Games

Football – Kick-off and Corner Kick
Football – Goal Kick and Free Kick
Football – Throw-in

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

- Describe the kick-off and corner kick as starting and restarting skills in Football
- Demonstrate correct body positioning during kick-off and corner kick
- Show keenness to apply kick-off and corner kick correctly as a way of ensuring fair and structured play in everyday team games

- Learners watch a video clip of a Football game and observe kick-off and corner kick techniques
- Learners brainstorm and discuss when kick-off and corner kick are used
- Learners demonstrate kick-off and corner kick in pairs and small groups observing safety

How does a correct kick-off or corner kick give a team a strategic advantage at the start of play?

- Hummingbird Physical Education pg. 1
- Marked Football field
- Balls
- Cones
- Digital devices
- Hummingbird Physical Education pg. 2
- Balls
- Cones
- Marked Football field
- Hummingbird Physical Education pg. 3
- Marked field

- Oral questions - Observation - Peer assessment

Games

Football – Mini Game Applying Restart Skills
Football – Lofted Pass (Stance and Contact)
Football – Lofted Pass (Follow-through and Accuracy)
Football – Man-to-man Marking
Football – Zonal Marking
Football – Dodging Techniques

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

- Apply kick-off, corner kick, goal kick, free kick and throw-in correctly in a mini Football game
- Demonstrate teamwork and communication when executing restart skills during play
- Relate fair restarting of play to real-life conflict resolution, where agreed rules help communities restart interactions peacefully

- Learners play a mini Football game applying all start and restart skills
- Learners are guided to use correct restart skills when the ball goes out of play
- Learners reflect and give peer feedback on restart skills observed during play

How does mastery of restart skills help a team control the flow and pace of a Football game?

- Hummingbird Physical Education pg. 4
- Balls
- Marked Football field
- Cones
- Whistle
- Hummingbird Physical Education pg. 16
- Marked field
- Digital devices
- Hummingbird Physical Education pg. 17
- Hummingbird Physical Education pg. 22
- Hummingbird Physical Education pg. 23
- Hummingbird Physical Education pg. 25

- Practical game observation - Peer assessment - Oral questions

Games

Football – Heading (Stance and Body Alignment)
Football – Heading (Head Contact and Follow-through)
Football – Goalkeeping (Stance, Grip and Throw)

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

- Describe the correct stance and body alignment required for heading in Football
- Demonstrate proper foot placement, posture and eye tracking when preparing to head the ball
- Relate body alignment in heading to workers like welders or surgeons who must position their body precisely relative to their task for both accuracy and safety

- Learners study pictures of heading and discuss stance and body alignment
- Learners demonstrate stance and body alignment in pairs with a thrower and a header
- Learners practise stationary heading drills observing safety for self and peers

How does maintaining proper body alignment before heading the ball help direct it accurately to the intended target?

- Hummingbird Physical Education pg. 29
- Balls
- Cones
- Open space
- Hummingbird Physical Education pg. 30
- Hummingbird Physical Education pg. 33
- Goalposts

- Observation - Oral questions - Peer assessment

Games

Football – Goalkeeping (Footwork and Positioning)
Football – Mini Football Game
Football – Assessment (Restart, Lofted Pass, Marking and Dodging)

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

- Explain the role of footwork in helping a goalkeeper make saves
- Demonstrate lateral shuffle, forward and backward movement and alignment with the ball during goalkeeping
- Relate a goalkeeper's footwork to that of a shop cashier who continuously repositions to serve different customers efficiently

- Learners watch a video of goalkeeper footwork and identify key movements
- Learners demonstrate footwork and positioning shuffle between cones with servers
- Learners practise catch-and-grip drills with kicking from different angles and heights

Why must a goalkeeper always align their body with the ball rather than staying fixed at the centre of the goal?

- Hummingbird Physical Education pg. 34
- Balls
- Goalposts
- Cones
- Hummingbird Physical Education pg. 35
- Marked Football field
- Whistle
- Hummingbird Physical Education pg. 12
- Marked field
- Assessment rubrics

- Observation - Practical performance - Peer assessment

Games

Football – Assessment (Heading and Goalkeeping)
Netball – Flip Pass (Grip and Stance)
Netball – Flip Pass (Release and Follow-through)

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

- Demonstrate heading and goalkeeping skills using correct technique across all phases
- Execute heading and goalkeeping consistently showing stance, contact and follow-through
- Appreciate personal growth in Football and commit to maintaining active participation in physical activity as a lifestyle choice

- Learners are assessed on heading and goalkeeping individually
- Learners demonstrate both skills in a structured practical setting
- Learners provide peer feedback and complete self-assessment on their overall Football performance

In what ways has practising heading and goalkeeping helped you become more alert, disciplined and physically fit for everyday activities?

- Hummingbird Physical Education pg. 12
- Balls
- Goalposts
- Cones
- Assessment rubrics
- Hummingbird Physical Education pg. 45
- Open space
- Digital devices
- Hummingbird Physical Education pg. 46

- Practical assessment - Self-assessment - Peer assessment

Games

Netball – Side Pass (Stance, Timing and Release)
Netball – Side Pass (Accuracy and Follow-through)
Netball – Running Pass (Grip and Movement)

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

- Describe the stance, timing and release phases when performing a side pass in Netball
- Demonstrate correct body positioning, step direction and release in a side pass
- Relate the timing of a side pass to a bus conductor who must hand a ticket to a passenger at exactly the right moment as they board, where releasing too early or too late causes errors

- Learners watch a video clip of a Netball side pass and examine body positioning
- Learners demonstrate stance, timing and release of the side pass in pairs
- Learners practise side pass accuracy in a zigzag passing formation

How does passing the ball slightly ahead of a moving teammate during a side pass help maintain the flow of play?

- Hummingbird Physical Education pg. 50
- Balls
- Cones
- Open space
- Digital devices
- Hummingbird Physical Education pg. 52
- Hummingbird Physical Education pg. 56

- Observation - Oral questions - Peer assessment

Games

Netball – Running Pass (Release and Follow-through)
Netball – Running Shot (Grip and Footwork)
Netball – Running Shot (Release and Follow-through)
Netball – Mini Netball Game

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

- Explain the correct take-off, release height and follow-through in a running pass
- Perform running pass with correct jumping release and directed follow-through in pass-around-the-circle drills
- Relate the jumping release of a running pass to a basketball player dunking or a volleyball player spiking, where releasing the ball at the highest point above the body maximises both reach and accuracy

- Learners demonstrate take-off, release and follow-through of the running pass in pairs
- Learners practise pass-around-the-circle drill with a ball feeder at the centre
- Learners reflect on how follow-through direction affects where the pass lands

Why must the ball be released before the landing foot touches the ground when performing a running pass in Netball?

- Hummingbird Physical Education pg. 57
- Balls
- Cones
- Open space
- Hummingbird Physical Education pg. 62
- Netball posts
- Digital devices
- Hummingbird Physical Education pg. 63
- Hummingbird Physical Education pg. 64
- Netball court
- Bibs

- Practical performance - Peer assessment - Observation

Games

Netball – Assessment (Flip Pass and Side Pass)
Netball – Assessment (Running Pass and Running Shot)
Netball – Assessment (Running Pass and Running Shot)

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

- Demonstrate flip pass and side pass following all phases of grip, footwork, release and follow-through
- Perform flip pass and side pass consistently and accurately under assessment conditions
- Reflect on personal strengths and areas for improvement in Netball passing skills

- Learners are assessed on flip pass and side pass individually following the curriculum rubric
- Learners perform each skill demonstrating all required phases
- Learners use self-assessment to identify areas needing more practice

How well can you maintain correct grip, release and follow-through phases in both the flip pass and side pass when assessed by a peer?

- Hummingbird Physical Education pg. 12
- Balls
- Cones
- Assessment rubrics
- Hummingbird Physical Education pg. 13
- Netball posts

- Practical assessment - Self-assessment - Peer assessment

Games

Netball – Assessment (Running Pass and Running Shot)
Basketball – Crossover Dribble (Stance and Ball Control)
Basketball – Crossover Dribble (Change of Direction and Hand Positioning)

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

- Demonstrate running pass and running shot following all phases of grip, footwork, release and follow-through
- Perform running pass and running shot consistently showing accurate technique
- Value participation in Netball as a path to physical fitness, social connection and potential career opportunities in sports coaching or physical education

- Learners are assessed on running pass and running shot individually
- Learners demonstrate both skills in a structured practical setting with peer observation
- Learners complete self-assessment and share reflections on overall Netball performance

In what ways has learning Netball skills improved your physical coordination, teamwork and ability to make quick decisions in fast-moving situations?

- Hummingbird Physical Education pg. 13
- Balls
- Netball posts
- Cones
- Assessment rubrics
- Hummingbird Physical Education pg. 66
- Basketballs
- Hard surface court
- Digital devices
- Hummingbird Physical Education pg. 70

- Practical assessment - Self-assessment - Peer assessment

Games

Basketball – Crossover Dribble (Deception, Timing and Follow-through)
Basketball – Faking and Feinting
Basketball – Faking and Feinting (Game-like Drills)

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

- Describe how eye fakes, shoulder drops and change of pace contribute to deception in crossover dribbling
- Demonstrate double crossover and in-and-out crossover using correct timing and follow-through
- Relate basketball deception tactics to strategies used in everyday negotiation, where varying tone, pace and body language influences how others respond to your message

- Learners demonstrate double crossover and in-and-out crossover in pairs
- Learners practise obstacle course dribbling focusing on timing and deception
- Learners introduce a defender to create game-like challenge and give peer feedback

How does varying your dribbling speed and using eye or shoulder fakes force a defender to react incorrectly, creating space for you to drive past?

- Hummingbird Physical Education pg. 71
- Basketballs
- Hard surface court
- Cones
- Hummingbird Physical Education pg. 76
- Digital devices
- Hummingbird Physical Education pg. 78

- Observation - Practical performance - Peer assessment

Games

Basketball – Shooting (Set Shot)
Basketball – Shooting (Jump Shot and Lay-up Shot)
Basketball – Mini Basketball Game

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

- Describe the stance, grip, release and follow-through phases of a set shot in Basketball
- Demonstrate correct set shot technique including knee bend, dominant hand positioning and wrist snap
- Relate the set shot's follow-through to an archer who must hold their bow arm extended towards the target after releasing the arrow, where maintaining direction after release improves consistency

- Learners study pictures of set shot and discuss body positioning
- Learners demonstrate grip, stance, release and follow-through of the set shot in pairs
- Learners practise cone set shot activity shooting from three cone positions

How does generating power through leg drive and transferring it upward through the arm and wrist make a set shot both accurate and consistent?

- Hummingbird Physical Education pg. 80
- Basketballs
- Basketball hoop
- Cones
- Hummingbird Physical Education pg. 82
- Hummingbird Physical Education pg. 88
- Basketball court
- Bibs

- Observation - Practical performance - Peer assessment

Games

Basketball – Skills Assessment
Badminton – Forehand and Backhand Clear (Grip and Stance)

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

- Demonstrate crossover dribble, dodging, set shot, lay-up shot and jump shot following all required aspects consistently
- Execute Basketball skills accurately under assessment conditions
- Reflect on how Basketball practice has developed interpersonal relations, self-discipline and decision-making abilities applicable in daily life

- Learners are assessed on crossover dribble, set shot, jump shot and lay-up shot individually
- Learners perform skills in a structured practical setting observed by teacher and peers
- Learners complete self-assessment using the rubric criteria

How consistently can you execute all four aspects of crossover dribble and the three shooting techniques when assessed in a game-like environment?

- Hummingbird Physical Education pg. 13
- Basketballs
- Basketball hoop
- Cones
- Assessment rubrics
- Hummingbird Physical Education pg. 90
- Badminton racquets
- Shuttlecocks
- Court markings
- Digital devices

- Practical assessment - Self-assessment - Peer assessment

Games

Badminton – Forehand Clear (Contact and Follow-through)
Badminton – Backhand Clear (Contact and Follow-through)
Badminton – Forehand and Backhand Drop Shot (Grip, Stance and Swing)
Badminton – Forehand and Backhand Drop Shot (Practice and Follow-through)

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

- Explain how body rotation, contact point and arm extension affect the flight of a forehand clear
- Perform forehand clear with correct shoulder rotation, high contact point and full follow-through in pairs
- Relate the follow-through of a forehand clear to a cricket bowler who must complete the full arm rotation after releasing the ball, where stopping the arm early reduces both speed and accuracy

- Learners demonstrate contact and follow-through phases of the forehand clear in pairs
- Learners practise forehand clear target practice aiming for the deep backcourt zone
- Learners perform throw-and-clear challenge alternating forehand and backhand sides

Why does making contact with the shuttlecock at the highest reachable point above the shoulder produce a steeper and deeper flight in a forehand clear?

- Hummingbird Physical Education pg. 92
- Badminton racquets
- Shuttlecocks
- Court with net
- Cones
- Hummingbird Physical Education pg. 93
- Hummingbird Physical Education pg. 100
- Digital devices
- Hummingbird Physical Education pg. 103
- Hula hoops

- Practical performance - Peer assessment - Observation

Games

Badminton – Short Service
Badminton – Long Service
Badminton – Smash (Forehand and Backhand)

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

- Describe the short service in Badminton including grip, stance, swing and follow-through
- Demonstrate correct backhand grip, wrist flick and controlled push for a short service landing just past the service line
- Relate the precision of a short service to a snooker player playing a delicate cue shot along the cushion, where the slightest excess power sends the ball past the target pocket

- Learners study pictures of short service and discuss grip, stance and swing
- Learners demonstrate short service in pairs observing service rules
- Learners practise short service target practice aiming for a zone just beyond the short service line

Why does using a backhand grip and a gentle wrist push rather than a full swing produce the flat, controlled flight needed for an effective short service?

- Hummingbird Physical Education pg. 107
- Badminton racquets
- Shuttlecocks
- Court with net
- Hula hoops
- Hummingbird Physical Education pg. 109
- Cones
- Hummingbird Physical Education pg. 113
- Digital devices

- Observation - Oral questions - Peer assessment

Games

Badminton – Drives and Blocks
Badminton – Net Shot
Badminton – Mini Doubles Game

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

- Describe the drive shot and block shot and explain the contexts in which each is used in Badminton
- Demonstrate correct grip, lunge stance, arm action and follow-through for drives and blocks
- Relate the block shot to a goalkeeper using their body to deflect a shot on goal in Football, where absorbing the ball's pace and redirecting it gently requires soft hands and precise positioning rather than power

- Learners watch video clips of drives and blocks in Badminton and discuss technique
- Learners demonstrate drive shot and block shot in pairs following the learning points
- Learners practise drive shot rally and block shot reaction drills in pairs

How does using a short grip and soft hands rather than a full swing during a block shot help control the direction and power of the return against a fast smash?

- Hummingbird Physical Education pg. 115
- Badminton racquets
- Shuttlecocks
- Court with net
- Digital devices
- Hummingbird Physical Education pg. 120
- Cones
- Hummingbird Physical Education pg. 124
- Badminton court with net

- Observation - Practical performance - Peer assessment

Games
Athletics
Athletics

Badminton – Assessment (Clears and Drop Shots)
Badminton – Assessment (Service and Strokes)
Middle Distance Races - Categories and Starting Techniques
Middle Distance Races - Acceleration and Pacing

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

- Demonstrate forehand clear, backhand clear, forehand drop and backhand drop using 5–6 correct aspects of grip, stance, footwork, swing, contact and follow-through
- Perform assessed Badminton shots consistently and accurately under assessment conditions
- Reflect on personal improvement in Badminton and identify one shot requiring further development

- Learners are assessed on forehand clear, backhand clear, forehand drop and backhand drop individually
- Learners demonstrate each shot with a feeder providing the shuttlecock
- Learners complete self-assessment using the rubric aspects of grip, stance, footwork, swing, contact and follow-through

How accurately and consistently can you execute all four clear and drop shots under assessment conditions when a feeder delivers the shuttlecock at varying heights?

- Hummingbird Physical Education pg. 14
- Badminton racquets
- Shuttlecocks
- Court with net
- Assessment rubrics
- Hummingbird Physical Education pg. 142
- Marked field
- Cones
- Whistle or clappers
- Field markers
- Stopwatch
- Whistle

- Practical assessment - Self-assessment - Peer assessment

Athletics

Middle Distance Races - Running Form and Posture
Middle Distance Races - Stride Length and Breathing
Middle Distance Races - Finishing Techniques

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

- Describe the correct running form including upright posture, relaxed shoulders, midfoot strike and forward lean from the ankles
- Perform middle distance running maintaining correct form and posture throughout
- Relate good running posture to real-life ergonomics such as how a construction worker maintains proper body alignment to avoid back injuries during heavy lifting

In groups, learners are guided to:
- Demonstrate upright posture, relaxed shoulders, midfoot strike and forward lean from ankles
- Practise running towards obstacles (tyres or hula hoops) placed 50 metres from start, maintaining form throughout
- Peer review and correct form errors such as heel striking, overstriding and pushing hips back

Why is maintaining correct running form throughout a middle distance race essential for speed and injury prevention?

- Hummingbird Physical Education pg. 142
- Cones
- Hula hoops or tyres
- Open space
- Stopwatch

- Observation - Peer assessment - Oral questions

Athletics

Middle Distance Races - Recovery Techniques
Middle Distance Races - Full Middle Distance Race Application
Middle Distance Races - Safety and Sportsmanship in Middle Distance Races

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

- Explain the importance of active recovery including cool-down jogging, stretching and hydration after middle distance races
- Perform a structured post-race recovery routine including jogging, stretching and breathing regulation
- Relate active recovery to real-life wellness habits such as how factory workers use rest breaks and stretching to reduce fatigue and prevent injury during long shifts

In groups, learners are guided to:
- Demonstrate active cool-down sequence: jogging, walking and static stretching targeting legs, hips and back
- Practise full recovery routine after a conditioned 400m race: reduce pace, regulate breathing and perform stretches
- Reflect on personal performance and complete a self-assessment table on starting, pacing, stride length and finishing

Why is active recovery after a middle distance race important for long-term athletic performance and personal health?

- Hummingbird Physical Education pg. 142
- Open space
- Cones
- Water bottles
- Marked field
- Stopwatch
- Whistle
- First aid kit

- Observation - Self-assessment - Oral questions

Athletics

Cross Country - Techniques and Starting
Cross Country - Pacing and Terrain Adaptation
Cross Country - Breathing Techniques

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

- Examine cross country techniques including starting, pacing, terrain adaptation, breathing, finishing and recovery
- Perform the standing start technique correctly in a cross country race setting
- Relate the controlled cross country start to real-life situations such as a farmer who begins land preparation steadily to conserve energy for a full day of work in varied terrain

In groups, learners are guided to:
- Watch video clips of cross country races observing starting positions, pacing strategies and terrain adaptation using the link https://tinyurl.com/4huhe52p
- Brainstorm and present on differences between track starts and cross country starts
- Demonstrate straight start line positioning, foot placement, forward lean and explosive take-off

How does a strong and controlled start help a cross country runner secure a good position in the race?

- Hummingbird Physical Education pg. 154
- Cones or markers
- Whistle
- Stopwatch
- Running track
- Open space with varied terrain
- Cones
- Field markers
- Open space

- Oral questions - Observation - Written assignments

Athletics
Outdoor Education – Camping

Cross Country - Finishing and Recovery
Cross Country - Environmental Awareness
Cross Country - Full Cross Country Race Application
Planning for Camping - Selecting a campsite

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

- Describe finishing strategies and recovery techniques used after a cross country race
- Execute a strong cross country finish and perform an active recovery routine including cool-down, stretching and hydration
- Relate cross country recovery to real-life wellness habits such as a manual labourer who stretches and rests after heavy physical work to prevent long-term muscle damage and maintain productivity

In groups, learners are guided to:
- Demonstrate finishing techniques: upright posture, powerful arm drive, short quick strides and forward lean in the final 100 metres
- Practise breathing, finishing and recovery: 3 sets of 200m at slow, medium and fast pace followed by a full-body cool-down routine
- Reflect on challenging and enjoyable cross country experiences and share life skills developed

How does a structured recovery routine after a cross country race support long-term physical fitness and wellbeing?

- Hummingbird Physical Education pg. 154
- Cones
- Open space
- Water bottles
- Stopwatch
- Demarcated field
- Field markers
- Digital devices
- Whistle
- Hummingbird Physical Education Learner's Book pg. 155
- Digital resources
- Reference books

- Observation - Self-assessment - Oral questions

Outdoor Education – Camping

Planning for Camping - Selecting a campsite
Planning for Camping - Designing requirements for a camping adventure
Setting Up a Campsite - Features of a campsite
Setting Up a Campsite - Features of a campsite
Setting Up a Campsite - Activities in setting up a campsite
Camping Activities - Daytime camping activities
Camping Activities - Nighttime and campfire activities
Camping Activities - Fun, recreational and cooking activities
Camping Activities - Reflecting on life skills from camping

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

- Explain the dangers of choosing an inappropriate campsite
- Evaluate campsite options using a structured checklist
- Connect the importance of proper campsite selection to safety outcomes in real-life outdoor adventures

In groups, learners are guided to:
- Visit a local campsite or conduct an outdoor observation exercise to assess terrain and site features
- Interview a resource person such as a tour guide on campsite amenities
- Prepare and fill in a campsite selection checklist covering location, safety, layout, personal needs and essentials

How does choosing the right campsite prevent accidents and enhance the camping experience?

- Hummingbird Physical Education Learner's Book pg. 157
- Digital resources
- Campsite checklist chart
- Hummingbird Physical Education Learner's Book pg. 161
- Chart paper and markers
- Hummingbird Physical Education Learner's Book pg. 171
- Reference books
- Hummingbird Physical Education Learner's Book pg. 175
- Locally available materials (cartons, sticks, stones, string)
- Hummingbird Physical Education Learner's Book pg. 181
- Tents / locally available materials
- Ropes, stones, sticks, old fabric
- Hummingbird Physical Education Learner's Book pg. 187
- Digital devices
- First aid kit
- Journals
- Hummingbird Physical Education Learner's Book pg. 188
- Torch / source of fire
- Sleeping bags, tents
- Camping journal
- Utensils, foodstuffs, water bottle
- Trash bags, personal hygiene items
- Hummingbird Physical Education Learner's Book pg. 189
- Camping journals
- Chart papers and markers

- Observation - Written assignments - Self-assessment