Creating and Executing

Volleyball - Understanding volleyball game, court dimensions and rules

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

- Identify the court dimensions, player positions and basic rules of volleyball.
- Draw and label a simple volleyball court diagram showing the net, baseline and team positions.
- Appreciate the importance of safety and teamwork in volleyball.

In groups, learners are guided to:
- Study the picture of a volleyball court and identify the net, baseline and court dimensions (18m × 9m).
- Watch a real or virtual volleyball game and note serving and digging skills.
- Discuss the rules: three hits per side, no double contact, serve rotation, and scoring.

How do knowledge of the court and rules help a player perform well in volleyball?

- Hummingbird Creative Arts Learner's Book pg. 38
- Volleyball court
- Digital devices

- Oral questions - Observation

Creating and Executing

Volleyball - Watching video clips and identifying serving and digging skills
Volleyball - Demonstrating and practising underarm serve
Volleyball - Practising underarm serve through target activities

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

- Identify underarm serve and single hand dig pass from video clips or live demonstration.
- Replicate the stance and body positioning of both skills through guided imitation after watching.
- Appreciate the importance of careful observation as a foundation for learning volleyball skills.

In groups, learners are guided to:
- Watch video clips of underarm serve and single hand dig pass using digital devices.
- Observe school volleyball team practice to identify the skills in action.
- Discuss how the serving and digging skills are performed noting stance, grip and follow-through.

Why is it important to observe a skill carefully before attempting it yourself?

- Hummingbird Creative Arts Learner's Book pg. 40
- Digital devices
- Volleyball court
- Hummingbird Creative Arts Learner's Book pg. 41
- Volleyball
- Hummingbird Creative Arts Learner's Book pg. 43
- Volleyball, court markers
- Cones

- Oral questions - Observation

Creating and Executing

Volleyball - Demonstrating and practising single hand dig pass
Volleyball - Consolidating dig pass through wall drills and pair partner practice
Volleyball - Warm-up activities and safety precautions in volleyball

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

- Describe the stance, execution and follow-through of a single hand dig pass.
- Demonstrate a single hand dig pass with correct technique.
- Show willingness to support and encourage peers during skills practice.

In groups, learners are guided to:
- Observe demonstrations of single hand dig pass focusing on low stance, arm extension and follow-through.
- Practise triangular passing in groups of three.
- Take turns and give feedback to each other on form and control.

How does the single hand dig pass help a player defend in a volleyball game?

- Hummingbird Creative Arts Learner's Book pg. 44
- Volleyball
- Volleyball court
- Hummingbird Creative Arts Learner's Book pg. 46
- Wall drill area
- Hummingbird Creative Arts Learner's Book pg. 40
- Open court space

- Observation - Skill progression charts

Creating and Executing

Volleyball - Playing a mini volleyball game applying serve and dig pass
Volleyball - Refining skills and game play in a second mini game

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

- Apply underarm serve and single hand dig pass skills in a mini game situation.
- Observe game rules including serve rotation and three-hit limit.
- Appreciate teamwork, fair play and safety during a volleyball game.

- Form teams of six and play a mini volleyball game.
- Apply underarm serve to start play and single hand dig pass for defence.
- Ensure all learners get a turn to serve and receive feedback from teammates after the game.

How do underarm serve and single hand dig pass work together to keep the game going?

- Hummingbird Creative Arts Learner's Book pg. 47
- Volleyball
- Volleyball court and net
- Self-assessment checklist

- Observation - Checklist

Creating and Executing

Volleyball - Reviewing volleyball skills and completing self-assessment
Volleyball - Identifying and labelling components of a volleyball kit
Volleyball - Drawing and labelling an appliqué-style volleyball kit illustration

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

- Review key techniques of underarm serve and single hand dig pass through class discussion.
- Complete a self-assessment checklist identifying skills mastered and those needing more practice.
- Develop a positive attitude towards continuous improvement in sport.

- Review teaching points for underarm serve and dig pass as a class.
- Complete the self-assessment checklist from the learner's book.
- Discuss what was most challenging and identify two skills to focus on next.

How does honest self-assessment help a player improve in volleyball?

- Hummingbird Creative Arts Learner's Book pg. 48
- Self-assessment checklist
- Hummingbird Creative Arts Learner's Book pg. 40
- Diagram/illustration of volleyball kit
- Exercise books, pencils
- Hummingbird Creative Arts Learner's Book pg. 41
- Drawing paper, colour pencils or markers

- Written assignments - Oral questions

Creating and Executing

Volleyball - Presenting and reviewing the appliqué volleyball kit illustration
Volleyball - Understanding block shading and its use in sports illustration
Volleyball - Applying block shading to a volleyball player illustration

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

- Present a completed, labelled appliqué volleyball kit illustration to peers.
- Explain the function of each kit item from the illustration.
- Appreciate the connection between art skills and physical education content.

In groups, learners are guided to:
- Finalise colouring and labelling of the volleyball kit illustration.
- Present and explain the illustration to a partner or the class.
- Peer-review illustrations for completeness and accuracy of labels and give constructive feedback.

How does combining art skills with sports knowledge produce a more complete learning experience?

- Hummingbird Creative Arts Learner's Book pg. 41
- Completed illustrations
- Hummingbird Creative Arts Learner's Book pg. 43
- Sample illustrations with block shading
- Digital resources
- Hummingbird Creative Arts Learner's Book pg. 44
- Drawing paper, pencils
- Sample shaded illustrations

- Observation - Oral questions

Creating and Executing

Volleyball - Completing and adding detail to a block shaded volleyball illustration
Volleyball - Displaying and evaluating block shaded volleyball illustrations
Volleyball - Reviewing and comparing block shading with stippling technique

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

- Identify areas in the illustration where tonal contrast needs strengthening before finalising.
- Complete the block shaded illustration with clear tonal contrast and add background details to support the composition.
- Show appreciation for the creative process involved in producing a sports illustration.

In groups, learners are guided to:
- Refine shading on the volleyball player figure for stronger tonal contrast.
- Add simple background elements such as net lines and court markings to contextualise the figure.
- Display finished illustrations and share observations about the shading techniques used.

How does adding background details improve the overall composition of a sports illustration?

- Hummingbird Creative Arts Learner's Book pg. 44
- Completed illustration drafts
- Drawing materials
- Hummingbird Creative Arts Learner's Book pg. 46
- Completed illustrations
- Completed artworks from lessons 35–38

- Observation - Portfolio

Creating and Executing

Gymnastics - Understanding and watching the cartwheel skill
Gymnastics - Demonstrating the cartwheel skill
Gymnastics - Practising the cartwheel skill

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

- Describe a cartwheel as a circular gymnastic movement that transfers weight from hands to feet.
- Imitate the arm and leg positions of a cartwheel as demonstrated by the teacher or shown in a video.
- Appreciate the safety measures required when performing gymnastics activities.

In groups, learners are guided to:
- Watch a video of a gymnast performing a cartwheel and observe the sequence of movement.
- Discuss the arm and leg positioning from take-off to landing.
- Review safety measures: use floor mats, have an assistant for support, warm up before and cool down after activities.

How does understanding the correct sequence of movement help a learner perform a cartwheel safely?

- Hummingbird Creative Arts Learner's Book pg. 70
- Digital devices
- Floor mats
- Open gymnasium space
- Floor mats, markers

- Oral questions - Observation

Creating and Executing

Gymnastics - Understanding forward roll and swan balance for the 3-action sequence
Gymnastics - Demonstrating the 3-action sequence: cartwheel, forward roll and swan balance

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

- Describe the forward roll as a gymnastic skill where rolls forward with head tucked.
- Describe the swan balance as standing on one leg with the other extended behind and arms spread sideways.
- Appreciate the role of sequences in building gymnastic strength, flexibility and coordination.

In groups, learners are guided to:
- Watch a video or live demonstration of a gymnast performing a forward roll and a swan balance.
- Discuss the key body positions in each skill: head tucked in forward roll; one-leg balance with horizontal body in swan balance.
- Identify the sequence order: cartwheel → forward roll → swan balance.

How does linking skills in a sequence develop a gymnast's strength, coordination and technique?

- Hummingbird Creative Arts Learner's Book pg. 70
- Digital devices
- Floor mats
- Hummingbird Creative Arts Learner's Book pg. 74

- Oral questions - Observation

Creating and Executing
Performing and Displaying

Gymnastics - Practising the 3-action sequence and peer observation
Gymnastics - Performing the 3-action sequence and completing self-assessment
Gymnastics - Reviewing gymnastics skills and demonstrating to family or community
Athletics - Understanding long jump and the sail technique

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

- Practise the 3-action sequence with improved smoothness and confidence.
- Observe a peer's sequence and provide specific feedback on each of the three skills.
- Display respect and encouragement towards classmates during gymnastics practice.

In groups, learners are guided to:
- Practise the cartwheel → forward roll → swan balance sequence repeatedly.
- Work in pairs: one performs while the other observes and gives feedback using agreed criteria.
- Receive feedback, note one area to improve, and repeat the sequence with correction applied.

How does receiving specific peer feedback help a gymnast improve each skill within the sequence?

- Hummingbird Creative Arts Learner's Book pg. 74
- Floor mats
- Hummingbird Creative Arts Learner's Book pg. 76
- Self-assessment checklist
- Hummingbird Creative Arts Learner's Book pg. 89
- Digital devices
- Long jump facility or open ground

- Observation - Oral questions

Performing and Displaying

Athletics - Watching and understanding the sail technique in long jump
Athletics - Demonstrating the sail technique in long jump
Athletics - Practising the sail technique in long jump
Athletics - Measuring and recording long jump performance
Athletics - Understanding high jump and the scissors technique

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

- Identify the sail technique as the flight phase style used in long jump.
- Imitate the sail body position — legs extended forward, arms in front — as demonstrated after watching the video clip.
- Appreciate the importance of careful observation before attempting a new athletic technique.

In groups, learners are guided to:
- Watch a video clip of an athlete performing the sail technique in long jump.
- Observe and describe the arm position, take-off foot placement, and body position in the air.
- Discuss how the sail position maximises jump distance.

How does maintaining the correct body position during flight help increase jump distance?

- Hummingbird Creative Arts Learner's Book pg. 91
- Digital devices
- Long jump video link
- Hummingbird Creative Arts Learner's Book pg. 92
- Long jump runway
- Take-off board or marked line
- Hummingbird Creative Arts Learner's Book pg. 94
- Long jump runway, sandpit
- Cones or markers
- Long jump facility
- Tape measure, exercise books
- Hummingbird Creative Arts Learner's Book pg. 95
- High jump facility or improvised bar

- Oral questions - Observation

Performing and Displaying

Athletics - Demonstrating the scissors technique in high jump
Athletics - Practising the scissors technique in high jump
Athletics - Practising high jump through peer observation and feedback
Athletics - Measuring and recording high jump performance

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

- Describe the approach angle, take-off foot placement and scissors kick sequence before demonstrating.
- Demonstrate the approach run, take-off and scissors kick, executing the alternating leg motion to clear the bar.
- Appreciate the importance of correct body alignment and arm action in producing a safe, effective scissors jump.

In groups, learners are guided to:
- Demonstrate the approach run at an angle towards the bar.
- Show the take-off: bend knees, plant take-off foot, push off while swinging opposite knee up.
- Perform the scissors kick — swing the lead leg over the bar first, then follow with the take-off leg.

How does the scissors motion of the legs help the athlete clear the bar in high jump?

- Hummingbird Creative Arts Learner's Book pg. 97
- High jump bar at low height
- Landing mat
- High jump bar and uprights
- High jump facility
- Hummingbird Creative Arts Learner's Book pg. 98
- Tape measure, exercise books

- Observation - Skill progression charts

Performing and Displaying

Athletics - Comparing sail technique (long jump) and scissors technique (high jump)
Athletics - Interclass competition applying both techniques
Swimming - Understanding breaststroke body position in swimming

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

- Compare the sail technique in long jump and scissors technique in high jump identifying similarities and differences.
- Describe how the approach, take-off, flight and landing differ between the two events.
- Value the role of technique in producing safe and effective athletic performance.

In groups, learners are guided to:
- Review the key phases of both the sail technique and the scissors technique.
- Create a comparison table in exercise books showing approach, take-off, flight and landing for each event.
- Discuss which aspects of each technique contribute most to improved performance.

How do the sail technique and the scissors technique differ and what do they have in common?

- Hummingbird Creative Arts Learner's Book pg. 98
- Self-assessment checklists
- Exercise books
- Hummingbird Creative Arts Learner's Book pg. 99
- Long jump runway and sandpit
- High jump bar, uprights and landing mat
- Hummingbird Creative Arts Learner's Book pg. 126
- Digital devices
- Swimming pool

- Written assignments - Oral questions

Performing and Displaying

Swimming - Demonstrating breaststroke arm action and breathing technique
Swimming - Demonstrating breaststroke leg action
Swimming - Practising breaststroke body position, arm action and leg kick

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

- Describe the circular arm action sequence (palms out, sweep inward and downward, recover forward) before demonstrating.
- Demonstrate the breaststroke arm action and breathing pattern (inhale as head rises, exhale as head submerges).
- Appreciate the importance of observing all safety precautions to ensure a safe swimming environment.

In groups, learners are guided to:
- Demonstrate the arm action: turn palms outward, sweep arms in a circular motion inward and downward, then recover forward to streamlined position.
- Demonstrate breathing: inhale as head rises, exhale underwater, and empty lungs before the head comes up.
- Observe safety measures: warm up before entering the pool, no running on the pool deck, no food or drinks at the pool.

How does coordinating arm action with breathing help a swimmer perform breaststroke efficiently?

- Hummingbird Creative Arts Learner's Book pg. 127
- Swimming pool
- Floaters (optional)
- Pool rail
- Hummingbird Creative Arts Learner's Book pg. 128
- Floaters

- Observation - Skill progression charts

Performing and Displaying

Swimming - Practising breaststroke in pairs with peer observation
Swimming - Practising breaststroke in a relay game set-up
Swimming - Applying breaststroke across the pool and self-assessment

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

- Swim the full breaststroke while a partner observes and gives feedback.
- Identify specific strengths and weaknesses in a partner's arm movement, leg movement and breathing.
- Show positive sportsmanship and encouragement when giving and receiving swimming feedback.

In groups, learners are guided to:
- Pair up and take turns swimming the full breaststroke while the partner watches from the pool side.
- Observe partner's arm movement, leg movement, breathing and glide position.
- Share observations politely and use feedback to make adjustments in the next attempt.

How does peer observation during swimming practice help a learner improve breaststroke technique?

- Hummingbird Creative Arts Learner's Book pg. 128
- Swimming pool
- Hummingbird Creative Arts Learner's Book pg. 129
- Self-assessment checklist

- Observation - Oral questions

Performing and Displaying

Swimming - Reviewing breaststroke technique and consolidating swimming skills
Swimming - Extended breaststroke practice and relay competition

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

- Demonstrate the full breaststroke technique with consistent body position, arm action, leg kick and breathing.
- Recall key safety precautions for all swimming activities.
- Appreciate swimming as a life skill and survival skill.

In groups, learners are guided to:
- Swim the full breaststroke across the pool as a final review, applying all techniques.
- Discuss and recall all safety precautions: warm up before swimming, no running on pool deck, no food or drinks poolside.
- Share reflections on personal growth in water confidence and swimming skill.

Why is breaststroke considered both an athletic skill and a survival skill?

- Hummingbird Creative Arts Learner's Book pg. 130
- Swimming pool

- Observation - Oral questions

Performing and Displaying

Swimming - Observing peer breaststroke performance and giving feedback
Swimming - End-of-sub-strand: full breaststroke assessment in game set-up
Swimming - Performing breaststroke in a timed relay event

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

- Identify the four observation criteria (body position, arm action, leg kick, breathing) before beginning peer observation.
- Systematically observe a peer's breaststroke and write specific feedback on each of the four criteria in an observation sheet.
- Develop the habit of reflective observation as a tool for improving both own and peers' athletic performance.

- Each learner performs one width of breaststroke while a partner uses agreed criteria to observe.
- Focus feedback on four areas: body position, arm action, leg kick and breathing.
- Discuss observations as a pair, agree on the most important area to improve and practise it immediately.

How does giving structured feedback make you a better observer and a better swimmer?

- Hummingbird Creative Arts Learner's Book pg. 128
- Swimming pool
- Observation checklist
- Hummingbird Creative Arts Learner's Book pg. 129
- Assessment checklist
- Stopwatch

- Observation - Oral questions

Performing and Displaying

Swimming - Peer teaching and consolidation of breaststroke technique
Swimming - Swimming endurance and technique consolidation
Swimming - Final relay race and swimming celebration

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

- Identify the correct terminology for all breaststroke components before peer-teaching begins.
- Teach breaststroke technique steps to a peer using correct terminology and consolidate all components in a final practice swim.
- Reflect on the value of swimming as both an athletic skill and an essential life and survival skill.

- Pair learners at different skill levels; the more confident swimmer coaches the other on body position, arm action, leg kick and breathing.
- Swim the full breaststroke together applying all components.
- Reflect: how has learning breaststroke prepared you for water emergencies?

How does teaching a swimming technique to a peer deepen your own understanding of the skill?

- Hummingbird Creative Arts Learner's Book pg. 128
- Swimming pool
- Hummingbird Creative Arts Learner's Book pg. 130

- Observation - Oral questions

Performing and Displaying

Swimming - End-of-strand review: Performing and Displaying
Indigenous Kenyan Instrumental Ensembles - Reviewing ensemble factors and appreciating Kenyan musical heritage

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

- Recall and describe key skills from Strand 2: sail technique, scissors technique, recorder notes C–D', Kenya National Anthem and breaststroke.
- Demonstrate or describe one skill from each sub-strand (athletics, recorder, swimming) to a partner as a consolidation activity.
- Appreciate the breadth of Performing and Displaying as a strand that integrates sport, music and water skills.

- Review key learning from athletics (sail technique, scissors technique), descant recorder (notes C–D', Kenya National Anthem) and swimming (breaststroke technique).
- Each learner shares one skill they are most proud of from Strand 2.
- Discuss how the skills of performing and displaying extend beyond the classroom.

How have the skills you developed in Strand 2 prepared you to perform and display in different contexts?

- Hummingbird Creative Arts Learner's Book pg. 89, pg. 100, pg. 126
- Exercise books
- Hummingbird Creative Arts Learner's Book pg. 113

- Oral questions - Written assignments