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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Creating and performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-Identify the ways of entry to a pool -Describe the sliding jumping and diving methods -Use digital devices -Appreciate the water entry methods in a pool |
In groups, learners are guided:
-Use print and digital resources -Discuss sliding, jumping and diving methods -Demonstrate sliding and diving methods |
What safety measures and pool rules should be observed?
|
-Top scholar PE & Sports
Page 136-137 -Digital resources -Video clips -Lesson notes |
-Oral questions
-Observation
-Discussion
|
|
| 1 | 2 |
Creating and performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-Identify the ways of entry to a pool -Describe the sliding jumping and diving methods -Use digital devices -Appreciate the water entry methods in a pool |
In groups, learners are guided:
-Use print and digital resources -Discuss sliding, jumping and diving methods -Demonstrate sliding and diving methods |
What safety measures and pool rules should be observed?
|
-Top scholar PE & Sports
Page 136-137 -Digital resources -Video clips -Lesson notes |
-Oral questions
-Observation
-Discussion
|
|
| 1 | 3 |
Creating and performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-Identify water entry techniques -Describe pencil dive as an entry sill -Use digital devices -Appreciate the pencil dive |
In group, learners are guided to:
-Identify water entry skills into a pool -use digital resources to search -Discuss the pencil dive -Watch clips on pencil dive |
How does water entry skills enhance safety in swimming?
|
Video clips digital resource lesson notes
-Top scholar and sports Pg 140 |
-Oral questions
-Checklist-Observation
Schedules
Written test
|
|
| 1 | 4 |
Creating and performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-Identify water entry techniques -Describe pencil dive as an entry sill -Use digital devices -Appreciate the pencil dive |
In group, learners are guided to:
-Identify water entry skills into a pool -use digital resources to search -Discuss the pencil dive -Watch clips on pencil dive |
How does water entry skills enhance safety in swimming?
|
Video clips digital resource lesson notes
-Top scholar and sports Pg 140 |
-Oral questions
-Checklist-Observation
Schedules
Written test
|
|
| 1 | 5 |
Creating and performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-Execute a water entry skill using pencil dive -Demonstrate the pencil dive -Enjoy executing the pencil dive in a pool |
-Observe a resource person
-Demonstrate pencil dive Record themselves |
How do you perform the pencil dive?
What safety measure
should you observe?
|
-Swimming pool
-Resource person -Costumes |
-Demonstration
-Observation
-Schedule
-Checklists
|
|
| 2 | 1 |
Creating and performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-State the meaning of crouch dive -Describe how to perform a crouch dive -Use digital devices to search and watch clips -Appreciate crouch dive as an entry sill |
In group learners to be guided to:
-Brainstorm crouch dive -Use digital & print resources -Discuss crouch dive |
How do you perform the crouch dive?
|
-Lesson notes
-Video clips -Digital derives -Resource person |
-Oral questions
-Assessment rubrics
|
|
| 2 | 2 |
Creating and performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-State the meaning of crouch dive -Describe how to perform a crouch dive -Use digital devices to search and watch clips -Appreciate crouch dive as an entry sill |
In group learners to be guided to:
-Brainstorm crouch dive -Use digital & print resources -Discuss crouch dive |
How do you perform the crouch dive?
|
-Lesson notes
-Video clips -Digital derives -Resource person |
-Oral questions
-Assessment rubrics
|
|
| 2 | 3 |
Creating and performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-State the meaning of crouch dive -Describe how to perform a crouch dive -Use digital devices to search and watch clips -Appreciate crouch dive as an entry sill |
In group learners to be guided to:
-Brainstorm crouch dive -Use digital & print resources -Discuss crouch dive |
How do you perform the crouch dive?
|
-Lesson notes
-Video clips -Digital derives -Resource person |
-Oral questions
-Assessment rubrics
|
|
| 2 | 4 |
Creating and performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-Perform a crouch dive -Practice a crouch dive -Appreciate others and own efforts |
In pairs or individual learners are guided to;
-Observe a resource person -Demonstrate crouch dive -Record themselves as the execute crouch dive |
Which safety measure do you observe?
|
Swimming pool
-Resource person -Digital devices |
-Observation
-Practical
-Checklists
|
|
| 2 | 5 |
Creating and performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-Perform a crouch dive -Practice a crouch dive -Appreciate others and own efforts |
In pairs or individual learners are guided to;
-Observe a resource person -Demonstrate crouch dive -Record themselves as the execute crouch dive |
Which safety measure do you observe?
|
Swimming pool
-Resource person -Digital devices |
-Observation
-Practical
-Checklists
|
|
| 3 | 1 |
Creating and performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate the backstroke body position using spines back drills -Observe a resource person -Appreciate others and own effort |
-Observe a resource person
-Demonstrate leg action -Discuss leg action |
How is back stroke leg action done?
|
Swimming pool
-Resource person -Digital devices |
-Demonstration
-Checklist
-Observation
|
|
| 3 | 2 |
Creating and performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate the backstroke body position using spines back drills -Observe a resource person -Appreciate others and own effort |
-Observe a resource person
-Demonstrate leg action -Discuss leg action |
How is back stroke leg action done?
|
Swimming pool
-Resource person -Digital devices |
-Demonstration
-Checklist
-Observation
|
|
| 3 | 3 |
Creating and performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate the backstroke leg action -Observe a resource person -Demonstrate backstroke using leg action -Appreciate own effort and others |
-Observe a resource person
-Demonstrate leg action -Discuss leg action |
How is back stroke leg action done?
|
-Swimming pool
-Resource person -Digital devices |
-Demonstration
-Checklist
-Observation
|
|
| 3 | 4 |
Creating and performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate the backstroke leg action -Observe a resource person -Demonstrate backstroke using leg action -Appreciate own effort and others |
-Observe a resource person
-Demonstrate leg action -Discuss leg action |
How is back stroke leg action done?
|
-Swimming pool
-Resource person -Digital devices |
-Demonstration
-Checklist
-Observation
|
|
| 3 | 5 |
Creating and performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-Perform backstroke arm action using drills l -Demonstrate the backstroke arm action -Appreciate other’s effort |
-Demonstrate back stroke arm action
-Observe each other -Discuss arm action |
How do you perform the backstroke arm action
|
-Digital resources
-Resource person |
-Observation
-Demonstration
-Checklists
|
|
| 4 | 1 |
Creating and performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate backstroke breathing action -Observe a resource person -appreciate own effort in executing breath action drill |
In groups or individuals, learners are guided to:
-Observe a resource person -Demonstrate backstroke |
How do you perform the backstroke
|
-Swimming pool
-Resource person |
-Observation
-Demonstration
-Checklists
|
|
| 4 | 2 |
Creating and performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate backstroke breathing action -Observe a resource person -appreciate own effort in executing breath action drill |
In groups or individuals, learners are guided to:
-Observe a resource person -Demonstrate backstroke |
How do you perform the backstroke
|
-Swimming pool
-Resource person |
-Observation
-Demonstration
-Checklists
|
|
| 4 | 3 |
Creating and performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate backstroke breathing action -Observe a resource person -appreciate own effort in executing breath action drill |
In groups or individuals, learners are guided to:
-Observe a resource person -Demonstrate backstroke |
How do you perform the backstroke
|
-Swimming pool
-Resource person |
-Observation
-Demonstration
-Checklists
|
|
| 4 | 4 |
Creating and performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate flutter kicks, arm action and breathing while in supine position -Use digital devices to record -Appreciate own and other people’s effort |
In pairs or individually learners guided to:
-Perform flutter kicks -Use digital devices -Discuss the flutter kicks |
How do you perform flutter kicks, arm action and breathing while in supine position?
|
-Swimming pool
- Digital resources |
-Observation
-Schedule
-Checklists
-Assessment rubrics
|
|
| 4 | 5 |
Creating and performing
|
Swimming
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate flutter kicks, arm action and breathing while in supine position -Use digital devices to record -Appreciate own and other people’s effort |
In pairs or individually learners guided to:
-Perform flutter kicks -Use digital devices -Discuss the flutter kicks |
How do you perform flutter kicks, arm action and breathing while in supine position?
|
-Swimming pool
- Digital resources |
-Observation
-Schedule
-Checklists
-Assessment rubrics
|
|
| 5 | 1 |
Appreciation creating arts and sports
|
Analysis of creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Evaluate or examine the spirit of sport values for clean sports -Work as a team and talk about the values -Appreciate the spirit of spirit values for clean sports |
In groups or pairs, the learner to work as a term and talk about the values in sports
-Fairness team building and equality |
Why do you evaluate the spirit of sport values?
|
-Digital devices
-Video clips -Notes |
-Assessment rubrics
-Checklist
-Written test
|
|
| 5 | 2 |
Appreciation creating arts and sports
|
Analysis of creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Evaluate or examine the spirit of sport values for clean sports -Work as a team and talk about the values -Appreciate the spirit of spirit values for clean sports |
In groups or pairs, the learner to work as a term and talk about the values in sports
-Fairness team building and equality |
Why do you evaluate the spirit of sport values?
|
-Digital devices
-Video clips -Notes |
-Assessment rubrics
-Checklist
-Written test
|
|
| 5 | 3 |
Appreciation creating arts and sports
|
Analysis of creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Evaluate or examine the spirit of sport values for clean sports -Work as a team and talk about the values -Appreciate the spirit of spirit values for clean sports |
In groups or pairs, the learner to work as a term and talk about the values in sports
-Fairness team building and equality |
Why do you evaluate the spirit of sport values?
|
-Digital devices
-Video clips -Notes |
-Assessment rubrics
-Checklist
-Written test
|
|
| 5 | 4 |
Appreciation creating arts and sports
|
Analysis of creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Evaluate or examine the spirit of sport values for clean sports -Work as a team and talk about the values -Appreciate the spirit of spirit values for clean sports |
In groups or pairs, the learner to work as a term and talk about the values in sports
-Fairness team building and equality |
Why do you evaluate the spirit of sport values?
|
-Digital devices
-Video clips -Notes |
-Assessment rubrics
-Checklist
-Written test
|
|
| 5 | 5 |
Appreciate in creative and sports
|
Analysis of creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Analyse a given folk song paying attention to its components -Discuss the community of origin of different folksongs -Enjoy performing a folksong |
-Analyse a given folksong paying attention to it components
-Discussing origins of different folksong -Listening to a resource person |
Why do we analyse a given folksong
|
-Digital devices
-Resource person |
-Assessment rubrics
-Checklist
-Written test
|
|
| 6 | 1 |
Appreciate in creative and sports
|
Analysis of creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Outline the role of props -List down the body movements -Explain the use of costumes -express different moods in every stanza of the folksong -Desire to analyse a given folksong more |
-Discuss the use of costumes
-List down different body movements -Practice the folksong -Sing as they record themselves -Explain role of props |
What are the components of the folksong?
|
-Digital devices
-Video clips |
-Practical
-Assessment rubrics
-Written test
|
|
| 6 | 2 |
Appreciate in creative and sports
|
Analysis of creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Outline the role of props -List down the body movements -Explain the use of costumes -express different moods in every stanza of the folksong -Desire to analyse a given folksong more |
-Discuss the use of costumes
-List down different body movements -Practice the folksong -Sing as they record themselves -Explain role of props |
What are the components of the folksong?
|
-Digital devices
-Video clips |
-Practical
-Assessment rubrics
-Written test
|
|
| 6 | 3 |
Appreciate in creative and sports
|
Analysis of creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Outline the role of props -List down the body movements -Explain the use of costumes -express different moods in every stanza of the folksong -Desire to analyse a given folksong more |
-Discuss the use of costumes
-List down different body movements -Practice the folksong -Sing as they record themselves -Explain role of props |
What are the components of the folksong?
|
-Digital devices
-Video clips |
-Practical
-Assessment rubrics
-Written test
|
|
| 6 | 4 |
Appreciate in creative and sports
|
Analysis of creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Outline the role of props -List down the body movements -Explain the use of costumes -express different moods in every stanza of the folksong -Desire to analyse a given folksong more |
-Discuss the use of costumes
-List down different body movements -Practice the folksong -Sing as they record themselves -Explain role of props |
What are the components of the folksong?
|
-Digital devices
-Video clips |
-Practical
-Assessment rubrics
-Written test
|
|
| 6 | 5 |
Appreciate in creative and sports
|
Analysis of creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Outline the role of props -List down the body movements -Explain the use of costumes -express different moods in every stanza of the folksong -Desire to analyse a given folksong more |
-Discuss the use of costumes
-List down different body movements -Practice the folksong -Sing as they record themselves -Explain role of props |
What are the components of the folksong?
|
-Digital devices
-Video clips |
-Practical
-Assessment rubrics
-Written test
|
|
| 7 | 1 |
Appreciation in creative arts and sports
|
Analysis of creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Analyse a story telling performance -Identify the techniques used in the story telling -Identify different ways of using a story as means of communication -Enjoy storytelling |
In groups or pairs, the learners are guided to:
-Identify technique used in storytelling -Outline different ways of using a story as a means of communication |
How do we anise a story telling performance?
|
-Digital devices
-Video clip |
-Assessment rubrics
-Observation
-Checklist
|
|
| 7 | 2 |
Appreciation in creative arts and sports
|
Analysis of creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Analyse a story telling performance -Identify the techniques used in the story telling -Identify different ways of using a story as means of communication -Enjoy storytelling |
In groups or pairs, the learners are guided to:
-Identify technique used in storytelling -Outline different ways of using a story as a means of communication |
How do we anise a story telling performance?
|
-Digital devices
-Video clip |
-Assessment rubrics
-Observation
-Checklist
|
|
| 7 | 3 |
Appreciation in creative arts and sports
|
Analysis of creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Analyse a story telling performance -Identify the techniques used in the story telling -Identify different ways of using a story as means of communication -Enjoy storytelling |
In groups or pairs, the learners are guided to:
-Identify technique used in storytelling -Outline different ways of using a story as a means of communication |
How do we anise a story telling performance?
|
-Digital devices
-Video clip |
-Assessment rubrics
-Observation
-Checklist
|
|
| 7 | 4 |
Appreciation in creative arts and sports
|
Analysis of creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Analyse a story telling performance -Identify the techniques used in the story telling -Identify different ways of using a story as means of communication -Enjoy storytelling |
In groups or pairs, the learners are guided to:
-Identify technique used in storytelling -Outline different ways of using a story as a means of communication |
How do we anise a story telling performance?
|
-Digital devices
-Video clip |
-Assessment rubrics
-Observation
-Checklist
|
|
| 7 | 5 |
Appreciation in creative arts and sports
|
Analysis of creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Making a portfolio for show case -Sourcing a recyclable material for making a working portfolio -Put together all the materials and make a portfolio -Outline the procedure of making a portfolio -Observe as the teacher demonstrates -Enjoy to make a portfolio as well as appreciating other’s work |
In groups or pairs, the learners are guided to”
-Source a recyclable material for making a working portfolio -Put together all the materials -Discuss the procedure of making a portfolio -Teacher to demonstrate |
What is the importance of a portfolio?
|
-Materials
-Video clip |
-Assessment rubrics
-Observation
-Checklist
|
|
| 8 | 1 |
Appreciation in creative arts and sports
|
Analyisis of creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Explain the role of analysis in creative arts and sports -Create an A3 portfolio and label it -Evaluate the analyses in creative arts and sports -Discuss the role of analysis in creative arts and sports -Appreciate the role of analysis in creative arts and sports -Decorate the portfolio -Enjoy decorating the portfolio |
In groups, individually or in pairs:
-The learner should be guided to: -Create an A3 portfolio and label it -Discuss the role of analysis in creative arts -Decorate the portfolio with found objects |
Why do we analyse
creative arts and sports work?
|
-Materials
-Video clip |
-Assessment rubrics
-Observation
-Oral questions
|
|
| 8 | 2 |
Appreciation in creative arts and sports
|
Analyisis of creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Explain the role of analysis in creative arts and sports -Create an A3 portfolio and label it -Evaluate the analyses in creative arts and sports -Discuss the role of analysis in creative arts and sports -Appreciate the role of analysis in creative arts and sports -Decorate the portfolio -Enjoy decorating the portfolio |
In groups, individually or in pairs:
-The learner should be guided to: -Create an A3 portfolio and label it -Discuss the role of analysis in creative arts -Decorate the portfolio with found objects |
Why do we analyse
creative arts and sports work?
|
-Materials
-Video clip |
-Assessment rubrics
-Observation
-Oral questions
|
|
| 8 | 3 |
Appreciation in creative arts and sports
|
Analyisis of creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Explain the role of analysis in creative arts and sports -Create an A3 portfolio and label it -Evaluate the analyses in creative arts and sports -Discuss the role of analysis in creative arts and sports -Appreciate the role of analysis in creative arts and sports -Decorate the portfolio -Enjoy decorating the portfolio |
In groups, individually or in pairs:
-The learner should be guided to: -Create an A3 portfolio and label it -Discuss the role of analysis in creative arts -Decorate the portfolio with found objects |
Why do we analyse
creative arts and sports work?
|
-Materials
-Video clip |
-Assessment rubrics
-Observation
-Oral questions
|
|
| 8 | 4 |
Appreciation in creative arts and sports
|
Analyisis of creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Explain the role of analysis in creative arts and sports -Create an A3 portfolio and label it -Evaluate the analyses in creative arts and sports -Discuss the role of analysis in creative arts and sports -Appreciate the role of analysis in creative arts and sports -Decorate the portfolio -Enjoy decorating the portfolio |
In groups, individually or in pairs:
-The learner should be guided to: -Create an A3 portfolio and label it -Discuss the role of analysis in creative arts -Decorate the portfolio with found objects |
Why do we analyse
creative arts and sports work?
|
-Materials
-Video clip |
-Assessment rubrics
-Observation
-Oral questions
|
|
| 8 | 1-5 |
Appreciation in creative arts and sports
|
Analyisis of creative arts and sports
|
By the end of the
lesson, the learner
should be able to:
-Explain the role of analysis in creative arts and sports -Create an A3 portfolio and label it -Evaluate the analyses in creative arts and sports -Discuss the role of analysis in creative arts and sports -Appreciate the role of analysis in creative arts and sports -Decorate the portfolio -Enjoy decorating the portfolio |
In groups, individually or in pairs:
-The learner should be guided to: -Create an A3 portfolio and label it -Discuss the role of analysis in creative arts -Decorate the portfolio with found objects |
Why do we analyse
creative arts and sports work?
|
-Materials
-Video clip |
-Assessment rubrics
-Observation
-Oral questions
|
|
| 9 |
Revision and exams |
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