Creating and Executing

String Musical Instruments and Drawing - Describing the functions of parts of a string instrument

By the end of the lesson, the learner should be able to:
- Describe the function of each part of a string instrument in sound production.
- Write a short description of each part's function next to its label.
- Appreciate the craftsmanship involved in constructing a string instrument.

In groups, learners are guided to:
- Look up the function of each labelled part (neck, membrane, bridge, strings, resonator, tuning pegs, bow).
- Write a brief description of each part's function in exercise books.
- Discuss interesting facts about the parts with classmates.

How do the different parts of a string instrument work together to produce sound?

- Hummingbird Creative Arts Learner's Book pg. 9
- Diagrams of string instruments

- Written assignments - Oral questions

Creating and Executing

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:
- Demonstrate basic tuning of a self-made fiddle under teacher supervision.
- List and apply steps for caring for and maintaining a string instrument.
- Develop responsibility for the upkeep of own-made instruments.

In groups, learners are guided to:
- Watch a demonstration of tuning a fiddle and take turns adjusting strings.
- Discuss care steps: clean with soft cloth, store in dry place, protect in bag, inspect regularly.
- Reflect on how recyclable materials contribute to environmental conservation.

Why is proper care and maintenance important for a string instrument?

- Hummingbird Creative Arts Learner's Book pg. 12
- Self-made fiddles
- Soft cloth, protective bags

- Observation - Oral questions

Creating and Executing

Volleyball - Understanding volleyball game, court dimensions and rules

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

- Oral questions - Observation

Creating and Executing

Volleyball - Practising underarm serve through target activities

By the end of the lesson, the learner should be able to:
- Identify the target spot and plan the angle and strength of the serve before attempting.
- Perform an underarm serve directed at a marked target spot, applying correct technique consistently.
- Show respect for classmates and provide encouraging feedback during practice.

In groups, learners are guided to:
- Mark a target spot on the opposite side of the court.
- Form two teams and take turns serving to hit the target spot.
- Rotate positions and increase distance to make the activity progressively challenging.

How can practising serving at a target improve control and accuracy in volleyball?

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

- Observation - Oral questions

Creating and Executing

Volleyball - Demonstrating and practising single hand dig pass

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

- Observation - Skill progression charts

Creating and Executing

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:
- Recall and apply key concepts from rhythm notation, composition and block printing.
- Demonstrate understanding of note values, French rhythm names and repeat pattern making.
- Reflect on overall learning and identify personal strengths and areas for growth.

In groups, learners are guided to:
- Review note value symbols, rests and French rhythm names through a class quiz.
- Perform a composed three-beat rhythmic pattern on a percussion instrument.
- Display printed table mats and discuss the connection between rhythm in music (pattern repetition) and in visual art.

How is the concept of rhythm expressed in both music and visual art?

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

- Written assignments - Observation - Oral questions

Creating and Executing

Weaving - Identifying a plain weave and researching weave types

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

- Oral questions - Observation

Creating and Executing

Weaving - Preparing recyclable materials and making a serrated card loom

By the end of the lesson, the learner should be able to:
- Identify the materials and tools needed for weaving: yarns, fibres, stiff cardboard for loom and scissors.
- Collect and prepare recyclable materials and make a serrated card loom and shuttle from cardboard.
- Value the use of recyclable and locally available materials in creative craft.

In groups, learners are guided to:
- Gather recyclable materials: old yarns, fibres or fabric strips from home or community.
- Cut evenly spaced serrations along the top and bottom of a cardboard piece to create the loom.
- Wrap warp threads through the serrated cuts and make a simple shuttle from a small piece of cardboard.

How does preparing a serrated card loom correctly affect the quality of weaving produced on it?

- Hummingbird Creative Arts Learner's Book pg. 64
- Cardboard, scissors
- Recyclable yarns and fibres

- Observation - Checklist

Creating and Executing

Weaving - Weaving a mat or scarf using a plain weave on a serrated card loom

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

- Observation - Project

Performing and Displaying

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:
- Describe the long jump event including its three key parts: runway, take-off board and landing sandpit.
- Identify the four phases of the long jump: approach, take-off, flight and landing.
- Appreciate the importance of safety measures when participating in long jump activities.

In groups, learners are guided to:
- Study a picture of a long jump facility and identify its key parts.
- Discuss the safety measures to observe when performing long jump.
- Watch a virtual or live long jump performance and observe how the athlete performs the four phases.

What are the key parts of a long jump facility and why does each matter?

- 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

- Oral questions - Observation

Performing and Displaying

Athletics - Demonstrating the sail technique in long jump
Athletics - Practising the sail technique in long jump

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

- Observation - Skill progression charts

Performing and Displaying

Athletics - Understanding high jump and the scissors technique
Athletics - Demonstrating the scissors technique in high jump

By the end of the lesson, the learner should be able to:
- Describe the high jump event and identify its key facility parts: runway, bar, uprights and landing mat.
- Explain the scissors technique as the style used for clearing the high jump bar.
- Appreciate safety precautions required when performing high jump.

In groups, learners are guided to:
- Study a picture of a high jump facility and identify the runway, high jump bar, uprights and landing mat.
- Watch a video or live demonstration of the scissors technique.
- Discuss safety: properly positioned landing mat, removing dangerous objects from the runway, ensuring the mat is well-cushioned.

What makes the scissors technique effective for clearing the high jump bar?

- Hummingbird Creative Arts Learner's Book pg. 95
- Digital devices
- High jump facility or improvised bar
- Hummingbird Creative Arts Learner's Book pg. 97
- High jump bar at low height
- Landing mat

- Oral questions - Observation

Performing and Displaying

Athletics - Practising the scissors technique in high jump

By the end of the lesson, the learner should be able to:
- Identify the correct landing sequence (non-take-off foot first, then take-off foot) before performing.
- Perform the full scissors technique including approach, take-off, flight and land safely in the correct foot order.
- Show appreciation for each other's effort and provide specific, encouraging feedback.

In groups, learners are guided to:
- Set the high jump bar at a low starting height.
- Take turns practising the full scissors technique focusing on a smooth run-up and lifting one leg over first.
- Gradually increase the height to build skill mastery and appreciate each other's effort.

How does gradually increasing the jump height help build confidence and technique in high jump?

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

- Observation - Skill progression charts

Performing and Displaying

Swimming - Understanding breaststroke body position in swimming

By the end of the lesson, the learner should be able to:
- Describe the correct body position for breaststroke: head down, body horizontal, arms and legs extended.
- Demonstrate the breaststroke body position on the pool edge or in shallow water under teacher supervision.
- Appreciate swimming skills as essential life and survival skills.

In groups, learners are guided to:
- Watch video clips of breaststroke swimming technique using digital devices or observe swimmers at a local pool.
- Study the breaststroke body position: lying horizontally, head facing down, body flat and streamlined.
- Discuss how the body position in breaststroke differs from front crawl learnt in the previous grade.

Why are swimming skills considered essential survival skills?

- Hummingbird Creative Arts Learner's Book pg. 126
- Digital devices
- Swimming pool

- Oral questions - Observation

Performing and Displaying

Swimming - Demonstrating breaststroke arm action and breathing technique

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)

- Observation - Skill progression charts

Performing and Displaying

Swimming - Demonstrating breaststroke leg action

By the end of the lesson, the learner should be able to:
- Describe the breaststroke leg action sequence before attempting: rotate ankles, bend knees, extend legs to the side then straight out.
- Demonstrate and perform the full leg kick sequence with toes pointed at the end of the extension.
- Appreciate the importance of observing safety precautions during all pool-side and in-water practice.

In groups, learners are guided to:
- Demonstrate the leg action step by step: rotate ankles outward, bend knees bringing feet towards the body, extend to the side then straight out.
- Sit on the pool edge with legs over the water and practise the leg kick action.
- Enter the water and hold the rail while practising the full leg kick action.

How does the breaststroke leg kick contribute to forward propulsion in the water?

- Hummingbird Creative Arts Learner's Book pg. 127
- Swimming pool
- 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

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

- Observation - Checklist

Performing and Displaying

Swimming - Applying breaststroke across the pool and self-assessment

By the end of the lesson, the learner should be able to:
- Identify the breaststroke components to demonstrate before swimming across the pool for assessment.
- Swim across the pool using breaststroke and complete the self-assessment checklist for body position, arm action and leg kick.
- Reflect on personal water confidence and set goals for further swimming development.

In groups, learners are guided to:
- Swim across the pool width using breaststroke individually and as part of a team game.
- Complete the self-assessment checklist: body position, arm action, single hand dig pass (checklist item), full breaststroke.
- Discuss what aspects of breaststroke feel most natural and what still needs more practice.

How does completing a self-assessment checklist help a swimmer track and improve performance?

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

- Self-assessment worksheet - Observation

Performing and Displaying

Swimming - Reviewing breaststroke technique and consolidating swimming skills

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 - Extended breaststroke practice and relay competition

By the end of the lesson, the learner should be able to:
- Identify the technique points that most need attention during extended distance swimming before beginning.
- Perform breaststroke over an extended distance and participate in a relay competition applying correct technique.
- Value team spirit and fair play during competitive swimming activities.

In groups, learners are guided to:
- Swim increasing distances using breaststroke, building endurance alongside technique.
- Organise a relay competition across the pool — each member swims one full width before tagging the next.
- Celebrate effort, fair play and improvement throughout the relay competition.

How does increasing swimming distance help build both physical endurance and technique confidence?

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

- Observation - Checklist

Performing and Displaying

Swimming - Observing peer breaststroke performance and giving feedback

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

- Observation - Oral questions

Performing and Displaying

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 all breaststroke components to demonstrate (body position, arm action, leg kick, breathing) before the assessment swim.
- Swim the full breaststroke demonstrating all components and apply breaststroke correctly in a relay game.
- Reflect on overall swimming learning and personal growth in water confidence throughout the sub-strand.

In groups, learners are guided to:
- Swim the full breaststroke across the pool for end-of-sub-strand assessment.
- Participate in a relay game applying breaststroke correctly.
- Complete a reflection: describe one swimming technique mastered and one aspect still being developed.

How has learning breaststroke improved your confidence and safety in the water?

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

- Observation - Self-assessment worksheet

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

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

- Observation - Oral questions

Performing and Displaying

Swimming - Swimming endurance and technique consolidation

By the end of the lesson, the learner should be able to:
- Identify which breaststroke components to focus on maintaining as distance increases during the endurance challenge.
- Swim increasing distances using breaststroke with consistent technique, applying all components without coaching prompts.
- Value swimming endurance as both a fitness goal and an essential survival skill.

In groups, learners are guided to:
- Set an endurance challenge: swim two or three widths of the pool using breaststroke continuously.
- Focus on maintaining correct body position, arm action, leg kick and breathing throughout.
- Debrief: discuss how improving breaststroke endurance connects to water safety and fitness.

How does building swimming endurance alongside correct technique prepare a learner for real-life water situations?

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

- Observation - Skill progression charts

Performing and Displaying

Swimming - Final relay race and swimming celebration

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

- Observation - Checklist

Performing and Displaying

Swimming - End-of-strand review: Performing and Displaying

By the end of the lesson, the learner should be able to:
- Recall and describe key skills from Strand 2: sail technique, scissors technique, recorder notes C–D', Kenya National Anthem and breaststroke.
- Demonstrate or describe one skill from each sub-strand (athletics, recorder, swimming) to a partner as a consolidation activity.
- Appreciate the breadth of Performing and Displaying as a strand that integrates sport, music and water skills.

- Review key learning from athletics (sail technique, scissors technique), descant recorder (notes C–D', Kenya National Anthem) and swimming (breaststroke technique).
- Each learner shares one skill they are most proud of from Strand 2.
- Discuss how the skills of performing and displaying extend beyond the classroom.

How have the skills you developed in Strand 2 prepared you to perform and display in different contexts?

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

- Oral questions - Written assignments

Performing and Displaying

Indigenous Kenyan Instrumental Ensembles - Identifying categories of indigenous Kenyan instrumental ensembles

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

- Oral questions - Observation

Performing and Displaying

Indigenous Kenyan Instrumental Ensembles - Classifying ensembles and reflecting on observations

By the end of the lesson, the learner should be able to:
- Classify observed indigenous Kenyan ensembles into percussion, wind and string categories based on playing method.
- Draw and complete the classification table, listing instrument names under each category with examples.
- Reflect on how watching and observing performances deepened understanding of ensemble categories.

In groups, learners are guided to:
- Draw and complete the classification table: string, wind and percussion ensemble columns.
- List the instruments observed in videos and pictures under the correct category.
- Reflect: what new instruments were learnt and how did video observation help understand ensemble categories?

How does classifying instruments into categories help a musician understand ensemble performance?

- Hummingbird Creative Arts Learner's Book pg. 109
- Classification table (exercise book)
- Digital devices

- Written assignments - Oral questions

Performing and Displaying

Indigenous Kenyan Instrumental Ensembles - Discussing factors to consider when playing in an ensemble

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

- Oral questions - Written assignments

Performing and Displaying

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 the playing technique required for the chosen instrument (hitting, shaking, striking, plucking, bowing or blowing) before beginning.
- Select and tune the instrument correctly with teacher guidance, then demonstrate the appropriate playing technique.
- Appreciate the skill and cultural significance involved in correctly playing a Kenyan indigenous instrument.

In groups, learners are guided to:
- Select an instrument from available indigenous Kenyan instruments (drums, marimba, shakers, nyatiti, fiddle, chivoti).
- Learn to tune the instrument using tuning tools or reference tones.
- Practise the correct playing technique for the instrument, focusing on control, clarity of sound and appropriate strength.

How does mastering the correct playing technique for an instrument improve its contribution to an ensemble?

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

- Observation - Skill progression charts

Performing and Displaying

Indigenous Kenyan Instrumental Ensembles - Practising in groups and coordinating ensemble timing

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

- Observation - Oral questions

Performing and Displaying

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 sections of the piece that need the most rehearsal before beginning the full ensemble practice.
- Play through the selected piece as a full ensemble, blending sounds and maintaining rhythm, melody and all ensemble factors.
- Develop confidence and pride in performing as part of a Kenyan indigenous instrumental ensemble.

In groups, learners are guided to:
- Rehearse the selected piece as a full ensemble with everyone playing their chosen instrument.
- Focus on listening to the overall sound, blending individual contributions and maintaining a shared rhythm.
- Practise until the ensemble sounds cohesive, then prepare for a final group performance.

How does rehearsing together as a full ensemble develop musical unity and collective performance confidence?

- Hummingbird Creative Arts Learner's Book pg. 111
- Full set of available indigenous instruments

- Observation - Checklist

Performing and Displaying

Indigenous Kenyan Instrumental Ensembles - Performing before an audience and reflecting

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

- Observation - Oral questions

Performing and Displaying

Indigenous Kenyan Instrumental Ensembles - Reviewing ensemble factors and appreciating Kenyan musical heritage

By the end of the lesson, the learner should be able to:
- Review and describe all key ensemble factors through group discussion.
- Demonstrate one ensemble technique (e.g. maintaining beat, blending volume) informally as part of the review activity.
- Value the role of indigenous Kenyan instrumental music in preserving and celebrating Kenyan cultural identity.

In groups, learners are guided to:
- Review the five ensemble factors discussed: understanding instrument, listening, rhythm and timing, communication and cultural understanding.
- Discuss the role of indigenous Kenyan ensembles in community celebrations, ceremonies and cultural preservation.
- Share one thing learnt about Kenyan cultural heritage through ensemble playing.

How do indigenous Kenyan instrumental ensembles help communities preserve and celebrate their cultural heritage?

- Hummingbird Creative Arts Learner's Book pg. 113
- Exercise books

- Oral questions - Written assignments

Performing and Displaying

Indigenous Kenyan Craft - Pottery - Identifying pottery items made using slab technique

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

- Oral questions - Observation

Performing and Displaying

Indigenous Kenyan Craft - Pottery - Finding, preparing and kneading clay

By the end of the lesson, the learner should be able to:
- Identify local sources of clay (anthills, riverbanks) and the safety equipment needed for collection.
- Prepare clay through the full sequence: dry, crush, sieve, slake with water, drain and knead until smooth.
- Appreciate the importance of collecting clay responsibly and observing safety precautions to protect the environment and self.

In groups, learners are guided to:
- Identify local sources of clay (anthills, riverbanks) and collect only what is needed with adult supervision.
- Prepare the clay: dry, crush, sieve, slake with water, drain excess water through cloth and knead on a flat surface.
- Wedge the clay by cutting and slamming pieces together to remove air bubbles and achieve a smooth, even texture.

How does thorough preparation of clay before modelling affect the quality of the finished pottery item?

- Hummingbird Creative Arts Learner's Book pg. 119
- Clay from local environment
- Gumboots, gloves, rolling pin, hammer

- Observation - Checklist

Performing and Displaying

Indigenous Kenyan Craft - Pottery - Rolling slabs and measuring and cutting clay pieces

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

- Observation - Checklist

Performing and Displaying

Indigenous Kenyan Craft - Pottery - Joining slabs to form a vase

By the end of the lesson, the learner should be able to:
- Identify the scoring and slip-joining technique and explain why it creates a stronger bond than pressing slabs directly together.
- Score the edges, apply slip and attach the side slabs to the base, pressing firmly to form the vase body.
- Appreciate the importance of care and precision in forming a vase that is both structurally sound and aesthetically pleasing.

In groups, learners are guided to:
- Use a toothpick or pointed tool to score the edges of slabs where they will be joined.
- Mix clay with water to make slip and apply it to the scored edges as adhesive.
- Attach the sides to the base, pressing firmly, and smooth the interior joins with a finger or tool.

Why is scoring and applying slip essential for creating strong joins in slab-built pottery?

- Hummingbird Creative Arts Learner's Book pg. 120
- Cut clay slabs
- Toothpick, slip (clay and water mix)

- Observation - Project

Performing and Displaying

Indigenous Kenyan Craft - Pottery - Burnishing and stamping patterns on the vase

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)

- Observation - Project

Performing and Displaying

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 the correct drying conditions (shaded area, away from sunlight, slow drying) and explain why they prevent cracking.
- Position the vase in the correct drying location and arrange all completed pottery items neatly in the classroom display area.
- Appreciate pottery as a significant indigenous Kenyan craft and a powerful form of cultural expression.

In groups, learners are guided to:
- Place the vase in a shaded area away from direct sunlight and allow it to dry slowly over several days.
- Check periodically to ensure it is drying evenly without cracking.
- Arrange completed vases for classroom display and talk about the materials, techniques and steps used.

Why is drying pottery slowly in the shade important for preventing cracking and preserving the item?

- Hummingbird Creative Arts Learner's Book pg. 123
- Completed decorated vases
- Display area

- Observation - Oral questions

Performing and Displaying

Indigenous Kenyan Craft - Pottery - Displaying pottery and giving constructive peer critique

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

- Observation - Oral questions

Performing and Displaying
Appreciation in Creative Arts

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 steps taken to create the pottery item including materials, techniques and challenges encountered.
- Reflect on the cultural significance of pottery as an indigenous Kenyan craft.
- Develop pride in creating an item that connects to Kenyan cultural heritage.

In groups, learners are guided to:
- Present own pottery item and describe: materials sourced and prepared, slab technique steps, burnishing and stamping.
- Discuss challenges faced (air bubbles, uneven slabs, cracking) and how they were overcome.
- Reflect on why pottery is valued as an indigenous Kenyan craft and how it can be preserved for future generations.

How does creating indigenous craft like pottery connect a learner to Kenyan cultural heritage?

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

- Written assignments - Portfolio

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

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

- Written assignments - Portfolio

Appreciation in Creative Arts

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 the key elements required for each catalogue entry (artist, type, media/material, interpretive comment) before designing.
- Design and complete a personal catalogue of at least three artworks including all required elements for each entry.
- Value the catalogue as a practical tool for documenting and sharing appreciation of creative works.

In groups, learners are guided to:
- Review field trip notes and organise the information into a structured catalogue.
- Format the catalogue neatly: each entry includes artist's name, type of artwork, media/material and a short personal comment.
- Share the completed catalogue with a classmate and discuss the artworks chosen.

How does designing a catalogue deepen a learner's understanding and appreciation of artworks?

- Hummingbird Creative Arts Learner's Book pg. 137
- Field trip notes
- Exercise books, pens or digital devices
- Hummingbird Creative Arts Learner's Book pg. 138
- Personal artwork catalogue
- Exercise books

- 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

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

- Oral questions - Observation

Appreciation in Creative Arts

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 dynamics (how loud or soft music is) and tempo (the speed of a song) as musical elements.
- Listen to "Earth Song" and tap the tempo, then identify where the music grows louder and describe how the dynamic change affects the mood.
- Appreciate how composers use dynamics and tempo together to make a song's message more emotionally powerful.

In groups, learners are guided to:
- Listen to "Earth Song" and identify where the music starts quietly and grows louder in the chorus.
- Tap a foot to the tempo and describe how the slow speed makes the urgent plea in the chorus more powerful.
- Discuss how starting softly and gradually increasing loudness creates emotional impact and highlights the environmental message.

How do dynamics and tempo combine to make a song's message more powerful and moving?

- Hummingbird Creative Arts Learner's Book pg. 144
- Digital devices
- "Earth Song" audio
- Hummingbird Creative Arts Learner's Book pg. 145
- "Earth Song" audio and lyrics
- "Daima Mimi Mkenya" audio

- Oral questions - Observation