KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A Skilled and Ethical Society

UPPER PRIMARY SCHOOL CURRICULUM DESIGN

CREATIVE ARTS
GRADE 6

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 First Published 2017

Revised 2024

All rights reserves. No part of this book may be reproduced, stored in a retrieval system or transcribed, in any form or by any
means, electronic, mechanical, photocopy, recording or otherwise, without the prior written permission of the publisher.

ISBN:

Published and printed by Kenya Institute of Curriculum Development

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TABLE OF CONTENTS

LESSON ALLOCATION AT UPPER PRIMARY ............................................................................................................................................. 4

NATIONAL GOALS OF EDUCATION ............................................................................................................................................................ 5

GENERAL LEARNING OUTCOMES FOR PRIMARY EDUCATION .......................................................................................................... 7

ESSENCE STATEMENT ................................................................................................................................................................................... 7

SUBJECT GENERAL LEARNING OUTCOMES ............................................................................................................................................. 8

STRAND 1.0 CREATING AND EXECUTION ................................................................................................................................................. 9

STRAND 2.0: PERFORMANCE AND DISPLAY .......................................................................................................................................... 29

STRAND 3.0 APPRECIATION IN CREATIVE ARTS ................................................................................................................................... 45

APPENDIX: SUGGESTED LEARNING RESOURCES, ASSESSMENT METHODS AND NON-FORMAL ACTIVITIES ..................... 50

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LESSON ALLOCATION AT UPPER PRIMARY
S/No Learning Area Number of Lessons
1. English 5
2. Kiswahili / Kenya Sign Language 4
3. Mathematics 5
4. Religious Education 3
5. Science & Technology 4
6. Agriculture and Nutrition 4
7. Social Studies 3
8. Creative Arts 6
9. Pastoral/Religious Instruction Programme 1
Total 35

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NATIONAL GOALS OF EDUCATION
1. Foster nationalism, patriotism, and promote national unity
Kenya’s people belong to different communities, races and religions and should be able to live and interact as one
people. Education should enable the learner to acquire a sense of nationhood and patriotism. It should also promote
peace and mutual respect for harmonious coexistence.

2. Promote social, economic, technological and industrial needs for national development
Education should prepare the learner to play an effective and productive role in the nation.
a) Social Needs
Education should instil social and adaptive skills in the learner for effective participation in community and
national development.
b) Economic Needs
Education should prepare a learner with requisite competencies that support a modern and independent growing
economy. This should translate into high standards of living for every individual.
c) Technological and Industrial Needs
Education should provide the learner with necessary competences for technological and industrial development in
tandem with changing global trends.

3. Promote individual development and self-fulfilment

Education should provide opportunities for the learner to develop to the fullest potential. This includes development of one’s
interests, talents and character for positive contribution to the society.

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4. Promote sound moral and religious values
Education should promote acquisition of national values as enshrined in the Constitution. It should be geared
towards developing a self- disciplined and ethical citizen with sound moral and religious values.

5. Promote social equity and responsibility

Education should promote social equity and responsibility. It should provide inclusive and equitable access to
quality and differentiated education; including learners with special educational needs and disabilities. Education
should also provide the learner with opportunities for shared responsibility and accountability through service
Learning.

6. Promote respect for and development of Kenya’s rich and varied cultures
Education should instil in the learner appreciation of Kenya’s rich and diverse cultural heritage. The learner should
value own and respect other people’s culture as well as embrace positive cultural practices in a dynamic society.

7. Promote international consciousness and foster positive attitudes towards other nations
Kenya is part of the interdependent network of diverse peoples and nations. Education should therefore enable the
learner to respect, appreciate and participate in the opportunities within the international community. Education
should also facilitate the learner to operate within the international community with full knowledge of the obligations,
responsibilities, rights and benefits that this membership entails.

8. Good health and environmental protection

Education should inculcate in the learner the value of physical and psychological well-being for self and others. It
should promote environmental preservation and conservation, including animal welfare for sustainable development.
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GENERAL LEARNING OUTCOMES FOR PRIMARY EDUCATION
By the end of the Primary Education level, the learner should be able to:
a) Communicate appropriately using verbal and or non-verbal modes in a variety of contexts.
b) Demonstrate mastery of number concepts to solve problems in day to day life
c) Demonstrate social skills, moral and religious values for positive contribution to society
d) Develop one’s interests and talents for personal fulfilment
e) Make informed decisions as local and global citizens of a diverse, democratic society in an interdependent world.
f) Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development
g) Acquire digital literacy skills for learning and enjoyment.
h) Appreciate the country’s rich, diverse cultural heritage for harmonious living

ESSENCE STATEMENT
Creative Arts is an integrated learning area that consists of Art and Craft, Music and Physical Health Education. This design
provides an avenue for symbiotic relationship in the triad where learning areas mutually benefit from each other from resource
development to skill execution (inter/ multidisciplinary integration).

The learning area is organised in three strands namely; Creating and Execution, Performing and Display and Appreciation in
Creative Arts. The learning experiences are structured to develop learners’ creativity, nurture functional and aesthetic sensitivity
that leads to the acquisition of transferable skills useful in other learning areas and contexts. This is supported by Howard
Gardner’s theory of multiple intelligence that each person has different ways of learning and different intelligences they use in
their daily lives and also Dewey’s social constructivism theory, which emphasises an experiential and participatory approach.

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Digital literacy as a 21st-century skill, has been embedded to enable the learner to interact, create, store and disseminate
knowledge and skills (products) using emerging technologies and trends in education. Subsequently, this will prepare the learner
to acquire the knowledge, skills and attitudes to transit to Junior School.

SUBJECT GENERAL LEARNING OUTCOMES

By the end of the upper primary school, the learner should be able to:
1. Perform and display alone and with others different Creative Arts works to promote diverse cultural knowledge and
expression,
2. Create and improvise artworks to share their ideas, emotions, thoughts, feelings and experiences for learning and
enjoyment,
3. Perform physical and health activities for enjoyment, survival and self-fulfilment,
4. Apply environmental conservation values of re-use and recycle of materials for creative purposes.
5. Evaluate Creative Arts works to make meaningful connections to Creating/Execution, Performing/Display and
Appreciation of Art works,

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SUMMARY OF STRANDS AND SUB-STRANDS
Strand Sub strand

1.0 1.1 Indigenous Kenyan String Instruments

Creating and Execution

1.2 Volleyball

1.3 Composing rhythm

1.4 Gymnastics

1.5 Composing melody

2.0 Performance and Display 2.1 Athletics

2.2 Descant Recorder

2.3 Swimming (OPTIONAL)

2.4 Kenyan Indigenous Instrumental ensembles

3.0 Appreciation in Creative Arts 3.1 Analysis of Sports

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STRAND 1.0 CREATING AND EXECUTION
Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
1.0 1.1 By the end of the sub Learner is guided to: 1. Which locally
Creating and Indigenous strand, the learner ● watch videos/observe pictures or real string available
Execution Kenyan should be able to: instruments from Kenya and are guided in materials can
String a) identify string identifying the instrument by name and be used to
Instruments instruments from community of origin, make a one or
different ● visit an institution or a cultural /resource centre two string
(20 lessons) indigenous in the community to familiarise themselves with instrument?
communities in Kenyan indigenous string instruments 2. Why is
Kenya, ● research and assemble tools and material from overlapping
b) describe the the locality for making a string instrument. necessary in
functions of the - membranes- leather/skin, canvas/fabric, still-life
parts of a string - resonators- cylindrical containers, carton drawing?
instrument, materials, hollow wood, string
c) make a fiddle using ● make a fiddle observing safety while handling
recyclable tools.
materials, ● draw and name parts of a string instrument and
d) draw a still-life describe the function(s) of each part,
composition of ● take turns to tune a fiddle guided by the
string instruments teacher/resource person
using stippling ● in groups are guided on how to care for and
technique, maintain a string instrument and discuss the
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 e) mount pictures of importance of doing so,
string instruments ● research and identify aspects of overlapping in
for display using still life drawing (positioning, number of forms,
window mounting perspective),
technique, ● draw a still-life composition of 2 percussion
f) appraise our own instruments using stippling technique with
and others' work. emphasis on: overlapping, balance of forms,
tone/ texture,
● finish the picture using window mounting
technique,
● value others ideas as they talk about their own
and others displayed work .
Core Competencies to be developed:
 Creativity and imagination: learner come up with new ideas of arranging forms to create a composition in still-life
drawing.
 Communication and Collaboration: Learner values others' ideas as they talk clearly about displayed work.
Values:
 Responsibility: Learners takes personal initiate to observe safety precautions in handling tools while making the musical
instruments.
 Patriotism - learner interacts with musical instruments from diverse communities in Kenya thereby appreciating
resources existing in the country.
Pertinent and Contemporary Issues:
 Disaster risk reduction - learner will learn about safety measures when making fiddles using tools and material so as to
prevent disaster.
 Environmental conservation: Learner takes care of the environment by recycling some of the materials in making a
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 string instrument.
Link to other subjects:
 Social studies- the learner identifies musical instruments from different communities covered in Social Studies.
 Indigenous language: the learner names musical instruments using the words from the indigenous communities of
origin.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
1.2 By the end of the Learner is guided to: 1. How is the
Volleyball sub-strand, the ● demonstrate the under arm service and dig pass game of
learner should be (observe the stance, grip, execution, and follow volleyball
(20 lessons) able to; through), played?
a) execute the under 2. What are
● recite French rhythm names (ta-te, taa, taa-aa, taa-
arm service and the
aa-aa-aa) in a warm up activity following a given
dig pass in sources of
pattern and tempo
volleyball for natural
● practise the skills of underarm service and dig pass in
skills acquisition, dyes?
a mini game,
b) chant french
● use the applique technique to label a volleyball
rhythm names in
playing kit with emphasis on;
a warm up
- choice of material
activity,
- colour contrast
c) label volleyball
- stitching or pasting method
playing kit using
- positioning
the applique
● search the environment for recyclable paper/drawing
technique,
surfaces (newsprint, packaging papers, sugar paper,
d) create a picture of
brown papers, tracing papers),
a players
● source virtual or actual pictures pictures of players
executing
executing skills in netball (dig pass and underarm
volleyball skills
service),
using block
● trace the pictures and cut-out templates,
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 shading
technique, ● Use the template to draw an outline of of players
e) value the skills of executing a skill in volleyball
underarm pass ● block-shade the pictures using appropriate media
and dig passes in contrasting with the background (pencils, charcoal,
a mini game of chalk, crayons),
volleyball. ● display the pictures for appraising own and others'
work.
Core Competencies to be developed:
 Critical thinking and problem solving: Learner will be developed as the learner explores multiple perspectives of creating
different art works and sport items.
 Digital literacy: Learner use digital technology to source virtual or actual pictures of players executing skills in
volleyball.
 Creativity and imagination: The learner will apply creative skills in selecting media for drawing, and rhythms that are
appropriate to the tempo of warm ups.
Values:
 Responsibility: Learner works on art work and clears up after the activities
 Unity: Learner shares the volleyball equipment as they demonstrate the skills of dig pass and underarm service.
 Love: Learners are considerate when critiquing others’ artworks.
Pertinent and Contemporary Issues:
 Environmental education - enhanced through sustainable use of locally available materials for making art materials.
 Waste management: developed while disposing of the waste after the classroom activity.
 Social cohesion: Learner perform the chant french rhythm name together while performing warm up activities
 environment

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Link to other subjects:
Home science: Learners use skills of measuring, marking and stitching or pasting to applique playing kits.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
1.3 By the end of the sub Learner is guided to: 1. How are
Composing strand the learner ● listen to /sing familiar songs and are guided in French
rhythm should be able to: identifying words with the French rhythm names rhythm
a) interpret rhythmic taa, ta-te, taa-aa, taa-aa-aa-aa, names used
(16 lessons) patterns using ● in groups or individually tap/ clap/stamp to create
french rhythm rhythmic patterns containing taa, ta-te, taa-aa, rhythmic
names taa, taa-aa, taa-aa-aa-aa, patterns?
ta-te, taa-aa-aa- ● identify the French rhythm name (taa, ta-te, taa- 2. Why create
aa, aa, taa-aa-aa-aa ) in a rhythmic pattern, rhythm in
b) compose a simple ● in groups or individually clap/tap/stamp rhythms different
rhythmic pattern of a familiar songs while reciting the French beat
using the French rhythm names, patterns?
rhythm names taa, ● listen to/watch/perform familiar songs with taa-
taa-aa, ta-te,taa- aa-aa-aa, taa-aa, taa, ta-te and clap/tap the
aa-aa-aa, rhythm,
c) improvise rhythms ● apply various techniques (repetition of note
in three and four values, variation of note values, ending) to create
beat patterns on a rhythmic patterns using a combination of French
percussion rhythm names of semibreve, minim crotchet, and
instrument, quaver
d) create a newspaper (N.B observe integrity in producing original
collage rhythmic patterns),

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 composition based ● use digital resources to further their skills of
on music creating rhythms,
performance, ● share created rhythms with peers for feedback,
e) appreciate ● explore actual or virtual samples of collage
rhythmic patterns pictorial composition with emphasis;
created by self and - meaning of collage technique
others. - characteristics of collage
● collect and prepare varied suitable materials to
be used in making collage with focus on:
- texture and colour of the materials,
- improvised / artificial adhesives,
- support,
● in groups, produce a collage pictorial
composition based on musical performance
putting into account;
- sketching on the support,
- pasting materials
- colour/texture variation
- neatening/ finishing
● listen to songs and identify songs in three and
four beat patterns,
● in groups and individually, imitate short rhythms
of melodies in three and four beat time patterns
displayed on flash cards,
● take turns to improvise short rhythms in three
and four beat patterns using percussion
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 instruments,
● use different colours(contrasting colours) to
mark the strong and weak beats of rhythms in
three and four beat patterns,
● share the work with peers for critique and
feedback for improvement.
Core Competencies to be developed:
 Creativity and Imagination: learner combines various techniques to creatively come up with rhythmic patterns and
collages.
 Self-efficacy - learners will develop the ability to create and improvise rhythmic patterns
Values:
 Respect: is instilled through use of respectful words as they appreciate and appraise each other’s collages and
performances using polite language.
 Integrity - displays honesty by creating own original rhythms and collages without copying from other sources.
Pertinent and Contemporary Issues:
 Social cohesion - the learner will appreciate working together with others when clapping/tapping rhythms, improvising
and sharing rhythmic patterns
 Decision making skills - learner will learn to choose correct note values and newspapers for use in creating a rhythmic
pattern and collages respectively.
Link to other subjects:
Mathematics - learners apply the skill of measurement when improvising three and four beat patterns to help them get the
correct number of beats in a given measure.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
1.4 By the end of the sub Learner is guided to; 1. How does
Gymnastics strand, the learner should ● watch and analyse, virtual and actual sequencing in
(18 lessons) be able to; samples of woven items done using 2/2 gymnastics
a) weave a floor mat twill weave, foster
using 2/2 twill ● collect and prepare recyclable materials creativity?
technique to be used from the local environment for weaving a 2. Why is
for gymnastics mat, (yarns from old woven items, recycling
performance, polythene materials, fibres among others) beneficial to
b) demonstrate a ● make a wooden frame loom using mitre the
gymnastics progression joints, environment?
that can form a 3 (NB: observe hygiene and safety measures
sequence gymnastics while picking and preparing found
performance on the materials, using sharp tools while making
woven mat, the frame)
c) perform a 3-sequence ● individually, weave a small floor mat
gymnastics (1x1ft) for gymnastics performance using
performance (twill weave 2/2) on a frame loom with
accompanied by an emphasis on colour variation and finishing
instrumental ensemble, techniques,
d) appreciate own and ● In groups, stitch the small pieces together
peers’ woven mats to make a large floor mat for gymnastics
used for gymnastics with emphasis on;
performance. - type of finishing stitch,
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 - colour pattern and,
- texture)
● display and positively critique each others
woven items for reflective feedback,
● demonstrate the gymnastics skills
(cartwheel, balances and rolls) to create
a 3-phase sequence performance on a
woven mat,
● practise a 3-phase sequence of a roll, a
balance and/or cartwheel on a mat while
observing safety,
● perform the 3-phase gymnastics sequence
accompanied by a percussion instrumental
ensemble,
● take a video and comment on each other’s
gymnastic performance and give
constructive feedback.
Core Competencies to be developed:
 Digital literacy: learner adopts digital technology to record videos of own and peers’ execution of gymnastics
performance on woven mats.
 Critical thinking and problem solving : will be developed as the learner practises and creates different 3-phase sequences
of a gymnastics performance accompanied by an instrumental ensemble.
 Creativity and imagination: learner comes up with new ideas on how to make a frame loom using mitre joints and also
weaving floor mats for gymnastics performance

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Values:
 Responsibility: as learners put into practise the aspects of safety, care of the environment while sourcing for materials
for improvising the mats
 Love : Learner respects others as they practise the combination of gymnastics progressions to form a 3 phase sequence
 Respect: is nurtured when the learner appreciates and appraises others’ created mats, composed melodies to
accompanying the 3-phase sequence performance
Pertinent and Contemporary Issues:
 Gender: The learner works with peers in groups (boys and girls) while they create and improvise the floor mats and
perform the 3-phase sequence accompanied by an instrumental ensemble
 safety: Learner observes safety as they perform rolls, balances and cartwheel to form a 3-phase sequence of a gymnastic
performance
 Climate change: Learner uses materials that are friendly to the environment when improvising the frame, loom and the
floor mat
Link to other subjects:
Mathematics : learner creates a loom frame using a mitre joint while applying mathematical knowledge on angles.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
1.5 By the end of the sub strand, Learner is guided to: How can one
Composing the learner should be able to: ● sing solfa syllable d r m f s l t d’ create interesting
melody a) sing the solfa syllables ascending and descending with accuracy melodies?
(d-d’) ascending and in pitch,
(15 lessons) descending, ● sing the solfa syllables (d-d’) using la
b) perform the major scale and vowel sounds ascending and
using Kodaly hand signs, descending,
c) aurally recognise sol-fa ● imitate solfa pitches sung or played on
sounds (d-d’) in familiar a melodic instrument for pitch
melodies, discrimination,
d) compose short melodies ● listen to and sing familiar songs within
within the range of d-d’ , the d-d’ range using solfa syllables,
e) write sol-fa syllables ● practice singing and performing the sol-
using calligraphy fa ladder using Kodaly hand signs,
lettering, ● perform melodies within d-d’ using
f) appreciate melodies hand signs,
created by self and ● draw hand signs and write their
others. corresponding solfa syllables,
● compose simple melodies based on solfa
syllables d r m f s l t d’ using narrow
leaps (thirds), stepwise motion,
repetition, variation and appropriate
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 ending),
● use calligraphy lettering to add sol-fa
syllables to created rhythms to form a
melody,
● sing own and others’ created melodies,
● record or present the created melodies to
peers for appraisal and improvement.
Core Competencies to be developed:
 Creativity and imagination : the learner will make thoughtful choices in selecting solfa syllables and note values to
combine using various techniques to compose melodies
 Critical thinking and Problem solving: developed when the learner listens and recognises sol-fa sounds in melodies as
well as in interpretation of hand signs.
Values:
 Respect: is developed when the learner appreciates and appraises others’ compositions.
 Unity: is achieved through working in groups.
 Integrity: is developed when creating own compositions without copying what other peers have already created.
Pertinent and Contemporary Issues:
 Mentorship and peer education: enhanced through appraising and correcting peers’ compositions
 Talent identification - Learner develops musical talent by composing and practising melody.
Link to other subjects:
 Mathematics: Number concept and sequencing learnt in Mathematics is applied in combination of solfa syllables in
stepwise motion and leaps.
 English: Vowels learnt in English are used to sing the solfa syllables ascending and descending.

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ASSESSMENT RUBRIC
Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Indicator
Ability to identify string Identifies variety of Identifies string Identifies most of the Identifies some of the
instruments (origin and string instruments from instruments from string instruments from string instruments from
name) and describe the various Kenyan Kenyan Kenyan communities Kenyan communities
functions of their parts communities(origin, communities(origin, and describes most the and describes few of the
name) and describes the name) and describes the functions of parts functions of their parts
functions of their parts functions of their parts
Ability to interpret Interprets a variety of Interprets rhythmic Interprets rhythmic Interprets rhythmic
rhythmic patterns using rhythmic patterns patterns involving the patterns involving the patterns involving the
French rhythm names involving the semibreve semibreve minim, semibreve minim, semibreve minim,
minim, crotchet and pair crotchet and pair of crotchet and pair of crotchet and pair of
of quavers using their quavers using their quavers using their quavers using their
French rhythm names. French rhythm names. French rhythm names. French rhythm names.

Ability to make: Makes a fiddle using Makes a fiddle using Makes either a fiddle Makes either fiddle
- a fiddle , locally available locally available using locally available using locally available
- floor mat using materials and a floor materials and a floor materials or a floor mat materials or a floor mat
2/2 twill mat using 2/2 twill mat using 2/2 twill using 2/2 twill technique using 2/2 twill technique
technique technique creatively. technique. with assistance

Ability to create: Creates all the seven Creates all the seven Creates all the seven Creates all the seven
- Still life drawing compositions skilfully compositions following compositions mostly compositions rarely
of string and creatively following correct procedure and following correct following correct
instruments correct procedure and technique. procedure and procedure and
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 - picture of technique. technique. technique.
players
executing
volleyball skills
- simple rhythmic
pattern using the
French rhythm
names
- newspaper
collage
composition
based on music
performance
- rhythms in three
and four beat
patterns on
percussion
instruments
- sol-fa syllables
using
calligraphy
lettering,
- short melodies
within the range
of d-d’
Ability to label a Creatively and Label a volleyball Label a volleyball Label a volleyball
volleyball playing kit accurately uses the playing kit using playing kit using playing kit using
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using applique technique applique technique to applique technique applique technique applique technique
to with focus on; label a volleyball kit. focusing on all the 4 missing out some of the missing out some of the
- choice of aspects. aspects. aspects.
material
- colour contrast
- stitching or
pasting method
- positioning
Ability to execute and Executes and displays Executes and displays Executes and displays 3- Executes and displays
display: all the created art works, all the created art works, 4 of the created art less than 2 of the created
- Mounted picture skills and activities skills and activities. works, skills and art works, skills and
of string creatively and activities with some activities with
instruments consistently. inconsistencies. inconsistencies.
- under arm
service and dig
pass in
volleyball
- gymnastics
progression that
can form a 3
sequence
gymnastics
performance on
the woven mat
- Perform 3-
sequence
gymnastics
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 performance
accompanied by
an instrumental
ensemble
- Warm up
activities while
chanting French
rhythm names
Ability to interpret Consistently and Interprets rhythmic Interprets rhythmic Interprets rhythmic
rhythmic patterns using accurately interprets a patterns involving patterns involving patterns involving only
French rhythm names variety of rhythmic semibreve in addition to semibreve in addition to one of notes(minim,
patterns involving other notes(minim, one of other crotchet and pair of
semibreve in addition to crotchet and pair of notes(minim, crotchet quavers)using their
other notes(minim, quavers)using their and pair of French rhythm names.
crotchet and pair of French rhythm names. quavers)using their
quavers)using their French rhythm names.
French rhythm names.
Ability to perform: Performs all the solfa Performs all the solfa Performs 4-7 of solfa Performs less than three
- solfa syllables syllables (d-d’) syllables (d-d’) syllables (d-d’) of solfa syllables (d-d’)
(d-d’) ascending ascending and ascending and ascending and ascending and
and descending descending with their descending with their descending accurately descending with few
- Solfa syllables corresponding hand corresponding hand with a few inaccurate inaccurate
using Kodaly signs accurately and signs. hand signs. corresponding hand
hand signs with flair maintaining a signs.
steady tempo.
Ability to aurally Accurately recognizes Accurately recognizes Recognizes most of the Recognises few solfa
recognise sol-fa sounds
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(d-d’)in familiar all sol-fa pitches in a all the sol-fa pitches in a sol-fa pitches accurately pitches accurately in a
melodies melody in the range of melody within the range in a melody within the melody within the range
d-d’ and beyond. of d-d’. range of d-d’. of d-d’ with cues.

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STRAND 2.0: PERFORMANCE AND DISPLAY
Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
2.0 2.1 By the end of the sub Learner is guided to: 1. How are long
Performance Athletics strand, the learner should ● demonstrate the sail technique in long jump and
and Display Long jump be able to: jump, with emphasis on (approach/run-up high jump
High jump a) perform the sail ,take-off, flight/sail position and landing) field events
technique in long -observe safety of self and others, performed?
(12 lessons) jump using an ● demonstrate the scissors technique in high 2. Why is it
appropriate tempo for jump, emphasise on (approach,take-off, important to
skills acquisition, flight, scissor motion clearance and maintain a
b) demonstrate the landing) tempo in
scissors technique in -observe safety of self and others, athletics?
high jump using an ● practise the performance of sail technique
appropriate tempo for in long jump accompanied by a music
skills acquisition, tempo,
c) design a multimedia ● practise the scissors technique in high jump
invitation card for an to a specified tempo observing safety rules,
athletics event, ● take a video of each other and assess their
d) appraise each other's performance,
performance while ● search virtual sources for samples of
executing the sail and multimedia invitation cards to study the
scissors techniques to use of elements of card design. (layout,
an appropriate tempo. lettering, image and colour),
● explore the environment to collect found

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 objects, fabric, papers for making a multi-
media card,
● design a card considering:
- card layout
- message in calligraphy style.
- embellishment (fabric/ coloured paper/)
● display and talk about own and others’
cards.
Core Competencies to be developed:
 Creativity and Imagination - developed as the learner practises the scissors technique accompanied by a music tempo.
 Communication and collaboration - the learner speaks clearly and effectively while discussing the execution of the sail
and scissors techniques.
 Digital literacy - Learner interacts with digital technology to responsibly search and watch a video on the performance of
the sail technique in long jump and scissors technique in high jump and discuss the execution.
Values:
 Integrity: the learner displays honesty while appraising each other's performance.
 Responsibility: learner watches videos on the performance of the long and high jumps, practises the latter and takes
videos of each other's performance.
Pertinent and Contemporary Issues:
 Safety: learner observe safety while performing the sail technique in long jump and scissors in high jump.
 Skills building on: learner explore their talents by performing the skills of high and long jumps.
Link to other subjects:
Mathematics is applied when the learner takes the measures of their performance and appraises accordingly.

30
Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
2.2 By the end of the sub Learner is guided to: How do you
Descant strand, the learner ● observe and interpret the baroque fingering chart produce a
Recorder should be able to; of the notes C D E F G A B C’ D’, good tone on
a) play notes C D E F ● individually and in groups practise playing the a descant
(20 lessons) G A B C’ D’ notes C D E F G A B C’ D’ ascending and recorder?
ascending and descending on the descant recorder with
descending on the appropriate fingering, tonguing and posture,
descant recorder, ● write notes C D E F G A B C’ D’ using
b) play a melody within calligraphy,
the range of C-D’ on ● practise playing melodies on the descant recorder
the descant recorder, based on notes C D E F G A B C’ D’ guided by
c) play the main the teacher or a resource person,
melody of the Kenya (N.B observe hygiene measures in the use of the
National Anthem on descant recorder),
● present melodies before peers for critique and
the descant recorder
continuous improvement,
during gymnastic ● search, watch videos and practise playing
session, melodies based on the notes learnt,
d) create decor for ● individually and in groups, practice playing the
classroom interior main melody of the Kenya National Anthem
using papercraft before the performance of gymnastic,
techniques, ● collect differently coloured papers and in groups,

31
 e) show interest in manipulate the papers using the following paper
playing the descant craft techniques, (folding, cutting, twisting and
recorder. joining) to form decorative;
- block letters (music notes)
- shapes -instruments, sports equipments
- forms,
● display the decorations in the classroom using
threads, ribbons and glue,
● play melodies during gymnastic activities to
provide rhythmic accompaniment to the
exercises.
Core Competencies to be developed:
 Learning to learn - learner will take initiative to learn how to play notes and melodies on the descant recorder.
 Citizenship: developed through playing the main melody of the Kenya National Anthem on the descant recorder.
Values:
 Responsibility - will be nurtured as learners observe safety and hygiene measures on their descant recorders.
 Respect: is instilled through use of respectful words as they appreciate and appraise each other’s performances using
polite language.
Pertinent and Contemporary Issues:
 Peer education and mentorship: the learner contributes to others’ work through appraising it,and providing feedback for
improvement.
 Health issues in Education: communicable diseases- observance of hygiene measures in the use of the descant recorder in
order to prevent transmission of communicable diseases.

32
Link to other subjects:
Home Science: concept of hygiene learnt in Home Science is applied through observance of hygiene measures when playing the
descant recorder.

33
Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
2.3 By the end of the sub Learner is guided to: 1. How can
Swimming strand, the learner ● watch an actual or virtual we use
Inverted should be able to: performance/illustration of inverted inverted
breaststroke a) explain the inverted breaststroke, breaststroke
(20 lessons) breaststroke ● explain/demonstrate the inverted breastroke in life
technique in considering the progression saving?
swimming, ● explain the procedure/practise the execution of a 2. Why is
b) demonstrate the an inverted breaststroke while skill in swimming overlapping
inverted breaststroke observe; important
technique in - floatation in a
swimming for skill - body position (supine) montage
acquisition, - arm action work?
c) create a pictorial
- leg action
composition on a
PCI theme using the - breathing
montage technique, - establishing rhythm
d) appreciate your own ● explain/practise the skill of inverted breaststroke
and others' efforts in I and out of the pool to provide feedback to each
performing inverted other,
breaststroke and ● explore actual or virtual samples of montage
montage creation. pictorial compositions with emphasis;
- meaning of montage technique,

34
 - characteristics of montage
● select and cut out pictures from old magazines,
newspapers and calendars among others,
● explore and try out new ideas of arranging and
pasting cut out images to create a collage
composition on “water conservation” with
emphasis on;
- interpretation of subject matter,
- overlapping,
- dominance,
- finishing
● display and talk about own and others’
montages,
● in pairs, record video clips on your own and
others’ performance and give constructive
feedback.
Core Competencies to be developed:
 Self efficacy: developed when the learner expresses water confidence as they practise the skill of inverted breaststroke
and provide feedback to each other about the performance
 Creativity and imagination: learner makes thoughtful choices when producing a montage pictorial composition themed
“swimming’.
Values:
 Unity: learner displays team spirit when they display team spirit while recording performance and later giving feedback.
 Responsibility: learner carries out the practices of the inverted breaststroke, produce a montage pictorial composition and
take videos of others performance
35
Pertinent and Contemporary Issues:
 Online safety: Learner observe safety measures as they watch videos of the execution of the inverted breaststroke.
 Critical thinking: Learner gives feedback on peers’ performance based on the videos taken.
Link to other subjects:
Integrated Science: Learner uses the knowledge of floatation to perform the inverted breaststroke.

36
Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
2.4 Indigenous By the end of the sub Learner is guided to: How can one
Kenyan strand, the learner should ● watch a video recording/observe pictures of/real play an
Instrumental be able to: performance of Kenyan indigenous instrument in
ensembles a) identify the instrumental ensemble and classify them( an
(15 lessons) categories of percussion ensemble, wind ensemble, string instrumental
indigenous Kenyan ensemble), ensemble?
instrumental ● brainstorm on the various instruments that form
ensembles, part of the categories of the instrumental
b) describe factors to ensemble,
consider when ● create a mind map on what to consider to
playing in an successful play an instrument in an Indigenous
instrumental Kenyan instrumental ensemble: -selecting an
ensemble, appropriate instrument,
c) play a selected - tuning the instrument
instrument in an - applying appropriate playing technique
ensemble using - playing at an appropriate tempo
appropriate - playing in sync with other instrumentalists,
techniques, - playing with accuracy in rhythm or melody
d) accompany a - improvisation of rhythms and melodies
gymnastic 3 sequence ● select an instrument to perform in a Kenyan
performance using an Indigenous Instrumental ensemble with proper
indigenous coordination with the group,

37
 instrumental ● tune the selected instrument,
ensemble, ● take turns to practise playing various
e) make a decorated tote instruments in the ensemble instruments using
bag for storing appropriate technique:
Creative Arts - Hitting-percussion,
equipment and tools, - Shaking-percussion
f) appreciate the role of - Striking -percussion
Kenyan indigenous - Plucking-string,
musical instruments - Bowing -string
in performance of - Blowing-wind
music and NB:(Observe safety, care and maintenance
gymnastics. practices while handling percussion
instruments)
● take part to play a selected instrument in a
Kenyan Indigenous Instrumental ensemble using
appropriate techniques and with proper
blending,
● perform in an ensemble during the execution of
3 sequence performances in a gymnastic
activity,
● collect and prepare materials for making a tote
bag, (reusable fabric,thread,thread, artificial or
natural dyes,scissors, marking tool among
others)
● make a tote bag with a strap focussing on:
(measuring, marking, cutting, folding, stitching),
38
 ● create paper stencils inspired by the
environment and use them to print designs on
the tote bag using spraying technique,
● finish by trimming, embellishing and ironing.
(natural/ artificial dye, spray cans/ old
toothbrushes)
● display and talk about own and peers’ tote bags.
● appreciate the role of percussion instruments in
performances.
Core Competencies to be developed:
 Citizenship: developed as the learner interact with and play kenyan indigenous musical instruments in an ensemble
 Communication and collaboration: enhanced through performance as group in an ensemble
Values:
 Peace: through interacting with musical instruments from diverse Kenyan communities enhances peaceful coexistence.
 Unity: achieved through playing of musical instruments in groups.
 Responsibility: is nurtured as the learner handles different musical instruments in the ensemble.
Pertinent and Contemporary Issues:
 Social cohesion: playing musical instruments from diverse cultures in Kenya enhances peaceful co-existence.
 Cultural awareness: the learner learns about aerophones from various Kenyan cultures.
 Ethnic and racial relations: the learner interacts with reference material and handling/playing of musical instruments
drawn from different Kenyan communities

39
Link to other subjects:
 Indigenous Languages: learner interacts with different musical instruments from Indigenous Kenyan communities
 Social studies - the concept of kenyan indigenous communities is applied when handling musical instruments from
Kenyan indigenous communities

40
ASSESSMENT RUBRIC
Level Exceeds Meets Expectations Approaches Below Expectations
Expectations Expectations
Indicator

Ability to perform Performs all the five Performs all the five Performs 3-4 of the Performs less than 2 of
- Sail technique skills for the skills for the respective five skills for the the five skills for the
- Scissors technique respective game games. respective games. respective games.
- perform/explain an skillfully and
inverted breaststroke creatively.
- gymnastic 3 sequence
performance using an
indigenous
instrumental
ensemble

Ability to create artworks Creates all the four Creates all the four Creates 2-3 of the Creates one of the
following right procedure artworks following artworks following the artworks following artworks following the
and is functional; right procedure and right procedure and is the right procedure right procedure and is
- multimedia invitation is functional functional. and is functional. functional.
card for an athletics skilfully
event,
- Decor for classroom
interior

41
 - pictorial composition
on the theme
‘swimming’ using the
montage technique
- decorated tote bag
for storing Creative
Arts equipment and
tools,

Ability to play notes Plays all the 10 Plays all the 10 notes, Plays the 5-9 of the Plays less than 4 of the
CDEFGAB' D’ ascending notes ascending and ascending and notes, CDEFGABC' notes ascending and
and descending on the descending on the descending on the ascending and descending on the
descant recorder. descant recorder descant recorder with descending on the descant recorder with
expressively with accuracy in pitch. descant recorder with accuracy in pitch.
accuracy in pitch accuracy in pitch.
and clarity in tone
production.

42
Ability to play a melody Plays a variety of plays a melody within Plays a melody Plays some notes of a
within the range of C-D’ on melodies within the the range of C-D’ within the range of melody within the
the descant recorder. range of C-D’ accurately with correct C-D’ with minor range of C-D’ with
accurately and fingering, tonguing and inaccuracies in pitch many inaccuracies in
expressively with posture. and /or rhythm, pitch and /or rhythm,
correct fingering, fingering, tonguing fingering, tonguing
tonguing and and posture. and posture
posture. inaccuracies in pitch
and rhythm.

Ability to play the main Plays the Kenya Plays the Kenya Plays the Kenya Plays the Kenya
melody of the Kenya National Anthem National Anthem a with National Anthem a National Anthem a
National Anthem on the accurately and accurate pitch and with few with a lot of
descant recorder. expressively with rhythm applying the inaccuracies in pitch inaccuracies in pitch
accurate pitch and correct fingering, or rhythm and errors and rhythm and errors
rhythm applying the tonguing and posture. in fingering, in fingering, tonguing
correct fingering, tonguing and and posture.
tonguing and posture.
posture.

43
Ability to identify the Identifies all the 3 Identifies all the 3 Identifies 2 of the Identifies 1 of the
categories of indigenous categories of categories of Kenyan categories of Kenyan categories of Kenyan
Kenyan instrumental Kenyan indigenous indigenous indigenous indigenous
ensembles (percussion, wind instrumental instrumental ensembles instrumental instrumental
and string ensemble) and ensembles and in and describes all the ensembles and ensembles and
describe factors to consider detail describes all factors to consider when describes most of the describes a few factors
when playing an the factors to playing in an factors to consider to consider when
instrumental ensemble. consider when instrumental ensemble. when playing in an playing in an
playing in an instrumental instrumental ensemble.
instrumental ensemble.
ensemble.

Ability to play a selected Plays a selected Plays a selected Plays a selected Plays a selected
instrument in an ensemble to musical instrument instrument in an instrument in an instrument in an
accompany gymnastics. in an ensemble ensemble using ensemble using ensemble without
creatively and appropriate technique appropriate using appropriate
expressively using with proper blending in technique with technique and proper
appropriate tempo and sound. inconsistencies in blending of tempo and
techniques with blending of tempo sound.
proper blending of and sound.
tempo and sound.

44
STRAND 3.0 APPRECIATION IN CREATIVE ARTS
Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
3.0 3.1 By the end of the sub Learners are guided to: Why is it
Appreciation in Analysis of strand, the learners ● visit community galleries to see and analyse important to
Creative Arts Creative Arts should be able to: artworks, showcase
works a) interpret works of ● Create a catalogue of the exhibited artworks Creative Arts
art displayed in indicating; works?
(10 lessons) community -Artist’s Name,
galleries and - Type of artwork
portfolios for - Medium,
inspiration and - Size,
mentorship, - Price
b) create a catalogue ● interpret works of art displayed in community
of the exhibited galleries putting into account; type of art,
artworks, material, media, meaning, techniques,
c) describe the aesthetic),
elements of music ● reflect on the analysed work of art for
in different types inspiration and mentorship,
of songs, ● In groups, display artworks on display boards
d) relate music to and portfolio in appropriate areas within the
personal school for appreciation,

45
 experiences, ● observe artwork in display and talk about
e) participate in own and others work considering ; type of
Football, art, materials, media, technique and
Athletics, aesthetic),
Rounders ● listen to a variety of vocal music addressing
Gymnastics and Pertinent and contemporary issues such as
Swimming event Climate and discuss how different elements
as a class, of music: pitch, melody, rhythm, dynamics,
f) value Creative tempo, structure ( AB,) and texture
Arts works drawn (monophonic and homophonic texture) are
from various used using appropriate terminology,
cultural ● in groups, listen to music and identify the
backgrounds. changes in the use of elements of music,
● individually refer to specific music and relate
it to experiences or events in life,
● participate in Football, Athletics, Gymnastics
and Swimming events for fun and inter-
class/inter school championships,
● appreciate the sports performances with
focus on; fair play and observance of code of
conduct to enhance sportsmanship.

46
Core Competencies to be developed:
 Critical thinking and problem solving - learner thinks critically as they analyse the aspects of the songs and describe them
using appropriate terminologies and critique artworks.
 Learning to learn: developed as the learner takes initiative to understand how art, music and sports work.
 Digital Literacy: the learner uses digital technology to watch a video of songs and the execution of skills in volleyball,
athletics, gymnastics and swimming.
 Citizenship: The earner visits community galleries or cultural centres to see artworks done by other local artists to
appreciate their works.
Values:
 Respect: The Learner appreciates diverse opinions while observing and interpreting and talking about artworks and
sports.
 Love: Learner respect others’ opinions as they critique works of art displayed in the galleries
 Social justice: Learner fairly critiques the works of Art displayed in the galleries.
 Love: Learner critiques the work of creative arts and sports.
 Integrity: Instilled as the learner observes sportsmanship during a mini game.
Pertinent and Contemporary Issues:
 Analytical and creative thinking: - developed as the learners analyses music and sports, and critiques art works.
 Self-esteem and self-confidence: is enhanced as the learners discuss and relate the music to personal experiences.

Link to other subjects:

Social studies: as they visit community actual galleries to see artworks related art techniques done.

47
ASSESSMENT RUBRIC

Level Exceeds Expectations Meets Expectations Approaches Below Expectations

Expectations
Indicator

Ability to create a Create a catalogue of Creates a catalogue of all Creates a catalogue of Creates a catalogue
catalogue of the exhibited the exhibited artworks, the exhibited artworks most of the exhibited of a few of the
artworks focussing on the showing details of artworks showing exhibited artworks
following aspects: artist’s name, type, details of artist’s showing details of
- Artist’s Name, medium, and price of name, type, medium, artist’s name, type,
- Title of artwork artworks. and price of artworks. medium, and price
- Type of artwork of artworks.
- Medium used
- Price of the
artwork

Ability to describe the Describes how all the 7 Describes how all the 7 Describes 6- 4 of the Describes how 3 or
elements of music in elements of music have elements of music have elements of music in less of the elements
different types of songs, been used in different been used in different different types of of music have been
- Pitch types of songs types of songs. songs. used in different
- Melody elaborately. types of songs
- Rhythm
- Dynamics
- Tempo

48
 - Structure ( AB,)
- Texture
(monophonic and
homophonic
texture)

Ability to relate music to Exceptionally and Relates music listened to Relates music listened Relates music
personal experiences, vividly relates music a relevant event/story in to an event/story in listened to an
listened to a relevant life life that is closely event/story in life
event/story in life related to the music that is not related to
the music

Ability to participate in Participates in all the Participates in all the Participates in 3-4 of Participates in less
Football, Athletics, listed games in an event listed games in an event the listed games in an than 2 of the listed
Rounders Gymnastics and showing high level of event games in an event
Swimming with a focus on proficiency
fair play and observance
of code of conduct

49
APPENDIX: SUGGESTED LEARNING RESOURCES, ASSESSMENT METHODS AND NON-FORMAL
ACTIVITIES
Strand Sub strand Suggested resources Suggested assessment Suggested non-formal
activities to support
learning

1.0 1.1 String instruments, audio recordings of Portfolio, exhibition, Field visits to cultural
Creating Indigenous string instruments, locally available project, aural/oral tests centres, club activities.
and Kenyan materials for making a fiddle,
Execution String
Drawing papers, pencils eraser and
Instruments
cutting tools

1.2 - newsprint/packaging Portfolio Research events/ club, E

Volleyball papers/sugar paper/brown observation schedule galleries
Underarm papers/tracing papers Checklist Participate in Volleyball,
Dig pass - PE kits
Exit tickets Inter school/class
- Volleyball
- Volleyball nets Skill progression charts championships
- Cutting tools Self assessment
- stitching/pasting resources worksheet
- pencils/charcoal/chalk/crayon Volleyball performance
analysis

50
1.3 Percussion instruments, recording devices, Written tests, aural tests, Art club, gallery visit
Composing audio recordings, charts, flash cards, project, portfolio schedule,
rhythm newspapers, adhesives, stiff papers. display and critique.

portfolio Watch Athletics

observation schedule championships on
Written tests Television and on internet
Video analysis Join school athletics team
Checklist Participate in community
Exit tickets and interschool
Skill progression charts championships
Participate in Athletics
competitions

1.4 Floor mats, whistle, spotting blocks, Project, portfolio schedule, Weaving at community
Gymnastics Props and balances, balance beams, display and level
pods, bars and rings, grips, straps, critique,portfolio,
fitness balls, cones, markers observation schedule,
yarns, polythene materials, fibres, checklist, exit tickets, skill
wood/timber,nails, hammer, needles, progression charts, self
threads assessment worksheet,

51
 1.5 Melodic instruments, Sheet music oral/aural tests, written Performing created
Composing Recording devices, Audio/visual devices, tests, checklist, melodies
melody pictures of Kodaly hand signs, observation schedule. during school functions,
improvised calligraphy pens, ink, Presenting the
created melodies in the
Music club

2.0 2.1 Found objects, fabric, coloured papers, Project, portfolio Practise the skills of
Performance Athletics adhesives, scissors, watercolours/ poster schedule, checklist, gymnastics at games time
and Display Long jump colours, brushes, calligraphy pens, ink, portfolio Join gymnastics clubs
High jump
high jump landing gear, tape measure observation schedule, Participate in gymnastics
open places or marked fields, digital written tests, checklist, competitions at inter-class,
devices, whistle, long jump runway and exit tickets interschool level
landing area, tape measure. skill progression charts

2.2 Descant recorder, baroque fingering Observation checklist, Playing the Kenya National
Descant Charts/ pictures/photos of fingering , assessment rubrics, Anthem, during school
Recorder Pictures/photos of fingering notes C D E project, portfolio assemblies, playing
Fand posture, Resource persons schedule, display and melodies in the school band
Found objects, coloured papers, critique. and music club,
adhesives, scissors, watercolours/ poster participating in Kenya
colours, brushes, calligraphy pens, ink.
52
 Music festivals

2.3 Magazine pictures, scissors, glue, Project, portfolio Art club activities, gallery
Swimming supports,Swimming facility (pool), schedule, display and visit,
Inverted clothing and gear-swimsuits, goggles, critique participate in swimming
breaststroke
Safety equipment-life jackets, rescue galas and competitions, join
tubes, first aid kit, spine board, swimming clubs and fun
Swimming Aids-kickboards, pull buoys, days
fins, swim noodles, floatation devices,
other materials-markers and cones

2.4 Reusable fabric, threads, artificial or Observation checklist, Music club, school music
Kenyan natural dyes, scissors, marking tool, assessment rubrics, bands, music festival,
Indigenous spray cans/ old toothbrushes, beads, project, portfolio
Instrumental buttons, musical instruments, resource
schedule, display and
ensembles person,
critique

3.0 3.1 Artworks, portfolio folders, display Oral/aural questions, Participating in community
Appreciation Analysis of boards, community galleries written tests, observation festivals and sporting
in Creative Sports visual excerpts of relevant music schedules, checklist. events, Exhibitions,
Arts Audio-visual equipment Resource Participating in music

53
 persons, games events and equipment. festivals, school games,
sports club, music
club/choir, Singing the East
African Anthems during
school assemblies, sports
events and school
functions.

CSL at Upper Primary (grade 4-6)

At this level, the goal of the CSL activity is to provide linkages between concepts learnt in the various Learning Activities and
the real life experiences. Learners begin to make connections between what they learn and the relevance to their daily life. CSL
is hosted in the Social studies learning area. The implementation of the CSL activity is a collaborative effort where the class
teacher coordinates and works with other subject teachers to design and implement the integrated CSL activity. Though they are
teacher-guided, the learners should progressively be given more autonomy to identify problems and come up with solutions. The
safety of the learners should also be taken into account when selecting the CSL activity. The following steps for the integrated
CSL activity should be staggered across the school terms:

54
Steps in carrying out the integrated CSL activity

1) Preparation
● Map out the targeted core competencies, values and specific learning areas skills for the CSL activity
● Identify resources required for the activity (locally available materials)
● Stagger the activities across the term (Set dates and time for the activities)
● Communicate to learners, parents/caregivers/guardians, school administration, teachers and other relevant stakeholders in
the school community
● Identify and develop assessment tools

2) Implementation CSL Activity

● Assigning roles to learners.
● Ensure every learner actively participates in the activity
● Observe learners as they carry out the CSL activity and record feedback.
● Use an appropriate assessment tool to assess both the process and the product (Assess learner’s work from the
beginning to the end product)
● Assess the targeted core competencies, values and subject skills.

3) Reflection on the CSL Activity

Conduct a self-evaluation session with learners on the integrated CSL activity undertaken by discussing the following:
● what went well and why
● what did not go well and why,
● what can be done differently next time
● what they have learnt.

55
There will be one integrated CSL activity that will be conducted annually. The thematic areas for the integrated CSL activity
will be derived from the broader categories of the PCIs and concepts from the various Learning Areas. Teachers are expected to
vary the themes yearly to allow learners to address different PCIs within their contexts. There should be a linkage between the
skills from the learning areas and the themes.

The integrated CSL activity will take a Whole School Approach (WSA) where the entire school community is involved
(learners, parents/caregivers/guardians, school administration, teachers). Parents/caregivers/guardians are key stakeholders in the
planning and execution of the CSL activity. Although the teacher takes the lead role in the planning and integration of the CSL
activity, learners will be expected to participate actively in the whole process.

The CSL activity provides an opportunity for the development of core competencies and the nurturing of various values. The
teacher is expected to vary the core competencies and values emphasised in the activity yearly.

Assessment of the CSL Activity

Assessment of the integrated CSL activity will focus on 3 components namely: skills from various learning areas applied in
carrying out the activity, and core competencies and values demonstrated. Assessment should focus on both the process and end
product of the CSL activity. The teacher will assess learners in groups using various tools such as an observation schedule,
checklist or rating scale or any other appropriate tool.

56