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:

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 crotchet?

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.

Which materials do you need to make a calligraphy pen?

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:

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

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

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

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 primary 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:

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:

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 colour is common in both primary and 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:

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.

What does wash technique involve in painting?

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.

What is a 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 mono media 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

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

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.

Which form will you sketch on the form?

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:

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 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 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:

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 materials.

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:

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 safety measures while handling spray painting for self and others.

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:

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 (stance) 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 (stance) 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 (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 (swing) 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:
-up while singing appropriate songs observing expressive elements-dynamics, gestures, facial expressions
Execute batting (swing) 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:

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:

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:

Practise the skills of batting and fielding in the game of rounders for skill acquisition
Execute fielding, (tagging) 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 for skill acquisition
Execute fielding, (tagging) 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

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

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 virtual samples of plaited basketry items
Discuss how plaiting materials is prepared
Appreciate plaited items

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 are plaiting materials prepared?

Creative Arts Curriculum Design Grade 5
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

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:

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 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

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 are plaiting materials prepared?

Creative Arts Curriculum Design Grade 5
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 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 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:

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 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