Games

Football – Kick-off and Corner Kick
Football – Goal Kick and Free Kick
Football – Throw-in
Football – Mini Game Applying Restart Skills

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
- Hummingbird Physical Education pg. 4
- Whistle

- Oral questions - Observation - Peer assessment

Games

Football – Lofted Pass (Stance and Contact)
Football – Lofted Pass (Follow-through and Accuracy)
Football – Man-to-man Marking
Football – Zonal Marking
Football – Dodging Techniques
Football – Heading (Stance and Body Alignment)
Football – Heading (Head Contact and Follow-through)

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

- Describe the correct stance and contact point when performing a lofted pass in Football
- Demonstrate proper foot placement, body lean and ball contact in a lofted pass
- Relate the lofted pass to real-life situations like a farmer throwing a sack over a fence, where height and precision are needed to bypass obstacles

- Learners observe pictures and videos of the lofted pass and discuss body positioning
- Learners demonstrate stance and contact of the lofted pass in pairs
- Learners practise passing the ball over cones using lofted pass observing safety

How does leaning back slightly during a lofted pass help the ball gain the height needed to bypass defenders?

- Hummingbird Physical Education pg. 16
- Balls
- Cones
- Marked field
- Digital devices
- Hummingbird Physical Education pg. 17
- Hummingbird Physical Education pg. 22
- Hummingbird Physical Education pg. 23
- Hummingbird Physical Education pg. 25
- Hummingbird Physical Education pg. 29
- Open space
- Hummingbird Physical Education pg. 30

- Observation - Peer assessment - Practical performance

Games

Football – Goalkeeping (Stance, Grip and Throw)
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:

- Describe the correct stance, grip and throwing techniques used in goalkeeping
- Demonstrate basket catch for low balls, W-grip for high balls and underarm, sidearm and overarm throws
- Relate goalkeeping grip and throw to real-life roles like a paramedic catching and distributing medical supplies quickly and accurately under pressure

- Learners study pictures of goalkeeping stances and grips and discuss differences for low and high balls
- Learners demonstrate catching low and high balls using correct grips in pairs
- Learners practise distributing the ball using underarm, sidearm and overarm throws

How does choosing the correct throwing technique after a save help the goalkeeper quickly start a counter-attack for their team?

- Hummingbird Physical Education pg. 33
- Balls
- Goalposts
- Cones
- Hummingbird Physical Education pg. 34
- Hummingbird Physical Education pg. 35
- Marked Football field
- Whistle
- Hummingbird Physical Education pg. 12
- Marked field
- Assessment rubrics

- Observation - Oral questions - Peer assessment

Games

Football – Assessment (Heading and Goalkeeping)
Netball – Flip Pass (Grip and Stance)
Netball – Flip Pass (Release and Follow-through)
Netball – Side Pass (Stance, Timing and Release)
Netball – Side Pass (Accuracy 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
- Hummingbird Physical Education pg. 50
- Hummingbird Physical Education pg. 52

- Practical assessment - Self-assessment - Peer assessment

Games

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

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

- Describe the grip and movement phases of a running pass in Netball
- Demonstrate correct W-grip, landing foot identification and stride pattern when performing a running pass
- Relate the running pass movement to a post office courier who must hand a parcel to a recipient while still moving along a route, where timing and balance during motion ensure successful delivery

- Learners observe a video of a running pass and examine grip and movement
- Learners demonstrate grip and movement phase of the running pass in pairs
- Learners practise running pass in a shuttle formation passing between two facing lines

How does identifying your landing foot immediately after catching the ball help you maintain legal footwork and release the pass smoothly?

- Hummingbird Physical Education pg. 56
- Balls
- Cones
- Open space
- Digital devices
- Hummingbird Physical Education pg. 57
- Hummingbird Physical Education pg. 62
- Netball posts
- Hummingbird Physical Education pg. 63

- Observation - Oral questions - Peer assessment

Games

Netball – Mini Netball Game
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:

- Apply flip pass, side pass, running pass and running shot in a mini Netball game
- Demonstrate empathy, conflict resolution and teamwork during Netball game play
- Relate the teamwork required in a Netball game to a hospital emergency team where each player has a specific role and effective communication between them saves lives

- Learners play a defenders versus attackers mini Netball game applying all skills
- Learners are guided to resolve conflicts respectfully and demonstrate empathy during play
- Learners reflect on their performance and share feedback with peers

How does each player fulfilling their specific positional role in Netball mirror the way team members in a workplace each contribute to a shared goal?

- Hummingbird Physical Education pg. 64
- Balls
- Netball court
- Bibs
- Cones
- Hummingbird Physical Education pg. 12
- Assessment rubrics
- Hummingbird Physical Education pg. 13
- Netball posts

- Observation - Practical game 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)
Basketball – Crossover Dribble (Deception, Timing and Follow-through)
Basketball – Faking and Feinting

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
- Hummingbird Physical Education pg. 71
- Hummingbird Physical Education pg. 76

- Practical assessment - Self-assessment - Peer assessment

Games

Basketball – Faking and Feinting (Game-like Drills)
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:

- Apply faking and feinting techniques against a live defender in structured drills
- Demonstrate accurate passing and controlled movement after executing a fake or feint in a Basketball context
- Relate the timing discipline in faking to a goalkeeper waiting for a penalty taker to commit their direction before diving, where patience and reading movement are more effective than guessing

- Learners practise faking and feinting drill where attackers dribble past defenders towards a goal line
- Learners apply feinting and passing in groups of three switching roles
- Learners reflect on how deception and timing worked in practice

Why is performing a fake just as the defender shifts their weight, rather than too early or too late, the key to successfully beating them?

- Hummingbird Physical Education pg. 78
- Basketballs
- Cones
- Hard surface court
- Hummingbird Physical Education pg. 80
- Basketball hoop
- Hummingbird Physical Education pg. 82
- Hummingbird Physical Education pg. 88
- Basketball court
- Bibs

- Practical performance - Peer assessment - Observation

Games

Basketball – Skills Assessment
Badminton – Forehand and Backhand Clear (Grip and Stance)
Badminton – Forehand Clear (Contact and Follow-through)
Badminton – Backhand Clear (Contact and Follow-through)

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
- Hummingbird Physical Education pg. 92
- Court with net
- Hummingbird Physical Education pg. 93

- Practical assessment - Self-assessment - Peer assessment

Games

Badminton – Forehand and Backhand Drop Shot (Grip, Stance and Swing)
Badminton – Forehand and Backhand Drop Shot (Practice and Follow-through)
Badminton – Short Service
Badminton – Long Service

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

- Describe the forehand and backhand drop shot and explain when each is used in Badminton
- Demonstrate correct grip, sideways stance and slow-racquet swing for forehand and backhand drop shots
- Relate the deception of a drop shot to a chess player making a quiet, subtle move that appears harmless but strategically controls the board, where disguising the intent is as important as the action itself

- Learners study pictures of forehand and backhand drop shots and discuss grip, stance and swing
- Learners perform shadow drop shots without shuttlecock to feel correct grip and swing
- Learners demonstrate forehand and backhand drop shots in pairs with feeder and shooter roles

How does disguising a drop shot to look like a smash or clear by preparing the same way but slowing the racquet just before contact deceive the opponent?

- Hummingbird Physical Education pg. 100
- Badminton racquets
- Shuttlecocks
- Court with net
- Cones
- Digital devices
- Hummingbird Physical Education pg. 103
- Hula hoops
- Hummingbird Physical Education pg. 107
- Hummingbird Physical Education pg. 109

- Observation - Oral questions - Peer assessment

Games

Badminton – Smash (Forehand and Backhand)
Badminton – Drives and Blocks
Badminton – Net Shot
Badminton – Mini Doubles Game
Badminton – Assessment (Clears and Drop Shots)

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

- Describe the forehand and backhand smash and explain their role as attacking shots in Badminton
- Demonstrate correct grip, sideways stance, swing, contact and wrist snap in forehand and backhand smash
- Relate the whip-like motion of a forehand smash to the overhead swing of a lumberjack, where the combination of shoulder rotation, elbow extension and wrist snap at the moment of contact generates maximum downward force

- Learners study pictures of forehand and backhand smash and discuss body positioning
- Learners demonstrate forehand and backhand smash in pairs taking turns
- Learners practise forehand smash target drill with feeder tossing high shuttlecocks

How does snapping the wrist sharply at the moment of contact during a smash generate the speed and steep downward angle that makes it so difficult to return?

- Hummingbird Physical Education pg. 113
- Badminton racquets
- Shuttlecocks
- Court with net
- Cones
- Digital devices
- Hummingbird Physical Education pg. 115
- Hummingbird Physical Education pg. 120
- Hummingbird Physical Education pg. 124
- Badminton court with net
- Hummingbird Physical Education pg. 14
- Assessment rubrics

- Observation - Oral questions - Peer assessment

Games
Athletics
Athletics
Athletics

Badminton – Assessment (Service and Strokes)
Middle Distance Races - Categories and Starting Techniques
Middle Distance Races - Acceleration and Pacing
Middle Distance Races - Running Form and Posture

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

- Demonstrate short service, long service, smash, drives, blocks and net shot using 5–6 correct aspects
- Perform all assessed Badminton strokes and services showing accuracy, control and consistent technique
- Value Badminton as a sport that improves physical fitness, self-discipline and strategic thinking applicable to career paths in sports management, coaching and recreational facilitation

- Learners are assessed on short service, long service, forehand smash, backhand smash, drives, blocks and net shot individually
- Learners perform each skill in a structured assessment setting
- Learners share feedback and complete final Badminton self-assessment

In what ways has learning Badminton improved your physical fitness, your ability to read situations quickly and your capacity to make strategic decisions under pressure?

- 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
- Hula hoops or tyres
- Open space

- Practical assessment - Self-assessment - Peer assessment

Athletics

Middle Distance Races - Stride Length and Breathing
Middle Distance Races - Finishing Techniques
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:

- Describe how stride length and breathing rhythms affect efficiency and endurance in middle distance races
- Perform stride and breathing drills applying 2:2 and 2:1 breathing patterns matched to race intensity
- Relate rhythmic breathing to real-life activities such as a swimmer who synchronises breathing strokes to maintain speed and endurance in a race

In groups, learners are guided to:
- Demonstrate correct striding with knee drive, ball-of-foot landing and trailing leg push-off
- Practise 2:2 breathing pattern (inhale 2 steps, exhale 2 steps) over at least 400 metres
- Perform flipping objects relay, applying stride length, breathing pattern and recovery across 50-metre sections

How does controlling stride length and breathing rhythm improve endurance and efficiency in middle distance races?

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

- Observation - Oral questions - Peer assessment

Athletics

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

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
- Water bottles

- Oral questions - Observation - Written assignments

Athletics
Outdoor Education – Camping
Outdoor Education – Camping
Outdoor Education – Camping
Outdoor Education – Camping
Outdoor Education – Camping
Outdoor Education – Camping

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

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

- Examine the importance of conserving the environment while participating in cross country races
- Apply environmental responsibility by staying on marked paths and avoiding damage to vegetation during cross country
- Relate environmental stewardship during cross country to real-life practices such as a tour guide who leads eco-tourists on marked trails to protect ecosystems while supporting sustainable livelihoods

In groups, learners are guided to:
- Discuss environmental responsibility in cross country: staying on marked paths, avoiding stepping on vegetation and conserving green spaces
- Set up a 1–1.5 km eco-orienteering course placing visible markers and safety cones along a natural route
- Reflect on and share with peers how participating in cross country enhances environmental awareness and sustainability values

How does participating responsibly in cross country racing contribute to environmental conservation and sustainable land use?

- Hummingbird Physical Education pg. 154
- Demarcated field
- Cones
- Field markers
- Digital devices
- Stopwatch
- Whistle
- Water bottles
- Hummingbird Physical Education Learner's Book pg. 155
- Digital resources
- Reference books
- Hummingbird Physical Education Learner's Book pg. 157
- Campsite checklist chart
- Hummingbird Physical Education Learner's Book pg. 161
- Chart paper and markers
- Hummingbird Physical Education Learner's Book pg. 171
- 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

- Observation - Oral questions - Written assignments

Outdoor Education – Camping

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:

- Identify and categorise camping activities into daytime and nighttime activities
- Perform daytime camping activities such as trekking, wildlife watching, tree and plant identification, first aid practice and eco talks
- Relate camping activities to real-life life skill development such as navigation, environmental awareness and emergency response

In groups, learners are guided to:
- Search and watch video clips on activities carried out during camping
- Discuss and categorise activities as daytime or nighttime on a chart
- Participate in daytime activities such as trekking, wildlife watching, tree and plant identification, first aid practice and eco talks while observing safety

How do daytime camping activities help develop practical life skills such as navigation and environmental awareness?

- 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 - Oral questions - Self-assessment