Games

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

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

- Describe the forehand V-grip and backhand bevel grip and the correct sideways stance for each clear
- Demonstrate correct grip and stance for forehand and backhand clear using racquets
- Relate grip precision in Badminton to a surgeon gripping a scalpel, where the exact finger placement and grip pressure determines both control and the accuracy of the instrument's movement

- Learners watch video clips of forehand and backhand clear and observe grip and stance
- Learners demonstrate forehand grip (V-grip) and backhand grip (bevel grip) with correct stance in pairs
- Learners practise grip and stance shadow swings without shuttlecock

How does the difference in grip between a forehand clear and a backhand clear affect the direction and power of the shuttlecock's flight?

- Hummingbird Physical Education pg. 90
- Badminton racquets
- Shuttlecocks
- Court markings
- Digital devices
- Hummingbird Physical Education pg. 92
- Court with net
- Cones

- Observation - Oral questions - Peer assessment

Games

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

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

- Explain the looping racquet action and wrist flick needed to generate power in a backhand clear
- Demonstrate backhand clear with correct shoulder turn, looping swing, high contact and controlled follow-through
- Relate the wrist snap in a backhand clear to a painter flicking a paintbrush upward to create an arc of paint, where the energy generated by a sharp wrist movement at the end of a stroke determines how far and accurately the result travels

- Learners demonstrate backhand clear contact and follow-through in pairs
- Learners practise backhand clear target practice aiming for the deep backhand corner zone
- Learners perform throw-and-clear challenge with feeder alternating delivery to forehand and backhand

How does the looping racquet action combined with a wrist snap generate enough power in a backhand clear to push the shuttlecock deep into the opponent's backcourt?

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

- Practical performance - Peer assessment - Observation

Games

Badminton – Forehand and Backhand Drop Shot (Practice and Follow-through)
Badminton – Short Service

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

- Explain how minimal follow-through and open racquet face produce the gentle, accurate flight of a drop shot
- Perform forehand and backhand drop shots targeting front court zones using hula hoops and cones
- Relate the controlled minimal follow-through of a drop shot to a pastry chef piping icing precisely onto a cake, where a short, controlled wrist movement deposits exactly the right amount in exactly the right place

- Learners practise forehand drop shot targeting front court circles using feeder-shooter pairs
- Learners practise backhand drop shot targeting hula hoops near the net
- Learners switch roles and give feedback on accuracy and follow-through

Why does deliberately reducing the racquet follow-through during a drop shot cause the shuttlecock to slow down and drop close to the net?

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

- Practical performance - Peer assessment - Observation

Games

Badminton – Long Service

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

- Explain the long service technique including forehand grip, weight transfer and upward swing arc
- Perform long service with correct stance, controlled drop of shuttlecock, smooth swing and deep flight trajectory
- Relate the weight transfer in a long service to a javelin thrower who shifts body weight from back foot to front foot during the throw, using the whole body to generate the power needed to achieve maximum distance

- Learners demonstrate long service using forehand grip with correct stance and swing
- Learners practise long service target practice aiming for the deep backcourt service zone
- Learners practise serve-and-score-zones activity alternating between short and long service

How does transferring body weight from the back foot to the front foot during a long service help generate the power needed to send the shuttlecock deep to the baseline?

- Hummingbird Physical Education pg. 109
- Badminton racquets
- Shuttlecocks
- Court with net
- Cones

- Practical performance - Peer assessment - Observation

Games

Badminton – Smash (Forehand and Backhand)
Badminton – Drives and Blocks

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

- Observation - Oral questions - Peer assessment

Games

Badminton – Net Shot
Badminton – Mini Doubles Game

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

- Describe the net shot and explain its purpose in controlling the front court in Badminton
- Demonstrate correct lunge, arm raise, contact height and minimal follow-through in a net shot using forehand and backhand grips
- Relate the net shot's gentle precision to a surgeon suturing a wound, where a light, controlled touch applied at exactly the right point produces a neat, accurate result, and excessive force causes damage

- Learners study pictures of the net shot and discuss grip, stance and contact
- Learners demonstrate net shot in pairs applying correct lunge, arm height and wrist control
- Learners practise net shot control drill aiming for target zones near the net

Why does lunging forward with the dominant foot and raising the racquet arm to shoulder height before contact allow the player to meet the shuttlecock at its highest point for a more accurate net shot?

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

- Observation - Practical performance - Peer assessment

Games

Badminton – Assessment (Clears and Drop Shots)
Badminton – Assessment (Service and Strokes)

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

- Practical assessment - Self-assessment - Peer assessment

Athletics

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:

- Identify middle distance races (800m, 1500m) and describe the standing start technique used
- Demonstrate the correct starting position and take-off in middle distance races
- Relate the controlled standing start in athletics to real-life situations such as a matatu driver smoothly accelerating from a bus stop without stalling

In groups, learners are guided to:
- Watch video performances of 800m and 1500m races observing starting positions, staggered marks and curved lines
- Brainstorm and present on the differences in starting positions for 800m and 1500m races
- Demonstrate standing start: foot placement, forward lean, bent elbows and explosive take-off

What is the importance of mastering the correct starting technique in middle distance races?

- Hummingbird Physical Education pg. 142
- Marked field
- Cones
- Whistle or clappers
- Field markers
- Stopwatch
- Whistle

- Oral questions - Observation - Written assignments

Athletics

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

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 - Finishing Techniques
Middle Distance Races - Recovery Techniques

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

- Describe finishing techniques including shoulder shrug, drop technique and run-through finish in middle distance races
- Execute an appropriate finishing technique at the end of a middle distance race
- Connect the tactical final sprint to real-life decision-making such as a business owner who conserves resources and launches a strong marketing push at the right moment to win a contract

In groups, learners are guided to:
- Demonstrate shoulder shrug, drop and run-through finishing techniques
- Practise finishing sequences: approach finishing line at top speed, select and apply a suitable finishing technique
- Peer assess finishing execution using a checklist focusing on posture, arm drive and speed at the line

Which finishing technique is most effective in different race scenarios and why?

- Hummingbird Physical Education pg. 142
- Cones
- Stopwatch
- Open space
- Water bottles

- Observation - Peer assessment - Oral questions

Athletics

Middle Distance Races - Full Middle Distance Race Application

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

- Integrate all middle distance techniques — starting, acceleration, pacing, running form, stride length, breathing, finishing and recovery — in a complete race
- Perform a conditioned 400m or 1500m race applying all learnt techniques
- Embrace middle distance racing as a practice that builds physical fitness, perseverance and strategic thinking relevant to achieving long-term personal goals

In groups, learners are guided to:
- Set up a 400m or 1500m conditioned race with staggered or curved start lines
- Perform the race applying standing start, acceleration, correct pacing, running form, breathing and a strong finish
- Reflect in pairs and complete a self-assessment table reviewing strengths and areas for improvement across all race phases

How does combining all middle distance techniques into a race demonstrate athletic competence and personal endurance?

- Hummingbird Physical Education pg. 142
- Marked field
- Cones
- Stopwatch
- Whistle

- Practical performance - Peer assessment - Self-assessment

Athletics

Middle Distance Races - Safety and Sportsmanship in Middle Distance Races
Cross Country - Techniques and Starting

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

- State safety measures and sportsmanship principles to observe when participating in middle distance races
- Apply safety guidelines and demonstrate sportsmanship during middle distance race activities
- Relate sportsmanship in athletics to real-life values such as how a healthcare worker prioritises team effort and respect for colleagues to deliver quality patient care

In groups, learners are guided to:
- Discuss safety measures: warm-up, hydration, appropriate footwear, clear running surfaces and spacing
- Practise safety checks before running and apply lane discipline during a conditioned race
- Reflect on sportsmanship moments including congratulating opponents and observing fairness

Why is it necessary to observe safety precautions and demonstrate sportsmanship when participating in middle distance races?

- Hummingbird Physical Education pg. 142
- Cones
- Water bottles
- First aid kit
- Hummingbird Physical Education pg. 154
- Cones or markers
- Whistle
- Stopwatch
- Running track

- Oral questions - Observation - Written assignments

Athletics

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

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

- Describe pacing strategies and terrain adaptation techniques for uphill, downhill and uneven surfaces in cross country
- Perform pacing and terrain adaptation drills adjusting stride, posture and foot placement to varied surfaces
- Connect terrain adaptation to real-life problem-solving such as a construction engineer who adjusts building methods depending on the type of ground to ensure structural safety

In groups, learners are guided to:
- Demonstrate uphill running technique: forward lean, short quick steps and steady arm pump
- Demonstrate downhill running: slight forward lean, bent knees and relaxed extended arms
- Practise running on a varied 400m course adjusting stride length and foot placement for grass, gravel and uneven surfaces

How does adapting running technique to different terrains help cross country athletes conserve energy and prevent injury?

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

- Observation - Peer assessment - Oral questions

Athletics

Cross Country - Finishing and Recovery
Cross Country - Environmental Awareness

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

- Observation - Self-assessment - Oral questions

Athletics
Outdoor Education – Camping
Outdoor Education – Camping

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

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

- Integrate all cross country techniques — starting, pacing, terrain adaptation, breathing, finishing and recovery — in a complete conditioned race
- Perform a 1–1.5 km conditioned cross country race applying all learnt techniques on varied terrain
- Embrace cross country running as a sport that develops resilience, environmental awareness and self-management skills applicable in facing real-life personal and community challenges

In groups, learners are guided to:
- Set up a 1–1.5 km cross country course with varied terrain, visible markers and safety marshals
- Perform a full conditioned cross country race applying standing start, pacing, terrain adaptation, breathing, finishing and recovery
- Complete a reflection checklist: what was enjoyed most, the most challenging part, new self-discoveries and skills gained from cross country

How does applying all cross country techniques in a full race demonstrate athletic growth and real-life resilience?

- Hummingbird Physical Education pg. 154
- Demarcated field
- Cones
- 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

- Practical performance - Peer assessment - Self-assessment checklist

Outdoor Education – Camping

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

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

- Outline the essential requirements for designing a camping adventure
- Develop a structured camping adventure plan covering purpose, location, duration, gear, food and budget
- Relate proper planning for a camping adventure to real-life outcomes such as team safety, cost management and enjoyment

In groups, learners are guided to:
- Brainstorm on requirements for designing a camping adventure including purpose, location and accessibility, safety and security, duration, group composition, essential gear, food and water supply, environmental responsibility, and budget
- Collaboratively develop a camping programme exploring leadership and teamwork skills
- Copy and complete a camping plan template and share with the class

How does planning ahead help in avoiding problems during a camping adventure?

- Hummingbird Physical Education Learner's Book pg. 161
- Digital resources
- 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)

- Oral questions - Projects - Peer assessment

Outdoor Education – Camping

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

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

- Perform the activities involved in setting up a campsite including clearing the site, tent pitching, setting up a fireplace, waste disposal site, water source and hygiene corner
- Demonstrate teamwork and role allocation in setting up a campsite
- Relate proper campsite setup to real-life benefits such as protection from harsh weather, wild animals and environmental hazards

In groups, learners are guided to:
- Allocate roles and responsibilities to each group member for campsite setup
- Clear the site of harmful materials, mark out designated areas, and set up tents using sticks, sisal strings and locally available fabrics
- Arrange rocks in a circle for the cooking area, organise the dining area with tree stumps, and dig a waste disposal hole at least 3 feet deep
- Reflect on the process and provide constructive feedback on teamwork and individual contributions

How do resourcefulness and teamwork contribute to successfully setting up a campsite?

- 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

- Observation - Practicals - Peer assessment

Outdoor Education – Camping

Camping Activities - Reflecting on life skills from camping

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

- Examine the life skills developed through a camping adventure including teamwork, decision-making, communication and environmental responsibility
- Present and critique personal camping journals highlighting key experiences and lessons
- Relate the camping experience to real-life applications such as leadership in community projects, environmental conservation and emergency preparedness

In groups, learners are guided to:
- Share and discuss daily journal entries highlighting memorable activities, challenges and lessons from the camping adventure
- Brainstorm on how camping instils lifelong skills such as time management, effective communication, decision-making and environmental care
- Present a family camping adventure plan incorporating a cover page, activity schedule, checklist and campsite layout

How does a camping experience prepare a learner for real-life challenges such as leadership, teamwork and environmental stewardship?

- Hummingbird Physical Education Learner's Book pg. 189
- Camping journals
- Chart papers and markers
- Digital devices

- Projects - Oral questions - Self-assessment - Peer assessment