Art and Craft Activities
Teacher’s Guide
Grade 3
Bonface Mutembei Linus
Rose Kagwiria Kaburu
Juliana Awuor Olang’o
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Published by
Longhorn Publishers (Kenya) Ltd.,
Funzi Road, Industrial Area,
P.O. Box 18033-00500,
Nairobi, Kenya.
Longhorn Publishers (Uganda) Ltd
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Longhorn Publishers (Tanzania) Ltd.,
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Remera opposite COGE Bank
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Kigali, Rwanda.
© B. M. Linus, R. K. Kaburu, J. A. Olang’o, 2018
All rights reserved. No part of this publication may be reproduced, stored
in a retrieval system or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording or otherwise without the prior written
permission of the Copyright owner.
First Published 2018
ISBN 978-9966-64-022-2
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Before Imara Daima Turn off, Mombasa Road,
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CONTENTS
Part One
Introduction .................................................................................................................................1
The book structure ................................................................ ..............................................1
The teaching process. ...........................................................................................................5
Grouping learners ...................... ..........................................................................................8
Important attitudes in learning art ......................................................................................9
Teaching resources .............................................................................................................10
Improvisation .......................................................................................................................10
Special education needs and multi-ability learning..........................................................10
Safety in the classroom .......................................................................................................13
Assessment and evaluation methods ................................................................................13
Proposed grading system.....................................................................................................15
Part Two
Strand 1.0 Drawing................................................................................................................17
Sub-strand 1.1 Animal forms..............................................................................................17
Sub-strand 1.2 Human forms........................................................................ .....................23
Strand 2.0 Painting and Colour.......................................... ................................................30
Sub-strand 2.1 Painting.........................................................................................................30
Strand 3.0 Pattern making.....................................................................................................34
Sub-strand 3.1 Hand printed patterns................................................................................34
Sub-strand 3.2 Leaf printed patterns..................................................................................38
Sub-strand 3.3 Block print patterns....................................................................................41
Strand 4.0 Mounting technique...........................................................................................45
Sub-strand 4.1 Photomontage.............................................................................................45
Strand 5.0 Decorating forms................................................................................................50
Sub-strand 5.1 Decorating three dimensional (3D) forms using found materials......50
Strand 6.0 Ornaments..........................................................................................................55
Sub-strand 6.1 Knotted necklaces............................................................................... ......55
Sub-strand 6.2 Double strand knotted bracelets..............................................................60
Strand 7.0 Fabric decoration................................................................................................65
Sub-strand 7.1 Applique.......................................................................................................65
Strand 8.0 Modelling.............................................................................................................69
Sub-strand 8.1 Decorating clay items using incising technique......................................69
Sub-strand 8.2 Decorating clay work using embedding..................................................73
Strand 9.0 Sculpture...............................................................................................................78
Sub-strand 9.1 Shakers..........................................................................................................78
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Sub-strand 9.2 Propellers......................................................................................................82
Strand 10.0 Weaving ............................................................................................................87
Sub-strand 10.1 Plain weaving on a serrated card weave................................................87
Sub-strand 10.2 Plain weaving on dowel loom............................................................... 93
Strand 11.0 Paper craft ......................................................................................................98
Sub-strand 11.1 Combined paper craft techniques ........................................................98
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INTRODUCTION
Part 1
The vision of the basic education curriculum reforms is to enable every Kenyan to
become an engaged, empowered and ethical citizen. This will be achieved by providing
every Kenyan learner with the right standards in the skills and knowledge that they
deserve, and which they need in order to thrive in life. This shall be accomplished
through the provision of excellent teaching, school environments, resources and a
sustainable visionary curriculum that provides every learner with high quality learning.
In order to do this, teachers must engage the learners in exciting activities that allow
them to use and progressively demonstrate the competencies outlined in
the curriculum.
This Teacher’s Guide has been designed to do just that. It places the learner at the centre
of learning. The Teacher’s Guide provides pathways for identifying and nurturing the
talents and interests of learners early enough to prepare them for the world of work,
career progression and sustainability.
Based on a competency-based curriculum, the Teacher’s Guide, provides methods of
assessment, promoting of national values and national cohesion, and their integration
into the curriculum. The teacher should nurture the learner’s potential through the
learning pathways that are provided in this book. This is for the recognition of the
learner’s potential, gifts and talents. At the end of the day, no child should be labelled
a failure.
The Book Structure
This Teacher’s Guide is organised into two main sections. Part 1 is the general
introduction section detailing pedagogical issues. Part 2 highlights the strands as
outlined in the Curriculum Design. It gives in details the expected learning outcomes,
interesting teaching and learning activities, tips on handling the special needs
learners, digital oriented exercises, informative notes to teachers and extra exercises
for gifted learners.
Organisation of the strands
Each strand consists of the following:
1. Strand,
2. Sub-strand,
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3. Suggested number of lessons,
4.Speciclearningoutcomes,
5. Key inquiry questions,
6. Core competences to be developed,
7. Links to pcis,
8. Links to other subjects,
9. Link to values,
10. Suggested learning resources,
11. Suggested community service learning,
12. Suggested assessment.
1. Strands
These represent the key areas in Art and craft Activities that the learners need to cover.
2. Sub-strands
Each strand has a sub-strand area which indicates the scope of coverage of what a
teacher should teach and learner should learn in line with stated learning objectives.
3. Suggested number of lessons
These are number of lessons suggested for each sub-strand.
4. Speciclearningoutcomes
By the end of the course, the learner should be able to:
a. Demonstrate basic literacy and numeracy skills for learning.
b. Communicate appropriately using verbal and/or non-verbal modes in a variety
of contexts.
c. Demonstrate appropriate etiquette in social relationships.
d. Apply creativity and critical thinking skills in problem solving.
e. Explore the immediate environment for learning and enjoyment.
f. Practice hygiene, nutrition, sanitation and safety skills to promote health and
wellbeing.
g. Demonstrate the acquisition of emotional, physical, spiritual, aesthetic and
moral development for balanced living.
h. Demonstrate appreciation of the country’s rich and diverse cultural heritage
for harmonious co-existence.
i. Apply digital literacy skills for learning and enjoyment.
5. Key inquiry questions
Thesequestionsarethatmeanttomakethelearnerswanttondoutthesolutions
in the course of the lesson.
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6. Core competences to be developed
A competency-based approach enables meaningful connections within and
between subject areas. The seven core competencies to be achieved by every
learner are:
• Communication and collaboration,
• Self-efcacy,
• Critical thinking and problem solving,
• Citizenship,
• Digital literacy,
• Learning to learn,
• Creativity and imagination.
They should be achieved once learners have met all the learning objectives in the lesson.
7. Links to PCIs
Instructions should set out an approach to pertinent and contemporary issues.
Examples are life skills, citizenship skills, animal welfare, environmental education
and many more.
8. Links to other subjects
It is important for learners to gain an understanding of the interconnections
between different subjects so that learning in each subject is reinforced across
the curriculum. This platform does exactly that. It prepares the teacher to pass this
information to the learners so that they are aware.
9. Links to attitudes and values
Values are standards that guide an individual on how to respond or behave in a
given circumstance. The teaching of values will facilitate the achievement of the
curriculum reforms’ vision with respect to moulding ethical citizens. Truly engaging
with the learning requires appropriate attitudes and values that relate to the lesson.
10. Attention to special education needs
This section provides a way that the teacher can cater for the different special
education needs with a consideration to the nature and requirements of the lesson.
11. Suggested resources
This section lists the teaching and learning resources needed for the strand. It also
indicates the alternative teaching aids and materials for learners with special needs
and for schools with limited resources.
12. Suggested community service learning
The learner is part of a larger community, and therefore education should lead
the youth of the country to accept membership of this community with all the
obligationsandresponsibilities,rightsandbenetsthatthismembershipentails.
13. Assessment
This section contains the questions and suggested answers to assess the lesson
outcome.
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Organisation of the lessons
The lesson has the following key parts:
- Lesson number,
- Speciclearningoutcomes,
- Information for the teacher,
- Learning resources,
- Introduction,
- Learning activities,
- Conclusion,
- Assessment.
1. Lesson number
This gives the number of the lessons.
2. Lesson outcomes
This section has the learning objective related to the particular lesson according to
the Curriculum design.
3. Information for the teacher
This section gives a basic outline of what the lesson is about and what the teacher
needs to keep in mind.
4. Learning resources
This section lists the teaching aids needed for the lesson. It also indicates the
alternative teaching aids and materials for learners with special needs and for
schools with limited resources.
5. Introduction
This section provides additional content for the teacher to have a deeper
understanding of the topic. It also provides a guideline on how to start the lesson.
6. Learning activities
This section in this Teacher’s Guide contains both a section for the learner’s activity
as well as the teacher’s activity. The learner’s activity is supposed to guide the
teacher using this guide on what to tell the learners to do so you can teach from a
point.
Learning activities are expected to engage learners in an interactive learning
process as much as possible (learner-centred and participatory approach). They
outline guidelines on how to facilitate the learner’s activities in a way that promotes
the development of core competences, values, skills and attitudes. It also provides
a way that the teacher can cater for the different special education needs with
a consideration to the nature and requirements of the lesson. This section also
contains suggestions of remedial activities for slow learners. The teacher is also
guided on how to instruct with an approach to PCIs.
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Suggestions on when to arrange the learners in groups have been made in this
Teacher’s Guide. The teacher is encouraged to group the learners during all lessons.
This is because it allows all learners to participate and develop their communication
skills. However, bear in mind the special educational needs, gender balance and
the ability of the learners.
7. Conclusion
This section tells the teacher how to end the class.
8. Assessment
This section contains suggestions that assess the lesson learning objectives.
They can be in form of questions, demonstrations, drawings, written exercises or
portfolio.
The Teaching Process
Art and Craft at every grade is structured in strands and sub-strands. They are further broken
down into lessons.
• A lesson is aligned with activities.
Each lesson has learning outcomes whose achievement is pursued by all teaching
and learning activities undertaken by both the teacher and the learners.
• Some learning outcomes focus on knowledge and understanding. These are
associated with Lower Order Thinking Skills or LOTS.
For example:
By the end of the lesson, the learner should be able to:
a. Observe sample containers.
b. Print fabrics.
• Other learning outcomes focus on acquisition of skills, attitudes and values. They are
associated with Higher Order Thinking Skills or HOTS. These learning outcomes are
actually considered to be the ones targeted by the new curriculum. For example:
By the end of the lesson, learners should be able to:
a. Enjoy making necklaces using beading.
b. Experiment with local materials to make different things.
There are Learning Activities that are expected to engage learners in an interactive
learning process as much as possible (learner-centred and participatory approach).
This section also contains suggestions of remedial activities for slow learners. There
are suggestions of activities for fast learners too. In this digital era, there are activities
where computer devices are necessary.
Each lesson has links to other subjects, its assessment criteria and the materials (or
resources) that are expected to be used in the teaching and learning process.
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Teaching Methods in Art and Craft Activities
It is important to discuss some of the methods commonly used during instruction of Art
and craft. These are:
i. Demonstration
ii. Questioning technique
iii. Role play
iv. Individual work
v. Discussion
vi. Discovery
These methods have their own merits when used at the right moment and for the
appropriate audience. An attempt has been made to spell out how and when to make
use of some of the methods outlined in the teaching of Art and Craft.
i. Demonstration
When the learners are expected to make models or weave items, it is necessary for
theteachertodemonstraterstwhathe/sheexpectsofthem.Whentheteacheris
demonstrating, say for example how a mat is woven, he/she is to ensure that all the
learners can see what he/she is doing.
It may be necessary to call the pupils around the demonstration table for all to see.
During demonstration, the learners could ask some learners to help in handling and
setting up the teaching aids. The teacher should then outline the procedure he/she
expects the learners to follow as they carry out their projects either individually or in
groups.
ii.Questioning technique
Thisisoneof themostimportantmethodsof teachingandndsitsapplicationin
nearly all subjectsin a school. Good modeof questioningwill fulll several important
aspects of a lesson:
• Increases learners participation.
• Reduces teacher talk considerably.
• Creates enthusiasm and motivation in the learners.
• Encourages creative thinking.
• Develops skills in organisation of ideas.
• Keeps the class active and lively.
• Promotes interaction between the teacher and his/her learners, among the
learners and with teaching aids.
When a teacher asks a question to one of his/her learners and the learner gives a
wrong answer, the teacher should not say ‘no’ or rebuke the learners. This withdraws
them from further learning and concentration because his/her answer was honest
based on what he/she thought was right. Instead, the teacher should follow the
learner’s answer to detect any reason that led to his/ her wrong answer. In this
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process, the teacher will discover where the learner went wrong and help him/her.
Alternatively, the teacher’s question could have been ambiguous or vague and as a
result, he/she will need to rephrase the question.
iii. Role play
This method can be applied in teaching of painting and colouring. The teacher can ask
learners to demonstrate before the whole class how to mix paints. This way, the learners
will fully interact with one another and with the teacher during the lesson.
iv. Individual work
Individual work by learners begins when the teacher assigns a few problems to
them during classwork. This is the application session whereby every individual
learner is expected to work on his or her own.
During this session, the teacher moves round marking learner’s work and giving
individual attention to those in difculties. Individual work is then extended to the
homework assignment where the learners will be expected to solve problems
outside the classroom. Individual work encourages the learners to go through
learnt concepts alone. This reveals to the teacher how a learner would perform after
instruction. It is possible to conclude whether the lesson achieved the expected
objective or whether a remedial lesson is needed.
v. Discussion
In discussion, a teacher acts as a facilitator during learner’s interaction. He or she
poses the topic for discussion and acts as a resource person. Discussion educates
and trains the learners to apply knowledge, think critically, solve problems easily
and obtain relevant information easily and make pertinent decisions.
An effective discussion is characterised by the following:
i. A group atmosphere should prevail where all are actively involved.
ii.Participationshouldbecriticalandreectivewithlotsofcooperation.
iii. All in class should share in decision making and conclusions reached.
iv. The teacher’s role is that of a guide and sometimes that of a facilitator.
vi. Discovery method
Through manipulation of teaching resources and a study of a number of patterns
and relationships, learners discover concepts in art craft. Discovery can arise through
organised work and discussions.
Note:
The two most important documents in planning to teach are the schemes of work and
the lesson plan.
a. Schemes of work
A scheme of work is a collection of related strands and sub-strands drawn from the
Curriculum design and organised into lessons week by week for every term.
b. Lesson plan
Alessonplanisadetailedoutlineof howtheteacherintendstocarryoutaspecic
lesson.
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Grouping learners
Grouping learners for learning has increasingly become popular in recent years. In fact,
the shift from knowledge-based to competence-based curriculum will make grouping
the norm in the teaching process. Grouping learners can be informed by one or all of
the following:
a. Similar ability grouping
b. Mixed ability grouping
c. Similar interests grouping
d. Needs grouping
e. Friendship grouping
f. Sex grouping
Grouping learners has several advantages such as:
a. The individual learner’s progress and needs can easily be observed.
b. The teacher–learner relationship is enhanced.
c. A teacher can easily attend to the needs and problems of a small group.
d. Materials that were inadequate for individual work can now easily be shared.
e. Learners can learn from one another.
f. Cooperation among learners can easily be developed.
g. Many learners accept correction from the teacher more readily and without
feeling humiliated when they are in a small group rather than the whole class.
h. Learners’ creativity, responsibility and leadership skills can easily be developed.
i. Learners can work at their own pace.
The type of ‘grouping’ that a teacher may choose depends on:
a. The topic or task to be tackled.
b. The materials available.
c. Ability of learners in the class (fast, average, slow).
However,theteachermustbeexibleenoughtoadjustorchangehis/hertypeof
groupingtocopewithnewsituations.Thereisnoxednumberof learnersthata
group must have. This again will be dictated by such factors as the task to be done,
the materials, characteristics of learners in your class, size and the space available.
However, groups should on average have between four to seven learners. You can
also resort to pair work depending on the nature of the content being taught at the
time.
There is no one method or approach to teaching that is appropriate to all lessons.
A teacher should, therefore, choose wisely the method to use or a combination of
methods depending on the nature of the strand or sub strand at hand.
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Important attitudes in learning of art and craft activities
a. In learners
There are certain useful attitudes that the teacher should help to develop in the
learners as they learn Art and craft. Art and Craft is expected to make an impact on
a learner’s general behaviour and approach to life.
• Practical approach
Learnersshouldseekanswerstotheirquestionsandproblemsbyndingout
wherever possible.
• Responsibility
A learner should be responsible enough to effect tasks apportioned and take
good care of items and objects during and after an activity.
• Cooperation
Learners will often be working in groups while role-playing and therefore need
to cooperate with all other members of the group.
• Curiosity
Learners should have a curious attitude as they observe things and events around
them.Thisistherststeptowardssolvingaproblem.
• Self-condence
Learners should have the will to attempt to solve a problem. The feeling of self-
condencecanbestrengthenedinyounglearnersif theyexperiencemany
small successes that win approval and encouragement from the teacher. The
problemswhichlearnersattempttosolveshouldnotbesodifcultthatthey
lead to frustration.
• Honesty
As they make observations, record, analyse results and draw conclusions.
• Patience
Learners should be patient with each other as other learners may be quick to
answer and others slow to understand.
b. In teachers
• Engage learners in a variety of learning activities,
• Apply appropriate teaching and assessment methods,
• Adjust instructions to the level of the learner,
• Encourage creativity and innovation,
• Make connections/relations with other subjects,
• Show a high level of knowledge of the content,
• Develop effective discipline skills to manage the classroom adequately,
• Be a good communicator,
• Be a guide and counsellor,
• Have strong passion for children, teaching and learning.
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Teaching Resources
These refer to things that the teacher requires during the teaching process. They include:
•Theclassroom/eld
• Textbooks
• Paint items such as papers, brushes, paints, textured surfaces, colours and varied
shapes
• Classroom objects
• Models
• Resource persons
• Social facilities such as health centres, other learning institutions, community
organisations, etc.
• Digital equipment
• Materials for weaving
Improvisation
If each learner is to have a chance of experimenting, cheap resources must be made
available. Expensive and complicated materials may not always be available in most
schools. Such sophisticated equipment made by commercial manufacturers is usually
expensive and the majority of schools cannot afford it. The teacher is therefore advised
to improvise using locally available materials as much as possible. Improvisation should
however not be regarded as a cheap substitute of proper equipment.
Note: Certain topics are best studied during a particular weather condition than at
other times. For instance, observation of colours as well as visits to cultural centres
are best done during sunny weather. The teacher should therefore think ahead while
making the scheme of work so that the prevailing weather pattern is considered. This
will ensure that suitable activities for learning music are planned for with the weather
in mind.
However,agoodschemeof workshouldbesufcientlyexibletocopewith
unexpectedsituationsandcanbealteredormodiedtosuitcertaincircumstances.
Special education needs and multi-ability learning
Inclusive education involves ensuring all learners are engaged in education and that
they are welcomed by other learners so that everyone can achieve their potential.
Inclusive practice embraces every individual regardless of gender or ability including
those with learning difculties and disabilities. The focus of inclusive curriculum is on
ensuring participation in education of learners with different learning styles and other
difculties.Tobesuccessful,itentailsarangeof issuesincludingteacher’spositive
attitudes, adapting the learning resources, a variety of teaching and learning methods
and working together.Overall,thebenetsof aninclusivecurriculumextend,toall
learners.
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Inclusive education also helps to ensure the optimal development of children with
special educational needs by giving them a vital space which provides opportunities
for child focused learning, play, participation, peer interaction and the development
of friendships. The curriculum may also be enriched for learners who are Gifted and
Talented. This may be done by providing additional and advanced content and
resources.
Learners with special needs who follow the regular curriculum
Some learners with special needs may follow the same curriculum as learners without
special needs. However, for these learners to access the regular curriculum, adaptation
may be necessary. Adaptations may include the substitution of curriculum content,
removalof speciccurriculumcontentareasandtheadaptationof teachingand
learning strategies, resources and assessment.
Learners with special needs who may follow the regular curriculum include those with
and who are:
i. Gifted and Talented,
ii. Visual Impairment,
iii. Hearing Impairment,
iv. Physical Handicap,
v. Mild Cerebral Palsy,
vi. Learning Disabilities,
vii.EmotionalandBehaviouralDifculties.
Assessment strategies and conditions should be standardised to the needs of these
learners. The teacher should identify such cases and help facilitate the affected learners’
learning.Forexample,learnerswithvisualandhearingdifcultiesshouldsitnearthe
teacher’s table for easy supervision and assistance. The following are more suggestions
on how to support special needs children in your class.
a. Learnerswithphysicaldifculties
In this group of learners, the affected areas are normally some body parts, especially
the limbs. There may be partial or total loss of use of the limbs. In case the legs are
affected, the learners will need assistance during activities that involve movement.
This could be during a nature walk and other activities that learners have to stand
for some reason. The teacher should organise for the learner’s ease of movement
around. The learner should also be given time to catch up with the others.
Incasethehandsareaffected,thelearnersshouldbegivenmoretimetonishtheir
work. In both cases, the learners should not be pressurised to do things that can
cause injury or ridicule.
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b. Learnerswithvisualdifculties
These learners normally have problems with their eyesight. They should sit in a
position where they are able to see the chalkboard without straining.
Note: The learner could be long sighted or short sighted.
The material to be observed should be brought closer to the learner and a magnifying
lens used where necessary. The teacher should use large diagrams, charts and labels. In
some cases, the learners can be allowed to touch and feel whatever others are looking
at. Other learners can assist by reading aloud. The lighting system in the classroom can
also be improved.
The teacher should read aloud most of the things he/she writes on the chalkboard.
c.Learnerswithhearingdifculties
The affected part in this case is the ear. The learner should have hearing aids. The
teacher should use as many visual aids as possible. They should also project their
voice and always talk while facing the learners. Use of gestures and signs while
talkinghelpsthelearnergureoutwhattheteacherissayingaswell.
d.Learnerswithspeechdifculties
A common example in a normal class is the stammerer. They always speak with a lot
of difculties.Theteachershouldbepatientwiththemandencouragesuchlearners
to express themselves in their own way. Such learners should be given more written
exercises than oral.
e.Learnerswithmentaldifculties
Theteachershouldtrytoidentifythenatureandlevelof thementaldifculty.Learners
with mental difculties should then be given special assistance and attention at an
individual level. They can be given special tests or assessments.
Ingeneral,allthelearnerswithdifcultiesshouldbereinforcedpromptly.This
encourages and motivates them. The teacher and the rest of the class should never
ridicule learners with any of the difculties. Note that generally, people with any
kind of disability can be very sensitive to any kind of negative comments or criticism.
Remind them that ‘Disability is not inability’.
However, the teacher should avoid giving privileges where the learners do not
deserve them. Treat them fairly but not with undue favours. In extreme cases, it can
be recommended for the learners to join a special school.
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Safety in the classroom
Learners in primary school are extremely active and curious. As such, they are inclined
to getting harmed and injured. They should therefore be constantly protected from
sources of injury and harm. The teacher is therefore advised to take strict safety
precautions whenever learners are in class or outside the classroom. Some areas that
need consideration as far as safety is concerned include:
• When using tools and equipment
• During experiments or demonstrations
• When handling sharp or pointed objects like a pair of scissors, razor blade, etc.
•Duringnaturewalksandeldvisits,learnersshouldavoidhandlingpoisonous
plants and harmful animals, etc.
Remember, the teacher is responsible for the safety of the learners during the period
he or she is handling them.
Assessment and Evaluation Methods
Competency-Based Assessment
Assessment is the process of evaluating the teaching and learning processes through
collecting and interpreting evidence of individual learner’s progress in learning and
tomakeajudgementaboutalearner’sachievementsmeasuredagainstdened
standards. Assessment is an integral part of the teaching and learning process. In the
new competence-based curriculum, assessment must also be competence-based;
whereby a learner is given a complex situation related to his/her everyday life and
asked to try to overcome the situation by applying what he/she learned.
“Anassessmen t is a machine for r easoning about what students know , can do or ha ve accomplished based on
a handful of things they say, do or make in par ticular settings.”(Mislevy et al, 2003). Assessment
is not just designing an assessment task and producing an assessment score. A good
assessmentalsodenesthesizeandnatureof thelearninggap.
Purposes of Assessment
The aim of assessment is to establish the extent to which the learner has acquired the
expected competencies with a view to informing interventions for further acquisition
and mastery of expected competencies. Assessment helps to diagnose and monitor
the progress of a learner, and provides feedback to learners, parents, teachers and
curriculum designers and implementers. It also provides guidance on the selection of
futurecourses,certicationandpromotiontothenextprogressionlevel.
The assessment needs to use a variety of ways to collect information about a learner’s
learning and progress in all subjects. The collection of a learner’s information should
be a continuous process and should be recorded constantly. The teacher should give
importance to each learner’s way of responding and learning and the span of time he
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or she takes to do so. The teacher should provide feedback that will lead to positive
action and help the learner. When a teacher is providing reports on a continuous basis,
he or she should be sensitive to every learner’s response.
Types of assessment
The two types of assessment that will be employed in the new curriculum is formative
and summative assessment.
a. Formative and continuous assessment (assessment for learning)
Formative or continuous assessment involves formal and informal methods used by
schools to check whether learning is taking place. When a teacher is planning his/
her lesson, he/she should establish criteria for performance and behaviour changes
at the beginning of a Sub-strand. Then at the end of every Sub-strand, the teacher
should ensure that all the learners have mastered the stated key competences basing
on the criteria stated before going to the next Sub-strand. The teacher will assess
how well each learner masters both the subject matter and the generic competences
described in the curriculum and from this, the teacher will gain a picture of the all-
round progress of the learner. The teacher will use one or a combination of the
following:
• Observation to judge the extent of skills acquisition
• Written tests
• Oral questions
• Project work
• Attitude change – this can be done by asking probing questions and checking body
language as learners respond to the questions.
b. Summative assessment (assessment of learning)
When assessment is used to record a judgement of a competence or performance
of the learner, it serves a summative purpose. Summative assessment gives a picture
of alearner’scompetenceorprogressatanyspecicmoment.Themainpurpose
of summative assessment is to evaluate whether learning objectives have been
achieved and to use the results for the ranking or grading of learners, for deciding
onprogression,forselectionintothenextlevelofeducationandforcertication.
This assessment should have an integrative aspect whereby a learner must be able
to show mastery of all competences.
It can be internal school-based assessment or external assessment in the form of
national examinations. School-based summative assessment should take place
once at the end of each term and once at the end of the year. School summative
assessment average scores for each subject will be weighted and included in the
nalnationalexaminationsgrade.School-basedassessmentaveragegradewill
contributeacertainpercentageasteachersgainmoreexperienceandcondence
in assessment techniques.
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Proposed Grading System
Mark Range Grade Quality of Grade Competency
80% and above A Excellent
Competent
60-79% B Very Good
50-59% C Good Fairly Competent
40-49% D Sufcient/Pass
Not Yet Competent
Below 40% E NotSufcient/Fail
Excellent
This is a standard of excellence level. Descriptions should indicate that all aspects of
competencies exceed grade level expectations and show exemplary performance or
in-depth understanding. Learning goals are met in a comprehensive way.
Very Good
This is approaching the standard of excellence level. Descriptions should indicate
some aspects of work that exceed grade level expectations and demonstrate solid
performance or understanding. Learning goals are met in a practical and thorough
way.
Good
This meets acceptable standards. This level should indicate minimal competencies
acceptable to meet grade level expectations. Learning goals are met in an appropriate
and reasonable way.
Sufcient
Performance and understanding are emerging or developing but there are some
errors and mastery is not thorough.
Notsufcient
This does not yet meet acceptable standards. This level indicates what is not adequate for
grade level expectations and indicates that the student has serious errors, omissions or
misconceptions. The teacher needs to make decisions about appropriate interventions
to help the student improve.
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Conclusion
This Teacher’s Guide Book has been written to help you guide learners to learn Art
and Craft in the most enjoyable and captivating manner. You are reminded to always
arouse the curiosity of learners as you teach. Some things that you may do before you
go for a lesson include:
• Go through the expected learning objectives – this should help guide the manner of
teaching.
• Read through the lesson in advance to get an overview of the content to be covered.
• Form a mental picture of the learning activities and the ways in which you will
• Interact with learners when dealing with the suggested activities.
• Collect the materials that will be needed during the lesson in advance.
• In some cases, try out the suggested activities/experiments in advance to avoid
embarrassments like the equipment failing to work during the lesson.
Remember: The suggested teaching activities in this book are just a guide. You may
not need to follow them to the letter! Feel free to incorporate other innovative teaching
methods that will help in delivering the intended content optimally.
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DRAWING
Sub-strand 1.1: Animal forms
Speciclearningoutcomes
By the end of the sub-strand, the learner should be able to:
a. Observe animal forms in the physical or ICT environment as motivation in drawing.
b. Draw animal forms free hand using current and emerging technologies for self-
expression.
c. Have fun as they draw animal forms, display and talk about own and others’ work.
Suggested learning experiences
1. In groups, learners could be taken for environmental walks and/or digital tours to
identify animals.
2. Individually, the learner draws simple forms of animals using a pencil, crayons and/ or
coloured pencils.
3. Individually, the learner draws simple forms of animals using current and/ or
emerging technologies.
4. Class discussion on the different types of animals in the physical and/ or ICT
environment.
5. Learners to display and talk about own and others’ work.
Key inquiry questions
1. Which animals are found in your environment?
2. How do animals help people?
3. How do we care for animals?
Core competence to be developed
Learners to acquire:
1. Imagination and creativity skills as they draw.
2. Communication and collaboration skills as they work and exchange ideas with
others during group work.
STRAND 1.0
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3. Digital literacy when drawing animal forms through current or emerging
technologies.
4. Self-efcacy when talking about own and others’ work.
5. Problem solving skills when talking about own and others’ work.
Link to PCI’s
Life skills: Self-awareness, self-esteem and assertiveness as they display and talk
about their work.
Links to values
Emphasise on practice of respect for each other’s work and responsibility for materials
and tools and the, working environment.
Link to other learning activity areas
Environmental Activities: Emphasis on care of the environment, which is a source of
formsidentiedandusedindrawing.
Information for the teacher
At the end of lesson 3, there is a lesson for learners who have access to ICT devices.
Lesson development
Lesson 1
Speciclearningoutcome
By the end of the lesson, the learner should be able to observe animal forms in the
physical or ICT environment as a motivation in drawing.
Introduction
Introduce the lesson by displaying a chart showing different animals and discuss them
with the learners. After a short discussion, sketch some animals on the board to attract
the interest and attention of the learners.
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Learning activities
a. Teacher’s activity
1. Ask the learners to mention animals they know starting with the ones displayed on
the chart. Discuss with the learners how to draw different animals.
2. Discuss animals found in the environment and their general appearance. Allow the
learnerstoidentifythesimilaritiesanddifferencesof theidentiedanimalforms.
3. Take the learners for an environmental walk and/or digital tour in groups to
observe and identify different animals. As learners identify the different animals
within their enviroment, they acquire problem solving skills since they are able to
identifyhowtheanimalsbenetthesociety.
4. Guide the learners to give their observation on the general appearances of the
animals.
5. Pick one animal the learner has interacted with, for example, a rabbit and draw it
on the board. Ask learners to also draw it on their books. Explain to the learners
how to draw well.
6. Let the learners also discuss insects and birds. Let learners talk about how they can be
drawn. This also creates awareness of their environment. This learning activity stimulates
learners’ imagination and creativity as they identify and observe various animal also.
Animal forms
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b. Learner’s activities
i. Join the dots in the pictures below to form different animals.
ii. Colour the animal forms drawn in (i) above.
Conclusion
Conclude the lesson by encouraging the learners to keep observing animals in
readiness to drawing them during the next lesson.
Vocabulary
1. Appearance - The way a person or thing looks to other people.
2. Animal-Somethingthatlivesandmovesbutisnotahuman,bird,shorinsect.
3. Different - Things that are not the same.
Assessment
Write downalistofveanimalsfoundintheenvironment.
Lesson 2
Speciclearningoutcomes
By the end of the lesson, the learner should be able to:
a. Draw animal forms freehand or use current and emerging technologies for self-
expression.
b. Have fun as they draw animal forms.
Introduction
Introduce the lesson by showing learners pictures of animals drawn on a chart. Talk about
them with the learners.
Learning activities
a. Teacher’s activities
1 Talk about the animals found in the environment around the school.
2. Guide the learner to draw simple forms of animals using current and emerging
technologies.
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3. Explain to the learners that different lines and shapes play a big role in drawing
animal forms. Lead them into drawing animal forms. This will help the learners to
link the knowledge they acquired when studying lines and shapes.
4. Draw a rabbit on the chalk board. Ask learners to draw too.
5. In simple progressive steps lead the learners in drawing a rabbit. Be careful to take
the learners through each drawing in simple short manageable steps taking into
consideration the different needs and capabilities of each learner.
6. Let the learners draw using pencils as they take instructions from you. Keep on
checking the progress of the learners and offer assistance to learners where
necessary.
7. After drawing, let the learners use coloured pencils and crayons to colour their
work.
8. Encourage the learners to appreciate and compare their work with their friends’
work. As learners talk about and appreciate each others’ works they acquire problem
solving skills.
b. Learner’s activity
Draw and color animals of your choice.
Conclusion
1. Sensitise leaners on the importance of taking care of animal habitats and pets as part of
the learning activity.
2. Learners to display, talk about and appreciate own and others’ work.
Lesson 3
Speciclearningoutcomes
By the end of the lesson, the learner should be able to:
a. Draw human forms freehand or use current and emerging technologies for self-
expression.
b. Have fun as they draw human forms.
Introduction
Introduce the lesson by asking the learners to name some animals and domestic birds they
are familiar with.
Learning activities
a. Teacher’s activity
1. Talk about animals found in the environment and their general outlook emphasising
on differences and similarities.
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2. Guide individually learners to draw animals of their liking.
3. Guide and encourage learners accordingly.
4. After nishing up their drawing, ask learners to display their work. The learners
should all clap for each others’ work. They can also compare their work amongst
themselves.
5. Learners acquire life skills such as self-esteem, awareness and assertiveness as they
do a presentation of their drawings and verbally express their ideas.
b. Learner’s activities
1. What do we call animals that live at home?
2. What do we call animals that live in the forest?
3. Draw 3 animals and identify whether they are either domestic or wild animals.
Conclusion
1. The learners share their experience in drawing animal forms and using coloured pencils
and crayons when drawing.
2. Learners display their work on the walls of the classroom as they exchange ideas.
Guidance for introducing an ICT lesson to learners
1. Explain to the learners that the same animal forms you taught them can be drawn
using digital tools.
2. Explain that forms can be drawn using a desktop computer, a laptop, tablet, an
ipad and other digital tools.
3. Lead the learners into learning how to draw with digital tools.
4. Explain to the learners how we can draw the same animal forms with digital tool
such as a computer.
5. Teach them how to boot a digital device before using it to draw.
6. Open the computer draw tools (paint).
7. Choose a drawing tool. You may prefer to choose a paint brush from the tool box.
8. Use the paint brush tool to draw on the monitor page of the computer and let the
learners observe keenly how it is done.
9. Teach the learners different abilities of the computer when drawing, such as,
various types of brushes to choose from, the rubber to use in case they make a
mistake,howtopaintandhowtollcolour.
10. Let the learners experience drawing animal forms with the computer (allow them
to explore).
11. Lead learners into discussing their experiences with digital tools and how to use
different tools in the tool box.
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Conclusion
Discuss with learners the advantages and challenges of drawing different animal forms
using ICT devices.
Suggested non-formal activity to support learning through application
Learners to make drawings to create awareness on animal welfare during assembly.
Suggested assessment
Observation, oral questions, discussions.
Suggested resources
Paper, pencil, animals ICT devices and any other relevant resources.
Suggested community service learning activity through application
Learners to visit a local farmer and help in feeding animals.
Assessment rubric
Exceeds expectation
Enjoys drawing detailed animal forms using a pencils, coloured pencils and or digital tools.
Meets expectation
Enjoys drawing animal forms using pencils, coloured pencils and or digital tools.
Approaches expectation
Shows little interest and ability to draw animal forms using a pencils and coloured pencils and
or digital tools.
Below expectation
Seems distracted and has no interest and ability to draw animal forms using pencils, coloured
pencils and or digital tools.
Sub-strand 1.2: Human forms
Speciclearningoutcomes
By the end of the sub-strand, the learner should be able to:
a. Observe human forms in the physical or ICT environment as motivation in drawing.
b. Draw human forms freehand or using current and emerging technologies for self
expression.
c. Have fun as they draw human forms.
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Suggested learning experiences
1. Class discussion on members of the school environment.
2. Individually, learners draw simple human forms using pencils and coloured pencils.
3. Individually, learners draw simple human forms using current and or emerging
technologies.
4. Each learner to display and talk about own and others’ work.
Key inquiry questions
1. Who do you admire in the community?
2. How do learners react and appreciate the media used in drawing human forms?
Core competence to be developed
Learners to acquire:
1. Imagination and creativity as they draw.
2. Communication and collaboration as they work and exchange ideas with others
during learning.
3. Digital literacy when drawing human forms through current or emerging
technologies.
4. Problem solving skills when talking about own and others’ work.
Link to PCI’s
Life skills: Self-awareness, self-esteem and assertiveness as they display and talk about
their work verbally.
Links to values
Emphasise on practice of respect for each other’s work and responsibility for materials
and tools within the working environment.
Links to other learning activity areas
Environmental activities that teach about care of the environment as a resource for
human life.
Information for the teacher
At the end of lesson 3, there is a learning activity for learner that have access to ICT
drawing devices.
Encourage learners to practise drawing at home so as to improve their artistic skills.
Ask them to use locally available materials within their locality.
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Suggested resourses
Paper, pencil, computer, ICT devices and any other relevant resources.
Lesson development
Lesson 1
Speciclearningoutcome
By the end of the lesson, the learners should be able to observe human forms in the
physical or ICT environment as a motivation in drawing.
Introduction
1. Start with a discussion talking with the learners about the differences between
human and animal forms in respect of drawing.
2. Discuss other people found in the school community.
Learning activities
a. Teacher’s activities
1. Guide learners in observing both human and animal forms.
2. Learners should identify and note the differences between animal and human forms.
Human form
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3. Draw a human form on the board to motivate learners. Explain to learners how to
draw well.
4. Guide the learners on proportionality of human form, when drawing. Divide the drawing
space vertically into eight equal parts, and show the learners where each part of the body
lies.
5. Conduct an interactive session that allow learners to ask and exchange ideas on drawing
human forms.
Conclusion
Learners display their work and talk about their learning experience.
Lesson 2
Speciclearningoutcomes
By the end of the lesson, the learner should be able to:
a. Draw human forms freehand or using current and emerging technologies for self-
expression.
b. Have fun as they draw human forms.
Introduction
Introduce the lesson by reviewing the characteristics of human forms discussed in the
previous lesson.
Learning activities
a. Teacher’s activities
1. Draw a human form on the board and guide learners on drawing the same.
2. Discuss the drawings it with the learners talking about the positioning of physical organs
and their proportion to the body. As learners draw each part of the body, they are able
to familiarise themselves with the function of each body part. They therefore acquire
problem solving skills.
3. Guide the learners to individually draw simple human forms using current and/or
emerging technologies.
4. Move around the class assisting learners to draw better.
5. After drawing, guide the learners to colour their work with coloured pencils/
crayons.
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b. Learner’s activity
Join the dots in the drawing below to create a human form.
Conclusion
Conclude the lesson by asking learners to comment on their drawings and learning
experiences.
Lesson 3
Speciclearningoutcomes
By the end of the lesson, the learner should be able to:
a. Draw human forms free hand or using current and emerging technologies for self-
expression.
b. Have fun as they draw human forms.
Information for the teacher
This lesson contains guidelines for learners and teachers using ICT in drawing.
Introduction
Introduce the lesson by inviting a few learners to come to the front of the class and talk
about a human form and how to draw it.
Learning activities
a. Teacher’s activities
1. In simple progressive steps, lead the learners in drawing a human form.
2. Let the learners draw using pencils as they take instructions from. Encourage
learners to work in groups. As learners, they acquire communication and
collaborative skills while sharing materials and ideas.
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3. After drawing ask the learners to use coloured pencils and crayons to colour their
work.
4. Allowthelearnerstimetonishuptheirdrawinganddisplaytheirwork.Encouragethe
learners to make positive comments about each others’ work They can also compare
their work with their others’ work.
b. Learner’s activities
1. Name the different parts of the human body.
2. Draw and colour a person. It can be a man, a woman or a child.
Conclusion
1. Lead the learners in a discussion on their experience when drawing human forms.
2. Learners display their work on the walls of the classroom as they exchange ideas.
Exposure to learners on drawing using ICT tools
1. Explain to the learners that the same human forms you taught them can be drawn
by use of digital tools.
2. Explain that forms can be drawn using a desktop computer, a lap top, an ipad, and
other digital tools.
3. Lead the learners into experiencing drawing with digital tools.
4. Explain to the learners how they can draw the same human forms with a digital
tool (a computer).
5. Guide learners on how to draw a human form with a computer. Instruct them to
boot the computer and then go to ‘FILE-NEW’ to create an image (blank document
page) the computer on.
6. Open the computer draw tools (paint).
7. Choose a drawing tool. You may prefer to choose a paint brush from the tool box.
8. Use the paint brush tool to draw on the monitor page of the computer and let the
learners observe keenly how it is done.
9. Teach the learners different tools they can use in the computer when drawing, for
example various types of brushes to choose from, the rubber to use in case they
makeamistake,howtopaintandhowtollcolour.
10. Let the learners experience drawing human forms with the computer.
11. Lead learners into discussing their experiences with digital tools and how to use
different t ools in the tool box.
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Conclusion
Discuss with learners the challenges of drawing human forms.
Suggested community service learning through application
Learners under the guidance of teacher/parents/care givers to engage in caring for the
old and the less privileged people in the community.
Suggested non-formal activity to support learning
Learners to make drawings to create awareness on human welfare during assembly.
Assessment rubric
Exceeds expectation
Enjoys drawing detailed human forms using pencils, coloured pencils or digital tools with
details.
Meets expectation
Enjoys drawing human forms using pencils, coloured pencils or digital tools
Approaches expectation
Shows little interest and ability to draw human forms using pencils, coloured pencils or digital
tools.
Below expectation
Seems distracted and has no interest and ability to draw human forms using pencils, coloured
pencils or digital tools.
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Sub-strand 2.1: Painting
Speciclearningoutcomes
By the end of the sub-strand, the learner should be able to:
a. Observe samples of simple painted pictures based on stories from the inquiry corner for
motivation.
b. Paint simple pictures based on stories for self-expression using brushes or current and
emerging technologies.
c. Have fun as they paint pictures based on simple stories for self-expression.
Suggested learning experiences
1. Class discussion on the simple painted pictures based on stories observed at the
inquiry corner.
2. The learner to be guided to paint simple pictures based on simple stories using
brushes for self-expression.
3. The learner to be guided to paint simple pictures based on their simple stories
using current and emerging technologies.
4. The learner to display and talk about own and others’work.
Key inquiry questions
1. Which pictures are in the story?
2. What do you like in the pictures?
3. What materials have been used to make the pictures?
Core competences to be developed
Learners to acquire:
1. Digital literacy as they use current and emerging technologies to paint.
2. Imagination and creativity as they paint.
3. Communication and collaboration as they work and exchange ideas with others
during learning.
PAINT AND COLOUR
STRAND 2.0
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Link to PCI’s
Life skills: Self-awareness, self-esteem and assertiveness as they display and talk about their
work.
Links to values:
Emphasise on practice of respect for each other’s work and responsibility for materials,
tools and the working environment.
Link to other learning activity areas
Environmental activities to teach on care for the environment which is a resource for
art materials.
Suggested resources
Paper, pencil, computer, paint, print media, ICT devices and any other relevant resources.
Information for the teacher
Learners can use the improvised brush made in Grade 2. Observe learners as they carry out
the activity to avoid being messy. Painting can be a very messy activity learners on the safety
of their clothes.
Lesson development
Lesson 1
Speciclearningoutcome
By the end of the lesson, the learner should be able to observe samples of simple
painted pictures based on stories from the inquiry corner to for motivation.
Introduction
Introduce the lesson by reviewing the previous lesson on painting in grade 2 and ask
the learners to name the materials used for painting.
Learning activities
a. Teacher’s activities
1. Display to learners samples of simple painted pictures based on stories.
2. Allow learners to interact with the simple painted pictures and comment on what
is taking place in the picture.
3. Ask learners to discuss about stories that can be formed by the pictures.
4. Ask learners to collect materials to be used in painting pictures in the next lesson.
5. Ask learners to keep materials collected in the inquiry corner.
6. Display to learners samples of simple painted pictures based on stories.
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b. Learner’s activity
i. Look at the pictures below. Tell your friend what you can see.
Vocabulary
1. Picture - A drawing, painting or photograph.
2. Paint - To cover a surface with paint (a liquid that is put on a surface such as a wall
to decorate it).
3. Story - A description, either true or imagined, of a connected series of events.
Conclusion
Ask the learners to name the materials used for painting.
Lesson 2
Speciclearningoutcomes
By the end of the lesson, the learner should be able to:
a. Paint simple pictures based on stories for self-expression using brushes or current
and emerging technologies.
b. Have fun as they paint pictures based on simple stories for self-expression.
Introduction
Introduce the lesson by displaying samples of simple painted pictures. Using the
illustrations given, allow learners to contribute their ideas and thoughts about the
illustrations.
Learning activities
a. Teacher’s activities
1. Ask learners to gather materials to be used in painting.
2. Provide learners with simple pictures based on stories.
3. Ask learners to talk about the pictures as they form stories in groups.
Family having dinner
P eople warming themselves ar ound a fire
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4. Ask learners to draw pictures that tell a narrative and guide them using the steps provided
below on how to paint the pictures. This activity enhances learners’ imagination and
creativity skills.
5. Ask the learners to display their work on a surface for the paint to dry.
b. Learner’s activities
1. Take a simple picture based on stories.
2. Dip a painting brush in paints of different colours and paint pictures based on
stories.
3. Arrange the pictures in groups to depict a simple story.
Conclusion
1. Allow learners to talk about, comment and describe their learning experiences as well as
the paintings they have created.
2. Learners to talk about their work as they appreciate own and others artwork.
Assessment
Learners with the help of their parents, should create a portfolio that show a story inspired
by their surroundings.
Suggested non-formal activity to support learning.
Make murals to make the school environment beautiful.
Suggested community service learning through application
Learners, under your guidance or under the guidance of the parents/caretakers, to
engage in a clean up project to care for the environment.
Assessment rubric
Exceeds expectation
Enjoys painting detailed pictures based on stories using brushes and or current and emerging
technologies.
Meets expectation
Enjoys painting simple pictures based on stories using brushes and or current and emerging
technologies.
Approaches expectation
Shows little interest and ability to paint simple pictures with brushes based on stories using
brushes and or current and emerging technologies.
Below expectation
Seems distracted and has no interest or ability to paint simple pictures based on stories using
brushes and or current and emerging technologies.
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Sub-strand 3.1: Hand printed patterns
Speciclearningoutcomes
By the end of the sub-strand, the learner should be able to:
a. Observe hand printed patterns from teacher’s samples from the inquiry corner for
motivation.
b. Print patterns using hands or current and emerging technologies for decoration.
c. Have fun printing patterns with hands or current and emerging technologies.
Suggested learning experiences
1. Learners in groups, to observe hand printed patterns from teacher’s samples to
help in creating decorations for beauty.
2. Thelearners to individually print patterns using hands and /or current and
emerging technologies for decoration.
3. The learner to display and discuss own and other’s work.
Key inquiry questions
1. What patterns can you see around the environment?
2. What materials have been used to make the patterns?
3. How do we make hand printed patterns?
Core competence to be developed
Learners to acquire:
1. Digital literacy as they use current and emerging technologies to make decorations.
2. Imagination and creativity as they print decorations.
3. Communication and collaboration as they work and exchange ideas with others during
learning.
Link to PCI’s
Life Skills: Self-awareness, self-esteem and assertiveness as they display and talk
about their work.
PATTERN MAKING
STRAND 3.0
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Links to values
Emphasise on practice of respect for each other’s work and responsibility for
materials, tools and working environment.
Link to other learning activity areas
English language activity area where learners learn vocabulary patterns.
Lesson development
Lesson 1
Speciclearningoutcome
By the end of the lesson, the learner should be able to observe hand printed patterns
from teachers’ samples in the inquiry corner for motivation.
Introduction
Introduce the lesson by reviewing the lesson taught in Grade Two about patterns. You can
also display your samples of hand printed patterns and discuss with learners about them.
Learning activities
a. Teacher’s activities
1. Ask learners to name some of the patterns they know.
2. Lead learners in a discussion about some of the patterns they have made using their
hands.
3. Ask learners to gather tools and materials that they can use to make hand
patterns.
4. Guide learners in creating hand patterns by dipping their palms in paints of
different colours and then placing them on plain papers. The different colours help
make their work attractive.
Handprint in dierentcolours
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5. Ask learners to print patterns with their hands for decoration.This way their imaginative
and creativity skills are enhanced as they print decorations.
6. Give learners time to nish up, their hand printed patterns and display their work.
Encourage the rest of the learners to appreciate own and others’ work.
b. Learner’s activity
Create hand prints using different paint colours.
Conclusion
Lead learners in talking about their work.
Lesson 2
Speciclearningoutcomes
By the end of the lesson, the learner should be able to:
a. Print patterns using hands current and emerging technologies for decoration.
b. Have fun printing patterns with hands or current and emerging technologies.
Information for the teacher
1. Encourage learners to create more printed patterns by hands apart from the ones
made in class.
2. Use ICT tools like laptops to make the lesson more enjoyable by showing learners
different hand patterns.
Introduction
Introduce the lesson by asking learners to observe patterns from samples from the
inquiry corner for motivation.
Learning activities
a. Teacher’s activities
1. Ask learners to be in groups of three and place their learning resources on the table.
They include different colours of paints, manila papers, water, rugs and any other
relevant material.
2. Let learners create different patterns by dipping their palms in different colours of
paints and placing them on the manila paper to form prints. During this activity
learners’ communication and collaboration skills are being enhanced as they
interact.
In addition, learners’ language skills are enhanced as they learn new words like
‘hand
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prints.’
3. Look at the work learners are doing as you encourage them.
4. Learners to display group work appreciate their own work and work from others
groups.
b. Learner’s activity
1. Observe the pictures below.
2. Draw pictures using hand prints.
Vocabulary
Hand prints - a mark left by the impression of a hand.
Conclusion
1. Ask learners to tidy the working area.
2. Encourage learners to practice hand prints at home. Remind them to observe
safety on their clothes as painting can be a messy activity if not done well.
Suggested community service learning through application
With the guidance of a teacher/parent or care givers, learners could paint decorations
and take to children’s homes.
Suggested non-formal activity to support learning
School could organise in-house exhibitions to showcase learners’ artworks.
Suggested assessment
Observation, oral questions, discussions.
Assessment rubric
Exceeds expectation
Enjoys printing detailed patterns using hands and or current and emerging technologies.
Fish drawn using hand print Flo wers dra wn using hand prints
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Meets expectation
Enjoys printing patterns using hands and or current and emerging technologies.
Approaches expectation
Shows little interest and ability to print patterns using hands and or current and emerging
technologies.
Below expectation
Seems distracted and shows no interest in printing patterns using hands and or current and
emerging technologies.
Sub-strand 3.2: Leaf printed patterns
Speciclearningoutcomes
By the end of the sub-strand, the learner should be able to:
a. Observe leaf printed patterns from the inquiry corner and /or ICT environment to
help in creating decorations.
b. Print coloured patterns using leaves for decoration.
c. Have fun printing coloured patterns with leaves.
Suggested learning experiences
1. Learners in groups learners to observe leaf printed patterns from the inquiry corner
and /or ICT environment to help in creating decorations.
2. Learners in groups could be taken for physical or digital environmental tours to identify
leaves that could be used to make coloured prints.
3. The learners to individually print coloured patterns with leaves for decoration.
4. Learners to display and talk about own and each other’s coloured leaf print patterns.
Key inquiry questions
1. Can you identify various shapes of leaves in the environment?
2. How do we make coloured leaf printed patterns?
3. What materials do we use to make coloured leaf printed pattern?
Core competence to be developed
The learner will develop:
1. Communication and collaboration through interactions during group work.
2. Digital literacy as they use current and emerging technologies to observe varied
types of leaves.
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3. Problem solving skills when making coloured patterns with leaves.
4. Self-efcacy when giving feedback on own leaf prints during the display session.
5. Imagination and creativity as they print decorations.
Link to PCI’s
Life skills: Self-awareness, self-esteem and assertiveness as they display and talk about
their work verbally.
Link to values
Emphasise on practise of respect for each other’s work and responsibility for materials
and tools and the working environment.
Link to other learning activity areas
Environmental activities can teach on care for the environment.
Suggested resources
Paper, pencil, paint, leaf, ICT devices and any other relevant resources.
Lesson development
Lesson 1 and 2
Speciclearningoutcomes
By the end of the lessons, the learner should be able to:
a. Observe leaf printed patterns from the inquiry corner and/or ICT environment to
help in creating decorations.
b. Print coloured patterns using leaves for decoration.
c. Have fun printing coloured patterns with leaves.
Learning activities
a. Teacher’s activities
1. Display samples of patterns you have created and show learners.
2. Allow learners to interact with the patterns. Ask them to name some of the
resources within their surroundings that they can use to create leaf patterns.
3. Initiate a class discussion among learners in which they ask and answer questions
based on the topic.
4. These activities enhances learners imagination and creativity as they come up
with different leaf patterns.
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b. Learner’s activities
Use the guidelines below to create a leaf pattern.
i. Mix paint powder with glue and/or water.
ii. Take a leaf that is not dry.
iii. Apply the paint made on one side of the leaf.
iv. Stick the leaf on a paper or fabric and ensure the pattern applies well on the fabric.
Remove the leaf.
v. Allow the pattern to dry.
Conclusion
Ask learners to comment and appreciate the patterns they have created. This enhances
learner’s sense of responsibility, respect and appreciation of others’ work.
Assessment
With the help of parents/guardians, the learner to create a portfolio that includes
various leaf patterns.
Suggested community service learning through application
With guidance of the teacher/parent or caretakers, learners could paint decorations
and take them to children’s homes.
Suggested non-formal activity to support learning
School could organise in-house exhibitions to showcase learners’ artworks.
Suggested assessment
Observation, oral questions, discussions.
Assessment rubric
Exceeds expectation
Enjoysprintingintricateandwellnishedpatternsusingleaves.
Dierent types of leaf prints
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Meets expectation
Enjoys printing patterns using leaves.
Approaches expectation
Shows little interest and ability to print patterns using leaves.
Below expectation
Seems distracted and shows no interest in printing patterns using leaves.
Sub-strand 3.3: Block print patterns
Speciclearningoutcomes
By the end of the sub-strand, the learner should be able to:
a. Observe block printed patterns from teachers’ samples or ICT environment to help
in creating decorations.
b. Print patterns using a block for decoration.
c. Have fun printing patterns with a block for decoration.
Suggested learning experiences
1. In groups, learners could observe printed patterns from teacher’s samples or ICT
environment to help in creating decorations.
2. The learners individually to print decorative patterns using blocks.
3. Learners to display and talk about own and other’s block prints.
Key inquiry questions
1. What materials can be used for making printing blocks for this level?
2. How do we print decorative patterns with blocks?
Core competence to be developed
Learner to acquire:
1. Communication and collaboration through interactions during group work.
2. Problem solving skills, imagination and creativity when making patterns with
blocks.
3. Digital literacy as they use current and emerging technologies to observe varied
types of block printed patterns.
Link to PCI’s
Life skills:
Self-awareness, self-esteem and assertiveness as they display and talk about their work ver-
bally.
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Link to values
Emphasise on practise of respect for each other’s work and responsibility for materials
and tools and the working environment.
Link to other learning activity areas
Environmental activities can teach on care for the environment.
Suggested resources
Paper, paint, blocks, ICT devices and any other relevant resources.
Information for the teacher
This sub-strand focuses on developing learner’s creativity on using blocks to create
patterns. Encourage learners to practise at home. Let the learners be careful
Lesson development
Lesson 1a
Speciclearningoutcome
By the end of the lesson, the learner should be able to observe block printed patterns
from inquiry corner and /or ICT environment to help in creating decorations.
Introduction
Introduce the lesson by showing learners different patterns created using different
materials e.g. leaves, maize cobs and the, hand. Ask the learners to say the differences. Allow
learners to interact with the objects and give their responses.
Learning activities
a. Teacher’s activities
1. Show learners a piece of block to stimulate their interest in the lesson.
2. Display a ready-made sample of the intended work from your sample. Ask
the learners to observe the samples and compare them with the ones in the
previous sub-strands.
3. Guide learners to make block printed patterns by using paints, blocks and
papers.
4. Give guidance to individual learners as you observe their progress.
5. Ask learners to display their work and make comments as they appreciate own
and others’ work.
6. Ask learners to tidy the working area.
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b. Learner’s activity
Observe the block print patterns below.
Curvedpotatoused tocreateblockprint pat-
Printsmade using potato print pat-
Conclusion
1. Ask learners to practise making potato printed patterns at home.
2. Ask learners to discuss about what they learnt during the lesson.
Lesson 2
Introduction
Ask learners to observe printed patterns from your samples or ICT environments to
help create decorations using potatoes of different sizes with different designs.
Learning activities
a. Teacher’s activities
1. Good Ask learners to be in groups and place the learning resources on the table.
2. Ask learners to create different prints for decorations on manila papers using
different sizes of blocks with various designs on them with different colours of paints.
This way learners’ problem solving skills, imagination and creativity when making
patterns with
blocks.
3. View learners progress as you encourage learners to be creative.
4. Allow learners to display their artwork as they appreciate own and others work. During
this activity, learners are developing communication and collaboration skills as they
interact during the group work.
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b. Learner’s activities
1. Take a piece of potato.
2. With the help of your teacher or parent, curve patterns on one side of the potato.
3. Dip the curved part in paint and stamp on a piece of paper or cloth to create a
pattern.
Conclusion
1. Ask learners to tidy the working area.
2. Encourage learners to practise creating prints with potatoes to make decorations at
home.
Assessment
Ask learners to make a class decoration by using blocks to create patterns.
Suggested community service learning through application
With the guidance of teacher/parent or care givers, learners could paint decorations and take
to children’s homes.
Suggested non-formal activity to support learning
School could organise in-house exhibitions to showcase learners’ artworks.
Suggested assessment
Observation, oral questions, discussions.
Suggested resources
Potatoes, paper/piece of cloth, razor blade, paint and any other relevant resources.
Assessment rubric
Exceeds expectation
Enjoys printing detailed patterns using blocks.
Meets expectation
Enjoys printing patterns using blocks.
Approaches expectation
Shows little interest and ability to print patterns using blocks.
Below expectation
Seems distracted and shows no interest in printing patterns using blocks.
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Sub-strand 4.1: Photomontage
Speciclearningoutcomes
By the end of the sub-strand, the learner should be able to:
a. Source different types of pictures from print media that can be used to create a
photomontage.
b. Create simple pictorial compositions in montage using cut-out pictures.
c. Have fun while creating simple pictorial compositions in montage.
d. In groups, learners could source different types of pictures from print media that
can be used to create photo montage.
Suggested learning experiences
1. Individually, learners to create simple pictorial composition in photomontage
using cut-out pictures.
2. Learners to display and talk about own and others work.
Key inquiry questions
1. What materials can be used for creating pictorial compositions?
2. How do we create photomontage pictorial compositions using cut out?
Core competence to be developed
Learner to acquire
1. Communication and collaboration skills as they are having group discussion.
2. Imagination and creativity skills as they choose the cut-outs to use in
photomontage.
3. Problem solving skills, imagination and creativity when making patterns with
blocks.
4. Digital literacy as they use current and/or emerging technologies to observe
varied types of block printed patterns.
MOUNTING TECHNIQUE
STRAND 4.0
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Link to PCI’s
Life skills
Help learners to develop self esteem and awareness as they display and talk about their
work.
Link to values
Emphasise on practice of respect for each other’s work and responsibility for materials
and tools and the working environment.
Link to other learning activity areas
Environmental activity area which teaches on care for the environment.
Suggested resources
Glue, print media, paper
Lesson development
Lesson 1
Speciclearningoutcome
By the end of the lesson, the learner should source different types of pictures from
print media that can be used to create photomontage.
Introduction
Show learners a photomontage from your collection and let them observe, talk about
and analyse the photomontage.
Learning activities
a. Teacher’s activities
1. Take learners through different pictures that can be used in making a
photomontage.
2. Allow learners to contribute to the lesson by identifying the different aspects of
the pictures used.
3. Guide learners be able to identify materials and tools within their environment
which can be used in making a pictorial composition.
4. Provide learners with different illustrations of pictures made using various print
media tools.
5. Step by step explain to learners what a photomontage is and how it is made.
6. With already cut pictures and prepared materials lead the learners in making a
simple pictorial montage for them to know what a photomontage is.
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7. In groups, learners to source out for different types of materials and pictures from print
media that can be used to create a photomontage.
8. Learners to sort out materials in readiness to create a photomontage.
a. Learner’s activites
1. Observe the picture below. What can you see?
2. What is a photomontage?
Vocabulary
Photomontage - The process of combining several pictures by sticking them on a sur
face in an overlapping manner to form a new image.
Conclusion
End the lesson by allowing learners to engage in an interactive discussion through a question
and answer approach.
Assessment
Learners to collect various pictures from their homes which can be used in making a
photomontage.
Lesson 2
Speciclearningoutcomes
By the end of the lesson, the learner should be able to:
a. Create simple pictorial compositions in montage using cut out pictures.
b. Have fun while creating simple pictorial compositions in montage.
c. In groups, learners could source different types of pictures from print media that can
be used to create photo montage.
Example of a photomontage
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Introduction
Introduce the lesson by asking the learners to describe what a photomontage is using
the information acquired during the previous lesson.
Learning activities
a. Teacher’s activities
1. With the pictures and the materials learners collected in the previous lesson, guide
them on how to create a photomontage.
2. In groups, learners to create simple pictorial compositions in photomontage using
cuts out pictures from the print media. This activity enhances learners’ imaginative
and creativity skills. Working in groups, enable learners to gain communication and
collaboration skills which are important in life skills that will be used as they develop.
b. Learner’s activities
1. Get a plain paper or manilla paper.
2. Apply glue on the manilla paper and start sticking the pictures from print media
in a systematic sequence.
3. Keep guiding the learners where necessary.
4. Allowthelearnerstonishuptheirworkthentalkabout,displaytoappreciate,
and Have learners compare their work with their friends’ work.
Conclusion
1. Lead the learners into a discussion about their learning experiences in making a
pictorial picture montage.
2. Learners to display their work on the walls of the classroom as they enjoy and
appreciate each other’s creativity.
Assessment
1. What is a photomontage?
2. Learners to create a portfolio of different pictures acquired from various print media.
Suggested community service learning activities
With the guidance of aparent/caregivers, the learners to do a montage project with a
theme and materials they have selected.
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Suggested non-formal activity to support learning
The school could organise in-house exhibitions to showcase learners’ artworks.
Suggested assessment
Observation, oral questions, discussion.
Assessment rubric
Exceeds expectation
Collectsandclassiespicturesfromprintmediaandexperimentswiththemtocreatede-
tailed pictorial compositions in photomontage using cut out pictures.
Meets expectation
Collects different types of pictures from print media and enjoys using them to create simple
pictorial composition in photomontage using cut out pictures.
Approaches expectation
Collects different types of pictures from print media but is not wholly interested in creating
simple pictorial composition in photomontage using cut out pictures.
Below expectation
Seems distracted and shows no interest in creating simple pictorial composition in photo-
montage using cut out pictures.
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Sub-strand: 5.1 Decorating three dimensional (3D) forms using found
materials.
Speciclearningoutcomes
By the end of the sub-strand, the learner should be able to:
a. Observe teacher samples and/or digital media of decorated 3D forms to help in
motivation.
b. Decorate three dimensional forms using found materials.
c. Have fun while decorating three dimensional forms using found materials.
d. Ask learners to gather materials collected from the creative corner.
e. Individually, guide learners on how to decorate 3D forms.
f. Display samples of three dimensional forms to learners.
Suggested learning experiences
1. In groups, learners to observe teacher samples and/or digital media of decorated
forms.
2. In groups, learners to experiment with materials, to decorate three dimensional
forms using found materials eg shells, buttons, beads, inedible seeds etc.
3. Individually, learners to experiment with materials to decorate three dimensional
forms using found materials.
4. Learners to display and talk about their own and others’ work.
Key inquiry questions
1. What materials can one use to decorate 3D forms?
2. How do we decorate 3D forms using found materials?
Core competence to be developed
Learners will acquire:
1. Communication and collaboration skills when working together.
2. Imagination and creativity while decorating forms.
3. Self-efcacy as they talk about their work during display.
4. Digital literacy as they source for pictures of 3D decorated forms in digital media.
DECORATING FORMS
STRAND 5.0
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Link to PCI’s
Life skills: Help learners develop self-esteem and awareness as they display and talk
about their work.
Link to values
Emphasise on the practise of respect for each other’s work and responsibility for
materials and tools and the working environment. Emphasise on empathy as they
share materials
Link to other learning activity areas
Environmental activity area which teaches on care for the environment as a rich source
of art materials.
Suggested resources
Sticky gum, found objects, 3D objects to be decorated, ICT devices and any other
relevant resources.
Lesson development
Lesson 1
Speciclearningoutcome
By the end of the lesson, the learner should be able to observe teacher samples and/
or digital media of decorated 3D forms to help in motivation
Introduction
Introduce the lesson by showing learners samples of 3D decorated forms. Lead them
in a discussion about the samples.
3D shapes
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Learning activities
a. Teacher’s activities
1. Display to learners samples of decorated 3D forms using different materials.
2. Lead learners in a discussion about the displayed items.
3. Ask learners to name materials that are likely to be used to decorate.
4. Ask learners to collect materials used in decorating 3D forms.
5. Lead learners in a discussion about materials collected.
6. As learners identify 3D objects and name the materials used in creating
them, they acquire communication and collaboration skills as they interact with
each other.
7. Learners acquire digital literacy as they use digital media to source for 3D objects.
b. Learner’s activities
1. Observe the 3D objects below.
2. Name objects in your home or school that are in 3D.
Vocabulary
1. Decorate - To make an object beautiful.
2. Dimensional -Havingsufcientdepth(height,widthandlength).
Conclusion
Ask learners to keep the materials collected in the creative corner for use in the next
lessonTheycanndothermaterialsandtoolsfromtheirenvironmentthatcanbeusedin
decorating 3D objects.
3D objects foundat home
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Lesson 2 and 3
Speciclearningoutcomes
By the end the lessons, the learner should be able to:
a. Decorate three dimensional forms using found materials.
b. Have fun while decorating three dimensional forms using found materials.
c. Ask learners individually to gather materials collected from the creative corner.
d. Guide individually, learners on how to decorate 3D forms.
e. Display samples of three dimensional forms to learners.
Introduction
Introduce the lesson by reviewing the previous lesson. Ask learners to name materials
used for decorating like old clothes, glue and coloured paper.
Learning activities
a. Teacher’s activities
1. Display samples of three dimensional forms for learners to use.
2. Ask learners to gather materials collected from the creative corner.
3. Divide learners in groups and using the guidelines provided
below, guide learners on how to decorate 3D forms.
4. Allow learners to display their work.
b. Learner’s activities
1. Take a three dimensional form like a box.
2. Take pieces of coloured papers/cloth.
3. Apply glue on all faces of the box.
4. Put coloured papers/cloth on the surface to decorate.
Conclusion
Lead learners in a discussion to talk about their art work. As learners observe and talk about
their artwork, instil values of respect for other’s work, self-esteem and awareness
aswellasself-efcacy.
Example of a box
decorat ed using fabric
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Assessment
Using different materials. leaners to decorate 3 dimensional forms of their choice.
Suggested community service learning activity to support learning through
application
Learners to engage in collecting materials (especially non-degradable) in the
community as a way of keeping the community clean. They can sort them in order to
get those that can be recycled for use.
Assessment rubric
Exceeds expectation
Enjoys experimentingwithfoundmaterialstocreatewell-nisheddesignon3Dforms.
Meets expectation
Enjoys creating designs on the 3D forms using found materials.
Approaches expectation
Seems not wholly interested and has limited ability in creating designs on 3D forms using
found materials.
Below expectation
Is distracted and disinterested and cannot decorate 3D forms by sticking found materials on
them.
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Sub-strand 6.1: Knotted necklaces
Speciclearningoutcomes
By the end of the sub-strand, the learner should be able to:
a. Observe beaded ornaments from teacher’s samples and /or ICT media to help in
making necklaces using double strand knotting technique.
b. Experiment with local materials to create necklaces using knotting technique.
c. Enjoy making necklaces using double strand knotting technique.
Suggested learning experiences
1. In groups, learners to identify from teachers samples and/or ICT media sample
necklaces using local techniques and materials e.g. glass beads, plastic beads, clay beads,
wooden beads, bone beads etc.
2. In groups, experiment with local materials and techniques to make multi-colour necklaces
and thread using double strand knotting technique.
3. Learners to display their work followed by a class discussion to appreciate own and each
other’s necklaces.
Key inquiry questions
1. What materials can be used from the environment in making beads?
2. How can one make beads using double strand knotting technique?
3. How can learners borrow creative ideas from their locality on ornament making?
Core competence to be developed
1. The learner will develop communication and collaboration skills through
interactions during group work.
2. The learner will acquire problem solving skills when experimenting with local
materials to make multi–colour necklaces and double strand them.
3. The learner will acquire self efcacy when giving feedback on their own necklaces
during the display session.
ORNAMENTS
STRAND 6.0
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4. Digital literacy as they source for digital media examples of necklaces.
Link to PCI’s
Life skills
Help learners develop self-esteem and awareness as they display and talk
about their work verbally.
Link to values
Help learners to appreciate the value of using inedible materials when creating beads
for ornaments. Teacher to help learners to practise responsible behaviour as they care for the
environment.
Link to other learning activity areas
Environmental activities: When learners collect degradable and / or non degradable
materials from the environment, decorations.
Lesson development
Lesson 1
SpecicLearningoutcome
By the end of the lesson, the learner should be able to observe beaded ornaments from
teacher’s samples and /or ICT media to help in making necklaces using double
strand knotting technique.
Introduction
Introduce the lesson by showing the learners a knotted necklace made by the teacher
to stimulate interest in the lesson. Ask learners on which part of the body necklaces are
worn and for what purpose. Allow learners to discuss.
Learning activities
a. Teacher’s activities
1. Ask learners to identify different materials e.g. wooden coloured beads,plastic
coloured beads ,bones coloured bones for making double strand knotted
necklaces.
2. Show learners a sample of a double stranded knotted necklace you have created.
3. Ask learners questions based on their observation of the sample
4. Guide learners on making necklaces using knotted techniques as observed from
the sample.e.g after threading three beads, tie a knot after this and continue with
same then thread three beads of different colours tie a knot until the necklace is
complete.
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5. Give guidance to individual learners as the teacher observes progress.
6. Ask learners to display their knotted necklaces They can wear them. Guide them in
appreciating each other necklaces.
7. During this activity, learners’ creativity will be enhanced as they
experiment with local materials to make multi-colour necklaces using the double
strand method.
8. Ask learners to tidy the working area.
b. Learner’s activities
1. Observe the images below.
2. What is the double strand necklace made of in the picture below?
Conclusion
Ask learners to practise making necklaces using knotting techniques at home.
Lesson 2
Speciclearningoutcomes
By the end of the lesson, the learner should be able to:
a. Experiment with local materials to create necklaces using knotting technique.
b. Enjoy making necklaces using double strand knotting technique.
Introduction
Introduce the lesson by asking learners to give their experiences from the last lesson
on creating double strand knotted necklaces.
Beaded double strand necklace
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Learning activities
a. Teacher’s activities
1. Ask learners to be in pairs as should place their learning resources on the table.
2. Ask learners to make double stranded knotted necklaces as illustrated in the
previous lesson.
3. Learners to make double stranded knotted necklaces using coloured wood,
coloured bones or coloured plastics or any other relevant materials.
4. To view learner progress encourages those who may be feeling like they are far
behind.
5. Learners to display their artwork as they appreciate own and others artwork.
Conclusion
1. Ask learners to tidy the working area.
2. Encourage learners to practise creating double-strand knotted necklace.
Lesson 3
Speciclearningoutcomes
By the end of the lesson the learner should be able to:
a. Experiment with local materials to create necklaces using knotting technique.
b. Enjoy making necklaces using double strand knotting technique.
Introduction
Introduce the lesson by asking learners to name local materials which can make double
stranded knotted necklaces.
Learning activities
a. Teacher’s activities
1. Ask learners to place their learning resources on the table e,g coloured woods
with holes, plastic beads, bones beads, strings and other relevant materials.
2. Ask learners to make the double strand knotted necklace as they had created in
the previous lessons.
3. Observe individual progress as you encourage the learners to come up with various
double strand notted necklace design. The learners acquire self efcacy skills as
they give feed back on their own necklaces during display sessions.
b. Learner’s activities
1. Learners to create double strand knotted necklaces of their own choice.
2. Learners to display their double strand knotted necklaces as they appreciate
own and others work.
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Conclusion
1. Ask learners to tidy the working area.
2. Encourage learners to practice, creating double strand knotted necklaces with
locally available materials.
Information for the teacher
Assist learners thread the materials in an organised manner. As learners use beads,
they should observe safety (not to swallow or place in their ears) Encourage learners
to wear their necklaces and make some for their family members.
Assessment
Using different materials from your locality, create double strand knotted necklace.
Suggested community service learning activities
Learners can undertake a project where they can be assisted by family and community
resource persons to incorporate ornament making techniques practiced in their locality.
Suggested non-formal activity to support learning
Compose a traditional song and use necklaces as costumes.
Suggested assessment
Observation, oral questions, discussion.
Assessment rubric
Exceeds expectation
Enjoys experimenting with local materials to create necklaces with complex designs using
double strand knotting technique.
Meets expectation
Enjoys experimenting with local materials to create necklaces using double strand knotting
technique.
Approaches expectation
Shows no interest and has ability to create necklaces using double strand knotting technique.
Below expectation
Is distracted and shows no interest in making necklaces using double strand knotting
technique.
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Sub-strand 6.2: Double strand knotted bracelets
Speciclearningoutcomes
By the end of the sub-strand, the learner should be able to:
a. Observe beaded ornaments from teacher’s samples and /or ICT media to help in
making bracelets using double strand knotting technique.
b. Experiment with local materials to create bracelets using double strand knotting
technique.
c. Enjoy making bracelets using double strand knotting technique.
Suggested learning experiences
1. In groups, learners could identify sample bracelets from teacher, samples or ICT
media made using local techniques and materials e.g. glass beads, plastic beads,
clay beads, wooden beads, bone beads etc.
2. In groups, learners experiment with local materials, and techniques to make three
colour bracelets and thread using double strand knotting technique.
3. Learners to display their work followed by a class discussion to appreciate own
and each other’s bracelets.
Key inquiry questions
1. What materials can be used from the environment in making beads?
2. How can learners borrow creative ideas on material, from cultures in their locality
on ornament making?
3. Is it possible to get a resource person to show learners how to make beads using local
techniques?
Core competence to be developed
The learner will acquire:
1. Communication and collaboration through interactions during group work.
2. Problem solving skills when experimenting with local materials to make bracelets.
3. Self-efcacywhen giving feedback on their own bracelets during the display
session.
4. Digital literacy as they source for examples of bracelets from digital media.
Link to PCI’s
Life Skills: Help learners to develop self-esteem and awareness as they
display and talk about their work verbally.
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Link to values
Help learners to appreciate the value of using inedible materials when creating beads
for ornaments. Help learners to practise responsible behaviour as they care for the
environment.
Link to other learning activity areas
Environmental activities: where learners learn to collect degradable and / or non
degradable materials from the environment, and sort them out. They can use
appropriate ones for decorations.
Suggested resources
Glass beads, plastic beads, clay beads, wooden bead, bone beads ICT devices and any
other relevant resources.
Lesson development
Lesson 1
Speciclearningoutcome
By the end of the lesson, the learner should be able to observe beaded ornaments
from teacher’s samples or ICT media to help in making bracelets using double strand
knotting technique.
Introduction
Introduce the lesson by asking the learners to talk about the bracelets they made in
Grade Two. Let them give their experiences as they give their views.
Learning activities
a. Teacher’s activities
1. Let learners observe beaded ornaments from your samples or ICT media to
help in making bracelets using double strand knotted necklace.
2. Give a sample of bracelets made using the knotted techniques to learners and
let them view it.
3. Ask learners simple oral questions concerning the bracelets e.g. the colours of
the beads and the technique used.
4. Ask learners to make a bracelet using knotted techniques as you direct them
e,g thread four beads of the same colour then tie a knot, then thread two beads
of anothercolour,tieaknot.Dothisuntilthebraceletsisnished.
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5. Give guidance to individual learners as you observe progress while giving
positive feedback.
6. Ask learners to display their bracelets by wearing them and appreciating each
others bracelets. This activity equips learners with self-efcacyskills as they give
feedback during the display session.
7. Ask learners to tidy the working areas.
b. Learner’s activities
1. Observe the picture below.
2. Identify which materials are used to make the double strand bracelet
shown.
Conclusion
Ask learners to practise making bracelets using knotted techniques at home.
Lesson 2
Speciclearningoutcome
By the end of the lesson, the learner should be able to:
a. Experiment with local materials to create bracelets using double strand knotting
technique.
b. Enjoy making bracelets using double strand knotting technique.
Introduction
Introduce the lesson by asking learners to identify sample bracelets from teachers
samples and /or ICT media made using local techniques. They can be made glass beads,
wooden beads, bones beads and any other relevant materials.
Double strand bracelet
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Learning activities
a. Teacher’s activities
1. Ask learners to tell the material used and the techniques that make your sample
bracellet.
2. Ask learners to place the learning materials on the table.
3. Ask learners to make double strand bracelets using knotted techniques.
4. Observe learners progress as you encourages them during this activity.
Learners are acquiring problem solving skills as they experiment with local
materials to make knotted techniques as they use beads of different colours to
make them colourful.
5. Guide the learners to display their bracelets as they wear them on the wrist
appreciating own and others artwork.
Conclusion
1. Ask learners to tidy the working areas.
2. Encourage learners to practice creating double strand knotted bracelets at home.
Lesson 3
Speciclearningoutcomes
By the end of the lesson, the learner should be able to:
a. Experiment with local materials to create bracelets using double strand knotting
technique.
b. Enjoy making bracelets using double strand knotting technique.
Introduction
Ask learners to share their experiences in the previous lessons on the double strand
knotted bracelets.
Learning activities
a. Teacher’s activities
1. Ask learners to be in pairs as they place their learning resources on the table.
2. Ask learners to make the double strand knotted necklace as in the previous lesson.
3. Observe the progress of the learners as you give positive feedback during the activity.
Learners develop communication and collaboration skills as they interact during
the group work.
4. Learners to display their art work as they appreciate own and other’s work.
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b. Learner’s activity
Using wood and bone beads, make a double strand knotted bracelets for your
friends’ birthday present. Make it colourful.
Conclusion
1. Ask learners to tidy the working area.
2. Encourage learners to practise creating bracelets using double strand knotted
techniques at home.
Vocabulary
1. Double - Consisting of two identical or similar parts.
2. Knotted - Make tie/loop.
3. Bracelet - Ornaments that can be a band or hoop worn on the wrist.
Suggested community service learning activity
Learners can undertake a project whereby they can be assisted by family and community
resources persons to incorporate ornament making techniques practised
in their locality.
Suggested non-formal activity to support learning
Compose a traditional song and use bracelets as costumes.
Assessment rubric
Exceeds expectation
Enjoys experimenting with local materials to create bracelets with complex designs using
double strand knotting technique.
Meets expectation
Enjoys experimenting with local materials to create bracelets using double strand knotting
technique.
Approaches expectation
Shows little interest and ability in experimenting with local materials to create bracelets using
double strand knotting technique.
Below expectation
Is distracted and shows no interest in making bracelets using double strand knotting technique.
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Sub-strand 7.1: Applique
Speciclearningoutcomes
By the end of the sub-strand, the learner should be able to:
a. Observe fabric decorated items from applique technique from teachers’ samples
and /or from digital media to motivate them make their own.
b. Decorate fabric using applique technique for self-expression.
c. Enjoy decorating fabric with the applique technique.
Suggested learning outcomes
1. In groups, learners to observe fabric decorated items in applique technique from
teachers’ samples and or from digital media to motivate them.
2. Class discussion on found materials which can be used for sticking on fabric.
3. Individually, learner to use found materials to stick on fabric and create decorations.
4. Display andtalkaboutownandothersnishedwork.
Key inquiry questions
1. What materials are required to make applique decorations?
2. What is the process of making applique decorations on fabric?
3. Which adhesive is appropriate for applique?
Core competence to be developed
The learner will acquire:
1. Communication and collaboration through interactions during group work.
2. Problem solving skills when experimenting with local materials to make applique.
3. Self-efcacy when giving feedback on their own bracelets during the display
session.
4. Imagination and creativity as they create patterns using found materials and stick
them on fabric.
5. Digital literacy as they source for examples of applique from digital media.
FABRIC
DECORATION
STRAND 7.0
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Link to PCI’s
Life skills
Help learners to develop self-esteem and awareness as they display and talk
about their work verbally.
Link to values
Help learner to appreciate the value of using found materials when decorating fabric with
applique. Help learners to practice responsible behaviour as they care for the environment.
Link to other learning activity areas
Environmental activities: To have practical lessons when they collect degradable or
non-degradable materials from the environment, they can sort them out appropriatly
and use them to decorate the walls.
Suggested resources
Fabric, decorations, adhesive
Lesson development
Lesson 1
Speciclearningoutcome
By the end of the lesson, the learner should be able to observe fabric decorated items from
applique technique from teachers’ samples and /or from digital media to
motivate them make their own.
Introduction
Welcome learners to observe fabric decorated items from applique technique and
from teachers’ samples to motivate them make their own.
Learning activities
a. Teacher’s activities
1. Welcome the learners to observe fabric decorated items from applique
technique from the teachers’ samples or from digital media to motivate them make
their own.
2. Discuss with learners what materials are required to make applique decorations.
3. Explain and discuss with learners the process of making applique decoration on
fabric.
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b. Learner’s activity
In small manageable groups learners to observe fabric decorated items in applique
technique from teachers’ samples and ICT.
Vocabulary
1. Applique - Ornamental needlework, in which small pieces of fabric are sewn in or stuck
on a larger piece of cloth.
Conclusion
Ask learners to use the knowledge acquired in class to collect materials and tools to be used
in making fabric decorations.
Lesson 2
Speciclearningoutcome
By the end of the lesson, the learner should be able to:
a. Decorate fabric using applique technique for self-expression.
b. Enjoy decorating fabric with the applique technique.
Introduction
Welcome learners to observe fabric decorated items from applique technique from your own
collection and samples to motivate them make their own.
Pass them round the class for learners to observe and comment about them, then lead
a discussion on how the items were made.
Learning activities
a. Teacher’s activities
1. Lead a class discussion on found materials which can be used for
sticking on fabric and explain how it can be done.
2. Demonstrate as you guide the learners on how applique technique of
decorating fabric is done for the learners to observe the whole process asking
questionsforclarications.
Applique
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3. Open a class discussion on found materials which can be used for sticking on fabric.
4. Individually, learners to use found materials to stick on fabric and create
decoration.
5. Afterlearnersnishuptheirworkthendisplaytoappreciateitandcomparetheir
own with their friends’ work.
b. Learner’s activity
Which adhesive is appropriate for applique?
Conclusion
Learners to talk about their own and others work then display their work.
Suggested community service learning activities
Learners to engage parents and caretakers in sourcing for materials for applique and
make decorative items.
Suggested non-formal activity to support learning
Learners to decorate dance costumes using applique for use during music performances.
Suggested assessment
Observation, oral questions, discussion, portfolio.
Suggested resources
Fabric, adhesive, assorted materials(paper, buttons, coloured paper, shells) ICT devices and
any other relevant resources.
Assessment rubric
Exceeds expectation
Enjoys creatingwellnishedappliquédecorationsonfabric.
Meets expectation
Enjoys decoratingfabricusingtheappliqué technique.
Approaches expectation
Shows littleinterestindecoratingfabricusingappliquétechnique.
Below expectation
Is distractedandshowsnointerestindecoratingfabricusingappliquétechnique.
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Sub-strand: 8.1 Decorating clay items using incising technique
Speciclearningoutcomes
By the end of the sub-strand, the learner should be able to:
a. Observe clay items decorated using incising technique from teachers collection or
from digital media to motivate them make their own.
b. Identify materials and tools to be used in decorating clay items using incising
technique.
c. Model simple objects decorated using incising technique to beautify them.
d. Have fun as they model and decorate objects using incising technique.
Suggested learning outcomes
1. In groups, learners tom observe clay items decorated using incising technique
from teachers collection and /or from digital media to motivate them make their
own.
2. Class discussion on materials and tools for modelling simple pottery.
3. Individually,modelsimplepotteryformsandnishdecorationthroughincising
method.
4. Learners to display and talk about own and others work.
Key inquiry questions
1. How do we decorate pots using incising technique?
2. Is it possible to get a resource person to demonstrate incising technique to learners?
Core competence to be developed
The learner will acquire:
1. Communication and collaboration through interactions during group work.
2. Imagination and creativity as they model and decorate pots.
3. Problem solving skills when experimenting with local materials to model.
4. Self-efcacywhen giving feedback on their own work during the display session.
5. Digital literacy as they source for examples of incised clay items from digital media.
MODELLING
STRAND 8.0
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Link to PCI’s
Life skill: Help learners to develop self-esteem and awareness as they display and talk
about their work verbally.
Link to values: Help learners to appreciate the value of using clay as a natural resource for
modelling. Help learners to practice responsible behaviour as they care for the environment.
Link to other learning activity areas
Environmental activities: Can teach about clay as a resource from the environment that is
used in making useful items.
Suggested resources
Clay, water, containers ICT devices and any other relevant resources.
Information for the teacher
Learners to observe safety as they collect modeling materials. This activity can be done in
groups or individually
Lesson development
Lesson 1
Speciclearning outcome
By the end of the lesson, the learner should be able to:
a. Observe clay items decorated using incising technique from teachers collection or
from digital media to motivate them make their own.
b. Identify materials and tools to be used in decorating clay items using incising
technique.
Introduction
Introduce the lesson by asking learners to name materials used to model simple pottery
and discuss about the materials. You can also review the lesson learnt in Grade two on
modeling to help learners remember.
Learning activities
a. Teacher’s activities
1. Display clay items decorated using incising method from your collection.
2. Engage learners in a discussion about the clay items displayed.
3. Ask learners to gather tools and materials used for decorating clay items.
4. Engage learners in a discussion about materials/tools used in decorating clay
items using incising method.
5. Ask learners to keep the materials for use in the next lesson.
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b. Learner’s activities
1. Observe the items below decorated using the incising method.
2. Name items in your home decorated using the incising method.
Vocabulary
1. Model - Use clay or wax to shape something.
2. Decorate - Make something attractive by adding extra items/picture.
3. Clay - Earth soil that can be modelled when met to make bricks, pottery or
ceramics.
4. Pottery - A craft or proffesion that uses clay to make pots/dishes.
5. Incising -Make or decorate an object by making cuts.
Conclusion
Ask learners to name materials/tools to be used.
Lesson 2
Speciclearning outcomes
By the end of the lesson, the learner should be able to:
a. Model simple objects decorated using incising technique to beautify them.
b. Have fun as they model and decorate objects using incising technique.
Introduction
Introduce the lesson by asking learners to display materials used and talk about them.
Learning activities
a. Teacher’s activities
1. Ask learners to display modeled materials using incising method.
2. Lead learners in talking about materials used in decorating clay items.
3. Using the guidelines below, guide learners on how to model and decorate clay
items using incising method.
4. Ask learners to look for other embeding methods from the interne/magazines. This
will enhance their digital literacy.
Plate dec orations made using incising method
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b. Learner’s activities
1. Take a pinch of clay
2. Model an item like a jar.
picture of a modelled jar
3. Decorate the jar using incising method.
4. Place the item out to dry.
Conclusion
Ask learners to display their pottery and talk about them. This way learners acquire self-
efcacy.
Assessment
Model items of their choice and decorate them using incising technique.
Suggested community service learning activities
Teacher /parents/care takers to guide learners to clean areas where they are sourcing
for clay e.g. river bank.
Suggested non-formal activity to support learning
School to organise for in-house exhibitions to showcase learners’ artworks .
Suggested assessment
Observation, oral questions, discussion.
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Assessment rubric
Exceeds expectation
Ablyidentiesmaterialsandtoolsusedinmodelling,enjoysmodellingandappliesgoodn-
ishing to items decorated using incise decoration.
Meets expectation
Ablyidentiesmaterialsandtoolsusedinmodellingandenjoysmodellinganddecorating
items using incise decoration.
Approaches expectation
Identiesmaterialsandtoolsusedinmodellingbutshowslittleinterestorabilitytodecorate
clay items using incising technique.
Below expectation
Is distracted and shows no interest in decorating clay items using incising technique.
Sub-strand: 8.2: Decorating clay work using embedding
Speciclearningoutcomes
By the end of the sub-strand, the learner should be able to:
a. Observe clay items decorated using embedding technique from teachers
collection and or from digital media to motivate them make their own
b. Identify materials and tools to be used in decorating clay items using embedding
technique.
c. Model simple objects decorated using embedding technique to acquire modelling
skills.
d. Have fun as they model and decorate objects using embedding technique.
Suggested learning outcomes
1. In groups, learners tom observe clay items decorated using embedding technique
from teachers collection and or from digital media to motivate them make their own
2. Class discussion on materials and tools for decorating pottery
3. Individuallymodelsimplepotteryandnishwithembeddingtechnique.
4. Learners to display and talk about own and others’ work.
Key inquiry questions
1. How do we decorate pots using embedding technique?
2. How can locally made pottery inspire their creativity?
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Core competence to be developed
The learner will acquire:
1. Communication and collaboration through interactions during group work.
2. Imagination and creativity as they model and decorate pots.
3. Problem solving skills when experimenting with local materials to model.
4. Self-efcacy when giving feedback on their own work during the display session.
5. Digital literacy as they source for examples of embedded clay items from digital media.
Link to PCI’s
Life skills
Help learners to develop self-esteem and awareness as they display and talk about
their work.
Link to values
Help learner to appreciate the value of using clay as a natural resource for modelling.
Help learners to practice responsible behaviour as they care for the environment.
Link to other learning activity areas
Environmental activities can teach about clay as a resource from the environment that
is used in making useful items.
Information for the teacher
As learners do the activities, they should observe safety. Focus on the acquisition of
skills as learners undertake the activity and create an environment where learners
enjoy modeling and decorating forms using embedding technique.
Lesson development
Lesson 1
Speciclearningoutcomes
By the end of the lesson, the learner should be able to:
a. Model simple objects decorated using incising technique to beautify them.
b. Have fun as they model and decorate objects using incising technique.
Introduction
Introduce the lesson by reviewing the previous lesson and asking learners about the
materials used to decorate modeled items using embedding technique.
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Learning activities
a. Teacher’s activities
1. Display clay items decorated using embedded technique from teacher’s
collection.
2. Engage learners in a discussion about the clay items displayed.
3. Ask learners to gather tools and materials used for decorating clay items.
4. Engage learners in a discussion about materials/tools used in decorating clay
items using embedded technique.
5. Ask learners to keep the materials for use in the next lesson.
b. Learner’s activities
1. Learners discuss clay items displayed.
2. Learners gather tools and materials for decorating clay items.
3. Learners discuss the materials used in decorating clay items.
Conclusion
Ask learners simple questions on the materials collected.
Lesson 2
Speciclearningoutcomes
By the end of the lesson, the learner should be able to:
a. Identify materials and tools to be used in decorating clay items using embedding
technique.
b. Model simple objects decorated using embedding technique to acquire modelling
skills.
Information for the teacher
As learners do the activities, they should observe safety. Focus on the acquisition of
skills as learners undertake the activity and create a safe environment where learners
enjoy modelling and decorating forms using embedding technique.
Introduction
Introduce the lesson by asking learners to display materials used and talk about them.
Learning activities
a. Teacher’s activities
1. Ask learners to display modeled materials using embedded technique.
2. Encourage the learners to use the internet or magazines and identify other
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objects decorated using the embedded technique. This promote digital literacy.
3. Lead learners in talking about materials used in decorating clay items.
4. Use the guidelines provided below to guide learners on how to model and
decorate clay items using embedded technique. This activity equips learners with
creative and innovative skills that can be used outside the classroom to mark
objects for decoration purposes.
5. Guide learners to display their work.
b. Learner’s activities
1. Take a pinch of clay
2. Model a slab.
3. Roll balls of clay on a surface.
4. Use the rolls to decorate the slab by embedding the initials of names like
A.G
5. Place the item out to dry in a shade.
Conclusion
Engage learners in a discussion on their art work as they appreciate own and others work.
Assessment
Model an item of your choice and decorate it using the embedded technique.
Example of a slab
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Suggested community service learning activities
Learner to be assisted by parents /caretakers in a project on embedding technique.
Suggested non-formal activity to support learning
School to organise for in-house exhibitions to showcase learners’ artworks.
Suggested assessment
Observation, oral questions, discussion.
Assessment rubric
Exceeds expectation
Ably identiesmaterialsandtoolsusedinmodelling,enjoysmodellingandappliesgood
nishingto items decorated using embedded decoration.
Meets expectation
Ably identiesmaterialsandtoolsusedinmodellingandenjoysmodellinganddecorating
items using embedded decoration.
Approaches expectation
Identiesmaterials and tools used in modelling but shows little interest or ability to decorate
clay items using embedded technique.
Below expectation
Is distracted and shows no interest in decorating clay items using embedded technique.
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Sub-strand 9.1: Shakers
Speciclearningoutcomes
By the end of the sub-strand, the learner should be able to:
a. Observe samples of shakers from teacher’s collection.
b. Identify materials and tools from teacher’s collection to motivate them make their
own.
c. Make simple shakers using local materials for playing.
d. Have fun as they make shakers and play with them.
Suggested learning experiences
1. In groups, learners to observe samples of shakers from teacher’s collection.
2. In groups, learners to identify materials and tools from teacher’s collection to
motivate them make their own.
3. Class discussion on tools and materials for construction and assembling shakers.
4. Individually, construct and assemble shakers.
5. In a group, learners to have fun and enjoy as they play shakers they have made.
6. Learners to display and talk about own and others shakers.
Key inquiry questions
1. What materials and tools are used for constructing and assembling shakers?
2. What instruments do you use to accompany songs?
Core-competence to be developed
The learner will acquire:
1. Communication and collaboration through interactions during group work.
2. Imagination and creativity as they make and play their shakers.
3. Problem solving skills when experimenting with local materials to make shakers.
4. Self-efcacy when giving feedback on their own work during the display session.
SCULPTURE
STRAND 9.0
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Links to PCI’s
Life skills
Help learners to develop self-esteem and awareness as they display and talk about their work.
ESD: Guide learners to be cautious as they construct and assemble shakers.
Links to values
Help learners to practise respect for each other and responsible behaviour as they care
for the environment.
Link to other learning activity areas
Environmental activities can teach learners to appreciate their environment as a source of
materials for constructing and assembling shakers. Music lessons can make use of the shakers
made in the art lesson.
Information for the teacher
This sub-strand focuses on developing learners’ creativity skills on making shakers using
locally available materials. You should create awareness on learners’ safety as they construct
and assemble shakers.
Lesson Development
Lesson 1
Speciclearningoutcomes
By the end of the lesson, the learner should be able to:
a. Observe samples of shakers from teacher’s collection.
b. Identify materials and tools from teacher’s collection to motivate them make their own.
Introduction
Introduce the lesson by showing the learners a sample of a shaker you had earlier made.
Ask the learners the use of the shaker to stimulate interest in the lesson.
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Learning activities
a. Teacher’s activities
1. Give the learners the sample of your collection of the shakers and let them view and
interact with the objects.
2. Allow the learners to talk about the shakers by asking questions and mentioning
there ideas.
3. Ask the learners to place their learning resources on the table e.g wires,bottle tops,
wood, nails, plastic bottles, tins, stones and any other relevant materials.
4. Guide learners in making the shakers using wire and coloured bottle tops with
holes by pushing bottle tops in the wire.
5. Give individual guidance as you observe the progress and encourage the learner.
6. Ask learners to display their shakers as they appreciate own and others display.
7. Ask learners to tidy the working area.
b. Learner’s activities
1. Learner discuss how a shaker is made and the materials used.
2. Learners gather materials for making shakers.
3. Learners make shakers.
4. Learners to display their work.
5. Learners to tidy up their working areas.
Conclusion
Ask learners to practise making own shakers at home for playing.
Bottle shakers made using various beads
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Lesson 2
Speciclearningoutcome
By the end of the lesson, the learner should be able to:
a. Make simple shakers using local materials for playing.
b. Have fun as they make shakers and play with them.
Introduction
Ask learners to observe samples of shakers from teachers collection.
Learning activities
a. Teacher’s activities
1. Ask learners to identify materials and tools from teachers collection to motivate
them make their own.
2. Let learners discuss on tools and materials construction and assembling shakers.
3. As learners to be in pairs and place painted plastic bottles and small stones on
the table.
4. Asklearnerstomakeshakersbyllingstonesinthebottles.
5. Observe progress as encourage learners.
During the activity learners communication and collaboration skills are being
enhanced as they interact during the activity.
6. Learners to display their shakers as they appreciate own and others work.
b. Learner’s activities
1. Learner discuss how a shaker is made and the materials used.
2. Learners gather materials for making shakers.
3. Learners make shakers.
4. Learners to display their work.
5. Learners to tidy up their working areas.
Vocabulary
Shaker - Container used for mixing ingredients for shaking
Conclusion
Ask learners to tidy the working areas and encourage them to practise making shakers at
home.
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Suggested community service learning activity to support learning through
application
Learners to undertake a project and with guidance of parents /care givers to make shakers
and learn musical accompaniment peculiar to their culture.
Suggested non-formal activity to support learning
School to organise for musical concerts where learners can use the shakers.
Suggested assessment
Observation, oral questions, discussion.
Suggested resources
Wires, bottle tops, wood, nails ICT devices and any other relevant resources.
Assessment rubric
Exceeds expectation
Ably identiesmaterialandtoolsfromteacher’scollectionandenjoysexperimenting
with localmaterialstomakewellnishedshakers.
Meets expectation
Ably identiesmaterialandtoolsfromteacher’scollectionandenjoysmakingsimpleshakers
using local materials.
Approaches expectation
Identiesmaterial and tools from teacher’s collection but lacks sustained interest and has
limited ability to make simple shaker using local materials.
Below expectation
Is distracted and shows no interest or ability to make simple shakers using local materials.
Sub-strand 9.2: Propellers
Speciclearningoutcomes
By the end of the sub-strand, the learner should be able to:
a. Observe samples of propellers from teacher’s samples and or from digital media.
b. Identify materials and tools from teacher’s collection to motivate them make their own.
c. Make simple propellers using local materials for playing.
d. Have fun as they make propellers and play with them.
e. Observe samples of propellers from the teacher’s samples or from digital media
while in groups.
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Suggested learning experiences
1. Provide learners with a sample of propella. Ask them to observe it as they identify
the material used in making it.
2. Class discussion on tools and materials for constructing and assembling propellers.
3. Individually, construct and assemble propellers. The activity enhances learners
with problem solving skills as they make their own propellers.
4. In groups, learners to have fun and enjoy as they play with their propellers.
5. Learners to display and talk about own and other propellers.
Key inquiry questions
1. What materials can be used for constructing and assembling propellers?
2. Is it possible to get a resource person to teach the learners on how to make propellers?
Core-competence to be development
Learner will acquire:
1. Communication and collaboration through interactions during group work.
2. Imagination and creativity as they construct and assemble propellers using locally
available materials.
3. Self-efcacy when giving feedback on their own work during the display session.
4. Digital literacy as they source for examples of propellers from digital media.
Links to PCI’s
Life Skills: Help learners to develop self-esteem and awareness as they display and talk
about their work.
Health: Guide learners to be aware of safety as they construct and assemble
propellers.
Links to values:
Help learners to practise respect for each other and responsible behaviour as they care for
the environment.
Link to other learning activity areas
Propellers could be used for physical education to enhance movement (fun game
activities)
Environmental education – learners appreciate their environment as a source of
materials for constructing and assembling propellers.
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Information for the teacher
This sub-strand focuses on developing learners creativity skills on constructing propellers
using locally available materials. Encourage learners to practise at home and guide the learners
to beware of safety as they construct and assemble propellers.
Lesson development
Lesson 1
Speciclearningoutcomes
By the end of the lesson, the learner should be able to:
a. Observe samples of propellers from teacher’s samples and /or from digital media.
b. Identify materials and tools from teacher’s collection to motivate them make their
own.
Introduction
Introduce the lesson by showing the learners a sample of teachers propellers and asking them
to make comments.
Learning activities
a. Teacher’s activities
1. Ask learners to observe samples of propellers from your collection and /or from
digital media.
2. Ask learners to identify materials and tools from teacher’s collection to motivate
them make their own.
3. Allow class discussion on tools and materials for construction and assembling
of propellers.
4. Guide learners on how to make their own propellers for playing by joining two
Propeller
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stiff coloured papers with a stick.
5. Give guidance to individual learners as you observe progress.
6. Ask learners to display their work and encourage them to view others displayed
propellers.
Conclusion
1. Ask learners to tidy the working areas.
2. Ask learners to practice making propellers.
Lesson 2
Speciclearningoutcomes
By the end of the lesson, the learner should be able to:
a. Make simple propellers using local materials for playing.
b. Have fun as they make propellers and play with them.
c. Observe samples of propellers from teacher’s samples and /or from digital media
while in groups.
Introduction
Ask learners to give their experiences from their previous lesson on making propellers.
Learning activities
a. Teacher’s activities
1. Ask learners to identify materials and tools used to make propellers.
2. Ask learners to place their learning resources on the table as they work in pairs.
3. Ask learners to make propellers using materials available in the locality e.g
bananabres,sticks,dryleaves,papersandanyotherrelevantmaterials.
4. Observe the learners progress as you encourage learners.
During the activity learners imagination and creativity skills are being enhanced
as they construct and assemble propellers using locally available materials.
5. Learners to display their artwork as they appreciate own and others work.
During the display sessions learners self esteem and awareness is being devel
oped as they talk about their work. Physical activity area is being enhanced as
learners use the propellers for fun games.
Conclusion
Ask learners to tidy the working area and encourage them to practise making propellers
using locally available materials.
Vocabulary
Propeller - A device with shaped blades that turns against water or air.
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Suggested community service learning activity to support learning through
application
Learners to undertake a project and with guidance of parents /care givers to make
propellers and peculiar to their culture.
Suggested non-formal activity to support learning
School to organise for sports where learners can race and compete using the propellers.
Suggested assessment
Observation, oral questions, discussion.
Suggested resources
Assorted materials (fronds, stiff paper ), nails, sticks, sample propellers, ICT devices and
any other relevant resources.
Assessment rubric
Exceeds expectation
Ably identiesmaterialandtoolsusedinmakingpropellersandenjoysexperimentingwith
localmaterialstomakewellnishedpropellers.
Meets expectation
Ably identies material and tools used in making propellers and enjoys making simple
propellers using local materials.
Approaches expectation
Identiesmaterial and tools used in making propellers but lacks sustained interest and has
limited ability to make simple propellers using local materials.
Below expectation
Is distracted and shows no interest or ability to make simple propellers using local materials.
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Sub-strand 10.1: Plain weave on a serrated card weave
Speciclearningoutcomes
By the end of the sub-strand, the learner should be able to:
a. Observe woven items from teacher’s collection and or from digital media.
b. Identify the tools and materials used in weaving on a serrated card loom in the
environment.
c. Plain weave a three coloured table mat using a serrated loom for self-expression.
d. Enjoy plain weaving a table mat on a serrated loom.
Suggested learning outcome
1. Guide learners to observe woven items from teacher’s collection and or from
digital media.
2. In groups, learners to identify the tools and materials used in weaving on a
serrated card loom.
3. Learners be taken for environmental walks to collect materials for plain weaving
using serrated card loom e.g. sisal, cotton straws, threads, wool, yarn, fabric strips
etc.
4. Learners to individually plain weave a three coloured table mat on a serrated loom.
5. Learners to display and talk about own and others work.
Key inquiry questions
1. How do we identify materials used in serrated loom weaving?
2. How can one make a serrated card loom?
3. How do we plain weave a serrated card loom?
Core competence to be developed
The learner to acquire:
1. Communication and collaboration skills through interactions when weaving on
serrated card loom.
WEAVING
STRAND 10.0
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2. Problem solving skills when experimenting with materials as they weave on a
serrated card loom.
3. Self-efcacywhen giving feedback on their own artwork during the display
sessions.
4. Digital literacy as they source for examples of serrated card looms from digital
media.
Link to PCI’s
Life skills
Learner develop self-esteem and awareness as they display and talk about their work.
Links to values
Help learners to practise respect for each other and responsible behaviour as they care for
the environment.
Link to other learning activity areas Environmental activities to teach on recycling
things that had been thrown away.
Suggested resources
Rafa,polythenepaper,bananabre,anybrousmaterial,ICTdevicesandanyother
relevant resources.
Lesson development
Lesson 1
Information for the teacher
Collect and prepare all the materials and tools well in advance, including a serrated
card loom.
Speciclearningoutcomes
By the end of the lesson, the learner should be able to:
a. Observe woven items from teacher’s collection and /or from digital media.
b. Identify the tools and materials used in weaving on a serrated card loom in the
environment.
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Introduction
Bring in class the woven items and tools from your collection and welcome the learners to
comment about them.
Learning activities
a. Teacher’s activities
1. Allow learners to interact with the items, materials and tools from the teachers’
collection.
2. Guide the learners to keenly observe the woven items from the teacher’s
collection and/or digital media. Allow class to discuss them e.g. how the items
are made, how the tools are used, etc.
3. With your guidance, let the learners identify the tools and materials
used in weaving on a serrated card loom.
4. In groups, let learners identify the tools and materials used in weaving on a
serrated card loom.
5. Discuss with the learners how to identify materials used in weaving serrated
card loom.
The observation process allows learners to acquire communication skills as they
listen and ask questions as a learning approach that allows them to learn more about the
weaving activity.
Woven serrated card
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Vocabularies
1. Serrate - to have saw like appearance
2. Slip - slide something
3. Loom - apparatus for making fabric by weaving yarn or thread
Conclusion
Conclude the lesson by asking and answering question from learners.
Lesson 2
Speciclearningoutcome
By the end of the lesson, the learner should be able to:
a. Plain weave a three coloured table mat using a serrated loom for self-expression.
b. Enjoy plain weaving a table mat on a serrated loom.
Information for the teacher
Let the learners use long plastic improvised needles to weave. They are safe for the young
learners.Afterweaving,nishingneedstobedonewelltotheweavesothatitcanlookneat
and tidy.
Introduction
Bring materials to class and open up a discussion with the learners as they observe, admire
and interact with the already woven and unwoven materials. Encourage the learners to touch
and feel the items, materials and tools.
Learning activities
a. Teacher’s activities
1. Explain to the learners that they need to make a serrated card loom.
2. Guide the learners how to make a serrated card loom, following the steps shown
below:
3. This learning activities equips learners with life skills in weaving as it enhance
their creativity and imagination while weaving different items.
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b. Learner’s activities
a. You need a hard paper like a carton. It can be a rectangular or a square card of any size.
1. Draw a margin of one centimetre around the carton.
2. Serrate (notch) the card on two opposite sides. The slit should be one
centimetre from the edge and end at the margin with a spacing of one
centimetre apart.
3. As you prepare the loom, you should take care in explaining every step to the
learners in a way they can follow and understand.
4. To start weaving, tape the yarn at the bottom of the card loom and start
stringing the loom with a yarn.
5. Take a yarn of a different colour cut it into about two feet long, thread it on
the needle and tie and then start weaving.
6. To weave, pass the weft yarn over-under, over-under all the warps to the end
and pull the weft yarn.
7. Bring the needle and the weft yarn back through the warp yarns over-under,
over under opposite of the other weft yarn. Keep pushing the wefts together
to make itrm.Continuetherowsof weftalternatingover-undermakingsure
not to pull the weft too tight.
8. Whenever you want to change and use a different colour of the weft yarn,
cut the one you have been using and make sure you leave a tail of the yarn
protruding.
9. After the loom is fully woven, now thread the protruding tread tails which
were leftoutwhenaddingandnishingweftyearns.Threadthemonebyone
w by inserting them through the space between woven weft yarns.
10. Removetheweaveandpullthethreadstoonesidefortheothersidetoush
with the weaving.
Serratedcard
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11. Once you have pulled all the yarns well, cut the extra-long ones and tie them
off.
12. Youcannownishitwellbyweavingaround.Itisnowreadyforuse.
Vocabulary
1. Warp - Make something to be bent or twisted.
2. Weft - In weaving the crosswise thread on a loom that are passed over and under a
surface to make a cloth.
3. Yar n - Spun of thread used for sewing, weaving, or knitting.
Conclusion
Leadadiscussiononweavingasthelearnersdonaltouchestotheirwork.Withyourhelp,
let the learners display their work and discuss some of the challenges they faced and how
they solved them.
Assessment
Ask learners to create a serrated card loom at home with the help of their parents or
caretakers.
Suggested community service learning activity to support learning through
application
Learners to undertake a project and with guidance of parents /care givers to weave
items using a serrated card loom.
Suggested non-formal activity to support learning
School to organise for an in-house competition where learners can showcase their
woven items.
Suggested assessment
Observation, oral questions, discussion.
Assessment rubric
Exceeds expectation
Ably identiesthematerialsandtoolsusedinweavingonaserratedcardloomandenjoys
experimenting themtoplainweaveawellnishedthreecolouredtablematonaserrated
loom.
Meets expectation
Ably identiesthematerialsandtoolsusedinweavingonaserratedcardloomandenjoys
plain weaving a three coloured table mat using a serrated loom.
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Approaches expectation
Identiesthematerialsandtoolsusedinweavingonaserratedcardloombutshowslittle
interest in plain weaving a three coloured table mat on a serrated loom.
Below expectation
Is distracted and shows no interest in plain weaving a three colour mat using a serrated card
loom.
Sub-strand 10.2: Plain weaving on a dowel loom
Speciclearningoutcomes
By the end of the sub-strand, the learner should be able to:
a. Observe woven items from teacher’s collection and or from digital media.
b. Identify the tools and materials used in weaving on a dowel loom in the environment
c. Plain weave a three coloured table mat using a dowel loom for self-expression.
d. Enjoy plain weaving a table mat on a dowel loom.
Suggested learning experience
1. Guide learners to observe woven items from teacher’s collection and/or from digital
media.
2. In groups, learners to identify the tools and materials used in weaving on a dowel loom.
3. Learners be taken for environmental walks to collect materials for weaving on a
dowel card loom e.g. sisal, cotton straws, threads, wool, yarn, fabric strips etc.
4. Individually, plain weave a three coloured table mat on a dowel loom.
5. Learners to display and talk about their own and others work.
Key inquiry questions
1. How do we identify materials used in dowel loom weaving?
2. What is the process of weaving on a dowel loom?
Core competence to be developed
The learner to acquire:
1. Communication and collaboration skills through interactions when weaving on a
dowel loom.
2. Problem solving skills when experimenting with materials as they weave on a dowel
loom.
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3. Self-efcacy when giving feedback on their own artwork during the display
sessions.
Link to PCI’s
Link to life skills
Learner develop self-esteem and awareness as they display and talk about their work.
Links to values
Help learners to practise respect for each other and have responsible behaviour as they care
for the environment.
Link to other learning activity areas
Environmental activities to teach on value of recycling things that had been thrown away
i.e. the materials.
Suggested resources
Rafa,polythenepaper,bananabre,anybrousmaterial,ICTdevicesandanyother
relevant resources.
Lesson development
Lesson 1
Speciclearningoutcomes
By the end of the lesson, the learner should be able to:
a. Observe woven items from teacher’s collection and/or from digital media.
b. Identify the tools and materials used in weaving on a dowel loom in the
environment.
Introduction
Go to class with items, tools, and materials from collection and displays them for the
learnerstoseeanddiscussbriey.
Learning activities
a. Teacher’s activities
1. In groups, guide the learners in observing woven items from your collection
and/or from digital media.
2. Learners to observe and discuss the items, materials and tools for use in plain
weaving on a dowel loom.
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3. Guide learners discussing how to identify materials used in dowel loom
weaving.
4. In groups, learners to identify the tools and materials used in weaving on a
dowel loom.
5. Discuss with the learners the process of weaving on a dowel loom.
6. Take the learners for environmental walks to collect materials used in weaving
on a dowel loom.
Conclusion
Conclude the lesson by asking oral questions and encourage learners to collect more
materials and tools that can be used in weaving a dowel loom.
Lesson 2
Speciclearningoutcomes
By the end of the lesson, the learner should be able to:
a. Plain weave a three coloured table mat using a dowel loom for self-expression.
b. Enjoy plain weaving a table mat on a dowel loom.
Introduction
Bring plain woven items and weaving materials to class and initiate a discussion with the
learners as they observe, admire and interact with the already woven and unwoven
material. Lead a discussion on how to weave.
Learning activities
a. Teacher’s activities
1. Learners are about to learn plain weaving in three colours on a dowel loom.
2. Teacherexplaintothelearnersthattodoaweavingonadowelloomrsttheyhave
to make a dowel loom. Teacher to show the learners a dowel loom and explain to
the learners how it is made.
b. Learner’s activity
Take a yarn of a different colour cut it into about two feet long thread it on the
plastic needle and tie and then start weaving.
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Steps of making a dowel loom
a. You need a wooden base. It can be a rectangular or a square timber of any size
around one foot.
b. Draw a line one inch from the edge around the wooden base.
c. Drill holes on two opposite sides along the line with a spacing of one centimetre
apart.
d. Prepare enough dowels for every hole made.
e. Placethedowelsrmlyintheholes.
f. Give the learners the dowel loom to observe and interact with and feel it.
g. Tostartweavingwithadowelloom,tietheyarnontherstdowelandstart
stringing the loom with a warp yarn.
h. To weave, pass the weft yarn over-under, over-under warp yarns all the way to the end
and pull the yarn.
i. Bring the needle and the yarn back through the strings over-under, over-under
opposite of theotherstring.Keeppushingtheyarntogethertomakeitrm.
Continue the rows alternating over-under making sure not to pull the yarn too
tight.
j. Keep pushing the yarn together to look good and neat. Whenever you want to
change and use a different colour of the yarn, cut the one you have been using
and make sure you leave a tail of the yarn protruding.
k. After the loom is fully woven, now thread the protruding tread tails which were
left outwhenaddingandnishingyarns.Threadthemonebyonebyinserting
them through the space between woven yarns.
l. Removetheweaveandpullthethreadstoonesidefortheothersidetoush
with the weaving.
m. Once you have pulled all the yarns well, cut the extra-long ones and tie them
off.
n. Youcannownishitwellbyweavingaround.Itisnowreadyforuse.
Conclusion
1. Leadadiscussiononweavingasthelearnersdonaltouchestotheirwork.
2. With your help, let the learners display their work and discuss some of the
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challenges they faced.
3. Learners talk about their learning experience and the skills they have acquired.
Suggested community service learning activity to support learning through
application
Learners to undertake a project and with guidance of parents /caretakers to weave
items using a serrated card loom.
Suggested non-formal activity to support learning:
School to organise for in-house competition where learners can showcase their woven
items.
Suggested assessment
Observation, oral questions, discussion.
Assessment rubric
Exceeds expectation
Ablyidentiesthematerialsandtoolsusedinweavingonaserratedcardloomandenjoys
experimentingthemtoplainweaveawellnishedthreecolouredtablematonadowelloom.
Meets expectation
Ablyidentiesthematerialsandtoolsusedinweavingonaserratedcardloomandenjoys
plain weaving a three coloured table mat using a dowel loom.
Approaches expectation
Identiesthematerialsandtoolsusedinweavingonaserratedcardloombutshowslittle
interest in plain weaving a three coloured table mat on a dowel loom.
Below expectation
Is distracted and shows no interest in plain weaving a three colour mat using a dowel card
loom.
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Sub-strand 11.1: Combined paper craft techniques
Speciclearningoutcomes
By the end of the sub-strand, the learner should be able to:
a. Observe a hat made using combined paper craft technique from the teacher’s
samples to help in making their own.
b. Make a hat using combined paper craft techniques for self-expression.
c. Have fun as they make hats using combined paper craft techniques.
Suggested learning experience
1. In a group, guide learners in observing a hat made using combined paper craft
technique from your samples to help in making their own.
2. Individually, learners to make a hat using a combined of paper craft techniques to
develop asenseofcondence.
3. Learners to display and talk about own and others work citing materials and
techniques chosen.
Key inquiry questions
1. What materials can be used to make hats?
2. How do we make hats using combined techniques of paper craft?
Core competence to be developed
Learners will develop
1. Imagination and creativity as they make hats with combined paper craft technique.
2. Communication and collaboration through interactions when working together.
3. Problem solving skills when experimenting with materials as they make hats.
4. Self efcacy is enhanced by their sense of accomplishment gained after making
hats.
Links to PCI’s
ESD: Help learners to develop environmental awareness though recycling, safedisposal
and responsible management of waste paper.
PAPER CRAFT
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Links to values: Help the learners to practise respect for each other and responsible
behaviour as they care for the environment.
Link to other learning activity areas: Environmental activities can teach about
recycling of waste re-usable paper.
Suggested resources
Assorted paper ,cutting, adhesives ,rulers ICT devices and any other relevant resources.
Lesson development
Lesson 1
Learning outcome
By the end of the lesson, learners should be able to observe a hat made using combined
paper craft technique from the teacher’s samples to help in making their own.
Introduction
Introduce the lesson by displaying various items made by paper. Let learners observe,
admire and interact with the sample.
Learning activities
a. Teacher’s activities
1. Display samples of items made by paper such as; hats, boat, cone shape etc.
2. Ask learners to name materials used in making combined paper craft.
3. Ask learners to collect materials to be used like scissor, papers, rulers and place
them in a corner.
4. Learners should use the internet/magazines to look for other paper craft items
that they can make. This enhances learners digital literacy.
b. Learner’s activities
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1. What is paper craft?
2. What materials do we need during paper craft?
3. Name toys that can be made using paper.
4. Ask learners simple questions on the materials as learners interact with the
materials.
Vocabulary
1. Paper - Material manufactured in twin sheets from pulp of wood.
2. Craft - Activity involving skill in making things by hand.
3. Combined - Join or merge to form a single unit or substance.
Conclusion
Ask learners to gather materials and keep them safely for use in the next lesson.
Assessment
Name other items that can be made using combined paper craft technique.
Lesson 2
Speciclearningoutcomes
By the end of the lesson, the learner should be able to:
a. Make a hat using combined paper craft techniques for self-expression.
b. Have fun as they make hats using combined paper craft techniques.
Introduction
Introduce learner to combined paper craft technique through an illustration of a paper
craft by the teacher and pictures.
Learning activities
a. Teacher’s activities
1. Ask learners to gather materials used in making paper craft technique.
2. Ask learners simple questions on the materials used.
3. Using the steps provided below, guide learners on how to make items using
combined paper craft technique.
4. Ask learners to display, talk about and appreciate their work.This activity stimulates
learners’ imagination and creativity skills as they develop problem solving skills
through combined paper craft technique. Combined paper craft technique allows
learners to create toys out of paper which encourages them to recycle.
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a. Learner’s activities
1. Take a piece of paper.
2. Fold the paper into two parts.
3. Fold the paper again and again.
4. Open the paper up to form a hat.
5. Cut a small piece of paper to form the base of the hat.
6. Stick the paper using glue.
Conclusion
Guide learners to talk about their art work as they appreciate own and other learners work.
Assessment
Make different items using combined paper craft technique.
Suggested community service learning activity to support learning through
application
Learners could embark on a community project to collect re-usable waste paper from their
community which will be used for art activities e.g. collage, montage, paper craft, weaving,
paper mache, and other activities.
Suggested non-formal activity to support learning
School to organise an in-house competition where learners can showcase their paper craft
items.
Suggested assessment
Observation, oral questions, discussion.
Assessment rubric
Exceeds expectation
Ablyexperimentswithmaterialsandenjoysmakingawellnishedhatusingcombinedpaper
craft techniques.
Meets expectation
Ably experiments with materials and enjoys making a hat using combined paper craft
techniques.
Approaches expectation
Shows little interest or ability in experimenting with materials to make a hat using combined
paper craft techniques.
Below expectation
Is distracted and shows no interest in making a hat using combined paper craft techniques.
