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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 |
In groups, learners are guided to:
- 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 Athletics - Sprint practice |
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 |
In groups, learners are guided to:
- 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 KLB Visionary Creative Arts, pg. 67 Open field, markers, whistle |
Observation Skills test Peer assessment
|
|
| 2 | 3 |
Performance and Display
|
Athletics - Kenya National Anthem
Athletics - Singing the National Anthem Athletics - Kenyan flag Athletics - Sketching the flag |
By the end of the
lesson, the learner
should be able to:
- Read through the words of the Kenya National Anthem - Explain the meaning and message of the Anthem - Show respect when singing the National Anthem |
In groups, learners are guided to:
- Read through the words of the Kenya National Anthem -Discuss the meaning and message of the Anthem -Learn proper etiquette when singing the Anthem -Relate the Anthem to national unity and patriotism |
Why is the Kenya National Anthem performed during an athletic event?
|
KLB Visionary Creative Arts Printed lyrics of 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 Oral questions Written assignment
|
|
| 3 | 1 |
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 |
In groups, learners are guided to:
- 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
|
|
| 3 | 2 |
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 |
In groups, learners are guided to:
- 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 | 3 |
Performance and Display
|
Athletics - Sprint relay
Athletics - Standing long jump |
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 |
In groups, learners are guided to:
- 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
KLB Visionary Creative Arts Open field, measuring tape, markers |
Observation Skills test Group assessment
|
|
| 4 | 1 |
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 |
In groups, learners are guided to:
- 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
|
|
| 4 | 2 |
Performance and Display
|
Athletics - Athletics games
Athletics - Analysis of performance |
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 |
In groups, learners are guided to:
- 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
KLB Visionary Creative Arts Digital recording devices |
Observation Performance assessment Self-assessment
|
|
| 4 | 3 |
Performance and Display
|
Athletics - History of Kenyan athletics
Athletics - Athletics event planning |
By the end of the
lesson, the learner
should be able to:
- Identify famous Kenyan athletes - Describe Kenya's achievements in athletics - Show pride in Kenya's athletic heritage |
In groups, learners are guided to:
- Research famous Kenyan athletes -Discuss Kenya's achievements in athletics -Create profiles of notable athletes -Relate athletics to national pride |
Why is Kenya known for its athletes?
|
KLB Visionary Creative Arts Resource materials, digital devices
KLB Visionary Creative Arts Planning materials |
Observation Oral presentation Written assignment
|
|
| 5 | 1 |
Performance and Display
|
Athletics - Cultural significance
Athletics - Assessment |
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 |
In groups, learners are guided to:
- 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
KLB Visionary Creative Arts Assessment tools |
Observation Oral presentation Written assignment
|
|
| 5 | 2 |
Performance and Display
|
Gymnastics - Introduction
|
By the end of the
lesson, the learner
should be able to:
- Explain what gymnastics is - Identify different gymnastics activities - Show interest in gymnastics |
In groups, learners are guided to:
- Watch videos or demonstrations of gymnastics activities -Discuss what gymnastics involves -Identify different types of gymnastics activities -Discuss the importance of safety in gymnastics |
How does performance of rolls and balances enhance gymnastics?
|
KLB Visionary Creative Arts, pg. 74 Digital devices, images of gymnastics
|
Observation Oral questions Written assignments
|
|
| 5 | 3 |
Performance and Display
|
Gymnastics - Warm-up activities
Gymnastics - Patriotic songs for warm-up |
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 |
In groups, learners are guided to:
- 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
KLB Visionary Creative Arts Audio recordings of patriotic songs |
Observation Practical assessment Oral questions
|
|
| 6 | 1 |
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 |
In groups, learners are guided to:
- 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
|
|
| 6 | 2 |
Performance and Display
|
Gymnastics - Crab balance practice
Gymnastics - Head balance |
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 |
In groups, learners are guided to:
- 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
KLB Visionary Creative Arts Mats, open space |
Observation Skills test Peer assessment
|
|
| 6 | 3 |
Performance and Display
|
Gymnastics - Head balance technique
Gymnastics - Side roll |
By the end of the
lesson, the learner
should be able to:
- Demonstrate the head balance technique - Execute the progression steps correctly - Show body control during the balance |
In groups, learners are guided to:
- Demonstrate the starting position for head balance -Practice supporting weight on the head and hands -Focus on maintaining a stable tripod position -Practice controlling the legs in the balance |
What are the key points for a successful head balance?
|
KLB Visionary Creative Arts Mats, open space
KLB Visionary Creative Arts, pg. 77 Mats, open space |
Observation Skills test Peer assessment
|
|
| 7 | 1 |
Performance and Display
|
Gymnastics - Side roll technique
Gymnastics - Side roll practice |
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 |
In groups, learners are guided to:
- 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
KLB Visionary Creative Arts, pg. 78 Mats, open space |
Observation Skills test Peer assessment
|
|
| 7 | 2 |
Performance and Display
|
Gymnastics - Backward roll
Gymnastics - Backward roll technique |
By the end of the
lesson, the learner
should be able to:
- Explain the backward roll technique - Identify body parts used in the backward roll - Show interest in learning the skill |
In groups, learners are guided to:
- Observe demonstrations of the backward roll -Identify body parts used in the backward roll -Discuss the progression of the skill -Identify safety considerations |
What is the correct technique for a backward roll?
|
KLB Visionary Creative Arts Mats, open space
|
Observation Oral questions Written assignments
|
|
| 7 | 3 |
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 |
In groups, learners are guided to:
- 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
|
|
| 8 | 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 |
In groups, learners are guided to:
- 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
|
|
| 8 | 2 |
Performance and Display
|
Gymnastics - Photography
Gymnastics - Photo portfolio |
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 |
In groups, learners are guided to:
- 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
KLB Visionary Creative Arts Digital devices, photograph printouts |
Observation Project work Photo critique
|
|
| 8 | 3 |
Performance and Display
|
Gymnastics - Gymnastic games
Gymnastics - Assessment |
By the end of the
lesson, the learner
should be able to:
- Participate in gymnastics-themed games - Apply learned skills in game situations - Show enjoyment in gymnastic activities |
In groups, learners are guided to:
- Learn simple gymnastics-themed games -Apply learned skills in game situations -Rotate through different activities -Emphasize fun and participation |
How can gymnastics be made enjoyable through games?
|
KLB Visionary Creative Arts Mats, various equipment
KLB Visionary Creative Arts Assessment tools |
Observation Performance assessment Self-assessment
|
|
| 9 | 1 |
Performance and Display
|
Descant Recorder - Introduction
Descant Recorder - Parts |
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 |
In groups, learners are guided to:
- 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
KLB Visionary Creative Arts, pg. 97 Descant recorders, diagrams |
Observation Oral questions Written assignments
|
|
| 9 | 2 |
Performance and Display
|
Descant Recorder - Assembly
Descant Recorder - Care and maintenance |
By the end of the
lesson, the learner
should be able to:
- Assemble the descant recorder correctly - Disassemble the recorder properly - Show care in handling the instrument |
In groups, learners are guided to:
- Demonstrate correct assembly of the recorder -Practice assembling and disassembling the recorder -Discuss proper handling of the instrument -Learn to hold the recorder correctly |
How is a descant recorder assembled correctly?
|
KLB Visionary Creative Arts, pg. 97 Descant recorders
KLB Visionary Creative Arts, pg. 98 Descant recorders, cleaning materials |
Observation Practical assessment Peer evaluation
|
|
| 9 | 3 |
Performance and Display
|
Descant Recorder - Holding position
|
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 |
In groups, learners are guided to:
- 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
|
Observation Practical assessment Peer evaluation
|
|
| 10 | 1 |
Performance and Display
|
Descant Recorder - Blowing technique
Descant Recorder - Note B |
By the end of the
lesson, the learner
should be able to:
- Demonstrate correct blowing technique - Produce a clear tone on the recorder - Show persistence in developing technique |
In groups, learners are guided to:
- Demonstrate correct mouth position -Practice gentle blowing technique -Focus on producing a clear tone -Avoid common errors in blowing |
How is a good tone produced on the recorder?
|
KLB Visionary Creative Arts, pg. 100 Descant recorders
KLB Visionary Creative Arts, pg. 102 Descant recorders, fingering charts |
Observation Practical assessment Self-assessment
|
|
| 10 | 2 |
Performance and Display
|
Descant Recorder - Note A
Descant Recorder - Note G |
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 |
In groups, learners are guided to:
- 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
KLB Visionary Creative Arts, pg. 103 Descant recorders, fingering charts |
Observation Practical assessment Performance
|
|
| 10 | 3 |
Performance and Display
|
Descant Recorder - Combining notes B-A
Descant Recorder - Combining notes B-A-G |
By the end of the
lesson, the learner
should be able to:
- Play combinations of notes B and A - Transition smoothly between notes - Show perseverance in practice |
In groups, learners are guided to:
- Review fingerings for B and A -Practice transitioning between the notes -Play simple patterns using B and A -Focus on smooth finger movements |
How can we transition smoothly between notes?
|
KLB Visionary Creative Arts, pg. 103 Descant recorders, simple music
KLB Visionary Creative Arts, pg. 104 Descant recorders, simple music |
Observation Practical assessment Performance
|
|
| 11 | 1 |
Performance and Display
|
Descant Recorder - Simple melodies
Descant Recorder - Materials for case |
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 |
In groups, learners are guided to:
- 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
KLB Visionary Creative Arts, pg. 105 Fabric, leather, yarn, needles, thread |
Observation Performance assessment Peer evaluation
|
|
| 11 | 2 |
Performance and Display
|
Descant Recorder - Making a case
Descant Recorder - Decorating the case |
By the end of the
lesson, the learner
should be able to:
- Make a case using collected materials - Apply appropriate construction techniques - Show craftsmanship in case making |
In groups, learners are guided to:
- Demonstrate techniques for case construction -Stitch fabric or crochet yarn for the case -Ensure appropriate size for the recorder -Add closures or fasteners as needed |
How is a recorder case constructed?
|
KLB Visionary Creative Arts, pg. 105 Case-making materials, tools
KLB Visionary Creative Arts, pg. 105 Decorative materials, adhesives |
Observation Project work Practical assessment
|
|
| 11 | 3 |
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 |
In groups, learners are guided to:
- 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
|
|
| 12 |
Midterm break |
||||||||
| 13 | 1 |
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 |
In groups, learners are guided to:
- 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
|
|
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