Creating and Executing

String Musical Instruments and Drawing - Identifying and naming Kenyan string instruments

By the end of the lesson, the learner should be able to:
- Identify string instruments from different indigenous communities in Kenya.
- Sort and match pictures of instruments to their community of origin and method of playing using flash cards.
- Appreciate the cultural diversity expressed through Kenyan string instruments.

In groups, learners are guided to:
- Observe pictures and videos of Kenyan string instruments and name each one.
- Identify the community of origin and method of playing for each instrument.
- Discuss what makes each instrument unique.

What makes indigenous string instruments unique to their communities?

- Hummingbird Creative Arts Learner's Book pg. 1
- Digital devices
- Pictures of Kenyan string instruments

- Oral questions - Observation

Creating and Executing

String Musical Instruments and Drawing - Classifying Kenyan string instruments into groups
String Musical Instruments and Drawing - Watching videos and visiting a cultural resource centre
String Musical Instruments and Drawing - Matching instruments to communities using flash cards
String Musical Instruments and Drawing - Completing the instruments table and creating a poster

By the end of the lesson, the learner should be able to:
- Classify Kenyan string instruments into fiddles, musical bows, lyres, harps and zithers.
- Sort given pictures of instruments into their correct groups and label each with its name and community.
- Value the diversity of musical heritage across Kenyan communities.

In groups, learners are guided to:
- Study and group pictures of instruments into their respective categories.
- Research virtual and actual sources to find examples in each group.
- Discuss what distinguishes each category of instrument.

How are Kenyan string instruments grouped and what distinguishes each group?

- Hummingbird Creative Arts Learner's Book pg. 1
- Digital devices
- Charts of Kenyan string instruments
- Hummingbird Creative Arts Learner's Book pg. 3
- Cultural/music centre
- Hummingbird Creative Arts Learner's Book pg. 4
- Flash cards
- Exercise books
- Hummingbird Creative Arts Learner's Book pg. 5
- Art materials for poster-making

- Oral questions - Written assignments

Creating and Executing

String Musical Instruments and Drawing - Completing the string instruments crossword puzzle
String Musical Instruments and Drawing - Identifying and labelling parts of a string instrument
String Musical Instruments and Drawing - Describing the functions of parts of a string instrument
String Musical Instruments and Drawing - Collecting tools and materials for making a fiddle

By the end of the lesson, the learner should be able to:
- Identify the names of Kenyan string instruments from given crossword clues.
- Complete the string instruments crossword puzzle independently using knowledge of instrument names.
- Appreciate how structured activities reinforce memory and understanding of indigenous instrument names.

In groups, learners are guided to:
- Read the crossword clues identifying instruments by community, strings and method.
- Complete the crossword puzzle independently in exercise books.
- Compare answers with classmates and correct any errors through discussion.

How do puzzle activities help us recall names and facts about Kenyan string instruments?

- Hummingbird Creative Arts Learner's Book pg. 7
- Exercise books, pencils
- Diagrams of lyre and fiddle
- Exercise books
- Hummingbird Creative Arts Learner's Book pg. 9
- Diagrams of string instruments
- Hummingbird Creative Arts Learner's Book pg. 10
- Recyclable materials (containers, wire, fabric)
- Tools (scissors, glue, tape)

- Written assignments - Observation

Creating and Executing

String Musical Instruments and Drawing - Assembling a fiddle (Orutu) using recyclable materials
String Musical Instruments and Drawing - Tuning and caring for a self-made fiddle

By the end of the lesson, the learner should be able to:
- Describe the step-by-step process for assembling a fiddle from recyclable materials before beginning construction.
- Assemble a functional fiddle model following guided steps while applying safety precautions throughout.
- Appreciate the creativity and craftsmanship involved in constructing a personal musical instrument from recyclable materials.

In groups, learners are guided to:
- Assemble the fiddle step by step: form frame, attach neck, stretch membrane, secure string and attach tuning peg.
- Decorate the finished fiddle using paint or markers.
- Demonstrate how to hold and play the finished instrument.

How does following a step-by-step process help in making a fiddle successfully?

- Hummingbird Creative Arts Learner's Book pg. 11
- Recyclable materials
- Glue, tape, nails, scissors
- Hummingbird Creative Arts Learner's Book pg. 12
- Self-made fiddles
- Soft cloth, protective bags

- Observation - Project

Creating and Executing

String Musical Instruments and Drawing - Displaying self-made fiddles and discussing work
String Musical Instruments and Drawing - Inviting a guest speaker and visiting the music club

By the end of the lesson, the learner should be able to:
- Describe what was learnt during the fiddle-making and drawing process in preparation for the display.
- Display the self-made fiddle and stippling drawings, giving and receiving constructive feedback on the work.
- Value others' creative effort and ideas during a display session.

In groups, learners are guided to:
- Arrange and display fiddles in the classroom.
- Describe own work to the class explaining materials used and construction steps.
- Give specific, positive feedback on peers' fiddles and ask questions about their design choices.

How does sharing and displaying our work help us grow as artists and makers?

- Hummingbird Creative Arts Learner's Book pg. 12
- Completed fiddles
- Hummingbird Creative Arts Learner's Book pg. 14
- Music club instruments
- Note-taking materials

- Observation - Oral questions

Creating and Executing

String Musical Instruments and Drawing - Identifying pictures drawn using stippling technique
String Musical Instruments and Drawing - Understanding overlapping and composition in still life drawing

By the end of the lesson, the learner should be able to:
- Identify artworks created using stippling technique from given samples.
- Explain how dots create shading, texture and depth in a stippling artwork.
- Develop curiosity and interest in exploring stippling as a drawing technique.

In groups, learners are guided to:
- Study sample pictures and identify those drawn using stippling.
- Discuss how the closeness or spacing of dots creates light and dark areas.
- Describe what makes a stippled artwork appear three-dimensional.

How does the placement of dots in stippling create the effect of light and shadow?

- Hummingbird Creative Arts Learner's Book pg. 14
- Sample stippling artworks (actual or virtual)
- Digital devices
- Hummingbird Creative Arts Learner's Book pg. 15
- Two string instruments for arrangement
- Sample still life images

- Oral questions - Observation

Creating and Executing

String Musical Instruments and Drawing - Drawing a still life of string instruments using stippling
String Musical Instruments and Drawing - Completing and refining a stippling composition

By the end of the lesson, the learner should be able to:
- Identify the darkest and lightest areas of the composition before adding stippling dots.
- Draw a still life composition of two overlapping string instruments and apply stippling to create tone, texture and depth.
- Value neatness and attention to detail in producing a stippling artwork.

In groups, learners are guided to:
- Arrange two string instruments overlapping and lightly sketch the outline.
- Add stippling dots beginning in the darkest areas and gradually reducing density towards lighter areas.
- Vary dot density to create tone, texture and three-dimensional depth.

How does varying the density of dots in stippling help create different tones and textures?

- Hummingbird Creative Arts Learner's Book pg. 15
- Fine pens or markers, plain paper
- Two string instruments
- Hummingbird Creative Arts Learner's Book pg. 16
- Fine pens, drawing paper
- Completed sketch from previous lesson

- Observation - Portfolio

Creating and Executing

String Musical Instruments and Drawing - Displaying and critiquing stippling drawings
String Musical Instruments and Drawing - Drawing a single indigenous string instrument using stippling

By the end of the lesson, the learner should be able to:
- Describe the stippling techniques used in own drawing before sharing it with the class.
- Display completed stippling drawings and give and receive constructive feedback on tone, texture, balance and composition.
- Appreciate how peer feedback supports growth as an artist and improves future drawing practice.

In groups, learners are guided to:
- Display completed stippling drawings in the classroom.
- Describe own drawing techniques to classmates focusing on overlapping, tone and texture.
- Give specific feedback on peers' work and use feedback to set personal improvement goals.

What makes a stippling drawing effective and how can feedback help improve it?

- Hummingbird Creative Arts Learner's Book pg. 17
- Completed stippling drawings
- Fine pens, drawing paper
- Reference images of string instruments

- Observation - Oral questions

Creating and Executing

String Musical Instruments and Drawing - Reviewing and consolidating stippling and still life drawing skills
String Musical Instruments and Drawing - End-of-section assessment: string instruments and stippling drawing

By the end of the lesson, the learner should be able to:
- Summarise the key principles of stippling technique and still life drawing through class discussion.
- Place earlier and latest stippling drawings side by side and write annotations identifying at least two areas of measurable improvement.
- Reflect on the value of practising drawing skills consistently.

In groups, learners are guided to:
- Review key vocabulary: stippling, overlapping, tone, texture, balance of forms, value.
- Compare first and latest stippling drawings and discuss how skills have developed.
- Share reflections on the drawing process and set personal goals for improvement.

What are the key principles that make a good stippling still life drawing?

- Hummingbird Creative Arts Learner's Book pg. 17
- Completed drawings portfolio
- Hummingbird Creative Arts Learner's Book pg. 18
- Completed drawings and fiddles
- Exercise books

- Observation - Oral questions

Creating and Executing

Volleyball - Understanding volleyball game, court dimensions and rules
Volleyball - Watching video clips and identifying serving and digging skills

By the end of the lesson, the learner should be able to:
- Identify the court dimensions, player positions and basic rules of volleyball.
- Draw and label a simple volleyball court diagram showing the net, baseline and team positions.
- Appreciate the importance of safety and teamwork in volleyball.

In groups, learners are guided to:
- Study the picture of a volleyball court and identify the net, baseline and court dimensions (18m × 9m).
- Watch a real or virtual volleyball game and note serving and digging skills.
- Discuss the rules: three hits per side, no double contact, serve rotation, and scoring.

How do knowledge of the court and rules help a player perform well in volleyball?

- Hummingbird Creative Arts Learner's Book pg. 38
- Volleyball court
- Digital devices
- Hummingbird Creative Arts Learner's Book pg. 40

- Oral questions - Observation

Creating and Executing

Volleyball - Demonstrating and practising underarm serve
Volleyball - Practising underarm serve through target activities

By the end of the lesson, the learner should be able to:
- Describe the stance, grip, execution and follow-through of an underarm serve.
- Demonstrate an underarm serve with correct body positioning and control.
- Appreciate the importance of observing safety precautions to prevent injury during volleyball practice.

In groups, learners are guided to:
- Demonstrate the stance (feet shoulder-width apart, non-dominant foot forward), grip and follow-through.
- Practise pair serves focusing on accuracy and control.
- Take turns to serve and give feedback to each other on technique.

How does correct body positioning improve the accuracy of an underarm serve?

- Hummingbird Creative Arts Learner's Book pg. 41
- Volleyball
- Volleyball court
- Hummingbird Creative Arts Learner's Book pg. 43
- Volleyball, court markers
- Cones

- Observation - Skill progression charts

Creating and Executing

Volleyball - Demonstrating and practising single hand dig pass
Volleyball - Consolidating dig pass through wall drills and pair partner practice

By the end of the lesson, the learner should be able to:
- Describe the stance, execution and follow-through of a single hand dig pass.
- Demonstrate a single hand dig pass with correct technique.
- Show willingness to support and encourage peers during skills practice.

In groups, learners are guided to:
- Observe demonstrations of single hand dig pass focusing on low stance, arm extension and follow-through.
- Practise triangular passing in groups of three.
- Take turns and give feedback to each other on form and control.

How does the single hand dig pass help a player defend in a volleyball game?

- Hummingbird Creative Arts Learner's Book pg. 44
- Volleyball
- Volleyball court
- Hummingbird Creative Arts Learner's Book pg. 46
- Wall drill area

- Observation - Skill progression charts

Creating and Executing

Volleyball - Warm-up activities and safety precautions in volleyball
Volleyball - Playing a mini volleyball game applying serve and dig pass

By the end of the lesson, the learner should be able to:
- Identify and explain the warm-up exercises appropriate to volleyball before beginning the session.
- Perform warm-up exercises and apply underarm serve and single hand dig pass in structured warm-up drills.
- Value the role of warm-up in preventing injury and preparing the body for play.

In groups, learners are guided to:
- Lead the class through warm-up exercises (stretching, light running, joint rotations).
- Rotate through short drills combining underarm serve and single hand dig pass.
- Discuss and list safety precautions: wear protective gear, clear the court, remove jewellery, cool down after activity.

Why is warming up before and cooling down after volleyball activities important for safety?

- Hummingbird Creative Arts Learner's Book pg. 40
- Volleyball
- Open court space
- Hummingbird Creative Arts Learner's Book pg. 47
court and net

- Observation - Oral questions

Creating and Executing

Volleyball - Refining skills and game play in a second mini game

By the end of the lesson, the learner should be able to:
- Identify at least one correction from the previous game to focus on before the second mini game begins.
- Demonstrate improved serve and dig pass technique during game play and apply game rules consistently.
- Reflect on own performance using the self-assessment checklist and identify areas for further improvement.

In groups, learners are guided to:
- Play a second mini volleyball game with revised team compositions.
- Focus on applying corrections from the previous game.
- Complete the self-assessment checklist to evaluate serve and dig pass performance.

What specific adjustments can improve your performance during a volleyball game?

- Hummingbird Creative Arts Learner's Book pg. 47
- Volleyball
- Self-assessment checklist

- Observation - Self-assessment worksheet

Creating and Executing

Volleyball - Reviewing volleyball skills and completing self-assessment
Volleyball - Identifying and labelling components of a volleyball kit

By the end of the lesson, the learner should be able to:
- Review key techniques of underarm serve and single hand dig pass through class discussion.
- Complete a self-assessment checklist identifying skills mastered and those needing more practice.
- Develop a positive attitude towards continuous improvement in sport.

- Review teaching points for underarm serve and dig pass as a class.
- Complete the self-assessment checklist from the learner's book.
- Discuss what was most challenging and identify two skills to focus on next.

How does honest self-assessment help a player improve in volleyball?

- Hummingbird Creative Arts Learner's Book pg. 48
- Self-assessment checklist
- Hummingbird Creative Arts Learner's Book pg. 40
- Diagram/illustration of volleyball kit
- Exercise books, pencils

- Written assignments - Oral questions

Creating and Executing

Volleyball - Drawing and labelling an appliqué-style volleyball kit illustration
Volleyball - Presenting and reviewing the appliqué volleyball kit illustration

By the end of the lesson, the learner should be able to:
- Identify all components of the volleyball kit and their correct names before beginning the illustration.
- Draw an appliqué-style illustration of a volleyball player in full kit and label all items neatly and accurately.
- Show care and attention to detail in producing a clearly labelled art piece.

In groups, learners are guided to:
- Sketch the outline of a volleyball player in an action position.
- Colour each kit item and label it with the correct name (shirt, shorts, knee pads, elbow pads, shoes).
- Display illustrations and compare labelling accuracy with classmates.

How does creating a labelled illustration reinforce understanding of volleyball kit and safety?

- Hummingbird Creative Arts Learner's Book pg. 41
- Drawing paper, colour pencils or markers
- Completed illustrations

- Observation - Portfolio

Creating and Executing

Volleyball - Understanding block shading and its use in sports illustration
Volleyball - Applying block shading to a volleyball player illustration

By the end of the lesson, the learner should be able to:
- Define block shading as a technique for showing form and light in illustration.
- Identify the light source and draw pencil marks to indicate shadow zones on a sample sports illustration.
- Appreciate the role of shading in making a figure look convincingly three-dimensional.

In groups, learners are guided to:
- Study illustrations of sports figures that use block shading.
- Identify the light source and the areas of shadow in each illustration.
- Discuss how block shading differs from stippling and when each technique is most effective.

How does block shading help make a figure in an illustration look three-dimensional?

- Hummingbird Creative Arts Learner's Book pg. 43
- Sample illustrations with block shading
- Digital resources
- Hummingbird Creative Arts Learner's Book pg. 44
- Drawing paper, pencils
- Sample shaded illustrations

- Oral questions - Observation

Creating and Executing

Volleyball - Completing and adding detail to a block shaded volleyball illustration
Volleyball - Displaying and evaluating block shaded volleyball illustrations

By the end of the lesson, the learner should be able to:
- Identify areas in the illustration where tonal contrast needs strengthening before finalising.
- Complete the block shaded illustration with clear tonal contrast and add background details to support the composition.
- Show appreciation for the creative process involved in producing a sports illustration.

In groups, learners are guided to:
- Refine shading on the volleyball player figure for stronger tonal contrast.
- Add simple background elements such as net lines and court markings to contextualise the figure.
- Display finished illustrations and share observations about the shading techniques used.

How does adding background details improve the overall composition of a sports illustration?

- Hummingbird Creative Arts Learner's Book pg. 44
- Completed illustration drafts
- Drawing materials
- Hummingbird Creative Arts Learner's Book pg. 46
- Completed illustrations

- Observation - Portfolio

Creating and Executing

Volleyball - Reviewing and comparing block shading with stippling technique
Rhythm and Pattern Making - Identifying rhythmic patterns using French rhythm names

By the end of the lesson, the learner should be able to:
- Summarise key techniques used in block shading for sports illustration.
- Place block shaded and stippled artworks side by side and write labels identifying how each technique creates tone and depth differently.
- Reflect on personal growth in producing sports-themed illustrations.

In groups, learners are guided to:
- Review key concepts: block shading, tonal contrast, light source and composition.
- Place block shaded and stippled artworks side by side and compare the visual effect of each.
- Complete a short written reflection on what was learnt during the volleyball art activities.

How do different shading techniques serve different artistic purposes?

- Hummingbird Creative Arts Learner's Book pg. 46
- Completed artworks from lessons 35–38
- Hummingbird Creative Arts Learner's Book pg. 49
- Percussion instruments
- Song sheets

- Written assignments - Oral questions

Creating and Executing

Rhythm and Pattern Making - Relating note symbols and rests to French rhythm names
Rhythm and Pattern Making - Tapping and clapping rhythms of familiar songs

By the end of the lesson, the learner should be able to:
- Identify the symbols for semibreve, dotted minim, minim, crotchet and pair of quavers and copy the table into exercise books.
- Tap rhythmic patterns using note symbols while saying the corresponding French rhythm names aloud.
- Develop accuracy in reading and interpreting note values.

- Study the note symbols and rests table in the learner's book and copy it into exercise books.
- Match note and rest symbols to the correct number of beats.
- Tap rhythmic patterns using note symbols while saying French rhythm names aloud.

Why is it important to know both the symbol and the French rhythm name for each musical note?

- Hummingbird Creative Arts Learner's Book pg. 51
- Note value charts
- Exercise books
- Hummingbird Creative Arts Learner's Book pg. 53
- Song sheets
- Percussion instruments

- Written assignments - Oral questions

Creating and Executing

Rhythm and Pattern Making - Composing rhythmic patterns using repetition and variation
Rhythm and Pattern Making - Using digital resources to extend rhythm composition skills

By the end of the lesson, the learner should be able to:
- Identify examples of repetition and variation in sample rhythmic patterns before composing.
- Apply composition techniques to create original rhythmic patterns and write them using French rhythm names and note symbols.
- Value originality and creativity in composing rhythmic patterns.

- Identify repetition and variation in sample rhythmic patterns in the learner's book.
- Compose original rhythmic patterns using a combination of notes and rests.
- Write the patterns in French rhythm names and note symbols in exercise books.

How do repetition and variation make a composed rhythmic pattern more interesting?

- Hummingbird Creative Arts Learner's Book pg. 55
- Exercise books
- Percussion instruments
- Digital devices with rhythm apps
- Internet access

- Written assignments - Observation

Creating and Executing

Rhythm and Pattern Making - Performing composed rhythms on percussion instruments
Rhythm and Pattern Making - Identifying and singing songs in three-beat patterns

By the end of the lesson, the learner should be able to:
- Perform self-composed rhythmic patterns on a chosen percussion instrument accurately.
- Listen attentively to peers' rhythmic performances and identify note values used.
- Appreciate the value of individual creative contribution in a music class.

- Each learner chooses a percussion instrument and performs their composed rhythmic pattern.
- The class identifies the French rhythm names and note values in each performance.
- Give constructive feedback to peers on accuracy and creativity of rhythms performed.

How does performing a composed rhythm on an instrument bring it to life?

- Hummingbird Creative Arts Learner's Book pg. 55
- Percussion instruments (drums, shakers, tambourines)
- Composed rhythm sheets
- Hummingbird Creative Arts Learner's Book pg. 57
- Song sheets
- Percussion instruments

- Observation - Oral questions

Creating and Executing

Rhythm and Pattern Making - Improvising short rhythms in three-beat patterns on percussion instruments
Rhythm and Pattern Making - Designing a geometric motif and preparing a printing block

By the end of the lesson, the learner should be able to:
- Identify which note values can be combined to fill exactly three beats before improvising.
- Improvise short original rhythms that fit a three-beat pattern using crotchets, minims, dotted minims and pairs of quavers.
- Value the spontaneous creativity involved in musical improvisation.

In groups, learners are guided to:
- Select a percussion instrument and create a short rhythm in three-beat metre.
- Use the note value table to build valid three-beat patterns.
- Take turns playing improvised rhythms while peers count "1-2-3" and identify the note values used.

How can you use note values to construct a complete three-beat rhythmic pattern?

- Hummingbird Creative Arts Learner's Book pg. 58
- Percussion instruments
- Three-beat pattern note value table
- Hummingbird Creative Arts Learner's Book pg. 59
- Rubber/old slippers, wood or cardboard
- Craft knives (under supervision), sandpaper

- Observation - Oral questions

Creating and Executing

Rhythm and Pattern Making - Preparing printing paste and block printing a repeat pattern on fabric
Rhythm and Pattern Making - Neatening, ironing and presenting the printed table mat

By the end of the lesson, the learner should be able to:
- Identify the ingredients needed to make printing paste and the safety precautions required during preparation.
- Prepare a printing paste and block print a full repeat pattern on fabric using the prepared geometric motif block.
- Appreciate the skill and patience involved in creating a printed repeat pattern through craft.

In groups, learners are guided to:
- Mix water, pigment and flour to create a printing paste and heat to desired consistency under supervision.
- Divide a small piece of fabric into equal boxes and dip the carved block into the paste.
- Press the block onto each section using contrasting colours to create a full repeat pattern.

How does using contrasting colours in block printing enhance the visual impact of a repeat pattern?

- Hummingbird Creative Arts Learner's Book pg. 60
- Carved printing block
- Printing paste, fabric, brushes
- Hummingbird Creative Arts Learner's Book pg. 61
- Printed fabric
- Scissors, needle and thread, iron

- Observation - Project

Creating and Executing

Rhythm and Pattern Making - Displaying table mats and giving constructive critique
Rhythm and Pattern Making - End-of-section review: rhythm, notation and block printing

By the end of the lesson, the learner should be able to:
- Identify specific design choices (motif shape, colour contrast, pattern layout) to discuss when presenting the table mat.
- Present the completed table mat, explain the printing process and give and receive constructive critique.
- Develop a respectful and encouraging attitude during peer critique sessions.

In groups, learners are guided to:
- Display finished table mats and explain the motif design and pattern repetition to peers.
- Give feedback focused on colour contrast, neatness and pattern accuracy.
- Use feedback to reflect on what was done well and what could be improved in future printing work.

What makes a block-printed table mat successful and how can peer critique guide improvement?

- Hummingbird Creative Arts Learner's Book pg. 62
- Completed table mats
- Percussion instruments
- Completed table mats and rhythm sheets

- Observation - Oral questions

Creating and Executing

Weaving - Identifying a plain weave and researching weave types
Weaving - Preparing recyclable materials and making a serrated card loom

By the end of the lesson, the learner should be able to:
- Identify a plain weave and describe its over-and-under interlacing pattern.
- Research examples of plain weaves from virtual and actual sources.
- Appreciate the use of plain weave as a fundamental textile-making technique.

In groups, learners are guided to:
- Search online or visit the library to find pictures and videos of plain weaves.
- Discuss the weft, warp and the over-and-under pattern that characterises a plain weave.
- Compare 1/1 and 2/2 plain weave patterns and discuss how each looks different.

How does the over-and-under interlacing pattern in a plain weave create a strong and even fabric?

- Hummingbird Creative Arts Learner's Book pg. 63
- Digital devices
- Reference books on weaving
- Hummingbird Creative Arts Learner's Book pg. 64
- Cardboard, scissors
- Recyclable yarns and fibres

- Oral questions - Observation

Creating and Executing

Weaving - Weaving a mat or scarf using a plain weave on a serrated card loom
Weaving - Finishing the woven mat by cutting and tying tassels

By the end of the lesson, the learner should be able to:
- Describe the over-and-under plain weave pattern and how the weft thread is passed through the warp before beginning.
- Weave a mat or scarf on the serrated card loom using the plain weave pattern and introduce colour variation every few rows.
- Develop patience, focus and pride in producing a hand-woven item.

In groups, learners are guided to:
- Use the shuttle to pass the weft thread over and under each warp thread alternately.
- Continue weaving, alternating each row and changing yarn colours to create colour variation.
- Push rows down firmly to create an even and compact weave throughout the mat or scarf.

How does maintaining a consistent over-and-under pattern produce a neat and durable woven item?

- Hummingbird Creative Arts Learner's Book pg. 65
- Prepared serrated card loom
- Recyclable yarns in varied colours
- Hummingbird Creative Arts Learner's Book pg. 66
- Completed woven mat/scarf on loom
- Scissors

- Observation - Project

Creating and Executing

Weaving - Displaying woven items and giving constructive critique
Weaving - Reflecting on the weaving process and appreciating woven items

By the end of the lesson, the learner should be able to:
- Describe the weaving process, colour choices and finishing technique used in own item before the display.
- Display completed woven mats or scarves and give and receive positive, constructive feedback on colour variation, neatness and pattern.
- Value peers' creative effort and show respect when critiquing woven items.

In groups, learners are guided to:
- Arrange a classroom display of all completed woven mats and scarves.
- Describe the weaving process used, materials chosen and colour decisions.
- Give specific positive feedback to classmates and ask questions about their weaving choices.

What makes a woven item successful and how does peer feedback improve future weaving?

- Hummingbird Creative Arts Learner's Book pg. 68
- Completed woven mats and scarves
- Completed woven items
- Reflection notes

- Observation - Oral questions

Creating and Executing

Gymnastics - Understanding and watching the cartwheel skill
Gymnastics - Demonstrating the cartwheel skill

By the end of the lesson, the learner should be able to:
- Describe a cartwheel as a circular gymnastic movement that transfers weight from hands to feet.
- Imitate the arm and leg positions of a cartwheel as demonstrated by the teacher or shown in a video.
- Appreciate the safety measures required when performing gymnastics activities.

In groups, learners are guided to:
- Watch a video of a gymnast performing a cartwheel and observe the sequence of movement.
- Discuss the arm and leg positioning from take-off to landing.
- Review safety measures: use floor mats, have an assistant for support, warm up before and cool down after activities.

How does understanding the correct sequence of movement help a learner perform a cartwheel safely?

- Hummingbird Creative Arts Learner's Book pg. 70
- Digital devices
- Floor mats
- Open gymnasium space

- Oral questions - Observation

Creating and Executing

Gymnastics - Practising the cartwheel skill
Gymnastics - Understanding forward roll and swan balance for the 3-action sequence

By the end of the lesson, the learner should be able to:
- Identify one aspect of technique to focus on improving during the practice session before beginning.
- Practise the cartwheel continuously from point A to point B, improving consistency and control across all phases.
- Encourage teammates and appreciate the effort and progress shown by peers during practice.

In groups, learners are guided to:
- Set up a practice route from point A to point B using floor markers.
- Take turns performing cartwheels continuously across the space.
- Observe peers and give specific feedback on arm straightness, leg extension and smooth landing.

How does continuous practice of a skill in a defined space build consistency and control?

- Hummingbird Creative Arts Learner's Book pg. 70
- Floor mats, markers
- Digital devices
- Floor mats

- Observation - Skill progression charts

Creating and Executing

Gymnastics - Demonstrating the 3-action sequence: cartwheel, forward roll and swan balance
Gymnastics - Practising the 3-action sequence and peer observation

By the end of the lesson, the learner should be able to:
- Identify the correct order and key body positions for each skill in the 3-action sequence before performing.
- Demonstrate the 3-action sequence (cartwheel, forward roll, swan balance) in order with smooth, controlled transitions.
- Appreciate the importance of using floor mats and spotting assistance for safe gymnastics performance.

In groups, learners are guided to:
- Demonstrate each skill individually: cartwheel, forward roll, swan balance.
- Link the three skills together in one continuous sequence: cartwheel → forward roll → swan balance.
- Perform the full sequence on floor mats, changing roles with a classmate after each attempt.

How does smooth linking of three gymnastics skills show mastery of coordination and sequencing?

- Hummingbird Creative Arts Learner's Book pg. 74
- Floor mats

- Observation - Skill progression charts

Creating and Executing

Gymnastics - Performing the 3-action sequence and completing self-assessment
Gymnastics - Reviewing gymnastics skills and demonstrating to family or community

By the end of the lesson, the learner should be able to:
- Recall and describe the key technique points for each skill in the 3-action sequence before the assessment.
- Perform the full 3-action sequence and complete the gymnastics self-assessment checklist accurately and honestly.
- Appreciate personal progress in skill development through consistent gymnastics practice.

- Each learner performs the full 3-action sequence individually for assessment.
- Complete the self-assessment checklist: cartwheel skill, forward roll, swan balance, full 3-action sequence.
- Discuss as a class what was most challenging about the sequence and celebrate individual improvement.

How does performing a complete gymnastic sequence show mastery of skill, coordination and body control?

- Hummingbird Creative Arts Learner's Book pg. 76
- Floor mats
- Self-assessment checklist

- Observation - Self-assessment worksheet

Creating and Executing

Melody - Singing sol-fa syllables doh to doh' ascending and descending
Melody - Performing the sol-fa ladder using Kodaly hand signs

By the end of the lesson, the learner should be able to:
- Identify the sol-fa syllables of the major scale (d r m f s l t d') in ascending and descending order.
- Sing the sol-fa syllables ascending and descending accurately, then repeat using the syllable "la" and varied vowels.
- Appreciate the sol-fa scale as the foundation of melody singing and composition.

In groups, learners are guided to:
- Sing the sol-fa syllables ascending (d r m f s l t d') and descending (d' t l s f m r d) accurately.
- Practise the same scale using the syllable "la" and other vowel sounds.
- Imitate sol-fa pitches sung or played on a melodic instrument to develop pitch discrimination.

How does singing the sol-fa scale accurately prepare a learner for melody composition and performance?

- Hummingbird Creative Arts Learner's Book pg. 78
- Melodic instrument (piano/keyboard)
- Song sheets
- Kodaly hand signs diagram (Figure 1.113)

- Oral questions - Observation

Creating and Executing

Melody - Aurally recognising sol-fa sounds in familiar melodies
Melody - Composing short melodies within the range of doh to doh'

By the end of the lesson, the learner should be able to:
- Identify sol-fa sounds (d r m f s l t d') in familiar songs by ear.
- Sing familiar melodies using sol-fa syllables with accuracy of pitch and rhythm.
- Develop aural skills by practising pitch discrimination through listening activities.

In groups, learners are guided to:
- Listen to familiar songs within the d–d' range (e.g. "Hot Cross Buns", "God is So Good") and identify the sol-fa syllables.
- Sing the melodies using sol-fa syllables accompanied by hand signs.
- Practise pitch identification by listening to pitches played on an instrument and naming the sol-fa syllable heard.

How does aurally recognising sol-fa sounds in familiar songs strengthen a learner's musical ear?

- Hummingbird Creative Arts Learner's Book pg. 82
- Melodic instrument
- Song sheets
- Exercise books
- Melodic instrument (reference)

- Oral questions - Observation

Creating and Executing

Melody - Writing sol-fa syllables using calligraphy lettering
Melody - Performing and appreciating melodies created by self and others

By the end of the lesson, the learner should be able to:
- Identify the basic features of calligraphy lettering: consistent letter size, spacing and stroke thickness before practising.
- Write the sol-fa syllables of the composed melody using calligraphy lettering, producing a neatly presented notation page.
- Value the aesthetic quality of combining music notation with visual art in calligraphy.

In groups, learners are guided to:
- Study the calligraphy alphabet and practise forming letters with a calligraphy pen on paper.
- Use calligraphy lettering to write the sol-fa syllables of the composed melody.
- Pay attention to consistency in letter size, spacing and stroke thickness throughout the writing.

How does calligraphy lettering add aesthetic value to musical notation?

- Hummingbird Creative Arts Learner's Book pg. 85
- Calligraphy pens and ink
- Writing paper
- Hummingbird Creative Arts Learner's Book pg. 86
- Melodic instrument (for reference pitch)
- Calligraphy mel ody sheets

- Observation - Portfolio

Creating and Executing
Performing and Displaying
Performing and Displaying

Melody - Reviewing and refining composed melodies through peer appraisal
Athletics - Understanding long jump and the sail technique
Athletics - Watching and understanding the sail technique in long jump

By the end of the lesson, the learner should be able to:
- Identify the specific feedback received and determine which aspect of the melody (pitch, rhythm, ending) will be improved.
- Apply the feedback to revise the composed melody and re-perform the revised version to demonstrate improvement.
- Develop openness to feedback and a reflective approach to creative work.

In groups, learners are guided to:
- Review peer feedback received in the previous lesson and identify one specific area for improvement.
- Revise the composed melody applying the feedback, focusing on pitch accuracy, rhythm or ending.
- Re-perform the revised melody for the class and discuss how the feedback improved the composition.

How does using peer feedback to revise a melody demonstrate a composer's growth and musical maturity?

- Hummingbird Creative Arts Learner's Book pg. 86
- Composed melody sheets
- Melodic instrument
- Hummingbird Creative Arts Learner's Book pg. 89
- Digital devices
- Long jump facility or open ground
- Hummingbird Creative Arts Learner's Book pg. 91
- Long jump video link

- Observation - Portfolio

Performing and Displaying

Athletics - Demonstrating the sail technique in long jump
Athletics - Practising the sail technique in long jump
Athletics - Measuring and recording long jump performance
Athletics - Understanding high jump and the scissors technique

By the end of the lesson, the learner should be able to:
- Describe the key steps of the approach run (increasing pace, high knees) and take-off before demonstrating.
- Demonstrate the approach run with increasing pace and execute the take-off by planting the foot and pushing off.
- Appreciate the importance of applying safety precautions to prevent injury during long jump demonstration.

In groups, learners are guided to:
- Demonstrate the approach run at a consistent, gradually increasing pace.
- Practise the take-off: bend knees, plant take-off foot just behind the line, push off while swinging opposite knee.
- Demonstrate the flight (sail) position — legs extended forward, arms extended in front.

How does a controlled approach run contribute to a powerful take-off in long jump?

- Hummingbird Creative Arts Learner's Book pg. 92
- Long jump runway
- Take-off board or marked line
- Hummingbird Creative Arts Learner's Book pg. 94
- Long jump runway, sandpit
- Cones or markers
- Long jump facility
- Tape measure, exercise books
- Hummingbird Creative Arts Learner's Book pg. 95
- Digital devices
- High jump facility or improvised bar

- Observation - Skill progression charts

Performing and Displaying

Athletics - Demonstrating the scissors technique in high jump
Athletics - Practising the scissors technique in high jump
Athletics - Practising high jump through peer observation and feedback

By the end of the lesson, the learner should be able to:
- Describe the approach angle, take-off foot placement and scissors kick sequence before demonstrating.
- Demonstrate the approach run, take-off and scissors kick, executing the alternating leg motion to clear the bar.
- Appreciate the importance of correct body alignment and arm action in producing a safe, effective scissors jump.

In groups, learners are guided to:
- Demonstrate the approach run at an angle towards the bar.
- Show the take-off: bend knees, plant take-off foot, push off while swinging opposite knee up.
- Perform the scissors kick — swing the lead leg over the bar first, then follow with the take-off leg.

How does the scissors motion of the legs help the athlete clear the bar in high jump?

- Hummingbird Creative Arts Learner's Book pg. 97
- High jump bar at low height
- Landing mat
- High jump bar and uprights
- High jump facility

- Observation - Skill progression charts

Performing and Displaying

Athletics - Measuring and recording high jump performance
Athletics - Comparing sail technique (long jump) and scissors technique (high jump)

By the end of the lesson, the learner should be able to:
- Apply the scissors technique in high jump during a measured performance.
- Record the heights cleared by each learner accurately.
- Reflect on personal technique using the self-assessment checklist.

- Each learner attempts the scissors technique at progressively increasing heights.
- Record the highest height cleared by each learner in exercise books.
- Complete the self-assessment checklist for athletics: sail technique and scissors technique.

How does measuring and recording performance help a learner track athletic improvement?

- Hummingbird Creative Arts Learner's Book pg. 98
- High jump bar and uprights
- Tape measure, exercise books
- Self-assessment checklists
- Exercise books

- Written assignments - Self-assessment worksheet

Performing and Displaying

Athletics - Interclass competition applying both techniques
Descant Recorder - Understanding the Baroque fingering chart and recorder hygiene

By the end of the lesson, the learner should be able to:
- Apply the sail technique in long jump and scissors technique in high jump in an interclass competition.
- Record and compare performance measurements from the competition.
- Display integrity and positive sportsmanship when sharing performance feedback.

- Organise an interclass competition involving both long jump and high jump.
- Apply sail technique in long jump and scissors technique in high jump.
- Record measurements, identify the learner with greatest jump, and appreciate each other's effort.

Why is it important to maintain a consistent pace and apply correct technique during an athletics competition?

- Hummingbird Creative Arts Learner's Book pg. 99
- Long jump runway and sandpit
- High jump bar, uprights and landing mat
- Hummingbird Creative Arts Learner's Book pg. 100
- Descant recorders
- Baroque fingering chart

- Observation - Written assignments

Performing and Displaying

Descant Recorder - Playing notes C D E F G A B C' D' individually
Descant Recorder - Playing notes C–D' ascending and descending as a scale

By the end of the lesson, the learner should be able to:
- Identify the correct finger position for each note (C D E F G A B C' D') from the Baroque fingering chart.
- Play each note individually using correct fingering and the "tu" tonguing technique to produce a clear tone.
- Develop accuracy in producing a clear and steady tone for each note on the recorder.

In groups, learners are guided to:
- Practise fingering each note individually using the Baroque chart as reference.
- Apply the tonguing technique to start each note by saying "tu" softly.
- Focus on producing a clear, steady tone for each note and correct any gaps in finger coverage.

How does correct fingering and tonguing technique help produce a clear tone on the recorder?

- Hummingbird Creative Arts Learner's Book pg. 100
- Descant recorders
- Baroque fingering chart
- Hummingbird Creative Arts Learner's Book pg. 101

- Observation - Oral questions

Performing and Displaying

Descant Recorder - Playing notes ascending and descending in pairs and groups
Descant Recorder - Playing short melodies within the range of C–D'

By the end of the lesson, the learner should be able to:
- Identify the notes in the C–D' scale and confirm correct fingering before playing as a group.
- Play the C–D' scale ascending and descending in pairs and as a full group, maintaining steady tempo and synchrony.
- Appreciate the importance of listening to fellow players to stay in time.

In groups, learners are guided to:
- Practise playing the scale in pairs, listening carefully to each other.
- Play ascending and descending in a group, with the teacher or a leader keeping the beat.
- Start slowly and gradually increase speed as comfort with the fingerings improves.

Why is listening to fellow musicians important when playing in a group?

- Hummingbird Creative Arts Learner's Book pg. 101
- Descant recorders
- Melody score sheets

- Observation - Oral questions

Performing and Displaying

Descant Recorder - Practising melodies and applying playing techniques
Descant Recorder - Searching for and learning from video recordings of recorder melodies

By the end of the lesson, the learner should be able to:
- Identify one specific aspect of the melody (accuracy, tone or rhythm) to focus on improving during practice.
- Practise the selected melody applying correct posture, fingering, tonguing and breathing throughout.
- Develop patience and perseverance in practising a melody to a performance standard.

In groups, learners are guided to:
- Choose a melody and practise it several times focusing on accuracy and clear tone.
- Apply all playing techniques: correct posture, proper fingering, "tu" tonguing and steady breath.
- Present the melody to a small group and receive feedback for improvement.

What playing techniques must a recorder player consistently apply to improve melody performance?

- Hummingbird Creative Arts Learner's Book pg. 106
- Descant recorders
- Melody score sheets
- Hummingbird Creative Arts Learner's Book pg. 107
- Digital devices
- Internet access

- Observation - Portfolio

Performing and Displaying

Descant Recorder - Listening to and learning the melody of the Kenya National Anthem
Descant Recorder - Playing the main melody of the Kenya National Anthem on the recorder

By the end of the lesson, the learner should be able to:
- Identify the notes used in the main melody of the Kenya National Anthem: E G A B C' D'.
- Sing the first verse of the anthem in English and Kiswahili while clapping the rhythm.
- Appreciate the cultural and civic significance of the Kenya National Anthem.

In groups, learners are guided to:
- Listen to the melody of the Kenya National Anthem with the teacher's guidance.
- Sing the first verse in both English and Kiswahili and clap the rhythm.
- Refer to the fingering chart and familiarise with the anthem notes: E, G, A, B, C', D'.

Why is it important for every Kenyan to know and be able to perform the National Anthem?

- Hummingbird Creative Arts Learner's Book pg. 107
- Descant recorders
- Kenya National Anthem score

- Oral questions - Observation

Performing and Displaying

Descant Recorder - Group performance of the Kenya National Anthem and melody presentation
Descant Recorder - Selecting and presenting individual recorder melodies

By the end of the lesson, the learner should be able to:
- Identify the playing techniques to apply during the group performance: posture, fingering, tonguing, rhythm and hygiene.
- Perform the Kenya National Anthem and a chosen melody as a group before classmates and respond to feedback.
- Value the role of rehearsal and feedback in improving musical performance.

In groups, learners are guided to:
- Rehearse the Kenya National Anthem and a chosen melody as a group.
- Perform before the class applying correct posture, fingering, tonguing and rhythm.
- Listen to positive feedback from classmates and identify one area each player will improve.

How does presenting a performance before an audience improve a musician's confidence and skill?

- Hummingbird Creative Arts Learner's Book pg. 107
- Descant recorders

- Observation - Oral questions

Performing and Displaying

Descant Recorder - Reviewing recorder notes, techniques and performances
Descant Recorder - Recorder performance and peer assessment

By the end of the lesson, the learner should be able to:
- Recall and play notes C–D' ascending and descending from memory.
- Summarise the playing techniques (posture, fingering, tonguing, hygiene) applied throughout the sub-strand.
- Reflect on personal progress and set goals for further recorder practice.

- Play the C–D' scale ascending and descending as a class review.
- Discuss and summarise all playing techniques covered: posture, fingering, tonguing and hygiene.
- Each learner shares one thing they improved and one thing they still want to practise.

How have your recorder playing skills grown and what will you continue to practise?

- Hummingbird Creative Arts Learner's Book pg. 100
- Descant recorders
- Hummingbird Creative Arts Learner's Book pg. 107
- Peer assessment checklist

- Oral questions - Self-assessment worksheet

Performing and Displaying

Descant Recorder - Extended practice: searching videos and playing Baroque repertoire
Descant Recorder - Recorder hygiene, maintenance and end-of-sub-strand review

By the end of the lesson, the learner should be able to:
- Search for and watch online performances of Baroque recorder repertoire using the C–D' range.
- Play a short passage on the recorder immediately after watching, deliberately applying one technique observed in the video.
- Appreciate how studying skilled performers through video inspires and improves own musical development.

In groups, learners are guided to:
- Search online for recorder performances using the notes C D E F G A B C' D'.
- Identify finger positions, tonguing patterns and posture from the video.
- Choose one melody from the videos to learn and practise during the session.

How does exposure to skilled recorder performances inspire and improve a learner's own playing?

- Hummingbird Creative Arts Learner's Book pg. 106
- Digital devices, internet access
- Descant recorders
- Hummingbird Creative Arts Learner's Book pg. 100
- Cleaning cloth, disinfectant wipes

- Observation - Oral questions

Performing and Displaying

Descant Recorder - End-of-sub-strand recorder performance and assessment
Swimming - Understanding breaststroke body position in swimming

By the end of the lesson, the learner should be able to:
- Identify all playing techniques to demonstrate during the assessment: posture, fingering, tonguing, rhythm and hygiene.
- Perform the Kenya National Anthem and a chosen melody for end-of-sub-strand assessment applying all techniques consistently.
- Reflect on overall recorder learning and set personal goals for continued musical development.

In groups, learners are guided to:
- Perform the Kenya National Anthem and a chosen melody as a final assessment performance.
- Use an observation checklist to evaluate posture, fingering, tone, rhythm and hygiene.
- Share reflections on what was learnt and what aspects of recorder playing to develop further.

What does a confident, accurate recorder performance say about a learner's musical commitment?

- Hummingbird Creative Arts Learner's Book pg. 107
- Descant recorders
- Performance checklist
- Hummingbird Creative Arts Learner's Book pg. 126
- Digital devices
- Swimming pool

- Observation - Portfolio

Performing and Displaying

Swimming - Demonstrating breaststroke arm action and breathing technique
Swimming - Demonstrating breaststroke leg action

By the end of the lesson, the learner should be able to:
- Describe the circular arm action sequence (palms out, sweep inward and downward, recover forward) before demonstrating.
- Demonstrate the breaststroke arm action and breathing pattern (inhale as head rises, exhale as head submerges).
- Appreciate the importance of observing all safety precautions to ensure a safe swimming environment.

In groups, learners are guided to:
- Demonstrate the arm action: turn palms outward, sweep arms in a circular motion inward and downward, then recover forward to streamlined position.
- Demonstrate breathing: inhale as head rises, exhale underwater, and empty lungs before the head comes up.
- Observe safety measures: warm up before entering the pool, no running on the pool deck, no food or drinks at the pool.

How does coordinating arm action with breathing help a swimmer perform breaststroke efficiently?

- Hummingbird Creative Arts Learner's Book pg. 127
- Swimming pool
- Floaters (optional)
- Pool rail

- Observation - Skill progression charts

Performing and Displaying

Swimming - Practising breaststroke body position, arm action and leg kick
Swimming - Practising breaststroke in pairs with peer observation

By the end of the lesson, the learner should be able to:
- Identify which breaststroke component (body position, arm action, leg kick or breathing) needs most attention before the practice session.
- Practise the full breaststroke by holding a floater for leg action, then swimming the full stroke unaided across the pool.
- Appreciate the value of self-observation and teacher feedback in identifying and correcting technique errors.

In groups, learners are guided to:
- From the streamlined position at the pool edge, practise arm action, breathing and leg action in sequence.
- Hold a floater and swim across the pool width focusing on leg action.
- Swim the full breaststroke across the pool width applying all three components together.

How does combining body position, arm action and leg kick produce a complete breaststroke?

- Hummingbird Creative Arts Learner's Book pg. 128
- Swimming pool
- Floaters

- Observation - Skill progression charts

Performing and Displaying

Swimming - Practising breaststroke in a relay game set-up
Swimming - Applying breaststroke across the pool and self-assessment

By the end of the lesson, the learner should be able to:
- Identify the relay rules and the correct breaststroke technique points to apply before the relay game begins.
- Apply breaststroke technique correctly while competing in the relay game across the pool.
- Display team spirit, fair play and respect for other swimmers throughout the relay.

- Divide the class into relay teams.
- Each team member swims one width of the pool using breaststroke before the next member starts.
- Ensure all learners apply correct body position, arm action, leg kick and breathing during the relay.

How does applying breaststroke in a relay game build both skill and teamwork?

- Hummingbird Creative Arts Learner's Book pg. 129
- Swimming pool
- Self-assessment checklist

- Observation - Checklist

Performing and Displaying

Swimming - Reviewing breaststroke technique and consolidating swimming skills
Swimming - Extended breaststroke practice and relay competition

By the end of the lesson, the learner should be able to:
- Demonstrate the full breaststroke technique with consistent body position, arm action, leg kick and breathing.
- Recall key safety precautions for all swimming activities.
- Appreciate swimming as a life skill and survival skill.

In groups, learners are guided to:
- Swim the full breaststroke across the pool as a final review, applying all techniques.
- Discuss and recall all safety precautions: warm up before swimming, no running on pool deck, no food or drinks poolside.
- Share reflections on personal growth in water confidence and swimming skill.

Why is breaststroke considered both an athletic skill and a survival skill?

- Hummingbird Creative Arts Learner's Book pg. 130
- Swimming pool

- Observation - Oral questions

Performing and Displaying

Swimming - Observing peer breaststroke performance and giving feedback
Swimming - End-of-sub-strand: full breaststroke assessment in game set-up

By the end of the lesson, the learner should be able to:
- Identify the four observation criteria (body position, arm action, leg kick, breathing) before beginning peer observation.
- Systematically observe a peer's breaststroke and write specific feedback on each of the four criteria in an observation sheet.
- Develop the habit of reflective observation as a tool for improving both own and peers' athletic performance.

- Each learner performs one width of breaststroke while a partner uses agreed criteria to observe.
- Focus feedback on four areas: body position, arm action, leg kick and breathing.
- Discuss observations as a pair, agree on the most important area to improve and practise it immediately.

How does giving structured feedback make you a better observer and a better swimmer?

- Hummingbird Creative Arts Learner's Book pg. 128
- Swimming pool
- Observation checklist
- Hummingbird Creative Arts Learner's Book pg. 129
- Assessment checklist

- Observation - Oral questions

Performing and Displaying

Swimming - Performing breaststroke in a timed relay event

By the end of the lesson, the learner should be able to:
- Perform breaststroke in a timed relay event applying all correct techniques throughout.
- Record each team's relay time and compare performance across teams.
- Appreciate the role of team unity and sportsmanship in making a relay event enjoyable and fair for all.

In groups, learners are guided to:
- Form relay teams and perform a timed breaststroke relay across the pool.
- Record team times and compare performance.
- Award recognition for effort, improvement and sportsmanship in addition to timing.

How does competing in a timed relay motivate swimmers to apply correct technique consistently?

- Hummingbird Creative Arts Learner's Book pg. 129
- Swimming pool
- Stopwatch

- Observation - Checklist

Performing and Displaying

Swimming - Peer teaching and consolidation of breaststroke technique
Swimming - Swimming endurance and technique consolidation

By the end of the lesson, the learner should be able to:
- Identify the correct terminology for all breaststroke components before peer-teaching begins.
- Teach breaststroke technique steps to a peer using correct terminology and consolidate all components in a final practice swim.
- Reflect on the value of swimming as both an athletic skill and an essential life and survival skill.

- Pair learners at different skill levels; the more confident swimmer coaches the other on body position, arm action, leg kick and breathing.
- Swim the full breaststroke together applying all components.
- Reflect: how has learning breaststroke prepared you for water emergencies?

How does teaching a swimming technique to a peer deepen your own understanding of the skill?

- Hummingbird Creative Arts Learner's Book pg. 128
- Swimming pool
- Hummingbird Creative Arts Learner's Book pg. 130

- Observation - Oral questions

Performing and Displaying

Swimming - Final relay race and swimming celebration
Swimming - End-of-strand review: Performing and Displaying

By the end of the lesson, the learner should be able to:
- Identify the relay rules and agree on team strategy before the final relay race begins.
- Swim the final relay race applying breaststroke technique correctly and compete as a team with full effort.
- Celebrate personal and group achievement and appreciate the progress made in breaststroke swimming.

In groups, learners are guided to:
- Organise a final relay race as a celebration of the swimming sub-strand.
- Each team member swims one width of the pool using correct breaststroke.
- Celebrate participation and improvement; discuss how swimming skills can be maintained and developed outside school.

Why is celebrating swimming achievement important for building long-term water confidence?

- Hummingbird Creative Arts Learner's Book pg. 130
- Swimming pool
- Hummingbird Creative Arts Learner's Book pg. 89, pg. 100, pg. 126
- Exercise books

- Observation - Checklist

Performing and Displaying

Indigenous Kenyan Instrumental Ensembles - Identifying categories of indigenous Kenyan instrumental ensembles
Indigenous Kenyan Instrumental Ensembles - Classifying ensembles and reflecting on observations

By the end of the lesson, the learner should be able to:
- Identify the four categories of indigenous Kenyan instrumental ensembles: percussion, wind, string and mixed.
- Sort pictures of instruments into the correct ensemble categories and record names in a classification table.
- Appreciate the diversity and richness of Kenyan indigenous musical traditions.

In groups, learners are guided to:
- Watch video recordings of Kenyan indigenous ensemble performances and observe the instruments being played.
- Discuss the four categories: percussion (struck/shaken/scraped), wind (blown), string (plucked/bowed/struck) and mixed.
- Look at pictures of Kenyan ensembles and identify which category each belongs to.

What makes indigenous Kenyan instrumental ensembles important to Kenyan cultural identity?

- Hummingbird Creative Arts Learner's Book pg. 108
- Digital devices
- Video links to Kenyan ensemble performances
- Hummingbird Creative Arts Learner's Book pg. 109
- Classification table (exercise book)

- Oral questions - Observation

Performing and Displaying

Indigenous Kenyan Instrumental Ensembles - Discussing factors to consider when playing in an ensemble
Indigenous Kenyan Instrumental Ensembles - Selecting and preparing an instrument; practising playing techniques

By the end of the lesson, the learner should be able to:
- Identify and describe the key factors for successful ensemble playing: instrument understanding, listening, timing, communication and cultural respect.
- Discuss each factor in groups and role-play a short ensemble scenario demonstrating one factor (e.g. following the conductor).
- Develop respect for fellow musicians and appreciation for teamwork in musical performance.

In groups, learners are guided to:
- In groups, discuss why it is important to practise the instrument regularly and listen to fellow musicians.
- Discuss why rhythm and timing, eye contact, and blending sound are essential in ensemble playing.
- Reflect on why cultural understanding and following traditional ways of playing are important in indigenous ensembles.

Why is it important to listen carefully to fellow musicians when playing in an ensemble?

- Hummingbird Creative Arts Learner's Book pg. 109
- Exercise books
- Hummingbird Creative Arts Learner's Book pg. 110
- Indigenous instruments (drums, shakers, lyres, fiddles, flutes)
- Tuning tools

- Oral questions - Written assignments

Performing and Displaying

Indigenous Kenyan Instrumental Ensembles - Practising in groups and coordinating ensemble timing
Indigenous Kenyan Instrumental Ensembles - Rehearsing and performing as a full ensemble

By the end of the lesson, the learner should be able to:
- Identify the rhythm or piece to be played and agree on tempo and cue signals before the group practice begins.
- Play the chosen instrument in a small group, maintaining rhythm and timing while adjusting volume to blend effectively.
- Appreciate the collaborative nature of ensemble playing and demonstrate respect for others' musical contributions.

- Form small groups with each learner playing a different instrument.
- Agree on a simple rhythm or piece and practise playing it together in sync.
- Rotate instruments within the group so learners experience different types; sanitise wind instruments before passing on.

How does listening to the overall ensemble sound help a musician adjust their own playing to blend better?

- Hummingbird Creative Arts Learner's Book pg. 110
- Indigenous instruments
- Floor space for ensemble practice
- Hummingbird Creative Arts Learner's Book pg. 111
- Full set of available indigenous instruments

- Observation - Oral questions

Performing and Displaying

Indigenous Kenyan Instrumental Ensembles - Performing before an audience and reflecting
Indigenous Kenyan Instrumental Ensembles - Reviewing ensemble factors and appreciating Kenyan musical heritage

By the end of the lesson, the learner should be able to:
- Identify the performance expectations (rhythm, melody, blending, technique, cultural respect) before taking the stage.
- Perform the selected piece as a full indigenous Kenyan ensemble before an audience, maintaining all technical and musical standards.
- Reflect on ensemble playing and articulate what was learnt about collaboration and Kenyan musical heritage.

In groups, learners are guided to:
- Perform the rehearsed piece as a full ensemble for the class or at a school event.
- Pay attention to maintaining rhythm, melody, blending and technique throughout the performance.
- Reflect in groups: what was enjoyed most, which aspect was most challenging and what was learnt about Kenyan indigenous music.

What does a successful indigenous ensemble performance reveal about teamwork, culture and musical skill?

- Hummingbird Creative Arts Learner's Book pg. 112
- Full set of available indigenous instruments
- Hummingbird Creative Arts Learner's Book pg. 113
- Exercise books

- Observation - Oral questions

Performing and Displaying

Indigenous Kenyan Craft - Pottery - Identifying pottery items made using slab technique
Indigenous Kenyan Craft - Pottery - Finding, preparing and kneading clay

By the end of the lesson, the learner should be able to:
- Identify pottery items made using slab technique and describe how slabs are scored, slip-joined and assembled.
- Sketch a simple diagram of a slab-built item showing the base and side slabs and how they connect.
- Appreciate pottery as an important indigenous Kenyan craft tradition with deep cultural roots.

In groups, learners are guided to:
- Study pictures of pottery items made using slab technique and answer questions about the number of slabs and joining methods.
- Discuss what techniques (burnishing, stamping) were used to add texture and detail.
- Identify how slab technique differs from other pottery methods previously encountered.

How does the slab technique allow a potter to create functional and decorative pottery items?

- Hummingbird Creative Arts Learner's Book pg. 116
- Pictures of slab pottery items
- Digital devices
- Hummingbird Creative Arts Learner's Book pg. 119
- Clay from local environment
- Gumboots, gloves, rolling pin, hammer

- Oral questions - Observation

Performing and Displaying

Indigenous Kenyan Craft - Pottery - Rolling slabs and measuring and cutting clay pieces
Indigenous Kenyan Craft - Pottery - Joining slabs to form a vase

By the end of the lesson, the learner should be able to:
- Identify the required dimensions for the base and side slabs of the vase before rolling and cutting.
- Roll clay into evenly-thick slabs using a rolling pin and wood guides, then measure, mark and cut to correct dimensions.
- Develop precision and patience in preparing clay slabs for construction.

In groups, learners are guided to:
- Use a rolling pin and flat wood pieces to roll the prepared clay into even slabs.
- Ensure all slabs are the same thickness for uniform construction.
- Measure, mark and cut the slabs to the correct dimensions for the base and sides of the vase.

How does rolling clay to an even thickness ensure the structural strength of a slab-built vase?

- Hummingbird Creative Arts Learner's Book pg. 119
- Prepared clay
- Rolling pin, flat wood pieces, ruler, knife
- Hummingbird Creative Arts Learner's Book pg. 120
- Cut clay slabs
- Toothpick, slip (clay and water mix)

- Observation - Checklist

Performing and Displaying

Indigenous Kenyan Craft - Pottery - Burnishing and stamping patterns on the vase
Indigenous Kenyan Craft - Pottery - Drying the vase and appreciating indigenous Kenyan craft

By the end of the lesson, the learner should be able to:
- Identify what burnishing achieves (smooth, shiny surface) and select appropriate stamps for the decorative pattern before beginning.
- Burnish the vase surface using a smooth stone in circular motions and stamp decorative patterns using chosen stamps.
- Appreciate how burnishing and stamping combine functional finishing with artistic expression in indigenous craft.

In groups, learners are guided to:
- Moisten the vase slightly if too dry, then burnish the surface using a smooth stone in circular motions until shiny.
- Create or find stamps (carved wood, pen tubes, leaves) and press them into the surface of the vase.
- Arrange the stamps in a creative pattern, experimenting with different designs and spacing.

How does burnishing and stamping add both functional and aesthetic value to a pottery item?

- Hummingbird Creative Arts Learner's Book pg. 122
- Smooth stone or spoon
- Stamps (carved wood, pen tubes, leaves)
- Hummingbird Creative Arts Learner's Book pg. 123
- Completed decorated vases
- Display area

- Observation - Project

Performing and Displaying
Appreciation in Creative Arts

Indigenous Kenyan Craft - Pottery - Displaying pottery and giving constructive peer critique
Indigenous Kenyan Craft - Pottery - Talking about own and others' pottery and reflecting on indigenous craft
Analysis of Creative Arts Works - Visiting an art exhibition centre and identifying artworks

By the end of the lesson, the learner should be able to:
- Describe the full construction process (finding clay, preparing, rolling, joining, burnishing, stamping, drying) before the display.
- Display completed pottery items and give and receive constructive feedback on shape, surface finish and pattern design.
- Value indigenous Kenyan pottery as a creative, cultural and functional art form.

In groups, learners are guided to:
- Arrange all completed pottery items in a classroom display area.
- Describe own item: materials sourced, slab preparation, joining method, burnishing and stamping choices.
- Give specific feedback to classmates on what was admired, what technique was creative and suggestions for improvement.

What makes a slab-technique pottery item successful and how does peer critique help a potter grow?

- Hummingbird Creative Arts Learner's Book pg. 123
- Completed pottery items
- Hummingbird Creative Arts Learner's Book pg. 124
- Hummingbird Creative Arts Learner's Book pg. 137
- Local art gallery or virtual gallery online
- Exercise books, pencils

- Observation - Oral questions

Appreciation in Creative Arts

Analysis of Creative Arts Works - Interpreting artworks and reflecting for inspiration
Analysis of Creative Arts Works - Visiting an art exhibition and creating a catalogue of exhibited works
Analysis of Creative Arts Works - Designing and completing an artwork catalogue
Analysis of Creative Arts Works - Choosing and analysing a personal artwork from the catalogue

By the end of the lesson, the learner should be able to:
- Identify and describe the type, materials, techniques, meaning and aesthetic qualities of a chosen artwork.
- Write a personal reflection on how the artwork inspires own creative practice and what can be learnt from the artist.
- Develop respect for diverse artistic styles and appreciate the value of mentorship from established artists.

In groups, learners are guided to:
- Choose an artwork from the exhibition and answer analytical questions: type of art, materials used, techniques applied, meaning and aesthetic value.
- Write a short reflection on how the artwork inspires own work and what can be learnt from the artist.
- If possible, reach out to a local artist or art teacher for mentorship and share reflections with friends and family.

How can analysing and reflecting on an artwork inspire a learner's own creative development?

- Hummingbird Creative Arts Learner's Book pg. 138
- Artworks from gallery visit or own collection
- Exercise books
- Hummingbird Creative Arts Learner's Book pg. 137
- Local art gallery or virtual gallery
- Exercise books or digital devices
- Field trip notes
- Exercise books, pens or digital devices
- Personal artwork catalogue

- Written assignments - Portfolio

Appreciation in Creative Arts

Analysis of Creative Arts Works - Listening to a song and identifying pitch in music
Analysis of Creative Arts Works - Identifying melody and rhythm in a song
Analysis of Creative Arts Works - Identifying dynamics and tempo in a song
Analysis of Creative Arts Works - Identifying texture, structure, messages and values in a song
Analysis of Creative Arts Works - Discussing messages and values in songs and connecting music to life

By the end of the lesson, the learner should be able to:
- Define pitch as how high or low a note sounds in music.
- Listen to "Earth Song" and hum the high chorus notes and lower verse notes to physically experience the difference in pitch.
- Appreciate how a songwriter uses pitch to guide listeners through different emotions within a single song.

In groups, learners are guided to:
- Watch the video and listen to "Earth Song" by Michael Jackson with the teacher's guidance.
- Read through the lyrics of the first two verses and chorus while listening.
- Identify the high notes in the chorus and the lower notes in the verses and discuss how the pitch change creates emotional contrast.

How does the use of pitch help a songwriter express different emotions in a song?

- Hummingbird Creative Arts Learner's Book pg. 144
- Digital devices
- "Earth Song" (Michael Jackson) — audio/video
- "Earth Song" lyrics sheet
- "Earth Song" audio
- Hummingbird Creative Arts Learner's Book pg. 145
- "Earth Song" audio and lyrics
- "Daima Mimi Mkenya" audio

- Oral questions - Observation