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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Performance and Display
|
Athletics - Sprint starts
|
By the end of the
lesson, the learner
should be able to:
- Explain the technique of sprint starts - Identify the commands used in sprint starts - Show interest in learning about athletics |
- Watch video clips or demonstrations of sprint starts
-Discuss the commands used in sprint starts -Identify the positions for "On your marks" and "Set" -Discuss the importance of quick reaction |
Why is appropriate posture important in sprinting?
|
KLB Visionary Creative Arts, pg. 63 Digital devices, open field
|
Observation Oral questions Written assignments
|
|
| 2 | 2 |
Performance and Display
|
Athletics - Medium sprint start
Athletics - Elongated sprint start Athletics - Sprinting technique |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the medium sprint start technique - Execute proper body alignment in "on your marks" position - Show discipline in following commands |
- Demonstrate the medium sprint start technique
-Practice placing feet and hands in correct position -Execute proper body alignment in starting position -Practice responding to start commands |
How is the medium sprint start executed?
|
KLB Visionary Creative Arts, pg. 64 Open field, starting line markers
KLB Visionary Creative Arts, pg. 65 Open field, starting line markers KLB Visionary Creative Arts, pg. 66 Open field, markers |
Observation Skills test Peer assessment
|
|
| 2 | 3 |
Performance and Display
|
Athletics - Sprint practice
Athletics - Kenya National Anthem |
By the end of the
lesson, the learner
should be able to:
- Apply sprint start and sprinting techniques in practice - Maintain proper technique throughout the sprint - Show determination in improving performance |
- Mark starting and finishing points on a field
-Practice medium and elongated sprint starts -Focus on maintaining proper technique while sprinting -Give feedback to peers on technique |
How can we improve our sprinting technique through practice?
|
KLB Visionary Creative Arts, pg. 67 Open field, markers, whistle
KLB Visionary Creative Arts Printed lyrics of the National Anthem |
Observation Skills test Peer assessment
|
|
| 2 | 4 |
Performance and Display
|
Athletics - Singing the National Anthem
Athletics - Kenyan flag Athletics - Sketching the flag |
By the end of the
lesson, the learner
should be able to:
- Sing the Kenya National Anthem with proper technique - Apply performance techniques (tune, pronunciation, tempo) - Show patriotism when singing the Anthem |
- Sing the Kenya National Anthem in groups
-Focus on accuracy in tune and proper pronunciation -Apply appropriate tempo when singing -Observe appropriate etiquette when singing |
How should we perform the National Anthem?
|
KLB Visionary Creative Arts Audio recording of the National Anthem
KLB Visionary Creative Arts, pg. 68 Digital devices, images of the Kenyan flag KLB Visionary Creative Arts, pg. 69 Drawing paper, pencils, rulers |
Observation Performance assessment Self-assessment
|
|
| 2 | 5 |
Performance and Display
|
Athletics - Painting the flag
|
By the end of the
lesson, the learner
should be able to:
- Paint the Kenyan flag using correct colours - Apply paint neatly within outlined areas - Show pride in creating national symbols |
- Paint the white stripes and white sections first
-Apply red, green, and black colours in correct areas -Ensure neat application within outlined areas -Allow paint to dry between colours |
How can we accurately paint the Kenyan flag?
|
KLB Visionary Creative Arts, pg. 70 Paint, brushes, painted sketch of flag
|
Observation Project work Peer assessment
|
|
| 2 | 6 |
Performance and Display
|
Athletics - Making a flag handle
Athletics - Sprint competition |
By the end of the
lesson, the learner
should be able to:
- Identify suitable materials for a flag handle - Attach the flag to a handle securely - Show craftsmanship in construction |
- Select suitable materials for a flag handle
-Prepare the handle for attaching the flag -Attach the flag securely to the handle -Test the durability of the attachment |
How can we attach a flag to a handle securely?
|
KLB Visionary Creative Arts, pg. 71 Materials for handle, painted flag
KLB Visionary Creative Arts, pg. 71 Open field, markers, flags |
Observation Project work Practical assessment
|
|
| 3 | 1 |
Performance and Display
|
Athletics - Sprint relay
|
By the end of the
lesson, the learner
should be able to:
- Explain the technique for baton exchange - Demonstrate proper baton exchange - Show teamwork during relay practice |
- Demonstrate proper baton exchange technique
-Practice baton exchange in pairs -Form relay teams for practice -Discuss the importance of teamwork in relays |
How does teamwork affect relay performance?
|
KLB Visionary Creative Arts Open field, batons or substitute items
|
Observation Skills test Group assessment
|
|
| 3 | 2 |
Performance and Display
|
Athletics - Standing long jump
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the standing long jump technique - Execute proper takeoff and landing - Show courage in attempting the skill |
- Demonstrate the standing long jump technique
-Practice proper takeoff with arm swing -Focus on balanced landing with bent knees -Measure and record jump distances |
What techniques help improve jump distance?
|
KLB Visionary Creative Arts Open field, measuring tape, markers
|
Observation Skills test Performance assessment
|
|
| 3 | 3 |
Performance and Display
|
Athletics - Running long jump
Athletics - Ball throw |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the running long jump technique - Coordinate the approach run with takeoff - Show perseverance in mastering the skill |
- Demonstrate the running long jump technique
-Practice approach run with consistent strides -Focus on powerful takeoff and controlled landing -Measure and record jump distances |
How does the approach run affect jump performance?
|
KLB Visionary Creative Arts Open field, measuring tape, markers
KLB Visionary Creative Arts Open field, small balls, measuring tape |
Observation Skills test Performance assessment
|
|
| 3 | 4 |
Performance and Display
|
Athletics - Athletics games
|
By the end of the
lesson, the learner
should be able to:
- Participate in various athletics games - Apply learned techniques in games - Show enjoyment in athletic activities |
- Organize simple athletics games
-Apply learned techniques in game situations -Rotate through different activities -Emphasize fun and participation |
How can athletics be made enjoyable?
|
KLB Visionary Creative Arts Open field, various equipment
|
Observation Performance assessment Self-assessment
|
|
| 3 | 5 |
Performance and Display
|
Athletics - Analysis of performance
Athletics - History of Kenyan athletics |
By the end of the
lesson, the learner
should be able to:
- Record athletics performances for analysis - Identify strengths and areas for improvement - Show willingness to improve |
- Use digital devices to record performances
-Review recordings to analyze technique -Identify strengths and areas for improvement -Create a plan for improvement |
How can analyzing performance help us improve?
|
KLB Visionary Creative Arts Digital recording devices
KLB Visionary Creative Arts Resource materials, digital devices |
Observation Self-assessment Peer evaluation
|
|
| 3 | 6 |
Performance and Display
|
Athletics - Athletics event planning
|
By the end of the
lesson, the learner
should be able to:
- Plan a class athletics event - Assign roles and responsibilities - Show leadership in event organization |
- Discuss elements of an athletics event
-Plan a class athletics event -Assign roles and responsibilities -Create a schedule for the event |
How is an athletics event organized?
|
KLB Visionary Creative Arts Planning materials
|
Observation Group work Oral presentation
|
|
| 4 | 1 |
Performance and Display
|
Athletics - Cultural significance
|
By the end of the
lesson, the learner
should be able to:
- Explain the cultural significance of athletics - Relate athletics to traditional activities - Value cultural heritage |
- Discuss the cultural significance of athletics
-Relate athletics to traditional activities -Research athletics in different cultures -Create presentations on findings |
How is athletics connected to culture?
|
KLB Visionary Creative Arts Resource materials, digital devices
|
Observation Oral presentation Written assignment
|
|
| 4 | 2 |
Performance and Display
|
Athletics - Assessment
Gymnastics - Introduction |
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of athletic techniques - Show skills in sprint starts and running - Value the learning journey in this substrand |
- Complete assessment activities on athletics techniques
-Demonstrate athletic skills for assessment -Perform the National Anthem and display the flag -Reflect on learning journey |
What have we learned about athletics, the National Anthem, and the Kenyan flag?
|
KLB Visionary Creative Arts Assessment tools
KLB Visionary Creative Arts, pg. 74 Digital devices, images of gymnastics |
Observation Written test Performance assessment
|
|
| 4 | 3 |
Performance and Display
|
Gymnastics - Warm-up activities
|
By the end of the
lesson, the learner
should be able to:
- Perform appropriate warm-up exercises for gymnastics - Explain the importance of warming up - Show responsibility in preparing for activity |
- Demonstrate appropriate warm-up exercises
-Practice warm-up routines in groups -Discuss the importance of warming up -Learn simple stretching exercises |
Why is warming up important before gymnastics?
|
KLB Visionary Creative Arts Open space, mats
|
Observation Practical assessment Oral questions
|
|
| 4 | 4 |
Performance and Display
|
Gymnastics - Patriotic songs for warm-up
|
By the end of the
lesson, the learner
should be able to:
- Learn patriotic songs for warm-up - Sing with proper diction - Show patriotism in performance |
- Learn relevant patriotic songs for warm-up
-Practice singing with proper diction -Perform songs while warming up -Discuss the meaning of the songs |
How does music support the performance of gymnastics?
|
KLB Visionary Creative Arts Audio recordings of patriotic songs
|
Observation Performance assessment Oral questions
|
|
| 4 | 5 |
Performance and Display
|
Gymnastics - Crab balance
Gymnastics - Crab balance technique |
By the end of the
lesson, the learner
should be able to:
- Explain the crab balance technique - Identify body parts used in the crab balance - Show interest in learning the skill |
- Observe demonstrations of the crab balance
-Identify body parts used in the crab balance -Discuss the progression of the skill -Identify safety considerations |
What are the key components of a crab balance?
|
KLB Visionary Creative Arts, pg. 74 Mats, open space
KLB Visionary Creative Arts, pg. 75 Mats, open space |
Observation Oral questions Written assignments
|
|
| 4 | 6 |
Performance and Display
|
Gymnastics - Crab balance practice
|
By the end of the
lesson, the learner
should be able to:
- Practice the crab balance with proper technique - Maintain stability in the balance position - Show determination in mastering the skill |
- Review the progression for crab balance
-Practice the skill with focus on stability -Work in pairs to provide feedback -Practice maintaining the balance for increasing durations |
How can we improve our crab balance technique?
|
KLB Visionary Creative Arts, pg. 76 Mats, open space
|
Observation Skills test Peer assessment
|
|
| 5 | 1 |
Performance and Display
|
Gymnastics - Head balance
Gymnastics - Head balance technique |
By the end of the
lesson, the learner
should be able to:
- Explain the head balance technique - Identify body parts used in the head balance - Show interest in learning the skill |
- Observe demonstrations of the head balance
-Identify body parts used in the head balance -Discuss the progression of the skill -Identify safety considerations |
What are the key components of a head balance?
|
KLB Visionary Creative Arts Mats, open space
|
Observation Oral questions Written assignments
|
|
| 5 | 2 |
Performance and Display
|
Gymnastics - Side roll
|
By the end of the
lesson, the learner
should be able to:
- Explain the side roll technique - Identify body parts used in the side roll - Show interest in learning the skill |
- Observe demonstrations of the side roll
-Identify body parts used in the side roll -Discuss the progression of the skill -Identify safety considerations |
What is the correct technique for a side roll?
|
KLB Visionary Creative Arts, pg. 77 Mats, open space
|
Observation Oral questions Written assignments
|
|
| 5 | 3 |
Performance and Display
|
Gymnastics - Side roll technique
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the side roll technique - Execute the progression steps correctly - Show body control during the roll |
- Demonstrate the starting position for side roll
-Practice the rolling phase with proper technique -Focus on maintaining body alignment -Practice completing the roll with proper finish |
What are the key points for a successful side roll?
|
KLB Visionary Creative Arts, pg. 77 Mats, open space
|
Observation Skills test Peer assessment
|
|
| 5 | 4 |
Performance and Display
|
Gymnastics - Side roll practice
Gymnastics - Backward roll |
By the end of the
lesson, the learner
should be able to:
- Practice the side roll with proper technique - Execute the roll smoothly from start to finish - Show determination in mastering the skill |
- Review the progression for side roll
-Practice the skill with focus on smooth execution -Work in pairs to provide feedback -Practice rolling from right to left and left to right |
How can we improve our side roll technique?
|
KLB Visionary Creative Arts, pg. 78 Mats, open space
KLB Visionary Creative Arts Mats, open space |
Observation Skills test Peer assessment
|
|
| 5 | 5 |
Performance and Display
|
Gymnastics - Backward roll technique
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the backward roll technique - Execute the progression steps correctly - Show body control during the roll |
- Demonstrate the starting position for backward roll
-Practice the rolling phase with proper technique -Focus on maintaining tucked position -Practice completing the roll with proper finish |
What are the key points for a successful backward roll?
|
KLB Visionary Creative Arts Mats, open space
|
Observation Skills test Peer assessment
|
|
| 5 | 6 |
Performance and Display
|
Gymnastics - Combining skills
|
By the end of the
lesson, the learner
should be able to:
- Combine two or more gymnastics skills - Transition smoothly between skills - Show creativity in skill combinations |
- Demonstrate combinations of learned skills
-Practice transitioning between skills -Create short sequences of 2-3 skills -Present sequences to peers |
How can we create smooth transitions between gymnastics skills?
|
KLB Visionary Creative Arts Mats, open space
|
Observation Performance assessment Peer evaluation
|
|
| 6 | 1 |
Performance and Display
|
Gymnastics - Percussion accompaniment
Gymnastics - Rhythmic patterns |
By the end of the
lesson, the learner
should be able to:
- Play rhythmic percussion instruments to accompany gymnastics - Match rhythm to movement - Show creativity in musical accompaniment |
- Select appropriate percussion instruments
-Create simple rhythms to accompany movements -Practice playing instruments in time with gymnastics -Perform gymnastics with percussion accompaniment |
How does music enhance gymnastics performance?
|
KLB Visionary Creative Arts Percussion instruments, mats
KLB Visionary Creative Arts Mats, percussion instruments |
Observation Performance assessment Peer evaluation
|
|
| 6 | 2 |
Performance and Display
|
Gymnastics - Photography
|
By the end of the
lesson, the learner
should be able to:
- Use digital devices to photograph gymnastics - Focus on the center of interest - Show aesthetic awareness in photography |
- Learn basic photography techniques
-Use digital devices to photograph gymnastics performances -Focus on capturing the center of interest -Review and select best photographs |
Why is the center of interest important in photography?
|
KLB Visionary Creative Arts Digital devices, mats
|
Observation Project work Photo critique
|
|
| 6 | 3 |
Performance and Display
|
Gymnastics - Photo portfolio
Gymnastics - Gymnastic games |
By the end of the
lesson, the learner
should be able to:
- Select appropriate photographs for a portfolio - Organize photographs in a logical sequence - Show pride in portfolio presentation |
- Review photographs of gymnastics performances
-Select best photographs for portfolio -Organize photographs in a logical sequence -Create captions for photographs |
How can we effectively document gymnastics through photography?
|
KLB Visionary Creative Arts Digital devices, photograph printouts
KLB Visionary Creative Arts Mats, various equipment |
Observation Portfolio Peer evaluation
|
|
| 6 | 4 |
Performance and Display
|
Gymnastics - Assessment
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of gymnastics techniques - Show skills in balances and rolls - Value the learning journey in this substrand |
- Complete assessment activities on gymnastics techniques
-Demonstrate gymnastics skills for assessment -Present photography portfolios -Reflect on learning journey |
What have we learned about gymnastics, music accompaniment, and photography?
|
KLB Visionary Creative Arts Assessment tools
|
Observation Skills test Portfolio assessment
|
|
| 6 | 5 |
Performance and Display
|
Descant Recorder - Introduction
|
By the end of the
lesson, the learner
should be able to:
- Identify the descant recorder as a musical instrument - Explain how the descant recorder is played - Show interest in learning the instrument |
- Observe the descant recorder
-Discuss how the instrument is played -Listen to recorder music -Discuss the role of wind instruments in music |
How can a good tone be produced on the descant recorder?
|
KLB Visionary Creative Arts, pg. 96 Descant recorders, audio recordings
|
Observation Oral questions Written assignments
|
|
| 6 | 6 |
Performance and Display
|
Descant Recorder - Parts
Descant Recorder - Assembly |
By the end of the
lesson, the learner
should be able to:
- Identify the parts of a descant recorder - Explain the function of each part - Show care in handling the instrument |
- Examine the descant recorder
-Identify the head joint, middle joint, and foot joint -Discuss the function of each part -Practice handling the recorder correctly |
What are the different parts of a descant recorder?
|
KLB Visionary Creative Arts, pg. 97 Descant recorders, diagrams
KLB Visionary Creative Arts, pg. 97 Descant recorders |
Observation Oral questions Labeling exercise
|
|
| 7 | 1 |
Performance and Display
|
Descant Recorder - Care and maintenance
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of caring for the recorder - Demonstrate cleaning and maintenance procedures - Show responsibility in instrument care |
- Discuss the importance of instrument care
-Demonstrate cleaning procedures -Practice proper storage -Discuss potential damage from improper care |
Why is proper care and maintenance of the recorder important?
|
KLB Visionary Creative Arts, pg. 98 Descant recorders, cleaning materials
|
Observation Oral questions Practical assessment
|
|
| 7 | 2 |
Performance and Display
|
Descant Recorder - Holding position
Descant Recorder - Blowing technique |
By the end of the
lesson, the learner
should be able to:
- Demonstrate correct holding position - Maintain proper posture while holding - Show discipline in following instructions |
- Demonstrate correct holding position
-Practice proper hand placement -Maintain correct posture -Check holding positions in pairs |
What is the correct way to hold a descant recorder?
|
KLB Visionary Creative Arts, pg. 99 Descant recorders
KLB Visionary Creative Arts, pg. 100 Descant recorders |
Observation Practical assessment Peer evaluation
|
|
| 7 | 3 |
Performance and Display
|
Descant Recorder - Note B
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the fingering for note B - Produce a clear B note on the recorder - Show patience in mastering the note |
- Demonstrate fingering for note B
-Practice covering the correct holes -Produce a clear B note -Play repeated B notes to develop consistency |
What is the correct fingering for note B?
|
KLB Visionary Creative Arts, pg. 102 Descant recorders, fingering charts
|
Observation Practical assessment Performance
|
|
| 7 | 4 |
Performance and Display
|
Descant Recorder - Note A
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the fingering for note A - Produce a clear A note on the recorder - Show patience in mastering the note |
- Demonstrate fingering for note A
-Practice covering the correct holes -Produce a clear A note -Play repeated A notes to develop consistency |
What is the correct fingering for note A?
|
KLB Visionary Creative Arts, pg. 102 Descant recorders, fingering charts
|
Observation Practical assessment Performance
|
|
| 7 | 5 |
Performance and Display
|
Descant Recorder - Note G
Descant Recorder - Combining notes B-A |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the fingering for note G - Produce a clear G note on the recorder - Show patience in mastering the note |
- Demonstrate fingering for note G
-Practice covering the correct holes -Produce a clear G note -Play repeated G notes to develop consistency |
What is the correct fingering for note G?
|
KLB Visionary Creative Arts, pg. 103 Descant recorders, fingering charts
KLB Visionary Creative Arts, pg. 103 Descant recorders, simple music |
Observation Practical assessment Performance
|
|
| 7 | 6 |
Performance and Display
|
Descant Recorder - Combining notes B-A-G
|
By the end of the
lesson, the learner
should be able to:
- Play combinations of notes B, A, and G - Transition smoothly between notes - Show perseverance in practice |
- Review fingerings for B, A, and G
-Practice transitioning between the notes -Play simple patterns using B, A, and G -Focus on smooth finger movements |
How can we play a sequence of notes smoothly?
|
KLB Visionary Creative Arts, pg. 104 Descant recorders, simple music
|
Observation Practical assessment Performance
|
|
| 8 | 1 |
Performance and Display
|
Descant Recorder - Simple melodies
|
By the end of the
lesson, the learner
should be able to:
- Play simple melodies using notes B, A, and G - Maintain steady rhythm while playing - Show pride in musical achievement |
- Learn simple melodies using B, A, and G
-Practice playing with steady rhythm -Focus on clear tone production -Perform melodies for peers |
How do we interpret simple melodies on the recorder?
|
KLB Visionary Creative Arts, pg. 104 Descant recorders, simple music
|
Observation Performance assessment Peer evaluation
|
|
| 8 | 2 |
Performance and Display
|
Descant Recorder - Materials for case
Descant Recorder - Making a case |
By the end of the
lesson, the learner
should be able to:
- Identify materials for making a recorder case - Collect suitable materials from the environment - Show creativity in material selection |
- Discuss materials suitable for recorder cases
-Collect materials such as fabric, leather, yarn -Prepare materials for case construction -Design a case appropriate for the recorder |
What materials can be used to make a recorder case?
|
KLB Visionary Creative Arts, pg. 105 Fabric, leather, yarn, needles, thread
KLB Visionary Creative Arts, pg. 105 Case-making materials, tools |
Observation Oral questions Project planning
|
|
| 8 | 3 |
Performance and Display
|
Descant Recorder - Decorating the case
|
By the end of the
lesson, the learner
should be able to:
- Embellish the recorder case with decorations - Apply appropriate decorative techniques - Show creativity in decoration |
- Collect items for case decoration
-Embellish the case with found objects -Apply decorative stitching or other techniques -Ensure decorations are securely attached |
How can we enhance our recorder cases through decoration?
|
KLB Visionary Creative Arts, pg. 105 Decorative materials, adhesives
|
Observation Project work Peer evaluation
|
|
| 8 | 4 |
Performance and Display
|
Descant Recorder - Group practice
Descant Recorder - Performance preparation |
By the end of the
lesson, the learner
should be able to:
- Play simple melodies in a group - Maintain ensemble coordination - Show cooperation in group music-making |
- Practice playing melodies in unison
-Focus on starting and stopping together -Listen to balance within the group -Perform as an ensemble for peers |
How does playing in a group differ from playing alone?
|
KLB Visionary Creative Arts Descant recorders, simple music
KLB Visionary Creative Arts Descant recorders, performance music |
Observation Performance assessment Group evaluation
|
|
| 8 | 5 |
Performance and Display
|
Descant Recorder - Assessment
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of the descant recorder - Show skills in playing notes B, A, and G - Value the learning journey in this substrand |
- Complete assessment activities on recorder knowledge
-Demonstrate playing skills for assessment -Present completed recorder cases -Reflect on learning journey |
What have we learned about the descant recorder, playing techniques, and case making?
|
KLB Visionary Creative Arts Assessment tools
|
Observation Performance test Project assessment
|
|
| 8 | 6 |
Performance and Display
|
Swimming - Water safety
|
By the end of the
lesson, the learner
should be able to:
- Identify water safety rules - Explain the importance of water safety - Show responsibility in observing safety rules |
- Discuss water safety rules
-Explain the importance of each rule -Identify potential hazards around water -Role-play safety scenarios |
Why is Swimming an essential life skill?
|
KLB Visionary Creative Arts, pg. 111 Safety charts, pool area
|
Observation Oral questions Written assignment
|
|
| 9 |
Midterm |
||||||||
| 10 | 1 |
Performance and Display
|
Swimming - Pool etiquette
Swimming - Water entry technique |
By the end of the
lesson, the learner
should be able to:
- Identify appropriate swimming attire - Explain proper pool behavior - Show discipline in following pool rules |
- Discuss appropriate swimming attire
-Explain proper behavior in and around the pool -Identify actions that are unsafe or discourteous -Practice proper pool entry and exit |
Why is proper conduct important in swimming areas?
|
KLB Visionary Creative Arts, pg. 111 Swimming costumes, pool area
KLB Visionary Creative Arts, pg. 112 Pool area, digital devices |
Observation Oral questions Role-play assessment
|
|
| 10 | 2 |
Performance and Display
|
Swimming - Feet first entry
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the feet first entry technique - Execute the entry safely - Show confidence in water entry |
- Demonstrate the feet first entry technique
-Practice the entry in shallow water -Focus on maintaining proper body position -Enter the water with increasing confidence |
What is the correct technique for feet first entry?
|
KLB Visionary Creative Arts, pg. 112 Pool area, shallow end
|
Observation Skills test Peer assessment
|
|
| 10 | 3 |
Performance and Display
|
Swimming - Crouch surface dive
|
By the end of the
lesson, the learner
should be able to:
- Explain the crouch surface dive technique - Identify the progression steps - Show interest in learning the skill |
- Observe demonstrations of the crouch surface dive
-Discuss the progression steps -Identify safety considerations -Discuss applications of the skill |
What is the technique for a crouch surface dive?
|
KLB Visionary Creative Arts Pool area, digital devices
|
Observation Oral questions Written assignment
|
|
| 10 | 4 |
Performance and Display
|
Swimming - Crouch surface dive practice
Swimming - Standing surface dive |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the crouch surface dive technique - Execute the progression steps correctly - Show determination in mastering the skill |
- Demonstrate the starting position for crouch surface dive
-Practice the skill progression in shallow water -Focus on proper body position and movement -Practice with increasing confidence |
What are the key points for a successful crouch surface dive?
|
KLB Visionary Creative Arts Pool area
KLB Visionary Creative Arts Pool area, digital devices |
Observation Skills test Peer assessment
|
|
| 10 | 5 |
Performance and Display
|
Swimming - Standing surface dive practice
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the standing surface dive technique - Execute the progression steps correctly - Show determination in mastering the skill |
- Demonstrate the starting position for standing surface dive
-Practice the skill progression in shallow water -Focus on proper body position and movement -Practice with increasing confidence |
What are the key points for a successful standing surface dive?
|
KLB Visionary Creative Arts Pool area
|
Observation Skills test Peer assessment
|
|
| 10 | 6 |
Performance and Display
|
Swimming - Water games
Swimming - Photography |
By the end of the
lesson, the learner
should be able to:
- Participate in water games - Follow rules of the games - Show enjoyment in water activities |
- Learn simple water games
-Participate in blowing bubbles game -Participate in pick up objects game -Focus on fun while observing safety |
How do water games help develop swimming confidence?
|
KLB Visionary Creative Arts, pg. 117 Pool area, sinking objects
KLB Visionary Creative Arts Digital devices, pool area |
Observation Participation assessment Self-assessment
|
|
| 11 | 1 |
Performance and Display
|
Swimming - Photo selection
|
By the end of the
lesson, the learner
should be able to:
- Select appropriate photographs for a portfolio - Explain criteria for selection - Show critical thinking in selection |
- Review photographs of swimming activities
-Establish criteria for selection -Select best photographs based on criteria -Store selected photos in an e-folder |
What makes a good photograph of swimming activities?
|
KLB Visionary Creative Arts Digital devices, photographs
|
Observation Project work Oral presentation
|
|
| 11 | 2 |
Performance and Display
|
Swimming - Photo presentation
|
By the end of the
lesson, the learner
should be able to:
- Present selected photographs to peers - Explain photographic choices - Show confidence in presentation |
- Organize photographs for presentation
-Present selected photographs to peers -Explain reasons for selection -Receive feedback on photographs |
How can we effectively present photographs?
|
KLB Visionary Creative Arts Digital devices, photographs
|
Observation Oral presentation Peer evaluation
|
|
| 11 | 3 |
Performance and Display
|
Swimming - Floating technique
Swimming - Mushroom float |
By the end of the
lesson, the learner
should be able to:
- Explain the concept of floating - Identify different types of floats - Show interest in learning floating techniques |
- Discuss the concept of floating
-Identify different types of floats -Observe demonstrations of floating techniques -Discuss factors affecting buoyancy |
What makes a body float in water?
|
KLB Visionary Creative Arts, pg. 117 Pool area, floating aids
KLB Visionary Creative Arts, pg. 117 Pool area |
Observation Oral questions Written assignment
|
|
| 11 | 4 |
Performance and Display
|
Swimming - Prone float
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the prone float technique - Execute the float with proper body position - Show relaxation during floating |
- Demonstrate the prone float technique
-Practice the body position in shallow water -Focus on relaxation and breath control -Hold the float position with increasing duration |
What is the correct technique for a prone float?
|
KLB Visionary Creative Arts, pg. 118 Pool area
|
Observation Skills test Peer assessment
|
|
| 11 | 5 |
Performance and Display
|
Swimming - Supine float
Swimming - Float practice |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the supine float technique - Execute the float with proper body position - Show relaxation during floating |
- Demonstrate the supine float technique
-Practice the body position in shallow water -Focus on relaxation and breath control -Hold the float position with increasing duration |
What is the correct technique for a supine float?
|
KLB Visionary Creative Arts, pg. 119 Pool area
KLB Visionary Creative Arts, pg. 120 Pool area |
Observation Skills test Peer assessment
|
|
| 11 | 6 |
Performance and Display
|
Swimming - Gliding
|
By the end of the
lesson, the learner
should be able to:
- Explain the concept of gliding - Identify different types of glides - Show interest in learning gliding techniques |
- Discuss the concept of gliding
-Identify different types of glides -Observe demonstrations of gliding techniques -Discuss factors affecting effective gliding |
What is gliding in swimming?
|
KLB Visionary Creative Arts, pg. 120 Pool area
|
Observation Oral questions Written assignment
|
|
| 12 | 1 |
Performance and Display
|
Swimming - Prone glide
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the prone glide technique - Execute the glide with proper body position - Show streamlining in gliding |
- Demonstrate the prone glide technique
-Practice the body position and push-off -Focus on streamlining and extension -Glide for increasing distances |
What is the correct technique for a prone glide?
|
KLB Visionary Creative Arts, pg. 120 Pool area
|
Observation Skills test Peer assessment
|
|
| 12 | 2 |
Performance and Display
|
Swimming - Supine glide
Swimming - Glide practice |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the supine glide technique - Execute the glide with proper body position - Show streamlining in gliding |
- Demonstrate the supine glide technique
-Practice the body position and push-off -Focus on streamlining and extension -Glide for increasing distances |
What is the correct technique for a supine glide?
|
KLB Visionary Creative Arts Pool area
|
Observation Skills test Peer assessment
|
|
| 12 | 3 |
Performance and Display
|
Swimming - Assessment
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate knowledge of swimming techniques - Show skills in water entry, floating, and gliding - Value the learning journey in this substrand |
- Complete assessment activities on swimming techniques
-Demonstrate swimming skills for assessment -Present photography portfolios -Reflect on learning journey |
What have we learned about swimming techniques and photography?
|
KLB Visionary Creative Arts Assessment tools
|
Observation Skills test Portfolio assessment
|
|
| 12 | 4 |
Performance and Display
|
Songs - Types of songs
|
By the end of the
lesson, the learner
should be able to:
- Identify different types of songs - Explain characteristics of different song types - Show interest in diverse musical styles |
- Discuss different types of songs
-Listen to examples of different song types -Identify characteristics of each type -Discuss messages conveyed in different songs |
What contributes towards a good performance?
|
KLB Visionary Creative Arts, pg. 82 Audio recordings of various songs
|
Observation Oral questions Written assignment
|
|
| 12 | 5 |
Performance and Display
|
Songs - Patriotic songs
Songs - Sacred songs |
By the end of the
lesson, the learner
should be able to:
- Identify patriotic songs - Explain the purpose of patriotic songs - Show patriotism through song appreciation |
- Listen to examples of patriotic songs
-Discuss the purpose and message of patriotic songs -Identify characteristics of patriotic songs -Relate patriotic songs to national identity |
What messages do patriotic songs convey?
|
KLB Visionary Creative Arts, pg. 83 Audio recordings of patriotic songs
KLB Visionary Creative Arts, pg. 83 Audio recordings of sacred songs |
Observation Oral questions Written assignment
|
|
| 12 | 6 |
Performance and Display
|
Songs - Topical songs
|
By the end of the
lesson, the learner
should be able to:
- Identify topical songs - Explain the purpose of topical songs - Show awareness of social issues |
- Listen to examples of topical songs
-Discuss the purpose and message of topical songs -Identify characteristics of topical songs -Relate topical songs to current issues |
What messages do topical songs convey?
|
KLB Visionary Creative Arts, pg. 84 Audio recordings of topical songs
|
Observation Oral questions Written assignment
|
|
| 13 | 1 |
Performance and Display
|
Songs - Performance techniques
Songs - Tempo in singing |
By the end of the
lesson, the learner
should be able to:
- Explain elements of good singing - Identify performance techniques - Show interest in improving singing |
- Discuss elements of good singing
-Identify proper diction, pitch, rhythm, and dynamics -Discuss the importance of facial expressions and gestures -Practice vocal warm-up exercises |
What makes a good singing performance?
|
KLB Visionary Creative Arts, pg. 84 Audio recordings of songs
KLB Visionary Creative Arts, pg. 84 Audio recordings, percussion instruments |
Observation Oral questions Practical assessment
|
|
| 13 | 2 |
Performance and Display
|
Songs - Pitch in singing
|
By the end of the
lesson, the learner
should be able to:
- Explain the concept of pitch - Sing with accurate pitch - Show control in pitch variation |
- Discuss the concept of pitch in music
-Practice singing with accurate pitch -Identify appropriate pitch range for different songs -Match pitch with instrumental accompaniment |
How does pitch affect a song's performance?
|
KLB Visionary Creative Arts, pg. 84 Pitch pipes, tuned instruments
|
Observation Performance assessment Peer evaluation
|
|
| 13 | 3 |
Performance and Display
|
Songs - Rhythm in singing
|
By the end of the
lesson, the learner
should be able to:
- Explain the concept of rhythm - Sing with accurate rhythm - Show control in rhythmic patterns |
- Discuss the concept of rhythm in music
-Practice singing with accurate rhythm -Identify rhythmic patterns in different songs -Maintain steady rhythm while singing |
How does rhythm affect a song's performance?
|
KLB Visionary Creative Arts, pg. 84 Percussion instruments
|
Observation Performance assessment Peer evaluation
|
|
| 13 | 4 |
Performance and Display
|
Songs - Dynamics in singing
Songs - Diction in singing |
By the end of the
lesson, the learner
should be able to:
- Explain the concept of dynamics - Sing with appropriate dynamics - Show control in volume variation |
- Discuss the concept of dynamics in music
-Practice singing with varying dynamics -Identify appropriate dynamics for different songs -Apply dynamics to enhance song meaning |
How do dynamics affect a song's performance?
|
KLB Visionary Creative Arts, pg. 85 Audio recordings
KLB Visionary Creative Arts, pg. 85 Lyric sheets |
Observation Performance assessment Peer evaluation
|
|
| 13 | 5 |
Performance and Display
|
Songs - Facial expressions
|
By the end of the
lesson, the learner
should be able to:
- Explain the role of facial expressions in singing - Use appropriate facial expressions - Show expressiveness in performance |
- Discuss the role of facial expressions in singing
-Practice using facial expressions to convey mood -Match expressions to song meaning -Apply expressions to enhance performance |
How do facial expressions enhance song performance?
|
KLB Visionary Creative Arts, pg. 85 Mirrors
|
Observation Performance assessment Peer evaluation
|
|
| 13 | 6 |
Performance and Display
|
Songs - Gestures in singing
Songs - East African Community Anthem |
By the end of the
lesson, the learner
should be able to:
- Explain the role of gestures in singing - Use appropriate gestures - Show expressiveness in movement |
- Discuss the role of gestures in singing
-Practice using gestures to enhance meaning -Match gestures to song content -Apply gestures to enhance performance |
How do gestures enhance song performance?
|
KLB Visionary Creative Arts, pg. 85 Open performance space
KLB Visionary Creative Arts, pg. 87 Audio recording of the Anthem |
Observation Performance assessment Peer evaluation
|
|
| 14 | 1 |
Performance and Display
|
Songs - Singing the East African Anthem
|
By the end of the
lesson, the learner
should be able to:
- Sing the East African Community Anthem - Apply performance techniques - Show respect during performance |
- Learn the melody of the East African Community Anthem
-Practice singing with proper technique -Apply appropriate performance etiquette -Discuss the values promoted in the Anthem |
How should we perform the East African Community Anthem?
|
KLB Visionary Creative Arts, pg. 88 Audio recording of the Anthem
|
Observation Performance assessment Self-assessment
|
|
| 14 | 2 |
Performance and Display
|
Songs - Folk songs
|
By the end of the
lesson, the learner
should be able to:
- Explain what folk songs are - Identify characteristics of folk songs - Show interest in cultural heritage |
- Discuss what folk songs are
-Listen to examples of folk songs -Identify characteristics of folk songs -Discuss the role of folk songs in communities |
How do Kenyan communities decorate costumes for performing folk songs?
|
KLB Visionary Creative Arts, pg. 89 Audio recordings of folk songs
|
Observation Oral questions Written assignment
|
|
| 14 | 3 |
Performance and Display
|
Songs - Types of folk songs
Songs - Learning folk songs |
By the end of the
lesson, the learner
should be able to:
- Identify different types of folk songs - Classify folk songs by function - Show appreciation for cultural diversity |
- Discuss different types of folk songs
-Classify songs as work, funeral, naming, initiation, marriage, or worship -Listen to examples of each type -Discuss the function of each type in community life |
What are the different types of folk songs?
|
KLB Visionary Creative Arts, pg. 90 Audio recordings of folk songs
KLB Visionary Creative Arts, pg. 91 Resource persons, audio recordings |
Observation Oral questions Classification exercise
|
|
| 14 | 4 |
Performance and Display
|
Songs - Costume decoration
|
By the end of the
lesson, the learner
should be able to:
- Explain indigenous methods of costume decoration - Identify decoration techniques from different communities - Show interest in cultural crafts |
- Explore indigenous methods of costume decoration
-Identify tie-dye and beadwork techniques -Discuss the significance of patterns and colors -Relate decoration to cultural identity |
How do Kenyan communities decorate costumes for folk songs?
|
KLB Visionary Creative Arts, pg. 92 Sample costumes, decoration materials
|
Observation Oral questions Written assignment
|
|
| 14 | 5 |
Performance and Display
|
Songs - Decoration techniques
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate costume decoration techniques - Apply techniques to decorate fabric - Show creativity in pattern creation |
- Demonstrate tie-dye and beadwork techniques
-Practice decoration techniques on fabric -Create patterns with available materials -Discuss cultural significance of patterns |
How are decoration techniques used for costumes?
|
KLB Visionary Creative Arts, pg. 92 Fabric, dye, beads, string
|
Observation Project work Practical assessment
|
|
| 14 | 6 |
Performance and Display
|
Songs - Performance preparation
Songs - Group performance Songs - Assessment |
By the end of the
lesson, the learner
should be able to:
- Prepare for group folk song performance - Apply appropriate performance techniques - Show teamwork in preparation |
- Rehearse folk songs for group performance
-Apply appropriate diction, expressions, and gestures -Prepare percussion accompaniment -Organize roles for performance |
What preparations are needed for effective performance?
|
KLB Visionary Creative Arts, pg. 92 Performance space, instruments
KLB Visionary Creative Arts, pg. 93 Performance space, instruments KLB Visionary Creative Arts Assessment tools |
Observation Performance assessment Group evaluation
|
|
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