Athletics

Middle Distance Races - Running Form and Posture

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 - 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
- Cones
- 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?

- 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

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

- Oral questions - Observation - Written assignments

Athletics

Cross Country - Techniques and Starting

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

- Oral questions - Observation - Written assignments

Athletics

Cross Country - Pacing and Terrain Adaptation

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

- Observation - Peer assessment - Oral questions

Athletics

Cross Country - Breathing Techniques

By the end of the lesson, the learner should be able to:
- Describe rhythmic breathing patterns (2:2, 3:2 and 2:1) and their application across different race phases in cross country
- Apply rhythmic breathing techniques during cross country running matched to race intensity and terrain
- Relate controlled breathing to real-life health practices such as a nurse who teaches patients controlled breathing exercises to manage pain and improve recovery

In groups, learners are guided to:
- Demonstrate 2:2 breathing pattern at moderate pace, 3:2 at slow recovery pace and 2:1 at sprint finish
- Practise rhythmic breathing patterns while running at least 400 metres, varying pace across sets
- Discuss how maintaining relaxed shoulders and upright posture improves airflow during intense sections

Why is controlling breathing rhythm essential for maintaining endurance and focus during a cross country race?

- Hummingbird Physical Education pg. 154
- Cones
- Open space
- Stopwatch

- Observation - Oral questions - Peer assessment

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

Cross Country - Full Cross Country Race Application

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

- Practical performance - Peer assessment - Self-assessment checklist

Outdoor Education – Camping

Planning for Camping - Selecting a campsite

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
- Digital resources
- Reference books
- Hummingbird Physical Education Learner's Book pg. 157
- Campsite checklist chart

- Oral questions - Observation - Peer assessment

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

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

- Observation - Practicals - Peer assessment

Outdoor Education – Camping

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 nighttime camping activities including campfire activities such as storytelling, singing, star gazing and cooking
- Demonstrate safety measures observed during nighttime camping activities
- Relate campfire and nighttime activities to real-life social skills such as communication, bonding and cultural appreciation

In groups, learners are guided to:
- Organise groups to rotate and perform specific activities including campfire storytelling, singing, star gazing and cooking meals
- Observe and apply safety precautions during nighttime activities including staying within designated areas and avoiding animal trails
- Keep a daily journal of activities engaged in during the camping adventure

How do nighttime and campfire activities strengthen social bonds and communication skills among campers?

- 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
- Digital devices

- Observation - Oral questions - 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