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Longhorn

Movement Activities

Grade 1

Teacher’s Guide

Pauline Wambugu

Cicilia Gathii

James Miriti

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Government of Kenya

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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

Reprinted 2019

ISBN 978 9966 64 026 0

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Table of Contents

Part 1: Introduction and components Movement Activities Design

Introduction.................................................................................................................... 1

Components of Movement Activities Design .......................................................... 1

Assessment...................................................................................................................... 4

Part 2: Pedagogical Issues

Teaching Methods or Approaches ............................................................................ 10

Professional Documents............................................................................................. 11

Part 3: Strands-to-strands Teaching Guidelines

Strand 1.0 Basic Motor Skills.............................................................. 16

Sub Strand 1.1 Locomotor Skill: Walking..................................................................... 16

Sub Strand 1.2 Locomotor Skill: Running .............................................................. 21

Sub Strand 1.3 Locomotor Skill: Jumping for Height. .......................................... 27

Sub Strand 1.4 Non-Locomotor Skill: Stretching................................................... 32

Sub Strand 1.5 Non-Locomotor Skill: Bending and Curling ................................ 37

Sub Strand 1.6 Manipulative Skill: Overarm Throw..................................... 41

Sub Strand 1.7 Manipulative Skill: Catching......................................................... 47

Strand 2.0 Swimming ......................................................................... 51

Sub Strand 2.1 Water Safety: Pool Rules.................................................................. 51

Sub Strand 2.2 Water Safety: Personal Floatation Device .................................... 55

Sub Strand 2.3 Basic Swimming Skill: Exhaling in Water ..................................... 58

Sub Strand 2.4 Basic Swimming Skill: Seeing in Water......................................... 61

Sub Strand 2.5 Basic Swimming Skill: Mushroom Float. ...................................... 65

Sub Strand 2.6 Swimming Skill: Sculling Water(Standing Position).................... 70

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Strand 3.0 Gymnastics........................................................................ 74

Sub Strand 3.1 Static Balances: Single Leg Balance................................................ 74

Sub Strand 3.2 Static Balances: T-Balance............................................................... 77

Sub Strand 3.3 Static Balances: Star Balance........................................................... 81

Sub Strand 3.4 Dynamic Balances: Egg Roll........................................................... 85

Sub Strand 3.5 Dynamic Balances: Bear Roll.......................................................... 88

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PART 1

Introduction and Components of

Movement Activities Design

A.Introduction

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, knowledge and attitude that they

deserve and which they need in order to thrive in life. This shall be accomplished through

the provision of excellent home and school environment, teaching and learning resources

and a sustainable visionary curriculum that is learner centred. In order to do this, teachers

must engage the learners in exciting activities that allow them to construct knowledge,

gain skills, values and progressively demonstrate the competences that enable them to

solve every-day challenges of life. This Teacher’s Guide has been designed to place the

learner at the centre of learning, provide methods of assessment and promote core values

for national cohesion and integration and to guide the teacher on the interpretation of

the curriculum design in order to provide appropriate learning experiences in Movement

Activities.

It is expected that in the process of teaching and learning Movement Activities, the

teacher will identify and nurture the learner’s talents.

This Teachers Guide is divided into three parts-Part One: Introduction and the Components

of Movement Activities Design, Part Two: Pedagogical Issues and Part Three: Strand-to-

Strand Teaching Learning Guidelines

B. Components of Movement Activities Design

1. Strand and Sub Strand

A strand is a a concept or skill in a given learning area. It indicates scope and sequencing

of content to be covered as outlined in the curriculum design and guided by the learning

outcomes. In Grade 1 the strands for Movement Activities are basic movement skills,

gymnastics and swimming. The strand has sub strands that indicate what is to be covered

within each specic sub strand. For example, the strand basic movement skills has three

sub strands namely: locomotor, non-locomotor and manipulative skills.

2. Specic Learning Outcomes

All the sub strands in Movement Activities design have specic learning outcomes. They

stipulate what is to be covered by the learners at the coverage of the content in that

sub strand. They are stated as knowledge, skills and attitudes to be achieved and the

expected observable changes in the learner after covering the sub strand. The specic

learning outcomes are written from the learners’ perspective.

3. Learning Experiences

The Learning experiences designate the activities the learner will be exposed to in the

achievement of specic learning outcomes. The learning experiences assist the learner

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to acquire or develop the desired knowledge, skills, values, attitudes and competences.

The teacher is expected to make appropriate choices when selecting learning experiences

for the achievement of given curriculum outcomes. These learning experiences must be

within the world of the learner so that they allow the learner to move from the known to

unknown.

4. Key Inquiry Question

Key inquiry questions are the foundations of Inquiry-based learning. They are the essential

questions which the teacher poses to get to the heart of the lesson and promote learning.

The teacher needs to model these questions so that the learners will learn how to use

them, answer them, or investigate the answers if the answers to the question(s) asked are

unknown. Effective key inquiry questions are open-ended and do not have a single answer.

They raise additional questions and stimulate further inquiry. The teacher may ask one or

two inquiry questions at the beginning of the lesson to arouse curiosity, sustain motivation

and to make the learner think, know and wonder. Learning has shifted from “what we

know” to emphasise on “how we come to know”. Inquiry questions become a strategic

tool in this regard in turning around learning.

In Movement Activities, the teacher is expected to pose and model key inquiry questions

to assist the learner to focus on learning. The Movement Activities design provides key

inquiry questions such as “How many different directions can you walk towards?” “Which

direction can you walk faster?” These questions are important to the lesson as they are

used by the teacher for critical thinking and problem-solving.

5. Core Competences to be Developed

The Competence Based Approach in Kenya has seven core competences to be developed

by all learners. Within this approach, the curriculum is designed to emphasize the

importance of not only developing knowledge, skills and attitudes but also in the same

breath develop in the learners abilities that make them independent and challenging

thinkers. The following are the seven core competences to be achieved by every learner

in Basic Education in Kenya:

1. Communication and collaboration 2. Self-efcacy

3. Critical thinking and problem solving 4. Creativity and imagination

5. Citizenship 6. Digital literacy

7. Learning to learn

It is expected that in every lesson, the teacher will mainstream one or two core competences.

These competences will inbuild in the learner the essential abilities they need to succeed

in the 21st century.

6. Pertinent and Contemporary Issues (PCIs)

The Pertinent and Contemporary Issues have been identied and mainstreamed in the

competency-based curriculum. Pertinent and Contemporary Issues are those issues that

affect people in their everyday life such as, lifestyle diseases, HIV and AIDS, among

others. The Movement Activities design has identied suitable PCIs for mainstreaming

in the process of teaching and learning. The PCIs should be included in the lesson plan.

They inbuild in the learner competences that assist them to effectively negotiate issues

and challenges of everyday life, thereby leading a fullled life and becoming a productive

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member of the society. The teacher should use the Movement Activities design to pick the

relevant PCIs for the lesson.

7. Links to Values

Values are standards that guide an individual on how to respond or behave in given

circumstances. They inuence how a person feels, acts and makes choices in life. Values

are intended to address the prevailing societal challenges and usher in a desirable future.

Learners spend most of their formative years in school, which presents opportunities

for the curriculum to mould and reinforce values upon which the learner’s character is

formed. Nurturing of values will facilitate the achievement of the curriculum reforms’

vision, with respect to moulding ethical citizens.

The teacher should make ensure that the values are mainstreamed in the learning experiences

during formal, non-formal and informal learning. The school culture contributes to

moulding the character of the learner and therefore, school community members should

model values for learners.

8. Links to Other Learning Areas

Linkages between learning areas assist the learner to see the whole other than segmentation

in learning. One learning area connects to another and assists in enhancing concepts.

For example, when teaching the skill walking, learners acquire the concept of direction

-forward, backwards and sideways - which they will meet when reading passages in

English Activities. The teacher can also use language to enhance the learning of concepts

in Movement Activities, for example, Simon Says: The teacher gives a command and

learners should only do the action if it has “Simon says...” at the start. The teacher might

say, “Simon says, ‘walk forward’” or “Simon says, “turn left and walk” and the learners

must do the action. However, if the teacher just says, “walk backwards “ the learners

should not do this because it has no “Simon says”. If anyone does the action that Simon

did not say, they are out and have to watch for the mistakes of others.

The language skills here are listening and speaking because after demonstrating, the teacher

will ask the learners to conduct “Simon says” to the class one after another. Another

example is enhancing Mathematics through Movement where learners form certain shapes

as they walk. The teacher has to deliberately interconnect learning areas in a lesson.

9. Community Service Learning

Community-service learning refers to learning that involves learners in a wide range of

experiences while advancing the given curriculum outcomes. The learning offers real-

world application of knowledge, skills values and attitudes by addressing community

needs. It promotes the learner’s growth in social skills by building strong and productive

relationships with the community. The benets of community-service learning include:

strengthening academic knowledge and skills by applying them to solve community

problems, using school knowledge to solve real problems, knowing people from different

backgrounds, discovering new interests and abilities, working cooperatively and taking on

leadership roles. Appropriate community service learning activities have been included in

the designs for the specic learning areas.

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10. Suggested Learning Resources

Learning resources refer to the human, facilities and other materials used by the learner

or teacher in the process of teaching and learning. The instructional materials support the

learner acquire the desired learning outcomes. Learning resources can also be all that is

used by the learner in the process of enabling him or her meet the curriculum requirements

and improve on knowledge skills, values, altitudes, to acquire competences. Good use of

teaching resources assists the learner to retain more concepts permanently.

Example of learning resources include:

(i)

The classroom/eld

(ii)

Swimming pool

(iii)

Textbooks

(iv)

Gym area

(v)

Field markers

(vi)

Different sports equipment for different skills

(vii)

Ropes

(viii)

Digital devices such as computers

(ix)

Bean bags

Need for teaching resources in the teaching and learning process

The teaching resources play an important role in the teaching and learning process as follows:

(i)

Motivation: They motivate the learners to learn.

(ii)

Clarication of concepts: the teacher is able to clarify concepts better through

the use of teaching and learning resources.

(iii)

Discourage learners from cramming concepts: The teaching resources

facilitate deeper and permanent understanding of concepts.

(iv)

Make classroom lively: The learners have a clear picture of concepts and this

brightens them.

The teacher is expected to source for appropriate resources within the environment that

will assist the learner to understand the concept being taught.

Improvisation

If each learner is to have a chance of experimenting, cheap resources can be made available.

Expensive and complicated materials may not always be available in most schools. 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.

C. Assessment

Competence 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 to

make a judgement about a learner’s achievements measured against dened standards.

Assessment is an integral part of the teaching and learning process. In the competence-

based curriculum, assessment must also be competence-based whereby a learner is given

a task related to his or her everyday life and asked to try to overcome the situation by

applying what he or she learned.

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The purpose of assessment is to gather valid, reliable and useful information about the

learner, teacher and the programme in order to:

• Communicate and direct instruction.

• Make judgment on how learners are learning and the effectiveness of instruction.

• Motivate the learners and improve their performance.

• Provide ongoing feedback to the learner, parents teacher and others.

• Collect information on the learner for grading purposes.

There are three types of assessment: the formative (assessment for learning), which is done

to obtain knowledge about the learner’s performance and directs teaching; assessment as

learning (through this process the learners are able to learn about themselves as learners

and become aware of how they learn) and summative (assessment of learning) for grading

procedures. The teacher is expected to conduct assessment in these domains:

• Cognitive (what the learners know and understand)

• Psychomotor (what the learner is able to do)

• Affective ( the values and attitudes the learner has acquired)

A rubiric is a factor generated tool that map the specic earning outcome that specify the

performance, level of success and mastery of outcomes.

Assessment rubrics

Designing an assessment rubric for Movement Activities lesson

The teacher will use the following ratings:

• Exceeding expectations

• Meeting expectations

• Approaching expectations

• Below expectations

From the activity area, Movement Activities learning experiences where learners would be

asked to perform basic motor skills.

An example of the rubric is shown below.

Performance Enter Ratings Enter Ratings Enter Ratings Enter Ratings

Walking along

paths

Jumping for

height

Bending and

Curling

Running in

different ways

Stretching

sideways

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When to assess

The learners should be assessed after learning a skill so that the learners can track his or

her strengths and weaknesses and for the teacher to give specic remedial on the areas

that the learner is weak. Effective teachers are always assessing the learner and adjusting

lessons where need be.

Suggested assessment strategies in the design

The following methods of assessment have been suggested in the Movement Activities

design: question and answer, teacher observation, written, anecdotal notes, practical

assessment, peer assessment and self-assessment.

Using question and answer method to assess learners (Oral)

The question and answer method can be used to nd out what the learner knows and

also to check if they understood the previous content. Therefore, the teacher should ask

questions that require the learners to use critical thinking skills. To develop these skills, the

teacher can apply the Bloom’s Taxonomy to assist in ordering questions from low to high

order thinking skills. Lower level questions deal with remembering, understanding and are

most appropriate for:

• evaluating the learner’s comprehension.

• diagnosing the learner’s strengths and weaknesses.

• reviewing and/or summarising the lesson.

The question and answer method assists the teacher to:

• Read the learners mind and make the learners to express themselves.

• Encourage the learner to think, explore, discover and to reason out things.

• Make contact with the learners especially where the teacher is new.

When using oral questions, the teacher should:

• Be loud and clear in meaning and wording.

• Ask the question once and wait for learners to answer (to encourage learners to pay attention).

• Ask questions before calling out the learner’s name. This keeps all learners attentive

and thinking.

• Distribute the questions so as not to have a favourite group of learners.

Teacher observations checklist

Teacher observations can provide information about the learner’s achievement in relation

to outcomes. Evidence may be gathered and recorded formally and informally, where:

• Informal observation and feedback occur during teaching and learning activities.

• Formal observation involves planning for an opportunity to observe specic learning

outcomes.

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Movement Activities observation checklist

The tool is used to record observations during a movement lesson. It provides a structure

for quickly collecting a range of information about the learner’s achievement. It may be

used for assessment for learning as well as assessment of learning. Each skill box contains

four opportunities to record the learner’s performance. As the learners get involved in

an activity, the teacher can make quick observations related to the skill of the day or

previously learnt skills.

Observation checklist

The use of (0000), (000), (00) and (0) allows the teacher to identify the learners who have

developed the learnt skills and those who need more support.

0000: Constant and with a high degree of accuracy (Exceeds expectation)

000: Regularly with considerable degree of accuracy (Meets expectation)

00: Occasionally, with some degree of accuracy (Approaching expectation)

0: Hardly, with limited accuracy (Below expectation)

Learners’

names

Endurance,

coordination,

space awareness,

body awareness

Follows

instructions and

stays on task

Communicates

with peer

positively and is

supportive of

others

Participates fully,

enthusiastically

and observes

safety

Pendo

Kaskazi

Magaribini

Mahojiano

Jukumu

Wakati

Anecdotal records

Anecdotal notes are used to record specic observations of individual learner’s behaviour,

skills and attitudes as they relate to the learning outcomes. Such notes provide cumulative

information on the learner and the direction for further instruction. Anecdotal notes are often

written as the result of ongoing observations during the lessons. They are brief, unbiased and

focused on specic outcomes. Notes are taken during or immediately after the activity. This

makes the notes accurate. The notes can be periodically shared with the learner and parents.

The purpose of anecdotal notes is to:

• Give information on a learner’s progress over a period of time.

• Provide ongoing records about the learner’s instructional needs.

• Capture signicant behaviour for the purpose of remediation or encouragement.

Peer assessment

The teachers should clarify expectations for activities that incorporate peer feedback.

Feedback may be given orally or written and may provide an opportunity for the learners

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to develop collaborative and reective skills. The learners may provide feedback to their

peers on:

• Strengths and/or what aspects have been completed well.

• Assessment of a peer’s decorum/etiquette

• They do by ticking where most appropriate, for example:

3 True most of the time

2 Not always true

1 Not true

Please answer each question fairly and accurately.

True most of

the time

Not always

true

Not true

Encourages others (says things like “nice

shot”, “good throw”, and so on)

Wins or loses kindly (does not complain)

Played well with the other team. Distributed

balls equally (did not dominate the eld)

Correct calls were made; they didn’t try to

cheat

Was polite to others (used cautious

language)

Self-assessment and self-evaluation

Self-evaluation encourages the learner to set learning goals in relation to design outcomes,

identify what they have learnt and what they still need to learn, and act on feedback.

Portfolios and journals can support the reective process where the learner can set goals,

reect on them and monitor his or her learning. Self-evaluative questions may include:

• What will help me achieve this learning goal?

• What do I already know about this skill?

• How will I know when I achieve my learning goals?

• Did everyone stay on task in our group?

Assessment activities may include:

• Self-assessment of progress towards achieving outcomes during a series of activities

or an individual activity.

• Evaluating the contributions of individuals to a group task.

Learners self-assessment checklist

Name:…………………………………... Date: …………………………………...

Directions:

Check each of the behaviours you showed in today’s class. Put a “√” in the appropriate

behaviour that you exhibited.

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My respect:

(i)

I did not make fun of others.

(ii)

I did not interfere with others.

(iii)

I did not interrupt when someone was talking.

My participation:

(i)

I followed all instructions.

(ii)

I tried my best.

(iii)

I let others participate.

My self-direction:

(i)

I encouraged others.

(ii)

My teacher did not need to remind me to keep practising.

My attitude:

(i)

I tried to help others.

(ii)

I helped my teacher.

(iii)

I gave someone a compliment.

My area of improvement is: ……………………………………………………………

Written tests

Name: _________________________________ Date: ________________________

1. During the Movement Activities lesson, you are practising the dodge skill and the

teacher comments that you are very good, the best thing to do is:

(a) Help your neighbor who is having difﬁculties.

(b) Remain at your designated spot and wait for others to ﬁnish.

2. You are practising over striking using an implement but it slips out of hand, you should:

(a) Yell at others to stop practising.

(b) Run out and quickly retrieve the implement.

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PART 2

Pedagogical Issues

A. Teaching Methods or Approaches

Introduction

Teaching methods are ways of organising and presenting the learning experiences to the

learner. The methods or method to be used is determined by the concepts to be learned,

the nature and learning styles of the learner. In order for a particular teaching method to

be appropriate and efcient, it has to be in relation with the characteristic of the learner

and the learning it is supposed to bring about.

The teaching methods are classied into two broad categories: teacher-centred and learner-

centred. In the teacher centred methods, the teacher is the sole authority with an end goal

of positive results from testing and assessment. Teaching and testing are separate entities.

In the learner-centred approach, both the teacher and the learner play an active part in the

teaching learning process. The teachers’ role is to facilitate learning and to measure the

learners learning through both formal and informal forms of assessment, for example,

group projects, student portfolios, and class participation. Teaching and assessment are

interconnected. Below are example of teaching methods in movements activities:

1. Demonstration method

Demonstration is a step-by-step procedure of teaching a skill in Movement Activities.

When demonstrating, explain the teaching points of the skill. For example, if the skill is

walking, the teacher will use the teaching points of the ‘walk skill’ to explain how walking

is done as he or she demonstrates. When the skill is complex, depending on the level of

the learners, the teacher may only demonstrate part of it. To be effective, the teacher needs

to plan the demonstration so that the teaching points will ow in proper sequence. In

Movement Activities, the learners at this level develop skills in the learning area through

looking, listening and imitating.

Through the method, the teacher shows what is required and how it is required. It is

important that a teacher also uses learner to demonstrate to the rest of the class. Request

as many learners in the class as possible participate in order to participate in order to

spread learning opportunity. Alternatively, allow all the learners to perform the activity

and observe so that the best learner is picked to demonstrate to the others. When a learner

demonstrates, the rest of the class sees one of their peers, rather than an adult model

performing the task. This challenges and motivates them to perform. Never ask a learner

who seems not to clearly grasp the skill to demonstrate to the others. Aspire to uplift each

and every learner’s self-esteem during the Movement Activities lesson.

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Advantages of the demonstrantion method.

• The method allows the learners to understand complex skills.

• Knowledge becomes permanent as the skill requires application of various senses.

Disadvantages of the demonstration method

Only the attention of the learners is invited towards the activity demonstrated

2. Questioning and answer method

This is one of the most important methods of teaching and nds its application in nearly

all learning areas in a school. A good mode of questioning will fulll several important

aspects of a lesson. It will:

• Increase learner’s participation.

• Reduce teacher talk considerably.

• Create enthusiasm and motivation in the learners.

• Encourage creative thinking.

• Develop skills in organization of ideas.

• Keep the class active and lively.

• Promote interaction between the teacher and his or her learners, among the learners

and with teaching aids.

3. Discovery method

It involves direct interaction with the environment by exploring and manipulating objects.

It takes place when learners apply any prior knowledge or experience in solving problems.

Through manipulation of teaching resources and a study of a number of patterns and

relationships, learners discover concepts in Movement Activities. Discovery can arise from

organised work and discussions.

Professional Documents

These are the ofcial documents used by the teacher in the preparation, implementation

and assessment of the teaching and learning process. The documents include; schemes of

work, lesson plans, records of work and progress records.

1. Schemes of work

Scheme of work is a plan that denes work to be covered by the learner in the classroom.

It is a plan of action which enables the teacher to organise teaching activities ahead of

time. It forecasts the work the teacher considers adequate and appropriate in a learning

area for a particular class for a duration of time. The document is developed from the

curriculum designs. The scheme has to distribute. work bearing in mind the number of

lessons allocated for each strand in a given learning area.

Sample Scheme of Work

School Grade Learning Area Ter m Year

Wazuri Pri. Sch. 1 Movement Activities XX 2019

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Movement Activities

Week Lesson Strand Sub-

Strand

Specic

Learning

Outcome

Key

Inquiry

Questions

Learnng

Experiences

Learning

Resources

Assessment Reection

1 1 Basic

Motor

Skills

Locomotor

Skill:

Walking

By the

end of the

lesson, the

learner

should be

able to:

Name the

parts of

the body

that are in

use when

walking

for body

awareness.

• What

parts of

the body

do we

use when

walking?

• Learners

are guided

to suggest

the body

parts used in

walking.

• Learners

are guided

to imitate

walking and

identify the

body parts

used.

Digital

devices

such as

computer,

mobile

phone and

video clip

on walk

race.

Drawing

the body

parts used in

walking.

2 Watch a

video clip on

the walk race

for digital

literacy.

What parts

of the body

did the

athlete use

in the walk

race?

Learners are

guided to

watch age

appropriate

media on walk

race.

Digital

devices

such as

computer,

mobile

phone and

video clip

on walk

race.

Observing

the walk race.

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2. Lesson Plan

• A lesson plan is a detailed outline of how the teacher intends to carry out a specic

lesson. A well-done lesson plan helps the teacher to:

• Organise the content to be taught in advance focusing clearly on the content to be

covered and the way it should be taught hence avoiding vagueness and irrelevance.

• Plan, prepare and assemble teaching and learning resources.

• Present concepts and skills in a systematic manner using appropriate strategies to

achieve the stated lesson outcomes.

• Manage time well during the lesson.

• Select and design appropriate assessment methods to evaluate the teaching and learning

process.

• Make connections between components.

Sample lesson plan for Movement Activities

School Learning Area Grade Date Time Roll

Wazuri Pri. Sch Movement

Activities

1 22– 03 -2019 8:15 - 8:45 35

Strand: Basic Movement Skill

Sub strand: Locomotor Skills - Running

Specic learning outcomes

By the end of the sub strand, the learner should be able to:

(a) Name the parts of the body involved when running.

(b) Run in different directions and pathways for strength, coordination, balance and

endurance.

Note: A skill teaching point or points must form part of the lesson. The directions and

pathways are movement concepts that aid in learning the skill concept. The lesson example

assumes the teacher has been teaching the skill running and is on the last aspect of the

teaching points, in this case the teaching points for the skill running – arms drive forward

and back in opposition to the legs. Thus, the emphasis in the lesson will be on the arms

drive in opposition to the legs even as the learner use the movement concept of direction

and pathway.

Key inquiry questions: They are given in the design. The teacher is encouraged to

creatively come up with one for every lesson. Example:

• How many different directions can you run to?

Learning experiences: Running in different directions and pathways

• Different directions

- forward

- backward

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• Different pathways

- straight-line

- zig-zag

Core competences: These are outlined in every sub strand and should purposefully be

included in every lesson. Example:

• Communication and collaboration

• Self-efcacy

PCIs: The teacher will nd PCIs in the design for every strand and should purposefully

be included in every lesson. Example:

• Safety

• Life skills – self-awareness

Values: They are provided for in the design for every strand and should purposefully be

included in every lesson. Example:

• Responsibility

• Respect

• Love

Learning resources: Field markers, bean bags, ropes and hoops

Organisation of learning: The lesson will take place in a eld, an open space or hall.

Lesson development

Step 1: Introduction activities: Three activities for general warm up and two activities

for specic warm up targeting the parts of the body that will mostly be used during the

lesson.

Step 2: Skill of the day: For example, running in different pathways.

Step 3: Skill application: At this stage, the learner further practises the skill of the day.

Step 4: Group activities: Learners works in groups. In these groups they practise the skill

of the day and previously learnt skills.

Step 5: Cool down/conclusion: A skill to cool down the body metabolism is given.

Example: looking for a lost coin, lying down for one minute, seating to listen to a story

from a friend, among others.

Summary: Ask the learners what they have learnt in the lesson, for example “What skill

did we learn to day?”. Give the learners feedback on the day’s lesson and some homework.

Community service learning: They are provided for every strand and should purposefully

be included for every lesson. Example:

• Learners to perform an activity of choice for presentation during the school parent’s

day.

Non-formal activities: They are provided in the design and should be included in every

lesson. The teacher can come up with creative non-formal activities that the learner will

use to practise the learnt skills)

• Learners to improvise play items such as balls and use them to play games.

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Self-reection

Self-reection after a lesson is a powerful tool that helps the teacher to become a

better teacher. It gives insights on what transpired during the lesson for correction or a

reinforcement. Self-reection is a very important part of every lesson even though it takes

place after the lesson is over.

This requires the teacher to think back on the lesson and consider answers to the following

questions;

• What went well in this lesson?

• What problems did I experience?

• Was the lesson learner-centred?

• What could I have done differently?

• What did I learn from this experience that will assist my teaching in future?

Record of work

It helps in:

• Accountability and transparency of work covered by the teacher.

• The continuity of teaching of a class.

• Giving a new teacher an idea of where to start teaching a class.

• The evaluation of schemes of work after a period.

• Providing uniformity of content coverage in case of several streams.

Sample record of work:

School: ____________________________________________________________

Learning Area: ________________________________________________________

Name of Teacher: _____________________________________________________

Grade:____________________________________________________________

Date Week Work Done Reection Signature

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Sub Strand 1.1 Locomotor Skill: Walking (12 lessons)

Basic Motor Skills

Strand

Introduction

Walking is a basic locomotor skill. It involves the transfer of weight from one foot to

another while moving either forward or backward. One foot is always in contact with the

ground and the arms swing freely in opposite direction. The skill is used in everyday life

activities such as walking to school, recreational activities in sports for example, athletics

and in play and dance activities.

Specic learning outcomes

The following are specic learning outcomes for the sub strand. The teacher is expected

to come up with specic lesson outcomes for every lesson:

By the end of the sub strand, the learner should be able to:

(a) Name the parts of the body that are in use when walking for body awareness;

(b) Watch a video clip on the walk race for digital literacy;

space awareness;

(d) Practise walking in different ways for strength, coordination, endurance, balance and for

excellence;

(e) Establish relationships through walking for critical thinking and problem solving;

(f) Appreciate walking for strength, coordination, balance and self-esteem;

(g) Make appropriate play items for creativity and imagination;

(h) Play simple games for enjoyment, collaboration and peaceful coexistence;

(i) Observe the rules when playing games for own and others safety.

Key inquiry questions

The teacher is supposed to use key inquiry questions in every lesson.

• What are your hands used for?

• How much should your knees bend?

• Where do the eyes face during walking?

• How is the body positioned during walking?

PART 3

: Strand-to-Strand Teaching Guidelines

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Teaching points

1. Walk tall with body steady and eyes facing forward

2. Walk with body straight, tall, head in line with the spine

3. Arms swing in opposition to the feet

4. Plant the foot in a heel-to-toe action with toes facing forward

5. Knees should bend slightly when the foot makes contact with the ground

Suggested learning experiences

• Learners to answer questions on the parts of the body that are in use when walking to create

body awareness (eyes, hands, legs, the trunk).

• Learners to watch a video clip on the walk race and identify the body parts that are in use

during the race.

• Learners to practise walking in different directions, pathways and levels.

• Learners to establish relationships as they walk.

• Learners to practise walking while making shapes.

• Learners to practise walking and make letters.

• Learners in groups to walk and make numbers.

• Learners to play games that involve walking.

• Learners to observe rules as they walk for own and play games.

Core competences to be developed

The teacher is supposed to have a core competence or two for every lesson. There are

seven core competences to choose from.

The core competences:

1. Self-efcacy

2. Digital literacy

3. Citizenship

4. Learning to learn

5. Creativity and imagination

6. Communication and collaboration

7. Critical thinking and problem solving

Link to Pertinent and Contemporary Issues (PCIs)

The teacher is expected to include the following PCIs in every lesson:

• ESD: DRR: Safety and security when playing games.

• Citizenship: Social cohesion as the learners collaborate when playing games.

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• Learner support program: Sports and games that involve walking skills.

• Health Education: HIV and AIDS: When wounds and cuts occur while playing games,

report to the teacher instead of handling them on your own.

• Life skills: Self-esteem and Self-awareness: Knowing myself and knowing the parts

of the body involved in performing activities.

Link to values

The teacher is expected to include a value or two in every lesson. The following are the

core values that the teacher is expected to choose from: unity, love, respect, peace, integrity,

responsibility, social justice and patriotism.

Link to other learning areas

• Languages Activities

• Hygiene and Nutrition Activities

• Environmental Activities

• Mathematics Activities

Suggested learning resources

• Field markers

• Bean bags

• Balls

Learning progression for the skill walking

Lessons Skill components for the walking skill

1. Walk tall with body steady and eyes facing forward.

2. Walk with body upright.

3. Walk with body upright with head in line with the spine.

4. Walk swinging arms.

5. Walk swinging arms in opposition to the feet.

6. Walk and plant the foot in a heel-to-toe action.

7. Walk and plant the foot in a heel-to-toe action and toes facing forward.

8. Walk with the knees slightly bent when the foot makes contact with ground.

9. Bringing it all together. The previous lessons have been on walking aspects.

The learners need to combine those aspects in wholes to make the skill

walking. For the next three lessons, the learners will combine what they have

learnt. Walk tall with body steady and eyes facing forward and body upright

with head in line with the spine.

10. Walk swinging arms in opposition to the feet and in a heel-to-toe action.

11. Walk and plant the foot in a heel-to-toe action and toes facing forward and

knees slightly bent when the foot makes contact with ground.

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12. By now, the learners should walk and the walking motion should be smooth.

The learners should walk upright with eyes facing forward, head in line with

the spine, arms swing in opposition to the feet, heel-to-toe action and knees

slightly when foot makes contact with the ground.

Learning activities for the skill walking

• Ask the learners to walk in funny ways as they observe each other to see whose walk is

the funniest.

• Ask the learners to walk with different body shapes.

• Ask the learners to answer questions on the parts of the body that are in use when

walking to create body awareness (eyes, hands, legs, the trunk).

• Walk tall with body steady and eyes facing forward.

• Ask the learners to walk in different levels and directions as arms swing in opposition

to the feet. The learners can walk on toes, on heels, with small step or with long steps.

• Ask the learners to walk towards each other when they meet, give each other a high ve

then turn and walk back.

• Asks the learners to walk in different levels and directions as arms swing in opposition

to the feet as they carry out the following instructions:

Wipers: Swing the arms back and forth in opposition to the feet.

Brakes: The learner slow down as they swing the arms back and forth in opposition to the feet.

Accelerate: The learners walk faster as they swing the arms back and forth in opposition to

the feet.

• Ask the learners to walk and make shapes, letters and numbers.

Learners to play games that involve walking.

(a) Walking: right foot forward,

right hand swings backwards

(b) Walking: left foot forward,

left hand swings backwards

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Learners walking along a zigzag pathway

Ask the learners to walk in different levels, directions and pathways with eyes facing for-

ward, body upright and arms swinging in opposition to the feet as they:

• bounce a ball

• catch a ball

• link arms and walk

Suggested community service-learning activity to support learning through

application

Learners to participate in cleaning the environment surrounding the school or their home.

Suggested non-formal activity to support learning through application

Learners to be taken to watch athletic championship and observe the walk race.

Suggested asssessment

Question and answer

Who walked the funniest?

Which way of walking was easy?

Which way of walking was hard?

Which way of walking did you enjoy?

Assessment rubric

Learner’s

name

Skill assessment criteria for the skill walking

Walk tall with

body steady

and eyes facing

forward

Walk with

body straight,

tall, head in

line with the

spine

Arms swing

in opposition

to the feet

Plant the

foot in a

heel-to-toe

action with

toes facing

forward

Knees

should bend

slightly when

the foot

makes con-

tact with the

ground

Furaha

Upendo

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Malika

Umoja

Rukia

Map the learners on the grid depending on their performance. After observing and giving

the ticks when the learners are practicing, the teacher writes the interpretations of the

ticks.

Sub Strand 1.2 Locomotor Skill: Running (12 Lessons)

Introduction

The locomotor skill running is a basic movement skill characterised by a rapid movement

involving transfer of weight from one foot to the other with a brief loss of contact with

the ground by both feet in the ight phase after take-off. The skill is crucial in many

games and sports and in everyday activities. The skill is critical in sports such as athletics,

a number of ball games and also tag games played by children. Procient running tech-

niques can improve speed and endurance, which in turn impacts on health-related tness.

Speed and maturation in running increases with age.

Specic learning outcomes

The following are specic learning outcomes for the sub strand. The teacher is expected

to come up with specic lesson outcomes for every lesson.

By the end of the sub strand, the learner should be able to:

(a) Name the parts of the body that are in use during running for body awareness;

(b) Watch a video clip on running for digital literacy;

and space awareness;

(d) Practise running in different ways for strength, coordination, endurance, balance

and for excellence;

(e) Establish relationships through running for critical thinking and problem solving;

(f) Appreciate running for strength, coordination, balance and self-esteem;

(g) Make appropriate play items for creativity and imagination;

(h) Play games for enjoyment, collaboration and peaceful coexistence;

(i) Observe rules when playing games for own and others safety.

Key inquiry question

• When you are late for school, how do you move?

• Which parts of the body are used for running?

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Teaching points

• Head and trunk stable

• Eyes focused forward and shoulders held back and chin up

• Run with high knee lifts and elbows bent at 90°

• Land on the balls of the feet

• Arms bend at elbows and move in opposition to legs

• Non-support knee bends at 90°

• Contact the ground with the balls of the foot

• Forceful drive of the arms backward and forward in opposition to the legs

Suggested learning experiences

• Learners to answer questions on the parts of the body that are used for running.

• Learners to watch video clips of an athletic championship and observe the various running

events.

• Learners to practise running in different directions, pathways and levels

• Learners to establish relationships under, over, mirroring, going through and going around

as they run.

• Learners to play games that involve running such as:

(a) Run carrying bean bags on the head with slow, moderate and quick speed.

(b) Run while carrying an egg on a spoon with slow, quick and fast speed.

(d) Learners to obey rules as they run and play games.

Core competences to be developed

The teacher is supposed to have a core competence or two for every lesson. There are

seven core competences to choose from.

The core competences are:

1. Self-efcacy

2. Digital literacy

3. Citizenship

4. Learning to learn

5. Creativity and imagination

6. Communication and collaboration

7. Critical thinking and problem solving

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Link to Pertinent and Contemporary Issues (PCIs)

The teacher is supposed to include PCIs in every lesson

• ESD: DRR: Safety and security when playing games.

• Citizenship: Social cohesion learners collaborate when playing games.

• Learner support program: Sports and games: Games that involve walking skills.

• Health education: HIV and AIDS: When wounds and cuts occur while playing games

report to the teacher instead of handling them on your own.

• Life skills: Self-esteem and Self-awareness: Knowing myself and knowing the parts

of the body involved in performing activities.

Link to values

The teacher is expected to include a value or two in every lesson. The following are the

core values that the teacher is expected to choose from: unity, love, respect, peace, integrity,

responsibility, social justice and patriotism.

Link to other learning areas

• Languages Activities

• Hygiene and Nutrition Activities

• Environmental Activities

• Mathematics Activities

Suggested learning resources

• Field markers, bean bags and ropes

• Digital devices such as computers and mobile phones

• Video clips or computer-generated pictures for the learners to watch the skill

Learning progression for the running skill

Lessons Skill components for the running skill

1. Head and trunk stable.

2. Run with eyes focused forward.

3. Run with shoulders held back and chin up.

4. Run with high knee lift and elbows bent at 90°.

5. Run with arms bend at elbows and in opposition to the legs.

6. Land on the balls of the feet.

7. Non-support knee bends at 90°.

8. Contact the ground with the balls of the foot.

9. Forceful drive of the arms backwards and forwards in opposition to the

legs.

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10. Bringing it all together. The previous lessons have been on running aspects.

The learners need to combine those aspects in one movement to make the

skill running. For the next three lessons, the learners will combine what they

have learnt in running to practise the skill running.

Run with the head and trunk stable, eyes facing forward and shoulders back and

chin up.

11. Run with high knee lift and elbows bent at 90°.

Run with arms bent at the elbows and in opposition to the legs land on the balls

of the feet.

12. Non-support knee bends at 90°.

Contact the ground with the balls of the foot.

Forceful drive of the arms backwards and forwards in opposition to the legs.

Learning activities for the running skill

• Learners answer questions on the parts of the body that are used for running.

• Learners watch video clips of an athletic championship and observe the various running

events.

• Learners to practise running in different directions, pathways and levels.

• Learners to establish relationships under, over, mirroring, going through and going around

as they run.

• Learners to play games that involve running such as:

(a) Run carrying bean bags on the head with slow, moderate and quick speed.

(b) Run while speed carrying an egg on a spoon with slow, quick and fast speed.

• Learners to obey rules as they run and play games.

• Ask learners to run in different directions. The teacher to give instructions on changing

direction:

(a) Within the marked area.

(b) With a partner, they chase each other within the marked area.

(d) Within the marked area and in individual space they run backwards.

• Ask the learners to run in different pathways. Teacher to give instructions on when to make

a pathway:

• Run in a straight path

• Run in zigzag pattern

• Make circles as they run

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Ask the learners to run in different levels. The teacher to give instructions on when to

change from one level to the other

• Make yourself very tall and run

• Run when very tall

• Run when very small as a rat

• Run when not very tall nor very small

• Ask the learners to run within the marked area holding hands slowly, fast and very fast

• Ask the learners to run within the marked area very gently, with little force and then with a

lot of force

• Ask the learners to run within the marked area with jerky movements

• Ask the learners to run within the marked area with small steps, medium steps and then with

big steps

Simple running games for learners to master the running skill:

• Running quickly or slowly while carrying a bean bag on the head.

• Running while carrying an egg on a spoon with quick steps.

• Running while in sacks from one point to the next.

• Running while skipping.

Game

Instructions for the Heads and Chest Tag game

1. Divide the class into two teams (Team Head and Team Chest).

2. The head will run with one hand on their heads and the chest will run with one hand on

their chests.

3. Both teams must attempt to tag each other.

4. When a chest is tagged by the head, it becomes a head and when a head is tagged by the

chest, it becomes a chest.

5. The game is nished when everyone is either a head or a chest or time is up.

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Learners running on a

rectangular pathway

Learners running on a

straight pathway

Learners running in

different directions

Learners holding hands and

running on a curved pathway

Learners running while in sacks Learners running while carrying water

       tollbottles

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Suggested community service activity to support learning through application

Learners to give a performance during the school sports day.

Suggested non-formal activity to support learning through application

Learners to make their own play items such as balls and batons and use them during games

Suggested assessment

• Oral questions and practical assessments.

• Which way of running was the easiest?

• Which way of running was the hardest?

• Which way of running did you enjoy most?

Assessment rubric for the running skill

Learner’s

name

Skill assessment criteria for the running skill

Head

and

trunk

stable

Eyes

focused

forward and

shoulders

held back

and chin up

Run with

high knee

lift, and el-

bows bent

at 90°

Land on

the balls

of the

feet

Arms bend

at elbows

and move

in opposi-

tion to legs

Non-

support

knee

bends at

90°

Contact

the

ground

with the

balls of

the foot

Forceful

drive of

the arms

back-

wards

and

forwards

in oppo-

sition to

the legs

Juma

Wachuka

Kiptoo

Patel

Hashim

Sub Strand 1.3 Locomotor Skill: Jumping for Height (12 Lessons)

Introduction

Skills of jumping for height also known as the vertical jump involves jumping as high as

possible. It is a locomotor skill that is important in sports and games. The skill is used in

gymnastics, dance, basketball for shooting and jumping over the bar in athletics. Children

are always playing games that involve jumping. The vertical jump involves jumping over as

much height as possible from a standing position.

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By the end of this sub strand, the learner should be able to:

(a) Watch a video clip on jumping for height for body awareness and digital literacy;

(b) Perform jumping for height in different ways for strength, coordination, endurance,

balance and space awareness;

balance and for excellence;

(d) Establish relationships through jumping for height for critical thinking and problem

solving;

(e) Appreciate jumping for height for strength, coordination, balance and self-esteem;

(f) Make appropriate play items for creativity and imagination;

(g) Play games for enjoyment, collaboration and peaceful coexistence;

(h) Observe rules when playing games for own and others safety.

Specic learning outcomes

The following are specic learning outcomes for the sub strand. The teacher is expected to

come up with specic lesson outcomes for every lesson.

Key inquiry questions

• Name the body parts in use when jumping for height.

• How do hands move during jump?

Teaching points

1. Eyes focused forward or upward throughout the jump.

2. Body in a couch position.

3. knees bent in and arms behind the body.

4. Forceful forward and upward swing of the arms.

5. feet and legs are extended in full and fast in the air.

6. Controlled landing close to the take off point and not more than one step in any direction.

Suggested learning experiences

• Learners to watch video clips of athletes performing the high jump and identify the parts of

the body used when jumping for height.

• Learners to practise jumping in different directions, pathways and levels.

• Learners to jump and establish relationships while making shapes.

• Learners to play games that involve jumping for height such as in threes and with a rope,

two to hold on each end and one to jump. They should change roles till all have jumped.

• Learners to observe the rules as they play games using the skill jumping for height.

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Core competence to be developed

The teacher is supposed to have a core competence or two for every lesson. There are sev-

en core competences to choose from.

The core competences include:

1. Self-efcacy

2. Digital literacy

3. Citizenship

4. Learning to learn

5. Creativity and imagination

6. Communication and collaboration

7. Critical thinking and problem solving

Link to Pertinent and Contemporary Issues (PCIs)

The teacher is expected to include the following PCIs in every lesson:

• ESD: DRR: Safety and security when playing games.

• Citizenship: Social cohesion as the learners collaborate when playing games.

• Learner support program: Sports and games that involve jumping skills.

• Health education: HIV and AIDS - when wounds and cuts occur while playing games

report to the teacher instead of handling them.

• Life skills: Self-esteem and Self-awareness are strengthened when leraners know

themselves and know the parts of the body involved in performing different activities.

Link to values

The teacher is expected to include a value or two in every lesson. The following are the core

values that the teacher you are is expected to choose from: unity, love, respect, peace, integ-

rity, responsibility, social justice and patriotism.

Link to other learning areas

• Languages Activities

• Hygiene and Nutrition Activities

• Environmental Activities

• Mathematics Activities

Suggested learning resources

• Field markers, bean bags and ropes

• Digital devices such as computers and mobile phones

• Video clips or computer-generated pictures for the learners to watch the skill

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Learning progression for the skill jumping for height

Lessons Skill components for the jumping skill

1. Eyes focused forward throughout the jump

2. Body in a couch position

3. Knees bent in and arms behind the body

4. Forceful forward and upward swing of the arms

5. Jump swinging the arms from behind upwards

6. Feet and legs are extended in full and fast in the air

7. Ankles, knees and hips bend on landing

8. Landing is controlled and close to the take off point and not more than one

step in any direction

9. Bringing it all together

The previous lessons have been on jumping aspects. The learners need

to combine those aspects in one movement to make the skill jumping for

height. For the next lessons, the learners will combine what they have learnt

to practise the skill jumping for height.

• Eyes facing forward, body crouched, knees bent and arms behind the body

• Forceful forward and upward swing of the arms

• Jump swinging the arms from behind upwards

10. Feet and legs are extended in full and fast in the air while ankles, knees and

hips bend on landing

11. Landing is controlled and close to the take off point and not more than one

step in any direction

12. Eyes facing forward, body crouched, knees bent and arms behind the body,

forcefully jump upward swinging the arms from behind upwards, feet and

legs extended, ankles and knees bend on landing which is controlled and

close to take off point

Learning activities for the skill jumping for height

Learners to watch video clips of athletes performing the high jump and identify the parts

of the body used when jumping for height.

Ask the learners to jump:

• With a partner over an imaginary river.

• With arms stiff.

• Keeping their arms out from their side.

• With their legs apart.

Ask learners to take up free space in the marked area and jump into different directions i.e.

forward,backward and sideways.

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Ask learner to jump in different pathways i.e. straight, curved and zigzag.

Ask learners to jump:

• over low heights

• over medium heights

• over high heights (mind age and the equipment)

Ask the learners to jump in threes.

Learners jumping over carton boxes

Learners jumping for height

Suggested community service-learning activity to support learning through

application

The learners to visit the aged in the community and give a helping hand.

Suggested non-formal activity to support learning through application

The learners to cooperate with others and play games that incorporate jumping for height.

Suggested assessment

Oral questions and practical assessments.

• You can ask learners to respond to a few questions, for example:

(i) What does jumping for height entail?

(ii) What are some of the things needed when jumping for height?

(iii) What parts of the body are important when performing a high jump?

(iv) What is the correct attire for jumping for height?

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Assessment rubric for the skill jumping for height

Learner’s

names

Eyes

focused

forward

or upward

throughout

the jump

Body in

a couch

position,

knees bent

and arms

behind the

body

Forceful

forward

and upward

swing of

the arms

Feet and

legs are

extended

in full and

fast in the

air

Controlled

landing

close to

the take

off point

and not

more than

one step

in any

direction

Wakiuru

Nyathogora

Atieno

Jamal

Kilonzo

Sub Strand 1.4 Non-Locomotor Skill: Stretching (6 Lessons)

Introduction

Young learners are simple and agile. However, stretching is still important as it prevents

injuries and improves performance in games and sports. Stretching allow them to build on

their natural exibility and encourages healthful lifestyle. The stretching exercises can be

done before an activity as part of warmup. The exercises can also be done after an activity

for cool down. The stretching exercises done for warm up should involve moving not

static such as arm circles, leg swings or torso twists, while those for cool down should be

from a stationary position such as stretches for calves, hamstrings and quads (quadriceps

femoris - a group of muscles such as those fronts of the thigh). Stretching exercises per-

formed thrice a week will improve exibility, joints supple and a difference to posture and

movement control.

Specic learning outcomes

The following are the specic learning outcomes for the sub strand You are expected to

come up with specic lesson outcomes for every lesson.

By the end of the sub strand, the learner should be able to:

(a) Explore stretching in different directions for body awarenes;

(b) Watch a video clip on a cheetah stretching for digital literacy;

awarenes;

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(d) Practise stretching in different ways for exibility, agility, coordination, balance and

excellence;

(e) Establish relationships through stretching for critical thinking and problem solving;

(f) Appreciate stretching for exibility, agility, coordination, balance and self-esteem;

(g) Make appropriate play items for creativity and imagination;

(h) Play games for enjoyment, collaboration and peaceful coexistence;

(i) Observe rules when playing games for own and others safety.

Key inquiry question

• How many different directions can you stretch?

Teaching points

1. Stretching activities performed from a stationary (static) position.

2. Stretching activities performed while moving (dynamic).

Suggested learning experiences

• Learner to answer questions on parts of the body that are in use when stretching.

• Learner to watch a video clip of a cheetah and a cat stretching.

• Learner to stretch towards different directions such as sideways.

• Learners to play games involving stretching such as sitting down and stretching to reach

objects placed at different distances or heights using the hands or the legs.

• Learners to obey rules as they stretch and play games.

Core competences to be developed

The teacher is supposed to have a core competence or two for every lesson. There are sev-

en core competences to choose from.

The core competences include:

1. Self-efcacy

2. Digital literacy

3. Citizenship

4. Learning to learn

5. Creativity and imagination

6. Communication and collaboration

7. Critical thinking and problem solving

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Link to Pertinent and Contemporary Issues (PCIs)

The teacher is expected to include the following PCIs in every lesson:

• ESD: DRR: Safety and security when playing games.

• Citizenship: Social cohesion as the learners collaborate when playing games.

• Learner support program: Sports and games that involve stretching skills.

• Health education: HIV and AIDS - when wounds and cuts occur while playing

games, report to the teacher instead of handling them.

• Life Skills: Self-esteem and Self-awareness are strengthened when learners know

themselves and know the parts of the body involved in performing different activities.

Link to values

The teacher is expected to include a value or two in every lesson. The following are the

core values that the teacher you are is expected to choose from: unity, love, respect, peace,

integrity, responsibility, social justice and patriotism.

Link to other learning areas

• Languages Activities

• Hygiene and Nutrition Activities

• Environmental Activities

• Mathematics Activities

Suggested learning resources

• Field markers

Learning progression for stretching

Lessons Learning activities for stationary (static) stretching

1. Side bends

2. Pike stretch

3. Straddle stretch

Learning activities for moving (dynamic) stretching

4. Inchworms

5. Arm circles

6. Downward facing dog

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Dynamic stretching activities

Inchworms

Walk forward with hands Core light, chest forward Lift hips and walk legs in

The learners should stand tall and legs extended straight. They should bend over the hips

and touch the oor with their palms at on the ground. Let them keep their legs straight

and walk the hands as far forward as possible. They should not let their hips to drop. let

them take small steps and walk their feet to the hands. They should walk for 1 minute

and then straighten up and repeat the stretch.

Arm circles

The learners should stand with their legs slightly wider than hips. The arms should be

raised overhead, then come down to the shoulder level and make circles. The arms are to

be kept straight at all times. They should perform 5 arm circles.

Downward facing dog

The learners should start from a standing position and bend at their waist until the hands

touch the oor. Let them walk the hands to the feet to make a perfect upside-down letter

V. They should keep their hands and shoulder apart, the ngers spread and feet slightly

spread.

Stationary (Static) stretching activities

Superman

The learners should lie on their stomach with arms stretched out in front. Let them lift

their arms and feet off the ground. The arms and the feet should be in line with the ears

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and feet straight and lifted a little higher than the hips. They should hold the stretch for

10 seconds.

Side bends

Learners should stand with the feet apart (slightly wider than the hips) and arms out-

stretched. Let them lean over to the right or left side until the right or left arm hangs down

towards the ground. The left arm reaches straight up over the head. They should extend

and pull the left arm until there is a feeling of stretching in the left shoulder and the left

side of the body. They should hold this stretch for 10 seconds on the right side before

switching sides.

Pike stretch

The learners should sit on the ground with their legs extended in front. Their arms

should be lifted straight overhead. The arm should come down and reach for the toes.

The stretch position should be held for 15 seconds. There is a possibility that some of

the learners may not reach the toes with the rst trial. They should be given the opportu-

nity to keep trying.

Straddle stretch

Let the learners sit on the ground and stretch their legs long and wide open as far as they

can go. Have their toes pointed and hands placed on the ground in front of them. The

stretch is felt at the hips and inner thighs. They should stay in this stretch for 10 seconds.

Let them bring the legs back to the beginning position and repeat.

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Suggested community service-learning activity to support learning through

application

The learners may join in planting trees in the school, at home and in the community.

Suggested non-formal activity to support learning through application

The learners to cooperate with others and play games that incorporate stretching.

Suggested assessment

Oral questions and practical assessments.

• Ask learners which stretching they enjoyed most?

• Ask the learners which stretching exercise was the hardest and why?

Assessment rubric for the stretching skill

Learner’s

names

Exceeding

expectation

Meets

expectation

Approaching

expectation

Below

expectation

The learner is

able to perform

all the stretches

and becomes a

peer tutor

The learner

performs all the

stretches with-

out difculties

The learner has

difcult per-

forming some

stretches but is

will to be cor-

rected and puts

in effort

The learner has

difculties per-

forming almost

all the stretches.

Has no drive

to perform and

needs a lot of

assistance

Jipcho

Mariene

Angel

Peace

Sub Strand 1.5 Non-Locomotor Skill: Bending and Curling

(5 Lessons)

Introduction

Bending and curling are in the group of axial stability skills. This is the ability to balance

while turning the body at the same time. The turning could be made on the horizontal axis,

for example bending over and touching the toes or on the vertical axis which involves twist-

ing the midsection of the body to the right or left. Bending and curling skills enables the

learner to stabilise the body in different positions. These axial stability skills are necessary

for games and sports, dance and many other every day activities.

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Specic learning outcomes

The following are the specic learning outcomes for the sub strand. The teacher is expected

to come up with specic lesson outcomes for every lesson.

By the end of the sub-strand, the learner should be able to:

(a) Explore bending and curling in different ways for body awareness;

(b) Watch a video clip of an inchworm for digital literacy;

awareness;

(d) Practise bending and curling in different ways for coordination, endurance, balance and

for excellence;

(e) Establish relationships through bending and curling for critical thinking and problem-

solving;

(f) Make appropriate play items for creativity and imagination;

(g) Appreciate bending and curling for coordination, balance and self-esteem;

(h) Play games for enjoyment, collaboration and peaceful coexistence;

(i) Observe rules when playing games for own and others safety.

key inquiry questions

• Name situations where you can bend and curl.

• Name parts of the body that bend and curl.

Core competences to be developed

The teacher is supposed to have a core competence or two for every lesson. There are

seven core competences to choose from.

The core competences include:

1. Self-efcacy

2. Digital literacy

3. Citizenship

4. Learning to learn

5. Creativity and imagination

6. Communication and collaboration

7. Critical thinking and problem solving

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Link to Pertinent and Contemporary Issues (PCIs)

The teacher is supposed to include the following PCIs in every lesson:

• ESD: DRR: Safety and security when playing games.

• Citizenship: Social cohesion as the learners collaborate when playing games.

• Learner support program: Sports and games that involve walking skills.

• Health education: HIV and AIDS - when wounds and cuts occur while playing games

report to the teacher instead of handling them onm their own.

• Life skills: Self-esteem and Self-awareness are strengthened as learners know

themselves and know the parts of the body involved in performing activities.

Link to values

The teacher is expected to include a value or two in every lesson. The following are the

core values that the teacher is expected to choose from: unity, love, respect, peace, integrity,

responsibility, social justice and patriotism.

Link to other learning areas

• Languages Activities

• Hygiene and Nutrition Activities

• Environmental Activities

• Mathematics Activities

Suggested learning resources

• Field markers, bean bags and ropes

• Computers or mobile phones

• Video clips of different worms and insects bending and curling

Learning progression for bending and curling

Lessons Skills components for bending and curling activities

1. Exercises for kneeling

• Kneel with the hands on the oor. Hollow and round the back (angry cat)

• Kneel with the hands on the oor and raise one knee and lower the head until

the knee and the forehead touch.

• Kneel with hands on the oor and bend the head and trunk backwards and

raise one leg with the knee bent until the foot touches the back of the head

2. Self-body parts

• Form a bridge for a partner to crawl under

• Curl into a small shell for a partner to skip over

• Bend and curl one arm around a leg

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3. Curl around objects

• The ngers to curl a round a ball

• The body to curl around a vertical pole

• The ngers to curl a round a hoop

• The toes to curl

4. Standing

• Stand with the back against a wall and the feet together and a little forward, the

trunk drops downwards

• Stand with the feet apart drop the trunk

5. Different levels

• Bend and the hands touch the feet

• Lie on the back bend sideways to touch the foot

• Lying on the back vertically and supported by the hand’s knees bend towards

the chest with the hp turning

6. Direction and pathways

• Bend and roll straight forward

• Curl and roll to the sides

• Bend and walk forward like a caterpillar changing direction

Suggested community service-learning activity to support learning through application

The learners to make play items and donate them to an orphanage of choice.

Suggested non-formal activity to support learning through application

The learners to make play items for use during Movement Activities or when playing with friends.

Suggested assessment

oral questions and practical

Ask the learners to respond to a few question for example, what games they play that use

the over arm throw.

Which bending and curling activities they enjoyed most

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Assessment rubric for bending and curling

Learner’s

names

Exceeding

expectation

Meets

expectation

Approaching

expectation

Below

expectation

The learner is

able to perform

all the activities

for bending and

curling with a

lot of ease and

becomes a peer

tutor

The learner

performs all the

bending and

curling activities

without difcul-

ties

The learner has

some difculties

in performing

some bending

and curling

activities but is

putting in effort

to learn

The learner

has difculties

in performing

almost all the

bending and

curling and

needs a lot of

assistance

Jipcho

Mariene

Angel

Peace

Sub Strand 1.6 Manipulative Skill: Overarm row (12 Lessons)

Introduction

Throwing involves propelling an object away from the body and to a target. The overarm

throw, also known as the overhand throw, is commonly used in sports for throwing far

and for making quick accurate passes. The skill is used in athletic eld events, in throwing,

catching activities and in ball games.

Specic learning outcomes

The following are the specic learning outcomes for the sub strand.

By the end of the sub strand the learner should be able to:

(a) Name the parts of the body that are in use during the overarm throw for body awareness;

(b) Watch a video clip on over arm throw for digital literacy and problem solving;

balance and space awareness,

(d) Practise the over arm throw in different ways for strength, coordination, endurance,

balance and for excellence;

(e) Establish relationships through using the overarm throw for critical thinking and

problem solving;

(f) Appreciate throwing using the overarm throw for strength, coordination, balance and

self-esteem;

(g) Make appropriate play items for creativity and imagination;

(h) Play games for enjoyment, collaboration and peaceful coexistence;

(i) Observe rules when playing games for own and others safety.

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Key inquiry questions

• Name games that use the overarm throw.

• Name situations in daily life where overarm throw may be used.

Teaching points

1. Eyes focused on target throughout the throw

2. Stand with feet apart, facing sideways to the target

3. Foot opposite to the throwing hand is forward

4. Ball held with ngers, straighten the throwing arm and keep ball above the ear level

5. Throwing arm moves in a downward and backward arc

6. Steps towards target area with foot opposite throwing arms

7. Rotate body to face target, transferring weight onto the front foot

8. Release ball slightly above and in front of head

9. Throwing arm follows through, down and across the body

Suggested learning experiences

• Learners to name object around the school compound that they are able to throw.

• Learners to watch the over arm throw skill on You Tube using digital devices such as mobile

phones.

• Learners to improvise balls using the locally available materials for use during the over arm

throw.

• Practise the over arm by throwing objects in different directions such as throwing in front,

sideways, behind, up and at the back.

• Throw objects of different sizes using the overarm throw.

• Learners to play games that involve the overarm throw.

• Learners to observe rules when playing games for safety.

Core competences to be developed

The teacher is supposed to have a core competence or two for every lesson. There are

seven core competences to choose from.

The core competences are:

1. Self-efcacy

2. Digital literacy

3. Citizenship

4. Learning to learn

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5. Creativity and imagination

6. Communication and collaboration

7. Critical thinking and problem solving

Link to Pertinent and Contemporary Issues (PCIs)

The teacher is expected to include the following PCIs in every lesson:

• ESD: DRR: Safety and security when playing games.

• Citizenship: Social cohesion as the learners collaborate when playing games.

• Learner support program: Sports and games: that involve overarm throw.

• Health education: HIV and AIDS - when wounds and cuts occur while playing game,

report to the teacher instead of handling them on your own.

• Life skills: Self-esteem and Self-awareness are strengthened as learners know themselves

and know the parts of the body involved in performing activities.

Link to values

The teacher is expected to include a value or two in every lesson. The following are the

core values that the teacher is expected to choose from: unity, love, respect, peace, integrity,

responsibility, social justice and patriotism.

Link to other learning areas

• Languages Activities

• Art and Craft Activities

• Environmental Activities

• Mathematics Activities

Suggested learning resources

• Bean bags

• Field markers

• Computer mobile phone

Learning progression for bending and curling

Lessons Skill components for bending and curling walk skill

1. Eyes focused on target throughout the throw

2. Stand with feet apart, facing sideways to the target

3. Foot opposite to the throwing hand is forward

4. The ball held with ngers, straighten the throwing arm and keep ball above

the ear level

5. The throwing arm moves in a downward and backward arc

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6. Step towards the target area with the foot opposite the throwing arm

7. Rotate the body to face the target and transfer weight onto the front foot

8. Release the ball slightly above and in front of head

9. The throwing arm follows through, down and across the body

10 Bringing it all together

The previous lessons have been on overarm throw aspects. The learners need

to combine those aspects in one movement to make the smooth. For the next

three lessons the learners will combine what they have learnt in running to

practise the skill walking.

Eyes focused on the target throughout the throw and stand with feet apart,

facing sideways to the target. The foot opposite to the throwing hand is

forward.

11. The ball is held with ngers, throwing arm straightened and kept ball above

the ear level. The arm moves in a downward and backward arc while the foot

opposite the throwing arm step towards the target.

12. Eyes focused on the target

The ball is held with ngers and throwing arm straightened and kept ball above

the ear level arm step towards the target

Rotate the body to face the target and transfer weight onto the front foot. Release

the ball slightly above and in front of head and follow through.

Learning activities for the skill overarm throw

• The learners should practise the overarm throw by throwing items in different directions

such as throwing in front, sideways, behind, up and at the back.

• Learners to be guided to practise using the overarm throw and throw items of different

sizes.For instance, bean bags, scarfs and different sizes of balls.

• Learners should practise using the overarm throw to throw the ball slowly up using:

(a) One hand high and catch moving straight

(b) One hand very high and catch moving straight

• Learners should practise throwing the ball while they change pathways.

• Learners should be guided to practise using the overarm throw and throw balls while using

different levels (low high and very high).

• Learners practise using the overarm throw and pass balls to a partner a far off using one

hand while moving straight and to keep increasing the distance.

• Learners practise throwing balls and pass the ball to a partner using little force, medium

force and a lot of force.

• Ask the learners to use the underarm throw and throw the ball at a target on the ground, for

example, at cartons and hoops circles drawn at lines drawn.

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• Ask the learners to use the underarm throw and pass the ball while twisting the body to a

partner.

• Learners to identify the items that they can use to improvise balls for play using locally

available materials.

• Learners improvise small balls for use during play.

• Learners to observe rules when playing games for safety.

Game: overarm throw tag

(i) The learners to spread out in the marked area.

(ii) The teacher requests learners to volunteer to be taggers.

(iii) The other remaining learners are divided into two such that half of them have bean bags

and the other half has none.

(iv) The taggers aim to tag any learner without a bean bag.

(v) If tagged, the learner becomes a tagger.

(vi) Learners with bean bags can avoid being tagged by using the over arm throw to pass a bean

bag to a learner without a bean bag cannot refuse to receive a bean bag

Suggested community service-learning activities to support learning through

application:

Learners to make appropriate play items and donate them to an orphanage of choice.

Suggested non-formal activity to support learning through application

Learners to make appropriate play items and use them in their own games.

Suggested assessment

Oral questions

• When throwing a ball, how do you know when to release the ball towards the target?

• Which parts of the body other than the arm did you use to assist in throwing the ball to the

target?

• What did you do as an individual to show that you respect them?

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Assessment rubric for the skill overarm throw

Skill assessment criteria for the overarm throw

Learner’s

Name

Keeps eyes

focused

forward

through-

out the

movements

Stands

side-on to

target area

Stands

side-on

to target

area

Steps

towards

target

area with

foot

opposite

throwing

arm

Uses

hip then

shoulder

rotation

to apply

greater

force to

propel the

ball for-

ward

Throwing

arm follows

through,

down and

across the

body to pro-

pel the ball to

the intended

direction or

target.

Meme

Karakol

Nyaruai

Okoth

The overarm throw

The learner using the overarm throw and force to throw the ball far

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Sub Strand 1.7 Manipulative Skill: Catching (12 Lessons)

Introduction

Catching is a manipulative skill that involves the learner being able to absorb and control

the force of an object with hands. The ability to catch is essential in most ball games such

as netball, basketball, freebee and in gymnastic activities. Catching is a hard skill for learn-

ers in early years because they must track a moving object on its path and the fear of being

hurt by the object.

Specic learning outcomes

The following are the specic learning outcomes for the sub strand.

By the end of the sub strand, the learner should be able to:

(a) Explore the different ways of catching a ball for body and space awareness;

(b) Watch a video clip on catching for Digital literacy and problem solving;

(d) Practise catching in different ways for strength, coordination, endurance, balance and

excellence;

(e) Establish relationships through catching for critical thinking and problem solving;

(f) Appreciate catching for strength, coordination, balance and self-esteem;

(g) Play games for enjoyment and peaceful coexistence;

(h) Observe rules when playing games for own and others safety.

Key inquiry questions

• Name the body parts that are used for catching.

• Name games where catching is used.

Teaching points

1. Eyes facing the direction of the incoming ball.

2. Feet move to place body in line with the ball.

3. The hands move to meet the ball.

4. Hands stretched and relaxed

5. Fingers relaxed and slightly cupped to catch the ball.

6. The ball is caught and controlled in the hands only.

7. The hands and ngers closure well timed.

8. Elbows bend to absorb the force of ball.

9. The knees bend as the ball is caught.

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Suggested learning experiences

• Learners in groups to watch a video clips of people playing netball and other games where

the catching skill is used.

• Learners to answer questions on the parts of the body in use when catching.

• Learners to practise catching items of different sizes such as bean bags, tenniquoits and balls.

• Learners to practise catching in groups, in twos.

• Learners to play games using the catching skill.

• Learners to observe rules when playing games for safety

Core competences to be developed

The teacher is supposed to have a core competence or two for every lesson. There are

seven core competences to choose from.

The core competences are:

1. Self-efcacy

2. Digital literacy

3. Citizenship

4. Learning to learn

5. Creativity and imagination

6. Communication and collaboration

7. Critical thinking and problem solving

Link to Pertinent and Contemporary Issues (PCIs)

The teacher is expected to include the following PCIs in every lesson:

• ESD: DRR: Safety and security when playing games.

• Citizenship: Social cohesion as the learners collaborate when playing games.

• Learner support program: Sports and games that involve catching skills.

• Health education: HIV and AIDS - when wounds and cuts occur while playing games

report to the teacher instead of handling them on your own.

• Life skills: Self-esteem and Self-awareness are strengthened as learners know themselves

and know the parts of the body involved in performing activities.

Link to values

The teacher is expected to include a value or two in every lesson. The following are the

core values that the teacher is expected to choose from: unity, love, respect, peace, integrity,

responsibility, social justice and patriotism.

Link to other learning areas

• Languages Activities

• Art and Craft Activities

• Environmental Activities

• Mathematics Activities

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Suggested learning resources

• Balls of various sizes

Learning progression for the skill catching

Lessons Skill components for the skill catch

1. Eyes facing the direction of the incoming ball

2. Feet move to place body in line with the ball

3. The hands move to meet the ball

4. Hands stretched and relaxed

5. Fingers relaxed and slightly cupped to catch the ball

6. The ball is caught and controlled in the hands only

7. The hands and ngers closure well timed

8. Elbows bend to absorb the force of ball

9. The knees bend as the ball is caught

10. Bringing it all together

The previous lessons have been on the single aspects of the teaching points

for the skill catch. In the remaining lessons the learner needs to combine those

aspects in one movement to make the whole.

• Eyes facing the incoming ball and feet and body placed in line with the ball

while the hands and ngers are relaxed and move to meet the ball.

11. The ball is caught and controlled in the hands, elbows bend to absorb the force

of ball and the knees bend as the ball is caught.

12. Eyes facing the incoming ball, body placed in line and hands and ngers re-

laxed, the ball is caught and controlled in the hands while the knees bend while

elbows bend to absorb the force of the ball

Learning activities for the catching skill

• The learners should spread well in the marked area, practise throwing the ball and catching

without dropping at rst very slowly, increase speed and then fast.

• The learners will then spread in the marked area and in pairs maintaining good distance

between the pairs; practise catching without dropping.

• The learners will then practise keeping the eyes on the passed ball as they catch.

• The learners, maintaining their position in the marked area and in pairs should practise

catching using two hands with the ngers relaxed and cupped.

• The learners in pairs should be guide to practise reaching for the ball and bringing in to the body.

• The learners well spread in the marked area and in pairs should then practise catching the

ball thrown at chest level, over the head and high up.

• The learners well spread in the marked area and in pairs should practise catching very low

balls using different pathways and relationships.

• Learners in a circle should practise catching the ball by using one ball around. Introduce

another ball so that the balls are two. Introduce a third one if the learners are able to catch

the two with ease.

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• The learners should then make a circle and choose one of them as a leader. The leader

moves to the center and passes the ball to the others. If a ball is dropped the one who

dropped come in to be the new leader

• Guide the learners in making a zig zag pathway and pass the ball to each other. They do it

slowly at rst and then keep increasing speed

Learners practicing the catching skills

Watch what you are catching, cup your hands, move your feet to put yourself into position.

Suggested community service-learning activities to support learning through application

Learner to make play items and donate them to a children’s home of choice.

Suggested non-formal activities to support learning through application

The learners to make improvised balls and use them to play a soccer game.

Assessment

Oral questions

• Why are hands made to give in when a ball is caught?

• How are the hand and ngers positioned in readiness to receive a ball?

Assessment rubric for the catching skill overarm throw

Skill assessment criteria for the catching skill

Learner’s

Name

Eyes facing

the ball and

feet move

to place

body in line

with the

ball.

Hands

stretched

and

relaxed

move to

meet the

ball

Fingers

relaxed

and slight-

ly cupped

to catch

the ball.

The ball is

caught and

controlled

in the hands

only.

Elbows

bend to

absorb the

force of

ball.

The knees

bend as

the ball is

caught.

Meme

Karakol

Nyaruai

Okoth

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Sub Strand 2.1 Water Safety: Pool Rules (5 Lessons)

Introduction

It’s important for the learners to observe rules when in water or even when around the

swimming pool. This is because accidents can easily occur if rules are not followed.

Specic learning outcomes

The following are the specic learning outcomes for the sub strand. The teacher is

expected to come up with specic lesson outcomes for every lesson.

By the end of the sub-strand, the learners should be able to:

(a) Name water bodies found in the community;

(b) Watch a video clip of different water bodies for digital literacy;

(d) Identify sections of the pool and its environs for safety awareness;

(e) Familiarise with the pool rules for safety;

(f) Observe sanitation around the pool environs for personal hygiene;

(g) Play simple water games for enjoyment, collaboration and peaceful coexistence;

(h) Obey pool rules for own and others safety.

Key inquiry questions

 Name some water bodies around where you come from.

 Mention some of your classroom rules.

Suggested learning experiences

 Learners could be shown video clips of different water bodies such as dams, lakes,

rivers, oceans and swimming pools.

 Learners to create a poster showing the swimming pool rules for display in the

changing room.

 Learners to observe the pool sanitation and hygiene by:

- showering before entering the pool

- appropriate dress code

 Learners to be taken round the swimming pool for familiarisation.

Strand

Swimming

5252

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 Learners to play water games.

 Learners to observe safety rules around the swimming pool.

Core competences to be developed

The learners are expected to acquire the following core competences in the process of

learning swimming. The teacher is expected to pick one or two core competences and

integrate them in the lesson.

1. Citizenship

2. Self-efcacy

3. Digital literacy

4. Creativity and imagination

5. Communication and collaboration

6. Critical thinking and problem solving

7. Learning to learn

Link to Pertinent and Contemporary Issues (PCIs)

The teacher is expected to include the following PCIs in every lesson.

 ESD: DRR: Safety and security when playing games.

 Citizenship: Social cohesion, the learners to collaborate when playing games.

 Learner Support Program: Sports and games that involve walking skills.

 Health Education: HIV and AIDS: When wounds and cuts occur when playing report

to the teacher do not handle

• Life Skills: Self-esteem and self-awareness: Knowing myself and knowing the parts

of the body involved in performing activities.

Link to values

The teacher is expected to include a value or two in every lesson. The following are

the core values that the teacher is expected to choose from: unity, love, respect, peace,

integrity, responsibility, social justice and patriotism.

Link to other learning areas

 Languages Activities

 Art and Craft Activities

 Environmental Activities

 Mathematics Activities

Suggested learning resources

 Swimming pool  Manila paper  Colouring pencils/crayons

 Pencils  Rubbers

 Digital devices such as computers and mobile phones

5353

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Learning progression for pool rules

Lessons Skill components for creating pool rules

1. Identifying the materials for creating the poster with pool rules.

Creating groups that will work together (class divided into four groups).

Watching a video clip on water bodies (dams, lakes, rivers, oceans and

swimming pools).

Discussion on hazardous in water bodies

2. Groups gather the materials.

Class discussion on which pool rules (about ve pool rules).

3. Groups create the posters.

4. Selection and display of pool rules.

5. Familiarisation with the pool.

Learners are taken to the pool and are made familiar with the surrounding.

Learners to:

 Identify the various materials that will be needed for creating posters.

 Form groups and choose group leaders (class divided into four groups).

 Watch a video clip on water bodies (dams, lakes, rivers, oceans and swimming pools).

 Discuss all water bodies around them creating awareness on dangers of visiting those

water bodies alone.

Learners to:

 Gather the materials by groups

 Discuss on pool rules (about ve pool rules)

The pool rules are:

 Do not enter the pool area without adult supervision.

 Do not push each other around the pool.

 Wear a life oating device whenever around the pool.

 Do not eat around the pool.

 Shower before entering the pool.

 Always wear the right swimming attire.

 Do not get to the swimming pool with shoes.

Learners to:

 Create poster for the pool rules in groups.

Learners to:

 Discuss the criteria for selection of the best poster.

 Display the posters and select the best for displaying at the pool.

5454

Approved by KICD - 2018 Edition

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Learners to:

Familiarise with the pool. Learners are taken to the pool and are made familiar with the

surrounding

Suggested community service-learning activity to support learning through

application: The learners to make posters and display them during the AGM, academic

days and during other school activities.

Suggested non-formal activity to support learning through application: The learners

to make posters to sensitize the community on water hazards and display them on the

community water bodies.

Posture for Swimming Pool Rules

Swim at a safe depth

Never swim without adult supervision

Always have

an instructor

to watch you.

Never eat when swimming

Suggested assessment

Oral Questions

 Why is it important to follow pool rule?

 Which hygienic rules should be observed around the pool?

5555

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Sub Strand 2.2 Water Safety: Personal Floatation Device

(5 Lessons)

Introduction

Personal oatation devices, also known as life jackets or life preservers is a piece of equipment

designed to assist a wearer to keep aoat in water. These devices, come in many shapes and

types and are used to aid the learner in buoyancy. The most common oating devices for

children are the inatables rings that are worn around the arms (inatable armbands), they

are composed of air, surrounded by a thin layer of synthetic material. The kickboards or

utter boards are oating devices used to develop the learner’s kicking action. They are used

on all strokes and especially the Freestyle, Buttery and Breaststroke. The learners can use

then to develop the kicking action and to strengthen the legs muscles.

Specic learning outcomes

The following are the specic learning outcomes for the sub strand.

The teacher should come up with lesson specic outcomes for every lesson.

By the end of the sub-strand, the learner should be able to:

(a) Identify different personal otation device for wearing during swimming;

(b) Demonstrate the wearing of a personal oatation device for safet;

(d) Play simple water games for enjoyment, collaboration and peaceful coexistence;

(e) Obey the pool rules for own and others safety.

Key inquiry questions

 Name objects that oat in water.

 Name any two pool rules that you know.

Suggested learning experiences

 Learners to watch video clips of different types of oatation devices.

 Learners to name different items that oat on water.

 Learners to watch video clips of people wearing otation devices.

 Learners practice wearing oatation devices.

 Learners to play games in water while wearing oatation devices.

 Learners to observe the pool rules for safety.

Link to Pertinent and Contemporary Issues (PCIs)

• ESD: DRR: Safety and security when playing water games.

• Citizenship: Social cohesion as the learners collaborate when playing water games.

• Learner support program: Swimming gala: Learners to play water games.

• Health Education: HIV and AIDS: when wounds and cuts occur while swimming:

learners to report to the teacher and not handle them.

5656

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• Life skills Self-esteem and self–awareness: Knowing myself and knowing the parts

of the body involved in performing activities.

Link to values

Exhibit responsible behaviour that respects self and others during Movement Activities by

displaying such values as integrity, respect, responsibility, peace, love and unity.

Assessment rubric for the oating devices

The lesson takes place at the poolside

Lessons Skill assessment criteria for oating devices

Learners to watch video clips of different types of oatation devices.

Learners to name different items that oat on water.

Learners to watch video clips of people wearing otation devices.

Identify different personal otation device for wearing during swimming.

Learners to practice wearing oatation devices.

Learners to enter water wearing oatation devices.

Learners to play games in water while wearing oatation devices.

The learners:

 To name different items that oat and sink in water.

 To watch video clips of different types of oatation devices.

 To watch video clips of people wearing otation devices.

 To discuss the importance of wearing a otation device

The learners:

 Identify different personal otation device worn around the legs, the arms and waist

during swimming.

 To watch video clips to help them identify this device

The learner should practice wearing oatation devices:

Each learner to have a oatation device. Where a school does not provide the oatation

devices, the learner should be encouraged to bring theirs. Teach each child how to securely

wear their oatation device.

The learners:

 To enter inside the pool water wearing oatation devices at the shallow end

The learners:

 To enter pool at the shallow and play simple water games while wearing oatation

devices.

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Suggested community service-learning activity to support learning: The learners

to be taken for a trip around the community to familiarize with the different water bodies

within their community.

Suggested non-formal activity to support learning: The learners to make posters to

sensitize the community on water hazards and display them on the community water bodies.

Assessment oral

 Why is it important to wear oatation devices?

 When should the oatation device be worn?

Assessment rubric for personal oatation device

Skill assessment criteriafor the personal oatation.

Learners

names

Exceeding

expectations

Meeting

expectation

Approaching

expectations

Below

expectations

Wandi The learner is

good in wearing

and securing the

oatation device

Nduru The learner can

wear a oatation

device

Mponzi The learner

struggles to

wear a oatation

device

Mwana

mgeni

The learner does

not know how to

wear a oatation

device

5858

Approved by KICD - 2018 Edition

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Sub Strand 2.3 Basic Swimming Skill: Exhaling in Water

(8 Lessons)

Introduction

Breathing is a vital skill in swimming. By breathing effectively, a swimmer can submerge

comfortably without inhaling water. Holding the breath assists a learner to avoid

uncomfortable sensations such as snifng, inhaling or excessively drinking the water during

a submersion.

Specic learning outcomes

The following are the specic learning outcomes for the sub strand. The teacher is

expected to come up with lesson specic outcomes for every lesson.

By the end of the sub-strand, the learner should be able to:

(a) Name the organs used during exhaling in water for body awareness;

(b) Watch a video clip on exhaling in water for digital literacy;

(d) Establish relationships while exhaling in water for creativity;

(e) Improvise otation devices for use during oating in water;

(f) Appreciate exhaling in water for stamina and endurance;

(g) Play simple water games for creativity, enjoyment and peaceful coexistence;

(h) Observe rules when playing simple water games for own and others safety.

Key inquiry questions

The teacher to come up with key inquiry question for the lesson. The questions are for

motivating the learner and creating curiosity and to arouse the desire for exploring for

information.

 Which organ of the body is used for breathing in water?

 Which materials can be used for oating when swimming?

Core Competences to be developed:

The learners are expected to acquire the following core competences in the process of

learning swimming. The teacher is expected to pick one or two core competences and

integrate them in the lesson.

1. Citizenship 2. Self-efcacy

3. Digital literacy 4. Creativity and imagination

5. Communication and collaboration 6. Critical thinking and problem solving

7. Learning to learn

Link to Pertinent and Contemporary Issues (PCIs)

The teacher is supposed to include the PCIs in every lesson.

 ESD: DRR: Safety and security: When playing games.

 Citizenship: Social cohesion: The learners to collaborate when playing games.

 Learner Support Program: Sports and games that involve walking skills

5959

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 Health Education: HIV and AIDS when wounds and cuts occur when playing report

to the teacher instead of handling them on your own.

• Life Skills: Self-esteem and self-awareness: Knowing myself and knowing the parts

of the body involved in performing activities.

Link to values

The teacher is expected to include a value or two in every lesson. The following are the

core values that the teacher is expected to choose from and include one or two every

lesson. Unity, Love, respect, peace, integrity, responsibility, social justice, patriotism

Link to other learning areas

 Languages Activities  Art and Craft

 Environmental Activities  Mathematic Activities

Suggested learning resources

 Swimming pool  Manila paper

 Colouring pencils/crayons  Pencils

 Rubbers  Digital devices such as computers and mobile phones

Learning progression for breathing in water

Lessons Activities for learning breathing in water

2 lessons

Learners to name the organ used for exhaling in water

Learners to watch a video clips of other learners swimming and observe

exhaling in water

Learners to practise the correct exhaling technique in water.

Breathe-holding activities in water

The learners to:

Take a deep breath through the mouth, put the mouth in water and

blow out all the air in the lungs through the mouth

Take a deep breath and hold it for about 20 seconds with the mouth

in water then blow out in water

1 lesson Breathe-holding activities in water

Take a deep breath through the mouth, submerge the mouth and the

nose in water and blow out all the air in the lungs through the mouth,

do the same but hold the breath for 20 seconds then blow out all the

air in the lungs through the mouth

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Lessons Activities for learning breathing in water

2 Lessons Activities for blowing bubbles in water

Learners to practise blowing bubbles in water by;

 Blowing bubbles with the mouth and the nose in the water,

 Blow bubbles into the water with the face submerged,

 Completely immersing the face and holding the breath while blowing

bubbles in water,

3 Lessons Activities on bobbing for breath in water

 Hold onto the pool side in chest-deep water.

 Breath-in and bend the knees to fully immerse the head in water,

 straighten the legs and gently breath-out through the nose as you come

to the surface.

Activities on bobbing for breaths in water

 Breath-in when the mouth rises above the water surface.

 repeat (I, ii, ii and iv) until mastery is attained

 Move to where the water is at the mouth level and practice bobbing

away from the wall

 Learners to play simple water games while bobbing in water and

observe pool safety rules

3 Lessons Activities on bobbing for breaths in water

 Hold onto the pool side in chest-deep water.

 Breath-in and bend the knees to fully immerse the head in water,

 straighten the legs and gently breath-out through the nose as you come

to the surface.

 Breath-in when the mouth rises above the water surface.

 Repeat several times until mastery is attained

 Move to where the water is at the mouth level and practise bobbing

away from the wall.

 Learners to play simple water games while bobbing in water and

observe pool safety rules.

Suggested community service-learning activity to support learning through

application: The learners to be involved in draining stagnant water around the school, at

home and community

Suggested non-formal activity to support learning through application: The

learners to make posters to sensitize the community on water dangers and display them

on the community water bodies.

Assessment rubric for breathing in water

Learners to play simple water games while bobbing in water and observe pool safety.

Help the learners play the bubbling game in the pool using the following procedure:

 Blow bubbles with mouth and nose in the water.

 Blow bubbles into the water with the face submerged.

 Submerge coins in the shallow end and ask learners to look for them.

Suggested assessment

oral questions

Why is it important to learn breathing in water?

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Sub Strand 2.4 Basic Swimming Skill: Seeing in Water

(5 Lessons)

Introduction

Opening the eyes while swimming is important because a swimmer can see the direction

they are swimming to. It prevents disorientation in water. A swimmer is also able to avoid

collision with the other swimmers in the same pool.

Specic learning outcomes

The following are the specic learning outcomes for the sub strand. The teacher is

expected to come up with lesson specic outcomes for every lesson under Seeing in

Water.

By the end of the sub-strand, the learner should be able to:

(a) Name the organ used to see in water while swimming for body awareness;

(b) Watch a video clip of people playing games in water for digital literacy;

(d) Establish relationships while seeing in water for critical thinking and problem

solving;

(e) Make appropriate play items for creativity and imagination;

(f) Appreciate seeing in water for self-esteem;

(a) Play simple water games for communication, collaboration, enjoyment and peaceful

coexistence;

(g) Observe rules when playing games in water for own, others safety.

Key inquiry questions

The teacher to come up with key inquiry questions for the lesson. The questions are for

motivating the learner and creating curiosity and to arouse the desire for exploring for

information.

Teaching Points

Activities for Seeing in water

(i) Take a deep breath through the mouth, and submerge the whole face in water with

the eyes open, hold for 10 seconds and blow out in the water.

(ii) Take a deep breath and submerge the whole face in water with the eyes open and

hold for about 20 seconds and blow out in the water.

(iii) Take a deep breath through the mouth, submerge the whole face in water with eyes

open and hold a partner’s hand, hold for 20 seconds and blow in water.

(iv) Repeat (i, ii and iii, till prociency is gained)

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Activities for opening eyes in water

• The learners to retrieve items that the teacher will throw in water such as coins, pebbles

among other sinking objects in the shallow water.

 Learners to play simple water games that involve opening eyes in water and observe own

and others safety.

Suggested learning experiences

 Learners to be shown video clips of other learners swimming.

 Learners to discuss why it is important to open eyes when swimming.

Core Competences to be developed:

The learners are expected to acquire the following core competences in the process of

learning swimming. The teacher is expected to pick one or two core competences and

integrate them in the lesson.

1. Citizenship

2. Self-efcacy

3. Digital literacy

4. Creativity and imagination

5. Communication and collaboration

6. Critical thinking and problem solving

7. Learning to learn

Link to Pertinent and Contemporary Issues (PCIs)

The teacher is supposed to include the PCIs in every lesson.

 ESD: DRR: Safety and security, when playing games.

 Citizenship: Social cohesion as the learners to collaborate when playing games.

 Learner support program: Sports and games that involve walking skills.

 Health education: HIV and AIDS: When wounds and cuts occur when playing,

report to the teacher, do not handle.

• Life Skills: Self-esteem and self-awareness: Knowing myself and knowing the parts

of the body involved in performing activities.

Link to values

The teacher is expected to include a value or two in every lesson. The following are the

core values that the teacher is expected to choose from and include one or two every

lesson. Unity, love, respect, peace, integrity, responsibility, social justice and patriotism

Link to other learning areas

 Languages Activities  Art and Craft Activities

 Environmental Activities  Mathematics Activities

6363

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Suggested learning resources

 Swimming pool  Manila paper  Colouring pencils/crayons

 Pencils  Rubbers  Digital devices such as computers and mobile phones

Learning progression for seeing in water

Lessons Activities for seeing in water

Learners to discuss why it is important to open eyes in water when swimming.

Activities for opening eyes in water

The learners to retrieve items that the teacher will throw in water such as

coins, pebbles, among other sinking objects in the shallow water.

 Learners to play simple water games that involve opening eyes in water

and observe own and others safety.

2 Activities for Seeing in water

Take a deep breath through the mouth, and submerge the whole face in

water with the eyes open, hold for 10 seconds and blow out in the water

Take a deep breath and submerge the whole face in water with the eyes

open and hold for about 20 seconds and blow out in the water

Learners to play simple water games that involve opening eyes in water

and observe own and others safety.

2 Activities for Seeing in water

Take a deep breath through the mouth, submerge the whole face in water with

eyes open and hold a partner’s hand, hold for 20 seconds and blow in water.

Learners to play simple water games that involve opening eyes in water and

observe own and others safety.

Suggested community service-learning activity to support learning through

application: Learners to be involved in draining the stagnant water around the school, at

home and community.

Suggested non-formal activity to support learning through application: Learners to

plant trees and nurture them in school.

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Suggested assessment

oral questions

Why is it important to learn seeing in water?

Why is it important to open eyes when swimming?

Assessment rubric for seeing in water

Learner’s

names

Skill assessment criteria for the skill seeing in water

Activities for

opening eyes in

water

The learners retrieve

items thrown in

water such as

coins, pebbles

mathematical

numbers and letters

Activities for Seeing in

water

submerge the face in water

with the eyes and blowing

out in the water

submerge the face in water

with the eyes open and

hold for about 20 seconds

blow out in the water

Activities for Seeing

in water

submerge the whole

face in water with

eyes open and hold

a partner’s hand,

together blow in water

in water

Meme

Karakol

Nyaruai

Okoth

6565

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Sub Strand 2.5 Basic Swimming Skills: Mushroom Float

(8 Lessons)

Introduction

In the mushroom oat technique also known as the tuck oat, the swimmer tucks the legs

underneath the body such that the arms are over the knees and knees are under the chin.

The face submerged in the water. This means the learner must have learnt how to breath in

water. The technique can be used as a recovery exercise after the strokes learning session. It

mostly stretches out the lower back muscles. A swimmer can also use it to relax if they feel

tired after a swimming session as it particularly stretches out the muscles of the lower back.

Specic learning outcomes

The following are the specic learning outcomes for the sub strand. The teacher is

expected to come up with lesson specic outcomes for every lesson under Mashroom

oat.

By the end of the sub-strand, the learner should be able to:

(a) Watch a video clip of people oating in water for digital literacy;

(b) Acquire the ability to oat in water using the mushroom oat technique for

survival and water safety;

survival;

(d) Establish relationships while oating in water for critical thinking and problem

solving;

(e) Appreciate oating in water for self-esteem and survival;

(f) Make appropriate play items for creativity and imagination;

(g) Play simple water games for creativity, enjoyment and peaceful coexistence;

(h) Observe rules when playing simple games for own and others safety.

Key inquiry questions

 Name things that may oat on water.

 Why is it important to know how to oat in water?

Teaching points

1. Stand in the shallow end of the pool.

2. Chin tucked to the chest and eyes looking down.

3. Roll up into a ball to bring the knees to the chest and hold them with both hands.

4. Back should break the surface of the water.

5. Breathe in and hold the breath.

6. Submerge into the water.

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Suggested learning experiences

 Learners to watch video clips of people oating on water using the mushroom oat.

 Practiced oating on water using the mushroom oat.

Mushroom/stationary oat

(i) Hold onto side of the pool with hands and shoulders width apart at the shallow

end,

(ii) Step back and straightening the arms and lock the elbows,

(iii) Bend forward till the chest is at on top of water,

(iv) Move the feet far back to stand on tiptoes,

(v) Taking a deep breath and immerse the head and face in water (use the breathing

technique) and hold the position for ve seconds,

(vi) Float with the face fully immersed in water with eyes open,

(vii) Slowly lift the head and bring the body to a standing position.

 Learner to cooperate with others and play simple water games while using the

mushroom oat technique.

 Learners to enjoy playing simple water games.

 Learners to observe pool safety.

Core competences to be developed

The learners are expected to acquire the following core competences in the process of

learning swimming. The teacher is expected to pick one or two core competences and

integrate them in the lesson.

1. Citizenship

2. Self-efcacy

3. Digital literacy

4. Creativity and imagination

5. Communication and collaboration

6. Critical thinking and problem solving

7. Learning to learn

Link to Pertinent and Contemporary Issues (PCIs)

The teacher is supposed to include the PCIs in every lesson.

 ESD: DRR: Safety and security: When playing games.

 Citizenship: Social cohesion as the learners collaborate when playing games.

 Learner Support Program: Sports and games that involve walking skills.

 Health Education: HIV and AIDS when wounds and cuts occur when playing report

to the teacher instead of handling them on your own.

6767

Approved by KICD - 2018 Edition

Not for sale

• Life Skills: Self-esteem and Self-awareness- knowing myself and knowing the parts

of the body involved in performing activities

Link to values

The teacher is expected to include a value or two in every lesson. The following are

the core values that the teacher is expected to choose from: unity, love, respect, peace,

integrity, responsibility, social justice and patriotism.

Link to other learning areas

• Languages Activities •Art and Craft Activities

• Environmental Activities •Mathematics Activities

Suggested learning resources

• Swimming Pool • Floatation Devices • Towels

• Pebbles • Coins • Balls • Digital Devices

Learning progression for the mushroom oat

Lessons Activities for Mushroom oat

2 lessons Learner to watch video clips of people oating on water using the mushroom

oat. After that they stand in the shallow end of the pool and practice the

water orientation by revising the breathing and seeing in water.

Stand in the shallow end of the pool and tuck in the chin to the chest and

eyes looking down.

2 lessons Chin tucked to the chest and eyes looking down roll up into a ball to

bring the knees to the chest and hold them with both hands. The back

should break the surface of the water. Breathe in and hold the breath.

Submerge into the water.

5 Learners to practise the mushroom oat and synchronise the breathing to

make sure they do not sink:

• Stand in the shallow end of the pool and tuck in the chin to the chest

and eyes looking down.

• Chin tucked to the chest and eyes looking down roll up into a ball to

bring the knees to the chest and hold them with both hands. The back

should break the surface of the water.

• Breathe in and hold the breath.

• Submerge the face into the water

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Lessons Activities for Mushroom oat

6. Learners to practise the mushroom oat to realise a rounded back:

• Stand in the shallow end of the pool and tuck in the chin to the chest

and eyes looking down.

• Chin tucked to the chest and eyes looking down roll up into a ball to

bring the knees to the chest and hold them with both hands. The back

should break the surface of the water.

• Breathe in and hold the breath.

• Submerge into the water.

7. Learners to practise the mushroom oat:

• Stand in the shallow end of the pool and tuck in the chin to the chest

and eyes looking down.

• Chin tucked to the chest and eyes looking down roll up into a ball to

bring the knees to the chest and hold them with both hands. The back

should break the surface of the water.

• Breathe in and hold the breath.

• Submerge into the water.

8. Learners to practise the mushroom oat and use it to play simple water

games.

• Stand in the shallow end of the pool and tuck in the chin to the chest

and eyes looking down.

• Chin tucked to the chest and eyes looking down roll up into a ball to

bring the knees to the chest and hold them with both hands. The back

should break the surface of the water.

• Breathe in and hold the breath.

• Submerge into the water

6969

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The mushroom oat

Suggested community service-learning activity to support learning through

application: The learners to visit the aged in the community and give help

Suggested non-formal activities to support learning: Learners to recite water poems

Assessment

Why is it important to know a technique on oating in water?

Assessment rubric for the mushroom oat

Learner’s

names

Skill criteria for mushroom oat

Stand

in the

shallow

end of the

pool.

Chin

tucked to

the chest

and eyes

looking

down.

Roll up into a

ball to bring

the knees to

the chest and

hold them with

both hands.

Back

should

break the

surface of

the water.

Breathe

in and

hold the

breath.

Submerge

into the

water.

Wakiuru

Nyathogora

Atieno

Jamal

Kilonzo

7070

Approved by KICD - 2018 Edition

Property of the

Government of Kenya

Sub Strand 2.6 Swimming Skills: Sculling Water (Standing

Position) (8 Lessons)

Introduction

Sculling is used to provide the learner with a good feel about the water and to improve their

initial catch of the water. It is the back and forth movement hands in the water in a gure

8 pattern. The hands are always pressing against fresh non-moving water. The area of the

hand changes on each inward and outward sweep and the body moves in the direction of

the back of the hands. In the standing scull the learners move their hands inwards and

outwards to feel the water on their palms. There is a lifting upwards when they doing this.

Specic learning outcomes

The following are the specic learning outcomes for the sub strand. The teacher is

expected to come up with lesson specic learning outcomes for every lesson under Seeing

in Water.

By the end of the sub strand, the learner should be able to:

(a) Explore the different ways of sculling water;

(b) Watch video clips of people sculling in water for digital literacy;

(d) Demonstrate the ability to scull water for self-condence;

(e) Establish relationships while sculling water for critical thinking and problem

solving;

(f) Make appropriate play items for creativity and imagination;

(g) Appreciate sculling in water for self-esteem;

(h) Play simple water games for creativity, fun and peaceful coexistence;

(i) Observe rules when playing simple games for own and others safety.

Key inquiry questions

• Name things that may oat on water.

• Why is it important to know how to oat in water?

Suggested learning experiences

• Learners to watch a video clip of other learners sculling water (standing position)

• Learners practice sculling in water by:

- Extending the arms directly out in front at the shallow end of the pool

- Elbows bent and the hands are positioned slightly wider than the shoulders

- The learner’s feet stand on the pool oor and the body in a sitting arm chair

position the back leaning on the armchair,

- The palms of the hands face downwards and move in a circular or gure-eight

motion pressing downwards and close to the water surface

Learner makes movement through the motion force generated by the movement of

hands. The motion keeps the body aoat in an upright position in the water.

7171

Approved by KICD - 2018 Edition

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• Learners cooperates with others to play simple games while sculling water

• Learners to observe safety while playing water games

Core competences to be developed

The learners are expected to acquire the following core competences in the process of

learning swimming. The teacher is expected to pick one or two core competences and

integrate them in the lesson.

1. Citizenship

2. Self-efcacy

3. Digital literacy

4. Creativity and imagination

5. Communication and collaboration

6. Critical thinking and problem solving

7. Learning to learn

Link to Pertinent and Contemporary Issues (PCIs)

The teacher is expected to include the folowing PCIs in every lesson.

• ESD: DRR: Safety and Security when playing games.

• Citizenship: Social cohesion the learners to collaborate when playing games.

• Learner support program: Sports and games that involve walking skills.

• Health education: HIV and AIDS: When wounds and cuts occur when playing report

to the teacher instead of handling them on your own.

• Life skills: Self-esteem and Self-awareness are strengthened as learners know

themselves and know the parts of the body involved in performing activities.

Link to values

The teacher is expected to include a value or two in every lesson. The following are

the core values that the teacher is expected to choose from: unity, love, respect, peace,

integrity, responsibility, social justice and patriotism.

Link to other learning areas

• Languages Activities •Art and Craft Activities

• Environmental Activities •Mathematics Activities

Suggested learning resources

• Swimming pool • Floatation devices • Digital devices

7272

Approved by KICD - 2018 Edition

Property of the

Government of Kenya

Learning progression for the sculling standing position

Lessons Activities for learning sculling

1. - The learners to watch a video clip of other learners sculling water

(standing position)

- The learners to practice the sculling motions out of water, they visualise

pushing with hands against the water.

2. - Arms sideways below the water surface and elbows slightly bent.

- The forearm rotates at 45° forward and moves forward to push the

water forward and downward with the hands.

- The arms are kept close to the water surface.

- Invert the movements when the hands are about to touch.

- Rotate the forearms backward and move the hands outward and

backward. Water will be pushed downward and backward.

3. - Use a oating device and put it around the chest or back and put

another under the armpits.

- Go into the crouching position as before, and draw in the knees toward

the chest so the feet lose contact with the ground, use the sculling

movements to oat in the water.

4. Practise the sculling activity without the oater. Practise until there is

condence in sculling without a oater. Use the oater when if unable to

practise without.

5. When the learner’s feet are losing the ground, start the sculling movements

with the hands and at the same time start to with the feet.

6. Let the learner continue to practise.

When the learner’s feet are losing the ground, they start the sculling

movements with the hands and at the same time start with the feet.

7. Once the learner is competent, they can move to the deeper area of the

pool. They stay close to the edge and practise the sculling drills.

8. Once the learner is competent, they can move to the deeper area of the

pool. They stay close to the edge and practice the sculling drills.

Suggested community service-learning activity to support learning through

application: The learners to visit the aged in the community and give help.

Suggested non-formal activities to support learning: Learners to recite water poems.

Suggested assessment

Oral questions

Why is it important to learn sculling the water?

7373

Approved by KICD - 2018 Edition

Not for sale

Assessment rubric for the sculling

Learner’s

Names

Skill criteria for sculling

arms directly

out in front and

elbows bent and

hands positioned

slightly wider than

the shoulders

Feet stand on the pool

oor and palms of the

hands face downwards

and move in a circular

or gure-eight motion

pressing downwards and

close to the water surface

movement is made

through the motion

force generated by the

movement of hands

and keeps the body

aoat in an upright

position in the water.

Wakiuru

Nyathogora

Atieno

Jamal

Kilonzo

7474

Approved by KICD - 2018 Edition

Property of the

Government of Kenya

Sub Strand 3.1 Static Balances: Single Leg Balance (5 Lessons)

Introduction

The ability to stand on one leg is important. When walking, a person spends some good

amount of time with one foot on the ground as the opposite leg is moving through the air.

The single leg stance is an effective exercise for improving balance. Balance is important in

everyday activities and in sports performance. It may help in preventing falls that can cause

serious injuries.

Specic learning outcomes

The following are the specic learning outcomes for the sub strand. The teacher is expected

to come up with specic lesson outcomes for every lesson under single leg balance.

By the end of the sub strand, the learner should be able to:

(a) Name the parts of the body that are used in single leg balance for body awareness;

(b) Watch video clips on ballet dance for digital literacy;

awareness;

(d) Practice performing the single leg balance for coordination, balance, and strength;

(e) Appreciate performing the single leg balance for self-esteem;

(f) Establish relationships while performing the single leg balance for creativity and

imagination;

(g) Play games for enjoyment, collaboration and peaceful coexistence;

(h) Observe rules for own and others safety.

Key inquiry questions

• Name the parts of the body in use when performing the single leg balance.

• Name some body balances that you know.

Teaching points

1. Head and stable eyes looking forward.

2. The support leg still and foot at on the ground.

3. The non-support leg bent and not touching the support leg.

Gymnastics

Strand

7575

Approved by KICD - 2018 Edition

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4. The trunk stable and upright.

5. No excessive arm movements.

Suggested learning experiences

• Learners to name the parts of the body in use when performing the single leg balance.

• Learners to watch video clips of gymnastic displays.

• Learners to be guided on how to perform single leg balance.

• Learners to practice the single leg balance.

• Learners to participate in various activities while using the single leg balance such as the

stork balance or balancing bean bags on the head.

• Observe rules while performing the single leg balance for own and others safety.

Core competences to be developed

The learners are expected to acquire the following core competences in the process of

learning single leg balance. The teacher is expected to pick one or two core competences

and integrate them in the lesson. The core competences include:

1. Citizenship 2. Self-efcacy

3. Digital literacy 4. Creativity and imagination

5. Communication and collaboration 6. Critical thinking and problem solving

7. Learning to learn

Link to Pertinent and Contemporary Issues (PCIs)

The teacher is expected to include the following PCIs in every lesson:

• ESD: DRR: Safety and security when playing games.

• Citizenship: Social cohesion as the learners collaborate when playing games.

• Learner pupport program: Sports and games that involve single leg balancing skills.

• Health education: HIV and AIDS - when wounds and cuts occur while playing, report

to the teacher instead of handling them.

• Life skills: Self-esteem and Self-awareness are strengthened when learners know

themselves and know the parts of the body involved in performing different activities.

Link to values

The teacher is expected to include a value or two in every lesson. The following are the

core values that you are expected to choose from: unity, love, respect, peace, integrity,

responsibility, social justice and patriotism.

7676

Approved by KICD - 2018 Edition

Property of the

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Link to other learning areas

• Languages Activities • Art and Craft Activities

• Environmental Activities • Mathematics Activities

Suggested learning resources

• Field markers • Digital devices • Video clip of gymnastic displays

Learning progression for single leg balance

Lessons Learning activities for single leg balance

1. • Learners to name the parts of the body in use when performing the single

leg balance.

• Learners to watch video clips of gymnastic displays.

• The head should be up and looking forward and support leg still and foot

at on the ground. The learner’s should practice:

o Standing on the heels with hands on hips.

o Standing on the heels with arms outstretched to the sides.

2. With the non-support leg bent and not touching the support leg, the learner’s

practice to:

Stand with one foot in front of the other and the heel of one foot touching

the toe of the other foot and arms outstretched to the sides then with hands

on the hip. Let them repeat with the other foot in front.

3. The learner’s should practice to stand on one foot with arms outstretched to

the sides then repeat with the other foot.

4. The learner’s should practice to stand on one foot and stretch as far forward

as possible to reach a bean bag placed one meter away.

5. The learner’s should practice to stand on one foot with hands stretched to

the sides and eyes closed making as little wavy movements as possible.

Suggested community service-learning activity to support learning through

application:

Learners to perform gymnastic displays during academic days.

Suggested non-formal activity to support learning through application:

The

learners to cooperate with others and play games that incorporate single leg balance.

Suggested assessment

Oral questions and practical assessments. You can ask learners questions such as:

• Which is easier to do, to balance on one foot eyes closed or open?

• Why is it important to balance on one foot?

7777

Approved by KICD - 2018 Edition

Not for sale

Assessment rubric for the single leg balance

Learner’s

names

Skill criteria for single leg balance

Head and stable eyes

looking forward,

support leg still and

foot at on the ground.

The non-support leg

bent and not touching

the support leg.

The trunk stable and

upright and no excessive

arm movements.

Wakiuru

Nyathogora

Atieno

Jamal

Kilonzo

Sub Strand 3.2 Static Balances: T - Balance (5 Lessons)

Introduction

T- balance is an effective exercise for improving balance. T- balance is important in everyday

activities and in sports performance and it may help to prevent falls that can cause serious

injuries.

Specic learning outcomes

The following are the specic learning outcomes for the sub strand. You are expected to

come up with specic lesson outcomes for every lesson under T- balance.

By end of the sub strand, the learner should be able to:

(a) Name the parts of the body in use during T-balance performance for body awareness;

(b) Watch video clips of T-balance for digital literacy;

(d) Practice performing the T-balance for coordination, balance and strength;

(e) Appreciate performing the T-balance for self-esteem;

(f) Establish relationships while performing the T-balance for creativity and imagination;

(g) Play games for creativity, enjoyment and peaceful coexistence;

(h) Observe rules while performing balances for own and others safety.

Key inquiry questions

• Name the body parts used in T- balance

• Name any body balance you know.

7878

Approved by KICD - 2018 Edition

Property of the

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Teaching points

1. Head and stable eyes looking forward.

2. The support leg still and foot at on the ground.

3. The non-support leg bent and not touching the support leg.

4. The trunk stable and upright.

5. No excessive arm movements.

Suggested learning experiences

• Learners to name the parts of the body in use when performing the T-balance.

• Learners to watch video clips of other learners performing the T-balance.

• Learners to practice the T-balance individually and with others.

• Learners to play games nvolving the T- balance.

• Learners to obey rules while performing the T-balance for own and others safety.

Core competences to be developed:

The learners are expected to acquire the following core competences in the process of

learning T- balance. The teacher is expected to pick one or two core competences and

integrate them in the lesson. The core competences include:

1. Citizenship 2. Self-efcacy

3. Digital literacy 4. Creativity and imagination

5. Communication and collaboration 6. Critical thinking and problem solving

7. Learning to learn

Link to Pertinent and Contemporary Issues (PCIs)

The teacher is expected to include the following PCIs in every lesson:

• ESD: DRR: Safety and security when playing games.

• Citizenship: Social cohesion as the learners collaborate when playing games.

• Learner support program: Sports and games that involve walking skills.

• Health education: HIV and AIDS - when wounds and cuts occur when playing, report

to the teacher instead of handling them.

• Life Skills: Self-esteem and Self-awareness are strengthened when learners know

themselves and know the parts of the body involved in performing different activities.

7979

Approved by KICD - 2018 Edition

Not for sale

Link to values

The teacher is expected to include a value or two in every lesson. The following are the

core values that you are expected to choose from: unity, love, respect, peace, integrity,

responsibility, social justice and patriotism.

Link to other learning areas

• Languages Activities • Art and Craft Activities

• Environmental Activities • Mathematics Activities

Suggested learning resources

• Field markers • Digital devices • Video clip of gymnastic displays

Learning progression for the T-balance

Lessons Learning activities for T- balance

1. The learners to spread throughout the marked space and practice;

• to balance on the left foot for 5 seconds then change to the right foot.

• walking within the marked area then stop on a signal from the teacher and

stand on one foot.

• standing on one foot in pairs as they give each other a ‘high ve’.

• picking bean bags and placing them on their head then balance on one foot.

2. The learners should practice to walk with heel-toe forward, the hands on

their hips, on the length of a line marked on the ground and try as much as

possible to keep to the line. They can change and walk on a zigzag pathway.

3. The learners in pairs, one learner holds on to the other who is standing on

both feet with one hand. The holding learner lifts one foot from the ground

slowly and has to maintain the balance for 5 seconds and then return to the

starting position. They should repeat and increase the time to 10 seconds and

change the legs. The standing partner acts like a support if the learner goes

out of balance. They should repeat the activity with eyes closed.

4. The learner practices the T-balance where the leg extends backwards and

the back and hips are kept level (elongated T-balance). The learners in pairs,

one learner holds on to the other who is standing on both feet with one

hand. The holding learner lifts one foot from the ground slowly and has to

maintain the balance for 5 seconds and then return to the starting position.

They should repeat and increase the time to 10 seconds and change the legs.

The standing partner acts like a support if the learner goes out of balance.

They should repeat the activity with their eyes closed..

8080

Approved by KICD - 2018 Edition

Property of the

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5. The learner practices the t-balance where the leg extends backwards and

the back and hips are kept level (elongated T-balance with eyes closed. The

learners in pairs one learner holds on to the other who is standing on both

feet with one hand. The holding learner lifts one foot from the ground slowly

and has to maintain the balance for 5 seconds and then return to the starting

position. Repeat and increase the time to 10 seconds and change legs. The

standing partner acts like a support if the learner goes out of balance. They

should repeat the activity with their eyes closed.

Suggested community service-learning activity to support learning through

application:

Learners to perform gymnastic displays during academic days.

Suggested non-formal activity to support learning through application:

Learners

to make appropriate play items and use them when playing with friends.

Suggested assessment

Oral questions and practical assessments. You can ask learners questions such as:

• Which is easier between the T-balance and the single leg balance?

• Was it easy to balance while the eyes were closed?

• Which was more difculty, balancing with arms outstretched or on when not?

Assessment rubric for the T-balance

Learner’s

names

Skill criteria for T- balance

Head and stable eyes

looking forward,

support leg still and

foot at on the ground.

The non-support leg

bent and not touching

the support leg.

The trunk stable and

upright and no excessive

arm movements.

Wakiuru

Nyathogora

Atieno

Jamal

Kilonzo

8181

Approved by KICD - 2018 Edition

Not for sale

The T-Balance

The T-balance

Sub Strand 3.3 Static Balances: Star Balance (5 Lessons)

Introduction

The star balance is balance where the center of gravity is over the base of support. All

movements require some sort of static balance from which all controlled movement

originates and is managed through effective posture and muscular contraction and

relaxation.

Specic learning outcomes

The following are the specic learning outcomes for the sub strand. The teacher is expected

to come up with specic lesson outcomes for every lesson under star balance.

By the end of the sub strand, the learner should be able to:

(a) Name the parts of the body that are in use during the performance of star balance

for body awareness;

(b) Watch video clips of star balance for digital literacy;

(d) Practice performing the star balance for coordination, balance and strength;

(e) Appreciate performing the star balance for self-esteem;

(f) Establish relationships while performing the star balance for creativity and

imagination;

(g) Play games for communication, enjoyment and peaceful coexistence;

(h) Observe rules while performing balances for own and others safety.

8282

Approved by KICD - 2018 Edition

Property of the

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Key inquiry questions

• Name the body parts used in performing the star balance

• Name any balances you know.

Teaching points

1. Eyes facing forward.

2. Arms and other body parts used to counterbalance.

3. Balance achieved with arms open and both legs closing each other.

Suggested learning experiences

• Learners to answer questions on the parts of the body in use when performing the star

balance.

• Learners to watch the video clips of other learners performing the star balance.

• Learners to practice the star balance individually and with others.

• Learners to collaborate with others and participate in activities using the star balance.

• Observe rules when performing the star balance activities for own and others safety.

Core competences to be developed

The learners are expected to acquire the following core competences in the process of

learning star balance. The teacher is expected to pick one or two core competences and

integrate them in the lesson. The core competences include:

1. Citizenship 2. Self-efcacy

3. Digital literacy 4. Creativity and imagination

5. Communication and collaboration 6. Critical thinking and problem solving

7. Learning to learn

Link to Pertinent and Contemporary Issues (PCIs)

The teacher is expected to include the following PCIs in every lesson.

• ESD: DRR: Safety and security when playing games.

• Citizenship: Social cohesion as the learners collaborate when playing games.

• Learner support program: Sports and games that involve walking skills.

• Health education: HIV and AIDS: When wounds and cuts occur when playing, report

to the teacher instead of handling them on your own.

• Life skills: Self-esteem and Self-awareness: Knowing myself and knowing the parts

of the body involved in performing activities.

8383

Approved by KICD - 2018 Edition

Not for sale

Link to values

The teacher is expected to include a value or two in every lesson. The following are the

core values that the teacher is expected to choose from: unity, love, respect, peace, integrity,

responsibility, social justice and patriotism.

Link to other learning areas

• Languages Activities • Art and Craft Activities

• Environmental Activities • Mathematics Activities

Suggested learning resources:

• Field markers • Digital devices • Video clip with gymnastic displays

Learning progression for the

Star balance

Lessons Activities for Star balance

1. The learners practise balancing with different body shapes

• narrow • wide • twisted • curl shape

2. The learners practise balancing with different body shapes but combining

with different body parts

• A wide shape when feet and hands are on the ground and when standing

• A wide shape with upper body and lower body narrow

3. The learners practise

• making twisted shapes with upper body and curled shape with the lower

body

• making shapes at different levels (low, medium and high)

4. The learners practise

• Making shapes letter (T, V, K, L, Y)

• Making shapes using numbers (1, 3, 7)

5. Making simple three or two letter words in a small group (ON, IT, NUT,

TEN

Assessment: oral questions

How can you keep very still when you are balancing?

8484

Approved by KICD - 2018 Edition

Property of the

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Assessment rubric for Star balance

Learner’s

names

Skill criteria for Star balance

Head stable and eyes

looking forward

Arms and other

body parts used to

counterbalance

Balance achieved with

eyes open and closed

and on both legs

Wakiuru

Nyathogora

Atieno

Jamal

Kilonzo

Suggested community service-learning activity to support learning through

application:

Learners to pay a visit to a children’s home and play with them.

Suggested non-formal activity to support learning through application:

Learners

to collaborate with others in performing the star balance.

The star balance

8585

Approved by KICD - 2018 Edition

Not for sale

Sub Strand 3.4 Dynamic Balances: Egg Roll (5 Lessons)

Introduction

Rolls are the basic skills in gymnastics. They promote body awareness and control which

leads to increased coordination of the body and the mind. Rolls are similar to ips in the

fact that they are a complete rotation of the body, but the rotation of the roll is usually made

on the ground.

Specic learning outcomes

The following are the specic learning outcomes for the sub strand. The teacher is expected

to come up with lesson specic learning outcomes for every lesson under egg roll.

By the end of the sub strand, the learner should be able to:

(a) Explore the different ways of rolling for creativity;

(b) Watch various gymnastic rolls for digital literacy;

(d) Practice egg roll for coordination strength and self-esteem;

(e) Establish relationships while performing the egg roll for creativity and imagination;

(f) Appreciate performing the egg roll for creativity;

(g) Play games for creativity, fun and peaceful coexistence;

(h) Observe rules when performing rolls for own and others, safety.

Key inquiry questions

• Name the body parts used in Egg roll?

• Mention any roll you know?

Teaching points

1. Lying down and the body perpendicular to the path of rolling.

2. Knees are brought up to the chest and held with hands.

3. The chin lowered towards the knees as much as possible and elbows kept tight to the

side.

4. Rock back and forwards. Enough momentum is gathered to carry roll on to the side.

5. The momentum is kept so as to keep rolling on until the face-down, then onto your

other side and back onto the back.

6. Roll down the mat until you reach the end as shown below

8686

Approved by KICD - 2018 Edition

Property of the

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Suggested learning experiences

• Learners to answer questions on the parts of the body in use when performing the Star

balance.

• Learners to watch the video clips of other learners performing the Star balance.

• Learners to practise the Star balance individually and with others.

• Learners to collaborate with others and participate in activities using the Star balance.

• Observe rules when performing the star balance activities for own and others safety.

Core competences to be developed

The learners are expected to acquire the following core competences in the process of

learning swimming. The teacher is expected to pick one or two core competences and

integrate them in the lesson and integrate them in the lesson.

1. Citizenship 2. Self-efcacy

3. Digital literacy 4. Creativity and imagination

5. Communication and collaboration 6. Critical thinking and problem solving

7. Learning to learn

Link to Pertinent and Contemporary Issues (PCIs)

The teacher is expected to include the following PCIs in every lesson.

• ESD: DRR: Safety and security when playing games

• Citizenship: Social cohesion: Learners to collaborate when playing games

• Learner support program: Sports and games that involve walking skills

• Health education: HIV and AIDS: When wounds and cuts occur when playing report

to the teacher instead of handling them on your own.

• Life skills: Self-esteem and Self-awareness: Knowing myself and knowing the parts

of the body involved in performing activities.

Link to values

The teacher is expected to include a value or two in every lesson. The following are the

core values that the teacher is expected to choose from: unity, love, respect, peace, integrity,

responsibility, social justice and patriotism

Link to other learning areas

• Languages Activities • Art and Craft Activities

• Environmental Activities • Mathematics Activities

8787

Approved by KICD - 2018 Edition

Not for sale

Suggested learning resources

• Field markers • Digital devices • Video clip of gymnastic displays

Learning progression for the egg roll

Lessons Activities for the egg roll

1. The learners practise rocking by:

• rocking forwards, backwards or side to side • with feet crossed

• legs straight and bent • side to side

• standing • sitting • sitting astride

2. The learner practise rocking like a chair by lying on the back and bringing

the knees to the chest, crossing the feet holding them with hands. The back

becomes round like an egg in this position rock side to side.

3. Rock to stand: The learners to be in pairs. One becomes the rocking chair.

The chair rocks three times and on the third rock, rocks up and reaches out

to their partner who helps them to stand. This should be done a few times

and then the rocking chair has to do without assistance.

4. Circle egg roll: The learners assume the egg roll position, with the hands

under the inside of the legs and the ngers locked around the ankles. ‘Egg

roll’ around in a circle like a rolling ball. Count to three and change direction

of rolling.

5. Egg roll: The learners are in the rocking chair position with the chin tucked

into the knees. The learner rolls sideways and nishes on the knees. Push

comes from the elbow and knees for rolling.

Suggested community service-learning activity to support learning through

application

Learners to perform gymnastic displays during the school AGM.

Suggested non-formal activity to support learning through application

Learners to watch a video of gymnastic performance.

The egg roll

8888

Approved by KICD - 2018 Edition

Property of the

Government of Kenya

Suggested assessment

Oral questions

• Which was the easiest way to roll? Why

• Which was the hardest? Why?

• Why is it important to put the chin on chest?

Assessment rubric for egg roll

Learner’s

names

Skill criteria for egg roll

Lie down

on the oor

and the body

perpendicular

to the path of

rolling, knees

brought up to

the chest and

held with hands.

The chin

lowered towards

the knees

as much as

possible and

elbows kept

tight to the side

Rock back and

forwards. Enough

momentum is

gathered to carry

roll on to the

side.

The momentum

is kept so as to

keep rolling roll

until the face-

down, then onto

your other side

and back onto

the back.

Wakiuru

Nyathogora

Atieno

Jamal

Kilonzo

Sub Strand 3.5 Dynamic Balances: Bear Roll (5 Lessons)

Introduction

Rolls are the basic skills in gymnastics. They promote body awareness and control which

leads to increased coordination of the body and the mind. Rolls are similar to ips in the

fact that they are a complete rotation of the body, but the rotation of the roll is usually made

on the ground.

Specic learning outcomes

The learners are expected to acquire the following core competences in the process of

learning swimming. The teacher is expected to pick one or two core competences and

integrate them in the lesson.

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By the end of the sub strand, the learner should be able to:

(a) Watch the various gymnastic rolls for digital literacy;

(b) Perform the bear roll for balance, coordination, strength and space awareness;

(d) Establish relationships through performing the bear roll for creativity;

(e) Appreciate performing the bear roll for balance, coordination and strength;

(f) Play games for creativity, enjoyment and peaceful coexistence;

(g) Observe rules when performing rolls for own and others’ safety.

Teaching points

1. Lean sideways on to the left shoulder, arm and side of the leg.

2. Rock across the upper back, lifting the hips off the oor.

3. Keep the legs straight and in the acute straddle fold position.

4. Lean onto right shoulder and forwards to sit back in the upright position.

Suggested learning experiences

• Name the body parts in use when performing the Bear roll

• Learners answer questions on the various ways through which the body can roll.

• Learners to watch the video clips of other learners performing the Bear roll.

• Learners to practise the Bear roll individually and in groups.

• Learners to participate in activities using the Bear roll.

• Observe rules during the Bear roll activities.

Core competences to be developed

The learners are expected to acquire the following core competences in the process of

learning swimming. The teacher is expected to pick one or two core competences and

integrate them in the lesson.

1. Citizenship 2. Self-efcacy

3. Digital literacy 4. Creativity and imagination

5. Communication and collaboration 6. Critical thinking and problem solving

7. Learning to learn

Link to Pertinent and Contemporary Issues (PCIs)

The teacher is supposed to include the PCIs in every lesson.

• ESD: DRR: Safety and security when playing games.

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• Citizenship: Social cohesion: Learners to collaborate when playing games.

• Learner support program: Sports and games that involve walking skills.

• Health education: HIV and AIDS: When wounds and cuts occur when playing report

to the teacher do not handle.

• Life Skills: Self-Esteem and Self-awareness: Knowing myself and knowing the parts

of the body involved in performing activities.

Link to values

The teacher is expected to include a value or two in every lesson. The following are the

core values that the teacher is expected to choose from: unity, love, respect, peace, integrity,

responsibility, social justice and patriotism.

Link to other learning areas

• Languages Activities • Art and Craft Activities

• Environmental Activities • Mathematics Activities

Suggested learning resources:

• Field markers • Digital devices • Video clip with gymnastic displays

Learning progression for bear roll

Lessons Activities for the bear roll

1. The learners practise rocking by

• rocking forwards, backwards, side to side

• with feet crossed,

• egs straight and bent,

• sitting astride.

Hands grasp the legs behind the knees throughout. Pull the knee to right ear

to initiate rolling action. Roll sideways across the back and shoulders. End in

straddle sit facing in the opposite direction from start. Maintain body tension

and straight legs in a pike straddle throughout.

2. Holding the straddle position, the learner rocks side to side onto each

shoulder in turn. Maintain the lean forward into the rock not backwards. The

legs will lift into the air if the position is maintained.

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3. The learner rocks side to side (in straddle position) across their upper back,

touching each toe to the oor alternately. The shape or the straddle should

not be lost.

The leaner to rock across the upper back and after a couple of rocks leans

forwards to nish in a sitting position.

4. Circle egg roll: The learners assume the egg roll position, with the hands

under the inside of the legs and the ngers locked around the ankles. ‘Egg

roll’ around in a circle like a rolling ball. Count to three and change direction

of rolling.

5. Egg roll: The learners are in the rocking chair position with the chin tucked

into the knees. the learner rolls sideways and nishes on the knees. Push

comes from the elbow and knees for rolling.

Suggested community service-learning activity to support learning through

application

Learners to perform during inter house, inter class and prize giving days in school.

Suggested non-formal activity to support learning through application

Learners to stage gymnastic displays to their peers in the community.

Teddy bear roll

Suggested assessment

Oral questions

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• Why do we need to put our chin on our chest?

Assessment rubric for the Teddy bear roll

Learner’s

names

Skill criteria for Teddy bear roll

Lean sideways on to

the left shoulder, arm

at the and side of the

leg maintaining the

straddle position;

Rock across the upper

back, lifting the hips

off the oor

Keep the legs straight

and in the acute straddle

fold position; lean onto

right shoulder and

forwards to sit back in

the upright position.

Wakiuru

Nyathogora

Atieno

Jamal

Kilonzo