GRADE 1 CREATIVE ARTS SCHEMES OF WORK

TEACHERS’S NAME………………………………………… SCHOOL……………………… TERM…ONE… YEAR 2024

REFERENCE MATERIALS
1. Know more art and craft Grade T.G 1, 2
2. KLB Visionary Music Grade 3 T.G, Grade 1, Grade 2
3. Curriculum design Grade 1 Creative activities.
strand stran Specific Learning Key Inquiry Learning Experiences Learning Resources Assessment Ref
Sub-
LSN
Wee

Outcomes Question(s) Methods l

1 1 CREATI Musical By the end of the lesson, the What produces Learner is guided to: Relevant songs Oral
ON & Sounds in learner should be able to: sounds in our ● walk around the school Flash cards, recorded questions
EXPLOR the a. identify sounds in their environment? environment in groups and rhythms Aural
ATION immediate immediate environment listen Items that produce method
environme for aural discrimination, critically to different sounds constant beat Rubrics
nt b. Draw and colours (birds, animals and objects) KLB Visionary Observation
different animals that Music Activities Adjudication
produce sound, Grade 2 Teachers
c. Appreciate the guide pg. 68-70
importance of musical
sounds.
2 Musical By the end of the lesson, the What produces Learner is guided to: Relevant songs Oral
Sounds in learner should be able to: sounds in our ● walk around the school Flash cards, recorded questions
the a. identify sounds in their environment? environment in groups and rhythms Aural
immediate immediate environment listen Items that produce method
environme for aural discrimination, critically to different sounds constant beat Rubrics
nt b. Draw and colours (birds, animals and objects) KLB Visionary Observation
different animals that Music Activities Adjudication
produce sound, Grade 2 Teachers
c. Appreciate the guide pg. 68-70
importance of musical
sounds.

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 3 Musical By the end of the lesson, the What produces Learner is guided to: Relevant songs, Signed
Sounds in learner should be able to: sounds in our ● walk around the school relevant music score, questions,
the a. identify sounds in their environment? environment in groups and relevant recorded portfolio,
immediate immediate environment listen sounds of high and observation,
environme for aural discrimination, critically to different sounds low pitches. check lists,
nt b. Observe pictures of (birds, animals and objects) adjudication
animals that produce KLB Visionary using
sound. Music Act. T.G performance
c. Appreciate the Grade 1 pg. 88-93 rubric
importance of musical
sounds.
4- Practical Pitch By the end of the lesson, the What produces Learner is guided to: Digital devices Signed
5 learner should be able to: sounds in our ● watch or listen to recorded Recordings of questions,
a. identify sounds in their environment? clips different voices portfolio,
immediate environment of various sounds of birds, observation,
for aural discrimination, animals and objects and Klb Visionary check lists,
b. Watch a video clip and identify Music Act. adjudication
identify Highness or highness or lowness of sounds, Teachers guide using
lowness of sounds, loudness or softness of sound, Grade 3 pg.88-89 performance
loudness and softness of and repetitiveness of sounds, rubric
sounds,
c. appreciate the
importance of pitch.
6- Pitch By the end of the lesson, the What produces Learner is guided to: Digital devices Signed
7 learner should be able to: sounds in our ● watch or listen to recorded Recordings of questions,
a. identify sounds in their environment? clips different voices portfolio,
immediate environment of various sounds of birds, observation,
for aural discrimination, animals and objects and Klb Visionary check lists,
b. Watch a video clip and identify Music Act. adjudication
identify Highness or highness or lowness of sounds, Teachers guide using
lowness of sounds, loudness or softness of sound, Grade 3 pg.88-89 performance
loudness and softness of and repetitiveness of sounds, rubric
sounds,
c. appreciate the importance
of pitch.

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2 1 Sounds in By the end of the lesson, the What is sound? Learner is guided to: ICT devices, sounds Signed
the learner should be able to: ● observe pictures of various from the questions,
immediate a. identify sounds in their animals, birds and objects and environment, portfolio,
environme immediate environment identify the sounds they flashcards, internet observation,
nt for aural discrimination, produce, check lists,
b. Observe pictures of KLB Visionary adjudication
object, animals and birds Music Act. T.G using
and match with the Grade 1 pg. 105-107 performance
sounds they produce, rubric
c. appreciate imitating
sounds in their
immediate environment
for social
2 Sounds in By the end of the lesson, the What is sound? Learner is guided to: ICT devices, sounds Signed
the learner should be able to: ● observe pictures of various from the questions,
immediate a. identify sounds in their animals, birds and objects and environment, portfolio,
environme immediate environment identify the sounds they flashcards, internet observation,
nt for aural discrimination, produce, check lists,
b. Observe pictures of KLB Visionary adjudication
object, animals and birds Music Act. T.G using
and match with the Grade 1 pg. 105-107 performance
sounds they produce, rubric
c. appreciate imitating
sounds in their
immediate environment
for social
3 Sounds in By the end of the lesson, the What is sound? Learner is guided to: ICT devices, sounds Signed
the learner should be able to: ● observe pictures of various from the questions,
immediate a. identify sounds in their animals, birds and objects and environment, portfolio,
environme immediate environment identify the sounds they flashcards, internet observation,
nt for aural discrimination, produce, check lists,
b. Observe pictures of KLB Visionary adjudication
object, animals and birds Music Act. T.G using
and match with the Grade 1 pg. 105-107 performance
sounds they produce rubric
c. Appreciate sounds in the
immediate environment.

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 4- Imitating By the end of the lesson, the How can we Learner is guided to: ICT devices, sounds Signed
5 sounds in learner should be able to: imitate sounds ● in pairs, use flash cards or from the questions,
the a. Name the different in the pictures of birds, animals or environment, portfolio,
immediate objects, animals and immediate objects and take turns to flashcards, internet observation,
environme birds that produce sound environment? imitatethe various sounds they adjudication,
nt b. imitate sounds in their produce, KLB Visionary check lists
immediate environment ● in turns, role play to express Music Act. T.G
for enjoyment, self Grade 1 pg. 108-110
c. appreciate imitating by imitating the identified
sounds in their sounds of birds, animals and
immediate environment objects,
for social ● individually, interact with
digitaldevices to record
imitated soundsof birds,
animals and objects,
6- Performin By the end of the lesson, the How can we Learner is guided to: ICT devices, sounds Signed
7 g songs learner should be able to: imitate sounds ● individually, listen actively from the questions,
that a. identify songs that can in the torecorded and/or live environment, portfolio,
involve be sung to various immediate performances of songs flashcards, internet observation,
sounds of sounds of birds environment? containing various sounds of adjudication,
birds, b. sing songs that involve birds, animals or objects, KLB Visionary check lists
animals sounds from their ● individually listen keenly to Music Act. T.G
and immediate environment, and sing back familiar songs Grade 1 pg. 108-110
objects c. appreciate imitating sung tothem on various sounds
sounds in their of birds,
immediate environment animals and objects,
for social ● perform songs that involve
various sounds of animals,
birds and objects
accompanying with
appropriate actions (jumping
skipping, limping, sliding,
galloping)

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3 1- Making By the end of the lesson, the How can we Learner is guided to: Adhesives Question and
2 paper learner should be able to: make paper ● select appropriate locally Coloured paper answer
masks a. identify locally masks? available material to be used in Empty plastic Portfolio
available materials for making decorated paper Know more art and Discussion,
making paper masks. masksof birds, animals and craft Teachers guide Observation
b. make decorated paper objects, Grd 2 pg.54-59 Demonstratio
masks using mosaic ● make paper masks of birds, n
technique for animals and objects to be used
performing songs, in performing musical sounds
c. appreciate imitating using mosaic technique,
sounds in their
immediate environment
for social
3- Making By the end of the lesson, the How can we Learner is guided to: Adhesives Question and
4 paper learner should be able to: make paper ● in groups, use appropriate Coloured paper answer
masks a. identify appropriate masks? costumes and props (coloured Empty plastic Portfolio
costumes and props for paper masks of birds, animals Know more art and Discussion,
use during performance. and objects) to perform the craft Teachers guide Observation
b. make decorated paper songs with sounds from the Grd 2 pg.54-59 Demonstratio
masks using mosaic environment, n
technique for ● record their performances
performing songs, using digital devices and save
c. make body movements, them on a digital portfolio for
to respond to musical future reference.
sounds in songs,
d. appreciate imitating
sounds in their
immediate environment
for social

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 5 Drawing Lines By the end of the lesson, the How do we use Learner is guided to : Card making, Question and
learner should be able to: lines? ● observe various objects in creating paintings, answer
a. identify various lines in the environment and mention puppetry and Portfolio
the environment, variouslines found on the animation, photo Discussion,
b. Observe pictures of objects(straight, wavy, zigzag stories. Observation
different lines in the and curved lines), Know more art and Demonstratio
immediate environment ● in groups to brainstorm on craft Teachers guide n
c. appreciate varied lines the lines found in the Grd 1 pg. 1-7
found in the environment,
environment. ● in groups, listen to or watch
recorded or live performances
ofsongs on different kinds of
lines
6 Lines By the end of the lesson, the How do we use Learner is guided to : Card making, Question and
learner should be able to: lines? ● observe various objects in creating paintings, answer
a. identify various lines in theenvironment and mention puppetry and Portfolio
the environment, variouslines found on the animation, photo Discussion,
b. Observe pictures of objects(straight, wavy, zigzag stories. Observation
different lines in the and curvedlines), Know more art and Demonstratio
immediate environment ● in groups to brainstorm on craft Teachers guide n
c. appreciate varied lines the lines found in the Grd 1 pg. 1-7
found in the environment,
environment. ● in groups, listen to or watch
recorded or live performances
of songs on different kinds of
lines
7 Lines By the end of the lesson, the How do we use Learner is guided to : Card making, Question and
learner should be able to: lines? ● observe various objects in creating paintings, answer
a. identify various lines in the environment and mention puppetry and Portfolio
the environment, various lines found on the animation, photo Discussion,
b. Observe pictures of objects(straight, wavy, zigzag stories. Observation
different lines in the and curved lines), Know more art and Demonstratio
immediate environment ● in groups to brainstorm on craft Teachers guide n
c. appreciate varied lines the lines found in the Grd 1 pg. 1-7
found in the environment,
environment. ● in groups, listen to or watch
recorded or live performances
ofsongs on different kinds of
lines

6|Page
4 1 Making By the end of the lesson, the How do we Learner is guided to : Card making, Question and
line learner should be able to: form lines? ● in groups, listen to songs on creating paintings, answer
formations a. identify various lines in different kinds of lines and puppetry and Portfolio
the environment, practise singing phrase by animation, photo Discussion,
b. make various line phrase with appropriate stories. Observation
formations when singing movements, Know more art and Demonstratio
songs, ● in groups, make various line craft Teachers guide n
c. appreciate varied lines formations when singing songs Grd 1 pg. 1-7
found in the (straight, wavy, zigzag and
environment. curved lines)
2 Making By the end of the lesson, the How do we Learner is guided to : Card making, Question and
line learner should be able to: form lines? ● in groups, listen to songs on creating paintings, answer
formations a. identify various lines in different kinds of lines and puppetry and Portfolio
the environment, practise singing phrase by animation, photo Discussion,
b. make various line phrasewith appropriate stories. Observation
formations when singing movements, Know more art and Demonstratio
songs, ● in groups, make various line craft Teachers guide n
c. appreciate varied lines formations when singing songs Grd 1 pg. 1-7
found in the (straight, wavy, zigzag and
environment. curved lines)
3 Making By the end of the lesson, the How do we Learner is guided to : Card making, Question and
line learner should be able to: form lines? ● in groups, listen to songs on creating paintings, answer
formations a. identify various lines in different kinds of lines and puppetry and Portfolio
the environment, practise singing phrase by animation, photo Discussion,
b. make various line phrasewith appropriate stories. Observation
formations when singing movements, Know more art and Demonstratio
songs. ● in groups, make various line craft Teachers guide n
c. appreciate varied lines formations when singing songs Grd 1 pg. 1-7
found in the (straight, wavy, zigzag and
environment. curved lines)

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 4- Practical Pattern By the end of the lesson, the How do we Learner is guided to : Papers Question and
5 formations learner should be able to: form lines? ● in pairs, to arrange objects Pencils answer
a. identify various lines in found in the environment to Powder paints Portfolio
the environment, creatively form lines, Rugs Discussion,
b. make pattern formations ● in groups, to sing songs on Water Observation
when singing songs, various lines learnt, Brushes Demonstratio
c. appreciate varied lines ● make pattern formations in Know more art and n
found in the straight, wavy, zigzag and craft Teachers guide
environment. curved lines as they sing action Grd 1 pg. 26-31
songs,
6- Pattern By the end of the lesson, the How do we Learner is guided to : Papers Question and
7 formations learner should be able to: form lines? ● in pairs, to arrange objects Pencils answer
a. identify various lines in found in the environment to Powder paints Portfolio
the environment, creatively form lines, Rugs Discussion,
b. make pattern formations ● in groups, to sing songs on Water Observation
when singing songs, various lines learnt, Brushes Demonstratio
c. appreciate varied lines ● make pattern formations in Know more art and n
found in the straight, wavy, zigzag and craft Teachers guide
environment. curved lines as they sing action Grd 1 pg. 26-31
songs,
5 1 Materials By the end of the lesson, the What materials Learner is guided to : Papers Question and
for learner should be able to: do we use to ● select appropriate locally Pencils answer
modelling a. identify materials that model? available materials for Powder paints Portfolio
can be used to model, modelling, Rugs Discussion,
b. assemble materials to be Water Observation
used for modelling, Brushes Demonstratio
c. appreciate varied lines Know more art and n
found in the craft Teachers guide
environment. Grd 1 pg. 32-36
2 Materials By the end of the lesson, the What materials Learner is guided to : Papers Question and
for learner should be able to: do we use to ● select appropriate locally Pencils answer
modelling a. identify materials that model? available materials for Powder paints Portfolio
can be used to model, modelling, Rugs Discussion,
b. assemble materials to be Water Observation
used for modelling, Brushes Demonstratio
c. appreciate varied lines Know more art and n
found in the craft Teachers guide
environment. Grd 1 pg. 32-36

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 3 Modelling By the end of the lesson, the What is rolling Learner is guided to : Papers Cutting tools Question and
using learner should be able to: technique? ● individually use the rolling Rulers answer
rolling a. list various lines in the technique to model various Adhesives Portfolio
technique immediate environment lines Pencils Discussion,
b. model lines found in the found in the environment Brushes Observation
environment using (straight lines, wavy lines, Know more art and Demonstratio
rolling technique, zigzag lines and curved lines) craft Teachers guide n
c. appreciate varied lines as they observe hygiene by Grd 1 pg. 42-48
found in the washing line hands after
environment. modelling,

4- Modelling By the end of the lesson, the What is rolling Learner is guided to : Papers Question and
5 using learner should be able to: technique? ● individually use the rolling Cutting tools, Rulers answer
rolling a. list various lines in the technique to model various Adhesives Portfolio
technique immediate environment lines Pencils Discussion,
b. model lines found in the found in the environment Brushes Observation
environment using (straight Know more art and Demonstratio
rolling technique, lines, wavy lines, zigzag lines craft Teachers guide n
c. appreciate varied lines and Grd 1 pg. 42-48
found in the curved lines) as they observe
environment. hygiene by washing line hands
after modelling,
6- Drawing By the end of the lesson, the How do we ● select appropriate materials Card making, Question and
7 Various learner should be able to: draw lines? for creating paintings, answer
line in the a. identify materials for drawing various lines puppetry and Portfolio
immediate drawing various lines, (coloured animation, photo Discussion,
environme b. draw lines found in the pencils, crayons, or any other stories. Observation
nt environment, suitable materials to draw lines Know more art and Demonstratio
c. appreciate varied lines found in the environment) craft Teachers guide n
found in the ● draw various lines in the Grd 1 pg. 1-7
environment. environment (straight lines,
wavy
lines, zigzag lines and curved
lines)

9|Page
6 1- Drawing By the end of the lesson, the How do we ● select appropriate materials Card making, Question and
2 Various learner should be able to: draw lines? for creating paintings, answer
line in the a. identify materials for drawing various lines puppetry and Portfolio
immediate drawing various lines, (coloured animation, photo Discussion,
environme b. draw lines found in the pencils, crayons, or any other stories. Observation
nt environment, suitable materials to draw lines Know more art and Demonstratio
c. appreciate varied lines found in the environment) craft Teachers guide n
found in the ● draw various lines in the Grd 1 pg. 1-7
environment. environment (straight lines,
wavy
lines, zigzag lines and curved
lines)
● display the drawn lines for
peers feedback,
● take photos of their drawings
for future reference.
3 Rhythm Body By the end of the lesson, the How rhythms Learner is guided to: A repertoire of Signed
percussion learner should be able to: are created ● watch live or recorded simple familiar questions,
s a. identify body using the performances with body tunes portfolio,
percussions that body percussion accompaniments Klb Visionary observation,
accompany singing, percussions? and identify them Music Act. check lists,
b. Watch a live (snapping, clapping, Teachers guide adjudication
performance with body How are stamping, Grade 3 pg.66-67 using
percussion rhythms flapping, smacking, rubbing, performance
accompaniments improvised? clicking, humming, rubbing, rubric
c. appreciate the use of flicking, patting),
body percussion in
creating rhythm.

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 4 Body By the end of the lesson, the How rhythms Learner is guided to: A repertoire of Signed
percussion learner should be able to: are created ● watch live or recorded simple familiar questions,
s a. identify body using the performances with body tunes portfolio,
percussions that body percussion accompaniments Klb Visionary observation,
accompany singing, percussions? and identify them Music Act. check lists,
b. Watch a live (snapping, clapping, Teachers guide adjudication
performance with body How are stamping, Grade 3 pg.66-67 using
percussion rhythms flapping, smacking, rubbing, performance
accompaniments improvised? clicking, humming, rubbing, rubric
c. appreciate the use of flicking, patting),
body percussion in
creating rhythm.
5 Body By the end of the lesson, the How rhythms Learner is guided to: A repertoire of Signed
percussion learner should be able to: are created ● watch live or recorded simple familiar questions,
s a. identify body using the performances with body tunes portfolio,
percussions that body percussion accompaniments Klb Visionary observation,
accompany singing, percussions? and identify them Music Act. check lists,
b. Watch a live How are (snapping, clapping, Teachers guide adjudication
performance with body rhythms stamping, Grade 3 pg.66-67 using
percussion improvised? flapping, smacking, rubbing, performance
accompaniments clicking, humming, rubbing, rubric
c. appreciate the use of flicking, patting),
body percussion in
creating rhythm.
6- Performin By the end of the lesson, the How rhythms Learner is guided to: A repertoire of Signed
7 g various learner should be able to: are created ● in pairs, Practise performing simple familiar questions,
body a. identify body using the various body percussions to tunes portfolio,
percussion percussions that body maintain beat, Klb Visionary observation,
accompany singing, percussions? Music Act. check lists,
b. Practise performing Teachers guide adjudication
various body percussion, How are Grade 3 pg.66-67 using
c. appreciate the use of rhythms performance
body percussion in improvised? rubric
creating rhythm.

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7 1 Performin By the end of the lesson, the How rhythms Learner is guided to: A repertoire of Signed
g various learner should be able to: are created ● in pairs, Practise performing simple familiar questions,
body a. identify body using the various body percussions to tunes portfolio,
percussion percussions that body maintain beat, Klb Visionary observation,
accompany singing, percussions? Music Act. check lists,
b. Practise performing Teachers guide adjudication
various body percussion, How are Grade 3 pg.66-67 using
c. appreciate the use of rhythms performance
body percussion in improvised? rubric
creating rhythm.
2 Using By the end of the lesson, the How rhythms Learner is guided to: Audio-visual excerpts Signed
body learner should be able to: are created ● individually, use body of a variety of songs questions,
percussion a. identify body using the percussions • Audio visual portfolio,
as percussions that body to accompany familiar songs, equipment observation,
accompani accompany singing, percussions? • Musical instruments check lists,
ment b. use body percussions to • Music print material adjudication
maintain the beat while How are i.e. Music scores of using
singing simple songs, rhythms songs and the Kenya performance
c. appreciate the use of improvised? National Anthem rubric
body percussion in
KLB Visionary
creating rhythm.
Music Act. T.G
Grade 1 pg. 66-68
3 Using By the end of the lesson, the How rhythms Learner is guided to: A repertoire of Signed
body learner should be able to: are created ● individually, use body simple familiar questions,
percussion a. identify body using the percussions tunes portfolio,
as percussions that body to accompany familiar songs, Klb Visionary observation,
accompani accompany singing, percussions? Music Act. check lists,
ment b. use body percussions to Teachers guide adjudication
maintain the beat while How are Grade 3 pg.66-67 using
singing simple songs, rhythms performance
c. appreciate the use of improvised? rubric
body percussion in
creating rhythm.

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 4- Using By the end of the lesson, the How rhythms Learner is guided to: Audio-visual excerpts Signed
5 body learner should be able to: are created ● individually, use body of a variety of songs questions,
percussion a. identify body using the percussions • Audio visual portfolio,
as percussions that body to accompany familiar songs, equipment observation,
accompani accompany singing, percussions? • Musical instruments check lists,
ment b. use body percussions to • Music print material adjudication
maintain the beat while How are i.e. Music scores of using
singing simple songs, rhythms songs and the Kenya performance
c. appreciate the use of improvised? National Anthem rubric
body percussion in
KLB Visionary
creating rhythm.
Music Act. T.G
Grade 1 pg. 66-68
6- Using By the end of the lesson, the How rhythms Learner is guided to: Audio-visual excerpts Signed
7 body learner should be able to: are created ● individually, use body of a variety of songs questions,
percussion a. identify body using the percussions • Audio visual portfolio,
as percussions that body to accompany familiar songs, equipment observation,
accompani accompany singing, percussions? • Musical instruments check lists,
ment b. use body percussions to • Music print material adjudication
maintain the beat while i.e. Music scores of using
singing simple songs, songs and the Kenya performance
c. appreciate the use of National Anthem rubric
body percussion in
KLB Visionary
creating rhythm.
Music Act. T.G
Grade 1 pg. 66-68
8 1 Singing By the end of the lesson, the How are Learner is guided to: Items that produce Signed
songs learner should be able to: rhythms ● in pairs, take turns to sing sounds, simple questions,
accompani a. state how we can improvised? songs recording portfolio,
ed with improvise rhythm, accompanied with body equipment’s, relevant observation,
body b. improvise rhythmic percussions songs, flashcards, adjudication,
percussion accompaniments to to maintain rhythm, resource persons check lists
s simple songs for
creativity, KLB Visionary
c. appreciate the use of Music Act. T.G
body percussion in Grade 1 pg. 81-82
creating rhythm.

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 2 Singing By the end of the lesson, the How are Learner is guided to: Items that produce Signed
songs learner should be able to: rhythms ● in pairs, take turns to sing sounds, simple questions,
accompani a. state how we can improvised? songs recording portfolio,
ed with improvise rhythm, accompanied with body equipment’s, relevant observation,
body b. improvise rhythmic percussions songs, flashcards, adjudication,
percussion accompaniments to to maintain rhythm, resource persons check lists
s simple songs for
creativity, KLB Visionary
c. appreciate the use of Music Act. T.G
body percussion in Grade 1 pg. 81-82
creating rhythm.
3 Singing By the end of the lesson, the How are Learner is guided to: Items that produce Signed
songs learner should be able to: rhythms ● in pairs, take turns to sing sounds, simple questions,
accompani a. state how we can improvised? songs recording portfolio,
ed with improvise rhythm, accompanied with body equipment’s, relevant observation,
body b. improvise rhythmic percussions songs, flashcards, adjudication,
percussion accompaniments to to maintain rhythm, resource persons check lists
s simple songs for
creativity, KLB Visionary
c. appreciate the use of Music Act. T.G
body percussion in Grade 1 pg. 81-82
creating rhythm.
4- Performin By the end of the lesson, the How are Learner is guided to: Audio-visual excerpts Signed
5 g body learner should be able to: rhythms ● in groups, perform body of a variety of songs questions,
movement a. identify different body improvised? movements in different line • Audio visual portfolio,
s percussions to maintain patterns equipment observation,
a rhythm accompanied with body • Musical instruments check lists,
b. make body movements percussions • Music print material adjudication
in line patterns to maintain rhythm (line i.e. Music scores of using
accompanied with body patterns: songs and the Kenya performance
percussions to maintain straight, curved, wavy, zig- National Anthem rubric
rhythm, zag; body movement:
walking, jumping, KLB Visionary
c. appreciate the use of
skipping, hopping, leaping, Music Act. T.G
body percussion in
galloping, sliding) Grade 1 pg. 66-68
creating rhythm.
6-
HALF TERM
7

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9 1 Improvisin By the end of the lesson, the How can we Learner is guided to: Audio-visual excerpts Signed
g body learner should be able to: improvise body ● in groups, improvise body of a variety of songs questions,
percussive a. identify body percussive percussive accompaniments to • Audio visual portfolio,
accompani percussions that accompaniment the equipment observation,
ment accompany singing, s? songs sung and record them • Musical instruments check lists,
b. improvise body using a • Music print material adjudication
percussive digital device, i.e. Music scores of using
accompaniments to a ● in groups, play the recorded songs and the Kenya performance
song sung, performance and give National Anthem rubric
c. appreciate the use of feedback.
KLB Visionary
body percussion in
Music Act. T.G
creating rhythm.
Grade 1 pg. 54-56
2 Improvisin By the end of the lesson, the How can we Learner is guided to: Audio-visual excerpts Signed
g body learner should be able to: improvise body ● in groups, improvise body of a variety of songs questions,
percussive a. identify body percussive percussive accompaniments to • Audio visual portfolio,
accompani percussions that accompaniment the songs sung and record equipment observation,
ment accompany singing, s? them using a digital device, • Musical instruments check lists,
b. improvise body ● in groups, play the recorded • Music print material adjudication
percussive performance and give i.e. Music scores of using
accompaniments to a feedback. songs and the Kenya performance
song sung, National Anthem rubric
c. appreciate the use of
KLB Visionary
body percussion in
Music Act. T.G
creating rhythm.
Grade 1 pg. 54-56
3 PERFOR Stretching By the end of the lesson, the What is the Learner is guided to: Field makers, field, Signed
MANCE – body learner should be able to: importance of ● sing action songs on body bean bags, ropes, questions,
AND parts a. identify the body parts stretching? parts • Digital devices such practical
DISPLAY involved in that are involved while that are involved in stretching as computer and playing
stretching stretching for body to mobile phones games that
awareness, identify them, • Video clip of the cat incorporate
b. observe pictures of body stretching stretching
parts that can be
stretched,
c. enjoy stretching in
different directions for
body fitness.

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 4- Stretching By the end of the lesson, the What is the Learner is guided to: Field makers, field, Signed
5 body parts learner should be able to: importance of ● in groups, to stretch and talk bean bags, ropes, questions,
a. identify the body parts stretching? about the body parts that are • Digital devices such practical
that are involved while involved while stretching, as computer and playing
stretching for body mobile phones games that
awareness, • Video clip of the cat incorporate
b. perform stretching in stretching stretching
different directions for
flexibility,
c. enjoy stretching in
different directions for
body fitness.
6- Stretching By the end of the lesson, the What is the Learner is guided to: Field makers, field, Signed
7 body parts learner should be able to: importance of ● in groups, to stretch and talk bean bags, ropes, questions,
a. identify the body parts stretching? about the body parts that are • Digital devices such practical
that are involved while involved while stretching, as computer and playing
stretching for body mobile phones games that
awareness, • Video clip of the cat incorporate
b. perform stretching in stretching stretching
different directions for
flexibility,
c. enjoy stretching in
different directions for
body fitness.
10 1- Stretching By the end of the lesson, the What is the Learner is guided to: Field makers, field, Signed
2 body parts learner should be able to: importance of ● individually, to creatively bean bags, ropes, questions,
a. identify the body parts stretching? stretch in different directions • Digital devices such practical
that are involved while (sideways, forward, as computer and playing
stretching for body backwards, front, upwards), mobile phones games that
awareness, ● in groups, to stretch in • Video clip of the cat incorporate
b. perform stretching in different directions while in stretching stretching
different directions for different positions (standing,
flexibility, sitting, kneeling and lying),
c. enjoy stretching in
different directions for
body fitness.

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 3- Stretching By the end of the lesson, the What is the Learner is guided to: Field makers, field, Signed
4 body parts learner should be able to: importance of ● individually, to creatively bean bags, ropes, questions,
a. identify the body parts stretching? stretch in different directions • Digital devices such practical
that are involved while (sideways, forward, as computer and playing
stretching for body backwards, front, upwards), mobile phones games that
awareness, ● in groups, to stretch in • Video clip of the cat incorporate
b. perform stretching in different directions while in stretching stretching
different directions for different
flexibility, positions (standing, sitting,
c. enjoy stretching in kneeling and lying),
different directions for
body fitness.
5 Stretching By the end of the lesson, the What is the Learner is guided to: Field makers, field, Signed
body parts learner should be able to: importance of ● in groups, to practise bean bags, ropes, questions,
a. identify the body parts stretching? stretching while in different • Digital devices such practical
that are involved while line formations, as computer and playing
stretching for body mobile phones games that
awareness, • Video clip of the cat incorporate
b. perform stretching in stretching stretching
different directions
while in different line
formations,
c. enjoy stretching in
different directions for
body fitness.
6 Stretching By the end of the lesson, the What is the Learner is guided to: Field makers, field, Signed
body parts learner should be able to: importance of ● in groups, to practise bean bags, ropes, questions,
a. name the body parts that stretching? stretching while in different • Digital devices such practical
can be stretched, line formations, as computer and playing
b. perform stretching in mobile phones games that
different directions • Video clip of the cat incorporate
while in different line stretching stretching
formations,
c. enjoy stretching in
different directions for
body fitness.

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 7 Stretching By the end of the lesson, the What is the Learner is guided to: Field makers, field, Signed
body parts learner should be able to: importance of ● in groups, to practise bean bags, ropes, questions,
a. name the body parts that stretching? stretching while in different • Digital devices such practical
can be stretched, line formations, as computer and playing
b. perform stretching in mobile phones games that
different directions • Video clip of the cat incorporate
while in different line stretching stretching
formations,
c. enjoy stretching in
different directions for
body fitness.
11 1 Games By the end of the lesson, the What games Learner is guided to: Field makers, field, Signed
that learner should be able to: involve ● in groups, to play simple bean bags, ropes, questions,
involve a. name games that involve stretching skill? appropriate games involving • Digital devices such practical
stretching stretching, stretching skill, as computer and playing
skill b. play games that involve mobile phones games that
stretching for • Video clip of the cat incorporate
enjoyment, stretching stretching
c. enjoy stretching in
different directions for
body fitness.
2 Games By the end of the lesson, the What games Learner is guided to: Field makers, field, Signed
that learner should be able to: involve ● in groups, to play simple bean bags, ropes, questions,
involve a. name games that involve stretching skill? appropriate games involving • Digital devices such practical
stretching stretching, stretching skill, as computer and playing
skill b. play games that involve mobile phones games that
stretching for • Video clip of the cat incorporate
enjoyment, stretching stretching
c. enjoy stretching in
different directions for
body fitness.

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 3- Singing By the end of the lesson, the What is a action Learner is guided to: Audio-visual excerpts Signed
4 action learner should be able to: song? ● individually/groups sing an singing games questions,
songs a. name the body parts that action song while in different • Audio-visual portfolio,
can be stretched, positions (standing, sitting, equipment observation,
b. sing action songs while kneeling and lying), • Costumes and props adjudication,
stretching in different check lists
directions for fitness, KLB Visionary
c. enjoy stretching in Music Act. T.G
different directions for Grade 1 pg. 25-34
body fitness.
5 Singing By the end of the lesson, the What is a action Learner is guided to: Audio-visual excerpts Signed
action learner should be able to: song? ● individually/groups sing an singing games questions,
songs a. name the body parts that action song while in different • Audio-visual portfolio,
can be stretched, positions (standing, sitting, equipment observation,
b. sing action songs while kneeling and lying), • Costumes and props adjudication,
stretching in different check lists
directions for fitness, KLB Visionary
c. enjoy stretching in Music Act. T.G
different directions for Grade 1 pg. 34-37
body fitness.
6 Recording By the end of the lesson, the What is Learner is guided to: Audio-visual excerpts Signed
performan learner should be able to: stretching? ● in groups, use digital devices singing games questions,
ces a. define the term to record performances on • Audio-visual portfolio,
stretching. stretching for future reference. equipment observation,
b. perform stretching in • Costumes and props adjudication,
different directions for check lists
flexibility, KLB Visionary
c. Use IT devices to record Music Act. T.G
performances. Grade 1 pg. 34-37
d. enjoy stretching in
different directions for
body fitness.

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 7 Recording By the end of the lesson, the What is Learner is guided to: Audio-visual excerpts Signed
performan learner should be able to: stretching? ● in groups, use digital devices singing games questions,
ces a. define the term to record performances on • Audio-visual portfolio,
stretching. stretching for future reference. equipment observation,
b. perform stretching in • Costumes and props adjudication,
different directions for check lists
flexibility, KLB Visionary
c. Use IT devices to record Music Act. T.G
performances. Grade 1 pg. 34-37
d. enjoy stretching in
different directions for
body fitness.
12 REVISION EXERCISE
13 ASSESSMENT/CLOSING
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· Schemes of Work

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· Termly Lesson Plans
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· Exams and Homework (Pri)
· CBC Curriculum Designs
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