CREATING AND EXECUTING

Rhythm

By the end of the lesson, the learner should be able to:

Interpret rhythmic patterns involving minim their rests.
Relate the French rhythm names to music note symbols and their rests: minim.
Appreciate rhythm note values, symbols and their rests.

In groups, pairs or individually learners are guided to:
Interpret rhythmic patterns involving minim their rests.
Relate the French rhythm names to music note symbols and their rests: minim.

How can you interpret rhythmic patterns involving minim and their rests?

Creative Arts Curriculum Design Grade 5
Percussion instruments Bamboo sticks/fountain pen ink/ stick, cutting tools, ink, colours

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Rhythm

By the end of the lesson, the learner should be able to:

Interpret rhythmic patterns involving crotchet their rests.
Relate the French rhythm names to music note symbols and their rests: crotchet.
Appreciate rhythm note values, symbols and their rests.

In groups, pairs or individually learners are guided to:
Interpret rhythmic patterns involving crotchet their rests.
Relate the French rhythm names to music note symbols and their rests: crotchet.

How can you interpret rhythmic patterns involving crotchet and their rests?

Creative Arts Curriculum Design Grade 5
Percussion instruments Bamboo sticks/fountain pen ink/ stick, cutting tools, ink, colours

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Rhythm

By the end of the lesson, the learner should be able to:

Interpret rhythmic patterns involving a pair of quavers their rests.
Relate the French rhythm names to music note symbols and their rests: a pair of quavers.
Appreciate rhythm note values, symbols and their rests.

In groups, pairs or individually learners are guided to:
Interpret rhythmic patterns involving a pair of quavers their rests.
Relate the French rhythm names to music note symbols and their rests: a pair of quavers.

How can you interpret rhythmic patterns involving a pair of quavers and their rests?

Creative Arts Curriculum Design Grade 5
Percussion instruments Bamboo sticks/fountain pen ink/ stick, cutting tools, ink, colours

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Rhythm

By the end of the lesson, the learner should be able to:

Write the note symbols; a minim, crotchet, a pair of quavers and their rests on monotone.
Create rhythms using music note values and their rests.
Have fun creating rhythms using music note values and their rests.

In groups, pairs or individually learners are guided to:
Write the note symbols; a minim, crotchet, a pair of quavers and their rests on monotone.
Create rhythms using music note values and their rests.

Which symbol represent a minim?

Creative Arts Curriculum Design Grade 5
Percussion instruments Bamboo sticks/fountain pen ink/ stick, cutting tools, ink, colours

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Rhythm

By the end of the lesson, the learner should be able to:

Write the note symbols; a minim, crotchet, a pair of quavers and their rests on monotone.
Create rhythms using music note values and their rests.
Have fun creating rhythms using music note values and their rests.

In groups, pairs or individually learners are guided to:
Write the note symbols; a minim, crotchet, a pair of quavers and their rests on monotone.
Create rhythms using music note values and their rests.

Which symbol represent a pair of quavers?

Creative Arts Curriculum Design Grade 5
Percussion instruments Bamboo sticks/fountain pen ink/ stick, cutting tools, ink, colours

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Rhythm

By the end of the lesson, the learner should be able to:

Make a calligraphy pen for writing.
Write in calligraphy French rhythm names of a rhythmic pattern.
Enjoy writing in calligraphy French rhythm names of a rhythmic pattern.

In groups, pairs or individually learners are guided to:
Make a calligraphy pen for writing.
Write in calligraphy French rhythm names of a rhythmic pattern.

Why is calligraphy lettering used in writing?

Creative Arts Curriculum Design Grade 5
Percussion instruments Bamboo sticks/fountain pen ink/ stick, cutting tools, ink, colours

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Rhythm

By the end of the lesson, the learner should be able to:

Aurally identify rhythm in two-beat patterns.
Compose simple rhythms in two-beat patterns.
Enjoy creating rhythms using music notes and their rests.

In groups, pairs or individually learners are guided to:
Aurally identify rhythm in two-beat patterns.
Compose simple rhythms in two-beat patterns.

How can rhythmic patterns be created?

Creative Arts Curriculum Design Grade 5
Percussion instruments Bamboo sticks/fountain pen ink/ stick, cutting tools, ink, colours

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Rhythm
Painting and mosaic

By the end of the lesson, the learner should be able to:

Aurally identify rhythm in two-beat patterns.
Compose simple rhythms in two-beat patterns.
Enjoy creating rhythms using music notes and their rests.

In groups, pairs or individually learners are guided to:
Aurally identify rhythm in two-beat patterns.
Compose simple rhythms in two-beat patterns.

How can rhythmic patterns be created?

Creative Arts Curriculum Design Grade 5
Percussion instruments Bamboo sticks/fountain pen ink/ stick, cutting tools, ink, colours
Coloured paper/banana fibres, suitable adhesives, supports, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Painting and mosaic

By the end of the lesson, the learner should be able to:

Identify primary and secondary colours on the colour wheel.
Mix and paint a colour wheel with primary and secondary colours.
Appreciate painting and mosaic as picture making technique.

In groups, pairs or individually learners are guided to:
Identify primary and secondary colours on the colour wheel.
Mix and paint a colour wheel with primary and secondary colours.

Which are the secondary colours?

Creative Arts Curriculum Design Grade 5
Coloured paper/banana fibres, suitable adhesives, supports, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Painting and mosaic

By the end of the lesson, the learner should be able to:

Demonstrate wash out technique of painting (flat and graded wash).
Paint a scenery composition using wash technique.
Appreciate painting and mosaic as picture making technique.

In groups, pairs or individually learners are guided to:
Demonstrate wash out technique of painting (flat and graded wash).
Paint a scenery composition using wash technique.

How do we use pictures in our daily lives?

Creative Arts Curriculum Design Grade 5
Coloured paper/banana fibres, suitable adhesives, supports, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Painting and mosaic

By the end of the lesson, the learner should be able to:

Collect recyclable coloured paper or banana fibres, suitable adhesives and supports materials for making mosaic.
Prepare materials for making a mosaic picture.
Appreciate painting and mosaic as picture making technique.

In groups, pairs or individually learners are guided to:
Collect recyclable coloured paper or banana fibres, suitable adhesives and supports materials for making mosaic.
Prepare materials for making a mosaic picture.

Which materials are needed to prepare mosaic picture?

Creative Arts Curriculum Design Grade 5
Coloured paper/banana fibres, suitable adhesives, supports, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Painting and mosaic

By the end of the lesson, the learner should be able to:

Collect recyclable coloured paper or banana fibres, suitable adhesives and supports materials for making mosaic.
Prepare materials for making a mosaic picture.
Appreciate painting and mosaic as picture making technique.

In groups, pairs or individually learners are guided to:
Collect recyclable coloured paper or banana fibres, suitable adhesives and supports materials for making mosaic.
Prepare materials for making a mosaic picture.

Which materials are needed to prepare mosaic picture?

Creative Arts Curriculum Design Grade 5
Coloured paper/banana fibres, suitable adhesives, supports, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Painting and mosaic

By the end of the lesson, the learner should be able to:

Sketch on the support one form; a fruit/bird/animal or any other
Create a mosaic picture to apply the characteristics.
Appreciate painting and mosaic as picture making technique.

In groups, pairs or individually learners are guided to:
Sketch on the support one form; a fruit/bird/animal or any other
Create a mosaic picture to apply the characteristics.

How can spacing of the materials be applied in creating mosaic picture?

Creative Arts Curriculum Design Grade 5
Coloured paper/banana fibres, suitable adhesives, supports, brushes.

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Melody

By the end of the lesson, the learner should be able to:

Sing the sol-fa syllables d r m f s for pitch discrimination.
Sing the sol-fa syllables in ascending and descending order.
Appreciate melodies created by self and others.

In groups, pairs or individually learners are guided to:
Sing the sol-fa syllables d r m f s for pitch discrimination.
Sing the sol-fa syllables in ascending and descending order.

Which songs have their pitch based on the sol-fa syllables d r m f s?

Creative Arts Curriculum Design Grade 5
Pitching instrument/melodic instrument, improvised calligraphy pens, glue, coloured papers

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Melody

By the end of the lesson, the learner should be able to:

Sing the sol-fa syllables d r m f s for pitch discrimination.
Sing the sol-fa syllables in ascending and descending order.
Appreciate melodies created by self and others.

In groups, pairs or individually learners are guided to:
Sing the sol-fa syllables d r m f s for pitch discrimination.
Sing the sol-fa syllables in ascending and descending order.

Which songs have their pitch based on the sol-fa syllables d r m f s?

Creative Arts Curriculum Design Grade 5
Pitching instrument/melodic instrument, improvised calligraphy pens, glue, coloured papers

Oral questions Oral Report Observation Written exercise

CREATING AND EXECUTING

Melody

By the end of the lesson, the learner should be able to:

Interpret the hand signs of the sol-fa syllables d r m f s.
Perform the hand signs of the sol-fa syllables d r m f s.
Appreciate melodies created by self and others.

In groups, pairs or individually learners are guided to:
Interpret the hand signs of the sol-fa syllables d r m f s.
Perform the hand signs of the sol-fa syllables d r m f s.

Which are the Kodaly hand signs for d r m f s?

Creative Arts Curriculum Design Grade 5
Pitching instrument/melodic instrument, improvised calligraphy pens, glue, coloured papers

Oral questions Oral Report Observation Written exercise

Creating and Execution

Rounders

By the end of the lesson, the learner should be able to:

Observe illustrations/actual samples of bats to identify the (knob, handle, grip, head, length and thickness)
Identify the features of a rounders bat through practice.
Appreciate the features of a rounders bat.

In groups, pairs or individually learners are guided to:
Observe illustrations/actual samples of bats to identify the (knob, handle, grip, head, length and thickness)
Identify the features of a rounders bat through practice.

Why is it important to follow-through after hitting the ball?

Creative Arts Curriculum Design Grade 5
Wood, carving tools, sandpaper, polish, marked field, carved bats, posts, balls, whistle

Oral questions Oral Report Observation Written exercise

Creating and Execution

Rounders

By the end of the lesson, the learner should be able to:

Identify the features of a rounders bat through practice.
Carve a bat for playing the game of rounders from wood.
Appreciate the features of a rounders bat.

In groups, pairs or individually learners are guided to:
Identify the features of a rounders bat through practice.
Carve a bat for playing the game of rounders from wood.

Why is it important to follow-through after hitting the ball?

Creative Arts Curriculum Design Grade 5
Wood, carving tools, sandpaper, polish, marked field, carved bats, posts, balls, whistle

Oral questions Oral Report Observation Written exercise

Creating and Execution

Rounders

By the end of the lesson, the learner should be able to:

Collect locally available materials for marking a rounder’s post
Use locally available materials to mark and improvise rounders’ posts
Observe caution while collecting locally available

In groups, pairs or individually learners are guided to:
Collect locally available materials for marking a rounder’s post
Use locally available materials to mark and improvise rounders’ posts

Why is it important to follow-through after hitting the ball?

Creative Arts Curriculum Design Grade 5
Wood, carving tools, sandpaper, polish, marked field, carved bats, posts, balls, whistle

Oral questions Oral Report Observation Written exercise

Creating and Execution

Rounders

By the end of the lesson, the learner should be able to:

Improvise a ball using recyclable materials (papers/ papier mache, rubber bands, plastic among others) for playing rounders.
Decorate the ball using suitable techniques (spray painting)
Display their improvised balls for peer feedback.

In groups, pairs or individually learners are guided to:
Improvise a ball using recyclable materials (papers/ papier mache, rubber bands, plastic among others) for playing rounders.
Decorate the ball using suitable techniques (spray painting)

Why is it important to follow-through after hitting the ball?

Creative Arts Curriculum Design Grade 5
Wood, carving tools, sandpaper, polish, marked field, carved bats, posts, balls, whistle

Oral questions Oral Report Observation Written exercise

Creating and Execution

Rounders

By the end of the lesson, the learner should be able to:

Warm-up while singing appropriate songs observing expressive elements-dynamics, gestures, facial expressions
Execute batting (grip) using the improvised bat -observing safety rules
Value the safety of other players when playing the game of rounders.

In groups, pairs or individually learners are guided to:
Warm-up while singing appropriate songs observing expressive elements-dynamics, gestures, facial expressions
Execute batting (grip) using the improvised bat -observing safety rules

Why is it important to follow-through after hitting the ball?

Creative Arts Curriculum Design Grade 5
Wood, carving tools, sandpaper, polish, marked field, carved bats, posts, balls, whistle

Oral questions Oral Report Observation Written exercise

Creating and Execution

Rounders

By the end of the lesson, the learner should be able to:

Warm-up while singing appropriate songs observing expressive elements-dynamics, gestures, facial expressions
Execute batting follow-through and post running) using the improvised bat -observing safety rules
Value the safety of other players when playing the game of rounders.

In groups, pairs or individually learners are guided to:
Warm-up while singing appropriate songs observing expressive elements-dynamics, gestures, facial expressions
Execute batting follow-through and post running) using the improvised bat -observing safety rules

Why is it important to follow-through after hitting the ball?

Creative Arts Curriculum Design Grade 5
Wood, carving tools, sandpaper, polish, marked field, carved bats, posts, balls, whistle

Oral questions Oral Report Observation Written exercise

Creating and Execution

Rounders

By the end of the lesson, the learner should be able to:

Distribute rounders bats equitably among themselves
Demonstrate fielding in the game of rounders
Value the safety of other players when playing the game of rounders.

In groups, pairs or individually learners are guided to:
equitably among themselves
Demonstrate fielding in the game of rounders

Why is it important to follow-through after hitting the ball?

Creative Arts Curriculum Design Grade 5
Wood, carving tools, sandpaper, polish, marked field, carved bats, posts, balls, whistle

Oral questions Oral Report Observation Written exercise

Creating and Execution

Rounders

By the end of the lesson, the learner should be able to:

Practise the skills of batting and fielding in the game of rounders
Execute fielding, (bowling) in the game of rounders for skill acquisition
Value the safety of other players when playing the game of rounders.

In groups, pairs or individually learners are guided to:
Practise the skills of batting and fielding in the game of rounders
Execute fielding, (bowling) in the game of rounders for skill acquisition

Why is it important to follow-through after hitting the ball?

Creative Arts Curriculum Design Grade 5
Wood, carving tools, sandpaper, polish, marked field, carved bats, posts, balls, whistle

Oral questions Oral Report Observation Written exercise

Creating and Execution

Rounders

By the end of the lesson, the learner should be able to:

Practise the skills of batting and fielding in the game of rounders
Execute fielding, (catching the ball) in the game of rounders for skill acquisition
Value the safety of other players when playing the game of rounders.

In groups, pairs or individually learners are guided to:
Practise the skills of batting and fielding in the game of rounders
Execute fielding, (catching the ball) in the game of rounders for skill acquisition

Why is it important to follow-through after hitting the ball?

Creative Arts Curriculum Design Grade 5
Wood, carving tools, sandpaper, polish, marked field, carved bats, posts, balls, whistle

Oral questions Oral Report Observation Written exercise

Creating and Execution

Rounders

By the end of the lesson, the learner should be able to:

Demarcate the field of play
Play a rounders game
Maintain the safety of others when batting in the game of rounders.

In groups, pairs or individually learners are guided to:
Demarcate the field of play
Play a rounders game

Why is it important to follow-through after hitting the ball?

Creative Arts Curriculum Design Grade 5
Marked field, carved bats, posts, balls, whistle

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics - Visual baton exchange Nonvisual baton exchange

By the end of the lesson, the learner should be able to:

Discuss how relay is performed
Identify appropriate materials for plaiting a skipping rope and for making a relay baton
Have fun collecting appropriate locally available materials for plaiting a rope (sisal, leather, recycled bag, old fabric)

In groups, pairs or individually learners are guided to:
Discuss how relay is performed
Identify appropriate materials for plaiting a skipping rope and for making a relay baton

How is a relay performed?

Creative Arts Curriculum Design Grade 5
Wood, carving/cutting tools, sand papers, paints, polish, sisal, leather, fabric, recyclable
Sand papers, paints, polish, sisal, leather, fabric, recyclable

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics - Visual baton exchange Nonvisual baton exchange

By the end of the lesson, the learner should be able to:

Explore actual samples of plaited basketry items
Prepare and decorate the material for plaiting by dyeing / painting.
Observe caution when handling dyes/ paints.

In groups, pairs or individually learners are guided to:
Explore actual samples of plaited basketry items
Prepare and decorate the material for plaiting by dyeing / painting.

How is a relay performed?

Creative Arts Curriculum Design Grade 5
Paints, polish, sisal, leather, fabric, recyclable
Wood, carving/cutting tools, sand papers, paints, polish, sisal, leather, fabric, recyclable

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics - Visual baton exchange Nonvisual baton exchange

By the end of the lesson, the learner should be able to:

Plait a 3 strand rope for warm up activity in a relay race
Use the skipping rope for warm-up before skill demonstration
Enjoy warming up using the plaited skipping rope

In groups, pairs or individually learners are guided to:
Plait a 3 strand rope for warm up activity in a relay race
Use the skipping rope for warm-up before skill demonstration

How are plaiting materials prepared?

Creative Arts Curriculum Design Grade 5
Wood, carving/cutting tools, sand papers, paints, polish, sisal, leather, fabric, recyclable

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics - Visual baton exchange Nonvisual baton exchange

By the end of the lesson, the learner should be able to:

Collect locally available resources (cutting, peeling the bark, drying, decorate by painting, smoking, incising)
Make a baton for use in a relay.
Appreciate their own and others baton for use in a relay.

In groups, pairs or individually learners are guided to:
Collect locally available resources (cutting, peeling the bark, drying, decorate by painting, smoking, incising)
Make a baton for use in a relay.

How is a relay performed?

Creative Arts Curriculum Design Grade 5
Wood, carving/cutting tools, sand papers, paints, polish, sisal, leather, fabric, recyclable
Cutting tools, sand papers, paints, polish, sisal, leather, fabric, recyclable

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics - Visual baton exchange Nonvisual baton exchange

By the end of the lesson, the learner should be able to:

Demonstrate the skill of baton exchange
Practise the skill of visual baton exchange in a relay race while safely maintaining own lane.
Appraise peers’ performance in a relay.

In groups, pairs or individually learners are guided to:
Demonstrate the skill of baton exchange
Practise the skill of visual baton exchange in a relay race while safely maintaining own lane.

How is a relay performed?

Creative Arts Curriculum Design Grade 5
Wood, carving/cutting tools, sand papers, paints, polish, sisal, leather, fabric, recyclable

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics - Visual baton exchange Nonvisual baton exchange

By the end of the lesson, the learner should be able to:

Demonstrate the skill of baton exchange
Practise the skill of non-visual baton exchange in a relay race while safely maintaining own lane.
Appraise peers’ performance in a relay.

In groups, pairs or individually learners are guided to:
Demonstrate the skill of baton exchange
Practise the skill of non-visual baton exchange in a relay race while safely maintaining own lane.
Participate in a relay race.

How is a relay performed?

Creative Arts Curriculum Design Grade 5
Wood, carving/cutting tools, sand papers, paints, polish, sisal, leather, fabric, recyclable

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics - Visual baton exchange Nonvisual baton exchange

By the end of the lesson, the learner should be able to:

Demonstrate the skill of baton exchange
Practise the skill of non-visual baton exchange in a relay race while safely maintaining own lane.
Appraise peers’ performance in a relay.

In groups, pairs or individually learners are guided to:
Demonstrate the skill of baton exchange
Practise the skill of non-visual baton exchange in a relay race while safely maintaining own lane.
Participate in a relay race.

How is a relay performed?

Creative Arts Curriculum Design Grade 5
Wood, carving/cutting tools, sand papers, paints, polish, sisal, leather, fabric, recyclable

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics - Visual baton exchange Nonvisual baton exchange
Puppetry

By the end of the lesson, the learner should be able to:

Perform the East African Community Anthem before a relay race.
Participate in a relay race.
Appraise peers’ performance in a relay.

In groups, pairs or individually learners are guided to:
Perform the East African Community Anthem before a relay race.
Participate in a relay race.

How is a relay performed?

Creative Arts Curriculum Design Grade 5
Sand papers, paints, polish, sisal, leather, fabric, recyclable
Found objects, dyes/paints, threads, needles, glue, topical songs.

Oral questions Oral Report Observation Written exercise

Performance and Display

Puppetry

By the end of the lesson, the learner should be able to:

Make a glove puppet using recyclable materials with emphasis on functionality and exaggeration
Decorate the puppet to bring out features and for aesthetic effects
Appreciate own and other’s hand puppets.

In groups, pairs or individually learners are guided to:
Make a glove puppet using recyclable materials with emphasis on functionality and exaggeration
Decorate the puppet to bring out features and for aesthetic effects

What is the role of puppetry in society?

Creative Arts Curriculum Design Grade 5
Found objects, dyes/paints, threads, needles, glue, topical songs.

Oral questions Oral Report Observation Written exercise

Performance and Display

Puppetry

By the end of the lesson, the learner should be able to:

Make a glove puppet using recyclable materials with emphasis on functionality and exaggeration
Decorate the puppet to bring out features and for aesthetic effects
Appreciate own and other’s hand puppets.

In groups, pairs or individually learners are guided to:
Make a glove puppet using recyclable materials with emphasis on functionality and exaggeration
Decorate the puppet to bring out features and for aesthetic effects

What is the role of puppetry in society?

Creative Arts Curriculum Design Grade 5
Found objects, dyes/paints, threads, needles, glue, topical songs.

Oral questions Oral Report Observation Written exercise

Performance and Display

Puppetry
Swimming

By the end of the lesson, the learner should be able to:

Perform a puppet show while singing topical songs with proper voice blending
Talk about your own and peers’ puppets fairly.
Appreciate own and other’s hand puppets.

By the end of the lesson, the learner should be able to:
Perform a puppet show while singing topical songs with proper voice blending
Talk about your own and peers’ puppets fairly.

What is the role of puppetry in society?

Creative Arts Curriculum Design Grade 5
Found objects, dyes/paints, threads, needles, glue, topical songs.
Swimming facility, Clothing and gear, safety equipment, first aid kit, spine board; Swimming aids, floatation devices.

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

By the end of the lesson, the learner should be able to:

Explain the front crawl skill in swimming
Demonstrate the front crawl skill in swimming, observing; - floatation for skill acquisition
Appreciates own and others' efforts in performing the front crawl technique.

In groups, pairs or individually learners are guided to:
Explain the front crawl skill in swimming
Demonstrate the front crawl skill in swimming, observing; - floatation for skill acquisition

Why is the front crawl technique the fastest stroke?

Creative Arts Curriculum Design Grade 5
Swimming facility, Clothing and gear, safety equipment, first aid kit, spine board; Swimming aids, floatation devices.

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

By the end of the lesson, the learner should be able to:

Explain the front crawl skill in swimming
Demonstrate the front crawl skill in swimming, observing; - body position for skill acquisition
Appreciates own and others' efforts in performing the front crawl technique.

In groups, pairs or individually learners are guided to:
Explain the front crawl skill in swimming
Demonstrate the front crawl skill in swimming, observing; - body position for skill acquisition

Why is the front crawl technique the fastest stroke?

Creative Arts Curriculum Design Grade 5
Swimming facility, Clothing and gear, safety equipment, first aid kit, spine board; Swimming aids, floatation devices.

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

By the end of the lesson, the learner should be able to:

Explain the front crawl skill in swimming
Demonstrate the front crawl skill in swimming, observing; - arm action for skill acquisition
Appreciates own and others' efforts in performing the front crawl technique

In groups, pairs or individually learners are guided to:
Explain the front crawl skill in swimming
Demonstrate the front crawl skill in swimming, observing; - arm action for skill acquisition

Why is the front crawl technique the fastest stroke?

Creative Arts Curriculum Design Grade 5
Swimming facility, Clothing and gear, safety equipment, first aid kit, spine board; Swimming aids, floatation devices.

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

By the end of the lesson, the learner should be able to:

Explain the front crawl skill in swimming
Demonstrate the front crawl skill in swimming, observing; - leg action for skill acquisition
Appreciates own and others' efforts in performing the front crawl technique.

In groups, pairs or individually learners are guided to:
Explain the front crawl skill in swimming
Demonstrate the front crawl skill in swimming, observing; - leg action for skill acquisition

Why is the front crawl technique the fastest stroke?

Creative Arts Curriculum Design Grade 5
Swimming facility, Clothing and gear, safety equipment, first aid kit, spine board; Swimming aids, floatation devices.

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

By the end of the lesson, the learner should be able to:

Explain the front crawl skill in swimming
Demonstrate the front crawl skill in swimming, observing; - breathing for skill acquisition
Appreciates own and others' efforts in performing the front crawl technique.

In groups, pairs or individually learners are guided to:
Explain the front crawl skill in swimming
Demonstrate the front crawl skill in swimming, observing; - breathing for skill acquisition

Why is the front crawl technique the fastest stroke?

Creative Arts Curriculum Design Grade 5
Swimming facility, Clothing and gear, safety equipment, first aid kit, spine board; Swimming aids, floatation devices.

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

By the end of the lesson, the learner should be able to:

Explain the front crawl skill in swimming
Demonstrate the front crawl skill in swimming, observing; - establishing rhythm for skill acquisition
Appreciates own and others' efforts in performing the front crawl technique.

In groups, pairs or individually learners are guided to:
Explain the front crawl skill in swimming
Demonstrate the front crawl skill in swimming, observing; - establishing rhythm for skill acquisition

Why is the front crawl technique the fastest stroke?

Creative Arts Curriculum Design Grade 5
Swimming facility, Clothing and gear, safety equipment, first aid kit, spine board; Swimming aids, floatation devices.
Swimming facility, Clothing and gear, safety equipment, first aid kit.

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

By the end of the lesson, the learner should be able to:

Explain/observe pool hygiene and water safety and rules; - safe entry
Practise/illustrate the skill of front crawl while ensuring smooth progression (leg, arm action, rhythm and tempo)
Appreciates own and others' efforts in performing the front crawl technique

In groups, pairs or individually learners are guided to:
Explain/observe pool hygiene and water safety and rules; - safe entry
Practise/illustrate the skill of front crawl while ensuring smooth progression (leg, arm action, rhythm and tempo)

Why is the front crawl technique the fastest stroke?

Creative Arts Curriculum Design Grade 5
Swimming facility, Clothing and gear, safety equipment, first aid kit, spine board; Swimming aids, floatation devices.

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

By the end of the lesson, the learner should be able to:

Explain/observe pool hygiene and water safety and rules; - safety of others
Practise/illustrate the skill of front crawl while ensuring smooth progression (leg, arm action, rhythm and tempo)
Appreciates own and others' efforts in performing the front crawl technique

In groups, pairs or individually learners are guided to:
Explain/observe pool hygiene and water safety and rules; - safety of others
Practise/illustrate the skill of front crawl while ensuring smooth progression (leg, arm action, rhythm and tempo)

Why is the front crawl technique the fastest stroke?

Creative Arts Curriculum Design Grade 5
Swimming facility, Clothing and gear, safety equipment, first aid kit, spine board; Swimming aids, floatation devices.

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

By the end of the lesson, the learner should be able to:

Create the composition of a swimming pool with emphasis on: - mono media - colour contrast - spacing of the material
Record video clips on own and others’ performance and give constructive feedback.
Appreciates own and others' efforts in creation of a mosaic composition.

In groups, pairs or individually learners are guided to:
Create the composition of a swimming pool with emphasis on: - mono media - colour contrast - spacing of the material
Record video clips on own and others’ performance and give constructive feedback.

Why is the front crawl technique the fastest stroke?

Creative Arts Curriculum Design Grade 5
Swimming facility, Clothing and gear, safety equipment, first aid kit, spine board; Swimming aids, floatation devices.

Oral questions Oral Report Observation Written exercise

Performance and Display

Performing a Kenyan Folk Dance

By the end of the lesson, the learner should be able to:

Watch a Kenyan folk dance performance.
Discuss the components Kenyan folk dance performance: participants and body movement.
Appreciate the components of a Kenyan folk dance

In groups, pairs or individually learners are guided to:
Watch a Kenyan folk dance performance.
Discuss the components Kenyan folk dance performance: participants and body movement.

Why is it important to perform a folk song?

Creative Arts Curriculum Design Grade 5
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Performing a Kenyan Folk Dance

By the end of the lesson, the learner should be able to:

Identify the role of ornaments and formation.
Discuss the components Kenyan folk dance performance: ornaments and formations.
Appreciate the components of a Kenyan folk dance

In groups, pairs or individually learners are guided to:
Identify the role of ornaments and formation.
Discuss the components Kenyan folk dance performance: ornaments and formations.

How do the aspects of a folk dance contribute to its performance?

Creative Arts Curriculum Design Grade 5
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise

Performance and Display

Performing a Kenyan Folk Dance

By the end of the lesson, the learner should be able to:

Watch a Kenyan folk dance performance.
Discuss the components Kenyan folk dance performance: props and instruments
Appreciate the components of a Kenyan folk dance

In groups, pairs or individually learners are guided to:
Watch a Kenyan folk dance performance.
Discuss the components Kenyan folk dance performance: props and instruments

What is the role of costumes, body adornment and ornaments in a dance?

Creative Arts Curriculum Design Grade 5
Pictures, audio recording, digital devices, sheet music, pitching device

Oral questions Oral Report Observation Written exercise