Performance and Display

Athletics

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

Explain/demonstrate a medium and elongated sprint start technique, (onto your marks)
Demonstrate the sprinting technique with a focus body posture, acceleration, transition and finish
Observe safety of self and others.

In groups, pairs or individually learners are guided to:
Explain/demonstrate a medium and elongated sprint start technique, (onto your marks)
Demonstrate the sprinting technique with a focus body posture, acceleration, transition and finish.

Why is appropriate posture important in sprinting?

Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics

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

Explain/demonstrate a medium and elongated sprint start technique, (set position).
Demonstrate the sprinting technique with a focus body posture, acceleration, transition and finish
Observe safety of self and others.

In groups, pairs or individually learners are guided to:
Explain/demonstrate a medium and elongated sprint start technique, (set position).
Demonstrate the sprinting technique with a focus body posture, acceleration, transition and finish.

Why is the Kenya National Anthem performed during an athletic event?

Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics

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

Explain/demonstrate a medium and elongated sprint start technique, (stance and body alignment)
Demonstrate the sprinting technique with a focus body posture, acceleration, transition and finish
Observe safety of self and others.

In groups, pairs or individually learners are guided to:
Explain/demonstrate a medium and elongated sprint start technique, (stance and body alignment)
Demonstrate the sprinting technique with a focus body posture, acceleration, transition and finish.

Why is appropriate posture important in sprinting?

Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics

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

Explain/demonstrate a medium and elongated sprint start technique, (reaction and take off)
Demonstrate the sprinting technique with a focus body posture, acceleration, transition and finish
Observe safety of self and others

In groups, pairs or individually learners are guided to:
Explain/demonstrate a medium and elongated sprint start technique, (reaction and take off)
Demonstrate the sprinting technique with a focus body posture, acceleration, transition and finish

Why is the Kenya National Anthem performed during an athletic event?

Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics

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

Explain/demonstrate a medium and elongated sprint start technique, (onto your marks, set position, stance and body alignment, reaction and take off)
Demonstrate the sprinting technique with a focus body posture, acceleration, transition and finish
Observe safety of self and others

In groups, pairs or individually learners are guided to:
Explain/demonstrate a medium and elongated sprint start technique, (onto your marks, set position, stance and body alignment, reaction and take off)
Demonstrate the sprinting technique with a focus body posture, acceleration, transition and finish
practise a sprint in an athletics competition in groups while observing safety

Why is appropriate posture important in sprinting?

Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics

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

Explain/demonstrate a medium and elongated sprint start technique, (onto your marks, set position, stance and body alignment, reaction and take off)
Demonstrate the sprinting technique with a focus body posture, acceleration, transition and finish
Observe safety of self and others

In groups, pairs or individually learners are guided to:
Explain/demonstrate a medium and elongated sprint start technique, (onto your marks, set position, stance and body alignment, reaction and take off)
Demonstrate the sprinting technique with a focus body posture, acceleration, transition and finish
practise a sprint in an athletics competition in groups while observing safety

Why is the Kenya National Anthem performed during an athletic event?

Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics

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

Read through the words of the Kenya National Anthem and discuss the meaning/message
Sing the Kenya National Anthem in groups applying performance techniques (with accuracy in tune)
Recognise the value of singing the Kenya National Anthem.

In groups, pairs or individually learners are guided to:
Read through the words of the Kenya National Anthem and discuss the meaning/message
Sing the Kenya National Anthem in groups applying performance techniques (with accuracy in tune)

Why is appropriate posture important in sprinting?

Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics

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

Read through the words of the Kenya National Anthem and discuss the meaning/message
Sing the Kenya National Anthem in groups applying performance techniques (proper pronunciation of words and appropriate tempo)
Recognise the value of singing the Kenya National Anthem

In groups, pairs or individually learners are guided to:
Read through the words of the Kenya National Anthem and discuss the meaning/message
Sing the Kenya National Anthem in groups applying performance techniques (proper pronunciation of words and appropriate tempo)

Why is the Kenya National Anthem performed during an athletic event?

Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics

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

Read through the words of the Kenya National Anthem and discuss the meaning/message
Sing the Kenya National Anthem in groups applying performance techniques (observing the appropriate etiquette)
Recognise the value of singing the Kenya National Anthem.

In groups, pairs or individually learners are guided to:
Read through the words of the Kenya National Anthem and discuss the meaning/message
Sing the Kenya National Anthem in groups applying performance techniques (observing the appropriate etiquette)

Why is appropriate posture important in sprinting?

Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics

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

Search for images of the Kenyan flag from virtual sources to study colours and their arrangement.
Sketch the Kenyan Flag on paper using the six colours.
Appreciate the Kenyan Flag.

In groups, pairs or individually learners are guided to:
Search for images of the Kenyan flag from virtual sources to study colours and their arrangement.
Sketch the Kenyan Flag on paper using the six colours.

Why is the Kenya National Anthem performed during an athletic event?

Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics
Athletics

By the end of the lesson, the learner should be able to:
Search for images of the Kenyan flag from virtual sources to study colours and their arrangement
Paint the Kenyan Flag on paper using the six colours.
Appreciate the Kenyan Flag.
Practice: - the medium start (on your marks-set-go),- sprinting technique, focus on start, arm and leg action and finish,
Perform the skill of medium and elongated sprint starts and sprinting techniques for knowledge and skill development
Record a sprint competition and critique the application of the techniques used (starting and sprinting).

In groups, pairs or individually learners are guided to:
Search for images of the Kenyan flag from virtual sources to study colours and their arrangement
Paint the Kenyan Flag on paper using the six colours.
Practice: - the medium start (on your marks-set-go),- sprinting technique, focus on start, arm and leg action and finish,
Perform the skill of medium and elongated sprint starts and sprinting techniques for knowledge and skill development

Why is appropriate posture important in sprinting?

Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics

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

Sing the Kenya National Anthem during an athletics event
Perform a sprint in an athletics event
Record a sprint competition and critique the application of the techniques used (starting and sprinting)
Recognise the value of singing the Kenya National Anthem during an athletics event.

In groups, pairs or individually learners are guided to:
Sing the Kenya National Anthem during an athletics event
Perform a sprint in an athletics event
Record a sprint competition and critique the application of the techniques used (starting and sprinting)

Why is appropriate posture important in sprinting?

Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper

Oral questions Oral Report Observation Written exercise

Performance and Display

Athletics

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

Sing the Kenya National Anthem during an athletics event.
Perform a sprint in an athletics event and fly the Kenyan flag.
Record a sprint competition and critique the application of the techniques used (starting and sprinting).
Recognise the value of flying the Kenyan flag during an athletics event.

In groups, pairs or individually learners are guided to:
Sing the Kenya National Anthem during an athletics event.
Perform a sprint in an athletics event and fly the Kenyan flag.
Record a sprint competition and critique the application of the techniques used (starting and sprinting).

Why is the Kenya National Anthem performed during an athletic event?

Creative Arts Curriculum Design Grade 4
Athletics track, open places or marked fields with marked lines and lanes, digital devices, whistle, clapper

Oral questions Oral Report Observation Written exercise

Performance and Display

Gymnastics

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

Sing patriotic songs during warm ups before performance of gymnastics with proper diction
Demonstrate and perform the head balance, crab balance (start).
Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment.

In groups, pairs or individually learners are guided to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction
Demonstrate and perform the head balance, crab balance (start).
Use digital device to take several photographs of a person performing crab balance on centre of interest

How does performance of rolls and balances enhance gymnastics?

Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs

Oral questions Oral Report Observation Written exercise

Performance and Display

Gymnastics

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

Sing patriotic songs during warm ups before performance of gymnastics with proper diction
Demonstrate and perform the head balance, crab balance (start).
Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment.

In groups, pairs or individually learners are guided to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction
Demonstrate and perform the head balance, crab balance (start).
Use digital device to take several photographs of a person performing crab balance on centre of interest

How does music support the performance of gymnastics?

Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs

Oral questions Oral Report Observation Written exercise

Performance and Display

Gymnastics

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

Sing patriotic songs during warm ups before performance of gymnastics with proper diction
Demonstrate and perform the head balance, crab balance (weight distribution).
Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment.

In groups, pairs or individually learners are guided to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction
Demonstrate and perform the head balance, crab balance (weight distribution).
Use digital device to take several photographs of a person performing crab balance on centre of interest

How does performance of rolls and balances enhance gymnastics?

Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs

Oral questions Oral Report Observation Written exercise

Performance and Display

Gymnastics

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

Sing patriotic songs during warm ups before performance of gymnastics with proper diction
Demonstrate and perform the head balance, crab balance (weight distribution).
Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment.

In groups, pairs or individually learners are guided to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction
Demonstrate and perform the head balance, crab balance (weight distribution).
Use digital device to take several photographs of a person performing crab balance on centre of interest

How does music support the performance of gymnastics?

Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs

Oral questions Oral Report Observation Written exercise

Performance and Display

Gymnastics

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

Sing patriotic songs during warm ups before performance of gymnastics with proper diction
Demonstrate and perform the head balance, crab balance (balancing).
Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment.

In groups, pairs or individually learners are guided to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction
Demonstrate and perform the head balance, crab balance (balancing).
Use digital device to take several photographs of a person performing crab balance on centre of interest

How does performance of rolls and balances enhance gymnastics?

Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs

Oral questions Oral Report Observation Written exercise

Performance and Display

Gymnastics

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

Sing patriotic songs during warm ups before performance of gymnastics with proper diction
Demonstrate and perform the head balance, crab balance (balancing).
Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment.

In groups, pairs or individually learners are guided to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction
Demonstrate and perform the head balance, crab balance (balancing).
Use digital device to take several photographs of a person performing crab balance on centre of interest

How does performance of rolls and balances enhance gymnastics?

Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs

Oral questions Oral Report Observation Written exercise

Performance and Display

Gymnastics

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

Sing patriotic songs during warm ups before performance of gymnastics with proper diction
Demonstrate and perform the head balance, crab balance (leg extension).
Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment.

In groups, pairs or individually learners are guided to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction
Demonstrate and perform the head balance, crab balance (leg extension).
Use digital device to take several photographs of a person performing crab balance on centre of interest

How does music support the performance of gymnastics?

Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs

Oral questions Oral Report Observation Written exercise

Performance and Display

Gymnastics

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

Sing patriotic songs during warm ups before performance of gymnastics with proper diction
Demonstrate and perform the head balance, crab balance (leg extension).
Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment.

In groups, pairs or individually learners are guided to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction
Demonstrate and perform the head balance, crab balance (leg extension).
Use digital device to take several photographs of a person performing crab balance on centre of interest

How does performance of rolls and balances enhance gymnastics?

Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs

Oral questions Oral Report Observation Written exercise

Performance and Display

Gymnastics

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

Sing patriotic songs during warm ups before performance of gymnastics with proper diction
Demonstrate and perform the head balance, crab balance (descent).
Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment.

In groups, pairs or individually learners are guided to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction
Demonstrate and perform the head balance, crab balance (descent).
Use digital device to take several photographs of a person performing crab balance on centre of interest

How does music support the performance of gymnastics?

Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs

Oral questions Oral Report Observation Written exercise

Performance and Display

Gymnastics

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

Sing patriotic songs during warm ups before performance of gymnastics with proper diction
Demonstrate and perform the head balance, crab balance (descent).
Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment.

In groups, pairs or individually learners are guided to:
Sing patriotic songs during warm ups before performance of gymnastics with proper diction
Demonstrate and perform the head balance, crab balance (descent).
Use digital device to take several photographs of a person performing crab balance on centre of interest

How does performance of rolls and balances enhance gymnastics?

Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs

Oral questions Oral Report Observation Written exercise

Performance and Display

Gymnastics

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

Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities
Demonstrate and perform the backward and side roll (stance) skill progression in gymnastics
Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment.

In groups, pairs or individually learners are guided to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities
Demonstrate and perform the backward and side roll (stance) skill progression in gymnastics
Take turns to recite French rhythm names of a rhythmic pattern involving taa (stance), and ta-te (progression) as they perform the side roll in pairs.
Use digital device to take several photographs of a person performing side roll on centre of interest.

How does performance of rolls and balances enhance gymnastics?

Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs

Oral questions Oral Report Observation Written exercise

Performance and Display

Gymnastics

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

Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities
Demonstrate and perform the backward and side roll (stance) skill progression in gymnastics
Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment.

In groups, pairs or individually learners are guided to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities
Demonstrate and perform the backward and side roll (stance) skill progression in gymnastics
Take turns to recite French rhythm names of a rhythmic pattern involving taa (stance), and ta-te (progression) as they perform the side roll in pairs.
Use digital device to take several photographs of a person performing side roll on centre of interest.

How does music support the performance of gymnastics?

Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs

Oral questions Oral Report Observation Written exercise

Performance and Display

Gymnastics

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

Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities
Demonstrate and perform the backward and side roll (initiation) skill progression in gymnastics
Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment.

In groups, pairs or individually learners are guided to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities
Demonstrate and perform the backward and side roll (initiation) skill progression in gymnastics
Take turns to recite French rhythm names of a rhythmic pattern involving taa (stance), and ta-te (progression) as they perform the side roll in pairs .
Use digital device to take several photographs of a person performing side roll on centre of interest.

How does performance of rolls and balances enhance gymnastics?

Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs

Oral questions Oral Report Observation Written exercise

Performance and Display

Gymnastics

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

Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities
Demonstrate and perform the backward and side roll (initiation) skill progression in gymnastics
Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment.

In groups, pairs or individually learners are guided to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities
Demonstrate and perform the backward and side roll (initiation) skill progression in gymnastics
Take turns to recite French rhythm names of a rhythmic pattern involving taa (stance), and ta-te (progression) as they perform the side roll in pairs .
Use digital device to take several photographs of a person performing side roll on centre of interest.

How does music support the performance of gymnastics?

Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs

Oral questions Oral Report Observation Written exercise

Performance and Display

Gymnastics

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

Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities
Demonstrate and perform the backward and side roll (rolling phase) skill progression in gymnastics
Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment.

In groups, pairs or individually learners are guided to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities
Demonstrate and perform the backward and side roll (rolling phase) skill progression in gymnastics
Take turns to recite French rhythm names of a rhythmic pattern involving taa (stance), and ta-te (progression) as they perform the side roll in pairs .
Use digital device to take several photographs of a person performing side roll on centre of interest.

How does performance of rolls and balances enhance gymnastics?

Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs

Oral questions Oral Report Observation Written exercise

Performance and Display

Gymnastics

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

Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities
Demonstrate and perform the backward and side roll (rolling phase) skill progression in gymnastics
Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment.

In groups, pairs or individually learners are guided to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities
Demonstrate and perform the backward and side roll (rolling phase) skill progression in gymnastics
Take turns to recite French rhythm names of a rhythmic pattern involving taa (stance), and ta-te (progression) as they perform the side roll in pairs .
Use digital device to take several photographs of a person performing side roll on centre of interest.

How does music support the performance of gymnastics?

Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs

Oral questions Oral Report Observation Written exercise

Performance and Display

Gymnastics

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

Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities
Demonstrate and perform the backward and side roll (compilation) skill progression in gymnastics
Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment.

In groups, pairs or individually learners are guided to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities
Demonstrate and perform the backward and side roll (compilation) skill progression in gymnastics
Take turns to recite French rhythm names of a rhythmic pattern involving taa (stance), and ta-te (progression) as they perform the side roll in pairs .
Use digital device to take several photographs of a person performing side roll on centre of interest.

How does performance of rolls and balances enhance gymnastics?

Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs

Oral questions Oral Report Observation Written exercise

Performance and Display

Gymnastics

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

Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities
Demonstrate and perform the backward and side roll (compilation) skill progression in gymnastics
Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment.

In groups, pairs or individually learners are guided to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities
Demonstrate and perform the backward and side roll (compilation) skill progression in gymnastics
Take turns to recite French rhythm names of a rhythmic pattern involving taa (stance), and ta-te (progression) as they perform the side roll in pairs.
Use digital device to take several photographs of a person performing side roll on centre of interest.

How does music support the performance of gymnastics?

Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs

Oral questions Oral Report Observation Written exercise

Performance and Display

Gymnastics
Gymnastics

By the end of the lesson, the learner should be able to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities
Demonstrate and perform the backward and side roll (spotting) skill progression in gymnastics
Appreciate performing warm and gymnastics skills accompanied with rhythmic patterns and percussion instruments for enjoyment.

In groups, pairs or individually learners are guided to:
Play rhythmic percussion instruments (shakers, rattles, drum) to accompany gymnastic activities
Demonstrate and perform the backward and side roll (spotting) skill progression in gymnastics
Take turns to recite French rhythm names of a rhythmic pattern involving taa (stance), and ta-te (progression) as they perform the side roll in pairs .
Use digital device to take several photographs of a person performing side roll on centre of interest.
Take turns to recite French rhythm names of a rhythmic pattern involving taa (stance), and ta-te (progression) as they perform the side roll in pairs.

How does performance of rolls and balances enhance gymnastics?

Creative Arts Curriculum Design Grade 4
Pictures, digital devices, Repertoire of patriotic songs

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Explore the descant recorder and identify the parts (head joint, middle joint and foot joint, finger holes)
Practice holding and blowing the descant recorder
Enjoy exploring the descant recorder.

In groups, pairs or individually learners are guided to:
Explore the descant recorder and identify the parts (head joint, middle joint and foot joint, finger holes)
Practice holding and blowing the descant recorder

How can a good tone be produced on the descant recorder?

Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque
fingering chart, Recorder melodies
based on G, A B.

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Explore the descant recorder and identify the parts (head joint, middle joint and foot joint, finger holes)
Assemble and disassemble the descant recorder
Enjoy exploring the descant recorder.

In groups, pairs or individually learners are guided to:
Explore the descant recorder and identify the parts (head joint, middle joint and foot joint, finger holes)
Assemble and disassemble the descant recorder

How can a good tone be produced on the descant recorder?

Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque
fingering chart, Recorder melodies
based on G, A B.

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Brainstorm on ways of caring for and maintaining a descant recorder and its importance; - observing hygiene - proper storage - proper handling
Care for and maintain a descant recorder
Appreciate care and hygiene for a descant recorder.

In groups, pairs or individually learners are guided to:
Brainstorm on ways of caring for and maintaining a descant recorder and its importance; - observing hygiene - proper storage - proper handling
Care for and maintain a descant recorder

How can a good tone be produced on the descant recorder?

Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque
fingering chart, Recorder melodies
based on G, A B.

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Brainstorm on ways of caring for and maintaining a descant recorder and its importance; - observing hygiene - proper storage - proper handling
Care for and maintain a descant recorder
Appreciate care and hygiene for a descant recorder.

In groups, pairs or individually learners are guided to:
Brainstorm on ways of caring for and maintaining a descant recorder and its importance; - observing hygiene - proper storage - proper handling
Care for and maintain a descant recorder

How can a good tone be produced on the descant recorder?

Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque
fingering chart, Recorder melodies
based on G, A B.

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Explain how to hold and blow the descant recorder with appropriate fingering
Practice holding and blowing the descant recorder with appropriate fingering
Have fun holding and blowing the descant recorder with appropriate fingering.

In groups, pairs or individually learners are guided to:
Explain how to hold and blow the descant recorder with appropriate fingering
Practice holding and blowing the descant recorder with appropriate fingering

How can a good tone be produced on the descant recorder?

Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque
fingering chart, Recorder melodies
based on G, A B.

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Explain how to hold and blow the descant recorder with appropriate fingering
Practice holding and blowing the descant recorder with appropriate fingering
Enjoy holding and blowing the descant recorder with appropriate fingering.

In groups, pairs or individually learners are guided to:
Explain how to hold and blow the descant recorder with appropriate fingering
Practice holding and blowing the descant recorder with appropriate fingering

How can a good tone be produced on the descant recorder?

Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque
fingering chart, Recorder melodies
based on G, A B.

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Collect recyclable materials such as yarns, pieces of cloth, leather.
Make a descant recorder case by stitching the fabric/ leather or crocheting the yarns considering colour variation
Appreciate own and others work.

In groups, pairs or individually learners are guided to:
Collect recyclable materials such as yarns, pieces of cloth, leather.
Make a descant recorder case by stitching the fabric/ leather or crocheting the yarns considering colour variation
Embellish the case with found objects

How can a good tone be produced on the descant recorder?

Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque
fingering chart, Recorder melodies
based on G, A B.

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Collect recyclable materials such as yarns, pieces of cloth, leather.
Make a descant recorder case by stitching the fabric/ leather or crocheting the yarns considering colour variation
Appreciate own and others work.

In groups, pairs or individually learners are guided to:
Collect recyclable materials such as yarns, pieces of cloth, leather.
Make a descant recorder case by stitching the fabric/ leather or crocheting the yarns considering colour variation
Embellish the case with found objects

How can a good tone be produced on the descant recorder?

Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque
fingering chart, Recorder melodies
based on G, A B.

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Use digital devices to search and watch recordings on how to play notes G A and B on the descant recorder
Practice playing notes G A and B using appropriate techniques (posture, fingering and blowing), individually and in groups.
Enjoy playing notes G A and B on the descant recorder

In groups, pairs or individually learners are guided to:
Use digital devices to search and watch recordings on how to play notes G A and B on the descant recorder
Practice playing notes G A and B using appropriate techniques (posture, fingering and blowing), individually and in groups.

How can a good tone be produced on the descant recorder?

Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque
fingering chart, Recorder melodies
based on G, A B.

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Use digital devices to search and watch recordings on how to play notes G A and B on the descant recorder
Practice playing notes G A and B using appropriate techniques (posture, fingering and blowing), individually and in groups.
Enjoy playing notes G A and B on the descant recorder.

In groups, pairs or individually learners are guided to:
Use digital devices to search and watch recordings on how to play notes G A and B on the descant recorder
Practice playing notes G A and B using appropriate techniques (posture, fingering and blowing), individually and in groups.

How can a good tone be produced on the descant recorder?

Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque
fingering chart, Recorder melodies
based on G, A B.

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Use digital devices to search and watch recordings on how to play notes G A and B on the descant recorder
Practice playing notes G A and B using appropriate techniques (posture, fingering and blowing), individually and in groups.
Enjoy playing notes G A and B on the descant recorder.

In groups, pairs or individually learners are guided to:
Use digital devices to search and watch recordings on how to play notes G A and B on the descant recorder
Practice playing notes G A and B using appropriate techniques (posture, fingering and blowing), individually and in groups.

How can a good tone be produced on the descant recorder?

Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque
fingering chart, Recorder melodies
based on G, A B.

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Use digital devices to search and watch recordings on how to play notes G A and B on the descant recorder
Practice playing notes G A and B using appropriate techniques (posture, fingering and blowing), individually and in groups.
Enjoy playing notes G A and B on the descant recorder.

In groups, pairs or individually learners are guided to:
Use digital devices to search and watch recordings on how to play notes G A and B on the descant recorder
Practice playing notes G A and B using appropriate techniques (posture, fingering and blowing), individually and in groups.

How can a good tone be produced on the descant recorder?

Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque
fingering chart, Recorder melodies
based on G, A B.

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups.
Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement.
Enjoy playing melodies on the descant recorder.

In groups, pairs or individually learners are guided to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups.
Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement.

How can a good tone be produced on the descant recorder?

Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque
fingering chart, Recorder melodies
based on G, A B.

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups.
Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement.
Enjoy playing melodies on the descant recorder.

In groups, pairs or individually learners are guided to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups.
Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement.

How can a good tone be produced on the descant recorder?

Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque
fingering chart, Recorder melodies
based on G, A B.

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups.
Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement.
Enjoy playing melodies on the descant recorder.

In groups, pairs or individually learners are guided to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups.
Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement.

How can a good tone be produced on the descant recorder?

Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque
fingering chart, Recorder melodies
based on G, A B.

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups.
Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement.
Enjoy playing melodies on the descant recorder.

In groups, pairs or individually learners are guided to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups.
Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement.

How can a good tone be produced on the descant recorder?

Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque
fingering chart, Recorder melodies
based on G, A B.

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups.
Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement.
Enjoy playing melodies on the descant recorder.

In groups, pairs or individually learners are guided to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups.
Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement.

How can a good tone be produced on the descant recorder?

Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque
fingering chart, Recorder melodies
based on G, A B.

Oral questions Oral Report Observation Written exercise

Performance and Display

Descant Recorder

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

Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups.
Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement.
Enjoy playing melodies on the descant recorder.

In groups, pairs or individually learners are guided to:
Play simple melodies based on G A B on the descant recorder with accuracy in pitch and rhythm, individually and in groups.
Watch peers play melodies on the descant recorder, critique and give feedback to peers for improvement.

How can a good tone be produced on the descant recorder?

Creative Arts Curriculum Design Grade 4
Descant recorder, Baroque
fingering chart, Recorder melodies
based on G, A B.

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

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

Discuss why swimming is an essential life skill.
Watch an actual or virtual performance/illustration of crouch surface dive
Appreciate swimming as an essential skill.

In groups, pairs or individually learners are guided to:
Discuss why swimming is an essential life skill.
Watch an actual or virtual performance/illustration of crouch surface dive

Why is Swimming an essential life skill?

Creative Arts Curriculum Design Grade 4
Swimming facility,
inflatable pool clothing and
gear,
safety equipment
swimming aids

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

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

Explain/demonstrate the crouch surface dive considering the progression (stance)
Perform the skills of crouch surface dive in swimming
Appreciate your own and others' efforts in performing the crouch surface dive.

In groups, pairs or individually learners are guided to:
Explain/demonstrate the crouch surface dive considering the progression (stance)
Perform the skills of crouch surface dive in swimming

Why is the centre of interest important in photography?

Creative Arts Curriculum Design Grade 4
Swimming facility,
inflatable pool clothing and
gear,
safety equipment
swimming aids

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming
Swimming

By the end of the lesson, the learner should be able to:
Explain/demonstrate the crouch surface dive considering the progression (push-off)
Perform the skills of crouch surface dive in swimming
Appreciate your own and others' efforts in performing the crouch surface dive.
Explain/demonstrate the crouch surface dive considering the progression (descent)

In groups, pairs or individually learners are guided to:
Explain/demonstrate the crouch surface dive considering the progression (push-off)
Perform the skills of crouch surface dive in swimming
Explain/demonstrate the crouch surface dive considering the progression (descent)

Why is Swimming an essential life skill?

Creative Arts Curriculum Design Grade 4
Swimming facility,
inflatable pool clothing and
gear,
safety equipment
swimming aids

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

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

Explain/demonstrate the crouch surface dive considering the progression (entry).
Perform the skills of crouch surface dive in swimming.
Appreciate your own and others' efforts in performing the crouch surface dive.

In groups, pairs or individually learners are guided to:
Explain/demonstrate the crouch surface dive considering the progression (entry).
Perform the skills of crouch surface dive in swimming.

Why is the centre of interest important in photography?

Creative Arts Curriculum Design Grade 4
Swimming facility,
inflatable pool clothing and
gear,
safety equipment
swimming aids

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

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

Explain/demonstrate the crouch surface dive considering the progression (transition)
Perform the skills of crouch surface dive in swimming.
Appreciate your own and others' efforts in performing the standing surface dive.

In groups, pairs or individually learners are guided to:
Explain/demonstrate the crouch surface dive considering the progression (transition)
Perform the skills of crouch surface dive in swimming.

Why is Swimming an essential life skill?

Creative Arts Curriculum Design Grade 4
Swimming facility,
inflatable pool clothing and
gear,
safety equipment
swimming aids

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

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

Explain/demonstrate the crouch surface dive considering the progression (stance, push-off, descent, entry, transition)
Perform the skills of crouch surface dive in swimming
Appreciate your own and others' efforts in performing the crouch surface dive.

In groups, pairs or individually learners are guided to:
Explain/demonstrate the crouch surface dive considering the progression (stance, push-off, descent, entry, transition)
Perform the skills of crouch surface dive in swimming

Why is the centre of interest important in photography?

Creative Arts Curriculum Design Grade 4
Swimming facility,
inflatable pool clothing and
gear,
safety equipment
swimming aids

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

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

Discuss why swimming is an essential life skill.
Watch an actual or virtual performance/illustration of standing surface dive
Appreciate swimming as an essential skill.

In groups, pairs or individually learners are guided to:
Discuss why swimming is an essential life skill.
Watch an actual or virtual performance/illustration of standing surface dive

Why is Swimming an essential life skill?

Creative Arts Curriculum Design Grade 4
Swimming facility,
inflatable pool clothing and
gear,
safety equipment
swimming aids

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

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

Explain/demonstrate the standing surface dive considering the progression (stance)
Perform the skills of standing surface dive in swimming
Appreciate your own and others' efforts in performing the standing surface dive.

In groups, pairs or individually learners are guided to:
Explain/demonstrate the standing surface dive considering the progression (stance)
Perform the skills of standing surface dive in swimming

Why is the centre of interest important in photography?

Creative Arts Curriculum Design Grade 4
Swimming facility,
inflatable pool clothing and
gear,
safety equipment
swimming aids

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

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

Explain/demonstrate the standing surface dive considering the progression (push-off)
Perform the skills of standing surface dive in swimming
Appreciate your own and others' efforts in performing the standing surface dive.

In groups, pairs or individually learners are guided to:
Explain/demonstrate the standing surface dive considering the progression (push-off)
Perform the skills of standing surface dive in swimming

Why is Swimming an essential life skill?

Creative Arts Curriculum Design Grade 4
Swimming facility,
inflatable pool clothing and
gear,
safety equipment
swimming aids

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

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

Explain/demonstrate the standing surface dive considering the progression (descent)
Perform the skills of standing surface dive in swimming
Appreciate your own and others' efforts in performing the standing surface dive.

In groups, pairs or individually learners are guided to:
Explain/demonstrate the standing surface dive considering the progression (descent)
Perform the skills of standing surface dive in swimming

Why is the centre of interest important in photography?

Creative Arts Curriculum Design Grade 4
Swimming facility,
inflatable pool clothing and
gear,
safety equipment
swimming aids

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

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

Explain/demonstrate the standing surface dive considering the progression (entry)
Perform the skills of standing surface dive in swimming
Appreciate your own and others' efforts in performing the standing surface dive.

In groups, pairs or individually learners are guided to:
Explain/demonstrate the standing surface dive considering the progression (entry)
Perform the skills of standing surface dive in swimming

Why is Swimming an essential life skill?

Creative Arts Curriculum Design Grade 4
Swimming facility,
inflatable pool clothing and
gear,
safety equipment
swimming aids

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

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

Explain/demonstrate the standing surface dive considering the progression (transition)
Perform the skills of standing surface dive in swimming
Appreciate your own and others' efforts in performing the standing surface dive.

In groups, pairs or individually learners are guided to:
Explain/demonstrate the standing surface dive considering the progression (transition)
Perform the skills of standing surface dive in swimming

Why is the centre of interest important in photography?

Creative Arts Curriculum Design Grade 4
Swimming facility,
inflatable pool clothing and
gear,
safety equipment
swimming aids

Oral questions Oral Report Observation Written exercise

Performance and Display

Swimming

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

Explain/demonstrate the standing surface dive considering the progression (stance, push-off, descent, entry, transition)
Perform the skills of standing surface dive in swimming
Appreciate your own and others' efforts in performing the standing surface dive.

In groups, pairs or individually learners are guided to:
Explain/demonstrate the standing surface dive considering the progression (stance, push-off, descent, entry, transition)
Perform the skills of standing surface dive in swimming

Why is Swimming an essential life skill?

Creative Arts Curriculum Design Grade 4
Swimming facility,
inflatable pool clothing and
gear,
safety equipment
swimming aids

Oral questions Oral Report Observation Written exercise