Games

Basketball – Crossover Dribble (Change of Direction and Hand Positioning)
Basketball – Crossover Dribble (Deception, Timing and Follow-through)

By the end of the lesson, the learner should be able to:
- Explain how push-off, weight transfer and receiving hand positioning enable effective direction change in crossover dribbling
- Perform crossover dribble with quick direction changes using basic, between-the-legs and behind-the-back variations
- Relate the crossover dribble's deceptive direction change to a matatu driver who smoothly changes lanes at speed, using body lean and wheel positioning to mislead other road users

- Learners practise crossover dribbling relay covering basic, between-the-legs and behind-the-back variations
- Learners practise obstacle course dribbling with cones
- Learners focus on change of direction and hand positioning observing safety

Why is shifting your body weight before the crossover, rather than during it, more effective in deceiving a defender?

- Hummingbird Physical Education pg. 70
- Basketballs
 Hummingbird Physical Education pg. 71

- Practical performance - Peer assessment - Observation

Games

Basketball – Faking and Feinting

By the end of the lesson, the learner should be able to:
- Distinguish between faking and feinting and explain when each is used in Basketball
- Demonstrate faking with ball movement and feinting with body deception in pairs
- Relate faking and feinting to acting roles in theatre or film, where performers use body language and subtle movement to convince an audience or opponent of an intention that differs from the actual plan

- Learners watch video clips of faking and feinting in Basketball
- Learners demonstrate faking and feinting in pairs with one as attacker and one as defender
- Learners practise feinting and passing in groups of three with a defender

How does combining a shoulder drop with a slight head turn make a fake more convincing and harder for a defender to read?

- Hummingbird Physical Education pg. 76
- Basketballs

- Observation - Oral questions - Peer assessment

Games

Basketball – Faking and Feinting (Game-like Drills)

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
- Marked field

- Practical performance - Peer assessment - Observation

Athletics

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:
- Explain the role of acceleration and pacing in managing energy efficiently across a middle distance race
- Perform acceleration and pacing drills maintaining controlled speed and stride
- Connect pacing strategy to real-life energy management such as a student spacing study sessions to sustain concentration without burning out before exams

In groups, learners are guided to:
- Demonstrate acceleration from standing start, building stride length and speed within the first 100–200 metres
- Practise pacing using cones set over at least 50 metres, applying the lean-forward running technique
- Discuss how poor pacing causes early fatigue and affects finishing position

How does effective pacing contribute to an athlete's performance in an 800m or 1500m race?

- 
- Stopwatch
- Whistle
- Hula hoops 

- Observation - Oral questions - Peer assessment

Athletics

Middle Distance Races - Stride Length and Breathing

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
- Open space
- Stopwatch

- Observation - Oral questions - Peer assessment

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?

- Cones
- Stopwatch
- 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?

- Marked field
- 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
- Water bottles
- First aid kit
- Hummingbird Physical Education pg. 154

- 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
- Field markers
- Stopwatch

- Observation - Peer assessment - Oral questions

Athletics

Cross Country - Finishing and Recovery

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
- Stopwatch

- Observation - Self-assessment - Oral questions

Athletics

Cross Country - Environmental Awareness
Cross Country - Full Cross Country Race Application

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
- Cones
- Field markers
- Stopwatch
- Whistle

- Observation - Oral questions - Written assignments

Outdoor Education – Camping

Planning for Camping - Selecting a campsite
Planning for Camping - Designing requirements for a camping adventure

By the end of the lesson, the learner should be able to:
- Identify the factors to consider when selecting a campsite
- Analyse different campsite options based on safety, terrain and environmental conditions
- Relate campsite selection to real-life scenarios such as school trips or family outdoor excursions

In groups, learners are guided to:
- Watch video clips on camping and observe campsite set-up and environmental conditions
- Study and discuss three campsite options (riverbank, forest edge, open field) and evaluate their suitability
- Discuss factors such as safety, terrain and ground accessibility, environmental and nutritional considerations in selecting a campsite

What factors determine whether a campsite is safe and suitable for a camping adventure?

- Hummingbird Physical Education Learner's Book pg. 155
 Hummingbird Physical Education Learner's Book pg. 157
- Campsite checklist chart

- Oral questions - Observation - Peer assessment

Outdoor Education – Camping

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:
- Identify the key features of a campsite including the tent area, cooking area, dining area, fire pit, food storage, waste disposal, water source and sanitation
- Explain the purpose and significance of each campsite feature
- Relate well-organised campsite features to real-life outcomes such as hygiene, safety and comfort during camping

In groups, learners are guided to:
- Conduct a library or online search on features of a campsite and share findings
- Collaboratively brainstorm on features of a campsite such as tent area, cooking area, dining area, food storage, waste disposal, water source, fire pit and sanitation
- Discuss the purpose of each feature using questions on the dining area, water source, fire pit and waste disposal

Why is it important to have clearly designated areas when setting up a campsite?

- Hummingbird Physical Education Learner's Book pg. 171
 Hummingbird Physical Education Learner's Book pg. 175
- Locally available materials (cartons, sticks, stones, string)
- Tents / locally available materials
- Ropes, stones, sticks, old fabric

- Oral questions - Observation - Written assignments

Outdoor Education – Camping

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:
- 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?

- First aid kit
 Hummingbird Physical Education Learner's Book pg. 188
- Torch / source of fire
- Sleeping bags, tents
- Utensils, foodstuffs, water bottle

- Observation - Oral questions - Self-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