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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Performance and Display
|
Athletics - Sprint starts
|
By the end of the
lesson, the learner
should be able to:
- Explain the technique of sprint starts - Identify the commands used in sprint starts - Show interest in learning about athletics |
In groups, learners are guided to:
- Watch video clips or demonstrations of sprint starts -Discuss the commands used in sprint starts -Identify the positions for "On your marks" and "Set" -Discuss the importance of quick reaction |
Why is appropriate posture important in sprinting?
|
KLB Visionary Creative Arts, pg. 63 Digital devices, open field
|
Observation Oral questions Written assignments
|
|
| 2 | 2 |
Performance and Display
|
Athletics - Medium sprint start
Athletics - Elongated sprint start Athletics - Sprinting technique |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the medium sprint start technique - Execute proper body alignment in "on your marks" position - Show discipline in following commands |
In groups, learners are guided to:
- Demonstrate the medium sprint start technique -Practice placing feet and hands in correct position -Execute proper body alignment in starting position -Practice responding to start commands |
How is the medium sprint start executed?
|
KLB Visionary Creative Arts, pg. 64 Open field, starting line markers
KLB Visionary Creative Arts, pg. 65 Open field, starting line markers KLB Visionary Creative Arts, pg. 66 Open field, markers |
Observation Skills test Peer assessment
|
|
| 2 | 3 |
Performance and Display
|
Athletics - Sprint practice
Athletics - Kenya National Anthem Athletics - Singing the National Anthem Athletics - Kenyan flag |
By the end of the
lesson, the learner
should be able to:
- Apply sprint start and sprinting techniques in practice - Maintain proper technique throughout the sprint - Show determination in improving performance |
In groups, learners are guided to:
- Mark starting and finishing points on a field -Practice medium and elongated sprint starts -Focus on maintaining proper technique while sprinting -Give feedback to peers on technique |
How can we improve our sprinting technique through practice?
|
KLB Visionary Creative Arts, pg. 67 Open field, markers, whistle
KLB Visionary Creative Arts Printed lyrics of the National Anthem KLB Visionary Creative Arts Audio recording of the National Anthem KLB Visionary Creative Arts, pg. 68 Digital devices, images of the Kenyan flag |
Observation Skills test Peer assessment
|
|
| 2 | 4 |
Performance and Display
|
Athletics - Sketching the flag
Athletics - Painting the flag |
By the end of the
lesson, the learner
should be able to:
- Sketch the Kenyan flag with correct proportions - Draw the shield and spears correctly - Show attention to detail in drawing |
In groups, learners are guided to:
- Draw a rectangle with correct proportions -Sketch the horizontal stripes correctly -Draw the shield and spears in the center -Indicate colours in the sketch |
How is the Kenyan flag correctly drawn?
|
KLB Visionary Creative Arts, pg. 69 Drawing paper, pencils, rulers
KLB Visionary Creative Arts, pg. 70 Paint, brushes, painted sketch of flag |
Observation Project work Self-assessment
|
|
| 2 | 5 |
Performance and Display
|
Athletics - Making a flag handle
|
By the end of the
lesson, the learner
should be able to:
- Identify suitable materials for a flag handle - Attach the flag to a handle securely - Show craftsmanship in construction |
In groups, learners are guided to:
- Select suitable materials for a flag handle -Prepare the handle for attaching the flag -Attach the flag securely to the handle -Test the durability of the attachment |
How can we attach a flag to a handle securely?
|
KLB Visionary Creative Arts, pg. 71 Materials for handle, painted flag
|
Observation Project work Practical assessment
|
|
| 2 | 6 |
Performance and Display
|
Athletics - Sprint competition
Athletics - Sprint relay |
By the end of the
lesson, the learner
should be able to:
- Participate in a sprint competition - Apply proper technique in competition - Show sportsmanship during competition |
In groups, learners are guided to:
- Mark lanes for a sprint competition -Form teams for the competition -Apply sprint start and running techniques -Observe safety and fair play during competition |
How do we apply sprint techniques in competition?
|
KLB Visionary Creative Arts, pg. 71 Open field, markers, flags
KLB Visionary Creative Arts Open field, batons or substitute items |
Observation Performance assessment Peer evaluation
|
|
| 3 | 1 |
Performance and Display
|
Athletics - Standing long jump
Athletics - Running long jump |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the standing long jump technique - Execute proper takeoff and landing - Show courage in attempting the skill |
In groups, learners are guided to:
- Demonstrate the standing long jump technique -Practice proper takeoff with arm swing -Focus on balanced landing with bent knees -Measure and record jump distances |
What techniques help improve jump distance?
|
KLB Visionary Creative Arts Open field, measuring tape, markers
|
Observation Skills test Performance assessment
|
|
| 3 | 2 |
Performance and Display
|
Athletics - Ball throw
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate proper ball throw technique - Execute proper body position and arm action - Show determination in improving distance |
In groups, learners are guided to:
- Demonstrate proper ball throw technique -Practice grip and arm position -Focus on body rotation and follow-through -Measure and record throw distances |
What techniques help improve throwing distance?
|
KLB Visionary Creative Arts Open field, small balls, measuring tape
|
Observation Skills test Performance assessment
|
|
| 3 | 3 |
Performance and Display
|
Athletics - Athletics games
Athletics - Analysis of performance |
By the end of the
lesson, the learner
should be able to:
- Participate in various athletics games - Apply learned techniques in games - Show enjoyment in athletic activities |
In groups, learners are guided to:
- Organize simple athletics games -Apply learned techniques in game situations -Rotate through different activities -Emphasize fun and participation |
How can athletics be made enjoyable?
|
KLB Visionary Creative Arts Open field, various equipment
KLB Visionary Creative Arts Digital recording devices |
Observation Performance assessment Self-assessment
|
|
| 3 | 4 |
Performance and Display
|
Athletics - History of Kenyan athletics
Athletics - Athletics event planning |
By the end of the
lesson, the learner
should be able to:
- Identify famous Kenyan athletes - Describe Kenya's achievements in athletics - Show pride in Kenya's athletic heritage |
In groups, learners are guided to:
- Research famous Kenyan athletes -Discuss Kenya's achievements in athletics -Create profiles of notable athletes -Relate athletics to national pride |
Why is Kenya known for its athletes?
|
KLB Visionary Creative Arts Resource materials, digital devices
KLB Visionary Creative Arts Planning materials |
Observation Oral presentation Written assignment
|
|
| 3 | 5 |
Performance and Display
|
Athletics - Cultural significance
|
By the end of the
lesson, the learner
should be able to:
- Explain the cultural significance of athletics - Relate athletics to traditional activities - Value cultural heritage |
In groups, learners are guided to:
- Discuss the cultural significance of athletics -Relate athletics to traditional activities -Research athletics in different cultures -Create presentations on findings |
How is athletics connected to culture?
|
KLB Visionary Creative Arts Resource materials, digital devices
|
Observation Oral presentation Written assignment
|
|
| 3 | 6 |
Performance and Display
|
Athletics - Assessment
Gymnastics - Introduction |
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of athletic techniques - Show skills in sprint starts and running - Value the learning journey in this substrand |
In groups, learners are guided to:
- Complete assessment activities on athletics techniques -Demonstrate athletic skills for assessment -Perform the National Anthem and display the flag -Reflect on learning journey |
What have we learned about athletics, the National Anthem, and the Kenyan flag?
|
KLB Visionary Creative Arts Assessment tools
KLB Visionary Creative Arts, pg. 74 Digital devices, images of gymnastics |
Observation Written test Performance assessment
|
|
| 4 | 1 |
Performance and Display
|
Gymnastics - Warm-up activities
Gymnastics - Patriotic songs for warm-up |
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 |
In groups, learners are guided to:
- 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
KLB Visionary Creative Arts Audio recordings of patriotic songs |
Observation Practical assessment Oral questions
|
|
| 4 | 2 |
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 |
In groups, learners are guided to:
- 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
|
|
| 4 | 3 |
Performance and Display
|
Gymnastics - Crab balance technique
Gymnastics - Crab balance practice |
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 |
In groups, learners are guided to:
- 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
KLB Visionary Creative Arts, pg. 76 Mats, open space |
Observation Skills test Peer assessment
|
|
| 4 | 4 |
Performance and Display
|
Gymnastics - Head balance
Gymnastics - Head balance technique |
By the end of the
lesson, the learner
should be able to:
- Explain the head balance technique - Identify body parts used in the head balance - Show interest in learning the skill |
In groups, learners are guided to:
- 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
|
|
| 4 | 5 |
Performance and Display
|
Gymnastics - Side roll
|
By the end of the
lesson, the learner
should be able to:
- Explain the side roll technique - Identify body parts used in the side roll - Show interest in learning the skill |
In groups, learners are guided to:
- Observe demonstrations of the side roll -Identify body parts used in the side roll -Discuss the progression of the skill -Identify safety considerations |
What is the correct technique for a side roll?
|
KLB Visionary Creative Arts, pg. 77 Mats, open space
|
Observation Oral questions Written assignments
|
|
| 4 | 6 |
Performance and Display
|
Gymnastics - Side roll technique
Gymnastics - Side roll practice |
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 |
In groups, learners are guided to:
- 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
KLB Visionary Creative Arts, pg. 78 Mats, open space |
Observation Skills test Peer assessment
|
|
| 5 | 1 |
Performance and Display
|
Gymnastics - Backward roll
Gymnastics - Backward roll technique |
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 |
In groups, learners are guided to:
- 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
|
|
| 5 | 2 |
Performance and Display
|
Gymnastics - Combining skills
|
By the end of the
lesson, the learner
should be able to:
- Combine two or more gymnastics skills - Transition smoothly between skills - Show creativity in skill combinations |
In groups, learners are guided to:
- Demonstrate combinations of learned skills -Practice transitioning between skills -Create short sequences of 2-3 skills -Present sequences to peers |
How can we create smooth transitions between gymnastics skills?
|
KLB Visionary Creative Arts Mats, open space
|
Observation Performance assessment Peer evaluation
|
|
| 5 | 3 |
Performance and Display
|
Gymnastics - Percussion accompaniment
Gymnastics - Rhythmic patterns |
By the end of the
lesson, the learner
should be able to:
- Play rhythmic percussion instruments to accompany gymnastics - Match rhythm to movement - Show creativity in musical accompaniment |
In groups, learners are guided to:
- Select appropriate percussion instruments -Create simple rhythms to accompany movements -Practice playing instruments in time with gymnastics -Perform gymnastics with percussion accompaniment |
How does music enhance gymnastics performance?
|
KLB Visionary Creative Arts Percussion instruments, mats
KLB Visionary Creative Arts Mats, percussion instruments |
Observation Performance assessment Peer evaluation
|
|
| 5 | 4 |
Performance and Display
|
Gymnastics - Photography
Gymnastics - Photo portfolio |
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 |
In groups, learners are guided to:
- 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
KLB Visionary Creative Arts Digital devices, photograph printouts |
Observation Project work Photo critique
|
|
| 5 | 5 |
Performance and Display
|
Gymnastics - Gymnastic games
|
By the end of the
lesson, the learner
should be able to:
- Participate in gymnastics-themed games - Apply learned skills in game situations - Show enjoyment in gymnastic activities |
In groups, learners are guided to:
- Learn simple gymnastics-themed games -Apply learned skills in game situations -Rotate through different activities -Emphasize fun and participation |
How can gymnastics be made enjoyable through games?
|
KLB Visionary Creative Arts Mats, various equipment
|
Observation Performance assessment Self-assessment
|
|
| 5 | 6 |
Performance and Display
|
Gymnastics - Assessment
Descant Recorder - Introduction |
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of gymnastics techniques - Show skills in balances and rolls - Value the learning journey in this substrand |
In groups, learners are guided to:
- Complete assessment activities on gymnastics techniques -Demonstrate gymnastics skills for assessment -Present photography portfolios -Reflect on learning journey |
What have we learned about gymnastics, music accompaniment, and photography?
|
KLB Visionary Creative Arts Assessment tools
KLB Visionary Creative Arts, pg. 96 Descant recorders, audio recordings |
Observation Skills test Portfolio assessment
|
|
| 6 | 1 |
Performance and Display
|
Descant Recorder - Parts
Descant Recorder - Assembly |
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 |
In groups, learners are guided to:
- 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
KLB Visionary Creative Arts, pg. 97 Descant recorders |
Observation Oral questions Labeling exercise
|
|
| 6 | 2 |
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 |
In groups, learners are guided to:
- 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
|
|
| 6 | 3 |
Performance and Display
|
Descant Recorder - Holding position
Descant Recorder - Blowing technique |
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 |
In groups, learners are guided to:
- 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
KLB Visionary Creative Arts, pg. 100 Descant recorders |
Observation Practical assessment Peer evaluation
|
|
| 6 | 4 |
Performance and Display
|
Descant Recorder - Note B
Descant Recorder - Note A |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the fingering for note B - Produce a clear B note on the recorder - Show patience in mastering the note |
In groups, learners are guided to:
- 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 | 5 |
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 |
In groups, learners are guided to:
- 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
|
|
| 6 | 6 |
Performance and Display
|
Descant Recorder - Combining notes B-A
Descant Recorder - Combining notes B-A-G |
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 |
In groups, learners are guided to:
- 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
KLB Visionary Creative Arts, pg. 104 Descant recorders, simple music |
Observation Practical assessment Performance
|
|
| 7 |
Exams |
||||||||
| 8 | 1 |
Performance and Display
|
Descant Recorder - Simple melodies
Descant Recorder - Materials for case |
By the end of the
lesson, the learner
should be able to:
- Play simple melodies using notes B, A, and G - Maintain steady rhythm while playing - Show pride in musical achievement |
In groups, learners are guided to:
- Learn simple melodies using B, A, and G -Practice playing with steady rhythm -Focus on clear tone production -Perform melodies for peers |
How do we interpret simple melodies on the recorder?
|
KLB Visionary Creative Arts, pg. 104 Descant recorders, simple music
KLB Visionary Creative Arts, pg. 105 Fabric, leather, yarn, needles, thread |
Observation Performance assessment Peer evaluation
|
|
| 8 | 2 |
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 |
In groups, learners are guided to:
- 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 | 3 |
Performance and Display
|
Descant Recorder - Decorating the case
Descant Recorder - Group practice |
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 |
In groups, learners are guided to:
- 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
KLB Visionary Creative Arts Descant recorders, simple music |
Observation Project work Peer evaluation
|
|
| 8 | 4 |
Performance and Display
|
Descant Recorder - Performance preparation
Descant Recorder - Assessment |
By the end of the
lesson, the learner
should be able to:
- Prepare melodies for performance - Apply performance techniques - Show confidence in preparation |
In groups, learners are guided to:
- 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
KLB Visionary Creative Arts Assessment tools |
Observation Performance assessment Self-assessment
|
|
| 8 | 5 |
Performance and Display
|
Swimming - Water safety
|
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 |
In groups, learners are guided to:
- Discuss water safety rules -Explain the importance of each rule -Identify potential hazards around water -Role-play safety scenarios |
Why is Swimming an essential life skill?
|
KLB Visionary Creative Arts, pg. 111 Safety charts, pool area
|
Observation Oral questions Written assignment
|
|
| 8 | 6 |
Performance and Display
|
Swimming - Pool etiquette
Swimming - Water entry technique |
By the end of the
lesson, the learner
should be able to:
- Identify appropriate swimming attire - Explain proper pool behavior - Show discipline in following pool rules |
In groups, learners are guided to:
- Discuss appropriate swimming attire -Explain proper behavior in and around the pool -Identify actions that are unsafe or discourteous -Practice proper pool entry and exit |
Why is proper conduct important in swimming areas?
|
KLB Visionary Creative Arts, pg. 111 Swimming costumes, pool area
KLB Visionary Creative Arts, pg. 112 Pool area, digital devices |
Observation Oral questions Role-play assessment
|
|
| 9 | 1 |
Performance and Display
|
Swimming - Feet first entry
Swimming - Crouch surface dive |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the feet first entry technique - Execute the entry safely - Show confidence in water entry |
In groups, learners are guided to:
- Demonstrate the feet first entry technique -Practice the entry in shallow water -Focus on maintaining proper body position -Enter the water with increasing confidence |
What is the correct technique for feet first entry?
|
KLB Visionary Creative Arts, pg. 112 Pool area, shallow end
KLB Visionary Creative Arts Pool area, digital devices |
Observation Skills test Peer assessment
|
|
| 9 | 2 |
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 |
In groups, learners are guided to:
- 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
|
|
| 9 | 3 |
Performance and Display
|
Swimming - Standing surface dive
Swimming - Standing surface dive practice |
By the end of the
lesson, the learner
should be able to:
- Explain the standing surface dive technique - Identify the progression steps - Show interest in learning the skill |
In groups, learners are guided to:
- Observe demonstrations of the standing surface dive -Discuss the progression steps -Identify safety considerations -Discuss applications of the skill |
What is the technique for a standing surface dive?
|
KLB Visionary Creative Arts Pool area, digital devices
KLB Visionary Creative Arts Pool area |
Observation Oral questions Written assignment
|
|
| 9 | 4 |
Performance and Display
|
Swimming - Water games
Swimming - Photography |
By the end of the
lesson, the learner
should be able to:
- Participate in water games - Follow rules of the games - Show enjoyment in water activities |
In groups, learners are guided to:
- Learn simple water games -Participate in blowing bubbles game -Participate in pick up objects game -Focus on fun while observing safety |
How do water games help develop swimming confidence?
|
KLB Visionary Creative Arts, pg. 117 Pool area, sinking objects
KLB Visionary Creative Arts Digital devices, pool area |
Observation Participation assessment Self-assessment
|
|
| 9 | 5 |
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 |
In groups, learners are guided to:
- Review photographs of swimming activities -Establish criteria for selection -Select best photographs based on criteria -Store selected photos in an e-folder |
What makes a good photograph of swimming activities?
|
KLB Visionary Creative Arts Digital devices, photographs
|
Observation Project work Oral presentation
|
|
| 9 | 6 |
Performance and Display
|
Swimming - Photo presentation
Swimming - Floating technique |
By the end of the
lesson, the learner
should be able to:
- Present selected photographs to peers - Explain photographic choices - Show confidence in presentation |
In groups, learners are guided to:
- 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
KLB Visionary Creative Arts, pg. 117 Pool area, floating aids |
Observation Oral presentation Peer evaluation
|
|
| 10 | 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 |
In groups, learners are guided to:
- 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
|
|
| 10 | 2 |
Performance and Display
|
Swimming - Prone float
Swimming - Supine 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 |
In groups, learners are guided to:
- 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
KLB Visionary Creative Arts, pg. 119 Pool area |
Observation Skills test Peer assessment
|
|
| 10 | 3 |
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 |
In groups, learners are guided to:
- Review different floating techniques -Practice transitioning between floats -Work with partners for support and feedback -Gradually reduce support during practice |
How can we improve our floating techniques?
|
KLB Visionary Creative Arts, pg. 120 Pool area
|
Observation Skills test Peer assessment
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| 10 | 4 |
Performance and Display
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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 |
In groups, learners are guided to:
- 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
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Observation Skills test Peer assessment
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|
| 10 | 5 |
Performance and Display
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Swimming - Supine glide
Swimming - Glide practice |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the supine glide technique - Execute the glide with proper body position - Show streamlining in gliding |
In groups, learners are guided to:
- Demonstrate the supine glide technique -Practice the body position and push-off -Focus on streamlining and extension -Glide for increasing distances |
What is the correct technique for a supine glide?
|
KLB Visionary Creative Arts Pool area
|
Observation Skills test Peer assessment
|
|
| 10 | 6 |
Performance and Display
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Swimming - Assessment
Songs - Types of songs |
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of swimming techniques - Show skills in water entry, floating, and gliding - Value the learning journey in this substrand |
In groups, learners are guided to:
- Complete assessment activities on swimming techniques -Demonstrate swimming skills for assessment -Present photography portfolios -Reflect on learning journey |
What have we learned about swimming techniques and photography?
|
KLB Visionary Creative Arts Assessment tools
KLB Visionary Creative Arts, pg. 82 Audio recordings of various songs |
Observation Skills test Portfolio assessment
|
|
| 11 | 1 |
Performance and Display
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Songs - Patriotic songs
|
By the end of the
lesson, the learner
should be able to:
- Identify patriotic songs - Explain the purpose of patriotic songs - Show patriotism through song appreciation |
In groups, learners are guided to:
- Listen to examples of patriotic songs -Discuss the purpose and message of patriotic songs -Identify characteristics of patriotic songs -Relate patriotic songs to national identity |
What messages do patriotic songs convey?
|
KLB Visionary Creative Arts, pg. 83 Audio recordings of patriotic songs
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Observation Oral questions Written assignment
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|
| 11 | 2 |
Performance and Display
|
Songs - Sacred songs
Songs - Topical songs |
By the end of the
lesson, the learner
should be able to:
- Identify sacred songs - Explain the purpose of sacred songs - Show respect for religious diversity |
In groups, learners are guided to:
- Listen to examples of sacred songs -Discuss the purpose and message of sacred songs -Identify characteristics of sacred songs -Relate sacred songs to spiritual values |
What messages do sacred songs convey?
|
KLB Visionary Creative Arts, pg. 83 Audio recordings of sacred songs
KLB Visionary Creative Arts, pg. 84 Audio recordings of topical songs |
Observation Oral questions Written assignment
|
|
| 11 | 3 |
Performance and Display
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Songs - Performance techniques
Songs - Tempo in singing |
By the end of the
lesson, the learner
should be able to:
- Explain elements of good singing - Identify performance techniques - Show interest in improving singing |
In groups, learners are guided to:
- Discuss elements of good singing -Identify proper diction, pitch, rhythm, and dynamics -Discuss the importance of facial expressions and gestures -Practice vocal warm-up exercises |
What makes a good singing performance?
|
KLB Visionary Creative Arts, pg. 84 Audio recordings of songs
KLB Visionary Creative Arts, pg. 84 Audio recordings, percussion instruments |
Observation Oral questions Practical assessment
|
|
| 11 | 4 |
Performance and Display
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Songs - Pitch in singing
|
By the end of the
lesson, the learner
should be able to:
- Explain the concept of pitch - Sing with accurate pitch - Show control in pitch variation |
In groups, learners are guided to:
- Discuss the concept of pitch in music -Practice singing with accurate pitch -Identify appropriate pitch range for different songs -Match pitch with instrumental accompaniment |
How does pitch affect a song's performance?
|
KLB Visionary Creative Arts, pg. 84 Pitch pipes, tuned instruments
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Observation Performance assessment Peer evaluation
|
|
| 11 | 5 |
Performance and Display
|
Songs - Rhythm in singing
Songs - Dynamics in singing |
By the end of the
lesson, the learner
should be able to:
- Explain the concept of rhythm - Sing with accurate rhythm - Show control in rhythmic patterns |
In groups, learners are guided to:
- Discuss the concept of rhythm in music -Practice singing with accurate rhythm -Identify rhythmic patterns in different songs -Maintain steady rhythm while singing |
How does rhythm affect a song's performance?
|
KLB Visionary Creative Arts, pg. 84 Percussion instruments
KLB Visionary Creative Arts, pg. 85 Audio recordings |
Observation Performance assessment Peer evaluation
|
|
| 11 | 6 |
Performance and Display
|
Songs - Diction in singing
Songs - Facial expressions |
By the end of the
lesson, the learner
should be able to:
- Explain the importance of diction - Sing with clear diction - Show attention to word clarity |
In groups, learners are guided to:
- Discuss the importance of diction in singing -Practice clear pronunciation of words -Focus on consonant and vowel clarity -Apply diction to enhance song meaning |
How does diction affect a song's performance?
|
KLB Visionary Creative Arts, pg. 85 Lyric sheets
KLB Visionary Creative Arts, pg. 85 Mirrors |
Observation Performance assessment Peer evaluation
|
|
| 12 | 1 |
Performance and Display
|
Songs - Gestures in singing
|
By the end of the
lesson, the learner
should be able to:
- Explain the role of gestures in singing - Use appropriate gestures - Show expressiveness in movement |
In groups, learners are guided to:
- Discuss the role of gestures in singing -Practice using gestures to enhance meaning -Match gestures to song content -Apply gestures to enhance performance |
How do gestures enhance song performance?
|
KLB Visionary Creative Arts, pg. 85 Open performance space
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Observation Performance assessment Peer evaluation
|
|
| 12 | 2 |
Performance and Display
|
Songs - East African Community Anthem
Songs - Singing the East African Anthem |
By the end of the
lesson, the learner
should be able to:
- Identify the East African Community Anthem - Explain the message of the Anthem - Show respect for regional unity |
In groups, learners are guided to:
- Listen to the East African Community Anthem -Discuss the purpose and message of the Anthem -Learn the words of the Anthem -Discuss occasions when the Anthem is performed |
What is the purpose of the East African Community Anthem?
|
KLB Visionary Creative Arts, pg. 87 Audio recording of the Anthem
KLB Visionary Creative Arts, pg. 88 Audio recording of the Anthem |
Observation Oral questions Written assignment
|
|
| 12 | 3 |
Performance and Display
|
Songs - Folk songs
Songs - Types of folk songs |
By the end of the
lesson, the learner
should be able to:
- Explain what folk songs are - Identify characteristics of folk songs - Show interest in cultural heritage |
In groups, learners are guided to:
- Discuss what folk songs are -Listen to examples of folk songs -Identify characteristics of folk songs -Discuss the role of folk songs in communities |
How do Kenyan communities decorate costumes for performing folk songs?
|
KLB Visionary Creative Arts, pg. 89 Audio recordings of folk songs
KLB Visionary Creative Arts, pg. 90 Audio recordings of folk songs |
Observation Oral questions Written assignment
|
|
| 12 | 4 |
Performance and Display
|
Songs - Learning folk songs
|
By the end of the
lesson, the learner
should be able to:
- Learn folk songs from different communities - Sing with appropriate style and expression - Show pride in cultural heritage |
In groups, learners are guided to:
- Learn the words and melody of folk songs -Understand the meaning and context of the songs -Practice singing with appropriate style -Discuss the cultural significance of the songs |
How do we authentically perform folk songs?
|
KLB Visionary Creative Arts, pg. 91 Resource persons, audio recordings
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Observation Performance assessment Self-assessment
|
|
| 12 | 5 |
Performance and Display
|
Songs - Costume decoration
Songs - Decoration techniques |
By the end of the
lesson, the learner
should be able to:
- Explain indigenous methods of costume decoration - Identify decoration techniques from different communities - Show interest in cultural crafts |
In groups, learners are guided to:
- Explore indigenous methods of costume decoration -Identify tie-dye and beadwork techniques -Discuss the significance of patterns and colors -Relate decoration to cultural identity |
How do Kenyan communities decorate costumes for folk songs?
|
KLB Visionary Creative Arts, pg. 92 Sample costumes, decoration materials
KLB Visionary Creative Arts, pg. 92 Fabric, dye, beads, string |
Observation Oral questions Written assignment
|
|
| 12 | 6 |
Performance and Display
|
Songs - Performance preparation
Songs - Group performance Songs - Assessment |
By the end of the
lesson, the learner
should be able to:
- Prepare for group folk song performance - Apply appropriate performance techniques - Show teamwork in preparation |
In groups, learners are guided to:
- Rehearse folk songs for group performance -Apply appropriate diction, expressions, and gestures -Prepare percussion accompaniment -Organize roles for performance |
What preparations are needed for effective performance?
|
KLB Visionary Creative Arts, pg. 92 Performance space, instruments
KLB Visionary Creative Arts, pg. 93 Performance space, instruments KLB Visionary Creative Arts Assessment tools |
Observation Performance assessment Group evaluation
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