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 - 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

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

- Observation - Self-assessment - Oral questions

Athletics

Cross Country - Environmental Awareness

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

- Observation - Oral questions - Written assignments

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

- Oral questions - Observation - Peer assessment

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:
- Explain the dangers of choosing an inappropriate campsite
- Evaluate campsite options using a structured checklist
- Connect the importance of proper campsite selection to safety outcomes in real-life outdoor adventures

In groups, learners are guided to:
- Visit a local campsite or conduct an outdoor observation exercise to assess terrain and site features
- Interview a resource person such as a tour guide on campsite amenities
- Prepare and fill in a campsite selection checklist covering location, safety, layout, personal needs and essentials

How does choosing the right campsite prevent accidents and enhance the camping experience?

- Hummingbird Physical Education Learner's Book pg. 157
- Digital resources
- Campsite checklist chart
- Hummingbird Physical Education Learner's Book pg. 161
- Chart paper and markers

- Observation - Written assignments - Self-assessment

Outdoor Education – Camping

Setting Up a Campsite - Features of 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
- Digital resources
- Reference books
- Hummingbird Physical Education Learner's Book pg. 175
- Locally available materials (cartons, sticks, stones, string)

- Oral questions - Observation - Written assignments

Outdoor Education – Camping

Setting Up a Campsite - Activities in setting up a campsite

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

- Observation - Practicals - Peer assessment

Outdoor Education – Camping

Camping Activities - Daytime camping activities
Camping Activities - Nighttime and campfire 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?

- 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

- Observation - Oral questions - Self-assessment

Outdoor Education – Camping

Camping Activities - Fun, recreational and cooking activities

By the end of the lesson, the learner should be able to:
- Perform fun, recreational and cooking activities during a camping adventure
- Demonstrate collaborative problem-solving and teamwork while cooking and engaging in group games
- Connect camping cooking and recreational activities to real-life skills such as nutrition management, time management and leadership

In groups, learners are guided to:
- Organise groups to prepare meals, with each group assigned breakfast, lunch or dinner responsibilities
- Participate in fun and recreational activities including group games, nature walks and craft making
- Reflect and share with peers on self-management, interpersonal, decision-making and environmental awareness skills developed through the camping adventure

How does participating in cooking and recreational activities during camping develop teamwork, problem-solving and leadership skills?

- Hummingbird Physical Education Learner's Book pg. 188
- Utensils, foodstuffs, water bottle
- Trash bags, personal hygiene items
- Digital devices

- Observation - Practicals - 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