work Peer evaluation
|
|
| 8 | 3 |
Performance and Display
|
Descant Recorder - Group practice
|
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
|
Observation Performance assessment Group evaluation
|
|
| 8 |
Half term break |
||||||||
| 9 | 1 |
Performance and Display
|
Descant Recorder - Performance preparation
|
By the end of the
lesson, the learner
should be able to:
- Prepare melodies for performance - Apply performance techniques - Show confidence in preparation |
- Select appropriate melodies for performance
-Practice performance pieces thoroughly -Discuss performance etiquette -Prepare for public performance |
How do we prepare for a musical performance?
|
KLB Visionary Creative Arts Descant recorders, performance music
|
Observation Performance assessment Self-assessment
|
|
| 9 | 2 |
Performance and Display
|
Descant Recorder - Performance preparation
|
By the end of the
lesson, the learner
should be able to:
- Prepare melodies for performance - Apply performance techniques - Show confidence in preparation |
- Select appropriate melodies for performance
-Practice performance pieces thoroughly -Discuss performance etiquette -Prepare for public performance |
How do we prepare for a musical performance?
|
KLB Visionary Creative Arts Descant recorders, performance music
|
Observation Performance assessment Self-assessment
|
|
| 9 | 3 |
Performance and Display
|
Descant Recorder - Assessment
|
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
|
Observation Performance test Project assessment
|
|
| 9 | 4-5 |
Performance and Display
|
Swimming - Water safety
Swimming - Pool etiquette |
By the end of the
lesson, the learner
should be able to:
- Identify water safety rules - Explain the importance of water safety - Show responsibility in observing safety rules - Identify appropriate swimming attire - Explain proper pool behavior - Show discipline in following pool rules |
- Discuss water safety rules
-Explain the importance of each rule -Identify potential hazards around water -Role-play safety scenarios - 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 Swimming an essential life skill?
Why is proper conduct important in swimming areas? |
KLB Visionary Creative Arts, pg. 111 Safety charts, pool area
KLB Visionary Creative Arts, pg. 111 Swimming costumes, pool area |
Observation Oral questions Written assignment
Observation Oral questions Role-play assessment |
|
| 9 | 6 |
Performance and Display
|
Swimming - Water entry technique
|
By the end of the
lesson, the learner
should be able to:
- Explain different water entry techniques - Identify appropriate entry for different situations - Show interest in learning entry techniques |
- Watch demonstrations of water entry techniques
-Discuss when each technique is appropriate -Identify safety considerations for each entry -Observe peers demonstrating entries |
What are safe ways to enter water?
|
KLB Visionary Creative Arts, pg. 112 Pool area, digital devices
|
Observation Oral questions Written assignment
|
|
| 10 | 1 |
Performance and Display
|
Swimming - Feet first entry
|
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
|
Observation Skills test Peer assessment
|
|
| 10 | 2 |
Performance and Display
|
Swimming - Crouch surface dive
|
By the end of the
lesson, the learner
should be able to:
- Explain the crouch surface dive technique - Identify the progression steps - Show interest in learning the skill |
- Observe demonstrations of the crouch surface dive
-Discuss the progression steps -Identify safety considerations -Discuss applications of the skill |
What is the technique for a crouch surface dive?
|
KLB Visionary Creative Arts Pool area, digital devices
|
Observation Oral questions Written assignment
|
|
| 10 | 3 |
Performance and Display
|
Swimming - Crouch 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 |
- 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 |
What are the key points for a successful crouch surface dive?
|
KLB Visionary Creative Arts Pool area
|
Observation Skills test Peer assessment
|
|
| 10 | 4-5 |
Performance and Display
|
Swimming - Crouch surface dive practice
Swimming - Standing surface dive |
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 |
Observation Skills test Peer assessment
Observation Oral questions Written assignment |
|
| 10 | 6 |
Performance and Display
|
Swimming - Standing surface dive practice
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the standing surface dive technique - Execute the progression steps correctly - Show determination in mastering the skill |
- Demonstrate the starting position for standing surface dive
-Practice the skill progression in shallow water -Focus on proper body position and movement -Practice with increasing confidence |
What are the key points for a successful standing surface dive?
|
KLB Visionary Creative Arts Pool area
|
Observation Skills test Peer assessment
|
|
| 11 | 1 |
Performance and Display
|
Swimming - Water games
|
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
|
Observation Participation assessment Self-assessment
|
|
| 11 | 2 |
Performance and Display
|
Swimming - Photography
|
By the end of the
lesson, the learner
should be able to:
- Use digital devices to photograph swimming activities - Focus on the center of interest - Show aesthetic awareness in photography |
- Learn basic photography techniques for water activities
-Use digital devices to photograph swimming activities -Focus on capturing the center of interest -Review and select best photographs |
Why is the centre of interest important in photography?
|
KLB Visionary Creative Arts Digital devices, pool area
|
Observation Project work Photo critique
|
|
| 11 | 3 |
Performance and Display
|
Swimming - Photo selection
|
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
|
|
| 11 | 4-5 |
Performance and Display
|
Swimming - Photo presentation
|
By the end of the
lesson, the learner
should be able to:
- Present selected photographs to peers - Explain photographic choices - Show confidence in presentation |
- Organize photographs for presentation
-Present selected photographs to peers -Explain reasons for selection -Receive feedback on photographs |
How can we effectively present photographs?
|
KLB Visionary Creative Arts Digital devices, photographs
|
Observation Oral presentation Peer evaluation
|
|
| 11 | 6 |
Performance and Display
|
Swimming - Floating technique
|
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
|
Observation Oral questions Written assignment
|
|
| 12 | 1 |
Performance and Display
|
Swimming - Mushroom float
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the mushroom float technique - Execute the float with proper body position - Show relaxation during floating |
- Demonstrate the mushroom 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 mushroom float?
|
KLB Visionary Creative Arts, pg. 117 Pool area
|
Observation Skills test Peer assessment
|
|
| 12 | 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
|
|
| 12 | 3 |
Performance and Display
|
Swimming - Supine float
|
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 |
- 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 |
What is the correct technique for a supine float?
|
KLB Visionary Creative Arts, pg. 119 Pool area
|
Observation Skills test Peer assessment
|
|
| 12 | 4-5 |
Performance and Display
|
Swimming - Float practice
Swimming - Gliding |
By the end of the
lesson, the learner
should be able to:
- Practice different floating techniques - Transition between different floats - Show increasing confidence in water - Explain the concept of gliding - Identify different types of glides - Show interest in learning gliding techniques |
- Review different floating techniques
-Practice transitioning between floats -Work with partners for support and feedback -Gradually reduce support during practice - Discuss the concept of gliding -Identify different types of glides -Observe demonstrations of gliding techniques -Discuss factors affecting effective gliding |
How can we improve our floating techniques?
What is gliding in swimming? |
KLB Visionary Creative Arts, pg. 120 Pool area
|
Observation Skills test Peer assessment
Observation Oral questions Written assignment |
|
| 12 | 6 |
Performance and Display
|
Swimming - Prone glide
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the prone glide technique - Execute the glide with proper body position - Show streamlining in gliding |
- Demonstrate the prone 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 prone glide?
|
KLB Visionary Creative Arts, pg. 120 Pool area
|
Observation Skills test Peer assessment
|
|
| 13 | 1 |
Performance and Display
|
Swimming - Supine glide
|
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
|
|
| 13 | 1-2 |
Performance and Display
|
Swimming - Supine glide
|
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
|
|
| 13-14 |
END TERM EXAMS |
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| 14 | 3 |
Performance and Display
|
Swimming - Glide practice
|
By the end of the
lesson, the learner
should be able to:
- Practice different gliding techniques - Transition between different glides - Show increasing confidence in water |
- Review different gliding techniques
-Practice transitioning between glides -Work with partners for support and feedback -Gradually reduce support during practice |
How can we improve our gliding techniques?
|
KLB Visionary Creative Arts Pool area
|
Observation Skills test Peer assessment
|
|
| 14 | 4 |
Performance and Display
|
Swimming - Assessment
|
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
|
Observation Skills test Portfolio assessment
|
|
| 14 |
Closure |
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